Salmonberries - Field Notes from Kodiak

My family and I have been thoroughly enjoying our extended stay in Kodiak this summer! We've explored mountains, beaches, rivers and the ocean. I was worried about not being able to go berry picking this year in my favorite spot back home outside of Anchorage. Kodiak has proved to be even better! I may not be able to move back!

My favorite part of the year is always berry picking season! It's in my blood, literally. My father is half Finnish, making me a quarter and the Finns are avid berry pickers as their climate is very similar to Alaska. Even those who immigrated to the US, kept up this tradition. My great grandmother owned a blueberry farm in southern New Hampshire. My grandfather made sure to have a bounty of blueberry bushes on his own property. My dad grew up picking berries at my Great Grandma Liimatainen's farm.

Alaska is a land where people take the utmost pride in their ability to subsist of the land. So be careful when you ask someone where their favorite blueberry spot is... they may lead you astray. Like favorite hunting grounds and fishing holes, we guard our berry picking spots with great secrecy, only to be shared with family or close friends.

My little forager.

This year was a new first for me in my long line of years picking the wild fruit... Salmonberries! What is a salmonberry you might ask. Well it is a beefed up close relative to the raspberry. The leaves and stems are very reminiscent of the raspberry, but the flower is big and bright pink. You can take the flower off the stem and suck the sweet fragrant nectar from it, much like you would with honeysuckle. The berries themselves are again much like the raspberry, with the same fruit structure, but much larger. They change in color from green, to orange to a deep blood red when ripe and are called salmonberries because they look strikingly like salmon roe (eggs). Not quite as sweet as their cousins, they make for the best pie I've ever had! They are great for making jam, sauces, wine and ice cream too.

Due to the cold, very snowy winter, they were a little later in their ripening this year. While my family was on one of our almost nightly walks on the docks, checking out the fishing boats and more importantly the new sailboats in from all over the world, I overheard a funny conversation between two burly fishermen getting their nets ready for their next run. They were cursing up a storm, when one stops and says "Hey what's up with the salmonberries this year? But this f*&%$ing time last year I was f#%^@ing making jam!" It seemed so comical to me that such a rough and tumble guy would be swearing and talking about one of the most historically domestic tasks. Even cussing, giant, weathered men have a soft side.


While the fisherman like salmonberries, so too do many of the birds. It is amusing to watch them after they've gorged themselves on the fruit, then try to take off and fly, markedly larger than when they had first landed. Flying much lower to the ground they take a while to gain altitude.

While at storytime at the local library, the children's librarian read a great story about berries, harnessing the many connections and experiences the children have with them this time of year. The craft to go along with the story was to make a berry bucket, complete with bells, so you can easily locate your child and in Kodiak hopefully warn the bears of your presence, as they love berries too. If only Sal in Blueberries for Sal had a berry bucket with bells... ah but then there wouldn't have been a good story to tell.

Here are the materials needed for the bucket:

• a yogurt container with lid
• hole puncher
• yarn
• pipecleaners
• bells
• stickers to decorate

Here's a link to my berry season post last year with a variety of lesson ideas, activities and books that focus on berry picking: Blueberry Buddies and Lessons from the Land.

Lessons from Professor Snowman

Inquiry learning focuses on the idea that the learner generates their own questions about the world and the teacher guides them in the search to find the answers. Being keen to listening for these questions (a.k.a. learning opportunities) is part of a teacher, mentor or parents' job.

My son has really wanted to build a snowman ever since the first snowfall in early November. The problem was it was too cold. Not too cold for us to be outside, but too cold for the snow to stick together. He wanted to know why.

Now my son is just shy of 3 years old. We aren't going to go really deep with this, but there are some ways we can work to develop an understanding of the concepts which answer this question. Inquiry is about the learner discovering, not about the teacher telling. The solution to this problem won't be found in a day, in fact, for this particular inquiry he won't know the real root of the answer for years. Knowledge builds and spirals on itself.

We start off by simply applying a very basic scientific method approach. Each day we look at the thermometer and I read the temperature to him. I ask him how cold it feels outside. Warm, chilly, cold, really cold or freezing? Then we try to make a snowball and discuss the texture and weight of the snow. Is it light and fluffy or heavy and clumpy. Does it stick together or fall apart? I wait to see if he draws any conclusions... it is a pretty sophisticated concept for a toddler to correlate temperature with snow conditions, but we're building the blocks for better understanding later.

