NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
In this diversified driving tour, you will travel to Portland and surrounding suburban areas to discover a variety of forested parks, gorgeous gardens, wetlands sites, and geologic sites, where you will learn about trees, plants, birds, ecosystems, and natural formations. Most importantly, you will learn how to bring this information to your students across the curriculum, both in the classroom and on field trips.
$25 payable to instructor for a course field guide after registration.
The Co-Instructor for this course is Jake Gordon, M.S. Ed.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
A comprehensive Course Workbook that includes the required reading, field journal, and Driving Tour instructions. The Workbook is available from the instructor after registration.
None. All reading is online.
$25 for a Course Workbook and field guide, payable to instructor after registration.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: BEFORE YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #1’.
Assignment #2: BEFORE YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Natural Areas #2’.
Assignment #3: BEFORE YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #3’.
Assignment #4: AS YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Natural Areas #4’.
Assignment #5: AS YOU TRAVEL
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #5’.
Assignment #6: AFTER YOU TRAVEL
Send to instructor: email@example.com. Subject line to read ‘Natural Areas #6’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7: Create and teach lessons
NOTE ABOUT LESSONS:
In creating new lessons or adapting existing ones, raw from your completed Field Journal and any other information gathered on your site visits. The lessons may include student work and can focus on local history, geology, native plants and trees, gardens, water systems, habitats, writing, art, local neighborhood study of these concepts, or any other portion of the curriculum that would be appropriate. State the topic, age level, learner outcomes, procedure, disciplines to be integrated and assessment techniques to be used.
Use this option if you do not have a classroom available.
Assignment #8: Field trip
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #9’.
Assignment #9: Colleague feedback
Send to instructor: email@example.com. Subject line to read ‘Natural Areas #10’.
Assignment #10: (500 Level ONLY)
Write 1-2 pages comparing and contrasting the sites you visited in this course with your community. Discuss how these ideas can be implemented close to your school.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #10-A’.
Prepare a photo-journal/display of the sites visited in this course for use within your teaching setting.
Discuss size of photo-journal/display with the instructor for pre-approval before beginning.
Discuss how you will use the project in a statement that contains:
Send to instructor: email@example.com. Subject line to read ‘Natural Areas #10-B’.
Another assignment of your own design with prior approval of the instructor.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Natural Areas #11-C’.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Peter Chausse, B.S. is a former elementary school teacher, who has specialized in teaching his students about trees, plants, urban parks and natural areas.
Before beginning his teaching career, Peter earned a degree in Forestry from the University of Maine. His training included coursework in Dendrology (tree identification), Forest Management and wood product usage.
In the early 1980’s, Peter worked for the U.S. Forest Service in the state of Washington, where he focused on tree identification and scientific observations. Since 1994, Peter has taught a course through The Heritage Institute titled, ‘Studying Portland’s Trees’ During the course, participants learn how to recognize several dozen tree species as they explore Portland’s parks and historic neighborhoods on foot. Ideas for the integration of tree study with math, art, science, literature, writing and social studies activities are presented and discussed.
Peter has had a lifelong love of trees, and is eager to help you acquire more tree knowledge. He is also dedicated to helping you bring this information to your students in fun and meaningful ways.
Jake Gordon, M.S. Ed., graduated from Western Oregon University. He became a teacher due to his desire to share the world with his students and give them the skills needed to explore and understand the world around them.
In 2017 Jake took an academic sabbatical to pursue his graduate studies. He moved to Germany and completed a year of graduate studies at the world-renowned American Studies Leipzig Institute at the University Leipzig. With an expanded worldview and knowledge base, Jake returned to Oregon, where he earned an M.S. in Social Studies Education from Western Oregon University in June 2019.
He currently teaches social studies and geography at Adam Stephens Middle School in Salem, Oregon. In addition to teaching, Jake is an elected member of the Center for Geography Education in Oregon.
PORTLAND’S NATURAL AREAS
Bishop, Ellen Morris, Hiking Oregon’s Geology 2004.The Mountaineers Books. Seattle, WA.
Foster, Laura O., Portland Hill Walks. 2005. Timber Press. Portland, OR.
Foster, Laura O. & Metro., Walk There! 50 Treks in and around Portland & Vancouver, WA. 2008. Published by Metro. Portland, OR.
Houck, Michael C. & M.J. Cody., Wild in the City. 2002. Oregon Historical Society Press.
Pojar, Jim & Andy Mackinnon. Plants of the Pacific Northwest Coast. 1994. Lone Pine Publishing. Vancouver, British Columbia, Canada.
Redleaf, Rhoda. Open the Door: Let’s Explore More. 1996 Redleaf Press. St. Paul. Minnesota.
Reynolds. Phyllis C. & Elizabeth Dimon. Trees of Greater Portland. 1993. Timber Press, Portland, OR.
Tekiela, Birds of Oregon. 2001. Adventure Publications. Cambridge, Minnesota.