Learning through the Open World

LEA RN I N G THR OUGH TH E OPEN WO RL D

Spring 2017 Theresa Hunt

“An env ir onm ent- b a s e d educ ati on m ov ement-- a t a l l levels of e duc a ti on- - w i ll h e lp st udent s r ea liz e tha t s c h o o l i sn ' t suppos e d to b e a p oli te f o r m o f incar ce r a ti on, b ut a p or t a l t o t h e w ider w or ld.”

-Richard Louv

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

TABLE OF CONTENTS Public School

f ra m e w or k

Private School

01. Purpose, M ission, & V ision 02. E ducation & N ature

School Location

1/4 Mile Radius

1 Mile Radius

ba c kg r ou n d 01. Proj ect Partner 02. S ite Context

p r op os a l

01. Overall V ision 02. N orth S ite 03. S outh S ite 04. A cknow ledg ments LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

framework 0 1 . Pur pose, Mi s s i on, & V i s io n 0 2. Educat ion & Na tur e

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PURPOSE, MISSION, & VISION

PURPOSE The purpose of my proj ect i s to exami ne how outdoor le a r n in g, s pecifically i n an urban envi ronment, can change the w ay yo ut h v ie w the w orld surroundi ng them. There i s a strong connecti on b e t we e n outdoor learni ng and posi ti ve physi cal, cogni ti ve, and psyc h o lo gic a l benef i ts that many upper level schools are not leveragi n g o n t h e ir own properti es. I w ant to challenge schools to thi nk outs ide o f t h e tr aditio nal classroom and see the benefi ts of urban outdoo r le a r n in g.

B y implementi ng urban outdoor learni ng, future generati on s will h a v e the opp ortuni ty to be better physi cally, psychologi cally, an d c r it ic a ll y engaged i n the w orld around them.

MISSION To de velop sustai nable, outdoor classrooms that provi de sp a c e f o r encour a gi ng youth’s i nterest i n the connecti on betw een the ir sc h o o l in g and the outsi de w orld.

VISION To ins pi re a generati on of cri ti cal thi nkers w ho li ve outsi de o f t h e ir comfor t z one i n the grey areas of problem solvi ng today’s c h a ll e n ge s.

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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A VIEWPOINT: Out do o r l e a r n i n g pr ov ides a br eak fr om the monotonous, tradi ti onal teachi ng methods an d gi ve s stu de n ts the oppor tunity to apply thei r know ledge to the w orld surroundi ng t h em. N o lon g e r do they lear n about s cience , math, art, li terature, or soci al studi es from a bo o k i n si de u n de r ar tificial lig hting , but from nature outsi de under the sun (or rai n).

Y o u ma y f i n d y o ur s elf as king , “This all s oun ds great, but true nature cannot happen w i t h i n th e ur b a n e nv ir onment. Ev er ything there i s touched by humans, our chi ldren need t o go outsi de th e city to places , like Yos emi te, to truly learn from nature.” I t i s here t h at I m ust ur g e yo u to s et as ide your beliefs and preconcepti ons of w hat nature i s.

If we c on ti n u e to define natur e as “untouched by humans” w e w i ll fi nd ourselves i n a w o rl d w i th o u t n a tur e.

Paul W a p n e r i n h i s book Liv ing throug h the End of Nature, defi nes nature as “a soci al c o n s t r u c t w a s g i ve n its mos t ar ticulate and w i despread expressi on a number of years ago i n a se t of e ss ays , edited by his tor ian W i lli am Cronon, ti tled Uncommon Ground: Ret hi n ki n g th e Hum an P lace in Nature. C r onon’s volume presents an array of voi ces, c o mi n g ma i n l y out of the humanities , that explai n and i llustrate the noti on that “nature” i s , fun d a me n ta ll y, an idea. the es s ays point out the many w ays that nature as a locuti on i s us e d to un d e r sta nd, des cr ibe, and appr eci ate the nonhuman w orld. Thi s ori entati on do es n ’ t m e a n , o f c o ur s e, that natur e is a figment of our i magi nati on or somehow does no t exi st. F or e xa mple, the author s within Cronon’s book recogni z e that Y osemi te i s a real p la c e . T he y demons tr ate, howev er , tha t Y osemi te has come to mean parti cular t h i ngs to th o se w h o v is it, r ead about, or otherw i se come to know i t, and i t i s the c o n t i n g e n c y of su c h meaning s that r ev eals n ature’s soci ally constructed character. As Cr o n on p u ts i t, ‘ Y os emite is a r eal place in n ature - but i ts venerated status as a sacred lan ds c a p e a n d n a tional s ymbol is v er y much a human i nterventi on’.”

By r emovi n g th i s c oncept of untouched s acred land, w e fi nd that nature can exi st i n the ur ban f a b r i c . T h i s pr ov ides the oppor tunity f or students to learn outsi de. Thi s bri ngs up t h e q ue sti o n o f how can outdoor lear ning encourage the partnershi p of technology an d na tur e to c r e a te the bes t wor ld? Mos t importantly, how does i t i nspi re youth to c r i t i ca lly th i n k a b out their env ir onment and thei r role i n thi s w orld?

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

“Yosemite is a real place in nature - but its venerated status as a sacred landscape and national symbol is very much a human intervention.”

EDUCATION & NATURE

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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THE FUTURE OF OUTDOOR LEARNING: Out do o r c la ssr ooms ar e r eadily av ailable for youth i n preschool and ev en e l e me n ta r y sc hool, howev er the oppor tuni ti es for mi ddle and hi gh s cho o l e r s a r e f e w and far between. Some s chools have gardens or take fi eld tr i p s to o utdoor locations , but few hav e outdoor classrooms to use o n a da i ly b a si s.

It i s j ust a s i mp o r tant to eng ag e this ag e g roup i n cri ti cal thi nki ng abo ut h ow th e i r c l a s s pr ojects hav e connecti ons to the outsi de w orld.

By ut i li zi n g o utdoor clas s r ooms , youth g ain the opportuni ty to spend t i m e ou tsi d e i n a s cr een bas ed er a. A r epor t from CNN i n July of 2016 r ep o r te d th a t r e c e nt s tudies s howed that the average adult i n the U ni t ed Sta te s sp e n ds 10 hour s and 3 9 minutes each day consumi ng medi a f r o m a sc r e e n.

Our ne w ly f o r m e d technolog ical habits ar e havi ng a profound i mpact on mo re th a n just our s elv es , but the next g enerati on as w ell. New studi es s h o w th a t c h i l dr e n who hav e mor e s cr een time are getti ng less sleep, di s p la y i n g a n i n c r eas e neg ativ e behav ior , ha ve i ncreased health i ssues, an d p e r f or m w o r se in s chool. In what ways , w i ll thi s shape our future w o rl d? I n w h a t w ays , can we pr ov ide s olutions to these problems for o ur c h i l dr e n ?

One o f th e si mp le st s olutions can be found ri ght outsi de our back door, i n nat ur e . T h r o ug h s ubs tituting an hour of s c reen ti me for an hour of gr een ti me , p osi ti ve chang es can be s een in all ages of chi ldren. One w ay fo r o u r soc i e ty to employ this s hift is b y addi ng an hour of green t i m e, o r o utd oor l ear ning , to our les s on plan s each day i n school.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

EDUCATION & NATURE

10 hours and 39 minutes of screen time each day LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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KEYS TO SUCCESS: Th r o ug h r e se a r c h , four key is s ues that inhib i t the use of outdoor lear ni n g b e g i n to b e identifiable.

Th e fi r st i s p r o xi mity. It has been found that the i deal range for an o ut do or c l a ssr oom is at mos t a quar ter of a mi le from a school s i t e. T h i s a l low s f or an incr eas e in fr equency of vi si ts follow ed by a w i lli ng n e ss to ve n t ur e far ther for outdoor learni ng opportuni ti es.

Th e s e c on d i s si te s pecific. This means that the programmi ng dev el o p e d n e e ds to match the needs of the school and the surroundi ng en v i ro n me n t. W h a t is implemented in Alas ka i s very di fferent than w hat i s i n A r i zo n a .

Th e t h i r d i s l e sson focus . All teacher s ar e r e qui red to teach students a mi ni mum g r a d i n g standar d. While near ly all of these standards can be t aught o u tsi d e , th e r e ar e few r es our ces pr ovi di ng help i n thi s area.

Th e fo u r th i s sup p o r t. Often teacher s s ay that they are asked to do o ut do o r l e a r n i n g , but ar e pr ov ided with no resources or help. Through p art n e r i n g w i th n ear by or g anizations and provi di ng accountabi li ty, s cho o l a d mi n i str a t ion can beg in to pr ov ide t eachers w i th addi ti onal s up p o r t.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

EDUCATION & NATURE

C FO

US

LESSON PLAN DESIGN FRAME

Teacher Candidate Name: Theresa Hunt School Name: Open World Learning Lesson Title: What Could It Be?

Date: 2/15/17 Grade Level: 9-12 Day in Lesson Sequence: 1

ON

to the central focus of this learning segment. How do you know? How have you used this knowledge of their development to guide your choice or adapta�ons of the learning tasks and materials to develop the students’ conceptual understanding and/or skill proficiency? What requisite skills do students need in order to access the lesson and par�cipate fully? How will the learning in this lesson be further developed in subsequent lessons in this sequence?

The purpose of this lesson is to provide students with a deeper connec�on to the urban landscape that surrounds them. Through the Expedi�onary Learning approach and Outward Bound trips that OWL provide, students have developed an apprecia�on for the natural world that surrounds them. They are filled with curiosity and the desire to learn more about how they can make a difference. This lesson series is designed to help students understand how simple changes in plan�ng design around them can have a huge impact on the natural cycles that surround them.

Lesson one focuses on plant iden�fica�on to provide students confidence and familiarity with common species on school property.

Public School

P

Lesson Ra�onale: Why are you teaching this lesson? Describe what you know about your students’ prior learning and experience with respect

KEY

R PO

T

SU

SITE

E

IC CIF

LESS

SP

I

TY MI

PR

OX

KEYS TO SUCCESSFUL OUTDOOR LEARNING

Content Standards: (Minnesota State, Common Core, and/or Na�onal Standards): NGSS Content Standards: 1. ESS3.C: Human Impacts on Earth Systems a. The sustainability of human socie�es and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) b. Scien�sts and engineers can make major contribu�ons by developing technologies that produce less pollu�on and waste and that preclude ecosystem degrada�on. (HS-ESS3-4) 2. ETS1.B: Developing Possible Solu�ons a.

