Background information

Content information about nature:

When we talk about nature we are talking about all the living and non-living things and how these things are connected to each other. For example:

Animals need water to drink.
Animals need plants, rocks and soil for shelter and for breeding sites.
Plants need water to drink.
Plants need soil to grow in and to grow their seeds.
All living things need air to breathe.
Water has air in it.
Rocks and soil help to filter and clean water as the water runs down creeks and rivers and goes underground.
Plants breathe in carbon dioxide and breathe out oxygen, helping to keep our air clean and healthy for all other living things.

Humans can impact nature in many ways, and helping children understand how they can minimise their impact is essential for ensuring a sustainable future.

Content information about sustainability and creativity:

Sustainability describes the ability of something to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to do things differently. We are all in this together. It's time to think differently – and more creatively – about this ongoing challenge.

Creativity and approaching challenges in a creative way has traditionally been seen as a natural gift, but in fact it can be grown just like a muscle. Creativity is like any other skill. It can be learned and developed – especially in the classroom. It’s a crucial skill for everybody to practice and, ultimately, master.

Our environment provides a wealth of opportunities for children to explore and develop creativity. Nature itself stimulates our senses and encourages imagination and inspiration. Animals and plants excite and amaze us. The seasons offer different palettes and materials to work with at different times of the year. Natural phenomena such as rainbows and thunderstorms incite wonder and awe.

Exploring key themes around sustainability through creativity is key to engaging children's interest in these important – and often very serious – issues. It is also proven that children who are connected to their world and their environment are more likely to take action to care for it later in life.

Faber-Castell have long understood the importance of creativity to all people, especially to young people. They are also continuously searching for environmentally friendly processes and materials in support of their creative goals. For more information about Faber-Castell, click here.

Teaching children about the natural world should be treated as one of the most important events in their lives.
Thomas berry

Definitions:

Nature: The physical world and everything in it, including plants, animals, water, soil, rock, air, the sun, the moon and the stars.
Ecosystem: An ecosystem is a community of living organisms in conjunction with the nonliving components of their environment, interacting as a system. These biotic and abiotic components are regarded as linked together through nutrient cycles and energy flows.
Sustainability: Sustainability is about making sure there is enough for our environment and for everyone on Earth, both now and in the future.

New words for children to learn:

Nature

Ages 0 to 2

Preparation:

Print out the Nature in our yard flashcards. Cut out each image and attach the provocations to the back of each corresponding image.
Collect a range of natural materials from your yard, such as pebbles, sticks or leaves, and display these materials in your yard or room.

Begin the activity by taking children outside. Share the Nature in our yard flashcards, explaining that each flashcard shows something from nature that you might be able to find in your yard. For each flashcard, invite children to point or lead you to an example of this image in your yard, for example, when you look at the image of some grass, invite them to point or lead you to a place in your yard where there is grass.

Encourage children to lead the activity themselves, but use the provocations on the factsheets to guide the discussion.

You can then lead children to the area where you have displayed the natural materials from the yard that you collected earlier. Talk through each item with them, considering the following:

I wonder what this is?
I wonder where it comes from?
I wonder what it feels like? Is it smooth or rough?
I wonder if it is light or heavy?

Now provide children with the opportunity to paint these items. You could also consider working together to paint a tree trunk, log or rock in your yard.

Provocations

I wonder what nature is?
I wonder what nature looks, feels, sounds, smells and tastes like?
I wonder where we can find nature?
I wonder if we have nature in our yard?
I wonder what my favourite parts of nature are?

Possible lines of development

Being safe when exploring: don't put things in your mouth, don't touch animals (especially if you don't know what they are), be safe when climbing (look where you put your feet!), etc.
Share stories about creatures (including imaginary ones e.g. fairies and elves) who live in nature.
Read to children outdoors, and invite children to find features presented in stories in the yard.
Take photos of natural features at different times of the year to see how they change.
Explore colours in your yard: Colours in nature – Early Learning.
Explore sounds in your yard: Sounds of nature – Early Learning.
Explore shapes and patterns in your yard: Plant patterns, shapes and names – Early Learning.

Ages 3 to 5

Preparation:

Print the Natural/not natural flashcards. Cut out each image and attach the provocations to the back of each corresponding image.

Invite children to form a discussion circle in a place where they can’t see too much of the outside. Once seated, invite children to suggest answers to the following questions:

I wonder what nature is? (Suggested answer: Nature is all the things in our environment including plants, animals, rocks, rivers and oceans, the wind, sky, sun and the moon.)
I wonder where we can find nature? (Suggested answer: You can find nature just about everywhere!)

Share the Natural/not natural flashcards with children, and invite them to suggest whether each item is a part of nature or not, and to explain their thoughts. You can use the provocations on the flashcards to stimulate discussion.

Now invite children to consider the following question:

I wonder if we have nature in our yard?

Then give children a piece of paper and invite them to draw or paint the parts of nature that they remember having in the yard at your centre. You can prompt children with suggestions about plants and rocks, but try to let them do most of the remembering themselves. As they draw or paint, invite them to share what they are drawing or painting.

Once children have finished, invite them to head out into the yard and to take their pictures with them. Children can then talk about what they remembered and drew, and what they forgot. You can also encourage them to visit the things that they drew to study them in detail, talking about:

I wonder what this is?
I wonder if it is a part of nature?
I wonder how long it has been here?

Finally, you could invite children to make a new picture of the nature in your yard that includes the things they forgot in the first picture, or you could ask them to create a picture of the nature at another place they love, such as a local park or their backyard.

Provocations

I wonder what nature is?
I wonder where we can find nature?
I wonder if people are a part of nature?
I wonder if we have nature in our yard or at home?
I wonder if we need nature?
I wonder what my favourite parts of nature are?
I wonder how I would feel if nature disappeared?

Possible lines of development

Being safe when exploring: don't put things in your mouth, don't touch animals (especially if you don't know what they are), be safe when climbing (look where you put your feet!) etc.
Repeat this activity at different times of the year to see if the nature in your yard changes in different seasons.
How can we look after the plants and animals in our yard?
Make a map of your yard: Outdoor Learning – Backyard Mapping – Early Learning.
Collect natural materials from your yard to paint or to incorporate into paintings.
Explore colours in your yard: Colours in nature – Early Learning.
Explore sounds in your yard: Sounds of nature – Early Learning.
Explore shapes and patterns in your yard: Plant patterns, shapes and names – Early Learning.

Evaluation

Complete an analysis of learning listing evidence about:

Belonging	Finding something of interest
Communication	Expressing an idea or feeling
Exploration	Engaging with a challenge and persisting when difficulties arise
Wellbeing	Being involved

Embedding into daily practice

Creative Sustainability - Remembering Nature

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Curriculum Mapping

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