Environmental Education Volunteering

Environmental Education volunteers assist with school field trip programs at Loveland natural areas. Free training is provided for volunteers to learn to teach grade K-5 students about Colorado wildlife, plants, and ecosystems at small group learning stations. Choose your favorite subjects and share your love of the outdoors with local children!  Full and half-day programs are offered during school hours on weekdays during spring and fall.  Programs are hosted at River’s Edge Natural Area, Namaqua Park, and Viestenz-Smith Mountain Park.

Time Commitment for Environmental Educators

• On-site training:  2-4 hours, depending on program
• Teaching:  one weekday per week
  • Spring programs – March through May
  • Fall programs – September to November      

Volunteer for the environmental education program

Stewardship and Special Projects

Stewardship projects include wildlife monitoring, native species restoration, trail-building, weed removal, citizen science projects, cleanup days, and other projects. If you'd like to help with stewardship opportunities, please apply to be a Volunteer on Offero and be sure to select your volunteer interests and note any additional skills you can offer for special projects. Registered volunteers will receive follow-up information about interests indicated on the application. All training and materials are provided free to volunteers.  

Time Commitment for Stewardship Volunteers

• Project-dependent, varies from single-day projects to season-long opportunities

Volunteer for Stewardship Projects

Trail Host Program

The City of Loveland provides training for individuals interested in volunteering as Trail Hosts at City natural areas. Trail host volunteers engage with site visitors, answer questions, record visitor use data, and report maintenance needs. Loveland's natural areas contain diverse wildlife habitat including riparian lands along the Big Thompson River corridor, upland prairies,  fishing ponds, wetlands, meadows and farmlands. More than 20 miles of soft-surface trails are open to the public, along with 31 miles of paved trails and regional trail connections. The Open Lands & Trails brochure contains a map of all sites, a matrix of amenities and allowed uses at each area, and general rules and regulations.   

Time Commitment for Trail Hosting

• Training (2 sessions - "classroom" and on-site):  5 hours total + option for shadowing with experienced volunteers
• Trail Hosting:  4 hours per month preferred, self-scheduled site visits, year-round opportunities

Goals for Trails Hosts

• Engage in positive interactions with the citizens of Loveland and the general public 
• Answer visitors’ questions and provide general information about each natural area 
• Use Authority of the Resource Technique (ART) to encourage compliance with area regulations 
• Practice and teach Front Country Leave No Trace 
• Collect and report information regarding public use of natural areas using contact sheets or online forms

Volunteer to be a trail host

General Volunteer Information

All volunteers should be in at least fair physical condition, capable of an easy one-mile hike. No experience or specific knowledge is required – all training and materials are provided.

View our open lands volunteer flyer.

To become a volunteer for Loveland Open Lands & Trails, create an account Offero and click the blue "Apply to be a Volunteer" link.  

Still have questions? Contact Michele Van Hare, Coordinator at 970.962.2643 or michele.vanhare@cityofloveland.org and specify your interest in stewardship, environmental education and/or trail host opportunities. 

Preschool Environmental Education Programs (PEEPs)

Open to preschool children ages 2-5 with their parents/caregivers.  Each one-hour program offers information and activities to bring children into the world of nature.

These programs are generally offered on the third Thursday of each month in various City of Loveland locations (see Offero for specific dates and times). Each program includes hands-on activities, storytelling, games and crafts. FREE!

Registration is required. Click the REGISTER NOW button below to access Offero, the Open Lands & Trails system for programs, events and volunteer opportunities.

For grades 2-5, three programs are offered, Plants & Places at River's Edge Natural Area and two options at Viestenz-Smith Mountain Park: Canyon Ecosystem Exploration and Colorado History. 

Our field trips include rotations through small group learning stations and guided hikes, all led by trained staff and volunteers. Programs include: 

• Plants and Places (grades 2-3) guides students through the various local plant communities, focusing on plants' adaptations to their environments. This program lasts 4-4.5 hours, and is considered a “full day” field trip.  

