Maybe the problem wasn’t WHAT we were learning but WHERE we were learning?

Maybe the problem wasn’t WHAT we were learning but WHERE we were learning?

At-risk students are exposed to their local environment to gain an appreciation for their community, developing environmental awareness built on knowledge, attitudes, and behaviors applied through actions.

 

Lindsay Casper and Brant G. Miller
University of Idaho
Moscow, Idaho

Photos by Jessie Farr

n the last day of class, I walked with my students along a local river trail shaded by cottonwood trees and surrounded by diverse plants and animals. The shaded areas provided spots for us to stop, where students assessed the condition of the local river system and the surrounding environment. The class had spent the previous week by the river’s mouth, and the students had grown a connection to the local environment and to each other. This was evident in their sense of ownership of the environment and their lasting relationships, which were expressed as the students discussed what they had learned during the class.

A month earlier, the class began differently. The students were focused on themselves and their own needs. They stood alone and unwilling to participate. Many expressed feelings of annoyance by being outside, forced to walk and unsure about what to expect in the class. My students were disengaged in their community, education, and the environment. Most had spent little time outside and lacked environmental knowledge and displayed an uncaring attitude toward their local community.

The class included a group of Youth-in-Custody (YIC) students, those who were in the custody of the State (the Division of Child and Family Services, DCFS; and the Division of Juvenile Justice, DJJS), as well as students who are “at-risk” for educational failure, meaning they have not succeeded in other school programs.
Most of my students came from challenging circumstances, with little support for formal educational opportunities, and live in urban areas below the poverty level. Students below the poverty level have fewer opportunities to access nature reserves safely (Larson et al., 2010), and children who live in neighborhoods where they do not feel safe are less likely to readily apply environmental knowledge and awareness to their community (Fisman, 2005).

Despite these setbacks, I wanted to expose my students to their local environment and help them gain an appreciation for their community. I wanted to increase their environmental awareness, built on knowledge, attitudes, and behaviors applied through actions.

The summer education program approached the environmental curriculum via an action-oriented strategy, which takes learning to a level where the class and the outside world integrate with actual practices and address environmental problems (Mongar et al., 2023). The students began to show an understanding of how knowledge can affect their environment and exhibited purpose behind their action. The steps in an action-oriented approach involves students identifying public policy problems, then selecting a problem for study, followed by researching the problem, and developing an explanation, and then finally communicating their findings to others (Fisman, 2005).

Students explored science content, studied sustainable issues, read relevant scientific literature, developed and carried out research, and analyzed data. This multi-step program enabled students to stay active and engaged in environmental science practices and processes, increased their environmental awareness, encouraged them to implement these practices in a real-world environment, and allowed them to immerse in the learning experience. The program developed a connection with environmental restoration, crossed cultural borders and demographic diversity, created a sense of ownership and attachment, and developed a sense of belonging.

Week 1: Invasive Species in Mount Timpanogos Wildlife Management Area

The first week, students monitored a local problem of invasive plants by conducting a field project on vegetation sampling at a wildlife management area. Students researched the area and the issues with the invasive species of cheatgrass. They examined the characteristics that make cheatgrass invasive and used skills to identify local native plants and introduced species in the wilderness. Students determined the problem and used a transect line and percent canopy cover to determine the area’s overall percent cover of cheatgrass. Students used the results of the survey to evaluate the cheatgrass invasion in the area. They compiled their research and presented the issue to local community members to educate and inform them about the possible environmental problems in the area.

Students working in the national forest studying the role of trees in carbon cycling.

Week 2: Carbon Cycling in Uinta-Wasatch-Cache National Forest

During week two, the program evaluated forest carbon cycling within a wilderness area, part of the Uinta-Wasatch-Cache National Forest. The students’ projects involved carbon cycling models and forest carbon sinks to build a comprehensive summary of all the structures and processes involved in trees to help reduce the impact of human activity on the climate. Students identified problems in their local forests by researching the role of forests in carbon sequestration and evaluating climate change. They then selected a problem for the class to study involving the effects of deforestation. Additional research included students discovering how trees sequester carbon and researching how much carbon trees and forests can hold over a given time. Students used their results and data collection to determine how effective trees are for carbon sequestration, compiled their research, and presented the issue to local community members to educate and inform them of the possible environmental problems in deforestation and the need for forested area protection.

Week 3: Jordan River Watershed Management

Week three focused on watershed management, during which students investigated a local river and evaluated its watershed and continued pollution. Students identified problems in their community by reading articles and examining data concerning a local river’s environmental issues, proposed solutions, as well as the progress that has been achieved. Students then made qualitative statements about the river’s current condition based on abiotic and biotic measurements. Students used the information gathered and discussed issues concerning the current quality of the river and discussed why water quality is essential. Students researched the issue by conducting river water quality experiments using flow rate measurements and collected macroinvertebrates. Based on their experimental results, students developed a portfolio with a problem explanation, alternative policies, and a public statement concerning the current Jordan River water quality. Students then presented their findings to community members to help inform and educate them about the river contamination and improvements.

Student collecting water samples.

Week 4: Provo River Delta Restoration Project

During the last week, students examined a river delta restoration project for its effectiveness in restoring a wetland and recovering an endangered fish species. Students investigated the role and importance of river systems and wetland areas, monitored the status of the wetlands, and evaluated the current project’s future effectiveness. Students identified problems in their community by reading articles and examining historical data concerning the lakes environmental issues and made qualitative statements about the lake’s current condition. Students used the information gathered and discussed matters concerning the delta project to protect the local endangered species of June Sucker (Chasmistes liorus). In addition, students toured the construction site and participated in a stewardship activity planting new trees and helping to disperse cottonwood seeds around the area. Based on their stewardship project, a site tour, and experimental results, students developed a portfolio with a problem explanation, alternative policies, and a public statement concerning the current delta restoration project. Students presented their findings to others with the intent to inform and educate them about the project.

Student Impact

This program placed students as critical participants in sustainability and gave them ownership of their education, and knowledge of local environmental issues to give students a deeper appreciation and increased environmental awareness. This curriculum could be adapted for various populations although it is especially essential for those with disadvantaged backgrounds and those underrepresented in science. Creating an opportunity for my students to access nature and build environmental knowledge is important for them to build awareness and an increased ownership of their community. After completing the course, students wrote a reflection on their experience and a summary of what they learned concerning environmental awareness and feelings regarding their connection to nature.

“At first, I hated being outside, but it grew on me, and I had a lot of fun learning about the different invasive species and how they negatively affect the land.”

“I really enjoyed being outside for school. I liked the shaded and natural environments. It was enjoyable and easier to understand because I was learning about everything I could feel and touch.”

“I liked seeing the things we were learning about. It was easier to focus outside.”

Student working on writing assignments during the last day of class.

