RISK MANAGEMENT LESSON

"An understanding of the natural world is a source of not only great curiosity, but great fulfilment."

-Sir David Attenborough

Table of Contents

Itinerary, Plan, and Maps

Lesson Plan

Gear Lists

Risk Assessment Form

Emergency Action Plan

Possible Community Connections

Letter Home

Follow Up Letter

Necessary forms for office

Itinerary, Plan, and Maps for office

Itinerary:

Time

9:35am-9:40am

Activity

Depart [place school name here] to forest area below school’s field on foot

Time

9:40am-9:45am

Activity

Talking and teaching circle

Time

9:45am-10:10am

Activity

Explore area to build a natural structure

Time

10:10am-10:20am

Activity

Regroup and share findings

Time

10:20am-10:25am

Activity

Return to Springvale on foot

Plan: The students, {place teacher's name here] will walk the class to the area below the school’s field, shown in red below. Ms. Classroom and Ms. Teacher will walk to the back of the school, down the hill, across the field, into the forest area. The route in blue on the map will be used if a teacher/student(s) has mobility issues. Teachers/students will walk down {put street name here], turn right onto [street name here] and enter the city waking trail off of [street name here] meeting with the forest area adjacent to the school. Students will return to the school in reverse of either the red or blue route they entered the forest area.

Ms. Classroom can be reached by cell at (902) 777-7777,

Ms. Teacher can be reached at (902) 444-4444.

Map: Note: Return Route will be a reverse of map

This is where I place a picture of a google map of the area where we will be located. Your can mark colored lines on the map to show the route and use a Snipping tool to place it into your document.

Lesson Plan
OUTCOMES
Grade 2 Health
Rationale Young children are designed to move and enjoy learning through movement. This outcome highlights the role and value of active play and quiet leisure as protective factors of mental health and substance use and gambling. Active play and quiet leisure contribute to the development of important coping and self-management skills for children now and as they age. Screen time is not considered quiet leisure as addressed in this outcome.

Learners will investigate the health benefits of active and quiet leisure in having a healthy mind and a healthy body.

Indicators:
• Investigate the benefits of physical activity on a healthy mind and a healthy body (CZ, COM, PCD, CT)
• Investigate active and quiet leisure (PCD)
• Investigate strategies for coping with positive and negative emotions (COM, PCD, CT)

Grade 3 Science Structures
Learners will construct a structure in response to a design challenge
By taking part in the problem-solving process to address a challenge, learners will discover that the characteristics of the structures they build, such as their strength, are linked to the properties of the materials they use and to the particular way the materials are configured and joined. Learners will test and evaluate their structures based on design challenge criteria; they will be challenged to refine their designs as appropriate. The testing of structures allows for exploration of the idea of a fair test which provides the foundation for the scientific concept of control of variables. Testing and the design process will also provide opportunities to practice skills of measurement and data analysis.

Indicators
• Evaluate potential materials for use in construction (COM, CT, PCD, TF)
• Investigate ways that materials are joined during construction (COM, CI, CT, PCD, TF)
• Evaluate the structure according to design challenge criteria (COM, CT, TF)

LESSON
Part I Pre-teaching before going on the field trip
Teacher will discuss structures and the basics of how structures can be made. Which shape is best. What materials are used to fix materials together. What are the important elements of structures; elements of weather, can it hold weight if it is off the ground, not toppling down if life form is inside the structure, etc. Have students name any structures at school or in our community and then wonder and discuss any of the elements of these structures with the content in the lesson?

Activity: Students will walk around the outside perimeter of the school.

Assessment: After the walk class will gather outside on the school’s field to share any structures they observed. This could include the school, picnic tables, the playground, or houses in the neighborhood. Teacher will assess on content of shared material and ability to discuss elements of these structures taught in the lesson. Teachers will use a rubric for each student during this conversation.

Part II Field Trip Teaching
Teacher and students will walk to the forest area below the school’s field. Teacher will gather the students to remind the students of vocabulary and what they could potentially build in this area.

Activity: Students will work in small groups pre-decided by the teacher to decide on a structure they could build in this area. Teacher will not supply rope or other connecting material in order to have students fully explore the concept of building a structure and its potential challenges. Students will be expected to have a piece of their structure be periductular to the ground (stand up). If the structure is off the ground the structure will be required to carry the weight of three medium rocks chosen by the teacher. Teacher will take photographs on her cel phone of the structures for further discussion when back in the classroom. After the structures are built students and teacher will gather to discuss any building challenges or successes.

Assessment: Teacher will make observations during the structure building time on the field trip and during post-building discussion. From the grade 3 students teacher will be listening for vocabulary used in discussing their structures. From the grade 2 students teacher with Ms. Teacher assistance will be watching for appropriate emotional response when encountering a building challenge or success.

The following elements will be encapsulated in the lesson
Authentic Environment: The lesson will occur below the school grounds off the school’s property in the adjacent forest area. Since the trail is close to the school grounds it is also within the school catchment area and therefore within the student population's home community. Therefore, it is an authentic environment where students can explore local community.

Risk Benefit Assessment Toolkit: Since children’s outdoor exploration is unpredictable it is impossible to predict how the field trip will unfold and impossible to plan for every scenario. To deal with this unpredictability the lesson will follow “The Risk Benefit Assessment Toolkit”, developed by the Child Nature Alliance of Canada, an organization which supports practitioners who encourage children's outdoor play.

To aid our safety we will use a tangible, bright item as a visual prompt for children on how far they can go. We will hang a bright orange First

Aid backpack called the “bright sun” in a tree. The students will be told that wherever they go, they need to be able to see the bright sun.

Predictable Class Routine: The lesson will be following class routines. Once we reach the forest area, we will gather in a sharing circle where we will discuss: How we look out for one another when we are outdoors and how we want to be as a community of learners and play people
We also will continue with our pre learnt safety whistle system.

Dynamic Risk-Benefit Assessment Process: As leaders we will follow the Dynamic Risk-Benefit Assessment Process developed by the Child Nature Alliance of Canada:

Gear Lists

First aid kit

Time piece

Students in outdoor shooes, no flip flops

Whistle

Cel-phone