Pathways

Official Publication of the New York State Outdoor Education Association Winter 2011

What to do with your kids Technology in Nature pg 3

Buzzing with Boredom pg 6

w w w. n y s o e a . o rg 6 0 7 . 5 9 1 . 6 4 2 2
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NYSOEA Executive Board President MaryLynne Malone VP Administration Maritza Cuevas VP Communication Nirmal Merchant VP Human Resources Tim Stanley VP Program Rebecca Houser Secretary Meaghan Boice-Green Treasurer Elizabeth Van Acker Office Darleen Lieber Regional Directors Eastern- Tim Neu Metro- Jessica Kratz Northern- Gary Griz Caudle Western- Lauren Makeyenko Central- Christina DeCesare 2011 Annual Conference Committee Chairs Paul Hai Drona Schroeter Tanya Milano Susan Hereth Rebecca Houser PAthways Jessica Kratz (Editor) Richard Parisio (Poetry Editor) Frank Knight (Member) Nathan Garcia (Layout, Student) Nicole Gatherer (Teacher) Jonathan Duda (Marketing Manager) Snapper Petta (Member)

Invitation for Articles and News. The PATHWAYS team is always eager to hear from members and publish the articles that they have authored or news or event announcements that they would like to share with fellow members. We invite you to send your submission for our Spring issue. Simply send us the text with any supporting material -- pictures, newspaper clippings and more. We can receive it in any of the ways listed below. Advertising in Pathways Pathways welcomes advertisements which will be of interest to the membership of NYSOEA. If you have a product, service, equipment, resource, program, etc. that you would like to share with our membership via an advertisement, we can receive it through any of the following ways: Email: pathways@nysoea.org Fax: (607) 753-5982 Mail: Darleen M. Lieber Ref: Pathways Advertisement / Article E-334 Park Center, SUNY Cortland RPLS Dept. PO Box 2000 Cortland, NY 13045

Materials should be typed. Please include a short biographical section about the author of the article. References cited in the article should be listed at the end of the article, APA style. (ISSN 1077-5100) PATHWAYS is published four times a year by the New York State Outdoor Education Association and is emailed to NYSOEA members. Opinions expressed by contributors are theirs solely and not necessarily those of the Editorial Board of pathways or of NYSOEA. Advertisements included in pathways should not be interpreted as endorsement of the product(s) by NYSOEA.

A Note from the President

Icicles are on the rooftop and there is smoke in the chimney as another year passes. On these cold winter days, I cant help but reflect on the years accomplishments. NYSOEA had a very busy and productive year including increased membership, the creation of the draft Environmental Literacy Plan with many great partners, and a five-year strategic plan of operation. And this great work continues into 2011! Some of the highlights for the coming year include the Good Old-Fashioned Winter Weekend at Ashokan that will be hosting the 2010 NYSOEA award winners, the Maple Celebration at Sharpe Reservation, regional workgroup sessions for Environmental Literacy- and that just brings us into the month of March. We will be hosting our Teacher Ecology Workshop, annual conference, and so much more. Affiliates, if you are planning events, consider hosting the NYSOEA exhibit. It is easy to do: just contact you regional director to make arrangements. Warm wishes for a great new year, MaryLynne Malone

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Pathways Winter 2011

By Jessica Kratz

A Good Walk Spoiled, or, a Good Walk

There is so much talk about completely disconnecting, detaching from technology. But could it be possible that our mobile technologies actually enhance our ability to explore and enjoy the outdoors? I would argue that one can still experience the solitude and stillness of nature but enhance the experience by having additional tools at close reach. The question is, what turned me into such a technophile? The answer: the smartphone. While a recent Ranger Rick cartoon pointed out all the coltan mining to make cellular phones and the dangers it poses to Gorilla populations in the Congo, I will point out that I waited until my previous cell phone [a basic, no-camera, color flip phone] was dead and I was sure to recycle my old phone [which not only saved precious coltan but also helped raise money for a local nature organization]. But I digress so how have I used the phone smartly?

