Watershed Restoration in the Schools and Community
Winter/Spring 2000 Semester

Students with disabilities who may need accommodations please see me as soon as possible during office hours or by appointment.

ESSP/SL MLO #11: Students must be able to share the relevance and importance of science with the culturally, linguistically, technologically, and economically diverse populations of our regional, national, and global communities. Students must be able to combine their ESSP discipline based knowledge with community experiences resulting in a new knowledge brought about by attention to the issues of social responsibility, justice, diversity, and compassion.

Core Course Questions:
1. How does participation in school and community habitat restoration work help to foster a person's appreciation of social responsibility, cultural diversity, social justice, and compassion?
2. What are the cultural or economic obstacles which may inhibit a person's involvement with becoming involved in community environmental action projects?
3. How does culture affect enjoyment of nature?
4. What is the intersection between environmental and social responsibility?
5. How can environmental work or environmental activism be more culturally inclusive?
6. Who is/isn't working on environmental issues?
7. What is the role of environmental education in today's schools?
8. To what age group should environmental messages be directed?
9. Does having enjoyable experiences in nature lead to environmental activism?
10. Is having nature around you a luxury?
11. Why do children need wild places?
12. How important is sense of place for people of all ages?

ESSP/SL Content Outcomes:
1. As a result of participation in this learning experience it is expected that students will be able to explain and use important concepts and hands-on examples, lessons, or demonstrations that will aid community members in their understanding of the importance of the watershed, native plants, natural habitats, and community gardens in their communities and schools.
2. Students will participate in and demonstrate a knowledge of the many steps involved In the restoration of natural environments, in native plant landscaping, and in community gardening.
3. Students will examine their multifaceted roles as environmental activists, scientists, and as community members as they analyze access to and enjoyment of nature through the SL Prism of Social Responsibility, Diversity, Justice, and Compassion.

Possible Placement Options (We will meet these and /or other
partners on Feb 8) – Return of the Natives Restoration Education Project special placement possibilities:
1. Marina State Beach, Butterfly Trail Ian Hasland and Jean Scott.
2. Creekside Elementary School, Salinas, Darren Beck, Teacher
3. Bardin Elementary School, Salinas, GLOBE Implementation with 2nd grade, Kaari Rodriguez
4. Laurelwood Elementary School, Salinas, with 2nd grade teacher Penny Immel.
5. Jesse Sanchez Elementary School, Salinas, with teacher Dana Mills.
6. Taller de Ciencia, Watsonville Community Center, Kurt Gabrielson
7. El Puente School, 19115 Garden Valley Way, Salinas Carol Ann Aldrich.
8. St. Marys Church, 2nd Avenue, Salinas, CA 93905, Mr. Parker

Requirements with Assigned Point Value
1. Participants will attend and actively participate in weekly classes, discussions, and planning sessions. Class attendance is mandatory 15% of grade. For every missed class .5% will be deducted from grade.

2. Participants will read a book, prepare a 2-5 page executive summary and will conduct a 40-50 minute class activity or discussion based on their analysis of the reading. 20% of grade.

3. Participants will spend 3-5 hours weekly (over 6-8 visits to sites with children present) at school sites coordinating the landscaping of a native plant garden, working on school nature trail, teaching an environmental unit, coordinating a school or community-wide Earth Day event, etc. The completed project for this part of the course will be a landscape plan, a poster of events, a brochure, a trail map, etc. This will be presented at the final class meeting. 25% of grade

4. Participant journals will be collected 3 times during the semester and will be graded upon being up-to-date and on the depth of the analytical thought put into the reflection. Entries must include: strong "I" statements, tying together of reading, class, and school/restoration experiences. 25% of grade.

5. Participants will participate in a minimum of 3 restoration
events (staying 4-5 hours each time) including two community restoration events. Participation in a teacher workshop can count as one event. 15% of grade.

All assignments must be completed and will be weighted in the above manner.

TEXTS (In addition to weekly readings).
All Students are required to read:
Nabhan, Gary Paul and Stephen Trimble. "Why Children Need Wild Places". 1994

Each student will be required to read one of the following list.
Barnhill, David Landis editor. "At Home on the Earth: Becoming Native to Our Place: A Multicultural Anthology". University of California Press. 1999

Elder, John et all. "Stories in the Land: A Place-Based Environmental Education Anthology" The Orion Society. 1998.

Hart, Roger. "Children's Participation: The Theory and Practice of Involving Young citizens in Community Development and Environmental Care". UNICEF 1997.

Mills, Stephanie. "In Service of the Wild: Restoring and Reinhabiting Damaged Land". Beacon Press 1995.

Orr, David. Earth in Mind: On Education, Environment, and the Human Prospect. Island Press. 1994

Phillips, Kathryn. Paradise by Design: Native Plants and the New American Landscape. North Point Press, NY 1998

Sauer, Peter et a]. "Finding Home: Writing on Nature and Culture from Orion Magazine" Beacon Press. 1992

Sobel, David. "Beyond Ecophobia: Reclaiming the Heart in Nature Education".The Orion Society and the Myrin Institute. 1996

Stapp, William et al. "Environmental Education for Empowerment: Action Research and Community problem Solving"Kendall/Hunt Publishing. 1996.

