Schedule: This is a 17-week course that meets three times per week, one hour each session. (51 hours total.)
Format: Lecture with some class participation. You will learn how well you know things by interaction with the teacher: questions, optional assignments, class discussion. No grading, but we can arrange for grading, if you’d like.
Homework: assigned readings. And questions I decide to assign, questions that aid in understanding the material, and depend on the interest and background of the students in class.
I will assign homework that will involve defining terms, identifying examples, identifying ecological relationships, drawing food webs, and relating previous chapters’ content to the current chapter’s content. So, if you do the homework, you will be writing sentences, writing paragraphs or short essays, drawing cause-effect relationship diagrams, drawing food webs, doing some calculations and mathematics, and drawing diagrams.
Cost: $890 per person for a group class of 4 or more students; $3000 for one-on-one tutoring.
Payment options: Payments can be made via PayPal, Venmo, Zelle, cash, or check.
Materials: Pencil and paper.
Required text: Minnesota’s Natural Heritage: An Ecological Perspective by John R. Tester.
For more details or to schedule a class, contact Michael by phone at 281-770-2276 or by email at michaelgold@goldams.com.
We really enjoyed the Ecology class with Michael Gold! He chose a wonderful textbook for my daughter to use: Minnesota’s Natural Heritage. He made it interesting, relevant, and understandable. As a homeschool mom, it’s always a challenge to find good teachers that I can rely on to supplement the holistic education I try to give my children. Michael does just that! He’s knowledgeable, thorough, logical, and even brings a sense of humor to the class! I can’t recommend him highly enough for someone who, like me, wants more for their children. Thank you, Outschool, for providing such good teachers at reasonable costs! We’ll be signing up for more classes soon!
–Melanie K, parent, about the Outschool course “Ecology (Chp 5 by John Tester): The Northern Coniferous Forest,” 4 Feb 2020
Class Description
We will discuss the chapters of the book Minnesota’s Natural Heritage: an Ecological Perspective by John R. Tester. We will learn principles of ecology and techniques of science that apply to any and every area, not merely to Minnesota or to ecology. The book is about Minnesota, and is a book I love, but it teaches us about everywhere and is for everyone.
I will help students to grasp what’s important in each chapter and to draw general principles from them. We’ll learn some thinking skills that will help us read better, think better, and get science better.
Students will learn from their own reading, from taking notes, from questions I ask in class, and from discussion I provide about concepts and relationships in each chapter, as well as about how to read, how to think logically, how to do science, and how it all matters.
I will instruct by discussing important points in each day’s reading, and assess understanding by asking questions — determined by who is in class and how well they think — about concepts, definitions, causes, ecological relationships, application to your area of the world, logical relationships, how science functions.
Chp 1 by John Tester: Landscape and Geologic History
Students need to have read it (pp. 3-25) ahead of time to get an overview. We will go through the chapter in three sections: pp. 3-10, pp. 10-19, pp. 19-25
Week One
Day 1 pp. 3-10
An overview Minnesota landscape.
Geologic history.
Day 2 pp. 10-19
Glaciation.
Vegetation.
Day 3. pp. 19-25
Vegetation.
Soils.
The present landscape.
Learning Goals.
To learn about Minnesota’s landscape and how it formed.
To learn about landscapes in general and how they formed.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
Chp 2 by John Tester: Climate & Weather
Students need to have read it (pp. 27-41) ahead of time to get an overview. During the course, we will go through the chapter in two sections: pp. 27-34, pp. 34-41.
Week Two: we will cover pp. 27-34:
An overview of climate & weather.
Solar radiation.
Temperature.
Week Three
Day 1 pp. 34-41
Precipitation.
Clouds.
Wind.
Learning Goals
To learn about Minnesota’s climate & weather, factors that affect them, and how they formed.
To learn about climate & weather in general, factors that affect them, and how they form.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
Chp 3 by John Tester: Principles of Ecology
Students need to have read it (pp. 43-65) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 43-48, pp. 48-56, pp. 56-65.
Week Three, cont’d
Day 2 and Day 3 pp. 43-48
An overview of ecology.
Ecosystem structure and function: food webs.
Week Four
Day 1 and Day 2 pp. 48-56
Ecosystem structure and function: energy flow.
Ecosystem structure and function: nutrient cycling.
Day 3 pp. 56-65
Ecosystem structure and function: productivity.
Week Five
Day 1 pp. 56-65
Ecosystem structure and function: productivity.
