Collaborations with UC Santa Barbara

Introduction

A selection of roughly 30 native plants from the CCBER nursery were brought into the preschool and students were introduced to 3 or 4 species. Plants of various shapes, textures, colors, and growth patterns were selected and shown to the students to demonstrate diversity found within the plant kingdom. Students were asked to touch, smell, and look closely at the plants and asked to make their own observations and comparisons. The concept of habitat was introduced and students were told they would have the opportunity to plant some of our native plants and create habitat.

On the trail

Students were introduced to more native plants growing in the wild such as California Sagebrush, Lemonade Berry, and California Bush Sunflower. Students were invited to pick small pieces of leaves, but taught not to take too much or else it might be harmful to the plants.

At NCOS

Students were led into the salt marsh where they encountered and learned about more native plants such as Pickleweed and Saltgrass. Borrowing and adapting from the "I Notice, I Wonder, It Reminds Me Of" exploration routine, students were asked to use their senses once again and encouraged to make observations, ask questions, and draw connections. The group guided exploration often turned into freeform exploration as the students' curiosity was allowed to guide them with staff and interns helping to facilitate. In preparation for planting, students then divided into two groups - each one circling up around a trip leader. A small trowel was passed around and the students worked together to dig a hole, cheering each other on. Once deep enough the trip leader removed the plant from the pot, and after showing students the extensive root systems, place it into the hole. Students then took turns backfilling the hole with soil and watering their freshly planted plant. If students remained engaged, a second or even third plant was planted. Lastly, students were gathered around for a song titled "My Roots Go Down" that teaches about parts of the plant and has students enact the growth patterns and movements of plants. In the first verse, legs represent roots going down into the ground and in the second verse, hands represent leaves reaching "high to the sky" to capture sunlight. In the final verse, we sang "I am Pickleweed waving in the wind," with the whole body representing the above ground plant swaying back and fourth in the breeze.
 

Introduction

Using laminated pictures, students were introduced to some of the interesting insect species found locally (i.e. the Spotted Cucumber Beetle). Students were shown a picture of an adult Ladybird Beetle which they were able to correctly identify. Then they were shown a picture of it's larval form and taught that it was also a Ladybug and that insects can have different forms during different life stages. A laminate displaying pictures of 15 different local Ladybug species was shown to demonstrate the diversity within a given type of bug and also, how shapes, sizes, colors, and patterns can help us identify a species. Students were then shown displays of pinned insects from the CCBER Kinds in Nature collection and taught that scientists collect bugs to study them and to better understand the environment.

On the trail

Students were split into two groups and told that they were going to be collecting and studying the insects just like scientists do. Plastic containers and lids were passed out to each of the students, as were instructions about safety and being gentle with the insects. Under the direction of the trip leaders, students explored the surrounding habitat (either the nearby community garden or a scrub-grassland mosaic) capturing and observing the insects they found. Students were shown laminates with pictures of common insects and invertebrates (ladybugs, grasshoppers, slugs, etc.) and asked if what they had caught matched with any of the pictures. After 10 to 15 minutes, groups were brought back together and asked to share what they had caught with each other. The bugs were then released back to where they were found.

At NCOS

Upon reaching the slough, students were asked if they remembered planting plants there the last time they had visited, and were encouraged to see if they could find it. If the plant could be located, students were asked if they could notice any changes (Was it taller? Wider? Did it have flowers now?). Containers were passed out once again and students surveyed the salt marsh habitat. After another 10 to 15 minutes students returned with their findings and asked to compare bugs found in the two different habitats they had explored . Students were shown pictures of the Western Pygmy Butterfly and taught how certain salt marsh plants are important food sources for the caterpillars. Lucky groups were able to observe live specimens fluttery around the slough.

Introduction

Students were asked to remember the definition of habitat and told that we would be observing birds in different habitats today (scrub-grassland mosaic and salt marsh). As we had found with the bugs from the previous field trip, students were taught that we would expect to see different species in the different habitats but also some crossover of species. Pictures and specimens in plastic tubes were shown to the students of the species we might expect to see passing through the scrub-grassland habitat (hummingbirds, Scrub Jay, Red-tailed Hawk). Students were promoted to make observations about the colors, shape, sizes, etc. of various species as they were passed around. We then showed the students pictures and specimens of birds we might see at the Devereux Slough, highlighting features such as long legs for wading in the water or long bills for probing in the mud/picking small invertebrates from the water.

On the trail

We first stopped right across from the OFCC entrance, where a small colony of Cliff Swallows was building and tending nests. As we approached, students were asked "what did birds build their nests of?" receiving answers such as sticks, leaves, feathers. Once below the nests, students were asked what the swallows had built their nests out of (mud) and where they had possibly collected the mud to build their nest (Devereux Slough). Students were introduced to various techniques to aid in nature awareness and observation as we made our way to NCOS. If we saw a perched bird that we wanted to get a closer look at, the students were taught how to "Fox Walk," stepping very softly and slowly as we approached. Students were reminded that moving too quickly or loudly would scare the birds away and we wouldn't be able to observe them any longer. In the grassland habitat, students were introduced to "Owl Eyes," in which we use our vision to scan the entire landscape and then focus in on any movements or shapes. In this way, we are able to see birds that we would normally just pass by. Students were taught that we can also study birds by the sounds they make. By cupping our hands around our ears to give us "Deer Ears," we can capture soundwaves and hear the calls and songs of birds near and far.

At NCOS

Students were encouraged to use Owl Eyes to scan the slough for all of the bird species that they could see. Most trips, groups were able to observe a long-legged bird wading in the water and students were asked "how might having long skinny legs help these birds?" Swimming birds (Ducks, Geese) were also observed and students were taught about the webbed feet that make them excellent swimmers.