Micro-Teaching: Social Media Smarts

Karlie and I had the opportunity to micro teach at Bald Eagle High School. I taught his leadership class, which consisted of 8 students. We covered the importance of using social media appropriately.

The first day, I started with two very impactful short videos. The videos showed how social media can be seen by EVERYONE! I think it really shocked the students.

For the bulk of class, I presented a PowerPoint and had class discussions on various points around social media safety.

On day 2, I had student's compete in a goose chase! Goose chase has missions that are worth various points. The team to collect the most points, or all the points first wins! They had to make "fake" posts on social media around certain topics. Topics included highlighting there program, promoting a fundraiser, and taking fun but appropriate selfies! The kids loved the interactive activity and it really got them thinking about how we need to think before posting things.

On the third day, students completed a quiz. The quiz included various definitions from the PowerPoint as well as picking out inappropriate and appropriate posts. The kids overall did very well!

The biggest take away from micro teaching. 43 minutes goes by really fast. Haha So be diligent and purposeful!

Lighting up Lab with Bio-fuels using Inquiry

It was time to put our knowledge of Inquiry Based Instruction to the test! We were challenged with creating an Inquiry lesson and had to use the supplies from a Lab Aids Kit. We didn't have to use the kit as prescribed if we chose not too. I chose the Bio-fuels kit, and used an adaption of a prescribed lab. 

To create my lesson, I began by adapting a resource given to us by Krista Pontius and Mark Anderson. I adapted a lab handout to match what I wanted to accomplish in my lab. After that, it all just kinda fell together. See the link below to see the Lesson Plan and Lab Handout!

Biofuels Combustion By-Products Lab

It was time to put my lab to the test! Due to a time limit for my actual presentation, we front loaded reading the background and writing a hypotheses. We then began the lab with there procedure puzzle, which they had to organize in the correct order. I did this because of the nature of the lab. It still allowed for student choice, but made sure that certain safety and chemical precautions were taken. Once all student's completed there puzzles, which I admit took longer then I expected, they were released to collect their materials and begin their lab. The students seemed thoroughly interested in the lab, in fact, when my time was up, they requested extra time to complete it! This is the point of Inquiry!!! Student driven learning!!! 

This lab was such a great experience! I learned so much about Inquiry and really enjoyed writing this plan. It also served as a great confidence booster as I have been deemed the "Rock Star of IBI" by my fellow cohort member's. I feel honored to have been able to assist my cohort member's on their understanding of IBI and helping advance us along our #PSUAGED18 journey. 

Making Student FBI's with IBI (Inquiry Based Instruction)

This week, we are taking the plunge into Inquiry Based Instruction. IBI is unique in the fact that it takes the spotlight off the teacher. Student's are truly in charge of there learning. In this method, student's are taught to think critically to solve there problems instead of depending on the teacher to spoon feed them the information. This is accomplished when using these 5 steps.

The first step is questioning. Inquisition in stating a “what if ” or “I wonder” question to be investigated. An example from our reading states, "Students in an introductory agricultural education course notice that one of the two plants the class planted on the same day and placed in different parts of the classroom is bigger than the other. This observation may cause the students to ask, “What is making Plant A grow faster than Plant B?”"

The next step is to design your plan of action. This means to be brainstorming possible procedures and identifying an “I think” statement to test. An example would be: "Students know plants need water to grow. They know the plants receive the same amount of water because they are responsible for watering the plants and give the same amount of water to each plant. Since the students know the water is the same for each plant, they decide there must be another explanation for the difference in plant growth. The students research plant growth and find light and temperature are also important factors. The students decide to monitor the light in each location to see if a light difference exists."

The third step is to experiment. This is the hands-on portion of the method. For example: " Every hour, the students check each plant and mark if the plant is in the sun or not."

Summation is the next step. This involves collecting evidence and drawing conclusions. For example: "At the conclusion of the experiment, the students find Plant A receives four hours more sunlight than Plant B. They can conclude light affected the different growth rates of the two plants."

Finally the last step is exhibition. Sharing your findings with others around you helps others learn. For example: "Since the students did such a good job finding the answer to their question, the teacher asks them to share their work with the plant science class. The students explain each aspect of their experiment process and discuss the findings and conclusions."

