Portland Environmental Engagement Program. June 2010. In This Issue: June Community Events: Oregon Healthy Kids Partners with PEEPs for Upcoming Fundraiser. economic and environmental issues forests face. PEEPs will spend two days working with the World Forestry Center, learning to appreciate and sustain our majestic trees and the plants and animals that depend on them! Register for this session!Hiking in Oregon - My. Page 6. 9 - outdoor_school_program. Launching, Managing and Sustaining an Outdoor School Program. The Oregon Community Foundation. This program is a model that AWLhopes to provide to other schooldistricts. Although the outdoors hasnot been part of many students’cultural experience, AWL activitieshave reduced these students’ fearswhile building their self- esteem andconfidence. Portland Environmental. Engagement Program (PEEPs)PEEPs is a project of Ameri. Send Message to listing owner. Listing Title: PEEPs: Portland Environmental Engagement Program. . author of Diet for a Hot Planet joined by the Director of the Oregon Tilth and representatives from the Oregon Environmental Council, Portland’s Food Policy advisor and Scott Givot, President, International Association of Culinary Professionals (IACP). Portland Environmental Engagement Program. PEEPs works with local middle school youth to engage them in their community and build environmental awareness. Corpsand Northwest Service Academy(NWSA). It demonstrates best prac- tices in creating interdisciplinary,multicultural and place- based out- door education field studies duringsummer day programs for youngteens. These “Portland Explorers”take trips all over town, includ- ing area parks, the Metro garbagetransfer station and Dignity Village,a community for the homeless. Every program week has a differenttheme. Counselors receive two weeksof training, which includes non- violent and active communication,naturalist training at Metro’s Oxbow. Regional Park, a driving tour to hik- ing sites, activity planning, first- aid,an Ameri. Corps and NWSA overview,ropes courses and an overnightretreat at Mt. Adams. During a recent “Science in. Nature” program, students ran ina “plant identification relay race,”which required them to remembercharacteristics of native leaves andcones. Afterward, they hiked downa trail in Sellwood Park, pausing tosample an unusual wild yellow plumon their way to the Oaks Bottomwetlands. Counselor Bailey referredto his copy of. Wild in the City, andinformed them that the area hadbeen a garbage dump in the 1.
Students later discussed Rachel. Carson’s book. Silent Springandtalked about eggshells cracking dueto the bioaccumulation of DDT. They learned that other countries,including Mexico, have differentregulations that allow organic farmsto use similarly harmful pesticides. Counselor Bailey then told a fas- cinating story about the unintendedecological effects of a programin Borneo, which parachuted catsinto the rainforest to end an intro- duced cycle of predation involvingcaterpillars that ate villagers’ roofs,geckos that ate caterpillars, and ratsthat ate geckos. The story clearlysparked the students’ imaginationand interest in the wider world. Afternoon activities included cut- ting up pizza boxes to make solarcookers, and checking a solar dis- tiller to see how much water it hadcollected./Catlin Gabel. A Conversation with Paul Andrichuk,Head of Catlin Gabel’s Middle. School Programs. Catlin Gabel, a private school in. Portland, has never participated ina traditional outdoor school pro- gram. Nonetheless, it has cultivatedan extensive tradition of outdooreducation and campus sustainabilitygoals. Teachers are philosophicallydedicated to planning these experi- ences themselves. Students initially get to know eachother at summer orientation. Thisis especially important during themiddle school transition, when asmany as 2. Discovery and campus days with aplace- based focus continue dur- ing the year, as students go out andwork on the campus together. Every fall session begins with thefirst- graders taking a class trip, withan emphasis on outdoor education,taking positive risks, learning to livein tents and cooking together. Fifth- and sixth- graders go to the coastor Mt. St. Helens. Early intentionalplanning and curriculum integra- tion with these more formal tripshelps students begin cooperativeactivities, and try out activities from. Project Adventure and other well- known sources. In late winter, each division par- ticipates in four- day “breakaways,”which are a combination of day tripsand overnights outside of middle.
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