Photo Courtesy from Marie Petta

Only 8% of the worlds used cell phones are recycled to find out more about cell phone recycling, visit: www.epa.gov/wastes/partnerships/plugin/cellphone. index.htm or www.recellular.com/recycling/ donatePhones
An adage in environmental education has been Leave nothing but footprints. Take nothing but pictures. Since January 2010, when I obtained my smartphone, I have never been without a camera on the trail. From foot bridges to frozen ponds, I have been able to take photos of memorable places, and then e-mail them to myself. I have also been able to take photos of downed trees and other trail conditions, and then send these photos to park supervisors, which has helped get these matters resolved more quickly and maintain better trail access. Aside from not being without camera, I am also not without notepad. Bird observations, metaphysical musings, and otherwise fleeting thoughts can be typed in as notes, e-mailed, text messaged, tweeted, or posted on Facebook. No paper is required. If a turkey vulture flies overhead, that moment can be shared in almost real time. But what if I am not sure the bird overhead is a turkey vulture? There are several options. One, I could do an internet search for websites about turkey vultures and look at various photos and listen to calls. Two, I can search YouTube for videos others have posted about turkey vultures in flight. Three, if willing to spend a little bit more money, I could download an Audubon Guide App [$6.99 for the Audubon Birds MidAtlantic] and research the birds behavior, range, field Pathways Winter 2011

markings, etc. and determine if it truly is a turkey vulture. On a hike in July, I found myself confirming the call of a common yellowthroat in the above manner. A Google search for witchetty yellowthroat was all I needed to confirm the appearance and bird call. Was this a distraction? Not really. A few minutes later I put away my phone and continued to hike through Clay Pit Park State Ponds Preserve, enjoying countless other sources of summertime serendipity. Employing a bit of creative anachronism, some have brought 19th century Thoreau into 21st century Twitter. Truth be told, a lot of his aphorisms fit nicely into the 140 character count restrictions. [i.e., Sweep away the clutter of things that complicate our lives. or Our life is frittered away by detail. Simplify, simplify. [www.twitter.com/ thoreaupage] In my opinion, by not having to remember to bring a pen, paper, a camera, and a field guide, life becomes more simple, more clear, less cluttered. Solitude remains an option: simply silence the smartphone, place it in your bag or pocket, and continue to go confidently in your chosen direction, to the pace of your drummer.

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RAmblings from red hill

The Re-Alignment of Home

The original farmhouse on Red Hill burned to the ground over 100 years ago. On its footprint now stands an oak framed, concrete block structure that is disguised through the marvels of vinyl siding. When we first moved in I joked that the house looked like an Amazonian war bunker. Ivy crept across every inch of the east facing wall while small birch trees poked out of the front steps leading into the house. Bats, birds and bees all made their homes out of ours, making for some uncomfortable introductions in the early years. And this was only the outside. Walk through any door and the interior took its cues from a side show fun house. In our daughters room upstairs there is a definite uphill as you crossed the space. A marble can roll easily out the door, travel across the landing only to trip down the stairs. Upon reaching the next landing an easy right bend takes it the rest of the way down the stairs and onto the main level of the house. Most doors have been cut to fit their respective openings because nothing is square or plumb. The entire house reflects the final exam of a carpenter who failed. Of course, some of this was not entirely the failure of the original builder. Time, and large unsupported spans, had become the protagonist in our domiciles undoing. While the oak framework remains incredibly strong, overly long hemlock beams show the strain of too many years without underlying posts. The middle of the house has sagged about two inches off center, making for our interesting angles and interior oddities. Couple these issues with two unplanned bat encounters this past summer, one in the living room while the other occurred as we were sleeping, and it was time to bring our home back into alignment. Through working with a DEC approved specialist, the bats were safely evacuated from their previous quarters this autumn. There is a ten year warranty on this work which will be interesting to follow. Based on what Ive read, bats, when displaced, will attempt to return to their most recent residence for up to eight years. Only time will tell if this is true or not but I look forward to being able to sleep without a tennis racquet parked next to my bed for the next decade. With the bats cared for our next task was to raise the house back to level. Currently our basement has three sets of wooden cribbing; each with a large turn screw jack centered upon it. Every morning amazing feats of strength and leverage (mostly the leverage) allow me to rotate the two outer screws a quarter turn counterclockwise while the center one travels a full 180 degrees in the same direction. During this exercise the entire house moans, groans and creaks in distress, telling me that the effort is having its intended effect. The end result is were giving the house new life one crank at a time. And, while this transformation is slowly occurring over numerous days, there are already perceptible signs of progress if you know where to look. As I do this work all I can think of is how our efforts inside the house mirror natures actions outdoors. Each day brings small imperceptible changes to the countryside that makes up Red Hill. Rarely does anything big occur here. Rather its the slow seasonal transformation of the area that shows us the progress of the year. From day to day the landscapes appearance is the same but, over time, everything changes. Nature realigns our locale into its rightful stage and place one small turn at a time; just like my efforts with our home. Until next time, may all your rambles lead you to new and exciting places. Pathways Winter 2011

