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Illinois Department of Natural Resources
I have a general question: Many of the preschoolers in my program are addicted to all things electronic, because that is what they see in popular culture and in their own homes. How can I encourage these same children to get as “hooked” on nature?
In order for children to be enthusiastic about nature, they must be allowed to experience it. While it is important for them to attain computer-related skills, a well-balanced lifestyle also includes time for play and exploration in natural settings. You may be the only person the children can rely on to take them outdoors regularly for unstructured activities. Parents are very busy with many demands on their time. You have the opportunity to introduce children to something they probably have rarely done and will love once they do it. Their time outdoors can nourish their innate curiosity about the natural world and can lead to learning experiences for them and you, as well as promoting physical activity. While it is possible to have a speaker present a program on nature or to watch a video on nature topics, the most rewarding results come from discoveries made by children in their locality. Their findings often lead to further questioning and learning, as well as the desire to continue their outdoor visits. Fear of the outdoors can be overcome as well.
Even if you don’t have a lot of green space, taking the children for walks outside and teaching them to observe can bring rewarding results. Challenge them to use their senses (except taste) to discover wildlife and plants on a daily walk or a visit to a park or garden. You may even want to start by trying to find wildlife indoors, then comparing what you find to the wildlife that lives outdoors in the area. This basic survey of living things can be used to teach concepts addressed in the Illinois Early Learning Standards in Language Arts, Science, and Foreign Languages (by learning the names of the wildlife in other languages). Don’t be concerned with being an expert on everything you find. Awareness is your goal, and you and the children can learn together. If you have an interest in a natural resource topic, such as birds, use your enthusiasm to spark the children’s.
I care for a mixed-age group in my family child care program. These eight children typically range from 18 months to 6 years of age. Do you have suggestions for nature activities that work with a mixed-age group?
Even though the children in your program are young, they can learn from each other. Older children can learn more advanced concepts and teach the younger children. For instance, let’s say you want your children to learn about trees and the animals that live in them. You could build a paper or cardboard tree and provide or construct puppets to represent the animals that might live in the tree. The older students could develop a story that could be acted out to entertain the younger children, who could also be involved in the acting. As a finale, everyone could go on a tree walk and look for the animals or signs that they may have left behind (partially eaten fruit or leaves, feathers, snake skin, nest). Do they find other wildlife species that weren’t included in the story?
Unstructured play in natural settings will be one of the best ways for all the children to learn. They may ask you many questions, and it’s OK if you don’t know the answers. You can learn along with them. You can also try a simple nature scavenger hunt, again with the older and younger children working in teams. “Adopting” neighborhood trees provides a sense of ownership for children. They can check on “their” tree’s progress regularly. You may want to bring nature indoors by setting up a composting bin with earthworms. Children of all ages enjoy watching the worms as they turn organic matter into soil. The older children may be assigned some responsibilities involved with maintaining the compost. Planting seeds that will grow and be used in a butterfly garden or vegetable garden is a valuable project and can incorporate the compost generated by the earthworms. Children can be responsible for caring for the plants indoors, planting them outdoors, and observing and maintaining them in the garden. Even if you don’t have much available space, you can usually find a spot for a few flowers. They can be grown in containers, if necessary.
Our preschool program is located in the center of the city. We don’t have much green space around us, and the closest park is a few miles away. How can I help these children appreciate the natural world when all they see is concrete?
Wildlife is everywhere, even in the middle of a city. Challenge your students to find wildlife all around them. Spiders and some insects, like ants, are accessible to children and fascinate them. They don’t need to be experts on identification, nor should they touch animals. Just prompt them to find living things, both indoors and outdoors, and observe them. They will quickly learn that in order for wildlife and plants to be present, the habitat must be good. All organisms must have food, water, shelter, and space. Conduct this activity often throughout the year. Keep records of what you observed each time, and ask the children to note and explain changes throughout the year.
