I. Output Analysis
As a team, the Canopy Connections worked nearly 2,000 hours, over winter and spring terms 2013. Each student facilitated three field trips at HJ Andrews Experimental Forest and at least one in-class pre-trip lesson. Additionally, each student also created an online teaching portfolio, and worked collaboratively to develop a program website, a final report, an article for Clearing Magazine, and a public presentation on their work.
Four public schools from the greater Eugene area and one school from Portland enrolled six classes, or 196 students, of 6-9th graders to participate in the Canopy Connections fieldtrip at HJ Andrews Experimental Forest. Five pre-trip lessons were taught in local classrooms. The students from these classes were diverse in economic status, race and ethnicity, and physical and mental ability.
A variety of materials were used for activities. The pre-trip lesson used one large sheet of butcher paper, 11 cards with historical dates on them, several sprigs of Douglas fir, western red cedar, and big leaf maple. The field lessons used: soil, sand, three tin roasting pans, 12 laminated decomposer ID cards, paper and pencils for journaling, four laminated map packets, one package of tin foil, three spray bottles, and four plastic pans. Canopy team members also made parachute cord survival bracelets for every student who came up for the field lesson, and for all the PTCI facilitators.
II. Outcome Analysis
The primary learning objective for the entire fieldtrip was: students will describe how topography, decomposition, fluvial ecosystems, and old growth ecosystems are interdependent. This objective was tested through the four “secret of the forest” questions set up between the stations. Each question used to inquiry to prompt students to describe these interdependencies. Participants consistently demonstrated a deep understanding of interconnectedness between decomposition, topography, and forest and fluvial ecosystems in the context of a greater watershed. Individual lessons also had objectives, which were evaluated through making models, identifying species, inquiry, and journaling. In one student’s journal synthesis of the day, he wrote,
Being out here in the forest makes me realized that there is a bigger picture than insignificant what’s normally perceived. It doesn’t make me feel insignificant but is still a humbling experience. I feel that I can contribute to this forest best by letting it do its thing and just watch and try to encourage others to do the same, just watch. I feel if we allows the forest to recover from the things humans have done to it, they will come back stronger and will be able to help the younger generation of tree to grow strong and remain in the circle of life.
Canopy team members developed myriad skills, including how to engage disinterested students, how to know their audiences, how to handle inappropriate and/or disinterested chaperones, how to manage time, and how to adapt lessons when necessary.
Each teacher received a “Canopy Connections Teacher Evaluation” form at the beginning of the fieldtrip. Teachers consistently reported that the facilitators were positive, enthusiastic, and adaptable. Teachers also complemented the program for being “hands on”. Zach Allen, teacher at Fern Ridge Montessori, said, “I am amazed with the spirit, passion, knowledge, and enthusiasm from all the presenters.”
When 100 feet up an old-growth Douglas fir, one participant said, “I don’t feel scared. If I were this high up in a building I would feel scared, but because I’m in a tree, because I’m in nature, I feel comfortable.” Other participants proceeded to agree with him. This signified that participants enjoyed, and felt comfortable in the natural environment, and reinforced that Canopy Connections is an effective program in combating nature deficit disorder by getting middle school students comfortable in nature.
As a team, the Canopy Connections worked nearly 2,000 hours, over winter and spring terms 2013. Each student facilitated three field trips at HJ Andrews Experimental Forest and at least one in-class pre-trip lesson. Additionally, each student also created an online teaching portfolio, and worked collaboratively to develop a program website, a final report, an article for Clearing Magazine, and a public presentation on their work.
Four public schools from the greater Eugene area and one school from Portland enrolled six classes, or 196 students, of 6-9th graders to participate in the Canopy Connections fieldtrip at HJ Andrews Experimental Forest. Five pre-trip lessons were taught in local classrooms. The students from these classes were diverse in economic status, race and ethnicity, and physical and mental ability.
A variety of materials were used for activities. The pre-trip lesson used one large sheet of butcher paper, 11 cards with historical dates on them, several sprigs of Douglas fir, western red cedar, and big leaf maple. The field lessons used: soil, sand, three tin roasting pans, 12 laminated decomposer ID cards, paper and pencils for journaling, four laminated map packets, one package of tin foil, three spray bottles, and four plastic pans. Canopy team members also made parachute cord survival bracelets for every student who came up for the field lesson, and for all the PTCI facilitators.
II. Outcome Analysis
The primary learning objective for the entire fieldtrip was: students will describe how topography, decomposition, fluvial ecosystems, and old growth ecosystems are interdependent. This objective was tested through the four “secret of the forest” questions set up between the stations. Each question used to inquiry to prompt students to describe these interdependencies. Participants consistently demonstrated a deep understanding of interconnectedness between decomposition, topography, and forest and fluvial ecosystems in the context of a greater watershed. Individual lessons also had objectives, which were evaluated through making models, identifying species, inquiry, and journaling. In one student’s journal synthesis of the day, he wrote,
Being out here in the forest makes me realized that there is a bigger picture than insignificant what’s normally perceived. It doesn’t make me feel insignificant but is still a humbling experience. I feel that I can contribute to this forest best by letting it do its thing and just watch and try to encourage others to do the same, just watch. I feel if we allows the forest to recover from the things humans have done to it, they will come back stronger and will be able to help the younger generation of tree to grow strong and remain in the circle of life.
Canopy team members developed myriad skills, including how to engage disinterested students, how to know their audiences, how to handle inappropriate and/or disinterested chaperones, how to manage time, and how to adapt lessons when necessary.
Each teacher received a “Canopy Connections Teacher Evaluation” form at the beginning of the fieldtrip. Teachers consistently reported that the facilitators were positive, enthusiastic, and adaptable. Teachers also complemented the program for being “hands on”. Zach Allen, teacher at Fern Ridge Montessori, said, “I am amazed with the spirit, passion, knowledge, and enthusiasm from all the presenters.”
When 100 feet up an old-growth Douglas fir, one participant said, “I don’t feel scared. If I were this high up in a building I would feel scared, but because I’m in a tree, because I’m in nature, I feel comfortable.” Other participants proceeded to agree with him. This signified that participants enjoyed, and felt comfortable in the natural environment, and reinforced that Canopy Connections is an effective program in combating nature deficit disorder by getting middle school students comfortable in nature.