“I have had a lot of issues with school my whole life. I have never felt like what I was learning was useful. I felt like I was repeating work from former years over and over again and never getting anything out of it. After this experience, I began thinking that maybe the problem wasn’t what we were learning but where we were learning it. It was enjoyable being outside and seeing how what we were learning applied to the world around us. I got to see what we were being taught in action. We did tests with the world and not in a classroom. For the first time, I was really interested in what was being taught, and I realized that the problem wasn’t me.”

The importance of connecting at-risk youth to the outdoors is evident in their reflections. Their reflections indicate an appreciation for being outdoors, a more remarkable ability to focus their attention, and an advantage of learning in the world instead of the classroom. Students’ perception of environmental issues impacts their ability to make educated decisions. The increase in students place identity resulted in a deeper connection to the environment. Their knowledge, attitudes, and actions had changed.

Conclusion

On the last day of class, walking along the river trail with my students, I listened to their conversations, questioned their learning, and gathered their insights. I recognized how the connections made in class developed over time by building relationships, collaboration, trust, and teamwork. My students developed empathy for each other and their environment. As a class, we visited four distinct settings in our local area. My students could grasp the larger perspective by recognizing the cumulative effect of those areas as a whole. They identified the invasive species of cheatgrass studied in week one had made its way downriver and recognized the importance of carbon cycling studied during week two in the cottonwood trees flanking the banks of the river in addition to the value in wetlands studies in week three shown in the progress made on the restoration project. The sequence of each week was purposely built on the following week with a cumulative effort at the river delta restoration project, put in place to help solve many of the environmental issues identified in the previous week’s lessons. This program focuses on increasing student connection and ownership of the environment and identifying how isolated environmental concerns significantly impact the whole ecosystem. Additionally, I wanted my students to notice how environmental restoration and protection alleviate some of these issues. These connections came naturally to the students after the time spent outdoors and investigating environmental issues. Exposing them to new areas and increasing their knowledge and skills affects their awareness.

The environmental science program provided environmental concepts, fostering a deeper appreciation for nature and the outdoors. It engaged all senses, made learning more interactive and memorable, and encouraged more profound connections with the natural world, building ownership of the local area. This program initiated an attachment of students to the local area. It engaged students in environmental issues through science by participating in experiential outdoor education. It kept students engaged with relevant current topics, formed a connection to the natural world, and involved them in direct, focused experiences to increase knowledge, skills, and values.

Lindsay Casper is a graduate student in Environmental Science at the University of Idaho, in Moscow Idaho and teaches Environmental Science to at-risk youth at Summit High School in Utah.

 

 

 

Brant G. Miller, Ph.D., is an Associate Professor of Science Education at the University of Idaho. His research interests include Adventure Learning, culturally responsive approaches to STEM education, science teacher education, and technology integration within educational contexts.

Finding Dragons

Finding Dragons

by Erin Banks Rusby rerinted from the Idaho Press

n the summer of 2023, a group of high school students and adults converged over their shared interest in science and dragonflies.

Known as the Finding Dragons program, the effort aimed to provide hands-on, publishable research experience to high school students and adults, while answering some key questions about the health and history of dragonfly species — offering clues into how they have weathered stress in the past, and how they might be affected by climate change.

Their findings so far have been published in the International Journal of Odontology, with the students listed as co-authors, and a second currently under review for publication.
Jisong Ryu, a junior at Timberline High School, is interested in working in the environmental science and public policy field. Participating in the dragonfly research offered an opportunity to practice some of those research skills, and in the process, build friendships and fortitude in the face of challenging times.

“I think those efforts of understanding the problem more gives me hope and less worry about how things will be,” Ryu said.

The Charisma of Dragonflies
Insects are one of the first animals kids notice, drawn in by their seemingly alien features, said Dick Jordan, a retired science teacher who taught for 40 years at Timberline High School.

Jordan is also the founder of Life Outdoors, a nonprofit whose programs focus on connection with the outdoors and learning about conservation.

In 2021, a former student of Jordan’s, Ethan Tolman, reached out about helping Jordan survey dragonfly species in the Boise River watershed. Tolman, now a Ph.D. student at the City University of New York, wanted to look at the abundance of different dragonfly species along the Boise River.
Kristin Gnojewski, Boise Parks and Recreation’s community volunteer specialist, had trained community volunteers on dragonfly identification for a community monitoring program, and a volunteer read about the Finding Dragons program in the newspaper, asking if their group could participate. Soon, both students and community science volunteers were banding together to participate in the Finding Dragons program.

Tolman, Jordan, and Gnojewski said dragonflies make a great study subject for understanding the urban environment because they are easily recognizable and charismatic. They are not difficult to find in the Treasure Valley’s green spaces, Gnojewski said. Their aerial agility and iridescent colors make them fascinating to watch, Tolman said, noting that they appear in pop culture, like the flying machines, or ornithopters, in the Dune movies.

Dragonflies are also some of the most efficient predators, Tolman said. Known for intercepting prey rather than just chasing it, studies indicate they have a 90% success rate for snagging their target, he said.
The aquatic nymphs are eaten by fish species and other animals, while also doing their own hunting, Jordan said.

“They really are wonderful bioindicators of the health of a river,” Jordan said.

Dick Jordan, left, holds a blue dasher dragonfly as student volunteers look on. Student and adult volunteers collected blue dashers near the Parkcenter Pond in Boise in August for genome sequencing. Photo courtesy of Jisong Ryu

Time Traveling with Biological Clocks
When the DNA of a species is sequenced, it can be read as a sort of code to understand the evolutionary changes the species has undergone over time.

When Tolman approached Jordan about studying DNA sequences of dragonfly species, he likened it to a kind of time travel — a way to peer into the species’ history, Jordan said.
“When he mentioned time travel, it was just like the light came on,” Jordan said. “What an exciting way to get these kids to go back in time and think about how these species — which have been around a lot longer than us — dealt with climate change.”

In 2023, they investigated two lines of inquiry: analyzing the genomes of dragonflies that had already been sequenced, and sequencing the genome of a local species, the blue dasher (Pachydiplax longipennis).

To accomplish the latter, students and volunteers from Gnojewski’s program went to the Parkcenter Pond to catch blue dashers. The day lives on as a highlight of the program so far, with the students and city volunteers coming together to do fieldwork.

For Ella Driever, now a senior at Timberline High School, it was her first time doing field work, an exciting step for the aspiring wildlife biologist. The experience ‘sealed the deal’ on her interest in wildlife biology, she said. That day, she was also the first person to catch a blue dasher, a feat given their nimble flying capabilities.

“That was the first time I actually got to have a real creature that I was studying in my hands,” Driever said. “That was just magical.”
The specimens collected from near the pond were sent to Brigham Young University for sequencing, Jordan said.

Bringing it All Together
In August 2023, the Finding Dragons group hosted a two-day, intensive biodiversity workshop that invited everyone who participated in the project to hear presentations from Tolman and Jordan, as well as scientists from around the country about conservation research efforts.