You may want to find a tree that the students can “adopt.” They can visit the tree and observe it in different seasons of the year. Try to use trees that are in public areas, or you will need to obtain permission from the tree’s owner first. Children can touch, smell, see, and hear to observe everything about their tree and the things that live in and use it. Incorporating the tree studies in Language Arts works well, too.
Attracting wildlife to your location can have many benefits. A space as small as three feet by three feet can allow you and your students to develop a beautiful butterfly garden that will attract many species. Involving the children in preparing the soil and planting the plants can be a great learning experience. We have often worked with children in primary grades who have never gotten their hands dirty or held a worm! By participating in the project, children will gain a sense of ownership. They will be able to observe the growth and flowering of plants and the stages of the butterfly life cycle, too.
Feeding birds can also be rewarding, but it can be expensive and messy. You must be prepared to clean up under the feeders regularly for dropped seeds, seed parts, and bird waste. Children should not be allowed to play in the area around a bird feeder. However, watching birds, particularly in the winter, can generate enthusiasm in children. Hummingbird feeders are relatively inexpensive. You can make your own food, and the behavior of hummingbirds is delightful to observe. They are available to observe only from about April through late September, but their arrival in spring and departure in fall can lead to discussions about changing seasons and how some species react to these changes.
Bird nesting boxes for wrens can be made from lumber, gourds, and other objects. Wrens are small birds and can be easily observed in urban settings. Nesting boxes for other species could also be used to attract birds.
A number of children I've worked with are afraid of insects, especially the ones that fly. I think teachers see this often with children growing up in poorer urban areas with no parks or gardens, and with children who are here from other countries with different "wildlife." I've seen children run away from butterflies—afraid of being hurt. And they don't want to go ANYWHERE that they might encounter those bugs. Sometimes it helps to say, "That won't hurt you. It's a butterfly/dragonfly/whatever." But not always. What do you suggest teachers do when "insect fear" keeps a child from wanting to go outdoors?
Children will take their cues from you. If you are squeamish around insects, they will be, too. Fear can come from lack of information and understanding. Teach basic information about what an insect is and familiarize children with some general types of insects before you go outdoors. There are many excellent children’s books about insects, and the variety of insects in Illinois is tremendous. The more they know, the better prepared they will be as you venture outdoors. You may also want to do an activity to allow the students to construct a model insect using its basic body parts or to “be” an insect by adding construction paper antennae, wings, and a pair of legs to themselves. Ask them to explain what it would be like to be an insect for a day. Have them predict the types of insects you will see by naming and then drawing one. Follow through to see if they are correct.
Children should respect insects and avoid touching them. Some insects do bite and sting. However, the stinging insects generally must be provoked in some manner before they sting. Stories that portray insects with human features and that show uncharacteristic insect behavior should be avoided. The Illinois Department of Natural Resources has Illinois Insects and Spiders Resources Trunks available for loan throughout the state. Each trunk has many items to help you introduce students to insects. Visit http://dnr.state.il.us/education/insecttrunk.htm for more information.
I’m not sure what you mean by “appreciating” nature. Does appreciating differ from just learning about plants and animals, or do you think this knowledge leads to appreciation?
You can learn about wildlife and plants without appreciating them. Appreciation can result from learning, but experience greatly enhances appreciation. By utilizing their senses of touch (where appropriate), smell, hearing, and vision, children have a better understanding of how these organisms live. They gain respect for the creatures with which they share the world. They probably will discover that there are many more living things in their local environment than they expected. Videos, books, and simulations can allow children to learn about animals that may not be nearby, but the squirrels that live in the neighborhood can be observed daily. They become a part of the daily life of the students. Again, as students participate, they gain ownership and appreciation. They begin to see the value of the natural world. Since they are the future stewards of our environment, it is vital that they know about it and care for it.
I believe the study of our natural word is important, but in our preschool, we are expected to emphasize reading and math. Are there effective ways to practice these skills while learning about nature?
