Q robotic geese experiential learning & exploration
robotic geese experiential learning & exploration
>>welcome Have you ever talked to a goose? They’re listening and also have a lot to say back. Welcome to Robotic Geese: Experiential Learning and Exploration, a curricula of participatory, interactive lessons and ideas on how to engage students with wildlife in the natural world. Inspired by the work of Dr. Natalie Jeremijenko, who has developed a way to turn goose decoy shells into interactive “robots” that encourage users to interact with and observe real geese in real habitats. This is guide is meant to inspire teachers to embrace a pedagogy of experiential education. Looking past the computer, past the chalkboard and looking toward the windows, toward the doors and uniting real and constructed experience into a tapestry of irreplaceable forms of learning and awareness. Geese can serve as the doorway to getting you and your students excited about the natural world, science and everything in between. So get ready and start qauking.
DEVELOPED BY: Dr. Natalie Jeremijenko CURRICULA DEVELOPMENT BY: Christopher Kennedy Copyright 2007
“An experience like that, when one’s thoughts are released to roam through the lonely spaces of the universe, can be shared with a child even if you don’t know the name of a single star. You can still drink in the beauty, and think and wonder at the meaning of what you see.”
RACHEL CARSON
>>contents introduction Overview and Goals Standards Background Preparations
the launch How to Build a Robotic Goose Launch Overview Launch Examples
activities and projects Elementary - Talking to the Birds Middle School - Walking with the Birds High School - Speaking Up for the Birds
appendix Worksheets and Resources
>>overview & goals Overview and goals Robotic Geese: Experiential Learning and Explora-
tion demonstrates to teachers and students how to reimagine interaction with wildlife through particaptory design/build activities and field studies with natural spaces and wildlife. The following pages will show one how to build a robotic geese device, meant to bridge the divide between human-animal interaction. The idea of Robotic Geese was developed by techno eco-artist and scientist Dr. Natalie Jeremijenko through her project, Ooz, Inc. a zoo without cages. The document is divided into three parts that correspond to elementary, middle school and high school level activities all aimed at building a robotic goose device and organizing a launch to observe human, wildlife interaction supported by activities tied to exisiting science, language arts and social science standards in K-12 setting. Each activity and goose launching is meant to foster an empathy and deeper understanding of wildlife, to facilitate imaginative interactions between animals and humans. Robotic Geese: Experiential Learning achieves this by giving students the opportunity to explore these possibilities in a playful and innovative way: by actually giving them the time and place to talk to the very wildlife they have a fascination with! The goal is therefore to structure participation and stimulate wonder by prompting questions of interaction and providing students a means to explore outside with animals in an innovative way. Lastly, the hope is that through these interactions between animals and humans, students and teachers alike will learn something new about wildlife and about themselves in a synchronistic way that reimagines how we live and who we live amidst; animal and human alike.
Objectives One. Design, Build and Launch a Robotic Goose Two: Field Study and Research Three: Activities to Continue Interaction with Wildlife
Sections Elementary: Walking with the Birds Middle School: Talking with the Birds High School: Speaking Up for the Birds
Learning Outcomes • Students will take on the role of investigators and citizen scientists making observations and asking questions organically as they arise. • Students will learn pragmatic technical and mechanical skills • Students will gain a basic understanding of geese behavior and communication, Students will develop an understanding of complex relationships in the built environment – people to people, bird to people, bird to bird • Students will begin to develop biophilic and empathetic relationships with animals • Students will gain skills in analysis and extrapolation of data and real-world math skills can develop. • Students will have the opportunity for social action and ecological restoration in an immediate, localized context
>>standards Language arts
The following is a list of National US. Education Standards that can be met through the use of this curricula resource.
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LANGUAGE ARTS 4COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences… 4APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 4EVALUATING DATA Students conduct research on issues and interests by generating ideas and questions, and by posing problems… SCIENCE (Elementary) 4LIFE SCIENCE The characteristics of organisms Life cycles of organisms Organisms and environments 4SCIENCE AND TECHNOLOGY Abilities of technological design Understanding about science and technology Abilities to distinguish between natural objects and objects made by humans
Science
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SCIENCE (Middle School) 4LIFE SCIENCE Structure and function in living systems Populations and ecosystems SCIENCE (High School) 4SCIENCE AS INQUIRY Abilities necessary to do scientific inquiry Understandings about scientific inquiry 4PERSONAL AND SOCIAL PERSPECTIVES Personal and community health Natural resources Environmental quality
>>standards
Technology
Math
The following is a list of National US. Education Standards that can be met through the use of this curricula resource.
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MATH 4 DATA ANALYSIS AND PROBABILITY Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer Apply transformations and use symmetry to analyze mathematical situations Develop and evaluate inferences and predictions that are based on data 4 CONNECTIONS Recognize and apply mathematics in contexts outside of mathematics. 4 REPRESENTATIONS Create and use representations to organize, record, and communicate mathematical ideas; Select, apply, and translate among mathematical representations to solve problems;
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TECHNOLOGY 4 BASIC OPERATIONS AND CONCEPTS Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. 4 SOCIAL, ETHICAL AND HUMAN ISSUES Students understand the ethical, cultural, and societal issues related to technology. Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 4 TECHNOLOGY COMMUNICATION TOOLS Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 4 TECHNOLOGY RESEARCH TOOLS Students use technology to locate, evaluate,and collect information from a variety of sources. Students use technology tools to process data and report results. 4 TECHNOLOGY PROBLEM- SOLVING AND DECISION-MAKING TOOLS Students use technology resources for solving problems and making informed decisions.
>>background Ooz, Inc. - a zoo without cages
Robotic Geese are one of many available art projects,
technological experiments and social studies in the realm of the natural environment, apart of an umbrella project known as Ooz, Incorporated started by artist Natalie Jeremijenko. Unlike the traditional zoo, Ooz, Inc. is place where the animals remain by choice, a zoo without cages. Like a traditional zoo, it is a series of sites where animals and humans interact. However, the interactions at an OOZ site differ from that of a Zoo. OOZ is interactive in that it provides human a set of actions, the animals provide reactions and these couplets add to a collective pool of observations. In the many Ooz projects the human/animal interface has two components: 1) an architecture of reciprocity, i.e. any action you can direct at the animal, they can direct at you and 2) an information architecture of collective observation and interpretation. More info on the Ooz Project can be found at: www.xdesignproject.net
What are Robotic Geese anyway?
