Musings and other thoughts about Fire Ecology Institute
Because I believe good teachers are naturally “pack rats”, I knew this Institute was going to be my kind of class as soon as I saw the myriad of “stuff” that surrounded Shawna upon checking in Sunday, June 7th 2009. I believe Shawna stated in one communication, the participants would receive many “goodies” to assist will their fire education efforts. “Goodies” this teacher found priceless and would soon become the topic of many discussions with a husband who believes you downsize as you prepare for retirement, not add fuel to the fire, a basement already choke full of “stuff”!
Now that I’ve had time to go through, read, reread and begin to digest a little bit of the information I obtained during the week I spent in Durango; my brain has moved out of the hyperactive mode and my thoughts include things other than fire education.
What to do with this knowledge? I have lots of ideas, but what will I be able to implement in my classroom. Because I believe Denver Public Schools is becoming a district that prescribes curriculum and strongly suggests time frames in which to teach the curriculum, teachers’ creativity is often frowned upon. Creativity will be a must for me if I’m to include more environmental education for my fifth graders that doesn’t easily fit into the Science TRACKS program and my schedule for the 2009/10 school year that does not include teaching science.
In addition to creativity, change will also be important. A quote by Plato I read in “The Book of Fire” is apropos. “Unless one comes to an understanding concerning the nature of change, one will have many difficulties.” William H. Cottrell Jr. used the Plato quote in relationship to fire in forests, but it also applies to me, a teacher wondering how to deliver vital information to her fifth graders.
I will team teach with two other fifth grade teachers, one who will teach literacy and the other will teach the content areas: Science and Social Studies. I will teach math and my schedule is suppose to include a 45 minute per day challenge group. My principal shared what he envisioned the 45 minute challenge group would look like before the close of this school year, but my “challenge” will be not having the same group of students for more than three weeks. The first 45 minutes of each day will be used for RTI groups and my one challenge group. My recent thoughts include being the “hook” to assist the science teacher in kicking off the Heat and Changes and Weather Systems TRACKS units.
What student wouldn’t be “fired up” about any hands on, inquiry based activity? Testing FIRE!, The Matchstick Forest Experiment and the many PLT activities found in the Environmental Activity Guide. The visual learners would also be enamored by the colorful posters and books to peruse. The “goodies” are PRICELESS!
What makes a class well received and not soon forgotten? People! I especially enjoyed Kent Grant, CSFS, Ros Wu, USFS, Craig Goodell, BLM and John Eye. Thank you, Shawna, Gabi, Lu, Amanda, Kelsey and anyone else who worked tirelessly to present the Fire Ecology Institute to an eclectic group from Colorado, New Mexico and Arizona. Perhaps I’ll be blessed to meet Gabi one day and thank her personally.
Some of the connections I made during Fire Ecology Institute week are budding into friendships. Friendships I’ll cherish!
Many, many thanks for a meaningful class.
Tuesday, July 21, 2009
The week spent in Durango, Co was instrumental in the continued development of the Unit on Wildfire that Rhonda Spidell and I teach at Albuquerque Academy. The current curriculum was heavy in the science of combustion and the physical effects of fire. This workshop has given us several new activities to address important questions on wildfire. After attending the Fire Ecology Institute we have made exciting adjustments to our curriculum to address in depth the function and importance of wildfire in many different ecosystems. They are as follows:
How do ecosystems influence fire regimes?
Dendrochronology lab (evidence for fire patterns)
Fire Management Plans
Reading: Fuel treatments
Lab: Kindling Point
Demo: Dust Explosion
How are watersheds affected by wildland fire?
Reading
Topographic Mapping
How do Ecosystems change over time?
Succession (PLT Environmental Ed #80 – Nothing Succeeds Like Succession
Every Tree for Itself (PLT Environmental Ed #27 p117)
Story of Succession(PLT forest ecology p61)
We also added the following activities to teach the fire triangle with an ecosystem emphasis:
What are the necessary components of fire?
Fire triangle (Fuel, Oxygen, Heat)
PTL Forest Ecology Understanding Fire #7 p82
3D Fire Triangle “cootie catcher”
Environmental Fire triangle(fuels, weather, topography)
Lab: Matchstick Forest PLC
3D Fire Triangle “cootie catcher”
The week spent with Project Learning Tree will continue to enhance our curriculum and classrooms for many years to come. I appreciated the opportunity to participate in the Fire Ecology Institute this year and the enrichment my students will receive.
