BSF Lesson Outline



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Boston School Forest

Sixth Grade

Curriculum

Introduction

The mission of the Boston School Forest is to provide the youth of Stevens Point area schools educational opportunities that foster personal growth as well as awareness, knowledge, and appreciation of the natural world leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The Boston School Forest is the living laboratory for our youth to study, learn from, and explore. The Boston School Forest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The Boston School Forest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District Curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements.

The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication, and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.

Curriculum

Scope and Sequence

Students in the Stevens Point School District visit the Boston School Forest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

|Environmental Education Curriculum Topics |

|Grade |

|Grade |Season |Major Theme(s) |

|K |Winter |Basic Needs |

|1 |Winter |Life Cycles through the Seasons, Animal Groupings |

|2 |Spring |Pond and Forest Ecosystems |

|3 |Fall |Biodiversity, Food Chains and Webs |

|4 |Winter |Wisconsin Forests, Seasonal Differences |

|5 |Fall |Orienteering, Classification, and Characteristics of Trees |

|6 |Spring |Renewable Energy, Geocaching, Service Learning |

Stevens Point Area Public Schools

Sixth Grade Boston School Forest Curriculum

|Curriculum Areas: |General Topic: |Subtopics: |

|Environmental Science, Social |Renewable Energy & Service Learning |Solar Energy Applications |

|Studies, Language Arts, Math, | |The Value of Service to Others |

|Physical Education | | |

|Standards and Benchmarks |Teaching Strategies & Student Activities |Teacher Resources |Assessment tools |

|Environmental Education |[pic] Geocaching and Solar Energy (Geocache Du |Websites: Earthday Network |Evaluate student reactions to |

|A.8.1 Identify environmental issue* questions that can be investigated using |Sol) |, |ecological footprint activity |

|resources and equipment available (see SC Inquiry; LA Research) | | and |Evaluate solar house projects through |

|A.8.2 Collect information from a variety of resources, conduct experiments, and |[pic] Service Learning activity | |lab reports, journaling or rubric. |

|develop possible solutions to their investigations* | | | |

|A.8.3 Use techniques such as modeling and simulating to organize information | | | |

|gathered in their investigations* (see Mathematics [MA] Process) | |Kit : Solar Electric House | |

|A.8.4 Use critical-thinking strategies to interpret and analyze gathered | |Video: Renewable Energy: Clean | |

|information (see | |Power for Wisconsin | |

|SC Inquiry) | | | |

|A.8.5 Use the results of their investigations* to develop answers, draw | | | |

|conclusions, and | | | |

|revise their personal understanding | | | |

|A.8.6 Communicate the results of investigations* by using a variety of media and | | | |

|logically defend their answers (see LA Writing; Math [MA] Process) | | | |

|B.8.3 Explain the importance of biodiversity | | | |

|D.8.1 Identify options of addressing an environmental issue and evaluate the | | | |

|consequences of each option. | | | |

|D.8.2 List the advantages and disadvantages of short-term and long-term solutions | | | |

|to an environmental issue or problem. | | | |

|D.8.3 List reasons why an individual or group chooses to participate or not | | | |

|participate in an environmental activity in the home, school, or community | | | |

|D.8.5 Explain how personal actions can impact an environmental issue | | | |

|D.8.6 Develop a plan for improving or maintaining some part of the local | | | |

|environment and identify their role in accomplishing this plan. | | | |

|D.8.7 Identify examples of how personal beliefs can influence | | | |

|environmental decisions. | | | |

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Boston School Forest

Sixth Grade Lesson Outline

|Purpose |

| |

|These lessons are intended as an option for classroom teachers to extend students’ experiences at the Boston School Forest. |

|The pre- and post-field trip sixth grade lessons can be used in whole or part with the mission of introducing basic concepts |

|and vocabulary, extending enthusiasm generated at the forest, and exciting students to assimilate their knowledge beyond the |

|forest visit. |

|Pre-Field Trip Options | 14 |

|What is Service Learning? How Can I Help? | |

|Geocaching Scavenger Hunt | |

|Video: Renewable Energy: Clean Power for Wisconsin | |

|And Website: | |

|Post-Field Trip Options |18 |

|Solar Home Kit | |

|Big Foot: My Ecological Footprint | |

|c. Read aloud “The Man Who Planted Hope and Grew Happiness” (Sharing Nature with Children II by | |

|Joseph Cornell. | |

|Family Extension Activity | 23 |

|Boston School Forest Activities |24 |

| | |

|Service Learning | |

|Carbon Relay Race | |

|Solar Car Geocache | |

|Appendix 1. Multiple Intelligences | 28 |

|Appendix 2. EE Subgoals Model | 29 |

|Appendix 3. Boston School Forest History |30 |

|Appendix 4. Location and Directions |34 |

Boston School Forest

Sixth Grade Pre-Field Trip Option 1

District Curriculum Topic: Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

School Forest Theme: Service Learning

Alignment to State Standards: EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6, EE D.8.1, EE D. 8.2, EE D.8.3, EE D.8.5, EE D.8.6, EE D.8.7

Multiple Intelligence Connections: Verbal-Linguistic, Naturalist, Interpersonal Intelligence

Lesson Length: 30 minutes

Supplies/Technology:

Teacher Background: According to Eyler & Giles, 1999, Service-learning is a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves.

