Table of Contents
Introduction: The Environment in the Early Years..................................................2
Learning in the environment ....................................................................................4
Outdoor alphabet ........................................................................................5
Counting trees.............................................................................................7
Art in nature................................................................................................9
Learning about the environment ............................................................................11
Evergreens in the winter ...........................................................................12
Apple tree yoga ........................................................................................14
Vegetable garden ......................................................................................16
Learning for the environment ................................................................................18
Sorting waste ............................................................................................19
Bringing nature to the built world ............................................................21
Environment inquiry in practice ............................................................................23
Tips for effective environmental inquiry ...............................................................24
Modelling environmentally friendly practices .......................................................25
Useful resources .....................................................................................................26
Works consulted.....................................................................................................27
1
Introduction: The Environment in the Early Years
Young children have so much interest and curiosity about the world around them. I believe
kindergarten provides so many rich environmental learning opportunities. The curriculum is
fairly open in terms of content; the Ontario kindergarten curriculum is based more on developing
skills and self-concept than anything else.
Through my own experiences in kindergarten classrooms, both observing and teaching, as well
as through my learning at the Ontario Institute for Studies in Education, I have realised that
children learn best when they have an investment in what they are learning. What better way to
develop this investment than by designing lessons based on questions the children themselves
ask? An environmental educator’s role in a kindergarten classroom is to provide experiences
through which students begin asking questions and wanting to learn more about the environment.
You may not always know where the inquiry will lead, but you do know that your students will
be invested in what they are learning.
After the inquiry process has been started, the next step is to set up the classroom so that students
have many opportunities to independently learn and talk about whatever the focus of the inquiry
is. I will provide an example of setting up an inquiry-based kindergarten classroom later in this
document.
According to Davis (1998), children today will be faced with a world requiring a major shift in
the way we think in order to create a sustainable future. Davis suggests that the foundation for
environmental education is already present in early years programs. It is common to see
kindergarten students playing outside and learning in their environment. The next step is to make
the connection between environmental education and early years education explicit; to
purposefully plan for environmental education in the kindergarten classroom.
The development of attitudes toward and beliefs about the environment begins in the early years.
Environmental education in the early years is important in building the foundation for a child’s
future commitment to and love of the environment. In order to encourage this commitment and
love, the young child’s innate sense of curiosity about the environment needs to be fostered
(Kola-Olusanya, 2005). The connection children form with the environment in their early years
2
can last a lifetime. This connection is what drives the desire to become an environmental
advocate later in life.
I have set up this resource according to the three types of environmental learning outlined in the
Ministry of Education’s policy document Acting Today, Shaping Tomorrow. These three types
of learning are: learning about, in and for the environment.
The lessons and activities are meant to be used as experiences that might spark student questions
and discussions about the environment. The lessons and activities might be used to initiate an
inquiry or as an activity in an inquiry that is already ongoing, such as “Apple Tree Yoga.”
Otherwise, they may be used simply as standalone activities to introduce some environmental
education into the classroom and as inspiration for infusing environmental education into the
curriculum, such as in “Outdoor Alphabet.” Each class will be different in the questions and
interests they have; following student interest is the most important way to develop a connection
to their learning and hopefully, by extension, to the environment.
The lessons included are pulled from various resources, either from books, teachers I have
observed or lessons I have developed myself. The end of the document includes an annotated
bibliography, if you are interested in learning more about any of the resources used throughout
the document.
3
Learning in the Environment
This type of learning takes place outside, though it may or may not focus
directly on nature. This type of learning can create connections between
classroom learning and the environment (learning to recognise shapes
outside, for instance). Learning and exploring outside helps to foster positive
attitudes and connections with the environment. Watching the children have
free time to explore outside may provide you with an idea about what they
are interested in and a possible inquiry path.
4
Outdoor alphabet
Main Subject Focus:
Language
Overall Expectation(s):
Language:
1. Demonstrate understanding and critical awareness of a variety of written materials that are
read by and with the EL–K team.
Specific Expectation(s):
Language:
2.8 Demonstrate knowledge of most letters of the alphabet in different contexts.
Materials:
 Camera
 A picture of each letter
 Appropriate outdoor clothing
Description:
Take the alphabet outside!

Go on an alphabet hunt in nature. Where can you find letters? In a branch? The curve of a
leave?

Make sure you have a camera to photograph the letters children find.

Try and find every letter. It can be tricky. Give each student a specific letter to find. If
they are done early, challenge them to find the upper or lower case version (depending on
what they found the first time) or to find another letter.

