Nov 202014
 

“Take one child. Place outdoors in nearby green spaces. Leave for several hours at a time. Repeat daily. Sprinkle in a dash of adventure. Fold in a generous portion of exploration and discovery. Top with wonder and awe. Let rise…”

Not long ago, my friend Jacob and I took a group of children out for a hike to a nearby wetland. Along the way, we came across some Northern Leopard Frogs. “Let’s catch ‘em,” some of the boys yelled out, ready to pounce. “No,” we suggested, “let’s watch instead.” So we did. We hunkered down and stayed as still as we could. We observed how one frog hopped slowly against a backdrop of sedges and wildflowers, its spotted, wet skin glistening in the sun. We watched, too, how its pink tongue snapped out and grabbed an unsuspecting grasshopper. “Did you see that?” the kids exclaimed. “That was awesome!” And it most certainly was.
In an increasingly urbanized world, children (and many adults) experience far less contact with the natural world. Our children are far more likely to watch the flickering screen of a video game or hear the sounds of traffic than see tadpoles in a woodland pond or hear the rhythmic chorus of frogs in spring. They are also more likely to recognize hundreds of corporate logos or cartoon characters than be able to identify more than a handful of local plant and animal species.

Students watching Monarch emerge from chrysalis -Sept. 2007 Drew-Monkman

Students watching Monarch emerge from chrysalis -Sept. 2007 Drew-Monkman

As I have mentioned in several previous columns, I am working on a nature activity guide with Jacob Rodenburg, Executive Director of Camp Kawartha. The book calls on all of us to reclaim the natural world as an integral part of the human sphere. It also asks that we encourage our children to value nature-based experiences – the kinds of experiences in which we hear birds, feel the mud between our toes and stare in wonder at the night sky.
Just as family, friends, neighbours and colleagues form a very real community in our lives, there is also a very tangible sense of belonging and connection that arises from being immersed in nature. More than ever, children need opportunities to learn and feel that they are part of this larger community, too. And, like any relationship, this requires commitment, time and effort.
We want parents, grandparents and educators alike to think about how to raise caring, responsible and engaged citizens who recognize that their community includes both the living and the abiotic (e.g., air, water, soil) systems that support and nurture us all. While it is true that we enjoy a world of amazing technological tools from smartphones to apps of all kinds, we’d like people to think about selecting technologies that enhance outdoor learning – rather than getting in the way of it. We all need to help kids – and, increasingly, ourselves – to see the value of connecting to nature, not just to addictive screens.
In 1980, Thomas Tanner, an environmental education researcher, interviewed close to 200 professionals from around the world, who were involved in the conservation movement. He wanted to know what childhood experiences these people had had in common, which inspired them to want to protect the environment. Not surprisingly, almost all the respondents described rich encounters with nature while they were growing up. They lived on farms, they tramped through marshes, they visited cottages, they hiked, they canoed and they discovered. In short, they engaged with their natural surroundings. However, today, many of us are asking where tomorrow’s environmentalists will come from? Who will advocate for shrinking habitat and the containment of urban sprawl? Who will speak for threatened and endangered species and for our own green spaces, when the very formative experiences that make for caring environmental stewards are removed from childhood?
As a society, we pay a huge price for our disconnection from nature. The rate of childhood obesity in North America has almost tripled over the past twenty years, partly because children are spending less far less time outside and are therefore not participating in regular exercise. Research has found that children who explore and play in natural environments tend to be less competitive and more co-operative than those who play in areas dominated by asphalt and play structures. Playing in nature also enhances creative thought, stimulates imaginative play and improves a child’s ability to concentrate during school.
But nowhere is the cost of our disconnection from nature greater than when it comes to climate change. Now, more than ever, we need to be paying attention to the myriad changes – many of which are subtle – that are occurring all around us. Yes, climate change is partly about wrenching disasters, but it’s also about numerous “canary in the coal mine” events: the early arrival of migratory birds, the early blossoming of wildflowers, the increased frequency of unseasonal weather events, etc. Noticing these small changes and understanding that they represent a kind of climatic early warning system requires a critical mass of “citizen naturalists” that have first-hand, detailed knowledge of local nature and care deeply.

