2009 Vacation Planner Template - DOC

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					The Arcade Creek Project

    Outreach
     Study
    Protocol
         2008-2009
Managers: Alex Johnson and Jacob
            Russell




                                   1
  GENERAL
INFORMATION




              2
Outreach 2008-2009 General Protocol

What is Outreach?

Outreach is a collection of spirited individuals who are interested in promoting the
Arcade Creek Project and environmentalism into the local community and beyond. They
act, in a sense, as a liaison for the Arcade Creek Project to the community outside of the
school. The Outreach students also project ecological awareness into the community by
visiting various elementary and middle schools around the area, presenting the project
and what the children can do to help protect the environment as well.

Expectations

We expect all Outreachers to be:
   Professional

      Honest

      Outgoing

      Independent Workers

      Have Fun

Equipment

For this year in outreach you will need:
    Khaki pants or professional shirk (no revealing clothing is to be worn at Outreach
        events)

      Small binder or folder devoted solely to outreach material

      Up to date hours sheet

      Planner

      Anything else needed for your specific job

Outreach Jobs

        1. School Talks: Designing environmentally themed lesson for elementary and
middle school children. Finding and contacting elementary and middle school teachers
and setting up times for school talks. Public speaking and teaching ability are key.
        2. Grants: Writing and submitting grant proposals to raise money for the Arcade
Creek Project. Will also represent the Arcade Creek Project at events related to the grant
proposals.



                                                                                             3
        3. Booth Visuals & Creek Brochures: Creating new or enhancing old visuals for
the Outreach booth. Creativity and artiness are important.
        4. Helping Churchill: Going to Churchill and helping them establish their creek
project by training there students. My require learning other studies protocol.
        5. Events: Going to community events, such as Creek Week and Earth Day, to
promote and represent the Arcade Creek Project.
        6. Anything Else: Possible other options include artistic improvement of the
creek project, such as t-shirts and creek room beautification. If you have any idea of
things Outreach should/could be doing let us know, we are always open for suggestion.

Hours and Integrity

      Everyone is required to complete 20 hours of creek work per semester.

      Any creek related activity (emails, meeting etc) count as hours and all hours need
       to be signed off by one of your managers or Mrs. Suchanek.

      Hour sheets need to be kept up to date. We will not be signing off retroactive
       hours.

      WE WILL NOT BE SIGNING OFF HOURS WITH OUT A PRODUCT, NO
       EXCEPTIONS.

      We will also not be signing off fudged hours.

      It is critical that you work independently to obtain your hours. We will provide
       plenty of opportunities for hours, but IT‘S UP TO YOU TO SEIZE THEM.

      Failure to complete all twenty hours will result in a lower science grade and in
       failing RoP.




                                                                                            4
                                Equipment List for Study

What an Outreacher Needs on a Daily Basis
   A 3-Ring Binder with Outreach Materials
   Arcade Creek Blue Hours Sheet
   Arcade Creek Individual Hours Sheet
   Current Outreach Roster
   A calendar of events
   Paper, pens, pencils

The Outreach Dress Code
        This dress code should be followed at all classroom visitations and community
events.
    Females:
            o Khaki shorts or pants; or a non-jean skirt
            o An Outreach polo or attire displaying Mira Loma High School
            o Low cut shirts or short skirts are not appropriate attire
    Males:
            o Khaki shorts or pants
            o An Outreach polo or attire displaying Mira Loma High School
            o
Curriculum Visitation Materials
   The materials used in a classroom visitation may be specific to the lesson taught.
    Outreach Binder
    Arcade Creek Project Blue Hours Sheet
    Arcade Creek Project Individual Hours Sheet
    A typed copy of the lesson plan to give to the teacher
    A handout about the Arcade Creek Project and the Outreach Study to give to the
        teacher
    Paper, pens, pencils
    Proper Outreach attire
    A hands-on activity for the students
    Colored pencils or markers
    Scissors and glue
    Large posters that serve as visuals pertaining to the lesson
    Props or costumes pertaining to the lesson
    A camera or video recorder to document the visitation; if permitted by teacher
   
Community Event Materials
    The Outreach Booth: 2 tables, 2 tablecloths, chairs, posters, photographs, hands-
        on activities (i.e. cookies and frosting, the recycling game, fishing game, etc.),
        Velcro trifold, EcoScape Watershed Model, Arcade Creek Project Banner
    Proper Outreach attire
    Arcade Creek Project Blue Hours Sheet and Individual Hours Sheet
    Handouts/brochures about the Arcade Creek Project and O utreach Study


                                                                                             5
                              Outreach 2008-2009 Roster

Name          Grade   Email                               Home       Cell     Text?
                                                          Phone      Phone
Alex          SM      historicalalex@yahoo.com            486-1075     502-
Johnson                                                                0821
Jacob         SM      ritz4emp@yahoo.com                  482-6672   904-9510  Y
Russell
Sasha         S       stokas@sbcglobal.net                971-9768   212-8659   Y
Tokas
Leila Block   S       leilaeblock@yahoo.com               447-8152   541-0708   N
Oliver Wu     S       metaldragon1023@gmail.com            983-488   648-5634   N
Mia Zheng     S       MIA.Y.ZHENG@gmail.com               482-6178   533-6191   N
Justin Lin    J       wasabimonster94305@gmail.com        265-3758   837-8988   N
Amanda        J       lil_panda916@yahoo.com              912-9909   370-3407   Y
Caronado
Danielle      J       thisnitelast4evr@gmail.com            n/a      320-5675
Schenck
Christina     J       tunatime484@gmail.com               485-9151   233-7018   Y
Ong
Ashleigh      J       coolash3122@gmail.com               965-9279   595-5539   N
Sims
Linda         J       heyitsme1201@aim.com                928-7236   519-0669   Y
Tannous
Carli Baker   J       justsaygoodnite@yahoo.com           967-1918   220-9703   Y
Danielle      J       hepunksmenot26@aol.com              359-4518   214-6378   Y
DeForrest
Athena        J       a.m.ganetsos@earthlink.net          853-2033   342-1920   Y
Ganetsos
Safeena       J       safeena.leila@gmail.com             771-9221   847-5982   Y
leila
Mecklal
Patrick       J       ppatchao92@gmail.com                852-8773   838-3565   Y
Chao
Nitya         J       vijigopi@surewest.net               774-6879   770-5301   N
Gopinath
Nitya         J       nitya45x@gmail.com                  353-0382   220-2366   Y
Bhaskar




                                                                                    6
                Curre nt list of study me mbers (2007-2008)

Sarah Baron                              Senior


Leila Block                              Junior


Amie Cai                                 Senior


Alex Johnson                             Junior


Jacob Russell                            Junior


Claire Smith                             Senior Manager


Sasha Tokas                              Junior


Andrei Vernon                            Senior Manager


Oliver Wu                                Junior


Mia Zheng                                Junior




                                                              7
                                                      OUTREACH ROSTER
                                                             2007-2008
                                                                       Allowed to
         Name                     Home #               Cell #          receive text                                  E-mail
                                                                        messages?
Sarah Baron                      359 4855             600 1870             Yes                               curlyqt6375@aol.com
Leila Block                      447 8152             541 0708             No                              leilaeblock@yahoo.com
Amie Cai                         984 1032             342 5990             No                                amie_cai@yahoo.com
‗Alex‘ Johnson                  [349 9725]            502 0821             No                             historicalalex@yahoo.com
Jacob Russell                   [482 6672]               n/a               No                                ritz4emp@yahoo.com
Sasha Tokas                      452 5622             212 8659             No                                stokas@sbcglobal.net
Claire Smith                     488 5466             837 4889             Yes                          balletbabe2128@sbcglobal.net
Andrei Vernon                       n/a               390 6601             Yes                    vernon_diplomaciainternacional@msn.c
Oliver Wu                        983 4988             934 6991             No                           metaldragon1023@gmail.com
Mia Zheng                        482 6178             529 8272             Yes                             zhenghaijia@gmail.com

                 Mrs. Suchanek: csuchanek@sanjuan.edu

                 Please Note:
                 ** All of the phone numbers are (916) **
                 ** Please do not call Mia Zheng‘s house unless it is an emergency **
                 ** [ ] Means that it may be difficult to contact them at this number, e-mail or cell is better **




