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Earth Scouts Facilitator's Handbook K-2

Elementary

Description

This resource is designed to be used by educators as a tool to teach about environmental integrity, social justice, democracy, nonviolence and peace through a variety of age-appropriate activities.  It provides detailed outlines for four main units of study- Caring for all life, Caring for the community, Promoting peace and Caring for the earth.  Links to additional lessons found within other resources are also provided.

Students will:

  • plant flowers
  • take part in opening and closing circles
  • take part in talking circles
  • create food chain story circles
  • take part in an animal treasure hunt
  • create class and individual terrariums
  • role play
  • observe insects in natural habitats

General Assessment

What skills does this resource explicitly teach?

This resource explicitly teaches students and teachers the skills necessary to:

  • pre-read selected children's literature
  • listen to and comprehend children's literature

Strengths

  • Important sustainability issues and principles are addressed effectively and within an age-appropriate manner.
  • Learning opportunities provided are locally focused.
  • Through an impressive variety of lessons and activities, students are encouraged to develop a personal affinity with the Earth and non-humans.
  • Opportunities for differentiated instruction are provided.

Weaknesses

  • Additional resources will be required to complete many of the activities.

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
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
        • Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects.
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes.
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend & Respond
        • Respect, support and collaborate with others
  • British Columbia
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Plants and animals have observable features
    • 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
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
        • Science 2: Water is essential to all living things and it cycles through the environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
  • Manitoba
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Power and Agency
        • Language as Sense Making
      • Social Studies
        • Step 4Relevant matches
        • Being Together:The World and Me
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Power and Agency
        • Language as Sense Making
      • Science
        • Step 4Relevant matches
        • Characteristics and Needs of Living Things
      • Social Studies
        • Step 4Relevant matches
        • My Environment
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Power and Agency
        • Language as Sense Making
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Growth and Changes in Animals
      • Social Studies
        • Step 4Relevant matches
        • Our Local Community
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Sense Making
        • Language as System
      • Science
        • Step 4Relevant matches
        • Soils in the Environment
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
        • Language as Sense Making
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
  • New Brunswick
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
      • Science
        • Step 4Relevant matches
        • You and Your World: Place and Community
        • You and Your World: Students as Individuals
      • Social Studies
        • Step 4Relevant matches
        • You and Your World:Healthy Lifestyles
        • You and Your World:Place and Community
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking and Listening
        • Writing & Other Ways of Representing
      • Music
        • Step 4Relevant matches
        • Music: Perceiving and Responding
      • Science
        • Step 4Relevant matches
        • You and Your World: Community
        • You and Your World: Our Environment
      • Social Studies
        • Step 4Relevant matches
        • You and Your World: Our Environment
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Science
        • Step 4Relevant matches
        • You and Your World: Change and the Physical Environment
        • You and Your World: Growth and Development
      • Social Studies
        • Step 4Relevant matches
        • You and Your World: Changes and the Physical Environment
        • You and Your World: Healthy Lifestyles
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
      • Science
        • Step 4Relevant matches
        • Science 3.Our Local Environment: Science Technology Society and Environment (STSE)
        • Science 3: Our Local Environment:Scientific Literacy
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Place
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts General: Perceiving & Responding
      • English/Language Arts
        • Step 4Relevant matches
        • Reading & Viewing
        • Speaking & Listening
      • Social Studies
        • Step 4Relevant matches
        • Social Studies: Exploring our World
  • Newfoundland & Labrador
  • Northwest Territories
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Clarify and Enhance
        • Comprehend and Respond
      • Social Studies
        • Step 4Relevant matches
        • Being Together: Citizenship
        • Being Together: Culture & Community
        • Being Together: Global Connections
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Clarify and Enhance
        • Comprehend and Respond
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Comprehend & Respond
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Clarify and Enhance
        • Comprehend and Respond
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend & Respond
      • Social Studies
        • Step 4Relevant matches
        • Provinces and Territories: Our Places, Stories, and Traditions: Economics & Resources
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
      • Music
        • Step 4Relevant matches
        • Music
      • Science
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Interactions: Environments
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
      • Music
        • Step 4Relevant matches
        • Music
      • Science
        • Step 4Relevant matches
        • Air & Water in the Environment
        • Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Music
        • Step 4Relevant matches
        • Music
      • Science
        • Step 4Relevant matches
        • Exploring Soils
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Place
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Speaking and Listening
      • Science
        • Step 4Relevant matches
        • Habitats
  • Quebec
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music: To appreciate musical works, personal productions, and those of classmates
      • English/Language Arts
        • Step 4Relevant matches
        • To read and Listen to Literary, Popular and Information -based texts
        • To use Language to communicate and learn
      • Science & Technology
        • Step 4Relevant matches
        • Living things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music: To appreciate musical works, personal productions, and those of classmates
      • English/Language Arts
        • Step 4Relevant matches
        • To read and Listen to Literary, Popular and Information -based texts
        • To use Language to communicate and learn
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music: To appreciate musical works, personal productions, and those of classmates
      • English/Language Arts
        • Step 4Relevant matches
        • To read and Listen to Literary, Popular and Information -based texts
        • To use Language to communicate and learn
      • Science & Technology
        • Step 4Relevant matches
        • Living Things
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music: To appreciate musical works, personal productions, and those of classmates
      • English/Language Arts
        • Step 4Relevant matches
        • To read and Listen to Literary, Popular and Information -based texts
        • To use Language to communicate and learn
      • 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
        • Compose and Create
        • Comprehend and Respond
      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
      • Social Studies
        • Step 4Relevant matches
        • My Family: Interactions and Interdependence
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Animal Growth and Changes
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Assess and Reflect
        • Compose and Create
        • Comprehend and Respond
      • Social Studies
        • Step 4Relevant matches
        • Community Comparisons: Resources and Welath
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
        • Comprehend and Respond
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
      • Social Studies
        • Step 4Relevant matches
        • Saskatchewan: Interactions and Interdependence
  • Yukon Territory
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Plants and animals have observable features
    • 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
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
        • Science 2: Water is essential to all living things and it cycles through the environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.

