Dear Waters Ecology Friends,
Besides working in the garden and on the river, hopefully to make them more beautiful, healthy and bio-diverse, for our kids to experience and learn from, when we finally get back to school.
I've been trying to do guest appearances with some of our classrooms.
Recently I have visited the 6th grades, first talking about creating pandemic journals, historical journals that each child uses to document their experiences, internal AND external, including close observation and questioning of nature.
We also did a lesson on CSOs (combined sewage overflows) and how we can help STOP sewage from entering the river. It starts with an understanding of our homes, and pipes, and streets and habits. In the end it IS up to us. I sent out a wonderful video clip of Kari Steele, head of the Board of Commissioners, who was a former chemist for the District, asking people to NOT flush the various "wipes" down the toilet.
It reminds the kids that besides clogging pipes (and sump pumps) these nonflushables end up in the river and hanging from tree limbs during CSOs (sewage overflows)
I hope to visit all the grade levels to figure out ways for students and families can have at least some of the experiences of the ecology program. Much of our paradigm is students directly encountering nature (and human culture) and making assessments, thinking, asking questions, jotting down their own, individual thoughts.
https://www.youtube.com/watch?v=2CbnYdRetD4&feature=youtu.be
I'm also visiting with 1st grade, checking in on their tree ID memory. They are GOOD! I encourage you to take your 1st graders for walks and look at the trees: All of them. Collect leaves. Describe their shape and other unusual attributes. They also sang with me : Oh the trees! and Who has seen the wind.
Mr Leki
Besides working in the garden and on the river, hopefully to make them more beautiful, healthy and bio-diverse, for our kids to experience and learn from, when we finally get back to school.
I've been trying to do guest appearances with some of our classrooms.
Recently I have visited the 6th grades, first talking about creating pandemic journals, historical journals that each child uses to document their experiences, internal AND external, including close observation and questioning of nature.
We also did a lesson on CSOs (combined sewage overflows) and how we can help STOP sewage from entering the river. It starts with an understanding of our homes, and pipes, and streets and habits. In the end it IS up to us. I sent out a wonderful video clip of Kari Steele, head of the Board of Commissioners, who was a former chemist for the District, asking people to NOT flush the various "wipes" down the toilet.
It reminds the kids that besides clogging pipes (and sump pumps) these nonflushables end up in the river and hanging from tree limbs during CSOs (sewage overflows)
I hope to visit all the grade levels to figure out ways for students and families can have at least some of the experiences of the ecology program. Much of our paradigm is students directly encountering nature (and human culture) and making assessments, thinking, asking questions, jotting down their own, individual thoughts.
https://www.youtube.com/watch?v=2CbnYdRetD4&feature=youtu.be
I'm also visiting with 1st grade, checking in on their tree ID memory. They are GOOD! I encourage you to take your 1st graders for walks and look at the trees: All of them. Collect leaves. Describe their shape and other unusual attributes. They also sang with me : Oh the trees! and Who has seen the wind.
Mr Leki
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