This week we went to Big Bald Banding station in Mars Hill, North Carolina. There we caught, banded, and released Tennessee Warblers, a Wood Thrush, a Crimson Crown Kinglet, and a Merlin Falcon. These birds are migrating to Costa Rica and Mexico where they will spend the winter. The smaller birds stop at Big Bald to eat and rest for the remainder of their trip south. The smaller migrating birds are being followed by the larger birds. The birds following the song birds are the raptors. They are following the song birds because they are their food source.
We caught these birds in special nets in the woods. These nets are designed to capture the birds without hurting them. The bird flies into the net and gets tangled up in the pockets. The volunteers go and check the nets every thirty minutes. The nets for the raptors are thicker. That way they will not bust through. The nets for the raptors are also baited with a fake owl because they will take each others' food.
The Tennessee Warbler miagrates back to Canada for the spring and summer. The Tennessee Warbler is a small greenish song bird. You determine the gender of the bird by the length of the wing. Males have wings that are 65 mm or more long. Females have wings 64 mm or smaller.
The Merlin Falcon is a smaller falcon. As an adult it will be gray. They are very fast, but not the fastest. Their gender is determined by wing length. It has some of the best eyes of the North American birds.
We dissected owl pellets, which are regurgitated hair and bones of the owl's latest meal. We then hiked up the mountain to watch for raptors. From the top of Big Bald you can see Tennessee, Virginia, and North Carolina. You can also see the highest peak in the south east, Mt. Mitchell.
After banding birds we went to Orchard Lake Campground in Saluda. we go to this camp ground every year. At the campground there was a zipline, a large pond, canoeing, and many other fun things! That night we roasted hot dogs over the fire. We then told ghost stories while roasting s'mores. Everyone camped in tents. During the night a raccoon came into the camp looking for leftovers. Even though it was cool outside, it was still very fun. Unfortunately we only stayed one night. That morning we all got up, ate a braekfast of cereal and pop-tarts, took down the tents, said goodbye, and went home.
This week we went to the Broad River Greenway. Ethan caught a toad, and Brett found and caught a skink. As we were having lunch, a squirrel came to us, but it had tufts of fur missing, so it probably was in a bad fight. Marley had a big green lizard that was the size of her palm, but she let it go at the school. There were a few fishing docks at the river and most of the children were bending over the docks railings. All of the children played around on the playground, and the game that we played was called The Zombie Game. It’s where we pretend that the Zombie apocalypse came and one person starts out as a zombie and if they touch you, you become a zombie. We took a nature study walk at the Broad River and we looked for paw/hoof prints, leaves, mushrooms, and if were lucky some animals. We went to a creek that wasn’t very big or deep and it had stepping stones, but we stayed there for a while looking at stuff. We found a hollowed out tree, and it was big enough that Justin got in it. At school we are working on scrapbooks at Arts-n-crafts on Thursday, and for PE we played Sharks-n-Minnows on Tuesday and we had a lot of fun playing it. On Tuesdays we do Drawing class. Every day we have a lot of fun at school, and I think that all of us think of school as our extended family.
This week, we had the incredible opportunity to study coastal ecosystems first hand at Camp Sewee, in Awendaw, SC. We spent three days exploring four different coastal areas. On our first day, we took a 40-minute boat ride to one of the barrier islands. There we saw all kinds of wildlife, including Stone Crabs, Hermit Crabs, Spider Crabs, and Square-Backed Crabs. We also saw lots of Laughing Gulls and Royal Terns.
On the second day, we went down to the docks to investigate marine life. We caught five Blue Crabs (all male and very feisty). Everyone loved holding these swimming crabs by their swimmerets. The students also learned to cast shrimping nets and crab nets. Later, we looked at Oysters, Sea Squirts, Sea Grapes, Bryozoans, and Barnacles that were growing on a block suspended in the water, and then we collected our own specimens of these "fouling" creatures to look at more closely under a microscope.