                                                                                                                     8
Outreach 2005-2006
Last        First       E-mail                           Phone   Cell   Gr   Teacher      Per   Site   Leader   Driver
Black       Jessalynn   jessa.black.12@gmail.com         780-    417-   12   Suchanek     3                     *
                                                         0270,   1513
                                                         488-
                                                         4654
Bornstein   Lindsey     laborn@surewest.net              481-    524-   12   Karagianes   5                     *
                                                         8831    9501
Brown       Chels ea    chelsea7189@hotmail.com          988-    337-   11   Suchanek     5                     Jan
                                                         0445    9158
Carls on    Jessa       simpliejessa@yahoo.com           961-    799-   11   Suchanek     5
                                                         6738    9080
Carls on    Maggie      seducedvint age@hotmail.com      944-    718-   12   Suchanek     3                     *
                                                         4575    2837
Chen        Courtney    courtneyis fetch@sbcglobal.net   421-    947-   11   Hill         5
                                                         4348    4149
Chin        Stacey      schin@winfirst.com               481-    396-   12   Karagianes   5            SM       *
                                                         4667    6564
Cone        Ali         conehead107@hotmail.com          737-    716-   11   Cars on      2
                                                         6813    5648
Eldredge    Falina      fal.s.eldredge@gmail.com         452-    531-   11   Suchanek     5
                                                         3277    4688
Kelly       Lisa        krazy_lisak@yahoo.com            482-    213-   12   Suchanek     3            SM
                                                         3239    6879
Ku          Samantha    samantha_ku06@y ahoo.com         484-    335-   12   Karagianes   3
                                                         1083    1438
Lutsuk      Arkadiy     al2_sniper@yahoo.com             339-    420-   12   Karagianes   6
                                                         3095    2647
Nguy en     Le Huy      lhgolf74@yahoo.com               393-    799-   12   Karagianes   6
                                                         9127    1953
Paskulin    Lexie       lexiepaskulin@yahoo.com          486-    257-   11   Cars on      2
                                                         6107    1957
Vu          Nguy en     younique1389@yahoo.com           543-           11   Hill         5
                                                         6223




                                                                                                   9
October 30, 2007
Outreach Job Options

Hi Outreachers!

Thank you to everyone who came to the meeting at lunch yesterday
(Monday, 10/29)! We are now approaching a lot of school breaks
(e.g. Thanksgiving, Winter Break, etc.) and hours need to be in good
shape for everyone!!

So, just to reiterate what we all talked about at the lunch meeting...


Outreach Job Options (a.k.a. you should be working on one or more
of the following):

1. Classroom Visitations (includes school contacts, curriculum
development, presentation development, rehearsals, and actual
visitations)

2. The Outreach Booth (extremely important to our study and needs
creative, hard-working people to develop it ASAP!)

3. Creek Room T-Shirt Border (Ms. Suchanek's environmental t-shirts
need to be mounted, framed, and hung in a border-like fashion on the
wall in the creek room)

4. Outreach Visuals (games or any other interactive things that you
create that Outreach can take to visitations and events)

5. Out-of-Study Outreach Research (go to meetings of other studies
or to the actual Arcade Creek and take notes that we can apply to
Outreach community presentations)

6. Grants (Alex Johnson has already made great progress on this,
thank you Alex!)

7. Outreach T-Shirts (Amie Cai is working on this, but contact her if
you want to help)



                                                                         10
September 30, 2005
Arcade Creek Article

         The Arcade Creek project is much more than just your average venture. Rather, it
is a concept designed to stimulate a fusion of ideas, a network of cooperating persons
dedicated to environmental awareness and preservation, and a group of students
determined to prove to themselves and those around them that their collaborative efforts
can and will make a difference. It carries the undeniable power of capturing student
interest in a magnitude so great that they constantly strive to do their best work; not to
impress their instructors, but because they feel devoted to their task at hand. This is the
Arcade Creek project.
         This ambitious project is run yearly by students in the International Baccalaureate
(IB) Program at Mira Loma High School. As part of a supplementary requirement in the
IB program‘s curriculum, the G4 project already has the advantage of avid, intellectually
advanced students as participants. These students are enrolled in an IB Biology, IB
Physics, or IB Environmental Systems course and thus already have a solid foundation in
science; which works out well since much of this projects success comes from the fact
that it is student based.
         Through work in one of eight different studies, students are given a chance to do
everything from mapping the creek and bank area, to studying the animal life and
ecosystem that reside there. The Chemistry study for example, tests water samples from
the creek to determine its ability to sustain life. Through the use of more than ten
different chemical tests, including ammonia and alkalinity, the study is able to ―provide
the hard, conclusive data that determines the health of the creek,‖ stated senior manager
Jon Spaulding. Another study, Long-Mapping, maps the creek to help acquaint students
to their project sites and also to help detect patterns of erosion. A third study, Botany,
concentrates on acquiring samples of plants whose diversity show the health of the creek.
Through the creation of a herbarium students are able to identify native versus non- native
plants and assess their degree of invasiveness. Because monitoring the health of the
creek and recording its undergoing changes are among the primary objectives of the
Arcade Creek Project, accurate records and careful tracking of the creek over time
becomes especially important in allowing students to detect any shifts from the norm and
ultimately achieve their goals.
         However, this project is also about reaching out to the public and educating
people on the importance of environmental conservation a nd preservation. Senior Katie
Jensen, manager of the Restoration study which works on restoring The Arcade Creek to
its original state, argues that having a direct positive influence on the creek, much like her
study does, is crucial. As one of the last freshwater creeks in Northern California, the
Arcade Creek continues to become a topic of increasing importance. In the past, other
issues that have been prominent included the emergence of red-sesbania in the creek,
erosion of the creek bed, and political debates over selling a part of the creek to a
philanthropic group that planned on building a parking lot in its place.
         Overall, the project is more than just embellishment on a college application. It
may be an IB requirement, but it also give IB students and the science program a chance
to go out and do actual field work, employing the skills they learn in school in the real


                                                                                           11
world. ―I have learned applications that I couldn‘t have learned inside of a classroom,‖
senior manager Shahrzad Zarafshar tells us. Such is the nature of the project; it is both an
effective teaching tool as well as an inspiring undertaking.
        In her article "The Young Can‘t Wait", Severn Cullis-Suzuki told young people,
―real environmental change depends on us. We can‘t wait for our leaders…We must
become the change we want to see.‖ We, the students of the Arcade Creek project, are
working hard toward making that message come to life by protecting our own little
corner of the environment. While it may seem a fruitless task; saving a single creek, it is
a step forward in the ever- increasing battle to save the global environment. It is a chance
as well, to pass on our knowledge to members of the community not affiliated with the
project in anyway, and hopefully inspire them to do the same. Together, we will make a
lasting impression for years to come.




                                                                                         12
September 30, 2005
Outreach Brochure

MIRA LOMA HIGH SCHOOL’S
Arcade Creek Project                                                                                                              Overview
       As a IB Junior participating in any IB science class (IB Biology or IB Environmental
Systems), you will become a part of the Arcade Creek Project. This award- winning project is essentially an
ongoing study of a creek that runs year-round. What makes it unique is the scientists conducting it: the project is entirely run by students at Mira
Loma High School and their five instructors. It’s an exciting foray into the realm of hands-on, practical science.
The project is divided up into eight studies, plus a group devoted to data analysis, a group that i mplements projects to restore the creek and a group
that does outreach to the local community.
      The Outreach study of the Creek Project has to put together this packet so that you may

      choose the study that is just right for you next year —you’ll be working with this group for

      the next two years!


                                        For more information visit www.arcadecree kproject.org




      A short explanation of each study, in no particular order:


           Botany: Botany (as classified in the Webster dictionary is the branch of biology that studies
            plants, their life, structure, growth, classification, etc.) is a study for students with a fondness
            for flora that are also willing to draw. Botany's objective is to examine and catalogue the variety
            of plants present at the creek. The plant catalogue is then divided in or der to identify native
            species, and non-native species. The final step in the Botany process is the pressing of the
            plants. Pressing plants is, basically squashing plant between two expensive pieces of board until
            it is completely flat. So why should you check botany as your first choice? You should check that
            box if you like observing and drawing art and have (or want to develop) good organizational
            skills. Possessing artistic skill is a bonus but not necessary. Last but not least, botany is a great
            way for you to become one with nature.

           Habitat Assessment: This group deals with the monitoring of the creek's health based upon
            physical measurements. If you want to be involved directly with this type of outdoor work with
            the creek then the habitat assessment study could be right for you. This group is responsible for
            taking measurements of banks and angles (measure widths of creek banks) and recording what
            various plants are present. Also, its members map the area (terrain) of the creek so the ability to
            draw a straight line is highly valued in this study. Rulers are often provided. Based upon all the
            data accumulated the members can draw conclusions on the overall health of the creek and
            record changes over time. From this data, the individuals of this group determine if the habitat
            is suitable for a particular species not currently present at the creek. To make it easier to
            navigate, each site is divided into 10 individual transects, and each transect is approximately 10
            meters long.


           Sediment Analysis: This particular group of the Arcade Creek project deals with analysis of the
            creek through sedimentary samples. These people go out to the creek and collect creek soil
            samples and then analyze them through a series of tests. The larvae that are found are espec ially




                                                                                                                                                       13
    inspected because silt tampers their oxygen intake, if the larvae are unhealthy this reveals to
    the members certain problems. The coruicula is used as an indicator species, an organism that is
    used to observe the creeks health. When their numbers are low the group members know the
    creek is in poor health or vice versa. Also, lots of sediment along the banks also means a lot of
    erosion of the creek bed and such. If this sort of analysis and study of sediment samples interests
    you, the sediment is for you.