How do ecosystems influence fire regimes?
Dendrochronology lab (evidence for fire patterns)
Fire Management Plans
Reading: Fuel treatments
Lab: Kindling Point
Demo: Dust Explosion
How are watersheds affected by wildland fire?
Reading
Topographic Mapping
How do Ecosystems change over time?
Succession (PLT Environmental Ed #80 – Nothing Succeeds Like Succession
Every Tree for Itself (PLT Environmental Ed #27 p117)
Story of Succession(PLT forest ecology p61)
We also added the following activities to teach the fire triangle with an ecosystem emphasis:
What are the necessary components of fire?
Fire triangle (Fuel, Oxygen, Heat)
PTL Forest Ecology Understanding Fire #7 p82
3D Fire Triangle “cootie catcher”
Environmental Fire triangle(fuels, weather, topography)
Lab: Matchstick Forest PLC
3D Fire Triangle “cootie catcher”
The week spent with Project Learning Tree will continue to enhance our curriculum and classrooms for many years to come. I appreciated the opportunity to participate in the Fire Ecology Institute this year and the enrichment my students will receive.
Tuesday, July 14, 2009
I would first like to thank the many people who made this opportunity possible. There was obviously a lot of planning and forethought that was put into this class. In addition, I would like to thank those agencies who made this class fiscally possible: The CSFS-National Fire Plan grant and support from the BLM, USFS, CSU, USGS.
The Fire Ecology Institute opened my eyes in many ways. First, I was touched by the many people who spoke who had experienced wild fires first hand. For the first time, I became aware of the chaos that communities are thrown into literally overnight. Families and friends are forced into fighting the unknown which is not only the fires, but the aftermath of the fires (erosion, financial burdens, replanting, etc.) Second, I was unaware of the impact of the policy of suppressing wild fires played over the past hundred years. Visiting various sites demonstrated how overgrown wooded areas can build up an abundance of fuel which encourages wild fires to rage. Also, how the forest have a natural ecology which includes fire. Finally, I would like to own some land in the mountains someday. Class discussions on defensive space and community mitigation were areas I had not thought about. I now understand the importance of this when owning or purchasing land. Areas that had been thinned or cleared not only appeared natural and healthy they also would protect homes. Taking this class challenged me to look at my beliefs and definitely created a paradigm shift for me.
Some other thoughts worth noting:
I appreciated the hands on activities and videos that I can use in my classroom. I was amazed at the abundance of resources that are available for teachers to use.
Actually visiting a fire cache and making a fire line provided me with an appreciation of what firefighters do and what a difficult job it is.
Visiting Lemon Reservoir and meeting John Eye demonstrated that significance of erosion after a fire. His presentation made me think about the bureaucracy that people are involved in during and after a wildfire. I admired how he relied on his common sense and was willing to take action.
What a treat to visit Mesa Verde! What impressed me were the hours that the teams spend clearing the parks to reduce the fuel load. I was also unaware of the many hoops that have to be jumped through to actually follow through with a prescribed burn. I found it interesting how the fire danger was determined and the fuel moisture was calculated. This would be a simple activity for my students to complete.
The Fire Ecology Institute opened my eyes in many ways. First, I was touched by the many people who spoke who had experienced wild fires first hand. For the first time, I became aware of the chaos that communities are thrown into literally overnight. Families and friends are forced into fighting the unknown which is not only the fires, but the aftermath of the fires (erosion, financial burdens, replanting, etc.) Second, I was unaware of the impact of the policy of suppressing wild fires played over the past hundred years. Visiting various sites demonstrated how overgrown wooded areas can build up an abundance of fuel which encourages wild fires to rage. Also, how the forest have a natural ecology which includes fire. Finally, I would like to own some land in the mountains someday. Class discussions on defensive space and community mitigation were areas I had not thought about. I now understand the importance of this when owning or purchasing land. Areas that had been thinned or cleared not only appeared natural and healthy they also would protect homes. Taking this class challenged me to look at my beliefs and definitely created a paradigm shift for me.
Some other thoughts worth noting:
I appreciated the hands on activities and videos that I can use in my classroom. I was amazed at the abundance of resources that are available for teachers to use.
Actually visiting a fire cache and making a fire line provided me with an appreciation of what firefighters do and what a difficult job it is.