Bring an alphabet chart for the students to refer to while searching for letters in the
environment.
5

Print out the nature letters the class found to put up in the class.
Inspired by:
http://www.plt.org/stuff/contentmgr/files/1/30a2a1bc541e2b0b7c1bd2f7cff8ced2/files/natures_al
phabet.pdf
6
Counting trees
Main Subject Focus:
Mathematics
Overall Expectation(s):
Math:
NS1. Demonstrate an understanding of numbers, using concrete materials to explore and
investigate counting, quantity, and number relationships.
Specific Expectation(s):
NS1.3 Begin to make use of one-to-one correspondence in counting objects and matching groups
of objects.
NS1.6 Begin to use information to estimate the number in a small set (particularly applicable if
there is a smaller number of trees in the yard).
Materials:
 Chart paper and markers
 Appropriate outdoor clothing
Description:
Getting children counting objects outside, in their local environment, is a great way to connect
mathematics with environmental education.

Before going outside, take a look out the window. Ask: How many trees do you think
there are in our schoolyard? Record the students’ estimates, asking them to explain their
thinking.

Take the class outside and move, all together, from one tree to the next, counting as you
go. This is particularly helpful in demonstrating one-to-one correspondence in a
kinesthetic way.
7

When back inside, compare the actual number of trees to the estimates given before
going outside. Discuss estimation strategies.
Adapted from: Geremy Vincent, Kindergarten teacher at Clinton Street Public School
8
Art in nature
Main curriculum link:
Visual art
Overall Expectation(s):
V2. Demonstrate basic knowledge and skills gained through exposure to visual arts and activities
in visual arts.
V3. Use problem-solving strategies when experimenting with the skills, materials, processes, and
techniques used in visual arts both individually and with others.
Specific Expectation(s):
V2.1 Explore a variety of tools, materials, and processes of their own choice to create visual art
forms in familiar and new ways.
V2.2 Explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts.
V3.1 Use problem-solving skills and their imagination to create visual art forms.
V4.1 Express their responses to visual art forms by making connections to their own experiences
or by talking about the form.
V4.2 Respond to a variety of visual art forms (e.g., paintings, fabrics, sculptures, illustrations)
from various cultures, including their own.
Materials:
 Various pictures by Andy Goldsworthy
 Camera
 Optional: work gloves to protect hands
 Appropriate outdoor clothing
Description:
9

Begin by showing students pictures of Andy Goldworthy’s work. Discuss what students
see in the pictures. Ask: What shapes do you see? Colours? Lines? What do you think he
made these pictures out of?

Explain the art project to students while still inside. Brainstorm idea about what the
children might be able to find outside and use to make their own pictures.

Go outside and as a class, take a closer look at some natural objects. What kinds of
colours and patterns can the students identify?

Depending on your class, you might want to model an example for the students using
natural materials to create a pattern or design, or you might just want to let them go.

Let the children play with the materials they find.

Once a student has finished their artwork, have them describe it to you, record what they
tell you.

Be sure to take pictures of everyone’s art!
Adapted from: http://wedesignstudios.com/wp-content/uploads/2011/02/OUTDOOR-ART.pdf
10
Learning about the Environment
This type of learning can take place either outside or inside. It aims to
develop an understanding and appreciation of the natural world and the
systems within it. For instance, how does the water cycle work or how do
trees grow. This learning should be based on what the children express
interest in.
11
Evergreens in the winter
Main Subject Focus:
Science and technology
Overall Expectation(s):
Science and technology:
1. Demonstrate an awareness of the natural and built environment through hands-on
investigations, observations, questions, and representations of their findings.
2. Conduct simple investigations through free exploration, focused exploration, and guided
activity, using inquiry skills (questioning, planning, predicting, observing, communicating).
Specific Expectation(s):
1.1 Ask questions about and describe some natural occurrences, using their own observations
and representations.
1.3 Explore patterns in the natural and built environment.
1.2 Make predictions and observations before and during investigations.
2.4 Communicate results and findings from individual and group investigations.
Materials:
 Warm outdoor clothing
Description:
Go on some tree walks throughout the year. Notice the changes the trees go through from season
to season.
Here are some ideas for your winter walk, as a whole group:

Stop and listen to the sounds of winter (e.g., wind or snow under feet). Ask: How does
our walk sound, smell, or look different from the last time we walked? What is the same?
12

Search on the ground for cones. Look up high in the trees for cones still on them. Look at
the branches and knobs on deciduous trees. With the leaves gone, these shapes are easier
to see.

Find places that are out of the wind (e.g., close to a building or next to a tree or hedge).
Ask: If you were an animal outside in winter, where would you stay? Search on the
ground for tracks and other animal signs.

