engaged in sit spots for a few minutes recently and shared about “hearing the wind,” “smell- ing rain,” and “watching an ant.” Aſter expe- riencing sit spots several times, some Grade 3 students keenly requested to use their nature journals to record their observations. Tis regular practice helps learners build


an emotional connection to this place and nurture their relationship to it. Students also hone critical science skills in this practice: observing, questioning, predicting and re- cording in their nature journals. Te regular visits to the trail have revealed


a diverse array of living things that have sparked authentic inquiry driven by students’ questions. One morning, we found many dead grasshoppers along the trail. Aſter learn- ing about insect life cycles and discussing pos- sible reasons for these deaths, students agreed that it was due to the previous night’s frost. As we talked, more questions arose about where the insects come from in the spring. Tese real-life situations encourage stu-


dents to be detectives of the land around them. What’s the difference between a slug and snail? Tis conversation arose from one morning’s community walk that revealed many slugs and snails along the path. Every few steps students would find a slug, snail, or earthworm, prompting one of them to ex- claim, “Tere must be a thousand out here!” Tis simple declaration sparked a math in- vestigation during the following nature walk. How many slugs, snails and earthworms can we find? Students used tally marks and a sim-


12 ETFO VOICE | WINTER 2025


ple chart to record their observations. Further down the trail, we spotted some-


thing furry and black – a star-nosed mole. Tis fascinating creature prompted a rich discussion as students once again began questioning “how this mammal ended up in this spot.” Its unique body and front legs designed for digging provide a textbook ex- ample of physical adaptation. Its distinctive nose became the centre of conversation for many of the kindergarteners who observed it, inspiring classroom read alouds, docu- mentary viewing and knowledge-building circles to understand more. Te students’ beautiful artwork and drawings of this one- of-a-kind creature helped share their learn- ing with others. Tese are moments that could never be


created in a classroom. Watching a child reach out a finger for a curious slug to ex- plore, or gently liſt a worm to safety off the path, fills the air with quiet wonder. To wit- ness a tiny living being stretch its antennae to touch a student’s hand is to see connec- tion come alive; a moment of pure respect, curiosity and shared life between child and creature. Tese experiences remind us of the deep connections that the outdoors can foster. And is this not what we as educators strive for – empathy, compassion, caring, cu- riosity, wonder, discovery? In 2018’s A Walking Curriculum: Evok-


ing Wonder and Developing Sense of Place (K-12), Simon Fraser University educational leadership professor Gillian Judson talks


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