Table of Contents

Introduction: The Environment in the Early Years..................................................2

Learning in the environment....................................................................................4

Outdoor alphabet........................................................................................5

Counting trees.............................................................................................7

Art in nature................................................................................................9

Learning about the environment............................................................................11

Evergreens in the winter...........................................................................12

Apple tree yoga........................................................................................14

Vegetable garden......................................................................................16

Learning for the environment................................................................................18

Sorting waste............................................................................................19

Bringing nature to the built world............................................................21

Environment inquiry in practice............................................................................23

Tips for effective environmental inquiry...............................................................24

Modelling environmentally friendly practices.......................................................25

Useful resources.....................................................................................................26

Works consulted.....................................................................................................27

1

Introduction: The Environment in the Early Years

Young children have so much interest and curiosity about the world around them. I believe

kindergarten provides so many rich environmental learning opportunities. The curriculum is

fairly open in terms of content; the Ontario kindergarten curriculum is based more on developing

skills and self-concept than anything else.

Through my own experiences in kindergarten classrooms, both observing and teaching, as well

as through my learning at the Ontario Institute for Studies in Education, I have realised that

children learn best when they have an investment in what they are learning. What better way to

develop this investment than by designing lessons based on questions the children themselves

ask? An environmental educator’s role in a kindergarten classroom is to provide experiences

through which students begin asking questions and wanting to learn more about the environment.

You may not always know where the inquiry will lead, but you do know that your students will

be invested in what they are learning.

After the inquiry process has been started, the next step is to set up the classroom so that students

have many opportunities to independently learn and talk about whatever the focus of the inquiry

is. I will provide an example of setting up an inquiry-based kindergarten classroom later in this

document.

According to Davis (1998), children today will be faced with a world requiring a major shift in

the way we think in order to create a sustainable future. Davis suggests that the foundation for

environmental education is already present in early years programs. It is common to see

kindergarten students playing outside and learning in their environment. The next step is to make

the connection between environmental education and early years education explicit; to

purposefully plan for environmental education in the kindergarten classroom.

The development of attitudes toward and beliefs about the environment begins in the early years.

Environmental education in the early years is important in building the foundation for a child’s

future commitment to and love of the environment. In order to encourage this commitment and

love, the young child’s innate sense of curiosity about the environment needs to be fostered

(Kola-Olusanya, 2005). The connection children form with the environment in their early years

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can last a lifetime. This connection is what drives the desire to become an environmental

advocate later in life.

I have set up this resource according to the three types of environmental learning outlined in the

Ministry of Education’s policy document Acting Today, Shaping Tomorrow. These three types

of learning are: learning about, in and for the environment.

The lessons and activities are meant to be used as experiences that might spark student questions

and discussions about the environment. The lessons and activities might be used to initiate an

inquiry or as an activity in an inquiry that is already ongoing, such as “Apple Tree Yoga.”

Otherwise, they may be used simply as standalone activities to introduce some environmental

education into the classroom and as inspiration for infusing environmental education into the

curriculum, such as in “Outdoor Alphabet.” Each class will be different in the questions and

interests they have; following student interest is the most important way to develop a connection

to their learning and hopefully, by extension, to the environment.

The lessons included are pulled from various resources, either from books, teachers I have

observed or lessons I have developed myself. The end of the document includes an annotated

bibliography, if you are interested in learning more about any of the resources used throughout

the document.

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Learning in the Environment

This type of learning takes place outside, though it may or may not focus

directly on nature. This type of learning can create connections between

classroom learning and the environment (learning to recognise shapes

outside, for instance). Learning and exploring outside helps to foster positive

attitudes and connections with the environment. Watching the children have

free time to explore outside may provide you with an idea about what they

are interested in and a possible inquiry path.

4

Outdoor alphabet

Main Subject Focus:

Language

Overall Expectation(s):

Language:

1. Demonstrate understanding and critical awareness of a variety of written materials that are

read by and with the EL–K team.

Specific Expectation(s):

Language:

2.8 Demonstrate knowledge of most letters of the alphabet in different contexts.

Materials:

Camera

A picture of each letter

Appropriate outdoor clothing

Description:

Take the alphabet outside!

Go on an alphabet hunt in nature. Where can you find letters? In a branch? The curve of a

leave?

Make sure you have a camera to photograph the letters children find.

Try and find every letter. It can be tricky. Give each student a specific letter to find. If

they are done early, challenge them to find the upper or lower case version (depending on

what they found the first time) or to find another letter.

Bring an alphabet chart for the students to refer to while searching for letters in the

environment.

Print out the nature letters the class found to put up in the class.

