We have spent several weeks preparing for our field trip to the pond. We've read books, sorted and classified pictures of animals and habitats, had many discussions about what we might see, played with "pond puppets, made and practiced using our "binoculars" to focus in on details, learned fingerplays and songs about animals that live in the wetland habitat. Now we were ready to go!
We were greeted by the sights and sounds of a babbling brook with a small, splashing waterfall. We became (temporarily) mesmerized...
We checked it out with our binoculars...
and saw birds taking their morning bath!A.B. recalls, "I looked through my binoculars at the birds."
These binoculars are coming in handy already!
As we walked around the center, we found two interesting stumps. We wondered what might have lived in the big hole in the larger tree stump...?
And what animal made the holes in the bark of the smaller log? With discussion, the children decided that it must have been a woodpecker trying to find bugs to eat.
When we stood very quietly, we could watch many birds eating at the birdfeeders. We delighted in the varied sizes and colors of the birds! Below: A Steller's Jay on a branch beside the birdfeeder,
Sparrows and a chickadee,
and little finches flashing yellow markings all take their turns at the birdfeeders.
There was also plenty of "wild food" for the birds to eat during the cold season. We found bushes with rose hips,
and other berries. We discussed that these are for the animals to enjoy, not for people to eat!
We were welcomed by Steph and Cassie, and taken into their "forest" classroom. Steph read us a big book about animal life at the pond.
We were good listeners and raised our hands to answer her questions...
We examined items of interest--- Here is a puppet that transforms from a tadpole into a frog,
a hollow turtle shell
captivates us as we learn to pick it up and hold it "like a sandwich." This will be good to know a little later!
Cassie looks on as we each have a turn to touch a beaver pelt,
and the pelt of a muskrat. The animals died a natural death, and then their fur was preserved for educational purposes.
We learned how lily pads grow in the pond,
and touched an oh-so-soft stuffed Northern Flicker.
Then we made a tight circle and enjoyed a visit from Scooter, a box turtle.
If he started to head out of the circle, we were to pick him up "like a sandwich" (good thing that we had practiced!) and turn him around to amble another direction. He was quite determined and walked in a very straight line!
V.R. commented, "When turtles are scared, they go in their shell--- like if a predator comes." Several of us felt uneasy around Scooter, and probably wished that some of us could have shells to retreat into, as well!
We were given the opportunity to make our own colorful turtles out of paper bowls and construction paper... These were a hit!
Coloring the shells: Purple? Red? Orange? Whatever shade the shell, our turtles are beautiful!
Tape is placed strategically so we can configure the turtle appendages.
We set our turtles aside to dry the glued on eyes, and walk quietly into the meadow. What do we see, hear, smell, feel with our senses?
Walking down the trail we soon spot a track... What animal has been here?
G.D'S. remembers, "I saw birds taking a bath in the water!"
These binoculars are coming in handy already!As we walked around the center, we found two interesting stumps. We wondered what might have lived in the big hole in the larger tree stump...?
And what animal made the holes in the bark of the smaller log? With discussion, the children decided that it must have been a woodpecker trying to find bugs to eat.
When we stood very quietly, we could watch many birds eating at the birdfeeders. We delighted in the varied sizes and colors of the birds! Below: A Steller's Jay on a branch beside the birdfeeder,
Sparrows and a chickadee,
and little finches flashing yellow markings all take their turns at the birdfeeders.
There was also plenty of "wild food" for the birds to eat during the cold season. We found bushes with rose hips, 
and other berries. We discussed that these are for the animals to enjoy, not for people to eat!
We were welcomed by Steph and Cassie, and taken into their "forest" classroom. Steph read us a big book about animal life at the pond.
We were good listeners and raised our hands to answer her questions...
We examined items of interest--- Here is a puppet that transforms from a tadpole into a frog,
a hollow turtle shell
captivates us as we learn to pick it up and hold it "like a sandwich." This will be good to know a little later!
Cassie looks on as we each have a turn to touch a beaver pelt,
and the pelt of a muskrat. The animals died a natural death, and then their fur was preserved for educational purposes.