When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2), (secondary HS-ESS3-4)

Private School School Location

1/4 Mile Radius

Content Objec�ves: WHAT do you want students to think, know, understand, and/or be able to do (Iden�fy, give examples, compare, use, design, judge, etc.). Be specific and use concrete terms. HOW will the student demonstrate this? Describe observable ac�ons.

1/4 mile core storage maintenance

1 mile additional

geology

math

non-profits

watershed technology

water source

other schools

science social studies

community organizations

neighborhood climate

english ecology

foreign language

art school administration

music

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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PROXIMITY: S t udi e s h a ve f oun d that the key r eas on teachers don’t use outdoor lear ni n g i s th a t the clas s r oom is too far away. The i deal locati on for an i ni ti a l outdoor c las s r oom is within a quarter mi le radi us from the s cho o l . A c lo se location as well as the affluence of a nei ghborhood an d t h e typ e of sc hool has the ability to increase the frequency of o ut do o r l e a r n i n g ses s ions in an academic ye ar. An i ncrease i n sessi ons t yp i c a l ly le a ds to a n impr ov ed attitude fr om teachers and students t o w ards th e use o f outdoor lear ning . This improved atti tude encourages t h e n u mb e r of outdoor lear ning s es s ions to occur farther from the si te.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

EDUCATION & NATURE

AFFLUENCE OF NEIGHBORHOOD

DISTANCE TO GREEN SPACE

INCREASE IN FREQUENCY OF OUTDOOR LEARNING SESSIONS

IMPROVED ATTITUDE OF TEACHERS TOWARDS OUTDOOR LEARNING

INCREASED NUMBER OF OUTDOOR LEARNING ESCURSIONS ELSWHERE

SPECIAL SCHOOL

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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SITE SPECIFIC: W i t h a se r i e s o f outdoor education nodes lai d across the Tw i n Ci ti es, t h ere b e g i n s th e o ppor tunity for s chools to take pri de i n thei r ow n p r o gra m a n d w a n t to s har e the div er s ity wit h other programs. For exampl e , Nor th M i n neapolis could hav e pr ograms that focus on grow i ng fo o d a n d ta c ti c a l ur banis m, while downtown S ai nt Paul has programs t h at f oc u s o n w a te r r un off and r iv er health.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

EDUCATION & NATURE

KEY

Public School

Private School School Location

1/4 Mile Radius

1 Mile Radius

0

1

2

4

6

8 Miles

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LESSON FOCUS: R ec en t stu di e s show that U . S. s tudents ar e laggi ng i n achi evement c o mp a r e d to o th e r countr ies .

F o r exa m p le : - Th e 2 0 1 2 P r og r a m for Inter national Student Assessment (PI S A) r an k s th e U n i te d S tates as 2 3 r d in Science, 30th i n Math, and 20th i n R eadin g L i te r a c y out of 6 5 OEC D education systems.

- In 20 1 1 , th e U n i ted States r anked 2 3 r d in hi gh school graduati on rate amo ng O E C D c o un tr ies .

- Ov er a th i r d o f e i g hth- g r ader s s cor ed below basi c on the 2011 NAEP S ci en c e a sse ssm e nt.

- In 20 1 2 , 5 4 % o f hig h s chool g r aduates did not meet the ACT’s college r eadi n e ss b e n c h m a r k lev els in math, and 6 9% of graduates fai led to meet t h e r e a di n e ss benchmar k lev els in s cience.

S O U R C E : N e xt Ge n er ation Science Standar d s A c han g e i n th e w a y we teach and ev aluate students’ performaces i n s ci en c e n e e ds to c hang e in or der to help pr e pare them for the modern w o rk for c e a n d to b e s cientifically and techn ologi cally li terate for thei r dai ly l i ve s.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

LEARNING GOALS COMPARISON STRAND 1: NATURE OF SCIENCE AND ENGINEERING Substrand 1: The Practice of Science 1. Understandings about science 2. Scientific inquiry and investigation Substrand 2: The Practice of Engineering 1. Understandings about engineering 2. Engineering design

EDUCATION & NATURE

SECTION 1: ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE Subsection 1: Engineering Design 1. Defining and Delimiting Engineering Problems 2. Developing Possible Solutions 3. O p t i m i z i n g t h e D e s i g n S o l u t i o n

Substrand 3: Interactions among Science, Technology, Engineering, Mathematics and Society 1. Systems 2. Careers and contributions in science and engineering 3. Mutual influence of science, engineering and society 4. The role of mathematics and technology in science and engineering

STRAND 2: PHYSICAL SCIENCE Substrand 1: Matter 1. Properties and structure of matter 2. Changes in matter

Substrand 2: Motion 1. Describing motion 2. Forces

T h e g r aph on the r ig ht is analyz i ng the di f f e r ences in concepts betwee n current sc i e n ce s tandar ds and Next Ge nerati on Sc i e nce Standar ds . MN has s ta ted they a r e looking to us e thes e s tandards i n th e i r next revision of stan da rds in 2 0 1 8 - 2019. The g r een lines stand for n e w concepts that ar e not cur rently i n use . The main focus of thes e c oncepts a r e on how we as hu man s int e ra c t w i t h the ear th and new met hods of p r oblem s olv ing . The following pages w i ll h ig hlig ht each s tandar d s e cti on for a clos er look.

Substrand 3. Energy 1. Kinds of energy 2. Energy transformations

Substrand 4. Human Interactions with Physical Systems 1. Interaction with the environment

STRAND 3: EARTH AND SPACE SCIENCE Substrand 1. Earth Structure and Processes 1. Plate tectonics 2. Earth’s changing surface 3. Rock sequences and Earth History

Substrand 2. Interdependence within the Earth System 1. Sources and transfer of energy 2. Weather and climate 3. Materials cycles

Substrand 3. The Universe 1. Solar system motion 2. Formation of the solar system 3. Age, scale and origin of the universe

Substrand 4. Human Interactions with Earth systems 1. Interaction with the environment

STRAND 4: LIFE SCIENCE

CONTINUED CONCEPTS

66%

NEW CONCEPTS

33% SECTION 2: PHYSICAL SCIENCE Subsection 1: Structure and Properties of Matter 1. Structure and Properties of Matter 2. Nuclear Processes 3. Types of Interactions Subsection 2: Chemical Reactions 1. Structure and Properties of Matter 2. Chemical Reactions 3. O p t i m i z i n g D e s i g n S o l u t i o n s

CONTINUED CONCEPTS

58%

Subsection 3: Forces and Interactions 1. Forces and Motion 2. Types of Interactions 3. D e f i n i t i o n s o f E n e r g y 4. D e f i n i n g a n d D e l i m i t i n g E n g i n e e r i n g P r o b l e m s 5. O p t i m i z i n g t h e D e s i g n S o l u t i o n Subsection 4: Energy 1. Definitions of Energy 2. Conservation of Energy and Energy Transfer 3. Relationship Between Energy and Forces 4. Energy in Chemical Processes 5. Defining and Delimiting Engineering Problems Subsection 5: Waves and Electromagnetic Radiation 1. Energy in Chemical Processes 2. W a v e P r o p e r t i e s 3. E l e c t o m a g n e t i c R a d i a t i o n 4. I n f o r m a t i o n T e c h n o l o g i e s a n d I n s t r u m e n t a t i o n

NEW CONCEPTS

42%

SECTION 3: EARTH AND SPACE SCIENCES Subsection 1: Space Systems 1. The Universe and Its Stars 2. Earth and the Solar System 3. E n e r g y i n C h e m i c a l P r o c e s s e s a n d E v e r y d a y L i f e 4. E l e c t r o m a g n e t i c R a d i a t i o n Subsection 2: History of Earth 1. The History of Planet Earth 2. Earth Materials and Systems 3. Plate Tectonics and Large-Scale System Interactions 4. N uclear P r oces s es

CONTINUED CONCEPTS

62%

Subsection 3: Earth’s Systems 1. Earth Materials and Systems 2. Plate Tectonics and Large-Scale System Interactions 3. The Roles of Water in Earth’s Surface Processes 4. Weather and Climate 5. Biogeology 6. Wave Properties Subsection 4: Weather and Climate 1. Earth and the Solar System 2. Earth Materials and Systems 3. Weather and Climate 4. G l o b a l C l i m a t e C h a n g e Subsection 5: Human Sustainability 1. Weather and Climate 2. N a t u r a l R e s o u r c e s 3. N a t u r a l H a z a r d s 4. H u m a n I m p a c t s o n E a r t h S y s t e m s 5. G l o b a l C l i m a t e C h a n g e 6. D e v e l o p i n g P o s s i b l e S o l u t i o n s

NEW CONCEPTS

38%

SECTION 4: LIFE SCIENCES

Substrand 1. Structure and Functions in Living Systems 1. Levels of organization 2. Cells

Substrand 2. Interdependence of Living Systems 1. Ecosystems 2. Flow of energy and matter

Substrand 3. Evolution in Living Systems 1. Reproduction 2. Variation 3. Biological evolution

Substrand 4. Human Interactions with Living Systems 1. Interaction with the environment 2. Health and disease

Subsection1: Structure and Function 1. Structure and Function Subsection 2: Matter and Energy in Organisms and Ecosystems 1. Organization for Matter and Energy Flow in Organisms 2. Cycles of Matter and Energy Transfer in Ecosystems 3. Energy in Chemical Processes Subsetion 3: Interdependent Relationships in Ecosystems 1. Interdependent Relationships in Ecosystems 2. Ecosystem Dynamics, Functioning, and Resilience 3. Social Interactions and Group Behavior 4. Adaptation 5. Biodiversity and Humans 6. D e v e l o p i n g P o s s i b l e S o l u t i o n s Subsection 4: Inheritance and Variation of Traits 1. Structure and Function 2. Growth and Development of Organisms 3. Inheritance of Traits 4. Variation of Traits Subsection 5: Natural Selection and Evolutions 1. Evidence of Common Ancestry and Diversity 2. Natural Selection 3. Adaptation

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

CONTINUED CONCEPTS

94%

NEW CONCEPTS

6%

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E OF SCIENCE STRAND 1: NATURE AND ENGINEERING OF SCIENCE AND ENGINEERING STRAND 1: NATURE OF SCIENCE AND ENGINEERING

d 1: The Practice Substrandof 1: The Science Practice of Science nderstandings about 1. Understandings science about science cientific inquiry and 2. Scientific investigation inquiry and investigation

Substrand 1: The Practice of Science 1. Understandings about science 2. Scientific inquiry and investigation

d 2: The Practice Substrandof 2: The Engineering Practice of Engineering nderstandings about 1. Understandings engineering about engineering ngineering design2. Engineering design

Substrand 2: The Practice of Engineering 1. Understandings about engineering 2. Engineering design

d 3: Interactions Substrandamong 3: Interactions Science, among Science, Technology, Technology, SubstrandEngineering, 3: Engineering, Interactions among Science, Technology, Engineering, Mathematics Mathematics and Society and Society Mathematics and Society Systems 1. Systems 1. Systems Careers and contributions 2. Careers and incontributions science and in science engineering and engineering 2. Careers and contributions in science and engineering Mutual influence of 3. science, Mutual influence engineering of science, engineering and society and society 3. Mutual influence of science, engineering and society The role of mathematics 4. The roleand of mathematics technology and technology in science in science and 4.and The role of mathematics and technology in science and engineering engineering engineering

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SECTION 1: ENGINEERING

Subsection 1: En 1. Defining 2. Developi 3. O p t i m

EDUCATION & NATURE

SECTION 1: ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE Subsection 1: Engineering Design 1. Defining and Delimiting Engineering Problems 2. Developing Possible Solutions 3. O p t i m i z i n g t h e D e s i g n S o l u t i o n

CONTINUED CONCEPTS

66%

NEW CONCEPTS

33%

Co n t in ue d c o n c e p t s a r e st a n da r d s t h a t b o t h in c ur r e n t a n d p r o p o se d st a n d a r d s.