The Robotic Geese are made from plastic bird decoys
and are equipped with a simple motor to navigate waters where real geese are present. The decoys are remote controlled goose robots that enable participants or robotic goose drivers (aka goosers) to interact with actual geese in urban contexts. The robotic goose interface allows people to approach the birds, follow them closely and interact in a variety of ways that would not otherwise be possible without this interface. The goose drivers can ‘talk to’ the geese, issuing utterances through the robotic interface, delivering prerecorded goose ‘words,’ their own vocal impersonations, or other sounds (such as goose flute hunting calls). Each utterance via the robotic goose triggers the camera in the robot’s head to capture 2-4 seconds of video recording the responses of the actual biological geese. These video samples upload to the public web-based goosespeak database that the participants can annotate, i.e. “the goose was telling me to go away,” “he was saying Hi.” As this database of goose responses accretes, redundancy and correlations in the annotations may provide robust semantic descriptors of the library of video clips.
>>background (cont’d)
>>What can the geese do? GOOSE = AUDIBLE: The sounds that the geese make will be channeled into the gallery to the goose cockpit from the mikes embedded in Leda; where they will be matched against similar sounds. If a translation exists the goose call will be translated into human. GOOSE = VISIBLE: They can see you goosing inside the gallery they can trigger the camera in leda head pushing images to you. geese trigger the camera on by uttering something in close proximity to the Leda, or by pecking at Leda (mike triggered). GOOSE = ACTIONS: They can follow chase, attack, push or avoid Leda, communicating how much they like or don’t like the human behavior Leda is channeling. They can use other (subtle) social and visible cues to communicate with Leda (ie. you); turn their back to you; or wing fluffing to warn you or scare you. They can play with you.
>>What can the people do? PEOPLE = ACTIONS: You can follow the geese: you can direct Leda for ward or turn left or right. (no backwards)You can chase a goose; you can be chased; you can drive around in circles and see what the geese think of that. You can chase, attack or talk to a person who is in the geese’s environment (i.e. you can provide some security services for the geese) PEOPLE = VERBAL: You can talk to the geese or a goose from the cockpit inside the gallery. you can record a conversation with the geese to the public database; (you can annotate the file with an interpretation of what you think happened in the database remotely) You can try your own goose impersonation sounds directly using Leda ventriloquism; and you can save these to a database if you get any interesting response. Leda will open its mouth when you speak issuing; controlled by your goose mouth action shadow. PEOPLE = VISIBLE: You can turn on Leda’ video camera and get a close up view of the interaction; you can save that piece of video to a database with an annotation of why it was interesting, what you thought the interaction was about.
>>preparations Is everyone going to think I’m crazy? Kids need to go outside more and finding any innovative way to do that will not make you seem crazy. Students need ways to explore, to interact and to develop a wonder with natural spaces. This is where learning happens and even just as important, this is where inquiry and critical thinking skills are built naturally. So why not foster it through this curricula? But remember, this is simply a starting point, an idea for inspiration. To transform your school into one that uses the outdoors and the community for learning. The real challenge is transforming the learning environment n your school from the bottom up! And you can start here using this as a perfect example of possibilities.
Some steps to get started: an eco-based school Starting any new program at a school can be a chal-
lenge in any context. However, creating an open dialogue between students, teachers and administrators can lead to some amazing outcomes. When introducing the idea of adding, changing or altering core-curricula to be more inclusive of experiential education make sure to have some strategies and connections already solidified:
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- Conduct brainstorming sessions with all faculty members about topics and lesson plans - Hash out the logistics of a curricula introduction - Create a time-table and layout some clear-cut immediate and long term goals - Outline community, art and educational connections that can be used to bolster support - Get the parents involved! Conduct surveys, have a teach-in and gather consensus from parents and evaluate their opinions.
Next, introduce the curriculum changes to primary administrators in the form of a short and long term proposal. Have concerns like materials needed, time estimates and contact info clearly outlined and described. Make sure, above all, to stress the need and benefits of experiential education, its adaptability and low cost. Cite examples of similar programs and develop a way to measure results and success beyond standardized tests. If you can’t get something instated that semester, plan for next year and keep trying. Gather continual community support; start small and grow your program when possible!
Q >>
the launch
how to build a robotic goose how to organize a launch
>> how to build a goose lets get started!
materials a. Plastic Goose Decoy b. Small motor c. 4 9V battery d. Simple Propeller e. Epoxy Adhesive f. Swan Video/Audio Handheld Receiver g. iTheater Head Mounted Display h. Fish Eye Camera i. Antennae j. Remote Controller
There a number of ways to put together a robotic goose device. The basic components are shown on your right, but can consist of any number of variations. The basic idea is to outfit a plastic goose decoy shell that can purchased online at any hunting supply store with a couple of interactive additions. http://www.wingsupply.com/ www.bigfootdecoys.com After you get your decoy, it’s simply a matter of deciding how much technology you want to install inside of your decoy. The basic setup consists of a few main parts: 1. A small motor and propeller that will drive the goose across a body of water. 2. A simple remote control feature that will allow steering of your goose 3. and finally some audio/visual feedback equiptment so that one can communicate and recieve data feedback from your interaction. If you are on a tight budget, simply install components one and two. Each goose robot could cost upwards of $800 - 900 with all the parts factored in. The specifics of how to setup the more complicated and tech-heavy components of the system, like a motor and propeller and a remote-control feature can be researched at any DIY building or gadget website. Here are some suggestions to get you started!: www.makezine.com | www.instructables.com
Remember to keep everything water-proof! a.
g.
b.
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f.
h.
>> how to build a goose You’ve got your parts. Now what? Ok. So you’ve got your parts. Your goose is awaiting assembly, and your ready and willing. Here is a quick step by step assembly run through. Remember, every assembly will be different based on the availability of parts and the collective knowledge you have from your students, faculty and community. Its a great idea to make the goose building an integral part of the curricula. It will help students build basic mechanical and engineering skills, while also encouraging ownership of the project.
STEP ONE: If the goose decoy does not have an opening, prepare to create an opening in the body cavity. Using a jibsaw cut a an incision along the left or right wing.
(cont’d)
STEP THREE: Install a small Fish-eye camera lens in the center of the decoy goose head and connect to battery source.
STEP FOUR: Configure camera and receiver device. Install twoway radio receiver in Goose cavity.
STEP FIVE: Test receiver, radio and camera communications making sure audio is on correct frequency and camera is properly installed. Close the wing flap and seal.
STEP TWO: Lift wing flap and begin inside installation in the body cavity. Install a small motor, 9V battery holder and propeller at the bottom of the goose shell using water proof epoxy adhesive. Make sure the inside is sealed.
A basic overview
>> the launch
Once you have your goose built, its time to setup a launch or series of launches with your Robotic Goose. The first thing you need to do is select a site, preferably with goose or wildlife present and then organize and prepare your students. Here are some things to consider.
