Journal #15

At the beginning of the semester, it was my goal to improve my environmental literacy to benefit myself, and my future students. Coming into this year, I did not have very much experience or education when it came to the environment and environmental education. After taking the survey during the first week, I was able to get an idea of what I needed to become more knowledgeable about. As a result I can honestly say, of all the courses I took this semester, I learned this most in this course.

In an early class lecture, there was a PowerPoint slide that indicated 80% of Americans are heavily influenced by environmental myths. At that point in the semester, I was definitely in that category. However, now that the semester is concluding, I feel I have moved past that. I really feel the guest speakers and discussion activities have a lot to do with this. I also think the Resource Collection activities were very effective as well. Finding dependable resources such as the resource guides and online really was beneficial, and the fact that each of the collections related to the current class unit helped me gain further understanding of the content. As a result, I was able to slowly gain insight on how to educate students of all ages on these environmental topics.

Finally, I felt the peer teaching was a great teaching activity. Not only was it beneficial for the pair of students teaching the lesson, but for the students witnessing the lesson. I definitely gained some ideas about teaching through the lesson I taught, and from the lessons my classmates taught. The feedback was very helpful as well, as it helped me look at my lesson in a different way and think of ways I could have extended it. Overall, I feel I am miles ahead of where I was in the beginning of this semester, and am ready to incorporate environmental concepts in my future classroom.

Journal #14: Nature Journal Guide

                       

     

I took a vacation to Florida in late July 2013. Clearwater Beach, Orlando, and Vero Beach were among the places I visited. As you can see, there were some beautiful sights, especially early in the morning, like in the sunrise photo. A few of the days on this trip, I experienced the warmest temperatures in my lifetime. There was one day in which the temperature was 109, and that didn't include the heat index! This was one of the greatest vacations I ever took for a number of reasons. It was with my family, we visited some close friends down there in Tampa, and it was a nice relaxing getaway. I look forward to more trips like this in the future.



I picked up this idea from a nature journal online by a calligrapher and graphic designer from California, Lisa Holtzman. In her nature journal, she detailed a trip she took to Alaska, by displaying 3 photographs she took while she was there. She also drew a few photos of some images she saw while on her trip. Underneath each photo, she included a caption that described the image. She also wrote down her feelings her experiences on this trip to Alaska.

I feel this can be a very powerful journal prompt to use with young students. I also feel it cuts across several different disciplines, such as English, Art, and Social Studies, as it involves writing and possibly drawing and coloring. I personally really like this type of journaling because it draws on personal experiences that students may find very memorable. In addition, there really is no right or wrong answer, just the feelings and experiences students had on their trip. Overall, this can be a fun activity for students that allows them to be creative and possibly create a show and tell or full class discussion.

Journal #13: Scientific Observation

A recent scientific observation I had involved typical Wisconsin winter weather, and that was snow. More importantly, I observed the effect that snow has on people and their environment. When the temperatures drop, and snow begins to fall, it has an effect on how people both young and old live their life.

The most common example people think of when thinking of the effects of snow is winter driving-will it be safe to drive? However, I feel snow has even deeper impacts, such as people having to account for the amount of time it will take them to drive to a particular location. Also, from a college student's perspective, it may force us to account for the amount of extra time it may take us to walk to a particular class. In both cases, it is likely that people will have to take some extra time and leave earlier than normal.

In my classroom, I feel I can connect this Wisconsin weather phenomenon to the lives of my students. I believe there are many possibilities for discussion and collaboration when it comes to this topic. One possibility that jumps out at me is that I could divide students into small groups and have them discuss how snow effects their daily decision making. From here, we could have a large group discussion and compare and contrast students' ideas. Also, students could create stories, either fiction or non-fiction, of people dealing with large amounts of snow. This could be in small groups, or done individually. While doing this, I could encourage students to draw pictures of their stories and add color.

