Gentle Classical Nature Sample - Units1 and 2

Gentle + Classical
Nature
Volume 1: Inland Waterways
and Forests
START HERE
• Explanation of Files
• Helpful Video Links
• Step-by-Step Checklist
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Welcome to Gentle + Classical Nature Volume 1!
I wanted to share some information up front that may help reduce overwhelm
and decision fatigue when working through this Bundle and planning to
implement it with the included Teacher’s Guide. In this “Getting Started Guide”
you’ll find a summary of what is included in this bundle, why, and how to use it!
IT’S HIGHLY SUGGESTED TO READ THROUGH THIS GUIDE BEFORE

WORKING THROUGH THE BUNDLE.
______________________________________________________________________
Terms that you need to know:
This program is composed of UNITS and TERMS.
A term is 6 units long.
A unit is ideally 2 weeks.
This program includes 18 UNITS, over 3 TERMS, which is one school year.
If you choose to use 1 UNIT over 1 week, you can absolutely do that. The goal
of this program is flexibility!
______________________________________________________________________
Here is a brief checklist of what you will find in this bundle:
Gentle + Classical Nature Teacher’s Guide
Memory Statement Cards and Headers
Student Notebooks, Level 1 and Level 2
French Flashcards
Spanish Flashcards
Gentle + Classical Planner and Itinerary (This is found in the Appendix of your
Teacher’s Guide.)
Nature Collection Notebook
3-Part Montessori Cards
Bonus Worksheets (use however/whenever you like)
1
Over the next few pages, you will find out WHAT each file
holds and WHY it has been included. You’ll also learn about how
to utilize each file. If you’re looking for a simple step-by-step
checklist for getting started and organized, jump to page 13.
_____________________________________________________________
» Gentle + Classical Nature Teacher’s Guide (with

book list included):
Your Teacher’s Guide will be your most
important tool in implementing this
program.
I cannot STRESS to you how important it is

that you read this material. I 1000% know
how tempting it is to basically ignore the
Teacher’s Guide and just try to open up the
material and go. I do it ALL. THE. TIME.
And for some programs, that may work. But
I do promise that with this program, that
won’t work and you’ll end up frustrated
and overwhelmed. While this little guide you’re currently reading is
helpful in how to get started, the actual Teacher’s Guide is all about
the philosophy and will equip you with a WHY on the hard days.
Read the Curriculum Guide and study the Book List (included
in the guide). Play it through your mind. Discuss it with a friend,
and then read it again. You’ll never regret an investment in
understanding the philosophy vs looking for a quick system to
implement. PROMISE.
2
How to choose Levels:
In the Teacher’s Guide, on page 26 you will find a discussion about
Levels utilized in Gentle + Classical Nature. This has been included/
expanded in the chart on the following page.
Be aware that the Nature Nuggets, Attainments, and Poetry are the SAME
for Level 1 and Level 2 students inside of the Student Notebooks. This is
because the content is appropriate for multiple ages and helps keep your
“one room schoolhouse” cohesive.
» IMPORTANT NOTE: You do NOT have to use the same

Student Notebook Level as Memory Statement or Book
Level. Please see the chart on the next page.
Example: If you have a young student who has already studied a
Level 1 topic before, like: Tadpoles turn into froglets and then into
frogs, you might instead have this student focus on and memorize the
Level 3 topic: Amphibians breathe and absorb water through their skin.
Some types of amphibians are frogs, toads, newts, and salamanders.
You might also want to utilize a mixture of Level 1 and Level 2 books
from the book list because this student is still young and has a short
attention span for listening to stories. This same student might also
be young enough that he’s not spending much time writing yet and is
doing most “work” orally.
You will choose the Level 1 Student Notebook.
Your Student Notebook level does NOT have to align with your reading
and Memory statement levels. The entire program is cohesive enough
to accommodate working at different levels in reading/listening,
memorizing, AND writing/copywork.
3
Approximate Reading and Memory Student
Level
Age or Grade Statement Level Notebook Level
Student Notebook
Statements are very specific Level 1- minimal
Ages 3-6 and brief; readings are much writing included;
Level 1 copywork font
K4-1st Grade shorter and simplified.
is large for little
hands
Student Notebook
Statements are broader with Level 2- more
Ages 5-9 more detail; readings are longer detailed writing
Level 2 required; expects
2nd-4th Grade with more detail.
student to copy
terms and complete
sentences
Statements combine levels
1 and 2 or alternatives are
offered that are much longer
Student Notebook
Ages 8-12 and more detailed.
Level 3 Level 3
5th-7th Grade Readings include much greater
(coming 2021)
detail and include multiple
chapter books.
(Book list releasing 2021.)
Choose your Student Notebook level based upon your child’s READING
and WRITING level only. Level 1 is intended to be read and used with
Mom. Level 2 can be with Mom or used more independently for children
in 3rd and 4th grade.
The following two pages provide sample images, side by side, for
a comparison of Level 1 and Level 2 Student Notebook Pages.
4
Creature Corner Example Creature Corner Example Creature Corner Example
Level 1 Student Notebook
5
Poetry and Copywork Additional Activity
Narration Example
Example Example
6
» Memory Statement Cards and Headers: In this
Bundle, you will find memory statement cards for each of the three
levels included in the Teacher’s Guide.
These Memory Statement Card

files include:
• Level 1
• Level 2
• Level 3
» HOW to use it?

Generally speaking, you will create
a display area in your home and attach the included Headers (choose
print or cursive) for each subject you are utilizing.
Find instructions for creating a Memory Statement Board on page 15 of

this Getting Started Guide AND inside of your Teacher’s Guide.
You can also find a blog post with many Memory Statement Board ideas
HERE . Each unit, you will swap out the Memory Statement Cards to
reflect your current topic of study. These are a visual reference for
you and for your family.
Printing:
We print on cardstock (90lb) and do not laminate as we generally
don’t touch these items. Feel free to laminate if needed.
» Organization: Group your memory statement cards BY UNIT and

slide into pouches or plastic sheet protectors in a 3-ring binder.
7
» Student Notebooks: In this
Bundle, you will find the following
options:
• Level 1 Student Notebook
• Level 2 Student Notbeook
» HOW to use it?
Both Student Notebooks include a per-unit checklist

at the front of the guide to help you plan your implementation.
Furthermore, you will find detailed scheduling advice on pages 33-
35 of your Teacher’s Guide. You can also find the Gentle + Classical
Planner and Itinerary at the BACK of your Teacher’s Guide on page
132.
Printing:
Print on sturdy paper, two-sided, and have it spiral bound if possible.
8
» French and Spanish Flashcards: In this download, you
will find 2 variations of the same flashcards: French and Spanish.
The flashcards were created to be an additional, hands-on tool for

practing nature-related nouns and phrases in the context of your
daily activities. The language you choose is completely up to you.
You’re also free not to implement a foreign lanuage or choose a
different one entirely. You can read about this topic on pages 44-45
of the Teacher’s Guide.
» HOW to use it?

• Choose between French or Spanish (There’s no right or wrong-
and you may opt to utilize both)
• Print these on cardstock
• Laminate for longevity
T ip !
I like to use a corner rounder on my own set and display them by unit
alongside the proper Memory Statement Topic on my Memory Statement
Board. We keep the rest on an o-ring nearby for frequent review.
French Spanish
9
» Gentle + Classical Planner and
Itinerary: This small file will be invaluable in
helping you plan your week. It includes 5 options
to suit your homeschool as well as a Morning
Basket and Wonder Tale Treat Time Itinerary
(if you happen to be implementing Preschool Level 2 alongside Nature).
You can find it in the APPENDIX of the Gentle + Classical Nature
Teacher’s Guide.
» HOW to use it?
I have created a playlist of helpful videos that you can find on

YouTube to help you understand how to utilize these planning
sheets, organize your materials, and implement morning basket.
You definitely don’t HAVE to use the planning sheets, but they can
be helpful!
Secondly, the Itinerary presented for Morning Basket and Wonder

Tale Treat Time correlates to Preschool Level 2. I also have a
YouTube video describing our Morning Basket set-up and how it
works with the Itinerary (at that same link).
T ip !
I have been enthusiastically told that these videos make a HUGE
difference in understanding the program. You can also find them on
IGTV and in our Facebook Group.
• Watch “Planning a Gentle + Classical Day” (parts 1 and 2 first).
• Then proceed to “DETAILED: Using the Gentle Classical Planner”
(parts 1 and 2).
10
» Nature Collection Notebook: This
Notebook or Nature Journal was created to
help you and your students collect, review, and
remember the 6 wildflowers, 6 birds, and 6 trees
that we cover during one year of study in Gentle +
Classical Nature.
» HOW to use it?

In each unit of Gentle + Classical Nature we focus on an “Attainment-”
flower, tree, or bird. A specific species or group is identified and
expanded upon with bright pictures in the Student Notebook each
unit. (Each level of Student Notebook includes the same information
about the tree, flower, or bird each unit).
The goal is to find that particular bird, flower, or tree and study it
in person, gathering pieces to place into your Nature Collection
Notebook. If that particular species cannot be found, any relevant
tree, flower, or bird may be substituted.
You can use this Nature Collection Notebook however works best
for your family. You will can read about how our family does Nature
Study on pages 48-49 of the Teacher’s Guide.
Printing:
Print on cardstock, one-sided, and have it spiral bound if possible.
T ip !
The instructions for the Nature Collection Journal (included at the
front of the file) provides some great tips for using it effectively. We do
not personally paint in the book but instead paint or brushdraw on
watercolor paper and then tape it into the journal to avoid mishaps.
11
» 3-Part Montessori Cards: This
file is a collection of images that are relevant
to each unit and all 3 levels of Memory
Statements found throughout the program.
» HOW to use it?
There are a variety of games, activities, and

challenges that you can utilize these cards
for. You will find a number of suggestions in
the Instructions at the beginning of the file.
Most commonly, we gather animals by

their habitat or other commonality:
prey/predators, food chain, life cycles, class or kingdom, physical
attributes and more. These card are truly open-ended and inspire
hours of play.
Printing:
» Print on cardstock.
» Laminate.
» Cut the cards apart.
» *Make two copies to play matching games or utilize in the typical
3-Part Card way.
T ip !
We keep these near our school area and use them multiple times per
week. My kids like to sort them in their free time and play with them
with Toob animals as well. They are truly a very open-ended and
imagination-inspiring tool.
12
Step-by-Step Get-Started Checklist
Get acquainted with the files by following along with the preceding
guide. Make sure you’re looking through each file as I describe it so that
you get the “full picture.”
Print your Teacher’s Guide. Utilize a 3-ring Binder or have
these spiral bound. (These can also be purchased in print at
ShopGentleClassical.com)
Choose which level of the Memory Statement Cards you will use.
(You don’t have to stick to just one level. You can mix and match.)
Print the cards that you plan to use. You can print all 18 units up
front or print 6 units (1 term) at a time. Print on card stock. We don’t
laminate these because they’re not a hands-on tool for my guys, but do
what you think is best.
Group these cards by unit (my Organization YouTube video is
SUPER helpful). I also like to group them alongside the French/Spanish
Flashcards as well as any other printables I have that correlate.
Slide these into paper protection sleeves in a binder or an
expandable file folder as a good method of keeping them organized and
handy. You can even use Ziploc bags. Do what works for you!
Create a Memory Statement Board or make your general plan for
displaying or utilizing them. (See instructions on pages 15-16 for this.)
Print your chosen Student Notebook level. You need not print
all pages if you don’t plan to use them all. However, for long-term
efficiency, it may be best to print the entire thing and have it spiral
bound.
Choose which French or Spanish Flashcards you would like to use.
I suggest lamination for durability if you plan to let little ones handle
them. Once laminated, they can be used with dry erase markers/crayons
as well.
Display these across a wall in your school space, display just your
unit-specific words on your Memory Statement Board, put them all on
13
an o-ring, or file in a location where they will be handy to grab when
needed.
Gather your books for each term or the whole year and keep them
together in one location. Add your Term-Long Read Aloud (Nature
Lore), Core Reference (Nature Anatomy), and Core Living Books to
your Morning Basket for convenience.
Gather any basic supplies you’ll want to have on hand for activities.
It’s great to stock up on these during “back to school” time: dry erase
markers, large crayons and pencils, scissors, glue and glue sticks, cotton
balls, popsicle sticks, play-dough, and organizational material like sheet
protector sleeves, 3-ring binders, or accordion folders. I like to have all
of these items near our school space for quick access.
Print the Gentle + Classical Planner page that will suit your
homeschool best. Utilize the YouTube videos for detailed instructions
on using those if needed. I print out a dozen or so of these and have
them in a thin little binder.
Print, laminate, and cut the 3-Part Montessori Cards. I suggest
making two sets so you can play the suggested games highlighted in
those instructions. We place these into a ziploc bag and keep them in
our school space so we can utilize them often.
Print and have bound your Nature Collection Notebook. We keep
this in a basket with our watercolor paint, watercolor paper, and nature
reference books right beside our Nature Collection shelf.
You’re ready! You have created a Memory Work Board (or similar
thing), you have gathered all of your books and supplies, you’ve prepped
your notebooks and flashcards. You’ve done it all!
Each week, it’s wise to set aside 20-25 minutes to use your
Teacher’s Guide and the Additional Books Menu from each unit, and
plug your plans into the Gentle + Classical Planner. During this planning
time, swap out any books in your book basket that need changing, swap
out the Memory Statement Cards on your board, and gather any art
supplies you may need for any activities you have planned. As you do
this each week, you’ll work this process down to 10-15 minutes, tops :)
14
Quick Start-
Memory Statement Board
Creating a Memory Statement Board brings centrality and focus to your homeschool day.
Creating a board is simple and relatively inexpensive. The entire project is under $15 and
takes around 30 minutes. I’ve received pictures of Memory Statement Cards displayed on
cork board, hung with magnets on dry erase boards, and strung across a line on the mantle,
so do what works for you! You can really get creative, but I will encourage you that I’ve
heard from NUMEROUS mamas that building a board, right from the start, would have
saved them time, stress, and money. Having a memory work board on display truly brings
the program to life for most families.
Tip Time! In order to construct a board as pictured on the

next page, you’ll need the following materials:
You can find helpful videos
plus a blog post that
black, tri-fold, foam board measuring 48”x36”
includes MANY different » (I purchased mine from Hobby Lobby but most
versions of Memory
Statement Boards on my stores like Michael’s and Wal-Mart carry them for
blog. $5-10. I don’t think that you “need” it to be tri-
fold, but mine is. If you want to fold it up and store
Boards:
it each day, this is helpful.)
gcpress.tinyc.co/msboard
about 2 dozen clothespins- full size or mini (These
Video (IGTV): » can be found on the craft aisle at stores like Wal-
gcpress.tinyc.co/ Mart. The size is only a matter of preference.)
msboardvid
hot glue gun and glue sticks
»
Tip Time! Landscape

