Aldo Leopold: Father of Wildlife Management

 “Like winds and sunsets, wild things were taken for granted until progress began to do away with them. Now we face the question whether a still higher "standard of living" is worth its cost in things natural, wild, and free.” ~Aldo Leopold

Iowa native Aldo Leopold is considered by many to be the “father” of wildlife management and of the United States wilderness system. Born in 1887 in Burlington, Iowa Leopold’s interest in nature started at an early age.  He spent countless hours exploring his natural surroundings and recording his observations in journals and sketches. Leopold’s father was an avid outdoorsman and took his children hunting, fishing, exploring, and camping.

Leopold attended Yale Forest School graduating in 1909 and pursued a career with the U.S. Forest Service. Leopold also completed Iowa’s first statewide biological survey, and created the nation’s first Department of Wildlife Management at the University of Wisconsin-Madison. Leopold was a conservationist, forester, philosopher, dedicated teacher, writer, and outdoor enthusiast. He was influential in the development of modern environmental ethics. Leopold's goal in his popular wildlife ecology course was "to teach the student to see the land, to understand what he sees, and enjoy what he understands."

Leopold’s powerful writings have made a significant contribution to modern views and values about wildlife and our natural resources. Leopold’s most popular writings, A Sand County Almanac: And Sketches Here and There, was first published in 1949 and remains in print today. It is a collection of essays written by Leopold describing the land around his home in Wisconsin. The essays are philosophical in nature and explore the relationship between people, land and wildlife. It was a call for a land ethic and written with the hope that readers would begin to treat the land with love and respect. A Sand County Almanac has had far reaching influence, over two million copies have been published and it has been translated into twelve languages.

Examples of Project Learning Tree, Project WILD, and Project WILD Aquatic activities to use with a study of Aldo Leopold:

Project Learning Tree

Poet-Tree – Students write and share poems to express their thoughts, values, and beliefs about the environment.

Who Works in this Forest? – Students explore forest-related careers.

Project WILD

Enviro-Ethics – Students develop and use a “personal code of environmental ethics.”

Philosophical Differences – Students select a wildlife or environmental issue and visit with the community about their views and opinions.

Wildwork – Students explore wildlife-related careers.

Project WILD Aquatic

Dragonfly Pond – Students evaluate the effects of different kinds of land use on wetland habitats.

Living Research: Aquatic Heroes and Heroines – Students identify people who have made contributions to conserving or preserving aquatic environments.

Related Links

The Aldo Leopold Foundation
http://www.aldoleopold.org/

The Leopold Archives

http://www.aldoleopold.org/AldoLeopold/archives.shtml

Using Leopold in Teaching

http://www.aldoleopold.org/AldoLeopold/teachingtools.shtml

 

 

Engaging Students with Citizen Science: It's for the Birds!

 

Iowa Bald Eagle Monitoring
In 2010, the Iowa DNR's Wildlife Diversity Program is initiating a new bald eagle territory monitoring survey. For many years we have tracked eagle nests on an opportunistic basis, encouraging citizens and natural resource professionals to report anything they could about eagle nests in their area. This approach has worked well but a few things have happened in recent years: 1) The number of nesting pairs in the state has grown exponentially making it more difficult to track all of them, 2) the eagle was taken off of the Federal Endangered Species List, and 3) while eagles are doing very well they still face some old threats (habitat loss) as well as some threats recently brought to light (lead poisoning). For these reasons we would like to put into place a more standardized and comprehensive eagle nest monitoring plan that would help us keep a better eye on trends of bald eagle productivity and population.

Volunteer Eagle Nest monitors are assigned an eagle nest to observe and report on yearly. It requires about a ten hour time commitment annually and volunteers must participate in some form of training either through attending a workshop or if you are unable to attend a workshop, the online training video and materials.

Iowa Colonial Waterbird Rookery Monitoring

One of the most unique groups of birds to occur in Iowa are the Colonial Waterbirds. Colonial Waterbirds are birds that depend on water for their food source and who nest in colonies called rookeries. These rookeries can have as many 100 or more nests and as few as two. The rookeries most often occur adjacent to or very close to water and depending on the species be in a tree or on the ground.

Only conservative estimates of the number of rookeries in the state are available, because Iowa DNR staff does not have the resources to monitor many of the Iowa nests, nor to adequately search for new colonies. Great Blue heron rookeries are by far the most common and can be found statewide. Monitoring these rookery sites is important as it provides data on the reproduction and population of these important species which among other things serve as indicators of our water quality. Monitoring of nests is left mostly up to volunteers and concerned citizens. Therefore, the discovery of new nests, which is often by chance, is primarily by volunteers, other citizens, and agency staff.

For more information and to learn how you can volunteer visit:

http://www.iowadnr.gov/Environment/WildlifeStewardship/NonGameWildlife/VolunteerWildlifeSurveys/ReportingRookeries.aspx

BirdSleuth

Are you still looking for a citizen science project to participate in with your class? Check out Cornell Lab of Ornithology’s BirdSleuth K-12! BirdSleuth is an inquiry-based science curriculum that engages kids in scientific study and real data collection through an exciting citizen science project. BirdSleuth encourages kids to answer their own questions about nature, spend time outdoors connecting with nature, and motivates kids with the real-world importance of the data they enter online which scientists use to study and help conserve birds. BirdSleuth offers educators kits, free resources, and training.

International Migratory Bird Day

International Migratory Bird Day takes place the second Saturday in May every year. On this day we celebrate migratory birds. What a fun way to celebrate after a citizen science project that has focused on birds!

Engaging Students with Citizen Science

IOWATER 

IOWATER is a volunteer water quality monitoring program that is a great way to get kids involved in citizen science.  IOWATER workshops include training, a manual, and equipment for monitoring Iowa waters with your class. IOWATER fits nicely with many Project WILD, Project WILD Aquatic, and Project Learning Tree activities. Below we have listed several activities from each that can be used in conjunction with IOWATER. For more information on IOWATER training visit the IOWATER homepage at: http://www.iowater.net/

Project Learning Tree
Democracy in Action – Civil action as it relates to water quality. Monitoring of water quality may lead to the need for civil action to improve water quality.

