Outdoor Environmental Education Notebook 2018 The time has come to say good-bye! Before you go, reflect on a few final things: Revisit the Big Questions: How do humans impact the environment? Why should we care? How can we be better stewards of the environment? 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? Name: Bus #: Dorm: Instructional Group:
Expectations for Outdoor Education Create your own page 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 Buddy in my group Dorm name Two other students I One adult in my dorm My KP Duty Day and Time Lights Out Time
Create your own page 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. This watershed is part of the Chesapeake Bay Watershed because water flows to the Potomac River and then. 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:
Directions: You re about to leave for Outdoor Education! Before you go, take a moment, think and respond to the following: Record other memories or lessons you ve learned from events outside of your instructional activities (Campfire, Night Hike, KP, Rec Time) 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?
Record other memories or lessons you ve learned from events outside of your instructional activities (Campfire, Night Hike, KP, Rec Time) 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 experience. Tell him/her how much fun you re having and what you are learning! Outdoor Ed Tweet
Vocabulary Preview Use words or pictures to share your understanding of the words in this table! Watershed Biotic Abiotic SSL Reflection What did you do? What need did your service address? Macroinvertebrate Predator Prey Who benefitted from your service? What did you learn about yourself? Add a new word you learned: How was this experience connected to something you learned in a class at school?
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. Vocabulary Preview Use words or pictures to share your understanding of the words in this table! Limiting Factor Energy Pyramid Producer Carnivore Omnivore 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. Herbivore Add a new word you learned:
Stream Study Based on the data collected, do YOU believe the stream is a healthy habitat? Provide evidence. Exploring the Watershed List or draw and label some natural features of our local watershed that you observed. Why do scientists monitor stream health? Why is a survey of macroinvertebrates in the stream used to help decide whether the List some human activities that can harm our watershed. List some activities humans can do to help. Draw and label a food chain that could be found in the stream habitat. Explain to another student how to use a map to hike to a location. You can list steps!
Confidence Course What was one challenge that you or your group found difficult? What strategies did your group use to succeed at that activity? 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: Herbivores Predator Prey (A) Number at start of Simulation (B) Predicted number of survivors (C) Actual number of survivors % of Population Surviving (A/C) Omnivores Carnivores Why do you think Confidence Course was part of the Outdoor Environmental Education Program? Predict what you think would happen if the simulation was changed so that there were many more carnivores and omnivores than herbivores. Explain your thinking. What are three limiting factors for the size of the carnivore population in your simulation? How can what you learned by participating in these challenges help you at school? This time you get to set up the simulation. The group is 50 kids. To start you make 1/10 carnivores. How many carnivores should we start with?
Treasure Earth History Hike Reflect on your experiences and observations from the History Hike. Use these ideas to fill in the following: What natural treasures or natural resources did you measure or observe? Draw and label or list them in the space below. What 4 states in the watershed can you see from the monument? 3 things you learned about history or the watershed: List one observation you made or piece of data that you collected during Treasure Earth that you could use to determine if the land in a watershed is healthy. Explain how this information would help you determine the health of the land and the watershed. What 2 states in the watershed can you NOT see from the monument? 1 thing you have discovered about your role in the watershed.