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Five Minute Fieldtrips

teaching about nature in your schoolyard

Elementary, Middle

Description

The activities in Five Minute Field Trips are grouped into three sections: Awareness, Understanding and Action. The Awareness section consists of outdoor activities that are sensory and experiential giving kids a chance to reconnect with the earth.

Next the students will be involved in the Understanding activities which are exploratory and inquiry-based. For example, they will investigate a tree and all of its parts, examine and record insects that live in a shrub; or locate and make a temporary habitat for insects living near a pond. Most of the activities take place outdoors and are structured by categories of time, materials, instructions, discussion and variations.

After completing the above mentioned activities students will be ready to engage in an action project. They will acquire citizenship skills guiding them to shaping a more ecologically sound, sustainable community.

Students will be evaluated through two activities at the end of the unit as well as ongoing evaluation in the activities. A list of resources is provided at the end of the unit. The resources are Alberta based, however the field trips could take place in any province.

General Assessment

What skills does this resource explicitly teach?

The resource explicitly teaches several things through the many activities in the suggested field trips.

  • Analyzing one's ecological footprint is dominant in the activities as well as building consensus.
  • In the action plan part of the resource students are provided with tips to write effective letters.

Strengths

  • A good resource with most of the activities taking place outdoors.
  • The resource is easy to use with most of the instructions easy to follow.
  • Good action plan suggestions at the end of the field trip activities.
  • Although other resources to use are mostly Alberta based these activities can be implemented in any province.

