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12 Nature Walk Activities for Earth Day (or Any Day!)

Doing a nature walk is not only about celebrating Earth Day. It’s also an opportunity for learning experiences in a variety of subjects such as science, geography, math, and art. Each nature walk offers something different for students to explore – even if you walk the same trails from one day to the next. If you live in a colder climate, the changing seasons can be another great way to observe plants and animals as the weather shifts.

Such experiences can be exhilarating, fun, and inspirational. We often hear students say, when we go outdoors we don’t really know we’re doing it, but we’re actually learning math, doing science, and practicing English, so it’s just making it educational and fun at the same time.

In this article, we’ll take look at some activities that will ensure your nature walks are an engaging and enriching learning experience for students of all ages.

• Educators  — pair these activities with lessons from PLT’s activity guides 
• Parents  — make use of our free family activities on your nature walks.
• Makeshift videos  — our PLT community is creating video using smartphones to demo activities for parents and teachers during the COVID-19 pandemic.

1. Scavenger Hunt

Subjects: Science

Grades: K-6

Educators:  

• PLT’s PreK-8 Guide: Activity 23—The Fallen Log

Family Activity: 

• The Fallen Log (in English and Español ): Discover microhabitats, communities, and diverse life by observing fallen logs.

Smartphone Video Demonstration:

• The Fallen Log , thanks to Maine PLT.

2. Collect Art Supplies

Subjects: Art

Grades: K-3

Educators:   

• PLT’s Early Childhood Guide: Activity 1—The Shape of Things  

Family Activity:

• The Shape of Things (in English and Español ): Children search for the shapes and colors that are found in both natural and built environments.

Smartphone Video Demonstration:  

• The Shape of Things , thanks to Maine PLT

3. Seed Collecting

Get students to gather a collection of seeds from a wooded area. They can drag an old blanket or fuzzy cloth behind them on the ground. They can place a large, old, wool sock over hands or shoes to see what they can pick up. Or they can wear bracelets made of masking tape (sticky side out), to hold the seeds they find. Have children examine their seed collections and invent a system for sorting or classifying them. Explain that plants have developed many different methods of seed dispersal, to ensure the success of their species.

• STEM: Have Seeds, Will Travel . Whether floating on the air, getting carried by animals, or catching waves, plants use many techniques to send their seeds far and wide.
• Have Seeds, Will Travel (in English and Español ): Observe, collect, and classify plant seeds.

4. Dip Netting

Local ponds, swamps, and dams are teeming with microorganisms and bugs. Why not take some dip nets and magnifying glasses with you on your nature walk? Stop at these ponds and allow children to do some dip netting to see what sort of critters live in the ponds. Students could also pick different environments during their nature walks and make observations on sunlight, soil moisture, temperature, wind, water flow, plants, and animals in each.

• Student Worksheets (in English and Español )
• Field, Forest, and Stream (in English and Español ): Compare different environments to understand how nonliving elements can influence living elements within an ecosystem.

5. Investigate Local Watersheds

Grades: 9-12

Educators: 

• Student Worksheet

6. Plant and Animal Observation, Identifying and Cataloging

• Looking at Leaves (in English and Español ): Take a closer look at leaves, their characteristics, and how they can be used to identify plants.

Smartphone Demonstration: 

• Looking At Leaves , thanks to Alabama PLT

7. Fun Math

You could time your nature walks, work out the distance, and calculate your average speed on your walk. Another great activity is to have students measure trees in different ways to get familiar with a tree’s scale and structure. These activities will add a new element to nature walks! 

Subjects: Science, Mathematics

Grades:  3-8

• How Big is Your Tree? (in English and Español ): Measure trees in different ways and become familiar with tree scale and structure.
• How Big is Your Tree? , thanks to South Carolina PLT.

8. Cartography Exercises

Subjects: Geography

Grades:  9-12

• Student Page: Maps and Map Features

9. Adopt a Tree

Grades:  K-8

• Student Checklist of notes and drawings for a journal (in English and Español )
• Adopt a Tree Certificate (in English  and Español )
• Adopt a Tree (in English and Español ): Deepen awareness of individual trees over time and develop a greater understanding of the environment.
• Adopt a Tree , thanks to Virginia PLT

10. Planting Trees

Grades: K-12

• STEM: Plant a Tree . There is much to know before planting a tree. These STEM lessons help students learn how to plant the right tree in the right place.
• What Tree Should I Plant?  Use a free online tool to select the best trees to plant near your home.

11. Have a Picnic

If you’re able to extend your time outdoors, having a snack or meal is a great way to take a break while you’re exploring the outdoors. Use the opportunity to enjoy some bird watching or talk with children about what they have seen and learned. Or if they have taken photos, take some time to share and discuss them as a class.

Subjects: Science, Art

Grades: K-9

• For younger children, explore PLT’s Early Childhood guide for ideas around “Enjoying Snacks Together”

12. A Big Clean Up

It’s a great idea to take some big garbage bags along with you on your walk and pick up some trash if you see it lying around. This can be a segue into some Reduce, Reuse, Recycle Lesson Ideas . Many of these hands-on project ideas can be adapted for any grade.

Grades: K-10

• PLT’s PreK-8 Guide: Activity 37—Reduce, Reuse, Recycle  will help students learn a lot about how and why people throw things away.
• Reuse and Recycle At Home (in English and Español ): Use this chart to analyze how you currently dispose of items and ways you can reduce waste, reuse items, recycle, and compost.

Rebecca Reynandez

Hands-on activities to explore the many uses of trees.

Learning about trees is a great introduction to many subject areas – from science to music to geography. Here are some outdoor lesson ideas for students in any grade.

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10 FREE Nature Study Lessons from NaturExplorers

These free nature study lessons will keep your children joyfully busy and allow you to get a glimpse into the wonderful learning that you can find in the NaturExplorers curriculum series!

Nature study is a wonderful way to learn science! It’s hands-on, experience-based learning which makes it the perfect science lab for homeschool students!

What exactly is NaturExplorers?

NaturExplorers studies are your go-to resource for both creative nature walks and science-based unit studies .  More than 20 nature topics are available that help you get outdoors for some serious (and seriously fun) learning in all seasons .

Written with the 1st-8th grader in mind, it’s easy to include older and younger students with just a little tweaking of your expectations.  There are even a few specific lesson ideas just for preschool and high school students.

In each study, you find:

• Background information about the particular nature topic
• 25-40 creative nature walk ideas
• Hands-on activities such as experiments, demonstrations, model making, art & cooking
• Research suggestions that require your children to search out information
• Writing assignments
• Project-based learning ideas which require children to assimilate information into a variety of creative projects
• An extensive list of fiction and non-fiction living literature
• Bible lessons
• Suggestions for including artist and composer study
• Poetry to enjoy or recite
• Activity suggestions for larger groups like co-ops, for instance
• Several printable notebooking pages to take in the field with you

Who Uses NaturExplorers Studies?

