Snow pits and avalanches

Getting ready to dig snow pits.

Making snow angels to keep warm.

The tongue depressors were used to mark each layer found in the snow pack.


Group working in a snow pit.

Today in class we focused on snow science and avalanche safety. After a morning lesson about snow metamorphism and snow crystals we headed up to Towgotee Pass to dig some snow pits and collect snow data.

At -10 degrees, it was a cold expedition. Each group dug a snow pit around 60 cm deep. We were asked to measure the temperature of the snow pack, identify the various levels within the pack, determine snow hardness, and take the density of each layer.

Our evening lecture was about avalanche safety and the different entities to look out for in avalanche territory (aspect, altitude, and angle).

Winter Adaptations

Huddling to keep warm - this decreases the amount of surface area available for heat loss to occur to the surrounding environment.

Foraging for chocolate - I only collected 135 calories, not enough to survive the winter.

Foraging for food.


Our assignment for our first day of winter ecology was to come to class in short and a t-shirt. For those of you who have not been tracking the weather here in Kelly, most nights drop into the negative digits and most days do not go much above fifteen degrees.

Our morning activity was to forage around campus in search of food (in our case chocolate treats.) Each treat was worth a certain number of calories; we needed to collect 200 calories in order to survive the winter and 300 calories in order to survive and reproduce. Every five minutes we were called to a central location in order to have our core and extremity temperature taken. The purpose of the activity was twofold.

First, our instructor wanted to demonstrate the difficulties faced by animals who stay in Wyoming throughout the winter. Their food supply is greatly diminished while their energy expenditure increases. 15% of animals die during the winter in Wyoming for a variety of reasons. As in "real life," there was not enough calories set out around campus for all of the graduate students to survive the winter.

Secondly, our foraging in minimal clothing demonstrated human adaptations (or lack of adaptations) to cold weather. As the minutes ticked on, many of us found our arms going numb and our legs turning shades of red and then blue. This was vasoconstriction at work - blood was being shunted from our extremities to heat our core. My hands, where extremity temperature was taken, dropped to fifty degrees while my core was twenty to thirty degrees more. Despite the below freezing temperatures (it was zero degrees at 9:00 am) we had fun foraging in the snow.

"To know and not to do, is not to know"

Over the past week, the graduate students have been exploring the questions: why school? why education? In order to engage these loaded queries we started by learning about the history of education. We learned about the multiple forces that were at play over the past two centuries that helped shape our current public school system. We noticed a constant tug-of-war between traditional and progressive educators and this dichotomy played out throughout history.

In addition to engaging theory behind public schooling, we were also asked to explore the ways in which people put their beliefs into practice. Today we spent the day making conference calls to educational organizations throughout the country. Our instructor set-up times for us to speak to people he felt were, not only inspirational educators, but had made a difference in the world of education. In different groups, we researched the school/organization and spoke with such organizations as: The Mountain School, The Island School, Summer Search, High Mountain Institute, Star Lane, and The Darrow School, among others.

The process was quite interesting as we came to understand how visions and philosophies of education played out in the "real world." Some of the common themes that came out of these interviews included the following beliefs:

- "We should be teaching students how to think, not what to believe."
- "Education that omits man's role in nature is not education."
- "Students cannot be taught solely in a classroom, in isolation. They need to understand that they are part of a larger world with many invisible pieces working at once."
- "Mentors play of key role in student development."

Additionally, we had the opportunity to listen to Jack Turner and Barry Lopez, two well-known and respected nature writers.

In a spirited, humorous, and at times, morose talk, Jack Turner reminded us of our responsibilities as educators and scientists to the environment and to the American public. He encouraged each of us to inspire wonderment in our students. He emphasized that children who are not connected to their environment will have little incentive to respect and protect it later in life.

Barry Lopez spoke about the need for humankind to take care of each other - to promote intimacy, acceptance, warmth, collaboration, among all humans. He asked us the question: "What are the components of a life worthy of living?" I believe we should take these components and encourage them in our students.

It has been a most interesting week which has stirred an internal dialogue that I will continue to ponder.

Horse Warriors

Belle and Buzz enjoying their dinner.