Visiting Lemon Reservoir and meeting John Eye demonstrated that significance of erosion after a fire. His presentation made me think about the bureaucracy that people are involved in during and after a wildfire. I admired how he relied on his common sense and was willing to take action.
What a treat to visit Mesa Verde! What impressed me were the hours that the teams spend clearing the parks to reduce the fuel load. I was also unaware of the many hoops that have to be jumped through to actually follow through with a prescribed burn. I found it interesting how the fire danger was determined and the fuel moisture was calculated. This would be a simple activity for my students to complete.
Wednesday, July 8, 2009
Fire Ecology Institute 2009
Attending the 2009 Fire Ecology Institute in Durango, CO, was not only a great opportunity to learn about fire ecology, but it was an opportunity to network with educators and professionals in a neighboring state. One of the most beneficial parts about the institute was learning about how resources are managed in Colorado. It is important to compare how resources are managed here in New Mexico to our neighboring states; what is effective, what is not, etc. It was impressive to see how the BLM and Forest Service have partnered in Durango. It will be interesting to see how the partnership between the two federal agencies plays out.
Another highlight of the institute was the many opportunities to be in the field with experts. Coming from California, I have not been formally educated about the local flora of New Mexico and Colorado. The various presentations about tree species, non-native species and wildflowers were great. As an educator who takes students into the field, knowing the different plant species is very important.
Although I have taken multiple classes in order to become a certified wildland firefighter, I have never had the opportunity to actually visit areas that have been previously burned. Visiting the Missionary Ridge Fire and the Valley Fire was really valuable. The fire behavior during the Missionary Ridge Fire was remarkable. In addition, learning about the debris flows after the fires was really stunning.
My favorite part of the whole experience was when we visited Lemon Reservoir. John was an awesome presenter. It is amazing to see what can be done with limited knowledge and resources and a little creativity. It was also great to get a perspective from someone who is not a professional in the field, as far as fire rehabilitation goes. He should definitely be on the presenter list for the next institute.
I really enjoyed the student activities outside where we determined which fuels burn the best and how fire spread is affected by slope. I think these tools can be very useful not only in teaching students about fire but educating adults as well. Throughout the institute I found myself brainstorming ideas about how I can reach out to the communities most concerned with fire and educate them about what they can do to protect their homes. I have already being planning a local event in the East Mountains of Albuquerque that will educate the public about State Land Office thinning projects in the area and local resources to help homeowners create defensible space on their property.
Overall, I found the institute to be very informative and useful. The guest presenters, the resources given out and activities in the field were definitely the most beneficial.
Attending the 2009 Fire Ecology Institute in Durango, CO, was not only a great opportunity to learn about fire ecology, but it was an opportunity to network with educators and professionals in a neighboring state. One of the most beneficial parts about the institute was learning about how resources are managed in Colorado. It is important to compare how resources are managed here in New Mexico to our neighboring states; what is effective, what is not, etc. It was impressive to see how the BLM and Forest Service have partnered in Durango. It will be interesting to see how the partnership between the two federal agencies plays out.
Another highlight of the institute was the many opportunities to be in the field with experts. Coming from California, I have not been formally educated about the local flora of New Mexico and Colorado. The various presentations about tree species, non-native species and wildflowers were great. As an educator who takes students into the field, knowing the different plant species is very important.
Although I have taken multiple classes in order to become a certified wildland firefighter, I have never had the opportunity to actually visit areas that have been previously burned. Visiting the Missionary Ridge Fire and the Valley Fire was really valuable. The fire behavior during the Missionary Ridge Fire was remarkable. In addition, learning about the debris flows after the fires was really stunning.
My favorite part of the whole experience was when we visited Lemon Reservoir. John was an awesome presenter. It is amazing to see what can be done with limited knowledge and resources and a little creativity. It was also great to get a perspective from someone who is not a professional in the field, as far as fire rehabilitation goes. He should definitely be on the presenter list for the next institute.
I really enjoyed the student activities outside where we determined which fuels burn the best and how fire spread is affected by slope. I think these tools can be very useful not only in teaching students about fire but educating adults as well. Throughout the institute I found myself brainstorming ideas about how I can reach out to the communities most concerned with fire and educate them about what they can do to protect their homes. I have already being planning a local event in the East Mountains of Albuquerque that will educate the public about State Land Office thinning projects in the area and local resources to help homeowners create defensible space on their property.
Overall, I found the institute to be very informative and useful. The guest presenters, the resources given out and activities in the field were definitely the most beneficial.