(horizontally)
Decide on the orientation of your
memory statement board. If you are
hanging it on the wall, you can orient
OR
the board horizontally or vertically. I’ve Portrait
done both, and both ways work well. If (vertically)
you are setting it on a table, you’ll want
to lay it out horizontally/landscape.
15
Assembly is easy-peasy!
1- You will want to print out and trim the “board headers” that are included in any Bundle you
purchase from my shop. Alternatively, they are free for download in the Resource Library gcpress.
tinyc.co/resourcelibrary (You can find the password at the bottom of any email I’ve sent you!)
2- Lay out the materials before gluing anything down. You may have to treat it a little like Tetris
and find a configuration that helps you get everything onto your board that you would like it to
have. You can even use a yard stick and pencil to gently sketch out straight lines to use as guides if
alignment is important to you.
3- Once you are confident about where you want to place each header as well as the clothespins
to hold each Memory Statement Card, you can carefully begin hot gluing them all into place.
You will want TWO clothespins for each Memory Statement Card. You can get away with one
clothespin for any flashcards if you are putting those on your board.
5- I used several (maybe 6) of the Velcro® Command Strips® to hang mine on the wall. That may
be overkill. I find the Velcro® ones easier to remove when taking things down, so I prefer those
over the poster strips. If you don’t have a space on your wall, the tri-fold display board can easily
be set up on a table or on the floor and then stored after you’re done with school for the day.
Tip Time!
You’ll likely run across MANY different variations of Memory Statement Boards- in
structure, layout, and content. Each family must decide which portions of each Gentle
+ Classical program works best for THEIR family. There is no “one, right way”. If
you’re using MORE than one G+C program, remember that you likely can’t do ALL of
each program. Consolidate and streamline- basing your decisions on prayer and your
heart’s priorities- to keep days running smoothly!
16
Gentle + Classical
Nature Volume 1: Inland Waterways
and Forests
A Charlotte Mason + Classical-inspired curriculum, composed of 18 units

featuring nature exploration, hands-on learning, living books, memorization,
recitation, foreign language, and more for your K4-4th grade students.
Erin Elizabeth Cox
©2020 The Gentle + Classical Press, Inc
Erin Cox
LifeAbundantlyBlog.com
Do not copy, reprint, alter, or redistribute in any way.

For use in home settings only. Home users may print or copy as much as
needed for personal use.
Contact erin@lifeabundantlyblog.com for use in classrooms or co-ops.
FONTS: Print Clearly by Blue Vinyl via www.FontSpace.com

Austin
Lato
The Gentle + Classical Press, Inc

www.LifeAbundantlyBlog.com www.GentleClassical.com
For Isabella and Kali- without your support, your role as guinea pigs, and your hours of loving
on and wrestling with your brothers, this program would not exist.
For Daxton and Kolton- I pray that the seeds sown into your heart will leave an indelible
imprint on your lives and an undying reverence for your Creator.
Danny- You are the perfect balance to my crazy obsessions, always encouraging and loving
me without fail. You’re everything. Always.
Amanda- You are an encouragement, blessing, and my lifelong partner-in-crime. You are a
selfless servant who gives generously without a second thought. I’m so grateful to have such
an amazing big sister!
Hayley- You are my constant sounding board, homeschooling spirit animal, and never-failing
counselor and friend. Thank you for being YOU!
Mama- I pray this work honors your memory. Thank you for teaching us what it looks like to
live life abundantly.
Table of Contents
Page Content
13 Part 1
14 Welcome Letter
18 Is it open and go? + “No Overwhelm” Zone
20 Scope and Sequence
22 All About the Books
26 Levels and Alignment
29 Quick Start
31 Memory Statement Board
33 Sample Schedules
36 Attainment List (brief)
38 Attainments 1-5
39 Attainments 6-10
Table of Contents
40 “Picture Painting” Games + Walk/View Examples
42 Attainment 11- Nature Collection
43 Attainments 12-13 - Nature Collection
44 Attainments 14-16
45 Foreign Language Notes
46 Attainments 17-18
47 Nature Diaries + “Sight-Seeing” Games
48 How Our Family Does Nature Study
50 Part 2: Term 1- Inland Waterways
76 Term 2- Critters: Great and Small
102 Term 3- Forests
128 Appendix: Planners + Additional Resources

©Gentle + Classical Nature 10
Important!
This curriculum is composed of two
parts:
PART 1: Introduction, scope and

sequence, scheduling, and detailed
teacher guidance.
PART 2: Curriculum Content
If the philosophies of Charlotte Mason

and Classical Education are new to you,
if possible, please take the time to read
through Part 1 in advance of beginning
Gentle + Classical Nature. I challenge you
to read through it at least twice as well as
to prayerfully consider reading Volume 1:
Home Education by Charlotte Mason for
yourself. You’ll be immensely blessed.
11 ©Gentle + Classical Nature

Part 1

Hi Friend!
As you begin to invest time and energy into exploring this program and all that it offers,
I want to share the heart behind it and the motivation for the months of work that went
into developing it. As a homeschool mama of 4 children, a student of many educational
philosophies, and an ardent enthusiast of “the best way,” I’ve come to firmly and deeply
settle my heart and practices into a method of education that could be loosely called
“Classical-Charlotte Mason.”
A Little Background...
The idea of blending classical education together with the timeless philosophy of Charlotte Mason
is not an uncommon homeschool philosophy. As a matter of fact, the more we learn about the
fullness of a traditional classical education, the more we can recognize some of the inspirations
that came to formulate the Charlotte Mason philosophy. In the classical paradigm, the early years
are meant for developing piety (a right fear and knowledge of God and man) as well as developing
musical and gymnastic “knowledge”. Which is to say, the basis of both the classical and Charlotte
Mason paradigms in the early years is an active, living engagement with creation, the Creator,
music, arts, and movement, with the purpose of developing virtue, reverence, and faith.
One of the most important motivating factors behind Gentle + Classical Nature (GCN) is my
own desire to better understand and implement much of Miss Mason’s philosophy alongside
that of the Christian Classical tradition. I desired to do so in an incredibly practical way without
becoming overwhelmed by schedules that don’t fit our lifestyle or compromising my own personal
educational convictions where they may depart from any particular educational leader or
philosopher.
The goal of all Gentle + Classical programs is to empower educators with knowledge,
usher each of us to the foot of the Cross, inspire us to be tenacious students of
learning, and to remove the burdens of comparison and fear- once and for all.
Homeschool Freedom
I believe that the most beautiful aspect of home education is the freedom to adapt, co-mingle, and
extract any particular practice from any available homeschool method and place it into our own
unique homeschool. One of the most beautiful, and yes— overwhelming— aspects of education at
home is the freedom that we have to choose, manipulate, expand, simplify, and blend any of the
vast numbers of educational philosophies that are available to create our own unique approach.
Each homeschool family can be truly one-of-a-kind! In this volume, that is what I’ve ventured to
do: handpick the best of several various philosophies and co-mingle them to become my own.
The freedom found in homeschooling that can be so overwhelming becomes intrinsically perfect
when we ask for and allow the Holy Spirit to guide us. In this guide, you will find advice and
encouragement in educating your children in observing, collecting, cherishing, and identifying
nature and the wonders of creation gifted all around us. The ideas that I present to you will be
beautiful, peaceful, wholesome, and God-honoring. However, that does not mean this is THE
perfect curriculum or that something out there would not be better suited for your personality,
your child’s learning style, or your family’s budget and schedule. There is no “one way.”
I fully and profoundly believe that Gentle + Classical Nature will be an excellent tool for many
families who love God, are inspired to deeply and profoundly be acquainted with His Creation,
want to honor their child’s natural developmental rhythm, and need practical, encouraging help in
ordering their days to reach the vision they’ve cultivated for
their homeschool.
Tip Time!
So whether you are a new homeschooler or veteran,
a Charlotte Mason purist, Classicist, or everything all
mixed up in-between, I hope that you’ll be blessed by Hear me clearly, friend, as you
walking with me through this program. We are one come to know this author’s
community, pursuing the same ideal: to know God fully, heart through her words: the
to obey him eagerly, and to sufficiently and wholly make ONLY correct philosophy
him known to our children, for His Glory. of education for your
homeschool is the one that
the Holy Spirit has called you
Home education is a task of overwhelming patience— much to. As I share my perspectives,
like our overall journey of parenthood which begins at ideals, and methods with you
conception and ends when we draw our last breath. These alongside much input from
long days at home with little ones, big ones, and everyone in Charlotte Mason, I want you
between mesh themselves into months and years filled with to know that we are not your
memories and purpose, ultimately culminating into a life greatest advisors. The God
well-lived as we sow truth, beauty, goodness, and virtue into that created you, created your
the very fabric of our children’s souls. This, sweet friend, is child, and gifted him/her to you
hard and holy work as we journey through sacred terrain. Let to parent/educate is.
us never forget the legacy-building task set before us and the
hallowed ground that we stand upon.
May God bless you, keep you, encourage and inspire you in all that you do.
In Christ,
Erin
Let's Get Ready, Mama

A Preface to "A Book of Natural History"
The essence of character-building lies in action. The chief value of nature study in character-building
is that, like life itself, it deals with realities. One must in life make his own observations, frame his own
inductions, and apply them in action as he goes along. The habit of finding out the best thing to do next
and then doing it is the basis of character. Nature-study, if it be genuine, is essentially doing {this}. To
deal with truth is necessary, if we are to know truth when we see it in action. The rocks and shells, the
frogs and lilies, always tell the absolute truth. Every leaf on the tree is an original document in botany.
When a thousand are used or used up, the archives of Nature are just as full as ever. By the study
of realities wisdom is built up. In the relations of objects he can touch and move, the child finds the
limitations of his powers, the laws that govern phenomena, which his own actions must obey. So long
as he deals with realities, these laws stand in their proper relation. “So simple, so natural, so true,” says
Agassiz. “This is the charm of dealing with nature herself. She brings us back to absolute truth so often
as we wander.”
So long as a child is led from one reality to another, never lost in words or abstractions,—so long this
natural relation remains. “What can I do with it?” is the beginning of wisdom. “What is it to me?” is the
beginning of personal virtue.
By adding near things to near, the child grows in Knowledge. Knowledge, tested and set in order, is
Science. Nature-study is the beginning of science. It is the science of the child. The “world as it is” is the
province of science. In proportion as our actions conform to the conditions of the world as it is, do we
find the world beautiful, glorious, divine. The truth of the world as it is must be the final inspiration of
art, poetry, and religion. The world, as men have agreed to say that it is, is quite another matter. The
less our children hear of this, the less they may have to unlearn. Nature studies have long been valued
as “a means of grace,” because they arouse the enthusiasm, the love of work, which belongs to open-
eyed youth. The child blasé with moral precepts and irregular conjugations turns with fresh delight to
the unrolling of ferns or the song of birds.
Nature must be questioned in earnest, or she will not reply. But to every serious question she will return
a serious answer. “Simple, natural, and true,” she tends to create simplicity and truth. Truth and virtue
are but opposite sides of the same shield. As leaves pass over into flowers, and flowers into fruit, so are
wisdom, virtue, and happiness inseparably related.
-- David Starr Jordan, 1902

But, is it "Open and Go?"
Admittedly, most programs don’t require (BEG) that you read an entire book before utilizing them.
While that’s truly in your own hands (and the program can certainly be used if you don’t), this
author asks you to take the time to read Charlotte Mason’s Volume 1: Home Education then asks
you to read through Part 1 of this program at least twice before you begin.
Why? For most of us, we are very much used to (and looking for) “open and go.” That’s my
typical scouting process for new curriculum: “Is it OPEN AND GO?” I 1000% get it, friend. We
have limited time and many of us have several children, in various grades, with different learning
styles to consider.
As you grow in understanding of this “classical/CM” method, this program

becomes very “open and go” on a daily and weekly basis. Aside from procuring
books and ordering a few supplies for term projects, your week-to-week
planning won’t be stressful or cumbersome at all. I know that this will be due
to your diligence and faithfulness in fully preparing your own heart and mind
prior to stepping into the program.
Tip Time!
• Rather than seek out a “summary” of Charlotte Mason’s ideas (and there are some great ones), if
you are educating a child under the age of 6, nothing will surpass the beauty and clarity of reading
Miss Mason’s OWN words about this season in Volume 1: Home Education.
• My personal edition is from The Home Education Series published by Living Books Press and has
been formatted to match the original printings (and page numbers). This will be very helpful as I
direct you to certain pages throughout Part 1 of this curriculum to read Miss Mason’s instructions
in various skills, where they are too lengthy for me to include here.
• Even if time doesn’t allow for you to read it in full before beginning GCN, you will want to have
it on hand, nonetheless. If you can’t read the full book, reading through page 233 will give you the
vast majority of insight you need to get started.
• There is also a FREE online version, with original page citations, that will roughly align with
citations in this book. Find it at Ambleside here: amblesideonline.org/CM/toc.html

