Category Archives: Natural History

The Real Scientific Method

Charlotte Mason said, “out-of-door nature-study lays the foundation for science.” (3/281) But have you ever wondered how that works?

To explain, I must start by clearing up a scientific myth — the ‘scientific method’ that you learned in school is ordinarily not used by scientists at all. The multi-step list seems to have started innocently enough when in 1945 a man named Keeslar prepared a paper with a list of things associated with scientific research. He submitted the list to research scientists and the items that were highly ranked were put in a logical order and made part of a final list of elements associated with the investigation of scientific problems. Textbook writers adopted this list as the description of how science is done and the “scientific method” was born. But scientists don’t usually conduct their research in the order outlined in the scientific method. They sometimes use it as an outline to write up their findings, but some people even take offense to this practice. (McComas) 

The scientific method then is a disjointed group of things a scientist does, just as a textbook is a somewhat disjointed list of things a student should learn in a particular field of science. Neither takes into account the natural way people learn or make discoveries in science. Charlotte Mason, on the other hand, always took into account the natural way people learn. She had an intuitive sense of the way a child would best learn a subject, but more importantly,  the way a child would best come to care about a subject. Continue reading

Hatching Baby Chicks

chick 1Several years ago I decided I wanted chickens. Live ones, living in the backyard. I had been moving my family to a more traditional lifestyle, and growing my own food and raising chickens were part of the deal. Maybe I should tell you right up front, though, that at the time we lived in a neighborhood. Have you ever thought about having pet chickens in the yard? Neither had my neighbor. Or my husband actually. I checked the statutes of my area and found that it was legal. As for approval from my hubby, he was tolerant of the idea…sort of.

chick 2There is a lot to know about raising chicks, so I did much reading and preparing before they ever arrived. Two of my favorite resources were the website Back Yard Chickens, and the book Chicken Tractors by Andy Lee.

Our first batch of chicks were delivered through the United Postal Service. (Really!) We had a temporary home prepared for them in the laundry room, and we snuggled them in directly.

chick 3In these early days, baby chicks require much care, (mostly because they are messy and have to be cleaned up after very regularly,) but more importantly, they are so CUTE that you have to watch them for hours! And what is nature study beside observation? Anyway, it was February, and indoor nature study seemed much more inviting.

Shortly after these cuties got moved outside, my sister decided she would like some ducks for her pond. She bought an inexpensive incubator and ordered some eggs through the mail, but we did the incubating at my house. By this time I had figured out that this was a pretty neat school activity.

Some of the kids built an egg candler, which is used to shine a bright light through the egg to see what is happening on the inside. (Later, we found that the flash light setting on my smart phone works just as well.) This was a great nature study activity because we could track the development of the embryo. You cannot hold the light to the egg for long, because it’s important that you don’t change the temperature of the egg. Therefore, each child had to take a quick hard look, then put the egg back, before going to the table to draw what they had seen.  We did weekly drawings like this in our nature study notebooks, and I think they came out wonderful. (Click on the picture below to look more closely.)

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We did find that hatching ducks is harder than hatching chickens, and really requires a better quality incubator. I ended up having to help some of the duck get out of their shells at the end, which is a pretty precarious thing to do.

duck 3

Over the years we have hatched several batches of chickens and ducks. I also got a batch of meat chicken by mail once, but that’s a whole other story! And most recently we hatched some Sebastopol geese. Geese are harder to incubate than ducks even, but my sister got a really nice incubator which we used for them. We also used eggs which her own geese had laid, and 5 out of 7 of them lived, which apparently is really good.

This goose just hatched and is still in the incubator.

