Lesson: Leave No Trace Master Educator Awareness Workshop: OLRM Ecuador Expedition:

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!