[CINC] Ideas on integrating Kid program into regular walk

[paul jr petrich]

Thanks Kathy,
 Can I add a couple thoughts o the same topic? I found, especially now with so many early fox sightings, that using the immense interest they inspire is the time to cover their success story at the campground spot ( relating to it the sheep, pig and Golden Eagle removal, and Bald Eagle comeback). I clearly place the blame for my changing of the script on the instituted CINP + TNC and CINMS research and recovery programs. I think this would be the ideal spot to implement the new fox-feeding concerns dictated to us by Derek. Waiting longer to do the latter would contribute to a lost chance of impact.
  I leave the dwarfism topic and discussion about the Pigmy Mammoths for the next stop, clarifying that the diatomaceous earth got their long before any of the plants and animals already discussed. And by the way, I have all the hikers look for re-crystalized diatomaceous earth in the form of chirt, as I myself do, during the remainder of the hike to the Chumash midden. It has never failed that we find multiple pieces to pass back and forth amongst the hikers. Here is the opportunity to emphasize why we take nothing off our National Park island, as all are instructed to throw the chirt back on the trail for future hikers to pick-up and look at. The question is left open as to why chirt was important to the Chumash for discussion at the top.  Food for thought. Happy Hiking,  Paul
On Jul 5, 2011, at 11:17 PM, Noel & Kathleen Van Slyke wrote:

> To all hike leaders on SCI:
> 
> I have been working on trying to integrate a few features of the kid program into the regular walk and have some ideas that you might be interested in.   I know that a lot of you have found the same thing I have -- kids get quite bored with the standard presentation.   Derek suggested that I send this out on the Rain List.  These are some ways that I have found work to integrate the two.
> 
> 1. In your introduction start with telling them what animals actually made it to the islands, some of the ways they did it, and what ended up here.  Just mention that the first people were Chumash, and then go on to ranching.  I have been doing a little less on the ranching than is is the standard script but adding the uses of the cave with the door and window.  There is a card with the animals that made it to the islands available.
> 
> 2. As a transition tell them that you are going to find some endemic and native plants and  also discuss the  effects of ranching on the landscape.  Pass out the plant cards to kids and adults that want them and then talk about at least some of them.  You can go in front of the plant and ask what it is.   Be sure to define endemic and native.
> 
> 3. When I have been seeing a fox, generally I have been talking about the characteristics of it and have saved the story about what happened until I get up the hill.  However I have done it both ways, depending on group.
> 
> 4. Usually at the standard place for plant restoration, I do the plant restoration.  That is a nice set-up for the fox activity up the hill.
> 
> 5. As mentioned before, at the diatomaceous earth I frequently do the fox activity -- If geology is going to be done, I sometimes do the fox activity at the open area a little higher up.  If it is done higher up I frequently use the idea of a connection between land and sea.  To tell the story of the fox I use the fox activity cards.  Depending on the number of kids, it can be done with just the fox, the golden eagle, the bald eagle, the pig, plankton, and fish, giving each one of them a card.  One person can be given the plankton and fish.  I usually begin by asking who wants to be part of the problem and who wants to be part of the solution.   You can always add the sheep, who ate it all.   While you can involve everyone, if there is a large group I have found it easiest and quicker just to take volunteers from the kids.  If there are not enough kids you can draft  adult(s) for remaining role(s).  I have found that the 7 foot rope held by two kids gets a lot of interest (wing span of golden eagle)
> 
> 6. Do Chumash and conclusion at normal place in normal way.
> 
> Hope some of you find this helpful.  If you have any questions, don't hesitate to e-mail me or phone me.  I have found doing it this way is a lot of fun.
> 
> Kathy Van Slyke
> 
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