Student working in her nature journal - Drew Monkman

Student working in her nature journal – Drew Monkman

Overview of book
Tentatively entitled “Nature Activities through the Seasons – a guide for families, educators and youth leaders,” our book will be a collection of things to do outside over the course of an entire year. Part of the inspiration came from my 2002 book “Nature’s Year in the Kawarthas” and a desire to provide activities to accompany the many events in nature described within. Although the activities are geared mostly to children and adolescents, many will also be of interest to adults – including seniors – and to families looking for ways to enjoy nature together.
The book will be divided into four sections, which include an introduction, basic nature skills, core concepts (e.g., evolution, phenology, climate change, why we have seasons) and activities specific to each season. They include fun activities (e.g., games, arts and crafts, nature collections, scavenger hunts) as well as more serious activities such as species identification, nature photography, journaling and ways to enhance sensory awareness. The book will also strive to help children and adults alike develop a deeper understanding and appreciation for evolution in everyday plants and animals. Each season also includes activities based on “Big Ideas” that are key to acquiring nature literacy. For example, in the Fall chapter we look at the Big Idea of metamorphosis and how it can be seen and understood by raising Monarch butterflies.
Readers will also find hints on how to raise a naturalist, how to be an effective mentor to children and how to get kids outside – even in an age of busy schedules and heightened concerns for safety. The extensive skills section will provide an introduction to year-long activities such as birding, insect-watching, botanizing, reading animal tracks, geocaching for naturalists, sketching, photography, Citizen Science projects and connecting with nature in a digital age. Informative side-bars cover topics such as common misconceptions about nature, species to learn to identify each season, nature-viewing from a car, what to sketch or photograph and ideas for what to focus on during a neighbourhood walk. There is also an “At-a-glance” chart of what to look and listen for each season.
The book is being published by New Society Publishers and should be available in the spring of 2016.

Student sketching in Edmison Heights Habitat Area - Drew Monkman

Student sketching in Edmison Heights Habitat Area – Drew Monkman

Break from column
In order to devote myself more fully to this project, I have decided to take a break from this column until early next fall. I have arranged, however, for a number of very knowledgeable local naturalists and educators to fill in for me during my absence. They are:
Martin and Kathy Parker – Martin is the president of the Peterborough Field Naturalists and, together with his wife Kathy, was a long-time nature columnist for the North Bay Nugget
Rick Stankiewicz – past president of the Peterborough Astronomical Association and award-winning photographer
Tim Dyson – naturalist with special expertise in moths and birds of prey
Paul Elliott – professor in the School of Education at Trent University with a special interest in environmental education as well as bat ecology and conservation
Jim Schaefer – professor of biology at Trent University whose lab focuses on the population ecology and conservation of northern mammals, especially Woodland Caribou. Jim has been a regular contributor to the Examiner for many years.
Lisa Nisbet – assistant professor of psychology at Trent University whose research focuses on connectedness with nature and the links with health, well-being (happiness), and environmentally sustainable behaviour.

Sep 182014
 

Over the past few years, I’ve become increasingly interested in how to make people more aware of evolution and how it manifests itself in even the most common backyard species. The evolutionary “story” of the Monarch is every bit as compelling as that of the whale. Understanding how the pressures of the environment have shaped the behaviour and appearance of plants and animals – through the process of evolution – adds a great deal to our enjoyment of nature. Little by little, all of the life that surrounds us becomes far more interesting and wondrous.
A focus on the wonder of evolution will be a big part of the up-coming nature activity book that I’m writing with Jacob Rodenburg of Camp Kawartha. This week, I would like to share a few examples from the book that deal with this important theme.

