Archive for the ‘outdoors’ Category

March thinking together: engage in problem-solving experiences connected with place, story and cultural practices and perspectives

Posted on: March 14th, 2019 by jnovakowski No Comments

This month’s curricular competency focus is engage in problem-solving experiences that are connected to place, story, cultural practices and perspectives relevant to local First Peoples communities, the local community, and other other cultures. This curricular competency is the same across grades K-12 and courses and falls under the organizer of “Understanding and Solving” which suggest the focus of using contextual and meaningful experiences to support mathematical understanding.

Elaborations are suggestions for educators to consider as they plan for developing this curricular competency:

  • in daily activities, local and traditional practices, the environment, popular media and news events cross-curricular integration
  • have students pose and solve problems or ask questions connected to place, stories and cultural practices

Screen Shot 2019-03-08 at 12.52.55 PM

The focus and thinking behind this curricular competency are the ideas of authenticity, meaningfulness, engagement and connectedness. Not all mathematics learning needs be contextualized or connected to “real life” but for many students who may see math as something that they do at school between 9 and 10am and don’t yet see the relevance of the math they are learning, providing tasks and problems that connect to place, community and culture may support their mathematical thinking and learning and broaden their understanding and appreciation for what math is and how it can be experienced. Experiential and holistic learning are foundational to the First Peoples Principles of Learning and these are considerations for all learners. The First Peoples Principles of Learning also remind of us of the importance of connecting learning through place and story, working with others and developing a self of self, family, community and culture. This curricular competency is aligned with the Personal and Social Core Competency – positive personal and cultural identity, personal awareness and responsibility and social responsibility.

Some resources to consider:

Messy Maths by Juliet Robertson (elementary resource for taking math learning outdoors)

Tluuwaay ‘Waadluxan Mathematical Adventures edited by Dr. Cynthia Nicol and Joanne Yovanovich (mathematical adventures from Haida Gwaii developed by community members, elders and educators)

BC Numeracy Network – Connecting Community, Culture and Place

First Peoples Mathematics 8&9 developed by FNESC - this teacher-created resource is being revised to reflect the current BC mathematics curriculum and provide more learning experiences across grades and disciplines.

 

Blog posts from this site with related information:

Place-Based Mathematics

Place-Based Mathematical Inquiry

Primary Study Group 2018-2019 – Outdoors Math

Indigenous Content and Perspectives in Math

 

Some questions to consider as you plan for learning opportunities to develop the competency of engaging in problem-solving experiences connected to place, story and cultural practices and perspectives:

How does place/land/environment inspire mathematical thinking? What potential numeracy or problem-solving tasks emerge when we think about local land-based contexts?

What problems or issues are facing the local community? How might mathematics help us to think about and understand these problems or issues? What information or data might be collected and shared? How can we use different tools to communicate mathematical information to create an opportunity for discussion and engaging in a problem-solving process?

How does Indigenous knowledge connect, intersect and support the curricular competencies and content in our mathematics curriculum? Who is a knowledge holder in your local First Nations community that you could learn from and with? 

What are authentic resources? What stories and cultural practices are public and able to be shared? What doe it mean to use authentic resources, stories, and elements of culture in our mathematics teaching? How are resources specific to a local context? Who can we go to to find out more information and learn about local protocols?

What cultural practices in your community have mathematics embedded in them? How might we use the structure of “notice, name and nurture” to expand awareness of what mathematics is and how it can be experienced?

How can stories help us think about the passage of time, relationships, connections and mathematical structures, actions and models?

~Janice

2018-19 primary teachers study group: session 4

Posted on: March 11th, 2019 by jnovakowski No Comments

Our fourth session was held at Blair Elementary, hosted by Karen and Tanyia. They shared the development of their outdoor learning space and how it and the gardens are being used by teachers and students in the school.

IMG_8862

IMG_8861

We walked around the school grounds, looking for inspiration for mathematical thinking. At this time of year, you can really see the structure of the deciduous trees and it is an opportunity to notice lines, shapes and angles. With moss and lichen growing on some trees and on fences, there are lots of math-inspired questions that can be investigated around the life cycle, size and growth of these unique living things.

IMG_8870 IMG_8869 IMG_8867 IMG_8863

We noticed many trees with some interesting growth patterns and markings (some caused by pruning according to our master gardener Megan). What stories live in these trees? What might a timeline of a tree’s life look like? Seasons, years, decades – such an interesting lens to explore concepts of time through.

IMG_8866

 

Sarah Regan and Megan Zeni were awarded this year’s June Chiba Sabbatical and used their release time to visit several outdoor/nature focused schools across southern BC. We were happy to host them and have them share some of their experiences.

IMG_8871Our next study group book is the Canadian children’s book Flow Spin Grow: Looking for Patterns in Nature. It connects really well with our focus this year of finding and investigating mathematics outdoors. After sharing our focus on twitter, the author shared his website where he has curated some resources to complement the book HERE.

