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I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentallyresponsible way. SOC 2-08a

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Persuade others to look after our local area.

Persuade the council on a matter linked to IDL.

Persuade people to encourage wildlife back into our local area.

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1. Who is John Muir? Why does he have an award named after him?

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1. Who is John Muir? Why does he have an award named after him?

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Read and research task - could make a factfile, poster, slideshow, etc to share their learning about him.

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I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. SOC 2-08b

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Ideas include:
*Group handshake
*Group name
*Group logo
*Group song
*Group rap

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to re-engage with the skills

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In groups, give out competencies cards (small) on a piece of A3.  Ask them to cut them up and then order them from teh one they thing they will use the most to the ones they will use the least.  Once they group has agreed, stick them down on diamond template sheet (A3).

This can be revisted over the course of the project and at the end to see if they still agree with their initial prediction.

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Ideas can be taken from Single Steps planning grid toolkit

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Letter/request from Greenspace for help?

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Letter/request from Greenspace for help?

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Is there something we could do to encourage/protect wildlife within our local area, the park, etc?

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These will come from the KWL discussion as the start.

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These will come from the KWL discussion as the start.

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The type of reflection tasks you will use are dependent on the age of your class

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The type of reflection tasks you will use are dependent on the age of your class

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What is a National Park?

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opel surveys

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Loch Lomond & The Trossachs National Park

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Here. Now. All of us. - Loch Lomond & The Trossachs National Park

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Loch Lomond & The Trossachs National Park is an iconic place with outstanding landscapes, habitats and communities. We work to ensure a sustainable future for this special place.

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Develop awareness of an inspirational person. This should be an environmentalist, past or present, or someone making a difference to wild places locally. Suggest looking at John Muir. This forms part of the John Muir award.

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Here are some of our inspirational people:

John Muir - John Muir was passionate about wild places. He explored them, wrote about them and campaigned to protect them. Muir believed in protecting wild places - for their own sake, and for the wellbeing of people and wildlife.

Read more about John Muir in our Resource Guide.

Local community person - Inspirational people are all around! Is there someone in your local community who inspires you to conserve and protect wild places? Perhaps someone who volunteers time to litter pick or do other conservation activities. Is there someone who teaches others about wild places or has started a community project that benefits wild places?

Isaac Johnston - Isaac is the Thirlmere Resilience Project Officer with the John Muir Trust and a passionate conservationist. He enjoys leading volunteer groups in wild places, carrying out important conservation tasks such as woodland creation. His work includes species monitoring, along with other conservation efforts to care for the land. Isaac is dedicated to conserving wild places across the UK, ensuring they are protected for future generations to enjoy.

Robin Wall Kimmerer - Robin Wall Kimmerer is an author, scientist, decorated professor, and enrolled member of the Citizen Potawatomi Nation. Her work emphasizes reciprocity and respect for the natural world and how people and wild places are interconnected.

Haroon Mota - Haroon Mota is founder of the Muslim Hikers and Active Inclusion Network. A marathon runner and mountaineer, Haroon actively championing diversity and inclusion in the wild places, promoting physical fitness and wellbeing amongst South Asian communities.

Dara McAnulty - Dara writes about his experience in wild places and is an activist from Northern Ireland, passionate about wildlife and conservation. He published his first book, Diary of a Young Naturalist, which won the 2020 Wainwright Prize for nature writing. Dara's advocacy brings awareness to the healing power of Wild Places, especially for neurodivergent individuals.

Jane Goodall - Renowned for her groundbreaking work with chimpanzees in Tanzania, Dr. Goodall is also a passionate advocate for environmental conservation and youth engagement. Through her Roots & Shoots program, she empowers young people to take action to protect wild places and their inhabitants.

Chelsea Murphy - Is a mother of two on a mission to create a better, more inclusive outdoor culture for her mixed children. She advocates that wild places are for all and creates courageous content to empower people from all backgrounds to visit, enjoy and care for wild places.

David Attenborough - A beloved British broadcaster and natural historian, Sir David Attenborough has spent decades educating the world about wild places. His documentaries highlight the beauty and fragility of the natural world, the wonder of natural processes, inspiring global awareness of biodiversity and conservation.

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Be able to identify at least three impacts of human activity on the environment. 

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Suggests at least three ways in which people can live in a more environmentally responsible way. 

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Identify and describe advantages and disadvantages of a land use development proposal and explore the impacts on the community (if appropriate)

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Ways to encourage/protect wildlife in our local area

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what went well/even better if for chosen skill/competency focussed on in task.

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Pupils complete this in groups/as a class to discover what they already know about the national park, the areas it covers and the wildlife and nature found in it following initial hook letter/visit.

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Explore nature and get closer to wildlife and the outside world.

We have loads of great ideas and resources to help kids and families connect with nature, from simple activities they can do at home or at school, to wild clubs, fun articles and family-friendly reserves and events.

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Nature Activities for Kids | Fun & Learning - The RSPB

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We have loads of great ideas and resources to help kids and families connect with nature, from simple activities they can do at home or at school, to wild clubs, fun articles and family-friendly reserves and events.

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One thing i learned today...
One thing I enjoyed today...
One thing I want to get better at...
Something our team did well.....

