Program Guide 2019 - Shaw Woods
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Program Guide
2019
Our Mission
To sponsor an ethic of responsible stewardship, by providing educational programming and
self-directed learning to educational groups, community organizations and the public at large.
In conjunction with the foregoing, to teach sustainable forestry practices which manage for
the social, economic and ecological values provided by forests. We support the concept of
maintaining undisturbed forest areas as living examples of old growth forest available for the
study and appreciation of their unique cultural and scientific values.
“Between every two pines is a doorway to a new world.” -John Muir
Contact Us
For more information on any of our Programs, or to book a visit, please contact:
Lyndsey McLellan, Education Coordinator
Email: shawwoods.edu@gmail.com
Phone: 613-633-1830
2065 Bulger Road • Douglas • Ontario • K0J 1S0
2
Thank you to our valuable sponsors, we are grateful for your continued support.
Pricing
Shaw Woods Outdoor Education Centre is a not-for-profit charity organization.
If your group is not a part of the RCDSB, RCCDSB, or CEPEO, fees are as follows:
Half Day: 2 - 2.5 hours - $7.00 per participant
Full Day: 4 - 4.5 hours - $10.00 per participant (A full day includes 2 program options)
Through a generous donation, we are able to offer a $100 per bus as a transportation subsidy for the 2018-
2019 school calendar year.
Schedule
A typical day during your day at Shaw Woods (depending on your arrival time):
Arrival, Snack & Bathroom Break 10:15 am
Introductions & Facilities 10:30 am
Program Option 1 10:30 am- 12:00 pm
Lunch & Free Explore 12:00 pm-12:30 pm
Program Option 2 12:30 pm-2:00 pm
Free Time & Depart 2:00 pm-2:15 pm
3
Table of Contents
OVERVIEW .............................................................................................................. 2-7
Contact............................................................................................................................ 2
Pricing ............................................................................................................................. 3
General Expectations ..................................................................................................... 5
Testimonials .................................................................................................................... 5
our facilities ................................................................................................................ 6-9
SCHOOL PROGRAMS ............................................................................................ 10-29
wildlife studies ........................................................................................................ 12-13
It’s a Bug’s Life ............................................................................................................ 11
Bird Investigators ........................................................................................................ 11
Animal Tracking .......................................................................................................... 11
Animal Antics .............................................................................................................. 13
Habitats and Communities ......................................................................................... 13
Leadership and Team Building ................................................................................ 14-15
Team Building ............................................................................................................. 15
Leadership................................................................................................................... 15
Aquatics ................................................................................................................... 16-17
Wetland Wonders ....................................................................................................... 17
Fishing 101 .................................................................................................................. 17
Snake River Studies ..................................................................................................... 17
wilderness skills ...................................................................................................... 18-21
Wilderness Survival ..................................................................................................... 19
Geocaching ................................................................................................................. 21
Navigation 101 ........................................................................................................... 21
Natural Navigation ..................................................................................................... 21
forestry .................................................................................................................... 22-23
A Plant & Me! ............................................................................................................. 23
Plants and Soils ........................................................................................................... 23
Biodiversity and Invasive Species................................................................................ 23
Forestry Management ................................................................................................ 23
maple syrup .............................................................................................................. 24-25
Canadian Tradition ..................................................................................................... 25
The Making of Liquid Gold .......................................................................................... 25
specialty programs .................................................................................................. 26-29
Winter Fun Day! .......................................................................................................... 27
Climate Change ........................................................................................................... 27
GPS Greencheck Certification ..................................................................................... 27
Indigenous Living Program ......................................................................................... 29
Seasonal Forests ......................................................................................................... 29
4
General Expectations
Trail Etiquette:
When we are hiking on trails, we remain on the trails unless a program facilitator directs you to do
otherwise, based on program requirements. This helps lower our impact on the surrounding forest.
Picking and Collecting:
We know the plants are beautiful here but please refrain from picking or damaging them. They serve
an important role in the forest ecosystem and it is vital for their regeneration that they are left to grow
and reproduce without our interference.
Litter:
Under no circumstances should anyone leave litter on the ground. Pack out what you pack in and if
you see any trash, please pick it up and dispose of it in the proper receptacle on-site (compost, recycle,
or waste).
Respect:
We hope all of the wildlife, plants and people are respected during your visit. Enjoy the wildlife from a
distance; do not feed the animals. Please use respectful language during your visit.
Preparedness:
Come prepared with enough water, snacks/lunch for the day. Dress for changing weather conditions
based on the season to the best of your ability. Bring extra socks/mittens for cold & wet days.