IMG_8882 I know my eyes will be open for all sorts of patterns – branching, spiralling, spinning – as spring emerges around us.

Have a lovely spring break!

~Janice

 

 

 

2018-19 primary teachers study group: session 3

Posted on: March 11th, 2019 by jnovakowski No Comments

Our third session was hosted by Jessica, Lisa, Laura and Sasha at Anderson Elementary. A couple of the teachers are particularly knowledgable about mushrooms and shared information about the fungi in the neighbourhood.

IMG_7083

We walked through Garden City Park and the Anderson teachers shared how they use the space over the school year to observe and document seasonal changes. The students were also very observant of how the windstorms this fall/winter affected the park and the changes created by the storms. The City of Richmond has created an arboretum area on the west side of the park, with plaques identifying and describing the trees. There is also the opportunity to observe birds and other urban wildlife in the park.

IMG_7084

IMG_7086 IMG_7085 IMG_7087 IMG_7089 IMG_7090 IMG_7088 IMG_7092

A focus of some of the teachers has been on the human impact on the local environment. Some questions for teachers and students to consider:

How can mathematics help us to understand this issue?

What data/information could be collected and how could it be shared?

What information could be collected?

How might different ways of sharing information have an impact on understanding of the issue?

What actions could we take?

 

Looking forward to seeing how different schools and classes make connections between mathematics and their outdoor environment.

~Janice

2018-19 primary teachers study group: session 2

Posted on: December 12th, 2018 by jnovakowski

Our second session of this year’s primary teachers study group was hosted by Anna and Shannon at McNeely Elementary. Anna shared the book about mushrooms that her students researched and wrote after finding and investigating the mushrooms they found in their mini-forest near the school.

IMG_5073

 The class was also inspired by one of our study group books, Anywhere Artist, and went out into their mini-forest to create art with found materials.

IMG_5071 IMG_5070

IMG_5067

The land art of UK artist James Brunt (on twitter at @RFJamesUK) also inspired us to take on the #100LeavesChallenge.

Anna and Shannon toured us through McNeely’s new outdoor learning space and through their mini-forest, adjacent to the school.

IMG_5079

IMG_5084

Together we shared ideas for how different plants, trees and animals could inspire mathematical thinking or questions to investigate.

Thank you to Anna and Shannon for hosting us!

~Janice

2018-19 primary teachers study group: session 1

Posted on: December 12th, 2018 by jnovakowski

Beginning our sixteenth year, the Richmond Primary Teachers Study Group met for the first time this school year on October 11 at Diefenbaker Elementary. As agreed upon by study group participants, this year’s focus is on the teaching and learning of mathematics in places and spaces outdoors, considering both how to take mathematics outdoors but also how the outdoors can inspire mathematical thinking.

Our three study groups books that we are going to draw inspiration from this year are:

Screen Shot 2018-12-12 at 2.57.44 PM Screen Shot 2018-12-12 at 2.56.36 PM Screen Shot 2018-12-12 at 2.56.15 PM

 

 

 

 

 

 

Messy Maths by Juliet Robertson

50 Fantastic Ideas for Maths Outdoors by Kristine Beeley

Anywhere Artist by Nikki Slade Robinson

 

There are so many books and resources available to support our professional inquiry together this year.

IMG_3253 IMG_3252

 

 

 

 

 

 

We spent some time exploring the Diefenbaker garden, playground and new outdoor learning area and considering what math we could find in these spaces.

IMG_3259 IMG_3267 IMG_3269 IMG_3256 IMG_3258

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IMG_3270One of the tasks we did was using materials or referents to estimate and create the length of one metre. We followed this up by each making our own “Sammy the Snake” – a one metre length of rope (idea from the Messy Maths book). This length of rope can be part of a “go bag” to take outside for measuring lengths, perimeter, circumference of trees and to think about fractions (by folding the length of rope). It is a flexible tool to support students’ developing understanding of comparing, ordering and constructing concepts of measurement and number.

 

 

 

 

Screen Shot 2018-12-12 at 2.43.49 PM

Thanks to the Diefenbaker team for hosting us!

~Janice

 

2017-18 primary teachers study group: session six

Posted on: June 6th, 2018 by jnovakowski

For our sixth and final primary teachers study group session of this school year, Megan Zeni hosted us at the outdoor classroom at Homma. Megan shared the story of the space and how it has developed over time as well as shared the logistics of her “prep teaching” position in the outdoor classroom.

IMG_8377

We explored the different spaces in Homma’s outdoor classroom to consider opportunities for storytelling and play.

IMG_8373 IMG_8374 IMG_8389 IMG_8390 IMG_8385 IMG_8392 IMG_8391 IMG_8381 IMG_8380

We had lots of great conversation about risky play and the gross motor and social-emotional learning that happens when students engage with large materials, building and play in outdoor spaces.

