I. General Information
School Name: Ecole Christine Morrison Elementary
School District: SD#75 Mission
Inquiry Team Members: lorien.osborn@mosd.ca; judy.cathers@mpsd.ca; gillian.edmondson@mpsd.ca; shannon.greig@mpsd.ca; leah.lanzellotti@mpsd.ca
Inquiry Team Contact Email: lorien.osborn@mpsd.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Applied Design, skills & Technology, Physical & Health Education, Science
Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Experiential learning, Indigenous pedagogy, Inquiry-based learning, Land, Nature or Place-based learning, Social and emotional learning
In one sentence, what was your focus for the year? Our focus this year was on improving and maintaining the Forest Classroom environment, as well as students becoming leaders in environmental stewardship and Indigenous forestry practices.
III. Spirals of Inquiry Details
Scanning: In previous years, we have tried to bridge the gap in environmental awareness and opportunities to engage with nature within our school population. This year, we will continue to focus on developing skills and knowledge by integrating the use of tools and forest management practices, with the addition of learning to maintain the Indigenous plants/non-Indigenous plants in the Nature Classroom.
Focus: Previous inquiries focused the First Peoples’ Principles of Learning in combination with the Nature Classroom learning space, but the knowledge was not practical enough for students to see a use outside of the classroom. Last year, a small team of students, teachers and other stakeholders, worked together to learn about local forestry management practices and used garden tools to create a safer place for all students to learn in the Nature Classroom. Our hope is that by engaging students in the planning and physical aspects required to sustain the forest classroom, they would learn first-hand the ways they shape the environment around them and develop a greater sense of place-based learning.
Hunch: As we have previously studied the importance of place-based learning, we knew the important role it played in students’ sense of belonging to their environment. Our hunch was that students would change their manner of being while in nature if they contributed to its development not only in a way of learning, but also in doing. The previous years lack of student involvement in the work required to develop a forest classroom had lead to it being used as a place to play with little regard for the opportunities it offers as a teacher itself.
New Professional Learning: Our professional development centered around Indigenous and Western Forest Management techniques and tools. Teachers and students learned and worked alongside each other, in consultation with Elders, as well as with those in the Forestry Industry and Health & Safety, for the continued development of the Nature Classroom space – a learner friendly space and a rich resource of Indigenous plants and animals. Students and teachers were involved in discussion and learning opportunities with community programs such as; MineralsEd, Re-Wild, Earthwise Agassiz Eco-Tours (Environmental Project-C), WildSafe BC- Fraser Valley, and the Invasive Species Council of BC.
Taking Action: Forest Classroom Rehabilitation Plan:
– Consultation with Geologist:
Expert: Parent member and former MineralsEd BC geologist
Activity: Field visit with teachers and students to analyze rock and soil composition
Outcome: Understanding of the geological materials in the forest classroom
– Engagement with Invasive Species Council of BC:
Documents Sent: Geologist’s report and photos for plant identification
Activity: Online presentation to learn about invasive species
Outcome: Knowledge about necessary plant removals for forest recovery
– Educational Tour at Earthwise Agassiz Eco-Tours (Environmental Project-C):
Activity: Exploration of ecosystems and rehabilitation methods
Outcome: Gained insights into ecosystem rehabilitation
– Self-Guided Tour of Silverdale Creek Wetland Rehabilitation Project:
Activity: Applied knowledge through observation of wetland rehabilitation
Outcome: Practical understanding of rehabilitation techniques
– Wildsafe BC Presentation:
Activity: Safety training regarding plants, animals, and environmental safety
Outcome: Students equipped with practical safety knowledge for manual rehabilitation work
– Implementation Phase:
Activity: Removal of invasive species and planting of Indigenous, non-invasive plants
Outcome: Initiated the active rehabilitation of the forest classroom environment
Checking: Our Forest Classroom Rehabilitation Plan effectively integrates geological understanding, ecological education, and hands-on environmental stewardship, providing students with both theoretical knowledge and practical experience in forest rehabilitation. Students transitioned from basic plant identification to developing a deep, creative, and practical understanding of the forest classroom’s role in their learning. This was evident in the significant difference between their baseline and end-of-year responses.
Reflections/Advice: The Forest Classroom Rehabilitation Plan is a long-term, evolving project aimed at restoring a forest area through community involvement, particularly empowering students by involving them in every aspect of the process. This hands-on approach has fostered a sense of ownership and responsibility among students, ensuring the project’s sustainability. This comprehensive approach not only educates students about environmental stewardship but also instills a lasting sense of responsibility and engagement through active participation. The ongoing nature of the project ensures continuous learning and adaptation, aligning with the dynamic needs of the forest ecosystem and the community.