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Inspired by: http://www.plt.org/stuff/contentmgr/files/1/30a2a1bc541e2b0b7c1bd2f7cff8ced2/

files/natures_alphabet.pdf

Counting trees

6

Main Subject Focus:

Mathematics

Overall Expectation(s):

Math:

NS1. Demonstrate an understanding of numbers, using concrete materials to explore and

investigate counting, quantity, and number relationships.

Specific Expectation(s):

NS1.3 Begin to make use of one-to-one correspondence in counting objects and matching groups

of objects.

NS1.6 Begin to use information to estimate the number in a small set (particularly applicable if there is a smaller number of trees in the yard).

Materials:

Chart paper and markers

Appropriate outdoor clothing

Description:

Getting children counting objects outside, in their local environment, is a great way to connect

mathematics with environmental education.

Before going outside, take a look out the window. Ask: How many trees do you think

there are in our schoolyard? Record the students’ estimates, asking them to explain their

thinking.

Take the class outside and move, all together, from one tree to the next, counting as you

go. This is particularly helpful in demonstrating one-to-one correspondence in a

kinesthetic way.

When back inside, compare the actual number of trees to the estimates given before

going outside. Discuss estimation strategies.

7

Adapted from: Geremy Vincent, Kindergarten teacher at Clinton Street Public School

Art in nature

Main curriculum link:

8

Visual art

Overall Expectation(s):

V2. Demonstrate basic knowledge and skills gained through exposure to visual arts and activities

in visual arts.

V3. Use problem-solving strategies when experimenting with the skills, materials, processes, and

techniques used in visual arts both individually and with others.

Specific Expectation(s):

V2.1 Explore a variety of tools, materials, and processes of their own choice to create visual art

forms in familiar and new ways.

V2.2 Explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts.

V3.1 Use problem-solving skills and their imagination to create visual art forms.

V4.1 Express their responses to visual art forms by making connections to their own experiences

or by talking about the form.

V4.2 Respond to a variety of visual art forms (e.g., paintings, fabrics, sculptures, illustrations)

from various cultures, including their own.

Materials:

Various pictures by Andy Goldsworthy

Camera

Optional: work gloves to protect hands

Appropriate outdoor clothing

Description:

Begin by showing students pictures of Andy Goldworthy’s work. Discuss what students

see in the pictures. Ask: What shapes do you see? Colours? Lines? What do you think he

made these pictures out of?

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Explain the art project to students while still inside. Brainstorm idea about what the

children might be able to find outside and use to make their own pictures.

Go outside and as a class, take a closer look at some natural objects. What kinds of

colours and patterns can the students identify?

Depending on your class, you might want to model an example for the students using

natural materials to create a pattern or design, or you might just want to let them go.

Let the children play with the materials they find.

Once a student has finished their artwork, have them describe it to you, record what they

tell you.

Be sure to take pictures of everyone’s art!

Adapted from: http://wedesignstudios.com/wp-content/uploads/2011/02/OUTDOOR-ART.pdf

Learning about the Environment

This type of learning can take place either outside or inside. It aims to

develop an understanding and appreciation of the natural world and the

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systems within it. For instance, how does the water cycle work or how do

trees grow. This learning should be based on what the children express

interest in.

Evergreens in the winter

Main Subject Focus:

Science and technology

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Overall Expectation(s):

Science and technology:

1. Demonstrate an awareness of the natural and built environment through hands-on

investigations, observations, questions, and representations of their findings.

2. Conduct simple investigations through free exploration, focused exploration, and guided

activity, using inquiry skills (questioning, planning, predicting, observing, communicating).

Specific Expectation(s):

1.1 Ask questions about and describe some natural occurrences, using their own observations

and representations.

1.3 Explore patterns in the natural and built environment.

1.2 Make predictions and observations before and during investigations.

2.4 Communicate results and findings from individual and group investigations.

Materials:

Warm outdoor clothing

Description:

Go on some tree walks throughout the year. Notice the changes the trees go through from season

to season.

Here are some ideas for your winter walk, as a whole group:

Stop and listen to the sounds of winter (e.g., wind or snow under feet). Ask: How does

our walk sound, smell, or look different from the last time we walked? What is the same?

Search on the ground for cones. Look up high in the trees for cones still on them. Look at

the branches and knobs on deciduous trees. With the leaves gone, these shapes are easier

to see.

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Find places that are out of the wind (e.g., close to a building or next to a tree or hedge).

Ask: If you were an animal outside in winter, where would you stay? Search on the

ground for tracks and other animal signs.