Journal #12: Questioning/Wondering

With our recent class unit including information about the rock cycle, I wonder what the best strategies are when it comes to teaching students about igneous, metamorphic, and sedimentary rocks. Students see these types of rocks around them, yet it difficult for them to distinguish between the types.

 Recalling my elementary school days, I remember talking about these types of rocks, and being asked questions about their definitions, etc. However, I do not recall ever having a hands-on or visual experience with them. Students at all grade levels can benefit from seeing and being able to touch these different types of rocks. Understanding what makes rocks igneous or metamorphic will not only help students understand these types of rocks, but their role in their environment.

In my future classroom, I feel I could help my students become comfortable distinguishing between these three types of rocks. After exposing students to the definitions of the rocks, and having several lessons, I feel I could conduct a formative assessment to check their understanding. As part of this formative assessment, I would take several live samples of each rock and place them on tables around the room and number them. Students would then be able to walk around the room, and make their guesses based on the rocks they observe.

Journal #11: Story Telling of an Experience in Nature

Recently, over the holiday weekend, I had an experience in nature. Although it wasn't a typical experience, as it was at a shopping mall, I feel it really ties in to our classroom content. For instance, Tanger Outlet Mall in WI Dells is an outdoor outlet mall, in that aside from being inside the stores, the customers are walking around outside. Aside from having a roof, Tanger's customers must be prepared to dress for the weather. I traveled to this outlet mall on Thanksgiving evening, with temperatures in the 20's.

I think a construction like the Tanger Outlet Mall can be analyzed in the context of our class. One connection is that the mall will save money and energy. During the summer months, the outdoor portion of the mall will rely on the sun for its heat, rather than indoor heating. As a result, this saves money, not just on heat, but on lighting, air conditioning during the summer, etc. Although it has its disadvantages, such as not attracting as many customers during the brutal Wisconsin winters, I feel the positives outweigh the negatives for places such as Tanger Outlet Mall.

As a teacher, I feel I could use this to make a connection to my students. One task that I could use to relate to them is to discuss their feelings of a construction such as this. Also, I could incorporate small group work by having students discuss the pros and cons of an outdoor shopping mall. In the end, we could make a class list of the positives and negatives on the board, and talk about both categories.

Journal #10: Sit-Spot/Environmental Photo

I decided to reflect upon these two photos for two reasons. The first is that the holidays are approaching, and both of these photos can represent the holidays of Thanksgiving and Christmas. Second, these are two things that students will most likely see outdoors during this time of the year. As a result, I feel as a teacher I can link these two topics and their holidays to Environmental Education. In the classroom, this definitely allows me to conduct some creative activities. First, this allows for many different writing prompts, both fiction and non-fiction. I could encourage my students to imagine themselves as a pilgrim during the time of the first Thanksgiving, and write a story about their experiences on the Mayflower, etc. I also could allow them to write a non-fictional narrative about going to get their family's Christmas tree, either from this current year or year's past. When conducting activities such as this, I must remember to be conscious of all my students however. For instance, some students may not celebrate these two holidays, and I must be respectful of that. 

     

Journal #9: Art-Based Entry

This is a drawing of a deer. Although this is most likely more detailed than an elementary student would be able to draw, I think it is important to allow students to express their environmental views and experiences through art. I chose this particular picture because deer hunting season is coming up very soon, and this may be an interest of the students and their families. I feel I can use art activities in my classroom, but I also believe it is very important that students are allowed creativity in these activities. For instance, I do not want my students to feel they have to draw a particular animal or part of nature. I want to emphasize that there is no right or wrong answer, but that students need to have fun and do their best, and be prepared to discuss their experience in nature and drawing of it with the rest of the class.

Journal #8: Literary Response to a Quote

"We never know the worth of water till the well is dry" -Thomas Fuller

I think is a great quote, as it relates to our recent water unit in class, and also it relates to every human that lives on this earth as well. Most humans can gain instant access to water, and for many different purposes. Whether we are conscious of our water use or not, water is wasted and misused on a daily basis. The sad reality is that people do not realize how much of an impact water has on their lives, until an instance where they do not have any water.