N e w c o n c e p t s o n l y a p p e a r in t h e p r o p o se d st a n d a r d s.

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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AL SCIENCE STRAND 2: PHYSICAL SCIENCE

1: Matter Substrand 1: Matter operties and structure matter 1. Properties andof structure of matter hanges in matter 2. Changes in matter

2: Motion Substrand 2: Motion escribing motion 1. Describing motion rces 2. Forces

3. Energy Substrand 3. Energy nds of energy 1. Kinds of energy ergy transformations 2. Energy transformations

4. Human Interactions with Substrand 4. Human Interactions with Physical Physical SystemsSystems eraction with 1. the environment Interaction with the environment

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SECTION 2: PHYSICAL

Subsection 1: 1. Struc 2. Nucle 3. Types

Subsection 2: 1. Struc 2. Chem 3. O p t

Subsection 3: 1. Force 2. Types 3. D e f 4. D e f 5. O p t

Subsection 4 1. Defini 2. Conse 3. Relat 4. Energ 5. Defin

Subsection 5: 1. Energ 2. W a v 3. E l e c 4. I n f o

EDUCATION & NATURE

SECTION 2: PHYSICAL SCIENCE Subsection 1: Structure and Properties of Matter 1. Structure and Properties of Matter 2. Nuclear Processes 3. Types of Interactions Subsection 2: Chemical Reactions 1. Structure and Properties of Matter 2. Chemical Reactions 3. O p t i m i z i n g D e s i g n S o l u t i o n s

CONTINUED CONCEPTS

58%

Subsection 3: Forces and Interactions 1. Forces and Motion 2. Types of Interactions 3. D e f i n i t i o n s o f E n e r g y 4. D e f i n i n g a n d D e l i m i t i n g E n g i n e e r i n g P r o b l e m s 5. O p t i m i z i n g t h e D e s i g n S o l u t i o n Subsection 4: Energy 1. Definitions of Energy 2. Conservation of Energy and Energy Transfer 3. Relationship Between Energy and Forces 4. Energy in Chemical Processes 5. Defining and Delimiting Engineering Problems

NEW CONCEPTS

Subsection 5: Waves and Electromagnetic Radiation 1. Energy in Chemical Processes 2. W a v e P r o p e r t i e s 3. E l e c t o m a g n e t i c R a d i a t i o n 4. I n f o r m a t i o n T e c h n o l o g i e s a n d I n s t r u m e n t a t i o n

42%

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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AND SPACE STRAND 3: EARTH SCIENCE AND SPACE SCIENCE

d 1. EarthSubstrand Structure 1. Earth Structure and Processes and Processes late tectonics 1. Plate tectonics arth’s changing 2. Earth’s surface changing surface Rock sequences3.and Rock sequences Earth and History Earth History

d 2. Interdependence Substrand 2. Interdependence within within the the Earth Earth System System ources and transfer 1. Sourcesof andenergy transfer of energy Weather and climate 2. Weather and climate Materials cycles3. Materials cycles

d 3. The Universe Substrand 3. The Universe olar system motion 1. Solar system motion ormation of the2. solar Formationsystem of the solar system Age, scale and origin 3. Age, scale ofand the origin universe of the universe

d 4. Human Substrand Interactions 4. Human Interactions with withEarth Earth systems systems nteraction with 1.the Interaction environment with the environment PAGE 24

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SECTION 3: EARTH AN

Subsection 1 1. The U 2. Earth 3. E n e 4. E l e

Subsection 2 1. The H 2. Earth 3. Plate 4. N uc

Subsection 3 1. Earth 2. Plate 3. The R 4. Wea 5. Biog 6. Wav

Subsection 4 1. Earth 2. Earth 3. Wea 4. G l o

Subsection 5 1. Weat 2. N a t 3. N a t 4. H u m 5. G l o 6. D e v

EDUCATION & NATURE SECTION 3: EARTH AND SPACE SCIENCES Subsection 1: Space Systems 1. The Universe and Its Stars 2. Earth and the Solar System 3. E n e r g y i n C h e m i c a l P r o c e s s e s a n d E v e r y d a y L i f e 4. E l e c t r o m a g n e t i c R a d i a t i o n Subsection 2: History of Earth 1. The History of Planet Earth 2. Earth Materials and Systems 3. Plate Tectonics and Large-Scale System Interactions 4. Nuclear Pro c esses

CONTINUED CONCEPTS

62%

Subsection 3: Earth’s Systems 1. Earth Materials and Systems 2. Plate Tectonics and Large-Scale System Interactions 3. The Roles of Water in Earth’s Surface Processes 4. Weather and Climate 5. Biogeology 6. Wave Properties Subsection 4: Weather and Climate 1. Earth and the Solar System 2. Earth Materials and Systems 3. Weather and Climate 4. G l o b a l C l i m a t e C h a n g e Subsection 5: Human Sustainability 1. Weather and Climate 2. N a t u r a l R e s o u r c e s 3. N a t u r a l H a z a r d s 4. H u m a n I m p a c t s o n E a r t h S y s t e m s 5. G l o b a l C l i m a t e C h a n g e 6. D e v e l o p i n g P o s s i b l e S o l u t i o n s

NEW CONCEPTS

38%

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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STRAND 4: LIFE SCIENCE Substrand 1. Structure and Functions in Living Systems 1. Levels of organization 2. Cells

Substrand 2. Interdependence of Living Systems 1. Ecosystems 2. Flow of energy and matter

Substrand 3. Evolution in Living Systems 1. Reproduction 2. Variation 3. Biological evolution

Substrand 4. Human Interactions with Living Systems 1. Interaction with the environment 2. Health and disease

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SECTION 4: LIFE SCIE

Subsection1 1. Stru

Subsection 2 1. Orga 2. Cycl 3. Ener

Subsetion 3: 1. Inter 2. Ecos 3. Soci 4. Adap 5. Biod 6. D e v

Subsection 4 1. Stru 2. Grow 3. Inhe 4. Vari

Subsection 5 1. Evide 2. Natu 3. Adap

EDUCATION & NATURE

SECTION 4: LIFE SCIENCES Subsection1: Structure and Function 1. Structure and Function Subsection 2: Matter and Energy in Organisms and Ecosystems 1. Organization for Matter and Energy Flow in Organisms 2. Cycles of Matter and Energy Transfer in Ecosystems 3. Energy in Chemical Processes Subsetion 3: Interdependent Relationships in Ecosystems 1. Interdependent Relationships in Ecosystems 2. Ecosystem Dynamics, Functioning, and Resilience 3. Social Interactions and Group Behavior 4. Adaptation 5. Biodiversity and Humans 6. D e v e l o p i n g P o s s i b l e S o l u t i o n s Subsection 4: Inheritance and Variation of Traits 1. Structure and Function 2. Growth and Development of Organisms 3. Inheritance of Traits 4. Variation of Traits Subsection 5: Natural Selection and Evolutions 1. Evidence of Common Ancestry and Diversity 2. Natural Selection 3. Adaptation

CONTINUED CONCEPTS

94%

NEW CONCEPTS

6%

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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SUPPORT: Oft en ti m e te a c h e rs ar e as ked by adminis tr ati on to add outdoor lear ni n g to th e i r c u r r iculum. Howev er often ti mes they are provi ded w i t h n o sup p or ti n g r es our ces .

One t e a c h e r I i n te r v iewed about outdoor learni ng sai d, “A potenti al c hall e n g e f or you mig ht be pr epar ing educat ors w ho are i ll-prepared t o m a ke m e a n i n g f ul connections to the conte nt or the students’ exp eri e n c e . I c a n s ee mys elf being complet ely unaw are of my s t uden ts un de r sta nding of natur e, in ways th at my ow n experi ence has me b e li e ve th a t ar e univ er s ally exper ien ced truths. I t w ould also be a c h a l le n g e f or me to s ee natur e within the confi nes of an urban en v i ro n me n t. ” W i t h th i s i n m i n d , I hav e wor ked on compilin g li sts of resources to p r o v i de a d mi n i str ation and educator s with to help them out. On the p age to th e r i g h t is a lis t of potential non- profi t communi ty partners fo r educ a to r s w i th in the Twin C ities .