With my 6th grade students we would start at a very different place. They will be able to read the thermometer themselves, for starters, but they quickly, if they haven't already in their lives, correlated temperature with snow conditions, especially if they are into skiing which many kids in this region are. Though with my particular group skiing is a luxury their families can't afford. They do however have prior knowledge to draw from, having years of snowball fighting and snowman building experience. They should also have some understanding of states of matter. Now we can start to deepen their comprehension of the concepts at play here. Having really worked with my students on how to use references they can start research in the library and the internet. They can also start to conduct experiments: recording data and observations. Date, time, temperature, snow quality. Eventually between research, experimentation, and a little guidance they are able to conclude that there exist subtleties between states of matter. You don't just go directly from ice to water. There are shades of grey in between. Some of the kids have discovered through their research how the molecular structure of water changes. This is when I see if I could get a local expert in. The University of Alaska, Anchorage and Alaska Pacific University are right here - a wealth of resources for any educator. I seek out a glaciologist and bring her in to help us put all the pieces together.

There are many extensions and culminating ways you can use to put this new found understanding to use and allow the students to apply their knowledge and for teachers and parents to assess the accuracy of the information gained:

• Have students keep a journal recording their daily investigations, research or experiments. Journals are a great way to tap into many different intelligences, as Howard Gardner would say. Students who are visual can draw and map out their findings while students who are very literal can do more writing. 
• A great cumulative way to prove their understanding of their path to discovery is to create a flow chart, mapping their way from their starting point - the question to their conclusion.
• The best test of what a student has learned is if they are able to explain the concept acquired in their own words - a wonderful way to do this is to explain the process to a younger audience. I often have my 6th grade students write stories or lead experiments for their 2nd grade reading buddies.

As we all know everyone learns differently, not everyone of my students is going to understand the true molecular differnces between snow at -20 degrees and snow at 31 degrees, but their understanding will be deeper and broader than it was before. Their understanding will stick with them and translate into many other realms because they led the inquiry and were not told the answer. They will have the tools to seek answers and solutions when teachers or parents are no longer in constant eye sight.

Nature Walks and Journaling with Toddlers - Start Young

While I am a strong believer of free play, both my son and I are needing some structured activities during the day. I have this fabulous book I just found in all my teaching materials collecting dust in the garage: 365 Days of Creative Play: for children 2 yrs. and up. It is full of simple things to do each day. Most are pretty straight forward and some are easily modified for your own family's needs or the materials you happen to have on hand.

 

While I've always planned on creating a nature journal with my little guy it was the extra boost I needed to get going. The prompt was simple - collect things outside and glue them to a piece of cardboard. The teacher in me took it a little further. Journaling and scientific observation require a few mandatory steps:

1. Date, time, location
2. Drawings, glued in specimens, photos or written observations
3. Labels

We collected our specimens on our 10 am amble down the Chester Creek Trail near our home. I initiated collecting the first few items and modeled putting them in our collection container (aka bucket). Soon the bucket was full. We stopped to watch a Stellar Blue Jay swoop through the under brush of the forest. A squirrel chattering high in a tree had us scanning the canopy until we spotted it. Many stops along the creek were made, but no fish were spotted. Some trees were rushing ahead of the rest to change color.

When arriving back home we took a break for a well earned snack and then went to work making our first entry into our ecology journal. We looked at the calendar to find the date and the clock for the time. I wrote that in. The little bear glued in his specimens and we labeled them. I wrote down a bunch of labels and he got the hang of it and started scribbling his labels next to his specimens. While labeling things we took a closer look at many of the leaves, the patterns of the veins and the holes where some sort of creature must have had a good lunch. We hypothesized about what type of animal might make such wholes and concluded it must have been a caterpillar like in Eric Carl's The Very Hungry Caterpillar.

I think we may begin trying to collect a few specimens from each Taiga Trek. It would be interesting to see the variety that comes from different locations and various seasons.

Materials:

1. We used thick pieces of water color paper. Card stock would work to. I chose a more rigid paper so it doesn't bend and bow when holding it up under the weight of the specimens.
2. Elmer's Glue
3. Nature specimens collected from our walk
4. Pencil to label the specimens and record other pertinent info.
5. Since each page is rather bulky with many 3-d objects glue to them we are using a box or an old rubbermaid tote to chronologically organize our entries. This way we aren't squishing everything every time the book is closed.