Every Drop Counts – In addition to monitoring water quality for IOWATER, students
monitor their water use, and design and implement a water conservation plan for
themselves. (This would also work on a class or school level).

Publicize It! – Lead students through the process of publicizing their IOWATER project.

Renewable or Not – Increase aware of renewable vs nonrenewable resources as pertains to water quality.

There Ought to be a Law – Law changes may be required when there are water quality issues. Students learn how laws are changed.

Watch on Wetlands – Help students gain important background information on wetlands if your water monitoring sight is a wetland.

Water Wonders – The Water Cycle. It is important to understand how the Water Cycle works when water monitoring. Helps students understand how and when poluution enters water systems.

We Can Work it Out – Use to show how different perspectives need to be taken into consideration, and differences worked out when deciding water quality issues.

Project WILD

Beautiful Basics – What animals need to survive and the importance of water (clean water) to all living things.

Learning to Look, Looking to See – Practicing observation skills which are important to have when participating in a scientific study.

Time Lapse – Learn the changes that take place to a ecosystem over time. Learn how to observe and track the changes to aquatic habitats during monitoring period.

Wild Words – Students record their outdoor experiences, and experiences participating in IOWATER in a nature journal.

Project WILD Aquatic

Dragonfly Pond – Relates land use and zoning/planning to water quality.

The Glass Menagerie – Shows the effects of nutrient overload on aquatic habitats.

Living Research: Aquatic Heroes & Heroines – Research past and present people who have made contributions to the conservation and preservation of aquatic resources.

Something’s Fishy Here – Explore possible avenues of action after reading the provided story or looking at their own IOWATER data.

To Dam or Not to Dam – Students explore the different views and concerns of individuals related to the complex issue of dams on waterways.

Water Canaries – Shows how aquatic life is effected by water quality parameters.

Watered Down History – Students investigate the history of a local waterway or watershed.

Watershed – Students study their local watershed and learn the connection between land and water quality.

What’s in the Water? – Pollution sources and impacts.

Where Does Water Run? – Helps students understand rainfall amounts, runoff, and the effects on water quality.

 

Citizen Science Project Ideas

Citizen science projects combine useful observation or data collection with an opportunity for students to learn more about scientific principles, problems, and processes as well as helping them better understand our environment and how to protect it.

Citizen science projects involve students in data collection, presentation, and involvement on a local, state, national, and even global level. Data collection can be wildlife watching, water testing, soil testing, plant monitoring, and many others. There are many citizen science projects that classrooms, and schools can choose to become involved in.

There are many projects out there - how do you choose? First, consider the age of the children in your class or program. Remember to match the age of the children to the skill level of the project. Follow the areas of interest of the children. Come up with several options and let them choose. Or ask them what they would like to contribute to and then find a project that matches.

Here are few things to consider:
• Is the project long or short term?
• Is the project local or national?
• Is there training required?
• What data is collected & how?
• How is the data collected presented to others?
• Are student materials and instructional resources available/provided?
• What types of tools and/or support are available?

Useful web sites to get you started on the path to citizen science!

What is Citizen Science in the Classroom?

Kids Count: Young Citizen Scientists Learn Environmental Activism

http://www.edutopia.org/service-learning-citizen-science

Engaging Students Through Citizen Science
http://www.kidsgardening.org/article/engaging-students-through-citizen-science

Citizen science: Real-world applications for science students
http://www.learnnc.org/lp/pages/7210

Scholastic News - Kids Press Corps: Fireflies Count!
http://www.scholastic.com/browse/article.jsp?id=3752450

Project citizen: promoting action-oriented citizen science in the classroom
http://www.highbeam.com/doc/1G1-313798147.html

Scientific American: Citizen Science
http://www.scientificamerican.com/citizen-science/

Citizen Science Can Renew A Child’s Love of Nature
http://www.education.com/reference/article/citizen-science-childrens-love-nature/

Citizen Science Project Opportunities

Iowa Opportunities
Iowa Department of Natural Resources: Volunteer Wildlife Monitoring
http://www.iowadnr.gov/Environment/WildlifeStewardship/NonGameWildlife/VolunteerWildlifeSurveys.aspx

IOWATER
http://www.iowater.net/Default.htm

Iowa NatureMapping
http://www.extension.iastate.edu/naturemapping/

National Opportunities
Monarch Larva Monitoring Project
http://www.mlmp.org/

Firefly Watch
https://legacy.mos.org/fireflywatch/

BirdSleuth and eBird: Citizen Science in the Classroom
http://www.birdsleuth.org/

The Great Sunflower Project: The Backyard Bee Count – The world’s largest citizen science project focused on pollinator conservation
http://www.greatsunflower.org/

January

Environmental Projects:

Lowell Community Awareness Project

“Be the change you wish to see in the world.”
“Be the change you wish to see in the world”. What do those words mean to you? Every day we walk past things in our community that may bother us. Things that may make us think to ourselves “that needs to change”. How many of us take that first step toward change? One inspired elementary class took that first step and it led to a wonderful environmental project that impacted a whole community!

The fifth grade Expanded Learning Program class at Lowell Community Elementary School in Waterloo, Iowa, led by ELP teacher Stacey Jambura, designed and carried out a plastic bag community environmental project. The students brainstormed ideas, and decided to focus on plastic grocery bag litter. They conducted research to develop their project. They learned that not only do plastic bags look bad along the roadways and in ditches; but that they cause multiple problems once they enter our waterways.

The project expanded and eventually grew so big that the fifth grade class decided to ask the third and fourth grade classes to join them on the project. During the process the students wrote and published their own book “The Day I Got Thrown Away: A Diary of a Plastic Bag”. They held a community-wide event that showcased their project, it included displays, and demonstrations. The students sold reusable t-shirt bags made from old t-shirts that they had gathered from donations (and sewn themselves!). All of the proceeds from the sale went to organizations that they chose.

The students also have plans to expand their project in the future!

