What does nature teach us?

An inquiry-based unit that emphasizes respect for our Earth

Table of Contents

Rationale ………………………………………………………………………………… pp. 2-3

Key Vocabulary …………………………………………………………………………… pp. 3

Learner Outcomes ………………………………………………………………………… pp. 4-7

Schedule …………………………………………………………………………………… pp. 8

Activity Descriptions ……………………………………………………………………… pp. 9-14

Transition/Closure Activities ……………………………………………………………… pp. 14

Possible Modifications …………………………………………………………………… pp. 15

Assessment Plan ……………………………………………………………………… pp. 16-17

Critical Resources ………………………………………………………………………… pp.18

Extra Resources …………………………………………………………………………… pp. 18

TQS Addressed ……………………………………………………………………………… pp.19

Sample Lesson Plan …………………………………………………………………… pp. 20-23

Worksheets ……………………………………………………………………………… pp. 24-26

Rationale

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Grade level: 1
Duration: About 4 weeks
Environment: Outdoor classroom or forest space

This unit is designed to teach grade-one children about appreciation and respect for the Earth by
showing them the interconnectedness between it and everything we do. Through this month-long exploration of
everything the land can teach us, students will come to understand how to care of the environment as well as
their own mental health. Students will be introduced to their particular local history by engaging in how certain
First Nations peoples (Danezaa, Woodland Cree and Chipewyan) intentionally pass on their knowledge of the
land to their children. They will be introduced to the fundamental principles held by Indigenous people, that the
land is sacred and that we should not take without giving back. They will also explore their own feelings about
being outside and come to the realization that time spent in nature will improve one’s mental state and overall
wellness.
The most important lesson these students will realize through this unit is that learning can happen
during any moment of the day. They will be taught skills for practicing literacy and numeracy outdoors using
materials that are simple and omnipresent. The goal is to motivate students to make the choice to naturally
engage with these activities during their up-coming summer break. Hopefully, they will come to see that
learning is fun and purposeful when it is integrated in their usual playful interests. The second most important
lesson to come out of this unit is that being outdoors is scientifically proven to positively affect a person’s
physical and mental health. Students will have myriad opportunities to sit in the natural environment and
contemplate their own sense of peace and emotional regulation. Equally as important, students should also gain
a heightened sense of respect and appreciation for the land that inspires them to engage in societally responsible
activities like conserving and recycling.
This unit is intended for the last month of school when students are tired and winding down for
summer holidays. For this reason, the outcomes addressed are meant to solidify the important themes featured
(Colours, building, subitizing, patterns, shapes, reflective and figurative writing, community, mental and overall
physical health) rather than introduce any topics the students are unfamiliar with. Students should have already
gone over these themes in depth during the school year. Keeping in mind that students may be distracted by the
outdoor setting, the weeks have been planned so that explicitly taught literacy and numeracy concepts will
happen in the mornings, and more play-based and reflective activities will be carried out in the afternoons. It is
also planned with the intention of preparing students to continue their learning over the holiday and every day,
despite their environment and the availability of resources.
Students will be assessed mainly through journal entries, as it allows every level of writer to express
themselves (if students aren’t capable writers by this time they can always draw and label pictures). Taking a
cross-curricular approach to solidify literacy and numeracy skills in all subjects, students should also be
reminded of the interconnectedness between all kinds of learning. There are worksheets for developing fine
motor skills, physical building for kinesthetic learning, stories and discussion for aural and oral development,
and many opportunities for drawing and written exploration of ideas and personal feelings. This unit takes
outcomes from all areas of the Alberta program of studies.

This unit reflects my personal love for nature and belief that it is extremely beneficial to our health. Although it
may seem silly to animate and personify the natural world, I believe that referring to our planet as Mother Earth

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will help students build a more meaningful connection to the concept of sustainability. At the beginning of this
unit, students will be given a few rules that will demonstrate the respect for the land that this unit attempts to
emulate.
-At no time will we break off twigs from trees, kill living things on purpose or litter.
-When collecting materials for learning, we will only take things that can be given back to the land unchanged.

Because we will spend the entire day outside, students will carry around backpacks with writing journals,
library books, pencils, erasers, and a clip board since they will not have access to their lockers/desks.

This unit is inspired mainly by the picture books :

‘What grew in Larry’s garden’ by Laura Alary

‘Stella fairy of the forest’ by Marie Louise-Gay
‘Lessons from Mother Earth’ by Elaine Mcleod 
‘Sometimes I like to curl up in a ball’ by Vicki Churchill and Charles Fuge

Key Vocabulary

Community, Local history, Unique, Environment, Nature, Gratitude, Responsibility, Lifecycle, Living things,
Construct, Structure, Enhance, Patterns, Subitize, Balance.

Learner Outcomes

ELA Specific learner outcomes I can...