Overall, I personally see the benefit of teaching SOME lessons in this manner. I however do not believe in the teaching purely IBI. It is important to teach critical thinking and for students to understand that life isn't spoon fed to you. However, some things just have to be taught by the teacher. We are teachers for a reason.



Sources:

https://edis.ifas.ufl.edu/pdffiles/WC/WC07500.pdf

https://edis.ifas.ufl.edu/pdffiles/WC/WC07600.pdf

Surprise! The 24 hour lesson plan!

Surprise! Write a lesson plan using this random set of standards and you've got 24 hours... GO! 

This lab was aimed to make us think that sometimes you don't have lot's of time to plan a lesson. As teachers, we have to be aware that sometimes it's pertinent to write a new lesson plan for the next day. We have the responsibility to act on teachable moments due to current events or other outside sources. 

I was lucky enough to get a set of animal science standards, so it aligned with my strengths. Unfortunately though, it was a set of animal nutrition standards...eww. So what does a pre-service teacher do in a crunch? I wrote a lecture lesson plan defining the different factors in animal nutrition. 

PSYCH!

I wrote up a pretty cool lab lesson. I designed a lesson on how to make TMR (Total Mixed Ration). I bought snack like foods and made up 3 ration problems for the students. The first ration problem I talked through and showed students how to complete the problem. The second ration problem the students and I worked through together. The last problem was theirs to complete and then physically make the TMR from the snack food. The students were each provided with there own scales and the appropriate means to collect and store there ration parts. 

Over all, I think the lab was a success. My student's (aka peers) really seemed to enjoy the lab. As always though, there is something to learn. If I would of had more time, I could of more properly prepared. I had to estimate the weights of an individual snack item and then estimate the total amounts to make sure there would be enough for all the students. Food items either weighed more or less then what I estimated. This either resulted in excess or running out. This can easily be fixed, but was a key learning point for this lab. 

Differentiation Station: Meeting Needs of Many

We will encounter many different types of students in our classrooms. Each student will come in with their preferred learning style. We as teachers, will probably teach in our most comfortable teaching method, which probably caters to how we used to learn to learn best. It is key to remember that not all students are like us and we need to teach to ALL our students. We do this in many fashions. One way we handle this is through Differentiated Instruction.

Differentiated Instruction focuses on students' readiness, interests, and learning preferences to be the most effective. These 3 key factors allows teachers and students to build on prior knowledge and find what works best for all. It is important to find out the base knowledge of your students right away to best meet their needs, and then continue to follow up to provide the most secure scaffolding for them. We as teacher's use this information to vary our classroom environment, instruction, and assessments to provide a well-rounded "knowledge tower." It's also important to realize that learning preferences are influenced by gender, culture, the classroom environment, learning styles, and multiple intelligence's. By being attentive teacher's, we can be aware of these differences and cater to them the best we can. 

Lots of research as been done on this subject. A wide variety of research studies point to Differentiated Instruction as a manageable, creative, practical and proactive response to the quest for enhanced student engagement and achievement in the face of significant student diversity. I was so intrigued by this chart that provides support for this teaching strategy. 

So how can I apply this in a classroom you ask. My first example: Students can participate in a class brainstorm of the possible factors that affect soil composition and fertility. Students individually select the factor that most interests them and then design and conduct an investigation to examine their chosen factor. Another example: Class brainstorms of what characteristic you look for in a sound breeding bull. Students individually compare two bulls from a catalog and prepare a presentation of which bull would better suite a herd.

Sources:
http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf

Problem Solving Lab

In this week's lab, we took on the problem solving approach. This could be accomplished in 4 different manners. The forked road method requires students to make a choice between two options. The second method is providing multiple choices for students. The next method is situation improvement, which basically you provide a scenario and say: "How do we make this better?" The last method is called effect-cause. In this method, something has been effected and you want the students to figure out what happened and why. 

In my lab, I attempted to take on 3 of the 4 methods. I initially proposed a situation improvement problem involving PPE. "My friend Pete works in a greenhouse, and was told to spread a chemical in the greenhouse. My friend doesn't know what to wear, can you guys help him?" I then provided a dichotomous type worksheet that had guided questions. The questions were either forked road or multiple choice. I also required the students to write "Why" paragraphs for each choice they made. I wanted students to tell why they chose a certain answer over another. Some questions had multiple correct answers. So I wanted them to defend their choices. An additional element was that when students picked a choice that was incorrect, it asked them to please raise their hand so we could have a short chat. During the chat, I ask them why they chose that choice. Then I play devil's advocate and try to show them why the answer might be wrong. Once they recognize it is incorrect, they make another choice and move on through the dichotomous. 

