Instruction in arts, science, technology, engineering, and mathematics that connects the nature experiences, or environmental stewardship. Nature Walks in the community fostered stewardship of the environment through the use of technology (cell phones) to access the 311 Los Angeles City app. Participants were instructed on the use of the 311 app on their cellphones and then proceeded to use it to create service requests along the route to pick up bulky items from the sidewalks. Art activities within the learning garden have also been key in connecting our experiences within our urban setting to more local nature. These activities include painting, drawing, solar prints, and clay crafts. 

Foster stewardship of the environment using curriculum pursuant to Public Resources Code, Division 34, Part 4: Statewide Environmental Education (Sections 71300-71305). The Learning Garden activities focused on engaging children and their caregivers in curriculum-based activities to learn about environmental stewardship, links between public health and the environment, gardening activities to promote nutrition, and introducing environment-based science education. 

Curriculum that is aligned to the content standards for California public schools adopted by the State Board of Education, including, but not limited to, the Next Generation Science standards, or the California History-Social Science Standards. Nature Area Trips to Kenneth Hahn State Recreation Area and Malibu Creek State Park featured direct instructional content that is aligned with the Next Generation Science Standards, including science principles such as geology, wildlife, and park ecology. 

During trips and learning garden activities, participants have used compasses to understand natural magnetic fields, used of binoculars to identify native plants, and engaged in nature journaling to document findings and understand the role of observation in the scientific process.

Stewardship activity of school habitat at two elemenaries. Activities focused on age-appropriate education tied to the NGSS. Stewardship activities highlighted environmental principles and concepts tied to environmental justice, environmental sustainability, pollution prevention, public health & the environment, and resource conservation, waste reduction and recycling. Methods used to measure objectives: # of participants who engaged in community walk and stewardship activity. Verbal feedback regarding increased feelings of connection to nature through art instruction. Staff observation of participant enjoyment during stewardship activities and visual assessment of habitat before & after activity. Implemented curriculum that is aligned to the content standards for CA public schools, including, but not limited to, the Next Generation Science standards. Methods used to measure objectives: # of activities aligned with NGSS and with the CA Desired Results Developmental Profile (DRDPs).

Partnership: Nature Nexus Institute's Internship Program Accomplishments: 

Along with a Lead Program Instructor from Wildwoods, NNI interns co-facilitated Nature Walks for community members. 

NNI interns led Wildwoods' community members on a field trip through a trip to the Baldwin Hills Scenic Overlook / Kenneth Hahn Park. 

NNI Interns supported activities led by Wildwoods staff on the Nature Area Trips to Malibu Creek State Park.

We initiated our partnership with two local elementaries, engaging them in three activities each. These activities included both community-based programs and trips to natural areas. Our ongoing partnership with Nature Nexus Institute (NNI) resulted in impactful stewardship activities on two school campuses and guided visits through Kenneth Hahn Park and Malibu Creek State Park. Additionally, we provided training for NNI's youth internship program, supporting the development of the next generation of environmental leaders. We continued our strong relationship with All for Kids, offering classes for their preschool students and integrating environmental education into their early learning curriculum.

Successful methods: Including community members in the planning process. Partnering with an organization with expertise in a specific program component. Being flexible with the time we facilitate engagements with youth and community members. Unforeseen challenges: Increased cost of transportation. Changes in leadership with expected collaborators

Inviting community members to take leadership positions for activities in the community has resulted in increased engagement and the development of new skills & relationships that benefit individuals & the community. Prioritizing the voices of participants when adapting or introducing new activities has resulted in programs that are more relevant, engaging, & impactful, as well as fostering a deeper sense of inclusion & community ownership. Working with trusted local vendors has strengthened community partnerships, and ensured culturally relevant and high-quality services. A drop-in model for activities is best for our community members. A cohort model is impactful and works best when a set of activities is spread over a longer period of time (for example, 1 activity/month). When partnering with schools, attending in-person events (back to school, conferences, etc) to conduct outreach increases participation. This is most important when participants are not from specific classes/clubs.