Nature Navigators

Nature Navigators: Outdoor Science is a hands-on learning adventure that connects students with the natural world. Through outdoor exploration, they observe, experiment, and discover ecosystems, wildlife, and environmental science. Activities include plant and animal identification, weather studies, and eco-friendly projects. By engaging in inquiry-based learning, students develop critical thinking and scientific skills. The program fosters a sense of environmental stewardship and curiosity about the world around them. Join Nature Navigators and uncover the wonders of nature—one adventure at a time! 

This is a Science-based, multi-disciplinary program, making it all the more exciting and engaging for participants and Instructors alike. Some weeks in these programs may more science heavy, while others will be more crafty – but all are full of exploration and inquiry.

Instructors should get to know their students and use the lessons that are best suited to the energy and interests of the group.

Remember: In any Explore It! program, it is important that the Instructor come prepared, having reviewed any relevant information and instructions prior to the lesson and understanding the experiment fully. Sometimes – it may be helpful to arrive early and try/test the activity yourself. Also, where crafts are involved, it’s important to note that the process and product hold equal importance. Children should be actively learning about the skill or technique that is being taught as well as engaging in the peer-to-peer support that is inherent in a crafting community. Instructors should take the time to explain that any craft or skill demands patience and positivity while we learn.

If you have any concerns or questions about what quality means in this program, please discuss with your Senior Instructor or email Liz or Randy to confirm.

All multi-disciplinary programs should actively engage through the STEAM method.

STEAM is an approach incorporating Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry. In an effort to provide quality programming, we want to ensure that our lessons carefully and thoughtfully incorporate the core components of the STEAM philosophy: 

  • STEAM experiences involve two or more standards from Science, Technology, Engineering, Math and the Arts to be taught in and through each other, 
  • Inquiry, collaboration, and an emphasis on process-based learning are at the heart of the approach, 
  • Utilizing and leveraging the integrity of the arts themselves is essential. 

Students and teachers engaged in STEAM understand that we are always learning, always growing and always experimenting.

See the Nature Navigators Program Packing List here.

Lesson Ideas and Options

All the lessons below are flexible—feel free to expand on them, combine them with others, or spread them across multiple sessions based on the group’s interest. A selection of related reference and storybooks will be included with the program supplies. To spark curiosity, consider beginning each session with a reading or an exploration of these materials before transitioning into the activity. Always take the time to “read the room” and adjust as needed to keep the group engaged. Come prepared with backup ideas and activities to ensure each session remains dynamic and enjoyable.

Ecosystem Explorers

Objective: Students will explore a small outdoor area and identify living and non-living components of an ecosystem.

Materials:

  • Paper, and pencils, magnifying glasses

Procedure:

  1. Briefly define ecosystem and discuss living (plants, animals) and non-living (rocks, water, sunlight) components. (5 min)
  2. Divide students into small groups and assign each an observation area. (5 min)
  3. Have students list or sketch things they observe, sorting them into living and non-living categories. (15 min)
  4. Regroup and discuss findings. How do these elements interact? (10 min)
  5. Wrap up by asking: What would happen if one element disappeared? (5 min)

• • •

Bug Safari

Objective: Students will safely observe and classify local insects.

Materials:

  • Small clear containers (for temporary observation), bug identification chart/book

Procedure:

  1. Discuss the role of insects (pollination, decomposition, food chain). (5 min)
  2. In pairs, students search for insects in designated areas. (10 min)
  3. Use a chart to identify insects and classify them (pollinators, decomposers, predators). (10 min)
  4. Discuss findings: Where were insects found? What are they doing? (10 min)
  5. Release insects and wrap up with a question: How do insects help the environment? (5 min)

• • •

Soil Science

Objective: Students will analyze soil texture, color, and absorption.

Materials:

  • Soil samples from different locations (collect on site), small cups of water, white paper for comparisons

Procedure:

  1. Discuss soil’s role in supporting plants and filtering water. (5 min)
  2. Observe soil samples, comparing color and texture. (10 min)
  3. Perform a water absorption test: pour water on soil samples and record how quickly it absorbs. (10 min)
  4. Compare results: Which soil is best for plants? Why? (10 min)
  5. Wrap up with a reflection: How does soil quality affect plant life? (5 min)

• • •

Birdwatching & Calls

Objective: Students will identify birds by sight and sound.