Watch this inspiring environmental project story on YouTube at:
http://www.youtube.com/watch?v=tZNFARWBBiI&list=PLP_s_GPHuWDfGCoD4E-1ax9n-mf-10lx1&index=7

January

Project-Based Learning: Environmental Projects

Articles, Examples, & Inspiration
Student created projects about the environment
http://www.thirteen.org/edonline/wue/studentprojects.html#water

Goin’ With the Flow…Involving Students in Hands-on Stream Improvement Projects
http://www.iowadnr.gov/portals/idnr/uploads/education/goflow.pdf?amp;tabid=905

EPA - Service Learning: Education Beyond the Classroom – Highlights environmental projects done by students throughout the country
http://www.epa.gov/osw/education/pdfs/svclearn.pdf

Experience-Based Environmental Projects - Experience-based environmental learning is an opportunity to learn through one's own lifestyle and actions.
http://serc.carleton.edu/sp/library/enviroprojects/index.html

Kids Honored for Green Projects - Project Reservoir was designed, implemented, and maintained by the students. It's focused on the student's efforts to help revitalize and transform an abandoned local reservoir into a first class, state-recognized recreation and education center.
http://www.scholastic.com/browse/article.jsp?id=3757171

Classroom Management for Project-Based Learning Work
http://www.scholastic.com/teachers/top-teaching/2012/11/classroom-management-project-based-learning-work

Another Take on Earth Day – Project-Based Learning
http://www.scholastic.com/teachers/classroom-solutions/2010/04/another-take-earth-day

Books – For Educators and Students
Archer, J. 1998. To Save the Earth. Penguin Group (USA).
Arthus-Bertrand, Y., et al. 2004. Future of the Earth: An Introduction to Sustainable Development for Young Readers. HNA Books.
Berry, J.W. 2001. Every Kid's Guide to Saving the Earth. Warehousing & Fulfillment Specialists, LLC.
Byrnes, P. 1997. Environmental Pioneers. Oliver Press, Inc.
Cherry, L. 2002. River Ran Wild: An Environmental History. Harcourt Children's Books.
Clare, P. 2009. Living Green: Saving Our Earth. Rosen Publishing Group, Inc.
Collard, S.B. 2000. Acting for Nature: What Young People around the World Have Done to Protect the Environment. Heyday Books.
Dr. Seuss. 1971. The Lorax. Random House, Incorporated.
Doherty, B. 2002. Ideas and Actions in the Green Movement. Taylor & Francis, Inc.
Elkington, J., D. Hill, J. Hailes, and J. Mekower.1990. Going Green: A Kid's Handbook to Saving the Planet. Viking Children's Books.
Gay, K. 1993. Caretakers of the Earth. Enslow Publishers, Incorporated.
Graham, K. 1996. Contemporary Environmentalists. Facts on File, Inc.
Graham, K. and G. Chandler. 1996. Environmental Hereos: Success Stories of People at Work for the Earth. Pruett Publishing Company.
Halpin, M. 2004. It's Your World - If You Don't Like It, Change It: Activism for Teens. Simon & Schuster Children's Publishing.
Holmes, A. 1993. I Can Save the Earth: A Kid's Handbook for Keeping Earth Healthy and Green. Silver Burdett Press.
Jakobson, C. 1992. Think About: The Environment. Walker & Company.
McKay, K., J. Bonnin, and D. de Rothschild. 2008. True Green Kids: 100 Things You Can Do to Save the Planet. Natl Geographic Soc Childrens Boks.
Riley, T. 2007. The Complete Idiot’s Guide to Green Living. Alpha Books.
Rooney, F. 2007. Exceptional Women Environmentalists. Orca Book Publishers.
Schwartz, L. and B. Armstrong. 1990. Earth Book for Kids: Activities to Help Heal the Environment. Creative Teaching Press, Inc.
Sivertsen, L. and T. Sivertsen. 2008. Generation Green: The Ultimate Teen Guide to Living an Eco-Friendly Life. Simon & Schuster Adult Publishing Group.
Sonneborn, L. 2007. The Environmental Movement: Protecting Our Natural Resources. Facts on File.
Stille, D.R. 2005. Natural Resources: Using and Protecting Earth’s Supplies. Capstone Press, Inc.
Suzuki, D. 1992. Looking at the Environment. Jossey-Bass.
The Earthworks Group. 1990. 50 Simple Things Kids Can Do to Save the Earth. Andrews McMeel Publishing.
Wadsworth. G. 1992. Rachel Carson: Voice for the Earth. Lerner Publishing Group.
Wall, D. 1993. Green History: An Anthology of Environmental Literature, Philosophy and Politics. Taylor & Francis, Inc.
Whitman, S. 1994. This Land is Your Land: The American Conservation Movement. Lerner Publishing Group.

January

Project-Based Learning

What is project-based learning?
Project-based learning is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence. Project-based learning is an instructional method that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that includes teacher facilitation, but not direction.

Project-Based Learning is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on. Students form their own investigation of a guiding question, allowing students to develop valuable research skills as students engage in design, problem solving, decision making, and investigative activities. Through Project-Based learning, students learn from these experiences and take them into account and apply them to the world outside their classroom. Project-Based Learning is a different teaching technique that promotes and practices new learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to solve a problem.

What every good project-based learning project needs:
A project is meaningful if it fulfills two criteria. First, students must per¬ceive the work as personally mean¬ingful, as a task that matters and that they want to do well. Second, a mean¬ingful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.

1. A Need to Know - launching a project with an “entry event” that engages interest and ini¬tiates questioning. An entry event can be almost anything: a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario. With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I’ve accepted.

2. A Driving Question - A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. Without a driving question, students may not understand why they are undertaking a project.

3. Student Voice and Choice - In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students.

4. 21st Century Skills - A project should give students oppor¬tunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of tech¬nology, which will serve them well in the workplace and life.

5. Inquiry and Innovation - Students find project work more meaningful if they conduct real inquiry, which does not mean finding infor¬mation in books or websites and pasting it onto a poster. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new ques¬tions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation—a new answer to a driving question, a new product, or an individually generated solution to a problem.

6. Feedback and Revision - Formalizing a process for feedback and revision during a project makes learning meaningful because it empha¬sizes that creating high-quality products and performances is an important purpose of the endeavor. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to stu¬dents because of the source.

7. A Publicly Presented Product - Schoolwork is more meaningful when it’s not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality.