Yes! Reading and math can easily be incorporated into interdisciplinary learning with science/nature. There are many, high-quality factual books for children with topics and wonderful photographs and illustrations about nature. The Illinois Early Learning Standards in Language Arts (particularly State Goal 1, Learning Standards A, B, and C) are most appropriate to apply to nature stories and readings. Students can be involved in writing activities related to nature, too, and in presentation of their writing to the class (State Goal 3, Learning Standards A, B, and C). If you can take the students on a nature walk or let them explore a park or playground, they can relate these experiences in a variety of ways, all related to Language Arts and reading. Observations from bird feeders, bird baths, butterfly gardens, trees, or other wildlife attractions can provide the outlet for much creativity.
Many natural items can support the teaching of math concepts. Leaves are readily available. They can be counted, sorted by shape and/or color, and measured. Even from the same tree, leaves will show variety. Children may find it interesting to learn that not all leaves from the same tree are identical. They will find that diseases affect leaves, as do insects and other animals. If you use a tree that the students have “adopted,” the exercises will be more meaningful to them. Nuts, seeds, and shells may also be available for use in mathematics activities. Using natural items may generate interest in further study of these items. Don’t forget that the natural world consists of soil, rocks, weather, and many things we can’t see, too. Measuring rainfall and/or snowfall throughout the year can be easily accomplished.
Are the Illinois Department of Natural Resources “Resource Trunks” available and/or appropriate for preschool?
The resources trunks are available for loan to all educators.
These large plastic containers are filled with hands-on, Illinois-specific items to supplement lessons. The Illinois Tree trunk and Illinois Birds trunk were designed with definite resources included for use at the preschool level. These two trunks as well as People and Animals from Illinois’ Past, Illinois’ Wild Mammals, and Illinois’ Insects and Spiders include lessons and resources that align with the Illinois Early Learning Standards. If you visit the Web site listed above, you’ll find links to each of the seven trunks and a photograph of some of the trunk contents. You will also be able to review the complete trunk content list.
The trunks are meant to be supplemental and also to be used. You don’t need to be limited by the grade level suggested. For example, if you are learning about fossils or someone brings in a fossil, the students might be intrigued and want to see more of them. The Illinois Fossils trunk contains fossil specimens that the students can touch and observe. It also has fossil molds for making plaster-of-paris fossil replicas to be colored or painted. While the lessons in the trunk are targeted to a higher grade level, there are still components of the trunk that can be useful for preschool-age children.
Each trunk has several popular hands-on features. Skulls, furs, and replica tracks in the Illinois’ Wild Mammals trunk provoke wonder and curiosity. The Illinois Birds trunk has plush birds that sing. Illinois’ Insects and Spiders offers equipment that can let you capture and observe these creatures without harming them. The Illinois Tree trunk provides dried leaves, seeds, tree “cookies,” and lumber samples. Explore the People and Animals from Illinois’ Past with replica mammoths and mastodons (and their replica teeth), Native American foods, games, and replica pottery. All of the trunks include laminated posters, storybooks, field guides, videos, CD-ROMs, and lessons.
Trunks are available statewide through a system of lending locations. Refer to the Web page listed above for contact information. Trunks must be picked up and returned to the lending location. There is no charge for using them, although some sites may ask for a deposit that will be refunded when the trunk is returned. A 2-week loan period is suggested.
- Resource Trunks
http://dnr.state.il.us/education/Classrm/teach.htm
I've thought about collecting some Illinois wild creatures to keep in the classroom for awhile—like a toad or frog, or one of those large orb-weaver spiders. But I have mixed feelings about keeping them inside. (Mostly, I'm worried that they will die because of something missing from their diet, or not being able to burrow properly, or some other key to survival that I don't know about.) Are there any guidelines or anything you recommend about having small "critters" indoors for children to observe up close?
Keeping wildlife in the classroom is a great way to make children aware of species. They can closely observe characteristics and behaviors in these animals. Children's innate curiosity can lead to questions and further learning. They can begin to appreciate these creatures and, in some cases, lose fear of them.
