aging an enhanced auditory experience. These methods can be effective and allow for a safe and educational experience.
A Sample Plan
There are many ways to facilitate a night hike. Below, we offer a sample plan. It is important to sequence the activities so they build toward a culminating activ- ity. The activities can be thought of in four stages: pre-hike, stationary, transition, and closing activities.
The right way to walk at night.”
Pre-hike activi- ties: The leader can
prepare participants for the hike by doing some activities in the days or weeks before the actual trip. For example, students could practice identifying owls and other nocturnal animals by their sounds. Several excellent guides to wildlife sounds have been produced and are readily available (see the resource list at the end of this article). Another example of a pre-hike activity would involve
playing a simulation game such as Bat and Moth. In this game, one student is blindfolded (the bat) and one student is not (the moth). The group forms a circle around them to create a safety perimeter. The game simulates the echo loca- tion technique bats use to find their prey by sending high frequency sounds toward the prey. Every time the bat says “bat,” the moth replies “moth” and the bat tries to locate and tag the moth by sound. An activity like this can be played at dusk to allow the eyes to adjust and the group to become more comfortable with being outside at dark.
Stationary and Transition Activities
during the Hike: Stationary activities are done at places along the trail where the group stops and gathers. Transition activities are ones where the group is given an assignment while walking. Upon reaching the next station, the leader asks the partici- pants to describe what they discovered. For example, the leader might ask the group to be aware of temperature dif- ferences when under leafy shrubs compared to under more open canopy. Upon reaching the next station, the partici- pants would describe what they noticed and discuss how animals might use that to their advantage. After preparing the group, the hike begins. The leader
should describe how to walk in the outdoors at night (by lifting one’s feet higher than usual). Many of the following activities can be either stationary or transitional depending on how they are framed.
Station One: Sound
1. Deer Ears. Listen to sounds by cupping the hands behind the outer ears while standing still and rotating the upper body. The quality of sound is improved greatly by direct- ing these “receivers” toward the source. The group can discuss how animals might use this to their advantage.
2. Sound Inventory. Stand perfectly still for 1-2 minutes and point in the direction of the different sounds heard. Share these with the group afterwards.
Transition: Mental Mapping: Ask the participants to construct a “mental map” of what the terrain is like along the length of the hike. Ask participants at each stop along the way what the terrain was like since the last station. For example, did the trail go up or down? Did it turn to the left or right? If you can spot the Big Dipper (or the Little Dip- per), you can try to locate the North Star (Polaris)2. This allows participants to determine the cardinal directions (N, S, E, W) which they could incorporate into their mental trail maps (i.e. the trail turns east, etc.). Mapping the terrain can help build towards a culminating activity such as a solo hike if the group returns on the same trail.
Station Two: Smell
Smelly Things. Smell the night air, soil, crushed plant parts or pass a scented marker around. Ask the group to identify the scents in the dark. Typically, you will hear a variety of answers. Sometimes, people think they are identifying things by smell alone when it is actually the combination of sight and smell being used. Removing the sight component often makes it more difficult to identify a smell.
Transition: Touch and Go. Along a safe section of the trail, ask the group to focus on feeling the trail with their feet. Then, ask them to step off the trail to one side (watch out for poison ivy or other hazards) and then back on the trail. Have them do this several times and then report any differences. Trails tend to be more compact and quieter whereas “off trail” is often softer and louder due to twigs, leaves, and other debris.
Station Three: Sight
1. Night Light. Look to the left or right of a distant star or planet to use the rod cells in your retinas to see faint light and contrast better. Try this by looking at objects on the trail. The rod cells in your eye help you see contrast. The next activity illustrates this.
2. Headless Horseman. Pair up the group members across from one another and have them stare at their partner’s head without moving their eyes. Have them describe what happens when they do this. (Their partner’s head should seem to ‘disappear’. This only works in very low light.) Explanation: The retina of the eye contains rods cells, which detect light contrast and cone cells, which detect color. Due to the placement of the rod cells, they are activated more by viewing peripherally rather than using direct focal vision. Therefore, looking to the left or right of a head or star enables the shape to be distinguished more clearly. Staring directly at the head does not activate the rod cells in the same manner, causing the head to seem to disappear.
GREEN TEACHER 93 Page 33
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