MODULE: Y HOME Y COMMUnitY Y i p S...
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MODULE: YOUR HOME YOUR COMMUNITY YOUR IMPACT PILOT SUMMER 2014
Transcript of MODULE: Y HOME Y COMMUnitY Y i p S...
MODULE: YOUr HOME YOUr COMMUnitY YOUr iMpaCt
piLOt SUMMEr 2014
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This is a project of the Center for the Living City for Salt Lake City’s YouthCity program. This was created in Spring of 2014 and this version is in a pilot phase.
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YOUtHCitY SpEak: YOUr HOME YOUr COMMUnitY YOUr iMpaCt
In this module, students will learn to look at their communities in new ways. This module is designed to encourage youth to critically assess the way their communities function, look, and feel. It will help youth make a positive impact in their community, neighborhood,
or school and thereby give them a sense of ownership and pride in the future of their community.
The module is designed to present issues that will impact the future quality of life in the student’s neighborhood, community, city, and/or state. The issues identified by the students will be focused within their own community, but will enhance their understanding of how local problems have implications for the nation and even the world. The process engages students in thinking critically as they
identify issues and develop strategies to address those issues.
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1. Developing Empathy for All Forms of Life encourages students to expand their sense of compassion to other forms of life. By shifting from our society’s dominant mindset (which considers humans to be separate from and superior to the rest of life on Earth) to a view that recognizes humans as being members of the web of life, students broaden their care and concern to include a more inclusive network of relationships.
2. Embracing Sustainability as a Community Practice emerges from knowing that organisms do not exist in isolation. The quality of the web of relationships within any living community determines its collective ability to survive and thrive. By learning about the wondrous ways that plants, animals, and other living things are interdependent, students are inspired to consider the role of interconnectedness within their communities and see the value in strengthening those relationships by thinking and acting cooperatively.
The 5-Ecoliterate practices are vital for cultivating ecoliteracy and ecological intelligence as defined by the Center for Ecoliteracy’s book, Ecoliterate: How Educators are Cultivating Emotional, Social, and Ecological Intelligence (Jossey-Bass, 2012). These 5 principles are incorporated into the design and implementation of YouthCity Speak environmental education modules.
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3. Making the Invisible Visible assists students in recognizing the myriad effects of human behavior on other people and the environment. The impacts of human behavior have expanded exponentially in time, space, and magnitude, making the results difficult if not impossible to understand fully. Using tools to help make the invisible visible reveals the far-reaching implications of human behavior and enables us to act in more life-affirming ways.
5. Understanding How Nature Sustains Life is imperative for students to cultivate a society that takes into account future generations and other forms of life. Nature has successfully supported life on Earth for billions of years. Therefore, by examining the Earth’s processes, we learn strategies that are applicable to designing human endeavors.
4. Anticipating Unintended Consequences is a twofold challenge of predicting the potential implications of our behaviors as best we can, while at the same time accepting that we cannot foresee all possible cause-and-effect associations. Assuming that the ultimate goal is to improve the quality of life, students can adopt systems thinking and the “precautionary principle” as guidelines for cultivating a way of living that defends rather than destroys the web of life. Second, we build resiliency by supporting the capacity of natural and social communities to rebound from unintended consequences.
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MODULE: YOUtHCitY YOUr HOME YOUr COMMUnitY YOUr iMpaCt
In this module, students will learn to look at their communities in new ways. This module is designed to encourage youth to critically assess the way their communities function, look, and feel. It will help youth make a positive impact in their community, neighborhood, or school and thereby give them a sense of ownership and pride in the future of their community.
Theme: Investigating + Taking Action
Eco-literacy Principles/Practices Covered:
Age Levels: 8-14
Accessibility: no limitations
Setting: Outdoor/Indoor
Time-Frame for Project: Each component is set up to have a 60-100 minute portion with take-home components for the students.
Preparation Time: 10-20 minutes
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Tools/Materials Needed:
[ ] Cameras[ ] Pencils/pens[ ] Blank sheets of paper for students[ ] Optional sun-print kit activity
What to Expect:
It is designed to present issues that will impact the future quality of life in the student’s neighborhood, community, city, and/or state. The issues identified by the students will be focused within their own community, but will enhance their understanding of how local problems have implications for the nation and even the world. The process engages students in thinking critically as they identify issues and develop strategies to address those issues.
