Environmental Education Activity Manual by Tyler Plante

Environmental Education Activity Manual Peace Corps Mexico Volunteers: Elizabeth Braker, Jill Matthews, Hanna Mershman, Tyler Plante, Rick Ranalli, Sarah Schumacher

Environmental Education Activity Manual Peace Corps México Group 9, 2010 – 2012 Environmental Education Assignment

Lead Editors: Jill Matthews Tyler Plante Contributors: Elizabeth Braker Hanna Mershman Rick Ranalli Sarah Schumacher

First Edition 2012

Table of Contents Acknowledgements ..................................................................................................................... 6 A Word About This Manual .......................................................................................................... 7 PLANTS Meet a Tree ............................................................................................................................... 10 Tree Detectives ......................................................................................................................... 11 Scavenger Hunt ........................................................................................................................12 Plant Presses .............................................................................................................................. 13 Scavenger Hunt ........................................................................................................................14 Tree Hands .................................................................................................................................15 Plastic Bag Flowers ...................................................................................................................16 Plastic Bottle Flowers ................................................................................................................17 Our Ideal Tree ........................................................................................................................... 18 ANIMALS The Web of Life ......................................................................................................................... 20 Animal Menus ........................................................................................................................... 21 Camouflage Hide-and-Seek ..................................................................................................22 Deer Hunter ............................................................................................................................... 23 Animal Poetry ............................................................................................................................ 24 Companion Organisms ...........................................................................................................25 Name That Animal ...................................................................................................................26 Adopt-A-Bug ............................................................................................................................. 27 Day of the Dead: Species Extinction .....................................................................................29 Bats! ............................................................................................................................................31 Pollinator Mobile .......................................................................................................................32 Water Wasters, Water Savers ..................................................................................................34 Earthâ&#x20AC;&#x2122;s Strata In A Bottle ..........................................................................................................35 The Volcano Goes Boom ........................................................................................................36 Soil Erosion .................................................................................................................................37 RECYCLING & TRASH Recycling Treasure Hunt ..........................................................................................................39 Reused Notebooks ...................................................................................................................40 4

Recycled Paper ........................................................................................................................41 Small Scale Trash Bottle Project .............................................................................................. 42 Frame Yourself........................................................................................................................... 43 Newspaper Baskets ..................................................................................................................44 LEARNING-SERVICE PROJECTS Community Map ......................................................................................................................46 School-Wide Recycling Project .............................................................................................. 47 Community Beautification ......................................................................................................48 Community Garden .................................................................................................................49 Compost Bin .............................................................................................................................. 50 Environmental Messages .........................................................................................................51 Here We Come A Mural-ing ...................................................................................................52 Environmental Fair ....................................................................................................................54 YOUTH DEVELOPMENT Exploration and Guide Practice............................................................................................. 57 Pictures of Four Different Things .............................................................................................. 58 Skits and Song ........................................................................................................................... 59 Puppet Show ............................................................................................................................. 60 Pen Pals ......................................................................................................................................61 Ecoclub Goes On A Field Trip .................................................................................................62 Backyard Camping..................................................................................................................63 Just For Fun ................................................................................................................................ 64 APPENDIX #1: Tree Questions ....................................................................................................................66 #2: Companion Organisms .....................................................................................................66 #3: Bats ......................................................................................................................................67 #4: Sample Ecoclub Rules .......................................................................................................68 #5: Planning A Session .............................................................................................................69 #6: Sample Community Beautification Flier .........................................................................70 #7: 40 Developmental Assets for Youth ................................................................................71

Acknowledgements Thanks to the following organizations, resources, and individuals that have assisted us with our Ecoclubs and influenced how we think about environmental education: Project Learning Tree, Adapting Environmental Educational Materials, Environmental Education in the Community, Environmental Education in the Schools, Project WILD, Joseph Cornell, and many more. Many of the activities that we offer here have been conceived and developed by these environmental education authorities and pioneers, as well as many others. We do not claim to have invented the activities presented in this manual, merely to having adapted them to our classroom needs, the cultural context, and the needs of Peace Corps Mexico. Additional thanks goes out to our host communities of CaĂąada Grande, Kilometro 58, Laguna del Mante, San Blas, and XichĂş for their hospitality and reception of us. We appreciate all the community members and teachers that have supported us with our Ecoclubs and throughout our service. Finally, we would like to thank all the kids of our communities who have joined us in our two year journey through environmental education and made our Ecoclubs so successful, memorable, and fun. We hope that our students have learned as much from us as we have learned from them and their communities. Sincerely, Tyler, Jill, Sarah, Hanna, Rick, & Betty

A Word About This Manual Environmental education aims to teach students to understand the complexity of the environment, think critically and fairly about varied opinions, and gain the commitment to responsibly address environment issues. With this manual, we hope to provide environmental educators with practical and engaging activities that can be adapted to their youth groups and utilized in both formal classroom settings and informal Ecoclubs. Many of these activities offer students a chance to explore the diverse aspects and angles of environmental concepts and relevant issues. As an instructor of an environmental group, be aware of the difference between an environmentalist and an environmental educator. One advocates action and their personal beliefs; the other analyzes the different viewpoints and presents a comprehensive picture of an environmental issue. As teacher or leader of your environmental group, your role is to strive to present all the facts, consider all the perspectives, and remain as value-free as possible. Follow the philosophy of teaching students ‘how to learn, not what to learn.’ In addition to planning and leading sessions focused on the environment, incorporate goals in your curriculum that go beyond information and knowledge. Work with students on themes of personal responsibility, self-expression, social behavior, self-confidence, and involvement in the community, themes that are naturally inherent in environmental education. Environmental education also pairs quite well with practical, interactive, experiential activities that lead to students to more questions. We support activities that enhance problem-solving skills, stimulate critical thinking, and develop the ability to make informed decisions. Look to incorporate the different categories of environmental education activities:  Problem-oriented activities: assessing environmental issues, the different perspectives involved, and possible solutions  Experimental activities: hands-on exploration, testing ideas, and answers questions  Service-learning activities: projects that promote civic engagement and community improvement  Interpersonal activities: collaborative learning, presentations, discussions, or debates  Intrapersonal activities: personal expression, reflection, and observation When planning sessions, adapt activities so that they are appropriate for the age, skills, and knowledge of your students; naturally, keep in mind available resources and materials as well. These activities should assist you in further developing the overarching, unifying themes and concepts of your program. Within both formal and informal settings, instructors should establish rules and consequences early to ensure good behavior and a safe, encouraging learning environment. Promote regular attendance and group traditions to promote solidarity and pride. Try to make the classroom an inviting and colorful space to reflect the unabashedly positive and welcoming atmosphere of the group. Lastly, be sure to give students time to research personal questions, praise for their efforts, and space to voice themselves. 7

The activities we offer here have been effectively used, adapted, and compiled by Peace Corps Mexico Environmental Education Volunteers. We hope that this collection of activities can complement your curriculum goals, facilitate the learning process of your group, and add a spark of activity into your sessions.

PLANTS

Meet a Tree Objective: To utilize the sense of touch to explore and respond to the surrounding environment.

Directions:

Time: 30 minutes

Materials:

 Blind folds (you can use Pose questions to students about the diversity of anything from hats and shapes, colors, textures, and features of trees. For a list of scarves to bandanas) sample questions and answers, see ‘Tree Questions’ in the  Open space  Tree Questions back of this manual (Appendix #1: Tree Questions). Or put (optional)(see together a visual presentation about the diversity of trees in Appendix) the world. Afterwards, go outside to an open space with different species of trees. Have students pair up and blindfold one of them. Instruct ‘sighted’ students to very carefully guide their blindfolded partner to a nearby tree. They will have a minute or two to feel the tree (hug it!) and, if possible, the leaves before returning to the starting point and removing the blindfold. See if they can identify the tree they were at. Partners should then switch roles. After a few rounds, bring students together and have them describe the different trees they examined. Encourage them to explain what senses they used, what the trees felt like, and how they knew which tree they visited. Discuss how our senses, other than sight, help us to survive.

Variations: Make a field trip to a local tree nursery (vivero) to observe the different plant species and discuss the physical differences between them.

Supporting Information: 

Project Learning Tree, Activity #2: “Get In Touch With Trees.” This activity has students utilize their sense of touch with different objects in nature. http://www.plt.org/stuff/contentmgr/files/1/e3fbfdab383fcb60e1db3e2dc4585be2/pdf/plt_activity_2_get _in_touch_with_trees_lo.pdf



Appendix #1: Tree Questions.

Photo credits: www.halton.ca

Tree Detectives Objective: To identify common tree species using their various physical characteristics and scrutinizing the differences between them.

Directions:

Time: 30 minutes

Materials:     

Tree diagram Paper Pencils Spray bottle (optional) Tree guide (optional)

First, have students close their eyes and imagine a tree. Ask students to draw a picture of a tree from memory. Save these drawing for later. Using a drawing or diagram of a tree go through its main parts and label them: the roots, truck, bark, branches and leaves. Then have the kids form a tree with their bodies. Tell them to imagine their feet are the roots, their stomach is the trunk and their arms are the branches. Can they move their body like a tree moves in the wind? Can they move their arms like branches do when it rains? If you have a spray bottle, at this point you can spray lightly the water to simulate the rain. This usually gets some giggles. Go outside and ask students if they know the names of any nearby trees. After assessing student knowledge, work with students to examine revealing characteristics of common tree species: the shapes, colors, textures, and patterns of the leaves, bark, twigs, flowers, fruits, and seeds all provide us with important clues. Next collect leaves, seeds, or fruit from the learned species – if possible, ones already on the ground -- and place them in a pile in an open space. Still in groups, explain that they will have a relay race. Call out a name of a tree species and the first student in each team should run to the pile and search for the corresponding leaf, seed, or fruit. Each correct item is worth one point. Depending on the level of the group you might want to call out a leaf shape or its fruit/seed instead of its species name. Now that students have examined the different parts of the trees up close, have them draw another picture of a tree from memory, this time with as many details as they can remember. Compare the two drawings and see what new details emerge.

Variations: Divide students into small groups. Each group must pick a nearby tree and write a description about it. Students should observe the shape and color of the leaves; the texture of its bark; the seeds, flowers, fruits, or nuts hanging from it; the insects or birds that occupy it; the number of branches; its height and width; and its other unique characteristics. Groups can share their investigative finding with the other groups in quick presentations.

Supporting Information: 

CONABIO maintains a detailed and useful tree guide for common tree species in Mexico. Search by common name, scientific name, or physical characteristics. http://www.biodiversidad.gob.mx/Difusion/cienciaCiudadana/vecinosVerdes.html

Scavenger Hunt Objective: To discover natures’ most peculiar and unique objects.

Directions:

Time: 1 hour

Materials:

First and foremost, state the rules of the hike and  List of items to find scavenger hunt (búsqueda del tesoro). Students cannot  Egg carton walk out of eyesight. The things they find must be from nature (human objects don’t count). They must not kill/hurt anything they take. The items they find must fit into one of the divots in the egg carton. All items will be returned back to nature afterwards. A list of objects to find may include:  Something beautiful  Something ugly  Something red  Something humans need to survive  Something scary  Something that you wouldn’t want to eat  Something that has no function  Something hard  Something soft  Something that has a strong scent  Two different types of seeds  Evidence of an animal Encourage students to think of even more categories before the scavenger hike begins.

Variations: Instead of collecting items from nature, students can search around the area for the tallest, shortest, widest, most colorful, or most interesting tree or plant.

Supporting Information: 

101 Nature Activities by Sanborn Western Camps offers this manual with a wide selection of activities to get students outside. http://tov.skavt.net/baza_znanja/igre/101_Nature_Activities.pdf

Plant Presses Objective: To press plants to appreciate and display local plant biodiversity.

