# data[].attributes.headline
10-Tips for Getting Started Outdoors (Megan Zeni)

# data[].attributes.subject
10-Tips for Getting Started Outdoors (Megan Zeni)

# data[].attributes.attachment_link.readable_text
Teaching outdoors is nothing new. As a species, humans have evolved to learn outdoors. For thousands of years, we have actively learned from experience alongside our elders. It is only recently in our evolutionary path that we have asked children to learn under florescent lighting, within four walls. So, taking your class outdoors is not an act of rebellion, or even edgy pedagogy, it is simply good practice. After decades of teaching outdoors, I have experienced over and over again how learning outside transforms our students' experience of school, while reigniting my own love of teaching. There is a freedom to learn for both students and teachers that emerges in our school-yards; being outdoors allows kids some autonomy and agency to come alive with curiosity and to take responsibility for their wonders. For teachers, there is something magical that happens when we allow ourselves to become co-learners with our students. By giving up on the idea that we already know everything, we powerfully model the inquiry process for our students. In these uncertain days, teaching outdoors might be exactly what we need to move forward in a meaningful and thoughtful way. This post is designed to help teachers who are new to the practical considerations of teaching outside the classroom. There are many more tips and rich experiences to share. I'll list some tips from my own experience, and frequent readers of this blog, or workshop participants, many recognize images from my workshops that expand on the points I will make in this post. If your school or district would like to book a follow-up webinar with me, contact me here.

Teaching outside the classroom tip #1 - GET CLEAR ON YOUR WHY

Why do you want to try teaching outside? There are a multitude of reasons that make sense for me, but you'll need to do a bit of reflection on why this matters to you. For some teachers the following list of reasons might resonate, but they don't all need to apply. Just get clear on one reason why this is important to you, and place it front and centre in your planning. If your reason is not listed here send me a message, I'm actually very interested in this process with my colleagues!

Teaching outside the classroom tip #2- KNOW THE BENEFITS FOR KIDS

Once you're clear on why you want to do this, consider the multiple benefits for your students as well! If you need some reasons why teaching outdoors is immensely beneficial for children, here are a few to keep any naysayers happy. These benefits are grounded in decades of cross discipline global research.

Teaching outside the classroom tip #3- PREPARE FOR ALL WEATHER LEARNING

Scandinavian proverbs remind us that there is no such thing as bad weather, and if you are going to teach outside the classroom, you'll need to make your peace with some uncomfortable weather days. In my experience this is the part of teaching outdoors that requires the most effort, but brings the most benefit. Resiliency is learned when we have to stretch beyond our own personal comforts, and with few exceptions, most of us are living in climates that humans have survived in for thousands of years with way less technical gear than we have now. Give yourself some grace, and develop a long term plan for acquiring the gear that will make teaching outdoors easier. It took almost 4 years for us to develop a lending library of outdoor gear that could meet the needs of our school community while learning outside. This related post is all about how I switched to teaching entirely outdoors, with details on how we set up our lending library.

Key points to remember:

Work towards making outdoor play at recess or lunch breaks the norm in your school, no matter what the weather is. This helps parents realize that their children need to come to school with appropriate clothing for being outside, not just on Forest Fridays or Wilderness Wednesdays. This requires relationship building and communication with your admin team, your parent advisory group, and your colleagues. Remember, everything worth doing is hard!

Check your own attitude. If you are excited and enthusiastic, your kids will be too. Spend some money on good gear for yourself. It will last you the next 5-10 years and you'll be glad you made the investment.

Set up your lending library near an exit of the school and have hooks installed or ask around your community for some rolling clothes racks. Up-cycle and repurpose whatever you can get your hands on for gear storage.

Consider what the worst weather conditions are in your climate and prepare for those. For us, this means cold rainy days are frequent and we need lots of rain pants, plus warm and waterproof boots available. Most kids have jackets, but many come to school without appropriate footwear or wet pants.

Build up your lending library with donations and collected items from your school's lost and found bin. Over the years, I have built up a great stash of gear just with this strategy alone. You can also specifically target your community for donations, new or used. Many stores are willing to make a donation to a school, you just need to ask. If you teach in an affluent area, you can simply add the gear to your required school supply list. If your school has a bit of a surplus budget at the end of the year, ask if it can be used for stocking up on outerwear for the following winter. Attend budget meetings in your school. There is almost always a small stash of cash that can be re-allocated over time.

Allow your lending library to be a library without due dates. Many of our families take gear home for months at a time, others just for a day. Families without a budget for outerwear are free to take what they need, with the expectation they will bring it back when they are done. In my situation, this has resulted in an abundance of donations to our clothing library. We certainly receive more than we give.

Consider a NO UMBRELLA policy. Umbrellas become distractions, and children can not use their hands effectively when they are holding an umbrella, umbrellas may also cause children to huddle together.

Which brings me to consideration of transmission of communicable disease with any shared resource in schools. Long term lending is a solution, and having a clothing rack that is untouched for 2 to 3 days might be another. Until we know more about the lifespan of the coronavirus on clothing, assume any used gear needs to be kept out of rotation for at least 3 days.

Teaching outside the classroom tip #4- INVERT YOUR PLANNING

You don't need to be an outdoor education professional to do this. You already have everything you need to start teaching outdoors. For teachers new to this, instead of searching the internet for lessons to try outside, simply look at what you need to cover the next day and ask yourself "what about this lesson requires me to stay inside?" Once you look at your planning through this lens, you'll realize that almost everything you already know how to do as an elementary school teacher can be effectively re-located outdoors! A really easy way to start is to simply read aloud to students outside, or re-locate silent reading outside. Once you build on your confidence and comfort with classroom management outdoors, your planning will become more responsive to the learners and the place you are teaching in. Be patient with yourself, and follow your instincts.

Teachers interested in specific cross-curricular learning outdoors may want to read the posts listed below. If you are interested in a particular cross-curricular area, head back to the HOME page and check out hundreds of posts organized by subject area there.
Take your class outdoors to become Anywhere Artists Develop design skills with a box Find patterns in nature Develop vocabulary skills in nature Storytelling in nature
Teaching outside the classroom tip #5- MAKE USE OF NATURE JOURNALS

I actually hardly use these anymore, simply because I've become practiced at assessing learning without written evidence. But if you want to have a notebook for your students to record their observations, wonders, and sketches than a nature journal is a great transition tool to teaching outside the classroom. I do highly recommend them, particularly if you have students who enjoy sketching, poetry, or recording their observations. My only caution around nature journals is to be sure they don't become a barrier for learning for complex learners with written output challenges. If a student is not successful with written work inside the classroom, they likely won't suddenly become enthusiastic about it outside either. There are many ways around this in my literacy posts linked below. If you want more information, I offer workshops on assessment outdoors, as well as teaching core and curricular competencies outdoors. You can contact me here for rates and availability.

It is a good idea to cover your journals so they don't get too wet if they drop on the ground or are forgotten overnight. We use either a paper grocery bag or construction paper to buffer the cover from dampness. I also highly recommend these acrylic clipboards. They are completely water proof and make it easier for children to write in their nature journals. For drizzly days, use a page protector clipped over the journal or these multipurpose magnifying lenses to keep everything dry.

Teaching outside the classroom tip #6- PRACTICE ENTRY AND EXIT ROUTINES

Like any classroom space, an outdoor classroom has routines and expectations that distinguish it from the unstructured play of recess. Time spent in your outdoor classroom is the essential ingredient for learning to happen. If you think about how long it takes to get your students marching to the beat of your drum in September, you'll recall it takes almost the entire month of September. Assuming this follows the widely accepted norm of 21 exposures to develop a habit, then only taking your students outside once a week for Forest Fridays or Wilderness Wednesdays means it can potentially take 21 before your class is ready to settle and listen and engage in meaningful learning outside. The only solution to this common practice in outdoor learning is to ensure you make your entry and exits from your outdoor classroom a routine you practice from the first week of September. Make it a habit to spend even just ten minutes before dismissal outside everyday to habituate your students to the variety of spaces and places for learning your school offers. In our outdoor classroom, we have logs that the students sit at while we discuss our learning intentions. If you don't have logs, you might have a tarp, or a sit spot, or some rocks. You might gather in a standing circle. Whatever your entrance routine will be, practice it to avoid frustration when you begin to layer lessons into your outdoor practice. This is what the reception area of our outdoor classroom looks like.

Teaching outside the classroom tip #7- DEVELOP A PROFESSIONAL LEARNING NETWORK (PLN)

I can't emphasize enough the importance of surrounding yourself with like minded educators. If you are in British Columbia, please consider joining the following networks of your peers. Many offer online webinars and ongoing professional learning, conferences, and connection beyond the classroom.
Environmental Educators Provincial Specialist Association (EEPSA) Columbia Basin Environmental Educators Network (CBEEN) Wild About Vancouver (WAV) Classrooms to Communities- BC Education Network (C2CBC) Canadian Network for Environmental Education and Communication (EECOM) Outdoor Play Canada Green Teacher Imaginative Ecological Education (IEE) Take me outside Outdoor Classroom Day Creative Star Teaching (author of Dirty Teaching & Messy Maths)
Teaching outside the classroom tip #8- RE-ALLOCATE FIELD TRIP FUNDS

Chances are slim to none that we will be getting on a school bus to visit a field trip location anytime soon. So re-allocate those funds towards building up your supplies for teaching outdoors. If you consider what each classroom was spending on field trips each year, multiplied by each class in the school, you'll find you can source several thousand dollars for in an "in-class" field trip that will have the added benefit of lasting for years! You can build a shed for your supplies, which is a great ADST project, purchase "go bags" and supplies, a wagon, some tarps, or have a log circle built by your school district. The options are endless. If you need inspiration for outdoor classroom design and features, you may want to join me on Pinterest here:

You might even want to start a school garden. If you are in BC and looking for school garden grants you can check out my up-to-date list of grants available for school garden development here.

