The third graders were eager. Some of them had been to Dishman Hills before. They’d walked with parents and siblings, picnicked at Camp Caro, and had a general knowledge of the natural area. But, by a show of hands, most of them hadn’t visited the Dishman Hills Natural Area. Though their schools were relatively close by, the magic of the woods and trails remained a mystery for most. Indeed, those that had previously visited hadn’t had an in-depth look at the geology, flora, and fauna of this unique habitat.
All of that was about to change as a cadre of Dishman Hills Conservancy and Washington State Naturalist volunteers began descending on their schools in the middle of May.
The classroom visits to Adams, Broadway, and University elementary schools were similar in structure and curriculum. The volunteers who led these sessions would be seen again when the children reconvened with teachers and parent volunteers at Camp Caro a week later. But, before that could happen there was work to be done. The students needed to hone their observation skills and so the volunteers guided them through a series of activities to help them to scrutinize and study phenomena at school, at home, and, ultimately, in the Dishman Hills.
While in the classroom, they looked closely at lichens (brought from the abundant collection of natural history and teaching supplies kept at the Wilson Property). They were asked to make observations with four of their five senses (leaving out taste as a matter of safety and practicality), and to list the things that they noticed about the lichens. Then they were asked to bring forth what they wondered (or questions) about the lichens. And, finally, to make connections by listing the things the lichens reminded them of. In this way, the students were led through a guided scientific method practice that forced them to look more closely at the object than they otherwise might have.
During these sessions they also played a “change game” where they were asked to identify changes made after a period of observation followed by closing their eyes while changes were made. This fun activity paired them with other students who would change their appearance for each round. While this is a fun activity they could also do at recess, it helped them to watch for and notice the constant changes in the natural world.
Finally, there was a game of camouflage where students needed to track the movements of a “prey animal” as it was passed from hand to hand whilst trying to hide from the student who acted as “predator” in each round.
Having honed their skills for closer observation, the students were now well prepared for their day at the Dishman Hills.
The busses pulled into the Dirt lot at Camp Caro by 9:30 on each of the three program days.
Enthusiastic students were met by Dishman Hills volunteers and led through Camp Caro up to the amphitheater not far from the Caro Cliffs. Introductions were made and students were led in a rendition of the “Food Chain Song.” This interactive ditty incorporates hand gestures and group singing as students were guided through a full cycle of the food chain. Thus energized, and with voices and limbs warmed up, the children were divided into three groups for the day’s educational pursuits.
With their newly formed groups, the students rotated through three different sessions. One, led by staff members from the local Fish and Wildlife Office, guided students through an exploration of wildlife biology that included scavenger hunts, and hands-on encounters with animal skins. Here students learned what it takes to survive in the wilds of Eastern Washington.
A second rotation featured “Life on the Rocks” which had students consider the geologic history of the Dishman Hills and the progression of life starting with lichens, mosses, and other species that find a foothold on the rocks throughout the Dishman Hills. Here students explored and made discoveries relative to the various micro-habitats covering the geologic features.
The third rotation considered the life of the forest itself. Here students were asked to consider the “recipe” that includes all the biotic and abiotic ingredients that come together in just the right mixture to form the forests in and around the Dishman Hills. Armed with this knowledge, the students ultimately “became seeds” with each choosing what they believed to be the perfect location for them to “grow into a tree.”
Between these activities was a relaxing lunchtime that included singing “Dirt Made My Lunch.” This song speaks to how most everything we eat can be traced back to the soil where plants are grown.
At the end of each day, the students were gathered once more— this time inside Camp Caro Lodge. Here they finished their day with the “Habitat Song” and a quick review of lessons learned. From here they were asked to consider who to thank for this adventure. This ultimately included teachers, parent volunteers, bus drivers, school principals, parents, guardians, and siblings; and, most of all, a big thank you from all of the adults present to each wonderful group of students.
As the students were led back to the buses and Dishman volunteers packed up and headed to our own vehicles it was abundantly clear that a good time was had by all. Indeed, two weeks later when we had gathered the last of the program evaluations from the schools, they were filled with happy memories of exploration, lunches with friends, songs sung, and lessons learned.
One need only look at the photos included with this accounting to see the impact this program has on the children who participated. And it is with great appreciation to all of our volunteers and to the Dishman Hills Conservancy staff and our membership that we can truly say— without your support we would not be able to keep providing students with this fabulous opportunity. Thank you one and all!
