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Table of ContentsIntroduction: The Environment in the Early Years2Learning in the environment4Outdoor alphabet5Counting trees7Art in nature9Learning about the environment11Evergreens in the winter12Apple tree yoga14Vegetable garden16Learning for the environment18Sorting waste19Bringing nature to the built world21Environment inquiry in practice23Tips for effective environmental inquiry24Modelling environmentally friendly practices25Useful resources26Works consulted27Introduction: The Environment in the Early YearsYoung children have so much interest and curiosity about the world around them. I believe kindergarten provides so many rich environmental learning opportunities. The curriculum is fairly open in terms of content; the Ontario kindergarten curriculum is based more on developing skills and self-concept than anything else. Through my own experiences in kindergarten classrooms, both observing and teaching, as well as through my learning at the Ontario Institute for Studies in Education, I have realised that children learn best when they have an investment in what they are learning. What better way to develop this investment than by designing lessons based on questions the children themselves ask? An environmental educator’s role in a kindergarten classroom is to provide experiences through which students begin asking questions and wanting to learn more about the environment. You may not always know where the inquiry will lead, but you do know that your students will be invested in what they are learning. After the inquiry process has been started, the next step is to set up the classroom so that students have many opportunities to independently learn and talk about whatever the focus of the inquiry is. I will provide an example of setting up an inquiry-based kindergarten classroom later in this document.According to Davis (1998), children today will be faced with a world requiring a major shift in the way we think in order to create a sustainable future. Davis suggests that the foundation for environmental education is already present in early years programs. It is common to see kindergarten students playing outside and learning in their environment. The next step is to make the connection between environmental education and early years education explicit; to purposefully plan for environmental education in the kindergarten classroom. The development of attitudes toward and beliefs about the environment begins in the early years. Environmental education in the early years is important in building the foundation for a child’s future commitment to and love of the environment. In order to encourage this commitment and love, the young child’s innate sense of curiosity about the environment needs to be fostered (Kola-Olusanya, 2005). The connection children form with the environment in their early years can last a lifetime. This connection is what drives the desire to become an environmental advocate later in life.I have set up this resource according to the three types of environmental learning outlined in the Ministry of Education’s policy document Acting Today, Shaping Tomorrow. These three types of learning are: learning about, in and for the environment. The lessons and activities are meant to be used as experiences that might spark student questions and discussions about the environment. The lessons and activities might be used to initiate an inquiry or as an activity in an inquiry that is already ongoing, such as “Apple Tree Yoga.” Otherwise, they may be used simply as standalone activities to introduce some environmental education into the classroom and as inspiration for infusing environmental education into the curriculum, such as in “Outdoor Alphabet.” Each class will be different in the questions and interests they have; following student interest is the most important way to develop a connection to their learning and hopefully, by extension, to the environment. The lessons included are pulled from various resources, either from books, teachers I have observed or lessons I have developed myself. The end of the document includes an annotated bibliography, if you are interested in learning more about any of the resources used throughout the document. Learning in the EnvironmentThis type of learning takes place outside, though it may or may not focus directly on nature. This type of learning can create connections between classroom learning and the environment (learning to recognise shapes outside, for instance). Learning and exploring outside helps to foster positive attitudes and connections with the environment. Watching the children have free time to explore outside may provide you with an idea about what they are interested in and a possible inquiry path.Outdoor alphabetMain Subject Focus:LanguageOverall Expectation(s):Language:1. Demonstrate understanding and critical awareness of a variety of written materials that are read by and with the EL–K team.Specific Expectation(s):Language:2.8 Demonstrate knowledge of most letters