GLOs- 1.1-Express ideas and develop understanding -I can share stories about
1. Students will listen, - share personal experiences that are clearly myself inspired by books
speak, read, write, view and related to oral, print and other media texts read in class
represent to explore - make observations about activities,
thoughts, ideas, feelings experiences with oral, print and other media -I can talk about the
and experiences. texts activities done in class

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 - experiment with different ways of exploring
and developing stories, ideas and experiences -I can share stories in
different ways
1.2-Consider the ideas of others
- listen and respond appropriately to experiences -I can listen and make
and feelings shared by others comments about stories
shared by my friends
2.1-Use strategies and cues
2. Students will listen, -segment and blend sounds in words spoken or I can write words that I
speak, read, write, view and heard hear
represent to comprehend 2.2 -Respond to texts -I can create special effects
and respond personally and -identify how words can imitate sounds and with words
critically to oral, print and create special effects
other media texts. 2.4 -Create original text -I can tell stories about my
-write, represent and tell brief narratives about ideas and experiences
own ideas and experiences

4. Students will listen, 4.1 Enhance and Improve -I can use words to create
speak, read, write, view and -use words and pictures to add sensory detail in pictures in my reader’s
represent to enhance the oral, print and other media texts mind
clarity and artistry of
communication.

Math SLOs I can...

GLOs Number -I can create different

Develop number sense  2. Subitize (recognize at a glance) and name looking groups of numbers
familiar arrangements of 1 to 10 objects or dots. up to 10
Use patterns to describe the Patterns and Relations (patterns)
world and to solve 2. Translate repeating patterns from one -I can re-create patterns
problems. representation to another. [C, CN, R, V] 
3. Sort objects, using one attribute, and explain -I can sort objects into two
Describe the characteristics the sorting rule. [C, CN, R, V] groups and explain why
of 3-D objects and 2-D Shape and Space (3-D objects and 2-D shapes)
shapes and analyze the 4. Compare 2-D shapes to parts of 3-D objects -I can see shapes in the
relationships among them. in the environment. [C, CN, V] real-world

Social Studies SLOs I can...

GLOs: 1.1.1 value self and others as unique individuals -I can talk about what is
1.1 My World: Home, in relation to their world:  special about me and my
School, Community  • appreciate how belonging to groups and friends
communities enriches an individual’s identity -I can say why being part
(I)  of a community makes me
• appreciate multiple points of view, better
languages, cultures and experiences within their -I can value the opinions of
groups and communities (C, CC)  people who are different

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 1.1.2 value the groups and communities to -I can talk about my
which they belong:  community
• demonstrate a willingness to share and -I can share and work well
cooperate with others (C, PADM)  with others
• appreciate how their actions might affect -I can talk about how my
other people and how the actions of others actions affect others and
might affect them (C)  how their actions affect me
1.1.3 examine how they belong and are -I can talk about how I
connected to their world by exploring and belong to the world
reflecting upon the following questions for
inquiry:  -I can talk about the groups
• What different types of communities or I belong to
groups do you belong to? (CC)  -I can show that I know my
• What are our responsibilities and rights at responsibilities and rights at
home, at school, in groups and in communities? home, school and in my
(C, CC, I)  community
1.1.4 determine what makes their communities -I can say what makes my
thrive by exploring and reflecting upon the community great
following questions for inquiry:  -I can talk about how
• In what ways do people help one another at people help each other at
home, at school and in groups to ensure the home, school and in my
vitality of their community? (C)  community
• How does caring for the natural environment -I can notice how caring for
contribute to the well-being of our community? the Earth makes my
(C, LPP)  community better

Science SLOs I can...

GLEs: Focus -I can decide what kind of

1–3 Construct, with • identify the problem or task: What structure structure to build and why
guidance, an object that do we need to make?
achieves a given purpose, Explore and Investigate
using materials that are • attempt, with guidance, one or more -I can construct a structure
provided. strategies to complete the task out of materials given to
• engage in all parts of the task me
• identify materials used
• recognize and describe steps followed, based
on independent activity, on directed activity and
on observing the activity of others
Reflect and Interpret -I can describe my finished
• describe the product of the activity, using structure
Topics: pictures and oral language

1–5 Identify and evaluate 1. Identify colours in a variety of natural and -I can talk about different
methods for creating colour manufactured objects.  colors
and for applying colours to 3. Order a group of coloured objects, based on a -I can group objects
different materials. given colour criterion. according to their color

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1–7 Construct objects and 1. Select appropriate materials, such as papers, -I can choose the right
models of objects, using a plastics, woods; and design and build objects, materials to build my
variety of different based on the following kinds of construction model fairy house
materials.  tasks:
• construct model buildings; e.g., homes
(human, animal, from other cultures), garages,
schools -I can talk about the parts
2. Identify component parts of personally that make up my fairy
constructed objects, and describe the purpose of house and why I chose
each part them

1–11 Describe some 1. Observe, describe and compare living things. -I can describe living things
common living things and 7. Identify the requirements of plants to -I can talk about what
identify needs of those maintain life; i.e., air, light, suitable plants need to grow
living things. temperature, water, growing medium, space; -I can talk about how plants
and recognize that we must provide these for need my help to grow
plants in our care.

Health SLOs I can...

