Group Title: Environmental teaching plans
Title: Colors, shapes (patterns) and textures in nature
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Permanent Link: http://ufdc.ufl.edu/CA01300920/00016
 Material Information
Title: Colors, shapes (patterns) and textures in nature
Series Title: Environmental teaching plans
Physical Description: Archival
Language: English
Creator: St. Croix Environmental Education Team
Publisher: Division of Fish and Wildlife
Place of Publication: Frederiksted, VI
 Record Information
Bibliographic ID: CA01300920
Volume ID: VID00016
Source Institution: University of the Virgin Islands
Holding Location: University of the Virgin Islands
Rights Management: All rights reserved by the source institution and holding location.

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E.T. A LOCAL WAY OF LEARNING


YURU THE GURU STUDIES ECOLOGY

Eulalie R. Rivera Elementary School
Environmental Education Team

5-12


Concepts:
8. Attitudes & Values
10. Economic Planning
12. Stewardship


Disciplines:
1. Art
2. Social Studies
3. Language Arts


Objective:
In conversation or by writing or sketching, students will identify man's
relationship to the natural world by selected experiences involving the senses.


Rationale:
In India and
is different
means. They
people spend
life. Often


the Far East, the people have a philosophy or way of thinking which
from ours. They wish to understand more about life and what it
care less about making money and buying things. Some of these
their lives as holy men who think of the most important ideas about
these persons are called Gurus or wise men.


Our friendly Guru, whose name is Yuru, has come to the Virgin Islands to help us
think about important ideas. He heard that we are messing up the environment.
He discovered that we care too much about making money, buying things, and
worrying about what to wear. He though he could help us get our heads
straightened out.

He found that if we don't stop using up the things-of earth so fast, and slow
down our way of living, we would run out of things which earth gives us. Today
there is a shortage of gas, of oil, of paper, of nice places, of fish, of other
food. Land is covered with shopping malls or golf courses and hotels, forests
are cut down, marshes are filled, water is polluted. Yuru wants you to think
about what this means for you. He wants you to think about what you should do
to make the world a good place to live.

Materials Needed:
Drawing and/or note paper
Drawing pad
Pencil

Directions/Activity:

What to Wear:
Old clothes, old shoes or boots, be ready for the weather.


Title:

Author:


Grade Level:














E.T.


YURU THE GURU STUDIES ECOLOGY


ACTIVITY #3

Correlating To Man. (3-5 minutes)

Some particular characteristic of the place will serve as a focal point for
writing thoughts on note paper. Students should think of the various uses man
makes of the item which is pointed out. Notes should include ideas on how man
might get along without that item.

Items might be a gut, a windmill, a tide pool, or other water features, or the
tree portion of the place, green foliage, animals or animal signs, the sun,
litter and other intrusions of man, etc. Be sure to relate to conservation and
environmental quality concerns when explaining the activity.


ACTIVITY #4

Nature Recycles. (8-12 minutes)

Students should use the senses of sight, feel and smell to explore old downed
trees and logs/stumps. Leaf litter, the soil, the fungi and other plants and
animals of decomposition. They should take notes on what they saw, felt, and
smelled. They should also spend a few minutes considering man's recycling.
problems and how his actions compare to natures.

Students may, at this time, carry on meaningful verbal exchange on the subject
but should be separated into groups of 2-3. Notes should be recorded.


ACTIVITY #5
Meditation Break. (about 5 minutes, more for older students)
(A very difficult yet very meaningful activity)

Students should walk to a location where aesthetic quality is high. They should
form a single or double line and be spaced about 2-3 meters (6-10 feet) apart.
All should face the same direction and sit down on the ground.

All must maintain as complete silence as possible, for the courtesy of others
and for the effectiveness of the exercise. Do not use tape at this point.

Each person should spend a few minutes thinking about the life of the place, how
the processes of life occur at this site and how important it is for this
environment to be conserved if the thin-s encountered will continue.

Midway through the time period introduce the idea of man's effects on wild
environment. Have the students consider what man has done to wild places by
excess development, by littering, by destructive behavior, by greed.











E. T.


YURU THE GURU STUDIES ECOLOGY


Where to Go:

A wild place where man's intrusions are minimal. (A forest, an old field, sea
shore, a marsh). A pre-event site visitation by the teacher is necessary for
best use of this instrument.

Grouping:
If possible, group size should be 15 or less. The use of aides or especially
parents is recommended. Parents and other volunteer help should be pre-trained
during a preparation and planning session.

Notation on the use of the exercise:
Students should have previously been exposed to field studies so that the
novelty of a first field trip is not a problem. If a period of field activity
immediately precedes the activity, this precaution may be disregarded with the
teacher's discretion.

Activities:

Note that a variety of activities are given. The teacher may delete one or more
if time does not permit.

Preparation of site:

Begin activity with directions for full use of the senses: ears, eyes, nose,
touch. Caution students to always be aware, to restrict talking.

ACTIVITY #1

Silent Walk.

Walk silently for 5-10 minutes. Each person should observe (without making a
sound) the features of the place. Each should try to see as many of the
different parts which make up the environment of the site. Walk slowly. Stop
often. Unit leader may silently point to some of the features seen but will say
nothing. Students should attempt to remember as much of what they saw as
possible.

ACTIVITY #2

Art in Nature. (10-20 minutes)

Each student moves at least three meters (10 feet) apart from each other and
within watching distance of the unit leader. The students will make a pencil
sketch of specific items as they appear in the immediate view of the student.
The unit leader may suggest three or four specific items as available at the
site. Suggested items include a large site feature such as a single tree, a
feature of the forest floor like a stump or log. A small feature which is
easily hand held such as a leaf or mushroom, and perhaps something very small
such as a moss, an insect or a feature able to be seen under a hand lens. Older
students may combine these features into an overall sketch of an immediate field
of view. Sketching should be done silently.














E. T.

YURU THE GURU STUDIES ECOLOGY

ACTIVITY #6
(10-15 minutes)

Use a natural opening or amphitheater or other gathering place (best if still in
the natural area). Develop a discussion on the meanings gained in the various
experiences. Let students consult their notes and sketches. Promote student
exchange rather than teacher domination of the discussion. Emphasize values,
attitudes, responsibilities. Promote future orientation toward the use of
resources.






ES-16
E. T.
YURU THE GURU STLRDIES ECOLOGY
Discussion checklist focal ideas


w

w

w

w

w

w

w

w


Wilderness as wilderness

Natural area; "recreation" places for man

Development, what can money buy when this is gone?

Forest conservation practices

Water: needed for life

Recycling our resources

Slow down (the use of resources) to live!

Animals as canaries to man's survival




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