online teacher guide compilation version 2-2€¦ · On March 17, 1946 the first outdoor school, at Camp Cuyamaca, opened to serve the youth of San Diego County. In 1947 Denver C

CLASSROOM TEACHER GUIDE 1

CLASSROOM TEACHER

GUIDE

858 292-3695 – SDCOE-6401 LINDA VISTA ROAD, SUITE 410, SAN DIEGO, CA 92111

760 765-3000 – CUYAMACA OFFICE, 12561 HIGHWAY 79, DESCANSO, CA 91916

760 765-4110 – CUYAMACA HEALTH OFFICE

760 765-4108 – CUYAMACA CHILD NUTRITION SUPERVISOR

760 765-4109 – CUYAMACA MAINTENANCE OFFICE


Contents

I INTRODUCTION ....................................................................................................................................... 3 II PHILOSOPHY AND GOALS ................................................................................................................... 5 Ill CLASSROOM TEACHER ACTIVITIES & RESPONSIBILITIES ........................................................ 5 IV OUTDOOR SCHOOL PROCEDURES ................................................................................................... 9 V CUYAMACA OUTDOOR SCHOOL ..................................................................................................... 18 VI CURRICULUM ...................................................................................................................................... 24 VII PRE-VISIT CLASSROOM ACTIVITIES ............................................................................................ 25 VIII POST- VISIT CLASSROOM ACTIVITIES ....................................................................................... 35 IX OUTDOOR SCHOOL VOCABULARY ............................................................................................... 37


I INTRODUCTION

A. History of San Diego Outdoor Education On March 17, 1946 the first group of San Diego sixth graders journeyed with their classroom teachers to Camp Cuyamaca. The experience of spending five days and four nights in the mountains as part of a sixth grader’s science and social studies lessons was unusual at the time, only being done in a few other places throughout the United States.

The concept was a good one: Provide first hand experiences in environmental education and natural sciences while, at the same time, exposing children to social situations requiring the application of democratic principles and individual responsibility. The idea caught on. Today, the San Diego County Office of Education operates Cuyamaca Outdoor School and serves nearly 13,000 sixth graders annually from numerous school districts and a number of private schools. The state of California has in excess of 50 programs providing such experiences for over 136,000 students each year.

1940’s

In 1942, the W. K. Kellogg Foundation of Battle Creek, Michigan held a national conference, with the Michigan State Department of Education acting as host. The purpose was to spread the word about putting children back in touch with nature in a school-out-of-school environment. Representatives from San Diego City and County attended this conference. As a result, they gained knowledge and inspiration in planning the outdoor education program for San Diego County.

On March 23, 1943, the San Diego City Council and the County Board of Supervisors voted to establish a legally constituted body to do what was necessary in obtaining a permanent campus for its young citizens. This action established the SDCCCC (San Diego City-County Camp Commission).

Edwin E. Pumula was the first executive secretary-director of the camping commission. This highly qualified man had gained valuable experience in the Foundation camping program. He guided, promoted and helped develop the program until his retirement in June 1974.

On March 17, 1946 the first outdoor school, at Camp Cuyamaca, opened to serve the youth of San Diego County.

In 1947 Denver C. Fox was appointed principal of the elementary program at Camp Cuyamaca. As the program grew, he presided as principal of three sites: Palomar, Cuyamaca and Marston. Mr. Fox maintained this leadership role until May 1971.

1950’s and 60’s

The focus of the 50’s and 60’s pushed for improved teaching skills, greater curriculum definition and increased training to benefit the preparation of outdoor educators.

1970’s

In 1972 the transfer of responsibility from the SDCCCC to the San Diego County Office of Education was made. This office is now responsible for the operation of the program and the hiring of its employees.

In 1974, aides, now titled “specialists,” replaced most of the credentialed teachers on site. The credentialed teachers had been “loaned” to the program from participating school districts.

1980s

Throughout its development, outdoor education has been influenced by individuals and trends in society as a whole. The progressive education movement fostered by such men as John Dewey and William H. Kilpatrick stressed recognition of young people’s needs.

1990’s and 2000’s

The 1990’s and 2000’s have seen the program redefine it’s goals, rewrite the curriculum, expand to serve all grades with the Outreach Program and focus on service to the students and teachers.

We currently operate the largest Outdoor School program in California, serving 12,000 students at Cuyamaca. Our challenge is to serve all 6th grade students, giving them an opportunity to learn, grow and experience this once-in-a-lifetime opportunity that has connected the generations since 1946.

Site Information

Since 1946, the outdoor school sites have been located throughout the mountains of San Diego County. The following facilities have been used at various times due to additional school district participation and during


construction of new buildings at the Palomar and Cuyamaca sites.

1. Cuyamaca Outdoor School: Cuyamaca Rancho State Park

1946 (3/17): first campsite, old CCC camp, used by sixth-graders

1969: new buildings completed

2010: new buildings completed and village concept introduced

1946: to present, in continuous use by sixth graders from San Diego and other counties

2. Palomar Outdoor School: Palomar Mountain State Park

1946: camp for secondary age children, old CCC camp

1955: used by sixth graders, upper grade program phased out

1969: new buildings completed

1983-2011: used by San Diego Unified for Sixth Grade Off-Campus Race-Human Relations Program

2011: San Diego Unified stopped providing funding for outdoor education

3. Camp Davidson: Julian, CA

1957 - 1960: leased from YMCA, student numbers increase

1963 - 1969: leased from Girl Scouts, used during construction of Cuyamaca Outdoor School.

4. Camp Marston: Julian, CA

1960 - 1974: leased from YMCA, larger than Davidson

1982 (Feb. - June): leased from YMCA, opened for San Diego Unified Schools

5. Palomar Ridge Camp: Palomar Mountain

1968-1969: leased from Baptist Church, used during construction of Palomar Outdoor School

1979 (May - June): leased from Baptist Church, opened for El Cajon Schools, two and one half day encampments

6. Mataguay Camp: Highway 79

1974 (April - June): leased from Boy Scouts, opened for Santee Schools

7. Denver C. Fox Outdoor School: Highway 76

1974 – 1978: acquisition as third permanent site

1979 – 1982: used as needed

1982: leased to County Probation Department

1988-2010 reopened as outdoor school site

2010: closed as an outdoor school site but is available for rent/lease

B. Role of Classroom Teacher The classroom teacher plays a vital role in the continuing operation of the program. The Outdoor School staff thinks of you and the students as our clients and we strive to treat you that way during your visit. We know you work very hard to organize and prepare the students academically, emotionally and physically for the experience and we want to provide you with the best program possible.

Soon after your arrival, you will have an orientation meeting with the Outdoor School Principal and your village Head Teacher regarding the details of your work schedule and activities on site. This manual has sample schedules, maps, menus, and policies for you to review before your arrival so you have a better idea of what to expect. We do not require you to sleep with the students, teach classes or perform first aid. Generally speaking, you are there to assist with program duties, be there as support for your students, and to learn and have fun with everyone!

Classroom Teacher Duties

As classroom teachers, each of you will meet with your students for ½ hour each morning for a check-in, you will supervise in the dining hall and recess each afternoon and assist with one activity. You are also most welcome to participate voluntarily in any or all of the activities with your students.


You may find it valuable to see how your students respond to a variety of teaching styles. Such participation also provides you with the information necessary to better prepare next year’s sixth grade class for the Outdoor School experience.