Testimonials
“Every trip we have taken to Shaw Woods with our Kindergarten students has been a fun adventure! You just
can’t beat fresh air, hikes through the beautiful pines, and a picnic lunch at the biggest picnic table ever! Hik-
ing to the lookout to check on the Bald Eagles is always a highlight, and climbing on the big boulders in the
middle of the woods. Our team teachers have always arranged engaging games for us, and even took us
snowshoeing! We hope to return again very soon.”
-Kindergarten Teacher
“I have taken Grade 1 and 2 students to experience a variety of outdoor education programs at Shaw Woods
Outdoor Education Centre over the past 3 years including learning about leadership, plants, birds, and mam-
mals. Each time I was impressed with the quality of the programs with regard to the knowledge and prepar-
edness of the educators who were our leaders for the day. The best part of the excursions for the class was
the opportunity to learn “in” nature about nature. Children today certainly lack in these simple experiences
compared to previous generations. The students were excited by what they were learning and how they were
learning. I will continue to bring students back to Shaw Woods Outdoor Education Centre in the future.”
-Grade 1&2 Teacher
5
Our Facilities
The Shanty
Our propane heated, cabin-
style classroom.
The Pine Pavilion
Our beautiful post and beam
outdoor classroom.
Gaga-Ball Pit
Dodgeball in the round!
6
Our Facilities
Raised Garden Beds
A place for green-thumbs to get
their hands dirty!
Wigwams
Sacred spaces provided by local
Indigenous Elders.
Bioswale
A constructed wetland to help
filter ground water.
7
Our Facilities
Gathering Areas & Sit-Spots
We have a number of areas for
exploration and quiet reflection.
The Sugar Shack
Where the maple syrup magic
happens!
Low Ropes Course Elements
For Cooperative Education and
team Building programs.
8
Our Facilities
Hiking Trails
Networks of hiking tails marked
by sign-posts and interpretive
signs to guide your experience.
Johnny’s Lookout
A viewing platform and gather-
ing space, overlooking the Shaw
Pond.
Snake River
Where many of our hikes and
programs take place, rich in
aquatic biodiversity.
Natural Play Space coming soon!
9
Wildlife Studies
Some Activities in these programs may include:
Hiking along our forest trails and reading field guides
Discussing human impacts on the ecosystem and strategies we can use to support more sustainable
interactions with our environment
Using binoculars, microscopes, and magnification loupes
Digging through soil and collecting bugs
Working with Plaster of Paris to create animal track casts from tracks we discover along trails and/or
using our stamp kit to make some art to take home.
Curriculum Links
Kindergarten-1.2 Play-based learning in a culture of inquiry
Explore objects and events around them and observe the results of their explorations; gather, compare, sort, classify, interpret,
describe observable characteristics and properties, notice patterns, draw conclusions, using a variety of simple tools and materials
Grade 2- Understanding Life Systems: Growth and Changes in Animals
1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they live
2.2 observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics
(e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and
resources
2.3 investigate the life cycle of a variety of animals (e.g., butterflies, frogs, chickens), using a variety of methods and resources them
according to a classification system
Grade 4- Understanding Life Systems: Habitats and Communities
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat
3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
Grade 6- Understanding Life Systems: Biodiversity
1.1 analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional
Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration.
2.2 investigate the organisms found in a specific habitat and classify
3.5 describe interrelationships within species (e.g., wolves travel in packs to defend their territory, raise their cubs, and hunt large
prey), between species
Grade 7- Interactions in the Environment
Overall Expectations: 1. assess the impacts of human activities and technologies on the environment, and evaluate ways of control-
ling these impacts; 2. investigate interactions within the environment, and identify factors that affect the balance between different
components of an ecosystem 3. demonstrate an understanding of interactions between and among biotic and abiotic elements in
the environment
10Program Descriptions
It’s a Bug’s Life!
Children’s “bug” hunting skills are put to work as they search for some local insect spe-
cies in a hands-on forest exploration area in the Shaw Woods! Students will use insect
collecting tools and techniques, while practicing respectful ways of handling bugs. Get
a bug’s eye view of some additional specimens at the Creature Feature Table!
Seasons Offered: Spring & Early Fall
Grades: K-3
Bird Investigators
Begin a life-long hobby in the great outdoors! Go on a nature hike that will have you
exploring birds in their habitats and identifying them by behaviour, sound and colours.
Students will experiment with field guides, bird calls and binoculars, investigate bird
artifacts and play games that will connect them with their new feathered friends.
Seasons Offered: Spring & Early Fall
Grades: K - 3
Animal Tracking
Get to know all about local animals in all four seasons! WHO are they? WHAT are they
up to? WHERE are they going? WHEN do they go? WHY??? Their tracks leave a story
that tells the “tail”. Students use track guides & play games to test their new skills.