Though the initial intent was to analyze and write the scientific manuscript about the blue dasher’s genome during the second day of the workshop, the sequencing was not yet completed. Instead, the group pivoted to analyzing the genomes of three species whose genome sequences were already available to the scientific community, seeing how they had responded to past climate change as a practice round for doing the same for the blue dasher, Tolman explained.

The group looked at the genomes of two damselflies, one from Europe and one from the western U.S., and a dragonfly from Europe. The students had the chance to do some of the computational analysis, Tolman said.

Ella Driever holds up a blue dasher dragonfly that she caught near the Parkcenter Pond as Augie Gabrielli looks on. Student and adult volunteers with the Finding Dragons project collected blue dashers near the Parkcenter Pond in Boise in August for genome sequencing. Photo courtesy of Ella Driever

The analysis revealed that none of those species appear susceptible to climate change. That is still a valuable finding as it helps scientists prioritize policy for species that are the most vulnerable, said Or Bruchim, a senior at Timberline High School that helped with the computational analysis.

“We have limited resources to alleviate the impacts of climate change,” Bruchim said. “The species that we need to protect, we should definitely allocate more resources according to how much they’re impacted. So we shouldn’t waste our resources on a species that’s not going to be too impacted by the effects of climate change.”

By the end of the day, through dividing up the different sections of manuscript, the group had a draft of about 80% of the research paper. The results were published in the International of Odonatology, with the students and city volunteers listed as co-authors.

When the blue dasher genome information came back, the students were tasked with assembling that as well, Tolman said. With the help of some additional analysis from Tolman and other scientists, they were able to write a manuscript looking at broader changes in the dragonfly order Odonata.

The manuscript is currently being reviewed by the journal Gigascience, with the students listed as authors.

Future Blue Dasher Inquiries, Future Connections
Tolman and Jordan anticipate that the information contained in the blue dasher genome can be used for an additional five or more years of scientific inquiries for students, and anyone who makes use of the publicly available data.

For example, how closely related is the Boise blue dasher to blue dashers that live elsewhere, and do they have traits that make them able to survive in cities?

Jordan says he also hopes to apply the research model to study mayflies in the McCall area, connecting with the fishing community there, he said.

The leaders and participants also highlighted the wide-ranging mental health benefits that come with scientific research efforts.

Driever said that she keeps a busy schedule with activities like playing varsity volleyball and working a part-time job.

“When I get to go do these fieldwork things, and I meet these people, I allow that nature that I’m protecting to ground me and keep myself from being burnt out,” she said.
Bruchim said his involvement shows him that others care about the same issues and are taking action toward solutions.

“It’s a really enlightening experience, and you’re able to make connections with people that share the same values and are passionate about the same things you are,” he said, “so it’s a big mental weight off, and it makes you feel more in control of the situation.”

Erin Banks Rusby covers Caldwell and Canyon County. She reports on local government, agriculture, the environment, and more. She can be reached at erusby@idahopress.com

Bird by Bird We Come to Know the Earth

Bird by Bird We Come to Know the Earth

by Emma Belanger

As someone who comes from a low-income background and grew up in a semi-urban environment, birds were one of the first aspects of the more-than-human world that I felt truly connected to without having to obtain expensive gear, resources, or and a way to travel to a novel environment. When I looked out my window, I saw birds in the trees outside; when I walked around my neighborhood with my family, I practiced my birding by ear; at home, I would sit for hours combing through my Birds of Michigan field guide and making notes about the birds I had noticed that day. For me, birds were an access point to what would become a lifelong dedication to learning more and being inspired by the natural world.

Photo by Emma Belanger

Now, as an outdoor educator working primarily with 4th-6th grade students, I’ve been thinking a lot about how to teach about birds. If we want to study ecology, knowing more about the birds in a particular ecosystem can tell us so much about how different actors are playing a role and acting in relation to other beings. If we’re curious about how the world changes over time, we might look to birds to help tell us some of the story. When we want to know more about the beings we share space and time with, we might turn to feathered friends, hear their calls, see their colors, and learn about ways the world brings life together. With birds having relatively easy visibility and accessibility in most locations, even in urban settings, shared stories of conservation successes, and many aspects worthy of awe, birds are a perfect candidate for rich studies in environmental and science education spaces that can connect us to the more-than-human world. Thus, in educational settings, learning about birds allows learners to think about the world around them in finer detail and gives them tools to begin asking questions about stewardship, conservation, and being in right relationship with their local ecosystem.

There is also evidence to suggest that being around and noticing birds can lead to positive mental and emotional wellbeing (Hammoud et al., 2022). Further, practicing birding can invite us to engage with other ways of knowing and being that allow us to reimagine what ecology means, making room to dismantle some colonialism present in academic ecoliteracy. When teaching about birds, we can engage in critical place pedagogy and put intentions towards expanding learners’ socio-ecoliteracy, where Indigenous, Black, and peoples of color history and culture can be valued as legitimate funds of knowledge (Wicks, 2020). There is not one right way of having a relationship with birds, and connections to birds can be profoundly related to culture, family, and personal experiences. Honoring an individual’s unique relationship to place and non-human animals provides learners with relational resources to dene their experiences in their own terms, leading to learning that becomes more personal and grounded in that individual’s reality.

Any outdoor place has birds for us to meet, listen to, and learn from, making bird lessons inherently a place-based topic. When lessons give learners access to ways of knowing that enable them to make more connections to their communities, act for important causes, and find ways to care for themselves and the world around them, knowledge can become a foundation where future worlds of justice take root. Climate change continues to impact human and non-human lives and ways of being, and having access to practices that feel grounding, important, and rooted in place-based knowledge may empower learners to act radically in reciprocity and appreciation for their communities and one another. In this way, engaging in practices of birding and paying close attention to the world can equip students with mindfulness skills, deepened nature-culture relations, and inspiration for future dreaming and activism.

If you feel inspired to try out a bird lesson with your community of learners, you can find a lesson I like to do with “new” birders below. I, for one, hope to make the practice of listening and watching for birds something I do with learners no matter where I am. This practice feels intertwined with relational gratitudes and can help us to reiterate a commitment to paying attention to the natural world. As Mary Oliver says, “attention is the beginning of devotion” (Oliver, 2016). In the time that I’ve spent with others thinking about birds, I’ve seen others experience, and I have myself experienced, feelings of joy, wonder, peacefulness, and excitement. All of these emotions, to me, are essential to humanity’s survival and ability to thrive in our changing world. To change with our world, we must be willing to listen, to take the time to see and feel what our bodies feel, to be present in what the present is calling for.

Birdsong Lesson Plan

Learning Goals: Feel familiar and comfortable being quiet outside, practicing grounding techniques through deep listening, making creative connections to the world around us.

