September: Observation and outdoor learning

Nature Journaling

What is a nature journal?

A nature journal is a journal that is kept to record one’s observations of nature. They often contain written observations, sketches, pressed plants, photographs, and nature-inspired quotes or poems. They are the product of time spent in nature observing the world around you.

Nature journaling is a great way for students to connect with nature and their own feelings. It is a great way for students to learn to observe, and records their observations. Nature journals are usually an on-going process throughout the year.

While young children may not be able to write their observations in a nature journal, they can draw pictures, add colors or shapes they see, glue leaves, feathers, etc in a journal, and record their observations with the help of an adult or older student. You may also choose to make a class nature journal that everyone contributes to.

Observations to encourage:

·         Use your senses – what do you see, smell, hear, what does it feel like?

·         Wildlife:

o   What is it doing?

o   How does it move? Sound?

o   Why do you think it is here?

·         Plants:

o   Is it tall or short? What color? Etc…

o   How does it change over the seasons?

o   How do you think it got there?

o   Are there insects on the plant?

·         Sketch a picture, take a photograph, take a “sample”

o   If you can, sketch a quick picture of what you are observing

o   Take a picture with a camera and later print a picture to put with your observations

o   Take a “sample” of what you have observed, a small leaf or flower petal, a feather that you found from a bird, etc…only take something that will not disturb the area or wildlife

·         Look within and reflect

o   How do you feel while you are out in nature?

o   How do you feel when you see wildlife? When you smell a leaf, soil? Etc…

Stick Journal

What you need:

·         Paper (8.5 x 11 cut in half width-wise)

·         Rubber bands

·         Small but strong sticks about the width of your paper

·         Hole punch

Cut stacks of paper in half creating sheets that are 5.5 x 8.5. Along the top edge of each stack of paper (one of the 5.5 sides, this is your width) punch two holes approximately ½ to 1 inch from side edges and ½ inch from top edge. From the back side thread a rubber band through the holes. It should lay across the back between the holes with ends or loops sticking through to the front. Place the stick across the front top edge over the holes. Place the stick through the rubber band loops that are sticking out of each hole. The rubber band and the stick are now holding the stack of paper together. This is your stick journal. Cardboard or cardstock can also be used to create a cover. Just cut to size and hole-punch with the paper before stringing with a rubber band and stick.

For more ideas check out The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms by Clare Walker Leslie.

September: Observation and outdoor learning

Nature walks

Shape Walk

What you need:

·         Paper cut into various shapes (square, triangle, circle, star, etc…)

·         Yarn

·         Hole punch

Make each child, or have them help make, a shape necklace by cutting various shapes out of paper. Hole-punch the top of each and string onto a necklace made out of yarn. Take a walk outside to look for the shapes on their necklaces. Take a turn with each shape. When one is spotted say “I spy something shaped like____” and have the children try to find it on their own. When you return to the classroom go through each shape and ask children what they saw that was that shape.

Color Walk

What you need:

·         Box of crayons

Take a walk outside with a box of crayons (or several crayons of each color for each child). Find objects that match the crayons.

Listening Walk

What you need:

·         Paper plates

·         Crayons or pencils

Take children on a walk to a grassy location where everyone can sit comfortably. Give each child a paper plate and a crayon. Instruct children to draw a dot in the middle of the paper plate to represent themselves. Everyone will then sit quietly and listen. Each time they hear a sound they mark it on their plate where it sounds like it is in relation to themselves. For example, if they hear a truck behind them they would draw a dot behind them on their plate. There are many variations you can do with this activity, i.e. children can draw a picture of what they hear where they hear it, they can draw themselves in the center, or use a different color crayon for each different sound etc…Base the activity on the ability and age of the students.

Insect Walk

What you need:

·         Magnifying glasses

·         Insect jar

Take children to a grassy or natural area in your outdoor classroom, school yard or close to school. Encourage children to get down on their hands and knees or crouch down to look for insects. Insects are usually found on or near plants. Observe them with magnifying glasses and/or in an insect jar. Discuss what you see and observe. Return insects to where you found them whne you are done observing them.

For these and other great ideas for getting kids outdoors check out Growing up WILD and Environmental Experiences for Early Childhood.

“Children grow healthier, wiser, and more content when they are more fully connected throughout their childhood to the natural environment in as many educational and recreational settings as possible. These benefits are long term and significant and contribute to their future wellbeing and the contributions they will make to the world as adults.” ~Reconnecting the World’s Children to Nature “Call to Action”

September: Observation and outdoor learning

Benefits and Considerations of taking children outside

There are many ways to incorporate outdoor time into your school day. The benefits of doing so are numerous and well studied. Getting kids out of their chairs, down the hall, and into nature can be as easy as taking a nature walk with preschoolers to look for colors, or as complex as high school students in an ecology class studying a local pond. One essential component that they share however is involving children in observation and the outdoors.