Teaching outside the classroom tip #9- EMBRACE AN EMERGENT CURRICULUM

The emergent curriculum simply means teachers are open to facilitating learning that is responsive to student interests. The process of emergence is a phenomenon that emerges when we participate in the world around us, and is often very place specific. Teachers who are skilled in delivering an emergent curriculum weave required curricular content masterfully with the emerging experiences of children to meet or often exceed the anticipated goals of the original lesson. Plainly put, have a plan when you go outside to teach, but be flexible and responsive to the interests and wonders that emerge. This approach asks you to give up a little bit of your power as a teacher, but results in significant learning for everyone. In the image below you can see some lady bug eggs that a student discovered on a blade of grass that ignited a wonderful, weeks long, inquiry into the life cycle of ladybugs.

Teaching outside the classroom tip #10- TRUST YOUR STUDENTS

So much of any of our success as teachers comes from trusting our students. Relationships are everything in this profession, and teaching outside is no different. My last tip is to trust your kids. Talk to them about why it is important for you to take them outside. Discuss the benefits for them, and ask what they think they'll get out of it. In over 20 years of teaching outside, I can count on one hand the number of students who really did not thrive in an outdoor classroom. Trust that they will listen to what you need to feel safe when taking them outside. Trust that they will make decent decisions that allow the learning to continue outdoors. Trust that they will find learning on their own and that they will be excited to share their discoveries with you. And trust that you can do this. Just do it. Start small and give it a go. I'd love to hear your stories. Tag me on Twitter or Instagram at @roomtoplay so I can see your journey.

These are uncertain and strange days for everyone as we return to school. Be well friends! You've got this, and like Ms. Frizzle says "get messy and make mistakes!"

# data[].attributes.attachment_link.title
10 tips for teaching outside the classroom - Megan Zeni

# data[].attributes.attachment_link.description
Teaching outdoors is nothing new. As a species, humans have evolved to learn outdoors. For thousands of years, we have actively learned from experience alongside our elders. It is only recently in our evolutionary path that we have asked children to learn under florescent lighting, within four walls.

# data[].attributes.attachment_link.description
Free outdoor learning resources for educators

# data[].attributes.body
Click below to hear sounds of the forest around the world.

# data[].attributes.headline
Resources for Outdoor Learning (City of Surrey)

# data[].attributes.subject
Resources for Outdoor Learning (City of Surrey)

# data[].attributes.attachment_link.readable_text
Surrey teachers - ensure you have the knowledge, tools and confidence to take your students outdoors! Our resources will help you plan your park visit and encourage your students to become stewards of our urban forest.

Preparing for Your Park Visit

Set an example for your students - do your research, act responsibly, and make environmental stewardship a priority. Start by reviewing our Know Before You Go printable checklist and guidelines for Nature-Friendly Park Visits before you head out.

Know where to go. Ensure you are on public property with permitted access. Refer to COSMOS (the City of Surrey Mapping Online System) and see our COSMOS Tips For Teachers to get started.

Consider your environmental impact. Stay on trails and open lawns. Do not pick, trample or remove plants, flowers, berries or other natural items. Leave things how you found them.

Give wildlife space. Watch animals from trails to minimize stress. Do not feed them or disturb their nests. Animals are safer and healthier when they don't become accustomed to people.

Pack it in, pack it out. Have students take their litter home if possible. Do not leave unnatural items in parks (e.g. painted rocks, fairy houses).

Stay out of the water. Footsteps can stir up silt in streams (which can suffocate fish and destroy spawning habitat) and crush salmon eggs. Do not create new trails to access creeks.

Be prepared. Check the forecast, dress for the weather, and scan the space before visiting.

Resources for Outdoor Learning in Surrey

Stewardship begins with a relationship to place. Strengthen your students' relationship to the natural world with regular and repeated visits to a local park. Playing and exploring outdoors will naturally lead to student-led inquiry, an increased understanding and appreciation of place, and a desire to care for the spaces your students come to know.

These free resources were created for Surrey K-7 teachers and students.

Get Started

Incorporate these short, adaptable activities into your lessons to help students better connect to place.

Learn local nature knowledge

Specific to Surrey, these resources will help you to identify, learn and teach about local species.

Check out iNaturalist's Teacher Guide or download Seek by iNaturalist to help your students become citizen scientists.

"Dig Deeper" into local urban forestry topics

These guiding questions, background information and curriculum connections are designed to be used as launching points for inquiry projects, or to prepare for and/or follow your park visits.

Professional Development

Parks Orientation

We want to equip you with resources, background information and skills to take your students into your local parks. Contact us at stewardship@surrey.ca to learn more (please include your school, grade level and nearby Surrey parks).

# data[].attributes.attachment_link.description
Surrey teachers - ensure you have the knowledge, tools and confidence to take your students outdoors! Our resources will help you plan your park visit and encourage your students to become stewards of our urban forest. Set an example for your students - do your research, act responsibly, and make environmental stewardship a priority.

# data[].attributes.attachment_link.readable_text
These Curriculum Bundles have been assembled by Indigenous educators from around British Columbia, most of whom are students and graduates of the NITEP program. Each of them focuses on a particular skill, resource, or place, and includes:

important background information for educators

suggestions for working in respectful ways and with humility

information on how to acknowledge sources

how to invite community members in to help with student learning

You will also find clear connections to the First People's Principles of Learning, as well as curricular connections that take into account as many subject areas and grade levels as possible. Explore the subjects that interest you to develop learning experiences that are meaningful to you and your students.

Before you begin, please take some time to hear from Elder Gerry Oleman of the St'at'imc Nation from Tsal'alh (Shalalth B.C.) as he discusses why he remains involved with education, and what Indigenous wellbeing means to him.

Education and Well-Being with Elder Gerry Oleman (St'at'imc Nation)
Click on the headers below to find the complete Curriculum Bundles. Alyssa Mortensen (Wet'suwet'en Nation) A close analysis of Barkerville, BC provides teachers and learners alike to consider perspective, injustice, colonization, and Indigenous celebrations. Stella Stump (Tsilhqot'in Nation) Discover the cross-curricular implications of Chilcotin oral stories in the classroom - with a particular focus on Trickster and oral protocols. Diamond Point (Musqueam Nation) Through a study of Northwest Coast art, learners are introduced to traditional and contemporary practices of art forms, cultural expression, and relationship to land. Valerie Johnson (Secwépemc Nation) Attending to the history and legacy of Indian residential schools requires ethical and epistemological considerations. Alice Hird (Ulkatcho Nation) Drawing upon local Indigenous literatures offers students rich opportunities to study place, identity, and community. Chanel Wynja (Tsilhqot'in Nation) Leave the classroom behind, and embrace the learning opportunities of experiential learning at local museums and historical sites. Ashley Bueckert (Wet'suwet'en Nation) Understand the historical and contemporary feminisms of Indigenous women through a close analysis of the Native Women's Association of Canada (NWAC). Brittney Townrow (Heiltsuk Nation) Explore the ancestral teachings of the Cedar Tree through hands-on experiences, where learners are invited to consider the sacred significance of cedar in all aspects of life for First Nations peoples on the west coast. Suzanne Gurney (Consider the role of fishing and traditional dipnetting on First Nations' sustenance, economy, and cultural expression. Corly Schmeisser (Secwepemc Nation) Unpack the significance, uses, and knowledge of traditional medicines from a First Nations perspective. Jared Sharp (Métis Nation) Explore the versatility of salmon and its cultural, economic, and scientific implications for First Peoples. Métis Nation)

# data[].attributes.attachment_link.description
These Curriculum Bundles have been assembled by Indigenous educators from around British Columbia, most of whom are students and graduates of the NITEP program. Each of them focuses on a particular skill, resource, or place, and includes: important background information for educators suggestions for working in respectful ways and with humility information on how to [...]

# data[].attributes.headline
Diversify Outdoors Resources (Videos/Articles) 

# data[].attributes.subject
Diversify Outdoors Resources (Videos/Articles) 

# data[].attributes.attachment_link.readable_text
ARTICLES

Baker, Teresa. "An Open Letter to the Outdoor Industry on Diversity." Outdoor Retailer. June 6, 2018

Moye, Jayme. "Jaylyn Gough Asks: Whose Land Are You Exploring?" Outside Online. May 31, 2018.

Kloos, Kassondra. "We Need More Women of Color Working in the Outdoors." Outside Magazine. April 3, 2018.

Jun, Shelma. "Climbing's Growing Problem: The Mentorship Gap." Outdoor Research. March 16, 2018.

Tariq, Ambreen. "I Would But: I Am The Only Person of Color." REI Co-Op Journal. February 22, 2018.

Baker, Teresa. "Changing Faces of the Outdoors." Alpinist. October 03, 2017.

Kefauver, Olivia. "Diversifying the Outdoors: Brown People Camping." Outdoor Women's Alliance. 2017.

Lanquist, Lindsey. "Unlikely Hikers' Shut Down Stereotypes of What Fitness Looks Like." SELF Magazine. August 3, 2017.

REI. "Within Reach." Outside Magazine. April 12, 2017.

Haile, Rahawa. "Going It Alone." Outside Magazine. April 11, 2017.

Tariq, Ambreen. "My Immigrant Story: Loneliness and Empowerment at the American Campground." Outside Online. April 07, 2017.

Scharper, Julie. "Nature Fix." National Parks Conservation Association. 2017.

Haile, Rahawa. "How Black Books Lit My Way Along the Appalachian Trail." BuzzFeed. February 2, 2017.

Beasley, Maya. "Diversity Derailed: Limited Demand, Effort and Results in Environmental C-Suite Searches." Green 2.0. December, 2016.

Rassler, Brad. "The Adventure Gap and Narratives of Inclusion: James Edward Mills talks about why the face of outdoor adventure must change." Alpinist. December 21, 2016.

