Forest Friday lessons for K-2

If you’re reading this, it probably means you’re interested in nature education and getting your students outdoors as much as possible. In today’s teaching world, however, it sometimes seems impossible to find the time for it. I’ve found over the years that having a designated time that I ALWAYS bring my students outside, no matter the weather or our schedule demands, is the best way to make sure we actually go outside. Forest Friday is the name I use for our hour outside each Friday. I’ve also heard it called Wild Wednesday, Nature Hour, or other catchy names. It doesn’t matter what you call it, as long as you commit to it each week!


I sometimes struggle with planning what to do each Forest Friday. Many teachers, at private schools or at schools with more flexible standards (and/or more trust in their teachers), use their Forest Friday time for free play in nature. I would love to do that, since I believe strongly in the benefit of outdoor play for kids. I do teach in an urban district, however, and between state standards and pressure from the administration, we aren't allowed to just have free play in the forest.

Consequently, I want to make sure I have a learning objective for each of my lessons. I made this resource for K-2 teachers who are looking for ideas for what to do in their outside hour each week. Each of the lessons hits on one of the Common Core Standards, including speaking and listening, writing, and numeracy. It also helps reach some of the Next Generation Science Standards, and incorporates movement and creativity too!

I've included 10 lessons that can be used for K-2 students (and probably older and younger too). The lessons are: 

1. Sit Spot
2. Shape Hunt
3. Color Scavenger Hunt
4. Camera in Nature
5. Nature Poetry
6. Observation Circle
7. Number Line in Nature
8. Ways to Make a Number
9. Time Wheels
10. Nature Mandalas

To purchase or learn more, click on the picture above, or find it here on Teachers Pay Teachers!

I've been super inspired by several books, including The Sky and Earth Touched Me by Joseph Bharat Cornell, as well as teacher-bloggers like Little Pine Learners and Run Wild My Child. I highly recommend them! 

For more information on Forest Fridays and getting your students outside, try these resources as well:

Forest Fridays: How Nature Can Boost Empathy, Imagination and Well-Being

Out of the Classroom and Into the Woods

Outdoor Education: Tips and Tricks for Behavior Management in the Outdoor Classroom

Current obsessions: January 2017

It's been a while since I posted! Winter is one of the times that I like to retreat into myself, figure out my Word of the Year, set some intentions, all that lovely New Years stuff. I thought about setting a 2017 intention to blog more consistently, but I realized that would take the joy out of it for me. I like to write while the heat is in me, as Thoreau once said. Any attempt at having a regular blog series, or even a weekly writing habit, has failed for me, but I'm okay with that. I'm slowly learning to do things with less rigidity, more spontaneity, more listening to my intuition.

And this morning I really feel like sharing some obsessions with you! I have lots of new podcasts that I can't get enough of. If only there could be more time in the day to consume all this information... Plus some recipes, links, and books I'm into as well.

Cheers, and happy January!

  • I've been pretty fascinated by the concept of rewilding for the last year or so. I've taken small steps to bring the philosophy into my life, although nothing earth-shattering just yet. But it's fun to learn about it, and imagine the wild and naturey life that I'll live sometime in the future... The Rewild Yourself podcast has lengthy but fascinating interviews with people interested in rewilding their lives, and the She Explores podcast is all about women who inspired by time spent outdoors.
  • How to Build a Culture of Good Health: A fascinating article on the link between our emotional expression and physical health, particularly the links between childhood experiences and the immune system.
  • Eliminating decision fatigue is a major reason behind why I am so routine-based. If I don't have to think about my morning routine, it'll mean a calmer, more relaxing start to the day, and more room in my brain for the fast-paced decision-making demands of teaching kindergarten.
  • Speaking of calm, some ways to filter out the noise throughout your day.
  • After hearing about the book Coyote's Guide to Connecting with Nature a bunch of times, I finally ordered it and can't wait to dive in.
  • I've been obsessed with the idea of "invitations to create" in the classroom. I've done a few of them, and they've been really successful. I love that they don't need much of an introduction, and really engage my kids to use creativity and imagination while they explore.


