Wilderness Investigations #2 Online Training

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This training is for teachers who have attended a Wilderness Investigations Workshop and are members of Wilderness Educators. This online training will teach you how to apply Wilderness Investigations #2 to your classroom and location.

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Wilderness Investigations #2 Online Training

  1. 1. WildernessEducator Online Training
  2. 2. Wilderness Investigation #2 For the American People of Present and Future Generations Essential Question:Is EVERY citizen a wilderness shareholder?
  3. 3. Hey wildernesseducator, you’ve arrived at the online training session for Wilderness Investigation #2! Aldo Leopold, one of our true American wilderness heroes, once asked: “Is education possibly a process of trading awareness for things of lesser worth?” Goal for this session: To provide you with the tools to PROMOTE awareness with your students!
  4. 4. Focus of this training:1. Highlight main points in each of the 6 elements that make-up Wilderness Investigation #2.• Wilderness What’s up? (Note to Parents)• Classroom Investigation #2 (Bringing wilderness topics to the classroom)• Wilderness Hero #2 (Margaret Murie)• Local Investigation #2 (Getting students outside to explore wilderness topics)• Wilderness Profile #2 (Okefenokee Wilderness; Georgia)• Wilderness Show & Tell (Sharing WI projects) “When the bird and the book disagree, always believe the bird.” Birdwatcher’s Proverb
  5. 5. Focus of this training:1. Highlight main points in each of the 6 elements that make-up Wilderness Investigation #2.2. Share safety ideas for outdoor components. “There is not as much wilderness out there as I wish there were. There is more inside than you think.” David Brower
  6. 6. Focus of this training:1. Highlight main points in each of the 6 elements that make-up Wilderness Investigation #2.2. Share safety ideas for outdoor components.3. Provide reminders about WI goals. “Each day comes to me with both hands full of possibilities…” Helen Keller
  7. 7. Getting started:• Look through WI #2 and get familiar with the content, materials needed, and preparation required.• Create a rough plan for what you will do and when you will do it.• After making your plan, complete the Wilderness What’s Up? note to parents. Make it your own by using the electronic version: Add, delete, fill in details.
  8. 8. What will you address in WI #2?1. That each U.S. citizen is a wilderness shareholder with…
  9. 9. What will you address in WI #2?1. That each U.S. citizen is a wilderness shareholder with…
  10. 10. What will you address in WI #2?2. Aldo Leopold’s land ethic and how it helps us understand wilderness.
  11. 11. Let’s get started!An important topic throughout thisinvestigation is that referred to as THECOMMONS. Question: What does the term, the commons, mean to you?
  12. 12. IMPORTANT WI #2 CONCEPT The Commons When discussions turn to something that is for the common good theemphasis shifts from me towe. Decisions are made for the common good. Those places that are of the commons belong to all of us. They are places or things we share.
  13. 13. IMPORTANT WI #2 CONCEPT The Wilderness CommonsDesignated wilderness is a commonly held place. InWI #2 we want students to really understand and appreciate the greatprivilege this is for all U.S. citizens. “It is the love of country that has lighted and that keeps glowing the holy fire of patriotism. And this love is excited, primarily, by the beauty of the country.” J. Horace McFarland
  14. 14. As we teach about the commons, and where wilderness fits into that category, let’s be sure our students understand that…• …they have wilderness:RIGHTS To use and enjoy wilderness appropriately. PRIVILEGES  To have protected places preserved for their wilderness character. RESPONSIBILITIES  To do things that support wilderness protection/preservation and to avoid doing things that don’t.
  15. 15. Heads-up!Be familiar with the first page of theWilderness Act before beginning thisinvestigation. You’ll find a copy of the Wilderness Act in your WI APPENDIX (pages 183 – 188).
  16. 16. Are you familiar with Aldo Leopold’s writing? If not, you may want to check out his classic collection of essays entitled, A Sand County Almanac. Essay collections are perfect reading for busy educators. Each of Leopold’s essays have value and they don’t take long to get through. His Land Ethic can be found in its entirety in this timeless collection.
  17. 17. Wilderness Hero #2: Margaret MurieKnown as Mardy by her friends, this inspiredwilderness hero worked until her death at 101 for wilderness protection.If you want to know more aboutMardy, her classic books Two from the FarNorth and Wapiti Wilderness (withhusband Olaus Murie) are a great way tobegin. An excellent film, Arctic Dance, also Mardy (center) with husband Olaus (right) andtells her story and may be available at the author of the Wilderness Actyour local library. Howard Zahniser (left).
