As we walk into the forest, we see all the different types trees, and we know, somehow, that they all have a purpose in life, just like we do. We notice many have lost their leaves this time of year, and the forest looks completely different—kind of empty because you can see so far, and it is very open. However, that is just the surface; let’s look closer.
The conifers take center stage with their deep green and contrast to the snow; while they do shed their needles, they are primarily green all year, which is why they are called “evergreens.”
Using touch—reach out and feel the needles
When we reach out and feel the needles, and when we rubbed them in our hands and smell, there is that amazing pine scent reminiscent of a Christmas tree—that strong aroma that can remind us of the holidays.
Visual things to watch for
As we look even closer, we notice really short needles (less than an inch) that are flat and on the underside, there are distinct white lines like racing stripes; this is an excellent identification characteristic. It also has the tiniest little stem you can barely see. In botanical terms, when you look it up in your field guide, this is called a “petiole.”
Feel the texture of the bark
These trees have really smooth bark when very young, and as they get older, it becomes stiff and deeply furrowed (creating indented grooves). Look at many different trees—young and old—and compare the feeling of the bark, and how the young ones are really tender and the older ones are like a rock.
Natural history viewing our past
In the 1800s, Eastern hemlock (Tsuga Canadenses) was used heavily; these trees would be anywhere from 250 to 800 years old. They were harvested in great numbers and were sought after for a special quality they possess: great amounts of tannic acid—up to 12%—used for tanning hides and preserving leather; the outer bark was used and soaked. Some of the hides were kept in vats (barrels of soaking tannins) for up to six months in order for them to turn the dark tea color and create a preserve and coloring for the produced leather. Hemlock tanneries were all over the Northeast, and they shipped the hides from here all over the world.
What I have personally seen, and you can too!
In the picture, you can see the needles and the bark. You can see underneath the very outer light brown bark, there is a dark purple color; this is a great characteristic for being able to identify Eastern hemlock.
What use are these trees now? They are a tremendous resource for wildlife: the needles create shade to give animals and birds cover. So they are used for nesting, denning and protection from the elements.
I often find many deer and moose in these areas…tracks, signs and tons of “browse” (feeding sign). This is where deer “yard up” (all stay in same area communally); this helps create safety in numbers and helps avoid being surprised by coyotes. It also makes it easier for them to move, because they pack down the snow to conserve their energy during these hard winter months.
I’ve also found coyotes’ beds, which look like circles; the heat from the coyote’s body melts out the impression of its nose where he/she is melting snow with the breath.
Outdoor challenge and scavenger hunt you can do with your children
See if you can find the interior bark that is purple. Hint: When you look around at the base of the tree, you can see the flakey bark chips; look under there.
Tracks and sign: if you look on the very tops of the branches, close to the trunk, you will often see squirrel territorial teeth marking sign, or going up a mature tree, you can see the claw marks and sometime bite marks of our black bears climbing since they use Eastern hemlock as babysitter trees (mama sends her cubs up them in times of danger or when she is away for long periods).
And at the bottom of the hemlocks, underneath the dense needles protecting from the wind and elements, you can find deer, fox, moose and bear beds. Let’s not forget the calling cards of raccoon and porcupine too—scat!
If you find little holes and black powder on the ground and through the roots, it’s possible you have found Truffles (fungus).
Can you find the little Hemlock cones that look like little tiny pine cones—about ½ inch. Can you find the racing stripes on the underside of the needles?
“And then I made fire with sticks…legit sticks…fire… literally blew fire into existence with sticks. Mind blowing…absolutely mind blowing!” –Joe Sharkey, IT Professional
Earthwork Programs is grateful for all the press we received this Summer! The Recorder and the Daily Hampshire Gazette visited our At Home in the Woods and Way of the Scout Summer Camps and captured the moments…
“Research shows that kids can’t identify many common plants or trees in their environment, but they can identify 500 corporation logos,” Grindrod said. “Imagine what they would know if learning about the environment was instilled in our culture rather than learning how to be good consumers.”
Arcadia Wildlife Sanctuary, Hitchcock Center, Earthwork Programs connect children and environment
By FRAN RYAN Gazette Contributing Writer
Wednesday, August 6, 2014
(Published in print: Wednesday, August 6, 2014)
On a hot summer day in mid-July, Rainier Jewett, 8, of Florence rose up from the underbrush in the woods of Conway covered in mud and forest debris and sporting a broad, sly smile.
