I am in the final stages of completing my Leave No Trace Master Educator course, and the final process is to hold an awareness workshop for fellow students who will be going to Ecuador for a semester long expedition. The group will be spending most of there time in the coastal region, high alpine conditions and in the surrounding communities. We will be delivering a lesson that acknowledges these three special regions, related to the seven Leave No Trace Principles:
1. Plan Ahead and Prepare
2. Travel and Camp on Durable Surfaces
3. Dispose of Waste Properly
4. Leave What You Find
5. Minimize Campfire Impacts
6. Respect Wildlife
7. Be Considerate of Other Visitors
My group members and I will be giving the lesson over the course of three hours, and the class will be formed into groups that will rotate between stations and apply set Leave No Trace ethics to designated special environments. The class will take what they have learned from each station and other knowledge and present to the class a five minute presentation to the class on how the seven ethics relate to their special environment.
My two LNT ethics that I will teach at my station are Minimize Campfire Impacts #5 and Respect Wildlife #6.
Minimize Campfire Impacts – Tic Tac Toe
Three outcomes:
1) To have students learn the basics of Leave No Trace Ethic#5, Minimize Campfire Impacts.
2) To have students be physically involved with each other during the activity.
3) Have students be able to use the questions asked to learn how Minimize Campfire Impacts relates to their specific special environment, while creating overall awareness.
Three goals:
1) To facilitate a successful Minimize Campfire Impacts lesson to a wide range of student intelligence, related to LNT
2) To base each groups lesson, so that they can understand the basic principle, as well as how the ethic relates to special environments.
3) To control time management successfully, so that all lessons are completed in allotted time.
Materials:
- Masking Tape, to use as a human size tic tac toe board.
- Note cards with questions that relate Minimize Campfire Impacts to special environments
- Active and engaging students.
Safety considerations:
- To stay safe, physically and emotionally, I will be watching for dangerous behavior.
- The goal is to learn, not to win.
Potential environmental concerns:
- The activities will be held inside and all environmental concerns will be mitigated for.
Class content & flow:
• The small group or special environment groups will rotate to our lessons, with ten minutes at each lesson. The small group will be split into two smaller groups to play tic tac toe. The game board will be set up prior to group’s arrival.
• The first person to start will choose a space on the board they would like to go. Then I ask them a question on Minimize Campfire Impacts regarding their special environment. If student gets the question right, then the student asking the questions will remain in the spot. If the student answers incorrectly, then they loss the ability to get that spot, unless they try again.
• The game ends when a team gets three of their student in a row, such as normal tic tac toe. Or the game ends when time is up, and then the students with the most players on the board win, or learn!
• The use of the multiple intelligences will make the questions acknowledge to a diverse group of learners.
The information that is presented will be assessed by the 3-6 minute special environments presentation at the end
A Race to Respect Wildlife
Three outcomes:
1) To have students learn the basics of Leave No Trace Ethic#6, Respect Wildlife.
2) To have students be physically involved with each other during the activity.
3) Have students be able to use the questions asked to learn how Respect Wildlife relates to their specific special environment.
Three goals:
1) To facilitate a successful Respect Wildlife lesson to a wide range of student intelligence, related to LNT
2) To base each groups lesson, so that they can understand the basic principle, as well as how the ethic relates to special environments.
3) To control time management successfully, so that all lessons are completed in allotted time.
Materials:
- Post it notes
- Pens
- Questions on note card that relate Respect Wildlife to specific special environments
- Active and engaging students.
Safety considerations:
- No pushing
- Run within your limit
Potential environmental concerns:
- The indoor area maybe small for running, will use hallway.
- The race may stop if it could potentially injure someone.
Class content & flow:
• Break the special environment group into three smaller groups. Each group designates a runner.
• The facilitator will ask a question related to the groups special environment, the small groups will together think of the answer and write it down on the post it note, then the designated runner will race to the designated spot ( down the hallway, on a piece of paper taped to the wall with matching color to the post it pad.
• The small group with the first correct answer will get two points; the second groups with the correct answer will get one point.
• The game is played until time runs out and the winner/learner will be the group with the most points.
I have used these two activities with small children, but never with college students. If any one has any comments let me know!
Sunday, March 7, 2010
Saturday, March 6, 2010
Ecosystems and Biomes
Lesson Plan: Biomes and Ecosystems
Three outcomes projected from lesson, and tactics used to achieve those outcomes:
1) Students to understand the concept of an ecosystems and biome and explain the difference between them.
I. A biome is made of many similar ecosystems. An ecosystem is often much smaller than a biome
2) Students to be able to describe different Biomes and ecosystems.