Berger, Erin. "To Diversify the Outdoors, We Have to Think About Who We're Excluding." Outside Online. November 20, 2016.

Eveleth, Rose. "Solving Climbing's Diversity Problem." Smithsonian Magazine. May 17, 2013.

Di Chiro, Giovanna. "Nature as Community: The Convergence of Environment and Social Justice." Privatizing Nature: Political Struggles for the Global Commons." Edited by Michael Goldman. Pluto Press, 1998.

PODCASTS

"Mikhail Martin is a Brother of Climbing." Audio Blog Post. Outside Magazine. May 22, 2018.

Straub, Gale and Jaylyn Gough. "Episode 53: Native Connection to the Land." Audio Blog Post. She Explores. February 5, 2018.

Straub, Gale and Marinel de Jesus. "Episode 51: Never Too Late to Become a Mountain Nomad." Audio Blog Post. She Explores.

Antoinette, Nicole and Rahawa Haile. "Rahawa Haile on Writing, Diversifying the Outdoors and Thru-Hiking the Appalachian Trail." Audio Blog Post. Real Talk Radio, Season 14. 2017.

Ashbrook, Tom and Rahawa Haile. "Black Bodies, Green Spaces." Audio Blog Post. WBUR On Point. April 17, 2017.

"Code Switch Podcast, Episode 2: Being 'Outdoorsy' When You're Black Or Brown." Audio Blog Post. NPR Code Switch, 8 June 2016.

Straub, Gale and Shelma Jun. "Episode 28 - Climber, Activist, Entrepreneur, and Feminist: Shelma Jun, Founder of Flash Foxy." Audio Blog Post. She Explores.

Di Chiro, Giovanna. "Giovanna Di Chiro: Connecting Sustainability and Environmental Justice." Audio Blog Post. Swarthmore News & Events. 10 Oct 2013.

BOOKS

Baker, Jes. Things No One Will Tell Fat Girls: A Handbook for Unapologetic Living. Seale Press, 2015.

Blank, Hanne. The Unapologetic Fat Girl's Guide to Exercise and Other Incendiary Acts. Ten Speed Press, 2015.

Black Nature: Four Centuries of African American Nature Poetry. Edited by Camille Dungy. University of Georgia Press, 2009.

Finney, Carolyn. Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors. The University of North Carolina Press, 2014.

Mills, James E. The Adventure Gap. Mountaineer Books, 2014.

Steingraber, Sandra. Living Downstream: An Ecologist's Personal Investigation of Cancer and the Environment. Da Capo Press: Second Edition. Revised and updated edition. 2010.

# data[].attributes.attachment_link.description
Baker, Teresa. "An Open Letter to the Outdoor Industry on Diversity." Outdoor Retailer. June 6, 2018 Moye, Jayme. "Jaylyn Gough Asks: Whose Land Are You Exploring?" Outside Online. May 31, 2018. Kloos, Kassondra. "We Need More Women of Color Working in the Outdoors." Outside Magazine. April 3, 2018. Jun, Shelma.

# data[].attributes.headline
How to Teach Nature Journaling (Free if you choose PDF) - John Muir Laws

# data[].attributes.subject
How to Teach Nature Journaling (Free if you choose PDF) - John Muir Laws

# data[].attributes.attachment_link.readable_text
Description

31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

Expanding on the philosophy and methods of my last book, The Laws Guide to Nature Drawing and Journaling, I teamed up with experienced curriculum developer and educator, Emilie Lygren, to develop this unparalleled and comprehensive guide to using nature journaling as a tool to engage young people with the outdoors. This teacher-friendly book combines curriculum plans, practical advice, and in-the-field experience so that educators of all stripes can bring journaling to their students or families. Full-color illustrations and sample journal pages from notable naturalists and novices show how to put each lesson into practice.

Best of all, it encourages the things we need most at this moment: routines and rituals, creative expression, observation and concentration, engagement with nature, and connection with each other (even if from a distance!).

Are green spaces near you closed or inaccessible? Nature journaling can happen anywhere, from a kitchen window to a neighborhood stroll. With the right tools and ways of observing, you can document the bird sitting on a telephone wire, the beans in your pantry, the flower blooming in your neighbor's front yard, the weed pushing through the cracks in the sidewalk, or the vine creeping up the side of your apartment building.

Learn How to:

give students step-by-step strategies for effective nature journaling

manage student groups in the outdoors

encourage participation from all learners

modify instructions to meet your students' needs

teach drawing, math, writing, and scientific thinking

connect journaling to educational standards

incorporate journaling into longer lessons

Can be used with:

5E Instructional Model

Charlotte Mason-Inspired Education

Common Core State Standards

Next Generation Science Standards

Waldorf Education, Forest Schools, Outdoor Education, and more

A great way to get started is to watch this video workshop from a class I gave on how to teach Nature Journaling.

Free download! You can download the book today. If you like the book, consider also buying the full version and making a donation to directly support Heyday, our amazing non-profit publisher. You may download the book for use in your home, classroom, or at your institution. You may not reproduce any part of the book for sale. The version with double-page spreads is best for viewing on a screen or device. If you plan to print the book at home, download the single-page version but be aware that for close to the cost of printing you can get the bound full-color book. Home printing is a good option if shipping the book is too expensive.
Read the foreword by Amy Tan.
Praise for How to Teach Nature Journaling

"From the beginning of time, we have been connected to nature, but for the first time in history, that connection threatens to be broken for most of an entire generation and perhaps generations to come. In this book and this work, I find hope. Laws and Lygren have created a powerful and practical resource for teachers to help children and adults discover, explore, love, and protect the natural world around them. Nature is magic, and everyone needs it."

-Robert Bateman, artist, naturalist, and founder of the Bateman Foundation

"Here is a natural way for parents and teachers to integrate the beauty and mystery of nature into the lives of children. The book itself is a work of art."

-Richard Louv, author of Our Wild Calling and Last Child in the Woods

"This book beautifully demonstrates how nature journaling is a valuable, multidimensional approach to science. Through this work, students build neural pathways that enable different brain regions to communicate with each other, resulting in more flexible thinking and creative problem-solving in all areas of life. This approach to nature journaling also offers students an excellent way to learn and practice a growth mindset through nature and science."

-Jo Boaler, Professor of Education and Equity, Stanford University; founder and faculty director of youcubed.org; author of Mathematical Mindsets and Limitless Mind

"The writing, the illustrations, the demonstration of an intentional, informative, and wonderfully educational approach to nature journal writing-it's all here. From field activities with clear examples to an inquiry-based approach to learning, this book is a gem for educators, first-time journalers, and for the experienced naturalist as well. It's art, it's writing, it's education, it's science, naturally so."

-José González, Founder of Latino Outdoors

"Engaging students in learning about nature is a compelling need in these turbulent times. Just as important is communicating clearly, precisely, and truthfully. Naturalists and educators John Muir Laws and Emilie Lygren help teachers achieve these goals with How to Teach Nature Journaling. This is a wonderful response to educators' request for meaningful ways to implement contemporary standards. The book is useful, full of activities, and manageable for classroom teachers."

-Rodger W. Bybee, Executive Director, BSCS Science Learning (Retired)

"Imagine if every teacher taught nature journaling, every student spent enough time outside to fill a journal each year, and our kids were becoming writers, artists, and scientists all at once. I'd send my kid to that school. Thanks to Emilie Lygren and Jack Laws, we now have the vision and the tools to make this our reality."

-Craig Strang, Associate Director, Lawrence Hall of Science

"Nature journaling is the single most valuable tool and skill a teacher can possess and use to move the Next Generation Science Standards and environmental literacy forward in their school. You need to do this!"

-Rob Wade, Science & Outdoor Education Coordinator, Plumas Unified School District/Plumas County of Education

About the Authors

John Muir Laws is an award-winning scientist, educator, artist, and author of The Laws Guide to Nature Drawing and Journaling and The Laws Field Guide to the Sierra Nevada, among other titles. For a wealth of nature journaling resources, visit johnmuirlaws.com.

Facilitator, author, educator, and poet Emilie Lygren has co-written dozens of outdoor science publications with the award-winning BEETLES Project and has published poems in a range of literary journals.

# data[].attributes.attachment_link.title
How to Teach Nature Journaling (Print and free PDF download)

# data[].attributes.attachment_link.description
31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

# data[].attributes.attachment_link.readable_text
Time spent in nature can have a profound and lasting positive effect on our physical and mental health, and journaling has long been heralded for its own health benefits. Put them together and you've got nature journaling; an activity that inspires creativity, mindfulness and connectivity with nature.

In the simplest terms, nature journaling is about looking at the natural world around you and recording your thoughts and observations. You don't need a lot to get started, just a piece of paper and something to write with.

Good tip: Try to avoid buying fancy and expensive notebooks and pens until you know what type of journaling is right for you. Once you get started, you will most likely find a style all your own, and can then decide what additional supplies you need (if any).

The great thing about nature journaling is that you can adapt it to fit you.

Getting a feel for nature journaling

Start with the date, time and location. Feel free to add things like weather and wind conditions, who you are with, or any other details you feel are important

Look around, what catches your eye? Maybe there is a cool mushroom on the ground. Give it a quick sketch, note down colour, size, and any interesting features. If you know what type it is, write that down too, or look it up later in a guidebook

Try sketching the same thing multiple times, putting in various amounts of detail. Not every sketch needs to perfect. By experimenting with the time you give yourself to sketch, you will learn what details are more important to include and how to capture those effectively

Experiment with mediums. Try different paper, pads and notebooks. If you like writing, try lined paper. If you are an artist, a sketchbook may be perfect. Try pens, pencils, watercolours, ink and makers. What does your mushroom look like as an ink drawing vs. coloured pencil?

Keep your journal with you. Practice makes perfect, so keep your journal handy and add to it as frequently as possible. Make your "nature time" a priority

Check out programs in your area. Many parks and educational networks run nature journaling programs. There are also lots of great resources online

For those seeking calm

If you are using your time in nature to focus on healing, meditation or mental health then writing poems and thoughts in your journal may be helpful to you. Take a look around you and record what you see, hear, feel and smell.