Benefits of taking children outside:

·         Children who spend at least 60 minutes outside every day have increased physical and emotional well-being

·         Outdoor activity has a direct correlation to lower levels of childhood obesity

·         Regular outdoor activity leads to reduced levels of ADHD

·         Children who play outside have improved concentration and school performance

·          Sunlight is a natural source of Vitamin D – an essential vitamin that children today are often lacking enough of

·         Outdoor time improves eyesight

·         Children who play outside grow up to be stewards of the environment

·         Outdoor play leads to improved critical thinking skills

·         Nature makes kids nicer

·         Children who regularly spend time outside show enhanced creative play and decreased aggression

Considerations before heading outsidewith kids:

·         Check out the area before heading out with kids so you are aware of any safety considerations

·         Be prepared for emergencies by bringing a cell phone and first aid kit with you

·         Be aware of the current weather conditions as well as the forecast for the time that you will be out

·         Make sure students and teachers are dressed appropriately for the conditions and have proper footwear

·         Be aware of allergies - know before heading out the door if anyone is allergic to bee stings, pollen or other allergens

·         Use the buddy systems and do frequent head counts

·         Use extra caution around water - plan for extra supervision and life jackets if deemed necessary

·         Be aware of the possible plants and wildlife you will observe - instruct children on the proper conduct around wildlife and unknown plants

·         Wash hands upon returning to the classroom

·         Take only memories; leave only footprints - teach children about having respect for living things and nature 

Nature Games

Children love games! Here are a few ways to get children up and moving while learning about nature and wildlife. Remember that many classic children's games can also be adapted into nature-based games! 

Stepping Stones

Is your class studying water, or stream and pond life? Take it outside for some added fun and create a "creek" or "stream" for students to jump across. Students can creat fish and other stream animals to have in the water. Cumulate the activity with a trip to a local stream!

What you need:

*old t-shirts, hand towels or dish towels (your stones)

How you play:

Each player gets two “stones”. At “Go!” each player races to the finish line by jumping from stone to stone across the “creek”. Players jump from stone to stone by standing on one stone while gently tossing the other stone a jumpable distance away, jumping to that stone, reaching back to the other stone to retrieve it. Players continue across the creek until someone crosses the finish line. If a player falls off a stone they must return to the starting point.

Nature Scavenger Hunts

What you need:

*list of nature objects for children to collect and/or see

*baggies to collect objects

*pens/pencils to cross items off of list

Set aside a designated area for the scavenger hunt. Design your list based on what you know will be found in the area. Create a list using pictures or drawing of the objects children are to collect or observe (include the written word as well). Divide the children into groups of two or three. Allow children to explore and find the objects on their list. Ideas for scavenger lists are leaves, rocks, sticks, colors, insects etc...

Fox and Rabbit Tag

This blindfolded game of tag is as entertaining for the onlookers as it is for the hunter and its "prey". A new twist on the classic!

What You Need

• 2 blindfolds
• Small grassy area

Instructions

1. Get everyone into a circle, with players about an arm's length away from one another. Because this game relies on one player hearing another's movements, it is best played on grass, and everyone should keep very quiet during each round. Pick one player to be the fox and another to be the rabbit. Bring them both to the center of the circle and blindfold them. If young children do not wish to be blindfolded, they can just close their eyes.
2. Explain that the fox is hunting at night and is listening for his prey, the rabbit. The rabbit, naturally, is trying to avoid the fox. The other players are trees that will guide the rabbit or fox gently back into the circle when either wanders off the playing area. Turn the rabbit and fox around several times to slightly disorient them, then let the hunt begin. Allow a little time for this game every player will want a turn at being the fox and rabbit.

Spider Webs

Kids love the thrill of making like a spider in an activity that's part game, part art, and part obstacle course, says education professor Rhonda Clements of Manhattanville College in Purchase, New York. This game would go perfect with Growing Up WILD's "Spider Web Wonders"!

What you need:

*At least 6 skeins of yarn (or balls of string)

*a stand of trees (you can also use a play structure or 12 or more 2- to 3-foot-long stakes pounded into the ground)

*scissors

*a garbage bag

How It's Done:

Tie one end of the yarn to a tree. Let players take turns passing the skein, crisscrossing the "web" every which way around the tree trunks. Secure the end of each skein by tying it to a tree. At a Baltimore play day organized by several of her students, recalls Clements, a parent was unwittingly built into the web. "He was standing very close to a stake, and a child tossed the ball of yarn around his leg. The kids thought that was great, because they anchored this dad to the ground." After all the yarn is used, let the kids climb through their creation. To clean up, pass out scissors and cut the web to pieces. Collect the scraps in a garbage bag for string games, finger knitting, or art projects

Stuck in the Mud

Don't get stuck indoors; go outside and play an exciting game of Stuck in the Mud. What lives in the "mud"? When you are done with this exciting game get down and dirty and explore soil!