Expected Outcome:
Youth will have a better understanding of their observations and will know how to take steps to solve problems they identify.
Youth will know how to effectively voice their observations and concerns with media, officials, and other community members.
Youth will take action on a problem as a result of a concern they identify.
Youth will become effective social change agents in their community.
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inSiDE/OUtSiDE aCtivitY: tHE WOrLD tHrOUgH YOUr EYES
Investigate: (inside), 1st session: 60 minutes; (inside), 2nd session: 30 minutes for reviewing the take home worksheet and discussion. [ ] Pencil/pen [ ] Sheet of blank paper [ ] Take-home worksheet A
Step 1: The world in your bedroomHave students spend some time thinking about their bedrooms, which are one of the few environments most kids have any control over. ie. They can choose where objects are placed and how clean or dirty they want it.
Tip: Fold the paper in half. On one side of the folded paper, label it ‘I have Control Over’. On the other half of the folded paper, label it ‘My environment, My senses’. Have students create a list of some of the things they have control over in their room.
Step 2: Through your bedroom doorAsk the students to imagine walking through their bedroom door into the hallway and notice how it connects to the other rooms
Tip: Flip the paper over. On the other side of the paper, have students draw their rooms/hallways so they visually see the connections on one half. Label it ‘My house connections’.
Step 3: Connection with your everyday worldContinue the exercise by having them imagine walking out of the house, noticing how the home sits on the land, and how the land connects to neighboring homes, businesses, or vacant land.
Tip: On the next half of the paper, have the students draw or write some of these connections that they remember about their neighborhood.
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Step 4: Your neighborhood and your cityFinally, have the students continue their explorations by noting how they feel as they leave their homes and travel to school (or a place they go to regularly), taking their usual route and usual method of transportation. Remind students to use their best instincts and all of their five senses as they explore their everyday world from their bedroom outward.
Tip: Have the students write some of these feelings using their senses on the piece of the paper they titled ‘My Environment My Senses’
Step 5: Some questionsHave the students look at their paper and see what jumps out to them. These are just a few questions you might ask at the end of the exercise:
After looking at your paper, what patterns or concerns jumped out?
Were there places that made you feel fearful or comfortable?
Were there places that smelled terrible or places you always avoid?
Are there places you choose to travel past or think could be improved?
The students’ answers will lead to the discovery of real problems in need of solutions that will improve their everyday environment.
Follow-up Activity: (Take-Home Worksheet)
Students will repeat this exercise at home and will record their observations and findings. They will bring the worksheet back and a short discussion will be led by the instructor. Ask the same questions and have students think critically about their environment and things they noticed.
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OUtSiDE aCtivitY: nEigHbOrHOOD natUrE SCavEngEr HUnt
Explore: (outdoors), 15-20 minute prep/group organization time; Activity : 60-120 minutes
Objective: Introduce students to the ‘living city’. Get students questioning why nature becomes threatened in the city.
Brainstorm ways nature can be protected and reintroduced.
[ ] Use Scavenger Hunt Worksheet Attached (Worksheet B1 + B2) -OR- Create your own to fit your program/group of students
[ ] Digital Cameras : Cameras will be used for students to take 3 pictures each. One of something in the environment they love; One of something in the environment that needs to be fixed; and one of something in the environment that makes you feel unsafe.
Divide students up into groups. A 1:6 adult/student ratio is usually best for this activity. However, older students may be in groups on their own. The idea of the neighborhood nature scavenger hunt is for students to explore and make connections of what’s in their environment in the city. The scavenger hunt focuses on observation in the ‘living city’. Cameras will be used for students to document their investigating skills, as noted above.