Experience an increased connection to wildlife. Discover what animal tracks can tell
you about local animals in their habitat and how we can use this information to deter-
mine the health of an ecosystem. Identification and classification skills are practiced in
activities and tested in challenges along the trails. Students walk away with the life-
long hobby of reading the stories of the land.
Seasons Offered: All year
Grades 3+
11Wildlife Studies continued...
Some Activities in these programs may include:
Hands-on interaction with pelts from fur bearing mammals
Playing games in our field games area (may include running, jumping, hiding individually and in teams)
Hands-on examination of bones, skulls, animal tracks, reptile shells and skins
Reading support materials, field guides, and interpretive signs
Collecting things from forest floor along trails, categorizing different species according to characteristics
Using dip-nets near running water, magnification loupes, getting your hands dirty!
Making artwork (painting, stamping, drawing, colouring) that features what you have learned.
Curriculum Links
Grade 1- Air and Water in Our Environment
3.3 describe ways in which living things, including humans, depend on air and water
Grade 2- Understanding Life Systems: Growth and Changes in Animals
1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they live
2.2 observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics
(e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and
resources
2.3 investigate the life cycle of a variety of animals (e.g., butterflies, frogs, chickens), using a variety of methods and resources
Grade 6- Understanding Life Systems: Biodiversity
1.1 analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional
Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration
2.2 investigate the organisms found in a specific habitat and classify them according to a classification system
3.1 identify and describe the distinguishing characteristics of different groups of plants and animals (e.g., invertebrates have no
spinal column; insects have three basic body parts; flowering plants produce flowers and fruits), and use these characteristics to
further classify various kinds of plants and animals (e.g., invertebrates – arthropods – insects; vertebrates – mammals – primates;
seed plants – flowering plants)
3.7 explain how invasive species (e.g., zebra mussel, Asian longhorned beetle, purple loosestrife) reduce biodiversity in local envi-
ronments
12Program Descriptions
Animal Antics
Learn about the needs and characteristics of local fur bearing animals through unique
games and fun facts that wow us and leave us wanting to know more. Examine animal
pelts, river-side and forest habitats, and discuss food webs and various niches that
different animals occupy in the ecosystem.
Seasons Offered: All year
Grades: 1-3
Habitats and Communities
Explore the Shaw Woods ecological community on an interpretive hike. Discover what
makes a “home” for humans, and other animals. Explore the boreal forest, and consid-
er how it might differ from a wetland habitats. Discuss various animals and their adap-
tations that allow them to coexist at the Shaw Woods.
Seasons Offered: All year
Grades: 4-6
13Leadership and Team Building
Some Activities in these programs may include:
Hiking along forest trail system, carrying game pieces (pylons, ropes, marbles, hoops, plastic pipes,
buckets)
Working individually and in teams to solve puzzles and challenges
Walking along logs, planks, standing on platforms
Lifting planks (2” x 6” boards) with peers, balancing on moving platforms, swinging from ropes, walking
along elevated ropes
Many of these activities can be adapted to suit individual and group needs.
Curriculum Links
Grade 4 – Healthy Living- Personal Safety and Injury Prevention
C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and
cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision,
consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situa-
tions
Grade 5- Living Skills – Personal Skills
Personal Skills (PS)* 1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take re-
sponsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities,
develop movement competence, and acquire knowledge and skills related to healthy living
Grade 6 – Active Living
A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance),
according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged
and moving throughout the activity, using time effectively, being open to new activities, displaying fair play by taking turns and
sharing, listening to others, not blaming or taking advantage of others)
Grades 7 and 8 Living Skills
Personal Skills 1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsi-
bility for their own actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities,
develop movement competence, and acquire knowledge and skills related to healthy living
Grade 10- PPL20- Healthy Active Living Education
A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a reward-
ing and enjoyable environment for participation in physical activities
Grade 12- PLF4M- Recreation and Healthy Active Living Leadership
A1.1 demonstrate an understanding of the concept of leadership, and compare various leadership styles and their use in a variety
of situations. A1.2 identify the attributes and skills needed to be an effective leader
A2.1 demonstrate the ability to use communication skills (e.g., expressing ideas, listening and responding to others, and inter-
preting information effectively; recognizing and understanding non-verbal signals and body language) to develop healthy relation-
ships and provide direction to participants involved in a variety of activities related to healthy, active living
14Program Descriptions
Team Building
There’s no I in team! Students become confident in themselves and each other as they
work through progressively challenging activities that aim to promote teamwork, lead-
ership, trust, communication and problem solving. Discuss the qualities of effective
leadership, individual and group goals including different approaches as well as per-
sonal strengths, weaknesses, empathy and compassion for others.