The imaginary Deeg (Wikimedia)

The imaginary Deeg (Wikimedia)

Can you Deeg it?
Here is a story to help kids better understand how evolution works. We’ll see how small mutations (mistakes or errors in the genes) can lead to big changes – so big that one species can even split into two. How? Let’s imagine a species of deer-like animals that live in a grassy valley. We will call them Deegs. Male and female Deegs can breed (have babies together) because they are members of the same species and find each other attractive.
However, let’s see what happens when some of the Deegs are forced to move into a nearby, but isolated, valley. Imagine, too, that instead of tender grasses to eat, there are only trees with tough, leathery leaves. An ability to eat and digest grasses is essential for survival in the original valley but being able to reach up, then chew, and digest tough tree leaves is necessary in the second.
Slowly, over many generations, differences would start to appear in the Tree Valley Deegs, because of mutations. Natural selection – “nature” deciding who will survive – would favour any Deegs that are born with bigger and tougher teeth and mouths as well as longer necks. In other words, Deegs with these characteristics would have a better chance of surviving and passing on their genes.
Now imagine that once every few generations a Deeg from one valley wanders into the other valley and wants to mate. For many years, mating would be possible because they would still be the same species. However, as the generations go by and differences in the genes continue to build up, it would become harder and harder for the Deegs from the two valleys to produce healthy babies together. For example, female Deegs from one valley may no longer find the males from the other valley attractive and refuse to mate. When it becomes virtually impossible for the Deegs from one valley to breed with the Deegs from the other valley, they would have evolved into two distinct species.

Leaves = evolution!
September is a month when our attention is drawn to the beautiful colour display of leaves. For much of the year, however, leaves can easily be taken for granted. To help children appreciate just how amazing these structures really are, ask them to look closely at a tree leaf, to feel it and to describe it. Then, ask some of the following questions:
• Why does a tree have leaves? (to capture sunlight and take in carbon dioxide and in order to use photosynthesis to make the food it needs to grow)
• Why are leaves green for most the year? (green is the colour of chlorophyll, the pigment or molecule that absorbs the sunlight used in photosynthesis)
• Why do leaves change colour? (as summer ends, the chlorophyll in the leaf decomposes and other pigments – e.g., yellow, orange, brown – that were previously hidden become visible)
• What are some of the challenges or problems a leaf faces? (getting eaten, drying out, over-heating from exposure to the sun, etc.)
• Why do you think these pine leaves (needles) might be so hard and waxy? (conserve water, deter insects)
• Why do you think some leaves are so fuzzy or leathery? (conserve water, deter insects)
• Why do leaves come in different sizes? (small leaves conserve water better and don’t heat up so much in the sun; large leaves gather more light and therefore necessary in shady areas or low down in a tree)
• Why do leaves come in different shapes and have different edges? (complex edges and lobes allow leaves to get rid of absorbed heat more quickly; smooth edges are more common in shade-loving plants since heat absorption is less a problem)

Oak leaves - Evolution has made them deeply lobed and leathery. (Drew Monkman)

Oak leaves – Evolution has made them deeply lobed and leathery. (Drew Monkman)

Viceroys and monarchs
The next time you think you’ve see a Monarch butterfly, be careful that you are not actually looking at its look-alike cousin, the Viceroy. These two species have evolved near-identical wing colours and patterns. However, they are only distantly related. The reason they look so similar is because of mimicry, which is the ability of a species to imitate something other than what it really is. Why would mimicry have evolved? In the case of the Viceroy, the purpose is to trick predators into thinking that it is an inedible species. Predators quickly learn that Monarchs are distasteful and eating them causes vomiting. They therefore learn to avoid them. Viceroys therefore find protection by closely resembling their distant cousins. However, there is also some newer research showing that the Viceroy itself may actually be poisonous and that both the Viceroy and Monarch mimic each other. Now, isn’t evolution amazing!