  18. 18. Why bother with wilderness heroes? Young people have plenty of heroes to choose from. Some are great and some not-so-great. Introducing them to real people who have accomplished heroic deeds for wilderness is a good idea. Maybe, just maybe, they will find elements of their lives worth emulating. Choose one or more of the suggested Wilderness Hero activities or projects. They can help students learn about these fellow- citizens in an integrated, interesting, and challenging way. CONSIDER THIS: Create a Wilderness Hero Bulletin Board that grows with each new hero.
  19. 19. Local Investigation #2 Each Local Investigation is designed to reinforce learning started in the previous Classroom Investigation. This one is no different!Common sense and a growing body of researchtells us that it’s a good idea to get studentsoutside for part of their formal learning Nervous about taking students outside? That’sexperience. normal! Check out the Tips to Help Facilitate Successful Outdoor Experiences materials on pages 179 – 182 of your WI APPENDIX
  20. 20. Local In Option #1: Students…  Explore a public place where peopleInvestigation #2 recreate.You are given two  Interview the property manager to get theinvestigation options: whole story of the place.1. A deep exploration of a  Interview neighbors to explore the benefits local commons like a and challenges this public space presents to park, bike trail, etc. them.2. A visit to a wilderness area  Survey users to see why and how they use or place with wild the place. elements (not as tame as a  Design a service project, with the land public park or bike trail). manager, to address an identified need. Choose one or both to These activities/projects are designed to help reinforce learning about students understand their being a wilderness rights, privileges, and responsibilities as shareholder. they relate to commonly held spaces.
  21. 21. Local In Option #2: Students…  Explore public lands that are designatedInvestigation #2 wilderness OR have an abundance of wild elements.  Get to know the place by spending time there: hiking, visiting with land managers, journaling, etc.  Working with land managers, identify a human-caused problem and work to solve the problem in an appropriate way.  Share this special place in creative/imaginative ways that tell specific wilderness stories.  Design a service project, with the land manager, to address an identified need. AGAIN, these activities/projects are designed to help students understand their rights, privileges, and responsibilities as they relate to commonly held spaces.
  22. 22. Local Investigation Heads-up!When taking students to outdoorlearning locations, ALWAYS spendsome time there yourself BEFOREtaking students. Be aware of current conditions (weather, water levels, trail conditions, etc.) and adapt accordingly.
  23. 23. Students Interviewing & Surveying Interviewing Surveying Teach the difference between  Have students practice posing interviews (posing open-ended survey questions to each other. questions) and surveys (gauging  Stress accuracy when recording opinions by offering a set of survey responses. choices).  Teams should introduce Students should NEVER be themselves (1st names only) and without an adult assistant and briefly explain what they’re there should be two or more doing. students in each interview team.  Prepare students for those who Practice appropriate interview do not want to be surveyed. Have etiquette and behavior. them ask permission before launching into their questions.
  24. 24. Wilderness Profile #2Okefenokee Wilderness
  25. 25. Okefenoke WildernessWilderness Profile #2 Students, choose one of the following:Okefenokee Wilderness  Read through the Student InformationWhen many of us think of wilderness sheet and then discuss it with your group.we envision an alpine calendar setting.  Come up with a creative way to share what you’ve learned about this wilderness.  Complete a map of the southeast and show the wilderness and other important By focusing on the OkenfenokeWilderness (in Georgia) we can break features in the region. that stereotype.  Choose and then research an animal native to the wilderness.  Design and construct an Okefenoke Wilderness bulletin board.
  26. 26. Wilderness Plan ahead and your students will enjoy a successful sharing of theirShow & Tell WI #2 learning! Ask yourself the following:  What WI #2 learning (projects, presentations) do my students have to share?  When should the event be held?  Who should be invited?  What special equipment will we need?
  27. 27. You did it! You are now ready to download WI #2 and tolead your students as they explore wilderness set aside for the American people of present and future generations. To download WI #2, go to the WI Toolkit Downloads section of Wilderness Educator. Click on Wilderness Investigation #2 and print. Insert the printed materials into your WI Toolkit. Can’t download WI #2? Contact Steve at srarchibald@fs.fed.us and request a hard copy.
  28. 28. Wilderness Investigation #2 Online Training

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