Nature adventures

Prep

• Make sure you know the location in advance. It is critical to pre-visit the place and have a risk-assessment for the activity.

Competences/activities to practice first by the teacher

• You may need to have previous experience in the different activities or a local guide or expert with you.

Steps in the activity

1. Before you go
2. In nature

Whether it’s a hike through the woods, canoeing on a calm lake, camping under the stars, or engaging in free play in a natural setting, there is a series of steps that can help you to get started: 

Step 1: Before you go

1. Set the intention. Define the purpose and intention of the nature adventure. Are you promoting mindfulness, fostering teamwork and problem solving or nature connection? Clarifying the goal helps tailor the experience to the needs and interests of the group, whether they are children, adults, or a mixed group.
2. Choose the right environment. Select an environment that suits your intention and the group’s needs. This could be a forest, beach, park, river, or even an urban green space. The setting will shape the type of activities possible, like hiking in a forest, canoeing on a lake, or free play in a meadow.
3. Create a safe and inclusive atmosphere. This involves preparing for challenges like weather, terrain, and group dynamics. 
4. Consider offering varied engagement opportunities. Not every learner will engage with nature in the same way. Some may prefer active movement like hiking or canoeing, while others may find joy in stillness, like meditating under a tree or sketching a landscape. Offer different types of activities to cater to diverse interests and comfort levels, and let learners choose what feels right for them.
5. Prepare to adapt the activity based on the group’s energy, weather conditions, or unexpected discoveries. Flexibility allows for spontaneous learning moments—such as encountering wildlife or observing a unique natural phenomenon—that can lead to deeper engagement and learning.

Step 2: In nature 

1. Communicate safety guidelines and establish boundaries, such as designated areas for exploration and behavior expectations to protect learners and the environment.
2. Encourage learners to explore and discover at their own pace. Encourage curiosity and let learners choose their path—whether it’s following a trail, wading into a stream, climbing a hill, or simply sitting quietly and observing. The emphasis is on direct experience with nature, fostering a sense of wonder and personal connection.
3. Encourage learners to experience nature with a sense of playfulness, whether it is through building a shelter, playing nature-based games, or creating art with found objects. Joy and play are powerful tools for connection and learning.
4. Lead with Curiosity. Ask open-ended questions and encourage learners to ask their own. “What do you notice here? What surprises you? How does this place make you feel?”
5. After exploration, bring the group together for reflection and sharing. This could be through group discussions, storytelling, journaling, or creative expression like drawing or poetry. Encourage learners to reflect on what they noticed, how they felt, and what they learned about themselves, others, and the natural world.

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Pictures of a nature adventure in which the group embarked on a canoe expedition along the Danube. Photo by Carmelo Zamora, REAL School Budapest

Dos and Don’ts

Adaptations

We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging. 

References

This activity was created by REAL School Budapest.

Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. https://richardlouv.com/books/last-child/ (Highlights the benefits of unstructured play in nature for cognitive and emotional development)

Ewert, A., & Yoshino, A. (2011). The influence of short-term adventure-based experiences on levels of resilience. Journal of Adventure Education and Outdoor Learning, 11(1), 35–50. https://doi.org/10.1080/14729679.2010.532986

Gray, P. (2011). The Decline of Play and the Rise of Psychopathology in Children and Adolescents. https://files.eric.ed.gov/fulltext/EJ985541.pdf (Emphasizes the importance of free play in natural settings for mental health and resilience)

Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? converging evidence of a Cause-and-Effect relationship. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00305  (Shows that time in nature improves attention, learning, and creativity).

Sando, O. J., & Kleppe, R. (2019). Enabling Risky Play in Early Childhood Education and Care: The Importance of the Physical Environment.(Discusses how outdoor activities that involve risk-taking build resilience and problem-solving skills in children).