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

EDUCATION & NATURE A Cha n c e T o G r ow A c hi ev e ! M P L S A l li an c e f or Su sta i nability A m her st H. W i l de r Foundation A no k a - He n n e p i n Sc hools A p p et i te f o r C h a n ge A r t E duc a tor s of Minnes ota A r t i cul tu r e A s s o c i a ti o n o f Me t r opoliltan School Di s t r i c ts Ban ya n C omm un i ty Bi k e MN Bi g Br o th e r s B i g S is ter s of the Gr eater Twi n C i ti e s Bo ys a n d Gi r l s C l ubs of the Twin C ities Br av e N e w W or ksh op Bus h Foun d a ti on Bet t er Futur e s M i n nes ota Camp Q ue st MN Camp F i r e M N Cedar L a k e P a r k As s ociation Cedar R i ve r si d e R ev italization P r og r am Cen t er f o r E n e r g y and Env ir onment Clev ela n d N e i g h b or hood As s ociation Cli ma te G e n e r a ti on Co mo Fr i e n ds COM P A S Co n s e r va ti o n C or p s of Minnes ota and Iowa Co n s e r va ti o n M i n n es ota Co rc or a n Ne i g h b o r hood Or g anization Co ura g e ous h e A R TS Cyc les f or c h a n g e Do I t G r e e n M i n n e s ota Env i ron me n t M i n n e s ota Env i ron me n ta l I n i tiativ e

Eureka! Recycli ng EarthEd Foundati on Educati on Mi nnesota Foundati on Educati on Evolvi ng Forecast Publi c Art Frank Theater Free Arts Freshw ater S oci ety Fri ends of the Boundary W aters W i lderness Fri ends of the Parks and Trai ls of S t. Paul and

Ramsey County Frogtow n Garden Gardeni ng Matters GS of the Ri ver Valley Great Ri ver Greeni ng Hands On Tw i n Ci ti es I n the Heart of the Beast Juxtaposi ti on Arts Land S tew ardshi p Proj ect Li nd-Bohanon Nei ghborhood Associ ati on Longfellow Communi ty Counci l Lyndale Nei ghborhood Associ ati on Macalester Groveland Communi ty Counci l Mai n S treet Proj ect Metro Blooms Mi dtow n Greenw ay Coali ti on Mi nneapoli s Parks Foundati on Mi nnesota Associ ati on for Envi ronmental Educati on Mi nnesota Envi ronmental Partnershi p Mi nnesota Land Trust Ni ce Ri de Northsi de Achi evement Zone Nokomi s East Nei ghborhood Associ ati on

O n e He a r t l a n d Pa r k s & T r a il s c o u n c il o f M in n e so t a Pe o p l e f o r Pa r k s Pr o j e c t S uc c e ss R e a din g & M a t h I N C. S t a n d ish - E r ic sso n N e ighb o r h o o d A sso c ia t io n S t r e e t s.M N S c ie n c e M u se um o f M in n e so t a S e a r c h I n st it ue S e wa r d N e igh b o r h o o d G r o u p S h a r e dG EO S h in gle Cr e e k N e igh b o r h o o d A sso c ia t io n S ie r r a Club N o r t h S t a r Ch a p t e r S o c ia l V e n t ur e Pa r t n e r s M in n e so t a S p r in gb o a r d f o r t h e A r t s Spark-Y The Arc T h e M in n e a p o lis F o u n da t io n T h e N a t ur e Co n se r v a n c y T h e S a n n e h F o un da t io n T h in k S ma l l U p st r e a m A r t s Urban Ventures Urban Roots V o ya ge ur O u t wa r d B o un d S c h o o l V o ya ge ur s N a t io n a l Pa r k A sso c ia t io n W e st S ide Co m mu n it y O r ga n iz a t io n Y o un g A r t ist s I n it ia t iv e Y o ut h F a r m Y o ut h F r o n t ie r s Y o ut h CA R E

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

background 0 1 . Pr oj ect P a r tner 0 2. S it e C on text

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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A BIT OF BACKGROUND FROM OWL’S WEBSITE: “Op en W or l d L e a r n ing (OWL) has nur tur ed s elf-di rected learners for mo re th a n 4 5 ye a r s . Since 19 71, s tudents in our small-by-desi gn s cho o l h a ve b e e n celebr ated and r es pected for thei r i ndi vi duali ty an d t a k e a n a c ti ve r ole in their education. Wi th j ust 450 students i n G ra d e s 6 th r oug h 12 , ev er y s tudent is a k now n and valued part o f o ur f a mi ly - l i k e community. Open Wor ld Le arni ng Communi ty i s a m emb e r of th e n ational networ k of EL Schools, w hi ch promote r i go rous a n d e n g a ging cur r iculum; activ e, in qui ry-based pedagogy; an d a sc h o ol c u ltur e that demands and teach es compassi on and good c i t i z en sh i p .

Our c ur r i c u lum i s des ig ned ar ound Lear ning Expedi ti ons – proj ects t h at a ll ow stude n ts to inv es tig ate is s ues in our school, the c o mmun i ty a n d th e wor ld. The s tudy of big ideas enables us to w eav e to g e th e r w o r k in multiple s ubject ar eas. S tudents are gi ven t i m e to th i n k a b out impor tant is s ues , time to experi ment, and ti me t o unde r sta n d w h a t they’v e lear ned. Our “s mall school” learni ng en v i ro n me n t i n sp i r es s tudents to as k ques ti ons i n a culture that dem an ds a n d te a c h es compas s ion and g ood c i ti z enshi p. Our beauti ful new hom e i n St. P aul’s Wes t Side was s pecially desi gned to support t h e co l la b o r a ti ve l ear ning s tyle of EL Schools.

W hen th e sc h ool d ay beg ins at Open Wor ld Learni ng Communi ty (OW L ) , yo u’ l l f i n d s tudents and s taff fr om di verse cultural back g r o u n ds sh a r i n g a common g oal: the de si re to di scuss, explore, i nv es t i g a te a n d l e ar n. It is a wor ld des ig ned for student-centered lear ni n g - a p l a c e w her e innov ativ e pr og r ams and hands-on methods en c o ur a g e c u r i o si ty and dis cov er y. You will hear students and t eache r s h a vi n g r eal conv er s ations about th ei r li ves, beyond tests an d home w o r k. E a c h of our 45 0 s tudents is know n and respected, an d exc lusi ve c li q u es s car cely exis t. This is the OW L communi ty.”

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

Our “small school” learning environment inspires students to ask questions in a culture that demands and teaches compassion and good citizenship.

PROJECT PARTNER

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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s OWL special?

What makes OWL unique?

Expeditionary School

Based on the Outward Bound Model, which believes we learn best through experience.

Small by Design

With 450 students in grades 6-12, OWL creates an environment to nurture every student’s learning potential in creative ways.

Standards Based Grading

Grades are not competetive or based on a “curve”. Students set learning targets and are assessed based on their progress towards archieving these learning targets.

Equal Standing

Teachers and students go by their first names to encourage the idea that we all can learn from each other.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PROJECT PARTNER

FAST FACTS FROM OWL’S WEBSITE: - F o und e d i n 1 9 7 1 t o nur tur e ev er y s tudent’s

le a r n i n g p otential - In 20 0 9 th e y b e came a par t of Expeditiona ry

L e a r n i n g Schools networ k - Exp edi ti on a r y L e a r ning Schools ar e bas ed on the

O utw a r d B ound model, which believ es that

w e l e a r n b e s t thr oug h exper ience - Enr o ll me n t i s a r o und 4 00 s tudents for g r ades 6-12.

- Clas se s a r e n o t sor ted by ag e, but by lear ni ng styl e - G i v es b r e a k a t lunch time to r echar g e - S t ude n ts ta k e a n activ e r ole in their lear ning - Ev er yo n e g o e s b y fir s t names to r einfor ce t hat w e

a ll l e a r n f r o m each other LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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WHO ATTENDS OWL: ENROLLMENT TOTAL: 405 Students Students Students Students Students

who who who who who

identify identify identify identify identify

themselves themselves themselves themselves themselves

as as as as as

American Indian

Asian American African American Hispanic American Caucasian American

1% 15% 15% 16% 53%

Students in English Language Learning 11% Students in Special Education 20% Students eligible for Free and Reduced Lunch 44% MCA Grade 6 -- Reading 64% MCA Grade 6 -- Math 54% MCA Grade 6 -- Math - moderate to high growth 52% MCA Grade 7 -- Reading 59% MCA Grade 7 -- Math 38% MCA Grade 7 -- Math - moderate to high growth 53% MCA Grade 8 -- Reading 42% MCA Grade 8 -- Math 29% MCA Grade 8 -- Math - moderate to high growth 67% MCA Grade 10 -- Reading MCA Grade 11 -- Math MCA Grade 11 -- Math - moderate to high growth

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53% 25% 64%

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PROJECT PARTNER WHAT ARE THEY INVOLVED IN? Archery Dungeons and Dragons FIRST Robotics Fraquetball History Day Lego League Open Book Outward Bound Service Learning Student Government The Purple Press (Student Newspaper) Theater Ultimate Frisbee Four square Debate Math League Science Museum of Minnesota Youth Farm UrbanH Rock Band Hip-Hop Dance Public Achievement Video Production Youth in Government Soccer African/Latin Dance Small Engines Video Game Design and Coding Magic: The Gathering Flipside = Could Use Outdoor Space LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PAGE 37

ECONOMY: S ai nt P a ul P ub li c Schools has a bu d get of a ro und $697, 000, 000 pe r ye a r f o r a l l s c h ool s in the d istr ict.

FU N D I NG B R E A K DOWN 6 6 % c om e s f r o m State Taxes 1 0 % c o me s f r o m National Gov er nment 22% C o me s f r o m Local Sour ces s uch as pr o perty taxes 2% S a le s f r o m c a pital pr ojects All o f t h i s mon ey ha s st ri ngs B U DG E T B R E A K D OWN 1 9 % C on str uc ti o n , Debt, Food Ser v ice, C ommuni ty Ed 81 % G e n e r a l Fun d

8 1 % o f th e Gener al Fund pays for s ta ff salary and benefi ts

2 % m i xe d cos t to keep building s in operati on

9 % f or p ur c has es s uch as tr ans por ta ti on

5 % C on str uction pr ojects , s upplies , a nd other school support costs

3 % A dm i n i s tr ativ e (lower than s tate average) PR O JE C TE D TO B E $15MIL L ION SHOR T FOR 2016/2017

T h e f i n a l 2 016/2 017 B udg et can bee n seen on the ri ght Op en W or l d L e a r n i ng community will r eceiv e a t o t a l o f $2, 607, 766 from S P PS f o r 2 0 1 6 /2 017 $ 0 o ut of th e $ 2 , 607 ,7 66 f r om SPPS is planned to be used for thi s proj ect.

A l l as p e c ts o f th e building of the pr oject ar e to be funded by donati ons fro m pa r e n ts a n d community member s . The c ost of mai ntenance needs to be c o mp a r a b le to th e cur r ent pr ice for the s chool board to approve the plan or hav e a n a lte r n a ti ve s olution (ie hav ing s tudents or thei r fami li es care for the mai n te n a n c e ) .