• Canyon Ecosystem Exploration (grades 4-5) focuses on life zones and ecosystems of the Big Thompson canyon, including energy transfer, plant life, and animal adaptations. Offered in two formats: a full day 4-hour field trip, or a half day 2.5-hour field trip (morning or afternoon). The half day version can be supplemented by our online written and video resources designed to integrate with the shortened presentations of the field experience (links provided in full program descriptions below). 

• NEW for 2024!  Colorado History (grade 4) focuses on local events and historic features at Loveland's mountain park that will anchor learning about territorial, state, and national history as they relate to Colorado's development. Offered on Wednesdays, 3 to 3.5 hours, suitable for late-start school days. 

See the Environmental Education Program Brochure for details and age/grade recommendations. Adult chaperones are required, depending on the size of your group. Parent chaperones are always welcome and chaperone materials are available in both English and Spanish.  

See below for full program descriptions, education standards for each grade level, and links to supplemental lesson plans where available. 

To request a program, teachers should visit the online registration system Offero. Click on the green "Request a Program" button on the home page to see the availability calendar and request field trip dates.  

Education programs can also be tailored for specific groups, such as middle/high school grades, home school groups, scouts, clubs or other organizations, based on age and topic(s) of interest. 

For more information, please contact:

Michele Van Hare
Environmental Education & Volunteer Coordinator, Open Lands & Trails
970.962.2643
Michele.VanHare@cityofloveland.org

Exploring Green Careers: A Workshop Session for High School Students 

Led by trained facilitator Michele Van Hare, NAI CIT 

The Colorado Alliance for Environmental Education and Colorado Youth Corps Association created the GreenPathways.org website to increase awareness by high school-age Coloradans about natural resource career pathways.  This Careers in Natural Resources Initiative is supported by the US EPA, US Forest Service, GOCO and philanthropic funders.

Classroom sessions include guided exploration of careers in natural resources, the Green Pathways website, and the How-To Guide for Pursuing a Career in Natural Resources (longer session only).

An engaging program for kids ages 4-6 (pre-K through 1st grade),  Critter Scene Investigations (CSIs) offer a  2-2.5 hour outdoor program where students visit 5-6 stations along a nature trail, collect clues, and learn about local wildlife to solve a wildlife mystery. Trained volunteers guide students using nature-based clues to help eliminate one suspect at each station. Students learn about various Colorado animals, their diets and feeding methods, and where each of the animals is found in our state. 

CSI Programs for the 2024-25 school year will be "The Case of Cracked Eggshell."  CSI topics rotate through different programs each school year, so students will solve different mysteries each year they attend from Pre-K through 1st grade.

In order to provide the best experience, larger classes over 24 students are divided into two groups. One half starts the station rotation (details below) while the other group attends a Guided Nature Walk with a trained volunteer. The groups then trade activities. Students will experience some group puzzle-solving and playground time between activities. Children will spend about an hour experiencing the investigation program. 

Program Description

The mystery is laid out at the Introduction Table - the critter suspects are briefly introduced and students receive their record sheets and crayon to keep track of suspects as they are eliminated. Students then rotate through small group education stations, learning about each animal to help narrow down the  possibilities. 

Opening scene: Distraught bird reporting (with tweets and cheeps). An empty nest in a tree, on a lower hanging branch, looks like it was bumped loose, with cracked eggshells below, no clear tracks (just smudges), no fur, feathers, or scat at the scene. Time of discovery – just after dawn.

Possible Suspects:

Duck:  Could a duck fly to a robin’s nest?  Would a duck want to perch there?

Snake:  Would a snake be attracted to a nest of eggs? What would the snake do?

Deer:  How could a deer have caused the eggs to fall out of the nest? What time of year is it? How big is the tree?

Cowbird:  Did you know that cowbirds will lay their eggs in another bird’s nest?  What happens to the other bird’s eggs?