   Biological Assessment: Similar to the Chemistry study, the Biological Assessment study monitors
    the health of the creek water, but through the use of a different mechanism. Researchers in the
    Biological Assessment study sample the bottom soil of the creek for its population of macro
    invertebrates. The presence of more tolerant macro invertebrates indicates that the water is
    more toxic. Researchers use kicknets and rakes to sample from three riffles at each transect.
    Riffles are sites where the bed of the creek is especially close to the surface of the water, and
    cause ripples in the surface of the creek. Riffles are important because the water at riffles
    contains a high amount of dissolved oxygen. Naturally, they also are sites of higher amounts of
    macro invertebrates. If only higher tolerance organisms are present, it indicates that lower
    tolerance macro invertebrates cannot survive in the creek, meaning that the creek is fairly toxic.
    If lower tolerance organisms are found, it signals that the creek is less toxic and can support
    more sensitive life forms. Again, a study for those who enjoy experimental science and want to
    visit the arcade creek.


   Biological Assay: Biological Assay assesses creek health by testing creek water with a
    microscopic organism, Ceriodaphnia dubia. Ceriodaphnia dubia are organisms that are fairly
    sensitive to different pollutants in the creek water. Researchers take water samples at different
    sites within each transect. They then populate each sample with a number of Ceriodaphnia
    dubia. A control, Wasser, is created by mixing Arrowhead and Evian bottled water. After a
    certain amount of time, the population of Ceriodaphnia dubia is counted to determine how many
    survived in each sample, determining how healthy the creek is at eac h sampling site. This same
    method can be used with other organisms as well, and some of the Biological Assay researchers
    carry out the study using diatoms instead of Ceriodaphnia dubia. This is a study for student with
    great patients and the ability to pay attention to details. Perfectionists welcomed with open
    arms.

   Water Chemistry Analysis: The chemistry team analyzes several different aspects of the water
    found in the creek such as the presence of chemical compounds, hardness, etc. to determine the
    creek's ability to support life and develop ways to increase cultural eutrophication. Some tests
    they perform are dissolved oxygen (DO), which is necessary for biological consumption, calcium,
    pH, and alkalinity. They usually visit the creek to collect sample s about once a month. Another
    good study for the experimentalists. Also good for those fond of chemistry.

   Long Mapping: Long M apping makes charts based on measurements of various points in the creek
    bed and banks with laser finders. Their purpose is to observe the erosion of banks and soil
    buildups that occur over time. Their data is compared to the data from previous years to note
    gradual changes in the creek, which they can also use to foretell future developments in the
    creek. If you have rugged dependability and the desire to visit remote parts of the creek, this is
    the perfect study for the explorer in you.

   Outreach: Outreach works to make the community more aware of its environment. Its current
    projects are developing curricula for visiting elementary and middle schools and teaching classes
    about caring for the environment, representing the Arcade Creek Project at various
    environmental symposia and gatherings, publishing a column in a local environmental newsletter
    promoting the interests of the creek, and generally reaching out to the community about our
    project and the environment. If you like working with people, and want to avoid the creek, this
    is the study for you.

   Restoration: Restoration leads the creek cleanup movement, and is responsible fo r picking up
    the trash and restoring the natural environment by collecting acorns and replanting oaks. They
    are also working on clearing the creek of non-native species by removing the invasive plant red
    sesbania, or Sesbania punicea, from the creek's surroundings, and developing a solution for how
    to deal with other invaders such as bullfrogs and feral cats, which are killing the native California




                                                                                                      14
    quail. This group really cares about the creek and returning it to its natural state. Good for
    getting dirty and brute strength is a plus.

   Vertebrate Census: The Vertebrates team determines the creek environment's ability to sustain
    life by examining the variety of avian life present. They do this by observing and cataloging the
    different animals present at the creek. If you enjoy observing animal life, want to learn how to
    track and study live animals, this is perfect for you.

   Data Analysis: Data is in charge of the technological aspects of the Creek Project, such as
    maintaining the website and create a film abo ut the project, highlighting the different duties of
    each study. If you have html or video skills, your talent will be highly valued here.




                                                                                                     15
CURRICULA




            16
Outreach Curriculum 2008-2009

Kindergarten-First Grade Lesson Plan:

Overlying Lesson Theme: Environmental Basics

Garbage/Recycling:
-Ask the class about littering.
-Explain in simple terms the danger of littering

-Ask the class what they think recycling is.
-Explain in simple terms what "recycling" is and why it is important for people to
recycle.

     Recyclosaurus Project
Goals: To teach children the importance and fun of recycling

Become archeologists and build your own recyclosaurus from recycled materials found in
the "excavation site".

Directions for Instructors:

1. Find clean recyclable or reusable materials around your home, school, ect.
2. Place materials in a large tupperware bin or something large enough for a class to dig
through.
3. Hide materials throughout the tupperware bin so children cannot easily find objects.
4. The children will get into groups and dig through the bins for recyclable/reusable
materials to create a dinosaur.
5. Give the children about 10-15 minutes to create their dinosaur
6. After everyone is finished making their recyclosaurus, have members from each group
get in front of the class and explain what they did.
7. When the children are presenting, you can also ask them to show which materials they
used are recyclable and which are not.

Guidelines for Creating Your Recyclosaurus:
1. Have the children get into groups of four- five. This will be their recyclosaurus
creation group.
2. After getting the children into groups, explain to them that recycling is not only
important for our planet, but it can also be fun.
3. Explain the recyclosaurus activity. (See Above)
4. Let one group at a time go up and search through the "excavation site" for 2 minutes.
Limit their finds to one item per group member. If there are more materials afterwards,
and if time allows, then let each group pick another item. (Optional: You can have more
than one excavation bin so the activity moves faster and the kids don't become impatient)
5. After all groups have approximately 5 items, guide them to create a dinosaur. Remind
them that their materials should be enough for a body and a head. Let them be creative


                                                                                       17
with their finds!
6. After about 10-15 minutes, tell the children that their time is up, but give them a 5
minute warning so they are not frantic.
7. When they are done ask one or two members (if all members want to talk, that's okay
too), to come up in front of the class and explain what/why they did what they did. Also
ask what they think are recyclable and what are not.
8. Optional: Give out awards for the recyclosaurus. Be sure to give one award per group
so people don't feel left out. (Examples: Most Creative, Most Colorful, Funniest, ect.)
The prizes could be small, like a piece of candy.




                                                                                     18
Outreach Curriculum 2008-2009

3rd-4th Grade Lesson Plan

Overlying Lesson Theme: Animals and Habitats

Approx Time: 1 + hrs
Goal: To introduce students to the concepts of habitat, community and adaptation. To
impress upon the students the impact that humans can have on wildlife resources.
Provide each student with a large piece of paper. Assign an animal or kind of animal
(reptile, amphibian, mammal, bird, fish, insect) to each student. Ask the student to design
a habitat for that particular animal. Remind them to include all of the necessities for life :
food, water, air, space, and shelter. Ask the students what the climate should be and what
kind of conditions their habitat would offer. When the students are finished sketching out
their ideas of the habitat, have each student present their habitat, inc luding which animal
they were assigned and how the habitat suits their needs.
Energy Transfer Game
This game is taken from the book Education Goes Outdoors by Frank A. Johns, Kurt
Allen Liske, and Amy L. Evans, pages 116-117. In this game the students will simulate
the members of a food chain. It is a game like tag. About one third of the students should
be plants, one third plant eaters, and one third animal eaters. One student plays the sun.
The person who is the sun stands in one place. This is the only person in the beginning of
the game who has any energy. The sun gives energy to the plants in units of four to start
the game. When the plants run out of energy, they go back to the sun to get more. All of
the animals start at their home, which is safe. They leave their home to hunt for food.
Animals that do not hunt or cannot catch food are considered dead of starvation at the end
of the game. The animals can only get energy if they can catch and tag a plant or animal.
Two units are given up at each tag and on of the two goes into a container marked "Used
Up Energy." Animals can get energy from plants or other animals as long as they can
catch them. The plants run away from the animals that are trying to catch them. After
several rounds, discuss with the students where the energy came from and how it was
used up. Ask what things were at the bottom of the food chain and what things were at
the top. What would happen if all the owls were gone? What if all the mice were gone?
Can an animal be both predator and prey? Give examples. Which things are producers?
Which things are consumers?
What to bring:
     Each student should bring a pencil to write with and a hard surface to write on,
         such as a clipboard.
     We will provide booklets for them to write in.
Themes:
     Five Resources: food, shelter, space, water, and air
     Plot Survey
     Food Chains in Community
     Adaptation to Habitat
     All Aboard
Key concepts that students should know:



                                                                                           19
      Diversity: how many types of animals and plants live in a certain area.
      Adaptation: how a certain animal can live in a certain area (example: fish are
       adapted to live in water, not a tree).
     Habitat: the place where an animal or plant lives.
     Food Chains: the way that energy passes from a plant or animal to another
       animals, in the form of food.
Five Trail Rules of Conduct:
    1. Walk quietly.
    2. Stay on the trails.
    3. Stay behind the leader and listen carefully.
    4. Do not pick anything connected to the ground.
    5. Do not chew gum because it can hurt animals if they eat it.

