Professional Documents
Culture Documents
Oe3 Resource Guide
Oe3 Resource Guide
Experiential Education
2017
….TABLE OF CONTENTS....
BOOK RESOURCES…………………….3
ONLINE RESOURCES…………………..31
BOOK RESOURCES
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Resource: I Love Dirt: 52 Activities to Help You and Your Kids Discover the
Wonders of Nature.
1. The name of the book: I Love Dirt: 52 Activities to Help You and Your Kids
Discover the Wonders of Nature. Published by Roost Books (2008).
2. This book provides diverse activities to practice in the outdoors for all season
and all weather conditions.
3. In this resource, like the title mentions it includes 52 activities to do with kids.
What is really useful is at the end of every activity description, the author
includes a note mentioning what this activity stimulates in the children.
Example: Activity 2: Bouquet of Color stimulates awareness of one’s
surrounding and concentration.
4. This resource could touch on many different components of diverse subjects in
the curriculum especially science and technology.
5. Activity number 3: Move Over. Clover. During this activity, the students
participate in a treasure hunt for as many different green items that they can
find. To make it more difficult, the teacher could ask for different shades of
green. With this activity, the teacher can discuss why so many plants are green
and how plants are important in the environment and for humans and other
living beings. This would fit with the grade 3 science curriculum of Growth
and Changes in Plants, for the specific expectation 1.1: how plants are
important to humans and other living things.
6. I would have liked if this resource would have included activity sheets and
pictures for the activities.
-Rebecca Alize-Minty
- Katelyn Anderson
3. One aspect of the book that I find particularly useful is its examination of
relationships between children and nature from the bottom up. The author
approaches topics such as rain forest conservation with the idea that children
must first learn in their own backyards before they can address large-scale
issues such as the horrors of rain-forest destruction.
4. Using this resource, an outdoor experience where the educators closely
monitor children building relationships with trees in a forest would be possible
after having read the book and understanding the pedagogy. This could fit into
the curriculum of Grade 1 Science in Understanding Life Systems: Needs and
Characteristics of Living Things. The “fundamental concept” focuses
on sustainability and stewardship and the “overall expectations” include one in
particular that can be directly related to trees: All living things are important.
5. A practical activity you could do in class to connect the experience with the
science curriculum might be to discuss ways in which we can plant trees in our
community and why trees are so important in our ecosystem. It might also
provide an opportunity for a journal reflection piece about the children’s
experiences and relationships with trees. You could also discuss the different
types of trees, where they are native to and how they keep the air clean.
6. Available on Google Books at:
https://books.google.ca/books?id=Pw8NOGflbIYC&pg=PR7&source=gbs_sel
ected_pages&cad=3#v=onepage&q&f=false
- Hannah Clark
observation station, where students can reflect and record everything in their garden.
Chalk is a fun material for students to use other than the pencil and paper, so that
alone gets them more excited. Examples of what students can record could be the
weather on that day, what they are currently growing in the garden, and anything they
might have found in the garden such as caterpillars and other insects. This is a good
way for them to practice their writing as well as their observational skills and it can
also be something presented to the public so maybe they could get some other forms
of feedback on their observations. The book is directed towards having a garden, but
it seems like many of these activities could be manipulated into taking into other
outdoor settings as well..
- Samantha Cline
Resource: THE OUTDOOR CLASSROOM, ages 3-7. Using ideas from Forest
Schools to enrich learning.
Author: Karen Constable
The book I chose is titled “The outdoor classroom”. It was written by a UK
author, Karen Constable. This is a great book that would be very helpful to all outdoor
educators, in particular those of us who wish to take our classroom outside for the
first time. The book describes the various components of outdoor education and
discusses important aspects of the planning process. It begins with an introduction to
what an outdoor classroom could look like, then describes how to integrate the
outdoors into curriculum and finally concludes with various case studies to help
promote the many benefits outdoor education.
I enjoyed reading through this book as it very clearly articulates how learning in the
environment can be directly linked to curriculum. While the author links experiences
to curriculum from the United Kingdom, the correlation between OEEE and Canadian
curriculum remains the same. There are examples of how to integrate outdoor
education into Science, Mathematics as well as Physical Education.
For instance, there are several activities specific to Grade 1 curriculum, including
being able to distinguish between objects and materials found in nature and those
made by humans (which is a specific expectation in the Science curriculum). The idea
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would be to have students identify similarities and differences between what mother
nature produces (sap) and what humans produce (plastic).
The author also discusses in detail the ideologies behind a Forest School. Again, her
references are based on research and findings in the UK, but the content is well worth
the read. Interestingly, there were a few paragraphs relating to risk and how parents
perceive the risk of outdoor education. This would be a wonderful reference to help
guide educators through objections to OEEE. If you are someone whom is
considering working in a Forest School, I would highly recommend this book to you.
- Ian Cockburn
eyes and breathe in very slowly, then release.” This breathing continues
until everyone is calm and relaxed.
The leader then says “imagine if the earth were only the size of the stone
you hold in your hand – what a awesome object it would be. People from all
over would come to marvel at this incredible treasure of yours. They would
be amazed by its shimmering blues and emerald greens. They would watch
in awe as thin veils of water suspended in gas enveloped the ball-clouds
always shifting, forever changing shape, flowing pink and lavender, crimson
and burning orange with the setting sun. Clouds that create ever-changing
windows to the earth below, never revealing this brilliant gem in quite the
same way. People would wonder how something so beautiful and seemingly
fragile could be so dynamic and alive. They would be staggered by the
number of creatures that swim fly and roam the land. In time people would
come to love and cherish the irreplaceable ball. They would declare it
sacred because it was the only one. They would pray to it and seek healing
from it, for it would represent a miracle like no other. People would defend
it with their lives for they would come to know that their lives would be
nothing without it. If this wondrous world were only the size of the ‘earth’
in your hands.
Singing and music is played and the teacher says “now imagine that you are
the magical ball and it is you. Slowly tilt your head skyward and open your
eyes and make a promise to yourself here tonight, with the stars as your
witness, that you will always care for this symbolic earth in your hand and
keep it close to your heart, as you will with the larger earth that this
represents. “
6. One limitation of the resource is that many of the activities will take some thought
to relate to the curriculum.
Another limitation is that many of these activities require a wealth of
outdoor resources in terms of space and access to water etc.
- Joshua Gomes
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chapter has a different focus including: chapter 1 talks about and explains
STEM in education, chapter 2 contains research about the role of nature in
child development, chapter 3 explains each STEM discipline, chapter 4 gives
insight on additional approaches (ex. inquiry based), chapter 5 provides a road
map for evaluating your own program and resources, and chapter 6 provides
specific activities.
3. I think this resource is patricianly important, as it is easy to skim and find
something useful and relatively easy to do for outdoor education or for
incorporating into your classroom. It uses the big ides in STEM to build
different activities that kids can create a deeper understanding.
4. This book is great as you could use it for Science and Technology, as well as
Mathematics, for majority of grades, by altering different activities. For
example they go into Living Things, which can relate to grade 1 strand in
Science and Technology.
5. One activity from the book I would do would be STEM Start 6, in which you
build home for animals outside and go back to visit to see if animals had been
there. Before going out to build the homes, you could talk about what animals
and living things need to live, then make sure while your building you have
them all. You could do a sketch at the end or before.
6. Some limitations of this resource is that it has many pages (195) and that is
doesn't incorporate Art, making it STEAM, which is what education is leaning
towards now.
- Laura Harmer
attend school in a highly urban setting will benefit from outdoor learning, and as such
Schoolyard-Enhanced Learning offers up activities that don’t necessarily require
something like a forest, or large amounts of outdoor space. One sample activity
utilises a parking lot do math outdoors, by asking students to answer various
questions such as “How many blue cars are in the lot? How many cars are there in
total?” This resource also provides a couple of pre-made activity sheets to be used in
conjunction with other outdoor activities; my favourite is a “Self-Directed Plant
Awareness Study Guide”, which could be photocopied for work within small groups.
This book could be used to create lesson plans for any grade, but an example is the
Grade 2 Science and Technology curriculum, which includes the Big Idea that “Air
and water are a major part of the environment.” Students may decide to go outside
during a rain event to experience first hand the water part of the environment. This
resource is available in print form in the Heritage Place library.
- Gillian Harries
Resource: Urban Ecology: A Natural Way of Transforming Kids, Parks, Cities and
the World, by: Ken Leinbach
The book goes hand-in-hand with the Black Creek Community Farm and will
address the same elements of the Grade 3 curriculum. The impact of land and resource
use can be observed and questioned, and the students can compare and contrast the
natural settings in both rural and urban areas. In Week 4’s readings, the OE3 manual by
Pak (2004), it is stated that ecological education is about teaching children that the
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environment is not something “out in the woods”. “It is about understanding that we are
the environment, that is, that we are the sun, the air, the water and the soil” (Pak, 2004).
- Maximillian Hayes
are exploring a variety of plants and the importance plants play, tree identifica tion is
quite limiting.
Grade four focuses on habitats and communities so I turned to the chapter in the book
titled learning about animals. The activities focus on identification of animals and do
not go deep enough to cover a curriculum objective directly. The Quick Frozen
Critters game touches on predator-prey relationships which could cover specific
expectations 2.2 build food chains consisting of different plants and animals and
include animals or 3.5 classify organisms, including humans, according to their role
in a food chain. But in its current format is limited as it only divides the group into
predators and prey and doesn’t discuss what type of animals are predators and prey or
include factors such as humans, disease, weather.
From a science perspective, the activities in this book would be good for minds on
activities and to introduce concepts but do not delve deep enough to specifically teach
or reinforce classroom curricula.
If you move away from the science perspective there are many activities focused on
exploration and these activities would be great to spring board writing assignments
for Language Arts in all grades. I can see a lot of potential for students to have
experienced the outdoors in a deep and meaningful way and have lots of things to
write/journal about back in the classroom with the exploratory activities listed in this
book.
Although the book is titled for grades three through grades six, many of the activities
would be appropriate for the younger grades and would especially fit nicely into the
kindergarten play-based inquiry curriculum.
6. Limitations: An improvement I would make to the book is to include the chapter
title in the header for easier scanning through book. Although the introduction states
the activities can be used to assess the knowledge of classroom curricula learning I
view these activities as too simplistic and would be better used to introduce science
topics or used for creative writing assignments.
- Crystal Jones
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5. One practical activity outlined in the book is “Scoop. Pour, and Measure”
to acquaint the students with measuring units and their relationship to one
another. Using measuring spoons and cups in the sand box, see how many
tbsp fit into one cup for example. To incorporate inquiry you can ask the
students to speculate which measurements weigh more or less than others,
what activities you do that use measurements, how to estimate different
measurements, what else can be done with the measuring tools in the sand
box.