Charlotte Mason homeschoolers tend to purchase NaturExplorers to grab the nature walk ideas.  They often spend a month or a semester immersed in one nature topic and find plenty of nature walk ideas to pull them through.  They are quick to grab hold of the living literature lists and ideas for complimentary artist, composer and poetry studies.

Unit study families are more likely to use the creative nature walks as a jump-off point for the hands-on activities, writing lessons and project-based learning ideas.  They add a little math and phonics instruction to the homeschool day and all subjects can be covered.  There is enough material within each NaturExplorers study to do at least a full four-six week unit study.

Plenty of classical homeschooling families are incorporating weekly nature study into their schedule and rely on NaturExplorers to keep their idea banks full.  Those involved with Classical Conversations are even supplementing their yearly learning plans with appropriate NaturExplorers topics.

Of course, unschoolers and traditional homeschoolers use NaturExplorers, too.  Unschoolers tend to hand the books over to their children for self-guided learning inspiration – and their children love choosing their own study topics!  Traditional homeschoolers are stepping away from the textbook once a week or once a month for “fun” days.  NaturExplorers books help them turn the typical schedule upside down!

Co-ops and nature clubs love NaturExplorers.  Whether meeting weekly or monthly, the ideas in the books help the teachers plan thorough group lessons.  On occasion, I even talk to teachers who can’t necessarily get outdoors during class time.  They either bring nature to class with them or use literature and the hands-on activities instead.

Free Nature Study Lessons

You can easily view sample pages of each book on the individual product pages , but I wanted to give you a slightly different view today.  I want you to see exactly how I might pull together a nature study afternoon (as a Charlotte Mason homeschooler) using a variety of the NaturExplorers studies.

Enjoy the lessons.  Use them with your children.  Have fun outside.  See the serious science you can study in nature.  I bet your family will make tons of memories and build tons of brain power!

On to the Free Nature Study Lessons!

Click any of the images below to find the free lessons.

Looking for Grab-n-Go Nature Study Curriculum Instead?

Sometimes you just want to grab a creative nature walk idea and head out the door without any extra thought, right? Or, maybe it would be even easier to print a truly meaningful nature journal page that gives all the directions for an actual nature-based science lesson?

You might be looking for these instead!

Would you like the easiest of easy buttons?

I can actually teach nature study to your children for you. Really!

Twice a month, I teach No Sweat Nature Study LIVE classes to 1st-8th graders online. It may sound counterintuitive to learn nature study during an online class, but we learn so much together!

We dig deep into science and scientific vocabulary as we study nature and create nature journal pages together. We even complete experiments together sometimes, too!

Not surprisingly, No Sweat Nature Study LIVE tends to spark a curiosity to get outdoors to find and observe actual specimens of the things we learn about.

Membership in No Sweat Nature Study LIVE includes way more than two new classes per month! You get access to a large library of previously taught lessons that you can add to your homeschool schedule whenever you like. Each and every lesson comes with a downloadable packet that includes an overview of the topic, specimen images, scientific vocabulary, and some additional learning ideas for those who want to dig even deeper!

Plus, members get free and discounted curriculum from the Our Journey Westward Shop as a thank you for joining along in the fun.

Go check out a free sample No Sweat Nature Study LIVE lesson to see what it’s all about!

15 Comments

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What age/grade are these good for?

Lynda, the NaturExplorers series was written with 1st-8th graders in mind. Let me know if you have other questions.

Thank you Cindy, I have a soon to be 4th grade homeschooler who adores “outside”

Lynda, I would love to hear what he thinks about learning science through nature!

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A (Transcendentalist) Walk in the Woods – Lesson Plan

Ecology and Tree Appreciation for grades 7 to 10, key stage 3 and 4, (ages 11 to 15). [2]

Students will be exposed to Thoreau’s musings in Walden and his philosophy regarding the beauty of a simple life enjoyed in conjunction with the natural world, and with little regarding for material possessions. They will not only gain an appreciation for his literary skills, but also attempt to apply Thoreau’s theories (at least in part) to their own lives.

Introduction

(Days One-Two)

“I can open Thoreau anywhere and read over and over a single sentence, about the road between Haverhill and Penacook, or how oak seedlings are best found in a pine wood, and in that sentence is the fragrance of a life lived.” – Mike Price [3]

Supplies Needed

Reading handouts (“What is Transcendentalism?”, “Concord in the Time of the Transcendentalists,” “Thoreau in Depth”)

Access to computer, projector and screen, white board and markers.

In 1845, Henry David Thoreau went to live at Walden Pond (Concord, Massachusetts) for two years, during which time he experimented with simple living. His accounts of day-to-day experiences and philosophies regarding the properties of a valuable life are recorded in Walden (also known as Life in the Woods ), which was published in approximately 300 pages in 1845. [4]

Introduction to Thoreau – Background Reading (20 min.) :

Break students into groups to review the following handouts and create their own outlines regarding Thoreau’s background (instruct students to diligently document the information, as their outlines will be available for use on an in-class quiz).

Introduction to Thoreau (Continued) – Videos (45 min.) :

Why Every Student in America Should Read Walden Pond – This three minute interview clip with Mark Edmundson (professor, University of Virginia), gives an answer to the question “why should I care about Walden ?” [5]

Great Books: Walden is an introductory film that provides context for Thoreau’s experiment in sustainable living and a framework for understanding the symbolism prevalent in Walden and applicable to other transcendentalist texts. [6]

Wrap-Up (15 min.):

Students will write down five key points from the videos and regroup with their reading groups to compare their notes. After checking for accuracy, each individual student will compile an aggregate list of each unique fact identified by the group, which will be utilized in conjunction with the aforementioned outlines in an in-class quiz the following day.

Respond to the following prompt with a three page mini-essay (be prepared to defend any arguments referenced therein):

“What do you consider to be essential in your life? In other words, what items, people or intangible things do you need on a daily basis to survive?” Identify at least three items and explain why each is necessary.

This lesson plan is part of our tree fundraising package for schools. Start your own school fundraiser!

An exploration of the essentials.

(Days Three- Four)

Excerpts or audio recordings[7] of Thoreau excerpts[8].

Students’ typed responses from prior assignment.

Guiding questions for discussion.

Opening activity (10 min.) :

Hand out in class quiz reviewing information covered in prior class’ readings and introductory videos. Students must work independently to complete the short quiz within the allotted time, but may utilize the outline and key points sheets created in prior class.

Activity 1 (10-15 min.) :

Students will break up into groups to discuss their responses to the assignment prompt, debating amongst themselves the qualities that the group’s essentials share (i.e., companionship, security, entertainment). A brief class discussion will follow to review the class’ collective conclusions.

Activity 2 (5-10 min.) :

Review metaphors and similes handout for key figurative language.[9]

Activity 3 (40 min.) :

A review of relevant Walden excerpts. Students will read trogether a section of “Where I Lived, and What I Lived For” with special focus on Thoreau’s reason for going to Walden Pond. Students will focus on the following key questions[10]:

1. What does it mean to live deliberately?

2. What do you think Thoreau meant by “the essential facts of life” and why?

3. What does Thoreau mean when he says “and not when I came to die, discover that I had not lived”?

4. What is resignation?

5. What does Thoreau mean by the following, and are they metaphors, similes, etc.? How do these phrases help to illustrate the writer’s point?

a. I wanted to live deep and suck out all the marrow of life.

b. To live sturdily and Spartan-like

c. To cut a broad swath and shave close

d. To drive life into a corner and reduce it to its lowest terms

e. We live meanly like ants.

