Environmental Education

Activity Manual

Peace Corps Mexico Volunteers:

Elizabeth Braker, Jill Matthews, Hanna Mershman,

Tyler Plante, Rick Ranalli, Sarah Schumacher

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Environmental Education Activity Manual

Peace Corps México

Group 9, 2010 – 2012

Environmental Education Assignment

Lead Editors:

Jill Matthews

Tyler Plante

Contributors:

Elizabeth Braker

Hanna Mershman

Rick Ranalli

Sarah Schumacher

First Edition

2012

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Table of Contents

Acknowledgements ..................................................................................................................... 6

A Word About This Manual .......................................................................................................... 7

PLANTS

Meet a Tree ............................................................................................................................... 10

Tree Detectives ......................................................................................................................... 11

Scavenger Hunt ........................................................................................................................ 12

Plant Presses .............................................................................................................................. 13

Scavenger Hunt ........................................................................................................................ 14

Tree Hands ................................................................................................................................. 15

Plastic Bag Flowers ................................................................................................................... 16

Plastic Bottle Flowers ................................................................................................................ 17

Our Ideal Tree ........................................................................................................................... 18

ANIMALS

The Web of Life ......................................................................................................................... 20

Animal Menus ........................................................................................................................... 21

Camouflage Hide-and-Seek .................................................................................................. 22

Deer Hunter ............................................................................................................................... 23

Animal Poetry ............................................................................................................................ 24

Companion Organisms ........................................................................................................... 25

Name That Animal ................................................................................................................... 26

Adopt-A-Bug ............................................................................................................................. 27

Day of the Dead: Species Extinction ..................................................................................... 29

Bats! ............................................................................................................................................ 31

Pollinator Mobile ....................................................................................................................... 32

Water Wasters, Water Savers .................................................................................................. 34

Earth’s Strata In A Bottle .......................................................................................................... 35

The Volcano Goes Boom ........................................................................................................ 36

Soil Erosion ................................................................................................................................. 37

RECYCLING & TRASH

Recycling Treasure Hunt .......................................................................................................... 39

Reused Notebooks ................................................................................................................... 40

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Recycled Paper ........................................................................................................................ 41

Small Scale Trash Bottle Project .............................................................................................. 42

Frame Yourself........................................................................................................................... 43

Newspaper Baskets .................................................................................................................. 44

LEARNING-SERVICE PROJECTS

Community Map ...................................................................................................................... 46

School-Wide Recycling Project .............................................................................................. 47

Community Beautification ...................................................................................................... 48

Community Garden ................................................................................................................. 49

Compost Bin .............................................................................................................................. 50

Environmental Messages ......................................................................................................... 51

Here We Come A Mural-ing ................................................................................................... 52

Environmental Fair .................................................................................................................... 54

YOUTH DEVELOPMENT

Exploration and Guide Practice............................................................................................. 57

Pictures of Four Different Things .............................................................................................. 58

Skits and Song ........................................................................................................................... 59

Puppet Show ............................................................................................................................. 60

Pen Pals ...................................................................................................................................... 61

Ecoclub Goes On A Field Trip ................................................................................................. 62

Backyard Camping.................................................................................................................. 63

Just For Fun ................................................................................................................................ 64

APPENDIX

#1: Tree Questions .................................................................................................................... 66

#2: Companion Organisms ..................................................................................................... 66

#3: Bats ...................................................................................................................................... 67

#4: Sample Ecoclub Rules ....................................................................................................... 68

#5: Planning A Session ............................................................................................................. 69

#6: Sample Community Beautification Flier ......................................................................... 70

#7: 40 Developmental Assets for Youth ................................................................................ 71

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Acknowledgements

Thanks to the following organizations, resources, and individuals that have assisted us

with our Ecoclubs and influenced how we think about environmental education: Project

Learning Tree, Adapting Environmental Educational Materials, Environmental Education in

the Community, Environmental Education in the Schools, Project WILD, Joseph Cornell, and

many more.

Many of the activities that we offer here have been conceived and developed by

these environmental education authorities and pioneers, as well as many others. We do not

claim to have invented the activities presented in this manual, merely to having adapted

them to our classroom needs, the cultural context, and the needs of Peace Corps Mexico.

Additional thanks goes out to our host communities of Cañada Grande, Kilometro 58,

Laguna del Mante, San Blas, and Xichú for their hospitality and reception of us. We

appreciate all the community members and teachers that have supported us with our

Ecoclubs and throughout our service.

Finally, we would like to thank all the kids of our communities who have joined us in our

two year journey through environmental education and made our Ecoclubs so successful,

memorable, and fun. We hope that our students have learned as much from us as we have

learned from them and their communities.

Sincerely,

Tyler, Jill, Sarah, Hanna, Rick, & Betty

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A Word About This Manual

Environmental education aims to teach students to understand the complexity of the

environment, think critically and fairly about varied opinions, and gain the commitment to

responsibly address environment issues. With this manual, we hope to provide

environmental educators with practical and engaging activities that can be adapted to

their youth groups and utilized in both formal classroom settings and informal Ecoclubs.

Many of these activities offer students a chance to explore the diverse aspects and

angles of environmental concepts and relevant issues. As an instructor of an environmental

group, be aware of the difference between an environmentalist and an environmental

educator. One advocates action and their personal beliefs; the other analyzes the different

viewpoints and presents a comprehensive picture of an environmental issue. As teacher or

leader of your environmental group, your role is to strive to present all the facts, consider all

the perspectives, and remain as value-free as possible. Follow the philosophy of teaching

students ‘how to learn, not what to learn.’

In addition to planning and leading sessions focused on the environment, incorporate

goals in your curriculum that go beyond information and knowledge. Work with students on

themes of personal responsibility, self-expression, social behavior, self-confidence, and

involvement in the community, themes that are naturally inherent in environmental

education.

Environmental education also pairs quite well with practical, interactive, experiential

activities that lead to students to more questions. We support activities that enhance

problem-solving skills, stimulate critical thinking, and develop the ability to make informed

decisions. Look to incorporate the different categories of environmental education

activities:

Problem-oriented activities: assessing environmental issues, the different perspectives

involved, and possible solutions

Experimental activities: hands-on exploration, testing ideas, and answers questions

Service-learning activities: projects that promote civic engagement and community

improvement

Interpersonal activities: collaborative learning, presentations, discussions, or debates

Intrapersonal activities: personal expression, reflection, and observation

When planning sessions, adapt activities so that they are appropriate for the age, skills,

and knowledge of your students; naturally, keep in mind available resources and materials

as well. These activities should assist you in further developing the overarching, unifying

themes and concepts of your program.

Within both formal and informal settings, instructors should establish rules and

consequences early to ensure good behavior and a safe, encouraging learning

environment. Promote regular attendance and group traditions to promote solidarity and

pride. Try to make the classroom an inviting and colorful space to reflect the unabashedly

positive and welcoming atmosphere of the group. Lastly, be sure to give students time to

research personal questions, praise for their efforts, and space to voice themselves.

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The activities we offer here have been effectively used, adapted, and compiled by

Peace Corps Mexico Environmental Education Volunteers. We hope that this collection of

activities can complement your curriculum goals, facilitate the learning process of your

group, and add a spark of activity into your sessions.

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PLANTS

10

Meet a Tree

Objective:

To utilize the sense of touch to explore and respond to the

surrounding environment.

Directions:

Pose questions to students about the diversity of

shapes, colors, textures, and features of trees. For a list of

sample questions and answers, see ‘Tree Questions’ in the

back of this manual (Appendix #1: Tree Questions). Or put

together a visual presentation about the diversity of trees in

the world.

Afterwards, go outside to an open space with

different species of trees. Have students pair up and blindfold one of them. Instruct ‘sighted’

students to very carefully guide their blindfolded partner to a nearby tree. They will have a

minute or two to feel the tree (hug it!) and, if possible, the leaves before returning to the

starting point and removing the blindfold. See if they

can identify the tree they were at. Partners should

then switch roles.

After a few rounds, bring students together and

have them describe the different trees they

examined. Encourage them to explain what senses

they used, what the trees felt like, and how they knew

which tree they visited. Discuss how our senses, other

than sight, help us to survive.

Variations:

Make a field trip to a local tree nursery (vivero)

to observe the different plant species and discuss the

physical differences between them.

Supporting Information:

Project Learning Tree, Activity #2: “Get In Touch

With Trees.” This activity has students utilize their

sense of touch with different objects in nature.

http://www.plt.org/stuff/contentmgr/files/1/e3fbfdab383fcb60e1db3e2dc4585be2/pdf/plt_activity_2_get

_in_touch_with_trees_lo.pdf

Appendix #1: Tree Questions.

Time: 30 minutes

Materials: Blind folds (you can use

anything from hats and

scarves to bandanas)

Open space

Tree Questions

(optional)(see

Appendix)

Photo credits: www.halton.ca

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Tree Detectives

Objective:

To identify common tree species using their various physical

characteristics and scrutinizing the differences between

them.

Directions:

First, have students close their eyes and imagine a

tree. Ask students to draw a picture of a tree from memory.

Save these drawing for later.

Using a drawing or diagram of a tree go through its

main parts and label them: the roots, truck, bark, branches and leaves. Then have the kids

form a tree with their bodies. Tell them to imagine their feet are the roots, their stomach is

the trunk and their arms are the branches. Can they move their body like a tree moves in

the wind? Can they move their arms like branches do when it rains? If you have a spray

bottle, at this point you can spray lightly the water to simulate the rain. This usually gets

some giggles.

Go outside and ask students if they know the names of any nearby trees. After

assessing student knowledge, work with students to examine revealing characteristics of

common tree species: the shapes, colors, textures, and patterns of the leaves, bark, twigs,

flowers, fruits, and seeds all provide us with important clues.

Next collect leaves, seeds, or fruit from the learned species – if possible, ones already

on the ground -- and place them in a pile in an open space. Still in groups, explain that they

will have a relay race. Call out a name of a tree species and the first student in each team

should run to the pile and search for the corresponding leaf, seed, or fruit. Each correct

item is worth one point. Depending on the level of the group you might want to call out a

leaf shape or its fruit/seed instead of its species name.

Now that students have examined the different parts of the trees up close, have them

draw another picture of a tree from memory, this time with as many details as they can

remember. Compare the two drawings and see what new details emerge.

Variations:

Divide students into small groups. Each group must pick a nearby tree and write a

description about it. Students should observe the shape and color of the leaves; the texture

of its bark; the seeds, flowers, fruits, or nuts hanging from it; the insects or birds that occupy

it; the number of branches; its height and width; and its other unique characteristics. Groups

can share their investigative finding with the other groups in quick presentations.

Supporting Information:

CONABIO maintains a detailed and useful tree guide for common tree species in

Mexico. Search by common name, scientific name, or physical characteristics.

http://www.biodiversidad.gob.mx/Difusion/cienciaCiudadana/vecinosVerdes.html

Time: 30 minutes

Materials: Tree diagram

Paper

Pencils

Spray bottle (optional)

Tree guide (optional)

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Scavenger Hunt

Objective:

To discover natures’ most peculiar and unique objects.

Directions:

First and foremost, state the rules of the hike and

scavenger hunt (búsqueda del tesoro). Students cannot

walk out of eyesight. The things they find must be from

nature (human objects don’t count). They must not kill/hurt

anything they take. The items they find must fit into one of the divots in the egg carton. All

items will be returned back to nature afterwards.

A list of objects to find may include:

Something beautiful

Something ugly

Something red

Something humans need to survive

Something scary

Something that you wouldn’t want to eat

Something that has no function

Something hard

Something soft

Something that has a strong scent

Two different types of seeds

Evidence of an animal

Encourage students to think of even more categories before the scavenger hike

begins.

Variations:

Instead of collecting items from nature, students can search around the area for the

tallest, shortest, widest, most colorful, or most interesting tree or plant.

Supporting Information:

101 Nature Activities by Sanborn Western Camps offers this manual with a wide

selection of activities to get students outside.

http://tov.skavt.net/baza_znanja/igre/101_Nature_Activities.pdf

Time: 1 hour

Materials: List of items to find

Egg carton

13

Plant Presses

Objective:

To press plants to appreciate and display local plant

biodiversity.

Directions:

Start by describing the process of pressing plants.