Focus on how these things effect you and make you feel. Maybe you hear loons in the distance and it reminds you of a childhood memory, write it down.

For the scientist

Nature journaling has long been used in the scientific community to detail precise findings and observations. If you are a scientist at heart, why not include things like latitude and longitude, ground temperature vs air temperature, and technical drawings with detailed notes.

You may find it helpful to have things like a good ruler, magnifying glass, compass and other such tools on hand. Try tracking the growth of a plant over time, or the cycle of a butterfly.

For the artist

The artistically inclined may find that drawing and watercolour come naturally, and can use nature journaling to practice realism and observational skills.

Try playing with shadow and light, perhaps detailing the same plant or landscape at different times of day or in different seasons. Does the change in light, change the colour of the plant? What about texture? Try to get those tiny details.

For the bullet journal addict

A bullet journal is where you can keep your to-do lists, agenda, bucket list and so on. And there are many great spreads for those looking to add some nature to their bullet journal.

Why not try creating a bird checklist? Or an Ontario Parks bucket list? Track your daily nature observations right along with your to do list. Add some pages for quick sketches, like of a tree you see on your lunch break or an insect in your backyard.

Inspired yet?

Try tracking the sunrise and sunset for a week

Track and sketch the phases of the moon or constellations

Create a full log of your favourite hiking trail, detailing as much as possible

Compare two different species, like white and red pine

Get a magnifying glass out and zoom in on something tiny

Take a picture and tape it into your journal if your short on time (or artistic ability)

Make a plant rubbing (*remember - never pick or damage natural objects in provincial parks)

Try group journaling. How do different people see the same flower?

Look at the same scene from different angles or distances. What is in the foreground, vs. the tree line, vs. far in the distance?

For more inspiration check out johnmuirlaws.com and Keeping A Nature Journal by Clare Walker Leslie & Charles E. Roth.

Don't put limits on what you can or can't do when journaling. Remember it is your journal, and your time to connect with nature.

We'd love to see the results of your journaling in Ontario Parks. Use hashtag #GoWildForArt when you share on social media.

P.S. If nature journaling awakens your creativity, you might also like our OP125 Art Program.

# data[].attributes.attachment_link.title
Nature journaling -- just *try* not to be inspired!

# data[].attributes.attachment_link.description
Time spent in nature can have a profound and lasting positive effect on our physical and mental health, and journaling has long been heralded for its own health benefits. Put them together and you've got nature journaling; an activity that inspires creativity, mindfulness and connectivity with nature.

# data[].attributes.headline
Disconnect: The Outdoor Education Podcast

# data[].attributes.subject
Disconnect: The Outdoor Education Podcast

# data[].attributes.attachment_link.readable_text
Episode Notes
On today's episode, we speak with Wynnston Denny, a kindergarten teacher from Austin, TX, who tells us about how he started with small activities and built up to a huge success in taking his class outside for school. We'll also look at a bit of research by David Sobel, from his book Childhood & Nature: Design Principles for Educators.

Artwork for today's episode by Annie Spratt, from unsplash.com.

Find out more at https://disconnect.pinecast.co

# data[].attributes.attachment_link.keywords[]
disconnect: the outdoor education podcast

# data[].attributes.attachment_link.title
‎Disconnect: The Outdoor Education Podcast: Small Steps: Start Small, Start Early on Apple Podcasts

# data[].attributes.attachment_link.description
‎Episode Notes On today's episode, we speak with Wynnston Denny, a kindergarten teacher from Austin, TX, who tells us about how he started with small activities and built up to a huge success in taking his class outside for school. We'll also look at a bit of research by David Sobel, from his book Ch...

# data[].attributes.headline
Megan Zeni: 10 Tips for Teaching Outside

# data[].attributes.subject
Megan Zeni: 10 Tips for Teaching Outside

# data[].attributes.attachment_link.readable_text
Teaching outdoors is nothing new. As a species, humans have evolved to learn outdoors. For thousands of years, we have actively learned from experience alongside our elders. It is only recently in our evolutionary path that we have asked children to learn under florescent lighting, within four walls. So, taking your class outdoors is not an act of rebellion, or even edgy pedagogy, it is simply good practice. After decades of teaching outdoors, I have experienced over and over again how learning outside transforms our students' experience of school, while reigniting my own love of teaching. There is a freedom to learn for both students and teachers that emerges in our school-yards; being outdoors allows kids some autonomy and agency to come alive with curiosity and to take responsibility for their wonders. For teachers, there is something magical that happens when we allow ourselves to become co-learners with our students. By giving up on the idea that we already know everything, we powerfully model the inquiry process for our students. In these uncertain days, teaching outdoors might be exactly what we need to move forward in a meaningful and thoughtful way. This post is designed to help teachers who are new to the practical considerations of teaching outside the classroom. There are many more tips and rich experiences to share. I'll list some tips from my own experience, and frequent readers of this blog, or workshop participants, many recognize images from my workshops that expand on the points I will make in this post. If your school or district would like to book a follow-up webinar with me, contact me here.

Teaching outside the classroom tip #1 - GET CLEAR ON YOUR WHY

Why do you want to try teaching outside? There are a multitude of reasons that make sense for me, but you'll need to do a bit of reflection on why this matters to you. For some teachers the following list of reasons might resonate, but they don't all need to apply. Just get clear on one reason why this is important to you, and place it front and centre in your planning. If your reason is not listed here send me a message, I'm actually very interested in this process with my colleagues!

Teaching outside the classroom tip #2- KNOW THE BENEFITS FOR KIDS

Once you're clear on why you want to do this, consider the multiple benefits for your students as well! If you need some reasons why teaching outdoors is immensely beneficial for children, here are a few to keep any naysayers happy. These benefits are grounded in decades of cross discipline global research.

Teaching outside the classroom tip #3- PREPARE FOR ALL WEATHER LEARNING

Scandinavian proverbs remind us that there is no such thing as bad weather, and if you are going to teach outside the classroom, you'll need to make your peace with some uncomfortable weather days. In my experience this is the part of teaching outdoors that requires the most effort, but brings the most benefit. Resiliency is learned when we have to stretch beyond our own personal comforts, and with few exceptions, most of us are living in climates that humans have survived in for thousands of years with way less technical gear than we have now. Give yourself some grace, and develop a long term plan for acquiring the gear that will make teaching outdoors easier. It took almost 4 years for us to develop a lending library of outdoor gear that could meet the needs of our school community while learning outside. This related post is all about how I switched to teaching entirely outdoors, with details on how we set up our lending library.

Key points to remember:

Work towards making outdoor play at recess or lunch breaks the norm in your school, no matter what the weather is. This helps parents realize that their children need to come to school with appropriate clothing for being outside, not just on Forest Fridays or Wilderness Wednesdays. This requires relationship building and communication with your admin team, your parent advisory group, and your colleagues. Remember, everything worth doing is hard!

Check your own attitude. If you are excited and enthusiastic, your kids will be too. Spend some money on good gear for yourself. It will last you the next 5-10 years and you'll be glad you made the investment.

Set up your lending library near an exit of the school and have hooks installed or ask around your community for some rolling clothes racks. Up-cycle and repurpose whatever you can get your hands on for gear storage.

Consider what the worst weather conditions are in your climate and prepare for those. For us, this means cold rainy days are frequent and we need lots of rain pants, plus warm and waterproof boots available. Most kids have jackets, but many come to school without appropriate footwear or wet pants.

Build up your lending library with donations and collected items from your school's lost and found bin. Over the years, I have built up a great stash of gear just with this strategy alone. You can also specifically target your community for donations, new or used. Many stores are willing to make a donation to a school, you just need to ask. If you teach in an affluent area, you can simply add the gear to your required school supply list. If your school has a bit of a surplus budget at the end of the year, ask if it can be used for stocking up on outerwear for the following winter. Attend budget meetings in your school. There is almost always a small stash of cash that can be re-allocated over time.

Allow your lending library to be a library without due dates. Many of our families take gear home for months at a time, others just for a day. Families without a budget for outerwear are free to take what they need, with the expectation they will bring it back when they are done. In my situation, this has resulted in an abundance of donations to our clothing library. We certainly receive more than we give.

Consider a NO UMBRELLA policy. Umbrellas become distractions, and children can not use their hands effectively when they are holding an umbrella, umbrellas may also cause children to huddle together.

Which brings me to consideration of transmission of communicable disease with any shared resource in schools. Long term lending is a solution, and having a clothing rack that is untouched for 2 to 3 days might be another. Until we know more about the lifespan of the coronavirus on clothing, assume any used gear needs to be kept out of rotation for at least 3 days.

Teaching outside the classroom tip #4- INVERT YOUR PLANNING

You don't need to be an outdoor education professional to do this. You already have everything you need to start teaching outdoors. For teachers new to this, instead of searching the internet for lessons to try outside, simply look at what you need to cover the next day and ask yourself "what about this lesson requires me to stay inside?" Once you look at your planning through this lens, you'll realize that almost everything you already know how to do as an elementary school teacher can be effectively re-located outdoors! A really easy way to start is to simply read aloud to students outside, or re-locate silent reading outside. Once you build on your confidence and comfort with classroom management outdoors, your planning will become more responsive to the learners and the place you are teaching in. Be patient with yourself, and follow your instincts.