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by Snapper Petta

By Nichole Gatherer

Citizen Science in the Snow!

This winter, if youre teaching about states of matter, snowcrystal formation or weather, consider a citizen science project to enhance your unit. Through NASA, the Global Snowflake Network collects data about snowflakes from people around the world for a better understanding of snow formation, weather, and climate. This type of research, in which groups of volunteers collect data and make observations, is called citizen science. Through the Global Snowflake Network students are outside studying snow crystals. They are asked to record information such as the time of day, their latitude and longitude, temperature, wind speed and direction, humidity and the type of snow crystal(s) present. Once the information is recorded, students can return to their warm classrooms where they enter the information they recorded into an online database. What is the purpose of all this? According to the Global Snowflake Network, NASA has formed a partnership that symbolizes the International Polar Year (IPY) by linking indigenous traditional knowledge and observation with scientific data for improved observations and understanding of snow changes. Serial collection and identification of snowflake shapes and riming details coupled with satellite images during the life of a snowstorm. After students make their hypothesis about what they will find you can share the Global Snowflake Networks findings: Snowflake shapes depend on the temperature and moisture content of the atmosphere where they form and grow. The shapes of snowflakes vary over the winter season, with the source of the weather system, and during the progress of a given snowfall. Snowflake shapes are a proxy for conditions in the weather systems responsible for the snowfall. A Global Snowflake Network can consequently be a dynamic education experience and of value to those who deal with polar and winter meteorology. By increasing the number of people around the world who take part in the Global Snowflake Network, students are adding to scientists understanding about snow formation, weather, and climate. What a better way for students to make real world connections then by getting outside and participating in a project where what they do really matters. For more information on the Global Snowflake Network, or for a list materials and procedures, please visit: http://education.gsfc.nasa.gov/how/ Pathways Winter 2011 5 of 12

Natural ly Poetic

The view from here

Hidden from view the mountain except for one blue flank in the distance showing through one window in the trees from this we can infer the white cliff steep conglomerate earths spine arching shedding massive talus boulders vertebrae piled up a world of sunless spaces woodrats dens while from above peregrine falcons stoop to plummet earthbound rockets strike and shatter soft doves all this and more escapes attention so much is hidden yet the neighbor walking her small white dog slowly in and out of view doesnt see I see as from the tangle of shrubbery an unseen fox observes me. -Richard Parisio

by Chris Harp & Grai St. Clair Rice

Looking for an Earth-Friendly Hobby this Winter? Take a Beekeeping Class.

