Rockwood Conservation Area Youth Education Program Essay Example

Rockwood Conservation Area Youth Education Program Essay Example Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Introduction Take a Hike – Outdoor education is a multidisciplinary team consisting of 6 students from the University of Waterloo. Our goal is to develop and implement outdoor education programs promoting a comprehensive, flexible, and environmentally focused outdoor education program for the Ontario School Board. Purpose of Research The current education system focuses on learning within the confines of a classroom through the use of textbooks and worksheets designed to create a structured learning experience for students. Information obtained from textbooks allows students to comprehend and later regurgitate the material presented; nonetheless, interaction with the natural environment would strengthen knowledge through practical learning and hands-on experience. For that reason, the Rockwood Conservation Area would provide exceptional opportunities for meaningful learning. The purpose of this study is to develop an outdoor education program that employs the environment of the Rockwood Conservation Area. This program would be beneficial to the education of middle-school students as it would enhance their knowledge pertaining to nature, science and geography through active learning, which coincides perfectly with the Ontario School Board Curriculum. The program will be designed to hold neutral ideologies, and therefore, would be applicable to any curriculum (Public, Catholic and additional school boards). Related research on the subject has been compiled and reviewed, and is described in greater detail under the heading â€Å"Literature Review. † Site Information The Rockwood Conservation Area is one of many parks within the Grand River Conservation Authority’s watershed. This 79-hectare property was acquired in 1958, and opened its gates to visitors in 1961 (Chapman 1984). A portion of this property was later sold to the University of Waterloo in 1972 (McKenzie 2011). The Rockwood Conservation Area is located east of Guelph on the outskirts of the village named Rockwood, residing by the Eramosa River (Chapman 1984). Its location is accessible to countless schools in Guelph, Kitchener, Waterloo, Cambridge, Hamilton, and the Greater Toronto Area. The conservation area possesses unique geological features, such as potholes created by the runoff of the Wisconsin glacier several thousand years ago, which includes the creation of the world’s largest pothole, the Devil’s Well (Morgan 2002). Morgan (2002) mentions that other features such as caves, wetlands, gorges, limestone cliffs, forests, trails, lakes and rivers can be found within the Rockwood area. Furthermore, camping, fishing, hiking, canoeing, and mini-golf are a few of the many recreational activities currently offered at the conservation area (Rockwood Conservation Area 2011). Literature Review Four main concepts were uncovered from the literature that was analyzed in relation to the implementation of an outdoor educational program. A deeper understanding of these four key concepts will help develop a more appropriate, as well as an all-encompassing program that would achieve its goal in all fullness. These concepts include curriculum, teaching techniques, benefits of outdoor learning, and conservation. The following paragraphs will specify relevant information pertaining to the proposed outdoor education program. Curriculum All school boards within the province of Ontario share the same curriculum. Under the Ontario School Board Curriculum, grade seven and eight students cover a wide range of topics that would be applicable to the development of learning activities for the proposed outdoor education program. The requirements of geography entails that grade seven and eight students learn about the environment, environmental issues, physical and human geography, and fundamentals pertaining to mapping. Regarding the requirements of science, grade seven and eight students learn about the impacts of pollution, water systems, the use of human technology and the use of fluids in technology and industry (Ministry of Education 2004). Teaching Techniques Through a thorough examination of journal articles, significant and positive teaching techniques were outlined. These methods can be utilized to enhance the learning and the overall outdoor experience for students. One study prepared by Vivian Shulman (2005), illustrated how teacher participation in planning workshops would lead to the development of discovery-oriented activities intended for student learning. This study was conducted in New York City, focusing exclusively on middle schools. Its purpose was to establish the impact regarding planning workshops on student academics. Thus, the study concluded that teacher involvement in planning programs would undeniably lead to a larger number of students meeting curriculum standards (Shulman 2005). An additional study presented by Terry Shaw and Terence Mills (1981), examined the association between outdoor education and student motivation in relation to learning. The results revealed that students preferred hands-on instruction and active learning in comparison to learning within a classroom. Additionally, student-teacher relations improved after such an experience (Shaw and Mills 1981). Simon Beames and Hamish Ross (2010) conducted their research in the Edinburgh area in England, which focused on the importance of student