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Outdoors
ENLARGE
Fifth grader Michaela Allen peered excitedly at a rambling pink flower peeking through grasses at South Yuba River State Park.
“Oh! The twining snake lily!” Michaela said. “I was really hoping we'd get to see it, and we did!”
Michaela is a docent, guiding other children along the Buttermilk Bend Trail in the South Yuba River State Park. She pointed kindergartners and first- and second-graders to a snake lily illustration by her classmate, Alexandra Whittle.
Younger students leafed through their copies of “A Student Guide to the Wonderful Wildflowers on the Buttermilk Bend Trail at Bridgeport” to find the flower before them.
Fourth and fifth graders in teacher Merry Byles-Daly's class at Grass Valley Charter School have created the 30-page guide and coloring book for Bridgeport's wildflowers as part of the adventure-and-service-based learning approach at their school.
“How can we be keepers of the earth?” is the guiding question for all classwork this year in Byles-Daly's class.
As students pass a fleshy-leafed succulent, docent and fifth grade student Wolfgang Porter describes the “unripe strawberry flavor” of canyon dudleya's leaves, but cautions the group not to pick or eat anything in the state park. Although he doesn't pick flowers, Wolfie knows which bulbs are edible or medicinal, how caterpillars protect themselves from predation, and just where they are likely to find Chinese houses.
“Oh! The twining snake lily!” Michaela said. “I was really hoping we'd get to see it, and we did!”
Michaela is a docent, guiding other children along the Buttermilk Bend Trail in the South Yuba River State Park. She pointed kindergartners and first- and second-graders to a snake lily illustration by her classmate, Alexandra Whittle.
Younger students leafed through their copies of “A Student Guide to the Wonderful Wildflowers on the Buttermilk Bend Trail at Bridgeport” to find the flower before them.
Fourth and fifth graders in teacher Merry Byles-Daly's class at Grass Valley Charter School have created the 30-page guide and coloring book for Bridgeport's wildflowers as part of the adventure-and-service-based learning approach at their school.
“How can we be keepers of the earth?” is the guiding question for all classwork this year in Byles-Daly's class.
As students pass a fleshy-leafed succulent, docent and fifth grade student Wolfgang Porter describes the “unripe strawberry flavor” of canyon dudleya's leaves, but cautions the group not to pick or eat anything in the state park. Although he doesn't pick flowers, Wolfie knows which bulbs are edible or medicinal, how caterpillars protect themselves from predation, and just where they are likely to find Chinese houses.
Natural resources
Grass Valley Charter is an expeditionary learning school. Year-long programs center on purposeful, extensive studies of a single topic.Harnessing the power of adventure and discovery, fields trips such as the one to Bridgeport lead students to become motivated in their academic work and develop perseverance and self-discipline. Publishing the wildflower guidebook, serving as docents to classes of younger children, and doing restoration work are all part of the culmination of the children's studies.
South Yuba River State Park Supervising Ranger Jeremy McReynolds described how California State Parks' Children in Nature program develops young people's sense of stewardship.
“When children study the wildflowers, they notice and value the natural resource here,” McReynolds said. “We plan to use the wildflower guide book in the park with children.”
He envisions the young docents leading other children and adults on weekend forays in the park.
Teachers and children have learned from a range of experts, including lead volunteer for the Wildflower Docent Program Vicki Macdonald and Ranger Jennifer McCallan.
California state biologist Dan Lubin is working with the students to remove non-natives and protect a stand of native purple needle grass in the park.
Herb Lindberg, a photographer for the booklet, “Spring Flowering Plants of Bridgeport,” met with students to discuss their studies and critique their guidebook.
‘Self-esteem'
Parents of the students said the in-depth study that characterizes the school is important. Rick Baron is particularly impressed at how expeditions address children's varied activity levels and learning styles, he said.Expeditionary learning “flows in the natural way that children learn: First through verbal instruction, then by experience, and finally through independent work,” said parent Christine Washburn.
Parent Donna Abreau commented on the “responsibility and independence that drive self-esteem.”
Students on a quest
During the wildflower walk, older students thumbed to each other's drawings and text. Younger students eagerly referred to the guide, noting which flowers they've spotted.The children squinted to focus on detail through their hand lenses.
Older students showed particular responsibility toward their younger charges.
When second-grader Arlo Roos strayed into a conversation with a grown-up about the seven books he's writing, his docent Sophia Phillips admonished, “There's time for that at school! We're here to learn about flowers.”
Indeed they are on a trip, a quest, these deeply engaged children, learning to be keepers of the earth.
Barbara Roemer is a retired teacher who still doesn't have enough time for the natural world and natural building.
