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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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We Cannot Allow Newtown to Become Anytown

In the land of the free and the home of the brave, how can we expect to create innovative new learning environments for our students and prepare them to be meaningful contributors to the 21st century when they are locked in their schools with armed guards standing watch at the doors? How can this possibly be conducive to learning and creative thought? This is America – leader of the free world – and our children deserve better. We need to find a way to make it so.

First and foremost, my condolences go out to all of the families who have lost loved ones in Newtown and in other cities around the country where mass shootings have occurred this past year. No citizen of this nation (or any country for that matter) should ever have to experience such grief and loss. However, in reality, there are many school systems in the United States where fear, violence and even death are a regular part of daily life for students. Unfortunately, we don’t pay attention until something terrible happens en masse in a place where we are least expecting it.

As parents, we are all concerned about keeping our children safe. Speaking from personal experience, the threat of strangers was my greatest fear when my children were young. In reality, though, it’s not an outsider but rather people known to the child, family or community who cause most incidents of violence. Such was the case in Newtown, Connecticut and other cities where mass killings have occurred. Worse still, many of these shooting incidents are students turning on fellow students in their own communities — an ominous warning of a growing malady among our youth that, if left untreated, will surely grow to epidemic proportions.

To be clear, this is not a blog about gun control, mental illness or major breaches of school security. While they are important topics, they only address the symptoms, not cure the ailment.

A convergence of factors has led us to where we are today. Increased populations place people in close proximity to one another in ever expanding urban areas. Poverty also plays a role. Children living in poverty are far more vulnerable to violence than other segments of the population. According to the National Poverty Center at the University of Michigan, in 2010, 16.4 million children under the age of 18, or 22.0 percent, were considered poor. That’s almost a quarter of our youth who are affected.

However, as we know, school violence is not confined to disadvantaged populations. In more affluent communities, tightly packed schedules and high expectations have pushed some kids to the breaking point. Standardized tests and school rankings pit students against one another in an unhealthy academic competition. Emotional and behavioral difficulties are on the rise and affect many aspects of children’s lives, including achievement in school, relationships with family and friends, and the risk of alcohol or substance abuse.

Further, kids’ lives are becoming more and more controlled. They are being confined to smaller spaces and tighter time frames, from car seats, strollers and the interior of the family SUV, to highly choreographed schedules that leave little time for free play and quiet reflection. And the stress of it all is beginning to manifest itself in unhealthy ways. Add to this mix easy access to dangerous weapons and the glamorization of violence and the results should be no surprise to anyone.

But does the pathology run deeper still? Alfie Kohn, author of What Does It Mean to Be Well Educated? And More Essays on Standards, Grading, and Other Follies, questions the basic structure of our American high schools and the way our students are being educated. He quotes Linda Darling-Hammond, professor of education at Stanford University who bases the following evaluation on what psychologists have identified as key human needs. She argues that

“Many well-known adolescent difficulties are not intrinsic to the teenage years but are related to the mismatch between adolescents’ developmental needs and the kinds of experiences most junior high and high schools provide. When students need close affiliation, they experience large depersonalized schools; when they need to develop autonomy, they experience few opportunities for choice and punitive approaches to discipline; when they need expansive cognitive challenges and opportunities to demonstrate their competence, they experience work focused largely on the memorization of facts…”

Kohn believes that American high schools not only fail to meet the individual needs of students, but often make a mockery of them. How do we expect our children to become leaders when they are afraid to make mistakes and are forced to follow a standardized plan that may or may not address their individual strengths and weaknesses?

In short, kids want to feel like what they do and say matters. They also want to have the ability and the opportunity to make competent decisions about things that affect their lives, and all our lives. Ultimately, they want to feel connected to others… And, when kids feel like they belong, they are far more likely to want to nurture those connections, whether it is bonds formed with other students, teachers, their community or the world at large.

This is where I believe including environmental education in school curricula has the potential to make a significant difference in engaging students in their own learning processes and encouraging them to start taking responsibility for their personal acquisition of knowledge. Ultimately, it’s not about the grade or the test score or the class ranking. It’s what you know – that incredible sense of entitlement, and responsibility, when you gather into yourself the vast reality of this world. Needless to say, acquiring that knowledge is powerful and personally transformative.

Environment-based education uses human habitats and natural spaces as context across various disciplines of study. The program is characterized by kids exploring the local community and natural surroundings, with hands-on experiences of environmental discovery and problem solving, and learning that accommodates students’ individual skills and abilities. Research shows that this approach delivers many benefits to students. Results show that students tend to improve their overall GPA’s and stay in school longer. They develop critical thinking skills, experience improved motivation, more responsible behavior, and a sense of environmental stewardship. Students also show more cooperation and improved conflict resolution skills that will go a long way toward eliminating personal frustrations that can result in violent acts such as the terrible shootings that continue to plague our country.

Violence is everywhere. More locks and more guns are not going to make it go away. We need to find effective ways to connect with each other and the world around us in order to heal our social ills. It is my sincere wish that 2013 will see real and meaningful change in this regard… and that we will make the health and welfare of our children our #1 priority. If we don’t get this right, nothing else will matter.

Best wishes for a happy and healthy New Year.

Elizabeth

Post script: In the aftermath of the unfathomable tragedy at Sandy Hook elementary school, a platoon of golden retrievers – some of nature’s finest – were called in to ease the pain of a wounded community. Their soft fur, wet noses and unconditional love eased the fears of frightened children and warmed the hearts of many… Living proof that we are truly all in this together!