Then several more young campers, including Caleb Schmitt 13, and Ari Benjamin 10, both of Williamsburg, also emerged from the forest. They were all participating in a summer day camp run by the Earthwork Programs.
Frank Grindrod, is director and founder of Earthwork, which offers wilderness education programs and teaches emergency survival and self-sufficiency skills. Grindrod described how his programs help people of all ages learn to broaden their ways of seeing, in order to understand, survive, and thrive in the natural world, and along the way he paused to talk about plants that were native to the area.
…click here to read rest of the article…
Honing skills that work beyond the wilderness
By TOM RELIHAN
Sunday, August 24, 2014
(Published in print: Monday, August 25, 2014)
CONWAY — Frank Grindrod has noticed a trend that disturbs him deeply. To see it, he said, all one must do is compare a child’s ability to recognize corporate logos to their capacity for identifying wild plants and animals.
“You show them a ‘Hello Kitty’ logo and they’re like, ‘Oh, I know that one,’” he said, as we walked through a dense pine forest in Conway. He stopped to bend down and examine a patch of leafy green plants on a plot of land, which had sprung up under a rare, sun-soaked gap in the canopy. Cupping the leaf of one plant in his hand, he said, “But you show them one of these, and they say, ‘Uhh … a fern?”
That trend — one he defined as a decline in knowledge of and appreciation for nature among young people — is one he is determined to change.
“A lot of the nature education is on the surface,” he said. “Some of the kids are good with their hands, and that’s great, but for the ones that aren’t, we feed them stories that they can then share with the group. That way, everyone gets a specialization and it grows exponentially.”
…click here for the whole article…
“I began to wonder why some kids weren’t out in the park or playground and needed to have everything spelled out for them and facilitated,” Grindrod said, noting that when he was growing up, that type of thing wasn’t as commonplace. “We spent most of our time in the woods, and everyone just had a special call or bell when it was time to come home.”
Learning naturally: Nature programs take the classroom outside
Story by Tom Relihan & Fran Ryan
Wednesday, August 6, 2014
(Published in print: Saturday, August 30, 2014)
As he crested a densely wooded, moss-covered hill in the middle of Conway’s pine forest, Edwin Anderson, 13, of Greenfield yelled, “Wow, come and look at this!”
At his call, a half-dozen other kids scrambled up the hill. Some dropped to their knees as they examined a huge brown mushroom protruding from the pine needles on the forest floor. Moments later, Frank Grindrod of Conway knelt in the middle of the group and began to inspect the fungal wonder.
“See how it’s all shaggy on top and on the stipe? This is called ‘The Old Man of the Woods.’” he said. “Oh, and look at this one!” he said, picking up a piece of bark with a couple of fuzzy, pink mushrooms growing on it.
“It looks like the Lorax!” exclaimed one of the campers.
That day, the kids were out in the woods as part of Grindrod’s Earthwork Programs summer camp, which he runs to teach children about nature and develop skills that they can use in their everyday lives.
…click here to read more of this article…
So everybody has spent time around a campfire, right? Maybe you roasted marshmallows, shared stories, cooked yummy food and enjoyed the mesmerizing flame.
Perhaps, if we were moths, we would be drawn to it the same way they are.
Take a walk back in time and imagine our ancestors sitting around the campfire. This fire wasn’t just there, filling up the space; it was constantly being in use…in a variety of ways, such as heating up rocks for a sweat lodge ceremony, making pottery and firing the earthen ware clay pot vessels, fire hardening tools, and purifying plants and making them softer and more edible.
During my last trip to Alaska, I had an opportunity to talk in great detail about the symbolism and the detail in the carvings that were created within our ancestors’ own personal bowls. These were not just a means to an end; their artistry was an example of their love, respect and reverence for the creator—very much tied to their spirituality. These bowls were carved or shaped from the coals of fire.
How to Make Your Own Coal-burned Bowl
In these photographs, we show you the process:
1. Need a fire—not just any fire will do; the fire needs to have embers that will last a long time. This is done using hardwood coals, i.e., maple, birch, beech, etc.
2. Need a good strong seasoned price of wood—size is up to you; 5” or 6″ round is a great beginning…pine, cedar, cherry, etc.
3. Need a way to extract coals to place on your bowl blank shows the different details that we do when we teach coal burning.
4. Need a tool to keep ember in place—this could be something that will not catch fire. A green branch to hold ember to bowl blank until depression forms.
5. Carefully hold bowl and secure green branch to coals and blow in ember so it begins to burn depression. (Warning: if you get a flame, blow out carefully, or it can crack your bowl.)