Explain that pressing plants dries them out and minimizes

their exposure to oxygen and microbes that would break

them down, which allows them to last longer and not rot.

Then go for a hike to collect plant samples. Students

should be instructed to only pick fresh, live plants and no

more than they need. A few leaves, flowers, and/or seeds

can make a great children’s display.

Bring your findings back to a large table. Create

plant identification tags and place the samples and tags in

your press, such that two or three sheets of newspaper are

on either side of plant sample. Suggested tag information

includes: name of plant; name of collector; date collected;

plant uses; plant description (if only partial sample available

or feasible).

The basic idea is to place plant specimens between

the absorbent sheets of newspaper, and then apply

pressure to press them flat and allow them to dry with

minimal loss of color and detail. The newspaper is placed

between layers of cardboard, and finally all the layers are

placed between two pieces of wood (or under a stack of

books), and pressure applied.

The size of the press should depend on how many

flowers you want to press at one time. You may need to

change the paper after two or three days, depending on

moisture content. Once completely dried, students can make a booklet of their samples.

Variations:

Make a wall display of native plants for a school or environmental education center.

This can easily be done with your samples mounted with glue on white paper and then

onto poster board or cardboard. Native medicinal and/or edible plants could be an

interesting display for the people in the community.

Supporting Information:

“Plants Presses.” p. 277 Environmental Education in the Community. Peace Corps

Information Collection and Exchange (ICE). Publication No. M0075. 2005.

Time: 2 – 3 hours

Materials: Sturdy cardboard (cut

into 10” by 10” squares)

Scissors

Newspaper

String

Identification Tags

Plastic bag

Paper

Pens

Photo credits: www.finegardening.com

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Scavenger Hunt

Objective:

To integrate close observation, science, writing, drawing,

and personal introspection to connect students with the

natural around them.

Directions:

Introduce nature journaling by explaining that it is like

keeping a diary about the natural world: students will be

drawing, writing – in short expressing themselves – within

their own notebooks. They should be instructed to observe,

describe, and draw whatever is going on outdoors:

weather, plants, animals, and all the sights and sounds of the immediate area. Images

(leaves, clouds, birds, insects) should be labeled with either names or notes so they can be

researched and/or remembered for later. Other information, such as the date, time, place,

and weather should also be jotted down in their notebooks.

The importance of recording their environment can be discussed with students. For

instance, early naturalists and biologists who lacked cameras and other modern recoding

equipment, these journals were tremendously important for observing and learning about

the natural world.

Nature journaling pioneers like Clare Walker Leslie encourage teachers to ask probing

questions during journaling sessions to encourage students to think and look deeper. Guide

students with questions such as, “Why do you think so many weeds grow here?” or “Why

does this tree not look healthy?” or “Why does everyone think there are lots of the same

species in this area?” She also recommends that teachers place an emphasis on drawing in

the journals to promote observation.

Supporting Information:

Clare Walker Leslie is the pre-eminent environmental educator promoting nature

journaling as a way to instill environmental awareness and values in students.

http://www.clarewalkerleslie.com/teaching.htm

Time: A few minutes over many

sessions

Materials: Pencils, pens, colored

pencils or other

writing/drawing utensils

A notebook for every

student

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Tree Hands

Objective:

To create a unique and colorful tree from cardboard in the

shape of your hand.

Directions:

Have students trace their hand and most of their

forearm on a piece of cardboard, then have them cut it

out. Their arm will be the trunk of the tree and their fingers

the branches. Students can cut out small paper leaves that

can then be glued onto the branches.

To keep the tree upright, create a base or attach a small, folded piece of cardboard

to its back.

Variations:

Allow students to write meaningful words or quotes on the trunks of their trees.

Supporting Information:

Learn how to make a 3D tree, a creative (though more difficult) twist on the normal 2D

trees.

http://www.creativejewishmom.com/2009/10/make-a-three-dimensional-fall-tree-with-felt-leaves.html

Time: 45 minutes

Materials: Cardboard

Colored paper

Glue

Markers

Scissors

16

Plastic Bag Flowers

Objective:

To demonstrate a creative way to reuse and utilize an

excess of plastic bags.

Directions:

Begin by cutting off the handles and bottom of the

plastic bag to make a tube (as shown in step #1). Then cut

along a line of the bag to make a long, flat sheet (step #2).

Each flower will need at least two strips of plastic; each strip

should be 1½ inches wide (step #3).

Fold the strips repeatedly over-and-over into 1½or 2

inches wide rectangles (step #4). Next, cut the strips into a

heart-shaped form to make the flower petals (step #5) and then

unfold the strips (step #6). Roll the petals around the eraser end of

the pencil and attach it with the hot glue gun (step #7).

Repeat steps 5 to 7 slightly below the first strip on the pencil

attaching increasingly larger petals each time. Carefully spread

the petals away from the center, starting with the outermost

petals.

Use the hot glue gun to attach the green yarn or paper

directly to the petals and wrap it around the pencil. Finally, cut out

a leaf from the construction paper and attach it to the pencil in

the middle

For little kids (8 and under) this can be a difficult exercise.

Precutting the plastic bags will go a long way to ensuring every kid

gets to finish the project.

Supporting Information:

Further instructions on making plastic flowers.

http://www.instructables.com/id/Flowers-made-from-plastic-

bags/?ALLSTEPS

Time: 1 hour

Materials: Wooden pencils or wire

Scissors

Plastic shopping bags of

different colors

Hot glue gun

Green construction

paper or yarn(optional)

Photo credits: www.instructables.com

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Plastic Bottle Flowers

Objective:

To transform a used plastic bottle into a flower with just a

few simple cuts.

Directions:

Collect different sizes of plastic bottles before the

session. One or two bottles for every student should suffice,

depending on the time available and the ability of the

group. Prior to the session, remove plastic wrappers and

wash them. Find different colored caps for added color.

First, have students cut plastic bottles in

half. Bottom halves of bottles can be

recycled – or used for other projects! – this

project only requires the top half. Next,

students should draw four oval-shaped petals

of equal size on each side of the half-bottle

using washable markers. The base of the

petals should attach themselves to the bottle

cap end, while their tips can be cut to a

point. Students should then carefully cut out

the petals and firmly fold them backwards

into a flowery form.

Have students paint their petals and

decorate their flower as they please. Sanding

the petals, applying a little glue and letting it

dry, or adding a layer of primer to the bottles

beforehand will allow the paint to adhere to

the slick surface of the bottle better and

therefore last much longer. Poke a hole in the

bottle cap or the neck of the bottle and run

a piece of wire through it to create a stem

and leaves.

Variations:

Students can experiment making

flowers with more than four petals, as shown

in the photos.

Supporting Information:

Instructions for making plastic bottle flowers with 8 petals.

http://craftsbyamanda.com/2011/07/water-bottle-flowers.html

Time: 45 minutes

Materials: Plastic bottles with caps

Scissors

Paint & paintbrushes

Markers

Wire or pipe cleaners

Photo credits: www.craftsbyamanda.com; www.flickrhivemind.net

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Our Ideal Tree

Objective:

To decorate an empty classroom wall with a large, colorful,

educational tree.

Directions:

Start by having students name different products like

fruits, seeds, berries, and flowers that grow on trees as well

as the different organisms that depend on or live in them.

Prior to the session, cut out the trunk and branches of

a tree from large strips of brown paper or cardboard.

Attach the strips of paper together on the wall to form the

trunk and branches. Be sure to properly support the tree

and keep in mind that it will weigh more after decorated.

During the session students can decorate this tree. Let them start by cutting out leaves

from colored paper and taping them on the branches. Fruits, berries, seeds, flowers and

other features that different species possess can also be taped on. Finally, have students

draw and color animals that utilize or depend on trees (squirrels, ants, butterflies, lizards,

etc.). For younger groups, print or draw animals in advance.

Variations:

Instruct students to think about a

daily action that they do that benefits

the environment, biodiversity, or

conservation. Students can then cut

out large paper leaves and write

down their answer. As we know, small,

daily actions repeated over a long

time (i.e. conserving water, turning off

lights, walking, using both sides of

paper, planting a garden, etc.) can

have big effects.

Another idea is for students to

write short descriptions of their ideal

world, or perhaps changes they

would like to see in their community. These changes can be attitude changes, such as

toward garbage, or something fun and crazy that they would like to have in town, like a

giant rollercoaster.

A third variation on this project is writing the common names of local tree species on

the leaves.

Time: 2 hours

Materials: Lots of different colors of

paper

Tape

Markers

Crayons

Colored pencils

Cardboard (optional)

19

ANIMALS

20

The Web of Life

Objective:

Explore the characteristics and functions of local

ecosystems in order to better understand how all organisms

in an ecosystem are interconnected.

Directions:

Begin by explaining and defining the word ecosystem:

a collection of organisms that live in the same area and

interact with each other. Ecosystems are classified by their

species of plants and animals as well as abiotic factors such as their geology, geography,

and climate. Most students are familiar with the basic types of ecosystems (forest, desert,

mountainous, wetland, etc.). A nature hike after a discussion may help students gain an

awareness about the type of ecosystem in which

they live.

Each student will be assigned an organism

or abiotic factor of the local ecosystems. Give

the spool of yarn to any student. The yarn

represents a connection between two organisms

in an ecosystem. Tell them to hold on to the end

of the string and throw the spool to another

participant that represents another organism or

factor that relates to them, such as food, habitat,

protection, or something needed to grow. The

next student will also hold on to his section of the

sting and throw it to another student with a

related organism. Keep doing this until a network

forms. Students can be thrown to twice, if necessary.

Next, ask students to describe human activities that affect the connections within the

ecosystem (i.e. deforestation, hunting, fire, pollution, the introduction of livestock, climate

change, etc.). After introducing a harmful activity, any student that represents an organism

that is harmed or removed because of it should let go of the string; the two other students

that are connected and dependent on this student should also let go of their strings. Allow

students to give their observations of how small effects to a few organisms can have drastic

effects on the web of life.

Variations:

Visit and examine other types of ecosystems nearby and have students compare and

contrast them with their own.

Supporting Information:

Project Learning Tree, Activity #45: “Web of Life.”

http://www.plt.org/stuff/contentmgr/files/1/2d190498df7ed924c4f1fcf31bd0644a/pdf/plt_activity_45_w

eb_of_life.pdf

Time: 1 to 1½ hours

Materials: A spool of yarn or string

Markers, crayons, or

pencils

Flash cards

Photo credits: www.bigelow.org

21

Animal Menus

Objective:

To investigate the diets of different animals by creating

menus for species of animals.

Directions:

Students will begin by choosing an animal species of

the region and investigate their diets (dietas) using

available resources such as texts, internet, or

knowledgeable local persons. Instructors should make sure that students select a wide

variety of animals, not just the most prominent ones.

After students are knowledgeable about the diets of their species, they will create a

poster of the ‘dishes’ that it consumes. These ‘dishes’ of their chosen animal can be dishes

that humans eat; however, the ingredients of that dish need to reflect the specific foods

that their animal consumes. Using a deer as an example, the menu could include a flower

soup, leaf and twig tacos, and a berry cake. Ensure that the dishes reflect the local cuisine

and traditional types of dishes. In Mexico, for instance, it is customary to have a sopa, plato

fuerte, postre, and bebida in a meal.

Variations:

Have students draw their ‘delicious’, invented dishes.

Supporting Information:

“Animal Menus.” p. Adapting Environmental Education Materials. Peace Corps

Information Collection and Exchange (ICE). Publication No. 2005.

Time: 1 hour

Materials: Poster paper

Markers

22

Camouflage Hide-and-Seek

Objective:

To learn how animals camouflage themselves by playing a

variation on hide-and-seek.

Directions:

Explain to the kids they will be playing hide-and-seek

(escondidas). The rules, however, are slightly different. The

finder is the hawk (hálcon) and will not move. Everyone

that hides must leave a portion of their body showing (a finger, their shoe, their hair). The

hawk will close their eyes and count to 30 while everyone hides, and then call out where

they see other students hiding. The best hiding place (the person that best uses the

concept of camouflage, as decided by the instructor) will be the next hawk. If the kids are

good at hiding, challenge them to move closer to the hawk and see who can get the

closest without being seen. Change locations periodically.

