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Teach Green: Lesson Plan to Create an Illustrated Nature Journal

Illustrated Nature Journals for Kids

Summary:

Whether writing for scientific purposes or personal satisfaction or to convey personal experiences in the natural world to others, what better place to start a nature journal than on the Huntington Reservation of the Cleveland Metroparks. Students will explore Huntington Beach, Porter Creek and the flora and fauna of the surrounding meadow lands, while expressing their creativity through writing and illustrating their own personal nature journal. Both rewarding and fun, students are sure to sharpen their analytical and observation skills while deepening their appreciation of nature.

Grade Level:

Geared primarily toward children ages 8 to 12, but works just as well for teenagers and adults with a few modifications.

Time:

Two hours per class for six weeks.

Learning Objectives:

Objective #1

Students will use real-life experiences in nature as inspiration for journal writing, illustration and personal expression.

Objective #2

Students will explore various practices of nature journaling for descriptive, informational, narrative and persuasive writing.

Objective #3

Students will learn the fundamentals of map making in order to develop a sense of place and an increased appreciation of the natural world.

Materials Needed:

  1. 8.5 x 11 three ring view binder. A “view” binder will allow students design their own cover.
  2. Pencils ( varying hardness, often sold together), colored pencils, a sharpener and a white eraser
  3. Watercolors and paint brush
  4. Bottle of water
  5. Paper towels
  6. Ziploc bags for collecting treasures such as pine cones, leaves, shells or seeds
  7. Field bag or backpack to hold supplies

Optional Items:

  1. Binoculars
  2. Camera
  3. Compass
  4. Measuring tape or ruler
  5. Field guides
  6. Map

Instructor will supply additional worksheets, including templates for field notes, writing prompts, and graphic organizers. Also, graph paper and art/craft supplies for projects created in studio will be supplied. Students will want to have their own art supplies for creative work completed on nature walks.


 

Lesson Plans:

Week One: Introduction to Nature Journals and Mapping

Background


Creating a Nature Journal

Getting kids interested in natural world teaches them to appreciate it. Once they are outdoors and engaged, they are more likely to develop a feeling of connection to the plants, animals and natural spaces in their backyards, communities and parks. And, they will be more likely to want to protect them as they grow into adulthood. Keeping a nature journal is a great way to start.

In the most popular recent book on the subject, “Keeping a Nature Journal”, author Clare Walker Leslie puts it simply: “whereas a diary or personal journal records your feelings toward yourself and others, a nature journal primarily records your responses to and reflections about the world of nature around you.” With a subject as broad as the natural world, nature journals lend themselves to a wide range of expression. The possibilities are endless.

Keeping a nature journal helps students connect with nature through writing and illustration. They will learn how to observe nature closely and keep accurate records on these observations. They will also learn to narrate their experiences in the natural world

Developing a Sense of Place

A sense of place can be described as the fundamental ways people relate to places that convey a feeling of attachment and belonging. It develops when personal meaning is attributed to a specific location or setting and usually starts close to home. Maybe it’s your back yard or the neighborhood where you played as a kid. Or maybe it’s a park you’ve visited with your family on vacation. Whatever the case may be, studies have shown that attachment to natural spaces is beneficial to our emotional, functional and cognitive well being.

The Importance of Geography and Mapping

They also must have a better understanding of maps and geography. Studies reveal that the geographical acumen of American children consistently leaves much room for improvement over the past decade. Results from the National Geographic – Roper Public Affairs 2006 Geographic Literacy Study found that recent graduates of the US education system were “unprepared for an increasingly global future”. Just months after hurricane Katrina destroyed New Orleans and the Gulf Coast, the study found that 33 % of study participants could not find Louisiana on a map.

According to the 2010 National Assessment of Educational Progress, called “the nations report card”, less than a quarter (22%) of fourth grade students in the US scored “proficient” or above proficient” on the test. The same test for eighth graders in 2014 showed little improvement.

Understanding geography is important because helps us to better understand our world. Through the study of geography, students learn to use data from maps, graphics and texts to recognize patterns and solve problems. It contributes to global understanding and tolerance by making students more aware of of the countries and their cultures. It also helps us to understand the impact of environmental factors on specific areas. But, the study of geography starts with understanding our immediate environment and it expands with experience. Geographical awareness serves as a link between home, school and the world at large. In the early grades, basic geographical knowledge and map skills are the foundation for more complex critical thinking skills later. Later, geographically informed students will emerge as leaders and be well equipped to take their place in the global community.