DCI Focus: Biological Evolution; Ecosystems

NGSS Practices: Obtaining, Evaluating, and Communicating Information; Developing and Using Models

Materials: Paper, writing utensils, any accessibility equipment necessary for your group of learners, bird eld guides (optional), binoculars (optional), Merlin Bird ID App or BirdNET app and device (optional)

Target Audience: 3rd grade and up
Ask a group about birds they may have seen in their lives, recently in a shared context or by connecting students to other ways some may commonly learn about or experience birds.

Use a mix of small group, individual, and large group reflections. Then, prompt the group to think for a moment about birdsong and what they already know about how birds communicate. Introduce the activity by asking learners what it might look like to try to draw a visual representation of a sound. If guidance is needed, provide ideas about pitch, tone, sound length, loudness, etc, and different ways those could be represented.

Pass out/ask learners to get out a blank piece of paper and a writing utensil while you explain that the group will sit silently for some length of time (5-10 mins depending on group interest and motivation), and while we listen for birds, we’ll draw out visual representations of the bird noises we here.

Emphasize that there’s no way to do this wrong and lots of ways to do it right. Students can use whatever symbols, patterns, or even words and colors, as long as it makes sense to them.

Do the activity with the students during the allotted time; draw what you hear! There is an opportunity to use the Sound ID feature of the Merlin Bird ID app, or the BirdNET spectrograms, if that would feel relevant to your learners or if you have learners that are in the Deaf community. Bird eld guides could also be used during this part of the lesson.

At the end of the time, ask students reflective questions. Perhaps, how many different birds did you hear? How did you know? Then, ask students to switch with a partner to try to decode their representations. Ask students to make the sounds they think their partner drew.

At the end, I like to ask students how it felt to be sitting quietly together in nature and if it was easier to hear sounds that they don’t usually notice. At this point, I share that birdsong is one way I feel like I can always tune in to my relationship with the natural world when I need it personally–if I’m sad, overwhelmed, anxious, etc. I encourage learners to think about what it might look like to try this activity in other spaces and contexts.

References

Conradie, N. & Van Zyl, C. (2021). Investigating the Environmental and Avi-Values and Birding Behaviour of Gauteng’s Young. African Journal of Hospitality, Tourism and Leisure 10(5):1695- 1710. DOI: https://doi.org/10.46222/ajhtl.19770720-187
Hammoud, R., Tognin, S., Burgess, L., Bergou, N., Smythe, M., Gibbons, J., Davidson, N., A, A.,

Bakolis, I., & Mechelli, A. (2022). Smartphone-based ecological momentary assessment reveals mental health benefits of birdlife. Scientific Reports, 12(1), 17589. https://doi.org/10.1038/s41598-022-20207-6

Neruda, P., & Schmitt, J. (1989). Art of birds (1st ed). University of Texas Press.

Oliver, M. (2016). Upstream: selected essays. New York, Penguin Press.

White, R. L., Eberstein, K., & Scott, D. M. (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife. PLOS ONE, 13(3), e0193993. https://doi.org/10.1371/journal.pone.0193993

Wicks, T. (2020). Becoming Birds: Decolonizing Ecoliteracy. Portland Audubon. https://audubonportland.org/blog/becoming-birds-decolonizing-ecoliteracy/

Zych, A. (2016). Birding as a Gateway to Environmental Education. New York Audubon.
https://www.sciencefriday.com/educational-resources/birding-gateway-environmental-educati on/

Author
Emma Belanger (she/they) is a graduate student in education, interested in co-creating new worlds with learners. You can visit her website by clicking here.

Bringing Nature Back to the Schoolyard

Bringing Nature Back to the Schoolyard

by Jane Tesner Kleiner, RLA
 
 

Imagine walking out the back door of your school, surrounded by the songs of spring time birds, the soft scents of flowers in bloom, the wind billowing through nearby trees, and (if you are lucky) the croaking of Pacific tree frogs. Sounds great? But… it doesn’t sound like your school? What if?

It may sound daunting, the idea of transforming your school grounds into a green, lush learning environment. However, there are great resources out there, to help put your school on-track to having learning and play environments that include lots of nature. It’s not only the kids who love and benefit from being in natural spaces; so do the school staff and the neighboring community, too.

So many schools have little more than grassy fields, paved surfaces and fenced areas. They may have a few trees and landscape beds, and hopefully an awesome playground, but most are static and sterile environments. There can be benefits to these school grounds: they are relatively safe, and it’s easy to monitor the kids during outside time. They are also seem easy to maintain (although mowing costs are a big pull on a maintenance budget). Yet, they don’t provide opportunity for imagination, let alone the creative activity that sparks imagination.

Over the last 30 years, a growing body of research strongly asserts that children experience myriad benefits from daily access to nature. Richard Louv, of the Children and Nature Network, states in an online article that,

“…including schoolyards with natural play spaces and gardens can help improve physical and mental health, cognitive skills, creativity, and social cohesion. New longitudinal studies also suggest that nature-rich schools can help raise standardized test scores. And children in low-income communities appear to benefit proportionally more from access to green space than those in higher-income communities.”[1]

Research also suggests that providing close-to-home, regular, access to nature will help kids overcome fears of the unknown. Adventuring further, they build self-confidence and interest in the broader world.

In a normal M-F week, children spend 41% of their waking hours at school[2]. With that in mind, school grounds are uniquely positioned to provide access to nature for kids. I certainly see benefits in the students that I work with, not to mention my own kids. I have seen students become self-assured, skilled and proud owners of their schools’ outdoor spaces.

There is also the matter of agency, of capitalizing on kids’ buy-in by involving them in the planning stages. Promoting student voice throughout the planning, design, fundraising, installation and maintenance of school greenspaces gives them hands-on experiences that they may not get elsewhere. And the ownership? People don’t destroy what they built themselves.

To begin, start by listening. Here are some things that I’ve heard, from schools I work with in the Vancouver area:

  • When asked what changes kids would want to see to their school campus, they said two things: more fun play equipment and have the school grounds be their own backyard fieldtrip.
  • When staff were asked where they want their school facility to be in 5 years, they want to be able to teach outdoors; this includes garden spaces and a diverse setting of natural elements.
  • Teachers want to be able to teach using the whole school campus, making use of all features.
  • The process for considering “how” to change the campus, let alone fundraise and maintain the new nature features is daunting.

Where do you start? Luckily, there are professionals who can help every school maximize the opportunity to add more nature to your campus.

It starts with lots of conversations, centered around a few key principles.

In essence, the design will:

  • meet multiple goals, including direct ties to curriculum.
  • allow for exploration, observation, discovery and fun.
  • expand and broaden structured AND self-guided learning and play.
  • foster a child’s sense of wonder and curiosity.
  • build upon what kids love to do: jump & hop; climb & balance; build & take apart; make art; allow for passive quiet time; use all senses. Create! Imagine! Explore!