PERSONAL HEALTH W–1.4 identify physical characteristics that -I can talk about parts of
make themselves both similar to and different my body that make me
from others similar and different to my
friends
UNDERSTANDING AND R–1.2 identify physiological responses to -I can talk about how my
EXPRESSING FEELINGS feelings; e.g., being sad can make you tired  mood affects how my body
INTERACTIONS feels
R–1.6 examine how personal behaviour and -I can talk about how my
GROUP ROLES AND attitudes can influence the feelings and actions actions and feelings can
PROCESSES of others; e.g., inviting others to join  affect others

R–1.8 work cooperatively with a partner; e.g., -I can work well with
take turns, respect space and property of others  others

P.E. SLOs I can...

A. Students will acquire Basic Skills—Locomotor; e.g., walking, -I can walk, run, hop, jump,
skills through a variety of running, hopping, jumping, leaping, rolling, leap, roll, skip, gallop,
developmentally skipping, galloping, climbing, sliding, climb, slide and swim
appropriate movement propulsion through water
activities; dance, games, A1–1 perform locomotor skills through a

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types of gymnastics, variety of activities.
individual activities and Basic Skills—Non locomotor; e.g., turning,
activities in an alternative twisting, swinging, balancing, bending, landing,
environment; e.g., aquatics stretching, curling, hanging -I can turn, twist, balance,
and outdoor pursuits. A1-3 perform non locomotor skills through a bend, land, stretch, curl and
variety of activities hang
B. Students will Application of Basic Skills in an Alternative
understand, experience and Environment
appreciate the health A1–7 demonstrate the basic skills in a variety -I can show my physical
benefits that result from of environments; e.g., tarmac activities skills outdoors in the forest
physical activity. Body Image
B1–6 describe how physical activity makes -I can talk about how
you feel physical activity makes me
feel

Schedule

Monday Tuesday Wednesday Thursday Friday

8:30-9:00 Morning Morning Morning Morning Morning
meeting meeting meeting meeting meeting
9:00-9:30 What grew in Plant cycle Color hunt Plant tomato Build fairy
Larry’s (s) (s) seeds (s) houses (s)
garden (s)
9:30-10:00 Veggie sort Scavenger 100 hungry String knots -
(m) hunt (m.) ants (m) Create shapes
(m)
10:00-10:30 Community - Ant - Pattern
brainstorm community building
(s.s) (s.s) (m)
10:30-10:45 Morning Morning Morning Morning Morning
recess recess recess recess recess
10:45-11:15 Forest recipes Stella Twig spelling Blue Appreciation
(l.a) re-imagining (l.a) butterflies eat letters (l.a)
(l.a) sky... (l.a)
11:15-11:45 - music music - -
11:45-12:10 Lunch Lunch Lunch Lunch Lunch
12:10-12:30 Lunch recess Lunch recess Lunch recess Lunch recess Lunch recess
12:30-1:00 Free Free Free Free Read the
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 read/write read/write read/write read/write forest
1:00-1:30 Library time Mother earth Wonder walk How kids are Share letters
(s.s) taking action (s.s)
(s.s)
1:30-1:45 Afternoon Afternoon Afternoon Afternoon Afternoon
recess recess recess recess recess
1:45-2:15 Obstacle Forest yoga Slacklining Run and Indoor/outdoor
course (p.e) (p.e) (p.e) scream (p.e) reflection (p.e)
2:15-2:45 Wait and see Cloud stories Mud prints What makes Return
meditation (h) (h) (h) us feel safe? materials (h)
(h)
2:45-3:00 Pack up to go Pack up to go Pack up to go Pack up to go Pack up to go
home home home home home

Activity Descriptions and Outcome Connections

Morning Meeting: students will be taught that each morning they are to come to class, and immediately
prepare their backpacks with what they will need for their day outside. Then they will meet in the outdoor
classroom and sit in a circle under the large tree to take attendance and carry out the regular routine of stating
the date and analyzing the weather for that day. Time permitting, students will spend a few minutes practicing
subitizing and spelling.

Brain Break: (on-going)

Rolling up into a ball: This brain break will repeatedly ask students to recreate the pages of ‘Sometimes I like
to curl up into a ball’. These small activities can be seen as stretches, moments of mindfulness, moments to
release pent-up energy and to feel safe and comfortable. Recreating the actions discussed in this book will also
help students remember the spelling and pronunciation of the words. P.E. A1-1, A1-3, A1-7
-curl up into as small of a ball as possible
-make yourself invisible (hide)
-jump as high as you can, and make as much noise as you can when landing
- “scream ever so loud”
-pigeon step in a circle (heel to toe, heel to toe)
-carefully fall down 
-stand as tall as a tree
- “watch others rush around me” (teacher can stand in the middle and students can run around them in a
circle)
-” poke out my tongue”, make funny faces
-curl up somewhere cozy

Free read/write: Students will be given at least 15 minutes each day to read to themselves or to a partner,
anywhere they like within the outdoor (classroom) space. Students will choose a couple books to put in their
backpacks each morning before going outside, so that they will have them ready to go for reading time. This
will give students the chance to practice reading books of their choice as well as connect with the outdoors by

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sitting and thinking in natural environments. Within this half hour block, students will be also be expected to
complete their daily journal entry inspired by the prompt “Nature taught me...”. They can take 5-15 minutes
to write as much as they like, as long as they write something.
Read the forest: On Fridays, students will ‘read the forest’ as a collective. This entails sitting in a large
circle that includes all students, teachers and support staff, and creating a ‘round-robin’ style oral story that
describes something they notice/experience in the forest that day.