Overall, I think the lab went well. I did learn some things that were flawed with my dichotomous. I had this set up as an individual student assignment, but I think it might work better as a whole class. This is easily something I could set up with Kahoot or Socrative. I would still have them write a individualized "Why" paragraph for each choice.  But as a class, we would discuss each question. Using Kahoot or Socrative also makes it fun and interactive for the students. It also removes the "worksheet" portion, which sometimes doesn't go over well. This was a good learning experience for this lesson, and I will certainly adapt it in the future.  

Here is a portion of the dichotomous so you can see exactly how it was laid out.

Fall Leadership Conference... Peeling Some Corn

It's that time of year where officer teams start to really grind there gears and put there skills to work! But not before they get a little boost from the PA State Officer Team and the PSU Ag Ed 18 cohort, who got some assistance from the PSU Ag Ed 17 cohort!

For an hour and 45 minutes, Karlie and I, along with our 2017 Shadow Teacher Amanda, ran the Secretaries workshop! We"husked" our way through our objectives, covering many of the responsibilities of the secretary. We covered opening ceremonies, writing minutes, and thank you cards just to name a few. 

After equipping our secretaries with the power of Scribes, we reconvened with different members to allow them to work with there fellow chapter members. The 3 of us ran a short workshop where we discussed how to handle team dynamics such as "Forming", "Storming", "Norming", and "Performing". Our teams are now prepared to "weather" there storms!

Overall, the day was a success. The officer teams are ready and abled to conquer any future tasks they are presented. I felt I personally flourished among the student's. I didn't feel nervous among the student's as I feel among my fellow peers in our mock labs.It helped affirm my belief in myself that I can be an Ag Teacher! And how excited I am to be!

Inquiry Based Learning in Agricultural Education

In Ag Education, we constantly claim to teach to the "real-world" problems. So wouldn't it make sense to teach with inquiry based learning. We should be teaching with hands on and problem based as much as possible! I guarantee you that student's in 90% of there other classes get just lectured too. Student's are on lecture overload! And let's be real, student's expect it of us to teach them outside the classroom. IT IS AGRICULTURE ANYWAY RIGHT!?!

Besides the basis of the name, wouldn't it make sense to practice what you teach. If you teach about soil texture, shouldn't you let students touch some soil. If you teach about how to do plant propagation, shouldn't you let student's try!

Once student's know how something works, doesn't it make sense to make student's apply it. In real life, you are presented with problems, not solutions. Life is a problem! Teach kids to solve it!

Teacher Bucket List: Write First Unit Plan

Writing Unit Plans and Lesson Plans seems to come easy to me. I enjoy figuring out how to best inform my student's, and to make things as fun, interesting, and as interactive as possible! I look forward to being physically in my classroom and interacting with my students!

Let me give you a brief overview of my unit. This unit is my first unit for my Agriscience Applications class. This class serves as a introduction class to the agriculture curriculum. This unit covers Interviewing and Ag Sales. It is only 4 days. The first day I cover how to write a resume and cover letter. The second day I will cover interviewing skills and mannerisms. The third day I will review some basic economic principles. The last day I am most excited for! The last day will truly put the students to the test as they will compete in a Shark Tank to sell their products. 

I did some minor revisions to the wording of my objectives to make better use of some actions words. I also added some minor details as far as number of students in the class and age group of learners. Overall, the review of my unit plan went very well and I was quite pleased with it. 

Destroying Creativity: Taking the Prescribed Path

This week we had a wide variety of readings. One article really stuck out to me. This article discussed how some companies are providing a 20% time for "non-commissioned work." Allowing for workers' to pursue something from their own creative minds. This freedom allowed Google employees' to inspire more than 50% of their products. That means that in a one week-span, that one day was more productive then the other 4 or 5 days with prescribed work. 