Me and Ropey

This past week, Kelly and I have been in charge of fifteen wonderful horses. Everyday after class we have been running down to Rafter J and Shootin' Iron Ranch to feed, brush, and enjoy the company of the horses. It has been such a pleasure looking after them, observing their interactions, and understanding the intricate dynamics within the herd.

The scenery is beautiful and I look forward to coming back from Thanksgiving break to ride and feed them once again.

A lesson in place

The last two weeks have been incredibly enlightening. After returning from my teaching practicum in Afton, I began my two-week class on place-based education. Having done my masters thesis on place-based education I thought I had a solid foundation in the principles and theories surrounding this pedagogical practice. However, the discussions the graduate students had in class and the lessons we came up with have been inspiring. Here is my new understanding of place-based education and its uses in the classroom.

First, place-based education does not mean outdoor or environmental education. Since it is rooted in place, lesson focus varies depending on the surrounding environment. For example, in urban settings, place-based education will focus on different aspects of place than a school located in Vermont. However, similar topics can be used to frame lessons.

David Gruenewald talks about five dimensions of place which include: sociological, perceptual, ecological, political, and ideological. Each of these dimensions can be used to highlight different aspects of place. It is important for educators to remember that place include the hidden aspects of society such as demographics, neighborhood construct, and access. David Sobel has created seven design principles of place-based education that provide a context for which to teach Gruenewald's five dimensions. Sobel's seven include: adventure, fantasy/imagination, small worlds, maps/paths, hunting/gathering, animal allies, and special places. These methods are valuable ways to educate, connect, and empower students. Through place-based education, they can develop the skills to see, analyze, and act (Freire.) Classroom curriculum becomes relevant to students when they are learning about their own place.

For example, many students learn about saving the rainforest and the animals that live there. However, there are valuable ecosystems in the United States, specifically close to individual schools, that are tangible realities to students. The polluted river ten minutes from the school provides a perfect opportunity for students to engage in their neighborhood. Place becomes a tool for learning, an incentive for exploration and a reason to act.

The graduate students were asked to create lesson plans that used these principles to teach content in field education "classrooms." We were also given the challenge of creating a concept map that illustrated our understanding of place-based education theory. My group decided to put together a digital concept map. This map has been published on the world wide web - below is the link:

http://web.me.com/alb4man/Place-Based_Education__Concept_Map/Concept_Map.html

I look forward to using place-based methods to teach students in the near future.

Journey to Lamar

Me working on our place-based concept map in the woods.

Mammoth Hot Springs

Following the local wolf biologist - his yellow exterra is famous in the valley.


Our weekend cabin at Silver Gate


This past weekend, five graduate students packed a car full of gear and headed out to the Lamar Valley in Yellowstone. We had rented a cabin in Silver Gate, Montana for the weekend and were looking forward to hiking, relaxing, and wolf-watching.

After a series of delays, we began our journey at 6:30 pm from Jackson. I have never traveled with a more easy-going, fun crew of girls. The drive was slow and we pulled into our cabin at 5:00 am - yes, we were on the road for eleven fun-filled hours. To our great pleasure, the cabin that was waiting for us was a gem. Two beautifully made beds, a little kitchenette, and a platter of cookies were waiting for us and we soon fell asleep.

Later that day, we went for a hike around the woods, cooked dinner, and did some school work. This was the pattern we continued over the following two days. On our last day we followed a local wolf biologist and observed as he tracked the local wolf pack. After a few hours of searching, we were rewarded. We watched the three members of the Agate Creek wolf pack as they went about their morning routine. The wolves were beautiful and we enjoyed learning about the pack dynamics.

It was a wonderful experience staying in Yellowstone during the off-season. It was peaceful, the trails were ours, and I had a wonderful time. I look forward to our next road trip.

Phenology and food: A photo shoot

This shopper was quite excited because the gluten-free macaroni and cheese was on sale.

As I mentioned earlier, I am currently working on a phenology project. The focus is following people's changing diets through the fall, winter, and spring. After sending out and receiving feedback on my survey, I have decided to delve deeper into my research.

Today I spent over an hour at the Whole Grocer, a local supermarket, photographing people's shopping carts and baskets. As the seasons progress I hope to track people's diets based on the items in their shopping carts.

My initial strategy was to follow people around the store until I thought they were done shopping and ask them if they would mind if I snapped a picture of their food. However, I soon realized I looked like a stalker when people kept looking over their shoulder to gauge how far I was from their carts. I modified my approach.