"No Overwhelm" Zone
Before we dive deeper, I want to address what this program both IS and is NOT, for
your peace of mind and a measure of reassurance.
This program is a MENU. Most people would be exceedingly hard-pressed to complete every
activity, memory statement, book, nature exploration, and attainment outlined in each unit over
even a two-week period. Personally, we will be walking through Nature for a third time soon-
focusing on aspects that we weren’t ready for yet or that weren’t priorities for us at the time.
This program is NOT legalistic. To reiterate above, YOU get to pick and choose what works
for your family. There is no “right” way to handle this content. I certainly have planned and
intended for it to be approached in a particular way, but that absolutely doesn’t mean that it
can’t be approached in 20 other very different ways. This is a program of GRACE.
The program IS designed to primarily be used by North American families, especially in

regards to the specific trees, birds, and wildflowers outlined in the Attainments. That doesn’t
mean you can’t swap those out or even reverse the order of the program if you’re in the southern
hemisphere. There’s no way to write one program about Nature that works for every single
family in the United States, much less the world.
This program isn’t hyper-detailed-oriented. I am a fan of “springboards” as curricula and

despite how robust this program is, it’s not broken down for you into day-to-day activities. It
will require some weekly advanced planning which should take you no more than 15 minutes
once it becomes a routine. It does include suggested schedules and a planner (in the appendix)
for your convenience. As a global/big-picture thinker, I’m not good at communicating or advising
on minute details, and thusly I don’t try to do that here.
This program IS unabashedly Christian. That doesn’t mean you have to be to use it, but I hope
that as you spend time exploring and becoming intimately acquainted with creation, that you
glimpse the glory of our Creator in the process.

Scope + Sequence
Gentle + Classical Nature: Volume 1 is composed of 18 units of work, divided into 3 terms. If
you were an “original” user of Gentle + Classical Nature from its first launch, you may remember
that the plan was 36 units over 3 terms, to be completed in one year. However, after prayer and
actual implementation in our own home, we came to the conclusion that each unit of Nature
is SO ROBUST that it lends itself to two weeks of study minimum. Furthermore, when used
alongside The Gentle + Classical Preschool Level 2, completing one unit in one week would be
intimidating and overwhelming, with much falling through the cracks. This updated edition
allows the same flexibility as always but reduces overwhelm by only offering what could feasibly
be accomplished between both programs, in a two week period.
The chart on the following pages gives an overview of the

unit topics included in each term along with the Charlotte
Mason “Formidable Attainments” we will focus on each unit.
(We will learn more about these attainments in the next

section!)
Tip Time!
There are two general “sections” in each unit: Attainments and Nature Unit.
We will be walking through a process of meeting each of the “attainments” (described in
detail in the next section) in a very clear and natural way as we simultaneously learn about
a specific animal group, habitat, or natural process via the Nature Unit topic.
They are done this way so that you can choose any of the following 4 ways to use this program:
1. Focus on the attainments alone.
2. Utilize the nature unit only.
3. Use the entire program as a “menu” to choose books, activities, or attainments.
4. Do everything as outlined and scheduled.

Scope + Sequence
Key: Tip Time!

Identify a: This icon key indicates 3 term projects
Walk/View over the 18 units (36 weeks). These are
Bird completely flexible and can (and should) be
Body of Water swapped around to suit the season you are
Tree using this program. The projects have been
Term Projects included to align with covered content, but
Wildflower they need not match up if you begin in winter
Poem Recitation and can’t possibly have live butterflies at that
time of year. You’ll find more details about
Picture Paint term projects throughout Part 2.
Handicraft Be sure to make this work for you!

All About the Books
“"Must Haves"”
Term-Long Read Alouds
These books are intended to be read aloud, preferably in small chunks, during a
morning basket time or other collective. They are not necessarily instructional in
knowledge but rather foster imagination and connection to nature’s delights and
would be categorized as “Nature Lore” in a CM education.
Level 1 Level 2
Frog and Toad Among the Pond

Storybook Treasury People
by Arnold Lobel by Clara D. Pierson
Thimbleberry Stories Among the Forest

by Cynthia Rylant People
by Clara D. Pierson
& The Adventures of Among the Night

Geraldine Woolkins People
by Karin Kaufman by Clara D. Pierson

Core Books
Tip Time!
These are books we consistently use from unit to unit, so
you’ll want to own them if at all possible.
Level 3 Book Lists can
be found in the separate
These books are slated for BOTH Level 1 & 2 students Level 3 Package. While we
to reduce costs and streamline studies. The images are reference Level 3 in this
engaging, vibrant, and realistic for younger students and guide and include Level 3
the text is descriptive, rich, and living for older students. Memory Statements, the
Don’t let the simplicity of the text in several of these fool books and activities for
you- they garner attention even after a half dozen reads. Level 3 are sold separately.
Core Nonfiction Core Living Books
Tip Time!
“Rowing a Book” is a popular approach and science has shown great benefit to repeated
readings. All “Core Living Books” with the exception of Ellie’s Log
would be considered “repeat readings”- meaning you read them once per unit or every
other unit. (Pssst: There’s no “wrong” way to do this.)
Ellie’s Log is a much longer book and will need to be read in small portions. Chapters are
assigned by unit in Term 3. Even youngest listeners will be engaged!
For Mom
Here are favorite and highly
recommended resources for mom!

"Lovely Additions"
The selections below are amazing resources for stocking a full
ost nature library or including geography alongside Nature, per
o o k s feature mes
b
These birds and tre Attainments 6&7. Some are mentioned in their related unit, but I
o f t h e d e d t o o b s e r ve
en
recomm r attainments. felt they all deserved a “shout-out.”
in ou
For the Attainments Want to add more creature adventures

alongside some history and geography?
On Mission is a perfect addition to
Nature and Preschool!
All 3 Terms!
Tip Time!
Each section titled “Additional Book Menu” included on the unit pages provides a selection
of additional reading options. This menu is a list of suggested books but are not required.
Feel free to utilize what you already own or what your library has available .

Book Tip Time!
• Use what you have available in your home or at your local library. There are many excellent
books not on my list!
• Don’t stress about books. There are numerous great ones, and the important thing is to make
reading aloud an integral part of your day from an early age.
• You might choose to read several books per unit or “row” one book multiples times over a
unit. Both are great options!
• There are a couple of books that we rely on unit after unit (referred to as “must have” or
“core” throughout this guide). To keep costs low and to appeal to as many ages with as few
books as possible, I chose books that can be read again and again with deeper and deeper
understanding over several weeks, that are widely available for purchase or in your local
library, and still have excellent illustrations and beautiful language.
• Each level has its own term read aloud option. I have a suggested pace of reading (outlined
on each “Unit Snapshot” page) that allots to read the full chapter book each term.
Tip Time!
Reading aloud is a great opportunity to The heart of the discerning
train little ones in attentiveness and self-
control. Keep it positive and within “fruitful acquires knowledge, for the
frustration” for everyone involved. The
pace that you keep isn’t nearly as important ears of the wise seek it out.
as the experience! -Proverbs 18:15
I bribe my toddlers with chocolate chips to
listen to read alouds! They are much more
attentive when they have a “high value”
snack that comes along with listening. Do
what works for you! We don’t bribe them
at any other time, but I find it helps make
a positive association with something that
can be quite challenging for them.

Level Up!
Throughout the rest of this program, you will see “levels” referenced, especially in relation to
memory statements and literature selections. We have 3 levels that I will refer to that are loosely
based upon age. What is more important than age, in regard to these levels, is the ability to
attend, to memorize, and to understand the material. As a rough guide, they are as follows:
Level 1:1: Ages 3-6 or K4-1st grade; statements are very specific and brief;
readings are much shorter and simplified
Level 2: Ages 5-9 or 2nd-4th grade; statements are broader with more
detail; readings are longer with more detail
Level 3: Ages 8-12 or 5th-7th grade; statements combine levels 1 and
2 or alternatives are offered that are much longer and more detailed;
readings include much greater details and include multiple chapter books
You will notice an overlap in ages above. Since there is a huge

range of abilities in reading, attention, and memorization that is all
considered normal, I’ve been generous with the age ranges. In your
own home, you’ll likely see a distinct difference in abilities to listen to
read alouds or focus on a handicraft among your own children, based
more on nature than age. What is easy to one 4-year-old to attend
to or repeat might be quite challenging for an 8-year-old, while both
are completely within “norm.” Furthermore, with learning disabilities
and other developmental variations in mind, these levels should be
chosen based on skill and maturity rather than age.
Tip Time!
It’s not a bad idea to go ahead and prayerfully consider where each of your students fall in
these levels. Browsing through the curriculum will also help you gain insight. There is no
“WRONG” answer- only what works for your family. Seek what is a comfortable fit with very
light stretching— what I refer to as “fruitful frustration.” If in doubt, go with the lower level.
It will be much easier (and more encouraging) to go up a level than have to move down one.

Alignment with other
Gentle + Classical Programs
If you are utilizing The Gentle + Classical Preschool Level 1 alongside Nature, you’ll
find that many memory statements in Nature mirror the science portion of Preschool
Level 1 but may include additional information and are not in the same order.
Tip Time!
My suggestion, when using both Preschool Level 1 and Nature, is to skip the
science statements in Preschool Level 1 and simply utilize Nature in full (however
many terms you would like). However, you might adopt the shorter versions from
Preschool Level 1, where available.
Example:
In Preschool Level 1, Unit 1 Science is: Tadpoles turn into frogs.
In Nature, Unit 1: Tadpoles turn into froglets then into frogs.
Nature includes an additional pieces of information as its age focus is 4+ rather

than 2+. Use your own discernment and your child’s aptitude for memorization
when choosing which to utilize.
Gentle + Classical Nature fulfills the science portion of The Gentle + Classical Preschool
Level 2 since the age focus is the same and they are created to be complementary. Furthermore,
Preschool Level 2 will complete the “Formidable Attainments” set forth in this volume as well.
Together, they are a beautiful and thorough early education (though you will still need your own
complete phonics program and complete math program, based on when you choose to begin those).
While they are highly complementary, it is not required that you utilize both
Preschool Level 2 and Nature or begin them at the same time. Over the span
of time, they work exactly the same way- to help you child reach all of the
attainments (and much more) in a gentle, classical way. You’ll find scheduling
information for using both in the scheduling portion of both guides.

Tip Time!
I want to wholeheartedly encourage you to read through this ENTIRE Teacher’s
Guide, including the detailed attainment overview. It’s my heart to encourage you that
understanding the philosophy will help you truly feel empowered to home educate
without fear or comparison. However, if you’re working hard to get started quickly,
you can use the following “Quick Start” guide to get moving while you work your way
through understanding the attainments.

“Quick Start”-
Choose Levels + Terms
Tip Time! 1. If you will be utilizing the attainment portion

of the program, begin with term 1. (You’ll want
Before pondering these
to work sequentially through all 3 terms.)
questions, be sure to take a
quick look at the attainments 2. If the attainments are not important to you,
and the unit overview pages select a term or unit to begin with. (Mix and
in this guide. Then come back
and consider these questions: match all you want!)
Do I plan to utilize the
attainments as outlined in the 3. If you will be pursuing the attainments, utilize
program? Or will I only use the the Walk/View and “Body of Water” notes on
unit study content?
page 129 to help in selecting those. (The section
What is the weather when we
starting on page 38 will help you understand
are beginning? Is there a term
project that fits our current what this is.)
season?
When and where will we go on 4. Select the appropriate level for each of your
nature walks? children. (See page 26)
What levels are each of my
children? (If you have multiple
5. If you have a child that you consider “Level
children in multiple levels,
consider teaching to the older 3” who you want to integrate into this program,
ones and letting the younger acquire the Level 3 Student Notebook to include
ones catch what they can.) their Level 3 book lists, copywork, poetry, and
more. (Winter 2020)
6. Find and secure required books for the program. It’s best to purchase the “core”
books if you are able and then place holds on any “menu” books specific to each
unit at your local library. (You’ll find more information about book selection back
on page 22 and in the contents of each unit.)

