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Learning with Wetlands at the Sam Livingston Fish Hatchery: a Marriage of Mind and Nature

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Learning with Wetlands at the Sam Livingston Fish Hatchery: a Marriage of Mind and Nature University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies Legacy Theses 1999 Learning with wetlands at the Sam Livingston fish hatchery: A marriage of mind and nature Grieef, Patricia Lynn Grieef, P. L. (1999). Learning with wetlands at the Sam Livingston fish hatchery: A marriage of mind and nature (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/12963 http://hdl.handle.net/1880/25035 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca The University of Calgary Leurnhg with wetiads at the Sam Livingston Fish Hatchery: A Marriage of Mind and Nature by Patricia L. Grieef A Master's Degree Project submitted to the Faculty of Environmental Design in partial hlfillment of the requirements for the degree of Master of Environmental Design (Environmental Science) Calgary, Alberta September, 1999 O Patricia L. Grieef, 1999 National Library BibliotWque nationale 1*1 .,&"a& du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. nn, Wellington OttawaON KlAW OCtewaON K1AON4 Canada Canada The author has granted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive pennettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format electronique. The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts fiom it Ni la these ni des extraits substantiels may be printed or otheMrise de celle-ci ne doivent Etre imprimes reproduced without the author's ou autrement reproduits sans son permission. autori sation. Abstract Learning with wetlands is a field trip program designed for the Sam Livingston Fish Hatchery's (the Hatchery) proposed wetland area. It was created in accordance with the Hatchery's new educational program, the Bow Habitat Station, and the program's educational goals. Leaming with wetiddevelopment coincides with the concepts and skills set out by Alberta Education for the grade eight science cumculum unit entitled: Interactions and Environments. Learning with weildwas developed after a review of the following information: educational goals of Bow Habitat Station, unique attributes of the wetland site and conceptual design, the grade eight interactions and Environments science unit cuniculum guidelines, key-informant interviews with teachers and environmental educators, literature background on both teaching and learning and environmental education principtes. This information provided the what and haw of leaming for the Ieaming with wetlands program. Leaming with wetlmds follows Constructivist principles of learning and therefore incorporates meaningfit1 learning strategies and active participation by both students and teachers. Following a Constructivist learning cycle, learning with wetlm&: assesses students' prior knowledge; provides appropriate experiences for learning; has students reflect on, apply and integrate what is learned; and assures that a learning and effectiveness assessment tool is in place. Within the Constructivist teaching and learning hework, students develop: concept awareness and understanding, issues analysis skills, and action strategies in relation to wetIand aquatic ecosystems and the impact of human activity on these ecosystems. Local examples relevant to the students' daily Lives are used throughout. The field trip experience at the Hatchery's wetland area enhances student leaming by providing experiential activities in a "real-lifey' setting. The wetland area conceptual design assures that educational opportunities are unique and interactive. Key words: Sam Livingston Fish Hatchery, wetlands, environmental education, environmental behavior change principles, Constmctivist principles of teaching and learning, concept development, issues analysis skills, student action projects, stewardship, environmental literacy, environmental responsibility. - written by Patricia GrieeJ 1999 A wetland is a beautifirl, tangled web of li$e swaIlowed agaimt a background of rich diversity. A wetland is hidden, secret, secluded away within the thick regeneration of riparian security. A wetland is quiet movement of living sources growing ahvays within its innhicute baimce of chaos and harmony. A wetland is shelter, refige, a serf-sustaining amition of ne verendng susieltance. A wetland is mystery, hope, &mmzsm, rest, welcome, open, unique, connective, low