Next, we walked over to see the Salt Marsh. This was a very mucky area that smelled of sulphur. It was teeming with Fiddler Crabs, which burrow in the ground and eat the detritus (decaying matter). They scoop out the mud in little balls, and then when the tide comes back in, they use the mud balls to cork themselves in their holes. We also saw lots of Periwinkle Snails and conducted an experiment to see whether they prefer the upper, middle, or lower salt marshes by counting how many we saw in one square meter in each area.
We visited another area of salt marsh to study the grasses (and the edible Pickle Weed). The children chased and caught lots of Fiddler Crabs and played in the mud as they watched the tide coming back in. Several even tried raw oysters straight from the rake!
Back at camp, our counselors kept us busy playing games, singing campfire songs, and doing team-building exercises. A good time was had by all, as evidenced by the request to come back next year before we could even get out of the parking lot!
is run by Clemson University's Youth Learning Institute and will run camps all summer.
Last week, students in Forms 1 and 2 worked with Mrs. Andy Smith to explore the concepts of perimeter, area, and volume. They measured lots of things! How many linoleum tiles did it take to cover the floor in our room? Do we have enough border to make frames around each of the prints in our James Whistler gallery in the hall? If we wanted to paint the room, how much paint would we need? If one quart of paint covers 100 square feet, would it be better to buy quarts or gallons? (We had to check the prices at Lowe's for that!) Of course, while we are working on reasoning and concepts, we can't let our facts get rusty. Games make multiplication practice fun!
Our high schoolers continue to develop strong math reasoning through the use of the Interactive Mathematics Program (http://mathimp.org/
). This program integrates arithmetic, algebra, geometry, pre-calculus, and statistics using problems that look a lot like brain teasers. The logic is that it does no good to memorize an algorithm and practice it forty or fifty times (as in traditional math programs) if the student cannot reason when to use it in real life. Here is a sample problem (from p. 276 of Book 1):Three travelers met one night along the Overland Trail. The decided to have dinner together. Sam had seven cans of beans to contribute and Kara contributed five cans of beans. Jock didn't have any beans, but the three cooked up what they had. Each ate the same amount. After dinner, Jock offered the 84 cents in his pocket and said that the other two could divide it up in an appropriate way. The all agreed that in this way everyone would have contributed a fair share to the dinner. Jock thought that Kara's share of the money should be 35 cents, but Sam and Kara convinced him that this was wrong.1. Explain why Jock might have thought that Kara's share was 35 cents.2. Then explain what Kara's correct share should be.
We had several visitors at school this week. Paola, our Spanish immersion teacher, brought three of her friends to teach us a game from South America that we could use to practice our Spanish. On Friday, Ginger Hicks (Sarah's aunt) came to share with us about her travels. Ms. Hicks is the COO for an environmental agency that aids corporations in preventing and cleaning up disasters like the BP oil spill. Since our Form 3 and 4 students have been studying the Himalayan region in geography, Ms. Hicks brought pictures from her trip to the base camp at Mt. Everest. She shared her experiences in Tibet and talked about the culture there.
After Ms. Hick's talk, we all grabbed our fishing gear and walked over to the lake at Gardner Webb to meet our new friends from the Fishing Club. Some of these students are competitive anglers, and others fish for recreation. They took time to show students who were new to fishing how to bait and cast. It was wonderful to spend the afternoon outside!
It was another active week at Willow Tree! We began with a special challenge:
Nature Study Challenge: Your mission, should you choose to accept it, is to find as many different specimens as you can on the lawn of the school. No flower beds, no meadow, no woods. Just the mowed part of the lawn. You know, the part where you play ball, where it's just grass, where there isn't anything interesting?
Believe it or not, we found 37 different types of plants growing just on the lawn! There were 6 types with yellow flowers, 6 with white, and 6 with purple/blue, and lots that were not flowering. Some groups snagged azaleas and magnolia leaves, but these were easily spotted and discarded. The plants were sorted and pressed, and now our task is to identify as many as we can to make a school wildflower field guide.
We also have our own "Space Race" (of sorts) going on. Students are working in groups to design and create balloon rockets based on what they have learned about force. On Thursday, they built prototypes and tested them. Now, it's back to work to improve those designs so that the rockets will go faster, longer.
