What: Specific areas of the schoolyard that are ‘special’ for each class or each student.
How: Select an area in the schoolyard that will be special for each class, and then visit that area regularly. This can be done by individual classes, or coordinated across a school. For example:
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- Sit spots- have students pick a specific spot in one area that will be their ‘sit spot’. Take the class to that area regularly for activities that can be done in their spots. Activities could include independent reading, writing, or work time, or more structured activities such as cataloguing all the different plant/animal species they can see and sounds they can hear from their spot, or observing how their sit spot changes during different seasons or weather conditions.
- Class caretaking– have each class or grade pick a part of the schoolyard they will take care of throughout the school year. Take students to that area regularly for various activities related to that area. Activities could include:
- mapping the area at the beginning of the year
- cataloguing all the plants/animals that live there
- observing what happens in the area during different seasons or weather conditions
- gardening or ground keeping activities such as planting native plants or keeping the area clean of leaves or weeds
- building or maintaining birdhouses or feeders for the area
- building or maintaining a sound garden, activity trail, benches, or other things to encourage people to use the area
- planning how to make the area more sustainable or better for class use
Use whatever spaces are available— consider putting garden boxes on paved spots or working with your class to transform grassy strips along sidewalks or the building into gardens or activity trails. Sharing an area with another class or grade can be a great way to foster collaboration and connections within the school!
When: Start at any time, and continue throughout the school year.
Who: Anyone who takes students outside.
Materials: Outdoor space.
Why: Returning to and spending extended time in a specific outdoor spot can help foster students’ connection to that spot and their sense of belonging in a place. This can help build community among students, and supports the development of positive attitudes about the environment. Additionally, returning to the same spot can make an outdoor activity into a routine that students understand and know how to follow. If students know what to do when they go to their special spots, less time and energy needs to be spent on managing student behavior, which can make time outside easier and more useful.
Barriers addressed: Behavior/Management; Class Management; Distraction
Usefulness of nearby nature; Harm to Environment; Out of Routine; Physical Location; Remembering to Include Nature; Sharing Spaces; Student Background Experience; Student Interest/Willingness; Student/Staff Ratios; Transitions; Values and Beliefs