Program Introduction and Building Ecological Awareness

Objectives:
  • Distribute course materials
  • Inform and inspire the students about the program
  • Generate a collaborative definition of the respective city
  • Conduct pre program survey and gather individual student information
  • Introduce new vocabulary
  • Begin the writing process

Common Core Standards:
  • CCSS.ELA-LITERACY.W.9-10.2.D
    • Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • CCSS.ELA-LITERACY.W.9-10.10
    • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.W.11-12.3.D
    • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Materials:
Introduction:
  • Distribution of Syllabus, Expectations, Goals, and Grammy Museum Notebooks.

Individualizing Notebooks
  • Express the importance that these notebooks will hold over the coming weeks. The notebook will become a collection of ideas, knowledge, art, ecological awareness, etc.--an extension of themselves. The notebook will be a chronicle of the journey of this program.
  • Have students write their name and a symbol to represent themselves on the front cover of their book.
    • Define the term “symbol” if need be and offer examples to assist students.
Anticipatory Set - Heuristic Mind Maps: The class will create a collaborative definition of their city. Either on the white/chalkboard in front of class or on an a projector, recreate the “City Mind Map” which is included in the course materials section.
  • Write the name of the city in the central bubble.
    • secondary bubbles with the following titles will be drawn:
      • History
      • Geography
      • Climate
      • Politics
      • Landmarks
      • Sites, Sounds, Smells (Sensory)
      • Nature/Wildlife
      • Cultures
      • Problems
      • Successes
      • Art
      • Music
  • Students should collaboratively offer up ideas, thoughts, words, examples which help to define all of these aspects of their city.
  • Students will copy the completed Mind Map onto the first page of their notes.

Vocabulary: Have students copy the following definitions into their respective notebooks.
  • organisms: a group of things working together to operate as a whole.
  • environment: the circumstances, objects, or conditions which surround an organism.
  • ecosystem: a system formed by the interaction of a community of organisms with their physical environment.
  • ecology: the study of the interactions between organisms and their environment (how they affect each other). 



Journal Timed Freewrite:
  • These timed freewrites will start each class, and create a rhythm to the beginning of each session, along with developing the craft of journaling as an integral process of generating, fostering, and capturing inspired thoughts and ideas.
  • Have students copy down the following:
    • Rules for all freewrites:
      • Do not stop moving your hand for the entire time given to write.
      • Do not stop and re-read your work.
      • Do not edit or worry about any grammatical or spelling issues.
      • Let your mind wonder and practice the art of simply recording the thoughts that present themselves.
      • If you get stuck, write single words, write rhyming words, write the same word over and over keep pushing until a flow is found.
      • Details, details, details
      • Breathe
  • Prompt: Consult the “Ecology Facts and Journal Prompts” handout to choose a topic for this class.
    Play an instrumental track (open to teacher discretion, or may use provided instrumental tracks on computer). Track should be between 5-8 minutes in length. 
  • Encourage students to write for the whole amount of time. When the song has expired allow students to re-read their work. Students should underline lines or sections that are of particular interest. Allow students to share with partners or the class.

Homework/Closure:
  • Handout the Nature Journal Prompts handout. Students should fold this handout and keep it in their journal. These activities can be used through out the course, as classroom or homework assignments. They are a collection of hands on observation activities which ask the student to investigate their surroundings.
  • Students shall conduct an observation of their favorite street. In their journal they should complete ONE of the following tasks:
      • Sit and observe the ecosystem of your home street.
        • Sketch a map of the street and detail all the items that make up the organisms and the environment.
          • e.g. houses, trees, cars, people, animals, etc.
          • Be specific
      • Sit and observe the ecosystem of your home street.
        • Write for 3 minutes about the sounds, sights and smells which fill your street’s unique eco-system. Use adjectives to really describe all that is around.
      • Sit and observe the ecosystem of your home street.
        • Take 5-10 photos/videos of the sounds, sights and smells which fill your street’s unique eco-system.
        • Post these photos to your instagram page with a brief description of the photo, the location of the photo, and the hashtags:
          • #ourcityandnature
          • #uniqueecology
          • #grammymuseum
    • Students will bring this assignment to the following class, and classify the various elements of their street into “Living/biotic” and “Non-living/abiotic” items. This will help build an awareness of the interplay of the urban ecosystem.