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Outdoor School

by Jean Hall

Interview with Mrs. Duane Schoenborn, co-founder, Wisdom in Science Education (W.I.S.E. Science)

A local Christian homeschool science teacher has been putting on an Outdoor School for some time now. We just returned from this year’s session, which focused on the topics of water quality and the life cycle of salmon. We spent three days in activities and labs, in games and practical exercises, even creating songs and illustrative posters. We went through the life of a salmon from hatching to spawning. We collected samples in a running stream and a tranquil pond, and tested for dissolved oxygen, nitrates, phosphates, temperature, and more. We captured and examined benthic macroinvertebrates, bottom-dwelling creatures large enough to see with the naked eye, which are indicators of water quality. We held a science fair with projects related to the topic we were studying. That was just the science part of it. But more importantly, we also applied Scriptures, memorized over the course of the school term, to our lives and our learning through discussion and devotionals.

One of the highlights of Outdoor School is the scavenger hunt. In this competitive learning event, the students, split into teams, run a course of practical exercises related to the topic of study. For example, at the latest Outdoor School there were ten stations, each symbolizing one facet of the life cycle of a salmon. At one station they had to simulate building a redd (a salmon nest) and hiding the eggs there. Once they finished this cooperative venture that took every member of the team to complete, they received a Scripture based clue, which helped them, hunt for a hidden object, such as a thermometer. Once they located the object, they had to recite the facts they’d memorized in connection with the object. In the case of the thermometer, they’d learned that salmon require cold, clear, clean and consistent water. In particular, “cold” means a temperature range from 40-55 degrees Fahrenheit for their eggs to hatch and the young salmon to survive. “Clear” means just what it sounds like, not muddy or murky. “Clean” means free of pollution, and “Consistent” means that there is little or no variation at different places in the stream. Once the students had recited these facts, they were given the location of the next activity. Four teams raced to complete all ten activities; in the end, everybody got a prize; the advantage to finishing first was that the first-place team got first pick of the candy prizes, second-place got second pick, and so on.

The idea of Outdoor School focused through the lens of Scripture is not something that sprang up; it developed over the course of years. Recently I asked Mrs. Schoenborn how it all came about.

How long have you and Mr. Schoenborn been putting on an Outdoor School, and where did the idea come from?

We started in 1991 or 1992, the first year I homeschooled my boys. I knew they did Outdoor School in the public schools and I wanted my boys to have a taste of the same thing, learning in the natural environment as opposed to classroom, text-based learning. That first time, I took them to my folks’ cabin, where we practiced using a compass and that sort of thing.

At our first homeschool convention, we found out about Missionary Church Fellowship. For many years, they put on a Christian homeschool outdoor school in the fall and spring on the Long Beach Peninsula. We got really involved in the program, using it to start and end our school year. I loved it, but I wanted to take the concept in a different direction, and I had a vision for what became the W.I.S.E. Outdoor School. (“W.I.S.E.” stands for “Wisdom in Science Education.” It is our aim to seek after wisdom, which comes from God and His Word, as opposed to mere worldly knowledge.)

What was your vision?

I wanted the kids to be prepared when they arrived; I didn’t want them to just show up and learn. I wanted them to have enough information under their belt that they were applying what they were learning, or had been learning during the year, and not starting from scratch. I also liked the idea of involving the whole family, parents too, and I wanted to structure the learning a little differently.

During the school year, we were doing our kitchen-table science. Other families asked us about how to teach science, and the class started to grow.  (In W.I.S.E. classes, Mrs. Schoenborn teaches the entire family, and the parents are involved and responsible for their children’s learning.) Then we went to OMSI (the Oregon Museum of Science and Industry) for a year. There was a man there who was a gifted teacher, enthusiastic about his subject. We’d go once a week, he’d teach us a lot of things in the chemistry lab there, and we’d “pay” for the lessons by volunteering. At the end of the school year, the teacher would take everyone to the beach for a day, examining the tidepools at Boiler Bay. He taught us so much about tidepooling! When I started teaching science, I wanted to do that. We went out for a day at the beach, and the next year I thought, “Wouldn’t it be nice to stay overnight? We could do so much more!” We had a car wash and earned enough to stay overnight, girls in one motel room and guys in another. We did this for a number of years, but the class kept growing, and eventually I concluded that the families could probably figure out how to pay the costs themselves. I had three classes by that time, and three car washes to raise the funds would have been too much!

Branching Out

For about three years, we held Outdoor School at the beach and spent time in the tidepools. The families began to ask for something different, if they were going to go back to the beach year after year. I thought, “Why not do estuaries?” A good friend and I started researching estuaries, and we developed a curriculum. We were just “going to the beach!” While we were there, we studied (one topic each year) estuaries, sharks, oceanography, and marine biology over the years. We also studied forestry one year, in the rain forest at Cape Perpetua

Then one year we were forced to find an alternative site. The reservation window at the state campground changed from six months ahead (making reservations in January for June) to nine months. Reservations for a stay in June had to be made the September before, and I didn’t know about the change until I called to make our usual reservation. All of a sudden, we didn’t have a place to go for Outdoor School, and I had families expecting to go!

One of the moms in my class mentioned going to a local Christian camp in her youth, and asked if she could investigate the possibility of using that camp. I had looked into church camps before, but the pricing was prohibitive. We went out in January 2001 to talk to the camp director, and the conversation went something like this:

“How much do you charge?”
“How much do you pay at the Coast?”
“About $75 per family.”
“That would be fine.”