Raccoon and Skunk:  What do these animals like to eat?  When were the shells discovered? What does it take to get to the eggs?

These and other questions will lead students to a better understanding of animal actions and provide them with knowledge of common Colorado wildlife.

The Puzzle Table is a holding station so that students are ready to move to the Introduction Table when it is available. This allows some time for children to re-group and settle down after the playground and be more prepared to participate in the learning stations.

Once students have finished all the stations, they will turn in their record sheets, which will be gathered and given to the classroom teachers.

CSI programs are available to reserve in the morning or afternoon. Please include information about lunch or snack period requests when reserving your program, or departure times needed. 

Preparing for your Critter Scene Investigation field trip

• Reserve transportation early, especially in the spring.  Note: We do not save dates for rescheduling due to weather – we have found that all buses are booked well in advance during the spring season, making it virtually impossible to reschedule a trip. We make every effort to run programs, regardless of weather, so it's best to come prepared so everyone can enjoy the learning experience.

• Give extra directions to your bus driver.  For this program you will be parking along the sidewalk near the picnic shelter at Namaqua Park (730 N County Road 19E aka Namaqua Road). Students should take all of their belongings and meet the volunteers, who will show them where to gather with their chaperones.

• Recruit chaperones.  All of our lessons are taught by volunteers. Chaperones are needed to take students to the restroom, maintain a learning environment, and assist students with various activities.

• Send out permission slips and include the information about what to bring and wear: closed-toed shoes, long pants, extra layers for warmth, a filled water bottle, and a snack or sack lunch if you are eating lunch at Namaqua Park.

• Provide information to our coordinators: a phone number to call at 7AM in case of weather or other program-changing events, total number of students attending, and number of chaperones, plus list any special needs that staff and volunteers should be aware of.

1. Recognize that living things have unique characteristics and basic needs that can be observed and studied.

1. Observe, describe and discuss living things.
2. Observe similarities and differences in the needs of living things.
3. Ask and pursue questions through simple investigations and observations of living things.
4. Collect, describe, and record information about living things through discussion, drawings, graphs, technology and charts.

Supportive Teaching Practices/Adults May:

1. Provide opportunities for children to engage with live animals and plants along with toy/stuffed animals and plans and photographs/pictures

 2. Recognize that living things develop in predictable patterns.

1. Identify the common needs such as food, air and water of familiar living things.
2. Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.

Supportive Teaching Practices/Adults May:

1. Provide opportunities for observation and investigation of the characteristics of animals and plants over time.
2. Take nature walks.
3. Encourage children to identify similarities and differences between living things and document what each need to survive.
4. Provide opportunities for children to explore available outdoor habitats.

Science - Standard 3. Earth and Space Science

2. The acquisition of concepts and facts related to the natural and physical world and the understanding of naturally occurring relationships.

Physical Education - Standard 3. Social Emotional Wellness

1. Demonstrate understanding of positive social interaction with teachers and peers.

Physical Education - Standard 4. Prevention and Risk Management

1. Understand basic safety rules and principles.

Reading, Writing and Communicating - Standard 4. Research Inquiry and Design

1. Begin research by asking a question to identify and define a problem and its possible solutions.

Science - Standard 2 - Life Science

1. To live and grow, animals obtain food they need from plants or other animals

Science - Standard 3 - Earth and Space Science

2. Plants and animals meet their needs in their habitats and impact one another

Physical Education - Standard 3. Social Emotional Wellness

1. Demonstrate respect for self, others and equipment.

2. Demonstrate the ability to follow directions.

Reading, Writing and Communicating - Standard 4. Research Inquiry and Design

1. Explore the purposes for research and inquiry by accessing resources in collaborative settings.

Science - Standard 2. Life Science

1. All organisms have external parts that they use to perform daily functions.

Physical Education - Standard 3. Social Emotional Wellness

1. Work independently and with others to complete work. Share limited resources in a way that allows everyone access.

Reading, Writing and Communicating - Standard 4. Research Inquiry and Design

1. Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.