preparation prior to exploring school grounds, as this would reinforce knowledge pertaining to human and ecological influences on the environment. The findings revealed that students acquired the ability to construct their own learning plan appropriate to the demands of the curriculum (Beames and Ross 2010). Ina Stan’s (2009) study assessed the importance of facilitators and teachers that accompany school field trips. The area of study where the research was conducted was in a rural area of the English countryside. Stan (2009) concluded that facilitator presence and interaction with students would irrefutably contribute to a positive and successful outdoor experience. Furthermore, the experience appears to be most positive when the facilitator is directly engaged with the visiting group of students by means of social interaction, and thus, both will share in the learning experience (Stan 2009). Benefits of Outdoor Learning The vast majority of studies analyzed described the positive characteristics associated with outdoor learning. Peter Gibson’s (1979) article discussed the therapeutic benefits associated with outdoor activities. Gibson’s (1979) findings demonstrated that outdoor activities enabled participants to develop superior communication skills along with methods of handling conflict with others. Accordingly, these activities improved relationships amongst participants, while providing a more relaxed and non-restrictive learning environment (Gibson 1979). Chris Taylor, Sally Power and Gareth Rees (2010) performed their research in the United Kingdom, and based on their findings they declared that student participation in outdoor learning activities had essentially enhanced cognitive skills, personal development and improved social interaction capacities. A study performed in Melbourne, Australia by Cecily Jane Maller (2009), examined the correlation between the overall well-being of children in conjunction with hands-on contact with nature. The final results indicated that such activities had a positive impact on the emotional, social, and mental well being of children (Maller 2009). Richard Louv, author of the book entitled Last Child in the Woods, discussed the implications linked to the â€Å"Nature Deficit Disorder,† which was the focal point of the article presented by Kathleen Kennedy Manzo (2008). Louv declared that childhood obesity, depression, and the prevalence of attention disorders would amplify as a result of inadequate outdoor experiences. The necessity of nature-based learning is not limited to matters of health, as outdoor education can provide assistance in regards to student academics, social interaction, self-confidence, and will inevitably create an eagerness to learn and explore (Manzo 2008). Conservation The notion of conservation is quite significant especially when developing outdoor learning programs. The articles reviewed below portray student views in relation to conservation methods, and how their beliefs and attitudes have been altered after partaking in an outdoor education program. The study carried out by John Crompton and Christine Sellar (1981), utilized a sample group of third, fourth and sixth grade classes in Texas to show how outdoor learning can be used to influence children’s thoughts pertaining to conservation. The study concluded that outdoor education increased environmental awareness and sensitivity amongst students, and as a result, these newfound attitudes became a part of their beliefs (Crompton and Sellar 1981). Throughout Pavol Prokop’s (2007) article, he observed the short-term effects field programs had on student knowledge and their attitudes toward the environment. Prokop (2007) conducted his research in Slovakia, and he decided to narrow his study to rural schools, gathering student responses of those in grade six. The results show that student involvement in outdoor field activities had actually strengthened their knowledge of classroom material, and students became more appreciative of biological and ecological matters (Prokop 2007). Jeffery Marion and Scott Reid’s (2007) study centered on the use of low impact educational programs. These programs support a type of interaction with nature that leaves it completely undisturbed. Marion and Reid (2007) concluded that low impact education programs were successful in shifting participants’ attitudes in matters of conservation. As a result, participants were found likely to partake in conservation acts including reducing damage to the environment by means of disposing of garbage appropriately and following park regulations (Marion and Reid 2007). Methods Derived from Literature Review All the studies mentioned above obtained their data through participation and observation, and through the use of questionnaires, as well as focus groups. However, these methods have no implication on the outdoor education program that will be developed. The methodology that will be utilized for this study includes an analysis and observation of terrain and environmental characteristics. Therefore, the proposed study will not consist of data collection or participant input. The articles above were solely used to demonstrate the positive attributes in regards to the necessity of outdoor education programs. Therefore, their methodologies will not be discussed in greater detail. Goals and Objectives The goal of this study is to provide a comprehensive, flexible, and environmentally focused outdoor education program geared towards middle-school students, particularly those