What You Need

• Nothing

Instructions

1. Choose someone to be It. His name is Mud.
2. Each player grabs hold of one of Ms. or Mr. Mud's fingers, and all chant, "What happened to you, Ms. Mud, while spring flowers, they did bud?!"
3. Then, at an unpredictable speed — the point is to trick the players — Ms. Mud chants back, "I slipped into the crud! I got stuck in the ? mud!"
4. At the sound of the word "mud," all the players let go of Ms. Mud's fingers and scatter away while she gives chase.
5. If Ms. Mud tags a player, that player is "stuck in the mud" (that is, frozen).
6. The sole way to get unstuck is for an untagged player to crawl under the stuck player's legs. Players are safe only while they are in those crawling-under moments.
7. You play until everyone is caught . Then name another Mud and begin again.

Tips:

To avoid exhausting Mr. or Ms. Mud, an adult could set a time limit for each round.

Nature-based Classroom Ice Breakers

Who Am I?

For this activity tape or pin the name of a wildlife species on the back of each participant and make sure everyone has paper and a pencil. Each person tries to figure out what animal he or she is by walking up to other participants and getting clues from them. For example, Person A gives clues to Person B by briefly describing what Person B is in one to four words. Person B writes down this description and then briefly describes what Person A is in one to four words. Person A writes down this clue and both people move on to other participants for new clues. Be sure to set a time limit before the group begins the activity. Wrap up by asking for three to five volunteers to guess what they think they are, based on the clues they received.

Guess My Name

Ask the participants to make a list of ten words to describe an animal of their choice on a sheet of paper. They then tape the sheet of paper to themselves and move about the room, reading each other’s lists. They introduce themselves to each other and try to guess what animal each list describes.

Artistic Introductions

Ask participants to draw or model out of clay an animal they feel represents themselves. Divide the participants into groups and have each explain why (s)he chose the animal (s)he did. Or, put pictures of a variety of animals on a large table and have participants choose one they feel represents themselves. Divide into groups and have each participant explain why (s)he chose a particular animal.

Human Knot

Participants stand in a circle and introduce themselves one by one to two other people in the circle. As they introduce themselves, they grasp the hand of the other person and hold on. When everyone has introduced him/herself, each person should be holding hands with two other people. You have now created a human knot. Their task is to untangle the knot without letting anyone in the circle go!

Sound Off

Write out cards with the name of one animal on each. Make two cards for each animal. Hand out a card to each participant, making sure that pairs of animals are distributed. Arrange the participants in a circle. Explain that they are to make the sound of the animal on their card to find the other animal of their species. No talking is allowed. Once they find their partner, they are to stand by them. Participants can also be blind-folded and/or groups of more than two animals can be produced by making more cards for each animal.

Significant Stories

Ask each participant to relate a story about a significant experience involving nature, animals, trees, etc.

Human Scavenger Hunt

Have participants go on a “tree” or “wild” human scavenger hunt using one of the lists included here. The object is to find other students who fit the criteria and have them sign their names on the appropriate line. This is a good way for participants to find out interesting, and often little-known information about others in the group, relating to wildlife and forestry.

“Tree” People

Directions: Try to have at least one person sign their name after each statement. Each person cansign your sheet only once.

1.Has a treehouse___________________________________________________________

2.Has hugged a tree_________________________________________________________

3.Uses live Christmas trees____________________________________________________

4.Likes to sit by a fire________________________________________________________

5.Can name Iowa’s state tree__________________________________________________

6.Lives in a wood house______________________________________________________

7.Recycles paper, plastic and glass_______________________________________________

8.Ate a tree product today_____________________________________________________

9.Has a windbreak on his/her property___________________________________________

10.Can name three (3) kinds of trees that grow in Iowa________________________________

11.Can name three (3) products from Iowa forests__________________________________

12.Has been to a savannah_____________________________________________________

13.Planted a tree in the last year_________________________________________________

14.Has counted the rings on a tree_______________________________________________

“Wild” People

Directions: Try to have at least one person sign their name after each statement. Each person can sign your sheet only once.