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Gillian - Biodiversity Officer, Greenspace

Andy Devine - Greenspace

Mary-Anne Collis - West Dunbartonshire Community Ranger

Paula Baker - RSPB Loch Lomond

Alison Cush - Education & Inclusion Adviser, National Park

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Create a group record e-book using the John Muir Award website

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Team roles - peer/self assess others in your group based on criteria/basic rubric

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Team roles - peer/self assess others in your group based on criteria/basic rubric

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Wild flowers provides vital resources to support a wide range of insects that couldn't otherwise survive in urban or built-up areas.

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Can children influence/make a difference in how land is used and how people treat/respect it?

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Can children influence/make a difference in how land is used and how people treat/respect it?

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Flamingo land focus
Making our playground wild focus

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How can we make our playground wild and encourage wildlife and nature back into it?

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How can we make our playground wild and encourage wildlife and nature back into it?

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1.  Ask the children for their ideas on what we can do this to acheive this and how we can do it or learn more about it?  Lead them to the conclusion of visiting different places with wild spaces, speaking with experts and carrying out surveys, etc.

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2.  Discover the surrounding area looking at wild spaces in our playground, local park and at the nearby National Park.  Have a Greenspace warden or community ranger accompany you on the visits to share information about the wild spaces and how they are wild, study the wildlife that lives in our park,  conducting a Citizen Science wildlife survey using ID sheets and keys to learn more about the wildlife and nature in these areas.  Find out about food chains to better understand the ecosystem of our local park and national park

What makes Balloch Park a wild space?
What makes Christie Park a wild space?

Use the information gathered from the visits and present this in some way (slide show, poster, presentation, video, book creator) explaining about what makes each of the areas visited wild.

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3. Conserve - How can we "rewild" our playground?

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3. Conserve - How can we "rewild" our playground?

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3. How can we "rewild" our playground?
Pupils set the challenge of "rewilding our playground"
Each group could come up with ideas based on what they have learned so far.
Can be shared with class in form of a presentation.
Following presentations, class can decide on the action they wish to take.
Carry out chosen tasks as a class or each group can do one of their suggestions, etc.

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Padlet with reflection questions each day to complete.  

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Padlet with reflection questions each day to complete.  

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Questions could be linked to skills or to tasks or learning.

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WWW/EBI on challenge sheets either for product or for skills focus

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WWW/EBI on challenge sheets either for product or for skills focus

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add post-its/write up evidence of what you are seeing/hearing with regards to focused skills.

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Ask pupils for ideas of how to share what you have learned and raise awareness of the importance of wild areas and the creatures we find in them.  Give advice on how to create your own wild area.

Challenge:
Come up with an idea to share your learning with others and then decide whether everyone should do the same or whether each group should choose their own way of sharing their learning.
Ideas include:
*Making seedbombs and sending them home with an information leaflet about them and the importance of wild areas.
*Design miniature gardens to take home
*Making a slideshow or video to send home to parents about the importance of wild areas. These could be put onto QR codes then put uup around the park if we coudl get permission.
*Sharing the learning with another class(es)
*Peer teach a younger class to carry out a wildlife survey of some sort.

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Give the groups items including crates, planks of wood, tyres. They should try to cross all members of the group across a given area without anyone stepping on the ground.

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Identify flora and fauna and identify parts of the plants

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Capture colour and light with watercolour paintings

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Write instructions for different things you make/do. Could get peers to peer assess by trying to follow their instructions to remake it.

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I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a

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Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

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Photographs
Video clips

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Programme on Cbbc

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Now pitch is finished, how can we make it more "wild" to create habitats to encourage wildlife. (build on the living things IDL from term 3?)

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Letter or visit from them requesting support

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The Leven Line, Balloch. 1,177 likes · 1,657 talking about this · 10 were here. Restoring and improving the River Leven. One stop at a time. Community-led, no ego, just action.

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2. Significant locations in John Muir's life

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2. Significant locations in John Muir's life

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Carry out jigsaw research task then present all findings in a timeline padlet in your group.
Locations are Dunbar, Wisconsin, Yosemite, Sierra Nevada Mountains, Loch Lomond and Trossachs national park.

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Parents can come in to learn all about John Muir Award and what they have learned about him and wild areas and see the work they have done in the school grounds.

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The place where we live is amazing. How can we explore it, have fun in it and look after it ?

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The place where we live is amazing. How can we explore it, have fun in it and look after it ?

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"The development of skills ( or competencies ) is essential to learning and education to help young people to become successful learners, confident individuals, responsible citizens and effective contributors. All children and young people are entitled to opportunities for developing skills for

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Main competency to be focused on, reflected on and feedback given on during this project is Critical Thinking.

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Main competency to be focused on, reflected on and feedback given on during this project is Critical Thinking.

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Aspects of John Muir and his life.

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This has recently been updated and has a step by step guide for working through the John Muir Award. There are lots of resources that can be used on this site. Please make sure you take a look at it.

It also gives information in how to apply for the award. I can help with applying for this if needed. it must be completed at least 2 weeks before we start the work on the project so you might want to introduce it at the start of term/end of term 3 so that the proposal can be submitted to allow completion by the end of the term and certificates issued before the summer.

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The John Muir Award encourages people to connect with, enjoy and care for wild places. Learn more about how you can get involved here.