Introduction (Adapted From Canopy Connections 2012 and 2014)

Introduction (Adapted From Canopy Connections 2012 and 2014)
Overview:
This lesson is the short introduction to the Canopy Connections Quest that students will
experience upon arrival to HJ Andrews Experimental Forest. By bringing the whole group
together for introductions, general instructions and format of the day, a short game to increase
their energy, and behavioral guidelines for the forest, students will be better prepared for their
day mentally and physically.
Materials Needed:
24-30 hard hats (6-8 in four different colors, one for each student and instructor
per group) labeled with names and split into groups.
Masking tape and sharpie markers
Journals (made for students)
Four pieces of large laminated paper labeled A B C and D, respectively
Materials for game.
Activity Description:
Before participants arrive facilitators must set up journals and hard hats (arranged into
groups/circles and color coordinated), prepare their own materials for the rest of the day.
Arrival Prep:
Facilitator 1: Will greet the bus at the road to direct to the parking lot. Will also be the facilitator
who speaks to the students while they are still on the bus.
Hey everyone! Welcome to the H.J. Andrews Experimental Forest. Are you all excited for
today? Great! Were excited too! Make sure to bring your backpacks with you, leave
anything (like phones) on the bus because we dont get service up here and we wouldnt
want your phone to get damaged while were out in the woods! If you have to use the
bathroom, find facilitator 3 who is wearing a (xx) colored hard hat and he/she will
accompany you. When you get off the bus, if you do not need to use the bathroom, please
walk on over to the grassy field where facilitator 4 will be standing and wearing a (xx)
colored hard hat and he/she will tell you what to do from there. Chaperones, please find
facilitator 2 who is wearing a (xx) colored hard hat for further instruction. Alright, are you all
ready to have some fun today? Great!
Facilitator 2: Will speak to the chaperones to ensure students have the fullest opportunity to
answer questions and engage, thus setting the tone for the role of the chaperones throughout
the day.
We are really grateful to have a little extra help on the trail! To best aid our needs,
chaperones should be instructed to:
Join a different group than the one with his or her child. (this
should be assigned if you know which is their child)
Stay on the trail and generally model good behavior (no picking
flowers or other plants, not being distracting, etc.). This is an experimental forest
and you never know what you could be disturbing!
Walk at the end of our group to keep everyone together especially

on the single-file sections of the trail, and to keep an eye of the students in the
back.
Keep questions and discussion open for the students; this is their
opportunity to learn. Further, some of our questions are used for evaluation so
giving away the answer can hinder our evaluation of the curriculum
Listen for our direction. We will need different things from the
chaperones at each station (such as waiting at a certain place on the trail) so
they should keep an ear open for how to help.
Know that they may or may not be able to climb with PTCI. If there
are enough ropes and there are no students needing a chaperone on the ground,
they may have the opportunity to climb with the team after signing a waiver.
Offer their knowledge! If chaperones feel they have something
particularly relevant and informative to offer to the group, have them talk with
their group leaders about when is appropriate to share.
Facilitator 3: Will accompany students to restrooms.
Facilitator 4: Will stand in gathering area (grass field or pavilion if very rainy) with hard hats
organized by group and begin facilitating arrival activities.
Step 1: Arrival (15 minutes)

One handed tag awareness game: (If students arrive early and/or if students are not using the
bathroom). Facilitator 4 will gather students and explain the rules: (3 mins)
Tell the students that we will be playing one handed tag.
Ask students to stay on the grassy area while playing
To play this game students place one hand behind their back, with an open palm.
To tag another player, students use their free hand to tag the open hand behind
another players back.
If a students hand is tagged, they stop, kneel down, and raise their hand.
A player comes back in the game when another player that is still alive slaps
their hand.
If time permits, game can be debriefed, leading into our discussion of awareness and
observation. Students must be aware of others and of their own hand behind them. This game
practices observation because you must be aware of other students around you, both to tag
their hands and also to prevent your hand from being tagged.
Running to the Answer: (5-8 minutes)
Once students are gathered one facilitator will introduce this activity.
Facilitator will read a question and give multiple choice answers
Students have 15 seconds to run to the letter representing the correct answer
One facilitator will record the number of students at each answer
The first facilitator will reveal the correct answer and repeat.
Need to brainstorm questions that are meaningful to our project (aligned with our
theme and learning outcomes) especially if we are using this as evaluation. Timeframe
will be determined in part by the questions we will ask.
Running to the Answer Questions:

