Transcript My name is - Natural Inquirer

Welcome to
Cultural
Recognition
and
Sensitivity:
Using the
Natural
Inquirer
In
Conservation
Education
Dr. Babs McDonald, Dr. Mike
Mengak, Michelle Andrews
Session Five, Tuesday,
October 30, 2007
Week Five Objectives
Participants will
demonstrate their
understanding of core
fundamental learning
techniques to be
culturally sensitive.
Babs
Faith
Faith
Becky
Barbara with
Ryan, Megan
and Sean
Sue
Carlos
Carlos
Katie
Michelle
Adam
Vicki
Erika
Penny
Linda
Joy
Sharon
Sharon
1 in 10 schools are 'dropout factories'
By NANCY ZUCKERBROD, AP Education Writer 15 minutes ago
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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 highpoverty 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.
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http://news.yahoo.com/s/ap/20071030/ap_on_re_us/dropout_factories
Implicit
Cultural
Sensitivity
•Photographs
•Regions
•Topics
•Learning
techniques
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
“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.”
Issue: Spring 99 Edition
Article: Lions and Tigers and Bears- Oh My! Understanding Wildland Visitation
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
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.
I received a Ph.D. in BiologyPhysiology 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:
My name is:
c. Ida S. Owens
c. Luis F. Leloir
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 am the first
female
theoretical
physicist to
gain tenure at
Harvard.
My name is:
b. Lisa Randall
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 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 was an engineer and
the inventor of
dynamite. I am a
chemist. I also
suffered from
epilepsy.
My name is:
c. Alfred Nobel
My name is:
c. St. Elmo Brady
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.
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
My name is:
a. Chien Shiung Wu
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.
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 Literacy
abstract art
Berlin Wall
Caricature
Don’t look a gift horse in the
mouth
Excalibur
flappers
Gandhi, Mahatma
“Hickory, Dickory, Dock”
introvert
Jekyll, Dr
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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
Occurs in Learning
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)
•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?
Pat Outcalt
Vocabulary
Facts to the Future, p. 49 Stress Test, Thinking about Science
Find a variable
Find a variable
Measure it
Measure it
Look for some
relationships
Look for some
relationships
Analyze and report
Analyze and report
To the tune of “Are You Sleeping?”
Sharon Waltrip
Carlos M Dominguez Cristobal
CORDIA SEBESTENA.
Country have several trees,
Orchids and many ferns
Radiant flowers
Day to day as a glorious gift
Inside our houses and schools
Available to everyone.
Sun looks the events
Everybody is full of happy
Bodies are radiant
Examples of nature hands
Say yes to life
Total loyalty to the trees
Elegant students smiles
Now the project is complete
Another one will be the next.
Subsistence –Groceries from the
Wild
Subsistence –Groceries from the
Looking atWild
Vocabulary,
Collectivism, Previous Experience
Looking
at Vocabulary,
and Cognitive
Styles
Collectivism, Previous Experience
and Cognitive Styles
Faith Duncan
Crabs anyone?
Vocabulary
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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
Born To Be Wild
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.
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 yarn
3) Hand-held holepunch
4) Scissors
Born To Be Wild
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.
Appreciating Our
Similarities and Differences!
Tell us three things about your family’s history
Vicki Arthur
Cognitive
styles
Babs
Nocturnal Animals
Sung 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
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?
Researchers conducted
another survey, to include
other ethnic users
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
Sue Baker
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.
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!