Monarch (left) and Viceroy Comparison - Can you see the difference on the lower (hind) wing? Wikipedia

Monarch (left) and Viceroy Comparison – Can you see the difference on the lower (hind) wing? Wikipedia

BIG IDEA: Metamorphosis
The Monarchs that we see flying south in September have just recently completed an amazing transformation known as metamorphosis. This is the process by which an animal continues to develop and change its body structure and behaviour, even after hatching out of the egg. Some animals that undergo metamorphosis include amphibians, insects, molluscs and crustaceans. In insects, metamorphosis can be incomplete or partial (egg, nymph, adult) or complete (egg, larva, pupa, adult).
In incomplete metamorphosis, the immature stages are called nymphs. Nymphs closely resemble adults but are smaller and lack wings. Some common insects that go through this kind of metamorphosis include grasshoppers and dragonflies. This type of metamorphosis evolved first and is therefore much more ancient than complete metamorphosis.
In complete metamorphosis, the immature stages are called larva. Depending on the insect group, other terms such as caterpillar, grub, maggot, etc. are also used. Unlike nymphs, larvae look very different from adults. Larvae eventually enter an inactive or resting state known as a pupa. In the case of butterflies and moths, we often use the terms ‘chrysalis’ and ‘cocoon.’ During pupation, adult body structures replace the larval structures. The adult emerges from the pupal stage.
Metamorphosis has long been a cause of misunderstanding and mysticism. One early scientist even thought that metamorphosis in butterflies began by the accidental mating of two different species: one, an earth-bound crawler and the other, an airborne flitter! Scientists now use the theory of evolution to explain how a larval and pupal stage came to be. They believe that the larval stage is actually a walking form of the embryo that was developing in the egg. Rather than continue to develop in the egg, natural selection found it to be more advantageous to the animal to get out of the egg as soon as possible and simply to continue to develop while on the move. Scientists think of the pupa as very similar to the nymph stage in incomplete metamorphosis. The difference, however, is that the pupa goes through all of the nymph stages while resting and being completely immobile.

Monarch caterpillar (larva) - Drew Monkman

Monarch caterpillar (larva) – Drew Monkman

CLIMATE CHANGE RALLY
A Climate Change Rally will take place at Millennium Park on Sunday, September 21, from 1:30 to 2:30 PM. The goal of the Rally is two-fold: to explain the impacts climate change is already having right here in the Kawarthas and to encourage local, provincial and federal politicians to take decisive action to mitigate the problem. The event is being organized by the Peterborough chapter of For Our Grandparents and is part of the Purple Onion Festival.

 

Sep 112014
 

“From dewy lanes at morning
The grapes’ sweet odors rise;
At noon the roads all flutter
With yellow butterflies
By all these lovely tokens
September days are here,
With summer’s best of weather,
And autumn’s best of cheer”
– Helen Hunt Jackson

This week, I would like to propose some activities for people of all ages to more fully enjoy the wonderful month of September. They are part of an up-coming book on seasons-based nature activities that I am writing with Jacob Rodenburg, Executive Director of Camp Kawartha.

Watch day-to-day colour change in the same tree like this White Ash  (Drew Monkman)

Watch day-to-day colour change in the same tree like this White Ash (Drew Monkman)

A September walk
We’ve known for a long time how beneficial walking is to our physical health. Now, we are becoming increasingly aware of huge benefits to our mental health, as well. Daily walking enhances concentration, creativity, mood and general psychological well-being. Here are some ideas to add a dose of nature to your daily walk.
1. Watch how a specific tree changes colour over the course of this month and next.
2. Collect leaves of different shapes and colours and try to identify them when you get home.
3. Take note of the health of the trees. Do you see dead crowns, diseased leaves, “tar spot” fungus on maple leaves, fall webworm “nests” on the branches, etc.?
4. Pay attention to the amount of fruit – seeds, berries, acorns, keys, and the like – on trees and shrubs. It varies considerably from one year to the next.
5. Listen to the steady background of the insect chorus. How many different voices can you hear?
6. Take note of the absence of bird song. Listen, however, for the calls of Blue Jays and crows.
7. Pay attention to smells such as sun-heated vegetation and fallen pine needles.
8. Keep an eye out for squirrels digging holes in the lawn to store food items.
9. Watch for flocks of birds. By September, even robins are usually in flocks.
10. On hot, muggy days, watch for swarms of mating ants milling about on the sidewalk and flying overhead.