Assignment:

Create a detailed journal of all hour-by-hour activities of your day. Jot down all important responsibilities and more minor happenings, from homework assignments to sports commitments and texting, internet use, etc. .

Pare Life Down

(Days Five-Six)

Materials needed:

Students’ daily journals.

Questions for opening activity[11].

Copies of Walden or relevant excerpts.

Introduction (15 min.):

Pull out your journal entries detailing how you spent your time yesterday. Look at the activities therein and consider the following: 1) Is this an accurate representation of a typical day and use of your time? 2) What did you spend most of your time doing?, 3) What activity brought you the most joy?, 4) …the least joy?, 5) What is one event you could eliminate from your daily schedule in order to create more free time? What could you do with this time? What would be lost?

Discuss with the class which activities were identified that could be detracting from productivity, happiness or fulfillment. Make a list of these activities and keep them up on the white board for the remainder of the unit, under the heading “details that fritter our lives away”.

Activity 1 (30 min.):

Read “Where I Lived and What I Lived For” with an eye for Thoreau’s philosophy on simplicity.

Activity 2 (25 min): Brainstorm

In groups apply the idea of the railroad to today’s society. If Thoreau were alive today, what aspects of society would he say “ride” (control) us as a collective group? Why? Consider what would be lost and gained by not having this aspect of society.

Continue journaling on the hour. Also, review the passage “Where I Lived and What I Lived For” and highlight the similes and metaphors Thoreau employs. Choose one similar or metaphor and use a handout provided to reflect how Thoreau’s point is advanced by the figurative language.[12]

Experience Nature

(Days Seven-Eight)

A place outdoors for quiet observation.

Copies of “Spring” and “The Pond in Winter”

Slips of paper containing Thoreau quote.

Opening Activity (15 min.):

Students should write a journal entry reflecting on their relationship and interaction with nature. Prompt questions may include:

• Do you typically observe nature when you are in it?
• If so, what things do you usually notice?
• If not, why not?
• Do you have any memories of specific observations in nature? Why do you think these memories did or did not stand out to you?

Nature Walk (40 min):

The nature walk should take place in any available outdoor space close to the school, preferably a wooded area with trees and room for students to have their own spaces for reflection.

Students should be instructed to maintain silence throughout the walk. Anyone who is not silent must be excused from the activity. Personal space should be respected and encouraged, as interaction between students is not ideal. Provide each student with a fortune-sized slip of paper containing the following quote from Thoreau (for consideration as the walk begins):

“I am eager to report the glory of the universe.” – Henry Thoreau  [13]

Instructions:

Explore the designated natural area and reflect upon what you see around you, how the surroundings make you feel, what specific observations stand out to you, and what emotions you are feeling. Pictures, poems, thoughts or more structured writing are acceptable. All musings should be recorded in the journal.

Type a one-page entry reflecting on the experience of the nature walk, employing at least one metaphor and one simile. The entry should incorporate not only observations but also reactions to the walk. Students should also read excerpts of “The Pond In Winter” and “Spring”. [14]

Wrap Up and Final Thoughts

Opening activity:.

Ask students to “report the glory of the universe” as they experienced it on their nature walk. Ask students to consider the elements of the natural experience that give rise to different emotions than those experienced in day-to-day activities.

Discussion:

Considering what the students have learned about Thoreau and read in his accounts of his time at Walden Pond, ask students to discuss whether Thoreau’s experiment accomplished the goals he set forth in chapter two of Walden :

I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion. – Walden   – “Where I Lived, and What I Lived For” [15]

Conclusion:

What aspects of Thoreau’s experience would you like to explore yourself? What are the merits of Thoreau’s transcendentalist theories? What are the shortcomings? Does the natural world play a critical or nonessential role in cultivating human happiness, contentment, or purpose?

Download a free PDF copy of this lesson plan

References:.

[1] Lesson plan adopted from “Approaching Walden,” a high school lesson plan developed by John White, available at https://www.walden.org/documents/file/cu%20-%20john%20white.pdf.

[2] For an introduction to Henry David Thoreau, see Thoreau Reader at http://thoreau.eserver.org/brief.html.

[4] See http://teachersites.schoolworld.com/webpages/CBoone/files/g11c04_walden.ppt for additional background information, including interactive PowerPoint presentation detailing terms of art utilized in Thoreau and Emerson’s works (designed for younger audiences, grades 5-7).

[5] YouTube video available at http://www.youtube.com/watch?v=6TfhwmU6sFo .

[6] Free YouTube versions of the video available in part one , part two , and part three .

[7] Audio recordings available on YouTube. See, for example, http://www.youtube.com/watch?v=QTVLXLyGQJM (Chapter One) and http://www.youtube.com/watch?v=EJ26iRHeREo (Chapter Two).

[8] For example, utilize excerpts from Timeless Voices, Timeless Themes: The American Experience, Prentice Hall (Attachment B to John White lesson, referenced in n.1 above).

[9] See supra, n.1, at Attachment A.

[10] All key questions referenced in supra , n.1 at Attachment C.

[11] See supra , n.1 at Attachment D for opening questions.

[12] See id. at Attachment E for metaphor assignment worksheet.

[13] See “A Brief Introduction to the Works of Henry David Thoreau” at http://thoreau.eserver.org/brief.html.

[14] See id. at Attachments F and G.

[15] See http://worldwidewaldens.squarespace.com/read-thoreau-went-to-woods/.

Thanks to ForestNation Ambassador Casey Ernstes for this lesson plan

Check out more lesson plans for young learners., quadura, yusef, leave a reply cancel reply.

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Kindergarten Lesson: Go for a Nature Walk, Make a Bird Feeder & More

• Categories : Lesson plans for pre k and k
• Tags : Teaching grades pre k to 5

Materials and Class Preparation

For today’s lesson, you will conduct a review on the discussions concerning trees, colorful leaves, hibernating animals, and nuts.

Keep the morning’s discussion brief, so you will have time to go on a nature walk with the children. If a nature walk is not possible in your school yard, organize a short field trip to a tree filled park or to an orchard.

For today’s material list, you will need:

• Large pine cones
• Peanut butter
• Large bag of birdseed

Circle Time Discussion

• Review tree names and facts.
• Review animals facts about hibernating animals
• Inform students about the planned nature walk. Instruct them on certain things to collect while out walking: leaves, nuts, pine-cones and small twigs
• Discuss with children that even though birds do not hibernate, they have a difficult time finding an ample supply of food in the winter time. Explain to the children that for art today, they will make bird feeders.
• Before leaving on the nature walk, provide each child with a paper sack for autumn collections.
• Lead children on a nature walk outside or to a tree filled park. Ask children to describe the colors of the trees and the feeling of the temperature outside.
• While out, assist children in locating the autumn treasures that they are looking for.
• Do not spend more than 20-30 minutes on the walk, in an effort to keep the children’s attention and not allow the children to get bored.