Tomashow, Mitchell. "Ecological Identity: Becoming a Reflective Environmentalist". MIT Press. 1995

Van Matre, Steve. Earth Education: A new beginning. The Institute for Earth Education, Greenville, WV. 1990.

Class Meetings
Class meets every Tuesday and Thursday 12:00 noon to 2:00 p.m.

January 27 (TH) SITE: Van Trip to Natividad Creek Park, Salinas

In Class: Reading for today: "Perceptions on the word 'Environment': What Difference Does it Make?"

ASSIGNMENTS: Reading for next class meeting: TEXT: Nabhan "The Geography of Childhood" pages 3-14 Look for one "GEM" and note it down HANDOUT: Furco, "What is Service?" PURCHASE: Journal for class

ANNOUNCEMENTS: February 8. 4:00 Lecture followed by community partner meeting. February 4/5 GLOBE Training.

February 1 (Tu) SITE: Weather permitting: In a Pretty Place on campus
Discussion: Sense of Place and Goals of Course
Distribution of "Gems" papers and treasure bag
Introduction to course, projects, assignments, options
Importance of Journal. Journaling starts today.
Distribution of Readings and assignment of due dates.

ASSIGNMENTS:
Reading for next class meeting:
TEXT: Nabhan "The Geography of Childhood" pages 17-30

Reflection: What are your personal environmental passions? What are my expectations from this class? What do I expect to learn? What are my fears about this course?

February 3 (Th) SITE: Watershed Institute Garden and Greenhouse
Sharing of GEMS from Reading
Planting in garden
RON Native Plant Lab
Introduction to Adopt-A-Watershed 5 Elements
1. Exploring, Local Environments, 2. Long Term Field Studies, 3. Restoration, 4. Sharing with Community, 5. Reflection
Flow of Environmental Learning:
Discovery to Concept Building to Action

ASSIGNMENT: Due February 15. Each student will take an Adopt-A-Watershed Unit and will label in each lesson which address the AAW 5 elements. Students will also be prepared to "highlight/teach/demonstrate" one of the lessons from their unit-in an engaging fashion.

Reflection: How did I see the Watershed Institute garden? How do I view other landscaped areas which I see around me?

February 8 (Tu) TIME: 4:00-7:00 p.m. (We will not meet from 12-2)
University Center Presentation by Linda Hoody Co-author of "Environment as Integrating Context for Education-Closing the Achievement Gap"

Watershed Institute Very Important Meeting with Community Partners and Choosing of Placement Site.
Light Refreshments.

ASSIGNMENT:
Handout Reading-"Executive Summary of Environment as
Integrating Context for Education-Closing the Achievement Gap"
Students will bring in at least two GEMS from the reading and
discussion.
By February 15 All students shall have visited their community
partner on site.

February 10 (Th) SITE: Watershed Institute Greenhouse-we will be transplanting as we discuss previous nights lecture.

ASSIGNMENT: Handout reading; Watkins, T.H. "Earth Angels" Audubon Magazine, Nov-Dec 1999.

February 15 (Tu):STUDENT PRESENTATION:
Stephanie Mills "In Service of Wild Places"

Sharing of AAW Units

ASSIGNMENT
TEXT: Nabhan "The Geography of Childhood" pages 55-75

Reflection ideas: What do you really think you can accomplish? What are your expectations about working in a school? With teachers? With kids?

February 17 (Th): SITE: Ft. Ord Public Lands
Participation in School Planting with Return of the Natives Restoration Education Project

February 22 (Tu) Fundamentals of Landscape Design-Landscape Architect-Joni Janecki

Reflection ideas: What types of landscapes do I like? How can a garden be different than wild nature? What are we trying to do with this style of landscape architecture?

February 24 (Th)

STUDENT PRESENTATION:
Kathryn Phillips. "Paradise by Design"

Sharing of GEMS from Text pp 55-75
Discussion of Gender/Environment
Multiple Identities Work Sheet to explore our own privileges

February 29 (Tu) SITE: Van Trip to see school gardens.

Reflection ideas: Why is it important that schools are attractive and inviting? Why is it important the people have contact with nature? What are the obvious and not so obvious benefits? How is contact to nature related to socio-economic standing?

March 2 (Th) OFF No class -Time to spent at schools

March 7 (Tu) STUDENT PRESENTATION:
Van Matre, Steve. "Earth Education, A New Beginning"

Laura Lee will model several Discovery and Concept Building
Activities/Creating Earth Magic

ASSIGNMENT:
TEXT: Nabhan "The Geography of Childhood" pages 79-109

March 9 (Th) OFF No class -Time to spent at schools

March 14 (Tu) STUDENT PRESENTATION:
Sobel, David "Beyond Ecophobia" and
Elder, John "Stories in the Land"

GEMS from text 79-109

A look at Children's Environmental Literature

ASSIGNMENT Handouts: "The Most Important Thing I Know About the Earth" "What is Good Environmental Education?"