Volunteer Training Video/Program Preview for Teachers

A training video may be available for a volunteer refresher of in-person training for the Cracked Eggshell program. Teachers may also preview the video before attending with their class. 

The Plants & Places program provides students an outdoor experience while supporting standards presented in the classroom. River’s Edge Natural Area contains 163 acres of diverse plant species and includes two native plant demonstration gardens. Students will cover quite a bit of trail during the two 45-minute portions of the program and they will become familiar with several species of Colorado plants.

The opening of this program includes two  activities that cement the four basic needs of plants for growth and survival: the sun, soil, water, and air song and the relay race.

Please have students wear closed-toed shoes and long pants for the best experience. 

Students will experience the following five stations during their visit:

Students will hit the trail and review the life cycle of a flowering plant, then learn about various forms of seed dispersal and why they are important for plant species survival. After being given the background information they need, the students are led by volunteers to search for plants exhibiting wind-driven seed dispersal, “hitch-hikers,” “super poopers,” etc.  Students are allowed to collect four seeds exhibiting four different kinds of dispersal methods. These are applied to a bookmark which can then go home with the student. Instructors teach principles of responsible collection and where different dispersal forms can be found at home. (Note that collecting seeds or other materials are not permitted at other times.)

One purpose of this activity is to get students observing, looking and getting off trail in a supervised setting. Instructors brief the students on the various habitats found at River’s Edge and then guide them in looking for pond, meadow and disturbed area plants. Along the way they may find animal tracks, birds, mammals, amphibians and other signs of wildlife. Though many of the names may not be committed to memory, we hope that students remember to practice using their senses and observational skills exercised in this activity. For example: the smells of sage and skunkbrush and the feel of wooly mullein.

The view of cottonwoods across the prairie was sometimes a lifesaving event for westward traveling immigrants. In this lesson students review the parts of a tree (parts of a plant), the life cycle of a cottonwood and how flood waters are an important part of cottonwood survival. They learn about growth, food transport and why carving the bark is damaging. Students will experience counting rings to age a tree, the size of a champion cottonwood and hear lore and stories of cottonwoods. This station ends with a Cheyenne Indian story tying the trees to the formation of stars, and then students can find their own cottonwood stars.

Plants of Loveland and surrounding areas are used to illustrate the terms native, non-native and invasive. Plants are exhibited in groups and include hazardous but useful plants like yucca and cactus (fiber and food), or native plants that have unique characteristics like mountain mahogany (wood that sinks and surprising seed dispersal), and plants that just should be avoided like poison ivy. Photos of poison ivy reactions always generate discussion. There are samples of many of the plants to pass around.

The importance of cattails as habitat in wetland areas opens the lesson. Several animal species that inhabit River’s Edge are presented. The question is posed asking why these plants are able to survive with roots completely submerged in water. Students are given samples of cattail leaves and roots to dissect and view with magnifying glasses and microscopes. They are led to discover the unique structures that make this plant so perfectly fit to its habitat. With older groups, uses for cattails and pond succession may be discussed.

Preparing for your Plants & Places field trip

• Reserve transportation early. Note: We do not save dates for rescheduling due to weather – we have found that all buses are booked well in advance for field trips, making it virtually impossible to reschedule a program. We make every effort to run programs, regardless of weather, so it's best to come prepared so everyone can enjoy the learning experience. 

• Give extra directions to your bus driver.  For this program, you will be entering River's Edge via the main north gate at 960 W. 1^st Street, east of Taft Ave. The main entrance is marked with a large River's Edge monument sign, and is east of the smaller unpaved secondary lot. Buses park on the west side of the lot, where the extra wide sidewalk provides space for unloading. Students should take all of their belongings and meet the volunteers for the walk to the amphitheater.

