Professional Documents
Culture Documents
The WWL project was initiated in Spring 2006 by Jayhawk Audubon Society and implemented
in partnership with Kaw Valley Heritage Alliance, its new primary sponsor. Its purpose is to
engage 6th grade students in activities designed to increase their awareness, appreciation,
knowledge and understanding of natural environments—beginning with wetlands—and to
increase their interest in conservation and preservation. Through activities involving scientific
investigation, creative self-expression, and learning about the ecological value and historical
context of wetlands, students are encouraged to develop a lifelong, mutually-beneficial
relationship with Earth’s ecosystems and the organisms living in them.
Trips focus on the area of the Wakarusa wetlands located on the south side of 31st Street, just
south and east of Broken Arrow Park. To make the Wakarusa Wetland Learners project as
easy as possible for teachers and students to participate in, we provide busing, facilitators* for
activities in the wetlands, coordination of the activities for each trip, and some support for
teachers in preparing and following up with students—including a special website at
www.wetlandlearners.org. All sixth grade classes are invited to take advantage of this
opportunity by scheduling a trip for Fall 2008 or Spring 2009.
The biggest change this year is with the funding that helped us launch the program. The Kaw
Valley Heritage Alliance has taken the lead on continuing to provide the field trips. However,
we are entirely bootstrapping to cover project expenses – mostly coordinating volunteers,
teacher and intern support, materials and travel expenses. Jayhawk Audubon has made
available about $2,250 to help with wetland field trips. Cans for Community has contributed
$500 for the 08/09 Wetland Learners project. Finally, a wonderful anonymous donor has
contributed $2,000. We still need to come up with about $5,000 over the course of the next 9
months to make this project happen. To help us bridge this gap we’re asking participating
schools to contribute $125.
.
KVHA/SL and project volunteers determine the activities to be offered according to which
facilitators are available on the day of a trip. Although we can try to accommodate some
preference of activities by individual schools, the focus is as follows for each trip. A minimum of
2 activities will be science-oriented, 2 will focus on the value of the ecology, geology or history
of the Wakarusa wetlands, and the remaining 1 will involve writing poetry about nature, creating
drawings or paintings of the natural setting, dramatizing interpretations of wetlands life, learning
environmentally themed songs, or other experiences intended to increase students’ sense of
connection to and appreciation for natural environments. Even if a school has multiple classes
involved, we will usually schedule only 5 activities because of limited time available at the
wetlands and the goal of every student experiencing every activity for which the class has been
prepared.
Only one trip per week is pre-scheduled, assigned by KVHA/SL on a “first come, first served”
basis. Please see http://wetlandlearners.org for the most up to current listing of available dates.
A link to the Registration Form is also on the website. KVHA/SL will assign each group an
inclement weather backup date and time. Providing rain dates results in a great deal of added
complexity for scheduling facilitators. We’re limited by who is available on the day of the
rescheduled trip.
Continued
All trips for 2008-9 will be scheduled for the afternoon. In order for students to be at the
wetlands long enough for successful field activities, each school must arrive immediately after
lunch. Having a picnic lunch across the street in Broken Arrow Park makes getting to the
wetlands on time much easier. Arrival on time is crucial in order to complete all activities before
the buses have to leave. Laidlaw bus company’s return time is relatively early in the afternoon,
resulting in a very tight schedule. Many schools preferred morning trips in 2007-8, but new
constraints on those coordinating the trips will make morning trips difficult if not impossible.
When ordering buses, teachers must write on the order form to bill Jayhawk Audubon
Society. JAS has set up this approach with Laidlaw. A limit of 1 bus per school is required
unless the need for an additional bus is cleared through Alison Reber ahead of time. If there
are too many students for one bus, we would appreciate the overflow being taken to the
wetlands by other means. This will allow us to have funds available for covering at least 1 bus
for all schools wanting to go. Please remember, when ordering a bus you must note on the
order form to bill Jayhawk Audubon Society. Any request for more than 1 bus must be
cleared ahead of time in order for both buses to be paid for by JAS.
Students will rotate through 5 activities led by facilitators scheduled and oriented by KVHA.
Each activity requires approximately 20 minutes for learners to have a worthwhile experience.
In addition, we will need 5 minutes for each of the following: orientation, wrap-up, rotation
between each round of activities, and walking to and from the bus. This totals 2 hours and 25
minutes. Allowing for even minor variations in the schedule means classes need to schedule 2
½ hours in the wetlands from arrival to departure. (See Field Trip Rotation Schedule)
Due to the nature (An unintended pun!) of these trips, we require 1 school-provided
chaperone for every group of 1-7 students, and 2 chaperones for every group of 8 or
more students. This proved beneficial in previous trips because of the field setting. When
groups have 8 or more members, we often have 2 facilitators per activity, so they can share
facilitation responsibilities or break the groups into 2 smaller groups, each with a facilitator and
chaperone. The role of facilitators is to engage students in activities, not to supervise them.
Chaperones must be able to remove students who are causing disruption of an activity or
endangering other students or adults in any way. Therefore, any size group (even 1-7)
containing 1 or more students who tend to have difficulty behaving appropriately in an outdoor
environment and may need to be removed, must have 2 chaperones so one can remain with the
group at all times. These requirements are to insure a safe, orderly, and activity-focused
learning environment for all involved. We appreciate your support in this.
