Tag Archives: Garden

Under the Influence: SOL23 Day 1

This week in my first grade class, we have been learning about Jane Goodall. My students love that, just like they do, she loves animals. I love that they recognize patience is a tool she used in her research, that building relationships takes time and effort–and sometimes that effort means just being present until trust is built. Showing up, paying attention, and caring are key.

Jane Goodall, according to her picture book biography The Watcher by Jeannette Winter, was always curious and a supreme observer from an early age. She watched bugs and chickens, recognizing that careful observation was a rich source of information.

To try on Jane’s observational skills, we headed outside with notebooks and pencils in hand to use our senses in the school pollinator garden (better known by the students as the fairy garden). The directions were simple: find something interesting, watch and notice using all your senses (we acknowledged we wouldn’t be tasting anything before we headed out), make a sketch of whatever you are observing, include writing to add details about what you are noticing.

The synergy of observing under the influence of Jane Goodall and writing outside resulted in a magical writing experience. Students were focused and engaged–there is nothing like watching a formerly struggling writer putting words independently on the page and then asking for more time because he had more to say. And the unexpected, “thank you for teaching me today,” from the high performing student–who had experienced joy writing outdoors. This experience with ordinary nature, the ants, the sticks, the fallen leaves, some lavender, a few bees, the sun on our shoulders and pencils in hand inspired us. We wrote and learned and shared under the influence of Jane Goodall and her indomitable spirit and the magic of being outside, in nature.

Photography in the Garden: SOL22 Day 14

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Last week we learned about Jane Goodall and her passion for animals. Today we began learning about Ansel Adams and his passion for nature and photography. I want students to see that there are lots of ways to take action to make the world better–and following your passions is a great place to begin.

It’s surprising to me that I haven’t had students use their iPads to take photos before this point in the year. I’ve used iPads sparingly this year–I think partly in response of the intensive use of devices during COVID times. So today was the day I decided that we simply HAD to do some photography.

I started by showing my students a slide show with three photography techniques: bug’s eye view (a view from a low perspective), bird’s eye view (a view from above), and using the rule of thirds (framing the subject using grid lines to help with positioning). We did a quick practice in the classroom where I could give some immediate feedback by walking around the room.

After lunch, we came back to the classroom where I gave a few pointers about taking our iPads outside, and then we headed out into the garden to take photos using the three techniques. I limited them to 10 photos, but encouraged them to explore and experiment, deleting any that weren’t good.

There’s nothing like watching first graders take photos. They have no hesitation about laying on the ground, crawling under a plant, or taking an angle that I would never have imagined. As we walked back from the garden, we made a few stops to snap a couple of extra photos of some California golden poppies growing along the fenceline, some other wildflowers, and a lizard doing some sunbathing. And of course, I couldn’t resist a bird’s eye view shot of the class on our way back.

Back in the classroom we took a few minutes to look through the photos, identifying which technique (or combination of techniques) we had used. Tomorrow we will explore some editing…and select our best three for some caption writing.

There’s more to come on this project…stay tuned!

After the Rain: NPM #27

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We continued our work with color and poetry today using Marilyn Singer’s poem Watercolors as our mentor text. Students loved the way she described black in such detail. I offered paint chips again today–some kids used them, some went in other directions.

My paint chips were the yellow tones of chamomile tea and the green of cabbage patch. Students had just been out in the garden when they came in to write. You can see that influence in my poem for today.

After the Rain

When the gray clears and the sun peeks out

soothing and warm like chamomile tea,

children cheer!

The outdoors beckons, green and lush

cabbage patch

and pea soup

snails slide along the gravelly path

unaware of the

stomp and squish

of colorful sneakers.

She spies the slow slider,

plucks it by the

spiral curl

and gently moves it to the safety

of ice plant.

Rescued!

After the rain.

®Douillard

Photos and Small Poems: SOLC #16

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I love the garden as an outdoor learning space for students. As you may have read yesterday, we began the process of experimenting with some photography techniques in preparation for some writing today. The PM group was rained out of the garden yesterday, but today was bright and sunny so they were able to catch up and try their hand at using the photography techniques.

Today students selected a photo from the garden, and in the spirit of Ansel Adams, transformed the photo to black and white using a filter in the iPad. This photo along with Eve Merriam’s poem, Peeling an Orange, became the inspiration and mentor text for their own original small poems. Before starting our own poems, we took the time to study Peeling an Orange carefully. We named what we noticed: the use of comparisons (similes and metaphors), the opposition of the words carelessly and meticulously (serendipitously, meticulous had been a vocabulary word earlier this year), the inclusion of sensory use (smell). Then I set a timer (something that I find focuses these third grade writers) for 7 minutes and off they wrote!

