Curriculum

Overview

The Environmental Leadership Program Climate Science Team brings environmental education to local middle school classrooms with the goal of helping students foster a deeper connection with nature. Informed by the guidelines of the North American Association for Environmental Education (NAAEE), Next Generation Science Standards (NGSS), Tblisi Declaration Awareness to Action plan, and Learning in Places frameworks, our team aims to inspire young students to engage with environmental stewardship practices to improve the health of the environment and their own personal well-being.

Through research, mentoring, and assistance from community partners and graduate student project managers, the Climate Science team has constructed a curriculum to accomplish our goal of delivering quality climate science education to students in the H.J. Andrews Experimental Forest. Class trips consist of two parts: a pre-trip lesson, where facilitators go into the classroom to meet the students before going into the field while introducing them to the major themes of the trip, and the primary four field trip lessons which take place in the H.J. Andrews Forest.

Pre-Trip Classroom Lesson

This lesson introduces students to the H.J. Andrews Experimental Forest, their field facilitators, and safety information for their day out in the field. In small groups, they make connections about climate change and practice data analysis skills to provide foundational knowledge for the trip.

Field Trip Introduction and Conclusion

These frameworks guide facilitators through material preparation, logistics and facilitation as students arrive, and establishment of group agreements. It also details flow for the end of the trip where facilitators will express appreciation for their groups and conduct assessments for the team and community partner.

Field Trip Investigations

While at the Andrews Forest, students engage in four investigations: friends of trees, microclimates, phenology, and wildfires. Each lesson connects students with a different aspect of the forest ecosystem and weaves in the impacts of climate change to encourage critical thinking skills and foster a connection with nature.

Friends of Trees

This lesson introduces middle school students to four native Oregon tree species: Douglas-fir, Western Hemlock, Western Red-cedar, and Pacific Yew. As students learn how to identify these trees, they are given the opportunity to critically think about the interconnection of nature, develop a connection of their own, and become familiar with the defining characteristics of an old-growth forest.

Microclimates

This lesson introduces middle school students to microclimates and encourages critical thinking using hypothesis formulation, data collection, and data analysis. Students use thermometers to take temperatures around the forest and meadow and then discuss how the collected data connects to climate change and the impact it will have on these small-scale climates.

Phenology

This lesson connects middle school students to the timing of cyclical phenomena in nature, known as phenology, through the lens of nature flora. Students learn to identify the phenophases of flowering plants and determine how climate change impacts the timing of plant cycles, discussing how humanity's role in the cycle and demonstrating the significance of a changing climate.

Wildfires

This lesson introduces middle school students to wildfire ecology principles, Indigenous cultural burning practices, and climate change's impact on wildfires. Students create art to express their emotions about fire. As a group, they will build fire starters to learn about fire behavior, discuss how fire can support forest health, and examine the impact of different land management practices.

Nature Journal

Nature Journal.pdf

Curriculum Guidelines and Frameworks

Tblisi Declaration Awareness to Action

The Tblisi Declaration's Awareness to Action plan highlights the values of outdoor education. It describes that through education, learners gain an awareness that puts one on a path towards action. After awareness follows, knowledge, attitudes, and skills, before reaching action. We've used this framework to design lessons that guide students from awareness to action by encouraging critical thinking and immersion with their environment.

North American Association for Environmental Education (NAAEE) Guidelines

These guidelines, created by the North American Association for Environmental Education, focus on the importance of interdisciplinary learning. In our lessons, we engage students beyond what's typically done in a classroom. We encourage students to open their senses to connect and observe the relationships of nature beyond themselves through a variety of activities.

Learning in Places Frameworks

Each of these frameworks includes meaningful messages about various topics to include in your teaching to enhance the learners' experience in the classroom. These messages work as connecting agents to develop relationships between the learner and the subject, creating a more inclusive and engaging learning environment. We've used the Learning in Places frameworks to intentionally include learner and family relationships in each of the lessons. Frameworks include: Designing Learning in and with Outdoor Places; Culture, Learning, and Identity; Ethical Deliberation and Decision Making; Socio-ecological Histories and Futures of Place; Nature-Culture Relations; Phenology; Power and Historicity; Relationships and; Wonderings.

Coyote's Guide to Connecting with Nature

Coyotes Guide unites facilitators to be more attune with nature. It makes connections between humans, non-humans, and the Earth in whole. Through its natural cycles we've learned the flow of a day of teaching and how to plan lessons accordingly, or the importance of getting to know nature like a friend. Through its teachings we realize that outdoor education is a gateway to developing lifelong relationships that serve all beings.

Next Generation Science Standards (NGSS)

The Next Generation Science Standards (NGSS) are K-12 guidelines that promote hands-on and integrative approaches to science. Focusing on core scientific ideas, practices used by scientists and engineers, and crosscutting concepts like patterns and systems, NGSS emphasizes real-world applications and critical thinking. These standards prepare students for STEM careers and create civic engagement.

Page updated

Google Sites

Report abuse