Because of the 24 hour-a-day nature of the Outdoor School, classroom teacher duties may begin as early as 7:15 a.m., with breakfast table supervision, and run as late as 6:30 p.m. Assistance at all meals is requested. Assigned duty hours for classroom teachers average 11 hours for the week.

C. How to Use the Classroom Teacher Manual Thank you in advance for all of your efforts in preparing your students for their Outdoor School experience. Please use this manual as a valuable aid for preparation, instruction and ensuring a successful week for you and your students at Outdoor School.

Feel free to copy from this manual for your use in preparing your students for the Outdoor School experience.

II PHILOSOPHY AND GOALS

PHILOSOPHY “That which can be learned in the classroom should be taught there, and that which can best be learned in the out-of-doors should be taught there.

L. B. Sharp, 1943

GOALS Students, Outdoor School Staff and Classroom Teachers

Environmental Education Appreciation of Nature Understanding how life functions on Earth Commitment to act responsibly toward the Environment

Social Growth Integrity Cooperation Attitude Respect Esteem

Ill CLASSROOM TEACHER ACTIVITIES & RESPONSIBILITIES

A. Timeline of Activities and Responsibilities

Within First Weeks of New School Year

1. Inform your class of the date for your outdoor school experience and begin to generate enthusiasm among students. Your principal should know the date or you can call the Outdoor School office at 760 765-3000.

2. Assist your principal with planning for any fundraising that may be needed. A fundraising manual is available by calling the Outdoor School. Education Code Section 35335 states: The governing board of any elementary, high, or unified school district may charge a fee for school camp programs, provided that payment of such fee is not mandatory. No pupil shall be denied the opportunity to participate in a school camp program because of nonpayment of the fee.


3. If possible, have one or more of your positive, articulate students from last year’s group speak to this year’s group to share their perspective of the Outdoor School experience, teach them a camp song and generate enthusiasm.

1 – 2 Months Prior to Outdoor School Visit

1. Call sixth grade teachers from schools that will be attending with you to arrange for a pen pal exchange (see page 11 of this manual).

2. Administer pre-test to your students if you choose (in this manual).

3. Present lessons and vocabulary review provided in this manual to your students.

4. An Outdoor School Specialist or Teacher will visit your school (arrange with principal), give a power point presentation and answer questions you and your students may have. Parents of students may also be invited to attend.

5. Review the goals of the program, social and behavioral expectations (there is an excellent social preparation lesson included).

4 - 6 Weeks Prior to Outdoor School Visit

1. Distribute pink medical forms to students for their parents to complete, collect and return to secretary. Your school secretary needs to mail the forms to the Outdoor School Secretary no later than the Wednesday two weeks prior to your schools arrival.

2. Distribute Medication Authorization Form to those students who will be taking medication at Outdoor School. This form requires a doctor’s signature. They can be faxed to the health center at 760 765-9947.

3. Indicate on the student list those students who should be separated and the seriousness of the problem (verbal, fighting, etc.). If the student is non-English speaking, Special Education, new to the school, or needs to be with another student for any reason, please indicate so by pairing them with a “buddy” who can stay in their cabin with them. Give your school secretary this information.

4. Review clothing and equipment list with students. All forms can be found on our website.

1 – 2 Weeks Prior to Outdoor School Visit

1. Complete pre-Outdoor School activities and lessons with your students if you wish.

2. Have students bring their necessary medications to class. Give to the school nurse or her designee to be double-checked and properly packaged. Bring the box of medications with you on the bus and drop-off at the nurse’s station upon your arrival. No medication will be administered without the medication form signed by the doctor, includes prescription and over the counter medications.

3. Review what to bring to outdoor school and answer questions.

4. The Thursday night talent show at outdoor school is so much more effective if you encourage your students to have an appropriate skit prepared ahead of time. You might even have your students perform in front of the class the week before your visit.


Morning of Departure -- DON’T FORGET LIST

B. Classroom Teacher “Don’t Forget”

Checklist Prior to Departure * Fax all last minute health forms to the Outdoor School before students arrive. Cuyamaca’s Fax (760) 765-3001.

Put Medication Authorization, any last minute Student Registration and Health Forms and medications on the bus (or wherever students are riding), after faxing to the Outdoor School.

Have students dressed properly for mountain weather.

Provide masking tape and plastic bags for students who may have forgotten to mark their luggage and protect their sleeping bags from the elements.

Collect all money, food, gum, matches, knives, radios, electronic games, mp3 players, cell phones, curling irons, hair dryers, makeup, perfume, dangling earrings or jewelry of any kind.

Leave students at home if they have a temperature of 100° or higher. Their parents may bring them up later if they get better.

Please arrive between 10am and 10:30am.

*Copy This Page and Keep Handy!

Post Outdoor School Visit

1. Administer post-test to students, if you choose.

2. Complete post-trip projects and activities of your choice.

3. Have students write one more letter to their pen pal.

4. Show the DVD slideshow of photos given to you at Outdoor School. Invite the 5th grade students, if possible.

5. Have several popular/good citizen students visit the 5th grade classrooms and share their experiences, crafts, teach a song and answer questions. (Middle school teachers, if this is difficult for you to do, request the 7th graders to come to your 6th grade class next year).

6. Have students write letters to the outdoor education staff members, if they would like to express their appreciation to them.

C. Pen Pals Pen Pal and photo exchange activities help tremendously with the integration of the Outdoor School. Have students write to pen pals, exchange photos and share information about their hobbies, pets, families and something they are looking forward to doing at Outdoor School. Students will feel as though they already have a new friend upon arrival and the new friend’s race, looks, or socio-economic background will be less relevant to them.

Usually a number of schools are scheduled to attend during the same week. Your principal has received that list of schools or you can call or email Cuyamaca directly for that information. Please work with your fellow sixth grade teachers to call or email the other schools’ sixth grade teachers to arrange a pen pal and photo exchange.

D. Student Meetings Each morning you will have an opportunity to meet with your students. A different activity is available each day.

Tuesday: Hand out 3x5 cards to your students. Have them write their name and their cabin on the front along with three things they are enjoying about camp so far. On the back have them write down anything they think you as


their teacher should know. This activity lets us know if there are any major cases of homesickness or illness. It also lets us know if there is any bullying or school against school activity.

Wednesday: Things to do-Take class photo, students share stories, places , favorite food and new friends, use beanbag sharing activity, ICARE review.

Thursday: Journal writing-Have students share what they are looking forward to. Complete appropriate journal pages.


IV OUTDOOR SCHOOL PROCEDURES

A. Cabin Life Students live in cabins with approximately 60 to 70 other students at Cuyamaca. Although most of the day is engaged in learning activities outside the cabins, time is scheduled for periods of rest, free time and student interaction. Cabin life promotes the Outdoor School social goals of:

Integrity

Cooperation

Attitude

Respect

Esteem 1. CLEANUP

Students are responsible for keeping their cabin and bunk areas clean.

2. SHOWERS

Time is provided each afternoon for students to shower. Shower curtains are provided to ensure privacy for each student. Showers are inside each cabin. Encourage students to practice quick showers at home.

3. FREE TIME

There is just enough free time between learning activities to provide the opportunity for students to play games, make new friends, write letters, and finish craft projects. This is also an opportunity for restroom breaks before the next activity. There is also a 30-45 minute recess period each day.