(Project needs from “7 Essentials for Project-Based Learning” by John Larmer and John R. Mergendoller)

December

Inquiry & Scientific Questioning

Three Types of Field Investigation Questions

Descriptive Questions
Descriptive field investigations involve describing parts of a natural system. Descriptive questions focus on measurable or observable variables that can be represented spatially in maps or as written descriptions, estimations, averages, medians, or ranges.

• How many _____ are there in a given area?
• How frequently does _____ happen in a given period?
• What is the [temperature, speed, height, mass, density, force, distance, pH, dissolved oxygen, light density, depth, etc.] of ______?
• When does _____ happen during the year? (flowering, fruit, babies born)
• Where does_____ travel over time? (What is an animal’s range?)

Comparative Questions
In comparative field investigations data is collected on different groups to make a comparison. Comparative questions focus on one measured variable in at least two different (manipulated variable) locations, times, organisms, or populations.

• Is there a difference in ______ between group (or condition) A and group B?
• Is there a difference in ______ between (or among) different locations?
• Is there a difference in ______ at different times?

Correlative Questions
Correlative field investigations involve measuring or observing two variables and searching for a pattern. Correlative questions focus on two variables to be measured and tested for a relationship.

• What is the relationship between variable #1 and variable #2?
• Does _____ go up when _____ goes down?
• How does _____ change as _____ changes?

Read the following questions and classify what kind questions they are: descriptive, comparative, or correlative? How did you do? Review the descriptions above if you need help!

• When do maple trees pollinate in Iowa?
• Are more insects found in the schoolyard in September, October, or November?
• Is the wind speed greater near the building or out on the playground in March?
• Where do you find the most pillbugs (isopods): under a log, under a pot, or under bushes?
• Which habitat (in the forest, in the field, or by the stream) has the greatest percentage of sand in the soil?
• Are soil temperatures the coolest at the depth of 5cm, 10cm, or 15cm?
• What kinds of plants grow in your schoolyard?
• In April, which twigs grow faster, those on maple trees or those on oak trees?
• What is the air temperature at your school throughout the school year?
• When do robins in Iowa nest?
• Which location (under bushes, open grass, or on black top) has the highest temperature at 7:00 a.m. at your school?
• Are white-tailed deer more active during the dawn or the dusk in Iowa?
• Do birds sing more from 8:30-9:00 a.m. or from 3:00-3:30 p.m. in your schoolyard?
• How does dissolved oxygen change as water temperature goes up in your local stream?
• What is the relationship between the amount of sunshine and red color in leaves in the fall?
• How does pH affect the number of small-mouth bass eggs hatching in a stream?
• How often do Swallowtail Butterflies lay eggs in a season in Iowa?
• Are there more willow trees near streams or away from them?
• What is the range of bobcats living in rural Iowa?
• How do mouse populations change as hawk populations increase along Iowa’s roadways?

December

Inquiry & Scientific Questioning

“Tell me and I forget, show me and I remember, involve me and I understand."

Inquiry in the Classroom
Inquiry is the act of asking questions and the seeking of knowledge. You have been using the process of inquiry since you were a baby, without knowing or labeling it as “inquiry”. From birth we use our senses to take in the world around us, ask questions and discover the answers. The process of inquiring begins with this gathering of information. Inquiry-based learning is active learning and involvement that leads to understanding.

Inquiry in the classroom looks different than a traditional teacher-lead lesson. Inquiry is student-lead not teacher-lead. Rather than leading the lesson, teachers take on the role of coach, guide, or facilitator and help guide the students to their own questions and discoveries. When students choose the questions, they are motivated to learn and they develop a sense of ownership about the project. Your role is a teacher is to guide students in finding the answers to questions themselves and encourage them to ask new questions along the way. The best questions and discoveries are ones that stem from the students’ own lives, and experiences.

Inquiry plays on the natural inquisitive of children. It utilizes their natural curiosity to learn how the world “works”. Lessons embedded with inquiry provide students with opportunities to use their innate curiosity to engage in a variety of actions, including observing, explaining, concluding, sorting, classifying and predicting.

Thoughtful, open-ended questions are at the heart of inquiry. When students have to answer these types of questions, they are engaging in inquiry. Examples of such questions include:

• How would you describe the function of __?

• How would you compare ___ to ___?

• What would result if __ happened?

• Can you propose an alternative to __?

Links
Youth Learn - How to: Inquiry
http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry

Concept to Classroom: What is Inquiry-based Learning?
http://www.thirteen.org/edonline/concept2class/inquiry/index.html

November: Community Connections

56 Environmental Community Service Ideas

1. Plant a garden or tree where the whole neighborhood can enjoy it.

2. Set up a recycling system for your home and participate in your neighborhood curbside recycling pick-up.

3. Organize a car pooling campaign in your neighborhood to cut down on air pollution.

4. Set up a seed or a plant exchange in your neighborhood.

5. Grow fresh flowers and deliver them to someone to brighten their day.

6. Pick up a trail during National Trail Day in June.

7. Make bird feeders for public places.

8. Collect Old phone books in your neighborhood for recycling.

9. Adopt an acre of a park or a mile of roadside to keep clean.

10. Elect a family "energy watchdog" to shut off lights, radios, and TV's when not in use.

11. Help everyone in your family conserve water.

12. Clean up trash along a river or in a park.

13. Create a habitat for wildlife.

14. Create a campaign to encourage biking and walking.

15. Test the health of the water in your local lakes, rivers or streams.

16. Got places to be? Burn energy on your bike instead of taking the family car.

17. Participate in the Backyard Wildlife Habitat Program.

18. Start a butterfly garden at home, at a community center, senior home or school.

19. Sponsor an environmental slogan contest in school.

20. Build a bluebird trail.

21. Collect aluminum cans and donate the money to a favorite charity.

22. Get together with friends and make conservation posters for the community center.

23. Encourage your parents to buy products made from recycled materials.

24. Conduct an energy audit at your school.

25. Monitor the indoor air quality.

26. Organize an asbestos check.

27. Test the drinking water for lead.

28. Adopt an acre of rainforest.

29. Plant a commemorative tree to honor someone.

30. Create a children's nature garden, labeling plants and trees and scheduling guided tours.

31. Replace trees that have died.

32. Take household toxic waste to a proper disposal facility.

33. Check indoor radon levels.

34. Adopt highways and clean up clutter.

35. Volunteer to separate recyclables.

36. Organize a hazardous waste collection.

37. Start a recycling center at school.

38. Host a recycling fair.

39. Hold an invention contest with entries made out of recycled goods.

40. Form a volunteer lawn mowing service with your friends.

41. If you see a tree that's in trouble, try to save it. Pamper it, water it, or don't water it as the case may be. Find our what's wrong with it and how to make it better.