Populations and communities: population dynamics.
Populations and communities: species interactions.
Succession.
Learning Goals
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
“My daughter truly enjoyed the class and has motivated her further study in science. She also appreciated Mr. Gold’s passion and excitement for science!” –Chigusa, parent, about the Outschool class “Logic Corner: What Is Science?,” 12 Feb 2020
Chp 4 by John Tester: The Deciduous Forest
Students need to have read it (pp. 67-97) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 67-78, pp. 78-87, pp. 87-97 .
Week Five, cont’d
Day 2 and Day 3 pp. 67-78
The seven basic types of deciduous forests in Minnesota: Maple-Basswood, Aspen-Birch, Oak, etc.
Their basic ecology: structure and function.
Week Six
Day 1 and Day 2 pp. 78-87
The ecology of the prairie-forest border.
Deciduous forest ecosystem function.
Animals and community interactions: mammals.
Day 3 pp. 87-97
Animals and community interactions: birds, amphibians and reptiles, and insects and invertebrates.
Week Seven
Day 1 pp. 87-97
Animals and community interactions: birds, amphibians and reptiles, and insects and invertebrates.
The present state of the deciduous forest.
Learning Goals
To learn about Minnesota’s Deciduous Forest and how they function.
To learn about Deciduous Forests in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
“Really enjoyable class from a teacher that cared and knows his stuff.”
–Anthony S, parent, about my 6-week, 12-hour Outschool course “Logic Essentials: How to Think Well,” 19 Jul 2020
Chp 5 by John Tester: The Northern Coniferous Forest
Students need to have read it (pp. 99-129) ahead of time to get an overview. During the course, we will go through the chapter in detail in three sections: pp. 99-109, pp. 109-119, pp. 119-129.
Week Seven, cont’d
Day 2 and Day 3 pp. 99-109
The geology and climate of the Northern Coniferous Forest.
Five types of coniferous forest in Minnesota: Balsam Fir-White Spruce, Black Spruce-Feathermoss, White Cedar, White and Red Pine, Jack Pine.
Their basic ecological structure.
Week Eight
Day 1 and Day 2 pp. 109-119
Logging in the Coniferous Forest.
Ecosystem function.
The animals in the coniferous forests: mammals
Day 3 pp. 119-129:
The animals in the coniferous forests: birds, amphibians and reptiles, and insects and invertebrates.
Week Nine
Day 1 pp. 119-129
The animals in the coniferous forests: birds, amphibians and reptiles, and insects and invertebrates.
Their ecology.
The present state of the Northern Coniferous Forest.
Learning Goals
To learn about Minnesota’s Coniferous Forest and how they function.
To learn about Coniferous Forests in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
Chp 6 by John Tester: The Tallgrass Prairie
Students need to have read it (pp. 131-158) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 131-139, pp. 139-149, pp. 149-159.
Week Nine, cont’d
Day 2 and Day 3 pp. 131-139
Some basic ecology and geology and climate.
Prairies and the prairie-forest border.
Tallgrass prairie ecology: moist, dry, and wet prairies; prairie fires.
Week Ten
Day 1 and Day 2 pp. 139-149
Tallgrass prairie ecology; successional communities; ecosystem function.
Animals and community interactions: mammals and birds.
Day 3 pp. pp. 149-159
Animals and community interactions: amphibians, reptiles, and insects.
Week Eleven
Day 1 pp. pp. 149-159
Animals and community interactions: amphibians, reptiles, and insects.
The present state of the tall grass prairie.
Learning Goals
To learn about Minnesota’s Tallgrass Prairies and how they function.
To learn about Tallgrass Prairies in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
“My son (13yo) loved this class, he loved learning math he had not learned before, the instructions were very clear and he enjoyed them a lot. He loved learning the historical context and is already looking for other classes with this teacher. He really enjoyed the class! Thank you!”
–Judith V., parent, about the Outschool place “Inquiring-mind Science: How Far Is the Sun? How Far Are the Planets?,” 1 Apr 2020
Chp 7 by John Tester: The Wetlands
Students need to have read it (pp. 161-195) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 161-173, pp. 173-182, pp. 182-195.
Week Eleven, cont’d
Day 2 and Day 3 pp. 161-173
Wetland zones.
Water levels.
Classification.
Ecosystem function.
Consumers and the prairie wetland food web
Week Twelve
Day 1 and Day 2 pp. 173-182
Mammals.
Birds.
Fish.
Invertebrates.
Non-native species.