in grades seven and eight. This program will foster teamwork, creativity, and an appreciation for the environment, creating a positive experience gained through practical learning. Four objectives are required to achieve this goal. The first objective is to develop potential program activities that could be employed for the outdoor education program. The second objective is to analyze the conservation area for key locations that can be utilized for the program activities. The third objective would include the connection of these key location-based attributes to the designated activities, and relating this to the Ontario School Board Curriculum requirements. The fourth and last objective includes the construction of a flexible program that flows from activity to activity, covering a wide range of topics that coincides perfectly with the Ontario curriculum. Methodology The existing educational programs offered at Rockwood Conservation Area are sufficient for all ages; nonetheless, the research for this proposal will focus on improving the diversity of programs designated for middle-school students. Exploring background information pertaining to the Rockwood Conservation Area is crucial prior to fieldwork, as this will provide insight regarding past and present conditions, including geologic formations. Furthermore, through the use of topographic maps and aerial photographs, additional knowledge concerning the physical attributes of the area can be obtained. The significance of carrying out these methods is for decision-making purposes regarding where proposed educational activities will be positioned along the trail. Several literature reviews were conducted concerning the feasibility of outdoor learning as a core component of the Ontario school curriculum. Corresponding research topics included: learning benefits of outdoor education for both teachers and students, teaching techniques associated with mapping skills, and environmental awareness. The outdoor learning program currently offered at Rockwood Conservation Area was reviewed and taken into consideration for the implementation of proposed educational activities that would concur with any school curriculum. Prior to fieldwork, it is essential to determine the criteria required to construct an exceptional educational experience for students. Examples of such criterion includes the length of walking involved, the necessity of definite stops for discussion exercises, as well as enforcing students to remain on the designated path due to conservation issues and safety concerns. Lastly, the materials required such as maps of the area, a compass, and weather-appropriate gear, must be obtained prior to field research. Materials  · Compass  · Aerial photographs of Rockwood  · Map of the Rockwood Conservation Area  · Pens, pencils, notepad  · Mobile communication devices  · Digital Camera  · First aid kit  · Stopwatch  · Raincoats and boots Flexible Timeline January 7, 2011 (Friday) First class meeting: assemble a research group and decide upon a topic for the proposed research project. January 14, 2011 (Friday) Second class meeting: research was conducted in relation to background and site information of the Rockwood Conservation Area, as well as educational programs currently offered. The topic was narrowed down, and tasks were allocated to all group members. January 19, 2011 (Wednesday) First group meeting held at the Dana Porter Library, where each group member presented the literature they obtained over the past week, and explained its relevance to the proposed project. The project goal and objectives were discussed during this meeting. January 21, 2011 (Friday) Third class meeting: methodology, budget and timeline were considered. Each group member was given a section of the pre-field proposal report to be completed by January 26, 2011. January 26, 2011 (Wednesday) Second group consultation at the Davis Centre Library: integration of all components required for the final pre-field proposal. A team name was deliberated and decided upon. Group members were required to revise and format the field proposal on their own time. January 28, 2011 (Friday) Class meeting: submit a hard copy of the pre-field proposal. Discuss and finalize schedule for field visits. February 4, 2011 (Friday) Class meeting: amend the proposal and enhance project plan. Each group member will be responsible for bringing their own ideas regarding potential education programs to the class meeting. As well, the team must consider how the educational activities will be carried out. February 11, 2011 (Friday) Preparation for fieldwork: arranging rides, buying materials, considering safety precautions, and so forth. It is important to become familiar with the Rockwood Conservation Area through the use of maps. March 4, 2011 (Friday) First field visit to the Rockwood Conservation Area (by ourselves): take notes of the vicinity, and perform and strengthen activities. Take pictures to use in the final report. March 11, 2011 (Friday) Field visit with professor and teacher assistant: complete unfinished tasks from previous visit and carry out any additional work. March 15, 2011 (Tuesday) Group consultation: submit a summary of fieldwork. March 23, 2011 (Wednesday) Group consultation: prepare and practice for final presentation. March 25, 2011 (Friday) Give a class presentation: group seminar. April 15th, 2011 (Friday) Submit final report no later than this date. *Dates are subject to change due to weather variability. Budget Work Hours