Taking Tech Outdoors for EE Week April 14-20, 2013

April 8th, 2013 by Sarah Kozicki

Research indicates that 77% of teachers believe using technology in the classroom increases student motivation to learn, while 75% of 1,900 surveyed educators said students who spend regular time outdoors tend to be more creative and better problem-solvers. Click the image to view the complete, downloadable infographic, Tech & Our Planet, for more stats!

As the weather begins to warm, thoughts turn to outdoor activities. Fortunately, there are many ways to take classroom learning outdoors – sometimes in unexpected ways.

Join National Environmental Education Week (EE Week) for Greening STEM: Taking Technology Outdoors, April 14-20, 2013 and explore how technology can enhance environmental learning both inside and outside the classroom.  Hosted by the National Environmental Education Foundation, EE Week is the nation’s largest celebration of environmental education held each year the week before Earth Day and inspires environmental learning and stewardship.

In 2012, EE Week kicked off a multi-year Greening STEM initiative on the important role the environment plays in engaging students in STEM learning and helping them solve 21st century challenges.  The environment provides a gateway to STEM learning through hands-on, real-world projects on topics like energy efficiency and resource conservation that incorporate all four pillars of STEM. For instance, David Munson, Education Director at Project Noah noted that digital tools and other technologies can draw students “into the landscape – into their communities – and can provide an important bridge between the familiarity of the digital world and the discoveries that wait for them in nature.”

Research indicates that 77% of teachers believe using technology in the classroom increases student motivation to learn, while 75% of 1,900 surveyed educators said students who spend regular time outdoors tend to be more creative and better problem-solvers.

Coming up for EE Week

Stay tuned for details about an upcoming EE Week Google+ Hangout which will provide teachers and students from around the country the opportunity to go behind the scenes with meteorologist Dan Satterfield for an interactive presentation on how cutting-edge technologies are being utilized to forecast and understand wild weather. This EE Week offering will be part of a series of biweekly Google+ Hangouts with scientists leading up to Google’s third annual Science Fair.

Educators around the country are encouraged to register free and explore how today’s technology can enhance environmental learning and develop 21st century skills in creativity, innovation, communication and collaboration.

Connect with EE Week on Facebook and Twitter to stay posted.

Sarah Kozicki is an Education Program Coordinator for National Environmental Education Week.

Imagine… A Trip to the Smithsonian Environmental Research Center

November 19th, 2012 by Mary Westlund

Life on a Watershed: Does it really make a difference what we put into the soil? Check out the red water in this picture. When it rains the pollution flows into the Chesapeake Bay and harms everything living there.

Wonders Down Under: Parents dressed in waders caught fish from the Rhode River using nets.

Wow! There were so many different fish. Sorting them was cool because we got to touch the fish!

Oyster Fun: Did you know oyster bars are an ecosystem? We sifted through this oyster bar community and found lots of plants and animals. I couldn’t believe what we discovered!

Wetland Web: Did you know all the plants and animals in a watershed are linked together in some way? We got tangled up in this activity and made some real connections!

I have been waiting for this field trip for weeks.  We have prepared, studying vocabulary, reading and discussing what we will see.  I can’t wait to get there!

We are on the bus riding down a wooded, narrow road.  When the bus stops, we are greeted by friendly people wearing bright red shirts.

I ask, “What will we be doing today?”

Here’s a look at our trip.

WHAT IS EXPLORING NATURE?

It is a newly revised environmental education program at the Smithsonian Environmental Research Center created for Pre-K through 3rd Grade students!

SERC designed Exploring Nature to aid teachers and administrators with the following needs:

  • A program aligned with the new Maryland Environmental Literacy Standards, as well as science standards for Virginia and Washington, D.C.
  • Activities specifically designed for younger students
  • An opportunity to discover, evaluate and understand the environment of the Rhode River and the Chesapeake Bay watershed

HOW IS EXPLORING NATURE ORGANIZED?

