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The following are taken from The interconnectedness between well-being and the natural environment article (Ferreira & Venter, 2016), a qualitative article which used semi-structured interviews to determine how well-being is achieved in individuals with a positive relationship to natural environments.

"The concept well-being entails a positive physical, social, and mental state; it is not just the absence of pain, discomfort, and incapacity.” (Pg. 5) In other words, well-being is a multidimensional construct with implications for a balanced lifestyle with the role of the natural environment prominent.

"By making a concerted effort to interact with nature, a sense of well-being can be developed" (Pg.6) .

"50% of the global population lives in urban areas that are often 'nature poor'" (Pg. 6).

"Nature has further value in counteracting stress and anxiety since the natural environment plays an important role because one is removed from the reality of news, newspapers, crime and political challenges" (Pg. 7).

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Outdoor Education 8 benefits: Adventure Alternatives

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Specific Expectations:

A 1.2- Enjoyment of activity (All grades). (Pg. 222)

C 1.1- Food for healthy bodies (Gr. 1), personal safety, home and outdoors (Gr. 2), food origins, nutritional value and environmental impact (Gr. 3). (Pg. 224)

C 3.1- Benefits of healthy eating, active living (Gr. 6). (Pg. 225)

Environmental Education and P.E.
Student's connections with the world around them allows them to be environmentally responsible citizens, and the curriculum asserts that the living skills stream leads to these connections through personal and interpersonal skills, as well as increased systems thinking (Pg. 65).

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Outdoor Education in the Urban Environment (Article 1)

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Outdoor Education in the Urban Environment (Article 1)

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The following are taken from Cultivating Urban Naturalists: Teaching Experiential, Place-Based learning through Nature Journaling in Central Park (Warkentin, 2011). This article qualitatively discussed the development of connectedness with the outdoor environment in cities with limited greenspace.

"We found that an overwhelming majority of “aha! moments” came when the students learned something firsthand rather than from hearing it in the classroom or reading it in a book" (Pg. 6).

"It is better to take kids outside regularly for short amounts of time than for a long period infrequently" (Pg. 7).

"As the assignment developed, the students realized that it was more about how the experience of being in a place shapes our perceptions of it and less about producing an ultimate record of the experience" (Pg. 10).

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"Explore the local community and you'll find the curriculum!"      -Natural Curiosity, 2011

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"Explore the local community and you'll find the curriculum!"      -Natural Curiosity, 2011

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Clearly, the concept of student well-being has a reach far beyond the health and physical education curriculum, across curriculum subjects and relates to child development, functioning and reaching potential.

There is a need to reconnect children with their natural environment, even in the city. Using one location repeatedly for class activities may create a deep sense of connectedness and pride to that place.

There is limited access to the time or resources to be able to engage in outdoor education in an urban setting, thus it is important to try to incorporate multiple areas of the curriculum into this type of learning.

Helping students to develop a sustained interest in the outdoors should be done by modeling that interest in your own behaviour.

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Primary Grades:

Scavenger Hunt to find natural objects (grey rocks, yellow leaves, etc.), then use those objects to write their name.

Neighbourhood walks to observe the school's neighbourhood: look for bugs, animals and trees, ask questions regarding transportation, housing, stores, etc.

Discuss healthy lunches relation to zero waste; usually the more packaging, the more processed the food.

Participate in a school or community garden to foster a sense of closeness with nature and food.

Junior Grades:

Geocaching using a coordinate sheet or GPS marked with the locations of natural items students must collect.

Field trip to a conservation area such as Crawford lake. Hike and also learn about the recreated Wendat First Nations Village on the site.

Neighbourhood "nature walks" to observe and discuss the urban environment, structures and layout, animal species, vertical vs. horizontal sprawl, etc. Students write about their experiences and relate them to health and wellbeing.

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Ferreira, J. G., & Venter, E. (2016). The interconnectedness between well-being and the natural environment. Applied Environmental Education and Communication, 15(4), 291-300.

Ontario Ministry of Education. (2015). The Ontario Curriculum Grades 1-8: Health and Physical Education [Program of Studies].

Warkentin, T. (2011). Cultivating Urban Naturalists: Teaching Experiential, Place-based Learning through Nature Journaling in Central Park. Journal of Geography, (110), 227-238.

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Lessons:
http://www.highspeedtraining.co.uk/hub/environmental-awareness-for-kids/
http://www.naturalcuriosity.ca/pdf/Twenty_Minute_Field_Trips.pdf
Discussing the Outdoor Environment:
http://getbackoutside.ca/
http://www.edu.gov.on.ca/eng/curriculum/elementary/environ18curr.pdf
http://teachingtools.ophea.net/lesson-plans/road-safety-education

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Greater London National Park City Initiative

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Greater London National Park City Initiative

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What if all schools did more outdoor learning?

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This school in Lambeth demonstrates how powerful outdoor learning can be. What if London was a National Park City? Would there be greater outdoor learning across the city? We think so.. Why not? Visit our website to get involved and help make it happen. http://www.nationalparkcity.london We need your help to make London a National Park City.