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The Lists/Worksheets Can Include Examples Like:
Basic Checklist
[ ] Ants[ ] A bird[ ] A garden[ ] An animal[ ] An object that’s hurting nature( Ex. Litter: pick it up and throw away/recycle)[ ] A stream(If you can’t find a stream, why do you think that is? Where might the water be?)[ ] Soil[ ] A tiny tree[ ] A big tree (Count how many trees are bigger than buildings.)[ ] Take a picture of something in the environment you love[ ] Take a picture of something in the environment that needs to be fixed[ ] Take a picture of something in the environment that makes you feel unsafe. Urban gardens—how many homes have gardens?
Did any of the homes have chickens?
Do you have a garden at home? Or do you have one at school?
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More Advanced Checklist
[ ] An example of erosion [ ] Something alive[ ] A garden[ ] A rain-catching barrel [ ] A leaf that has been chewed by an insect. What kind of insect do you think it was?[ ] An object that’s hurting nature ( Ex. Litter: pick it up and throw away/recycle)[ ] A stream (If you can’t find a stream, why do you think that is? Where might the water be?)[ ] Something that is decomposing back into soil[ ] A tiny tree[ ] A big tree (Count how many trees are bigger than buildings.)[ ] Something living that’s being hurt by our built environment. What is it?
[ ] A plant growing on a non-living thing[ ] Take a picture of something in the environment you love[ ] Take a picture of something in the environment that needs to be fixed[ ] Take a picture of something in the environment that makes you feel unsafe.
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Additional Activities: Neighborhood Sun-prints
Time frame: 120 minutesAllow 20 minutes per couple of students for the sun-print process. (It can go faster with more instructors helping)
[ ] Object from nature [ ] Sun print kits: can be ordered here-https://shop.nga.gov/item/024508/sunprint-kit/1.html?gclid=CM3xncGoqb-4CFeY-Mgodi3gAsw
[ ] Shallow bucket of water
[ ] Piece of cardboard
Step 1: Have students collect a natural object from their neighborhood. (I.e. a leaf, flower, stick, feather)
Step 2: Instructions for sun-prints can be found here: http://www.sunprints.org/how-it-works/
Step 3: (Optional) Make an art wall inside with the sun-prints representing some of the nature found in the community.
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StEpS tO takE aCtiOn: tHEir vOiCE
Timeframe: 60-120 minutes (Depending on what the students focus on, this lesson can become a summer-long project the students can tackle)
Step 1: Identify concernsHave students identify areas of concern in their community, neighborhood or school boundary which affects their lives in some way. Make a list of all the ways the problem affects them and other people they know. Have each student present the problem in a class discussion.
Step 2: List ideas for problem solving. Choose one.Have the students make a list of ideas, which would positively affect the area of concern they have identified. Have each student present his or her ideas in a class discussion.
Step 3: List steps to solving problemsIn a class discussion, identify ways students could, with some assistance, actually implement some of the ideas for change they have. For instance, the class could clean up a vacant lot, but couldn’t build a mass-transit system, although they could write letters to the Mayor.
Step 4: Begin steps to problem solveTurn the problem into a class project making students responsible for carrying through with the steps they identified in step 3. This is their chance to get actively involved and learn how to affect change in their community.
Step 5: Identify your audienceHave the students identify sources they can contact for further assistance or information, such as community advocacy organizations, newspapers or government agencies. Utilize the available resources in getting attention for the project, find out how to influence a decision or change a bad situation.YO
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YOUtHCitY COMMUnitY rESOUrCES: Writing LEttErS
Some Purposes for Writing Letters:
1. Informational letters- to collect data or instruct2. Support letters- to thank or express agreement3. Persuasive Letters- try to influence decisions4. Letters of Opposition- to express disagreement5. Letters which Identify a Problem and/or Propose a Solution
Writing a Letter to the Editor:
1. Write brief, clear letters. Avoid repetitions. (usually 200 words)2. Double Space. 3. Include signature and return address.4. Include reasons for views.5. The subject matter should be of current interest. 6. Proofread to avoid errors7. Do not send the same letter, instead rewrite a personal letter to another paper8. Never write any accusations unless you have proof.9. Check for individual rules in papers. 10. The Salutation is: Dear Editor: ; and the closing can be Sincerely,11. Student can use a piece of paper to handwrite the letters or they can type them. C
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Writing Letters to Public Officials: 1. Include your address on letters for a response2. Clearly identify the issue and/or number of bill at the beginning of the letter. Consider only one issue per letter. 3. Keep the letter to a few paragraphs if possible4. The best time to write to a legislator is early summer or fall. The letter will receive better attention. A follow-up phone call can reinforce the letter.5. Be courteous even if it is a letter of disagreement.6. Do not harass or threaten.7. Be complimentary if possible.8. Do not apologize for taking the person’s time. 9. Send a copy to your own legislators to inform them.
