Raindrops on your face

Photos from the  Karoline Hjorth & Riitta Ikonen-inspired outdoor photo booth from today's Orchard Park Garden workshop. It was a wonderful morning in the rain! 

Three Sisters Harvest Stew Recipe

Three Sisters Harvest Stew

A warming, nourishing, and BC-inspired recipe for late August or early September

Ingredients (serves 4–6):

• 1 small acorn squash (or 2 cups diced roasted squash)

• 1 ½ cups fresh green beans, trimmed and cut into 1" pieces

• Kernels from 2 ears of corn (or 1½ cups frozen corn)

• 1 small yellow onion, diced

• 2 cloves garlic, minced

• 1 large carrot, peeled and diced

• 1 cup diced fresh tomatoes (or cherry tomatoes halved)

• 1 tbsp olive oil or local cold-pressed canola oil

• 1 tsp ground cumin

• ½ tsp dried thyme (or a sprig of fresh thyme)

• 1 bay leaf

• Salt and pepper to taste

• 4 cups vegetable broth (or chicken broth)

• Optional: a handful of chopped kale or Swiss chard

• Optional garnish: chopped parsley or cilantro, squeeze of lemon 

Instructions:

1. Preheat oven to 400°F. Halve the acorn squash, remove seeds, and roast cut-side down for 30–35 minutes or until tender. Scoop out and dice once cool enough to handle.

2. In a large pot, heat oil over medium. Sauté onion and carrot until softened (5–6 minutes). Add garlic, cumin, thyme, and bay leaf, stir for 1 minute.

3. Add corn, green beans, tomatoes, and roasted squash to the pot. Stir well.

4. Pour in broth. Bring to a boil, then reduce heat to low and simmer for 15–20 minutes.

5. Optional: Stir in chopped greens in the last 5 minutes of cooking.

6. Adjust salt and pepper to taste. Add a splash of lemon juice to brighten flavors.

7. Serve warm with crusty sourdough bread or bannock.

Once upon a time there was a children's garden...

 

Framing a shot for the outdoor photo booth

Picking fresh buttercups for 'buttercup paint'

Preparing for changing weather 

As we met with our Faculty Advisor, Ross Cassie, to discuss our CFE learnings, I felt a sense of gratitude towards all the educators who have come before me to bring outdoor learning into our education system. In my search for the history of outdoor education at UBC, I stumbled across the short-lived Children's Garden, situated by the Scarfe Building, where I've spent most of my education as a student. Incidentally, Dr. Susan Gerofsky, our mentor and advisor, had proposed replacements after its demolition due to seismic upgrades, which happened only a few years after it was built.

A feature article on the Children's Garden in a 1989 issue of Canadian Children, The Journal of the Canadian Association for Young Children (page 55), writes:

"The concept of using elements of nature as a basis for play is not new. However, the creation of a garden designed primarily for the manipulation and exploration of nature by both children and adults affords rare opportunities for learning". With nature all around us, do these opportunities continue to be rare?

Final week at the Orchard Garden

My experience at Orchard Garden has been both incredibly relaxing and deeply eye-opening. 

Over the course of my CFE, I was introduced to land-based and outdoor learning in meaningful and practical ways. Through visits to local schools, conversations with educators, and time spent in community local gardens, I’ve come to appreciate the many possibilities that outdoor learning offers...not just for science or ecology, but as a powerful intersection between subjects like art, social studies, social emotional , math and language learning.. etc

One of the most impactful takeaways for me has been realizing how gardens can function as living classrooms. Whether through informal plant identification walks around the school or by starting and maintaining a class garden, I now see many ways to bring outdoor learning into my future teaching practice. These experiences have inspired me to think creatively about how to connect students to the land in a way that fosters curiosity, observation, and care.

This week, our small team focused on planning for the upcoming Saturday workshop at the garden. I've been drying buttercups and experimenting with handmade paper in preparation, and I’m genuinely excited to share this work with the community. It looks like we’ll have a good turnout, and I’m looking forward to teaching this workshop!

Overall, this CFE has expanded my understanding of what teaching can look like when rooted in place and grounded in relationships. I’m leaving this experience with new tools, ideas, and inspiration that I plan to carry forward into my own classroom.