of the alphabet in different contexts.Materials:CameraA picture of each letterAppropriate outdoor clothingDescription: Take the alphabet outside!Go on an alphabet hunt in nature. Where can you find letters? In a branch? The curve of a leave?Make sure you have a camera to photograph the letters children find.Try and find every letter. It can be tricky. Give each student a specific letter to find. If they are done early, challenge them to find the upper or lower case version (depending on what they found the first time) or to find another letter.Bring an alphabet chart for the students to refer to while searching for letters in the environment.Print out the nature letters the class found to put up in the class. Inspired by: treesMain Subject Focus:MathematicsOverall Expectation(s):Math:NS1. Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships.Specific Expectation(s):NS1.3 Begin to make use of one-to-one correspondence in counting objects and matching groups of objects.NS1.6 Begin to use information to estimate the number in a small set (particularly applicable if there is a smaller number of trees in the yard).Materials:Chart paper and markersAppropriate outdoor clothingDescription: Getting children counting objects outside, in their local environment, is a great way to connect mathematics with environmental education.Before going outside, take a look out the window. Ask: How many trees do you think there are in our schoolyard? Record the students’ estimates, asking them to explain their thinking. Take the class outside and move, all together, from one tree to the next, counting as you go. This is particularly helpful in demonstrating one-to-one correspondence in a kinesthetic way. When back inside, compare the actual number of trees to the estimates given before going outside. Discuss estimation strategies. Adapted from: Geremy Vincent, Kindergarten teacher at Clinton Street Public SchoolArt in natureMain curriculum link:Visual artOverall Expectation(s):V2. Demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts.V3. Use problem-solving strategies when experimenting with the skills, materials, processes, and techniques used in visual arts both individually and with others.Specific Expectation(s):V2.1 Explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways.V2.2 Explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts.V3.1 Use problem-solving skills and their imagination to create visual art forms.V4.1 Express their responses to visual art forms by making connections to their own experiences or by talking about the form.V4.2 Respond to a variety of visual art forms (e.g., paintings, fabrics, sculptures, illustrations) from various cultures, including their own.Materials:Various pictures by Andy GoldsworthyCamera Optional: work gloves to protect handsAppropriate outdoor clothingDescription: Begin by showing students pictures of Andy Goldworthy’s work. Discuss what students see in the pictures. Ask: What shapes do you see? Colours? Lines? What do you think he made these pictures out of?Explain the art project to students while still inside. Brainstorm idea about what the children might be able to find outside and use to make their own pictures. Go outside and as a class, take a closer look at some natural objects. What kinds of colours and patterns can the students identify?Depending on your class, you might want to model an example for the students using natural materials to create a pattern or design, or you might just want to let them go. Let the children play with the materials they find. Once a student has finished their artwork, have them describe it to you, record what they tell you. Be sure to take pictures of everyone’s art! Adapted from: Learning about the EnvironmentThis type of learning can take place either outside or inside. It aims to develop an understanding and appreciation of the natural world and the systems within it. For instance, how does the water cycle work or how do trees grow. This learning should be based on what the children express interest in. Evergreens in the winterMain Subject Focus:Science and technologyOverall Expectation(s):Science and technology:1. Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.2. Conduct simple investigations through free exploration, focused exploration, and guided activity, using inquiry skills (questioning, planning, predicting, observing, communicating).Specific Expectation(s):Ask questions about and describe some natural occurrences, using their own observations and representations.Explore patterns in the natural and built environment.Make predictions and observations before and during municate results and findings from individual and group investigations.Materials:Warm outdoor clothingDescription: Go on some tree walks throughout the year. Notice the changes the trees go through from season to season. Here are some ideas for your winter walk, as a whole group:Stop and listen to the sounds of winter (e.g., wind or snow under feet). Ask: How does our walk sound, smell, or look different from the last time we