Yosemite National Park

JuniorRANGER 

HANDBOOK

ADAPTED ACTIVITIES

These materials are a collection of guided activities for children with diverse 

communication, learning, motor and/or sensory needs. They are intended 

to accompany the Yosemite National Park Junior Ranger Handbook, 

originally published in 2021. They are free to share and reproduce.

Contents

Introduction for Caregivers 2

Do Your Part 3

Discover Yosemite 3

Trail Trackers 5

Nature’s Neighborhoods 6

The Wild Ones 7

Giant Sequoias 7

Forest Life 8

Meadows 9

A River of Stars 10

Yosemite Is Home 11

Faces of Yosemite 12

Water on the Move 12

Geology Rocks! 13
Introduction for Caregivers

All children can do the activities in the Junior Ranger Handbook with a little bit of your help! The 

following adapted activities are for children who have difficulty using speech to communicate and/or 

using a pencil, crayon, or marker to write or draw. 

Each activity includes specific instructions. You can help your child understand these adapted Junior 

Ranger activities by using gestures, touch, and pointing to pictures in the Junior Ranger Handbook.

Your child can communicate their answers to you in any way that works for them, and you can write 

them down. For your child to receive their Junior Ranger badge, the completed handbook needs to 

be shown to a park ranger. 

These activities require children to use different senses to discover and describe Yosemite. If your 

child is blind or has limited vision, is deaf or hard of hearing, or finds it uncomfortable to touch things, 

some activities will be more appropriate than others. A few of the activities also have options to make 

them possible to complete in alternate ways. 

As your child experiences Yosemite, don’t forget about the interpreters and rangers you see 

throughout the park. They can provide you and your child with additional information about the 

specific areas you are visiting. We hope your child enjoys exploring Yosemite with you and becoming 

a Junior Ranger!

2
Do Your Part (Handbook page 4)

Overview of the Activity

In this activity, children will learn what it means 

to be a national park steward and to practice 

the principles of Leave No Trace.

Specific Instructions

1. Share the information and pictures on 

pages 4 and 5 of the Junior Ranger 

Handbook with your child.

2. Describe and point to each child in the 

picture. Ask your child to decide which 

ones are keeping Yosemite safe.

3. Circle your child’s responses on pages 4 

and 5.

4. If your child selects the correct answer, say, 

“Yes! That child is keeping Yosemite safe.” 

If your child selects someone who is 

not being safe, say “Oh no! That child 

is not keeping Yosemite safe. Let’s look 

again. Who is keeping Yosemite safe?”

Suggested Directions

Adult: “Let’s look at this picture. I’ll tell you 

about each person. You choose the Junior 

Rangers who are keeping Yosemite safe.”

Leave No Trace Choices for page 4:

“She has a map. She has a plan.” 

or “She is lost. She did not make a plan.” 

“He is walking on the path.” 

or “He is walking on the grass. He is not on the 

path.”

“He is putting trash in the can.” 

or “He is dropping trash on the ground.”

Leave No Trace Choices for page 5:

“She is taking a picture of the pine cone.” 

or “She is taking a pine cone from the park.” 

“He is putting his food away from the animals.” 

or “He is feeding the animals.”

“She is waving to another hiker. She is quiet.” 

or “She is playing loud music.” 

“He is keeping fire away from the grass.” 

or “He has a fire near the grass.”

Discover Yosemite (Handbook page 6)

Overview of the Activity

In this activity, children will use their senses to 

experience some of the more subtle aspects of 

Yosemite.

Specific Instructions

1. Read the information on page 6 of the 

Junior Ranger Handbook to your child.

2. Ask your child to focus on listening, 

touching, smelling, or looking.

3. List all the choices that the child might 

experience (see below).

4. Repeat each choice on the list and pause 

for your child’s response.

5. Write your child’s answers on page 6.

Note: If your child has significant vision or 

hearing loss or is tactilely defensive, skip 

activities that rely on those senses.

Suggested Directions

Adult: (Point to your ear as a cue to listen.)

“These are some natural sounds you might 

hear in Yosemite: wind, birds, water flowing, 

animals, people walking, rocks falling, leaves 

3
moving in the breeze, thunder. I’ll go through 

these again. Let me know if you hear any of 

these things. Let’s listen!”

