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Show Volume XVIII Issue II The Ogden Valley news Page 11 July 1, 2010 Do Our Kids Have Nature-Deficit Disorder? By Richard Louv Note: This is the second in a three part series of articles. Information from the “Educational Leadership” journal: December 2009/January 2010 | Volume 67 | Number 4; Health and Learning Pages 24-30. Article being reprinted by permission. What Educators Can Do Many students today are aware of global threats to the environment but hardly notice what’s happening on a more personal scale—that their physical contact with nature on a day-to-day basis is fading. So what can educators do to reverse this trend? Become a Natural Teacher As a first step, principals, school board members, administrators, and teachers should better inform themselves about the cognitive and other health benefits of experience with nature. The Children & Nature Network Web site (www.childrenandnature.org) has links to original research for more than 100 studies on a variety of topics—from the benefits of unstructured free play, environment-based curriculums, hands-on outdoor learning, and recess; to the need for more natural schoolyard environments; to the psychological benefits of natural settings; to nature’s potential to reduce both stress and obesity. Network with Other Natural Teachers There are many challenges related to taking students outdoors, such as curriculum and standards integration, discipline issues, materials management, and safety. However, by networking, teachers both within and outside the United States can share ideas for getting students outdoors, support one another, and know they are not alone in their efforts. The Children & Nature Network invites educators to join its Natural Teachers Network at www. childrenandnature.org. Teach Other Teachers Many educators, especially new teachers, feel inadequately trained to give their students an outdoor experience. We need additional support for existing teacher-training programs, of course, but in these challenging economic times, teachers can tap other resources. For example, many wildlife refuges provide professional development programs that have been correlated to public school curriculum standards (see www. fws.gov/refuges). Robert Batemen, the Canadian wildlife artist whose Get-to-Know campaign strives to connect children to nature, suggests an informal teacher-to-teacher approach: Teacher Nature Clubs, through which teachers who are experienced in nature organize half-day hikes each month with other teachers, lending insight and enthusiasm to those with less experience in the natural world. Green the Schoolyards Tap the knowledge of such programs as Eco-Schools in Europe (www.eco-schools. org); Evergreen in Canada (www.evergreen. ca/en); and the Natural Learning Initiative (www.naturalearning.org) in the United States. Educators can find a list of schoolyard greening organizations worldwide, including ones in Canada, Norway, Sweden, the United Kingdom, and the United States, at www.ecoschools. com. To get started, send for the U.S. Fish and Wildlife Service’s Schoolyard Habitat Project Guide (available at www.fws.gov/ chesapeakebay/schoolyd.htm), which can help teachers and students create wildlife habitats on school grounds. Create Nature Preschools Ensure that children begin their school years knowing the physical world firsthand. Encourage nature-based public, charter, or independent K–12 schools that place community and nature experience—not only environmental education—at the center of the curriculum. Resources include Antioch’s Center for PlaceBased Education (www.antiochne.edu/anei), which promotes community-based education programs and partnerships among students, teachers, and community members that support student achievement, community vitality, and a healthy environment. Establish an Eco Club Crenshaw High School Eco Club is among the most popular clubs in this predominately black high school in Los Angeles. Students are introduced to the natural environment through the club’s weekend day hikes and camping trips in nearby mountains, as well as through expeditions to Yosemite and Yellowstone national parks. Community service projects include coastal cleanups, nonnative invasive plant removal, and hiking trail maintenance. Past members become mentors for current students. The grades of participating students have improved. Bring Nature to the Classroom Start a Salmon in the Classroom project or a similar endeavor. In Washington State, participating students in more than 600 schools receive 500 hatchery eggs to care for in each classroom (see http://wdfw.wa.gov/outreach/ education/salclass.htm). Students learn about life histories and habitat requirements and release the