• Recruit chaperones.  All of our lessons are taught by volunteers. Chaperones are needed to take students to the restroom, maintain a learning environment, and assist students with various activities.

• Send out permission slips and include the information about what to bring and wear: closed-toed shoes, long pants, extra layers for warmth, a sack lunch, and a filled water bottle.

• Provide information to our coordinators: a phone number to call at 7AM in case of weather or other program-changing events.  Also provide the total number of students attending, and number of chaperones, plus list any special needs that staff and volunteers should be aware of.

1. Plants depend on water and light to grow and on animals for pollination or to move their seeds around.

2. A range of different organisms live in different places.

Elaboration on the GLE:

Plants depend on air, water, minerals (in the soil) and light to grow. Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. Different plants survive better in different settings because they have varied needs for water, minerals and sunlight.

1. Organisms have unique and diverse life cycles.

1. Organisms have both internal and external structures that serve various functions.

4. The energy released from food was once energy from the sun.

Reading, Writing and Communicating - Second Grade, Standard 1 Oral Expression and Listening

1. Engage in dialogue and learn new information through active listening. 

Reading, Writing and Communicating - Third Grade, Standard 1 Oral Expression and Listening

1. Participate cooperatively in group activities.

2. Communicate using appropriate language in informal and formal situations. 

Reading, Writing and Communicating - Fourth Grade, Standard 1 Oral Expression and Listening

1. Pose thoughtful questions after actively listening to others.

Canyon Ecosystem Exploration

This program hosted at at Viestenz-Smith Mountain Park focuses on life zones, energy transfer, plant life, and animal adaptations, with an emphasis on the Big Thompson canyon ecosystem. 

Offered in two formats:

Full-Day (for groups of 60 or less)  includes 4.5 hours at the mountain park,  with full lessons for all 5 stations.

Half-Day Option is a 2.5-hour experience, includes adjusted lesson times as noted below, and may be supplemented by our online resources designed to integrate with the shortened field trip presentations. Larger schools may sign up for two half-day programs (morning & afternoon) and the two groups can lunch together at the Mountain Park during the overlap.

Sessions offered include: 

Plant Life of the Canyon | 30 min*^
A walking tour presents information about different microclimates resulting in three
different plant communities in the canyon.

Colorado’s Life Zones | 30 min*^
Includes information on specialist and generalist animals. A look into species’ habitat and food requirements and identifying which life zones they are found in Colorado.

Closing the Loop – Energy Returned
and Recycled | 30 min*^
Includes discussion of decomposition, decomposers and items that resist decomposition, resulting in habitat degradation. Supplemental written lesson available and supplemental video lesson on Bioaccumulation.

Animal Adaptations | 45 min (both versions)
Students learn how different adaptations increase ability to survive when the animal’s physiology and/or behavior fit the environment.

Energy Through the Biosphere | 45 min
An overview of energy flows. Focus is on producers and consumers. Energy lost as heat and energy stored as biomass briefly covered.

* times shown are for the full-day version
^ 15 minute mini-station in half-day version
+ online supplemental lesson available

Programs include the large group Food Chain Game. 

Preparing for your Canyon field trip

• Reserve transportation early.  Use the address for Viestenz-Smith Mountain Park: 1211 W. Highway 34, Loveland, CO 80537   Note: We do not save dates for rescheduling due to weather – we have found that all buses are booked well in advance for field trips, making it virtually impossible to reschedule a program. We make every effort to run programs, regardless of weather, so it's best to come prepared so everyone can enjoy the learning experience. 

• Give extra directions to your bus driver:  For this program you will enter  Viestenz-Smith Mountain Park and immediately turn right to park in the east parking lot. Students should take all of their belongings and meet the volunteer for the walk over the bridge to the amphitheater.

• Recruit chaperones.  Adult chaperones must accompany your group, to help  maintain a learning environment, take students to the restroom, and assist with various learning activities. Our trained volunteer educators teach all lessons but chaperones are required. 