6. This is overall an excellent resource for teaching kindergarten outdoors.
Some of the activities could be done inside if weather is an issue.
- Jenna McGillivray
Resource: Ritson, Linda (2016). Outdoor Education: Fun Games and Activities
for Children and Young People. Oxon: FiSH Books.
This resource written by Linda Ritson is an essential guide that promotes learning
and inquiry through adventure experiences. The book is divided into two sections: one
with concentration on how to plan, set up, and facilitate adventure education, and one
on how outdoor and active engagement enhances learning opportunities. Acting as a
practical toolkit for teaching outdoor adventure education, Ritson’s book includes
how to incorporate parachutes, music, climbing, and exploring into curricular
planning. What is particularly interesting and useful about this source is the diagram
on page 18 outlining the importance of using the senses during outdoor play.
Additionally, the diagram depicts the importance of the relationship with oneself,
others, the environment, and society in regards to successfully participating in
adventure education. This resource can be taken on field trips or class excursions, as
it provides a list of outdoor activities with detailed instructions and descriptions. The
listed activities promote collaboration, problem solving, and physical activity. For
example, the activity “people to people” engages students in active listening while
they work with partners to demonstrate the action called out by the leader. There are a
variety of activities similar to this that allow students to participate in an outdoor
setting and work with their peers.
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Adventure education can be used for a variety of curricular activities, but is most
beneficial for health and physical education. Students of all ages will be able to
understand the importance of fresh air and physical movement, while also considering
the importance of outdoor play and teamwork. Overall, Adventure Education is a
great source for understanding, facilitating, and enjoying outdoor education.
- Isabella Nolan
Resource: Natural Curiosity
Natural Curiosity is a fantastic resource for OEEE programming as it offers a
detailed account on what environmental inquiry is, why it is important, and how a
facilitator can implement environmental inquiry into their program. The first edition
was published in 2011 by The Dr. Eric Jackman Institute of Child Study, which is a
research school in Toronto where the strive for 100% inquiry-based programming for
all subjects and grade levels. The book is divided into two parts. Part One deals with
what environmental injury is, what the inquiry process looks like, and how teachers
can use it. Part Two shares real teachers stories on successful inquiry projects their
class has completed. This resource can really be tied to the entire curriculum as it is a
great resource for facilitating the inquiry process. More specifically, however, the
resource focuses on environmental inquiry, which is why it is even more valuable in a
OEEE program. A specific expectation what this resource can be used for is 2.3 of
the Grade 3 Understanding Earth and Space Systems (2.3 - use scientific
inquiry/experimentation skills and knowledge and skills acquired from previous
investigations, to determine which type of soil will sustain life). A free .pdf copy of
this resource can be accessed at naturalcuriosity.ca.
- Sabrina Parrish
Resource: "Safety, Risk, & Adventure in Outdoor Activities", by Bob Barton
This book is an excellent resource for encouraging anyone with trepidations
about getting into planning and running outdoor education activities. The overall
theme throughout the book is essentially “don’t be afraid to have an adventure”, with
the author stressing their point that you have to change your perspective from one of
having “safety” to one of having excellent risk management.
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The author extensively covers all aspects of safely planning a trip, from having
staff or guides who are knowledgeable about the area to carrying out risk assessment
plans beforehand to having a dependable emergency plan for any contingency.
Since the book is from the U.K., there are also a few sections that are less
applicable here in Canada, such as a chapter discussing outdoor education and the
law. Nonetheless, even these sections can help get you thinking in the right direction
for things that you may need to anticipate and plan for.
Unfortunately, despite some things that can absolutely apply to planning a trip
as a teacher, I found that this book is far more applicable to somebody running an
outdoor adventure business than to your typical educator. There are no lesson plans or
teaching strategies for you to take from the text. What it does have, located at the end
of the book, is a list of additional resources divided into sections: Outdoor education,
risk and its management, leadership, activity specific (kayaking, rock climbing, etc.),
and adventure.
- Michael Phippen
teacher’s preference and the time available and often suggest cross-curricular
learnings that can be brought in. One of the activities proposed in this book that I can
see myself using involves having student’s work from guide-books to observe and
identify animal wildlife in an area that they can return to often throughout the school
year. The students can record the physical characteristics of the animals they observe
(including things like tracks, dens and nests) and see how the animals and/or their
habitats change over time. I see this activity as a direct link to the grade 2 science and
technology curriculum, particularly the curriculum expectation 2.2 “observe and
compare the physical characteristics and the behavioural characteristics of a variety of
animals, including insects...”
6. This book is a great introduction to outdoor education but is limited in the number
of activities and strategies it shares. It is also a British resource so Ontario educators
would need to consult the Ontario curriculum to build links when working from this
resource.
- Erin Posthumus
Resource: Playing Outside: Activities, ideas and inspiration for the early years
This book is the second edition written by Helen Bilton. This book provides
guidance on bringing learning outdoors and promoting physical activity. This book
provides activities and demonstrations for teachers to engage their students in an
outdoor-based education. It includes over 100 photos to show teachers exactly how
they can enact these different activities and create an outdoor environment. The
contents of this book include the importance of an outdoor environment, creating an
outdoor curriculum, creating a work environment, the adult’s role and finally how to
actually implement and create an outdoor environment.
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This is a really good resource. It includes a lot of scientific research to support the
different ideas presented as well as case studies and developmental theories which
also support outdoor education. It is also beneficial that as activities and methods are
being presented there are real photos to accompany everything. As the reader, you can
get a lot of information about all of the different aspects of outdoor education for
young students. The reader is able to learn about developmental processes, and how
the outdoors ties into their development. Finally, this resource very clearly outlines
the different steps involved in each recommended activity.
I think this is a very useful resource for new teachers who are interested in outdoor
experiential education but are still looking for guidance on how to implement it. This
book provides insight on different ways to incorporate the outdoors into a fun
curriculum and helps teachers to understand the many benefits of doing so. A teacher
can refer to this resource to compare to their own lesson plans or borrow and adapt an
already existing lesson. There are many different charts that a teacher can fill in and
tie the activities provided into many different suggested curricula.
- Tristen Taylor
Resource: Mountain, J. (2015) 100 Ideas for Early Years Practitioners: Outdoor
Play New York, NY: Bloomsbury
1. Mountain, J. (2015) 100 Ideas for Early Years Practitioners: Outdoor Play New
York, NY: Bloomsbury.
2. The resource is a springboard to outdoor play. It has 100 separate activities in
order to get you and your class outside regardless of the time of year, weather
conditions, or curriculum you need to teach at the time. in reality it is more
OEEE learning for the teacher to learn to embrace new approaches to teaching
outdoors.
3. I think the most surprising section in the text is the "Whatever the weather"
section. When I was in school I remember rainy/snowy days as being stay
inside days. I never thought about making activities around them.
4. There is, if not almost, an outdoor activity for all the subjects within elementary
school. The section I found most surprising was the math section "Playing out
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counts". By playing the game "Shape Hunt" the teacher could touch on Grade 2
Geometry and Spatial Sense. This game has children find different geometric
shapes within the environment and categorize them.
5. The teacher could take photos of the objects found that match shapes. Then
inside the classroom get the children to place them into the correct bin/box that
matches the corresponding shape. The teacher could also cross-curricular link
that activity to Visual Arts and get the children to describe the characteristics of
symmetrical shapes they saw outside.
6. I thought another fantastic section within this resource was the "Speak Out"
section. I found the "Story Stones" activity in particular interesting because of
the facilitation of a create your own story function. Getting children to
understand that they don't only have to read stories but they can also be a part
of and create their own, bringing in the "Big Ideas" aspect of learning, that the
curriculum is looking for.
- William Thomas
Resource: Last Child in the Woods: Saving Our Children from Nature-Deficit
Disorder by Richard Louv (2008)
Last Child in the Woods by Richard Louv is a novel that illustrates that our
students are not being given the chance to have meaningful contact with the natural
world. The book describes this trend as the “nature-deficit disorder”, which the author
argues is resulting in a wide range of behavioural and physical problems. As OEEE
educators, the crucial takeaway point from this novel is simply; how can we expect
our students to care and protect our natural environment if they do not have the ability
to experience and cherish nature. Topics like the “criminalization of natural play”,
and the elimination of risk from childhood are discussed. This novel also covers so
many different benefits and reasons why our students need to be exposed to nature.
For educators, there are chapters on using nature a teacher, natural school reform, and
incorporating nature into school. This book also has a field guide for ways teachers,
and communities can get kids back outside. One suggested activity teachers can do is
have their students journal about experiences they have had in nature. This can give
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teachers an idea if their students are spending time outside forming connections. From
here, students that have prior experience and knowledge can help teach their peers.
For example, a handful of students who understand the needs of living things, part of
the grade one science curriculum, can help their peers learn more, and the teacher can
organize a visit to a local conservation area or forest. Our students need to roam-free,
and interact with their surroundings. For many teachers, this is a difficult task to
accomplish because there is a constant push to have technology filled classrooms.
While these technological advancements are wonderful, we have become consumed
by the digital world. I hope all of us can disconnect our students from technology so
students can connect with the world around them.
- Adam Vavrovics
responsibilities and how they are connected to their sense of self. On page 149 of the
text, the authors describe imaginative play and how that play begins indoors and
extends into outdoor spaces.
5. In strand A of the social studies curriculum section A3 focuses on understanding
context: roles, relationships, and respect. Students are expected to be able to identify
significant people in their lives and describe their roles. Through play, students can
use their imagination to play “house” or imitate a role in a variety of job fields. The
outdoors offers children space where natural objects take the place of toys. A stick
can have different purposes for each child that uses it. The text encourages teachers to
support their student's conversations and interactions when they are occurring.
6. This source includes interactions the authors had with children, their views on
outdoor education and a helpful appendix that quickly takes the reader to the
information they need.
- Austin Vavrovics
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ONLINE RESOURCES
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http://www.susted.com/wordpress/content/place-based-outdoor-learning-and-
environmental-sustainability-within-australian-primary-school_2014_10/
- Katelyn Anderson
https://www.edutopia.org/article/outdoor-and-environmental-education-resources
great link for teachers who might be just starting to think about outdoor education in
their classroom, that has ‘Five Tips for Introducing Outdoor Education to Your
Class’. Some of the examples were partnering with a local nature centre and
networking with other professionals. Another great source on this website is a link to
Apple Apps that could be incorporated to teaching about water conservation,
ecosystems, ecology, climate change, etc. Many of these sources are in relation to
celebrating the importance of Earth day and can be used in getting students outside,
relating what they find in their environments to information they might be finding
through these apps.
