THE DEVELOPMENT OF A MODEL PROGRAM TO TRAIN HIGH SCHOOL ENVIRONMENTAL EDUCATION COUNSELORS TO INCREASE THE FREQUENCY AND DEGREE OF IMPLEMENTATION OF THE ENVIRONMENTAL EDUCATION CURRICULUM IN THE TRI-COUNTY AREA SCHOOL DISTRICT
by v' Larry J. Mancl if
A Research Project submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Natural Resources-Environmental Education College of Natural Resources University of Wisconsin Stevens Point, Wisconsin
July 1994
Approved by Graduate Advisor:
Daniel Sivek Assistant of Environmental Education Table of Contents fl} 31/ 199L/ ABSTRACT .....•...... ••...... iv
ACKNOWLEDGEMENTS ...... •...... •...... V I . THE PROBLEM AND I TS SETT I NG ...... 1 Problem Statement ...... 1 Subprob 1 ems ...... ·...... •.•...... 1 De 1 i mi tat i on s ...... 2 Definition of Terms ••...... ••. ; ...... 3 Abbrev i at i ans ...... 4 Assumptions ...... ••...... 4 Importance of the Project ...... 5 II. REVIEW OF PRIOR RESEARCH AND WORK IN THIS AREA .... 7 Outdoor Education to Environmental Education: The Early Years ...•...... •. ? The Environmental Education Movement ...... 10 Environmental Education in Wisconsin ...... 11 Environmental Education Implementation Barriers and Prescriptions ...•...... 13 Models of Cross-Age Teaching in Environmental Education: Case Studies ... 16 Summary ...... •...... •...... 1 9 III. RESEARCH METHODOLOGY AND TREATMENT OF THE SUBPROBLEMS ...... 21 Treatment of the Subproblems .....•...... 21 The First Subprob 1em ...... 21 The Second Subproblem ...... ••••...... 22 The Third Subproblem ...... 22 The Fourth Subproblem ..•...... 23 The Fifth Subproblem ...... 23 The Sixth Subproblem ...... 24 The Seventh Subproblem ...... 24 The Eighth Subproblem .....•...... 25 Pre-Assessment Development and Imp 1 ementat ion ...... •...... 25 Development and Implementation of the Environmental Education Counseling Program ...... 25 Counselor Selection Criterion ...... 31 Post-Assessment Development and I mp 1 eme n t at i on ...... 3 3
IV. RESULTS ...... 34 V. CONCLUSIONS AND RECOMMENDATIONS ...... • 48 LI ST OF WORKS CONSULTED ...... 53 APP END ICES ...... 56 Appendix A: Memorandum to Curriculum and Planning Committee ...... 56 Appendix B: Pre-Assessment Instrument ...... 59 Appendix C: Environmental Education Counselor Training Course Description and Outline ...... 63 Appendix D: District Environmental Education Philosophy, Goals, and Objectives ..... 72 Appendix E: Schoo 1 Forest Hi story ...... 76 Appendix F: Activity Lesson Plan Assignment ...... 84 Appendix G: Fieldtrip and Activity Checklist; Request for Fieldtrip Form ...... 85 Appendix H: First Aid and Emergency Information ... 89 Appendix I: Thematic Lesson Plan Assignment ...... 95 Appendix J: Training Manual- excerpts ...... 104 Appendix K: Enrollment Forms ...... 259 Appendix L: Practicum Experience Course De script ion ...... 265 Appendix M: Environmental Education Counselor Practicum Experience Contract ...... 266 Appendix N: Environmental Education Counselor Assessment Form ...... 268 Appendix 0: Environmental Education Counselor List ...... 272 Appendix P: Counselor Application Form ...... 273 Appendix Q: Counselor Interview Forms ...... 276 Appendix R: Counselor Acceptance, Denial, and Probation Letters ...... 280 Appendix S: Post-Assessment Instrument ...... 284 iv
ABSTRACT
The purpose of this project was to determine what factors
impede early childhood through grade eight teachers in the
Tri-County Area School District (TCASD) from infusing
Environmental Education (EE) into their respective
curricula, and develop and implement an environmental
education counselor program middle school levels to assist teachers to overcome the barriers to implementing the Environmental Education curriculum The results of a pre- and post-assessment indicated that using trained high school juniors and seniors as cross-age teachers, or Environmental Education Counselors CEECs), to assist teachers in the implementation of the EECU is highly effective. The pre-assessment disclosed that the most common barriers to implementing the EECU were lack of preparation time and class time, and a perceived lack of knowledge to teach about the environment. The post-assessment indicated that teachers became more aware of the district/s EECU, referred to if more frequently, used more community sites, and participated in more field trips to the school forest. District teachers also had the perception they were more actively involved in implementing the EECU, and most importantly, doubled the amount of time they spent teaching about the environment. A vast majority of teachers indicated that the EECP was very effective in assisting them implement the EECU. V Acknowledgements "The assumption of being merely individuals ls our • greatest limitation." - Plr Vilayat Khan This project became a reality because of the assistance and support of several individuals. Much gratitude is owed them. This project would not have been successful without the tremendous patience, understanding, and inspiration of my wife, Joyce. Thank you for believing in me. To the key players in this project - Julie Brown, Betsey Bacon, Todd Kessler, Sarah Schimelpfenig, Jami Wi1 Iiams, Whitney Dunnett, Tricia Humphrey, Kevin Flyte, Allison Klingforth, and Julie Vanderkooi. As the first group of environmental education counselors, you have given so much to empower children to make the world a healthier, safer, and more enjoyable home for all living creatures. For this, and your friendship, I thank you. The advice and assistance offered by my advisor, Dan Sivek, has been invaluable in implementing this project. Thanks for your direction and insight. 1 THE PROBLEM AND ITS SETTING Problem Statement The purpose of this project was to determine what factors impede early childhood through grade eight teachers in the Tri-County Area School District Subproblems The first subproblem was to develop a pre-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting its implementation. The second suboroblem was to administer the pre-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU. The third subproblem w~s to ~dentify what curriculum components should be included in the environmental education counselor The fourth subproblem was to establish criteria which should be utilized in selecting high school EECs, and determine how and when the selection process would occur. The fifth subproblem was to determine how and when the EEC training course is going to occur so it is most effective in assisting in the implementation of the EECU. The sixth subproblem was to determine when and how the EECs are going to be utilized to improve the implementation of the EECU. The seventh subproblem was to develop a post-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. The eighth subproblem was to administer the post-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. Delimitations A. The study will not assess the EE literacy of students or teaching faculty. B. The study wil 1 not measure the success of individual EECs. 3 C. The study is limited to the district ✓ s existing EE curriculum. D. The study wil 1 not assess the effectiveness of the district ✓ s EECU in regards to meeting the established goals and objectives. E. The study will not measure means other than the EECs to improve the implementation of the EECU. F. The results can only be generalized to the TCASD. Definition of Terms Environmental Education Curriculum includes the EE philosophyt goalst and objectivest established by the TCASD in 1991-1992 to meet the Wisconsin Department of Public Instruction Administrative Rule [PI 8.01(2)(k)2Jt and District Board policies. The EECU includes regular classroom instruction and field experiences for al 1 PreK-12 regular education and special needs students in al 1 subjects and courses. Environmental Education Counselor is a Tri-County High School junior or senior who has met the established selection criteriat and has successfully completed the EEC training course. 4 Frequency: The number of times the implementation of an EECU objective is addressed by a teacher or an EEC during a given interval of time. Degree: The total amount of student-contact teaching time spent on implementing the EECU during a given interval of time. Abbreviations EE is the abbreviation for environmental education. EEC is the abbreviation for an environmental education counselor. EECP is the abbreviation for the environmental education counseling program. EECU is the abbreviation for environmental education curriculum. TCASD is the abbreviation for the Tri-County Area School District. Assumptions The frequency and degree to which the EECU is currently being implemented is considered inadequate by a majority of the teaching faculty. 5 There are performance-based objectives related to curriculum and instruction methods that must be included in the EEC training curriculum and the subsequent practicum experience to make them most effective. The selection criteria for an EEC candidate are necessary to ensure that qualified and responsible students are accepted Into the training course. When the EEC training occurs and the manner In which the EECs are used wll 1 impact the Implementation of the EECU. Importance of the Project The Wisconsin Department of Public Instruction Adrnlnlstratlve Rule, PI 8.01(2)(k)2 states that "Environmental education objectives and activities shal 1 be integrated into the kindergarten through grade 12 sequential curriculum plans, with the greatest emphasis In art, health, science, and social studies education." Like many school districts, Tri-County Area School District/s written EECU is complete, and meets the requirements of the Administrative Rule. However, because of the constraints of time, funding, and personnel, strong EECU implementation has not been a priority in many school districts The use of trained EECs at TCASD may encourage other districts to try inexpensive, innovative programs to implement the EECU, especially those demographically similar to the TCASD. 7 REVIEW OF PRIOR RESEARCH AND WORK IN THIS AREA Outdoor Education to Environmental Education: The Early Years Since the 1930/s, much has happened to change the face of EE. Historically, EE has been known by a variety of terms, such as: outdoor education, outdoor recreation, school camping, and resident outdoor education Recognizing the multiple benefits of educating students about nature while being in nature, several schools began sponsoring summer camping programs back in the 1930/s. Educators had an awareness of the unique educational benefits of such programs, but the social -climate was not yet ripe for any major movements toward summer outdoor programming. It wasn/t until research conducted by Lloyd Sharp in 1935, that the climate ripened for school camping to expand across the nation saw a rapid growth in school camping programs for both educators and students. Many pilot programs were initiated, some so successful they became permanent fixtures in the school curriculum. Around the mid-1950/s, the camping vocabulary shifted to match the school curriculum vocabulary. It was this.shift away from "school camping" that caused the term, outdoor education, to spread. With its spread came the development of written materials for the teaching of outdoor education. Handbooks, manuals, and guides became the mainstay. A wealth of organizations 8 promoting outdoor education were established. The objectives for outdoor education included an appreciation of natural resources, improved instruction in science, language, arts and social studies, the development of recreational skills in the outdoors, social experience, community service, and aesthetic awareness movement peaked with the establishment of a National Outdoor Education Project in 1955. A portion of the project was devoted to teacher and leadership preparation, and the development of school programs development in outdoor education, including the first National Outdoor Teaching Education Conference held in 1960. Prominent legislation, considerate to outdoor education, included the Elementary and Secondary Education Act of 1965. According to Charles Lewis, chief author of the legislation, the purpose of the legislation was "to strengthen and improve educational quality and educational opportunities in the Nation/s elementary and secondary schools" 1980, p 7). Private as well as public organizations began to solidify support for outdoor education. The 1970/s saw a meshing of outdoor education and EE. These terms began to be used interchangeably, reflecting that meshing. Research has been conducted to determine the origin of the term, /environmental education/. In a literature review, John Disinger (1983) contributes the inception of the term, to Thomas Pritchard in 1948, then the Deputy 9 Director of the Nature Conservancy in Wales. The definitional problem of EE is still unsettled for some researchers. Disinger contributes much of the definitional problem to the initiation of the Journal of Environmental Education in 1970, where terminology was loosely used. Studies conducted by Gary Harvey (1976, 1977) indicated there was no accepted definition or framework of EE in the literature. He proceeded to synthesize a definition and structure reflective of the current literature. He concluded however, that EE is misleading based on the terminology appearing in the literature. He proposed the term person-environment relationship education appropriate. Other leaders in EE believe we are beyond having to define EE and need to continue with its implementation The 1970/s also saw an environmental grassroots concern spread across the United States. Fueling the grassroots movement was the first Earth Day, celebrated on April 22, 1970. The movement was further fueled by the energy crisis of the mid-1970 ✓ s, bringing the striking reality of environmental despair with it. 'Calls for a new ethic based on an awareness of the inter-relationships between people and their environments, concerns for the quality of the environment and c01JJDitment to the principle of environmental conservation, also drew attention to the need for education to develop a deeper and more effective environmental consciousness' (McRae, 1990, p 43). This new ethic, as well as the passage of the National Environmental Education Act indirectly changed many of the 10 existing educational methodologies. Strategies began stressing the experiential and creative, eliminating the more passive methodologies. Different programming also began for special needs students, such as Outward Bound and other high adventure camps. Many of these adventure camps took a holistic approach, concentrating on the development of the psychomotor, cognitive and affective processes. It was during the 1970/s too, that many outdoor education camps for various handicapped populations expanded. The Environmental Education Movement The environmental problems brought to the attention of the general public in the 1970/s helped EE build strong global support. EE goals and objectives were endorsed at the 1977 UNESCO-UNEP Intergovernmental Conference on Environmental Education held in Tbilisi, USSR. More commonly known as the Tbilisi Declaration, the fol lowing were established: The goals of environmental education are: (a) to foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas; (b) to provide every person with opportunities to acquire the knowledge, values, attitudes, ccmnitment and skills needed to protect and improve the environment; (c) to create new patterns of behavior of individuals, groups and society as a whole towards the environment. The categories of environmental education objectives: Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals gain a variety of experience In, and acquire a basic understanding of, the environment and Its associate problems. 11 Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment, and the motivation for actively participating in environmental improvement and protection. Skj)ls: to help social groups and individuals acquire the skills for identifying and solving environmental problems. Participation: to provide social groups and individuals with an opportunity to be actively involved in all levels in working toward resolution of environmental problems These EE goals are oriented toward action-education, implying active educational participation, rather than an emphasis on the inactive, knowledge-building education. Several of the more recent educational approaches to EE depend on how humans depict their interrelationships with nature. Experiences occurring in the natural environment which may induce citizenship action for the environment are encouraged by the Tbilisi Declaration. The EE movement continued throughout the 1980~s, but with less vigor. Society~s impression of global degradation and finite resources shrank with a swelling oil supply. Institutions of higher learning have done much to contribute to the implementation of the Tbilisi Declaration. Environmental Education In Wisconsin Wisconsin has been recognized as being among the leaders in EE. Wisconsin had one of the first laws on the books mandating conservation education: • ... every public school shall provide instruction in kindness to, and the habits, usefulness and importance of animals, and birds, and the best methods of protecting, preserving, and caring for all animal and bird llfe ••• every high school •.. shall provide lnstructlon .•• conservation of natural resources Despite the good intentions of the state statute, interpretation was difficult as was enforcement. More encouraging is recent legislation passed to carry out the goals and objectives of the Tbilisi Declaration. Wisconsin Administrative Code PI 3.05(4) states: "Effective July 1, 1985, adequate preparation in conservation of natural resources is required for a license to teach early childhood, elementary education, and for secondary education licenses in science and social studies ... " This administrative rule revised and replaced a 1935 statute requiring training in the conservation of natural resources for teachers seeking certification in science or social studies (Wilke, 1983). In addition to seeking preservice teacher training which emphasized EE competencies, the Wisconsin Department of Public Instruction Administrative Rule, PI 8.01(2)(k)2 states that no later than September 1, 1990, "Environmental education objectives and activities shall be integrated into the kindergarten through grade 12 sequential curriculum plans, with the greatest emphasis in art, health, science, and social studies education." Each of these rules has assisted in laying the necessary mandates for EE in Wisconsin. However, many barriers exist at the school district level which are impeding the implementation of the infused EECU. 13 Environmental Education Implementation Barriers and Prescriptions It has been dictated, and generally accepted, that schools need to do more in the area of EE. In a time of educational restructuring in Wisconsin, enhanced by economic, social and political ills, as well as a negative public image of education, EE implementation at the school district level has not always been a majo~ priority. The progress of EE has slowed considerably over the past twenty years, despite the environmental degradation that continues 1983). Several studies have demonstrated that there are barriers to implementing an infused EECU (Ham and Sewing, 1987; Ham, Rellergert-Taylor and Krumpe, 1987). Sewing, (1986) concluded that there are four categories of barriers. Conceptual barriers come from a lack of an established scope and content of EE. Logistical barriers stem from teachers ✓ perceived lack of time, funding, instructional resources, and so forth. Educational barriers stem from teachers ✓ concerns about their own abilities to teach EE concepts. Attitudinal barriers stem from teachers ✓ attitudes about EE and science. Sewing <1986) concluded that the primary barriers to teaching EE as perceived by elementary teachers are a lack pf preparation time and teaching time. Other important barriers were lack of EE instructional materials and lack of funding. In addition, most teachers were not completely comfortable with their training or preparation to 14 teach EE. Ham and Sewing (1987, p 23) recommended the fol lowing to reduce or eliminate potential barriers: 1. Efforts should be directed toward integrating environmental education into other curriculum areas besides science. 