II. This will be achieved through the lesson and the content.
3) Students will be able to compare and contrast different biomes and ecosystems.
III. This will be displayed in the activity, in which students create and explain their own biome.
Goals as an Educator:
1) Be able to successfully teach students about different biomes and there importance.
2) Engage all students in discussion and activities.
3) Spark knowledge, and awareness in students on inner-connectedness of the planet and show the different ways the ecosystems works.
Materials:
- Information on biomes and ecosystems
- Powerpoint presentation with descriptions of 7 major biomes. + world biome map.
- Shoe box or mobile for a two person group of students
Safety Considerations:
Environmental Concerns:
Content and Flow:
*Discussion of Biomes and Ecosystems (powerpoint for visual guidance and world map)
- Biomes and Ecosystems, whats is the difference?
- Discussion of seven major biomes
+ Tundra
+ Taiga
+ Temperature Forest
+ Tropical Rainforests
+ Grasslands
+ Deserts
+ Ocean
*Create your own biome
Students will join with their birthday partners and create a biome in a shoe box or create a biome mobile. Each group of students will be given a sheet of paper with a description of a biome to display in their project. If time permits we will go around the class and show each other's biomes and discuss.
Example of sheet of paper with biome description:
Desert - Deserts cover about one fifth of the Earth's surface and occur where rainfall is less than 50 cm/year. Although most deserts, such as the Sahara of North Africa and the deserts of the southwestern U.S., Mexico, and Australia, occur at low latitudes, another kind of desert, cold deserts, occur in the basin and range area of Utah and Nevada and in parts of western Asia.
Most deserts have a considerable amount of specialized vegetation, as well as specialized vertebrate and invertebrate animals. Soils often have abundant nutrients because they need only water to become very productive and have little or no organic matter. Disturbances are common in the form of occasional fires or cold weather, and sudden, infrequent, but intense rains that cause flooding.
There are relatively few large mammals in deserts because most are not capable of storing sufficient water and withstanding the heat. Deserts often provide little shelter from the sun for large animals. The dominant animals of warm deserts are nonmammalian vertebrates, such as reptiles. Mammals are usually small, like the kangaroo mice of North American deserts (eoearth.org).
Four major types:
Hot and Dry, Semiarid, Coastal, Cold.
Debrief / Conclusion:
Conclusion of activities with each group discussing their created biome with the class.
This is a lesson that I am still planning and have yet to hold. Please let me know what you think or if you have taught biome and ecosystems another way. - Thanks
Three outcomes projected from lesson, and tactics used to achieve those outcomes:
1) Students to understand the concept of an ecosystems and biome and explain the difference between them.
I. A biome is made of many similar ecosystems. An ecosystem is often much smaller than a biome
2) Students to be able to describe different Biomes and ecosystems.
II. This will be achieved through the lesson and the content.
3) Students will be able to compare and contrast different biomes and ecosystems.
III. This will be displayed in the activity, in which students create and explain their own biome.
Goals as an Educator:
1) Be able to successfully teach students about different biomes and there importance.
2) Engage all students in discussion and activities.
3) Spark knowledge, and awareness in students on inner-connectedness of the planet and show the different ways the ecosystems works.
Materials:
- Information on biomes and ecosystems
- Powerpoint presentation with descriptions of 7 major biomes. + world biome map.
- Shoe box or mobile for a two person group of students
Safety Considerations:
Environmental Concerns:
Content and Flow:
*Discussion of Biomes and Ecosystems (powerpoint for visual guidance and world map)
- Biomes and Ecosystems, whats is the difference?
- Discussion of seven major biomes
+ Tundra
+ Taiga
+ Temperature Forest
+ Tropical Rainforests
+ Grasslands
+ Deserts
+ Ocean
*Create your own biome
Students will join with their birthday partners and create a biome in a shoe box or create a biome mobile. Each group of students will be given a sheet of paper with a description of a biome to display in their project. If time permits we will go around the class and show each other's biomes and discuss.
Example of sheet of paper with biome description:
Desert - Deserts cover about one fifth of the Earth's surface and occur where rainfall is less than 50 cm/year. Although most deserts, such as the Sahara of North Africa and the deserts of the southwestern U.S., Mexico, and Australia, occur at low latitudes, another kind of desert, cold deserts, occur in the basin and range area of Utah and Nevada and in parts of western Asia.