F o r t hi s r e a so n i t i s des ir ed for the final desi gn to be broken dow n i nto bui ldi ng p has e s th a t c a n b e budg eted and fund- r ais ed for before they are bui lt.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PROJECT PARTNER

SPPS 2016/17 FINAL BUDGET (In Millions)

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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Source: Esri, DigitalGlobe, GeoEye, Earthstar Geographics, CNES/Airbus DS, USDA, USGS, AeroGRID, IGN, and the GIS User Community

0

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

125

250

500 Feet

SITE CONTEXT

Elizabeth St E Gorman Ave

OPEN WORLD LEARNING COMMUNITY

Baker St E Livingston Ave

Humboldt Ave

HUMBOLDT HIGH SCHOOL

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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NORTH SITE 4

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3 1

2

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

5

SITE CONTEXT

1

2

3

4

5 LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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SOUTH SITE

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SITE CONTEXT

looking north

looking east

looking south

looking west LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

proposal 0 1 . Over all V is i on 0 2. Nor t h S ite 0 3 . S out h S ite 0 4. Acknowle dgm e nts

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IM

ITY KEY

PR

OX

LEARNING THROUGH THE OPEN WORLD: a middle and high schoolyard redesign considers the MAXIMIZATION OF LIMITED SPACE Public School

Private School

School Location

1 Mile Radius

EC

IFIC

SITE

8 Miles

SP

1/4 Mile Radius

FO

Teacher Candidate Name: Theresa Hunt School Name: Open World Learning Lesson Title: What Could It Be?

CUS

highlights the IMPORTANCE OF WATER

LESSON PLAN DESIGN FRAME Date: 2/15/17 Grade Level: 9-12 Day in Lesson Sequence: 1

ON

Lesson Ra�onale: Why are you teaching this lesson? Describe what you know about your students’ prior learning and experience with respect

LESS

to the central focus of this learning segment. How do you know? How have you used this knowledge of their development to guide your choice or adapta�ons of the learning tasks and materials to develop the students’ conceptual understanding and/or skill proficiency? What requisite skills do students need in order to access the lesson and par�cipate fully? How will the learning in this lesson be further developed in subsequent sons in this sequence?

The purpose of this lesson is to provide students with a deeper connec�on to the urban landscape that surrounds them. Through the Expedi�onary Learning approach and Outward Bound trips that OWL provide, students have developed an apprecia�on for the natural world that surrounds them. They are filled with curiosity and the desire to learn more about how they can make a difference. This lesson series is designed to help students understand how simple changes in plan�ng design around them can have a huge impact on the natural cycles that surround them.

Lesson one focuses on plant iden�fica�on to provide students confidence and familiarity with common species on school property.

enhances and supports FUTURE SCIENCE STANDARDS

Content Standards: (Minnesota State, Common Core, and/or Na�onal Standards): NGSS Content Standards: 1. ESS3.C: Human Impacts on Earth Systems a. The sustainability of human socie�es and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) b. Scien�sts and engineers can make major contribu�ons by developing technologies that produce less pollu�on and waste and that preclude ecosystem degrada�on. (HS-ESS3-4) 2. ETS1.B: Developing Possible Solu�ons a.

When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2), (secondary HS-ESS3-4)

Content Objec�ves: WHAT do you want students to think, know, understand, and/or be able to do (Iden�fy, give examples, compare, use, design, judge, etc.). Be specific and use concrete terms. HOW will the student demonstrate this? Describe observable ac�ons.

SWBAT iden�fy ten plant species on school grounds by using the provided plant ID flow chart.

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PO

RT

SU

Content-Specific Language: What key vocabulary (“the bricks”) do you need to introduce/review with students and how will you engage students with that vocabulary in the lesson? Is this vocabulary being introduced, developed, or reviewed in this lesson? o Review: ECOLOGY: interac�ons among organisms and their environment SPECIES: a group of living organisms consis�ng of similar individuals capable of exchanging genes or interbreeding. o Introduced/Developed LEAF: a fla�ened structure of a higher plant, typically green and bladelike, that is a�ached to a stem directly or via a stalk.

Leaves are the main organs of photosynthesis and transpira�on.

BLADE: the broad flat part of a leaf PETIOLE: the stalk that joins a leaf to a stem COTYLEDON: an embryonic leaf in seed-bearing plants, one or more of which are the first leaves to appear from a germina�ng seed.

STEM: the main body or stalk of a plant or shrub SHOOT SYSTEM: includes organs such as leaves, buds, stems, flowers, and fruits and usually it develops above ground ROOT SYSTEM: includes roots as well as modified stem structures such as tubers and rhizomes and usually it develops underground SPECIES DIVERSITY: refers to the measure of diversity in an ecological community. Species diversity takes into considera�on species richness, which is the total number of different species in a community. It also takes into account evenness, which is the varia�on of abundance in individuals per species in a community SPECIES RICHNESS: is the number of different species represented in an ecological community, landscape or region. Species

P

Academic Language

encourages STUDENT & COMMUNITY INVOLVEMENT

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

OVERALL VISION

EDUCATIONAL GOALS: 5 things every student will take away

1.

2.

3.

4.

5.

identify the four ECOLOGICAL PROVINCES OF MN understand the LIFE CYCLE OF ECOSYSTEMS appreciate the EPHEMERALITY OF LANDSCAPES recognize ways that HUMANS IMPACT EARTH SYSTEMS develop POSSIBLE SUSTAINABLE SOLUTIONS

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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ELIZABETH STREET E Seat Wal l

G OR M A N A V ENU E

HU M B OL DT A V ENU E

L a wn Reading Nook

Cubby Wall

Team Bui ldi ng Space

Four S q uare

Pl aza

Amph ith e a te r

Sta ge

O P EN W O R L D L E A RN I N G CO M M UN I T Y

North Site Plan PAGE 50

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SCALE

0

5’

10’

30’

NORTH SITE

L o c a te d off the nor th s ide of the school, th i s si te offer s s paces for r ecr eati on, sm a ll a n d lar g e g r oup g ather ing s , lunch sp o ts, a nd a g r as s y lawn to s tr etc h out a n d e n jo y the weather . B eing s ituated a s th e school’s backyar d, this s ite w i ll b e h e a vi ly us ed thr oug hout the day for lu n c h ti me and clas s .

T h e f i n a l des ig n can be s een in the plan on th e left, with a few ear lier iter a ti ons on th e r i g ht.

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W h e n l o o k in g f o r p r e c e de n t s f o r t h e sit e , W ilk e s E le m e n t a r y S c h o o l in Po r t la n d, O R wa s t h e m a in in sp ir a t io n . A s se e n o n t h e le f t , M a h l um a r c h it e c t s c r e a t e d a h igh ly f un c t io n a l sp a c e wit h a st e e p sl o p e t h a t c a n b e use d o r l e isur e o r p la y.

Ph o t o s u se d a r e f r o m t h e ir we b sit e .

O n t h e r igh t , ide a s f o r r e c o n st r u c t in g t h e r e t a in in g wa l l a r e sh o wn . B e in g lo c a t e d o n t h e n o r t h side , f e w o p t io n s a r e a v a ila b le . T h e use o f a ga b io n wa l l c a n p r o v ide t h e o p p o r t un it y f o r a gr e e n wa ll wit h f e r n s a n d o t h e r sha d e p la n t s.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

NORTH SITE

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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Today, the ground behi nd the r e t a in in g wa ll is wa sh in g o ut a n d is a safety haz ard. I nstead of pro j e c t in g t h e wa l l f a r t h e r a n d se p a r a t in g t h e si te from the street even mo r e , t h e sit e will b e r e gr a de d wit h a lo we r w all that has a gradual slope me e t in g it s e dge .

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

NORTH SITE

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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The only exit dur in g sc h o o l ho ur s ge t s c r o wd e d wit h students an d t h e ir b e l o n gin gs d ur in g t h e lu n c h t ime rush. S tude n t s lo v e t o p l a y f o ur sq ua r e a n d h a n g o ut duri ng thei r e xt e n de d lun c h p e r io d . T h e n e w de sign provi des st o r a ge sp a c e , a n d a ddit io n a l f o ur sq ua r e court, and sp a c e s t o r e la x a n d h a n go u t wit h f r ie n ds.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

NORTH SITE

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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Cur r e n t ly t o o st e e p t o b e use d f o r de l iv e r ie s, t h e o ld dr iv e wa y is o b so l e t e a n d de c a yin g.

T h r o ugh r e gr a din g t h e sit e , a n a mp h it h e a t e r c a n b e de v e l o p e d t o se a t a ll st u de n t s in o n e gr a de .

Cur r e n t ly a sp a c e o f t h is siz e do e s n o t e xist in side o r o u t sid e .

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

NORTH SITE

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

NORTH SITE

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EL I ZA BET H S T REET E

BAKER STREET E

L I V I N GSTON A V EN UE

HUMBOL D T A V EN UE

Forest Wal k Ra in Ga rd e n

Shel tered Classroom

Law n

G rassl and Mound Gro u p Ga th e rin g

Ra in Ga rd e n Expl oratory Walk

South Site Plan PAGE 62

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

SCALE

0

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L ocated one block s outh and tw o blocks e a st, the s econd s ite is in need of i deas a n d ins pir ation. B eing the on ly large sp ace OWL has , keeping a la rge part o p en for fr ee play and g r oup gatheri ngs i s es s ential. B eing a s hor t w alk aw ay, th i s s ite als o holds long er acti vi ti es and i s not av ailable dur ing the lunch hour.

T o the left is the final des ig n and to the r i g h t and abov e ar e v ar ious i terati ons.

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W hen loo k in g f o r p r e c e de n t s f o r t h is secti on, a v a r ie t y o f so u r c e s we r e used. To giv e p e r ma n e n c e a n d a f e e lin g of structu r e t o t h e sit e , a n o p e n a ir pavi li on s t yl e c l a ssr o o m wa s de v e l o p e d for the co r n e r . D if f e r e n t m a t e r ia ls t a k e place acr o ss t h e sit e t h r o ugh b e in g i mpri nted in c o n c r e t e . W a t e r ’s p r e se n c e on the si t e is n o t e d b y p a t h s t h a t c r o ss sw ales an d h a v in g c h a n gin g c o n d it io n s w i th di ffe r e n t we a t h e r p a t t e r n s. F in a ll y, a speci fi c p l a n t in g p l a n wa s de v e l o p e d for the si t e f o r e du c a t io n a l use s (preceden t o n n e xt p a ge ) .