2. School district newsletters might be established for sharing environmental education resources between teachers and schools. 3. Each school district should canpile an environmental education library of instructional materials for each grade level. 4. The goal of environmental education inservice workshops should be to eliminate or reduce known barriers to environmental education. Structuring teacher inservices and workshops so they provide an opportunity for a variety of outdoor "hands-on" experiences has been shown to be effective in reducing logistical, educational, and conceptual barriers to EE, as well as increasing the number of teachers conducting EE these professional development opportunities, teacher preservice preparation should include outdoor, practical, "how to" activities which directly involve student teachers in the outdoors There is little argument about the advantages that teaching outdoors has on the educational process, including the psychomotor, cognitive, and affective dimensions (McRae, 1990; Hammerman, 1980; Donaldson, 1979; Rillo, 1985). •outdoor education is simply a method of teaching using the natural environment as a living laboratory. It provides an opportunity for direct teaching involving a full sensory rather than abstract approach to subject matter. Children use their eyes, ears, nose and muscles in the outdoors and learn through the process• Unfortunately, much of the outdoor education is taught within the walls of the classroom, away from this 11 living laboratory. 11 Environmental educators need to reemphasize the use of the outdoors as a laboratory, a practice so intrinsic in the early and mid-1900's. Since most of our activities as a contemporary society occur indoors, teaching methods have naturally followed. Perhaps an even more dramatic, yet subtle reason for more passive teaching is due in part to our shift from a rural agricultural society into an industrialized one. This shift has severed the bloodline that so many once had with the land. Livelihoods no longer directly depend on the fruitful nurturing of the land organism. Teaching now stresses the practicing of conservation which is valuable in its own right, but it fails to show our inter-connectedness with natural processes. The schools must again become the driving force behind the changes that society needs to make to reestablish the wholeness with nature. The simple act of teaching in the 11 1 iving laboratory 11 is where it needs to begin. A study done by Keown (1986a) dramatized the practical need for education to cultivate a new approach to learning, one that helps students identify with their natural environment. He found that high school teach~rs have a strong belief in using 11 outdoor science" which ls not demonstrated in their teaching. The study also demonstrated that approximately 16 percent of the classes never study science outdoors, and the majority of classes that do, do so fewer than three times 16 during the school year. The factors rating the highest as restricting the use of outdoor activities in teaching science included financing, large class sizes, 1ack of support by school administrators, rigid class schedules, and lack of time. Recommendations for improving the use of the outdoors made by teachers in Keown/s study included inservice courses, educating teaching staffs and administrators about the advantages of using outdoor experiences, and improving scheduling and time conflicts. These constraints are very real. Many of these constraints are magnified in small, rural school districts because of tight budgets, personnel shortages, and scheduling difficulties. Because of their small size, rural schools could implement nontraditional teaching strategies as is found in some alternative schools. These strategies could take the form of block scheduling, outdoor education, cross-age teaching, and help from community resources small, rural schools in overcoming outdoor teaching barriers, but assist urban schools as well. Models Of Cross-Age Teaching in Environmental Education: Case Studies· Unique teaching strategies have been employed in several schools to help overcome the common barriers to outdoor/environmental education. Oakland County Schools in Pontiac, Michigan use high school students as camp 17 counselors in their outdoor ·education program 1980). In this program, a student counselor ✓ s main responsibility is to supervise an instruction group and assist adult teachers in the field. A student counselor also supervises and participates, serves as a resource person, stimulates thinking and awareness, is an organizer and motivator, and observes the progress of the group. In an outdoor education program in Portland, Oregon, a two-day training session is required of counselors before they assume their responsibilities of the "health and welfare of a cabin group of students" (Gilfillan and Burgess, 1982; Mlllemann, 1981). As In the Oakland County Schools, this program uses high school students to serve as cross-age teachers. Two companion manuals have been written to enhance the preparation, participation, and success of the outdoor EE program. Millemann ✓ s junior counselor handbook discusses the selection, qualifications, responsibilities.and evaluation of junior counselors, and policies on health, safety, and emergency procedures. Fortman (1981) believes that junior and senior high school counselors can provide additional leadership necessary when working with large groups of students at an outdoor study site. In her book, Counselor Training Manual for Resident Environmental Education Camp. Fortman stressed that the success of an outdoor experience ls contingent upon the adequate training of the high school counselors prior to the experience. Two important points were addressed: leadership and adequate 18 training of the counselors. Mentoring relationships are an excel lent way to insti 11 leadership characteristics in young people (Chauvin, 1988). The mentor "takes on the role of teacher, sponsor, encourager, counselor, and friend." High school counselors could develop a pseudo-mentorship role, helping a younger student establish healthy attitudes and values about the environment, certainly a goal of any outdoor EE program. In a study to determine what it takes to be a competent, adult outdoor leader and how to best prepare outdoor leaders, Priest (1989, p 39) stated that: 'North American experts suggested selecting outdoor leadership candidates on the basis of their past experience, physical fitness, personable traits and behaviors, awareness and empathy for others, motivational philosophy and interest, and healthy self-concept and ego.• These model programs in Michigan, Oregon, and Ohio have used cross-age teachers to aid in the implementation of their particular outdoor EE programs. Two programs existing in central Wisconsin also use high school students as teachers. Project Earth, under the auspice of the Central Wisconsin Environmental Station, Amherst Junction, employs young adults as leaders to conduct summer nature programs at parks throughout Portage, Wood, and Marathon counties. The D.C Everest School District, Schofield, uses high school students with its sixth grade residential camp experience, and as group leaders in its school forest program. With these programs, there is required training. The selection of student counselors is important in maintaining the integrity of an outdoor EE program. Having a job description, checking 19 references, conducting interviews, and continual evaluation are necessary to maintain quality staff The use of cross-age teachers can have a dramatic impact in assisting school districts to implement their EECU. The use of cross-age teaching should be recognized for its merits and potential. Summary The preceding literature review illustrates the connectedness people once felt for the land. That intrinsic belief in nature/sway changed as society became more industrialized, conquering the natural landscape. The educational system that stressed environmental ethics had to change with the times. Less emphasis was placed on outdoor education and EE. Recent concerns about environmental degradation has reawakened the minds of many concerned global citizens. Global and national environmental movements continue to focus on educating the public. Wisconsin has been a leader in the educational movement. Through public awareness and legislative action, public schools are better equipped to meet the goals and objectives of EE. Although school districts may have written documentation to meet the Wisconsin Department of Public Instruction/s mandates, often times the implementation of an outdoor EECU is difficult because of financing, large class sizes, class schedules, lack of administrative support, unfamiliarity with local resources, and a perceived lack of teacher training. Many of 20 these problems become magnified in small, rural districts. District teachers need to try innovative methods to ensure that implementation does occur. One method, with especially great potential for smal 1, rural schools, is the use of cross-age teachers serving as EECs. Existing programs have proven that the use of cross-age teachers can be successful at eliminating several of the barriers to implementation, if students are adequately trained. However, a need exists for the development and implementation of a model environmental education program for small rural school districts, which uses cross-age teachers (i.e., student counselors). A district needing to improve the implementation of its EECU could use this model program as a prototype. 21 RESEARCH METHODOLOGY AND TREATMENT OF THE SUBPROBLEMS The first step in initiating this project was to consult with the District Administrator and the Tri-County School Board Curriculum and Program Planning Committee in May, 1992. (Appendix A, page 56). A presentation was given to the committee during its June meeting. The committee granted their approval for initiating this project, and committed to fund the project for three years before conducting a formal assessment to determine if the program is meeting its established objectives. The committee allowed the EEC training course and EEC practicum experience to be field tested for one year using only a course outline - without any formal curriculum being adopted. Treatment of the Suboroblems: The first subproblem was to develop a pre-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting its implementation. To develop a pre-assessment tool to measure how frequent and to what degree the EECU was being implemented, pertinent items from existing assessment tools were selected, with specific TCASD-related items being added. In June 1993, the items were compiled, directions provided, and a purpose statement written. 22 The second subproblem was to administer the pre-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU. The elementary/middle school principal administered the pre-assessment to early childhood through grade eight teaching staff during a regularly scheduled faculty meeting in August 1993. Arrangements were made for the author to receive the completed pre-assessments for analysis. The third suboroblem was to identify what curriculum components should be included in the EEC training curriculum to make the training most effective. The data needed to identify what curriculum components should be included in the EEC training course were obtained from reports of existing outdoor EEC training curriculum models, and related programs. Subjective data were secured from personal communications with teachers and students of existing EE training models (e.g., local church camps, Lions camps, and foreign language camps). Based on constraints imposed by the TCASD, curriculum components which appeared with regularity in other existing programs and in the research literature were included in the course outline developed in July through December 1992 (Fortman, 1981; Garbutt, 1980) . 23 The fourth subproblem was to establish criteria which should be utilized in selecting high school EECs, and determine how and when the selection process would occur. The data needed to establish criteria which wil 1 be used to select potential high school EECs was obtained from reports of existing outdoor EEC training models and related models, as well as from personal communications with TCASD district staff, including three elementary teachers, two middle school teachers, five high school teachers, one student counc i 1 advisor, one high school principal, and one elementary/middle school guidance counselor. Suggestions made during these communications, along with data from the research literature, were used to establish a selection criteria, process, and timeline during July through December 1992 The fifth subproblem was to determine how and when the EEC training course is going to occur so it is most effective in assisting in the implementation of the EECU. Because the TCASD was trying to provide a remedial and enrichment summer school program, and because of staffing difficulties in offering the course during the regular school year, the TCASD administration made the decision in June 1992, to offer the EEC training course during the summer months, as part of the enrichment opportunities. The 24 EEC practicum experience wi11 occur during the regular school year. The sixth subproblem was to determine when and how the EECs are going to be utilized to improve the implementation of the EECU. To determine when and how the EECs were going to be utilized to improve the implementation of the EECU, subjective data were secured from responses made by elementary/middle school teachers and administration during a faculty meeting in August 1993. The seventh subproblem was to develop a post-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. To develop a post-assessment tool to measure how frequent and to what degree the EECU was being implemented, and how effective the EECP was at enhancing the implementation of the EECU, pertinent items from existing assessment tools were selected. In addition to these items, several items were added to address the effectiveness of the EECP. In February 1994, the items were compiled, directions provided, and a purpose statement written. 25 The eighth subproblem was to administer the post-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. The elementary/middle school principal administered the post-assessment to early childhood through grade eight teaching staff during a regularly scheduled faculty meeting in May 1994. Arrangements were made for the author to receive the completed post-assessments for analysis. Pre-Assessment Development and Implementation A pre-assessment was developed by the author to determine the factors which were most influencing teachers in regards to infusing the EECU. The pre-assessment consisted of circling items and checklists for ease of use and minimal writing (Appendix B, page 59). The author delivered the pre-assessment to the elementary/middle school principal who administered it during a regularly scheduled faculty meeting in August 1993. All thirty-eight elementary/middle school teachers completed the pre-assessment. Development and Implementation of the Environmental Education Counseling Program Planning for the EEC training course began immediately after the Tri-County School Board Curriculum and Program Committee 26 granted its approval for initiating the project in May 1992. An exhaustive literature review of existing counselor training models and training manuals was made. Personal communications with district teachers, camp managers and owners, and current student counselors also occurred. The information obtained was used to establish a course outline, course description, and training manual during July through December 1992 The EEC training course developed two dimensions. The first dimension concentrated on providing the counselor trainee with applicable ecological knowledge in areas of natural resources, including forestry, wildlife, plant life, soil resources, water resources, environmental interpretation The emphasis of this component stressed team-strategies and team dynamics to solve problems. The second dimension of the course dealt with providing the counselor trainee an opportunity to develop teaching, 27 counseling, and interpretive skills. It was realized that counselor trainees need to have a comprehensive understanding of the district/s EE philosophy, goals, and objectives (Appendix D, page 72). Therefore, a detailed exploration of the curriculum must occur. In addition to this, trainees should complete a review of district EE literary, audio-visual, and equipment resources. It was also decided to have the counselors attend a training workshop in Project Wild, Project Aquatic Wild, and Project Learning Tree, to provide them with some teaching experience, and arm them with additional teaching resources. It was evident that trainees need to have a comprehensive knowledge of the school forest property, Its resource potential and management plan, in order to most effectively utilize that resource. (Appendix E, page 76). Another component which received much attention, was providing trainees with an opportunity for lesson and activity planning, implementation, and evaluation, as wel 1 as practice in preparing for a field experience (Appendices F and G, pages 84 and 85). To accomplish this task, it was decided to use summer school students as part of a practice teaching/counseling experience. It addition to the teacher/counselor training, students would receive logistical training and be certified in First Aid and Cardiopulmonary Resuscitation, as we! 1 as emergency protocol and first aid reporting (Appendix H, page 89). As part of