I feel this quote can make a difference in my life, both as a student, person and future educator. Prior to this course, and our recent water unit, I think I took water use for granted. But after our class activities, lectures, and discussions, I have realized how important it is to use water efficiently and responsibly. One activity that stands out to me was during lecture one day, when we made a list of our personal uses of water during the past 24 hours.

In my future classroom, I definitely feel I can apply this quote to make an impact on my students. Environmental education certainly lends a helping hand in educating students on ways they can influence the environment. When it comes to teaching them about how they can effect the environment around them, responsible use of water is a critical concept in my opinion. The activity we did in class that involved documenting our recent personal use of water is one that I would use in my classroom. Depending on the grade level, I could modify it so students would understand. Overall, I think when students enter elementary school, they will be able to discuss how water is used in their personal lives.

Journal #7: Scientific Observation

A scientific observation I made recently involved precipitation, which was hydroplaning. This process occurs when a motor vehicle slides uncontrollably on a wet surface of the road, usually due to rain. Not only are the roads more slippery when it is raining, but if a car's tires are in contact with a film of water above the road, it can cause the vehicle to slip and slide, potentially causing an accident. Although this is not an environmental issue, I consider it a "natural safety" issue, and find it important for students to learn about the dangers of it.

I observed this a few weeks ago. Driving home to my hometown of Portage, WI from WI Dells, it began to rain heavily. As I traveled further down the highway, I witnessed one road slide off the road onto the shoulder, and another that was already on the side of the road with its hazards on. As the rain began to fall harder, I slowed down slightly, but seeing what happened to these two cars, I slowed down significantly. Usually the type of precipitation that people associate with driving with caution, but conditions can be just as dangerous in the rain. As a result, I believe this is an area of environmental education that needs to be taught to students.

Going through school, the only time I recall discussing the process of hydroplaning is during driver's education class. I really feel I can educate my students on natural processes such as these that will really help them. Although I will most likely teaching at the elementary level, where students will not be able to drive yet, I still feel it is relevant to their lives. Many times students of all ages will ask, "When will I ever have to use this?" when in school. While students will use many concepts later in life, such as in subjects like math and English, I feel it is equally important to teach them concepts in environmental education as well.

Journal #6: Mapping

For this journal, I choose to make a map of the school forest from my hometown of Portage, WI. It begins on the top left of the page with a greeting/meeting area. From my experience as a student visiting the school forest, entering was always exciting because the greeting area overlooks the three major areas of the forest. The first area (on the upper right) is an open grassy field. This is a great place to have students sit and/or stand in the grass and be told their directions for the day, safety guidelines, rules, etc. This also can be a place for guest speakers to address the students. This open field is often used for snowshoeing and cross country skiing in the winter time.

The next major area of the forest (on the bottom left) is a wetland/pond area. This is used to collect organisms from the water for students to examine. With the water being about 2-2 1/2 feet deep, school forest representatives use hip waders to go into the water. After demonstrating, representatives usually offer students the opportunity to try to get into the water and collect organisms. This can be an enjoyable and educational experience for all students. Finally, the third major area of the forest is the highlight of the trip for young students, and that is the forest area and hiking trails. Similar to Schmeeckle Reserve (only much smaller), this area contains several trails for students to hike on. During my experience here in high school, students were split into small groups and given free time to explore the trails. I have not returned to the school forest since high school, and look forward to returning, possibly as a teacher in the near future.

Journal #5: Class Content-Ecosystems

One class topic that I recently become more educated about is ecosystems. Prior to this semester, I feel that I fell into the trap of only thinking of ecosystems as these complicated life cycles that only take place out in "the wilderness." I believe many young students are affected by this myth as well. However, ecosystems are present everywhere in the world, including right in your own backyard. Whether it be on a local playground, or out in the rain forests, ecosystems are the product of animals, plants, and humans each playing a specific role.

