A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

Peer assessment is a process where students can give valuable feedback based on a teacher’s benchmarks. This method of assessment can be employed to improve students’ understanding of content as well as their metacognitive skills. During presentations, students share their new understandings to their peers and receive personalised feedback based on criteria. This peer-assessment criteria sheet can be used to assess presentations on any topic. Print the template, or provide students with digital access, and they can complete the assessments and then return them to you.

During this lesson students explore the importance of trees in the environment. They observe their own sensory and emotional experiences of trees then, working as a class, they gather insight from an inspirational picture book. Students use creative and descriptive language to write a poem about trees while immersed in, and inspired by, nature in the playground. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students investigate the role and importance of topsoil to food production and biodiversity. They begin exploring the role and importance of topsoil by observing a demonstration that uses an apple to visually demonstrate the parts of the Earth. Students will work in groups to test the quality of topsoil around their school. They then analyse the class data and work in groups to create a map of topsoil quality at their school and to make suggestions for improving topsoil quality. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students gain a greater appreciation of the value of trees by exploring and creating rhyming poetry. After writing a class poem, students form groups and create a series of photos that reflect and enhance the meaning of the poem. The class poem and photos are used to create a display in the school to raise awareness of the importance of trees. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

Students explore why trees are important, what the parts of a tree are called and why we need trees. Students begin by observing trees in nature, and then draw upon inspiration from the story The Leaf Man by Lois Ehlert to make their own leaf men with fallen leaves. These will be used to create a display to teach other students about the importance of trees. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students reflect on the way they view and use trees, and how nature can be used in poetry to express ideas and convey messages about conservation. They begin by taking a walk around the school yard, then read Shel Silverstein’s book The Giving Tree. As a class they brainstorm verbs, nouns and adjectives from nature, and use these to independently write a Diamond Poem about trees to share with a chosen audience. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

Children explore the features of natural objects by sorting them according to their different characteristics (such as weight, size, colour and texture). They then experiment with using them to make patterns, by either laying them out, creating pattern collages or using them to stamp into play-dough or paint. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. This activity is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

Students learn about mapping and the value of natural elements within their immediate environment. They design a school ‘secret garden’ to improve environmental awareness and encourage creative play. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students explore how to survey school ecosystems through quadrat and transect sampling. Students begin by walking around the school identifying biotic features of the school yard. They then work in groups to construct quadrats and transects, and survey organisms identified during the walk in these quadrats and transects. Students then use the data they have collected to create a food web of the school yard ecosystem, and to speculate about the health of school yard ecosystems and how they could improve the health and sustainability of these ecosystems. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students investigate, estimate, identify and classify shapes in the outdoors. They explore how formulas can be used to calculate area and perimeter and make use of them to calculate these measurements for shapes they have observed. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

In this lesson students identify and explore different types of patterns. They develop their understanding of pattern using sound, movement and drawing and then create patterns using natural items which they find themselves. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students investigate, measure and use formulas outdoors in preparation for furthering their understanding in the topic of geometry. They apply their understanding of perimeter, area and volume to real world situations by looking for and recording a range of shapes around their school. Students will develop communication skills as they justify answers and reflect on the topic. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

Children will listen to stories outside and to identify features of these stories that can be found in their outdoor learning space. They will then create their own stories based on the natural features observed and discussed. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. This activity is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

Children observe animals in nature, identifying and naming what they see. They then listen to and/or create songs based on what they have observed. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. This activity is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

During this lesson students learn about mapping and the value of natural elements within their immediate environment. They work with a partner to create a map of the playground, which others use as a guide in order to find natural ‘treasures’ within the space. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students will design and carry out a survey, collecting data on the mini-beast populations of the schoolyard. Students are asked to collect and analyse data from a primary source and draw conclusions in the context of the situation. They will practise creating stem-and-leaf plots using authentic data that they have collected from their local environment. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students learn the value of giving and receiving constructive feedback in order to develop and improve their artworks. They begin by exploring the range of leaves found in their school yard while discussing the value of trees. Using the Austin’s Butterfly technique for creating and improving artworks, students create a scientific drawing of a leaf as their contribution toward a display or gallery exhibition to educate others. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.