Design a Habitat
Objectives:
   1. To introduce students to the concepts of habitat, community and adaptation.
   2. To impress upon the students the impact that humans can have on wildlife
       resources.
What to bring:
    Each student should bring a pencil to write with and a hard surface to write on,
       such as a clipboard.
    We will provide booklets for them to write in.
Themes:
    Five Resources: food, shelter, space, water, and air
    Plot Survey
    Food Chains in Community
    Adaptation to Habitat
    All Aboard
Key concepts that students should know:
    Diversity: how many types of animals and plants live in a certain area.
    Adaptation: how a certain animal can live in a certain area (example: fish are
       adapted to live in water, not a tree).
    Habitat: the place where an animal or plant lives.
    Food Chains: the way that energy passes from a plant or animal to another
       animals, in the form of food.

Design a Habitat
Provide each student with a large piece of paper. Assign an animal or kind of animal
(reptile, amphibian, mammal, bird, fish, insect) to each student. Ask the student to design
a habitat for that particular animal. Remind them to include all of the necessities for life:
food, water, air, space, and shelter. Ask the students what the climate should be and what
kind of conditions their habitat would offer. When the students are finished sketching out
their ideas of the habitat, have each student present their habitat, including which animal
they were assigned and how the habitat suits their needs.




                                                                                           20
Outreach Curriculum 2008-209

4th -8th Grade Lesson Plan

Overlying Lesson Theme: Data Collection and the Importance of Good Procedures

Objective:
 Understand what are data and the importance of consistent collection, and accurate and
thorough collection of qualitative and quantitative set; to demonstrate the need for
detailed procedures in experiments.
Activities:
Jelly Bean Observation – What is data collection? What are the different types?
Scavenger Hunt – How to collect data? What is the importance of procedure?
Peanut Butter and Jelly Sandwich Making – Why is it important to have detailed
Procedure?
Debrief:
Included on the last page of curriculum.
Materials:
Hats
Magnifying glasses
Pencils
Clipboards
Name badges
Rulers
Bread
Jelly
Peanut butter
Plastic knives
Paper plates
Paper towels
Butter
Flip chart
Markers




                                                                                          21
Procedure
   1. Data Collection
         a. Facilitators should intro the exercise with a speech modeled closely after the
             following:
                    i. “In order to understand the creek completely, we have to look through
                       DATA. DATA can be measurements, stuff you see, stuff you notice. Data
                       needs to be recorded so that we can notice anything wrong with, or any
                       changes that occur in the creek. “
         b. Facilitators should put five jelly beans on the table.
                    i. “What are some things you notice about the jellybeans?”
         c. Facilitators should write the observations on a flipchart.
         d. Facilitators should aid their participants in collecting different types of
             qualitative (color, shape, taste, smell) and quantitative (measurements, count)
             data, all to be written on the poster board.
                    i. “You’ve just collected DATA! The number based values are called
                       quantitative measurements, and the qualitative measurements are the
                       ones about the color and shape of the jellybean. Can you point out all of
                       the quantitative data?”
   2. Game Time!
         a. Facilitators should split their groups into pairs.
                    i. “We’ve split all of you into pairs, now you need to go outside and collect
                       as much data on one thing from each of these categories. Be sure to
                       collect accurate and detailed data. Whoever does the best data
                       collection will get a prize!”
         b. Students have to go outside and using the following tools collect data on an
             item that can be found outside in each of the following categories. Facilitators
             should walk around and make sure participants are working diligently.
                    i. NOTE: It might be helpful to set a timer, or time limit to get the students
                       moving quickly and in the spirit of competition.
                   ii. Tools that should be available to students: Hats, magnifying glasses,
                       pencils, clipboards, name badges, rulers.
                  iii. Categories for scavenger hunt: A tree, a person, a leaf, a bird, a puddle.
   3. Another Game
         a. “Now, each of you collected different data for all the items you collected, right?
             We all collected our data a little differently, and thus, we all have different
             measurements. Why would this be a problem?”
                    i. Explain that data measurements must be consistent so that the data is
                       always accurate and comparable.
         b. “This is why scientists write PROCEDURES for scientific experiments. How many
             of you have used procedures before?”
                    i. Bring up baking cookies, experiments, even brushing your teeth- all of
                       these activities have certain procedures.


                                                                                               22
c. “At the Arcade Creek, we have VERY specific procedures about how we can
   collect data from the creek. Now we have one last fun thing for us to do, and its
   our treat to you. Peanut butter and jelly sandwiches!”
         i. Facilitators should have the group split into two teams, and have them
            each write their own procedure for making a peanut butter and jelly
            sandwich.
        ii. Directions will probably, in some way, have a flaw such that they can be
            misinterpreted. Facilitators should then make the sandwiches EXACTLY
            as the directions say to, being sure to make mistakes as the directions
            will have probably skipped crucial steps (holding the knife correctly,
            opening the peanut butter.
       iii. Facilitators should place the sandwiches on the table and ask the
            students what went wrong.
       iv. Discussion and debrief should then be done as the students make their
            own sandwiches to eat, with the following questions as guidelines:
        v. NOTE: Facilitators should add questions to further discussion if
            necessary.
                 1. Why is data collection important?
                 2. Why is it important to be specific?
                 3. What did you learn today?
                 4. How can what you learned today be useful every day?




                                                                                  23
February 2, 2007
“Keeping Our Air Clean” Lab for Classroom Visitations

                                 Keeping Our Air Clean
                                  Scientific Experime nt
                              Starring Dr. Seuss‘s The Lorax

              Presented by: Claire Smith, Andrei Vernon, and Sarah Baron
                     MLHS Arcade Creek Project: Outreach Study

Goal of Experime nt: The students will conduct a science experiment to check the air for
visible pollutants, and thus make a conclusion as to whether our air is clean or polluted.

Duration of Experiment: Designated time in the morning and afternoon for 5 days.

Background Information: ―Particulate matter‖ is tiny particles in the atmosphere that
can be solids or liquids and are produced by a wide variety of natural and manmade
sources. Particulate matter includes dust, dirt, soot, smoke, and particles of pollutants
that have attracted an amount of waste so small that it does not fall to the ground as rain.
Major sources of particulate pollution are factories, power plants, cars, construction
activity, fires, and natural windblown dust.

Materials:

      1 white poster paper per group
      5 jar lids per group
      5 white stickers (labels) per group
      1 magnifying glass per group
      Observation Chart

Procedure :

   1. Split up the class into groups of 4 students.
   2. Each group draws 5 individual circles on the poster paper. Then they take 5 jar
      lids and place a sticker on each one. Next, the group writes the numbers 1 through
      5 on the respective circles and on the jar lid stickers
   3. Place the jar lids on the posters and secure each one with a piece of tape.
   4. Take the finished posters outside and place them on a flat area. (Rain will spoil
      the results, so bring in the experiment inside if weather turns bad.)
   5. Form a hypothesis with the class: Do you think that this experiment will prove
      that our air is clean or dirty?
   6. The following Monday will be the first day of the experiment. On Monday
      morning, have the students remove one jar lid from the poster, starting with #1.
      Monday afternoon, have the students use their magnifying glass and examine


                                                                                           24
      circle #1, to see if there is any particulate matter that has landed on the circle.
      Have the students log their observations on the Observation Chart.
   7. On Tuesday morning, have the students remove jar lid #2 from the poster.
      Tuesday afternoon, have the students use the magnifying glass to examine circle
      #2 and log their observations. Repeat this procedure for the rest of the school
      week, taking away one lid each day.
   8. On Friday afternoon, all jar lids will have been removed. Have the students look
      at all 5 of the circles, and compare the amount of particulate matter on each circle.
      If our air is clean, all of the circles will be fairly clear.
   9. Make a conclusion with the students: Is our air clean or dirty? If our air is dirty,
      circle #1 will have a large amount of particulate matter compared to that of circle
      #5.

Optional Follow-Up Activities: The students will take the information gathered
throughout the lesson and create Two-Word Bio Poem. Students will write a title at the
top of the paper that pertains to the subject matter. They will write two words on each
line to describe their title. Have students note that each line begins with a capital and that
there is no punctuation in a two-word poem. Students will illustrate and share their
finished product.




                                                                                            25
Example of a Two-Word Bio Poe m:

Mira Loma High School

Intelligent teachers

Fun students

International Baccalaureate

Much homework

Arcade Creek

School spirit

Pep rallies

School sports

Drama productions

Great memories




                                   26
Observation Chart
Hypothesis:


Monday



Tuesday



Wednesday



Thursday



Friday




Conclusion:




                    27
                                     Works Cited

Ballenger, Tara, Carol Whittington, and Keri Mahoney. "Keeping Our Air Clean." The

       Pollution Solution: Earth Day Investigations. South Jefferson Elementary,

       Shepherdstown Elementary. Jan. 2007

       <www.thesolutionsite.com/lpnew/lesson/13101/lorax.html>.