Another aspect of ecosystems that I learned more about during our recent class unit was the effect that humans have on ecosystems. Although many people may have the belief that "what can I do to effect an ecosystem?", humans do have a huge effect on individual ecosystems. For instance, people littering and leaving trash behind can negatively effect the plants and animals of an ecosystem. Another example would be cutting down trees in a forest. As a result, I think it is important for classroom teachers to educate their students on how their personal actions can impact ecosystems.

I feel a great way to further educate students about ecosystems is through a real-world approach. A teacher could start by selecting a local location, such as a nearby park, grassy area, or even the school playground. Getting up and out of the classroom will excite the students and enable them to see the environment in a hands-on fashion, rather than the traditional in-class routine. In addition to witnessing the role that the organisms in an ecosystem play, students will be able to understand the role that humans play as well. Another key concept that can serve as learning outcome is pollution. Whether this activity is conducted at a local park, or on the playground, students are most likely to see litter from humans, or human footprints. If I were to conduct this activity, I would make sure to debrief this activity upon returning to the classroom, allowing students to share their thoughts and reactions.

Journal #4: Sit-Spot/Environmental Photo

This photo was taken recently up in Pelican Lake, WI near Rhinelander. This is a place I visit a few times each year. Although the weather is warm and feels like summer still, the colors of the leaves and trees up in this area are rapidly changing. While taking a walk here, I not only admired the looks of the leaves and trees, but I also thought about how to relate this to environmental education. I believe there are multiple ways to involve students in this type of setting. First of all, a teacher could encourage students to use a setting like this as a "sit-spot." If they are ever feeling down, or just need to take a break, they could take a walk to a forest or trail such as this one.

Also, as a teacher, there are several ways I could make connections to my students using this. First, we could take a walk as a class to use as a study break. We also could start a class observation or documentation in the fall. Beginning in about mid-September or early October, we could take several short walks outside and students could begin journaling about what they see and the color of the trees. Students could mark each entry with a date, and predict what colors the leaves will change on a given date. Living in Wisconsin is great for teachers and environmental education, as the changing seasons offer opportunities for learning.

Journal #3: Literary Response to a Quote

"We make the world we live in and shape the environment." -Orison Swett Marden

I feel that this quote is very true and that its message is overlooked too often in our society. Each human being that walks this earth must realize that they have a responsibility toward their own environment. With this being said, I don't think anyone should take a clean and safe earth for granted. I think it happens too often in today's world where people have the attitude that "I am just one person. What difference can I really make?" I personally feel this is a 'glass half-empty' attitude and it should be looked at differently. Not only can one person make a big difference by the choices they make, but they must realize that their choices can influence others. Whether these are good or bad choices, others will notice them and the attitude of the people making these choices and this can definitely have an impact on the environment.

Continuing with the idea that individual environmental actions have influence on others, I think the most common application is when young children watch the action of adults. The teaching profession definitely illustrates this, as educators must realize that their students are watching their every move, and listening to the words they speak. Teachers can certainly take a proactive approach to shaping the environment by providing a good example for their students. They also can inspire them to take their own action, such as planting a tree, recycling, and not littering. These are just a few of the many suggestions a teacher can make to their students. They also can make a huge impact by setting a good example, through actions such as turning off the lights when the classroom is not in use, unplugging unused electronics, disposing of waste, etc.

This quote has a deep connection to environmental science, but definitely can be applied in other aspects of school and life as well. For instance, I think this could be applied in schools in social situations, such as anti-bullying. Students must realize that the way they treat others 'makes the world they live' and can influence the atmosphere or 'environment' of the school. Students and Teachers can also approach this quote from an individual perspective, and connect it to personal academics. Students can realize that they can make their own career and future through the effort and hard-work that they put in. No matter how this quote is interpreted, it involves personal devotion by an individual, as a way to promote common good for many. With this being said, this is what I feel makes this quote so powerful.

