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Big Kids’ Wander Week June 13, 2019

Filed under: friendship,Montessori education,nature,Observation,outdoor education,Uncategorized — bevfollowsthechild @ 11:41 pm

OK, this is me in my element, out and about with a bunch of awesome kids. We have walked, on average 4.5 miles a day, so by the end of the week we will have walked over twenty miles together. That means a lot in terms of bonding with our peers! We really see how the kids start looking out for each other, including carrying a water bottle for a friend who is tired, or pointing out to a friend where she or he needs to apply sunscreen. When you are out and about with kids, you don’t need to have a lesson plan, other than being open and aware to what catches the attention of the children. Everything is a learning opportunity. So far, what has caught the attention of the children includes:

  • opportunities to climb
  • hunting for shade (We have experienced record breaking heat during this week!)
  • bugs, especially viewed through a magnifying glass
  • signs to read – detour, no parking, danger, speed limits, one way . . .
  • landmarks we recognize – the clock tower, Webster science building (What the kids call the pumpkin tower, as every Halloween, pumpkins are thrown from the top of this building, the tallest building in Pullman!), the WSU visitor center
  • plants and trees we recognize – lupins, poppies, lavender, willow
  • the sound of the clock chimes – we are beginning to use the chimes to tell the time of day!
  • seeds that hitch a ride on our clothes and backpacks
  • Seeds, in general

Vocabulary involved in the above interests is vast! We have talked about- lupin, poppy, rose, lavender, willow, habitat, predator, prey, shade, shadow, clock tower, chimes, time, seed dispersal,

As far as planning goes, these are important details for teachers:

  • Before you leave, check that every child has lunch and a filled water bottle.
  • Bathroom and water fill opportunities – essential that you know where these are, and that you check that facilities are open, and water fountains are operational.
  • Bring plenty of snacks – children will get very hungry.
  • Bring sunscreen.
  • Bring a few books for a rest time in the shade.
  • Schedule frequent water breaks, and plan for frequent water bottle refills.
  • Plan for frequent bathroom breaks.

These are our ground rules for the week:

  • Hold hands gently as you walk hand in hand with your partner.
  • Stay within your boundaries while playing.
  • Listen to your teachers and come when you are called.
  • Look after your own belongings – backpack, lunch, water bottle, sunscreen . . .
  • Leave nature in nature!

We sometimes underestimate the capabilities of children. I encourage us all to test the capabilities of children through an extensive outdoor activity! Your children will amaze you!


Montessori Outdoor Science School 2019 (MOSS) Day Five May 24, 2019

Research presentations

Well, today the rain that was forecast for the whole week finally came! We only ventured out to complete our weather forecast. And our young scientists predicted the weather accurately.

“Well, the sky is covered by a heavy blanket of grey cloud – nimbostratus clouds – that means continuous rain.”

“And there is almost no wind, so that means the rain is here to stay. There is no wind to blow the clouds away.”

That made it easier to relocate today’s planned activities to our classrooms. We spent some time looking at maps, and finding the places we had visited during the week. We also caught up on recording the birds we had noticed during the week. We had seen fourteen of the eighteen birds in our birding books, and the children could remember where and when we had spotted the birds.

“We saw the quail crossing the road yesterday on our walk to the park.”

“The hawk was on the pole by the bridge.”

“The violet-green swallows were on the island in the pond and under the bridge.”

As well as the birds in our birding book, we also saw crows, a wood duck and a heron.

We then divided into our groups to continue working on our research projects. We were mostly working on completing our tri-fold displays for our presentations scheduled for 1:00PM. There was a whole lot of writing, drawing, coloring, cutting, gluing and decorating going on. We also practiced verbally presenting the material.

We were so happy to have so many families show up to join us for our indoor picnic, followed by the presentations. We had parents and grand-parents, and siblings, so we had a full house! As teachers, we are so thankful for the awesome support we receive from our families.

So, what were the questions our students worked at answering using the scientific method?

  • Are there fish in the ponds at Sunnyside Park. We found virtually no macro-invertebrates in the pond, so if there were fish in the pond, what did they eat?
  • How many food webs can we observe at Sunnyside Park?
  • Are there more animals at the big pond or the small pond at Sunnyside Park?
  • How are bugs attracted to people?

