Instructions: Give each student a clip-board, recycled copy paper or their nature journal and a #2 pencil. Tell them to search for life by quietly observing trees, flowers, shrubs and herbs. They could also look under rocks or in crevices in buildings, cement walkways and parking lots. Tell them to be patient and look carefully. Remind them that many animals will hide or run away from humans, especially when people are loud or moving quickly. Direct them to draw, take notes and record as much information as they can about the insects, birds, plants and other life that they see. Encourage them to draw each item as large as possible and to be as detailed in their notes as possible. This is the only opportunity that these astronauts will have to study this planet!
Variation 1: Ask students to look for and record signs of life instead of life itself, especially if the animals in the environ- ment of the school take a hiatus because there are noisy chil- dren about. Some examples of signs of life might include a spider web, a chewed leaf, animal tracks, a feather, a snake’s skin, a beetle’s shell, a burrow in the ground, and a nest.
Variation 2: After students record what they actually see, tell them that they can draw an imaginary life-form. Suggest
that they consider the lines, shape, color and patterns of the life form as well as its habitat. Ask students to consider what the life-form needs in its environment and home to survive.
Conclusion: Have the students share their drawings and findings in small groups. Ask them if they knew there were so many things living right by their school. What surprised them? What was the most interesting life-form they found? What was the weirdest? What was the most beautiful? Did they notice any specific lines, shapes colors or patterns in the life-form when they drew it? Do they have any guesses why those lines, etc. were there? What was the life-form doing? What does their observed life-form need to live? What does its habitat have that allows it to live?
Illustrated nature journaling exercises
Here are some additional exercises and suggestions for follow-up environmental education activities:
1. Draw two different plants growing next to each other. Show the differences in shape, size, color and texture. Try to overlap them to show their differences. Follow-up:
Preparing Children for an Outdoor Classroom.
Outside learning environments may be very unfamiliar to children at your school. Unless they have previous experience with outside science experiments or experiential lessons, children may associate the outdoors with unstructured playtime. Whether this is true or not for your students, it is important to establish expectations before venturing outdoors. Here are a few guidelines:
1. Unless working on a special group assignment, have the children work quietly and individually, at least 10 feet away from one another if possible. When observing animals, silence and stillness are essential. Children should be reminded that many birds and other animals will not come near noise or movement.
2. Children must always remain within your eyesight. Remind the children that if they can’t see you, then you can’t see them. For younger children, you may want to set boundary lines or colorful markers to clarify the perimeter of your outdoor classroom.
3. Let the children know it is okay to sit on the ground, or stand while working. Remind them to look first, so they don’t sit on an ant mound or rash-causing plant! If there is time, have children make their own special seat-cushions to sit on during outdoor activities.
4. Be prepared for the weather. If it is hot, be sure to have plenty of water on hand. Limit the amount of time that students are in direct sunlight or have them wear sunscreen and hats. If there is a chance or rain, have students wear hooded rain jackets, or carry plastic tarps.
5. Keep medical records and a first aid kit with allergy pills and an EpiPen with you at all times. Make sure you know which students have allergies, and what they are allergic to. For example, if some students are allergic to ants, search the ground thoroughly before sitting on it. And, students allergic to certain pollens should be kept clear of those. Ask your school nurse about any potential problems with taking your students outside.
6. Avoid areas with poisonous or dangerous animals. Always search the ground before choosing an area to work, and remind children to always watch where they are walking and sitting. Without scaring the children, inform them to slowly back away from snakes, venomous, poisonous or biting creatures. Encourage children to respect, not fear these creatures, and give them space. When animals sting or attack, they are merely trying to protect themselves and possibly their offspring. Nevertheless, in order to be prepared for unwanted surprises, brush-up on the latest first-aid and avoidance recommenda- tions for your area.
7. To compensate for the time they spend in front of fast-moving imagery on media screens, children may need sensorial guidance. To promote visual, auditory, olfactory, and kinesthetic awareness, use guiding statements like “notice the outline, shapes, patterns and textures in the object”. Encourage children to touch, (if it is safe) smell, and quietly listen to nature and natural objects. It will help them experience nature more completely and express their experience better.
8. Establish rules and perhaps a pledge to revere and protect all life, as well as the homes and habitat of wildlife. Remind children that the life-forms that they will encounter have an important purpose, and are special and valuable. Point out the homes of animals including insects.
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