Directions:

Time: 2 – 3 hours

Materials:

 Sturdy cardboard (cut Start by describing the process of pressing plants. into 10” by 10” squares) Explain that pressing plants dries them out and minimizes  Scissors their exposure to oxygen and microbes that would break  Newspaper them down, which allows them to last longer and not rot.  String Then go for a hike to collect plant samples. Students  Identification Tags should be instructed to only pick fresh, live plants and no  Plastic bag more than they need. A few leaves, flowers, and/or seeds  Paper can make a great children’s display.  Pens Bring your findings back to a large table. Create plant identification tags and place the samples and tags in your press, such that two or three sheets of newspaper are on either side of plant sample. Suggested tag information includes: name of plant; name of collector; date collected; plant uses; plant description (if only partial sample available or feasible). The basic idea is to place plant specimens between the absorbent sheets of newspaper, and then apply pressure to press them flat and allow them to dry with minimal loss of color and detail. The newspaper is placed between layers of cardboard, and finally all the layers are placed between two pieces of wood (or under a stack of books), and pressure applied. The size of the press should depend on how many flowers you want to press at one time. You may need to change the paper after two or three days, depending on moisture content. Once completely dried, students can make a booklet of their samples.

Variations: Make a wall display of native plants for a school or environmental education center. This can easily be done with your samples mounted with glue on white paper and then onto poster board or cardboard. Native medicinal and/or edible plants could be an interesting display for the people in the community.

Supporting Information: 

“Plants Presses.” p. 277 Environmental Education in the Community. Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005.

Photo credits: www.finegardening.com

Scavenger Hunt Objective: To integrate close observation, science, writing, drawing, and personal introspection to connect students with the natural around them.

Directions:

Time: A few minutes over many sessions

Materials:

 Pencils, pens, colored Introduce nature journaling by explaining that it is like pencils or other keeping a diary about the natural world: students will be writing/drawing utensils  A notebook for every drawing, writing – in short expressing themselves – within student their own notebooks. They should be instructed to observe, describe, and draw whatever is going on outdoors: weather, plants, animals, and all the sights and sounds of the immediate area. Images (leaves, clouds, birds, insects) should be labeled with either names or notes so they can be researched and/or remembered for later. Other information, such as the date, time, place, and weather should also be jotted down in their notebooks. The importance of recording their environment can be discussed with students. For instance, early naturalists and biologists who lacked cameras and other modern recoding equipment, these journals were tremendously important for observing and learning about the natural world. Nature journaling pioneers like Clare Walker Leslie encourage teachers to ask probing questions during journaling sessions to encourage students to think and look deeper. Guide students with questions such as, “Why do you think so many weeds grow here?” or “Why does this tree not look healthy?” or “Why does everyone think there are lots of the same species in this area?” She also recommends that teachers place an emphasis on drawing in the journals to promote observation.

Supporting Information: 

Clare Walker Leslie is the pre-eminent environmental educator promoting nature journaling as a way to instill environmental awareness and values in students. http://www.clarewalkerleslie.com/teaching.htm

Tree Hands Objective: To create a unique and colorful tree from cardboard in the shape of your hand.

Directions:

Time: 45 minutes

Materials:

Have students trace their hand and most of their forearm on a piece of cardboard, then have them cut it out. Their arm will be the trunk of the tree and their fingers the branches. Students can cut out small paper leaves that can then be glued onto the branches. To keep the tree upright, create a base or attach a small, to its back.

    

Cardboard Colored paper Glue Markers Scissors

folded piece of cardboard

Variations: Allow students to write meaningful words or quotes on the trunks of their trees.

Supporting Information: 

Learn how to make a 3D tree, a creative (though more difficult) twist on the normal 2D trees. http://www.creativejewishmom.com/2009/10/make-a-three-dimensional-fall-tree-with-felt-leaves.html

Plastic Bag Flowers Objective: To demonstrate a creative way to reuse and utilize an excess of plastic bags.

Directions:

Time: 1 hour

Materials:

 Wooden pencils or wire Begin by cutting off the handles and bottom of the  Scissors plastic bag to make a tube (as shown in step #1). Then cut  Plastic shopping bags of along a line of the bag to make a long, flat sheet (step #2). different colors  Hot glue gun Each flower will need at least two strips of plastic; each strip  Green construction should be 1½ inches wide (step #3). paper or yarn(optional) Fold the strips repeatedly over-and-over into 1½or 2 inches wide rectangles (step #4). Next, cut the strips into a heart-shaped form to make the flower petals (step #5) and then unfold the strips (step #6). Roll the petals around the eraser end of the pencil and attach it with the hot glue gun (step #7). Repeat steps 5 to 7 slightly below the first strip on the pencil attaching increasingly larger petals each time. Carefully spread the petals away from the center, starting with the outermost petals. Use the hot glue gun to attach the green yarn or paper directly to the petals and wrap it around the pencil. Finally, cut out a leaf from the construction paper and attach it to the pencil in the middle For little kids (8 and under) this can be a difficult exercise. Precutting the plastic bags will go a long way to ensuring every kid gets to finish the project.

Supporting Information: 

Further instructions on making plastic flowers. http://www.instructables.com/id/Flowers-made-from-plasticbags/?ALLSTEPS

Photo credits: www.instructables.com

Plastic Bottle Flowers Objective: To transform a used plastic bottle into a flower with just a few simple cuts.

Directions: Collect different sizes of plastic bottles before the session. One or two bottles for every student should suffice, depending on the time available and the ability of the group. Prior to the session, remove plastic wrappers and wash them. Find different colored caps for added color. First, have students cut plastic bottles in half. Bottom halves of bottles can be recycled – or used for other projects! – this project only requires the top half. Next, students should draw four oval-shaped petals of equal size on each side of the half-bottle using washable markers. The base of the petals should attach themselves to the bottle cap end, while their tips can be cut to a point. Students should then carefully cut out the petals and firmly fold them backwards into a flowery form. Have students paint their petals and decorate their flower as they please. Sanding the petals, applying a little glue and letting it dry, or adding a layer of primer to the bottles beforehand will allow the paint to adhere to the slick surface of the bottle better and therefore last much longer. Poke a hole in the bottle cap or the neck of the bottle and run a piece of wire through it to create a stem and leaves.

Time: 45 minutes

Materials:     

Plastic bottles with caps Scissors Paint & paintbrushes Markers Wire or pipe cleaners

Variations: Students can experiment making flowers with more than four petals, as shown in the photos.

Supporting Information: 

Instructions for making plastic bottle flowers with 8 petals. http://craftsbyamanda.com/2011/07/water-bottle-flowers.html

Photo credits: www.craftsbyamanda.com; www.flickrhivemind.net

Our Ideal Tree Objective: To decorate an empty classroom wall with a large, colorful, educational tree.

Directions:

Time: 2 hours

Materials:

 Lots of different colors of Start by having students name different products like paper fruits, seeds, berries, and flowers that grow on trees as well  Tape as the different organisms that depend on or live in them.  Markers  Crayons Prior to the session, cut out the trunk and branches of  Colored pencils a tree from large strips of brown paper or cardboard.  Cardboard (optional) Attach the strips of paper together on the wall to form the trunk and branches. Be sure to properly support the tree and keep in mind that it will weigh more after decorated. During the session students can decorate this tree. Let them start by cutting out leaves from colored paper and taping them on the branches. Fruits, berries, seeds, flowers and other features that different species possess can also be taped on. Finally, have students draw and color animals that utilize or depend on trees (squirrels, ants, butterflies, lizards, etc.). For younger groups, print or draw animals in advance.

Variations: Instruct students to think about a daily action that they do that benefits the environment, biodiversity, or conservation. Students can then cut out large paper leaves and write down their answer. As we know, small, daily actions repeated over a long time (i.e. conserving water, turning off lights, walking, using both sides of paper, planting a garden, etc.) can have big effects. Another idea is for students to write short descriptions of their ideal world, or perhaps changes they would like to see in their community. These changes can be attitude changes, such as toward garbage, or something fun and crazy that they would like to have in town, like a giant rollercoaster. A third variation on this project is writing the common names of local tree species on the leaves.

ANIMALS

The Web of Life Objective: Explore the characteristics and functions of local ecosystems in order to better understand how all organisms in an ecosystem are interconnected.

Directions:

Time: 1 to 1½ hours

Materials:  A spool of yarn or string  Markers, crayons, or pencils  Flash cards

Begin by explaining and defining the word ecosystem: a collection of organisms that live in the same area and interact with each other. Ecosystems are classified by their species of plants and animals as well as abiotic factors such as their geology, geography, and climate. Most students are familiar with the basic types of ecosystems (forest, desert, mountainous, wetland, etc.). A nature hike after a discussion may help students gain an awareness about the type of ecosystem in which they live. Each student will be assigned an organism or abiotic factor of the local ecosystems. Give the spool of yarn to any student. The yarn represents a connection between two organisms in an ecosystem. Tell them to hold on to the end of the string and throw the spool to another participant that represents another organism or factor that relates to them, such as food, habitat, protection, or something needed to grow. The next student will also hold on to his section of the sting and throw it to another student with a related organism. Keep doing this until a network forms. Students can be thrown to twice, if necessary. Next, ask students to describe human activities that affect the connections within the ecosystem (i.e. deforestation, hunting, fire, pollution, the introduction of livestock, climate change, etc.). After introducing a harmful activity, any student that represents an organism that is harmed or removed because of it should let go of the string; the two other students that are connected and dependent on this student should also let go of their strings. Allow students to give their observations of how small effects to a few organisms can have drastic effects on the web of life.

Variations: Visit and examine other types of ecosystems nearby and have students compare and contrast them with their own.

Supporting Information: 

Project Learning Tree, Activity #45: “Web of Life.” http://www.plt.org/stuff/contentmgr/files/1/2d190498df7ed924c4f1fcf31bd0644a/pdf/plt_activity_45_w eb_of_life.pdf

Photo credits: www.bigelow.org

Animal Menus Objective: To investigate the diets of different animals by creating menus for species of animals.

Directions:

Time: 1 hour

Materials:

 Poster paper Students will begin by choosing an animal species of  Markers the region and investigate their diets (dietas) using available resources such as texts, internet, or knowledgeable local persons. Instructors should make sure that students select a wide variety of animals, not just the most prominent ones. After students are knowledgeable about the diets of their species, they will create a poster of the ‘dishes’ that it consumes. These ‘dishes’ of their chosen animal can be dishes that humans eat; however, the ingredients of that dish need to reflect the specific foods that their animal consumes. Using a deer as an example, the menu could include a flower soup, leaf and twig tacos, and a berry cake. Ensure that the dishes reflect the local cuisine and traditional types of dishes. In Mexico, for instance, it is customary to have a sopa, plato fuerte, postre, and bebida in a meal.

Variations: Have students draw their ‘delicious’, invented dishes.

Supporting Information: 

“Animal Menus.” p. Adapting Environmental Education Materials. Peace Corps Information Collection and Exchange (ICE). Publication No. 2005.

Camouflage Hide-and-Seek Objective: To learn how animals camouflage themselves by playing a variation on hide-and-seek.