42. Pick up litter.

43. Use a lunch box instead of throwaway bags.

44. Practice the 3 R's in your house: Reduce, recycle, reuse.

45. Adopt a park with your friends and keep it clean.

46. Bring a backpack when you shop or reuse those little plastic sacks.

47. Clean up a beach or riverbed.

48. Start a compost pile and encourage your family to use it!

49. Plant trees.

50. Plant a commemorative tree to honor someone.

51. Ask your school to use recycled paper.

52. Repair homes or abandoned buildings.

53. Start an Environmental Club.

54. Hold a recycling contest.

55. Check homes and public buildings for lead based paint.

56. Clear a new trail at a nature center or park.

November: Community Connections

Guest Speakers in the Classroom

Why have guest speakers?
Many studies have shown that when parents and families are involved in their children's schools, their children do better. When local community members become involved in schools, they can act as role models and mentors and provide an additional layer of support and inspiration for students and teachers.

Guest Speaker LogisticsWhen inviting a guest speaker into your classroom, inform the speaker about your course and why he or she is being invited. Be sure the speaker is fully informed about his or her role in the class. What specific topics do you want the speaker to address? How long do you want the speaker to speak? Is the speaker willing to allow students to ask questions? Answer these and any other questions. Also, be sure to find out what the guest speaker needs from you. Computer? Projector? Table?

Before the guest speakers arrives prepare your students about behavior expectations while the speaker is there. Talk about what the speaker will be talking about, what is expected from them, listening skills, have them prepare questions, etc. Be sure to thank the guest speaker for their time before they leave. A sent thank you card after the class period is a nice gesture as well.

Scholastic community lesson plan http://teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lessonx2

November: Community Connections

“If you don’t know where you are, you don’t know who you are.” Wendell Berry

What is a community?
A human community is a group of people who live and interact with one another in a specific region under relatively similar environmental, social, and political conditions. A natural community is a group of plants and animals that live and interact with one another in a specific region under similar environmental conditions.

Our human communities are essential for our daily life. They satisfy our needs for food, and shelter, as well as provide social interactions. Human communities are dependent on the larger natural community which contains the soil, water, air, plants, and animals on which the human community is sustained. The natural community supports itself and our civilizations.

Every community is unique. Each has its own historical background, natural resources, attractions and unique features.

Community History
Study the history of the human and natural community in your area. What was here before? How has it changed? Who settled your community? What traditions did they bring with them?

Prairie Voices: Iowa Heritage Curriculum
http://www.uni.edu/iowaonline/prairievoices/index.htm#I.%20The%20Land%20and%20the%20Built%20Environment

Explorations in Iowa History Project
http://www.uni.edu/iowahist/Default.htm

Iowa Folklife: Our People, Communities, and Traditions
http://www.uni.edu/iowaonline/folklife/intro/index.htm

IPTV Iowa Pathways: Explore Iowa History
http://www.iptv.org/iowapathways/

Creative Teaching with Historic Places
http://crm.cr.nps.gov/issue.cfm?volume=23&number=08

Reflections of Yesterday: Processes for Investigating Local History
http://moodle.aeapdonline.org/file.php/638/Reflections_of_Yesterday_Processes_for_Investigating_Local_History.pdf

People, Communities, and Their Iowa Environment
http://moodle.aeapdonline.org/file.php/638/People%20Communities%20and%20their%20Iowa%20Environment.pdf?=

Iowa’s Biological Communities
http://www.extension.iastate.edu/Publications/IAN201.pdf

Changing Land Use and Values
http://www.extension.iastate.edu/Publications/IAN501.pdf

Iowa Biodiversity
http://www.extension.iastate.edu/Publications/IAN407.pdf

October: Developing a Sense of Place

Sense of Place Book List
Barrons Educational Series. 2000. Urban Animal. Barron's Educational Series, Incorporated.
Bosselaar, L.A. 2000. Urban Nature: Poems About Wildlife in the City. Milkweed Editions.
Christiansen, P. and M. Muller. 1999. An Illustrated Guide to Iowa Prairie Plants. Iowa City: University of Iowa Press.
Cochrane, J. 1988. Urban Ecology. Scholastic Library Publishing.
Collard, S. 1999. Acting For Nature: What Young People Around the World are Doing to Protect the Environment. Heyday Books.
Edsall, M.S. 1985. Roadside Plants and Flowers. The University of Wisconsin Press.
Franz, B.S. 2006. The Wildlife Habitat Journal-Restoring and Exploring Wildlife Habitat in Your Own Backyard. Lulu.com.
Halpin, M. 2004. It's Your World - If You Don't Like It, Change It: Activism for Teens. Simon & Schuster Children's Publishing.
Harrison, G. and K. Harrison. 1987. America's Favorite Backyard Wildlife. Fireside.
Iowa Department of Natural Resources. 2000. Iowa: Portrait of the Land. Iowa Department of Natural Resources.
Johnson, A. 2005. Iowa Birds. Lone Pine Publishing.
Kavanagh, J. 2001. Iowa Birds. Waterford Press Ltd.
Kurtz, C. 1996. Iowa's Wild Places. Ames: Iowa State University Press.
Ladoux, R. 2002. Iowa. Lerner Publishing Group.
Latimer, J. et al. 1999. Backyard Birds (Peterson Field Guides for Young Naturalists). Houghton Mifflin Harcourt.
La Tourrette, J. 1997. Watching Wildlife: The National Wildlife Federation Guide to Observing Animals in the Wild. Henry Holt & Company, Incorporated.
Lawlor, E.P. 1993. Discover Nature Close to Home: Things to Know and Things to Do. Stackpole Books.
Lee, F. 2005. Backyard Birding for Kids: A Field Guide and Activities. Gibbs Smith.
Leopold, A. 1989. A Sand County Almanac. Oxford University Press.
Morrice, P. A. and J. Hart. 2007. Iowa. Cavendish, Marshall Corporation.
Prior, J.C. and L.A. Stone. 2000. Iowa - Portrait of the Land. Iowa Department of Natural Resources, Geological Survey.
Runkel, S. and A.F. Bull. 1987. Wildflowers of the Iowa Woodlands. Ames: Iowa State University Press.
Shirley, S. 1994. Restoring the Tallgrass Prairie: An Illustrated Manual for Iowa and the Upper Midwest. University of Iowa Press.
Simon. S. 1973. A Tree on Your Street. Holiday House Inc.
Smith, J. R., and Smith, B. S. 1980. A Prairie Garden : Seventy Native Plants You Can Grow in Town or Country. New York: University of Wisconsin P.
Smith, A.M. 2008. 50 Plus One Tips for Going Green. Gale Cengage Learning.
Tekiela, S. 2001. Birds of Iowa: Field Guide. Adventure Publications.

