Detailed Schedule
DAY 1
Morning:
The students will hike the chaparral with a list of the invasive species in the area and a GPS. Using GPS units, the students will look for invasive plants. When they find some, the students will record the invasive plant locations and other descriptions. From this data, the students will create a map displaying the locations and the extent of the target plant species.
Afternoon:
Using the maps, the students will break up into teams (each team focusing on specific invasive species) and will start to manually pull the plants out of the ground, mow them back or collect seed heads so they can’t reproduce. The class will visit a seed company to talk about how the company’s practices can encourage the spread of invasive weeds, and contribute to the elimination of native plant communities. Together they will try to form a solution that stops this spread.
Night:
Each team will create a pamphlet about the invasive species and what households, who live near the chaparral, can do to stop the spread of the invasive species. They will also make t-shirts with cool designs that revolve around stopping invasive species. Each team will go door to door, informing the households about what actions they can take to prevent invasive species. While going door to door, they will sell their shirts and all proceeds will go to an organization called "Weed Warriors". Weed Warriors is a program that works with cities and communities to reduce the negative impact of invasive, noxious weeds. The team that makes the most money will be interviewed by the local news about what they have been doing to stop invasive species.
The students will hike the chaparral with a list of the invasive species in the area and a GPS. Using GPS units, the students will look for invasive plants. When they find some, the students will record the invasive plant locations and other descriptions. From this data, the students will create a map displaying the locations and the extent of the target plant species.
Afternoon:
Using the maps, the students will break up into teams (each team focusing on specific invasive species) and will start to manually pull the plants out of the ground, mow them back or collect seed heads so they can’t reproduce. The class will visit a seed company to talk about how the company’s practices can encourage the spread of invasive weeds, and contribute to the elimination of native plant communities. Together they will try to form a solution that stops this spread.
Night:
Each team will create a pamphlet about the invasive species and what households, who live near the chaparral, can do to stop the spread of the invasive species. They will also make t-shirts with cool designs that revolve around stopping invasive species. Each team will go door to door, informing the households about what actions they can take to prevent invasive species. While going door to door, they will sell their shirts and all proceeds will go to an organization called "Weed Warriors". Weed Warriors is a program that works with cities and communities to reduce the negative impact of invasive, noxious weeds. The team that makes the most money will be interviewed by the local news about what they have been doing to stop invasive species.
DAY 2
Morning:
The students will design and build go-carts (to show how humans can stop air pollution by not burning fossil fuels when driving). The students will ride their go-carts for half a mile and calculate how much fossil fuels they prevented from going into the atmosphere. The class will then get a brief lesson on ways to decrease household air pollution (turning the lights off, using fluorescent light bulbs, fan instead of air conditioning, etc…). The class will go door to door educating the people living near the chaparral about limiting air pollution.
Afternoon:
The class will measure air pollution using a simple collection device. They will need a pump to pump the air into the collector. The collector could be a filter or a chemical solution that will contain the pollutant. Once this is collected, they have to seal it and then take it for laboratory testing. Different tests can be conducted to find out what are the contaminants and their percentages. The class will visit a nearby factory and talk to the factory owners about how to prevent pollution or control it (Pollution prevention means changing the factory’s operations so that it creates little or none of a particular pollutant and pollution control is when equipment is installed, usually “end of pipe”, to capture pollutants before they are released into the air).
Night:
The students will plant Blue Oaks, a native species in the chaparral and will learn about how planting trees helps to reduce air pollution, while also contributing to the amount of native species in the chaparral.
The students will design and build go-carts (to show how humans can stop air pollution by not burning fossil fuels when driving). The students will ride their go-carts for half a mile and calculate how much fossil fuels they prevented from going into the atmosphere. The class will then get a brief lesson on ways to decrease household air pollution (turning the lights off, using fluorescent light bulbs, fan instead of air conditioning, etc…). The class will go door to door educating the people living near the chaparral about limiting air pollution.
