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)