Our students used many tools to answer their questions – fishing nets, binoculars, magnifying glasses, timers, clipboards, paper and pencils to record data. Some of them presented their data in tables or pie charts. Some of them used math skills, such as using addition and division to find an average. Each group successfully used science vocabulary such as hypothesis, prediction, materials, method, observations, data, results, and conclusion. I am so tickled to hear our students use words such as ‘prediction’ or ‘hypothesis’ in their daily conversations! As our presentations were put together under a time crunch, we absolutely accepted developmental spelling. As a teacher, I much prefer that a six to seven year old is unafraid to sound out hypothesis than all words are correctly spelled! ‘Hipothesis’ is a very close approximation to the correct spelling, as is ‘qesten’. (Note to self – give lesson on ‘u’ after ‘q’ in most English spelling of words beginning with q. Give lesson on ‘ion’ spellings. This is how Montessori teachers work.)

So what were their conclusions?

  • There are fish in the pond. We used oats as bait and almost caught some fish in our nets. The fish are surviving partly on food thrown into the pond to feed the ducks. There may be few macro-invertebrates because the fish eat them.
  • The groups observed several food webs. They also noted that they saw more land food webs than aquatic food webs. This was due to poor water quality in the ponds and a lack of aquatic macro-invertebrates.
  • There were a lot more animals observed at the big pond. There is more water and more food at the big pond, and the island in the big pond provides a safe habitat for many animals.
  • Bugs use their senses, just like people do. Bugs are attracted by sight (color), smell (sweat, perfume, shampoo), taste (blood) and touch (body heat).

The kids really enjoyed using a microphone to make their presentations. The audience asked a lot of thought provoking questions. Everyone then spent time looking at the presentation boards. And so ended a very happy, positive and productive outdoor science week.

Thanks for following us throughout the week!


Montessori Outdoor Science School 2019 (MOSS) Day Two May 21, 2019

Filed under: nature,outdoor education,Scientific Method,Uncategorized — bevfollowsthechild @ 11:13 pm

Kamiak Butte hike

Day Two ~ Geology and Micro climates

Today was all about the weather. We set out under heavy cloud cover, like a grey blanket. Those were strato-nimbus clouds and they usually predict lots of rain! Would we get wet?

Driving through the Palouse hills to Kamiak Butte – so green!

Our first lesson was an overview of the geology of the area. We were at Kamiak Butte, but what exactly is a butte? A butte is the remnant of a once much taller mountain. A long, long time ago, our area saw a lot of volcanic activity. The peaks of Moscow Mountain to the East, Kamiak Butte, and Steptoe Butte to the Northwest, all now have their bases buried in layer after layer of basalt. The basalt flowed, filled in the valleys and is about 2,000 feet deep. After an ice age, loess (wind-blown, fine and often fertile ‘dust’) from melting glaciers also covered the valleys, resulting in the deep, loose and rich farmland of the Palouse. We drew diagrams of the geology, and during our hike we would see the other peaks – Moscow Mountain and Steptoe Butte – and lots of rich farmland filling in the spaces between the peaks.

Outdoor classrooms are the best! Working on drawing the geology overview

We began our hike. Our first major stop would be at the vista. None of the children knew exactly what a vista was, but I was sure once we reached the vista, they would figure it out! On the way up the switchbacks, we stopped to identify Ponderosas (needles in bunches of three) and Douglas Firs (via a legend about mice hiding during a fire in the cone of a Douglas Fir. Check it out – you’ll see what looks like the back legs and tails of mice hanging out of the cone!). We also discussed what the purpose of the berms on the trail might be for. One child thought they were for hikers to hang onto if they were being swept off the mountain! Not quite, but they do stop dirt being swept off the mountain. The older children knew the word ‘erosion’, and knew that most of the erosion would be water erosion. We looked for a rainbow of flower colors – we saw yellow, pink, purple, blue, white . . . We also spotted Steptoe Butte and a wind farm in the distance. Stopping frequently to look and listen and smell and touch keeps the hike interesting, and builds in small rest periods.

“A vista is an overlook.” “It means a view!”