Art Activity - Make Birdseed Snacks

• Provide each child with a large pine cone.
• Tie ribbon to the point of the pine cone.
• Melt peanut butter and shortening into a large bowl. To the mixture, add the corn meal. Stir the mixture well.
• Provide each child a paper plate and plastic spoon. Divide the gooey mixture between the children.
• Instruct the children to spread the peanut butter mixture onto the pine cone using the plastic spoon. After the pine cone is coated, roll the covered pine cone in a bowl of birdseed.
• Allow pine cones to dry throughout the day. Send them home with the children by carefully placing the pine cones in a seal-able plastic bag.

Math Skills

• Play the leaf pile game again, as was played in the Day 2 lesson on leaves .

Language Skills

• Ask children to describe the sights, sounds and smells of the nature walk.
• Record answers on a chart and discuss the descriptive words.

Reading Suggestions

• In November by Cynthia Rylant
• Leaf Man by Lois Ehlert

This post is part of the series: Kindergarten Lesson Plans: Leaves

A series of five lesson plans in the harvest theme created for kindergarten classrooms.

• Kindergarten Week-Long Unit on Leaves & Trees in the Fall
• Kindergarten Harvest Lesson Plans: Leaves II
• Leaves, Squirrels & Nuts: Day 3 of a Kindergarten Lesson on Autumn
• A Kindergarten Lesson on Hibernation: Part 4 of a Week-Long Autumn Unit
• Day 5 - Nature Walk & Bird Feeder Craft Craft for Kindergarteners

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#3689. Spring Nature Walk

Objectives: TSW search for an object on their Spring Nature Checklist. TSW identify the object as either a plant or an animal. TSW place an X on a plant object, and a circle on an animal object. Procedures: TTW show the student pictures of the animals and plants that he/she are to look for on the nature walk. TTW make a checklist with pictures of the items the student will look for on the nature walk. The checklist will be placed on a small clipboard to make it easier for the student to carry on the nature walk. TTW model how to use a crayon to place an X on a plant and a circle on an animal object. TTW pass out a small clipboard to the student. TTW lead the students on a nature walk. TSW will search for the objects on the Spring Nature Checklist. TSW Check off the objects when found with either an X for a plant object, or a circle for an animal object. TSW return the checklist to the teacher when it is completed. Modifications: This assignment can be modified for those students who need a little extra help. It can be used either as a partner or a group project. Assessment: Using a teacher created checklist TTW place a check by the name of each student with a completed Spring Nature Checklist. T

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Course Design

Heather olins' nature walk assignment.

Updated on March 22, 2024

What is the context for this course?

Ecology and Evolution (BIOL2010) is an introductory course that fulfills a Natural Science Core requirement, and is also a requirement for the Biology major. It generally enrolls around 200 undergraduate students the vast majority (almost 90%) of whom are first or second year students.

Why did you choose to use a creative assignment?

I would get outside and practice recognizing and applying the fundamental principles and concepts of Ecology and Evolution. Because that is not a realistic format for this course, I wanted to find another way to get students outside experiencing biodiversity (which is the major theme of the course). I decided to invite students to take a few nature walks throughout the semester where they could practice making scientific observations, look for specific types of organisms we discuss in the class, make real-world connections with additional class content, and get to know some of the green spaces near campus.

About one third of the course content is an exploration of the “Tree of Life,” which introduces students to a wide variety of organisms. Some students find this unit challenging because they have very little familiarity with some of the groups of organisms. So, at the most basic level, the goal of these nature walks is to help students see the relevance of the course content by finding examples of these organisms near campus (or near their home during online versions of the course). In addition to this learning goal, there are many well-documented physical and mental health benefits to spending time in nature that feel particularly relevant to undergraduate students navigating the transition from high school to college. Finally, through this assignment, I introduce students to a “Citizen Science” platform called iNaturalist which allows students to contribute their observations to a public database of biodiversity observations which enables these independent nature walks to also be a scientific data collection exercise.

How did you introduce and scaffold the assignment for your students?

There are a number of components to this assignment over the course of the semester that I scaffold into three phases.

Phase 1 – Introduce the project

• In-class explanation of the assignment. I explain the goals of the assignment, the details of how to complete it, and how it will be assessed. I also provide a written description on Canvas along with a pre-recorded 8 minute explanatory video that students can refer to if they want additional or repeated instructions.
• Make an iNaturalist account and submit a practice observation. There is time in class for tech troubleshooting. This practice observation gets peer-review feedback through Canvas using a rubric so that students can hopefully quickly realize if they are doing something wrong, and so that students can practice giving feedback to each other.

Phase 2 – Nature Walks

• First Nature Walk assignment: Students have a clear rubric for completing the assignment and the first nature walk is completed with that in mind. In addition to submitting at least 5 photographic observations from their walk, they need to write a short post describing their walk and drawing connections to course material. 
• The second and third nature walks are similar to the first and have an additional organismal theme (for example plants or fungi). At least some of their observations and reflections must be related to the specific groups of organisms we are discussing in class that week. 

Phase 3 – Summarize and Reflect

• After completing at least 3 nature walks (some semesters I might assign 4 rather than 3), students have a final Project Review assignment. In this assignment they need to review the observations they’ve made in iNaturalist and assess the diversity of organisms they ended up observing. They also have the opportunity to to reflect on their classmate’s learning and their peer-reviews. Finally, I invite them to provide me with feedback on the project.

What instructions do you provide to students for each component of the project?

The instructions I provide students for each component of the project are below.

You will need to make an iNaturalist account and fill out your account profile. This will be public, but you are not required to include any personal or identifying information in your public account.

To complete this assignment…

• visit  inaturalist.org
• Click the “Sign Up” button
• Select whichever licensing and permissions options you are comfortable with
• As you select your user name and fill in your profile, remember that you are creating a public account. You are NOT required to share/display any personal information.
• Enjoy exploring the site!

You may also want to download the free app to use iNaturalist on your phone.

To earn credit for this assignment,  submit your iNaturalist user name below.  Be sure to submit your user name (not your email address). This will allow us to add you to the class project.

To become familiar with iNaturalist, you will complete your first observation and get feedback to make sure the process is clear. I will also be available for technical support throughout the week via email. If you have not watched the short Intro to iNaturalist video that I recorded, please stop and do that before you complete this assignment. That video should be right before this assignment in this week’s module.

Please make an “observation” in iNaturalist of an organism. You can do this through the app, or from the website using a digital image you have already taken. Ideally this will be a wild organism (i.e. not a pet or something planted by people). So look for plants coming up between crack in the sidewalks, or insects, or birds. However, for this assignment that is not a requirement that you observe a wild organism as long as it is labeled properly (see below). 

Please note that these observations represent a contribution to a dataset that is used by scientists for research purposes (once identifications are “research grade”), and there are  ethical and legal responsibilities  that go along with that.

Legally, you may only post your own images, and not anything found online that may have a copyright attached to it.

