Activity 1: Routine for Observational Thinking8
Objective: At the end of this activity, students will be able to construct an observation using the prompt and set up a nature journaling page.
During the first activity of the unit, tell students that they are going to participate in activities that will make them better observers. It should be explained to students that they are all scientists even if they do not think so. Without paying much mind to this thought, all students engage in core science practices every day such as asking questions, arguing from evidence, constructing explanations, and communicating information. All of these practices, along with a few others, are ones that are addressed by the current science standards. They also begin with a fundamental skill in science: making observations.
This activity can be completed outside by participating in a quick walk, or in the classroom by bringing in natural items as described previously. Instruct students to set up their journal page using metadata. Then, instruct students to find an item that interests them. After students have located their item, introduce the first prompt: “I observe.” Explain to students that by starting a sentence with “I observe” they are making an observation, however, this should not include opinion or explanation. Instead, it uses senses such as sight or hearing. Allow students a few minutes to create these observations based on their item and record them on their journal page. You may wish to have students share out their observations, or keep them to themselves. Next, explain the second prompt “I wonder” as a way to focus on asking questions about their item. Encourage students to ask all questions about their item that come to mind and record them. Allow students a few minutes to share their questions. Introduce the last prompt: “It makes me think of.” Students may feel motivated to make connections to other concepts that are not science related, such as art or emotions, and it is important to honor and encourage this. Through sharing these connections, whether emotional or scientific, the student was able to learn something new about the item. Taking a few minutes for reflection, allow the student to record these on their journal page and then explore some other items within the environment/ classroom. Tell students to use their new observation skills!
These prompts can be used as a routine for regular instruction, especially when an opportunity presents itself unprompted in the environment. From this point forward, students should be reminded to refer to these prompts when using their new observation skills.
Activity 2: Diagram Matching Game
Objective: At the end of this activity, students will be able to construct a diagram and search for patterns amongst these diagrams.
For this activity, items can be brought into the classroom or students can be brought outside for a hike. Prior to beginning the activity, instruct students to label their journal using metadata. Tell students to select a natural object from their surroundings. All of the objects for the class should be of the same category, such as species of trees and their leaves, sticks, or flowers. Once the items are found, instruct students to use their observation skills to create a diagram of their item, These journal entries should include words, pictures and possibly numbers. Students may only select a method they are comfortable with, but it should also provide as a good description of their item. Students should be encouraged to create their diagrams to emphasize structure meaning that the picture does not have to be pretty, it simply needs to be accurate. Tell students that they should diagram their item well enough that another student could identify the object by using their diagram.
After a period of time that suits your class schedule, have students return to the group and place their diagrams in a circle, or in a manner where they can all be seen, and then place their items together in a different spot. To add variation to this, as the teacher you may shuffle the diagrams and lay them out. Instruct students to match the item to the diagram, and then select another of the item from the same species in the environment to match the diagram.
With a partner, have students discuss general questions about the process of journaling and matching the items with their diagram. Here, it is beneficial to use questions which address the science practices. For example, ask students which details were the most helpful and least helpful in identifying the item or if they noticed any patterns between diagrams. You may also ask students to determine what caused the patterns we observed or about the structures of each item and if this structure serves a particular purpose.
Activity 3: Transect Inventory
Objective: At the end of this activity, students will be able to practice making observations, diagramming, and looking for patterns amongst species.
This activity must be completed outdoors, so warning students ahead of time of this is good practice. Remember to address the basic needs of students that were discussed in the “Meeting Basic Needs” section.
An outdoor area containing varying ground cover is necessary for this activity. Examples include anywhere that contains different species of weeds and other small plants along with natural items. A string or rope loop/ circle that is about arms length should also be made if quadrats are not available in the classroom. Hula hoops also make for good quadrats.
After recording daily metadata for the entry, ask students to make a prediction about what species or items they think they will see in their quadrat. Then, instruct students to place their string loop/ quadrat on the ground, specifically in a location with multiple species. For a set amount of time, allow students to record as many items as they can find and identify within their string loop or quadrat. Remind students of their observation skills and the observational routine. Here, it is encouraged that students record their findings using multiple modes including numbers, pictures, and words.
It may also be found that students announce they are done. At this point, encourage the individual to take a “brain break” and look away from the zone of interest and then look back and see what else they can notice, or try to explain the zone in other ways such as different drawing angles.
For the discussion portion of this activity, have students join in small groups and share the details of their journal page. Encourage students to compare findings, searching for similarities and differences between structure of the journal entries or general observations.
Activity 4: Sit Spot
Objective: At the end of this activity, students will be able to practice their observation skills and create a driving question.
In this activity, students find their own place in an outdoor area and pay attention to whatever may inspire them. They will record their experience in their nature journal along with metadata. This act of utilizing a sit spot should be done at least 3 times across class periods. At this point, sit spot experiences can be scattered throughout class periods, for example at a frequency of one experience per week or every other class. Students should return to the same sit spot at each experience.
Teachers will offer guidance but not requirements for how students can record their experience in their journal. Students can write, draw, or record in whatever way feels right to them. As discussed, students will appreciate a menu of sorts of activities to choose from to guide their reflection. These activities are described below.
Poem Writing
At the sit spot, a poem inspired by the students’ experience can be written. This can be done in multiple ways if the student already possesses a poem style they like or feel inspired to write. If this is not the case, students can use the sentence starters from the first activity: “I observe, I wonder, it makes me think of” and turn these statements from an observing point of view to one that reveals internal emotions or experiences.
Diagram Drawing
Using skills from the activity “Diagram Matching Game” students can create a diagram in a style that appeals to their inspiration. They may choose to focus on an individual item or the landscape view from their sit spot. Encourage students to use numbers, drawings, and words for their diagrams.
Scientific Illustration
Similar to drawing a diagram, a scientific illustration is one which emphasizes unique and significant structures of an organism or item. Students may choose to color or shade their drawing, but the baseline requirements for an illustration follows the ABCD’s of scientific illustration:
A: Accurate- Draw exactly what you see
B: Big- Fill the whole piece of paper
C: Color: Add in color or shading that is accurate
D: Detailed: Add as many details as you can
Nature Autobiography
Write an autobiography from the perspective of something at the sit spot such as a tree, insect, or general landscape. Students may also choose to create a comic autobiography.
Leaf Rubbing Collage
Gather some leaves from the sit spot and place them one at a time under the paper. Using the side of the tip of a pencil, shade the paper to reveal the textures on the leaf. Arrange multiple leaves on the paper and repeat this process until a collage is created.
At the end of this activity, students will be asked ““In your nature journal or at your sit spot, if you had to investigate one of your observations, what would it be? What would be the first step in your investigation?”