Tuesday, July 7, 2009
Fire, Fact and Fascination
Ideas that enter the mind under fire remain there securely and forever. Leon Trotsky
Blame it on Prometheus. After stealing fire from Zeus, he delivered this gift to mankind unleashing a firestorm of inventiveness and productivity. Cooking, tool making and warfare soon followed. Containment of fire allowed us to advance, but as the saying goes, if you play with fire, you are likely to get burned. Fire is hypnotic. It can be destructive. What child has not been drawn to it either in fascination or fear? Education is the key to getting children and adults fired up to learn the facts, fun and fascination of fire.
I have gained knowledge, materials and information (not to mention CDs, DVDs, videos, posters, and PLT activity guides) to deliver relevant information to 5th grade students in DPS. The myriad of ideas, activities, and materials are mind boggling, so I am just going to fire away on ways that I can use this information in a classroom setting.
Don’t let your dreams go up in smoke-practice fire safety. ~Author unknown
Introduction of the fire triangle and fire safety would be first on the agenda. There is no reason for having a smoking hot unit on fire if precautions are not taken for children’s safety. Participation and engagement of students in a service learning project would enhance their retention of the firestorm of information and activities to follow. So, as a teacher, I need to have a few irons in the fire (tricks up my sleeve?) to engage and activate their curious, inquiring minds. Activities would include using the Fire’s Role in Nature notebook with pamphlets and posters, PLT activities, and the Getting to Know Wildland Fire teacher’s guide to fire ecology.
How is it that one careless match can start a forest fire, but it takes a whole box to start a campfire? ~Author unknown
Of course, I would use the matchstick forest experiment to demonstrate fire behavior. The Fireworks experiments and information boxes would be utilized for interactive hands on learning. To finalize a unit on fire, the Charcoal Forest, can be introduced. Timelines, posters, and pamphlets can be created by the students.
Man is the only creature that dares to light a fire and live with it. The reason? Because he alone has learned to put it out. ~Henry David Thoreau
I was not familiar with the terms or ideas of fire suppression, mitigation, and defensible space. If recent newspaper articles are any indication of the knowledge of the general public, then it would be of my utmost interest to educate the public on how they can prevent wildfires. Of course, Smokey the Bear has done an excellent job of getting public service announcements out to the general public, but it is also my job to educate others. The only way this is going to happen is to get communities involved. How am I going to do that? I suppose in my own way, I can discuss it and encourage others to carefully look at their own homes in the WUI. Hopefully, we are all interested in protecting wildlife habitats, lakes and rivers. Many of us are concerned about recreational areas and are own enjoyment of Colorado’s great resources. To protect and preserve our forests, homes, and wildlife, we must all increase our awareness of fire danger, and influence and support others in their willingness to take charge of their property.
Even in a time of elephantine vanity and greed, one never has to look far to see the campfires of gentle people. ~Garrison Keillor
Thank you Shawna and to all of the firefighters, foresters, biologists, ecologists, hydrologists, and educators that made Fire Ecology Institute possible. I hope that I will continue to get on like a house on fire with all of the wonderful people that were included in this institute.
Ideas that enter the mind under fire remain there securely and forever. Leon Trotsky
Blame it on Prometheus. After stealing fire from Zeus, he delivered this gift to mankind unleashing a firestorm of inventiveness and productivity. Cooking, tool making and warfare soon followed. Containment of fire allowed us to advance, but as the saying goes, if you play with fire, you are likely to get burned. Fire is hypnotic. It can be destructive. What child has not been drawn to it either in fascination or fear? Education is the key to getting children and adults fired up to learn the facts, fun and fascination of fire.
I have gained knowledge, materials and information (not to mention CDs, DVDs, videos, posters, and PLT activity guides) to deliver relevant information to 5th grade students in DPS. The myriad of ideas, activities, and materials are mind boggling, so I am just going to fire away on ways that I can use this information in a classroom setting.
Don’t let your dreams go up in smoke-practice fire safety. ~Author unknown
Introduction of the fire triangle and fire safety would be first on the agenda. There is no reason for having a smoking hot unit on fire if precautions are not taken for children’s safety. Participation and engagement of students in a service learning project would enhance their retention of the firestorm of information and activities to follow. So, as a teacher, I need to have a few irons in the fire (tricks up my sleeve?) to engage and activate their curious, inquiring minds. Activities would include using the Fire’s Role in Nature notebook with pamphlets and posters, PLT activities, and the Getting to Know Wildland Fire teacher’s guide to fire ecology.