walked? What is the same? Search on the ground for cones. Look up high in the trees for cones still on them. Look at the branches and knobs on deciduous trees. With the leaves gone, these shapes are easier to see.Find places that are out of the wind (e.g., close to a building or next to a tree or hedge). Ask: If you were an animal outside in winter, where would you stay? Search on the ground for tracks and other animal signs. Search for animal homes in deciduous trees. Nests and holes should be more visible now. Look for evidence of ways animals survive in winter.Lie down under evergreens, and look up through the branches. Talk about the visible patterns, and experience the way evergreens provide shelter from wind, rain, and snow.Look for the whorls of branches on conifers, such as pine, spruce, and fir. Each year, the tree adds a new whorl of branches. You can estimate the age of the tree by counting the whorls. Add two or three years to represent the first few years of growth before the tree started making whorls. Adapted from: tree yogaMain Subject Focus:Science and technologyIntegrated Subject: Health and physical activityOverall Expectation(s):Science and technology:1. Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.Health and physical activity:2. Participate willingly in a variety of activities that require the use of both large and small muscles.Specific Expectation(s):Science and technology:1.2 Sort and classify groups of living and non-living things in their own way.Health and physical activity1.1 Participate actively in creative movement and other daily physical activities.Materials:Photos of plant partsWatering can (or photo of watering can)Rain cloud picturePicture of the sunPicture of a beeDescription: This lesson is to help students understand the parts of a plant and how they work together.As a whole group, sit in a circle. Discuss the parts of a plant you eat. Ask: Who thinks they ate some plant parts yesterday? Leaves? Seeds?Show the pictures of the plant parts; discuss the different categories of plant parts and what each part contributes to the plant. Begin apple tree yoga:Apple seed: squat into a ball and say “I’m waiting” (for water)Apple tree roots: stretch out legs, wiggle fingers and toes. Make slurping noises (drinking water).Apple tree stem: stand straight and strong like a tree; keep slurping (water traveling up the stem).Apple tree branches and leaves: reach arms up and open hands (catching sun with leaves for food). Apple blossoms: bring arms together in front of your chest with the base of the palms of your palms together; twinkle your fingers to be flowers (to attract bees).Apples: interlace fingers together into form a ball (the apple).Once the students have learned each step, the teacher can initiate each action with a specific sign:Seed roots: touch each child with the watering can (this triggers the change from seed to root)Roots stem: hold rain cloud above each child’s headStem branches and leaves: hold rain and sun above each child’s headBranches and leaves flower: hold the sun above each child’s head, students can stretch out their arms to reach for the sunFlower fruit: touch each child with the bee picture to pollinate the flowersTeacher can “pick” the apple from each treeWith practice, students should be able to move smoothly through the motions. Adapted from: Vegetable gardenMain Subject Focus:Science and technologyIntegrated Subject(s): LanguageMathOverall Expectation(s):Science and technology: 1. Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.3. Demonstrate an understanding of the natural world and the need to care for and respect the environment.Language:4. Communicate in writing, using strategies that are appropriate for beginners.Mathematics:M2. Measure and compare length, mass, capacity, area, and temperature of objects/materials, and the passage of time, using non-standard and standard units, through free exploration, focused exploration, and guided activity.Specific Expectation(s):Science and technology:1.1 Ask questions about and describe some natural occurrences, using their own observations and representations.3.3 Identify ways in which they can care for and show respect for the environment.Language:4.3 Write simple messages, using a combination of pictures, symbols, knowledge of the correspondence between letters and sounds (phonics), and familiar words.Mathematics:M2.2 Demonstrate, through investigation, an awareness of non-standard measuring devices and standard measuring devices and strategies for using them.Materials:Potting soilPlanter or plantersVegetable seedsTrowelsWatering canDescription: As a class, plant an indoor vegetable garden. Fill the planter(s) with soil. Plant the seeds, making sure you follow the directions on the package. Label each type of vegetable.Tend to the garden, discuss the importance of watering the plants and following the instructions about where to put the plant (how much sunlight it needs etc.)As the plants begin to grow, measure them and track their growth on a chart as a class. The measuring