Back in the classroom
Once the NatureBlitz is done, you can bring it back to the classroom for a debrief. Talk about what you observed, and be sure to compile the full list of species encountered. You can submit it on the app
iNaturalist.ca, meaning your students are contributing to biodiversity databases via citizen science. If there were a few species students were particularly
interested in, take the opportunity to learn more about what they discovered. What are these species’ habitat require- ments? What do they eat? Are they predators or prey species or both? Which family does each belong to? What are similar species? What threats do they face? Encourage your students to draw a picture about what
they saw or write in their journal about their experience. Finally, encourage your students to take what they have
learned and bring it home. Talk about what they can do to help foster a positive relationship with nature. How can they help nature in their “naturehood”? Discuss initiatives such as putting up a birdhouse or bird feeder, keeping cats indoors, planting native plants to attract local wildlife by providing habitat and food sources, and avoiding the use of pesticides that are harmful to wildlife.
Further connections Teachers can play a significant role in helping students learn about and experience the natural world. Providing opportuni- ties for students to explore nature in or near their schoolyard is an important step in helping them develop a relationship with nature. It’s also a great way to get students to put away the tablet, get active, and experience self-directed learning. You may simply consider taking your classroom outdoors
for part of the day. Many activities that can be done indoors can also be done outdoors. There are a number of benefits
A Purple Martin nesting near your school may well have spent the previous winter in the Amazon Basin.
Crossing national borders
Studying migratory birds creates a wonderful opportunity to study aspects of different countries. For example, Purple Martins’ nesting range largely comprises Eastern North America, but their wintering range includes most countries in South America. Bird migration, then, is a suitable topic to incorporate into geography lessons, not to mention math and conservation biology, through topics such as the impacts of climate change, obstacles birds may face on their migration journeys, or species’ relationships with specific habitats.
to using an outdoor classroom, such as increasing physical development, enhancing cognitive functioning (e.g., lan- guage development and problem-solving), fostering positive self-esteem, encouraging effective relationship building in a cooperative and non-competitive environment, understand- ing the natural environment, and developing environmental stewardship. Other activities to engage students could include setting
up a bird feeder where students can observe bird activity through their classroom window. Which species visit the feeder the most? How often? How many different species visit the feeder? Keep a running tally! Take note of the changes during the different seasons. When can students expect to find the highest/lowest numbers of birds? Providing a foundation to nature-based learning will help
students bring it home. Encourage ideas for what they can do on their own time to connect with nature where they live. Spending time in nature is as easy as walking out the
front door (and/or into the schoolyard). We know that time in nature is good for our health and it’s a great way to develop natural curiosity and a life-long interest in learning. Ulti- mately, it can help foster the next generation of nature-lovers who will eventually be at the forefront of tackling some of the most pressing environmental issues of our time.
Challenge your students to explore nature close to their homes. Page 24
Jill Sturdy is the NatureHood Program Manager at Nature Canada. NatureHood is a program dedicated to providing opportunities for Canadians to explore nearby nature (i.e., nature right where they live). Nature Canada recently published a report on the health impacts of excessive screen time. Visit
www.naturecanada.ca for more information.
Green Teacher 119
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
