Cultivating Connections After-school 

Lessons 
 
Phenology in the Willamette Valley 
 
WE WILL RAISE AWARENESS ABOUT… ​the impacts of seasonal 
changes in the Willamette Valley in relation to native plant life 
cycles.  
 
STUDENTS WILL GAIN KNOWLEDGE ABOUT… ​the effects of 
climate and seasonal variations on the behavior and development of 
local flora and fauna.  
 
WE WILL FOSTER AN ATTITUDE OF CARE… ​for plants that are 
native to the land we inhabit and the role of seasonal changes on the 
successfulness of plant growth.  
 
STUDENTS WILL DEVELOP SKILLS SUCH AS… ​diagraming plant 
life cycles, public speaking through sharing and discussion, and 
enhancing observational abilities. 
 
STUDENTS WILL BE INSPIRED TO TAKE ACTION… ​by growing 
and tending to local and seasonal foods in their school gardens. 
  
Phenology in the Willamette Valley  
Noticing Seasonal Changes in the Garden 
Cultivating Connections Spring Session
Julia McLeod, Katy Roy-Johnson & Sydney Morrison 
University of Oregon Environmental Leadership Program 2018 

 
The activities in this outdoor lesson introduce 1st​ -5th​ grade 
​ ​

students to the basic concepts of phenology. They will 

begin the lesson by learning and playing ​a red-light 
green-light game utilizing phenology terms. The main 
activity will allow them to collaborate with others on a 
phenology wheel to illustrate multiple native plants and 
their life cycles through the seasons. The children will draw, 
color and observe the various stages of a Willamette Valley 
native plant life cycle, eventually coming together and 
attaching them to the phenology wheel poster within their 
respective time frames. The poster will showcase the plants 
and their stages from budding to harvest, corresponding to 
climate and seasons around the wheel. These outdoor 
activities are compatible for simple after-school programs 
to build awareness and connection to the natural 
environment, and to learn about an important scientific 
concept.  
 

The activities in this lesson will allow students to make 

connections between the stages of plant life and varying 
climates. Having an understanding of seasonal changes and 
how they impact our natural and local environment can 
influence the way children interact with nature. Phenology is an important but 
complicated subject that should be introduced through simple guidance. The 
goal is to ask the students questions leading them towards the concept, giving 
them a sense of how plant and animal life functions around them - more 
specifically, the plants they eat and enjoy. They will be able to carry this 
connection through personal future relationships they make with the 
environment.  
  
Phenology is the study of seasonal changes in plant and 
animal life events each year, such as flowering and bird 
migration. Specifically, when they happen, and their 
relationship with seasons and climate 6​ . The topic of 
​

phenology is becoming increasingly important today as 

the climate is changing at an accelerating rate and 
affecting all life on Earth. Times of sprouting, budding, 
blooming, seeding, mating, migrating, hibernating, etc. 
are all natural phenomena relying on seasonal indicators 
to begin. If the climate is changing, then all of these cycles 
will as well. Climate change is and will continue to have 
immense impact on flora and fauna in the environment, 
including the food available for humans to eat. Therefore 
it is crucial for students to begin to understand the effects 
of climate change on the world around them. 
 
 
 
 
 
 
 
 
Introduction (5 minutes) 
1. Have students form a tight circle and sit down. Introduce yourself 
and colleagues to the class. 
2. Go around the room and ask each child to introduce themselves and 
share their favorite season and why. 
3. Provide a basic agenda and go through it with the class. Review SGP 
group agreements. 
4. Ask the students to name the current season, the weather they 
observe, and if they can identify one in-season fruit or vegetable. 
 a. “Have you ever wondered how flowers become fruits? 
b. “Why do animals hibernate or migrate when they do?” 
c. “Do you think seasons affect plant life, and if so, how? 
d. Through these kinds of questions guide them to the concept of 
phenology. 
5. Ask the students where we are currently located. Inform them that 
we are in the larger region of the Willamette Valley and help them 
find where they are on the map provided. Ask what they know about 
the Willamette Valley’s location and if they can name any native 
plants.  
6. Provide a brief description of phenology, and the Willamette Valley. 
a. Phenology is the study of seasonal changes in plant and 
animal life events each year, such as flowering, and bird 
migration. Specifically, when they happen and their 
relationship with seasons and climate. 
b. The Willamette Valley is the region in where we currently 
live, spanning 150 miles from Eugene in the south to Portland 
in the north, and bounded by the Cascade Range to the east 
and the Oregon Coast Range to the west. 
7. Inform the students that the next game will introduce what occurs 
during a plant’s life cycle depending on the season.  
 