How is it that one careless match can start a forest fire, but it takes a whole box to start a campfire? ~Author unknown
Of course, I would use the matchstick forest experiment to demonstrate fire behavior. The Fireworks experiments and information boxes would be utilized for interactive hands on learning. To finalize a unit on fire, the Charcoal Forest, can be introduced. Timelines, posters, and pamphlets can be created by the students.
Man is the only creature that dares to light a fire and live with it. The reason? Because he alone has learned to put it out. ~Henry David Thoreau
I was not familiar with the terms or ideas of fire suppression, mitigation, and defensible space. If recent newspaper articles are any indication of the knowledge of the general public, then it would be of my utmost interest to educate the public on how they can prevent wildfires. Of course, Smokey the Bear has done an excellent job of getting public service announcements out to the general public, but it is also my job to educate others. The only way this is going to happen is to get communities involved. How am I going to do that? I suppose in my own way, I can discuss it and encourage others to carefully look at their own homes in the WUI. Hopefully, we are all interested in protecting wildlife habitats, lakes and rivers. Many of us are concerned about recreational areas and are own enjoyment of Colorado’s great resources. To protect and preserve our forests, homes, and wildlife, we must all increase our awareness of fire danger, and influence and support others in their willingness to take charge of their property.
Even in a time of elephantine vanity and greed, one never has to look far to see the campfires of gentle people. ~Garrison Keillor
Thank you Shawna and to all of the firefighters, foresters, biologists, ecologists, hydrologists, and educators that made Fire Ecology Institute possible. I hope that I will continue to get on like a house on fire with all of the wonderful people that were included in this institute.
June 7, 2009
There are several impressions I have with regard to this class and how I will utilize the information. First, I just picked up all the materials for the class. Will I ever be able to use all of it? What the heck is this piece of wood? Next, I looked at the posters. I think some of the posters will be wonderful for my classroom. The reason I am taking this class is to see if I can incorporate some of the ELL curriculum I use into getting ELL kids background knowledge of our forests and parks. Last, I already feel overwhelmed and inept at taking on this course! Most of the teachers here are Science teachers. They actually use this information in their curriculum.
June 8, 2009
WOW!!! I am REALLY overwhelmed with all the information. I really had no idea about all the agencies and departments involved in forests….and fires…and parks!!! There is so much vocabulary I DO NOT know regarding this topic. I am trying to use my journal in the Cornell Note writing technique. It is good practice for me. I guess of all the things I heard today, is the health of our forests. For example, there are more than one type of beetles killing our forests. A few examples are the Mountain beetle and the West Pine Beetle. I was shocked to know that sometimes, different beetles will attack the same tree!
I am learning how to identify a tree! I got this really cool brochure that will help me identify different types of Conifer trees! For example: Sinlgeleaf Pinon trees only have one needle coming out of each borne area. Pinon Pines and Lodgepole pine have two little needles per “hole”. I can tell the difference between these two trees because Lodgepole are really tall and skinny. I know what a Ponderosa Pine looks like. I didn’t know that they typically have three needles per hole. I never thought about the fact that Ponderosa Pines didn’t have branches down low. Fact is, they sorta “self prune” themselves. This is a good thing because without those branches low to the ground, they are not as easy to catch fire in a forest fire event. I am still not so sure about Limber Pine. They have five needles per hole. I know what a Juniper Tree is….sorta. I know the berries are used for making gin. MMMMMmmmmmmmm!!! Lol
I know a Cedar tree has that gorgeous “shredded” bark. Is a Cedar tree a Juniper?
This class just goes so fast, I don’t have time to reflect on what I’ve learned! I haven’t even looked through the MOUNTAIN of material I have received. I wish we had less time in class and some lab time or homework time to write in our journals to reflect what we have learned….what we are still not sure of…..and how we will connect further learning!
TOOOOO MUCH information without time to reflect and absorb it!
The “Ahhhh-Haaaa” moment! I know why we have a “TREE COOKIE” in our materials! Dendro means tree. Chrono means time and ology means study. We had a Dendrochronologist teach us about tree rings and how we use them to date many things in nature!
June 9,2009
I am starting to form some ideas about how I will use this information with my ELL students.
June 10, 2009
I now know HOW I will format this information. I am going to use a version of the SCIENCE JOURNAL!!!
