Digital Commons Network^™

Standards Of Best Practices Environmental Education & Interpretation Professionals, Dan Allison, Katharine August, Allison Brody, Margie Klein, Amy Page, Michelle Riter, Athena Sparks, Dan Wegner

Education about the Environment

This document provides guidelines about the knowledge and skills needed to provide effective Environmental Education and Interpretation (EE&I) experiences in the state of Nevada. Effective experiences not only further the mission of the organization but also inspire understanding, appreciation, and stewardship of Southern Nevada’s environment.

Standards of Best Practices for Nevada Environmental Education & Interpretation (NEE&I) Professionals is a guide for providers working at public lands, nature centers, museums, zoos, aquaria, schools, and all nature and heritage-rich places. It is designed to help NEE&I providers develop and implement the highest quality experiences for all possible audiences. It is a tool …

Environmental Education Curriculum For The California Conservation Corps, Barbara Katherine Cook

Theses Digitization Project

This project was developed to provide curriculum for young adults in the California Conservation Corps to help them connect to their employment with attitude and knowledge acquisition related to the outdoors.

Age-Appropriate Programs: Best Practice: Effective Programs Are Designed To Match The Developmental Stages Of The Learner, Daphne Sewing, Allison Brody

Education about the Environment

Children and adults learn in completely different ways. Too often, however, children’s programs are developed from an adult’s perspective, rather than that of a child. The best children’s environmental education programs are designed with children’s abilities, developmental needs, interests, and learning styles in mind. Different programs should be created to appropriately meet the needs of different age groups and their respective cognitive development, attention spans, coordination abilities, interests, and ways of interacting with nature.

Assessment Of Forever Earth Curriculum 2006/2007: Final Report, Lori Olafson, Gregory Schraw, Michelle L. Weibel

Reports (FE)

Forever Earth is a floating environmental laboratory and learning center at Lake Mead National Recreation Area that provides hands-on science experiences for students in the Clark County School District. The Forever Earth program was brought about through the efforts of numerous partners including Forever Resorts, a division of Forever Learning, LLD: the National Park Service, Lake Mead National Recreation Area; Outside Las Vegas Foundation; and UNLV’s Public Lands Institute. In 2005, a formal written agreement was reached between Fun Country Marine Industries and UNLV’s Public Lands Institute to operate and manage the Forever Earth houseboat for the purpose of enhancing …

Oliver Ranch Science School Complex & Wild Horse And Burro Facility: Final Close-Out Report, Margaret N. Rees

Oliver Ranch Project

“The mission of the Red Rock Desert Learning Center is to instill stewardship and respect by increasing knowledge and understanding of the Mojave Desert ecosystems and cultures through a unique experiential discovery program.”

Education In The Environment: A Hands-On Student Research And Outdoor Learning Experience: Quarterly Progress Report: Period Ending November 30, 2006, Environmental Education Strategy For Nevada

Reports (PLI Education)

• Forever Earth was scheduled for 17 days and benefited 307 individuals.
• Technology was successfully tested aboard Forever Earth that may allow for distance education opportunities in Clark County School District classrooms.
• Secretary of Interior Dirk Kempthorne and Congressman Jon Porter were hosted by the National Park Service aboard Forever Earth on October 31, 2006.
• Training for Forever Earth program facilitators was conducted on November 20, 2006.
• Four Discover Mojave Outdoor World events were conducted. A partnership with the Big Brothers/Big Sisters organization is under development to increase participation in the program.
• Meeting held with Las Vegas developer Focus Property Group …

Alien Invaders! Post-Visit Lessons, Support Materials (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

Support material to enable students to write a public service announcement invasive species.

Alien Invaders! Pre-Visit, Support Materials: Water Characteristics (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

Student worksheets about water quality and the effect invasive species have on it.

Red Rock Desert Learning Center Stakeholder Phasing Meeting: October 5, 2006, Red Rock Desert Learning Center

Reports (RRLC)

• Our goals for this meeting

• What does phasing offer us?

• Possible phasing scenados

• Where do we go from here?

• Other business regarding RRDLC

Alien Invaders! Pre-Visit, Support Materials: Introduced And Invasive Species (Grade 6), Discover Mojave: Forever Earth

Curriculum materials (FE)

Worksheets to accompany pre-visit lesson about invasive fish.

