Project Wetlands

1.  The best thing I remember from this year is doing the interpretation with the younger kids. I enjoyed learning the material and delivering it to the younger kids. I liked talking and teaching them things I learned. 2.  The most challenging part of outdoor ed this years was doing all of the paper work. I found that all of the work sheets was a little challenging. I also found canoeing for a long period of time was challenging. The long canoe ride really tested my patience. 3.   The most interesting part of outdoor ed was building quinsies. I had never heard of quinsies before I entered outdoor ed. Even though I didn’t get to see the final part it was stilll interesting. 4.   I would have liked more group work. It’s more productive and fun to work with other people then it is to work alone. I find working with groups easier and the opinions of other people are usually very valueable. 5.  I learned a lot and gained a lot of skills which may help me in t...

what I did well?       I think that I did a pretty good job avoiding rocks, sweepers and strainers. Matthew and I didn’t flip our canoe, we got stuck 2-4 times but we jiggled our way though it. What I need to improve?      I need to work on paddling with a better pace. What I really enjoyed?      I enjoyed going through the rapids. I also enjoyed seeing the bus and taking breaks. What I found difficult? Why?      I found padding for a long time difficult, because it made by arm and shoulder tired. Would I recommend canoe trip in the futur? Why/why not?      I would recommend this for the futur because it was a fun experience and I think everyone should try this once in their life.

- jacket - proper shoes -cap - sunglasses -sunblock - towel -water -extra clothes - foods -wear clothing that dry fast - waterproof bag to put your stuff in -whistle -bailing buckets - rope

1. Using the whiteboard worked well with the kids, it helped them better comprehend the concept. 2. Letting the kids make their own team, talking for a long time 3. The kids throwing the sponges at each other 4. We had a couple groups with outstanding students 5. We could maybe play another game, let the kids do some more talking, 6. This was a very fun experience, it gave me an insight on the difficulty’s my teachers face on a daily bases.

It was a beautiful Friday morning, a perfect day to learn. The day started with us going to the Art room to meet Barret. He talked about what he does at Fortwhyte Alive and some of his experiences as a professional interpreter. Then we went through the circle and everyone said their name and what we are excited about and what we are scared of. He talked about some changes we could make on the document. Then we went through the circle and did an interpretation of our first stations. Matthew, Max and I went first, we only got 10 - 15 mins to orgainze what we were going to say. This was not enough time becuase this was the first time we had even gazed at this document. But despite that we did our best. We weren’t so spread out on the reading, Matthew ended up reading more then Max and I. Barret suggested that we spread out the reading and use a whiteboard to visualize the water cycle. After, we finished going through the whole circle, Barret talked a bit about Tilden Freeman. He asked ...

Tomorrow Barret Miller is coming to our outdoor ed class to teach us about interpretation. Some of the question I might ask (related to my stations) are: 1. What is a good technique to make the kids keep their interest on us? 2. How would I connect my game to the concept? 3. How do I deliver the information to kids and make them understand without boring them? 4. How long should I talk about the information of my station, before I start explaining my game? 5. When would I ask questions, during the interpretation? 6. Is it important to tell the kids all of the information on the outline or should I summarize the information? 7. One of my stations is critter dipping, what would be the best way to persuade the kids to learn about the bugs? 8. What are the different styles of interpreters?

The day started with us unloading the canoes. I was partnered with Gavin. We had a little argument about who would get stern, I gave up after 2 minuets and let Gavin be stern. We lifted the canoe and placed in the water sideways, this was becaucuse the river was flowing in the direction we placed the canoe. It was a little tough getting the canoe to move, mostly because of Gavin but when it started moving it was moving good. After everyone was on a canoe and were floating safely, Mr. Colson thought us how to do a ferry. This was pretty easy, Gavin and I got this on our first try. Then we moved on down the river, when we got to the first rapids, Mr.Colson stopped us and told us to go one at a time and to stay staring in the rapids. The rapids were pretty fun, I don’t think anyone got stuck at these rapids. We saw some sweepers and strainers through our whole trip. Kalean and Tyler were the first ones to get stuck, they got stuck in a sweeper. Then Jayden and Nathan got stuck on a ...