Ethically, it is important that any cultivated or domestic organisms (for examples landscaped plants, or animals in a zoo) not have the “organism is wild” categorization, which is the default in iNaturalist. You may post non-wild organisms to iNaturalist, but if you do so PLEASE make sure that is indicated in your observation. You can change these settings afterwards if you unintentionally post something marked as wild that is not actually wild. For example, most of the plants on B.C. campus were put there by landscapers, and would not be considered wild. However, a weed that grows in a crack along a sidewalk would be considered wild.  If you observe something that is not wild (for example a houseplant or a plant that is part of the B.C. landscaping, you need to check the “Captive/Cultivated” box when you submit the observation. Observations of captive/cultivated (non-wild) organisms that are labeled as wild will not earn full credit for this assignment.  For the actual nature walk assignments (the first one due next Friday) all of your observations will need to NOT be captive or cultivated (i.e. they should all be of wild organisms). For ideas about where to go to do the nature walks, please visit the Nearby Natural Spaces page.

To earn credit for this assignment, you will need to submit the website url for this initial observation below. Each observation in iNaturalist has a unique website (and therefore a unique url). If you make your observation directly in the app, you will probably need to log into the website to find the url to submit for your observation.

For this first nature walk there is no particular theme. Find a pretty place nearby (for suggestions see this list of nearby locations) that is at least somewhat wild and/or natural (as in not gardened/landscaped), and walk around for at least 30 minutes, making iNaturalist observations along the way. You are also welcome to just walk and take pictures and upload your observations later. Note that if you do not take pictures with a smartphone or other camera that attaches location information to pictures, you will have to input the locations manually through the iNaturalist website.

Once you’ve uploaded your observations into iNaturalist, go to the website (not the app) and access your “Journal”. Write a short (~ 1 paragraph) summary of where you were, what the weather was like, what you saw, and whatever else you feel like including.

Your grade for this assignment will be based on peer review using the rubric below. You will need to  submit the link for your journal entry  here to earn credit. Please note, that if you complete the walk, and submit the link to your iNaturalist profile to a particular observation, you will not earn full credit for this assignment.  To earn full credit you must submit the link to the journal entry itself . Additionally,  you must link at least 5 observations to your journal entry  in order to earn full credit.

You can see some sample journal posts  here but be sure to click one of the entries to see the full post with observations.

I also put together a video from a hike I took in August to give you some ideas of the kinds of things you might want to be on the look out for as you explore the biodiversity near you.

For this nature walk, focus on fungi. How many different fungi can you find? You are welcome to record observations of non-fungi (you can always make extra observation), but please make sure that your journal post and observations both include fungi.

Similar to last time…

Find a pretty place nearby that is at least somewhat wild and/or natural (as in not gardened/landscaped), and walk around for at least 30 minutes, making iNaturalist observations along the way. You are also welcome to just walk and take pictures and upload your observations later. Once you’ve uploaded your observations into iNaturalist, go to the website (not the app) and access your “Journal”. Write a short (~ 1 paragraph) summary of where you were, what the weather was like, what you saw, and whatever else you feel like including.

Your grade for this assignment will be based on peer review using the rubric below. You will need to submit the link for your journal entry here to earn credit. Since there is no particular theme this week, everyone should get full points for that category.

For this nature walk, focus on plants. How many different kinds of plants can you find?  Can you find examples of all 4 of the main groups of plants?

• Bryophyta (nonvascular plants, e.g. mosses)
• Polypodiopsida (seedless vascular plants, e.g. ferns)
• Gymnosperms (non-flowering seed plants, e.g. evergreen trees)
• Angiosperms (flowering plants, e.g. anything that flowers and fruits!)

You are welcome to record observations of non-plants (you can always make extra observation), but make your journal post and observations both include plants.

The timeframe for this assignment includes fall break, so I hope some of you will take nature walks wherever you happen to be over break.

As usual…

If you completed your 3 peer reviews of the iNaturalist Practice Observation, you should earn full credit for this assignment. 

If you do not have peer reviews assigned because you submitted your assignment late, you will likely see your peer reviews at some point after you submit, but please email Prof. Olins if you submit and still missing peer review assignments.

This activity tasks you with reflecting on your learning with iNaturalist activity. To answer some of the questions you will need to have your iNaturalist account open to copy and paste in links to the response questions. Please be honest and open in your responses.

You can review the iNaturalist Project Review Survey if you’d like to see the particular questions I ask students.

How did you assess student work?

In a large class, my biggest concern starting out was how I would assess multiple assignments from ~200 students. I generally have one graduate TA who can help with grading, but some semesters I do not, so logistical feasibility was a major concern. I initially worked with John FitzGibbon (then at CTE, now in the Center for Digital Innovation in Learning) to come up with a structure for the project that utilized student peer-review. Including peer-review allows students to see a variety of observations made by their classmates which hopefully reinforces the learning objective of becoming aware of the biodiversity near campus. Additionally, the peer reviews make the grading process easier. The grader can use the drop down menu to see the 3 grades assigned via peer-review and quickly identify students who have earned full credit from all three peer reviewers. Those submissions can be graded very quickly, leaving far fewer submissions that require more detailed feedback and more careful assessment. Using a rubric (which I have improved over time to increase clarity) in conjunction with peer-review has been key to implementing this assignment in a way that students receive timely feedback, and grading is manageable. For every assignment, students receive peer-feedback and a separate grade from instructors, both of which are based on the same rubric.

How did the students do?

Since I implemented this assignment in 2020, my students have contributed over 20,000 observations to iNaturalist. These observations are publicly available and easily accessible on this project page . Many students initially balk at this assignment. Having to take walks feels strange and perhaps uncomfortable. Having to navigate a new tech platform can be frustrating. However, there is a clear pattern where many students who initially resist the assignment express feelings of appreciation for the project at the end. As one student said in the Project Review “I didn’t necessarily look forward to walking, but honestly, they were super nice once I got started. It was a time to be mindful and relaxed, and seeing the species in real life was helpful in my understanding.”

In addition to helping students learn the Tree of Life content and influencing their overall academic performance, I am thoroughly convinced that the process of getting outside multiple times during the semester and noticing the surrounding biodiversity has an overall positive impact on students’ mental health. I have included below some summary statistics from the Fall 2022 Project Review assignment that support these

• 85% of students agreed or strongly agreed with the statement “I enjoyed participating in the fieldwork exercises (i.e., nature walks).”
• 74% of students agreed or strongly agreed with the statement “I found the iNaturalist assignment useful for my learning in the course.”
• 72% of students agreed or strongly agreed with the statement “I would like to see more assignments like the iNaturalist assignment in my coursework at BC/Biology etc.”

Here are a few examples of student submissions:

What lessons did you learn?

The more I allow myself to include creative/non-traditional assignments in my courses, the more I become convinced that doing so increases student engagement and facilitates learning. 

I used to be skeptical of rubrics. I think this is because when I first come up with a new assignment, I’m not sure what to expect from students. After doing an assignment a few times though, I believe that a clear, specific, detailed rubric is incredibly helpful in terms of communicating expectations to students, and facilitating efficient and fair assessment.

