Hypotheses

Today we biked to a little natural area by the Winooski River, and then let the Little Lady run about to see what she could discover. This is my favorite part, when we let the scientific discoveries come naturally! We wound up discovering many things we couldn't explain right away, so we had to use our powers of observation to form and test hypotheses. For the record, the way the Little Lady defined a hypothesis is an "educated guess", so that means it is based on the information we found, rather than just an off-the-cuff guess.

The first thing we found was some beaver damage on a tree. We made the educated guess that it was beaver damage since we were next to a river and we happen to know beavers live nearby. The beaver hadn't felled the tree, but just nibbled on it. The beaver might have done this to get a snack. They only eat the layer of a tree just beneath the bark (the cambium), not the main wood. Another reason for gnawing this tree might have been to file their teeth. Beavers teeth never stop growing, like our fingernails, but they don't have nail clippers!

Other animals create similar damage. This picture is actually porcupine damage.
(I didn't have my camera today, so I'm using this picture I took earlier.)

We also found some fire damage. The Little Lady was concerned about our hypotheses for this, because "hypotheses must be testable." She's right of course, but we discussed how you can test a hypothesis through research, rather than experimentation. One way to do this would be to ask the people who manage the natural area. However, while we were there we used our powers of observation to see if we could make our hypothesis stronger, or disprove particular ideas. For example: since we didn't find a lightning strike, we don't think it was naturally caused. It might have been a controlled burn by people who are experts in that field.

The biggest part of the adventure was spent studying water current in the river. It was a completely self-designed experiment by the Little Lady herself. She threw a stick and a hollow reed into the river to try to see if the hollow one would get waterlogged and sink faster. They were swept downstream too quickly to tell that time, but then something else happened. She threw a tiny piece of reed very close to the bank, and it started moving backward! Lucky we had a friend with us today who is an experienced canoe paddler. He told us about how directly downstream from a point where something, like a rock or log, juts into the river, the steam will create an eddy behind the point. In an eddy the water moves upstream because of the faster water moving in the main stream channel. This difference in current means that sometimes at the edge of an eddy you can see tiny whirlpools.

Image borrowed from the New York State Department of Environmental Conservation website

We saw waterfowl in the river; a pair of Canada geese and two pairs of black ducks. We also heard birds. The Little Lady identified the crow call. I tried to point out the red-winged blackbird call, but there was also a black-and-white warbler calling, and she kept thinking I was referring to their squeeky-wheel sounding call. We also heard a mourning dove. I'll have to come up with a better system for incorporating bird calls into my lessons now that I'm getting better at them (I've been practicing!)

The best part of today, for me, is that I had no plan for this outing, I was just thinking a quick bike ride to the end of the road and back. You really never know what you're going to find to learn from when you walk out your front door! That's the amazing part about working with kids in nature: you can quite literally never run out of new things to learn about. Who knows what the next post will explore!

Spring Walk

I am certainly getting geared up for spring and summer, so get ready to bring your kids out for some fun times and natural education! Now that spring is springing make sure to check here (and on Facebook) for events. As it is I've been having some adventures of my own. The other week we got a dusting of snow which was just perfect for tracks. I saw these, anybody know who they belong to? Comment if you do!

And this bird's nest. I'm not sure of the answer yet, but I have my top guys and gals on it!

Last but not least, I was mesmerized by this little stream of meltwater cutting through the ice. I love the way it back-tracks on its own path, making a perfect Z. This shows a great example of how moving water erodes its surroundings, and how the surroundings affect the movement of water. I also really liked seeing the movement of the sediment on the bottom, how it is deposited by the water on the upstream side, and then picked up and carried along with the current on the downstream side.

Hope to see you all soon in the woods!

Woodpecker Rescue

One of my Environmental Science students arrived at school Tuesday morning with an unusual package for me. In it was what I believe to be a downy woodpecker who had crashed into a window. He was relatively motionless, but still alive and breathing. We noticed that it looked as if it had hurt its neck pretty badly.

I called several local licensed wildlife rehabilitators, to no avail (I can't blame them, it was the middle of a work day!) Then I decided to call VINS (Vermont Institute of Natural Science) which is located in Queechee, VT. I know that they have connections to help rehabilitate many animals, and are especially famous for their raptors (you can go visit the owls, eagles, and other birds of prey at their nature center!) so I figured they could at least give me advice.

They did better than that! They arranged a transport to get the bird to them so it could get the help it needed, and told me what to do in order to keep the bird comfortable while we waited. I was supposed to keep the bird in a small box, lined with a towel or pillowcase (a pillowcase is better for a woodpecker since they can get their beaks stuck in the loops in a towel.) The box should be kept in a quiet, dark place. When I told them the bird was starting to act more lively, they suggested I open the box outside and wait for 20-30 minutes to see if the bird would be well enough to go back into the wild on its own. In our case, the bird hopped out of the box, but then did not have the energy to go anywhere. It still needed help, so we sent it on the transport to VINS.

