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Environmental Education: HOMEWORK
Instructions:
This homework requires you to read the Coyote’s Guide and answer the questions presented below.
Submit your answers to Canvas by the due date.
READ Chapters 4 – 7 of Coyote’s Guide (pages 79 - 121) and answer the following questions:
1. As explained throughout chapter 4, what is Coyote’s trick (i.e., a wise environmental educator’s trick)
for getting children (of all ages) to embrace and practice the “core routines of nature connection?”
Coyote's trick for getting children to embrace and practice the “core routines of nature connection” is to
transport yourself back into the mindset of a child. By getting on their level you can better understand
how to reach children and get them to start incorporating core routines into their daily habits.
2. Complete the “what about you?” survey on page 82. Ponder your answers. What did you learn?
I realized just how much the older people around me influenced my wants and desires when it came to
activities. I swam because my older cousins and sister did and I thought they were really cool and
wanted to be like them. At that young age looking back on it now, so many of my decisions were
informed by what others around me were doing and it took me growing up to make choices for myself.
3. As a Coyote mentor (i.e., a wise environmental educator), what are some ways that you can use games
to encourage children of all ages to practice the core routines of nature connection?
Games in a way trick kids into practicing core routines. For example playing hide and seek with a group
of young children can get them to practice the sit spot routine without realizing it. Games make it seem
like fun, not something that has to be done and is a chore, or boring.
4. Page 91 describes role modeling. Identify and describe one thing that you can begin doing now to
become a better role model (i.e. Coyote mentor)?
One thing I can do to be a better role model is be more willing to push my own edges. I like to stay in my
comfort zone but I need to model the principles for those I am mentoring. I need to work on moving out
of my comfort zone, and speaking about it at the same time, to encourage those I mentor to push their
edges.
5. Chapter 5 describes three levels of questioning. Imagine you are walking with 6
th
graders in the woods
and come upon an area with lots of poison ivy. Develop a list below of level 1, 2 and 3 questions which
will help children recognize poison ivy, avoid poison ivy, appreciate poison ivy and
not
fear going into the
woods because of poison ivy.
a.
Level 1
What does poison ivy look like? What do you know about poison ivy?
b.
Level 2
Is this poison ivy? Are you confident that it isc? What are the key identifiers of poison ivy?
c.
Level 3
How can you use what you learned to avoid poison ivy? Can you think of ways poison ivy can
benefit the environment? What is in the forest besides poison ivy that you want to see?
6. Wow! Good environmental educators and their students ask lots of questions when in nature.
Questions need answers. What are some of the ways these questions can be answered? Or alternatively,
where are the places that answers are found?
Answers can be found on the internet, field guides, and from mentors. Mentors are often great sources
of information as they can look for cues of engagement with their students and subsequently take the
knowledge in a direction that intrigues the student.
7. What is the purpose of storytelling in environmental education?
Storytelling helps provide another outlet for inspiration. It is often stories of great heroes that inspires
greatness in those listing.
8. What are the three levels of storytelling?
One - telling stories about things that everyone can do, a confidence builder
two - telling stories about things on a students edge, raising the ceiling of what is possible
three - telling a story beyond the edge, often a legendary hero who can inspire to go beyond
9. Page 111 describes animal feats and traditional tales as great sources of stories. Think back through
your life, or search around online or at a library, and then identify 1 children’s book, published
native/folk tale, or poem which can be used to deepen people’s connection with nature. List the title and
author and then briefly identify a lesson or two which can be found within the book. EXAMPLE:
“Blueberries for Sal” by Robert McCloskey (This was my favorite book as a kid!). This book taught me that
nature provides food for people and animals, that people and animals can share that food, and that
people and animals can co-exist peacefully in nature. Check it out here:
https://www.youtube.com/watch?v=szqKbQkm6o8
).
a.
Author: Margret Wise Brown
b.
Title: Goodnight M
oon
c.
Potential lesson: To respect even the smallest creature in the forest like the mouse. Also to
respect the natural world like the moon, stars, and air. Saying goodnight is a sign of respect and
by saying goodnight to these elements of nature the book encourages young readers to respect
the natural world.
10. Chapter 7 is about music making. Read it carefully and consider how music can be used to impart
information, to initiate gatherings and transitions, and to inspire.
Thinking about inspiration, what is a song that you enjoy and listen to that can be used to deepen
people’s connection with nature?
a.
Artist: Creedence Clearwater Revival
b.
Title: Green River
c.
Please explain how this song can be used to deepen people’s connection with nature: The song
depicts a romanticized
version of spending time outdoors as a child. Encouraging people to go
outside and enjoy the natural world around them like a child playing in a creek.
OR
– write your own little song to a familiar tune as described on page 120. Write the lyrics below and
identify the tune.
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