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To Affinity with Nature and Beyond gave students the opportunity to experience the sublime while ascending a 90 foot tall Douglas-fir tree. While ascending the tree, students observed the temperature changes with thermometers placed at different levels of the tree. Once at the top of the tree, we conducted a sit spot activity in which the students sat quietly and immersed themselves in the beauty of the canopy. The lesson was designed to build an affinity for nature through hands on experiential learning. Lastly, the students discussed and reflected on their experience through a group discussion of their individual emotional and physical observations.
The theme of Canopy Connections 2014 was "Students as Scientists." The curriculum we developed was the product of one term of environmental education, examining multiple frameworks and pedagogies, and the following term in the field refining the lessons to fit the students. The curriculum encompassed a pre-trip lesson along with an all day field trip, located at HJ Andrews Experimental Forest. The pre-trip lesson, taught in the school classroom, familiarized students with the McKenzie watershed and reviewed key terms for the field trip. Students participated in all four stations: Affinity with Nature and Beyond: The Tree Climb; Discovering the Old Growth: Plant ID and Biodiversity; Riparian Zones and River Reflections; and Stewardship in Action. The Long Term Ecological Research (LTER) themes: biodiversity, hydrology, stream ecology, and disturbance, being conducted at HJ Andrews, were woven into the lessons, connecting student observations with current research.
Finding Our Place
This pre-trip lesson offered students the opportunity to gain insight into the lessons they encountered in the forest on their all day field trip. In order to break the ice and get a sense of the experiences the class may have had outdoors, we began with a popcorn game asking questions like who has gone camping before. Then they got their minds thinking about Oregon with a mapping exercise where they located important features (rivers, mountains, cities), while detailing some of the important features of one specific river, the McKenzie River, which is an important source of drinking water for those living in the Willamette Valley. Next the students interacted with one another in a matching game in which each student was given either a term or definition relevant for the field trip and had to find their matching pair. The subjects of these terms related to the four stations they encountered on their field trip.
To Affinity with Nature and Beyond (Tree Climb)
Students explored the theme of biodiversity within the old growth, learning about forest structure and composition. Students used a dichotomous key to identify a native plant species and were encouraged to get to know that one plant in more depth through sketching it, describing it using their senses, and reading about its cultural uses. Students learned the characteristics of the old growth through the acronym O.W.L.S: Old trees, Woody Debris, Layers, and Snag, and then engaged in a quest to test their OWLS skills. To conclude, the students gathered to discuss the significance of biodiversity and how we can better protect our natural resources and old growth forests.
Discovering the Old Growth: Plant I.D. and Biodiversity
This station begins with a mapping activity of outdoor areas in Oregon to introduce students to the concepts of environmental stewardship. The purpose was to compare and contrast each students personal experiences in their favorite outdoor area in Oregon as well as outdoor areas that have not been well cared for due to pollution, garbage, improper fire rings, and trampled meadows, for example. The students were then introduced to the seven Leave No Trace principles. Using a hands on approach to instill the principles, the students constructed and disassembled a debris shelter. The station concluded with a reflective discussion on how to apply the Leave No Trace Principles in their own life.
Stewardship in Action
This activity combines scientific analysis and written observations of the forest ecosystem, specifically focusing on riparian areas. The students used both a scientific and humanities perspective for understanding the relationships within this ecosystem. They did this by collecting scientific data and journaling observations. This activity was directly linked to HJ Andrews Experimental Forest by incorporating the two methods that are used in the long-term ecological studies and reflections. There was also focus placed on scientists and writers at HJ Andrews in order for the students to learn about the opportunities for pursuing environmentally-focused careers.
Riparian Zones and River Reflections
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