Teachers interested in specific cross-curricular learning outdoors may want to read the posts listed below. If you are interested in a particular cross-curricular area, head back to the HOME page and check out hundreds of posts organized by subject area there.
Take your class outdoors to become Anywhere Artists Develop design skills with a box Find patterns in nature Develop vocabulary skills in nature Storytelling in nature
Teaching outside the classroom tip #5- MAKE USE OF NATURE JOURNALS

I actually hardly use these anymore, simply because I've become practiced at assessing learning without written evidence. But if you want to have a notebook for your students to record their observations, wonders, and sketches than a nature journal is a great transition tool to teaching outside the classroom. I do highly recommend them, particularly if you have students who enjoy sketching, poetry, or recording their observations. My only caution around nature journals is to be sure they don't become a barrier for learning for complex learners with written output challenges. If a student is not successful with written work inside the classroom, they likely won't suddenly become enthusiastic about it outside either. There are many ways around this in my literacy posts linked below. If you want more information, I offer workshops on assessment outdoors, as well as teaching core and curricular competencies outdoors. You can contact me here for rates and availability.

It is a good idea to cover your journals so they don't get too wet if they drop on the ground or are forgotten overnight. We use either a paper grocery bag or construction paper to buffer the cover from dampness. I also highly recommend these acrylic clipboards. They are completely water proof and make it easier for children to write in their nature journals. For drizzly days, use a page protector clipped over the journal or these multipurpose magnifying lenses to keep everything dry.

Teaching outside the classroom tip #6- PRACTICE ENTRY AND EXIT ROUTINES

Like any classroom space, an outdoor classroom has routines and expectations that distinguish it from the unstructured play of recess. Time spent in your outdoor classroom is the essential ingredient for learning to happen. If you think about how long it takes to get your students marching to the beat of your drum in September, you'll recall it takes almost the entire month of September. Assuming this follows the widely accepted norm of 21 exposures to develop a habit, then only taking your students outside once a week for Forest Fridays or Wilderness Wednesdays means it can potentially take 21 before your class is ready to settle and listen and engage in meaningful learning outside. The only solution to this common practice in outdoor learning is to ensure you make your entry and exits from your outdoor classroom a routine you practice from the first week of September. Make it a habit to spend even just ten minutes before dismissal outside everyday to habituate your students to the variety of spaces and places for learning your school offers. In our outdoor classroom, we have logs that the students sit at while we discuss our learning intentions. If you don't have logs, you might have a tarp, or a sit spot, or some rocks. You might gather in a standing circle. Whatever your entrance routine will be, practice it to avoid frustration when you begin to layer lessons into your outdoor practice. This is what the reception area of our outdoor classroom looks like.

Teaching outside the classroom tip #7- DEVELOP A PROFESSIONAL LEARNING NETWORK (PLN)

I can't emphasize enough the importance of surrounding yourself with like minded educators. If you are in British Columbia, please consider joining the following networks of your peers. Many offer online webinars and ongoing professional learning, conferences, and connection beyond the classroom.
Environmental Educators Provincial Specialist Association (EEPSA) Columbia Basin Environmental Educators Network (CBEEN) Wild About Vancouver (WAV) Classrooms to Communities- BC Education Network (C2CBC) Canadian Network for Environmental Education and Communication (EECOM) Outdoor Play Canada Green Teacher Imaginative Ecological Education (IEE) Take me outside Outdoor Classroom Day Creative Star Teaching (author of Dirty Teaching & Messy Maths)
Teaching outside the classroom tip #8- RE-ALLOCATE FIELD TRIP FUNDS

Chances are slim to none that we will be getting on a school bus to visit a field trip location anytime soon. So re-allocate those funds towards building up your supplies for teaching outdoors. If you consider what each classroom was spending on field trips each year, multiplied by each class in the school, you'll find you can source several thousand dollars for in an "in-class" field trip that will have the added benefit of lasting for years! You can build a shed for your supplies, which is a great ADST project, purchase "go bags" and supplies, a wagon, some tarps, or have a log circle built by your school district. The options are endless. If you need inspiration for outdoor classroom design and features, you may want to join me on Pinterest here:

You might even want to start a school garden. If you are in BC and looking for school garden grants you can check out my up-to-date list of grants available for school garden development here.

Teaching outside the classroom tip #9- EMBRACE AN EMERGENT CURRICULUM

The emergent curriculum simply means teachers are open to facilitating learning that is responsive to student interests. The process of emergence is a phenomenon that emerges when we participate in the world around us, and is often very place specific. Teachers who are skilled in delivering an emergent curriculum weave required curricular content masterfully with the emerging experiences of children to meet or often exceed the anticipated goals of the original lesson. Plainly put, have a plan when you go outside to teach, but be flexible and responsive to the interests and wonders that emerge. This approach asks you to give up a little bit of your power as a teacher, but results in significant learning for everyone. In the image below you can see some lady bug eggs that a student discovered on a blade of grass that ignited a wonderful, weeks long, inquiry into the life cycle of ladybugs.

Teaching outside the classroom tip #10- TRUST YOUR STUDENTS

So much of any of our success as teachers comes from trusting our students. Relationships are everything in this profession, and teaching outside is no different. My last tip is to trust your kids. Talk to them about why it is important for you to take them outside. Discuss the benefits for them, and ask what they think they'll get out of it. In over 20 years of teaching outside, I can count on one hand the number of students who really did not thrive in an outdoor classroom. Trust that they will listen to what you need to feel safe when taking them outside. Trust that they will make decent decisions that allow the learning to continue outdoors. Trust that they will find learning on their own and that they will be excited to share their discoveries with you. And trust that you can do this. Just do it. Start small and give it a go. I'd love to hear your stories. Tag me on Twitter or Instagram at @roomtoplay so I can see your journey.

These are uncertain and strange days for everyone as we return to school. Be well friends! You've got this, and like Ms. Frizzle says "get messy and make mistakes!"

# data[].attributes.attachment_link.title
10 tips for teaching outside the classroom - Megan Zeni

# data[].attributes.attachment_link.description
Teaching outdoors is nothing new. As a species, humans have evolved to learn outdoors. For thousands of years, we have actively learned from experience alongside our elders. It is only recently in our evolutionary path that we have asked children to learn under florescent lighting, within four walls.

# data[].attributes.attachment_link.readable_text
In my work with teachers I am often asked what risky play is. Risky play is simply a way of organizing observed categories of thrilling play that children engage in when they test their physical limits during unstructured play outdoors. The term "risky play" is gaining momentum in mainstream teaching and parenting circles due to the abundance of research being published that outlines the social, emotional, and physical benefits of unstructured play outdoors for children. Risky play is not a specific lesson or activity. Rather, risky play is simply an expression of unstructured play. Risky play means children are taking a personally determined risk that has a potential for physical injury. This in no way implies that the adults who are supervising unstructured play are encouraging or pushing children to take risks beyond what they have already explored. In fact, a good risky play practice requires the adults to be aware of, and make important decisions, to remove or limit exposure to known and emerging hazards from the playscape. Hazards are different from risks, and practitioners or parents interested in holding space for risky play, should be aware of the age and developmental differences, with their consequences, in their specific play environments. For example small loose parts, like acorns or tiny stones, could pose a choking hazard for infants and are generally not a concern with school-aged children.

What is Risky Play?

In sum, risky play is a pedagogical stance. It is a belief that children are capable and competent to make their own decisions about how they use their own bodies when they play outside. As such, a young toddler or pre-schooler will engage with the built or natural environment in a very different way than a pre-teen will. So worries about young children making dangerous decisions are mostly unfounded in a properly supervised playscape. Because, depending on the age of the child, risks that become hazards in relationship with the developmental and physical literacy skills of the children playing, are removed from the play environment. Children have strong survival instincts, and so are the best judges of their own capabilities, and hovering or taking control of a child's physical play reduces their ability to make appropriate risk assessments independently going forward. However, I will repeat that supervising adults are important in risky play because they can serve as coaches or mentors to children as they work through their decision making process. In risky play, children can play at the edges of their comfort, without the paralyzing fear of being seriously injured. Being allowed to make decisions that involve a potential for injury, while having a caring adult in proximity to discuss potential consequences with, allows children to grow in their understanding of how the world works while becoming autonomous and competent decision makers. This makes children safer in the long run because they can potentially assess risks and make decisions when they have had some lived experience to base their choices on. This becomes particularly important in the teen years.

What is Unstructured Play?

Unstructured play outdoors almost always has elements of risky play embedded in the experience. In unstructured outdoor play, children are free to choose how, where, and what they play. They are equally free to quit or abandon the group play as they wish, without consequence. That means, any game or activity that is adult directed, has rules determined by adults, or has winners or losers, is no longer considered unstructured play. This is important because, within the confines of various games or lessons teachers organize outdoors, children may drift away to engage in thrill-seeking unstructured play outside of the scope of the prescribed activity or lesson. All teachers have seen this happen, and the skill of facilitating risky play is to appreciate the benefits of giving up some control over how kids play and how they move their bodies. In response, many teachers are moving towards unstructured lesson planning altogether in favour of allowing meaningful learning to emerge authentically. This blog is full of ways to harness the educational potential of unstructured play within a framework of an emergent curriculum. I also offer keynotes, professional learning series, and workshops on what unstructured and risky play looks like in the K-7 school context.

Categories of Risky Play

There are many ways children engage in risk taking during unstructured play, and when you think about joyful ways children have played outdoors in your context, you have likely seen all of these categories of risk emerge. The categories exist simply as observational tools. They help us better understand why children are playing the way they play, and what sort of thrill they may be seeking. The architect of the categories of risky play is Ellen Sandsetter, a Norwegian researcher who observed children's outdoor unstructured play and began to make sense of the ways children were thrill-seeking in their play. In all cases, a risk-benefit assessment is recommended before facilitating any sort of risky play. A free risk-benefit assessment toolkit is available from Outdoor Play Canada here.

Play with heights includes climbing, jumping from or over heights, hanging and dangling from heights, as well as balancing over any variety of heights. The known risk of physical injury when playing with height is from falling. Read more about what risky play can look like in the school context here.

Play with Speed

Play with speed includes sliding, spinning, running, and swinging. Play with speed can also include specific equipment for increasing play with speed, like skis, sleds, or bicycles. The use of safety equipment, like helmets, can reduce the risk of injury, which includes potential collisions or falls. Check back for a full blog post on what play with speed can look like in the school context here. (Coming soon!)

