4.5 Connecting to nature


The pupils get to know the unique flora, fauna and landscape features of their immediate surroundings. Not just the names, but especially by careful observation. This can be difficult at first, but after the first concentrated observation, the ‘Book of Nature’ begins to open itself. If someone knows his surroundings well, he will also appreciate other places on earth more.



In order to participate equally in ecosystems, we need to know its members. By knowing their needs, their interrelationships and connections, we can learn to love them, to truly care for them and, through this, to acquire the skills that will enable us to act in a way that restores ecosystems. Getting to deeply know a specific, usually small, natural or semi-natural area, teaches one to observe and notice landscape features, plants, animals and their habitats in all kinds of natural settings. 


By learning to notice and observe life forms around us, we get to know their needs and interconnectedness better. Building deep connections to a specific area needs both careful observation and active identification of individual species and landscape features. 


Find an observation spot and sit there regularly. Record observations in a diary and actively identify plant, fungal and animal species in the area, draw maps and sketches into your workbook. Notice natural abundance and recognize its intrinsic value locally, regionally and globally. Understand how our well-being is dependent on the richness of life around us. Consider how nature & knowledge of place informs Worldview both traditionally and contemporarily. 


SDG 3: Good Health and Well-being; SDG 5: Gender Equality; SDG 10: Reduced Inequality; SDG 11: Sustainable Cities and Communities; SDG 14: Life Below Water; SDG 15: Life on Land; SDG 16: Peace and Justice Strong Institutions; SDG 17: Partnerships to achieve the Goal 


History, Mathematics, Geography, Biology, Art

Open Learning Activities

Key concepts

  • GAIA Hypothesis
  • Cosmic thinkers
  • Ecological lifestyle (Arne Naess)
  • Deep Ecology
  • Biomimicry
  • ‘Life’s Principles’
  • Integral Ecology (Ken Wilber)
  • Bronfenbrenner ecological model
  • cosmopolitanism
  • Bioregionalism
  • Bioregional life

Learning outcomes

  • Name local species / describe natural cycles

  • Explain importance of diversity in ecosystems

  • Listen & observe nature in silence

  • Develop relationship with local species

  • Herbarium of local species

  • Draw species & landscape elements

  • Seasonal mapping of local area

Last modified: Monday, 20 March 2023, 8:15 PM