Service-learning experiences have some common characteristics:

• They are positive, meaningful and real to the participants.

• They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork and community involvement and citizenship.

• They address complex problems in complex settings rather than simplified problems in isolation.

• They offer opportunities to engage in problem-solving by requiring participants to gain knowledge of the specific context of their service-learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come from a textbook. As a result, service-learning offers powerful opportunities to acquire the habits of critical thinking; i.e. the ability to identify the most important questions or issues within a real-world situation.

Method: In small groups have students reflect on their past experiences at the school forest. Have them spend a couple of minutes on these topics: favorite memories, most meaningful moments, caring for the environment. Lead a large group discussion about the importance of giving back to the community. Discuss the need for getting work done at the school forest that wouldn’t get done without student help. Identify those who will benefit from the service project(s) completed with sixth grade student help.

Boston School Forest

Sixth Grade Pre-Field Trip Option 2

District Curriculum Topic: Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

School Forest Theme: Renewable Energy, Outdoor Recreation

Alignment to State Standards: EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6

Multiple Intelligence Connections: Verbal-Linguistic, Naturalist, Logical Mathematical, Spatial Intelligence

Lesson Length: 30 minutes

Supplies/Technology: Computer and access to Internet.

Teacher Background:

Geocaching (pronounced Geo-cashing) is a relatively new outdoor recreation activity that involves using a GPS unit to find caches hidden by other Geocachers. The basic idea is to have individuals and organizations set up caches all over the world and share the locations of these caches on the internet. GPS users can then use the location coordinates to find the caches. Once found, a cache may provide the visitor with a wide variety of rewards. All the visitor is asked to do is if they get something they should try to leave something for the cache.

Method: Have students visit the official Geocaching website . Have them do a scavenger hunt of the website to answer the questions listed on the student Geocaching Scavenger Hunt page below.

Discuss the answers students found on the website. Explain that they will learn to use a GPS unit and do some Geocaching at the school forest.

Geocaching Scavenger Hunt

What is Geocaching?

What is a GPS unit and how does a GPS unit work?

What are the rules for Geocaching?

What is a cache? Where are they found? What should and shouldn’t be in a cache?

What are some types of caches?

How are caches hidden and found?

What are the 4 steps for finding a Geocache?

How many total records are there for Geocaches in zip code 54481?

How many Geocaches are in Antarctica?

What is the symbol for Cache in Trash out? What do people do for this type of cache?

What is a Geomuggle? Hint: look in the glossary.

What does THTC mean? What other abbreviations specific to Geocaching can you find?

Boston School Forest

Sixth Grade Pre-Field Trip Option 3

District Curriculum Topic: Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

School Forest Theme: Renewable Energy

Alignment to State Standards: EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, B.8.5, B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections: Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length: Two 45 minute lessons

Supplies/Technology:

• Video: Renewable Energy: Clean Power for Wisconsin

• After viewing the video have students go to the website: eia.kids/energy_fungames/riddles/index.html#beach for some fun energy related riddles and information on energy sources.

• Website: to view detailed information on BSF solar power plant (data, graphs, emission comparisons, electricity generated, etc.). Go to website, type in Boston School Forest, open, and click on plant overview (correlated with carbon game)

Teacher Background: The video, Renewable Energy: Clean Power for Wisconsin includes nine segments that describe: Solar water heating, Hydro-power, Ground source heat pumps, Industrial wood burning, Cool daylighting, Commercial Photovoltaics, On and Off-grid renewable energy homes. It is a 30 minute video produced by Wisconsin Public Television.

Process: (Strategies and Activities) Group discussion: Before watching the video have students reflect on the fact that in the United States, with 5% of the worlds population uses 25% of the world’s energy. Discuss how we can reduce our dependence on imported energy sources by using less energy and replacing some of our energy needs with alternative energy sources.

Boston School Forest

Sixth Grade Post-Field Trip Option 1

District Curriculum Topic: Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

School Forest Theme: Renewable Energy

Alignment to State Standards: EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6, B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections: Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length: Two 45 minute lessons

Supplies/Technology:

• Solar Electric House Kit

Process: (Strategies and Activities)

• Have students in small groups design and build a solar electric house using the kits provided. Shoeboxes work well but other materials like foam board can be cut and used as well.

• Evaluate student work through lab reports, journaling or rubric.

