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Old Globe

Starting from Social Studies

The social studies lessons below aim to bring together environmental education and learning about geography, culture, and history. Through these activities, students will build a connection to their place knowing they are a member of the community.

Map

1

Map It Out

Through this activity, students will use cardinal directions to explore their environment through making pictorial representations to their physical locations (maps).

2

Environmental Footprints

Students will evaluate their own environmental footprint, impact on the environment, and responsibility to the environment.

3

Needs Vs Wants

This activity aims to teach students the difference between needs and wants through looking at the needs and wants of non-human beings.

Map It Out

Curricular Competencies

Social Studies

  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

  • Explain why people, events, or places are significant to various individuals and groups

Science

  • Demonstrate curiosity and a sense of wonder about the world

  • Observe objects and events in familiar contexts

  • Experience and interpret the local environment

  • Make and record observations

  • Sort and classify data and information using drawings,  pictographs and provided tables

  • Express and reflect on personal experiences of place

English Language Arts

Art

  • Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

  • Explore personal experience, community, and culture through arts activities

Math

  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

  • Estimate reasonably

Materials: ​

  • clipboards

  • worksheets

  • pencils/ pencil crayons

  • optional: compasses

​

  1. Explain to students that they will be making a map of natural area near the school. Explain that the map will include a bird's-eye view of the space and a legend (showing symbols that represent different features of the place). Depending on the class and grade, you can also teach them how to read a compass indoors before heading outside.

  2. Co-create a legend (tree, path, animal, water, favourite spot, etc.).

  3. Go outside as a class. Take a walk around a natural area (e.g. back forest, field, etc.) to notice the surroundings before mapping. Point out significant points of interest as you go. Using your phone or compass, point out the cardinal directions.

  4.  Settle students in one area. Remind students what a bird's-eye view map is (looking down at the area from above). 

  5. Hand out clipboards, worksheets, and pencils. Have students draw a map of the outdoor space including any plants or animals. 

  6. Colour the map and add details to your drawing.

 

Extensions:

  • Measure (using a unit of your choice) how far objects are on the map. For example: the sequoia tree is 40 Bob-sized steps from the swings.

  • Label the flora and fauna you included on your map.

  • Write about what makes this place special to them. 

Environmental Footprints

Curricular Competencies

Social Studies

  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

  • Explain why people, events, or places are significant to various individuals and groups

Science

  • Demonstrate curiosity and a sense of wonder about the world

  • Observe objects and events in familiar contexts

  • Compare observations with those of others

  • Communicate observations and ideas using oral or written language, drawing, or role-play

  • Express and reflect on personal experiences of place

  • ​Consider some environmental consequences of their actions

English Language Arts

Art

  • Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

  • Explore personal experience, community, and culture through arts activities

Materials: ​

​

  1. Take students to a natural space.

  2. Show the animal tracks on the SPCA sheet one at a time and have students guess what animal made those tracks. 

  3. Have students go for a nature walk and look for tracks. Encourage students to greet all the non-human beings they encounter and talk to the beings as if they were human. What might the beings say back to you?

  4. Discuss: What other places do your feet take you? What impact does that have on the environment? 

  5. Explain to students that we will be exploring our own environmental/ecological footprints. Every being leaves a 'footprint' on this earth, things that either make the earth better or worse. Knowing that humans make an impact on the earth, think about what kind of 'footprint' you leave. What is the difference between leaving a positive or negative impact? What would the environment want?

  6. Read a book about environmental sustainability (e.g. The Earth Book by Todd Parr or What Does it Mean to be Green by Rana Diorio and Chris Blair).

  7. Discuss: how do you make the earth better? What do you do at home or at school to help the environment? How do we practice kindness to our environment?

  8. Hand out paper and let students trace their own foot. Inside the foot have them write or draw what they do to make the earth better.

  9. Share footprints with the class and discuss similarities, differences, and new environmental goals we can work together to achieve.

 

Extensions:​

  • Write and illustrate your own story from the perspective of a non-human being encountering a human being. Put yourself in that beings 'shoes': What would they sense? Think? Feel? Want? Need?

  • With a partner, create a dialogue between a human and non-human (if non-humans could speak the same language we do). 

Needs Vs Wants

Curricular Competencies

Social Studies

  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

  • Explain why people, events, or places are significant to various individuals and groups

Science

  • Demonstrate curiosity and a sense of wonder about the world

  • Observe objects and events in familiar contexts

  • Ask questions about familiar objects and events 

  • Experience and interpret the local environment

  • Make and record observations

  • Sort and classify data and information using drawings,  pictographs and provided tables

  • Communicate observations and ideas using oral or written language, drawing, or role-play

English Language Arts

Art

  • Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

  • Explore personal experience, community, and culture through arts activities

Physical Education

  • Participate daily in physical activity at moderate to vigorous intensity levels

  • Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments

Materials: ​

  • clipboards

  • worksheets (two copies, double sided)

  • pencils

​

  1. Take students outside to a natural area, explain area boundaries.

  2. Explain that we are going to be thinking about the needs and wants of plants and animals that live in this ecosystem. Explain the difference between need and want (something you cannot survive without, something that would be nice). Brainstorm what kinds of plants and animals they have seen in this place. 

  3. Review boundaries and hand out clipboards, worksheets, and pencils. Allow students to wander individually or with a buddy and find a non-human to sit with for 5-10 minutes. Write/draw things that natural beings need and what they might want. For example: ferns need water and want humidity, squirrels need food and want something to climb.

  4. Come back together as a class and discuss: what plants and animals did you find? What do they need/want? Is it similar to what humans need/want?

  5. On the back of the sheet, write/ draw what humans need and want. 

 

Extensions:

  • Make mini flipbooks: alternate pages between needs and wants. 

  • Game: identify two spots outside, one for need and one for want. Teacher calls out a need or want (e.g. food, water, toys, bike, teddy bear, clothes, tv, shelter). Students run to either the need or want side depending on what is called out.

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