Today at around 2pm when I hadn't yet called to check on the bird, VINS called me! I am so pleased with how easy it was to get help from them, and how nice they were to me and how much they care about our wildlife here in Vermont. If you ever have a chance to visit their nature center with your kids, it is well worth the trip. Especially if you go to the Montshire Museum of Science the same day! This is exactly what my friend (of Lunches Fit For a Kid) and I did one Saturday this summer. To give you an idea what it's like, I'll attach some of those photos here.

First, the science museum:

A Rube Goldberg-like machine

Part of the outside play area

Playing with air

And the Nature Center:

She showed us this bird in flight!

Screech owl. They have such an interesting call (we got to hear it!)

Barn owl. So beautiful!

Our national icon

A sculpture that shows how a birds wings move as it flies
(if you aren't standing on it!)

View from the bridge over the nearby Queechee Gorge

Colchester Camp

This week I ran a "From the Ground Up" program in Colchester. The themes were similar to the one I ran in Milton last month, but this program was different based on the places we were able to hike, the particular interests of the kids involved, and the things we saw. For example, in this camp we discussed some orienteering and even measured our individual pace length for measuring distances in the woods.

On our way out of the woods we found some hula hoops abandoned on the playground

We spent the first two days at one site, talking about soil, groundwater, bedrock, plants, trees, some animals, and (of course) playing games. Then the third and fourth days we were at a second site where we had access to a different type of forest as well as a tiny part of Colchester bog (I posed about this site before, read about it here.) We saw several carnivorous pitcher plants, as well as cotton grass and peat moss, plants very specific to bog environments. We also found a plant we all recognized very easily. I painstakingly identified, and was the first to eat and confirm, wild blueberries! Once we were sure, we all got to chow down. There were other berries around, so we were all careful to notice the difference and only pick the right ones.

Picking blueberries

These children really picked up on tree identification, which I appreciated because it's one of my favorite parts to talk about. After only one day teaching different types of trees, the next day they came in pointing out ones they remembered. "Look, there's a white pine. And that one's a hemlock!" I barely had to use the dichotomous key with them. But I wanted them to see how to use one, and they really found it interesting.

My new, improved dichotomous key. Now with more trees!

Identifying a moose (striped) maple with the dichotomous key.

The distinct striped bark and big, three-lobed leaves of the moose maple.

As when I was teaching camp in California, the kids' favorite game to play was a game teaching strategies animals might use in the wild to avoid being caught by predators (or to catch their prey.) These kids decided to call it "Snake Eye" since snakes rely on other senses besides sight, such as hearing and scent, since their eyes are not always very strong. In the game, one player is blindfolded and has to "catch" others trying to sneak up on them only using their hearing.

 Listening...

 Nope, not there...

 Ahh, that's the ticket!

 Listening...

 Sneaking...

Sneaking...

Contrary to the way this photo looks, it was actually taken 

moments before she caught him.

We played this game in various places so we could see how the terrain affected the strategies each person used. We also discussed real-world applications of these strategies for animals.

I got some great photos of the students demonstrating a principle during our astronomy lesson on the last day. We discussed how since the moon takes 28 days to rotate on its axis as well as 28 days to revolve around the Earth, the same side is always facing the Earth. As we watch the phases of the moon over a month, we are seeing one day happen on that side of the moon.

 The pillow is to show the side of the moon facing us is denser than the other

 Rotating and revolving, moon around Earth, Earth around sun.

 Switching up the roles to give everyone a turn. We were all very dizzy!

 Drawing our own constellations on a star map

Still a favorite of all the kids, I brought my pet baby corn snake for everyone to learn about and choose to touch or hold (or not.) Everyone in this group was really excited to hold Ned.

And now for the Ned glamour shots:

Today a girl said to me "This is the best week of my life!" (apparently not only because of nature camp, but because she gets to go to the drive-in movies over the weekend.) And that right there is what keeps me doing the work I do!

Bat Rescue

I found myself in a unique situation recently: driving down the highway in 90 degree weather with no air conditioning and a bat in a box on the floor of my passenger side.

As a precursor to this story: I have training in how to deal with bats, I worked with them through the Vermont Fish and Wildlife department. Bats have a high risk of carrying rabies, which is very dangerous to humans. This is one of those "do not try at home" situations. If you come in contact with a bat, do not let anyone handle it*.

Now, back to the story.

We had found the bat baking in the sun on the pavement on our way back from lunch. I could tell from a glance that it was severely dehydrated, based on the appearance of the membrane on its wings. The first important step in any such situation is to protect yourself. We happened to be near some campus medical buildings, so I grabbed a few pairs of nitrile gloves. Being careful not to touch the bat directly, even with the gloves, I coaxed it onto a piece of cardboard and moved it out of the sun. Then, when I dribbled a small puddle of water near the bat's face, we got to see it quickly start lapping up the water like a very, very small kitten.

