Woodland Mist Academy
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Posts posted by Woodland Mist Academy
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There are some other organizations, ionline and otherwise, that students could use for nature study.
There is the bird coubt, for example, and also an organization that does backyard mapping.
Another possibility is studying to get a HAM liscence. That could be a little more expensive in terms of equipment, but there is also a lot of friendlinss among operators and many are interested in helping out young beginners. A lot of areas have clubs. The test itself requires some significant study.
I would love to hear more about the HAM radio. What do the operators discuss? I'm not overly familiar with HAM radio.
Yes, there are many organizations and studies to get involved with. Whatever the teen's interest, there's likely to be an organization and/or study.
A few that I don't think are on the thread yet:
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We're trying to hatch a praying mantis egg sack (or whatever it's called) at the moment. For a mom that hates bugs I'm feeling brave at the moment, lol!
DS is working on his SCUBA certification this week. He told me he saw a shark and an eel today. I hadn't really thought about it as nature study until just now :)
Adding bravery to emerging themes...
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We live in the middle of the city and have possums. We once saw one walking across the telephone line up high in the sky like a squirrel. We didn't see him going up, so don't know how he did it. Just looked up to see his tail curling down off of it one night to realize it wasn't a squirrel. They can really go high when they want to!
Nice observation of nature in the city!
Speaking of cities...
Here are some citizen science ideas for city dwellers.
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Of course bugs are nature! (and yuck!) I didn't list everything that I list under nature study in my record keeping journal. I just finished filling in last week's records and there was a lot that didn't even include me. My sis took the kids camping last week for spring break. They hiked more than 2 hrs each day. They camped next to a lake. They observed lots of animals in the wild through a nature reserve. There wasn't the formal, let's make a page in our journals because mom says we haven't made one in awhile, aspect. One took tons of photographs. One took her journal and drew in it. They found footprints and tried to identify them. They found fresh buffalo dung on a hike and knew they were close to one. Sure enough as they went over the next hill, there was a giant buffalo resting in the grass. So nature study was done. :) The fact that I make them learn a bit and record some is just to work on my specific objectives like drawing and identification and to keep a nice journal because I like them. Lots happens organically. This summer I plan on a unit study around a pond in our area. It is aimed at grades through 8 I think. I am sure my high schooler will get plenty out of it too if nothing more than time to work on pictures and enjoy God's creation.
Good example of something you can't plan! Nature study is often a matter of time in the field. We have to give time for things to happen, time to observe subtle changes, time to notice the dung so we can be prepared for the buffalo!
It's a tricky balance. Sometimes teens really only have a few extra minutes during their day, so sometimes I'm content just to have my teen stare out the (hopefully open) window for a few minutes. If that's every day, though, something needs to change. A walk, a bike ride....something.
There are emerging themes in the posts so far...
making time to be outside, camp, join programs, etc
letting the teen's interests guide the nature study path
recognizing what we're already doing and building on that in relevant, useful ways
being aware of the world around us -- (noticing the dung on a hike)
seizing opportunities (what ate the chickens?)
using whatever medium feels best (sketching, painting, photography, cell phones...)
ETA: bravery, willingness to step outside our routines and our comfort zones
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So, I have not done high school nature study.
But as my oldest especially has become older, I've found myself approaching nature study a little differently, it seems to get rolled into different areas. A big one is simply working in the garden in a serious way - we do more with botany, insects, soil, and such that way than with anything else we do. I haven't even had to plan lessons, because the work that needs to be done presents itself. For example - we're shortly going to have to prune our young peach tree. Or, as another topic, my daughter who is interested in sewing wants to dye some fabrics, which gets into all kinds of interesting questions around plant dye, chemistry, and so on.
The other thing is, while it may be a bit of a cop-out, there seems to be more interest in taking advantage of outside groups. My daughter did an 8 week program for tweens and younger teens through the young naturalists club. It ran through the fall, they visited another habitat every week, and were focused on native plant species. It worked really well - they had expert guides, and they really enjoyed working with the other kids.
I think the question of ow to relate it to high school credits is an interesting one. My high school science was mostly inside, but I don't think that was actually ideal - it was making do with what we had. When I was at university some of my science friends spent quite a lot of time in fieldwork.
Thanks for posting your approach to nature study and the idea that the work that needs to be done presents itself. Sometimes the idea that we need to construct a formal plan and get out the sketch pad is enough for the inertia to set it. (At least it is for me.) The examples you've given are an insightful glimpse into how your approach plays out in real life. Thanks for much for including them. They are not only creative and different, but it shows a way to get the all important buy-in from teens. Make it relevant and interesting to them.
The 8-week young naturalist program is not a cop-out! I highly recommend getting involved with these sorts of programs. Having access to experts who want to share their love of nature can spark new interests, nurture existing ones, and lead to connections within the naturalist community and to untold future opportunities.