For generations, the use of tools was a rite of passage and a normal part of any child's growth and development. Somewhere along the way, perhaps because of our focus on academics over trades, the use of real tools for real work has become an all but rare occurrence in most children's daily lives. Risky Play with tools includes the use of saws, hammers, knives, and other applied design tools used in construction or crafting. Facilitation by a skilled and knowledgeable teacher is essential, and direct instruction on how to use tools appropriately is critical. Read a full blog post on what risky play with tools can look like in a school setting here.

Rough and tumble play

Rough and tumble play includes play fighting, hitting and sword fighting with sticks, wrestling, dragging and pushing games invented by children. This is one of the least common categories of risky play to observe in schools, and yet one of the most important for teaching children what consent looks like and feels like. Check back for a full blog post on what rough and tumble play can look like in a school context here. (Coming soon!)

Play with elements

Play with elements includes play with or near potentially dangerous elements like fire, deep or rushing water, steep terrain, or seasonal hazards, like ice or snow. Facilitation by a skilled and knowledgeable teacher is essential, and direct instruction on how to stay safe around certain elements is critical. Check back for a full blog post on what play with elements can look like in a school context. (Coming soon!)

As educators we simply do not have the luxury of letting our students "get lost". We have a professional obligation to ensure our students are under our supervision at all times. That said, schools that practice this type of risky play use landscaping, or strategic design of structures with hiding spots, that allow children to feel they are hidden away from adult supervision. Read a full blog post on how a foggy morning presented a fantastic opportunity to allow children to have a sense of solitary exploration, with the temporary thrill of imagining they were lost- without the real world consequences here.

Play with impact

Play with impact includes thrill seeking from repeatedly hitting, striking, dropping or smashing objects, like snow or ice. In young children his can include riding a tricycle into a wall, and in older children it can include hitting a log with a stick repeatedly or intentionally belly flopping into water! Check back for a full blog post on what play with impact can look like in the school context. (Coming soon!)

Vicarious play

Vicarious play includes any kind of thrill achieved from watching other people engage in risk taking. Everyone has had the experience of sweaty palms or excited anticipation while watching someone else take a risk we were in no way qualified or interested in taking. Check back for a full blog post on what this can look like in the school setting. (Coming soon!)

Risky Play Resources

In response to repeated requests for resources, this post lists high quality risky play resources for both families and educators. Adults are understandably nervous when they read about, or hear discussions, that call for a greater freedom and agency when children are left to make their own risk assessments. Concerns about liability, particularly when caring for other people's children, and fears of judgement are top of the list of reasons why adults restrict children's access to unstructured and risky play.

For parents and caregivers who fear the worst and need reassurance that the benefits of unstructured play outdoors outweigh the potential risks associated, I recommend this risk re-framing tool developed by leading researchers at the University of British Columbia and BC Children's hospital. Link to OUTSIDE PLAY.CA

For educators or policy makers looking for resources that include position statements and infographics with data on risky play's benefits, check out the many resources complied on the OUTDOOR PLAY CANADA website. Outdoor Play Canada is a network of leaders, organizations, and researchers advocating for increased access to outdoor play in Canada.

For anyone looking for easy to share and easy to understand infographics, research summaries, decision making tools, and more, check out the multiple resources on the CANADIAN PUBLIC HEALTH ASSOCIATION 's website.

This slideshow requires JavaScript.

The Nature of Things aired an episode on the power of play. You can watch THE POWER OF PLAY here.

Here is a blog post I wrote on GREAT BOOKS FOR INTRODUCING LOOSE PARTS PLAY OUTDOORS.

Learn more about risky play

Join the conversation on Pinterest!

# data[].attributes.attachment_link.description
In my work with teachers I am often asked what risky play is. Risky play is simply a way of organizing observed categories of thrilling play that children engage in when they test their physical limits during unstructured play outdoors .

# data[].attributes.attachment_link.readable_text
The Richmond School District's primary teachers study group is continuing to connect, share and collaborate during this time of in-school instruction. We are meeting during our regular "afterschool" time through the use of technology. On this page, we are sharing some of our ideas and resources for learning opportunities outdoors, whether that outdoor space is looking through a window, in a backyard, on a trail, on a balcony or in a school park. Our school playgrounds are closed and we need to be mindful of physical distancing and not being in groups beyond our immediate families, but there are still lots of ways children and their families can learn together outdoors.
"I think it's important for us to get out to be with our family, our households and experience the fresh air. It's important during a time like this when we have so much anxiety, when people are cooped up, particularly children, to have those opportunities to go outside."
~ Dr. Bonnie Henry, BC's Public Health Officer, April 11, 2020

The organization Outdoor Play Canada has compiled resources and research around the topic of Pandemic Play: Child-Centred Policy in a Global Crisis. This information can inform and inspire us as well provide information to share with our student's families. You can link to their site HERE.

The following are some of the ideas we have compiled.

Take care, Janice and Jess

The following are a series of mini-posters to share with families to explore mathematics outdoors, in their community and at home: Sarah and Megan have put together a calendar of ideas for the families at Homma where they teach in an outdoor classroom/garden: Anne-Marie has shared some scavenger hunts, including those from the City of Richmond: Jess has shared a lesson focusing on the core competencies and connecting to our community: Lisa from Anderson shared the prompts she provided for her students for the first week's learning opportunities:
"How does nature tell us spring is here"?
- What growth do you notice in spring? What changes do you see?- Can you use your five senses to notice the world around you?
- Can you tell a spring story? Michelle from Blair shares the following ideas that are part of her weekly plans for students - scavenger hunts, Photo Friday (inspired by Paula Jamieson, a NZ educator) or a focused investigation.

- ​Can you talk about what you noticed? (I see, I smell, I touch, I hear, I taste)​

Some ideas for the Photo Friday Challenge include:

"A Snail's Eye View" (looking along something and getting low to the ground like a snail). Below is one student's photo.

"A Squirrel's Eye View" (looking up something like a squirrel). Below is an example I have for my students this week.

"A Giant's Eye View" (looking down at things outside like a giant)

Erin from Cook shared the Up Close Photo Challenge she has been doing with her students each week. Many of her students are not able to get outside at this time so she is finding ways to bring the outdoors in to them.
During my first week, I had a "Dandelion Discovery" as their outdoor learning portion.

Questions included:

Look closely at a dandelion...what do you notice? (Using your 5 senses)

What creatures do you notice visit dandelions?

What wonders do you have about dandelions?

Sketch the dandelion like a scientist...look closely at the details (pictured below)

In my weekly video, we learned about the lifecycle and parts of a dandelion, uses of dandelions (I tied in local Indigenous knowledge of dandelion uses), and students were invited to explore using the dandelion head to colour (pictured below)

How do dandelion seeds move?

Dandelions can be used to dye wool for weaving (Musqueam)

Dandelions can be used to treat ailments.

Comparing Dandelions vs. False Dandelions

For each photo, she asks them to consider these questions:

What do you notice?

What do you see?

Can you guess what this is?

How do you know?

And then after discussion and sharing on the portal, she shares the photos of what the up close photos were taken of.

The students are going to start submitting their own up close photos for their classmates to discuss.

At our Zoom gathering on April 23, our discussion focused on connecting and communicating with families. Here are some of the quotes from the BC Early Learning Framework we discussed:

And the following is an infographic sharing the ways the teachers in the study group are connecting and communicating with families during this time:

S arah and Megan from Homma share their May calendar for Outdoor Time in both English and French:

# data[].attributes.attachment_link.title
PTSG - Outdoor Learning Opportunities - Mathematics and Science in SD#38 (Richmond)

# data[].attributes.attachment_link.description
The Richmond School District's primary teachers study group is continuing to connect, share and collaborate during this time of in-school instruction. We are meeting during our regular "afterschool" time through the use of technology.

# data[].attributes.attachment_link.title
Welcome to Take Me Outside! Take Me Outside

# data[].attributes.attachment_link.description
We believe in a future where spending time outside learning, playing and exploring is a regular and significant part of every learner’s day. To get people, both young and old, outside

# data[].attributes.attachment_link.readable_text
Regular time outdoors helps children thrive.

But over the past few generations, childhood has moved indoors. On average, today's kids spend up to 44 hours per week in front of a screen, and less than 10 minutes a day playing outdoors. And for too many kids, regular and safe access to nature is determined by race, income, identity, ability and postal code.

We support a global movement of leaders working to turn the trend of an indoor childhood back out to the benefits of nature - and to make sure that all children have equitable access to outdoor spaces where they can learn, play and grow.

# data[].attributes.attachment_link.description
Children and Nature Network is committed to the belief that nature makes kids healthier, happier and smarter. Join us!

# data[].attributes.headline
Connecting Children with Nature Guides (David Suzuki Foundation)

# data[].attributes.subject
Connecting Children with Nature Guides (David Suzuki Foundation)

# data[].attributes.attachment_link.readable_text
Kids need nature! And so do parents, grandparents, caregivers and teachers. Encourage kids to spend time outside and teach them about environmental responsibility with these activity guides.

Youth and nature

The average North American child spends less than 30 minutes playing outside each day, and more than seven hours in front of a screen. Yet research shows time outside makes children healthier, happier and smarter.

The message is clear - kids need nature! And so do parents, grandparents, caregivers and teachers.

According to a David Suzuki Foundation survey, people who spend time outside when they're young are 20 per cent more likely to take part in outdoor programs or to explore nature on their own when they're older. And getting kids into nature will provide some of their best childhood memories.

You play a critical role in helping the kids in your life develop a nature habit.

Take the Suzuki Superhero Challenge

Whether you're a parent, grandparent or caregiver, you can encourage kids to spend time outside and teach them about environmental responsibility at the same time.