Boston School Forest

Sixth Grade Post-Field Trip Option 2

District Curriculum Topic: Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

School Forest Theme: Renewable Energy

Alignment to State Standards: EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5,

EE B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections: Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length: 45 minutes

Supplies/Technology:

• Computer and access to Internet.

Process: (Strategies and Activities)

1. Access the website adventures with Bobbie Bigfoot at .

2. Click on teacher’s lesson plans and find Measuring Ecological Footprint (E.F.) .

3. Use the handouts to help students understand that the more we use and throw away the more natural resources we use – this is our symbolic ecological footprint.

4. Have students visit the same website and have them determine Bobbie’s E.F.

5. Close with a discussion about what a sustainable lifestyle entails. Discuss how our lifestyle choices all are connected to and are dependent on energy use.

Boston School Forest

Sixth Grade Post-Field Trip Option 3

District Curriculum Topic: Environmental Appreciation, Biodiversity, Forestry, Outdoor Recreation, Service Learning

School Forest Theme: Wilderness Survival, Service Learning

Topics: Serving Others/Giving Back

Alignment to State Standards: EE D.8.1, D.8.5, E.4.1, E.8.2

Multiple Intelligence Connections: Interpersonal, others depending on the service project chosen

Lesson Length: Dependent on the project(s) chosen and individuals involved

Supplies/Technology:

• Information from A Kid’s Guide to Service Projects by Barbara A. Lewis (attached)

• “The Man Who Planted Hope and Grew Happiness” from Sharing Nature with Children II by Joseph Cornell

Process: (Strategies and Activities)

1. Follow the “Ten Steps to Successful Service Projects” from A Kid’s Guide to Service Projects to carry out a meaningful service activity with your students.

2. Read aloud and discuss with students “The Man Who Planted Hope and Grew Happiness” from Sharing Nature with Children II by Joseph Cornell.

THE KID’S GUIDE TO SERVICE PROJECTS

1. Research your project.

Choose an issue that concerns you, then come up with a project related to that issue. Consider that issue. Consider these questions:

▪ What would I like to do?

▪ What might benefit the most people?

▪ What might make the biggest difference?

▪ What can I afford (in terms of time, money, etc.)?

▪ What is really possible for me to do?

▪ What _______________________________________________________________? (Add your own question.)

2. Form a team.

If you don’t want to go it alone or if the project seems too complicated to do by yourself, invite others to join you.

▪ Choose people who share your interest in the project and who are likely to stay with you until it is completed.

▪ Look around at your family, friends, school, neighborhood, community, or faith community for possibilities.

▪ Don’t limit your group to people your own age. Invite younger kids to get involved. See if college students and seniors in your area want to help.

3. Find a sponsor.

Ask a responsible adult (teacher, parent, neighbor, scout leader, etc.) to act as your sponsor. This can give your project credibility with other adults whose help and/or permission you might need.

4. Make a plan.

▪ Decide when and where to meet. You’ll want to meet frequently to discuss your project, decide who will do what, identify any problems, and report on your progress.

▪ Decide how you will get to the meeting place and service location. Will you need cars, buses, adult drivers? You might need permission slips from your parents. Can you walk or bike there?

▪ Define your goal. What do you hope to achieve?

▪ Set a schedule. How long will your project take? How much time will you spend each week on your project? When is the date you want to be finished with your project?

▪ Estimate your costs. How much money will you need? Make a list of everything you can think of that might or will cost money. What about transportation? Materials? Equipment? Supplies? Photocopying? Postage? Donations? What else?

▪ Think hard about your project. Is it realistic? Is it too complicated? Too simple? How could you improve it?

5. Consider the recipient.

Make sure that the people you plan to serve really want your help. What’s the best way to do this? Ask! Then find out as much about them as you can. For example:

▪ What are their needs? (They may be different than you think and you may need to revise your plan accordingly.)

▪ When are they available? During what hours on what days?

▪ Are there any limitations or restrictions? What about special diets? Physical limitations? Allergies? Other health issues?

6. Decide where you will perform your service.

Will you go to the people you plan to serve or will they come to you?

▪ If you go to them, be sure to visit the location ahead of time. Is there enough room to do your project? Does the location have everything you will need? If not, what will you have to bring? How will you get it there? Will you have a place to store things?

▪ If they come to you, make sure that your location has what you need.

7. Get any permissions you need to proceed.

Depending on your project, you might need to get permission from:

▪ your principal

▪ your teacher(s)

▪ school district personnel

▪ your youth leader

▪ your parents

▪ your neighbors

▪ community organizations

▪ owners of any facilities you will want to use

▪ anyone else?

8. Advertise.

Let other people know about your project.

▪ Make a one-page flier

▪ Or create a public service announcement

▪ Or send out a press release

9. Fundraise.

Do you need startup money for your service project? Will you need to buy equipment or supplies? If you need to print 150 fliers at your local print shop, who will pay for the printing? If your project will cost anything beyond pocket money, you’ll need to fundraise.

