The last day is always hard. None of us want to say goodbye! I am hoping that I can continue bringing Woods and Wetlands to local schools this fall, so I plan to reach out to as many educators as possible to get these programs scheduled. One of my dreams would be to offer repeat programs for the same classes in the same, wild, space throughout a school year, whether once a month or even 4 times a (school) year. Imagine the kids getting to bond with a natural area that they can access whenever their adults can get them there, where they would benefit from seeing nature change throughout the seasons! School curriculum would be supported as we learn naturally about local plants, animals, fungi, geology, history, and geography. Woods and Wetlands programs support physical education related to strength, balance, coordination, teamwork, spatial awareness, and self-confidence. The arts can be woven into repeat programs as well. Nature-play and play-based learning offers health and wellness to all of us, even those who don’t enjoy the outdoors. We become more resilient to the stresses of life and better able to heal and grow our spirits when the world gets to be too much.
Imagine you have spent your childhood living down deep in the warm mud of a wetland, swimming around and breathing with gills. One day when you are anywhere from 3 months to 5 years old, you crawl out of the muck, up onto a cattail or blade of grass, your back splits open, and you crawl right out of your “skin” (exoskeleton), but you are no longer a creepy crawler; you are an iridescent, shimmery, winged creature who can now FLY! You have lovely fairy-like wings and amazing eyesight. No more dark, muddy days. You are a DRAGONFLY!
This is the best camp ever! I wish I wouldn’t get older and not be able to do it again!
What if you had tree branches growing out of your ear holes?
Summer Woods and Wetlands Camp at Camp Rockford has begun! Our first group has only been with us three days and already there is a definite sense of bonding between all of us. Already these kids have filled my heart and gained my trust. It may be 90+°F out where the paved and treeless places swelter in the sun, but we are right where our bodies are adapted to be, playing and learning in the deep shade of oaks, maples, and hickories, as well as wading around through the cold, flowing water of a local creek. We watch slimy slugs staying cool tucked into the grooves of wet oak bark, while toads abound in the soft, dark leaf litter and rich forest soil.
Day 1 we went over a lot of safety info and then explored the creek. We introduced the journals toward the end of our morning and were pleasantly surprised by how well the kids took to them this time. Of course, each group and individual differs, but my theory is that starting out with journals last year felt too much like school, hence, more resistance. This time the kids welcomed a chance, after exploring, to plop down, tired but happy, and draw and/or write about what they experienced. I also have the benefit of having read more of Anna Botsford Comstock’s, Handbook of Nature Study, in which she states her observation that, “The child might rather never had this experience than be forced to write about it.” Instead, she encouraged students to write about it only “because I am curious to know what you discovered,” and only if they wanted to. I was very struck by this! It seems wise to me and fits with my philosophy about the importance of nature-play-based learning to build a sense of love, connection, and ownership with nature on Earth that may later lead to more reading, writing, and more formal study of the natural world.
Day 1 also included the standing sensory exploration I began implementing in the spring with all of the classroom programs I did. On Day 2 we introduced Brain Gym and mindful breathing. When we focus on and are aware of our breath, we cannot help but be present in the moment. I recently learned a new breath-work technique that has significantly improved my own anxiety, and I now teach it to children to use for calming themselves as needed. It felt so amazing to observe these kids who I only just met on Monday, trusting me to guide them through trying some bizarre, new, movements and breathing strategies! I simply explained that the movements help the two sides of their brains work together better, and the breath helps us notice how we are feeling on the inside. What I did not say is, with near-constant external stimulation of today’s world of technology, it takes intention to remember to check in with our bodies. As a culture, we are losing touch with being able to feel/notice our own sensations and to recognize and name them. How can we trust and hear our bodies and minds if we never stop the busy-ness and put away the screens in order to turn inward now and then throughout our day?