 

Now that you’re excited to get going and transform your school grounds, here is a short recipe for a successful campus plan:

  • Culture. Form a team to build your natural schoolyard. The team will brainstorm, plan, design, build and maintain the spaces. Don’t rely on one person, or else it won’t be sustainable in years to come. Bring on partners and ask for help! PTO/A’s, local businesses, community groups. Local businesses may be a source of funding, but business people have an inherent stake in the health of their nearby schools. Give them a chance to offer their ideas, skills and, yes, money.
  • Individuality. Each school is unique. Build upon its existing features and add elements that easily complement the site. If you make it too complicated, it will be hard to maintain in years to come.
  • Diversity. Each user group will have different goals for the enhancements, and sometimes they will conflict. By discussing the goals and objectives first, with children’s well-being the focus of the conversation, the best solution can be refined to meet everyone’s needs. Provide something for everyone.
  • Community. Every child, every family has something to gain. Tap into your school community. You have a ready-made pool of hundreds of concerned, hard working adults. Learn who has skills, talents, and materials to contribute to the project. This will help build ownership in the project over time.
  • Inclusiveness. Make sure all the right people have had a chance to weigh in with their ideas and approvals: district staff (facilities, curriculum leads, risk, etc.), teachers, school staff, maintenance, grounds, and most importantly the students.
  • Problem Based Learning. Engage the students in every step, and empower them to meaningfully contribute, create and build a successful set of spaces for the next generation of students. This is learning! Kids will learn important, lasting lessons at every step.
  • Partnership. Find local and national organizations to support your project. Possibilities include:
    • certifying for wildlife habitat
    • becoming a state certified Green School
    • supporting the national pollinator project.
      (Certification goals are great motivators, rallying stakeholders to, “keep on track and get the plaque!”)
  • Consultation. Work with a local professional (e.g. landscape architect, school garden coordinator, etc.) to facilitate the discussions. They can capture all of the ideas and put it into one overall master plan for the site and create a report that can be used for approvals, fundraising and keeping the project on track over the years.

In the end, here is the winning equation:

program needs + site opportunities + available resources + curriculum goals = action plan

 

What goes into the plan?

Consider what type of features to add to your schoolyard.

The physical space.

  • Wildlife habitat. Native trees, shrubs, and flowers to attract butterflies, birds and mammals (provide food/water/shelter/place to raise young).
  • Outdoor classrooms. For classes and small groups to gather to work, listen and learn.
  • Nature play. Use natural materials for kids to actively engage in unstructured and imagination play.
  • Working spaces to actively plan, plant, grow and manage plants such as vegetables, fruits and flowers.
  • Messy areas. Creative spaces to make art, containing moveable elements to build and change.
  • Quiet spaces. Beautiful, peaceful settings with small group seating, to listen, slow down, de-stress and regroup.
  • Exploration spaces. Unique spaces that support a variety of curricula; might include elements for tactile learning, such as water tables, sand play, learning lab stations, and more.
  • Experiment stations. Areas that support the testing of theories, experimentation and active learning. Could include built-in features such as solar equipment, rain harvesting station, or space to create.
  • Green infrastructure. Your school district may want to upgrade features to meet sustainability goals, such as stormwater management, energy efficiency, reducing heat island effects, etc. Meet their needs while creating active learning spaces. Welcome these ideas, as they are often tied to grant money.

 

Photo from the Intertwine

Using it

Creating the space is one thing, using it is another. Look for the tools that will help your school use the campus successfully:

  • When talking to potential partners, emphasize the 4C’s of 21st Century learning:
    • collaboration
    • creativity
    • communication
    • critical thinking

Successfully redesigned schoolyards encourage all of them.

  • Provide training to your staff. Help them find the resources and lessons that tie to their curriculum goals. Most school districts will have a specialist available to help.
  • Identify agencies that offer programs for outdoor learning, and invite them (repeatedly) to your campus. Look for watershed and conservation groups, environmental education centers, local environmental professionals, and sportsmens organizations.
  • Encourage your district to hire a garden or outdoor teacher or coordinator, to works with your teaching staff to coordinate the activities and lessons that are taught outdoors. The lessons can cover all curriculum areas, as well as activities to build social skills, independent learning and team building.
  • Meet maintenance goals by creating jobs for students, classes or small groups to accomplish throughout the year. Create a shared calendar to outline the needs and then divvy up the tasks. Don’t leave it to one dedicated or passionate person….they will eventually have to move on.
  • Make it the culture of the school to embrace, use, respect and care for your whole campus. The school community spends so much time together on campus, use the entire space to your advantage and care for it as a resource.
  • Remember, your space will be used after school (programs and neighborhood use) and during the summer. Embrace the fact that a variety of users will use the space. Finding ways to welcome them will encourage others to care for it and keep an eye on things when school is not in session.

If you need ideas on how to use your campus for outdoor learning, there are lots of great guides and curriculum resources that provide engaging activities for all grade levels (early childhood, pre-K, K-12).  A few examples include:

  • The BioBlitz. No, this isn’t a game or app (check out the National Parks website). In this activity, students look for all living species on your campus. Have them document what they find and identify the species (plants, insects, mammals, birds, etc.). You can make it as simple or complex as you need to, based on the age and curriculum. Include writing, art, science and math.
  • Scavenger hunt. Have kids look for a different theme, such as all things that collect and move the rainwater (What happens to rain drops when they land on the various surfaces?); have the kids find different shapes in the natural elements on campus; etc.
  • Nature journal. Document the changing seasons on your campus. What are the colors for each season? Temperature changes? Weather patterns? Different animals?
  • Art projects. Have kids pick a couple natural elements and sketch them, using a variety of media. Compare and contrast what is different and same about each element.
  • Plant flower bulbs. Seek donations for flower bulbs and have the kids plant them in a landscape bed. Learn about the different bulbs, the depths they need to be planted, what are the types and shapes of bulbs. Have the kids develop plant markers for each type. In the spring, monitor the progress of growth for each type, have them sketch the flowers, investigate the flower shape and talk about the parts of the plant, notice if pollinators visit the plants, create a cut flower vase and share with a classroom or community group that would benefit from fresh flowers (senior living facility).

As your school starts its journey toward a more natural schoolyard, know that these projects can take years. That’s fine! The program will benefit from starting small and building upon small successes as the project grows and changes over time. Think of a protracted timeline as an opportunity to involve more kids and their families.

Lastly, stay true to your goal. Keep the vision in mind and you will be amazed at the sustaining support you will receive to keep moving forward. Every step you take is for the health and well-being of the kids. You’ll get there.

 

Here are just a few resources that you can check out online.

Children and Nature Network  Green Schoolyards for Healthy Communities – Building a National Movement for Green Schoolyards in Every Community. http://www.childrenandnature.org/wp-content/uploads/2015/03/CNN_GSY_Report2016_Final.pdf

Green Schoolyards America. Sharon Danks. http://www.greenschoolyards.org/home.html

Boston Schoolyard Initiative. http://www.schoolyards.org/projects.overview.html Active since 1995. Schoolyard and outdoor design guides, as well as planning, maintenance and stewardship resources.