Science-
‘What grew in Larry’s garden’: Students will read this story and pay attention to the gardening process
discussed. Students will talk in groups about what plants need to grow and the process humans take to grow
them. The plant life cycle will be explicitly taught. Then students will be invited to play ‘gardeners’ in the
dirt. They will be given shovels and hoes and asked to plant their own gardens. The teacher will observe and
play with them to discover what they understood about planting vegetables.
S: 1-11 (1 and 7), S.S: 1.1.2

Plant life cycle: Students will re-read the section of ‘What grew in Larry’s garden’ that discusses
gardening and re-visit the plant life cycle and the needs of living things.  Then students will practice fine motor
skills and be assessed with a cut-out worksheet that demonstrates their knowledge about the plant life cycle.
S: 1-11 (1 and 7)

Nature color scavenger hunt: To practice their color knowledge, students will search the forest for objects or
living things that match the colours on given paint chips. Students will also practice sharing class cameras to
capture images of forest objects that cannot be physically collected. 
S: 1-5 (1 and 3)

Plant tomatoes: After learning about what plants need to grow, students will have the opportunity to grow their
own tomato plants from seeds. Students will be encouraged to recreate the story ‘what grew in Larry’s
garden’ by growing their tomato for someone for whom they want to show appreciation.  In this class they
will discuss the plant cycle and needs, then plant their seeds and water them. Then they will spend the class
discussing who they want to give their plant to and why.
S: 1-11 (1 and 7), S.S: 1.1.2

Build a fairy house: Students will use materials gathered from the forest to build a miniature, house-like
structure. They will be encouraged to use their creativity to design whatever they think a fairy house would
look like. This activity is inspired by the book ‘Stella Fairy of the Forest’, which will be re-read before
completing this activity. Students will be given a double block (1-hour long class) to collect materials, design a
blueprint, and then build their structure. The teacher will take pictures of student structures so that they can
write captions to describe them later on. In a subsequent class, students will talk about the importance of
returning pieces of the land back to where they took them from. Students will then take apart their structures so
they can return the materials to the land.
S: 1-3, 1-7 (1 and 2), S.S: 1.1.2

Math-
Veggie sort: Inspired by the book ‘What grew in Larry’s garden’ students will practice their color
knowledge by sorting vegetables from the book into colour categories. This will be done by drawing the
vegetables in labeled columns on a large sheet of paper.
M: 3, S: 1-5 (1 and 3)

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Nature math scavenger hunt: Students will use scavenger hunt worksheets to find certain quantities of objects
found in nature. Then students will discuss subitizing structures and create their own using the materials
collected. These materials will be saved in a class collection to use to subitize again during other math classes.
(1 hour)
M: 2, S.S: 1.1.2

100 ants: Students will read the story ‘100 ants’ that talks about combinations of numbers that make up 100.
Because this unit is designed for the end of the year, this very early introduction to division should be
appropriate for most students. They will discuss the ants in terms of ‘groups’ rather than divisions. Then
they will be put into groups of 2-3 and given ten plastic ants each to subitize.
M: 2

String knots/ Shapes: Students will each receive a metre-long piece of string to tie knots with. They will be
reminded of the beans planted by Larry’s neighbour. Students will use the knots to count to ten and then
practice subtraction and addition by untying and retying knots. They can subitize with these strings and also
create shapes out of them. (1 hour)
M: 2 and 4

Nature patterns: Students will use the materials collected earlier in the week to create patterns and sort into
colored groups. The teacher or a selected student will create a pattern and the others will be asked to recreate
that pattern or add to it with their own natural materials.
M: 2 and 3, S: 1-5 (1 and 3)

Social Studies-
Community brainstorm: Students will be asked to think about who the members of their individual
communities are. After coming up with a list, students will discuss what each community member’s job is,
what tools they use, and how they contribute to society. Then students will be left to play and pretend to be
these community members. 
S.S: 1.1.1, 1.1.2, 1.1.3, 1.1.4

Mother Earth: Students will be introduced to their local history about the indigenous groups in the northern
area. They will be taught about the people of Treaty 8 (The Woodland Cree, Denezaa and Chipewyan peoples)
and especially how they value the land on which we live. The tobacco offering will be discussed, and students
will be asked how they take care of and thank the Earth in their own daily lives. (lesson plan below)
S.S: 1.1.1, 1.1.2, 1.1.3, 1.1.4

Ant community investigation: Students will re-read 100 hungry ants and be asked to pay attention to how the
ants worked together. They will discuss the ants as a community and decide what each individual’s job is,
how they contribute to the community and what makes them unique. Students will then be invited to look at
their own role in their community and discuss how being part of a community makes them stronger as an
individual.
S.S: 1.1.1, 1.1.2, 1.1.3, 1.1.4

Our future: how kids are taking action’: Students will read this book that talks about children who are
protecting their water source in the United States, and kids who are trying to ban plastic bags in Indonesia.
They will talk about the meaning of ‘responsibility’ and discuss their own responsibilities for taking care of
Mother Earth. Students will then come up with an action plan for taking care of the environment while they are
on summer holidays.

