Nixon County Park

There is a vastly ignored resource that can benefit the mental, physical, and spiritual health of children and adults. In an age where medication and mental health issues are on the rise, Nature may be the solution to improve the wellbeing of others. As a prospective educator, this book has influenced my view on what science can do for students, linked to my experiences at Nixon County Park, and showed me what nature experiences every elementary student should have. At the beginning of the semester we developed a definition for science. We defined science as asking questions and finding answers. My definition of science has changed over the course of this semester. I now would describe science as inquiry-based learning for students. As the

The naturalists shared with me that they have noticed that some of the most rowdy students seem to relax in this environment. All of the students quell their eagerness as they tread into the woods with wonderment on what they may be able to find. The book suggests that children need more time to explore nature as opposed to structure. Children spend much of their time in an organized setting such as school and sports and do not necessarily desire more structure. The naturalists at Nixon Park understand the importance of letting children freely interact with nature and allow students to do so. As part of their nature hike, the naturalists take students into a clearing and allow them to explore without the aid of parent volunteers. The naturalists described the children as being completely enthralled while the parents are usually surprised or even anxious to let children have that freedom. I experienced this activity first hand and noticed that children were eager to explore. Children lifted up rocks, pointed at algae on fallen over tress, and shared their discoveries with their peers. The trip to Nixon County Park will most likely be remembered by students for years to come. Children received a direct experience with nature where they utilized their senses. Students were asked what they could hear as they entered the forest, what they saw that would suggest

The book defined nature in loose terms as the author suggested that nature can be parts of a backyard or a rugged mountain. In class we discussed that even if resources are limited, students can still observe trees in the play yard or a puddle outside the school building. It may not be possible to take students on frequent field trips, but there are still opportunities to engage students in nature if we actively look for ways to connect science concepts to hands-on activities. Once students share a common experience, their is much opportunity to build on that experience across multiple subject areas. One student in the book suggested that nature was less important because all the jobs involved computers. As subjects like reading and math dominant much of the curriculum teachers are required to teach, science and nature have taken a backseat. Teachers can still foster a love for science and nature in students by incorporating the subject into guided readings. It may take some creativity on behalf of the teacher, but the benefits for students are numerous. If a teacher wants a student to develop a descriptive narrative, what better way to do so than to take children outdoors where they can utilize their five senses and creativity to describe the fresh scent of grass or how the wind rustles through their clothes. It is essential for students to have direct experiences with nature where