Evergreen Green School Grounds. https://www.evergreen.ca/our-impact/children/greening-school-grounds/

National Wildlife Federation. Schoolyard Habitat program. http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx  Attract and support local wildlife.

#. #. #. #

Jane Tesner Kleiner is a registered landscape architect, ecologist and environmental educator with work in Michigan and Washington. She has spent the past 25 years working with schools, parks and ecological restoration organizations to create habitat, trails and play areas. She passionately advocates for outdoor spaces that inspire kids’ curiosity. She wears a few hats in the Vancouver, Washington area, and continues encouraging kids of all ages to get outside and explore. Her goal is to make sure every kid has a stick to play with.

 

 

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FOOTNOTES:

[1] Louv, R., & Lamar, M. (2016, July 07). GROUNDS FOR CHANGE: Green Schoolyards for all Children. Retrieved March 25, 2017, from http://www.childrenandnature.org/2016/07/07/grounds-for-change-green-schoolyards-for-all-children/

[2] Given a full week of school and, we hope, 8 hours of sleep.

 

Ear to the Ground: Jane Tesner Kleiner

Ear to the Ground: Jane Tesner Kleiner

Jane Tesner Kleiner is a Registered Landscape Architect (RLA), ecologist and environmental educator with over 25 years of experience in design, project management and program coordination. She loves working with schools and communitiy partners to create spaces and programs to get kids outside, connecting with nature.

Tell us a little about yourself. How did you get started in this field?
I found of a love of working with school kids as a volunteer naturalist for the Ann Arbor Public School’s Environmental Education program. We took kids out on fields trips for all 1st – 5th graders. We were so lucky to have lots of natural areas, including Metro Parks, wetlands, streams and gravel pits. Then I met the amazing Rick Plecha (elementary science teacher) at Field Elementary School in Canton, MI and we started designing green schoolyards in his district. My work in Michigan focused on watershed improvements. When I moved to Washington in 2006, I started volunteering at my son’s school when they wanted to build a garden. The district, knowing my professional background, asked for a master plan to make sure they had a guiding tool for the garden improvements. Over 9 years, we have built 7 phases of projects at that school, including sensory, butterfly, accessible play, nature play, imagination play and outdoor classrooms.

Do you recall anything from your childhood that may have played a role in your becoming an environmental educator? What was your earliest connection to nature?
I was so lucky as a kid to grow up in a huge subdivision that had creeks and forests. My brother and I would roam the forests and floodplains all the time, especially winter in Michigan with snow and ice. We also had a huge hill in the backyard for sledding. We didn’t take many vacations as a kid, but I spent most of my childhood roaming Bell Creek, the forests and floodplains.

What has been a particularly memorable moment in your career?
By combining my landscape architecture skills with my love for ecology, I have been very fortunate to have worked on some great projects! Most of my work has been urban/suburban so there has always be a “people” connection that allowed for interpretive signage, places to explore and sit and observe the wildlife. While the bigger projects, like the Rouge River Oxbox restoration at The Henry Ford museum and the visitor improvements at Salmon-Morgan Creeks nature area are great, it is working with schools on their small gardens, habitats and projects where the kids take ownership and pride that make such a huge difference.

What challenges (professionally) have you had to overcome?
Great question…..as every job has its challenges. I have worked for large and small design firms, as well as local governmental agencies. One of the challenges is educating the budget folks that adding public amenities to some projects make a huge difference for folks visiting the areas. Also, finding a balance with the wonderful grounds and maintenance crews who have a lot on their plate with limited resources, while we add more gardens and natural areas. One great outcome of COVID is that people are really understanding the need and value for nature. Before COVID, green schoolyards could be seen as “Oh, that is nice and all but not mandatory.” We now know that having all types of gardens really make a difference well beyond academics.

What have been your greatest rewards?
Introducing kids to nature! So many kids I have worked with have lots of fears about nature and don’t have a lot of understanding about plants, animals, habitats, etc. My greatest rewards are when they get to see the result of their hard work, flowers blooming, vegetables are ripe enough to harvest, seed collecting, etc. When kids know that I can trust them with tools and then they can go get the job down, they are so excited. When they bring their families on the weekends because they are so excited, that is the added bonus.

What are some of the best resources you’ve found for the work you do?
We are lucky in southwest Washington to have lots of great partners working with schools. We have formed a coalition called the Clark County Nature Network where we meet to understand what the organizations or agencies are doing and how we can partner to make a difference with schools. Some organizations are great for plantings, trees and stewardship so kids get lots of hands on project based learning. Then they get to watch their projects grow. Other partners help with the planning and design of Green Schoolyards and can help get projects in the ground. A local arborist can help salvage trees to be repurposed for nature playgrounds. Our urban forestry can help add shade trees to playgrounds which are usually lacking any nature. We are starting to look at project opportunities to connect high school CTE partners to get gardens in at elementary schools, as they have the green houses and wood shops.

What project(s) are you currently working on?
It has been exciting for our two largest local school districts, Evergreen and Vancouver,which passed capital bonds several years ago. Those funds have provided for lots of improvements at existing schools and over a dozen new and/or replacement schools. I have been incredibly fortunate to work either as the owner’s representative on the projects or lead landscape architect on a few. This has allowed me to bring my knowledge of Green Schoolyards to the table and work with all of the staff and design teams to rethink school campus design. Most of the new schools have working gardens, increased native habitat for lots of species, including birds and butterflies, outdoor classrooms, accessible pathways, nature play areas, rock cycle gardens, meadows and interpretive signage. The projects include lots of natural colors, textures, plant types and features that haven’t been done at local schools. And the response has been great! If teachers want to teach about parts of the plant, they now have lots of different kinds to choose from on campus. There is now a diversity of colors and patterns to study art or writing. And lots of paths to go for walks to support social-emotional learning through the natural areas.
I am also the lead coordinator for the Clark County Nature Network working with local partners to connect our community to nature. Our partnership with the US Fish and Wildlife Refuge has stepped up to provide funding to expand our service to the community to reach more families and partners.

How has COVID-19 impacted your work?
As we know, there have been lots of pros and cons to COVID impacts. As a mom with two school age kids, my time has been more limited for work during the day as I help with school. While I have loved all of the time with my kids, there are also been other opportunities. I have been on some great Zoom calls with partners from around the world, like the BioBlitz program that covers ALL schools in England….so cool. There have been so many great collaborations with Green Schoolyard partnerships. I supported the Green Schoolyard America COVID 19 response to create on-line resources [https://www.greenschoolyards.org/covid-learn-outside]. Many of the resources are now available to schools who want to create and use outdoor classrooms as part of their solutions to getting kids safely back into school.