This is also applicable to children in school. Student's take less interest in there prescribed classes, than in those that they choose as electives. A lot of times, those electives utilize concepts from our prescribed classes. But student's enjoy them because they pertain towards there interests. 

But even in a more extreme sense, what if in our classes, we gave 1 day for students to choose there own learning. Student's could seek out there own knowledge on whatever topic they choose. Student's could design there own project around there research. This freedom would help students in so many ways. It would help them discover there future endeavors and career choices.  It could help the student's become more productive during that prescribed work time. 

Student's and even adults today are used to having to jump through prescribed hoops and follow exact directions or regulations. What happened to all our creative and self-directed minds. Even those that claim to be self-directed truly are not. We follow a sense of: "what can I do better" instead of: "what happens if I do this".

Check out the original article.

http://www.huffingtonpost.com/katherine-von-jan/unstructured-classroom_b_1024404.html

Interest Approach Lab

This past week's lab I was quite excited for! It was working on our interest approach. Interest approaches are so important, because that's how we get our kids into the class! For this lab, I used the second lesson from my Agriscience Applications class that I will be teaching in Spring. This class is similar to an Intro class, so it covers a little bit of everything. The first unit I will be teaching is an Employment Skills and Ag Sales Unit. The second lesson covers elevator speeches and interview skills. 

I chose to use a section of video for my interest approach. The video showcases a series of people in the first 30 seconds of there interview. The people exhibit different interviewing qualities of both appropriate and inappropriate things. I had the students write the qualities they saw and whether they were good or bad. I then had the students choose from the series of people of who they thought would be the best hire. 

The overall review of my interest approach was quite successful. The students really seemed to grasp the task well and understand it's purpose! I also was greatly complimented on my compassion and care of my students. I appreciated this compliment very much, as part of my philosophy as a teacher is to be a great mentor and guide to my student's. Student's have enough bosses in there lives and certainly have plenty of friends. I strive to be an example and role model to my student's. 

Say No to Lecturing, Unless When Necessary

This week, two of our readings discussed why working in groups is important. I feel that working in groups is important. I believe in inquiry based learning, but let's be honest, sometimes we just gotta lecture.

I think lecturing is important and key when you just have to get a basic foundation across to your students. In this manner, you know all your students are prepared for the more inquiry based, hands on activities that are to follow. One of the worst things I feel you can do to a student is make them feel lost and have them feel like quitting. It is crucial to inspire desire, momentum, and success in your students. If the one way you can assure you will have that basic foundation is to lecture, then by all means, do. It'll save yourself and your students a headache later.

One of the things I love most about agriculture education is the fact that I have so many hands-on real life opportunities at my fingertips, so beyond that basic foundation, I don't need to lecture. I can teach students with live animals, getting there hands in the dirt with plants, or maybe even getting some dirty oil on there hands. You can't exactly feed, plant, or change the oil of a math equation. I love being able to bring some true life skills into my classroom. If by chance it can't come in, they you bet were gonna go out and find it.

After all, we are:

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Groseta, K.J. & Myers, B.E. (2006). Using cooperative learning in formal and nonformal education. Retrieved from https://edis.ifas.ufl.edu/pdffiles/WC/WC06200.pdf (Links to an external site.)Links to an external site.

Lab 1: First Day of School

It's the first day of school! Brings both excitement and dread! Excited to be back with our students, but also gotta renorm with all our students. How do we as teachers, expedite this process. I think it is most important to establish yourself as a teacher, but also don't come off like a dictator. But as always, it's important to remember to not be a friend. Students crave mentors and leadership. They can find friends other places. There's a difference between having authority and respect, and demanding authority with no respect. One picture that I always loved was this one. It shows the many hats a teacher can wear.

Along with that, I believe in the power of humor and fun. We just learned W.H. Lancelot's principles and one of them states about the power of humor. I think it is important to play some sort of game or fun activity with your students every chance possible! Especially on the first day! On the first day you want to get the students engaged with you, so I think it's important to do something fun before you jump right into rules and expectations. That's what they've heard all day, they won't truly listen to you if you just follow the pattern.

Your fist day establishes you for the rest of the year. It is one of the most important days to get right!