Sound Choices:

wind

birds

water flowing

animals

people walking

rocks falling

leaves moving in the breeze

thunder

something else (If your child chooses 

“something else,” offer choices of things 

you think your child heard.)

Suggested Directions

Adult: (Lift your finger as a cue to touch.) 

“Touch this. How does it feel? Is it rough, 

smooth, scratchy, hard, cold, warm, or sticky? 

I’ll go through these again. Let me know what 

it feels like. Let’s touch it!”

Touch Choices:

rough

smooth

scratchy

hard

cold

warm

sticky

something else (If your child chooses 

“something else,” offer choices of things 

you think your child touched.)

Suggested Directions

Adult: (Point to your nose as a cue to smell.)

“Take a deep breath. Do you smell trees, grass, 

pine, smoke, something sweet, rain, something 

that stinks, flowers, or wood? I’ll go through 

these again. Let me know what you think. Let’s 

smell!”

Smell Choices:

trees

grass

pine

smoke

something sweet

rain

something that stinks

flowers

wood

something else (If your child chooses 

“something else,” offer choices of things 

you think your child smelled.)

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look at this. Tell me what you see. Are the 

leaves green, yellow, or brown? Are the stems 

long or short? Do you see a flower: yes or no? 

I’ll go through these again. Let me know what 

you see. Let’s look!”

Look Choices for Plants and Flowers:

Are the leaves green, yellow, or brown?

Are the stems long or short?

Do you see a flower: yes or no?

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look at the night sky. Tell me what you see. Is 

it dark, bright, or cloudy? Do you see the stars, 

the moon, or a planet? I’ll go through these 

again. Tell me what you see. Let’s look at the 

night sky!”

Look Choices for the Night Sky:

dark

bright

cloudy

stars

moon

planet or planets

something else (If your child chooses 

“something else,” offer choices of things 

you think your child saw.)

4
Trail Trackers (Handbook page 7)

Overview of the Activity

In this activity, children are encouraged to 

discover signs of wildlife along a trail and 

to compare the trail excursion with a similar 

outing at home.

Specific Instructions

1. Share the information and pictures on 

page 7 of the Junior Ranger Handbook 

with your child.

2. Let your child watch as you fill in the name 

of the trail you are exploring.

3. As you explore the trail, point out signs of 

wildlife.

4. Take photos to help your child remember.

5. To complete the activities below, read 

through the list of things your child might 

notice on the trail.

6. Repeat each choice on the list and pause 

for your child’s response.

7. Write your child’s answers on page 7.

Note: If your child has significant vision loss, 

describe the signs of animals that you see (e.g., 

“I see a feather; a bird must have been here”).

Suggested Directions

Adult: (Point to your head as a cue to think.)

“Think about what we noticed on the trail. 

(Point to the pictures of items on page 7.)

Were there any signs of animals? Maybe animal 

tracks (like footprints), feathers, scat (that’s the 

same thing as poop), a bird’s nest, a spiderweb, 

an anthill, or an animal noise? I’ll go through 

that list again. Tell me what you remember.” 

Animal Signs Choices:

animal tracks (like footprints)

feathers

scat (that’s the same thing as poop)

bird’s nest

spiderweb

anthill

animal noise

something else (If your child chooses 

“something else,” name some other things 

you noticed on the trail.)

Suggested Directions

Adult: (Point to your head as a cue to think.) 

“The animal signs you remembered were...” 

(Repeat your child’s responses—e.g., “scat, 

a bird’s nest, and a spiderweb.”) “Have we 

noticed any of those things when we take 

walks around our neighborhood?” List each 

thing your child noted and pause for your 

child’s response. Talk about the things that 

your child noted on the trail that are different 

from things on a neighborhood walk, and write 

those on page 7. (E.g., “You said you have seen 

a bird’s nest and a spiderweb on our walks 

at home. That’s right. You have not seen scat 

before. That is something we saw only on 

the trail.”)

5
Nature’s Neighborhoods (Handbook page 8)

Overview of the Activity

In this activity, children will learn that each 

place in and around Yosemite is unique 

for different reasons, such as elevation or 

temperature.

Specific Instructions

1. Share the information and pictures on 

pages 8 and 9 of the Junior Ranger 

Handbook with your child.

