Educational theory and teacher practice linked to development of
Ecological Literacy leads to three important premises that direct Tutored by Nature Inc. excursions:
1.
Ecoliteracy - "all education is environmental education...what is included or excluded...students learn that they are part of or apart from the natural world" (David Orr) - effective ecoliteracy happens outdoors where children participate - personally interact in Nature's classroom and through ecological stewardship experience.
2. Children in
Middle Childhood stage of perceptual development (approx.6 - 12 yrs) need to experience Nature's relationship lessons through participation - extending their participatory consciousness.
3.
Nature requires complete personal attention in Her natural classroom. She will then provide for the "sheer sensory experience" - meaningfully and in a lasting & connecting way. So, as Henry David Thoreau once said..."What business have I in the woods if I am thinking of something outside of the woods." (H.D. Thoreau,
Walking, 1862, p.5) - a great lesson to learn through experience.
4. "
Nothing lives unto itself" (Rachel Carson).
FLOW OF THE EXCURSION:
Meet and greet: Tutored by Nature Inc meets the class locally outdoors (within school walking distance) - onsite for purposes developing community, comfort, safety, continuity and to connect to the 'awe'.
Focus: Continuing with the local connection - the sheer sensory experience that awaits children in this local urban wilderness is prepped through a focus activity - an ecology game, initiative task, and/or physical sensing activity.
Direct Experience Activity - Time for the personal connections... students personally observe and record their interactions with the local watershed/subwatershed natural community - opportunity to discover the self in relationship; to sense the local ecosystem's healthiness and ecological interactions, to assess their personal impact/footprint, etc. Activity includes 'sauntering', 'tracking', 'solo-ing in the open blind' (silent observation techique within an urban wilderness space), Caring by participating in a watershed stewardship event - that will in some way support local habitats, and also to 'Sketch, Paint & Shoot’ (pencil sketch, water-colour sketch and photography) - a great way to get very close to nature, take her in and create self impressions.
Circle: Students meet to debrief in a 'Euro-Centric' traditional aboriginal circle for purpose of sharing direct experience expressively (oral and written). Circle will link their experience to the class's developing a group theme or identifying and solving a local ecological problem (e.g., mystery, ecological footprint, ecological stewardship, climate change, riparian/water-course health, local biodiversity and relationships, etc.)
Materials - the Young Naturalist's Log Book, a blindfold, a camera, writing/sketch materials, water-colout kit, binoculars, magnifying lenses, and/or compass. Stewardship equipment and materials are supplied by established partnerships (CVC, City of Mississuaga, Tutored by Nature Inc, EcoSparks, etc.)
"THE UNIVERSE IS NOT ROUGH HEWN, BUT PERFECT IN ITS DETAIL. NATURE WILL BEAR THE CLOSEST INSPECTION. SHE INVITES US TO LAY OUR EYE LEVEL WITH HER SMALLEST LEAF." (Henry David Thoreau). Stephen Lewis S.S. grade 9 science students and teachers are practicing that premise. The teachers, in partnership with Tutored by Nature Inc and cooperation of the City of Mississauga - are providing their students with such opportunity in the outdoors at Park 403 - headwaters of Sawmill Creek subwatershed.
What watershed 'drains' these human impacted ecosystems ...which fragmented creek headwaters sometimes flows through the centre of the fragmented forested ecosystem...why are the grade 9's and their teachers sauntering the local urban wilderness during their in-school time...what mutually beneficial relationships support these natural communities...will the students begin to understand their impact - their community's footprint here...will they sense and act upon possible 'ecological' solutions - so many important questions!
"NOTHING LIVES UNTO ITSELF" (Rachel Carson). Insight that connects Stephen Lewis S.S. grade 9 students to ideas of ecology - understanding meaning within the prefix ECO - through their sense of aesthetics. Visit this blogspot over the next month or so to view Stephen Lewis student `sketch-paint and shoot`creations - learn about their direct experiences. Will the school sustain their Eco-Stewardship after these excursions...one more important ecological question for our youth - their community to come to grips with.