the culminating experience, trainees would be 28 assigned to develop a series of lesson plans to address the concepts for a particular grade level EE thematic unit. These thematic units will be outlined by grade level teachers, and implemented during the school year I, page 95). The entire training manual for the EEC training manual was compiled during July through December 1992. Refer to Appendix J, page 104, for excerpts of this manual. In May 1993, the first group of selected EEC trainees attended an orientation meeting. The agenda included establishing a class and field trip schedule, discussing materials needed for the course, completing enrollment paperwork, and discussing the attendance and grading policies during the months of June, July, and August, 1993. There were fifteen counselor trainees, with 165 hours of student-teacher contact time. The schedule was flexible enough to allow students to gain employment, attend family vacations, etc. However, due to conflicting summer schedules and academic difficulties, only ten candidates completed the training and participated in the EEC practicum experience during the 1993-1994 school year. The development of the EEC practicum experience did not begin until August 1993. A review of existing counselor training models did not contain pertinent information as to the protocol for implementing actual counseling experiences. Because of overwhelming scheduling difficulties, it was 29 decided that students would be scheduled for one class period designated as their practicum time. Because of the independent nature of the practicum experience, a course description and contract grading system was established reflecting this (Appendices Land M, pages 265 and 266). In order for the author to effectively and fairly assign grades, a counselor assessment form was developed from existing assessment forms (Appendix N, page 268). These assessments will be completed by the "cooperating teachers" of the counselors. A final decision on how counselors would be utilized was made after discussions with administration and staff at a faculty meeting in August 1993. After a brief presentation of the counselors' "Job description" given by the author, it was agreed that it would be easiest for everyone, that when a teacher had a need or request for a counselor or counselors, they would contact the author through school mail or through phone extension. The teacher would describe their particular request and it would be posted on the "Request" board in the EEC office. Any counselor interested in the request would contact the teacher directly. Requests not chosen by counselors would be assigned on a rotating basis. Because of the limited time to inservice the teachers on the scope of the EECP, the author met with grade level teachers during September 1993. These meeting consisted of providing 30 a more detailed description of the EEC·expectations. All teachers were provided with a copy of the /Fieldtrip and Activity Checklist/ and /Lesson Plan Assignment/ the counselors received during their training I, pages 85 and 95), and a list of EECs 272). It was hoped these items would help teachers understand the EECP in greater detail. The EEC practicum experience begun in the 1993-1994 school year had only minor problems. Because the EECs were not meeting as a class, the author met with the counselors as a group approximately twice each month during an early morning breakfast. The topics of discussion included problems encountered, critiques of field experiences, announcements, concerns, and other items. The author felt it important that the EECs develop a sense of the importance of their role in assisting teachers to infuse the EECU. To do so, the author converted an adjoining chemical prep room into an office area for counselors, complete with mailboxes and office amenities. The author also sought funding to purchase "Tri-County Environmental Education Staff" sweatshirts and T-shirts, complete with an original logo and embroidered names. In April 1994, the Waushara Resorter did a human interest story on the EECP, which added credibility to the counselors/ role in the district. 31 Counselor Selection Criterion There was a tremendous quantity of information in existing counselor training models on selecting potential counselors. Utilizing this information as a base, the author made personal communication during March 1993, with three elementary teachers, two middle school teachers, five high school teachers, one student council advisor, one high school principal, and one elementary/middle school guidance counselor. Suggestions made during these personal communications, along with recommendations in the research literature, were used to establish a selection criteria, process, and timeline. It was agreed that the program needed to draw a cross-section of students, with diverse interests and abilities. Many factors were considered, including grade point average, attendance and tardiness record, employment, special skills, leadership, natural curiosity, character, sense of humor, commitment to a task, responsibility, a sense of warmth and sensitivity, and a strong work ethic. It was decided that the potential candidates would complete a written application, and complete three interviews - one with an Advanced Independent Science student, one with an elementary teacher, and one with a middle school teacher. (Appendices P and Q, pages 273 and 276). An application deadline and interview deadline would be established. With this phase complete, the solicited interviewers and the author would meet as part of a counselor selection committee. Each candidate would be 32 considered based on the information gathered, and the desired number of candidates would be chosen. Letters would be sent to the candidates/ homes informing them of the committee/s decision During March 1993, the EECP was presented to sophomore and junior students through their biology and English classes. The author discussed the concept behind the EECP, the course description, scheduling and enrollment information, and distributed application forms. The students were informed that the EEC training course would apply as one elective science credit toward graduation, and the subsequent EEC Practicum experience would earn them either one-half or one full credit toward graduation (Appendices C and L, pages 63 and 265). Eighteen applications were received. Interviews were scheduled and completed according to plans. The selection committee met in May 1993, and reviewed the selection criteria. The committee also stipulated it was necessary to select a cross-section of students to maintain a diversity of talents and interests. To achieve this cross-section, it was agreed that some candidates be placed on probation. The committee then outlined the probationary status, and proceeded to select 15 EEC candidates. Three applicants were not chosen, and three candidates were placed on probation. Letters were then sent to the students/ homes according to established procedures. 33 Post-Assessment Development and Implementation A post-assessment was developed by the author to determine the factors which were most influencing teachers ln regards to infusing their EECU. The post-assessment consisted of circling items and checklists for ease of use and minimal writing RESULTS A mean was determined for each item on both the pre- and post-assessment pre-assessment indicate that 39.5 percent of the staff received pre-service teacher education in EE from a Wisconsin institution. Compared to a statewide mean of 18.2, TCASD teachers appear to have been better prepared to infuse EE. This is apparent, as 79.9 percent of TCASD teachers felt their pre-service teacher education was somewhat or very effective. The statewide average was 67.1 percent aware that the TCASD had a written EECU, and only a smaller majority indicated they possessed a copy of the curriculum. This is reassuring, as the TCASD just completed an entire curriculum revision and dissemination. The pre-assessment indicated that 31 percent of TCASD teachers never refer to the EECU, and the remaining teachers do so no more frequent than monthly. Even though a majority of teachers have had "effective" pre-service teacher training and possess a copy of the written EECU, and even though a majority of TCASD teachers are "pleased" with the quality of the EECU plan and 76.3 percent are infusing EE into their class curriculum, 69 percent of the teachers indicated they spent less than 30 minutes teaching about the environment per subject, per week. Approximately 21 percent of the teachers indicated they spent 31 minutes to 60 minutes per subject per week. 35 Almost 50 percent of the teachers indicated they spend less than 30 minutes per week teaching about the environment, for all subjects combined. Therefore, the maximum amount of EE instructional time their students would receive during the school year is approximately 18 hours. The pre-assessment gave few indications as to why the EE instructional time is so low. The 21.1 percent of teachers who do not infuse EE into their classroom curriculum cited lack of preparation time, lack of class time, and lack of knowledge or background to teach about the environment as key reasons. The pre-assessment indicated that these teachers would be influenced to infuse EE if they had more preparation time or could use trained high school students as "teaching assistants" or "aides" in the classroom or on fieldtrips. The pre-assessment also revealed that only 11 trips to the school forest and 28 visits to community sites within walking distance were taken during the past two school years. Based on the information obtained from the pre-assessment, it was decided there was enough merit to implement the EECP. Upon preliminary review, the results of the post-assessment indicate that the EECP was overwhelmingly successful at assisting in the implementation of the district/s EECU. However, because the research design was a One-Group Pretest-Posttest, one must use caution in accepting the findings as valid (Galfo, 1983; Leedy, 1989). Though the 36 data appear to support the hypothesis that the EECP was successful at assisting in the implementation of the TCASD EECU, the research design relies primarily upon supposition and coincidence as a basis for validation. The lack of a control group limits the degree of control and refinement within the study, as wel 1 as decreases the internal and external validity. It is possible that other variables led to the observed changes between pre- and post-assessment results. The awareness of the district having a written EE plan rose from 89.5 percent to 100 percent. All teachers now "possess" a copy of the EECU, even though no additional copies were distributed. There was an increase of 18.1 percent in the number of teachers who indicated they infuse education about the environment in their classrooms. The number of teachers who do not or were unsure whether they infuse education about the environment dropped from 10 (23.7 percent) to 2 (5.6 percent). The lack of class time was indicated as being the main hindrance to infusing EE, and more preparation time would be the main influence to infuse EE. One striking bit of data revealed by the post-assessment, ls that 88.3 percent of the teachers agree that they are actively involved in helping to implement the EECU, an ~ increase of 54.8 percent. All teachers indicated that they are pleased with the quality of the district/s EECU, up from 37 75.8 percent. One possible reason for this increase is that the teachers now feel that they are actively implementing the curriculum. Despite this increase, there was only a slight increase indicated in the frequency to which teachers consult the EECU. Approximately 21 percent still never consult the plan. Evidence suggesting that the EECP was influential in its mission is the increase in the percent of instructional time spent infusing environmental concepts. The fact is more teachers are spending more time. How much more time? The results show that the amount of time spent teaching about the environment for all subjects combined is not less than 30 minutes per week. This translates into only six to twelve minutes per day, stil 1 a healthy increase, considering that 48.3 percent of the teachers indicated on the pre-assessment, that they spent less than 30 minutes per week. In the post-assessment, almost 50 percent of the teachers indicated they spent 61 to 90 minutes per week, or 12 to 18 minutes per day. This is a considerable increase. Three teachers indicated they spent 121 to 180 minutes per week. No teacher however, spends more than 181 minutes per week. What do these results indicate about the EECP ✓ s effectiveness? If one considers just the number of field trips taken to the school forest or to community sites within walking distance of school, much can be said. The 38 number of trips taken to the schoo1 forest by a11 teachers during the 1991-1992 schoo1 year was only four, and it rose by three in 1992-1993. However, the year that the EECP was imp1emented (1993-1994), that number rose to 32, over an 800 percent increase. A1most the same is true for community site visits. Twe1ve were taken in 1991-1992, 16 in 1992-1993, and 27 in 1993-1994 - a 225 percent increase. The six teachers who indicated they did not utilize the EECs in any capacity, also did not use any community sites or take any field trips to the school forest. The 30 teachers who did utilize the EECs participated in at least one trip to the school forest or visit to a community site. Finally, 94.5 percent of the teachers indicated that the EECP was very effective in assisting them to infuse the EECU. Other differences were noted in the post-assessment results which prove insightful. Of the six teachers who did not utilize EECs, four are teachers that also have a part-time teaching responsibility at the high school level, one is an emotiona11y disturbed specialist working in a self-contained classroom, and the other is a hearing-impaired interpreter. It was also determined from the pre-assessment that the five subject areas receiving the least amount of EE infusion time (consecutively), included art, midd1e school social studies, middle school math, music, and health. The post-assessment indicated that the five subject areas receiving the least amount of EE infusion time arts, and music. From post-assessments, it was determined that the elementary teachers increased the time they spent teaching about the environment by 31-60 minutes. The time for the middle school teachers did not increase for any teacher completing the post-assessment. The assessment results and teacher comments suggest that teachers were very supportive and dependent on the EECP. They found the entire program to be valuable, easy to utilize, always available, dependable, and flexible. The entire experience seemed to provide teachers with a better understanding of the EECU, the community and district resources available to them, and the tremendous potential cross-age teaching has when implemented in an effective way, and carefully monitored. Teachers indicated that it reduced the amount of stress and "leg-and-paper work" involved in setting up a field experience. With this done for them, they are able to concentrate on the content of the field experience. Suggestions on how to improve the EECP will be taken into consideration as the program moves into its second year. 40 Table 1: Pre-assessment Results. 1. HO'w many years have you been teaching at Tri-County? 1. Elementary 7. Consumer Education 8. Do you currently infuse education about the environment into your class curriculum? 12. It is a good idea to mandate that school districts develop and implement an EE curriculum plan. (N=29) 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree (n=3; 10.3%) (n=1; 3.4%) (n=3; 10.3%) (n=19; 65.5%) (n=3; 10.3%) 13. I am pleased with the quality of my school district's EE curriculum plan. (N=29) 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree (n=O) (n=O) (n=7; 24.1%) (n=17; 58.6%) (n=5 17.2%) 14. How often do you refer to your school district EE curriculum plan? (N=29) 1 = never 2 = yearly 3 = monthly 4 = twice a month 5 = weekly (n=9; 31.0%) For questions 15-17, choose the answer that best fits your teaching situation. 15. What percentage of your instructional time includes infusion of environmental concepts? CN=29) 1. less that 5% (n=11; 37.9%) 2. 5% to 14% (n=10; 34.5%) 3. 15% to 24% 17. For a!! sub.lects that you teach combined. approximately how much time per week do you spend teachlng about the environment? (N=29) 1. less than 30 minutes (n=14; 48.3%) 2. 31 minutes to 60 minutes (n=10; 34.5%) 3. 61 minutes to 90 minutes (n=5; 17.2%) 4. 91 minutes to 120 minutes (n=0) 5. 121 minutes to 150 minutes (n=0) 6. 151 minutes to 180 minutes (n=0) 7. 181 minutes to 210 minutes 18. How many fieldtrips did you take to the School Forest as part of your EE curriculum during the: 1991-1992 school year Table 2: Post-assessment Results. 1. How many years have you been teaching at Tri-County? (N=36) 1. 1-5 years 3. 11-15 years 5. 21-25 years 8. Do you currently Infuse education about the environment Into your class curriculum? 12. It is a good idea to mandate that school districts develop and implement an EE curriculum plan. 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree 17. For all subjects that you teach combined, approximately how much time per week do you spend teaching about the environment? CN=34) 1. less than 30 minutes COll!Dents: -A fantastic program .•. it saved me much time. -Great school forest •.• had I only known 10 years ago. -The counselors were always well-prepared, creative ••. energetic, great with managing the groups, friendly ••• open to constructive criticism. -Counselors were very knowledgeable •.. they made the trip relaxing for us teachers ••. they did all the leg work. -Too bad there isn't more male counselors •.. need them as a role model. -Talk about hands on! .•• -Counselor~ planned a great diversity of activities related to the unit on birds ••. just like I requested. - CONCLUSIONS AND RECOMMENDATIONS The results of the post-assessment indicate that using trained high school juniors and seniors as cross-age teachers, and to some extent - parateachers, to assist TCASD teachers to implement their EECU, is very effective. Differences in the pre- and post-assessment disclosed that teachers became more aware of the district/s EECU, referred to it a bit more frequently, used more community sites within walking distance of school to infuse EE concepts, and participated in more field trips to the school forest. District teachers also had the perception they were more actively involved in implementing the EECU, and most importantly, increased the amount of time they spent teaching about the environment. An overwhelming majority of the teachers indicated that the EECP was very effective in assisting them implement the EECU. Therefore, it can be inferred that the differences between the pre- and post-assessment results are in large part, attributable to the implementation of the EECP. The assessment also revealed that those teachers who did not utilize the EECs during the school year did not utilize community sites or take field trips to the school forest. Almost all of these teachers have teaching responsibilities at both the middle school and high school, which may be preventing them from utilizing such resources. 