Three categories of activities help students understand the Chesapeake Bay Watershed.  Each activity lasts 20 to 30 minutes.  Depending on the length of your stay, you can choose four or five activities.  You can also bring a picnic lunch and enjoy a self-guided hike on the Java Trail.

Program categories:

  • Adaptations – discover important plant and animal adaptations used for survival
  • Ecosystems – evaluate the delicate ecological balance of the Chesapeake Bay Watershed
  • Ecological Niches – Understand how organisms live and react to their habitat

GET STARTED

  • Look at the activity descriptions
  • Match your curriculum needs to the activities
  • Contact Jane Holly at hollyj@si.edu and arrange a date for your trip

PREPARE FOR YOUR TRIP

  • Print copies of the activities from our website. This provides background information and needed vocabulary for your students. It will also help your adult leaders prepare so they can guide activities during the trip.
  • Not sure how this works? You can send your adult leaders for a training session at SERC.
  • Can’t make it to a training session? SERC will will send you a DVD showing the activities and materials and how to run the stations.
Mary Westlund is a Docent and Educational Consultant for the Smithsonian Environmental Research Center in Edgewater, MD.

Geocaching at Southern Guilford High School

January 30th, 2012 by Mark Case

Geocaching is a real-world, outdoor treasure hunting game in which participants use GPS-enabled devices to navigate to a specific set of GPS coordinates, and then search for the geocache (container) hidden at that location. This geocache was hidden in the center of a hollow tree!

“I use billion dollar technology to find Tupperware containers in the woods.”  I love that saying and it is so true!  I get to play with some of the most sophisticated technology on the planet and find my way in the woods, or park or even the city.  I am using a GPS, showing students how to use them, and having fun!

Most of my students have not spent more than an hour outside in the past week.  That includes the time walking from their house, to the bus, from the bus to school and back.  Geocaching gives me the opportunity to get students outdoors, using 21st century learning skills combining nature and technology.

On campus, I set up geocaching courses where students use GPS units to find clue sheets hidden in containers around campus.  They learn how to use the technology and how it relates to latitude, longitude, elevation and topography.   The PE department has followed this idea by setting up courses on campus property.  Instead of walking in an oval 5 times for a mile, students can use GPS devices to locate the 5 clip boards, answer a few questions, learn and get their exercise.

I offer students an opportunity to earn extra credit with geocaching.  They can find a minimum of 10 geocaches, place a geocache and prepare a report for grade recovery.  Parents, students and I meet before they embark on the activity.  Students check out a GPS unit (or use the APP on their phone) and sign a contract (deadlines and expectations).

One Saturday, I offered to meet parents and students at a local park with 10 active geocaches.  I taught how to navigate to the caches, proper logging, swapping swag and replacing for the next player.  Four families showed and told me this was the first ‘family event’ they have done in months.  Along the trail, we stopped and examined animal tracks, types of rocks, lichens, listened to bird songs, calculated water flow rates in a creek and estimated wind speed without technology.

What I have found is students are having fun.  When they have fun, they learn and do more.  They are contagious to other students and their families.  Students that get involved have increased their grades and interest in class (in most cases, all their classes).  Additionally one student has stopped his chronic absences.  He knows if he is not in class, he cannot check out the GPS on the weekend.

Last month, one student asked if he could make a career doing geocaching!  At first, I giggled to myself.  How…… then I thought…. “SOMEONE HAS TO DESIGN THOSE SATELLITES!!!” and told him yes.  We spent nearly ½ hour after school during learning lab brain storming how he could make money with this hobby.

To learn more about how geocaching can be used in the classroom, visit the educational forum on www.Geocaching.com. You can ask questions, post lessons and download lesson plans from other educators for free.

Mark Case is a high school science teacher at Southern Guilford High School in Greensboro, NC. Mark serves on the North Carolina Science Teacher Association board of directors as District 5 Director. He is an active Geocacher with over 3000 finds, 100 hides and is a moderator on the Geocaching.com education forum.