This goose just hatched and is still in the incubator.

geese

Whether you incubate some eggs, or just want to learn more about their development with your kids, I would suggest the following books:

For young children and early readers
Egg to Chick by Millicent Selsam (63 p.) This has excellent drawings which show embryonic development. There is an in-print version, but I haven’t been able to compare it with the original. Sometimes books are “revised” when they are reprinted, but you never want a revised version of a Selsam book.
Where do Chicks Come From by Amy Sklansky (LRFO1, IP)
Chickens Aren’t the Only Ones by Ruth Heller (PB, IP) Shows other animals that also lay eggs.
All About Eggs: and how they change into animals by Millicent Selsam. Another one that considers other animals that lay eggs.

Middle to upper elementary readers
A Chick Hatches by Joanna Cole and Jerome Wexler (47 p. with a medium amount of text on each page) This book includes photographs of embryonic development.
Science Projects With Eggs by David Webster

Middle School and up
Window Into an Egg: Seeing Life Begin by Geraldine Lux Flanagan
rooster

Thank you Kim B. for inspiring this post! I hope you and your family enjoy incubating your eggs.

Nature Study and Science Lingo

Does the science “lingo” used in Mason’s volumes and around the CM community confuse you at times? I thought I would take a few minutes to clarify some of the nature study and science terms that get tossed around.

Natural History was the blanket covering for all things science on the PNEU programs. Under this heading, we find a variety of activities and books, including nature lore, special studies, nature study notebooks, and resources for these topics. We also see typical science topics listed, such as chemistry, physics, the earth sciences, and botany.

Sometimes we also see the heading “Natural Science” or “General Science“, but the topics covered under these titles were listed under the general heading of “Natural History” at other times.

Nature Lore is essentially the use of naturalists’ books to open the students’ eyes and pique their interest regarding what is to be seen outside. This is seen on the PUS schedules at least once a week through form 2 (grade 6), but I feel like it should still be included for older children if they have not been homeschooled using the Charlotte Mason method for several years.

Some examples for form 1 students are:
James Herriot’s Treasury for Children by James Herriot
Squirrels and Other Fur-Bearers by John Burroughs
Wild Life in Woods and Fields by Arabella Buckley

Some examples for form 2 students are:
The Storybook of Science by Jean Henri Fabre
The Secret of Everyday Things by Jean Henri Fabre (381 pp.)
Insect Adventures by Jean Henri Fabre (298 pp.)
The Lay of the Land by Dallas Lore Sharp, 214 pages

Some examples for form 3+ students are:
The Amateur Naturalist by Gerald Durrell
Anatomy Of A Rose: Exploring The Secret Life Of Flowers by Sharman Apt Russell
A Girl of the Limberlost by Gene Stratton-Porter
A Sand County Almanac by Aldo Leopold

You can find many examples of these kinds of books on my Nature Lore page.

Special Studies are an opportunity to focus on an individual topic in the area of botany, biology or earth science. They are usually seasonally based, and although they can be done as a family, older students can pursue particular interests of their own. Typically time is scheduled during the morning hours to read books pertaining to the topic, and then during afternoon nature study the topic can be looked at more closely by way of observation or an object lesson. Read more about implementing special studies.

Object Lessons are usually done during nature study time, as a compliment to your special study topic. The Handbook of Nature Study is a great resource for this as it contains many short lessons divided by topic. The idea is that you take about 10 minutes to look much closer at something specific, even directing a few “casual” questions to the children to help them notice something they may not see without prompting. This activity should only take about 10 minutes. Read more about the use of object lessons in my article on implementing special studies.

Nature Study is done every afternoon when the child is young, but even as they get older they should have a minimum of one full afternoon spent outside each week. Frequently a nature walk is done during this time, but it is not necessary. The goal is to spend time outside observing what there is to see, however, this is not a time for the teacher to teach, but rather should be child-led. Read more about what afternoon time looks like when you have young children.

Brush Drawing is a form of water color painting that requires very little water. It is a way for students to record their observations, even when they are still too young to write in their nature notebooks. Learn more about it in my article keeping a nature journal.

I hope this helps! Let me know if I missed one that you would like to know more about.