Procedure


Introduction to Nature Journals and Maps and their various uses

  1. Have students illustrate the cover of their nature journals using paints, colored pencils or markers. (Have examples of nature journal pages for inspiration.)
  2. Overview of the importance of reading maps
  3. Using graph paper, have students draw a simple map of the Huntington Reservation from an actual Metroparks map.
  4. Have the class take a break on a picnic table with healthy snacks suitable for a nature hike. (Remind students they may want to pack similar snacks for future class nature hikes.)
  5. Explain how to write a personal narrative (story) and then have the students write about their favorite memory of a time they spent in nature. Encourage them to draw a picture.
  6. Assemble materials in field bag for next class

Week Two: Flora or Fauna?

Background


  • Learning about plant and animal species as preparation for future experiences in nature
  • Making a bird feeder
  • Writing about a process (descriptive writing)

Flora and fauna mean plants and animals; the word “flora” is used to discuss plant life, while the word “fauna” refers to animal life. Recently, children are becoming disconnected from nature. So much so that they are more familiar with Pokemon characters than they are with animal species, even some of the most common ones. They can recognize hundreds of consumer brands, but only a handful of plant varieties. This week, students will become familiar with a wide variety of local bugs, birds, animals, plants and trees through art projects, games and personal observations.

Procedure


  1. Introduction to Flora and Fauna – use a game to teach familiar names of native plants, trees and animals they may encounter on future hikes.
  2. Ask students to paint a picture of their favorite bird (fauna) and add it to their nature journals. Have pictures of some of birds native to the area for reference.
  3. Take a walk outside and have the students look for birds in the yard. Show them the areas where we have bird feeders hung. Explain how it is important to feed the birds in the summer while they are nesting as well as the winter when its cold and snowing.
  4. Have students choose a bird feeder to make.
  5. When they are finished with the project have them write about it in their journals.
  6. Have students take a picture of their bird feeder in their back yard and add the picture to their nature journals to illustrate their “How to” essays.

Notes:

Create a preprinted “Sequence Chain” (step by step) diagram and pass out the class to organize information before writing descriptive essay on how to make a bird feeder.

 

Week Three: Sensory Beach Hike

Background


  • Sensory beach hike
  • Learning to use five senses in observing nature
  • Employing descriptive journaling to capture impressions of nature

One of the most diverse and unique ecosystems in the Emerald Necklace chain of the Cleveland Metroparks, the Huntington Reservation borders Lake Erie on its northern boundary. Students will hike to the beach and use their senses to explore descriptive journaling to open up their perceptions of their natural surroundings. Students will be asked to write a descriptive essay on a day at the beach using descriptive journal entries and illustrations that will add depth to their writing and also deepen their awareness and appreciation of this valuable freshwater ecosystem.

Procedure


  1. Point out the path that the class will follow to the beach and make notes in their journals.
  2. Hike to Huntington Beach
  3. Allow time for students to explore the beach and find a place of their choosing to journal their impressions.
  4. Working with a partner, they will experiment with their senses by walking along the beach and taking turns closing their eyes to concentrate on what they hear, feel and smell without the benefit of sight. One partner will lead and the sightless partner will follow. Students take turns in each role.
  5. Allow students to find a piece of driftwood to bring back to for an art project in Week Four.
  6. Stop at the picnic pavilion for a healthy snack

Notes:

Use a preprinted observation chart to organize information by using the five senses: sight, sound, touch, taste and smell.

 

Week Four: Creek Walk Hike

Background


  • Explore habitats
  • Learn about informational (scientific) journal writing
  • Complete painted fish project

All types of living species need certain things to thrive, including food, water and shelter. Students will hike to the meadow lands bordering Porter Creek in the Huntington Reservation of the Metroparks. Along the way, we will discuss ecosystems, habitats and watersheds that sustain local wildlife in this area. We will take time to discuss keeping a Grinnell type journal and the application of informational journal writing for scientific purposes. Grinnell journaling is the method most used by professional biologists and field naturalists and was developed by Joseph Grinnell, a filed naturalist and teacher and the first director of the University of California’s Berkeley Museum of Vertebrate Zoology. His method included recording his observations as they were happening, detailed observations on specific species and species counts and keeping a record of where and when specimens were collected.