Directions:

Time: 10 – 30 minutes

Materials:

 An open space Explain to the kids they will be playing hide-and-seek outdoors with lots of (escondidas). The rules, however, are slightly different. The places to hide. finder is the hawk (hálcon) and will not move. Everyone that hides must leave a portion of their body showing (a finger, their shoe, their hair). The hawk will close their eyes and count to 30 while everyone hides, and then call out where they see other students hiding. The best hiding place (the person that best uses the concept of camouflage, as decided by the instructor) will be the next hawk. If the kids are good at hiding, challenge them to move closer to the hawk and see who can get the closest without being seen. Change locations periodically. Be sure to debrief after the game and explain why camouflage (camuflaje) is critical to the survival of so many animal species. Ask students to name examples of animals that camouflage themselves. Afterwards research some interesting examples of adaptations (i.e. the belly of many birds is light like the sky when looking upwards and their top is usually dark to blend into the tree tops when looking down; chameleons can change their body color; lizards (lagartos) in general are brown or green to blend with dirt and trees, animals stay in the shade so that they cannot be seen as easily)

Variations: Instead of hide-and-go-seek, use brightly colored string and various objects of different shapes and colors to demonstrate the principles of camouflage. Prepare nearby hiking path with the different foreign objects. Have them hanging them from tress, barely peeking out from below leaves, or just in plain sight. Some items should be obvious, such as a bright red bottle. Other items will be better camouflaged due their color or shape. Students should attempt to distinguish and discover all the hidden objects.

Supporting Information: 

Additional instructions and variations for this game. http://www.antigo.k12.wi.us/district/Programs/SchoolForest/Unit4_ThicketGame.pdf

Photo credits: www.worldofstock.com

Deer Hunter Objective: To demonstrate why some animals become prey more easily than others.

Directions:

Time: 30 minutes

Materials:

 An open space outside This is basically a game of tag (tocar, dieciocho, or roña, depending on your region) One student will be the hunter, the remaining students will be deer. All deer will be divided up into different roles, each with a different handicap (impedimento físico): mom and baby deer must always run together; crazy deer can only run backwards; grandpa deer must walk; hurt deer can only use one foot; only dad deer can run regularly without a handicap. All deer start from a central place. When a deer is tagged, they must return to this location. Have students switch roles periodically. Afterwards, ask students which deer was hardest to tag. Have students explain what this game represents in the wild.

Variations: Have kids suggest additional handicaps and prepare yourself for the amusing ideas they come up with.

Supporting Information: 

101 Nature Activities by Sanborn Western Camps offers this manual with a wide selection of activities to get students outside. http://tov.skavt.net/baza_znanja/igre/101_Nature_Activities.pdf

Animal Poetry Objective: To enhance students’ knowledge about a species of animal, reflect on their feelings and relation to it, and improve their writing skills.

Directions:

Time: 1 – 1½ hours

Materials:  Colored paper  Pencils

The class should create a list of local animal species from which each student needs to choose one. Students will be instructed to write a poem (poema) about that animal. Poems can include information about its diet, habitat, movement, appearance, and other traits (dieta, habitat, movimiento, aspecto y otras características). If possible, provide students with informational materials about the species. Students should be encouraged to be creative and expressive with their poetry, communicating their feelings towards, and their relationship with, their chosen animal. Students may choose to adopt a free style or instructor may choose a certain poetic style. After finishing their poems, students will proceed to cut out a full-page silhouette of their species. Instructors can create one silhouette for each animal prior to the session so that students can then quickly trace it onto paper and cut it out. To complete the exercise, students will write their poem onto the silhouette of that very animal. Keep in mind that this lesson does not focus solely on learning about animals but also on improving students’ writing skills. Instructors should work with their students to draft and revise their works in order to improve their writing technique, spelling, handwriting, and style.

Supporting Information: 1. A comprehensive list of different poetry forms with examples. http://www.kathimitchell.com/poemtypes.html

2. This site has some smart suggestions for teaching poetry to children as well as plenty of examples. http://www.teachkidspoetry.co.uk/Teach-Kids-to-Write.php

Companion Organisms Objective: To explore the unique and amazing relations between animals that mutually benefit each other

Directions:

Time: 2 – 3 hours

Materials:

 Handout (see supporting Begin a discussion about what students know about documents) companion organisms, two different species of organisms  Paper that have evolved together in a mutualistic relationship (relacion mutualista) where both species benefit from the actions or features of the other. A few prominent examples of companion organisms are: flowers and pollinators; humans and domesticated animals; crocodiles and plovers; cows and egrets; ostriches and zebras; ants and the acacia plant; sharks and pilot fish; wolves and ravens; and mammals and the bacteria within our stomachs. Prior to the session, the instructor should print out a short description of each pair of companion organisms and post each one at different points around the room (see Appendix #2: Companion Organisms). Additionally, questions should be created about the companion organisms that the students will have to answer based on the text. Give the students enough time to walk around the room, read each description, and answer the corresponding question. Print out or draw a picture of the companion organisms together to go along with the text. Finally, have students draw a picture of them with a companion organism with which they have a mutual relationship. Examples of humans and other organisms are domesticated animals, foods that humans cultivate, and the bacteria in our stomach.

Variations: Write the names of a few companion organisms on slips of paper, one per slip, and distribute them to the students. Then, have them find their companion.

Supporting Information: 1. See Appendix #2: Companion Organisms for descriptions of a few prominent companion organism pairs in Spanish. 2. An environmental education guide to mutualism in organisms from the University of Oregon. Includes some activity suggestions and lots of examples of this phenomenon. http://pages.uoregon.edu/oimb/Academics/GK12/Lesson%20Plans/4th%Symbiosis.pdf

Name That Animal Objective: To challenge students to think of animals that possess certain traits and behaviors (and if not, invent them).

Directions:

Time: 1 hour

Materials:

 Strips of paper with Introduce this activity with a conversation about animal traits animal diversity. Emphasize that the physical differences  Paper between organisms have resulted from the various  Crayons, colored adaption methods to the local environment. pencils, or markers Before the session, instructors should choose three or four different categories of animal characteristics. Possible categories include: habitat (i.e. bosque, mar, desierto, pastizal, tundra, selva, etc.); how it moves (i.e. gatear, nadir, volar, cominar, escalar, etc.); type of skin (i.e. piel, pielviscosa, plumas, exosqueleto, pelaje, escamas, etc.); how it protects itself (i.e. dientres, veneno, caparazón, ocultar, escaper, aspect llamativo); how people use it (i.e. comida, mascot, caza, piel, símbolo, etc.); and/or how it gets food (i.e. escarbar, cazar, descomponer, depender de humanos, etc.). Write the different traits of each category on small slips of paper and place them in separate bags or bowls. Students will draw one trait from each of the categories and think of an existing organism that fits all (or most of) the selected characteristics.

Variations: It is likely that students will draw traits for which no organism possesses all of them (i.e. lives in water, flies, has fur, hunts). In this case, students are encouraged to be silly and invent a new animal that does have these characteristics and adaptions. In addition to drawing and coloring their new animal, students should also write label the special traits of their animal as well as give it a name.

Supporting Information: 

An active, hands-on lesson plan from Jackson Hole Children’s Museum on animal adaption and traits. http://www.jhchildrensmuseum.org/CK%203-5%20May%202012%20Outdoor%20Lab%20description.pdf

Adopt-A-Bug Objective: To appreciate insect characteristics and their roles in ecosystems through an up-close and thorough examination.

Directions:

Time: 2 – 3 hours

Materials:  Transparent containers (2L bottles or other large containers)  Scissors or knife  An insect net (easily made with a wire hanger and panty-hose)  Bug food  Sponge (untreated and non-dyed)  Habitat embellishments (small sticks, dirt or sand, small rocks, etc.)  Bugs!

Discuss with students the anatomy of insects, what makes an insect different from other animals, and why insects are beneficial in the environment. Explain that true insects are different from arachnids (spiders, scorpions, ticks, etc.) and other common bugs (millipedes, pill bugs). All true insects have a hard exoskeleton and six legs. Most insects go through metamorphosis with four life stages. A butterfly is a common example: egg, caterpillar (larva), cocoon (pupa), and butterfly (adult). To observe these characteristics, students will create an artificial habitat for a collected bug. First, each student needs a bug jar – a 2 liter bottle or other large, plastic container. Place about 1 to 3 cm of dirt or sand in the bottom of the container. Add about a tablespoon of water to moisten the dirt or sand. Then put several long sticks in the jar so that the insect has an area to crawl up and down. Insert a small, damp piece of sponge so that the insect can drink and the jar maintains humidity. Finally, supervise students as they puncture holes in the lid for air. Go out and collect the insects with the students. Look under rocks, in trees, under fallen leaves or wave the net through areas of tall grass. Once all students have found an insect and placed them in their insect jars, students can share observations about their bugs and explain what they will need to live. Have the students bring home their insect for a few days to observe them. It is recommended that students choose an herbivorous insect as they are the easiest to feed, among them: grasshoppers, crickets, beetles, caterpillars, walking sticks, and fireflies. Pollinating insects like bees and butterflies are okay too but will need a good amount of flowers or ripe fruit. Carnivorous/predatory insects and bugs (ladybugs, spiders, praying mantis, etc.) need a constant supply of other insects to eat.

Thoroughly explain that students must place their insect in a cool place without direct sunlight. The greenhouse effect of the transparent containers could fry the insect within hours. We also recommend releasing the insect after a day or two in captivity.

Variations: Instead of everyone adopting their own bug, a demonstrational bug habitat can be made for community environmental centers or the classrooms. See Supporting Document #2 below for suggestions. Encourage students to write their daily observations in a bug journal or worksheet.

Supporting Information: 1. “Insect Box.” p. 261 Environmental Education in the Community. Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005. 2. From the entomology lab at the University of Kentucky, this is a good site for educators about keeping bugs as ‘’pets’’ or classroom mascots. http://www.uky.edu/Ag/Entomology/ythfacts/resourc/mascots.htm

3. The teacher’s guide to the insect unit for kids from the University of Illinois Extension. It details many great activities to do with kids about insects, some are offered in Spanish. http://urbanext.illinois.edu/insects/guide/activities.html

Day of the Dead: Species Extinction Objective: To learn about the local endangered and extinct species while celebrating the Mexican holiday Day of the Dead (Día de los Muertos).

Directions:

Time: 1 - 2 hours

Materials:  Information on endangered/extinct species  Pens and pencils  Photos of animals and plants  Day of the Dead decorations and paraphernalia

Día de los Muertos is celebrated every November in Mexico. During this holiday Mexican family and friends gather to celebrate and remember their dead loved ones. This occasion is often marked by building alters and visits to cemeteries. For this activity, have students research what animals and plants are endangered (en peligro de extininción) or extinct (extinto/a) in your region. As a class, make a list of the species and assign one to each student. They will then gather information on that endangered or extinct species, print out a photo of it, and make an information card for the group altar. Students will present their species to the group, then place card and photo on the Dia de los Muertos altar. Use this opportunity to begin a discussion on the effects that humans have on the diversity of species and how our actions affect different species in different ways.

Variations: Making Día de los Muertos masks is both a traditional and fun way to celebrate this holiday. Mask styles can differ greatly between regions so be sure to research them ahead of time. Or, perhaps students could make masks of the different endangered species. To make the mask, begin with an inflated balloon slightly larger than the student’s head. Tear long strips of newspaper roughly three inches wide and fill large mixing bowls

with one part flour to two parts water. Students should dip one strip into the flour/water mix at a time and place the strip over their balloon. Masks should have at least five or six layers, then set to dry for a few days. Afterwards, students can cut out the mouth and eyes, add facial features, decorate it, and wear it.

Supporting Information: 1. Paper mache instructions. http://familycrafts.about.com/cs/papermache/ht/PaperMache.htm

2. â&#x20AC;&#x153;Endangered Species Project.â&#x20AC;? p. 170 Environmental Education in the Community. Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005.

Bats! Objective: To understand the misunderstood.

