2015 Outdoor Learning Project Final Tecumseh

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Outdoor Learning Project for Tecumseh Elementary School

The goal of this proposal is simply to help you get students outside

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Table of Contents

Introduction ----------------------------------------------------------------- 3 Incorporating Outdoor Education Into New Curriculum ----- 4 - 15 Outdoor Education Resources Nearby ---------------------------- 16 - 18 Other Outdoor Activities ----------------------------------------------- 19 - 20 Evaluation ------------------------------------------------------------------- 21 - 24 Resources ------------------------------------------------------------------- 25 -26

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Introduction “Nature can make positive contributions to our health, help us recover from pre-existing stresses or problems, have an ‘immunizing’ effect by protecting us from future stresses, and help us concentrate and think more clearly. In light of this, children and young peoples’ wellbeing could be enhanced through learning outdoors and this could act as a stimulus for a lifetime of good health through the outdoors.” 1. In this document you will find some examples of activities that are designed to take place outside of the classroom. The suggestions are broad in scope in an attempt to allow Tecumseh teachers to develop a plan that fits their needs and personalities and those of their students. We are hoping that the ideas will inspire you to develop your own outdoor learning experiences. The “big ideas” sections below come directly from the new BC curriculum so we can move forward with this in mind.

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1. Taking Learning Outdoors: Partnerships for Excellence (2007) Incorporating Outdoor Education Into New Curriculum

Kindergarten

Curriculum Area Big Idea(s) Outdoor Activities

Mathematics -Number represents and describes quantity: Quantities can be decomposed into smaller parts. -We can describe, measure, and compare spatial relationships: Objects have attributes.

-use outdoor manipulatives (sticks, rocks, plants, flowers) to make and take apart numbers -counting in nature (insects, leaves, trees…) -use garden to find patterns, similarities, differences, measure, and describe -compare a variety of things found in nature based on attributes (rocks, sticks, flowers)

English Language Arts

-Language and stories can be a source of creativity and joy. -Stories can be told through pictures and words.

-create a story from something found in nature -write/draw a story about and animal/insect in local community -tell stories outside -share First Nations legends outside and re-create them

Social Studies

-Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.

-clean-up local community (school nearby parks) *discuss importance -research a local business, park, recreation facility (go there) -compare/contrast natural and human-built

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Social Studies cont.

characteristics of the local environment (re-create one/or something new)

Science -Plants and animals have observable features. -Daily and seasonal changes affect all living things.

-research a local animal/plant -re-create seasonal changes through dance/drama -invite local Elders to share importance of local plants/animals -re-create a habitat of a local animal out of natural materials

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Grade 1


Mathematics -Developing computational fluency comes from a strong sense of number: Addition and subtraction can be modeled concretely, pictorially, and mentally, using strategies involving counting and making 10. -We use patterns to represent identified regularities and to form generalizations: Repeating elements can be identified.

-use natural materials to represent numbers -add/subtract a variety of things found in nature -groups items found outside to make 10 -create patterns with natural materials

English Language Arts -Language and stories can be a source of creativity and joy. -Stories can be told through pictures and words.

-create a story from something found in nature -write/draw a story about and animal/insect in local community -tell stories outside -share First Nations legends outside and re-create them

Social Studies

-We shape the local environment, and the local environment shapes who we are and how we live. -Healthy communities recognize and respect the diversity of individuals and care for the local

-create a map of the local community or a specific part of the community (local park, school, street live on) -research a natural resource in the area (impact on environment) -create a list of ways to

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environment. take care of environment

Science -Living things have features and behaviours that help them survive in their environment. -Observable patterns and cycles occur in the local sky and landscape.

-research a living thing and share findings with class -observe and record changes in sky at a variety of times (morning, night, rainy, snowing…) *compare findings

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Grade 2


Mathematics -Developing computational fluency comes from a strong sense of number: Fluency in addition and subtraction with numbers to 100 requires understanding of place value and mental math strategies. -Analyzing data and chance help us to compare and interpret: Concrete items can be represented pictorially in a graph.

-use natural materials to represent numbers -add/subtract a variety of things found in nature -create picture graphs and/or bar graphs of items outside -conduct surveys of outdoor activities and show information pictorially

English Language Arts -Language and stories can be a source of creativity and joy. -Stories help us learn about ourselves, our families, and our communities.

-create a story from something found in nature -tell stories outside -share First Nations legends outside and re-create them -teach story elements (what makes a great story) by creating stories about local community

Social Studies

-Canada is made up of many diverse regions and communities.

-research impact of local recreation activities on environment (positive/negative) –go on a field trip -draw/act out a natural disaster/climate change

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that could effect your community

Science -All living things have a life cycle. -Water is essential to all living things, and it cycles through the environment.

-Invite First Nations Elders in to describe and share importance of salmon -compare/contrast life cycles of two or more animals/insects found in your area -visit local water sources -act out/draw/re-create water cycle with natural materials

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Grade 3


Mathematics -Number represents and describes quantity: Parts of wholes can be represented by fractions. -We use patterns to represent identified regularities and to form generalizations: The regular change in increasing and decreasing patterns can be identified.

-create fractions using natural materials -describe fractions using natural materials to represent them --create patterns with natural materials (increasing/decreasing)

English Language Arts -Language and stories can be a source of creativity and joy. -Listening and speaking helps us to explore, share, and develop our ideas.

-create a story from something found in nature -tell stories outside -share First Nations legends outside and re-create them -teach story elements by creating stories about local community -hold presentations outside -have students peer assess and discuss stories

Social Studies

-Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. -Indigenous knowledge is passed down through oral

-research local culture differences/similarities and hold event outside to share food, art, dance, stories -invite elders to share oral stories (have students re-

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Social Studies cont. history, traditions, and collective memory.

tell, draw, act out)

Science -Living things are diverse, can be grouped, and interact in their ecosystems. -Wind, water, and ice change the shape of the land.

-research local environment –what animals, plants, features it is made up -take a walk to observe a variety of landforms in the area

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Grade 4


Mathematics -Developing computational fluency comes from a strong sense of number: Patterns and relations within multiplication and division develop multiplicative thinking. -We can describe, measure, and compare spatial relationships: Polygons are closed shapes with similar attributes.