I definitely will visit the orchard garden again!

Planting Ideas: The Invisible Work of Workshop Planning

Today was a quiet but meaningful day in our Community Field Experience—no field trips or weaving circles, just time to plan and reflect. I spent the day at home working on our tour plan for Saturday’s workshop, trying to shape everything we’ve learned and experienced into something welcoming, accessible, and meaningful for our visitors.

Even though it’s not as outwardly active as harvesting blackberry bark or leading school visits, this kind of work feels just as important. It’s a different kind of tending, laying the groundwork for a shared experience, like preparing the soil before seeds are sown.

Mishel is working on her eco art station, which will take place outdoors during the workshop. I’m so excited to see how it turns out—she has such a thoughtful way of combining natural materials with artistic expression. Juli is creating a playful photo booth and sensory exploration activity, adding colour and joy to the morning. Even though we were working separately today, I felt connected to both of them, and to the creative energy that’s building as the event comes together.

I’m looking forward to Saturday, not just to share our workshop, but to be in community again. To welcome friends old and new into the space, and to create something together that reflects the spirit of the Orchard Garden:learning through doing, noticing, and caring.

This slower pace, after the intense rhythm of practicum, has been such a welcome reset. It’s reminded me that reflection, intention, and behind-the-scenes work are just as much a part of teaching as standing in front of a class.

Hjorth & Ikonen-inspired photo booth

We are planning a Karoline Hjorth & Riitta Ikonen-inspired outdoor photo booth for our Orchard Park Garden workshop this Saturday. Hjorth and Ikonen's series of elders photographed with organic materials on their bodies signifies our undeniable relationship with the natural world. 

Eyes as Big as Plates # Ragnhild (Norway 2022) © Karoline Hjorth & Riitta Ikonen

The natural material often obstructs the collaborator's face in some way, providing anonymity and muddying the distinction between where the human and 'nature' begin or end, or where identity as a whole begins and ends.

In the visual narrative of these photographs, there is a sense of returning to the earth and completing a cycle. Often poised with dignity, self-respect and directness, the elders have an aura of acceptance of life and a reverence for it. We look forward to experimenting with local plant materials from the garden with a mixed-age crowd, to mimic Hjorth and Ikonen's concept. 

To intentionally slow down the creative process, Hjorth and Ikonen used a time-consuming, technical analogue indoor studio camera. The challenge will be to mimic this with a phone camera. One idea is to cover the phone itself with organic material, making it difficult to handle and a talking point between the collaborators. Rather than a serious photoshoot, the point of the photo booth on Saturday is to have some fun and experience close physical contact with organic materials.

Eyes as Big as Plates # Anges II (Norway 2011) © Karoline Hjorth & Riitta Ikonen

Eyes as Big as Plates # Eila (Finland 2023) © Karoline Hjorth & Riitta Ikonen

Eyes as Big as Plates # Hans (Austria 2023) © Karoline Hjorth & Riitta Ikonen

At the botanical garden

We took a trip to the UBC Botanical Garden and spent some time in their Garry oak meadow. It was incredible to observe how the Garry oaks grow differently depending on where they are planted and how close they are to each other. You really start to notice how much the environment and spacing can shape the way trees grow.

After that, we explored the Food Garden and the Physic Garden. Both spaces were filled with plants used for nourishment and healing from vegetables and herbs to traditional medicinal plants. We also learned about poisonous plants that, while no longer commonly used in medicine, once were used for various ailments.

This visit made me reflect on the things my mother has always taught me about the healing power of food. When I’m sick, she encourages me to try things like oregano, ginger, and garlic amo g other things .. (ingredients she swears by) 

There’s still more to explore at the Botanical Garden, and I definitely plan to return soon. It’s such a peaceful and beautiful place. :)

Back at the garden, we also started planning for Saturday’s workshop I’m so excited to share what we’re creating together!!

 Here’s a poster I made for it...

Weaving Sunlight and Story

Today felt like a gift: all warmth and movement and meaning.