Education In The Environment: A Hands-On Student Research And Outdoor Learning Experience: Quarterly Progress Report: Period Ending August 31, 2006, Margaret N. Rees

Reports (PLI Education)

During the past three months, the focus of the university’s efforts has included the following highlights:

• Forever Earth was scheduled for 13 days and benefited 110 individuals.
• The National Park Service piloted the concept of using Forever Earth as a mobile visitor center during busy summer weekends. During five outings, Park Service interpreters contacted 1,365 visitors.
• Forever Earth curricula for 5th, 6th, and 7th grades have been completed.
• A Preliminary Implementation Plan was created by the SNAP Conservation Education and Interpretation team.
• A report on the Clark County School District Teacher Survey: Attitudes, Perceptions, Barriers, and Desires for Field Trip …

Red Rock Desert Learning Center: Evaluation Of Curriculum: Final Report, Lori Olafson, Gregory Schraw

Reports (RRLC)

The UNLV Center for Evaluation and Assessment developed an assessment instrument to evaluate curriculum for the proposed Red Rock Desert Learning Center science school’s fifth grade program. A 25-item Likert-type scale was created and administered before and after 68 pre-service and in-service teachers participated in each of five curriculum pilot sessions. The survey consisted of questions related to knowledge, pedagogy, and attitudes. Two open-ended questions were included on the post-survey.

Findings revealed significant gains in knowledge, pedagogy, and attitudes in each of five events from pre- to post-test. Gains over time were greatest for knowledge. Some events were rated more …

Education In The Environment: A Hands-On Student Research And Outdoor Learning Experience: Quarterly Progress Report, Period Ending May 31, 2006, Margaret N. Rees

Reports (PLI Education)

During the past three months, the focus of the university’s efforts has included the following highlights:

• Forever Earth was scheduled for 18 days and benefited more than 400 individuals.
• Curricula for 5th, 6th, and 7th grades were created for the Forever Earth program; pre- and post-trip activities were also written.
• Activities for 5th and 6th grades were field tested on 7 Forever Earth trips.
• A 1000-gallon fuel donation was contributed to the Forever Earth program by Overland Petroleum Company, St. George, Utah.
• The Forever Earth marketing plan was completed.
• 12 Discover Mojave Outdoor World events were conducted for 104 participants; …

Red Rock Desert Learning Center Core Group Meeting: March 21, 2006, Red Rock Desert Learning Center

Reports (RRLC)

1. Introductions & Announcements (5 min.)
2. Approval of Minutes from January 17, 2006 Meeting (5 min.)
3. Update on Project Schedule – Michael Reiland (10 min.)
   A. Utilities
   B. Water Line
   C. Operator RFP
   D. NEPA
4. Report on Value Analysis Workshops – Michael Reiland / Line & Space
   (10 min.)
   A. Cost Estimates/Inflation
5. Curriculum Update – Jeanne Klockow (10 min.)
6. Standing Reports (10 min.)
   A. Line and Space – Les Wallach
   B. BLM Capital Improvements – Michael Reiland
7. Committee Reports (5 min.)
   A. Building Committee
   B. Design Oversight
   C. Educational Programs
   D. Fund-raising and Partnerships
   E. NEPA
   F. Operations
   G. Other Uses …

Education In The Environment: A Hands-On Student Research And Outdoor Learning Experience: Quarterly Progress Report, Period Ending February 28, 2006, Margaret N. Rees

Reports (PLI Education)

During the past three-months, the focus of the university’s efforts has included the following highlights:

• The 2006 Our Places Tell Stories Conference for place-based educators was held on the UNLV campus, January 24-27, 2006. Attendance totaled 120 participants, who rated the overall content and arrangements at 3.59 on a 4.00 scale.
• Forever Earth was scheduled 22 days in the past three months, benefiting more than 200 individuals.
• A $3,000 donation was received for the Forever Earth program.
• The Year 2 Schedule of Events for the Discover Mojave Outdoor World program is on track for delivering 29 total events, a 190% …

Red Rock Desert Learning Center Core Group Meeting: February 21, 2006, Red Rock Desert Learning Center

Reports (RRLC)

Meeting cancelled

1. Introductions & Announcements (5 min.)
2. Approval of Minutes from January 17, 2006 Meeting (5 min.)
3. Update on Project Schedule – Michael Reiland (10 min.)
   A. Utilities
   B. Water Line
   C. Operator RFP
   D. NEPA
4. Report on Value Analysis Workshops – Michael Reiland / Line & Space
   (10 min.)
5. Curriculum Update – Jeanne Klockow (10 min.)
6. Standing Reports (10 min.)
   A. BLM Capital Improvements – Michael Reiland
   B. Community Outreach – LaNelda Rolley
7. Committee Reports (5 min.)
   A. Building Committee
   B. Design Oversight
   C. Educational Programs
   D. Fund-raising and Partnerships
   E. NEPA
   F. Operations
   G. Other Uses
   H. Wild …

Red Rock Desert Learning Center & Wild Horse And Burro Facility: Public Meeting Psa For Radio/Tv, Red Rock Desert Learning Center

Oliver Ranch Project

Text of a public service radio announcement for a meeting about the Red Rock Desert Learning Center.