49 In light of the assessment results and an evaluation of the EECP, EEC training course, and the EEC practicum experience, the fol lowing are recommendations to further improve the implementation of the TCASD EECU in the 1994-1995 and 1995-1996 school years. 1. Continue to offer the EEC training course in the summer months, as it offers scheduling flexibility for labs, fieldtrips, workshops, and the students ✓ summer schedules. Continue to offer the EEC practicum experience using the independent contract approach. This holds the counselor responsible and maintains the integrity of the EECP. 2. After careful planning and inservicing high school district staff on the EECP and EECU, implement the EECP at the high school level. This wi 11, with al 1 likelihood, increase the EECU implementation at the middle school, as the number of district teachers with shared middle/high school teaching responsibilities continues to increase. 3. Provide continual and meaningful inservices on the EECP and the EECU for all district staff, including administration, support staff, and teaching staff. Meaningful inservices provide for practice and application to one ✓ s own educational role. Inservicing all staff provides a more unified scope and sequence to the EE programming needs of the district. Having the 50 EECs present a portion of the inservice will add credibility to the role of an EEC. In addition, provide off-site and on-site professional development opportunities in EE. This wil 1 help to keep teachers abreast of contemporary EE issues, trends, and teaching techniques and materials. 4. Maintain open lines of communication with administration, faculty, and staff. This dialogue works to empower individuals to try new things and to take risks in their classrooms, in their teaching, and in their own lives. 5. Continually seek funding from outside sources for EE programming needs. Local civic and environmental organizations are often times willing to financially support innovative educational programming, particularly when students are heavily involved. 6. Continue the use of EE thematic units at the elementary level. This provides the teachers and the EECs a common ground work and common goal, and provides for a systematic scope and sequence. The thematic units were not successful at the middle school level. This should improve however, as the EECP is implemented at the high schoo 1 1 eve l . 7. Frequent and positive communication with the Tri-County School Board and the greater community regarding the 51 scope and sequence of the EECP should not be underestimated, especially since the TCASD is a link between the communities of Plainfield and Hancock. Community sites within Hancock should also be utilized as part of the EECP to keep the communities united. 8. Develop a long-term plan for the EECU, EECP, and the school forest facilities and equipment, so that facll ity and equipment needs ke~p pace with the EECP. 9. Have staff conduct annual evaluations of the EECU and EECP in terms of the distrlct/s EE philosophy, goals, and objectives, and implement changes as necessary. These evaluations wl11 ensure that the EECU and EECP continually reflect the educational needs of the TCASD. 10. Increase personnel time devoted to the dlstrict/s EE Coordinator position, so the above recommendations can more effectively be implemented. It ls true that recent concerns about environmental degradation have made many concerned citizens of us. Environmental advocates continue to focus on educating the public. Wisconsin has been viewed as a strong environmental advocate. Through public awareness and legislative action, public schools are better prepared to meet the goals and objectives of EE. School districts may have written documentation to meet the Wisconsin Department of Public Instruction/s mandates, but often times the Implementation 52 of an EECU does not occur because of small budgets, large class sizes, complicated class schedules, a lack of administrative support, an unfamiliarity with local resources, and even a lack of teacher training. Many of these problems become magnified in small, rural districts, similar to the TCASD. Therefore, teachers need to try innovative methods to ensure that implementation does occur. Using cross-age teachers to work as EECs is such a method. This program has demonstrated that using cross-age teachers can be successful at eliminating some of the problems encountered when implementing the EECU, if they are adequately trained, prepared, and evaluated. It ls hoped that this program wil 1 serve as a model for other school districts to fol low. It is easy to find reasons why implementing the EECU won/t work. Educators need to focus on finding reasons why implementing the curriculum wil 1 work. 53 List of Works Consulted Chauvin, Jane C. 1988. Mentoring: A Powerful Force in Leadership Development. GCT. November/December: 24-26. Disinger, John F. Environmental Education/s Definitional Problem. ERIC/SMEAC Information Bulletin No. 2, 1983. Donaldson, George W. Administration of ECO-Education, Council on Outdoor Education. AAHPERD Publication, 1979. Fortman, Kathleen J. 1981. Counselor Training Manual for Resident Environmental Education Camp. Galfo, Armand. Educational Research Design and Data Analysis - An Integrated Approach, University Press of America, Maryland, 1983. Garbutt, Barbara. 1980. Outdoor Education Counselor Manual. Gi lfi 1 Jan, Warren and Robert Burgess. 1982. The Teacher ✓ s Handbook for the Outdoor School. Ham, Sam H. and Daphne R. Sewing. 1987. Barriers to Environmental Education. Journal of Environmental Education, 19 <2): 17-24. Ham, Sam H., Mary H. Rellergert-Taylor, and Edwin E. Krumpe. 1987. Reducing Barriers to Environmental Education. Journal of Environmental Education, 19 (2): 25-33. Hammerman, William M., Ed. Fifty Years of Resident Outdoor Education: 1930-1980, American Camping Association, Martinsville, Indiana, 1980. Harvey, Gary D. 1976. Environmental Education: A Delineation of Substantive Structure. Ph.D. dissertation, Southern Illinois University at Carbondale. Harvey, Gary D. 1977. A Conceptualization of Environmental Education. Hungerford, H.R., R. Ben-Peyton, and Richard J. Wilke. 1983. Yes, Environmental Education Does Have Definition and Structure. Journal of Environmental Education, 14 (3): 1-2. Keown, Duane. 1986a. Teaching Science in U.S. Secondary Schools: A Survey. Journal of Environmental Education, 18 (1): 23-29. 54 Keown, Duane. 1986b. Teaching Science in U.S. Secondary Schools: A Commentary. Journal of Environmental Education 18 <1): 30-32. Lane, Jennie. 1993. Environmental Education in Wisconsin: A Teacher Survey. An Assessment of Wisconsin Teachers/ Perceived Competencies in, Attitudes Toward, and Amount of Class Time Devoted to Teaching About the Environment. Master/s thesis, University of Wisconsin - Stevens Point. Leedy, Paul. Practical Research Planning and Design, Macmillian Publishing, New York, 1989. Mand, Charles L. Outdoor Education, Lowell Pratt and Company Publishers, New York, 1967. McRae, Keith, Ed. Outdoor and Environmental Education: Diverse Purposes and Practices, Macmil lian Publishing, Australia, 1990. Millemann, Diane R. 1981. The Junior Counselor Handbook for Multnomah County Outdoor School. Mitchel 1, Grace. 1982. Fundamentals of Day Camping: An Ideal Reference for Administrators of Day Camps and School-Age Day Care Programs. Parrett, William. 1982. Instructional Innovations for Smal 1 Schools. Smal 1 Schools Forum. 3 (3): 13-14. Pettus, A.M. and B. Teates. 1983. Environmental Education in Virginia Schools. Journal of Environmental Education, 15 (1):17-21. Priest, Simon. 1989. The Influence of National Characteristics on Attitudes and Approaches to Outdoor Leadership Preparation. Journal of Environmental Education, 20 (3): 34-41. Ril lo, Thomas. 1985. Outdoor Education: Beyond the Classroom Walls. Sewing, D.R. 1986. Barriers to Environmental Education: Perceptions of Elementary Teachers in the Palouse-Region of Washington and Idaho. Master ✓ s thesis, University of Idaho. UNESCO (1978) Intergovernmental Conference on Environmental Education, Tbilisi (USSR), October 1977: Final Report, Paris. 55 Wilke, Richard. 1983. Mandating Preservice Environmental Education Teacher Training: The Wisconsin Experience. Draft prepared for the First National Congress for Environmental Education Futures: Policies and Practices. Burlington, Vermont. Appe~dix A 56 To: Curriculum Committee From: Larry Mancl, Environmental Education Coordinator Date: 5/10/92 Re: Environmental Education Counselor Course Offering On May 4, 1992, I received notice that the WAEE EE Grant proposal that was submitted was not selected for funding. There were over 125 proposals submitted, with approximately twenty receiving funding. The grant proposal would have allowed for greater implementation of the existing EE infused curriculum, by developing and teaching a preparatory course for Environmental Education Counselors. Even though there is no grant funding, I am proposing that the district proceed with the development and implementation of this course curriculum during the summer of 1993-1994. I know the District is looking at offering summer academic and athletic opportunities. This would definitely be an enrichment for students. The course could be taught over summer, and include approximately 135 hours of student contact time. The students would receive one science credit for completing the course, and either 1/4 or 1/2 credit for each academic year they serve as EE counselor, depending on their involvement. The course would have to be flexible in its meeting time, because some facets of the course are best taught at certain times of the year. For example, the cold survival portion of the survival skills unit may not be taught until a Saturday in December. Thus, the course would not necessarily be completed during the summer. The core of the curricular outcomes however, would be. The summer training would prepare the students to serve as EE counselors for the fol lowing academic year/s. There are several reasons for proposing this course. 1. Currently, advanced independent science students are serving in this capacity at the high school level. However, they need to be taught and trained on an "as-needed basis." They do not necessarily have the environmental education background desired to best demonstrate their role as a counselor. Thus, much of my time is spent preparing counselors, rather than on preparing the content of, the field experiences. What should be stressed is the fact that teachers want to use the independent study students. Many of the teachers do not "know where to begin" when planning a half-day or full-day field experience. They are unaware of the potential that the school forest offers students. It would be the responsibility of the counselors to help teachers plan trips and make them 57 aware of the potential the school forest has to offer. 2. With the current enrollment and course load, I can not continue to work to the capacity I have this past year. Teaching six classes and working with nine independent students in addition to my EE responsibilities would have been overwhelming without the assistance of two wonderful and competent student teachers. By having counselors who are wel 1 prepared and who have spent time working with teachers, preparing lessons and activities to meet the EE curriculum at al 1 levels, wil 1 strengthen the EE program. Who better to teach teachers and work to strengthen the curriculum and program, than students. They can work to encourage teachers and staff to utilize the school forest resources, not Just for "science," but for all desired EE literacy outcomes. 3. Many of the current counselors are very interested in pursuin;: care;-::rs in education and/or natural resources. Thls course would provide these students with practical skills and knowledge they will need during their career development. 4. As EE Coordinator, I was responsible for preparing and working on sixteen field experiences to the school forest, and two fol low-up experiences in the classroom this past school year. It is very evident, that once the EE curriculum field experience component is implemented, there wi 11 be at least :::::5-40 fie 1 d experiences each year, or approximately one per week. It wi l 1 be impossible for me to participate in each of these experiences. In addition, the evaluations of the fieldtrip experiences taken this past year indicate that teachers are very impressed with the high school students, and teachers indicated they wanted to plan more field experiences and utilize the students to a greater extent, not only in the school forest, but in the classroom as well. Teachers have become more willing to use the school forest as a learning resource since assistance has been given to them. 5. Currently, there is no state or federal funding available for the development and implementation of the EE curriculum, even though it is a state mandate, The only funding available is competitive grants and Eisenhower funding. The Eisenhowe~ funds are limited as well. I feel that this course offering ls the best educational and financial investment the district can make ln meeting the needs of the environmental education program. Thank you. Appendix B 59 Environmental Education Pre-Assessment The purpose of this assessment is to aquire data to determine if environmental education ls being infused ln classroom teaching, and to identify the factors which are hindering or enhancing infusion. The data will be used to develop strategies to remove the barriers to infusing the curriculum. Your serious consideration and honest responses wi 11 be greatly appreciated. 1. How many years have you been teaching at Tri-County? 1. 1-5 years 3. 11-15 years 5. 21-25 years 2. 6-10 years 4. 16-20 years 6. over 25 years 2. In total, how many years have you been teaching? 1. 1-5 years 3. 11-15 years 5. 21-25 years 2. 6-10 years 4. 16-20 years 6. over 25 years 3. Did you receive pre-service teacher education in environmental education 1. Yes (go to question 4) 2. No (go to question 5) 4. Rate the general value of your pre-service EE course/s with regard to effectiveness in preparing you to teach about the environment. 1. Very 2. Scmewhat 3. Undecided 4. Not very 5. Not effect 1ve effect! ve effective effective 5. What grade level or subject to you teach: (Choose only one response from the following list. If you teach more than one subject, choose the subject you teach most often or have more experience in.) 1. Elementary 7. Consumer Education 2. Middle school science 8. Music 3. Middle school social studies 9. Art 4. Middle school language arts 10. Technical Education 5. Middle school math 11. Agriculture 6. Business Education 12. Heal th 6. Does your school district have a written EE curriculum plan? 1. yes 2. no 7. Do you have a copy of the plan? 1. yes 2. unsure 3. no 60 8. Do you currently infuse education about the environment into your class curriculum? 10. Please indicate which ONE statement best represents the situation which would influence you the most to infuse environmental concepts into your classroom teaching. (Choose only one) 1. More support from my administration. 2. More support from the Environmental Education Coordinator. 2. More in-service classes on EE teaching methods. 3. Better access to resources and aids for teaching about the environment. 4. More preparation time. 5. More funding. 6. Using trained high school students as •teaching assistants' or 'aides• in the classroom or on fieldtrips. 7. Other THE REMAINDER OF THE ASSESSMENT is to be filled out by teachers \olho answered 'YES', to question 8. Questions 11-14 refer to the following statement: The Wisconsin state legislature has mandated that each school district must develop, implement, and evaluate a written K-12 curriculum in environmental education. 11. I am/was actively involved in helping to implement my school district's EE curriculum plan. 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree 12. It is a good idea to mandate that school districts develop and implement an EE curriculum plan. 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree 13. I am pleased with the quality of my school district's EE curriculum plan. 1 = strongly 2 = disagree 3 = undecided 4 = agree 5 = strongly disagree agree 14. How often do you refer to your school district EE curriculum plan? 1 = never 2 = yearly 3 =monthly 4 = twice a month 5 = weekly For questions 15-17, choose the answer that best fits your teaching situation. 15. What percentage of your instructional time includes infusion of environmental concepts? 1. less that 5% 2. 5% to 14% 3. 15% to 24% 4. 25% to 49% 5. 50% or more 16. For each subiect that vou teach, approximately how much time per week do you spend teaching about the environment? 1. less than 30 minutes 2. 31 minutes to 60 minutes 3. 61 minutes to 90 minutes 4. 91 minutes to 120 minutes 5. 121 minutes to 150 minutes 6. 151 minutes to 180 minutes 7. 181 minutes to 210 minutes 8. 211 minutes to 240 minutes 9. over 240 minutes 62 17. For all sub,jects that you teach ccxnbined, approximately how much time per week do you spend teaching about the environment? 1. less than 30 minutes 2. 31 minutes to 60 minutes 3. 61 minutes to 90 minutes 4. 91 minutes to 120 minutes 5. 121 minutes to 150 minutes 6. 151 minutes to 180 minutes 7. 181 minutes to 210 minutes 8. 211 minutes to 240 minutes 9. over 240 minutes 18. How many fieldtrips did you take to the School Forest as part of your EE curriculum during the: 1991-1992 school year 1992-1993 school year 19. How many times did you use comnunity sites within walking distance of school as part of your EE curriculum during the: 1991-1992 school year 1992-1993 school year 20. In the past, have you used the Advanced Independent Science students as •teaching assistants• or "aides• to assist you to infuse your EE curriculum. 1. yes 2. no Comments: Appendix C 63 ENVIRONMENTAL EDUCATION COUNSELOR TRAINING COURSE: CEECTC) PREREQUISITES: General Science, Biology, written application, three interviews, and acceptance into the course by a selection committee. Students must provide their own transportation to and from the school or school forest. The EECTC training course is a one-credit elective science course offered for four weeks in June/July for incoming juniors and seniors. The training provides students with the necessary knowledge and skills to serve as "environmental education counselors" (EEC) for groups of elementary and middle/high school students. An EEC will work on environmental education activities and fieldtrips occurring in the classroom or on school forest trips during their Junior and/or senior year. The course ls lab and skill-oriented, with a majority of time spent using the school forest as a laboratory. Topics of study include ecological foundations, biomes, forestry resources, wildlife/plant resources, soil resources, water resources, environmental interpretation, outdoor survival skills development, environmental issues investigation, first-aid and CPR training, and training in several state and national environmental education curriculum guides. Students will ·participate in several practice teaching experiences. 