- Samantha Cline
WWW.COEO.ORG
This resource is fantastic as an eager learner can read about outdoor education in
Ontario dating back to 1989! This organization began a publication for outdoor
educators called “Pathways” which holds an incredible amount of information and
insight into some of the history of Ontario outdoor education. The publications are
filled with stories, education tips and odds and ends which can all be implemented
into today’s classroom relating to curriculum.
This website is also amazing as on their “Links” tab, they provide over 25 links to
other outdoor education organizations, schools and resources. You can find
information on educational clubs, community centers, adventure companies and more!
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Readers also have the option to sign up to COEO’s mailing list to receive e-letters and
teacher tips and tools. I do acknowledge that some of the data on this website is
dated, however it is a great source to help spark our own creativity.
- Ian Cockburn
- Jessica Forte
Resource: www.Outdoored.com
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OutdoorEd.com - https://www.outdoored.com/site/resources
Outdoored.com is an amazing resource for bringing together outdoor resources in an
easy to access accumulation of information that is very user friendly. It is designed to
create a forum to find outdoor programs and support the outdoor education
community through providing quick links to articles, blogs, conferences/events,
document/files, news and videos. Easily find a program, job, or training opportunity,
or post any of the above to find like minded people to help you further your idea and
create a more momentous movement! I think this resource is important because it
brings together a whole bunch of useful resources into one easy to use, well organized
site, so that you can access a ton of valuable content quickly and efficiently. Sections
B3.2, B3.3, and B3.7, among others of the Social Studies Curriculum for Grade 1 are
relevant to this website. An outdoor activity that you could do with your students
could be to go to one of the sites or events described on the website to identify
distinct areas in the local community, community services that the government is
responsible for, and identify natural and built places within the community. In
conclusion, this resource is a fantastic tool to find cool places to go for lessons, find
videos related to outdoor education, or find a job in the field. The website brings
together a massive amount of information into one place to save you valuable time
and energy for other important activities, such as doing your outdoor ed assignments!
- Jeremy Galin
1. The website resource I reviewed is the Victorian nature school. This is a website
for a forest preschool in Victoria, however it contains a resource link and professional
development link for teachers. The URL is http://www.victorianatureschool.com/
2. The website contains resource links and professional development course offerings.
The resources link is great because it gives access to a wealth of online resources that
include activities, lesson plans and other ideas for free. This can be used to create a
lesson; or give it can give you ideas for field trips and lessons.
3. I like the fact that the resources are all grouped together and that they are free to
access. This is great for new teachers to start building ideas for future lessons and
activities that they can implement into their classrooms.
4. This resource is more an amalgamation of resources for teachers. The website leads to
various sites that are good for creating lessons and activities rather than a specific outdoor
experience that links to the curriculum. One of the links under resources lead to a lesson
plan with an activity called I spy. This connected to the kindergarten and grade 1
curriculum in reading and visual arts.
Choose which 4 or 5 areas of your project that you wish to look at with your
children
Take the class outdoors, walk to the first area (eg. sandbox) and have children
sit together facing you in the sandbox. Ask the children to complete the
sentence “I spy with my little eye something that is (colour)” . Teacher
records.
Have kids create 3 more clues referring to the sandbox. e.g., I am made of
grains. I am a place to dig and I am a place to build. Teacher records the kid’s
ideas. Note - you may want to have more than 3 but choose the best 3 for the
book.
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Follow steps 2 and 3 for several more areas in naturalized areas of your school
yard e.g., logs, rocks, field.
Return to class and decide with the children which clues best describe your
area and each one will end with “What am I” ?
Divide children into groups so that each child helps to make a portion of a
single illustration reflecting an area of the naturalized schoolyard (eg. for the
sandbox, one child cuts paper strips for the outside of the sandbox, another
draws and colours the sand and cuts out people, another does sand pails and
someone glues all the pieces in place.
The teacher writes text in big print around the shape of a human eye. Do this
for the page about the colour clue and also for the page about the extra clue
ending in “What am I” ? This provides a peek through to the answer or
illustration.
This specific resource just provides resources and ideas, rather than a resource
in itself.
- Joshua Gomes
1. https://www.ecoliteracy.org/ecological-education
2. The website is divided into three main sections: eco-education, food sustainability,
and systems change. Each section is a collection of news stories, editorials, lesson
plans, interviews, and book advertisements. On the website, they say that, “The
Center for Ecoliteracy is dedicated to cultivating education for sustainable living. We
recognize that students need to experience and understand how nature sustains life
and how to live accordingly. We encourage school to teach and model sustainable
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3. The Center for Ecoliteracy is a good resource for interesting lesson plans. The
plans they provide are detailed as well as contextualized into the framework of
ecology, outdoor education, and systems. Additionally, they provide well-sourced
articles and other resource downloads.
4. The lesson plans the Center for Ecoliteracy provides are mainly applicable to
science and social studies. Many of the activities related to food scarcity are relatable
to the Grade 2 Global Communities section of the curriculum.
5. The website is challenging to navigate but has interesting articles posted to the
forefront. Students could explore the website and find an article that interests them
and do further research. The website also provides lesson plans for activities in the
classroom but they are arranged in a poor way for finding them specifically. Instead,
it would be valuable for a teacher who was interested in using the website to check it
semi-regularly and save lesson plans for when they will be relevant.
6. The website has no search function and while there is some valuable information,
you will need to spend time exploring the website to find what you are looking for.
They point towards other valuable resources, though and emphasis seems to be on the
eight books that they are selling. The site is arranged like a Pinterest board with loud
pictures and a subheading of either “book”, “article”, or “downloadable resource” for
everything. Articles are sometimes lesson plans, other times interviews, or
occasionally just an article. This lack of clarity makes navigating the website a
frustrating experience. It is clearly the result of poor web design and a focus on
promoting their product (the books).
- Shawn Goodwin
- Laura Harmer
Resource: Project Wild Website
http://projectwild.org/
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- Gillian Harries
https://viacampesina.org/en/international-peasants-voice/
etc…), and patriarchy. This website will be useful for outdoor education because it
demonstrates the importance of food security and food sovereignty. It is tied to the
Community farm above, but it puts it into a global perspective so the children understand
the Big Picture. This resource is can be tied to the Grade 2 Social Studies curriculum in
People and Environments: Global Communities. It is similar to the Grade 3 unit but it
looks more at global factors. These two resources could be combined for a Grade ⅔ split
class, or even separately. We could cook some international dishes from different parts of
the world as an activity applying to this website. They could learn about food
sovereignty, geography and have something tasty to eat! This movement is very
grassroots, and could be considered somewhat leftist, so I would present it as: “This is
what we are fighting for” instead of “This is who we are fighting against”.
- Maximilian Hayes
1. https://www.forestsontario.ca/education/programs/focus-on-forests/
3. Homepage of website has a fascinating counter that shows how many trees
have been planted, the hectares covered, amount of oxygen produced and how
much carbon dioxide has been absorbed relating to how many kilometers of air
or car travel that offsets.
4. The lesson plans are clearly laid out with activity information (targeted grades,
estimated duration, materials and setting), learning goals and curriculum
connections. I looked at ‘Old Trees, Old Tales’ which states that this lesson
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plan touches on the writing stand of the language curriculum for grades one
through three and the grade one social studies curriculum specifically People
and Environments: Local Community. The lesson plan provides background
information and an indoor writing activity on a tree that is important to them
and then an outdoor activity involving choosing a tree that deserves the
Heritage Tree designation. Students can extend the activity by nominating
their tree for the Heritage Tree program on the Forests Ontario website.
5. A classroom activity that can be done is applying for a tree planting subsidy
and planting trees. This would be a great stewardship project. If the school
yard is not capable of supporting a tree planting initiative, students could
contact their city officials and find out if there is local land available within
the city, or they may be able to find a private land owner that would like to
reforest a section of their property. For older grades, this could be a great
inquiry-problem based learning opportunity.
- Crystal Jones
1. The name of the resource is “Nature as a Classroom”. It has been put out
by the David Suzuki Foundation and can be found as a PDF
here:http://davidsuzuki.org/downloads/NatureAsAClassroom.pdf
2. The article explains why you should teach outdoors, what can be taught
outdoors, how to prepare yourself and your students, some sample
activities, and any barriers that may occur.
3. I particularly liked the “barrier” section. It had a few barriers listed that you
will commonly come across, as well as different solutions for those
barriers.
4. By expanding on some of the same activities provided, you can have grade
2’s explore their science curriculum by pointing out positive and negative
46
impacts that humans have on animals and where they live. This can be done
via a sit spot, where they have time to digest the area around them.
5. In the classroom, you can discuss what you have seen during each person’s
sit spot. After they have discussed the negative consequences they can
break off into small groups to brainstorm ways to reverse those negative
consequences. They will them present their answers to the class.
6. This resource has more resources at the end of the brochure. They are
extremely useful and many lead to more lesson plans.
- Courtney Laughlin
3. The most useful part of this resource is the classroom examples. For each
branch a complete breakdown on how the class looks and functions are
provided (i.e. what's on the walls, how the desks could be arranged, how
the classroom changes over the school year, etc). I also would recommend
the section on aboriginal perspectives on learning. It’s fascinating to see
how we are looking to ancient cultures for modern educational practices.
6. This will be a very useful tool when designing lesson plans for any grade.
I would advise just reading some of the stories at the back to gain
inspiration. The resource was created by U of T, so all references made to
the curriculum are relevant.
- Kaitlyn MacKenzie
2. The Pathways journal is published four times a year. The COEO describes
it as “the voice of outdoor education in Ontario.” The publications are
posted and available for download on their site. The articles within each
publication vary based on submissions. The submissions come from
COEO members and are picked and edited by an editorial team. The
journal itself provides practical ways to implement outdoor education in
various settings but also includes philosophical pieces on the importance
and benefits outdoor education can have on individuals. This resource
would provide teachers with the ability to plan lessons within the Outdoor
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5. One practical activity I could do using this resource would be the block art
mentioned in the fourth section, however, another would be using a poem
found in the issue for a language lesson on analyzing texts. The poem
itself discusses an outdoor experience the author had.
- Kaitlyn MacKenzie
lesson plans, training sessions, and online training. Some require payment and others
are free.
3. There is an opportunity to purchase the modules and activity guides and incorporate
them directly into the classroom curriculum as well as be trained for the specific
activity guide you require. Our current curriculum strives on allowing students to
think critically, problem solve, and make decisions. All of the lessons available
through PLT are designed to develop these skills.