Seasons Offered: All Year
Grades: 4+
Leadership
This program is a stepping stone to developing future leaders and team members of
our community! Learn about being a positive role model, increasing social skills, and
recognizing personal strengths, showing empathy, compassion for others and a em-
bracing a sense of humour. Students develop and practice leadership skills, work on
environment-based projects, activities and initiatives while fostering a connection to
people and places in a fun and meaningful way.
Seasons Offered: All Year
Grades: 11 & 12
15Aquatics
Some Activities in these programs may include:
Using data collection instruments to study macro-invertebrates including D-Nets, sampling equipment,
identification keys, magnification lenses.
Exploration next to running water and along trails (wearing personal floatation device according to wa-
ter level).
Discussion of abiotic and biotic factors influencing water quality, human impact on aquatic environ-
ments, protecting aquatic environments.
Use of fishing rods and various tackle. Playing games in open field areas.
Painting, drawing, stamping artwork to take home.
Curriculum Links
Grade 6- Understanding Life Systems: Biodiversity
1.3 analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional
Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration
3.7 explain how invasive species (e.g., zebra mussel, Asian long horned beetle, purple loosestrife) reduce biodiversity in local envi-
ronments
Geography Grade 7
A3.1 identify the location and describe the physical characteristics of various landforms
A3.4 describe patterns and physical characteristics of some major water bodies and systems around the world
A3.5 describe some key natural processes and human activities that create and change water bodies and systems
A3.9 describe patterns and characteristics of major natural vegetation regions around the world
A3.10 describe some key natural processes and human activities that create and change natural vegetation patterns
A3.11 describe how different aspects of the physical environment interact with each other in two or more regions of the world
Science Grade 7- Interactions in the Environment
Overall Expectations: 1. assess the impacts of human activities and technologies on the environment, and evaluate ways of control-
ling these impacts: 2. investigate interactions within the environment, and identify factors that affect the balance between differ-
ent components of an ecosystem 3. demonstrate an understanding of interactions between and among biotic and abiotic elements
in the environment
Grade 8 - Water Systems
Overall Expectations 1. Assess the impact of human activities and technologies on the sustainability of water resources 2. Investi-
gate factors that affect local water quality 3. Demonstrate an understanding of the characteristics of the earth’s water systems and
the influence of water systems on a specific region
16Program Descriptions
Wetland Wonders
Uncover one of nature’s most fascinating wonders: wetlands! Students will engage in
sensory activities, play games, and learn why wetlands are vital to humans, plants and
animals alike
Learn about the effects of humans on our environment . Become introduced to a bios-
wale and uncover how humans can make a positive impact! Who lives here? Discover
some of the local plant and animal species that make up unique wetland communities.
Why are they important? What threatens them? How can you help?
Seasons Offered: Spring/Fall (Weather Dependent)
Grades: 4-8
Fishing 101
Students will be taught the components and interactions of living organisms within an
aquatic environment and human impact. Students will also be taught how to use a spin
cast rod and reel and given instruction about various types of terminal tackle.
Seasons Offered: Spring/Fall
(Weather Dependent)
Grades: 5-8
Snake River Studies
Students get in the beautiful Snake River for this stream study! They learn the tools of
the trade with the use of D-Nets, sampling equipment, and identification tools to ex-
plore the waterway and document their findings. This program focuses on geophysical
features, stream profile, biotic factors and water quality using macro invertebrates.
Seasons Offered: Spring/Fall
(Weather dependent)
Grades: 9-11
17Wilderness Skills
Some Activities in these programs may include:
Hiking forest trails.
In groups, building shelters out of sticks, branches, logs and other forest floor debris.
Hands-on examination of survival gear, tools.
Practicing knots with ropes.
Discussing hypothermia, frostbite, dehydration, thermal regulation, weather conditions and survival.
Building, lighting and maintaining fires (sometimes boiling water).
Discussing water filtration/treatment, wild edibles, and hazards in the wilderness.
During winter season, with adequate snow conditions, building quinzhee structures as a class.
