I saw a resurrection garden last year, made simply with dirt, grass seeds, a cup, sticks, and a plant saucer and made a mental note to be sure to make one with the kids this year because the just sprouted grass growing around the tomb was such a beautiful metaphor for the new life that Easter represents.
Well, I didn't want to buy a whole bag of grass seed for a little project, so when I saw a more "fairy garden" style of resurrection garden, I knew we had our project.
The total cost for this project was zero dollars because I was able to use old pots and bits and pieces of our existing landscape.
Really, all you need is a cup, a pot, and some dirt. Fill the pot with dirt and press the cup into iton its side. Then mound up the dirt over the top and back of the cup for a hill. After that, you can plant seeds or gather cuttings from your garden to transplant. Groundcovers work especially well.
Each of my children gravitated towards the jobs that suited their ages and personalities. My three year old gathered rocks while my eleven year old carefully scraped up moss and the dirt it grew on. I trimmed bits of succulent and groundcover to plant. My daughter gathered flowers to decorate with.
We we were all super happy with the final result:
As soon as we finished, my daughter immediately asked for an old pot and cup so she could make her own garden. I helped her separate out some of succulent clippings and bits of groundcover, but she did the rest on her own.
Here is her creation:
I like how the old pot gives the impression of an aged garden wall.
I think my daughter may have found a passion for creating tiny worlds. I'll have to introduce her to building fairy gardens next!
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Nature journaling is something that I wanted to start doing in our homeschool when I first read about it, but we didn't really start keeping nature journals consistently until I realized that being in nature and referencing our field guide as needed wasn't connecting my kids to nature the way I wanted. Read that storyhere.
At first, I considered incorporating nature journals the way I thought that we were supposed to. This involved packing each kid a small, hard backed sketchbook along with pencils, colored pencils or watercolors, field guides, water, snacks, and toys for the three year old. I thought about packing all of these supplies in a backpack and then going for a short nature walk to try out nature journaling for real.
Thinking about it was as far as I got because I knew that no matter how short the walk, I'd be packing in a backpack and then carrying out one or two kids while my oldest grumbled about carrying the backpack back.
Sometimes we walk to the park near our house and observe the native to California trees that were planted there and the birds that live in them. Sometimes we go to a park not to far from our house that borders the river. Sometimes we wait for the weekend and go as a family to the mountains or the ocean.
The only thing we bring along is an Audubon pocket sized field guide to California with a few small post it notes on the inside cover.
When we see identify a new bird or tree or plant, we read about it together and then I mark the spot with a post it, and that is all of the recording that we do when we are out and about. The rest of the time the kids run free and explore. They gather sticks and acorns and feathers and rocks to build tiny worlds with. They play games and look at the clouds. When they get bored, I tell them to go find something interesting from nature and bring it to me or, if they can't carry it, to tell me all about it. Occasionally, we bring home a special leaf, stick, or rock.
At home, we observe nature, too. We have bird feeders to draw the birds down from the heights 30 year old trees in our yard and we know what times they search for seeds and bugs on our lawn. We pay attention to our trees and how they change throughout the season. We keep a garden and go out every day in to see how things are growing. We run out to see the sunset and sunrise. We measure the rainfall.
When we do finally sit down and journal, it is at our kitchen table. Currently, we are journaling about the birds that we are seeing in our yard and around our neighborhood. Many of the birds that we see are winter visitors and a few are year round friends.
My kids have different expectations when they journal. My oldest has to draw the bird, paying close attention to its shape, field marks, and colors. He also has to write about where we have observed the bird and something that he learned reading about it from a field guide.
As you can see, I print off some images of the birds off of All About Birds. My kids prefer that the page stays put, unlike a field guide which tends to close itself.
My girl (age 5) has to draw a picture of the bird, paying attention to the colors and markings. She also has to write the name of the bird.
Can I just say that I am so in love with that red tailed hawk!
Do you nature journal? If you do, I'd love to know what works for you!
This post is a part of a series about how we are applying Charlotte Mason's methods in our homeschool. Click the photo below to read the rest of the series.
Late last summer, after a string of 100 degree plus days, we were all tired of our weekday pattern of going from our air conditioned house to our little temporary pool in the backyard and back to our air conditioned house, so I packed some sandwiches and drinks and took the kids on a picnic to a local park where they could safely play at a place where the river runs wide and shallow.
The local schools had started, so we had the whole park to ourselves. The kids ate their sandwiches and waded in the river with nets and buckets looking for rocks, minnows, and freshwater clams.
After a time, my youngest got tired of the sun so we retreated to our blanket on the shade for a snack. My daughter remained on the river bank digging in the sandy mud and my oldest sat in eight inches of water letting the current flow over him.
In this idyllic moment, a great white egret flew along the surface of the water with the sunlight gleaming brightly on its wings. My three year old turned to me and said, "Mommy, look a pelican!"
As I was explaining that the bird we saw was not a pelican like the brown pelicans we had seen flying along the waves at the beach the weekend before but it was in fact a great white egret, my daughter ran up shouting, "Mom, did you see the pelican fly by?"
Once again, I explained that we had seen a great white egret, not a pelican. I was answering my daughter's question about why the two large birds looked similar when they were flying when my son came up to us exclaiming, "Mom, I think I saw a pelican!"
In my son's defense, he is nearsighted and, on my instruction, had left his glasses in the car. But still...
We had just been camping at Half Moon Bay and watched hundreds of pelicans soaring along the waves and diving for fish. Every single one was brown. We looked up pelicans in our field guides and learned about their field marks, diet, behaviors. We even noted that the white pelicans don't live on our coast. We learned a lot, I thought, until I realized that I had been doing most of the learning. My kids on the other hand, were more interested in experiencing the sand and the waves and the wildlife. They remembered pelican after pelican flying across the waves, diving down and completely submerging themselves in the water. They gathered pelican feathers in every shade of brown and learned to "zip" them so they would be smooth. They remembered how a pelican looks when it flies (and it is similar to how a great white egret flies). They just forgot the details that we learned from our field guide that would have let them know that pelicans just don't venture to our part of California and the white pelicans stay on their own coast, thousands of miles from the muddy banks of the Stanislaus River.
My kids also know about great white egrets. I point them out in fields as we drive through the rural areas around our town and if we drive to my parents early enough in the morning, we will see them perched in the trees en route. What a sight that is!
Don't get me wrong, it is a great thing to know how a water bird lives and moves from observation. Perhaps even more important than knowing a string of facts about the bird that can be found in any guide book, including its precise name. But that doesn't make names unimportant. And I wanted my kids to not just know of the birds we see day to day, I wanted them to know them by name. I want them to know a blue jay from a bluebird, a duck from a loon, a seagull from a tern, and a pelican from an egret.
We are all meant to be naturalists, each in his own degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things.
I needed to turn the table. After all, I am in charge of my kids' education. The nature experts in our family were our field guides (and their interpreter--me), the occasional informational sign in state and national parks, and Siri. In order to help my kids remember the details of what they learned in nature, I would have to give them ownership of their study of the natural world.
How we finally figured out a way of nature journaling that worked for us will be the subject of another post.