4. The resource fits directly into the curriculum as the activity guides and online
modules have been built upon a curriculum. For example, there is an e-unit about
grade 3-5 science and technology units on energy in ecosystems. The module
overviews the interactions within forest ecosystems to understand the importance of
our dependence on natural systems.
5. A practical activity for the example above would be to walk through a forest and see
if the students can point out some resources humans rely on (i.e. tree trunk for wood
and paper, herbal plants for medicine, home for animals to hunt, trees to breathe).
Bonus points if the forest is near an urban development or farm. That could lead to a
discussion about deforestation to make way for human development and farmland.
6. One of the main limitations of the resource would be that it is an American website so
it correlates directly with the American curriculum. I would believe the American and
Canadian curriculum to be somewhat similar and the general idea of each lesson
could be interpreted.
– Jenna McGillivray
inside of the classroom and allowing students to reflect, document, and visually
display their experiences with nature.
- Isabella Nolan
Resource: http://wateruseitwisely.com/kids
many ways we can reduce our daily water usage. Additionally, this resource
could be used in a Grade 1 Science unit of Understanding Life Systems. By
referencing specific expectation 3.2 from the Ontario curriculum, we can extend the
learning by taking students to a local watershed and have them identify similar ways
that humans can help reduce the impact we have on water (3.5: describe how showing
care and respect for all living things helps to maintain a healthy environment). For
example, in groups of 3, students will use the inquiry process to make thoughtful
observations of the current state of the watershed. The big question will be: what can
we do to make this watershed healthier?
- Sabrina Parrish
This resource is a website run by the David Suzuki Foundation that focuses on
outdoor education. Specifically, it aims to connect youth with nature through the
“Suzuki Superhero Challenge”, which is an interesting idea that they will presumably
run in future when we can use them as teachers. The website describes the activity as
follows:
It’s a four-week program that gets kids, families and classrooms of students to learn
about environmental issues and make a superhero difference! By signing up, you’ll
receive four, fun outdoor activities complete with step-by-step instructions. This year,
the theme is our right to clean air, safe water and healthy food.
However, the main reason that this site will be a useful resource for you is the five
documents available through signing up at the site, or through a quick google search.
First, there is a .pdf file called “Nature as a Classroom” that provides a succinct
overview of what outdoor education is and what the benefits of it are. More of direct
use to you will be the resources page at the end which includes several links to
educational guides, lesson plans, and background reading on outdoor education.
Finally, there is a series called “Connecting with Nature” consisting of four pdf files
(Kindergarten, Primary, Grades 4-6, Grades 7-8). Generally, each document contains
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age-specific guidelines, teaching tips, and lessons. They are 20-40 pages long except
for the grade 4 to 6 document, which for whatever reason is 171 pages long and also
includes many more resources including rubrics and other assessment tools.
I would highly recommend giving these resources a look. So much so that I’ll save
you the trouble of finding them all. Here are links to all five of the pdf documents,
which are the main takeaway from the site as a recourse:
http://davidsuzuki.org/downloads/NatureAsAClassroom.pdf
http://www.davidsuzuki.org/downloads/DSF_kindergarten_dft_2.pdf
http://www.abcee.org/cms/wp-
content/uploads/2014/11/CWN_TeachersGuidePrimary.pdf
http://www.davidsuzuki.org/what-you-can-do/downloads/CWN_TeachersGuide46.pdf
http://www.davidsuzuki.org/downloads/DSF_Grade_7_8_guide_dft_4.pdf
Enjoy!
- Michael Phippen
education can be incorporated and/or ideas as to how the unit could be taught
outdoors.
4&5: The most useful feature of this website from my perspective is the search tool.
While experimenting with this tool, I consulted the directory for a lesson plan idea for
Grade 1 students in Ontario that could be tied to math, specifically, measurement. In
addition to these criteria, I asked the site to link it to an “ecosystems” theme of
environmental education. This search yielded me a unit plan for “the Great Canadian
Shoreline Cleanup: K-3” that has links to the Ontario curriculum for grade 1 students
in English/language arts, math and science and technology. A unit like this would also
cultivate environmental stewardship in students and is one that would be easy to
implement in classrooms. In this unit, students locate shore-lines in their community;
discuss how the shoreline is a habitat for animals, plants and people; participate in a
shoreline clean-up where they identify, classify and count (or measure) objects found;
and, create new things out of the items they have recycled.
6. I am very excited about this resource and see myself using it often as an educator.
An added bonus: assessment is built into lesson plans on this site and has its own
section in the lesson plan overview.
- Erin Posthumus
2. The Earth Day website has a variety of different programs that are focused on
education, action, recognition and financial support that are comprised of simple, but
effective actions that each person can do. When each individual makes a small
contribution the effects are a substantial improvement for the environment.
EarthPlay. This program was designed to place a larger emphasis on the importance
of self-directed outdoor play and how this contributes to health and social wellbeing.
4. The EarthPlay program directly relates to the Kindergarten program and the current
emphasis on play-based learning. The EcoKids and EarthPlay programs relate to the
grade two curriculum Big Ideas to learn that humans need to protect animals and the
places where they live. Grade threes could use these programs to meet the curriculum
objective to learn about soils and the relationship between soils and other living
things.
5. One activity is to use toilet paper tubes to make a biodegradable planter. This would
incorporate a Grade Three’s lesson on soil and teach children about decreasing waste.
6. The 2015 ParticipACTION report card calls for an increased investment in natural
play spaces in all neighbourhood. The EarthPlay program allows for children to spend
more time playing in nature and making meaningful connections to the environment.
- - Samantha Smith
Resource: Wilderdom.com
This website was created by James Neill in 2004 and covers what Experiential
Learning and Experiential Education is. It is an informative website. The main page
provides headings including Introduction, Experiential Education Philosophy,
Experiential Learning Theory, Experiential Learning Cycles and Experiential
Education Practice. It also provides studies and other resources on experiential
education. This is a beneficial website for anyone who is just beginning to learn about
or incorporate experiential education. A person can use this website to learn about the
background and science of Experiential Education.
The breakdown of the theories provided is beneficial for someone looking for the
research and science behind Experiential Education. The theories are presented in a
manner which clearly outlines full backgrounds. This website also outlines direct
effects of Experiential Education on the students. Finally, it answers frequent
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This website provides a section on group activities, games, exercises, and initiatives.
Through the various activities provided, a teacher can find an activity which fits the
curriculum of different grades. For example, in the grade 5 curriculum, students learn
about First Nations in the Heritage and Identity strand. One of the topics provided
under the “Indigenous Games and Activities” category is “Indigenous Knowledge and
Outdoor Education”. This gives details on creating learning opportunities and
connections between indigenous lifestyles and outdoor education.
My one concern with this website is that some of the links have either expired or do
not work. I found two links that did not lead to anywhere, so a person using this
website as a resource should be wary of this and use supplemental resources as well
as this resource.
- Tristen Taylor
2) This resource describes the sport of falconry and how someone within
Ontario can participate in the sport. It outlines the responsibilities someone
wishing to participate must undertake within the "Apprenticeship Guide". It
may give children a broader scope of being able to discover ways of interacting
with nature. It may even foster the development for further OEEE activities by
getting children inquire about things they might have never known existed, by
looking at historical activities mankind did before technology.
4) I think that an outdoor experience related to this resource could fit within
many grade levels throughout the Science and Technology curriculum for
"Living Things". Depending on how the lead up to the introduction of the sport
is handled(As I will describe in section 6).
5) To be honest I really enjoyed the drawing activity we did with Alex, I would
probably use the "Ontario Nature Guide" and show students different types of
birds of prey and relate them to places and environments which the students are
familiar with. Integrating this activity to a broader theme of ecosystems/webs.
6) The major limitation I find with this resource is that it describes the sport
and not really giving a broader scope of birds of prey. If children in my class
did not show an interest in birds or something more broad like the sky, I would
not force them to interact with these specific animals. I would probably try to
take them to the zoo instead or something less specific. In addition I would not
introduce the sport without first examining birds and broader themes first. I
just remember having a falconer perform in front of me as a child and I
thought it was the coolest thing in the world.
- William Thomas
be used to cover the grade three and six science curriculum, and create activities on
growth and changes in plants, and biodiversity. After learning about the decline in
pollinators and the effects it has on growing produce, students can help to plant and
take care of a school garden with pollinator-friendly native plants, as well as a
vegetable garden. This will give students the chance to experience the natural world at
their school and practice environmental stewardship. A school garden also gives
students from many grades the opportunity to work together and develop a sense of
community. Overall, I find that the Eco Spark website has so many wonderful
resources to help teachers get their students outside learning about and respecting
nature, which can result in students becoming environmentally responsible citizens.
- Adam Vavrovics
Resource: Such Enthusiasm- a joy to see’An evaluation of Forest School in
England
1. The document titled ‘Such enthusiasm – a joy to see’An evaluation of Forest
School in England was created by Forest Research. The pdf. file can be found
here:https://www.forestry.gov.uk/website/pdf.nsf/pdf/ForestSchoolEnglandReport.pdf
/$FILE/ForestSchoolEnglandReport.pdf.
2. This resource is an extensive study that covers the beginnings of forest schools,
some of the methodologies used in outdoor education, and research findings. This
resource delves into the details of forest schools in the United Kingdom. However, the
content is applicable in Canada. The document is well organized and is easy to search
through. The document's content focuses on eight themes that relate to outdoor
education. The topics included in the document are: confidence, social skills,
language and communication, motivation and concentration, physical skills,
knowledge and understanding, new perspectives, and ripple effects beyond forest
school.
3. On page 18 of the document, the resource delves into the evaluation. The findings
in the report note specific students experiences and how they have improved. The
report has found that there have been notable changes in some of the student's
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behaviors. These findings can be found in the “Evidence of change” boxes throughout
the document. I have found this to be useful because they have given me insight into
the interaction between the students and the teachers and what practical skills they
learn while enrolled in an outdoor education program.
4. This resource shows that forest schools are a place where learning is encouraged to
be child initiated allowing students to engage in exploratory activities. Viewing the
grade 3 science curriculum, Understanding Life Systems is one of the foundational
units for the rest of grade 3. The “big ideas” of the unit involve examining plants in a
variety of ways. This includes the similarities and differences between them, how
they are a primary source of food, and why humans need to protect these plants. By
being in the forest, students can be naturally motivated to explore their surroundings.
The student will be able to collect samples and ask questions about why a leaf is
shaped a certain way. The ability to have a project-based learning experience outdoors
will allow students to be physical, social, and concentrate during their collection of
samples to discuss further while out in the forest or back in the classroom.