After the election.

onlylovecandothat I don't have words for what I'm feeling after yesterday's election results. Or rather, I have too many words for what I'm feeling - confusion, disbelief, frustration, dismay, anger, shame, uncertainty. But mostly, sadness. I've never been hugely into presidential politics. Maybe it's because it's always felt so far away, so removed from my life and the people I love. Maybe it's because presidential hopefuls don't tend to spend much time on topics I'm most passionate about (education, the environment, social justice). Whatever the reason, I don't tend to have emotional connections to candidates. Barack Obama's election was exciting and full of hope, but typically, I don't get emotionally wrapped up in any of the presidential races.

And until yesterday, this presidential race was no different for me. The whole thing was too ridiculous to invest emotional energy in. So many horrifying things were said by Trump and his supporters that I didn't want to waste my time by paying attention to any of it. I knew who I was voting for. Hillary Clinton, while not my favorite candidate, had so many traits that would make her a qualified and effective president. And there was that added awesomeness of being the first female president.

I knew who I was voting for, and, perhaps naively, I didn't think Trump had a legitimate chance of getting elected. Looking back, if I thought my country could elect a man who sexually assaults women, vows to ban all Muslims, and is openly supported by the KKK, I might have paid more attention, and done more to stop it.

But I didn't. And I feel an immense, deep sadness. The sadness seems to be lingering, and it only grows when I hear stories of Muslim students feeling afraid to come to school. When I hear of families fearing that they'll lose their health insurance.

And when I hear from one of my students' moms that her daughter, upon hearing that Trump won the election, asked, "Mom, is he going to make it so that people with black skin can't come to my school anymore?"

What shame. That a kindergartener would be asking that question about her country's soon-to-be-president. And that her mom had to hesitate before answering, "No," because she didn't know with what certainty she could say there is no way something like that could happen.

My sadness lingers, and I will let it for a few more days. But after that, I know, it's time for action. My personality, which is Type A All the Way, is searching for a plan, an actionable plan for how to move forward. I need to figure out how to talk to my students about these issues, so that they know they're safe and loved, no matter who they are. I need to become more active in local politics, because the local arena is where we as individuals have the most power.

And I need to become more emotionally involved in the fight to support people of color, immigrants, queer and trans people, low-income families, and other marginalized groups. Part of the reason I've been unattached to presidential candidates in the past is because I am sick of the politics, and feel powerless to do anything about it. But I realize that my ability to be unattached also reflects my privileged status as a White woman. Going forward, I want to be more conscious of that fact, and do what I can to support the work that has already been going on in the fight for justice. Here's a list of some possibilities.

Current obsessions: October 2016

current-obsessions-10-16 Don't you just love fall? I know it's the cliche favorite season for everyone ever, but I can't help loving it. Some things I'm currently obsessed with during this beautiful autumn:

I finally started a (somewhat) regular meditation practice! I've been doing lots of reading on how to use mindfulness in the classroom, and everything I read suggests that the teacher needs to practice mindfulness before she can teach it to her students... So I decided I would try to get in the habit of meditating for ten minutes when I get home from school. So far so good! It's a reasonable amount of time, I only make myself do it on the weekdays, and I've started to really look forward to it. After a crazy-busy day at school, it's pretty nice to just sit around for ten minutes doing nothing but breathing. I use the app called Heartfulness, and I did splurge a few months ago and buy a meditation cushion. (It's really just a pretty floor cushion from Pier One.)

On a similar note, I discovered some new podcasts that teach about mindfulness, meditation and the like: Tara Brach's podcast, Zencast, and The Mindful Podcast. My favorite is Tara Brach - her voice practically puts me to sleep it's so peaceful, and I love her talks about life and happiness and Buddhist philosophy.