On Friday, we went to Muscadine Ridge Alpaca Farm in Gaffney, SC. The Wurster family taught us all about raising alpacas. Alpacas were brought to the United States from South America in the 1980s. These guys had just been sheared last week. The fleece is used in a variety of ways, depending on the part of the body from which it came. It is longest along the back, so this fleece is used to make fine, soft yarn for things like scarves. The neck and belly fleece is a bit shorter, so it is used to make yarn for rugs. Fleece that comes from anywhere else is too short to be spun, so the Wursters allowed us to put it into suet feeders for the birds to take to line their nests. Did you know that alpaca manure is some of the best fertilizer you can put on your garden? It doesn't even need to be composted! You can put it right on the plants, and they will not burn. Another interesting fact is that alpacas have no natural defenses. For protection, they need to be placed in a fence with herding animals like donkeys or, preferably, llamas. Whenever a threat is present, one llama will herd the alpacas into a safe place while the other stands its ground, and then both will fight off the predator. They have even been known to kill mountain lions!
Oh, so much has happened since the last blog! For one thing, we just finished creating the most beautiful, rich, nourishing high school course of study. We are very proud to be able to offer a high school program that is totally unique--one that is both incredibly rigorous and delightful. Be sure to watch for changes to the high school page coming soon, and plan to attend the high school information meeting on May 16 at 6:30 to find out more!
We are also gearing up for this Saturday's yard sale! If you have items to donate, please bring them to 241 Lawhon Street between 3:00-5:00 through Thursday, or 3:00-8:00 on Friday. And don't forget to come out to shop Saturday between 8:00-12:00. The proceeds of this fundraiser will help us go to Camp Sewee in Awendaw, SC next month to study marine biology and coastal ecosystems. We can't wait to get down there! Our elementary children noted today that it is good that they are reading Pagoo by Holling C. Holling to get ready for the trip. And, of course, our weekly nature studies have already helped us develop good habits of observation and making field notes. The week before Spring Break, we got to study Ethan's chicks as we read about them in Comstock's Handbook of Nature Study. We decided it is much easier to draw things that will sit still!
But chicks are not the only visitors we have had recently. Megan Hoyt came from Charlotte one afternoon to talk to us about the life and work of Frederic Chopin, this term's composer. She told us all about how very shy he was, and how he was able to express his feelings through his piano music in a way that he could not by using words. We learned that, although he was from Poland, he spent much of his adult life in Paris at the same time that the impressionists were painting there. Since he was famous in his own lifetime, we all wondered if he was friends with any of the painters we have studied. Maybe we will find out as we continue to read his biography. It was obvious to the students that Chopin's music is very different from other composers we have studied, such as Bach and Handel. And this is for good reason: Bach and Handel lived during the Enlightenment Period, when the pervading ideas were more formal and rigid. Chopin composed during the Romantic Period, and so his music is much more flowing and emotional. Megan taught us about rhythm, and since Chopin often composed waltzes, she also demonstrated the basic steps for us. Then we all walked over to the sanctuary for a treat. Our resident concert pianist, Dr. Cindy Swicegood, played a private mini-concert as she taught us about arpeggios through Chopin's Etudes, or study pieces.
We even got to watch cartoons! Classical music shows up in some of the most unexpected places!
On the last day before Spring Break, we took a trip to Daniel Stowe Botanical Gardens in Gastonia. It was stunning! First, we walked through the orchid house. There were lots of unusual specimens in there, and everyone took their time investigating every corner. Then, we each picked one or two favorites to sketch in our nature notebooks. It is always fun to see what connections the children will make to their reading. As we strolled through the formal gardens, one student spied two statues of little girls and exclaimed, "Oh, no! Medusa has been here!" Then we enjoyed a short hike down to the lake. We saw a tree that looked like what we imagined Sam's tree in Jean Craighead George's My Side of the Mountain would have looked like. That was very exciting. As the first signs of Spring were just peeking out, we all agreed that we should definitely take another trip to Daniel Stowe when school starts back next year to see what it looks like in full bloom.
