My experience which took place at one of the later dates, was quite chilly but exciting to be at. I was fortunate to be able to spend the morning with students from Heritage Elementary. The kids were in sixth grade and exhibited mature behavior. It was refreshing to be around students who respected their surroundings as well as excited to learn about the nature around us. Based on the environmental education article I was able to relate key objectives to my experience, I incorporate them throughout my reflection, highlighting key terms.
The session I got to participate in was Bird Day. At the beginning of the session Meredith began asking students about their prior knowledge concerning birds. I was shocked at how much these students knew. Students could name off species, detailed traits, random facts, and much more bird information. At this point I was nervous because I thought students wouldn't respond very well to the activity I had planned. My activity, which was never done because of a time issue, focused on the physical traits of birds. During Meredith's questions students mentioned every single bird trait. Having them draw their ideal bird with actual common physical traits might have been too easy. However, my focus was in the right place.
Meredith's questions weren't only directed towards prior knowledge. As a future teacher I learned that her questions guided students to an overall basic understanding by targeting student's initial thoughts. Therefore, while on the hike, students could identify and relate the information they knew to what they saw. Students were excited to share the facts they knew on birds, especially because of the nature surrounding them. As a teacher I learned that if students have the appropriate knowledge when in the environment they will know what to expect and how to treat it properly, such as quiet voices and not grabbing for/running after birds (A few tried this.)
After Meredith's introduction/questions the binoculars were passed out and the hike began! I realized binoculars were a tool to assist students in their investigation. It provided a closer look at identifying birds and their surroundings as we made our way through the hike. Asserting the students responsibility with binoculars also enhanced their skills and knowledge in ways to observe nature and other surroundings. This was another realization for me as a future teacher.
As we made our way through the hike Meredith would point out bird trackings, bird sightings, share bird callings, and much more. I have never seen a group of students more interested to learn. They were quiet and always looking around to spot a bird. As a teacher I learned that putting such emphasis on birds and allowing students to physically explore and see the environment definitely encourages appreciation of the environment. It teaches awareness because students learn how important nature and birds are to our world.
As a student I learned how unique birds actually are. The variety in callings, feather patterns, feet, wing spans, species, and so on. I also learned how fragile our environment is, and the appreciation and care it needs. As a future teacher I learned the goal of environmental education is to maintain and improve environmental quality and to prevent future environmental problems. I strongly believe student activity within nature obtains the environmental goal because students experience, learn, and enjoy the activities provided by The School of Wild. They physically see how important and spectacular our environment really is.
SOW ACTIVITY:
Bird Group:
Jennifer Ploeger
Main Activity Question: If you could create your own bird, with actual bird like physical features, what would it look like?
Expectations: Using colored pencils that I have provided, let’s draw our dream bird! You guys have 5 minutes to complete this activity!
Questions to keep in mind:
· We understand not every species of birds fly, but if your dream bird flew, how would you design their wings to make them fly extremely fast?
· What pattern or colors might you use on the feathers?
· Will your bird have 4 toes or 2 toes? What does the amount of toes imply about the species of bird?
· Lastly, visualize the variety of bills or beaks, how might you design it and for what purpose?
After Drawing Activity: I will call on 3 or 4 students to present their bird drawings. I will ask them to justify why they used certain physical features for their bird.
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