What inspires you now? What people have inspired you?
The research is so abundant now on the benefits of nature for our overall health, it isn’t hard to make the case to add nature back into our communities. I am inspired by the teachers who can’t wait to add more features, the kids who can’t wait to show you the caterpillar they discovered and the families that spend more time outside now that they know where to go and what to do with their kids. My colleagues are definitely my current inspirations as they have retooled how they deliver their work, due to COVID, to still reach kids with on-line learning and inspire kids to explore their own yards, schools and neighborhoods.

Who are your environmental heroes?
I have always been inspired by Rachel Kaplan, professor from the University of Michigan, who helped guide my graduate school work with schoolyards and her book Design with People in Mind. The writings of Rachel Carson, walking the shores of the Atlantic Ocean, and Mardy Murie about her time in Alaska, are my go to readings. I was also inspired by Richard Louv’s Last Child in the Woods. And then there are the biggies, like David Attenborough and Jane Goodall……what can I say….they are amazing.

What books are currently on your nightstand?
I am currently reading David Attenborough’s A Life on Our Planet and Robin Wall Kimmerer’s Braiding Sweetgrass. It feels so imperative to get kids to know their local landscapes, to understand what birds, insects and plants are here and why they are important. As a parent, I want my kids to know and understand what we see everyday.

Do you have favorite places to go when you need to connect with nature?
Oh yes! I am a big fan of those little known places, like the back trails along the Salmon Creek, the long trails at Vancouver Lake and Lacamas Lake here in Vancouver. My ideal adventures are to the Mt. Adams and Mt. Rainier trails, especially up in the alpine meadows. They take your breath away…..I could just sit up there for days!

Are you hopeful about the future?
Oh yes! There are so many talented people working on the Greening of Schoolyard front, that I know we are making a difference and this work matters! So many partners are rethinking their approach for diversity, equity and inclusion, I have faith in their ability to connect with even more families. And our local schools have put their efforts behind sustainable landscapes that are more natural. Growing up in nature, I had the joy of wandering the woods for hours and sitting in meadows in the fall opening milkweed seed pods, just to watch the seeds float away. Robert Michael Pyle said at the UERC conference last March, that kids are facing the extinction of experience. This really stuck with me. My job is to help recreate spaces to allow kids the experiences that I had everyday. At one local school, we were able to create a 1-acre meadow…..a first for the district. I can’t wait for students to have the opportunity to just sit in the middle and listen to the wind blowing through the grasses and the endless parade of cirtters calling that space home.

Earth Connections: Science Through the Seasons

Earth Connections: Science Through the Seasons

Kindergarten students admire a sunflower held by an Oxbow Farmer Educator while snacking on carrots during their fall field trip. Photo credit: 2016 Jess Eskelsen

Science Through the Seasons

by Shea Scribner
Oxbow Farm and Conservation Center
Carnation WA

igns of the shifting seasonal cycle are all around us. Children are especially keen to notice and appreciate the changing colors of leaves, frantic activities of squirrels, and blossoms slowly turning to fruits on apple trees, but how often do they really get to explore these wonders of nature at the place most specifically designed for learning—their school? With so many subjects to teach and standards to meet, how can teachers follow their students’ passions and incorporate environmental education into their curricula? With an entire class of kids but only one or two teachers to supervise, is venturing outside the classroom a safe and productive use of precious class time?

Beginning in 2016, with funding from an Environmental Protection Agency grant (EPA grant #01J26201), Oxbow Farm & Conservation Center’s team of Farmer Educators and Frank Wagner Elementary School’s Kindergarten teachers dug into these questions to co-develop and teach monthly environmental education lessons in the classroom, around the schoolyard, and on the farm. Through intentional relationship-building meetings and workshops with the teachers, we worked to better understand the specific needs and opportunities we could address through the new partnership between our nonprofit organization and their public school. We found that by following the natural curiosities kids have about the world outside their classroom window, we could address curricular and behavioral challenges and build programs that both captivated the student’s attention and nurtured their enthusiasm for learning. The early learner-focused lesson plans and activities, best practices, and key lessons learned from the project now populate an online compendium on the Oxbow website. We seek to share our story with other formal and informal educators who are working to address similar challenges, and spark ideas for how to incorporate seasonal, developmentally appropriate, place-based environmental education into their practice.

The “Earth Connections: Science Through the Seasons compendium takes the form of a beautiful tree, a fitting metaphor for a natural system where all parts contribute to the tree’s wholeness and growth to reach its full potential. The roots and trunk serve as the main base of support for plants, representing the foundation and core of our growing partnership with the school—take a peek into the planning process involved in this project, other organizations we partnered with, academic literature which informed our lessons and methods, and best practices for working with students and fellow educators. The branches growing from the sturdy trunk are specific place-based and Next Generation Science Standard (NGSS)-supportive lesson plans, suggested activities, and short videos recorded by the Oxbow educators, linking learning themes throughout the three seasons of the public-school year: fall, winter, and spring. With the overall goals of connecting lessons to the students’ specific environment and building skills of science investigation and inquiry, each experience was additive and built upon to together tackle the NGSS of K-LS1-1: “Use observations to describe patterns of what plants and animals need to survive.”

Much like our tree changed through the seasons, the students involved in the journey with us sprouted, grew, and transitioned throughout the school year. We invite you to channel the mind of a child as we guide you through the journey of a Frank Wagner Kindergartener experiencing outdoor EE with Oxbow and their teachers.

 

A volunteer farm naturalist asks kindergarten students about the crops they’re finding on the Kids Farm during a fall fieldtrip. Photo Credit: 2017 Jess Eskelsen

Fall:

Throughout this season, the remaining produce is plucked from Oxbow’s farm fields and pumpkins begin to turn from shiny orange to fuzzy black goo. As vibrant native trees and shrubs drop their leaves, humans and critters alike stash away the remaining treats of the season and work to prepare their homes for the cold, dark winter ahead. So too, young people across the region pack their backpacks full of snacks and supplies, bundle up in rain gear, and transition from summer beaches and sunlit backyards into the warm halls of their school every fall.

For some kindergarteners at Frank Wagner—a Title 1 school where many did not have the opportunity to attend preschool—the first time they transition into the fall season in the classroom can be understandably scary. The students are navigating a whole new environment, different schedule, and unfamiliar social expectations, all without the support of the primary caregivers whom they’ve relied on for so many seasons prior. Teachers are faced with the exceptional task of setting routines, helping every student feel safe, and helping students understand their role in their new classroom community. We found that many of the challenges of the early school year can be addressed through activities and practices that focus on building trust, sharing personal stories, and setting expectations for the new relationships students will build with teachers and one another.