6. On page 65 of the resource, the “Ripple Effects beyond Forest School” sections
summarizes some of the key benefits for students that are enrolled in an outdoor
education program. This sections key findings continue to page 68 where individual
students parents and practitioners have commented on the transferable skills they have
learned. This includes physical, social, and cognitive changes.
- Austin Vavrovics
59
COMMUNITY SITE
RESOURCES
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the Piping Plover has become endangered (how humans contributed to this
endangerment- negative impact) and what the Provincial Park is doing to alter
these effects (positive impact).
6. Unfortunately not everything can be perfect, and this Park does a great job at
protecting the wildlife but can’t always prevent the natural order of things to
play out. One example would be the following: the nesting area for turtles is
protected off from the humans’ interactions (having barriers to prevent humans
to walk across the area), but doesn’t have any protection from other predators
such as birds interfering with the turtles before they make it to the ocean. This
could still be an interesting topic to discuss with the older students by making
them aware of the animal food web.
- Rebecca Alize-Minty
The community site that I have looked into is Wishing Well Sanctuary, located in
Bradford the Wishing Well Sanctuary is a place for learning, growth, for both its
visitors and the animals that are a part of their farmed animal sanctuary. With guided
tours, and humane education programs available for the general public and school
groups Wishing Well Sanctuary promotes and shares humane education principles.
The goal is to educate its visitors on the promotion of a kinder, gentler world with
respect for all living things. I think that the organized school visits offered are not
only interesting but very useful as an educator. The information that students learn
while at the sanctuary could fit in with grades K-8 science curriculum. The particular
part of the curriculum it would fit with is sustainability and stewardship. One
practical activity that could be done in class to connect the experience at the Wishing
Well Sanctuary to the curriculum is teaching about being environmentally friendly
prior to the field trip, and then after the trip asking students in what ways Wishing
Well Sanctuary was environmentally friendly in a journal activity. Something
interesting about the Wishing Well Sanctuary is that in addition to their environment
programming they offer a variety of mental health programs at their facility.
- Katelyn Anderson
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1. https://orilliacommunitygardens.wordpress.com
2. Orillia Community Gardens is a network of gardens and gardeners working on
growing a healthy food culture in Orillia. There are three Agency Services:
Regent Park United Church Hillside Community Garden, High Street Park
Community Garden and Orillia Seed Library. Learning might include:
permaculture swales, geodomes, coldframes and various types of vegetables,
fruits and herbs.
3. This resource is particularly important because it promotes food sustainability.
Locals can benefit from using plots of the garden, having access to free food
and volunteer or donate.
4. An outdoor experience at the Orillia Community Gardens could fit into the
Grade 1 Science Curriculum in Understanding Life Systems: Needs and
Characteristics of Living Things p. 44. The fundamental concept is
Sustainability and Stewardship and one of the “big ideas” includes: living
things grow, take in food to create energy, make waste and reproduce.
5. A practical activity that you could do in class to connect the experience with
this curriculum could be to investigate how plants grow in a community
garden or ask the director of the Orillia community garden to come into the
school to talk to the kids. Kids might draw a plant and explain its connection
to humans and other living things in the ecosystem.
6. Garden tours available through primary contact Jacob Keary-Moreland,
Cultivator at Orillia Community Gardens or Sunday from 1pm-4pm on Bass
Lake Side Road E at the Bass Lake Market Garden
https://www.facebook.com/pg/basslakemarketgarden/about/?ref=page_interna
- Hannah Clark
Resource: Muskoka Birds of Prey- http://www.muskokabirdsofprey.com
They also offer educational school programs from kindergarten all the way to a
college curriculum. They offer flying demonstrations, breeding programs as well a s
an apprenticeship program. I thought this would make a great field trip to learn about
different birds of prey and their habits, but I was very intrigued by their breeding
program they offer as well. A trip to a facility like this would be able to fall u nder the
grade 2 science curriculum for Understanding Life Systems: Growth and Changes in
Animals. An interesting assignment might be to assign students with a bird of prey
before going to this facility and then use this trip as a resource for information that
they could then share with each other again later by making connections to each
other's birds. Having the students draw pictures of their birds helps them make visual
connections if they are unable to orally collect all of the information. These
educational programs are also great for showing the different life cycle of a bird as
well as food chains considering that these birds are mostly the ones eating other
animals rather than seeds and insects.
- Samantha Cline
Resource: Dream Acre Whitetails
Guests to this site are required to pay for admission and visits are offered through
private tours. Guests are able to walk, pet and feed the deer as well as take some
amazing pictures up close and personal with the animals. Visitors have the
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opportunity to learn about bucks, does and fawns as well as how the deer live and
survive in the woods.
This would be an incredible introduction into OEEE as there are many lessons and
learning opportunities by visiting the facility. Students will be able to incorporate
many components of the Science curriculum from grade 1 through to 6, including:
needs and characteristics of living things, growth and changes in animals as well as
habitats and communities. Students would be able to notice changes in the
development of fawns, compare the sizes of antlers as well as understand various
types of habitats.
- Ian Cockburn
Scales Nature Park is a 21-hectare conservation area. The facility main focus is
the habitats of reptiles, amphibians, and fish. Exhibits and hands-on educational
programs featuring live reptiles, amphibians and fish of Canada, and from around the
world. Nature trails and outdoor programs about ecology and conservation. A nature
trail the provides access to two cold-water streams, three ponds, a provincially
significant wetland, hardwood forests, hemlock groves, and grassy meadows. The
nature part offers wildlife programming for schools with a range of indoor and
outdoor programs and curriculum-linked activities from grades 1-12. A perfect place
for a field trip when your class is learning about animal habitats, amphibians/reptiles,
and pond and stream systems.
- Jessica Forte
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- Jeremy Galin
into the wild. The most senior resident was an owl brought in in 1984. Many
of these raptors were hit by cars, although two were hit by trains which
resulted in broken wings.
2 The resource offers information on how schools can hire the travelling
educator to come in to the school with a resident raptor and talk to the students
about how they can help the environment and what to do if they find an injured
animal or bird. Additionally, it offers information on dangers to raptors,
including lead poisoning, rat poisoning, and habitat loss.
3 This resource can be applied to the grade one science curriculum:
“Understanding Life Systems: Needs and Characteristics of Living Things”
(44). It relates specifically to the big idea that “all living things are important
and should be treated with care and respect” (44) as well as varying behaviours
of different living things. When my class went to O.W.L. we looked at owl
pellets and moved onto discussions about how owls eat their prey whole and
later regurgitate a ball of hair, bone, claws and other organic materials they
can’t properly digest.
4 After going to O.W.L., our teacher was allowed to bring home the owl pellet.
It was passed around the class and later, the teacher dissected it for everyone
to see, picking out and showing us the bones and claws of the mouse. In
addition to this, the students could come up with action plans and present how
they can help keep raptors and other animals safe.
5 O.W.L. became a registered society in 1985 and has since taken on veterinary
students from all over Canada as well as other parts of the world. The O.W.L.
conservation society is a community wide affair. They are supported by local
vet clinics, conservation officers, the police, highway maintenance crews and
many other community groups. They also participate in breeding programs
with the hopes of increasing raptor populations in Canada and the United
States.
- Kathryn Garagan
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1. The Name of the outdoor resource I choose to use is the Kortright centre for
conservation. Kortright centre is a conservation area that I used to go to as a child; it
is the premier environmental and renewable energy education and demonstration
centre. There are many programs available for children, adults and even parents and
tots programs.
Kortright Centre combines a large nature area with some of the most leading
edge sustainable education programs and events in Canada. The centre offers
more than 50 environmental education programs for schools and 30
sustainable technology workshops for the public, trades and professionals.
(416) 667-6295, then select 3. URL http://www.kortright.org/visitor-
information/
2. The Kortright centre runs programs for Children and adults. The centre also
contains a kindergarten and primary outdoor school called “The Nature
School” at Kortright. The centre provides class trips for elementary and
secondary schools as well. The centre is dedicated to renewable energy and
conservation, therefore many of the programs they run focus and conservation.
Some resources for adults include building sustainable homes. Some programs
that run for children besides the school are nature themed days once a week
where children learn about a specific area each week.
3. I feel that this is a particularly important resource because not only does the
centre run a nature school, they provide information to more than just children.
They are running programs for families, children and adults. I think that this
creates a unique learning experience where children and their parents can learn
together about the benefits of nature and sustainability.
Another aspect I find important is that there are field trips available for
students of all ages (K-12). This allows teachers that do not necessarily
have the facilities to create outdoor learning activities to still
incorporate outdoor education into their practice.
4. This particular resource would fit many aspects of the science curriculum. One
specific area however would be the grade 1 curriculum. A field trip to the
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- Joshua Gomes
Resource: YMCA Camp Pinecrest
1. https://ymcagta.org/camps-and-outdoor-education/outdoor-education
2. Camp Pinecrest started as a summer camp, but has since expanded into offering
yearlong OEEE programs. They have small cabins with power, and heating but also
offer tent camping and canoe trips. They offer a tailored program for what the
teachers running the trip request, including: leadership & Team building, Outdoor
Living Skills (Fire lighting, cooking, compass work, shelter building, skiing,
swimming), ecological learning (Animal survival game, nature hikes, no trace
camping), campfires, guided canoe trips and various OEEE specialty workshops.
They can also act as a host location, for you to run your own activities, while
providing equipment, food and additional supervision.
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3. Staff are very well trained and experienced in the outdoor learning cycle;
debriefing and reflection are important parts of the program. They also tailor the
activity to what you need (overnight trips, cabins, their staff can be more hands on or
hands off depending on your needs, they provide all necessary gear other than
sleeping bags). The YMCA has a long history of delivering valuable outdoor
experience to youth. They are committed to the healthy growth of children and
community building.
4.Camp Pinecrest is well suited to the physical education curriculum. The meals at
Pinecrest are served to the table, and there is a salad bar accessible at all times. This
allows teachers to have informed conversations with students about meal choices, and
why meals were designed the way they were. Additionally students can monitor if
they miss breakfast how they feel through the day or if they aren’t drinking water
what results. These concepts of nutrition and self monitoring are across the phys ed
curriculum at every grade. In additionaly going to camp and doing the various
activities (caneoing, rock climbing, swimming) can apply to movement competence,
and interpersonal communication strands in phys ed. The specificity could be tailored
to each grade.