We shared a few, noticing the interesting comparisons, the use of strong verbs and other vocabulary and moved to the next step: creating a shared Google slide deck to display the photos and poems. While not everyone finished today, I did ask if students were okay with me sharing some of their writing on my blog. They were excited by the prospect.

Here’s a couple of student examples:

And one of mine (since I always write with students):

I’ve been intentionally prioritizing time for writing–from start to finish–in the classroom, in spite of the short time we have in our hybrid schedule. It is totally worth the time spent–and I am seeing the writing improve when students write in community. I look forward to more time for writing as my students return to the classroom for full days, in one group, beginning in mid-April.

SOLC Day 20: How Does Your Garden Grow?

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I love plants. I’m drawn to their simplicity, their complexity, the subtle variations in color, the brilliant bursts of color, not to mention the smells and textures and the tenacity they exhibit.

At best, I’m a fair weather gardener. I always have the best of intentions and I love to pick out this plant and that one, sure that I’ll get it planted in the perfect place in my yard or in that beautiful ceramic pot I just have to have.

In reality, most of my plants arrive as gifts, frequently from students and their families. As they enter our home, they claim their position in the kitchen garden window (it’s one of those windows that pushes out, creating a sort of mini greenhouse). Lucky for them, my husband has a green thumb and works hard to keep all the house plants alive and well. He mists the ones that need mist, waters the ones that need water, and leaves those that need little mostly alone.

But every now and then, in a flurry of decorating and cleaning, I purge that window box exiling those that are overgrown or straggly or on their last breath to the back yard. (With the exception of the orchids–they get to stay in even if they are not looking their best!) The exiles take their place along the edge of the patio where they can take advantage of the sprinkling system, ensuring that they will be watered with regularity. (It doesn’t rain much here, so irrigation is essential!)

It’s been raining most of the month of March here (we seem to be trying to catch up on rainfall totals for the entire year), so we’ve turned the sprinkler system off for the time being. With a rain-free day today, I decided to take a break from endless Zoom meetings and worries about student remote learning (Google Classroom glitches) and wandered out into the back yard.

Who knew that dandelions can grow tall…like knee high? And that all phases of dandelion bloom can be represented at the top of a single plant? I love dandelions, so I left these to thrive…if only temporarily until my husband heads out.

Then I wandered over to the exile zone…and wow! Those exiles have banded together to become a beautiful wild garden! Lavender reaches high, waving its fragrant blossoms. Aloe, like a giant spiked serpent, peers out from beneath. Swirls of succulents show their perfect Fibonacci sequence–math and nature perfectly intertwined.

But the piece de resistance (imagine that said with the perfect French accent) is the fuschia plant that I was certain was dead. It is vibrant and healthy…and when I tried to turn the plastic pot it is growing in, it didn’t budge–the roots have reached out of the pot into the ground. Such a gorgeous harbinger of spring!

I can’t take credit for any of the beauty on display in the backyard. Luckily this wild garden mostly takes care of itself (with a little help from my husband). But I am delighting in it today as it lifts my spirits and brightens my day!

How is your garden growing?

SOLC Day 2: Garden Inspiration

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I’m fortunate to teach at a school with a garden. No, I really don’t have a green thumb–and I love the idea of gardening much more than the practice of gardening. So, lucky for me, we have a garden teacher who directs a lunchtime club that gets things growing…and then I can take my students out to use the garden as inspiration for photography, art, and writing!

Today I started to teach my students about photography by reading them the book Antsy Ansel by Cindy Jenson-Elliott. (I’m fortunate to know Cindy and have her as part of our local writing project too!) My recent trip to Yosemite further inspired my teaching about Ansel Adams and appreciation for the natural beauty around us. Below is photo of El Capitan with the sun setting and casting its glow on these impressive granite slopes. If you look closely you can see a heron in the foreground who decided to hang out and watch the light change from its vantage in the Merced River.

I like to show students that photography can be more than just taking pretty pictures. Photography can be a form of activism–another way of expressing your views and spreading information to others. Adams’ photography played a role in the establishment of our National Park system, something I am grateful for!

So today after a quick lesson on a variety of composition techniques (rule of thirds, leading lines, bug’s eye view…), we headed out to the garden to take some photos. With iPads in hand, students explored through their camera lens. They got low, looked closely, climbed slopes, scrambled under bushes…all in search of an interesting photo. I haven’t yet gotten a look at their images…we barely made it back into the classroom in time to head out for lunch! Tomorrow will bring next steps…and some inspiration from Dorothea Lange.