4. CABIN MEETINGS/TEAM TIME

Cabin meetings occur daily to build teamwork, develop communication and problem solving skills.

5. ICARE ACTIVITIES/BEDTIME STORIES

Teambuilding activities are offered each night in the cabin using the ICARE theme. This is followed by bedtime stories. The purpose of this activity is to have fun and calm the students for sleep. It is against outdoor school policy to tell horror stories. Classroom teachers are welcome to listen as well!

6. SLEEP

To ensure students get adequate sleep, lights go out by 9:30 PM.

7. MORNING - WAKE UP CALL!

Students are awakened between 6:30-6:45 a.m. and are given approximately 30 minutes to prepare for breakfast in the dining hall.


PROGRAMA EDUCATIVO AL AIRE LIBRE ARTICULOS NECESARIOS PARA LLEVAR AL CAMPAMENTO

Esta lista de ropa y equipo que recomendamos puede tambien usarse como un inventario de articulos que su hijo/a llevará al campamento. Todo lo que lleva debe ser empacado en una maleta o bolsa; y una bolsa para dormir (sleeping bag). El clima en el campamento varia. Articulos marcados con (*) significa que son necesarios, al menos que sea indicado diferente. No es necesario comprar ropa nueva si su hijo(a) ya tiene ropa apropiada. Sabemos por experiencia que se siente uno más cómodo con ropa ya usada que con ropa nueva. Las camas y colchones se encuentran en edificios modernos con calefacción. En el campamento no hay venta de estampillas. Es recomendable llevar sobres que incluyan estampillas. NO SE DEBE LLEVAR: dinero, caramelos, goma de mascar, comida (de ninguna clase), linternas, cuchillos, hachas, fósforos, spray para el pelo, lapiceros, radios, juegos electrónicos, secadoras de pelo, rizadoras, o aretes colgantes. Recomendamos no llevar relojes o joyas de ninguna clase. Si los artículos mencionados son llevados al campamento, no seremos responsables si se pierden o se dañan. NOMBRE DEL NIÑO(A)___________________________________________

ARTICULOS PARA EL CAMPAMENTO Los artículos marcados con la contraseña (*) son necesarios.

Rec. Act. Rec. Act. Ropa de Cama, Bolsa de dormir o 1 Ropas Chamarra o abrigo grueso 1

Lino Cobijas y sabanas 2-4 Sueter grueso 1

Toallas de bano 2 Zapatos cerrados y tenis 2 pr

Toallita para lavarse la cara Pantunflas 4 pr

Almohada 1 Camisas 4

Funda de almohada 1 Ropa interior 4

Articulos Cepillo de dientes 1 Calcetines 6-8 de aseo equipo Pasta de dientes 1 Gorra o beanie 1

Jabon 1 bar pijamas 1

Zapatillos de bano 1 pr

Cepillo para cabello o peine 1 Camisetas 4

Kleenex 1 box Cinto 1

Chap stick-pomada para labios resecos 1

Bata de bano 1

Crema para los manos(sin perfume) 1

Cajita para el jabon 1

Sandalias de hule para el bano(chanclas) 1 par

Durante los meses de invierno (Noviembre-Abril) se deberá llevar:

Shampoo 1 sm btl Botas para la lluvia o bolsas de plástico para cubrir pies 1 pr

Equipo Chamarra contra agua (con gorro) 1

Botella de agua, plástico en una correa 1 Guantes 2

Camara (desechable) 1 Bufanda 1

Bolsa para la ropa sucia 1 Durante los meses de calor se deberá levar

Libro para leer 1 Bloqueador solar 1

Estampillas Tarjetas postales (con dirección ya escrita) Gora de beisbol 1

Sobres con estampillas(con dirección ya escrita)

Shorts (se usan solo cuando están en el campus) 2

Papel para escribir Traje de bano (solo durante Sept-Junio) 2

Estampillas

NOTA: Marcar claramente los articulos con el nombre del alumno


WHAT YOUR CHILD WILL NEED TO TAKE TO OUTDOOR SCHOOL Use this list of recommended gear and clothing as an inventory of the items your child takes to the outdoor school. Pack everything your child takes in one suitcase or stuff bag and one bedroll. Do not tie items together. Weather at outdoor school can vary greatly. Items listed below marked with an asterisk (*) are necessary year round unless otherwise noted. New clothing should not be purchased unless necessary. Experience has shown that comfortable old clothing is more satisfactory. Beds and mattresses are provided in modern heated facilities. Stamps are not available at the site. Stamped, pre-addressed postcards or envelopes are a good idea. DO NOT BRING: money, candy, gum, food of any kind, flashlights, knives, hatchets, matches, hair spray, and other spray items, radios, iPods, MP3 Players, electronic games, cell phones, hair dryers, makeup, perfume, curling irons, or dangling earrings. We recommend not bringing a watch or jewelry of any kind. If brought, we will not be held responsible for lost or damaged items. CHILD'S NAME__________________________________________

WHAT TO TAKE TO OUTDOOR SCHOOL - ALL ITEMS MARKED ( * )ARE NECESSARY Recommended Actual Recommended Actual

_____________________________________________________________________________________ Bedding, * Sleeping bag 1 Clothing * Heavy jacket or coat 1

Linen or blankets & Sheets 2-4 * Heavy sweatshirt 1

* Bath towels 2 * Shoes: closed toe

Washcloth 1 and/or tennis shoes 2 pr

Pillow 1 * Long pants 4 pr

Pillowcase 1 * T-shirts or sport shirts 4

Toiletries * Toothbrush 1

* Toothpaste 1 * Underwear 4

* Soap bar * Socks 6-8

* Hat or beanie 1

* Comb or brush 1 * Pajamas 1

Kleenex 1 box Shower shoes 1 pr

Chap stick 1 Undershirts 4

Hand lotion (unscented) 1 Belt 1

Soap box 1 Bathrobe 1

Shower shoes 1 During winter months (November-April), take

* Shampoo 1 sm btl * Rain boots or 6 bread bags to cover shoes 1 pr

* Rain coat with hood 1

Equipment * Water bottle on a strap or hip pack 1 * Gloves or mittens 2

Camera (disposable) 1 * Scarf 1

Laundry bag 1

Leisure reading book 1 During warm months, take

* Sunscreen 1

Stamped Postcards (addressed) * Shade hat 1

Stamped Envelopes (addressed) Shorts (worn on campus only) 2

Writing paper * Bathing suit (Sept and June only) 1

Extra stamps

NOTE: **Clearly mark all articles with the child’s name**


What to Bring to Outdoor School

Classroom Teachers • Bedding (sleeping bag or sheets and blanket, pillow).

• Toilet articles, including soap, towels (hair dryers or curling irons are o.k.).

• Comfortable hiking shoes and or closed toed tennis shoes. (Must wear closed toed shoes on campus.)

• Clothes, appropriate to the season. (Nights can be cool even in the spring and fall.)

• Other Items

Rain gear Books/Games Bathing Suit (Sept and June)

Flashlight Crafts Sunglasses, Sunscreen

Alarm Clock Camera/Film Hat

Watch Chap stick Binoculars

DVDs

Local Attractions: • Julian, a quaint mountain town, is within 25 minutes driving time of Cuyamaca Outdoor School.

• Viejas casino and outlet stores are located 20 minutes away just off the 8 freeway.

Food and Snacks

• There is a kitchen in the staff house with refrigerator, stove and microwave for your use.

