SAFETY FIRST: Outdoor Education is as safe as necessary. Please read the Canadian Paediatric Society's post here: Position Statement on Outdoor Risky Play
ACADEMICS
Nature is the source of all true knowledge" -
Leonardo da Vinci.
Teacher! Come see what we found! My first time holding a salamander! (Note: we always handle nature gently and put gently back where we found it.)
If you are a bit unsure how to begin to teach a lesson outside or if you are a bit unsure how you or your students will react to being outside you could forget a formal lesson for now and begin with a simple walk around your school's outdoor spaces or around your school's neighbourhood. Students can make observations, questions can be asked, and conversations can be had. Once back inside information can be put onto chart paper for all to reflect on what was observed, how we felt, did we smell or hear anything we don't when we are inside? What was natural and not?
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If you would like a more structured walk, one with a purpose, I recommend these two books. Both can be purchased from the Outdoor Learning Store or other places.
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A Walking Curriculum by Gillian Judson, Assistant Professor in the Faculty of Education at Simon Fraser University. A Walking Curriculum provides easy-to-use, child-centred and developmentally appropriate activities that make outdoor learning – regardless of whether you’re surrounded by trees or concrete – memorable, meaningful and fun.
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A Walking Curriculum for the Early Years by Michelle McKay and Klara Redford in collaboration with Gillian Judson. Each walk describes how to introduce, follow up, and play with each walk. The walks can be used in any context to develop students’ sense of Place and to enrich their understanding of curricular topics.
Why measure a pretend something inside when you can measure a fallen log outside!
Remember:
One small step for outdoor education is one giant leap for your students and you!
Nervous of Nature
For some students nature itself might be a barrier. Lauren MacLean, author of Me and My Sit Spot recommends taking particular students on a Comfort Scavenger Hunt. You can have a picture of things that might be upsetting to the students, such as ants, a bird nest, moss, birds, mushrooms, or spiders. Below the picture could be a thumbs up, thumbs down, or a neutral thumb. I would use a happy face, a sad face, and a neutral face. The student would circle which one they are feeling when standing near or talking about the particular things in nature. Once inside, the student and teacher can discuss what it is the student is feeling and how they can move forward so that everyone is comfortable in nature. If the problem seems larger the school counsellors could help in the discussion. Remember teaching outdoors does not have to be in nature. A concrete court, a playground, or a grass sports field will still allow all to experience the benefits of being outdoors.
SET-UP
When you are ready to start teaching outdoors you could start with an expectations lesson. Learning and teaching outdoors will be new to everyone. For many it will also be exciting! Remember you could pick once a week and a certain time so everyone gets used to being outside is part of the routine. Name the day of the week you are going outside with a creative name such as Moose Monday, Tree Tuesday, Wild Wednesday, Turtle Island Thursday, or Fungi Friday. This could be a fun way to sell outdoor learning to hesitant students. Many schools have older grades work with a younger grade. We call that buddies. Perhaps buddies teachers could both go outside at the sae day at the same time to support each other in this new arena. Most will think it is only play time; that outdoors is not a place you can learn in. So it is important to establish expectations to begin your teaching outdoors program, just like you would for indoor teaching.
Behaviours - You should discuss expected behaviours as you would for inside; they're probably the same as your inside teaching so a chart paper of those rules could be brought outside for reference. Examples are raising your hand or holding a stick to talk, being kind to all, and being respectful to nature.
Boundaries and return - While learning outside sometimes the students will be on their own or in small groups and during explore play they will be roaming so it is important to establish boundaries. I tie colourful scarves on tress to mark the boundaries. Also when you want the students to come back to home base you could use a signal, such as a wolf call. Others teachers use a whistle so whatever is comfortable for you.