64 ENVIRONMENTAL EDUCATION COUNSELOR: COURSE OUTLINE UNIT ONE: ECOLOGY AS MORE THAN SCIENCE SECTION ONE: DEFINING ECOLOGY A. Philosophy B. Laws C. History of the Environmental Movement SECTION TWO: ECOLOGICAL FOUNDATIONS A. Ecosystem Concept B. Abiotic/Biotic Factors C. Energy Flow and Biogeochemical Cycling D. Population Dynamics E. Limiting Factors F. Homeostasis and Succession G. Humans as an Ecological Variable UNIT TWO: BIOME DISTRIBUTION SECTION ONE: BIOMES OF NORTH AMERICA A. Distribution of Biomes B. Tundra C. Coniferous Forest D. Temperate Deciduous Forest E. Grasslands F. Desert G. Oceans H. Prairies I. Blomes of Current Concern J. Biodiversity UNIT THREE: HISTORY OF TRI-COUNTY SCHOOL FOREST SECTION ONE: ITS RESOURCE POTENTIAL A. School Forest History B. School Forest Management Plan C. Previous/Current Student Involvement 1 65 UNIT FOUR: FORESTRY RESOURCES SECTION ONE: FOREST ECOLOGY A. Tree Anatomy/Physiology B. Wisconsin Forest Types 18OO/s - 19O0/s C. Multiple Purpose Silviculture D. Planning for Sustained Yield E. Local, National, and Global Trends in Forestry F. Forest Management Project: School Forest Field Studies G. Forest Fire Control/Management H. Burning Index Meters I. Urban Forestry J. Urban Habitats and Wildlife/Plantlife UNIT FIVE: WILDLIFE/PLANTLIFE RESOURCES SECTION ONE: WILDLIFE CLASSIFICATION A. Vertebrates 1. Mammals 2. Reptiles 3. Birds 4. Amphibians 5. Fish B. Invertebrates SECTION TWO: WILDLIFE ECOLOGY A. Habitat Components B. Animal Behavior C. Population Dynamics D. Wildlife Management Techniques E. Hunting Ethics/Hunter Safety F. Hunting vs. Antihunting G. Urban Wildlife H. Agriculture and Wildlife I. Migration J. Wisconsin and Global Wildlife SECTION THREE: PLANTLIFE CLASSIFICATION A. Algae B. Mosses and Ferns C. Liverworts 2 66 D. Seed P1ants 1. Gymnosperms 2. Angiosperms E. Woody and Herbaceous P1ants F. Plant Identification SECTION FOUR: PLANTLIFE ECOLOGY A. Succession of Biomes B. Wetland Plants C. Forest Plants D. Prairie Plants E. Agricultural Impacts F. Riparian Rights UNIT SIX: SOIL RESOURCES SECTION ONE: SOIL ECOSYSTEM A. Soil Ecology B. Energy in the Soi I Ecosystem C. Biotic/Abiotic Factors D. Nutrient Cycling SECTION TWO: ORIGIN OF SOILS A. Soil Defined B. Soil Formation C. Soil Profile Development D. Soil Classification SECTION THREE: MACROFAUNA A. Earthworms and Roundworms B. Snails and Slugs C. Arthropods and Other Invertebrates D. Vertebrates SECTION FOUR: MICROORGANISMS A. Protozoans B. Fungi C. Bacteria and Actinoycetes D. Viruses SECTION FIVE: SOIL ANALYSIS A. Soi1 Texture Determination B. Soil Moisture Regimes 3 67 C. Soil Temperature Regimes D. Environmental Quality of Soils E. Soll Grade Determination F. Soll Temperature Determination G. Moisture Content and Aeration H. Water Holding Capacities and Percolation Rates I. Organic Content J. Soil pH, Nitrogen, Phosphorous, Humus, and Potassium Values K. Soil Minerals L. Soil Preference of Plants M. Case Studies: Cemetery Ecology and Local Landfi 1 ls/Dumps SECTION SIX: CONSERVATION OF SOIL RESOURCES A. Wind Erosion B. Soil Erosion C. Cultural Erosion D. Agricultural Impacts on Soil Qua! ity E. History of Soll Conservation UNIT SEVEN: WATER RESOURCES SECTION ONE: FRESHWATER ECOLOGY A. Aquatic Ecosystems B. Energy in the Aquatic Ecosystem C. Biotic Factors D. Abiotlc Factors E. Nutrient Cycling SECTION TWO: LIMNOLOGY: NATURE OF PONDS/LAKES A. Water Chemistry and Unique Properties B. Photosynthesis and Respiration C. Cross-Sectional Profile of a Pond/Lake SECTION THREE: LIFE IN LAKES AND PONDS A. Surface Dwellers B. Bottom Dwellers C. Phytoplankton D. Zooplankton E. Aquatic Insects F. Macrofauna/flora SECTION FOUR: STREAMS AND RIVERS A. Characteristics of Streams B. Variability in Streams 4 68 C. Macrofauna/flora D. Cross-Sectional SECTION FIVE: WATER ANALYSIS A. Dissolved Oxygen and Carbon Dioxide B. Water pH C. Alkalinity D. Total Hardness E. Turbidity/Transparency F. Salinity G. Color/Dissolved and Suspended Solids H. Temperature I. Velocity/Volume of Flow J. Cross-Sectional Profile of a Stream/River K. Liebig/s Law of the Minimum L. Population Dynamics M. Water Pollution N. Case Studies: Stream Improvement and the Great Lakes Lampreys UNIT EIGHT: ENVIRONMENTAL INTERPRETATION SECTION ONE: LITERATURE A. Prose and Poetry B. Folklore C. Children/s Literature D. Storytelling Techniques SECTION TWO: MUSIC A. Interpretation of Contemporary Music SECTION THREE: ARTS A. Photography B. Drawings and Paintings C. Sculpture D. Crafts SECTION FOUR: MEDIA A. Radio B. Television Specials/Documentaries C~ Bil 1 Boards D. Newspaper E. Magazines F. Professional Journals G. Feature Films 5 69 UNIT NINE: OUTDOOR SKILLS DEVELOPMENT/IMPLEMENTATION SECTION ONE: OUTDOOR SURVIVAL SKILLS A. Basic Survival Tactics/Skills (food/water gathering, shelter construction, fire building, etc.) B. Problem Anticipation and Analysis C. Body Energy D. Psychological Stress E. General Outdoor Skills F. Survival in the Heat/Cold G. Problem Indicators H. Emergency Survival Tactics/Skills I. First Aid J. Outdoor Adventure Programs K. Current Trends in Outdoor Survival Gear L. Orienteering M. Case Scenarios SECTION TWO: RECREATIONAL OPTIONS A. Snowmobiling B. Cross-Country and Downhill Skiing C. Snowshoeing D. Ice Skating E. Fishing F. Hunting G. Mountain Climbing/Hiking H. Camping I. Al 1 Terralning J. Tobogganing/Sledding K. Water Sports UNIT TEN: ENVIRONMENTAL ISSUES INVESTIGATION SECTION ONE: SYNOPSIS OF ENVIRONMENTAL ISSUES A. Nuclear Issues B. Human Population Growth 6 70 C. Energy Practices D. Water Resources E. Toxins and Pollution Control F. Wild Living Resources G. Private Lands and Agriculture H. Protected Land Systems I. Public Lands J. Urban Environments K. International Responsibilities SECTION TWO: ENVIRONMENTAL PROBLEM SOLVING A. Environmental Problems B. Environmental Issues C. Beliefs/Value Positions D. Analyzing an Environmental Issue SECTION THREE: STRATEGIC ISSUE INVESTIGATION A. Problem Question B. Resources C. Summarizing the Information D. Conclusions/Inferences E. Data Interpretation SECTION FOUR: ENVIRONMENTAL ACTION STRATEGIES A. Modes of Action B. Independent vs. Group Action C. Guides to Decision Making D. Action Analysis Criteria E. Modes of Action - In Motion F. Applying Environmental Action Ski1 ls G. Action Skil Is Evaluation UNIT ELEVEN: FIRST AID AND CPR TRAINING SECTION ONE: NON-EMERGENCY FIRST AID A. Injury Prevention: Environmental Hazards B. Treating Minor Injury C. Treating Serious Injury: Non-Life Threatening D. Non-Emergency Protocol and Reporting E. Case Scenarios SECTION TWO: EMERGENCY FIRST AID A. Treating Serious Injury: Life Threatening B. Artificial Resuscitation C. Cardiopulmonary Resuscitation D. Emergency Protocol and Reporting 7 71 E. Case Scenarios UNIT TWELVE: SKILL DEVELOPMENT IMPLEMENTATION SECTION ONE: PREPARATION A. K-12 Environmental Education Curriculum Analysis B. Training in Project WILD, Project Learning Tree, Project Aquatic WILD, and Outdoor Biology Instructional Strategies Modules C. District Literary and Audio-Visual Resource Search D. Lesson and Activity Planning E. Lesson and Activity Implementation F. Lesson and Activity Evaluation G. Trip Protocol 8 Appendix D 72 ENVIRONMENTAL EDUCATION PHILOSOPHY ENVIRONMENTAL EDUCATION is that part of education that deals with culturally-imposed, ecologically-related issues in the environment ... further, the acquisition and application of human values as they relate to the use and misuse of both living and nonliving resources. This definition focuses on an issue orientation -- issues which humans have created and which have ecological imp! !cations. It also recognizes that issues are value related and that human values, in large part, dictate how the earth/s resources are to be used. Wise use of the earth/s resources rest in the creation of an environmentally literate society. Such a society possesses those attributes which will help human beings resolve current issues and provide citizens (students) with the skills needed to cope with future ones. A major premise upon which the Tri-County Area School District/s Environmental Education curriculum is based, is that al 1 students need to have exposure to experiences which enable them to acquire the knowledge, attitudes, values, and skills to become environmentally literate world citizens. An environmentally literate world citizen is able and wi 1 ling to make environmental decisions which are consistent with both a substantial quality of human life and an equally substantial quality of the environment. Furthermore, an individual is motivated to act on these decisions either individually or collectively. The environmental education experiences provided Tri-County students wi 11 be diverse, active, and enriching. The experiences wil 1 build a solid ecological knowledge base, bring about an awareness of environmental issues and human values, develop investigation skills of issues and evaluation skills of potential solutions, and provide students with opportunities to experience appropriate citizenship action to solve environmental problems. 73 TRI-COUNTY AREA SCHOOL DISTRICT ENVIRONMENTAL EDUCATION GOALS AND OBJECTIVES: GOAL 1: THE LEARNER HAS SUFFICIENT KNOWLEDGE OF ECOLOGY TO PERMIT HIM/HER TO MAKE ECOLOGICALLY SOUND DECISIONS WITH RESPECT TO BOTH HUMANS AND THE ENVIRONMENT. OBJECTIVES: The environmentally literate person has a working knowledge and understanding of the fol lowing concepts: A. Individuals and population dynamics B. Interaction and interdependence C. Limiting factors D. Energy transfer and biogeochemical cycling E. Communities and ecosystems F. Homeostasis and succession G. Humans as an ecological variable Infused coded objectives deal with the development of decision-making skills, individual influences, population dynamics, interaction, interdependence, limiting factors, energy transfer, blogeochemical recycling, communities, ecosystems, homeostasis, succession, humans as variables ln the environment, environmental awareness/sensitivity and/or appreciation. GOAL 2: THE LEARNER HAS ADEQUATE ENVIRONMENTAL AND ECOLOGICAL INFORMATION SO THAT HE/SHE UNDERSTANDS AND HAS INFORMATION ON HOW TO INVESTIGATE, EVALUATE, AND SOLVE ENVIRONMENTAL ISSUES AND PROBLEMS. OBJECTIVES: The environmentally literate person conceptualizes: A. . .. the way in which human cultural activities impact the environment, including economic, religious, political, and social customs. B. . .. the way various individual behaviors impact on the environment. C. . .. a wide variety of environmental issues and both the ecological and cultural implications of these issues. D. . .. the various alternative solutions available for solving or partially solving discrete environmental issues, with an emphasis on the ecological and cultural implications of these various solutions. 74 E. . .. the need for thoroughly investigating and evaluating issues prior to taking environmental action. F. . .. the roles played by differing human values in environmental issues, and an understanding of the origin of these varying value systems. G. . .. the need for personal values clarification as an integral part of environmental decision making. H. . .. the need for responsible citizenship action in the solution of environmental issues. Infused coded objectives deal with the development of decision-making skills, development of research skills, study of various cultures, religions, governments, social customs - and how they affect the environment. Also, humans as variables of/in the environment, awareness of environmental problems, development of evaluative skills, awareness of the need for citizenship action to solve environmental problems, and values clarification. GOAL 3: THE LEARNER HAS ADEQUATE ENVIRONMENTAL AND ECOLOGICAL SKILLS NECESSARY FOR THE ACTUAL INVESTIGATION AND EVALUATION OF ENVIRONMENTAL ISSUES AND POSSIBLE SOLUTIONS TO THESE PROBLEMS. OBJECTIVES: The environmentally literate person possesses those skills which enable him/her to: A. . .. identify and investigate environmental issues using both primary and secondary sources of information. B. . .. analyze environmental issues with regard to the various perspectives associated with those issues. C. . .. identify the ecological and cultural implications of various value positions. D. . .. evaluate alternative solutions for discrete issues with regard to their ecological and cultural implications. E. . .. identify and clarify his/her own value positions related to discrete issues and the solutions proposed for those issues. Infused coded objectives deal with refining decision-making skills, research and investigation skills, communication skills, values clarification, evaluative skills development, strategic planning, goal analysis, environmental issue awareness, compromise, environmental economics, influence of business and industry, governmental and legislation, environmental ethics, basic computer skills, and interpretation of statistics and technical information. 75 GOAL 4: THE LEARNER HAS DEVELOPED AND ATTAINED SKILLS NECESSARY FOR HIM/HER TO TAKE APPROPRIATE ENVIRONMENTAL ACTION NECESSARY TO SOLVE A PARTICULAR ENVIRONMENTAL PROBLEM, WHETHER LOCAL OR GLOBAL IN NATURE. OBJECTIVES: The environmentally literate person possesses those ski 1 ls enabling him/her to: A. . .. take either individual or group action (i.e., persuasion, consumerism, political action, legal action, ecomanagement) where appropriate for the purpose of solving or assisting to solve particular issues. B. . .. evaluate actions taken with respect to their impact on quality of human life and quality of the environment. Infused coded objectives deal with compromise, problem-solving, decision-making, strategic planning, oral and written communication skills, research and investigative techniques, evaluative and analytical skill development, values clarification, goal implementation, group dynamics, interpretation of statistics and technical information, computer skills, and leadership. Appendix E 76 by Ar+hur f Mu. l le'tl Sep, i'i'1 Page 1 77 SCHOOL FOREST HISTORY To 1988, the Tri-County Area School District celebrated it's 35th year of school forest pa.nicipation and work. The original school forest for the school district was established on Friday, October 16, 1953. Althouoh the forest established and dedicated in October of 1953 is not the forest the school utilizes today, it was a great start of the concept of school forests and placed Tri-County Area Schools as one of the leaders in the establishment of school forests in the State of Wisconsin. The develoomenc of the school forest as it is today involved the hard work of many dedicated people, the enthusiastic support of the Board of Education, administrators and taxpayers, and quite a little bit of luck. Shortly after World War II, the State of Wisconsin moved in a direction that would make school forests part of the educational program of many high schools. Fred Trenk was hired by the State to promote the establishment and the utilization of forest land for educational purposes. :Mr. Trenk is recognized today as the Father of the School Forests in Wisconsin Schools. The enthusiasm that he exhibited was concaoiousl Three teachers on the Tri-County Area School District staff, Alex Aschenbre:-.ner (social studie~ teacher), Art Mullen (vocational agriculture instructor), and Morley VanSant (Distzict Administrator) caught the "bug" and became similarly infected. Art Mullen had conside:-able trc.ining in the field of conservation and Morley VanSant was an avid conservationist. Tnese three felt that it would be advantageous for the school disaict to have a school forest for teaching young people the value and imoortance of conservation. They also subscribed to the educational philosophy of "teach t.:'-10se things best taught outside, outside and those things best taught inside, inside." Tney approached the Board of Education with the idea and the Tri-County Area School District joined with 300 other schools in the state in forming school forests. Once the Board had made the decision to establish the school forest, it became necessary to find 2. location. It was at this point that "lady luck" entered the picture. ShorJy after World We.I II, a group of p !a.infield citizens formed a conservation club named the "La..T"Jd and La..1.ces Club". Tneir goal was to promote conservation in the area. They worked very hard at this. At the same time, land owners in the area began posting their land to keep unwanted individuals off of it. Jt became difficult for members of the Club to find places to hunt. The L2.nd and La..l=es Club decided, in forht of the situation, to purchase some land so their group would have a place to hunt dee::-, grouse, ducks, and other small game. Tneir immediate problem was to find a large enough pazcel of i2..:7d to satisfy their needs. · Lvle and Flovd Reid, members of the Club and landowners in the area. became aware of va.