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Goodrich-Loomis Outdoor Education Centre - Brighton Laurie Lawson Outdoor Education Centre - CobourgWarsaw Outdoor Education Centre - WarsawWilmot Creek Outdoor Education Centre - Orono

A GUIDE FOR VISITING THE OUTDOOR EDUCATION CENTRE

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2 A GUIDE FOR VISITING THE OUTDOOR EDUCATION CENTREKAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD

TABLE OF CONTENTSOUR MISSION ................................................................................................................................... 2

THE OUTDOOR EDUCATION PROGRAM ................................................................................................ 3Considerations 3

Cancellations 3

OUTDOOR EDUCATION CENTRES ......................................................................................................... 3Goodrich-Loomis O.E.C. 3

Laurie Lawson O.E.C. 4

Warsaw O.E.C. 4

Wilmot Creek O.E.C. 4

PREPARING FOR A VISIT .................................................................................................................... 51) Transportation Arrangements 5

2) Parent Notification and Medication for Students 5

3) Supervision 5

4) Roles and Responsibilities 6

ROLES AND RESPONSIBILITIES .......................................................................................................... 75) Integration with the Classroom Program 8

6) Preparing the Students 8

7) What to Bring 8

8) Safety 8

9) Program Evaluation 9

OUTDOOR EDUCATION CENTRE PRE-VISIT CHECKLIST .......................................................................... 9

OUTDOOR EDUCATION PROGRAM ACTIVITIES .................................................................................... 10ELEMENTARY 10

OUTDOOR EDUCATION PROGRAM ACTIVITIES .................................................................................... 23SECONDARY 23

OUTDOOR EDUCATION PROGRAM ..................................................................................................... 24CROSS-COUNTRY SKIING PROGRAM 24

OUTDOOR EDUCATION PROGRAM REGISTRATION INFORMATION ........................................................ 25

OUR MISSIONThe Kawartha Pine Ridge Outdoor Education program strives to provide curriculum connected experiences designed to help students establish positive, respectful relationships with nature and each other in a hands-on, stimulating environment.


THE OUTDOOR EDUCATION PROGRAMThe Outdoor Education program provides students and teachers with the opportunity for outdoor experiences that will enrich the classroom program and develop a positive environmental ethic. Each of the four day-use Outdoor Education Centres within the Kawartha Pine Ridge District School Board is staffed by a qualified naturalist who, in co-operation with the teacher, encourages hands-on exploration and discovery.

All of the programs outlined in this guide are directly related to the expectations identified in the Ontario Curriculum documents. The naturalists will also tailor the program to meet the specific needs of individual classes, with advance notice.

A visit to the outdoor education centre is also the perfect opportunity to reinforce/introduce many of the Character Education attributes. Links to the Character Education attributes have been provided in the activities charts.

Considerations:Most of the programs listed are of half-day duration. A teacher planning to come for the full day would choose two half-day programs. Many kindergarten students have had positive half-day experiences at the outdoor education centres. Junior kindergarten-aged students do find even the half day to be tiring. Teachers are advised to take this into consideration.

Half-day programs can also be sufficient for grade one classes. Schools may wish to have their grade one students attend for only half of the school day, thereby doubling the number of students who will have an outdoor education experience in a given day.

Teachers who wish to visit the outdoor education centres must make arrangements for visits in May for the following school year. Instructions and deadlines for scheduling are provided to principals in the spring of each year. Teachers are asked to indicate the location that they wish to visit, the activities or program they wish to participate in, as well as a preferred and alternate month. A list of confirmed dates is then forwarded to schools before the end of the school year. Schools who have not booked visits as of the beginning of the school year, may contact the appropriate naturalist for available dates. Two to four weeks before a scheduled visit, the teacher will be contacted by the naturalist to confirm the date and specific program arrangements.

Cancellations:The Fire Code limits the number of individuals in the portable at any one time, therefore it is not appropriate to double-up classes or to add part of another class.

While every attempt is made to avoid them, cancellations due to weather conditions (e.g. freezing rain, extreme cold), site safety (e.g. icy trails, high winds), or staff illness may occur. In order to ensure the timely communication of a cancellation, schools are encouraged to provide an after-hours contact name and phone number. This would allow the naturalist to contact an individual early enough for bus drivers and volunteers to be informed of the change in plans.

When a cancellation is made, the naturalist will attempt to reschedule the class visit. This is not always possible because the centres are usually fully booked. For this reason, last minute cancellations by the school should be avoided. If a cancellation is necessary, please make every attempt to give the naturalist four to five days’ notice. This will allow him or her to invite a class on the waiting list to use the centre. Internal switching of classes by the teachers or principal frequently resolves conflicts that develop. Please inform the naturalist of the change.

OUTDOOR EDUCATION CENTRESThe Kawartha Pine Ridge District School Board operates four day-use Outdoor Education Centres. Each of the centres has a classroom on site.

Goodrich-Loomis O.E.C.GLOEC is located at 1331 Pinewood School Road, west of Hwy. 30 and north of Brighton. The site is part of the Goodrich-Loomis Conservation Area operated by the Lower Trent Region Conservation Authority.

The Goodrich-Loomis Outdoor Education Centre is wheelchair accessible and has indoor plumbing including oversize washrooms. The site provides a varied natural environment including a year-round stream, a plantation forest, and a natural forest.

The naturalist can be contacted:


by phone at (613) 475-0790by courier at GLOEC c/o Spring Valley P.S.by email at [email protected]

Laurie Lawson O.E.C.LLOEC is located at 8000 Telephone Road, northwest of Cobourg. This site is set back 500 metres and is not visible from the road. The property is owned by Dr. Mary Bedford-Jones who has generously granted the Board the use of this land.