6. Replace coals and repeat—when the coal goes out, you simply scrape out the char with stone or a stick and get another ember from the fire and repeat.
Enjoy experimenting with these wilderness skills and add a whole new level to having a campfire.
We last left off where I was lost and signaling for help and integrating my S.T.O.P plan of action. (S=Stop; T=Think; O=Observe; P=Plan)
So after working on signaling with sound, I decide to make a sun compass. Time is important right now so I only take 3 minutes to put this together. I get a straight branch and place it in the ground and mark the tip of it where the shadow ends with another shorter stick. The next part of the sun compass is time. As the shadow moves every 15 minutes, I mark it again. This allows me to form an accurate read on the sun’s trajectory and gives me an east/west line while getting other things done.
Off in the distance I hear the call of a woodpecker; I have an intuitive hit that this is important somehow but not sure at the moment. Birds are excellent allies because they know their place and are specialists and depending on the type of bird will indicate habitat.
A New Paradigm in Being LOST
There’s a lot of “charge” in the word “lost”; so much focus on the psychological fear of being lost. Things arise in the mind, like “I’m not going to have enough water, warmth or food.” This is a fear of the unknown. Let’s shift our paradigm about being “lost”.
Indigenous people all over the world lived (and live) so close to the earth that they did not call what they did on a daily basis survival. They did not consider where they lived “wilderness”; something separate from their lives. Historical research in ethnobotany as well as speaking to the native peoples directly, has taught us that it wasn’t about being lost, it was about “being”; it was not about surviving, it’s about “living.”
We can learn from this recognition of a close relationship to the land. In this paradigm, you are part of the forest. If you are at home in the woods, you are never truly lost. Knowing your place, the plants and wildlife as part of your community is what will nurture a healthy at-home mindset where ever you are.
Thinking of the forest as “home” starts by knowing your plants and their uses. What parts of them are edible, medicinal, and in what season? What edible plants have poisonous look-alikes and what are clues to proper identification? What trees are good for firewood, for tinder? As you get to know your plant neighbors, they become your allies in better understanding the habitat you are in.
Building a Shelter and Knowing Ecology
As I scan the land and see what it has to teach me, I notice an area where there are a lot of small pines, and interspersed are large pines, 80 to 100 feet high. Why is this important? Because pines decompose slower, and they accumulate a huge layer of the debris that forms a thick mat. This is exactly what I’m looking for to create that insulative layer in the form of a sleeping bag. Clustered together they create a natural shelter from wind and rain while allowing sun exposure because the branches die off near the bottom. All of these decisions play a role in location; that’s why it is requires skill to be able to read the land.
I will not camp directly under the great pines where the bark is peeling and are probably infested with ants. That was what “that little bird told me.” The woodpecker’s activity tells me the tree is rotten inside and could become a potential blowdown hazard. I don’t want a tree falling on me. Also, lightning can strike the same place more than once so I am scanning for lightning scars.
Location! Location! Location!
Earlier, my sun compass lets me know how much light I have left to work with and this is crucial since I need to set my priorities. I choose my site and start building. It is very important to be able to read the land topography. A great shelter in a poor location equals a bad shelter; as the saying goes “Location. Location. Location.”
There are clues on the land to know where water pools even though the site looks inviting. By learning what plants grow in moist or wet soil, you learn that even when there is no water present, the plants tell you of a tendency towards moist soil conditions, hence, do not build your shelter in that spot. For example, when you see moss on the ground you know the soil will be damp. So I need to continue searching for a drier area.
Building My Shelter
I start with two leg-sized diameter logs, a little longer than my height laying down. Make them parallel like train tracks, which creates a container for all the small sticks I quickly throw into the middle, making a raised bed. This is vital for staying warm because you need to create a layer of dead air space between you and the ground as insulation. The reason is that the Earth is bigger than you are and the heat from your body will transfer to the Earth; this is called conduction. This is how you get cold from laying on the ground even if you are out of the wind. My bed is made out of a jumble of sticks and a thick layer of needles and leaves. This is really “comfy”; I’m not kidding!
Telling Time by the Sun
Marking the shadow on the sun compass again, I measure with my hand how much light I have left. With this method, each finger width represents 15 minutes; a full hand is an hour. I follow the path of the sun with my hand, and I realize I have 3 hours of light.
Since I used the S.T.O.P rule and stopped early enough in the day, I have plenty of time and light to take care of all of my basic needs, and even wander from my anchor point.