The Why of Lesson Planning

This week's reading stressed even more the reason why. Why we do the things we do. Why do we write lesson plans. Why are we teaching what we are teaching. I never really thought about how does this relate specifically to your community. I thought about it in the broad sense, sure. Agriculture is important and effects every part of our lives. But why specifically does Johnny care to learn about agriculture. Why is learning about milk production important to Johnny. Understanding community need is important.

It is important to be relevant. The biggest comebacks of students is: "When will I use this in the future." (Which I may be one of the guilty parties.) It's important to explain to them why they are learning a particular topic. Milk production is relevant because the student needs to understand where milk comes from. Something that would be irrelevant to a student here in the US would be something like koala reproduction, as koala's don't live here in the US. You wouldn't teach in-depth forestry if you didn't really live in a forested area. Relevance and community based need are important when designing our lesson plans.

Lesson Plan Design... Backwards?

Something that really stuck out to me this week was the way one of our articles in particular says is the best way to design a lesson. In my mind, and how I've written the few lesson plans in my past, was to start from the beginning and write it from start to finish. In a sort of chronological order kind of way.This idea is flawed. It describes writing a plan in a backwards kind of manner. It suggests identifying your ideal results first. Makes sense, that is the point of teaching. Next it suggests how you will assess your students in achieving those results. It's important to figure out how you want to "test" them. Lastly, it suggests actually writing out the activities and instructions. In this manner, you can be certain your lecture and activities will lead to your desired goal.

Tractors, Furs, and.... go carts? And that's just the start!

The 3 circle model is the basis of every Ag program. It was time to tackle the SAE portion! I took a trip up to Erie to visit 3 delightful students. Each with their own unique interests!

Elliot with one of his calves.

First, we drove out to the home of a student by the name of Elliott. Elliott is in the 10th grade. He has quite a variety of SAE's of his own, but I'll just cover a few. One of his favorite SAE's is working on his derby or show tractors. He blew out a piston on his latest derby tractor and is currently in the process of fixing it. He also has several SAE's based on a nearby farm. He helps work the dairy herd. In turn, he gets to keep calves and young heifers there for his SAE's. He also helps with the hay harvest during the harvest season.

Elliott showing us his thrown piston.

Next we visited another 10th grader named Keaton. Keaton has two main SAE's. He works for a local dairy farmer known well as Beef. He helps milk, feed, and maintain equipment around the farm. Keaton also has a unique SAE: he is an avid trapper! He keeps a well kept Furbearer record book. He traps a wide variety of small game, allowing him to trap during many times of the year. He traps raccoons, skunks, possums, coyotes, foxes, beavers, minks, and weasels.

Keaton explaining his trapping to us.

The last student we visited was another 10th grade student by the name of Kelsey. She has two main SAE's. She works for another local dairy farm. She helps milk and help with various farm chores. Her other SAE really makes her stand out from the crowd. She races go-carts! I unfortunately couldn't get any pictures as the carts are kept at her grandparents' a distance from Albion.

Kelsey showing us her cow pals!

Cooperating Center Video!!

Check out my cooperating center!!!

What makes a good class according to students?

We constantly hear what makes a good classroom according to other professionals and standards. But what do students feel? There are in fact the one's we are teaching?! I was pleased to find an article by DePaul University, where they researched into what students thought made a good class. Now you would think students would like classes that are easy A's, which can be true, but most students also like actually learning something. According to students, a class that is an "easy A" is quite different from a class that "is interesting".

One thing students say affected their ability to learn was the motivation of the teacher. If the teacher seems discouraged or unmotivated to teach or even be there, why should they feel motivated to learn? If a teacher just sits behind a desk, reading a power point, the students feel cheated. They want their teachers engaged and interacting with them. 

This leads to my second point. Students want to build a professional relationship with there teachers. Students desire the same respect from us that we expect of them. It's important to remember though to always be a mentor, not a friend. Another thing students appreciate is open-mindedness. We are supposed to "know it all", but that doesn't give us a right to judge students opinions. Students want to feel heard, and not be criticized for there opinions. Students also don't want to feel pressured by your opinions. 

Students want freedom as well as structure. They want to feel challenged, but not confined to a strict protocol. Some of the student's claimed that they learned the most when given some freedom to be creative. They also want to know that what there learning means something. Why? That's something I get challenged with everyday. 

There are many more reasons, but these I feel are some of the most crucial. It's important to always remember that not only to you have to do right by your profession, but also by your students.