FORMAL LESSONS
II begin each lesson by having the students sit or stand in a circle. The circle has meaning for Indigenous people. When gathering in a circle it allows everyone to be included and have an equal voice. I then have students recite with me an Indigenous saying and end with the saying, All My Relations. Please see the tab, Indigenous for more information on the importance of including an Indigenous lens into your Outdoor Learning Lessons. In addition to the Indigenous opening from Heartbeat of the Earth I use I have also learned of an action based opening through my mentorship group with the Outdoor Learning Store. It is meant for lower elementary, but the upper elementary enjoy it as well. If you have an opening to your lessons please share at educationoutdoors@hotmail.com so we can include it on this site.
Have everyone stretch their hands to the sky and say Thank you for the sky
Have everyone stretch their hands to the earth and say Thank you for the earth
\Have everyone stand on one leg with their hands together (like a yoga pose) and say Thank you for the trees
Have everyone flap their arms like a bird's wings and say Thank you for the birds
Have everyone clasp their hands together and swish them like fish swimming while wiggling their bum and say Thank you for the fish in the sea
Have everyone open their hands placed at waist height and say Thank you to you
Have everyone open their hands placed at waist height and say Thank you to me
Have everyone open their hands placed at waist height and say Thank you to Mi'kmaw people who live, learn, and love on this land
I then teach the lesson. For examples of lessons in each subject area please click on the subject below. After the lesson I always leave at least five minutes for explore play. Please see the tab Play for the importance of play for the developing mind.
Note: You might not be ready for a formal lesson and that is ok because teaching outdoors is still new to you. You could start gradually by being outside for 15 minutes, perhaps reading a book or observing how students explore play. Some might need to be shown how to play. When everyone is comfortable with 15 minutes you could try 30 minutes. Outdoor learning is flexible and the weather or nature can add more need to be flexible. At my school deer sometimes enter our outdoor classroom so we have to quietly leave so as not to disturb the deer.
These lessons are based on the Nova Scotia curriculum for Primary to Grade 6. Most of the lessons can be adapted to suit any grade level.
Assessment: For any lesson taught outside assessment is mostly done by observation and notes. However paper and pencil work, especially a writing piece, done outside can be collected and assessed as you would for an indoor lesson.
Clean Foundation in Nova Scotia has teamed up with Eco Schools Canada. Log in for a free account. You can try out their ACTIONS which are all aligned with curriculum. Lots of lessons already planned for you on this site with usable resources and sites.
Most reading and writing can be done outdoors. Even the simple act of a teacher reading out loud to students or students reading independently outside helps increase academic and mental health.
Many math units can be enhanced by bringing the lesson outdoors. Teaching a lesson outdoors adds to students' physical, social, mental health. Research also shows learning outside aids academic health.
VISUAL ARTS
Nature sparks creative ideas! Here are just a few. Check out the other subjects for links to lessons where I included Visual Arts in those lessons.
STEM
Can you teach technology outside? Please check out my new STEM page to learn how I am beginning to bring STEM lessons outdoors.
Outdoor Education has the added benefit of naturally creating movement for your students. Do you have a favourite movement or game you add into your lessons? Please send an email and we can add it to this page.
Outdoor Education lends well to science! Most science units in grades primary to six scream to be taught outdoors! Swapping your tried and true indoor lesson for an outdoor lesson increases your students' academic, physical, social, and mental health. Overarching themes for science outdoor include: Living Things, Movement, Daily and Seasonal Changes, Physical Science,
Earth and Space Science, Life Science.
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Note: I have included ideas for junior and senior high science outcomes
EXTRA
Pictou County Forest School (Nova Scotia)
The Curriculum Development Project
This programming was created in partnership with the Department of Education and Early Childhood Development and is aligned with the Nova Scotia curriculum for each grade level. The free lesson plans are primarily related to the science and physical education curriculum.
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Educate Outside
https://www.educateoutside.com/
This is an elementary website that offers outdoor lessons in Math, Science and Literacy.
Note: This site most lessons require a subscription log in.
LEARNING THROUGH LANDSCAPES: https://ltl.org.uk/free-resources/
This website offers outdoor lessons for all grade levels and subject areas.