Sending Email Letters:
Emails are commonly used in this day and age. However, handwritten letters from youth are still quite impactful and stand out from the general email.
1. Follow general outline for media and public officials as stated above.2. Make sure to write out the draft letter before putting it in an email.3. Spell check your letter.4. In the subject line on the email, write a title that relates to your letter.5. In the signature line, be sure to include your name, your school, and your contact information.
Tips:1. Put your main point in the opening sentence.2. Be sure to write briefly and politely.
LEttEr FOrMName of Person WritingTitleStreet AddressCity, State, Zip CodeDate
Name of Person Receiving the LetterTitle of the RecipientStreet AddressCity, State, Zip Code
Dear (Name of Person Receiving):
(Indent the beginning of each paragraph)
Sincerely, Name of Person Writing Title
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YOUtHCitY COMMUnitY rESOUrCES: COntaCting bY tELEpHOnE
Some Purposes for Contacting by Telephone:
1. Informational- to collect data or instruct2. Support - to thank or express agreement3. Persuasive- try to influence decisions4. Opposition- to express disagreement5. Identify a Problem and/or Propose a Solution
Contacting by Telephone:
1. Identify yourself using your name.2. Identify the issue you want to talk about. Tip: It is good to have notes written down to refer to in the conversation.3. Ask the person’s position on the issue or for their advice/support.4. Thank the person you called for the conversation.4. If the person you are contacting is unavailable, leave a detailed message with a staff member or on a voicemail. Tip: In a message, be sure to say your name and phone number you can be reached at.
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YOUtHCitY COMMUnitY rESOUrCES
LETTERS TO THE EDITOR
Salt Lake Tribune Letters are printed in The Public Forum in the Opinion section of the newspaper and online.E-mail to [email protected] (no attachments), fax to 801-257-8525, or mail to
Public Forum, The Salt Lake Tribune90 S. 400 West, Suite 700Salt Lake City, Utah 84101
Deseret NewsFor consideration for publication in our Readers’ Forum, please submit your comments via email to [email protected] or enter them in this form. You can also fax your comments to 801-263-9953 or send them to the following address:
Deseret NewsP.O. Box 1257Salt Lake City, UT 84110
City WeeklyEmail letters to [email protected]
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LETTERS TO PUBLIC OFFICIALS
PresidentThe PresidentThe White HouseWashington D.C. 20500
Department of Housing and Urban DevelopmentSecretary Shaun L.S. Donovanhttp://www.hud.gov
UTAH PUBLIC OFFICIALShttp://www.utah.gov/government/contactgov.html
Governor’s OfficeUtah Governor’s OfficeUtah State Capitol Complex350 North State Street, Suite 200PO Box 142220Salt Lake City, Utah 84114-2220Phone: 801-538-1000
Vice PresidentThe Vice PresidentThe White HouseWashington, D.C. 20500
Department of TransportationSecretary Anthony Foxxhttp://www.dot.gov
More National Officials: http://www.whitehouse.gov/administration/cabinet
Salt Lake CountyMayorBen McAdams385-468-7025http://slco.org/mayor/
Salt Lake County Councilhttp://slco.org/council/
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260
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300 S 300 S300 S 300 S
200 S 200 S 200 S
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900
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800
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(HW
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200
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F S
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J S
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ST
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600
W
500
W
200 N
300 N
400 N
500 N
600 N
600 N
400 N
100 0 N
120 0 N
110 0 N
150
0 W
140
0 W
130
0 W
130
0 W
120
0 W
140