does not have to be done with a ruler, the plants can be measured any way you see fit. Have a mini book ready for each child to record their observations using pictures and/or words.This project, if the children are interested could become a full inquiry project, branching out into many areas of the curriculum art projects based on the plants, read-alouds, data collection about what everyone’s favourite vegetables are etc. Learning for the EnvironmentThis type of learning includes some sort of action for change. In kindergarten, it is not necessary to present the destructive future of global warming or anything else that might create a negative atmosphere. At this age, the learning should be kept positive and their actions should be based on a connection with a certain place. Ask the students what they want to change.Sorting wasteMain Subject Focus:MathematicsOverall Expectation(s):Mathematics:DM 5. Sort, classify, and display a variety of concrete objects, collect data, begin to read and describe displays of data, and begin to explore the concept of probability in everyday contextsSpecific Expectation(s):Mathematics:DM5.1 Sort, classify, and compare objects and describe the attributes used.Materials:Sorting chart and pictures of waste items4 recycling bins labelled: plastic, paper, glass and metalsFood waste binGarbage canWaste for sortingDescription: Though our first priority should be to reduce or reuse materials, knowing how to properly sort the waste we do create is an important skill to master. Make sure each bin is labelled with a word and a picture. As a whole group, discuss waste and the different forms it comes in. Have various waste products to sort as a group. Go through the process together.Each bin, still labelled, should be placed somewhere in the room so that students can sort any waste they have.At the colouring or cut and paste centre, have worksheets available for students to complete if they choose. Adapted from: Bringing nature to the built worldMain Subject Focus:Visual artsIntegrated Subject: Science and technologyOverall Expectation(s):Visual arts:V5. Communicate their ideas through various visual art forms.Science and technology:2. Conduct simple investigations through free exploration, focused exploration, and guided activity, using inquiry skills (questioning, planning, predicting, observing, communicating).3. Demonstrate an understanding of the natural world and the need to care for and respect the environment.Specific Expectation(s):Visual arts:V5.1 communicate their understanding of something by representing their ideas and feelings through visual artScience and technology:2.4 Communicate results and findings from individual and group investigations.3.2 Describe what would happen if something in the local environment changed.Materials:Art materials. If painting, you will need canvases and acrylic paints.-419100228600Description: -29267152667635Hamilton Harbour murals00Hamilton Harbour muralsI was taking a walk at the Hamilton Harbour, when I came across large paintings that had been painted at local Hamilton schools. These paintings were posted along the outside wall of some warehouses along the waterfront. After some research, I found that these paintings were started in 2006 when a new trail was opened up. Seeing this artwork posted on the warehouses gave me the inspiration for this lesson idea. This project idea could be used at the end of an inquiry about habitats and the relationship between people and animals. As a class, identify an area that students think either needs some sprucing up or where students believe people need to learn about the environment. This area could be within the school (such as the school yard fence) or somewhere in the community that would be open to putting up student work (such as the Hamilton Harbour warehouses I described). As a class, create a series of paintings or other artworks depicting wildlife local to the area in which the artworks are to be posted.Post the artwork with the intention of drawing attention to the local wildlife.Environmental Inquiry in Practice-3524257397754629150835025While gathering resources to include in this document, I spoke with a few practicing kindergarten teachers. I learned a lot from these teachers, but would like to focus on one particular teacher: Angela Boers of Tom Thomson Public School in the Halton District School Board. -22758402866390This classroom had just acquired a Vermicomposter about a week before I visited, and already the children could identify exactly what could go in the Vermicomposter and what could not. A Vermicomposter is bin with some dirt and Red Wiggler worms. These worms can compost natural waste such as fruit and vegetable peels, eggshells, grass clippings etc, but cannot digest meat or dairy. Mrs. Boers’ room was full of books about worms, student-created artwork depicting worms and an anchor chart showing what the children already know about worms. Before this inquiry, her class had become interested in the aquarium she has in her class. Again, there were anchor