Most science strands could also be explored at Pinecrest. I will give a specific
exploration of the grade 4 curriculum to give an example. I understand life systems
could also be done at an outdoor education facility like Pinecrest, for example grade 4
habitats and communities could be explored through nature walks, animal print
identification and casting, bog exploration, or bird watching. Understanding structures
and mechanisms could be investigated in various forms though you have to be a bit
more creative, for the grade 4 example pulleys and gears students could explore
sailing and rock climbing and investigate how the various parts work. Camp Pinecrest
is on the Canadian shield which provides an opportunity to look at minerals such as
Precambrian igneous, metamorphic and sedimentary rocks, glacial overburden, and
iron deposits. Light and sound is the last unit in science in grade 4, and staying at an
overnight camp gives the unique opportunity to interact with students at night time.
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Through night hikes, stargazing and campfires students can explore the ideas of light
pollution, how light travels with a flash light, stars, reflection and emission.
Camp Pinecrest also offers djembe drum circles which can be a cross curricular with
social studies, music and science.
5. When students return the classroom, all of the things investigated or explored could
be explained more deeply and applied to other concepts. Students can do journaling,
collages or posters to reflect on their learning. Students can also compare what they
saw at the camp to how they experience things in the city around their classroom
(how few stars they can see at night, what different animals are present, how things
are built differently)
6. Camp Pinecrest offers a wide range of programs, and have a long history an d are an
accredited OCA camp. This experience and quality comes with a cost so it can be on
the expensive side. Additionally they are very thoroughly booked and don’t run
during the summer (as an outdoor education faculty, since they run a summer camp).
Many TDSB schools have utilized it in the past so it may be easier to get approval to
run a trip when the school board is familiar with the location.
- Shawn Goodwin
https://www.mansfieldoutdoorcentre.ca/
- Gillian Harries
The Black Creek Community Farm is a community farm in the Jane-Steeles area
of Toronto near York University. The site contains vegetable fields, greenhouses, forest
trails, chickens, gardens, chickens, beehives, as well as an outdoor classroom and bake
oven. It aims to promote sustainability, food security, nutritional awareness and
ecological education to this particular neighbourhood in the North York region of
Toronto. This farm is great for class field trips, and even has P.A day and March Break
camps. It is very applicable to outdoor education, not only for children, but also for youth
and adults. The area surrounding the farm has eight schools in proximity, and is a low-
income neighbourhood. It is important for the members of the community to have access
to fresh fruits and vegetables, and be part of the sustainability process for a reasonable
price.
I lived in this area for three years, and worked in community centers in the area
for over seven years. I have seen people do their groceries at Dollarama, and I have seen
many children bring chips for lunch at summer camp. I really like this farm because not
only does it provide affordable, fresh food, but it also teaches people the process. “Give a
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man a fish, he can eat for a day. Teach a man how to fish, he can eat for a lifetime.” At
this farm, they also give you a “fishing rod”.
I can apply a field trip to this urban farm to the Grade 3 Social Studies
curriculum: People and Environments: Living and Working in Ontario. The B2.
component of Inquiry: The Impact of Land and Resource Use is very applicable to this
location. I would bring the children to the farm for a field trip, and then try to replicate
one or more of the crops on the school premises. The children would learn the importance
of growing your own food. All of my reviews go together cohesively, and the Black
Creek Community Farm would serve as an introduction to a unit on Sustainability and
Food Security.
- Maximillian Hayes
url: https://www.wyemarsh.com/
Open 7 days a week from 9 AM – 5 PM (except Christmas Eve, Christmas Day &
Boxing Day)
2. Wye Marsh Wildlife Centre is comprised of 3,000 acres of wetland, fen and forest
in Midland Ontario. Resources include an amphibian and reptile display hall, a birds
of prey display, trails for hiking, biking and skiing, water ways to enjoy canoeing and
kayaking, an observation tower and boardwalks and facilities to host classes and
events. Naturalists on staff can provide guided tours for guests and there are
educational camps offered during school breaks. OEEE learning includes learning
about the natural world, environmental stewardship and benefits of physical outdoors
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activities. Open to the general public and offers organized programs to schools,
community groups and facility rentals for events.
School program
guide: https://www.wyemarsh.com/usercontent/PDFs/Program_Guides//School_Progr
am_Guide_-_2017.pdf
Programs are organized into two ways which can assist teachers in finding an
appropriate activity depending on their desired learning objective. General categories
of Natural Science, Outdoor Recreation and Cultural History. And then within those
categories by type of learning: Natural Science includes biodiversity, investigation,
discovery and sustainability; Outdoor Recreation includes physical and activities;
Cultural History includes tangible. Each program is rated as to grade appropriateness,
curriculum connection and which seasons the activity is offered. Although there is an
indication if the activity has a curriculum connection, the teacher will need to be
familiar with curriculum documents to determine which curriculum objective the
activity meets as the curriculum connection is not specified.
4. A specific activity that Wye Marsh offers and how it fits into specific curriculum of
any one grade:
Animal Games: through games students will investigate animal adaptations, habitat
needs and stewardship initiatives on Ontario animals.
are met from the environment (Overall expectations 1, 2 and 3); Different kinds of
living things behave in different ways (Overall expectations 2 and 3); All living
things are important and should be treated with care and respect (Overall Expectations
1, 2 and 3).
5. To extend this activity back in the classroom the students could draw pictures of an
animal and how its habitat is meeting its basic needs. A teacher could then scribe the
students’ ideas as they may not have developed sufficient writing capabilities to
describe what they learned through Animal Games. This field trip could also be used
as a shared writing activity for Language Arts, where the students can discuss what
they learned while the teacher scribes.
- Crystal Jones
5. When the return to the classroom they will be able to share their opinions and why
they think art in nature is a good thing or bad thing. They can also be asked how nature
forms its own art.
6. Grants Woods has several trails which connect. They have a gazebo and an education
centre on site.
- Courtney Laughlin
4. Spending time at the camp would give children a chance to connect with
nature and get some valuable physical exercise. This would correspond to the
grade 2 health and physical education curriculum overall expectation A1
“participate actively and regularly in a wide variety of physical activities, and
demonstrate an understanding of the value of regular physical activity in their
daily lives”.
5. Children could create a journal while at the camp documenting all of the
plant and animal species they see. Once back in class children could be asked
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6. The camp is primarily a summer camp, but they do have all year staff. It
looks like they would do night trips for classes, but the logistics may be a
little tricky.
- Jacob Long
1. The Orillia Fish and Game Conservation Club run the George Langman
Sanctuary. http://www.theorilliafishandgameconservationclub.com/ htt
ps://langmansanctuary.wordpress.com/orillia-fish-and-game-
conservation-club/ofgcc-education/
2. The George Langman Sanctuary is 61 acres that the public can access
free of charge. The OFGCC maintain the conservation efforts through
forest management, fish stocking, stream improvement as well as any
projects that arise. The sanctuary is home to a natural trail (about 6 km
in length) and, wetlands in addition to a relatively new Education
Centre. OEEE learning at George Langman Sanctuary would primarily
align with the Outdoor Education Strand as well as the Ecological
Education Strand found within OEEE.
Life Systems” which is the direct link. However as stated in “The Arts”
curriculum, “There are many opportunities to integrate environmental
education into the teaching of the arts. Nature often provides an
inspirational starting point for creativity in both representational and
more abstract art forms” (p 51).
- Kaitlyn MacKenzie
http://ymcaofsimcoemuskoka.ca/camp-kitchi/
2. Camp Kitchi (for short) offers a summer camp program during the months of July and
August as well as an Outdoor Education Centre for schools during the months of May,
June, September, and October.
3. The camp is within a National Park so the students can engage with both camp staff
and the Parks Canada staff to learn more about the island. Spending time as a class at
camp helps to strengthen friendships and teacher-student connections as they engage
in fun activities they might not do otherwise.
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5. One game the students play is the Animal Survival Game. It ties directly into the
Grade 4 Science Curriculum as it relates to food chains,
herbivores/omnivores/carnivores, necessities for survival in the wild, and human
related impacts on animals (ex. disease, drought, and/or hunting).
6. I have been an Outdoor Education Centre Facilitator at Kitchi for 4 spring seasons
and the positive change I saw in each individual and as a class is amazing. Some of
the students have never seen a lake or forest before, others have never spent more
than one night away from home, but all of them always ask their teachers if they can
come back the next year!
- Jenna McGillivray
This community site is a beneficial resource for OEEE educators, as it outlines the
importance of outdoor learning for children of all ages. With this in mind, a visit to
Discovery Child Care can teach various curricular learning outcomes for multiple
grade levels, especially in terms of science and health. For example, a grade one class
will be able to learn about how living things grow, characteristics of plants and
animals, and how to retrieve basic needs through the environment. Simultaneously,
they will be able to see the significance of healthy and active living and use their
senses through investigation. As a class, students can investigate the different plant
species in the children’s gardens at Discovery Child Care Centre. Since this facility
grows fresh fruits and vegetables, students will be able to see how plants grow and
identify what they need to grow, and then make a connection as to why homegrown
food results in healthy life choices.
Overall, this resource is very beneficial for both children and adults, as it can be
used to promote outdoor learning and expose individuals why and how natural
resources and nature classrooms strengthen the learning process.
- Isabella Nolan
The community resource I chose to review is the Free Spirit Forest and Nature School
(FSF) The FNS provides children an opportunity to engage in outdoor education
through emergent, place and play based learning. I think a particularly important part
of the school is that they encourage students to feel connected to nature and
simultaneously increase appreciation for the environment, while cultivating
environmental stewardship.
Below is a day plan for a “typical day” to give you an idea of how this school
operates. A direct curriculum connection to this school could be pulled from the
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Grade 3 - Understanding Life Systems: growth and changes in plants (1.1 assess ways
in which plants are important to
humans and other living things, taking different points of view into consideration.) As
a teacher, you could organize a field trip to this outdoor school location and
participate in their outdoor activities facilitated by qualified nature experts/teachers.
Creating a bond and connection to nature encourages students to feel compassion and
a sense of pride over nature.
- Sabrina Parrish
Like most parks, it runs all through the summer and runs a wide variety of
outdoor education programs from July and August. A schedule can be found
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There are also a number of Educamp Interpretive Programs that run activities
for visiting school classes that can accommodate groups from 10-40. There are
activities like theatre and gallery viewings that can accommodate groups of 10 - 111.
This park has many distinctive features to learn about in the fields of ecology
and geology, plus there are many types of wildlife (quite a few species of snakes,
mostly harmless). The visitor centre is a great place to learn about these topics and
more. With that said, I picked a national park for my resource review because you
never know where you will end up teaching, and the national parks across Canada all
offer their own educational opportunities similar to this one.