Currently, “Goodwin Field” is being developed on the property in honour of Bill Goodwin who along with Dr. Mary Bedford-Jones supported the creation of an outdoor education facility on their property.

The Laurie Lawson Outdoor Education Centre has two outhouses and no plumbing available. The site provides a varied natural environment including a year-round stream, a plantation forest, and a natural forest.


by phone at (905) 372-3923by Fax at (905) 372-6953by courier at LLOEC c/o Terry Fox P.S.by email at [email protected]

The Centre phone number is (905) 372-3923, but please call before 9:00 a.m. or after 2:30 p.m. unless it is an emergency.

Warsaw O.E.C.The WOEC is located at 1515 County Road #4 east of Peterborough, just past Warsaw Public School. The site is on land leased from the Otonabee Region Conservation Authority.

There are several outhouses on the property and indoor plumbing is not available. The site has a varied natural environment including a plantation forest, a natural forest, and the use of the Indian River in the spring and early fall.


by phone at the site (705) 652-3243 or by Fax at (705) 652-9082by courier at WOEC c/o Warsaw Public Schoolby email at [email protected] or [email protected]

Wilmot Creek O.E.C.WCOEC is located at 3245 Taunton Road northwest of Orono. The site is part of the former Orono Tree Nursery property owned by the Ministry of Natural Resources.

The Wilmot Creek centre has two outhouses and no plumbing available. The site provides a varied natural environment including a year-round stream, a plantation forest, and a natural forest.


by phone at (905) 983-9312by Fax at (905) 983-8194by courier at WCOEC c/o Orono P.S.by email at [email protected]

The Centre phone number is (905) 983-9312, but please call before 9:00 a.m. or after 3:00 p.m. unless it is an emergency.


PREPARING FOR A VISIT1) Transportation ArrangementsIt is the responsibility of the school to arrange the bus for transportation to and from the Outdoor Education Centre. Since schools have different start and finish times for their day, the naturalists hope to see you as soon as possible after school arrival. Departure should be planned to get you back to school on time.

Arrival- as soon as possible after school arrival, either before or after your morning announcements. Departure - typically one hour to one and a half hours before the end of the school day for all grades

2) Parent Notification and Medication for StudentsIn addition to the routine notification given to parents regarding the trip, please note the following items:

- Parents/Guardians must complete the Permission for Out-of-Classroom Program form, found in the Program Safety Manual: Out of Classroom Programs

- Parent or community volunteers can make a real difference to the day. They are always welcome at the centres. All volunteers must meet the requirements outlined in the board policy on volunteers (B-7.2).

- Inform parents of the importance of appropriate dress for students to enjoy the day.- Inform parents of the importance of teachers bringing any authorized medication for allergies such as inhalers or epipens.

3) SupervisionA trip to the outdoor education centre is an out-of-classroom experience like any other and the supervision guidelines listed in the Program Safety Manual: Out of Classroom Programs are in effect.

Junior Kindergarten / Kindergarten• one (1) teacher/supervisor for four (4) students and• minimum of 2 adults per trip, one of whom is a teacher

Grade 1 • one (1) teacher/supervisor for seven (7) students and• minimum of 2 adults per trip, one of whom is a teacher

Grades 2-6 • at least one (1) teacher/ supervisor for ten (10)students and• minimum of 2 adults per trip, one of whom is a teacher

Grades 7-8 • at least one (1) teacher/supervisor for fifteen (15) students• minimum of 2 adults per trip one of whom is a teacher

Grades 9-12 • at least one (1) teacher/supervisor for fifteen (15) students• minimum of 2 adults per trip one of whom is a teacher

Exceptional PupilsPrincipals will determine which of the above supervision ratio would be appropriate or if additional supervision beyond these is required. Principals are advised to consider the location and the type of activity in which students will be involved.

It is the responsibility of the principal to ensure that the minimum supervision ratios have been met prior to departure. The naturalist must not be included when calculating the supervision ratio. Depending on the program selected and the age and abilities of the students, the numbers of supervisors’ ratios may be increased. This will ensure a safe and enjoyable experience for the students, the teacher and the naturalist. All volunteers must meet the requirements of the board policy on volunteers (B-7.2).


Supervision Notes:Teachers are expected to meet/communicate with volunteer supervisors prior to the visit to:

• provide an overview of the day;• outline the duties of volunteers.

Volunteers must:

• be willing to be active participants throughout the day;• dress appropriately for the weather;• be committed to spending the entire time with the students while they are involved in the activities and remain on site;• agree to abide by the school code of conduct;• agree to keep cell phone usage to a minimum;• agree to abide by no smoking policy.

If a class arrives at the centre without the required supervision ratio in place, the naturalist will contact the school to request additional supervision. If the school is unable to comply with that request within a reasonable amount of time, the school will be asked to arrange for busing and the class will be returned to school.

It is preferable that the classroom teacher accompany the class to the centre. When, due to illness, the classroom teacher is unable to accompany the class, it is expected that the occasional teacher is aware of the details of the program selected as well as his/her responsibilities. Occasional teachers and the naturalist must be aware of students with allergies and other medical needs.

Principals and vice-principals are also asked to advise classroom teachers and volunteers ahead of time that, we cannot accept the responsibility of supervising children, other than those in the class scheduled for the program. Younger siblings or children that a volunteer is babysitting, may not attend with the class.

4) Roles and ResponsibilitiesThe program delivery at the Outdoor Education Centres is a collaboration between the naturalist and the classroom teacher. The roles and responsibilities of each are summarized in the chart below. It is important that teachers review these beforehand. Teachers should also review the material provided relating to the specific program they have requested. Further information is available in this guide or by contacting the naturalist.


