Five Minute Fieldtrips

teaching about nature in your schoolyard

Description

General Assessment

Question	Response
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.
What important, related ideas/issues are not addressed in this resource?	Ways to present the knowledge gained through use of technology, sharing the information with other students in the school and the community.
What important ideas are implied by the resource, but not taught explicitly?	Cooperative learning ideas are implied as well as presenting the material to others but are not taught explicitly.
To enhance this resource the following changes would be beneficial:	Mention ways to use technology to enhance what the students learned. eg. create a website to share what they learned with others. Provide an opportunity to share what they learned with members of the community in an assembly. Videotape some of the activities and put the information on the school website.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	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.
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.
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.
Action Experience	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.
Action Skills	Good	A list of what to include in the letter writing campaign is provided in the resource and so are consensus-building activities.
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.
Personal Affinity with Earth	Good	All of the activities are to take place outside essentially creating an outdoor classroom.
Locally-Focused	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.
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.

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.
Interdisciplinary and Multidisciplinary Learning	Good	Outdoor activity with Language Arts, Mathematics, Science, Social Studies, Art and Drama are integrated into the activities.
Discovery 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.
Values Clarification	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.
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.
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.
Cooperative Learning	Mediocre	Many of the activities are structured so that the students work in groups, however cooperative learning strategies are not a priority.
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.
Peer Teaching	Mediocre	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.
Case Studies	Mediocre	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.
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.

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.

