NATSCA2 Pandoran Marine Ecosystem

My NATSCA2 students are tasked to submit their rendition of a Pandoran marine ecosystem. The work must indicate producers, consumers and decomposers. It should also have variations of the design themes from the original Pandoran designs in Avatar. The jpg file must be in the designated dropbox folder by Sunday 7/27/2010 1159pm

NATSCA2 Ecology and Biodiversity

For the next two weeks, we will be discussing ecology and biodiversity. Please view this video lecture of Prof. Penny Chisholm of MIT to help you prepare for our classes. This is courtesy of MIT open courseware.

NATSCA2: Pandoran Marine Creature Exercise

Each student of my is tasked to create a Pandoran marine creature. The files should be in jpg format and uploaded in the appropriate folder in dropbox. This exercise is due on June 21 11:59pm. If you have not received an invite to dropbox please fill in your contact info here. If you have dropbox but don't see the shared folder please email me.

NATSCA2 Avatar Essay Homework

As discussed in class, the Avatar homework has been extended until Wed 11:59pm. For those who just joined the class, the task is to watch James Cameron's Avatar and answer essay questions. You will find the new and updated essay question form here.

NATSCA2 Schedule of Activities Term 1 2010-2011

TOPICS / SCHEDULE
TOPIC ACTIVITY / OBJECTIVES
Week 1 Introduction · Discuss course policies and requirements
· Group Activity:
1. Concept Mapping of 5 Environmental Issues
2. Art Diagnostic Test

Week 2 Elements of Design · Lecture discussion on the Elements of Design seen
in the natural environment

Week 3 Ecology · Discuss basic ecological concepts – Biotic & Abiotic
Components, Trophic Structures, Food Chains,
Food Webs, Energy Flow, chemical recycling/
nutrient cycling

Week 4 (Continuation) Ecology& Introduction to Biodiversity Loss &
Conservation
· Discuss Biomes, Community Ecology – Community
Interactions, Adaptations, Community Succession,
Population Ecology
· Discussion of various keystone species and their
impact on the ecosystem.
· Game: “Can it be real?”
· Discussion: Importance of Biodiversity and
Philippine Primer – description & importance of
Biodiversity, Threats & Causes of Biodiversity Loss

Week 5 Sustainable Development – Food & Agriculture
· Discussion on SD practices locally & internationally
· Discussion on case studies/readings

Week 6 Sustainable Development -Technology & Energy
Conservation
· Lecture on latest technology & energy conservation
efforts, discussion on practical applications on
energy conservation
· Sustainable Cities versus Megacities -Discussion on
how businesses adapt to achieve SD, Waste
Exchange Program, Toxic Substances and
Hazardous Waste Management, Solid Waste
Management
· Activity:

Week 7 Midterm Exam · Written Exam – Essay and Conceptualization Type

Week 8 Social Worldviews

Week 9 Social Worldviews, Social Marketing,
· Discussion on two dominant worldviews seen in the
movie
· Discussion on personal worldviews on resource
use, effects of worldviews on resource use
· Discussion on Social Marketing, applications of
Social Marketing, Environmental Education & other
environmental careers

Week 10 FIELDWORK

Week 11-13 Processing of Fieldwork data and Consultation
· Present fieldwork data and unedited trimedia
presentation
· Consultations

Week 14 Presentation & Submission of Final Projects

NATSCA2: Course Objectives

NATSCA2 is an Appreciation, Awareness, and Advocacy class for the natural
environment.
A triple-A course that will help empower students to use their talents and skills in the
conservation of their natural environment

COURSE PURPOSE OVERVIEW:
It is the goal of this course to generally inculcate in students a global environmental
understanding that will produce highly conscientious and empowered individuals who
sincerely respect and appreciate the natural environment. Being able to produce
effective advocacy and learning tools using different mediums of interest is just one
derivative of the
general goal. Likewise, it is necessary to equip the students with a foundational
understanding of the different benefits humans get from their natural environment and a
good grasp of various global environmental issues caused by the way humans utilize
their natural resources.

COURSE OBJECTIVES / VALUES:
By the end of this course, the students are generally expected to develop into
conscientious
individuals who sincerely respect and appreciate their natural environment, and are
empowered to create significant contributions to the conservation of the environment. At
the end of this course, the student is expected to manifest the following as per Blooms
Taxonomy:
1. Remembering - To know the various components of and inter-relationships within
the different ecosystems;
2. Understanding - To understand the relevance of ecosystems components
and inter-relationships in addressing local and/or global ecological problems;
3. Application - To apply knowledge of ecological systems in conceptualizing a
multimedia project that addresses a relevant local and/or global environmental
issue;
4. Analyzing - To map out the causes, effects, and stakeholders involved in different
environmental issues and formulate an effective plan to address a need reflected in
the issues;
5. Evaluating - To integrate knowledge and analysis of ecological systems with
multimedia technical skills to produce effective educational or advocacy materials;
6. Creating - To produce an advocacy or educational material for a specific target

Term 1 2010-2011

To all my new students,

Welcome to my blog! Here, I will put critical information regarding your course. I will post key exercises, assignments and quizzes here so I can spend more time to make you understand fundamental concepts during class. This blog contains content for my 3 subjects: NATSCA2 (DLS-CSB) , FAILANA and LBYPH12 (DLSU) as well as my own personal insights on sustainability issues. I will be putting title indicators and tags if a blog entry is for a specific subject. If there are no tags, an entry is for everyone's consumption.