The risk in having students contribute to a public scientific database is that students’ contributions might be low-quality and end up detracting from, rather than adding to the value of that dataset. Over time, I’ve become more and more aware of things students might do incorrectly, and I’ve been able to adjust how I introduce the assignment accordingly. 

There are some questions I still have about the project. The student feedback makes me question the extent to which the project actually facilitates relationship building, but convinces me that the project is a good use of student time. I also wish I knew how to assess whether or not the assignment actually helps with comprehension or retention of tree of life content. I receive mixed feedback from students, but I also know that student perceptions aren’t a reliable way to assess that question. Despite those questions, I’m still excited by the kind of student engagement this assignment facilitates.

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Grab your magnifying glasses and head outside on a leaf crunching autumn nature walk!

This is a fun outside activity allowing your children to experience the simple pleasures of fresh air in their lungs and dirt under their finger nails! Either complete the sheet as you walk and observe, or use as a follow up activity when you get back to class...

Did you know this product is now also available in beautiful FREE seasonal variations? The little graphics have been changed to provide more accurate illustrations of what you might find as the seasons change. You can find these FREE variations here!

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• Nature Walk Activity FREEBIE! {Original} .

Looking for other autumn/fall resources? You might want to have a peek at these:

Fall/Autumn Nature Booklet {A booklet of activities celebrating autumn} .

Pumpkin Party! {Fun and facts booklet about pumpkins} .

Tree Hugging {Activities celebrating trees & leaves through the seasons!} .

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How to make walking outdoors fun for kids

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33 things to do on a walk with kids

Do you need some tips for getting your kids out on a walk and getting them to love and explore the great outdoors as a whole family? Here’s the ultimate list of 33 things to do on a walk with Kids. If you’re wondering how to make walking fun for kids – read on! Walking with kids doesn’t have to feel like an uphill hike (even if that’s exactly what you’re doing!) I’ve pulled together our best ideas to curb the boredom whilst walking and get your family looking forward to their next family hike! Somehow, when we turn into adults, we find walking more fun than younger children and it’s the easiest way to get outside with your family for a fun activity but we’ve all been there when it’s really frustrating to motivate a toddler or a tween to continue putting one foot in front of the other on a family walk! Getting your kids to enjoy a walk outdoors can be such a challenge and sometimes you feel like – why did I even bother to try and get them outside today? If you want your kids to enjoy walking you may find they need encouragement for long treks so I have listed lots of tricks we’ve used in the past, they’re a fantastic way to get our kids aged 3-12 walking!!

Tops Tips for Walking and Hiking with kids

My best advice to keep kids walking is not to give up and keep trying. Dependant on the child’s age, we all have days where we can barely get the kids out of the car or days when they moan so much we can barely get them into the car to drive somewhere lovely go for a walk. And maybe there is the first problem. With very young kids, you don’t need to go on a long drive to find a fabulous spot for the perfect family walk. A quick family walk in the fresh air round the block might be all your family can manage that day and that’s just fine. I find it hard to take this advice but someone once told me- don’t get so tied into the adventure that you wanted to have that you forget what your child needs right now for their own adventure. Take the walk at the child’s pace. I need to remember that advice! If you are heading out on a long family expedition, here’s some things you can do to help motivate kids on a long walk. The best things to do is play lots of walking games which are much fun for kids. See below for our favourite walking games for kids. And if you have a teenager – here’s our best outdoor games for teens too!

Best ways to motivate kids on a long walk

Tips and Tricks to keep younger kids moving on a long walk

Things to do on a walk with kids, map reading.

Hand over the map to your kids – this is the easiest ways they will love the feeling of responsibility of being able to lead the family! This could be an app on a phone or for older kids invest in some ordnance survey maps – they are lots of fun to try and navigate!

Get outdoors cards

These Gofindit cards are brilliant for distracting kids from remembering they’re on a long walk. Send them off with these great ideas to find various outdoor objects. You can up the pace by setting a time limit!

Build a Den

Why not try building a den with kids too!

Try a Scavenger Hunt

This magnetic scavenger hun t by is perfect for kids to take when out and about when going on a walk. They turn over the objects as they find them and you can buy additional sets to keep them challenged on new walks.

Matchbox Hike

A great nature appreciation idea is to have a matchbox walk. It’s an excellent opportunity to get your kids to love nature. Give your child a small matchbox to take with you on your walk and ask them to fill it with tiny nature treasures they find. You’ll appreciate not having to carry home yet another pine cone and this will teach them to admire the minutiae of nature and wildlife. This is a great nature walk experience.

Take a penny hike

If you’re just out for a wander and don’t mind where you roam – take a penny with you and get your kids to choose left or right to represent heads or tails. Every time you reach a juncture – toss your coin to see which way you should go! This is a really fun walking game for kids of all ages!

Take hammocks and hot chocolate and use walkie talkies

Take picnics or a thermos of hot choocolate on a cold day. The promise of good snacks over the hill is one of the easies things motivate the littlest of legs! You could also take a hammock to relax in the trees if you’re on a woodland walk. This is fun for older kids to build and younger kids to explore. You can use walkie talkies to play lots of our fun outdoor games for kids. Here’s our favourite woodland walks near South East London.

Give kids a magnifying glass

If you’re on a nature walk with kids – they love to investigate so give them a magnifying glass so they can get a glimpse of wildlife close up. You could even go on a bug hunt! Here’s some brilliant ideas for bug hunt activities with kids.

Nature Walk ideas for kids

Start a nature journal.

Nature walks are great for kids of all ages. Take a small notebook with you so that your kids can record what they spot or things they see on their walk. You might want to take some paints or colouring pens with you and stop to do some drawing or painting of your surroundings. Here is some more ideas for Nature prompts for kids and ideas of how to start a Nature Journal. And if you want an easy way to start a Nature Journal – I’ve made this 21 page printable Nature Journal for kids which can be used in your garden or on a walk. It contains lots of simple activities for kids to do outside illustrated with pretty watercolour drawings to help kids love exploring nature. AS A LOVELY READER HERE IS 10% OFF WITH THE CODE THIMBLE10.

Nature bracelet

Making a nature bracelet is a fun nature activity to do on a walk. Tie some sticky tape round your child’s wrist with the sticky tape upwards. Now they have a nature bracelet that they can stick pretty flowers too or interesting leaves or anything fun they find on their walk.

Fly a handmade kite!

This works so well on a windy day! Make a handmade kite and the kids will have fun running round with it in the wind!

Give the kids a job!

Kids will feel more motivated to walk if they have a job or task to complete on the journey. For example – they might need to find 5 different types of leaves or spot 3 different types of birds or study the clouds at every hour on the dot?

Bark rubbings/ nature rubbings

Pack some crayons and you could do nature rubbings of fun textures you find on your journey – try leaves, twigs, bark etc…. or you could simply collect the textures to complete the bark rubbings at home.

Flower and Leaf Pressing

Pick some petals and leaves from the ground and bring them home with you to press in a flower press or under a large pile of books!