ROLES AND RESPONSIBILITIESMAKING THE DAY A SUCCESS

TEACHER NATURALIST PRINCIPAL

PREVISIT PREPARATION • completes the pre-trip checklist in A Guide for Visiting the Outdoor Education Centre (p. 9)

• prepares students for their visit

• consults with naturalist about the program

• informs naturalist well in advance of any special concerns regarding student safety e.g., allergies, behaviour, special needs

• consults with the teacher concerning the program, arrival/departure times, specific concerns, and the pre-requisites needed in order to run the program

• prepares materials for the day

• facilitates a teacher pre-visit where requested

• approves the trip to the Outdoor Education Centre and ensures that the appropriate supervision is in place

• ensures that all requirements listed in the Program Safety Manual: Out-of-Classroom Programs are met

• ensures that bus costs are covered

• ensure that all volunteers have a valid police record check

CLASS MANAGEMENT The naturalists are not teachers and are not directly responsible for the behaviour of students in the class. That is the responsibility of the teacher, since the teacher is most familiar with the individuals.

• manages facilities, equipment and supplies at the centre

• is responsible for safety at the site (all naturalists have up to date first aid training)

• assists with class management

• provide appropriate assistance and support when required

PROGRAM DELIVERY • works with the naturalist on program delivery

• connects activities at the centre to the on-going classroom program

• provides program specific materials, where requested

• co-ordinates the schedule for the day

• provides some materials

• lead the program delivery for the day

FOLLOW-UP • provides feedback to the naturalist concerning the program

• carries out activities in the classroom that relate the field trip to their classroom studies

• sends samples of work to the centre, if desired

• may suggest follow-up activities for the classroom, where appropriate


5) Integration with the Classroom ProgramAs with any field trip, students benefit most from their visit to the Outdoor Education Centre if it is related to studies going on in the classroom. The naturalists are happy to work with the teachers as they are planning their unit and provide a list of expectations that will be addressed during the visit. They can also make suggestions for trip preparation and, where appropriate, provide ideas for follow-up activities. Teachers are welcome to arrange a pre-visit meeting at the school or at the centre. The naturalists will also modify the activities planned to fit the needs of the class, provided sufficient notice is given.

6) Preparing the StudentsStudents benefit the most from their visit when they have been well prepared for it. Outdoor Education activities take place in all kinds of weather! During extreme weather conditions the program will be adapted. It is essential that students, teachers, and adult volunteers be dressed for the weather.

Appropriate dress

For cold weather students should dress in layers, with hats and warm boots, rain gear, and extra mitts and socks.

For wet weather students should have rain gear and rubber boots.

For warm weather students should bring hats, sunscreen and insect repellent, as well as long pants, socks, shoes (sandals are not appropriate) and long-sleeved shirts (even on very hot days long pants are essential for protection from insects, sun, poison ivy, and scratches). Please note that students may be allergic to sunscreen and/or insect repellent. For this reason, the naturalist will not supply nor apply any of these products to the participants.

Lunch

Students should be encouraged to bring garbageless lunches or be prepared to carry their garbage back to the school. This promotes a positive environmental ethic and reduces the amount of garbage. A discussion should take place with the students to show how they can bring a garbageless lunch.

Students should be encouraged to bring their own reusable, environmentally friendly cups.

Students will burn off a lot of calories at the centres. Remind them to bring a larger than average lunch as well as extra drinks and snacks.

Microwaves will not be accessible to students and teachers to warm-up food.

7) What to BringThere is no drinking water available at the Laurie Lawson, Warsaw, and Wilmot Creek Outdoor Education Centres. Please bring an adequate supply of drinking water (12 - 16 litres) to be used for drinking, hand-washing and clean-up. Water is available at the Goodrich-Loomis site. The Occupational Health and Safety Officer recommends carrying the water in 4L jugs. Students are encouraged to bring their own reusable environmentally friendly cups.

Students may wish to bring cameras or binoculars, but these should be clearly labelled with the name of the student and the school. Portable personal electronic equipment such as cell phones and MP3 players, as well as knives are not allowed. All consumable supplies and basic field equipment used in the program are provided at the centres.

8) SafetyThe safety and well-being of both students and staff is an ongoing concern in the outdoor education program. There are a number of safeguards in place to maximize safety:

1. All naturalists are qualified in Standard First Aid.2. First Aid kits are available in the centres and are carried on the trail, by the naturalist.3. School staff must bring authorized medication such as inhalers and epipens and must inform the naturalist of any

students with health concerns such as allergies.4. The naturalist is responsible for expectations concerning safety and the teacher is responsible for the behaviour of the students. The

naturalists outline clear boundaries and expectations to the students. If these are not adhered, to the naturalist may bring the class back to the centre or in extreme cases send them back to the school to ensure their safety.


5. The program proceeds in most weather conditions so school staff are asked to stress appropriate dress to the students.6. The programs at all of the outdoor education centres focus on respect for the environment and the use of the four senses. Tasting of

things in nature is not part of the program. Students are encouraged to respect the environment and to leave the site as they found it.7. Departure times are set so as to minimize students being over-tired at the end of the day, when accidents are most likely to happen.

9) Program EvaluationTeachers are asked to provide oral or written feedback to the naturalist at the end of their visit. This reflection provides useful feedback to the naturalists and is also used as the team works on ongoing program development and modification.

OUTDOOR EDUCATION CENTRE PRE-VISIT CHECKLIST Bus has been arranged. We will expect you to leave your school as soon as possible after your school start time. Departure times

from the centre will typically be an hour before the end of the school’s day.