Phenology Red-Light Green-Light Game (10 minutes)  
1. Go outside and introduce Phenology “Red Light Green Light”. 
2. Begin by setting up a starting line and a finish line - you can use 
anything available to you to mark the parameters. 
3. Explain that when you say “Spring Buds”, the class should skip 
toward the finish line, “Summer Fruit” indicates run,“Fall Harvest” 
means everyone should sit down, and “Winter Frost” means freeze 
in place ​(Note: this is a “no contact” game)​. 
4. Allow the students to race back and forth between the start and 
finish line for several rounds as you call out the seasonal command​s. 
(Note: Call seasonal commands out of order for increased difficulty) 
5. After about 9 minutes the students that have crossed the finish line 
should remain frozen until all students have made it across, bringing 
the game to a close.  
6. Bring students back together to move into the Phenology Wheel 
activity.  
 
Monthly Phenology Wheel Activity (25 minutes) 
1. Remaining in the garden, ask if the students remember the 
definition of phenology they learned before playing the Phenology 
game. Call on a quiet hand to reiterate the definition.  
2. Explain that the group is going to create a phenology wheel with 
drawings of plant life stages over the course of several months. 
3. Explain that each photo card has a Willamette Valley native plant for 
them to draw, and information about what life stage it is in. 
a. Encourage students to make careful observations about their 
plant, and to create accurate and detailed drawings.  
b. When finished, you will tape student drawings in the correct 
month of the phenology wheel poster corresponding to the 
life stage of their plant. They may keep their plant card to 
refer to during the wrap-up discussion. 
4. Ask if the group has any questions about the activity. 
5. Distribute blank half-sheets of paper to the students.  
6. Distribute ​one​ plant card of a Willamette Valley native species to 
each student, then distribute the art materials.   
7. Walk around to encourage, help, and provide guidance. Supply 
additional photo cards, if supplies permit, to students who finish 
early.  
a. Give students specific feedback on their artwork, for example, 
“I really appreciate your attention to detail!” 
8. Provide a 2-minute time warning to finish all drawings. 
9. Make sure all students have placed their drawings correctly on the 
phenology wheel poster, and have kept their plant cards. 
10. Use a clapping pattern to regain attention, then collect art supplies 
 
from each student. 
 
To Add Complexity 
To expand information included on the phenology wheel poster, the 
instructor may provide additional connections in the plant life cycles, 
including when and how pollination or reproduction occurs. This can be 
integrated by drawing bees from the month the plant flowers to 
the month it fruits, or by drawing wind or animals that carry the seeds or 
pollen.  
 
 
Sharing and Discussion (10 minutes) 
In order to assess the students’ knowledge and if they have met the  
learning outcomes:  
1. Bring students together in a circle. 
2. Go around the circle and invite students to share their plant or 
drawing (located on the wheel), and what they observed. 
Encourage each student to participate and to refer to their plant 
cards if in need of assistance.  
3. Once complete, prompt an engaging discussion by asking some of 
the following questions: 
For younger students:  
a. “What is phenology?” 
b. “Which plants are harvestable in the Spring? Summer? Fall? Winter? 
c. “Which of these three native plants would you like to taste, and why?” 
d. “Why are some plant species only available during certain times of the 
year?” 
e. “How does phenology impact the foods you like to eat?” 
For older students:  
a. “​What is phenology?” 
b. “Why is it important to be familiar with local plants?” 
c. “Which plants are harvestable in the Spring? Summer? Fall? Winter? 
d. “How could a change in geographical location alter phenology, planting 
times, and/or life cycles of various crops?” 
e. “Why are some plant species only available during certain times of the 
year?” 
f. “How does phenology impact the foods you like to eat?” 
4. Invite students to implement their knowledge of phenology outside 
of the classroom by making observations of differing plant growth 
patterns around their community or in their school garden 
throughout various seasons.  
5. Pass back all student drawings, letting the group know you will 
keep any drawings they do not wish to take home.   
 
 
 
 
 
 
 
For  younger  children,  it  can  be  helpful  to  play  the  red-light  green-light 
game before discussing phenology in order to give the group a hint as to 
what phenology involves before the discussion takes place.  
 
For larger groups, students may share plant cards. 
 
For smaller groups, make sure there are enough materials (e.g. paper) for 
students to complete more than one drawing if they wish. 
 
If students finish early, have them swap cards and draw their new one. 
 
Sharing  drawings  on  the  wheel  as  a  “show-and-tell”  while  the  group  is 
sitting in a circle around the poster is very effective in smaller groups. 
 
