In the Douglas Firs class, enthusiasm abounded as a wooden sled was discovered underneath the tent deck. An organic math and physics lesson evolved as the children took turns pushing, pulling, and riding in the sled.
What happens when two children want to ride in the sled, but only one wants to push?
“We don’t go anywhere!”
What about when only one is riding, and two are pushing and one pulls?
“We can go really fast!”
Navigating through the uneven terrain of our forest classroom and even into the rough sagebrush meadow, the children remained focused and determined to move the sled. For nearly an hour, children took turns on the sled. Teachers injected a few questions to encourage deeper thought and understanding of the forces and math involved in the endeavor.
Because this adventure was not a part of our pre-planned curriculum, but rather emerged organically through the enthusiasm and curiosity of the children, it is a wonderful example of how the outdoor classroom provides ample opportunity to grow our academic – as well as physical – understanding of the world.
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