Information on students with special needs; e.g., wheelchairs (Goodrich-Loomis is the only wheelchair accessible site), diapering, allergies, etc. has been communicated to the naturalist.

Parents/Guardians have been notified and the appropriate permission form has been completed. Parents or other community volunteers are always welcome. Parents/Guardians should be reminded of appropriate dress, lunch arrangements, and the importance of teachers bringing authorized medication such as current inhalers or epipens, if necessary.

Appropriate supervision has been arranged in accordance with the minimum ratios outlined in the Kawartha Pine Ridge District School Board Program Safety Manual: Out-of-Classroom Programs.

Roles and responsibilities of the teacher and the naturalist have been reviewed, along with the information provided on the activities requested for the class.

Integration with classroom program has been planned. The program at the centre should be preceded and followed by classroom instruction related to the visit. The visit supports classroom programming and should not be an isolated event. The naturalist can be consulted for ideas as well as for modifications at the centre to suit the needs of the class.

Students have been prepared for their visit through discussion of:

appropriate dress for the season

- for cold weather students should dress in layers, with hats and warm boots, rain gear, and extra mitts and socks

- for warm weather students should bring hats, sunscreen and insect repellent, as well as long pants, socks, shoes (sandals are not appropriate) and long-sleeved shirts (even on very hot days long pants are essential for protection from insects, sun, poison ivy, and scratches). It is recommended that sunscreen and insect repellent be applied at home before arriving to school.

the garbage-free lunch

- there is no access to microwaves to cook or reheat food

the importance of bringing an environmentally friendly reusable cup for drinking water

Volunteers have been prepared Volunteers have been prepared for their visit through discussion of their role and responsibilities. Volunteers are expected to be actively involved in the activities scheduled for the class.

Arrangements have been made to bring:

- DRINKING WATER - sufficient for drinking, washing and clean-up (12-16 litres). Please use containers of 4L or smaller to increase safety when carrying. (All sites except Goodrich-Loomis)


OUTDOOR EDUCATION PROGRAM ACTIVITIESELEMENTARY

Goodrich-Loomis Outdoor Education Centre

Laurie Lawson Outdoor Education Centre

Warsaw Outdoor Education Centre

Wilmot Creek Outdoor Education CentreThe activities are listed by suggested grade level. Activities may vary depending on the site. The letters (W, WC, GL, LL) under the location column indicate the site(s) where the activity is offered. W= Warsaw, WC = Wilmot Creek, GL = Goodrich-Loomis and LL = Laurie Lawson. Connections have been made to subjects and topics identified in the Ontario Curriculum documents. Overall and specific expectations can be supplied to teachers on request.

All programs are ½ day unless otherwise noted or arranged. Teachers are asked to choose two (2) ½ day programs to make a full day.

The letters (F.W.S.) after each activity indicate the season in which they are available.

During the winter season, when the snow base is sufficient, snowshoeing may be incorporated into the activities selected.

Schools assume the cost of transportation. The Outdoor Education Centres are funded by the Kawartha Pine Ridge District School Board with no cost to the students.

Please note there is a cost associated with the X-Country ski program held at the Kawartha Nordic Ski Club, facilitated through the Naturalists from Warsaw.


Goodrich-Loomis Outdoor Education Centre ONLY

Outdoor Education Program Activities - ElementaryGRADE PROGRAM LOCATION SEASON CURRICULUM

CONNECTIONSCHARACTER EDUCATION

CONNECTIONSJK/SK BIRD SILHOUETTES

Students begin by observing local birds, focussing on their colour in nature, body shape, behaviour and habitat. Students then record findings using a variety of media.

GL

LL

WC

F,W,S * SCIENCE & TECHNOLOGY

* THE ARTS

* LANGUAGE

Respect

Responsibility

Initiative

Perseverance

JK/SK MAKING SENSE OF NATURE

The students are given the opportunity to explore the natural area in small groups. Using their senses, they can explore different habitats, look at living and non-living objects, examine the characteristics of natural things, and enjoy the patterns and cycles found in the outdoors.

GL

LL

WC

W

F,S * SCIENCE & TECHNOLOGY

* LANGUAGE

Respect

Responsibility

Empathy

Initiative

Courage

JK/SK NIGHT TREE

Students prepare decorations and decorate a Christmas tree with food for the birds and animals, like in the book Night Tree, by Eve Bunting.

GL

LL

WC

W

Dec. * SCIENCE & TECHNOLOGY

* LANGUAGE

Respect

Responsibility

Empathy

Initiative

Perseverance

OptimismJK/SK STRANGER IN THE WOODS

Students will apply the concept of stewardship by creating feeding structures for animals. These structures are loosely based on the story Stranger in the Woods by Carl R. Sams II and Jean Stoick.

GL

LL

WC

W

W * SCIENCE & TECHNOLOGY

* THE ARTS

Respect

Responsibility

One NATURE BEYOND OUR NOSES

The activities offered in this program encourage students to use their senses in a way which fosters an awareness and appreciation for the natural surroundings.

GL

LL

WC

W


* HEALTH & PHYS. ED.

Most Attributes

One COLOURS AND CAMOUFLAGE

Students become aware of the range of colours in the natural world and some camouflaging strategies animals use to avoid detection.

GL

LL

WC

W



* THE ARTS

* LANGUAGE

Honesty

Empathy

Fairness




CONNECTIONSOne SIGNS OF FALL/WINTER/SPRING

By examining evidence of fall, winter and spring, students learn to appreciate the changes in the natural world through the seasons.

GL

LL

WC

W



* LANGUAGE

Most Attributes

One INTRODUCTION TO MAPPING

Students are introduced to basic mapping skills by drawing and using their own map of the area around the Outdoor Education Centre. They are then asked to record the location of hidden markers around the centre on their newly made map. This is a hands on, fun, group activity meant to introduce spatial concepts.