• You may bring your own food and snacks but please keep them in the box provided for this use.

• Laundry facilities are available for classroom teachers. Bring Quarters.

• No alcoholic beverages allowed on campus. No smoking allowed on campus.

See you soon!


C. Dining Hall The food at Outdoor School is fantastic! Three hearty meals are served daily. Ten to fifteen students eat

family style with one adult at each table and enjoy conversation about the day’s events. The following is a sample menu for a typical week. MENU

Breakfast Lunch Dinner

Monday Sloppy Joe SandwichesWhole Wheat Buns Steak Fries Tossed Salad Catsup Milk - Water Fresh Fruit

Chicken Fajitas with Veggies Tortillas Spanish Rice with Corn Salsa & Sour Cream Water Ice Cream

Tuesday Pancakes with Oats Syrup Margarine Applesauce Cereal – Rice Crispies Milk – Water

Spaghetti w/Meat SauceParmesan Cheese Wheat Bread Margarine Tossed Salad Milk - Water Fresh Fruit

Breaded Fish Filets Lemon wedges Steamed Broccoli Rice Pilaf Tossed Salad Water Fudge Bars

Wednesday Scrambled Eggs Buttermilk Biscuits Cereal – Toasted Oats Grape Jelly Margarine Fruit - mixed Milk - Water

Turkey Tostadas Refried Beans Salsa & Sour Cream Shredded Cheese & Lettuce Milk - Water Fresh Fruit

Pepperoni & Cheese Pizza Parmesan Cheese Sliced Oranges Tossed Salad Water Frozen Fruit Juice Bars

Thursday Whole Wheat Pancakes Syrup Margarine Cereal – Corn Puffs Fruit – Sliced Strawberries Milk - Water

Chili Con Carne Cornbread Margarine Black Olives, Carrots and Broccoli w/ Ranch Milk - Water Fresh Fruit

Roast Turkey with Gravy Mashed Potatoes Green Beans Tossed Salad Rolls - Margarine Water Baked Fruit Crumble

Friday Scrambled Eggs with Cheese Whole Wheat Tortillas Hash Browns Catsup – Salsa Milk-Water Orange Juice

String Cheese Sun Chips Cranberry Oat Bar Low Sodium V-8 Juice Fruit - Fresh Apple Milk-Water

Students may eat as much (yes, seconds and thirds) as they like. Students are encouraged to at least sample each item. Students with special dietary requirements are accommodated (vegetarian, lactose free, etc.). Please call the school the week prior to your visit regarding these needs and provide the necessary form.

• The outdoor school staff encourages proper dining hall manners throughout the week. Manners we expect: polite conversation, staying seated throughout the meal, taking hats off at the table, using please and thank you, proper passing of food and quiet voices. Please review these dining hail expectations with your students before their visit.


D. Health Services There is one Registered Nurse, one Health Technician and a night time health aide on staff. Each staff member is trained in CPR and First Aid. The health staff will distribute all prescribed medications and can provide care for minor illnesses and accidents. Please call the Outdoor School Nurse to discuss students who are severely impaired. Cuyamaca - (760) 765-4110.

E. Visitors We strongly discourage parents from visiting Outdoor School while their child is attending. Such visits can have a detrimental effect on the child’s development of independence and self-reliance and can trigger homesickness. Parents and students are also discouraged from making phone calls to each other for the same reasons. Emergency phone calls can be handled through the Outdoor School Principal.

School and district administrators, counselors, and PTA representatives are encouraged to visit. Parents may visit during weeks other than when their child is in attendance. Please call the Outdoor School office in advance. We also offer a Saturday Open House in the early Fall.

F. Mail Students will have the opportunity to write home during free time periods in the cabins Monday through Thursday. Students can receive mail Wednesday and Thursday. We suggest that parents send a letter on the Saturday before departure so students can receive mail on Wednesday.

G. Homesickness Students commonly experience varying degrees of homesickness while at Outdoor School. Classroom teachers can help prepare their students for this by having role playing activities that touch on this topic. Students are normally not sent home if they are homesick, but are encouraged to work through their emotions. At the discretion of the classroom teacher (with parental input) a student may be placed with a friend.

H. Bedwetting Bedwetting or enuresis, is rather common in children of this age and should not exclude them from participating at Outdoor School. The staff is trained to deal with enuretic children in a confidential manner. Any “accidents” are handled discretely. We have extra bedding and a washer and dryer in the nurse’s office.


I. Discipline Policy and Procedures All students and parents sign the discipline policy on the back of the (Pink) Student Registration and

Health Form. Please review that information with your students, also found on page (18) of this Guide.

The social situation cards in the pre-activity section of this manual may help some students stay out of

trouble.

Staff Role All staff are trained to use the philosophy of positive discipline with the students. Any discipline must be related, reasonable, and respectful. Classroom teachers are encouraged to treat students from all schools as if they were their own students.

Principal’s List Staff, classroom teachers, and the Outdoor School Principal utilize a discipline log that is found near the Principal’s office. This tool identifies students who have been counseled and/or received consequences. It provides accurate documentation of problems that can be discussed with parents and the home school principal upon return.

Call to Home School and Parents If the discipline policy is broken, the student will have consequences for his/her behavior. In cases of persistent inappropriate behavior, a call will be made to the student’s parents and possibly the home school principal. They can then encourage the student to correct his/her behavior and give the Outdoor School staff advice on how best to work with the child.

The parents are also informed at this time that if the inappropriate behavior continues, they will be responsible for picking up their child.

Sending Students Home The student will be sent home using the above procedure. They are also told during Monday orientation that serious consequences (usually sending a child home) will occur for the following behaviors:

1. Punching or kicking another student with intent to harm them.

2. Vandalism or Theft

3. Drug Usage

4. Inexcusable anti-social behavior

The Outdoor School Principal and the classroom teacher will be involved in the decision on sending a student home. Parents are responsible for picking students up. Home school assumes secondary responsibility.

On the following page is a sample contract, which may be used as a tool to focus an individual student’s behavior.


San Diego County Office of Education -- Outdoor Education

Student/Principal/Teacher Contract Agreement

Name Cabin Act.# School CT

Home Phone Parent’s Name

Administrator issuing contract

Please review the rules we have at our school and if you feel you can follow them and would like to finish your experience with us sign below.

1. Respect the rights of all people

a. Right to feel safe.

b. Right to learn during class times.

c. Right to have a good time during free time and fun activities.

d. Right to feel good about themselves, and to be treated with respect.

2. Be respectful towards and follow directions of all adults.

3. Keep hands (and arms and legs) to yourself. No fighting, play fighting or roughhousing.

I, agree that I need to work on

If I don’t, I realize that I am choosing to accept the consequences for my behavior.

Possible Consequences Circle. (Highlight and check consequences invoked)

1. Contract Check Mon Tues Wed Thurs Fri

Breakfast. At Dining Hall

Recess. Go to Office

Dinner. At Dining Hall

2. Miss Recess. Report to Office.

3. Miss evening program. Report to nurse’s office.

4. Miss Story time. Report to nurse’s office.

5. Sleep in the nurse’s office instead of cabin.

6. Call to home school principal and/or parents.

7. Being sent home.

8. Being suspended from home school

9. Other

Principal/Lead Teacher Signature _______________________________ Date_________ Student Signature_____________________________ Date________

Keep this contract with you at all times.

The Principal or Assistant to the Principal may ask for the contract at anytime.

