Abstract
This field report grounds the experience of two coaches and ten high schoolers exploring the ecology of Dry Creek, informed by the theory that land is a teacher and gift-giver. As author/coach and co-author, we share the importance of value-shifting education to address the value-system failures at the root of climate change, which threatens Dry Creek and waterways worldwide. We illustrate how a place-based and student-directed stream ecology experience integrates disciplines for climate change education. We draw upon Land Education literature to interrogate our role as settler environmental educators working to uphold multiple ways of knowing. Dry Creek shared peace, learnings, and evidence of life with participants. This field report shows how learning that foregrounds the natural world as teacher and gift-giver is a first step in the formation of reciprocal relationships with the Earth.