“A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way." ~Judy Brown
How might we continue to spark each other and spark our students to discover questions as we learn with, on, and from the land? How might we teach each other how to safely create fire with our students?
Find the PDF of the Ta’tupa - 2022 Spirit Bear Moon Calendar here.
Take a moment and go to an open window or an open door. Breathe deeply and engage with your senses.
Do this until a memory or story of being in nature comes to you. Once you have a memory, come back to your computer.
Please share your memory here: https://www.menti.com/cymd8t52oc
We have been thinking about the relationship between the act of making fire and using nature-based learning to ignite a spark in ourselves and in our students. How do we get inspired? What makes us curious? What keeps us curious? What drives us to learn more? What drives us to feel more?
“What makes a fire burn is space between the logs, a breathing space.
Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would.
So building fires requires attention to the spaces in between, as much as to the wood.
When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible.
We only need to lay a log lightly from time to time.
A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way."
~Judy Brown
Today we want to explore the connection between these two ideas as we investigate sparks and how we might continue to inspire each other with the practices we are using with our students. How do the fuel and the 'open spaces in-between' connect to curiosity and inquiry-based, nature-based learning?
Share something that has sparked you from your new nature resource, the land, your students, or from your own practice.
What is sparking you and/or your students right now?
Share your sparks with the people in your breakout room.
Also, please remember to keep sharing your learning with us all on our group slide deck.
Huge thanks to Shenay Craig for being brave and sharing her story with us!
Shenay explains how she began the process of fire-making with her students and how she has integrated this learning with other subjects.
Here is a link to her slide deck.
Marnie and Sarah shared the wonderful lessons they learned from Shenay and her students on a visit to their class during 'Trees'Day.
Here is a link to the slide deck.
What did you see, think, wonder about this learning story?
Share your gratitude for Shenay and her students.
Please waterfall your thoughts in the chat!
How might syilx Okanagan captikʷł rooted in local land forms inspire us and our students as we learn on, with, and from the land?
Mt. Boucherie
Black Mountain Sntsk'il'ntən Regional Park Regional Park
Before Mount Boucherie became the mountain we know today, it was 'Flint Man,' a monster who would consume the first people and animals in the area as food. Flint possessed the ability to make arrowheads and other strong, sharp objects that he would use in battle or to capture his prey.
Flint was very proud and carried himself with confidence, but he was jealous of snkʼlip/coyote. Flint and coyote were always at odds with one another, and would often fight. Coyote and Flint always wanted to be the center of attention, and each thought they were stronger, smarter, and better looking than the other.
While in one oh his moods, Flint directed his attention towards snk'lip, trying to provoke him into fighting over who is best. Snk'lip finally lost his temper and became furious with Flint Man. He grabbed a very large rock and struck Flint Man on the head, smashing his head into fragments. This enormous strike sent pieces of Flint all over the Okanagan Valley, with a large portion of the head ending up as Black Knight Mountain, leaving the body of the headless monster as Mount Boucherie.
The eruption of the battle between Flint Man and Coyote resulted in a defeating loss for Flint, and Coyote proclaiming that Flint Man would no longer be recognized as the monster he was. From that day on, flint rock has been an important resource for the Okanagan people who use it as a survival tool.
The battle is a reminder to all Okanagan people that good can come from any dispute.
This story is based upon a captikʷł passed down by Okanagan elder, Arnie Baptiste.
Norah, Grade 3, MJE
Elder Delphine Derickson discusses the significance of Mission Creek as a traditional gathering place for fishing, hunting, and camping. Presented by Sncəwips Heritage Museum and Kelowna Museums Society.
Please take some time to reflect so we can share our thinking with each other:
How might syilx Okanagan captikʷł rooted in local landforms inspire us and our students as we learn on, with, and from the land?
How do you relate to the message that good can come from any dispute?
Interested in more resources around this captikʷł?
Source: Tales of the Okanogans by Mourning Dove (1976)
Black Mountain sntsk'il'ntn Regional Park syilx Okanagan Presentation with Jordan Coble
Stories from Land Academy: Local educators will share their stories at HRES Wednesday, April 20th 4:00 - 5:30 PM. Please register here.
City Nature Challenge 2022: Okanagan Valley: April 29-May 2 and May 3-May 8.
30-Day Walking Curriculum Challenge: Starts on Earth Day (April 22, 2022).
For more information on all of these events, see our Community Events page
Image shared by Angela Caron, OTS
Our winners will win a wagon to use with their students when they learn in, with, and from nature.
Thursday April 7th Session:
First Draw wins a wagon: Bréanne Brunel
Second Draw wins the book "Bringing School to Life": Jenni Rubuliak
Wednesday April 13th Session:
First Draw wins a wagon: Heather Noakes
Second Draw wins the book "Bringing School to Life": Kelly Shin