Directions:

Time: 1 to 1½ hours

Materials:

Begin with a conversation about bats to discuss their  Blindfolds unique characteristics. For instance, bats are the only  Chalkboard or mammals that are capable of true flight. Explain what a whiteboard mammal is. There are more than 1,000 species of bats and they represent more than one quarter of all mammal species, making them the largest group. Bats that hunt use echolocation to locate their prey. They emit high frequency sounds that bounce off flying insects and other objects. Bats listen for these sound waves with their exceptionally large ears to determine their location. Humans should not be afraid of bats; they are shy and have a natural fear of humans. Plus, they control the insect population (and therefore curb diseases), pollinate, and are a food source for some animals (in some areas even for humans!) Bat and Moth Game: Have your kids simulate echolocation used by bats. Blindfold one volunteer. She will be the bat. The other kids are moths. From here, the game works like ‘’Marco-Polo:’’ the bat will periodically yell ‘’BAT!’’ and the moths will respond with ‘’MOTHS!’’. Using only her sense of hearing, she will have to capture (tag) the moths that are trying to evade her. Now, try the activity ‘’bat math,’’ and/or take a look at the batthemed story and discussion in the back of this manual (Appendix #3: Bats).

Variations: A field trip to a nearby cave is an interesting activity to do with your students and help to alleviate some of the fears and misconceptions concerning bats. Caves and areas with a lot of boulders are a great place to look, especially at dawn or dusk when the bats will be leaving their roost to feed. You can also look in the sky at dusk in your community. Bats have a frenzied, sporadic flying pattern compared with birds.

Supporting Information: 1. ‘’Bat and Moth.’’ p. 210 Environmental Education in the Schools. Peace Corps Information Collection and Exchange (ICE). Publication No. M0044. 1993. A game that demonstrates echolocation for elementary school kids. 2. ‘’Branching out: Bat Math’’ p. 211 Environmental Education in the Schools. Peace Corps Information Collection and Exchange (ICE). Publication No. M0044. 1993. An activity involving math where students calculate how many mosquitoes an individual little brown bat eats in one summer. 3. From the UK-based Bat Conservation Trust, this website includes bat-related fun facts and activities for kids. http://www.bats.org.uk/pages/batsforkids.html

4. For a story about bats in Spanish, see Appendix #3: Bats.

Pollinator Mobile Objective: To construct a hanging mobile of pollinators that flutter around a flower to represent their critical role.

Directions:

Time: 1 hour

Materials:

 Paper Start by asking students which animals are considered  Wire pollinators: bees, butterflies, and hummingbirds are the  Colored pencils, most prominent examples, yet some species of ants, wasps,  Markers beetles, moths, lizards, and even monkeys can also  Tape pollinate. Pose questions about the pollination process and  Glue the important role of these animals.  Pliers (optional) To make a pollinator mobile, the first step is to construct an X-shaped cross from which the various paper animals will hang. This cross can be made from wire, sticks, or wood. Then students should create and color different species of pollinators. If possible, print out the silhouettes of these species prior to the session that students can trace and cut out. Students should color in both sides of the pollinator. Hang the pollinators by attaching their backs/wings to string and tying the other end to the cross above. Finally, be sure to draw a giant, colorful paper flower that hangs between all of the pollinators.

Variations: Instead of pollinators, adapt this activity to other concepts and themes. See the link below for further ideas on how to make solar system, fruit, or marine life mobiles.

Supporting Information: 

A how-to site on mobiles showing lots of different variations. http://www.enchantedlearning.com/crafts/mobiles/

THE EARTH, WATER, & AIR 33

Water Wasters, Water Savers Objective: To become conscious of our daily water usage so that we waste less. A good activity for a hot day.

Directions:

Time: 1 hour

Materials:

 3 buckets (two small and Begin by discussing the importance of water. Use an one big) apple to represent the amount of water in the world, (cut off  Small cups a very small slice to represent the amount of fresh water that  An apple cut into fourths  Water we have available to drink). Cut the apple into four even  An open field slices, only one of these slices is the amount of fresh water in the world. Then cutting off a small portion of this, is the amount in streams and lakes available for consumption (2.5%, but just a really small piece). Then, have students share how – and how much – water is used in their homes. Be sure to think about examples from your site: Does everybody have running water? Do they water their dirt to keep the dust down? How does their use change between seasons? To start the game, form three teams: two teams will be the water savers and the remaining team will be your water wasters. Place a bucket of water between the two teams (approximately 40 feet from each) and one bucket in front of each of the two teams. All of the members of the water saver team should have cups that they must fill and bring back to their buckets. If the water wasters tag a person from a water savers team as they return to their buckets, the tagger can ask them if they waste water in their house in a certain way (i.e. do you leave the faucet running while you brush your teeth). If so, the water waster dumps the cup out on the ground. The team that has the most water in their buckets at the end wins. If lots of kids are participating in the game, the members of the water waster team can be signified with arm bands. Also note that this game may not work well if the kids are older and aren’t able to listen or be honest. This activity may be more effective with younger groups.

Variations: Given good behavior and sizzling temperatures, allow the water wasters to throw the water on the water savers instead of on the ground.

Supporting Information: 1. Detailed instructions of Water Wasters Water Saves. http://asiftheearthmatters.files.wordpress.com/2008/04/actwaterwasterssavers.pdf

2. “Our Watery World” p. 63 Adapting Environmental Education Materials. Peace Corps Information Collection and Exchange (ICE). Publication No. M0059. 2005.

Earth’s Strata In A Bottle Objective: To use different colored sand to mimic the strata of the earth and the layers of the soil.

Directions:

Time: 1 hour

Materials:

 Glass bottles with caps This activity can be adapted to focus on earth’s  Different colors of sand geology and/or soil. Whether discussing the major strata  Paper (estrato) of the earth (atmosphere, crust, mantle, inner core, outer core)(atmósfera, corteza, manto, centro exterior, centro interior) different depositions of rock, or the levels of top soil, utilize diagrams to explain how the rock and soil below our feet form different layers. To create sand bottles, collect glass bottles prior to the session. Remove the label and wash them. Colored sand can be purchased or made. To create color sand, place white sand in a bowl, followed by water and a food coloring or dye. Let sit for approximately four hours, then remove the water and set it out in the sun until dry. Repeat with different colors. Each student or group should have a bottle in which they can pour the different colored sand. To ensure that the different layers do not mix together, use a finger or the end of eraser to gently compress the sand periodically. Fill the bottle to the very top ensuring that the sand cannot move and then cap it tightly. Additionally, creating simple funnels out a rolled up piece of paper held together with a piece of tape reduces clean-up time markedly.

Supporting Information: 

Instructions on how to properly dye sand. http://www.wikihow.com/Color-Sand

The Volcano Goes Boom Objective: To witness the eruption of a volcano (albeit, a small one).

Directions:

Time: 30 hours

Materials:

Who didn’t love this activity as a kid?  Baking soda Ask students what they know about volcanoes  Vinegar (volcanes), how they are produced, and what comes out  Bottle of Coke of them. Print out a map of the active volcanoes in the  Mentos world and find the closest one. Point out that nearly all  An open space outside volcanoes are produced along fault lines (líneas de falla)  Paper, glue,& flour and transition the discussion into the tectonic plates (placas (optional, for paper tectónicas) of the earth. mache) Volcanoes can be formed from a variety of materials:  Clay (optional) from paper mache, clay, or simply from dirt piled up. When constructing volcanoes of any sort, be sure to leave a space for a cup or bottle where liquids can be poured. Eruptions can be produced in different ways. The classic eruption uses baking soda and vinegar. For a bigger, more rousing eruption, buy a two liter Coke pour in a pack of chopped up Mentos. It should go without saying that this activity is best done outside. Nice Touch: Add red food coloring to the liquid to mimic lava

Supporting Information: 

Find the location of the nearest volcanoes and earthquakes to you through this website on geological activity, updated daily. http://hsv.com/scitech/earthsci/quake.htm

Soil Erosion Objective: To gain awareness of the value of protecting soil by demonstrating how poor land management can lead to erosion.

Directions:

Time: 1 – 2 hours

Materials:  An area with lots of rocks  Water and watering can  Sticks, rocks, leaves and loose dirt

Ask students what they know about soil erosion (erosión), how it is caused, and its consequences. Ask them if they know any local examples of erosion occurring. If so, take a field trip to examine how soil erosion affects the landscape. Research how the communities and local authorities are combating erosion. After the discussion, take the group to a rocky area and have each student choose a rock, large or small. Have students cover their rocks with a thin layer of dirt. Then instruct them to ‘vegetate’ their rocks by placing leaves, grass, and other debris on top. Finally place a small rock upon the soil and vegetation to represent their home. Gather the participants together and visit each ‘mountain’. Using the watering can, create a severe storm on each rock and observe the results. Discuss why some experience severe erosion while others do not as well as the factors that caused more or less erosion.

Supporting Information: 

“Soil Stories.” Project Learning Tree. http://www.plt.org/stuff/contentmgr/files/1/a8373fb75cf7bee0faa609ed4ed7acdc/files/activity_70_stude nt_pages.pdf

RECYCLING & TRASH

Recycling Treasure Hunt Objective: To learn the types of recyclable materials while cleaning up the community.

Time: 2 hours

Materials:

Directions:

 List of recyclables to find Invite students to share with the group the reasons  Garbage bags why we should recycle. Discuss the different materials that  Hand sanitizer or soap can be locally recycled and where they are collected. To prepare the treasure hunt (búsqueda del tesoro), identify what types of recyclables are commonly discarded on the ground and which are accepted by your local recycling center. Give each group of two to three students a copy of a list of the ‘treasure’ that they will be searching for. Explain the objective and rules of the treasure hunt. Determine a time limit and where teams can or cannot go. The team with the most recyclables – correctly separated, of course – wins. Subtract points from team scores for trash and minutes late. Below is a sample list of recyclable materials and their point value: Caps or tabs Plastic bottles Glass bottles Cardboard Aluminum cans Batteries

1 point each 3 points each 5 points each 5 points each 8 points each 10 points each

This is a great game to do during a community clean-up (limpieza) or to raise awareness about excessive amounts of trash in the streets. Be sure to bring hand sanitizer or soap and water for students to clean up afterwards.

Reused Notebooks Objective: To reuse old paper and cardboard to create a practical, one-of-a-kind notebook.

Directions:

Time: 2 – 3 hours

Materials:

 Reused paper Reinforce the 3 R’s (reducir, reusar, reciclar) with  Cardboard students before starting this project – especially reuse – so  Decoration supplies that they understand that they are doing something more  Scissors  Colors than just making a notebook; they are giving value to  Yarn or string something that others consider worthless.  Glue Gather materials before the session, especially cardboard and used paper (on one side) from offices, schools, or old notebooks from home. First, start by making the covers (portadas). Have students first trim the cardboard to an appropriate size (slightly larger than the paper) and then decorate them with colored paper, pictures, markers, and other available art supplies. Next, divide the used paper evenly between the students; notebooks should have at least ten pages. Prepare the paper by cutting off the perforated edges and trimming paper to the same size; although not necessary, students can also glue the used sides of paper together. Finally, bind (encuadernar) the book together: attach the covers and paper together by punching holes and tying them together with yarn or a bookbinding machine, if available.

Variations: Dedicate notebooks to specific purposes, for instance, as a nature journal (see Nature Journaling, p. 15), an English vocabulary notebook, or a coloring book. To make an accordion booklet (librito de acordeón) also requires two pieces of identically-sized cardboard and glue as well as two pieces of paper. The paper should be cut into long strips slightly smaller than the height of the covers. Glue the ends of two or three strips together. Fold the long sheet of paper back and forth, like an accordion, making sure to keep each page slightly smaller than the covers. Glue each end of the booklet to a piece of cardboard and let it dry for a few minutes.