Honeybees are amazing, gentle creatures. They live in colonies which function as a single organism, each Honeybee working for the good of the whole. They nurture the beauty and fecundity of the earth with their gift of pollination, and through that pollination mankind gains strength, and nature gains diversity. Honeybees are also in dangerous decline, and we all need to take notice. The HoneybeeLives Organic Beekeeping classes are taking place on four separate weekends this winter, in two different locations. This natural approach to beekeeping helps beginning beekeepers understand the responsibilities of the beekeeper, and develops an understanding of the instincts and community of the bees. A philosophy of gentle care is imparted, as well as practical knowledge in preparation for starting hives in the spring. This class is also helpful for current beekeepers who are looking for a culture of nurturing.

Also check out NYSOEAs website for more info.

Modern society, with its suburban sprawl, genetically modified vegetation, and insecticides, as well as a plague of varroa mites, threatens the health of the Honeybee, and in turn our own survival on this planet. Backyard beekeepers, with a conscience towards respecting the needs of the Honeybee, can effect positive change in this balance. Farmers and the general public can also have a positive impact through simple choices about when to spray or mow, as well as planting trees and flowers that provide valuable food for both domestic and feral bees. The organization, HoneybeeLives is working to strengthen the Honeybee population, and heighten the awareness of their incredibly valuable role in the earths health. HoneybeeLives teaches classes for adults and children throughout the year, organizes potluck dinners for beekeepers to exchange experiences and build a beekeeping network, and offers apiary services in the Hudson Valley and the New York City area. HoneybeeLives takes a natural, organic approach to beekeeping. We encourage beekeeping that respects the instincts of the Honeybees and a gentle approach in their care. Beekeeping is not as simple as it once was, but the rewards are many. We can all learn from contemplating their cooperation, and nurturing their wellbeing. If youre looking for Visit www.HoneybeeLives.org for more something to keep you busy this info and registration requirements, or email winter, consider taking a beekeepHoneybeeLives@Yahoo.com. ing class. 6 of 12 Pathways Winter 2011

by Richard F. Fabend

Finding A Way Back

After 34 years of teaching I was more than ready to retire. I looked forward to pursuing the outdoor activities that I loved and which provided me with quality of life. I was excited about the future, but little did I know that fate had other plans for me. In February 1999, while on vacation in the Caribbean, I was struck by a wave which drove me into the hard-packed bottom, breaking four vertebrae in my neck and leaving me with quadriplegia. The accident took from me not only many normal functions, but also most of the skills I had developed which depended on them. One of the biggest concerns I had adjusting to my new life was the belief that with these limitations I would not be able to return to my outdoor pursuits. I resolved to approach this new life with Christopher Reeves philosophy. Reeve said, I refuse to allow a disability to determine how I will live my life. create a blind that would cover my wheelchair. Finally, I had to find a place where the turkeys would be. Almost every day turkeys will visit a spot where they can dust themselves to remove mites and tiny pests from under their feathers. Friends constructed a blind in an area leading to a nearby dusting site. My efforts finally bore fruit this past May when I harvested my first post-accident gobbler. I love hunting because the game does not care that I am in a wheelchair, or that I fire the gun with my teeth and they do not feel sorry for me. To them I am just another predator. This seems like such a poignant story: man becomes disabled, man refuses to let his disability stop him from doing what he loves, and, after some effort, man harvests a wild turkey. What the reader needs to understand is that the time from man becomes disabled to man harvests wild turkey was 11 years. Instead of allowing limitations to dictate what you can and cannot do and looking at obstacles as problems to be dealt with, consider them challenges to be solved. Look at failure not as a reason to give up, but rather as an opportunity for growth. I was determined that nothing was going to keep me from returning to the activities I loved so much. In the end, my real joy is just spending time outdoors. Editors Note: Richard F. Fabend is an Adaptive Equipment Inventor and has served as Webmaster for Handicap Help website. His extensive career as an educator includes 7 Years as supervisor of South Jefferson Central Schools Project Adventure Site, 10 Years on staff of SUNY Cortland Outdoor Education Practicum, 2 Years as Education Coordinator NYS Division for Youth, 32 Years as a Public School Teacher, and 23 Years as a Licensed NYS Guide. My most enjoyable outdoor experience was hunting. I enjoyed using my skills to pursue wild game, primarily deer and turkeys. The woods were beautiful in the early spring and fall. Being able to rapidly cover large areas of land to get to where the turkeys were was enjoyable. To be able to conceal myself to avoid detection by these highly intelligent animals was a challenge. To pursue game this way after my accident was no longer possible. The challenges seemed almost insurmountable. Refusing to give in to my disability, I was determined to hunt. But it quickly became evident that my old skills were not going to work, and that I would have to develop new ones if I had any chance at all of succeeding. Two things I had working for me were my attitude and determination. Using the Internet, I found an apparatus which would allow me to fasten a gun to my wheelchair. However, I soon realized my fingers would be unable to pull the trigger. After a lot of trial and error, I created an inexpensive trigger adapter that would allow me to fire my shotgun using my mouth. My arm movement was also limited, so using my mouth freed both hands to help steady the shotgun. A friend suggested covering snow fence with camouflage to Pathways Winter 2011