Afternoon:
The class will measure air pollution using a simple collection device. They will need a pump to pump the air into the collector. The collector could be a filter or a chemical solution that will contain the pollutant. Once this is collected, they have to seal it and then take it for laboratory testing. Different tests can be conducted to find out what are the contaminants and their percentages. The class will visit a nearby factory and talk to the factory owners about how to prevent pollution or control it (Pollution prevention means changing the factory’s operations so that it creates little or none of a particular pollutant and pollution control is when equipment is installed, usually “end of pipe”, to capture pollutants before they are released into the air).
Night:
The students will plant Blue Oaks, a native species in the chaparral and will learn about how planting trees helps to reduce air pollution, while also contributing to the amount of native species in the chaparral.
DAY 3
Morning:
The students will take a trip to Los Angeles and look at all the buildings in the city. The students will take note of the atmosphere, and the quality of air. The students will then fill out a sheet of the characteristics of the city, and take pictures of any visible examples of air pollution. An example of this could be smoke coming from a bus and being released into the air. Next, the students will take the pictures and create a brochure to educate the community on air pollution, and its effects on wildlife. The brochure will also include ways to help reduce this pollution, and conserve the chaparral. These will be distributed all across the homes near the northern California Chaparral.
Afternoon:
The students will observe more air pollution in Los Angeles and will be asked where they think all of this pollution travels to. Then they will take out their cameras and look at the pictures of pollution. An air pollution expert will explain to them that the pollution in their pictures ends up in this air. The expert will then ask what they would think if the air quality in the chaparral ended up like the air quality in Los Angeles. They will then be given a lesson on how the air pollution is harming many of the species native to this chaparral. With their new knowledge, the students will hold a charity bike ride to spread awareness about reducing air pollution and raise funds, which will go to protecting native species.
Night:
They students will look at the beautiful array of stars in the chaparral. This will reveal the true beauty of the chaparral. They then will get into groups and brainstorm ways to preserve this area and try to think of ways to minimize the pollution in L.A., which would later spread to the chaparral (An idea could be increasing the size of pedestrian sidewalk to promote walking rather than driving).
The students will take a trip to Los Angeles and look at all the buildings in the city. The students will take note of the atmosphere, and the quality of air. The students will then fill out a sheet of the characteristics of the city, and take pictures of any visible examples of air pollution. An example of this could be smoke coming from a bus and being released into the air. Next, the students will take the pictures and create a brochure to educate the community on air pollution, and its effects on wildlife. The brochure will also include ways to help reduce this pollution, and conserve the chaparral. These will be distributed all across the homes near the northern California Chaparral.
Afternoon:
The students will observe more air pollution in Los Angeles and will be asked where they think all of this pollution travels to. Then they will take out their cameras and look at the pictures of pollution. An air pollution expert will explain to them that the pollution in their pictures ends up in this air. The expert will then ask what they would think if the air quality in the chaparral ended up like the air quality in Los Angeles. They will then be given a lesson on how the air pollution is harming many of the species native to this chaparral. With their new knowledge, the students will hold a charity bike ride to spread awareness about reducing air pollution and raise funds, which will go to protecting native species.
Night:
They students will look at the beautiful array of stars in the chaparral. This will reveal the true beauty of the chaparral. They then will get into groups and brainstorm ways to preserve this area and try to think of ways to minimize the pollution in L.A., which would later spread to the chaparral (An idea could be increasing the size of pedestrian sidewalk to promote walking rather than driving).
DAY 4
Morning:
Students will go on a short hike in the chaparral. As they walk, each student will pick up one leaf off the ground that they find interesting. Once back at base camp, the students will leaf press many different leaves with different colors of paint. The students will find this interesting because they can play with paint and get it all over their hands. After the prints are made, the students will look at their prints. They will then learn that due to invasive species, that could be a print of the last tree of a given species. By looking at the lines of the leaf, they will learn the uniqueness of each plant, and none are the same. This gives the students a sense of how each species is unique in its own way.
Afternoon:
Students will weed out the grass in the Chaparral. It would be a competition as to which group could collect the most grass. To ensure that this grass does not grow back, the only way the points are counted is if the entire root is attached to the grass. The kids could choose their own groups, so therefore they could be with their friends. This would help them stay motivated, because they would be competing with their friends to be the best. In addition, it ensures that the kids are having a good time, as they can chat as they weed.