“Quick Start”-
Bundle
To make life easier, I’ve created a Bundle of materials that are aligned with
and useful for implementing Gentle + Classical Nature.
The following steps are related to preparing those materials:
7. Have your leveled Student Notebooks printed and spiral bound, if you desire.
They have been designed in order to be worked and read through sequentially as
you go through this program. They also include a schedule for your reference.
8. Have your Nature Collection Notebook printed on cardstock and spiral bound.
I requested a spiral twice as large as normal for the pages to make space for
taping in bulky items like tree bark of thick leaves.
9. If you’re utilizing a Memory Statement Board (see page 31), then you’ll need to
print the Memory Statement Cards from the Nature Bundle as well. I print these on
cardstock, but since they aren’t handled by my students, I don’t laminate them.
10. If you plan to play the included games with the 3-Part Montessori Cards or
practice Spanish or French with the flashcards, you’ll need to print and laminate
those as well. I choose to print these on cardstock and laminate for longevity.
Tip Time!
Printing can be expensive!
I have a special blog post with side-by-side comparisons of several affordable printing
options, including how I print as inexpensively as possible at home. Find it at:
gcpress.tinyc.co/printing

Quick Start”-
Memory Statement Board
Creating a Memory Statement Board brings centrality and focus to your homeschool day.
Creating a board is simple and relatively inexpensive. The entire project is under $15 and
takes around 30 minutes. I’ve received pictures of Memory Statement Cards displayed on
cork board, hung with magnets on dry erase boards, and strung across a line on the mantle,
so do what works for you! You can really get creative, but I will encourage you that I’ve
heard from NUMEROUS mamas that building a board, right from the start, would have
saved them time, stress, and money. Having a memory work board on display truly brings
the program to life for most families.
Tip Time! In order to construct a board as pictured on the

next page, you’ll need the following materials:
You can find helpful videos
plus a blog post that
includes MANY different
» black, tri-fold, foam board measuring 48”x36”
(I purchased mine from Hobby Lobby but most
versions of Memory
Statement Boards on my stores like Michael’s and Wal-Mart carry them for
blog. $5-10. I don’t think that you “need” it to be tri-
fold, but mine is. If you want to fold it up and store
Boards:
it each day, this is helpful.)
gcpress.tinyc.co/msboard
Video (IGTV):
» about 2 dozen clothespins- full size or mini (These
can be found on the craft aisle at stores like Wal-
gcpress.tinyc.co/ Mart. The size is only a matter of preference.)
msboardvid
» hot glue gun and glue sticks
Tip Time! Landscape

(horizontally)
Decide on the orientation of your
memory statement board. If you are
hanging it on the wall, you can orient
OR
the board horizontally or vertically. I’ve Portrait
done both, and both ways work well. If (vertically)
you are setting it on a table, you’ll want
to lay it out horizontally/landscape. 31 ©Gentle + Classical Nature
Assembly is easy-peasy!
1- You will want to print out and trim the “board headers” that are included in any Bundle you
purchase from my shop. Alternatively, they are free for download in the Resource Library gcpress.
tinyc.co/resourcelibrary (You can find the password at the bottom of any email I’ve sent you!)
2- Lay out the materials before gluing anything down. You may have to treat it a little like Tetris
and find a configuration that helps you get everything onto your board that you would like it to
have. You can even use a yard stick and pencil to gently sketch out straight lines to use as guides if
alignment is important to you.
3- Once you are confident about where you want to place each header as well as the clothespins
to hold each Memory Statement Card, you can carefully begin hot gluing them all into place.
You will want TWO clothespins for each Memory Statement Card. You can get away with one
clothespin for any flashcards if you are putting those on your board.
5- I used several (maybe 6) of the Velcro® Command Strips® to hang mine on the wall. That may
be overkill. I find the Velcro® ones easier to remove when taking things down, so I prefer those
over the poster strips. If you don’t have a space on your wall, the tri-fold display board can easily
be set up on a table or on the floor and then stored after you’re done with school for the day.
Tip Time!
You’ll likely run across MANY different variations of Memory Statement Boards- in
structure, layout, and content. Each family must decide which portions of each Gentle
+ Classical program works best for THEIR family. There is no “one, right way”. If
you’re using MORE than one G+C program, remember that you likely can’t do ALL of
each program. Consolidate and streamline- basing your decisions on prayer and your
heart’s priorities- to keep days running smoothly!

Sample Schedules
(2 Day / 4 Day)
These schedules have been created as a catalyst to get your “creative juices”
flowing. It always helps me to see a couple of variations on how to implement
a program into my school day. We utilize a Morning Basket time to cover much
content in little time. This also correlates with Preschool Level 2. You’ll find the
Morning Basket schedule below.
Morning Basket
This schedule includes material from Preschool Level 2 since
these programs were meant to be implemented together and
often are. However, if you’re using a different language arts
or history program alongside Nature, no worries- just alter
your own schedule to reflect your choices.
Keep in mind that these activities are all utilizing different parts of the brain and body.
So, while this is around an hour of school time, your students won’t likely get bored or
antsy if you keep moving!
» Hymnal (5 min) *From Preschool Level 2
» GCN Term Read Aloud (2-3 pages; 5-7 min) (assigned in each Unit Overview)
» GCN Poetry Recitation (5 min) *Included in Student Notebooks (for GC Nature)
» Handicraft Practice (10-15 min) *As part of our Nature attainments
» Bible Story/The Ology (loop/alternate days; 7-10 min) *From Preschool Level 2
» Memory Statement Practice (10 min) *This includes Nature and Preschool Level 2
» Nursery Rhyme* (2-3 min) *From Preschool Level 2
» Manners Overview* (3-5 min) *From Preschool Level 2
» A Child’s Garden of Verses (recite or sing; 3-5 min) *From Preschool Level 2
» Math Circle Activities (5-7 min) *From Preschool Level 2
» Portion of Wonder Tale Reading (2-3 pages; 5-7 min) *From Preschool Level 2

2-Day / 1 Week Schedule
*If you are utilizing Nature alongside Preschool Level 2 AND your goal is to complete ONE unit
per week, this two-day per week schedule will work for you very well. In this suggested schedule,
I am picking and choosing portions of Nature to fit into the day with Preschool and I would thusly
complete one unit of Nature WEEKLY. Also, it’s assumed in this schedule that you’re implementing
Morning Basket as previously outlined. Keep in mind that this is not my preferred schedule as
I have created each Nature unit with the intention of being covered gently over 2 weeks, but if
you’re only using a few portions, then finishing one unit per week might work best for you.
Day 1 Day 2
Outside Exploration. Be sure to collect Visit your attainment for the unit,
the flower/tree parts for the unit (when practicing observation and remembering
applicable). Add to Nature Collection skills, reflecting child’s level
Journal
Use foreign language terms during
Mentally review previous weeks’ Walk/ discussion and exploration, as
View or “Body of Water” appropriate, reviewing old ones as well
Use French/Spanish flashcards to Read aloud additional book from “book

practice new terms menu”
Begin chosen activity, unit project, or Discuss reading and its relationship to
work in Student Notebook. the unit’s memory statement
Play warm-up “picture-painting” or Finalize or continue working on project

memory games or a unit activity as needed
Core Core
Math Lesson (10) Math Lesson (10)
Phonics Lesson (5-10) Phonics Lesson (5-10)
Handwriting Lesson (5) Handwriting Lesson (5)

4 Day / 2 Week Schedule
*If you are utilizing Nature alongside Preschool Level 2, this 4-day/2 week schedule will work for you.
It will fit nicely into your Preschool plans like the previous schedule, but this allows for you to cover
ONE Nature unit over 2 weeks. In this suggested schedule, I am picking and choosing portions of
Nature to fit into the day with Preschool. Also, it’s assumed in this schedule that you’re implementing
Morning Basket as previously outlined. Feel free to include more, less, or different aspects.
Day 1 (Week 1) Day 2 (Week 1)

During outside explorations this week, be sure Read Core Reference and Living Books
to collect the flower/tree parts for the unit
(when applicable). Add to Nature Collection Begin chosen activity or unit project.
Journal.
Play warm-up “picture-painting” or memory
Use foreign language terms during discussion games (page 40-41)
and exploration, as appropriate, reviewing old
ones as well Outside Exploration
Read Nature Nuggets and do Creature/ Use foreign language terms during discussion
Creation Corner in Student Notebook and exploration, as appropriate
Day 3 (Week 2) Day 4 (Week 2)

Visit your Walk/View or “Body of Water”, Read aloud additional book from “book
practicing observation and remembering menu”; Discuss relationship to statement
skills, reflecting child’s level
Finalize or continue working on project or a
Practice memory statement during unit activity as needed
discussions on walk
Mentally “walk through” your Walk/View or
Use French/Spanish flashcards to practice “Body of Water” with your child from Day 3
new terms (depending upon level)
Review your flower/tree/bird for unit (via

your Student Notebook) Outside Exploration
Copywork and Attainment in Student Narration + Remaining Student Notebook

Notebook activities

All About the Attainments
A FORMIDABLE LIST OF ATTAINMENT FOR A CHILD OF SIX
(items in this font will be covered within the 3 terms of Nature; Items in this font are covered in
The Gentle + Classical Preschool Level 2)
1. To recite, beautifully, six easy poems and hymns.
2. To recite, perfectly and beautifully, a parable and a

psalm. Tip Time!
This list of skills is not for
3. To add and subtract numbers up to ten, with dominoes or
a child to have mastered
counters.
BY the age of 6, but rather
to be challenged with AT
4. To read — what and how much, will depend on what we
the age of 6. What does
are told of the child; children vary much in their power of
this mean? It essentially
reading.
means that the following
list of attainments are not
5. To copy in print- hand from a book.
a “Kindergarten Readiness”
6. To know the points of the compass with relation list but instead would be
to their own home, where the sun rises and sets, and considered Miss Mason’s
the way the wind blows. *This aspect is not specifically “Kindergarten” program.
covered in any current Gentle + Classical programs, but On This ALSO means that
Mission is an excellent introduction to geography. if your child is older, it
isn’t “too late.” These are
7. To describe the boundaries of their own home. (*Not excellent skills for all
specifically included in either program.) people, 4-94.
8. To describe any lake, river, pond, island, &c, within easy

reach.
9. To tell quite accurately (however shortly) three stories from Bible history, three from early
English, and three from early Roman history.
10. To be able to describe three walks and three views.
11. To mount in a scrap book a dozen common wildflowers, with leaves (one every week); to
name these, describe them in their own words, and say where they found them.

12. To do the same with the leaves and flowers of
six forest trees.
Tip Time!
13. To know six birds, by song, colour, and shape. How does this impact the use
of this program with your K4
14. To send in certain Kindergarten or other student? Remember, Mama,
handiwork, as directed. we don’t have to do things in
extremes. We can still have
15. To tell three stories about their own “pets” — intentional, planned time of
rabbit, dog, or cat. educational growth with our
child, no matter how young they
16. To name twenty common objects in French, are, as long as we have right
and say a dozen little sentences. expectations and attitude. Keep
in mind that these attainments
17. To sing one hymn, one French song, and one are geared toward Kindergarten,
English song. and you’ll be set up for success.
18. To keep a caterpillar, and tell the life story of a

butterfly from his own observations.
This was the brief list of attainments. The next several pages are FULL of
content. We take each of these attainments covered in Nature, and tackle them
one-to-one with wisdom straight from the mouth of Charlotte Mason herself
alongside the “real mom” way of getting these accomplished. Let’s get to it!

Part 2
Term 1

Unit 1 // Amphibians
Miss Mason Moment

Miss Mason Moment
“Self-education is the only possible education; the rest is mere veneer laid on the surface
of a child’s nature.”
Sweet, friend, let the quote above bury itself into the tenderest parts of your heart,
ready to overcome every worry, fear, and fleeting moment of comparison as you dive
head-long into home education.
Our children are not blank slates, but whole persons, made in the image of their
Creator, endowed with a thirst for His Presence which is found so richly in his creation.
Watch the beauty of this study create attachments, connections, and a living education
inside of your child that will last a lifetime.

Overview
In Unit 1, we launch our exploration into God’s creation by observing the
amazing world of amphibians. Beyond our exploration of amphibians, we will
begin our steady, slow immersion into the first attainments, our first term
project, and the reading of nature-enriched literature!
Project Time !
The first slated project is to raise caterpillars and release them as butterflies. If you
happen to be beginning Nature in winter, choose one of the indoor projects instead:
Ant Farm (page 79)

Terrarium (page 105)
We have utilized the Insect Lore kits from Amazon for several seasons now. Once
you order the kit, you receive a certificate to order the live caterpillars. Be aware
that temperatures must be appropriate to ship them safely. They’re also very lazy
upon arrival but perk up after two days.
Tip Time!
• Consider utilizing a life cycle model from Safari LTD, available on Amazon.
• YouTube it! If you search “life cycle of a frog,” the first several videos are fantastic!
• This link has some great info about finding tadpoles, keeping them, and any potential
licensing needed in certain states: gcpress.tinyc.co/findtads
• Newts and salamanders are also great pets. If you are considering a long-term
amphibian pet, I encourage research. This link has many other resources available:
gcpress.tinyc.co/amphib4pets Amphibians can live 5-10 years, carry disease, and can’t
be released into the wild when purchased from a pet store. This would be best for a
Level 3 child.

