A suggestion for where to do the seasonal contrast project. Ask
students to choose a "special" place to do them, but within some other
context: remnant woodland, natural desert habitat, stream, or other natural
habitat. Do the same in a built environment, including a shopping mall or
other place of importance to them.
>I really like your idea of trying to show your future students how their
>surrounding environment and seasonal changes afftect them locally. Here
>in Tucson, there is an on-going joke that we don't have seasonal changes,
>that it's always the same, no matter what time of year. But even in the
>desert, dramatic changes do occur, but one does need to open one's eyes
>I think it would be neat to take a class on a series of outings: one in
>August (late summer), October or November (fall), January (winter), and
>finally in March or April (spring). The project could be a photography or
>sketch activity where each student must choose a specific spot to
>freeze-frame and capture (either on sketch pad or on film). The same spot
>would be captured each time the students returned, DETAILS being
>emphasized. Asking, "What do you see?"
>While the students are recording what they see, they could also be
>instructed to record weather conditions (presence or absence of wind,
>clouds, animals, bugs, flowers, smells, etc., and an estimate of the
>temperature, maybe even the postion of the sun in the sky at the time of
>year). In addition, the students could rate their level of like-dislike
>of the chosen spot on a scale of 1-10. After the 4th trip, each student
>could compare their sketches or photos as well as the observations from
>one trip to another, and see how the rating changed and reflect on why the
>ratings changed. It could make for a rich class discussion!
>What do you think?
>Cathy (just a preservice teacher beginning to grapple with possibilities)