Be sure to debrief after the game and explain

why camouflage (camuflaje) is critical to the survival

of so many animal species. Ask students to name

examples of animals that camouflage themselves.

Afterwards research some interesting examples of

adaptations (i.e. the belly of many birds is light like the

sky when looking upwards and their top is usually dark

to blend into the tree tops when looking down;

chameleons can change their body color; lizards

(lagartos) in general are brown or green to blend with

dirt and trees, animals stay in the shade so that they

cannot be seen as easily)

Variations:

Instead of hide-and-go-seek, use brightly

colored string and various objects of different shapes

and colors to demonstrate the principles of

camouflage. Prepare nearby hiking path with the

different foreign objects. Have them hanging them

from tress, barely peeking out from below leaves, or just in plain sight. Some items should be

obvious, such as a bright red bottle. Other items will be better camouflaged due their color

or shape. Students should attempt to distinguish and discover all the hidden objects.

Supporting Information:

Additional instructions and variations for this game.

http://www.antigo.k12.wi.us/district/Programs/SchoolForest/Unit4_ThicketGame.pdf

Time: 10 – 30 minutes

Materials: An open space

outdoors with lots of

places to hide.

Photo credits: www.worldofstock.com

23

Deer Hunter

Objective:

To demonstrate why some animals become prey more

easily than others.

Directions:

This is basically a game of tag (tocar, dieciocho, or

roña, depending on your region) One student will be the

hunter, the remaining students will be deer. All deer will be divided up into different roles,

each with a different handicap (impedimento físico): mom and baby deer must always run

together; crazy deer can only run backwards; grandpa deer must walk; hurt deer can only

use one foot; only dad deer can run regularly without a handicap. All deer start from a

central place. When a deer is tagged, they must return to this location. Have students

switch roles periodically.

Afterwards, ask students which deer was hardest to tag. Have students explain what

this game represents in the wild.

Variations:

Have kids suggest additional handicaps and prepare yourself for the amusing ideas

they come up with.

Supporting Information:

101 Nature Activities by Sanborn Western Camps offers this manual with a wide

selection of activities to get students outside.

http://tov.skavt.net/baza_znanja/igre/101_Nature_Activities.pdf

Time: 30 minutes

Materials: An open space outside

24

Animal Poetry

Objective:

To enhance students’ knowledge about a species of

animal, reflect on their feelings and relation to it, and

improve their writing skills.

Directions:

The class should create a list of local animal species

from which each student needs to choose one. Students

will be instructed to write a poem (poema) about that animal. Poems can include

information about its diet, habitat, movement, appearance, and other traits (dieta, habitat,

movimiento, aspecto y otras características). If possible, provide students with informational

materials about the species.

Students should be encouraged to be creative and expressive with their poetry,

communicating their feelings towards, and their relationship with, their chosen animal.

Students may choose to adopt a free style or instructor may choose a certain poetic style.

After finishing their poems, students will proceed to cut out a full-page silhouette of

their species. Instructors can create one silhouette for each animal prior to the session so

that students can then quickly trace it onto

paper and cut it out. To complete the

exercise, students will write their poem onto

the silhouette of that very animal.

Keep in mind that this lesson does not

focus solely on learning about animals but

also on improving students’ writing skills.

Instructors should work with their students to

draft and revise their works in order to

improve their writing technique, spelling,

handwriting, and style.

Supporting Information:

1. A comprehensive list of different

poetry forms with examples.

http://www.kathimitchell.com/poemtypes.html

2. This site has some smart suggestions for teaching poetry to children as well as plenty of

examples.

http://www.teachkidspoetry.co.uk/Teach-Kids-to-Write.php

Time: 1 – 1½ hours

Materials: Colored paper

Pencils

25

Companion Organisms

Objective:

To explore the unique and amazing relations between

animals that mutually benefit each other

Directions:

Begin a discussion about what students know about

companion organisms, two different species of organisms

that have evolved together in a mutualistic relationship

(relacion mutualista) where both species benefit from the

actions or features of the other. A few prominent examples

of companion organisms are: flowers and pollinators; humans and domesticated animals;

crocodiles and plovers; cows and egrets; ostriches and zebras; ants and the acacia plant;

sharks and pilot fish; wolves and ravens; and mammals and the bacteria within our

stomachs.

Prior to the session, the instructor should print out a short description of each pair of

companion organisms and post each one at different points around the room (see

Appendix #2: Companion Organisms).

Additionally, questions should be created

about the companion organisms that the

students will have to answer based on the

text. Give the students enough time to walk

around the room, read each description,

and answer the corresponding question.

Print out or draw a picture of the

companion organisms together to go along

with the text.

Finally, have students draw a picture of

them with a companion organism with

which they have a mutual relationship.

Examples of humans and other organisms

are domesticated animals, foods that

humans cultivate, and the bacteria in our stomach.

Variations:

Write the names of a few companion organisms on slips of paper, one per slip, and

distribute them to the students. Then, have them find their companion.

Supporting Information:

1. See Appendix #2: Companion Organisms for descriptions of a few prominent

companion organism pairs in Spanish.

2. An environmental education guide to mutualism in organisms from the University of

Oregon. Includes some activity suggestions and lots of examples of this phenomenon.

http://pages.uoregon.edu/oimb/Academics/GK12/Lesson%20Plans/4th%Symbiosis.pdf

Time: 2 – 3 hours

Materials: Handout (see supporting

documents)

Paper

26

Name That Animal

Objective:

To challenge students to think of animals that possess

certain traits and behaviors (and if not, invent them).

Directions:

Introduce this activity with a conversation about

animal diversity. Emphasize that the physical differences

between organisms have resulted from the various

adaption methods to the local environment.

Before the session, instructors should choose three or

four different categories of animal characteristics. Possible

categories include: habitat (i.e. bosque, mar, desierto, pastizal, tundra, selva, etc.); how it

moves (i.e. gatear, nadir, volar, cominar, escalar, etc.); type of skin (i.e. piel, pielviscosa,

plumas, exosqueleto, pelaje, escamas, etc.); how it protects itself (i.e. dientres, veneno,

caparazón, ocultar, escaper, aspect llamativo); how people use it (i.e. comida, mascot,

caza, piel, símbolo, etc.); and/or how it gets food (i.e. escarbar, cazar, descomponer,

depender de humanos, etc.). Write the different traits of each category on small slips of

paper and place them in separate bags or bowls.

Students will draw one trait from each of the categories and think of an existing

organism that fits all (or most of) the selected characteristics.

Variations:

It is likely that students will draw

traits for which no organism possesses

all of them (i.e. lives in water, flies, has

fur, hunts). In this case, students are

encouraged to be silly and invent a

new animal that does have these

characteristics and adaptions. In

addition to drawing and coloring their

new animal, students should also write

label the special traits of their animal as

well as give it a name.

Supporting Information:

An active, hands-on lesson plan from Jackson Hole Children’s Museum on animal

adaption and traits.

http://www.jhchildrensmuseum.org/CK%203-5%20May%202012%20Outdoor%20Lab%20description.pdf

Time: 1 hour

Materials: Strips of paper with

animal traits

Paper

Crayons, colored

pencils, or markers

27

Adopt-A-Bug

Objective:

To appreciate insect characteristics and their roles in

ecosystems through an up-close and thorough

examination.

Directions:

Discuss with students the anatomy of insects, what

makes an insect different from other animals, and why

insects are beneficial in the environment. Explain that true

insects are different from arachnids (spiders, scorpions, ticks,

etc.) and other common bugs (millipedes, pill bugs). All

true insects have a hard exoskeleton and six legs. Most

insects go through metamorphosis with four life stages. A

butterfly is a common example: egg, caterpillar (larva),

cocoon (pupa), and butterfly (adult).

To observe these characteristics, students will create

an artificial habitat for a collected bug. First, each student

needs a bug jar – a 2 liter bottle or other large, plastic

container. Place about 1 to 3 cm of dirt or sand in

the bottom of the container. Add about a

tablespoon of water to moisten the dirt or sand.

Then put several long sticks in the jar so that the

insect has an area to crawl up and down. Insert

a small, damp piece of sponge so that the insect

can drink and the jar maintains humidity. Finally,

supervise students as they puncture holes in the

lid for air.

Go out and collect the insects with the

students. Look under rocks, in trees, under fallen

leaves or wave the net through areas of tall

grass. Once all students have found an insect

and placed them in their insect jars, students can

share observations about their bugs and explain

what they will need to live. Have the students bring home their insect for a few days to

observe them.

It is recommended that students choose an herbivorous insect as they are the easiest

to feed, among them: grasshoppers, crickets, beetles, caterpillars, walking sticks, and

fireflies. Pollinating insects like bees and butterflies are okay too but will need a good

amount of flowers or ripe fruit. Carnivorous/predatory insects and bugs (ladybugs, spiders,

praying mantis, etc.) need a constant supply of other insects to eat.

Time: 2 – 3 hours

Materials: Transparent containers

(2L bottles or other large

containers)

Scissors or knife

An insect net (easily

made with a wire

hanger and panty-hose)

Bug food

Sponge (untreated and

non-dyed)

Habitat embellishments

(small sticks, dirt or sand,

small rocks, etc.)

Bugs!

28

Thoroughly explain that students must place their insect in a cool place without direct

sunlight. The greenhouse effect of the transparent containers could fry the insect within

hours. We also recommend releasing the insect after a day or two in captivity.

Variations:

Instead of everyone adopting their own bug, a demonstrational bug habitat can be

made for community environmental centers or the classrooms. See Supporting Document

#2 below for suggestions.

Encourage students to write their daily observations in a bug journal or worksheet.

Supporting Information:

1. “Insect Box.” p. 261 Environmental Education in the Community. Peace Corps

Information Collection and Exchange (ICE). Publication No. M0075. 2005.

2. From the entomology lab at the University of Kentucky, this is a good site for educators

about keeping bugs as ‘’pets’’ or classroom mascots.

http://www.uky.edu/Ag/Entomology/ythfacts/resourc/mascots.htm

3. The teacher’s guide to the insect unit for kids from the University of Illinois Extension. It

details many great activities to do with kids about insects, some are offered in Spanish.

http://urbanext.illinois.edu/insects/guide/activities.html

29

Day of the Dead: Species Extinction

Objective:

To learn about the local endangered and extinct species

while celebrating the Mexican holiday Day of the Dead

(Día de los Muertos).

Directions:

Día de los Muertos is celebrated every November in

Mexico. During this holiday Mexican family and friends

gather to celebrate and remember their dead loved ones.

This occasion is often marked by building alters and visits to

cemeteries.

For this activity, have students research what animals

and plants are endangered (en peligro de extininción) or

extinct (extinto/a) in your region. As a class, make a list of

the species and assign one to each student. They will then

gather information on that endangered or extinct species, print out a photo of it, and make

an information card for the group altar.

Students will present their species to the

group, then place card and photo on the

Dia de los Muertos altar.

Use this opportunity to begin a

discussion on the effects that humans have

on the diversity of species and how our

actions affect different species in different

ways.

Variations:

Making Día de los Muertos masks is

both a traditional and fun way to celebrate

this holiday. Mask styles can differ greatly between regions so be sure to research them

ahead of time. Or, perhaps students could make masks of the different endangered

species.

To make the mask, begin with an inflated balloon slightly larger than the student’s

head. Tear long strips of newspaper roughly three inches wide and fill large mixing bowls

Time: 1 - 2 hours

Materials: Information on

endangered/extinct

species

Pens and pencils

Photos of animals and

plants

Day of the Dead

decorations and

paraphernalia

30

with one part flour to two parts water. Students should dip one strip into the flour/water mix

at a time and place the strip over their balloon. Masks should have at least five or six layers,

then set to dry for a few days. Afterwards, students can cut out the mouth and eyes, add

facial features, decorate it, and wear it.

Supporting Information:

1. Paper mache instructions.

http://familycrafts.about.com/cs/papermache/ht/PaperMache.htm

2. “Endangered Species Project.” p. 170 Environmental Education in the Community.

Peace Corps Information Collection and Exchange (ICE). Publication No. M0075. 2005.

31

Bats!

Objective:

To understand the misunderstood.