Unit 1 Snapshot
Memory Statements Foreign Language Core Books

Spanish Over and Under the Pond
Level 1 frog- la rana (Messner)
Tadpoles turn into froglets Nature Anatomy
pond- el estanque
then into frogs. (Rothman) pg 194-195
green- verde
Level 2 Term Read Alouds
French Level 1: Frog and Toad
Frogs, toads, newts, Storybook Treasury (Lobel) - 3
frog- la grenouille
and salamanders are chapters
amphibians. pond- l’étang Level 2: Among the Pond
green- vert(e) People (Pierson)- chapters 1-3
Level 3
Combine Level 1 & 2 OR:
Amphibians breathe and Attainments
absorb water through
their skin. Some types Í Identify and Visit Walk/View for Term 1
of amphibians are
frogs, toads, newts, and Í “Picture-paint” with your child some portion of
this Walk/View (see page 40)
salamanders.
Í Begin Term Project #1 (units 1-6): Butterflies
Í Begin daily recitation of your first chosen nature

poem
From Student Notebook
Í Begin daily practice of chosen handicraft
Í Locate your first wildflower (Sugg: Milkweed)

Additional Book Menu
Level 1 Level 2
Growing Frogs (French) One Small Square: Pond (Silver)
DK Encyclopedia of Animals (p181-182) From Tadpole to Frog (Pfeffer)
Mixed-Up Chameleon (Carle) Old Mother West Wind (Chapter 2) (Burgess)
It’s Mine (Lionni) Frogs (Gibbons)
In the Small, Small Pond (Fleming) *super short A Salamander’s Life (Himmelman)
Pond Circle (Franco)
Explore More
3 Search for puddles, creeks, and streams in which tadpoles might be developing.
3 Look under rocks and old logs for salamanders and newts.
3 Refer to your local/state wildlife departments (or Department of Conservation) for the
best areas and times to locate various amphibians.
3 Does your zoo have a special habitat for amphibians and reptiles?
3 Does your local aquarium have amphibians on display? How about a natural history
museum in your area?
3 Here is a list of natural history museums in the US that may have herpetology exhibits:
bit.ly/NatMusUS
3 Visit the local pet store for no-commitment observation.
Tip Time!
• Invest in the best rain and cold weather gear possible.
• Nature exploration time is to be child-led with “key points” sown by Mom when the
opportunity arises.
• You can find “Nature Nuggets” of knowledge about each topic on the first page of each
unit in the Student Notebook. Each level contains the same information. Older students
can read the Nature Nuggets independently and younger students can receive timely
explanations from Mom.

Unit 2 // Freshwater Fish
Miss Mason Moment

Miss Mason Moment
“All teaching of our children should be given reverently, with the humble sense that we are
invited in this matter to co-operate with the Holy Spirit.”
If you have a Level 1 child who is still in the early stages of being trained in the art of
observing and remembering, continue to play the “picture-painting” game and other
related memory games on a smaller scale- gradually building up these skills to develop
their “remembering muscles.”
Make sure to keep playing memory-building games, modeling observation skills on

daily Nature Explorations. You absolutely may have to train your child to SEE small,
important details for quite some time. Everyone is different. Remember, Mama, the
entire goal is the PROCESS, not the end result.

Overview
This unit, we continue to hang out in local ponds or rivers by exploring the lives of the
fish that inhabit them. The focus this unit is on the function of fish gills. Obviously, this
isn’t specific to freshwater fish. However, in your reading selections, we will focus on
fish living in rivers and ponds.
In a later volume of Nature, we hope to spend an entire year focusing on ocean fish
and other marine animals.
Tip Time!
Tip Time
The flower chosen to study in the Student Notebook is found across most of
the US in August. If you’re using this guide at a different time or not in the US,
swap units around (maybe study a tree instead) or choose a flower that’s local
to you.
Tip Time!
• The content in this unit’s memory statements focuses on fish anatomy and the
function of their gills, mainly answering the question, “How do fish breath in the
water?” Other ideas for exploration would be reading about and studying the fish life
cycle as well. Both sturgeon and catfish have interesting life cycles to read about. This
link goes to a pdf download specific to these two species: bit.ly/fishLC
• Aside from the viewing and reviewing of your Walk/View last unit, we will be
gathering our second nature collectible, to be identified and mounted in the Nature
Collection Journal. The goal for Term 1 is 4 wildflowers, 1 tree, and the identification
of 1 bird. This unit, we will gather/observe our second wildflower. However,
depending upon when you begin this program, you might not have those available.
Don’t hesitate to change the order of this portion of the program. If you’re in the
midst of winter, consider beginning with observing a bird.

Unit 2 Snapshot
Memory Statements Foreign Language Core Books

Spanish Over and Under the Pond
Level 1 fish- el pez
(Messner)
Fish swim in the water and Nature Anatomy
egg- el huevo (Rothman) pg 206-207
breathe through gills.
water- el agua
Level 2 Term Read Alouds
Fish have gills that extract French Level 1: Frog and Toad
Storybook Treasury (Lobel) - 3
oxygen from the water fish- le poisson chapters
around them. egg- l’œuf Level 2: Among the Pond
water- l‘eau People (Pierson)- chapters 4-6
Level 3
Combine Level 1 & 2 OR:
Fish are vertebrate
animals that lay eggs for
Attainments
reproduction and have gills Í Identify and Visit your “Body of Water” for Term 1
that extract oxygen from
the water around them. Í Mentally review your Walk/View from last unit
Í Continue Term Project #1 (units 1-6): Butterflies
Í Continue recitation of your first chosen nature

poem
From Student Notebook
Í Continue daily practice of chosen handicraft
Í Locate your 2nd wildflower (Sugg: Blackeyed

Susan)

Additional Book Menu
Level 1 Level 2
One Fish, Two Fish, Red Fish, Blue Fish (Dr. One Small Square: Pond (Silver)
Seuss) Pond (LaMarche)
A Fish Out of Water (Palmer) The Raft (LaMarche)
In the Small, Small Pond (Fleming) *super short DK Encyclopedia of Animals (pg 70-71, 174-
Pond Circle (Franco) 176)
Fish Had a Wish (Garland) *beginning reader Old Mother West Wind (Ch 6 and 15)
Explore More
3 Research a little in advance and look for a local stream, creek, pond, river, or lake
to visit.
3 Looking around the edge of the waterway closely will help you find small “fry” fish.
3 Plan a day of fishing with your family. If your family doesn’t fish, maybe a friend or
relative can help you get started.
3 Is there a local farmer’s market or seafood market that you can tour?
3 Is there a fish farm in your area? Can you tour it or join a local field trip?
3 Do you have an aquarium in your area to visit to view both fresh and saltwater
fish? Many of them allow homeschoolers to coordinate field trips for reduced
admission.
3 Here is a list of natural history museums in the US that may have exhibits specific
to fish in your area: bit.ly/NatMusUS
3 Visit the local pet store for no-commitment observation.
3 Song: There are SEVERAL fish songs listed here: bit.ly/fishsongs
3 Create a fun pond sensory bin if you don’t have access to the real thing: gcpress.
tinyc.co/pondsensory
3 This link has several super simple, crafty fish activities: bit.ly/fishcrafts
3 Don’t forget to enjoy the activities in your Student Notebook this unit.
3 Reminder: Review your French and Spanish terms often utilizing the French +
Spanish Flashcards.
Gentle + Classical
Nature
Memory Statement Cards
and Forests
Level 1

Tadpoles turn into froglets
then into frogs.
Gentle + Classical Nature // Level 1 Unit 1
Fish swim in the water and

breathe through gills.

Gentle + Classical
Nature
and Forests
Level 2

Frogs, toads, newts, and
salamanders are amphibians.
Fish have gills

that extract
oxygen from
the water
around them.
Gentle + Classical
Nature
and Forests
Level 3

Amphibians breathe and absorb
water through their skin. Some
types of amphibians are frogs,
toads, newts, and salamanders.
Fish are vertebrate

animals that
lay eggs for
reproduction and
have gills that
extract oxygen
from the water
around them.
Gentle + Classical
NatureVolume 1: Inland Waterways
and Forests
This Notebook Belongs To:

_______________________________
Student Notebook
Level 1
Credits
Beautiful moss Beautiful oak life Zeke and Amaria

watercolor art from cycle, water otter, illustrations
the talented Lydia at newt, manatee, courtesy of Lola
GreenUrbanCreative.com and more from the Graphic Images,
amazing Becca at found on Etsy.
Fiddlesticks
Education.com
Excerpts included in this publication are courtesy of public domain works,

published prior to 1923. These works are widely available online, for free
distribution and their copyright does not belong to The Gentle + Classical
Press, Inc.

Erin Cox
For use in home settings only. Home users may print or copy as much as needed for personal use.

FONT: Print Clearly by Blue Vinyl via www.FontSpace.com
Cover Font: Austin
Interior Font: Lato
Handwriting Font: ZNUScript via SchoolFonts.com

Hi Friend!
I am so excited to welcome you and your family to a year of exploring nature through Gentle +
Classical Nature. If you have not, be sure to read through the Gentle + Classical Nature Teacher’s
Guide before approaching this Student Notebook. The Teacher’s Guide gives all of the how and why
for this program and provides the framework for each unit.
This Student Notebook has been designed for K4-1st grade students. It includes copywork with
a very large, dashed font to accommodate strengthening motor skills. It also includes the Level 1
memory statement as copywork. Furthermore the activities includes are best presented orally with a
parent. The information presented is geared toward the first grade learner, so if a particular page feels
a little advanced for your 4 year old, be sure to accommodate or skip over that one. The vast majority
of content will work for children across this age group.
On the next page, you will find a schedule and checklist for completing this Notebook alongside
the full Nature program. Take this page as a suggestion and modify (or ignore it) according to your
preferences. This Notebook is a hybrid workbook/textbook/journal that you can fit into your weeks
in a number of ways. As with all Gentle + Classical programs, our aim is always guidance and a
framework with much room for flexibility to accommodate your goals and your students’ needs. The
various “quizzes” that are included throughout are also completely optional. As such, they are not
included in the schedule outlined but to be utilized as you see fit.
A fun tool is found at the very end of the this guide- Amaria and Zeke (our two friendly guides) are
available in paper doll format. Be sure to have them join you on adventures and as you complete your
Student Notebooks!
May God abundantly bless your year!
A Sensitive Note to Parents:

This notebook includes “nature nuggets” and other excerpts from books written in the late 1800s
through the early 1900s. While the excerpts shared are safe and wholesome, some of these books are
not recommended in their entirety. Please pre-read if you plan to read any in full, aloud. Some of them
include inappropriate and racist comments due to that profound era of ignorance.
The excerpts have been chosen because they are still scientifically relevant and the beauty of the lan-
guage and descriptions are unmatched in modern nature-related educational materials.
Daily Schedule and Checklist
Unit/Day Activity
Day 1 Nature Nugget + Creature Corner
Unit 1
Day 2 No Notebook Work
Day 3 Copywork + Attainment
Day 4 Narration + Additional Activity
Project 1 Butterfly Metamorphosis

Unit 2

Unit 3


Unit 4


Unit 5

Special Section French/Spanish Practice

Unit 6

Project 2 Ant Farm

Unit 7


Unit 8


Unit 9

Special Section Attainment Review
Unit/Day Activity
Unit 11 Unit 10


Unit 12

Project 3 Terrarium
Unit 14 Unit 13



Unit 15

Unit 17 Unit 16



Unit 18

APPENDIX Bee Activities
Paper Dolls
Hi Friend!
I’d love for you to meet my friends Amaria and Zeke! They LOVE Nature and they’ve been studying it
for years. They are here to guide you through your Student Notebook.
Hi there! My name is Amaria!

I’m so happy to meet you and
begin our great Nature Study
adventure together. I love
frogs, butterflies, and taking
a walk to my favorite pond.
How about you?
I’m Zeke! Amaria and I have

been best friends since we
were babies. She’s always
inviting me along on her
Nature Adventures. I’m
excited to explore and learn
together this year!
Gentle + Classical Nature Level 1 1

Nature Nuggets
Here is a strange-looking creature—the frog. At first sight we would say that it is
entirely unlike all the animals we have studied; but let us look a little closer. We see that,
like all the others, this little friend of ours has a body with a head, four limbs, two eyes,
two ears, a nose, and a mouth.
But how curious it is in form! Its body is short and round; its head is set on to its body
without any neck; and its limbs are placed on its sides, so that it can not stand, but only
squat. It has large staring eyes, that can look about on all sides; and when it opens its
mouth its whole head seems to split apart. It has webbed feet, and can swim well in the
water. It has no teeth, but lives upon grubs and flies and other insects. When a fly comes
within reach, the frog does not jump at it, but just darts out its long tongue, covered
with slime, so quickly that the fly is caught before it has time to stir.
It lives both upon land and in the water. When in the water, it can open and shut its
webbed feet like a fan, and so can swim rapidly. When upon the land, it can not walk
or run, but it gets along by hops. It sits on its hind feet, and suddenly straightens out
its hind legs, and away it goes in a great leap. When the cold weather comes, the frog
crawls into some hole, or under the bank near the water, and goes to sleep for the
winter. The cold does not kill him, and, when the warm spring days come, he wakes up
and comes out ready for the work which he is to do
In the spring of the year the frog lays its eggs in the water. These eggs are small and
round, but soon swell out to the size of a large pea. Each egg has in it a black speck, not
much larger than a pin’s head. This speck grows, and in the course of a few days out
comes a tadpole about half an inch long. Now, a tadpole has a round head, with a flat tail
on one side, but no body. The tadpole can swim with its tail, like a fish. On each side of
the head is a small tuft of soft pink threads. These are gills, through which it can breathe
the air which is in the water. Then the body grows, and in a short time two little legs
come out right where the tail joins the body. In a few days more two other legs come out
just back of the eyes, and then we have a tadpole with four legs.
But now another change takes place. Lungs for breathing air begin to grow inside, and
the gills become smaller. For a time the tadpole breathes partly in the water, with his
gills, and partly in the air, with his lungs. Next the gills dry up, and then it comes to the
top of the water to breathe; and it looks very much like a frog, except that it has a tail. At
last the tail shrinks away, and the tadpole has become a perfect frog. In hot weather all
these changes take place in a few weeks; but when it is cold, they take a longer time.
The frog, when full grown, can live on the land or in the water. It can stay under water
some time, but must come to the top to breathe. Each Mrs. Frog lays about one
thousand eggs, and if they all hatched and grew, every swampy country would soon be
overrun with frogs. But fish, birds, and serpents eat them in such numbers that they
only about hold their own year by year. Some kinds of frogs are also found to be good
food for men, and are caught for that purpose.
Frogs are lively and noisy in the first warm days of spring and summer. The little peeping
frogs keep up their shrill music all night and day, and with it we hear the deep voice of
the bull-frog, like a bass-drum heard at a distance. The bull-frog is the largest of the frog
kind. It eats worms, insects, and snails, and sometimes it even eats its own tadpoles.
In summer, we hear among the trees a shrill kind of whirring sound, which is kept up for
a long time without any pause. This is the song of the tree-frog, sometimes called the
tree-toad. This is a very small frog. It is born in the water, like other frogs; but when it
comes out in the spring, it climbs into the trees and lives there. Its feet spread out into
broad, flat toes, from the bottom of which comes out a sticky fluid. By means of these
toes, which partly act as suckers, the frog can crawl along on the under side of branches
without falling. The color of the tree-frog is so much like that of the wood it clings to
that it can not be seen unless we look very closely for it.
An excerpt from “Friends in Feathers and Fur, and Other Neighbors for Young Folks”
by James Johonnot, 1885
Frogs are so fun to observe. They

are also very hard to catch because
they’re so FAST. I would have never
guessed that when they’re born,
they don’t even have legs!