Night:
Students will participate in a play. It will be about how boy’s cousins come to visit. At first its fun, but over time the boy gets bored. He is no longer willing to let the cousins stay in his room, but they won’t leave. The next day, the cousins start unpacking their clothes into his room and throw out all of the boy’s belongings. As the weeks pass, they eventually take control of more and more of his life. The cousin takes all of the boy’s friends, takes his spot on sports teams, and sooner or later there’s nothing left for the boy. In addition to being a fun play (finding humor in playing the part of the crazy cousins) this teaches the kids the significance of invasive species. This is a fun yet educational way to end the day.
Students will go on a short hike in the chaparral. As they walk, each student will pick up one leaf off the ground that they find interesting. Once back at base camp, the students will leaf press many different leaves with different colors of paint. The students will find this interesting because they can play with paint and get it all over their hands. After the prints are made, the students will look at their prints. They will then learn that due to invasive species, that could be a print of the last tree of a given species. By looking at the lines of the leaf, they will learn the uniqueness of each plant, and none are the same. This gives the students a sense of how each species is unique in its own way.
Afternoon:
Students will weed out the grass in the Chaparral. It would be a competition as to which group could collect the most grass. To ensure that this grass does not grow back, the only way the points are counted is if the entire root is attached to the grass. The kids could choose their own groups, so therefore they could be with their friends. This would help them stay motivated, because they would be competing with their friends to be the best. In addition, it ensures that the kids are having a good time, as they can chat as they weed.
Night:
Students will participate in a play. It will be about how boy’s cousins come to visit. At first its fun, but over time the boy gets bored. He is no longer willing to let the cousins stay in his room, but they won’t leave. The next day, the cousins start unpacking their clothes into his room and throw out all of the boy’s belongings. As the weeks pass, they eventually take control of more and more of his life. The cousin takes all of the boy’s friends, takes his spot on sports teams, and sooner or later there’s nothing left for the boy. In addition to being a fun play (finding humor in playing the part of the crazy cousins) this teaches the kids the significance of invasive species. This is a fun yet educational way to end the day.
DAY 5
Morning:
Students will start the day off easy by taking a hike up one of the smaller Chaparral mountains that has been damaged by a recent wildfire. Students will observe the area by examining the ground for skeletons of vegetation and animals as well as measure the area to determine how much of the chaparral has been damaged.
Afternoon:
Students will have a picnic overlooking the mountains in the Chaparral. Afterwards they will take a van to a lab where they will set up a mini forest using dead California sagebrush. After all safety precautions have been fulfilled, one student will light one of the sagebrushes on fire and watch the fire spread to the other sagebrushes.
Night:
Students will go to a banquet honoring firefighters that risked their lives in putting out wildfires in the chaparral. During the banquet, firefighters will speak to the students about their experiences during extinguishing the fire. After the speeches, students will learn about fire safety and how to prevent fires from exercises directed by the firemen. They will also have an opportunity to learn the routines of firefighters during a fire and participate in similar drills.
Students will start the day off easy by taking a hike up one of the smaller Chaparral mountains that has been damaged by a recent wildfire. Students will observe the area by examining the ground for skeletons of vegetation and animals as well as measure the area to determine how much of the chaparral has been damaged.
Afternoon:
Students will have a picnic overlooking the mountains in the Chaparral. Afterwards they will take a van to a lab where they will set up a mini forest using dead California sagebrush. After all safety precautions have been fulfilled, one student will light one of the sagebrushes on fire and watch the fire spread to the other sagebrushes.
Night:
Students will go to a banquet honoring firefighters that risked their lives in putting out wildfires in the chaparral. During the banquet, firefighters will speak to the students about their experiences during extinguishing the fire. After the speeches, students will learn about fire safety and how to prevent fires from exercises directed by the firemen. They will also have an opportunity to learn the routines of firefighters during a fire and participate in similar drills.
