Geraldine R. Dodge Foundation

Welcome back to our January Earthwatch Mondays series.

Dodge has been working with the Earthwatch Institute to offer Educator Fellowships to New Jersey’s K-12 public school teachers “so they can return to the classroom and community to advance an ethic of environmental stewardship and empower the students’ voices.”

You can see the first installment of the Teacher Chronicles here and the second installment here.

Today’s Earthwatch Fellow is Philip Germakian. Phil was a participant on “Seabirds of Prince William Sound” in May of 2008 with Earthwatch Scientist Alyson McKnight. When Phil was awarded in 2008, he was a Environmental Educator at the Tenafly Nature Center, a New Jersey non-profit dedicated to protecting nearly 400 acres in Bergen County. Currently, Phil is a 3rd grade assistant teacher at the Ethical Fieldston School in Bronx, NY and finishing up a Master’s Degree in Museum Education at Bank Street College.

* * *

In the spring of 2008, The Earthwatch Institute sent me to Alaska, or what I like to call the last frontier. Assisting the US Fish and Wildlife Service on a conservation project on the seabirds of Prince William Sound was truly amazing.

In college, I studied wildlife management, but never walked the path to become a wildlife biologist. It was a pleasure to have the opportunity to get a sense of what my life could have been like had I chosen the path of a scientist rather than an educator. Not often in life do you get that opportunity, and I am thankful for this experience in its entirety.

Though I was only there for a short two weeks, I was able to participate in a variety of scientific research. I learned how to re-sight banded birds, mark nests and productivity plots, re-capture birds, record predator watches, and enter data. The colony of birds we were monitoring for this study represent a key indicator species of the region and are part of an ongoing study of the impacts that the Exxon-Valdez oil spill has had on the greater ecosystem.

Releasing a black-legged kittiwake after fitting it with a geolocator to tract its migration patterns.

I found myself most captivated by the predator and prey relationships that I was fortunate enough to observe first hand. I witnessed bald eagles, ravens, crows, and magpies gorging on the kittiwakes and their eggs. The scientists told great stories of wolverine and peregrine falcon attacks on the colony, and although I never saw those animals, I sure felt their presence.

When I returned to the Tenafly Nature Center in Tenafly, NJ I was overflowing with passion and enthusiasm about our natural world. I was excited to share my experience with my fellow educators and the many school groups that visit us. I had a renewed respect for birds in general and began integrating what I had learned on my expedition into our many bird programs.

In the summers of 2008 and 2009, I continued to infuse my new knowledge of predator prey relationships and wildlife in general into our nature day camp curriculum by creating games that taught some of the scientific concepts I had learned from my field experience. Even today, in my current role as a classroom teacher, I find myself sharing what I learned from my Earthwatch experience with my students and colleagues. Conducting lessons on the scientific method are now richer because I have a tangible experience to draw from, which allows me to engage students on a different level.

Most importantly, this experience rekindled my passion for wildlife and science. I consider a real world and hands-on type experience like this to be priceless. In fact, I speak so highly of my Earthwatch experience that a colleague of mine recently applied and was awarded an educator fellowship. Now, my students will be able to experience a real world scientific research project through the ‘live from the field’ program.

I will always be thankful for this opportunity, to The Geraldine Dodge Foundation for providing it to me, and the lasting friendships I have made.

* * *

Earthwatch is the nation’s leading environmental volunteer organization supporting sustainable development worldwide, recruiting volunteers from stakeholder groups (notably teachers, students, journalists, community and government leaders and multi-national corporations) to participate in innovative research programs benefiting environmental issues and capacity building. Earthwatch’s mission is to engage people in scientific field research and education to promote the understanding and action necessary for a sustainable world.

* * *
Follow Dodge on Twitter
Become a fan of the Dodge Foundation on Facebook
Become a fan of the Dodge Poetry Festival on Facebook

Welcome back to our January Earthwatch Mondays series.

Dodge has been working with the Earthwatch Institute to offer Educator Fellowships to New Jersey’s K-12 public school teachers “so they can return to the classroom and community to advance an ethic of environmental stewardship and empower the students’ voices.”

You can see the first installment of the Teacher Chronicles here.  For the next three Mondays you will read teacher fellow responses to a series of questions regarding expeditions that have helped them build science skills, increase scientific literacy, and improve environmental stewardship through hands-on, inquiry based learning.