I will have kids set up the front with the Table of Content. I will have them label the back with one letter per page on the last 26 pages. This will be their glossary. They can input all the vocabulary we use while reading the story in the ELL curriculum, My Side of the Mountain.
June 11, 2009
Mesa Verde was REALLY interesting. I am so glad the speaker talked about the fire in BATTLEMENT MESA. My former husband was a fire fighter on that fire. He SAW the Slurry Bomber crash into the mountain. He was head of his crew and had a radio. He said the radio went crazy when the plane crashed and the wind/fire shifted. Several young guys were caught and killed in that fire and the pilot died in the crash! They thought it was his crew. He got his crew to safety. The scar is still on the mountain where the plane crashed and the boys were killed. Tragic!
June 12,2009
It was fun to go to see how a prescriptive burn can really be effective. I am exhausted! I have some great ideas on how I will use this class info.! I want my students AND my grandkids to get in touch with nature.
In conclusion, when I walked into this class, I had no idea how interesting this class would be. I know I will use this information in my class AND WITH MY GRAND KIDS so they can learn the importance of nature.
There are several impressions I have with regard to this class and how I will utilize the information. First, I just picked up all the materials for the class. Will I ever be able to use all of it? What the heck is this piece of wood? Next, I looked at the posters. I think some of the posters will be wonderful for my classroom. The reason I am taking this class is to see if I can incorporate some of the ELL curriculum I use into getting ELL kids background knowledge of our forests and parks. Last, I already feel overwhelmed and inept at taking on this course! Most of the teachers here are Science teachers. They actually use this information in their curriculum.
June 8, 2009
WOW!!! I am REALLY overwhelmed with all the information. I really had no idea about all the agencies and departments involved in forests….and fires…and parks!!! There is so much vocabulary I DO NOT know regarding this topic. I am trying to use my journal in the Cornell Note writing technique. It is good practice for me. I guess of all the things I heard today, is the health of our forests. For example, there are more than one type of beetles killing our forests. A few examples are the Mountain beetle and the West Pine Beetle. I was shocked to know that sometimes, different beetles will attack the same tree!
I am learning how to identify a tree! I got this really cool brochure that will help me identify different types of Conifer trees! For example: Sinlgeleaf Pinon trees only have one needle coming out of each borne area. Pinon Pines and Lodgepole pine have two little needles per “hole”. I can tell the difference between these two trees because Lodgepole are really tall and skinny. I know what a Ponderosa Pine looks like. I didn’t know that they typically have three needles per hole. I never thought about the fact that Ponderosa Pines didn’t have branches down low. Fact is, they sorta “self prune” themselves. This is a good thing because without those branches low to the ground, they are not as easy to catch fire in a forest fire event. I am still not so sure about Limber Pine. They have five needles per hole. I know what a Juniper Tree is….sorta. I know the berries are used for making gin. MMMMMmmmmmmmm!!! Lol
I know a Cedar tree has that gorgeous “shredded” bark. Is a Cedar tree a Juniper?
This class just goes so fast, I don’t have time to reflect on what I’ve learned! I haven’t even looked through the MOUNTAIN of material I have received. I wish we had less time in class and some lab time or homework time to write in our journals to reflect what we have learned….what we are still not sure of…..and how we will connect further learning!
TOOOOO MUCH information without time to reflect and absorb it!
The “Ahhhh-Haaaa” moment! I know why we have a “TREE COOKIE” in our materials! Dendro means tree. Chrono means time and ology means study. We had a Dendrochronologist teach us about tree rings and how we use them to date many things in nature!
June 9,2009
I am starting to form some ideas about how I will use this information with my ELL students.
June 10, 2009
I now know HOW I will format this information. I am going to use a version of the SCIENCE JOURNAL!!!
I will have kids set up the front with the Table of Content. I will have them label the back with one letter per page on the last 26 pages. This will be their glossary. They can input all the vocabulary we use while reading the story in the ELL curriculum, My Side of the Mountain.
June 11, 2009
Mesa Verde was REALLY interesting. I am so glad the speaker talked about the fire in BATTLEMENT MESA. My former husband was a fire fighter on that fire. He SAW the Slurry Bomber crash into the mountain. He was head of his crew and had a radio. He said the radio went crazy when the plane crashed and the wind/fire shifted. Several young guys were caught and killed in that fire and the pilot died in the crash! They thought it was his crew. He got his crew to safety. The scar is still on the mountain where the plane crashed and the boys were killed. Tragic!