-outdoor chalk activity on school sidewalk practicing multiplication and division facts -measuring/determining perimeter of outdoor areas (soccer field, raised garden beds, basketball court)

English Language Arts -Analyzing data and chance help us to compare and interpret: Graphs can be used to show many-to-one correspondence. -Text can be understood from different perspectives.

-create similes and metaphors to describe natural elements (ex. for clouds in the sky: ‘clouds are like fluffy piles of soft snow, gentle white whispers against the blue) -re-enact First Nations stories using natural objects found outside

Social Studies

-The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.

-simulate a trading post situation using natural resources found outside (ex. students discover a resource, pine cones under a pine tree, they setup a trading post there because that’s where the pine cone is found. Other students find other resources and

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create trading posts. The class determines the value of these resources based upon their demand. -using the garden, discuss ways to address the vandalism or other issues, such as no light or poor weather, and the strategies to solve these issues and to think about how these conditions may have impacted BC’s European settlers.

Science -Matter has mass, takes up space, and can change phase. -All living things and their environment are interdependent.

-as a hook, student mission/scavenger hunt to document and find examples of natural and man-made solids, liquids and gases as matter -in the garden, make predictions about what might happen to the plants in the garden if there was an early frost, or a long hot summer or etc.

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Grade 5


Mathematics -We can describe, measure, and compare spatial relationships: Closed shapes have area and perimeter. -Analyzing data and chance help us to compare and interpret: Graphs can be used to show many-to-one correspondence.

-measuring/determining perimeter of outdoor areas (soccer field, raised garden beds, basketball court) -time duration of various student activities outdoors (running from a to b and back, 10 swings on swing set, skipping) and then graph student differences

English Language Arts -Listening carefully helps us learn. -Combining different texts and ideas allows us to create new understandings.

-group work (2-3 students) outside to practice parts of speech: student makes action, partners guess action and determine parts of speech: past, present, future (ex. he is walking, he walked, he will walk)

Social Studies

-Canada’s policies and treatment of minority peoples have negative and positive legacies.

-be creative; re-enact the Indian Act using the playground pieces (monkey bars, swings, slides, etc.) representing desired places to dwell (First Nations’ lands). Relocate the students to the perimeter of the playground and enforce strict rules of play. Debrief by asking students how they felt this activity was unfair.

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Social Studies cont. -Create a map of the garden. Create a timeline of the steps to building the garden.

Science -Humans use earth materials as natural resources.

-once concept attainment of natural resources and their use, take students outside and photo document examples humans use earth’s materials (house construction – trees, concrete – gravel, irrigation – water, cars – fossil fuels) -in the garden, analyze how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources.

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Outdoor Education Resources Nearby Park Name: Tecumseh Elementary School

Address Distance Activities Other Comments 1850 East 41st Avenue

-Baseball -Soccer -Playground -Trails/Grass area -gardens -picnic area - shady areas

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Park Name: Tecumseh Park Address Distance Activities Other Comments 1751 E 45th Avenue

400 m -Baseball -Soccer -Playground -Trails/Grass area - Variety of trees

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Park Name: Memorial South Park Address Distance Activities Other Comments 5955 Ross Street 1.4 km -Ball Hockey

-Baseball Diamond -Cricket -Field Hockey -Lacrosse -Running tracks -Soccer -Softball -Tennis -Playground -Picnic

- pond

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Other Outdoor Activities BC Agriculture in the Classroom Foundation is a great way to infuse gardening and outdoor opportunities into the classroom. For example, Spuds in Tubs is a program where BCAITC brings sprouting potatoes to schools for students to grow. Schools will receive all necessary materials and instructions including a step-by-step handbook and lesson plans. There is usually a waiting list however so if teachers are interested, it is good to apply early: http://www.aitc.ca/bc/programs/spuds-in-tubs-2 Cloud viewer is an easy to use tool to help teach students cloud classification by taking them outdoors to view the sky. http://www.fourcornersschool.org/lesson-plans/item/549-cloud- viewer-dichotomous-key Knot tying and shelter creation is a great way to explore team building, community and social interaction. Crate an outdoor village made out of tarps in all seasons of the year.

Learn these knots at: Reef knot: https://www.youtube.com/watch?v=0Y_iorha2k4 Bowline knot: https://www.youtube.com/watch?v=Q9NqGd7464U Trucker’s hitch: https://www.youtube.com/watch?v=TIjqJQ1nTV0

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Project Wild Activity Guide http://www.projectwild.org/documents/projectwild.pdf

Interview a spider Ants on a twig

Eco-enrichers - earthworm

investigation

Geocaching

Microtrec scavenger hunt - find evidence that wildlife is everywhere

Everybody needs a home -

representations of where animals live

The thicket game – predator/prey

modeling

Too close for comfort – crowding activity

Color crazy representations of colorful wild

animals

Whale of a tail – use grid techniques

to draw life size drawings of animals (perhaps sketched

out in the gravel field (or chalk in

paved area)

Hooks and ladders – simulation of

salmon cycle in the playground

Where does water go after

school – calculating area of school ground and volumes of

water

Oh deer – outdoor game-

factors affecting wildlife

survival

Let’s go fly a kite – design make and fly

kites with animal designs (value of

wildlife as inspiration for art)

Turtle hurdles – playground

representation of the cycle of sea

turtle

Wildlife is everywhere -

find example of wildlife in the

outdoors

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Evaluation Our goal is to encourage students and teachers to spend more time outside. The following printable sheets will help you, the teacher…

1. …continually record the amount of time that students spend outside

2. …track how much of this time was spent in nature vs. urban environments (ex on concrete vs on grass)

3. …document how much of it was in simple natural environments vs. complex biodiversity (soccer field/garden vs. overgrown field/forested area/unaltered ocean/waterfront)

4. …keep track of the productivity or the quality of time spent outside 5. …give better student feedback using the following self and peer

reflection sheets.