In my teaching life, I've been trying to figure out how to have a more meaningful choice/play time for my kindergarteners. Technically I'm not even supposed to have play time in the schedule. There's no room for it in our master schedule, which we're expected to comply with except on special occasions like field trip days. How awful is that? Kids should be allowed to play just for play's sake. But I figure if I can make play time a demonstrably productive learning time, it'll be easier to convince administration of its importance. After all, kids really do learn a lot while they play - but I want to make it seem obvious that free play time is a meaningful part of the day. I heard about this book and got super excited because it seems like it was written just for my predicament -- Choice Time: How to Deepen Learning through Inquiry and Play by Renee Dinnerstein. I follow her blog, which is all about the importance of play and choice in the early grades, and can't wait to start reading the book.

A couple song obsessions this season: I'm on Fire by Town Mountain, Midnight on the Interstate by Trampled by Turtles, and Buckets of Rain by Bob Dylan (happy Nobel prize!)

I'm also slightly obsessed with the artist/author Dallas Clayton lately. I first heard him interviewed on the Real Talk Radio podcast (Play, Art and Power of Encouraging Others), and loved everything he said. Now I'm following him on Instagram for a daily dose of inspirational art.

What I could have said: Addressing racial stereotypes in kindergarten

Happy October! Last week I had the privilege of guest-posting on one of my favorite blogs, Raising Race Conscious Children. You can check out the original article here, and then spend some time browsing their other articles. It was an immense pleasure to contribute to the knowledge they have there, for parents, educators and others who are interested in talking about race with children! raising-race-conscious-children-og

It was just another moment in kindergarten, when the teacher (me) is ushering, begging, pleading that all the energetic and excited little bodies stop what they're doing and come to the carpet for a story. There was a lot going on, including a little girl asking for a bandaid for a non-existent wound, a little boy getting his snack out when I had clearly just asked everyone to come to the rug for storytime, and a dozen other conversations among five-year-olds. When I looked over at one group of boys, they were pulling the corners of their eyes up into little slits, and saying "Hahaha!" and "You look Chinese!"

Two other boys, including one fifth-grade mentor who helps in my classroom, started to do it too. When you're little, it's fun to make your body contort in different shapes and show other people what it looks like. And if it makes someone laugh, chances are other children will join in too.

But an innocent moment between friends was tainted with racist undertones - and I didn't know what to do.

I like to think of myself as well-read and well-intentioned when it comes to talking about race with children. Race, skin color, and culture is something we talk about often in my kindergarten classroom, and I even recently started working with a racial justice group who leads conversations about race with local parent groups. But in the moment, when I was worried about a million other things, including getting my class to the carpet in a somewhat efficient manner so we could move on to the next lesson, I wasn't sure what to say to my little group of boys who were unknowingly making stereotypical comments about a group of people.

Here's what I said: "I see what you're doing with your eyes to make them that shape. There are many things that make a person Chinese, and the shape of their eyes is just one aspect of being Chinese-American."

Not a terrible answer. I'm glad I didn't say "Don't do that!" or "[gasp] What a mean thing to do!" without giving any explanation about why such a gesture is harmful towards others.

I'm also glad I didn't ignore it, telling myself that "kids will be kids."

But I wondered, what would I have done differently if I had more time, or had made more time, to address the encounter? If I would have stopped, taken a breath, and decided to make it a teachable moment?

Because these teachable moments, the chances that we as teachers have to notice racism, call out stereotypes, and teach our children how to be more accepting and honoring of all others, are more important than any math lesson we need to teach, or tests we need to give.


As quoted in this New York Times article, "It's the children whose parents [or teachers] do directly address race — and directly means far more than vaguely declaring everyone to be equal — who are less likely to make assumptions about people based on the color of our skin."