Promote NYSOEA at your next event! The NYSOEA display provides a dynamic snapshot of what we do and who we are, and will certainly attract foot traffic and promote interactions with prospective members and future conference attendees. The NYSOEA display is an attractive and welcome addition to events, festivals, and fairs. If you are interested in having the NYSOEA display board at an upcoming event, please contact your regional representative.
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A Book in Review
2010 Libraries Unlimited Paperback, 136 pages 8 1/2x11 pISBN pISBN-13 eISBN eISBN-13 1-59884-378-8 978-1-59884-378-1 1-59884-379-6 978-1-59884-379-8

$30 from ABC-CLIO, amazon.com, and barnesandnoble.com Also available as eBook We undoubtedly live and work in challenging times: money for supplies is limited, and there is hardly enough time to teach all of the subjects in the curriculum. So then how do we get our students to rise to the greatest challenge of our time: global climate change? Think Green, Take Action: Books and Activities for Kids by Daniel A. Kriesberg lays out a blueprint for this journey, which can be readily implemented into numerous curricular areas using inexpensive, readily available materials you may already have. In the first chapter, Kriesberg demystifies the process of transforming students into environmental stewards, breaking it down into three stages: Stage One: Empathy and Connections (ages 6-10); Stage Two: Understanding (ages 10-13); Stage Three: Action (ages 13 and up). He also breaks down a lot of barriers to cultivating environmental stewardship, emphasizing the importance of local, placebased activities, teaching without ecophobia while highlighting hope, heroes, and ecological success stories, and presenting various points of view when they are based on honest scientific disagreement. The second chapter, Understanding the Ecology of Your Home Place, shows Kreisbergs depth and breadth of experience in the environmental education field. Kriesberg, who has been teaching about the environment long before going green was even a part of our regular vocabulary, previously published A Sense of Place: Teaching Children About the Environment with Picture Books (Libraries Unlimited, 1999) and, borrowing from that extensive experience, begins this and each subsequent chapter with a current bibliography and synopsis of entertaining and informative picture books that complement the array of activities presented in the chapter, which are designed to cultivate a basic knowledge of ecology and sense of place in order to begin developing the connection and understanding needed to solve environmental problems. Descriptions for the activities, such as Nature Journals and Maps are formatted similar to the scientific method, including ma8 of 12 terials and procedures. Activities such as String Tubes (speculating on what the shoelaces on the inside of a toilet paper roll) help promote scientific thinking, involve very few materials, and would be fun and appropriate for a summer camp, afterschool program, or nature center, as well as for a classroom or homeschool group. Chapters Three through Five: Endangered Species, Resource Depletion, and Pollution offer an array of activities with clear, easy-to-follow instructions. As an environmental educator for the better part of this past decade, I am familiar with activities such as Mining Chocolate Chips and the Bioaccumulation Game from previous NYSOEA conference workshops and other EE trainings, but am very happy to be able to find this information all in one relatively slim volume, instead of scouring old notebooks, folders, bulky resource guides, and various websites in the hopes of finding them. I am sure other experienced educators will be pleased with the convenience of having familiar activities right at their fingertips, along with plenty of fresh new activities using the same basic materials [i.e., dice, clipboards, markers, etc.] and new educators and those previously unfamiliar with environmental education will find these activities enjoyable and readily applicable into their teaching setting. Kriesberg makes a lot of clever connections between resources. Activities such as How Many Trees Does it Take to Build a House? Guess the Amount of Water, and How Much Do We Take provide a fresh approach to viewing the resources we use every day. The final chapter offers options for action ranging from starting a container garden to making non-toxic cleaning products. There is an extensive index in the back of the book to facilitate referencing resources and activities. Kriesberg dedicated this book to his sons, saying I hope your generation does a better job than mine as stewards of the Earth. Thanks to this book, and the thousands of current and future teachers who will use it, I am certain they will. Pathways Winter 2011