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S.S: 1.1.1, 1.1.2, 1.1.3, 1.1.4

Share community letters: Students will share their letters to a community member with a small group
and later, the larger group if they feel comfortable. Then we will discuss how these letters will make
the recipients feel.
S.S: 1.1.1, 1.1.2, 1.1.3, 1.1.4

E.L.A-
Make a forest salad recipe: Inspired by the book ‘What grew in Larry’s garden’ students will use the
vegetables they brainstormed, and color sorted earlier in the day to write a recipe. In this hour-long period,
students will begin by brainstorming other vegetables and color names to add to their writing. Then, students
will also be introduced to the idea that certain coloured foods contain different nutrients that contribute to
different aspects of health. Finally, students will discuss combining these vegetables into healthy recipes. A
mini lesson about recipe writing will be demonstrated in an ‘I do, we do, you do’ format and then students
will write their own recipes. 
E.L.A: 1.1, 2.4, 4.1

Re-imagining: This ELA lesson will take a close look at the line in Stella fairy of the forest: “grandma’s
bark is much softer” to explore the idea of figurative language. As a class we will search the book for other
examples of colorful language and discuss the difference between lies and metaphors. Then students will be
asked to find a story in the forest by choosing an object and reimagining it as something else.
E.L.A: 1.1, 2.2, 2.4, 4.1

Twig/Fern spelling: Students will use twigs or ferns (collected during the math/color scavenger hunts) to first
spell sight words (and turn those words into longer words) directed by the teacher. Then, students will spell
their names out of twigs and glue them onto a piece of paper to practice and demonstrate fine motor and spatial
awareness skills. Time permitting, students will be encouraged to add decorative elements using other natural
elements to express themselves creatively.
E.L.A: 1.1, 2.1

Blue butterflies eat sky (color poems): Inspired by a line in ‘Stella fairy of the forest’ students will write
poems in which they come up with their own color connections. They will be asked to choose three colors and
three different insects or animals that they have seen in the forest and come up with something that they could
possibly eat that represents each color. (Ex. green grasshoppers eat grass). Students will discuss ‘colorful
language’ with respect to if these animals actually eat these things or if this is just intended to contribute to
good storytelling.
E.L.A: 1.1, 2.1, 2.2, 2.4, 4.1, S:1-5 (1)

Appreciation letters: Inspired by the letters written in ‘What grew in Larry’s garden’ students will start by
brainstorming which people they appreciate in their community. We will discuss what gratitude is and how
letters of gratitude are written. Then, students will be left to write their individual letters in a collaborative and
flexible setting. (1 hour)
E.L.A: 1.1, 2.1, 2.2, 2.4, 4.1

Physical Education-

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Forest obstacle course: Students will compete in an obstacle course designed by themselves in a previous
science class. They will practice balance by walking across logs, hopping from one lily pad to another,
throwing pebbles into twig made circles,
P.E: A1-1, A1-7

Forest yoga: Students will practice balance and stretching through a teacher-led basic yoga class. Poses like
‘tree-pose’ and ‘standing on one leg’ will be emphasized as this week’s P.E. focus is on balance.
P.E: A1-3, A1-7, H: R-1.2

Slacklining: Students will imagine themselves “crossing the stream” in Stella fairy of the forest’ and
practice their balance ability through the introduction to slacklining. They will begin by crossing logs
(surrounded by matts) and eventually attempt to slacklining on a wide cord tied in between two trees
(surrounded by matts). To provide scaffolding, this class will be structured in three centers. The first will be
practicing balance through tree poses and timing how long students can hold it. The second will be crossing a
log. The third will be on the actual slackline.
P.E: A1-3, A1-7

Run and Scream: Students will learn that it is ok to be loud sometimes by re-reading sometimes I like to curl up
in a ball’ and discussing the page that discusses shouting and liking how it sounds. Then they will be
introduced to a traditional Blackfoot game called ‘run and scream’. They will be reminded of the
importance of the land that gave us the willow stick and how the First Nations people give offerings to thank
Mother Earth before taking the sticks for their games. Then students will each get a turn running and
screaming. They run until they can scream no longer and then mark the ground with a stick at the spot where
they ended up.
P.E: A1-1, A1-7, S.S: 1.1.1