LL

WC

W


* MATHEMATICS

* SOCIAL STUDIES

Responsibility

Initiative

Perseverance

One LITTER CRITTERS

An examination of insects in the forests and fields. Using magnifiers and hands on activities, students will identify, describe and classify common characteristics of insects. Students will develop an understanding of the need to care for the natural environment and the respect for all living creatures. They will develop an appreciation of the vital role of decomposers in the ecosystem.

GL

WC

LL

W

F,W,S * SCIENCE & TECHNOLOGY Respect

Responsibility

Perseverance

Courage

One STRANGER IN THE WOODS

Students will apply the concept of stewardship by creating feeding structures for animals. These structures are loosely based on the story Stranger in the Woods by Carl R. Sams II and Jean Stoick.

GL

LL

WC

W


* THE ARTS

* LANGUAGE

Respect

Responsibility

One PLANT STUDY

An exploration and comparison of plants, looking at the physical characteristics as well as the needs of plants and how each part of the plant helps it meet its basic needs.

GL

LL

WC

W

F * SCIENCE & TECHNOLOGY


* MATHEMATICS

* THE ARTS

Respect

Initiative

Perseverance




CONNECTIONSOne SNOWFLAKES AS STRUCTURES

When weather permits, i.e., it is snowing or there is fresh snow on the ground, we can examine the snowflake as a structure and as a type of precipitation. A visualization story and a snowflake tag game look at the formation of snowflakes. We then study individual snowflakes using snowflake catchers, magnifiers and snowflake classification sheets in order to see the characteristics, shapes and patterns of snowflakes.

GL

LL

WC

W


* ARTS

* LANGUAGE

Responsibility

Empathy

One THE WONDERS OF WINTER

A series of hands on, exploratory activities where students will be using their senses in order to discover how living things meet their basic needs in the winder as well as observing signs to determine differences in behaviour.

GL

LL

WC

W

W * SCIENCE & TECHNOLOGY Respect

Responsibility

Empathy

Fairness

Initiative

One AQUATIC STUDY

An exploration of the Indian River, using dip nets, magnifying boxes, sorting trays and record sheets, focussing on the needs and characteristics of aquatic insects.

W S * SCIENCE & TECHNOLOGY Most Attributes

One BIRD NESTS

After discussing why birds need nests, observing local birds, and examining birds nests at the Outdoor Education Centre, students collect materials from the site and build a bird’s nest.

GL

LL

WC

W

S * SCIENCE & TECHNOLOGY


* THE ARTS

* LANGUAGE

Most Attributes

One PIRATE MAPPING

Upon learning of a hidden pirates’ treasure, students use a treasure map to find clues and discover natural treasures.

GL

WC

LL

F,W,S * MATHEMATICS

* SOCIAL STUDIES

Perseverance

Initiative

One NATURAL ART

Art activities using the natural environment with a focus on contrast

W F,W,S *THE ARTs Resect

Responsibility

Two ADAPTATION ARTISTRY

Students identify and describe the advantages of animal adaptations by designing and creating imaginary animals through various artistic media. The students recognize some of the ways in which animals are physically adapted to their environment and lifestyle.

LL

WC

W


* THE ARTS

Respect

Responsibility

Empathy




CONNECTIONSTwo AIR AND WIND

Using weather equipment and experiments, students explore properties of air and the characteristics of wind in different settings. Wind speed and direction in an open field are compared to that in a forest.

GL

LL

WC

W


* MATHEMATICS

Responsibility

Initiative

Two ANIMAL SURVIVAL MAPPING

Choose your own adventure as you take on a day in the life of a local wild animal. Students learn about the needs and characteristics of a mouse in fall, a squirrel in winter or a frog in the spring. Map reading and decision making skills are highlighted.

GL

LL

WC

W

* SCIENCE

* MATH

* SOCIAL STUDIES

* LANGUAGE

* PHYS. ED.

Empathy

Initiative

Perseverance

Responsibility

Two WEATHER, WATER AND CLOUDS

Students discover the basic properties and measurements of our weather as it relates to the water cycle and cloud formation.

GL

LL

WC


* MATHEMATICS


Responsibility

Initiative

Two STREAM STUDY

By collecting and observing organisms that live in the water, students become aware of distinguishing characteristics, methods of locomotion and body morphology, and life cycles.

GL

LL

WC

W



Respect

Responsibility

Empathy

Initiative

Courage

Two HABITAT HELPERS / HOMES

Seasonally dependent, the students learn about the requirements of plants and animals in dealing with the environmental changes of the seasons. Students discover ways that they can improve habitat and thus aid the plants and animals. This activity may incorporate activities ranging from animal shelter building to wild space rehabilitation.

GL

LL

WC

F,W * SCIENCE & TECHNOLOGY

* SOCIAL STUDIES

Most Attributes

Two ANIMALS PREPARING FOR WINTER

Observations and activities based on physical and behavioural characteristics related to seasonal adaptations. We investigate ways in which animals respond and adapt to the coming of winter.

GL

LL

WC

W

F * SCIENCE & TECHNOLOGY Respect

Responsibility

Empathy

Optimism




CONNECTIONSTwo INSECT MANIA

The students will be able to identify the major physical characteristics of insects. Through the investigation of insects found in various habitats at the centre, the students will be able to describe the ways in which insects have adapted and responded to their environment.

L

LL

WC

W

F,S * SCIENCE & TECHNOLOGY Most Attributes

Two ANIMALS IN WINTER

Students learn about behavioural characteristics that enable animals to survive the winter as well as how the animals respond and adapt to their environment. The students will consider such topics as hibernation and dormancy and migration.