Red Rock Desert Learning Center Core Group Meeting: January 17, 2006, Red Rock Desert Learning Center

Reports (RRLC)

1. Introductions & Announcements (5 min.)
2. Approval of Minutes from December 6, 2005 Meeting (5 min.)
3. Update on Project Schedule – Michael Reiland (10 min.)
   A. Utilities
   B. Parking
   C. Construction Estimates/Inflation
4. Statement of Work/Request for Information Update – Michael Reiland
   (10 min.)
5. Update on Water Line – Michael Reiland/Las Vegas Valley Water District
   (10 min.)
6. Update on Environmental Assessment – Michael Reiland (10 min.)
7. Update on Curriculum Development – Jeanne Klockow (5 min.)
8. Standing Reports (10 min.)
   A. Line and Space Architects
   B. BLM Capital Improvements – Michael Reiland
   C. Community Outreach – LaNelda Rolley
   --RRDLC Open House, January 26, …

The San Gorgonio Wilderness: A History Of Human Presence And Implications For Management, Cynthia Jeanne Holman

Theses Digitization Project

The San Gorgonio Wilderness in Southern California is surrounded on three sides by roads, and receives thousands of visitors each year. Its character as a wilderness is threatened by the large populations of people nearby, as well as the humans who venture into its boundaries. This project outlines the history of human presence in the Wilderness, and describes the impact of that presence. There is a discussion of attempts by various organizations to mitigate that impact, and deal with the increasing numbers of visitors. The project concludes with predictions and suggestions for the future of the San Gorgonio Wilderness.

Relation Of Riparian Buffer Strips To In-Stream Habitat, Macroinvertebrates And Fish In A Small Iowa Stream, Jeremy P. Duehr, Michael J. Siepker, Clay L. Pierce, Thomas M. Isenhart

Journal of the Iowa Academy of Science: JIAS

Macroinvertebrate and fish habitat is often degraded as a result of agriculture. Riparian buffer strips are commonly used to counteract the negative effects of agriculture in headwater streams. We assessed the relation of multi-aged riparian buffer strips to in-stream habitat, macroinvertebrate and fish assemblages in an Iowa stream. In-stream habitat, macroinvertebrates, and fish were sampled from two buffered sites and two unbuffered sites, with the greatest substrate, water depth, and velocity heterogeneity occurring in buffered sites. The highest macroinvertebrate richness (11) as well as fish species richness (14), diversity (1.99) and IBI score (3 7) were found in the site …

Relation Of Riparian Buffer Strips To In-Stream Habitat, Macroinvertebrates And Fish In A Small Iowa Stream, Jeremy P. Duehr, Michael J. Siepker, Clay L. Pierce, Thomas M. Isenhart

Journal of the Iowa Academy of Science: JIAS

Macroinvertebrate and fish habitat is often degraded as a result of agriculture. Riparian buffer strips are commonly used to counteract the negative effects of agriculture in headwater streams. We assessed the relation of multi-aged riparian buffer strips to in-stream habitat, macroinvertebrate and fish assemblages in an Iowa stream. In-stream habitat, macroinvertebrates, and fish were sampled from two buffered sites and two unbuffered sites, with the greatest substrate, water depth, and velocity heterogeneity occurring in buffered sites. The highest macroinvertebrate richness (11) as well as fish species richness (14), diversity (1.99) and IBI score (37) were found in the site buffered …

Editorial 1: Unpacking The Complexity Of The Homonym Site/Sight/Cite, Jan Jagodzinski

Journal of Social Theory in Art Education

We invite essays that explore visual regimes that have become established in our public schools or art departments. "Out of sight" might interrogate current ideals, territories, and debates concerning visual cultural education, since this was a distant horizon first discussed in JSTAE in 1980 and is now looming closer in mainstream art education. "Out of sight" might provide us with concerns over our televised, cinematic images that come at us through popular culture. For Lacan, sight was always a form of misrecognition, a form of "ignorance" as brilliantly explored by Magritte. We are all framed by images. So, we invite …

Finicky Fish Finish... Last! Pre-Visit Lessons -- Support Materials (Grade 5), Discover Mojave: Forever Earth

Curriculum materials (FE)

In “Finicky Fish Finish…Last!” students explore what has happened to the Colorado River and the reasons why it is so difficult for the razorback sucker to thrive in a changed environment. Working as ichthyologists (fish biologists) at Lake Mead, students collect water quality data such as temperature, pH, and clarity -- to determine whether current habitat conditions are sufficient for survival of young razorback suckers. Students observe and identify non-native fish in Lake Mead as they learn how the razorback sucker interacts with these neighbors. Students assess whether Lake Mead is still a good habitat for razorback suckers. Using the …