Your concerns are well-founded, however. Children need to realize that the "home" for wild animals is not in the classroom. Behaviors of captive creatures may not be the same as when the animals are in the wild. It's very difficult to provide all the necessities of life that an animal requires, particularly over a long period of time and including holidays and vacations when these animals' needs must still be met. Some animals have seasonal changes, too, that must be taken into consideration.
There is little harm, though, in keeping some species of wild animals for a day or two in the classroom. A plastic or glass observation container will work well, as long as there is room for the animal to move about freely and have access to food and water. You should always be careful about using glass containers around small children, though. Not only can the container break and possibly injure someone and/or the animal you are observing, but the creature may escape if the glass breaks. There should be a screen or a lid with holes to tightly cover the container, ensuring air circulation but with openings not large enough for the animal to exit the container. You need to know what to feed the animal and where to obtain that food. Waste materials should be removed quickly and not allowed to accumulate. If the species is aquatic, it will need water to swim in from the habitat it was removed from, not tap water. Do not use water directly from the tap for these animals to drink. Allow tap water to sit in an open container overnight before offering it to wild animals.
The following animals could easily be kept in the classroom for a day or two: toad, box turtle, garter snake or other small snake, spider, snail, crayfish, tadpole, salamander, insect (not wasps, bees, or others that bite or sting). Animals that should not be kept in the classroom include wild mammals and birds. Many native fish species are predators and must be fed other fish species. Finding those prey items can be difficult. Regarding butterflies—adult butterflies are not good captives. If they feed (some adult butterflies don't feed), they require nectar. Whether or not the adult feeds, in an enclosed container they generally damage their wings when they attempt to fly. You can purchase or build large areas where they can be held, but in most cases, it's not feasible. Raising caterpillars can work well. You must keep them supplied with the proper food, but watching them transform into the pupal stage is fascinating. When they emerge from the pupa, though, you must be prepared to release them as soon as they are ready to fly. When you are finished with your observation, you should return the animal to the place where you captured it and let it go.
Handling wild animals is not a good practice. Be aware that some animals will sting, bite, or perform other defensive behaviors if you try to touch them. You are threatening them with your actions, and they react accordingly. By touching wild species, you may also be passing along agents that could cause disease in the animal, particularly to its skin.
If you are interested in keeping animals long term, earthworms make good subjects for study. They can also be used to produce compost that can be used to fertilize any plants you might want to have students grow, such as for a butterfly garden. Earthworms are easy to maintain. The Illinois Department of Commerce and Economic Opportunity offers a vermicomposting program—“Eeek! There's a Worm in My Room!”—that can get you started on this worthwhile activity.
- ISTEP Educational Demonstration Cases
http://www.commerce.state.il.us/dceo/Bureaus/Energy_Recycling/
Education/ISTEP_cases_program.htm - How do you compost a vermi?
What is a vermi, anyway?
http://www.illinoisbiz.biz/NR/rdonlyres/
25EFECD6-F8FA-496C-A2BE-76B6CF576E43/0/Eeekbrochure.pdf .
My husband and I would like to take our grandchildren camping with us. It would be their first time camping. They do love being outdoors (woods, prairie, the arboretum) though they haven't had much opportunity. Their ages are 5-1/2, 4-1/2, and 3. What suggestions do you have for us? Or should we wait till they're older to try camping?
There's no reason to wait. The more you can take the children out into nature at an early age, the better it will be for them. Being together as a family will bring great rewards, too, and will provide an experience that the children will remember fondly. They have you for support in answering questions, relieving any fears, and providing a role model. You'll need to show them the types of activities that are appropriate for the site where you are camping, so give them lots of options. I'm sure they will find plenty to excite their curiosity.
It seems like children are usually very interested in animals. And they can get interested in trees and other plants. But I’m wondering how to get them interested in rocks, which are also part of the natural world but don't seem to be as appealing (maybe because they don't look cute and fluffy or have pretty flowers). Any suggestions?