Search for animal homes in deciduous trees. Nests and holes should be more visible now.
Look for evidence of ways animals survive in winter.

Lie down under evergreens, and look up through the branches. Talk about the visible
patterns, and experience the way evergreens provide shelter from wind, rain, and snow.

Look for the whorls of branches on conifers, such as pine, spruce, and fir. Each year, the
tree adds a new whorl of branches. You can estimate the age of the tree by counting the
whorls. Add two or three years to represent the first few years of growth before the tree
started making whorls.
Adapted from: http://www.plt.org/environmental-education-for-early-childhood
13
Apple tree yoga
Main Subject Focus:
Science and technology
Integrated Subject:
Health and physical activity
Overall Expectation(s):
Science and technology:
1. Demonstrate an awareness of the natural and built environment through hands-on
investigations, observations, questions, and representations of their findings.
Health and physical activity:
2. Participate willingly in a variety of activities that require the use of both large and small
muscles.
Specific Expectation(s):
Science and technology:
1.2 Sort and classify groups of living and non-living things in their own way.
Health and physical activity
1.1 Participate actively in creative movement and other daily physical activities.
Materials:
 Photos of plant parts
 Watering can (or photo of watering can)
 Rain cloud picture
 Picture of the sun
 Picture of a bee
14
Description:
This lesson is to help students understand the parts of a plant and how they work together.

As a whole group, sit in a circle. Discuss the parts of a plant you eat. Ask: Who thinks
they ate some plant parts yesterday? Leaves? Seeds?

Show the pictures of the plant parts; discuss the different categories of plant parts and
what each part contributes to the plant.

Begin apple tree yoga:
o Apple seed: squat into a ball and say “I’m waiting” (for water)
o Apple tree roots: stretch out legs, wiggle fingers and toes. Make slurping noises
(drinking water).
o Apple tree stem: stand straight and strong like a tree; keep slurping (water
traveling up the stem).
o Apple tree branches and leaves: reach arms up and open hands (catching sun with
leaves for food).
o Apple blossoms: bring arms together in front of your chest with the base of the
palms of your palms together; twinkle your fingers to be flowers (to attract bees).
o Apples: interlace fingers together into form a ball (the apple).

Once the students have learned each step, the teacher can initiate each action with a
specific sign:
o Seed  roots: touch each child with the watering can (this triggers the change
from seed to root)
o Roots  stem: hold rain cloud above each child’s head
o Stem  branches and leaves: hold rain and sun above each child’s head
o Branches and leaves  flower: hold the sun above each child’s head, students can
stretch out their arms to reach for the sun
o Flower  fruit: touch each child with the bee picture to pollinate the flowers
o Teacher can “pick” the apple from each tree

With practice, students should be able to move smoothly through the motions.
Adapted from: http://www.foodshare.net/educator-resources
15
Vegetable garden
Main Subject Focus:
Science and technology
Integrated Subject(s):
Language
Math
Overall Expectation(s):
Science and technology:
1. Demonstrate an awareness of the natural and built environment through hands-on
investigations, observations, questions, and representations of their findings.
3. Demonstrate an understanding of the natural world and the need to care for and respect the
environment.
Language:
4. Communicate in writing, using strategies that are appropriate for beginners.
Mathematics:
M2. Measure and compare length, mass, capacity, area, and temperature of objects/materials,
and the passage of time, using non-standard and standard units, through free exploration,
focused exploration, and guided activity.
Specific Expectation(s):
Science and technology:
1.1 Ask questions about and describe some natural occurrences, using their own observations
and representations.
3.3 Identify ways in which they can care for and show respect for the environment.
16
Language:
4.3 Write simple messages, using a combination of pictures, symbols, knowledge of the
correspondence between letters and sounds (phonics), and familiar words.
Mathematics:
M2.2 Demonstrate, through investigation, an awareness of non-standard measuring devices and
standard measuring devices and strategies for using them.
Materials:
 Potting soil
 Planter or planters
 Vegetable seeds
 Trowels
 Watering can
Description:

As a class, plant an indoor vegetable garden.

Fill the planter(s) with soil.

Plant the seeds, making sure you follow the directions on the package.

Label each type of vegetable.

Tend to the garden, discuss the importance of watering the plants and following the
instructions about where to put the plant (how much sunlight it needs etc.)

As the plants begin to grow, measure them and track their growth on a chart as a class.
The measuring does not have to be done with a ruler, the plants can be measured any way
you see fit.

Have a mini book ready for each child to record their observations using pictures and/or
words.