Materials:

  • Binoculars (optional), bird identification guide/book

Procedure:

  1. Introduce common local birds and their calls. (5 min)
  2. Have students listen carefully and try to locate birds by sound. (10 min)
  3. Observe birds and record characteristics (color, size, behavior). (10 min)
  4. Compare observations to a bird guide for identification. (10 min)
  5. Discuss: How do different birds adapt to their environment? (10 min)

• • •

Plant Detectives

Objective: Students will observe and identify local plants.

Materials:

  • Leaf identification chart/book, magnifying glasses

Procedure:

  1. Discuss how plant leaves, stems, and roots help them survive. (5 min)
  2. Students find three different plants and sketch their leaves. (10 min)
  3. Use a chart to identify plant species. (10 min)
  4. Compare adaptations: Why do some leaves have waxy surfaces or jagged edges? (10 min)
  5. Wrap up with: How do plants support other life forms? (5 min)

• • •

Nature’s Engineers

Objective: Students will investigate how animals build homes and create their own natural structures.

Materials:

  • Sticks, leaves, mud, and other natural materials

Procedure:

  1. Discuss how animals like birds, beavers, and ants build homes. (5 min)
  2. Explore and find examples of natural structures (nests, anthills, burrows). (10 min)
  3. In small groups, build a small shelter using natural materials. (10 min)
  4. Test structures by blowing on them—how strong are they? (10 min)
  5. Wrap up: How do animals design their homes for safety and warmth? (5 min)

• • •

Eco-Friendly Science

Objective: Students will examine human impact on nature and take action for conservation.

Materials:

  • Small trash bags and gloves, recyclable and non-recyclable found objects

Procedure:

  1. Discuss pollution and how it affects plants, animals, and ecosystems. (5 min)
  2. Conduct a mini clean-up of the outdoor area. (10 min)
  3. Sort collected items: Which are recyclable? Which are harmful? (10 min)
  4. Brainstorm solutions: How can we reduce waste? (10 min)
  5. Wrap up: What can we do every day to help nature? (5 min)

• • •

Sensory Nature Walk

Objective: Students will engage their senses to explore and describe their environment.

Materials:

  • Blindfolds (optional for touch activities), journals or sketchbooks

Procedure:

  1. Encourage students to use all five senses to observe nature. (5 min)
  2. Walk quietly for a few minutes, listening to sounds. (10 min)
  3. Stop and touch various textures (bark, leaves, soil). (10 min)
  4. Record or draw sensory observations in a journal. (10 min)
  5. Wrap up: How does paying attention to our senses help us connect with nature? (5 min)
Nature Navigators Packing List

Additional items may be requested by emailing Liz at any time. Please give at least 1 week notice when requesting supplies.

General Supplies (Used Across Multiple Lessons)

✔ Notebooks (for recording observations)
✔ Paper & Pencils, Coloured Pencils, Crayons & Markers (for sketches, notes, and data collection)
✔ Magnifying Glasses (for close-up observations of plants, insects, soil, rocks, etc.)
✔ Rulers (for measuring animal tracks, plant growth, and rock sizes)

Wildlife & Plant Observation

✔ Bug Identification Book
✔ Small Clear Containers (for temporarily observing insects)
✔ Bird Identification Book
✔ Binoculars (optional, for birdwatching)
✔ Leaf Identification Chart/Book

Soil & Water Studies

✔ Small Digging Tools
✔ Soil Samples (if needed in different locations)
✔ Clear Cups (for water samples)

Experiments & Hands-on Activities

✔ Small Trash Bags & Gloves (for eco-clean-up lesson)

Shelter-Building & Engineering

✔ Crafting Materials and Scraps (craft sticks, twine etc.)
✔ Natural Materials (sticks, leaves, mud – collected on-site)

Books and Resources

✔ A Selection of Books on the Relevant Program Topics (eco-system, bugs, soil, birds, plants, eco-engineering, eco-science, nature)