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SOUTH SITE

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PLANTING PLAN Ins p i ra ti on f or th e planting plan on the South S i te came from the bo o k “P la n ti n g i n a P os t- Wild Wor ld” by Thomas Rai ner and Claudi a W es t . T h i s b o ok f ocus es on a new way of thi nki ng about nature and lan ds c a p e s. “I t does not s eek natur e in r emo te mountai n tops, but fi n ds i t i n ste a d i n the mids t of our cities and suburbs. I t looks at our degra de d b u i l t la n ds capes with unjaded eyes, seei ng the archi pelago o f leftove r l a n d. . . n ot as us eles s r emnants , b ut as terri tori es of vast p o t en ti a l . . . O n ly w hen we clear our heads of the rose-ti nted i deali sm of t h e p a st c a n w e r e ally embr ace the full pote nti al of the future...[thi s] frees us to ta ke r i sks , act foolis hly, and emb race fai lure. After all, no des i gn e d p la n ti n g ev er las ts . Its main pur po se i s not to endure but to en c ha n t. ” A t t he c o r e of Ra i ner and Wes t’s planting co ncept i s the noti on of layeri n g . I n ste a d of thinking of each plant as a si ngle i ndi vi dual, t h ey vi e w th e m a s communities . They des cr i be the essence of a plant c o mmun i ty a s “th e layer ing of differ ent s pec i es, not only si de by si de, but also o n e on to p of another . This can be achi eved by verti cally layeri n g sp e c i e s to inhabit differ ent niches i n space and ti me.”

Th i s c o n c e p t o f l a yer ing was cons tantly pr esent i n the enti re planti ng s cheme p r o c e ss. The pag e on the r ig ht conta i ns i mages of planti ng exampl e s th a t w e r e us ed for ins pir ation. A f ull plant li st selected for t h e s i te c a n b e f o und in the appendix s tar tin g on page 86.

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SOUTH SITE

No designed planting ever lasts. Its main purpose is not to endure but to enchant.

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Ground Cover

Asarum canadense

Seasonal Interest

Phlox divaricata

Maianthemum stellatum

Ground Cover

Phegopteris decursive-pinnata

Pinus nigra

Structural

Picea pungens var. glauca

Seasonal Interest

Populus tremuloides

Betula nigra

Structural

LA WN FO REST W ET G RA SSLA ND ME S I C G RA SSLA ND DR Y G RA SSLA ND BU FFER Aster sericeus

Bouteloua hirsuta

Liatris punctata

Kuhnia eupatorioides

Ground Cover

Nepeta x faassenii ‘Walker’s Low

Salvia nemorosa ‘Caradonna’

Sorghastrum nutans ‘Sioux Blue’

Panicum virgatum ‘RR1’ RUBY RIBBONS

Seasonal Interest

Structural

FOREST TYPOLOGY F O R ES T

B UF F ER

PEchinacea AGE 68

L E A R NCarex ING THROUGH TH E O P E N W O R L D : Echinacea Theresa Hunt Pycnanthemum

'Emily Saul' BIG SKY AFTER MIDNIGHT

flacca

virginianum

purpurea 'Kim's Knee High'

Carex bebbii

Lobelia siphilitica

Epilobium angustifolium

Eutrochium fistulosum

January

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Ma

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ssenii ta x faa A

a

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lus

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str

um

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h Ec

ina

cea

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ily Saul’ Ca

Ech re

ina

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ce

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na Eu nthe tr oc mum

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m’

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lia um obe L hi igh eH ne sK um bi

WE T GR A SSLAN D x

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PAGE 69

Allium schoenoprasum

Symphyotrichum oblongifolium ‘October Skies’

Monarda bradburiana

Sanguisorba officinalis

Ground Cover

Dalea candida

Echinacea purpurea ‘Coconut Lime’

Sporobolus heterolepis

Seasonal Interest

Eryngrium yuccifolium

Structural

LAW N FOR ES T W E T G R ASS LAND MES IC G R AS SLAND

Asarum DR Y canadense

G R ASS LAND

Phlox divaricata

BU FFER

Ground Cover

Maianthemum stellatum

Phegopteris decursive-pinnata

Pinus nigra

Picea pungens var. glauca

Seasonal Interest

Populus tremuloides

Betula nigra

Structural

MESIC GRASSLAND TYPOLOGY Aster sericeus

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Bouteloua hirsuta

Liatris punctata

Kuhnia eupatorioides

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

Ground Cover

Nepeta x faassenii ‘Walker’s Low

Seasonal Interest

Salvia nemorosa ‘Caradonna’

Sorghastrum nutans ‘Sioux Blue’

Panicum virgatum ‘RR1’ RUBY RIBBONS

Structural

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ME S I C G RA S S LA ND LEARNING THROUGH THE OPEN WORLD: Theresa Hunt July

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December

Aster Aster sericeus sericeus

Bouteloua Bouteloua hirsuta hirsut a

Liatris punctata Liatris punctata

Kuhnia Kuhnia eupatorioides eupatorioides

GroundCover Cover Ground

Nepeta x faassenii Nepeta x faassenii ‘Walker’s Low ‘Walker’s Low

Seasonal Seasonal Interest Interest

Salvia Salvia nemorosa nemorosa ‘Caradonna’ ‘Caradonna’

Sorghastrum Sorghastrum nutans nutans ‘Sioux Blue’ ‘Sioux Blue’

Lobelia siphilitica

Epilobium angustifolium

Panicum Panicum virgatum virgatum ‘RR1’ RUBY RIBBONS ‘RR1’ RUBY RIBBONS

Structural Structural

LAW N F OREST WE T GRASSLAND MESI C GRASSLAND DRY GRASSLAND

Echinacea 'Emily Saul' BUFFER BIG SKY AFTER MIDNIGHT

Carex flacca

Pycnanthemum virginianum

Echinacea purpurea 'Kim's Knee High'

Ground Cover

Carex bebbii

Seasonal Interest

Eutrochium fistulosum

Structural

DRY DRYGRASSLAND GRASSLANDTYPOLOGY TYPOLOGY M E S I C GRAS S L AND

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

M E S I C GR A S S LA N D

D R Y G R A S S LA N D

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a

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in

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L AWN

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x

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ea ac

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Echinacea 'Emily Saul' Echinacea BIG SKY AFTER MIDNIGHT 'Emily Saul' BIG SKY AFTER MIDNIGHT

Carex flacca Carex flacca

Pycnanthemum virginianum Pycnanthemum

Echinacea purpurea Echinacea 'Kim's Knee High' purpurea 'Kim's Knee High'

virginianum

Ground Cover Ground Cover

Carex bebbii Carex

bebbii

Lobelia siphilitica Lobelia

siphilitic a

Seasonal Interest Seasonal Interest

Epilobium angustifolium Epilobium

angustifoliu m

Eutrochium fistulosum Eutrochium

fistulosu m

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LAWN F O R EST W E T G R ASSLA N D ME SI C G R A SSL A N D DR Y G R ASSLA N D BUF F ER

WET WETGRASSLAND GRASSLANDTYPOLOGY TYPOLOGY B U F F ER

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M ESIC GR A SSL A N D

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

WET GR A SSL A N D

M ESI C G R A S S LA ND

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m’

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O n e featur e of the South Si t e is the explor ator y walk that meander s th r oug h the differ ent p lant typolog ies . When i t r ains , the path textur e c h ang es and cr eates a di f fer ent exper ience for the us er .

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CONCLUSION Learni ng from the w orld has b e e n a p a r t o f m y lif e a s lo n g a s I c a n r e m e mb e r .

Through the process of comple t in g m y c a p st o n e , I wa s a b l e t o de v e lo p a m uc h needed resource to begi n bri d gin g t h e ga p b e t we e n de sign a n d l e a r n in g. I f in d i t to be such a shame that the b u dge t f o r a sc h o o l a lwa ys se e m s t o disa p p e a r the second you step outsi de o f t h e b uild in g. A c h a n ge in t h e wa y we v a l ue educati on and learni ng in t h e wo r l d is n e c e ssa r y f o r f ut ur e ge n e r a t io n s.

W i th that thought i n min d, I wo ul d l ik e t o le a v e yo u wit h a q uo t e f r o m someone w h o h a s b e e n m y in sp ir a t io n f o r q u it e a f e w ye a r s.

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“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.�

- Rachel Carson

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

ACKNOWLEDGMENTS

THANK YOU W i t h th e c om p le ti on of the caps tone pr oces s, i t i s fi nally ti me for my j ourney at t h e U to c om e to a clos e. Fiv e year s nev er seemed so short and yet so long at t h e sa me ti m e . I came with a plan and a vi si on, and I am proud to know I hav e a c c om p li sh e d it and s o much mor e.

I w o uld l i ke to g i ve a s pecial thanks to my capstone commi ttee, Joe F av o ur ( c h a i r ) , B r a d Ag ee, and Tiffani Nav r at i l for thei r gui dance on thi s p r o j ec t a lo n g w i th many other s . Joe - for ke epi ng my desi gns grounded i n r eali t y , B r a d - f o r being ther e s ince day one and encouragi ng me to achi eve my full p o te n ti a l , and Tiffani - for always s upporti ng me to add one extra lens fl ar e o r te xtu r e .

F i n al ly, a sp e c i a l thanks to my cohor t who challenged my beli efs and s up p o r te d m y g r owth as a per s on and pr ofessi onal, my parents for thei r nev er- e n di n g e n c our ag ement and r eminding me that a si ngle presentati on do es n ot de f i n e w h o I am, and Stev e for all t he late ni ght moz z arella sti cks an d not l e tti n g m e quit mys elf or my dr eam.

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What is a natural environment in the 21st century and how do youth interact with it?

Wapner, Paul. Living through the End of Nature: The Future of American Environmentalism. Cambridge, MA: MIT, 2010.

Wapner, a professor of Global Environmental Politics at American University, explores what it means to be an environmentalist in an age that is postnature. He argues that a nature void of human touch no longer exists and only subsists in our own conceptions. He claims that in today’s society there are two polarized views complicating environmentalism and the world’s view of what nature is. They are naturalism, the dream of aligning oneself with the patterns of nature, and mastery, the dream that humans are gifted with ingenuity and should use their skills to unlock and override nature’s secrets. His conclusion is that we can no longer belong to either side or be striving for a preindustrial world empty of human touch or towards a technological dreamland. The only potential for a sustainable future is to live within the tensions between. We must not choose polarized sides but embrace the challenge of living in a world where we must appreciate how intricate and complicated problems and their solutions can be.

Louv, Richard. Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill, 2005. Print.

Louv, an author and journalist, links a connection between the lack of time children spend outdoors and their overall declining health. He uses research and interviews to better understand why children are no longer spending time outside and what the outcome of this lack of exposure means. He coins the phrase “nature-deficit” to describe the state in which children spend more time wired to electronics and other devices inside rather than outside.

One of the solutions that Louv provides to change nature-deficit disorder is an emphasis on outdoor learning, specifically in a city environment.

In Part Five and Part Six of this book, he highlights many examples, the most compelling of which is the notion of a zoopolis. While it is not a new concept, the idea of a zoopolis is to put a high value on urban nature and advocate for the coexistence of animals and humans in design. This allows for future designs to be multi-functional and consider all life forms.