lying. A wetland is place, history, organic matter, biology, water, air, edge, woven together, readj to be learned A wetland is meaning, activity, being, moment, Face, breath, solitudk, pattern, relatratrorrhip, geometry, iqirati~n. A wetland is landscape,muck, color, heat, ice, wet, sky, cracked, deep, sinking, layered. voluminous, formed to the Id A wetland is season, soggy, boggy, spring-fed waterbound, filtering, grounded s@iacing, tali, short, mossy, peat, cratered, dotted cattailed, med,marshy, turbid, cle~r. A wetlmd is creation, nutrients, nourishing, raw, new, timeless, cyclical, tethered, mishippen, connec& following, various, everywhere. A wetland is dork, wonder, naturaI, Iqppened upon, there. chameleon, sound-fill, fiend, care, needed A wetland is energy,fiap'ie, shaded eflcient, resourceficl* recycling. succulent, ephemera4 microcosmic. A we~landis &azned. destroyed use4 cdeveloped disregardeci, ignored miderst& left, forgotten. A wetland is conserved protected remembered gained pondered felt, studied, reqected inclucted A wetland is past, present, firture, geological. fitted impermanent, patient, wise, wild. HOME. Tabie of Contents Chapter Page Part I 1.0 Master's Degree Project Introduction 1.1 Master's Degree Project Background 1-2 Master's Degree Project Purpose 1 -3 Master's Degree Project Components 1-4 Project Methodology - How was learn@ with weflmdsdeveloped? Part IT 2.0 The Educational Goals of the Hatehey and Bow Habitat Station 2.1 Chapter Purpose 2.2 The Hatchery's Mandate and Educational Goals 2.3 The Wetland Area as Part of Bow Habitat Station 2.4 implications of this Review to the Development of learning with we11& 3.0 The Proposed Wetland Site and Conceptual Design 3.1 Chapter Purpose 3.2 The Wetland Area Site and Conceptual Design 3 -3 Implications of this Review to the Development of learning wirh wetIands 4.0 Curriculum Review 4.1 Chapter Purpose 4.2 Review Process 4.3 Junior High School Cum-culum 4.3.1 Grade Eight Science 4.3.2 Grade Nme Science 4.3.3 Environmental and Outdoor Education 4.4 Senior High School Cumculum 4 -4.1 Grade Ten Science 4.4.2 Grade Eleven Science 4.4.3 Outdoor Pursuits 4.5 Junior and Senior High School Curriculum 4.5.1 Social Studies 4.5.2 Language Arts and Art 4.5.3 Career and Technology Studies 4.5 -4 Interdisciplinary Studies 4.5.5 Home Schooling and Vial Schooling 4.6 Implications of this Review to the Development of learning with wet!& 5.0 Key-Informant Interviews 36 5.1 Chapter Purpose 36 5.2 Key-Informant Interviews to Determine Teacher and Student Needs 36 5.3 Summary of Responses to Interview Questions 39 5.4 Implications ofthis Chapter for learning with wetlands 47 6.0 Literature Background and Learning Model Used in Learning with wetlandc 6.1 Chapter Purpose 6.2 Changing Attitude and Behavior and Encouraging Environmental Literacy and Responsibility - 6.3 A Model Based on Attitude and Behavior Change Principles 53 6.4 Teaching Techniques 54 6.4.1 Constructivist Principles of Teaching and Learning used in Ieaming with weil& 54 6.4.2 The Constructivist Learning Cycle used in learning with we tl& 59 6.5 Implications of this Review to the Development of learning with wetIQndS 62 7.0 An Overview of learning with wetlands 64 7.1 Basis of learning with wetIands 7.2 Goals and Purpose of leaning with wetld 7.3 Overview of learning with wetlads Structure and Format 7.3.1 Section I:Introduction 7.3.2 Section 11: Activities and Resource Materials 7.3-3 Section III: Evaluation of Lemigwith wetlmds 7.3 -4 Section IV: Teacher's Background Information 7.4 Recommendations to the Hatchery for Learning with wetI& 7.4.1 Pre-Program Meeting 7.4.2 Traveling Library and Discovery Box 7.4.3 Field Trip Preparation Video or Guest Speaker 7.4.4 Website Database 7.4.5 Action Projects Workbench 7.4.6 Teacher's Evaluation Fonn 7.5 Final Note 8.0 Final Remarks 8.1 Chapter Purpose 8.2 Shortcomings of the Learning with wetlhProgram 8.3 Concludig Comments References Part tII Learning with wefiunds Teacher's Guide Table of Contents Introduction About the Sam Livingston Fish Hatchery and Bow Habitat Station Bow Habitat Station School Programs About Lemning with wetlmdr Learning with wetlimds Learning Objectives Lemning with wetlondr Cumculum Links Learning with wetlands Program Structure Activities and Resource Materials Pre-Program Meeting Pre-Visit Classroom Activities Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Lesson Six Lesson Seven
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