the experience. All teachers need are field guides to refer- ence and access to some of the many lesson plans available online for your grade group. Trust the seasonal happenings outside your window to provide the fodder for engagement.
Finding a “Nature Mentor” Locating a nature diverse site and a mentor are critical in
opening your classroom door to the wider world. Using seasonal change as a platform for teaching requires a site with some biodiversity and a guide or mentor to help you recognize the opportunities unfolding outdoors. At Little Falls, our program includes regular day-long visits to an off-school site where a rich natural diversity exists for our students to explore. Some classes, like mine, attend one day each week and others choose bi-weekly or monthly visits to outdoor school. Regular seasonal contact with this site is essential to cement the sense of place and awareness of change. We established a relationship with a skilled local Nature educator (Cobi Sauder) who owns a 100-acre prop- erty a short bus ride from our school. We hired Sauder as a mentor and facilitator for our adventures on the property. The plan for these days happens in a unique collabora-
tion between our teachers and Sauder in the week preced- ing each visit. The focus in planning is a blend of what the weather holds, recent activities of wildlife, or interesting natural occurrences (like seed pods dropping or discovery of an animal skeleton) on the property. Part of the plan for these days come from students’ recent inquiry questions and current curriculum. Reaching out to local people who are stewards of the land and want to share their knowl- edge with others is a critical piece in moving your program beyond where you could take the learning yourselves. We invite along a couple of parents or grandparents each visit, they support the learning and quickly become ambassadors of our program. Outdoor School is filled with established core routines and traditions. Our students have an affinity with this site, they build strong memories of the various learning pockets; hiding within a tight grove of conifers, exploring under the weeping willow, or sneaking into the hardwood stand. This connects them with the landscape and changes within it. The rich learning and deep thinking that happens on our
outdoor school days provide the fodder for writing, reading, science and other curriculum based learning back in the classroom. The problem solving and creative play that spon- taneously occurs in wander time or around the campfire strengthen the bonds between classmates and seems to lead to more inclusive class climate. Dealing with the elements of cold, wind, being wet or tired build a culture of caring as the kids help each other cope and persevere. Issues of behavior or self-regulation are resolved directly by the peer group, and the desire to be included in the wave of positive energy dampens the resolve of resisters, complainers, and those who may withdraw from challenge, hard work and risk. What is recognized gradually over the first months of school is that ‘we are stronger together.’ Everyone is included, everyone finds their islands of
competence and can shine on this diverse learning journey, especially the child who struggles in a more conventional classroom. These children are able to demonstrate their knowledge, take a lead role, and gain social credibility in
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