Themes Addressed

  • Citizenship (3)

    • Community-Building and Participation
    • Ecological Footprint
    • Sustainable Consumption
  • Ecosystems (1)

    • Appreciating the Natural World

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • Students are presented with a variety of information from a variety of different resources
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 resource addresses multiple dimensions of problems and solutions in an age-appropriate manner.
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 complexity of problems are addressed in an age- appropriate manner.
  • Emphasis is placed on ensuring that information scaffolding for students is utilized.
Respects Complexity:

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

Acting on Learning Good
  • Several opportunities for action experiences are provided, within this resource.
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 Very Good
  • Students are given explicit opportunities to clarify their own values relating to the topics being addressed.
Values Education:

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

Empathy & Respect for Humans Good
  • Diversity among different groups of humans is positively portrayed.
  • Respect for others is a prominent theme.
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 Very Good
  • Students take part in outdoor field trips
  • Students observe insects in their natural habitats
  • Students are asked to reflect on the dangers to species and to habitats.
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
  • Students are asked to think about issues relating to their own local environments.
  • Students observe creatures in local, natural environments.
  • Multiple visits to local areas within their community.
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 Satisfactory
  • Students are given opportunities to work with elderly people and discuss the history of the issues addressed.
  • Some background information is provided relating to the past.
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 Satisfactory
  • The majority of activities are teacher directed but within these, students do have opportunities to reach their own conclusions.
Open-Ended Instruction :

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

Integrated Learning Good
  • Many opportunities for interdisciplinary teaching are provided.
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
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
  • Recognition of students with diverse learning needs are mentioned within the resource.
  • Acknowledgement of students who are not able to sit still for extended periods of time are addressed..
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 Satisfactory
  • The majority of learning experiences are simulated
  • Students do participate in some authentic learning experiences and experience insects and habitats through observation and field trips.
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
  • Students are expected to work in groups, but limited instructions for teaching cooperative learning skills are provided.
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 Satisfactory
  • Some opportunities for assessment are provided, but not adequately explored.
  • Resource includes prompting questions that could be used as a method of assessment.
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
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
  • An abundance of background information is provided for educators and students, but inclusion of specific case studies are limited.
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
  • The majority of activities are teacher directed, but students do have opportunity within these lessons to choose elements of their own programming.
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.