WEBVTT 00:00:01.290 --> 00:00:04.809 In this episode, we unpack the secrets of crafting 00:00:04.809 --> 00:00:08.410 irresistible outdoor learning spaces. Join me 00:00:08.410 --> 00:00:11.050 as I unveil the keys to designing outdoor spaces 00:00:11.050 --> 00:00:14.490 that spark curiosity, foster creativity, and 00:00:14.490 --> 00:00:21.190 make learning an unforgettable adventure. Hello 00:00:21.190 --> 00:00:24.109 and welcome to Blooming Curious, the podcast 00:00:24.109 --> 00:00:26.809 that's all about nurturing that natural curiosity 00:00:26.809 --> 00:00:30.780 in our earliest kids and students. I'm Edwina, 00:00:31.039 --> 00:00:33.799 your host from the Ed's Lessons blog, a passionate 00:00:33.799 --> 00:00:36.659 advocate for play and inquiry, and on a mission 00:00:36.659 --> 00:00:39.880 to keep children curious and questioning. The 00:00:39.880 --> 00:00:43.140 days of talk and chalk are over. We're diving 00:00:43.140 --> 00:00:46.619 into the world of integrated, inquiry and nature 00:00:46.619 --> 00:00:49.320 -based learning and exploring the strategies 00:00:49.320 --> 00:00:52.280 that create lifelong learners. So if you're a 00:00:52.280 --> 00:00:55.740 classroom or homeschool educator, or even a curious 00:00:55.740 --> 00:01:00.390 parent, then this is the place for you. The outdoor 00:01:00.390 --> 00:01:03.210 environment has the potential to be an extraordinary 00:01:03.210 --> 00:01:06.769 learning space, provided it's set up appropriately. 00:01:07.670 --> 00:01:10.129 The outdoors itself presents us with unique learning 00:01:10.129 --> 00:01:12.230 possibilities. When you think of all the elements 00:01:12.230 --> 00:01:15.469 Mother Nature provides us with, it's water, sand, 00:01:15.989 --> 00:01:20.250 sticks, trees, rocks, pebbles, all sorts of animals, 00:01:20.870 --> 00:01:24.629 nests and seed pods, leaves, plants, flowers, 00:01:24.790 --> 00:01:28.359 the list goes on and on. When it comes to providing 00:01:28.359 --> 00:01:31.500 children with opportunities to play and learn 00:01:31.500 --> 00:01:35.019 outdoors, I believe we as educators have a real 00:01:35.019 --> 00:01:38.359 opportunity to provide play and learning experiences 00:01:38.359 --> 00:01:41.019 for children that they may not be getting in 00:01:41.019 --> 00:01:44.560 their own homes. We know and hear of so many 00:01:44.560 --> 00:01:47.319 children who don't have access to a garden or 00:01:47.319 --> 00:01:50.659 an outdoor space. and many who spend far too 00:01:50.659 --> 00:01:53.519 many hours sitting down on some kind of electronic 00:01:53.519 --> 00:01:57.239 device and we witness the results of that inactivity 00:01:57.239 --> 00:02:00.780 and sedentary lifestyle on the news and in our 00:02:00.780 --> 00:02:03.819 classrooms every day. The media is full of reports 00:02:03.819 --> 00:02:06.439 about childhood obesity, social and emotional 00:02:06.439 --> 00:02:08.939 problems and children with poor core strength 00:02:08.939 --> 00:02:12.159 who struggle with physical games and even holding 00:02:12.159 --> 00:02:16.240 a pencil securely. So just the same way as you 00:02:16.240 --> 00:02:18.319 go and you stand in front of your indoor learning 00:02:18.319 --> 00:02:20.300 space and you work out where you're going to 00:02:20.300 --> 00:02:22.719 have your different learning zones, so we have 00:02:22.719 --> 00:02:25.780 to evaluate and plan our outdoor space in the 00:02:25.780 --> 00:02:28.979 same way as we do our indoor. So what are the 00:02:28.979 --> 00:02:31.939 considerations? So I'd like to ask you these 00:02:31.939 --> 00:02:35.840 questions for you to consider as you stand and 00:02:35.840 --> 00:02:38.840 look at your outdoor setting. Are children going 00:02:38.840 --> 00:02:42.379 