This is the last week before our Term 2 Exams, so we are very busy finishing up all of our reading. However, we still manage to make time to be active. A couple of weeks ago, the Greene family came to share a recipe for pita bread. The Greenes are a local homesteading family that grows and sells produce at Foothills Farmers Market. Since they homeschool, the children were able to come in to talk about what a typical day on the farm looks like. Then we each made our own pita and ate it warm from the oven with butter. Yum!
Last Friday, we took a field trip to Charlotte, NC to visit Discovery Place and First Presbyterian Church. Of course, Discovery Place gave us an opportunity to study principles of science in a fun, hands-on way. While we were there, we also saw an IMAX movie about the migration of the monarch butterfly from Canada to Mexico. The reason for the visit to First Presbyterian Church was to view a real fresco. Our study of Raphael this term taught us that a "fresco" is a picture that is painted right into wet plaster, so that when it dries it becomes a permanent part of a wall. We had seen many pictures of frescoes in Europe, and we thought it would be difficult to find one to see in person. Then we found out about Ben Long
, who has painted frescoes throughout North Carolina. The one we saw showed the story of the Good Samaritan. The children were surprised to see just how big the painting was. They noticed that it looked different from far away than it did up close, and they moved slowly along the painting in order to see the details of each section. Now, if we could just get to Rome to see Raphael's frescoes...Maybe one day we will!
In Home Education
(1925), Charlotte Mason describes nature study:
of this sort of instruction is shown in Evenings at Home
, where 'Eyes and No-eyes' go for a walk. No-eyes comes home bored; he has seen nothing, been interested in nothing: while Eyes is all agog to discuss a hundred things that have interested him. As I have already tried to point out, to get this sort of instruction for himself is simply the nature
of a child: the business of the parent is to afford him abundant and varied opportunities, and to direct his observations, so that, knowing little of the principles of scientific classification, he is, unconsciously, furnishing himself with the materials for such classification. It is needless to repeat what has already been said on this subject; but, indeed, the future of the man or woman depends very largely on the store of real knowledge gathered, and the habits of intelligent observation acquired, by the child. 'Think you,' says Mr. Herbert Spencer, 'that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of the geologist, who knows that over this rock a glacier slid a million of years ago? The truth is, that those who have never entered on scientific pursuits are blind to most of the poetry by which they are surrounded. Whoever has not in youth collected plants and insects, knows not half the halo of interest which lanes and hedgerows can assume' (Mason, 1925, p. 265-266)."
I love this description of science as poetry; too often in our culture the sciences and the arts are artificially separated, with the "serious" subject of science squeezing out the "soft" arts. But I digress. The Evenings at Home
to which she referred was written by John Aiken, Anna Barbauld, and Joseph Adams. This is a delightful book for parents who want to take an active role in educating their children. It is available for free on Google Books here
. Take a moment to ponder what the authors say about seeing
"But so it is--One man walks through the world with his eyes open, and another with them shut; and upon this difference depends all the superiority of knowledge the one acquires over the other. I have known sailors who have been in all quarters of the world, and could tell you nothing but the signs of the tippling houses they frequented in different ports and the quality of the liquor. On the other hand, a Franklin could not cross the channel without making some observation useful to mankind. While many a vacant, thoughtless youth is whirled throughout Europe without gaining a single idea worth crossing the street for, the observing eyes and inquiring mind find matter of improvement and delight in every ramble in town or country (Aiken, Barbauld, & Adams, 1839, p. 248)."
I laughed to myself yesterday, thinking back to our very first nature walk last year. Then, the students walked very quickly--as if the path was leading them somewhere, and then some were disappointed to just turn around and go back. What was the point of that? They talked loudly to one another, not even paying attention to what was around them. Some children had spent lots of time outside exploring before they came to Willow Tree, and those students did "see" things. Other children had to learn, very slowly over the course of an entire school year, to enjoy being outdoors and to take delight in seeing.
Our nature walk at Broad River Greenway yesterday was an entirely different experience. We could hardly go three feet before someone was exclaiming, "Ooh! Look at this!" or "Mrs. Spencer, come here!" And then there was the surprising directive that came from one of last year's "indoor" kids, "Shhh! Please don't talk during the walk. We need to listen to the sounds of nature." Apparently, our eyes--and our ears--have been opened.