We began the morning under a clear blue sky, harvesting blackberry bark (after a quick watering of our new Three Sisters Garden!). There’s something quietly powerful about this act: the gentle twisting, the peel and tug, the respect for the plant and its offerings. Beside us, Susan laid out a beautiful array of fibres she’s been collecting — bullrushes, corn husks, grasses. We spent time weaving together, the air rich with the scent of sun-warmed bark and the soft rustle of hands at work. As we wove, it felt like we were threading not just fibres, but memory and conversation — stitching ourselves into something shared.

At lunch, I took a solo walk down to Spanish Banks. It was low tide. The mountains were sharp against the sky and the ocean shimmered. It felt grounding to just sit — to be held by the quiet, salty vastness for a while.

Later, we gathered at the Museum of Anthropology. The exhibits always move me, but today I was paying special attention to the wood and plants used in the carvings and weavings, and after spending a morning as a beginner weaver, I was in awe of the work and deciI left the museum with a new book in hand: Held by the Land by Leigh Joseph. It’s described as “a guide to Indigenous plants for wellness,” but just flipping through it, I can tell it’s more than that — it’s a love letter to land-based knowledge, to cultural continuity, and to healing.

Looking at the photos from today, I’m reminded how vibrant and full of life this work is. Even something as simple as weaving together becomes a practice in listening, in patience, and in noticing. I am so grateful for this sunny day and everything it held.

Making Math Visible in the Garden ፨

Yesterday, we created miniature hyperboloids out of skewers and elastic bands. A hyperboloid is an alluring mathematical object because it is a curved shape made up of straight lines. 

How is this even possible?

Artist and teacher George Heart, along with a team of volunteers, installed larger versions of this hyperboloid in Orchard Park Garden several years ago. The making of the miniatures acted as valuable models when installing the larger, heavier bamboo versions that stand in the garden today. 

In the afternoon, Katie became a human robot in a workshop called Coding Unplugged, led by Erica Huang, a PhD candidate researching gender and mathematics. When asked 'What is math?" Erica responded that, on a basic level, math is patterns. She added that there remains debate about whether mathematical patterns are created or discovered. Through intentional observation and discourse, working in and with the garden has primed us to recognize natural patterns.

Just as Heart's work makes abstract math visible, allowing you to see the possibilities of manipulation, teaching computational skills outdoors grounds concepts, such as computational commands, in a dynamic, real-life context. Both of these methods are changing how I think about teaching, in and with the garden, as a multi-sensory experience that offers opportunities for vital human connection with the natural world.

Rain Garden, Garry Oak and three sister cont

Today, we visited Norma Rose Point School to run an outdoor activity with Grades 1, 2, and 6. It was a fun experience, even though we were working within a short time frame.

We started with a quick scavenger hunt, encouraging students to explore the garden by searching for different plants. They described the characteristics of what they found. We also took time to explain the purpose of a rain garden (how it helps filter rainwater, provides habitats etc)

After that,  we returned to the orchard garden and planted seeds for a Three Sisters Garden, a traditional Indigenous planting method where corn, beans, and squash are grown together in a way that supports mutual growth: the corn provides a structure for the beans to climb, the beans enrich the soil with nitrogen, and the squash spreads out to shade the ground and prevent weeds.

Later in the afternoon, we visited a generous local gardener who allowed us to dig up camas bulbs, which are ecologically important native plants. We’ll be planting these tomorrow as part of our ongoing work on the Garry Oak meadow beside the Orchard Garden.

From Farmer Jim to Forest Canopies: A Drizzly Day of Learning & Connection

It was a misty, grey kind of Friday—the kind where everything feels a little softer, a little slower, and somehow a little more meaningful. But even with rain jackets on and coffee in hand, the learning was as vibrant as ever.

🌻 Morning: Farmer Jim & Intergenerational Magic

We began our day with Maria, a long-time preschool educator who had us completely captivated. She shared the beautiful story of Farmer Jim, a neighbour of her school who, back in 2018, struck up a simple, meaningful relationship with her class. Maria was looking for a space to put a little pumpkin patch for the kids and decided to knock on his door, and that led planting together in his garden, sharing artwork and celebrating holidays together. Her students (junior kindergarteners!) were learning about connection, reciprocity, and community care in the most organic, heart-first way. Farmer Jim is no longer with us, but the kids still remember him and we will too now.