Supporting Information: 

How to make a recycled notebook with a plastic cover to protect it. http://www.instructables.com/id/Totally-Recycled-NOTEBOOKS/?ALLSTEPS



How to create a smaller accordion booklet. http://www.thatartistswoman.org/2008/11/how-to-make-accordion-books.html



A creative twist on binding your notebooks. http://carlycorrea.blogspot.mx/2011/05/how-to-make-recycled.html

Recycled Paper Objective: To understand the paper-making process and reutilize old paper that would otherwise be discarded.

Directions:

Time: 2 - 3 hours

Materials:

 Paper scraps, old paper, Discuss with students how a simple product like paper and newspaper torn into has a tremendous effect on our lives. Ask them to name 1” by 1” pieces different ways we use paper and how our society would be  Dyes (food coloring, colored paper, or different without it. brightly colored foods) To make paper, instructors are advised to make at  Wood, least two deckles (exprimidores) before the session. Build  Nylon or wire screen one by first constructing a wooden frame approximately 8”  Staples or nails by 10”, then stapling or tacking nylon or wire screening to  Blender the frame (see photos).  Containers and large Soften all the paper by soaking it in water for 20 basins  Sponges minutes or more. Make the paper pulp (pulpa or pasta) by  Liquid starch (optional) filling a blender halfway full of paper, then adding a handful of paper and blending it until you no longer see pieces of paper. Pour a few blenderfuls worth of pulp into a large basin. Add a tiny bit of liquid starch (almidón) for greater firmness, if possible. To make colored paper, add a dye (food coloring, colored paper, fruit, etc.), or toss in some dried flowers for extra texture, and blend together with the white paper. Pour different colored pulp into different basins. Pour the blended paper mush on top of the deckle, then a cup of water to spread the pulp out evenly. Allow it to drip until most of the water has drained off. You should have a uniform layer of pulp on top of the deckle. Flip the deckle over onto a few sheets of newspaper. Gently press a sponge against the deckle to squeeze the excess water out of the blended paper. Ring out the sponge and repeat multiple times, then carefully lift the screen leaving the paper. Let it dry naturally for several hours or overnight. This project can get messy so be prepared for some clean-up afterwards.

Supporting Information: 

This instructive video goes through the basics of making paper and demonstrates some variations. http://youtube.com/watch?v=6VdQYRc5Dis



Detailed instructions on making paper. http://www.tappi.org/paperu/art_class/makingpaper.htm

Photo credits: www.bellewood-gardens.com; http://www.etsy.com

Small Scale Trash Bottle Project Objective: To employ alternative construction methods and creative waste management to create useful structures.

Directions: Simultaneously address community issues of trash management and construction by building structures made out of trash bottles – plastic soda bottles stuffed with inorganic trash. These eco-bricks (eco-ladrillos) are a creative and economical solution that will necessitate the involvement of many people from the community. We recommend that your first project be a structure with a simple design that requires less than 200 trash bottles. Examples include garden boxes or retaining walls. For even these simple projects you’ll need to collect hundreds of bottles tightly stuffed with trash, a considerable undertaking. Ensure that you have a large group dedicated to seeing the completion of this project that can help to stuff bottles and build your structure. See the links below for in-depth explanations and illustrated instructions on how to construct entire houses, kitchens, chicken coops, outhouses, and walls out of trash bottles.

Time: Varies, minimum 2 months

Materials:  600mL PET bottles  Chicken wire  Cement, chalk, lime, and other basic building supplies

Supporting Information: 1. Resources from the Peace Corps on alternative construction practices http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2721

2. Long Way Home is an organization based in Guatemala that engages in alternative construction practices. Their webpage links to instructions on alternative construction projects using tires, earthbags, trash bottles, and other locally abundant materials. http://longwayhomeinc.org/en/multimedia/Tire_house_building _manual_v1.doc http://longwayhomeinc.org/en/links.php

Frame Yourself Objective: To fashion a unique, personalized picture frame out of recycled cardboard.

Directions:

Time: 1½ hours

Materials:

 Cardboard (cereal Ask students to bring in decorating supplies before to boxes or used boxes) the session, items that they can use to decorate their  Paint and paintbrushes picture frame. Stickers, beads, jewels, small objects from  Markers,  Decoration supplies nature, and other items of significance all look great on a  Photo of student picture frame. Each student needs a 10” by 8” piece of cardboard. Cut out a 3.5” by 5.5” rectangle in the center of this cardboard (so that a 4” by 6” photo fits). Students can then paint and decorate their picture frame (marco) using a variety of materials and textures. Help students to brainstorm themes and symbols of importance that they can adopt for their picture frame, such as, hobbies, sports, family, school, country, holidays, or the environment Given available resources, take a photo of each student and print it out prior to the next session that they can place in their frame. An additional, rectangular piece of cardboard secured by glue or tape suffices as a backing for the photo.

Variations: This activity is good to do at the end of the year because you can use pictures taken throughout the year.

Newspaper Baskets Objective: To reuse newspaper to weave a basket (canasta) to hold pencils, flowers, and other possessions.

Directions:

Time: 2 – 3 hours

Materials:

 Old newspaper Cut the newspaper into long strips about 3 inches  Scissors wide. Fold each strip in half twice and place a tiny piece of  Glue tape or droplet of glue at each end to keep them properly  Clothespins folded. Each basket will require 12 strips (tiras) of  Rubber band newspaper.  Plastic bottles Six of the strips will form the base of the basket as well as the side strips running vertically. Arrange the six strips in a star formation being sure that their centers are all aligned and they are equidistant from each other. Attach them together using tape. With a normal plastic bottle placed in the center as a mold, fold up all the ends up around the bottle and secure them in place with a rubber band. With the other six strips available, weave (tejer) them horizontally in between the vertical strips – over one strip, under the next, over the next, etc. – until it wraps tightly around the bottle. Cut off the extra and tape the ends together; then push that horizontal band down to the bottom. Subsequent bands should build the basket upwards. Repeat this process, weaving horizontal strips through the vertical ones until the basket is at a desired height. At this point, students may remove the bottle from the basket. After the last horizontal strip, cut off the extra vertical strip and/or fold it into the inside of the basket. Lastly, ensure that all strips are weaved together tightly. If not, the basket may not be able to stand. Recommended for ages 10 and up.

Variations: This basket can be made in a number of different ways and styles: strips can run diagonally, the basket can be square, or a handle can be added. Look online for these different variations.

Supporting Information: 1. Further directions on how to make these baskets http://blogs.aupairinamerica.com/vaf/2012/04/21/easy-weave-newsprint-baskets/

2. Directions to make a square newspaper basket http://www.jamboree.freedom-in-education.co.uk/w’s%20craft%20corner/paper_woven_basket.htm Photo credits: blogs.aupairinamerica.com

LEARNING-SERVICE PROJECTS Purpose of Service-learning Projects: 1. Meet a recognized community need 2. Achieve educational objectives through service 3. Develop student responsibility, confidence, values, and sense of self-worth 4. Acquire useful knowledge and skills 5. Instill a life-long desire to serve 6. Reflection on achievements 45

Community Map Objective: To examine community assets and needs. A great activity to begin a service-learning project.

Directions:

Time: 1 hour

Materials:

 Poster paper Students and instructors should conduct a walking  Markers and crayons tour of the community or a specific neighborhood. During  Paint and paintbrushes the walk, students should identify key community (optional) institutions, businesses, people, congregations, and other places of significance. Have student bring paper and pencils to record their observations about what they see and what they don’t, what they like and what they don’t. In the classroom, instruct students to form small groups and draw a map (mapa or plano) of their community on large poster paper. Suggest that they start with common places like schools, congregations, libraries, parks, their homes, and other places where residents gather. After that, watch as the rest of community materializes on paper. Students should also draw forests or other natural areas in the region. Include and label notable natural features, prominent species of animals, and common species of plants. Ask questions regarding their choices and emphases. What places are over/under- represented and what might this say about their feelings and perception towards their community? Come back as a group after students complete their maps and discuss community assets and needs. Community assets (ventajas or recursos comunitarios/as) are the positive features the community has to offer: parks, police stations, and hospitals are assets, as are active citizens in the community and the different cultures of residents. Broadly-speaking, community needs (necesidades comunitarias) are the things that it lacks and problems it faces: ugly, unkempt buildings are a need and so are unsafe neighborhoods; hunger, homelessness, tensions between neighbors, and lonely elderly residents are other examples. Listen to the students as they voice their opinions about what they consider a community asset or need. List their thoughts on poster paper or a chalkboard. Broaden the discussion by asking the group what additional assets or needs that they did not observe directly on their walk but would still add. From their community maps and community assets/needs list, identify common themes among students’ observations. Take time to discuss them in-depth. Priority areas should be considered as service-learning projects.

Variations: See Pictures of Four Different Things (p. 59) to do a visual community needs assessment with students.

Supporting Information: 

“Community Mapping.” p. 31 Participatory Analysis for Community Action (PACA) Idea Book. Peace Corps Information Collection and Exchange (ICE). Publication No. M0086. 2005. 46

School-Wide Recycling Project Objective: To design and implement a school-wide recycling project to reduce the amount of recyclable items that are thrown into the trash.

Directions:

Time: Varies, weeks to months

Materials:  Trashcans, boxes, crates, or other recipient  Paint and paintbrushes

Using their knowledge of the school climate and activities associated with recycling (reciclar, reciclaje), students will design a plan of action to install needed recycling bins and labels in their school as well as promote the practice of recycling among their peers. Begin with a discussion about the importance of recycling, what materials can and cannot be recycled, and other local practices related to recycling. Guide students into a conversation about the recycling practices in their school. Ask them what they might do to improve upon the current system. Allow students time to express their observations and opinions. As a facilitator of this project, lead students through the process of designing and implementing a plan of action to reduce the amount of recyclable materials (materiales reciclables) that are thrown into the trash. This may include helping students to initiating a conversation with school faculty about recycling; creating announcements, signs, fliers and other promotional tools encouraging everybody to recycle; and installing recycling recipients in the school. Sustained student participation in this project will ensure that proper recycling practices are sustained. Students can become actively involved in collecting the recyclables, gathering data on how many recyclables are saved from the trash, and even taking recyclable items to a nearby recycling or collection center. Nominate students from each class to be responsible for the recyclables in their classrooms.

Variations: Additional enrichment activities have students: creating a presentation to each classroom on how to properly recycle; visiting a nearby recycling center; painting the recycling bins; and advocating recycling in the community through a letter writing campaign, a PSA, or community partnerships.

Supporting Information: 

A great summary of classroom recycling service-learning projects from Maryland Public Schools. http://www.marylandpublicschools.org/NR/rdonlyres/F33242F4-3878-4102-B90E-427FC2BAE17F/26698/ School_Wide_Recycling_Project.doc

Community Beautification Objective: To focus students’ time and energy into improving the aesthetics and functionality a community space.

Directions:

Time: Varies

Materials:

 Varies Beautification opportunities are abound in community parks, plazas, schools, public buildings, and on the side of roads. From planting trees to constructing flower beds, clearing brush to picking up trash, painting a mural to repainting trashcans, a dedicated and organized group has lots to offer the community. Students should be involved in all stages of the project, from planning through to its execution, reflection, and celebration. Instructors should steer students towards answering important questions about the project. Namely, students should agree upon the location of the beautification project (in a park? a school? in a neighborhood?); the purpose of the project (why? what improvements does this area need that we can offer? how do we measure success?), important logistics (is this the best place to focus our efforts? do we need permission?), where materials or resources can be obtained from (tools? plants? transportation?), and who will assist students (volunteer leaders? other groups to involve? advertising?). Students should be encouraged to keep a log of their achievements during each phase of the project. Take pictures during the different stages to record the progress made by the group. Sustain the project by ‘adopting’ that area. Providing regular upkeep and maintenance will imbed a sense of pride and ownership in students about the area.