GL

LL

WC

W



* LANGUAGE

Respect

Responsibility

Empathy

Optimism

Two ANIMAL ADAPTATIONS

Many animals grow fur or feathers between their toes in winter so their feet may act like snowshoes. Feet adaptation can be studied in order to demonstrate first hand how this adaptation is helpful to animals. We will also be looking for and identifying animal tracks in the snow.

LL

WC

W

GL



Respect

Responsibility

Empathy

Two ALIEN MAPPING

Students become investigators to examine reports of alien activity at the Centre. They trace movements of a UFO on a grid map and find clues to help them unscramble an alien message.

WC F,W,S * MATHEMATICS

* SOCIAL STUDIES


Respect

Initiative

Courage

Two SQUIRREL KEEPERS

A fun map reading activity where small groups of students must read a map to reach destinations in order to find all the information that they need to become “squirrel keepers”. A “squirrel keeper” knows the physical and behavioural characteristics of red squirrels and has to identify, and promise to upkeep, ways in which they can preserve the habitat of the red squirrel.

GL

LL

WC

W


* SOCIAL STUDIES


Most Attributes

Two NATURAL ART

Art activities using the natural environment with a focus on repetition and patterns

W F,W,S * THE ARTs Resect

Responsibility




CONNECTIONSThree PLANT STUDY

Students learn how to classify plants and their seasonal adaptations. Seeds and leaves are discussed.

GL

LL

WC

W


Responsibility

Initiative

Three MEET-A-TREE

Using trees as the focus of our study, we can discover the following: the major parts of trees and the functions of these parts; visible characteristics of trees for use in tree identification; life cycles of trees; the effects of the seasons on trees; and the importance of trees to the environment.

GL

LL

WC

W


Responsibility

Initiative

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Three SEEING THE FOREST FOR THE TREES

An extension of “Meet-A-Tree”, which we usually do in the morning, then “Seeing the Forest for the Trees” in the afternoon. Activities which focus on the forest as a community of living things, in which plants are important to other living things, and the effects of human activities on the forest community

GL

LL

WC

W


Empathy

Three INVESTIGATE TREE GROWTH

Students gather and analyse data on the annual growth of trees by measuring the distance between branch whorls. They study the impact of environmental factors on the growth.

GL

LL

WC


* MATHEMATICS

Respect

Responsibility

Three PIONEER MAPPING

Students learn and use map reading skills in order to discover information about the lives and communities of the early settlers and about interactions with First Nations people.

GL

LL

WC

W

F,W,S * SOCIAL STUDIES

* MATHEMATICS


Respect

Honesty

Empathy

Initiative

PerseveranceThree SOILS

A comparison study of soils found in different areas. We investigate the components of soil and look at similarities between soils. We also identify living things found in the soil.

GL

LL

WC

W


* MATHEMATICS

Respect

Responsibility

Initiative




CONNECTIONSThree KNEE DEEP IN WILD FLOWERS

Using wild flowers as our focus, we can discover: flower parts and their functions; visible characteristics of flowers helpful for identification; life cycles; adaptations of flowers and plants; the beauty of flowers and an appreciation of flowers and plants.

GL

LL

WC

W

F,S * SCIENCE & TECHNOLOGY Respect

Responsibility

Three NATURAL ART

Art activities using the natural environment with a focus on variety to create interest.

W F,W,S * THE ARTs Resect

Responsibility

Four MOVE/ADAPT/DIE

Activities from Project Wild / Fishways / Focus on Forests will be selected with the naturalist to support classroom curriculum. The naturalist will contact you for specific topics and themes you wish to cover.

GL

LL

WC

W



Most Attributes

Four THE PLAGUE FIGHTS BACK

Students explore the relationship between the plague, rats, people, and the environment of the medieval times. An active role-playing game enables students to re-create the conditions and interactions of the past.

GL

WC

F,W,S * MATHEMATICS

* SOCIAL STUDIES

Most Attributes

Four HABITAT INVESTIGATION

Concepts of habitat are reviewed or introduced. Students conduct investigations of the different habitats observing plant and animal life which live there. The students will identify the needs of the plants and animals and come to an understanding that plants and animals live in specific habitats because they are dependent on those habitats. Students begin to classify plants and animals according to their role in the food chain.

GL

LL

WC

W


Responsibility

Empathy

Four CALL OF THE WILD - SOUNDS OF NATURE

Students will draw comparisons from how people and animals send and receive sound vibrations. Using animal calls, habitats will be explored to discover who will call back.

L

WC


* THE ARTS

Respect

Empathy

Initiative

Perseverance




CONNECTIONSFour HONEY I SHRUNK THE HABITAT

A simulation game where the students take on the role of an animal in the food chain, searching for food, water, shelter and space, while trying to avoid limiting factors. As the boundaries of the game shrink, the students experience first hand the effects of habitat destruction.

GL

LL

WC

W


* HEALTH & PHYS.ED.

Most Attributes

Four MAPPING MAGIC

Students learn how to locate sites on a map and transfer information to mapping sheets.

LL F,W,S * MATHEMATICS

* SOCIAL STUDIES


Responsibility

Honesty

Integrity

PerseveranceFour ROCKS AND MINERALS

Students discover various properties and characteristics of different rocks and minerals. Sometimes these discoveries are made by doing field tests, other times through hikes and observations.

GL

LL

WC

W



Respect

Responsibility

Initiative

Courage

Four GOLD RUSH MAPPING ADVENTURE

A simulation activity where the students take on the role of prospectors to find letters. This program emphasizes map reading, grid co-ordinates, spatial orientation and cooperative learning.