Geocaching January: The Captain John Smith Geotrail

January 23rd, 2012 by Sarah

Children search for the geocache hidden at Accokeek Foundation, a site on the Captain John Smith geotrail.

Over 400 years ago, Captain John Smith explored the Chesapeake Bay… and now it is time for your students to do the same!  The Captain John Smith geotrail allows students, teachers, and the public to become adventures in their own right as they search for the “hidden treasure” using a hand-held Global Positioning System (GPS) unit to plot map coordinates that lead participants to geocaches.

Learn more about what geocaching is and how to do it in our “Geo-What” blog.

The Captain John Smith geotrail was developed through a partnership between the National Park Service and its Chesapeake Bay Gateways and Watertrails Network, the Maryland Geocaching Society, and the Chesapeake Conservancy after the success of the Star-Spangled Banner geotrail. The Captain John Smith geotrail allows participants to explore more than 40 sites located along the James, Nanticoke, Potomac, Rappahannock, and the Susquehanna Rivers that highlight the Chesapeake Bay region’s abundant natural, historic, and cultural resources.

The geocaches along this trail are hidden in places that were significant to Captain John Smith’s expeditions, past and present Native American communities, and the Chesapeake environment, and were designed to complement and promote the congressionally designated Captain John Smith Chesapeake National Historic Trail. A narrative document is located in each geocache, and will provide your students with information about the site they are visiting. For example, at a geocache site in Susquehanna State Park, the narrative describes the recreation opportunities available at the park, Captain John Smith’s encounter with the Massowomeck Indians in late July 1608, and changes in the environmental health of the Susquehanna Flats. A brief excerpt from this narrative is included below:

“…The Susquehanna Flats, a relatively shallow area at the mouth of the Susquehanna River, was covered in hundreds of acres of submerged aquatic vegetation in Captain John Smith’s time. With development and farming, excessive amounts of nitrogen, phosphorous, and heavy sediment did significant damage to the vegetative beds. Water quality improvements in the Susquehanna have begun to help the underwater grasses come back, and also some of the migratory waterfowl that used to feed on them…”

Visit the National Park Service Captain John Smith geotrail website to learn more about the geotrail or click here for information on the operational status of geocaches and for gps coordinates that will lead you to the caches.

Sarah Brzezinski works for the Chesapeake Research Consortium as the Chesapeake Bay Program's Fostering Stewardship and Education Workgroup Team Staffer. She also serves as the content manager of Bay Backpack.

Geocaching January: The Star-Spangled Banner Geotrail

January 9th, 2012 by Sarah

At Fort McHenry, a site on the Star-Spangled Banner National Historic Trail and geotrail, history comes to life on Defenders Day. Image credit: D Ruehlmann.

The histories of the Star-Spangled Banner and the National Anthem of the United Stated of America are rooted in the events of the Chesapeake Campaign during the War of 1812. Between February 1813 and February 1815, the Chesapeake Bay was the center of a fierce conflict between American and British troops. To commemorate the people, places, and events of the Chesapeake Campaign of the War of 1812, the Star-Spangled Banner National Historic Trail and geotrail were created.

The Star-Spangled Banner geotrail was launched on February 27, 2010 and represents the first multi-state collaboration between the Friends of Chesapeake Gateways, the Maryland Geocaching Society, and the National Park Service.  A geotrail, such as the Star-Spangled Banner geotrail, is a series of geocaches that have been developed around a common theme. Geocaching (pronounced “geo-cashing”) is a modern version of a treasure hunting game, in which participants use a hand-held Global Positioning System (GPS) unit to plot map coordinates that lead them to a hidden treasure or “cache.” To learn more about the basics of geocaching and how you can use it in your classroom, check out our “Geo-what?” blog.

