The document describes plans for a conservation education center and field trip programs at Northwest Trek Wildlife Park. It will offer 108 acres for field trips, lessons on topics like mapping, plants, animals, and soil science aligned with state standards. Schools will sign up for trips taught by the coordinator, with progressive multi-year programs and single-topic lessons of different lengths. Lessons are hands-on, foster responsibility and connection to nature, and meet state learning standards. Sample lessons include decomposing plant matter, plant life cycles, and a leaf litter study.

1. A center for enthusiastic, hands on, conservation education.

2. NorthWest Trek Wildlife Park
• 714 acres
• Walking and tram tours
• Carnivores in enclosures
• Herbivores are free-roaming
The Hundred Acre Woods
• Also referred to as the CC
(Conservation Center)
• 108 acres used for conservation
field trips
• Community restoration projects
• Natural resources include:
• Pond with breeding toads
• Large wetland and stream
• Steep ledge overlooking
landscape

4.  Explore the property
 Find places to hold lessons
 Write lesson plans
 Align with state standards
 Give to NW Trek
 After infrastructure is put in place, schools will sign up
for field trips, which will be taught by Jessica Moore,
the Conservation Program Coordinator.

5. Progressive Set By Topic Sets
(3 hour long, annual visits) (Set 2 lesson plans are 1.5 hours
Set 3 lesson plans are 3 hours)
 K - Soil Science
 Cryptogams (lichen and
 1 - Cryptogams
 2 – Mapping bryophyte)
 3 - Life Cycles  Map Making
 4 – Ornithology  Ornithology
 5 - Soil Erosion  Soil Science
 6 - Native Plants/Botany  Botany/Native Plants
 7 - Life Cycles
 Nature Mapping
 8 - Nature Mapping
 Amphibians
 9 - Fluvial Geomorphology
 10 – Nature Mapping  Pond Dipping
 11 - Soil Science  Life Cycles
 12 – Leaf Litter Monitoring

6. Essential Academic Learning
Requirements
 Hands On and Progressive
 Foster a sense of responsibility
 Develop a feeling of connection to nature.
 Foster an understanding of
“interconnectedness and interdependency
of ecological, social, and economic systems”
 Encourage Systems Thinking
 Promote Sustainability
 Communicate, Collaborate, and Imaginate

9.  LS3C(k-1)
 “External features of animals
and plants are used to classify
them into groups.”
 INQD(k-1)
 “Scientists report on their
investigations to other scientists
using drawings and words.”
 LS3A (2-3)
 “There are variations among the
same kinds of plants and
animals.”
 LS3C (2-3)
 “Sometimes differences in
characteristics give individual
plants or animals an advantage
in surviving and reproducing.”

11.  Purpose:
 During this lesson, students will learn about natural life
cycles, specifically the decomposition process of plant
matter.
 Summary of Program:
 Seeing, smelling, and feeling activity
 Soil Stew hands on project
 Interpretive hike
 Make scientific drawings of the life cycle process
Meets 11 Washington State K-3 EALRS.

12.  Purpose:
 During this lesson, students will learn about the life
cycles of a selection of local native plants in depth, while
also looking at the bigger picture of the cycles of nature.
 Summary of Program:
 Touch smell see activity and debrief
 Interpretive hike
 Scavenger hunt
Meets 14 Washington State 4-8 EALRS.

13.  Purpose:
 During this lesson, students will classify, measure, and
record data from a leaf litter count, while using critical
reasoning skills to make assumptions about the
relevance of the data.
 Summary of Program:
 collect, separate, measure, and record results from a
leaf-litter count
 submit their results to a student-database
 make deductions about the health of the forest
Meets 17 Washington State 9-12 EALRS.