Supporting Information: 

The Corporation for National and Community Service maintains a website with resources on environmental stewardship and beautification service-learning projects. http://www.servicelearning.org/topic/area-service/environmental-stewardship

Community Garden Objective: Establish a community garden (jardín comunitario) to grow fresh produce and managed by a group of interested youth who want to obtain the necessary skills and knowledge.

Time: 2 – 3 days, plus regular maintenance

Materials:

Directions:

 Tools (shovels, pick-axes, spades, watering cans)  Posts and fencing  Seeds

First, create a garden club composed of students interested in planning, working, and maintaining a community garden. Members of the gardening club should then interview neighbors about their gardening knowledge, practices, cultivated species, experiences, and advice. Develop a simple form that students can fill out to share with the others. Students should review the results and utilize online and in-print texts to inform themselves on local and successful gardening practices. Together, the gardening club should determine the location for the garden, the plant species to cultivate, the tools and equipment needed, the source of water, the proper protection for the plants, and other gardening methods. Assist students in purchasing appropriate seeds, tools, and other materials. Assess the soil, a garden’s most valuable asset, and regularly add compost (see Compost Bin below) to enhance the fertility of the garden over time. A weekly schedule of work, maintenance, and watering among members will sustain enthusiasm and commitment to the garden. Enrich this service-learning project by teaching students about the nutritional importance of the vegetables from the garden. Be sure to harvest as a group, celebrate the bounty with a big meal, and encourage others to start a garden too.

Supporting Information: 

The Corporation for National and Community Service maintains a website with lots of excellent links on community garden service-learning service projects. http://www.servicelearning.org/topic/area-service/community-gardens

Compost Bin Objective: Create a compost bin to practice this sustainable and responsible form of recycling organic materials.

Directions:

Time: 2 - 4 hours

Materials:

 Shovel or pick-axe Composting (compostar) is a simple process that  Organic materials: food accelerates the decomposition process – yet the vast scraps, manure, forest choices of and extreme variation in compost bin designs litter, bird seed, paper can be overwhelming. Nevertheless, a successful compost  Plastic bottles (optional)  Scissors (optional) pile or bin (compostadora) is straightforward, requiring  Plastic wrap or plastic continued – though minimal – effort to be effective. This bag (optional) activity pairs nicely with a community garden (see above).  Rubber bands (optional) First, identify a space where the compost pile will be established: the location should be somewhat close to a garden, residential area, and/or school where food and organic waste is produced; is partially shady during the day; and will not disturb other activities in the vicinity. Compost bin designs range from starkly simple to excessively extravagant to tremendously technical – the choice is yours. See Supporting Information for online links to different designs. Make sure the pile has a cover to protect it from animals and excessive sunlight. Your compost bin will function as a collection area for the different organic materials: fruit and vegetable scraps, manure, leaf litter, paper, and other organic materials that easily decompose (descomponer / degradar). The pile should be rotated and turned with the aid of a shovel or pitchfork approximately once a month. Also, keep the pile slightly moist to the touch by adding water when it begins to dry out. Organic matter will turn to compost in approximately two or three months if properly covered, watered, and turned.

Variations: Given limitations or restrictions on creating a compost bin, try experimenting with decomposition in plastic bottles instead. Cut the tops off a plastic bottle. For the first layer, use the lid to scoop about an inch of soil into the empty bottle. Then add sequential one inch layers of different organic matters (food scraps, leaves, bird seed, paper, etc.) with soil in between each. Add a little water after each layer as well. Seal the bottle with a piece of plastic and rubber band. Ask students for predictions on what will happen and what layer will decompose fastest/slowest. Check the bottles in a month; discuss what happened to the different materials.

Supporting Information: 

Martin, Deborah and Grace Gershuny. The Rodale Book of Composting: Easy Methods for Every Gardener. Rodale Press: 1992. 50

Environmental Messages Objective: Gain an awareness of different environmental messages and begin an environmental campaign in the community.

Directions: Brainstorm with students the different environmental messages that we receive daily from our friends and family, from our community, and from the media. Water and energy conservation, the 3R’s, trash management, environmental pollution, habitat preservation, and wildlife protection are just a few prominent examples of common environmental messages that we receive. Go on a walk around the community looking for different environmental messages, pictures, ads, and symbols or put together a slide show on it. What else can students think of? Allow students a few minutes to reflect on these different themes. Ask them which themes are significant and relevant in their community. Why? Students will then create fliers to highlight certain environmental issues in the community. After creating the fliers and receiving permission, students will post them around the school or community. Partner with a local organization in favor of a specific issue or raise the public’s awareness to a certain environmentally-friendly (or unfriendly) action. Groups can choose to concentrate on multiple issues or just one, depending on interest and relevance.

Time: 1 hour

Materials:  Paper  Paint, colored pencils, or markers  Environmental pictures, symbols, and ads (optional)

Variations: Consider pairing this activity with a mural activity (p. 53). The best fliers can be blown up and painted onto a large wall in a public space, an honor for the kids for years to come. Essays, poems, letters to the editor, and Environmental Fairs (p. 55) are just a few other ways to raise community interest about relevant issues.

Here We Come A Mural-ing Objective: To promote community service and beautification as well as to help increase environmental awareness by including environmentally themed messages

Directions:

Time: Varies, usually 2-4 sessions

Materials:  Acrylic Paints (black, brown, white, yellow, blue, red)  Color Wheel  Brushes of various sizes  Primer or protective sealant  Yard sticks or measuring tape  Pens and paper  Scaffolding (to get the higher parts of the wall)

A community mural is a great way to bring people together to work on a fun project with a common cause while also highlighting environmental issues. With that said, the project is complex and the process demanding. This project can be considered in five stages. Stage 1: Community Involvement – Gather community support, get permission to paint the proposed wall, draw and finalize mural design. Stage 2: Equipment and Support – Gather your supplies, write and submit your proposal. Stage 3: Preparation – Scrap wall with a metal brush to remove any chipping paint or dirt, then prime (imprimación or selledor) the wall and grid it. Draw an outline of the mural in grease/wax pencil. Stage 4: Painting – Use acrylic paint (pintura acrílica), pre-mix colors to save time. Work in small groups in shifts over several days. Stage 5: Finale - After the mural is done, invite those who participated to contribute their handprint signature. Remember to finish your mural with a sealer (sellador). Some additional tips: 1) Keep mural designs simple. 2) You will need more small brushes (1 to 1 ½ inches) and very few larger brushes (4-5 inches). 3) Wear grubby clothes! 4) Handprints make great signatures. 5) Timing is important. Keep in mind rainy seasons and scorching-hot mid-day sun. 6) Mix the colors and be all ready to paint before students. A large mural takes time especially with participants with little or no painting experience. 7) Wall preparation is a must. Scrap off any chipping paint and add primer before painting. Go to a local paint store and talk to them. The type of surface you will paint on is very important and the store can advise you on the proper paints and techniques. 8) While paints may differ greatly in their price, we highly recommend using the more expensive ones. Although we understand how squeezed budgets can be, paint quality is very much correlated with its price. For a longer lasting job (especially when 52

outside and exposed to sun and rain), pay the extra pesos and get the better quality paint. 9) Work in Shifts. Have a sign-up sheet with time slots for participants to maintain a constant amount 10) It is recommended to invite friends, community leaders and other volunteers, but don’t forget about the trouble-makers either. Including known graffiti taggers in the community will give them a sense of ownership in the project so they won’t tag it later. 11) Teach, don’t paint! Although this may be difficult for the artist, resist the temptation to paint the mural yourself or “fixing” mistakes. Instead, provide participants with instructions, suggestions, and encouragement. 12) Do not assume equipment such as ladders, buckets, and stools will be readily available. Secure them before the event.

Supporting Information: 

Suggestions from a painter on designing a mural to incorporate significant, unifying themes, messages, and shared history. http://www.kuidaosumi.com/murals/muralguide.html

Environmental Fair Objective: To reach a broad audience about one environmental themes in a fun, engaging way.

Directions:

Time: 2 hours

Materials:

 Cardboard Environmental fairs focus on one or more  Paint and paintbrushes environmental themes. They are principally targeted at  Markers, crayons, paper children of all ages and their parents; however everybody  Decoration supplies  A variety of other from the community is welcome. An environmental fair can supplies depending on incorporate games, presentations, music, skits, activities, what stations are raffles, quizzes, educational displays, and vendors. It can be created tied to a particular day, like World Environment Day, or can stand independently. Either way, it is a good idea to pick a theme or themes for your event. To be successful, engage key institutions, community members and local vendors. Often they will be willing to donate supplies, work during the event, help to spread the word about the event, and provide new ideas. Consider forming an environment committee to plan the event, manage the budget, or determine funding sources – just be sure to set clear goals and expectations of the committee. Next you will need to determine what kind of engaging, interactive displays and stands will be on hand. Maybe the new solar water heater company from a nearby town can be invited to give a demonstration. Perhaps the Casa de Cultura will want to sponsor a cultural event with an environmental theme, like a puppet show about the environment. Maybe the local CONANP or CONAFOR office will be willing to do an erosion demonstration. Make sure that the environmental fair boasts a variety of activities that allow for people to learn in different ways – through listening, touching, drawing, etc. For little kids something as simple as coloring a map of the reserve could be interesting, educating and fun. If you have an Eco-Club, have them help you prepare for the event and possibly help the day of. 54

Advertise heavily in your community, especially the day before. The fair can be as big or small as you want. Invite fellow volunteers as guest speakers, especially environmental specialists.

Supporting Information: 

“Science and Eco-Fairs and Family Nights” p. 160 Environmental Education in the Community. Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005.

YOUTH DEVELOPMENT

Exploration and Guide Practice Objective: To practice presentation skills and demonstrate knowledge of the environment on student-guided tours

Directions:

Time: Varies

Materials:

 None Switch roles with students and allow them to instruct you. Pretend that you are a tourist who just arrived in the community and allow students to guide the group, one at a time. Possible tours can include nature hikes, cave explorations, group bike rides, and even tree climbing excursions. In addition to practice presenting in front of a group, this activity can build confidence, be informative to the ‘tourists’, and even prepare students for possible vocational opportunities as a tour-guide. As a ‘tourist’ be an active participant and ask lots of questions. At the end of the tour, serve students a heaping pile of encouragement and praise, sprinkled with a dash of helpful suggestions.

Supporting Information: 

“Nature Trails” and “Signs, Labels and Guides.” p. 194 – 211 Environmental Education in the Community. Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005.

Pictures of Four Different Things Objective: To see the beauty in everyday life.

Directions:

Time: Varies

Materials:

Students will take home a disposable camera (in  Disposable cameras turns) and written instructions. Tell each student to shoot  Instructions to send four different pictures: something beautiful, something ugly, home something they love, and something from nature. Record  Poster paper (optional)  Markers (optional) the order that students use the camera to keep track of  Glue (optional) who took what pictures. After collecting the camera(s) and printing out doubles of the photos, give one copy to its photographer and save the other copy to show to the group. Have students guess where each photo was taken, by whom, and in which category it belongs. If inclined, students can vote for their favorite photos in each category and winners can be blown up and hung on the walls of schools or presented at community events.