I made a few phone calls and found a veterinarian that deals with wildlife. That brings us back to where we started; transporting Bartleby to the vet. I named the bat Bartleby, even though I am still not 100% sure he is male. It just seemed to suit 'him'.


When I arrived one of the first questions the vet asked was about the risk of rabies exposure. I was proud to be able to tell him that nobody had direct contact with Bartleby since I became responsible for it, not even me! This made things a lot easier, and a lot safer for Bartleby since they didn't have to worry that he was spreading diseases.

They say that bats don't always respond very well to rehabilitation, but we gave it our best shot! The vet started by feeding him a sugar, vitamin, and water solution to help with the starvation and dehydration.

 Bartleby lapped it right up, must have been delicious...to a starving bat

Then they offered Bartleby some mealworms and crickets, which he refused. We figured part of the problem there might have been stress from so much human exposure. Sure enough, the vet left him alone overnight and he ate in the morning. I had to leave, but I knew I was leaving Bartleby in excellent hands.

The vet had his rabies shots, but this towel helped him not risk it while handling Bartleby.

In recent times bat populations have been in trouble, largely due to the white nose fungus but also to some unknown complications. Researchers are working to gather information on these secondary problems. Bartleby did not exhibit signs of whitenose. If we can figure out why Bartleby was struggling, we might understand better how to help the bat populations overall.



*In you find yourself in contact with a wild animal, you can contact the Vermont Fish and Wildlife Department at (802) 241-3700, and they may be able to give you instruction on how to deal with your wildlife situation.

Milton Camp

We had an amazing week! I ran a "From the Ground Up" program in Milton, and we learned and explored and played all over the park. As the name (and previous version of the program) suggests, we started out on the first day talking about soil, geology, and hydrology, worked up to plants and trees, then animals, then weather and astronomy. We looked at how each builds on the foundations provided by the other aspects of the natural world.

We climbed a few trees that blocked the trail

The tidbits that stuck with the children during this week made me smile. For example, after discussing soil layers the first day, all week any leaves were called O layer and any bare soil was the A layer. "Look Lisa, we're walking on the A layer!"

Someone dug this trench and so we were able to see soil layers!

This group's creativity astounded me. I taught them the vocab word "snag" (Remember? A favorite of the little lady's.) Then we reached a fork in the trail, I asked them to "hang a right," and they countered with "don't you mean snag a right?" And when I asked them not to touch something, like an animal that's just minding its own business, they said "Yeah, we should leaf it alone!"

They also liked to call the puddles we passed "frog mansions." I loved that. We spooked a frog into the water, and then found it under the mud. It was amazing, the frog stayed stock-still, even when we were pushing it through the water. It was firmly dedicated to pretending to be a rock. I hadn't seen that before!

They all loved to be able to identify and use jewelweed, because it's so useful if you get a cut, sting, or poison ivy exposure in the woods. Each of them was able to identify it by the end of the second day.

Rubbing jewelweed on a mosquito bite for relief

I had planned on spending most of the time outside, and then some weather happened. Thankfully we had some activities that were better suited to indoors, such as astronomy. I had a map of the stars visible in summer in Vermont for each of them. They used it to design their own constellations that they could actually find in the night sky!

After this activity, one of the girls drew her own star map

and asked ME to design constellations for it.

I also have a secret weapon for making rainy days run smoother, his name is Ned. 

Ned is my personal pet, I just got him this year (he's probably only two years old!) When I asked each of the kids what their favorite part of the week was, they each said, without hesitation, "Holding Ned!"

Another favorite activity was playing "Star-Nosed Mole." While we played a lot of games and activities this week, the kids asked to play a few rounds of this game every day! One girl really loved the game because she was "really into worms." I've never heard that one before, but, whatever floats your boat!

 Look at how smug that worm is, safe from the blind mole (as long as he's quiet!)

The group dynamic really affects the way a lesson goes. I always have a lesson plan, but I stay very fluid so if the kids show particular interests then that's what the lesson will become. For example, we spent a good chunk of time discussing wild edible foods. One of the kids even taught me that you can make a dessert out of the seed pods of timothy grass! We found a lot of wood sorrel, which looks like clovers only has heart-shaped leaves and tastes a bit lemony. We also saw a lot of strawberry plants (with no fruit yet) and blackberries!

The whole week was full of special discoveries and hypotheses:

We saw the difference between sapwood and heartwood as displayed 

where the sap leaked out of this white pine when it was cut. 

We smelled wintergreeny "sweet" (black) birch 

(and tasted it too!)

We saw this GIANT snail!

 (close-up)

Other good finds include a beaver stump near the swamp, some insects with unbelievable coloration, and many, many red efts!