GL

WC

F,W,S * MATHEMATICS

* SOCIAL STUDIES

Responsibility

Honesty

Integrity

Perseverance

Four ORIENTEERING

Introduction or review of map reading skills, including map orientation, legend, scale, followed by an orienteering meet where students find stations in a timed competition.

W F,W,S * SOCIAL STUDIES Responsibility

Initiative

Perseverance

Four WATER HABITAT INSPECTORS

Using aquatic insects as indicators of water quality, student “inspectors” determine the quality of the particular habitat. Students will collect, observe, identify and classify specimens of pond or river life.

GL

LL

WC

W


Responsibility

Perseverance

Five WEATHER / MICROCLIMATES

Students study variations in weather conditions between various microclimates and consider the implications for wildlife behaviour.

LL

WC


* MATHEMATICS

Respect

Empathy




CONNECTIONSFive COMPASSES

Students will learn how to use a compass and apply their learning in a challenging game.

GL

LL

WC

W

F,W,S * MATHEMATICS

* SOCIAL STUDIES

Perseverance

Five SURVIVAL CHALLENGE (Full Day)

Students learn the safety and technical components of “survival”: map reading, fire building (where permitted), shelter building (structures), environmental effects the human body and team work. They then put theory into practice and, in small groups, get to build shelters and “survive” the afternoon.

GL

LL

WC

W

F,W,S * SCIENCE & TECHNOLOGY All Attributes

Five WATERCOLOUR ART

Students create their own works of art in the outdoors using watercolour paints.

GL

LL

WC

W

F,S * THE ARTS Respect

Integrity

Empathy

Five CONTOUR MAPPING

Students will measure the increases/decreases of elevation on a slope and record this information in order to produce a map.

GL

LL

WC

F,W,S * MATHEMATICS

* SOCIAL STUDIES

Responsibility

Five NATURAL ART

Art activities using the natural environment with a focus on proportion.

W F,W,S * THE ARTS Resect

Responsibility

Five CROSS-COUNTRY SKIING

An introduction to cross-country skiing. Following a group skills and safety lesson, students ski the trails appropriate to their skill level.

W * SOCIAL STUDIES


Respect

Responsibility

Courage

Six FUR TRADE GAME (Full Day)

A simulation game where the students take on the role of trading partners working for the North West Company. Students will get the idea that the Fur Trade is an integral part of the identity and image of Canada and how the fur trade affected First Nations.

GL

LL

W

F,W,S * SOCIAL STUDIES All Attributes




CONNECTIONSSix BIODIVERSITY (Half or Full Day)

Students will have first hand opportunity to appreciate the diversity of living things and the importance of preserving biodiversity. Students collect, identify using keys, and classify invertebrates found in different habitats.

GL

LL

WC

W

F,W,S * SCIENCE & TECHNOLOGY Most Attributes

Six TREE CLASSIFICATION

Students will learn to classify trees and plants using a variety of keys.

GL

LL

WC

W


Responsibility

Initiative

PerseveranceSix NATURAL ART

A large variety of different art activities from landscape painting, sketching, to sculpture. Please contact naturalist for suggestions relating to what would best suit the season of your visit.

GL

LL

WC

W

F,W,S * THE ARTS Most Attributes

Six PHOTO ORIENTEERING

In a competitive game, students test compass skills using land-marking, compasses and photographs to take accurate bearing readings. Emphasis is placed on careful examination of the site, accuracy, and decision making.

GL

LL

WC

F,W,S * MATHEMATICS

* SOCIAL STUDIES

* HEALTH & PHYS.ED.

Most Attributes

Six CHARACTERISTICS OF AIR AND FLIGHT

Students study characteristics of air and test how these characteristics enable birds, paper airplanes and kites to fly.

GL

WC


Six ABORIGINAL USE OF THE ENVIRONMENT

A problem solving activity whereby students use maps to locate areas of the outdoor education centre where different aboriginal groups may have used elements of the environment in their daily life. Students may take on the role of trading partners within aboriginal communities.

GL

LL

WC

F,W,S * SOCIAL STUDIES

* SCIENCE & TECHNOLOGY

Most Attributes




CONNECTIONSSix FUR TRADE GAME (Full Day)


GL

LL

W


Six CROSS-COUNTRY SKIING


W * SOCIAL STUDIES

* HEALTH & PHYS.ED.

Respect

Responsibility

Courage

Seven GPS & GEO-CACHING

Students learn how to use GPS technology to mark a location and find it again, to navigate, and to find a hidden object. We have 20 GPS units to use for this activity. Booking must be made in time to ensure GPS availability.

GL

LL

WC

W

* GEOGRAPHY Perseverance

Responsibility

Seven INTERACTIONS WITHIN ECOSYSTEMS

Activities from the Project Wild / Fishways / Focus on Forests Manuals will be selected in consultation with the naturalist to support and complement classroom curriculum.

GL

LL

WC

W


Seven MORE THAN TREES

A forestry unit where students will have the opportunity to examine a natural forest and a plantation for their different characteristics and suitability for various land-uses. Through a variety of activities, students will become aware of the wide variety of uses for the forest and discuss the relative merits of these uses.

GL

LL

WC

W


* GEOGRAPHY & HISTORY

Most Attributes

Seven BALANCE OF NATURE

Students explore the interactions between producers, consumers and decomposers in an ecosystem. Students have an opportunity to discuss the effects of human impact on ecosystems.

GL

LL

WC

W


* HEALTH & PHYS.ED.

Most Attributes

Seven SUCCESSION SURVEY

Using arial photographs and historic maps, students observe changes over time within an ecosystem and predict changes for the future.