I find the idea of high school credit interesting as well. My ideal vision of high school would have included some credit for nature study, but as I work with the actual teen in front of me, it's been best for us to outsource most credit classes and for nature study to be a significant part of her extracurricular activities.
Hopefully those who are using nature study for credit will chime in.
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We honestly have more nature than I would like!! Bobcats, raccoons, coyotes, skunks, possums.....pretty much everything that likes to eat chicken. We can hook you up on bone identification. If you ever want to see some real live predators, come on down!!
complete side tangent- I wish I could post the video here that we have of the bobcat that figured out how to eat all of the chicken he wanted. We set up a camera because we couldn't figure out how he was doing it. Turns out he figured out if he ran at the chickens while they were in the run, they would panic so badly they would fly out over the top (of a 8' fenced run) and he would pick them off one by one. My poor husband had to race home from work and enclose the top thanks to a nearly hysterical wife. That cagey cat picked off six birds like that, and always of course, when we weren't outside to take a shot at him. We have also learned the hard way, that a possum can climb an 8' vertical wood wall and rip off hardware cloth to squeeze through a soffit and eat roosting chickens in a coop. Nature. It's a study all right!
:smilielol5:
(Sorry for the chickens!)
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My ds is completely in bug fascination stage. He collects anything he finds. I hadn't even thought of letting him look at them under a microscope- that's a great idea. We're trying to hatch a praying mantis egg sack (or whatever it's called) at the moment. For a mom that hates bugs I'm feeling brave at the moment, lol!
We do have a family membership to HMNS and go quite often for the school year. They have some cool labs for kids and I signed dd up for one next month. I hadn't thought of that as being nature study either. I guess I need to think more outside the box than sitting out in the woods with a sketch pad!
I guess so! It sounds like you're doing way more nature study than you realize! :coolgleamA:
Kudos to you for being brave! :thumbup1:
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High schooler likes photography. I have a rule about she has to sketch something in her journal when we go out specifically for nature study. That is as much about observation and can help her photography as well. We all set up our notebook page like the Clare Walker book, Keeping a Nature Journal, taught us. Then sketch something. We go to a local park often or do it on family trips to nature reserves and state parks. DD12 is all about drawing. And she has such a hard time spelling, that even just the little bit of labeling and notes she does is always a help there too. We can focus on certain words that she uses often like "breeze" when she describes the weather.
So fun to read how others are incorporating nature study! I love the detail in the posts.
I need to get out my Clare Walker books again. Thanks for the reminder!
Also, thanks for mentioning weather.
March Madness is going on for CoCoRaHS. Community, Collaborative Rain, Hail & Snow Network is a weather related Citizen Scientist Project. (Note: There is a small fee involved to purchase the rain gauge (required) and other optional items. ) March Madness is the yearly volunteer drive, so it's a perfect time to join. You can join anytime, though. :)
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If your region is uncomfortably warm during the day, how about night nature study?
Excellent suggestion! Thanks for the links!
Astronomy is another nighttime nature study possibility. There are field guides and apps for the constellations and other sightings. Also, many areas have astronomy clubs and star parties.
There are several astronomy related Citizen Scientist projects. Some are 100% on the computer, helping scientists sort through enormous amounts of data. Galaxy Zoo, for example. It may not be what some view as the nature study ideal, but ordinary people have made some extraordinary findings on a few of these projects.
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This sounds really cool and might be something we can do. Nature study has always been something I want to do, but never get around to. Ours is more accidental nature study, like, "hey, what ate the chickens?" and then we learn about tracking and scat identification........probably not what CM had in mind. (Although now dd and I are experts at figuring out which predator took out a flock member.)
:laugh: What a brilliant way to incorporate nature study! Practical, relevant, and noteworthy. For some that would be way more fun than sketching a trillium. (Sorry about the chickens, though!)
Another idea for those that wilt at the thought of flowers and weather lore -- scanning the woods and fields for animal bones. iNaturalist bones and skulls (Scroll down for pics of recent finds.)
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Oh man, you're playing my song. I had such great plans for a science credit incorporating nature study this year, and so far it has, um, not gone according to plan. Partly because of health issues that have put us behind in credit hours, partly because of an unusually wet and mucky winter - that excuse no longer holds - and partly because of a lack of interest on dd's part and, I don't know, inertia on mine?
Anyway, I'm still going to try to pull it off now that it's spring, but I'm all-in for inspiration, challenges, etc. What a timely thread.
(I've been lurking some on Shabby Schole the last couple of weeks, just haven't been able to summon the focus to post, but I've really been appreciating the discussion I've caught. Bravo!)
Oh inertia, I know thee well...