Go on a pond hike

Liven up a usual walk and go for pond hike – find a pond to hike to and spend some time exploring and pond dipping. Make sure you pack string, a jam jar (or these squidgy buckets are great because they pack up small. ) Also try bringing a small sieve and a magnifying glass to see if you can catch some bugs! You could even make a nature boat to sail in the pond or down a river! We love these Wild Books for giving you ideas for fun places to explore and kid friendly walks to go on.

Set your kids a challenge!

Can they climb up that hill? Can you collect the smallest stick? Can you collect the longest stick? Little challenges on your walk with kids can help motivate them to keep going!

Go for a walk with a Nature Playground

Sometimes our kids just need the walk broken up a little bit – choose a kid friendly walk with a playground. We love the National Trust ones or you can use this link to see the best Forestry England walks which have the fun Gruffalo trails which is a fun idea for walking with with kids.

Make your family walk exciting!

Sometimes kids need a little more encouragement to walk! Why not try including a search for a waterfall? Or climb a (small) mountain? Or find a hidden castle? Anything a little out of the ordinary can make walking really fun for kids! Try the outdoor guide for some really interesting family walks in the UK .

Go on a Torchlit Night Walk with Kids

Who says walks have to be in the daytime? Your kids would LOVE a nightwalk in torchlight! And……if you go in the winter they don’t even need to miss their bedtime!

Make a lantern for your night walk!

Any good night walk will need a lantern! Find out how to make an Autumn leaf lantern here!

Photo scavenger hunt

If you have a phone or camera with you – challenge your kids to take a photo of different things they see on their walk. We like to give the older kids themes/ topics to focus their photos and help them develop their creative side. Here’s one of the photo scavenger hunts we’ve tried. This is the perfect walking activity for older kids.

Simple ways to help kids enjoy walking

Walking games to play with kids.

Games can pass the time on a long walk or keep little kids engaged and motivated, our favourites are below…… There are some more fun games to play with kids on a walk in this post.

I Spy is a classic game to play with kids of any age.

Treasure Map Game

For young children – create a treasure map for some make believe play as they follow ‘X Marks the Spot’ to their treasure.

Shopping game

You can play this game with kids of varying ages. Someone starts by saying ‘I went to the shops today and bought…’ something beginning with A (e.g. apple). The next person continues by saying the previous item (apple) and then something beginning with B (e.g. banana) and so on working through the alphabet, adding one more item to the end of the list each time. You can make this game harder by making the shopping list only include ‘fruit’ or ‘vegetables’ for example.

Family and Friends Treasure Hunt or Nature Scavenger Hunt

As an alternative to the traditional scavenger hunt – get friends or family to text you a list of things to find on your walk. This works really well if older children, grandparents or aunties/ uncles text the scavenger hunt right before you leave! Or you could challenge other families to beat your time for completing your nature scavenger hunt!

Name that tune

Hum or sing a song and see if others can guess the tune.

Sound hunt/ colour hunt

These are a great way to keep kids interested in the walk. As you walk, ask kids to listen out for certain things or collect particular coloured items. Here’s some ideas for your sound hunt……..

• Birds Chirping
• Bee Buzzing
• Brook Babbling
• Dog Barking
• Wind Blowing
• Leaves Rustling

 Geocaching

Geocaching with kids is another great hiking trail idea for kids – it is the equivalent a treasure hunt for the digital generation. A  geocache  or ‘cache’ is a small waterproof treasure box hidden outdoors. Sometimes you can find You can find out if any “caches” on your neighbourhood walk by visiting  geocaching.com and you can find out how we got on geocaching here ! Our first attempt wasn’t a complete success! But we’ve got better since – here’s our top tips for geocaching with kids!

20 questions walking game

A great walking game for preschoolers is to hide a small object (something from your bag, or that you find on your walk) in your hand and then ask your kids to try and figure out what it is in less than 20 questions. You can also play this game with people – think of someone and then you have to guess ‘who am I?’

Spelling Game

This is a spelling game that’s a great walking game for older kids that I play with my students at school. The challenge is to add letters to a word fragment—but not be the one to complete the word. Start with a random letter, and then each player takes turns adding new letters. They must be legitimate parts of a word and be leading to spell a word. If you do finish a word (say, it’s your turn when “HIKIN” gets to you; your only choice is to finish the word “HIKING”), you get a point. Get five points and you’re out. However, you can challenge someone who might be ‘pretending to create a word’. If they can’t say the word they’re challenged on – they also get a point.

Top Tip for getting young kids to walk further on an Outdoor Hike

Walking activities for preschoolers.

A lovely idea for motivating really small kids to walk comes from Hand in Hand Parenting – When you are walking and your child is complaining about being tired tell them that you think you are coming up to a fast bit. Then pull your child’s hand and start running. Build your child’s sense of anticipation, and put yourself in the less powerful role by saying, ”I hope that’s the end of the fast bits for now. Oh no! There’s another fast bit.” I totally love this idea and it really really works with my three year old!

Things to Take on a Long walk with kids

There are a few things you can take on a long walk to make it more bearable for kids (and for you!) or check out this handy backpack list for a full on adventure!

• Plastic bags. The simple plastic bag can save us on a long walk! It can be used for a seat if the ground is wet or to carry wet/muddy clothes home and can even be used for quick nappy changes.
• Wipes and extra wipes (because my kids are always the ones to fall flat in the mud on walk!)
• A little magnifying glass is a good way to to distract kids and to send them off on a bug hunt.
• Water bottle or boxed water and snacks.
• Remember suncream and hats if it’s hot and waterproofs if it’s wet.
• Little pots of bubbles are great for keeping kids entertained.
• TOP TIP – Leave a spare change of clothes in the car in case your kids are a muddy mess on the return from their walk!

DOWNLOAD 33 Things to do on a Walk with Kids FREE printable LIST

I hope you’ve enjoyed our ideas for how to Make your family walk exciting for kids of all ages! Here’s a FREE download of all the 33 ideas in one easy printable – perfect for keeping in your pocket when you’re on a long walk with kids. You can just whip the list out whenever the kids are flagging and spice up your family walk! This list of family walking ideas should lessen the moaning!!

Here’s some of our favourite fab family walks near South London:

Beckenham Place Park

Sydenham Hill Walk

Kelsey Park

Keston Ponds

What are your tried and tested ways to keep kids walking on a family hike?

Other posts you might enjoy:

Here’s a Bumper Lists of Things to do with kids on a Woodland Walk

*This Post contains Affiliate Links which means I may make a small commission if you click on the links. It doesn’t cost you any more though and I only recommend products I genuinely love! All thoughts, words and photos are completely my own unless stated*

NB: Some of these products were gifted for review but all opinions are my own (or my kids!).

