3. Color in the Night. Distribute small pieces of differently colored paper or colored toothpicks to the group members. Ask them to guess what color(s) they have. Ask them to identify different colors of clothing. They can check their accuracy when they return to a lighted area. Cone cells allow the eye to detect color providing there is enough reflected light to see the object. When light is diminished, it is much harder to discern color.
4. After Image. Discuss original and reflected light sources (reflectors, matches, stars, planets, moons, elec- tric lights, etc.). Then predict how much light will be cast from a single match, and light it from a distance away. Move the lighted match in a circular or linear pattern. Ask the people to quickly close their eyes to try to see an after image of the pat- tern. Next try this with a flashlight to compare what happens. The image created after the brain translated the light received via the optic nerve remains briefly after the source disappears.
Transition: Thermometer. Check the temperature of the air, trees.
Station Four: Night Vision and Solo Time
1. Night Sight Story. Tell a story about exploring the outdoors at night while participants close/cover one eye. Have the participants stare at a lit candle or bright lan- tern with the open eye during the story. Extinguish the light and have participants look around with each eye to see if they notice a difference between the one that was covered/uncovered. The difference is dramatic because the light causes the uncovered pupil to contract while the covered pupil remains dilated.
2. Night Eyes. After the story, ask the group to describe how night vision develops (pupil dilates to allow more light in). The story can serve a dual purpose. In addition to creating a dramatic difference in night vision, it can help create a metaphor for use in the solo hike described below. Explain this metaphor by giving an example.
3. Solo Hike/Sit. Place people along the trail so they can experience the night alone. Tell them not to move and communicate with other people. Pick them up again after a short time. Another option (not for young children) is to have them do a solo hike alone back to where the hike started. You can send them out at longer or shorter intervals depending on the amount of ambient light, and other factors. Always allow those that do not want to do a solo hike to bring up the rear quietly. Remind the solo hikers to use what they have learned on the night hike up to that point.
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To simulate echo location, a group plays “Bat and Moth”. Station Five: Taste
1. Sparky Party. After returning from the solo hike, have a “sparky party” to celebrate. In pairs facing one another, instruct the group to chew wintergreen (WintOgreen) Lifesavers with an open mouth (trying not to wet the lifesaver with saliva because it flashes better when dry) while observing the mouth of their partner. Ask them what they think creates a blue-green glow when broken by the teeth or a pair of pliers (to save fragile teeth). This phenomenon, called triboluminescence, occurs when light is released in the visible spectrum after the chemi- cal bonds of the granulated sugar molecules in the pres- ence of wintergreen oil (methyl salicylate) nitrogen in the air are broken. Try scraping rock candy with a knife in the dark to see a glow. (Unless the candy is damp, it usu- ally works.)
Closing Reflection Activities
Take time to reflect on the night hike experience. 1. Make a list of open-ended questions for the participants to complete verbally. This will help them reflect upon their night walk experience. Once the group is back together, have them form a circle and share a few of these. Some examples: What is one thing that you appre- ciated most about the walk? What new facts did you learn about the night? Did you have any surprises along the way?
2. Ask the participants to finish the following sentence stems: a. The best thing along the way was . . . b. Now I realize that darkness is . . . c. One thing I’m still wondering is . . .
GREEN TEACHER 93
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