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Posted on February 24, 2008 by Barb — 5 Comments

Evening Grosbeak in My Feeder and How We Identify a Bird

Very little compares to identifying a new bird in your feeder. This one was so unusual that we just couldn’t stop looking at it.

The photo does not do it justice. It is bright yellow, with distinct markings of black and white. It was fairly good size so we got a pretty good look at it.

Although the photo didn’t turn out well, the memory will be forever with us.

We identified this bird as an Evening Grosbeak.

Yesterday we saw a bunch of blue birds that we had never seen before. We were out driving in the car when we saw nesting boxes all along a fence. We saw flashes of blue and realized that they were birds fighting, not only in the air but on the ground. The birds were very aggressive. When we got home we pulled out our field guide and identified the birds as Western bluebirds.

I shared the following information with a friend about how I identify a bird by explaining how I identified the Evening grosbeak. I personally like using the Audubon Society’s Field Guide to Birds.

Steps I Use To Identify a Bird
1. When I am trying to identify a bird, I rely heavily on color. The bird we saw in our feeder was a bright yellow so that narrowed it down as far as identifying it. The Audubon guide that I suggested for birds is organized by type of bird (clinging, perching, duck-like, etc) and then by predominant color. This makes it fast to skim through a lot of birds visually.
2. After I look at color and general type, I look at size. (sparrow-size, robin-sized, goose-size, etc) The Aububon guide does group from smallest to largest.
3. After color, type, and size, I look at beaks. This is really easy in the Aububon guide because on the photo pages there are three bird photos on a page so there are less pages to look through.
4. If I hit on the right bird by doing that method, I usually do a Google image search on the internet to confirm my findings. If I missed and didn’t get the right bird but I am in the right ball park, I go to whatbird.com and do a search there.

That pretty much sums it up. I know that others have different methods for identifying birds with a field guide but this works for our family.

It was a big bird weekend around here. I love it.

Posted on February 22, 2008 by Barb — 38 Comments

Outdoor Hour Challenge #2: Using Your Words

Outdoor Hour Challenge #2

Using Your Words
1. Read page 15 in the Handbook of Nature Study. (The Field Excursion) Read page 23-24 in the Handbook of Nature Study. (How to Use This Book) Make note of any points you want to remember. My favorite is “The chief aim of this volume is to encourage investigation rather than to give information.” This is where many people misunderstand the HNS. It is not a field guide but it teaches us how to help our children with nature study.

2. “It is a mistake to think that a half day is necessary for a field lesson, since a very efficient field trip may be made during the ten or fifteen minutes at recess, if it is well planned.” Challenge yourself to take another 10-15 minute “excursion” outdoors in your own yard again this week. Before setting out on your walk, sit with your children and explain to them that when you remain quiet during your nature time, you are more likely to hear interesting things. Brainstorm some sounds they might hear and build some excitement about remaining quiet during their nature walk this week. Take your walk and if they get rowdy, use the universal finger over your lips sign to get them to quiet down. Set a good example and be quiet yourself, modeling how to listen carefully.

3. After your walk, challenge your children to come up with words to describe the following things:
One word to describe something they heard. (For example: rustling, snapping, crunching or chirping)
Two words for something they saw. (For example: tall trees, frozen water, red birds)
Three words for something they felt. (For example: freezing cold wind, rough sticky pinecone)

The point of this assignment is to get them to start thinking about what they see as they go along. Each time they take a nature walk they will develop more and more vocabulary and this will eventually trickle down to their nature journals. If they have difficulty coming up with things to say, help them out with some of your own words to get them started and they will soon catch on. Once we start identifying objects they see on their nature walks, you will be surprised at how easily they remember the specific names of plants, trees, and birds.

4. Optional nature journal entry:
Use their words as the basis for a simple nature journal entry. If the child is too young to write in the journal himself, you can write for them. “Everything he learns should be added to his nature notebook by him or, if he’s too little to write, his mother.” Charlotte Mason, volume 1, page 58.

At this point, you can pull out some colored pencils or crayons and invite them to illustrate their nature journal page if they want to. I always leave it as an option for my boys and I would say about half the time they draw. I feel like the nature walk and the discussion is the meat of our nature study and that it is the most important part of what we do. “No child should be compelled to have a notebook.” HNS page 14 (Next week we will read about drawing in our nature journals in the Handbook of Nature Study, page 17.)

5. If in your discussion of your nature walk your child expresses a particular interest in something they saw or heard or felt, make a note of it for further research later in the week. Remember to check your Handbook of Nature Study index for more information about your nature interests.