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7 Ways to Use Nature to Calm and Focus Kids with ADHD

• Take 15-20 minute ”study hikes” outdoors as a class, where you read from the textbook, lecture on a key topic,or review the homework assignment for the following day.
• Schedule a class session outdoors on the lawn or under the trees, and use the time to answer questions students have about the subject matter being studied.
• Use a green outdoor space near the school as a setting for doing a role play on a book being studied or playing a game involving academic skills (e.g. Vocabulary Tag – where one student chases the rest of the class with a vocabulary word and the person caught has to give the definition).
• Plan a week-end outdoor camping trip for the class where students engage in activities designed to bolster social and emotional skills.
• Precede test taking time with an outdoor group jog.
• Allow students to take their writing materials (with a board to write on) outdoors for a creative writing assignment that involves nature.
• Study science topics by going outside as a class to gather data (e.g. information about birds, trees, plants, the clouds, wind, weather, insects etc.).

These are just a few ways to turn ”nature time” into ”learning time” for students.  You might be surprised to find that your ADHD-identified kids, once they have a chance to get out in the sun, become your ”star” students!

This article was brought to you by Thomas Armstrong, Ph.D. and www.institute4learning.com .

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Nature lovers, take a soul-soothing walk on Dallas’ wild side before spring plays out

E very time a reporting assignment takes me to the Trinity River Audubon Center , it feels like a spa day for my soul. The green sanctuary weathered the pandemic years, its staff and budget cut to the quick, and has blossomed this spring more glorious than ever.

Tucked away 10 miles south of downtown Dallas, this is a place of restoration still undiscovered by many. It mends the spirits of its human visitors as it nurtures 120 acres of endangered blackland prairie.

Don’t come to TRAC — the acronym used by staff and volunteers — looking for manicured themed gardens or choreographed outdoor events. This place is wild, in the best sense of the word. It’s a hiker’s paradise and the gateway to the Great Trinity Forest , with 5 miles of trails meandering through untamed woodlands, wetlands and grasslands.

I wrote about TRAC’s struggles in the first year of the pandemic, when director Shelly White was forced to lay off almost her entire 12-person staff.

For months, White has been eager to show me the progress TRAC’s tiny but expanding staff has made since those gloomy days in 2020.

What hasn’t changed is the peaceful feeling that settles in almost as soon as I turn off Great Trinity Forest Way and head down the half-mile driveway to the center.

Admission is free. Schoolchildren arrive on field trips to pet Sheldon, the box turtle, and look at pond organisms under microscopes. Weekend calendars are packed with educational programming such as bird and bug walks and bird-banding demonstrations.

While serious birders were out with their binoculars close to dawn May 11 for TRAC’s celebration of World Migratory Bird Day, I was content to tag lazily along with guides who helped our group spot warblers, buntings and flycatchers.

I occasionally hung back in a shady secluded spot to close my eyes and enjoy the long melodic trills and back-and-forth calls of the bird symphony. No matter how common or rare the bird, all their songs lowered my stress level, especially when the bullfrog in a nearby pond joined in.

The wildflowers put on their own big show: Texas dandelions with a highlighter glow, yellow clasping coneflowers, deep pink and pink-and-white bee balm, and Texas prairie parsley, its yellow flowers resembling upside-down umbrellas.

Tiger-striped swallowtail caterpillars munched on prairie parsley in preparation to gain their butterfly wings. Salt marsh moth caterpillars, their black fuzzy bodies undulating like a ballpark “wave,” crisscrossed the trails. A half dozen turtles sat sunning in single file on a limb that had fallen across a pond. Not far away, young trees were broken off near the boardwalk bridge, victims of a hungry beaver.

The land and its creatures are so beautiful it’s easy to forget the human-made ecological disaster done decades ago to this land and its residents. The damage began in 1982, when the city issued a permit for sand and gravel extraction on an 82-acre property next to what was then a residential area of Pleasant Grove.

The spot quickly became a massive illegal refuse site for tires, shingles, rusted cars, asbestos, waste lumber and acid containers. For years, the city mostly looked the other way. Neighbors of the “Deepwood” dump filed a lawsuit in 1997 that led to the land’s eventual transformation.

More than 2 million cubic yards of waste were removed; the rest was contained underground. In 2003, as part of the legal settlement, the city agreed to build a nature center on the site. TRAC opened in October 2008. The city owns the eco-friendly building and property, and the National Audubon Society manages and operates it.

“We are really here because of the community members and the fight they fought,” White told me. That’s why outreach, especially to the surrounding communities and institutions, is as important to TRAC as the educational opportunities offered at the site.

“For people who didn’t grow up with access to nature,” White said, “it’s not comfortable for them.” TRAC’s message in sharing its educational programming is, “Let us come to you and talk about what we do.”

In the past, TRAC charged an entrance fee — $6 for adults, $4 for seniors and veterans and $3 for children. That changed almost two years ago, and this month White got the OK to continue free admission to visitors through 2024.

In 2023, about 8,000 people visited, not counting those who attended special events, a 200% increase from the previous year. Through April, almost 3,000 have visited this year.

TRAC staff and volunteers also speak with thousands more residents off-site at school career days and talks at southern Dallas community and rec centers.

“We are getting back to our pre-COVID numbers,” White said.

Thanks to May’s bond election and a match from the Eugene McDermott Foundation, TRAC will eventually get a redesigned indoor exhibit area and adjacent outdoor space, formerly occupied by a water feature disrupted when a beaver built his home underneath.

“He was here first,” White laughed. “We are letting him have it.” The outdoor remodel will create a nature play area and educational space.

White often works the desk on the weekends to get a firsthand understanding of who visits. At least 20% tell her they had no idea the place was here until learning about it from a friend or calendar listing. Others attended a wedding or other event at TRAC and wanted to come back to see the place in the daylight.

The challenges to attracting more visitors are complicated. Some people are happy to stay on their neighborhood trails, not realizing the richer experience TRAC provides or thinking it’s too far away. Or they are looking for an experience that also offers cute coffee shops and unique shopping, amenities uncommon in this part of Dallas.

Additionally, the long-held but outdated fears about the southern half of the city being more dangerous than the north remain an obstacle. One legitimate concern is the racetrack conditions on Great Trinity Forest Way, part of the Loop 12 network originally built as a highway. Especially on the stretch near the TRAC entrance, which has no traffic light, high speeds are common and deadly accidents ensue.

COVID taught White to keep her hands off things she can’t control, so she and her team focus on devising good ideas and seeing what works: The monthly “Science Sunday” with educator Sofia Lopez. A “Jeo-Birdy” game board, designed to mimic the game show. The latest social media offerings include a TRAC TikTok channel that includes new staffer Nathan May’s popular Luna Moth video .

Jake Poinsett, who joined as education manager several weeks before the pandemic set in, and Keegan Hassett, who grew up on a farm less than 2 miles from the notorious Deepwoods dump, are determined to match each visitor with just the right experience.

The seven-year veteran of the team, educator Marcus Cole, told me a better job may not exist than this one because it allows him to engage with nature and the community. “It’s a hidden gem that’s great for mental health,” he said. “We’re all about birds, and what’s good for birds is typically good for humans.”

Among Cole’s responsibilities is presenting TRAC’s environmental justice narrative to visitors and in off-site settings. “That history is what got us to this place,” he said. “An environmental liability has become an environmental asset.”

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