This was a great spot for us to do our changing perspectives activity. Up close, we could see needles and dirt and rocks. Off in the distance we could see a mountain, farmland, the towns of Pullman and Moscow, lots of clouds. We also drew three flowers we saw up on the meadow, and learned to identify desert parsley, larkspur, arrow leaf balsam root, and Indian paintbrush. We also refueled with a juice box and granola bar. When you are hiking with children, you do need to stop for a snack break.

Part of our purpose of visiting Kamiak Butte was to check out micro-climates. How did it feel at the vista? Warm, sunny, light, open . . it was 68 degrees in the sun. There were a lot of flowers blooming and scattered trees. This side of the Butte faced South-East, and received a lot of the sun.

We climbed up the gentler, sunnier side of the Butte to the summit. On the way, we saw and felt the weather changing. We were walking into the clouds. The temperature dropped quickly, to about 48 degrees, a drop of twenty degrees, and it felt damp. As I said, this day was all about the weather! There was so much to see on the way up – more flowers, bugs, birds, trees alive and trees dead and trees growing at strange angles . . .

We ate lunch at the summit, before starting down the steep northern facing slope of the Butte. Words the children used to describe the north slope included dark, wet, cold, very green, lots of trees, fewer flowers. We also noticed that it took us about two and a half hours to reach the summit, with stops for snack, lunch and lots of observations and activities, and only 42 minutes to descend! Going downslope is a lot faster than going upslope! Once at the base, after a thirty-minute free play break (also important when planning outdoor activities for children), we took time to draw our observations of the vegetation we saw on the SE slope and the Northern slope. We also recorded activities we saw humans involved in at Kamiak Butte, and how they might impact the environment. We didn’t see much litter, but we did see evidence of trampled plants, and picked flowers.

Our final activity of the day was an environmental game. In this game, all of the children were black bears. One of the bears had a hurt paw, so could only hop. Another bear was blind in one eye. A third bear was a mother bear with two cubs, so had to collect twice as much food. The bears scattered over a large area to collect food – insects, fruit, nuts, berries and meat – designated by different scraps of colored paper. The goal was to collect enough food and a varied diet to remain healthy and survive. One thing we learned was that it was harder to survive when injured, and that the mama would feed herself first, before feeding her cubs. If she didn’t survive, her cubs would not make it.

We ended with a fictional story, called ‘The Lonely Giant.’ The story gave us a good message about what happens when we destroy our forests – the animals and birds are forced to move away. When that happens, like the lonely giant, we miss the sound of birdsong, and the animals. At the end of the story, the giant works hard to restore the forest.

What a great day! No rain. About 12,000 steps and over 5 miles. We were active for almost three hours. We spent a day hiking and immersed in nature with friends!

I am ending with two joys from today ~ one of our students celebrating the love of flowers, and another student celebrating her love of birds with her hand made nest from found materials! Spending a day outdoors with children is always a joy!


Montessori Outdoor Science School (MOSS) 2019 May 20, 2019

Filed under: Community Building,Montessori education,outdoor education,Uncategorized — bevfollowsthechild @ 9:29 pm

Day One ~ habitat essentials and food webs!

Bird watching by the pond

As this was day one, we started the day with a review of our rules that we had agreed on, based on the advice of the older students who had participated in Moss previously:

  • Use your senses. Leave nature in nature!
  • Walk with your partner.
  • Take care of your belongings.
  • Listen.
  • Stay within the designated boundaries while exploring.
  • Come as soon as you are called.

We also completed backpack checks. Do you have a water bottle? Lunch? Magnifying glass? Binoculars? Supply bag of pencils, crayons, erasers, a piece of string? Pages for today’s work? Is there anything in your pack that you don’t need to carry?

We completed a weather check, because no self-respecting environmental scientist would head out without checking the weather. We are not only relying on weather forecasts and apps, but making our own predictions, using our own knowledge of clouds, a cloud chart, a storm tracker book, a thermometer, a rain gauge and a wind vane. With just light stratus clouds, sunshine, and gentle winds out of the north, we successfully predicated a fine day. However, the cloud cover built up over the day, blocking out the sun, so the day gradually got cooler. By the end of the day we had a much heavier blanket of cloud. We are predicting some rain!