to engage in outdoor play or outdoor learning 00:02:42.379 --> 00:02:45.830 or both? Are there elements of risk? Does the 00:02:45.830 --> 00:02:48.090 outdoor learning space provide an opportunity 00:02:48.090 --> 00:02:51.229 for learning? And what objects or structures 00:02:51.229 --> 00:02:54.449 are there for children to engage in in some way? 00:02:55.110 --> 00:02:57.629 Now where do you start planning an outdoor learning 00:02:57.629 --> 00:03:00.849 environment? Well, you start with where you are 00:03:00.849 --> 00:03:03.710 and with what you currently have. As educators, 00:03:03.729 --> 00:03:06.469 we have very little say in the design and layout 00:03:06.469 --> 00:03:09.330 of the outdoor area. You arrive and the play 00:03:09.330 --> 00:03:11.550 equipment is already there. There's a slide, 00:03:12.030 --> 00:03:14.789 a cubby, monkey bars, a jungle gym, a sandpit, 00:03:14.789 --> 00:03:16.830 and if you're lucky, there might be a mud kitchen 00:03:16.830 --> 00:03:19.150 or an area where kids can play with loose parts. 00:03:19.550 --> 00:03:22.129 So when we're starting out, I encourage just 00:03:22.129 --> 00:03:25.509 stand there and look at the area critically and 00:03:25.509 --> 00:03:28.530 ask yourself these questions. Are there any opportunities 00:03:28.530 --> 00:03:32.270 for fascination in this space? What opportunities 00:03:32.270 --> 00:03:35.669 are there for authentic play? Are there opportunities 00:03:35.669 --> 00:03:38.330 for children to move and be physical? And are 00:03:38.330 --> 00:03:40.349 there opportunities for children to be quiet 00:03:40.349 --> 00:03:44.650 and relax? If you think about it, so many children 00:03:44.650 --> 00:03:48.009 live in a processed world, right? They're filled 00:03:48.009 --> 00:03:52.069 with imagery and noise. How many have actually 00:03:52.069 --> 00:03:55.330 laid under a tree and listened to the wind rustling 00:03:55.330 --> 00:03:58.199 through the leaves? or watched the clouds drift 00:03:58.199 --> 00:04:01.759 across the sky or felt the texture of wet sand 00:04:01.759 --> 00:04:04.699 between their fingers and smelled fragrance of 00:04:04.699 --> 00:04:08.240 a herb or the grass after rain. I'm not kidding. 00:04:08.860 --> 00:04:11.419 I have taught children here in Perth, Western 00:04:11.419 --> 00:04:14.099 Australia where the beach is just down the road 00:04:14.099 --> 00:04:18.160 who have never been to the beach. So these are 00:04:18.160 --> 00:04:22.160 the kind of considerations we as educators need 00:04:22.160 --> 00:04:26.629 to have when we are planning our outdoor setting. 00:04:27.569 --> 00:04:29.970 If you're lucky enough to be homeschooling on 00:04:29.970 --> 00:04:32.209 the other hand, especially in a country setting 00:04:32.209 --> 00:04:35.589 or you have a forest or bush or a beach school, 00:04:36.129 --> 00:04:38.310 children are gaining rich authentic learning 00:04:38.310 --> 00:04:40.949 experiences outside. But what about those of 00:04:40.949 --> 00:04:43.790 us that are living and teaching children in urban 00:04:43.790 --> 00:04:46.769 settings? As educators, we know full well that 00:04:46.769 --> 00:04:49.350 children learn through doing. They build schema 00:04:49.350 --> 00:04:53.339 by having experiences. then why is it that so 00:04:53.339 --> 00:04:56.779 many outdoor spaces in schools are sterile? How 00:04:56.779 --> 00:04:59.600 can it be enough for us just to have the play 00:04:59.600 --> 00:05:04.019 equipment or a ball or some tricycles? Are we 00:05:04.019 --> 00:05:06.379 catering for the budding musician or the artist 00:05:06.379 --> 00:05:09.459 or the writer or the cook or the quiet contemplative 00:05:09.459 --> 00:05:11.579 child who doesn't want to kick the ball or ride 00:05:11.579 --> 00:05:15.480 the tricycle? What's that kid going to do? Wander 00:05:15.480 --> 00:05:17.920 around the space aimlessly? looking for something 00:05:17.920 --> 00:05:20.100 to engage with until the bell goes and then he 00:05:20.100 --> 00:05:22.220 or she hasn't even had a meaningful experience. 