1. 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 

2. ADST & Outdoor Education Shelter Building

3. Student Interest

4. 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

5. 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

6. Core Competencies

7. ADST Model Applied to Delivery
Defining
Ideating
Prototyping
Testing
Making
Sharing

8. 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

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

10. ADST: Making
Construct the final product

11. ADST: Sharing

12. 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

13. 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.

14. 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?

15. 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

16. A Go Bag!

17. 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

18. Feedback & Self-Assessment