Environmental Engineering Reference
In-Depth Information
While studying multi-digit multiplication, decimals, and area, students
will calculate the drainage area for our rain garden and the size of rain gar-
den needed. They will lay out sample scale designs of appropriately sized
rain gardens given a map of the area with correctly scaled grid paper. Stu-
dents will also calculate the area and amount of seed required for a cover
crop outside of the playground fence, and will put together a budget.
(Kimi Ishikawa, unpublished, 2008)
I am excited by the phenology wheel and will be able to incorporate it
into the 4 Hills of Life philosophy and other aspects of Ojibwe culture.
We'll teach phenology while reading
The Birchbark House
by Louise Er-
drich, a topic divided by the four seasons. My students will start phenology
journals in our outdoor classroom overlooking Lake Superior, recording
single-spot
observations on cards for a topic art journal. (Sandy Kucinski,
unpublished, 2008)
What Is Important for Success?
Wonder
is the place to start and end, but in between come the work and the learning.
So what is needed? We find there are six essentials for a successful restoration-based
environmental education program: (1) teams and teamwork, (2) partnerships, (3) on-
going support of teacher teams, (4) funding, (5) remaining inquiry based and student
centered, and (6) cultural diversity.
•
Teams
—Teams and teamwork are essential for full implementation of a restora-
tion-based curriculum across disciplines and grade levels. The tasks and chal-
lenges can best be met with a team that draws on many resources and talents
within the school community, including the administration and custodial staff.
•
Partnerships
—Partnerships with environmental organizations and agencies,
master gardeners, universities, parents, and local businesses and citizens bring
credibility and resources to the restoration project. Mentors can be helpful.
•
Ongoing support of teacher teams
—Supporting teacher teams will help ensure
the infusion of restoration-based activities into the curriculum. Continuing ed-
ucation and renewal are key to adding new people to the teams and the long-
term use of schoolyard restorations. Linking with curriculum priorities and
standards is a necessary strategy. Most teachers are able to adapt EPS activities
to accomplish many of their district's curricular goals.
•
Funding
—In-kind resources, materials, and donations of time and money are
available in every community. Recognition of the need to involve young people
with nature is growing exponentially. Sparked by Richard Louv's documenta-
tion of “nature deficit disorder,” the movement has grown to include the Chil-
dren and Nature Network (C&NN, www.childrenandnature.org/) and the No
Child Left Inside (NCLI, www.cbf.org/Page.aspx?pid=956) coalitions in almost
every state. Virtually every local, state, and regional organization and agency
has a program to connect people with nature, and most are more than happy to
partner with schools.
