Outdoor Environmental Education Notebook 2019 MS

Transcription

1 Outdoor Environmental Education Notebook 2019 MS Name: Bus #: Dorm: Instructional Group:

2 Expectations for Outdoor Education Remember the 3 R s: Respectful, Responsible, and Ready to Learn at all times. Treat other students and adults with respect. Treat materials and your surroundings with care. Follows all school rules, including the dress code. Follow directions of all adults. Students are not allowed in the cabins unless there is an adult with you. No gum, candy, food, cell phones or electronics allowed. Lights out is at 10 pm. My Important Information for Outdoor Education Bus # Group Name Adult Chaperone for that group Buddy in my group Dorm name Two other students I know in my dorm One adult in my dorm My KP Duty Day and Time Lights Out Time 2

3 Before the Trip We live in the Chesapeake Bay Watershed. How do we know that? Because when it rains on the land here at school, our water eventually finds its way to the Chesapeake Bay. Where do you think the water in streams local to our school goes? The land area around streams forms a local watershed because when it rains on this land all the water ends up in that stream. Where we live these smaller local watersheds are part of the Chesapeake Bay Watershed because water in them eventually flows to the Potomac River and then to the. Big questions: How do our actions and choices impact the watershed? Why should we care? How can we be better stewards of the environment? (Think about your neighborhood and land in your watershed.) Use the description and images above to brainstorm a definition of the term WATERSHED in the space below. WATERSHED: 3

4 Directions: You re about to leave for Outdoor Education! Before you go, take a moment, think and respond to the following: What have you heard about Outdoor Education from teachers, relatives, or other students. What are you MOST excited about? Why? What are you MOST nervous about? Why? 4

5 Outdoor Ed Tweet Directions: Perhaps you have something you d like to share with someone? Well, now is your chance to brag about your experience. Remember a tweet can only be 140 characters. Write one tweet to ANY of the following individuals: 1. Family Member You are missing a family member and want to write to them about this amazing experience you re having! Tell them about your adventure. 2. Friend at school Some of your classmates are not at OE yet. Tell them what to expect on the first day. 3. Teacher Not all of your teachers can be with you today at OE. Write to a teacher to share some of your experiences. Tell him/her how much fun you re having and what you are learning! Outdoor Ed Tweet 5

6 Vocabulary Preview Use words or pictures to share your understanding of the words in this table! Watershed Biotic Abiotic Macroinvertebrate Predator Prey Add a new word you learned: 6

7 Vocabulary Preview Use words or pictures to share your understanding of the words in this table! Limiting Factor Energy Pyramid Producer Carnivore Omnivore Herbivore Add a new word you learned: 7

8 Stream Study Based on the data collected, do YOU believe the stream is a healthy habitat? Provide evidence. Why is it important for scientists and citizens to monitor stream health? Dragonfly Mayfly Hellgrammite Imagine your group found the organisms in this food web. Why is the biodiversity in this food web (the different types of organisms that live in an area) an indicator of a healthy watershed? Small Fish Caddisfly Leaves Algae 8

9 Predator Prey What is your role in the simulation? Herbivore Omnivore Carnivore Other: List at least 1 example of a NATIVE MARYLAND animal you could represent in your role in this simulation: (A) Number at start of Simulation (B) Predicted number of survivors (C) Actual number of survivors % of Population Surviving (A/C) Herbivores Omnivores Carnivores What are three limiting factors for the size of the carnivore population in your simulation? How do changes in population size (like carnivores or herbivores) impact the health of the local watershed? This time you get to set up the simulation. The group is 50 kids. Using your starting data as a guide, how many carnivores, omnivores, and herbivores should you have? Explain your answer. CARNIVORES: OMNIVORES: HERBIVORES: 9

10 Treasure Earth What natural treasures or natural resources did your group measure or observe in your different challenges? List them in the space below. Select one observation you made or piece of data that you collected during Treasure Earth that you could use to determine if the land in the local watershed you explored is healthy. Explain how this information would help you determine the health of the land in local the watershed. 10

11 History Hike Reflect on your experiences and observations from the History Hike. Use these ideas to fill in the following: What 4 states in the watershed can you see from the monument? 3 things you learned about history or the watershed: What 2 states in the watershed can you NOT see from the monument? 1 reason why it is important to be aware that there are 6 states in the watershed. 11

12 Confidence Course What was one challenge that you or your group found difficult? What strategies did your group use to succeed at that activity? How can what you learned by participating in these challenges help you at school? How could you apply what you learned in these challenges to work to help improve the health of the watershed? 12

13 Exploring the Watershed What connections did you make in your explorations about the health/condition of the local watershed? List some human activities that can harm our watershed. List some activities humans can do to help. Explain to another student how to use a map to hike to a location. You can list steps! 13

14 Patterns of Settlement Where would you choose to survive? Imagine that you are the leader of a group of nomadic people looking for a new place to live. Think about the location you just chose as the best place to survive. Describe or draw the location (with labels) that you selected as the best place to survive in this box. Explain why you chose this location over all the other sites you visited. Include specific features about your location that you felt made it the best place to settle. 14

15 SSL Reflection What did you do? What need did your service address in the watershed? How will the health of the watershed benefit from your service? What did you learn about how you can help the watershed? How was this experience connected to something you learned in a class at school? 15

16 MYP Reflection Choose at least 4 of the IB Learner Profiles and explain how you have displayed them at Outdoor Education. I have been a THINKER I have been an INQUIRER I have been BALANCED I have been CARING I have been a RISK TAKER 16

17 MYP Reflection I have been REFLECTIVE I have been KNOWLEDGEABLE I have been a COMMUNICATOR I have been OPEN MINDED I have been PRINCIPLED 17

18 Record other memories or lessons you ve learned from events outside of your instructional activities (Campfire, Night Hike, KP, Rec Time) 18

19 Record other memories or lessons you ve learned from events outside of your instructional activities (Campfire, Night Hike, KP, Rec Time) 19

20 Create your own page 20

21 Describe the Watershed Spend 15 minutes outside observing the world around you. Write about what you notice most. Make sure you use at least three adjectives! 21

22 THE END The time has come to say good-bye! Before you go, reflect on a few final things: Revisit the Big Questions: How do human actions impact our local watershed? Why should we care about the health of our local watershed? How can we be better stewards and protect the health of the local watershed? What outdoor experiences are you looking forward to sharing with your family or trying again in the future? If you were in charge of outdoor ed, what would you do differently? 22