If I would have prioritized it, maybe I would have said "Let's stop and talk about this." And then held a conversation with my small group of boys, or perhaps with my whole class, about the meaning of the word "stereotype," and the cultural and historical context of how Asian Americans have been treated in our country - including using the shape of (some) people's eyes to belittle or dehumanize them.

Or we could have read several books with protagonists from Asian countries, and discussed the fact that people whose ancestors come from many Eastern countries can have many different physical features.

Or maybe I could talk about how pretending to "be" someone of another race or ethnicity by changing one small thing about your body, temporarily, is dishonoring of who that person is as a whole human being.

No matter how I moved forward with the conversation, it would have been better to spend more time on it, to help my young students really understand the power of their actions, and to help them learn to navigate our world of race and racism with grace and acceptance. But I forgive myself, and all other parents and teachers who don't know what to say, because these moments are teachable moments for me too - and I'll use this one to better inform what I can do next time.

50 Ways to Wonder: Have Outdoor Hour.

50 Ways to Bring Wonder into the Classroom In an effort to bring curiosity and joy back into the elementary school classroom, I decided to start a series called 50 Ways to Bring Wonder into the Classroom. I hope to keep these ideas simple and easy to implement for the time-crunched teacher. Most of these ideas come from other teachers, blogs, and books – so I don’t claim credit for them! Click here to see previous posts in the series. And without further ado, here is the next idea!

10. Have Outdoor Hour in your schedule.

There has been lots of media coverage on the benefits of children spending time in nature. A recent article in the Atlantic that fills me with joy, called Kindergarten, Naturally, describes a "forest kindergarten" in Finland where students spend 80% of their day outdoors. Now, being a public school teacher in the U.S., this isn't a plausible goal for my classroom. Most schools don't have access to rolling acres of forest and hills that are walkable from their building. I am lucky enough to teach at a place that has a school forest (albeit a "mini" one in the courtyard), but I still can't get through everything I need to teach if I spent 80% of my time out there.

Forest Friday in the classroom

I can, however, afford to dedicate one hour a week to learning outdoors. I'm calling it "Forest Friday," and it'll be at the end of the day on Friday (when my students' already-short ability to concentrate on indoor tasks has plummeted). Every Friday, for one hour, we'll go outside to do whatever it is we need to do that day - a science lesson, a math lesson, a Readers Workshop. It's not going to be play time (although there's nothing wrong with that); it'll be Explore time or Reading time or Writing time. Of course, we'll talk about the rules for learning outside, so it doesn't become a distraction-fest. And I know it'll be a learning curve for me (How do I bring all these bookboxes outside? What if the kids need to go to the bathroom?). But I really believe it'll be beneficial for my students.


I've been telling parents about my plan for Forest Friday, and also telling my students. They're really excited about it, and we had our first one yesterday (even though it started to rain so we didn't make it to a whole hour). I told the families and students so I could hold myself accountable, since I know it's so easy to lose motivation when you have so many other things on your mind. But this is one I want to remain committed to, because kids deserve the chance to learn outdoors.

It's a small step, but I'm all about small steps towards bringing joy and wonder back to the classroom.

Image credits

Current obsessions: September 2016

I've been making lists called "Current Obsessions" since I was in middle school. These were primarily in the form of mix tapes and CDs, which, if you know me, is not at all surprising. (I am really into lists and also really into mix CDs.) So I decided to carry over my tradition of putting together a list of the songs I'm currently obsessed with, and tweak it a bit for the blog - putting together a list of all the things that I'm currently obsessed with. It'll be kind of like my Inspiration for the Weekend posts, but not limited to internet links. I'm hoping to find more time to write about the things I'm passionate about, instead of just providing links to other people's writing. So here goes! Current obsessions Sept 2016

I should note that this idea came in part from one of my current obsessions - Nicole Antoinette's podcast Real Talk Radio. She does long-form interviews of some really amazing people involved in health, wellness and activism. And the first question she usually asks her guests is "What are you currently obsessed with?" It's an awesome get-to-know-you question. I want to ask all my new coworkers that question.