                                                                                     28
THE LORAX
            29
December 9, 2006
Revised The Lorax Curriculum




          Curriculum for The Lorax by Dr. Seuss

   A. Introduction
         1. Introduce yourselves
                 a. Mira Loma High School students

                 b. Arcade Creek Project: Outreach

         2. Introduce PURPOSE

                 a. Start a brief discussion about the environment.

                 b. Read to the students the story- The Lorax, by Dr. Seuss.

                 c. Discuss with the students the story- The Lorax, by Dr. Seuss.



   B. Discussion
         1. What does the environme nt mean to you?
                a. Nature

                 b.   Trees

                 c. Ocean

                 d. Outside

         2. Why are trees important?

                 a. Air

                 b. Pretty

                 c. Food for animals and certain cultures.

                 d. Shelter for animals and even humans.

                 e. Shade



                                                                                    30
C. Read
     1. Read
             a. Read the story to the students with a creative voice and

                 excitement. DO NOT let them fall asleep or get bored.

D. Discussion
     1. What is a Thneed?
            a. ―Fine-Something-That-All-People-Need‖

             b. A different-looking garmen

             c. t that is very useful- shirt, sock, glove, hat, pillow, and more…

             d. It is made from Truffula Trees.

             e. It was made by the Once-ler and his relatives.

     2. Where did the Lorax go? Why did he leave?

             a. The Lorax left through a hole in the smog.

             b. The Lorax left because he was sad that there were no trees left,

                 one big empty factory, and the Once- ler.

     3. What we re some of the animals? Why did they leave?

             a. Swomee-Swans, Humming-Fish, and Brown Bar-ba-loots

             b. The animals had to leave to find a better place to live.

     4. Why did the Once-ler give the boy the last seed?

             a. The Once-ler wanted the animals and the Lorax to come back

                 because he did not have friends anymore.

             b. * The Once-ler wanted to pass the idea of saving the forest onto

                 the next generation.



     5. What is the moral of this story?


                                                                                    31
            *There is a whole list of possible morals. These are just a few…

            a. Think about your actions first before it is too late.

            b. Think how others are affected by your actions before you make

                   them.

            c. Don‘t be greedy- save for other people too!

            d. The Lorax is representative of our current world.

E. Color
     1. Coloring

            a. Students will color images provided or will draw their own

                   Lorax-depends on grade level.




                                                                               32
February 14, 2006
List of Curricula for Teachers

MIRA LOMA HIGH SCHOOL’S
Arcade Creek ProjectCurriculum
Request Form
Curriculum Component: Teachers may select from the list below. Check all that
you may wish to see in your classroom.

   Endange red Species - Students learn about the concept of endangered species as
    well as the causes and solutions of endangerment. The lesson focuses on a few
    specific endangered species such as sea turtles, bald eagles, and monarch butterflies.
    Furthermore, it includes a fun art project. Recommended for students between grades
    K-4.

   Environmental Issues - Students learn about important environmental issues facing
    the world today including overpopulation, air and water pollution, biodiversity and
    global warming. The effects and solutions of these issues are central themes of this
    lesson. Recommended for students between grades 6-8.

   Lab Procedures - Students learn about the Scientific Method, experiments and lab
    procedures. This lesson includes an interactive experiment called “Sink or Float”
    which tests the buoyancy of various items. Recommended for students between grades
    1-3.

   The Lorax - Students learn about the importance of the environment through an
    animated reading of Dr. Seuss’s timeless work, The Lorax. This lesson includes a
    discussion on the problems with greed at the expense of the environment.
    Furthermore, students learn about how The Lorax reflects reality. Recommended for
    students between grades K-8.

   Mark and Recapture - Students learn about the process of marking and recapturing
    animals, a technique used to estimate the population of certain species of wild
    animals in an area. This procedure is performed by Mira Loma students on their
    annual trip to Bodega Bay. This lesson includes an activity that simulates the process
    using beans as fish. Recommended for students between grades 7-8.

   Recycling - In view of the ever more pressing issue of waste management, this lesson
    teaches students about the different kinds of recycling. Students learn which items can
    be recycled as well as the concepts of reusable products and waste reduction through
    interactive stations. This lesson can be an introduction to a class recycling project.
    Recommended for students between grades 4-8.



                                                                                        33
   Wate rways - This lesson teaches students about the water cycle and its importance
    in the ecosystem through an interactive video discussion. This lesson can be adapted
    for either a younger age group (3rd-5th) or an older age group (6th-8th).




                                                                                       34
November 20, 2005
Endange red Species Curriculum Outline

             Endangered Species Presentation
                     By Le-Huy, Lexie and Lisa

Introduction:
Hi, I’m                and this is               and
. We are students at Mira Loma High School. At Mira
Loma, a group of about 80 students go to Arcade Creek
and help keep the plants and animals there healthy. We
are from the Outreach section of the arcade creek
project and our job is to go out into the community and
teach people about the environment and the creek. So
we are here to talk to you guys about endangered
species.

Question and Answer Section:
What is an endangered species?
     -allow kids to respond
The IUCN (the World Conservation Union) is an
organization that has scientists go out into the
environment and look at many different animal species.
They use their information to see what animals have low
populations, there are very few of these animals left
in the wild. The IUNC puts these animals on the Red
List, which is a list of all the endangered plants and
animals. It is important to protect endangered species
so they do not become extinct.

What is extinction?
     -allow kids to respond
Extinction is where an animal or plant species doesn’t
exist in the wild.

Can anyone think of any extinct animals?
     -allow kids to respond
Dinosaurs, Dodo Birds, Wooly Mammoths.

Can anyone think of some endangered animals?
Pictured: Bald Eagle, Sea Otter, Feathered Frenzy
(bird), California Red-Legged Frog, Monarch Butterfly,




                                                         35
Brown Pelican, Green Sea Turtle, Spotted Owl, Humpback
Whale, Giant Panda.
Important Unpictured: Bats, Asian Elephants, Salmon,
Tigers, Rhinos, Polar Bears, Grizzly Bear, Killer
Whale, Jaguar, Zebra, Giraffe.

How do animals become endangered?
     -allow kids to respond
   Habitats get
     destroyed
   Hunting/poaching/fishi
    ng
   Pollution
   Introduced species
   Disease




                                                         36
Information/Facts Presentation:

Bird:
Bald Eagle:
     These birds are fast. They can fly up to 20 -40 miles
per hour, and they can dive at 100 miles per hour to catch
their prey. The Bald eagle is not really bald, but it has
snow white feathers on its head and neck, so the bald eagle
appears to be 'bald'. The rest of it's body is either black
or dark brown. These birds can swim to catch fish! They
live here in North America and did you know Bald Eagles are
our National Bird? They like to sit in a tall tree where
they can watch all around them. Bald eagles live near
rivers, lakes, and seacoasts.
     The reason for endangerment for the bald eagle is
because of a chemical called DDT. People, especially
farmers, use DDT to kill bugs. When the DDT washes into
rivers and lakes, the fish were poisoned by it. Eagles eat
a lot of fish, which makes the eagles' eggshells very thin
and the chicks growing inside the eggs would die.
     Also, when pioneers cleared the land, many tall trees
were cleared away, and so were bald eagles.
     DDT was banned in the United States in 1972, and bald
eagles were given their own natural environment to live in.
It is now illegal to hunt bald eagles.

Turtle:
     [Show Picture] Would you guys agree that these turtles
have impressive beauty and stature surrounding this
gigantic species? There are seven types of sea turtles in
the world, and unfortunately six of these are on the red-
list as either threatened or endangered.
     Sea turtles can weigh up to 300 lbs and are a migratory
species. That’s about 5 or 6 of you guys!
     There are many types of issues that place the sea
turtles in danger. Laying eggs has become a primary
concern. Places like new housing development and hotels
have made beaches where Turtles like to nest disappear.
Also, artificial lighting like neon signs and street lights
disturb turtles and confuse them. It is believed that
turtles navigate between the beach and the ocean using
reflected light, and man made lights make it difficult to
see.



                                                          37
     Poaches are also a problem. Turtle eggs are a delicacy
in many areas, and the turtle's "calipee" is removed for
turtle soup. Calipee is cartilage which is literally cut
out of the live turtle from among the bones of the bottom
shell. Unfortunately for the turtle this means a very
painful death, as the helpless animal is left struggling on
the beach. What a waste! There are now laws in place to
prevent transport of illegal animal parts, except it is
virtually impossible to tell the difference between legal
calipee and contraband.
     Sea turtles are often accidentally fished by shrimping
vessels and down in their nets.
     Disease also endangers them, with a cancer that makes
them have tumors.

