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Welcome to Cultural Recognition and Sensitivity: Using the Natural Inquirer In Conservation Education. Session Five, Tuesday, October 30, 2007. Dr. Babs McDonald, Dr. Mike Mengak, Michelle Andrews. Week Five Objectives. - PowerPoint PPT Presentation
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Welcome to Cultural
Recognition and
Sensitivity:Using the
Natural Inquirer
In Conservation
Education
Session Five, Tuesday, October 30, 2007
Dr. Babs McDonald, Dr. Mike Mengak, Michelle Andrews
Week Five Objectives
Participants will demonstrate their
understanding of core fundamental learning
techniques to be culturally sensitive.
Faith
CarlosCarlos
Barbara with Ryan, Megan
and Sean
Babs
Faith
Becky
Sue
Katie
Adam Michelle
Vicki
Erika
Penny
Joy
Linda
Sharon
Sharon
1 in 10 schools are 'dropout factories'By NANCY ZUCKERBROD, AP Education Writer 15 minutes ago
• WASHINGTON - It's a nickname no principal could be proud of: "Dropout Factory," a high school where no more than 60 percent of the students who start as freshmen make it to their senior year. That dubious distinction applies to more than one in 10 high schools across America.
• The highest concentration of dropout factories is in large cities or high-poverty rural areas in the South and Southwest. Most have high proportions of minority students. These schools are tougher to turn around, because their students face challenges well beyond the academic ones — the need to work as well as go to school, for example, or a need for social services.
• "Part of the problem we've had here is we live in a state that culturally and traditionally has not valued a high school education," said Jim Foster, a spokesman for South Carolina's Department of Education. He noted that South Carolina residents once could get good jobs in textile mills without a high school degree, but that those jobs are now much harder to come by.
• Nationally, about 70 percent of U.S. students graduate on time with a regular diploma. For Hispanic and black students, the proportion drops to about half.
• http://news.yahoo.com/s/ap/20071030/ap_on_re_us/dropout_factories
•Photographs•Regions•Topics•Learning techniques
Implicit Cultural Sensitivity
Implicit Cultural Sensitivity
Meet the Scientists
Dr. Ford
“I like being a scientist because I love to read, write, and explore, and I have fun learning about our planet Earth and how it works.”
Issue: Wildland Fire Edition
Article: Time Will Tell: Does Wildfire Damage the Prarie?
Dr. Tysdal
“I like being a scientist because I learned the building blocks of how things work in the natural world around us. And now I can figure out new things on my own, using those building blocks. I became interested in natural resources when I traveled new places and saw plants and rocks and rivers that were different than the ones at home. I wanted to know why.”
Issue: Olympic Winter Games
Article: Should Ditches be Graded? Testing Unpaved Roads with a Computer Program
Dr. Xiao
“I enjoy working to discover the secrets of the natural environment, such as the interactions between water and the surrounding environment. My favorite experiences in science are when I find these secrets and then use them to improve our environment. With these discoveries, we can improve the quality of our lives and care for our natural resources. Future generations will benefit from our work.”
Issue: Urban Forest
Article: Good to the Last Drip: How Trees Help to Reduce Pollution
Dr. Johnson
Issue: Spring 99 Edition
Article: Lions and Tigers and Bears- Oh My! Understanding Wildland Visitation
“My most memorable research experience was conducting interviews with rural residents living near the Francis Marion National Forest and asking them about how urban development might change their community.”
Dr. Tarrant
“My favorite science experience was swimming with dolphins and studying their habitat in the continental shelf at Kaikoura, New Zealand. This photograph shows the mountains of New Zealand, where I spend a lot of my time doing research.”
Issue: Wilderness Benefits
Article: Can You Hear Me Now? Using the Telephone to Discover Peoples' Opinions About Wilderness
Dr. Hao
“I like being a scientist because I want to understand the impact of human activities on the global environment.”
Issue: Wildland Fire
Article: Smoke and Mirrors: Detecting the Amount of Gases in Wildland Fire Smoke
Dr. Ortega
“I grew up in southern California in a big city. My first biology job took me all the way to the wilds of Alaska. That convinced me that I was on the right career path. On the first day of work... We noticed a figure on the beach. As we got closer, we realized that it was a brown bear, standing on its back legs! We got the picture and turned around.”
Issue: Invasive Species
Article: Goll-ly! Don't Take a Knapweed!
Implicit Cultural Sensitivity
Do You Know Who I Am?
I received a B.S. Summa Cum Laude from Virginia State College in 1936. In 1939 I received a Ph.D. in Physics from the University of Cincinnati.
My name is:a. Herman Branson
I received a Ph.D. in Biology-Physiology from Duke University in 1967. At the National Institutes of Health (NIH), I conducted studies in the genetics of detoxification enzymes, research that is aimed at shedding light on how the human body defends itself against poison.
My name is:
c. Luis F. Leloir
In 1944 I was a Research Assistant in Dr. Carl F. Cori's laboratory in St. Louis, MO, and thereafter worked with D.E. Green in the College of Physicians and Surgeons, Columbia University, New York. My parents were from Argentina.
