Environmental Education Commission

Artsy Envelopes

A delightful and satisfying recycling activity where students create the most beautiful envelopes they've ever seen!

Curriculum Links

Grade 5 Environmental Health
3. Discuss the importance of reusing, reducing and recycling waste for environmental health

Grade 6 Environmental Health
5. Identify ways to reduce, reuse and recycle in the community

Grade 5 & 6 Art
Create and/or present collaboratively and independently expressive products in the arts for a range of audiences and purposes

Climate Change Connections - all grades

The Newfoundland government gave the Brother Brennan Centre funding for wind turbines to reduce greenhouse gases. In return they asked they asked us to teach all our students about climate change. We promised we would. Our goal is that every student learns to understand climate change at an age appropriate level and goes home with some practical ideas of what they can do to help.

Curriculum Links

Grade 5 Science
Properties and Changes in Materials

• Describe chemical changes that occur when materials interact with each other to form totally new materials including those that result in the production of a gas.
• Follow a given set of procedures to relate the mass of a whole object to the sum of the mass of its parts

Earth and Space Science: weather

• Identify examples of weather phenomena that are currently being studied
• Identify positive and negative effects of technologies that affect weather and the environment
• Describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies

Grade 6 Social Studies
6.5.1 Analyze the effects of the distribution of wealth around the world
6.5.2 Examine selected examples of human rights issues around the world
6.5.3 Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens

Grade 6 Science: Electricity
108-5 Describe how personal actions help conserve natural resources and protect the environment in their region
303-28 Identify various methods by which electricity can be generated
303-29 Identify and explain sources of electricity as renewable or nonrenewable
303-30 Identify and explain different factors that could lead to a decrease in electrical energy consumption in the home and at school

Grade 6 Environmental Health
4. Describe how natural and man-made changes in the environment may have negative as well as positive implications,
5. Identify ways to reduce, reuse and recycle in the community,
6. Explain the greenhouse effect, the ozone layer, and pollution and the implications of these in terms of health
7. Demonstrate ways to conserve energy and/or products in the school setting.

Grade 7 Science Interactions Within Ecosystems
113-1 Identify some positive and negative effects and intended and unintended consequences of a particular scientific or technological development
113-10 Provide examples of problems that arise at home , in an industrial setting, or in the environment that cannot be solved using scientific and technological knowledge
113-11 Propose a course of action on social issues related to science and technology, taking into account personal needs

Grade 8 Science - Watersheds
311-12 describe how long periods of global warming affect glaciers and describe the consequent effects on the environment
113-10 provide examples of problems related to the oceans that cannot be completely resolved using scientific and technological knowledge

Science 1206 Earth and Space Science

Weather Dynamics
- Relate both personal activities and scientific/technological processes to weather and climate research and the application of research
- Identify the impact of severe weather systems on economic, social and environmental conditions

Sustainability of Ecosystems
Illustrate the cycling of matter through biotic and abiotic components by tracking carbon, nitrogen and oxygen
-diagram the carbon cycle and describe the processes required to cycle from carbon reservoirs to the atmosphere
-describe the significance of global warming and eutrophication

Community in Conflict

Science can predict, explain and solve many problems and yet it cannot solve them all because group and societal needs sometimes over-ride the need to solve environmental problems. In this activity students investigate a local, coastal, environmental problem by taking roles of various stakeholders and presenting arguments for and against adopting a solution. Stepping out of their own student identities to create colourful characters can lead to hilarious results with memorable learning.

Curriculum Links

Grade 8 Science
113-10 Provide examples of problems related to the oceans that cannot be completely resolved using scientific and technological knowledge.

Complete a Compass Course

In this program students learn how to use a compass to find a bearing and then practice these skills by completing a course through the forest.

Curriculum Links

Grade 7 Physical Education
Participate in various outdoor activities that develop personal fitness using a variety of movement concepts
Foresee and understand how actions impact on safety and performance in a variety of outdoor activities

Grade 8 Physical Education
During various outdoor activities students demonstrate cooperative and competitive strategies to complete a task or activity

Ecosystem Analysis

Students discover the intricacies of boreal forest and bog through group investigations of the biotic and abiotic components of these ecosystems. During a visit to a bog they are introduced to the special qualities of wetlands that make them vulnerable to damage by motorized vehicles. Students collect, identify and classify plant samples which they use to construct posters. If time permits the class creates a forest food web.

Curriculum Links

Grade 7 Science interactions within ecosystems
306-3 Investigate the biotic and abiotic factors of a local ecosystem
Identify the biotic factors of a local ecosystem
209-3, 209-4 Organize and record information collected in an investigation of an ecosystem using instruments effectively and accurately
Describe the following abiotic factors of local ecosystems: sunlight air and water temperature, wind direction and speed
210-1 Use a key to identify the biotic factors observed in the local ecosystem
Classify the organisms within food chains as producer, herbivore, carnivore and omnivore
111-6 Apply the concept of a food web as a tool for interpreting the structure and interactions of an ecosystem.
306-1 Construct food webs using organisms from local ecosystems

Forest Fact Finding Mission

Choose a piece of pristine boreal forest and carefully mark your own special area in which to explore the complex interactions that form this beautiful ecosystem. Follow up with a visit to a clear-cut area and study how the environment changes and responds to the lack of mature trees.