We are off to explore and learn!

When we first arrived at the park we spent five minutes just sitting and using our senses. We heard red-winged blackbirds, quail, ducks, the ruffle of bird feathers, felt the breeze, could smell lilacs, and saw turtles sunning themselves on logs, a family of ducks swimming together, and swallows dipping low over the water to catch bugs. Then we changed perspectives. First we looked close, using our string to circle off a small area for exploration, followed by looking far, and drawing what we saw from a distance. Scientists not only use their senses to record impressions (data), but also must change perspectives, looking both close up and at the big picture.

Aquatic macro-invertebrate hunting in a tub of pond water

We tried an aquatic macro invertebrate hunt, looking for critters in a tub of pond water, but we were disappointed. From the whole group we only found what might have been a leech and another critter that looked like a bug. Why, we wondered, was there so little pond life? We thought about poor water quality, and maybe the recent floods in the area. The pond water really did look murky. We will hunt again at different locations, and hope for better luck.

Enjoying outdoor story time

After play time and lunch, everyone listened to a non-fiction story about orphan fawns. This was in preparation for an environmental game called ‘Oh deer!” Four children were chosen to start as deer, and the other children were necessary resources – food, water, shelter. The children used hand signals to show what they were looking for (if a deer) or were (if they were a resource). (Hands to tummy to signal food, hands to mouth for water, and hands over head to signal shelter). Resources scattered. Deer and resources turned their backs on each other, and decided what they would be for that round – in search of water, for example, or the resource of shelter. At a given signal, the deer turned around and searched for the resource they were searching for. When they found the necessary resource, they came back home with their resource. Each resource ‘found’ became a deer, to signal a healthy and productive year – the deer herd had increased! In our year 2, the herd increased from 4 to 8. The next year there were sixteen deer, but only two resources available, so there was a massive die off of the herd. Only 2 deer remained. We played the game for many rounds, seeing the herd grow and decline based on available resources. We added a predator – a coyote – to see what would happen. The ‘deer’ all said that it was more difficult to find resources while also paying attention to a predator.

“Resources’ spread out for deer to find.

After discussing what we had learned from the game, and giving real life examples of this cycle, we worked on food webs. After all, a big part of the game we played was based on the food web – deer in search of food (grass and leaves and other plants), and coyotes hunting for deer. One group’s food web began with a fly, eaten by a robin, eaten by a big bull frog, eaten by a big fish, eaten by an osprey, eaten by an eagle, which when it died, was eaten by a fly! The food web was a circle.

Our final activity of the day was birdwatching. We used our bird identification book, and binoculars to identify birds. The big hit was seeing a heron fishing in the pond. We also saw mallards, red-winged blackbirds, robins, violet-green swallows, crows, and heard quail.

Probably the most memorable event of the day was the finding of a dead baby bird. The bird had been beheaded, and we found the head, too. We saw ants and flies feeding on the dead bird. We thought that maybe the baby bird had been attacked by a predator. The food web isn’t always pretty!

Getting outdoors for a whole week of environmental exploration and science isn’t only a great learning experience, it’s good for us physically – see below! And for all of my teacher friends looking to end the year on a high note, I encourage you to plan a big experience like this. It is fun for teachers and kids alike! And if we hope our students will work to find solutions to our environmental problems, we first need to help them to care deeply about our Earth!


Out and about – getting to know your environment! October 17, 2018

Filed under: Community Building,nature,outdoor education,Uncategorized — bevfollowsthechild @ 8:59 pm

Our kg and elementary students hiked out on our annual all-day river walk. We walked over five miles on this trip, and the students probably covered a much greater distance when I think of all of the chase games they played when we had a break from walking!   One of our parents met us for an introduction to edible native plants, such as choke cherry, service berry, rose hips, and elderberry.  We had a lovely picnic lunch, played with leaves, dirt and bugs, crossed the river many times on plank bridges, identified spruce, maple, aspen, oak and willow trees, and much more.