This project, if the children are interested could become a full inquiry project, branching
out into many areas of the curriculum  art projects based on the plants, read-alouds,
data collection about what everyone’s favourite vegetables are etc.
17
Learning for the Environment
This type of learning includes some sort of action for change. In
kindergarten, it is not necessary to present the destructive future of global
warming or anything else that might create a negative atmosphere. At this
age, the learning should be kept positive and their actions should be based on
a connection with a certain place. Ask the students what they want to change.
18
Sorting waste
Main Subject Focus:
Mathematics
Overall Expectation(s):
Mathematics:
DM 5. Sort, classify, and display a variety of concrete objects, collect data, begin to read and
describe displays of data, and begin to explore the concept of probability in everyday contexts
Specific Expectation(s):
Mathematics:
DM5.1 Sort, classify, and compare objects and describe the attributes used.
Materials:
 Sorting chart and pictures of waste items
 4 recycling bins labelled: plastic, paper, glass and metals
 Food waste bin
 Garbage can
 Waste for sorting
Description:
Though our first priority should be to reduce or reuse materials, knowing how to properly sort
the waste we do create is an important skill to master.

Make sure each bin is labelled with a word and a picture.

As a whole group, discuss waste and the different forms it comes in. Have various waste
products to sort as a group. Go through the process together.

Each bin, still labelled, should be placed somewhere in the room so that students can sort
any waste they have.
19

At the colouring or cut and paste centre, have worksheets available for students to
complete if they choose.
Adapted from: http://dunncountywi.govoffice2.com/vertical/Sites/%7B8D65D186-760D-414B890C-7C4376A23107%7D/uploads/%7BFA25DB71-F150-4D2F-868FA5DAF4CB27E7%7D.PDF
20
Bringing nature to the built world
Main Subject Focus:
Visual arts
Integrated Subject:
Science and technology
Overall Expectation(s):
Visual arts:
V5. Communicate their ideas through various visual art forms.
Science and technology:
2. Conduct simple investigations through free exploration, focused exploration, and guided
activity, using inquiry skills (questioning, planning, predicting, observing, communicating).
3. Demonstrate an understanding of the natural world and the need to care for and respect the
environment.
Specific Expectation(s):
Visual arts:
V5.1 communicate their understanding of something by representing their ideas and feelings
through visual art
Science and technology:
2.4 Communicate results and findings from individual and group investigations.
3.2 Describe what would happen if something in the local environment changed.
Materials:
 Art materials. If painting, you will need canvases and acrylic paints.
21
Description:
I was taking a walk at the Hamilton
Harbour, when I came across large
paintings that had been painted at local
Hamilton schools. These paintings were
posted along the outside wall of some
warehouses along the waterfront. After some
research, I found that these paintings were
started in 2006 when a new trail was opened
up. Seeing this artwork posted on the
warehouses gave me the inspiration for this
lesson idea.
Hamilton Harbour murals

This project idea could be used at the end of an inquiry about habitats and the relationship
between people and animals.

As a class, identify an area that students think either needs some sprucing up or where
students believe people need to learn about the environment. This area could be within
the school (such as the school yard fence) or somewhere in the community that would be
open to putting up student work (such as the Hamilton Harbour warehouses I described).

As a class, create a series of paintings or other artworks depicting wildlife local to the
area in which the artworks are to be posted.