This challenge is found in the Getting Started ebook which is included in every level of membership. The ebook provides the challenge as shown above as well as custom notebook pages for your follow up nature journal if desired.

Posted on February 20, 2008 by Barb — 3 Comments

Handbook of Nature Study: Subjects Not Specifically Covered

It is my wish to guide you in using the Handbook of Nature Study. This entry will be about how to use this book with objects that you find in your local area that are not specifically listed in the index. I think this is such an important skill to develop.

How about we use some specific examples?

Sebastian over at Percival Blakeney Academy found some plumeria blossoms on her nature walk with her children. She didn’t find the plumeria listed in the HNS‘s index. How can we use the book to learn more about this flower?
1. Turn to the table of contents and scan down until you get to “Plants”. Turn to the introductory pages starting on page 453.
2. Read to yourself the introduction on how to begin the study of plants and their flowers.
3. Turn to the section on “How to Teach the Names of the Parts of a Flower and of the Plant” on page 456. This will give you some specific names for parts of any flower and they could be applied to the plumeria bloom.
If you want to get some further ideas for studying the plumeria blossom, you could ask yourself what plant or tree you think the plumeria resembles and I thought of the dogwood tree since they are both blooming trees.
1. Turn to the section on the dogwood on page 680.
2. Read through the section and see if there are any tidbits you can apply to your study of the plumeria. Make sure to get to the observations section and use the suggestions that would apply to the plumeria. (Can you see how many petals the flower has? How many stamens has it? Can you see the pistil? Find one of the flower-heads not yet opened and watch it open and develop. Sketch the bracts from below.)

It is not a perfect study of the plumeria but it will give you ways to observe the flower. The Handbook of Nature Study is meant to help you learn to observe and investigate rather than as a source of information. (see page 24)

Want another example?
Jessica at Trivium Academy shared about finding a tree stump and how she talked about the tree’s rings and how it grows. What if you weren’t sure what the rings meant and were not sure how to explain how a tree grows to your child? Here’s how I would go about using the Handbook of Nature Study to help find the answers.
1.Turn to the table of contents and scan down in the plants section until you get to trees. Read the list of subtopics for trees and find any that sound like they might help in your investigation.
2. Turn to page 618 and read the introduction to yourself. On page 620 there is a photo of a cross-section of a tree trunk and this section might be helpful to read. There is a heading on page 620 relating the way a tree grows. Read that and highlight any parts you want to eventually share with your children later in the week.

It took me a long time to figure out how to use the book without being frustrated. The Handbook of Nature Study is a wonderful tool in training parents how to teach their children to investigate nature. We just need to be more familiar with the ways to use it in our homeschooling.

“The author feels apologetic that the book is so large. However, it does not contain more than any intelligent country child of twelve should know of his environment; things that he should know naturally and without effort, although it might take him half his life-time to learn so much if he should not begin before the age of twenty.” Handbook of Nature Study, page xiii

Let’s not waste any time getting started.

Barb-Harmony Art Mom

Posted on February 18, 2008 by Barb — 2 Comments

Counting Birds for the Great Backyard Bird Count

We have been counting birds for the Great Backyard Bird Count. It started on Friday and will continue through today. We have had all the usual customers at the feeders and a few surprises too!

The white-crowned sparrow usually feeds in our front yard in the forsythia bush which has a blackberry vine tangled in it with some of last summers berries all dried up and ready for eating.

The dark-eyed juncos are a frequent visitor to our feeders and they enjoy both the platform feeder and eating from the ground beneath it.

The hanging feeders were filled with sparrows, finches, and the occasional nuthatch.

Here is our official bird count for Friday:

5 Western scrub jays
2 titmouses
1 red-breasted nuthatch
1 spotted towhee
2 California towhees
6 white-crowned sparrows
12 dark-eyed juncos
1 house finch….probably more we just didn’t catch them when we were counting
7 house sparrows

Those were in the feeders but we also saw in our yard:
1 American crow
2 American robins

In our travels yesterday, we saw:
3 turkey vultures
40+ Canadian geese
6 wild turkeys

This is a great family project that we have participated in for the past three years. If you miss it this year, mark your calendars for next February so you won’t forget!

Posted on February 17, 2008 by Barb — 2 Comments

Outdoor Hour Challenge #1: Nature Walk Notes

We successfully completed Outdoor Hour Challenge #1 yesterday. We decided to take advantage of the beautiful weather and go for a nature hike. I had seen a sign a couple miles from our house that looked like it was the beginning of a trailhead. How could I have never put the effort into stopping and finding out before? It seems strange that such a gorgeous trail could be that close to my house and we had never walked it before. The Green Hour Challenge put it into my head to go ahead and give it a try. Here are a few photos of things we saw.

