Service-Learning Online Zoo Lab Jacobs

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Volunteer 10 hours for the site
Using PowerPoint (PPT), identify the ecosystem
Biotic and abiotic components
Properties
Limiting factors
Trophic levels/vertical layers
Impact by man

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Service-Learning Online Zoo Lab Jacobs

  1. 1. Service-Learning: Online Zoo Lab<br />Ronda Jacobs,<br />Biology Adjunct Instructor<br />
  2. 2. Project<br />Students choose a SL site<br />Volunteer 10 hours for the site<br />Using PowerPoint (PPT), identify the ecosystem<br />Biotic and abiotic components<br />Properties<br />Limiting factors<br />Trophic levels/vertical layers<br />Impact by man<br />
  3. 3. Project<br />Site contract and volunteer hours log<br />Four journal entries<br />Participate in two online discussions<br />In progress worksheet<br />Draft<br />Final PPT presentation<br />
  4. 4. Project<br />Volunteer sites<br />Calvert Marine Museum<br />Alice Ferguson Foundation<br />Three students started SL projects<br />Two students completed their projects<br />
  5. 5. Academic Goals<br />
  6. 6. Schedule<br />
  7. 7. SL Objectives<br />Define the ecosystem in terms of its biotic and abiotic components.<br />Identify the properties of the ecosystem.<br />Describe how limiting factors impact the ecosystem.<br />Explain the biological community in terms of trophic levels and vertical layers.<br />Identify natural and man-made conditions that can positively and negatively impact the ecosystem.<br />
  8. 8. Reflections<br />Students complete weekly private journal entries:<br />Choosing your site and first impressions<br />Describe volunteer work<br />How does your work impact your site’s goals?<br />What did you enjoy/not enjoy and why?<br />
  9. 9. Project<br />Part I<br />Service-Learning Contract<br />Service-Learning Log<br />Project Overview<br />Part II<br />PPT Presentation (rubric provided)<br />Self-Evaluation<br />
  10. 10. SL Contract<br />
  11. 11. SL Log<br />
  12. 12. Project Overview<br />Assignment covers the ecology portion of the presentation<br />This assignment gets them started on their research<br />They have two weeks to complete it<br />
  13. 13. PPT Presentation<br />Volunteer site Information<br />Ecology information<br />Design<br />Fonts, color, background, page layout, and pictures<br />References<br />Five references, at least two hardcopy, use APA or MLA format<br />
  14. 14. Self-Evaluation<br />Students rate their performance based on:<br />Attendance (10 hrs)<br />Timeliness (project deadlines)<br />Team effort (working with site)<br />Project effort (commitment)<br />Skills and resources (presentation/guidelines)<br />Contributions and ideas (draft)<br />To have an exceptional performance in any one category, the student must provide two specific reasons<br />
  15. 15. Learning Partners<br />
  16. 16. Challenges<br />At first, sites were not on-board<br />Confusion over who was responsible for taking on project requirements (student or site directed learning)<br />Some sites simply not interested in volunteers<br />Students<br />All were unsure at first of what to expect, but of those completing the project they were won over by their site mentor<br />
  17. 17. Changes<br />Make student roles more specific<br />Volunteer 10 hours to help site with their goals<br />Complete project research independently<br />Make volunteer site roles very specific<br />Students are there to help them<br />Sites are not responsible for helping the student conduct their research<br />

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