Afternoon Agenda ADST Outdoor Education Shelter Building Example

Afternoon Agenda • ADST & Outdoor Education • Shelter Building Example • Micro Field Trip • Leverage the ADST process to help us work outdoors • Feedback & Core Competency Self-Assessment • The Weekend

ADST & Outdoor Education Shelter Building

Student Interest

Curriculum Rich • • Yukon First Nations Ways of Knowing and Doing Core Competencies ADST Social Studies Content • Gr. 4 The history of the local community and of local First Peoples communities • Gr. 5 First Peoples land ownership and use, including housing • Gr. 7 Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources

Yukon First Nations Ways of Knowing and Doing • Acknowledgement of Traditional Territory (who) transitioned into a discussion about how they used live here • Traditional brush camps were explained • Ephemeral and seasonal use based on harvesting schedules of flora and fauna

Core Competencies

ADST Model Applied to Delivery • • • Defining Ideating Prototyping Testing Making Sharing

ADST: Defining • Identified main objective for the design and constraints: • • • To construct a shelter capable of hosting your group (3 -4 students) Apply knowledge gained from Yukon First Nations brush camps Demonstrate core competencies through behaviour and language

ADST: Ideating/Prototyping/ Testing • Generate ideas • Outline a plan • Construct first version

ADST: Making • Construct the final product

ADST: Sharing

ADST & A Micro Field Trip • Leverage the ADST process to help us work outdoors • Teaching and learning outdoors presents unique challenges for educators • Expectations are high and we want to provide the best outdoor learning opportunities possible

ADST & A Micro Field Trip • Instructions: • As we walk outside find your grade group: • 4, 5, 6, or 7 • If you teach a split make a decision. • Look for your grade number hanging in a tree. • Read the Life Science Big Idea and the Question to Support Inquiry – discuss as a group, giving each person a turn. • Read the question on the other side – record comments. • Each group needs a clip board/pencil.

Welcome back! • Pick a table and stay in your grade groups. Take a moment to review your notes. • Discussion question: • How can educators sense, respond adapt to teaching in the outdoor environment? • What were some of the ideas discussed?

Teaching in the Outdoor Environment • Understanding Context (empathy) • Educators are busy and teaching in the outdoors often requires extra preparation and gear • Defining • • • Choose a design opportunity Identify key features or user requirements Identify the main objective for the design and any constraints • Ideating • Generate ideas and screen ideas out • Prototyping • Outline a general plan, identifying tools and materials • Testing • Gather peer feedback and amend • Making • This could be a description, list or illustration for now. • Sharing • Take a moment to explain your idea

A Go Bag!

April 27, 2018 Go Bag ADST Challenge • Understanding Context (empathy) • Educators are busy and teaching in the outdoors often requires extra time and gear • Defining • A Go Bag is a tool kit for intermediate teachers that is grab-and-go ready for all of those nearby educational adventures • Ideating • What are the essentials? What will make it fun and exciting and practical too? • Prototyping • Use the resources available at your table to get started • Testing • You could test it this school year • Making • A representation! • Sharing • Take a moment to explain your design

Feedback & Self-Assessment