outdoor curriculum

In the Snowy Mountains Forest, Taiwan

The teachers of CuXin school in Yilan, Taiwan have been interested to find a location for a week-long wilderness camp for the year 9 class. We wanted to design a camp where students will have to rely on good survival skills and self management. We also want them to be able to learn the lore of the forest, such as how to identify and use the plants, now to build shelters, how to track animals, and how to understand the processes at work in a forest ecosystem. We set off on a 3 day trek into the Snowy Mountain Range, guided by two hunters of the local aboriginal Taiha tribe. After about 7 hours walk we arrived at a very simple tarp shelter which was  to be our base for the three days. The shelter was very simple. It kept us dry during some big rain showers and from it we went on several walks to explore the forest. During our walks we learnt about useful trees and medicinal plants, animal behaviours, fishing and hunting methods, and about the history of the aboriginal tribes through the years of the Japanese occupation of Taiwan. The tribe used to be head hunters and we were given vivid descriptions of how the heads of the enemy dead were collected and displayed. Achung taught us to recognise several animal prints including wild pigs, goats, barking deer, a type of wild cat and the crab-eating mongoose. He was able to estimate the size and weight of each of the animals and give a precise day and time for when the prints were made. It was a unique experience to wander through the dense temperate forest, realising that there was so much going on if only you have the eyes and awareness to see it. Epiphytic ferns decorated many of the trees. These colourful fungi are some of the decomposers that form a vital role in the life cycle of the forest, turning dead material back into fertile soil. I made this video that gives some more impressions of our experience on this trip:

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Jinguashi – Gold and Copper mining in Taiwan

During my stay in Taiwan I have been invited by the teachers to visit several areas that they consider to have educational potential for school camps. Iron and Copper minerals have stained the famous “Golden Waterfall” The first area was on the NE coast around Keelung Mountain which is an old dacite volcano. This area is rich in minerals including copper and gold. Gold was first discovered here by some chinese workers who were washing their food bowls in a local stream. They happened to be experienced gold panners, having moved to Taiwan from California where they had been part of the famous 19th century gold rush some years earlier. Part of the Jinguashi Mine complex, now abandoned. We spent a couple of days exploring the area, including several the rock outcrops, a museum, and the Jinguashi mining buildings. Memorial, Jinguashi Mine There is a memorial at the site of the prison camp where prisoners of World War 2 were held by the Japanese and made to work in the gold mine in slave conditions. Gold miner at Jinguashi, Taiwan This local old timer has a huge collection of minerals and a practical knowledge of the geology of the area as well as methods for mining gold and other precious metals (see video below). Keelung Mountain We decided that the area had great potential for a camp for the year 11 students, with lots of opportunity to explore chemistry, mineralogy and mining methods along with the social, environmental, economic and historical aspects of how resources are used in an area.

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Power of the Planet Geocamp in Taranaki

Over the last two weeks, GNS Science, with support from the Todd Foundation, the Royal Society of New Zealand, and  Puke Ariki Museum in New Plymouth, has been running a hands on immersion geology course for teachers and years 7 to 9 students from 5 Taranaki schools. 24 students and about 10 teachers participated in this “Power of the Planet” Geocamp which culminated in a geoscience expo at Puke Ariki, that was created and run by the participants. Richard Levy (paleoclimate scientist) and Kyle Bland (petroleum geologist) helped lead the camp along with myself.  This  was the second such event that we have organised, following last years’ “Dinosaurs and Disasters” Geocamp in the Napier Aquarium. The basic approach is that we encourage the participants to make very careful observations of a variety of rock outcrops and landforms at different field sites. The video will give you an impression of the geological features that were researched by the participants: Following each field trip, and with a series of guided questions and the use of simple models, the participants had to debate and interpret their findings to come up with understandings of the geological processes at work. This process of developing confidence in observation and thinking takes time, which is the value of having such an in-depth full time two week course. In addition to the field trips, the participants also had the opportunity to visit local fossil collector Dave Allen, and to have a live video link with the ocean drilling ship Joides Resolution, presently working off the coast of Alaska. Day by day a framework of understanding is built up. The final community / public expo event then requires the participants to become the educators, further re-inforcing the level of understanding of the geological concepts. Through sharing the Geocamp experience with the participating students, the teachers are also able gain professional development in geoscience education with this inquiry learning approach. We hope that the ideas and  practices can be shared as the teachers return to their schools, to add longer term benefit. This video shows the active engagement of the participants with members of the public during the expo. Their brief was to challenge the visitors to observe and think, in the same way that they had been challenged during their own Geocamp experience. I would like to thank the teachers and students of Oakura School, Kaimata School, Eltham Primary, Makahu School and Sacred Heart Girls’  for their positive participation and response to the Geocamp.

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