-ious -oarcels of Ja.T"Jd that were delinquent in taxes. The parcel of land that best suited the needs of the Cl1..;b wis in Adams County in the Town of Rome. The Club members (2.t this time there were 40 me::1ce::s) raised enough money by donating personal funds to purchase the land. Tne block of land totaled 350 ac:es a.T"Jd consisted of Jack Pine, Scrub Oa.1<, and 2.bouc 60 2.cres of cleared land. There was a creex T''2:min2: aions the west boundary of the land. The entire 360 acres was purchased for Sl,4Li0.00, or S4.00 an ac-re. - Lyle and Flovd Reid contributed much to the develooment of the school forest on that site. Thev donated eouinment, ma.11oower, and financial 2.ssistance whenever it was needed. Thev made the fi::s, oi~tinss on the 60 acres of clear land using their own t::-actors and a county owned tree· olanter. Wn.i:e ·vine 211d red pine were planted in the area. They are an imposing sight today, although.they are no longer owned by the school •district. Aoproximateiy seven years after the purchase of the land (1953), local land owners be2:ar1 allowin£ individuals to hunt their land again 2.nd did not post as much of it. Tne members of the Lz.d 2..nd -La..1<:es Club made the decision to sell the 12..nd they had purchased. Ta.,es became 2. burden on the Club since, w\th all of their improvements, the value of the land increased. V-lhen the members of Li--ie Cl.!b heard t!iat the school disti-ict was seeking land for a school forest, they offered to sell the land to t::e school 78 Page 2 district. The School Board and staff, after investigating the possibilities, decided to enter into an aareement with the Land and Lakes Club for the purchase of the land. It was agreed to sell the land to the school for the original purchase price. At a meeting of the Land and Lakes Club to discuss the sale, the members decided to donate the land to the school district instead of selling it. However, the donation of the land was contingent upon two provisions: 1. The land should never to be closed to hunting, and 2. The school forest should become a memorial to veterans of World War II. The school district accepted the offer. The School Forest was dedicated October 16, 1953. The Waushara An:us, in the October 23 edition covered the dedication. It was noted in the article that Tri-County band director Jim Whelihan (now deceased) began the program with several fine numbers. District Administrator VanSant (now deceased) explained the purpose of the school forest and why he and the Board had been so anxious to establish one. It was the philosophy of the Board to use the forest for income, recreation, and education. Art Mullen spoke on the history of the land and the role that the Land and Lakes Club piayed in the school dist.c"'ict receiving the land. The main speaker of the day was Stace Forester Fred Trenk. In his address, Trenk outlined the goals of the State of Wisconsin concerning school forests. He further mentioned that the Tri-County Area School District forest was one of three largest in the state. Bill Sylvestor, forester at Trees For Tomorrow at Eagle River, spoke on the manual for developing the school forest that he had prepared. The program for development was followed for this forest for as long a.s the forest was under the ownership of the school district. Trees For Tomorrow is a trc.ining facility developed by the paper industry to promote forestry and conservation. Aschenbrenner and Mullen had attended the facility and had invited Sylvestor to speak at the dedication. Dale Severns, President of the School Board, unveiled the memorial sign made by 1vfr. No gel's industrial arts class. He emphasized to the audience that the forest had full suooort of the Board and that the Board subscribed to the terms of the agreement with the Land and Lakes Ciub. Mr. Aschenbrenner then outlined the plan of development for the forest. He and Art Mullen were charged with developing the forest and promoting its use. After Aschenbrenne;- became secondary principal at Tri-County, he continued his enthusiastic promotion of the facility. The program was finished off with a toUi of the school forest. Tnere were a tot.al of four tours: Aschenbrenner' s group toured and discussed the recreational aspects of the forest; Mr. No gel and Jim Kraft's group discussed timber utilization; Mr. Al Barnes (Biology teacher at Tri-County) discussed the biological and environment.al aspects of the forest; and Mullen's group discussed the management practices and techniques that had been used and would be used in the forest. It was noted by the Ar2us that it was a beautiful Indian Summer Day for the dedication. Forest development continued until 1966 utilizing many of the projects outlined by Mr. Sylvestor from the Trees For Tomorrow faciiity and with District Administrator VanS2..nt's suooon. Vansant died unexpectedly and was replace.a by Chet Schroeder. Schroeder continued the e;thusiastic S\..:DDOrt that had marked VanSant' s concern for the forest, so development continued. - - 79 Page 3 In 1968, Isacson Development Corporation of Ree.dsbu:g purchased a rathe::- large t.-act of land adjacent to the creek chat ran through the forest property and adpcenc co the school forest. Tne creek was to be dammed and lakes ere.aced. Lake Camelot was to be created at the edge of the school forest. Isacson Corooracion needed the school forest land for lot development since the forest was immediately East and North of the la.1<:e development project. Tne Corporation entered into negotiations with the school district for the purchase of t_he f~rest.. ~he Disrrict w<::-5 not_ interested in selling the land at the time, since it was felt that it would dereat cne ongrnal purpose or the rarest. However Lady Luck, seemed to be smiling in the direction of the school district. A tract of land, known as the Po~ers Property, near Goose La..1<:e east of Hancock, was available for purchase. Ic had many advancae:es over the forest located in the Town of Rome since it had a variery of ecological are:?.S not found in the Town of Rome forest. Powers had estabiished pine plantations, hard wood stands, open areas. a la.i Since 1969, roads have been developed in the School Forest, fire lanes escablished. test Dlots 12G out, demonstration a.re.as escaolished. brush cleared. and animal shelters and birci housin£ arezs es:::.aiishe In Ocrobe.:- of 1976. 60% of the Sctooi Dimict's Piainfield school was desuove.d bv .fire. L-:su:-"-'-ice 2.nd a bond issue built a· new school. Ti1e de.cision was made at that time to close ti1e H2.ncod:: sc:;ool and send all children to the .Plainfield site. This wouid pla:::e grades K-12 uncie::- one roof. With the buiidim: of the ne'.v school. Ti-Councv needed a new athletic f;eld to comole:e L1e coGulex. J.. crrouo of individuals from Wautoma.· 2.DDroache Aschenbrenner and Mullen retired from the s:::hool system in 1982, along with Superinte:1.de:1., Schroe.de::-. Tne oro2,am was then assigned tO Tom V,Fnallev who, along with his A£riculrure cie2re.e. h2.d a. wide variety of work in forestry and conse"'·auor.. lvfixe Copas joined the s:.iff 2.s Biolo£,:; i.r:s.c:1.;c:'.:l::-. A graduate of Stevens Pain,, he had a lot of classes in their conservation prog:-am, so -r:e fi: i:: ·,;;e:.J. also. The ne~· nro£ram s~~ w·ith Ei~h Sc:lool Science cl2sses \vorkin£ wiu1 the £:c..de school te.2.(:te:-s on • • • - • ' • • ... - .I, • • ,.. • ~ .... vanous proJects rn tne scr.001 rares,. ,.._5 groups useG tne rarest., H Dec2;-ne oovious that ,,vo t:-:.i::gs were -n~ed -- toilet facilir.ies and a shelre:- house with classroom capabilities. Vtnalley rook over the toiiet Page 4 80 project, and had plans approved by the State, which is required by state law if the facility is going to be used by school or public groups. Don Lamb won the bidding on the project and put up the new structure. The school forest does not have any problems financing its projects, as it generates income from thinning of pine stands for pulp w?od. Income in t~e future will be even better, as one stand of pines is close to the cabin log size. Tne size generates mucn more money than pulp. Curtis Powell was hired as District Administrator in 1985, and he came to Tri-County with a wide background in conservation in the State of Iowa. He naturally was enthusiastic about the potential of the school forest as an educational tool. The forestry commirtee informed him of the need for a shelter house. Plans had been drawn up by one of Tom \Vhalley' s science classes. They included a 28' x 48' structure, one-third of which was to be enclosed. Benches were to be built into this area for classroom work. The Plainfield Grange #719 donated Sl,000.00 to pour the concrete slab. Bids were asked for a loo- structure, to be built in the area of the toilet facility. Dudei Construction won the bid for S11,000.00. su"'pervision of the structure was turned over to Art Mullen, as the project was to be done in the fall and the teachers were busy with school work. Financing was no problem, as the forestry fund had the money in the bank. Toe Board of Education formed a School Forest Advisory Committee's primary function is to make recommendations to the Board of Education for the up-keep, development and use of the school forest. Proceeds from the sale of harvested timber was to be used to pay for the up-keep, development and use of the school forest. The School Forest Advisory Committee periodically is to consult with school officials to coordinate decisions on expenditures related to school forest improvement. A.s the scope of environmental conce::ns evolved into broader and more pressing social and economic issues the.Board of Education saw the need to address environmental issues throu£h all acade:n.ic progr~. ~eas; with the _school forest be0.g. the "l~~or~tory", (o~ h~ds-on_ activities, th:s gi~-11~ reli3.1;ce and signmcance to leammg. To accomp11sn the ooJectJ.ve or rnrusmg env1Ionmemal eoucauon 1mo al1 academic orosi:ram areas, there evolved a need for snecial coordination of the v2..iious environn1ental objectives· that are impori.ant for students to learn. Consequently, the Board's perspective and iniciative on environmental education placed additional impori.ance on the need for gre.2.te.:- collaboration 2.nd cooperation berween the School Forest Advisory Committee and the school. In the summer of 1991, the Board of Education acquired the services of an Environmental Education Prosi:ram Coordinator, Larry Mancl, who is a certified staff pe.:-son, to work with the School Forest Ad--nsorv Committee to fulfill its mission in providing e:wironmental education to the disu.-ic vour.,1. The Environmental Education Program Ccordinator provides the professional link between the Scr•:ooi Forest Advisory Committee and the Board of Education in insuring that the school forest becomes an effe:::tive resource in meeting the overall educational needs of the students of the Tri-County Are:::. SC:-1001 District. In the spring of 1991, Mr. Al Schinne: began the process of convening a perm2.nent conse::"'-l2.:ion easement to Tri-County Schools. This wili enlarge the access and project a.re:::.s for users of cur school forests as the easement stipulates that the 12.nd be managed as a forest and that the Tri-Counry School Forest Committee would be able to use and sugsi:est uses for this land. This puts the school forest acre2.£e to approximately 405 acres. -- · - The Hancock School Forest of 8-10 ac:-es is in the process of being transferred back to the school forest committee. An outstar1ding value of the forest see:ns to be individual study. Any srude:m wich as1 ime:-est in Biology, Conser-lation, Agriculture, etc., have 2. c:iance to go beyond their classroom work, uncie:- supe::-,ision of the instructors in their field. Mr. vrnalley and Mr. Mancl find it ve::-v valuable in their Aciv2.nce.c Scie:-:ce and Biology classes. , 81 Page 5 RECOGNITION OF S1VDENT INVOLVEMENT A history of the forest would not b_e co~ple~e without !isting S?me of the students_ who have_worked under this P!ogram. ~ey hav~ len an i:npnnt_ on the rarest with son:ie of ~he projects they aeveloped for special credit. There IS no particular oraer of Importance for the projects listed. Todd Miller was interested in wood ducks. He spent a lot of time building nest boxes and placing them in the areas that had the right habitat for the ducks. After he graduated and entered the farming field, his interest in the forest has not lessened. He is a valued member of the school forest committee today. He also helped Jay out inventory piot, and he and Donald Cayce set up the Christmas tree plot. Paul Bertotto also helped with these projects. Kevin Sigourney is another forestry committee member who worked on projects when he was in school. His strength was working with inventory plots and setting up the permanent records that wiil be expanded every time a plot is measured. His work on record k"''"ping and overall management plans has been invaluable. Stacy Kollock and Katie Polzin' s interests were in the biological aspects of the forest. Tney scaned a water study on the ponds in the forest which will be carried on in the future. Their date and records set up a base for continuing srudy. Bluebird population has greatly decreased in Wisconsin. Lance Fox, Bill Wallner, Richard V{nalley and Lamar LaPorte took bluebird expansion as their project. Tney joined the State in planning to cha.1ge the environment to fit the birds' needs. Bluebirds like fence posts with holes in them for nests. With the use of steel posts, their place to build nests disappeared. The boys built houses and placed them in the forest. Lance Fox and Clint Zimbeck also r:1ade a studv of the orooer olacing of bluebird and wood duck houses and moved some to better locations. • · • • - Since this group graduated, the bluebird project took a step forward. fon Melk, Carrie King, Rodger Erdman and Juiie Wied took over and receive a grant from the Federal and St.ate gove:-nmem for research on bluebird predation. - - Wade Pennau develooed a series of siides on the forest and the oroiects rnimi: on. which are valuable in introducing the subj~t to the grade school students. He also was afaithful member of the bird project. Tne school fores,, growing by leaps and bounds, is a very valuable asset both financially and educationally to the District. Any development is widely endorsed by the community. Many thi.1gs have been done since the program firs, bega,,: roads and fire lands put in, shelter house and toile, facility built, food shrubs planted, game habitat improved, trees thinned and pruned and pulp sold. Tne emohasis now shifts to using it as an educational program for the future. A cuu:culum ne.e.ds to be develooed for use by all grades. Bioiogy classes and some grades have used it, but oro£rams need to be exoancied to include all levels. Teachers who do not have the prooer back!i:round need heln. \.Vorkshons have been held and will continue to be held in the future. Also, a" nature trail has to be de;,e!oped. • Grouos usin£ the area found a need for water. Joe Farago, of Farago and Son Plumbinc- dona,ed a well and pump. Coming at a time when funds were short, the donation lS greatly appreciated.' The Tri-County Area School District also owns a share of the Carrie Frost School Forest in Por..2.2e County. The Lone Pine School was closed, and the land reverted back to the Frost familv. Tr.ev-were owners of the Frost Tackle Company. The land, approximately 80 acres, was donated bv the family in honor of Ca.i-rie to the Almond a.1d Tri-County School Districts to be used as a school foresc, under· the -· ( 82 Page 6 supervisor of the Portage County Extension Service. It is not used very often for education, since the new forest fits the needs better. It does generate good income when cuts are made. Toe history would be remiss if it leaves out a variety of projects. Bob Fox has continued all these years, since his time as a student and as President of the Land and Lakes Club, which donated the original forest. His main interest is in improving wild life habitat. Ones who have worked with him include Gayle Bacon, Jack Buchanan, Ken Helmrick, Mike Copas, Larry Flyte, Todd Miller and Kevin Siaourney. Some of their work was the parking lot at the entrance, clearing poplar so new growth would co~e in, developing the pond areas with grass seeding around them, and much habitat improvement. Larry Flyte contributes something else, as his farm adjoins the forest. He is the watchdog for the area. 83 Page 7 E1WIRONMENTAL EDUCATION COORDINATOR Larry Mand, Biology Teacher FORESTRY COMMITTEE --1991 Michael Copas, Chairperson ·. . James Erdman, District Administrator James Miller, K-8 Principal Dennis Ferriter, High School Principal Tom Whalley, Science/Chemistry Teacher Steve TerMaat, Agriculture Teacher Jack Buchanan, Area Grower, Hancock Todd .Miller, Area Grower, Hancock .(evin Sigourney, Green Giant, Hancock Gayle Bacon; Area Grower, Hancock Joel Aanensen, Forester at Georgia Pacific, Hancodc Chris Gear, School Board Member, Hancock Bob Fox, Local Businessman, Plainfield Ken Dunnett, Local Businessman, Plainfield Art MuDen, Retired Agriculture Teacher, Plainfield Larry Flyte, Dairy Farmer, Plainfield James Rice, Game Warden Maria Frost-Vahadian, State Forester Appendix F 84 ACTIVITY LESSON PLAN Are you ready for this? To give you a taste of what teaching is really like, you will be working with a small group of summer school students for a part of three consecutive days. To help you prepare for this first experience, complete the following. -Choose a theme or concept you wish to teach. -Include a main goal and three objectives for the unit. -Develop a preactivity stressing your main goal and your first objective. This wi1 l be taught the first day. You wi l 1 have 30 minutes to teach the preactivity. Develop an activity stressing your main goal and your second objective. This wil 1 be taught on the second day. You will have 30 minutes to teach the activity. Develop a postactivity stressing your main goal and your third objective. Develop an evaluation tool. This will be taught on the third day. You will have 30 minutes to teach the postactivity and 10 minutes to put closure on the experience and evaluate the students understanding of the concept taught. Each day, evaluate your teaching experience in terms of: -what worked? -what didn/t? -how was my pace? -what would I change if I did it again? -how did I handle discipline? -did I maintain eye contact? -were my activities age-appropriate? -was I able to refer to the kids by name? -did I have any distracting mannerisms? -did I enjoy the experience? Please develop the above activity plan by: ______We will be going through these as a class, as well as discussing our first teaching experience. Appendix G 85 Fieldtrip and Activity Checklist: This checklist is a guide for you to follow as you prepare for an activity or fieldtrip. This list will help you effectively plan a trip. Four to Six Weeks In Advance: Contact the teacher/s involved for an organizational meeting. Work on specifics of the fieldtrip at the organizational meeting. Establish theme, concepts to be taught, and tentative schedule. Place the fieldtrip date on the calendar in the main office if high school is involved. If it involves the high school, put a note in Mr. Ferriter's mailbox so he puts it on his weekly announcements to teachers (by Thursday, 3:00 PM). Letter written and sent to parents if necessary. Two Weeks In Advance: Have lesson plans and schedule approved by the cooperating teacher/s. Give Mr. Mane! a copy of the approved lesson plans and schedule. Have all needed materials photocopied. Locate and make all needed materials and supplies for all activities. 86 One Week In Advance: Notify your teachers you'! 