Term
Spring 2018
Capstone
Thesis
Degree Name
MAED: NSEE
Primary Advisor/Dissertation Chair
William D. Keilty
Secondary Advisor/Reader One
Melissa Habeck
Peer-Reviewer/Reader Two
Jenna Allerson
Abstract
This capstone is a sampling of middle school science lessons that were designed to address the question: How might a curricular unit about invasive species be designed to enhance the environmental literacy of middle school students? It documents one teacher’s research and development of a unit about invasives species, while promoting environmental literacy. The curriculum is a series of three lessons that provide students the opportunity to learn about invasive species by developing a connection, or sense of place to their surroundings. Once students understand the impacts of invasives species they take part in a project-based service learning opportunity to teach others about their findings. The curricular unit was designed using the Understanding by Design lesson plan framework by Wiggins and McTighe. The author of these lessons wrote them in a way that provides an awareness to environmental problems and promotes environmental literacy.
Research Methodology
Curriculum Development
Keywords
Curriculum, Environmental Studies, Science
Recommended Citation
Schultz, Ashley, "Invading Minnesota: A Middle School Invasive Species Curriculum" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4406.
https://digitalcommons.hamline.edu/hse_all/4406