10. When your project has ended, evaluate it.

Reflect on your experience. Discuss it with your team, family, teachers, friends, and neighbors. Talk it over with the people you served. Describe it in a journal. Write a poem, story, essay, or play about it; create music, dance, or art about it; make a video or tape recording. Try to address questions like:

▪ What did you learn?

▪ What did you accomplish?

▪ What were your feelings, fears, joys?

▪ Would you do it again?

▪ How could you improve it?

▪ Will you repeat it? When? How soon? (You might use your poem, story, essay, play, video, etc. to inspire others to join you.)

Boston School Forest

Sixth Grade Family Activity

Dear Parents,

Today your child had a field trip to the Boston School Forest. Our topics of study were Geocaching, Solar Energy and Service Learning. Here are a couple of activities your family may enjoy doing together. This will allow your child to share some of what she or he experienced today at the forest and build on that learning.

Boston School Forest

Sixth Grade Field Trip Program

Environmental Education Curriculum Topics: Environmental Appreciation, Renewable Energy, Biodiversity, Forestry, Outdoor Recreation, Service Learning

School Forest Theme: Renewable Energy, Service Learning

Multiple Intelligence Connections:

Interpersonal, Logical-Mathematical, Visual-Spatial, Bodily-Kinesthetic

Alignment to State Standards: EE

B.8.1, B.8.15, B.8.17, C.8.1, C.8.3, D.8.1, D.8.3, D.8.5, D.8.6

I. Introduction to the Day

Begin the day by introducing students to the enduring understandings of service learning and discussing the following questions. (The information below comes from Paul Coverdale in World Wise Schools.)

Enduring Understandings:

o There is such a thing as the common good, and individuals can strengthen the common good through various forms of citizen action.

o Service matters. People in our community volunteer to make a difference.

o You can make a difference in your community.

Essential Questions:

o What does the "common good" mean, and why does it matter?

o How do people in our community work for the common good?

o Why serve? Why does service matter?

o What can we do to support the common good in our school and community?

o What do I have to give? What have I received from the service of others?

o How far am I willing to go to make a difference?

II. Service Learning Project

• Describe the service projects for the day.

• Explain the use of tools.

• Emphasize the importance of safety.

• Form groups of students to work on projects.

III. Carbon Relay Race Game

Materials: 33 cubes/blocks per group (each block represents 1,000,000g Co2), calculators, pencils, paper, ropes (goal lines-approx. 20ft apart)

Objective: Students will become familiar with carbon emissions, conversions, and carbon reduction from solar panels by relay race.

Background: Solar energy is used to heat the air and water for applications such as space heating, pool heating, and water heating for homes and businesses. These technologies are solar thermal since they use the heating properties of solar energy. Solar thermal collectors are often mounted in a sunny spot like the roof of a building. The color of the solar thermal collector plays an important part in collecting the sun’s heat. Dark colors collect more energy than light colors. Therefore, a dark panel will collect more energy than a light panel. Darker colors are commonly used in the construction of solar panels. Photovoltaics (PV) are technology that converts the sun’s light energy directly into electrical current. The electrical current can be used right away or stored in a battery for future use. PV panels come in many shapes and sizes. You can see them on buildings or on roadside construction signs. New technologies are being developed to incorporate PV panels into building supplies such as shingles. (Resource: Doable Renewables: Supplement to KEEP Activity Guide.2005. p37)

Renewable energy sources like wind and solar keep carbon out of the atmosphere. Every time we flip a switch or plug in an appliance we are putting carbon in the atmosphere because our electricity is produced by a coal fired power plant near Wausau. Greenhouse gasses which includes Co2 is causing the planet to heat up.

Procedure:

• Discuss the solar energy background information and the solar panels at the BSF.

• Divide the students, four students per team. Place a pile of 33 blocks about 20ft in front of each team. Tell them that each block represents 1,000,000g of Co2 emissions from coal burning plants.

• The goal for each team is to relay race stacking the carbon blocks (one block per student, for each run). The team will begin the race by stacking the carbon blocks to represent the 33,108kwh carbon emissions by the BSF yearly (coal burning plants= 1,000g Co2 emissions per kwh). Once a team completes the carbon emissions stack, the team will then be given the amount of energy produced by the BSF solar panels (26,286kwh), which offsets the amount of carbon emissions. The team must figure out the Co2 emissions reduction and race to remove carbon blocks from their stack. The first team to finish with the correct number of BSF Co2 emissions blocks in their stack wins (Answer: 33Co2 blocks- 26Co2 blocks= 7Co2 blocks stacked).

Geocache Du Sol

Materials: GPS units for each group of 4 students, pencils, clipboards, preset geocache bins with logbooks and solar racecar parts

Go over the following terms:

Geocaching is a new recreation activity that uses GPS units to find caches that other Geocache teams have hidden.

GPS stands for Global Positioning System. This system uses satellites to pinpoint a location on Earth.