A Recipe For a Lively Science Class: Simply Add Frost Article reprinted and abridged with permission from the Poetry Foundation
If youre a science teacher, looking for a way to wake up your students, try Robert Frost (18741963). Frosta poet, a teacher, and, for many years, a farmerhad a deep interest in science and nature, and both appear frequently in his poems. For students in science class, poetry itself is a memorable surprise. The rhythm and rhymes help students remember what theyve learned. Some teachers have reported that when they saw students years later, the only thing they remembered was the day the teacher used a poem as an introduction in class. Throughout his life, Frost was drawn to science. He inherited this interest from his mother, a follower of Emanuel Swedenborg (16881772), a Swedish scientist who later devoted himself to religionand the free spirit of inquiry. As a boy, he sold magazine subscriptions to earn a telescope. He subscribed to Scientific American. When he taught at Amherst, he knew Nobelist Niels Bohr and wrote a poem (For Once, Then Something) about his atomic wave and particle theories. His profound interested in atomic structure inspired some minor poems (The Secret Sits and Version). He found Darwins writing on evolution fascinatingscholar Robert Faggen wrote a book about his interest in it (Robert Frost and the Challenge of Darwin, University of Michigan Press, 2001). It is possible the scientists he knew influenced some of his most famous poems, including Fire and Ice. Harlow Shapley, a well-known Harvard astronomer, reported that Frost had asked him the most likely ways in which the world could end. Shapley told him of two possibilities: the sun could grow into a giant red star and incinerate the Earth, or the Earth could veer away from the sun, triggering a permanent ice age. Some time later, Frost wrote this poem: Fire and Ice Some say the world will end in fire, Some say in ice. From what Ive tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. Of course, the poem is about considerably more than destruction. Still, in a time when the Earth is threatened by the two specters of nuclear annihilation and global warming which, ironically, might trigger an ice age if the polar ice caps melt and put the Gulf Stream out of businessFire and Ice is an interesting place to start off the subject in science class. Pathways Winter 2011

As a farmer, Frost was also close to the land, and he knew the facts of botany and biology. They often appear in his poems. One good example is Goodbye, and Keep Cold. In this, he admonishes an apple orchard to stay safe over the winter. He acknowledges the pests that could harm it: I dont want it girdled by rabbit and mouse, I dont want it dreamily nibbled for browse By deer, and I dont want it budded by grouse. More importantly, he writes: But one thing about it, it mustnt get warm. How often already youve had to be told, Keep cold, young orchard. Good-bye and keep cold. Dread fifty above more than fifty below. He acknowledges fact, such as the natural enemies of trees. But again, he takes into account the mysteries of the universe, the things that people simply cant control. He humanizes both the science of trees and the science of humans. Like science itself, Frosts nature poetry is filled with discoveries. Like the best research, Frosts poems take us beyond facts to look at their implications. Editors Note: The original article Robert Frost in the Petri Dish by Karen Glenn, Poetry Foundation, 11/2/06 can be found in its entirety at http://www.poetryfoundation.org/ learning/article.html?id=178794 9 of 12

by Kathy Grube, Bugbee Childrens Center at SUNY Oneonta preschool teacher and Marie Petta, Director, Bugbee Childrens Center for more than twenty years.