ASSIGN STUDENT ROLES FOR LAUNCH Primary Driver—The driver will have a goose perspective through the head mount display and be able to see what the goose sees. Driving Assistant—The assistant will hold an audio and video receiver that displays the goose perspective on a small screen for the assistant to aid the driver. Data and Field Assistants—Data recorders, periphery and field assistants will make observations about the robotic and real geese interaction. They will be placed throughout the site to provide observations form multiple perspectives
SITE SELECTION With students select a site in a nearby park, greenspace or space with a water body. Make sure that this is a space where wildlife will be present. Conduct some initial field study observations before conducting a launch to get a feel for the space.
PRE-CHECK Before you conduct a launch, make sure to do a precheck with your students:
r Transmitter Goose-Head Camera is on? (9V Battery is installed and charged) r Goose motor is on and battery charged r Goose controls are on? r Equipment is set and Design Team positions
GOALS & OBJECTIVES Before going out into the field set clear objectives and goals for you Goose Launch. Some suggestions include: + Conduct a survey of the site: what kinds of plants, animals and features are around you? + Make predications about how the experiment and interaction will turn out + Determine how geese react to robotic geese + Imagine and record a dialouge: what do you think the geese are saying to eachother. What are you basing this on? + Record observations of interaction a. how many geese were present b. what other kinds of other animals were present c. time and weather conditions
>> the launch
(cont’d)
GENERAL LAUNCH PROCEDURE Step One: Group students into Design Teams assigning roles that include a driver, assistant, data recorder, and field assistants (rotate roles over time). The driver will put on the VR head-mounted display unit while simultaneously holding a remote control device that determines the speed, direction and general motion of the robotic geese. Make sure assistants are ready to record observations and make conclusions, station them around the water body to get a holistic look at the interactions. Step Two: After equiptment check, place goose in a body of water. Have the primary driver gently tap trigger/speed control to get the goose situated. Practice politely approaching actual geese with short pulses to motor, emulating goose paddle and wading behavior. Step Three: After the robotic geese has been placed in the water initiate Goose communication tactics: choose a Goose flute, amplify a digital recording or use your own impersonation to engage the geese. Have field study assistants record observations. Step Four: If you have installed an audio communication device, talk into the reciever communicating with the geese. Record your observations, collect data and begin to input translations into your database or field study sheet. Afterwards, have a group discussion with your Design Team and then switch roles to attain multiple data collection series.
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/ / / / GEESE
ROBOT
OBSERVATIONS & DATA >
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>> the launch Example Launch: Elementary Students INTRODUCTION Robotic Goosing can be an excellent way to stir up the imagination in smaller kids! Set up several site visits to different water bodies throughout your local community, city or region making sure to capture the differences in season and ecosystem characteristics. For smaller ages with the primary influence being empathy towards wild animals and the natural environment, the Robotic Geese may play a smaller role, but can still be used to stir up the imagination! By including the Robotic Geese in a lesson or group of lessons, make sure there is less an emphasis on mechanics and more an emphasis on interaction of geese and the mystery that can produce. Fulfill student fascination with robots, birds and other water creatures and make sure to also include an emphasis on sensory qualities like sounds and smells when releasing the Robotic Geese.
LAUNCH PROCEDURE 1. Choose a site to release the Robotic Geese, try to make sure that real geese will indeed be present at this site. 2. Organize a day-trip to this site and try to get local Naturalists, biologists, community members to participate and share their knowledge about the site with the students. 3. Before the trip talk about Geese, tell stories and explain how the geese might act and why they like water so much. 4. Next it’s a good idea to re-introduce or create robotic bird stories. Ask students to “hypothesize” what the geese will do to the robotic geese. Discuss communication, using metaphors like how one would talk to a dog, a cat or another pet. A good brainstorming session before the site visit is recommended.
5. Upon arrival at the site conduct a site investigation, have the kids write down immediate observations and sounds and smells. Have each student lay down and stare at the clouds, have them look for birds, and listen to bird calling sounds. 6. Once at the site set up the Robotic Geese Equipment. Make sure everything is working and while the students are engaged in the above mini-field study, do a test run. 7. Based on the number of students participating have the design teams divided (make the teams before you arrive at the water body). Assign each team a robotic goose and prepare for launch. 8. After going over basic technical instructions release your geese. Make sure one person on the design team is writing down behavior, another sound, another looking around for other animals and how they interact. 9. One design leader will be wearing VR goggles (headmounted display unit) which enable the participant to be able to see from the perspective of the geese. 10. After launch, have all the students that are wearing the goggles to explain what he/she is seeing based on color and aesthetics. 11. Collect all the Robotic Geese after a sufficient launch of about a half hour. Collect all equipment and have all the design teams gather for a group discussion about what they observed. With a large marker and poster board make some overall conclusions, there on the site. Right there, don’t wait until they get back to school.
>> the launch
(cont’d)
Example Launch: Middle School Students INTRODUCTION
LAUNCH PROCEDURE
Before engaging in a Goosing Launch make sure to go through the basic operation and instructions on how to operate the Robotic Geese. More of an emphasis on how the Robots work, the mechanics involved should be stressed here. Hold a design competition modeled after existing Robotic Geese prototypes or organize an art project revolving around robotic geese made from rubbish. Stress tactile and hands on “Do It Yourself” activities before engaging in actual site visits for a Goose Launching.
For this age group select various different sites for multiple visits, varying the context, location and evidence of natural and human-made influence.
The ultimate goal of the Robotic Geese excursions should rest on students having the opportunity to explore different environments and to make predictions about behavior, communication and the relationships that exist between humans and wildlife.
1. Set up geese navigating teams and assign roles. 2. Go over the mechanical innards of the Robotic Geese in the classroom and on site and have each student think about ways to make a similar apparatus with parts from home. Have them draw out their designs and give a description of the goose, what it can do and why. 3. Think about what would attract a goose and what kinds of sounds/actions would bring the goose closer. Organize a data collection journal for each team and encourage them to draw pictures, to write down what is happening, what the surroundings look like, temperature, weather etc. 4. Set up different goosing stations where teams can launch their geese from. Each role of the goosing operation should be accounted for. After setup, ask students to make notes about where geese are located and what they are doing. 5. Try different experiments with the launch, labeling each attempt and recording the interaction. Repeat this procedure for the various site selections and then bring all the results together. Do a cross-analysis about geese presence in different contexts. What habitat had more geese, were their actions different, similar and what species difference was noted?
>> the launch Example Launch: Middle School Students INTRODUCTION With High School students one should concentrate these launchings on scientific methodlogy and social action. Begin by positing the question to your class, can the robotic geese be used to make a public statement? Experiment with ways to influence park patrons and the public alike by highlighting the need for urban wildlife and its connections to vital life processes that go unnoticed in most urban settings. Tackle the question of, “Can the Robotic Geese project help to save or improve the ecology of a local park? Can the robotic geese aid in human interaction and behavior toward the geese by providing the opportunity for interaction and recipricocity?� Organize a collection of park cleanup and assessment days that coincide with multiple goose launchings. Have students provide materials that allow park goers to express their views of what a park means to them, how it can be improved and what their perceptions of wildlife are. Collect data and organize this into a proposal to submit to your local township or city to improve the ecology of the park for both birds and people.