Waypoints- a specific location marked by the GPS unit in latitude and longitude.

Bearing - a directional compass heading.

GOTO- means going to. On the GPS unit you will follow the arrow on the GOTO page to find your Geocache.

| |

|GPS DIRECTIONS |

|The Power button is on the right side of the unit. (Your unit is on if you see the satellites and READY TO NAVIGATE.) |

|Press the page button 3 times to get the menu page. |

|Press the down arrow to select waypoints. Press enter. |

|Press enter again to select a waypoint (001 – 005) The arrow button takes you up and down through the waypoints. |

|Press enter to select the GOTO page |

|Press enter again to see the distance and compass needle. |

|Press down arrow until you see the BEARING. Read in degrees. |

|Compass Basics: |

|3 arrows (directional arrow (FRED), Red arrow points N. Shed arrow. |

|Put red in the shed and follow FRED. |

|Points on a compass are measured in degrees – 360 degrees (circle) |

|Set compass to the BEARING seen on the GPS unit. When approaching the cache (approximately 100’ on the GPS unit), use your |

|magnetic compass to get a direct bearing on the cache. Continue to check the distance on the GPS as it decreases. |

| |

Explain to students that they will be working in teams of 3-4 on each of four courses. Each team’s goal is to find and gather the items in each cache in the correct order.

Discuss Team Members Duties:

o The GPS MANAGER is in charge of the GPS UNIT. All team members rotate as GPS Manager!

o The READER is in charge of reading the clue to help you find the cache site.

o The GATHERER is in charge of collecting the caches.

o The COMPASS MANAGER sets the bearing on the magnetic compass when the team is near the cache site. S/he will pace to the site using ten paces or less.

o Team members REPEAT these steps until they reach each cache and return to the lodge.

HELPFUL TIPS

• Follow the arrow on the GPS unit. You don’t need to walk a straight line to the cache. The GPS arrow will change as you change direction and show you the way.

• If you don’t find the cache point, use the magnetic compass. Set the bearing on the compass. Put red in the shed and follow FRED to the cache.

• Remember cache points are close to the ground.

• Know your job and do it – switch jobs!.

• Be aware of time; listen for whistle (time is up).

• You will be disqualified if any of the cache points are tampered with.

IV. CLOSING THE DAY:

Review the students’ activities of the day. Ask them what they learned and enjoyed. Encourage them to share these activities and what they learned today with their family in the backyard or neighborhood park. Refer to the take-home activity their teacher may have for them.

Appendix 2. Multiple Intelligences – “The Eight Smarts”

|Disposition/Intelligence |Sensitivity to: |Inclination for: |Ability to: |

|Verbal-Linguistic Intelligence |the scores, meanings, |speaking, writing, listening, |speak effectively (leader, |

|Word Smart |structures, and styles of |reading |religious leader, politician) or |

|Rudyard Kipling |language | |write effectively (poet, editor, |

| | | |journalist, novelist, copywriter)|

|Logical – Mathematical Intelligence |patterns, numbers, and |linking pieces, making |work effectively with numbers |

|Number Smart |numerical data, causes and |calculations, forming and |(accountant, statistician, |

|Thomas Edison |effects, objective and |testing hypotheses using the |economist) and reason effectively|

| |quantitative reasoning |scientific method, deductive and|(engineer, scientist, computer |

| | |inductive reasoning |programmer) |

|Spatial Intelligence |colors, shapes, visual |representing ideas visually, |create visually (artists, |

|Picture Smart |puzzles, symmetry, lines, |creating mental images, noticing|photographer, engineer, |

|Leonardo da Vinci |images |visual details, drawing and |decorator) and visualize |

| | |sketching |accurately (tour guide, scout, |

| | | |ranger) |

|Bodily – Kinesthetic Intelligence |launch, movement, physical |activities requiring strength, |use the hands to fix or create |

|Body Smart |self, athleticism |speed, flexibility, hand-eye |(mechanic, surgeon, carpenter, |

|Brett Favre | |coordination, and balance |sculptor, mason) and use the body|

| | | |expressively (dancer, athlete, |

| | | |actor) |

|Musical Intelligence |tone, tempo, melody, pitch,|listening, singing, playing an |create music (songwriter, |

|Music Smart |sound |instrument |composer, musician, conductor) |

|Ludvig van Beethoven | | |and analyze music (music critic) |

|Interpersonal Intelligence |body language, moods, |noticing and responding to other|work with people (administrators,|

|People Smart |voice, feelings |people’s feelings and |managers, consultants, teachers) |

|Ronald Reagan | |personalities |and help people identify and |

| | | |overcome problems (therapists, |

| | | |psychologists) |

|Intrapersonal Intelligence |one’s own strengths, |setting goals, assessing |mediate, reflect, exhibit |

|Self Smart |weaknesses, goals, and |personal abilities and |self-discipline, maintain |

|Helen Keller |desires |liabilities, monitoring one’s |composure, and get the most out |

| | |own thinking |of oneself |

|Naturalist Intelligence |natural objects, plants, |identifying and classifying |analyze ecological and natural |

|Nature Smart |animals, naturally |living things and natural |situations and data (ecologists |

| |occurring patterns, |objects |and rangers), learn from living |

| |ecological issues | |things (biologist, botanist, |

| | | |veterinarian), and work in |

| | | |natural settings (hunter, scout) |

Appendix 2. EE Subgoals Model

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Appendix 3. Boston School Forest History in Brief