Student, please show this contract to your instructor before each activity that is highlighted. Ask them to sign it and make a note about your behavior after the activity.


Monday CT or Staff Comment Welcome Walk Showers Dinner Cabin Time Evening Program Stories/Sleepout Tuesday Breakfast Clean up/Grounds/Program Lunch Rest Afternoon Activity Showers Dinner Cabin Time Evening Program Stories/Sleepout Wednesday Breakfast Clean up/Grounds/Program Morning Class Lunch Rest Afternoon Activity Showers Dinner Cabin Time Evening Program Stories/Sleepout Thursday Breakfast Clean up/Grounds/Program Morning Class Lunch Rest Afternoon Activity Showers Dinner Cabin Time Evening Program Stories/Sleepout Friday Clean up/Grounds/Program Breakfast Team Time Autographs


V Cuyamaca Outdoor School A. General Information

Address: Cuyamaca Outdoor School, 12561 Highway 79, Descanso, CA 91916-9731

Phone Numbers: (760) 765-3000

Principal: (760) 765-3000

Nurse: (760) 765-4110 Fax: (760)765-9947

Maintenance: (760) 765-4109

Food Service: (760) 765-4108

Fax: (760) 765-3001

B. Campus and Physical Setting

The campus is located in the center of the beautiful mountains in Cuyamaca Rancho State Park. Ah-Ha-Cuy-a-Mac in the language of the Kumeyaay, loosely translated means “Rain Beyond.” At 4,050 feet elevation, Cuyamaca averages 33 inches of annual precipitation. It can snow anytime between September and June, however, most of the snow we receive falls between December and March. Conversely, we can also have a sunny 70° day any month of the year! Autumn is typically warm (70°- 80° days, 45°-55° nights), sunny and dry. Winter is typically cool (30°-50° days, 20°-30° nights), and wet with an occasional snow storm. Spring season gets progressively warmer and drier from March to June (50°-80° days, 35°-60° nights). The rolling mountains are covered with forests of pine and oak interspersed with large meadows. Wildlife is extremely abundant with healthy populations of deer, coyote, bobcat, and mountain lions as well as a great variety of birds and small mammals. Several streams wind their way through the park and there are over 100 miles of hiking trails. Cuyamaca, Stonewall, and Middle Peaks rise to over 5,500 feet elevation within sight. Stonewall mine, Cuyamaca Lake, and Green Valley Falls are nearby highlights. The historic gold mining town of Julian is 15 miles to the north. The present campus was built in 1969 and additions were added in 2010. The buildings provide a comfortable, safe refuge for up to 400 students. Students stay in six large cabins. Boys are in North, South and Desert Wind, girls are in East, West and Mountain Wind, Each cabin is divided into four dens of approximately 15 students each. One staff member stays in each cabin with the students at all times. Teachers stay in a quaint cabin in a quiet location above the staff house. It is divided into four carpeted rooms. Each room is shared by two or three teachers. There is a bathroom with a shower, reading lamps and three single beds in each room. Linen is not provided. The campus also has a large dining hall, a large two room lodge with fireplaces, two craft shops where wood and rock classes are held, assembly halls, science labs with aquariums, terrariums and interactive nature displays and a health center.



D. CUYAMACA OUTDOOR SCHOOL

Sample Village Master Schedule

Pine Monday

10:00-12:45 Student arrival, move in and orientation

12:45-1:30 Lunch

1:30-1:45 Bathroom Break / Fire Drill Orientation

1:45-2:00 Fire Drill

2:00-2:45 Continue Orientation

2:45-4:30 Welcome Walk

4:30-4:45 Bathroom Break

4:45-5:30 Recess


5:45-6:30 Dinner

6:30-7:15 Cabin time

7:15-8:00 Campfire

8:00-9:30 Cabin Activity Time

9:30 Lights out

Pine Tuesday 6:30-7:45 Wake up and get ready for breakfast

7:45-8:15 Breakfast

8:15-8:30 Village meeting

8:30-9:00 Students meet with classroom teachers

9:00-9:30 Bathroom break and activity prep

9:30-12:00 WRAP or Nature Study

12:00-12:30 Bathroom break / Recess

12:30-1:00 Lunch

1:00-1:30 Bathroom break

1:30-3:45 WRAP or Nature Study


4:00-4:30 Recess / Talent Show Rehearsal

4:30-5:45 Showers

5:45-6:30 Dinner

6:30-7:00 Cabin Time

7:00-8:15 Night Hike

8:15-9:30 Cabin Activity time

9:30 Lights out

Pine Wednesday

6:30-7:45 Wake up and get ready for breakfast

7:45-8:15 Breakfast





9:30-12:00 Crafts (meet at logs)


12:30-1:00 Lunch


1:30-3:45 Nature Study


4:00-4:30 Recess/ Talent Show Rehearsal

4:30-5:45 Showers

5:45-6:30 Dinner

6:30-7:00 Cabin time

7:00-8:00 Native American program

8:00-9:30 Cabin activity time

9:30 Lights out

Pine Thursday

6:30-7:45 Wake up and get ready for breakfast

7:45-8:15 Breakfast




9:30-3:30 All Day Adventure (meet at dining hall)


4:00-4:30 Recess / Talent Show Rehearsal

4:30-5:45 Showers

5:45-6:30 Dinner

6:30-7:00 Cabin Time

7:00-8:00 Talent Show

8:00-9:30 Cabin activity time

9:30 Lights out

Pine Friday

6:30-7:45 Wake up and luggage stack

7:45-8:15 Breakfast


8:30-9:00 Autograph signing


9:15-10:00 Cuyamaca Quiz

10:00-10:30 Slide show and poetry reading

10:30-11:00 Snacks

11:00-11:30 Departure


E. Sample Student Rotation Schedule

PINE ACTIVITY SCHEDULE

GROUP MONDAY TUESDAY WEDNESDAY THURSDAY

9

Welcome

Walk

am WRAP pm nature study

am crafts pm nature study

ADA

(All Day Adventure)

10

Welcome

Walk



ADA

11

Welcome

Walk



ADA

12

Welcome

Walk



ADA

13

Welcome

Walk

am nature study

pm WRAP


ADA

14

Welcome

Walk

am nature study pm WRAP


ADA

15

Welcome

Walk



ADA

16

Welcome

Walk



ADA


SAMPLE CLASSROOM TEACHER SCHEDULE MON 4:00-4:45 Recess Supervision 5:00-5:45 Dinner Supervision

MON Recess duties - Boys cabin _______________________ Girls cabin _______________________ Yard _________________________ Yard ______________________________

TUE 7:15-7:45 Breakfast Supervision 8:00-8:30 Meet w/students at Fox Lodge 9:00-3:00 All Day Adventure optional 3:30-4:00 Recess Supervision 5:00-5:45 Dinner Supervision

TUE Recess duties - Boys cabin _______________________ Girls cabin _______________________ Yard _________________________ Yard ______________________________

WED 7:15-7:45 Breakfast Supervision 8:00-8:30 Meet w/students at Fox Lodge 9:00-11:30 WRAP 12:00-12:30 Lunch Supervision 1:00-3:30 WRAP 3:30-4:00 Recess Supervision 5:00-5:45 Dinner Supervision

WRAP Rotation AM _______________ ________________ PM _______________ ________________ WED Recess duties - Boys cabin _______________________ Girls cabin _______________________ Yard _________________________ Yard ______________________________

THU 7:15-7:45 Breakfast Supervision 8:00-8:30 Meet w/students at Fox Lodge 12:00-12:30 Lunch Supervision 3:30-4:00 Recess Supervision 5:00-5:45 Dinner Supervision

THU Recess duties - Boys cabin _______________________ Girls cabin _______________________ Yard _________________________ Yard ______________________________

FRI 7:15-7:45 Breakfast Supervision 8:00-8:30 Meet w/students for autographs at Fox Lodge 9:15-9:45 Meet with Principal Greg in Staff House 10:00-10:30 Slide Show- Lodge 10:30-11:00 Snack, load buses

1-12-11


VI CURRICULUM The program has two major goals with sub goals for each.