DePaul Study
Hamer, Lawrence. “What Makes a ‘Good’ Class?” DePaul University Distinctions, DePaul University, 15 Aug. 2011, resources.depaul.edu/distinctions/words-and-deeds/Pages/a-good-class.aspx.

Natue-Deficit Disorder: 21st Century Problems

How lucky are we?! We are considered the pinnacle of society. But are we? We rank in the middle of the pack when it comes to English, Math, and Science. According to a review in 2003 by the Organization of Economic Corporation and Development, Finland beat us and 30 other countries.There students don't enter any formal schooling till the age of 7! US students have already been in school for 2 or 3 years! Finland offers no gifted programs and spends less per student on education. Finnish educators are given wide girth on how to teach the required national curricula, and the best part, Finnish educators believe in the power of play!

Another problem with the United States, we as a people, are greedy! You constantly hear no matter where you go about lawsuits and liability. We are a sue happy society! Some people are looking to get money any way they can. So people are constantly worried about liability. People close off there properties from children with no trespassing signs so parents cant sue if something happens to there child in the owners woods. Even places such as state parks and other recreational places are having to limit play due to possible lawsuits! 

This book connected with me on many levels. As an outdoors enthusiast and aspiring teacher, I want all my students and future children to be in tune with nature to the best they can be! Some of my fondest memories occurred in the woods, and I want to continue to provide that opportunity. 

Nature-Deficit Disorder: More free time? Say's who?

How do we spend this supposed free time? We aren't hunting or gathering like our caveman ancestors or even taking adventures in the woods or playing pick up games like our grandparents. Instead, we're forcing our kids into organized sports or other extra curricular activities. I'm not saying these are bad, some kids quite enjoy them and truly benefit from them. But the kid has to WANT to do them. Sometimes parent's force their children into a sports team or into playing a music instrument, believing it will boost their child's overall intelligence or give them a heads up on others. If the child wishes to participate in these activities, then they will truly pursue and excel at them. Otherwise it will just seem like work to the child, and won't really benefit. 

Another point I want to make is time spent with family. Families don't take vacations anymore. Even cheap day trips. When families take vacations, it is seen as a luxury. This bonding time is crucial and provides so many opportunities for children. Now again, I'm not talking about 5 star hotel condo on the beach vacation. I'm talking visiting state parks or visiting family in other places. People don't know there extended family any more. We know some sure, but not like people used too. I know some of my cousins and aunts and uncles, but that's all, and some of them I still haven't seen in years. People don't do family reunions anymore. My family finally started going after not going for many many years. Out of the 30 some people that were there, i might of know 5 outside my own family. Now it's got better since my family has started going annually. My mom knew everyone though. She'd be like this is your Great Aunt Sue, her son is Jake, who married Pauly, and that's there kids Sam and Lena. I needed like a family tree and flash cards. Haha. Sorry, I just want on a tangent, but anyway, point made. We don't travel. We're stuck in this endless rut of work/school, organized activities, dinner, sleep, repeat. 

My family reunion 2015
(We're so photogenic aren't we!)

The last point I want to make, which is kind of separate from the rest, but non the less I felt needed addressed. People today are sometimes CRAZY! Stranger danger is a real thing! But people shouldn't live in fear. Parents shouldn't teach there children to fear everyone. Instead, teach them to follow there gut instinct when dealing with people. Teach them people they can talk to if they need help. Cops aren't people to fear! Teacher's deserve your respect. Librarians aren't stuck up old ladies. Teach your children to find good people if they need help. If they feel like someone is after them, tell them to find someone they feel they can trust. When I worked at Walmart, I dealt with 2 lost children. Once I was approached by a young boy toddler who had lost his mom. After calming him down and getting a smile and a chuckle, I took him by the hand and asked him his mommy's name and where he last saw mommy. Luckily, mom was only two isles down and all was well. This child knew he was in trouble and sought out help. Another time, I heard the crying of another young boy. I found him cowering in fear of anyone who came near. He kept saying "You aren't mommy". Poor guy was terrified. I eventually gained his trust and all was well. But he'd of rather cower in fear and risk being alone then seek out help. Please please please! Don't teach your children to fear! That does way more harm then good. 

