By Dorothy Steinicke, LA Audubon Docent | Photos & Journal pages by Students

There is not much that the Audubon docents at Ballona Wetlands and Kenneth Hahn Park enjoy more than walking a group of students through our wonderful wetlands and uplands, seeing their eyes light up when they see something new or come to understand how things are interconnected. So, we were as disappointed as our students when all field trips were canceled due to COVID in March 2020.

Most of us docents still had the means and ability to get out into natural spaces, and that was a wonderful way for us to cope with the new world of living in a pandemic. But we thought about all the students who usually visit Ballona and Kenneth Hahn and wondered if they were getting experiences in nature, if they were even having opportunities to get outdoors.

As everything seemed to be moving to Zoom, some of us hatched a plan that would enable us to work with students and would allow students to observe and experience nature, even if they weren’t able to leave their homes.

We would have a nature journaling program where we would encourage students to observe and journal on the aspects of nature that were readily available to them.

For our first round of nature journaling we partnered with Science teacher Loret Landavazo at Walnut Park Middle School, a teacher who has frequently brought students to our field trips. For eight weeks we met for an hour a week with students in one of her classes.

We provided each student with a Nature Journaling Kit that contained a journal, colored pencils, tape measure, and a magnifying glass. Additionally we supplied them with six small pots, some potting soil, seeds and a modified plastic soda bottle that they would make compost in.

The project was carried out by Cindy Hardin, Los Angeles Audubon Director of Outdoor Education and docents Dorothy Steinicke, Martine Tomczyk and Joyce Karel. Every week we met with the students on Zoom. We started our sessions with the students all together in a big group and then split into four breakout groups.

Every week had a different focus.

In week 1 we introduced the idea of journaling and we all planted our seeds for green bean, tomato, milkweed and basil plants.

In week two, a few students already had plants sprouting. We then learned about soil and decomposition. The students, and facilitators tore up old dried leaves and cut up fresh plant clippings and vegetable food waste into the compost making ‘rot bot’.

In week three, the students came to the session with leaves from two different plants. They learned about the function of leaves to photosynthesize and ‘feed’ the plant and thus initiate the food chain that feeds all members of the animal kingdom as well as the respiration that gives the plant vital nutrients and, coincidentally, provides oxygen for all the members of the animal kingdom. The students journaled about their two leaves, drawing and describing them.

In week four, students learned about flowers. How flowers function to produce seeds and assure the continuation of that species of plant. Students came to the session with a flower that they examined, described and drew.

In week five, students learned about the results of flowers; fruits and seedpods. They examined the fruits and seedpods they had brought to the session and drew and described them.

In week six, students learned about insects and how important they are to pollination, decomposition and as a part of the food web. We shared photos online of specific varieties of insects and drew and described them.

In week seven, we talked about birds. Students examined feathers and drew and described them. We talked about the vast variety of birds and some of their different attributes and habits.

In week eight, we reviewed what we had all learned. Most students had large plants ready to be transplanted into gardens, although some plants had failed. Most students had a container full of compost that will help their plants grow when they are transplanted. We encouraged the students to continue to observe and be curious about the natural world.

We asked the students what they had been surprised to learn. The students told us that they were surprised to learn how many insects there are in the world. They were surprised to learn that an ostrich is the fastest runner on two legs and that bee hummingbirds can be mistaken for insects. Several students said that they were amazed to learn first hand that soil could be made from dried leaves and vegetable peelings. All the students who had success with their plants were enchanted at what was created with their care. In the eight weeks of our sessions one student had flowers and small beans on her green bean plant.

Just as when students come to Ballona and Kenneth Hahn, we never really know what they are taking away from the experience. Sometimes things we didn’t imagine. We are hopeful that participating in this project may have been a step in the direction of wonder and interest in our magnificent natural world.