Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Part A: Introduction to mindfulness

40 minutes

Part B: The nature awareness walk

15 minutes

Reflection

Learning intentions

Students will...

understand the vital role of bees in sustaining ecosystems and how they contribute to pollination.
explore mindfulness techniques to enhance focus, empathy, and connection to the natural world.

Success criteria

Students can...

explain how bees are connected to the local environment and their relationships with other living things
demonstrate mindfulness practices, including awareness of posture, breathing, and concentration, linking these practices to the natural world.

Part A: Introduction to mindfulness

Step 1

Begin this activity by writing this quote on the board. Ask students to share what they think this quote means and what it makes them wonder about.

Pay attention to what's going on right here, right now inside of us or outside of us.
Debra Burdick

Step 2

Explain to students the purpose of mindfulness by reading the following information:

The practice of mindfulness takes us off autopilot and allows us to slow down and experience the moment. It helps us to pay attention, focus our minds and concentrate better.

Step 3

Invite students to form pairs and discuss with their partner when they felt calm, focused or relaxed. Where were they? What were you doing? Discuss a few examples as a class.

Part B: The nature awareness walk

Preparation:

Find a suitable outdoor location for this quiet, reflective walk with your students. Ensure there are as many natural elements as possible, including habitats where bees and other pollinators might be present. Map out the course you will walk beforehand so that you can work out timing and be aware of any challenges with the path. If appropriate and possible, it is great to do this with bare feet. You can even dampen some areas in preparation to create more sensory contrasts.

Step 1

Explain to students that the class will be going outside to undertake a mindfulness practice. The purpose of the activity will be to concentrate on noticing all the elements of nature that support our daily lives and the lives of other living things that we share the environment with. Just like us, living things get everything they need from the environment: food, water, sunshine and shelter. It is important for us to understand that all living things interact and influence each other. These relationships and connections are vitally important to ensure the health of our environment.

For example, bees and flowering plants have a special relationship whereby the bees assist with pollination and fertilisation of the plant, and in return collect nectar and pollen not only for themselves but also to feed their young. If something happened to the bees then the plants might not be be pollinated. This impacts us as bees pollinate at least one mouthful in every three that we eat.

Explain to students that today that are going to take some 'mindful moments' to appreciate and be grateful for all the living things in our environment, including bees.

Step 2

Take your students outside and ask them to sit down on the ground and make themselves comfortable. Explain to students that they will engage in a range of practices to help them build their awareness and noticing skills.

Share the following quote:

The real voyage of discovery consists not in seeing new landscapes, but in having new eyes.
Marcel Proust

Step 3

With this quote in mind, ask students to close their eyes and focus their attention on the sounds around them - see if they can focus on the calls and movements of birds, the trees rustling in the wind or the sounds of insects such as bees.

Invite students to spend a few minutes in silence, concentrating on the sounds and imagining what these animals would see from their eyes. Gently remind students to try to still their minds and concentrate on the sounds around them.

Step 4

Next, ask students to stand up in order to do some mindful breathing and stretching based on the following script.

Read this script to your students:

"Bring attention to your breath. Focus on your breathing and feel your lungs breath in and out. Notice how on each breath you can feel air passing in and out ... in and out.

Now ... on your exhale ... breath out loudly, mimicking the buzz of a bee. On your inhale ... breath in silently ... on the exhale push out all of the old air, making the noise of a bee.

Let's spend a few minutes breathing in this way.

Next ... bring attention to your feet.

Feel your feet touching the earth below. Take a moment to really connect with the earth and feel the earth supporting you. Move your feet so you feel stable and balanced.

Now ... bring attention to your hands.

Breathing in … stretch your arms above your head and open your hands wide … just like the branches of a tree.

Stretch your arms way up, above your head … muscles tight, hands tight … breathing out and letting go, as your arms return to your side.

Pause … to notice how you are feeling now.”

Step 5

Now it is time for the nature awareness walk, which is a type of 'moving meditation'. Emphasise to students that this walk is done in complete silence. Being silent can be very challenging for students and adults alike! Encourage them to focus on the walk and their breathing rather than sharing any thoughts at that exact point in time. Inform students that we will have time at the end of the nature walk to reflect and share.

Explain that it is necessary to observe each other's space during this walking meditation (allowing everyone to enjoy their own space and their own peace). So when walking, keep a comfortable distance for other students.

Step 6

Invite students to silently walk using all their senses to notice the natural world around them:

notice the colour of green in grass/bushes/leaves
notice the texture of bark on tree trunks
notice the patterns of leaves
notice the sounds of grass and trees moving in the wind
notice the sounds of birds
notice the touch of air on skin, the sound of feet on grass and sensations through the body as you move and breathe.

Ask students to focus now on the presence of bees and insects in the environment:

notice the presence of insects on flowers
notice the sounds of buzzing or the movement of bees moving from one flower to another
notice if the bees visit every flower in a certain order or pattern
notice if the bees are going to particular plants or trees in large numbers.

Step 7

Halfway through the walk, gather students together for a moment of pause. Standing still encourage students to fully appreciate this place and all the living things in it. Encourage students to think about how all living things are connected to each other. Think about how the behaviours and structures of plants and animals might help each living thing to survive. Remind students how special it is to be part of this natural world and how we all need to protect and conserve it.

Step 8

Finish the nature awareness walk and find a location to gather for reflection.

Reflection

Arrange students in a circle. Facilitate a class discussion highlighting students' experiences.

Discussion topics might include:

How did it feel during the walk? Did your attention wander? Did you feel comfortable?
Did using your senses in nature give rise to feelings of being calm and happy?
Was it ever completely silent? What background noise could you hear as a result of human activity?
What did you notice on your walk?
Did you notice bees during your walk? If not, why might this be the case?
Did you notice particular plants or trees that had a large number of bees on them?

Lastly, explain to students that practicing mindfulness and being outdoors in nature can help us appreciate the things we have in life. It is very easy to get caught up in the busyness of our daily lives and forget to be grateful for what we have. Spend a moment going around the circle asking each students to suggest something they feel grateful for. It is a good idea for the teacher or more confident students to get the ball roiling as some students may feel unsure or shy. Some examples might include; the trees for making oxygen, the bees for helping to make my breakfast, my friends and family, my teacher, recces. It can be anything!

Extension

1. Distribute one 'Mindful Colouring - Blue-Banded Bee' sheet, some coloured pencils and a clipboard to each student. Explain that today's colouring activity is slightly different to normal colouring as they will be practising some of the mindful techniques learnt during this lesson. Invite students to find a comfortable spot outside and begin colouring.

While colouring, ask students to focus on and tune in to how they are feeling in the moment. Remind students to bring awareness to their breathing and notice how their body is feeling - do they have any tension in their shoulders or neck? How does the pencil feel in their hand? Do they feel the sun and wind on their face? Can they hear any birds or bees?

Invite students to continue colouring and if they feel their mind start to wonder, encourage them to try tuning back into the moment by focusing on breathing and bringing awareness to their body.

Students will not have time to finish their colouring so encourage them to keep it and continue it when they are feeling unsettled or the need to relax.

2. Discuss ways that students can take simple opportunities to walk mindfully and connect to nature every day. For example, they could walk to and from school, during lunch breaks, with parents in their local park, etc.

Beeing Mindful

Go to

Summary

Learning intentions

Students will...

Success criteria

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

In this lesson