Environmental Education

• Appreciation of nature

• Understanding how life functions on earth

• Commitment to act responsibly toward the environment

Social Growth

• Integrity

• Cooperation

• Attitude

• Respect

• Esteem

The curriculum is correlated with the State Science Framework and is a curriculum of action: exploring, creating, observing, conserving, sharing, and evaluating. A Cuyamaca curriculum manual is available in our on site library for you to check out.

Appreciation of Nature

This is a thread that is woven throughout the program. It is fostered by spending time in nature using the five senses, in structured and unstructured activities guided by role models who care about and understand nature.

Understanding How Life Functions on Earth

We teach the students four major concepts that drive our biosphere

• The flow of energy

• Cycling of matter

• Interrelationships between living and non living elements

• Changing of forms

Commitment to Act Responsibly Toward the Environment

Through instruction and positive role modeling, students learn how they can positively impact the environment. We emphasize the 3 R’s, Reduce, Reuse, Recycle.

Curriculum activities Include:

• Welcome Walk - A shorter trail class on Monday to introduce students to the curriculum, their teammates and the outdoor classroom.

• Nature Studies -(2), two and a half hour trail classes that explore the “E, C, I, C” concepts

• Nature Crafts - Every student chooses one of two craft options. This activity provides further understanding of certain scientific principles, produces an artistic creation, and a souvenir to take home (two hour class). The crafts include: rock and wood.

• All Day Adventure - All students, who are physically able, participate in this six-hour, two-to-five mile, nature walk. Emphasis is placed upon the use of their senses and the discovery approach to learning is utilized. Classroom teachers may provide secondary adult supervision on these hikes.


Social Growth Development Activities for Student Success: •Integrity “Doing the right thing even when no one is watching”

Practicing safety

Making good choices

Demonstrating honesty

Playing fair

•Cooperation “Working together for success”

Working together in the cabin, dining room, and around campus

Demonstrating family-style dining etiquette

Showing teamwork in small and large group activities

•Attitude “Choosing a positive attitude”

Finishing the hike

Staying the whole week

Having a positive attitude

Adapting to new situations

•Respect “Treat others the way you want them to treat you”

Demonstrating courtesy in a group living situation

Listening to each other during trail hikes

Demonstrating proper audience behavior in small and large groups

Making new friends

•Esteem “Be proud of who you are and look for the positives in others”

Living apart from family

Handling homesickness

Overcoming challenges, physical or emotional

VII PRE-VISIT CLASSROOM ACTIVITIES

A. Appreciation of Nature Time: 45 minute introduction. Project can last from one to two weeks. Materials: a. 1-2 bird feeders (seed dispensing), one hummingbird feeder b. Bird seed mix or black oil sunflower seeds are an excellent choice (feed store or bird store) c. 1-3 pairs of binoculars d. Bird guide books from library. Recommended are Peterson’s Guide to Western Birds and National Geographic’s Guide to Birds of North America. If you have a computer with CD-ROM

capability, Peterson’s has a beautiful CD that depicts live action bird’s in their natural settings and allows the students to hear specific bird calls for each species.

e. One clipboard, recording sheet and pencil. Note: Have students bring bird feeders, guidebooks and binoculars from home if they are not readily available. General Purpose: To inspire students to appreciate the wildlife in their home community and to begin the process

of honing their observation skills in preparation for Outdoor School. Specific Objective: Students will be able to identify a minimum of three species of birds and will be able to explain

their feeding and habitat characteristics by utilizing the library and provided guide books. 1. Anticipatory Set a. Have students share their favorite bird or ask the question, “If you could be any kind of bird what bird would


you be and why?” Name one special thing about the bird you have chosen that helps it to survive in the wild. b. Have students share an interesting encounter or observation of a bird or birds that they have experienced. 2. Instruction a. Divide the class into groups of 4-6 students. Each group will be responsible for maintaining and supplying

the feeders for their assigned day and keeping track of the number of birds and species that attend the feeders. On their observation day, each groups will check out the binoculars and recording sheet/clipboard. Students can observe before/recess/after school or during assigned, times during class time.

b. At the end of the week, students can share their observations and report on the specific birds identified. 3. Guided Practice Encourage students to collaborate cooperatively by looking up information in both guidebooks, library as well as the

CD-ROM to learn as much as possible about the birds they have identified. 4. Check for Understanding Have each group at the end of the week report on a different species they have identified, including information

about habitat, migratory patterns and physical characteristics.


Bird Identification and Recording Log Tally with hatch marks for each sighting. Describe birds by notating important or obvious features. When birds are identified in the guidebook enter the species name in the left hand column. Write in the bird species name on the blank line (in the group box) that each group has decided to call themselves, i.e.: California towhee, Anna’s hummingbird, scrub jay

Species (description)

Group one

Group two

Group three

Group four

Group five

Group six

Name

Name

Name

Name

Name

Name

Name

Name

Name

Name


UNDERSTANDING NATURE

B. Food Chain Game Time: One hour

General Purpose: This game allows students to “experience” the relationships and strategies of prey and predators, it should be played outdoors and can be repeated several times with different variations.

Specific Objective: Introduce “ECIC” concepts, energy flow, cycles, interdependence, change of form.

Materials Needed:

30 students

26 mice (Delineate species by arm bands of three different colors)

3 snakes

1 hawk

1 large bag of popcorn for “plant representation” (birds will eat leftovers)

30 sandwich bag “stomachs”

1 whistle

Anticipatory Set

Tell students that by playing this fun game you will introduce the 4 main concepts taught at Outdoor School. They will be pretending that they are an animal trying to survive in nature.

Procedure

1. On the playground, spread popcorn around and create 3 or 4 free zones for prey. (circles in sand or a tree, etc.)

2. Release mice (blow whistle)

Mice have 2 minutes to pick up popcorn and place in stomach (bag).

3. Release snakes (blow whistle)

Snakes tag mice who are not in free zones. When a mouse is tagged, snake empties contents of the mouse’s stomach into his own stomach (bag).

4. Release hawk

For 2 minutes the hawk may catch snakes or mice, placing contents of their stomachs into his/her own (bag).

After game is played, the animals that survive” line up and count popcorn in their stomach.

In order to have survived (this can be varied) animals must have the following in their stomachs:

hawks 25 pieces snakes 15 pieces mice 10 pieces

5. Play the game several times changing the variables each time.

Suggestions-have blind mice, crippled hawks, too many mice, etc.

Check for Understanding

Discuss with students concepts such as adaptations for survival, camouflage, limiting factors, interdependence, food pyramid, and balance of nature after each session.

C. Social Preparation Time: One hour

Materials: Xerox of this page and scissors

General Purpose: To help prepare students socially for their experience.