Maybe we can plan to start a 30-day nature study challenge on April 1? (For anyone foolish enough join... ;) )
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My plan/goal is to incorporate nature studies over last three years of high school and role it into an environmental systems (or environmental science) credit. (Or half credit, depending on how much we get done.) I plan to do guided hikes at nature centers, field trips to wetlands, nature study in our garden, etc. I have several nature/environmental science books I hope to have DS read over the high school years and a textbook to make it a bit "more."
We are studying biology this year (nine path grade) so any nature study has been a part of biology credit. DS struggles with writing and drawing (bc of mild cerebral palsy) so his biology lab book is a bit unusual. Part lab book, part nature study with photographs. I just sat down the other day to look through it and realized how neat it has turned out. He has photos of mushrooms in the wild, photos of spore prints, photos of mushroom section under the microscope, etc.
I'm so glad you brought this up! Nature study with photographs is just as valid and worthy as nature study with sketches. Sometimes it's easy to get so caught up in some ideal vision of what nature study should be that we can't see the forest for the trees. (An appropriate phrase for a nature study thread... ;) )
Speaking of photographs...
iNaturalist is a fantastic resource for those who would rather use a cell phone than a sketch pad. You can use iNaturalist for many things: identification, to find a citizen scientist project to join, to connect with other naturalists....
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We bought two copies of many books. When we did, we usually bought two hard copies. Sometimes we bought one hard copy and one Kindle version. I think we did two Kindle versions occasionally. Sometimes we both bought the same edition...sometimes we liked different editions, so we bought different ones.
When we were finished reading the books, sometimes we sold or donated both copies. Sometimes we kept one and sold or donated the other. Sometimes we each kept our copy.
I like to write in books, my daughter doesn't. Having two copies worked out well. Having two copies also allowed us to take turns reading aloud easily, to take notes while the other person read, and to flip to various passages while having discussions.
Now when I look at my copy of one of those dual copy books that we read and discussed over weeks or months, I'm reminded of one of those necklace charms that's split -- one says "Best" and the other says "Friend". Our split dual book charm might say "Good" and "Times" or "Great" and "Memories."
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We've started a discussion about nature study on the high school board. If you have any ideas you'd like to share (even if you don't have a teen in high school yet) feel free to join us!
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Ah, the early childhood years! Long days in the fresh air...nature journal in one hand, a bouquet of wildflowers in the other....toads in pockets, bugs in jars...sweetness and light and wonder....
Fast forward to the high school years with the college admissions process looming....
:willy_nilly: :zombiechase: :boxing_smiley: :banghead:
Nature study suddenly doesn't seem all that relevant...
Thankfully there are many ways to incorporate nature study into the high school years, even with teens that would much rather be in front of screens. More on that in a bit...
How are you incorporating nature study into the high school years? What are your struggles or obstacles? Any great resources you'd like to share?
Springtime is the perfect time to take a fresh look at nature studies. High school is the perfect time to take nature studies deeper.
Anyone up for a 30-Day Nature Studies Challenge?
What is Shabby Scholé?
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Thank you so much, Angie in VA!
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That reminds me of a practical request. I've been trying to make a list of types of old-time handwork that were at least sometimes done while reading silently to oneself, or while listening to someone else read aloud. Your contributions would be appreciated. Here's what I've come up with so far:
While reading to oneself: rocking the cradle with one foot; spinning ("with the book taped to the distaff," as Catharine Beecher and Harriet Beecher Stowe wrote of their mother)
While listening to a reader: plain sewing, fancy sewing, knitting, spinning, shelling beans, peeling potatoes; for men, whittling, carving, sewing harness
Now, off to do some (hopefully useful) work of my own...
When my daughter was in middle school, we took turns reading to each other while doing dishes. We should start doing that again...
I sometimes listen to audiobooks while doing the dishes. At other times doing dishes is more of a working meditation.
Grinding grain is also conducive to reading or being read to. Something else I did when she was younger....ah the memories!
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I don't think 100 years ago parents had that challenge, so why would I consult that generations parenting habits regarding these unique challenges? That isn't much habit building or training as much as lifestyle expectation.
This kept pushing its way into my thoughts and led me to think about why I consult books and articles written 100 years ago and why I feel so drawn to them. There are many reasons, but I'll give the most relevant to the thread. (Note: This may not be at all relevant to what Rosyl meant when she posted, but I'm glad her post led me to think about it.)
Perspective. Sometimes it's easy to get so caught up in our parenting struggles that it helps to be reminded of (or to discover) what situations perplexed, frustrated, and terrified parents of other generations. Sometimes I'm humbled and sometimes I'm amused.
Insight. Challenges don't need to be identical to be relatable. Some remedies cross time and circumstances quite well.
Reaching back in time much further than 100 years...The Iliad has many glimpses into parenthood. There is a scene with Hector and his wife and son that brings chills. The Iliad is well worth consulting when dealing with the challenges of parenting for insight and perspective both.