2. Ask your child to think about a favorite 

place in Yosemite.

3. List all the choices of the particular spots 

and some descriptions.

4. Repeat each choice on the list and pause 

for your child’s response.

5. Write your child’s answers in the space 

on page 8, with or without the suggested 

prompts.

Note: If your child has significant vision or 

hearing loss or is tactilely defensive, skip 

descriptions that rely on those senses.

Suggested Directions

Adult: (Point to your head as a cue to think.) 

“Think about a place in Yosemite that you love. 

Tell me if it is a big grassy meadow, a river or 

stream, a forest full of trees, or someplace else. 

I will say those choices again, and you let me 

know.”

Favorite Place Choices:

big grassy meadow

river or stream

forest full of trees

someplace else (If your child chooses 

“someplace else,” offer choices of places 

that you think your child enjoyed.)

My favorite place is...

Suggested Directions

Adult: (Point to your head as a cue to think.) 

“Think about all the things that make (location) 

special to you. Maybe you like the animals you 

saw there, the plants, the way (location) looks, 

the smells (point to your nose), the sounds 

(point to your ear), or something else. I’ll say 

those things again, and you let me know.”

Special Choices:

animals

plants

the way (location) looks

smells

sounds

something else (If your child chooses 

“something else,” offer choices of things 

you think your child enjoyed.)

It is special to me because...

Suggested Directions

Adult: (Point to your head as a cue to think.) 

“Now think about how you feel when you are at 

(location). Do you feel happy, relaxed, excited, 

amazed, or something else? I’ll say those things 

again, and you let me know.”

Feeling Choices:

happy

relaxed

excited

amazed

something else (If your child chooses 

“something else,” offer choices of other 

feelings.)

It makes me feel...

Optional Activity

As you visit the park, you can also talk to your 

child about the different ecosystems and then 

circle the symbols on page 9 of the Junior Ranger 

Handbook that go with your experiences.

6
The Wild Ones (Handbook page 10)

Overview of the Activity

In this activity, children will learn about 

Yosemite’s famous American black bears.

Specific Instructions

1. Share the information and pictures on 

pages 10 and 11 of the Junior Ranger 

Handbook with your child.

2. Describe each item listed below and point 

to its corresponding image on page 11 of 

the handbook. Ask your child to decide if it 

is wild food.

3. Circle the wild food on page 11 after your 

child responds.

4. If your child selects the correct answer, 

say, “Yes! That is wild food. It (grows or 

lives) in Yosemite.” If your child selects 

food that is not wild, say, “Oh no! That 

food is not wild. It’s for people, not bears.”

Suggested Directions

Adult: “Let’s look at this picture and find the 

wild food. Wild food can be things that grow in 

Yosemite, such as acorns, plants, and berries. 

It can also be things that live here, such as 

insects. I’ll point to some pictures. You let me 

know if it is wild food.”

Optional Directions for Children with 

Significant Vision Loss

Adult: “Bears need to eat wild food. Wild food 

can be things that grow in Yosemite, such as 

plants, or things that live in Yosemite, such as 

bugs. I’ll say some foods, and you let me know 

if it is wild food. Tell me if this is wild food. 

Hot dogs? Acorns? Grass? Trash? Berries? 

Picnic lunch? Insects?”

Wild Food Choices:

hot dogs

acorns

grass

trash

berries

picnic lunch

insects

Giant Sequoias (Handbook page 12)

Overview of the Activity

In this activity, children will learn about 

Yosemite’s mammoth trees, the giant sequoias.

Specific Instructions

1. Share the information and pictures on 

page 12 of the Junior Ranger Handbook 

with your child.

2. Ask your child to look at a giant sequoia 

(if you are near one) or at a picture you 

took of one while in the park.

3. List the choices for descriptions of the 

tree.

4. Repeat each choice on the list and pause 

for your child’s response.

5. Write your child’s answers in the white box 

on page 12.

6. Count the number of rings in the picture 

of the tree trunk with your child, and write 

down the number in the space provided.

7. As your child watches, color in the number 

of rings that represents your child’s age.

Note: If your child has significant vision loss, 

just complete the part of the activity that 

focuses on smell.

7
Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look at this sequoia tree. Tell me about it. 

