Elementary Challenge 3 SHADE OUR SCHOOLS KEEPING A FIELD JOURNAL How To Guide What is a field journal? A field journal is a tool used by many different scientists who work outdoors. Containing notes, sketches, questions, and basic information like the time, date, and weather conditions, field journals are a vital tool for better understanding our surroundings. Creating a field journal can help us see the natural world in new ways – notetaking and sketching outside allows students to focus on things they might nevecvr have noticed or thought about before. The simple act of sitting still and closely observing the nadtural world engages your senses, increases awareness, and can create an appreciation of nature that lasts a lifetime. After your students have finished writing their entries outside, you can then take the journals back to the classroom and discuss the different observations your students have made and any questions they might have. How do you write a field journal? The top of each student’s page should have their name, grade, date and time of observations – this should include a start time and and end time. Entries are separated into three sections: (1) Notes, (2) Sketch, and (3) Observations. First is the “Notes” section. This includes general observations including the weather, noise (Can you hear traffic? Birds? Other students?), and any changes they notice since they last visited their tree (Are there more leaves on the ground? Broken branches? Is the substrate different?). Next is the “Sketch” section. The first entry’s sketch should be a drawing of the entire tree while each following sketch can follow the suggested prompts in this document. Teachers can also come up with new things to focus on and sketch as long as it is something different each week. Sketches should include both drawings and labels of the illustration. These can be one word or short descriptions with a line drawn to identify what the student is describing. The third section is “Observations.” It contains the students’ thoughts about what they focused on for that day’s entry (following the prompts or a topic of the teacher’s choosing). Regardless of the prompts/topics chosen, the last entry should discuss why it is important that we have trees to “Shade Our Schools.” Field Journal Prompts for Students: 1.(REQUIRED) Entire tree – Draw a sketch of the entire tree and label the basic visible parts – trunk, branches, bark, leaves, fruit/flowers (if present). Include the tree species. 2.(OPTIONAL) Leaves (this can be divided into two days) – Focus on features like size, shape, color, arrangement (alternate/opposite), form (simple vs compound), edges, texture, and dead vs. living. (Can also glue/tape one into journal page in lieu of a sketch)
3.(OPTIONAL) Bark – Draw a picture of the bark close up. What is the texture like? Is it rough or smooth? Do you see moss? Lichen? Insects? Why is bark important for your tree? 4.(OPTIONAL) Branches – Look at the trunk and find where one branch begins. Try drawing this branch from where it begins all the way to where it ends. What happens as you follow it? Does it get bigger? Smaller? When do leaves begin to appear? 5.(OPTIONAL) Birds – Watch the canopy for signs of birds. Do you hear any? See any? What makes this bird different from other birds you might have seen? Can you and your teacher identify the species? Why is your tree important for this bird or other birds? Can you draw a picture of this bird? 6.(OPTIONAL) Insects – Look on the trunk and under the canopy for insects. Do you know what kind of insect this is? What do you think this insect eats? Can it fly? Why is your tree important for this and other insects? Why might the insect be important for the tree? 7.(OPTIONAL) Substrate – Describe and draw the substrate. Is it cool or hot? Wet or dry? Is the substrate under the canopy different than the one in the sun? How? Why? Can you think of other substrates different than this one? How are they different? What function might this substrate provide? 8.(OPTIONAL) Lizards – Look for lizards on or around the tree. Can you see any? If so where are they? What do you think they eat? If you cannot find any imagine where they might be on your tree. Do you see lizards in the sun or in the shade? Why? Why might they be difficult to see? What would happen to the lizards at your school if all the trees disappeared? 9.(OPTIONAL) Roots – Imagine you can see all the way into the ground and can see your tree’s roots. Draw a picture of what you think they might look like. Do they go deep into the earth? Do they spread out far past your tree canopy? Why are these roots important? What functions do they serve? 10.(OPTIONAL) Flowers/seeds/fruit – Look in your tree and on the ground under the canopy. Do you see any flowers, fruits or seeds? If so, draw them and think about why they are important for your tree. If you cannot find any, think about why you can’t see them. Are they very small? Are they only there certain times of the year? Do you see any seedlings (baby trees) under your tree? Where do those seedlings come from? 11.(OPTIONAL) What makes your tree special – Look around at other trees at your school. How is your tree different from them? Is it bigger? Smaller? Is the shape different? What makes your tree special? 12. (REQUIRED) Shade Our Schools – Why is it important to have trees at your school?