When I got home after camp today, I noticed a note I had made to myself earlier this morning. It said, “greeting with info about what they Know, Notice, or Wonder about a nature treasure.” My initial thought when I spotted the note was, “Darn! I forgot to do that!” Then I paused and laughed at myself. Any teacher of my generation will know I was plugged into the old, “KWL,” strategy. It has morphed into any number of different permutations over the years, but the point of it is essentially the same. But what struck me as funny today was it hit me that when children are engaged in learning through nature play, no one needs to prompt them to ask questions, share observations, or tell about what they already know. Because it is their nature to do all of these things on their own! In fact, a teacher would be lucky to get a word in edgewise between the questions, stories, and exclamations!
Our Morning Meeting is held beneath the shady arms of a single tree in a tamed expanse of mowed grass. Today the tree was raining seeds down upon us, which precipitated a mini lesson about how seeds that land in places where humans have stifled or destroyed the natural order of life, death, decomposition, soil, and new growth, cannot grow to make new trees. We began imagining aloud what if the seeds landing upon us took root and we grew trees out of our heads!? Always open to silliness, our imaginings expanded. The kids had us all laughing over the idea of acorns for eyes and branches growing from our noses or ears. As I reflect on this now, I see an analogy. Too often we adults get in the way of children’s natural interests and learning abilities. We have good intentions, like mowing under a tree, but maybe we need to get out of the way a bit more. Mow a lot less. Let the kids’ “seeds” land where they will, and grow in a place we have not prepared for them, and in ways that work for each individual. Let learning be organic and messy. Follow their lead and offer enrichment when needed, but step back too. When we force every seed to land in the same place, a place we have interfered with so much that nothing can grow there except grass that is never allowed to flower and drop its own seeds, there will be little to learn in that monotonous place. Our children grow rich in mind, body, and spirit when they are surrounded by diverse, natural, spaces where their seeds can all take root.
“I want to do EXACTLY what you do when I grow up! I want to teach OUTSIDE!” -Lakes Elementary Kindergartener
“This is just SO much fun! I wish we could do this all the time!” -Cannonsburg Elementary 3rd grader
“I know so much more about nature than I ever did before!” -Roguewood 4th grader
“It’s EARTH DAY today! (Please can it be every day?)” -Me
In the spring of 2021 I was thrilled to begin offering whole-class Woods and Wetlands programs for schools. It made sense to begin with the district where I taught (indoors, mostly) for 17 years. With each hour-and-a-half program I learn more and the format continues to evolve. It began with Valley View Elementary inviting me to wrap up their One School, One Book program by taking every single one of their (many) classrooms out to the woods behind the school where we explored, learned, played, and made connections to the book, Nuts to You by Lynne Rae Perkins. Back in September and October I met Roguewood’s 4th graders at Camp Rockford and made connections to their science units while adventuring in the woods along the Rogue River and Stegman Creek. My “home base” of Lakes Elementary brought Woods and Wetlands programs to their 2nd graders as we learned about local plants and their seeds.
In March of this year I got to return to Lakes and work with the same 2nd graders I met in the fall. With ice still covering much of the swamp, we learned a little bit about the diversity of wildlife there, how the land has been changed by humans over time, and how to test the ice before stepping on it… (and so much more!)
This week I began a set of programs for Lakes kindergarten as well as Cannonsburg Elementary’s entire school! Each program is a little different and always tailored to the features of the specific space, season, and the age/grade level of the students. Beyond that, there are numerous other differences which I feel uniquely prepared to meet after years of being a classroom teacher myself. I know all too well that the energy and dynamics of each class and their teacher will vary, and I love the chance to connect with all of them in the way that works best for them. There is no exact template for Woods and Wetlands programs, though I spend many hours preparing in the weeks ahead of time. I get to be flexible and fluid each time. I do get incredibly nervous before the first of any set of programs in a new place with new students, but the moment the kids show up I find myself centered and deeply joyful to be doing this work. (It hardly feels like work!)
