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CW Stanford Eco-Classroom -Educational Opportunities <br />Introduction <br />From the inception of a simple outdoor classroom to the concept of a campus wide eco- <br />ciassroom, educational opportunities have been the driving force pushing this project. <br />Obviously, the 6th through 8~' grade science curriculums can use the eco-classroom to <br />teach principles directly correlated to the required curriculum. <br />Likewise, the high school science classes can also use the eco-classroom to meet their <br />required curriculum goals. This is especially the case for the high school environmental <br />science curriculum. <br />Basically students will learn about something in the classroom and then walk outside for <br />a truly "hands-on" learning experience that will no doubt stick with them. More <br />importantly, a student entering 6~` grade will have this "hands-on" learning opportunity <br />each year through both middle school and high school. Without realizing it students will <br />develop "ownership" of this area, tracking it each step of the way. <br />However; science is not the only educational opportunity the eco-classroom will present. <br />In addition to the obvious science opportunities, other educational opportunities include: <br />• Math classes can analyze and track baseline and future data <br />• Chemistry classes can learn techniques to monitor and analyze water quality <br />• Art classes can utilize scenic portions for nature sketching or painting <br />• Language Arts classes can utilize quiet areas for reading or writing <br />• High school vocational classes such as drafting and woodworking can design <br />projects within the eco-classroom and then actually build them. <br />• High school landscaping classes can be an integral part of planting and <br />maintaining rain garden and bioretention areas. <br />There is also a community education component to the eco-classroom. Local <br />government agencies directly involved with water quality and stormwater programs are <br />required to conduct education/outreach. Partnering with the eco-classroom to achieve <br />these requirements make good sense. <br />Civic groups like Boy Scouts and Girls Scouts have community service requirements, <br />including building projects that benefit the environment and/or the community. Groups <br />like the Eno River Association also conduct education and outreach. The PTSA would <br />also have a vested interest in the eco-classroom. High school students are required to <br />conduct a graduation project. How fitting would it be for a student that started at Stanford <br />to complete a project in conjunction with the eco-classroom? Lastly, let's remember that <br />there are documented physical and mental health benefits from spending time outdoors. <br />Fortunately, there is no need to wait for grant funding to start using this area as an eco- <br />classroom. Teachers can have students begin working on various things now that will <br />provide baseline information. <br /> <br />Page 1 of 4 <br />