My name is:c. Ida S. Owens
I became the first U.S. born Latino to win the Nobel Prize for Physics in 1968.
My name is:a. Luis W. Alvarez
I received my Bachelor of Science from Howard University in 1923. After graduating in 1923, I was hired by Howard University as an assistant professor of zoology. In 1926, I received a Master of Science in Zoology from University of Chicago, where I was elected to Sigma Xi (the honor society for biosciences).I was the first black woman to conduct and publish research in my field and I was the first black woman to receive a doctoral degree in zoology from the University of Pennsylvania in 1940.
My name is:a. Roger Arliner Young
I am the first female
theoretical physicist to
gain tenure at Harvard.
My name is:
b. Lisa Randall
I would hoard my lunch money to pay for homemade rocket parts. As a teenager in physics I built an instrument to measure gravity. I won the Nobel Prize in Physics 1997.
My name is:a. Steven Chu
I received a Bachelor of Science from Fisk University in 1908 and a Master of Science in Chemistry in 1914 from University of Illinois. I earned a Ph.D. in Chemistry from the University of Illinois in 1916, and I am the first African American to earn a Ph.D. in Chemistry.
My name is:c. St. Elmo Brady
I was an engineer and the inventor of dynamite. I am a chemist. I also suffered from epilepsy.
My name is:
c. Alfred Nobel
I was the first African American to earn a doctorate degree from an American university, that being Yale, in Physics.
My name is: a. Edward Alexander Bouchet
In 1927 I was responsible for the invention of a process for producing paints and stains from soybeans, for which three separate patents were issued. I received my B.S. from the Iowa Agricultural College in 1894 and a M.S. in 1896.
My name is:
b. George Washington Carver
In 1916 I graduated from Cambridge with a Bachelor of Science in Research. I made outstanding contributions to; analytical number theory, elliptic functions, continued fractions, and infinite series. My published and unpublished works have kept some of the best mathematical brains in the world busy to this day.
My name is:a. Srinivasa Ramanujan
I was asked to work on the "Manhattan Project", which was a confidential project that created the atomic bomb. Later in my life, some other physicists came to me with an idea (theory) of theirs, and asked me to help them. After performing many experiments, I helped to disprove a law of physics, but the physicists who came to me for help were the ones who received the Nobel Prize. I later received praise for my many works as an experimental physicist.
My name is:a. Chien Shiung Wu
http://www.futureeducation.net/BlackScientists/Scientists_1.asp
Graphic Organizer
Graphic Organizer
Wytosha
Cultural Literacy
“Cultural literacy constitutes the only sure avenue of opportunity for disadvantaged children, the only reliable way of combating the social determinism that now condemns them to remain in the same social and educational condition as their parents.”
Cultural Literacy, What Every American Needs To Know, E. D Hirsch, Jr.
Cultural Literacyabstract art
Berlin Wall
Caricature
Don’t look a gift horse in the mouth
Excalibur
flappers
Gandhi, Mahatma
“Hickory, Dickory, Dock” introvert
Jekyll, Dr
• Kiev • lobotomy • maestro • narcissism • Old Glory • pariah • Qatar • Rachel • “The Secret Life of Walter Mitty” • Tiffany glass • ukulele • vaudeville • Watts riots • xylem • Yukon Territory • Zeitgeist
•The New Dictionary of Cultural Literacy, Third Edition. Edited by E.D. Hirsch, Jr., Joseph F. Kett, and James Trefil.
5-7 minutes
Areas in Which Culture Conflict Areas in Which Culture Conflict Occurs in Learning Occurs in Learning
Environments:Environments:
•Social Structures – unique ways of organizing people to participate in learning events
•Cognitive Styles – analytical vs. holistic patterns
•Non-Verbal Communication – expressing emotions, proximity to others
•Verbal Communication – language, and “ways of talking”
•Acculturation – the transition of adopting a new culture. (side note, assimilation is not the same as acculturation)
Pat Outcalt
•Social Structures – were teams divided equally among students?
•Cognitive Styles – did team have both styles analytical and holistic?
•Non-Verbal Communication – is the team listening to all kinds of communication?
•Verbal Communication – were people of different languages included in each team?
•Acculturation – did students of different ethnicity response well to the teams?
VocabularyVocabularyFacts to the Future, p. 49 Stress Test, Thinking about ScienceFacts to the Future, p. 49 Stress Test, Thinking about Science
Find a variableFind a variableFind a variableFind a variableMeasure itMeasure itMeasure itMeasure itLook for some Look for some
relationshipsrelationshipsLook for some Look for some
relationshipsrelationshipsAnalyze and reportAnalyze and reportAnalyze and reportAnalyze and report
To the tune of “Are You Sleeping?”To the tune of “Are You Sleeping?”
Sharon Waltrip
Carlos M Dominguez Cristobal
CORDIA SEBESTENA.
Country have several trees,Orchids and many fernsRadiant flowersDay to day as a glorious giftInside our houses and schoolsAvailable to everyone.
Sun looks the eventsEverybody is full of happyBodies are radiantExamples of nature handsSay yes to lifeTotal loyalty to the treesElegant students smilesNow the project is completeAnother one will be the next.