In the 1930’s H.R. Nobel, local agricultural agent, asked for donations of land to establish school forests in Portage County. In 1937, Mr. Harry D. Boston donated 80 acres. The land is shared by; UWSP (20 acres), catholic schools (15 acres) and the public schools (45 acres).

On May 11th, 1937 Governor Phillip La Follett planted the first tree on the property during a dedication ceremony. Between 1937 and 1958 school children helped to plant over 111,000 trees.

The forest was used by P.J. Jacobs high school classes (instructor Ray Gilbertson. County agent Pinkerton help annual meetings there with county teachers.

In 1938 a fire tower was erected and connected by phone to the state nursery in Nekoosa. It was moved to the State Fair Grounds in West Allis in 1950.

In 1964 the first pulp cut took place under the management of county forester, Gerald Ernst. The conservation classes at P.J. Jacobs did the cutting and piling during the winter. This was the first income from the school forest and was instrumental in funding the first building construction at the forest.

During the 1967-1968 school year, curriculum director Roger Bauer started curriculum committees. Dennis DeDeker and Steve Bogaczyk were co-chairs of the Outdoor Education Curriculum Committee. (Steve is a current member of the BSF Committee). The Boston School Forest was recognized as a valuable educational site. Curriculum materials were written and activities planned. In April 1968 Steve Bogaczyk and Uldine James spent the day at the forest with sixth graders. In 1969 an open shelter and outhouse was built to accommodate these groups.

Between 1970 and 1979 the school forest was used by high school classes and occasionally by sixth grades classes. Vandalism was a problem and the shelter was badly damaged.

Many changes and improvements continued through the 80’s and 90’s! High school students built the first two cabins in 1979-1980.

The discovery center classroom trailer was moved in from Washington School, and the open shelter was closed in and improved, this is now Nobel Lodge.

The 1980-1981 school year saw the first of the annual donations from school PTO’s.

Sally Ellingboe was hired in 1983 as the Environmental Education Coordinator, working with K-6 students and Dennis DeDeker’s high school students.

A total of 5 cabins were built along with the caretaker’s residence with labor provided by high school students and teachers between 1980 and 1983.

1993-1995 plans were made and fund-raising took place for the building of Oelke Lodge. During this campaign a total of $281,777 was donated by the community!

Ground breaking for the new lodge was held on Arbor Day, April 28, 1995. Students first moved into Oelke Lodge in Feb. 1997.

In 1995 the bridge over the pond was built by the Wisconsin Army National Guard.

In 1999 and 2000 the low and high ropes elements were added.

In 2001 the state of Wisconsin required the BSF to become licensed as a camp. Improvements to meet this requirement were made to the cabins, and Nobel Lodge. The BSF received a camp license in June of 2001. The facility inspected yearly in order to maintain the camp license.

Sally Ellingboe retired September 6th of 2002. A dedication ceremony was held and the pond, dug back in 1985, was named Ellingboe pond in her honor. Karen Dostal was hired as the new E.E. coordinator.

In 2003 the school forest received an $18,000 grant form the Wisconsin Environmental Education Board. The project entitled A Forest for the Future: Biodiversity and Sustainable Forestry at the Boston School Forest funded the development of a sustainable forestry management plan to promote biodiversity at the school forest. Nick Snavely was hired during the summer of 2003 to do research and develop the new management plan.

A new environmental education curriculum was written during the 2003-2004 school year by teachers Casey Nye, Judy Mansavage, Allison Banker, Lori Lampert, Kathy Kruthoff, Susan Zook, Cris Miller and school forest staff Pat Hoffman and Karen Dostal. The curriculum was implemented in the 2004-2005 school year.

McIntee Forest Products was hired in May of 2004 to do the most extensive tree harvest at the school forest. 400 cords of red pine and 40 cords of white pine were harvested. Some of the logs went to Stora Enso in Wisconsin Rapids for paper pulp. The rest was sold to Biewer Lumber in Prentice WI for lumber. The harvest was started in November of 2004 and finished in February of 2005.

During the summer of 2004 Logan Rostad and Jordan Hoerter earned their Eagle Scout status by completing cabin projects. Logan worked on Pine cabin and Jordan completed the interior of Elm cabin. The batton on board paneling that was installled was milled on site from logs harvested where the prairie now exists. The milling of the logs was done by Tim Osborne, Tech. Ed.teacher at P.J. Jacobs Jr. High. He was assited by Mark, Karen and Robin Dostal, Gary Glennon and Chris Piche.

