September: Observation and outdoor learning

Book Lists

Children’s Books List
Grades K-5
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Arnosky, J. 1993. Crinkleroot's Guide to Walking in Wild Places. Simon & Schuster Children's Publishing.
Arnosky, J. 2002. Field Trips: Bug Hunting, Animal Tracking, Bird-watching, Shore Walking. HarperCollins Publishers.
Arnosky, J. 1997. Bring 'Em Back Alive: Capturing Wildlife on Home Video. Little, Brown & Company
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Art, H.W. and M.W. Robbins. 2003. Woods Walk: Peepers, Porcupines and Exploding Puffballs! What You'll See, Hear and Smell When Exploring the Woods. Storey Books.
Bradman, S., and S. Wintringham. 2002. Wild and Wonderful: Poems about the Natural World. Hodder Headline.
Capogna, V.V. 1999. Did You Ever Wonder about Things You Find in Your Backyard? Marshall Cavendish Inc.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Green, J. 2002. In a Backyard. Crabtree Publishing Company.
Hamerstrom, F. 1985. Walk When the Moon Is Full. Crossing Press, Inc
Kalman, B. 1993. The Colors of Nature. Crabtree Publishing Company.
Kirkland, J. 2006. Take a City Nature Walk. Stillwater Publishing.
Kirkland, J. 2002. Take a Tree Walk. Stillwater Publishing.
Kranz, L. 2002. My Nature Book: A Journal and Activity Book for Kids. T&N Children's Publishing.
Morrison, G. 2004. Nature in the Neighborhood. Houghton Mifflin Company.
Rhatigan, J. 2003. The Kids' Guide to Nature Adventures: 80 Great Activities for Exploring the Outdoors. Sterling Publishing Company, Incorporated.
Ross, M.E. 1993. World of Small: Nature Explorations with a Hand Lens. Yosemite Association.
Rotner, S. 1992. Nature Spy. Atheneum.
Schimmel, S. 2002. Children of the Earth…Remember. T&N Children's Publishing.
Schimmel, S. 1994. Dear Children of the Earth: A Letter from Home. T&N Children's Publishing.
Vanderhorst, M.J. 2007. Pictures and Pomes: Introducing young people to NATURE in a poetic way!. Authorhouse.
Weisner, C. 2003. Let's Get Going: The Step-by-Step Guide to Successful Outings with Children. Red Deer Press.

Grades 6-8
Atkins, J. and P. Conner. 2000. Girls Who Looked under Rocks. Dawn Publications.
Ballard, C. 2008. Watching Wildlife: Animal Habitats. Heinemann.
Cornell, J. 1994. Journey to the Heart of Nature. Crystal Clarity Publishers.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Lawlor, E.P. 1993. Discover Nature Close to Home: Things to Know and Things to Do. Stackpole Books.

Grades 9-12
Dinsmore, S. 1995. Iowa Wildlife Viewing Guide. Falcon.
La Tourrette, J. 1997. Watching Wildlife: The National Wildlife Federation Guide to Observing Animals in the Wild. Henry Holt & Company, Incorporated.
Leslie, C. 2003. Keeping a Nature Journal. Storey Publishing.
Thoreau, H. 2004. Walden. Houghton Mifflin Books.

Books for Educators
Broda, H. W. 2011. Moving the Classroom Outdoors. Stenhouse Publishers.
Cornell, J. B. 1998. Sharing Nature with Children (20th Anniversary Edition). Dawn Publications.
Chalufour, I., and K. Worth. 2003. Discovering Nature with Young Children.Redleaf Press.
Cohen, R. P. 2011. 15 Minutes Outside: 365 ways to get out of the house and connect with your kids. Sourcebooks, Inc.
Leslie, C. W. 2010. The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms.Storey Publishing.
Louv, R. 2008. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Algonquin Books.
Ross, C., and T. Gladfelter. 1995. Kids in the Wild: A Family Guide to Outdoor Recreation. Mountaineer Books.
Stein, S. 2001. Noah's Children: Restoring the Ecology of Childhood. North Point Press.
Van Tilburg, C. 2005. Introducing Your Kids to the Outdoors. Stackpole Books.