A typical orb spider web  (Chen-Pan Liao)

A typical orb spider web (Chen-Pan Liao)

“Pish” in birds
If you’d like to see birds close up, try this activity. When you hear chickadees calling, stop and make loud “pishing” noises for a minute or two. Pishing consists of making the sound “shhhh” but adding a “p” in front. You will be amazed as chickadees and nuthatches often approach to within one or two metres of you. Don’t stop then, however, because migrating vireos and warblers are probably also present but are usually just a little slower to approach. Although some of the warblers are sporting their dull fall plumage, others look surprisingly like they did in the spring and are therefore easy to identify. Look for distinctive markings such as eye rings, splashes of colour and stripes. Don’t expect to identify everything. You can see and hear pishing in action by going to YouTube and searching “pshing!”

Curious Red-eyed Vireo responding to pishing (Drew Monkman)

Curious Red-eyed Vireo responding to pishing (Drew Monkman)

It’s feeder time
If you want a close-up look at some of the migrant sparrows passing through in early fall, September is the time to set up your feeders. Be sure to also scatter some niger seed or finch mix in small piles on the grass under your feeder and around the edge of shrubs and conifers. These will attract Dark-eyed Juncos, along with both White-throated and White-crowned sparrows. You can also scatter sunflower seeds about if you don’t mind losing some to the squirrels! Many of the sparrows will be juveniles making their first migration south. Use your field guide to learn the differences between adult and juvenile birds.

Salamander sleuthing
Hunting for salamanders is great fun. They are most commonly found in low-lying wooded areas or around country homes and cottages. Look under fallen logs, old boards, and flat rocks and even in old piles of firewood. Carefully lift up the rock or piece of wood and peak underneath. The most common species are the Spotted, Blue-spotted and Red-backed. If you find a salamander, observe the counter shading (darker on top and lighter underneath). Notice, too, how stream-lined they are – slim and flat – for fitting into tight nooks and crannies. Red-backed salamanders can resemble earthworms, so be sure to look carefully. After you’ve examined them and maybe taken a picture or two, carefully put the rock, board or log back just the way you found it. Please be careful not to crush the animal.

Red-backed Salamander -Drew Monkman

Red-backed Salamander -Drew Monkman

Close-up with insects
Take time this month to see how many different insects and other invertebrates you can find in a patch of goldenrod. Don’t worry if you can’t identify them all; just focus on the diversity. Pay special attention to the bees. You should be able to see the large, yellow pollen baskets on their hind legs. Watch, too, for insects that haven’t moved for a long time, because they may still be in the clutches of a well-camouflaged predator like an ambush bug or a crab spider. To be comfortable, you might also want to bring a lawn chair. Don’t forget your camera, either, because you should be able to get some great pictures, especially by taking advantage of the macro settings. If you are worried about allergies, remember that ragweed pollen is the allergen to be concerned about. Goldenrod pollen is not spread through the air, being far too heavy. Rather, it is spread by insects. Don’t worry about getting stung, either. You can get right into an insect’s face with your camera with almost no danger of being bitten. BugGuide.net is an excellent on-line resource. You can even post pictures for identification purposes.

Tri-colored Bumble Bee on goldenrod - Drew  Monkman

Tri-colored Bumble Bee on goldenrod – Drew Monkman

Catch a spider web
Locate an easy-to-access web. Apply a spray adhesive to a piece of black construction paper or cardstock. With the black paper behind the web, slowly bring the paper towards you until it touches the web. Then, with the web on the paper, carefully cut the guy-lines holding the web in place. On the back of the paper, you can make a note of the date, location, type of web and the species of spider that made it.

A rainbow hike
This activity will help you to see and appreciate the multitude of leaf colours produced by different trees, shrubs and other plants in autumn. Try to obtain some paint chip samples (e.g., yellows, reds, oranges, greens, browns, rusts, etc.) from a hardware store. Provide each member of the group with an assortment of different coloured chips. As you are walking, try to find a leaf that matches as many of the chips as possible. You may wish to collect the leaf, photograph it or simply show it to the other members of the group.