I about fell over. We had to pay a little more to cover the cost of the challenge course (an obstacle course that encourages cooperation, critical thinking, and problem solving). That was the first year we studied Water Quality, and from that time on we went to that camp every other year, in between going to the beach to study an ocean-related topic. The next year at the Christian camp, we studied birds. I intermixed inland-based topics with ocean-based topics and expanded our scope of studies. Can you see Providence going here?

Providence at work

One of the dads in the class said he was a surveyor, and they wanted to send a teacher to a GPS/GIS (Geological Information Services) conference, all expenses paid. I said, “Sure! But they won’t want me because of my situation” (i.e. teaching homeschoolers). He went back and they said, “Sure!” Because they did it late in the process, they spent double what they were planning; the airfare was more. I said I’d be perfectly fine if I didn’t go and they still sent me. That’s why we had a wilderness survival/GPS unit. We got into it. I learned it, and we developed that curriculum.

How did you choose what to study? How did you create the curriculum?

For the fourteen years I homeschooled my boys, we used a curriculum built around scripture, starting with scripture, looking at creation through the eyes of scripture. Many of the science curricula you find out there start with science concepts. I think it’s more important to start with scripture and use science to give us insight into the Word of God, the ways of God, the character of God.

Currently, W.I.S.E. Science cycles through a nine-year rotation, mostly using the Sermon on the Mount (Matthew 5 to 7) as a foundation, though in studying water quality and the water cycle, the scripture underpinning our studies was Isaiah 55. “For as the rain and snow come down from the heavens...” I tie in related or complementary scriptures that illustrate the concept we’re learning. Every week involves Bible study, Scripture memorization, and study that looks at the evidence of Design in Creation. Outdoor School in June is a three-day session where students practice in the field what they’ve learned at home, on field trips, and in class over the course of spring term.

I pull materials and resources together from many places. The state Extension office has been a wonderful resource for learning materials, but there are books and videos and coloring sheets to be found in many places, like your local science museum or aquarium. Sometimes a parent in one of my classes has had training and expertise in an area we’re studying, or knows someone who will come in as a guest lecturer.

All of my Outdoor School curriculum, I have written with God’s help. The scripture and topic go hand-in-hand, working together. I pick a topic and ask myself, what Scripture pictures that focus? For example, what is water quality teaching me about God’s Word? How does water quality illustrate the effectiveness of God’s Word? (One of the phrases we memorized was “God’s Word is essential, effective, and eternal,” and we saw how the water cycle could be used to illustrate the working of the Word, sort of a science parable.) It works both ways, the topic and the scriptures work together; the scriptural theme determines the spiritual emphasis. Every week I work to relate everything to that emphasis. I have to rely on the Lord every week to illustrate how the Scriptures tie into the material we’re studying.

First, I cement the Scripture that undergirds the topic. Then I lay out a skeleton outline, week 1, week 2, week 3, and so forth, to have in mind where I’m going. I have to change things as I go along because there’s always more material than time. I always base the study at Outdoor School on the spring unit because I’m preparing the students for the field studies. I want them to work for the privilege of going, to prepare for what they’re going to be doing. I want them to know the material already, to have an understanding that underlies the practical experience they’ll be undertaking. This is the culmination. I want them to be able to say, “I worked hard for this and now I’m going to do it.”

God is the visionary. I don’t know how I came up with this last camp. I was lying in bed, saying, “I don’t know how to do what I have to do,” and all of a sudden the vision just came! I kept coming up with different ideas on how to do it. It just came as I was brainstorming, and then other people embellished the basic idea. Everybody contributes. It’s fun to see how it all comes out.

Nuts and bolts

How long does it take to plan one three-day Outdoor School session?

I have to plan ahead to get the facility. I have to be on the horn nine months ahead to get the Yurts at the state campground by the ocean. (Yurts are semi-permanent tents with heaters and bunks, much more comfortable than sleeping on the ground in a sleeping bag.) I have to know ahead of time the theme, what I’m going to teach, and a lot of that depends on whether we’ll be at the ocean or inland. During the weeks of spring term I’m laying the foundation, teaching the concepts that we’ll be practicing at Outdoor School, so the topics are already in place.

I try to take a two-week break between the end of the last unit and the start of Outdoor School for intensive planning. This is where the details are developed for the activities, labs, and games. It usually takes me an eight-hour day to plan the Scavenger Hunt alone.

How many people does it take to put on Outdoor School?

Well, of course the families do a lot. I have two or three kitchen helpers with food handlers’ licenses, and they oversee the food. I have a class administrator with general oversight; she helps with planning and the details of making things work. There is also a class administrator for each class who handles bookkeeping, finances, setting up and taking down, and making sure that all the meal supplies arrive, and that the people are all on site. I also have a student assistant, someone who’s gone through classes and Outdoor Schools over the years and can help run the activities and labs. And don’t forget the parents! They’re responsible for their children, and they pitch in throughout, working with their children in the labs, participating and directing activities; some of the dads give devotional talks and lead the group in prayer. I couldn’t do it, if I had to do it all myself.

But it’s the Lord who brings it all to pass. A prayer from past Outdoor School sessions has been, “Lord, show us Your glory!” And He has. He does. It’s His Creation we’re studying, after all. He’s promised that those who seek after Him will find Him, and He always keeps His promises.
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