teachers) with a whole new perspective on their schoolyard. This activity provides an opportunity


for students to learn about urban wildlife and habitats, and hopefully will encour- age them to take what they have learned and explore nearby nature at home. It is also a great introduction to citizen


science, in which non-scientists volunteer to help collect data for scientific research. Data collected through local wildlife observations are then used by research- ers, children, and the public to better understand distribution, abundance, and population trends. Citizen science is a powerful tool that helps scientists answer local and global questions. A NatureBlitz can be done anytime of


the year and anywhere, regardless of how “natural” your schoolyard is.


Getting started Nature-based learning relates to multiple subjects (science, math, geography, etc.), so it can be incorporated into many activities and lessons at school. When planning a lesson, start by picking a date and time


that works best for your schedule. A NatureBlitz is scalable, meaning you can go for a long period of time (half a day) or you can fit it into a single class period/block during the day. Before you embark on the activity, consider reviewing a


few of the common birds, insects, and plants that students may find in your schoolyard or urban settings in your region at the selected time. This is also a good opportunity to talk about species’ habitat requirements, namely a place that pro- vides food, water, cover, and space to survive. Cover includes nesting areas, places to sleep or rest, places to hide or escape, and shelter; space specifically refers to a big enough area to hunt and feed as well as migration routes, and an adequate amount of the required habitat. As an example, consider dis- cussing the type of habitat a selected bird species requires compared to a particular type of insect. Mention a few ground rules or establish a “Code of Con-


duct” before venturing out. This could include being respect- ful of the species found, (i.e., do not pick any plants or veg- etation; do no harm the species). Depending on the time of year and where the NatureBlitz is taking place, take note of any plants or insects that students need to be aware of for health and safety reasons (e.g., Poison Ivy, Poison Oak, ticks, etc.) Also ensure that students are dressed appropriately for the weather (and insects). Pair or group students together and determine the area for


the NatureBlitz. Finally, go out and have fun exploring!


When to blitz A NatureBlitz can be done all year ‘round, and doing repeated observations — ideally, on a seasonal basis — allows students to begin seeing changes and patterns in the natural world.


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If you find clusters of Ironwood seeds, ask your students which animals might eat the seeds. The month of May is when most migratory birds arrive


back in Canada to nest. As such, consider participating in the annual World Migratory Bird Day by hosting your Nature- Blitz in May. Wherever you are and whatever the season, however, you


can find bird species in your area, including in and around most schoolyards. Including and in addition to birds, don’t forget common


species like (in North America) pigeons, raccoons, gulls, grasses, and dandelions. Be sure also to get close to the ground and discover which insects live in the schoolyard. Even if you don’t spot wildlife, look for signs of wildlife


use, such as tracks in the sand, mud, or snow; holes or cavi- ties that birds, insects, or small mammals could inhabit; signs of insect damage; or food such as berries, seeds, cones, or nuts on trees that could attract birds and other wildlife.


Materials required At minimum each student (or group) will need a species checklist and pencil to mark down their observations. At the end, be sure to gather all the observations and record what you saw as a class. This will mean marking down the date, recording what you saw and where you saw it. Depending on the age of the students, you can get into


more or less detail for each species identification. For exam- ple, younger students can follow a scavenger hunt-style checklist, while older students can attempt to begin to iden- tify life forms to the species and family levels. Bring a list of common local species with you to help


identify in the schoolyard, or borrow field guides from the library. In addition to field guides, there are a number of great


online ID tools and apps that can be incorporated into the NatureBlitz: • iNaturalist.ca is a great app and website that uses global crowd-sourcing to identify any species, anywhere. It also allows you to map your sightings, upload photos, and inspire budding citizen scientists. There is even a useful “Teacher’s Guide.”


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