The main theoretical framework that we followed was the Cognitive Map Theory as the children had already learned about forestry so we were solidifying what they had learned and adding new bits of information to help with cohesion of the theory. We used many questions to gain insight as to what the children did and did not know. This method was used to trigger the mind maps of each student and help to draw on those concepts. We also incorporated the elaboration likelihood model in that most of the information we provided to the children was from a credible source which would follow the central route of processing. These messages were simplistic, represented in text through slideshow, which allowed the children to base the merit of the information
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I also learned how to be adaptable as our proposal plan had not worked out. We wanted to provide the children with a field study day out at Miquelon Lake Provincial Park. There they could explore wildlife in their natural forested habitats, use the microscopes to look at tree leaves, and of course have s’mores. In addition, a nature walk to identify trees would have been exciting. The weather unfortunately was not on our side and so we had to perform a complete overhaul on the program. Derrick and I switched gears to an outdoor segment where we played the fox, mouse, and tree game (AUENV 327 class notes 2016). We added extra rules that confused the first of two classes so we had to simplify it before we explained it to the second class. We also played predator/prey tag which consisted of white sheets of paper as habitat and two people were “it” in the middle. The rest had to make it to the other side without being tagged. The white pieces of paper were safe zones for those not it and as the game progressed deforestation occurred resulting in habitat loss, making the game more difficult. If one was tagged they joined the predators in the middle that are “it”. I leaned this game on my filed-trip to Miquelon Lake Provincial Park with AUENV 252. This aspect of the program was important because it inspired the children to think about forestry from the …show more content…
The children were still exposed to tree samples, but they could not look at different trees in the wild and identify them. We focused on the uses and importance of the trees including jobs and human/animal uses to combat this issue as well as an interactive dichotomous key. This placement helped me realize that I am less afraid of public speaking when I am presenting to a younger audience. As a result, they exuded confidence and they were incredibly open-minded and receptive to new information. They looked up to Derrick and I and I knew in that moment that I could not let them down. I also learned throughout this program that this is what I love to do. I love teaching others about the wonders of the natural world and just how much it offers, but also what we can offer to it. I know that I want to teach people about what interests me. That is why I know I could never be a teacher at a precursory level to post-secondary because I do not like the idea of sticking to a set curriculum. I like the idea of teaching interpretation because there is so much more freedom in the topics you teach and how you wish to present
I also learned how to be adaptable as our proposal plan had not worked out. We wanted to provide the children with a field study day out at Miquelon Lake Provincial Park. There they could explore wildlife in their natural forested habitats, use the microscopes to look at tree leaves, and of course have s’mores. In addition, a nature walk to identify trees would have been exciting. The weather unfortunately was not on our side and so we had to perform a complete overhaul on the program. Derrick and I switched gears to an outdoor segment where we played the fox, mouse, and tree game (AUENV 327 class notes 2016). We added extra rules that confused the first of two classes so we had to simplify it before we explained it to the second class. We also played predator/prey tag which consisted of white sheets of paper as habitat and two people were “it” in the middle. The rest had to make it to the other side without being tagged. The white pieces of paper were safe zones for those not it and as the game progressed deforestation occurred resulting in habitat loss, making the game more difficult. If one was tagged they joined the predators in the middle that are “it”. I leaned this game on my filed-trip to Miquelon Lake Provincial Park with AUENV 252. This aspect of the program was important because it inspired the children to think about forestry from the …show more content…
The children were still exposed to tree samples, but they could not look at different trees in the wild and identify them. We focused on the uses and importance of the trees including jobs and human/animal uses to combat this issue as well as an interactive dichotomous key. This placement helped me realize that I am less afraid of public speaking when I am presenting to a younger audience. As a result, they exuded confidence and they were incredibly open-minded and receptive to new information. They looked up to Derrick and I and I knew in that moment that I could not let them down. I also learned throughout this program that this is what I love to do. I love teaching others about the wonders of the natural world and just how much it offers, but also what we can offer to it. I know that I want to teach people about what interests me. That is why I know I could never be a teacher at a precursory level to post-secondary because I do not like the idea of sticking to a set curriculum. I like the idea of teaching interpretation because there is so much more freedom in the topics you teach and how you wish to present