LAUNCH PROCEDURE
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Follow these steps to initiate your Study and Goose Launching: 1. Select a site with a water body that has access to a shoreline. 2. Organize teams that will help with Robotic Goose launchings and others that will engage the public in the park study. Set up tables and organize the goosing equipment. 3. Provide volunteer opportunities for the community to be involved in the project. 4. Launch the robotic geese and make observations while also making sure to advertise the times and procedures of launch for others to be involved. 5. Collect observations, responses to park quality questions and create a record at each site of a Goose Launching and Park Improvement Project is initiated. 6. Extrapolate the information into a proposal for the community and town officials. Repeat this procedure throughout the Region.
Q
elementary
>> talking to the birds
>> talking to the birds >> Introduction
>> Goals and Objectives
AGE GROUP - Ages 3 - 9
- To encourage the development and telling of animal myths - To provide opportunities for talking, writing and telling stories about birds and other wild animals in a local context - Providing a pathway to understanding basic resource needs of animals and humans through the behaviors of geese - To provide an emphasis and opportunities for creative outlets and art – tactile bird construction projects - One of the primary aims of this first section is to bring the birds into and around the classroom; to break that invisible ecological barrier and encourage a realization of animals as more than pets.
The first Robotic Goosing section is geared towards empathetic connections with avian life and its place in the built and natural environment. In this first session most appropriate for children ages 3-9, the idea is to let students ask silly questions and to facilitate fantasy and play while learning! To moreover really supplant the idea of cohabitation with birds and create a sense of fantasy, mystery and longing to know more about geese, about birds, what they do, what they eat, how they behave and why. And thus the overall goal of this lesson segment is to create a kinship with domesticated and wild birds, to develop a fascination with these animals and to demonstrate their importance in the everyday. To moreover, ask questions of intrigue and mystery and to facilitate self-discovery of these animals through story-telling, art and acting. Use the following activities and lessons to achieve this relationship and finish with a Goosing launch. By the end of the curricula integration a new awareness of geese as avian cohabitants will have been explored and the organic experiences formed will hopefully bring about a greater awareness of the natural world.
>> Bioregional Considerations Make sure to take the local ecology and built environment into account. If you live in a dessert environment or a temperate one, students will noticeably see different species of birds or other evidence of avian life. Include local parks, native plants and highlight the bioregion as something that is important for geese and humans alike. Weave bioregional attributes into each lesson and encourage students to go outside and explore their schoolyards and homes for birds, animals and other wildlife.
>> activities & projects
talking to the birds
>> Opening Activity PASS THE FEATHER
Suggested Time: One Class Session (1 hour) Materials Needed: feather
STORYTELLING Suggested Time: One Class Session (1 hour) Materials Needed: paper, pencil, books (see suggested reading list)
To introduce the following series of lesson plans, begin with this simple activity. Start by putting the kids in a circle. Bring in a feather of a local bird or goose into class. This will be a tactile element used to pass around the circle. Give each student an opportunity to hold the feather and describe what it feels like. Next have each child give an interpretation of how a bird flies or behaves. Let them flap and fly around the circle. Continue this, allowing each student to have an opportunity. If they do not want to get up and actually flap, have them talk about birds that they have encountered. Ask where, when and what they were doing.
Design an activity to have your students tell stories about different kinds of birds and also robotic birds. Group the kids into teams and have them write down ideas and talk about birds as if they were robots. What would they do, where would they go and who would they meet. Can they talk? What would they say?
>> Other Activities
TALK TO THE BIRDS Suggested Time: One – Two weeks (1 hour each session) Materials Needed: paper, pencil
BUILD A NEST
Suggested Time: One – Two weeks (1 hour each session) Materials Needed: found materials, twigs, grasses and other organic elements, recyclables This can be a great hands-on activity which can include everything from collecting natural elements, recyclables and other art supplies. First have students devise a bird nest out of these materials, encourage the use of different styles, different configurations, textures and colors. Make the nest building project a really engaging activity. Go outside and look for natural examples to motivate kids to design nests. Explain the different places that nests can be placed, up on skyscrapers, in trees, on sides of homes, in chimneys on rooftops, in bushes, in the ground. Use this opportunity to talk about egg laying and incubation. Why do eggs need to be warmed and why do eggs come in so many different colors, textures and sizes.
Have each team compose a story, or have each student compose a story. Read them aloud, speculate about what behaviors are real and imaginary, robotic or organic. What are the differences?
Have your students write a composition for a bird. A simple letter, a narrative story or journal piece will suit. Take your students to a natural area and have them read their compositions in a place where birds like to nest, where there are signs of natural life. Have the class engage in a discussion about what the response to the birds would be. What are they thinking? Where are they going, what are they doing and why?
>> activities & projects
talking to the birds
CONDUCT A WINDOW EXPLORATION
Suggested Time: Semester long observation Materials Needed: observation and exploration journals, binoculars Have your students go to a grouping of windows facing an outside environment. Look for birds, nests or evidence of bird life. If you don’t see any, ask why you can’t see them. Where are they and why aren’t they flying around right now? Use this as an opportunity to talk about birds in a urban context. Start a weekly journal to log bird activity and start to write down results on large piece of paper. Make conclusions, test hypothesis’s and question why some birds are more frequent than others. TO THE WATER Suggested Time: Day trip Materials Needed: journals
Design an activity that takes students down to a local water body and have them observe birds and geese in their natural environments. Ask them what they think the birds are doing, what are they saying? Look for evidence of nests.
BIRD COOKOUT Suggested Time: Several class sessions (2 hours each) Materials Needed: bird seed, popular health foods, crackers, cooking utensils, measuring devices, Tupperware or recyclables Give students the opportunity to make their own recipe for bird feed. Set up a “tasting” station with all sorts of bird feed, seeds, crackers and grainy materials while also including popular human food items. Ask students to think about what is tasty for a bird and have them come up with a recipe they can make themselves. Spend a class session with your students, helping them make up the bird feed and set it in different containers, apparatus and leave out for birds to eat. The following session check which bird feed was eaten the most. Write down before and after questions and conclusions. Engage the class in an open discussion about what bird etiquette would look like…what about a bird diner or restaurant. Think about the affects of other animals on the project as well. What habitat and ecological indicators can you see that would influence dietary choices for the avian population near the school or community? Do you think other animals might have eaten the bird feed? Why did the birds choose one recipe over another?