Baby Steps for Getting Your Babies Outdoors (even if theyre tweens or teens)
Exploring the outdoors? how do I really do that with children between diapers and day care or soccer games and computers? Much has been written in the past few years about the value of outdoor experiences for children particularly in light of the epidemic of childhood obesity and complacency. Most reading this can articulate the benefits of nature activities and many plan them for others. However, it is helpful to have hints to guide families who are seeking ways to take advantage of everyday opportunities. 1) Set appropriate expectations start slowly. For a newborn, five minutes outside to feel the breeze while you talk about the wind is a great start. Bundling up a four-month old to take him out to feel, see, and taste his first snowflakes may take more time than you actually spend outside, but the experience sets the stage for enjoying a lifetime of New York winters. Park the car down the street from the school: kick up leaves before you walk in with your five year old. Look up and then down. The clouds may be gathering together before a storm; the ants may be marching down from an anthill next to the sidewalk. For older children, ban the iPod, cell phone, or Game Boy. Spend a half hour jogging with them around the block or up the road. Take a drive without the DVD player or CD music. Listen to the sounds. City cacophony or rural bird calls can all be outdoor music. 3) Bring the basics The latest greatest fancy perfect gear isnt necessary, but comfortable weather appropriate attire is. A pair of rubber barn boots and a hooded jacket can take you many places. Swap with other families or check out the local thrift store for play clothes. Bill them as special exploring outfits. A simple umbrella stroller is helpful for tired kids. Their stamina is helped with many shorter excursions building up as you go, but even four or five year olds need the rest time occasionally. For younger children a front and/or backpack make it more fun for everyone. With snacks and drinks, extra clothing, and a diaper or two at the ready, even infants and toddlers can be included. For older children, unload that school backpack and fill it with a magnifying glass (Grandmas readers work), water bottle, pretzels, cheese sticks, and a collecting container and set out walking.

2) Slow down Expect to stop and smell the roses. Pick up a stone and examine its underside. Find a wooly bear and repeat the legend. Allow the extra five or ten minutes in the daily schedule to stroll with your child occasionally lumbering like a bear or leaping like a frog. Plan ahead for the little moments so the spontaneous unpredictability of nature can be noticed and appreciated.

4) Discover other places and activities A trip to the local planetarium or observatory can launch a lifelong fascination with constellations. Many small parks and recreation departments offer programs to expand your knowledge and interests. Family field trips to a farm, hiking trail, or park can be seen as a mini vacation. Think small, expand out slowly, and savor each moment. Enjoy sharing the outdoors with children. Relax and have fun.

Essay by Andrew Balmford, Lizzie Clegg, Tim Coulson and Jennie Taylor

WILL CHILDREN EVER TRULY RECONNECT WITH NATURE? WHAT IS THE BEST WAY TO MAKE THAT CONNECTION? Why conservationists Should Heed Pokmon
In a study done by the Department of Zoology at the University of Cambridge, researchers surveyed school children on their knowledge of natural and unnatural history. Children were asked to identify 10 types of wildlife and 10 species of Pokmon. The results showed that children could name far more Pokmon species. They have a loss of knowledge of the natural world that is thought to be from isolation from it. The question is how we reestablish childrens links with nature. Will reintroducing children with the outdoors simply peak their interest in a pure nature or do naturalists have to draw them in using their 21st century interests such as Pokmon, videogames and technology? 10 of 12 To read the Science Magazine, September 03, 2002 article in full and give your opinion on the authors ideas which we may edit and print, please visit www.nysoea.org. Click on the http://bioteach.ubc.ca/TeachingResources/GeneralScience/PokemonWildlife.pdf link. We are trying to initiate reader discussion on environmental issues so please also consider submitting debatable issues that you would enjoy seeing discussed. Research done by Andrew Balmford, Lizzie Clegg, Tim Coulson and Jennie Taylor through the Department of Zoology at the University of Cambridge. Pathways Winter 2011