0 W
130
0 W
146
0 W
CIR
MO
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N D
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DR
700 N
(HWY 1 86 )
900
W90
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900
W
110
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100
0 W
100
0 W
120
0 W
120
0 W
220
0 W
236
0 W
236
0 W
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170 0 S
MA
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MA
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CIR
ASHTO N CIR
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260
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PARLEYS
BL VDCANYON PARL EYS
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CIR
BAM
BR
OU
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230
0 E
210
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BR YAN
ROOSEVEL T
EM ERSON
BEACO N DR
DR
BR YAN AVE
CIR DR
GARF IELD
LOG AN AVE
LEARNED
100
0 W
WAY
STE
WA
RT
STE
WA
RT
JETWAY AV
240
0 W
100 N
340 N
237
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FLY
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AY
DAUNTLESS
400 N
ROSEPARKCIR
CO
RN
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L
13TH
12TH
10TH
7TH AVE
WE
STTEM
PLE
F S
T
158 0 N
120 0 N
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WIN
DS
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GU
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DS
MA
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SC EN ICCIR
BL VD
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130
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T
220
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200
0 E
200
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DR
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CIRNINTH SOU TH
PAD
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VI LL AG E
CIR
LINE
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S D
R
ST M ARYS CIR
ST M ARYS
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LOG AN
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T
170 0 S
210
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130 0 SOAKS CIRHARVARD
SHER
IDA
N
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SH ER WOO D DR
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OAKHURST DR
MIL LIC ENT DR
CRESTVIEW DR
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VIS
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IEW
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WAY
KENN EDY DR
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SCEN
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WY
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ING
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LYNWO OD DR
MAYWO OD DR SKYRI DGE CI R
WILM ING TO NCIR
CIRYERM O AVE
ASPENWEAL TH
COM MO N-
WAYSAG E
PARL EYS
STA
TE
ST
STA
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ST
WE
ST T
EM
PLE
WE
ST T
EM
PLE
300
W
200
W
400
W
WE
ST T
EM
PLE
BEL MO NT AV
COM MERC IAL WAY
PAR
KM
ER
IDIA
N
437
0 W
449
0 W
465
0 W
GLA
DI O
LA
GLADI OLA
AWL
CIR
BAN
GE
RT
ER
HW
Y
MIL
ES
TON
E D
R
IRO
N R
OS
E P
L
PARKROSEWOOD
800 N
RIVER -
PARK
NORTHWO OD
STATE
ROSE PARK
EVERETT
700 NSPRI NGS R D
WARM
CTCOLU MBUS
ED GECOM BE
CA
PITO
LEA
ST
BONNEVIL
LE
CLINTO
N
CA
NY
ON
RD
600 N
GIRARD AVE
EAS
T C
AP
ITA
L S
T
700 N
HOPE DREAST M
EDICAL DR
CIRCL E OF
EAST MEDICAL DR
PENR OSE
MIL ITARY
CE
NTR
AL
WASATCH DR
DR
ARLING
TON
CIR
BL AINESOLE
IL C
V
CRANDALL
CH
AD
WIC
K
133
5 E
FO RESTVI EW
JAS
PER
ST
CRANDALLCIR
MARY D OTT
130
0 E
University of Utah
East Liberty Park
SL InternationalAirport
East Central/East Liberty Park
Council Council District 3District 3
Council Council District 1District 1
Council Council District 2District 2
Council Council District 6District 6
Council Council District 7District 7
Council Council District 5District 5
Council Council District 4District 4
Glendale
Greater Avenues
Poplar Grove
Sugar House
Capitol Hill
Westpointe
Ball Park
