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What is it?
What is it?
Education in the environment is teaching and learning in settings that give students direct experience of natural and human (built) systems. These environments may include the school yard, local communities, the urban environment, wetlands, fields, forests, or other natural ecosystems. Immediate surroundings are often ideal for instruction as these locations allow learners to return and build on their experiences. Settings farther away can offer unique learning experiences not available locally.
Maximizing learning potential on the school ground
We encourage teachers of all grades and subjects to use the school grounds as a
setting for learning.
We use our school ground to inspire students and to build observation and inquiry skills.
We provide opportunities on our school grounds for all students to have direct experiences and exploring the environment.
We plan our instructions so that our school ground is a place where students themselves can make instructions to concepts And big ideas across the curriculum.
We teach on our school ground through the seasons and at different times of the day.
Learning in natural and built environment be on the school ground
We provide opportunities for all students to visit places in the natural and built environment to be on the school ground.
We see environmental field trips as a way to enrich classroom learning. before the field trip our students develop a clear understanding of why they are going in brackets may include in cement, discussion, a template to guide they are on site exploration].
After the trip, we provide opportunities for students to connect what they have discovered with existing knowledge or new things they are learning about.
Benefits to Taking Students Outdoors
Benefits to Taking Students Outdoors
Inspires a sense of wonder and curiosity.
Contributes to ecological literacy and encourages a sense of stewardship
Can offer vivid opportunities to explore and understand important concepts in real world settings.
Heightens students' senses and observation skills.
Tips for Teaching Outside
Tips for Teaching Outside
Before You Go
Before You Go
Get to know your area’s outdoor spaces for teaching opportunities and to remove potential hazards.
Review the purpose of the outdoor lesson. When in new environments, let the students explore, but also give them something to do to stay focused on the lesson.
Establish clear safety, behaviour, and stewardship expectations. For secondary students, discuss safety and stewardship, rather than dictate rules. For elementary students, consider extending your classroom rules to include rules for learning outdoors.
Prepare seating (optional). Cardboard pieces or small mats work well outside if no outdoor seating is available where you are going.
Dress for the weather and the activity. Have extra outdoor clothing available. For primary students, let the parents know that the students may get dirty.
Carry a small backpack. Items that might be useful: extra pencils, rulers, first aid pack, clipboard, magnifying lens, water bottle, field guides, binoculars, etc.
When You Go
When You Go
Start with short stints to establish routines and comfort, then build up to longer excursions. For primary students, establish a consistent schedule for going outside, e.g., Walking Wednesdays.
Be sensitive to wind and sun. If possible, stand with your back to the wind so your voice will carry, and with the sun in your eyes, not the students’.
Teach them how to observe. Notice both specific details and the big picture. Use tools to focus observations, e.g., quadrats, hula hoops.
Take advantage of teachable moments. Don’t be so regimented in your planning that you miss out on unique learning opportunities. Use these surprise discoveries to encourage questions, and weave these new experiences into your lesson.
After You Go
After You Go
Provide time to reflect on the experience. Encourage questions that could lead to further inquiry. Have the group provide feedback on their learning and the excursion in general.
Evaluate what works and what doesn't, so that over time you develop your own strategy for exploring the school grounds or other outdoor spaces.
Establish a central meeting place and review boundaries. Decide on clear boundaries. Confine outdoor activities to the smallest area possible. Use a unique or shared signal like a loud crow call to bring students into a sharing circle.
Consider the use of a nature journal. Elementary and secondary students can record notes, do a sketch, or make other observations outside. Early primary students can collect items, take pictures, or complete a journal
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