Search for animal homes in deciduous trees. Nests and holes should be more visible now.

Look for evidence of ways animals survive in winter.

Lie down under evergreens, and look up through the branches. Talk about the visible

patterns, and experience the way evergreens provide shelter from wind, rain, and snow.

Look for the whorls of branches on conifers, such as pine, spruce, and fir. Each year, the

tree adds a new whorl of branches. You can estimate the age of the tree by counting the

whorls. Add two or three years to represent the first few years of growth before the tree

started making whorls.

Adapted from: http://www.plt.org/environmental-education-for-early-childhood

Apple tree yoga

Main Subject Focus:

13

Science and technology

Integrated Subject:

Health and physical activity

Overall Expectation(s):

Science and technology:

1. Demonstrate an awareness of the natural and built environment through hands-on

investigations, observations, questions, and representations of their findings.

Health and physical activity:

2. Participate willingly in a variety of activities that require the use of both large and small

muscles.

Specific Expectation(s):

Science and technology:

1.2 Sort and classify groups of living and non-living things in their own way.

Health and physical activity

1.1 Participate actively in creative movement and other daily physical activities.

Materials:

Photos of plant parts

Watering can (or photo of watering can)

Rain cloud picture

Picture of the sun

Picture of a bee

Description:

This lesson is to help students understand the parts of a plant and how they work together.

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As a whole group, sit in a circle. Discuss the parts of a plant you eat. Ask: Who thinks

they ate some plant parts yesterday? Leaves? Seeds?

Show the pictures of the plant parts; discuss the different categories of plant parts and

what each part contributes to the plant.

Begin apple tree yoga:

o Apple seed: squat into a ball and say “I’m waiting” (for water)

o Apple tree roots: stretch out legs, wiggle fingers and toes. Make slurping noises

(drinking water).

o Apple tree stem: stand straight and strong like a tree; keep slurping (water

traveling up the stem).

o Apple tree branches and leaves: reach arms up and open hands (catching sun with

leaves for food).

o Apple blossoms: bring arms together in front of your chest with the base of the

palms of your palms together; twinkle your fingers to be flowers (to attract bees).

o Apples: interlace fingers together into form a ball (the apple).

Once the students have learned each step, the teacher can initiate each action with a

specific sign:

o Seed roots: touch each child with the watering can (this triggers the change

from seed to root)

o Roots stem: hold rain cloud above each child’s head

o Stem branches and leaves: hold rain and sun above each child’s head

o Branches and leaves flower: hold the sun above each child’s head, students can

stretch out their arms to reach for the sun

o Flower fruit: touch each child with the bee picture to pollinate the flowers

o Teacher can “pick” the apple from each tree

With practice, students should be able to move smoothly through the motions.

Adapted from: http://www.foodshare.net/educator-resources

Vegetable garden

Main Subject Focus:

15

Science and technology

Integrated Subject(s):

Language

Math

Overall Expectation(s):

Science and technology:

1. Demonstrate an awareness of the natural and built environment through hands-on

investigations, observations, questions, and representations of their findings.

3. Demonstrate an understanding of the natural world and the need to care for and respect the

environment.

Language:

4. Communicate in writing, using strategies that are appropriate for beginners.

Mathematics:

M2. Measure and compare length, mass, capacity, area, and temperature of objects/materials,

and the passage of time, using non-standard and standard units, through free exploration,

focused exploration, and guided activity.

Specific Expectation(s):

Science and technology:

1.1 Ask questions about and describe some natural occurrences, using their own observations and representations.

3.3 Identify ways in which they can care for and show respect for the environment.

Language:

16

4.3 Write simple messages, using a combination of pictures, symbols, knowledge of the

correspondence between letters and sounds (phonics), and familiar words.

Mathematics:

M2.2 Demonstrate, through investigation, an awareness of non-standard measuring devices and

standard measuring devices and strategies for using them.

Materials:

Potting soil

Planter or planters

Vegetable seeds

Trowels

Watering can

Description:

As a class, plant an indoor vegetable garden.

Fill the planter(s) with soil.

Plant the seeds, making sure you follow the directions on the package.

Label each type of vegetable.

Tend to the garden, discuss the importance of watering the plants and following the

instructions about where to put the plant (how much sunlight it needs etc.)

As the plants begin to grow, measure them and track their growth on a chart as a class.

The measuring does not have to be done with a ruler, the plants can be measured any way

you see fit.

Have a mini book ready for each child to record their observations using pictures and/or

words.

This project, if the children are interested could become a full inquiry project, branching

out into many areas of the curriculum art projects based on the plants, read-alouds,

data collection about what everyone’s favourite vegetables are etc.