Most deserts have a considerable amount of specialized vegetation, as well as specialized vertebrate and invertebrate animals. Soils often have abundant nutrients because they need only water to become very productive and have little or no organic matter. Disturbances are common in the form of occasional fires or cold weather, and sudden, infrequent, but intense rains that cause flooding.
There are relatively few large mammals in deserts because most are not capable of storing sufficient water and withstanding the heat. Deserts often provide little shelter from the sun for large animals. The dominant animals of warm deserts are nonmammalian vertebrates, such as reptiles. Mammals are usually small, like the kangaroo mice of North American deserts (eoearth.org).
Four major types:
Hot and Dry, Semiarid, Coastal, Cold.
Debrief / Conclusion:
Conclusion of activities with each group discussing their created biome with the class.
This is a lesson that I am still planning and have yet to hold. Please let me know what you think or if you have taught biome and ecosystems another way. - Thanks
A Race To Land Policy Knowledge
Name of lesson: Land Policy
Introduction: Draw a picture/write your favorite place to be outside (where is it? public vs. private land)
Three outcomes projected from lesson, and tactics used to achieve those outcomes:
1) A better understanding of land policy and management
2) To be able to better distinguish different parcels of land (e.g.- national forests vs. national park)
3) For each student to take away one concrete point from the lesson and to apply it to their lifestyle
Three goals as an educator, you hope to gain from this lesson:
1) Integration of past lessons (ESA, Wilderness Act)/ continuum of environmental knowledge
2) Teach students the fundamentals of land policy and use.
3) To be able to achieve an educational experience through a fun physical activity such as dog sledding
Materials needed: cardboard to draw pictures on outside, paper, crayons, 3 bags, 3 notebooks, 20 questions
Safety considerations: weather, running game (set different destinations for each group so there is no pushing)
Environmental concerns: cold weather/snow. Not leaving any materials outside.
Class content: (flow= interchangeable “stations” because kids will be dog sledding/ kids separated into two groups, Rob takes one group, Erin takes the other)
-draw picture of your favorite place to be outside
-discussion of land policy & integration of other lessons
-draw/write own land policy for Van Tuyl Ranch.
-“Race to land policy knowledge” game!
Objectives for three target audience:
-Supersize kids: broad understanding of different land management uses and policies as well as how to apply them to a parcel of land (e.g.- Van Tuyl Ranch- pictures with written description of land policy)
-Middlin Meddlers: To have an understanding of different land management areas and uses. & draw who they would manage land.
-Tiny Club: Understand that there is a difference between different parcels of land. As well as creating their own form of land management.
Field trip opportunities: Going dog sledding with the class!!
Duration: 2 hours!
Methods of assessment: “Race to land policy knowledge game”
Intrapersonal and visual (pictures); kinesthetic (running quiz game)
Our land policy lesson was held outside while the students were dog sledding. Students would interchange groups from dog sledding to coloring or discussion. We were able to reuse cardboard for a drawing station, which the student colored their favorite spot and we discussed the land management of the area. We had lunch and a discussion of the United States Land Policies. After the information was giving, we held an activity which is called a race to land policy. There are three teams, split evenly, each group has a notebook, a pen, and a student that is designated as the runner (some students like to switch off this role). The question is asked and the first group to correctly answer the question, write it down on a piece of paper and run it to the teams designated re-usable bag, gets three points, the second team gets two points and the final team gets one point. The team with the most correct answers and highest points wins.
The students are able to use each other as resources and work together, while actively learning. I feel that this lesson could be used to teach any subject, and is more beneficial to teach environmental concepts outside.
"I think having land and not ruining it is the most beautiful art that anybody could ever want to own." - Andy Warhol
Wilderness Act - Tic.Tac.Toe.
Wilderness Act – Tic.Tac.Toe.
Duration: One hour
The Western concept of wilderness could be empowering some people and at the same time disempowering others, but when teaching children the history and the basic wilderness values should be covered. When I was asked by a student in the one room school house, an alternative school for K-8, which I am doing internship for; when do you (I) capitalize the word wilderness? The answer to this question is use a capital letter when referring to a specific wilderness or the act it self. Use lower case when referring to wilderness as the “place” where human is a visitor who does not remain.
We started the lesson by asking all the students to think of their favorite outdoor location. We then had a discussion about whether or not these places are wilderness areas. We then used a power point presentation to relay some of the ideas below:
Key Material: The Wilderness Act
I. Discussion of ESA (review from last week)
II. History
a. In 1935, The Wilderness Society (Bob Marshall and Aldo Leopold) – influenced conservation of wilderness lands
b. The act was signed by Lyndon B. Johnson on September 3, 1964 to establish a national preservation system
c. The United States was the first country to designate areas as wilderness
d. “A wilderness, in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain.”