October: Developing a Sense of Place

Where am I? What is the nature of this place? What sustains this community?
These are simple questions. Or are they? To children today these questions might be anything but simple. As our society moves into cities and suburbs, and away from the natural world, our children’s connection to the natural world has started to disappear. Children today spend more time in front of screens, both television and computer, than they do outside. Most do not know what is outside their own backdoor - let alone what is down the street. Also lost is the connection to the community and what sustains it. Where did their dinner come from? Ask a child and most likely they will tell you the grocery store.

What can we do?
Take the classroom outside into the local natural world and into the community. Start with your schoolyard. Look, really look, at what is there. What lives there? How does it live there? What is growing? How are those connected? Try using Project WILD’s “Learning to Look, Looking to See”. We see things every day that we don’t really LOOK at anymore. Change that. You will be amazed at what you will start to notice.

Once you have learned your schoolyard - go further. The pond down the road. The creek in the woods behind the school. The local park. Go into the community. What is grown in your area? What is it used for? How does that support the community? How does the community support the local natural resources? Learn the history of the local land. Have a guest speaker who has lived in the area for a long time, a member of the local retirement center, a community group member, a local wildlife biologist, someone from your local County Conservation Board, or even a member of a local chapter of Pheasants Forever, or Ducks Unlimited.

Next –what can YOU do? As a class what can you do to help the local community? The local natural resources? Is there a project at the local community park that your school can take on? A prairie planting? Tree planting? Community garden? Get children into the community and involved.

Activity Ideas
“Learning to Look, Looking to See” Project WILD – Students write what they remember seeing in a familiar setting, then apply their experience to an unfamiliar setting.

“Adopt-A-Tree” Project Learning Tree – Students “adopt” a tree - deepening their awareness of an individual tree over time and encouraging a greater understanding and appreciation of their local environment.

“Environmental Exchange Box” Project Learning Tree – Preparing an environmental exchange box will give your students a chance to learn more about their own region as they prepare to share it with students from another region.

“Improve Your Place” Project Learning Tree - Students are encouraged to plan and carry out a service learning project that focuses on making positive environmental changes in their community.

Brochure – As a class create a brochure for your local natural resources, or local community, promoting the area. Students learn about their local area as they “sell” it to others.

October: Developing a Sense of Place

What is a “Sense of Place”?
A “sense of place” refers to a child’s connection with their community and natural environment. A sense of place is developed with a place-based education approach that fosters those connections. Place-based education immerses children in their local community, landscapes, heritage, and experiences. It is using the local natural and human world to learn science, social studies, math, art, music, and language.

Research has shown that children lose their sense of place when they are focused too quickly or exclusively on national or global issues. It follows the idea that before children can tackle the problems of the rainforest in Brazil they need to love the woods down the street. By exploring the local environment children learn a fundamental connection to the natural world and their place in it. Place-based education does not overlook global or national issues but simply strives to give children a sense of their own place and a love of their own place first. Through hands-on, project-based learning children get involved in the real world right outside their door.

Be sure to check back next week for ways to foster a sense of place with your students!

Place-based education resources for educators
Books
Sobel, D. 2004. Place-Based Education: Connecting Classrooms & Communities. The Orion Society.

Sobel, D. 1998. Mapmaking with Children: Sense of Place Education for the Elementary Years. Heinemann.

Smith, G. A., and D. Sobel. 2010. Place-And Community-Based Education in Schools. Routledge.

Links
Promise of Place: Enriching Lives Through Place-Based Education

The Benefits of Place-Based Education: A report from the place-based education evaluation collaborative

September: Observation and outdoor learning

Book Lists

Children’s Books List
Grades K-5
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Arnosky, J. 1993. Crinkleroot's Guide to Walking in Wild Places. Simon & Schuster Children's Publishing.
Arnosky, J. 2002. Field Trips: Bug Hunting, Animal Tracking, Bird-watching, Shore Walking. HarperCollins Publishers.
Arnosky, J. 1997. Bring 'Em Back Alive: Capturing Wildlife on Home Video. Little, Brown & Company
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Art, H.W. and M.W. Robbins. 2003. Woods Walk: Peepers, Porcupines and Exploding Puffballs! What You'll See, Hear and Smell When Exploring the Woods. Storey Books.
Bradman, S., and S. Wintringham. 2002. Wild and Wonderful: Poems about the Natural World. Hodder Headline.
Capogna, V.V. 1999. Did You Ever Wonder about Things You Find in Your Backyard? Marshall Cavendish Inc.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Green, J. 2002. In a Backyard. Crabtree Publishing Company.
Hamerstrom, F. 1985. Walk When the Moon Is Full. Crossing Press, Inc
Kalman, B. 1993. The Colors of Nature. Crabtree Publishing Company.
Kirkland, J. 2006. Take a City Nature Walk. Stillwater Publishing.
Kirkland, J. 2002. Take a Tree Walk. Stillwater Publishing.
Kranz, L. 2002. My Nature Book: A Journal and Activity Book for Kids. T&N Children's Publishing.
Morrison, G. 2004. Nature in the Neighborhood. Houghton Mifflin Company.
Rhatigan, J. 2003. The Kids' Guide to Nature Adventures: 80 Great Activities for Exploring the Outdoors. Sterling Publishing Company, Incorporated.
Ross, M.E. 1993. World of Small: Nature Explorations with a Hand Lens. Yosemite Association.
Rotner, S. 1992. Nature Spy. Atheneum.
Schimmel, S. 2002. Children of the Earth…Remember. T&N Children's Publishing.
Schimmel, S. 1994. Dear Children of the Earth: A Letter from Home. T&N Children's Publishing.
Vanderhorst, M.J. 2007. Pictures and Pomes: Introducing young people to NATURE in a poetic way!. Authorhouse.
Weisner, C. 2003. Let's Get Going: The Step-by-Step Guide to Successful Outings with Children. Red Deer Press.

