English-Language Arts Framework And Standards
English-Language Arts Framework And Standards at ROSS-certified outdoor science schools, students are provided with a variety of experiences in listening, speaking, reading, and writing. The residential setting allows students to participate in democratic living and cultivate work habits necessary for the welfare of the outdoor school community. In addition, students gain a feeling of self-dependence and growth by mastering new skills. Several components specified in the English-Language Arts Framework have been identified as important in a residential outdoor education program. These include: integrating instruction in the language arts; using recreational-motivational readings; helping students develop writing skills; and developing oral language skills. Small groups on study trails allow students opportunities to listen to one another and discuss observations and relevant issues. Students are encouraged to write in their journals. Quiet time offers a chance for students to read and/or write.
20Students will be asked to read lesson information from their handbooks and to read their part of the script at the town meeting activity.
|English-Language Arts Components||Framework Page #||Examples of Outdoor Education Curriculum and Activities|
|The mission of all public schools must be to ensure that students acquire that proficiency to enhance their civic participation and their academic, social, personal, and economic success in today's society and tomorrow's world.||2||Participate in a residential social living experience that implements the democratic process.
Practice communication skills in small groups; discuss thoughts, feelings, ideas, concepts, and issues. Cultivate work habits connected with daily living.
Partake in various work experiences such as cleaning cabins, washing dishes, picking up litter, conducting campus improvements, etc.
Appreciate the physical satisfaction and dignity of working.
Gain a feeling of self-sufficiency and growth by mastering new skills and learning to take care of personal basic needs.
|18||Bring reading material from home to read during "quiet time."
Read books, stories, and magazine articles to further explore new interests acquired at the outdoor school.
Provide a variety of books for students to borrow to read during their time at the program.
|19||At the outdoor school, students are placed into small groups, for most of their lessons. Within this group, the teacher/naturalist works with the students to get them thinking, exploring, and talking about the world around them. Students are encouraged to work together to answer questions and find solutions.|
|Proficiency in Academic Language
Academic language is learned by being repeated and extended while learning subject matter, including literature, science, and history-social science.
|20||In the small groups, teacher/naturalist will read aloud to students articles, stories, and other information that adds to the lessons or in preparation for journal writing.|
|20||Students will be involved in discussions such as animal evidence, photosynthesis, the water cycle, the rock cycle, compass use, and the night sky.|
|20||Students will be asked to read lesson information from their handbooks and to read their part of the script at the town meeting activity.|
|31||Students will be writing in their handbooks for many of the lessons. They will keep notes about what they are observing, answer questions about topics that are discussed, and make entries in their journal|
|Provide instruction and support in:
||13||Record in journals daily observations, perceptions, and personal feelings about nature. Describe in a journal or in letters to family and friends experiences that occurred at the outdoor school. Participate in small and large group discussions on a variety of topics. Take part in small group discussions on study trails – after observing, measuring, and recording information – during cabin meetings, during free choice activities, and at mealtimes. Share ideas concerning the importance of peoples' relationship to the natural environment and their responsibility for effective use of resources. Develop respect for differing opinions of peers by problem solving to promote positive group living experiences. Explore different views of current environmental issues.|
|It is a goal to provide a balanced, comprehensive program.||4||
Actively participate in all aspects of the resident outdoor school to acquire opportunities to listen, speak, read, and write.
Become directly involved in the learning process through group investigations of the natural environment.
Communicate observations, ideas, thoughts, and feelings to others.
Record experiences through creative writing.
Listen attentively to what others are saying; evaluate and respond; state opinions tactfully; and understand multiple viewpoints.
Participate in multi-sensory experiences which encompass all styles of learning including visual, auditory, and kinesthetic learning. Utilize a variety of communication modes including use of inquiry questioning techniques, debates, group discussions, etc.
