Shomrei Adamah Curriculum
Guide
All
curriculum at the Teva Learning Center is taught through: (1)
hands-on exploration of the natural world, (2) study and discussion
of Jewish texts and practice as it relates to the natural world,
and (3) non-competitive group-building activities, projects and
games.
The Shomrei Adamah program, created
primarily for 6th graders, is the longest running Teva program.
The goal of the program, to instill a strong Jewish environmental
ethic, is the heart of Teva's purpose.
A. The Natural World
The following is an overview of the main ecology concepts that
students will be introduced to during their time at Teva. With
each ecology concept they will also learn the environmental problems
that are associated. In other words, as students learn the elements
of a healthy ecosystem, they also understand what can make an
unhealthy system.
Please note that the initial sentence(s) of each concept is a
summary in the manner in which students will be learning the concept.
For the teacher's reference we have the ecological and environmental
terminology listed as well.
- Energy Flow: Sunlight is the source
of energy for all life. It is absorbed by producers and transferred
in decreasing amounts to consumers and decomposers.
Main concepts: photosynthesis, food
chains, trophic levels, entropy, and vegetarianism.
- Cycles: As these organisms grow,
they use, in addition to sunlight energy, materials which are
essential for their survival. These materials are found in reservoirs
in the earth's air, soil, and water. They are used and returned
in an endless cycle.
Main concepts: decomposition, plant
and animal respiration, condensation, precipitation, evaporation,
and filtration; global warming, pesticide use, erosion, run-off,
dioxins and PCBs.
- Interconnectedness: In meeting their
needs, organisms interact with one another and their habitats
in complex ways. Groups of plants and animals that live together
in specific areas create communities.
Main concepts: food webs, predator/prey
relationships, habitats, competition, and mutualism.
- Diversity: The abundance of clean
water, rich soil and pure air has permitted an extraordinary
number of organisms to evolve and inhabit earth.
Main concepts: niches, adaptations,
and biodiversity; deforestation, habitat loss and urban sprawl.
B. Current Environmental Issues
Human beings have impacted the natural world in profound ways.
Teva students learn about environmental issues that affect them
most directly. They also learn what they can do to live more sustainable
lives. Natural science and Jewish ethics provide the foundation
for our moral imperative of literal Tikkun
Olam, repairing the world. Main concepts: Generally - pollution
and over-consumption; Specifically - recycling, re-using, and
reducing consumption, organics, energy and water efficiency, etc.
C. Judaica
It
is Teva's goal to a) renew the ecological wisdom inherent in Judaism
and b) to allow students to experience Jewish learning and living
in a new, vibrant way. Throughout their stay, students in their
kvutzot are challenged through study
and discussion of Jewish texts, concepts, laws and values. In
addition to text study, Teva recognizes the power of tefila
(prayers), hitbodedut (meditation),
journaling, and singing to create meaningful Jewish outdoor nature
experiences for children. While it is impossible to list every
Jewish concept or text your students may discuss the following
is an overview of our core curriculum:
Tefilot and Brachot (Prayers and Blessings):
Brachot ha'ne'he'nin and Brachot HaHodaot |
Maariv Aravim |
Brachot ha'Shachar |
Amidah |
Tehillim |
Tfilat Geshem v'Tal |
Shema |
Birkat Hamazon and Hamotzi |
Radical Amazement, as discussed by Rabbi
A. J. Heschel and Brachot as
a means of pausing to notice the miracles of the world |
Tanach:
Breishit (Genesis
1 and 2) - This is the most central text that we reference.
For a more detailed description of what we teach from Breishit,
please . |
Jacob's dream (Genesis 28) |
Biblical concept of "brit"
and important britot in the Torah |
Wandering in the Midbar
(wilderness) |
Prophetic warnings of Isaiah and Jeremiah |
Revelation at Sinai |
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Mitzvot and Halachot (Jewish laws):
Bal Tash'chit |
Tikkun Olam |
Tza'ar Ba'aley Chaim |
Pikoo-ach Nefesh and Shmirat Ha'Goof |
Shabbat |
Shiloo-ah ha-ken |
Shmita |
Peah, Orlah, and Leket |
Yovel |
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Chaggim (Holidays), Jewish Life Cycles,
and Rituals:
Shalosh Regalim - Passover
(and counting of the Omer), Shavuot, and Sukkot - especially
the agricultural and spiritual implications of the holidays |
Becoming Bar/Bat Mitzvah |
Shabbat and Havdalah |
Chanukah |
Rosh Chodesh and Kiddush Levanah |
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Figures in Jewish history with close connections to nature, their
stories and writings:
Patriarchs and Matriarchs |
Miriam and Moses |
King David, Job and the Prophets |
Honi Ha-M'agal |
Rabbi Akiva |
Rambam |
Baal Shem Tov |
Rebbe Nachman of Bratslav |
Rachel and A.D. Gordon |
Rav A. I. Kook |
Rabbi A. J. Heschel and Rabbi L. Kushner |
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D. Group Building Activities
Students are presented with a wide variety of physical and mental
challenges that need to be solved as a group. Some activities
occur on an outdoor Challenge Course; others are as basic as deciding
which trail to pursue or how to divide an extra sandwich.
E. Teva Beads
Teva
beads are a motivational tool that the Teva Learning Center employs
to encourage and engage students. While at Teva, students have
an opportunity to earn four different beads, corresponding to
the major Teva themes of Awareness, Ecology, Responsibility, and
Togetherness (please see the Thematic Overview above for details).
The beads provide:
- A tool to define and outline the structure and flow of the
units
- Incentive to learn while at Teva
- An element of fun
- A way to instill pride in students accomplishments and their
new level of learning
- A tangible symbol of what Teva stands for once they leave
Teva; We have heard from kids who have worn their Teva beads
every day for a year after their Teva session
- Continued incentive to work on their personal commitments
upon leaving Teva
To help
the students remember our themes, the beads correspond to the
acronym T.E.V.A.
- Togetherness
- Ecology
- (V)Bal Tashchit - we have chosen this mitzvah
to represent our Responsibility curriculum
- Awareness
In addition, six weeks after their Teva program, students have
the opportunity to earn a fifth bead, in the design of the earth.
Once students have made an emotional and sensory connection with
the forest and have learned about the relationships that govern
life on earth, they are ready to examine their responsibility
to sustain Creation. The Bal Tashchit unit serves the dual
purpose of introducing students to basic environmental problems
and empowering them to make earth-sustaining changes in their
personal lives, schools and communities.
At the end of the Teva week, each student makes a personal commitment
to help the planet, called a Brit Adamah (Covenant with
the Earth). These commitments are changes in their daily life
that affect the health of the planet. When students have completed
their task and maintained the change for at least six weeks, they
have the opportunity to send in a postcard to Teva informing us
of their accomplishment. These students receive the special fifth
"earth bead." Wearing their completed necklace is a constant reminder
of their ongoing relationship with the earth. For further explanation,
please refer to p.8 of the enclosed student manual and the enclosed
Brit Adamah postcard.
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