DAY 6
Morning:
Students will visit a California dairy farm where they will learn the harmful effects of overgrazing on the chaparral. Students will ask the farmers about their tactics to reduce overgrazing in their farms. They will travel to a tree garden where they will learn about the harmful effects of deforestation and they will also pick up California sagebrush and aster seeds
Afternoon:
Students will travel to an area that has been affected by a recent wildfire. The students will plant the California sagebrush and aster seeds as well as clean up the area. In order to keep the plants safe, the students will build a fence around the seeds so no animals cannot eat them. After the plants grow, which will be after this trip, a environmentalist will remove the fence so the plants can reproduce and grow freely.
Night:
Students will spend the night putting on a puppet show for local elementary schools using the Chaparral ecosystem
Students will visit a California dairy farm where they will learn the harmful effects of overgrazing on the chaparral. Students will ask the farmers about their tactics to reduce overgrazing in their farms. They will travel to a tree garden where they will learn about the harmful effects of deforestation and they will also pick up California sagebrush and aster seeds
Afternoon:
Students will travel to an area that has been affected by a recent wildfire. The students will plant the California sagebrush and aster seeds as well as clean up the area. In order to keep the plants safe, the students will build a fence around the seeds so no animals cannot eat them. After the plants grow, which will be after this trip, a environmentalist will remove the fence so the plants can reproduce and grow freely.
Night:
Students will spend the night putting on a puppet show for local elementary schools using the Chaparral ecosystem
DAY 7
Morning:
Students will attend a 30 minute seminar in regards to the exotic plants in chaparral, such as the bromus rubens and avena fatua. This seminar will include demonstrations on how to locate these exotic species and how to remove them without disturbing the soil. The students will then be driven to the chaparral itself to take a look around.
Afternoon:
Students will then go on a 3-hour hike throughout the chaparral in order to explore the biome and its surroundings. During the hike, students will be sure to keep an eye out for any exotic plants that they had discussed earlier and use their new-found techniques to remove them form the area. Said plants will will properly disposed of by the students.
Night:
Students will spend the next couple hours enjoying the chaparral after dark and will be given the opportunity to observe many nocturnal creatures that roam at these hours.
Students will attend a 30 minute seminar in regards to the exotic plants in chaparral, such as the bromus rubens and avena fatua. This seminar will include demonstrations on how to locate these exotic species and how to remove them without disturbing the soil. The students will then be driven to the chaparral itself to take a look around.
Afternoon:
Students will then go on a 3-hour hike throughout the chaparral in order to explore the biome and its surroundings. During the hike, students will be sure to keep an eye out for any exotic plants that they had discussed earlier and use their new-found techniques to remove them form the area. Said plants will will properly disposed of by the students.
Night:
Students will spend the next couple hours enjoying the chaparral after dark and will be given the opportunity to observe many nocturnal creatures that roam at these hours.
DAY 8
Morning:
Students will attend a brief introduction to the positive effects of fires on the chaparral and how many organisms require it to flourish. They will be educated as to why it is necessary to let these natural fires spread, as long as it does not spread to civilization. There will be representatives that will speak for many organizations that promote these fires. They will also be informed that the contributions of fire to the biome does not justify starting fires manually.
Afternoon:
Students will spread awareness on fires and how disrupting the natural fire regime is unhealthy for both the chaparral and the organisms that exist inside of it. They will either create and post flyers around the area or work with the local fire department in order to ensure that fires are allowed to spread at reasonable distances from cities and other man-made areas.
Night:
Students will celebrate both their adventures during this trip and their efforts to make the chaparral a better place with dinner in a restaurant overlooking the chaparral.
Students will attend a brief introduction to the positive effects of fires on the chaparral and how many organisms require it to flourish. They will be educated as to why it is necessary to let these natural fires spread, as long as it does not spread to civilization. There will be representatives that will speak for many organizations that promote these fires. They will also be informed that the contributions of fire to the biome does not justify starting fires manually.
Afternoon:
Students will spread awareness on fires and how disrupting the natural fire regime is unhealthy for both the chaparral and the organisms that exist inside of it. They will either create and post flyers around the area or work with the local fire department in order to ensure that fires are allowed to spread at reasonable distances from cities and other man-made areas.
Night:
Students will celebrate both their adventures during this trip and their efforts to make the chaparral a better place with dinner in a restaurant overlooking the chaparral.