Indoors/outdoors reflection: Students will be invited to go inside the school after a whole week of being outside
to reflect on how being outside can change their mood. The teacher will explicitly teach feelings and
demonstrate them using her own facial expressions (that the children will re-create) and then students will be
invited to roll up in a ball with a blanket and their journal to write about how they feel being inside compared
to being outside.
P.E: B1-6, H: R-1.2

Health-
Wait and see forest meditation: Inspired by both main books of this week (Stella and Larry) students will be
invited to participate in a magical mindfulness moment outside. First, they will spend a few moments exploring
the outdoors on their own and in silence, looking for fairies. Then we will all sit quietly and practice being
completely silent and still. Students can lay in the grass, sit up, watch the clouds, close their eyes, etc. but they
will be asked to remain silent for about 10 minutes, simply observing their thoughts and feelings. Then students
will get up and collaboratively explore the outdoors for anything that has changed over those 10 minutes. They
will be asked to discuss if the environment has changed, or if their mood has changed. 
H: R-1.2, R-1.8, S.S: 1.1.2

Cloud stories: To unwind at the end of the day, students will lay out in the grass and cloud-watch. They will be
asked to try to find shapes or animals that they can make up a story about. The second half of class will be
spent sitting in small circles and telling cloud stories. Then coming together as a class to talk about what we
love about being outdoors. “Those aren't clouds Sam, they're sheep”
H: R-1.2, S.S: 1.1.2, ELA:1.2

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Mud prints: Inspired by the book ‘Sometimes I like to roll up in a ball’, students will discover what it feels
like to connect to the Earth by playing in the mud. Then, students will carefully create individual footprints
lined up in the mud so that they can easily be investigated. Students will be given magnifying glasses and be
asked to discover what makes the footprints similar and different. The intent is that students will discover that
physical characteristics differ in individuals and that this makes us unique.
H: W-1.4, S.S: 1.1.1 and 1.1.2

What makes us feel safe: Students will re-read ‘What grew in Larry’s garden’ to focus on the ending
where the neighbour puts up a fence to feel safe. Then they will discuss why a fence made him feel safe and
what Grace suggested instead, “making friends” with the people around you. Then they will brainstorm how
to be a good friend. To end this class, students will be paired or grouped and asked to say something nice to
each person in their group.
H: R-1.2, R-1.6 and R-1.8, S.S: 1.1.1 and 1.1.2, ELA:1.2

Return materials to Mother Earth: Students will be explicitly taught the First Nations principle that ‘people
must not take without giving back’. It will be impressed that it is important that they are returned and returned
unchanged and students will be asked to discuss what it means to leave materials ‘unchanged’. Then they
will carefully take a part their fairy houses and take the materials back to the woods.
H: R-1.6 and R-1.8, S.S: 1.1.1, 1.1.2, 1.1.3 and 1.1.4

Transitions/Closure Activities

-Teacher will use a windchime to get students attention at the end of activities. This is a gentle, natural
sounding noise that will relate to the outdoor classroom environment.

-Health will always be at the end of the day as it uses peaceful wind down activities to center students and
allow them to relax when they are most likely feeling tired. (See health activity descriptions)

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 Possible Modifications for Exceptional Learners

-Students will be reminded that although we are outside, we are still in a classroom environment where they
will be expected to do their work. That being said, they will not be required to sit anywhere specific. They can
sit on the ground, on benches, on tree stumps or other natural objects. They can also use whatever writing
instruments they choose to bring with them for the day.

-Because we are in the outdoor classroom all week, we will need to bring out some anchor charts with sight
words for children to refer to when writing. We will attach these charts to trees or an outdoor bulletin board
where they can easily be brought back inside.

-At the beginning of this unit, students will receive a copy of the weekly schedule to glue into the front of their
journals. This way they can always refer to it to find out what activity is happening next.

-Manipulatives will be provided in most activities for kinesthetic learners.

-Peer groups will be allowed for most activities as well.

-If students are having a hard time coming up with something to write in their journals, they will be allowed to
brainstorm with a partner.

-Because we will be working with knowledge of colors while being outdoors, paint chips will be used for
reference and demonstration. Students will learn that colors come in all kinds of shades, especially in the
natural environment.
-If students have a difficult time seeing or distinguishing between colors, they can be provided an individual set
of paint chips for manual referencing.

-This unit is designed to support positive mental health in a safe and supporting environment. Teasing or
bullying of any kind will not be tolerated.