Students, teachers, and participants who go geocaching on the Star-Spangled Banner geotrail have the opportunity to explore more than 30 forts, battlefields, ships, museums, parks and preserves, each with its own story to tell about the War of 1812.  As an example of some of the historical content your students can learn from this activity, here is an excerpt of the narrative that is included in the Fort McHenry National Monument and Historic Shrine geocache:

“… In the early morning of September 13, 1814, five British bomb ships and other vessels anchored two miles out from Fort McHenry. In addition to the great guns of the fort, the narrow channel leading to the city was blocked by a chain-mast boom, gunboats and sunken ships.  Because of the strength of the American defenses, the British relied on a long-range bombardment which would enable them to shell the fort beyond the range of the American guns.  During the attack the British fired over 1,000 shells or “bombs” and 700 rockets. The American defenders, under the command of Major Armistead, had little choice but to endure the punishing bombardment.  The bombardment lasted for 25 hours.  Due to the great range, little damage was done on either side, but the British ceased their attack on the morning of September 14, 1814. The naval part of the British invasion of Baltimore had been repulsed by the Defenders of Baltimore.

Anchored with the British fleet in the harbor was a truce ship which held Francis Scott Key, a Georgetown lawyer, who had been sent with John Skinner, prisoner exchange agent, to negotiate the release of Dr. William Beanes, a civilian prisoner of war.  Though Beanes had been set free they were not released until after the Battle and were forced to witness the battle from behind enemy lines.  As the bombardment ended Major Armistead ordered the huge flag, made for the fort by Baltimorean Mary Pickersgill, to be flown.   It is this flag that Francis Scott Key saw and penned the poem “The Defence of Fort M’Henry” which would later be renamed “The Star-Spangled Banner” and become The National Anthem of the United States of America…”

Visit the National Park Service Star-Spangled Banner Geotrail website to learn more about the geotrail or click here for information on the operational status of geocaches and for gps coordinates that will lead you to the caches.

Sarah Brzezinski works for the Chesapeake Research Consortium as the Chesapeake Bay Program's Fostering Stewardship and Education Workgroup Team Staffer. She also serves as the content manager of Bay Backpack.

Geocaching January: Geo-what?

January 2nd, 2012 by Sandy Barker

Students explore the contents of a geocache after discovering the location of this hidden treasure.

Geocaching is the world’s most popular hobby that no one knows about. It is likely that you know someone who regularly geocaches and the growth of the game is largely fuelled by word-of-mouth.

Geocaching is an outdoor adventure game, with an online and real-world presence. The general concept is that someone chooses an outdoor location and hides a container. He or she then posts the coordinates on Geocaching.com and other geocachers upload the information they need to find the geocache into a hand-held GPS device or smart phone, and then seek out the geocache. Each cache contains, at minimum, a logbook, which a successful finder will sign before replacing the geocache where they found it for the next person to find. Caches often contain trinkets to swap and trackable items that geocachers can move to the next geocache on behalf of someone else. You can learn more about the game of geocaching on Geocaching.com.

Importantly, geocaching is a cross-curricular activity that can be tailored for all ages and learning styles. The geocaches range in difficulty and complexity; there are easy to find geocaches on gentle terrain, as well as complex puzzle caches that are solved in the field, and hard to find geocaches hidden on difficult terrain – and every range in between. Geocaching is a great activity to use with students as a part of a class fieldtrip, an after-school club, or as an informal outdoor education activity.

When students go from viewing the online content to finding a geocache they are engaging in the following learning areas: reading and comprehension, problem-solving, leadership and group work, outdoor education, geography, and mathematics and spatial awareness. There is also the potential for seeking geocaches in a historically or geologically-significant location. Add in the fun-factor and this is an activity that will intrigue and delight students of any age.

Additional aspects of geocaching that are particularly popular with educators are trackable items and CITO – Cache in Trash Out. Trackable items are owned by a geocacher and set out into the world with a specific mission. Other geocachers move these items from geocache to geocache. Classes across the world have trackable races where 2 or more groups each set a trackable’s mission and then ‘race’ to see which trackable accomplishes their mission first. This is usually a long-term project and students track the progress on Geocaching.com.