Does reading old or ancient texts of any sort typically result in a step-by-step plan for modern parenting success? No, but thankfully we have a steady supply of modern parenting books in print and on-line. There are certainly times when step-by-step suggestions on modern struggles is precisely what is needed. There are other times, however, when I need to get out of the situation entirely. I need perspective. I need insight from someone older and wiser whose voice can still be heard all these centuries later...
One more thought...lifestyle expectation...
Older books give us a glimpse into forgotten lifestyles. "Breaking" a habit is sometimes not necessary when something else more attractive offers itself as an alternative. Reading old books with their antiquated routines and daily rhythms can show us a way of living we weren't aware of, one that certainly isn't being modeled by the modern masses.
In a way, I'm mining for gems. Sometimes it just takes one flash of insight from any time period to make a real, measurable change in my life and the life of my teen today. And sometimes the changes I make today will last well into the future.
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I personally need the habit of silence. Are you aware that there are even gas pumps with screens that play commercials? How do you cultivate silence and teach your kids to love silence in the midst of all this noise?
I saw those gas pumps recently. So strange!
There are TVs in the walkways of the mall and even TVs in some stores hanging from the ceiling. If there isn't a TV, there is always music being played -- sometimes loudly.
At some restaurants -- TVs in all directions and some now have electronics on the table!
Video games and TVs in most waiting rooms...
Ear buds, head phones...
Silence. I wonder if there are some children who have never really known silence...
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Here's a link to the new week's thread on gap years, but feel free to also continue the conversation on habits here on this thread. Rosyl raised some good points, well worth discussing.
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I agree that tact is important for all ages; I just mentioned teens because this thread seems to be mainly about them.
It does sometimes feel crushingly hard to be tactful when they do things that seem completely bonkers, though. Guess I'm not the only one who feels that way! ;)
Ah, I see! That makes sense. Thanks for explaining!
No, you are definitely not the only one! :cheers2: (Hot cocoa is the drink du jour.)
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I'm starting to see this sort of jump as a sign of the modern situation that Bluegoat is describing, where mothers -- lacking skills and confidence -- end up relying on oversimplified, black-and-white advice (and the accompanying horror stories).
...
Although it might seem like a stretch, I'm coming to believe that contemporary media have a negative effect on parents' ability to use tact, due both to their form (which tends toward a habit of semi-distraction) and to their content (which tends toward habits of simplification and, often, unnecessary controversy). At the same time, I think these effects probably go back at least to the time of radio in the early 20th century, and to some extent even to the telegraph and newspapers in the 1800s, so they're pretty well entrenched. We have our work cut out for us in finding ways to overcome them.
Just another perspective, FWIW. I'm enjoying this thread, and appreciate everyone's posts.
The mention of tact and black-and-white advice in parenting led me to think about black-and-white thinking in general and its connection with parenting and other relationships.
Many times when my teen has done something that ended badly, I've thought (or said :blush: ) WHAT WERE YOU THINKING?!?! As if the teen should have thought exactly what I would have thought and done exactly what I would have done. (Which is forgetting not only the teen's youth, but also different life experiences, personality, genetic makeup etc). Usually after the situation has passed, it occurs to me that she was probably thinking, "I've never encountered this situation before, so I'll draw on the limited experience I've had during my relatively short time on this earth and make the best decision I can." To have it go badly must be frustrating and humiliating enough, but then to have an important figure in your life shame you for your inexperience and failure...no wonder teens sometimes react so strongly. A little tact in our own reactions could go a long way... it won't cure all the ills of those years, but it could be a soothing balm instead of salt in the wound...
Using tact and reducing black-and-white thinking (there's my way and there's the wrong way) could nurture our relationship with not only our teens, but also with others in our lives. As the saying goes...Seek first to understand before seeking to be understood. (And not in a "tell me what you think so I can tell you why you're wrong" sort of way.)
Charlotte Mason reminds us that children are born persons. Given the billions of different people in the world, the sheer number of combinations of genetic makeups and different life experiences is mind-boggling. In a world that's becoming more and more connected, we have a lot of understanding to seek and a lot of opportunity to practice using tact.
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It seems to me that tact, or something very like it, is a key to caring for babies, and teens as well.
I would add that it's key even with the ages in-between -- the toddler years come to mind. All ages really, though. Or is there something particular about babies and teens that I missed in the discussion somewhere that makes it especially useful in those ages?
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Here's a link to the thread discussing tact, in case anyone is interested: Ella Lynch Frances thread. The tact discussion starts around post #70.
Feel free to discuss it here as well!
Thanks for mentioning the thread and for your thoughts ElizaG. Different perspectives are always welcome!
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Online geometry class
in High School and Self-Education Board
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Add us to the list of those happy with Wilson Hill Academy Geometry. (Also add us to the list of those grateful to Derek for his helpful and enthusiastic posts about WHA.)