In this activity, students develop stronger observation and inquiry skills through a simple routine that can be done every time they go outdoors, called “I Notice, I Wonder, It Reminds Me Of”. This core routine is used at a “sit spot”- a special, individual place outdoors that each student can go to repeatedly to make observations, inquire, connect to nature, and connect to oneself.
Learning Objectives
By participating in this activity, students will:
- build mindfulness skills and mental stamina to be still and quiet as an observer of the natural world around them
- be able to describe or record how their sit spot changes over time
- use multiple methods to observe and record information at their sit spot, including taking measurements, drawing sketches, and using descriptive writing
- demonstrate a sense of curiosity and wonder and be able to ask questions about the natural world
Inquiry Questions
- What patterns and changes can I see in one outdoor spot over time?
- What can I learn about the natural world through my observations?
BC Curriculum Links
Science Big Ideas
- All living things sense and respond to their environment (Grade 4)
- The motion of the Earth and the moon causes observable patterns that affect living and non-living systems (Grade 4)
Science Curricular Competencies
- Experience and interpret the local environment (Grades 4-6)
- Express and reflect on personal/ shared or others’ experience of place (Grades 4-6)
- Make observations in familiar or unfamiliar contexts (Grades 5-6)
- Demonstrate curiosity about the natural world (Grade 4)
- Make observations about living and non-living things in the local environment (Grade 4)
- Collect simple data (Grade 4)
- Explore and pose questions that lead to investigations (Grades 5-6)
- Communicate ideas, explanations, and processes in a variety of ways (Grades 4-6)
Physical Health Education Curricular Competencies
- Assess strategies for promoting mental well-being (Grades 4-6)
English Language Arts
- Language and text can be a source of creativity and joy (Grades 4-6 Big Idea)
Math
- Regular changes in patterns can be identified and represented using tools and tables (Grade 4 Big Idea)
- Data represented in graphs can be used to show many-to-one correspondence (Grade 5 Big Idea)
Arts Education
- Creative expression is a means to explore and share one’s identity within a community (Grade 4 Big Idea)
- Engaging in creative expression and experiences expands people’s sense of identity and belonging (Grade 5 Big Idea) and community (Grade 6 Big Idea)
Materials
- To make outdoor seats (sit-upons; See link in Additional Resources section): cardboard, newspaper, plastic bags, duct tape.
- Optional tools for sensory exploration: magnifiers, collection containers (plastic containers, clean egg cartons) for temporary collection and viewing of plants, fungi, insects, rocks, etc.
- Nature journals
Document to Download
- Sit Spot Prompts and Activities
Background Information
A sit spot is a special place in nature where someone can visit regularly, where they can explore, sit still in silence, wonder, connect with and be inspired by nature. By going to a sit spot regularly students expand their senses and their ability to make observations, notice patterns, record changes and compare and contrast findings. A simple way to increase students’ curiosity and a connection to the land and to focus observations at a sit spot is to practice a routine of “I notice, I wonder, it reminds me of”. This is a foundation for an outdoor exploration routine that cultivates awareness, increases focus, supports mindfulness and builds a connection to nature.
Preparation
Find a Location
- Find an easily accessible outdoor space that you will visit with your group regularly and where each student can find (and easily identify and relocate) their own sit spot, such as an area along a trail, or an area with numerous trees, shrubs, fallen logs, or rock outcrops. Check for safety and accessibility.
Make and Gather Tools
- Involve students in preparing for and getting invested in their outdoor learning experiences by making their own tools and supplies that will enhance their experiences and observations at their sit spots. Make a sample nature journal and sit-upon in advance to show students. Have students gather materials from home recycling bins (cardboard, newspaper, small clean containers) or collect from the school. See the Resources section for videos and links on how to make nature journals and outdoor seats (sit-upons).
Procedure
- Part 1. Becoming Skilled Observers: I Notice, I Wonder, It Reminds Me Of (20 min)
- Gather the group together to share that they will be learning how to become better observers and that observation is the key to curiosity and discovery about our world.