LL F,W,S * SCIENCE & TECHNOLOGY

* GEOGRAPHY

Respect

Responsibility

Fairness

Optimism




CONNECTIONSSeven AQUATIC STUDY

This program focuses on the interactions in a water ecosystem. The students will identify and interpret food webs and evaluate the effects of the elimination or weakening of any part of the food chain.

GL

LL

WC

W

S * SCIENCE & TECHNOLOGY Respect

Responsibility

Empathy

Seven SCORE ORIENTEERING

A competitive Score Orienteering meet, where the students locate markers to accumulate points within a time limit.

GL

LL

W

F,W,S * HEALTH & PHYS. ED.

* GEOGRAPHY

Respect

Perseverance

Initiative

FairnessSeven CROSS-COUNTRY SKIING


GL

W

W * HEALTH & PHYS. ED. Respect

Perseverance

Courage

Seven FUR TRADE GAME (Full Day)


GL

LL

W


Eight MORE THAN TREES

A forestry unit where students will have the opportunity to examine a natural forest and a plantation for their different characteristics and suitability for various land-uses. Through a variety of activities, students will become aware of the wide variety of uses for the forest and discuss the relative merits of these uses.

GL

WC

W

LL


* GEOGRAPHY & HISTORY

Most Attributes

Eight INTRODUCTION TO STREAM SPECIES

Students will complete a physical and biological analysis of a stream to determine its ability to support fish. This will help them to understand the importance of living (biotic) and non-living (abiotic) components in an aquatic environment. At LLOEC this can include a comparison of pond and stream habitats

GL

LL

WC

W


* MATHEMATICS

* THE ARTS

Respect

Responsibility

Empathy

Initiative




CONNECTIONSEight MICROSCOPY

Students will have first hand opportunity to appreciate the diversity of living things. Students collect, investigate and classify a variety of microscopic organisms.

GL

LL

WC


Responsibility

Eight GPS & GEO-CACHING

Students learn how to use GPS technology to mark a location and find it again, to navigate, and to find a hidden object. We have 20 GPS units to use for this activity. Booking must be made in time to ensure GPS availability.

GL

LL

WC

W

F,W,S * GEOGRAPHY Perseverance

Responsibility

Eight CROSS-COUNTRY SKIING


GL

W

W * HEALTH & PHYS. ED. Respect

Perseverance

Courage

OUTDOOR EDUCATION PROGRAM ACTIVITIESSECONDARYIn discussions with teachers, the naturalist can provide a facility and support to meet the curriculum. A visit to the Centre could complement work in a number of areas including art, geography, biology, resource management, mathematics as well as environmental science and outdoor education. It could also be an opportunity to integrate topics from several subject areas. Timing is flexible (½ day classes can be arranged). Schools are welcome to register classes for programs offered at any of the four Outdoor Education Centres. Schools assume the cost of transportation.

Suggested Program Topics:Aquatic Ecosystems

Forest Management/Inventory

Succession

Terrestrial Ecosystems

Land Reclamation

Eco Tourism

Mapping (applying GPS skills, geo-caching, data collection for map-making)

Environmental Assessment for Reintroduction of Species (Fall/Spring Only)

Stewardship

Water Quality (using hand held computer interfaces and associated test probes to perform water quality testing).


CROSS-COUNTRY SKIING PROGRAMFOR: Single classes or school groups of up to 35 students from Grades 5 to 12.

LOCATION: Nordic Skiing is offered at the Kawartha Nordic Ski Club (KNSC) by the naturalists from the Warsaw Outdoor Education Centre. The KNSC is located at #7107 Highway 28, which is about 50 km (40 min) north of Peterborough.

SKI SEASON: Bookings available for January until March Break. Weather conditions may result in rescheduling or cancellations. Alternate program may also be arranged if ski conditions are not suitable.

APPROVAL/PERMISSION: Parent/Guardian permission must be obtained on the “Permission for Out-of-Classroom” Program form. All forms are located in the Program Safety Manual: Out-of-Classroom Programs.

SUPERVISION: Teachers must adhere to the supervision ratios for cross-country skiing as outlined in the Program Safety Manual: Out-of-Classroom Programs. It is strongly encouraged that supervisors bring their own cell phones.

EQUIPMENT: Skis, boots and poles are provided for all participants. Students may bring their own equipment.

COSTS: $6.00 per student. Schools are responsible for their transportation costs. A school cheque payable to the Kawartha Pine Ridge DSB is to be sent to Head Secretary Teaching and Learning. Invoices will not be provided as the class attendance list will act as the record of billing. The naturalist will not accept cash. Schools will be responsible for providing their own transportation and costs associated with student transport in addition to the $6.00 per student fee.

PROGRAM: Can be adapted to suit the needs of the group.

Safety is emphasized throughout the day.

A full day includes a lesson, introduction, warm up, skiing and clean up.


OUTDOOR EDUCATION PROGRAM REGISTRATION INFORMATIONAll registration for Outdoor Education Centre Programming including Nordic Skiing will be completed online.

Please use the following website to book into the Centres. Visit: http://www.kprschools.ca/schools/outdooreducationcentres.html

Please have the following information ready when you are ready to do your Program booking.

School Name

Teacher Name

Start/End Times

After Hours Contact Info

Grade Level

Number of Students

Preferred Month and Alternate Month

Choice of two (2) activities, selected from the Guide for Visiting the Outdoor Education Centres

If you are booking for Cross Country Skiing, ensure you select Warsaw and the month. Note that classes are limited to one visit, either a Skiing day or a Program day.

Please refer to the Memo sent if you are unsure which Outdoor Education Centre you are assigned to.

Once your selections are submitted online, you are only able to make changes by contacting the naturalist at the OEC directly.

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