III. Purpose of the Act
a. Establish national wilderness preservation system
b. Protect watersheds, critical habitats, air quality
c. Protect scientific, education, scenic, historic values
d. No roads, dams, permanent structures
e. “administered for the use and enjoyment of the American people in such a manner as will leave them unimpaired for future use and enjoyment as wilderness”
IV. Importance/Values
a. Out of 261 basic ecosystems, 157 are within wilderness areas
b. Biodiversity
c. Water and air quality
d. Ecosystem health-allow nature to operate freely
e. Education
f. Recreation
V. Managing
a. Managed by the National Forest Service
b. Restrictions
i. Motorized/mechanized vehicles
ii. No fires
iii. Control of animals
c. Leave No Trace Ethics
VI. Fun Facts
a. Originally 9.1 million acres, now 109,492,799
b. 13 states
c. Smallest wilderness= Pelican Island, Florida (6 acres)
i. 15 ES
d. Largest Wilderness= Wrangell-Saint Elias, Alaska (9,078,675 acres)
The activity of the day is Human Tic.Tac.Toe. The only materials that are needed is four, ten to twenty foot cords to make the playing board and questions to ask students. The students are formed into two large groups. The first student to choose a square and get the correct answer can keep the desired spot. The game continues such as a normal round of Tic.Tac.Toe., students form a line and everyone gets a couple of turns with multiple rounds. If using a larger group, pair older students with younger students.
We ended the lesson with a coloring and map activity. The students could choose if they wanted to color a wilderness scene (from carhart.wilderness.net) or color in a USFS map. Have students color all the water blue; roads black, and forests green.
Overall the lesson was very successful and I would use the format and activity again.
Useful Links:
(education through wilderness experience)
(large source of educational reference K-8)
“In wilderness is the preservation of the world.” – Henry David Thoreau.
Duration: One hour
The Western concept of wilderness could be empowering some people and at the same time disempowering others, but when teaching children the history and the basic wilderness values should be covered. When I was asked by a student in the one room school house, an alternative school for K-8, which I am doing internship for; when do you (I) capitalize the word wilderness? The answer to this question is use a capital letter when referring to a specific wilderness or the act it self. Use lower case when referring to wilderness as the “place” where human is a visitor who does not remain.
We started the lesson by asking all the students to think of their favorite outdoor location. We then had a discussion about whether or not these places are wilderness areas. We then used a power point presentation to relay some of the ideas below:
Key Material: The Wilderness Act
I. Discussion of ESA (review from last week)
II. History
a. In 1935, The Wilderness Society (Bob Marshall and Aldo Leopold) – influenced conservation of wilderness lands
b. The act was signed by Lyndon B. Johnson on September 3, 1964 to establish a national preservation system
c. The United States was the first country to designate areas as wilderness
d. “A wilderness, in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain.”
III. Purpose of the Act
a. Establish national wilderness preservation system
b. Protect watersheds, critical habitats, air quality
c. Protect scientific, education, scenic, historic values
d. No roads, dams, permanent structures
e. “administered for the use and enjoyment of the American people in such a manner as will leave them unimpaired for future use and enjoyment as wilderness”
IV. Importance/Values
a. Out of 261 basic ecosystems, 157 are within wilderness areas
b. Biodiversity
c. Water and air quality
d. Ecosystem health-allow nature to operate freely
e. Education
f. Recreation
V. Managing
a. Managed by the National Forest Service
b. Restrictions
i. Motorized/mechanized vehicles
ii. No fires
iii. Control of animals
c. Leave No Trace Ethics
VI. Fun Facts
a. Originally 9.1 million acres, now 109,492,799
b. 13 states
c. Smallest wilderness= Pelican Island, Florida (6 acres)
i. 15 ES
d. Largest Wilderness= Wrangell-Saint Elias, Alaska (9,078,675 acres)
The activity of the day is Human Tic.Tac.Toe. The only materials that are needed is four, ten to twenty foot cords to make the playing board and questions to ask students. The students are formed into two large groups. The first student to choose a square and get the correct answer can keep the desired spot. The game continues such as a normal round of Tic.Tac.Toe., students form a line and everyone gets a couple of turns with multiple rounds. If using a larger group, pair older students with younger students.
We ended the lesson with a coloring and map activity. The students could choose if they wanted to color a wilderness scene (from carhart.wilderness.net) or color in a USFS map. Have students color all the water blue; roads black, and forests green.
Overall the lesson was very successful and I would use the format and activity again.