I slapped on my Teton Science Instructor badge (to look a little more of legitimate) and waited by the check-out counters. People were most willing to help me and would arrange their food in lovely designs giving me the best view of their full grocery purchase. They were also initially curious, and then quite supportive of my research. I will be returning to the Whole Grocer throughout the upcoming fall, winter, and spring months to get a more random sampling of people and their purchases.

The pictures above are some of the best from this afternoon's photo shoot.

Additionally, one of the questions on the survey was: "Write three words that describe your relationship to food." Here are some of the responses:

- Health, comfort, food
- Persistant, exciting, relaxing, useful
- Interested in it, experimenting with it, nourished by it
- I love to eat, I eat a lot, I eat very well
- Dynamic, thoughtful, tested
- Fresh, non-processed, spicy
- Passionate, conscientious, patient

I received some wonderfully insightful responses. I intend to take these responses and others from the survey and create a poem illuminating the main themes that emerged from people's answers. The initial presentation of the project is due next Thursday so I am working through the last minute "kinks!"

New winter hobbies

My new ski boots...


Although the weather has been beautifully warm and sunny, we are well aware that winter is fast approaching. After the initial panic I experienced when the snow began piling up on the Kelly Campus the first two weeks of October, I decided I had better embrace the coming weather.

Luckily, I was able to redirect my anxiety to excitement. LAst Saturday was Jackson's ski swap, an annual event where vendors sell outdated snow and ski equipment. Myself and a few other graduate students decided that a new hobby would get us safely through the winter; that new hobby is telemark skiing. At the ski swap I picked up a pair of telemark skis, poles, telemark boots, and that all important helmet. I also invested in a $20 pair of downhill skis and equally inexpensive boots.

With all of my gear in order and a few ski lessons lined up I am ready to embrace the 200 inches of snow that will most likely hit Jackson this winter.

100 seventh graders, seven instructors, one steep slope

Afton students hiking up the slope in search of hiding spots during a game of camouflage.

Mr. Potato Chip - nature art by Afton seventh graders

Afton seventh graders scrabbling up the slope - demonstration was meant to show that fire travels faster up a slope than on a flat surface.

One hundred seventh graders gathered around a fire truck.

Duane, a forest service fire fighter demonstrating how to use the fire tent.


This week my track has been teaching fire ecology to seventh graders in Afton. We have three days with each group of students (two in the classroom and one field day.)

On Tuesday morning, field day, we arrived at the burn site with over 100 students in tow. They piled out of the buses with enormous lunch coolers, math textbooks, no water bottles, and tons of energy. All of this would not have been so worrisome if our site had not been located on the side of steep hill.

We split into groups and hauled the students up the hill (coolers and textbooks included) followed close behind by chaperons carrying coolers of water which were strategically placed at various intervals up the trail.

Jamie and I spent the day putting on puppet shows, playing full body rocks, paper, scissor, doing succession games, and teaching the way in which heat energy travels - this all occurred with thirty seventh grade students on a steep slope. It made the day that much more exciting.

Teaching fire ecology at this site has made me realize the importance of flexibility and the environmental challenges that comes with field education. We were able to go back to the same site on Thursday with another hundred seventh graders and revise our lessons, learning from Tuesday's challenges.

Big Piney fire pictures

Bucket Brigade: The students were asked to hypothesize and then test their theories about which types of fuel would be most effective in starting fires.


Tinker Tree Derby: Students were asked to construct trees that had adaptations which would help them survive forest fires. The trees were then put to the test...

Here is my eighth grade group at Big Piney - we are creating a tableau imitating a healthy forest ecosystem.

Me teaching about the Mann Gulch Fire of 1949.

Day One: Learning about the scientific circle of logic and trying to determine if the matchstick forest will burn faster at high or low density tree populations.

Fire Ecology

Over the past few weeks, my track has been preparing to head over to Big Piney for three days of fire ecology education. The days were mapped out, our lessons were ready, and we had the equipment we needed. The day before we left, the bus company informed us that we would not be able to take the students to the burn site on Thursday due to the wet road conditions. We started brainstorming - what could we do with 45 students, a few classrooms, and a school parking lot?

