BOOK A WILD VOICES FOR KIDS PROGRAM!
All programs are now available for booking at the subsidized rates listed.
Teachers who are current CBEEN members may access one complimentary program for their classroom in the school year. Teacher members can redeem their complimentary program with bussing reimbursement up to $250. Up to 200 complimentary programs are available annually to teachers across the Basin on a first-come, first-serve basis.
Landscape Ecology Through the Eyes of a Porcupine
|Bookable Type(s)||In Class (approx 1 hr) Outdoors (approx 1 hr)|
|Location||in-class or schoolyard|
|Contact This Presenteremail@example.com|
About the Program
Several options exist for this program:
- Readings from “The Porucpine Who Would” which often expands into shared story telling about animals and their behavior. It can also be used for writing/reading/art exercises. Depending on weather, this can easily be taken outside.
- Outdoor play to explore what landscape ecology is in the school yard. This has the possibilities of becoming a mapping exercise with awareness on the hazards of roads/trains for animal migrations along with some solutions; a plant identification session; or “what is a watershed?' and how stream/river riparian zones are key passage ways for life.
About the Community Educator
Claudette is a naturalist and writer who lives on old orchard above Kootenay Lake. She has written a children's story about porcupines, mountain caribou, and the need for connective safe corridors across our landscape for wildlife to thrive. This is a 'fractured' fable of a porcupine who needs to leave her remote valley to find a mate. Filled with accurate biology as well some mystical events on the way.
"I would have liked more information to be provided to the students, or more engaging activities for them to participate in, or more consolidation of what they did do once the time was wrapped up. I would have liked if some of the educator's book was read to the students. I didn't feel like my students came away with much new information, and that most of them have probably run around outside pretending to be birds/squirrels before, and that they weren't really aware of why we played that game (ie. what they were learning by doing so). I really liked and appreciated the educator, but feel there could have been more structure to the time we spent together. " - Sarah Keenan