Curriculum Links
Junior Wilderness Skills
Target grades 4-6
Grade 5- Understanding Structures and Mechanisms: Forces Acting on Structures and Mechanisms
3.1 identify internal forces acting on a structure (e.g., compression [squeezing], tension [stretching]), and describe their effects on
the structure
3.2 identify external forces acting on a structure (e.g., the weight of people and furniture in a house, wind blowing on a tent, the
movement caused by a passing train), and describe their effects on the structure, using diagrams
3.4 describe forces resulting from natural phenomena that can have severe consequences for structures in the environment (e.g., a
house loses its roof in a wind storm), and identify structural features that help overcome some of these forces (e.g., cross supports
for roofs, steel beams in bridges
Intermediate Wilderness Skills
Target grades 7,-8
Grade 7- Pure Substances and Mixtures
Heat in the Environment
Overall Expectation #2
Investigate ways in which heat changes substances, and describe how heat is transferred
18Program Descriptions
Wilderness Survival
Areas of focus are fire and shelter building techniques with an environmental steward-
ship attitude. Topics can be tailored to meet the interests of your students, but other-
wise include: stress management techniques, survival kit creation, proper dress and
staying warm and dry, use of forest resources and tea sampling, safety precautions,
winter camping techniques and tips for coping with blackflies and mosquitos and
more.
Seasons Offered: All year
Grades: 4+
Winter Option: FIRE BUILDING
This program is offered from November 1st to April 1st.
19Wilderness Skills continued...
Some Activities in these programs may include:
Hiking forest trails.
Navigating using maps, compasses, GPS units, and surrounding geography.
Finding hidden objects and caches in the forest (never more than a couple of meters off trails).
Creating geocaches for others to find and hiding objects from other individuals/groups.
Creating instructions to guide peers towards hidden treasures.
Testing theories about nature’s navigational cues and maybe even making your own compass out of
household items.
Curriculum Links
Physical Education and Health
Grade 4 – Healthy Living- Personal Safety and Injury Prevention
C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and
cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision,
consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situa-
tions
Grade 6 – Active Living
A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance),
according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged
and moving throughout the activity, using time effectively, being open to new activities, displaying fair play by taking turns and
sharing, listening to others, not blaming or taking advantage of others)
Grade 7- Geography: Maps and Globes
Analysing various types of maps, including thematic, topographical, and annotated maps (see, e.g., A2.3, A2.4, A3.3)
A2.3 analyse and construct maps as part of their investigations into the impact of natural events and/or human activities that
change the physical environment, with a focus on investigating the spatial boundaries of the impact.
A2.4 interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies
A3.3 demonstrate the ability to extract information from and analyse topographical maps (e.g., construct a cross-section of a land-
form based on the information from a topographical map).
SNC1D and SNC1P- Science Grade 9
A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., astrophysicist, geophysicist, conser-
vation officer, park warden, fire protection engineer, hydrologist, electrician) and the education and training necessary for these
careers
20Program Descriptions
Geocaching
Students will be taught the principles of geocaching. Using a GPS unit students will navi-
gate to a number of waypoints on the Shaw Woods property. At each waypoint there
will be caches that may have to identify an item or find letters to decipher a message.
Students will use intermediate cardinal compass points, make connections between
degree bearings and cardinal compass points, and use relative distance to describe
measurement and relative location to describe location of person or object.
Seasons Offered: All year
Grades 4-8
Navigation 101
This program will provide participants with basic navigation training reading and inter-
preting maps, learning compass components and functions, along with opportunities
to apply practical navigation skills in a wilderness setting. Application of these skills will
involve map reading, compass use, route planning and critical thinking exercises. This
course is well suited for students who enjoy problem solving and want to become
more familiar with navigation, with an eye towards a career in an outdoor field such
as: fishing & hunting guide, forestry technician, back country adventure guide, nature
interpreter, camp counselor or anyone who enjoys recreating in the outdoors.
Seasons Offered: Spring/Fall/Early Winter
Grades: 5+
Natural Navigation
This program will provide participants with knowledge of navigation in wilderness
settings using cues from nature. Safety in wilderness settings, using maps to predict
terrain and plan routes will be discussed. Participants will have an opportunity to test
out nature-based navigation techniques and theories in wilderness settings. This pro-
gram is well suited for participants who have already come for the orienteering pro-
gram or who wish to experience navigation through a nature-based lens. Similar to the
orienteering program, this program may interest those students who may pursue a
career in the outdoors.
**Combine this program to Navigation 101 for a full day of forest navigation skills
practice**
Seasons Offered: Spring/Fall/Early Winter
Grades: 5+
21Forestry
Some Activities in these programs may include:
Measuring and classifying tree and shrubs species; making artwork (painting, drawing, colouring).
Hiking along trails, digging in soil and creating water filters using materials found on forest floor.
Learning plant parts and functions, planting seeds, and playing games.
Identify and discuss invasive species and current management practices.