IMG_8393

As we left the Homma school grounds and walked towards the south arm of the Fraser River, we considered the story of this place. The boardwalk and buildings along the river help to uncover the story of the people of this place and how the river has been used over time.

IMG_8395

It has been a great year of primary teachers coming together in different places and spaces to think about how outdoor learning experiences can inspire different types of stories and curricular connections.

Looking forward to another year of learning together.

~Janice

2017-18 primary teachers study group: session 5

Posted on: May 13th, 2018 by jnovakowski

On April 12, our study group met on the dyke of the middle arm of the Fraser River. We were joined by “Indigenous Plant Diva” and current storyteller in residence for the Vancouver Public Library, Cease Wyss. A short video about Cease can be found HERE.

IMG_6329 IMG_6336

As we walked along the river, Cease pointed out different plants to us and shared knowledge and stories about the plants. Paying attention to a plant’s colour, shapes and texture can indicate part of the body or ailment it can provide medicine for. For example, red berries often support blood, muscles and organs.

Cease explained the importance of cattails to cleanse the water along the river as well as providing food and nesting materials for birds. We learned how some plants like dead nettle and chickweed can be used as salves to treat skin ailments and how other plants such as stinging nettle or salmonberry leaves can be infused in hot water to create teas to address different ailments.

We learned to identify plantain (frog’s leaf), dead nettle, chickweed, Nootka rose, sheep sorrel and horsetail, the oldest plant on the planet.

IMG_6330 IMG_6346 IMG_6356 IMG_6341

Teachers left with so much new knowledge about local plant species. This knowledge building is an important part of our study group and was something that was requested by teachers to enhance they work they are doing with their students around storytelling outdoors. We can find ways to share this new knowledge with our students and weave this in to our storytelling experiences.

~Janice

2017-18 primary teachers study group: session 4

Posted on: May 10th, 2018 by jnovakowski

On March 1, the primary teachers study group met at the Richmond Nature Park. We shared resources for learning about local living things and discussed the different services the Nature Park provides to schools and the community. The Nature Park is situated on a bog which is a very unique ecosystem.

IMG_3690 IMG_3689

IMG_3711

We visited different areas of the park, watching the birds come and go from the feeders, walking along the trails and boardwalk area.

IMG_3696 IMG_3693 2

How does looking closely at a found object help you think about its story? What is the story of this (skeleton) leaf?

IMG_3691

There was still snow on the ground in some of the more shaded areas of the park and we used the snow as a story context. How could we use the snow as a background for map-making? We used found natural materials to create a map of a special place to inspire memories and story.

IMG_3700 IMG_3705

IMG_3704 IMG_3701

The Nature House has lots of interactive displays. living things (including a functioning bee hive), and lots of information about species of plants and animals living in Richmond. Brochures are available listing local plants, birds and insects as well as brochures with self-guided tours of the park. We were all keen to continue to build our own knowledge of local species to be able to weave this knowledge into the outdoor learning experiences we are creating for our students.

IMG_3707

The Nature Park Society’s website can be found here: Richmond Nature Park Society

The City of Richmond’s Nature Park web page can be found here: City of Richmond – Nature Park

~Janice

2017-18 primary teachers study group: session 3

Posted on: May 10th, 2018 by jnovakowski

On January 18, Cori and Jen hosted the primary teachers study group at Diefenbaker Elementary. Teachers shared the different storytelling experiences they have been engaging in with their students.

IMG_2326 IMG_2327 IMG_2346

We went outside to a small stand of trees near the school and used natural clay from Deserres to create story trees with found, natural materials.

How might the shape, texture, crevices, branches or bark of a tree inspire a story?

What different parts of a tree could be the site for a story setting?

How can we transform clay to create characters for our stories? What can we add to clay? How can we spread and mold the clay? How might water transform the clay and our stories?

IMG_2339 IMG_2330

IMG_2345

IMG_9975 2

 

IMG_6479 IMG_5346 IMG_2705 IMG_2453

One of our young guests created a dinosaur and was happily telling stories while the adults also played!

IMG_4772

 

As we left the traces of our stories behind, we wondered what families would think and wonder as they encountered them on their walk to school the next morning and what new stories might be inspired.

~Janice

2017-18 primary teachers study group: session 2

Posted on: May 10th, 2018 by jnovakowski

On December 7, Anne-Marie Fenn hosted our primary teachers study group at Woodward Elementary. We went outside and Anne-Marie shared the vision and plans for their new outdoor learning space.

IMG_2138

As the sun was going down, we played with the elements of light and shadow and considered ways we could include these ideas into our outdoor (or indoor) storytelling experiences, thinking about how these ideas might enhance or add new problems to students’ stories.

IMG_0241 IMG_2311 IMG_6026 IMG_2017 IMG_6804

After coming back in to Anne-Marie’s classroom as it started to get dark, teachers shared different outdoor storytelling experiences they had tried with their students.

IMG_3597

Thanks for hosting us Anne-Marie!

~Janice