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Time Spent Outdoors

Day Concrete (Minutes)

Nature (Minutes)

Complex Nature (Minutes)

Total

(Minutes)

Monday 10 min 30min 0min 40min

Week Total

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Contributors Banack, H., Barrett, H., Dherari, R., Forbes, S., Gill, H., Kimani, P., Mennell, M., Mennell, T. Resources

Indigenous Educator Contact-emailed Hart on August 4th around 8pm. Deanna Lewis Canadian Wildlife Foundation: Curriculum and Gardening Resources and opportunity for grants. http://www.cwf-fcf.org/en/index.html Greenest City Fund/Vancouver Foundation: https://www.vancouverfoundation.ca/initiatives/greenest-city-fund Green Teacher: Useful resource to link Environmental Education to Curriculum. http://greenteacher.com Grid Gardening: Useful suggestions and tips on how to grid garden. http://squarefootgardening.org/square-foot-gardening-method Neighbourhood Matching Fund: Funding requests are needs based and can receive up to $10,000. The average project is funded for about $3,000 to $5,000. http://vancouver.ca/people-programs/neighbourhood-matching-fund.aspx UBC Orchard Garden: Using the garden to teach a variety of subject areas. http://cfe.educ.ubc.ca/ubc-orchard-garden/ Project Wild: Provides Curriculum resources. http://www.projectwild.org Professional Development Opportunity: Explore Sustainability in Your

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Classroom http://www.metrovancouver.org/events/school-programs/Pages/default.aspx Sharing Backyard Gardens: Useful tool to advertise the school garden to the community so they can also use food and help maintain the gardens. http://www.sharingbackyards.com/browse/Vancouver%2CBC&welcome_box=3 Transect Activities Method and Examples http://www.eco-online.eq.edu.au/novascotia/resources/sampling.html UBC Farm: Field trip and useful resource for growing and sustaining community gardens. http://ubcfarm.ubc.ca Vancouver’s Poet Laureate: Make connections with poetry and outdoors. http://vancouver.ca/people-programs/vancouvers-poet-laureate.aspx Young, Jon. Haas, Ellen.Evan, McGown. Coyote’s Guide Connecting to Nature. Owlink Media. http://healthyschoolsbc.ca/program/386/classroom-and-school-gardenscurriculum-connections

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Some whys and hows and outdoor learning theory

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Outdoor Learning Theory and VSB Schools


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Table of Contents Introduction ..................................................................................................................... 3 Pedagogy ......................................................................................................................... 5 HEALTH BENEFITS OF OUTDOOR LEARNING ..................................................... 9

Physical Health Benefits ......................................................................................... 9 Mental Health Benefits ......................................................................................... 10 Why does the natural environment positively influence mental well-being? ....... 11

ENVIRONMENTAL BENEFITS ................................................................................ 13 Outdoor Education as a Means for Teaching Sustainability ......................................... 13 Stewardship: making positive global connections ........................................................ 14 Logistics of Learning Outside the Classroom ............................................................... 16 RISKS AND REMEDIES TO OUTDOOR LEARNING ............................................ 18 Risk and Risk Management .......................................................................................... 18

What is Risk? ........................................................................................................ 18 Is Some Risk Beneficial? ...................................................................................... 19

Considerations when taking Students Outdoors ........................................................... 19 Types of Risk Assessments ................................................................................... 19 Emergency Action Plan ........................................................................................ 20

Contributors: ................................................................................................................. 21 References ..................................................................................................................... 21


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Introduction There are many definitions for outdoor education, also termed outdoor learning. According to Beams, Higgins and Nicol (2012), there are three compelling reasons to take students outdoors during class time. They include: 1) providing a means to bring curriculum alive, 2) helping students understand our environment, and 3) simply being outside encourages physical activity and has health and well-being benefits. Expert knowledge of the outdoors is not a prerequisite for taking students outdoors. There are four ‘zones’ of understanding outdoor learning: school grounds, local neighbourhood, day excursions and overnight stays (Beames, Higgins & Nicol, 2012). Do not limit thinking of outdoor learning to adventure expeditions such as climbing mountains or shooting raging rapids.

The first two of these zones require no special skills, just a sense of adventure and curiosity with which your students are naturally gifted. These two are also free and readily available. Outdoor learning provides students more hands on experiences and is interdisciplinary. Being outdoors, it extends and supplements the curriculum. There are easy, natural, and logical connections with science, geography, art, music, language arts, foreign language, aboriginal knowledge, social studies and math, and obviously physical education. The natural environment is a critically significant resource in the study of these subjects. Allowing students to share the responsibility of being outdoors and explore their curiosity is a legitimate teaching strategy. Being co-learners empowers teacher and/as learner to explore things that interest them (all of them). Outdoors creates space for co-learners to examine who


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they are and where they live. Time in natural settings has been well documented to increase energy and a sense of well-being (see section on Health Benefits). The Scandinavians have a well-developed philosophy of being in the outdoors called Friluftsliv which says that simply “being’ in natural settings is beneficial for the soul. Friluftsliv provides opportunity to, “ Learn the ways of yourself and the place in the more than human world and learning the ways of every creature you meet on your journey through life” (Getler, 2000, p.90). Care theorist, Nel Noddings, suggests that the ethic of care is equally concerned with the social, moral and intellectual development of students. Going outdoors for portions of the day creates time and space for students to develop in all of these ways. Care for environment is one of the clearly identified goals for care (Noddings, 1993) In our discussions, we shared collectively a sentiment that teachers have an obligation to allow students time in the outdoors beyond recess and lunch time. This time can link to curriculum, be pedagogical (including SEL), or simply be time to explore and learn in a distinct setting. Evidence supports that the benefits of being outdoors outweigh the familiarity and comfort of being in a classroom inside a building, in terms of experiential learning, daily physical activity, mental wellbeing, social cohesion.

If you integrate outdoor learning in the school-yard and surrounding neighbourhood, you are already equipped to be successful in taking learning outdoors. The story of “The Hummingbird” by Kenyan environmentalist Wangari Maathai, illustrates that everyone can do something to increase time spent outdoors for learning and we are accountable to do that which we are able to do. The story of the hummingbird is about this huge forest being consumed by a fire. All the animals in the forest come out and they are transfixed as they watch the forest burning and they feel very overwhelmed, very powerless, except this little hummingbird. It says, ‘I’m going to do something

about the fire!’ So it flies to the nearest stream and takes a drop of water. It puts it on the fire, and goes up and down, up and down, up and down, as fast as it can.

In the meantime, all the other animals, much bigger animals like the elephant with a big trunk that could bring much more water, they are standing there helpless. And they are saying to the

hummingbird, ‘What do you think you can do? You are too little. This fire is too big. Your wings are too little and your beak is so small that you can only bring a small drop of water at a time.’