By Andrea Mills

Kids in Waldkindergarten, also known as forest kindergarten, are building fires and braving the snow. And theyre all the better for it.
I made a snowman today, my first grader squeals as I pick him up from school on a fresh, snowy January afternoon. Its hard to contain my surprise and delight. Hooray! I think. They allowed them to play in the snow during recess. I say, That must have been so much fun. Did you manage your snow pants all right? My son stares at me. Obviously, I have it all wrong. Slowly and condescendingly, he corrects me: We made a snowman on the computer, not outside! Silly me. They made a digital snowman. Think Outside the Classroom For most families in our Long Island community, keeping kids indoors for recess on a snowy day isnt a shock; its expected. Our family relocated to the United States four years ago, after living in Zurich, Switzerland. Returning has brought many cultural adjustments, but perhaps most striking has been the pervasive, fearful attitude about children and outdoor play, particularly in lessthan-ideal weather. In Zurich, my son attended a Waldkindergarten, which literally means forest kindergarten, although it actually serves kids ages 2-6. As the name implies, forest kindergarten takes place outside -- not most of the time, but (with the exception of inclement weather) all the time, from 8:30 a.m. to 2:30 p.m., five days a week. Wet or warm, sun or snow, the students in waldkindergarten learn through exploration in an unconventional classroom: the woods. Forest kindergartens are spreading in Europe, with a particularly large concentration in Germany, where there are approximately 700 programs. They are beginning to inspire some programs in the United States, too. These unusual schools offer educators an opportunity to think outside the box -- or, literally, outside the classroom -- and envision a dramatically different style of education that emphasizes direct experience, self-directed inquiry, teamwork, and selfreliance. At my sons school, children arrived in the morning outfitPathways Winter 2011 11 of 12 ted with backpacks and waterproof hiking boots. They were expected to dress sensibly in rain gear, snowsuits, or sun hats, as appropriate. I grew to love a wise expression the teachers used: There is no such thing as bad weather, just bad clothing. Despite parental fear that exposure to inclement weather sickens children, our experience was that children -- including our son -- who regularly spent time in the open air (properly outfitted) stayed healthier than those kept indoors, despite winter temperatures that average around freezing. Forest kindergartens have little or no need for commercial playthings or the typical teaching materials. Sticks, acorns, leaves, and other natural treasures become props for dramatic play, tools for science experiments, and math manipulatives. I watched children in my sons class, for example, collect pine cones and spontaneously sort them into categories by size -- a premath exercise without the need for any fancy sorting toys or teacher instructions. Teachers keep direct teaching to a minimum, believing that children who explore natures resources freely will develop the skills needed in the higher grades. Research so far bears out their belief. A 2003 study at Switzerlands University of Fribourg compared the skills of children in conventional kindergartens with those in a full waldkindergarten program. The forest kindergartners performed as well as conventional peers on fine motor skills and significantly better on tests of gross motor skills and creativity. The forest kindergartners were also able to offer more solutions to problems.

This article, along with many others, continue on www.nysoea.org

Pathways
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Our Mission

NYSOEA is a professional organization that promotes interdisciplinary life-long learning in, for, and about the outdoors and seeks to inspire appreciation of the environment by all people.

12 of 12 c/o Department of Recreation, Parks and Leisure Studies P.O. Box 2000 SUNY Cortland Cortland, New York 13045

New York State Outdoor Education Association

Pathways Winter 2011

Cortland, NY Permit No. 14

U.S. Postage
Non-Profit

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