Curriculum Links
Kindergarten- 1.2 Play-based learning in a culture of inquiry: explore objects and events around them and observe the results of
their explorations; gather, compare, sort, classify, interpret, describe observable characteristics and properties, notice patterns,
draw conclusions, using a variety of simple tools and materials
Grade 1- Social Studies- A Heritage and Identity: Our Changing Roles and Responsibilities
A3.5- demonstrate an understanding that it is important to treat other people and the environment with respect
Grade 3- Soils in the Environment
Assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or
lessen or prevent harmful effects. Assess the impact of human action on soils, and suggest ways in which humans can affect soils
positively and/or lessen or prevent harmful effects on soils
3.3 describe the interdependence between the living and non-living things that make up soil
3.4 describe ways in which the components of various soils enable the soil to provide shelter/ homes and/or nutrients for different
kinds of living things
Grade 3- Growth and Changes in Plants
assess ways in which plants are important to humans and other living things, taking different points of view into consideration
3.6 describe ways in which plants and animals depend on each other. 3.8 identify examples of environmental conditions that may
threaten plant and animal survival
SNC1D and SNC1P- Science Grade 9
A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., astrophysicist, geophysicist, conser-
vation officer, park warden, fire protection engineer, hydrologist, electrician) and the education and training necessary for these
careers
Biology: Sustainable Ecosystems
B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive
species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C]
Biology: Sustainable Ecosystems and Human Activity
B1.1 analyse, on the basis of research, how a human activity (e.g., urban sprawl, use of pesticides and fertilizers, creation of pollu-
tion, human interaction with wildlife) threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C]
B1.2 assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic
ecosystem (e.g., greening their school grounds; conservation efforts of local Aboriginal communities; naturalizing banks of local
rivers or ponds with native vegetation; adoption of an integrated pest management strategy to combat pests in a local garden), and
explain why the initiative is important to the sustainability of the ecosystem
22Program Descriptions
A Plant & Me!
The seeds of knowledge will be planted as children begin to learn that each plant is
unique by starting with a close study of the leaves and needles of some very special
coniferous and deciduous species in Shaw Woods. They will learn stewardship tech-
niques as they are busy making bark rubbings and collecting items using forest friendly
approaches.
Seasons Offered: Spring/Fall
Grades: K-2
Plants and Soils
Ever wonder how plants grow? How can some grow on rocks and others in water?
Prepare to get your hands dirty as you explore the ever fascinating life of plants. Come
and seek out their many shapes and colours, and discover why they are so important
to the world around them. Bring your class I-Pad to document your findings and share
your hands-on experience. Collect and record water samples to compare. Design,
build and test a filtration device with consideration of nature’s filtration processes.
Seasons Offered: Spring/Fall
Grades: K-2
Biodiversity & Invasive Species
Learn how to identify invasive species, where they came from and why they are a
threat to our local waters, wetlands and woodlands. Through interactive activities this
engaging program gets us thinking about the impact of invasive species on Ontario’s
biodiversity, habitats and human health, students experience a sense of empower-
ment as they discover how their new knowledge enables them to practice stewardship
in their community. This program can be tailored with focus on either biodiversity or
invasive species, as well as adapted into a full day program with both focuses.
Seasons Offered: Spring/Fall
Grades: 6+
Forestry Management
This program lets you learn from the forestry experts! Come and learn about sustaina-
ble forestry management. Get some hands on experience and discover the ecological,
economic and social values of forestry. Try your hand at tree identification and be-
come familiar with forestry tools and techniques.
Seasons Offered: Fall
Grades: 9-11
23Maple Syrup
Some Activities in these programs may include:
Hiking trails , drilling holes in trees, gathering buckets of maple and birch sap.
Tasting maple taffy and/or bannock cooked over fire and helping with the boiling process.
Playing games on low ropes elements.
Curriculum Links
Kindergarten- 1.2 Play-based learning in a culture of inquiry: explore objects and events around them and observe the results of
their explorations; gather, compare, sort, classify, interpret, describe observable characteristics and properties, notice patterns,
draw conclusions, using a variety of simple tools and materials
Grade 1- Heritage and Identity: Our Changing Roles and Responsibilities
A2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship between events, people, and/or places
in their lives and their own roles, relationships, responsibilities, and identity/sense of self
Grade 2- Heritage and Identity: Changing Family and Community Traditions
A2.1 formulate questions to guide investigations into some of the past and present traditions and celebrations in their own family
and the communities to which they belong
A3.6 identify some ways in which heritage is passed on through various community celebrations and events
Grade 3- Heritage and Identity: Communities n Canada, 1780-1850
A1.3 identify some key components of the Canadian identity (e.g., bilingualism, multiculturalism, founding nations, religious free-
dom), and describe some of the ways in which communities that were in Canada around the early 1800s have had an impact on
Canadian identity
Grade 4- Heritage and Identity: Early Societies to 1500 CE
A2.1 formulate questions to guide investigations into ways of life and relationships with the environment in a few early societies,
including at least one First Nation and one Inuit society, with an emphasis on aspects of the interrelationship between the environ-
ment and life in those societies
Grade 5- Heritage and Identity: Interactions of Indigenous Peoples and Europeans Prior to 1713, in what would eventually be-
come Canada
A1.1 describe some of the positive and negative consequences of contact between Indigenous peoples and European explorers and
settlers in what would eventually become Canada
Grade 7- History - A. New France and British North America, 1713-1800 A1. analyse aspects of the experiences of var-
ious groups and communities, including First Nations, Metis, and Innuit communities, in Canada between 1712 and
1800, and compare them to the lives of people in present-day Canada
Grade 7- Pure Substances and Mixtures
Heat in the Environment
Overall Expectation 2. Investigate ways in which heat changes substances, and describe how heat is transferred
Overall Expectation 3. Demonstrate an understanding of the properties of pure substances and mixtures, and describe these char-
acteristics using the particle theory.
