Introduction to the Nature Journal Red legged Kitti Wake In

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					Introduction to the

                                        Red legged Kitti Wake

In your classroom outdoors
Series 1 of 3

               presented by
               Katherine Zecca

       1.    Letter to teachers
       2     My background
       3.     Example
       4.     Lesson Plan
       5.    How to draw birds
       6.    references and books

                                                   “Nature journaling is a wonderful connection between
                                                   people and place. It brings both into a space where the
                                                   infiniteness of time can be experienced in one moment.
                                                   This is important, especially in a place such as the Pribilof
                                                   Islands where nature’s fertile moments are so brief in a
                                                   yearly cycle, but, so infinite in the existence of the wildlife
                                                   that depend on them. Nature journaling taught by
                                                   Katherine Zecca presented the element of possibility. Her
                                                   nature was a key factor in the success of her students.”

                                                                                             Aquilina D. Lestenkof, ECO Co-Director
                                                                                 Aleut Community of St. Paul Island Tribal Government
                                                                                                       Ecosystem Conservation Office

The lessons address the following standards:
                                                                                       NS.5-8.1 SCIENCE AS INQUIRY
NATIONAL STANDARDS, K-12                                                               Abilities necessary to do scientific inquiry
                                                                                       Understandings about scientific inquiry
Students use a variety of technological and informa-
                                                                                       National Science Standards in changing emphases:
tion resources (e.g., libraries, observational, computer
networks,) to gather and synthesize information and to
create and communicate knowledge                                                       Focusing on student understanding of information
                                                                                       and use of scientific knowledge, ideas, and inquiry
NA-VA.5-8.1 UNDERSTANDING AND APPLYING ME-                                             processes. Guiding student in active an extended
DIA, TECHNIQUES Students select media, techniques,                                     scientific inquiry.
and processes; analyze what makes them effective or
not effective in communicating ideas; and reflect upon                                 Nature Journaling serves as a model that empha-
the effectiveness of their choices                                                     sizes certain attitudes and values of scientific inquiry.
                                                                                       Such as wonder, curiosity and respect toward nature.

Credits: Claire Walker Leslie, Smithsonian Institution, National Science Education Standards (Chapter 3)
Letter to Teachers and Students

A nature journal can be as simple as recording the activity
of your backyard bird feeder to as complex as the recording of a
scientific inquiry into a new species of frogs. It is a tool for
your personal discovery or proof for your doctoral degree.

If a journal is kept for many years, natural patterns
will occur and eventually you will be able to predict what will
happen next.

This is a beginning of lesson plans based on my personal experience,
and the experience of others.

Keep Safe.....Always make sure an adult is with you or knows where you are.
Keep a safe distance from wild animals

If you find a wild baby animal leave it alone. Chances are the mother is nearby and
will take care of it.
                                                                              Page 1
Writing and Illustrating has been a natural part of Katherine’s life from an early age.
Of course as a child she called it doodling and notes.
Through perserverance she has been illustrating professionally for twenty three
years. The day
after graduated from art school, she was employed as a staff artis and graphic de-
signer for
NOAA, Alaska Fisheries Science Center.
Creating illustrations of dolphins, crab, and seals
for marine biologists and editors. After working
there for 12 years, she resigned and began a
full time persuit as a free-lance illustrator and
art/journaling teacher.
Katherine was invited to teach Nature Journaling to the children
and adults of St. Paul Island, Alaska. Requested by the Pribilof School
District and the Aleut Community. She taught for two weeks on an
series of islands that have been named the Galapagos of the North.

Later invited to teach in New Brunswick Canada at a three week creative
camp for children. There with the help of biologist teachers and writers, created a
book with 12 children that included all the observations which
included observing the Atlantic Puffin.

Kodiak Island - Whale Festival, teaching nature journalism from college level, grade
school and high school students

Snohomish School District - 3 years teaching art from grades 3-12
Snohomish Parks and Recreation - 6 seasons teach nature journaling

Sketching is a vital part of my reference work for my children”s books.
A Puffin’s Year - Written and Illustrated by Katherine Zecca
- Down East Books

In My Backyard - Written by Valarie Giogas
-Sylvan Dell Publishing

River Song - Written by Steve Van Zandt
-Dawn Publications

Katherine is available for School Visits and teaching sessions
contact her through her web site at for further

                                                                  Page 2
My Nature
            Starting & Ending Time



                                     Page 3
Seeing first then drawing
Preparation time: 10 minutes
Length of lesson: 40 minutes

Resources required:
outdoor habitat locations where students can sit undisturbed for
a short period of time
clip boards
sheets of unlined paper


1. Encourage students to look in the broad sense of the word -
   seeing, listening touching and smelling..
(Note: It is my opinion that the teacher should also be participating in this process)
2. Select an area that has a potential of a habitat, where there is a diversity.
   A portion of a school yard that has trees or shrubs, boulders.
    Mainly just interesting items to look at.
3. In this area ask each student (individually) to find a place and be quiet for
    five minutes. Encourage them to listen, see, and smell their environment.
4. With sketches and writing on their paper, have them record what the have
5. Have them come back into a circle formation. It is not necessary that they show
    their work but describe what they have observed.

Discussion and Questions
What was your first impression?
Were you able to describe what you saw or heard?
Why might it be important to develop your skills of actively \looking”?

Focus -
Think about becoming more aware of where you live.
What is in your own backyard or park?
Page 5