Curriculum Links

Grade 10 Science 1206: Sustainability of Ecosystems
318-5 Explain biotic and abiotic factors that keep natural populations in equilibrium and relate this equilibrium to the resource limits of an ecosystem
214-1 Describe and apply classification systems and nomenclature with respect to trophic levels in ecosystem.
318-4 Explain why the ecosystem may respond differently to short-term stress and long-term change
318-6 Explain how biodiversity of an ecosystem contributes to its sustainability

Freaky Fungi

The old growth forest surrounding the Brother Brennan Centre is perfect for studying mushrooms. Students will learn some fascinating facts about fungus, and then collect some common fungus to classify into different structural types. This program is suitable for fall only.

Grade 6: Diversity of Life
Identify different ways to classify living things in the local habitat
Classify living things in the local habitat

Homemade Paper

Making homemade paper is a fun and creative way to recycle paper and help the environment. Students will learn the basics of this craft and make their own paper to take home with them.

Curriculum Links

Grade 5 Environmental Health
3. Discuss the importance of reusing, reducing and recycling waste for environmental health
7. Demonstrate ways to conserve energy and/or products in the school setting.

Grade 6 Environmental Health
5. Identify ways to reduce, reuse and recycle in the community

Grade 6 Science Unit: Electricity
108-5 Describe how personal actions help conserve natural resources and protect the environment in their region

Investigate a Rotten Log

Under the trees of the old growth forest is a lush carpet of green moss covering the remains of long fallen trees. A careful examination of a rotting log reveals that it is a habitat for a myriad of organisms and interactions.

Curriculum Links:

Grade 10 Science 1206
318.5 Explain biotic and abiotic factors that keep natural populations in equilibrium
213-8 Select and use apparatus and material safely
214-3, Select and compile evidence and information in a variety of formats

Letterboxing

An activity created in the UK, thanks to the internet letterboxing is now a worldwide activity. People hide a 'letterbox' (a waterproof container containing a rubber stamp and notebook) in a special place and then describe where to find it. Other people read the description and use the instructions to find the letterbox. At the Brother Brennan Centre students will hide a letterbox, write a description of where it is and then a friend must follow the description to find the letterbox.

Curriculum Links

Grade 5 & 6 Language Arts
Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity precision and effectiveness.

Make Mini Plant Books

Want to know the name of that flower, tree moss or lichen? Choose ten native plants to classify, identify and include in your own plant identification book. Next time you go to the woods take it with you and rediscover them.

Curriculum Links

Grade 6 science
Diversity of Life
Classify living things in the local habitat and create a chart or diagram that shows the method of classification
Describe how classifications may vary and suggest possible explanations for variations

Nature Detectives

There are lots of animals living in the forest at the Brother Brennan Centre. Use detective skills to explore and classify who lives in or has been passing through a forest meadow .

Curriculum Links

Grade 6 Science: Diversity of Life
Classify living things in the local habitat
Classify animals as vertebrates or invertebrates
Classify invertebrates as arthropods or "other invertebrates"

Nature Journaling

Nature journaling is wonderful for all ages. Students are given their own 'special spot' where they have a chance to experience the true tranquility of Newfoundland's wilderness without distractions. They are also given watercolours, pencil and paper and asked to paint or write poetry about the environment. It can help students develop writing skills and artistic methods while quietly observing nature. At the Brother Brennan Centre we try to plan nature journaling towards the end of a visit because it gives everyone much needed solitary time for reflection. Sometimes squirrels and birds visit the students during this special time.

Curriculum Links

Grade 5, 6, 7 8 & 10 Language Arts
8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Grade 7 & 8 Art
Students will be expected to explore subject matter

Grade 10 Art
Demonstrate the ability to work creatively

Nature's Patterns

Nature provides beautiful examples of patterns, shape and form. Students use their math skills outdoors to help them observe nature in a different way.

Curriculum Links

Grade 5 Math
Describe and provide examples of 3-D objects and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical, and horizontal
Demonstrate an understanding of length

Never Cry Wolf

Newfoundland's forests are seriously impacted by introduced herbivores. Some might argue that if Newfoundland's wolves hadn't been hunted to extinction the forest may be healthier. What if wolves were reintroduced? In this activity students take on the roles of society members arguing for and against this possibility.

Curriculum Links

Grade 10 Science 1206
215-1 Communicate questions, ideas and intentions, and receive interpret, understand, support and respond to the ideas of others.
215-4 Identify multiple perspectives that influence a science-related decision or issue.
318-5 Explain various ways in which populations are kept in equilibrium, and relate this equilibrium to the resource limits of an ecosystem
318-6 Explain how biodiversity of an ecosystem contributes to its sustainability
331-6 analyze the impact of external factors on an ecosystem

Orienteering

The sport of orienteering requires physical activity combined with map reading skills and strategy. At the Brother Brennan Centre we have a permanent orienteering course set out on our trails. It is ideal for beginners.