Subsistence –Groceries from the Wild
Looking at Vocabulary, Collectivism, Previous
Experience and Cognitive Styles
Subsistence –Groceries from the Wild
Looking at Vocabulary, Collectivism, Previous
Experience and Cognitive Styles
Faith Duncan
Crabs anyone?
Vocabulary
• Alaska Native Claims Information Act• Rural and urban settings• Seasonal round• Sharing and bartering
Collectivism
• Design a fish camp• At the smokehouse• Sharing the products of the land
Previous Experience• Stories from the elders
Cognitive Styles• Analytical Using math to figure catch• Aesthetic Recording your camp• Kinesthetic Stories in dance
Born To Be Wild
To illustrate the article “Born to be Wild” in volume 5-number 1, a
technique I would use to help relate the issues of
deforestation and endangered species would be to play the game Web Of Life.
Adam Dewitte
Introduction:In order to find out what species may become endangered or threatened in the future, scientists must look at the population “trends” of as many species as they can. Because animals are so restricted to certain “habitats”, or environments in which they will thrive, if the environment around them is destroyed or in danger, the species themselves will also be in danger. The following activity, Web of Life, is designed to show students that all animals and habitats are linked to each other, and if one species is gone, it will create a chain reaction that will cause other species and environments to fail in the future.
Born To Be Wild
Materials:1) 20 small, laminated cards that show pictures of animals that may be in a predator/prey relationship and restricted to certain habitats. For example: Painted Turtles are restricted to wetlands/ponds and will eat aquatic insects. Other ideas may include: snake/field mouse, red-tailed hawk/ cottontail rabbit or trout/caddisfly larvae.2) 1 large ball of yarn3) Hand-held holepunch4) Scissors
Born To Be Wild
Set-up:Cut out the pictures, have them laminated and use the hole-punch to put a hole on either of the top corners. Use a length of yard to tie to the pictures so they are able to hang around the student’s necks. Hold on to the remaining ball of yard for the activity.
Born To Be Wild
Activity:The students will stand in a circle, wearing the different animal cards around their necks. Inform the students that, because all animals are dependant of each other, if one species were to fail, it could form a chain reaction to the rest. One student (or the teacher) will hold the ball of yarn and explain to the class what animal they have and what they would eat or what would eat them, out of the circle of animals in front of them. When they figure it out, they will throw the ball to that animal, allowing the yarn to stretch between them and tighten. This will continue, as the yarn literally forms a huge “web” in the center of the circle. When everyone has had a turn, the ball of yarn will stop at one person. Explain to the group that as one animal may become extinct or threatened, it will affect the rest of the food chain. At this point you will ask one of the students to sit, while still holding the yarn, to represent an animal that has suddenly become extinct. Ask the class what other animals out of the circle would be affected if this one animal became extinct. When they figure this out, they too will sit, still holding the yarn. The web will begin to lean and become distorted as more kids must sit. As a conclusion, ask the kids which habitats were becoming affected the most, wetlands, grasslands, and so on.
Born To Be Wild
Appreciating Our Similarities and Differences!
Tell us three things about your family’s history
Vicki Arthur
Cognitive styles
Babs
Nocturnal AnimalsSung to the tune from Addams Family
CHORUS:
De-Da, da, da (snap, snap)
De-da, da, da (snap, snap)
Da, da, da, da,
Da, da, da, da,
Da, da , da, da (snap snap)
They’re creepy and they’re kooky, Mysterious and spooky
And all together ooky, NOCTURNAL ANIMALS!
You hardly ever see’um Except in a museum
They really are a “scree-um” NOCTURNAL ANIMALS!
They’re only out at night When they give you a fright
Always just out of sight NOCTURNAL ANIMALS!
They’re full of adaptations Like bats’ echolocation
and owls’ stealth predation NOCTURNAL ANIMALS!
NEAT! SWEET! PETITE!
Linda Hauser
Past research on people’s use of parks was only looked by caucasian users
Researchers conducted another survey, to include other ethnic users
What are the things that different users like to do in the park?
People often forget to include things they are not familiar with
Are their people of other ethnicities that use the park?
In the past, researchers focused on what caucasian users liked to do in the park. In order to provide opportunities for more park users, the three main ethnic user groups were surveyed
The user groups were Black, Latino & Asian Americans. They were asked the same questions by interviewers of the same ethnicity.
All people liked to do some of the same things. The big difference was caucasians tended to visit by themselves or with one other person. See graphs for a good way to compare the differences
Knowing who uses your park can influence how you manage it. If you don’t manage it for the people who use it, they will stop coming, or unintentionally cause damage by their actions.
Sue Baker
How to Handle?
• The term “invasive species”
Questions For You!
• Were the out of class assignments of appropriate length?
• How can the training be more interactive?
• In terms of the Natural Inquirer, would you like more specific training sessions, such as how to use the website, or how to use a particular edition?
• What have you learned that you plan to use?
• How would you do that?• How could we ensure next time that
folks commit to at least 4 out of 5 training sessions?
Thank you!Your Participation Has Been
Truly Appreciated!!
Questions, Comments, Suggestions, Needs, Discussion? Evaluations will be sent soon!