Creature Corner
Which of these animals are amphibians? Point to (or circle) the ones that belong.
What type of habitat do each of these animals live in? Do any of these animals prey
upon the other ones? Which animal will the frog eat? What about the snake?

Daily Poetry Recitation
(Practice your recitation each day of this unit, and check a box here once you do.)
The Caterpillar
by Christina Rossetti
Brown and furry,
Caterpillar in a hurry;
Take your walk
To the shady leaf or stalk.
May no toad spy you,

May the little birds pass by you;
Spin and die,
To live again a butterfly.
Tadpoles turn into

froglets then into
Do your best to
practice your nature
frogs. statement and poem

recitation each day.
Writing things down
always helps me!

Tell us about it! Draw and describe all that you’ve
learned so far about this unit’s topic. You can draw
animals or their habitat. Narrate what you drew and
your Mom/Teacher will write it down for you.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Frog Life Cycle
Frogs are AH-MAZING! Let’s learn about their life cycle! They aren’t born as tiny frogs that grow into
adult frogs. They’re born as something completely different!
Gentle + Classical Nature Level 1

froglet frog
eggs
tadpole tadpole
7
with legs
Wildflower #1: Pink (or Swamp) Milkweed
(If this particular species of milkweed- or milkweed in general- isn’t available in your area, it’s more desirable
to find something local to you to observe in lieu of researching online. However, if resources are limited, utilize
online resources and books.)
Flower Factoids
Name: Asclepias incarnata - Swamp Milkweed, Western Swamp Milkweed, Pink
Milkweed, Eastern Swamp Milkweed
Location: One species of milkweed is found in every state except for Alaska. Pink
Milkweed is found in all but 6 states. You can find out more here: gcpress.tinyc.co/
milkweed
Milkweed is a beautiful and
Blooms: Late Summer important plant. Let’s listen
to how important it is to the
Height: 2-6 feet tall monarch butterfly. I hope you
can go on an adventure with
Flower Color: rosy-pink, red, white, or purple us and find some for yourself!
Leaves: 1-4 inches long

Gentle + Classical Nature Level 1 From: Wild Flowers Worth Knowing
BY NELTJE BLANCHAN
Wildflower #1: Milkweed
Noteable Notes
After the orchids, no flowers show greater executive ability, none have adopted
more ingenious methods of compelling insects to work for them than the
milkweeds. Wonderfully have they perfected their mechanism in every part until
no member of the family even attempts to fertilize itself; hence their triumphal,
vigorous march around the earth, the tribe numbering more than nineteen
hundred species located chiefly in those tropical and warm temperate regions
that teem with the insects whose cooperation they seek. -Wild Flowers Worth
Knowing (Blanchan, 1917)
Consider the milkweeds,—a family of beauties. Something luxuriant and
sensuous there is in their ample proportions. They have an excessive health, an
exuberance of vitality; a full-blooded race, if you so much as break a leaf from
one it bleeds like a wounded creature. From the mud, the swamp-milkweed has
derived some rich hue, while the butterfly-weed in the pasture has caught the
very sunshine itself and become a living flame. The great pod of the milkweed
is the luxuriant fruit of this fine plant, as tropical in appearance as any mango
or cocoa bean. When it is ripe, in place of a luscious flavor, it discloses a mass of
finest silk, a fluffy ball. Who would guess the treasure within these grotesque
pods with their long beaks, their spines and wrinkles? They are like curious old
junks with a cargo of rich stuffs of the East, which children—young pirates that
they are—overhaul on the high seas of the pasture and despoil of their treasure.
-In the Open (Kirkham, 1908)
More Wildflower Activities

• Use your Nature Collection Notebook to collect, observe, and draw milkweed from
your observations. Finding some locally is ideal, but utilize whatever you have available.
Take a small sample to leave much for the butterflies!
• Consider planting milkweed species native to your area to help Monarch
conservation efforts.
• You can get receive free seeds at the following link. They do accept contributions, so
pay whatever you can to further their efforts:
www.livemonarch.com/free-milkweed-seeds/

Project #1: Butterfly Metamorphosis
Keep in mind that WHEN you do this project doesn’t matter- but doing it is truly an awe-inspiring experience
for everyone. Utilize this page for information about metamorphosis and the following page to track your
observations of your own butterflies.
Butterflies begin as a tiny After 4 days, the egg hatches. After 2 weeks of eating,
egg. Monarch butterflies A tiny caterpillar emerges and the caterpillar will find a
only lay eggs on milkweed. begins to eat and grow. place to attach to a plant
and begin metamorphosis.
The caterpillar forms a When this pupa stage When the time is just right,
chrysalis. For 10 days, the is coming to an end, the the butterfly gently breaks
caterpillar “melts away” and chrysalis begins to thin and free of the chrysalis and
forms an entirely new body. appear clear. emerges.
The butterfly’s wings slowly expand and take a little

time to dry, then it is ready to fly away! The monarch
butterfly will feed and lay its own eggs on a milkweed
plant when it’s the right time.

Keep track of your own butterfly project
by drawing what you see in the spaces
below. You can also write (or have
someone else write) what you notice
about the caterpillar or butterfly.
Day ______
______________________________
Day ______ ______________________________
______________________________ ______________________________
______________________________
______________________________
Day ______ Day ______

______________________________ ______________________________
______________________________ ______________________________
______________________________ Day ______ ______________________________
______________________________
______________________________
______________________________
Nature Nuggets
What is a Fish?—A fish is a back-boned animal which lives in the water and cannot
ever live very long anywhere else. Its ancestors have always dwelt in water, and
most likely its descendants will forever follow their example. So, as the water is
a region very different from the fields or the woods, a fish in form and structure
must be quite unlike all the beasts and birds that walk or creep or fly above
ground, breathing air and being fitted to live in it. There are a great many kinds
of animals called fishes, but in this all of them agree: all have some sort of a back-
bone, all of them breathe their life long by means of gills, and none have fingers or
toes with which to creep about on land.
If we would understand a fish, we must first go and catch one. This is not very
hard to do, for there are plenty of them in the little rushing brook or among
the lilies of the pond. Let us take a small hook, put on it an angleworm or a
grasshopper,—no need to seek an elaborate artificial fly,—and we will go out to
the old “swimming-hole” or the deep eddy at the root of the old stump where the
stream has gnawed away the bank in changing its course. Here we will find fishes,
and one of them will take the bait very soon. In one part of the country the first
fish that bites will be different from the first one taken in some other... Here we
will catch sunfishes of certain species, or maybe rock bass or catfish: any of these
will do for our purpose. But one of our sunfishes is especially beautiful—mottled
blue and golden and scarlet, with a long, black, ear-like appendage backward from
his gill-covers—and this one we will keep and hold for our first lesson in fishes.
It is a small fish, not longer than your hand most likely, but it can take the bait as
savagely as the best, swimming away with it with such force that you might think
from the vigor of its pull that you have a pickerel or a bass. But when it comes out
of the water you see a little, flapping, unhappy, living plate of brown and blue and
orange, with fins wide-spread and eyes red with rage.
When we look at the sunfish from the front we see that it has a sort of face, not
unlike that of higher animals. The big eyes, one on each side, stand out without
eyelids, but the fish can move them at will, so that once in a while he seems to
wink. There isn’t much of a nose between the eyes, but the mouth is very evident,
and the fish opens and shuts it as it breathes. We soon see that it breathes water,
taking it in through the mouth and letting it flow over the gills, and then out
through the opening behind the gill-covers.
If we take another fish—for we shall not kill this one—we shall see that in its
throat, behind the mouth-cavity, there are four rib-like bones on each side, above
the beginning of the gullet. These are the gill-arches, and on each one of them
there is a pair of rows of red fringes called the gills. Into each of these fringes
runs a blood-vessel. As the water passes over it the oxygen it contains is absorbed
through the skin of the gill-fringe into the blood, which thus becomes purified. In
the same manner the impurities of the blood pass out into the water, and go out
through the gill-openings behind. The fish needs to breathe just as we do, though
the apparatus of breathing is not the same. Just as the air becomes loaded with
impurities when many people breathe it, so does the water in our jar or aquarium
become foul if it is breathed over and over again by fishes. When a fish finds
the water bad he comes to the surface to gulp air, but his gills are not well fitted
to use undissolved air as a substitute for that contained in water. The rush of a
stream through the air purifies the water, and so again does the growth of water
plants, for these in the sunshine absorb and break up carbonic acid gas, and throw
out oxygen into the water.
The sunfish in the spawning time will build some sort of a nest of stones on the
bottom of the eddy, and then, when the eggs are laid, the male with flashing eye
and fins all spread will defend the place with a good deal of spirit. All this we
call instinct. He fights as well the first time as the last. The pressure of the eggs
suggests nest-building to the female. The presence of the eggs tells the male to
defend them. But the facts of the nest-building and nest protection are not very
well understood, and any boy who can watch them and describe them truly will be
able to add something to science.
An excerpt from “A Guide to the Study of Fishes”

by David Starr Jones, 1905
Fish might not seem very interesting to begin

with- you might even think they look slimy and a
little gross! But fish are the COOLEST! Can you
imagine being able to BREATHE underwater and
never having to come up for air!

Creature Corner
Pond or Ocean? Which of these animals lives in a pond (or river) and which lives in the
ocean? You may draw a line to connect the creature to its proper habitat. You might also
consider copying this page, cutting out the animals, and placing them in the proper habitat.
Pond Ocean
Artist Unknown
Edward Manet

The Caterpillar
Brown and furry,
Take your walk

Spin and die,
Fish swim in the

water and breathe
Do your best to
using gills. practice your nature

statement and poem
recitation each day. I
know you can do it!

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Anatomy of a Fish
Practice saying the fish parts each day. If you are able to write, copying the
names is a great way to practice writing and spelling.

dorsal fin
eye
tail fin mouth
gills
anal fin
pelvic fin
17
Wildflower #2: Black-eyed Susan
Flower Factoids
Name: Rudbeckia hirta- commonly called black-eyed Susan, Yellow or Ox-eye Daisy
Location: Native to eastern and central North America, but introduced to the western
portion of North America as well; grows naturally on roadsides and in fields but is
widely cultivated in gardens.
Blooms: June to September, in full sun
Height: 1 to 3 ft. tall, hairy, rough, usually I hope you’re able to find
unbranched, often tufted. a black-eyed Susan too!
If you aren’t- that’s OK.
Flower Color: Natively, a golden yellow color. I bet you have a GREAT
Breeding has created color variations such time and learn so much
as oranges, reds, and browns. just from looking!
Leaves: Oblong to lance-shaped, thick,
sparingly notched, rough; covered with From: Wild Flowers Worth Knowing
BY NELTJE BLANCHAN
“hairs” (hirta is Latin for “hairy”)
Noteable Notes
So very many weeds having come to our Eastern shores from Europe, and
marched farther and farther west year by year, it is but fair that black-eyed Susan,
a native of Western clover fields, should travel toward the Atlantic in bundles of
hay whenever she gets the chance, to repay Eastern farmers in their own coin.
Do these gorgeous heads know that all our showy rudbeckias--some with orange
red at the base of their ray florets--have become prime favorites of late years
in European gardens, so offering them still another chance to overrun the Old
World, to which so much American hay is shipped? Thrifty farmers may decry
the importation into their mowing lots, but there is a glory to the cone-flower
beside which the glitter of a gold coin fades into paltry nothingness. Having been
instructed in the decorative usefulness of all this genus by European landscape
gardeners, we Americans now importune the Department of Agriculture for seeds
through members of Congress, even Representatives of States that have passed
stringent laws against the dissemination of “weeds.” Inasmuch as each black-eyed
Susan puts into daily operation the business methods of the white daisy, methods
which have become a sort of creed for the entire composite horde to live by, it is
plain that she may defy both farmers and legislators. Bees, wasps, flies, butterflies,
and beetles could not be kept away from an entertainer so generous; for while
the nectar in the deep, tubular brown florets may be drained only by long, slender
tongues, pollen is accessible to all. Any one who has had a jar of these yellow
daisies standing on a polished table indoors, and tried to keep its surface free from
a ring of golden dust around the flowers, knows how abundant their pollen is. The
black-eyed Susan, like the English sparrow, has come to stay--let farmers and law-
makers do what they will. -Wild Flowers Worth Knowing (Blanchan, 1917)

• Use your Nature Collection Notebook to collect, observe, and draw black-eyed
Susans from your observations. Finding some locally is ideal, but utilize whatever you
have available. Take a small sample to leave much for the butterflies!
• Check your local garden supply store for black-eyed Susan varities. Are there a few
different types that you can plant and observe. What are the height differences? Does
on type produce a larger blossom than the others? Are they fragrant?
• This website has fantastic information about the black-eyed Susan and also explains
why it’s called a “Susan”: gcpress.tinyc.co/blackeyedsusan
Paper Dolls //
To utilize the gorgeous paper dolls, just follow the following steps:
1- Print the dolls/clothes on card stock.

