Outdoor Education at School: Practical Activities and Problem-Solving Lessons

OUTDOOR

EDUCATION AT

SCHOOL

Practical Activities and

Problem-Solving Lessons

second edition

GARRY POWELL

Copyright © Garry Powell 2023

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission in writing from the publisher.

First published in 1987

This second edition is published in 2023

Published by Amba Press

Melbourne, Australia

www.ambapress.com.au

Cover designer – Tess McCabe

Illustrator – Cathy Larsen

We thank Cathy Larsen for the permission to reuse her beautiful original illustrations.

ISBN: 9781922607423 (pbk)

ISBN: 9781922607430 (ebk)

A catalogue record for this book is available from the National Library of Australia.

INTRODUCTION

Time spent in an outdoor environment whether it be a backyard, school ground, local park or natural forest; has been proved to ease stress, improve sensory awareness and give a feeling of freedom.

Outdoor education is the activities and learning done to prepare the student for the outdoors. It is done by creating an interest in and developing a body of knowledge about the outdoors. It teaches skills that promote safety in and a positive appreciation of the outdoor environment.

It should take place as an integral part of the general school program rather than a specific area of study. Each curriculum area can have an outdoor education component.

A comprehensive outdoor education program can be conducted entirely at school, using the classroom, a clear indoor area (such as a gymnasium) and the school ground.

Follow up activities done on excursion at a nearby park or on a base camp are regarded as part of an extension program.

Outdoor education can develop:

Skills and knowledge that lead to a lifelong involvement in worthwhile leisure pursuits.

Promote aspects of personal development, self-esteem, resourcefulness, independence, leadership, cooperation, judgement and tolerance.

Responsible attitudes towards personal and group safety in an outdoor environment.

Appreciation of the impact of human behaviour on the overall environment.

The lessons in this book contain activities from all areas of the primary school curriculum.

They include: sensory skills, observation, problem solving, awareness of nature, safety, maps, rope activities, navigation, trailing, bushcraft, environmental studies, initiative activities, signalling.

The lessons are not organised in grade levels but in developmental progression from simple and introductory to complex.

Examples:

Level 1 and 2 mapping should be done before Levels 3, 4, 5, 6 mapping and so on.

Lessons for Foundation and Grade 1 classes taking outdoor education for the first time could perhaps be restricted to Level 1 and 2 – Lessons 1, 2, 3, 4, 7, 13 and 14.

Whereas a Grade 1 having completed these lessons in their Foundation year might revise those done in Foundation and then do Level 1 and 2 – Lessons 5, 6, 8, 9, 10, 11, 12 and 15.

A Grade 6 doing outdoor education for the first time might take mostly lessons from Levels 1 and 2, a few from Levels 3 and 4 and a couple more from Levels 5, 6 and 7.

Likewise, students from Years 7, 8 and 9 doing outdoor education for the first time might take lessons from all levels.

When students have followed this outdoor education program for their six previous years, it’s then that they will be able to complete and enjoy the tasks set in Level 7.

LEVELS 1 AND 2

LEVELS 1 AND 2

LESSON 1

ENVIRONMENTAL AWARENESS: SENSORY

Aim

To develop sensory awareness – the sense of touch.

Equipment

6 blindfolds

Adventure playground

Warm Up

Here, There, Where

Three stations called Here, There and Where are selected. On the call ‘Here’, ‘There’ or ‘Where’, the group runs quickly to the respective station.

Introduction

Discuss the use of sight in the bush environment. Consider other senses that may be valuable in the bush:

• Touch

• Smell

• Hearing

• Taste.

Activity

In the classroom, have the students identify objects while blindfolded.

In pairs in the playground have students use other senses to identify things while blindfolded. For example:

Touch – grass, stones, concrete, wood, metal

Hear – birds, cards, people walking

Smell – grass, flowers, smoke, fumes.

LEVELS 1 AND 2

LESSON 2

ENVIRONMENTAL AWARENESS: SENSORY

Aim

To develop sensory awareness – the senses of touch and hearing.

Equipment

6 blindfolds

Adventure playground

Warm Up

Bombers and Fighters

‘Bombers’ are formed by two players joining hands and moving freely within a confined area. Three or four players become ‘fighters’ and attempt to shoot down the ‘bombers’ by tagging them. Once a ‘bomber’ is tagged it must stand still and make an archway by holding hands above their heads. It can be freed to re-join the game by another ‘bomber’ flying through the archway.

Introduction

Revise the use of senses and their application in a bush environment:

• Touch

• Smell

• Hearing

• Taste

• Sight.

Activity

In pairs – the visual partner leads the blindfolded around a designated part of the playground.

Remove blindfolds and have the

students indicate the route which

was taken.

LEVELS 1 AND 2

LESSON 3

ENVIRONMENTAL AWARENESS: RULES WHEN WALKING

Aim

To develop a knowledge of rules when walking.

Warm Up

Circle Tag

Two circles of four students join hands. Keeping hands joined each circle chases the remainder of the group. Any player touched by the arms or shoulders of anyone from the chasing circle joins the circle. The idea is to form a circle of seven students.

Introduction

Discuss the importance of walking as a part of physical fitness and as a recreational pastime.

Rules For Walking

Never walk alone.

Always tell parents or someone in authority where you are going and your expected time of arrival.

Use a ‘leader’ and a ‘whip’.

Keep together.

Activity

Appoint a leader and a whip and walk around the schoolgrounds. Observe points of environmental interest while walking. Ensure that the four rules of walking are obeyed.

LEVELS 1 AND 2

LESSON 4

ENVIRONMENTAL AWARENESS: OBSERVATION

Aim

To promote an awareness of the environment.

Equipment

Coloured bibs or braids

Warm Up

Catch Your Partner’s Tail

Each student chases their partner and tries to catch the tucked in, coloured bib or braid. Change partners and repeat.

Introduction

Discuss the need for an awareness of the environment. Walk around the school block. Distinguish between seeing and observing.

Activity

Stop and observe trees, grasses, shadows, insects, birds, power-poles etc.

Discuss and classify