ecosystem. Some are changes that have taken place at the Bangs Mountain Project and some are changes that could eventually hap- pen. All students receive the same reading each day, but they read the articles for a different purpose: natural or man-made changes, population changes, or gradual or rapid changes. Each student becomes an “expert” on their article. The students then “jigsaw” their articles once they have recorded the important information. The student experts then share out in small groups, creating a real need for students to comprehend and analyze their text. Special Education and Title I students are pre-loaded with vocabulary and content before the article increasing their ability to fully participate while in class. Once the information has been analyzed students come together to complete anchor charts where they record the changes and determine if human impact was positive or negative. They also determine the author’s purpose and if the author was successful in delivering their message. By the end of this case study they have a thorough understand-


ing of thinning, prescription fires, recreation management, forest flu and other healthy management issues. We believe that reading is only one vehicle to understanding


new ideas. Fieldwork, media and experts are also key components to creating powerful learning tools. Experts from the timber indus- try, Forest Service, Conservation NorthWest, and Department of Fish and Wildlife have all volunteered to work with our students, ensuring that students are learning realworld applications of the knowledge. Each of these experts will not only share their exper- tise on managing forests and their per- sonal perspectives of what makes a healthy forest, but also about their careers. The students will complete


this project with a simulation from Project Learning Tree, “The 400 Acre Wood.” Students will determine the actions taken to manage a forest much like their plots on the Bangs Mountain Project. This project has a balance of Vibrant Economy, Healthy Environment, and Equitable Society, as recommended by The Sustainable Design Project Teacher Manual. (Wheeler, Bergs- man, Thumlert 2008.)


The Final Presentation of “What is a Healthy Forest?”


The final project is a cul-


mination of all of the data that the students have collected while completing this project. Data is compiled in a variety of ways. The ani- mal monitoring is a graph of the sightings caught on the trail cams, the plant monitor- ing is a graph as well, both done on Excel. The canopy is drafted on graph paper, indicating the cover and open space. There is also the map from Google Earth, indicating each plot for future reference and to gauge changes over time. This work is gathered in a Power Point to be presented to NEWFC at a future meeting.


Kettle Falls Elementary: expeditionary learning and 21st century intertwined


Our students had the opportunity to become engaged in their


local forest, gathering a respect for the land, observing the interde- pendence and understanding the decisions made by others that use our forests. Students were able to meet rigorous learning targets and assessed independently on each target. They collaborated to


CLEARING 2010


Greg Goodnight is superintendent at Kettle Falls School District. Valerie McKern is principal at Kettle Falls Elementary.


www.clearingmagazine.org/online Page 11


create authentic projects that reach beyond their school walls. The expedition included many different modes of learning


during this project that are key to Heidi Hayes Jacobs’ Tenets for Purposeful Debate leading to Content Upgrades:


• A personal and local perspective is developed and presented


in the content area, where natural and viable. • The whole child’s academic, emotional, physical and mental


development is thoughtfully considered in content choices. • The possibilities for future career and work options are de-


veloped with an eye to creative an imaginative directions. • The disciplines are viewed dynamically and rigorously as


growing and integrat- ing in real-world practice. • Technology and media are used to expand possible sources


of content so that active as well as static materials are included. (Jacobs p 31).


Through compelling expeditions students at KFES achieve


many 21st century outcomes. Students build strong habits of work, through both performance (traits that enable students to perform to their potential) and personal relationships (traits that enable students to be good people and community members). They are motivated to learn. Students believe that they have the ability to meet their targets, have clear targets that they can self-assess their progress against, and are connected to their school through the work they do. We believe that academic achievement is increased when students are engaged in learning. Through authentic expedi- tions like “The Stories Tracks Tell” students build life and career skills. Real world problems increase stu- dents’ critical thinking and problem solving skills. The use of technology opens the classroom to wider world, with meaningful examples of the work our students are doing. Our students increase their understand- ing of 21st century themes such as environmental literacy. (Hulleman, Hartl & Ciani 2009). Through com- pelling expeditions our students are engaged, supported and held accountable to high standards.


References


Hulleman, C., Hartl, S., & Ciani, K. (2009). Character, Motivation, and Engagement in Expedition-


ary Learning Schools, Review of the Relevant Literature and Available Measurement Instruments. Nellie May Education Foundation. Expeditionary Learning Core Practice Bench- marks (2003). Garrison, NY: Expeditionary Learning Outward Bound.


Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, VA: ASCD.


Wheeler, G., Bergsman, K., and Thumlert, C. (2008). Sustainable Design Project Teacher Manual. Olympia, WA: Office of the Superintendent of Public Instruction.


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