hat you see when you approach the campus at based development design tool that examines the links between
W
Hood River Middle School (HRMS) in Hood River, water, shelter, plants, animals, and energy. By seeking to create
Oregon looks like most other small town schools. gardens that are ecologically diverse, biologically sustainable,
But it doesn’t take long to notice a few exciting and economically productive one must take into account a wide
differences: a gleaming solar panel array generating photovol- array of variables. In these variables we find rich opportunities
taic electricity, organic gardens surrounding the school, and the for math, science, writing, and social issues.
beginnings of a new state-of-the-art music and science building
that will eventually create its own energy. Hood River Middle Students take tremendous pride, ownership, and responsi-
School exhibits the makings of a unique and visionary school of bility for their work in the outdoor laboratory. The gardens offer
the future. an ideal interface to connect with the outside world through a
multitude of avenues from selling a tomato plant, to creating a
Since 1998, science community composting sys-
teacher Michael Becker
The Outdoor Classroom Project is a work in
tem, to understanding cutting
has guided a program at edge active solar technologies,
HRMS that offers students
progress where students are the researchers,
global agriculture systems, and
a higher level of connectiv-
engineers, designers, architects, builders, and
the complex energy grid we are
ity between school and
community. The Outdoor
users of a multidisciplinary, multi-sensory
part of. Connecting to a sense of
place in a deeper and ultimately
Classroom Project has learning experience. practical way provides students
become an exemplary a secure launch pad to explore
program that began small and grew to encompass an ecological roles and connections at a larger scale. These connections are
framework giving students a unique blend of science, technol- where the real learning and personal development take place
ogy and permaculture and connecting them to real world issues for students. This type of learning ends the eternal question of,
within their community. “When will I ever use this?” Students don’t just read about it,
The Outdoor Classroom Project is a work in progress where they are active learners and members of a larger community of
students are the researchers, engineers, designers, architects, research and learning.
builders, and users of a multidisciplinary, multi-sensory learning Students involved in this project are seen in a new light
experience. Using a hands-on approach to solving real-life prob- by other members of the science and business community. The
lems, the Outdoor Classroom Project connects students to key outside world gets to experience students as engaged, respect-
concepts in sustainability through a field based, experience-driven ful people with important learning goals and agendas. Students
curriculum. Key themes of the project include Diversity, Water, become teachers. Conversely, students are able to interface
Food, Energy, and Waste. with professionals from a variety of backgrounds and make
The Outdoor Classroom Project is divided into three separate connections of how school choices may lead to career paths.
strands. Most importantly, students interact with adults that are striving
lifelong learners outside the educational realm, validating the
importance of their studies now. This project is a bridge between
school and the world.
Our students plan and grow gardens that provide food for
student feasts and celebrations through the year and also a dedi-
cated set of students work spring and summer at the Gorge Grown
Farmer’s Market that happens here at school each Thursday.
Strand 2. Outdoor School
This past spring marked the fourth year of our independent
Outdoor School Program. Students travel from Hood River to
Brooks Memorial State Park Environmental Learning Center, for
a two-night, three-day field-science experience. By traveling out
of the local environment we are able to experience a new eco-
logical niche and expand our understanding of Columbia Gorge
systems. Students are involved in a water quality assessment of
the headwaters of the Little Klickitat, study the amazing array
of wildflowers on the high slopes above camps Ponderosa Pine
Student scientist in the field
forests, and they track and study the diverse wildlife of the this
edge habitat. After spending three days studying the systems
Strand 1. Garden Project
of this new place, students are engaged in a land-use simula-
The Garden Project has been developing learning laboratory
tion activity in which they have to account for increased human
sites on-campus for 6 years. The Garden Project follows a set of
habitation development within the parks borders, a very real
ideas called Permaculture, a term developed by Australians Bill
situation in our home town.
Mollison and David Holmgren. Permaculture is an ecologically
(continued on page 13)
Clearing - 2009 Compendium Edition http://www.clearingmagazine.org Page 11
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