"At a former meeting of the British Association, the President lamented that the progress of science was greatly hindered by the fact that we no longer have field naturalists--close observers of Nature as she is. A literary journal made a lamentable remark thereupon. It is all written in books, said this journal, so we have no longer any need to go to Nature herself. Now the knowledge of Nature which we get out of books is not real knowledge; the use of books is, to help the young student to verify facts he has already seen for himself. Let us, before all things, be Nature-lovers; intimate acquaintance with every natural object within his reach is the first, and, possibly, the best part of a child's education. For himself, all his life long, he will be soothed by 'The breathing balm, The silence and the calm, Of mute, insensate things.'"
(Charlotte Mason, Parents and Children, p. 261)
In the above quote, Mason alludes to Wordsworth's poem, Three Years She Grew,
which can be read in its entirety here
. She knew what modern researchers like Richard Louv (author of Last Child in the Woods
and The Nature Principle
) are now saying: Nature is, indeed, a "healing blam." Louv writes that the disconnectedness from nature that is so common today in both adults and children has led to increases in obesity, anxiety, depression, and ADHD. But even more, removal of ourselves from nature takes us out of the Garden for which we were created. In stopping to breathe in the beauty of God's stunning handiwork, as the children in the picture above are doing, we feel nourished in spirit and are compelled to turn our faces to Him who clothes the lilies of the field.
On Friday, we had the wonderful opportunity of not only nourishing our spirits by spending the day in an exquisite landscape and hiking the Appalachian Trail, but also volunteering to do real scientific research at Big Bald Banding Station. We got to observe mainly the Tennessee Warbler. These little guys spent the summer in the Boreal Forests of Canada, and are now migrating to Central America.
This is a very different experience than learning from reading about bird migration in a book (or, worse, in a textbook) or watching a Discovery video. These students now have an intimate relationship with these creatures that they would never have had otherwise. Spending time in the field is helping these children become naturalists. It gives them joy, as expressed in the van on the way back to school in one child's comment, "This was the best day EVER!" It feeds their spirit, as evidenced in the top picture, in which the students just had to stop to drink in the view. And it is a very solid foundation for science learning, since they are participating in an authentic research project, observing, describing, and collecting and interpreting data.
The Big Bald Banding Project will continue for the next six weeks. If you are interested in helping as a volunteer or, even better, taking your children to volunteer, please visit their website at http://bigbaldbanding.org/
Last week we challenged ourselves in several different ways. First, we spent an afternoon at the Broyhill Adventure Course. After getting harnessed up and conducting a safety check, the students were coached to a height of their choice on the tower. Some children chose to start small and allow their courage to build gradually, while others went straight to the top and were then lowered down by their ropes. It was scary, but there was a great sense of personal accomplishment when those fears were overcome! The children also got to experience the giant swing and conduct some team-building exercises. It was evident that they have grown in their ability to work together since the beginning of the year. They really listened to one another and respected each others' ideas. They also did a great job supporting one another in challenging themselves without pressuring one another to do more than they were comfortable with.
We also challenged ourselves in our school work. Up until this point, our Spanish classes have focused on oral conversation. Last week, we added literary language by listening to the story, Tres Cerditos, or The Three Little Pigs, and then illustrating it in book form. The books do not contain an English translation, so the students had to use their illustrations to explain what was happening. Literary language is much different (and much more complex!) than conversational language. In addition to Spanish, our students also study Latin. Our Latin book is based on the history if Pompeii, ending with the eruption of Mount Vesuvius. It happened that their science study coincided with this through the study of volcanoes. Of course, we had to make one!
Finally, we went to South Mountains State Park for the third time this year. We decided early in the year that we would visit the same place through the seasons and note the changes. Through these trips, the students have learned to identify trees, insects, fish, diseases, and parasites. They have also learned about the mountain and river ecosystems through direct contact. We may have some future park rangers at our school, but our main goal is to make ours a school of naturalists--to foster a love of creation that will lead to good stewardship of our Father's world.