Outdoor classroom day

MBIS Preschoolers celebrated ‘Outdoor Classroom day’ on the12th of October, 2017 with the rest of the world. We were immensely proud to be a part of this global campaign which was observed in India for the first time this year.

This was a powerful sensory experience of learning and creating lasting memories for learners, both children and adults alike. The experiences not only helped the children connect with nature and build a greater awareness of the environment but provided opportunities to think independently and creatively. The many different activities planned for the day challenged ideas and views, indulged our senses and helped us discover new ideas. The open spaces that we shared with others made us think about being mindful of how we interact with resources, people and other living beings and how to make responsible choices.

One of the stations was making ‘an invisibility potion’, inspired by a book by Lauren Child, ‘Slightly Invisible’. The children were challenged to make their own version of an invisibility potion with materials from nature: water, flowers, leaves, spices, ground cinnamon, turmeric, and of course the magic ingredient, ‘glitter’ in various colours. The potion station was visited by many and it was magical to observe their ideas evolve as they began experimenting with different ingredients. The potions that were created were as unique as the individuals themselves; from the shape and size of the bottles they chose, to the colours and smells that were added, as well as the stories behind their creations. By the end of the day, we had a collection of potions not only for making someone invisible but for many other purposes. ‘Alien potion’ was one among many that captured a lot of attention. Imagine, the adventures that one can have as an alien, by merely taking a sip of the potion!

Cooking offers children a variety of learning experiences and lifetime skills. The Barbecue Station was organised for the children to have a hands on experience and the joys of outdoor cooking while promoting healthy food choices. It was popular with the children and our special visitors. The children were engaged in helping to start the fire and keep the fire going. Each item in the barbecue stand had a price to be paid in sticks, leaves and stones. The children read the pictorial menu and went looking for the number of leaves, stones and sticks that they would need to pay for their item. They had the opportunity to grill whatever they had paid for- corn, pineapple or marshmallows. It was an endeavor that children were enthusiastic to undertake.

We also witnessed a large group of nature enthusiasts who went around hunting for bugs in the garden. They looked very professional carrying clipboards and checklists, binoculars, magnifying glasses and a camera as they searched for bugs in the garden. Some decided to work in pairs, others in small groups and a few individually, but each one of them worked responsibly. They found many butterflies, spiders, ants, birds and even earthworms. It was an experience that has helped develop literacy and numeracy skills in our children besides making them aware of many creatures that we share our spaces with.

The Mud Cafe was another station explored by many creating recipes with natural materials. Kneading mud with our hands, pouring water to get the required consistency of a pie or soup, adding flower petals to decorate and flavour dishes and choosing and using tools for measuring, pouring and moulding are excellent for developing mathematical concepts, vocabulary and motor skills. The children enjoyed making a muddy mess but worked equally enthusiastically as they washed and cleaned pots, pans and other tools after play.

The whole experience was reinforced the next day during a special assembly. Everyone received a certificate of participation from Ms. Helen, of which the children were very proud. We plan to continue and extend these experiences, empower our learners and hopefully inspire others too to explore and enjoy the essence of outdoor play and learning.

Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

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