If you’ve been following my blog, you know I am a big fan of getting children out into nature, and comfortable with walking around their environment.  On a day like today, where children are responsible for carrying their own water and food, and belongings, and exerting themselves, and even facing a few challenges, such as walking over plank bridges, they grow in confidence. Today we also used public transportation, too.  For some of our students, this was their first time to ride a bus.  This is all part of practical life for older students.

What a gorgeous fall day! Favorite quote of the day, “We walked so far! I can’t believe I am not whining!” 


Montessori Outdoor Science School Day Four ~ Presenting our inquiry projects May 4, 2018

Yesterday afternoon each group chose a topic they wanted to explore more and designed an inquiry project to answer a question.  This morning, each group worked hard to find ways to communicate their project and findings to the other groups and their parents.  The three groups of first-third graders incorporated the scientific method, and used vocabulary words such as question, hypothesis, method, data, conclusion.  The children incorporated drawings, charts, bar graphs, and maps into their display.  They also worked as a group to decide who would explain what part of the project to the audience, and practiced making the presentation.

That’s a whole lot of learning ~science, vocabulary, visual communication, math, graphing, teamwork, cooperation, making choices, making a presentation . . .

So what did the groups choose to focus on?

IMG_3630 (1)IMG_8141 (1)IMG_2073IMG_4570

Bird song, water quality, insects, beaver habitat!  The variety of topics reflects the different aspects of the four-day experience that caught the attention of the different groups.  Student-choice, student-led inquiry, teamwork!

Above – a few details from the kindergarten research project.

A few more details!

Of course, the day wouldn’t be complete without some time for the kids to do what they do so well – enjoy being kids in nature!


As educators, we saw so much intense growth this week! The children certainly deepened their understanding of eco-systems, the major theme of the four-day outdoor experience, and of processes such as decomposition and the life cycle, and of habitats, and of scientific vocabulary and the scientific method.  However, we saw a lot of growth outside of science learning, too!  Leaders emerged, friendships deepened, children grew in their resilience and ability to be responsible for all of their belongings for a whole day.  The children developed good teamwork, too.

Several of the children were really sad, and some even moved to tears as our experience together came to an end.  But as one child said, “I’m really sad, but never mind, there’s always next year to look forward to!

Many thanks to the McCall Outdoor Science School outreach program, and our four, fabulous outdoor educators! IMG_5468 (1)Cheers, from all of us at MOSS!



Montessori Outdoor Science School Day Three ~aquatic ecosystems, plus the scientific method May 3, 2018

Welcome to our outdoor classroom, day three!

This morning we were all about the river!  I love it when children make connections.  When one of our educators mentioned aquatic ecosystems, one of our kindergarteners piped up, “Oh, like our aquatic center, where we swim.  It’s water!”

Activities this morning included testing water quality using technology (water temperature, PH of water, amount of dissolved oxygen in water), learning about water sheds, hunting for macro invertebrates (macro – opposite of micro, meaning big enough to be seen without a microscope, and invertebrates – without a backbone) and using either an app that asks questions (How many legs? How many tails? Does it have a shell? etc.) or a classification chart to identify the macro-invertebrates we caught in the creek, and learning about aquatic habitats for animals.  We searched for evidence of beaver activity.  The kindergarteners also drew pictures of animals that lived near this creek in their habitats.  The habitat needs to supply food, water and shelter.  We drew beavers, quail, fish, swallows, deer . . . and more.  The KG kids also got to feel a beautiful beaver pelt!

A plus of being close to the river was we had another beautiful location for morning snack and lunch, and a perfect day to enjoy our picnic!  We love our favorite, enormous willow tree!

After lunch and recess, each group worked on an inquiry project, thinking about what they wanted to learn more about and choosing a question they could answer through nature.  The older students followed the scientific method – asking a question, coming up with a hypothesis, thinking about how they could answer the question, what data they needed to collect, and how they would present their project.  For the kindergarteners we kept it simple.  What did we want to learn more about?  What did we want to find out?  How could we find out the answer to our question?

Now, I can’t tell you what each of the four groups decided to study because that would spoil the surprise for the presentations of our research tomorrow!  But I will leave you with these photos of the kg kids collecting data!  What are they trying to find out, I wonder?  Presentation of research is at 11:00 tomorrow at the Sunnyside Picnic Pavilion.  Picnic to follow.