1 be gone. Get your hanework and make arrangements to make up tests, etc. Check that substitute teachers have been arranged for. Check that a bus has been arranged for. One Day In advance: Charge the CBs for 24 hours. Check out a camera fran the high school office and get 2 rolls of color film. Check in with cooperating teacher/sand inform them everything is set as planned ... or as modified ... Give cooperating teacher/teachers a counselor evaluation form to complete for each counselor participating. Gather all of the needed teaching materials. Check out a camera with color film in it from Mr. Mane!. Go over the school forest rules with students (smoking, littering, bathroan use, stay as a group, corrmon courtesy, etc.) Provide the high school office with a list of counselor going on the school forest trip. Day Of: Remind teachers to take along the green enrollment forms. Remind teachers to take along necessary student medications. Take attendance on the bus before leaving school. Take along all of the needed teaching materials. Take along general supply bins (rags, disinfectant spray, latex gloves, pail, whistle, markers, toilet paper, tacks, hamner, kleenex, garbage bags, first aid kit, paper toweling) Take along all first aid fanny packs. Sweep shelter house, and wipe tables down. Disinfect toilets, sweep them out, check toilet paper, and put out new deodorizers if needed. Prime and pump the well. 87 Put out the garbage signs and bags. Each counselor signs out in the main office, and signs in, if applicable. Remind students of school rules at the forest. Introduce all staff. Take attendance on the bus before leaving the field site. Day Followina the Follow-up Activity: Complete your personal evaluation of the field experience. Give this to Mr. Mane!. Write a sullDllary of the experience/s for the District newsletter. Get feedback from the students - quotes. Give this to Mr. Mane!. Make a 'photo board' of the trip, including quotes, captions, etc. 88 TRI-COUNTY AREA SCHOOL DISTRICT PLAINFIELD WI 54966- REQUEST FOR FIE-LO TRIP DATE: Person Making Request: · Number of students involved: Names of adults involved: Date of field trip: Time of departure and return: Destination and description of field trip: Fees: Number of miles: Was field trip budgeted? __ yes no * Would a substitute ( s) be needed" for this day? __ yes no Date approved Date Not Approved Principal Bus contractor Substitute *************************************************************************************** *IF FIELD TRIP WAS NOT BUDGETED, you must obtain approval from the District Administrator. Date approved Date not approved District Administrator Appendix H 89 MEDICAL EMERGENCY ACTION PLAN: This plan is to be utilized whenever there is a medical emergency. Counselors are required to commit this plan to memory. Remember, in any situation, act quickly, and remain calm and alert. IF IT IS LIFE THREATENING ... Step 1: Contact al 1 teachers and counselors on the CB radios. Inform them as to the victim, the situation, and the location. Begin administering FIRST AID. Always wear your latex gloves. Step 2: If counselors are working as a group, al 1 but one from each group should go to the scene. Those remaining with the group should continue the activity. The counselor closest to the shelterhouse should pick up the victim ✓ s green emergency form and the first aid kit before going to the scene. Step 3: The counselor picking up the green enrollment form and first aid kit immediately delegates the fol lowing responsibilities: a. Dispatch at least one counselor, two if possible, to the Flyte residence. -This counselor/s activates the Emergencv Medical Svstem. Describe the situation, the victim, and provide directions to the school forest. REMAIN ON THE LINE UNTIL THEY HANG UP! -Call school to inform them of the victim and the situation. Request that the nurse, Mr. Miller, and/or Mr. Ferriter come to the school forest. Have them contact the victim ✓ s guardian/s. b. Dispatch at least one counselor, two if possible, to the front gate. -This counselor/s waits for the ambulance to arrive. Inform them of the location and situation. Let them drive to the scene. One counselor should ride with them lf necessary. The other should wait for other emergency personnel to arrive. c. Continue to remain in contact with the counselors you have dispatched. Try to keep the air waves as· open as possible. Step 4: Use the information on the victim/s green emergency form to assist you in providing appropriate first aid care. Provide this information to the emergency personnel when they arrive. Step 5: Complete the Accident Report Form upon returning to school. 90 IF IT IS NOT LIFE THREATENING ... Step 1: Contact al I teachers and counselors on the CB radios. Inform them as to the victim, the situation, and the location. Request assistance from the cooperating teacher and another counselor if necessary. Begin administering FIRST AID. Always wear your latex gloves. Step 2: The counselor closest to the shelterhouse should pick up the victim/s green emergency form and the first aid kit before going to the scene. Step 3: If deemed necessary, a teacher will transport the victim back to school by vehicle. Counselors can not transport students. Step 4: Use the information on the victim/s green emergency form to assist you in providing appropriate first aid care. Provide this information to the emergency personnel when they arrive. Step 5: Complete the Accident Report Form upon returning to school. 91 EMERGENCY INFORMATION: HOSPITALS: Stevens Point: 715-344-5321 Wisconsin Rapids: 715-423-6060 Wi 1 d Rose: 414-622-3257 AMBULANCE: 1-800-242-3377 FIRE DEPARTMENT: 335-4243 POLICE DEPARTMENT: 1-800-242-3377 MADISON POISON CONTROL CENTER: 608-262-3702 *GREEN BAY POISON CONTROL CENTER: 414-433-8100 *The Green Bay Poison Control Center is open 24 hours/day. Its purpose is to advise physicians and individuals on procedures and treatments relating to any type of poisoning. *SCHOOL NURSE: Contact Area: Main Office School Hours: -varies- When not in the building, contact: 1. Principal 2. Superintendent 92 EMERGENCY WEATHER SITUATIONS: If lightening strikes are apparent, quickly move your group to the shelterhouse. Keep the students "occupied". Stay under the safety of the shelterhouse until the lightening has subsided, even if the bus is waiting. If the emergency sirens are activated because of a tornado warning, quickly move your group to the shelterhouse. Move the picnic tables to the enclosed end of the shelter. Have students assume the supine position under the benches and tables. Students should face the center of the group and remain as quite as possible. 93 ACCIDENT REPORT FORM: The instructor and the counse1ors invo1ved need to complete this form within 24 hours of the accident. It ls to be kept on file ln the Environmental Education Coordlnator/s Office. Date of Incident: ______Instructor: ______ Counselor: ______ Description of Incident: Nature of Activity: Action Taken: Instructor/s Signature: ______Date: ______ Counselor/s Signature: ______Date: ______ Persons Notified: 94 Tri-County Area School District Plainfield WI 54966 ACCIDENT REPORT To be completed by the individual or supervisor in charge of the activity at the time of the accident. (SUBMIT TO THE OFFICE OF THE PRINCIPAL WITHIN 24 HOURS.) ********************************************************************************** SCHOOL OFFICIAL TO COMPLETE 1. School Student Attends: TRI-COUNTY AREA SCHOOL DISTRICT 2. Student's Full Name (Print): LAST ______FIRST ____ M.I. __ SEX_GRADE_ 3. Student's Home Address:. ______ 4. Date of Accident: Month______---'Day ____ _ Yea.r 19_ HOUR ____a.m. or p.m. 5. Detailed description of accident: How did it occur? ______ Where did it occur? ______ 6. Part of body injured: __right __ left PART: ______ Activity: Sport ______Interscholastic _____ Intramural ______/ __ _ 7. Other (Describe) ______ 8. Name of School Authority supervising activity: ______ 9. Was supervisor a witness to the accident? __yes __no 10. If not, when was the accident first reported to a school authority? Date: ______ 11. Type of School Student attends: Elementary_ Jr. High__ Sr.High __ . 12. Signature of school official: ______Title: 13. Date of this report ______ NOTICE TO PAREi'lT/GUARDIAi'I": Your family health insurance carrier is the primary insurance for all claims for injuries that occur at school. Please contact your private family insurance carrier first in all accident or injury claims. The school's insurance carrier is FIRST AGENCY, INC., 5071 WEST HAVENUE, KALAMAZOO, MICHIGAN 49009 (underwritten by Guarantee Trust Life Insurance Company). The coverage is in force for any accident to any student while under school supervision. This is a program of supplemental coverage designed to pick up any shortage and if no other insurance or plan, to pay medical expenses from the first dollar to the maximum stated in the policy held by the School, for those medical expenses incurred within one year from the date of the accident. (Please review coverage and exclusions printed on the back of this form.) If you do not have any health insurance coverage OR have charges for this accident that are not coveretl by your health insurance carrier, contact Connie Hamilton, Administrative Secrerary, Tri County Area School District, 227 West Street, Plainfield, Wisconsin 54966, phone #(715) 335-6391. Insurance forms will be forwarded to you! RE.MJNDER: Treatment must begin within 60 days from the date of the accident by a legally licensed metlical or dental practitioner (not a member of the insured's immetliate family). WHITE: Parent/Guardian YELLOW: Admin. Office PINK, Pri~;p,1 GOLDENROD, 1'=o Com,l,ti"' Form r~ Appendix I 95 LESSON PLANS This is really what this summer is all about ... preparing you to teach students about the environment, and to empower them to make the world we live in a healthier, safer, and more enjoyable place. Using al 1 of the material you received on teaching methods ... and keeping al 1 of that in mind, it is time now to plan your first set of many lesson plans. The lesson plans must be- for the grade level assigned, and match the learning characteristics of the students you will be working with. The unit lesson plans must include the following. 1. All of the necessary paperwork to set up the field experience. 2. The goals and objectives of your thematic unit, which wil 1 include a listing of the concept/s you are teaching. The concepts you teach must be correlated with the EE curriculum for that subject area. See the District EE curriculum! Also, you need to_ state which of the four District EE goal your concept applies to. 3. A description of how you wil 1 go about preparing your students for the field experience. Include a copy of any activities you will be doing as part of your preparation. For each activity you do, you must include a list of "thinking skills" that the student must use. 4. A description of the field experience. Include a copy of any activities you will be doing as part of the field experience. For each activity you do, you must include a list of "thinking skills" that the student must use. 5. A description of the follow-up you will be doing to reinforce the concepts taught. Again, include a copy of any activities you wil 1 be doing as part of your follow-up. For each activity you do, you must include a list of "thinking skills" that the student must use. 6. A timeline of when the events wil 1 occur, their length of time, etc. Be very precise, and remember the attention span of the students you are working with. 7. All of the materials you will need to prepare, teach, and follow-up the unit ... not Just listed, but together and ready to go. 96 8. Some type of evaluation mechanism to check on the understanding of your students, so you can determine if they have learned the concept/s you are teaching. 9. Include a "plan B" in case something does not work and you need to shift gears and modify your plan. What are you going to have in reserve? The lesson plans must be based on a theme, and include lessons for: math, science, social studies, language arts You must have at least one activity from: Pr6ject Wild Project Aquatic Wild Project Learning Tree I - 97 To: Early Childhood - 8th grade staff From: Larry Mancl Date: 3-13-94 Re: Environmental Education Curriculum - Field Component If the robin I saw this weekend is a sign of things to come, spring ls here. Let/s keep hoping! What you may not know ls that the EE curriculum for the district ls almost complete. There is one aspect which needs to be completed and incorporated into each grade level - a field trip component. What ,the EE counselors and I need your assistance on, is determining what concepts you feel need to be, or could be taught in the School Forest setting. I am not only talking about science, but every sub,iect area. The EE curriculum plan for the 1994-1995 school year is to incorporate a minimum of three field experiences into the curriculum for every grade level. Perhaps the best way to go about this is for the staff from each grade level to meet and develop an environmental education "theme" for the 1994-1995 school year, as wel 1 as what concepts could best be incorporated into this theme. What this wi l 1 al low me to do, is assign a more focused "lesson plan" assignment to the new counselors being trained this summer. Thanks for your help! 98 EnYironmental Education Project A thematic or cise study approach to teaching resp:msible environmental action is familiar :i.nd has been proven to be successful at all grade levels. "Forests" is used as an example of a theme which relates to a number of issues which may be studied. An issue is defined as a problem about which people (players) have different opinions bec:iuse of tr.eir beliefs and values. FOREIGN LA.'-iGUAGE . I EnYironmeniaI Education Project 99 Ac:Jon • coUcc:ing ,c.',ool ?'-?'' ungu"!:•Arts • delivering foe :::::;c!.ing • writing lc,:.e.-, to C<3 :uii:ucon.s :t:3irdin i "8.F or • money umc.d - M.!b. how to rpc:,d cnd.&aicr-..d :pa:'.c.s • uip :0 !.,.nc::'J.l • wntins lt.ond ab::<."t .wm.w !Mn~ :n rcr.::ru • n:..ading ,,.,.,,~ :o..tguinc> (or :i,.icr:.u.icn ~cri.ciat~, ,\rt ------, L.->ngu~eAr..s e<0- P.::tlth/$<:mc-,, :..~= Jc-:,ie!.!cn = soil e:oslun • 1ir ;,oiluticn lc:u oxyg~ • :--::=--..i::-:.: :o ~~• """'Id w,u:, p ,l.cio<, • t."':~ .:!..1.HUlc.:u.ion fer-..::; • mc:.,.s:.::-=c:-..t - ~u~ • t:SA ~c.5= • :'o <>i: . i~~·lt.!.ipUcicos • Ici ?CC-="/ · L...:n:::t:.=i·;c: .J.....-u . ,I.==?::: • !:cw ::c:,1Gg if:.=.: ~?=:I • ~C:ucos)--=:t.hcsi.1 .>6:x,! ;r.t.-tl JDd • le1! ?.E. "'''i"' - c:::::mrnu::--J.ry • r:;:tu-£:--:;:·e----r-.!:::-vJ..C:cn • sl:::::::-.iq 1.-id ~~i=P • h-.~cc::" ::::C:?,-,-::d ~ jc,;:-,-..ili:;; • l.,..-:g-a,;: Ar..s ,:nJ ,,,,., _v=_..,, ______::3J u:d Art ~cid soil {c;,ol hC't"i1c for .lru..•;u.Is J. How did you achie-;e: knowledge? 2. How d:d you achieve apprecia.rion? 3. How did you achie:ve action? 100 Sta ff Members =--~-'L<;.._,,f_ __,_/,/"-'u...,._d.c.-.s.c...o---'-V\,_..______J;._ h ,· c ..g S ''-e.. r k _;!" Grade Level: ____I _ Theme Chosen for 1994-1995: ___L,-r-...1_-~ ____ /) r_o_lA-_~ _____ d U s_. __ Please complete the chart. Refer to the lesson plan assignment and chart example attached. If you have questions, please contact me for assistance. lw.! 0 /ors,·Pa.t/ r>s ~ Sf e.c.i'es ~ µ c.l n--.h e. rs · MATH COMM1.Ji',1CA T SCIENCE ARTS A , FOREIGN COMPREHENSrYE LANGUAGE HEALTH C SOCIAL STUDIES/ HUMANITIES 102 Staff Members : _ __..__.li._..ac...... i~n~h~l ➔Y-+f~e______Jr n oQ S do.. Co d B~++y D,lson Grade Level :_I-/,__ ___ Theme Chosen for 1994-1995: ___~_,__,_e__=·~e._,=-5..£.,______ Please complete the chart. Refer to the lesson plan assignment and chart example attached. If you have questions, please contact me for assistance. 103 rnoaiqh') lntr"fuwr€ hP\", Tsqr. \ f-.f..l . aa*e: 61;r|{ Ao?V5 ?4->l-* t'J I 3e- ." bbrs, beI -t [r;r"ls e on V^ilr; i COMMIJN]CATI\E SCIENCE W)r^Pn \n r\an"') ' T"?el ru .-T__ Eedii:q I re €-s -'J ffi COMPR.E}TENSN'E lsqre. ^ }IEA]-TFI filn-_'t (nu .sI) f - i /"Of e-JT>i /\ SCCiAL Tle. (-n ecLi Sha"ioi STUDIES/ AT.TS Koook tu,. 'r t FIl.,'-tyIANITIES -fw &iv,'nr. bY V io c;ts e\ Silv' e$le i \' L.Dtt i 'h) 't9- ,rt t lvta];ve ;A\Y.?ti gr,ilg., / 5v*a-r ius\ In h','s / Fi 't + P""1eit'r Appendix J 104 A complete copy of the EEC Training Manual has been deposited in the Wisconsin Center for Environmental Education, University of Wisconsin-Stevens Point. Name: ______Date: ______ BIOTIC AND ABIOTIC FACTORS IN AN ECOSYSTEM: Read the section for each biotic factor and abiotic factor ln the packet (pg. 8-29). For each, take some general notes in your notebook signifying the factor, and why it is a major component in the ecosystem. Concurrent with reading, respond to the following questions for each section. Do so on this sheet. BIOTIC FACTORS: 1. List four biotic components of an ecosystem. a. b. C. d. 2. Define species and explain why cross-breeding may occur in special cases. 3. For most ecosystems, what are the dominant organisms 4. Give three classes of organisms in most ecosystems that are not dominant organisms, and explain their niche and effect on the other organisms of that ecosystem. 1 105 5. Distinguish between species diversity and species composition. 6. Name a species ot plant that you have seen which generally exhibits a clumped distribution. Why does it have such a clumped distribution? 7. What does the author cal 1 "biological wastelands" and why? Give you~ example of a "biological wasteland" and explain why you chose it. 8. Why does the stratification of vegetation affect or determine the stratification of the wildlife? Explain carefully, and then complete the fol lowing diagram by labeling it and giving two representative plant and two representative animal species one might expect to find at that level. species: species: ______s~ecies: .., ; i rf.V'A-r _. 9. Define ecotone and give three examples of ecotones found in Central Wisconsin. Explain the value ecotones have regardl~g species diversity. 2 106 ABIOTIC FACTORS: 1. LIGHT: a. Distinguish between compensation intensity and saturation intensity. b. What is a tropism? Give two examples. c. What is a taxis? Describe the two types and give two examples of each type. d. How does the length of day affect: 1. day-neutral plants: 2. short-day plants: 3. long-day plants: e. What wavelengths of light are used by green plants during photosynthesis? GIVE the color and the units in mi 11 imicrons. 2. WIND: a. What is loess sol I? b. Give TWO positive examples of wind action on the environment, stating why it is beneficial for the environment. 1 . 2. 3 107 c. Give TWO negative examples of wind action on the environment, stating why it is harmful for the environment. 1 . 2. 3. MOISTURE a. Why is moisture considered the most important factor for living organisms? b. What TWO "subfactors" are most important in determining the climate of an area, AND WHY? 1. 2. c. Precipitation in an area ls affected by what THREE main factors? d. For f:At-:h nf thf: fn1 Jm..;ing, rr1nk yrnir thrf:B ,=in:=;•.. ;f:r:=: in ✓ c. ✓ in the order of the most influence they have on precipitation. 1. Rocky Mountains 2. Central Asia 3. Nebraska 4 108 4. Southern Florida 5. Central Texas e. Explain relative humidity. f. What process al lows water from the soil to reach the leaves of a 200 foot Oak tree? g. List several ways in which aquatic plants have adapted to live in their fluid environment. Be specific. h. List several ways in which desert plants have adapted to 1 ive in their hot and arid environment. Be specific. 4. TEMPERATURE: a. Draw Fig. 1-6 below and label it. For each label, list a temperature (degrees F) which you think is appropriate for a human. 5 109 b. Do the same foL a polaL beaL. c. State if the fol lowing are poikiotherms OL homolotherms: 1. humans 7. zebra 2. mosquitos 8. poison ivy 3. grass snake 9. opossum 4. whale 10. freshwateL clam 5. white-tailed deer 11. water lily 6. venus fly trap 12. vampiLe bat d. Answer the question given in Fig. 1-8 on page 14. 