And of course, I had to take a few shots along with my students. Here’s one of some students in action.

And another experimenting with black and white…something I will ask my students to do tomorrow to help them see the world through Ansel Adams’ lens. This is a bright yellow flower I found blooming in the garden.

We’ll be doing some writing tomorrow as well…hopefully we’ll get far enough that I can share a slice of student results soon!

Poetry Is: Day 23

Garden Poetry

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My students are lucky. They spend a half an hour in our school garden every week, growing vegetables, learning about bugs, noticing what grows well and what struggles, and tasting! I often don’t get to go out with them, but today because of a shift in my schedule due to conferences, I joined them…and turned it into an opportunity for poetry writing!

I was drawn to the artichokes, purple and green knots growing strong and tall. When my students sat down to write, so did I.

artichoke

Artichokes

Globes

like dinosaur paws

clenched

holding a tender heart inside

tiny swords

protect that meaty center

purplish green

beckons…attracting me

and spotted ladybugs

When will they be ripe?

Douillard 2018

I know that photographs and visual images inspire my writing. It’s true for many of my students as well. During yesterday’s search for the ordinary, I noticed one of my students arranging jumpropes on the ground and photographing them. And then this sometimes reluctant writer sat down to write.

Color Brain

Color strings sewing

my brain into thoughts,

ones about madness,

ones about fear,

ones about happiness,

ones about sickness,

ones about coldness,

and ones about love.

On the string of fear

the purple hides

with red,

next to blue and turquoise.

Leah

Leah's photo

How’s your poetry writing coming along? What inspires your words and thoughts?

Weekly Photo Challenge: Vitamin N

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Today is Earth Day, a day to celebrate the beauty of the natural world and remember that it is our duty to take care of this place we inhabit. This week, for me, has been an odd juxtaposition of long days of meetings interspersed with intense periods out in nature. Earlier this week I came across a blog post about a new book by Richard Louv. He’s a local author who is known for writing about the need for kids to have experiences in nature (he wrote Last Child in the Woods). His new book, Vitamin N: The Essential Guide to a Nature-Rich Life includes 500 ways to connect with nature…and it appeared in our classroom, signed by the author shortly before our field trip to the lagoon on Wednesday.

It is affirming to know that others recognize the powerful learning experiences that occur when kids head outside…and it doesn’t take much in the way of materials to make it happen. And I am reminded that heading outside wasn’t just good for my students, it was good for me and for the other adults too.

We watched lizards, found a beehive (a hole in a rock wall), saw an extraordinary display by some great white egrets, spied a fish (at least a foot long), smelled sage, and were treated to a riot of colorful flowers in less than an hour at the lagoon. Students used binoculars and took field notes…and couldn’t wait to research what they had seen when they got back to the classroom.

To practice, the day before we headed out the garden with the same tools (a notebook and binoculars). In addition the dead crow (eeewwww!), we saw ladybugs and other insects.

We uncovered brilliant red strawberries, observed birds perched on fences and wires, and noticed the delicate laces of plants we don’t know the names of.

And of course tall, stately sunflowers always catch my eye…and in this case directed my attention to the gorgeous clouds in the distance.

I haven’t spent much time at the beach lately, but today, after school I rushed home so we could head back out for a low-tide beach walk. Blue skies, gentle breezes, and mid 60’s temperatures created the perfect backdrop for walking and talking and exploring.

Somehow I managed to forget to bring my camera with me–luckily my phone was in my pocket! I noticed the wet cliff walls (even though the tide was low) and wanted to capture the abstract art quality of them, with the natural sandstone textures above them..

In spite of my crazy schedule this week, I managed a substantial dose of Vitamin N! (And I definitely benefited from the time outdoors and from observing the wonders of the natural world!) So this week’s challenge is to give yourself a shot of vitamin N, head outside and explore a bit of nature around you. What captures your attention?

You can post your photo alone or along with some words: commentary, a story, a poem…maybe even a song! I love to study the photographs that others’ take and think about how I can use a technique, an angle, or their inspiration to try something new in my own photography. (I love a great mentor text…or mentor photo, in this case!) I share my photography and writing on social media. You can find me on Instagram and Twitter using @kd0602. If you share your photos and writing on social media too, please let me know so I can follow and see what you are doing. To help our Weekly Photo community find each other, use the hashtag #vitaminN for this week and include @nwpianthology in your post.

Sometimes we need an excuse to treat ourselves to something wonderful–even when our schedules are feeling compressed and hectic. A dose of Vitamin N might be just what you need! Grab your camera and head outdoors…what wonders will you find? Share your discoveries with us and expand nature’s reach through your lens!