Specific Objectives: To get students talking and thinking about how they will handle homesickness, gossiping, arguments, table manners, making new friends and other social situations.


Procedure: Copy the situation cards and cut them along the lines. Place students in groups of 3-5 and ask them to discuss solutions to the situation to give them.

Guided Practice: Have groups write their own situation card, exchange them and come up with their solutions.

Check for Understanding: Have the groups share the solution they feel is best with the rest of the class.

SITUATION CARDS

Your best friend is homesick and misses his/her own family. What can you do to help your friend?

You have a baseball game or music lesson, scheduled for Wednesday, while you are at Outdoor School. Each is important to you. How would you resolve the conflict?

You are feeling homesick. What can you do to make the situation better? Why is it so important that you stay the whole week and not give up?

You notice that everyone at your lunch table knows each other except one girl. How might she feel? What can you do to help her feel more comfortable?

Someone in your group started a rumor about your best friend. What could you do to stop the rumor? How could you help your friend feel better? How would you feel if you were the one people were gossiping about?

There is a student in your cabin who annoys you. You are getting very angry. What can you do to make the situation better? What could you do that might make things worse? How could you solve the problem?

If your cabin group has several people in it that you don’t know, how will you make new friends?

You are not feeling well so you raise your hand in the cabin to ask if you can go see the nurse. Your leader says ‘no questions at this time.” What should you do?

You are wondering if you should bring candy or gum in your suitcase even though the clothing list said not to bring those items. What do you think might happen? What problems might it cause?

You are out on one of your trail classes and all you can think about is the argument you had with one of your friends. You’re not paying attention to your leader and you’re trying to discuss the situation with another friend. What problems would this cause? What would be a better solution?

You really want to earn the honor table flag for you and your team mates at your table. What do you think you’ll have to do to earn this special recognition?

You and your parent signed the section of the pink participation form that lists the behavior expectations and consequences for misbehavior. In what ways are the expectations like the ones at your school? How are they different?


D. Web Page Activity Time: One hour

Materials: Computer with internet capability

General Purpose: Become familiar with the outdoor education program and practice fact finding on the internet.

1. Anticipatory Set

Tell students that the outdoor education program that they will be attending has a web site. They will be able to locate information about the program and report to the class.

2. Instruction

a. This activity can be done in class or at home.

The web site address is: www.sdcoe.net/outdoored2

Go to the web site and scroll down to the tree graphic.

b. Find the leaf “Outdoor School Program” and click.

c. Choose “Cuyamaca” and take the virtual tour. Answer the following questions.

1. Describe the area that you will sleep in?

2. What does the surrounding environment look like?

3. Describe which picture in the tour that you liked best?

4. Add your own questions.

Check for Understanding: Have students report back to the class on their research.


Cuyamaca Outdoor School Knowledge Survey Please read the directions first before beginning the survey. Directions: Please do not write or mark on this survey questionnaire. Read each question carefully and choose the one best answer (a, b, c, or d) for each question. Make sure your answers match the same question numbers on the answer sheet.

1. Name the four natural processes that determine how life functions on earth: E_________, C_________, I_________ and C_________.

a. erosion, cooperation, interrelationships, cycles

b. ecosystem, cycles, interrelationships, changes

c. energy flow, community, interrelationships, changes

d. energy flow, cycles, interrelationships, changes

2. SAMSPAW stands for the seven natural resources that support life on earth:

a. sun, air, minerals, soil, plants, animals, water

b. sun, air, minerals, soil, plants, atmosphere, water

c. sun, air, minerals, soil, plants, animals, weather

d. sun, air, minerals, soil, photosynthesis, animals, water

3. Minerals, air and water are all examples of __________.

a. abiotic natural resources

b. biotic natural resources

c. both abiotic and biotic natural resources

d. biodiversity

4. The source of nearly all energy used on earth is from __________.

a. plants

b. the sun

c. the weather

d. photosynthesis

5. The process that plants use to produce food from the sun’s energy is known as __________.

a. metamorphosis

b. photosynthesis

c. commensalism

d. symbiosis

6. Plants that produce their own food through photosynthesis are called __________.

a. predators

b. producers

c. consumers

d. omnivores

7. Identify the flow of energy moving through the food chain written in the correct order:

a. plants, herbivores, carnivores, sun energy

b. herbivores, plants, sun energy, carnivores

c. sun energy, plants, carnivores, herbivores

d. sun energy, plants, herbivores, carnivores

8. Each time energy is transferred in the food chain (from the sun into the plants, plants to animals, then from one animal to the next) the energy __________.


a. is increased by 90%

b. is decreased by 10%

c. is decreased by 90%

d. is increased by 10%

9. An organism that feeds on both plants and animals is called __________.

a. a prey

b. an omnivore

c. an herbivore

d. a carnivore

10. An animal that lives by eating other animals is called __________.

a. an herbivore

b. a producer

c. a carnivore

d. a prey

11. A __________ is an animal hunted or killed by another animal for food.

a. Carnivore

b. b. producer

c. predator

d. prey

12. The soil cycle includes the breakdown of dead matter by the decomposers known as __________, __________, __________.

a. fungus, bacteria, invertebrates

b. fire, biotic, interrelationships

c. fungus, biotic, invertebrates

d. fungus, bacteria, interrelationships

13. Organisms that eat and breakdown dead animal and plant matter are called __________.

a. decomposers

b. predators

c. abiotic

d. symbiotic

14. The __________ between plants and animals shows how all parts of nature are connected.

a. adaptations

b. mutualism

c. interrelationships

d. photosynthesis

15. __________ refers to plant communities associated with water such as a river, stream or lake.

a. Grassland

b. Riparian

c. Topography

d. Woodland

16. __________ is a biological community of interacting organisms and their physical environment.


a. A niche

b. Topography

c. An ecosystem

d. A producer

17. __________ is the place where a plant or animal lives.

a. Topography

b. Biotic

c. Niche

d. Habitat

18. __________ describes the “job” or function that a plant or animal has in an ecosystem.

a. Habitat

b. Consumer

c. Niche

d. Life cycle

19. When using the scientific method, scientists make __________ or prediction based on their observations before performing any tests.

a. a conclusion

b. a theory

c. a hypothesis

d. an experiment

20. __________ is the process by which the surface of the earth is moved downward by: wind, water, and ice.

a. Energy flow

b. The water cycle

c. A transitional fault

d. Erosion

21. __________ is the ending of existence of a species or a group of organisms reducing biodiversity.

a. Decomposition

b. Erosion

c. Extinction

d. Commensalism

22. _________ describes interaction between two different organisms living in close physical association typically, but not necessarily, to the advantage of both.

a. Crepuscular

b. Symbiosis

c. A biotic party

d. An ecosystem

23. The accurate and detailed description of land surfaces such as mountains, valleys, and rivers, is best described by the word __________.

a. Topography

b. community

c. habitat

d. ecosystem


24. Physical or behavioral characteristics of a plant or animal that help it survive in its natural environment are called __________.

a. crepuscular

b. energy flow

c. adaptations

d. biodiversity

25. __________ animals are active at twilight and dusk.

a. Crepuscular

b. Nocturnal

c. Diurnal

d. Abiotic

When you are finished:

Turn your test paper face down,

Place your pencil on top of the test

Wait quietly for instructions.