Research: 40 hours Includes preliminary research on methods and background information on Rockwood Conservation Area. Development of research plan and methodology Meetings: 100 Hours Includes weekly meetings to review and discuss methods, research, fieldwork, and the development of the education program. Reports: 50 Hours Includes production of statement of research and field plan, field work summary, and the final report Fieldwork: 180 hours Time for 6 Take a Hike researchers at Rockwood for 30 hours (Including travel) Analysis of site, selection of trails, and activity testing Summary of hours Item |Estimated* |Actual | |Research |40 | | |Group Meetings |100 | | |Reports |50 | | |Fieldwork |180 | | |Total: |370 | | * Labour costs are $25 per hour Materials/Additional Items Item |Estimated |Actual | |Field Supplies |$300 | | |Printing |$150 | | |Transportation |$250 | | |Meals |$350 | | |Total: |$1050 | | The total estimated labour and material costs for the development of the outdoor education program are $10,300. Actual figures will be provided as milestones are completed and the project progresses. Time Management Schedule Dates |Group Hours |Rey |Peter |Andrew |Rachel |Stephy |Zach | |01/07/2011 (In Class) |2 | | | | | | | |01/14/2011 (In Class) |2 | | | | | | | |01/21/2011 (In Class) |2 | | | | | | | |Components | | | | | | | | |Literature search | |1. 5 |2 |2 |3. 5 |4 |2 | |Methodology | | | | |2 | | | |Budget | | | |1 | | | | |Materials | |0. | | | | | | |Ethics | | | | | | |0. 5 | |Timeline | | | | | |0. 5 | | |Literature review | | |6 | | | | | |Editing |5 | | | | | | | Research and Ethics According to the Office of Research and Ethics, since the development of our project does not consist of research that involves humans as participants or research with animals, we do not need to apply for ethics approval from the University of Waterloo. We have the permission from the University of Waterloo for our research in the course Geography 391 – Field Research. In this course we will be working under the supervision of the Adjunct Associate Professor and Undergraduate Associate Chair, Ian McKenzie for the remainder of the Winter 2011 term. Conclusion The various studies examined confirm that the development of an education program within the Rockwood Conservation Area would be beneficial to its participants. The core components of the Ontario School Board Curriculum for science and geography, particularly for grades seven and eight, could easily be integrated into an outdoor education program using the unique natural landscape of the conservation area. Moreover, the teaching techniques associated with outdoor education programs would benefit both the students and teachers in matters concerning social interaction, academics, cognitive abilities, creativity, and physical health. Finally, nature-based learning exhibits conservation methods used to boost environmental consciousness. Take a Hike – Outdoor education can provide all services needed to accomplish this task and develop a comprehensive program for the Rockwood Conservation Area. ***Still need to work on works cited!!! Bibliography Stan, I. (2009). Recontextualizing the role of the facilitator in group interaction in the outdoor classroom. Journal of Adventure Education Outdoor Learning, 9(1):23–43. ( informaworld. c om/smpp/content~db=all? content=10. 1080/14729670902816611) Marion, J. , Reid, S. (2007). Minimizing Visitor Impacts to Protected Areas: The Efficacy of Low Impact Education Programmes. Journal of Sustainable Tourism, 15(1), 5-27. Retrieved from EBSCOhost. ( informaworld. com/smpp/content~db=all~content=a907373106~frm=titlel ink? words=minimising,visitor,impacts,protected) Chapman, L. J. and Putnam, D. F. (1984) The Physiography of Southern Ontario; Ontario Geological Survey, Special Volume 2, 270p. Accompanied by Map P. 2715 (coloured), scale 1:600,000. Toronto: University of Toronto Press Morgan, D. A. , (2002). The Grand Strategy: May-June 7, 4. Glacial Potholes at Rockwood 1-2. Rockwood Conservation Area, Summer 2010. Rockwood Conservation Area: A geological and biological treasure chest. Beames, S. and Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education Outdoor Learning, 10(2):95–109. ( informaworld. com/smpp/content~db=all? content=10. 10 80/14729679. 2010. 505708) Shulman, Vivian, and Deirdre Armitage. Project Discovery: An Urban Middle School Reform Effort. Education and Urban Society 37. 4 (2005): 371-397. Scholars Portal Journals. Web. 18 Jan. 2011. Shaw, Terry, and Terence Mills. Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings. The Journal of Early Adolescence 1. 2 (1981): 135-145. Scholars Portal Journals. Web. 19 Jan. 2011 Prokop, Pavol. â€Å"Short-Term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: a Slovak Experience. † Journal of Science Education and Technology 16. 3(2007). Web Jan 2011. DOI: 10. 1007/s10956-007-9044-8 Crompton, John L. Christine Sellar. â€Å"Do Outdoor education Experiences Contribute to Positive Development in the Affective Domain? † The Journal of Environmental Education 12. 4. 1981. Print. Gibson, Peter M. â€Å"Therapeutic Aspects of Wilderness Programs: A Comprehensive Literature Review. † Therapeutic Recreation Journal 2nd quarter. 1979. Print. Ministry of Education. â€Å"History and Geography. † The Ontario Curriculum. 2004. Ministry of Education. â€Å"Science and Technology. † The Ontario Curriculum. 2004. McKenzie. â€Å" Year when University of Waterloo bought property in Rockwood. † Personal Communication. Jan 21,2011.