Tell me if it is big, tall, green, brown, or 

something else. I’ll say those choices again, 

and you let me know.”

Look Choices:

big

tall

green

brown

something else (If your child chooses 

“something else,” think of other things the 

child might want to say.)

Suggested Directions

Adult: (Point to your nose as a cue to smell.) 

“Think about how the tree smells. Maybe the 

sequoia smells good, smells bad, smells like 

something you have smelled before, smells 

different, or something else. I’ll say those 

things again, and you let me know.”

Smell Choices:

smells good

smells bad

smells like something you have smelled before

smells different

something else (If your child chooses 

“something else,” offer choices of things you 

think your child may have noticed about the 

smell.)

Optional Activity

You can draw a picture of a sequoia based on 

your child’s descriptions.

Adult: “I’m going to use the things you told me 

to draw a picture of a sequoia. You can let me 

know if you like it.”

Forest Life (Handbook page 13)

Overview of the Activity

In this activity, children will learn about some 

of the challenges facing California’s forests 

and how they contribute to forest health.

Specific Instructions

1. Share the information and pictures on 

page 13 of the Junior Ranger Handbook

with your child.

2. Look at a place that has burned in 

Yosemite (if you are there) or show your 

child a picture you took while in the park.

3. List the choices for signs of new life and 

point to the pictures on page 13 of the 

handbook.

4. Repeat each choice on the list and pause 

for your child’s response.

5. Write your child’s answers in the white box 

on page 13.

Note: If your child has significant vision loss, 

another activity may be more accessible and 

interesting.

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look, there was a fire here. (Point to signs 

of fire, such as a blackened tree trunk.) Fires 

make room in the park for new things to grow. 

Let’s look for signs of new life. Tell me if you 

see plants, grass, flowers, squirrels, birds, or 

something else. I’ll say those choices again, 

and you let me know.”

8
Look Choices:

plants

grass

flowers

squirrels

birds

something else (If your child chooses 

“something else,” look carefully for other 

things the child might notice.)

Optional Activity

You can use the white box on page 13 to draw 

pictures of the things your child saw.

Adult: “I’ll draw some of the things you told me 

about. Tell me if you like the picture.”

Meadows (Handbook page 14)

Overview of the Activity

In this activity, children will discover that 

Yosemite’s meadows are delicate places that 

are home to many creatures.

Specific Instructions

1. Share the information and pictures on 

page 14 of the Junior Ranger Handbook

with your child.

2. Visit a meadow in Yosemite (if you are 

there) or show your child a picture you 

took while in the park.

3. Go through the list of places in the meadow, 

and ask your child to tell you who lives 

there. Point to the picture on page 14 

of the handbook as you name the places 

and animals.

4. If your child selects the correct answer, say, 

“Yes! That is where a (name of animal)

lives.” If your child selects the wrong 

response, explain the correct response.

(E.g., “A woodpecker lives in a tree. 

Woodpeckers are birds. They use their 

wings to fly up in a tree. They like to peck 

or poke holes in the tree trunk.”)

5. Draw a line to connect the animal and its 

home when your child chooses (or you 

explain) the correct response.

Note: If your child has significant vision loss, 

consider the optional activity, which focuses on 

touch rather than vision.

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look at this picture of a meadow. (Point 

to the pictures of animal homes.) These are 

some places where animals live. Let’s decide 

who lives in each place.” If your child doesn’t 

answer right away, offer each choice again and 

pause to give your child time to respond.

1. “Here is a tree. Does a coyote or a 

woodpecker live in a tree?” (Point to the 

pictures of the coyote and the woodpecker 

at the bottom of the page.)

2. “These holes are called burrows. An animal 

burrows into the ground to make these 

holes. Who lives here? Is it a butterfly or a 

gopher?” (Point to the pictures of the 

butterfly and the gopher at the bottom of 

the page.)

3. “This is a den. It is another kind of hole in 

the ground. Who lives in a den: a coyote or 

a woodpecker?” (Point to the pictures of 

the coyote and the woodpecker at the 

bottom of the page.)

4. “This is a milkweed plant. Who lives here: 

a butterfly or a gopher?” (Point to the 

pictures of the butterfly and the gopher at 

the bottom of the page.)