The Importance in Developing Skills and Training
I have slept out before when practicing making shelters and sleeping in them throughout the year to hone my skills. I have slept in home-made shelters under clear skies, rain, snow and freezing temperatures. My record lowest temperature is 15° below freezing in February with no fire while wearing jeans, fleece top, rain coat and hiking boots. This was to simulate for me a lost-hiker scenario. After teaching many classes on wilderness living skills and survival, I have the confidence and skills and freedom to be at home in the woods and not afraid of being lost. My hands-on knowledge enables me to share my personal experience so others can have confidence when they are learning and gain that sense of freedom.
Home Away from Home
It is an amazing sensation being deep in the forest surrounded by the night with a glowing campfire for warmth and companionship. Everything is done! I have created my home away from home – a bed and shelter that keeps me warm enough even without a fire; my plastic bag to catch rain, dew, and drinking water; my sun compass for navigation, a safe fire location and firewood comprised of tree species that throw lots of heat, light and will burn long and steady over time.
Enjoying the experience of the setting sun, the sound of the owls in the trees, and crackle of a bright, warm fire, there is a real peace that washes over me. This is a gift to experience and learn from. I am camping; thriving, not just surviving.
It took me getting lost to truly find the gift of the present moment.
By Arianna & Frank Grindrod
Yellow Spotted Salamander
Spring is in the air; in the yellow spotted salamander’s feet marching across the snow; in the trill of the Spring Peeper announcing his space and his availability as a mate; and the quiet patience of the Fairy Shrimp waiting between the mud and ice for their home to thaw.
What Is a Vernal Pool?
A vernal pool is a small woodland wetland that is created by melting snow in an earthen depression which has no inlet or outlet; basically a “wicked big puddle”. These “puddles” are nurseries for several species including mole salamanders such as the yellow-spotted salamander, wood frogs, spring peepers, fairy shrimp, and fingernail clams. Vernal pools are usually temporary and dry up as the season progresses. For the animals who them as a nursery, it is essentially a race against time for the babies to grow up enough to be out the pool before the water is gone. Some pools are semi-permanent but that is not a guarantee so ether way, the salamanders and frogs are crawling or hopping away come summer. The invertebrates, those who cannot fly or crawl away, but are obligate to the pools such as the fingernail clams and fairy shrimp must squiggle down into the mud and wait until next spring to emerge again.
Who Might you Meet at a Vernal Pool?
Mole salamanders live underground which is why you don’t tend to see them any other time of year…except for the Marbled Salamander who lays her eggs in the fall in autumnal/vernal pools. She hoovers over her eggs until the rains fall and then she leaves them. These little ones are the first to hatch and will eat other species of mole salamander eggs in the spring when the pool has then been filled with Jefferson, Yellow-Spotted and Blue-Spotted Salamander eggs. All mole salamander species eat invertebrates and will use mole-excavated tunnels, hence why they are called mole salamanders. In the Spring, when the first rains tickle the ground and when above ground temperature reach 40 degrees Fahrenheit, the Yellow-Spotted, Blue-Spotted, and Jefferson all come on down to their home pools. The males arrive first, forming what is called “congress”, a group of salamanders. They may travel up to a half mile away from their upland forest underground homes to mate in these vernal pools. After they mate they return to their woodland homes. Watch for them on rainy spring evenings as they cross the road.
If you live near a vernal pool you may hear a din of sound that is caused by two vernal pool visitors – the Wood Frog and the Spring Peeper. The Wood Frog is one of our black-masked bandits (can you guess the other two? One is a mammal and the other is bird.); a woodland, territorial amphibian that has a very distinctive call – the singing males, who are calling out to alert everyone in the vicinity that this is their space make a “qua-ack” sound, vaguely reminiscent of duck. The Spring Peeper is a very tiny tree frog who bears an “X” on his/her back. The callings males make a high-pitched “ree-deep” sound.
There are a host of invertebrates that you can find in a vernal pool – from Predaceous Diving Beetles and Whirligig Beetles to Damselflies to Backswimmers and Water Boatmen to Mayflies to Amphipods, Isopods, Daphnia and Copepods to Fairy Shrimp to Fingernail Clams to Caddisfly larvae. These are species worth getting down and dirty with as each sport their own unique adaptations of locomotion, feeding and general survival. For example, Whirligigs have split eyes so they can see up and down at the same time; handy when watching for predators. Mayflies have fanlike gills on their abdomen to take in oxygen from the water. Predaceous Diving Beetles have their own scuba gear so to speak; they carry an air bubble at the base of their abdomen as they swim through the water. Caddisfly larvae make their mobile homes from debris they find in the pool and their silk. They have a little hook on the end of their abdomen so they really do hitch up to their home and crawl along the bottom of the pool. They keeps their soft bodies protected and camouflaged.