Variations: Enrich this activity by connecting it to the activity Community Map Project (see page 47). Student photos showing community assets and needs can be pasted onto posters in groups. Common themes running through the photos can form the foundation and inspiration of a learning-service project that addresses a student-identified community need.

Skits and Song Objective: Act and sing about community environmental issues.

Directions:

Time: Varies, multiple sessions plus presentation

Have students list pertinent environmental issues in the Materials: community. Students will break into presentation groups  Paper based on the different themes. Allow sufficient time for  Pens students to investigate songs and skits with environmental  Props themes. Or, if they prefer, they can write their own. In that case, offer suggestions and guide students towards writing a skit, composing a song, or penning a poem. Encourage students to draw from other sources and influences given the difficulty of creating something entirely original. And be sure to provide students with sufficient time to practice and rehearse. Students can present their performances, verses, and jingles in front of the group, their parents, the community, or their schools during an environmental week, environmental fair, or community event. Possible skits: The Three Little Pigs (with houses made of recycled materials), a show about what happens to the litter tossed on the ground, or an explication of park rangers and what they do. Possible songs: ‘Donde Jugaran Los Niños’ by Mana.

Supporting Information: 1. A good place to start any search for skits in Spanish. Use the search bar to search for key terms like “basura” or “agua” http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

2. “Donde Jugaron Los Niños” by Mana http://www.youtube.com/watch?v=-timD5_mtEM

3. Eight different skits for youth in Spanish http://www.obrasdeteatrocortas.com/2012/01/8-obras-de-teatro-cortas-infantiles.html

Puppet Show Objective: Present a puppet show using fairy tales, local legends, or stories that students invent and write themselves.

Directions:

Time: 3 – 5 hours to prepare, 5 – 15 minutes per show

Materials:

In order to put on a puppet show, students will need  Paper bags or socks to select (or write) their puppet shows, choose roles, create  Glue puppets and props, and practice before performing.  Paper  Tape Instructors undertaking this project will soon enough  Markers discover that this project is not for the inflexible or  Colored pencils or unimaginative. Use what resources are available to you crayons and when in doubt, do like the actors do and improvise.  Scissors Allow students time to plan their puppet shows – or to write their own. Instructors should work with groups to assign roles and list necessary props. Paper bags or socks are both suitable as puppets. In addition to creating and decorating the different characters, be sure to also provide materials for the students to make props for the set. A simple puppet show stage can be constructed in a variety of ways. A table turned on its side with a sheet draped across it suffices. Three pieces of wood nailed together like three sides of a box, adorned with some red fabric frames the stage nicely. Students may require more time than expected to create their puppets and to practice alone once or twice before presenting in front of the group. Lastly, turn the puppet shows into a genuine theater experience. Have an emcee announce each performance, applause as the performers take a bow, and be sure to get autographs from the ‘stars’.

Supporting Information: 

A large reference for fairy tales in Spanish. http://www.cuentosdegrimm.com/



A site with lots of skits in Spanish, though uncategorized http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

Pen Pals Objective: Reach out to students in US classrooms to provide a cultural exchange and an exchange to compare environments in the US and Mexico.

Directions:

Time: Varies

Materials:  Photos of different ecosystems  Paper  Pencils or pens  Stamps

Collecting pictures of drastically different environments and presenting them to students is a great way to start a conversation about the diversity of ecosystems in the world. The idea of different climates and environments can be downright baffling and difficult to comprehend for some students, especially for those in rural communities who rarely leave. In these cases, an image is worth a thousand words. A next step could be exchanging letters and pictures with students in US classrooms. The Peace Corps’ World Wise School program can help you easily connect with them Personal letters by the students about themselves and their family, their community and country, their celebrations and traditions, and their favorite activities and foods can convey interesting pieces of environmental – not to mention cultural – information. You will probably have to do some translating of the letters, so try to keep them short and to the point. Have the two classrooms exchange pictures, photos, or written descriptions of their environments, highlighting their most meaningful features and prominent organisms. If you have internet accessibility, Skyping is another option, as is speaking to a school in the US while home on break; visiting classrooms to explain your work in Peace Corps and life in Mexico earns you an extra vacation day. Having a family member or friend in the US that teaches naturally facilitates the communication and progression of this project.

Variation: Stay in touch with the foreign class and communicate with them every few months as units change.

Supporting Information: 

World Wise School from the Peace Corps can connect your classroom to other classrooms in the US and around the world. Click “Correspondence Match” at the bottom of the page. http://wws.peacecorps.org/wws/index.cfm?

Ecoclub Goes On A Field Trip Objective: To expose students to a place that they may not normally visit for a lasting and memorable experience.

Directions:

Time: 1 day

Materials:

 Transportation Many students do not have the financial resources or  Adult Chaperones parental encouragement to visit educational, natural, or  Permission Slips distant sites of interest. With your group or class, consider  Plastic bags (if you live in organizing a trip to a museum, park, lake, monument, curvy road) community facility (i.e. recycling center, business, tree  Permission to give nursery, etc.), or other attraction in the community. There Dramamine are many environmental eco-tourism sights and  Food - depending on environmental groups throughout Mexico that cater to trips length of trip more than with students. one meal, you can have Groups who will need to raise money for this trip the mom’s pack a should start early. Set up a poster in the classroom for “lonche” and drink students to visually chart their progress towards the group’s fundraising goal. Involve students in planning fundraisers and give them responsibilities like handling and counting the money. Before the trip, meet with parents to explain the purpose for the trip and recruit chaperones, confirm round-trip transportation, lunch, and emergency contacts. On the trip, take as many chaperones as possible (you will enjoy the trip more) and try to stick to your schedule. It is also important to get written permission from each student’s parent, even if the parent goes on the trip. Also, it is possible that at least one parent will want to come along with her children; for this reason, when initially planning spaces in your transportation, be sure to budget lots of space for adults as well as children. If possible, include a recreational game to expend student energy during the trip.

Supporting Information: 

“Field Trips.” p. 184 Environmental Education in the Community. Peace Corps Information and Exchangee (ICE). Publication No. M0075. 2005.

Backyard Camping Objective: To spend quality time together in nature and away from home as well as to learn about each other, explore nature, strengthen group bonds, and have fun.

Directions:

Time: 1 day and night

Materials: ď&#x201A;ˇ Camping Gear (tents, sleeping bags, cooking equipment, etc.) ď&#x201A;ˇ Supplies(marshmallows, chocolate, gram crackers, hot chocolate, etc.)

Although planning a campout requires a good deal of preparation and materials, it can be a fantastic bonding experience for the group. Secure camping gear well ahead of time and/or have students bring their own gear. Try to bring extras of everything, just in case. Basic equipment includes tents, sleeping bags and pads, cooking equipment, food (aka chocolate, graham crackers, and marshmallows), and miscellaneous camping gear like flashlights and bug repellent. Take precautions: get parent permission beforehand. If your group plans to camp far away, invite adults to chaperone the event and be prepared to take a child home in the middle of night. If closer to home, let parents visit their children at the campsite during the evening. Taking a first-aid kit is non-negotiable. And be ready for rain or be ready to cancel. During the evening, there are lots of mini-activities that can accompany a campout. Teambuilding exercises (planned games, gathering firewood, setting up the tents, etc.), nature appreciation (nature hikes, star gazing, etc.), and group bonding (campfire stories, etc.) are standard.

Just For Fun Knotted Up (Nudo) Get the kids into small circles, groups of 8-13 kids. Each student should grab the hand of two different students who are not right next to them. Then have the kids “untie” themselves, without letting go of each other’s hands. They should work as a team going under and over other’s hands. If there are enough for 2 teams you can have them race.

Cross the River (Cruzar el Rio) Imagine that all the students are standing on one side of a very dangerous river with crocodiles and piranhas, and the whole group need to cross over to the other side on rocks. Moreover, they must do it together – that is to say, before any student can cross to the other side of the river, the remaining students cannot be on the starting side but on the rocks. Use pieces of cardboard (just big enough for two or three feet) as the rocks on which students can cross. Provide slightly fewer ‘rocks’ than there are students, so that the students must cooperate and communicate using very limited resources. If one student falls off the rock into the water, the whole group must return back to the original bank and start over. Have two teams race against each other to cross the river first. Invent variations and subtract rocks as kids begin to understand the game and cooperate better.

A Small World (Un Pequeño Mundo) Place a sheet of cloth or plastic on the ground. The sheet should be about four feet by four feet, plenty of room for everybody to stand on comfortably. Ask everybody to stand on the sheet. Does everybody fit? Great! No ask everyone to step off and fold the sheet in half. Then ask everyone to step back on. Everyone still fit? Fantastic! Now step off again. Keep repeating the pattern while continuing to fold the sheet, leaving less room. Refuse to continue until everyone is within the boundaries of the “world.” Ask group members to find creative ways of including everyone, because that is what building community is all about. Just when they may think it is impossible, it turns out that it is not. If morale is low, split the group up into two or three and make it into a competition. But be sure to get your point across. This is not about winning or losing. It is about inclusion and working together. (reprinted with permission from Promising Practices of Youth Development in Peru Manual)

The Boat is Sinking (El Barco Se Hunde) First, tell your group a story about a large ship in the middle of the ocean. This ship was caught in a storm the night before and now, in the light of day, has taken on too much water and begun to sink. Now there are plenty of lifeboats, but the lifeboats only hold a specific amount of people and the numbers change all the time. Each person has to swim around and search for the lifeboat that will fit them. As the facilitator, you will call out the number of people that the lifeboats fit and youth must scramble to grab hold on to each other before the lifeboat fills up. If one lifeboat is already full, then they must swim around quickly to find a new one. If one or two people are left without a boat, it is their turn to call out a number. This is a great icebreaker for placing youth into groups in an unconventional way. Also, keep an eye out for youth who are not comfortable with physical contact. They can be your assistants. (reprinted with permission from Promising Practices of Youth Development in Peru Manual)

The Dragon (El Dragón) This team-building activity requires lots of room to run around, such as a soccer field. Every person must form a single file line in the middle of your field. This line becomes your dragon. The person at the front of the line is the head of the dragon. The last person in line is the tail. A brightly colored flag or piece of cloth should be attached to the waist of the “tail,” loose enough so that when someone pulls on it, it will release easily. The “head” of the dragon must work hard to retrieve that flag from the “tail.” Now everyone in the middle must prevent this from happening. For instance, everyone in line grabs on tight to the person in front of them. While the “head” goes left and right, trying to get that flag, the body of people in the middle twist and turn, creating the image of a soaring dragon. The game ends when the flag is caught. With a greater number of people, two dragons can compete by trying to capture each other’s flag. (reprinted with permission from Promising Practices of Youth Development in Peru Manual)

APPENDIX #1: Tree Questions              

Listar 3 usos de árboles: ¿Para que usan árboles los animales? ¿Nombrar 3 tipos de alimentos que comemos de los árboles? ¿Usamos medicina de árboles?¿Si respondiste ‘sí’, puedes nombrar una medicina de árboles? ¿Cuántas especies diferentes de árboles hay en el mundo? (Aproximadamente 25.000 especies) ¿Cuántos años crees que tiene el árbol más antiguo del mundo? (4,700 años) ¿Cuántos metros mide el árbol más grande del mundo? (110 metros) ¿Cuántos metros de ancho crees que mide el árbol mas ancho del mundo? (42 metros, esta en Oaxaca, México. Se llama el Árbol de Tule.) ¿En el mundo, donde está el más grande bosque? (La selva del Amazon en Brasil) ¿Cómo los árboles remueven contaminación del aire? ¿Nombrar una cualidad o un beneficio de raíces de los árboles? ¿Cómo se puede saber la edad de un árbol? ¿Los árboles viven más tiempo en las ciudades o en los bosques? ¿Por qué te gustan los árboles?