Curricular Development For A Desert Learning Center, Angie Lara, Michael Reiland

Curriculum materials (RRLC)

The Red Rock Desert Learning Center, formerly known as Oliver Ranch, is a 300-acre parcel acquired by the Bureau of Land Management (BLM) in 1993 and incorporated into the Red Rock Canyon National Conservation Area. The Desert Learning Center is being designed to teach participants about the natural world through inquiry-based experiential and interdisciplinary methods in a residential outdoor setting in Red Rock Canyon National Conservation Area, located outside metropolitan Las Vegas, Nevada. The intent is for students, teachers, and researchers to gain an appreciation of desert ecosystems and to begin to apply and connect their knowledge to world ecological …

Art Informing Science Education: The Potential Contributions Of Ornithological Illustration To Ecology Education, Vanessa Hunt

LSU Doctoral Dissertations

Birds serve as an excellent group of organisms from which to introduce the study of ecology, being of inherent aesthetic interest to many otherwise uninterested in science, and are also ubiquitous in the immediate environment of many students. By extension, images of birds might serve as a valuable resource for the ecology educator, and bird artists – as a subset of ecologists - might provide useful models for expertise in ecology. This study examines the potential contributions of bird artists and bird art to education in ecology at the high school and college level. Eight contemporary bird artists were interviewed …

Our Places To Tell Stories: Making Connections With Our Audiences, Public Lands Institute

Our Places to Tell Stories

The idea for an annual Our Places Tell Stories conference was prompted by discussions that took place within a unique partnership of federal, state, university, and public organizations in southern Nevada. Members identified the need to share and learn from successful educational and interpretive strategies. Our increasingly urban surroundings and rapidly changing populations hinder personal connections between people and their natural environment. However, the right tools and techniques will help us inspire children and adults to understand, value, and take care of our shared natural places.

This first conference supports professionals in creating and evaluating effective educational programs and interpretive …

Oliver Ranch Science School Complex & Wild Horse And Burro Facility: Annual Progress Report, Year Ending June 30, 2006, Margaret N. Rees

Oliver Ranch Project

Assist in project coordination between numerous stakeholders such as the Clark County School System, Desert Research Institute, Community College of Southern Nevada, UNR Cooperative Extension, Nevada State College, local museums, state parks, non-profit organizations, federal agencies, and the public to ensure appropriate educational curricular activities and venues are provided for in the conceptual design of the School and the Wild Horse and Burro facility where appropriate as well as assist in the NEPA process as needed. The activities will be conducted at least in part by university faculty, staff and students as part of the university’s research, teaching, and service …

Oliver Ranch Science School Complex & Wild Horse And Burro Facility: Quarterly Progress Report, Period Ending September 30, 2006, Margaret N. Rees

Oliver Ranch Project

Assist in project coordination between numerous stakeholders such as the Clark County School System, Desert Research Institute, Community College of Southern Nevada, UNR Cooperative Extension, Nevada State College, local museums, state parks, non-profit organizations, federal agencies, and the public to ensure appropriate educational curricular activities and venues are provided for in the conceptual design of the School and the Wild Horse and Burro facility where appropriate as well as assist in the NEPA process as needed. The activities will be conducted at least in part by university faculty, staff and students as part of the university’s research, teaching, and service …

Oliver Ranch Science School Complex & Wild Horse And Burro Facility: Quarterly Progress Report, Period Ending September 30, 2006, Margaret N. Rees

Oliver Ranch Project

Assist in project coordination between numerous stakeholders such as the Clark County School System, Desert Research Institute, Community College of Southern Nevada, UNR Cooperative Extension, Nevada State College, local museums, state parks, non-profit organizations, federal agencies, and the public to ensure appropriate educational curricular activities and venues are provided for in the conceptual design of the School and the Wild Horse and Burro facility where appropriate as well as assist in the NEPA process as needed. The activities will be conducted at least in part by university faculty, staff and students as part of the university’s research, teaching, and service …

Oliver Ranch Science School Complex & Wild Horse And Burro Facility: Quarterly Progress Report, Period Ending March 31, 2006, Margaret N. Rees

Oliver Ranch Project

Executive Summary

Activity highlights during the third quarter of Year Two include the following actions toward task agreement deliverables:

• Agenda and minutes prepared and distributed for Core Group meetings on January 17 and March 21, 2006.
• Cultural curriculum 100% completed
• Night Sky curriculum 100% completed.
• Green Building curriculum 75% completed.
• Native American Correlations 75% completed.
• Teacher piloting workshops held on February 23, March 18, and March 25, 2006 at Spring Mountain Ranch State Park and the Oliver Ranch site.
• RRDLC newsletter completed.
• Website content, navigation, and graphics updated and improved.