Nicol, Robbie. “Entering the Fray: The role of outdoor education in providing nature-based experiences that matter.” Educational Philosophy and Theory. Vol. 46, Issue 5 (2014): 449-461.

Nicol, professor of outdoor environmental education at the University of Edinburgh, offers a critique of the current understanding of outdoor learning and provides an opinion on what it is and how it should transform in the 21st century. He focuses on a changing view of outdoor learning from being traditionally ecocentric to including the concept of being anthropocentric. He urges others to see how there are no right or ideal spots to start when changing the language around outdoor learning, but that it needs to be done. A pedagogical starting point he provides for teachers is to draw attention to things students are seeing outdoors and asking them to reflect upon what they are seeing to draw connections. This application of asking students to apply their critical thinking skills is necessary for the future of outdoor learning.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

RESEARCH How can outdoor education apply to the urban environment?

O’Donnell, Sean. “The Learning Landscape: How rich outdoor opportunities foster 21st-century education.” School Planning & Management. Vol. 52, Issue 11 (November 2013): 52-53.

O’Donnell, a principal at EE&K Architects, focuses on how school design of the 21st century needs to be more than just traditional classrooms and labs but to expand and consider the entirety of the school grounds. He views the outdoors as a place to encourage students to build community, perform, collaborate, cultivate, create, play, and socialize. These concepts best occur within well-defined spaces that have boundaries and edges that provide cues for proper use. Overall, he encourages designers and school planners to consider how the expansion of designed space to be more than just an indoor classroom can help to provide rich learning opportunities for students. Within this view, every square foot of a school property is important as it holds potential to help students learn a new concept or idea.

Milchem, Katherine. “1: Breaking Through Concrete – The Emergence of Forest School in London.” In Forest School for All, edited by Sara Knight, 13 -27. London: Sage Publications, 2011.

Milchem, a consultant for Natural England, examines the application of forest schools in an urban environment (London). While the majority of research in the UK suggests that forest schools can only occur in woodland environments, Milchem encourages others to consider broadening this definition.

She cites that studies completed in other countries do not specify one environment to be better than another. If woodlands were the only type of environment for forest schools, the majority of children living in London and other urban areas would be excluded from participating. This is one of the reasons outdoor learning is a preferred term to forest school since it broadens the view to include all environments and ecosystems that can occur in an urban environment. The disconnect in language and effort is highlighted in Milchem’s chapter as she advocates for the collaboration of efforts for change in school curriculum to include outdoor learning. By collaborating efforts, groups are able to share ideas, knowledge, skills, and experience to excel the body of information about best practices of outdoor learning forward in the 21st century.

Gamson Danks, Sharon. “Part 2: Ecological Teaching Tools in the Schoolyard.” In Asphalt to Ecosystems: Design Ideas for Schoolyard Transformation, 25-136. Oakland: New Village Press, 2010.

Danks, an environmental planner and ASLA recognized landscape designer, talks about the many ecological opportunities a schoolyard possesses that relates to academic curriculum. She specifically highlights habitat, water, energy, and agriculture systems. The central focus of each system is for designers to be sensitive to the ecological processes that are already happening in the surrounding context. She gives the example that a school yard in dry Arizona should not look the same as verdant Virginia or coastal California. Besides matching ecological context, Danks emphasizes that the form of schoolyard for outdoor learning should match the needs of the already taught curriculum. Instead of introducing new uses for teachers to learn and implement in their already busy schedules, they are encouraged to reimagine how those topics could be applied in an outdoor setting. One interesting example Danks uses is Royston High School in England that teaches foreign languages outside regularly. They set up temporary tables and chairs in a Parisian-style café for students to practice their French skills in a different setting. The creative usage of outdoor classes not only for the obvious math and science is crucial to the success of an outdoor learning space.

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What are the physical elements of an outdoor classroom that make it successful for teachers and students?

Wolsink, Maarten. “Environmental education excursions and proximity to urban green space: densification in a ‘compact city’.”

Environmental Education Research. Vol. 22, Issue 7 (2016): 1049-1071.

Wolsink, an associate professor of Environmental Geography at the University of Amsterdam, set out to answer the research questions of “What is the significance of urban green space for fieldwork in environmental education programmes at schools?” and “How is the establishment of environmental education practices affected by proximity to green spaces?” By using an empirical study, he found that the proximity of urban green space to schools is highly important for educators to begin using outdoor learning in the classroom. Once they were comfortable utilizing close spaces, teachers were more willing to expand farther out and take their students to different areas. Wolsink also found that the proximity to green space was more important than the quality of the green space. From this finding, evidence suggests that it is important for green spaces to be located near school locations in an urban context.

Matsuoka, Rodney. “Student Performance and High School Landscapes: Examining the Links.” Landscape and Urban Planning. Vol. 97, Issue 4 (2010): 273-282.

Matsuoka, a post-doctoral research scientist at the University of Illinois, aims to study the links between nature and restoration from mental fatigue and stress reduction in high school students. He compared student performance rates in 101 public high schools in Michigan. Consistently he found that schools with views of greater quantities of trees and shrubs lead to higher test scores, graduation rates, percent of students looking to attend a four-year college, and fewer incidents of criminal behavior. Schools that had windows facing built structures or large expanses of turf had the exact opposite. This study shows that the use of complex (more than just turf) landscapes are highly beneficial for students mentally to look at. If these landscapes are utilized for physical interaction, the findings would be the same.

Berto, Rita. “Exposure to restorative environments helps restore attentional capacity.” Journal of Environmental Psychology. Vol. 25, Issue 3 (2005): 249-259.

Berto designed three experiments to test the hypothesis that “exposure to restorative environments facilitates recovery from mental fatigue”.

Participants in the experiments were subjected to sustained attention tests to cause mental fatigue and then shown either a restorative environment, non-restorative environment, or geometric pattern. Half of the participants were only allowed to see the images for an allowed amount of time and the others were self-paced. They then took another sustained attention test. Overall findings showed that participants shown images of restorative environments (with either timing) improved in the final sustained attention test. These results matched those of Kaplan’s attention restoration theory (1995). This study along with the previous prove the need for schoolyard design to be complex in design to provide restoration from mental fatigue that many students face in the 21st century.

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RESEARCH

Skamp, Keith. “Understanding teachers’ ‘levels of use’ of learnscapes” Environmental Education Research. Vol. 15, Issue 1 (2009): 93-110.

Skamp, an associate professor at Southern Cross University in Lismore, Australia, conducted a series of interviews with eight teachers and their principal at a primary school to see how their perceptions of outdoor learning change over the year through implementation. He found many stressors that forced teachers to change their pedagogy of outdoor learning. These stressors included student feedback, lack of additional curriculum materials, lack of education department support, and lack of proper knowledge and training on how to use outdoor learning as a successful teaching method.

However, many of these stressors are to be expected when attempting to change the standard thought around a common practice. Despite the few discussed difficulties, the teachers in this study expressed that throughout students’ time participating in outdoor learning, they became more environmentally aware, had stronger desires to learn about the environment, and could see a stronger connection in how they were a part of the environment surrounding them.

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How are schools currently applying this shift in curriculum? What are the benefits and weaknesses?

Waliczek, T. M., P. Logan, and J. M. Zajicek. “Exploring the Impact of Outdoor Environmental Activities on Children Using a Qualitative Text Data Analysis System.” HortTechnology. Vol. 13, Issue 4 (October-December 2003): 199-205.

Waliczek, Logan, and Zajicek wanted to see the results of how outdoor learning could impact a child’s critical and creative thinking and their attitudes towards science and math. They had twenty-one teachers from five different schools in New Mexico volunteer 175 students (second grade through sixth grade) to participate in half-day programs to test this theory. The responses of the participants were gathered and analyzed using a qualitative method based on Bloom’s taxonomy. The results showed that about 26% of responses related to students learning through using evaluation and synthesis. This was important since it showed students using the highest level of thinking. They did find that about 10% of the responses indicated students were lacking attention to the topic at hand while learning outside. It is possible that the children either were normally distracted easily in an indoor classroom or were filled with interest in the world around them that they had little chance to previously explore.

Reinhold Drissner, Jurgen, Hans-Martin Haase, Susanne Wittig, and Katrin Hille. “Short-Term Environmental Education: Long-Term Effectiveness?” Journal of Biological Education. Vol. 48, Issue 1 (2013): 9-15.

Drissner et al were looking to see if a half day trip to an outdoor learning center could have a long-term effect on the child’s thinking process.

They compared students who had visited a learning center for a half day (the visit was between 6-48 months prior) to those who had not previously visited. The results showed that students who had visited an outdoor learning center wrote fewer scientifically incorrect statements and showed a wider knowledge of species in writing and drawing samples. This article shows the positive benefits from a short time spent in outdoor learning and presumes that the effect from continual visitation would increase the knowledge of students.

Tan, Yuen Sze Michelle, and Matthew Atencio. “Unpacking a place-based approach- ‘What lies beyond?’ Insights drawn from teachers’ perceptions of Outdoor Education.” Teaching and Teacher Education. Vol. 56 (2016): 25-34.

Tan and Atencio focus on understanding how teachers’ use a place-based approach for teaching outdoor education. What they found was that teachers were unsure how to apply outdoor learning concepts to sites located near their schools. When trying to explain their concepts or confusion about a question, they would ask in context of sites located outside of the urban environment. Tan and Atencio propose that teachers need substantial training to understand how to apply outdoor learning concepts in areas local to themselves. If teachers are not prepared in a subject matter they cannot be expected to teach the concepts successfully to students. It was noted in the conclusion that even though teachers were lacking in the knowledge to make outdoor learning locally place-based, they were receptive and dedicated to learning the concepts to make outdoor learning successful.

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LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

RESEARCH

Christie, Beth, Simon Beames, and Peter Higgins. “Context, culture, and critical thinking: Scottish secondary school teacher’s and pupils’ experiences of outdoor learning.” British Educational Research Journal. Vol. 42, Issue 3 (June 2016): 417-437.

Christie, Beames, and Higgins investigated outdoor learning in secondary schools to see if it was a useful pedagogical approach for 21st-century curriculum. They found that overall students enjoyed time spent participating in outdoor learning activities. Teachers of these students acknowledged that they saw an increase in the students’ critical thinking skills, a skill that is frequently overlooked in secondary education. This article suggests that outdoor learning can be incorporated in secondary school settings “without altering existing timetables, incurring high transport costs, or requiring increased staff numbers”. They recommend starting by utilizing your own school ground first, followed by other local community environmental assets.