September: Observation and outdoor learning

Nature Scavenger Hunts

SCAVENGER HUNT lesson plan

GRADE: 2nd - Adult TIME: 1 hour
SEASON: All

National Science Teaching Standards
A. Science as INQUIRY
B. PHYSICAL Science
C. LIFE Science
F. Science in PERSONAL and SOCIAL PERSPECTIVE

Introduction:
Scavenger hunts can be a fun way to explore natural areas and motivate people to look more closely at the variety of things that can be found in the natural world.

Objective:
• Students will gain an increased understanding of the diversity found in nature.
• Students will be able to list some of the unnatural things found in natural areas
and have a better understanding of the harmful effects that people have on nature.

Pre Activity:
• Discuss observation…practice!

Find a spot outside on the playground or in your surrounding neighborhood. With string rope a 12” by 12” area off. This is your spot. Make a list of living and non-living things found in your spot.

Walk by each day for a week and observe any changes.
• Discuss the balance of nature of all things great and small.
• Discuss this state park rule: There are only three things you can take from a state park besides: memories, pictures, and litter. They are: berries, mushrooms, and nuts!

Equipment
• Collection bags
• *Worksheet
• *Pencil
*Items brought by teacher

Procedure
1. Decide group size: whole group, small groups or individuals
2. Hand out equipment and give guidelines as to how far they can go and when to be back. Small items may be collected or the worksheets can be used as checklists.
*Please emphasize preservation/conservation ethics and suggest that students can sketch or draw the items so the item is left in its natural habitat. Students are not to collect the items accept on paper and in their mind unless otherwise stated on the list.
3. When all students have returned, review and discuss their findings.
4. Return all things back to nature.

Post Activity:
• Watch your special spot (from pre activity) change during the school year. Go out to observe changes once a month. Record them. Draw a conclusion at the end of the year of the changes.
• Make a plan to help the environment – put it into action!

Post Discussion:
• Discuss the question, “How many specimens does it take to make a habitat?”
• Were most of the things seen on the scavenger hike natural or human made?
• Discuss how people affect different habitats…woodland, prairie, wetland. (Iowa’s land is the most physically changed of all the states in USA…farming is the culprit!)
• What do you do specifically that impacts your classmates, your community, your state, your country, your continent, your world environmentally?
• What can you do to change the negative impact?
• How can you encourage others to be more aware of their actions and how it affects the environment?

Scavenger Hunt
Directions
1. Assign a group leader to record the items that are found.
2. Each item must be observed by the whole group.
3. Only bring back the indicated items.

Cattail
Frog (sketch)
Turtle (sketch)
Acorn (please bring back)
Flying insect
Insect larvae
Flowering plant
One handful of natural forest fertilizer
Moss
Dragonfly
Coniferous leaf (please bring back)
Deciduous leaf (please bring back)
White-tailed deer
Litter (please pick up)
Herbivore (what is it? )
Omnivore (what is it? )
Carnivore (what is it? )
Three different kinds of seeds (please bring back)
A picture of our state bird (Where did you find the picture? )
The state tree (What is it? )
A picture of the state flower (Where did you find the picture? )
Something that may be recycled (please bring back)
Feather (Not off the mounted birds, please bring back)
A bird nest (sketch)
An animal track (please identify )
Insect (What kind? )
Arachnid (How many legs? )
Butterfly (what color? )

Extra Credit
A seed that hitches a ride
A seed carried by wind
Something that provides energy for all types
A birdhouse made by humans
A natural bird house

September: Observation and outdoor learning

Nature Journaling

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

Nature journaling is a great way for students to connect with nature and their own feelings. It is a great way for students to learn to observe, and records their observations. Nature journals are usually an on-going process throughout the year. Nature journaling has been used in science, biology, art and writing classes (and more I’m sure!). Many people keep a nature journal on their own throughout the year.

Either have students bring in a blank journal to use in class or create journals as a class. Journals can be on lined or unlined paper. Sketch pads work well. They are best when they are smaller and easily tucked into a pocket or backpack so they can be brought with you on a nature hike.

Some things to think about while writing in your nature journal:
• Describe what you see in as much detail as possible
o What am I looking at?
o What does it look like?
o What is it doing?
o How does it move, sound, smell, feel?

• Think about connections
o Why is it here?
o What lives nearby?
o How can it live/grow here?
o How did it come to be here?