>> activities & projects
talking to the birds
GEESE MIGRATION Suggested Time: One Class Session (1 hour) Materials Needed: cones, math worksheets, pencils, bird props
DRAWING AND COLLAGE Suggested Time: Two Class Sessions (2 hours each) Materials Needed: magazines, photographs, general art supplies
Devise an activity that makes geese migration into an interactive classroom game. Set up migratory bird stations around the room or outside in the schoolyard. Divide the students into “flocks” and have them go to each station which will represent different ecosystems (urban, suburban, rural, exotic). Ask the teams to make sure they fly in a “V” shape and introduce the idea of patterns and flying techniques. At each station have them complete a simple math problem that relates to migratory patterns, habitat choices or the amount of birds that a flock can support based on resource needs.
Collect images of birds and have students create a collage and draw pictures of birds. Overlay the images and have teams describe to each other their favorite birds, colors and bird actions.
CHILDREN’S GARDEN Suggested Time: Two-three weeks – one semester (or growing season) Materials Needed: garden space, seeds, time
Provide tactile outlets for students to bond with animals and birds. A great activity to engage in is a children’s garden for the birds. Choose a plot of land on your school property, in the community or on the rooftop. With the help of designers, gardeners, local community volunteers or just members of the school community construct a small garden plot with the intention of planting and designing a space that would attract birds, insects, butterflies and other animals. This can serve as a central node of discovery for your students, to observe, to explore and make conclusions.
LOOK FOR WORMS! Suggested Time: Several Class sessions (2-3 hours) Materials Needed: shovels Get your students a little dirty! Kids love, love, love to look for worms. Divide students into worm-seeking teams and have them look for worms. Ask them to think and act like a bird. How do birds get worms out of the ground? Devise a system of counting the number of worms per square foot and make some conclusions about what kinds of birds would like that space better than say a tropical forest or desert. BIRD ACTING Suggested Time: One Class Session (1 hour) Materials Needed: bird props Use these lessons as a way to engage participation in community history. Have a group of students act as different kinds of birds. Tell them to imagine that they are just moving to town and want to find a place to live. Have them explain what the birds would see, where would they go, where would they live and why? What does the town have to provide that birds would love to share in?
>> resources >> Organization
talking to the birds
>> Suggested Reading
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Maestro, Marco and Giulio. Geese Find the Missing Piece: School Time Riddle Rhymes. HarperTrophy (August 31, 2000)
DK Publishing. Black Geese: A Baba Yaga Story From Russia. Harcourt (1994)
Audubon Adventures www.audubon.org/educate/aa/ AUDUBON ADVENTURES is an environmental education program for children in grades 3 to 6. Developed by professional environmental educators, AUDUBON ADVENTURES presents basic, scientifically accurate facts about birds, wildlife, and their habitats. It comes to you packaged as a Classroom Kit (serving 32 students) or Individual Kit (serving 1 student). The program is used by classroom teachers, after-school program coordinators, special education instructors, language arts teachers, and homeschoolers
King, Deborah. The Flight of the Snow Geese. Orchard Books (NY); 1st American ed edition (September 1998) Anne, R. and June Cameron. The Gumboot Geese. Harbour (June 1992) Lewis, Mary. Olle and the wild geese. Washburn (1964)
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middle school
>> walking with the birds
>> talking to the birds >> Introduction
>> Goals and Objectives
AGE GROUP - Ages 9 - 12
- Map making and role playing - Neighborhood profiling and comparison - The inclusion of public art statements that can be placed in and around the school- Interactive modeling and participatory mapping strategies - Conducting exploration hikes, scavenger hunts and using found materials - The use of design techniques to develop nesting, housing and eating arrangements for varied bird populations - Discussion of ecological impacts to habitats in a localized community sense and a regional context
Exploration will take precedence in this second section. The primary objective, therefore, of this section are to get students out exploring, making observations and conducting analyses of their community, neighborhood and schoolyard habitats. The idea is to instill a sense of exploration in bird interaction with the human world, and to seek answers to how human presence has affected bird behavior and where geese like to call their home. Conduct analyses of bird migration patterns, what do they mean, how do they change and how do geese flocks use inborn radar to find their nesting and migratory sites. Use this as an opportunity to connect with local organizations to create observation sites to collect rough data about what birds live in different parts of the region. Assign students to explore beyond the confines of their neighborhood and into the community to make observations, draw conclusions and think about ecological connectivity to bird presence and patterns.
>> Bioregional Considerations This section is all about exploration and thus finding ways to explain the diversity of ecosystems that can exist within bioregions can be an amazing pathway to instilling local connectivity to the built and natural environments. Explore differences, relationships, conduct comparisons and urge students to engage in the real worlds of cityscapes, forests, water ecosystems and whatever localized landscape exists near the surrounds of the school. Make sure to weave this into your curricula and lesson plans.
>> activities & projects
walking with the birds
>> Opening Acitivity
>> Other Acitivities
MAPPING THE REGION FOR THE BIRDS Suggested Time: Several Weeks (1-2 hours for each session) Materials Needed: Poster board, local maps, paints, computer, internet-access for mapping
NEIGHBORHOOD AND COMMUNITY MAPPING Suggested Time: Semester Long Investigation Materials Needed: maps
Begin this lesson segment with a large-scale mapping project and an inventory of localized bird species. On a large map, highlight the school setting, residential neighborhoods and the larger bioregion. Include an explanation of the history of the region, why it developed like it did and ask students to make preliminary predications based on cultural and historical context concerning where birds will likely to be most present and why. Do a basic overview of geese in a variety of contexts, collect videos, pictures and evidence of geese populations in the local environment. Show this to your students and start talking about animal behavior, communication and anatomy. What makes avian species so unique and how are they integrated into the local environment? Ask questions similar to: If they didn’t exist what kinds of ecological impacts would occur?
Conduct a history of the changing face of the local and regional community around the school. What has changed physically and demographically? Make conclusions about how this might impact bird populations and whether geese choose to come to nest nearby. LISTEN TO THE BIRDS Suggested Time: Several Class Sessions (1 hour each) Materials Needed: bird sound recordings, pen, paper, stereo Assign a team of students the task of collecting bird sounds, music and ask them to interpret what the birds are saying. Have each team make up a translation list with bird sounds and English terms. Then compose a song for the birds. Amplify the sounds outside and see if the translations attract birds or deter them from coming near. Play music and sounds inside the classroom as well and encourage instrument use and creation.
>> activities & projects
walking with the birds
A “DAY IN THE LIFE” OF A GOOSE Suggested Time: One Class Session (1 hour) Materials Needed: pen, paper and imagination
BIRD SCAVENGER HUNT Suggested Time: Day trip Materials Needed: journals, pen
Have students write a story from the perspective of a Bird and explain his/her travels using the local bioregion as their setting. Encourage fantasy and creativity but also stress that they must include some aspect of observed bird behavior. So this requires students to actually go outside, explore for birds, collect evidence of bird habitation and to use those experiences as sources for their stories.