VII POST- VISIT CLASSROOM ACTIVITIES

A. Environmental Problem Solving Time: One and one half hour

Materials: Paper and pencils for several small groups

General Purpose: To help students learn more about local environmental issues, what they might do to have a positive impact on the issues and practice their communication skills.

Specific Objective: In small groups, students will brainstorm a list of 5 local environmental problems. As a group, they will then choose one problem and write a step by step procedure on how they might solve the problem. Each group will then present their problem and solution to the class. The entire class must prioritize the problems after discussing which problems are most pressing. Finally students will role play in class, presenting their top problem to the “city council”.

1. Anticipatory Set

Ask students if they think they are affected in some way by an environmental problem and what that might be.

2. Instruction

a. Divide the class into small groups and give each group a piece of paper and pencil and ask them to select a scribe.

b. Have the group list at least 5 environmental problems that have an effect on them.

c. Ask them to choose the most urgent problem and list how they might be able to have a positive impact on solving or reducing the problem.

d. Bring the entire class together and have a representative, other than the scribe, present the problem and solution to the class.

3. Check for Understanding

Discuss and vote on the priority of the problems.

4. Guided Practice

Set up a role playing situation where you have a citizen’s action committee presenting their idea to a city council.

B. ECO-PROJECTS Directions:

Teachers, the following projects can keep your students focused on their commitment to act responsibly towards the environment. We suggest those activities be done in the classroom.

Recycle aluminum cans and use the money to purchase the book titled 50 Simple

Things Children Can Do to Help Save the Earth or purchase a subscription to

Ranger Rick from the National Wild life Federation.

PROJECT COMPLETED

Plant a tree, bush, or flower bed at your school or home using native vegetation. Native

plants use less water and attract local insects, butterflies, and birds.

PROJECT COMPLETED

Collect plastic six pack rings and have a “snip-out” party. Birds and other wildlife get caught

and die in the plastic loops.

PROJECT COMPLETED

Write a letter to your county board supervisor concerning a local environmental issue that is


of concern to you or your class. Write to:

The Honorable (name),Supervisor, District 1600 Pacific Highway, Room 335,

San Diego, CA 92101-2471.

PROJECT COMPLETED

Complete an environmental audit of the classroom to see where you might help the

environment. Some ideas include reducing your use of plastics and styrofoam, and reducing

the waste of paper, water, and electricity.

PROJECT COMPLETED

YOUR SIGNATURE______________________________________ DATE____________


IX Outdoor School Vocabulary ABIOTIC Non-living things in an ecosystem (sun, air, water, and minerals).

ADAPTATION A physical or behavioral characteristic of a plant or animal that helps it survive in its natural environment.

AIR CYCLE This cycle includes the transfer of carbon dioxide (exhaled by animals) into the plants for use in photosynthesis, and the transfer of oxygen to animals (as a byproduct of photosynthesis) from plants.

ASTRONOMY The scientific study of the universe and the objects in it, including stars, planets, nebulae, and galaxies.

BIODIVERSITY The number and variety of plants, animals, and other organisms found in different ecosystems around the world.

BIOTIC Living or once living things in an ecosystem (plants, animals, bacteria, and fungi).

CARNIVORE Any animal that eats meat as the main part of its diet.

CHANGE The constant process of the Earth transforming and becoming different. Change can be natural (e.g., weather, seasons, extinction) or caused by humans (e.g., pollution, climate change, habitat destruction, etc.).

COMMENSALISM A relationship between two kinds of plants or animals in which one obtains a benefit (such as food or shelter) from the other without damaging or benefiting the other organism (e.g., when an animal moves into an abandoned rodent hole).

COMMUNITY All the different plant and animal populations interacting with each other in an ecosystem.

CONSTELLATION A group of stars that form a picture in the sky.

CONSUMER An organism that feeds on plants and/or animals.

CREPUSCULAR Refers to the time of day during twilight or dawn (early

morning) hours when animals are primarily active (e.g., mule deer).

CYCLES A process in which matter (air, water, soil, etc.) goes through a complete series of stages that are repeated over and over.

DECOMPOSER Organisms such as fungi, bacteria or invertebrates (FBI) that feed on and break down dead plant and animal matter.

DIURNAL Refers to the daylight hours when animals are primarily active (e.g., wild turkey).

ECOSYSTEM A biological community of interacting organisms and their physical environment.

ENERGY FLOW The process of energy moving from the sun to the producers (plants) then to the consumers (herbivores, omnivores and carnivores). Ninety percent (90%) of the energy is lost each time it flows through one organism to another (producers and consumers).

EROSION The process by which the surface of the Earth is moved downward by wind, water, ice and other natural activities.

FOOD CHAIN A series of organisms linked together by each organism eating the one before itself in the chain (e.g., plants are eaten by herbivores and herbivores are eaten by omnivores and carnivores).

FOOD WEB The combination of many food chains.

HABITAT The place where a plant or animal lives (e.g., hollow log or forest).

HERBIVORE An animal that eats plants as the main part of its diet.

INTERRELATIONSHIP The interactions between two or more natural resources (SAMSPAW) that make life on Earth possible.

LIFE CYCLE The series of stages in an organism, including birth, reproduction, death and decomposition.

MUTUALISM A symbiotic relationship between two organisms in which both organisms benefit from the relationship (e.g., pollination of flowers by bees).

NICHE The “job” or function that a particular plant or animal has in its community.

NOCTURNAL Refers to the nighttime hours when animals are primarily active (e.g., bats).

OMNIVORE Any animal that eats both animals and plants.


PARASITISM A symbiotic relationship in which one (the parasite) benefits, while the other (the host) is harmed (e.g., a flea on a coyote or mistletoe on an oak tree).

PHOTOSYNTHESIS The process by which plants make food (carbohydrates/sugar) from water, carbon dioxide, minerals and the sun’s energy.

PREDATOR An animal that lives by killing and eating other animals (usually have forward-facing eyes).

PREY An animal hunted or killed by another animal for food (usually have eyes on the sides of the head).

PRODUCER An organism that makes its own food through the process of photosynthesis (e.g., all green plants).

ROCK/Mineral CYCLE Includes three families of rock: igneous, sedimentary and metamorphic, which differ in size, shape, and arrangement of mineral grains. The Rock Cycle explains how each of the three rock types are related to each other and how Earth processes change a rock from one type to another through geologic time.

SOIL CYCLE This cycle includes the breakdown of materials, both dead and alive, by the decomposers (fungi, bacteria and invertebrates).

SYMBIOTIC A close relationship between two or more different organisms in which one or both depend on each other to survive.

TOPOGRAPHY The accurate and detailed description of land surfaces (e.g., mountains, valleys, rivers, etc.).

WATER CYCLE This cycle includes evaporation, condensation and precipitation.


Get away, and grow together! Cuyamaca is available on weekends and during the summer, Fox and

Palomar Retreat Centers are available year round. www.sageandskyretreats.com

Perfect surroundings for quite retreats and conferences San Diego County Office of Education

6401 Linda Vista Road - San Diego, CA 92111-7399 Tina Chin, Director (858) 292-3696

Wayne Hindle Program, Business Specialist (858) 569-3102 Cheri Buchanan, Administrative Assistant (858) 292-3695

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online teacher guide compilation version 2-2€¦ · On March 17, 1946 the first outdoor school, at Camp Cuyamaca, opened to serve the youth of San Diego County. In 1947 Denver C