Monarch Butterflies:
     The monarch (Danaus plexippus) is unique among
butterflies because of their long distance, round trip
migrations. These migrations are considered "endangered
biological phenomena” meaning that the route which they
take to vacation every winter is has obstacles.
Does anyone know what butterflies eat?
     Butterflies eat nectar, a sugary liquid flowers produce
to attract animals. Nectar resources along migration paths
are threatened by agriculture, herbicides, and development.
While it may take considerable time to define the specific
locations of these corridors, it is necessary to implement
conservation strategies in the region to ensure
perpetuation of monarch migrations.

Ideas for future action are:
    * Don't use chemicals which might affect any animal.
    * Participate in wildlife activities such as birding,
whale watching, nature photography, and scuba diving.
    * Join or support organizations which help protect
endangered species. For example, help support the World
Wildlife Fund.

Art Project:
-Have someone explain
-Allow kids to draw whatever endangered species, but
butterfly is encouraged: very easy to draw.
-Be sure to assist kids.



                                                            38
Finish/Evaluation
     Discuss, Re-state, Re-explain, Say Good-Bye and THANK
YOU.




                                                             39
November 9, 2005
Environmental Issues Curriculum Worksheet for presenters


                               Environmental Issues
                                         (For Presenters)
▄GROUP NAME
Name of the group. To be determined by each group, by students.
▄GROUP MEMBERS
First names of every student in the group.
▄MEMBERS‘ MOST IMPORTANT ISSUES
One issue from every group member. Should be the issue that they each think is most important.
MOST IMPORTANT ISSUE
One issue per group. Should be decided by vote and reflect the majority of the previous section.
▄HOW THIS CAN AFFECT US
How the chosen issue can affect the students personally. Ex: Air pollution—asthma.
▄HOW THIS CAN AFFECT OUR STATE
How the chosen issue can affect the area the students live in, or the state as a whole. Ex: Air
pollution—smog.
▄HOW THIS CAN AFFECT OUR WOLRD
How the chosen issue can affect the world community as a whole. Ex: air pollution—acid rain,
changing climate patterns.

                     Top Environmental Issues
            Group Name                  Top Issue




                                                                                              40
November 9, 2005
Environmental Issues Curriculum Revised

                                Environmental Issues Curriculum

Introduction (15-20)
Why is the environment important?
       - There are over 6 billion people on the planet, we each use up a lot of the Earth‘s
resources each day, we must be wary of our actions
       - The environment is a system, it belongs to all of us and therefore our actions each affect
it. We will not get another fresh planet, we must value the one we are given
       - We need to care for the environment because one day we turn it over to our children, we
       do not want to give them a polluted, resource- less planet

What are ―Environmental Issues‖?
       - things that can cause problems or are causing problems with our planet.
       - [things that are most detrimental to the environment or affect it in a negative way]
       - issues that affect the space you live in, like your neighborhood and local rivers, are
sometimes part of much bigger environmental issues.
       - many issues are made much worse by humans, and some are started by people.

Can you think of any examples of issues affecting the environment?
+ Call on hands and engage in brief discussion. After this is over, begin to talk about the
underlying issues not mentioned and elaborate on those already mentioned. Note: This is
obviously most important with a younger class as the issues they present will be either very
basic, limited, or none altogether.

A. Pollution
     Pollution in bodies of water
           1. No Clean Water to drink
           2. Fish can die from dirty water: oil leaking into water can kill fish
           3. Oil in the water can also make other animals sick, and coat their skins with oil.
              (Exxon Valdez spill. 260000 barrels of oil were spilled. largest oil spill in the U.S.
              history. the oil leaked for two days on the reef in Prince William Sound, Alaska.
              Tens, possibly hundreds, of thousands of shore-nesting birds were killed by the
              slick, as were several thousand sea mammals, especially sea otters. The biggest
              economic concern was for Alaska's important salmon and herring fisheries)
           4. trash littered in water is also hazardous. Ducks can get caught in it and dragged
              down thus drowning
           5.
     Pollution in the air
           1. No clean air to breathe
           2. Smog which is a health hazard caused by smoky mixture of carbon mono xide and
              organic compounds from incomplete combustion (burning) of fossil fuels such as
              coal, and sulfur dioxide from impurities in the fuels. Also photochemical smog is
              caused by combustion in car, truck, and airplane engines, which produce nitrogen



                                                                                                  41
               oxides and release hydrocarbons from unburned fuels, which causes haze. most of
               these pollutants then mix with rain to cause acid rain.
           3. Stratosphere can also be damaged. Chlorofluorocarbons (CFCs) deplete that
               atmospheric layer. So sun rays are able to penetrate with a more harmful effect.
           4. Green house Effect: help to cause global warming were trapped solar radiation
               help to heat the earth also warming up the planet by 1.4 Celsius to 5.8 Celsius in
               the year 2100. There would also be melting of the icecaps, which would raise
               water levels.
B. Deforestation
     Deforestation: indiscriminate cutting or over- harvesting of trees for lumber or pulp, or to
       clear the land for agriculture, ranching, construction, or other human activities.
     Causes:

                 1. Conversion of forests and woodlands to agricultural land to feed growing
                 numbers of people.

                 2. Development of cash crops and cattle ranching, both of which earn money for
                 tropical countries.

                 3.Commercial logging (which supplies the world market with woods such as
                 meranti, teak, mahogany and ebony) destroys trees as well as opening up forests
                 for agriculture.

      Effects

                 1. A major consequence, subcategory of deforestation is that of the Rain Forest.
                 More than half of the world's estimated 10 million species of plants, animals and
                 insects live in the tropical rainforests. One-fifth of the world's fresh water is in the
                 Amazon Basin.

                 2. The Amazon Rainforest has been described as the "Lungs of our Planet"
                 because it provides the essential environmental world service of continuously
                 recycling carbon dioxide into oxygen. More than 20 percent of the world oxygen
                 is produced in the Amazon Rainforest. we are losing 137 plant, animal and insect
                 species every single day due to rainforest deforestation. That equates to 50,000
                 species a year. As the rainforest species dissapear, so do many possible cures for
                 life-threatening diseases. Currently, 121 prescription drugs sold worldwide come
                 from plant-derived sources. While 25% of Western pharmaceuticals are derived
                 from rainforest ingredients, less that 1% of these tropical trees and plants have
                 been tested by scientists.

                 3. Soil erosion. With the loss of a protective cover of vegetation more soil is lost.

                 4. Silting of water courses, lakes and dams occurs. This occurs as a result of soil
                 erosion.



                                                                                                       42
               5. Extinction of species which depend on the forest for survival. Forests contain
               more than half of all species on our planet - as the habitat of these species is
               destroyed, so the number of species declines



C. Overpopulation

      The growth rate (the number of people being born each year) is much greater than the
       death rate (the number of people that are dying), as a result the Earth‘s population
       continues to increase, exponentially.

      There is a limited amount of these resources, eventually we will run o ut, depletion
       (running out) of oil, coal, etc. are the greatest threats, the more people that inhabit the
       planet the more resources are consumed by people each day.

      With the depletion of these natural resources we are polluting the environment, have
       already dealt extensive damage to the Earth‘s ozone layer. Also, when we begin to run
       out of natural resources we will need alternative methods of producing energy on a world
       scale and if we cannot find them, we will face a large energy crisis.

      Waste management is a huge problem. What do we do with all the garbage that we
       accumulate? Overtime, we will run out of places to store waste and will therefore affect
       wildlife habitats, water sanitation, etc.

D. Chemicals

      Pesticides and other fertilizers used in farming.
          1. Pesticides used in farming will sometimes get into drains, which then pollute
               water supplies.
          2. With the spraying of it from the air it can be spread by the wind so contaminate
               other sources of water.
          3. may make some types of food unsafe to eat.

+Write their suggestions on the board or on a poster.
Keep thinking about what issues you think are important. Now you guys get to decide which of
these issues is the most important problem facing our planet. Try to think of these issues
globally— look at it from the world‘s point of view, not just your neighborhood.

Activity (15-20)
+Arrange students in groups.
+Split groups among presenters to oversee and assist.
+Choose a name for your group.
        - We‘ll use group names to represent you when you vote for what you think is the most
           important Environmental Issue.



                                                                                                     43
+Have everyone write down the one issue that they think is the most important. How many
people have the same issue? Is there one in particular that most people agree with?
+Ask a presenter if you need help!
+Find one issue that your whole group thinks is the most important of those we’ve
discussed.
+Ask a presenter if you‘re having trouble!
+Fill out the rest of the worksheet for your chosen issue.
[Presenters: after they have all decided on their issue, go around and record the top issue
from every group you’re overseeing in the table provided.]

Debrief and Top Issue (5-10)
So, what are ―Environmental Issues‖?
+Unveil the top issue.
+Ask the groups who named it their top to share how it affects them, their s tate, their
world.
+Ask students from other groups to ans wer the same question, if no ans wers are
forthcoming.
+If no one answe rs, provide your own examples.