Over the course of our morning meeting, a plan emerged. We would have six stations set up around the school. These included: team building/fire succession games, a tinker tree derby, bucket brigade, a puppet show/lesson on conduction, convection, and radiation, a social science bent on fire using the song "Cold Missouri Waters," and a firetruck equipped with a drip torch, firefighting gear, and four burly firefighters. Students would have thirty minutes at each station each focusing on different aspects of fire ecology.


My station was the "social science" aspect of fire. We talked about the Mann Gulch fire of 1949 in Montana and listened to the song "Cold Missouri Waters." We talked about fire management and the importance of passing on stories like this so that we would learn from these tragedies. Here is the link if you would like to listen to the song. I would also suggest reading the lyrics, they are great.

http://www.youtube.com/watch?v=CMJDj6L8y0E

In the afternoon we planned several different activities. My group started with an organized debate/simulation on a proposed prescribed burn. Students were members of different interest groups: hunters, tourist agents, wildlife biologists, homeowners, and forest service representatives. They argued the pros and cons of this suggested burn to Fantasy Forest. Once the forest service reached a decision, the groups came up with plans on how to safely and most efficiently execute the burn. The students came up with wonderfully practical ideas including burning small parts of the forest at a time to keep the fire under control and protect the nearby homes, dig trenches to contain the fire, burn in the spring or fall (not summer), etc. They took great pride in preparing and presenting their plans.

We then had "story time" and read a book about fire dependent species. Students were then led through a series of theater activities that encouraged them to use their bodies to create fire dependent species, healthy forests, and unhealthy forests - we had one group come up with a creative way of representing serotinous cones. They had a wonderful time.

The whole day was a lesson in improvisation, flexibility, and creativity. Having to run the same station six times, I was able to modify the lesson to meet students at their understanding. Not knowing how long the debate was going to take, we had to be ready with back-up plans and when those were "used up" we pulled out lessons and games from our "tool box."

Overall, the students learned a lot, we had a fun day, and I am looking forward to creating a podcast with this great group of students tomorrow.

Moose and more

Our fire demo - how slope and density effects fire path, intensity, and severity.

A bull moose outside our classroom.


The moose have moved onto Kelly Campus. It is always a thrill to walk out of your cabin to find a bull moose nibbling on the willows in front of the common bathrooms (which means you need to wait until he is done until you brush your teeth) or watching a moose meander in front of the classrooms (which means you will have to take your school group out the back door to avoid the moose's path.) This morning was a great example of the majesty (and frustrations) that can come with sharing your space with these great animals.

I got out of bed ready for a nice Saturday morning run. I put on my hunting vest, grabbed my bear spray, and threw on my raincoat (running has become a more complicated process since hunting season began.) I was five minutes into my run when I noticed a herd of bison to my right. Wanting to give them a wide girth I headed to the left side of the road. At this point I noticed a bull moose with a cow and baby moose coming towards me. At that point I knew I could not get around them and I would have to save my run for another day.

Finally, my group has been preparing to teach fire ecology to eighth graders in Big Piney. Yesterday we set up and tested out matchstick forest. This demo is meant to demonstrate the effect that slope and tree density has on the path, intensity, and severity of forest fire. Our demo was a success and we are ready for the students this coming week.

What I Believe...

After writing a synopsis of the Wyoming Youth Congress itinerary, I would like to share some of my own reflections and thoughts.

As a classroom teacher by training, I have to continually remind myself that it is beneficial, at times, for me to step back and let students learn from each other and their surroundings. Nature is an especially powerful teacher because of its authenticity, beauty, and calm. Students in my group agreed they remember much more material after a day outdoors than sitting in a classroom. Watching my group work together to build their fort was a teaching moment for myself. I watched them wonder about the lines on dead tree limbs created by pine beetles, come up with innovative tools and methods to create a solid structure, and comment on their desire to spend the night outdoors. As a teacher, I hope to use outdoor classrooms to give students the opportunity to teach each other and broaden their horizons.

Teachers are wonderful facilitators of experiences but students have the ability to expand and translate these experiences into meaningful moments in their life. For example, I brought my students to the Snake River to teach about testing water quality. One test is to look for macroinvertebrates under rocks. In one journal entry a student wrote, "I never knew there were so many things that lived under rocks. I can't wait to test the river water in my town - I bet it's dirty!"

