Junior


Homes Sweet Homes (all seasons)

What living things are supported in our local habitats? What actions affect our habitats in a negative or positive way?  Students will explore using a map and legend to show what habitats they observed in their school yard or local green space.  Students will also have an opportunity to create models of a habitat lived in by a local mammal.
Curriculum Links
Grade Four
  • interactions of humans on natural habitat
  • identify reasons for depletion of plant and animal species
  • provide an understanding of habitats as areas that provide plants and animals with necessities of life
  • factors that affect the ability of plants and animals to survive in a specific habitat
  • structural adaptations that allow plants and animals to survive

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Instincts for Survival (all seasons, note that appropriate playing space is essential for this program)

The original game created by Waterloo outdoor educator Frank Glew, simulates the lives of herbivores, omnivores and carnivores in the forest. It is an excellent way to understand the concept of food webs in nature.
Curriculum Links
Grade Four
  • Identify reasons for depletion of plant and animal species
  • build food chains
  • demonstrate and understanding of food chains
  • identify animals that are carnivores, omnivores and herbivores
  • physical fitness through daily physical activity
Grade Six
  •  benefits to humans of biodiversity
  • understanding biodiversity
  • biodiversity within communities
  • physical fitness through daily physical activity

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Bridge Building Workshop (indoor space for winter,  outdoors for fall and spring)

This is a community building workshop that challenges the students to build the strongest bridge structure as a team.  Emphasis on team support and communication will be focused upon as we debrief the structure building experience. Using bridge building as a metaphor, students will be asked how they can continue to build bridges within their class, school and community.
Curriculum Links
Grade Five
  • Investigate how structures are built to withstand forces.
  • explain how a person’s actions (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment; positive actions such as praising, supporting, including) can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others
Grade Six
  • communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
  • use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
  • apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations

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The Alternative Energy Pizzeria-June program

This pizzeria runs on energy dollars!  How much does it cost the earth to make a pizza?   Why is a piece of meat more expensive in energy dollars than a red pepper?  Using this concept, students will then build a pizza and use the sun’s energy to cook it. Yummy!
Curriculum Linksimages (20)
Grade Five
  • issues of energy and conservation
  • evaluate the effects of various technologies on energy consumption
  • variety of forms of energy
  • identify renewable and non-renewable sources of energy
  • how is energy stored?

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Team Building Workshop (all seasons)

Using activity based challenges and debriefing techniques, students will be challenged to look at their personal leadership, communication and inclusive nature.  How are these activities related to everyday life? This is part of their challenge.
Curriculum Links
Grade Five
  • explain how a person’s actions (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment; positive actions such as praising, supporting, including) can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others
  • physical fitness through daily physical activity
Grade Six
  • communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
  • use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
  • apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations
  • physical fitness through daily physical activity

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Renewable vs. Non-renewable Energy (all seasons)

How do we heat our houses? Where does this energy come from and what are all of our options as Canadians who have one of the highest rates of energy consumption in the world?  Using games and activities the students will explore the ideas of Renewable vs. Non-renewable energy sources.
Curriculum Links
Grade Five
  • issues of energy and conservation
  • evaluate the effects of various technologies on energy consumption
  • variety of forms of energy
  • identify renewable and nonrenewable sources of energy
  • how is energy stored?

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The Outdoor World of Fibonacci (fall and spring are preferred)

Patterning in nature can be surprising and fascinating. By using patterns in nature and understanding the outdoor world of Fibonacci’s sequence, the students will create a piece of art using patterns they have observed and collected during their time outside.
Curriculum Links
Grade Six
  • investigate organisms found in a specific habitat and classify them
  • extend and create repeating patterns that result from rotations, through investigation using a variety of tools
  • create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view
  • demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

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Schoolyard Biodiversity (fall and spring)

By evaluating different habitats within the school yard, students will collect and study plant species that are living on their door step.  They will be looking at the positive and negative effects of human activity on biodiversity by surveying their own school yard.
Curriculum Links
Grade Six
  • Benefits to humans of biodiversity
  • Investigate organisms found in specific habitat and classify them according to classification system
  • Understanding biodiversity
  • Biodiversity within a community
  • Interrelationships within species

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Snowshoeing (winter)

Let us bring our snowshoes to your school, as we explore local green space with your class and learn about the environment through games and activities.  Snowshoeing history and it’s prevalence to our local heritage will be shared as part of their voyage on snowshoes.
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All Grades
  • active participation
  • physical fitness through daily physical activity
  • movement skills and concepts
  • movement strategies
Grade Five
  • Understanding Context: Significant Characteristics and Interactions
Grade Six
  • Application: Diversity and the Canadian Identity

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