Directions:

Begin with a conversation about bats to discuss their

unique characteristics. For instance, bats are the only

mammals that are capable of true flight. Explain what a

mammal is. There are more than 1,000 species of bats and

they represent more than one quarter of all mammal

species, making them the largest group. Bats that hunt use echolocation to locate their

prey. They emit high frequency sounds that bounce off flying insects and other objects. Bats

listen for these sound waves with their exceptionally large ears to determine their location.

Humans should not be afraid of bats; they are shy and have a natural fear of humans.

Plus, they control the insect population (and therefore curb diseases), pollinate, and are a

food source for some animals (in some areas even for humans!)

Bat and Moth Game: Have your kids simulate echolocation used by bats. Blindfold

one volunteer. She will be the bat. The other kids are moths. From here, the game works

like ‘’Marco-Polo:’’ the bat will periodically yell ‘’BAT!’’ and the moths will respond with

‘’MOTHS!’’. Using only her sense of hearing, she will have to capture (tag) the moths that

are trying to evade her. Now, try the activity ‘’bat math,’’ and/or take a look at the bat-

themed story and discussion in the back of this manual (Appendix #3: Bats).

Variations:

A field trip to a nearby cave is an interesting activity to do with your students and help

to alleviate some of the fears and misconceptions concerning bats. Caves and areas with

a lot of boulders are a great place to look, especially at dawn or dusk when the bats will be

leaving their roost to feed. You can also look in the sky at dusk in your community. Bats

have a frenzied, sporadic flying pattern compared with birds.

Supporting Information:

1. ‘’Bat and Moth.’’ p. 210 Environmental Education in the Schools. Peace Corps

Information Collection and Exchange (ICE). Publication No. M0044. 1993. A game that

demonstrates echolocation for elementary school kids.

2. ‘’Branching out: Bat Math’’ p. 211 Environmental Education in the Schools. Peace

Corps Information Collection and Exchange (ICE). Publication No. M0044. 1993. An

activity involving math where students calculate how many mosquitoes an individual

little brown bat eats in one summer.

3. From the UK-based Bat Conservation Trust, this website includes bat-related fun facts

and activities for kids.

http://www.bats.org.uk/pages/batsforkids.html

4. For a story about bats in Spanish, see Appendix #3: Bats.

Time: 1 to 1½ hours

Materials: Blindfolds

Chalkboard or

whiteboard

32

Pollinator Mobile

Objective:

To construct a hanging mobile of pollinators that flutter

around a flower to represent their critical role.

Directions:

Start by asking students which animals are considered

pollinators: bees, butterflies, and hummingbirds are the

most prominent examples, yet some species of ants, wasps,

beetles, moths, lizards, and even monkeys can also

pollinate. Pose questions about the pollination process and

the important role of these animals.

To make a pollinator mobile, the first step is to

construct an X-shaped cross from which the various paper

animals will hang. This cross can be made from wire, sticks, or wood.

Then students should create and

color different species of pollinators. If

possible, print out the silhouettes of these

species prior to the session that students

can trace and cut out. Students should

color in both sides of the pollinator. Hang

the pollinators by attaching their

backs/wings to string and tying the other

end to the cross above.

Finally, be sure to draw a giant,

colorful paper flower that hangs between

all of the pollinators.

Variations:

Instead of pollinators, adapt this

activity to other concepts and themes.

See the link below for further ideas on how

to make solar system, fruit, or marine life mobiles.

Supporting Information:

A how-to site on mobiles showing lots of different variations.

http://www.enchantedlearning.com/crafts/mobiles/

Time: 1 hour

Materials: Paper

Wire

Colored pencils,

Markers

Tape

Glue

Pliers (optional)

33

THE EARTH,

WATER, & AIR

34

Water Wasters, Water Savers

Objective:

To become conscious of our daily water usage so that we

waste less. A good activity for a hot day.

Directions:

Begin by discussing the importance of water. Use an

apple to represent the amount of water in the world, (cut off

a very small slice to represent the amount of fresh water that

we have available to drink). Cut the apple into four even

slices, only one of these slices is the amount of fresh water in

the world. Then cutting off a small portion of this, is the

amount in streams and lakes available for consumption (2.5%, but just a really small piece).

Then, have students share how – and how much – water is used in their homes. Be sure

to think about examples from your site: Does everybody have running water? Do they water

their dirt to keep the dust down? How does their use change between seasons?

To start the game, form three teams: two teams will be the water savers and the

remaining team will be your water wasters. Place a bucket of water between the two teams

(approximately 40 feet from each) and one bucket in front of each of the two teams. All of

the members of the water saver team should have cups that they must fill and bring back to

their buckets. If the water wasters tag a person from a water savers team as they return to

their buckets, the tagger can ask them if they waste water in their house in a certain way (i.e.

do you leave the faucet running while you brush your teeth). If so, the water waster dumps

the cup out on the ground. The team that has the most water in their buckets at the end

wins.

If lots of kids are participating in the game, the members of the water waster team

can be signified with arm bands. Also note that this game may not work well if the kids are

older and aren’t able to listen or be honest. This activity may be more effective with younger

groups.

Variations:

Given good behavior and sizzling temperatures, allow the water wasters to throw the

water on the water savers instead of on the ground.

Supporting Information:

1. Detailed instructions of Water Wasters Water Saves.

http://asiftheearthmatters.files.wordpress.com/2008/04/actwaterwasterssavers.pdf

2. “Our Watery World” p. 63 Adapting Environmental Education Materials. Peace Corps

Information Collection and Exchange (ICE). Publication No. M0059. 2005.

Time: 1 hour

Materials: 3 buckets (two small and

one big)

Small cups

An apple cut into fourths

Water

An open field

35

Earth’s Strata In A Bottle

Objective:

To use different colored sand to mimic the strata of the

earth and the layers of the soil.

Directions:

This activity can be adapted to focus on earth’s

geology and/or soil. Whether discussing the major strata

(estrato) of the earth (atmosphere, crust, mantle, inner

core, outer core)(atmósfera, corteza, manto, centro

exterior, centro interior) different depositions of rock, or the levels of top soil, utilize diagrams

to explain how the rock and soil below our feet form different layers.

To create sand bottles, collect glass bottles prior to the session. Remove the label and

wash them. Colored sand can be purchased or made. To create color sand, place white

sand in a bowl, followed by water and a food coloring or dye. Let sit for approximately four

hours, then remove the water and set it out in the sun until dry. Repeat with different colors.

Each student or group should have

a bottle in which they can pour the

different colored sand. To ensure that

the different layers do not mix together,

use a finger or the end of eraser to

gently compress the sand periodically.

Fill the bottle to the very top ensuring

that the sand cannot move and then

cap it tightly.

Additionally, creating simple

funnels out a rolled up piece of paper

held together with a piece of tape

reduces clean-up time markedly.

Supporting Information:

Instructions on how to properly dye sand.

http://www.wikihow.com/Color-Sand

Time: 1 hour

Materials: Glass bottles with caps

Different colors of sand

Paper

36

The Volcano Goes Boom

Objective:

To witness the eruption of a volcano (albeit, a small one).

Directions:

Who didn’t love this activity as a kid?

Ask students what they know about volcanoes

(volcanes), how they are produced, and what comes out

of them. Print out a map of the active volcanoes in the

world and find the closest one. Point out that nearly all

volcanoes are produced along fault lines (líneas de falla)

and transition the discussion into the tectonic plates (placas

tectónicas) of the earth.

Volcanoes can be formed from a variety of materials:

from paper mache, clay, or simply from dirt piled up. When

constructing volcanoes of any sort, be sure to leave a

space for a cup or bottle where liquids can be poured.

Eruptions can be produced in different ways. The classic eruption uses baking soda

and vinegar. For a bigger, more rousing eruption, buy a two liter Coke pour in a pack of

chopped up Mentos. It should go without saying that this activity is best done outside.

Nice Touch: Add red food coloring to the liquid to mimic lava

Supporting Information:

Find the location of the nearest volcanoes and earthquakes to you through this

website on geological activity, updated daily.

http://hsv.com/scitech/earthsci/quake.htm

Time: 30 hours

Materials: Baking soda

Vinegar

Bottle of Coke

Mentos

An open space outside

Paper, glue,& flour

(optional, for paper

mache)

Clay (optional)

37

Soil Erosion

Objective:

To gain awareness of the value of protecting soil by

demonstrating how poor land management can lead to

erosion.

Directions:

Ask students what they know about soil erosion

(erosión), how it is caused, and its consequences. Ask them

if they know any local examples of erosion occurring. If so,

take a field trip to examine how soil erosion affects the

landscape. Research how the communities and local authorities are combating erosion.

After the discussion, take the group to a rocky area and have each student choose a

rock, large or small. Have students cover their rocks with a thin layer of dirt. Then instruct

them to ‘vegetate’ their rocks by placing leaves, grass, and other debris on top. Finally

place a small rock upon the soil and vegetation to represent their home.

Gather the participants together and visit each ‘mountain’. Using the watering can,

create a severe storm on each rock and observe the results. Discuss why some experience

severe erosion while others do not as well as the factors that caused more or less erosion.

Supporting Information:

“Soil Stories.” Project Learning Tree.

http://www.plt.org/stuff/contentmgr/files/1/a8373fb75cf7bee0faa609ed4ed7acdc/files/activity_70_stude

nt_pages.pdf

Time: 1 – 2 hours

Materials: An area with lots of

rocks

Water and watering can

Sticks, rocks, leaves and

loose dirt

38

RECYCLING & TRASH

39

Recycling Treasure Hunt

Objective:

To learn the types of recyclable materials while cleaning up

the community.

Directions:

Invite students to share with the group the reasons

why we should recycle. Discuss the different materials that

can be locally recycled and where they are collected.

To prepare the treasure hunt (búsqueda del tesoro),

identify what types of recyclables are commonly discarded on the ground and which are

accepted by your local recycling center. Give each group of two to three students a copy

of a list of the ‘treasure’ that they will be searching for.

Explain the objective and rules of the treasure hunt. Determine a time limit and where

teams can or cannot go. The team with the most recyclables – correctly separated, of

course – wins. Subtract points from team scores for trash and minutes late. Below is a

sample list of recyclable materials and their point value:

Caps or tabs 1 point each

Plastic bottles 3 points each

Glass bottles 5 points each

Cardboard 5 points each

Aluminum cans 8 points each

Batteries 10 points each

This is a great game to do during a community clean-up (limpieza) or to raise

awareness about excessive amounts of trash in the streets. Be sure to bring hand sanitizer or

soap and water for students to clean up afterwards.

Time: 2 hours

Materials: List of recyclables to find

Garbage bags

Hand sanitizer or soap

40

Reused Notebooks

Objective:

To reuse old paper and cardboard to create a practical,

one-of-a-kind notebook.

Directions:

Reinforce the 3 R’s (reducir, reusar, reciclar) with

students before starting this project – especially reuse – so

that they understand that they are doing something more

than just making a notebook; they are giving value to

something that others consider worthless.

Gather materials before the session, especially

cardboard and used paper (on one side) from offices,

schools, or old notebooks from home.

First, start by making the covers (portadas). Have students first trim the cardboard to

an appropriate size (slightly larger than the paper) and then decorate them with colored

paper, pictures, markers, and other available art supplies. Next, divide the used paper

evenly between the students; notebooks should have at least ten pages. Prepare the

paper by cutting off the perforated edges and trimming paper to the same size; although

not necessary, students can also glue the used sides of paper together.

Finally, bind (encuadernar) the book together: attach the covers and paper together

by punching holes and tying them together with yarn or a bookbinding machine, if

available.

Variations:

Dedicate notebooks to specific purposes, for instance, as a nature journal (see Nature

Journaling, p. 15), an English vocabulary notebook, or a coloring book.

To make an accordion booklet (librito de acordeón) also requires two pieces of

identically-sized cardboard and glue as well as two pieces of paper. The paper should be

cut into long strips slightly smaller than the height of the covers. Glue the ends of two or

three strips together. Fold the long sheet of paper back and forth, like an accordion,

making sure to keep each page slightly smaller than the covers. Glue each end of the

booklet to a piece of cardboard and let it dry for a few minutes.