Take students to the town, city or regional center and look for evidence of birds in urban, suburban or rural environments. Photograph bird feces, nesting materials and make assumptions about where the birds live, work and imbibe. Ask each student to make note of differences in habitat types, sources of food and resources. Conduct a survey of local townspeople asking them what their favorite bird is, if they know of any interesting nests, have observed any bird activity or know where birds like to “hang”. Write down responses and make some conclusions about the collective knowledge of the town; what is untrue and what is made up?
HABITAT ASSESSMENT Suggested Time: Several Class Sessions (1 hour each) Materials Needed: geological, hydrological maps, recycled poster board for map making Conduct a generalized ecological address exercise based around the local landscapes of the particular bio-region the school is within. What are the resources that are specific to this region and ask students to determine what kinds and forms of resources geese depend upon. Also include a lesson on bird cycles, when do they nest, when do they migrate and when do they typically forage for food. Why would the seasons impact this behavior?
GEOMETRY FOR THE BIRDS Suggested Time: Several Weeks Materials Needed: measuring tools, pencil and paper, clipboards Using the basics of geometry one can have students doing habitat surveys, designing nests or applying their knowledge of mapping and mathematics to migration patterns. Make the lessons interactive, take students outside, use tape measures to measure trees, to measure distances between nesting sites and school. Make the geometry connection seem necessary; that students can really get a better understanding through some simple mathematic inclusions.
>> activities & projects
walking with the birds
MIGRATION MAPPING IN 3D Suggested Time: Two to three weeks (1 hour for each session) Materials Needed: used Styrofoam, found objects, recyclables, cardboard, glue Using Styrofoam salvaged from packaging, group students into design teams to create a three dimensional map of national and localized migration patterns. On the map stress the inclusion of regional ecological connections like bodies of water, eco-systemic features and open spaces. Use different colors to highlight what birds would be attracted to and also to label developed vs. undeveloped areas. Create a key that illustrates positive and negative impacts of these color-coded highlights.
CHANGING MIGRATION PATTERNS Suggested Time: Semester Long Investigation Materials Needed: Suggested Readings, first hand accounts Conduct a local history of changing migration patterns. Ask questions like, has human involvement impacted nesting sites, migration routes or the size and population of wild and domesticated geese. What is the historical significance of this and in what context? Are geese an important part of the local industry? What is the history of hunting and the Parks Department regulations regarding Geese management. Have students do an interactive investigation, acting as “Journalists for the Birds�, on behalf of avian life everywhere.
SCHOOL HABITAT ASSESSMENTS
Get to the bottom of the issue and have the students develop a newsletter talking about the latest issues in bird life and science; while also including archives of historical accounts of geese in the local environment.
Take your class outside and conduct a schoolyard habitat assessment. Encourage exploration on the school grounds and ask students to first make preliminary observations about the space. How much of it is open, how much green space is accounted for, what kinds of vegetation are predominant, are there any signs of wildlife? Then conduct a survey of how to improve the space, making it more inclusive of bird populations. Assign the task of designing different ideas to be attached to the school or built and grown around the school that would encourage avian wildlife to make the school apart of their habitat.
PUBLIC MAP FOR THE BIRDS
Suggested Time: Semester Long (include seasonal transitions) Materials Needed: magnifying glasses, pen paper, journal
Suggested Time: Several Class sessions (2-3 hours) Materials Needed: maps and mounting equipment Have your students design a public map for both birds and humans. Incorporate design features that allow bird watchers to write down or signify where and when they saw a bird and also a place for birds to come and be apart of the map as well. Mount the maps in a public park or space and observe the reactions from both the birds and people.
>> activities & projects
walking with the birds
BIRD COUNT! Suggested Time: Several Class Sessions (1 hour each to collect data) Materials Needed: clipboards, pencil, binoculars Conduct a bird count throughout the school or class. Using this data make charts and graphs from natural materials. Mount them in the classroom and have a discussion about what they mean. Charts and graphing applications don’t have to be far removed from students and contained with data that doesn’t matter. Take advantage of the visual displays and find other creative ways to express the bird count data collection.
DESIGN A WATER FEATURE FOR THE BIRDS
Suggested Time: Several Class sessions (2-3 hours) Materials Needed: recyclables, art supplies, adhesives, organic materials Using the theme of water, have your students develop an innovative bird bath. Introduce concepts of ecological design and sustainability. Encourage the use of passive solar heating, renewable and recyclable materials. Throughout the lesson have students design and build a concept bird bath. Set the bird baths in a public space and observe which birds and other wildlife are attracted.
>> resources
walking with the birds
>> Organization
>> Suggested Reading
Ebird www.ebird.org
Norman, Howard. The Girl Who Dreamed Only Geese: And Other Tales of the Far North.
eBird, a project developed by the Cornell Lab of Ornithology and the National Audubon Society, provides a simple way for you to keep track of the birds you see anywhere in North America. You can retrieve information on your bird observations, from your backyard to your neighborhood to your favorite bird-watching locations, at any time for your personal use. You can also access the entire historical database to find out what other eBirders are reporting from across North America. In addition, the cumulative eBird database is used by birdwatchers, scientists, and conservationists who want to know more about the distributions and movement patterns of birds across the continent.
American Bird Conservancy www.abcbirds.org/ ABC draws on people and organizations through bird conservation networks - including the Bird Conservation Alliance,the North American Bird Conservation Initiative, Partners in Flight, and ABC’s growing international network - to identify the most critical issues affecting birds in the Americas. It builds coalitions of conservation groups, scientists, and the public to tackle conservation priorities using the best skills and expertise available.
Luttmann, Rick. Ducks and Geese in Your Backyard: A Beginner’s Guide. Stromberg, Bob. Why Geese Fly Farther Than Eagles. Word Alive Press (September 30, 2004) Lishman, William. Father Goose: One Man, a Gaggle of Geese, and Their Real Life Incredible Journey South Hirschi, Ron. City Geese. Dodd Mead (March 1987)
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high school
>> speaking up for the birds
>> speaking up for the birds >> Introduction
>> Goals and Objectives
AGE GROUP - Ages 13-18
- Intensive community collaboration with open space initiatives, urban retrofitting and ecological design - Environmental and habitat restoration will be stressed - Social action through public art installations and public events - Bird poetics and linguistics as ways to strengthen communication skills not only between humans and birds but also between people. - The establishment of the “Institute for Role Reversal� - Emphasis on Urban Design and ecological design - Working with Design/Engineering Schools
The objective of this lesson segment is to instill a sense of connectivity between birds and humans, how they interact, how they demonstrate symbiotic relationships and are a part of vital natural processes. Moreover, the overall aims of this section should instill the significance and affectivity of human-made structures and how they affect bird habitats and ultimately encourage action toward ecologically sustainable solutions. Through this, students will be encouraged to think of ways to correct negative impacts through inclusive, holistic and ecological design; and also through participatory social action and engaging campaigns that unite the local community. Also stressed will be design elements that take into account birds and people as well as community outreach, self-empowerment and connecting students with organizations to build awareness about wildlife concerns and ecological design.