Delicate lavender flowers among miner’s lettuce.

Ferns lined the trail on the way down the canyon.

I have no idea what this bloom is but it was so unusual that I decided to try to identify it when we got home. Did you see the insect on it?
After we hiked this trail a bit we made our way back to the car and went down to the river to explore.

So here are some rocks along the river’s edge. We decided that this week we are going to try to identify the pink and the green rocks in this photo. I have an idea of what they are but we are going to do some research and find out for sure.

Here is another shot of the green rock.

Here is a photo of the American River where we spent some time on our Green Hour Challenge. Can you believe this river flows about 4 miles away from our front door?

Who can go to the river without throwing a few rocks in?

It was getting late but we were enjoying ourselves so much that we lost track of time. The dog in this photo just appeared at the river’s edge and convinced the boys to throw some sticks into the water so he could jump in and fetch them. My boys loved this added feature of our nature walk. 🙂

So that ends our first Outdoor Hour Challenge. I got my reading done (I’ve read it before but I took the time to reread it.) We spent our time walking outdoors together. We found two things to investigate further. We had a wonderful time.

Success.

Posted on February 15, 2008 by Barb — 100 Comments

Outdoor Hour Challenge #1: Let’s Get Started

Outdoor Hour Challenge #1
Let’s Get Started!

1. Read pages 1-8 of the Handbook of Nature Study.
Sections to read:
“What Nature Study Is” through “Nature Study in the Schoolroom“.

Highlight or underline anything that you as the nature study teacher find will help you in your guiding your children. If you read a sentence that you agree with, mark it so you will remember to come back to it when you need some encouragement.

2. “In nature-study the work begins with any plant or creature which chances to interest the pupil.” So here is your challenge this week. Spend 10-15 minutes outdoors with your children, even if it is really cold and yucky. Bundle up if you need to. Take a walk around your yard or down your own street. Enjoy being outdoors. After you come inside, sit the children down and ask them one at a time to tell you something that they saw on their walk. Ask them what was interesting to them. Maybe they picked up a leaf or a stick and brought it back indoors and now they can really take a look at it. Make a big deal about whatever it is that they talk about.

3. After your discussion, come up with two things to investigate further. For instance, if they saw a bird on their walk and they came inside and talked about it, ask them if they want to know more about that bird. You have a whole week to spend some time looking it up. Maybe they found an acorn or a berry on a bush that they were interested in. That could be your focus for the week.

4. After your nature study time with the children, pull out your Handbook of Nature Study and see if the item the children are interested in is listed in the index. If it is, look up the information for yourself and then relate interesting facts to the children sometime during the next week.
Charlotte Mason knew what she was talking about when it came to nature study. Somehow in our modern life we have forgotten the simple pleasures of outdoor time. For this challenge, just go for a walk. Don’t worry about taking any tools or supplies with you. Enjoy the outdoors and your children and then spend some time talking about your experiences together.

Getting Started Outdoor Hour Challenge ebook

This challenge is part of the Getting Started ebook that is available with every level of membership. In the ebook you will find the same instructions but custom notebook pages to use in your nature journal.

Posted on February 4, 2008 by Barb — 2 Comments

Winter Nature Walk-Boy’s View

I was sick with the flu this weekend so my boys decided yesterday afternoon to talk a walk without me….the afternoon was bright and sunny in between a cloudy morning and a snowy evening.

Here are some photos they took on their walk to share with me when they returned home.

Love the sky in this one!

Here is a view coming down the walking trail with a beautiful perspective of someone’s house with a horse in the yard. (click to make the photo larger and you will see the black horse by the house)

That fits our mammal study. We haven’t ever really learned about horses but we can now in the Handbook of Nature Study on pages 274-280.

Anna Botsford Comstock says:“Begin this study of the horse with stories of wild horses.”

I have the whole collection of Marguerite Henry books on my shelf and I don’t think my boys have ever read them. I know we read Brighty of the Grand Canyon on a road trip to the Grand Canyon but other than that, they have not tasted the delights of King of the Wind, Misty-Stormy’s Foal, Justin Morgan Had a Horse, or any of the other wonderful books about horses that I read as a child. I need to dust those off and encourage the boys to read them. You can see my sidebar to find some of these wonderful horse stories that you can use along with your nature study with your children.

One last photo from their walk. Here is the llama that I have shared before but this time he was way down by the fence so the boys could take a photo of his head peeking out from the bushes.

Even though I didn’t get to go with boys on their walk, I did get to enjoy the stories and the photos.