Measure your shadow
On a sunny day close to the fall equinox, go outside at noon with a measuring tape or metre stick. Stand up straight on a flat surface (e.g., lawn, asphalt) with your back to the sun. Have a friend measure the length of your shadow. Record the length in your nature journal. Don’t forget to do it again at the winter solstice, spring equinox and summer solstice. You’ll be amazed at how much your shadow length changes!

Celebrate!
Organize an “Equinox Experience.” Since night (black) and day (white) are of equal duration, black and white can be the theme of a party. Just use your imagination. You might, for example, want to serve sandwiches with one slice of pumpernickel and one slice of white bread, make a cake that is half-chocolate and half-vanilla, dress half in white and half in black and maybe even decorate with black and white balloons. For a table centrepiece, use dark objects (e.g., bark) and bright objects (e.g., goldenrod blossoms) along with black and white candles. Have a countdown in the last minute leading up to the Equinox. This year, it is at 10:29 PM on September 22.

 

Nov 072013
 

Note: In the original version of this article, as published in the Examiner on Nov. 7, several large blocks of text were accidentally omitted. The article is to be reprinted in the next day or two.

 

“Jackson Park…Amazing, Fun…Listening, Discovering, Watching… Bike Rides, Water Falls…Running, Sitting, Staring…Peaceful, Colourful…Nature”

 Catherine and Isabel, grade 4, Roger Neilson Public School

 

Last week, I had the pleasure of spending a day in Jackson Park with Helen Bested’s grade four class from Roger Neilson Public School. From the moment they stormed off the bus until their reluctant departure, the students had the time of their lives. The innate love of nature that all children possess immediately kicked into gear and they clearly couldn’t get enough of the place. Seeing their unbridled energy and enthusiasm for all that Jackson Park has to offer, I couldn’t help but think how sad it is that so many kids these days are missing out on the pure joy of connection with the natural world.

Isabel Hicks (left) and Megan Rivet make the acquaintance of a tree in Jackson Park

Isabel Hicks (left) and Megan Rivet make the acquaintance of a tree in Jackson Park

Within minutes of arriving, the children stood in rapt attention as they observed a Great Blue Heron catching and eventually swallowing a large fish. They also watched and listened with keen amusement as I was able to use pishing (a bird attraction technique) to bring several chickadees, jays and nuthatches to within several metres of the group. Over the course of the day, they tested seed dispersal by launching maple keys into the air off the old concrete bridge; learned how to identify the Park’s iconic trees such as the White Pine; wore blindfolds to explore trees simply through their sense of touch; held handfuls of fallen leaves to their noses to fully appreciate the spicy fragrance; and used their wonderfully-sensitive ears to hear the gentle calls of tree-top birds and the murmuring of the creek – the buffer zone of trees surrounding the park reducing traffic noises to a far-off hum.  As we walked along, the  kids led me to what they were sure was a fox den, pointed out squirrels high in the trees and, when they stopped long enough to catch their breath, asked me why in the world adults would want to put a bridge through this wonderful place.

Their enthusiasm shouldn’t come as a surprise, however. Think about the impact that playing in woods, fields and other natural areas had in your own life. I would be willing to guess that they are among your strongest childhood memories. They are certainly are for me. These experiences allowed all of us to develop independence and confidence in an environment away from adult supervision, to solve problems on our own, but yet usually be close enough to home to feel safe. We built forts, caught frogs and turtles, got “soakers” but usually came home with the sense of having lived an adventure. Today, childhood play and exercise is all about highly structured and adult-supervised activities in gyms, arenas, swimming pools, play parks and on sports fields. In the process, nature is becoming increasingly alien and our children’s physical and mental health are paying the price.

When Helen’s students returned to class, she asked them to write about their day at Jackson Park and to reflect on the impact of a possible bridge and extended Parkway. Here are some excerpts of letters they wrote to Mayor Bennett. “Our class spent a full day at Jackson Park and we had a blast! We played helicopter with the maple seeds and learned how to pish to attract birds. We love Jackson Park so please don’t take away everyone’s joy and laughter. It is a place that is peaceful and quiet. Please keep Jackson Park as it is for kids like me to enjoy and for future generations.” (Elaina)

Students from a grade 4 class at Roger Neilson Public School form a line to demonstrate the width and location of a proposed bridge across Jackson Park.