- Direct everyone to pick up a similar natural object that is common at the site, such as a cone, a rock, a leaf, a seed, or other plant part, that they can individually observe.
- Introduce “I notice”. Model how to make observations that start with the words “I notice”. Observations are made using our senses and aren’t an opinion or an identification. For example, these are not observations: “I notice the tree is a maple”, “It looks awesome”, “I notice it’s a leaf”. An example of an observation might be: “I notice the top of the leaf feels soft and fuzzy”. Or “I notice the rock is smooth and brownish-green, with two bumps on one side”. Encourage students to notice textures, smells, shapes, colours or other features.
- Have students pair up and individually observe their object for one minute and come up with as many “I notice” observations as they can. Then have them share their observations out loud to each other for another minute or so. Share any interesting observations with the group.
- Introduce “I wonder”. Model asking questions about the object that start with “I wonder…” Students shouldn’t try to answer their/others’ questions but just get them out there. The more you ask, the more they will come, maybe even leading to “Inquiry Fever”! If students can’t think of anything that they wonder about, they can go back to making observations and asking questions about observations.
- Give students 1 minute to ask “I wonder” questions out loud with their partners. Share anything interesting with the group.
- Introduce “it reminds me of”. Model making personal connections to the natural object and connecting it to things that you already know. This can help to remember it and give it deeper meaning. For example, does the object remind you of something else that you have seen? Does it bring up any memories or stories? Does it remind you of something else that you have learned about or read about?
- Give students 1 minute to share “it reminds me of” with a partner and to share a connection with the group.
- Optional/Assessment: Have students record some of their I Notice, I Wonder, It Reminds Me Of observations as verbal stories, in a slide show presentation, or as drawings or in writing in a nature journal.
Part 2. Sit Spots (10+ minutes)–
- Have each student choose a spot. The first time you do this activity, bring the group to a central area in the schoolyard, a forest or nearby park, or along a trail. Have students spread out within sight of you and within designated boundaries to find their own individual spot, at a tree, shrub, or other natural spot that calls to them that they can “adopt” as their special place. Make sure that they will be able to recognize their sit spot again in the future.
- Let students know how long they will be at their sit spot. Start with a short period of time (about 5-10 minutes) and each time you go to the sit spot stay longer as students develop a routine and tolerance for the activity.
- Make sure students are comfortable at their sit spot. Use a sit-upon if available. Start by having students close their eyes and take a few deep breaths, maybe to smell the air and the plants at the spot as well as to help ground oneself.
- Give instructions and a specific task before they go to their sit spot so that they can have some uninterrupted time to explore and make observations. Have students observe the area closely, using all of their senses (except for taste!). Make observations using the I Notice, I Wonder, It Reminds Me Of routine that they have practiced. Tools like a nature journal to sketch or record findings, magnifier, ruler, or camera can help focus observations.
- Download the Sit Spot Prompts and Activities in the Materials section for more ideas.
- Give a sign when 2 minutes remain, to finish up any last recordings or observations and say goodbye to your spot.
- Leave your sit spot as you found it. Gather everyone together and share experiences and reflections before leaving.
Reflections and Assessment
- What do you think will be different next time you come to your sit spot? What will be the same? How might it be in different seasons? Record hypotheses, observations, and conclusions.
- Divide a piece of paper into four sections and label with words or images: Head, Heart, Hand, and Question. Give students a few minutes of quiet reflection to put their ideas into each section. Head: What did I learn about? Heart: What did I feel? Hand: What will I do? Question: What do I still wonder about?
- Have students write the things they’d like to know more about on a displayed piece of chart paper. This can be a “Wonder Wall” that can be added to throughout the unit. You can cross wonders off as the class finds answers through lessons or inquiry.
- See the “Discussion Routines” document in the Additional Resources section for ways to deepen student engagement and discussion.