Learning for the Environment

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This type of learning includes some sort of action for change. In

kindergarten, it is not necessary to present the destructive future of global

warming or anything else that might create a negative atmosphere. At this

age, the learning should be kept positive and their actions should be based on

a connection with a certain place. Ask the students what they want to change.

Sorting waste

Main Subject Focus:

18

Mathematics

Overall Expectation(s):

Mathematics:

DM 5. Sort, classify, and display a variety of concrete objects, collect data, begin to read and

describe displays of data, and begin to explore the concept of probability in everyday contexts

Specific Expectation(s):

Mathematics:

DM5.1 Sort, classify, and compare objects and describe the attributes used.

Materials:

Sorting chart and pictures of waste items

4 recycling bins labelled: plastic, paper, glass and metals

Food waste bin

Garbage can

Waste for sorting

Description:

Though our first priority should be to reduce or reuse materials, knowing how to properly sort

the waste we do create is an important skill to master.

Make sure each bin is labelled with a word and a picture.

As a whole group, discuss waste and the different forms it comes in. Have various waste

products to sort as a group. Go through the process together.

Each bin, still labelled, should be placed somewhere in the room so that students can sort

any waste they have.

At the colouring or cut and paste centre, have worksheets available for students to

complete if they choose.

19

Adapted from: http://dunncountywi.govoffice2.com/vertical/Sites/%7B8D65D186-760D-414B-

890C-7C4376A23107%7D/uploads/%7BFA25DB71-F150-4D2F-868F-

A5DAF4CB27E7%7D.PDF

Bringing nature to the built world

Main Subject Focus:

20

Visual arts

Integrated Subject:

Science and technology

Overall Expectation(s):

Visual arts:

V5. Communicate their ideas through various visual art forms.

Science and technology:

2. Conduct simple investigations through free exploration, focused exploration, and guided

activity, using inquiry skills (questioning, planning, predicting, observing, communicating).

3. Demonstrate an understanding of the natural world and the need to care for and respect the

environment.

Specific Expectation(s):

Visual arts:

V5.1 communicate their understanding of something by representing their ideas and feelings

through visual art

Science and technology:

2.4 Communicate results and findings from individual and group investigations.

3.2 Describe what would happen if something in the local environment changed.

Materials:

Art materials. If painting, you will

need canvases and acrylic paints.

Description:

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I was taking a walk at the Hamilton Harbour, when I came across large paintings that had been

painted at local Hamilton schools. These paintings were posted along the outside wall of some

warehouses along the waterfront. After some research, I found that these paintings were started

in 2006 when a new trail was opened up. Seeing this artwork posted on the warehouses gave me

the inspiration for this lesson idea.

This project idea could be used at the end of an inquiry about habitats and the relationship

between people and animals.

As a class, identify an area that students think either needs some sprucing up or where

students believe people need to learn about the environment. This area could be within

the school (such as the school yard fence) or somewhere in the community that would be

open to putting up student work (such as the Hamilton Harbour warehouses I described).

As a class, create a series of paintings or other artworks depicting wildlife local to the

area in which the artworks are to be posted.

Post the artwork with the intention of drawing attention to the local wildlife.

Environmental Inquiry in Practice

While gathering resources to include in this document, I spoke

with a few practicing kindergarten teachers. I learned a lot from these

teachers, but would like to focus on one

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particular teacher: Angela Boers of Tom Thomson Public School in the Halton District School

Board.

This classroom had just acquired a Vermicomposter about a week before I visited, and

already the children could identify exactly what could go in the Vermicomposter and what could

not. A Vermicomposter is bin with some dirt and Red Wiggler worms. These worms can

compost natural waste such as fruit and vegetable peels, eggshells, grass clippings etc, but cannot

digest meat or dairy. Mrs. Boers’ room was full of books about worms, student-created artwork

depicting worms and an anchor chart showing what the children already know about worms.

Before this inquiry, her class had become interested in the aquarium she has in her class.

Again, there were anchor charts and artworks about marine animals. She had also had a marine

biologist come in to speak with the class.

For the past two years, Mrs. Boers’ inquiries have culminated with some sort of

connection to the community. Last year, for instance, the children were interested

in structures. The inquiry into structures led to the creation of butterfly houses and

the study of butterflies. At the end of the year, the children released the butterflies

in order to allow the rest of the community to enjoy the beauty of these creatures

as well as to allow the butterflies to pollinate local plants. This project was

recorded in the newspaper and the class received an email from a member of the

community explaining that she had seen a butterfly in her backyard and thanking

the children for releasing the butterflies.