Journal #2: Story Telling of an Experience in Nature

Recently, my brother and I took advantage of the beautiful early fall weather and took a hike through Schmeeckle Reserve here in Stevens Point. We did this on 4 separate evenings last week, going after dinner. This was very beneficial for the both of us, as not only was it great exercise, but it gave us a chance to appreciate the scenery and beauty of the Schmeeckle Reserve. With my brother being in Biology this semester, and myself being in NRES 370, we were able to see some of the terms and concepts discussed in class, in a real-life setting, such as ecosystems, energy, etc.

It seemed that each night we took our walk through the Schmeeckle trails, we witnessed something different, or that we had not noticed before. First of all, I noticed that even though it was sunny and warm outside, this was not the case back in the deeper parts of the reserve. As we hiked further onto the trail, the temperatures were much cooler and it was a little breezier. I also was able to see that the water in Lake Joanis was very calm and clear. In the past when I have walked through Schmeeckle, such as in the early spring, the water has not been quite so clear, looking a little "murky." Perhaps the most interesting I gathered from these evening hikes was the behavior of the animals on the trails. Animals that are generally very timid and docile, such as deer, squirrels and chipmunks, appeared to have a higher tolerance for being around people. For example, there was a group of about four male college students walking ahead of us, when two deer appeared about 50 feet ahead of them on the trail. The deer stood there, staring at the students. A few of the students began to walk toward the deer, coming as close as about 10 feet and the deer stood their ground. Once the students got a little closer than this, the deer ran away. However, I thought this was neat because normally deer would not allow humans to come so close. In another instance, we had a chipmunk run right out in front of us on the trail to cross over to the other side of the forest. In all likelihood, these animals have grown accustomed to frequent humans walking through this reserve. But at the same time, I thought it was interesting that they have a higher tolerance and threshold for dealing with humans.

Documenting an experience like this is definitely something I could use in my future classroom. I also feel I could use it several different subjects, not just a science class. I think sharing life experiences with classmates and teachers is important and beneficial for young students. Being outdoors is a hobby of mine, and as a result I will encourage students to share their outdoor experiences, either verbally or written. Also, as a teacher it is a big priority of mine to promote students to use hobbies and things they enjoy in their school work. With that being said, I want to give students of plenty of opportunities to express their thoughts, such as in a personal journal like this one. The aspect of sharing an experience in nature that I think is very powerful is that it can be shared in a variety of ways, such as in a powerpoint, scrapbook, journal, a verbal story-telling, and much more. It is important to me that allow students many different ways to share their work, not just in environmental education, but in all areas of study.

Journal #1

I am looking forward to Natural Resources 370 this semester, as I am looking to improve my environmental literacy as I become an elementary level teacher. I want to be able to encourage my students to take pride in their environment and make safe and healthy decisions. Recently, I took an in-class survey to assess my content knowledge about the environment. Participating in this made me realize that there are so many details about the environment that I would like to dig deeper into this semester. As this semester progresses, it is a priority of mine to improve my environmental literacy, to benefit myself and my future students.

While taking this environmental survey, I realized that I have the basic knowledge when it comes to saving energy, and keeping the earth clean and green. Concepts such as recycling plastic bottles, unplugging unused appliances, etc. I practice on a daily basis. However, when it came to the more specific concepts of the environment, I felt I was a little uneducated. In a recent class lecture, one of our PowerPoint slides indicated that 80% of Americans are heavily influenced by incorrect or outdated environmental myths. At the current time, I feel I would fall into this category. A goal of mine this semester is to pay greater attention to detail when participating in activities in this course, and whenever I am out in nature.

I anticipate a significant difference in the results of my survey when it is conducted at the end of the semester. To this point in my academic career, I really have not taken any classes involving natural resources or the environment. As a future educator of young children, it is very important to me that I am able to educate them on the world around them, and the impact they can have on it. Many people have the attitude that says "I'm just one person.. what can I do to improve the environment?" I think teachers and students alike should work together to change this attitude. I am very interested in what my feeling will be when taking this environmental survey at the end of the semester.