5. “This is a wetland. That’s a good name 

9
because it is wet! Does a frog or a hawk 

live in a wetland?” (Point to the pictures 

of the frog and the hawk at the bottom of 

the page.)

6. “Here is a nest. Does a hawk or a frog live 

in a nest?” (Point to the pictures of the hawk 

and the frog at the bottom of the page.)

Optional Activity for Children 

with Significant Vision Loss

Adult: “We can pretend your hand is an animal. 

(Point to the child’s hand.) I am going to make 

some places that animals live. You put your 

animal where they live. Let’s decide who lives 

in each place.”

1. “I am a tree. Feel my trunk. (Let your child 

feel that you are in a standing position.)

Feel my branch. (Let your child feel your 

arm.) Put your animal in the tree. Is it a 

coyote or a woodpecker?”

2. “My hands are a burrow. That’s a hole in 

the ground. Feel it. (Make a hole between 

your hands by touching your thumbs and 

pointer fingers.) Put your animal in the 

burrow. Is it a butterfly or a gopher?”

3. “My hand is a den. Feel the den. (Create 

a cave with a C-shaped hand resting on 

the palm of your other hand.) Put your 

animal in the den. Is it a coyote or a 

woodpecker?”

4. “My arms are milkweed plants. Feel 

the milkweed plant. (Let your child feel 

your arms moving with a breeze.) Put 

your animal in the milkweed plant. Is it a 

butterfly or a gopher?”

5. “My hands are a nest. Feel the nest. (Let 

your child feel your hands cupped like a 

nest.) Put your animal in the nest. Is it a 

hawk or a frog?”

A River of Stars (Handbook page 15)

Overview of the Activity

In this activity, children will discover that the 

stars come out to play in Yosemite’s protected 

night sky, and they seem to form patterns we 

can recognize.

Specific Instructions

1. Share the information and pictures on 

page 15 of the Junior Ranger Handbook

with your child.

2. Connect the dots to outline the 

constellations on page 15 while your child 

watches, and say that you will look for 

these constellations at night.

3. Look into the Yosemite night sky and point 

out any constellations that you see. If the 

constellation is on page 15, circle it there.

4. List other things your child might see or 

hear at night.

5. Repeat each choice on the list and pause 

for your child’s response.

6. Write your child’s answers in the white box 

on page 15.

Note: If your child has significant vision loss, 

focus on the sound choices.

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Look up at the sky. Tell me what you see. Is 

it dark or bright? Are there stars, the moon, 

clouds, or something else? I’ll say those things 

again, and you tell me what you see.”

Sight Choices:

dark

bright

stars

moon

10
clouds

something else (If your child chooses 

“something else,” think of other things the 

child might have seen.)

Suggested Directions

Adult: (Point to your eye as a cue to look.) 

“Now let’s see if we can find any constellations.” 

(Point out any constellations you see, or let 

your child know you didn’t see any.)

Suggested Directions

Adult: (Point to your ear as a cue to listen.) 

“Now use your ears to listen. Tell me what you 

hear. Do you hear wind, frogs croaking, an 

owl hooting, crickets, other animal noises, or 

something else? I’ll say those things again, and 

you tell me what you hear.”

Sound Choices:

wind

frogs croaking

owl hooting

crickets

other animal noises

something else (If your child chooses 

“something else,” think of other things the 

child might have heard.)

Yosemite Is Home (Handbook page 16)

Overview of the Activity

In this activity, children will learn that the 

Native people who have lived for thousands 

of years near and in Yosemite are still here, 

honoring and enjoying this land.

Specific Instructions

1. Share the information and pictures on 

pages 16 and 17 of the Junior Ranger 

Handbook with your child.

2. Complete the drawing of the roundhouse 

building as your child watches. If possible, 

your child can move their arm, foot, finger, 

head, or eyes to tell you where to draw 

(e.g., side-to-side movement for the floor, 

up-and-down movement for walls, arc 

shape or looking up for the roof). Describe 

what you are drawing.

3. Read the information below about the 

roundhouse and its use for special gatherings.

4. Review the list of celebrations with your 

child, and draw a circle around the 

celebrations your child selects. Feel free to 

add details about any of the listed 

celebrations that are specific for your child 

(e.g., family reunion: “That’s like when we 

went to your grandma and grandpa’s house 

and all your cousins were there.”)

