nature patterns

This one is like a snake!
That one reminds me of lightning!
It’s a vine!
This one is kind of like a spiderweb!
I see a tree branch!
If you turn this pattern it’s like a tornado!
A beehive!
This is like the pine needles!
It’s a daddy longlegs!
That one reminds me of a pumpkin!
Or an onion!
This could be a snail shell!
Like the river!

Such a creative, verbal, kind, and visual group we have this time! During Morning Meeting we introduced some common nature patterns and read and moved with the book, Flow, Spin, Grow. We used our fingers in the air to draw spirals and coils, spinning from small to large and then large back to small. This is art, math, and language all spinning together! We asked our explorers to try to draw at least one of the patterns in their nature journals, encouraging them to add to the drawing to make the pattern into something specific in nature.

Our greeting was the Silent Greeting which relies on eye contact and movement as we go around the circle. Each student chooses which silent greeting they want to use. We saw waving, sign language, smiles, and finger-waves.

The mosquitoes are still pretty thick out there, but more manageable and everyone is sprayed and sprayed again with repellent. We pat non-Deet repellent on our faces and necks. Skimming Amazon’s site I discovered a plethora of hats with mosquito nets and also nets to put over one’s own hat. Click here for a link to the ones that Mrs. Webb and I are going to try.

Our group has more girls than either of our first two sessions did. During Morning Meeting one of the girls mentioned their “Girl Club,” and when I began to say that any clubs needed to be for everyone, she smiled and patiently explained to me that she called it a “Girl Club,” because girls built the fort, but that anyone could join. Later, as I looked through our photos from today, I noticed that the boys and the girls have chosen to divide themselves, which is interesting to me. I try to avoid divisions by gender, but if the kids choose it themselves, as long as there is kindness between them, I have no issue with it.

It’s been fun to notice how many new friendships are springing up among our explorers. They are, overall, a much more independent bunch and are happy to explore, play, and experiment without need for much teacher intervention or guidance. We are glad to give them their space to do their thing, though we are available for help and support if they need it. A new member joined us today and at Morning Meeting I introduced her and asked the others to imagine they are the “newbie” on day 3 of our session; what might that feel like? The kids responded so empathically! Words about feelings poured forth and afterwards there was never a moment when our new explorer was alone or without buddies to show her the ropes. In fact, while the girls were relocating their fort due to a ground nest of yellow jackets, (or hornets?) our newest friend called out to the other girls, “I have an idea!” and they stopped and listened to her idea. The self-designated leader of the group responded, “You know what? I REALLY like that idea!” (To move the fort near the creek so the fort has a pretty background.) And so it was.

Creek-time was a little different today as the “Girl Club,” which was later renamed, “Friendship Club,” decided to ferry rocks from the creek to their fort. They used our red buckets but quickly figured out that it was one thing to fill the bucket with river rocks, and quite another thing to try to carry said bucket o’ rocks while balancing on the log-bridge! One of the older boys helped and so did Mrs. Webb and I. The other group of younger girls used their creek time to practice climbing and navigating over and along the other logs across the creek. I love watching them figure out where to hold on, where to step, and how to push or pull themselves up as they develop their senses of where their bodies are in space. And all the while their young bones and muscles are growing stronger through physical play and exploration!

Maybe we need to take some rocks out before we carry this.

During snack break I read aloud the book, Nothing To Do, and the kids noticed all of the same nature patterns embedded in each illustration. I like to punctuate my read-alouds with tiny personal stories from my own childhood experiences. I notice that when adults share their own stories, kids’ ears perk up and they really respond! I paused the book to relate to them how, as a kid, I used to go out with a shovel and dig deep, deep holes near my family’s vegetable garden, and I’d collect the worms I found and put them in a jar of dirt, name them all, and then let them go again. After which my dad would go out to the garden and nearly fall into my holes, so I was told to go fill them in again, which I did, but often dug another one. The kids laughed at my version of the story and laughter bonds and connects us!

I’ll close with a quote I heard today from our newest explorer; within her first 5 minutes in the woods I overheard her say to her new friends, “I can’t believe we get to do this! This is the best day of my whole life!” My heart was full.

P.S. Should anyone be kayaking or other recreation on the Rogue River downstream from Camp Rockford and you come upon either of our two lost magnifier tops or a silver compass, please tell them we would like them to swim back upstream to us! Only one day after replacing my first 2-way magnifier, the second one lost its top to the creek. Lesson learned: find a way to attach the two pieces or don’t use it in the creek! Click here to see what it’s supposed to look like when both parts are in the same location! (We also would be thrilled if anyone would like to donate a couple of these because the kids love them!)

Today’s explorations extended from yesterday’s with the added focus of noticing patterns in nature. We read Flow, Spin, Grow and Nothing To Do. Each of our campers found a small, laminated, card on their sit pads this morning and I asked them to choose at least 1 of the patterns on the card to try to draw in their nature journals. We talked about which of these patterns reminded us of different natural objects. For example, one girl said that one of the patterns reminded her of tree branches. Another noticed that the close-packed pattern was like beehives. After drawing everyone’s attention to these patterns, we went out and looked for similar shapes in our exploration space.

We checked the river again, and though it seems lower and slower, it’s still too deep to be safe. Next week should be better unless we get a lot of rain before then.

Using sticks to point at poison ivy as we continue to practice recognizing it.

There is so much to do out there! We love seeing kids playing, running around, exploring, noticing, laughing, and learning. Unlike in school, I allow children to play with sticks because we teach them how to use them safely. Additionally, kids who play with each other and use physical contact are allowed to do so as long as everyone involved is comfortable with the game or activity. We adults tend to get too worried and anxious that someone might get hurt if they roughhouse, but some level of this is normal and healthy. We always make sure our explorers are playing safely, but that doesn’t have to mean never touching anyone else. I try to encourage kids in ways to play respectfully but also to know they can say “no,” or, “stop,” as needed, and that everyone must listen to each other’s words and respect each other’s boundaries.

Toward the end of our morning I was checking in with a camper who was sitting against this tree when suddenly another camper noticed this TOAD who had attached itself to the bark just above the other camper’s head! The toad held very still and we could just barely see it’s little throat moving up and down as it breathed. We didn’t touch or hold this one, but instead observed and noticed how beautifully camouflaged it was on the tree bark. I used this opportunity to teach the kids around me about how both frogs and toads hatch from eggs in the water, first as tadpoles and then as frogs or toads, but noted that toads generally leave the water and frogs tend to stay near or in the water. I also use these chances to model and teach empathy. I pointed out how very big we are compared to the toad and how it probably felt that we were predators who wanted to eat it!

A note from yesterday: I have begun talking to the kids about how trees and humans have similarities. Today one of the girls recalled that the top tree branches that spread out are called the “crown,” which is kind of like our heads. I explained how trees protect themselves with bark and humans with skin, but if bark or skin are cut, germs or bugs can get inside and so the bark and our skin can form scabs for repair. In the book, Flow, Spin, Grow, the author and illustrator showed how inside of our human bodies we have branches too! Branching of our bronchial tubes, arteries, and veins are very similar to tree branch patterns! Making these personal connections between people and trees is important if we are going to find ways to live in balance with nature.