Watch this beautiful video about Farmer Jim and the Kids!

Maria also shared some of the community-rooted projects she’s currently doing with her class, and it sparked a rich, heartfelt conversation among us about intergenerational learning. We talked about what it really means to strengthen relationships, not just within our classrooms, but throughout our schools and into our surrounding neighbourhoods.

🌲Midday:  Museum and Maps of Possibility

After saying goodbye, we headed to the Beaty Biodiversity Museum for a cozy lunch and a planning session. We’ve got a visit with Grade 6 students coming up on Tuesday, and it was the perfect space to brainstorm ideas. 

A special shoutout to Emma, who offered such thoughtful insights about how water and trees are connected—from roots to rainfall. She helped us reframe our thinking and inspired a few new directions for our lesson.

🌿 Afternoon: Greenhouses and Gratitude

From there, we made a quick stop at the UBC greenhouse, which felt like stepping into a hidden jungle on a rainy day. We met the a couple of the resident cats (true stars of the afternoon!) and soaked in the warmth of the space.

We wrapped the day back at the Orchard Garden, tying up a few loose ends and reflecting on just how much we’ve already experienced. It’s only the end of Week 1, and yet the connections to each other, to the land and to new ideas already feel deep and strong.

This week has been educational, rejuvenating, and grounding. We’re walking into the next two weeks with muddy boots and open hearts 💖💪🌈🌦🪴

Miyawaki Forests in Richmond

 

Planting a brand new Miyawaki forest at Spul'u'Kwuks Elementary School

Our morning began at Richmond Secondary, where we were given a tour of BC’s first-ever Miyawaki forest. Initially designed as protection against tsunamis, Miyawaki forests are dense pocket forests of native species. At Richmond Secondary, the three-year-old forest is surprisingly lush and provides a windbreak, sunshade, noise barrier, biodiverse habitat and an outdoor learning space. Richmond students were selective in planting native species resistant to climate change.

After planting a brand new Miyawaki forest at Spul'u'Kwuks Elementary School, our next stop was Terra Nova, home to the first-ever Miyawaki forest in a public space. A little underwhelming in an already natural environment, this Miyawaki may go unnoticed by the untrained eye. A closer look reveals a diverse and rich combination of planted native species!

Qel'qulhp', Island Halkomelem — 'Nootka' Rose, Rosa nutkana

Th’iwuq’ (fruit), Island Halkomelem — Red Elderberry, Sambucus rascemosa

Nitobe, Buttercups and Garry Oak meadows

Today, we began our time at UBC’s Nitobe Memorial Garden, a stunning Japanese garden designed as a space of harmony, balance, and reflection. We learned that the garden was a memorial of Dr. Inazo Nitobe, who saw himself as a bridge between East and West. That idea is beautifully embodied in the layout of the garden, where plants native to both the west and east are placed intentionally side by side. It made me think about cultural blending in landscape design  how a garden can be more than just a collection of plants, but a philosophy and art practice.

One of my favorite aspects was how lawns were made of soft moss instead of grass. There was a deliberate care in every path and planting but at the same time, nature was still clearly present. It’s a deeply manicured space that doesn’t feel artificial it embraces the art of nature.

Back at the Orchard Garden, I’ve been collecting buttercups, which are currently spreading like weeds across the site. While they're invasive, I’m curious about transforming them into something creative possibly using them for natural dyes or pigments. (When i arrived at my studio i quickly attempted some methods but will need a mortar and to wait for them to dry to get a better sample --I’ll report back once I’ve experimented with their color potential.)

Later in the day, our focus shifted to planting a Garry Oak meadow beside the orchard. The Garry Oak ecosystem is endangered in B.C., so starting this project felt meaningful. We planted companion species that occur in a Garry Oak meadow.

We also learned a hands-on method of using comfrey leaves to improve soil health. After harvesting the leaves, we chopped them up and layered them on top of the soil as a natural fertilizer. Over time, the leaves will decompose and feed the soil.

Looking forward to seeing how both the Garry Oak meadow and my buttercup dye experiments develop in the weeks ahead!