Deviating from the norm of an indoor, classroom meeting is exciting for both teachers and students. It is essential to plan accordingly for this event and present expectations for students. It should also be expressed that the teacher will work to meet the basic needs of the outdoors student and establish routines and proper notification so the student can dress and prepare accordingly.
Meeting Basic Needs
The act of journaling in the field requires a certain focus which cannot be maintained if the students’ basic needs are not addressed. It is important to note that outdoor learning is not to be centered around ‘toughing it out’ in the elements. In fact the comfort and safety of each student is a priority. In order to meet the basic needs of the students in this situation, the following tips are suggested:
- Be aware of the weather conditions and be prepared to modify plans as needed.
- Allow and encourage students to wear clothing that they are comfortable in and that will suit an outdoor experience. For example, if walking to a rocky trail, sneakers may be suggested.
- Encourage and remind students to bring sunglasses, jackets, hats, water, or other items necessary for a comfortable outdoor experience.
Meeting Emotional Needs
To accompany the basic needs of students in an outdoor environment, teachers should be ready to tend to each students’ emotional needs. Each student has a different current relationship with nature which is driven by their experiences and culture. A teacher should not be surprised if, for example, their student who lives on the northern side of New Haven has never visited the beach before, even if the distance is seemingly quite short. Each perspective we are presented with should be met with curiosity and encouragement.
Establishing Routines
An outdoor session also requires routines and clear expectations. Establishing these prior to the outdoor session can provide for an easier and more productive experience. For example, students may be instructed to gather their materials upon arrival to class or complete a warm up. Once the outdoor destination has been reached, the journaling activity may commence by using a routine exercise such as the observational routine described in the first activity in the lesson plan descriptions.
“Sit Spots”
In accordance with establishing routines, it is important to allow students to select a spot which they will return to during each nature journaling session. In the book titled “What the Robin Knows”6 Jon Young writes of a boy who is initially resistant to remaining in a sit spot, observing, and journaling. He writes that in a way, this boy was refusing to see the birds and wildlife around him, but the experience was also so new to him that he needed to further develop the senses required for this exercise. Through repetition, this young boy was eventually able to identify several species as well as observe certain behaviors of these species. This growth would not have occurred if this young boy were to charge in a different direction in the forest with each session. Instead, he selected the same “secret spot” to return to each time. Over time, the boy built a relationship with this spot and the wildlife around him. It is this example that proves that requiring students to return to their same sit spot each time will encourage the journey towards detailed observation in nature journaling.
It is also important to choose an area for these sit spots that is convenient. For example, Jon Young argues that any place that is more than a two- minute walk from the doors may be too far.7 Teaching in an urban setting, I can relate to the challenges of finding locations that are considered “Nature” as mentioned before, nature is all around us, even if it does not meet our conventional views of what a “natural environment” is. For the purposes of nature journaling, a tree, or garden that is in a city is just as effective as one that is in a forest. Birds, for example, are very prevalent in the city, and are often heard in the early morning hours.
Probing Questions
For the purpose of this unit, the practice of nature journaling is meant to hone one's thinking and observation skills for successful instruction in a science classroom. When discussing what makes a “good” observation for a science classroom, it was mentioned that a teacher as the facilitator for these observations can be encouraging, and sometimes necessary. We desire our students to make observations which will drive their investigations and lead to further inquiry on that topic. Some students may find it easy to make observations and create their own inquiry experience while nature journaling. However, other students may need intervention from the teacher. This intervention is not meant to tell the student exactly what to notice, but may offer a broader idea of what they can look for. This can be as simple as the teacher suggesting a key concept from the material they are teaching in class such as structure and function. With a suggestion such as this, the student can then begin to notice the parts of an item they are looking at and offer hypotheses for figuring out why this is so.
Bringing Nature Journaling Into the Classroom
It may not be possible to take students outside for every day that nature journaling is practiced. For example, weather conditions may prevent us from staying outside. In this situation, natural objects can be brought into the classroom such as leaves, pinecones, sticks, shells, etc. Eventually, you may be able to procure a small nature museum of sorts which will add to the curiosity in the classroom. An alternative to this is to ask students to bring in their own item that sparks their curiosity, perhaps one that is in their backyard or found on their route to school.