Supporting Information: How to make a recycled notebook with a plastic cover to protect it.

http://www.instructables.com/id/Totally-Recycled-NOTEBOOKS/?ALLSTEPS

How to create a smaller accordion booklet.

http://www.thatartistswoman.org/2008/11/how-to-make-accordion-books.html

A creative twist on binding your notebooks.

http://carlycorrea.blogspot.mx/2011/05/how-to-make-recycled.html

Time: 2 – 3 hours

Materials: Reused paper

Cardboard

Decoration supplies

Scissors

Colors

Yarn or string

Glue

41

Recycled Paper

Objective:

To understand the paper-making process and reutilize old

paper that would otherwise be discarded.

Directions:

Discuss with students how a simple product like paper

has a tremendous effect on our lives. Ask them to name

different ways we use paper and how our society would be

different without it.

To make paper, instructors are advised to make at

least two deckles (exprimidores) before the session. Build

one by first constructing a wooden frame approximately 8”

by 10”, then stapling or tacking nylon or wire screening to

the frame (see photos).

Soften all the paper by soaking it in water for 20

minutes or more. Make the paper pulp (pulpa or pasta) by

filling a blender halfway full of paper, then adding a

handful of paper and blending it until you no longer see

pieces of paper. Pour a few blenderfuls worth of pulp into a large basin. Add a tiny bit of

liquid starch (almidón) for greater firmness, if possible.

To make colored paper, add a dye (food coloring, colored paper, fruit, etc.), or toss in

some dried flowers for extra texture, and blend together with the white paper. Pour

different colored pulp into different basins.

Pour the blended paper mush on top of the

deckle, then a cup of water to spread the pulp out

evenly. Allow it to drip until most of the water has

drained off. You should have a uniform layer of pulp

on top of the deckle.

Flip the deckle over onto a few sheets of

newspaper. Gently press a sponge against the deckle

to squeeze the excess water out of the blended

paper. Ring out the sponge and repeat multiple times,

then carefully lift the screen leaving the paper. Let it

dry naturally for several hours or overnight. This project

can get messy so be prepared for some clean-up

afterwards.

Supporting Information:

This instructive video goes through the basics of

making paper and demonstrates some variations.

http://youtube.com/watch?v=6VdQYRc5Dis

Detailed instructions on making paper.

http://www.tappi.org/paperu/art_class/makingpaper.htm

Time: 2 - 3 hours

Materials: Paper scraps, old paper,

and newspaper torn into

1” by 1” pieces

Dyes (food coloring,

colored paper, or

brightly colored foods)

Wood,

Nylon or wire screen

Staples or nails

Blender

Containers and large

basins

Sponges

Liquid starch (optional)

Photo credits: www.bellewood-gardens.com; http://www.etsy.com

42

Small Scale Trash Bottle Project

Objective:

To employ alternative construction methods and creative

waste management to create useful structures.

Directions:

Simultaneously address community issues of trash

management and construction by building structures

made out of trash bottles – plastic soda bottles stuffed with

inorganic trash. These eco-bricks (eco-ladrillos) are a

creative and economical solution that will necessitate the

involvement of many people from the community.

We recommend that your first project be a structure

with a simple design that requires less than 200 trash

bottles. Examples include garden boxes or retaining walls.

For even these simple projects you’ll need to collect

hundreds of bottles tightly stuffed with trash, a

considerable undertaking. Ensure that you have a large

group dedicated to seeing the completion of this project

that can help to stuff bottles and build your structure.

See the links below for in-depth explanations and

illustrated instructions on how to construct entire houses,

kitchens, chicken coops, outhouses, and walls out of

trash bottles.

Supporting Information:

1. Resources from the Peace Corps on alternative

construction practices

http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2721

2. Long Way Home is an organization based in

Guatemala that engages in alternative construction

practices. Their webpage links to instructions on

alternative construction projects using tires,

earthbags, trash bottles, and other locally abundant

materials.

http://longwayhomeinc.org/en/multimedia/Tire_house_building

_manual_v1.doc

http://longwayhomeinc.org/en/links.php

Time: Varies, minimum 2 months

Materials: 600mL PET bottles

Chicken wire

Cement, chalk, lime,

and other basic building

supplies

43

Frame Yourself

Objective:

To fashion a unique, personalized picture frame out of

recycled cardboard.

Directions:

Ask students to bring in decorating supplies before to

the session, items that they can use to decorate their

picture frame. Stickers, beads, jewels, small objects from

nature, and other items of significance all look great on a

picture frame.

Each student needs a 10” by 8” piece of cardboard.

Cut out a 3.5” by 5.5” rectangle in the center of this cardboard (so that a 4” by 6” photo

fits). Students can then paint and decorate their picture frame (marco) using a variety of

materials and textures. Help students to brainstorm themes and symbols of importance that

they can adopt for their picture frame, such as, hobbies, sports, family, school, country,

holidays, or the environment

Given available resources, take a photo of

each student and print it out prior to the next session

that they can place in their frame. An additional,

rectangular piece of cardboard secured by glue or

tape suffices as a backing for the photo.

Variations:

This activity is good to do at the end of the year

because you can use pictures taken throughout the

year.

Time: 1½ hours

Materials: Cardboard (cereal

boxes or used boxes)

Paint and paintbrushes

Markers,

Decoration supplies

Photo of student

44

Newspaper Baskets

Objective:

To reuse newspaper to weave a basket (canasta) to hold

pencils, flowers, and other possessions.

Directions:

Cut the newspaper into long strips about 3 inches

wide. Fold each strip in half twice and place a tiny piece of

tape or droplet of glue at each end to keep them properly

folded. Each basket will require 12 strips (tiras) of

newspaper.

Six of the strips will form the base of the basket as well

as the side strips running vertically. Arrange the six strips in a

star formation being sure that their centers are all aligned and they are equidistant from

each other. Attach them together using tape. With a normal plastic bottle placed in the

center as a mold, fold up all the ends up around the bottle and secure them in place with

a rubber band.

With the other six strips available, weave

(tejer) them horizontally in between the vertical

strips – over one strip, under the next, over the next,

etc. – until it wraps tightly around the bottle. Cut off

the extra and tape the ends together; then push

that horizontal band down to the bottom.

Subsequent bands should build the basket

upwards. Repeat this process, weaving horizontal

strips through the vertical ones until the basket is at

a desired height. At this point, students may

remove the bottle from the basket.

After the last horizontal strip, cut off the extra

vertical strip and/or fold it into the inside of the

basket. Lastly, ensure that all strips are weaved

together tightly. If not, the basket may not be able to stand.

Recommended for ages 10 and up.

Variations:

This basket can be made in a number of different ways and styles: strips can run

diagonally, the basket can be square, or a handle can be added. Look online for these

different variations.

Supporting Information:

1. Further directions on how to make these baskets

http://blogs.aupairinamerica.com/vaf/2012/04/21/easy-weave-newsprint-baskets/

2. Directions to make a square newspaper basket

http://www.jamboree.freedom-in-education.co.uk/w’s%20craft%20corner/paper_woven_basket.htm

Time: 2 – 3 hours

Materials: Old newspaper

Scissors

Glue

Clothespins

Rubber band

Plastic bottles

Photo credits: blogs.aupairinamerica.com

45

LEARNING-SERVICE PROJECTS

Purpose of Service-learning Projects:

1. Meet a recognized community need

2. Achieve educational objectives through service

3. Develop student responsibility, confidence, values, and sense of self-worth

4. Acquire useful knowledge and skills

5. Instill a life-long desire to serve

6. Reflection on achievements

46

Community Map

Objective:

To examine community assets and needs. A great activity

to begin a service-learning project.

Directions:

Students and instructors should conduct a walking

tour of the community or a specific neighborhood. During

the walk, students should identify key community

institutions, businesses, people, congregations, and other

places of significance. Have student bring paper and pencils to record their observations

about what they see and what they don’t, what they like and what they don’t.

In the classroom, instruct students to form small groups and draw a map (mapa or

plano) of their community on large poster paper. Suggest that they start with common

places like schools, congregations, libraries, parks, their homes, and other places where

residents gather. After that, watch as the rest of community materializes on paper. Students

should also draw forests or other natural areas in the region. Include and label notable

natural features, prominent species of animals, and common species of plants. Ask

questions regarding their choices and emphases. What places are over/under- represented

and what might this say about their feelings and perception towards their community?

Come back as a group after students complete their maps and discuss community

assets and needs. Community assets (ventajas or recursos comunitarios/as) are the positive

features the community has to offer: parks, police stations, and hospitals are assets, as are

active citizens in the community and the different cultures of residents. Broadly-speaking,

community needs (necesidades comunitarias) are the things that it lacks and problems it

faces: ugly, unkempt buildings are a need and so are unsafe neighborhoods; hunger,

homelessness, tensions between neighbors, and lonely elderly residents are other examples.

Listen to the students as they voice their opinions about what they consider a

community asset or need. List their thoughts on poster paper or a chalkboard. Broaden the

discussion by asking the group what additional assets or needs that they did not observe

directly on their walk but would still add.

From their community maps and community assets/needs list, identify common

themes among students’ observations. Take time to discuss them in-depth. Priority areas

should be considered as service-learning projects.

Variations:

See Pictures of Four Different Things (p. 59) to do a visual community needs assessment

with students.

Supporting Information:

“Community Mapping.” p. 31 Participatory Analysis for Community Action (PACA)

Idea Book. Peace Corps Information Collection and Exchange (ICE). Publication No.

M0086. 2005.

Time: 1 hour

Materials: Poster paper

Markers and crayons

Paint and paintbrushes

(optional)

47

School-Wide Recycling Project

Objective:

To design and implement a school-wide recycling project

to reduce the amount of recyclable items that are thrown

into the trash.

Directions:

Using their knowledge of the school climate and

activities associated with recycling (reciclar, reciclaje),

students will design a plan of action to install needed recycling bins and labels in their

school as well as promote the practice of recycling among their peers.

Begin with a discussion about the importance of recycling, what materials can and

cannot be recycled, and other local practices related to recycling. Guide students into a

conversation about the recycling practices in their school. Ask them what they might do to

improve upon the current system. Allow students time to express their observations and

opinions.

As a facilitator of this project, lead students through the process of designing and

implementing a plan of action to reduce the amount of recyclable materials (materiales

reciclables) that are thrown into the trash. This may include helping students to initiating a

conversation with school faculty about recycling; creating announcements, signs, fliers and

other promotional tools encouraging everybody to recycle; and installing recycling

recipients in the school.

Sustained student participation in this project will ensure that proper recycling

practices are sustained. Students can become actively involved in collecting the

recyclables, gathering data on how many recyclables are saved from the trash, and even

taking recyclable items to a nearby recycling or collection center. Nominate students from

each class to be responsible for the recyclables in their classrooms.

Variations:

Additional enrichment activities have students: creating a presentation to each

classroom on how to properly recycle; visiting a nearby recycling center; painting the

recycling bins; and advocating recycling in the community through a letter writing

campaign, a PSA, or community partnerships.

Supporting Information:

A great summary of classroom recycling service-learning projects from Maryland

Public Schools.

http://www.marylandpublicschools.org/NR/rdonlyres/F33242F4-3878-4102-B90E-427FC2BAE17F/26698/

School_Wide_Recycling_Project.doc

Time: Varies, weeks to months

Materials: Trashcans, boxes, crates,

or other recipient

Paint and paintbrushes

48

Community Beautification

Objective:

To focus students’ time and energy into improving the

aesthetics and functionality a community space.

Directions:

Beautification opportunities are abound in community

parks, plazas, schools, public buildings, and on the side of

roads. From planting trees to constructing flower beds, clearing brush to picking up trash,

painting a mural to repainting trashcans, a dedicated and organized group has lots to offer

the community.

Students should be involved in all stages of the project, from planning through to its

execution, reflection, and celebration. Instructors should steer students towards answering

important questions about the project. Namely, students should agree upon the location of

the beautification project (in a park? a school? in a neighborhood?); the purpose of the

project (why? what improvements does this area need that we can offer? how do we

measure success?), important logistics (is this the best place to focus our efforts? do we

need permission?), where materials or resources can be obtained from (tools? plants?

transportation?), and who will assist students (volunteer leaders? other groups to involve?

advertising?).

Students should be encouraged to keep a log of their achievements during each

phase of the project. Take pictures during the different stages to record the progress made

by the group.

