mens, catch and release time = two minutes, have the cam- era ready, leave-no-trace. Our empathetic relationship with nature encouraged the development of core habits within each of us that worked to prevent harm rather than cause it. Core values and habits are instilled in each of us at an


early age.1 Similar to manners, the values and habits we learn during our early years become difficult to change as we grow older. Fresh air may be a magic ingredient in happy kids, while encouraging the exploration of natural spaces while employing environmentally sustainable ethics, helps create happy, educated, and inspired kids, who develop more inherent environmentally conscious values and habits. Two of the most significant ingredients in forming values and habits are opportunity and repetition. For environmentally conscious values and habits to develop, children need to be presented with repetitive opportunities for environmentally conscious nature exploration.2 In my work as an Environmental Education (EE) educa-


tor, I often meet teachers and early childhood educators who worry that they are “not expert enough” to offer their chil- dren nature-focussed outdoor opportunities. My response is that the opportunity itself is one of the most important parts; questions concerning what you find can be researched after- wards. The other most important part concerns the ethics you practice during your explorations. Here’s my recipe for success:


• Before each nature exploration, have a conversation with your kids about the value in leave-no-trace ethics and link it to being “gentle giants.” Tie reduce/reuse/recycle into this conversation. Need inspiration for facilitat- ing this conversation? Do a YouTube search for “leave- no-trace outdoor ethics” and “reduce reuse recycle for children”


• Ask kids to bring recycled exploration tools from home (e.g. containers)


• Packing a nature journal in? Make paper journals from recycled scraps. Need inspiration? Search Pinterest or Google it


• Bring a camera, take pictures and short films of what you find (to be researched later)


• Ponder specimens, encourage children to share their thoughts on what they find, create/record observations and questions


• Compare local habitats (a loon’s habitat vs. a frog’s, for example); identify the differences and similarities


• Include an interactive learning activity (see my EE Activ- ity Cards, link in bio at end of article, or, prior to your adventure, do an online search for relevant activities)


• Ask a local expert to briefly drop in during your explorations


• Allow children plenty of self-guided unstructured time to give them the opportunity to make their own “AWE- SOME!” discoveries


• Follow up your fieldtrip with a class discussion on kids’ observations, look at the photos/films that were taken, do some library research, and allow them time to tweak/cre- ate their journals Need some ideas of what to pack into your adventure-


knapsack? Gather your outdoor gear, pack a picnic, and try one of these seasonal activities during your next awe-inspir- ing nature adventure.


Fun Prints Nature Journal Planning on going for a muddy walk with students? Likely,


you are not the only ones! As you wander through the muddy bits, keep your eyes open for prints. What kind of animals do you think have taken the same path? Are there any footprints, besides your own? Where are the prints going? Can you make your own prints? To make a plaster- print of the mud-prints you find and/or make yourself, fol- low these instructions.


What you need • A patch of mud that is not watery, but not dry (test: put a finger in it and you should be able to see a defined print)


• Non-toxic Plaster of Paris (allow 100gr per child) • Water (50 ml water per child) • 2 measuring cups (1 for dry, 1 for wet) • Mixing container • Mixing spoon • Animal foot print or fallen leaves/pinecones/sticks/other print-making material


• Bit of a drinking straw (2cm long) for each child • An old tooth-brush or similar


GREEN TEACHER 109 Page 9


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