Grades 6-8
Atkins, J. and P. Conner. 2000. Girls Who Looked under Rocks. Dawn Publications.
Ballard, C. 2008. Watching Wildlife: Animal Habitats. Heinemann.
Cornell, J. 1994. Journey to the Heart of Nature. Crystal Clarity Publishers.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Lawlor, E.P. 1993. Discover Nature Close to Home: Things to Know and Things to Do. Stackpole Books.

Grades 9-12
Dinsmore, S. 1995. Iowa Wildlife Viewing Guide. Falcon.
La Tourrette, J. 1997. Watching Wildlife: The National Wildlife Federation Guide to Observing Animals in the Wild. Henry Holt & Company, Incorporated.
Leslie, C. 2003. Keeping a Nature Journal. Storey Publishing.
Thoreau, H. 2004. Walden. Houghton Mifflin Books.

Books for Educators
Broda, H. W. 2011. Moving the Classroom Outdoors. Stenhouse Publishers.
Cornell, J. B. 1998. Sharing Nature with Children (20th Anniversary Edition). Dawn Publications.
Chalufour, I., and K. Worth. 2003. Discovering Nature with Young Children.Redleaf Press.
Cohen, R. P. 2011. 15 Minutes Outside: 365 ways to get out of the house and connect with your kids. Sourcebooks, Inc.
Leslie, C. W. 2010. The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms.Storey Publishing.
Louv, R. 2008. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Algonquin Books.
Ross, C., and T. Gladfelter. 1995. Kids in the Wild: A Family Guide to Outdoor Recreation. Mountaineer Books.
Stein, S. 2001. Noah's Children: Restoring the Ecology of Childhood. North Point Press.
Van Tilburg, C. 2005. Introducing Your Kids to the Outdoors. Stackpole Books.

September: Observation and outdoor learning

Nature Scavenger Hunts

SCAVENGER HUNT lesson plan

GRADE: 2nd - Adult TIME: 1 hour
SEASON: All

National Science Teaching Standards
A. Science as INQUIRY
B. PHYSICAL Science
C. LIFE Science
F. Science in PERSONAL and SOCIAL PERSPECTIVE

Introduction:
Scavenger hunts can be a fun way to explore natural areas and motivate people to look more closely at the variety of things that can be found in the natural world.

Objective:
• Students will gain an increased understanding of the diversity found in nature.
• Students will be able to list some of the unnatural things found in natural areas
and have a better understanding of the harmful effects that people have on nature.

Pre Activity:
• Discuss observation…practice!

Find a spot outside on the playground or in your surrounding neighborhood. With string rope a 12” by 12” area off. This is your spot. Make a list of living and non-living things found in your spot.

Walk by each day for a week and observe any changes.
• Discuss the balance of nature of all things great and small.
• Discuss this state park rule: There are only three things you can take from a state park besides: memories, pictures, and litter. They are: berries, mushrooms, and nuts!

Equipment
• Collection bags
• *Worksheet
• *Pencil
*Items brought by teacher

Procedure
1. Decide group size: whole group, small groups or individuals
2. Hand out equipment and give guidelines as to how far they can go and when to be back. Small items may be collected or the worksheets can be used as checklists.
*Please emphasize preservation/conservation ethics and suggest that students can sketch or draw the items so the item is left in its natural habitat. Students are not to collect the items accept on paper and in their mind unless otherwise stated on the list.
3. When all students have returned, review and discuss their findings.
4. Return all things back to nature.

Post Activity:
• Watch your special spot (from pre activity) change during the school year. Go out to observe changes once a month. Record them. Draw a conclusion at the end of the year of the changes.
• Make a plan to help the environment – put it into action!

Post Discussion:
• Discuss the question, “How many specimens does it take to make a habitat?”
• Were most of the things seen on the scavenger hike natural or human made?
• Discuss how people affect different habitats…woodland, prairie, wetland. (Iowa’s land is the most physically changed of all the states in USA…farming is the culprit!)
• What do you do specifically that impacts your classmates, your community, your state, your country, your continent, your world environmentally?
• What can you do to change the negative impact?
• How can you encourage others to be more aware of their actions and how it affects the environment?

Scavenger Hunt
Directions
1. Assign a group leader to record the items that are found.
2. Each item must be observed by the whole group.
3. Only bring back the indicated items.

Cattail
Frog (sketch)
Turtle (sketch)
Acorn (please bring back)
Flying insect
Insect larvae
Flowering plant
One handful of natural forest fertilizer
Moss
Dragonfly
Coniferous leaf (please bring back)
Deciduous leaf (please bring back)
White-tailed deer
Litter (please pick up)
Herbivore (what is it? )
Omnivore (what is it? )
Carnivore (what is it? )
Three different kinds of seeds (please bring back)
A picture of our state bird (Where did you find the picture? )
The state tree (What is it? )
A picture of the state flower (Where did you find the picture? )
Something that may be recycled (please bring back)
Feather (Not off the mounted birds, please bring back)
A bird nest (sketch)
An animal track (please identify )
Insect (What kind? )
Arachnid (How many legs? )
Butterfly (what color? )

Extra Credit
A seed that hitches a ride
A seed carried by wind
Something that provides energy for all types
A birdhouse made by humans
A natural bird house

September: Observation and outdoor learning

Nature Journaling

What is a nature journal?
A nature journal is a journal that is kept to record one’s observations of nature. They often contain written observations, sketches, pressed plants, photographs, and nature-inspired quotes or poems. They are the product of time spent in nature observing the world around you.

