When I first started Forest Fridays, the only resources I had in abundance were enthusiasm and blind optimism. I knew some basic environmental ed principles from my college days in the student sustainability club, but by no means was I an expert or seasoned practitioner in the art of connecting kids with nature. I assumed that I would figure it out as I went, but I quickly realized that I was going to need some help. Since those early days I have learned a lot about how to leverage community resources which are often readily available yet seldom utilized. The kicker? They’re usually free. Here are my top three tips:
1. Invite experts to visit. If you do not have the requisite knowledge about a particular subject or skill but want your students to learn it, consider seeking out an expert in the field. Most people who are passionate enough about something to become an expert in it will be happy to spend an hour or two talking about it to kids. For example, my class is currently learning about how Native Americans in our area have historically used native plants for eating, cleaning, and healing. We read several books that vaguely touched on this topic, but it wasn’t really coming alive for the students until my co-teacher invited a member of the local Ohlone tribe to come talk to our class. She was so excited about this opportunity that she brought along her sister and a friend as well as a big collection of artifacts and tools made by her tribe. The information and firsthand experiences she was able to share with us were so much richer and more impactful than anything I would ever have been able to teach my students.
Interested in helping your students learn about the Native Americans in your area? Check out Lesson 19: Connecting to First People.
2. Borrow materials and equipment. How many times have you gotten super excited about doing an activity or project with your students only to discover that it requires a specific piece of equipment that you either can’t get or don’t want to spend the money to buy? I found myself in this situation a couple years ago when I wanted to teach my students how to bird watch. While they of course could’ve just looked for birds with their naked eyes, I knew the experience would be so much richer if they had binoculars. I balked at the thought of paying hundreds of dollars for a class set of binoculars, though. I decided to contact the Presidio Trust, the non-profit organization that works out of the Presidio National Park, to see if they had any birding equipment we could borrow. Sure enough they did, and a few weeks later a naturalist from the Trust came to meet us at Forest Friday with a class set of binoculars in tow. It turned out that several of my students didn’t like using the binoculars and preferred looking without them, which made me extra glad that I hadn’t busted our budget to buy brand new sets. The icing on the cake? I didn’t have to find a place in my already-crowded classroom to store them.
Resources vary by city, but a good first stop is your local parks and recreation department. Many public library systems also have tool-lending programs. Local birding organizations or hiking clubs may also be a good resource.
3. Partner with other teachers/schools/programs. Perhaps the best and most valuable resources we have are our peers. If you have an idea for an activity but aren’t quiet sure how to flesh it out or put it into action, then talking to another teacher can be just the ticket.
Alternatively, kids can learn so much from visiting other children’s schools, parks, and neighborhoods. The possibilities for collaboration are limitless: compare and contrast plant or animal species, teach each other about the local flora and fauna, engage in neighborhood clean-ups or planting projects, and so much more. If leaving your school feels like too much, consider partnering with another class on your campus. My first grade class recently partnered with the sixth graders to do some research about water pollution. Having the older students present allowed us to do more sophisticated work than we otherwise would have, and the sixth graders got authentic practice conducting research.
Take the networking one step further by partnering with a local organization or group. The Presidio Trust frequently needs volunteers to help with their native plant restoration projects, so we now have an annual planting day where my first graders are put to work replanting entire hillsides at a time. The relationship is mutually beneficial, as the Trust gets much-needed manual labor and my students gain firsthand knowledge about what plants need to survive and thrive.
Organizations like Kiwanis, Rotary Club, and Lions Club often have good volunteer opportunities.
No matter which community resources you decide to leverage, remember it never hurts to ask. The worst that can happen is they say no, but in my experience the answer is most often yes. Happy networking!