Useful Links:
(education through wilderness experience)
(large source of educational reference K-8)
“In wilderness is the preservation of the world.” – Henry David Thoreau.
An Introduction to Myself and This Thing We Call Experiential Education
In the year 2010, environmental consciousness is more needed than ever before. We have known since 1962 from Rachael Carson’s Silent Spring that we have an effect on our environment. But what is the environment any way? Is it any space in between matter? A place which we live work eat play and worship? However we define it, it must be protected. I personally believe that the best form of environmental protection is education through the understanding and experience of the natural world. Aldo Leopold captures the true meaning of the fine balance of ecological consciousness in this quote:
“We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect.” – Aldo Leopold.
My name is Robert Hicks, and I am a graduating senior at Western State College of Colorado in Gunnison Colorado. I study Environmental Studies and Outdoor Leadership. With these two combined I have been able to shape my environmental philosophies and hone in my experiential education knowledge, to make needed environmental change, that I feel is greatly accelerated by education. I have participated in my Outdoor Leadership classes where I have taught many environmental lessons, such as sustainability, biomes, Leave No Trace, and astronomy in an active outdoor setting. I have been working on a Leave No Trace Master Educator certification. This would allow me to be able to host my own Leave No Trace Trainer course. A Leave No Trace Trainer must complete a two-day experienced based class and participants receive introductory training in Leave No Trace skills and ethics.
With this blog I hope to develop my own personal teaching experiences while possibly helping others as well. I will post entries in which I will explain the topic of the environmental lesson, how the lesson will be executed, any activities and lesson plans that go with the topic. Some goals that I have for this blog are to be able to archive my lessons and activities for reference to myself and others. I would like to be able to work on lessons and get constructive feedback on my lessons and lesson plans. Not only that but a place that the concept of environmental awareness stemming from the root of experiential education.
“A thing is right when it tends to preserve the integrity, stability and beauty of the biotic community. It is wrong when it tends otherwise.” – Aldo Leopold.
I have included the lesson plan template that I use in structuring each lesson. Some blog post may have this included and others may not. I will post lesson that I have completed as well as lessons that I am planning on having. With the lessons that are in the planning phase I would love to hear comments on what other students and educators think.
Lesson Plan Template:
Name of lesson:
Three outcomes projected from lesson, and tactics used to achieve those outcomes:
1)
2)
3)
Three goals as an educator, you hope to gain from this lesson:
1)
2)
3)
Materials needed:
Safety considerations:
Environmental concerns:
Class content and flow:
Objectives for target audience:
Field trip opportunities:
Duration:
Methods of assessment:
“We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect.” – Aldo Leopold.
My name is Robert Hicks, and I am a graduating senior at Western State College of Colorado in Gunnison Colorado. I study Environmental Studies and Outdoor Leadership. With these two combined I have been able to shape my environmental philosophies and hone in my experiential education knowledge, to make needed environmental change, that I feel is greatly accelerated by education. I have participated in my Outdoor Leadership classes where I have taught many environmental lessons, such as sustainability, biomes, Leave No Trace, and astronomy in an active outdoor setting. I have been working on a Leave No Trace Master Educator certification. This would allow me to be able to host my own Leave No Trace Trainer course. A Leave No Trace Trainer must complete a two-day experienced based class and participants receive introductory training in Leave No Trace skills and ethics.
With this blog I hope to develop my own personal teaching experiences while possibly helping others as well. I will post entries in which I will explain the topic of the environmental lesson, how the lesson will be executed, any activities and lesson plans that go with the topic. Some goals that I have for this blog are to be able to archive my lessons and activities for reference to myself and others. I would like to be able to work on lessons and get constructive feedback on my lessons and lesson plans. Not only that but a place that the concept of environmental awareness stemming from the root of experiential education.
“A thing is right when it tends to preserve the integrity, stability and beauty of the biotic community. It is wrong when it tends otherwise.” – Aldo Leopold.
I have included the lesson plan template that I use in structuring each lesson. Some blog post may have this included and others may not. I will post lesson that I have completed as well as lessons that I am planning on having. With the lessons that are in the planning phase I would love to hear comments on what other students and educators think.
Lesson Plan Template:
Name of lesson:
Three outcomes projected from lesson, and tactics used to achieve those outcomes:
1)
2)
3)
Three goals as an educator, you hope to gain from this lesson:
1)
2)
3)
Materials needed:
Safety considerations:
Environmental concerns:
Class content and flow:
Objectives for target audience:
Field trip opportunities:
Duration:
Methods of assessment:
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