Creek Project (10-all remaining time)
Has anyone heard about the Arcade creek/ the Arcade Creek Project/ Mira Loma?
+If anyone has, ask them to explain what they’d heard about us.
Well, Mira Loma is the high school we go to, and one of the projects we do as part of our science
classes [7/8 explain IB] is a very large monitoring project of Arcade Creek. Many of the issues
we talked about today can affect your neighborhoods and creeks like this one.
+Explain general structure of creek project.
+Ask for questions about us/ the Creek Project/ Mira Loma/ the meaning of life, etc.




                                                                                              44
November 9, 2005
Environmental Issues Curriculum Worksheet for students


▄GROUP NAME
▄GROUP MEMBERS




▄MEMBERS‘ MOST IMPORTANT ISSUES




MOST IMPORTANT ISSUE
▄HOW THIS CAN AFFECT US




▄HOW THIS CAN AFFECT OUR STATE




▄HOW THIS CAN AFFECT OUR WOLRD




                                                         45
November 6, 2005
The Lorax Curriculum

Curriculum for The Lorax by Dr. Suess

First 5-10 minutes: Discussing the following questions:
        What does the environment mean to you?
-help: nature, trees, ocean, outside
        Why are trees important?
-help: air, are pretty, give food, give shade, provide shelter

Next 15-20 minutes: Reading The Lorax

Next 10-15 minutes: Discuss the following questions:
       What is a Thneed? Ask for examples, provide examples.
       Where did The Lorax go? Why did he leave?
       Name the animals, and tell why they had to leave their homes.
       Why did The O nceler give the boy a seed?
       What is the moral of the story…how can we help the environment?

If there is extra time (already running a minimum of 30 minutes) we‘ll provide coloring sheets
for the younger children, for older classrooms allow them to make their own drawings and color
them.




                                                                                            46
September 30, 2005
Curricula

MIRA LOMA HIGH SCHOOL’S
Arcade Creek Project
Curriculum Request Form
Curriculum Component: Teachers may select from the list below. Check all that you
may wish to see in your classroom.

 The Lorax – Dr. Seuss’s timeless classic is a great tool for teaching kids about the
  importance of environmental awareness and conservation. Recommended for Kindergarten-
  3rd grade.

 Sink or Float? – Do acorns sink or float in the water? This lesson will introduce students to
  the principles of mass, volume, density, and surface tension in the context of the environment.
  In addition, students will discover how the structure of the acorn impacts its buoyancy, and
  they will be able to apply this example to other examples to determine why density is
  important in the environment. Recommended for 4 th -8th grades; can be adapted for younger
  students.

 Issues Facing Oaks – Urban, agricultural, residential, and lumber-industry expansion have
  eliminated over a million acres of oak woodland in California since the mid-1940s. In
  addition to protecting the quality of water, soil, air, and wildlife habitats, oaks help prevent
  hazardous wildfires and floods. Students will learn about the importance of keeping oak
  communities safe for environmental and aesthetic purposes. Recommended for 4 th -8th
  grades.

 What Oaks Need to Grow – Soil, sunlight, water, and climate are all factors that contribute
  to oak growth. Depending on the class’s needs, this unit can include photosynthesis (basic
  or advanced level), the oxygen and nitrogen cycles, the water cycle, and a lesson on the
  different types of land (tundra, taiga, etc.). Recommended for 2nd through 8th grades.

 Developing Lab Procedures – Understanding proper lab technique is an incredibly
  important component of any science education. Mira Loma students are prepared to lead
  your students in a lab that covers some aspect of oak growth. This lesson will teach your
  students about listing a hypothesis, experimental and control groups, materials and methods,
  procedure, data, data analysis, and conclusion in lab reports while giving them hands-on
  education about oaks. Recommended for 5 th -8th grades.

 Values of Oaks – Students will learn how oaks contribute to the local economy, California’s
  biodiversity, and the preservation of water. Recommended for 3 rd -6th grade; a more intense
  lesson can be adapted for 7th -8th grades.




                                                                                                47
 Grow Your Own Oaks! – It would be our privilege to guide your students through a
  process of growing their very own oak seedlings. Students from our Restoration Team will
  be happy to take the baby oaks and plant them in the Arcade Creek area. Recommended for
  4th -8th grades, although it can be done with younger students.




                                                                                        48
TEACHER
CONTACTS




           49
Teacher Contacts 2008-2009

Mrs. Dina Robinson-Arcade Middle School-drobinson@sanjuan.edu
       Notes: 6th Grade. Preformed school talks for two years in a row

Nora Shigemoto-YMCA-noras@sacymca.org, 483-6426 ext. 13
      Notes: Contacted, no talk established

Mr. Sherriff-Winston Churchill Middle School
      Notes: 6th Grade. Extensive experience assisting his creek project

Mrs. Potter-Arcade Middle School
      Notes: 7th Grade. Contacted, but denied school talk invitations




                                                                           50
                           Teacher Contacts
                             2007-2008

        Outreacher           Contact School                 Teacher
Claire Smith            Sierra Oaks Elementary     Ms. Bayliss
                        School                     Ms. Bennett

                        Winston Churchill Middle   Mr. Sherriff
                        School
Andrei Vernon           Arcade Fundamental         7th grade teacher
                        Middle School

                        Deterding Charter          Mrs. Armbruster
                        Elementary School
Jacob Russell-Madonia   Arcade Fundamental         6th grade teacher
                        Middle School




                                                                       51
February 9, 2008

                             Mira Loma High School’s

                         THE ARCADE CREEK PROJECT

                   Classroom Visitation Teacher Evaluation Form



Date/Time: __________________      ___________________

School: ______________________________________________________________

Teacher: __________________________________________

Name of curriculum presented: ___________________________________________

Name(s) of Outreach students:

______________________________________________________________________

How well did the Outreach students cover the subject matter?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Did the Outreach students present in a professional and interactive manner?

______________________________________________________________________

______________________________________________________________________

Did the presentation cater to the age/grade of your students?

______________________________________________________________________

______________________________________________________________________

How did your students respond to the presentation?

______________________________________________________________________




                                                                              52
______________________________________________________________________

______________________________________________________________________

Would you be interested in having these Outreach students come back to your

classroom for future presentations? Why or why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Would you recommend these Outreach students and their presentation to

another teacher at your school? Why or why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Teacher Signature: _______________________________________




                                                                              53
January 9, 2006
Initial School Contact Sheet


School Name:
   Address:



   Notes:


   Distance from School:       Persons responsible:   Deadline:




Other Information
Grade Levels
Available:




Resource persons:




Special notes:




                                                                  54
                                                              School Name
    January 9, 2006
    First Meeting with Teacher Form



                                                    Meeting Agenda
                                                                                                        Date:




Curriculum Requested                                       Teacher Name                   Notes Taken?
   Discussion:



   Conclusions:


   Action items:                                                       Person responsible:                  Deadline:




Other Information
Children
(Ages/Grades)

Special notes:

Special Resources
(Available or
Necessary)




                                                                                                             Outreach
                  M ira Loma High School 4000 Edison Avenue Sacramento, CA 95821     United States
           Email: ArcadeCreekOutreach-owner@yahoogroups.com    Website: http://www.arcadecreekproject.org

                                                                                                               55
September 30, 2005
School Letter Template

Greetings, (insert name)!

My name is (insert name), and I am an International Baccalaureate student at Mira Loma High
School. The IB program requires students around the world to participate in a project within
their local communities that integrates the different science courses taught at their schools. I
would like to take this time to share with you some information about our project - the Arcade
Creek Project.

In the past six years, students and their instructors have created one of the most comprehensive
high school field studies in North America. Now with over 200 student participants, the Arcade
Creek Project has 11 different scientific studies (Vertebrates, Habitat Assessment, Botany, etc.)
at 6 different sites along the Arcade Creek. The program has experienced so much success that
the opportunity is ripe for bringing our resources to middle and elementary schools.

Due to an "acorn cycle" that peaks every nine years or so, this fall is a perfect time for instituting
a curriculum on oak trees and their impact on the environment. Your students will be able to
plant and grow their own acorns and get them ready for planting in the creek area. All the while,
they will learn about environmental responsibility and basic ecological awareness.

This is a chance to give your kids an education otherwise unavailable in the classroom. Our
students are bright, friendly, and flexible, and we look forward to the chance to work with you,
your teachers, and your students. On behalf of all of us at the Arcade Creek Project, I hope you
will consider this opportunity. I hope to hear from you soon.

Best regards,

(insert name)
Student Outreach Committee
The Arcade Creek Project
Mira Loma High School




                                                                                                    56
September 30, 2005
Outreach Apology Letter

To Whom It May Concern:

On behalf of Mira Loma High School‘s Arcade Creek Project, we would like to apologize for the
delay in preparing our curriculum for presentation to your students. We fear that our excitement
for the project overleaped our preparation, and we started seeking classrooms to visit before we
had planned and practiced our lessons. Please do not take our lack of organization as a reflection
of the students who contact you.