Jordan Meadows
Rose Park
East Bench
Fairpark
DowntownCentral City
East Central
Liberty-Wells
Yalecrest
Wasatch Hollow
Bonneville Hills
Central City/Liberty-Wells
Sunnyside East
Foothill/Sunnyside
4Salt Lake City Council Districts &
Community CouncilsUpdated: 5-20-2014
- 9th & 9th Business District - 21st & 21st Business District
REGISTERED BUSINESS DISTRICTS
25
Erin MendenhallDistrict [email protected]
Charlie LukeDistrict [email protected]
Lisa Ramsey AdamsDistrict [email protected]
YOUtHCitY COMMUnitY rESOUrCES COntinUED
Salt Lake City Mayor http://mayor.slcgov.comMayor Ralph Becker801- [email protected] 145474 Salt Lake City, UT 84114–5474
Salt Lake City Council 2014: http://council.slcgov.com
James RogersDistrict [email protected]
Kyle LaMalfa - ChairmanDistrict [email protected]
Stan PenfoldDistrict [email protected]
Luke GarrottDistrict [email protected]
26 COMMUNITY PROBLEM SOLVING RESOURCES
Salt Lake City Community Councils (selected)
Full list at http://www.slcdocs.com/comcoun/pdfs/Community_Orgs_List.pdf
Liberty Wells Community Council Jeff Bair PO Box 520442 Salt Lake City, UT 84152-0442 (801)910-7377 [email protected]
Capitol Hill Community Council Eric Jergensen 53 East 200 North Salt Lake City, Utah 84103 (801)913-2141 mobile (801)298-5650 ext. 103 office [email protected]
Central City Neighborhood Council Michael Iverson 210 South 300 East Salt Lake City, UT 84111 (801)708-2644 [email protected]
Downtown Community Council D. Christian Harrison 336 W Broadway, #308 Salt Lake City, UT 84101 (801)937-4473 council phone [email protected]
27
East Bench Community CouncilKim Peterson3069 Carrigan Canyon Dr.Salt Lake City, UT 84109801-467-8010 home801-560-1262 [email protected]
East Central Community CouncilEsther Hunter606 Trolley SquareSalt Lake City, UT [email protected]
Fairpark Community CouncilSteve Johnson 861 West 300 North Salt Lake City, UT 84116 [email protected]
Glendale Community CouncilRandy Sorenson 1184 S Redwood Drive Salt Lake City, UT [email protected]
28 COMMUNITY PROBLEM SOLVING RESOURCES
Greater Avenues Community CouncilMary Ann WrightSalt Lake City, UT 84103801-363-1412 home / office801-502-9611 [email protected]
Jordan Meadows Community Council Jo Ann Anderson 1590 Spring St. Salt Lake City, UT 84116 (801)355-5583 [email protected]
Liberty Wells Community CouncilJeff Bair PO Box 520442 Salt Lake City, UT [email protected]
Poplar Grove Community CouncilAndrew Johnston716 Glendale St.Salt Lake City, Utah [email protected]
29
Rose Park Community CouncilBlake Perez 768 N Oakley St.Salt Lake City, UT 84116 [email protected]
Sugar House Community Council Maggie Shaw 1150 Wilson Ave. Salt Lake City, Utah 84105 (801)699-7121 preferred [email protected]
Westpointe Community Council Erin Youngberg 1910 Bridge Crest Circle Salt Lake City, Utah 84116 (801)815-0130 cell [email protected]
30 COMMUNITY PROBLEM SOLVING RESOURCES
Non Profits/Other City Departments
Wasatch Front Regional Council295 North Jimmy Doolittle Road, Salt Lake City, UT 84116801-363-4250
Envision Utah254 S 600 E, Suite 201, Salt Lake City, Utah 84102 801-303-1450
Mountain Accord(844) [email protected]
Redevelopment Agency of Salt Lake CityPO Box 145518Salt Lake City UT 84114-5518801.535.7240
The Utah Chapter of the Nature Conservancy559 East South TempleSalt Lake City, UT 84102(801) 531-0999
Downtown Alliance175 East 400 South, Suite 600, Salt Lake City, UT 84111(801) 359-5118
31
Tree Utah824 South 400 West, Suite B121Salt Lake City, UT 84101(801) 364-2122
Utah Rivers Council1055 East 2100 South, Suite 204SLC, UT 84106(801)486.4776
Jordan River CommissionP.O. Box 91095Salt Lake City, Utah 84109-1095(801) 536-4158
Utah Recycling AlliancePhone: 385-468-6379Address: PO Box 26973, Salt Lake City, UT 84126
Utah Energy Conservation Coalition112 S MountainWay DriveOrem, UT 84058(801)765.0034
32 COMMUNITY PROBLEM SOLVING RESOURCES
pErSOnaL nOtES:
33
pErSOnaL nOtES:
34 YOUR HOME, YOUR COMMUNITY, YOUR IMPACT
gLOSSarY:
Action:To start doing something.