Sustain the project by ‘adopting’ that area. Providing regular upkeep and

maintenance will imbed a sense of pride and ownership in students about the area.

Supporting Information:

The Corporation for National and Community Service maintains a website with

resources on environmental stewardship and beautification service-learning projects.

http://www.servicelearning.org/topic/area-service/environmental-stewardship

Time: Varies

Materials: Varies

49

Community Garden

Objective:

Establish a community garden (jardín comunitario) to grow

fresh produce and managed by a group of interested

youth who want to obtain the necessary skills and

knowledge.

Directions:

First, create a garden club composed of students

interested in planning, working, and maintaining a

community garden. Members of the gardening club should

then interview neighbors about their gardening knowledge,

practices, cultivated species, experiences, and advice. Develop a simple form that

students can fill out to share with the others.

Students should review the results and utilize

online and in-print texts to inform themselves on

local and successful gardening practices.

Together, the gardening club should determine

the location for the garden, the plant species to

cultivate, the tools and equipment needed, the

source of water, the proper protection for the

plants, and other gardening methods.

Assist students in purchasing appropriate

seeds, tools, and other materials. Assess the soil, a

garden’s most valuable asset, and regularly add

compost (see Compost Bin below) to enhance

the fertility of the garden over time. A weekly

schedule of work, maintenance, and watering

among members will sustain enthusiasm and

commitment to the garden.

Enrich this service-learning project by

teaching students about the nutritional

importance of the vegetables from the garden.

Be sure to harvest as a group, celebrate the

bounty with a big meal, and encourage others

to start a garden too.

Supporting Information:

The Corporation for National and

Community Service maintains a website

with lots of excellent links on community garden service-learning service projects.

http://www.servicelearning.org/topic/area-service/community-gardens

Time: 2 – 3 days, plus regular

maintenance

Materials: Tools (shovels, pick-axes,

spades, watering cans)

Posts and fencing

Seeds

50

Compost Bin

Objective:

Create a compost bin to practice this sustainable and

responsible form of recycling organic materials.

Directions:

Composting (compostar) is a simple process that

accelerates the decomposition process – yet the vast

choices of and extreme variation in compost bin designs

can be overwhelming. Nevertheless, a successful compost

pile or bin (compostadora) is straightforward, requiring

continued – though minimal – effort to be effective. This

activity pairs nicely with a community garden (see above).

First, identify a space where the compost pile will be

established: the location should be somewhat close to a

garden, residential area, and/or school where food and organic waste is produced; is

partially shady during the day; and will not disturb other activities in the vicinity. Compost

bin designs range from starkly simple to excessively extravagant to tremendously technical

– the choice is yours. See Supporting Information for online links to different designs. Make

sure the pile has a cover to protect it from animals and excessive sunlight.

Your compost bin will function as a collection area for the different organic materials:

fruit and vegetable scraps, manure, leaf litter, paper, and other organic materials that

easily decompose (descomponer / degradar). The pile should be rotated and turned with

the aid of a shovel or pitchfork approximately once a month. Also, keep the pile slightly

moist to the touch by adding water when it begins to dry out. Organic matter will turn to

compost in approximately two or three months if properly covered, watered, and turned.

Variations:

Given limitations or restrictions on creating a

compost bin, try experimenting with decomposition in

plastic bottles instead. Cut the tops off a plastic bottle.

For the first layer, use the lid to scoop about an inch of

soil into the empty bottle. Then add sequential one inch

layers of different organic matters (food scraps, leaves,

bird seed, paper, etc.) with soil in between each. Add a

little water after each layer as well. Seal the bottle with a

piece of plastic and rubber band. Ask students for

predictions on what will happen and what layer will

decompose fastest/slowest. Check the bottles in a

month; discuss what happened to the different materials.

Supporting Information:

Martin, Deborah and Grace Gershuny. The Rodale Book of Composting: Easy Methods

for Every Gardener. Rodale Press: 1992.

Time: 2 - 4 hours

Materials: Shovel or pick-axe

Organic materials: food

scraps, manure, forest

litter, bird seed, paper

Plastic bottles (optional)

Scissors (optional)

Plastic wrap or plastic

bag (optional)

Rubber bands (optional)

51

Environmental Messages

Objective:

Gain an awareness of different environmental messages

and begin an environmental campaign in the community.

Directions:

Brainstorm with students the different environmental

messages that we receive daily from our friends and family,

from our community, and from the media. Water and

energy conservation, the 3R’s, trash management,

environmental pollution, habitat preservation, and wildlife

protection are just a few prominent examples of common

environmental messages that we receive. Go on a

walk around the community looking for different

environmental messages, pictures, ads, and symbols

or put together a slide show on it. What else can

students think of?

Allow students a few minutes to reflect on

these different themes. Ask them which themes are

significant and relevant in their community. Why?

Students will then create fliers to highlight

certain environmental issues in the community. After

creating the fliers and receiving permission, students

will post them around the school or community.

Partner with a local organization in favor of a

specific issue or raise the public’s awareness to a

certain environmentally-friendly (or unfriendly)

action. Groups can choose to concentrate on

multiple issues or just one, depending on interest and

relevance.

Variations:

Consider pairing this activity with a mural

activity (p. 53). The best fliers can be blown up and

painted onto a large wall in a public space, an

honor for the kids for years to come.

Essays, poems, letters to the editor, and

Environmental Fairs (p. 55) are just a few other ways

to raise community interest about relevant issues.

Time: 1 hour

Materials: Paper

Paint, colored pencils, or

markers

Environmental pictures,

symbols, and ads

(optional)

52

Here We Come A Mural-ing

Objective:

To promote community service and beautification as

well as to help increase environmental awareness by

including environmentally themed messages

Directions:

A community mural is a great way to bring people

together to work on a fun project with a common cause

while also highlighting environmental issues. With that said,

the project is complex and the process demanding.

This project can be considered in five stages. Stage 1:

Community Involvement – Gather community support, get

permission to paint the proposed wall, draw and finalize

mural design. Stage 2: Equipment and Support – Gather

your supplies, write and submit your proposal. Stage 3:

Preparation – Scrap wall with a metal brush to remove any

chipping paint or dirt, then prime (imprimación or selledor)

the wall and grid it. Draw an outline of the mural in

grease/wax pencil. Stage 4: Painting – Use acrylic paint (pintura acrílica), pre-mix colors to

save time. Work in small groups in shifts over several days. Stage 5: Finale - After the mural is

done, invite those who participated to contribute their handprint signature. Remember to

finish your mural with a sealer (sellador).

Some additional tips:

1) Keep mural designs simple.

2) You will need more small brushes

(1 to 1 ½ inches) and very few

larger brushes (4-5 inches).

3) Wear grubby clothes!

4) Handprints make great signatures.

5) Timing is important. Keep in mind

rainy seasons and scorching-hot

mid-day sun.

6) Mix the colors and be all ready to

paint before students. A large

mural takes time especially with

participants with little or no

painting experience.

7) Wall preparation is a must. Scrap off any chipping paint and add primer before

painting. Go to a local paint store and talk to them. The type of surface you will paint

on is very important and the store can advise you on the proper paints and

techniques.

8) While paints may differ greatly in their price, we highly recommend using the more

expensive ones. Although we understand how squeezed budgets can be, paint

quality is very much correlated with its price. For a longer lasting job (especially when

Time: Varies, usually 2-4 sessions

Materials: Acrylic Paints (black,

brown, white, yellow,

blue, red)

Color Wheel

Brushes of various sizes

Primer or protective

sealant

Yard sticks or measuring

tape

Pens and paper

Scaffolding (to get the

higher parts of the wall)

53

outside and exposed to sun and

rain), pay the extra pesos and get

the better quality paint.

9) Work in Shifts. Have a sign-up sheet

with time slots for participants to

maintain a constant amount

10) It is recommended to invite friends,

community leaders and other

volunteers, but don’t forget about

the trouble-makers either.

Including known graffiti taggers in

the community will give them a

sense of ownership in the project

so they won’t tag it later.

11) Teach, don’t paint! Although this

may be difficult for the artist, resist

the temptation to paint the mural yourself or “fixing” mistakes. Instead, provide

participants with instructions, suggestions, and encouragement.

12) Do not assume equipment such as ladders, buckets, and stools will be readily

available. Secure them before the event.

Supporting Information:

Suggestions from a painter on designing a mural to incorporate significant, unifying

themes, messages, and shared history.

http://www.kuidaosumi.com/murals/muralguide.html

54

Environmental Fair

Objective:

To reach a broad audience about one or more

environmental themes in a fun, engaging way.

Directions:

Environmental fairs focus on one or more

environmental themes. They are principally targeted at

children of all ages and their parents; however everybody

from the community is welcome. An environmental fair can

incorporate games, presentations, music, skits, activities,

raffles, quizzes, educational displays, and vendors. It can be

tied to a particular day, like World Environment Day, or can

stand independently. Either way, it is a good idea to pick a

theme or themes for your event.

To be successful, engage key

institutions, community members and local

vendors. Often they will be willing to

donate supplies, work during the event,

help to spread the word about the event,

and provide new ideas. Consider forming

an environment committee to plan the

event, manage the budget, or determine

funding sources – just be sure to set clear

goals and expectations of the committee.

Next you will need to determine

what kind of engaging, interactive

displays and stands will be on hand.

Maybe the new solar water heater

company from a nearby town can be

invited to give a demonstration. Perhaps

the Casa de Cultura will want to sponsor

a cultural event with an environmental

theme, like a puppet show about the

environment. Maybe the local CONANP

or CONAFOR office will be willing to do

an erosion demonstration.

Make sure that the environmental

fair boasts a variety of activities that

allow for people to learn in different ways

– through listening, touching, drawing, etc. For little kids something as simple as coloring a

map of the reserve could be interesting, educating and fun. If you have an Eco-Club, have

them help you prepare for the event and possibly help the day of.

Time: 2 hours

Materials: Cardboard

Paint and paintbrushes

Markers, crayons, paper

Decoration supplies

A variety of other

supplies depending on

what stations are

created

55

Advertise heavily in your community,

especially the day before. The fair can be as

big or small as you want. Invite fellow

volunteers as guest speakers, especially

environmental specialists.

Supporting Information:

“Science and Eco-Fairs and Family

Nights” p. 160 Environmental

Education in the Community. Peace

Corps Information Collection and

Exchange (ICE). Publication No.

M0075. 2005.

56

YOUTH DEVELOPMENT

57

Exploration and Guide Practice

Objective:

To practice presentation skills and demonstrate knowledge

of the environment on student-guided tours

Directions:

Switch roles with students and allow them to instruct

you. Pretend that you are a tourist who just arrived in the

community and allow students to guide the group, one at a time. Possible tours can include

nature hikes, cave explorations, group bike rides, and even tree climbing excursions. In

addition to practice presenting in front

of a group, this activity can build

confidence, be informative to the

‘tourists’, and even prepare students

for possible vocational opportunities as

a tour-guide.

As a ‘tourist’ be an active

participant and ask lots of questions. At

the end of the tour, serve students a

heaping pile of encouragement and

praise, sprinkled with a dash of helpful

suggestions.

Supporting Information:

“Nature Trails” and “Signs, Labels and Guides.” p. 194 – 211 Environmental Education

in the Community. Peace Corps Information Collection and Exchange (ICE).

Publication No. M0075. 2005.

Time: Varies

Materials: None

58

Pictures of Four Different Things

Objective:

To see the beauty in everyday life.

Directions:

Students will take home a disposable camera (in

turns) and written instructions. Tell each student to shoot

four different pictures: something beautiful, something ugly,

something they love, and something from nature. Record

the order that students use the camera to keep track of

who took what pictures.

After collecting the camera(s) and printing out

doubles of the photos, give one copy to its photographer and save the other copy to show

to the group. Have students guess where each photo was taken, by whom, and in which

category it belongs. If inclined, students can vote for their favorite photos in each category

and winners can be blown up and hung on the walls of schools or presented at community

events.

Variations:

Enrich this activity by connecting it to the activity Community Map Project (see page

47). Student photos showing community assets and needs can be pasted onto posters in

groups. Common themes running through the photos can form the foundation and

inspiration of a learning-service project that addresses a student-identified community

need.

Time: Varies

Materials: Disposable cameras

Instructions to send

home

Poster paper (optional)

Markers (optional)

Glue (optional)

59

Skits and Song

Objective:

Act and sing about community environmental issues.

