Fall leaves nature journal

The leaves are finally starting to turn riot in Central Park. Watching them turn always reminds me of a tradition C.Z. and I had in our early days of homeschooling. Anyone could think of it, no doubt, but what I like about it is that though it is extremely simple, it isn't dumbed down or silly in the least. A child (or even an adult) can do as much or as little with it as he likes, and it's a good exercise in observation. I think Charlotte Mason would approve!

• The procedure is simple enough. You take a walk in the park and gather a few leaves. Of course, C.Z. preferred to gather a few hundred, but after a while I'd say, "Well, okay, but you'll have to carry them, and...hmm, do you suppose maybe we should leave a few for the other children?" (Young New Yorkers have to learn very early to share with a few million people.) So, we tried to come home with only our very favorites.

These was one of the last leaf pages we did, after C.Z. had already learned to mix colors pretty well.

• When you get home, have the pencils, watercolors, field guides and paper ready. Children soon learn that leaves shrivel overnight, and parents soon get busy with other things, like dinner.

• Place a leaf on a piece of paper. Sometimes we used sketch pad paper, but often enough, we used printer paper, because that's what we had. After a while, we learned to arrange several leaves on the paper to create a composition. Trace the leaf's outline with a pencil.

• Get out the colors and try to imitate what's going on in the leaf. Here, it might help to know basic color mixing. Not only do blue and yellow make green, but they look better mixed loosely on the paper than dutifully colored with a straight green pencil. Brown leaves usually have a lot of bright yellow shining through. And a touch of contrasting color, like red or blue, often makes the shadows look interesting, but too much muddies the color. But don't be afraid to mess up. Experimenting is half the fun, and the beauty of it is, you can always get more leaves and paper!

• Sometimes we used more pencils, sometimes more watercolor, and sometimes we used both. And sometimes we looked at D'Aulaire books for color-mixing ideas. I feel fairly confident suggesting that you can do this, because C.Z. doesn't consider herself to be a particularly good draftsman, but tracing the leaves gave her just the right amount of encouragement to do the rest.

• After you've done all that observation through tracing and coloring, identify the leaf. Many leaves are easy enough to identify with a field guide--the maples, the oaks, and gingkos, for instance. But we eventually came across a few that stumped us, like the ailanthus that hung over our old building's back patio. Eventually we learned to bring home a bit of the seed pod from the park if it was available, or to take a good look at the tree's bark. Since we were usually in a public park, and at any rate shared all our trees with others, we only took leaves that were on the ground, and we didn't shave off any bark. So we had to be very observant on the spot.

To be honest, we're still not 100% sure this is an ailanthus leaf, but we learned a lot about shapes and pods while trying to identify a branch that fell onto our building's patio!

• Then we wrote the name of the leaf below the drawing. C.Z. was not enthusiastic on the subject of penmanship or spelling as a young child, so sometimes this was the hardest part, but it did give her practice using something real, and to this day we know what some of these leaves are only because she took the trouble to label them the day we brought them home.

• When we finished, we simply slipped the pages into a small notebook with plastic sleeves. We added a few pages each year for three or four years. In the end, we had a nice little leaf nature journal, and lots of happy memories of crunching and sloshing (depending on the weather) through leaves on fall days in the park.

The opening page to C.Z.'s old leaf notebook

(You can tell she already had strong opinions about the colors of her letters.)

I'm sure New York City isn't the first place most people think of when they consider nature education. (For one thing, kids aren't even allowed to climb the trees, and even the prospect of jumping in a pile of leaves can be unsavory considering some of the trash one finds underneath.) And I've heard more than one New Yorker proudly claim to have no interest in nature whatsoever. But our family has always liked nature, and the challenge of finding nature in New York City rather invigorated us than defeated us. We've always been a little contrary, but really, it's not nearly so much the pleasure of being obstinate that drives us outdoors as the smell of wet leaves, and the jewel-like contrast of bright red maple leaves with their gray surroundings of fog, looming park rocks, and sodden sky.