Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center

Charles J. Eick; Sarah Carrier; Karni Perez; Doyle E. Keasal

doi:10.1007/978-90-481-9222-9_12

The Inclusion of Environmental Education in Science Teacher Education pp 173-189 | Cite as

Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center

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Authors and affiliations

Charles J. Eick
Sarah Carrier
Karni PerezEmail author
Doyle E. Keasal

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First Online: 05 August 2010

Abstract

Elementary and secondary science preservice teachers teach environmental education (EE) to summer camp children during their first science methods course. Local children in grades K-6 attend a week-long, summer day-camp at the university’s outdoor EE education center. Preservice teachers receive training in the use of the environmental curricula including Projects WILD, WET, and Learning Tree, from a Cooperative Extension Specialist. Information on the development of these curricula is also presented. Preservice teachers collaborate with the camp director and staff to plan and coteach lessons from these environmental curricula to rotating groups of campers. A typical day at the camp is described. Elementary preservice teachers report in written journals an increase in their confidence and abilities to teach environmental science and its related interdisciplinary subjects in the outdoors.

Keywords

Preservice Teacher Environmental Education Elementary Preservice Teacher Summer Camp Outdoor Setting

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Appendix 1: Orientation Points for Student Preservice Teachers

What We Ask of You

1.

Wear closed-toe shoes and socks, not sandals; the provided name tags; and your camp tee.
2.

Be at camp as early as you can. The more time you spend here, the sooner you’ll feel comfortable and know how camp works.
3.

Check the Camp Task List on the office door to find out what needs to be done for setup before camp and what needs to be done after camp.
4.

We encourage you to actively assist the teachers – look or ask for things that need to be done to help. You’ll learn more that way.
5.

As a group “counselor,” you are one of the responsible adults on whom campers can rely for guidance, help, information, and encouragement. (Your campers will be in the group you teach.)
6.

Be a role model for the campers, especially with regard to curiosity about and appreciation for (exploring) nature and the science we do. Try not to show squeamishness or fear.

Tips on Teaching at Camp

1.

This is hands-on, experiential science. The campers are supposed to have an opportunity to observe and explore. This isn’t the classroom. This is informal education. The campers will be expected to participate with the group and behave appropriately, but the learning is active and often noisy, and that’s good. It means they’re enjoying what they’re doing. We are at camp, and the most important thing is that the children have fun while they’re discovering nature.
2.

Watch the teachers. Learn from them. Don’t hesitate to ask us questions, like “Why did you do this?” etc. You’ll have your own way of teaching, but use this opportunity to learn, to develop your repertoire of teaching skills and techniques. I learn new things about teaching (and about nature and science) every day at camp.
3.

You aren’t expected to know the answers to all or necessarily even most of the campers’ questions. It’s okay to say things like, “Gosh, I don’t know,” or “That’s a great question. I wonder about that too.”
4.

If you see that some children aren’t understanding what needs to be done, help explain it to them or, if needed, help them do it as best as you can.

Miscellaneous

1.

Location of First Aid supplies.
2.

Chigger bites can be discouraged by insect repellent and not sitting on the ground except in designated places or on a tarp.
3.

Special health information about any of the campers.
4.

What does poison ivy look like (an important reason we urge campers to stay on the trails on hikes)? (Show examples.)

ABOVE ALL: Enjoy camp yourselves! Let yourself be curious and respond to the campers’ curiosity. When adults are interested in what interests the children, it adds to their motivation to learn.

Appendix 2: FEP Outdoor Environmental Education Teaching Rubric

Directions: Complete this evaluation of your university student teacher with specific written comments (REQUIRED) and a rubric score for each performance indicator. This is a formative evaluation and will NOT count as a grade for the FEP teachings, so be honest in your appraisal and feedback.

Rubric

4 = Excellent demonstration of meeting this indicator with no need for improvement at all

3 = Very good demonstration of meeting this indicator with little need for improvement

2 = Almost meeting this indicator with room for some improvement

1 = Not meeting this indicator with much room for improvement needed

Performance indicator	Written comments	Rubric Score
Preparation and planning: The instructor was very well organized having the lesson on hand, hands-on materials, handouts, and other items readily available when needed
Opening: The instructor opened the lesson with a point of engagement, question, or link to students’ prior knowledge or previous learning/lessons
Instructions: The instructor gave clear and concise directions for what the students were to do and adequately answered any procedural questions before beginning activity
Activity: The instructor guided the students’ actions and learning throughout the activity including what they were to do, what they were NOT to do, pacing the students, answering questions, and the general welfare and safety of the students
Closing: The instructor promptly assembled the students at the end of the activity in order to facilitate what they did/found/learned through knowledgeable questioning and guiding students during student sharing or presentations
Disposition: The instructor demonstrated a strong teacher presence through multiple indicators including enthusiasm, positive attitude, interaction with students, clear commands, self-assuredness, a “take charge” approach, and/or other indications that a “teacher is present”

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Authors and Affiliations

Charles J. Eick
- 1
Sarah Carrier
- 1
Karni Perez
- 1
Email author
Doyle E. Keasal
- 1

1.Department of Curriculum and TeachingAuburn UniversityAuburnUSA

Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center

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