FOR YOUR JOURNAL: Talk with one of your students, asking them to tell you the story of their life-perhaps through pictures.

March 16 (Th) No class -Time to spent at schools

BREAK — YEAH

March 28 (Tu) STUDENT PRESENTATION:
Sauer, Peter et al. "Finding Home: Writing on Nature and Culture from Orion Magazine"

School update and discussion on what we are learning about children and nature.

Assignment: "Environmental Attitudes" and
Balf, Todd."YES!" Audubon Magazine, Nov-Dec 1999.

March 30 (Th) OFF No class -Time to spent at schools

April 4 (Tu) STUDENT PRESENTATION:
Stapp, William et al. "Environmental Education for Empowerment: Action Research and Community problem Solving"

READING ASSIGNMENTS for NEXT CLASS
Handouts: "Planting Trees Builds Community" and excerpts from "Our Land, Ourselves" Pages 220-226. Trust for Public Lands.

April 6 (Th) OFF No class -Time to spent at schools

April 11 (Tue) STUDENT PRESENTATION:
Thomashow, Mitchell. "Ecological Identity, Becoming a Reflective Environmentalist"

Discussion: Returning to Multiple Identities Chart and comparing all our identities.

ASSIGNMENT: Find the CSUMB General Plan on the our website and read about CSUMB s growth and landscaping plans
http:/kelp.monterey.edu/development/index.htmI

April 13 (Th) OFF No class -Time to spent at schools

April 18 (Tu) STUDENT PRESENTATION:
Orr, David. "Earth in Mind: On Education, Environment, and the
Human Prospect"

Preparing for CSUMB Earth Day on April 26
ASSIGNMENT for NEXT CLASS
Handouts; "Is the Green Movement too White?"
"Is Earth Day Racist?"

April 25, (Tu) OFF Class Cancelled

April 26 (Wed) 12-2 Attend/Participate/Lead at CSUMB Earth Day Celebration

April 27 (Th) OFF No class -Time to spent at schools

May 2 (Tu) STUDENT PRESENTATION______________
Hart, Roger. "Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and
Environmental Care"

STUDENT PRESENTATION:
Barnhill, David Landis editor. "At Home on the Earth: Becoming
Native to Our Place: A Multicultural Anthology"
Kids and Place — Tying it all together in our Journals.

May 4 (TH) OFF No class-final visit to school site. Saying good-bye

May 9 (Tu) . Field Trip to see projects at schools.

May 11 (Th) Presentation of Community Experience. Think of presenting something which you and/or the school can keep. Written feedback from class members
ASSIGNMENT: Final and cumulative journal questions will be
distributed.-Due May 16.

May 16 (Tu) Evaluation and Journals Due. Everyone must turn in work.

Required Restoration Events
(3 events required)

Restoration Events will be scheduled throughout the semester. Please note that there are more events early in the semester than later. You must stay for a minimum of 3 hours for this experience to be counted toward your grade. You may choose to attend a teacher workshop as one of the required events-you must stay for the entire workshop.

Return of the Natives Restoration Education Programs
Saturday Volunteer Days, Rainy Season Plantings, Teacher
Workshops
January to March 2000

January 29 Community Planting on Ft; Ord Wild Lands 9 am-Noon Ft, Ord

February 4/5 GLOBE-Module I Teacher Training 8:30-5:30 UCSC

February 5 Restoring Natividad Creek Park 9 am-Noon Salinas

February 5 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

February 8 Environment as Integrating Context-Lecture 4:00-5:15 CSUMB

February 12 Community Planting on Ft; Ord Wild Lands 9am -Noon Ft, Ord

February 19 Restoring Natividad Creek Park 9 am-Noon Salinas

February 19 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

February 26 Community Planting on Ft; Ord Wild Lands 9 am -noon Ft, Ord

February 26 Restoring Natividad Creek Park 9 am-Noon Salinas

March 4 Restoring Natividad Creek Park 9 am-Noon Salinas

March 4 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

March 10/12 GLOBE-Module 11 Teacher Training 8:30-5:30 CSUMB

March 18 Restoring, Natividad Creek Park 9 am-Noon Salinas

March 18 War on Weeds Bash

March 22-25 Adopt-A-Watershed Teacher Training All Day

April 1, War on Weeds Bash

April 7/8 Return of the Natives Teacher Workshop 5-9pm Fri. 8:30-5:00 Sat

April 14/15 GLOBE-Module III Teacher Training 8:30-5:30

April 15 War on Weeds Bash 9 am-Noon, Ft. Ord

April 22 Earth Day 2000 Water Quality Monitoring Snapshot

April 26 Earth Day 2000 at CSUMB 10:00-2:00pm CSUMB

April 28 Earth Day 2000 in Natividad Creek Park 9:30-1:30

May 13 Watershed Symposium for High School Students 9-5 CSUMB