00:05:22.740 --> 00:05:26.040 So our job is to create awe and wonder for the 00:05:26.040 --> 00:05:29.279 children we teach, to find ways to engage them 00:05:29.279 --> 00:05:32.899 in experiences that connect them to nature, that 00:05:32.899 --> 00:05:36.720 build schema and that feed their innate curiosity. 00:05:37.680 --> 00:05:41.040 Dr. Claire Warden talks about learning with nature, 00:05:41.139 --> 00:05:45.079 not just in nature. That means you need to consider 00:05:45.079 --> 00:05:48.459 the seasons and now every season brings new opportunities 00:05:48.459 --> 00:05:51.180 for learning. That's why I like to link my science 00:05:51.180 --> 00:05:53.959 curriculum to the seasons. So for example in 00:05:53.959 --> 00:05:56.620 your rainy season you plan activities not just 00:05:56.620 --> 00:05:59.680 in the rain but with the rain. So perhaps you'll 00:05:59.680 --> 00:06:02.680 make a rain gauge out of an empty drink bottle. 00:06:03.069 --> 00:06:05.670 And you'll go outside and you'll observe reflections 00:06:05.670 --> 00:06:07.649 in puddles or perhaps you see how long it takes 00:06:07.649 --> 00:06:09.730 for the water in the puddle to vanish and find 00:06:09.730 --> 00:06:12.709 out why it vanishes. Here in Perth, for example, 00:06:12.810 --> 00:06:15.350 where everything's just sand, it vanishes pretty 00:06:15.350 --> 00:06:18.029 quickly. And so there's a whole investigation 00:06:18.029 --> 00:06:20.990 into the quality of sand and soil and what holds 00:06:20.990 --> 00:06:23.269 water and what will just let the water run through. 00:06:24.250 --> 00:06:27.639 And in spring, you plant a garden. In autumn 00:06:27.639 --> 00:06:30.879 and summer you harvest and so you integrate nature 00:06:30.879 --> 00:06:33.279 and the natural environment into your learning 00:06:33.279 --> 00:06:35.879 and your curriculum and of course you plan for 00:06:35.879 --> 00:06:39.800 children's voice and agency. So perhaps you do 00:06:39.800 --> 00:06:42.579 an investigation into the plants that grow at 00:06:42.579 --> 00:06:44.980 that particular time of year or you get them 00:06:44.980 --> 00:06:47.459 excited and you involve them in the planning 00:06:47.459 --> 00:06:50.480 process. It's also a great opportunity for children 00:06:50.480 --> 00:06:53.339 to share their learning and make it visible through 00:06:53.339 --> 00:06:55.870 floor books or a learning wall. And if you're 00:06:55.870 --> 00:06:58.089 more interested in floor books and learning walls, 00:06:58.790 --> 00:07:00.949 I'll be talking about this in later episodes, 00:07:01.329 --> 00:07:03.910 so be sure to subscribe now and follow so that 00:07:03.910 --> 00:07:06.829 you get notified when every episode drops. So 00:07:06.829 --> 00:07:10.589 you use these opportunities not only for planning 00:07:10.589 --> 00:07:13.670 and learning, but you also use them for building 00:07:13.670 --> 00:07:16.430 your community so that you show people how these 00:07:16.430 --> 00:07:18.230 kids are learning and how they're developing. 00:07:18.519 --> 00:07:21.720 We as educators need to be alert to the possibilities. 