Procedure


  1. Point out the path that the class will take to explore Porter Creek and the meadow on the class map of the Huntington Reservation.
  2. Hike the Porter Creek Trail
  3. Allow time for students to explore the meadow and find a place of their choosing to journal their impressions in the Grinnell style of journaling.
  4. Stop at the picnic area to have a healthy snack
  5. Use the driftwood collected in Week Three to complete an art project painting colorful fish on the pieces of wood

Notes:

Create a preprinted “Network Tree” graphic organizer to help students answer key questions about their observations and organize research before writing Grinnell journal entries.

 

Week Five: Hike to the Lake Erie Nature and Science Center

Background


  • Explore the Lake Erie Nature & Science Center
  • Writing a story about a rescue animal (narrative writing)

Many species of local wildlife are endangered everyday. Humans have moved into areas previously occupied by animals and habitats have been destroyed and migration patterns disrupted. Hazards such as traffic, power lines, pollution and overpopulation are threatening otherwise healthy populations. At the Lake Erie Nature & Science Center they teach visitors about wildlife through live animal exhibits, wildlife education programs and the animal rehabilitation services they provide to over 1000 animals per year. They have outdoor and indoor display areas for public visitors to view both local wildlife and exotic/domestic animals. Students will hike to the Nature Center located at the south end of the Huntington Reservation to observe and learn about native species and animal rescue programs. In addition to journaling their observations during the hike, they will then be tasked to create narrative (story) about one of the animals they have observed at the Nature Center and include this story in their nature journals.

Procedure


  1. Point out the path that the class will take to hike to Lake Erie Nature & Science Center on the class map of the Huntington Reservation.
  2. Explain to the class that they will use their observations at the Nature Center to write a story about a rescue animal they saw on their field trip.
  3. Review the steps to writing a narrative (story) account of the experience (see notes below). Explain how this is one of many ways to describe their observations and experience.
  4. Hand out a template with space for students to fill in information for the prewiting (research) phase of their writing project.
  5. Hike to the Nature Center and tour the animal sanctuary and indoor displays
  6. Stop to have a healthy snack
  7. Have the students create a story from the animals point of view on how they came to live at the Nature Center.

Notes:

Use a preprinted “Storyboard” organizer to plan a story about a rescue animal

Week Six: Working Together for the Good of All

Background


  • Call to action
  • Collaborative mapping project/Writing a friendly (persuasive) writing
  • Persuasive writing

Children have become increasingly disconnected from nature. Today, young Americans spend about half as much time outdoors as their parents did. Causes range from parents fears of danger to loss or natural surroundings in neighborhoods and cities. Combined with the temptation of indoor activities such as television, video games and social media, a disconnect from nature has reached epidemic proportions. So much so that a wide range of physical and cognitive disorders have surged. People are losing touch with the natural world at a time when their ecological literacy is not only crucial to their own health, but also to the well-being of future generations and the future viability to our planet. Faced with increasing environmental challenges, tomorrow’s leaders must be prepared to understand the connections between human and natural systems (eco-literacy) and make decisions for the benefit of all.

Procedure


  1. Have the class work collaboratively to illustrate a large mural of a map of the Huntington Reservation. Using their entries from their nature journals, have them work to fill in the map based on their observations and experiences.
  2. As some students are working on the mural, others will write a friendly opinion letter about why someone should visit the Huntington Reservation based on the facts and opinions they have developed over the past five weeks.
  3. With the extra time left, students will go on a Nature Scavenger Hunt. They will be given a list of seasonal flora and fauna to collect and/or locate and observe. The group will take one last hike around the park and look for the species on the list. They will then be asked to journal the experience.

Notes:

Use a preprinted “Fact and Opinion Chart” as a graphic organizer to assemble information before beginning to write a Persuasive Friendly Letter

Illustrative Nature Journaling for Kids lesson plans address the following standards:

NATIONAL LANGUAGE ARTS STANDARDS , GRADES K-12

Standard 6

Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.

Standard 7

Students gather, evaluate, and synthesize date from a variety of sources.

Standard 8

Students use a variety of technological and informational resources to create and communicate knowledge.

NATIONAL SCIENCE EDUCATION STANDARDS, GRADES K-12

Content Standard A

As a result of activities, students develop an understanding of scientific inquiry and abilities necessary for scientific inquiry.

Content Standard C

As a result of activities, students develop an understanding of life sciences.