Nature journaling is a great way for students to connect with nature and their own feelings. It is a great way for students to learn to observe, and records their observations. Nature journals are usually an on-going process throughout the year. Nature journaling has been used in science, biology, art and writing classes (and more I’m sure!). Many people keep a nature journal on their own throughout the year.

Either have students bring in a blank journal to use in class or create journals as a class. Journals can be on lined or unlined paper. Sketch pads work well. They are best when they are smaller and easily tucked into a pocket or backpack so they can be brought with you on a nature hike.

Some things to think about while writing in your nature journal:
• Describe what you see in as much detail as possible
o What am I looking at?
o What does it look like?
o What is it doing?
o How does it move, sound, smell, feel?

• Think about connections
o Why is it here?
o What lives nearby?
o How can it live/grow here?
o How did it come to be here?

• Sketch a picture, take a photograph
o If you can, sketch a quick picture of what you are observing
o Take a picture with a camera and later print a picture to put with your observations

• Look within and reflect
o How do you feel while you are out in nature?
o How does the sight of an ant crawling up a tree make you feel? What are thinking about as you listen to a bird call?

Stick Journal
What you need:
• Paper (8.5 x 11 cut in half width-wise)
• Rubber bands
• Small but strong sticks about the width of your paper
• Hole punch

Cut stacks of paper in half creating sheets that are 5.5 x 8.5. Along the top edge of each stack of paper (one of the 5.5 sides, this is your width) punch two holes approximately ½ to 1 inch from side edges and ½ inch from top edge. From the back side thread a rubber band through the holes. It should lay across the back between the holes with ends or loops sticking through to the front. Place the stick across the front top edge over the holes. Place the stick through the rubber band loops that are sticking out of each hole. The rubber band and the stick are now holding the stack of paper together. This is your stick journal. Cardboard or cardstock can also be used to create a cover. Just cut to size and hole-punch with the paper before stringing with a rubber band and stick.

For more ideas check out The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms by Clare Walker Leslie.

September: Observation and outdoor learning

Nature walks

Sit Spots
Sit spots are a place for students (and adults!) to regularly sit and observe the natural world around them. They should be close to home or school and easily accessible. They teach students to relax, slow down and observe. It is amazing what you can notice about the natural world when you are sitting on the ground quietly looking and listening.

Take students on a walk to a quiet wooded area either close to your school or on a nature trail close to school. It should be a location within walking distance so that it can be accessed regularly. Instruct students to find a comfortable place to sit alone but within eyesight or hearing distance of teachers. Students should find a spot that appeals to them personally. Allow 10-20 minutes (depending on age of students) for students to sit quietly and observe and listen to what is around them. It is amazing the sights and sounds they will observe once everyone is still and quiet.

Return to your sit spots at least once a week. Observe the changes in your sit spot as the seasons change. Sit spots are a wonderful lead in to nature journaling. Look for more information on nature journaling coming next week!

Backyard/Schoolyard Nature Find
Nature is all around us, it is not someplace that we need to travel to find. Who lives near you? A colony of ants? A robin? Take students outside to your schoolyard. Instruct everyone to quietly observe, search, listen, look for wildlife, plants, natural objects. You will be surprised what lives right next to us that we never see! Make a list of what you find. As an assignment that evening have students do the same in their own backyards. Even if students do not know what they saw they can write down a description. Compare lists the next day. Investigate animals or plants that you did not know. How will the changing seasons change what you observe? Make predictions and check them throughout the school year.

Seed Hike
As the season slowly changes to fall nature prepares itself for the coming cold months. Plants produce seeds to carry on the next spring. Many seeds have hooks or barbs that get stuck in animal fur (or socks!) and then get distributed. Some seeds get eaten by wildlife, others get dropped and grow in the spring.

Have each student bring an old pair of socks to school. Take a walk to a local prairie, pasture, meadow or other area with tall grasses and plants. Have students put the old socks on over their shoes. Walk through the grassed area. Observe as you walk. What seeds do you see? What plant are they growing on?

After you have walked though the area have students take off their socks and examine them carefully. Outdoors or once you have returned to the classroom have each student remove the seeds from their socks and sort them. Use a magnifying glass or microscope to observe the seeds. What do you see? What kind of barbs or hooks do the seeds have? How do this help with seed distribution? What animals, if any, do you think eats these seeds?

“Children grow healthier, wiser, and more content when they are more fully connected throughout their childhood to the natural environment in as many educational and recreational settings as possible. These benefits are long term and significant and contribute to their future wellbeing and the contributions they will make to the world as adults.” ~Reconnecting the World’s Children to Nature “Call to Action”

September: Observation and outdoor learning

Benefits and Considerations of taking children outside

There are many ways to incorporate outdoor time into your school day. The benefits of doing so are numerous and well studied. Getting kids out of their chairs, down the hall, and into nature can be as easy as taking a nature walk with preschoolers to look for colors, or as complex as high school students in an ecology class studying a local pond. One essential component that they share however is involving children in observation and the outdoors.

Benefits of taking children outside:
• Children who spend at least 60 minutes outside every day have increased physical and emotional well-being
• Outdoor activity has a direct correlation to lower levels of childhood obesity
• Regular outdoor activity leads to reduced levels of ADHD
• Children who play outside have improved concentration and school performance
• Sunlight is a natural source of Vitamin D – an essential vitamin that children today are often lacking enough of
• Outdoor time improves eyesight
• Children who play outside grow up to be stewards of the environment
• Outdoor play leads to improved critical thinking skills
• Nature makes kids nicer
• Children who regularly spend time outside show enhanced creative play and decreased aggression

Considerations before heading outside with kids:
• Check out the area before heading out with kids so you are aware of any safety considerations
• Be prepared for emergencies by bringing a cell phone and first aid kit with you
• Be aware of the current weather conditions as well as the forecast for the time that you will be out
• Make sure students and teachers are dressed appropriately for the conditions and have proper footwear
• Be aware of allergies - know before heading out the door if anyone is allergic to bee stings, pollen or other allergens
• Use the buddy systems and do frequent head counts
• Use extra caution around water - plan for extra supervision and life jackets if deemed necessary
• Be aware of the possible plants and wildlife you will observe - instruct children on the proper conduct around wildlife and unknown plants
• Wash hands upon returning to the classroom
• Take only memories; leave only footprints - teach children about having respect for living things and nature