at our tribe tables, and in ‘bouquets’ (compliments) given after our weekly class meetings. Celebrations which in our culture have become focused on ‘receiving’ are refocused on ‘giving’ and widened to include environmentally-based events such as summer and winter solstice, World Water Day, or Earth Day. Teaching about traditions and celebra- tions is part of the curriculum and we can accomplish our learning objectives with a balanced focus which is inclusive of the natural world. Students in forest school programs know that they are
‘nature kids’ and that we value their stories and wonder- ings about the natural world around them. These children recognize the distinct leaf shape of the Burr Oak, know the habits of the wintering white-tailed deer, they can tie knots, help erect shelters, and identify the local birds across the seasons. Their young minds are brimming with ques- tions about the creatures they hold in their hands, the tracks under their shoes, bones and scat uncovered on the pathways which whisper a story they are now able to hear. These same children may have passed through a local park or walked a forest path in months passed without noticing life happen- ing around them. Suddenly, they are awake to their natural surroundings and feel that special connection which comes
from direct “hands dirty” experience. Nature can always be counted on to amaze, surprise, or even disgust, enlivening each day with the adventure of an ever-unfolding story. Teachers need to ensure that all curriculum is cov-
ered and outdoor learning offers excellent opportunities to observe students use of learning skills and concept under- standing. Science, math, language, art, and social studies are all subject areas which can be enriched through connections made actively outdoors. Lessons about the Water Cycle hap- pen on those rainy days when puddles are in abundance and the storm sewer is high. Liquids and solids are perfect dur- ing sap season when a morning freeze turns into sap run- ning in the afternoon. Math with chalk makes paved school walkways turn in to anchor charts and walls in to computa- tion showcases. Multi-disciplinary teaching is embraced in this model. Subject areas become blended when a critter is the topic for the day. When we teach about groundhog, we are able to cover curriculum expectations such as reading temperature as we measure outdoor and body temperature in preparation for hibernation, linear measurement of den tunnel holes, time concepts for daily/monthly habits and life cycles, procedural writing of steps construct tunnel systems, and reading of nonfiction texts to gain new knowledge after
Must-Have Resources for Outdoor Learning
• clothes pegs – wooden and plastic (variety of colours) • cut away viewers, variety of sizes (slide frames, toilet rolls, picture frames) • mini white boards, chunky whiteboard markers, old socks for erasing • dry erase crayons, small clothe squares for erasing • clipboards (one class set covered, and one set wooden single clip) • transportable seats (wicker mats, washable/water proof/insulated small squares)
• chunky chalk, variety of colours (in covered container) • chest of outdoor clothing to share, extra splash pants, mitts/hats, vests, wool socks)
• plastic covered thermometers, compass set, class set of measuring tapes • large thick blanket (for class gatherings) • black small thick writable groundsheets (for group work using chalk) • colour swatches (variety of colours), coloured bracelets, • fruit baskets, berry baskets, paper bags etc. for collecting adventures/ scavenger hunt
• hard covered journals, sealed pencil and eraser box • field guide (teacher or student created), nature stickers, wide book tape • bug tent, magnifying viewer boxes or 2-way view, butterfly nets
Classroom Features
• prominently placed cardinal direction signs and touchstones • Wonder Wall – for news of discoveries and I Wonder questions and answers • Discovery Table – for found items from nature with a tag system for labelling
• All Things Are Connected board for nature vocabulary and connections • large toolbox (for shared resources) – glue sticks, scissors, sticky notes, paper, rulers
• living plants/trees (Norfolk Pine is great) • lots of natural baskets, reused containers for supplies, clothes for cleaning • waste system with labels including compost bucket, small garbage, large recycling box, marker recycling (Crayola)
• outdoor learning materials storage area clearly labelled and easy kid access • outdoor learning wagon (with sides and wide tires), light toboggan
GREEN TEACHER 113 Page 27
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