Journaling

Nature journaling is the act of making observations multiple times throughout the year. This is the next step for engaging your students in the topic of phenology. With journaling, students can see the changes that occur throughout the season in a structured setting. It can be targeted at different aspects of nature and phenology. Here we highlight three main approaches: Artistic, Qualitative, and Quantitative. For some of them we provide written activities, others, we just provide some ideas. You can also check out Nature Journaling and Journaling Prompts.

Artistic

Artistic nature journaling allows for a hands on approach, which is good for K-5 students but can also be fulfilling for older students. Things that could be done include: leaf rubbings (where you put a leaf under paper and rub a crayon over to get the image of the leaf), leaf presses/window panes (leaves can easily be dried by pressing them between pages of a book, if you don’t have a press), depictions of nature though free drawing, and painting with nature (like leaves or twigs). The point is to repeat the activity over time so that the students can visualize how plants change. We do not have any written-up artistic activities but they can easily be developed to fit your classroom needs.

Directed towards these standards:

0.1.1.2.1. Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others0.4.2.1.1. Observe a natural system or its model, and identify living and nonliving things2.4.1.1.1. Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors2.4.3.1.1. Describe the characteristics of plants at different stages of their life cycles3.1.1.2.3. Maintain a record of observations, procedures and explanations being careful to distinguish between actual observation and ideas about what was observed3.4.1.1.2. Identify common groups of plants and animals using observable physical characteristics, structures and behaviors

Qualitative

Another option is for students to write down their observations. With this type of activity, you can focus on increasing vocabulary and writing skills in addition to learning about phenology. Possible activities are homework journals (students must go into nature and describe what they see) and class room nature walks with directed writing afterwards. Check out Hofman’s “Nature Journaling: A Creative Path to Environmental Literacy” for ideas.

Directed towards these standards:

2.4.3.1.1. Describe the characteristics of plants at different stages of their life cycles3.1.1.2.3. Maintain a record of observations, procedures and explanations being careful to distinguish between actual observation and ideas about what was observed3.4.1.1.2. Identify common groups of plants and animals using observable physical characteristics, structures and behaviors

Quantitative:

The next step is to record quantitative data on phenology. This requires that students monitor plants over the course of a season and learn about how to identify phenophases (i.e., stages of phenology like budburst). They would observe the plants and record the number of buds or percentage of buds at each phenophase. Data can be recorded using Nature’s Notebook or more informally. We have two different examples for quantitative journaling: Observation Station and Investigations in Phenology. The Driven to Discover curriculum also has great quantitative activities.

Directed towards these standards:

5.1.1.1.1. Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science5.1.1.1.3. Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.5.1.1.2.2. Identify and collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation.9.1.1.2.2. Evaluate the explanations proposed by others by examining and comparing evidence, identify faulty reasoning, point out statement that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations