{"id":26079,"date":"2024-08-29T12:21:45","date_gmt":"2024-08-29T16:21:45","guid":{"rendered":"https:\/\/schools.wrdsb.ca\/environmental-education\/?page_id=26079"},"modified":"2025-09-16T13:20:02","modified_gmt":"2025-09-16T17:20:02","slug":"nature-center-programs","status":"publish","type":"page","link":"https:\/\/schools.wrdsb.ca\/environmental-education\/our-programs\/nature-center-programs\/","title":{"rendered":"Nature Center Programs"},"content":{"rendered":"

We currently operate Blair, Camp Heidelberg, Huron Natural Area and Wrigley Corners as full-time outdoor and environmental education sites.<\/p>\n\n\n\n\n
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Blair Outdoor Education Centre<\/span><\/a><\/td>\nCamp Heidelberg Outdoor Education Centre<\/span><\/a><\/td>\nHuron Natural Area Outdoor Education Centre<\/span><\/a><\/td>\nWrigley Corners Outdoor Education Centre<\/span><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

All the programs at our centers are tied to the Ontario curriculum, feature the beautiful natural history elements available at each site and promote student physical, mental and emotional well being.<\/p>\n

Being prepared for a field trip is important.\u00a0 Visit our Trip Planning<\/strong><\/a> page for help getting ready to visit one of our nature centers.<\/p>\n

To learn about some of the other ways we promote environmental education in the WRDSB check out our Schoolyard Programs<\/strong><\/a> and Specialist High Skills Major Programs<\/strong><\/a>.\u00a0 Since 2020 we have partnered with White Owl Native Ancestry to provide land-based education and co-facilitated indigenous studies programs at our Blair site, please visit our land-based education page for more details.<\/p>\n

We take requests for field trips in mid-May of each year.\u00a0 If you are a teacher in the Waterloo Region District School Board you may request a trip by going here.<\/a><\/p>\n

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Programs we offer:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Grade 1 –<\/h2>\n

Needs and Characteristics of Living Things \/ Heritage and Identity\/People and Environments<\/strong><\/h3>\n

Program: Maple Sugar<\/strong><\/p>\n

Understand the basic needs of plants, explore the effects of daily and seasonal cycles and determine their influence on syrup production from sugar maple trees.<\/span><\/em><\/p>\n

*Camp Heidelberg and White Owl Native Ancestry Sugar Bush<\/td>\n

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Grade 2 –<\/h2>\n

Growth and Changes in Animals<\/h3>\n

Program: Animal Walk<\/strong><\/p>\n

Students go on a nature walk to investigate how animals survive in their natural habitat.\u00a0 During stops along the way, students participate in interactive games and activities, and collect, examine (and then release) small creatures. <\/span><\/em><\/td>\n<\/tr>\n

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Grade 3 –<\/h2>\n

Growth and Changes in Plants<\/h3>\n

Program: Path of Plants<\/strong><\/p>\n

Students learn about plants by participating in a variety of hands-on activities during a nature walk.\u00a0 The program focuses on how the needs of plants are met in their natural habitat.<\/span><\/em><\/p>\n

Early Settlements in Upper Canada<\/b><\/h3>\n

Program:<\/strong> Indigenous Studies\u00a0\u00a0<\/b><\/p>\n

This program aims to paint a picture of a longhouse community.\u00a0 Activities focus on the relationship between First Nation peoples and the environment, and on the influence of Indigenous life on pioneer and modern cultures.\u00a0 This program also relates to Growth and Changes in Plants.<\/span><\/em><\/p>\n

Program:<\/strong> Maple Syrup<\/b><\/p>\n

Students explore past and present methods for producing \u201cliquid gold\u201d, and participate in activities involving measurement and tree identification.\u00a0 This program also relates to Growth and Changes in Plants.<\/span><\/em><\/p>\n

Soils in the Environment<\/b><\/h3>\n

Program: Soils<\/strong><\/p>\n

Students will examine the soils in various habitats, looking at the components in each. The role of decomposers and the importance of composting will be examined.<\/span><\/em><\/td>\n

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Grade 4 –<\/h2>\n

Habitats and Communities<\/h3>\n

Program:<\/strong> Winter Birds<\/b><\/p>\n

A variety of activities help students learn about birds, their habitats, structural adaptations, food-chain roles, bird classification, and the impact of humans on animal populations and the environment.\u00a0 During a hike, students observe and identify birds using binoculars, and feed chickadees.<\/span><\/em><\/p>\n

Program: Pond Study<\/strong><\/p>\n

Students collect and identify pond invertebrates, and classify them according to their food-chain roles.\u00a0 They also collect data on pond plants and physical properties such as air and water.<\/span><\/em><\/p>\n

Program: Habitats Comparison<\/strong><\/p>\n

Home Sweet Home \u2013 Students investigate how the needs of specific plants or animals (e.g., for food, water, shelter) are met in various habitats.\u00a0<\/span><\/em><\/p>\n

Measurements \u2013 Students collect data (e.g., temperature, wind speed, solar energy, soil moisture) related to plant and animal inhabitants.<\/span><\/em><\/p>\n

Program: Honey Bees<\/strong><\/p>\n

This program offers a close-up examination of how bees adapt to living in a hive community.\u00a0 While visiting the hives, students explore how bees have designed and organized their community, and the roles they play within it.<\/span><\/em><\/p>\n

Map, Globe and Graphics Skills<\/h3>\n

Program: Orienteering<\/strong><\/p>\n

Students develop map and globe skills through map orienteering.<\/span><\/em><\/p>\n

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Grade 5 –<\/h2>\n

Conservation of Energy & Resources<\/b><\/h3>\n

Program: Structures<\/strong><\/p>\n

Students will be introduced to different forms of energy, and the ways that energy can be harnessed and used in everyday life.\u00a0 Given a set of materials, students will be challenged to construct a shelter that conserves heat.\u00a0 Structures will be evaluated based on design, temperature, and level of group cooperation.\u00a0 This program includes one half day of either cross-country skiing or snowshoeing.<\/span><\/em><\/p>\n

Program: Climate Change<\/strong><\/p>\n

Through role-playing (by the instructor), students will be presented with 4 different views of climate change.\u00a0 Working in booklets, students will evaluate each argument presented.\u00a0 This program requires follow-up at school to ensure that the arguments presented are properly deconstructed.\u00a0 This program includes one half day of either cross-country skiing or snowshoeing.<\/span><\/em><\/p>\n

Canada and the World<\/h3>\n

Program: Orienteering<\/strong><\/p>\n

Students develop map and globe skills through map orienteering.<\/span><\/em><\/td>\n

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Grade 6 –<\/h2>\n

Biodiversity<\/h3>\n

Program: Biodiversity Study<\/strong><\/p>\n

Spring and Fall programs focus on invertebrate life, while winter programs study vertebrate and tree diversity.\u00a0 In this program, students gain an appreciation of the diversity of life in Waterloo Region, and learn how groups are classified according to their characteristics. Spring and Fall programs include the collection, observation, classification and release of invertebrates. Winter activities depend upon weather and OEE site resources but may include: bird study, chickadee feeding, winter tree ID, tracking mammals in snow and\/or snowshoeing.<\/span>\u00a0 <\/span><\/em><\/p>\n

First Nation Peoples & European Explorers<\/b><\/h3>\n

Program: Maple Syrup<\/strong><\/p>\n

This program examines maple syrup production methods from pre-European to present times.\u00a0 Students are given a historical overview of the importance of maple syrup production, and participate in a simulation to determine how well they could manage a sugar bush.\u00a0<\/span><\/em><\/td>\n<\/tr>\n

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Grade 7 –<\/h2>\n

Interactions in the Environment<\/h3>\n

Program: Instincts for Survival<\/strong><\/p>\n

This popular simulation is used to teach basic ecological concepts.\u00a0 Each student is assigned a local mammal with a specific role (e.g., predator, prey, herbivore, omnivore, carnivore).\u00a0 During the activity, students learn concepts about predation, competition, cooperation, reproduction, and food webs while having fun.\u00a0 <\/span><\/em><\/p>\n

Program: Bird Study\/Bird Behaviour and Ecology<\/strong><\/p>\n

Students delve into the world of birds by observing Black-capped Chickadees (birds often land on students\u2019 hands), and participate in a long-term study of chickadee behaviour and population dynamics. Students work in small teams to make observations and record data that can be used in follow-up activities in class. When site and weather conditions allow we pair this program with a bird banding demonstration.\u00a0 Bird banding has been a critical tool for the study of birds for over a hundred years. During this program students get to hold a wild bird, listen to its heart beat, measure basic morphometrics and use a mist net.\u00a0 This special program is the only one of its kind in Canada.\u00a0 Our staff maintain all the proper training and permits to run this program safely for both students and birds alike.<\/span><\/em><\/p>\n

Program: Radio Telemetry<\/strong><\/p>\n

In this activity students explore how animals interact with each other and their environment through the use of Radio Telemetry.\u00a0 In small groups students relocate 10 ‘individuals’ (pretend animals of our chosen ‘at risk’ study species) hidden at the centre.\u00a0 By mapping these locations students describe the habitat (forest, field, scrub, meadow, agriculture, urban, industrial) that this species prefers to occupy.\u00a0 Back in the centre the students use proportions to describe which habitats the study species occupies the most and we discuss what habitat preference is, what the species might be looking for, how human actions can eliminate preferred habitat, and how this knowledge helps us conserve biodiversity.<\/span><\/em><\/p>\n

Program: Aquatic Interactions<\/strong><\/p>\n

Students work in groups to describe and record elements of the pond or stream environment.\u00a0 With the use of dip nets, students capture and observe the animal life, and describe both plant life and abiotic factors.\u00a0 This program develops an appreciation of aquatic life forms.\u00a0 Students also identify, classify, and sketch organisms.<\/span><\/em><\/td>\n

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Grade 8 –<\/h2>\n

Patterns in Human Geography<\/b><\/h3>\n

Program:<\/strong> Urban Planning – Patterns in Human Geography<\/b><\/p>\n

Given a map on which to plan a new community for 100 000 people, students are challenged to allocate space for housing, industry, commerce, farming, and the environment.\u00a0 Different models of land use are presented, and students need to decide which plans reflect their vision of a successful community.\u00a0 Teachers should allocate a few class periods for follow-up activities.<\/span><\/em><\/p>\n

Earth and Space Systems<\/span><\/h3>\n

Program: Water Systems<\/strong><\/p>\n

Learn about water systems in Waterloo.\u00a0 How does groundwater work, why is it important, how do we manage it?\u00a0 In this three part activity, students will visit a local pond, creek or river to explore how water flows between surface and groundwater systems, use Groundwater flow models to see how water moves underground and then build water filters using common materials to emulate a stage of municipal water processing.\u00a0 In this activity students use seepage meters, piezometers, flow models, water filtration systems, as well as digital and chemical tests to determine how well their filters work.<\/span><\/em><\/td>\n<\/tr>\n

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Grade 9 –<\/h2>\n

Science – The Sustainability of Ecosystems – Ecosystems and Human Activity<\/b><\/h3>\n

Program: Aquatic Ecology –<\/strong> Equilibrium of Complex Systems – a Pond study (Grade 9 Science)<\/b><\/p>\n

Students work in groups to describe abiotic and biotic components of an aquatic environment.\u00a0 Abiotic factors measured include dissolved oxygen, carbon dioxide, temperature, pH, etc.\u00a0 Students use various resources to identify and classify organisms.\u00a0 Gathered data can be readily used in class.<\/span><\/em><\/p>\n

Program: The Deal with our Trees (Terrestrial Ecology\/Climate Change)<\/strong><\/p>\n

Learn about the complex ecology of forests, the biology of trees and what their role is in fighting climate change.\u00a0 In this activity students will count and measure trees in two locations, a pine plantation and a mature old growth forest.\u00a0 They will learn about species identification, differential carbon sequestration, evapotranspiration and photosynthesis, feedback loops and equilibrium, as well as how sustainable forestry (harvest)\/silviculture (growing trees) can be part of the climate solution.<\/span><\/em><\/p>\n

Geography – Livable Communities<\/b><\/h3>\n

Program: Waterloo in 2050<\/strong><\/p>\n

Climate change is a pressing environmental dilemma often discussed at scales that make the local implications abstract and\/or intangible.\u00a0 To make climate change a local issue, we explore six examples of how climate change will affect Waterloo Region while hiking over the Galt Moraine, a local post-glacial landform.\u00a0 Discussions cover extreme weather, the spread of disease, biodiversity loss, social inequality\/justice, and food insecurity.<\/span><\/em><\/p>\n

Program: Protest Art<\/strong><\/p>\n

What can be done about climate change?\u00a0 This cross curricular program merges art, history, geography and science.\u00a0 Learn about the history of protest, social activism and the climate struggle.\u00a0 Apply artistic techniques to create meaningful statements on the topic of climate change.<\/span><\/em><\/p>\n

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Grade 11 –<\/h2>\n

Science – Biology -Diversity of Living Things \/ Classification<\/strong><\/h3>\n

Program: Classification<\/strong><\/p>\n

Similar to the grade 9 aquatic ecology. Students collect living things from Golden Pond, describing their physical appearance and then use this information to create their own dichotomous key. We focus on macro or microscopic invertebrates (depending on the time of year). We discuss as a group relevant environmental issues that threaten biodiversity and possible solutions. *If you would prefer to have your students use microscopes and examine microscopic invertebrates please ask for this in the comments section of your request.<\/span><\/em><\/p>\n

SVN 3M\/3E \u2013 Environmental Science \/ <\/span>CGR 4E – Living in a Sustainable World\/ <\/span>CGR 4M – The Environment and Resource Management<\/span><\/h3>\n

Program: Resource Management (Sustainable Forestry)<\/strong><\/p>\n

Students learn to identify local tree species and their uses as well as compare the structure, function and productivity of two forest types (Uneven aged deciduous and even aged coniferous).\u00a0 Students complete a variable plot survey assessing the commercial and ecological values of each forest while learning to use common forestry tools (Biltmore sticks, wedge prisms, clinometers).\u00a0 Using the information collected students design a management plan that allows for sustainable use of the forest.<\/span><\/em><\/td>\n<\/tr>\n

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Grade 12 –<\/h2>\n

Science – Biology – Diversity of Living Things \/ Population Dynamics<\/strong><\/h3>\n

Program: Population Ecology<\/strong><\/p>\n

Students participate in a bird banding demonstration, a method used to track changes in bird populations around the world.\u00a0 We then observe a wild population of banded birds and estimate local populations of Black-capped Chickadees using Mark\/Recapture calculations.\u00a0 As part of this activity we introduce students to the importance of monitoring declining populations and extinctions.<\/span><\/em><\/td>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

We currently operate Blair, Camp Heidelberg, Huron Natural Area and Wrigley Corners as full-time outdoor and environmental education sites. Blair Outdoor Education Centre Camp Heidelberg Outdoor Education Centre Huron Natural Area Outdoor Education Centre Wrigley Corners Outdoor Education Centre All the programs at our centers are tied to the Ontario curriculum, feature the beautiful natural […]<\/p>\n

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