#2: Companion Organisms Flores y Polinizadores: Muchas especies de mariposas, abejas, y aves visitan flores y beben el néctar que ellos provienen. Mientras están tomando, el polen de las flores pega al pelo o las plumas del animal. Y cuando visita otra flor, el animal transfiere el polen, o apolínea, las flores así que pueden reproducir. Especies de animales y flores han evolucionado juntas. Frecuentemente, los animales se adaptan apolinar solamente una especie de planta. A veces los picos y lenguas de los animales son las formas iguales que la flor, diseñado perfectamente para conseguir el néctar. Hormigas y Carnizuelos Espinas vacías en el árbol de carnizuelo proveen lugares de vivir excelentes para hormigas. Los árboles producen hojas las hormigas comen mientras los hormigas pueden defender al árbol contra enemigos potenciales. Hormigas atacan y persiguen cualquier insecto, mamífero o humano que se acerca. Con frecuencia, las hormigas tallan plantas cercas que están competiendo con el carnizuelo para espacio, agua y suelo. Ganados y Garcetas Garcetas se encuentran alrededor de una serie de especies de grandes mamíferos, de los hipopótamos de búfalos de agua. Las aves se alimentan de los parásitos, como piojos y garrapatas uno, que se encuentra en los grandes mamíferos, en la protección del intercambio y el transporte, posiblemente libre. Con los hipopótamos, a veces, los hipopótamos abrir la boca para que las aves puedan recoger los alimentos no

Humanos y Animales Domésticos Los animales de granja viven en un mutualismo simbiótico con los seres humanos. Las vacas, por ejemplo, beneficiarse de sus recursos humanos, acceso controlado a los forrajes, servicios veterinarios y de protección contra los depredadores, mientras que los seres humanos se benefician del acceso a la leche y la carne. Incluso el mantenimiento de animales como mascotas representa un tipo de mutualismo. Mascotas perros y gatos se alimentan y mantienen a salvo en la domesticación, mientras que los humanos se benefician de la compañía de estos animales, ya veces de otros servicios, como cuando los gatos matan a los roedores plaga. Cocodrilos y Chorlitos Los animales se en las alianzas de ciertos beneficios. El mejor ejemplo de las relaciones de mutualismo entre los animales, puede ser de chorlito egipcio y el cocodrilo. En las selvas tropicales de África, el cocodrilo se encuentra mantener la boca abierta. El chorlito se queda en la boca del cocodrilo y se come la carne en descomposición atrapado entre los dientes. El cocodrilo no se come el chorlito, pero agradece la atención dental gratuita. De esta manera, ambos se benefician el uno del otro. Avestruces and Cebras El avestruz no es muy bueno para oler, mientras que la cebra puede oler muy bien. E embargo de cebra, no tiene buena vista, pero el avestruz. Por lo tanto, la cebra se puede oler el peligro, mientras que el avestruz se puede ver. Juntos, pueden ayudarse unos a otros huir de los depredadores. Lobos y Cuervos Hay una teoría que los cuervos y los lobos se benefician de estar cerca uno del otro. Mientras que los lobos son capaces de hacer que los alimentos disponibles para los cuervos (a través de canales), los cuervos son capaces de revelar la ubicación de la presa de los lobos a través de sus llamadas.

#3: Bats See ‘’ THE FLYING FOXES OF SAMOA’’ by Judy Braus and Martha Monroe in the ICE Catalog Manual, ‘’Environmental Education in the Schools,’’ (M0044) for an activity regarding the ethical implications of the overhunting of bats. A (likely imperfect) translation from English to Spanish of the story text is given below: As long as Sione could remember, his family hunted the Pe'a or flying foxes. For many years, he and his family ate the bats, along with reef fish and vegetable crops. But in the last few years, Sione and his family sold the bats to traders, who shipped them to Guam. Sione had heard that the people in Guam had over-hunted their bats until there were no longer any left. And that's why the people in Guam paid so much money for Samoan bats. Por tan largo como Sione podía recordar, su familia cazaba un tipo de murciélagos se llaman zorros voladores. Por muchos años, él y su familia comían los murciélagos, junto con pescados de los arrecifes y sus cultivos. Pero durante las últimos años, Sione y su familia empezaron a vender los murciélagos a comerciantes, quienes los mandaban a Guam. Sione escuché que la gente de Guam había cazado sus murciélagos hasta que ningunos se quedaron. Sione and his family needed the extra money he made from selling bats, especially since the fishing in his village was not as good as it once was. The fish were smaller, and some of the tastiest fish had just seemed to disappear from the reef. Sione also knew that his family was worried about not selling as many fish at the market. And he knew that selling bats gave them the money they needed to buy food and clothing.

Sione y su familia necesitaban el dinero extra que ganaron por vender los murciélagos, especialmente porque la pesca no estaba tan buena como los años pasados. Los peces eran más chicos, y algunos de los peces más sabrosos se desparecieron del arrecife. También, Sione sabía que su familia se preocupaba que no estuvieran vendiendo tantos pescados en el mercado. Él supo que la venda de murciélagos les daría el dinero que necesitaban para comprar comida y ropa. A few months ago, Sione's teacher told his class that so many people were killing the bats that they might become extinct. That had worried Sione, since he always wanted there to be bats for his family to hunt. Sione had also learned from his teachers that the bats were important to Samoans in other ways. They brought tourists to the island, who spent money in the country. And the bats helped to pollinate many of the fruits he and his family ate. Hace algunos meses, la maestra de Sione dijo a su clase que tantas persons habían matando los murciélagos que estaban en peligro de extinción. Sione se preocupaba por eso, porque quería que fuera murciélagos asi que su familia pudiera cazarlos. Sione aprendió también que los murciélagos son importantes a la gente Samoa por otros motivos. Por ejemplo, los murciélagos atraían las turistas a la isla que gastaban dinero en el país. Sione continued to hunt bats and sell them to the trader. But one day he noticed a sign in his favorite hunting area. It said: "Hunting Bats is Illegal! If you are caught killing bats, you will be fined and the bats will be taken away." Sione knew his family was depending on him. But he didn't know if he should break the law. And he also didn't want the bats to disappear from Samoa, as they had in Guam. Sione seguía cazando los murciélagos y vendiéndolos a los comerciantes. Pero un día notó una señal en su área favorita de cazar. Dijo que: ‘’¡La caza de murciélagos es ilegal! Si estás agarrado, se te multará y los murciélagos se confiscarán.’’ Sione sabía que su familia estaba dependiendo de él, pero no quería violar la ley. También, no quería que los murciélagos desaparezca como en Guam.

QUESTIONS: 1. Should Sione continue to hunt bats? ¿Debe seguir cazando los murciélagos Sione? 2. Should he discuss the new law with his family? ¿Debe hablar de la ley nueva con su familia? 3. What are the other ways he could generate money for the family? ¿Qué son unas otras maneras en las cuales él podría ganar dinero para su familia?

#4: Sample Ecoclub Rules 1) 2) 3) 4) 5) 6) 7) 8) 9) 10)

Tratar con respecto a sus compañeros y los instructores. Comportarse responsablemente, apropiadamente, y tranquilamente. Asistir puntualmente a todas las sesiones. Respetar el aula, todos sus materiales y las pertenencias ajenas. No traer objetos que puedan dañar (resorteras, navajas, flechas, fuegos pirotécnicos, cerillos, etc.). Escuchar a otras personas y no interrumpirlas. Resolver problemas con palabras pacíficas, nunca con puños. Abstenerse de pronunciar palabras impropias o insultos. Cooperar y trabajar juntos con otros integrantes. Alentar a sus compañeros con palabras positivas y de ánimo.

#5: Planning An Ecoclub Session When developing and preparing Ecoclub sessions, school classes, or one-time group visits, your planning should include three key elements: Goals, Learning Objectives, and Activities.

Goals

are the knowledge, information, concepts, and abilities that students will know by the end of the session/unit/course. It may be helpful for you to prioritize your groupâ&#x20AC;&#x2122;s goals, as shown in the diagram to the right, where the goals are divided into three (primary goal, secondary goal(s), and tertiary goal(s) based on their importance.

Primary Goal (the single most important concept)

Secondary Goal(s) (next most important concepts)

Tertiary Goal(s) (additional concepts)

Learning Objectives are specific descriptions of observable behaviors that demonstrate that students have learned the presented material and information. For example: By the end of the class/unit/course, students will be able to: 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ Utilize the chart below to help you write learning objectives for your sessions that are appropriate for the learning level of your group.

Activities are all the tasks, discussions, projects, experiments, and games that will be done a session. All activities should aim to convey your goals to the students, never losing sight of the larger purpose of the session/unit/course. Some activities (i.e. activities that teach an skill) can be a learning objective in and of themselves.

#6: Sample Community Beautification Flier

Constructive Use of Time

Boundaries & Expectations

Empowerment

Support

EXTERNAL ASSETS 1. Family support 2. Positive family communication

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3. Other adult relationships

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4. Caring neighborhood 5. Caring school climate 6. Parent involvement in school

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7. Community values youth

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8. Youth as resources 9. Service to others

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10. Safety

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11. Family boundaries

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12. School boundaries 13. Neighborhood boundaries

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14. Adult role models

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15. Positive peer influence 16. High expectations

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17. Creative activities

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18. Youth programs

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19. Religious community

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20. Time at home

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Family life provides high levels of love and support Parent(s) and young person communicate positively and young person is willing to seek advice and counsel from parent(s) Young person receives support from three or more nonparent adults Young person experiences caring neighbors School provides a caring, encouraging environment Parent(s) are actively involved in helping young in person succeed in school Young person perceives that community adults value youth Youth are given useful roles in the community Young person serves in the community one hour or more a week Young person feels safe at home, at school, and in the neighborhood Family has clear rules and consequences and monitors the young person’s whereabouts School provides clear rules and consequences Neighbors take responsibility for monitoring boundaries young person’s behavior Parent(s) and other adults model positive, responsible behavior Young person’s best friends model responsible behavior Both parent(s) and teachers encourage the young person to do well Young person spends three or more hours per week in lessons or practice in music, theater, or other arts Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations Young person spends one or more hours per week in activities in a religious institution Young person is out with friends “with nothing special to do” two or fewer nights per week

Positive Identity

Social Competencies

Positive Values

Commitment to Learning

INTERNAL ASSETS 21. Achievement motivation 22. School engagement 23. Homework

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24. Bonding to school 25. Reading for pleasure

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26. Caring 27. Equality and social justice

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28. Integrity

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29. Honesty 30. Responsibility 31. Restraint

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32. Planning and decision making 33. Interpersonal competence 34. Cultural competence

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35. Resistance skills

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36. Peaceful conflict resolution

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37. Personal power

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38. Self-esteem 39. Sense of purpose 40. Positive view of personal future

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Young person is motivated to do well in school Young person is actively engaged in learning Young person reports doing at least one or more hours of homework every school day Young person cares about her or his school Young person reads for pleasure three or more hours per week Young person places high value on helping other people Young person places high value on promoting equality and reducing hunger and poverty Young person acts on convictions and stands up for her or his beliefs Young person “tells the truth even when it is not easy” Young person accepts and takes personal responsibility Young person believes it is important not to be sexually active or to use alcohol or other drugs Young person knows how to plan ahead and make choices Young person has empathy, sensitivity, and friendship skills Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds Young person can resist negative peer pressure and dangerous situations Young person seeks to resolve conflict nonviolently Young person feels he or she has control over “things that happen to me” Young person reports having high self-esteem Young person reports “my life has a purpose” Young person is optimistic about his or her personal future