• Send out permission slips and include information about what to bring and wear: closed-toed shoes, long pants, extra layers for warmth, a sack lunch, and a filled water bottle. Note: Canyon temperatures are usually much colder than in town. All students, teachers and chaperones should bring layers and a hat.

• Provide information to our coordinators: a phone number to call at 7AM in case of weather or other program-changing events, total number of students attending, and number of chaperones, plus list any special needs or timing that staff and volunteers should be aware of. 

Fifth Grade, Standard 1. Physical Science

4. The energy released from food was once energy from the sun.

Fifth Grade, Standard 2. Life Science

1.  Plants acquire their material for growth chiefly from air and water.

2. Matter cycles between air and soil and among plants, animals and microbes as these organisms live and die.

Fourth Grade, Standard 2. Life Science

1.  Organisms have both internal and external structures that serve various functions.

Third Grade, Standard 2. Life Science

1. Organisms have unique and diverse life cycles.

3. Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.

Second Grade, Standard 2. Life Science

1. Plants depend on water and light to grow and on animals for pollination or to move their seeds around.

2. A range of different organisms lives in different places.

Colorado History: It Happened Here

Offered on Wednesdays: 3 to 3.5 hours, suitable for the late start schedule.

Local events anchor learning about territorial, state and national history as it relates to Colorado’s development.

Louis Papa’s Cabin:  Homestead | 30 min
What did the Homestead Act of 1862 require for land ownership? Who could homestead? How did Louis Papa and his parents support the development of the Big Thompson Valley?

US 34:  Game Trail to National Highway | 30 min
Why did people come? Why was a road built? A discussion around gaining access to game and fish, fur, gold, water, land, grazing territory, hydro-electric power and the tourism business.

Civilian Conservation Corps:  Shelters | 30 min
The Great Depression changed the west as young men built structures, planted trees and fought forest fires. Their work gave Loveland a mountain park and picnic destination since 1935.

Where Did Colorado Come From? | 30 min
This station is about the geological origins, climate changes and prehistoric life of Colorado. How can there be sea, jungle and ice age fossils in the same state? How did the Rocky Mountains form? Why are there shell fossils in Loveland? What rocks are in the canyon and how old are they?

All students will leave with a timeline. Lunch includes an optional fun-fact scavenger hunt.

Preparing for your Canyon field trip

• Reserve transportation early.  Use the address for Viestenz-Smith Mountain Park: 1211 W. Highway 34, Loveland, CO 80537   Note: We do not save dates for rescheduling due to weather – we have found that all buses are booked well in advance for field trips, making it virtually impossible to reschedule a program. We make every effort to run programs, regardless of weather, so it's best to come prepared so everyone can enjoy the learning experience. 

• Give extra directions to your bus driver:  For this program you will enter Viestenz-Smith Mountain Park and immediately turn right to park in the east parking lot. Students should take all of their belongings and meet the volunteer for the walk over the bridge to the amphitheater.

• Recruit chaperones.  Adult chaperones must accompany your group, to help  maintain a learning environment, take students to the restroom, and assist with various learning activities. Our trained volunteer educators teach all lessons but chaperones are required. 

• Send out permission slips and include information about what to bring and wear: closed-toed shoes, long pants, extra layers for warmth, a sack lunch, and a filled water bottle. Note: Canyon temperatures are usually much colder than in town. All students, teachers and chaperones should bring layers and a hat.

• Provide information to our coordinators: a phone number to call at 7AM in case of weather or other program-changing events, total number of students attending, and number of chaperones, plus list any special needs or timing that staff and volunteers should be aware of. 

CDE 2020 Standards Supported

Social Studies: Fourth Grade, Standard 1.2 History 

Evidence Outcomes a, b and c and Inquiry Questions 1 and 2.

Reading, Writing and Communicating: Fourth Grade, Standard 1. Oral Expression and Listening 

Grade Level Expectation 1: Pose thoughtful questions after actively listening to others.