- Michael Phippen
4.Students have diverse learning opportunities at Bruce’s Caves: they can learn about
rock formation and the role of glaciers and waves in forming the Niagara Escarpment;
they can discuss the unique plants and flowers they passed during their hike to the
caves; or, they can examine the types of rocks they are interacting with, seeking to
name and classify them. There is a direct link between Bruce’s Caves and the Grade 4
“Rock and Minerals” unit within the Ontario Science and Technology curriculum as
students inquire into how the caves were carved by changing weather patterns. With
many nearby stone quarry’s, instructors can also make links to how these rocks are
used in society and assess the environmental impacts of human uses for rocks and
minerals.
5. I believe the best activity at Bruce’s Caves is getting in and exploring some of the
larger crevices but I also see this as an opportunity to have Grade 4 students classify
the rocks they are exploring as igneous, sedimentary or metamorphic and to break into
small groups to do a scratch test and streak test to confirm their answer (providing
these tools had been introduced in the classroom prior).
6. One of Bruce’s Caves limitations is that there is not an interpreter on-site so visits
are self-guided. I would propose having someone from the Bluewater Outdoor
Education Centre located nearby join students for this excursion and to partner the
field trip with other environmental education opportunities based at the Outdoor
Education Centre.
- Erin Posthumus
2. The Holland Marsh is a wetland and agricultural area that stretches from the Oak
Ridges Moraine near Schomberg, to Cook’s Bay on Lake Simcoe. It is comprised of
approximately 21,000 acres and is commonly referred to as the “vegetable patch”
because of the large variety of traditional and diverse crops including carrots, onions,
celery, Chinese broccoli, Asian radish and water spinach. The Holland Marsh is
important to me because it is where the majority of my local produce comes from.
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The Holland Marsh extends very near my home and is the closest source for local
fruits and vegetables. The success of the Holland Marsh farms is largely due to the
drainage scheme consisting on canals and dykes that are constructed to drain the
swamp and expose the fertile soil for crops.
4. This activity directly relates to the Grade two science curriculum and the Big Ideas
that air and water are a major part of the environment, and how changes to air and
water such as the drainage system affect living things and the environment. This
outdoor educational experience would also relate to the Grade 6 science curriculum
and assessing human impacts on biodiversity as well as investigating the
characteristics of living things and classifying diverse organisms. The current projects
underway in the Holland Marsh would relate to the Grade 7 curriculum on ecosystems
and their state of change due to nature or human intervention.
5. To connect this experience to the curriculum I would have students grow their own
type of plant and be responsible for taking care of the plant.
6. The Holland Marsh website offers a lot of information on the progress of their
drainage system project and their ideas for future construction to improve the
drainage system. A field trip to the Holland Marsh would be something that could be
beneficial for any grade.
- Samantha Smith
Bass Lake Provincial Park is in Orillia, Ontario. It is a recreational park that was
established in 1957 which operates from May through September. It is 65.00 ha in
size, which consists of 182 campsites, a 2.8km hiking trail, 4km cross-country ski
trail, playgrounds, a boat launch, and more. The park provides canoe, kayak, and boat
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rentals as well. I had the opportunity to go to this park and was provided with many
pamphlets about the park and its amenities.
This park is interesting because it is located only 5 minutes outside of the busy city
area. As you arrive at the park, it has a feel as though you are nowhere near a town
and are put right into the experience of the outdoors. Camping is open to the public
and the park is full of places to explore. This park would be a wonderful place to visit
for a class trip with students. The long hiking trail loops back around, and thus a class
can be brought on the trail and end up where they have begun while still having the
opportunity to enjoy a hike. Further, if as a teacher the opportunity is given to have an
overnight trip, this park is a suitable place to visit as there are many different
campsites and even spots dedicated to group camping.
When considering the science curriculum, going to this park would be beneficial in
reference to teaching students about environmental education. Teachers could bring
students to do the hike and explore the environment and observe the different aspects
of that environment. The teacher could also teach the students along the hike about
things that they see.
For more information and to find the information I reviewed from the brochures I was
given, you can go to :
https://www.ontarioparks.com/park/basslake
- Tristen Taylor
https://www.orillia.com/index.php?id=17
2) This resource is about a 5-10 minute walk from our Heritage Place campus. Its'
purpose is really to allow for people to interact with the water in various ways. This
includes but is not limited to swimming, fishing, boating, tourism, walking dogs,
playgrounds for children, running along the boardwalk. Its' goal, I believe, is to
promote a healthy lifestyle and to get people outdoors. Many people focus on summer
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activities, however some of the most amazing OEEE learning can come in winter with
skating opportunities, snowmen building, and ice fishing just to name a few.
4) Just one of the activities at this location as previously mentioned is skating. It can
directly be linked into the Physical Education curriculum of all grades. There are so
many opportunities for various activities to link to many different subject curriculums
at this location.
5) The amazing sun rises and sun sets, snow falling(flakes) many people come to just
sit and watch, I believe it would be easy to associate a painting or art focused activity
to this location.
- William Thomas
- Adam Vavrovics
Resource: Discovery Forest & Nature School
1. The Discovery Forest & Nature School is located on 101 Harvie Rd. in Barrie
Ontario. Information about the school can be found online here: www.forestschool.ca.
2. Discovery Forest & Nature School offers an outdoor education based alternative to
the Ministry of Education full-day kindergarten program. The curriculum is student-
centered with a focus on play and inquiry-based learning. The school offers
outstanding teacher to student ratios of 1/5 teacher-child ratio while in the forest; 1/8
or 1/13 teacher/child ratio while in the indoor/outdoor classroom.
3. The school is dedicated to following their curriculum which will include hands-on,
play-based learning opportunities and active exploration. I found that the student to
teacher ratio is more than adequate and would offer the students a lot of opportunity
for individual interaction with the teachers. The location of the facility is also in a
very advantageous location for teachers as it is within walking distance of the forest
and Ardagh Bluffs.
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5. While students are exploring the forest, items that they carry are bound to be lost.
The teacher can ask students to do buddy checks with the lists of items that they made
before leaving the classroom. This simple activity aligns with the curriculum by
promoting individual responsibility but also introduces aspects of belonging and
contributing section of the curriculum by making students use problem-solving skills
in social situations.
6. I live down the street from this school and know the forest that the students venture
into well. I think that this school is very clear about the services it provides. One of
the major positive aspects of the school website is the blog that is regularly updated.
- Austin Vavrovics
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LESSON PLAN
RESOURCES
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Activity is done in the outdoors. The students will learn ways that they can help maintain a healthy environment and describe
what happens when living things are taken away. Students will learn the importance of positive human actions on the
environment. Students will also learn how negative actions affect various living creatures.
Big ideas: All things are important and should be treated with care and respect.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1,1 identify personal action that they themselves can take to help maintain a healthy environment for living things,including
humans
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1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life,
taking different points of view into consideration
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in
language that students can readily understand.)
I am learning…
to identify ways that I can help keep the environment healthy. (positive consequence cards)
to understand how the loss of one species can affect other living things (organisms).
- discussed actions that they can take to help maintain a living environment
- recognized animals and plants that are important to them and the environment
Words and pictures on the consequence cards to indicate which level of living things is affected.
Challenge by choice: giant Jenga may be intimidating to some students; they can choose to observe the activity rather than
pull Jenga blocks (can hold basket of consequence cards).
Learning Skills/Work Habits: [ x ] responsibility, [ ] organization, [ ] independent work, [ x ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
depend
relationship
pesticide
endangered
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organisms
species
impact/affect
mammals
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson (you can include these at the end of
document). Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
Activity Description Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are expected to
enough detail that another teacher could replicate the think about or do (in terms of learning processes).
lesson without a personal discussion. Prompts and
guiding questions are required in each section.
Class discussion:
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
give them a set of Jenga blocks per group and one set of
consequence cards
Walk around the school yard and discuss what living - small blocks: insects, plants, etc.. support larger things
things the students see and how things rely on each like lions or humans
other.
*this activity helps solidify the knowledge in the real world - trees (other plant examples) need soil to grow in
and leads into the next lesson - squirrels/birds live in trees
- insects need plants
- Discuss how things would be different for us as humans if there were no cows (or trees, insects, bats, grass)? How
would things be different for other living things?
- Students will draw a picture of what happens to the world from different points of view when there is a loss of a living
thing (ie. the point of view of flowers or children if lost all the cows, or insects) and write a short descriptive sentence.
Resources & Materials (include any relevant docs, PDFs, required to facilitate the activity here)
OEEE Activity Plan
Activity Description (What are you teaching? How does it fit into the context of a lesson or within a unit? What are
the big ideas/essential/enduring understandings?)
Investigative hike and discussion, where students have the opportunity to explore air and water in a natural environment.
Emphasis on making connections between air, water, and the rest of the world.
Prior knowledge from within the unit: Students will have learned the difference between solids, liquids, and vapours
Big Ideas:
Living things need air and water to survive.
Changes to air and water affect living things and the environment.
CURRICULUM CONNECTIONS
Overall Expectation
3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic
needs.
3.3: describe ways in which living things, including humans, depend on air and water. (K, T, C)
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Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in
language that students can readily understand.)
I can:
● Identify where air and water can be found
● Describe how living things depend on air and water
● Brainstorm ways in which I can protect air and water
Prior Learning:
Prior to this lesson, students will have:
2.2: investigate, through experimentation, the characteristics of air and its uses
2.3: investigate, through experimentation, the characteristics of water and its uses
3.1: identify air as a gaseous substance that surrounds us and whose movement we feel as wind
3.2: identify water as a clear, colourless, odourless, tasteless liquid that exists in three states and that is necessary for the life of
most animals and plants
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Solid, liquid, vapour, condensation, precipitation, conservation
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Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson (you can include these at the end of
document). Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
● Whiteboard (portable)
● Whiteboard markers
● Whiteboard eraser
● Students must have outdoor clothing
● Whistle or rain stick
● First aid kit
● Emergency binder (with student’s emergency and medical information)
● Yarn
Activity Description Identify what the students are expected to think about
or do.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are
enough detail that another teacher could replicate the expected to think about or do (in terms of learning
lesson without a personal discussion. Prompts and guiding processes). [WU1]
questions are required in each section.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
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Time: 7 - 10 mins Groups will set out and begin to explore their surroundings.
With a piece of yarn provided, students will make a loop on
In small groups, students will be instructed to identify 3 things the ground to focus their attention on a specific area and
within their immediate environment that require water or air to begin to make a list in their heads of things that depend on
live. air and water to survive. ( Ex. trees need water to grow,
Specific instructions: insects need air to breath)
- groups must stay along paths/in open space within
eyesight of facilitators/parents/teachers Students must work cooperatively and listen for the sound
- groups must return to the designated location when they of a whistle.
hear the sound of a whistle
Time: 5 - 7 minutes
After the whistle or rain stick, students will return to the Students will participating in the class discussion by raising
designated location. their hands and sharing their ideas regarding what they
A facilitator-led discussion will allow students to share their ideas found/saw in their groups.
on what they found.