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Lake Views: Reconnecting with Life’s Essential Resource

Lake Erie was blue this morning, its glassy surface reflecting the clear sky above … one of the many faces of a lake that’s seen many faces.

The Great Lakes. Six quadrillion gallons of fresh water. One-fifth of the world’s fresh surface water and 84% of the surface water supply in North America. In fact, if the contents of the Great Lakes were spread across the continental U.S., it would submerge the country under 9 feet of water.  We drink from it. We fish in it and we play on it. And all of this activity contributes to our wellbeing in one way or another. The Great Lakes shoreline measures 10,900 miles/17,549 sq. kilometers of which a quarter mile of beachfront runs right in front of my house.

The lake has always been my compass.  My creative work space and my “true north”.  I toss my questions to the wind, and slowly, rhythmically, answers begin to coalesce on the swells and return to shore like waves of inspiration … and somehow I feel more, shall we say, directed.

IMG_0093 (1)And, I’m not the only one. Every morning at first light I walk my two Labrador retrievers to the beach and I see others like me drawn to the water’s edge by some unexplainable force.  People of all shapes and sizes, all walks of life, staring out over the wide expanse of water thinking their thoughts.  Walkers, runners, swimmers and cyclists. Children playing in the sand and seniors doing yoga on the shore.  From neighbors to cross country travelers, people come from near and far to experience the power of this place.

So what is it about water gazing that makes us feel better? Some will say it’s due to our primal beginnings, our nomadic instincts to find water, food and suitable hunting grounds.  Others talk about connecting with nature. Some feel a walk on beach helps them feel like they are a part of something larger than themselves. In truth, probably all of the above play a role.  Whatever your take, I think we all can agree that water is an essential resource that maintains us physically and sustains us emotionally and it should be protected for a multitude of reasons.

I have recently returned to my hometown by the lake after years of being away. I have to laugh at myself, because almost immediately, I fell back into my same routine. I’m up early and out with the dogs. Two hundred yards and I’ve reached the point where sand meets sea, albeit a freshwater sea. The other day a piece of blue-green sea glass caught my eye and reminded me of similar walks I’d had as a young girl. It had been years since I’d noticed the kaleidoscope of colors that crunched under my feet on these sandy shores.

Huntington Beach was my childhood playground. When we were little, mom took us for family outings to the beach to collect shells and play in the shallow water. Later, in my teen years, I went to the beach for other reasons – swimming, water skiing, sun tanning and of course, looking for cute guys. More recently, I brought my own children here and watched while they created their own memories – playing in the waves and building sandcastles. But it had been years since I’d walked this quarter mile and truly appreciated its natural beauty. Now, I look to the horizon with fresh eyes and a new perspective.IMG_0043

The stakes are high for the Great Lakes that support over 40 million people who rely on this ecosystem as a source of drinking water, recreation, and natural beauty. Although the Great Lakes region has been a leader in natural resources management, significant challenges remain as the area faces new and emerging problems due to the effects of climate change. That’s why it is so important for people to experience the natural places in the region – for their own good and the greater good as well. Children need to grow up understanding the source of the water that flows from their tap when they fill up a glass or take a shower.  This way, they’ll be more likely to conserve it in the years to come.

I’ll never forget the look on the young faces of a group of inner city children that watched the sunset from the beach this past 4th of July holiday, their eyes wide with wonder. In fact, the park was brought to a near standstill with people lining the piers and stairways as the sun touched the horizon, illuminating the lake’s surface with a light display that rivaled the community fireworks later that evening. We need more of that. It’s important for people to have those experiences in order to appreciate natural world. Crowded minds and busy lives often stand in the way, but we need to make it a priority in our families and in our schools.

One morning this summer on one of my daily walks, I saw a man being baptized by a preacher in the shallows of the lake just off the pier. I had to smile when he emerged, rejuvenated from the waist deep water, a small congregation of supporters clapping and cheering at his transformation. I think appreciating nature is alot like religion. We should treat the natural world with similar reverence. FullSizeRender

A great resolution for 2016!

Thanks for reading.

Elizabeth

“We have fallen heirs to the most glorious heritage a people ever received, and each one must do his part if we wish to show that the nation is worthy of its good fortune.”

