Quick summary: Outdoor learning has a wide range of benefits, but can be tricky to navigate for teachers. This lesson is designed to support teachers to manage student expectations and behaviour when taking part in outdoor learning. Students will work collaboratively to build a shared understanding and create a set of guidelines for participating in outdoor learning activities. They begin by identifying the value of time in nature and discuss why taking lessons outside will benefit their learning. Students will create posters or factsheets detailing the final set of guidelines for safety outdoors.
- Students recognise the risks and opportunities involved in outdoor learning, and develop strategies to manage risks and realise opportunities.
- Students understand that there needs to be guidelines to guide both students and teachers in outdoor learning activities.
- Students recognise that they have the ability to develop strategies to enhance their own learning.
21st century skills:
Australian Curriculum Mapping
Classification helps organise the diverse group of organisms (ACSSU111)
People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
General capabilities: Critical and Creative Thinking, Personal and Social Capability.
Cross-curriculum priority: Sustainability OI.7.
Topic: Outdoor Learning, Biodiversity.
Unit of work: Outdoor Learning Unit.
Time required: 60 mins
Level of teacher scaffolding: Medium – oversee lesson and facilitate discussion.
Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Strips of paper (10 for each group), pens or pencils.
Digital technology opportunities: Digital sharing capabilities.
Keywords: Outdoor learning, guidelines.
Cool Australia would like to thank The Albert George & Nancy Caroline Youngman Trust – managed by Equity Trustees.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.