Weaknesses

  • The resource needs to have ways of presenting the information the students learned through using media such as photographs, video and technology.
  • Suggestions are needed to involve students in sharing what they learned with others and the community.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a lifespan.
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions
    • Grade 3
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Movement Skill Development:Developing physical literacy through movement and active living supports well-being across a lifespan.
      • Social Studies
        • Step 4Relevant matches
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society.
  • British Columbia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Individuals have rights and responsibilities as global citizens
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
  • Manitoba
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
        • Physical Education and Health: Personal and Social Management
      • Science
        • Step 4Relevant matches
        • Characteristics and Needs of Living Things
        • The Senses
      • Social Studies
        • Step 4Relevant matches
        • Belong
        • Connecting with Others
        • My Environment
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Movement
        • Physical Education and Health: Personal and Social Management
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Growth and Changes in Animals
      • Social Studies
        • Step 4Relevant matches
        • Communities in Canada: Communities in Canada
        • Our Local Community
    • Grade 3
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Movement
        • Physical Education and Health: Personal and Social Management
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Plants
        • Soils in the Environment
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Connecting with Canadians
    • Grade 4
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
      • Social Studies
        • Step 4Relevant matches
        • Manitoba, Canada & the North: Places and Stories - Living in Canada
    • Grade 5
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Canada - A Country of Change (1867 to Present):Canada Today: Democracy, Diversity and the Influence of the Past
  • New Brunswick
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Skills and Concepts
    • Grade 1
    • Grade 2
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Skills and Concepts
        • Strategies and Tactics
        • Well-Being
      • Visual Art
        • Step 4Relevant matches
        • Communicate
    • Grade 3
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Skills and Concepts
        • Strategies and Tactics
        • Well-Being
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Learning and Living Sustainably
        • Our Local Environment : Scientific Literacy
      • Visual Art
        • Step 4Relevant matches
        • Communicate
        • Connect
        • Create
    • Grade 4
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Skills and Concepts
        • Strategies and Tactics
        • Well-Being
    • Grade 5
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Skills and Concepts
        • Strategies and Tactics
        • Well-being
    • Grade 6
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • :Strategies and Tactics
        • Skills and Concepts
        • Well-Being
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Perceiving, Reflecting, and Responding
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
        • Physical Education: In Movement
        • Physical Education: Through Movement
      • Science
        • Step 4Relevant matches
        • Materials, Objects & Our Senses
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Perceiving, Reflecting, and Responding
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
        • Physical Education: In Movement
        • Physical Education: Through Movement
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Perceiving, Reflecting, and Responding
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
        • Physical Education: In Movement
        • Physical Education: Through Movement
      • Science
        • Step 4Relevant matches
        • Exploring Soils
        • Plant Growth & Changes
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Place
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Art: Creating, Making, and Presenting
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
        • Physical Education: In Movement
        • Physical Education: Through Movement
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring the Landscapes of Canada
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Understanding and Connecting Contexts of Time, Place, and Community
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: About Movement
        • Physical Education: In Movement
        • Physical Education: Through Movement
      • Science
        • Step 4Relevant matches
        • Body Ststems
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: In Movement
        • Physical Education: Through Movement
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • Environment and Culture
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 1 : Drama
        • Arts Education 1: Visual Art
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Comprehend and Respond
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
        • Physical Education: Benefits Health
        • Physical Education: Cooperation
        • Physical Education: Do It DailyFor Life
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 2 : Visual Art
        • Arts Education 2: Drama
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
        • Physical Education: Cooperation
        • Physical Education: Do It DailyFor Life
        • Physical Education: Physical Education: Activity
      • Science
        • Step 4Relevant matches
        • Life Science: Growth and Changes in Animals
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 3: Drama
        • Arts Education 3: Visual Art
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
        • Physical Education: Cooperation
    • Grade 5
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Our Northern Land and Its People: The North's Resources
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Grade 1
    • Grade 2
    • Grade 3
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Fitness Management
        • Physical Education: Movement
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Social Studies
        • Step 4Relevant matches
        • Connecting With the World: Citizenship
        • Connecting With the World: The Land: Place & People
    • Grade 4
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
      • Social Studies
        • Step 4Relevant matches
        • Provinces and Territories: Our Places, Stories, and Traditions: Citizenship
        • Provinces and Territories: Our Places, Stories, and Traditions: Economics & Resources
        • Provinces and Territories: Our Places, Stories, and Traditions: The Land: Place & People
    • Grade 5
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Weather
      • Social Studies
        • Step 4Relevant matches
        • Our Northern Land and Its People: The North's Resources
    • Grade 6
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Fitness management
        • Physical Education: Movement
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Space
        • Life Systems: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: Territorial & Provincial Governments
    • Grade 7
      • Step 3Select a subject
    • Grade 8
      • Step 3Select a subject
  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts:Dance
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Foundations of Language
        • Language: Literacy Connections and Applications
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Daily and Seasonal Changes
        • Life Systems: Needs and Characteristics of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Heritage and Identity: Our Changing Roles and Responsibilities
        • People and Environments: The Elements of the Local Community
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Visual Arts
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Composition: Expressing Ideas and Creating Texts
        • Language: Foundations of Language
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Growth & Changes in Animals
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Visual Arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Soils in the Environment
        • Life Systems: Growth & Changes in Plants
      • Social Studies
        • Step 4Relevant matches
        • Heritage and Identity: Communities in Canada, 1780-1850
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama
        • Arts: Visual Arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Habitats and Communities
      • Social Studies
        • Step 4Relevant matches
        • Heritage and Identity: Early Societies, 3000 BCE -1500CE
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Dance
        • Arts: Visual Arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
    • Grade 6
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Active Living
        • Health and Physical Education: Healthy Living
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Biodiversity
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Science
        • Step 4Relevant matches
        • Materials, Objects and Our Senses
        • Needs and Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Science
        • Step 4Relevant matches
        • Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring Soils
        • Plant Growth & Changes
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Citizenship
        • Provincial Identity: Place
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring Our World
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating and Presenting
  • Quebec
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To interpret short scenes
        • Arts: Visual Arts:To appreciate works of art, media images, personal productions and those of classmates
      • English/Language Arts
        • Step 4Relevant matches
        • To use Language to communicate and learn
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: To Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living things
      • Social Studies
        • Step 4Relevant matches
        • To construct his/her representation of space, time and society
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts:To produce individual works in the visual arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: To Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living things
      • Social Studies
        • Step 4Relevant matches
        • To construct his/her representation of space, time and society
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To appreciate dramatic works, personal productions and those of classmates
        • Arts: Visual Arts: To appreciate works of art, traditional artistic objects, media images, personal productions and thos of classmates
        • Arts: Visual Arts: To produce individual works in the visual arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To appreciate dramatic works, personal productions and those of classmates
        • Arts: Visual Arts: To appreciate works of art, traditional artistic objects, media images, personal productions and thos of classmates
        • Arts: Visual Arts: To produce individual works in the visual arts
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To appreciate dramatic works, personal productions and those of classmates
        • Arts: Visual Arts: To produce individual works in the visual arts
        • Arts: Visual Arts: To appreciate works of art, media images, personal productions and those of classmates
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Drama: To appreciate dramatic works, personal productions and those of classmates
        • Arts: Visual Arts: To produce individual works in the visual arts
        • Arts: Visual Arts: To appreciate works of art, media images, personal productions and those of classmates
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopt a Healthy, Active Lifestyle
        • Physical Education and Health: To Interact with Others in Different Physical Activity Settings
        • Physical Education and Health: To perform movement skills in different physical activity settings
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Health Education
        • Step 4Relevant matches
        • Building on What I Already Know: Apply Decisions
        • Building on What I Already Know: Informed Decisions
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 1: Active Living
        • Physical Education 1: Physical Education: Skillful Movement
        • Physical Education 1: Relationships
      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
        • Using Our Senses
      • Social Studies
        • Step 4Relevant matches
        • My Family: Dynamic Relationships
        • My Family: Interactions and Interdependence
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Health Education
        • Step 4Relevant matches
        • Discovering Connections Between Self and Wellness: Action Planning
        • Discovering Connections Between Self and Wellness: Decision Making
        • Discovering Connections Between Self and Wellness: Understanding,Skills and Confidence
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 2: Active Living
        • Physical Education 2: Relationships
        • Physical Education 2: Skillful Movement
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Animal Growth and Changes
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 3: Critical/Responsive
      • Science
        • Step 4Relevant matches
        • Exploring Soils
        • Plant Growth and Changes
      • Social Studies
        • Step 4Relevant matches
        • Community Comparisons: Dynamic Comparisons
        • Community Comparisons: Power and Authority
        • Community Comparisons: Resources and Welath
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 4: Cultural/Historical
      • Health Education
        • Step 4Relevant matches
        • Sharing What It Means to Be Healthy: Action Planning
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 4: Active Living
        • Physical Education 4: Relationships
        • Physical Education 4: Skillful Movement
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
      • Social Studies
        • Step 4Relevant matches
        • Saskatchewan: Interactions and Interdependence
        • Saskatchewan: Resources and Wealth
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Critical/Responsive
      • Science
        • Step 4Relevant matches
        • Human Body Systems
      • Social Studies
        • Step 4Relevant matches
        • Canada: Interaction and Interdependence of Nations
        • Canada: Resources and Wealth
    • Grade 6
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 6: Active Living
      • Science
        • Step 4Relevant matches
        • Science 6: Life Science: Diversity of Living Things
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Individuals have rights and responsibilities as global citizens
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems

Themes Addressed

Citizenship (3)

  • Community-Building and Participation
  • Ecological Footprint
  • General Guide to Taking Action

Ecosystems (6)

  • Biodiversity
  • Endangered Species
  • Habitat Loss
  • Interdependence
  • Invasive Species
  • Wildlife Protection

Land Use & Natural Resources (1)

  • Rocks and Minerals

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • This resource presents a very positive bias within its many activities designed to promote awareness, understanding and involvement in action plans to preserve the environment.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
  • The activities are designed in such a way that acknowledges many dimensions of ecological, economic, ethical, and aesthetic issues.  The awareness activities are all outdoors with varied dimensions of problems and solutions  using open ended inquiry based learning.  The strongest dimension in this resource is the ecological as the field trips are designed to make the students aware of environmental issues.  Students work together in cooperative groups throughout most of these activities. 
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
  • The activities are all based on problem solving through a hands on approach.  They are designed to engage the students and promote critical thinking.  Variations are provided as suggestions to also increase the complexity of problems.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good
  • Some of the activities have built in action plans and the last component of the resource is all action plan suggestions to go along with the activities which are developed to create awareness and understanding.
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good
  • The sensory awareness in the first part of the resource provide the first steps for the students to experience nature through a variety of activities.  The understanding part of the resource provides inquiry based learning and finally the last part is action plans the students can carry out in school and in the community.  By the time they complete much of the resource they will care about the environment.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good
  • The structure of the activities are designed to create empathy and respect through the three stages of awareness, understanding and action plans.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
  • All of the activities are to take place outside essentially creating an outdoor classroom. 
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good
  • By using the schoolyard and areas in the community the students live in makes this resource very relevant to the lives of the learners.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
  • Background information is provided for some of the activities and good resources for research are also available.  If students complete some of these activities they will develop a sense of the present and a positive vision for the future.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good
  • The activities are hands on with problem solving built in.  They are open ended and inquiry based so more than one answer is possible.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Outdoor activity with Language Arts, Mathematics, Science, Social Studies, Art and Drama are integrated into the activities.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
  • The understanding piece of the resource has inquiry based learning built into the activities.  Students have many opportunities to discover and problem solve in each of the field trips.
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
  • The variety of activities lend themselves to addressing a range of learning styles, can be easily adapted for struggling learners and teach to both cognitive and affective domains. 
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
  • Outdoor activities, school and community based learning with integrated activities provide authentic experiences for the students.  The Arts are also incorporated into the activities.
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
  • Many of the activities are structured so that the students work in groups, however cooperative learning strategies are not a priority.
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good
  • The activities include a great deal of physical activity and the reflection occurs during the discussion.  Self-assessment is ongoing and student work can be evaluated in the action plan part of the resource.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
  • Although the resource offers good action plan suggestions and most of the activities take place outdoors there are not many suggestions to empower students to teach other students/community members.
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory
  • Some incidental mention is made throughout the resource, however no relevant case studies are mentioned.  It doesn't necessarily need the case studies with the type of activities offered for student participation.
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good
  • Meaningful opportunities are provided to choose from in the field trip experiences and the students are encouraged to go into the issues more deeply through discussion, research and participation.
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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