Assessment Plan

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-Daily journal entries following the prompt “Nature taught me…”
-Observation
-Student-teacher conversations (what makes us different? looking at foot/handprints)
-Class conversation (about how being outside makes us feel, why we love the forest, what makes us feel safe, 
-Pictures (of completed patterns, of subitized groups of objects, shapes made out of ropes, words spelled using
ferns, obstacle course, slacklining, forest yoga, acting out the plant cycle,) with student written captions
-Drawing of vegetables sorted by color 
-Knots on ropes
-Written recipe, Re-imagining, Butterflies eat sky poem, Letter to a community member
-What do plants need to grow worksheet
-Completed fairy huts, planted seeds and action plans for taking care of the Earth
-Checklists (if students successfully created a pattern, if students can subitize groups of 1-10, if students can
categorize vegetables into colours,

Outcomes Journal Convos. Group Pics. Draw Knots Written Work Check Prod-
1:1 convos. sheets lists uctions
Type S F F F F F S S/F F F
ELA 1.1 * * *
1.2 * * *
2.1 * * *
2.2 * * *
2.4 * * *
4.1 * * *

Health
W-1.4 * * * *
R-1.2 * * * * *
R-1.6 * * * *
R-1.8 * * * *

P.E.
A1-1 * * *
A1-3 * * *
A1-7 * * *
B1-6 * * *

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 Science
1-3 * * *
1-5 * * * *
1-7 * * *
1-11 * * *

Social Studies
1.1.1 * * *
1.1.2 * * * *
1.1.3 * * *
1.1.4 * * *

Math
Number * * * * * *
2
Patterns * * *
2
3 * * *
Shapes 4 * * *

Critical Resources

o ‘What grew in Larry’s garden’ by Laura Alary

o ‘Stella fairy of the forest’ by Marie Louise-Gay
o ‘Lessons from Mother Earth’ by Elaine Mcleod 
o ‘Our future: how kids are taking action’ by Janet Wilson
o ‘One hundred hungry ants’ by Elinor J. Pinczes

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 o ‘Sometimes I like to curl up in a ball’ by Vicki Churchill and Charles Fuge
o Paint chips with natural colours

Extra Resources

o ‘I am Mother Earth’ by Rebecca and Jeffrey Hutchinson

o ‘Talking with Mother Earth-Hablando con mama tierra ’ by Jorge Argueta 
o ‘The Giving Tree: A Retelling of a Traditional Métis Story ’ by Leah Marie Dorion
o ‘Trudy's Healing Stone’ by Trudy Spiller
o ‘The bear’s medicine’ by Sus Yoo
o ‘We are water protectors’ by Carole Lindstrom
o ‘Nibi is water - Nibi aawon nbiish’ by Joanne Robertson, Shirley Williams, Isadore Toulouse 
o YouTube reading of ‘what grew in Larry’s garden’
o https://www.youtube.com/watch?v=bl6OQssHKyI&ab_channel=LauraAlary

o Environmental Stewardship and Equality - Blackfoot and Inuit Traditional Teachings

https://airtable.com/shrNIbBIx60owZzBh/tbl1m3Zc1tTWu2GLm/viwZdRKCQoOyzp3JI/recHOCgwKmkR
AyhCP

o Chart of vegetables with labels

o Chart of colours
o Run and Scream example from the curriculum Lab

T.Q.S. Addressed

1) This unit fosters effective relationships because it asks students and staff to spend lots of time,
especially during health class at the end of each day, sitting together in a group to share their
thoughts and feelings. Students will demonstrate empathy by listening to each other tell stories
and engaging in personal reflections. Students will be asked to explore their own feelings
while meditating and exploring the effect that being outside all day will have on their mental
well-being. This unit lends itself to culturally appropriate opportunities for community/parent
participation, especially community members who belong to the local First Nations groups,

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 because of the focus on connecting to community. Students will all have the chance to write a
letter of gratitude to anyone in their community but be especially encouraged to write to
someone who they would normally not talk to. By discussing the ways in which different
people show respect for our planet, we will be honoring cultural diversity and promoting
intercultural understanding.

2) Investigating the local history of northern Alberta and practicing respect for the land will
enhance both the teacher and student’s understanding of First Nations cultural beliefs and
values. Tracking student’s increased connection with these values will allow the teacher to
critically review and apply educational research.

3) The third standard is met through the employ of flexible medium range planning, the emphasis
on literacy-based learning, the addition of ‘I can...” statements that will be made available
to students to help focus on the desired outcomes of the activities, the consideration of locally
relevant issues, and the variety of evaluation instruments.

4) An inclusive learning environment is created by establishing the underlying philosophy that all
children can learn and grow through activities that offer multiple opportunities and outlets to
demonstrate their learning. Students will practice emotional regulation by exploring their
emotional and health needs during meditation and reflection.

5) Students will be exposed to the history and current values and beliefs of the local First Nations
groups, the Danezaa, Woodland Cree and Chipewyan. We will discuss the history of Treaty 8
and talk about what the local people lost and were subjected to by signing it. One of the
critical resources and many of the extra resources reflect the strength and diversity of the First
Nations peoples of Canada.

Sample Lesson Plan

Mother Earth

Grade: 1 Subject: Social Studies           Time: 1:00-1:30       Duration: 30 mins.