Students from a grade 4 class at Roger Neilson Public School form a line to demonstrate the width and location of a proposed bridge across Jackson Park.

“If the bridge goes in, the people won’t come a lot. It would be much noisier because of all the cars. I need a place to relax and listen to birds. I go there a lot with my family. We don’t need a Parkway because we already have lots of roads. We only have one Jackson Park. It was given to the city to be maintained as a park and never use it for anything else.” (Nolan and Cameron)

“We love Jackson Park. We need a quiet place to run, climb, listen and watch. We like to run around the forest, playing, watching birds, learning the types of leaves, lying on our backs and looking up at the trees like worms. We are really glad to have Jackson Park…” (Hailee and Megan)

 

Medical Drive – already lost

Clearly, we should be taking the needs of children into account as we move forward with transportation planning in Peterborough.  Their needs should receive as much priority as the needs of people of other ages and the requirements of business.  In a recent document entitled “Child and Youth-friendly Land-use and Transport Planning Guidelines for Ontario” by Richard Gilbert and Catherine O’Brien, the authors explain that the needs of children and youth require the implementation of  “softer,” less intrusive and more inclusive transport systems. Paving over kid-friendly green space to put in a disruptive, noisy and polluting new road that runs close to five schools is the opposite of the direction we should be moving in.

A day at Jackson Park with Examiner columnist Drew Monkman was more interesting than sitting behind their classroom desks for this grade 4 class from Roger Neilson Public School (Helen Bested photo)

A day at Jackson Park with Examiner columnist Drew Monkman was more interesting than sitting behind their classroom desks for this grade 4 class from Roger Neilson Public School (Helen Bested photo)

Children growing up in the vicinity of Medical Drive between Parkhill and Sherbrooke have already lost their green space. What was once a beautiful green corridor is now an ugly walled road. When we lived on Westbrook Drive, our kids could literally step out the backdoor, cross the fence, enter the green space and feel – at least in their eight-year-old minds – as if they were in the country. This is where they played, and they still talk about it. This kind of opportunity is still possible for children living close to Jackson Park or along the Parkway Trail. As Peterborough resident Colleen Whitehouse said in a presentation to Council, “is it not the height of irresponsibility to destroy green space and with it take all the rich experiences it has to offer so freely to our children? Is this really how you want to be remembered?”

 

Health-giving benefits

Over the past 9 months, a Canadian team of social and natural scientists has conducted a literature review that looked at the benefits of nature to our health and well-being. The document “Connecting Canadians with Nature: An investment in the health and well being of our citizens” will published in early 2014.

The findings, all of which are grounded in evidence, are clear – nature is good for us. It is good for our economy, our health our spirit and identity, our personal development and our environment. A preview of the report states that “contact with nature has been found to lower blood pressure, strengthen the immune system, help mitigate disease, and reduce stress levels… nature plays a pivotal role in nurturing relationships by bringing people together. Many studies have demonstrated that nature makes us happy and more generous. Urban residents living near natural environments tend to know more neighbours and feel a stronger sense of belonging to the community … nature provides an escape – a nurturing therapeutic environment. Contact with nature is essential for the development of positive environmental attitudes and values and a lifelong relationship with the natural world.” Peterborough’s abundant, easy-to-access green space and trails is clearly one of the main reasons people choose to move, work, raise families and even come to retire here.  “We chose Peterborough, not Ajax,” is something I hear time and time again.

As responsible, informed citizens, we need to ask Council to direct staff to pursue non-Parkway options. There are alternatives that compare well for transportation, won’t create massive debt and taxes, and will save our valued green space and trails. At the very least – and especially in light of the referendum results from 2003 -Council should follow democracy and fair process. This means not making a Parkway decision until all studies are released, the public’s views on the city’s future (Official Plan Review) are implemented, and priority transportation improvements are completed. We want a future that is unique to Peterborough – not cookie-cutter, non-innovative versions of what has always been done everywhere else.