Exploring a Vernal Pool
You and your youngster can gently explore these nurseries using a simple dip net and a holding pan. Fill the pan with water from the pool being careful to obtain the clearest water so that your temporary holding container is not muddy. Now gently slide your net through the pool and along the edges to catch a critter. Gently put it in the pan using a plastic spoon. If you have a magnifying lens and an identification guide book so much the better. Watch how the creature moves. It is recommended not to place predators and prey species in the same holding container at the same time else you will be setting the stage for the prey to be on the losing side of the chase. Please also do NOT collect eggs as this action may destroy the embryos.
When you are through studying these amazing creatures please return them to their home in the pool. To emphasize to your young naturalist the importance of respecting wildlife you can end with a simple “repeat-after-me” releasing ceremony such as this one that I (Arianna) learned from Kim Noyes at Northfield Mountain Environmental and Recreation Center many years ago.
“Run away, crawl away, swim away, hop! You are free to go. I am not going to stop you from living your life. You deserve to be free; but thank you for spending this time with me.”
Suggested Field Guide: A Guide to the Animals of Vernal Pools by Leo Kenny & Matthew Burne.
Amphibians, including frogs, toads and salamanders, breathe through their skin. Their skin is very sensitive to many things (salt, chemical toxins, soap, bug repellant, chlorine in our drinking water, sunscreen, etc.) When handling our wild friends, please remember to create a micro-habitat between you and them. Create this layer by putting your hands in their water source (vernal pool, pond, bog, stream, etc.) if they are aquatic or by using soil and leaves if they are terrestrial. When holding an amphibian make sure you keep them low to the ground and be mindful that the temperature of your hands can raise theirs, and this can create stress for them. Always return them where you found them. Or, if you are helping them cross a road, always remember their direction of travel and place them on the proper side of the road according to their direction of travel.
The winter is such a fun time—sledding, skiing, building snow forts and taking wanders in the woods.
The winter wilderness holds so much mystery. From that first moment that each unique snowflake drifts down from the sky, there is a certain awakening that happens…an inspiration that we have as we are curious of what’s happening outside of our walls. There is a pull—as one of my mentors, Joseph Campbell, would say: “A call to Adventure!” As we venture out of our comfort and embark on that calling, we leave the house—whether it is to go for a walk or even more daring, heading for the trails in wild nature.
As a family moving through the land, we hear the snow crunching under our feet and we see our own tracks, and we cannot help but think of the wild animals leaving clues of where they have been traveling, hunting, playing and sleeping and ultimately, surviving. So, as we continue on our way, we notice that first break in the pure white glistening expanse of snow and excitedly approach our first set of animal tracks.
As we get closer and see the trail left behind, we wonder what it is. There is a primal spark growing in us, and this connects us to our ancestors who lived close to the earth. This is like being a detective and we have our first clue.
When the children of the indigenous cultures in the far north (like the Sami people who live their lives by the Caribou and take care of the herd) see a set of tracks, the Elders would not tell them what they saw. They would mentor them by helping to foster a relationship with the animals by asking questions and getting them in their senses. “What do you see?” the Elder might ask. The child might say, “Animal tracks.” The Elder would then kneel down and look closer and say, “Hmm.” The child would then copy and also kneel down. Then the Elder would say, “How many toes do you see?” The child might answer, “Four.” The Elder continues, “Are there any claws visible in these tracks?” Child would then reply, “Oh yeah, right there!” (pointing) Elder, “Can you point which direction it is heading?” Child points and says “That way!” Elder, “What direction is that?” Child, “North…?” (questioning)
This is an example of a similar dialogue I often have with my students. This is so they put the “quest” back into “question” and build upon the knowledge they have, not only as trackers but in their lives.
Let’s look closer at this. The Elder does not GIVE answers; they are earned. There is a place for children to have their own unique self expression and for them to think outside of themselves, which creates deeper knowledge. The Elder then may explain the depth of what they saw. “This wolf is traveling alone early this morning, and you see here, where the tracks are slightly melted out, it stood here to gather information, and then headed north in a faster gait of a trot. There is a herd of Caribou that was crossing the open plains up there about a quarter of a mile north.”
The Elder knows the land intimately; his/her survival depends on it in the home of the wilderness. He is bestowing the wisdom to this child so that he, when he grows up, can contribute to the health and well-being of the land, the herd and his family. This also creates self confidence and understanding of how life is around him and their deep nature connection.