On Wednesday and Thursday of this week I brought kindergarten classes out to a wetland that at one time was connected to Bostwick Lake. As I pulled my classroom-on-wheels (a.k.a. wagon) out to the exploration space before meeting the kids, I caught in my peripheral vision something large, dark, airborne, and incredibly fast, swooping silently toward me from the ground to my right. Almost as quickly as I sensed it, it was past me, and my eyes and brain caught up with each other to realize it was a great-horned owl with prey of some kind in its talons! I have no idea why she was hunting at 1:30 in the afternoon, but she was breathtakingly beautiful. She landed on a low “island” of decomposing log about 100 feet away and proceeded to blend in almost perfectly despite the fact that I knew exactly where she was. We stared at each other for a while before I slowly began to move; after all, I had a class arriving soon and needed to get ready. But what a wonder it was to have that wild creature so near! I was only sorry that the kids wouldn’t get to see her. I love all of the owl encounters I seem to have these days!
The first group of any series of programs always seems to be the roughest. Both kindergarten programs were great fun and all’s well that ends well, but it is undeniable that I always learn at least a few things the hard way with group number one. In this case, my assessment of the space did not take into account the additional rain we have had recently in conjunction with how recently the ground thawed. In past years this space has never once been “mucky,” or sticky. Never once has a child lost their boot or gotten “stuck in the muck,” as we did so many times when my own classroom of first graders explored the area directly behind the school. In fact, that was precisely why I chose this other space; it was open enough to easily see all of the kids at once AND it didn’t have any deep, foot-immobilizing muck! How wrong I was! Regardless, the kids had a ton of fun and they definitely did some learning! (As did I.) Our second group fared better now that I knew what to prepare for.
I loved seeing and hearing the kids out there, balancing on mossy logs, using sticks to help test and balance, shrieking with laughter, and searching earnestly for the things I had photographed and put on a laminated card for them each to wear on a lanyard. One boy came up and triumphantly informed me that he found the duckweed! A few girls showed me the tiny, spiral-patterned snails they discovered, while other explorers turned over decomposing logs and discovered roly-poly bugs/pillbugs/sowbugs underneath. (Why do they have so many names?) I wanted to be everywhere at once! I am always so curious about what the kids find because I almost always learn something new from them. Some years ago my students discovered fairy shrimp out there. I had never seen nor heard of them before, but they are an important early food source for spring creatures just waking up from their winter hibernation.
Today I was especially nervous to be conducting 2 programs at Cannonsburg. Though I know the principal and some of the teachers, I have little familiarity with the school and only introduced myself to its woods just over a week ago when I went to take photos of interesting features for the kids to find. (There is little point in taking photos until right before the program week since nature changes so drastically here in Michigan from month to month!) The Conversation and Exploration cards I made from those photos turned out beautifully! And just as with every new program, my nerves were instantly calmed by the arrival of excited children. Both programs were with 3rd graders and both classrooms were led by teachers I knew already. Yet the two classes were so very different from each other, as most are. I was so lucky that both were fantastic in their own ways. I loved that the first group already had some experience in this space and so their familiarity with the area allowed them a deeper encounter with it this time, yet their comfort level also meant they didn’t need my guidance as much as most do. I could have probably done less talking, less cautioning. They have a teacher who is comfortable doing quite a bit of what I was brought in to do. The second class had no experience yet in this space, but they were eager to learn and were consistently respectful listeners. Their teacher seemed completely comfortable out there and was just as open to learning and exploring as the kids were! She helpfully managed the few who needed a little extra support and circulated widely, checking in and guiding as needed. It flowed just beautifully! The kids with more nature-adventure experience were still happy to take in new information and add it to their growing repertoire of nature knowledge. It rained during the last half hour or so, but the kids were troopers and many were even more delighted to be out in the rain.
Next week I head back to Lakes for the other two kindergarten classrooms and also to Parkside for one of two first-grade programs! Cannonsburg programs pick up again in May.
Below: The laminated Exploration and Conversation cards I created for Cannonsburg kids featured 6 general categories which were color-coded by their lanyard: Trees and tree seeds, plants, fungi and lichen, signs of animals, logs and soil, and patterns in nature. Each card is double-sided with a photo on each side, accompanied by a few facts and usually a thinking question. These are just a few of the photos I took for the cards.