Teaching Sequence

Activity 1. Planting Seeds

Resources:

Clear plastic cups, cotton wool.
Seeds that will sprout easily. Choose one type to be used in all cups (lentils, alfalfa, mung beans, etc.)
A container of water with labelled cups for mixing liquids to match with seed containers.
Additives, such as salt, vinegar, dishwashing machine powder, methylated spirits.
Sticks, labels and pens to identify each cup.

Preparation:

Find a suitable space for this activity and assemble all necessary ingredients and containers. Note: To speed up the germination process, soak seeds overnight in water. Drain in preparation for class.

Introduction:

Discuss with students what plants/trees need in order to thrive, e.g water, soil, sunlight, etc. Explain to students that this is a simple visual activity to see first-hand the impact of conditions (light/dark) and a range of additives on the growing potential of seeds.

Procedure:

Step 1.

Each student/group will need twice as many cups as you have additives. For each type of liquid you will be watering seeds with you will need two cups: one of these cups will be to grow seeds in and the other will be to mix and store your liquid for watering your seeds (e.g. if you have vinegar, salt and methylated spirits as additives you will need eight cups: two for each additive and two for just plain water). Ask students to set up each seed-growing cup with a base of cotton wool inside the cup.

Step 2.

Place a teaspoon of seeds in each seed cup on top of the cotton wool.

Step 3.

Organise students to prepare liquids to add to each cup. One cup should just have pure water (even rainwater, if possible). Other cups should have a mix of an additive and water (2 teaspoons of additive to 100 ml of water).

Step 4.

Students should clearly label each seed-growing cup and each liquid formula.

Step 5.

Instruct students to add enough water/liquid solution to fully moisten the cotton wool.

Step 6.

Place seed cups with access to light under a windowsill (where they receive light, but not full sun).

Step 7.

Place one seed-growing cup (with pure water added) in a dark corner with no access to light.

Step 8.

Each day, check moisture levels, adding more liquid as needed.

Step 9.

Regularly observe growth levels of seeds in cups (the students might like to take a photo each day).

Step 10.

Invite students to share a quiet moment for mindful meditation: take a moment when either seated or lying down together to create the ideal conditions for all the systems of the body/mind to return to being settled, calm and in balance, creating an ideal environment for the body/mind to harmonise, just like in nature.

Invite feedback/reflections

Ask students what this activity makes them think about in the way we conduct industry and manage the environment.
Ask students to reflect on how the body and mind is affected by our habits: diet, hydration, exercise, drinking, smoking, taking drugs, etc.

Activity 2. The Natural Interconnected Web

Resources:

Ball of string or wool.
Use whiteboard to notate ideas from students that arise out of this session.

Introduction:

Introduce the concept of inter-dependence/connection to students. Read Chief Seattle's quote to your students to cermet their understanding.

Begin by asking them to consider the natural elements: sun, sky, wind, water, fire and earth.

Explain to students that in this activity they will be starting with a natural starting point, e.g. sun, water, earth or fire. They will explore the multifaceted connection points of each element by throwing the wool/string across the room as each student calls out a sequential connection and then throws the wool to another classmate.

For example: Starting with the ‘trees' - trees providing shade, protection (wind, rain, sun), cooling environment, soil health, oxygen, resources such as timber/fibre/woodchips/fuel for humans and shade/homes/food for animals.

The details of this activity will emerge more clearly as you follow the procedure below.

Procedure:

Step 1.

Arrange students in a large circle.

Step 2.

Ask for someone to start the web, by holding the end of the string/wool, calling out the agreed starting point (e.g. trees) and throwing it across the circle to a classmate.

Step 3.

The next student connects the idea and throws it to another classmate across the circle.

Step 4.

Keep going as a ‘topic’ becomes covered and keep the process open and flowing as you move onto other connected elements. Continue until all students are holding onto the web.

Step 5.

When everyone in the circle is holding on to the web, stop. Create a ‘meditative moment’. Ask everyone to practice a quiet, standing meditation and just simply let their hands, bodies (and tongues!) be completely still. Pause for a few moments and experience how every thread of the web can become completely still.

Invite feedback/reflections

Ask how this activity helps students recognise the connected web of their life.
Consider social, emotional, performance, health connections arising from this theme, and the imperative to connect and look after nature.

Activity 3. Seasons

Resources:

Whiteboard for notation of student responses
Large sheets of cardboard, pens, paints to make images arising from class.

Procedure:

Step 1.

Introduce the natural phenomena of the four seasons.

Step 2.

Discuss how these are experienced differently around Australia and around the globe.

Step 3.

Discuss with students what happens in nature when one season morphs into another (with animals, plants, the Earth and humans).

Step 4.

Write groups of the seasons on the board.

Step 5.

Ask students what the challenges and the benefits are for each season and list these under groups.

Step 6.

Ask students how we can relate the natural passing of seasons to our own experiences in life: from moods, states of mind and emotions in a day, to longer phases of life and experiences.

Step 7.

Provide each student with paper/pencils to create their own ‘Personal Seasons Quadrant’ (using the template provided).

Step 8.

Ask students to decide what colour would personally represent each season for them. What feelings/emotions would be placed in the four sections? What music would be appropriate? What images of nature would fit? Allow time for students to create their own ‘Mindful Seasons Quadrant’.

Step 9.

If appropriate/desired, create a whole class image display for the wall, using large sheets of cardboard/paint/collage, etc.

Step 10.

Mindful Inner Awareness Guided Mediation
Use the audio sample provided (Nature of Mindfulness Guided Meditation 3) to conduct a guided meditation. Students can be sitting outside or lying down on the floor. The sound track is about the concept of our body as a ‘weather map’ and allowing our systems within the body/mind to return to our ‘favourite season’.

Reflection

Conduct a class discuss about how students felt before, during and after the activities.

Did their attention wander?
Did they feel a certain way?
Did they feel comfortable?

Extension

Encourage and remind students to practice mindfulness activities each day, if possible. Discuss some techniques they might use to ensure they commit to daily practice. Part of this conversation may include suggestions for students to ensure they get daily nature time.

Schools Tree Day - The Nature of Mindfulness - 60 minutes

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