Grade 8- Cells - Overall Expectations 2. Investigate functions and processes of plant (and animal) cells 3. Demonstrate an under-
standing of the basic structure and function of plant (and animal) cells and cell processes
24Program Descriptions
Canadian Tradition
Enjoy a day at Shaw Woods touring and learning about maple syrup and hopefully enjoy a
sweet treat at the same time. This full day guided program will discuss: the importance of
soil, growth and changes of a maple tree, the maple tree as a structure with crown and
trunk highlighted and how the maple forest is a habitat for many animals. History of the
early settlers in Upper Canada and how they used technology of the time to advance the
efficiency of maple syrup production will also be taught.
Seasons Offered: March-April
Grades 3-4
The Making of Liquid Gold
Enjoy a day at Shaw Woods touring and learning about maple syrup and hopefully enjoy a
sweet treat at the same time. This full day guided program will examine: the biodiversity
of a sugar bush, the changes of sap to taffy, the importance of evaporation and the
amount of energy required to convert the sap to syrup. Stewardship of our resources will
be discussed as well as the regions of Canada that produce the most maple and birch syr-
up. We will also take a look back at the First Nations methods of syrup production.
Seasons Offered: March-April
Grades: 5-8 Image Source: https://www.rd.com/
food/fun/maple-syrup-taffy/
25Specialty Programs
Some Activities in these programs may include:
Using map, compass and GPS units to navigate through the forest.
Going on a guided interpretive snowshoe hike through the woods (weather dependent)
Playing games, building with snow, and using our snow snake (weather and snow conditions permitting)
Playing team-building games, measuring woody debris on the forest floor in a study plot and comparing
carbon sequestration in the forest with output from burning fossil fuels.
Curriculum Links
Grade 4- Understanding Life Systems: Habitats and Communities
1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities
1.2 identify reasons for the depletion or extinction of a plant or animal species
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat
3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
3.6 identify animals that are carnivores, herbivores, or omnivores
3.7 describe structural adaptations that allow plants and animals to survive in specific habitats
Grade 5- Understanding Earth and Space Systems: Conservation of Energy and Resources
analyse the long-term impacts on society and
the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts
3.2 identify renewable and non-renewable sources energy (e.g., renewable: sun, wind, ocean waves and tides, wood; non-
renewable: fossil fuels such as coal and natural gas
3.4 recognize that energy cannot be created or destroyed but can only be changed from one form to another
Grade 6- Understanding Life Systems: Biodiversity
analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional Aborig-
inal hunting and gathering areas as a result of dam construction), taking different points of view into consideration
2.2 investigate the organisms found in a specific habitat and classify them according to a classification system
3.1 identify and describe the distinguishing characteristics of different groups of plants and animals (e.g., invertebrates have no
spinal column; insects have three basic body parts; flowering plants produce flowers and fruits), and use these characteristics to
further classify various kinds of plants and animals (e.g., invertebrates – arthropods – insects; vertebrates – mammals – primates;
seed plants – flowering plants)
26Program Descriptions
Winter Fun Day!
Come and enjoy winter games and activities with your class. Rotate through activity stations
such as: snow snake games, making snow art, sculptures, shelters, animal tracking, snow sci-
ence explorations, snowshoeing. Could include a campfire for your use during lunch hour (if
you choose to bring hot chocolate, food etc, we can provide the fire but please supply your
own water).
Seasons Offered: Winter
Grades: can be adapted to suit any grade.
Climate Change
Students will discuss global climate change indicators and brainstorm local, creative solutions.
They will develop team building strategies with a focus on climate change and will conduct a
field study by measuring downed woody debris in one of our study plots to calculate the
amount of carbon absorption of a local forest. Students will compare their results with the
amount of carbon estimated to be released into the atmosphere from burning fossil fuels.
