Leadership

Leadership graphic

Student PRojects

Inspired by my Amazon rainforest workshop experience, I started an environmental group at Holmes High School in San Antonio entitled “Huskies of the Rainforest.” Our urban school has over 3,000 students, most of whom are minority and of a lower socio-economic level. We have raised thousands of dollars through the sale of Human-i-Tees environmental T-shirts. This money has made many experiences affordable for hundreds of students during the school year. We cleaned a Texas Gulf Coast beach, went on a Vanishing River Cruise to see eagles, spent a day at the San Antonio Zoo Educational Center, and went to the Arkansas National Wildlife Refuge to view some of the 133 Whooping Cranes. Two students were also partially subsidized in order to participate in an Earthwatch research expedition involving monkeys in a Venezuelan rainforest.

Jim Weber, San Antonio, TX

My third graders simulated diverse rainforest trees (complete with epiphytes, animals, and vines) and under subdued green light recreated a rainforest experience for the rest of the school as they entered the gym for a rainforest assembly. Rainforest music, a scented mister, and rainforest puppets complemented the setting. This assembly is one of many activities in my rainforest unit "The Rainforest as a Great Recycler". Following experiences with food chains and nutrient cycling, we created a miniature system in a bag (plastic). The bag was put inside a margarine container to give it shape. The children then dug some soil from our school woodland into which they planted some miniature plants. Tiny insects were added, although prior experiences with soil already had demonstrated how soil is a habitat for tiny living things. A small amount of water was added and the bag sealed. The children had made predictions about how their system might work and why. They then were placed under florescent lights (although indirect window lighting would be fine) and monitored. They have observed water recycling, population explosions of aphids, growth/dying/decay/regrowth of plants, etc. In many ways it was a simulation of rainforest systems with producers, consumers, and decomposers, and has generated excellent discussions and observations.

Ann McInnis, Clarkston, MI

Several organizations at Sullivan High School participated in the Adopt-A-School Project. The Library Club made the donation and wrote letters to Peruvian students. The Spanish Club translated the letters. Newspaper staff were in charge of taking the student and school pictures to send, as well as writing stories about the project for the school and local newspapers. I showed slides from the Educator’s Workshop to generate enthusiasm. Around 45 students at Sullivan High School gained new insight into life in another culture through participation in this project.

Joan Osburn, Merom, IN

Some of my students painted a mural with the help of some local university students. The students contacted local, as well as, national businesses and political leaders about various environmental issues. The students wrote letters and raised the money for our friends in our Adopted School. The students also picked up 1,740 pounds of litter from the school yard and nearby areas.

Santa Iadevaia, Providence, RI (A - 93)

Christa Dillabaugh and I worked with a group of seventh and eighth grade students for over a year in preparation for a trip to the rainforest.

1) Students applied and were accepted into the program.

2) Invitations were made to Rebecca Rose, Columbus Zoo, and Randy Morgan, Cincinnati Zoo to accompany our group and lead workshops, and they accepted.

3) Students met once a month to participate in different rainforest education activities. They also attended lectures sponsored by the Columbus Zoo where they heard Mark Plotkin and E.O. Wilson. Students also toured the Cleveland and Cincinnati Zoos so that they would have enough background about rainforests and their inhabitants before the trip.

4) Students then built a rainforest in an empty room at the school and invited elementary students to visit.

5) We hosted a Rainforest Awareness Day at the school where several speakers lectured providing rainforest activities for students.

6) Parents and students met once a month to discuss fundraising strategies and necessities for the trip. The fundraising activities included the following:

a. sold candy, student made buttons, and environmental t-shirts;

b. held car washes and bake sales; and

c. held ‘information nights’ at a local fast food restaurant, which gave us 15% of the sales those nights.

Our year-long program was very time-consuming; however, we were well rewarded for our efforts during our travel workshops in because we realized how well-prepared our group was. Our group knew the basics about rainforests and were able then to focus on studying the plants, animals, and current issues and problems of the rainforest. Following the visit, the students put together a newspaper highlighting the workshop. Each student included one journal entry and project summary. The newspaper was then distributed to the elementary and high schools in our district, as well as the city council and businesses that gave support.

Natalie Brenner, Columbus, OH