They will respond to the prompting questions and actively
Prompts: listen to others responses in order to obtain a deeper
● “What did you see out there that requires air/water to understanding of the specific expectations.
live?”
● “Do things that need water to live also need air?”
● “What happens if we take away air/water? Will plants
survive? How about animals?”
● “How can we help keep the water or air clean?”
Following this activity (back in the classroom), the next lesson or culminating activity may include having students research and
produce posters promoting the protection/conservation of clean water and air.
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Grade: 2
Activity Description (What are you teaching? How does it fit into the context of a lesson or within a unit?
What are the big ideas/essential/enduring understandings?)
● Big Idea: “Humans need to protect animals and the places where they live”. (Overall expectation 1)
● This activity is an extension of a lesson on positive and negative effects human activity has on animals
and their habitats (specifically on frogs)
● Students will be able to participate in a physical activity to act out and experience positive and negative
impacts humans have on frogs in a series of constructed scenarios
● Afterwards, students will discuss the results from the individual scenarios to see how negative and
positive human activity affect frog population
● Students will be able to play this game outside (possibly at a conservation area that has a pond) and
after may be able to go view frogs in their natural habitat in order to form an ecological connection
with the natural world
Frogger game:
The game space is a pond (the frog’s habitat) that is impacted by human activity.
Eggs must walk, tadpoles may run, and frogs must hop.
If the facilitator blows the whistle, players must freeze on the spot.
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If the pollution tags a player, that player must freeze in place and becomes pollution that can in turn tag other
players. Pollution that has been converted from frogs cannot walk.
The players that make it from one side of the pond to the other without being tagged by pollution have
survived the round and will prepare to cross the pond again in the next stage of frog life.
Pollution stays in play in the same place for the remaining rounds.
Game 2:
2 starting pollution.
Game 3:
1 starting pollution.
“Habitat loss!” is announced and part of the field is marked off and any players in the habitat loss zone are
removed from play.
Game 4:
1 starting pollution.
Whistle: “Conservation Area!” Part of the playing field is designated a conservation area where pollution can’t
enter.
CURRICULUM CONNECTIONS
1. assess ways in which animals have an impact on society and the environment, and ways
in which humans have an impact upon animals and the places where they live;
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary):
realistic number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific
expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
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1.2 identify positive and negative impacts that different kinds of human activity have on animals and where
they live (e.g., actions of animal lovers and groups that protect animals and their rights, the home-owner who
wants a nice lawn, people who visit zoos and wildlife parks, pet owners), form an opinion about one of them,
and suggest ways in which the impact can be minimized or enhanced (T/K)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)
Today I will be learning about how the things we do impact other living things. I will be able to tell the
difference between a negative impact and a positive impact.
The content of the game could be differentiated to fit other units, we could use different species, or
different variables to affect the pond environment
Learning Skills/Work Habits: [X] responsibility, [ ] organization, [ ] independent work, [X] collaboration, [
] initiative, [X] self-regulation
● Students will act responsibly during the activity by following the rules and not cheating
● Students will work with their peers to participate in the activity
● Students will self regulate their behaviour to follow rules of the activity
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed
in lesson)
- tadpole
- pollution
- conservation
- habitat
- environment
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Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson (you
can include these at the end of document). Include any attachments of student worksheets used and teacher
support material that will support communication of instruction. Include the use of Information Technology
(ICT) in your lesson plan where appropriate.
-clipboard/ marker
-whistle (optional)
What Teachers Do: Write the lesson description with What Students do: Identify what the students
enough detail that another teacher could replicate are expected to think about or do (in terms of
the lesson without a personal discussion. Prompts learning processes). [WU1]
and guiding questions are required in each section.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Time:15-20 minutes
● Randomly pick out two students to be pollution ● Students will participate in the game
● Start playing the game in four different ways that ● Listen to instructions throughout the game
highlight the positive and negative impacts of and follow the rules
humans on the frog pond ● As students are participating, they can
● Keep tally of how many students make it to the observe how the number of their peers
last round “adulthood” each game survive each round
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Close the assessment loop.
Resources & Materials (include any relevant docs, PDFs, required to facilitate the activity here)
● N/A
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Activity Description (What are you teaching? How does it fit into the context of a lesson or within a unit? What are
the big ideas/essential/enduring understandings?)
Students will be able to identify the distinct characteristics of the growth cycle of a tomato plant. Using play based
learning students will re-enact the life cycle of the tomato plant. Students will be introduced to environmental factors
that affect the life cycle of the plant.
Students will play the Evolution game. Students will progress through five stages: seed, germination, cotyledon,
flower, tomato, harvest (end game by beating teacher) by winning games of rock-paper-scissors against the same
level, ex: seed vs. seed, flower vs. flower. When a student loses rock-paper-scissors they go back one stage of the
cycle. If students are not harvested by the teacher by winning a game of rock-paper-scissors they will turn back into
a seed. The students will use body actions to represent each stage of the growth cycle. To incorporate
environmental factors into the game students who are not harvested by the teacher will turn into frost. When a
student is frost they can no longer grow. Students who are frost convert students who are one of the five stages.
This activity will allow students to engage in the life cycle of the plant.
CURRICULUM CONNECTIONS
2. investigate similarities and differences in the characteristics of various plants, and ways in which the
characteristics of plants relate to the environment in which they grow.
3. demonstrate an understanding that plants grow and change and have distinct characteristics.
2.4 investigate ways in which a variety of plants adapt and/or react to their environment, including changes in their
environment, using a variety of methods
2.6 use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation,
and germination, in oral and written communication
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)
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Collaboration: playing a game interacting with others to learn about plant stages
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in
lesson)
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson (you can
include these at the end of document). Include any attachments of student worksheets used and teacher support
material that will support communication of instruction. Include the use of Information Technology (ICT) in your
lesson plan where appropriate.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are
enough detail that another teacher could replicate the expected to think about or do (in terms of learning
lesson without a personal discussion. Prompts and processes). [WU1]
guiding questions are required in each section.
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Welcome everyone, thank you for coming in and listening Students will answer and be reminded that we have
so well. Today we have an excellent activity planned. But been learning about the changes in plants. We have
before we get into this wonderful experience, who can tell also been taking a closer look at the life cycle of a
me what we’ve been speaking about over the past few tomato plant.
weeks? What are some important elements of the life cycle
of the tomato plant? What does it need to grow and
develop through the process?
Because all of you have been doing such a great job with
your work and understanding, we get to apply what we’ve
learned in a fun interactive game. Does everyone know
how to play rock-paper-scissors?
Students nod and show us that they do know how to
play RPS.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
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Time: 40 minutes
5 minutes: Students will gather in a circle to learn the Students will gather in circle.
rules of the activity.
The teacher will explain the five stages of the life cycle of Students will be listening to instructions and
a tomato plant. The students have learned these stages demonstrating knowledge of hand signals.
in a previous lesson.
15 mins
Teacher will transition students back to the meeting area to Students head back to the meeting area.
discuss what they have learned.
“Great work!”
“What are other external environmental factors that affect Students raise their hand.
the growth of plants? Remember, we used frost in our
game but there are many other factors that might affect the
growth of plants. With your elbow partner please
brainstorm a list of other factors.” Students brainstorm with their elbow partner.
Resources & Materials (include any relevant docs, PDFs, required to facilitate the activity here)
Created by: Max, Jeremy, Katie & Erin
Students form groups of 3-4 people and design a paper-airplane using resources provided:
Round #1: Paper
Round #2: Paper – Paper clips & alternate plane designs
Groups will gather at a starting line to race paper airplanes – as new elements (paper clips & design templates) are
introduced students will discuss how the different designs impacted the distance their plane flew. This exercise will
explore key concepts of flight such as drag, lift, thrust and aerodynamics.
Following this activity, we will debrief as a class to discuss the difference each change made to their planes ability to fly
and expand on these concepts to discuss and make predictions about what factors allow birds to fly and the differences
between birds (weight, wingspan) and how this impacts their flight.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Understanding Structures and Mechanisms: Flight
Overall Expectation:
2. investigate ways in which flying devices make use of properties of air
3. explain ways in which properties of air can be applied to the principles of flight and flying devices.
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do,
in language that students can readily understand.)
Students will have been introduced to basic flight concepts in the classroom and some vocabulary such as drag, thrust,
lift and aerodynamics. It is anticipated that this exercise is one of the first introductions to the flight unit for Grade 6
students and as such students will not be asked to build too much upon prior knowledge.
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Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [X] collaboration, [X] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Aerodynamics
Compress
Flight
Glide
Propel
Drag
Thrust
Lift
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson (you can include these at the
end of document). Include any attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Paper
Paper-clips
Starting line rope
Measuring tape
Design templates (taken from http://www.foldnfly.com/#/1-1-1-1-1-1-1-1-2)
Activity Description Identify what the students are expected to think about
or do.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are
enough detail that another teacher could replicate the expected to think about or do (in terms of learning
lesson without a personal discussion. Prompts and processes).
guiding questions are required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: __8:30__-__8:40__ (Indicate time breakdown of instructional
elements)
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _8:40_-__9:20__ (Indicate time breakdown of instructional
elements)
(10 minutes total for lesson plan with students – 5 minutes for OEE
class) Students will share experiences of the paper plane
challenge, analyzing which techniques worked best using
The teacher will lead a final debrief inviting students to flight terminology.
reflect on how changing elements of their planes impacted
the distance they were able to fly and how these same Students will make inferences and predictions on how the
principles might be applied to the flight of birds (or other principles of flight extend to birds.
elements of nature that fly) (10 minutes)
Key questions:
How does your device use the principles of flight?
How do these principles show up in nature to
enable birds to fly?
How do birds use principles of aerodynamics,
weight, lift and drag in their flight?
Teachers will record the length of each plane’s flight for round number 1 and round number 2 (round number 3 if the
class allows time). After the completion of the lesson the teacher will expand on the lesson through incorporating math.
The teacher will have the students graph the classes flight distances. Having the graphs be broken up by rounds
provides an opportunity to discuss the design differences and engage the students in a conversation about how the lift,
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or drag might have been affected causing the distance differences. This next step is cross-curricular and allows for
follow up lessons to be introduced with a math lens in addition to the previous science lens.
Resources & Materials (include any relevant docs, PDFs, required to facilitate the activity here)