So, as we go back to our wilderness adventure, we want to ask important questions to create an “experience.” Experiential education is one of the highest forms of engagement…of learning—not rote memorization of what we think someone might want to hear, but actually reaching down and picking up the snow, looking at the tracks and allowing our imagination to dance with our physical reality.
The best way to do this is to build your own skills to start learning together and be able to take someone from the edge of his/her knowledge further. This is the ultimate goal of a mentor through self empowerment and self awareness; we ALL grow in our experiences and what we can contribute in our lives.
See you on the trail,
Frank and Arianna Grindrod
Just Add Kids and Nature
The first thing you want to keep in mind is that you want to create a safe learning environment for your child or students to interact with their surroundings. It is important that children have ample opportunities to be stimulated by direct experience. This is a special place that you visit over and over for continuity, so you develop a relationship with that place.
Examples include sitting near your backyard birdfeeder, a place on a hill with a good lookout so you can see animals moving if you’re still and quiet, bury them in leaf piles, stick forts and sculptures to allow the imagination to express itself, a stream to explore. Maybe bring to a beaver pond to see nature’s engineers. Immerse your children in Nature. Spend a few hours (or all day!) outside on a hike, in playful exploration.
Explore the 5 Senses
Once you’re out there in the fields and woods, allow yourself and your children to take in all the sights and sounds and smells. Pause. Take a deep slow breath. What do you smell on the wind? What does the wind feel like on your face? What do you hear? What do you see?
Surrounded by the birds and insects or the trees or the leaves or the snow or whatever the elements of Nature provide, there is sure to be a bounty of ways that children can reach out and engage with the great outdoors.
Ask your children to share what they are seeing. What does the landscape look like? Do they know whether they are near a wetland? How do they know? Can they feel they are going uphill? Would they like to roll down it?
It is really important to have them to full engage their senses as they explore. Touch, smell, look, listen, taste. All those different senses are the doorway to connection.
The Gift of the Present
Be in the present moment, allowing them and yourself to be completely in the “here and now.” Let those pesky thoughts of “what are we doing for dinner?” or “I need to make time for homework” or “when are they having a play date with so-and-so?” – whatever the brain clutter is—pass. By creating a space to experience Nature in the present moment; you are gifting yourself and your children. You are opening up a moment to just be a “human being” rather than “human doing.” This is incredibly healing as well as healthy to teach our children how to be in the world.
A mentor does not need to have all the answers. In fact, you actually don’t even need to have any of the answers. Some of most powerful experiences people have are stimulated by questions. For example, when they hear a bird, stop, listen, look. Ask, “Do you hear that sound? Where is it coming from?” Pause. Allow your child the time to listen and look around. Then add, “Can you point to that sound?” This engages your child in an adventure, in a quest of being able to find that sound. “Can you copy the sound?” Take turns attempting to mimic the sound; this opens up a space for deep listening. The same thing that can be done for animal tracks. “What is that? Is it bigger or smaller than your hand? Where did it come from?” Get down on the ground close to the tracks. “Can you tell which way the tracks are going? Can you see how many digits are in the track?” This also opens the door for using resources. Take a picture. When you get back, you can look through resources to find out who made those tracks.
Your Intention, Their Passion
Discover what your children are jazzed about. What excites them? Listen to their stories and listen for clues so that you can better facilitate experiences to further their learning in their areas of interest.
Consider, what is your intention? What do you hope for them to get out of this experience when you take them into the woods? Begin with the end in mind. Your goal as a mentor is for your children to find their own place of discovery. Create that for them. Help them feel connected. Help them to understand that they are connected to something that is beyond words and beyond them. Provide an outlet for them to feel a sense of peacefulness in nature and sense of belonging.
As you discover your children’s passions, it is time to look down the road at what other experiences you can put in front of them to engage in. Each activity helps them to work the edge of their knowledge to bring them deeper into engagement.
Work Your Edge
Create your own learning environment to continue your studies in your areas of interest. Explore the woods on your own. Have access to a library of resources. Have something to share. For example, the other day, I was walking within six feet of a moose. I was so silent; the moose walked right up to me and didn’t even know I was there. Now I can ask the kids, “Can you tell how far six feet is? Do you know how big a moose is? Do you know where you might find a moose?”
Remember, it is your own inspiring stories that inspire your children to share theirs. Now listen.
Until next time, enjoy your journey into the outdoors