Posted on January 30, 2008 by Barb — 8 Comments

Winter Wildflowers: Violets

This week as part of the Winter Wildflower blog-a-thon at Wildflower Morning, we were asked to come up with some literary connection to wildflowers. I remembered that I had just the thing for this entry.

I recently read a really interesting book about flowers. 100 Flowers and How They Got Their Names by Diana Wells was a quick, fun read and was packed full of interesting tidbits about how both garden and wildflowers got their names.

According to the author about the violet:
Common Names: Violet, pansy, heart’s-ease, Johnny-jump-up, love in idleness
Botanical Name: Viola

She also relates the story of how violets became associated with love. Let’s just say it has something to do with the Greek gods Zeus, Hera, and a heifer.

She includes literary connections to violets by referring to works that violets play a part in like Shakespeare’s A Midsummer Night’s Dream. She also relates a story about violets that has to do with Napoleon.

“When Napoleon was banished to Elba, he said he would ‘return with the violets.’ When he did return, Josephine was dead, and he picked violets from her grave before being exiled again to St. Helena. They were found in a locket, along with a lock of hair, when he died.”

We are going to keep this little book handy as we enter the spring term and our study of garden flowers. Each flower has a small illustration at the beginning of the chapter. I highly recommend it for anyone who is interested in short accounts for many common flowers. I got my book on bookmooch.com but you can find it used on amazon.com for less than a dollar.

Some other flowers included in the book: dahlia, daffodil, daylily

Posted on January 28, 2008 by Barb — 3 Comments

Winter Wildflower Identified: California Wild Radish

Thanks to my blog reader, Shelly, I have now been able to identify my winter wildflower as California Wild radish. (see my original entry) I appreciate all her efforts to help me figure out what my find was. When I had originally observed this plant from 60 mph along the freeway, I did think it was mustard. It wasn’t until I got out of the car and looked up close at it that I realized that it wasn’t just yellow like mustard and that the flowers were very different and a variety of colors. The article that I linked to above explains that many times it is mistaken for mustard.
California Wild Radish (Raphanus raphanistrum)

More interesting reading on the California Wild Radish. This will fit in with our current study of biology very nicely. I love it when we can make connections like that.

Posted on January 28, 2008 by Barb — 1 Comment

Snowshoe Adventure: Tahoe Snowshoe Hare

This was an outdoor weekend spent in the Sierras. We spent an afternoon taking a hike on snowshoes. It looks really cold and dreary in this photo but it was really not all that cold…above freezing by a few degrees. I could have done with a few less layers. 🙂 I took off my gloves for awhile and that helped. Most people we saw on the trail were on cross country skis but we enjoyed the crunch, crunch , crunch of snowshoes. I was on the lookout for mammal tracks.

We saw lots of canine tracks beside the trail but as we worked our way up from the lake into the conifers, we were rewarded with these tracks.

In this area there were many little “rabbit trails” giving us a clue as to what sort of mammal was in the area. I came home and discovered that they are more than likely Tahoe Snowshoe Hare tracks. (Lepus americanus tahoensis) See snowshoe hare.

We are new to identifying tracks so if anyone thinks they are from a different animal, please leave me a comment.

Not only did we see some mammal tracks but we were treated to a “new to us” bird. The red-breasted nuthatch. He was seen clinging to the side of this pine, sticking his head into little holes looking for some bark insects. He moved easily in all directions while clinging to the bark. Amazing.

Red-breasted nuthatch

I was busy taking photos when a bunch of ducks flew into view. We saw them later eating some seeds that a fellow hiker had left along the shore. They were later joined by a few Canadian geese.

So I think we had a successful outing….we did manage to find some mammal tracks in the snow and that was our aim.

From the Handbook of Nature Study, page 217,
” An interesting relative of the cottontail is the varying hare or snow-show rabbit that lives in the wooded regions of north-eastern North America. Of all animals he is one of the most defenseless; foxes, mink, and other flesh-eating inhabitants of the woods find him an easy prey. He has not even a burrow to flee to when pursued by his enemies…..He has one important advantage over his enemies: twice each year his heavy coat of fur is shed. In the summer the coat is a reddish brown that so blends with his surroundings that he is hardly noticeable; in the winter it is perfectly white so that against a background of snow he is nearly invisible.”

Anna Botsford Comstock has included pages 215-219 with information on the cotton-tailed rabbit. I found these pages very useful in coming up with a way to study our snowshoe hare. Even though the information doesn’t completely apply to our hare, we can adapt her activities to our study.

Winter nature study at its best.

Outdoor Hour Challenges for families since 2008!