Directions:

Have students list pertinent environmental issues in the

community. Students will break into presentation groups

based on the different themes. Allow sufficient time for

students to investigate songs and skits with environmental

themes. Or, if they prefer, they can write their own. In that

case, offer suggestions and guide students towards writing a skit, composing a song, or

penning a poem. Encourage students to draw from other sources and influences given the

difficulty of creating something entirely original. And be sure to provide students with

sufficient time to practice and rehearse.

Students can present their performances, verses, and jingles in front of the group, their

parents, the community, or their schools during an environmental week, environmental fair,

or community event.

Possible skits: The Three Little Pigs (with houses made of recycled materials), a show

about what happens to the litter tossed on the ground, or an explication of park rangers

and what they do.

Possible songs: ‘Donde Jugaran Los Niños’ by Mana.

Supporting Information:

1. A good place to start any search for skits in Spanish. Use the search bar to search for

key terms like “basura” or “agua”

http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

2. “Donde Jugaron Los Niños” by Mana

http://www.youtube.com/watch?v=-timD5_mtEM

3. Eight different skits for youth in Spanish

http://www.obrasdeteatrocortas.com/2012/01/8-obras-de-teatro-cortas-infantiles.html

Time: Varies, multiple sessions

plus presentation

Materials: Paper

Pens

Props

60

Puppet Show

Objective:

Present a puppet show using fairy tales, local legends, or

stories that students invent and write themselves.

Directions:

In order to put on a puppet show, students will need

to select (or write) their puppet shows, choose roles, create

puppets and props, and practice before performing.

Instructors undertaking this project will soon enough

discover that this project is not for the inflexible or

unimaginative. Use what resources are available to you

and when in doubt, do like the actors do and improvise.

Allow students time to plan their puppet shows – or to

write their own. Instructors should work with groups to assign

roles and list necessary props.

Paper bags or socks are both suitable as puppets. In addition to creating and

decorating the different characters, be sure to also provide materials for the students to

make props for the set.

A simple puppet show stage can be constructed in a variety of ways. A table turned

on its side with a sheet draped across it suffices. Three pieces of wood nailed together like

three sides of a box, adorned with some red fabric frames the stage nicely.

Students may require more time than expected to create their puppets and to

practice alone once or twice before presenting in front of the group. Lastly, turn the puppet

shows into a genuine theater experience. Have an emcee announce each performance,

applause as the performers take a bow, and be sure to get autographs from the ‘stars’.

Supporting Information:

A large reference for fairy tales in Spanish.

http://www.cuentosdegrimm.com/

A site with lots of skits in Spanish, though uncategorized

http://pacomova.eresmas.net/paginas/teatro%20infantil.htm

Time: 3 – 5 hours to prepare,

5 – 15 minutes per show

Materials: Paper bags or socks

Glue

Paper

Tape

Markers

Colored pencils or

crayons

Scissors

61

Pen Pals

Objective:

Reach out to students in US classrooms to provide a cultural

exchange and an exchange to compare environments in

the US and Mexico.

Directions:

Collecting pictures of drastically different

environments and presenting them to students is a great

way to start a conversation about the diversity of

ecosystems in the world. The idea of different climates and

environments can be downright baffling and difficult to comprehend for some students,

especially for those in rural communities who rarely leave. In these cases, an image is worth

a thousand words.

A next step could be exchanging letters and pictures with students in US classrooms.

The Peace Corps’ World Wise School program can help you easily connect with them

Personal letters by the students about themselves and their family, their community

and country, their celebrations and traditions, and their favorite activities and foods can

convey interesting pieces of environmental – not to mention cultural – information. You will

probably have to do some translating of the letters, so try to keep them short and to the

point. Have the two classrooms exchange pictures, photos, or written descriptions of their

environments, highlighting their most meaningful features and prominent organisms.

If you have internet accessibility, Skyping is another option, as is speaking to a school

in the US while home on break; visiting

classrooms to explain your work in Peace

Corps and life in Mexico earns you an extra

vacation day. Having a family member or

friend in the US that teaches naturally

facilitates the communication and

progression of this project.

Variation:

Stay in touch with the foreign class

and communicate with them every few

months as units change.

Supporting Information:

World Wise School from the Peace Corps can connect your classroom to other

classrooms in the US and around the world. Click “Correspondence Match” at the

bottom of the page.

http://wws.peacecorps.org/wws/index.cfm?

Time: Varies

Materials: Photos of different

ecosystems

Paper

Pencils or pens

Stamps

62

Ecoclub Goes On A Field Trip

Objective:

To expose students to a place that they may not normally

visit for a lasting and memorable experience.

Directions:

Many students do not have the financial resources or

parental encouragement to visit educational, natural, or

distant sites of interest. With your group or class, consider

organizing a trip to a museum, park, lake, monument,

community facility (i.e. recycling center, business, tree

nursery, etc.), or other attraction in the community. There

are many environmental eco-tourism sights and

environmental groups throughout Mexico that cater to trips

with students.

Groups who will need to raise money for this trip

should start early. Set up a poster in the classroom for

students to visually chart their progress towards the group’s

fundraising goal. Involve students in planning fundraisers

and give them responsibilities like handling and counting the money.

Before the trip, meet with parents to explain the purpose for the trip and recruit

chaperones, confirm round-trip transportation, lunch, and emergency contacts. On the trip,

take as many chaperones as possible

(you will enjoy the trip more) and try

to stick to your schedule. It is also

important to get written permission

from each student’s parent, even if

the parent goes on the trip. Also, it is

possible that at least one parent will

want to come along with her

children; for this reason, when initially

planning spaces in your

transportation, be sure to budget lots

of space for adults as well as

children. If possible, include a

recreational game to expend

student energy during the trip.

Supporting Information:

“Field Trips.” p. 184 Environmental Education in the Community. Peace Corps

Information and Exchangee (ICE). Publication No. M0075. 2005.

Time: 1 day

Materials: Transportation

Adult Chaperones

Permission Slips

Plastic bags (if you live in

curvy road)

Permission to give

Dramamine

Food - depending on

length of trip more than

one meal, you can have

the mom’s pack a

“lonche” and drink

63

Backyard Camping

Objective:

To spend quality time together in nature and away from

home as well as to learn about each other, explore

nature, strengthen group bonds, and have fun.

Directions:

Although planning a campout requires a good deal

of preparation and materials, it can be a fantastic

bonding experience for the group.

Secure camping gear well ahead of time and/or

have students bring their own gear. Try to bring extras of

everything, just in case. Basic equipment includes tents,

sleeping bags and pads, cooking equipment, food (aka

chocolate, graham crackers, and marshmallows), and miscellaneous camping gear like

flashlights and bug repellent.

Take precautions: get parent permission beforehand. If your group plans to camp far

away, invite adults to chaperone the event and be prepared to take a child home in the

middle of night. If closer to home, let

parents visit their children at the

campsite during the evening. Taking a

first-aid kit is non-negotiable. And be

ready for rain or be ready to cancel.

During the evening, there are lots

of mini-activities that can accompany

a campout. Teambuilding exercises

(planned games, gathering firewood,

setting up the tents, etc.), nature

appreciation (nature hikes, star gazing,

etc.), and group bonding (campfire

stories, etc.) are standard.

Time: 1 day and night

Materials: Camping Gear (tents,

sleeping bags, cooking

equipment, etc.)

Supplies(marshmallows,

chocolate, gram

crackers, hot chocolate,

etc.)

64

Just For Fun

Knotted Up (Nudo)

Get the kids into small circles, groups of 8-13 kids. Each student should grab the hand

of two different students who are not right next to them. Then have the kids “untie”

themselves, without letting go of each other’s hands. They should work as a team going

under and over other’s hands.

If there are enough for 2 teams you can have them race.

Cross the River (Cruzar el Rio)

Imagine that all the students are standing on one side of a very dangerous river with

crocodiles and piranhas, and the whole group need to cross over to the other side on

rocks. Moreover, they must do it together – that is to say, before any student can cross to

the other side of the river, the remaining students cannot be on the starting side but on the

rocks.

Use pieces of cardboard (just big enough for two or three feet) as the rocks on which

students can cross. Provide slightly fewer ‘rocks’ than there are students, so that the

students must cooperate and communicate using very limited resources. If one student falls

off the rock into the water, the whole group must return back to the original bank and start

over.

Have two teams race against each other to cross the river first. Invent variations and

subtract rocks as kids begin to understand the game and cooperate better.

A Small World (Un Pequeño Mundo)

Place a sheet of cloth or plastic on the ground. The sheet should be about four feet by

four feet, plenty of room for everybody to stand on comfortably. Ask everybody to stand on

the sheet. Does everybody fit? Great! No ask everyone to step off and fold the sheet in half.

Then ask everyone to step back on. Everyone still fit? Fantastic! Now step off again. Keep

repeating the pattern while continuing to fold the sheet, leaving less room. Refuse to

continue until everyone is within the boundaries of the “world.” Ask group members to find

creative ways of including everyone, because that is what building community is all about.

Just when they may think it is impossible, it turns out that it is not. If morale is low, split the

group up into two or three and make it into a competition. But be sure to get your point

across. This is not about winning or losing. It is about inclusion and working together.

(reprinted with permission from Promising Practices of Youth Development in Peru Manual)

65

The Boat is Sinking (El Barco Se Hunde)

First, tell your group a story about a large ship in the middle of the ocean. This ship was

caught in a storm the night before and now, in the light of day, has taken on too much

water and begun to sink. Now there are plenty of lifeboats, but the lifeboats only hold a

specific amount of people and the numbers change all the time. Each person has to swim

around and search for the lifeboat that will fit them. As the facilitator, you will call out the

number of people that the lifeboats fit and youth must scramble to grab hold on to each

other before the lifeboat fills up. If one lifeboat is already full, then they must swim around

quickly to find a new one. If one or two people are left without a boat, it is their turn to call

out a number. This is a great icebreaker for placing youth into groups in an unconventional

way. Also, keep an eye out for youth who are not comfortable with physical contact. They

can be your assistants.

(reprinted with permission from Promising Practices of Youth Development in Peru Manual)

The Dragon (El Dragón)

This team-building activity requires lots of room to run around, such as a soccer field.

Every person must form a single file line in the middle of your field. This line becomes your

dragon. The person at the front of the line is the head of the dragon. The last person in line is

the tail. A brightly colored flag or piece of cloth should be attached to the waist of the

“tail,” loose enough so that when someone pulls on it, it will release easily. The “head” of the

dragon must work hard to retrieve that flag from the “tail.” Now everyone in the middle

must prevent this from happening. For instance, everyone in line grabs on tight to the

person in front of them. While the “head” goes left and right, trying to get that flag, the

body of people in the middle twist and turn, creating the image of a soaring dragon. The

game ends when the flag is caught. With a greater number of people, two dragons can

compete by trying to capture each other’s flag.

(reprinted with permission from Promising Practices of Youth Development in Peru Manual)

66

APPENDIX

#1: Tree Questions Listar 3 usos de árboles:

¿Para que usan árboles los animales?

¿Nombrar 3 tipos de alimentos que comemos de los árboles?

¿Usamos medicina de árboles?¿Si respondiste ‘sí’, puedes nombrar una medicina de árboles?

¿Cuántas especies diferentes de árboles hay en el mundo? (Aproximadamente 25.000

especies)

¿Cuántos años crees que tiene el árbol más antiguo del mundo? (4,700 años)

¿Cuántos metros mide el árbol más grande del mundo? (110 metros)

¿Cuántos metros de ancho crees que mide el árbol mas ancho del mundo? (42 metros, esta

en Oaxaca, México. Se llama el Árbol de Tule.)

¿En el mundo, donde está el más grande bosque? (La selva del Amazon en Brasil)

¿Cómo los árboles remueven contaminación del aire?

¿Nombrar una cualidad o un beneficio de raíces de los árboles?

¿Cómo se puede saber la edad de un árbol?

¿Los árboles viven más tiempo en las ciudades o en los bosques?

¿Por qué te gustan los árboles?

#2: Companion Organisms

Flores y Polinizadores:

Muchas especies de mariposas, abejas, y aves visitan flores y beben el néctar que ellos provienen.