Be  sure  to  refer  to  the  students  as  “artists,”  “gardeners,”  etc.  instead  of 
“boys and girls” or “guys.” 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
Template: ​https://www.schoolgardenproject.org/ 
 
1. Forbes, Anne. “Phenology Wheels: Earth Observation Where You Live.” Earthzine, Partners in Place, 
LLC, 14 Feb. 2011, earthzine.org/2011/02/14/phenology-wheels-earth-observation-where-you-live/ 
2. Free Logo Design - Create Your Own Logo, It's Free!​, ​www.freelogodesign.org/index.html​ (Our CC 
Logo) 
3. “Native plants for Willamette Valley yards booklet.” ​Metro​, 24 Jan. 2018, 
www.oregonmetro.gov/native-plants-willamette-valley-yards-booklet​.  
4. “Oregon Harvest Calendar.” ​Oregon Harvest Calendar crop harvest calendar - When fruit and 
vegetables are normally available and ready to pick in Oregon Harvest Calendar​, 
www.pickyourown.org/ORharvestcalendar.htm  
5. “The Conservation Gateway | The Nature Conservancy.” Ecoregional Assessments in 
Oregon,​www.conservationgateway.org/ConservationByGeography/NorthAmerica/UnitedStates/oreg
on/science/Pages/Ecoregional_Assessments.aspx 
6. “What Is Phenology?” What Is Phenology - Nature's Calendar, 
naturescalendar.woodlandtrust.org.uk/what-we-record-and-why/why-we-record/what-is-phenology
/  
 
Image Sources:  
 
WILD STRAWBERRY IMAGES 
Fragaria Virginiana Var. Platypetala​,​http://plant-systematics.appspot.com/?name=Fragaria%20virginiana
%20var.%20platypetala  
Perron, Mic​hel. “Wild Strawberry.” ​Flore Du Québec :: Wild Strawberry [Fragaria Virginiana] Pictures​, 
http://floreduquebec.ca/english/photos=fragaria-virginiana  
“Wild Strawberries Poisonous? Careful When Foraging...” ​Are You Ready For What's 
Coming?​, 20 Sept. 2016, ​http://theprepperproject.com/wild-strawberries/   
“Wild, Wild Strawberries.” ​BaltimOregon to Maine​, 4 June 2010,  
https://baltimoregon.com/2010/06/04/wild-wild-strawberries/ 
 
BLUE ELDERBERRY IMAGES 
2013 Food Preservation Season: Elderberry Syrup.” ​Wayward Spark RSS​, 
http://waywardspark.com/2013-food-preservation-season-elderberry-syrup/  
“Elder.” ​Rosewoods Herbal​, 31 Jan. 2014, ​http://rosewoods.com/elder/  
"File:Blue elderberry Sambucus mexicana berries close.jpg." ​Wikimedia Commons, the free media 
repository​. 24  
Nov 2016, 07:01 UTC. 20 Mar 2018, 
03:36<​https://commons.wikimedia.org/w/index.php?title=File:Blue_
elderberry_Sambucus_mexicana_berries_close.jpg&oldid=218536978​>.  
Lom, Alisha Van. “Things & Stuff.” ​Pinterest​, 28 Aug. 2014,​www.pinterest.com/pin/29414203791916181/​.   
 
ROSE HIPS IMAGES 
Dave. “Buds and Blooms in Early November.” Ramblin' through Dave's Garden, 3 Nov. 2010,  
davermfarm.wordpress.com/2010/11/03/buds-and-blooms-in-early-november/.  
“Iowa State Flower - Wild Rose.” ​ProFlowers Blog​, 16 Jan. 2017, 
www.proflowers.com/blog/iowa-state-flower-the-wild-rose​.  
“Rose Hips.” Hof Ubuntu, 29 Oct. 2012, hofubuntu.wordpress.com/2012/10/28/rose-hips/. 
“Rose-Hips.” ​Wikipedia​, Wikimedia Foundation, 2 Mar. 2018, en.wikipedia.org/wiki/Rose-hips 
 
MINER’S LETTUCE IMAGES 
“Miners Lettuce.” ​Information, Recipes and Facts​, 
www.specialtyproduce.com/produce/Miners_Lettuce_5099.php. 
Rockefeller, Rebecca. “Miner's Lettuce: Grow Your Own Wood Elf Greens.” ​Rock Farmer​, 2 Apr. 2013, 
https://rockfarmer.me/2013/02/19/miners-lettuce-grow-your-own-wood-elf-greens/  
“Slatsz' Plant Photo-Biography.” ​Montia Linearis, Narrow Leaf Miner's Lettuce​,  
 
slatszplantphotobiography.blogspot.com/p/montia-linearis-narrow-leaf-miner.html.  
  
  
 (enlarged to a 42in x 42in poster) 
 
 Willamette Valley Native Plants  
 
Wild Strawberry ​(​Fragaria vesca)  
 
 
Budding (March): Flowering (April): 
  

 
 
 
Fruiting (May): Harvest (June): 

 
 
 Blue Elderberry ​(​Sambucus nigra ssp. cerulea​)  
 
 
Budding (June):   Flowering (July): 

 
 
Fruiting (August): Harvest (September): 
 

 
 
 
 Rose Hips ​(Rosa canina) 
 
 
Budding (September): Flowering (October): 
 

 
 
Fruiting (November): Harvest (December): 
 

 
 
 
 
 
 
 Miner’s Lettuce​ ​(Claytonia perfoliata) 
 
 
Budding (January):   Flowering (February): 
 

 
 
 
 
Harvest (March):