2- Be sure to select “fit to print” when printing.
3- I found that it’s best to laminate the DOLLS for longevity, but
didn’t have success with laminating the clothing. The lamination im-
pedes the tabs bending to secure the clothing.
4- The tabs on the legs can be tricky to cut out. I ended up snipping
them off and just utilizing the remaining tags. Worked just as well.

Gentle + Classical
NatureVolume 1: Inland Waterways
and Forests
This Notebook Belongs To:

_______________________________
Student Notebook
Level 2
Credits
Beautiful moss Beautiful oak life Zeke and Amaria

watercolor art from cycle, water otter, illustrations
the talented Lydia at newt, manatee, courtesy of Lola
GreenUrbanCreative.com and more from the Graphic Images,
amazing Becca at found on Etsy.
Fiddlesticks
Education.com
Excerpts included in this publication are courtesy of public domain works,

published prior to 1923. These works are widely available online, for free
distribution and their copyright does not belong to The Gentle + Classical
Press, Inc.

Erin Cox
For use in home settings only. Home users may print or copy as much as needed for personal use.

FONT: Print Clearly by Blue Vinyl via www.FontSpace.com
Cover Font: Austin
Interior Font: Lato
Handwriting Font: ZNUScript via SchoolFonts.com

Hi Friend!
I am so excited to welcome you and your family to a year of exploring nature through Gentle +
Classical Nature. If you have not, be sure to read through the Gentle + Classical Nature Teacher’s
Guide before approaching this Student Notebook. The Teacher’s Guide gives all of the how and why
for this program and provides the framework for each unit.
This Student Notebook has been designed for 2nd-4th grade students. It includes copywork with a
small, dashed font to accommodate strengthening motor skills. It also includes the Level 2 memory
statement as copywork. The included activites have been created to align with the Level 1 Student
Notebook (to accomodate multiple students in the program at once), but presented at a slightly more
challenging level with more writing involved.
On the next page, you will find a schedule and checklist for completing this Notebook alongside
the full Nature program. Take this page as a suggestion and modify (or ignore it) according to your
preferences. This Notebook is a hybrid workbook/textbook/journal that you can fit into your weeks
in a number of ways. As with all Gentle + Classical programs, our aim is always guidance and a
framework with much room for flexibility to accommodate your goals and your students’ needs. The
various “quizzes” that are included throughout are also completely optional. As such, they are not
included in the schedule outlined but to be utilized as you see fit.
A fun tool is found at the very end of the this guide- Amaria and Zeke (our two friendly guides) are
available in paper doll format. Be sure to have them join you on adventures and as you complete your
Student Notebooks!
May God abundantly bless your year!
In Christ,
A Sensitive Note to Parents:

This notebook includes “nature nuggets” and other excerpts from books written in the late 1800s
through the early 1900s. While the excerpts shared are safe and wholesome, some of these books are
not recommended in their entirety. Please pre-read if you plan to read any in full, aloud. Some of them
include inappropriate and racist comments due to that profound era of ignorance.
The excerpts have been chosen because they are still scientifically relevant and the beauty of the lan-
guage and descriptions are unmatched in modern nature-related educational materials.
Daily Schedule and Checklist
Unit/Day Activity
Unit 1
Project 1 Butterfly Metamorphosis

Unit 2

Unit 3


Unit 4


Unit 5


Unit 6

Project 2 Ant Farm

Unit 7


Unit 8


Unit 9

Unit/Day Activity
Unit 11 Unit 10


Unit 12

Project 3 Terrarium
Unit 14 Unit 13



Unit 15

Unit 17 Unit 16



Unit 18

APPENDIX Bee Activities
Paper Dolls
Hi Friend!
I’d love for you to meet my friends Amaria and Zeke! They LOVE Nature and they’ve been studying it
for years. They are here to guide you through your Student Notebook.
Hi there! My name is Amaria!

I’m so happy to meet you and
begin our great Nature Study
adventure together. I love
frogs, butterflies, and taking
a walk to my favorite pond.
How about you?
I’m Zeke! Amaria and I have

been best friends since we
were babies. She’s always
inviting me along on her
Nature Adventures. I’m
excited to explore and learn
together this year!

Nature Nuggets
Here is a strange-looking creature—the frog. At first sight we would say that it is
entirely unlike all the animals we have studied; but let us look a little closer. We see that,
like all the others, this little friend of ours has a body with a head, four limbs, two eyes,
two ears, a nose, and a mouth.
But how curious it is in form! Its body is short and round; its head is set on to its body
without any neck; and its limbs are placed on its sides, so that it can not stand, but only
squat. It has large staring eyes, that can look about on all sides; and when it opens its
mouth its whole head seems to split apart. It has webbed feet, and can swim well in the
water. It has no teeth, but lives upon grubs and flies and other insects. When a fly comes
within reach, the frog does not jump at it, but just darts out its long tongue, covered
with slime, so quickly that the fly is caught before it has time to stir.
It lives both upon land and in the water. When in the water, it can open and shut its
webbed feet like a fan, and so can swim rapidly. When upon the land, it can not walk
or run, but it gets along by hops. It sits on its hind feet, and suddenly straightens out
its hind legs, and away it goes in a great leap. When the cold weather comes, the frog
crawls into some hole, or under the bank near the water, and goes to sleep for the
winter. The cold does not kill him, and, when the warm spring days come, he wakes up
and comes out ready for the work which he is to do
In the spring of the year the frog lays its eggs in the water. These eggs are small and
round, but soon swell out to the size of a large pea. Each egg has in it a black speck, not
much larger than a pin’s head. This speck grows, and in the course of a few days out
comes a tadpole about half an inch long. Now, a tadpole has a round head, with a flat tail
on one side, but no body. The tadpole can swim with its tail, like a fish. On each side of
the head is a small tuft of soft pink threads. These are gills, through which it can breathe
the air which is in the water. Then the body grows, and in a short time two little legs
come out right where the tail joins the body. In a few days more two other legs come out
just back of the eyes, and then we have a tadpole with four legs.
But now another change takes place. Lungs for breathing air begin to grow inside, and
the gills become smaller. For a time the tadpole breathes partly in the water, with his
gills, and partly in the air, with his lungs. Next the gills dry up, and then it comes to the
top of the water to breathe; and it looks very much like a frog, except that it has a tail. At
last the tail shrinks away, and the tadpole has become a perfect frog. In hot weather all
these changes take place in a few weeks; but when it is cold, they take a longer time.
The frog, when full grown, can live on the land or in the water. It can stay under water
some time, but must come to the top to breathe. Each Mrs. Frog lays about one
thousand eggs, and if they all hatched and grew, every swampy country would soon be
overrun with frogs. But fish, birds, and serpents eat them in such numbers that they
only about hold their own year by year. Some kinds of frogs are also found to be good
food for men, and are caught for that purpose.
Frogs are lively and noisy in the first warm days of spring and summer. The little peeping
frogs keep up their shrill music all night and day, and with it we hear the deep voice of
the bull-frog, like a bass-drum heard at a distance. The bull-frog is the largest of the frog
kind. It eats worms, insects, and snails, and sometimes it even eats its own tadpoles.
In summer, we hear among the trees a shrill kind of whirring sound, which is kept up for
a long time without any pause. This is the song of the tree-frog, sometimes called the
tree-toad. This is a very small frog. It is born in the water, like other frogs; but when it
comes out in the spring, it climbs into the trees and lives there. Its feet spread out into
broad, flat toes, from the bottom of which comes out a sticky fluid. By means of these
toes, which partly act as suckers, the frog can crawl along on the under side of branches
without falling. The color of the tree-frog is so much like that of the wood it clings to
that it can not be seen unless we look very closely for it.
An excerpt from “Friends in Feathers and Fur, and Other Neighbors for Young Folks”
by James Johonnot, 1885
Frogs are so fun to observe. They

are also very hard to catch because
they’re so FAST. I would have never
guessed that when they’re born,
they don’t even have legs!

Creature Corner
Some of these animals are amphibians. However, there are also a few other kinds
of animals as well. Write the correct word under each animal:
amphibian reptile bird insect
salamander

The Caterpillar
Brown and furry,
Take your walk

Spin and die,
Frogs, toads, newts,

and salamanders are
Do your best to
amphibians. practice your nature

statement and poem
recitation each day.
Writing things down
always helps me!

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Frog Life Cycle
Frogs are AH-MAZING! Let’s learn about their life cycle! They aren’t born as tiny frogs that grow into
adult frogs. They’re born as something completely different!

froglet frog
eggs
tadpole tadpole
7
with legs
Wildflower #1: Pink (or Swamp) Milkweed
(If this particular species of milkweed- or milkweed in general- isn’t available in your area, it’s more desirable
to find something local to you to observe in lieu of researching online. However, if resources are limited, utilize
online resources and books.)
Flower Factoids
Name: Asclepias incarnata - Swamp Milkweed, Western Swamp Milkweed, Pink
Milkweed, Eastern Swamp Milkweed
Location: One species of milkweed is found in every state except for Alaska. Pink
Milkweed is found in all but 6 states. You can find out more here: gcpress.tinyc.co/
milkweed
Milkweed is a beautiful and
Blooms: Late Summer important plant. Let’s listen
to how important it is to the
Height: 2-6 feet tall monarch butterfly. I hope you
can go on an adventure with
Flower Color: rosy-pink, red, white, or purple us and find some for yourself!
Leaves: 1-4 inches long

Gentle + Classical Nature Level 1 From: Wild Flowers Worth Knowing
BY NELTJE BLANCHAN
Wildflower #1: Milkweed
Noteable Notes
After the orchids, no flowers show greater executive ability, none have adopted
more ingenious methods of compelling insects to work for them than the
milkweeds. Wonderfully have they perfected their mechanism in every part until
no member of the family even attempts to fertilize itself; hence their triumphal,
vigorous march around the earth, the tribe numbering more than nineteen
hundred species located chiefly in those tropical and warm temperate regions
that teem with the insects whose cooperation they seek. -Wild Flowers Worth
Knowing (Blanchan, 1917)
Consider the milkweeds,—a family of beauties. Something luxuriant and
sensuous there is in their ample proportions. They have an excessive health, an
exuberance of vitality; a full-blooded race, if you so much as break a leaf from
one it bleeds like a wounded creature. From the mud, the swamp-milkweed has
derived some rich hue, while the butterfly-weed in the pasture has caught the
very sunshine itself and become a living flame. The great pod of the milkweed
is the luxuriant fruit of this fine plant, as tropical in appearance as any mango
or cocoa bean. When it is ripe, in place of a luscious flavor, it discloses a mass of
finest silk, a fluffy ball. Who would guess the treasure within these grotesque
pods with their long beaks, their spines and wrinkles? They are like curious old
junks with a cargo of rich stuffs of the East, which children—young pirates that
they are—overhaul on the high seas of the pasture and despoil of their treasure.
-In the Open (Kirkham, 1908)

• Use your Nature Collection Notebook to collect, observe, and draw milkweed from
your observations. Finding some locally is ideal, but utilize whatever you have available.
Take a small sample to leave much for the butterflies!
• Consider planting milkweed species native to your area to help Monarch
conservation efforts.
• You can get receive free seeds at the following link. They do accept contributions, so
pay whatever you can to further their efforts:
www.livemonarch.com/free-milkweed-seeds/

Keep in mind that WHEN you do this project doesn’t matter- but doing it is truly an awe-inspiring experience
for everyone. Utilize this page for information about metamorphosis and the following page to track your
observations of your own butterflies.
Butterflies begin as a tiny After 4 days, the egg hatches. After 2 weeks of eating,
egg. Monarch butterflies A tiny caterpillar emerges and the caterpillar will find a
only lay eggs on milkweed. begins to eat and grow. place to attach to a plant
and begin metamorphosis.
The caterpillar forms a When this pupa stage When the time is just right,
chrysalis. For 10 days, the is coming to an end, the the butterfly gently breaks
caterpillar “melts away” and chrysalis begins to thin and free of the chrysalis and
forms an entirely new body. appear clear. emerges.
The butterfly’s wings slowly expand and take a little

time to dry, then it is ready to fly away! The monarch
butterfly will feed and lay its own eggs on a milkweed
plant when it’s the right time.