The English-Language Arts Standards listed serves grade 6. ROSS-certified outdoor science schools, however, addresses much more. Because a student's experience at an outdoor science school is seen as an experience that reinforces what the student has already learned and introduces what a student will learn, standards could be applied for grades 4-7.
|English-Language Arts Standards||Framework Page #||Examples of Outdoor Education Curriculum and Activities|
|1.1||Students will be expected to read aloud during their stay at the outdoor school from a variety of sources including their handbook, field guides, and other resource books.|
|Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.||1.3||Students will encounter frequent words in their study of the ecology that they may not know that have their source from another language, for example, omnivore. To assist them to remember what that means, they will be told that "omni" means all. Thus omnivore is an animal that can eat all – both plant and meat.|
|Students will have the opportunity to decode words with contextual clues as they work with scientific terms and meanings they may not have used before.|
|Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.||1.4||Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.|
|Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.||2.8||Students will read poetry while at the program.|
|Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.||3.4|
|1.4||Students are expected to use correct handwriting and spelling and to write in complete sentences in their handbooks. This is reinforced when the classroom teacher grades the handbooks with these criteria as well.|
|Spell frequently misspelled words correctly.||1.5|
|Listening and speaking.||1.2|
|Identify the tone, mood, and emotion conveyed in the oral communication.||1.3|
|Restate and execute multiple-step oral instructions and directions.||1.6||Students will practice instructions and directions many times in working through the steps of the scientific method and in field labs during the program.|
|Support opinions with detailed evidence and with visual or media displays that use appropriate technology.|
Mathematics Framework And Standards
At ROSS-certified outdoor science schools, students participate in a variety of activities that encourage enjoyment of mathematics because the first-hand experiences make the subject real and meaningful. Problem-solving skills are reinforced on study trails and in cabin groups.
|Mathematics Components and Curriculum||Framework Page #||Examples of Outdoor Education Curriculum and Activities|
Goals Of Mathematic Instruction: To compete successfully in the worldwide economy and to participate fully as informed citizens, today's students must have a high degree of comprehension in mathematics.
|1||Participate in a variety of first-hand experiences using mathematical skills such as calculating the dimensions of Eagle Lake.
Solving challenging, real-situation problems such as calculating average temperature, barometric pressures, or precipitation; the number of board feet required to build a house; or the number of trees necessary to produce a Sunday edition of a major newspaper
|Develop fluency in basic computational and procedural skills, an understanding of mathematical concepts, and the ability to use mathematical reasoning to solve mathematical problems, including recognizing and solving routine problems readily and finding ways to reach a solution or goal when no routine path is apparent.
Communicate precisely about quantities, logical relationships, and unknown values using signs, symbols, models, graphs, and mathematical terms.
Develop local thinking in order to analyze evidence and build arguments to support or refute hypotheses.
Make connections among mathematical ideas and between mathematics and other disciplines.
Apply mathematics to everyday life and develop an interest in pursuing advanced studies in mathematics and in a wide array of mathematically related career choices.
Develop an appreciation for the beauty and power of mathematics.
|6||Perform experiments with water and soil.
Investigate the size and age of trees around the facility.
Finding a solution when the compass course pacing is different from the students' paces.
Have students use a graph to find the amount of water in a body of water.
Have students use a table to make their hypothesis about experiments on soil and water.
Verify experimental results and decide if they are reasonable.
Have students make star clocks, sundials, or shadow clocks to show how some cultures use the stars to tell time.
Think about/discuss the many solutions to some environmental challenges.
Students will learn the numbers that affect their life: How much of the Earth's water is available for us to drink? How far away is the sun? How close to extinction are many species? Very powerful numbers!
The Mathematics Standards listed here serves grade 6. ROSS-certified outdoor science schools, however, addresses much more. Because a student's experience at an outdoor school is seen as an experience that reinforces what the student has already learned and introduced what a student will learn, standards could be applies for grades 4-7.
|Mathematics Standards and Curriculum||Standard #||Examples of Outdoor Education Curriculum and Activities|
Compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line.
|1.1||Students will use a thermometer to measure water and air temperatures.|
|Solve addition, subtraction, multiplication, and division problems including those arising in concrete situations that use positive and negative integers and combinations of these operations.||2.3||Students will keep track of their wasted food on a chart. They will use multiplication to convert the results from pounds to ounces. They will use addition to add up all the results. They will use division to find out the average amount of waste per person.|
|Algebra and functions.||Students will convert the results of their weighted wasted food from each meal from pound to ounces.|
|Convert one unit of measurement to another.||2.1|
|Measurement and Geometry
Know common estimates of pi (3.14, 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements.
|1.1||Students will take the measurement of a tree including the diameter and circumference.|
|Statistics, Data Analysis, and Probability
Understand how additional data added to data sets may affect these computations of measures of central tendency.
|1.2||Students will update their zero waste chart daily and see how their efforts to conserve food are having an affect. This also encourages those who aren't conserving to do a better job.|
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Students will take part in discussions to build on their understanding of water and soil testing results.
Students will use a graph.
Students will use a chart.
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