Mientras están tomando, el polen de las flores pega al pelo o las plumas del animal. Y cuando visita otra flor,

el animal transfiere el polen, o apolínea, las flores así que pueden reproducir.

Especies de animales y flores han evolucionado juntas. Frecuentemente, los animales se adaptan

apolinar solamente una especie de planta. A veces los picos y lenguas de los animales son las formas iguales

que la flor, diseñado perfectamente para conseguir el néctar.

Hormigas y Carnizuelos

Espinas vacías en el árbol de carnizuelo proveen lugares de vivir excelentes para hormigas. Los árboles

producen hojas las hormigas comen mientras los hormigas pueden defender al árbol contra enemigos

potenciales. Hormigas atacan y persiguen cualquier insecto, mamífero o humano que se acerca. Con

frecuencia, las hormigas tallan plantas cercas que están competiendo con el carnizuelo para espacio, agua

y suelo.

Ganados y Garcetas

Garcetas se encuentran alrededor de una serie de especies de grandes mamíferos, de los

hipopótamos de búfalos de agua. Las aves se alimentan de los parásitos, como piojos y garrapatas uno, que

se encuentra en los grandes mamíferos, en la protección del intercambio y el transporte,

posiblemente libre. Con los hipopótamos, a veces, los hipopótamos abrir la boca para que las aves

puedan recoger los alimentos no

67

Humanos y Animales Domésticos

Los animales de granja viven en un mutualismo simbiótico con los seres humanos. Las vacas, por

ejemplo, beneficiarse de sus recursos humanos, acceso controlado a los forrajes, servicios veterinarios y de

protección contra los depredadores, mientras que los seres humanos se benefician del acceso a la leche y

la carne.

Incluso el mantenimiento de animales como mascotas representa un tipo de mutualismo.

Mascotas perros y gatos se alimentan y mantienen a salvo en la domesticación, mientras que los humanos se

benefician de la compañía de estos animales, ya veces de otros servicios, como cuando los gatos matan a

los roedores plaga.

Cocodrilos y Chorlitos

Los animales se en las alianzas de ciertos beneficios. El mejor ejemplo de las relaciones

de mutualismo entre los animales, puede ser de chorlito egipcio y el cocodrilo. En las selvas tropicales de

África, el cocodrilo se encuentra mantener la boca abierta. El chorlito se queda en la boca del cocodrilo y

se come la carne en descomposición atrapado entre los dientes. El cocodrilo no se come el chorlito,

pero agradece la atención dental gratuita. De esta manera, ambos se benefician el uno del otro.

Avestruces and Cebras

El avestruz no es muy bueno para oler, mientras que la cebra puede oler muy bien. E embargo de

cebra, no tiene buena vista, pero el avestruz. Por lo tanto, la cebra se puede oler el peligro, mientras que el

avestruz se puede ver. Juntos, pueden ayudarse unos a otros huir de los depredadores.

Lobos y Cuervos

Hay una teoría que los cuervos y los lobos se benefician de estar cerca uno del otro. Mientras que los

lobos son capaces de hacer que los alimentos disponibles para los cuervos (a través de canales), los cuervos

son capaces de revelar la ubicación de la presa de los lobos a través de sus llamadas.

#3: Bats See ‘’ THE FLYING FOXES OF SAMOA’’ by Judy Braus and Martha Monroe in the ICE Catalog

Manual, ‘’Environmental Education in the Schools,’’ (M0044) for an activity regarding the ethical

implications of the overhunting of bats. A (likely imperfect) translation from English to Spanish of the

story text is given below:

As long as Sione could remember, his family hunted the Pe'a or flying foxes. For many years, he and his

family ate the bats, along with reef fish and vegetable crops. But in the last few years, Sione and his family sold

the bats to traders, who shipped them to Guam. Sione had heard that the people in Guam had over-hunted

their bats until there were no longer any left. And that's why the people in Guam paid so much money for

Samoan bats.

Por tan largo como Sione podía recordar, su familia cazaba un tipo de murciélagos se llaman zorros

voladores. Por muchos años, él y su familia comían los murciélagos, junto con pescados de los arrecifes y sus

cultivos. Pero durante las últimos años, Sione y su familia empezaron a vender los murciélagos a comerciantes,

quienes los mandaban a Guam. Sione escuché que la gente de Guam había cazado sus murciélagos hasta

que ningunos se quedaron.

Sione and his family needed the extra money he made from selling bats, especially since the fishing in his

village was not as good as it once was. The fish were smaller, and some of the tastiest fish had just seemed to

disappear from the reef. Sione also knew that his family was worried about not selling as many fish at the market.

And he knew that selling bats gave them the money they needed to buy food and clothing.

68

Sione y su familia necesitaban el dinero extra que ganaron por vender los murciélagos, especialmente

porque la pesca no estaba tan buena como los años pasados. Los peces eran más chicos, y algunos de los

peces más sabrosos se desparecieron del arrecife. También, Sione sabía que su familia se preocupaba que no

estuvieran vendiendo tantos pescados en el mercado. Él supo que la venda de murciélagos les daría el dinero

que necesitaban para comprar comida y ropa.

A few months ago, Sione's teacher told his class that so many people were killing the bats that they might

become extinct. That had worried Sione, since he always wanted there to be bats for his family to hunt. Sione

had also learned from his teachers that the bats were important to Samoans in other ways. They brought tourists

to the island, who spent money in the country. And the bats helped to pollinate many of the fruits he and his

family ate.

Hace algunos meses, la maestra de Sione dijo a su clase que tantas persons habían matando los

murciélagos que estaban en peligro de extinción. Sione se preocupaba por eso, porque quería que fuera

murciélagos asi que su familia pudiera cazarlos. Sione aprendió también que los murciélagos son importantes a

la gente Samoa por otros motivos. Por ejemplo, los murciélagos atraían las turistas a la isla que gastaban dinero

en el país.

Sione continued to hunt bats and sell them to the trader. But one day he noticed a sign in his favorite

hunting area. It said: "Hunting Bats is Illegal! If you are caught killing bats, you will be fined and the bats will be

taken away." Sione knew his family was depending on him. But he didn't know if he should break the law. And

he also didn't want the bats to disappear from Samoa, as they had in Guam.

Sione seguía cazando los murciélagos y vendiéndolos a los comerciantes. Pero un día notó una señal en

su área favorita de cazar. Dijo que: ‘’¡La caza de murciélagos es ilegal! Si estás agarrado, se te multará y los

murciélagos se confiscarán.’’ Sione sabía que su familia estaba dependiendo de él, pero no quería violar la

ley. También, no quería que los murciélagos desaparezca como en Guam.

QUESTIONS:

1. Should Sione continue to hunt bats? ¿Debe seguir cazando los murciélagos Sione?

2. Should he discuss the new law with his family? ¿Debe hablar de la ley nueva con su familia?

3. What are the other ways he could generate money for the family? ¿Qué son unas otras maneras

en las cuales él podría ganar dinero para su familia?

#4: Sample Ecoclub Rules

1) Tratar con respecto a sus compañeros y los instructores.

2) Comportarse responsablemente, apropiadamente, y tranquilamente.

3) Asistir puntualmente a todas las sesiones.

4) Respetar el aula, todos sus materiales y las pertenencias ajenas.

5) No traer objetos que puedan dañar (resorteras, navajas, flechas, fuegos pirotécnicos,

cerillos, etc.).

6) Escuchar a otras personas y no interrumpirlas.

7) Resolver problemas con palabras pacíficas, nunca con puños.

8) Abstenerse de pronunciar palabras impropias o insultos.

9) Cooperar y trabajar juntos con otros integrantes.

10) Alentar a sus compañeros con palabras positivas y de ánimo.

69

#5: Planning An Ecoclub Session

When developing and preparing Ecoclub sessions, school classes, or one-time group visits, your planning should

include three key elements: Goals, Learning Objectives, and Activities.

Goals are the knowledge,

information, concepts, and abilities

that students will know by the end of

the session/unit/course.

It may be helpful for you to prioritize

your group’s goals, as shown in the

diagram to the right, where the

goals are divided into three (primary

goal, secondary goal(s), and tertiary

goal(s) based on their importance.

Learning Objectives are specific descriptions of observable behaviors that demonstrate that students have

learned the presented material and information. For example:

By the end of the class/unit/course, students will be able to:

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

Utilize the chart below to help you write learning objectives for your sessions that are appropriate for the

learning level of your group.

Activities are all the tasks, discussions, projects, experiments, and games that will be done a session. All activities

should aim to convey your goals to the students, never losing sight of the larger purpose of the

session/unit/course. Some activities (i.e. activities that teach an skill) can be a learning objective in and of

themselves.

Primary Goal (the single most important concept)

Secondary Goal(s) (next most important concepts)

Tertiary Goal(s)

(additional concepts)

70

#6: Sample Community Beautification Flier

71

#7: 40 Developmental Assets for Youth Reprinted from Search Institute (©2000)

EXTERNAL ASSETS

Su

pp

ort

1. Family support

2. Positive family communication

3. Other adult relationships

4. Caring neighborhood

5. Caring school climate

6. Parent involvement in school

Family life provides high levels of love and support

Parent(s) and young person communicate positively and

young person is willing to seek advice and counsel from

parent(s)

Young person receives support from three or more non-

parent adults

Young person experiences caring neighbors

School provides a caring, encouraging environment

Parent(s) are actively involved in helping young in person

succeed in school

Em

po

we

rme

nt 7. Community values youth

8. Youth as resources

9. Service to others

10. Safety

Young person perceives that community adults value

youth

Youth are given useful roles in the community

Young person serves in the community one hour or more

a week

Young person feels safe at home, at school, and in the

neighborhood

Bo

un

da

rie

s &

Exp

ec

tatio

ns

11. Family boundaries

12. School boundaries

13. Neighborhood boundaries

14. Adult role models

15. Positive peer influence

16. High expectations

Family has clear rules and consequences and monitors

the young person’s whereabouts

School provides clear rules and consequences

Neighbors take responsibility for monitoring boundaries

young person’s behavior

Parent(s) and other adults model positive, responsible

behavior

Young person’s best friends model responsible behavior

Both parent(s) and teachers encourage the young person

to do well

Co

nst

ruc

tive

Use

of

Tim

e

17. Creative activities

18. Youth programs

19. Religious community

20. Time at home

Young person spends three or more hours per week in

lessons or practice in music, theater, or other arts

Young person spends three or more hours per

week in sports, clubs, or organizations at school

and/or in community organizations

Young person spends one or more hours per week in

activities in a religious institution

Young person is out with friends “with nothing special to

do” two or fewer nights per week

72

INTERNAL ASSETS C

om

mitm

en

t to

Lea

rnin

g

21. Achievement motivation

22. School engagement

23. Homework

24. Bonding to school

25. Reading for pleasure

• Young person is motivated to do well in school

• Young person is actively engaged in learning

• Young person reports doing at least one or more hours of

homework every school day

• Young person cares about her or his school

• Young person reads for pleasure three or more hours per

week

Po

sitive

Va

lue

s

26. Caring

27. Equality and social justice

28. Integrity

29. Honesty

30. Responsibility

31. Restraint

• Young person places high value on helping other people

• Young person places high value on promoting equality

and reducing hunger and poverty

• Young person acts on convictions and stands up for her or

his beliefs

• Young person “tells the truth even when it is not easy”

• Young person accepts and takes personal responsibility

• Young person believes it is important not to be sexually

active or to use alcohol or other drugs

So

cia

l

Co

mp

ete

nc

ies

32. Planning and decision

making

33. Interpersonal competence

34. Cultural competence

35. Resistance skills

36. Peaceful conflict resolution

• Young person knows how to plan ahead and make

choices

• Young person has empathy, sensitivity, and friendship skills

• Young person has knowledge of and comfort with people

of different cultural/racial/ethnic backgrounds

• Young person can resist negative peer pressure and

dangerous situations

• Young person seeks to resolve conflict nonviolently

Po

sitive

Ide

ntity

37. Personal power

38. Self-esteem

39. Sense of purpose

40. Positive view of personal

future

• Young person feels he or she has control over “things that

happen to me”

• Young person reports having high self-esteem

• Young person reports “my life has a purpose”

• Young person is optimistic about his or her personal future