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Alberta
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British Columbia
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Manitoba
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New Brunswick
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Newfoundland & Labrador
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- Grade 1
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    - Diversity of Life
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Northwest Territories
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- Grade 1
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    - Accept the dramatic context and assume roles within it.
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    - Discover and Explore
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    - Life Systems: Characteristics of Living Things
- Grade 2
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    - Accept the dramatic context and assume roles within it.
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    - Discover and Explore
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    - Growth and Changes in Animals
- Grade 3
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    - Earth and Space Systems: Soils in the Environment
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    - Accept the dramatic context and assume roles within it
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    - Citizens Participating in Decision Making
Nova Scotia
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- Grade 1
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    - Speaking and Listening
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    - Needs & Characteristics of Living Things
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    - Habitats
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    - Visual Arts: Making
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    - Canada: Reflections on a Multicultural Mosaic
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Nunavut
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- Grade 1
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  - Science
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    - Life and the environment
    - Needs of Animals and Plants
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    - Life and the Environment
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- Grade 4
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- Grade 5
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    - Classifying Living Things
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- Grade 6
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    - Active Lifestyle
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Ontario
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- Grade 1
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    - Daily and Seasonal Changes
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    - Canada and World Connections: The Local Community
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- Grade 2
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- Grade 3
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    - Growth & Changes in Plants
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    - Heritage and Citizenship: Early Settlements in Upper Canada
- Grade 4
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    - Heritage and Citizenship: Medieval Times
- Grade 5
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    - Active Participation
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- Grade 6
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    - Active Participation
    - Fundamental Movement Skills
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    - Biodiversity
Prince Edward Island
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- Grade 1
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  - English/Language Arts
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    - Speaking and Listening
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  - Science
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    - Materials and Our Senses
    - Needs and Characteristics of Living Things
- Grade 2
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    - Reading and Viewing
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  - Science
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    - Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
- Grade 3
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  - Drama
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    - Accept the dramatic context and assume roles within it.
  - Science
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    - Exploring Soils
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- Grade 4
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  - Science
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    - Habitats
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    - Exploring Our World
- Grade 5
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    - Weather
- Grade 6
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    - Drama
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    - Diversity of Life
Quebec
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- Grade 1
  - Step 3Select a subject
  - Drama
    - Step 4Relevant matches
    - TO INTERPRET SHORT SCENES
  - English/Language Arts
    - Step 4Relevant matches
    - TO USE LANGUAGE TO COMMUNICATE AND LEARN
  - Physical Education & Health
    - Step 4Relevant matches
    - To Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living things
  - Social Studies
    - Step 4Relevant matches
    - Facts, people, groups, places
  - Visual Art
    - Step 4Relevant matches
    - TO APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC OBJECTS, MEDIA IMAGES,PERSONAL PRODUCTIONS AND THOSE OF CLASSMATES
- Grade 2
  - Step 3Select a subject
  - Physical Education & Health
    - Step 4Relevant matches
    - To Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living things
  - Social Studies
    - Step 4Relevant matches
    - Facts, people, groups, places
  - Visual Art
    - Step 4Relevant matches
    - TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS
- Grade 3
  - Step 3Select a subject
  - Drama
    - Step 4Relevant matches
    - TO APPRECIATE DRAMATIC WORKS, PERSONAL PRODUCTIONS AND THOSE OF CLASSMATES
  - Physical Education & Health
    - Step 4Relevant matches
    - Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living Things
  - Social Studies
    - Step 4Relevant matches
    - RESEARCHING AND WORKING WITH INFORMATION in geography and history
    - TO INTERPRET CHANGE IN A SOCIETY AND ITS TERRITORY
  - Visual Art
    - Step 4Relevant matches
    - TO APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC OBJECTS, MEDIA IMAGES,
    - TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS
- Grade 4
  - Step 3Select a subject
  - Drama
    - Step 4Relevant matches
    - TO APPRECIATE DRAMATIC WORKS, PERSONAL PRODUCTIONS AND THOSE OF CLASSMATES
  - Physical Education & Health
    - Step 4Relevant matches
    - Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living Things
  - Social Studies
    - Step 4Relevant matches
    - RESEARCHING AND WORKING WITH INFORMATION in geography and history
    - TO BE OPEN TO THE DIVERSITY OF SOCIETIES AND THEIR TERRITORIES
  - Visual Art
    - Step 4Relevant matches
    - TO APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC OBJECTS, MEDIA IMAGES,
    - TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS
- Grade 5
  - Step 3Select a subject
  - Physical Education & Health
    - Step 4Relevant matches
    - Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living Things
  - Social Studies
    - Step 4Relevant matches
    - Geography Techniques
    - TO BE OPEN TO THE DIVERSITY OF SOCIETIES AND THEIR TERRITORIES
  - Visual Art
    - Step 4Relevant matches
    - TO APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC OBJECTS, MEDIA IMAGES,
    - TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS
- Grade 6
  - Step 3Select a subject
  - Drama
    - Step 4Relevant matches
    - TO APPRECIATE DRAMATIC WORKS, PERSONAL PRODUCTIONS AND THOSE OF CLASSMATES
  - Physical Education & Health
    - Step 4Relevant matches
    - Adopt a Healthy, Active Lifestyle
    - To Interact with Others in Different Physical Activity Settings
    - To perform movement skills in different physical activity settings
  - Science & Technology
    - Step 4Relevant matches
    - Living Things
  - Social Studies
    - Step 4Relevant matches
    - Geography Techniques
    - RESEARCHING AND WORKING WITH INFORMATIONIN GEOGRAPHY AND HISTORY
    - TO BE OPEN TO THE DIVERSITY OF SOCIETIES AND THEIR TERRITORIES
  - Visual Art
    - Step 4Relevant matches
    - TO APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC OBJECTS, MEDIA IMAGES,
    - TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS
Saskatchewan
- Step 2Select a grade level
- Grade 1
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - English/Language Arts
    - Step 4Relevant matches
    - Listening
  - Health Education
    - Step 4Relevant matches
    - Social Relationships
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal-Social-Cultural
  - Science
    - Step 4Relevant matches
    - Animals
    - Plants
    - Senses
  - Social Studies
    - Step 4Relevant matches
    - Decision-Making
    - Interdependence
- Grade 2
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - English/Language Arts
    - Step 4Relevant matches
    - Listening
    - Reading
    - Speaking
  - Health Education
    - Step 4Relevant matches
    - Social Relationships
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal-Social-Cultural
  - Science
    - Step 4Relevant matches
    - Habitats
    - Plant Growth
  - Social Studies
    - Step 4Relevant matches
    - Decision-Making
    - Interdependence
- Grade 3
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - Science
    - Step 4Relevant matches
    - Animals
    - Earth
  - Social Studies
    - Step 4Relevant matches
    - Decision-Making
    - Identity
    - Interdependence
- Grade 4
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - Health Education
    - Step 4Relevant matches
    - Social Relationships
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal-Social-Cultural
  - Science
    - Step 4Relevant matches
    - Cells & Systems
    - Fossils & Rocks
  - Social Studies
    - Step 4Relevant matches
    - Decision-Making
    - Identity
    - Interdependence
- Grade 5
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - Science
    - Step 4Relevant matches
    - Plant Structure & Function
    - Resources
  - Social Studies
    - Step 4Relevant matches
    - Decision-Making
    - Identity
    - Interdependence
- Grade 6
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Arts Education 6: Creative/Productive
  - 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
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - English/Language Arts
    - Step 4Relevant matches
    - Oral Language
    - Reading & Viewing
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement Skills
    - Safety, Fair Play & Leadership
  - Science
    - Step 4Relevant matches
    - Life Sciences: Needs of Living Things
    - Processes & Skills of Science
- Grade 2
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - English/Language Arts
    - Step 4Relevant matches
    - Oral Language
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal & Social Responsibility
  - Science
    - Step 4Relevant matches
    - Life Science: Animal Growth & Changes
  - Social Studies
    - Step 4Relevant matches
    - Environment
- Grade 3
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal & Social Responsibility
  - Science
    - Step 4Relevant matches
    - Life Science: Plant Growth & Change
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Environment
- Grade 4
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement (Alternative Environment Activities)
    - Movement (Games)
    - Movement (Individual & Dual Activities)
  - Science
    - Step 4Relevant matches
    - Life Science: Habitats & Communities
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Environment
- Grade 5
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement (Alternative Environment Activities)
    - Movement (Games)
    - Movement (Individual & Dual Activities)
    - Personal & Social Responsibility
  - Science
    - Step 4Relevant matches
    - Diversity of Life
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Environment
- Grade 6
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Personal and Social Responsibility
  - Science
    - Step 4Relevant matches
    - Diversity of Life
  - Social Studies
    - Step 4Relevant matches
    - Applications of SS
    - Environment
    - Society and Culture

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Five Minute Fieldtrips

teaching about nature in your schoolyard

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by

Five Minute Fieldtrips

teaching about nature in your schoolyard

Share

Send to a Friend

Print this Resource

Bookmark & Share

Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by