1.Has a valid hunting or fishing license__________________________________________

2.Can identify two (2) species endangered in Iowa___________________________________

3.Recycles_________________________________________________________________

4.Has contacted a government official about a wildlife issue_________________________

5.Has held a snake__________________________________________________________

6.Has a bird banding license___________________________________________________

7.Enjoys wildlife photography_________________________________________________

8.Can name a wildlife book they have read_______________________________________

9.Has watched a squirrel conquer a “squirrel proof” bird feeder_______________________

10.Has seen a bald eagle nest___________________________________________________

11.Can identify at least two (2) animals by their tracks_______________________________

12.Has seen a live moose in the wild_____________________________________________

13.Landscapes their yard for wildlife_____________________________________________

14.Has watched a predator catch its prey__________________________________________

WILD or PLT Activities

Activities from the guides also can be modified to serve as ice breakers. The advantage to using an activity from one of the guides is that it gives participants more contact time with the materials. Some possible activities include: WILD - “Animal Charades”   WILD Aquatic - “Are You Me?;” “Fashion a Fish”   PLT -“Peppermint Beetles;” “We All Need Trees”

Classroom Animals
Animals can be a wonderful resource to enhance learning and understanding in the classroom. Many children today have limited exposure to wildlife and animals. Having an animal in the classroom allows children to observe and study an animal first hand. It allows for the observation of animal life cycles, and behaviors. Classroom animals also teach students responsibility as they care for the needs of the animal. It teaches students to treat animals with respect, understand their needs and meet those needs.

Classroom animals must be chosen with care. Considerations:

-Safety of your students is first and foremost, chose an animal that is appropriate for the age-level of your students.

-Consider the needs of the animal and whether or not you and your class will be able to provide what the animal needs.

-Keep in mind the logistics of keeping a classroom animal. Is it an animal that can be left at school during weekends? What is the plan for holidays? Who is going to provide vet care if the need arises?

-Is there a permit required to obtain and/or keep your chosen animal? What are the regulations of your school district? (For example, in Iowa, you may collect and keep tadpoles and frogs if you have a valid fishing license. Research your state laws and regulations before you obtain any animal.)

Fish, frogs, reptiles, amphibians, birds, and small mammals are common classroom pets. Also consider ant farms, worm farms, and insects. Consider having an “observation” tank or aquarium that can house various animals through the year on a revolving basis. For example, use it to observe grasshoppers for a week in the fall, spiders during the winter, and tadpoles in the spring.

Links

Animals in the Classroom: An On-line Guide for Teachers

http://petsinclass.com/

Pets in the Classroom (offers grants to help pay for pet supplies for classroom pets)

http://www.petsintheclassroom.org/

Pet Smart: Teacher’s Guide to Classroom Pets

http://promotions.petsmart.com/landing/teachers-guide/

Back to School with Nature

It is that time of year again – back to school time! As children are picking out new backpacks and sneakers teachers are preparing themselves and their classrooms for another year filled with growing and learning.

This year, as you are preparing your classroom for the new school year, try to incorporate nature into the overall design and layout of your room. There are many ways that you can create a nature-themed classroom.

Classroom Design

Choose a nature-theme for your classroom and incorporate in throughout. Your theme can change as the seasons change. Or your theme can simply be “nature” and incorporate nature in various forms throughout your classroom. Use it for bulletin boards, newsletters home, nametags for students, and cubby spaces. Base centers on nature, encourage students to share stories, objects and/or pictures based on nature. Display their contributions in your classroom.

Fill your classroom with living things such as plants, fish tanks, ant farms, worm farms etc… Set up bird feeders outside your classroom windows for children to observe daily. Plant seeds (bean, sunflowers or other easily grown plants) together as a class and watch them grow.

Centers

As you prepare centers for the new school year set up a center or table for nature objects. This is a center that can change as the season’s change. At the beginning of the school year you can have objects such as flowers, and leaves. As the year progresses into autumn you could have pumpkins, apples, fall leaves, etc… Encourage children to bring in natural objects that they find as well, such bird nests that have fallen from trees, cool looking rocks or sticks that they find. Allow children to look at, touch, smell, etc…the objects.

Nature objects are great for sensory tables as well. Leaves crunch, moss is soft, rabbit fur is fluffy. Check with your local County Conservation Board for various natural items that they may be able to loan you.

Outside Play

Plan outside time for students into your day every day as weather allows. Think of your outside play area as an extension of your classroom. Have a place for children to play with dirt, sand, sticks and other natural objects. If you do not have an “outdoor classroom” you can still incorporate nature into your outdoor play area. Sandboxes can be filled with sand, dirt, or nature objects (or even mud!). Logs can be brought in for children to climb on, sit on, build a fort beside, or even to peel the bark off to look for insects.

You can plant flowers, seeds, even small trees in pots and create your own “natural” setting. Put our bird feeders for children to watch birds eat. Provide children with binoculars, magnifying glasses and other “explorer gear” during outside time. Remember that children are fascinated by even the smallest insect they find!

County Conservation Boards

As you are preparing your school year remember what a wonderful resource you have in your local County Conservation Board. CCB Naturalists are usually more than happy to come into your classroom and present programs on various subjects. They often also have access to wildlife that have been injured, rehabilitated and are used for education purposes, such as snakes, salamanders, and owls. They can also bring in animals furs, owl pellets, animal bones, and many other nature and wildlife items.