7 classes and social groups. By plan- ning, cooking and camping together, students develop positive relationships that endure beyond the trip. During the overnight there are separate tarps for boys and girls. The common experi- ence of setting up shelters and sleep- ing like sardines underneath brings everyone together. I also get to know students in a way that is difficult in the classroom, through informal chats, sharing stories and experiences, and letting them see the “real” me in one of my favorite places. Finally, students get to spend time in nature. Richard Louv1 and others have written extensively about the value of getting kids outside in both structured and unstructured settings. Perhaps the most important aspect of the Bear Beach trip is facili- tating personal connections between city kids and the natural world. While creating an inventory of the plants, animals, geography and spiritual elements of the areas, as well as during free time, students have an opportunity to look closely at nature, to observe, to reflect, and to discover. They leave with a greater sense of place and a stronger bond with the coast. Research suggests that this will lead to more sustainable lifestyles2 as well as happier people.3 Before we head out, there is much preparation. I send out
a field trip letter with itinerary, supply list and permission form in the first week of school. Because I use parent chap- erones and drivers, and because students provide their own food and gear, I can keep the cost to less than $10 per person. This covers the provincial park camping fee as well as new group gear. Each year I add to our school collection of tarps, camp stoves, and emergency equipment. In class, students learn about nutrition for backcountry camping and plan their own meals under my supervision. I try to steer them away from over-packaged foods, heavy cans and junk food, but somehow it shows up. (Grade 8s are not known for their attention to detail, listening skills or refined palate.) We prac- tice using camp stoves and hanging food to protect it (and us) from bears. I demonstrate how to and how not to pack a backpack. This is the notorious “exploding pack” lesson, in which I casually look for an item that should be handy, like a headlamp, and pull out everything imaginable, including a sleeping bag, tennis racket, ice axe, beach ball and textbook. Afterwards, I explain what is actually necessary and how to organize a pack. We discuss safety (cougars and wet rocks and bears, oh my!) and I introduce both the civilization proj- ect and a writing assignment about the trip. A few days later we arrive at the trailhead and, after a
safety talk, head down to the beach. The trail comprises logging road, mature forest and the legendary ‘hill of doom’, before opening onto the beach for lunch. From there we walk on the rocks, over logs and past waterfalls and cliffs (occasionally through the water if the tide is high) to the campsite. It is not a long trail, less than 2 km (1.2 mi.), but it is challenging. The first task is shelter building. This is a classic endeav-
our where students work together to design and raise their tarps with no help from adults, and with very real conse- quences. It can take some time and often requires patience, humour and sometimes mediation. I ensure that the tarps are solid enough but I don’t mind if students get a bit damp, as we are heading home the next day. The bulk of the students’ afternoon is spent in groups
creating an inventory of the natural environment and designing their civilizations. Students have time to explore the beach, forest and river under adult supervision, as well as down time with friends. They eat in their groups when they choose. At sunset, we gather around the fire to share our civiliza-
tions. There are introductions of chiefs and councils, myths of whale-gods and creation, sharing of delicacies (a word of warning: do not eat the salal [a native plant] wrapped in kelp!), songs, dances and demonstrations. Then it is my turn to tell a story and pass the feather before bed. The next morning, a groggy, and sometimes soggy,
bunch packs up, makes breakfast, and takes one last look around to ensure we have left no trace of our visit. Before we leave the beach, I ask them again to reflect on why this place is special, and whether or not life is more “real” here or in the city. This is a Social Studies class, but it is so much more than that. Bear Beach is a chance for students to strip back all of the trappings of our self-absorbed consump- tive society and recognize themselves and each other for who they really are. It is an opportunity for them to see the value of wild places for more than their physical resources. Students learn experientially that they are connected to the natural environment, as every civilization throughout his- tory has been, and that nature can invigorate the spirit. Back at school, students spend a few days refining their
civilizations, creating models and artifacts and writing poetry, fiction and personal reflections about Bear Beach. Groups formally present their cultures and submit their reports, full of grounded hands-on learning. The unit is over, but the per- sonal growth and critical thinking has only just begun.
GREEN TEACHER 93 Page 9
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