Chattermarks

Does Justin go around mumbling about amphibians? Brandi about mycorrhizal fungi? Martine about the medicinal uses of Oregon grape?

Natural history projects are the last big curricular piece of the residency portion of the graduate program. I wonder how Cohort 9’s projects may be pervading their everyday life, since I know my research has seeped into mine. This is clearly shown in the following:

While cleaning the fridge last week I caught myself exclaiming “Ugh – catastrophic!” after opening a container that had clearly been inside too long. Even though the growth upon the leftovers had taken place in a uniformitarian fashion, the visual and nasal effect of this growth was clearly catastrophic on my senses.

You see, my natural history project has been on the geologic doctrines of catastrophism and uniformitarianism. The development of geology as a discipline is greatly comprised of these contrary fields of thought. Both are based upon observations of phenomena in the natural world and are   interpretations of those observations. Catastrophism is based upon sudden and often violent change; uniformitarianism is based upon change as a slow and gradual process.

The two creeks that bookend the Environmental Learning Center campus are wonderful examples of each of these two doctrines.

Sourdough Creek, fed by snowmelt, undergoes a wide array of flow through the year, ranging from being bone dry in late August to potentially torrential spring floods. Notice the lack of moss growth on the boulders and the boulders themselves as evidence of voluminous and rapid flow – smaller substrate particles have been flushed away.  Even the “Texas dip” bridge crossing the creek is proof of the creek’s potential for change.

» Continue reading Changes, rapid and slow, at the Learning Center

One of the trickiest parts of being an instructor during a Mountain School session is how to properly transition from boisterous, high-energy games and songs to more quiet, less obviously engaging activities. Too abrupt a change and the high energy spills over into the supposed-to-be quiet activity. Since the boisterous activities are often fun equally for the instructor and for the students, a tendency can emerge for the instructor to concentrate so much on the attraction of group interaction that the interaction between student and nature can suffer. By their “nature,” these latter, quieter activities have more reaching power, in terms of having the students directly encounter the close-by wonders of the world outside. Underlying all of this, too, is the goal of increasing observation skills, those of both the students and the instructor.

Here’s where the students can teach you something as well.

Students & chaperones from Fidalgo Elementary enjoying a Mountain School campfire

So what does this have to do with a magic moment? During campfire program a couple rainy weeks ago, students, instructors and chaperones were having the usual time of our lives singing songs at the top of our lungs, interpreting legends via skits, laughing and enjoying the fire and company. The warmth of the company and activities concentrated everyone’s attention on the human world within the glow of the campfire. Rebecca then led a wonderful transition activity, a “rain circle,” in which participants mimic the sounds of different levels of rainfall. This is accomplished through the rubbing of hands together, clapping with two fingers, snapping, full-hand clapping and slapping one’s thighs.  The leader transitions sounds from a falling mist to a downpour then back to a falling mist.

» Continue reading Magical Mountain School moments