But as they continue to discourage it, it turns to them without wasting any time and it tells them, ‘I am doing the best I can.’

When we think back on our school experiences, most of us rememeber the majority of

learning happening indoors, in a classroom or school room. Yet, when we ask most people to go to their happy place, the places are outdoors. If we know and value outdoors in our lives, when it is not reflected in our teaching and school practices, there can no longer be excuses for not


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getting outdoors more often for learning. The school yard and local neighbourhood are ideal starting points.

Pedagogy

“If you don’t know where you are, you don’t know who you are.” (Berry, 2002, p84) This quote from Wendell Berry, the American heritage farmer and poet, emphasizes the significance of place-based education, inspiring all educators to enhance connections with the places where they live, learn, and teach, particularly in outdoor settings. According to David Orr (2011), for a transformation of educational practice to occur, shifts to learning must happen to how events and processes relate to local regions. This is beneficial towards developing new understandings of local ecological stewardship and community. In this understanding, we are all teachers and all learners, we all must be teachers and learners. This is essential to knowledge. As for pedagogical practices, it seems that the importance of outdoor educators’ and learners’ place-based experiences and connections has been overlooked and poorly understood. Firstly, teachers can acknowledge and respond to local places as an expression of culture, developing knowledge of their school ground (Wattchow, 2011a), and in support of Ministry curriculum. Stewart (2008) described outdoor pedagogy as a philosophy of reading the landscape, involving not only natural areas, but cultural geography addressing relationships between cultures, communities and places. Pedagogy activates both the learners’ and educators’ potential of thinking, knowing and being in the places through interactive approaches such as integrated learning, inquiry-based teaching and hand-on training. A pedagogical challenge occurs when teachers cultivate an exotic visitor approach (who would seldom be beneath the skin of a place), rather than that of an empathetic traveller approach (Wattchow, 2011b). Based on Thomashow (1995), empathetic travellers establishes a students’ own ecological identity in various domains of everyday life instead of only in natural areas. Hence, placing greater attention to the pedagogical relationship between experience, reflection, and learner’s world is an essential consideration for educators. Educators might begin by showing inter/connections amongst places and people and how each place has been shaped by historical events, contemporary land use, and future possibilities. Such learning provokes the learners’ representation of their real and local place-based reality by developing a critical capability around current interpretations and uses, while offering possiblities for creating a personal ecological undersatnding through various forms such as story, poem, music and painting, etc. Instead of being prescriptive, outdoor pedagogy should be responsive to students, the community, and places, enhancing a forward-looking pedagogy that responds to the changing world. (Wattchow, 2011c). Place-based outdoor learning connects to critial thinking and person/social identy and responsibility.


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Plato’s educational pedagogy believed that “Nature-related experiences tend to foster a child's emerging sense of wonder” (Wilson, 1996). What Plato suggested was that, a child who is exposed to any form of nature will develop their imagination, and be able to create a sense of belonging in the world. This directly ties to development of creative thinking. Environmental education, according to Palmer and Neal (1994), produces informed and environmentally active citizens of tomorrow which will help to influence the development of environmental care and concern of nature. As a community we are responsible for creating opportunities to allow youth to experience nature, which provides with the tools to take on the responsibility for environmental sustainability. Again, outdoor learning supports person/social identy, personal awareness and social responsibility. Even in light on limited urban outdoor spaces, designing and creating outdoor learning environments that enhance meaningful relationships, interactions, and experiences has benefit pedagogical benefits for students. The term learning environment has been interpreted in various ways both in research and in popular discourse, refering to diverse physical locations (e.g. schools, outdoor, etc.), contexts (e.g. school policies, classroom settings, ethos, etc.), and cultures (e.g. motivation, engagement, safety, etc.) in which students learn. Anderson (1973) defined learning environment as "the interpersonal relationship among pupils, relationships between pupils and their teachers, relationship among pupils and both subject matter studies and the method of learning and finally, pupils perception of the instructional characteristics of the class" (p. 1). Thus, outdoor learning environment are activity spaces where children can improve their cognitive, physical, social, moral, and emotional skills, creative potential, and knowledge of natural elements, events and influences (Gubbels et al., 2011). This broad interpretation appears to support many learning activities, skills, and experiences related to childhood learning and development. Acar (2014) suggested that children's outdoor learning experiences can be categorized in various ways (see Figure 1), and designed to support and enhance children’s learning and development. From Figure 1, we note that children's outdoor experiences can be direct, indirect or programmed, and imaginary or symbolic and also children's modes of learning are cognitive, emotional, and moral. Acar proposes that, "of these, the one that offers most opportunities is the direct experience. It is so because it enables learning by touching, seeing, hearing and experience" (p. 848). In other words, children’s interactions with the outdoor learning environment may be considered meaningful if the learning process involves active, intentional, authentic, cooperative, and constructive experiences. These attributes of learning in the outdoor can be recognized as being closely aligned with constructivist learning approaches and environments.


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Figure 1. Types of experience in nature and modes of learning in childhood development (Acar, 2014). Children's outdoor learning environments can be designed and constructed so as to promote meaningful learning experiences. As shown in Figure 2 below, according to Acar (2014), when designing such learning spaces, sufficient attention must be devoted to analyzing and understanding the dynamics of the environments around children, children’s minds (psychological realm), and children’s perceptions, actions and responses (behavioural realm). “Once such outdoor spaces have been designed, which will meet children’s needs and expectations, they will contribute to their learning” (Acar, 2014). The motivation for designing such spaces may stem from the necessities of providing healthy childhood experiences and interactions with their environment.

Figure 2. Settings for psychological importance and actual use (Acar, 2014). The rationale for environmental education during the early childhood years is based on two major premises: positive interactions with the natural environment are an important part of


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healthy child development, and that such interactions enhance learning and quality of life over the span of one's lifetime (Wilson, 1996). Fjortoft (2001) explained that natural environments offer landscapes which provide basic life skills: Dynamic and rough plays-capes challenge motor activity in children. Topography, like slopes and rocks, afford natural obstacles that children have to cope with. While vegetation provides shelters and trees for climbing. Meadows are for running and tumbling. Outdoor learning experiences provide opportunities to dvelope life skills required for being a contributing member of society. In Van Oord’s article (2010), Hahn developed reasons for what he called, “decay in youth” due to lack of exposure to the outdoors. Van Oord wrote:

“First, Hahn observed a decline of fitness, due to modern methods of locomotion which led to physical illiteracy; second, a decline of initiative and enterprise, due

to an epidemic he called spectatoritis; third, a decline of memory and imagination, due to the restlessness and lack of reflection in modern life; fourth, a decline of skill and care due to the weakened tradition of craftsmanship; fifth, a decline of self-discipline due to the availability of stimulants and tranquilizers; and sixth,

worst of all, a decline of compassion due to the haste of modern life which led to ‘spiritual death’” (p. 256).

Hahn believed that nature has the ability to be the remedy of most youth problems, and contribute to the skills that youth need to be prepared for adulthood. Wilson (1996) noted that young children tend to develop an emotional attachment to what is familiar and comfortable to them. If children are to develop a sense of connectedness with the natural world, they need frequent positive experiences with the outdoors. Providing outdoor learing opportunities and sharing them with young children is the essence of what environmental education is all about. Rachel Carson, in The Sense of Wonder (1965), was one of the first to articulate the importance and characteristics of environmental education at the early childhood level. In her words, "If a child is to keep alive his inborn sense of wonder...he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in" (p. 45). Environmental education for the early years focuses primarily on young children exploring and enjoying the world of nature under the guidance and with the companionship of caring adults (Wilson, 1996).

As educators and adults, we might not have much experience with using the outdoor environment as part of students’ daily learning experiecnes. Without an intentional shift in pedagogical practice, this will not change and successes with outdoor learning shall remain on the periphery. Skills will be required to integrate outdoor learning into practice, and so will a


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lettering go of controlled learning for an encouragement of experiential learning that ignites student interest, connection to place, and membership in a community of learners.

HEALTH BENEFITS OF OUTDOOR LEARNING Based on the work of John Dewey, Baxter (2013) stated that research findings show that outdoor learning promotes physically active learning, exposure to nature is restorative to mental health and accelerating brain development, and wilderness-based adventure therapy provides insights relevant to educators and mental health professionals about students and learning. Much recent literature suggests that outdoor experiential learning has a strong positive effect on students’ physical health and wellness (Baxter, J., 2013; Godbey, G., 2009; Hubball, H., & West, D., 2008). There has been direct correlations made between increseases to a child’s time spent outdoors (TSO) and increased of physical activity.

Physical Health Benefits

“With every year, we are discovering more about how getting teacher and learner out of their chairs and practicing outdoor experiential learning/teaching kinaesthetically engages students

on cognitive, affective and physical levels – to achieve exceptional outcomes.” Baxter, 2013

Outdoor learning has become increasingly popular in mainstream schooling recently. Outdoor learning, accordingly to Baxter (2013), allows students to experience fun and exciting learning experiences, promoting connections with the environment, and most importantly, connections that encourage children and youth to build mutually beneficial relationships with nature. Research indicates that students greatly benefit in physical health when they are exposed to outdoor learning at an early age. Outdoor learning almost always requires students to be physically active, reducing the amount of time students are desk-bound. There is a positive association between movemnt in the outdoors and motivation and stimulation in the learning process. “When learners are enjoying themselves they are more likely to pay attention, care about, and retain what they are learning” (Baxter, 2013, p 78). Recently, Gill (2014) conducted a recent literature review that showed that spending time in nature is a part of a “balanced diet” of childhood experiences. Students’ experiences in natural settings promote healthy development, well being, and positive environmental attitudes and values. Physical benefits include an increase in:

• mental health • outdoor play • physical activity • free play


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• emotional regulation • exploration • leisure and child initiated learning

Beames, Higgins, and Nicol (2012) advocated why teachers should take their students outside during class time. The outdoors helps bring the curricula alive by active, physical learning and encourages physical activity. Elementary students require opportunities to experience physical engagement that the outdoors is able to offer. Climbing trees, walking along logs, leaping across streams, hanging on branches, and running on natural paths all allow for possibilities of physical activity, meet prescribed daily physical activty suggestions. Outdoors students learn about their bodies and their abilities, leading to a sense of self-confidence and ultimately increases in their physical health and wellness.

Mental Health Benefits Mental illnesses affect the lives of all Canadians, influencing relationships, education, productivity, and overall quality of life. Approximately 20% of individuals will experience a mental illness during their lifetime, and the remaining 80% will be affected by an illness in family members, friends or colleagues (Health Canada, 2002). This makes it increasingly important that all members of Canadian society undertake and sustain healthy behaviours as early in life as possible. There is increasing evidence showing that exposure to natural places can lead to positive mental health outcomes (Barton & Pretty, 2010; Mantler & Logan, 2015; Mitchell, 2013; Triguero-Mas et al., 2015). Since Canadian children spend a major part of their lives in school, it seems that it is an ideal place to introduce and increase their exposure to the outdoors. Regular engagement in outdoor “green” spaces has been linked with longevity and a decreased risk of mental illness (Barton & Pretty, 2010). The effects of natural outdoor environments on mental health include benefits to psychological well-being, perceived mental health, stress, depression, and/or anxiety symptoms, anxiety or mood disorder treatment, and stress-related illnesses (Triguero-Mas et al., 2015). Studies have also shown that passive visual exposure to nature is not enough to receive all the health benefits associated with the outdoors , and people actually need to physically interact with nature (Pearson & Craig, 2014; Ryan, Browning, Clancy, Andrews, & Kallianpurkar, 2014).

Outdoor physical activity in the presence of nature, also known as “green exercise”, has been shown to provide positive short and long-term health outcomes, helping to foster social bonds, increase self-esteem, improve mood, and influence behavioural choices (Barton & Pretty, 2010). Studies comparing indoor exercise with exercise in natural environments have illustrated that green exercise is associated with greater feelings of revitalization and positive engagement,


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decreases in tension, confusion, anger, and depression, increased energy, and an overall reduction in the risk of poor mental health (Mitchell, 2013; Thompson Coon et al., 2011).

Benefits of the outdoors on mental health have a much greater effect on people who are stressed, and the mentally ill (Barton & Pretty, 2010). Exposure to natural outdoor environments has been associated with lower levels of stress and reduced symptoms for depression and anxiety, while interacting with nature can improve cognition for children with attention deficit disorders and individuals with depression (Pearson & Craig, 2014). There is also some evidence suggesting that the associations between natural outdoor environments and health might be stronger for low socioeconomic statuses (de Vries, Verheij, Groenewegen, & Spreeuwenberg, 2003; Triguero-Mas et al., 2015).

Outdoor learning is an exceptional opportunity to develop social-emotional learning

(SEL).

Why does the natural environment positively influence mental well-being? Human beings as a species have spent most of their lives in natural environments. For millions of years our ancestors lived surrounded by nature, and these experiences have shaped many aspects of modern brain functioning (Mantler & Logan, 2015). It is only in our most recent history that rapid global urbanization, loss of biodiversity, and environmental degradation have caused us to become more and more separated from nature. Therefore, it is no surprise that the natural environment still has a significant impact on numerous levels of human mental health, such as stress physiology and cognitive restoration (Mantler & Logan, 2015).

Exposure to urban environments forces people to use their attention to overcome the effects of constant stimulation, which in time induces cognitive fatigue (Pearson & Craig, 2014). This is in contrast to natural environments, which capture attention by elicit feelings of pleasure instead (Pearson & Craig, 2014). It seems that viewing scenes of nature stimulates a larger portion of the visual cortex than non-nature scenes and triggers more pleasure receptors in the brain (Ryan et al., 2014). It is not only the visual effects of nature that may have a positive influence on mental health, but also non-visual stimuli such as smell, sounds, or touch. Natural non-visual stimuli have been shown to reduce systolic blood pressure and stress hormones, and result in perceived improvements in mental health and tranquility (Ryan et al., 2014). People feel a perception of vastness and connectedness in natural outdoor environments that helps them escape from the stressful demands of daily life (Pearson & Craig, 2014). In short, there are a multitude of restorative effects from natural environments that positively influence people’s mental health.


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The growing trend of urbanization means that more and more Canadians are spending less time exposed to natural environments (Pearson & Craig, 2014). Exposure to natural outdoor environments has been shown to be essential for protecting and improving population mental health (Barton & Pretty, 2010; Mitchell, 2013; Triguero-Mas et al., 2015). This trend has potentially very serious implications for the mental health of children growing up in urban environments. Therefore, it is important that Canadian schools increase children’s accessibility to the outdoors and encourage greater interaction with the natural environment, particularly for learning.


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ENVIRONMENTAL BENEFITS Outdoor Education as a Means for Teaching Sustainability

Suggestions associated with “teaching for sustainable development” have become controversial (Jickling, 1994) for several reasons, including the “lack of attention to educational philosophy”, inconsistencies in understanding of the terminology, and the simple fact that education perhaps should never be teaching toward or for a specific topic. That being said, the fact remains that if humans continue to exploit Earth’s resources at the rate that we have been since the Industrial Revolution began, the Earth may not be able to support human life (or many other forms of life) in the future (Vitousek, Mooney, Lubchenco, & Melillo, 1997). A clear aim of Education for Sustainable Development (ESD) from the Brundtland Report (1987) stated that it is, “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Lugg, 2007; Beames, Higgins & Nicol, 2012; Sibbel, 2009; Clark and Button, 2010; Thomas, 2009; Education Scotland, ND; and many, many others). It is this concern for a “future generation” that urgently concerns educators, as children and youth represent that generation to come.

In Learning Outside the Classroom, Beames, Higgins and Nicol (2012) adopted the position that sustainability is “more of a direction of travel than a definition”, stating, “‘education for sustainable development’ can be viewed simply as education that aides us on our journey to sustainability” (p. 31). This outdoor learning is well supported with the inclusion of lived experiences, and as Sobel (2008) wrote that educators need to ensure that students have relationships with the nature in their own backyards. As children experience less and less time in nature as society becomes more and more urbanized (Louv, 2008), it becomes the task of teachers to ensure that our students are not completely detached from their surroundings. Lugg (2007) noted that there is disconnect, “between a lack of direct experience of natural environments and a world-view that separates humans from the rest of the natural world”, and that outdoor education allows students opportunities to regain their connectedness with their surroundings. In so doing, they are more likely to tend towards “sustainable ways of living in and with the world” (Lugg, 2007). Sipos, Battisti, & Grimm (2008) infered that outdoor education allows student to access information using their heads, hands, and hearts, enabling learning to have personal transformative impacts on sustainable practices.

Beames et al. (2012) postulated that a balance between classroom and outdoor education increases levels of the critical thinking and decision-making skills that are essential for sustainable development. By bringing students outside, they can experience the interconnectedness of all species on Earth, as well as the relationships between the non-living systems of the planet (p. 37). When students learn outside, they can develop a “strong affective relationship with the natural world”, and this in itself can “predispose the student to take action ‘for’ the environment” (p. 38).


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Stewardship: making positive global connections

According to Stapp et al. (1969), “Our communities are plagued with problems such as: lack of comprehensive environmental planning, indiscriminate use of pesticides, community blight; air and water pollution, and traffic congestion”. Many of our challenges are caused by a disconnection with our immediate environment and the planet as a whole. The Natural Curiosity (Laboratory School, 2011), recognized that our actions contribute to a “sustainable future for humans, animals and plant species alike. These acts of stewardship to the global world grow from a deep respect for and desire to protect, the balance of nature with the earth’s biosphere”(p. 54). The students involved in experiential learning are engaged in a process that provides direct, active interactions and connections with objects or phenomena in their immediate environment.

Sobel (1993) postulated that, “If we want children to flourish, we need to give them the opportunities to connect with nature and love the earth before we can ask them to save it”(p.1). This quote is supported by Harvey’s (1989) research which studied 850 elementary school students’ attitude towards their school yards. The findings indicated that students exposed to diverse natural landscape showed an increase in their appreciation of outdoor experiences in the natural world. Sobel (2005) maintained that, “these changes in environmental attitudes provide the effective basis for stewardship behaviour for acting in the ways that improve the quality of the environment” (p.6).

In the words of Rachel Carson, “If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one who can share it, rediscovering with the joy, excitement, and mystery of the world we live in”. The adult in this context might be a teacher, parent, community member, or school administrator that assists and prompts the student to (re)discover their connectedness with the environment. The attitude of every educator could be geared towards motivating students to participate in “biophysical environmental problem solving” (Stapp et al. 1969). Towards this end, Maathai encouraged teachers in these words, “I am doing the best I can, I will do the best I can”. There is no ideal moment or manner to begin with outdoor learning except by getting outdoors, around the school and surrounding neighbourhood.

What measures might schools use to facilitate student stewardship and making positive global connections to our environment? Kozak and Elliot (2014) recognized that, “Connecting the world beyond the classroom has many advantages” (p.10). These advantages include:

● Addresses concepts, problems, issues that are similar to ones students have encountered or are likely to encounter in life.

● More opportunities to learn how our communities and societies work, through collaboration and social capital.

With these ideas in mind, student disposition to local issues encountered might be considered with the lived context of the child, the school, and community. Natural Curiosity


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(2011, p.54) provides pathways for teachers and schools to foster stewardship behaviour in their students:

● Students have agency over their learning process. ● Students spend time in natural settings. ● Student stewardship actions are linked to their classroom settings.

Natural Curiosity (2011) notes a key aim of ESD as to “create discerning active citizens, who make sustainable life choices by critically questioning how human actions affect the balance of the world’s social, economic, and natural settings” (p.56). Teachers must (re)create within their classrooms ability to assess learning around how individual behaviours can affect positively or negatively local or global contexts. This may be achieved by observing problem solving and critical thinking development over time.

In conclusion, Sobel (2008) postulated that, “Children need to develop a relationship with nature before they can be expected to heal its wounds…without that deep abiding sense of comfort, and love for the natural world, no amount of chastising about turning off the light or biking to school is going to make a difference” (p. 4).


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Logistics of Learning Outside the Classroom Teachers’ views, perceptions, and methods of instruction are influenced by their own experiences and beliefs (Timken & McNamee, 2012). While concepts and benefits of outdoor learning have been known for over 100 years, outdoor learning still struggles to be incorporated into education (Eilam & Trop, 2011). Therefore, not many teachers have experience with creating learning opportunities outdoors and may be hesitant to bring their students outdoors for learning. A conception exsists that when students are taken outdoors, effective learning will not happen, as teacher may lose control of the class. However, Beams, Higgins and Nicol (2012) noted that, “A more natural environment [the outdoors] seems to stimulate children’s and adults’ ability to pay attention, think clearly and be more creative” (p. viii). One could question, “how does effective learning happen only indoors?” The real issue is not about indoor instruction verses outdoor instruction, but rather what is good teaching (Beams et al., 2012) and which strategies for good teaching can be applied both for indoor and outdoor learning. Teaching outdoors provides learners with authentic, hands-on, beneficial learning in the context of the real world. Teachers need not have extensive outdoor or local knowledge, as their goal should be to educate students for learning, and use the local school yard and neighbourhood. This means providing a context and environment for student to not only learn information, but also learn how to learn. Teachers and learning facilitators might aim to harness students’ natural curiosity towards developing responsible learners (Beams et al., 2012). In this scenario, creating a community of inquiry within the class and teaching students to develop understanding becomes a goal for every teacher. Outdoor learning is not about changing the curriculum, but rather changing the context (location) for learning to take place outdoors. Teaching outside the classroom does require teachers to develop a heightened sense of awareness to the environment, the group and individuals. “Whether you are leading a group or going about your daily life, you need to be conscious. You need to be aware of what is happening and how things happen. If you are aware of what is happening and how things happen, you can act accordingly” (Kosseff, 2010, p. 48). However, this does not have to equate to more work for the teacher. Teachers should be, “deliberate about capitalizing on the knowledge, skills, and interests of parents and families of children attending school” (Beams et al., 2012, p. 74). Environmental Awareness: Learning outdoors can bring an unpredictability to the learning setting and the potential for different distractions than those found inside a school building. However, the principles behind dealing with the distractions remains the same. For example, just as you would shut blinds to prevent the sun from shining in students’ eyes, when


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having students focus their attention on a person or object outside, it is prudent to ensure that they are not being forced to look into the sun. Noise in the hall may require a teacher to shut the door to the class so students can hear instructions. Similarly, noise from traffic or a construction site may require a teacher to move the class to an outdoor location where the noise is minimized. Alternatively, a teacher may choose to introduce or debrief an activity in the classroom, thus using both indoor and outdoor locations in tandem. Common environmental distractions for teachers to consider are sun, wind, percipitation, temperature, noise, and animals (including other humans). It is also prudent for teachers and students to have proper clothing when outdoors. This may require the teacher to pose a question such as, “We are going outside-what will we need to take with us to keep warm?” (Beams et al., 2012, p.100). When going outside for prolonged periods, extra layers of clothing should be brought along in case the weather changes. Knowing the proximity of an outdoor shelter (and bathrooms) is beneficial, allowing teachers to be able to take students there in the event of excessive rain or sun exposure. Having some (spare/extra) pieces of clothing available for students who may not have appropriate additional clothing with them prevents students from having to miss the activity or be uncomfortable (i.e cold or wet). It is practical for teachers and students to have a change of clothes at school so they have the opportunity to change out of wet clothing if needed. Asking parents and local neighbourhood for used outdoor clothing (fleece, rain grear, boots) and creating a gear area is valuable for schools and teachers. Clothing should not be a barrier. There is also a need to figure out how students can sit on the ground, particularly on wet and cold days. This involves getting some sleeping pads and cutting them into bum sized sections that students can bring outdoors. Group Awareness: While supervision of students is ultimately the responsibility of the teacher, it is also possible to create a culture of care so that students become increasingly responsible for their own safety and the safety others within the group. For this to happen, it means having the class (students and teacher) come to an agreement on appropriate boundaries for the outdoor experience to take place in and ensuring potential hazards within this space are identified and addressed. Once this is done, a class could be divided up as individuals, pairs, or pods and be reminded of their established system for regularly checking in with the teacher. Having additional leaders (older students, parents, community partners) also helps to reduce group size and increase group awareness around safety. Although the goal is to keep the class together, students should be reminded of what they should do if they become separated from the group (Beams et al., 2012, p. 100). Beams et al. (2012) highlighted that although students regularly cross roads while outdoors, extra precaution should be taken when students have to cross the road. Clear instructions should be given to students prior to crossing roads so that they are aware of how


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they are to cross (as individuals, pairs or as a large group) and where they should meet upon crossing the street (p. 102). While in a classroom, teachers may find it effective to communicate to their class by having their students sit in rows, having students in a circle is a strong arrangement for effective communication in the outdoors. The circle is inclusive of all students and allows for easy eye contact between all participants. Not only is it easy to spot if someone is off task, it also brings voice to the student, encouraging collaboration. Individual Awareness: The most common physical requirements of students include hunger, thirst, temperature, and need to relieve one’s bladder. Having students take a water bottle and food with them will allow them to self-regulate their individual nutrition needs. Knowing the location of bathroom facilities for the outdoor learning space can allow the class to develop an appropriate plan to deal with these issues on the trip. Ensuring that there are ways to cool down, warm up, and dry off are also important. Off-Site Kit: Beams et al. (2012, p.104) recommended that teachers keep the following information in a backpack stored in the class to make off-site trips more feasible. ● Generic risk assessment for local outings and the emergency action plan. ● Student and staff medical and personal contact information. ● Hazardous waste kit (‘tuff’ glove and box for picking up sharp objects, gloves and bags

for picking up dog feces). ● Hand wipes and / or anti-bacterial hand wash. ● First aid kit. ● Blank trip/journey plans and hazard assessment for student to complete. ● Extra warm layers/hats.

RISKS AND REMEDIES TO OUTDOOR LEARNING

Risk and Risk Management

What is Risk? More and more schools are offering a range of programs in outdoor settings, whether it is visiting local parks or participating in multi-day expeditions. How do educators ensure safety and risk obligations to our students and community are being met? What risks are involved in taking students outside and how can these be mitigated? Risk was defined as “the likelihood and severity of being harmed by a hazard” by Beames, et al. (2012, p. 78). In addition, risk can be


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described as actual and perceived risk. Gilbertson (2006) described perceived risk as “the danger or harm the participants believe is present,” (p.73) whereas actual risk is explained as the real risk that is present. Perceptions about risk can often be disproportionate to actual risk and can alter how students and/or teachers engage with an activity. For example, a student might participate in a rock climbing activity and perceive the risk as high. However, due to safety measures in place, statistically the risk is actually quite low. On the other hand, a student may have a low perceived risk while driving to school in the family car (something done on a daily basis). The reality is that car accidents are much more frequent and thus the actual risk is much higher. An awareness of risks and a risk management strategy is paramount, however, it is impossible to provide a completely safe experiences, where no harm will ever occur. The Youth Safe Outdoors is a great tool available to BC schools to help consider and mitigate risk.

Is Some Risk Beneficial?

Emerging research argues that, “Imposing too many restrictions on children’s outdoor risky play actually hinders their development” (Brussoni, et al., 2012, p. 3134). Gill (2007) offered four arguments to support the need for risk during childhood: (1) Certain types of risks can help children learn risk management strategies and how to handle future challenges; (2) “children have an appetite for risk-taking” (p.16) and if ignored they can often seek more harmful risky activities; (3) Risky play has health and developmental benefits; (4) and children develop their character and personality through overcoming challenging situations in risk encounters. Brussoni’s et al. (2012) article further supported Gill’s arguments by stating, “(1) Children have a natural propensity towards risky play; and (2) keeping children safe involves letting them take and manage risks” (p. 3134). It is about “keeping children ‘as safe as necessary,’ not ‘as safe as possible’” (Brussoni et al., 2012, p.3134) and this includes allowing space for students to take some responsibility for managing the risks and developing assessments for their outdoor activities. In addition, removing all risk can have the adverse effect of forming sterile environments and removing opportunities for learning.

Considerations when taking Students Outdoors

Types of Risk Assessments

As educators, we have a duty to protect students from all foreseeable risk of injury or harm. Although not all risks can be controlled, teachers can take “a balanced, thoughtful, and enabling approach to what they must do as a reasonable and prudent professional” (Beames et al., 2012, p. 79). Risk management is “assessing and—where appropriate—taking action to


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reduce the risks that arise from activities” (Beames, et al., 2012, p. 77). Beames, Higgins and Nicol listed three types of risk assessment: ● Generic Risk Assessment—common hazards on most out-of-class trips. This usually

includes exposure (weather), vehicular traffic, and terrain and may include other items. ● Event Specific Assessment—what risks exist because of the specific

event/location/group? (i.e. What kind of tools are being used? Where is the activity located? What is a probable risk in that specific event?)

● Dynamic Risk Assessment—This cannot be done in advance. It is the information

gathered and judgments made on site that may alter the trip plan (i.e. unwanted visitors) Generic and specific assessments should be completed before a trip and checked by administration or the school’s health and safety advisor (Beames, et al., 2012, p. 82). Risk assessments are living documents and should be developed with the specifics of a group, school and activity in mind.

Emergency Action Plan An emergency action plan is a brief, accessible flow chart that can guide action during an emergency (Beames, et al. 2012, p. 83). Usually crises are categorized as life-threatening or non-life-threatening and the level of severity will alter the direction of an emergency action plan. As Beames et al. (2012) outlined, consider the following questions in relation to the incident: ● How can I ensure that uninjured members of a group are not harmed? ● Who will administer first aid? ● Who will I call first? (There should be a designated ‘home base’ contact) ● Who will manage the group? ● If an incident does occur, whether minor or major, make sure you write down as much

information about the event as soon as possible (time, location, events, dates, people, the circumstances).

In addition to the risk assessment and emergency action plan, Beames, et al. (2012) suggest educators should also have a blanket consent form, an outings checklist and a way of monitoring any incidents. Ultimately we can ask if we have, as “teachers with the duty of care, done what other reasonable and prudent colleagues would have done”? (Beames, et al., 2012, p. 87)


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Contributors: Banack, H., Burton, B., Martin, B.,Tabrizi, B., Egersdorfer, D., Anokwuru, J., Karangu.P.K., Tang, K., Caplan, L., Stanick, L., Contant, M., Vinayagam, M., Solmonson, R., Janzen, S., Khadem, Z.

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Documents

2015 Outdoor Learning Project Final Tecumseh