The Third Field Trip

"Concern by itself is ineffective unless it can be translated into action. Environmental knowledge and identification can satisfy several of the prerequisites for ecological action. By themselves, however, they can not ensure that all conditions for action are met... Specific instruction in action skills can be effective in helping students develop the attitudes that action is possible and that they are competent to take the action needed." ~ Louise Chawla: International Coordinator of the Growing Up in Cities program of UNESCO, expert in the field of children's relational development to their environment.

For many years, proponents of environmental education believed that if children were taught basich ecological concepts and were exposed to the harm hums actions inflict on the planet, they would grow up to be environmentally responsible adults. Unfortunately, this has not turned out to be the case. This strategy often overwhelms children by expecting them to understand things that are not with their comprehension.

Understanding the stages of child development, environmental educators now focus more on the importance of a child's bonding with the natural environment. However, though this relationship is the leading indicator for future environmental behavior, it alone is not enough to develop and sustain habits and actions upon which a healthy ecosystem depends. We must help our student connect to their local environment and, when they are ready, guide them in learning concrete skills and actions they can use to protect it.

The third field trip in the Partnership Program has two program goals - to reconnect students with Hidden Villa's environment and teach them about sustainability. During the day, students get down and dirty as they learn about organic gardening and farmers' markets. They learn about ways to take environmental action in their own lives - by composting, recycling, and conserving energy. Older students also learn about strategies adults use to reduce the environmental impact of buildings, such as the use of solar energy, captured rainwater or straw-bale construction.

Back in class, it is important to foster positive feeling of possibility and competency. Structure activities so that your students can succeed in their environmental actions. I recommend the unit on Personal Action as a starting point. Follow your students' interests in choosing other local action projects. The unit on nutrition works well to extend students' sense of personal action by getting them to think about what they put into their mouths. At the same time, continue to nourish your students' sense of connection with and empathy towards their local environment by way of poetry, art or personal narrative projects.