This week, meet Matt Farber, who participated on “Costa Rican Coffee – From Community to Cup” from August 9-16 2009 with Earthwatch Scientist Sebastián Castro Tanzi. Matt is a sixth and seventh grade social studies teacher at Valleyview Middle School in Denville, NJ.

Q. What did you learn in the field and how did you bring your experience back to the classroom?

The Earthwatch expedition I took, “Costa Rica Coffee – From Community to Cup,” was a natural extension of what I try to bring to my students. I am a social studies teacher at Valleyview Middle School, in Denville, New Jersey. This expedition was an excellent opportunity for me to show my social studies students how we can maintain a sustainable future. My ultimate goal was for my students to see themselves as global citizens.

In the field, we randomly picked coffee plants and counted productive and non-productive branches and berries. We also took soil samples. The coffee farms were sometimes very steep. We learned the benefits of having shade-grown coffee plants. Banana trees often provide the shade. The idea is that shade trees prevent erosion & return nutrients to the soil. This is a sustainable way to farm without using harmful herbicides and/or pesticides.

Q. What did your students think of the lesson?

The first topic we cover in seventh grade social studies is the Jamestown Colony. Jamestown succeeded due to its successful cultivation of tobacco as an exported cash crop. It was easy to point out the parallels that exist between the world of 1607 and today. My students got a lot out of the lesson. Three of my classes created a collaborative slideshow on VoiceThread.com:

2nd period slideshow

5th period slideshow

7th period slideshow

I created a bulletin board detailing my experience, as well as the town newspaper’s coverage of my adventure. I often refer to the pictures I posted when I teach about global citizenship.

This experience left a lasting impression on many of my students. From bananas to coffee to chocolate, I receive regular reports when my students spot the Fair Trade logo in stores. One of my students pointed out that his family gave out Fair Trade candy for Halloween. As a holiday gift, that student gave me a container of Fair Trade certified cocoa.

Q. How did you benefit both personally and professionally from your Earthwatch experience?

This experience helped me to become even more of a conscious consumer. I understand better that we have the power to “vote” simply by making better decisions when I shop. By paying a little bit more for Fair Trade certified products, we receive better quality products and help local communities. Witnessing the success of the Tarrazu region of Costa Rica was all the proof I needed to see the “win-win scenario” that can exist!

* * *

For a really thorough and interesting look at his fellowship, you can visit Matt’s Earthwatch blog here.

For his terrific classroom blog, click here.

Dodge is in conversations with Earthwatch to explore how the fellowships might become more closely aligned with other programs that emphasize sustainable community practices, including the Cloud Institute’s NJ Learns program, the Monarch Teacher Network and Sustainable Jersey. We welcome your thoughts about the teacher expeditions and potential connections to related efforts in New Jersey.

* * *

Earthwatch is the nation’s leading environmental volunteer organization supporting sustainable development worldwide, recruiting volunteers from stakeholder groups (notably teachers, students, journalists, community and government leaders and multi-national corporations) to participate in innovative research programs benefiting environmental issues and capacity building. Earthwatch’s mission is to engage people in scientific field research and education to promote the understanding and action necessary for a sustainable world.

* * *
Follow Dodge on Twitter
Become a fan of the Dodge Foundation on Facebook
Become a fan of the Dodge Poetry Festival on Facebook

We welcome you to join us for Earthwatch Mondays during the month of January. Dodge has been working with the Earthwatch Institute to offer Educator Fellowships to NJ K-12 public school teachers “so they can return to the classroom and community to advance an ethic of environmental stewardship and empower the students’ voices.” Over the next four Mondays you will read teacher fellow responses to a series of questions regarding expeditions that have helped them build science skills, increase scientific literacy, and improve environmental stewardship through hands-on, inquiry based learning.

Meet Kathy Geiger, a teacher fellow from Earthwatch’s Climate Change and Caterpillars expedition with Earthwatch Scientist Dr. Lee Dyer (Aug. 5-14, 2009). Kathy is a second grade teacher at the Union Avenue School in Margate, NJ.

Q. What did you learn in the field and how did you bring your experience back to the classroom?

By working with the research scientists, I learned how to collect and rear specimens of Lepidoptera (moths and butterflies).

