To Teachers: This was one of the most powerful assignments we used. Each time we went out on a field trip, we tried to get students to look at landscapes from many perspectives–in keeping with our emphasis on interpreting a place. This meant building sufficient time for students to do some scientific observation, to listen to someone talk about land use, geology, climate, flora and fauna (whatever the emphasis was for the day), and to then reflect on what they had discovered. It was also important to “see” the landscape through both words and images.
Journaling
- Record details about plants, animals, and water.
- Record information about weather.
- Describe the site.
- Sketch a part of the landscape; then focus on something specific and sketch it (using the loupe)
- Thoughtfully consider one or more of these questions:
- What do I know about this place?
- Where do things come from and where do they go?
- How are the plants, animals, land, water, and weather connected?
- What kinds of things are changing at this place?
- How might a visitor from another place look at this place?
Photos
Choose three different locations on the stream, far enough apart to give you a comparison. Record the locations in your journal, and take photos of the following:
- Upstream
- Downstream
- Right bank
- Left bank
- Straight up (canopy)
- Straight down
Record observations in your journal.
Audio Recording
Choose an area that is about 5 square feet in size. Record the following information:
- Name
- Date
- Time of day
- Weather
- Brief description of location and setting
- Details about what plants and animals are evident in your space. Consider the following:
- Size
- Shape
- Color
- Proximity to each other
- Speculations about condition or activity (tracks, decay, etc.)
- Speculation about what exists under the ground at the location
- Observation about the view overhead
- Speculation about what activities (in human history and natural history) might have happened here
- Thoughts on what might be learned by studying the site