CITO, Cache in Trash Out, is a way in which our geocaching community members give back to the wider community. During these events, geocachers meet to clear a piece of land of trash, to build trails, or to assist in some other environmental project. These events are usually run in coordination with a city council or land management agency.

Teachers and administrators who are interested in incorporating geocaching into the classroom will want to visit our Geocaching and Education page. Here you will find a collation of introductory resources, a link to the Geocaching and Education forums where teachers share ideas and lesson plans, and instructions for creating a one-off geocaching event.

If you have additional questions, you are welcome to contact our Community Relations team at contact@groundspeak.com.

Sandy Barker is the Community Relations Manager at Groundspeak Inc.

Take a “Voyage of Rediscovery” in your Backyard River

October 25th, 2010 by Adam

Students take an excursion in a canoe with the Voyages of Rediscovery program. Photo source: Adam Wicks-Arshack

It is no secret that the key to restoring the Chesapeake Bay begins with restoring the local waterways that lead to it. And it is unlikely that people who have no connection to those local waterways will feel compelled to work to make them healthier. So what better way to establish a connection with those rivers, especially at a young age so that the connection will be long-lasting, than to get out on the water and see it for yourself? One program has done just that in Washington state, and you can do it right here too.

“Voyages of Rediscovery” Program Director and Wilderness Guide Adam Wicks-Arshack tells us how.

***

“Voyages of Rediscovery” has facilitated educational expeditions on the rivers and waterways of Washington State since the spring of 2009. Using 30-foot voyager canoes as a medium for education, “Voyages of Rediscovery” gives students a new-found connection to their backyard rivers.

“Voyages of Rediscovery” employs a flexible program that can be catered to the needs of educational institutions, outreach groups, and community development groups. Through hands-on paddle time, our goal is to mesh the romance of historical expeditionary travel and an environmental education curriculum suited to your educational needs.

As a program, we run river-based environmental education trips in our fleet of 30-foot voyager canoes. Each canoe holds up to 12 students, a teacher, and a guide in the back. This arrangement allows the educator to lecture to his or her students and also allows the guide to share his or her knowledge of rivers while out on the expedition.

While we allow for ample study and activity time both on and off the boat, the majority of the learning comes from paddling side-by-side with classmates. The expedition really facilitates the development of teamwork and leadership skills for the students.

A guide teaches about animal tracks on a Voyage of Rediscovery. Photo source: Adam Wicks-Arshack

Over the past year Voyages of Rediscovery has completed 15 educational canoe trips with more than 300 students on the waterways of Washington State. The first educational expedition was on the Upper Columbia River at Lake Roosevelt, a three-day, two-night trip for a leadership-based class from the Evergreen State College.

“Voyages of Rediscovery” has also facilitated several trips for the Havermill Medicine Wheel Academy, an alternative high school for “at-risk” native youth in Spokane, Wash. On the west side of the state, we also offer trips on the Nisqually River, Skagit River, and the Puget Sound.

Although we are based on the complete other side of the country, if enough people show interest in participating in a river or Chesapeake Bay-based educational expedition in your area, we can make that happen.

In 2011 we will be driving across the country with our canoes and guides, facilitating canoe trips on “backyard” rivers across the nation. That can easily include one of your rivers, so just let us know!

If you would like to get more information on how to set up a backyard river expedition with Voyages of Rediscovery, just send an e-mail to info@voyagesofrediscovery.com.

Additional Resources
Voyages of Rediscovery
The Nisqually Watershed: a Uniquely Protected Area – Voyages of Rediscovery
Canoe, kayak and boat field studies – Bay Backpack
Exploring by Canoe – Abbott’s Mill Nature Center

Adam Wicks-Arshack is the program director and a wilderness guide with Voyages of Rediscovery in Washington State.