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.

Step 1Select a province
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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    - Perceiving, Reflecting, and Responding
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- Grade 4
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    - Habitats
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    - Understanding and Connecting Contexts of Time, Place, and Community
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    - Meeting Basic Needs & Maintaining a Healthy Body
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- Grade 6
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    - In Movement
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    - Diversity of Life
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    - Environment and Culture
Northwest Territories
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- Grade 1
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    - Access and Explore
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    - Life Systems: Characteristics of Living Things
- Grade 2
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  - Drama
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    - Accept the dramatic context and assume roles within it.
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    - Access and Explore
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    - Growth and Changes in Animals
- Grade 3
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    - Earth & Space Systems: Soils in the Environment
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    - Our Place in the Nation: Territorial & Provincial Governments
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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    - Doing
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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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    - Movement
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    - Life Systems: Characteristics and Needs of Living Things
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- Grade 3
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- Grade 4
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- Grade 5
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- Grade 6
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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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    - Dance
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    - Oral Communication
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    - Growth & Changes in Animals
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- Grade 3
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    - Active Living
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    - Movement Competence: Skills, Concepts and Strategies
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    - Growth & Changes in Plants
    - Soils in the Environment
  - Social Studies
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    - Heritage and Citizenship: Early Settlements in Upper Canada
- Grade 4
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    - Drama
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    - Active Living
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    - Habitats and Communities
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    - Heritage and Citizenship: Medieval Times
- Grade 5
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    - Dance
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    - Active Living
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- Grade 6
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  - Health & Physical Education
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    - Active Living
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  - Science & Technology
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    - Biodiversity
Prince Edward Island
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- Grade 1
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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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  - English/Language Arts
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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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  - Science
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    - Exploring Soils
    - Plant Growth & Changes
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    - Citizenship
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- Grade 4
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  - Science
    - Step 4Relevant matches
    - Habitats
    - Rocks, Minerals an Erosion
  - 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
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Science
    - Step 4Relevant matches
    - Diversity of Life
Quebec
- Step 2Select a grade level
- Grade 1
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama: To interpret short scenes
    - 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
    - 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
    - To construct his/her representation of space, time and society
- Grade 2
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Visual Arts:To produce individual works in the visual arts
  - 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
    - To construct his/her representation of space, time and society
- Grade 3
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama: To appreciate dramatic works, personal productions and those of classmates
    - Visual Arts: To appreciate works of art, traditional artistic objects, media images, personal productions and thos of classmates
    - Visual Arts: To produce individual works in the visual arts
  - 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
- Grade 4
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama: To appreciate dramatic works, personal productions and those of classmates
    - Visual Arts: To appreciate works of art, traditional artistic objects, media images, personal productions and thos of classmates
    - Visual Arts: To produce individual works in the visual arts
  - 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
- Grade 5
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama: To appreciate dramatic works, personal productions and those of classmates
    - Visual Arts: To produce individual works in the visual arts
    - Visual Arts: To appreciate works of art, media images, 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
- Grade 6
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama: To appreciate dramatic works, personal productions and those of classmates
    - Visual Arts: To produce individual works in the visual arts
    - Visual Arts: To appreciate works of art, media images, 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
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
    - 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
    - Active Living
    - Relationships
    - Skillful Movement
  - 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
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - English/Language Arts
    - Step 4Relevant matches
    - Compose and Create
    - Comprehend and Respond
  - Health Education
    - Step 4Relevant matches
    - Discovering Connections Between Self and Wellness: Apply Decisions
    - Discovering Connections Between Self and Wellness: Informed Decisions
    - Discovering Connections Between Self and Wellness: Understanding,Skills and Confidence
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Relationships
    - Skillful Movement
  - Science
    - Step 4Relevant matches
    - Air and Water in the Environment
    - Animal Growth and Changes
  - Social Studies
    - Step 4Relevant matches
- Grade 3
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - 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
    - Drama
    - Visual Art
  - Health Education
    - Step 4Relevant matches
    - Sharing What It Means to Be Healthy: Applying Decisions
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Relationships
    - Skillful Movement
  - Science
    - Step 4Relevant matches
    - Habitats and Communities
    - Rocks, Minerals, and Erosion
  - Social Studies
    - Step 4Relevant matches
    - Saskatchewan: Interactions and Interdependence
    - Saskatchewan: Resources and Wealth
- Grade 5
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Art
  - 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
  - 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
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
- Grade 2
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - English/Language Arts
    - Step 4Relevant matches
    - Oral Language Speaking & Listening)
    - Reading & Viewing
    - Writing & Representing
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement Skills
    - Safety, Fair Play & Leadership
  - Science
    - Step 4Relevant matches
    - Life Science: Animal Growth & Changes
  - Social Studies
    - Step 4Relevant matches
    - Human and Physical Environment
- Grade 3
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement
    - Safety, Fair Play & Leadership
  - Science
    - Step 4Relevant matches
    - Life Science: Plant Growth & Change
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
    - Identity, Society & Culture
- Grade 4
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement Skills
    - Safety, Fair Play, and Leadership
  - Science
    - Step 4Relevant matches
    - Life Science: Habitats & Communities
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
    - Identity, Society & Culture
- Grade 5
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement Skills
    - Safety, Fair Play, and Leadership
  - Science
    - Step 4Relevant matches
    - Processes & Skills of Science
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
- Grade 6
  - Step 3Select a subject
  - Arts
    - Step 4Relevant matches
    - Drama
    - Visual Arts
  - Physical Education
    - Step 4Relevant matches
    - Active Living
    - Movement Skills
    - Safety, Fair Play & Leadership
  - 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

A project of

with support from

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

A project of

with support from