Overview of lesson:

Students will be introduced to a principle that is especially valued by the local indigenous groups in northern
Alberta : Take care of the land and appreciate what it provides for you. They will be reminded about who
the people of Treaty 8 are (The Woodland Cree, Dene-za and Chipewyan peoples) and begin by
hypothesizing about how these people demonstrate this value. Then they will read the book ‘ Lessons from
Mother Earth’ by Elaine McLeod and talk about how First Nations people take care of the land and why.
The tobacco offering will be discussed as a form of gratitude, and students will be asked how they take care
of and thank the Earth in their own daily lives. Finally, students will work together to write a list of things

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they can do over the summer to take care of the Earth.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

1.1 My World: Home, 1.1.1 value self and others as unique individuals in relation to their world: 
School, • appreciate how belonging to groups and communities enriches an individual’s
Community – identity (I) 
Students will • appreciate multiple points of view, languages, cultures and experiences within
demonstrate an their groups and communities (C, CC) 
understanding and 1.1.2 value the groups and communities to which they belong: 
appreciation of how • demonstrate a willingness to share and cooperate with others (C, PADM) 
identity and self- • appreciate how their actions might affect other people and how the actions of
esteem are enhanced others might affect them (C) 
by their sense of 1.1.3 examine how they belong and are connected to their world by exploring and
belonging in their reflecting upon the following questions for inquiry: 
world and how active • What different types of communities or groups do you belong to? (CC) 
members in a • What are our responsibilities and rights at home, at school, in groups and in
community contribute communities? (C, CC, I) 
to the well-being, 1.1.4 determine what makes their communities thrive by exploring and reflecting
growth and vitality of upon the following questions for inquiry:
their groups and • In what ways do people help one another at home, at school and in groups to
communities. ensure the vitality of their community? (C) 
• How does caring for the natural environment contribute to the well-being of our
community? (C, LPP)

Critical and Lesson Guiding Questions 

(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

o Who are the local indigenous communities who live among us?
o How do different groups of people understand the Earth we live on?
o What can we do to take care of Mother Earth?

Learning objectives Teaching Strategies

Students will…  Think- pair – share

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  Listen to a story told by a First Nations,
Canadian author Whole group conversations
 Demonstrate their knowledge of their local
community members Read-aloud
 Discuss (with a partner/group)
o patience Experiential learning
o caring for a garden
o Never take more than you need
o Thank Mother Earth
o Recipe writing
o Not littering
o Recycling
 Learn about a tobacco offering
 Come up with their own ways of thanking
and taking care of the Earth
 Plan for passing a responsible summer!

Differentiation  Accommodation Modification

(Example an alternative way for a (Example: If a student has a (Example: Student has been
student to receive information or hearing impediment) identified with a learning
engage with a lesson.) challenge such as dyslexia)

It would be great if we could invite Certain students should sit at the Fidget toys?
a local First Nations person to front so they can hear and
demonstrate a tobacco offering concentrate better Verbal prompts/repetition

Lots of collaboration

Assessment 

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, check list etc..)

-List of ways that we can thanks and take care of the land (written by. The teacher)

Summative

Preparation

Students should be sitting in the morning meeting area

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Material and equipment (Art supplies, manipulatives, smartboard, online whiteboard etc…)

o Chart paper and marker

o Book: Lessons from Mother Earth by Elaine McLeod

Lesson Procedure

Introduction (5 min.) (Description of Hook/Attention Grabber;  Expectations for Learning and

Behavior; Transition to Body, etc.) 

Hook (5 min.)

o Ask students how they thank their Mother Earth

Introduce the First Nations principle: Take care of the land and appreciate what it provides for you

Ask: Who are the local First Nations groups?

Body (20 min.) 

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

o Read the book

o Point out and discuss
o patience
o caring for a garden
o Never take more than you need
o Thank Mother Earth
o Recipe writing
o Not littering
o Recycling

o Think-pair-share: How can you thank Mother Earth?

o Brainstorm and discuss as a group
o Introduce the tobacco offering

A payment given back to the Earth to say thank you for what it provides. Berries, plants, also done
before hunting animals. A sign of respect for the Earth.
https://www.strongnations.com/gs/show.php?gs=4&gsd=3911

o Think-pair-share: How can we take care of the Earth over the summer break?
o Brainstorm and discuss as a group
o Let’s make a list that we can take home with us as a reminder

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 o I will call on each group to add something to the list

Closure (5 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson.  How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)

Closing questions (5 min.)

o Who are the local indigenous tribes?

o How do they show respect for the Earth?
o What is one thing you will do this summer to take care of the Earth?

Line up for recess

Reflection : How did it go? What should you change? What did you forget?

I wonder if this lesson is too surface level in terms of First Nations knowledge.
Is there a way it could be more purposeful or appropriate?

Worksheets
Plant Life Cycle Plants need… (Draw it!)
First... 1.

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 Next... 2.

Then... 3.

Finally... 4.

(Cut outs to be glued on the previous worksheet)

Flower

                          

Seed

23
                       

Stem

                       

Sprout

                   

Nature Math Scavenger Hunt

⛶  7 flower petals                        

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⛶  5 twigs                            

⛶  9 pebbles                                

⛶  1 pinecone                                 

⛶  6 leaves                                

        

⛶  8 blades of grass                               

⛶  2 pieces of litter                          

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⛶  4 pieces of tree bark                       

⛶  3 needles                                

⛶  10 berries (don't eat them!)          

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