Practice in Identifying and Correcting Verb Tense Errors

Practice in Identifying and Correcting Verb Tense Errors This proofreading exercise will give you practice in identifying and correcting verb tense errors. Before attempting the exercise, you may find it useful to review our pages on regular verbs and irregular verbs. Instructions The following passage contains 10 errors in verb tense. The first paragraph has no errors, but each of the remaining paragraphs contains at least one faulty verb form. Identify and correct these errors. When youre done, compare your answers with the key below. The Worst Tourist The least successful tourist on record is Mr. Nicholas Scotti of San Francisco. In 1977 he flew from America to his native Italy to visit relatives. En route, the plane made a one-hour fuel stop at Kennedy Airport. Thinking that he has arrived, Mr. Scotti got out and spends two days in New York believing he was in Rome. When his nephews are not there to meet him, Mr. Scotti assumes they had been delayed in the heavy Roman traffic mentioned in their letters. While tracking down their address, the great traveller could not help noticing that modernization had brushed aside most, if not all, of the ancient city’s landmarks. He also noticed that many people speak English with a distinct American accent. However, he just assumed that Americans were everywhere. Furthermore, he assumed it was for their benefit that so many street signs were written in English. Mr. Scotti spoke very little English himself and next ask a policeman (in Italian) the way to the bus depot. As chance would have it, the policeman came from Naples and replies fluently in the same tongue. After twelve hours traveling round on a bus, the driver handed him over to a second policeman. There followed a brief argument in which Mr. Scotti expresses amazement at the Rome police force employing someone who did not speak his own language. Even when told at last that he was in New York, Mr. Scotti refuses to believe it. He was return to the airport in a police car and sent back to California.–Adapted from Stephens Piles Book of Heroic Failures, 1979) Answers The least successful tourist on record is Mr. Nicholas Scotti of San Francisco. In 1977 he flew from America to his native Italy to visit relatives. En route, the plane made a one-hour fuel stop at Kennedy Airport. Thinking that he had arrived, Mr. Scotti got out and spent two days in New York believing he was in Rome. When his nephews were not there to meet him, Mr. Scotti assumed they had been delayed in the heavy Roman traffic mentioned in their letters. While tracking down their address, the great traveler could not help noticing that modernization had brushed aside most, if not all, of the ancient city’s landmarks. He also noticed that many people spoke English with a distinct American accent. However, he just assumed that Americans were everywhere. Furthermore, he assumed it was for their benefit that so many street signs were written in English. Mr. Scotti spoke very little English himself and next asked a policeman (in Italian) the way to the bus depot. As chance would have it, the policeman came from Naples and replied fluently in the same tongue. After twelve hours traveling round on a bus, the driver handed him over to a second policeman. There followed a brief argument in which Mr. Scotti expressed amazement at the Rome police force employing someone who did not speak his own language. Even when told at last that he was in New York, Mr. Scotti refused to believe it. He was returned to the airport in a police car and sent back to California.–Adapted from Stephens Piles Book of Heroic Failures, 1979