We learned how lily pads grow in the pond,
and touched an oh-so-soft stuffed Northern Flicker.
Then we made a tight circle and enjoyed a visit from Scooter, a box turtle.
If he started to head out of the circle, we were to pick him up "like a sandwich" (good thing that we had practiced!) and turn him around to amble another direction. He was quite determined and walked in a very straight line!
A.W. said, "I held a turtle, Scooter. He doesn't like to be up in the air--- he likes to feel his feet on the ground."
V.R. commented, "When turtles are scared, they go in their shell--- like if a predator comes." Several of us felt uneasy around Scooter, and probably wished that some of us could have shells to retreat into, as well!
We were given the opportunity to make our own colorful turtles out of paper bowls and construction paper... These were a hit!
Coloring the shells: Purple? Red? Orange? Whatever shade the shell, our turtles are beautiful!
Tape is placed strategically so we can configure the turtle appendages.
We set our turtles aside to dry the glued on eyes, and walk quietly into the meadow. What do we see, hear, smell, feel with our senses?
Walking down the trail we soon spot a track... What animal has been here?
E.P. later recollects, "We learned that footprints are in the mud. They're called animal tracks."
And then we happen upon more evidence---scat! Our ever-so- professional guide, Steph, doesn't miss a beat. She picks up a stick to poke at it, explaining how important scat is to scientists, how much we can learn about where an animal has been and what it has eaten. Note the high interest and rapt attention: The children will ALWAYS remember this part of the field trip!
Wow, is this really an ant hill in the Pacific Northwest? It reminds we adults of something we wouldn't want to stumble upon in the tropical jungle! We all did the "ant dance" (a foot shuffle) as we watched the red ants scurrying along their own small trail through the grass.
And finally, the pond!
How wonderful to have an elevated viewing platform!
A friend checks for activity around the duck house in the distance.
And then we happen upon more evidence---scat! Our ever-so- professional guide, Steph, doesn't miss a beat. She picks up a stick to poke at it, explaining how important scat is to scientists, how much we can learn about where an animal has been and what it has eaten. Note the high interest and rapt attention: The children will ALWAYS remember this part of the field trip!
Wow, is this really an ant hill in the Pacific Northwest? It reminds we adults of something we wouldn't want to stumble upon in the tropical jungle! We all did the "ant dance" (a foot shuffle) as we watched the red ants scurrying along their own small trail through the grass.
And finally, the pond!
How wonderful to have an elevated viewing platform!
A friend checks for activity around the duck house in the distance.Ka. A. said. "There was a duck house so that other animals won't eat them. The eggs go in the duck house." (See close-up of duck house, below)
We practiced being herons with our "wings" folded back and our long legs moving VERY slowly!
[Oops, I accidently deleted this picture and couldn't find a way to re-insert it...]
We practiced being herons with our "wings" folded back and our long legs moving VERY slowly!
[Oops, I accidently deleted this picture and couldn't find a way to re-insert it...]
At another pond, we looked for ducks...
Our patience was rewarded with a pair of Mallards!
S. B. noted, "Mama ducks don't dress up. Papa ducks do. [noticing the difference in the colors of their feathers.] Mama doesn't have bright feathers 'cause she has to guard the eggs."
We continue our hike, rather resembling ducklings, following in a line!
Looking,
Listening,
Taking in all the sights, sounds, smells and textures...
The big picture and the tiniest details,
We have so much to think about...
And a whole world of wonder to ponder!
Judith
Our patience was rewarded with a pair of Mallards!
Ki. A. recounted. "I looked at ducks through my binoculars. They were swimming and fishing."
S. B. noted, "Mama ducks don't dress up. Papa ducks do. [noticing the difference in the colors of their feathers.] Mama doesn't have bright feathers 'cause she has to guard the eggs." 
We continue our hike, rather resembling ducklings, following in a line!
Looking,
Listening,
Taking in all the sights, sounds, smells and textures...
The big picture and the tiniest details,
We have so much to think about...
And a whole world of wonder to ponder!
Judith
