Afternoon Agenda ADST & Outdoor Education Micro Field Trip Shelter Building Example Micro Field Trip Leverage the ADST process to help us work outdoors Feedback & Core Competency Self-Assessment The Weekend 

ADST & Outdoor Education Shelter Building

Student Interest

Curriculum Rich Yukon First Nations Ways of Knowing and Doing Core Competencies ADST Social Studies Content Gr. 4 The history of the local community and of local First Peoples communities  Gr. 5 First Peoples land ownership and use, including housing Gr. 7 Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources

Yukon First Nations Ways of Knowing and Doing Acknowledgement of Traditional Territory (who) transitioned into a discussion about how they used live here Traditional brush camps were explained Ephemeral and seasonal use based on harvesting schedules of flora and fauna

Core Competencies

ADST Model Applied to Delivery Defining Ideating Prototyping Testing Making Sharing

ADST: Defining Identified main objective for the design and constraints: To construct a shelter capable of hosting your group (3-4 students) Apply knowledge gained from Yukon First Nations brush camps Demonstrate core competencies through behaviour and language

ADST: Ideating/Prototyping/ Testing Generate ideas Outline a plan Construct first version

ADST: Making Construct the final product

ADST: Sharing

ADST & A Micro Field Trip Leverage the ADST process to help us work outdoors Teaching and learning outdoors presents unique challenges for educators Expectations are high and we want to provide the best outdoor learning opportunities possible

ADST & A Micro Field Trip Instructions: As we walk outside find your grade group: 4, 5, 6, or 7 If you teach a split make a decision. Look for your grade number hanging in a tree. Read the Life Science Big Idea and the Question to Support Inquiry – discuss as a group, giving each person a turn. Read the question on the other side – record comments. Each group needs a clip board/pencil.

Welcome back! Pick a table and stay in your grade groups. Take a moment to review your notes. Discussion question: How can educators sense, respond and adapt to teaching in the outdoor environment? What were some of the ideas discussed?

Teaching in the Outdoor Environment Understanding Context (empathy) Educators are busy and teaching in the outdoors often requires extra preparation and gear Defining Choose a design opportunity Identify key features or user requirements Identify the main objective for the design and any constraints Ideating Generate ideas and screen ideas out Prototyping Outline a general plan, identifying tools and materials Testing Gather peer feedback and amend Making This could be a description, list or illustration for now. Sharing Take a moment to explain your idea

A Go Bag!

April 27, 2018 Go Bag ADST Challenge Understanding Context (empathy) Educators are busy and teaching in the outdoors often requires extra time and gear Defining A Go Bag is a tool kit for intermediate teachers that is grab-and-go ready for all of those nearby educational adventures Ideating What are the essentials? What will make it fun and exciting and practical too? Prototyping Use the resources available at your table to get started Testing You could test it this school year Making A representation! Sharing Take a moment to explain your design

Feedback & Self-Assessment