The idea, for her, is that even though some of

these inquiry projects stem from science, that does not mean

they have to stop with science. Doing read-alouds, writing

and math tasks, and artworks about their current inquiry

focus helps the children make connections and develop

more questions.

Tips for effective environmental inquiry23

1. Provide opportunities for students to develop their curiosity and questions.

2. Listen to the students’ questions and follow their lead.

3. Make the inquiry a whole curriculum, whole class project.

4. Develop learning opportunities in, about and for the environment.

5. Document the process.

6. Communicate learnings with the parents.

7. Involve the community in your learning.

Modelling Environmentally Friendly Practices

The best way children learn is by watching those around them. Building an environmentally

friendly classroom and modelling environmentally friendly practices for students will help them

develop habits that will last a lifetime.

Have waste bins available for recycling, food waste and garbage so children are able to

sort their waste.

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Use recycled materials for art projects.

GOOS (Good On Other Side) paper for colouring: if a piece of paper is used on one side

and the other is blank, it can still be used!

Scrap paper bin: if paper is being used for cutting and pasting, leftovers can be placed in

the bin to be used later.

Useful resources

Teaching Green: The Elementary Years (Edited by Tim Grant and Gail Littlejohn): This book is

a compilation of environmental teaching ideas from the magazine Green Teacher. The book

presents a mix of lesson plans, practical ideas, teaching experiences and philosophies about

environmental education for kindergarten – grade 5. This is a great resource to refer to when

conducting environmental inquiry in the classroom.

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Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners discover their world

through inquiry (Brade Buhrow and Anne Upczak Garcia): Though I did not specifically refer to

this book while creating this resource, I do recommend it for some ideas on how to conduct

inquiry in the class, as well as how to use inquiry to involve English Language Learners. Though

this book does not focus on the environment specifically, it is inevitable, as the title suggests,

that the environment is present. If children are learning through inquiry, they are learning about

the world around them and that world includes environment.

http://www.pbs.org/teachers/curiousgeorge/lessonplans/: This website includes lessons around

soil, water, recycling and wind based on the Curious George books. These lesson plans are meant

to be set up as centres around the room and include engaging activities for students to explore.

These activities can also, of course, be linked to Curious George books to make a curriculum link

with language.

Works consulted

Davis, J. (n.d.). Young children, environmental education, and the future. (1998). Early Childhood

Education Journal, 26(2), 117-123.

Dr. Eric Jackman Institute of Child Study. (2011). Natural curiosity: A resource for teachers. Retrieved

from www.naturalcuriosity.ca/index.php

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Foodshare. (2012). Roots and shoots: Plant part yoga. Foodshare: Educator resources. Retrieved from

http://www.foodshare.net/educator-resources

Kola-Olusanya, A. (n.d.). Free-choice environmental education: Understanding where children learn

outside of school. (2005). Environmental Education Research, 11(3), 297-307. doi:

10.1080/13504620500081152

Minnesota Office of Waste Management. (n.d.). Kindergarten waste. In What a Waste. Retrieved from

http://dunncountywi.govoffice2.com/vertical/Sites/{8D65D186-760D-414B-890C-7C4376A23107}/

uploads/{FA25DB71-F150-4D2F-868F-A5DAF4CB27E7}.PDF

Nesbitt, C. (n.d.). Cath'ys crawly composters. Retrieved from

http://www.cathyscomposters.com/aboutus.htm

Ontario Ministry of Education , (2009). Acting today, shaping tomorrow: A policy framework for

environmental education in Ontario schools Queen's Printer for Ontario.

Project Learning Tree. (n.d.). Early childhood activity 6: Evergreens in winter. Connecting Kids to Nature,

Retrieved from http://www.plt.org/stuff/contentmgr/files/1/f39169ea7fbbf5051a8ed5d3d338d0a4/

pdf/plt_activity_ec_6_ad_national_final_low.pdf

Rossi, J. (Photographer). (2009). Nature's Alphabet [Web Photo]. Retrieved from

http://www.plt.org/stuff/contentmgr/files/1/30a2a1bc541e2b0b7c1bd2f7cff8ced2/files/

natures_alphabet.pdf

Worrick, L. & Elden, D. (2011). A lesson in: Outdoor art. Retrieved from http://wedesignstudios.com/wp-

content/uploads/2011/02/OUTDOOR-ART.pdf

(2005). T. Grant & G. Littlejohn (Eds.), Teaching green: The elementary years Canada: New Society

Publishers.

Plant a fail-safe veggie garden. (2013). Retrieved from

http://www.education.com/activity/article/Vegetable_Garden/

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