The Outdoor Classroom

Active student participation in the outdoors is stressed to discover starting points for inquiry, curriculum enrichment, data collecting, illustration of concepts taught in the classroom, and sensory awareness.

LEARNING FROM NATURE HEAD Something we know about or want to know about Something that piques our curiosity Something that inspires, challenges, and/or stimulates us  HEART  Something that reminds of someone or triggers a memory (usually a pleasant one)  Something we feel a intimate connection to  Something that makes us feel good  HANDS  Something that sparks an action  Something with a kinaesthetic connection  Something bodily or active

Environmental Education in the Ontario Curriculum Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of: The Earth’s physical and biological systems The dependency of our social and economic systems on these natural systems The scientific and human dimensions of environmental issues The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems. (p. 1)

How do we turn kids on to caring about environmental issues? Experience

How do we turn kids on to wanting to solve problems and be helpful? Heroes

How do we turn kids on to environmental education? Personal Connections

How can we infuse Environmental Education into the existing Curriculum? (STSE) develop an appreciation, understanding, and concern for natural spaces, foster engagement with natural spaces and foster responsible environmental citizenship solve problems through hands-on, inquiry, action-based, higher order thinking and cooperative learning use the outdoors as a critical component of EE to foster a connection with the environment and provide a unique context for learning teach children to think globally, about social justice, and beyond our 4 classroom walls.

Reconnecting Children 1.Design These Experiences as per the Butterfly Model 2.Connect These Experiences to Multiple Curricula 3.Begin Where You Are THE BAKER’S DOZEN: KEY COMPONENTS of OUTDOOR & ENVIRONMENTAL LEARNING EXPERIENCES Grant Linney “Up Close and Personal” 2009

4.Know & Use the Here & Now 5.Recruit Human & Other Resources 6.Encourage Hands-on Discovery 7.Practice T.L.C. 8. Encourage & Follow Up on Questions 9. Capitalize Upon Serendipity 10.Go Outdoors Regularly

Principles of a Good Nature Program Create a little magic… weave a story forecast events to build anticipation add a pinch of fantasy consider all the senses set up a discovery wear a costume send a secret message prepare a surprise watch for special moments demonstrate your care with light-hearted gifts confound with something amazing remember to be a good taker use clues and riddles create an appealing atmosphere do the unexpected add something to make it unusual

David Stokes’ PP’s to helping children explore nature Process & Product Prepare to Praise Proper PositioningProper Names (where’s the P?) Peek-a-boo Policy Positive Premise Proper Packing The other Person’s Perspective Positive Comparisons Pause Please Proper Questioning

11.Be Proactive About Your Program 12.Be aware of the messages we give our students, explicitly and otherwise 13.Be Safe

DESIGN PRINCIPLES FOR OUTDOOR EXPERIENCES (David Sobel) “Authentic curriculum refers to curriculum that springs forth from the genuine, unmediated individual and developmental fascinations of children and teachers.” Adventure Fantasy & Imagination Animal Allies Maps & Paths Special Places Small Worlds Hunting & Gathering

Going Outdoors – The Nuts and Bolts Blanket permission forms Let office (and parents, if possible) know you’re going outside Have a ‘bag’ at the ready Class lists Band-aids and wet swabs Signaling device – bird call, whistle Bandanas Magnifiers Seed, etc. Decide on the focus Stick to an agenda Avoid the ‘recess’ mind set Use the time for doing, give instructions indoors Allow time for sharing Establish the parameters Make students aware of your the signal and your expectations when you use it Use a regular speaking voice (or even quieter) Use the power of a circle Be aware of the sun, wind and/or rain Encourage a respect for nature Try to embrace the unexpected teaching moment!

Resources: Teaching Green: The Elementary Years K-5 Teaching Green: The Middle Years 6-8 Teaching Green: The High School Years 9-12 Reconnecting Nature Through Outdoor Education : A Research Summary by Grant Linney and Andrea Foster Design Principles for Outdoor Experiences by David Sobel Notes from David Stokes