Suggested Directions

Adult: “Native people have lived in Yosemite 

for a long time. It is their homeland. They 

build buildings for special purposes. This is a 

roundhouse. It is used for ceremonies, special 

times when the people get together. Tell me 

about special things that you celebrate with 

other people. Do you celebrate birthdays, 

family visits, or reunions (when lots of cousins, 

aunts, uncles, and grandparents get together, 

like when someone gets married or has a 

baby)? Or do you celebrate the last day of 

school or holidays like (name a holiday the 

child celebrates)?”

Celebration Choices:

birthdays

family visits or reunions (when lots of cousins, 

aunts, uncles, and grandparents get together)

when someone gets married

when someone has a baby

holidays 

last day of school

something else

11
Faces of Yosemite (Handbook page 18)

Overview of the Activity

In this activity, children will find out about a 

few of the people who have done something 

special in Yosemite.

Specific Instructions

1. Share the information and pictures on 

pages 18 and 19 of the Junior Ranger 

Handbook with your child.

2. Read the first riddle on page 18 and point 

to the six pictures and describe them.

3. Ask your child which person answers the 

riddle and pause for your child’s response.

4. Draw a line to connect the riddle and the 

picture when your child chooses (or you 

explain) the correct response.

5. Repeat steps 3 and 4 for the rest of the 

riddles.

Note: It is helpful to describe the visual 

features of each picture.

Tie Sing: “This man is cooking. He is holding a 

pan full of food. He is going to feed people.”

Shelton Johnson: “This man is wearing oldfashioned army clothes. There is the horse 

he rides.”

George Melendez Wright: “This man is holding 

a book about animals. He is surrounded by 

different kinds of Yosemite animals.”

Lynn Hill: “This woman is in front of a tall 

Yosemite cliff. She is holding a big rope.”

Julia Parker: “This woman is holding a basket. 

She made the basket by weaving.”

John Muir: “This man is holding a book he 

wrote about Yosemite.”

Suggested Directions

Adult: (Point to your ear as a cue to listen.) 

“Lots of different people have done important 

things in Yosemite. Let’s learn about them. 

Listen to this riddle. (Read the riddle.) Tell me 

who this is about. Do you think it is...?” (Point 

to each picture on pages 18 and 19 while saying 

the name and description of each person.)

If your child selects the correct answer, say 

“Yes! That’s right.” If your child selects the 

wrong picture, explain why the answer is not 

correct (e.g., “Remember, we are looking for 

a person in the army. This person is not in 

the army.”) and offer a choice between the 

remaining pictures.

Water on the Move (Handbook page 20)

Overview of the Activity

In this activity, children will find out that water 

in the high mountains affects the land, plants, 

animals, and people downstream.

Specific Instructions

1. Share the information and pictures on 

pages 20 and 21 of the Junior Ranger 

Handbook with your child.

2. Talk about the different types and 

locations of water listed below with your 

child to figure out how you have seen 

water moving through Yosemite.

3. Repeat each choice and pause for your 

child’s response.

4. Circle the pictures on pages 20 and 21 of 

any types of water you saw.

12
Suggested Directions

Adult: “The water that comes from Yosemite 

helps lots of people. It’s good to drink. It helps 

plants grow. It flows or moves into rivers and 

oceans. That’s where fish live. Let’s think about 

all the water we have seen in Yosemite. I’ll say 

some types of water and show you pictures. 

You tell me if we saw that in Yosemite.”

Optional Directions for Children with 

Significant Vision Loss

Adult: “The water that comes from Yosemite 

helps lots of people. It’s good to drink. It helps 

plants grow. It flows or moves into rivers and 

oceans. That’s where fish live. Let’s think about 

all the water we talk about in Yosemite. What 

kinds of water did you see, hear, or feel in 

Yosemite?”

Adult: “Tell me if we saw, heard, or felt this: 

snow, rain, a waterfall, a stream, a river, a lake, a 

wetland.”

Water Choices:

snow

rain

waterfall

stream

river

lake

wetland

Expand on each type of water your child says 

they saw, heard, or felt (e.g., “You did see a 

river. It was flowing near the trees” or “You did 

hear a waterfall. You felt the water splashing 

on you, too”).