Resources for parents and guardians

Children today spend less time outdoors than any generation in human history. They're also our future superheroes! So we need to make sure they're well-equipped to protect the planet.
We have four fun Suzuki Superhero Challenge activities available. Simply fill out the form below and you can download them all for free.
Each will help teach kids about our right to a healthy environment and connect them to the great outdoors.

Get outside and save the world!

Foster a nature connection in students

Studies show spending time outdoors helps students do better in school by improving memory, problem-solving and creativity.

Resources for teachers

Children who spend time in nature are also healthier and more likely to care for nature as adults.

Teachers across Canada agree! They've downloaded more than 10,000 copies of our educational guides. From coast to coast to coast, educators are taking their students outside. And they're reporting that it's good for students and those who teach them!
All resources are available to download. Simply fill out the form below to access the following resources:

The Nature as a Classroom guide answers common questions about how to make outdoor learning fun and accessible.

The Connecting With Nature guides include comprehensive classroom and outdoor lesson plans for kindergarten through Grade 8. The Connecting With Nature guides were created and written by David Suzuki Foundation staff, Toronto District School Board educators and staff, and students from Nipissing University's Schulich School of Education.

What is the Suzuki Superhero Challenge?

It's a four-week program that gets kids, families and classrooms of students to learn about environmental issues and make a superhero difference! You can download four, fun outdoor activities complete with step-by-step instructions by filling out the form above.

Themes include things like the right to clean air, safe water and healthy food.

Can I share my experience?

We'd love that! Stay connected with us on Facebook, Twitter and Instagram. We'll share your stories and photos. Please use the hashtag #SuzukiSuperhero.

Is the challenge available in French?

Unfortunately we do not offer the challenge in French. But we have fabulous teaching resources available in French. Download your free copy here.

# data[].attributes.attachment_link.title
Connecting youth with nature - David Suzuki Foundation

# data[].attributes.attachment_link.description
Kids need nature! And so do parents, grandparents, caregivers and teachers. Encourage kids to spend time outside and teach them about environmental responsibility with these activity guides. Youth and nature The average North American child spends less than 30 minutes playing outside each day, and more than seven hours in front of a screen.

# data[].attributes.attachment_link.title
Nature Guides | Sustainability Classroom Resources at Resources for Rethinking

# data[].attributes.attachment_link.description
Exemplary classroom resources reviewed by teachers for teachers

# data[].attributes.attachment_link.title
Acorn Naturalists - Suppliers of high quality educational resources

# data[].attributes.attachment_link.description
Acorn Naturalists was formed over three decades ago by educators to create and distribute high-quality educational resources for both inside and outside the classroom.

# data[].attributes.headline
Canadian Wildlife Federation: Resources for Educators

# data[].attributes.subject
Canadian Wildlife Federation: Resources for Educators

# data[].attributes.attachment_link.readable_text
The Canadian Wildlife Federation's WILD Education and Below Zero programs are targeted to educators tasked with developing a conservation ethic in the classroom. Our website is a resource-rich platform you can access for a variety of materials you can use to inspire your students.

# data[].attributes.attachment_link.description
The Canadian Wildlife Federation's WILD Education and Below Zero programs are targeted to educators tasked with developing a conservation ethic in the classroom. Our website is a resource-rich platform you can access for a variety of materials you can use to inspire your students.

# data[].attributes.attachment_link.title
Natural Curiosity | Building Children's Understanding of the World Through Environmental Inquiry and Indigenous Perspectives

# data[].attributes.attachment_link.description
We provide educators with professional learning support at the intersection of environmental inquiry and the importance of Indigenous perspectives. Learn and collaborate with us today.

# data[].attributes.attachment_link.provider_name
Getting Started with Sustainability in Schools

# data[].attributes.attachment_link.description
Sustainability education can be fun, engaging and empowering for students. It allows them to take responsibility for their actions and to contribute their vision for a sustainable future. It enables them to develop knowledge, skills, values and motivations for action, allowing them to maintain their own wellbeing - and that of their community and the planet - in an increasingly interconnected world.

# data[].attributes.headline
Finding Urban Nature: National Geographic

# data[].attributes.subject
Finding Urban Nature: National Geographic

# data[].attributes.attachment_link.readable_text
Most of the time when people think about nature they think of places untouched by humans. "Nature" is often considered something that exists far away from cities. In reality, the division between nature and city is blurry. There is nature all around the city, even inside our homes.

More Ideas Like This

Writer

Livia Mazur, National Geographic Society

Editors

Jessica Shea, National Geographic Society
Samantha Zuhlke, National Geographic Society

Photo Researcher

Livia Mazur, National Geographic Society

# data[].attributes.attachment_link.description
Most of the time when people think about nature they think of places untouched by humans. "Nature" is often considered something that exists far away from cities. In reality, the division between nature and city is blurry. There is nature all around the city, even inside our homes.

# data[].attributes.attachment_link.title
A Day in the Life of Different Animals, Brooke MacLeod

# data[].attributes.headline
Evergreen Canada: Resources and Lesson Ideas

# data[].attributes.subject
Evergreen Canada: Resources and Lesson Ideas

# data[].attributes.attachment_link.readable_text
Skip to content

Flourishing cities start here-today.

At your business, in your neighbourhood, on the ground-our tools & publications help city builders connect and have real and lasting impact that can shape our cities for the better.

# data[].attributes.attachment_link.description
Skip to content Flourishing cities start here-today. At your business, in your neighbourhood, on the ground-our tools & publications help city builders connect and have real and lasting impact that can shape our cities for the better.

# data[].attributes.attachment_link.readable_text
OutsidePlay.ca aims to provide the best experience for both desktop and mobile users which requires the latest version of CHROME (Recommended), SAFARI, or FIREFOX. Please try again on one of these browsers.

# data[].attributes.attachment_link.description
Outdoor play is a basic childhood need and taking risks is a necessary part of play. Whether jumping in a pile of leaves, climbing a tree, or playing street hockey, children are often happiest when playing. These kinds of experiences are a lot less common for kids today. Our worries and desire to protect our kids can result in setting too many limits on them, which can interfere with healthy development. Risky play can have many different shapes, but always involves the thrill and excitement of testing yourself and finding out what happens. These are some of the ways that children engage in risky play.

# data[].attributes.headline
Walking Curriculum w/ SD36 Indigenous Connections

# data[].attributes.subject
Walking Curriculum w/ SD36 Indigenous Connections

# data[].attributes.headline
SEL Stories in Forest and Nature School (Ontario)

# data[].attributes.subject
SEL Stories in Forest and Nature School (Ontario)

# data[].attributes.attachment_link.title
Social & Emotional Learning (SEL) Stories in Forest & Nature School

# data[].attributes.attachment_link.readable_text
The best
productivity tools all in one place

Noisli offers high-quality ambient noises such as rain, ocean, birds, wind, leaves, stream, lake, crickets, bonfire, thunder, and waterfall sounds, as well as white, pink, and brown noise, fan, coffee shop, cityscape, train, airplane, and washing machine sounds that you can mix and match as you like. Noisli also offers curated playlists for noise masking, focus and concentration, study, writing, sleep, and relaxation as well as an online timer to help work in sessions and a distraction-free text editor.

Discover more

# data[].attributes.attachment_link.title
Noisli - Background Noise and Ambient Sounds for Focus, Sleep and Relaxation

# data[].attributes.attachment_link.description
Listen to soothing nature ambient noise like rain, ocean, brown and white noise sounds and create relaxing soundscapes. Plus online timer and text editor.

# data[].attributes.headline
Dr. Brussoni (UBC): 3 Ingredients for Supporting Outdoor Play

# data[].attributes.subject
Dr. Brussoni (UBC): 3 Ingredients for Supporting Outdoor Play

# data[].attributes.attachment_link.title
3 key ingredients for supporting children's outdoor play  |  Dr Mariana Brussoni

# data[].attributes.headline
Window Birds and Window Bingo (Evergreen)

# data[].attributes.subject
Window Birds and Window Bingo (Evergreen)

# data[].attributes.attachment_link.readable_text
As we adapt to the new realities of our day-to-day, we continue to engage with and support our amazing community of children, parents, caregivers and educators. We want to help you and the kids in your care continue to stay connected to nature and benefit from the multi-sensory educational experience that is outdoor play, even if access to space or place is limited.

As part of our new online Learning From Home program, our Outdoor Education team has curated and designed these fun and engaging nature activities, inspired by our on-site Adventure Camps and children's programs, that you can share with your families. Below you will find each activity with a downloadable document.

Sign up for The Outdoor Classroom newsletter to get these activities, plus tips and inspiration right to your inbox here.

For more information, please contact school@evergreen.ca

# data[].attributes.attachment_link.title
Learning From Home: Nature Activities | Evergreen

# data[].attributes.attachment_link.description
As we adapt to the new realities of our day-to-day, we continue to engage with and support our amazing community of children, parents, caregivers and educators. We want to help you and the kids in your care continue to stay connected to nature and benefit from the multi-sensory educational experience that is outdoor play, even if access to space or place is limited.

# data[].attributes.attachment_link.description
Resources: Earth School Wild About Vancouver Evergreen Outdoor Learning and Play Basecamp Conversations Canadian Parks and Recreation Association Global Recess Alliance Statement Government of Canada Risk Mitigation Tool for Child and Youth Settings Government of Canada Risk Mitigation Tool for Outdoor Recreation Trans Canada Trail Guidelines on Trail Operations Ottawa Public Health Guide on Being Active Outdoors Play England: Play After Lockdown ParticipACTION Report Card on Physical Activity for Children and Youth Increasing Outdoor Play in Early Learning and Child Care in the Context of COVID-19

# data[].attributes.headline
Nature is Everywhere: We Just Need to Learn How to See It

# data[].attributes.subject
Nature is Everywhere: We Just Need to Learn How to See It

# data[].attributes.attachment_link.title
Nature is everywhere -- we just need to learn to see it | Emma Marris

# data[].attributes.headline
"When you Give a Tree an E-Mail Address"

# data[].attributes.subject
"When you Give a Tree an E-Mail Address"

# data[].attributes.attachment_link.readable_text
These sorts of initiatives encourage civic engagement and perhaps help with city maintenance, but they also enable people's relationship with their city to play out at the micro level. Why have a favorite park when you can have a favorite park bench?