>> Bioregional Considerations Since the main focus of this lesson plan will revolve around social action, provide your students with a list of community-based local non-profits, nature-oriented organizations, state organizations and provide a detailed map of where they are located in relationship to the school. Provide emails, phone numbers and addresses of these organizations and encourage contact on a consistent basis. Invite local community members to come and talk about local issues that have an impact on the school, the community and the surrounding regions. Provide data on voting rates in the county, the district and give a list of the next dates for elections and primaries. Give a bare-bones explanation of the electoral process and explain what the current issues of debate are in the region. Most students will not be able to vote but their influence and experience in the democratic process is something incredibly important, although often overlooked and not included in most school curricula.
>> activities & projects
speaking up for the birds
>> Opening Activity
>> Other Activities
COMMUNITY INTERNSHIP FOR THE BIRDS Suggested Time: Semester Long Activity Materials Needed: Computer access, current event books, design books
MIGRATION PATTERNS AND THE EVOLVING FACE OF AMERICA Suggested Time: Two – three weeks Materials Needed: periodical sources, maps, internet access
To start this session assign an internship for each student with a local community-based organization. Dividing your students into teams encourage them to look at the following issues through the lens of their assigned (or chosen) organization: 1. What impacts has the local vs. national economy impacted land use issues? 2. What kinds of resource impacts have recent development played in habitat loss or revival? 3. How can the organization aid in bird/human relationships? 4. How can wildlife be included in the mission and goals of the organization. 5. What kinds of activities can the local community engage in to help the non-profit, state or for profit organization? Etc. After a brief experience with this organization, invite representatives to come in to the school to share their perspectives, conduct an open debate about land-use issues, developmental impacts (local and regional) and talk about the relationship between wildlife, geese, other birds and the built environment. Another activity could include an interactive City Rehabilitation project for Sustainability. Have students re-design their existing city, town infrastructure with the goal of being more sustainable in terms of resource use, open space, transportation, utility use and public space. Present findings during a town council meeting and as a class write a proposal that selects a particular Design team’s suggestion and make it a reality.
Present recent current events about the changing makeup of race, ethnicity and religion in the United States. How is this affecting policy and migration patterns. Use this as a parallel to talk about migratory patterns of birds and how they are affected by human migration and development. Present findings as a function of migrating lower income minorities throughout the U.S. and decreased bird populations. What are the relationships and differences?
THE INSTITUTE OF ROLE-REVERSAL Suggested Time: Semester Long Activity Materials Needed: NA
Instate a fake organization called the Institute of Role-Reversal. In this scenario, all the students are to imagine they are “citizen” birds and asked to design a city infrastructure as if it were meant for bird/human cohabitation. What design, social and political elements need to be included. How would ecological and resource niches be allocated and why?
>> activities & projects
speaking up for the birds
A BILL OF RIGHTS FOR THE BIRDS Suggested Time: Two Class Sessions (1 hour long each) Materials Needed: A copy of the Bill of Rights Have students draft a bill of rights that takes into account the inherent rights of our bird friends. What would be different from the human-directed Bill of Rights? Post the Avian Bill of Rights around the school and see who would sign a petition to get the Bill of Rights instated in the school. NEST DESIGN Suggested Time: Several Studio Sessions Materials Needed: natural materials, recyclables: plastics, cardboard, found wood, metals Engage your Art class with a question of natural protection. Because of development and urbanization, wildlife is being displaced at enormous rates. Have your students design a nest creation that would counter unwarranted urban predators (like humans). Have them create three dimensional models and build their designs to place outside in a public space. Monitor what happens after placement.
QUILT MAKING Suggested Time: Several Studio Sessions Materials Needed: old t-shirts, old clothing, sewing needles, thread The art of quilt making is a great hands-on activity. Try a basic “goose” quilting pattern using old clothes. Cut up triangular shapes and teach students how to compose a quilt pattern. Give a basic sewing lesson and start to put the quilts together. Display the recycled quilts all over the school and in public spaces. Make sure to emphasize the value of recycling and how that can indirectly aid bird habitats.
ECO-CRITIQUE
Suggested Time: Several Class Sessions Materials Needed: Silent Spring by Rachel Carson Have your class read Rachel Carson’s Silent Spring. Start off with some historical context about pesticide use, its role in US politics and environmental legislation. Critique the book from the perspective of a bird and write up interactive responses the students would send to Rachel asking her for advice, commenting on her book or seeking further questions about issues like PCB use. Encourage students to research updates on the issues of chemical use on foods, crops and other factors involved.
>> activities & projects
speaking up for the birds
GEESE PEACE? Suggested Time: Several Class Sessions Materials Needed: Computer and internet access Have your class visit the Geese Peach Website (www. geesepeace.org). Have them make their own conclusions about what to do when Geese become an issue in a natural area or park. Students should devise their own management strategy and critique the Geese Peace stance ENERGY FROM WASTE Suggested Time: Semester Long Activity Materials Needed: Feces samples, engineering application books, materials needed for turbine construction
USING DATA FOR CHANGE Suggested Time: Semester Long Activity Materials Needed: NA Introduce to your class some mathematical and ecological measurement techniques like– carrying capacity, ecological niches, habitat and resource consumption rates. Use these variables and modeling techniques to make some conclusions about the local environment. Conduct field studies, collect evidence and then extrapolate the data as a class. Compare and contrast results and try to use math to make an argument for ecological restoration of the observed site or not. Go Outside!
GLOBAL WARMING Conduct an activity that challenges your students to find a way to create a fuel or energy source from Geese Waste. Analyze the components of the waste, boil it down to its constituents and conduct some simple energy and material analyses. See how efficient the waste to energy conversion would be. Conduct field studies and collect feces samples. Finally divide students into design teams to come up with a conceptual design. If feasible try to build a prototype.
Suggested Time: Two to three class sessions Materials Needed: Info on global warming Conduct an open investigation on the impacts of global warming on bird populations, habitats and migration patterns. Will temperature increases affect bird behavior, will they start to fly south earlier? Make some educated guesses and then try to prove your stance or prediction.
>> activities & projects
speaking up for the birds
BEYOND AUDUBON Suggested Time: Semester Long Activity Materials Needed: Computer access, binoculars Design an experiment that will encourage bird watching for the masses and then collect the data. Have students contact their local Audubon Chapter, set up a website and see how the class can organize a massive bird watch in the town/community center. Collect the data, send it to the Cornell Cooperative Aviary Lab and document the results. Make sure the students are involved in the process every step of the way. WATER QUALITY STUDIES OF A LOCAL WATER BODY Suggested Time: Semester Long Activity Materials Needed: NA Conduct a series of water quality studies at a nearby water body. Do a habitat assessment and collect a series of water samples to test for coliform levels in the water. Make some predictions based on the number of geese present just how impacted the water will be. Take students down to the water on a regular basis to make observations and collect samples from a number of different locations around the selected water body site.