• Sketch a picture, take a photograph
o If you can, sketch a quick picture of what you are observing
o Take a picture with a camera and later print a picture to put with your observations

• Look within and reflect
o How do you feel while you are out in nature?
o How does the sight of an ant crawling up a tree make you feel? What are thinking about as you listen to a bird call?

Stick Journal
What you need:
• Paper (8.5 x 11 cut in half width-wise)
• Rubber bands
• Small but strong sticks about the width of your paper
• Hole punch

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

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

September: Observation and outdoor learning

Nature walks

Sit Spots
Sit spots are a place for students (and adults!) to regularly sit and observe the natural world around them. They should be close to home or school and easily accessible. They teach students to relax, slow down and observe. It is amazing what you can notice about the natural world when you are sitting on the ground quietly looking and listening.

Take students on a walk to a quiet wooded area either close to your school or on a nature trail close to school. It should be a location within walking distance so that it can be accessed regularly. Instruct students to find a comfortable place to sit alone but within eyesight or hearing distance of teachers. Students should find a spot that appeals to them personally. Allow 10-20 minutes (depending on age of students) for students to sit quietly and observe and listen to what is around them. It is amazing the sights and sounds they will observe once everyone is still and quiet.

Return to your sit spots at least once a week. Observe the changes in your sit spot as the seasons change. Sit spots are a wonderful lead in to nature journaling. Look for more information on nature journaling coming next week!

Backyard/Schoolyard Nature Find
Nature is all around us, it is not someplace that we need to travel to find. Who lives near you? A colony of ants? A robin? Take students outside to your schoolyard. Instruct everyone to quietly observe, search, listen, look for wildlife, plants, natural objects. You will be surprised what lives right next to us that we never see! Make a list of what you find. As an assignment that evening have students do the same in their own backyards. Even if students do not know what they saw they can write down a description. Compare lists the next day. Investigate animals or plants that you did not know. How will the changing seasons change what you observe? Make predictions and check them throughout the school year.

Seed Hike
As the season slowly changes to fall nature prepares itself for the coming cold months. Plants produce seeds to carry on the next spring. Many seeds have hooks or barbs that get stuck in animal fur (or socks!) and then get distributed. Some seeds get eaten by wildlife, others get dropped and grow in the spring.

Have each student bring an old pair of socks to school. Take a walk to a local prairie, pasture, meadow or other area with tall grasses and plants. Have students put the old socks on over their shoes. Walk through the grassed area. Observe as you walk. What seeds do you see? What plant are they growing on?

After you have walked though the area have students take off their socks and examine them carefully. Outdoors or once you have returned to the classroom have each student remove the seeds from their socks and sort them. Use a magnifying glass or microscope to observe the seeds. What do you see? What kind of barbs or hooks do the seeds have? How do this help with seed distribution? What animals, if any, do you think eats these seeds?

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

September: Observation and outdoor learning

Benefits and Considerations of taking children outside

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

Benefits of taking children outside:
• Children who spend at least 60 minutes outside every day have increased physical and emotional well-being
• Outdoor activity has a direct correlation to lower levels of childhood obesity
• Regular outdoor activity leads to reduced levels of ADHD
• Children who play outside have improved concentration and school performance
• Sunlight is a natural source of Vitamin D – an essential vitamin that children today are often lacking enough of
• Outdoor time improves eyesight
• Children who play outside grow up to be stewards of the environment
• Outdoor play leads to improved critical thinking skills
• Nature makes kids nicer
• Children who regularly spend time outside show enhanced creative play and decreased aggression

Considerations before heading outside with kids:
• Check out the area before heading out with kids so you are aware of any safety considerations
• Be prepared for emergencies by bringing a cell phone and first aid kit with you
• Be aware of the current weather conditions as well as the forecast for the time that you will be out
• Make sure students and teachers are dressed appropriately for the conditions and have proper footwear
• Be aware of allergies - know before heading out the door if anyone is allergic to bee stings, pollen or other allergens
• Use the buddy systems and do frequent head counts
• Use extra caution around water - plan for extra supervision and life jackets if deemed necessary
• Be aware of the possible plants and wildlife you will observe - instruct children on the proper conduct around wildlife and unknown plants
• Wash hands upon returning to the classroom
• Take only memories; leave only footprints - teach children about having respect for living things and nature