– U.S. President Theodore Roosevelt


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Cleveland: The Forest City

The City of Cleveland has had many nicknames over the years. Whether they were used as a hallmark, a trademark, a landmark, or a blemish on its reputation, they each defined an important point in the city’s history and its continual quest for reinvention. Former labels have included, “The New American City”, “The Rock ‘N’ Roll Capital of the World”, “America’s North Coast” and the disparaging and unfortunately best-known epithet, “Mistake on the Lake” after the Cuyahoga River caught fire in 1969. Older titles were “The Metropolis of the Western Reserve” and “The Sixth City”.

Oddly, Cleveland’s oldest designation seems to be it’s most unlikely. The huge manufacturing metropolis hardly seems worthy of the title “Forest City”.  However, the original frontier village, founded by Moses Cleaveland at the end of the 18th century, was once a heavily forested area with lush green rolling hills that sloped to the lakeshore. Ironically, the Old English name Cleaveland means “land of cliffs” or ‘hilly area”, which indeed reflects the topography along the southern shore of Lake Erie within the boundaries of Cuyahoga County.

There is very little account of the primitive people and forests that greeted the original settlers, however records of early surveyors using living trees as property boundary markers provide enough information to reconstruct the nature and content of the landscape. The lands maintained by the Cleveland Metroparks in an extensive system of nature preserves unofficially known as the “Emerald Necklace” are also an excellent resource and encompass old growth forests that look much the same as they did when Moses Cleaveland arrived.

From 1930 -1940, Arthur B. Williams, an ecologist for the Cleveland Museum of Natural History and a park naturalist, surveyed the flora and fauna of the Cleveland park reservations. He found the majority of the trees were American beech, sugar and red maple, red oak, tulip, white ash, basswood and cucumber trees. The soil at the higher elevations was well drained and not only conducive to ample forest growth, but also contained an abundance of wildflowers, ferns, birds and mammals, including Virginia deer, wild turkey, fox, bobcat and black bear.

The floodplains of the Chagrin, Cuyahoga and Rocky rivers supported entirely different ecosystems with plants and trees that could tolerate frequent flooding, such as cottonwood, American sycamore, black walnut, butternut, elm and the Ohio buckeye. An abundance of birds such as the heron, sandpipers and wood duck all sought refuge in and around the rivers. Mammals suited for this type of ecosystem were also present, including squirrels, raccoons, muskrats and mink.

As Cleveland began to grow, many trees were cut down to build new businesses and some of the land was cleared for farming. Industry began to expand and factories cut in to the natural habitats that once flourished in the area.

According to The Encyclopedia of Cleveland History, credit for coining the phrase “Forest City” is widely attributed to William Case, Secretary of the Cleveland Horticultural Society in the 1840’s and also Mayor of Cleveland from 1850-51. Case was a man before his time and organized a citywide campaign to plant shade and fruit trees to beautify the city and compensate for the trees lost to the city’s growing manufacturing industry.

The Forest City also experienced more “new growth” in the 1930’s when Franklin D. Roosevelt’s Works Progress Administration (WPA) planted more than 13,000 trees in Cleveland. According to a tree count in 1940, over 200,000 trees were found in the city and 100,000 more in city parks.

While the origins of Cleveland’s original nickname remain largely forgotten today, the “green” movement has sparked new interest in incorporating more green spaces into urban areas. Cleveland has plans to rehabilitate the parks and beaches in and around downtown areas, allowing better access to the lakefront. Proposals have been made to transform Public Square into a central park and construction is underway on the Mall that includes expansive civic green space according to the original Group Plan of 1903.

Last year on Earth Day, the Cleveland Metroparks planted 95 trees native to Ohio forests to celebrate its 95th anniversary. The park staff and area volunteers will also plant more trees leading up to its 100th anniversary.

Additionally, the City of Cleveland held the first Sustainable Cleveland 2019 Summit in 2009, committed to transforming Cleveland into a “Green City on a Blue Lake” within ten years. The organization plans to integrate sustainability and economic development into future plans for the city that will ultimately maximize investment opportunities in growth sectors such as alternative energy sources and local food production, thus creating new businesses and jobs, and also make good use of our natural resources and human capital. Good progress has been made so far and the goal is to create a sustainable Cleveland by the 50th anniversary of the infamous river fire – once and for all ridding the city of its unfortunate misnomer, ”Mistake on the Lake”.

It seems that the old adage that originally defined Cleveland as “The Forest City”, may very well become one of the precepts that saves it. Time will tell.

Elizabeth