CURRICULUM
EXPLORING NATURE THROUGH THE SENSES
TEACHER RESOURCE GUIDE
Creating Environmentally and Socially Active
Communities #environmentalracism #climatechange
Lesson Title: Listening Walk Author: Jacqueline Whelan Grade: 2
Lesson Big Ideas: Student friendly language, can be posted or reiterated throughout
• Time spent outside and connecting with the natural environment supports student well-being, including mental health and socio-emotional development.
• Natural spaces, and the benefi ts they provide to humans, are in danger of being lost due to climate change.
ETFO ENVIRONMENTAL RACISM PROJECT 1
This curriculum is an excerpt from an online K-8 resource on climate change and environmental racism that is currently being developed to be posted on
etfo.ca. It will be free to all ETFO members and released in spring/summer 2021.
• Meaningful experiences outdoors will support students’ learning about envi- ronmental issues outlined in the Ontario Curriculum (
www.edu.gov.on.ca/eng/cur- riculum/elementary/
environment.html).
FUNDAMENTAL CONCEPTS: Connectedness, Environmental Racism & Climate Change
All students should have access to natural spaces in order to develop confi dence, com- munication skills, cooperation, mindful- ness and connectedness. But there exists a marked inequity in terms of Ontario students’ access to wild, natural spaces.
CURRICULUM EXPECTATIONS
Big Ideas/Overall: Health and Physical Education Social-Emotional Learning
• A1.2 apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical educa- tion, in order to support the development of personal resilience
• A1.3 apply skills that help them develop habits of mind that support positive mo- tivation and perseverance as they partici- pate in learning experiences in health and physical education, in order to promote a sense of optimism and hope
40 ETFO VOICE | SPRING 2021 Daily Physical Activity
• B2.1 participate in moderate to vigorous physical activity, with appropriate warm- up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day
Safety
• B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity
• B3.2, identify ways of protecting them- selves and others, including those with medical conditions, from safety risks while participating in physical activity
Social Studies
• The climate and physical features of a re- gion affect how people in that region live.
OVERVIEW (BRIEF):
This lesson aims to provide scaffolding for a diverse group of learners as they develop a sense of connectedness with the natural environment and an understanding of the socio-emotional benefi ts of time spent in nature.
BACKGROUND INFORMATION: Adult learning, references, data, etc.
Forest Bathing, a restorative walk in the woods, smelling pine needles, being present in the moment, are all activities which reduce anxiety and raise spirits. But not all students are comfortable spend- ing time outside and in nature. Instead of having a calming effect, going outside can be anxiety-inducing for some leading to Ecophobia. Bubble-wrapped kids, may be fearful of ticks, bee stings, poison ivy, etc. While other students may have newly arrived from countries where time spent in the outdoors equals real danger.
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