I learned that the parasites active in this species are actually crucial to the natural balance of nature. I experienced the desert mountain habitat and was able to observe ad learn about the diverse plant life there. What a surprise! By collecting and caring for over 200 caterpillar species (and listening to the scientists), I am now very knowledgeable about the adaptive behaviors of these creatures. This includes details about camouflage, defenses, diet, location of the caterpillar on the host plant, and even how and where it pupates. The experience really blew the generalities I had been teaching out of the water!

Probably the biggest surprise to me was how little I was aware of before I went, and how important the research being done is. Following the Earthwatch expedition, I am able to extend my existing studies of Lepidoptera lifecycles, Monarch migration, and desert habitat study to include collection and rearing of native species, (It’s not that hard!), less general and more specific information about the diversity of Lepidoptera and the inhabitants (plant and animal) of the desert. Students are also learning that even the tiniest, (and seemingly disgusting) predators are an important piece of nature’s puzzle. In completing lab work, the process the professional scientists use is discussed, as well as discussion of the manpower used, the years it can take, etc…

Lastly, our study of habitat change will be enhanced by my observing first hand how varied a desert habitat is, how rich with life, and how frighteningly fragile. Since my school community is located on an Atlantic Ocean barrier island, these diverse habitats can be compared.

Q. What did your students think of the lesson?

My second graders were thrilled when I began the year energized. We added native species to our butterfly garden, captured and raised butterflies, and studied the diversity of Lepidoptera. It isn’t hard to capture a second grader’s curiosity in the natural world, but the energy was really dynamic.

I teach science to three classes, and the students from other classes benefit from my enriched program. As the students enter the room, they check the zoo, journal and record any changes, and are thinking more like researchers. By sharing my experience, I have given them a better idea of how real research is done: (how the “pros” do it!), how many people it can take, and the fact that it can take years – perhaps never really being completed. Part of our curriculum is understanding these concepts. I can now discuss the scientists I worked with as real, dedicated (and obsessed!), hard working, dynamic people.

I assign a tree observation project in the fall. This year the results were more specific and detailed. Many students observed, journaled and drew the insect life seen on the tree. The results were more detail oriented and more systematic.

Q. How did you benefit both personally and professionally from your Earthwatch experience?

I truly believe that my participation in the Earthwatch expedition was one of the top ten best experiences! It was positive and rewarding. The people I met were so inspiring – not only the scientists, Lee Dyer, Mike Kennedy, Dave Wagner and Angela Smilanich, but also the volunteers who were from all over the US and Japan.

I am afraid it was a noisy group since we had so much to talk about! I was surprised by the dynamic of the group. Actually, we had a blast! At one point, several of us were on a hike, and we found a bush covered with bugs. There were beetles (in intimate pairs), walking sticks, butterflies, etc. I think we spent an hour photographing. Finally one volunteer said, “This is what I love about you guys! Anyone else would have wanted to move on and thought I was weird for wanting to do this!” So you see, we “got” each other! Everyone had done many interesting things. Several of us are still in touch and plan to maintain friendships.

We also shared professional ideas about teaching and bringing the outside to our students. As I mentioned above, my idea of habitat and species has opened up, and this seriously changes how I teach. Along with the research study skills I have witnessed, I am more able to carry out hands-on learning, and share how the “pros” do it!

I do feel energized in my career – a good thing after 29 years!!! I also look at the ways I use energy more critically, and I want to do more with Earthwatch. I have signed up to “Walk With African Wildlife” in August (on my own dollar), but that won’t be the last!

* * *

For a detailed “in the field” blog from another teacher fellow, see Judy Graziano’s Kiwis and caterpillars

Dodge is in conversations with Earthwatch to explore how the fellowships might become more closely aligned with other programs that emphasize sustainable community practices, including the Cloud Institute’s NJ Learns program, the Monarch Teacher Network and Sustainable Jersey. We welcome your thoughts about the teacher expeditions and potential connections to related efforts in New Jersey.

Earthwatch is the nation’s leading environmental volunteer organization supporting sustainable development worldwide, recruiting volunteers from stakeholder groups (notably teachers, students, journalists, community and government leaders and multi-national corporations) to participate in innovative research programs benefiting environmental issues and capacity building. Earthwatch’s mission is to engage people in scientific field research and education to promote the understanding and action necessary for a sustainable world.

* * *
Follow Dodge on Twitter
Become a fan of the Dodge Foundation on Facebook
Become a fan of the Dodge Poetry Festival on Facebook