Post the artwork with the intention of drawing attention to the local wildlife.
22
Environmental Inquiry in Practice
While gathering resources to include in this document, I spoke with a few practicing
kindergarten teachers. I learned a lot from these teachers, but would like to focus on one
particular teacher: Angela Boers of Tom Thomson Public School in the Halton District School
Board.
This classroom had just
acquired a Vermicomposter about a
week before I visited, and already the
children could identify exactly what
could go in the Vermicomposter and
what could not. A Vermicomposter is bin with some dirt and Red
Wiggler worms. These worms can compost natural waste such as fruit
and vegetable peels, eggshells, grass clippings etc, but cannot digest meat
or dairy. Mrs. Boers’ room was full of books about worms, studentcreated artwork depicting worms and an anchor chart showing what the children already know
about worms.
Before this inquiry, her class had become interested in the
aquarium she has in her class. Again, there were anchor charts and
artworks about marine animals. She had also had a marine biologist
come in to speak with the class.
For the past two years, Mrs. Boers’ inquiries have culminated
with some sort of connection to the community. Last year, for instance,
the children were interested in structures. The inquiry into structures led
to the creation of butterfly houses and the study of butterflies. At the
end of the year, the children released the butterflies in order to allow the rest of the community to
enjoy the beauty of these creatures as well as to allow the butterflies to pollinate local plants.
This project was recorded in the newspaper and the class received an email from a member of
the community explaining that she had seen a butterfly in her backyard and thanking the children
for releasing the butterflies.
23
The idea, for her, is that even though some of these
inquiry projects stem from science, that does not mean they
have to stop with science. Doing read-alouds, writing and
math tasks, and artworks about their current inquiry focus
helps the children make connections and develop more
questions.
Tips for effective environmental inquiry
1. Provide opportunities for students to develop their curiosity and questions.
2. Listen to the students’ questions and follow their lead.
3. Make the inquiry a whole curriculum, whole class project.
4. Develop learning opportunities in, about and for the environment.
5. Document the process.
6. Communicate learnings with the parents.
7. Involve the community in your learning.
24
Modelling Environmentally Friendly Practices
The best way children learn is by watching those around them. Building an environmentally
friendly classroom and modelling environmentally friendly practices for students will help them
develop habits that will last a lifetime.
 Have waste bins available for recycling, food waste and garbage so children are able to
sort their waste.
 Use recycled materials for art projects.
 GOOS (Good On Other Side) paper for colouring: if a piece of paper is used on one side
and the other is blank, it can still be used!
 Scrap paper bin: if paper is being used for cutting and pasting, leftovers can be placed in
the bin to be used later.
25
Useful resources
Teaching Green: The Elementary Years (Edited by Tim Grant and Gail Littlejohn): This book is
a compilation of environmental teaching ideas from the magazine Green Teacher. The book
presents a mix of lesson plans, practical ideas, teaching experiences and philosophies about
environmental education for kindergarten – grade 5. This is a great resource to refer to when
conducting environmental inquiry in the classroom.
Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners discover their world
through inquiry (Brade Buhrow and Anne Upczak Garcia): Though I did not specifically refer to
this book while creating this resource, I do recommend it for some ideas on how to conduct
inquiry in the class, as well as how to use inquiry to involve English Language Learners. Though
this book does not focus on the environment specifically, it is inevitable, as the title suggests,
that the environment is present. If children are learning through inquiry, they are learning about
the world around them and that world includes environment.
http://www.pbs.org/teachers/curiousgeorge/lessonplans/: This website includes lessons around
soil, water, recycling and wind based on the Curious George books. These lesson plans are meant
to be set up as centres around the room and include engaging activities for students to explore.
These activities can also, of course, be linked to Curious George books to make a curriculum link
with language.
26
Works consulted
Davis, J. (n.d.). Young children, environmental education, and the future. (1998). Early Childhood
Education Journal, 26(2), 117-123.
Dr. Eric Jackman Institute of Child Study. (2011). Natural curiosity: A resource for teachers. Retrieved
from www.naturalcuriosity.ca/index.php
Foodshare. (2012). Roots and shoots: Plant part yoga. Foodshare: Educator resources. Retrieved from
http://www.foodshare.net/educator-resources
Kola-Olusanya, A. (n.d.). Free-choice environmental education: Understanding where children learn
outside of school. (2005). Environmental Education Research, 11(3), 297-307. doi:
10.1080/13504620500081152
Minnesota Office of Waste Management. (n.d.). Kindergarten waste. In What a Waste. Retrieved from
http://dunncountywi.govoffice2.com/vertical/Sites/{8D65D186-760D-414B-890C7C4376A23107}/uploads/{FA25DB71-F150-4D2F-868F-A5DAF4CB27E7}.PDF
Nesbitt, C. (n.d.). Cath'ys crawly composters. Retrieved from
http://www.cathyscomposters.com/aboutus.htm
Ontario Ministry of Education , (2009). Acting today, shaping tomorrow: A policy framework for
environmental education in Ontario schools Queen's Printer for Ontario.
Project Learning Tree. (n.d.). Early childhood activity 6: Evergreens in winter. Connecting Kids to Nature,
Retrieved from
http://www.plt.org/stuff/contentmgr/files/1/f39169ea7fbbf5051a8ed5d3d338d0a4/pdf/plt_activity_ec
_6_ad_national_final_low.pdf
Rossi, J. (Photographer). (2009). Nature's Alphabet [Web Photo]. Retrieved from
http://www.plt.org/stuff/contentmgr/files/1/30a2a1bc541e2b0b7c1bd2f7cff8ced2/files/natures_alpha
bet.pdf
Worrick, L. & Elden, D. (2011). A lesson in: Outdoor art. Retrieved from http://wedesignstudios.com/wpcontent/uploads/2011/02/OUTDOOR-ART.pdf
27
(2005). T. Grant & G. Littlejohn (Eds.), Teaching green: The elementary years Canada: New Society
Publishers.
Plant a fail-safe veggie garden. (2013). Retrieved from
http://www.education.com/activity/article/Vegetable_Garden/
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