Children may not have had much experience with geological resources. While they see plants and animals all around them, rocks are just not available to many children. At one time, rural roads and driveways were paved with gravel. Gravel is dredged from river bottoms or removed from ancient river beds and is full of rocks and fossils. Children in those areas could walk out the door and get a bucket full of rocks at any time. Finding fossils and geodes in gravel could be great fun. Today, nearly all roads are paved and accessing any natural rocks may not be an option.
Making children aware of rocks, minerals, and fossils is a good start. The Illinois Department of Natural Resources (IDNR) has a poster on "Illinois Rocks and Minerals" that you can order. It has photographs of several rocks, minerals, and fossils found in the state. The back of the poster provides information about rocks/minerals that you can use to teach about them. The Illinois State Geological Survey offers teacher resources. Of particular interest is a classroom set of 35 Illinois rocks/minerals that comes with two publications about rocks/minerals and is available to teachers and educational groups by request on letterhead. You are limited to one set, unless you want to purchase more. See the details under the "Resources for Teaching Geology 2006" link. The IDNR's Office of Mines and Minerals' Web page contains links to many teaching tools and information about the traveling Rock and Mineral Trailer. Several of the activities on this page relate rocks/minerals to products in the home. Showing the rocks/minerals then finding products made from them can be enlightening for children. There are many chapters of geological clubs and gemologist societies throughout the state. Inviting a speaker who could bring specimens of rocks/minerals to your classroom would be a positive event to promote awareness/appreciation.
- IDNR poster on "Illinois Rocks and Minerals"
http://dnr.state.il.us/education/edmaterials.htm - Two publications about rocks/minerals
http://www.isgs.illinois.edu/education/teach-res.shtml - IDNR's Office of Mines and Minerals' Web page
http://dnr.state.il.us/mines/education/index.htm
With so many animals, plants, and insects facing extinction, can you offer any suggestions as to how as a pre-k teacher I can help my students understand the importance of what they do even as 4- and 5-year-olds to help protect their surroundings?
It’s important for children to know that their actions do make a difference and that when we all work together toward a common goal, even more progress will be made. One of the easiest ways to illustrate that they can make a difference is through recycling. By keeping track of what they recycle, you can show the children daily what they have done to help save resources. By tracking the amounts over a long period of time, they can apply math skills and concepts, too. A visit to a recycling center can illustrate the results of many people helping to save our natural resources. A visit to a landfill can show what happens to items that aren’t recycled and can lead to discussions about why some people don’t recycle and the effects on landfills.
Another way to get students involved is to have them grow plants that will attract native wildlife. Even a small butterfly garden can provide food, shelter, and space for butterfly adults and larvae. Students can monitor species that are attracted to the habitat and compare with wildlife species that they saw in the same area before the garden was developed.
If you have space, building and installing wren houses can give children another opportunity to see how their actions can benefit wildlife directly.
Along with studying rocks as part of the natural world, what about dirt or soil? Some of my children almost seem afraid to get their hands dirty when we plant a seed or study worms. I'd like to help them learn not all dirt is alike and why we need it.
To learn about soil, you could start by doing an awareness activity. Ask the children to complete this sentence: “If there were no soil then _____.” They may have few answers, but that’s OK. Take them on a walk and ask them to show you where soil is and what appears to be in it. Make some generalizations. Next, obtain at least three types of soil. Soil collected from a lawn, a woodland, and a wet area would work well, but there are plenty of other types as well. Be sure to obtain permission first. Ask the children to touch, smell, and look at the soils. Make comparisons. Now ask them to see what living creatures they can find in the soil. You’ll need to provide magnifying glasses. After they have experienced soil, ask them to complete the “If there were no soil then _____” sentence again. Other resources to help you teach about soils can be obtained from the Illinois Association of Soil and Water Conservation Districts (Get the Scoop on Soil with Claude) and the Natural Resources Conservation Service
- Get the Scoop on Soil with Claude
http://www.aiswcd.org - Natural Resources Conservation Service
http://soils.usda.gov/teachers.html
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