Starting off, the students will work in teams to highlight the issue of deforestation and specific effects on local communities--especially farmers, students, and the environment. Then, after drafting papers, they will make presentations among their peers and finally to their community. They will then plan a day of community gathering where they will make their presentations to community leaders and their families and plant tree saplings around their targeted area of their school and a local forest.
I have been collecting recyclable bottles from classrooms in school. Not everyone uses reusable bottles. That should be my next PSA! Each bottle yields 5 cents which I accrue to donate to CoolEarth, a foundation that saves rainforest acreage. I have saved 2.5 acres so far.
Our project will complete the three aforementioned goals in the next six weeks and through to the end of the plant life cycle of the corn and sunflowers to be planted.
This project is meant to kick off a service learning/ social justice initiative. This funding will allow us to hold a community meeting of interested parties to engage in a conversation about how to best engage students in understanding the community where they go to school, it's significant history and there role as citizens of that community. This meeting will help to build community awareness and buy-in for the project as well as be a means to gather individuals who already are willing to contribute time and talent to the project.
My first class is Monday in an indigenous village, where I will learn what the participants/students hope to gain from this course, and give a talk on the scientific method, together we will brain storm research we can undertake!
Our wish is for this native butterfly to get off the endangered list. We would like to provide its food source so that it will once again thrive in the area.
An illustrated fictional story book written and illustrated by children for children living in Malaysia that inspires youth-inspired environmental and charitable good deeds big and small on a daily basis. Examples of current environmental disasters, their causes and some solutions will be used in a story that can inspire readers of all ages to take action. Book sale proceeds will go towards charities making a difference in Malaysia and Borneo based on the Roots and Shoots principles. In addition, School-based projects regarding anti-dengue campaign, local tree replanting/anti-flooding proposals to localised construction projects and funding children's homes/orphanages to be discussed as part of Jane Goodall school visit and year 6 term project at my children's school.
Our class examined some of the key issues impeding quality of life and progress on the reservation. We narrowed them down to three main points: sense of hopelessness, poverty, and alcoholism. We conceived a plan to end tribal corruption and more fairly distribute revenues by limiting each individual's term on the tribal council to one year. Meetings and policies should be openly shared, along with agendas and budgets. We propose to diminish poverty and unemployment by transforming Pine Ridge to a center for cultural learning, horse activities and conservation, and indigenous and ecologically inspired tourism. We support the concept of shaman inspired and supported alcohol treatments, in combination with modern rehabilitation techniques. We believe that Lakota Sioux should step up and take a leadership role in environmental stewardship and bison and wolf conservation as their ancestors did.
Are aims are: 1. Socialisation and Awareness: Get the community involved and to understand why the forest is important and why we need to conserve it; 2. Environmental Education for Schools: Get local schools involved in conservation. Including in-situ activities; develop learning exchanges with children in schools around Indonesia and the world and develop after-school clubs for the local school in the village – with the intention of expanding these to the school in Palangkaraya; 3. Develop an open-access Education Centre: Establishing a centre in the village. This would be a drop-in centre for schools; a nursery and demonstration site. This would also host exhibitions describing the community patrol team’s work, could host a Dayak cultural exhibition and be a site for after-school activities; 4. Explore the potential for developing a Dayak Cultural Education Initiative. Some of the best protected forests in Kalimantan are those where the forest conservation is driven by Dayak communities and a cultural determination to stop over-exploitation of their natural heritage. Dayak people place a high importance on the forests in the culture, although these are often different values to the one that westerners derive from the forest. Dayak people see the forest as a source of products, of fish and water, meat and medicines, timber for their houses and rattan for their nets. For many communities it is also the place their ancestors spirits go after they die. However much of Dayak lore and Dayak knowledge is being lost as the province develops and cities become the focus more than the jungle. Yet as we have seen, Dayak culture is a strong force for forest protection. It may be desirable to develop a Dayak education project, one which teaches about traditions, dance and music, history and the importance of the environment.
Clean the forest and try to find the relationship among the fallen leaves,weeds,trees and animals.