It's a dynamic that is playing out more broadly, too, in concert with a profound shift toward the ubiquity of interactive, cloud-connected technologies. Modern tools for communicating, publishing, and networking aren't just for connecting to other humans, but end up establishing relationships between people and anthropomorphized non-human objects, too. The experience of chatting with a robot or emailing a tree may be delightful, but it's not really unusual.

The move toward the Internet of Things only encourages the sense that our objects are not actually things but acquaintances. This phenomenon isn't entirely new: The urge to talk back to devices and appliances dates at least to the broadcast era. (As television ownership became common in the 20th century, newspaper columnists marveled at the new national pastime of shouting back at the television set.)

The surprising thing in the case of email-equipped trees, though, is that some of the people who have sent messages have received replies. Like this correspondence between a student and a green leaf elm:

To: Green Leaf Elm, Tree ID 1022165 29 May 2015
Dear Green Leaf Elm,

I hope you like living at St. Mary's. Most of the time I like it too. I have exams coming up and I should be busy studying. You do not have exams because you are a tree. I don't think that there is much more to talk about as we don't have a lot in common, you being a tree and such. But I'm glad we're in this together.

Hello F,

I do like living here.

I hope you do well in your exams. Research has shown that nature can influence the way people learn in a positive way, so I hope I inspire your learning.

Best wishes,

Green Leaf Elm, Tree ID 1022165

There was also this exchange between a person curious about biology and a willow leaf peppermint:

To: Willow Leaf Peppermint, Tree ID 1357982 29 January 2015
Willow Leaf Peppermint, Tree ID 1357982

Hello Mr Willow Leaf Peppermint, or should I say Mrs Willow Leaf Peppermint?

Do trees have genders?

I hope you've had some nice sun today.

Regards

L

30 January 2015
Hello

I am not a Mr or a Mrs, as I have what's called perfect flowers that include both genders in my flower structure, the term for this is Monoicous. Some trees species have only male or female flowers on individual plants and therefore do have genders, the term for this is Dioecious. Some other trees have male flowers and female flowers on the same tree. It is all very confusing and quite amazing how diverse and complex trees can be.

Kind regards,

Mr and Mrs Willow Leaf Peppermint (same Tree)

One letter writer ended up talking politics with a red cedar:

Western Red Cedar, Tree ID 1058295 1 July 2015
Hi Tree,

Are you worried about being affected by the Greek debt crisis? Should Greece be allowed to stay in the European Union?

Regards,

Troy

2 July 2015
Hi Troy,

I seem to remember the Greeks razed you to the ground one time-are you still angry at them?

Greece is not out of the woods yet, but may be out of the EU....Some say that they should be allowed to devalue their currency in order to recover their economy, but the EU will not allow them to do that. Some say that it is partly the austerity program, which has made it this bad. They say austerity was a disaster for Russia after the breakup of the Soviet Union and for the recovery of Asia from the GFC...

I don't know, but then I'm only a tree.

Regards,

Western Red Cedar

The trees I have loved do not have email addresses. But if they did, I might take the time to remark on the lovely crook of one question-mark-shaped branch, and the softness of summer maple leaves dappling four o'clock sunlight onto my desk.

"Dear 1037148," wrote one admirer to a golden elm in May. "You deserve to be known by more than a number. I love you. Always and forever."

# data[].attributes.attachment_link.title
People Are Writing Thousands of Emails to Trees

# data[].attributes.attachment_link.description
These sorts of initiatives encourage civic engagement and perhaps help with city maintenance, but they also enable people's relationship with their city to play out at the micro level. Why have a favorite park when you can have a favorite park bench?

# data[].attributes.headline
Schoolyard Infographics (Children & Nature Network)

# data[].attributes.subject
Schoolyard Infographics (Children & Nature Network)

# data[].attributes.attachment_link.readable_text
The bounty of summer and the season of wildflower bouquets, sunny beach afternoons and eating out of gardens is upon us! Here is a summer scavenger hunt for the whole family, that delights all the senses and gets you out exploring nature's beauty. A wonderful way to soak up the hot days, blue skies and the new bursting life all around.

You Will Need:

printable summer scavenger hunt (PDF)

marker, pencil, crayons or dry-erase marker

basket

plastic page protector or laminator (optional)

clipboard (optional)

You'll Also Love: Printable Music Festival Scavenger Hunt

Instructions:

1. Print out the scavenger hunt. (Click either image to open the two-page printable PDF!)

2. If you want to re-use the scavenger hunt again and again, you can slide the scavenger hunt into a plastic page protector or laminate it. Use a dry-erase marker to mark items as you find them.

3. I suggest putting the list on a clipboard and tying the marker or pencil to the clipboard. This makes the activity easier for kids (and parents-no more lost markers!).

4. Find a basket to hold the scavenger hunt finds, if desired.

5. Put on your sun hats and head on out into the beauty!

# data[].attributes.attachment_link.title
Printable Summer Scavenger Hunt for the Senses | CBC Parents

# data[].attributes.attachment_link.description
The bounty of summer and the season of wildflower bouquets, sunny beach afternoons and eating out of gardens is upon us! Here is a summer scavenger hunt for the whole family, that delights all the senses and gets you out exploring nature's beauty.

# data[].attributes.attachment_link.readable_text
Winter's embrace can be a magical and beautiful time of year.

Kids love playing in the great outdoors and exploring it with all their senses. Here's a fun winter scavenger hunt for the whole family to enjoy!

You Will Need:

printable winter scavenger hunt (PDF)

marker, pencil, crayons or dry erase marker

basket

plastic page protector or laminator (optional)

clipboard (optional)

Instructions:

1. Print out the scavenger hunt.

Click on the images to open the PDF.

You'll Also Love: Printable Autumn Scavenger Hunt

2. If you want to reuse the scavenger hunt again and again, you can slide the scavenger hunt into a plastic page protector or laminate it.

Use a dry erase marker to mark items as you find them.

3. I suggest putting the list on a clipboard and tying the marker or pencil to the clipboard. This makes the activity easier for kids (and parents-no more lost markers!).

4. Find a basket to hold all your scavenger hunt finds.

5. Bundle up well and head on out into your winter wonderland!

# data[].attributes.attachment_link.title
Printable Winter Scavenger Hunt | CBC Parents

# data[].attributes.attachment_link.description
Winter's embrace can be a magical and beautiful time of year. Kids love playing in the great outdoors and exploring it with all their senses. Here's a fun winter scavenger hunt for the whole family to enjoy! printable winter scavenger hunt (PDF) marker, pencil, crayons or dry erase marker basket plastic page protector or laminator (optional) clipboard (optional) 1.

# data[].attributes.attachment_link.readable_text
Autumn is such a gorgeous time of year and a wonderful opportunity to explore the great outdoors with your kids.

Kids love checking things off lists and discovering the natural world, so we created a fun and simple scavenger hunt adventure for the whole family!

You Will Need:

printable autumn scavenger hunt (PDF)

marker, pencil, crayons or dry erase marker

paper bags or baskets

duct tape (optional)

plastic page protector or laminator (optional)

clipboard (optional)

Instructions:

1. Print out the scavenger hunt. Click on the images to open the PDF.

You'll Also Love: 'Technology Is Like A Pair Of Binoculars': Use Apps And Digital Tools To Explore Nature & Geography

2. If you want to reuse the scavenger hunt again and again, you can slide the scavenger hunt into a plastic page protector or laminate it. Use a dry erase marker to mark items as you find them.

3. I suggest putting the list on a clipboard and tying the marker or pencil to the clipboard. This makes the activity easier for kids (and parents-no more lost markers!).

4. Find a basket or paper bags to hold all the scavenger hunt treasures.

You could also make a duct tape bracelet (sticky side out) for the kids before heading out. This way, they can stick little bits of beauty they find onto a nature bracelet.

5. Now for the best part of it all: head on out into the sunshine and enjoy watching kids' senses come to life!

Happy hunting!

# data[].attributes.attachment_link.title
Printable Autumn Scavenger Hunt | CBC Parents

# data[].attributes.attachment_link.description
Autumn is such a gorgeous time of year and a wonderful opportunity to explore the great outdoors with your kids. Kids love checking things off lists and discovering the natural world, so we created a fun and simple scavenger hunt adventure for the whole family!

# data[].attributes.attachment_link.readable_text
The long, snowy winter is winding down and the early signs of spring are finally on their way!

Here is a spring scavenger hunt that uses all the senses to explore the great outdoors. It's a wonderful way to soak up the days getting a little longer, the air getting a little warmer and the great thaw that promises new life.

You Will Need:

Instructions:

1. Print out the scavenger hunt.

Click on the images to open the pdf.

2. If you want to reuse the scavenger hunt again and again, you can slide the scavenger hunt into a plastic page protector or laminate it. Use a dry erase marker to mark items as you find them.

You'll Also Love: Wildflower Seed Bombs

3. I suggest putting the list on a clipboard and tying the marker or pencil to the clipboard. This makes the activity easier for kids (and parents - no more lost markers!).

4. Find a basket to hold the scavenger hunt finds

5. Dress for the weather and head on out into the beauty!

# data[].attributes.attachment_link.title
Printable Spring Scavenger Hunt | CBC Parents

# data[].attributes.attachment_link.description
The long, snowy winter is winding down and the early signs of spring are finally on their way! Here is a spring scavenger hunt that uses all the senses to explore the great outdoors. It's a wonderful way to soak up the days getting a little longer, the air getting a little warmer and the great thaw that promises new life.