Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Tune in: Benefits of outdoor learning

15 minutes

Find out: Why Outdoor Learning?

40 minutes

Take action: Creating Outdoor Learning Guidelines

Tune in: Benefits of outdoor learning

Step 1. Discuss:

What was the most fun you've ever had outside and why?
How does being outside make you feel?
Do you think you are happier when you are outside? Why or why not?
Do you think you are healthier when you are outside?
What do you like about being outside?
What don't you like about being outside?

Find out: Why Outdoor Learning?

Step 1.

Explain to students that there has been a whole range of research into the topic of connection to nature and the results of this research indicate that time in nature:

Is beneficial to physical health
Is beneficial to mental health
Improves academic performance
Reduces stress and anxiety
Increases feelings of happiness

If you want to investigate this topic further, share the resources available through Planet Ark here.

Take action: Creating Outdoor Learning Guidelines

Step 1.

Explain to students that they will soon be participating in outdoor learning where they will be taking typical lessons outside. These won’t require special equipment (such as hiking boots, compasses or fishing rods); instead you will be taking your normal classroom tools outside (such as tablets, workbooks and pens/pencils).Although these will be standard lessons taught outside, being outside requires a different set of rules and guidelines to ensure the lessons run smoothly. It is important that students develop their own guidelines as these will depend on the particular conditions of your outdoor learning space and school grounds, the age of your students and the activities you are doing. Allowing students to have a hand in creating the guidelines ensures a sense of ownership and students are more likely to buy into the rules.

Step 2. Discuss:

Some suggested guidelines that might be applicable to all schools:

Keeping in sight/earshot of the teacher. Standing in a circle when the teacher is talking so the teacher can maintain eye contact with all students. Staying in the shade/applying sunscreen. Working in pairs. Agreeing on actions in case of emergencies, changes in weather or other surprises

Some suggested guidelines that might vary depending on the particular conditions of your outdoor learning space and school grounds:

Stay at least 10 steps away from water courses. Stay at least 10 steps away from roads. What to do if you encounter a snake or lizard. Staying at least 30 steps away from other classes or classrooms so as not to disrupt other lessons

The following factsheets might also be useful for suggested guidelines: Outdoor Learning - Risks/hazards and actions and Tips for making outdoor learning easier.

Step 3.

Break the class into groups and give each group 10 strips of paper. Ask each group to come up with 10 guidelines for participating in outdoor learning and write these on the strips of paper. In developing these guidelines, ask students to think of possible problems and risks associated with being outside and what actions could be taken to address them.

Step 4.

Once complete, compile the strips of paper and as a class start grouping the guidelines based on themes (e.g. addressing risks, staying focused, dealing with surprises, etc). Discuss the guidelines with the aim of choosing the ones you think should be included in your list of Outdoor Learning Guidelines. Use the following questions to guide discussion:

Which are the most commonly addressed themes and why? Which are the most important and why? Finally, based on your discussion, are there any new guidelines that should be included?

As a class decide on which guidelines need to be included in your class’s Outdoor Learning Guidelines.

Step 5.

Ask each group to create a poster or factsheet that lists your class’s Outdoor Learning Guidelines. Ensure that each student has a copy of the guidelines each time you head outside for an outdoor learning activity or lesson.

Reflection

Invite students to review the reasons why we need guidelines using the 5 Why's Reflection Tool on the Student Worksheet.

The 5 Whys strategy is an easy to use, effective tool for uncovering the root of a problem. By repeatedly asking the question “Why” (five is a good rule of thumb), you can peel away the layers of symptoms which can lead to the root cause of a problem.

Answer the leading question, and then repeatedly ask why for each answer. You can change the number of “Why’s” according to age or ability.

Students can work independently, in pairs or as a class to complete these questions.

Developing Outdoor Learning Guidelines

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