Resources

General and Outdoor Education References

Hands-On Nature - Information and Activities for Exploring the Environment with Children, Revised and Expanded Edition; Edited by Jenepher Lingelbach and Lisa Purcell; Vermont Institute of Natural Science; University Press of New England, first published in 1986
Coyote's Guide to Connecting with Nature, by Jon Young, Ellen Haas, Evan McGown; Owlink Media, 2016
BEETLES - Resources for Outdoor Science Programs (Lawrence Hall of Science)
- Engaging and Managing Students in Outdoor Science - very good stuff in this.
- I Notice, I Wonder, It Reminds Me Of... (aka, INIWRMO) - use this every week in Taking Root
- The Learning Cycle
- Questions
- Discussion
  - Tips for Promoting Discussion
  - Discussion Map
  - Discussion Routines - it is really helpful to find ways to involve all students rather than only one at a time raising their hand to participate.
  - Goals and Instructor Moves for Productive Discussion
  - Encouraging Student Discussion and Productive Talk is the BEETLES page with many of these, and more specific resources for instructors.

Last Child in the Woods by Richard Louv is the first book to bring together a new and growing body of research indicating that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults. More than just raising an alarm, Louv offers practical solutions and simple ways to heal the broken bond—and many are right in our own backyard.
Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight
Experiences of nature boost children's learning - Critical review finds cause-and-effect relationship Spending time in nature boosts children's academic achievement and healthy development, concludes a new analysis examining hundreds of studies.
Beyond Ecophobia, by David Sobel - important writing about teaching about the environment

Take time to intro - make sure students understand why they are here, and why they should care
Make sure students understand your expectations and what is going to happen in the lesson
Always make sure you have students' attention before you begin speaking to the group. Vary your techniques - use countdowns, actions, humor, call and response, signals, etc. Notice what their teachers use.
Engage students to maintain focus and energy (See Engaging and Managing Students in Outdoor Science (BEETLES) for techniques)
Remember - they won't care how much you know unless they know how much you care!
Use Discussion Routines - don't always just call on one student at a time - get all involved - for more great resources on productive talk, see Encouraging Student Discussion and Productive Talk (BEETLES)
Give them time to think of a response before having them respond ("go to your private room in your mind, and think of some things to share") Have them use a signal to show when they have something ("point to your head when you have an idea") Then call on different students - use this to involve students who may not always be the first to raise their hands, to be more equitable.
Less telling, more showing and better, involving
Encourage scientific processes - ask students what they notice (observation), and what they wonder about what they notice (questioning). Learn more about using "I Notice, I Wonder..." methods (BEETLES)

By Jon Young

Fire in the Forest Game.pdf

Fox Walking.pdf

Cougar Stalks Game.pdf

Sleeping Fawn.pdf

Stick-Drag Game.pdf