Winter Outdoor Education

Front 1

Shortening with ice water
First, get the students to put their hands in ice water and count how long they can hold their hand in for (stop them at 30 seconds). Put a rubber glove over the student’s first and cover with shortening. Place students hand back in the water. What do they observe? Why is this so? How does this relate to animals bodies? Why is it important for humans to dress warm in the wintertime?

Back 1

Learning outcomes:
Science/Environment/Nature: E9. Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.
Health: W 1.8. Determine reasons for and apply safety rules at home and at school; e.g., demonstrate winter safety behaviours (such as dressing warm).

Front 2

Build a shelter
Have students go outside and build a shelter using things that are used in nature (i.e. snow to make a snow fort). Have students consider the size of their group – how big does their shelter have to be? How does this relate to animal shelters?

Back 2

Learning outcomes:
Science/Environment/Nature: B2. Identify and describe examples of plant and animal changes that occur on a seasonal basis: changes in activity; e.g., students should recognize that many living things go into a dormant period during winter and survive under a blanket of snow as a seed, egg or hibernating animal; E6. Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space.
P.E.: D1-2. Demonstrate effort while participating in various activities.

Front 3

Trip to nature area
This activity is a positioning activity to prepare students for nature walks and examinations for next week. Take students to a nature area such as fish creek, Inglewood bird sanctuary, Carseland/Wyndham P.P., Big Hills Springs, etc. Have students write a reflection about what they observed using their senses. How did being outside make them feel? Remind students about the shortening in ice water activity and to dress warm!

Back 3

Learning outcomes:
Science/Environment/Nature: B. Describe seasonal changes, and interpret the effects of seasonal changes on living things; E. Describe some common living things, and identify needs of those living things.
Health: L-1.2. Explore different ways to know, to come to know, new things; e.g., seeing, smelling, touching.
P.E.: A1-1. Perform locomotor skills through a variety of activities; A1-7. Demonstrate the basic skills in a variety of environments; D1-6. Participate in a class activity with a group goal; e.g., walk a predetermined distance.

Front 4

Winter walk
Discuss with students why it is important to dress warm during the winter walk. Ask students to take note on appearance of landscape or animals and plants observed. Ask self what they are doing; where are they? What are they wearing? How do they feel during the wintertime? Reflections and observations recorded in journaling activity.

Back 4

Learning outcomes:
Science/Environment/Nature: B2. Identify and describe examples of plant and animal changes that occur on a seasonal basis; B3. Identify human preparations for seasonal change and identify activities that are done on a seasonal basis; E. Describe some common living things, and identify needs of those living things.
Health: W1.1. Describe the health benefits of physical activity; L1.2. Explore different ways to know, to come to know, new things; e.g., seeing, smelling, touching.
P.E.: A1-1. Perform locomotor skills through a variety of activities; A1-7. Demonstrate the basic skills in a variety of environments; D1-6. Participate in a class activity with a group goal; e.g., walk a predetermined distance.