Background information

Content information for educators (also suitable for parents): This activity is designed to get children out and about, exploring their local environment, a local park, nearby nature, local shops, libraries or a wild space. Younger children will experience the outdoors through all their senses. Older children will explore their local environment to gain a deeper understanding of their place and their connections to it. Children develop fine and gross motor skills; social and emotional skills; risk assessment and critical thinking skills; and language and communication skills; readily when active in nature. They can also learn respect and care for all living things and nature play can assist children to understand the world around them.

VIDEO: Nature Play WA Inc is an incorporated not-for-profit association established to increase the time Western Australian children spend in unstructured play outdoors and in nature. (https://www.youtube.com/watch?v=-vAulkMldMM)

For more information read the Cool Australia factsheet 'Benefits of connecting to nature'

Definitions:

Map - a picture or chart that shows the rivers, mountains, streets, etc., in a particular area
Direction - the course or path on which something is moving or pointing
Landmark - an object or structure on land that is easy to see and recognise
Route - a way to get from one place to another place
Terrain - the physical features of a tract of land

New words for children to learn:

Map
Direction
Landmark
Route
Terrain

Nature Connections - Are we there yet? Making Maps

Preparation: Consider your service’s policies and procedures for excursions, can you take the children on regular excursions to a local park or nearby nature, or even a walk around the local area? If so, great; get out there as often as you can! If not, it may be something to discuss with your leadership team, Board of Committee of Management; and parents.

Get out and about in your local community and experience nearby nature as often as you can. This may just be going for a walk around the local neighbourhood and observing and noticing interesting things along the way. Walk to a nearby park, or just around the neighbourhood.

You don’t need to spend a lot of time out, but providing regular opportunities for children to experience nature and the outdoors in their local community can provide significant benefits.

Go outside in all weather so that children can experience changes in seasons and wonder of rain on their face, wet feet, jumping in puddles and the wind in the face!

Activities for children aged 0 to 2

Take the children on a journey from your centre to a nearby destination. Narrate the journey as you walk, pointing out things of interest, describing the terrain (up or down hills, across a road, over the bridge, etc.) or directions (left, right, straight ahead).

You can observe changes throughout the year in colours, weather, flowering of plants, animal behaviour (nesting birds, emergence of butterflies, etc.).

Notice other changes too, new houses being built, changes in gardens or shop displays, cracks in the footpath, etc.

You can explore different routes, visit different places, parks, shops, schools, etc. Notice the special landmarks or features of your local area along the way, things that might be useful navigation tools in future. Notice what sorts of things change and those that don’t.

Provocations:

I wonder what sounds we can hear?
I wonder what has changed since we came last time?
I wonder what we will see today?
I wonder who we might meet on our adventure?

Possible lines of development:

Consider what program activities you could do outside or in nearby nature, rather than inside (stories, rest times, meals or snacks, art, messy play, etc.).
Encourage children to bring interesting natural items they find on their adventures to explore together
Consider how you might introduce the children to your local community (visitors to the service, getting to know the neighbours)
Explore colours in nature; sounds in nature

Activities for children aged 3 to 5

Print a map of your local area that covers the area of your centre and a nearby destination, such as a local park, bushland reserve or local shops.

You could print a map from the internet or copy a page out of the street directory.

On the map you have printed, mark the route you will take to your destination.

Make copies for the children and attach them to clipboards. Provide enough pencils / crayons or pens for children to draw on their maps.

The first time you do this, narrate the journey as you walk, pointing out things of interest, describing the terrain (up or down hills, across a road, over the bridge, etc.) or directions (left, right, straight ahead). Look out for landmarks, signs, street numbers or street names that may be useful for navigation in the future. Stop and discuss anything that is of interest (ants building a nest, flowers in bloom, birds or animals, people you might meet, street names and numbers, signs, road markings, etc.).

The children can add marks or drawings of things they find interesting on their map. You can do this several times, adding new details each time on your maps. See if the children notice new things along the same route over time, or what changes they notice.

On subsequent trips, see if the children can follow where you are on the map. Ask them for directions, let them lead.

After you have taken the same route a few times, give the children the same map (or one for each group if you would rather work in small groups or with a partner) without the route marked and encourage them to mark the route you take on their maps. You could do this as you go, or test their memories and do it at the end of the walk.

Try different routes to the same destination, which is quicker, easier, more scenic or interesting?

The children can then move on to drawing their own map or directions to get to their destination. Provide each child (or one for each group if you would rather work in small groups or with a partner); with some blank paper and crayons / pens / pencils to draw their map.

Children can count how many steps in a certain direction, notice the house numbers, provide instructions for which way to turn at corners and identify any landmarks or key features they notice along the way.

You can pause at different spots along the way or ask them to make observations and take notice of things they think might be useful in drawing their maps, and test their memory when you arrive at your destination. You could do this a few times and see if they remember more each time, as they become more familiar with the route you walk.

This is an exercise in observation, memory and interpretation of information.

Kidsafe road safety program https://www.kidsafevic.com.au/

The Daniel Morcombe Foundation https://danielmorcombe.com.au/

Provocations:

I wonder what we can find on our walk today
I wonder what has changed since we came last time
I wonder what sorts of things can give us clues about which way to go
I wonder what that sign means
I wonder which direction we should go next
I wonder if we will notice anything new along the way today
I wonder if you remember all the clues / landmarks / signs we saw last time we walked here
I wonder if there are other ways we can get here
I wonder which way is faster / easier/ more interesting

Possible lines of development:

Swap maps and see if they provide enough clues for someone else to use
Create a story of your adventure
Take photos of the landmarks / clues and ask the children to put them in the order you see them on your walk
Use the photos and make a treasure hunt, children can spot the clues / landmarks along the way
Road and personal safety
Create maps for different routes, journeys or destinations (how do children get to the service, the library, shops, playground)
Investigate directions (north, east, south and west)
How does a compass work?
What else can you use for navigation (stars, written directions / instructions, GPS, etc.)
What are maps used for? Explorers, travel, shipping, etc
How are maps made?
Investigate your local history (interesting buildings, people, cultural significance, etc.)
How do vision-impaired people find their way?
How do animals find their way (migration)?

Evaluation

Complete an analysis of learning listing evidence about:

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

Embedding into daily practice

Discuss how you can include regular excursions to nearby nature, parks, reserves, etc. in your policies, procedures and program.
Encourage families to walk or ride to the service, try a ‘walk to care’ day or week.
Provide families with tips or suggestions on activities, events or places to go to enjoy the outdoors with their children, particularly those in your local area; via your newsletter, noticeboards or blogs.
Explore many ways to get the children involved and familiar with their local community in order to foster a sense of belonging. Involve the local community in your program, and get out and get involved in your local community. It’s a great way to promote the amazing work you do with children, and the important contributions children can make to their community.

Nature Connections - Making Maps

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Activity Guides and Printables

Activity Details

Curriculum Mapping

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