Keep track of your own butterfly project
by drawing what you see in the spaces
below. You can also write (or have
someone else write) what you notice
about the caterpillar or butterfly.
Day ______
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Day ______ ______________________________
______________________________ ______________________________
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Day ______ Day ______

______________________________ ______________________________
______________________________ ______________________________
______________________________ Day ______ ______________________________
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Nature Nuggets
What is a Fish?—A fish is a back-boned animal which lives in the water and cannot
ever live very long anywhere else. Its ancestors have always dwelt in water, and
most likely its descendants will forever follow their example. So, as the water is
a region very different from the fields or the woods, a fish in form and structure
must be quite unlike all the beasts and birds that walk or creep or fly above
ground, breathing air and being fitted to live in it. There are a great many kinds
of animals called fishes, but in this all of them agree: all have some sort of a back-
bone, all of them breathe their life long by means of gills, and none have fingers or
toes with which to creep about on land.
If we would understand a fish, we must first go and catch one. This is not very
hard to do, for there are plenty of them in the little rushing brook or among
the lilies of the pond. Let us take a small hook, put on it an angleworm or a
grasshopper,—no need to seek an elaborate artificial fly,—and we will go out to
the old “swimming-hole” or the deep eddy at the root of the old stump where the
stream has gnawed away the bank in changing its course. Here we will find fishes,
and one of them will take the bait very soon. In one part of the country the first
fish that bites will be different from the first one taken in some other... Here we
will catch sunfishes of certain species, or maybe rock bass or catfish: any of these
will do for our purpose. But one of our sunfishes is especially beautiful—mottled
blue and golden and scarlet, with a long, black, ear-like appendage backward from
his gill-covers—and this one we will keep and hold for our first lesson in fishes.
It is a small fish, not longer than your hand most likely, but it can take the bait as
savagely as the best, swimming away with it with such force that you might think
from the vigor of its pull that you have a pickerel or a bass. But when it comes out
of the water you see a little, flapping, unhappy, living plate of brown and blue and
orange, with fins wide-spread and eyes red with rage.
When we look at the sunfish from the front we see that it has a sort of face, not
unlike that of higher animals. The big eyes, one on each side, stand out without
eyelids, but the fish can move them at will, so that once in a while he seems to
wink. There isn’t much of a nose between the eyes, but the mouth is very evident,
and the fish opens and shuts it as it breathes. We soon see that it breathes water,
taking it in through the mouth and letting it flow over the gills, and then out
through the opening behind the gill-covers.
If we take another fish—for we shall not kill this one—we shall see that in its
throat, behind the mouth-cavity, there are four rib-like bones on each side, above
the beginning of the gullet. These are the gill-arches, and on each one of them
there is a pair of rows of red fringes called the gills. Into each of these fringes
runs a blood-vessel. As the water passes over it the oxygen it contains is absorbed
through the skin of the gill-fringe into the blood, which thus becomes purified. In
the same manner the impurities of the blood pass out into the water, and go out
through the gill-openings behind. The fish needs to breathe just as we do, though
the apparatus of breathing is not the same. Just as the air becomes loaded with
impurities when many people breathe it, so does the water in our jar or aquarium
become foul if it is breathed over and over again by fishes. When a fish finds
the water bad he comes to the surface to gulp air, but his gills are not well fitted
to use undissolved air as a substitute for that contained in water. The rush of a
stream through the air purifies the water, and so again does the growth of water
plants, for these in the sunshine absorb and break up carbonic acid gas, and throw
out oxygen into the water.
The sunfish in the spawning time will build some sort of a nest of stones on the
bottom of the eddy, and then, when the eggs are laid, the male with flashing eye
and fins all spread will defend the place with a good deal of spirit. All this we
call instinct. He fights as well the first time as the last. The pressure of the eggs
suggests nest-building to the female. The presence of the eggs tells the male to
defend them. But the facts of the nest-building and nest protection are not very
well understood, and any boy who can watch them and describe them truly will be
able to add something to science.
An excerpt from “A Guide to the Study of Fishes”

by David Starr Jones, 1905
Fish might not seem very interesting to begin

with- you might even think they look slimy and a
little gross! But fish are the COOLEST! Can you
imagine being able to BREATHE underwater and
never having to come up for air!

Creature Corner
Pond or Ocean? Which of these animals lives in a pond (or river) and which lives in the
ocean? Write the name of each animal that belongs in each habitat in its proper place.
Pond Ocean
Artist Unknown
Edward Manet
x-ray fish
carp catfish

The Caterpillar
Brown and furry,
Take your walk

Spin and die,
Fish have gills that

extract oxygen from the
water around them.
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Anatomy of a Fish
Practice saying the fish parts each day. Copying the names is a great way to
practice writing and spelling.

dorsal fin
eye
tail fin mouth
gills
anal fin
pelvic fin
17
Flower Factoids
Name: Rudbeckia hirta- commonly called black-eyed Susan, Yellow or Ox-eye Daisy
Location: Native to eastern and central North America, but introduced to the western
portion of North America as well; grows naturally on roadsides and in fields but is
widely cultivated in gardens.
Blooms: June to September, in full sun
Height: 1 to 3 ft. tall, hairy, rough, usually I hope you’re able to find
unbranched, often tufted. a black-eyed Susan too!
If you aren’t- that’s OK.
Flower Color: Natively, a golden yellow color. I bet you have a GREAT
Breeding has created color variations such time and learn so much
as oranges, reds, and browns. just from looking!
Leaves: Oblong to lance-shaped, thick,
sparingly notched, rough; covered with From: Wild Flowers Worth Knowing
BY NELTJE BLANCHAN
“hairs” (hirta is Latin for “hairy”)
Noteable Notes
So very many weeds having come to our Eastern shores from Europe, and
marched farther and farther west year by year, it is but fair that black-eyed Susan,
a native of Western clover fields, should travel toward the Atlantic in bundles of
hay whenever she gets the chance, to repay Eastern farmers in their own coin.
Do these gorgeous heads know that all our showy rudbeckias--some with orange
red at the base of their ray florets--have become prime favorites of late years
in European gardens, so offering them still another chance to overrun the Old
World, to which so much American hay is shipped? Thrifty farmers may decry
the importation into their mowing lots, but there is a glory to the cone-flower
beside which the glitter of a gold coin fades into paltry nothingness. Having been
instructed in the decorative usefulness of all this genus by European landscape
gardeners, we Americans now importune the Department of Agriculture for seeds
through members of Congress, even Representatives of States that have passed
stringent laws against the dissemination of “weeds.” Inasmuch as each black-eyed
Susan puts into daily operation the business methods of the white daisy, methods
which have become a sort of creed for the entire composite horde to live by, it is
plain that she may defy both farmers and legislators. Bees, wasps, flies, butterflies,
and beetles could not be kept away from an entertainer so generous; for while
the nectar in the deep, tubular brown florets may be drained only by long, slender
tongues, pollen is accessible to all. Any one who has had a jar of these yellow
daisies standing on a polished table indoors, and tried to keep its surface free from
a ring of golden dust around the flowers, knows how abundant their pollen is. The
black-eyed Susan, like the English sparrow, has come to stay--let farmers and law-
makers do what they will. -Wild Flowers Worth Knowing (Blanchan, 1917)

• Use your Nature Collection Notebook to collect, observe, and draw black-eyed
Susans from your observations. Finding some locally is ideal, but utilize whatever you
have available. Take a small sample to leave much for the butterflies!
• Check your local garden supply store for black-eyed Susan varities. Are there a few
different types that you can plant and observe. What are the height differences? Does
on type produce a larger blossom than the others? Are they fragrant?
• This website has fantastic information about the black-eyed Susan and also explains
why it’s called a “Susan”: gcpress.tinyc.co/blackeyedsusan
Paper Dolls //
To utilize the gorgeous paper dolls, just follow the following steps:
1- Print the dolls/clothes on card stock.

2- Be sure to select “fit to print” when printing.
3- I found that it’s best to laminate the DOLLS for longevity, but
didn’t have success with laminating the clothing. The lamination im-
pedes the tabs bending to secure the clothing.
4- The tabs on the legs can be tricky to cut out. I ended up snipping
them off and just utilizing the remaining tags. Worked just as well.

Gentle + Classical
Nature
Spanish + English Flashcards
52 beautifully illustrated, nature-inspired

flashcards with Spanish and English terms!

Hi Mama!
This Spanish Flashcard Pack was created to make your daily practice and inclusion of nature-inspired Spanish terms as simple and
pleasant as possible. Print these on cardstock and laminate for durability. They are displayed as half-page, so you can cut them in half
before lamination.
You’ll also see that they feature 2 dashed lines per card. You have a few options, as I wanted you to have as much diversity in using
them as possible:
1. Leave fully intact, with both Spanish and English visible.
2. Cut the English term off to focus on Spanish.
3. Cut the Spanish term off to use these as “first word” flashcards.
4. Divide all 3 portions to use them as a matching game for older children who are reading.
5. Make 2 copies. Leave one fully intact and cut the other, utilizing them as 3-Part Montessori Cards.
We like to include these on our Memory Work Board in the center of our home as well. This helps us remember to review them daily!
I’ve shared images of our own Memory Statement (or Memory Work) Board on Instagram, Facebook, and on the blog. I highly encourage
these as a way to keep your weekly Spanish terms front of mind! If you search “memory work board” on Pinterest, you’ll come up with a
ton of great ideas for inspriation.
You can also keep them in full 8.5x11 size and put them into a 3-ring binder or cut them in half and use a half-size 3-ring binder.
In Christ,
Erin
ALWAYS SELECT “FIT TO PRINT” BEFORE PRINTING

TO INSURE THE IMAGES DO NOT GO OUTSIDE THE
MARGINS.
Spanish / GentleClassical.com
el estanque
pond
la rana
frog
el pez
fish
green
verde
el agua
water
el huevo
egg
Gentle + Classical
Nature
French + English Flashcards
52 beautifully illustrated, nature-inspired

flashcards with French and English terms!

Hi Mama!
This French Flashcard Pack was created to make your daily practice and inclusion of nature-inspired French terms as simple and pleasant
as possible. Print these on cardstock and laminate for durability. They are displayed as half-page, so you can cut them in half before
lamination.
You’ll also see that they feature 2 dashed lines per card. You have a few options, as I wanted you to have as much diversity in using
them as possible:
1. Leave fully intact, with both French and English visible.
2. Cut the English term off to focus on French.
3. Cut the French term off to use these as “first word” flashcards.
4. Divide all 3 portions to use them as a matching game for older children who are reading.
5. Make 2 copies. Leave one fully intact and cut the other, utilizing them as 3-Part Montessori Cards.
We like to include these on our Memory Work Board in the center of our home as well. This helps us remember to review them daily!
I’ve shared images of our own Memory Statement (or Memory Work) Board on Instagram, Facebook, and on the blog. I highly encourage
these as a way to keep your weekly French terms front of mind! If you search “memory work board” on Pinterest, you’ll come up with a
ton of great ideas for inspriation.
You can also keep them in full 8.5x11 size and put them into a 3-ring binder or cut them in half and use a half-size 3-ring binder.
In Christ,
Erin
ALWAYS SELECT “FIT TO PRINT” BEFORE PRINTING

TO INSURE THE IMAGES DO NOT GO OUTSIDE THE
MARGINS.
French / GentleClassical.com
l’étang
pond
la grenouille
frog
le poisson
fish
vert(e)
green
water
l’eau
l’œuf
egg

Gentle Classical Nature Sample - Units1 and 2

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IT’S HIGHLY SUGGESTED TO READ THROUGH THIS GUIDE BEFORE

» Gentle + Classical Nature Teacher’s Guide (with

I cannot STRESS to you how important it is

» IMPORTANT NOTE: You do NOT have to use the same

These Memory Statement Card

» HOW to use it?

Find instructions for creating a Memory Statement Board on page 15 of

» Organization: Group your memory statement cards BY UNIT and

» HOW to use it?

Both Student Notebooks include a per-unit checklist

The flashcards were created to be an additional, hands-on tool for

» HOW to use it?

» HOW to use it?

I have created a playlist of helpful videos that you can find on

Secondly, the Itinerary presented for Morning Basket and Wonder

» HOW to use it?

» HOW to use it?

There are a variety of games, activities, and

Most commonly, we gather animals by

Tip Time! In order to construct a board as pictured on the

Tip Time! Landscape

A Charlotte Mason + Classical-inspired curriculum, composed of 18 units

Do not copy, reprint, alter, or redistribute in any way.

Contact erin@lifeabundantlyblog.com for use in classrooms or co-ops.

FONTS: Print Clearly by Blue Vinyl via www.FontSpace.com

The Gentle + Classical Press, Inc

18 Is it open and go? + “No Overwhelm” Zone

20 Scope and Sequence

22 All About the Books

26 Levels and Alignment

31 Memory Statement Board

36 Attainment List (brief)

40 “Picture Painting” Games + Walk/View Examples

42 Attainment 11- Nature Collection

43 Attainments 12-13 - Nature Collection

45 Foreign Language Notes

47 Nature Diaries + “Sight-Seeing” Games

48 How Our Family Does Nature Study

50 Part 2: Term 1- Inland Waterways

76 Term 2- Critters: Great and Small

102 Term 3- Forests

128 Appendix: Planners + Additional Resources

PART 1: Introduction, scope and

PART 2: Curriculum Content

If the philosophies of Charlotte Mason

11 ©Gentle + Classical Nature

13 ©Gentle + Classical Nature

©Gentle + Classical Nature 16

-- David Starr Jordan, 1902

17 ©Gentle + Classical Nature

As you grow in understanding of this “classical/CM” method, this program

©Gentle + Classical Nature 18

The program IS designed to primarily be used by North American families, especially in

This program isn’t hyper-detailed-oriented. I am a fan of “springboards” as curricula and

19 ©Gentle + Classical Nature

The chart on the following pages gives an overview of the

(We will learn more about these attainments in the next

©Gentle + Classical Nature 20

Key: Tip Time!