One repeating theme throughout the congress was that parents were afraid or not interested in letting their children spend time outdoors. Students agreed that media played a large role in "parent paranoia." News stations report on children abductions, physical assault, kidnappings, etc. With these images floating in their minds, many adults would prefer to have their children stay in the safe confines of the home - often in front of a television or computer screen. Students agreed that parents and teachers need to relearn how to play and be comfortable in the outdoors.

While meandering the paths at the Murie Ranch, students commented on how relaxed they felt. Not only were they relaxed, but two days after our conifer and water quality studies, students were able to correctly answer all assessment questions given to them based on the content they had learned.

It is important to note that there is a big difference between camp and educational outdoor experiences. In my lesson plans I set specific goals and have certain academic material that I teach students. It is the space in which they are learning, the direct access to information, and the fresh air that creates a conducive learning space. Additionally, there are many aspects of outdoor education that are not quantifiable. It is difficult to assess the benefits of getting students away from televisions, the amount of learning that goes on through necessary teamwork, and the impact of creating connections with nature. This unquantifiable data can be seen through increased student self-esteem, the ways in which they interact, and their ability to be independent, problem-solving members of society.

I believe many new things after listening to the 8th graders of Wyoming. I believe that we have a lot of work to do in schools to get kids outside. I believe that students need more time of free, unstructured play. I believe that teachers should be taking their classes outdoors. I believe that adults need to rekindle their connection to and comfort with nature so they will encourage kids to explore.

It was a privilege to be part of the first Wyoming Youth Congress - I look forward to bringing one to New York.

Wyoming Youth Congress...Success

Over the past two weeks, my graduate track has been preparing for 100 8th graders to arrive from cities and towns around Wyoming. The purpose of this mass meeting - to understand students' perspectives about the importance of nature as an educator and in their lives.

On Thursday, eighty students showed up in vans that had come from as close-by as Jackson and as far as Cheyenne. The students eagerly clambered out of the vans and we showed them to their rooms. That night, students had the opportunity to hear Larry Selzer, CEO of The Conservation Fund, Milward Simpson, head of Wyoming State Parks, and the mayor of Jackson speak about the students' roles and responsibilities during this congress. They were challenged with the task of articulating their beliefs about nature's effect on the heart, head, health, and home. They were also informed that this was the first youth congress of its kind and that 300,000 million people across the country would be following the proceedings. As one student in my group commented, "Oh, great - no pressure or anything!"

After dinner, I was able to meet with my group. I had six students from southeastern Wyoming, mostly the Cheyenne and Laramie districts. The students were excited, motivated and willing to participate in the conversations and activities I threw at them. On this first night, we created a group contract, a group cheer and established goals for the upcoming days.

Friday was our day of exploration. I took my students to the Murie Ranch in Moose, Wyoming and we spent the day creating personal connections to the natural surroundings. The students learned about conifer adaptations, created Andy Goldsworthy-esque nature art, learned about stream ecology, and played many games. This was my first time teaching in the field and I was both excited and nervous. To put me at ease, I was told that two reporters from the Casper Star Tribune, Wyoming's largest newspaper, would be following my group throughout the day. They were writing a story about the Wyoming Youth Congress which would feature my group and appear on the front page of the Sunday edition. At 9:00 am, six 8th graders, two reporters, my co-facilitator, and myself clambered into the van - we had a wonderful time exploring nature. The following is the link to the article featured in Sunday's newspaper:

http://www.trib.com/news/local/article_0e695b9c-0754-507d-9457-03bec8a8e65b.html

Here are additional pictures taken by the camera woman of our time outside:

http://www.trib.com/app/slideshow/YouthCongress/

That night my students lay down in a field of, under the stars, while I read them stories about the sounds of nature.

On Saturday, we spent the morning listening to people talk about professions that kept them connected to nature. These guests included a field research biologist, a kayak guide, a rancher, etc. We then spent a few hours completing community service activities in the park.

Later that afternoon the groups split up to do "play team" - unstructured, completely free time for the students to simply play in the woods. This might not seem revolutionary to some of us, but many of these students have very little time to simply play. My group spent hours building a fort up in the trees. It was quite the undertaking and by the end of the day, we were all sitting in our fort reflecting on our time outdoors. One student commented that, "Children in nature will always come back to nature."