We hope you will choose to take advantage of this opportunity for all sixth grade students at
your school. Please don’t hesitate to call any of us with questions, suggestions or concerns.
We look forward to sharing a trip to the Wakarusa wetlands with you and your students.
Sincerely,
• Request bus (See letter regarding need for more than 1 bus.)
• Letter to parents
o Include information from “Helpful Hints & Suggestions”
o Goal of trip
o Parent permission forms (See attached required permission form)
• Recruit Chaperones
o Adult-student ratio 1-7 maximum, 2 required for groups of 8 or more
• Prepare students for wetland experience. (See “Helpful Hints & Suggestions”)
Teacher Heads-Up
Stuff we know you know but you might have forgotten…..
There will be rough terrain, standing water, tall plants, and wild animals.
Plan accordingly.
accordingly.
Don’t hesitate to call Alison or Sandy if you have ANY questions or concerns.
Alison 785-218-5106; Sandy 841-4807
State Standards, Local Curriculum + Support for Academic Benefits
Please contact Anne Hawks, Science Specialist for USD 497, to discuss specific ties to district
or state science standards or ways these trips can support environmental science learning
objectives. Sixth grade standards have environmental education objectives.
Activities may include any of the following (or others), depending on what facilitators are
available that day. We plan to get to you a list of the activities scheduled for your trip in time for
you to prepare your class. The final determinant of activities for any trip is the facilitators that
are available. Many of these activities require very specialized knowledge or skills, and our goal
is to provide well-qualified facilitators.
Water chemistry
Macro invertebrate identification/assessment
Micro invertebrate identification/assessment
Vertebrate identification/assessment
Habitat assessment
Vegetation identification/assessment
Geo-hydrology
Stream walk survey
Watershed evaluation
Birds
Insects
Seasons/climate
Value of wetlands
Geological history of area
Value of protected lands for public enjoyment
Creative writing or poetry
Art
Music or songs
Drama
Other – open to suggestions
*Facilitators will be scientists, naturalists, artists, musicians, poets or others with knowledge and
skills enabling them to conduct successful environmentally focused activities in a wetlands
environment.
PS: If you know of facilitators to recommend, please let us know. Thank you.
Wetland Learners Helpful Hints & Suggestions
We have compiled just a few guidelines we think will help you and your students enjoy
your visit to the Wakarusa wetland area.
Prelude Concepts
We try to meld the trips with your curriculum needs. However, it’s really helpful for
students to consider these concepts before they get to the wetland area.
Don’t hesitate to call Alison or Sandy if you have ANY questions or concerns.
Alison 785-218-5106; Sandy 841-4807
(Teachers, please either use the permission request below or add it as worded to the permission you require from
parents/guardians of your students. Please either retain permission slips at your school or give to us to retain for the
2008-9 year. Thank you.)
__________________________________ _______________________
Parent or Guardian Date
GROUP A Field Trip Rotation Schedule
Wrap-up – 5 minutes
• Reinforce importance of natural environments
• Encourage students to bring families to the Wakarusa wetland
• Answer questions, thanks for coming & group picture
Wrap-up – 5 minutes
• Reinforce importance of natural environments
• Encourage students to bring families to the Wakarusa wetland
• Answer questions, thanks for coming & group picture
Wrap-up – 5 minutes
• Reinforce importance of natural environments
• Encourage students to bring families to the Wakarusa wetland
• Answer questions, thanks for coming & group picture
Wrap-up – 5 minutes
• Reinforce importance of natural environments
• Encourage students to bring families to the Wakarusa wetland
• Answer questions, thanks for coming & group picture
Wrap-up – 5 minutes
• Reinforce importance of natural environments
• Encourage students to bring families to the Wakarusa wetland
• Answer questions, thanks for coming & group picture
Name__________________________________________ Date_____________
Note to teachers using this form:
1) Blank spaces are for names of particular activities your class participated in at the wetlands. Feel free to change questions or
alter form in whatever way you think will gain more useful information.
2) Using these questions is not required, but we would appreciate seeing whatever form of feedback you use as pre- or post-
evaluations of student knowledge. This helps us in planning future activities and documenting activities for grant funding purposes.
Thank you.
Station on__________________________________-:
What did you learn?
Station on__________________________________-:
What did you learn?
Station on__________________________________-:
What did you learn?
Continued
Station on__________________________________-:
What did you learn?
Station on__________________________________-:
What did you learn?
What was especially enjoyable for you about today's time in the Wakarusa wetlands?
What suggestions do you have for improving the activities or the trip to the wetlands?
What are you doing, or would you be willing to do, to protect Earth’s natural environments and the
animals and plants who live there?
SSanders 2007
Teacher Reflections on Wetlands Activities
Teacher’s/Chaperone’s Name___________________________________Date_____________
Please share with us any or all of the following information about your trip to the wetlands.
What other activities would you like to have available in a wetlands environment?
What aspect(s) of this trip was especially enjoyable or worthwhile for you?
What suggestions do you have for ways we could make taking your students on environmental education
fieldtrips easier, more worthwhile, etc.?
What other natural environments in Douglas County would you like your students to learn about?
If you know anyone (scientist, naturalist, artist, writer, musician, story-teller, etc.) whose skills would lend
themselves to connecting kids with nature, please let us know.
Thanks for participating in this opportunity, sponsored by the Kaw Valley Heritage Alliance/StreamLink.
SSanders 2007