- 20 Fun and Easy Strategies for Assessing Learning Outdoors
Accessibility and Adaptations
- Bring small natural objects indoors to do the I Notice, I Wonder, It Reminds Me Of activity on days when the weather prohibits outdoor time.
- For an active, energetic group that has trouble sitting still, hike a short distance or have students run around before starting observations at sit spots. Incorporate movement in between “I notice”, “I wonder”, and “it reminds me of”.
- Indoor sit spots can be selected at school or at home, at a spot by a window where birds, plants, clouds, and other natural features can be observed.
Extensions
- Continue to go to sit spots regularly. Use the Sit Spot Prompts and Activities for more ideas on topics and how to guide students.
- Have each student identify a plant at their sit spot and do research about it. Does it have traditional and cultural uses? Is it a native species or was it introduced? Is it invasive?
- If your sit spot has invasive plants, learn about the proper ways to remove and dispose of the invasives, then have a work party to remove them and plant native plants in their place! For student resources to learn about and identify invasive species see the Additional Resources section. See the lesson Become Land Stewards! Plan a Weed Pull [SW1] to support your efforts.
- Your sit spot observations can help conservation efforts! Participate in Project Budburst, a citizen science initiative to help protect plants by collecting and analyzing data on seasonal cycles and climate change.
Connections to First Peoples’ Perspectives
By observing nature at a sit spot over time, you can notice changes through the seasons and consider harvest cycles in nature. First Peoples’ traditional activities followed a seasonal pattern of movement from one resource-gathering area to another in a cycle that was followed each year. Learn more with the following resources.
- Seasonal Rounds (ISCBC- Lesson Plan). Seasonal activities and harvest cycles of some First Nations are analyzed, and students create a Seasonal Round for their own area. The impact of invasive species and control measures are considered in the context of these seasonal patterns.
- My Seasonal Round (Open School BC- Unit Plan) illustrates the integration of Indigenous Knowledge and western science by exploring the topics of habitat, natural resources, stability and change, and living and non-living components of habitats in the form of a seasonal wheel.
Additional Resources
Sensory Awareness and Sit Spots
- I Notice, I Wonder, It Reminds Me Of – An Exploration Routine (Beetles Project)
- Seasonal Sit Spots Lesson Plan, Wildsight
- Get Outdoors Mini Sensory Activities, HCTF Education
- Exploring Place with Inquiry, HCTF Education
Outdoor Learning Tips and Tools
- Discussion Routines for Outdoor Learning, Beetles Project
- Get Outdoors: An Educator’s Guide to Outdoor Classrooms , HCTF Education (in print to purchase or free download)
- Outdoor Classroom Essentials (make your own, including sit-upons), HCTF Education
- Outdoor Learning School and Store. A charitable social enterprise offering a wide variety of outdoor learning tools, resources, and training.
- Overcoming Barriers to Taking Your Class Outdoors, HCTF Education
- Tips for Teaching Outdoors in Winter, HCTF Education
- What to Wear for Outdoor Teaching and Learning
Invasive Species Resources for Students
- Aliens Among Us: Invasive Animals and Plants in British Columbia. Alex Von Tol,2015. Royal BC Museum, Victoria, BC.
- Invasive species “How To” YouTube Playlist (ISCBC)
- Identify BC Invasive Species, (ISCBC) Searchable webpage on invasive plants and animals in BC.
- Invasive Plant ID Cards- Field ID cards for some common invasive plants in Northern, Interior, and/or Coastal BC and tips on if or how students can remove them.
- Invasive Species Teaching Cards (ISCBC) Downloadable full-sized (8.5×11”) photographs of invasive species in BC with fun facts on reverse.
- Plant Viewers – Coastal-native, Coastal-invasive; Northern/Interior-native; Northern/Interior-invasive[SW2] – Photos of some common native and invasive plants with a “viewing window” in the middle so you can compare with plants you are looking at on outdoor walks.