I firmly believe in asynchronous collaboration. I have seen this work well last term in my NATSCA2 class. I expect to work much better this term.

I look forward to the learning experiences we will have this term.

Simulation for April 5

I have an exciting simulation in mind for the Monday after Easter. To prepare for this, students are encouraged to read about sustainable communities and settlements. The video on CELL in a previous post may also prove useful as wells as readings on Biosphere2 and Earthship. The activity will also build on the lessons learned in the Social Marketing session. Students will need to bring manila paper, cartolina, cardboard, paper, paints, pens, glue, tape, cutting and measuring instruments. I expect the simulation to take about 2.5h.

World Views

For this coming week, the discussion will center on world views. Last week was a simulation on manufacturing and technology so I'll likely do a quick summary on technology before going to the main topic. Our discussion on worldviews will be in preparation for the discussion on social marketing.

Prior to class, I'd like my students to answer the following questions:

1.) Give an example of each of the following and explain.
a.) An economic worldview
b.) A social worldview
c.) An ecological worldview

2.) Compare Genesis 1:28 and Genesis 2:15. Are this passages in conflict or in agreement? What is the ecological worldview promoted by the Bible?

3.) Read Romans 3:10-18 and 1 John 2:16. How does this relate to the ecological, social and economic problems of the world? Site examples.


While I still expect 60 word min essays for each item. Submission will NOT be in the dropbox.com location for this assignment. Instead, I'd like to see this in my students personal blogsites (blogspot, wordpress, etc.). The format of the blog entry will be as follows:

Our NATSCA2 class will be discussing worldviews. We were tasked to answer questions ( you can embed a link to this blog entry, in the word "questions" or paste the link after it) . Here are my answers

(Answer 1)
(Answer 2)
(Answer 3)


After completing the entry, a comment must be made to this blog entry I am now writing.( Yes, this very entry that spells out the homework to be done.) The comment will indicate the link to the answer. This will look something like this:

Sir, you will find my homework here (embed a link to this blog entry, in the word "here" or paste it after the word)


The blog entries are due on Mar 22 2:45 pm

I encourage my students to read a lot about this assignment. The next two sessions will also have interesting simulations on the latter part of the class.

Pandoran Ecosystem

My students have submitted their rendering of Pandoran marine life. Interesting concepts. One drawing was a Pandoran Dory with the matching hose for hook-ups. Another was a Pandoran seahorse. I'd like to take this further. I'd like to see a Pandoran Marine ecosystem. It has to include communities of producers, consumers (primary, secondary, tertiary). These components have to be properly labeled (i.e. I need to know what the role of the organism is in the ecosystem). This homework will be due on Feb 8, before 245pm, in my dropbox folder. Some students have installed dropbox but their work is not visible to me because they have not joined my shared folder.

AVATAR Bonus Exercise

I'd like my students to draw their concepts of marine life in Pandora. (Scanned drawings to be submitted in Dropbox). They have to consider the existing themes shown in the movie. This will be equivalent to 1 exercise. I am just curious as to what Pandoran marine life would be. Would the Navi be able to bond with them as well?

AVATAR

Watched Avatar in 3D last night. This is the 2nd time I've watched this , the first time was not in 3D. Interesting to see how the details came alive in this viewing experience. Just wondering what the thought process was in creating the creatures. I'd like to say more but perhaps I'll wait until my students turn in their homework due on 01 Feb 2010. The task is for them to view avatar and answer the following questions by means of 60-100 word essays:

1.) Briefly state the philosophy of RDA ( Resource Development Authority, Earth) and critique its strengths and weaknesses.

2.) Briefly state the philosophy of the Navi and critique its strengths and weaknesses.

3.) Are the two worldviews reconcilable? Discuss any possible ways of reconciling the 2 worldviews.

4.) Critique the Wildlife and Foliage of Pandora? What do you think are the inspirations for creating these creatures, in our world.

5.) Discuss your own ideas for creatures that should be there. Any ideas on Pandoran, aquatic life?

My NATSCA2 students are expected to submit this at the above mentioned date, before 245pm at the dropbox location sent previously.