Introduction
It is already hot and humid by mid-morning as a small group of elementary students hike through the weedy field of a state park. They are following a deer trail looking for the tell-tale signs of animal movement and trying hard not to leave too many of their own signs. Along the way their teacher points out bent stems and droppings. They stop to briefly gather some pods, already cracked open, spilling seeds on silken threads. They gently examine the plants closely for insect activity before moving on. The girl in the lead stops suddenly and motions the others to stop also. The teacher moves calmly ahead, identifies the large black snake to the students before gently encouraging it to move on with the help of his walking stick. As the group moves forward, he describes the snake’s diet and defenses. The students take it all in, some asking questions, others pausing briefly to check for more nature clues.
They have their sights set on the line of trees up ahead, ready to welcome the shady temperature drop while noting other changes as they transition out of the open field. New plant species are pointed out, some to avoid, others to rub gently to learn their unique smell that leads to identification. When they break for a moment under the leafy canopy, they are encouraged to listen for the bird calls they’ve learned should be there, hushed excitement ensuing with each recognition. They know that there will be time to discuss and examine the day’s experiences once they are back in the classroom. The classroom back at school is actually in a separate building from the main school, tucked back in the woods, resembling more of a nature center than a classroom. The returning students unpack their findings and settle into closer observations with lenses and comparisons to field guides.
Throughout the next two weeks the students will continue daily trips to the various parts of the park. They will wear old sneakers and wade through the creek, picking up rocks to study what is under them. Another day those old sneakers will find themselves in pond muck where the creek has spread and deepened allowing the organic material to settle out before the water trickles over rocks, continuing its way to larger water systems. There in the pond the students will cast seining nets, walking nervously across before tipping the nets up and transferring their catches to buckets. They will only keep them a short time for observations and identifications before releasing them. Lots of fish and amphibians in the net, are happy recompense for the smell of decaying pond plants and the occasional lost shoe. All the experiences and learning will be discussed in light of understanding the ecosystems and how to care for them.
Near the end of the two weeks the students will watch The Lorax movie and relate all they have learned to the importance of preserving nature and avoiding destroying it with greed the way the Onceler did. Those two weeks’ outdoor experiences will empower them to speak for the trees… and the fish… and the birds… and all the other creatures they encounter directly or indirectly.1
The students will be so enthralled that they will return to that course and eagerly seek out similar experiences. The teacher will expand units to include a two-week stream study canoeing course, and a two-week marine ecology extended stay course held in other parks across the state. Multiple students will engage in all three learning experiences, returning yearly and recruiting others to join. All stake holders in this diverse educational ecosystem win.
From the summer after third grade through high school, these types of courses were how I chose to spend my summers. I was fortunate that my school district at the time did not just offer summer school for remediation but offered a multitude of enrichment courses. These special experiences shaped my life-long interest in, and deep respect for nature. They are my most memorable science instruction that engaged me as a life-long learner and ignited my desire to teach. I became personally connected to each of the environments and ecosystems that I encountered.
While my experiences took place outside the regular school year, it is still possible to create similar opportunities for today’s students within the school year. What we need to do is move our students beyond the four walls of the classroom. We need to foster students’ connections within the environments around them. Engagement builds meaning and understanding that are the foundation for sympathy and empathy. We must literally show them the interconnections, so they are more likely to care.
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