1. Does anyone know the Oregon State Tree?
a. Western Hemlock
b. Douglas Fir (Answer)
c. Western Red Cedar
d. Ponderosa Pine
2. Which of the following is not a key element of a map?
a. Title
b. North Arrow
c. Rivers (Answer)
d. Scale
3. Which of the following are not indicators of an old growth forest?
a. Woody Debris
b. Standing Dead Trees (Snags)
c. Layers
d. Healthy animal populations (Answer)
4. Which of the following people used or writing to influence the scientific community on
critical environmental issues?
a. Rachel Carson (Answer)
b. J. K. Rowling
c. Kate Brown
d. Barack Obama
Step 2: Introduce the Day (8-10 mins)

Bring students back together and circle up (spread facilitators within the circle to
not have an overbearing presence).
Facilitators then introduce themselves:
Name
Fun fact (could be a condensed story of the day e.g. the
coolest/weirdest/best nature moment)
Can mention specific part of your major(s) you are excited about
(we dont want to bore them by all saying we are ESCI/ENVS
Facilitator 1 will introduce HJ Andrews with the following:
Does anyone know what were doing today? hear some guesses then add in how its exciting
to do these activities but its important to understand that we wouldnt be doing them without this
forest. We can tell them that this place is called HJ Andrews Experimental Forest is a 16,000acre ecological research site (thats over 25 square miles!)... home to iconic Pacific Northwest
old-growth forests of Cedar and Hemlock, and moss-draped ancient Douglas Firs (Oregons
state tree); steep terrain; and fast, cold-running streams. (HJ Andrews Website)
1. Facilitator 2 will explain the theme Students as Scientists

2. Facilitator 3 will explain the concept of each station, as well as the rotation
procedure, and timing
3. Facilitator 4 will ask students to review ground rules we discussed in the pre-trip
so we can carry them into the forest. We want to remain positive and recognize this as
an opportunity to set the tone for the day.
4. If students miss any then we can thank them for the ones they have contributed
and say that we have a few we would like to add for the time at HJA
Respect themselves, others, and the environment
here this means staying on the path and not picking
up organisms to respect the work of other scientists and the organisms
that live here
it also means listening to each other
5. Facilitator 2 will direct students to find their helmet, grab a journal and go to the
facilitator wearing the same color helmet as theirs.
Step 4: In our own groups (5-7 mins)
In the small group, ask students the following:
What is your name? What are you most excited for today?
The facilitators will cover their groups specific agenda for the day.
Each facilitator will once again briefly explain the purpose of HJ Andrews
Experimental Forest and the research that is occurring here.
Then the facilitator will open up the environment for discussion by asking the
questions below. We want to encourage discussion and remember that science is only
one way of knowing.
What is science?
What do scientists do?
Why does it matter to us?
Step 5: Disperse!
End of Day Wrap up and Goodbye
Wrap: ( ~ 15 mins)
Materials Needed:
Four pieces of large laminated paper labeled A B C and D, respectively for
game (Same papers used for introduction)
Student Journals
Step 1: (5-8mins)
Have instructors find a spot to sit with their groups of students in the grassy field near HJA
headquarters and take out their journals to briefly reflect on the day.
Students sit down and write in journals:
What did you do?
What did skills you learn?
How can you use these skills in the future ?
What was your favorite lesson of the day? Why?

Step 2:(5-8 minutes)
Gather everyone into a large circle in the grassy field. Play Running to Answers game again to
assess post-trip knowledge!
Running to the Answer: Once students are gathered one facilitator will introduce this activity.
Facilitator will read a question and give multiple choice answers
Students have 15 seconds to run to the letter representing the correct answer
One facilitator will record the number of students at each answer
The first facilitator will reveal the correct answer and repeat.
One facilitator debriefs game and explains its relevance to the days lessons.
Step 3: (5 mins)
Encourage students to share their stories of the day with each other on the bus ride home.
Thank the students for coming out, say goodbye!

Introduction (Adapted From Canopy Connections 2012 and 2014)

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Introduction (Adapted From Canopy Connections 2012 and 2014)

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Introduction (Adapted From Canopy Connections 2012 and 2014)

Walk at the end of our group to keep everyone together especially

Step 1: Arrival (15 minutes)

Running to the Answer Questions:

Step 2: Introduce the Day (8-10 mins)

1. Facilitator 2 will explain the theme Students as Scientists

End of Day Wrap up and Goodbye

What did you do?

What did skills you learn?

How can you use these skills in the future ?

What was your favorite lesson of the day? Why?

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