00:07:22.000 --> 00:07:25.759 We need to be aware and really switched on. Teaching 00:07:25.759 --> 00:07:29.399 is not a passive job. If you want passive, then 00:07:29.399 --> 00:07:33.000 I'm afraid teaching is just not for you. So as 00:07:33.000 --> 00:07:36.240 you stand there contemplating your space, you 00:07:36.240 --> 00:07:38.800 need to consider your curriculum. the seasons 00:07:38.800 --> 00:07:41.759 and what's available for you outdoors. Perhaps 00:07:41.759 --> 00:07:44.300 you need more authentic equipment, things like 00:07:44.300 --> 00:07:47.019 real pots and spoons and colanders in your sandpit 00:07:47.019 --> 00:07:49.579 and mud kitchen. Perhaps you need planter boxes 00:07:49.579 --> 00:07:51.980 and plants and seeds or perhaps you need loose 00:07:51.980 --> 00:07:56.399 parts. As always, educators have one massive 00:07:56.399 --> 00:07:58.980 constraint and I know that's exactly what your 00:07:58.980 --> 00:08:00.899 guys are all going to come back and say to me, 00:08:01.600 --> 00:08:05.040 I don't have the budget. But I have found over 00:08:05.040 --> 00:08:07.120 the years that with a little imagination and 00:08:07.120 --> 00:08:10.439 ingenuity and a generous dollop of determination, 00:08:11.100 --> 00:08:14.180 you can provide fabulous experiences for children. 00:08:14.579 --> 00:08:17.060 So many of us spend our own money to provide 00:08:17.060 --> 00:08:19.759 resources for children, but there's so much we 00:08:19.759 --> 00:08:22.949 can provide without spending a penny. Objects 00:08:22.949 --> 00:08:25.149 from nature, for example, on your walks in the 00:08:25.149 --> 00:08:27.089 bush or your forest on the beach, pick up and 00:08:27.089 --> 00:08:29.889 collect interesting seed pods and shells and 00:08:29.889 --> 00:08:32.309 sticks and gum nuts, and then you put those into 00:08:32.309 --> 00:08:34.230 your loose parts area or into your mud kitchen. 00:08:34.990 --> 00:08:37.710 Of course, you need to teach and show kids where 00:08:37.710 --> 00:08:39.870 to put these when they have finished playing. 00:08:40.450 --> 00:08:42.389 Perhaps the gum nuts will disappear into the 00:08:42.389 --> 00:08:45.009 sand. Well, how about taking a leaf out of the 00:08:45.009 --> 00:08:47.809 Japanese school's books and get kids to rake 00:08:47.809 --> 00:08:50.769 the sand with child -sized rakes and once again 00:08:50.769 --> 00:08:52.710 unearth the natural elements that disappeared 00:08:52.710 --> 00:08:56.309 into the sand? What an amazing life lesson, teaching 00:08:56.309 --> 00:08:59.110 responsibility and community not to mention a 00:08:59.110 --> 00:09:03.230 great physical workout. Another way you can get 00:09:03.230 --> 00:09:05.750 all these resources without spending a penny 00:09:05.750 --> 00:09:08.929 is to send out a letter to the class or your 00:09:08.929 --> 00:09:11.659 community telling them about the experiences 00:09:11.659 --> 00:09:14.320 you are trying to provide and asking them for 00:09:14.320 --> 00:09:17.000 donations. for kitchen equipment they no longer 00:09:17.000 --> 00:09:20.299 need things like muffins tins and pots and pans 00:09:20.299 --> 00:09:22.679 and colanders and spoons and sieves and stainless 00:09:22.679 --> 00:09:25.940 steel teapots mixing bowls is all wonderful to 00:09:25.940 --> 00:09:28.080 have in the sandpit or mud kitchen and this also 00:09:28.080 --> 00:09:30.980 makes learning authentic because these are the 00:09:30.980 --> 00:09:34.259 actual materials kids see and find in their own 00:09:34.259 --> 00:09:38.600 homes or perhaps pieces of fabric or planters 00:09:38.600 --> 00:09:41.789 and pots for planting into Or maybe someone's 00:09:41.789 --> 00:09:43.750 granddad is an avid gardener and he has packets 00:09:43.750 --> 00:09:46.669 of seeds and garden equipment lying around and 00:09:46.669 --> 00:09:49.529 he'd like to donate that. I have found that when 00:09:49.529 --> 00:09:52.690 you go to the community and you ask, they are 00:09:52.690 --> 00:09:55.750 incredibly generous. But if you don't ask, you 00:09:55.750 --> 00:09:59.070 don't get. So ask. If you want to create a vegetable 00:09:59.070 --> 00:10:02.519 garden, you need some planters and plants. Why 00:10:02.519 --> 00:10:05.480 not apply for a school grant? Just a simple Google 00:10:05.480 --> 00:10:07.639 search for plants and planter grants for schools 00:10:07.639 --> 00:10:10.620 will yield quite a few options. I know, I've 00:10:10.620 --> 00:10:13.220 checked. And don't forget to plant some flowers. 