At Mira Loma, we take a great deal of pride in the quality of our work and the level of our
organization, and our delay in responding to you has partially hurt that reputation. We are still
very interested and very excited about presenting to your students, and we will be fully prepared
to do so by February 28. To sign up for a presentation date (we still have the Curriculum
Request Forms from those of you who filled them out), call/email the Mira Loma student who
first contacted you or send an email to: ArcadeCreekProject_Outreach@yahoogroups.com.

If you have any question or concerns, please do not hesitate to let us know. Once again, we
apologize for any inconveniences we may have caused, and we look forward to meeting you and
your students in the new future.

Best regards,



Kevin Dupzyk       Alexander Dominitz
Outreach Team Managers




                                                                                               57
September 30, 2005
School Contact List


Outreach Phone Contacts                                 Updated 10/26/04
Elementary/Middle/Junior High Schools

Last        First                                       Contact     Phone
Name        Name        Contact School                  Person      Number   Comments
                                                                             Report submitted
Black       Jessalynn   Churchill Middle School         ?           ?        on time
                        Cowen Fundamental Elemenary                          No report
Bornstein   Lindsey     School                          ?           ?        submitted
                        Arcade Fundamental Middle                            No report
Carls on    Maggie      School                          ?           ?        submitted
                        Mission Avenue Elementary                            No report
Chin        Stacey      School                          ?           ?        submitted
                        Del Paso Manor Elementary                            Report submitted
                        School                          ?           ?        late
                        Mary A. Deterding Element ary                        No report
                        School                          ?           ?        submitted
                                                                             No report
                        Creekside Elementary School     ?           ?        submitted
                                                                             No report
                        Whitney Elementary School       ?           ?        submitted
                                                                             No report
                        Arden Middle School             ?           ?        submitted
                                                                             Report submitted
                        Sutter Middle School            ?           ?        late
                        Cameron Ranch Elementary
Kelly       Lisa        School                          ?           ?




                                                                                           58
GRANTS




         59
Outreach 2008-2009

                                      Grants Information

This year, we have successfully applied for and attained the GABY Grant for our second
consecutive year. The GABY organization stands for Grants Advisory Board for Youth and the
group aims so promote youth-led philanthropy projects with a focus on environmental
awareness. Unfortunately, the GABY association had recently undergone budget cuts and
restructuring, thus their new max. amount of grant funding is $500. Nonetheless, the GABY
Grant is one that the Outreach team should seek each year. For more information, you can visit
http://www.sacregcf.org/gaby.

The Outreach team also sought after grants from Captain Planet and the Native Plant Society.
We were unsuccessful this year, but there‘s always next year.

Outreach accepted a generous donation of waders from the Fly-Fisherman‘s Association at their
spring meeting.

Further, as the Arcade Creek Project was awarded the Creek Steward Award on behalf of the
Urban Creeks Council, we were given a generous donation.




                                                                                               60
October 15, 2007
Grants Information

As you may remember from the previous Outreach
meeting, I had mentioned I would be willing to facilitate
the grant application efforts for the Arcade Creek Project.
Primarily, I plan on seeking a grant from the Grants
Advisory Board for Youth in Sacramento County (GABY)
because I have had successful experiences with them in
writing for the "UCCE Sacramento County 4-H Youth
Development Program: On the Wild Side" for the past
two years. Through GABY we are able to ask for up to
$2,500 of funding each year.
This post is intended to inform the rest of the Outreach
team of progress made in the Grant writing efforts as
well as alert you of future deadlines.
November 26th the grant application is due to GABY
December 10th two or three of us need to meet with
the GABY board and present our project
Mid-February we should hear whether or not our pitch
was successful

I will bring the application form to the next Outreach
meeting so everyone has a chance to see it.

If anyone is interested in learning more about this grant
in particular, you can visit http://www.sacregcf.org/gaby/
for more information.




                                                          61
EVENTS




         62
Outreach 2008-2009

                                      Events 2008-2009

Salmon Festival
    October 11th 2008
    10am-4pm
    Nimbus Fish Hatchery
    ―Welcome to the 12th annual American River Salmon Festival, an exciting two-day event
      full of fun, entertaining and educational activities for the whole family. Celebrate their
      River Return! LONG LIVE THE KING!‖

EarthFest
    April 4th 2009
    9am-4pm
    Sacramento Zoo
    ―What better way to celebrate Earth Day than by visiting the animals we share the Earth
       with. The Sacramento Zoo Earth-day party is on April 4, 2009 and will have crafts,
       entertainment and activities. Participants will include environmental and conservation
       organizations, nature clubs, recycling businesses and more.‖

Creek Week
    April 25th 2009
    9am-2pm
    American River College; southside of campus
    ―Be part of an area-wide volunteer effort to improve and enhance our urban waterways
      by collecting and removing trash and debris as well as invasive exotic plants.‖

Earth Day
    April 26th 2009
    11am-6pm
    Southside Park
    ―Sacramento Earth Day is a project of ECOS and Friends of ECOS‖

Walk On the Wild Side
   May 9th 2009
   9am-4:30pm
   Beach Lake Preserve (off of I-5)
   ―Join Stone Lakes National Wildlife Refuge and local partners in celebrating
      International Migratory Bird Day and local conservation successes.‖




                                                                                             63
December 12, 2007
California Rivers Festival

This is a new event that Outreach [and anyone else in the Arcade Creek Project] can participate
in. We decided at today's meeting that we would like to do this event and I have contacted Alta
about it and we are signed up! Below I have that same exact information sans the graphic on the
first page of the pdf.

Friends of the River's 2008 California Rivers Festival is an annual one day festival and swap
meet organized primarily by volunteers from Friends of the River's rafting program. The event is
intended to provide a space and a forum for environmental and river oriented organizations,
exhibitors, and vendors, as well as a swap meet for outdoor and whitewater/river equipment. The
event will feature films and discussions on current topics of interest about California river
issues. There will be booths for environmental and governmental organizations as well as
vendors selling outdoor equipment, and a concession venue with food and drink. The target
audience is anyone with an interest in California outdoors, including families and children.

In response to many requests, this year the event is being moved to
earlier in the season and to a location with greater public appeal. The
festival will be at the Sacramento Waldorf School (www.sacwaldorf.org) in
Fair Oaks, a suburb of Sacramento, on March 15th, 2008. The location is
ideal, rain or shine, with large, comfortable spaces inside - a gymnasium,
and several meeting rooms of various sizes from large to small, and outside- a beautiful, tree-
filled campus with large, grassy areas, and substantial parking. Also, a large covered pavilion
adequate for the swap meet if the weather doesn't cooperate. The school is very near the
American River and located next to Fair Oaks' Bannister Park.

The event will be free. Funding will come through levels of sponsorship
by organizations and vendors, and a percentage of swap meet and
concession revenues, and silent and live auctions.

Basic information is on the Friends of the River web site, and will be
being updated frequently as organizational details begin to be firmed up.

For more information about how to become a sponsor, an exhibitor or a
volunteer for the 2008 California River Festival, contact Kimani Kamau at
Friends of the River (www.friendsoftheriver.org) by calling 916 442-3155 x
203, or e-mail him at kkamau@friendsoftheriver.org.




                                                                                                  64
October 3, 2007
Salmon Festival Information

                          Salmon Festival 2007

Who: Outreachers [those that want hours and/or can
come]

What: American River Salmon Festival 2007

When: October 13, 9:30am - 4:30pm

Where:
Lake Natoma (CA State Recreation Area)
2001 Nimbus Rd.
Gold River, CA 95670
(It's on the other side of Hazel opposite of the CSUS
Aquatics Center- you won't be able to miss it.]

Why:
-Because we need hours in Outreach
-Most of the time we are at the Salmon Festival
helping/working for the Urban Creeks Council.

Additional Info.
If you go to this, please wear appropriate clothing:
- Shirts = Outreach t-shirt from last year, Earth Day,
Creek Week Cleanup, and other environment shirts
- Bottoms= Khaki pants, Capri’s, or cargo shorts. We do
not like Outreachers to wear jeans- we want to represent
Mira Loma and the Arcade Creek Project in a professional
manner.



                                                        65
                            Mira Loma High School’s

                        THE ARCADE CREEK PROJECT

                 Classroom Visitation Teacher Evaluation Form



Date/Time: __________________     ___________________

School: ______________________________________________________________

Teacher: __________________________________________

Name of curriculum presented: ___________________________________________

Name(s) of Outreach students:

______________________________________________________________________

How well did the Outreach students cover the subject matter?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Did the Outreach students present in a professional and interactive manner?

______________________________________________________________________

______________________________________________________________________

Did the presentation cater to the age/grade of your students?

______________________________________________________________________

______________________________________________________________________

How did your students respond to the presentation?

______________________________________________________________________




                                                                              66
______________________________________________________________________

______________________________________________________________________

Would you be interested in having these Outreach students come back to your

classroom for future presentations? Why or why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Would you recommend these Outreach students and their presentation to

another teacher at your school? Why or why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Teacher Signature: _______________________________________




                                                                              67
68
69

				
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