Day 3 pp. 182-195
Peatlands: formation, classification, succession, vegetation, ecosystem function.
Week Thirteen
Day 1 pp. 182-195
Peatlands: formation, classification, succession, vegetation, ecosystem function.
Animals and community interactions in peatlands: mammals, birds, amphibians and reptiles.
Other wetlands occurring in Minnesota.
Present status of the wetlands: prairie wetlands and peatlands.
Learning Goals
To learn about Minnesota’s Wetlands and how they function.
To learn about Wetlands in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
Chp 8 by John Tester: Lakes
Students need to have read it (pp. 197-233) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 197-211, pp. 211-224, pp. 224-233.
Week Thirteen, cont’d
Day 2 and Day 3 pp. 197-211
The formation and distribution of lakes in Minnesota.
Physical and chemical characteristics: the watershed and lake chemistry; phosphorus and nitrogen; light; oxygen; stratification; water movement.
Lake communities: littoral, pelagic.
Week Fourteen
Day 1 and Day 2 pp. 211-224
Lake communities: profundal.
Ecosystem function: productivity, succession.
Animals and community interactions: invertebrates, fish, amphibians and reptiles, mammals, birds.
Minnesota’s lakes: Lake Superior.
Day 3 pp. 224-233
Minnesota’s lakes: lakes in the Northern Lakes and Forest ecoregion; lakes in the North Central
Week Fifteen
Day 1 pp. 224-233
Minnesota’s lakes: lakes in the Northern Lakes and Forest ecoregion; lakes in the North Central Hardwood Forest ecoregion; lakes in the Western Corn Belt Plains and the Northern Glaciated Plains ecoregions.
The present status of Minnesota’s lakes.
Learning Goals
To learn about Minnesota’s lakes and how they function.
To learn about lakes in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
Chp 9 by John Tester: Streams and Rivers
Students need to have read it (pp. 235-265) ahead of time to get an overview. During the course, we will go through the chapter in three sections: pp. 235-245, pp. 245-256, pp. 256-265.
Week Fifteen, cont’d
Day 2 and Day 3 pp. 235-245
The formation and distribution of rivers and streams in Minnesota.
Physical and chemical characteristics: channel characteristics, streambed composition, velocity, turbidity, temperature, pH, oxygen content, nitrogen content.
River and stream communities.
Week Sixteen
Day 1 and Day 2 pp. 245-256
Ecosystem function: nutrient cycling, energy flow, productivity.
The river continuum concept.
Animals and community interactions: invertebrates, fish, amphibians and reptiles, mammals, birds.
Day 3 pp. 256-265
Minnesota’s rivers and streams: cold-water, warm-water.
Week Seventeen
Day 1 and Day 2 pp. 256-265
Minnesota’s rivers and streams: cold-water, warm-water.
The present status of Minnesota’s rivers and streams.
Day 3
Connect, review, wrap up, conclude
Learning Goals
To learn about Minnesota’s rivers and streams and how they function.
To learn about rivers and streams in general and how they function.
To learn about ecology, how it works, and why it is important.
To learn some skills of effective reading.
To learn some aspects of how to do science and what it is.
To learn some aspects of logical thinking — some options include induction, explanation, integration, definition, classification.
“My teenage son enjoyed this class. A lot of material was covered. The instructor was very passionate about his subject.”
–Jean, parent, about my 6-week, 12-hour Outschool course “Logic Essentials: How to Think Well,” 19 Dec 2020
“I tutored with Michael for physics and calculus at the end of my senior year of high school in order to prepare myself for my first semester of engineering at Texas A&M University. Not only was I prepared enough to feel comfortable and excel in the coursework my 1st semester but Michael introduced me to thinking about problems as a whole and inductively (a thought process which has helped in every form of learning). To this day, 7 years later, I still use this method to help me solve problems and learn, in work and in life, more effectively. I highly recommend Michael to anyone looking to not only improve their grades but also to improve their ability to problem-solve and appreciate learning.”
–Joe S, ex-high school student
You can read about my relevant credentials in my bio.
See also:
1. a partial list of biology books (hence does not include articles, scientific research articles, videos, scientific podcasts, etc.) I have read, listened to, or studied.
2. my iNaturalist account
3. an ecology podcast I host
4. an ecology group on Facebook, CCERP, that I admin and post to, and its sister CCERP website
What matters is not so much my credentials, but the successes of my students — they are a better way to judge a teacher. Those successes are my real credentials.