00:10:13.820 --> 00:10:17.399 Some wild flowers and herbs. Things like mint 00:10:17.399 --> 00:10:19.720 for example. Children can pick these and they 00:10:19.720 --> 00:10:21.919 can make potions, they can chop them, you can 00:10:21.919 --> 00:10:23.759 even harvest them and make a salad together. 00:10:24.440 --> 00:10:26.700 I remember several years ago when I grew sage 00:10:26.700 --> 00:10:29.259 in a plant in our early childhood space we explored 00:10:29.259 --> 00:10:31.960 the softness of the leaves and the smell and 00:10:31.960 --> 00:10:34.259 then the children asked me what do you use it 00:10:34.259 --> 00:10:37.460 for? So I made pasta and I served it with butter 00:10:37.460 --> 00:10:39.559 and sage and I can tell you they polished everything 00:10:39.559 --> 00:10:42.700 off. Okay they got lucky because I'm pretty good 00:10:42.700 --> 00:10:44.700 in the kitchen and I have to be with an Italian 00:10:44.700 --> 00:10:49.240 husband. My point is when I see sage I think 00:10:49.240 --> 00:10:52.120 sauce for pasta and it was a great experience 00:10:52.120 --> 00:10:54.840 for the kids. And you can even take that learning 00:10:54.840 --> 00:10:57.519 further, and you can write and draw the procedure. 00:10:58.179 --> 00:11:00.580 So once again, you see those teachable moments, 00:11:00.740 --> 00:11:02.980 they're all around you, you just have to stop, 00:11:03.279 --> 00:11:06.340 look and listen. Yep, just like before you cross 00:11:06.340 --> 00:11:09.539 the road. Loose parts are another beautiful and 00:11:09.539 --> 00:11:13.639 essential resource for any learning space. Once 00:11:13.639 --> 00:11:17.879 again, go to your community. Ask them. Go to 00:11:17.879 --> 00:11:20.899 second -hand shops. businesses and places like 00:11:20.899 --> 00:11:24.940 Ramida here in Perth and I'll link to that in 00:11:24.940 --> 00:11:27.779 the show notes. And by the way, next week we'll 00:11:27.779 --> 00:11:31.120 be having our very first guest on the show. I'm 00:11:31.120 --> 00:11:33.700 really excited and nervous about that. We'll 00:11:33.700 --> 00:11:37.460 be talking to our loose parts expert. So make 00:11:37.460 --> 00:11:39.679 sure to subscribe and follow so you'll get a 00:11:39.679 --> 00:11:42.299 notification when this episode is published and 00:11:42.299 --> 00:11:44.279 you won't miss out on that. And here's another 00:11:44.279 --> 00:11:46.440 little example of how you can incorporate loose 00:11:46.440 --> 00:11:48.679 parts. A friend of mine who works in a school 00:11:48.679 --> 00:11:51.000 here in Perth shared this great loose parts idea 00:11:51.000 --> 00:11:53.980 with me. Shout out to you, Michelle. She worked 00:11:53.980 --> 00:11:56.559 with a teacher who had these trolleys with loose 00:11:56.559 --> 00:11:58.440 parts and they would wheel these things out into 00:11:58.440 --> 00:12:00.259 the playground. I think it was once a week, she 00:12:00.259 --> 00:12:03.620 said. And just allow the kids to play. however 00:12:03.620 --> 00:12:06.500 they liked, without interference of any kind 00:12:06.500 --> 00:12:09.240 into their play, the teacher's only job was to 00:12:09.240 --> 00:12:12.179 make sure the kids were safe. She said it was 00:12:12.179 --> 00:12:15.159 amazing to see the development of the kids' skills 00:12:15.159 --> 00:12:17.960 over time. And the first time was a bit chaotic, 00:12:18.179 --> 00:12:20.919 well that would be expected, but over time the 00:12:20.919 --> 00:12:24.019 play became rich and deep and the skills, including 00:12:24.019 --> 00:12:27.759 cooperation, just blossomed. So you see, even 00:12:27.759 --> 00:12:30.120 if it's just once a week, it's better than nothing. 