Brian E. Myers

0000-0002-2593-9159

Teach Aquaculture Curriculum: Fish-Eating Contest

Frank A. Chapman, Amber L. Garr, Cortney L. Ohs, Brian E. Myers, Craig S. Kasper, R. LeRoy Creswell, R. LeRoy Creswell, Frank A. Chapman, Carlos V. Martinez, andEliza J. Livengood

There are numerous fish species cultured in the world. Fish are cultured in ponds, tanks, and cages. Some are fed floating, pelleted food and some consume live algae. The types of diets used in aquaculture have been developed specifically for the feeding strategies of the cultured animal. In this lesson, students will mimic fish with different mouth positions by adopting different feeding behaviors and by trying to capture marshmallows without the use of their hands.

Teach Aquaculture Curriculum: How big is that pond?

Frank A. Chapman, Cortney L. Ohs, Amber L. Garr, R. LeRoy Creswell, R. LeRoy Creswell, Carlos V. Martinez, Brian E. Myers, Frank A. Chapman, Craig S. Kasper, andEliza J. Livengood

This activity will provide examples of volume and area calculations of ponds of various types and shapes. The students will learn to calculate volumes and surface areas of ponds and use this information to calculate stocking densities and chemical application rates. Students will be able to make these calculations in both US and metric units. This activity has direct application to aquaculture, and these calculations are commonly used by federal and state agencies, private companies, engineers, toxicologists, and other people related to the aquatic sciences.

Teach Aquaculture Curriculum: Chlorine—Friend or Foe?

Frank A. Chapman, Carlos V. Martinez, Cortney L. Ohs, Brian E. Myers, Eliza J. Livengood, Craig S. Kasper, Amber L. Garr, R. LeRoy Creswell, R. LeRoy Creswell, andFrank A. Chapman

Teach Aquaculture Curriculum: What makes a good fish food?

Craig S. Kasper, Cortney L. Ohs, Brian E. Myers, Frank A. Chapman, Amber L. Garr, R. Leroy Creswell, Carlos V. Martinez, and Elisa J. Livengood

Teach Aquaculture Curriculum: Anatomy of a Fish

Amber L. Garr, Cortney L. Ohs, Craig S. Kasper, R. Leroy Creswell, Frank A. Chapman, Brian E. Myers, Elisa J. Livengood, and Carlos V. Martinez

A UF/IFAS numbered Curriculum. Published by Aquaculture

Teach Aquaculture Curriculum: Spawning and Rearing Bivalve Molluscs—Spawning

R. Leroy Creswell, Cortney L. Ohs, Craig S. Kasper, Elisa J. Livengood, Amber L. Garr, Brian E. Myers, Carlos V. Martinez, and Frank A. Chapman

Teach Aquaculture Curriculum: Spawning and Rearing Bivalve Molluscs—Larval Culture

R. Leroy Creswell, Cortney L. Ohs, Craig S. Kasper, Carlos V. Martinez, Elisa J. Livengood, Amber L. Garr, Frank A. Chapman, and Brian E. Myers

In this activity students will use an ocular micrometer to measure the length of bivalve larvae, monitor the density of larvae in their culture system, and understand production protocols used in bivalve hatcheries. This activity will take about 15 minutes per day for approximately two weeks; this is the amount of time it will take for larvae to develop from egg to metamorphosis (setting).

Teach Aquaculture Curriculum: Dancing with Brine Shrimp

Elisa J. Livengood, Cortney L. Ohs, Amber L. Garr, R. Leroy Creswell, Carlos V. Martinez, Craig S. Kasper, Brian E. Myers, and Frank A. Chapman

Brine shrimp live in and are harvested primarily from natural salt lakes and solar salt operations around the world. Two natural sources of brine shrimp in the United States are the Great Salt Lake in Utah and San Francisco Bay in California. Adult brine shrimp are also called "sea monkeys" and are used for entertainment or to feed aquarium fish. Brine shrimp can be used to observe, control, and manipulate a life cycle under laboratory conditions during a period of less than 2 weeks. They can be

Teach Aquaculture Curriculum: Introduction

Cortney L. Ohs, R. Leroy Creswell, Amber L. Garr, Carlos V. Martinez, Brian E. Myers, Elisa J. Livengood, Craig S. Kasper, and Frank A. Chapman

Effective Use of Field Trips in Educational Programming: A Three Stage Approach

Brian Myers and Linda Jones

Evaluating Learning in Laboratory Settings

Wendy J. Warner and Brian E. Myers

A UF/IFAS numbered Fact Sheet. Published by ==Community Development==

Using Cooperative Learning in Formal and Nonformal Education

Katy J. Groseta and Brian E. Myers

Guidelines for Effective Professional and Academic Writing

Nick Place, Ralph Easterly III, Brian E. Myers, Alison E. Adams, andNick T. Place

A UF/IFAS numbered Fact Sheet.

Presenting Workshops to Adults

Brian E. Myers

Creating and Working with Rubrics

Aubrey L. Stoughton andBrian E. Myers

Rubrics are tools created to help assess student performance in a more reliable, objective, and consistent manner. Rubrics are particularly helpful in situations where there is not always a right or a wrong way or where grading can become subjective. A rubric establishes guidelines and point values to help students understand what to expect and also helps the instructor remain consistent throughout the grading process.

Visual Teaching Tools: Concept Maps

Lauren Dillard andBrian E. Myers

Concept maps are one way to make classroom content easier for students to understand. These educational tools are a great way to simplify information by allowing students to visualize complex processes. They also engage student''s creativity and higher order thinking skills.

What Is Inquiry-Based Instruction?

Anna J. Warner andBrian E. Myers

Educators should constantly evaluate and adjust their teaching approaches to meet the educational needs of their students and society. Federal, state, and local legislation has underscored the importance of developing students' abilities and performance in science, math, reading, and writing. Agricultural educators have the unique ability to incorporate all of these elements into their classrooms and teaching through the context of agriculture. Inquiry-based teaching methods allow teachers to expand students' science skills and help mold lifelong learners.

Implementing Inquiry-Based Teaching Methods

Anna J. Warner andBrian E. Myers

Much like a woodworker continually acquires new tools to perform different tasks in his shop, educators, too, should search for tools to add to their repertoire of educational practices. One tool is not sufficient to do every task a woodworker must complete, and one teaching method should not be considered sufficient for teaching all topics and meeting all standards. Inquiry-based teaching methods provide agricultural educators with another teaching technique for developing life-long learners. They prove especially useful in delivering concepts that rely heavily on science. This paper builds on the publication What Is Inquiry-Based Learning? by focusing on the nature of inquiry and providing basic guidelines and strategies for implementing inquiry-based teaching methods.

Inclusion of Diverse Learners in the Educational System

Eric D. Rubenstein and Andrew C. Thoron

An Overview of Advisory Councils for School-Based Agricultural Education Programs

Ralph Easterly III, Debra M. Barry, Brian E. Myers, andEdward W. Osborne

An advisory council is an organized group of selected business representatives, community members, and school stakeholders who provide input in the planning, development, implementation and evaluation of a school-based agricultural education program. Recommendations and best practices are provided for implementing advisory councils. Written by R. G. Easterly III, D. M. Barry, B. E. Myers, and E. W. Osborne; published by the UF/IFAS Department of Agricultural Education and Communication; 7 pp.