5 things that I learned were: 1. Our wetlands has turtles 2. There is a quite a bit of saw grass in our wetlands 3. We have bird and bat houses around the wetlands 4. There is a big raven nest in the classroom 5. I learned that the wetlands used to be a gravel pit

Today we went down to the lake to learn how to canoe. We had a great instructor who taught us the simple strokes and the basics of canoeing. We started by learning the J-stroke, then we learned how to do a 360 both ways, after that we took a trip around the island using the skills we learned. The trip was fun, I enjoyed the canoeing, the weather also helped with the experience. Somethings that we need for our next trip are: a change of clothes, a garbage bag to put your stuff in, a string on your glasses, a windbreaker, a bailer. 1:10:1 1 minuet of hyperventilate 10 minuets of moving around in the water 1 hour of staying conscious Sweeper is a tree that is over the water Strainer is a tree that is in the water

on May 4th, we tested the water in our wetlands. We tested for: Phosphate= 0 Ammonia= 0.05 pH=0 Oxygen levels, temperature, conductivity, turbidity. We did these tests because we wanted to see how clean the water is and weather the water is safe to drink. We found that the water is not safe to drink and that is somewhat due to the beavers that live In our wetlands.

Wa made an infographic about wetland. https://www.canva.com/design/DAC1GzROiKM/Zs0fVIOO0ky0CwGorQWcfQ/view Slides- https://docs.google.com/presentation/d/10RXaKXnKNaMvHqvRnJmjVjvL50Xs-fFUSWdDrhaJpOM

When I go to the wetlands I will interprete what I’m tanking about. I will start with relating something to the audience like, Talking friendly, smiling, saying hi, making small talk, and making eye contact Then I will reveal some information by, Building up the topic, and by asking questions to see if they know what the topic is about. I will then combine many forms of arts like: Telling a story, telling some jokes, acting something out, and using a picture to tell a story. I will try to provoke interest by, Playing a game, asking information, and showing a poster. Be a part of the greater whole, Try to connect the little things to a bigger picture, like how a wetlands can have a big impact on climate change. The wetlands is the little thing and climate change is the bigger picture.

        Yesterday we had a presentation on Ecology by Oak Hammock Marsh. We did something called The ecology challenge.          We were put in pairs and had to go to every station and answer questions. There were 4 sections, aquatic ecology, soils and land use , wild life,  and forestry. In the wetlands section we had to identify the healthy and unhealthy parts of a wetland. We found that draining wetlands and cutting down trees are unhealthy.              Forestry: we learned to count the rings of a tree and find the age of the tree.              Soils and land use: we had to measure the soil.             Wildlife: we learned to identify animal foot prints, different bird calls, scat identification, and animal identification.             Aquatic ecology: we learned to identify invertebrates and the str...

By definition interpretation is  the action of explaining the meaning of something. But interpretation is much more than just explaining the meaning, interpretation is the revelation of meanings and relationships using many different types of objects, illustrative media, and by firsthand experience.  Freeman Tildien- was an American writer who wrote a book on the 6 principals of interpretation. He traveled for many years observing the ways of interpretation in national parks.  Freeman Tilden (1957) 

           In my personal opinion I think that carbon mitigation. Reducing carbon reduces pollution. Pollution is one of the biggest problems facing our planet today. Wetlands help balance the amount of carbon in our air, too much carbon is bad and too little carbon is also bad. But wetlands help keep a balance so that there is just enough carbon in the atmosphere.

These are some of the Topics I will be covering for my presentation on the Importance of wetlands, - Reduces floods / flood control - Source of water - Habitats for animals / wetland animals: fish, mammals, amphibians, birds- waterfowl - Protect shores from wave action - C02 mitigation; C02 + H20 = H2C03 carbonic acid - Improve water quality - Biodiversity; after the Amazon Forrest, wetlands are the most biodiverse place on earth - Climate change mitigation - Reduce impacts of storm damage - Sustainable - Water control - Types of wetlands and the differences and importance of each - Erosion control - Removal of toxins from water / watershed - Flash flooding, high water in spring time on main rivers. No buffer exists to hold water - Economic benefits; tourism, savings for flood control, hunting, bird watching, upland uses - Education; research, awareness, knowledge of ecosystems and sustainability - Medicine; possible medical implications - phosph...