00:12:30.440 --> 00:12:33.460 Rich learning and play experiences can be created 00:12:33.460 --> 00:12:37.460 even when you don't have a playground or even 00:12:37.460 --> 00:12:41.379 when the outdoor area is barren. Then there are 00:12:41.379 --> 00:12:44.919 things like logs and log slices which are a great 00:12:44.919 --> 00:12:47.659 addition to any play space. Not just to bring 00:12:47.659 --> 00:12:50.080 that wonderful calming element of nature into 00:12:50.080 --> 00:12:53.129 the space. but great for kids to learn how to 00:12:53.129 --> 00:12:55.809 walk and balance on, which is great for their 00:12:55.809 --> 00:12:58.649 core strength. And the slices can become anything 00:12:58.649 --> 00:13:02.029 from frames for transitional art to plates in 00:13:02.029 --> 00:13:05.269 the mud kitchen. Their use is only limited to 00:13:05.269 --> 00:13:08.750 the child's imagination. And again, go to your 00:13:08.750 --> 00:13:11.840 community. Ask. You might have an arborist in 00:13:11.840 --> 00:13:14.399 the community. Or check Facebook Marketplace 00:13:14.399 --> 00:13:17.559 for contacts of your local council. So much is 00:13:17.559 --> 00:13:20.519 possible if you just ask. You never know what 00:13:20.519 --> 00:13:23.919 you're going to get. Of course, I so hope that 00:13:23.919 --> 00:13:25.840 you have trees in your outdoor space, but if 00:13:25.840 --> 00:13:27.879 you haven't, is there a way you could plant a 00:13:27.879 --> 00:13:30.480 tree? Could you get the community involved again? 00:13:30.980 --> 00:13:33.100 Could you have a busy bee and get someone to 00:13:33.100 --> 00:13:36.299 donate a tree and you could plant it? Ask and 00:13:36.299 --> 00:13:39.360 you never know what you get. Trees, by the way, 00:13:39.460 --> 00:13:42.220 are wonderful opportunities for children to experience 00:13:42.220 --> 00:13:45.299 the changing of the seasons. It's even better 00:13:45.299 --> 00:13:48.039 when you have several trees. If you're in a very 00:13:48.039 --> 00:13:50.360 exciting and fortunate position of planning a 00:13:50.360 --> 00:13:53.279 brand new outdoor area, I learned from Clay Warden, 00:13:53.279 --> 00:13:55.759 by the way, that you need different types of 00:13:55.759 --> 00:13:59.220 trees, not just one type. And why? Because they 00:13:59.220 --> 00:14:02.120 all have different characteristics, different 00:14:02.120 --> 00:14:06.750 leaf shapes, colors. textures. See them as opportunities 00:14:06.750 --> 00:14:09.710 for learning. Imagine classifying leaves according 00:14:09.710 --> 00:14:11.990 to their shape, their size, their color, their 00:14:11.990 --> 00:14:14.909 texture, or making patterns with different leaves. 00:14:15.470 --> 00:14:19.789 Outdoor math lesson sorted. With outdoors, like 00:14:19.789 --> 00:14:22.830 with any space, we always need to consider health 00:14:22.830 --> 00:14:26.309 and safety. So be mindful that any equipment 00:14:26.309 --> 00:14:29.429 you bring into the space can't cause harm or 00:14:29.429 --> 00:14:32.409 injury. And of course, we all need a bit of inspiration. 00:14:32.470 --> 00:14:35.730 So I recommend you look at Rusty Keeler's website. 00:14:36.169 --> 00:14:38.669 Rusty is an outdoor learning designer and consultant. 