In November of 2004 fifth grade students helped to clear and plant the prairie in front of the Discovery Center.

In the spring of 2005 6th grade students from the district worked to restore the trails, stack brush to be chipped and plant trees as a restoration of the forest. Over 1800 seedlings were planted. Tree species include: Red, White and Burr Oak, Sugar Maple, Green Ash, Black Cherry, and Prairie Crab , Wild Plum and White Spruce. Shrubs include: Ninebark, Red Osier, and Silky Dogwood.

In November of 2005 the BSF worked with the USWP fine arts department’s with the Grain Project. Five environmental sculptors from around the world created and installed art in the Stevens Point Community. Urs P. Twellmann of Bern, Switzerland created 3 spheres from branches found on the school forest site. Children were able to observe his work daily. The spheres were located at the turn of the driveways and visible from the entrance to the school forest.

In May of 2006 an new totem pole was erected on the south east side of the pond. The pole was carved from a white spruce and a white pine that blew down in a windstorm in early December of 2005. The main pole is white spruce. The elephant ears and sun’s rays are carved from the white pine. Bill McKee’s Wood Design class in the art dept. of UWSP created the design work and carved the pole. Mrs. Kate Hardina’s 6th grade class from McDill helped to put up the pole. The art students and the 6th graders carried the pole to the site and all helped to hoist it into place.

Matthew Roland earned his Eagle Scout rank during the summer of 2006. His project was to make new cedar signs for the school forest. The signs were made from recycled cedar utility poles.

2007 marked the 70th anniversary of the Boston School Forest. On Friday May 11th a celebration ceremony was held. State Senator Julie Lassa attended and presented a citation to commemorate the occasion. Secretary of State Doug LaFollett addressed the gathering and helped students plant a memorial tree ( Service Berry, Amelanchier grandiflora). The Jefferson School of the Arts drumming club lead by teachers Joan Curti, Doris Blanche provided entertainment. Third Grade student, Rachel Trzebiatowski sang an original song. Several of the original tree planters from the 1930’s , 1940’s and 1950’s attended and were recognized during the ceremony. Tree planters who were able to attend included; John Worzella, Jane Brooks-Wheritt, Louis Rozner, Betty Polebilski, and and Noel McCormac. Five generations of the Boston Family were in attendance. Great-Grandmother Bea Boston, Harry Boston’s niece and her grandson Bill Boston hung a portrait of Mr. Harry Boston in Oelke lodge.

On July 27th and 28th , 2007 the BSF staff along with Graduate Student, Emily Hill held the first of 5 Leave No Family Inside events for the year. Families learned camping skills and Leave No trace Ethics during the camp-out in July. In October, families learned Geocaching and Questing skills. In February family participants came to cross-country ski and snowshoe during the first winter of normal snowfall in Wisconsin in many years. On Earth Day 2008 families attended a birding festival celebrated with games, birding hikes and a program on owls featuring Archimedes the great horned owl and his friend Gina Maria Javurek. The LNFI programs were funded through grants from the Wisconsin Environmental Education Board and The Community Foundation of Portage County.

Karen Dostal was given the School Forest Administrator of the Year Award and Pat Hoffman was given the Teacher of the Year Award at the Midwest Environmental Education Convention in October.

Eagle Scout projects completed this year include the following: Andrew Roland completed the interior remodeling of Oak Cabin. Joe Banovetz built an interior room with a pocket door in Elm cabin. Chris Denny completed the interior remodeling of Maple Cabin. Adam Ziehr installed new split-rail fencing around the prairie and pond.

The four-year-old Kindergarten classes attended environmental programs for the first time in May and June. Teachers, volunteers, Patty Schulz, Curtis Meshak and Lydia Davis, and BSF staff lead the young explorers on hikes and ended the program with playtime in the newly developed Nature Play Area.

In 2008, grants from the Wisconsin Environmental Education Board and Community Foundation of Portage County were awarded in May for $4438 and $1060 respectfully. These grants funded the development of a new Discovery Center in the basement of Oelke Lodge. The old trailer that housed the Discovery Center since 1983 was cleaned, remodeled and turned into the ski and snowshoe shack during the summer of 2008. Eagle Scout Michael Desteffan assisted with the Discovery Center move. Michael Storch developed a ski trail on the west side of the property for ski trail access from the new ski shack.

During 2009, Teresa Johnson designed and built five interactive exhibits in the discovery center. Luke Williamson and members of the Environmental Education and Naturalists Association painted the mural in the mammal exhibit. Eagle Scout Bryce Gunderson remodeled the kitchen cabinets in Noble Lodge. Eagle Scout Dylan Sadogierski built nest boxes for the song bird trail and Matthew Gates completed an invasive plant removal project on the east side of the property.