>> resources
Q
speaking up for the birds
>> Organizations
>> Suggested Reading
THE NATIONAL AUDUBON SOCIETY
Ashton. Domestic Geese. Crowood Press, Limited, The (March 1999)
Connect with your local Audubon chapter and help with current initiatives, conservation projects or join them for a bird-watching hike:
Mori, Ogai. Wild Geese. Tuttle Publishing (June 1974)
www.audubon.org
Audubon Centers and sanctuaries provide an opportunity to experience and learn about the natural world. Whether you are looking for a hands-on environmental learning experience, a quiet respite in natural surroundings, or a chance to share the beauty and excitement of viewing birds and other wildlife with other enthusiasts, Audubon Centers and sanctuaries are places to connect with nature.
CORNELL ORNITHOLOGY LAB http://www.birds.cornell.edu/ Connect with the Cornell Bird Lab and participate in their annual bird counts and citizen science studies: The Lab is a nonprofit membership institution whose mission is to interpret and conserve the earth’s biological diversity through research, education, and citizen science focused on birds. Our programs work with citizen scientists, government and non-government agencies across North America and beyond. We believe that bird enthusiasts of all ages and skill levels can and do make a difference. We invite you to learn more about our areas of study.
Barlett, Tom. Ducks and Geese: A Guide to Management (Guide to Management). Crowood Press, Limited, The; 2 edition (September 1, 1991)
White, Stewart E.. Wild Geese Calling. DoubleDay (June 1940) Widmaier, Eric P.. Why Geese Don’t Get Obese (And We Do). W.H. Freeman & Company; New Ed edition (October 1999)
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appendix
>> worksheet >> Site Description LOCATION:
YOUR JOB:
WEATHER:
TIME:
>> Predictions WHAT DO YOU THINK IS GOING TO HAPPEN?
>> Results WHAT HAPPENED DURING THE LAUNCH? WHAT DO YOU THINK THE GEESE ARE SAYING?
/
HOW MANY GEESE ARE THERE?
>> resource sheet A GOOSE PRIMER True geese are medium to large birds, always (with the exception of the Néné) associated to a greater or lesser extent with water. Most species in Europe, Asia and North America are strongly migratory as wild birds, breeding in the far north and wintering much further south. However, escapes and introductions have led to resident feral populations of several species. Geese have been domesticated for centuries. In the West, farmyard geese are descended from the Greylag, but in Asia the Swan Goose has been farmed for at least as long. All geese eat an exclusively vegetarian diet, and can become pests when flocks feed on arable crops or inhabit ponds or grassy areas in urban environments. Geese mate for life, though a small number will “divorce” and remate. They tend to lay a smaller number of eggs than ducks, however, both parents protect the nest and young, which usually results in a higher survival rate for the young geese, known as goslings. Not all couples are heterosexual, as both females and males will form long-term same-sex couples with greater or lesser frequency depending on species.[citation needed] Of the heterosexual couples, a significant proportion are non-breeding despite having an active sexual life. See Greylag Goose, Canada Goose, and Snow Goose A group on the ground is called a gaggle. When flying, a group of geese is known as a wedge or a skein. The following are the true goose species. * Greylag Goose Anser anser * White-fronted Goose A. albifrons * Lesser White-fronted Goose A. erythropus * Bean Goose A. fabalis * Pink-footed Goose A. brachyrhynchus * Bar-headed Goose A. indicus * Swan Goose, A. cygnoides
>> education resources >> organizations
>> books
PLACE BASED EDUCATION EVALUATION COLLAB. http://www.peecworks.org/
Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit Sobel, D. (1996). Beyond Ecophobia: Reclaiming the heart in nature education. Great Barrington: The Orion Society. Sobel, D. (1996). Place-Based Education: Connecting Classrooms and Communities. Great Barrington: The Orion Society. George C. Marshall Institute. 1997. Are We Building Environmental Literacy? George C. Marshall Institute. Washington, DC. Dewey, John. The School and Society & The Child and the Curriculum. 1915, Dover Publications. Earthly Matters - Learning Occurs When You Hear the Grass Singing. Art, Ecology and Art Education - Practices and Linkages. Stephen, Kellert. Nature and Children. Experiencing Nature: Affective, Cognitive, and Evaluative Development in Children. 2004. Gablick, Suzi. The Re-enchantment of Art. 1991. Spaid, Sue. Ecovention: Current Art to Transform Ecologies. 1998
PEEC is a partnership between the organizations and projects described below. By combining efforts, the collaborative is able to support program evaluation for each of the individual programs and also to better identify successful program characteristics that span all of these place-based education programs. THE CENTER FOR PLACE-BASED EDUCATION @ ANTIOCH NEW ENGLAND COLLEGE http://www.anei.org/pages/89_cpbe.cfm The Center for Place-based Education (formerly the Center for Environmental Education) promotes community-based education programs. Its projects and programs encourage partnerships between students, teachers, and community members that strengthen and support student achievement, community vitality and a healthy environment. We believe that the places we live can serve as wonderful, meaningful sources for inspiration, education, and life-long learning, and also a springboard for understanding our global community. ASSOCIATION FOR EXPERIENTIAL EDUCATION www.aee.org/ The Association for Experiential Education (AEE) is a nonprofit, professional membership association dedicated to experiential education and the students, educators and practitioners who utilize its philosophy. We strive to: Connect educators in practical ways so that they have access to the growing body of knowledge that fuels their growth and development, Publish and provide access to relevant research, publications and resources
WEBLINKS http://www.greenteacher.com/ http://www.oriononline.org/index2.html http://greenmuseum.org/ (click on Art and Ecology Toolbox for Educators)
/ robotic geese experiential learning & exploration DEVELOPED BY: Dr. Natalie Jeremijenko CURRICULA DEVELOPMENT BY: Christopher Kennedy Copyright 2007
Robotic Geese: Experiential Learning and Exploration, is a curricula inspired by the work of Dr. Natalie Jeremijenko, who has developed a way to turn goose decoy shells into interactive “robots� that encourage users to interact with and observe real geese in real habitats. This is guide is meant to inspire teachers to embrace a pedagogy of experiential education. Looking past the computer, past the chalkboard and looking toward the windows, toward the doors and uniting real and constructed experience into a tapestry of irreplaceable forms of learning and awareness. Geese can serve as the doorway to getting you and your students excited about the natural world, science and everything in between. So get ready and start qauking.