00:14:38.990 --> 00:14:41.490 He provides all sorts of resources and ideas 00:14:41.490 --> 00:14:44.129 on his website. So go and take a look at that. 00:14:44.210 --> 00:14:46.429 I'll place a link in the show notes. And then 00:14:46.429 --> 00:14:48.590 of course, there's Claire Warden. Look at her 00:14:48.590 --> 00:14:50.870 website with lots of ideas for children's learning, 00:14:51.090 --> 00:14:53.509 especially learning with nature. And once again, 00:14:53.529 --> 00:14:55.570 you'll find a link to her website in the show 00:14:55.570 --> 00:14:59.399 notes. To conclude... Whether you are lucky enough 00:14:59.399 --> 00:15:02.639 to start planning a brand new outdoor area or 00:15:02.639 --> 00:15:05.159 you just need a bit of ingenuity with the materials 00:15:05.159 --> 00:15:07.960 and equipment you bring in, either way, your 00:15:07.960 --> 00:15:12.379 first and only consideration is this. Does this 00:15:12.379 --> 00:15:15.539 environment bring awe and wonder to children? 00:15:16.419 --> 00:15:18.820 Are there opportunities for them to get curious 00:15:18.820 --> 00:15:21.799 and physical and have you provided for all kinds 00:15:21.799 --> 00:15:24.500 of learners? I hope this helps you a little as 00:15:24.500 --> 00:15:26.659 you plan for your learning experiences outdoors 00:15:26.659 --> 00:15:30.940 and remember model curiosity and wonder yourself. 00:15:31.460 --> 00:15:34.919 Ask the kids what they like, brainstorm together 00:15:34.919 --> 00:15:37.159 and make it your very first project of the year. 00:15:37.629 --> 00:15:41.190 By the way, I have a great lesson plan for a 00:15:41.190 --> 00:15:43.669 picture book called The Curious Garden. You can 00:15:43.669 --> 00:15:46.330 find it on my website and I will leave a link 00:15:46.330 --> 00:15:49.649 to that in the show notes. It also has links 00:15:49.649 --> 00:15:51.889 to the Australian curriculum and I've integrated 00:15:51.889 --> 00:15:54.289 inquiry into the lessons. So have a look at that. 00:15:54.759 --> 00:15:57.639 I also have another resource for you called Backyard 00:15:57.639 --> 00:16:00.279 Inquiry, which is great for starting an inquiry 00:16:00.279 --> 00:16:02.639 into those teachable moments when kids find a 00:16:02.639 --> 00:16:05.120 bug on the ground and you want to take that learning 00:16:05.120 --> 00:16:08.539 further. You'll find both of these links in the 00:16:08.539 --> 00:16:11.940 show notes. Before I go, I would love to know, 00:16:12.299 --> 00:16:14.639 as you plan your learning experiences for the 00:16:14.639 --> 00:16:17.899 term ahead, what is your... most challenging 00:16:17.899 --> 00:16:20.759 experience when it comes to integrating inquiry 00:16:20.759 --> 00:16:23.639 into your lessons. Click on the link in the show 00:16:23.639 --> 00:16:26.639 notes and leave me a voice message. Don't forget 00:16:26.639 --> 00:16:29.940 to follow and subscribe if you found this a useful 00:16:29.940 --> 00:16:33.000 episode or you like the show. That way you can 00:16:33.000 --> 00:16:35.600 be notified when the next episode is published 00:16:35.600 --> 00:16:38.559 and especially you don't want to miss next week's 00:16:38.559 --> 00:16:42.519 episode with my very first guest. And I'd like 00:16:42.519 --> 00:16:45.740 to ask you a big favor, please. The only way 00:16:45.740 --> 00:16:49.169 that this show and its content can get in front 00:16:49.169 --> 00:16:52.389 of more educators and homeschool educators just 00:16:52.389 --> 00:16:55.549 like you is by either placing a review on the 00:16:55.549 --> 00:16:59.169 show or by following and subscribing. That's 00:16:59.169 --> 00:17:02.889 how the algorithm works. So if you could do that, 00:17:02.929 --> 00:17:06.289 that would be awesome. But until next week, remember 00:17:06.289 --> 00:17:10.349 that curiosity is a superpower. So stay blooming 00:17:10.349 --> 00:17:10.950 curious.