The key takeaway from this article is that critical thinking skills were shown at a higher level from secondary students when using outdoor learning in the curriculum.

Tal, Tali, and Orly Morag. “A Longitudinal Study of Environmental and Outdoor Education: A Cultural Change.” Journal of Research in Science Teaching. Vol. 50, Issue 9 (2013): 1019-1046.

Tal and Orly studied the challenges of using outdoor education as a part of the curriculum. One of the issues they found within the topic is a gap about what outdoor learning is at its core. Older research dictates that it is based on promoting environmentalist behavior and a strong relationship with nature, while newer research is supporting it to understand and discuss complex socio-environmental systems such as social justice, poverty, politics, and the weakening environment. The authors state that with these conflicting definitions, outdoor learning cannot be the central focus of school curriculum and can only be used in science applications. In the conclusion, they call for a new understanding that outdoor learning is used for all subjects and in dynamic and considers all of the socio-environmental systems while staying true to its original dedications of promoting a human connection with the natural environment.

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Wet Grassland Structural Common Joe-pyeweed New York Ironweed Fringed Brome Dogwood Fireweed Purple Moor Grass Seasonal Common Bebb's Oval Sedge Bottle Gentian Blue Cardinal Flower American Mountain Mint Coneflower Canada Anemone Ground Cover Common Blue Green Sedge Golden Ragwort Rush Coneflower

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Botanical Eutrochium fistulosum Vernonia noveboracensis Bromus ciliatus Cornus amomum Epilobium angustifolium Molinia caerulea ssp. Arundinacea 'Skyracer'

Height 4ft-7ft 4ft-6ft 4ft 6ft-12ft 3ft-7ft 6ft-8ft

Water Tolerance Med-Wet Med-Wet Med-Wet Med-Wet Med-Wet Med-Wet

Shade/Sun FS-PSH FS FS-PSH FS-PSH FS-PSH FS

Bloom Period JUL-SEPT AUG-SEPT JUL-SEPT MAY-JUN JUN-AUG JUL-SEPT

Color Dusky Rose Purple Green White Purple Purple

Botanical Carex bebbii Gentiana andrewsii Lobelia siphilitica Pycnanthemum virginianum Echinacea purpurea 'Kim's Knee High' Anemone canadensis

Height 3ft 1ft-2ft 2ft-3ft 2ft-3ft 1ft-2ft 1ft-2ft

Water Tolerance Med-Wet Med Med-Wet Med Med Med-Wet

Shade/Sun FS PSH FS-PSH FS FS-PSH FS-PSH

Bloom Period JUN-JUL OCT JUL-SEPT JUL-SEPT JUN-AUG APR-JUN

Color Green Dark Blue Blue White Purple White

Botanical Carex flacca Packera aurea Juncus tenuis Echinacea 'Emily Saul' BIG SKY AFTER MIDNIGHT

Height .5ft-1ft .5ft-2.5ft .5ft-2ft .5ft-1ft

Water Tolerance Med-Wet Med-Wet Med-Wet Med

Shade/Sun FS-PSH FS-PSH FS-PSH FS-PSH

Bloom Period JUN-JUL APR MAY-SEPT JUN-AUG

Color Light Green Yellow Green Purple

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

PLANT KEY Moist Grassland Structural Common Wild Bergamot Rattlesnake Master Flame Grass Lupine Little Bluestem Seasonal Common Prairie Dropseed Purple Prairie Clover White Prairie Clover Tufted Hair Grass Greater Burnet Eastern Beebalm False Blue Indigo Ohio spiderwort Green Milkweed Purple Coneflower Ground Cover Common Barren Strawberry Prairie Satin Grass Aromatic Aster Alpine Aster Harebell Prairie Onion Chives Wild Geranium Blue-Eyed Grass

Botanical Monarda fistulosa Eryngium yuccifolium Miscanthus 'Purpurascens' Lupinus 'The Governor' Schizachyrium scoparium

Height 2ft -4ft 4ft-5ft 4ft-5ft 3ft-4ft 2ft-4ft

Water Tolerance Dry-Med Dry-Med Med Med Dry-Med

Shade/Sun FS-PSH FS FS-PSH FS FS

Bloom Period JUL-SEPT JUN-SEPT JUL-FEB MAY-JUL AUG-FEB

Color Pink-Lavender White White/Red Blue/Purple Purplish

Botanical Sporobolus heterolepis Dalea purpurea Dalea candida Deschampsia cespitosa 'Goldtau' Sanguisorba officinalis Monarda bradburiana Baptisia australis Tradescantia ohiensis Asclepias viridiflora Echinacea purpurea 'Coconut Lime'

Height 2ft-3ft 1ft-3ft 1ft-2ft 2ft-3ft 2.5ft-3ft 1ft-2ft 3ft-4ft 2ft-3ft 1ft-3ft 2ft-2.5ft

Water Tolerance Dry-Med Med Med Med Med Dry-Med Dry-Med Dry-Med Dry-Med Dry-Med

Shade/Sun FS FS FS PSH FS FS-PSH FS-PSH FS-PSH FS-PSH FS-PSH

Bloom Period AUG-OCT JUN-AUG MAY-JUL JUL-SEPT MAY-JUN MAY MAY-JUN MAY-JUL JUN-AUG JUN-AUG

Color Pink and brown Purple White Gold Black-Purple White/purple Indigo Blue Green White

Botanical Waldsteinia fragarioides Muhlenbergia cuspidata Symphyotrichum oblongifolium 'October Skies' Aster alpinus 'Goliath' Campanula rotundifolia Allium stellatum Allium schoenoprasum Geranium maculatum f. albiflorum Sisyrinchium angustifolium 'Lucerne'

Height .25 ft-.5ft 1ft 1.5ft-2ft .5ft-1ft 1ft 1ft-1.5ft 1ft-1.5ft 1ft-1.5ft .5ft-1ft

Water Tolerance Med Dry-Med Dry-Med Med Dry-Med Dry-Med Med Med Med

Shade/Sun FS-PSH FS FS FS FS-PSH FS-PSH FS-PSH FS-PSH FS

Bloom Period APR-MAY AUG-SEPT AUG-OCT MAY-JUN JUN-SEPT JUL-SEPT APR-MAY APR-MAY MAY-JUN

Color Yellow Green Dark blue Blue-Violet Purpl Pink Purple White Blue

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Dry Grassland Structural Common Indian Grass Seasonal Common White Sage Catmint Meadow Sage Dotted Blazing Star False Boneset Ground Cover Common Sedge Hairy Grama Side Oats Grama Silky Aster Pasqueflower Pussytoes Prairie Violet

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Botanical Sorghastrum nutans 'Sioux Blue'

Height 3ft-5ft

Water Tolerance Shade/Sun Dry-Med FS

Bloom Period Color AUG-FEB Light Brown/Yellow

Botanical Artemisia ludoviciana 'Silver King' Nepeta x faassenii 'Walker's Low' Salvia nemorosa 'Caradonna' Liatris punctata Kuhnia eupatorioides

Height 2ft-3ft 2ft - 2.5ft 1ft-2ft 1ft-2ft 1ft-3ft

Water Tolerance Dry-Med Dry-Med Dry-Med Dry Dry-Med

Shade/Sun FS FS-PSH FS FS FS-PSH

Bloom Period AUG-SEPT APR-SEPT JUN-SEPT JUL-SEPT AUG-SEPT

Color Yellowish/Grey Lavender Blue Blue-Violet Purple White

Botanical Carex pensylvanica Bouteloua hirsuta Bouteloua curtipendula Aster sericeus Anemone patens var. wolfgangiana Antennaria plantaginifolia Viola palmata var. pedatifida

Height .5ft-1ft 1-3 ft 1.5-2.5ft 1ft .5ft .5ft-1ft .5ft

Water Tolerance Dry-Med Dry Dry-Med Dry-Med Dry Dry Dry

Shade/Sun PS PS FS FS-PS FS FS FS-PS

Bloom Period MAY MAR-MAY JULY-AUG SEPT-OCT MAR-MAY APR-JUN APR-JUN

Color Greenish

LEARNING THROUGH THE OPEN WORLD: Theresa Hunt

Purplish Purple Lavendar White Purple

Shade Plantings Seasonal Common Ostrich Fern Skunk Cabbage False Solomon's Seal Zigzag Goldenrod Beech Fern Northern Maidenhair Fern Ground Cover Common Sedge Wild Sweet William White wood Aster

Woodlands Seasonal Common Wood Lily Ground Cover Common Wild Ginger Foam Flower

Lawn Seasonal Common White Clover Thyme Self-Heal Ground Cover Common Fine Fescue Kentucky bluegrass

PLANT KEY Botanical Matteuccia struthiopteris Symplocarpus foetidus Maianthemum stellatum Solidago flexicaulis Phegopteris decursive-pinnata Adiantum pedatum

Height 3ft-6ft 1ft-3ft 1ft-2ft 1ft-3ft 1ft-2ft 1ft-2.5ft

Bloom Time None MAR-MAY MAY-JUN AUG-OCT None None

Color Green Yellow/Purple White Yellow Green Green

Water Tolerance Med-Wet Wet Med Med Med-Wet Med

Shade/Sun PSH-FSH SH PS PSH-FSH PSH-FSH PSH-FSH

Botanical Carex pensylvanica Phlox divaricata Eurybia divaricata 'Eastern Star'

Height .5ft-1ft .75ft-1ft 1ft-1.5ft

Bloom Time MAY APR-MAY AUG-SEPT

Color Greenish Lavender White

Water Tolerance Dry-Med Med Dry-Med

Shade/Sun PS-FSH PS-FSH PS-FSH

Botanical Trillium grandiflora

Height 1ft-1.5ft

Bloom Time APR-JUN

Color White

Water Tolerance Med

Shade/Sun PSH-FSH

Botanical Asarum canadense Tiarella cordifolia

Height .5ft-1ft .75ft-1ft

Bloom Time APR-MAY MAY

Color Water Tolerance Purple/Brown Med-Wet White Med

Shade/Sun PSH-FSH PSH-FSH

Botanical Trifolium repens Thymus serphyllum Prunella vulgaris

Height .25ft-.5ft .25ft-.5ft .25ft-.5ft

Bloom Time MAY-JUN JUN-JUL MAY-SEPT

Color White Deep Pink Purple

Water Tolerance Med Dry-Med Med

Shade/Sun FS-PSH FS FS

Botanical Festuca brevipila Poa pratensis

Height Bloom Time .25ft-.5ft .25ft-.5ft

Color

Water Tolerance

Shade/Sun

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