Our family programs, funded by a grant from the Community Foundation of Central Wisconsin, in 2010-2011 were very well attended by the community. There was an open house with hikes, outdoor games and indoor nature crafts in October. The Cross County Ski day brought in over 200 participants between 10 a.m. and 4 p.m. The Snowshoe Adventure night had 60 hikers. The theme for the Earth Day Festival in April was Sustainably Lifestyles. 25 families and over 100 participants played games, enjoyed picnic dinners and learned about “living green”.

J.T. Kowalski, Jim Jacobs and Nick Stiltson completed Eagle Scout projects. J.T. built 12 new Leopold benches, Jim rebuild the retaining walls around Oelke Lodge and Nick built a play cabin for the Nature Play area.

Teresa Johnson and Julie Dopp began the year as new BSF program facilitators in 2010.

On May 17, 2011 the BSF held a Solar Celebration. Jill Schafer’s second grade class recited a poem to open the celebration and sang a song in closing. Teresa Johnson, Julie Dopp and Sue Anderson wore giant puppet costumes representing the sun, water and the forest. They greeted all of the participants. Don Keck brought a facsimile check for $78,050 and presented it to Karen Dostal and Dr. Weninger. Tom Brown president of the Midwest Renewable Energy Board, Patti Dreier, Portage County Executive, Jamie Molica form the K12 Energy Education Project and Gretchen Marshall the State Outdoor Education Specialist all had words to share with the gathering. The solar power plant will produce 26,000 kWh’s per year.

Appendix 4: Location and Directions

The Boston School Forest is located on Lincoln Avenue off of Business 51 in Plover, WI.

Take Division St. / Business 51 south to Plover, WI or take US 51/I39 and Exit 153 (Plover- Amherst). Turn west onto Plover Road/ County B. Turn left onto Division St. / Business 51 south.

From Division St. / Business 51, turn onto Lincoln Avenue (the same intersection as the Village of Plover water tower).

After about one mile, look for the sign on the left and the driveway on the right. You will turn right (off Lincoln Ave. into the Boston School Forest's front parking lot).

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We have not inherited the

earth from our fathers,

we are borrowing it

from our children.

Stevens Point Area Public School District

1900 Polk Street

Stevens Point, WI 54481

715-345-7383

May 2005

Updated 20011

What is Service Learning? How Can I Help?

Objectives: Students will be able to:

Identify ways in which humans affect the environment.

Apply academic learning with hands-on life skills to accomplish a project of benefit to the community.

What is Geocaching?

Objectives: Students will be able to:

Learn about and apply technology to outdoor recreation and environmental appreciation activities.

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Renewable Energy

Objectives: Students will be able to:

Identify ways in which humans affect the environment. Brainstorm how and why humans use natural resources and the problems associated with their use. Describe the interdependence between humans and nature. Appreciate the need for a sustainable lifestyle and cutting back on the dependence on fossil fuels.

Building a Solar Electric House

Objectives: Students will be able to:

Identify ways in which humans affect the environment. Brainstorm how and why humans use natural resources and the problems associated with their use. Describe the interdependence between humans and nature. Appreciate the need for a sustainable lifestyle and cutting back on the dependence on fossil fuels.

Bigfoot: My Ecological Footprint

Objectives: Students will be able to:

Identify ways in which humans affect the environment. Brainstorm how and why humans use natural resources and the problems associated with their use. Describe the interdependence between humans and nature. Appreciate the need for a sustainable lifestyle and cutting back on the dependence on fossil fuels.

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Service Project and “The Man Who

Planted Hope and Grew Happiness”

Objectives:

• Students will recognize how their behaviors affect the environment and will create positive change.

Go Geocaching Together!

If your family has a GPS unit you may want to get started in the new outdoor craze, Geocaching. This involves using a GPS unit to find hidden caches other Geocaching teams have left for you to find! Go to the official Geocaching website, to learn more about this sport. You’ll be surprised how many hidden caches are in the parks around our community.

Family and Neighborhood Service Project

Discuss an environmental issue that concerns you and/or your child in your home or neighborhood. Examples might include: lack of recycling, excessive garbage, litter, lack of birds or other wildlife, etc. Brainstorm ways to improve the situation. Debate the options. Formulate a plan for change. Go to it!

Objectives:

• Students will develop outdoor recreational skills for enjoyment, personal growth, and will develop an appreciation of the outdoors.

• Students will experiment with renewable energy applications.

• Students will develop critical thinking skills and learn the value of service to others.

THE GEOCACHE COURSE:

• Start each group at one of the 4 courses preset on the GPS units.

• At each of the waypoints students will collect a card describing the parts of the car they will build.

• When all groups have returned to start return to the lodge. Have students assemble and race the solar cars.

• Have groups explain where the power to run the cars comes from and how the PV panel produces electricity.

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