Nature Sketchbooks

Age: 6-8 years old

Grades: 1st and 2nd

Objectives:

Overview

For this age group, the focus was on using the sketchbooks rather than building and creating them, as I would do with older groups.

I created the sketchbooks simply using 5 pieces of 8.5” x 11” printer paper folding in half and hole punched. To hold them together I looped string or two rubber bands through the hold and tied a knot. The string held well but required a needle and more time. The rubber bands were fun for kids to hold or slide onto their wrists but also made the books a distracting toy in some instances (less often than I had thought though!)

On the first day of camp each week, I gave the kids their sketchbook upon arrival and suggested that they decorate the front, adding their name and drawing whatever they felt like. This was an effective way for more shy kids to get used to being at camp and gave them a low pressure activity. It was also a way to keep the more social kids calm as we shared space with other camp groups at this time.

At the end of the day or at lunch, sketchbooks were a way to have students step into the role of artist and/or scientist. We began the sketchbook activity by summing up what a sketchbook is and how it is used in a few sentences. I most often began by asking students “Who uses a sketchbook?" followed by “What do you put in a sketchbook.” Then to focus in on the idea of observation, we had students raise hands and share something they saw or experienced during their outdoor activities that day. To highlight the value of their responses, exemplify written observation and assist with brainstorming and spelling, we wrote each answer on the board. When the board was filled, students received their sketchbooks are were prompted to use one page to draw something either from the board and/or their own experience.

If students were prematurely finished drawing, I requested that they add two more details and/or label their drawings. Being specific (TWO more details, label three things, etc.) guided the students and gave them clear expectations to fulfill. I also fluttered around the room asking students to tell me about their drawings, often getting surprising, insightful and really cute responses. This was a great way to receive informal feedback on out other lessons and gave the kids something to show their parents and talk about camp at the end of the week.

One of my favorite sketches is pictured above. A girl at camp drew a dragonfly skimming the water, something she observed during our fishing activity. The bright blue dragonflies fluttered their translucent wings so quickly we could really only see their bodies- something she articulated clearly in her sketch and reiterated when I asked her to tell me about the drawing. This keen observation blew me away. Overall, the prompt to draw a highlight from their camp activity of the day was more than enough for students to go off of. Some campers were more scientist minded, fixed on using accurate colors and drawing textures and adding labels. Others drew raptors or bugs in bright colors, not even placing an accurate background landscape. I loved the variation in methods and results of this open ended sketchbook lesson and found that the prompt effectively met our learning objectives.