Two students sit together behind large rhubarb leaves, playing a game of hide-and-seek (and finding hidden frogs and insects living in the field) during their spring fieldtrip. Photo Credit: Jess Eskelsen

Oxbow Educators visited the classrooms in the fall and collaborated with the students to construct a “CommuniTree” contract. Together, we used the structures of an apple tree to guide discussion of what sweet “fruits” both students and teachers hope to reap from their experience at school and on the farm, which “beehaviors” will help those fruits mature, and what obstacles to learning might be acting as big “rocks” in the soil, keeping the class’ roots from growing strong. We then began exploring the concept that learning can happen both in the classroom and outdoors through the Inside-Outside sorting activity. Students were given opportunities to express their own understandings of food and nature through prompted drawings, which we used as a baseline for assessing student growth throughout the school year. The Kindergarteners also came out to Oxbow for a Fall Farm Adventure, an introduction to how food grows and the many plants and animals that call a farm home, stoking their curiosity and excitement about the ongoing Farmer visits throughout the year. The fall season also included an introduction to the concept of “habitat,” a recurring and kindergarten-friendly theme that connected student learning about plant and animal needs throughout the rest of the year.

Winter:

For most of us on the west side of the Cascades, winter is cold, dark, and most of all, WET. Farm fields throughout the Snoqualmie River Valley rest quietly under risk of flood while puddles grow into lakes in school parking lots. Rain has shaped the landscape for thousands of years and water continues to connect rural farmland with urban neighborhoods. Dormant plants focus on underground root growth, and many animals must also conserve energy by hibernating or digging deep into warm piles of decomposing fall leaves to survive frosty temperatures.

An Oxbow Farmer Educator helps students find and sample tomatoes growing in a high tunnel during their fall fieldtrip, catching the tail end of the growing season on the Oxbow Kids’ Farm. Photo credit: 2016 Jess Eskelsen

Building on the relationships forged through the fall, winter was a time to begin channeling student’s excitement toward specific learning targets, helping them dig deeper into their wonderments and explore the systems connecting us to one another, and the greater planet we’re all a part of. With now-established routines and a classroom culture helping kids adhere to behavior expectations, students were ready to build on the basics and learn how to ask specific questions, make and share their observations, and consider new concepts. The weather during the winter months kept most of our lessons in the classroom, but certainly didn’t keep the kids from hands-on learning opportunities and ongoing nature connections!

Since things are a bit too muddy at Oxbow in the winter, we brought the farm into the classroom in the form of real live wiggling worms, giving students a chance to gently interact with the creatures as they sorted through the contents of their habitat during the Soil Sorting Activity. Students also identified what components serve as food and shelter for the decomposers to come up with a definition of what “soil is” and then used their observations to design and build a small composting chamber for the classroom. The teachers took this introductory lesson and built on it throughout the winter to address other parts of their curricula and learning targets: helping their students develop fine motor skills by cutting pictures out of seed catalogues and newspaper ads, then sorting the foods into those which worms can eat and those they cannot, and finally gluing their colorful collages onto posters and practicing writing the names of the foods in both English and Spanish. Further exploring habitats and plant and animal needs, we followed student curiosity into the schoolyard to investigate if the schoolyard is a healthy habitat for squirrels and learned how Squirrels and Trees help meet each other’s needs.

The Snoqualmie River flowing past Oxbow joins with the Skykomish River right near Frank Wagner to form the Snohomish River, a perfect natural connection to frame an investigation! As winter transitioned into (a still wet) spring, a Watersheds lesson helped to reinforce the link between farm and school, giving students a chance to work with maps of the actual landscape to trace the route of a raindrop as it would flow down from mountaintops and through interconnected rivers, and illustrate many human and natural features that use and depend on this water.

 

A kindergarten student carefully draws in her science notebook, documenting a specific apple tree she observed in the orchard. Photo credit: 2017 Jess Eskelsen

Spring:

Early-season native pollinators like blue orchard mason bees are a Farmer Educator’s best friend. Not only do these cute little insects help flowers turn to fruits and seeds, but they do so in a kid-friendly manner, hatching from hardy cocoons into adults friendly enough to hold without fear of a sting! With the warmer weather, students were able to spend more time outdoors exploring nature around the schoolyard and came back out to Oxbow to see how the big pumpkins they harvested back in the fall get their start as tiny seeds in the cozy greenhouse. With spring’s official arrival, the time had come for all that fall fertilizing and deep-winter pondering to transition into a growing, independent entity—be it a seedling or an excited student!

Springtime is a season full of vigorous growth and the kindergarteners were practically bursting to share with us all they’d been learning about through the winter. The students were ready to dynamically explore and understand the many connections between their lives, the farmers, and the plants and animals they saw popping up from the warming soils. Lessons in the springtime harnessed this energy by playing active games during multiple field trips to the farm and further investigating the nature around the schoolyard, all with a focus on connecting students more intimately with their sense of place.

Through an early spring field trip focused on Animals in the Water, students participated in a macroinvertebrate study, closely examining the “little bugs” that rely on cool, toxin-free water in the oxbow lake, and played games embodying the flow of nutrients through the freshwater food web these bugs are an integral part of. Their Spring Farm Adventure field trip and Orchard Stations had a focus on lifecycles and natural processes they could observe firsthand: how the buds on the orchard trees would soon (with a little help from the farmers, sunny and wet weather, and pollinators) become summer’s sweet fruits, and how the growing season for most food crops in this region is really just beginning as their school year comes to an end. As an end-line assessment of the student’s change in environmental understanding, we asked the students to again “draw a picture of nature” and were impressed to see the concepts of life cycles, interdependence of organisms, habitat needs, and where food comes from recalled and illustrated so eagerly by the students.

Our Tree

Behind every future environmental steward there is a spark of wonder which must be fanned to a flame, often with the support of dedicated educators and an array of tried and tested strategies. The Foundation of the tree includes a selection of Best Practices, which are continually growing. These ideas and strategies are intended to prepare students for outdoor science learning and provide teachers with the tools and skills to feel confident teaching in the outdoors.

Of course, none of the curricular branches would be strong without the solid structure of the trunk and roots. Building strong relationships with the teachers, school district, and other nonprofit partners throughout the project was integral to understanding the specific needs of the kindergarten classes and how informal educators can best support their in-class learning. We look forward to continuing to work with the students through this spring and beyond as we help build a school garden on their campus, giving students of every grade more opportunities to discover the magic of growing plants, harvesting food, and caring for worms and native wildlife. Our Earth Connections compendium will continue to be populated with additional resources and we hope to hear from educators like you about how you’ve used the materials, your recommendations for improvement, or ideas for expansion!

We are thrilled to share the fruits of this partnership with fellow educators and hope you find inspiration to continue exploring and learning from nature, both inside the classroom and around the schoolyard, maybe even taking a field trip to a local farm or community garden! You can learn more about Oxbow Farm & Conservation Center at www.oxbow.org.

 

About the author:

Shea Scribner is an Environmental Education Specialist and Summer Camp Director at Oxbow Farm & Conservation Center in Carnation, WA.