5~ SOIL: a. Why is soil considered a "living organism" or an ecosystem in itself? Be descriptive in your response. b. What factors about soil need to be looked at when one considers soil as an abiotic component to an ecosystem? List and discuss why each of these factors are important to consider. 6 110 MICROENVIRONMENTS: 1. Distinguish between microenvironments and macroenvironments. 2. List three microenvironments within your home, and three microenvironments in Schmeeckle Reserve or any smal 1 wooded area. 3. Would you expect greater variations in microclimate in a forest or a grassland, and why? 4. In what ways might the shoreline organisms of a smal 1 lake help to determine the microenvironments of small communities within the lake itself. Be specific. 7 111 Name: ______ HISTORY OF 11 CONSERVATION 11 : Fol lowing is a list of some major laws pertaining to conservation passed since 1900 in the U.S.A. Research these laws and find out the year it was passed and the main provision of each law. 1. Lacey Act: 2. White House Conference of Governors 3. Migratory Bird Treaty Act 4. Game Surveys Act 5. Migratory Bird Stamp Act 6. Tennessee Valley Authority 7. Civilian Conservation Corp CCCC) 8. Pitman-Robertson Act 112 9. Soil Bank Act 10. Wilderness Bil 1 11. Wild and Scenic Rivers Act Other Significant Legislation: 113 Below is a list of people who have advanced the conservation movement in the United States. Find the major contribution/s of these people. 1. Gifford Pinchot 2. George P. Marshall 3. Major J. W. Powell 4. John Muir 5. Theodore Roosevelt 6. Aldo Leopold 7. Franklin D. Roosevelt 8. Henry David Thoreau 9. J. N. "Ding" Darling 10. John F. Kennedy 114 11. James G. Watts 12. Frederick and Frances Hamerstrom 13. Fred Schmeeckle 14. Rachel Carson 15. Barry Commoner Other Significant Individuals: 115 NAME: ______ EE COUNSELOR BIOME ASSIGNMENT: Read sections 7.1 - 7.5, and 7.7 in your green text. When finished, complete section 7-8 using the three graphs provided. Answer each question under the Discussion section. Answer sections A and C under Chapter Review. Due Date: BIOME PRESENTATION: When reading Chapter 7, pay particular attention to the definition of a BIOME and the factors which are included in classifying areas into specific blames. Each group wil 1 receive, one of five blames. You are responsible for presenting the following material regarding your biome. Below is a skeletal outline of what should be included in each section. It is by no means inclusive. Use Chapters 8-12 and library references to help you. A.) Distribution: the world locations of the biome; should be done by way of a large, colored, and keyed map B.) Abiotic Factors: discussion and 11 lustration of the fol lowing: 1. climatic features 2. soil characteristics 3. past developmental history (glaciers, volcanic activity, flooding, etc.) 4. neighboring ecotones C.) Biotic Factors: discussion and illustration of the fol lowing: 1. vegetation: types found there; then choose three species and give specific examples of how they are adapted to survive in that biome 2. animals: discussion and 11 lustration for each of the fol lowing groups: a. mammals c. amphibians and reptiles b. birds d. fish (or aquatlc species) For each group, pick two animals and give specific examples of how they are adapted to survive in that biome 116 D.) Energy Flow: on poster paper, construct three, 5 trophic-leveled food chains for your biome; consider both the diurnal/nocturnal behavior of the organisms, as well as seasonal; THESE FOOD CHAINS SHOULD BE ILLUSTRATED WITH DRAWINGS AND/OR PICTURES, AND CAPTIONED Choose one of these food chains and show how it changes with the seasons found ln your blome. Agaln, these should be 11 lustrated. Then the three food chains should be incorporated into a food web, with seasonal, diurnal, and nocturnal relationships shown. E.) Human Relations: give examples/explanations of how we: 1. utilize the resources from this area, and how we abuse them 2. be sure to 11st the resource categories and 11 lustrate your examples for each; resource categories may include agriculture 1. Present the material as vividly and imaginatively as you can. 2. Al 1 of your project should be illustrated with pictures/drawings. 3. Try to find actual pictures of your biome .in its seasons. YOUR ASSIGNED BIOME IS ... TOTAL VALUE: 100 pts. 117 SCHOOL FOREST EDUCATIONAL PROJECT PROPOSAL: As part of your counseling responsibilities, you wil 1 be developing activities, lessons, etc. However, on many occasions, you would need or would like to use something which requires construction or has considerable expense to it. To make these available to you and to help develop the school forest to make it more "educationally friendly". you are required to complete a long-term permanent project on the school forest property. I have given you many ideas, but there are hundreds on things you could do. You may work as a team, but the project/s scope must merit you working as a team. Any permanent structure or improvements made must be approved by the school forest committee~ The function of the school forest committee is to oversee the school forest property, manage its resources, and assist in its oraanized development. The school forest does not want "hap-hazard" projects occurring, or which wi 11 be occurring. The projects must fit into the overall management plan which has been established for the school forest. To help you obtain approval and funding for your project, it will be necessary for you to write a proposal for your project. It is imperative that this proposal be typed, informative, and accurate. Proper grammar and spelling is essential. Your proposal should include the following sections: A. Brief description of the project B. Educational benefits (who and how) C. Proposed location in the forest (include a map) D. Construction blueprints or plans E. Materials list with itemized cost F. Timeline of how the project will progress and be completed G. Folks willing to help you H. Maintenance requirements It is hoped that one of the school forest committee members wil 1 serve as your mentor as you complete this project. They wil 1 offer you assistance and advice. 118 NAME: ______ BAMBI STUDY GUIDE: Please respond to the following questions during and after the video. 1 . Birth scene: Is nature's birth as "neat" as this video presents? Is Bambi precocial or altricial? 2. Why do they call him "LITTLE PRINCE"? 3. What is the symbol of the "BIG BUCK" in the video? List 10 characteristics that the buck symbolizes? 4. What do you suppose is the reason for the relationship between Thumper and Bambi? 5. List 10 characteristics of Bambi's mother, and of Bambi himself. 6. During the rainstorm, there were several microclimates shown. Describe three of them? 119 7. What is the real meaning or symbol of the great 11 meadow 11 ? 8. What is Bambi's reaction when he sees the bucks running through the meadow? Why do you suppose so? 9. Why don't they ever show 11 man 11 , and Just use the sound of gunfire and other symbols to represent him/her? 10. Do they ever come right out and say that "man" is "bad"? Why? 11. Describe your feelings when Bambi's mom is shot and Bambi is left to fend for himself. 120 12. The Love Sickness scene: Is it realistic? What really sets it off? 13. Why does the background color change to BLACK when Bambi is fighting off another buck for his girlfriend? Explain the symbol ism behind it. 14. During the scene with the wild dogs, Bambi comes to the rescue. Why did the movie-makers choose to portray Bambi as the hero? The fol lowing questions should be answered after the video. Think about each question carefully, and respond genuinely. All are philosophical questions and require deep thought. 1. Why is the end of the video deceiving? 2. How does the video show nature to be cyclic. List several examples. 3. What are some of the fal 1 icies or myths presented in the video about what nature is really like. Provide examples. 121 4. Discuss several of the sterotypes and biases which are obvious in the video, especially about hunting and "man". Provide examples. 5. What did you learn from the video? Be specific. 122 Citizens Band Radio Rules and Codes: The Federa1 Communications Commission 1. You are responsib1e for a11 communications which are made by you from a CB station. 2. Your communications with another CB station may not 1ast for more than 5 continuous minute, except in emergencies. At the end of your conversation, you and the conversing party may not transmit again for at 1east one minute. 3. You may not transmit obscene, indecent or profane words, language or meaning. 4. You must not interfere intentiona11y with the communications of another CB station. 5. You may not transmit music, whist1ing, sound effects or any material to amuse or entertain. 6. You may not transmit sound so1e1y to attract attention. 7. You may not transmit the word ttMAYDAYtt or any other distress signal, except when you are threatened by grave and imminent danger, and request immediate assistance. 8. You must at a11 times and on al1 stations, give priority to emergency communications. 9. Channel nine (9) is on1y used for traveler assistance and EMERGENCY communications. 123 CODE MEANING 10-1 Receiving poorly 10-2 Receiving well 10-3 Stop transmitting 10-4 OK-Understood 10-7 Out of Service 10-8 In Service 10-9 Repeat 10-10 Stancil ng--by 10-13 Advise weather conditions 10-20 What is your location? 10-36 Correct time 10-41 Switch to channel 10-62 Cannot copy you 124 FORESTRY UNIT OUTLINE: 1. Complete the "Permanent Sample Plot Lab" for your assigned area in the School Forest. 2. Construct the Burning Index Meter. 3. Review the fol lowing Articles: -Number and Percent of Fires -Forest Fires and the Rebirth of the Ecosystem -Read A Tree -Tree Genetic Engineering: The Recombinant DNA Process -Why Are The Feds Destroying Our Forests? -Aspen 4. Read the fol lowing articles and answer the corresponding questions: -Forestry, Yesterday, Today, and Tomorrow -Characteristics and Growth Requirements of Forest Trees -The Composition and Distribution of Forests -Applying Silvicultural Systems -Protecting Forests from Fire, Insects, and Diseases -Measuring The Forest -75 Years of Wisconsin Forestry 5. Complete the "Multiple Benefits From Forest Management Tri-County School Forest The Forest" .125 Name: ______Due Date: ______ MULTIPLE BENEFITS FROM FOREST MANAGEMENT TRI-COUNTY SCHOOL FOREST THE FOREST The beauty of a forest is that it ls more than just a timber resource. A forest is many things. It ls a natural factory for producing wood and wildlife. A forest ls an area of natural beauty that provides a relaxing environment. It is also a gigantic sponge that preserves our water supplies and protects our soil from erosion. A forest is also a recreational area or a windbreak from winter storms. It is al I of these at once and sti 1 I retains its beauty when it is managed properly. Forests supply products that people need. Forests provide lumber, water, paper, wildlife habitat, recreation, natural beauty, fuelwood, and much more. Without each of these, our lifestyles would change greatly. Fortunate 1y, forests are renewab 1 e. New crops fa 11 ow each harvest, but harvesting must be planned properly to ensure a continuing abundance of trees and wildlife. Management techniques must pr:otect the soi ls, surface waters, and natural beauty. Good planning and properly applied management techniques are the keys to meeting these objectives in a forest. GOOD MANAGEMENT begins with sound planning and the planning begins with you - a potential future landowner - and forestry professionals. DEVELOPING YOUR FOREST MANAGEMENT PLAN The u 1 t imate success of your forest management p 1 an depends on the initial inventory of your pr:operty. An inventory assesses the ~uounts and types of existing timber, game habitat, soil conditions, surface waters, etc. When completed, it shows, as does any inventory, what you have and how much of each item. Working with the completed inventory, a forester can analyze your lands and blend their management recommendations into a balance between the present condition of the property, what it is capable of producing, and YOUR OBJECTIVES FOR IT. Your objectives might include providing timber, syrup production, Christmas tree production, recreational opportunities, wildlife habitat, watershed protection, and natural beauty, among others. 1 126 However, before a management plan can be developed, an inventory needs to be conducted. Most inventories include: a. Examining forest values and products b. Examining total forest ecology c. Examining forest succession d. Selectively harvesting trees in a forest stand e. Determining basal area (forest density/maturity) f. Determining basal area for individual trees g. Scaling logs using the International Method h. Determining the monetary value of marketable trees i. Determining past tree and forest growth j. Projecting future tree and forest growth In this exercise, you will be conducting such an inventory to· determine the capabilities an existing forest has to provide multiple benefits. A planned and managed forest can retain its natural beauty while producing a continuing supply of lumber, fiber, wi Id! ife, and clean water. Managing one aspect of the resource does not eliminate the possibility of developing the others, if each is planned in consideration of the others. A professional forester can help you inventory, analyze, and evaluate the potentials of your forest land. You can then do some research on your own, and dee i de what your opportunities are and what you want from your forest. Instructions: This exercise is to be completed by a designated group. You are required to work with your group on the labs, but to respond to the questions individually. Please answer all questions completely and accurately as possible. Some questions wi 11 require you to conduct outside research in order for an adequate answer to be given. You wil I be graded on your use of class time. PART I: FOREST VALUES AND PRODUCTS Your group should move into the woods, find a quiet spot, and sit on the forest floor to answer the fol lowing questions. 1.) The forest offers many different values or benefits. List and discuss eight values that forests provide to people and the environment. DO NOT list forest products. a. b. 2 c. 127 d. e. f. g. h. 2.) The forest produces over 5,000 useful products to people. In the space below, list eight major product CATEGORIES received from the forest. a. b. C. d. e. f. g. h . 3 128 3.) From the time you got out of bed thls mornlng, ln what ways have iou consumed forest products up to now? List a rnlnlmum of 30 specific items in the space provided. 4.) People use forests for many different reasons. What would you consider to be the main reasons the following people are attracted to the forest, or the out-of-doors? a. yourself b. the general public c. hikers d. farmers e. businesspersons 4.) Describe in detail how people in the fol lowing countries depend on, use, and value forests. How does it compare with the United States/ dependence, use, and values of forests? a. Greenland 4 b. South American Amazon 129 c. Australia d. India PART II: FOREST ECOLOGY Find a p 1 ace in the woods where you can 1 oak at the 1 ayer-s in a forest: the forest floor, understory, intermediate, and canopy. Identlfy, uslng the pr-ovlded fleld guides, plants and animals ln these areas. Throughout these areas, Identify 5 plant species, 2 lichens, 2 mosses, 2 ferns, and 5 trees. Also, identify seedling tr-ees, saplings, pole-sized trees, and veteran trees. Identify any birds, mamma Is, r-ept i 1 es, amphibians, and insects you happen to encounter-. On the large blank sheet of paper provided, make a three-dimensional drawing of the area that you are in, identifying, and labeling all the forest levels mentioned above, and all plants and animals by species. This drawing should be creatively designed and colored. 1.) What is meant by the statement that the forest is a community of living things? 2.) Describe the differences between a forest and a woodlot. Include typical ownership, size, management, flora, and fauna. 5 130 3.) If the area of the forest you are observing was burned to the ground, describe in detail the series of events that would occur over the next 50 years. You will need to consult your textbook, pages 53-64. 4.) Of what value are dead and/or decaying trees in a forest? 5.) What is the difference between primary and secondary succession? 6.) If a forester told you, a landowner, that the best way to provide better wildlife habitat was to set back succession, what is the forester really suggesting, and how would you accomplish the recommendation on your 100 acre forest? 6 7 .) A secondary successions. t u d y was completed on a 100 acre131 forest. Flve, one acre sample plots were randomly selected and the data recorded in the chart below for each of the factors tested. When examlnlng the fol lowing data, answer each of the followlng questions. Factor Plot 1 Plot 2 I Plp_t 3 Plot 4 P!ot 5 26°C 26°C 2sec· 22-=c 0 1 i:.~-·. A_ir_t_e_m_p_e_ra_t_u_re_(1_.s_m_J_-+------;~------:------:---2_2_I I _c_ :i.• ,.:, Relative humidity (1.5 m) 42% 44% I 51% i: 72o/c S1% 7 9.5 km/h ·a.S km/h I 7.0 km/h t 2.2 km/h 1.8 km/h / I t· l:.ight intensity (1.0 m) 1300 hlx 800 hix. i >,.,~ 180 hlx .. ! 70 hlx 51 hlx. . ·J (Soil pH 7.9 · : 7.9. !-::/...:: 7.2 .. 7.1 · 7.3 Percolation rate Umin 1mirr 0.9 1min i .2 L/rr.in 0.2 0.3 L . ~ ·.. : 0.4Umin· L Undecomposed litter 3.0 cm 5.0cm , / ·.·· .7.5cm· 11.0 cm 15.0 cm Decomposing litter cm cm ' ,, · 2.5 cm 5.0 cm I 0.0 0.5 3.5 cm ·! . ; ,: Humus 15cm I ;7 cm · j 20 cm· .29cm i 32 c:-:-: I . -~".Sail organic content· i 4.8%-· , ..-- - - ...I i ~-,: Grass pfants/m2 ..I O· 'TAster pfants/m2 0. ~\Goldenrod pfants/m2, .· i. i ·O a.-=·.-.. .. lI I· . .. 3 ! 0 ·o,. 0 ··.· iEart~warms1mz-~,.. ,::~:;:>:: ... \{::_ ~f07\'-:rt··· ·9{J/:·~,· /J.S.ow bugs/m2-~ · .. -. ·. ·... -•. ~ \~~:'~~.o:~\~::I·.[ .. ·· o:~ :, .. ·~!- . I -- 1-. . 6 .. ,... .. , __ _ . i ,(•·- I .. - . 8 . r i 7 132 a.) Account for the changes in air temperature, relative humidity, speed, and light intensity from plot 1 to plot 5. b.) Why did the percolation rate c.) Why do the woodlot plots contain more undecomposed liter than the meadow plots? d.) Why does the depth of decomposing litter increase from plot 1 to plot 5? e.) Why does plot 1 contain no decomposing litter? f.) Compare the environments in which bracken ferns and oak ferns I i ve. g.) Pine needles tend to make soi 1 acidic. What soi I conditions, acidlc or basic, do earthworms seem to prefer? h.) What might happen to the millipede population if a maple bush were clear-cut? How do you know? PART III: SELECTIVE HARVESTING OF TREES IN A FOREST STAND One method of harvesting trees is cal led selective harvesting. This simply means that each tree cut is chosen with regard to its present 8 133 position in the stand and future posslbi l ities for growth. There are 15 trees marked in the wood 1 ot. You are to go around, identify each by species