And yes! I have new coworkers! I made an epic life decision this summer to switch school districts, so now I'll be teaching at a school in my neighborhood (as opposed to a suburb that was about 30 minutes away). I'm going to miss my coworkers and families so much, but it seems like the right decision and I'm really excited to be starting at the new school. And it'll save me an hour of driving every day! I can ride my bike to work! #lifechanging

Other obsessions include, obviously, how best to set up my classroom for the beginning of the school year. I have way fewer students (only 16! Last year I started with 24!) but also a smaller classroom, so I've had to be creative in how I set it up. I'm also trying to resist the idea of making my room perfect. I always dwell on the smallest of details, and end up spending two hours on, say, making my word wall letters perfectly spaced apart, when I could be using that time to, I don't know...look at the curriculum? Or go home and relax? Thus, I'm trying to let go of the need for perfection. Which is hard, seeing as I am a classic Type A perfectionist... Anyways, in that spirit, I found this link to be super helpful: How Finland Starts the School Year. Seriously, if you are a teacher, read this post. It turns out you don't NEED to spend 60 hours setting up your classroom, and in fact, maybe you shouldn't?! (gasp)

I'm also really really trying to be more mindful about how I spend my money. Seriously, where does it all go? I don't buy a lot of stuff, or so I tell myself. But somehow, at the end of each month, I end up spending way more than my paycheck probably allows for. Which is why I have been obsessively reading minimalist and don't-be-stupid-about-money blogs, like this one and this one and this one. I also especially loved this from Becoming Minimalist: One Simple Question to Ask Before Any Purchase. Now I need to just start following his advice...

And last but not least, I am currently obsessed with what most others on the internet have been obsessed with for many years now... Instagram. I finally, finally let go of my resistance to having another social media platform to keep up with, and jumped on the Instagram bandwagon. So far, so good. I have a reasonable amount of willpower about not checking it too often, which makes me feel less guilt about enjoying all the inspirational pictures and posts from yoga/outdoorsy/runner people that I follow. Anyway, if you want to follow the blog's new Instagram, I'm planning to post pictures of my morning runs and a few other things from time to time!

Mindfulness in the classroom: a six-week unit

mindfulness in the classroom: a six week unitI've talked before about teaching mindfulness in the classroom - I started it this year with my students, and LOVED it. My kindergarteners are young and energetic and emotional and impulsive, there's no denying it - but learning the components of mindfulness, including mindful breathing and finding a quiet space to calm down, really made a difference in how they interacted with each other and with themselves. I found students reminding others to be mindful, utilizing our Peace Table to calm themselves down, even referencing mindfulness during math lessons! Since this year was my first year teaching it, I was kind of pulling together resources in a haphazard way, throwing in a mindful moment here and there. While my favorite time to teach it was Morning Meeting, I didn't always have time (or remember) to practice it with my students every day. But that's the life of a teacher! If it's not in the curriculum, it's hard to prioritize it. Sooooo....

I decided to make a mindfulness unit! I wrote up a formal unit that lays out the lessons I did with my students more explicitly, and I plan to use it during the first month of school this year. You can find it here on my TPT store!

Mindfulness Moments in the ClassroomThe unit is designed to last for six weeks, with each lesson introducing a new mindfulness technique that you can teach all week long. Like I said, I tend to do my mindful moments during Morning Meeting, but there are lots of other times that would work as well. See my post on mindful moments during transitions! The unit includes a lesson on introducing the Peace Table, which I HIGHLY recommend using in classrooms for any elementary age. The Peace Table is a concept adopted from Montessori education, and is an amazing resource for teaching emotional intelligence, cooperation and problem-solving for young students.

The unit also includes lots of resources on where to learn more about mindfulness education. See also my post on learning to practice mindfulness in your own life!

And if you have ANY questions about teaching mindfulness or meditation in the classroom, just send me a message! Namaste :)