Woodland Ecosystem

An understanding of the fundamentals of nature is key to any individual growing up. We need to see that the world is much more than stores, streets, buildings and industry, but a world that also shows us where we come from and how we fit into this strange equation of life. A chance to actually see nature first hand is something that may take a child a while to process if they have been raised in a city environment. A child from the city is used to another “forest”; one of limited trees, grass lawns, concrete sidewalks and roads, and the great buildings that tower over them all. Looking at our tree, it makes one wonder what happened as life has progressed…

We estimated our tree to be roughly 35 years old. As this tree was first germinated, I was but a glimmer in my parent’s eyes…my parents may not of even met yet. It was a time of political revolution, radical thinking…and disco (Thank god that’s over). Flash forward roughly 5 years, it’s 1979. January 20^th, I entered the world, even though our tree was well on its way to becoming an experienced part of this ecosystem. As I was just learning what the world was, our tree was starting to reach towards the heavens, looking forward to one day, breaking through the canopy into the light above.

Again, flash into the future 5 years to 1984. Our tree has gained another 5 years of growth, still not reaching the canopy, but joining many of its brothers for the race for the top. In 1984, two milestones happened. My brother joined me in life and the Tigers won the World Series. Forever, 1984 will be memorable. Maybe somewhere, our organisms around the tree cheered on the Tigers in their win.

Again, roughly 5 years on, it’s 1990. A breakthrough to a new decade, a new way to look at the world, goodbye 80’s and hello to another 10 years. Our tree has now reached the canopy, just moments from breaking through. At this time, just as the new decade has begun, maybe our tree has begun new life within. A nest with a family of robins has been made, a family begins, a new chapter in life. It is at this time, that I leave elementary school and travel on to jr. high.

It’s 1997, seven years later. Our tree has graduated from the ranks of the ecosystem below, ready to take on new roles and find new niches for other organisms. This same year, I graduate from high school, ready to move out, find myself, and find a calling, my own niche in this world.

Higher still our tree grows, leaving the canopy behind and reaching for the sky. It’s the year 2000, and I am in college finally finding what I want to do with my life. Our tree is now home to many animals, birds, small rodents, in the trunk, and a multitude of insects in between. Our tree acts as a place for each organism to find its own way, help them learn what their purpose is. At this time, I finally realize that I want to become a teacher, helping my own students, in my classroom find their own way, help them learn their purpose.

Now we look upon this tree, finally we meet. 35 years have passed for our tree and 28 for myself. Separated by years, stories, experiences, and now, we look upon each other. I see the world around it, the niches that it occupies, and the ecosystem that relies on it. We don’t know what the future holds for either of us, but we both press on, into the light.

Michigan Photos

A Few Pics that I think are significantly "Michigan"...




















Pic from www.metrotimes.com - Photographer, T. Yang

U-M EIC Trip

Getting a student to think outside the box, to be able to experience something first hand, makes the student’s learning process much more memorable. Being able to tap into multiple intelligences in learning can allow the student to add further dimensions to their educational process.

The display and ideas that I think was most memorable from the experience at the EIC was the at-home connection of the Rouge River Watershed and how much it effects the local areas and what we do everyday. Looking at the multiple ways the staff at the EIC was able to relate this information to us we can see how we can infuse the 5 E’s to outdoor education.

Starting with just letting us explore the EIC, many of us happened upon the giant map of the Rouge Watershed on the wall. Sparking my interest, I looked further at it, reading the information and thinking about how this relates to what we may be learning today.

As we started, the interpreter from the EIC led us into a mini IMAX-style theater, where we watched two films. One, documenting the importance of the Rouge Watershed and how it effects us and we effect it, and second, another film showing the “re-birth” of the Rouge River from the deplorable conditions that it once was. These films, sparked my interest further, leaving me wondering what else we would come upon today at the EIC.

Many students today lose interest in the life sciences and outdoor education because they cannot see an at-home connection. With the displays and the films, this connection was starting to be made. To further link this connection into our mind, kinesthetic activities were made available, allowing students to not only, see, but touch and feel how the Rouge River utilizes erosion and deposition on the banks compared to strait channeling.

Finally, to help make further connections, the interpreter at the EIC took us on the “Trip of the Drip”, a guided walk through the outdoors, tracing the path of water from the grounds of the EIC to the Rouge River itself. Starting at the entry of the EIC, we saw and experienced ways to see how water can penetrate the ground using soil cores (once again a kinesthetic learning experience), and continued on into the forest to see where this water may end up.

Throughout the walk, our interpreter made frequent stops, linking wildlife to once-more, at home-connections. Examples of Velcro to describe the Cleaver plant would allow a student to take an idea that is foreign to them, and produce a link in commonality. Describing and holding clay from the soil cores, once again, gave students a way to physically see and do, what normal classrooms cannot produce.

My experiences at the EIC offered worthwhile ideas and lessons to give links to the outdoors and our environment. With these ideas, my students can hopefully realize that the water they use in their house, the rain that falls from the sky, or the oil that is poured in the drain, all have an impact on where they live because of the watershed. A common-link to our environment is sometimes all a student needs to begin to care. When information is just presented from a text, without tapping into another dimension of learning, something is lost. Something that needs to be found outdoors; not locked in a classroom, or on the couch, or driving through a busy city.

Connections must mean something to the student; for without meaning, it’s all just words.