Seasons Offered: Spring and Fall
Grades: 4-10
GPS Greencheck Certification
Ideal for SHSM Students. This course will teach participants how to navigate using nature,
maps, compasses, and GPS units. Successful participants will be gaining their Green Check
certification which includes a pocket Field Guide and plotter. Cost of course is $29.00 for
materials/certifications and $25.00 Shaw Woods Instructional Fee. We offer the basic (1
day) and advanced courses (2day); we only charge extra $25.00 for second day of instruc-
tion.
Seasons Offered: All year
Grades: SHSM Image Source: http://wildernessmastery.com/outdoors/
how-to-adjust-compass-declination.html
27Specialty Programs continued...
Some Activities in these programs may include:
Guided interpretive hikes through the forest and/or along wetlands. Snowshoeing (depending on sea-
son booked).
Fire-building, water boiling, (depending on season booked).
Wild edible plant identification. Making artwork (painting, stamping, drawing, colouring).
With respect to Navigating Spring and Winter, expect similar activities as other spring/winter listings in
the program manual.
Curriculum Links
Grade 5- People and Environments: The Role of Government and Responsible Citizenship
B3.3 describe some First Nations, Métis, and Inuit governance structures that currently exist in Canada (e.g., with reference to the
Métis Nation of Ontario, Inuit Tapiriit Kanatami, the Chiefs of Ontario, the Nishnawbe Aski Nation, the Union of Ontario Indians, the
Haudenosaunee Confederacy)
B1.1 assess the effectiveness of actions taken by one or more levels of government, including Indigenous governments, to address
an issue of national, provincial/territorial, and/or local significance
B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, in-
cluding the perspective of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues
Grade 6- Heritage and Identity: Canadian Communities, Past and Present
A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a
few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada
A3.3 describe some key economic, political, cultural, and social aspects of life in settler/ newcomer communities in Canada (e.g.,
with reference to land ownership; agricultural practices; work; cultural practices; religious and/or spiritual beliefs/practices; dress
and diet; family life and the roles of men, women, and children; social and service clubs), and identify significant ways in which the
culture of settlers’ places of origin influenced their ways of life in Canada and, where applicable, had an impact on Indigenous com-
munities
A3.4 identify various types of communities in Canada and some ways in which they have contributed to the development of the
country (e.g., First Nations, Inuit, Métis, French, and/or British; later immigrant groups such as Chinese, Germans, Scandinavians,
South Asians, or Caribbean people; religious communities; economic communities such as resource towns; workers and labour or-
ganizations; rural and urban communities)
A3.5 describe significant events or developments in the history of two or more First Nations, Métis, and/or Inuit communities in
Canada
Grade 7- Canada 1800-1850: Conflict and Challenges
B2.1 formulate questions to guide investigations into perspectives of different groups on some significant events, developments,
and/or issues that affected Canada and/or Canadians between 1800 and 1850
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant events, developments, or issues
that affected Canada and/or Canadians during this period
Grade 8- Creating Canada- 1850-1890
A2.2 gather and organize information and evidence about perspectives of different groups on some significant events, develop-
ments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources
28Program Descriptions
Indigenous Living Program
A specialized program developed by the Outdoor Adventure Naturalist students from
Algonquin College, which we have since adopted and adapted for ongoing delivery.
Through the lens of Leave-No-Trace Ethics, discuss wilderness survival techniques today
and compare to some of those inspired by indigenous knowledge. Discuss water col-
lecting, fire-building, and herbaceous studies. You may even find time to make some art
inspired by the woodlands style artists!
Seasons Offered: All year.
Grades: 5+
Seasonal Forests
Consider our relationship with the forests based on seasonal changes. Students will ex-
plore the Shaw’s Pond, Snake River and surrounding forests along trail networks. This
program is targeted for grades 4-8; however, if multiple grades are taking part, separating
groups into grades 4/5 and 6/7 is preferable. All students will be asked to consider how
their knowledge empowers them to make choices that reflect on the relationships they
have with the natural world. What are ways we can make positive impacts in an ever-
changing world? Students will use their senses to enable their exploratory nature, with
the aid of binoculars, field guides, and freedom to touch specific environmental elements.
Based on their grade, participant interactions in a given environment will support their
understanding of broader topics such as: Species at Risk, impacts of structures and mech-
anisms, biodiversity, or biotic and abiotic factors.
Seasons Offered: Spring and Fall
Grades: 4-8
Background graphics sourced from: Designed by Freepik
29Produced by the team at Shaw Woods Outdoor Education Centre
Graphic Design by: Julia Chapeski
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