Geology Rocks! (Handbook page 22)

Overview of the Activity

In this activity, children will learn that Yosemite’s 

rocks are special and are still changing.

Specific Instructions

1. Share the information and pictures on 

pages 22 and 23 of the Junior Ranger 

Handbook with your child.

2. Pay attention to geologic features you see 

in the environment (if you are in the park) 

or in photos you took.

3. Let your child know when you see any of 

the geologic features shown on page 23. 

Review the three items in one row of 

pictures on page 23, and ask your child to 

find the picture that matches what they 

see in the environment.

4. Repeat each choice and pause for your 

child’s response.

5. Let your child watch as you put an X on 

the squares of any geologic features your 

child sees in Yosemite.

Suggested Directions

Adult: “When people study the earth and its 

rocks, that is called geology. Geo means ‘earth.’ 

There are lots of interesting rocks in Yosemite. 

Here are some pictures of them. (Point to 

pictures on page 23.) If we see any of these, let’s 

mark them in our Junior Ranger Handbook.”

As you notice any of the geologic features, 

point them out to your child and look at the 

pictures on page 23 in the handbook to find 

the name and picture that matches what you 

are seeing.

For example, if you see a waterfall, say, “Look 

over here. (Point to the waterfall.) This is one 

of the geologic features in the handbook. Is 

it a rockfall, a U-shaped valley, or a waterfall? 

(Point to the pictures in the handbook as you 

name each feature.) I’ll say those again and 

you tell me what it is.” If your child chooses an 

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incorrect answer, repeat it and then remind 

your child of what you are looking for. “You 

chose rockfall. That is all those rocks that fell 

down to the ground. We are looking for a 

picture with water in it.” (Point to the remaining 

pictures in the row, the U-shaped valley and 

the waterfall.) When your child chooses the 

waterfall, say, “Yes, that is a waterfall. See how 

the water falls down from up high.”

Optional Activity for Children with 

Significant Vision Loss

This activity focuses on geologic features that 

your child can hear and/or feel. In the park, try 

to find and complete at least two or three of 

the four features listed below.

Suggested Directions

Adult: “Here is a waterfall. Tell me about it, and 

I will write down your answers.”

“Does the waterfall sound loud or quiet?” 

“Can you feel the water?”

“Do you think the water feels cold or warm?”

Note: This is a good opportunity to talk about 

how rushing water can change the shape of 

rock by wearing it down over a long time, a 

process called erosion.

Suggested Directions

Adult: “This is granite. Touch it. Tell me about 

it, and I will write down your answers.”

“Does the granite feel smooth or rough?”

“Does if feel like other rocks?”

“Do you think the granite feels cool or warm?”

Note: This is a good opportunity to talk about 

how granite is the same as or different from 

other rocks. You can describe what it looks like 

for your child and talk about the minerals in 

granite shown on page 22 of the handbook.

Suggested Directions

Adult: “Feel this sand. Tell me about it, and I 

will write down your answers.”

“Does the sand feel wet or dry?”

“Does it feel like a clump of mud or like grains 

of sand?”

“Do you feel any small rocks?”

Note: You can describe how sand comes from 

rocks and minerals that have broken down or 

become smaller. This process is called erosion. If 

you have talked about other examples of erosion 

as part of Yosemite’s geology, you can remind 

your child that this is another kind of erosion.

Suggested Directions

Adult: “This is a boulder. It’s a big rock. Touch 

it. Tell me about it, and I will write down your 

answers.”

“Does the boulder feel smooth or rough?”

“Does it feel like other rocks?”

“Do you think the boulder feels cool or warm?”

Note: Talk about how boulders are the same as 

or different from other rocks. You can describe 

and help your child feel the size of the boulder. 

Describe how water in Yosemite freezes and, 

over time, can make large rocks crack to form 

boulders.

We hope your child has enjoyed 

becoming a Yosemite Junior Ranger!

Development of these materials was supported 

by Yosemite Conservancy, using funding 

provided by Jan Avent and Dave Rossetti. 

The materials were created by the Center for 

Literacy and Disability Studies, Department 

of Allied Health Sciences, University of North 

Carolina at Chapel Hill.

yosemite.org

Yosemite Conservancy 

inspires people to support 

projects and programs 

that preserve Yosemite 

and enrich the visitor 

experience.

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