My journey to becoming a naturalist begins long before this
spring, but only now am I at a point where I can finally combine all of the
tricks of the trade that I have picked up along the way. On a daily basis, I
put my experience and environmental education theories into practice by
creating my very own Outdoor School for All. When I landed here at the Siskiyou
Field Institute, a lot of odds were against me. No one had been in my role for
about 5 months. Teachers had registered for field trips, yet no one was there
to coordinate or instruct their outings for them. Needless to say, I hit the
ground running with hope in my heart and a lot of support behind me to uphold
the reputation of the organization while providing an outlet for students to
immerse themselves in nature.
The Siskiyou Field Institute is a very special place. It has
a lot to offer in terms of natural resources with creeks, serpentine soils, mixed
woodlands, and endemic plant species growing right on site. The teaching
moments are infinite playing off of the natural bounty that exists here.
Additionally, we offer a unique experience for groups to put their team
building, communication, and confidence skills to the test by completing our
challenge courses.
One of the most popular field trips we offer for middle –
high school students is an investigation of our watershed called “From Mountain
Top to Valley Floor.” In this program, students assess the overall health of
the watershed by testing the water quality of Deer Creek, Squaw Creek, and the
reservoir, which is the source of our drinking water at the Siskiyou Field
Institute. Students measure pH, water and air temperature, and record their
observations of the weather, water clarity, vegetation covering the stream
bank, and collect and identify macroinverteberates.
In order for students to be prepared to use a dichotomous
key in the field to identify macroinvertebrates, I created a lesson that I
introduce to the students during a classroom visit prior to their field trip. I
enlarged drawings of macros for students to observe and have them work in small
groups using their key to lead them to identify the species depicted in the
illustrations.
The first field trip I coordinated occurred only two weeks
after I started the job. Luckily, I had previously led field trips at the
Siskiyou Field Institute during graduate school with my cohort from Southern
Oregon University. This familiarity with the site and its resources has been crucial
to my success as Youth Education Programs Coordinator. Seventy 6th
grade students from the Valley Charter School came out from Medford for a
watershed investigation day program. Unfortunately, their time got cut short
due to miscommunication with the teachers about bus arrival and departure,
lesson learned and regardless, the students spent a beautiful day in the
outdoors.
A major goal of mine with the watersheds program is to take
the data students are collecting onsite and upload their findings into a
citizen science database such as Oregon State University’s “Stream Webs” or the
Isaac Walton League’s “Creek Freaks.” I begin each program by telling students
that they are all playing the role of aquatic ecologists during their field
trip and their data will help us monitor the water quality of the creeks and
how they fluctuate throughout the year.
The second field trip I coordinated was for the Applegate
School 6th – 8th grade classes, 37 students total. By
this time, I was able to hire Brod, a veteran SFI YEP instructor. I also gained
inspiration for the field trip after attending level-one challenge course
facilitation training at EarthTeach hosted by Synergo. This training taught me
to incorporate metaphors into our challenge course among many other essential
facilitating techniques.
The Applegate School students investigated the unique
serpentine geology and resulting rare plant life. During their classroom
presentation, I had the students act out plate tectonic movements using yoga
poses and Oreos to represent the movement of the layers of the earth. This gave
students the background knowledge they needed to understand how the ocean floor
was uplifted onto the earth’s crust forming the ultra mafic (heavy metal)
serpentine soils at the Siskiyou Field Institute. Plants adapted to these conditions have evolved to grow in this harsh environment in a variety of
ways.
The most unique adaptation of the serpentine endemic plants
is that of the Cobra Lily or Darlingtonia
Californica. This plant grows in serpentine fens, which are wetlands with
running water fed by springs coming off of 8-dollar Mountain. Cobra lilies have adapted
to this environment by growing leaves that attract insects with a sweet
smelling scent and trap them inside of their hollowed out tube of a leaf. Once
the insects fall to the bottom of the plant, they are broken down by
microorganisms living in the soil. These tiny creatures digest the insects to
provide nutrients for the plant at its roots.
To help students understand these remarkable plants, we
dissected a cobra lily together and observed the insects inside. I also used
the metaphor of students pretending to be insects trapped inside of a cobra
lily while completing the challenge course. I used this technique once again
for a group of 12 high school students from Golden Eagle Charter School who
visited us from Yreka, California.
These high schoolers were my guinea pigs for the first
overnight program I coordinated at the Siskiyou Field Institute. Since the group
was so small, it was easy to create an intimate, customized field trip where
we investigated the watershed, learned about beetles from an entomologist
leading a course for adults on site, made a campfire using a flint and magnesium technique, went on a night hike in total darkness, completed the challenge
course as a team and investigated the unique adaptations of serpentine plants.
The overnight program was a huge success. At the end of
their field trip, I facilitated a gratitude and sharing circle for the students
and their teachers which produced some heartfelt appreciation for one another
including a few tears shed for the bonds that were built during those two days.
Brod and I felt very accomplished and our hearts were glad as we waved goodbye
to a dozen teenagers who left with a deeper understanding and love for
themselves, one another, and the natural world.