That night we crafted belif statements about children and nature. Here are some of my students' beliefs:

"We are more creative in the woods."
"You can learn anything and everything in nature. The Wright brothers looked at birds for inspiration."
"Parents are afraid of kids going outside."
"More schools should be outside."
"You don't have to have technology to stay creative and have fun. We must show kids that being outside has its advantages."
"I believe that nature teaches us about smaller versions of bigger world problems."
"I believe that nature is a very cool place to dream and create your own life."

On Sunday we had a press conference where all of the groups shared their ideas about children in nature. The whole process has been incredibly inspiring and insightful. In a concluding reflection, my student summed up her experience by stating: "This weekend has been awesome and I have made so many awesome friends. I can't wait to come back!"

Outreach Teaching

Jamie and I enjoying blue grass music at the Wort Hotel in Jackson.
Phelps Lake at the Rockefeller preserve.
The main lodge on campus.
My cabin this morning in the snow.

This past week, my teaching team traveled to Big Piney and Afton to learn a little more about our upcoming teaching track. In the coming weeks, I will be teaching fire ecology to 7th and 8th grade students in local Wyoming public schools. In both towns we visited the local middle schools, spoke with the teachers who have invited us into their classrooms, and visited the burn sites where we will be taking students for their day of research.

I was truly impressed with the teachers I spoke with. They are dedicated, enthusiastic, and have been trying to incorporate place-based education into their curriculum. They are genuinely excited about having us teach their students. In addition to covering content material, they hope we, as graduate students, will inspire students to continue their education beyond high school (or in some cases middle school.) We were told that there are many oil fields in the area that pay students $25.00 an hour to work. Apparently the schools are having a hard time competing with this tempting salary.

We are creating curriculum that is relevant to students' lives and demonstrates the importance of understanding the place in which they live. Some of the projects students will be involved in include:

- creating a matchstick forest
- learning about the fire triangle
- understanding that nature is dynamic and fire is a part of the natural process
- creating a tinker tree (students will have to create a tree that is well-adapted to fire; our research day in the field will give them an opportunity to observe and learn about tree adaptations)

While in Big Piney we will be living in the firefighter baracks. In Afton, we will be staying with a park fire ecologist. It will be interesting to work in these new school environments as a visiting educator.

Wyoming Youth Congress

Only in Wyoming is it acceptable to be late for work because of a buffalo jam.
Red fox that has been popping up all over campus.
Me exploring my teaching site for the Wyoming Youth Congress group. I will be using the Snake River (as pictured above and below) to teach stream ecology and the connections between human impact and the story of landscape.

For the next two weeks, I will be preparing for and teaching at the Wyoming Youth Congress which will be hosted in Jackson. This congress is the first of its kind and hopes to engage one hundred students from across Wyoming in the conversation about, what Richard Louv calls, "nature deficit disorder."

Throughout the congress we will be addressing the question: "Why is it important to get kids outside?" Until recently, adults have dominated the conversation about kids in nature; our goal is to get students to come up with their own belief statements about why nature is important for mental, physical, social, and academic growth. During a brainstorm session, I came up with my own belief statements about nature which included the following:

- "Nature provides and authentic space for growth and exploration and makes learning real and relevant."

-"Nature is a subtle mentor; it demonstrates the complexity and simplicity of life and relationships."

Other group brainstorms included:

-"The more children get out into nature, the more nature we will have in the world."

-"Children are synonymous with nature; they both bring about joy."

We are using a 5-H model to get the 8th grade students thinking about their connection to nature. These H's include: head, hands, heart, health and home. My lesson plans provide opportunities for students to connect with nature and learn how other people connect to nature. For example, I will introduce them to the artwork of Andy Goldsworthy, a photographer who connects to nature through art. I will read them the book Everybody Needs a Rock. The character in this story connects to nature in another way. We will be learning about Mardy Murie and her connection to nature through preservation and conservation efforts. Students will be given the opportunity to create a sustainable relationship with the outdoors and develop their own beliefs about its importance.

In the future, Teton Science Schools hopes to host a national youth congress to expand the conversation among students. It is exciting to be part of this event and help develop and create a memorable and valuable experience for students.

Please email me if you have any belief statements about nature and the outdoors - I would love to read them!