Making A Splash with Albion FFA

I joined Mr. Honeycutt and his students for my first Western Pennsylvania Leadership

Conference. I had never been to this conference as I was from the Eastern Region. This conference took us to Presque Isle National Park, which in my few visits, I have come to love. The park is absolutely beautiful and has a beach and bay side of the Lake Erie. 

The students spent the morning and afternoon with the newly elected State Officer team. The students got to learn from DCNR representatives about aquatic species, invasive species, and the history of Presque isle. After these workshops, the State officers divided them into groups to do leadership activities. After a delicious dinner, students got to play and bond for 3 hours at Splash Lagoon. They had a blast (and so did I)!

After a good night's rest, we traveled to the Tom Ridge Environmental Center. There the kid's participated in a tour of the center. We got to see there aquaponics lab and collection of freeze dried animals! Pretty neat!! We also did some service learning at the center. We removed some of the invasive species from there green parking lot. The student's dug right in and did a fantastic job.           

For the last leg of our adventure, we traveled to the Brig Niagara and Erie Maritime Museum. The museum celebrates our US victory of the War of 1812, fought right there on Erie's shores and seas. Unfortunately, the Niagara was out to sea during our visit, but we learned a lot about it's vast heritage and battles. 

Alas, it was time for us all to head home. For some sooner then other's (Erie's a 6 hour drive for me, haha). 

Nature-Deficit Disorder: Why do you need nature?

The fond memories of childhood. Whether it's climbing tree's or running through the farmer's field's, it probably involves being outside. Now look at your children, will they share similar memories?

I feel like my generation is one of the last to view the outdoors as a sense of freedom and escape. Today's kids show no affection or desire towards nature. Things such as tree houses now seem like ancient ruins. Kid's understanding of nature is manicured beaches and managed parks. No one takes random adventures through the forest anymore.

Natural play has been criminalized. Stick forts and tree houses are seen as fire hazards. Housing districts prohibit basketball hoops and skate ramps as they "ruin" the neighborhood. Instead of teaching children how to respect nature and use it wisely, we put up no trespassing signs and close them out. This doesn't create compassion, it creates disconnection.

Scientists are linking the increase in obesity and increase of children with mental conditions to the lack of nature. In today's society, we live sedentary lives. No need to hunt or fish or gather vegetables anymore. We live in a society of convenience. Children are suffering from OCD and anxiety in triple the numbers they were years ago. Drugs for depression were never meant for kids, but are now are all too common.

And to think.... this could all be solved by nature.

Who am I? And what do emu's have to do with it!?!

Hello! My name is Katie Smith! Welcome to my blog!

I am from a small town outside of Harrisburg, PA. I am the oldest of 4 children...and the only girl...lucky me. Haha! Ben (photo 2nd left), the oldest boy, is a recent college grad of UNOH with a degree in Diesel Tech. Noah (photo 3rd left), middle child, is the star athlete and pretty boy of the family, where he got it from, still a mystery. Steven (photo last), the youngest, is an aspiring farmer and mechanic.

I grew up having many different kinds of animals (even took care of a millipede for a while). We live on what I call a hobby farm, lovingly called Little Bit Farm. What we haven't had on the farm I found other ways to interact with them, such as working on a dairy farm. I was an active FFA member all 4 years at Northern Lebanon High School. I served 2 years as a officer and 3 years on the leadership team. Outside of FFA and my ag classes, I was a Girl Scout and earned my Gold award. The Gold Award is the equivalent of earning the rank of Eagle Scout. My brother's and I all earned our highest honers, as seen in the above picture. I also was a member of the Spanish club in high school, was almost looking to double major with it. The club gave me an opportunity to travel to Costa Rica for 9 days! I learned a ton and look forward to a return adventure!

So your probably still wondering.... What the heck do emu's have to do with it?!? To start, for those of you that aren't familiar, an emu is a like a big prehistoric looking chicken, similar to the ostrich, only second in size. Anyway, my high school, up until a few years ago, raised emu's. My preschool at the time was housed in the high school. One day, my preschool class took a "field trip" out to the pole barn where the emu's were. I was fascinated! From that day forward, I couldn't wait to reach the high school and work with the emu's. So that's what emu's have to do with it!

Hope you enjoy my blogs to come! I hope you enjoy my occasional sarcasm and attempt at humor!