Curriculum Links

Physical education 3101
Develop and demonstrate an appreciation for teamwork and co-operative skills through the participation in alternate activities

Read the Woods

Stroll through the forest with an interpreter who shows your group how to read the woods so as to understand the fascinating interactions within the community of animals, plants and fungi. On the way see, smell, touch and even taste a host of organisms. Finish with a game that helps you really get to know a tree.

Curriculum Links

Grade 6 Science Diversity of Life
206-1 Classify living things in the local habitat

Grade 10 Science 1206 Sustainability of Ecosystems
- Explain how biotic and abiotic factors affect ecological interactions
- Define biotic factors
- Describe the factors that contribute to succession
- Define competition and explain how competition arises among organisms
- Differentiate between interspecific and intraspecific competition
- Describe the potential impact that a large scale logging project could have on a native species such as the pine marten.
- Discuss how abiotic factors affect the distribution of organisms

Skull CSI

Ever wonder how paleontologists figure out from a fossil what an animal used to do? Using structures from present day animals along with a variety of procedures, they can begin to understand how a fossilized animal used to live. In this activity, students get the chance to see what its like to be a paleontologist! They use Newfoundland mammal skulls to learn how some animals are adapted for their roles in the environment. Then, using their newly acquired knowledge students examine different skulls and make hypotheses about and what the animals did and who they belonged to.

Curriculum Links

Grade 6 Science
- Propose questions about the relationship between the structural features of organisms and their environment
- compare the characteristics of mammals

Grade 7 Science: interactions within ecosystem
s306-1 Describe how energy is supplied to, and how it flows through, a food chain

• Define herbivores, carnivores and omnivores in terms of different types of consumers
• Classify the organisms within food chains as producers, herbivores, carnivores and omnivores

Succession Hike

Diverse habitats in close proximity to the Brother Brennan Centre make it an ideal place to study succession. Students visit a pond, bog and fen while strolling through forest that is in various stages of growth. On the way they get to taste some edible forest plants and check out the state of Molly, a moose who died some time ago at the edge of a bog.

Curriculum Links

Grade 7 Science - Interactions within Ecosystems
306-2 Describe how matter is recycled in an ecosystem through interactions among plants, animals, fungi and microorganisms
306-4 Identify changes that have occurred in a local ecosystem over time
Define succession

208-5 Predict what an ecosystem will look like in the future based on the characteristics of an area.

• Define pioneer species
• Define Climax Community
• Distinguish between primary and secondary succession
• Describe the ecosystem changes that occur during primary and secondary succession

112-3 Describe how our need for a continuous supply of wood resulted in the development of silviculture practice

Water Systems

Visit three freshwater habitats - a bog, a pond and a small stream. Learn how they vary and analyze the abiotic components of temperature, dissolved oxygen, phosphates, pH, and turbidity. Collect freshwater invertebrates and then check out the water pollution level using a biotic index for water quality.

Curriculum Links

Grade 8 Science: Watersheds
111-6 Apply the concept of systems to show how a change in the component of a body of water causes changes in the other components in that system,
208-2, 306-3 Identify the effects of abiotic factors on plant and animal distributions in marine and freshwater ecosystems
311-8 Analyze factors that affect productivity and species distribution in freshwater and marine environments

Which Bugs Live Here?

The Brother Brennan Centre is surrounded by wonderful habitats such as old growth forest, sunny forest clearings, bogs and ponds. These are home to lots of animals especially invertebrates. Students take a close up look at critters from either a pond or a forest clearing and learn something about the way they are adapted to take a role in the forest ecosystem.

Curriculum Links

Grade 6 Science: Diversity of Life
Classify living things in the local habitat
Record observations while investigating common arthropods
Compare characteristics of common arthropods

Wilderness Survival

Getting lost in Newfoundland is very easy and the consequences can be severe. Just what should you do to prepare for a trip in Newfoundland's wild spaces? Find out what to wear, what to take with you and what to do if you should get lost. In the woods build a shelter fit for a storm for yourself and your friends.

Curriculum Links

Grade 5 Health
6. Demonstrate safety practices related to outdoor activities such as camping and hiking,
7. Discuss basic hunter safety and wilderness survival,
8. Describe appropriate clothing for various activities and weather conditions,
10. Describe how to react in certain emergency storm situations.

Grade 7 & 8 Physical Education
Foresee and understand how actions impact on safety and performance in a variety of outdoor activities.
During various outdoor activities students demonstrate cooperative and competitive strategies to complete a task or activity
Students participate in a manner that ensures all students are safe and comfortable while participating in outdoor activities

High School Physical Education 3101
Understand how minimize potential hazards to self and others