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Current Challenges:
Children
Alienated
Connected
vs.
Urban Places
vs.
Nature
vs.
Thesis Research
Inventory studies: 4 Maryland sites: 3 in Baltimore & one in county. Identify categories of community resource; Identify age-related learning needs; Test conceptual system to connect children with nature on fifth site.
2/11/2011 3
Baltimore-N
Baltimore-South
Baltimore-East
Anne Arundel
2/11/2011
TYPOLOGY of RESOURCES
Generic Categories
NEARBY RESOURCES:
1. Patch (Forest Patch): Local area of native vegetation, originally part of a larger system. Many patches include exotic and/or invasive plants as well as local natives. 2. Home. Residences of the local community; places where many local schoolchildren, their &/or caregivers reside. 3. SME's (Subject Matter Experts). Persons involved with local institutions, organizations & businesses, who can provide informallearning input (e.g. instruction, example, learning materials) about one or more aspects of local nature. 4. Other places of nature including e.g. greenery, creeks, local soil, stone, wildlife habitats, as well as gardens, trees, etc. "Central" schools' grounds are included in this category. 5. Land Features including topography, resulting flow of water; related and enabled views of nature and natural systems. 6. The central school's building, both exterior and interior, where children spend the large majority of their school days.
2/11/2011
a. Nurturing: Taking respite, sheltering, hiding; in a quiet area and in the context of nature. b. Energizing. Engaging in active running, jumping, walking & other physical activities. c. Ordering. Learning and creating systems of order among objects, places, procedures, behaviors. d. Connecting. Engaging in cooperative endeavors via partnerships, teams, groups, possibly with a mentor. e. Achieving. Taking on individual responsibility, leadership for environmental project, probably with help of a mentor.
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4. Connecting
5. Achieving
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Examples of Application
Bench-wall planters. Take-home nature kits. Recycling rooftop and other water runoff into e.g. waterfalls, fountains which treat/remove pollutants and store water for irrigation. Community food and flower gardens under mentorship of community residents, leaders. Restoration / clean-up projects, e.g. parks, creeks, lots Bug collection & identification. Wayfinding & mapping.
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Bench-Wall Planter
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2.
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3. Outline your program: congratulations on the grant that covers your budget.
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For Example
1. Garden-club tree identification & signage project for 3rd graders to order nature); 2. Climate studies for 5th graders to track e.g. wind, precipitation, sunrise-sunset with local SME from hardware store. 3. Neighborhood stream clean up project with age-appropriate tasks, supervision.
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A System for
By: