CanadaC3DigitalClassroomLearningModule
NameofDesigner(s)/Contributor(s):JacquelineWhelan
NameofSchool,Board/District:MeadowlandsPublicSchool,Ottawa-CarletonDistrictSchoolBoard
LearningModuleTitle:LearningOutsidewithLooseParts
Grade(s)/TeachingDivision(s):Kindergarten-Grade4
Subject(s)/Course(s):Science
Time:120minutes
LearningModuleTopic&Description
Thisoutdoorlessonchallengesstudentstocreateabutterflyhabitatwhichmeetstheanimal’sbasicneeds
(e.g.,air,water,food,andshelter)usinglooseparts.LoosepartsplayisaconceptfirstchampionedbySimon
Nicholsoninthe1970s.1Itisatypeofexperientiallearningwhichencouragescreativityasstudentsre-imagine
everydayobjectsandtransformthemintosomethingnew.Whilestudentsareguidedtofollowsafety
procedureswhenhandlinglooseparts,thereisnoonerightwaytousethesematerials.
Agrowingbodyofevidencedemonstratesthatstudentsbenefitfromopportunitiestogooutsideandconnect
withnaturewhetherintheirschoolyard,localneighbourhood,orsomeothersitewherelearningcantake
placeoutdoors(e.g.,local,regional,orNationalPark).Whenstudentsaregiventimeandspacetoengagein
open-ended,unstructuredplayinnatureandoutside,ithasasignificanteffectontheirsocio-emotional(e.g.,
abilitytoworkcooperatively)andcognitive(e.g.,processingandproblem-solvingskills)well-being.Byadding
theelementofworkingwithlargeloosepartsoutside,anotherneedisaddressed:physicalwell-being.Inviting
studentstoliftandmanipulatelargeloosepartsencouragesstudentstobemoreactive,developingboth
grossandmotorskills.Educatingthewholechild(heart,mindandbody)astheyconnectwithnature,alsohas
apositiveimpactonstudentachievement(e.g.,abilitytodemonstrateknowledgeandunderstandingabout
theNeedsandCharacteristicsofLivingThings).2
ThestudentsatMeadowlandsPublicSchool,inOttawa,Ontariohavelimitedaccesstowildspaceswherethey
canengageinfree,unstructuredplayoutsideofschool.Loosepartsplayisawaytoaddressthisinequity,in
termsofaccesstonature.Atregularandrepeatedintervalsthroughouttheyear,studentsengageinfreely
chosen,intrinsicallymotivatedloosepartsplayontheschoolyard.Teacherswilloftenprovideaprovocation,
1
Casey,Theresa&Robertson,Juliet,LoosePartsPlay,InspiringScotland,September2016,p.8
Ottawa-CarletonDistrictSchoolBoard,FrameworkforStudentWell-Being,May2015:
http://www.ocdsb.ca/med/pub/Publications%20%20Updated/Framework_For_Student_Well-Being.pdf
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2
inthiscasetheButterflyHabitatChallenge,tosparkimaginationandcreativity.AfterreadingthestoryHome,3
byCarsonEllis,studentswereinvitedtobuildabutterflyhomewhichwouldmeettheanimal’sbasicneeds.
Theyusedtheirproblemsolvingskillstofindmaterialsandcreateahomeusinglooseparts.Theywereableto
communicatetheirlearning,thatlivingthingshaveneeds,thataremetintheirenvironmentorally,visually
andinwriting,buildingtheirenvironmentalliteracyskillsalongtheway.
EvergreenVideosdocumentingLoosePartsPlayatMeadowlandsPublicSchool:
• OutdoorPlayandLearning:LooseParts–https://www.youtube.com/watch?v=MDl5T51zhh0
(ThisvideofeaturesourstudentsparticipatingintheButterflyHabitatChallenge)
• OutdoorPlayandLearning:LoosePartsRoutines–https://www.youtube.com/watch?v=hHfmFm79q7Q
EssentialQuestion(s)
•
•
•
•
Arebutterflieslivingthings?
Howdotheymeettheirbasicneeds(air,water,food,andshelter)fromtheenvironment?
Ifyoubuiltabutterflyhabitat,howwoulditmeetthebutterfly’sneeds(air,water,food,andshelter)?
Howcanwetreatbutterflieswithcareandrespect?
CanadaC3CentralTheme(s)Addressed
Thismoduleaddressesatleast2CanadaC3Themes:
• ConnectiontotheEnvironmentbylearninginnatureandoutside
• DiversityandInclusionbyincorporatingavarietyofIndigenousstorieswhichsupportlearning
LearningObjective(s)/Goals
Byusingthecreativethinkingprocesstobuildabutterflyhabitatusinglooseparts,studentswilldemonstrate
knowledgeofthebasicneedsoflivingthingsthataremetfromtheenvironment(e.g.,air,water,food,and
shelter)andunderstandingthatalllivingthingsneedtobetreatedwithcareandrespect.4
EssentialConcepts/Knowledge/SkillstobeLearned/Applied
Thismoduledetailshowtolinkaprovocationandaninvitationforstudentstouseloosepartswiththe
curriculumexpectationsrelatedtoUnderstandingLivingThings(e.g.,Ifyouweretobuildabutterflyhabitat
usingourlooseparts,whatelementswouldyouneedtoincludesothatthebutterflywouldbeabletomeet
itsneeds?).Bytheendofthe120minutesession,studentswillbeabletodemonstrate:
• Knowledgeofthebasicneedsofbutterflies(air,water,foodandshelter)whicharemetfromthe
environmentandunderstandingthatalllivingthingsneedtobetreatedwithcareandrespect.
• Thinking/ProcessingSkillsbymanipulatinglooseparts,andidentifypracticesthatensurepersonalsafety
andthesafetyofothersandtodemonstrateanunderstandingoftheimportanceofthesepractices.
• CommunicationSkillsbyexpressingandorganizingideasandinformationinoral,visual(e.g.,3Dhabitat
madefromlooseparts),and/orwrittenforms(e.g.,journals).
• ApplicationSkillsbymakingconnectionsbetweenscience,technology,society,andtheenvironment
(e.g.,assessingtheimpactofscienceandtechnologyonotherlivingthingssuchasmilkweed,butterflies,
andtheenvironmentingeneral).
3
Ellis,Carson,Home,CandlewickPress,Somerville,MA,2015
TheOntarioCurriculum:Grades1-8,ScienceandTechnology,Queen’sPrinterforOntario,2007(Revised):
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
4
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CurriculumConnections/BigIdeas
ScienceandTechnology:
UnderstandingLifeSystems:TheNeedsandCharacteristicsofLivingThings5
• Plantsandanimals,includingpeople,arelivingthings.(p.44)
• Livingthingshavebasicneeds(air,water,food,andshelter)thataremetfromtheenvironment.(p.44)
• Differentkindsoflivingthingsbehaveindifferentways.(p.44)
• Alllivingthingsareimportantandshouldbetreatedwithcareandrespect.(p.44)
UnderstandingStructuresandMechanisms:Materials,Objects,andEverydayStructures5
• Objectshaveobservablecharacteristicsandaremadefrommaterials.(p.47)
★ WhiletheBigIdeasstatedabovearepulledfromTheOntarioCurriculum:ScienceandTechnology,
UnderstandingLifeSystems,Grade1,thisactivitycouldeasilybeadaptedforanygrade(e.g.,Grade4:
HabitatsorGrade6:Biodiversity)
★ Kindergarten-Grade6studentsfromMeadowlandsPublicSchoolparticipatedinastop-animationproject
forNatureCanadaaboutMonarchButterflies:http://video.stuffedmotion.ca/V4D
SocialStudies:
PeopleandtheEnvironments:TheLocalCommunity6
• Communitieshavenaturalandbuiltfeaturesandprovideservicesthathelpmeettheneedsofthepeople
wholiveandworkthere.(p.65)
• Ouractionscanhaveanimpactonthenaturalandbuiltfeaturesofthecommunity,soitisimportantfor
ustoactresponsibly.(p.65)
TeacherGoals
ByprovidingstudentswithanopportunitytoexploretheNeedsandCharacteristicsofLivingThingsinafun
andengagingway,throughplay,therewillbeapositiveimpactonstudentachievementinScienceandoverall
studentwell-being:
• Socio-emotionalWell-Being:resilience,cooperationskillsdevelopedwhileworkingwithpeers
• CognitiveWell-Being:problem-solvingandknowledgeandunderstandingofthebasicneedsofbutterflies
(e.g.,air,water,food,andshelter)
• PhysicalWell-Being:frequentopportunitiestodevelopgrossmotorskillsandlearnbymoving
5
TheOntarioCurriculum:Grades1-8,ScienceandTechnology,Queen’sPrinterforOntario,2007(Revised),pp.44,47:
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
6
TheOntarioCurriculum:Grades1-6,SocialStudies,Queen’sPrinterforOntario,2013(Revised),p.65:
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf
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StudentGroupings
Materials/Resources
(e.g.,wholeclass,smallgroups,pairs,independentwork):
(e.g.,equipment,PowerPoint/Keynoteslides,
manipulatives,hand-outs,games,assessmenttools):
• Wholeclassinstruction(e.g.,Initialgame
instructionandknowledgecircleatendof
lesson)
• Pairings(e.g.,forThink-Pair-Share:“Whatdoes
abutterflyneedinahabitat?”)
• Smallgroups(e.g.,forbuildinghabitatswith
looseparts)
• Independentwork(e.g.,allowancesfor
studentswhowanttoexploreindependently
theschoolyardusinglooseparts)
LooseParts:
• pinecones,acorns,maplekeys,etc.
• woodcookies,sticks,sandedblocks,etc.
• fabricswatches,dropcloths,burlap,etc.
• containersforcollecting
(e.g.,emptyeggcartons)
• avarietyofsizesofcardboardboxes,string,
twine,raffia,etc.
• journals,markers,etc.
FNMIResources:
• NanaboshoandtheButterflies,byJoeMcLellan
andMatrineMcLellan,PemmicanPublications
(2010,2015)
• GoodnightWorld:AnimalsoftheNative
Northwest,byFirstNationsandNativeArtists,
NativeNorthwest(2012,2014)
InstructionalStrategies
(e.g.,directinstruction,demonstration,
simulation,role-playing,guestspeaker,etc.):
• Directinstruction(e.g.,readingHome,
byCarsonEllis)
• Hands-OnActivities(e.g.,creatingbutterfly
habitatwithlooseparts)
• Role-playingandsimulationofanimal
movements
• Freeplaytoexploretheschoolyardwithloose
parts
• Learningexperiencesappealtostudents’
naturalcuriosityandwonderaboutanimals,
suchasbutterflies
OtherBooks:
• Home,byCarsonEllis,CandlewickPress(2015)
• AButterflyisPatient,byDiannaAston,Chronicle
Books(2011)
• IsThisPanama?:AMigrationStory,byJan
ThornhillandSoyeonKim,Owlkids(2013)
• TheROMFieldGuidetoButterfliesofOntario,by
PeterHallandColinJones,ROM(2014)
Considerations
(e.g.,contingencyplansre:technologyfailure,
studentabsencesorgroupings,guestspeakercancellations,
orsafetyconcerns):
Whenpackingforoutdoorlearning,bringthefollowing
items:
• SafetyBag(e.g.,firstaidkit,cellphone,walkietalkie,etc.)
• Explorationkit(e.g.,clipboards,containersfor
gathering,magnifyingglasses,journals,pencils,
etc.)
continued…
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Safetyconsiderations:
• Conductasiteriskassessmentbeforeeach
outdoorsession(e.g.,Identifyandremove
debris)
• Setguidelinesforsafelearning(e.g.,set
explorationparameters–howfarcanstudents
explore)andcontinuetoco-createguidelinesas
needsarise(e.g.,ifstudentschoosetoplaywith
sticks,gentlyremindthemthatthisitemrequires
spaceandanawarenessofwhoandwhatare
aroundthem)
• Properlystoreallitemsaftereachuseand
discardanyitemswhicharedamaged
Whentakingstudentsoutside,itisimportantto
preparethemandtheirfamiliesbyinformingthat
instructionwilltakeplaceoutdoors(e.g.,sendhome
permissionforms,ifnecessary,suchaswhenleaving
schoolgrounds)andprovidingsuggestionsforhowto
dressforweather(e.g.,woolunderlayerinwinter).
Accommodations&DifferentiationStrategy(toaddressdifferentneeds&preferencesofstudents)
Accommodations:
• Behaviour:
Whenstudentslearnoutside,somethingamazinghappens.Manyofthemostchallengingbehaviours
insidetheclassroomsimplydisappear.Goingoutsidetapsintotheirinnatenaturalisticintelligence,
curiosity,andsenseofwonder.Studentswhostruggletostayontaskinsidetheclassroom,whengiven
timeandspacetoexploreandmakediscoveriesoutdoors,becomeactivelyengageinlearningtheNeeds
andCharacteristicsofLivingThingsthroughplay.
• DemonstrateLearning:
TogiveallstudentsthebestpossibleopportunitytodemonstratetheirlearningabouttheNeedsand
CharacteristicsofLivingThings,invitestudentstocommunicatetheirlearninginavarietyofways
(e.g.,orallywhilebuildingwithlooseparts,duringtheknowledgecircle,andinpicturesandwritingin
theirjournals).
DifferentiationStrategies:
• Useavarietyofstrategiestoengageandsupportavarietyoflearnersandlearningpreferences
(e.g.,Think-Pair-Share,RolePlay,GuidedExplorationandPlay,FreeExplorationandPlay,etc.)
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AssessmentforLearning,CheckingforUnderstanding,SuccessCriteria&Feedback
Assessmentforlearning:
Beforebeginningthelesson,conductaquickassessment“for”learningtogaugewhatstudentsalreadyknow
abouttheNeedsandCharacteristicsofButterflies(e.g.,Whatdostudentsrecallfromraisingpaintedladyor
monarchbutterfliesfromlarvaeintheclassroom?).
CheckingforUnderstanding:
qObservationsnotedduringthebuildingperiod(e.g.,studentsareusingloosepartstocreatebutterfly
habitatswhichincludeafoodsourcesuchasmilkweed)
qQuestioningstudentsduringthefreeexplorationperiodtocheckforknowledgeandunderstandingofthe
basicneedsofbutterflies(e.g.,“Youhavechosenfabricswatches,whichpartofthebutterflyhabitatare
yougoingtocreatewiththem?”)
qPromptingtodeepenknowledgeandunderstandingandrelatingittoanothersubjectarea(e.g.,Science:
StructuresandMechanism–“Whichmaterialsdidyouusetocreateasolidbaseforyourbutterfly
home?”)
qConferencingwithsmallgroupsofstudentsabouttheplanningoftheirbutterflyhabitatsandproviding
descriptivefeedback(e.g.,StarsandStepsassessment“as”learning)
SuccessCriteria:
• KnowledgeandUnderstanding:Studentsareabletonamethebasicneedsoflivingthings
(e.g.,air,water,food,andshelter).
• Thinking:Usecreativethinkingskillstoplanandbuildabutterflyhabitatusinglooseparts.
• Communication:Communicateknowledgeandunderstandingabouttheneedsandcharacteristicsof
livingthingsastheyrelatetobutterflyhabitats,orally,inwrittenwords,orinpictures.
• Application:Applyknowledgeabouttheneedsoflivingthingstohowanimalsmeettheirneedsinthe
environment.
MotivationalHook(processforacquiring&focusingstudents’attention),Time(10minutes)
Studentshaveanaturalinclinationbothtoconnecttotheanimalworldandtoexpresstheirfeelings,ideas,
andunderstandingsthroughplay.Bycombiningbothofthesenaturaltendenciesofchildren,studentswillbe
morecomfortablelearningnewconcepts,suchastheneedsandcharacteristicsoflivingthings,withina
familiarcontext,therebytappingintotheircuriosityandwonderaboutanimals,suchasbutterflies.For
example,raisingandsharingobservationsaboutbutterfliesinSpring(paintedladybutterflies)orinFall
(monarchbutterflies)isagreatwayforstudentstoexploreandbuildknowledgeandunderstandingaboutthe
needsandcharacteristicsoflivingthings.
Open(processforintroducing/framingmodule&agenda),Time(15minutes)
• ReadthestoryHome,byCarsonEllis.
• InvitestudenttoThink-Pair-Shareaboutdifferentkindsofhomes
(e.g.,“Whatdidyounotice,think,and/orwonderabouttheseshelters?
Whatkindofsheltersdoanimals,suchasourclassroombutterflies,need?”).
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Body(maininstructional&learningprocessestobuildunderstanding,skills,attitudes),Time(15minutes)
TheButterflyHabitatChallenge:
1. Headoutside,afterstudentsgatheracollectionoflooseparts(e.g.,woodcookies,fabricswatches,
pinecones,sandedwoodenblocks,cardboard,etc.),fromthesecurestoragearea,andmeetinthe
designated“homebase”areaontheyard.Thisstagingareaiswherestudentsgatherbeforetheyselect,
playandlearnwiththelooseparts.
2. Asafollow-upactivitytoraisingpaintedladybutterfliesintheSpringormonarchbutterfliesintheFall,
askstudentstothinkaboutwhatabutterflyshelterorhabitatmightlooklike:“Whatkindofshelterdoes
abutterflyneedtosurvive?”
3. Invitestudentstobuildabutterflyhomewhichwouldmeetitsbasicneeds(e.g.,air,water,food,and
shelter).
4. Insmallgroupsorindependently,studentsusetheirproblemsolvingskillstofindmaterialsfromtheloose
partscollectionandcreateahomeusinglooseparts.
Consolidation(processesforapplication&practiceofknowledge,skills,attitudes),Time(60minutes)
DuringtheButterflyHabitatChallengebuildingwithloosepartstime,studentsareabletocreateabutterfly
homeandcommunicatetheirlearningorally,visually,andinwritingthatlivingthingshaveneeds(e.g.,air,
water,food,andshelter)thataremetintheirenvironment,therebybuildingtheirenvironmentalliteracyskills
alongtheway.
Closure(processesforrecapping,lookingahead),Time(20minutes)
KnowledgeCircle:
Afterthefreeexplorationperiod,callthestudentsbacktothedesignatedareaandaskthemtosharewhat
theybuiltusingthelooseparts.Askquestionstoclarifystudents’knowledgeandunderstanding(e.g.,“How
didyourhomemeettheneedsofabutterfly?”)andpromptstudentstodeepentheirthinking(e.g.,“In
nature,howdobutterfliesbuildtheirhomes?Whatdomonarchsneedtosurvive?”).Recordstudents’
knowledgeandunderstandingandthinkingskillsbymeansofanecdotalnotes,videos,photos,andinAppslike
SeesaworPicCollage.Allow10minutesforclean-upandproperstorageofloosepartsinasecurelocation.
★ Besuretoprovidetimewhenstudents,whomaynotwishtosharetheirlearninginfrontofthegroup,
can demonstratetheirknowledgeandunderstandinginasmallgroupsettingorbyrecordingtheir
experiencesthroughdrawingsandwordsintheirjournals.
StudentReflectiononLearning(i.e.,criticalthinkingquestionstoextendthelearning)
Aftereachadventureoutsidewithstudents,beginthenextdaybygivingthemastickynote.Invitethemto
draworwritewhattheynoticed,thought,andwondered.Asthestudentssharewhattheyhavewrittenor
drawn,organize“Inoticed”and“Ithink”stickynotesbysimilaritiesonapieceofchartpaper.Together,write
thestoryoftheday.Placethe“Iwonder”stickynotesonaWonderWallwhichwillguidenextstepsfor
learning.
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ExtensionIdeas&AdditionalResources
AtMeadowlandsPublicSchool,studentsparticipatedinthecreationofastop-animationvideoaboutMonarch
ButterfliesforNatureCanada.Eachstudentcolouredinoneframeofthevideowhichpromotesawareness
abouttheimportanceofmilkweedforthemonarch’ssurvival.Watchthevideo,SpeciesAtRiskintheOttawa
NatureHood:TheMonarchButterfly–http://video.stuffedmotion.ca/V4D.
Thisschool-wideprojectledtothedesignandcreationofabutterflygardeninfrontoftheschool.Thankstoa
generousgrantfromtheCityofOttawaCommunityEnvironmentalProjectsGrantProgram(CEPGP),7over30
varietiesofnativeplants,and30yardsofdirtandmulchwerepurchased.DuringSpring2015,2classes(Senior
Kindergarten-Grade1)plantedover200plants,moved8yardsofdirtand22yardsofmulchtocreatea
gardenthatattractsbutterflies.
Today,studentscanoftenbeseenobserving,sketching,journalingorlisteningtoIndigenousstories(e.g.,Joe
McLellanandMatrineMcLellan’s,NanaboshoandtheButterflies)inthebutterflygarden.
AdditionalTeacherResources(seeAppendices):
• Nature-BasedLearning:IndividualAssessment
• Nature-BasedLearning:GroupInquiryTrackingSheet
• Nature-BasedLearning:Well-BeingPre-Test
• Nature-BasedLearningWell-BeingChecklist
TeacherReflection(e.g.,notesfornexttime)
Asadults,wemustresisttheurgetohavestudentscreatearealisticbutterflyhabitatandtrustthatstudents
learnbyplaying.Ifastudentaddsabedorarefrigeratortotheirbutterflyhome,itdoesnotmeantheyare
notdevelopingtheirknowledgeandunderstandingaboutitsbasicneeds(e.g.,air,water,food,andshelter).
Studentsneedtoimaginehowananimalnavigatesthroughtheworld,meetingitsneedsinitsenvironment
conceptually,beforetheycanfactuallyknowthatalllivingthingsrequireair,water,food,andshelter.And
remember,learningthroughplayisaneffectiveinstructionalstrategyforkidsofallages!
7
CityofOttawaCommunityEnvironmentalProjectsGrantProgram(CEPGP):
http://ottawa.ca/en/city-hall/funding/environmental-funding/community-environmental-projects-grant-program-cepgp
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Nature-BasedLearning:IndividualAssessment
Name:___________________________
Date:_________________________
Provocation:_______________________________________________________________________________
INSERTPHOTO
Studentexplores,experiments,andengagesinpurposefulactivity:(e.g.,ButterflyHabitatChallenge)
Emerging
Developing
withdirectsupport
withguidedsupport
Applying
Extending
withminimalsupport
Comments:
EmergentCurriculum:
(e.g.,Observationsofconnectionsstudentmakestootherareasofthecurriculumasaresultoffreeplaywithlooseparts.)
Health
Science
Math
NumberSense
Language
Listening
TheArts
VisualArts
Measurement
PhysicalEducation
Geometry
Patterning&Algebra
Probability
Speaking
Reading
Writing
Dance
Drama
Music
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Nature-BasedLearning:GroupInquiryTrackingSheet
Class:_______________________________
Date:__________________________
Provocation:(e.g.,achallenge,story,game,etc.)
__________________________________________________________________________________________
__________________________________________________________________________________________
Resources:(e.g.,FNMIReadAlouds,FieldGuides,LooseParts,etc.)
__________________________________________________________________________________________
CurriculumLinks:
Subject:_____________________________
Strand:__________________________
BigIdeas:(e.g.,LivingThingshavebasicneedsthataremetfromtheenvironment)
__________________________________________________________________________________________
INSERTPHOTO
GroupObservation
What?–Observationofstudentexplorationandthinking
(e.g.,Studentsexploredthebutterflygardenandnoticedavarietyofplants,expressinganinterestinlearningplantnames,
suchasmilkweed.)
SoWhat?–Assessmentofstudentlearning
(e.g.,Studentsuseproblem-solvingskillstocreateabutterflyhabitat.)
NowWhat?–Planningnextsteps
(e.g.,Exploretypesofplantsinourbutterflygardenwhicharefoodforotherspecies.)
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Nature-BasedLearning:Well-BeingPre-Test8
Socio-emotionalWell-Being(heart)
CONFIDENCE
• Increasestheself-esteemandself-confidenceofindividualswhotakepartinnature-basedlearning
TeacherPrompts:
Relationshipwiththeoutdoors–Activities
“Whatdoyouliketodo(activities)withyourfamilyinyourfreetime?”
“Whatdoyouliketodo(activities)byyourselfinyourfreetime?”
“Whatdoyouliketodointheoutdoors?”
STUDENTSURVEYOFFAVOURITEACTIVITIES
Teachertoassessstudents’confidencelevelre:goingoutside
Emerging
Developing
Applying
withdirectsupport
withguidedsupport
withminimalsupport
Extending
SOCIALSKILLS
• Improvesanindividual’sabilitytoworkco-operativelyandincreasestheirawarenessofothers
TeacherPrompts:
InterpersonalRelationships
“Whatdoyouliketodowithyourfriends?”
“Whatdoyouliketodowithyourclassmates?”
TEACHEROBSERVATIONOFSTUDENTINTERACTIONSWITHOTHERS
Teachertoassessstudents’abilitytonavigatesocialsituationsandhaveneedsmet(e.g.,speakingrespectfully
toadults,listeningtothepointsofviewsofotherstudents,etc.)
Emerging
Developing
Applying
Extending
withdirectsupport
withguidedsupport
withminimalsupport
CognitiveWell-Being(mind)
KNOWLEDGEANDUNDERSTANDING
• Encouragesanimprovedrelationshipwithandbetterunderstandingoftheoutdoors
AssessmentofStudents’PositionalLanguageKnowledge(e.g.,FSLstudentsidentify:sur,sous,dans,devant,
derrière,àcôtéde,dessus,dessous,àl’intérieur,àl’extérieur,entre,lelong)
Teachertoassessstudents’abilitytoplaceobjectsinrelationtooneanother
Developing
Applying
Emerging
withdirectsupport
withguidedsupport
withminimalsupport
Extending
8
ThisPre-TestdesignwasbasedontheOttawa-CarletonDistrictSchoolBoard’sFrameworkforStudentWell-Being.
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TEACHEROBSERVATIONOFPLAY
Emerging
withdirectsupport
Developing
withguidedsupport
Applying
withminimalsupport
Extending
Parallel
Symbolic(e.g.,imitation)
Complex(e.g.,beginningto
makechoicesforself)
Exploratory(e.g.,goesbeyond
comfortlevel,risktaking)
LANGUAGEANDCOMMUNICATION
TeacherPrompts:
“Doyoulikebeingoutside?”
“Whatdoyoudowhenyouareoutside?”
“Howmuchdoyouknowaboutnature?”
AssessmentofStudents’NatureVocabulary
Showpicturesofawoodlandsetting
“Whatdoyousee?”
“Whatishappening?”
Teachertoassessstudents’abilitytocommunicatevocabularyrelatedtonature
Emerging
Developing
Applying
withdirectsupport
withguidedsupport
withminimalsupport
Extending
MOTIVATIONANDCONCENTRATION
Countersalackofmotivationandnegativeattitudetolearning
•
AssessmentofStudents’Engagement
InsertVIDEOinclassofthosestudentswithlowengagementinseatworkactivities
Teachertoassessstudents’focusonaseat-worktaskintheclassroom
Emerging
Developing
Applying
withdirectsupport
withguidedsupport
withminimalsupport
Extending
PhysicalWell-Being(body)
PHYSICALSKILLS
• Grossandfinemotorskills
TeacherPrompts:
“Whatisexercising?”
“Doyouliketoexercise?”
“Wheredoyouexercise?”
AssessmentofStudents’GrossMotorSkills
InsertVIDEOofstudentsofconcernwalkingupanddownstairs
Teachertoassessstudents’grossmotorskills
Emerging
Developing
withdirectsupport
withguidedsupport
Applying
withminimalsupport
Extending
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ONTARIOCURRICULUMLINKS:
Language9andFrenchasaSecondLanguage:10
• ListeningtoUnderstand:determinemeaninginavarietyoforaltexts,usinglisteningstrategies(e.g.,
naturerelatedvocabulary,floraandfaunanomenclature,etc.).
• SpeakingtoCommunicate:communicateinformationandideasorally,usingavarietyofspeaking
strategiesandage-andgrade-appropriatelanguagesuitedtothepurposeandaudience(e.g.,reflecting
onandsharing“thestoriesoftheday”atForestSchoolwiththegroupatthecampfire).
• Writingforpurpose,AudienceandForm:writeinavarietyofformsandforavarietyofpurposesand
audiences,usingknowledgeofvocabularyandstylisticelementstocommunicateclearlyandeffectively
(e.g.,keepingaForestSchooljournal,creatingaForestSchoolfieldguide,etc.).
Mathematics:11
Geometry
• Describetherelativelocationsofobjectsonconcretemapscreatedintheclassroom.(Sampleproblem:
Workwithyourgrouptocreateamapoftheclassroominthesandtable,usingsmallerobjectsto
representtheclassroomobjects.Describewheretheteacher’sdeskandthebook-shelvesarelocated.)
• Describetherelativelocationsofobjectsorpeopleusingpositionallanguage(e.g.,over,under,above,
below,infrontof,behind,inside,outside,beside,between,along).
SocialStudies:12
Mappingskills:Near,Far,Close
• A2.3analyseandconstructsimplemapsaspartoftheirinvestigationsintoplacesthataresignificantto
themortotheirfamily(e.g.,constructamapthatincludesatitle,legend,anddirectionstoshowthe
routefromtheirschoolbustoForestSchool;findtheentrance,campfire,andtheiroutdoorclassroom
onamapoftheirForestSchool)
• B3.3describethelocationofsomesignificantplacesintheircommunity,usingrelativelocation(e.g.,
near,far,up,down),relativedistance(e.g.,close,far,farther),andrelativedirection(e.g.,right,left,in
front,behind
HealthandPhysicalEducation:13
Physicalliteracyskills
9
TheOntarioCurriculum:Language,Queen’sPrinterforOntario,2006(Revised).
TheOntarioCurriculum:FrenchasaSecondLanguage,Queen’sPrinterforOntario,2015(Revised).
11
TheOntarioCurriculum:Mathematics,Queen’sPrinterforOntario,2005(Revised).
12
TheOntarioCurriculum:SocialStudies,Queen’sPrinterforOntario,2015(Revised).
13
TheOntarioCurriculum:HealthandPhysicalEducation,Queen’sPrinterforOntario,2015(Revised).
FormoreCanadaC3LearningModules,visitCanadaC3.ca/classroom
10
Nature-BasedLearning:Well-BeingChecklist
Vocabularyrelatedto
theoutdoors
Concentration
«Ontask»
GrossMotor
FineMotor
ReadingLevel
Planningskills
Physical
Problemsolvingskills
Cognitive
ResilienceandRiskTaking
Socio-Emotional
SocialSkills
TeamWork
ConfidenceintheOutdoors
Date:___________________
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Name
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Nature-BasedLearning:MarkingRubric
Name:___________________________
Date:_________________________
Provocation:_______________________________________________________________________________
CheckingforUnderstanding:
❏ Observationsnotedduringthebuildingperiod(e.g.,studentsareusingloosepartstocreatebutterfly
habitatsby...)
❏ Questioningstudentsduringthefreeexplorationperiodtocheckforknowledgeandunderstandingof
thebasicneedsofbutterflies(e.g.,Youhavechosenfabricswatches,whichpartofthebutterflyhabitat
areyougoingtocreatewiththem?)
❏ Promptingtodeepenknowledgeandunderstandingandrelatingittoanothersubjectarea(e.g.,
Science:StructuresandMechanism–“Whichmaterialsdidyouusetocreateasolidbaseforyour
butterflyhome?”)
❏ Conferencingwithsmallgroupsofstudentsabouttheplanningoftheirbutterflyhabitatsandproviding
descriptivefeedback(e.g.,StarsandStepsassessment“as”learning)
Comments:
SuccessCriteria:
Emerging
Developing
Applying
Extending
KnowledgeandUnderstanding:Studentsareable
tonamethebasicneedsoflivingthings(e.g.,air,
water,food,andshelter).
Thinking:Usecreativethinkingskillstoplanand
buildabutterflyhabitatusinglooseparts.
Communication:Communicateknowledgeand
understandingabouttheneedsandcharacteristics
oflivingthingsastheyrelatetobutterflyhabitats,
orally,inwrittenwords,orinpictures.
Application:Applyknowledgeabouttheneedsof
livingthingstohowanimalsmeettheirneedsinthe
environment.
StarsandSteps:
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