charts and artworks about marine animals. She had also had a marine biologist come in to speak with the class.For the past two years, Mrs. Boers’ inquiries have culminated with some sort of connection to the community. Last year, for instance, the children were interested in structures. The inquiry into structures led to the creation of butterfly houses and the study of butterflies. At the end of the year, the children released the butterflies in order to allow the rest of the community to enjoy the beauty of these creatures as well as to allow the butterflies to pollinate local plants. This project was recorded in the newspaper and the class received an email from a member of the community explaining that she had seen a butterfly in her backyard and thanking the children for releasing the butterflies. 3810000-57150The idea, for her, is that even though some of these inquiry projects stem from science, that does not mean they have to stop with science. Doing read-alouds, writing and math tasks, and artworks about their current inquiry focus helps the children make connections and develop more questions. Tips for effective environmental inquiryProvide opportunities for students to develop their curiosity and questions. Listen to the students’ questions and follow their lead.Make the inquiry a whole curriculum, whole class project.Develop learning opportunities in, about and for the environment. Document the municate learnings with the parents.Involve the community in your learning. Modelling Environmentally Friendly PracticesThe best way children learn is by watching those around them. Building an environmentally friendly classroom and modelling environmentally friendly practices for students will help them develop habits that will last a lifetime. Have waste bins available for recycling, food waste and garbage so children are able to sort their waste.Use recycled materials for art projects. GOOS (Good On Other Side) paper for colouring: if a piece of paper is used on one side and the other is blank, it can still be used!Scrap paper bin: if paper is being used for cutting and pasting, leftovers can be placed in the bin to be used later.Useful resourcesTeaching Green: The Elementary Years (Edited by Tim Grant and Gail Littlejohn): This book is a compilation of environmental teaching ideas from the magazine Green Teacher. The book presents a mix of lesson plans, practical ideas, teaching experiences and philosophies about environmental education for kindergarten – grade 5. This is a great resource to refer to when conducting environmental inquiry in the classroom.Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners discover their world through inquiry (Brade Buhrow and Anne Upczak Garcia): Though I did not specifically refer to this book while creating this resource, I do recommend it for some ideas on how to conduct inquiry in the class, as well as how to use inquiry to involve English Language Learners. Though this book does not focus on the environment specifically, it is inevitable, as the title suggests, that the environment is present. If children are learning through inquiry, they are learning about the world around them and that world includes environment.: This website includes lessons around soil, water, recycling and wind based on the Curious George books. These lesson plans are meant to be set up as centres around the room and include engaging activities for students to explore. These activities can also, of course, be linked to Curious George books to make a curriculum link with language. Works consultedDavis, J. (n.d.). Young children, environmental education, and the future. (1998). Early Childhood Education Journal, 26(2), 117-123. Dr. Eric Jackman Institute of Child Study. (2011). Natural curiosity: A resource for teachers. Retrieved from naturalcuriosity.ca/index.phpFoodshare. (2012). Roots and shoots: Plant part yoga. Foodshare: Educator resources. Retrieved from Kola-Olusanya, A. (n.d.). Free-choice environmental education: Understanding where children learn outside of school. (2005). Environmental Education Research, 11(3), 297-307. doi: 10.1080/13504620500081152 Minnesota Office of Waste Management. (n.d.). Kindergarten waste. In What a Waste. Retrieved from {8D65D186-760D-414B-890C-7C4376A23107}/uploads/{FA25DB71-F150-4D2F-868F-A5DAF4CB27E7}.PDF Nesbitt, C. (n.d.). Cath'ys crawly composters. Retrieved from Ministry of Education , (2009). Acting today, shaping tomorrow: A policy framework for environmental education in Ontario schools Queen's Printer for Ontario.Project Learning Tree. (n.d.). Early childhood activity 6: Evergreens in winter. Connecting Kids to Nature, Retrieved from Rossi, J. (Photographer). (2009). Nature's Alphabet [Web Photo]. Retrieved from Worrick, L. & Elden, D. (2011). A lesson in: Outdoor art. Retrieved from (2005). T. Grant & G. Littlejohn (Eds.), Teaching green: The elementary years Canada: New Society Publishers.Plant a fail-safe veggie garden. (2013). Retrieved from ................
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