salmon into the streams they have studied. Create Nature-Based Community Classrooms Beyond the classroom and school grounds, schools, businesses, and outdoor organizations can work together to introduce students to nature centers and parks and sponsor or promote overnight camping trips. School districts can follow Norway’s lead and establish farms and ranches as “the new schoolyards,” thereby creating a new source of income to encourage a farming culture. As an added incentive, an outdoor classroom is much less expensive to build than a new brick-and-mortar one. What Parents and the Community Can Do Last year, in Austin, Texas, I was speaking with a middle school principal who was sympathetic to the cause but felt overwhelmed by all the demands that he and his colleagues already faced. “You want me to add this to my plate when it’s already overflowing?” he asked. “I can’t do this without outside help.” He was right. Naturalizing education will be an enormous task, and educators can’t do it alone. Families and the whole community can help by doing some of the following. Support Legislation We can support legislation at the state and national levels that advances environmental education in the classroom and outdoor experiential learning. The No Child Left Inside Act of 2009, introduced in the U.S. House of Representatives and Senate, would create an environmental education grant program for teacher development and provide funding to help ensure that primary and secondary school students are environmentally literate. The legislation’s focus is not only on classroom education, but also on actually getting students outside and into nature. Two Lots Available. Owner Motivated! Bailey Acres MLS #963510 $68,000 Make Offer! Evergreen Park MLS #963235 $60,000 Make Offer! Judy Knudtson 710-0827 or 745-2760 For more information visit: www.utahescape.com Schedule of Events July 2, 2010 5:30 P.M. See the play at the church July 3, 2010 6:00 A.M. 7:00 A.M. 7:00 A.M. 8:00 A.M. 9:30 A.M. 10:00 A.M. 11:00 A.M. 11:30 A.M. 11:30 A.M. 11:30 A.M. 12:00 P.M. 1:00 P.M. 5:30 P.M. 6:45 P.M. 8:00 P.M. 9:00 P.M. 9:45 P.M. 10:00 P.M. Wake up call – Red light and sirens. Breakfast in the park 5K, 10K races – Good old Valley invigoration! Flag raising- SHOW YOUR PATRIOTISM!!! F-16 Flyover Parade – Second only to the Rose Parade! Patriotic Program-Scholarship speech contest in the park, Games, food, crafts, vendors – (Town shack), Dog pulling contest Lunch in the park – Hamburgers and hot dogs that melt in your mouth! Entertainment in the park Auction preview Auction Play in the church. A local historical theme. Hypnotist DJ Music and Dancing by the bowery Skydivers Retire Colors Fireworks – Best show ever in Huntsville history. Limited T-shirts! Pre-purchase to ensure that you get yours! Call Steve Johnson (801)745-0634 Visit www.HuntsvilleTown.com for more details, registration forms and the latest schedule Working on the Cure for Nature Deficit Ogden Valley Science School’s Summer Camp Program is well underway. Thanks to sponsors, the weekly tuition has been kept below cost and the non-profit school’s goal of “No Child Left Inside” is teaching up to 20 students per week about the great natural wonders in our own backyard. During the first “Spring on the Farm” week students visited local farmers learning about current and historical livestock and crop production. “Scats and Tracks” week took them to local trails exploring beaver dams, making plaster tracks of a mountain lion print, and a visit from Ogden Valley Centers’ owl. “Art in Nature” week gave students the chance to see local professional artists at work and to try out their own “natural” talents—painting with watercolors, sketching local animals, and designing a rock sculpture. The feedback so far from parents and kids is positive. Melody Sandona posted online, “Attilio’s summer camp; great teachers, awe- Ogden Valley Science School Summer Camp “Spring on the Farm” field trip to Carver’s Cove in Eden. some valley, my child LOVES it and is overcoming his “nature deficit disorder!” Kirsten Healey commented on Melody’s post, “We sure loved the camp last week! Looking forward to doing another.” After attending “Spring on the Farm,” student Gabe Velasquez said, “I liked everything we did. I even learned stuff!” This week, the adventure continues with “Exploration and Survival.” Students are learning about the first settlers of the Valley, outdoor survival and shelters, using a compass, and map- making skills. Upcoming weeks will feature “Writing in Nature,” “Our Flying Friends,” “Insect Hunting,” “Wildflowers and Plants,” “Waders and Boats,” and “Geology and Stewardship.” To learn more about the Ogden Valley Science School, call 801-745-1011 or visit online at <www.ovscience.org> |