June 12,2009
It was fun to go to see how a prescriptive burn can really be effective. I am exhausted! I have some great ideas on how I will use this class info.! I want my students AND my grandkids to get in touch with nature.
In conclusion, when I walked into this class, I had no idea how interesting this class would be. I know I will use this information in my class AND WITH MY GRAND KIDS so they can learn the importance of nature.
This was a fantastic course. What a great opportunity to spend a full week in Durango and really get out in the field for some hands on education. The accommodations at the college were great even if the food was something to be desired. The price was also right at just $50 for the whole week. Thank you for a great experience. The following reflection will cover some of the highlights from the course for me.
First off I really enjoyed the guest speakers who came into present information from all angles of forest management and the impacts of fire on the health of forests. They all really knew their stuff and together painted a very intricate picture of the surrounding forest ecology and the role that fire plays. It was amazing to see how many different agencies are involved in managing our public lands. It was also very clear that there is a huge conflict building in the west between public and private interests as more and more people move into the wildland urban interface.
Secondly I thought the best parts of the class were the field experiences. It was amazing to really see the size and scope of the Missionary Ridge fire and to connect many of the topics that had been discussed in the classroom the day before. It was really interesting to see all the work that John had done to mitigate the post fire impacts just above Lemon reservoir. This also really brought home the connection between water quality and forest health. It was interesting to see the succession process taking place 7 years after the fact and to think about all the ongoing management that must continue, like weed control and erosion issues. I thought the trip to Mesa Verde was also very interesting. I don’t think that I realized how many fires had impacted the park in the last 10 years. It was interesting to see the problems and issues that the land management teams in the park had to deal with and how different they were compared to the Forest Service or the BLM. To me these were the most useful parts of the class.
Finally I think the resources that were provided to us will be extremely useful in the classroom next year. The projects and activities in the Project Learning Tree book will be a great help in putting together field activities for my students. I will be attempting to do some Dendrochronolgy with samples taken from the field. I will also be doing some tree identification as well a few activities involving the pine beetle, which is a huge issue in Summit County. I’m sure there are many other useful tools that were provided to us that I have not had time to really explore. It is nice to have more activities and resources than I know what to do with.
Once again I think that this class was extremely valuable. The topic of fire and public land management is a very important one for people who live in the west to understand. I think the view of fire and the role it plays in nature are changing and it is important that the next generation truly understand all different aspects of this complicated issue. Hopefully I can take some of this new knowledge and pass in on to my class.
First off I really enjoyed the guest speakers who came into present information from all angles of forest management and the impacts of fire on the health of forests. They all really knew their stuff and together painted a very intricate picture of the surrounding forest ecology and the role that fire plays. It was amazing to see how many different agencies are involved in managing our public lands. It was also very clear that there is a huge conflict building in the west between public and private interests as more and more people move into the wildland urban interface.
Secondly I thought the best parts of the class were the field experiences. It was amazing to really see the size and scope of the Missionary Ridge fire and to connect many of the topics that had been discussed in the classroom the day before. It was really interesting to see all the work that John had done to mitigate the post fire impacts just above Lemon reservoir. This also really brought home the connection between water quality and forest health. It was interesting to see the succession process taking place 7 years after the fact and to think about all the ongoing management that must continue, like weed control and erosion issues. I thought the trip to Mesa Verde was also very interesting. I don’t think that I realized how many fires had impacted the park in the last 10 years. It was interesting to see the problems and issues that the land management teams in the park had to deal with and how different they were compared to the Forest Service or the BLM. To me these were the most useful parts of the class.
Finally I think the resources that were provided to us will be extremely useful in the classroom next year. The projects and activities in the Project Learning Tree book will be a great help in putting together field activities for my students. I will be attempting to do some Dendrochronolgy with samples taken from the field. I will also be doing some tree identification as well a few activities involving the pine beetle, which is a huge issue in Summit County. I’m sure there are many other useful tools that were provided to us that I have not had time to really explore. It is nice to have more activities and resources than I know what to do with.
Once again I think that this class was extremely valuable. The topic of fire and public land management is a very important one for people who live in the west to understand. I think the view of fire and the role it plays in nature are changing and it is important that the next generation truly understand all different aspects of this complicated issue. Hopefully I can take some of this new knowledge and pass in on to my class.
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