Community:A group of people (living things) who live in the same area (such as a city, town, or neighborhood). People with common interests living in a particular area. A group of people with a common characteristic or interest living together within a larger society.
Community Council:An independent voluntary local body set up to attend to local interests and organize community activities
Public Official:Public official means an individual having public official functions or acting in a public official capacity, and includes any of the following:
(a) the Governor (whether or not acting with the advice of the Executive Council),
(b) a person appointed to an office by the Governor,
(c) a member of the Legislative Council or of the Legislative Assembly,
(d) a person employed by the President of the Legislative Council or the Speaker of the Legislative Assembly or both,
(e) a judge, a magistrate or the holder of any other judicial office (whether exercising judicial, ministerial or other functions),
(f) an officer or temporary employee of the Public Service or the Teaching Service,
YOU
TH C
ITY
SPEA
K
EXPL
OR
ATIO
NS
35
(g) an individual who constitutes or is a member of a public authority,
(h) a person in the service of a public authority,
(i) a member of the Police Force,
Neighborhood:The people living near one another. A section lived in by neighbors and usually having distinguishing characteristics.
Stewardship:The conducting, supervising, or managing of something; especially the careful and responsible management of something entrusted to someone’s care.
TAKE HOME WORKSHEET A: The World Through Your EyesName: Date:
Step 1: The world in your bedroomSpend some time thinking about your bedroom, which are one of the few environments you have any control over. For example, you can choose where objects are placed and how clean or dirty you want it.
‘I have Control Over’: Create a list of some of the things you have control over in your room.
Step 2: Through your bedroom doorWalk through your bedroom door into the hallway and notice how it connects to the other rooms.
‘My House Connections’: Draw the rooms and hallways of your house.
What connections do you notice?
Step 3: Connection with your everyday worldContinue the exercise by walking out of the house, noticing how the home sits on the land, and how the land connects to neighboring homes, businesses, or vacant land.
‘Connections to the Neighborhood: Draw or write some of the connections you notice about your house and neighborhood.
Step 4: Your neighborhood, community and cityContinue your exploration:How do you feel as you leave your home and travel to school (or a place you go to regularly), taking your usual route and usual method of transportation? Use your best instincts and all five senses as you explore your everyday world from your bedroom outward.
‘My Environment My Senses’: Write down what you noticed.
Step 5: Some questionsAfter looking at your paper, what patterns or concerns jumped out?
Were there places that made you feel fearful or comfortable?
Were there places that smelled terrible or places you always avoid?
Are there places you choose to travel past or think could be improved?
WORKSHEET B1: Nature Scavenger Hunt Name:Group #:
1. Find a flower growing from a sidewalk crack and take a picture of it.
2. Collect something small from nature. (a flower, leaf, piece of bark, small stick, snail shell, feather, blade of grass, etc)
3. Take a picture of 2 different animals on the urban nature walk.
What kind of wildlife did you see? If you didn’t see any, why do you think that was?
4. Take a picture of an urban garden.
What kind of food do you think will grow in it?
Would you want a garden? If so, why would you want it?
5. How many trees can you count that are taller than the buildings in your walk?
6. Take a picture of where you want to see more trees and plants. Explain why that place needs more nature.
7. What do you smell and what do you hear?
8. Make a crayon rubbing of a rock or tree bark on the extra sheet of paper.
WORKSHEET B2: Nature Scavenger Hunt Name:Group #:
1. Take a photo of an animal or bug on the walk. What was it?
2. Take a picture of something yellow that is natural. What was it?
3. Make a crayon rubbing of a rock or tree bark on the extra sheet of paper.
4. Take 20 steps. Were they all on concrete?
5. Take a picture of a rain catcher barrel. Is there a garden near it? If there is a garden, what kind of food do you think will grow in it?
- Would you want a garden at? Why or why not?
6. Find a yard with more than 5 trees in it and take a picture. Did you find any yards that didn’t have any trees or plants?
7. Find and collect three different leafs. Do you know what kind of tree each leaf came from?
