At Good Shepherd Catholic School, Earth Day was not something students just talked about. It was something they did. A work in progress, Good Shepherd is creating an outdoor classroom grounded in the principles of forest and nature school, while also honouring the land and Indigenous ways of knowing and being.
Kindergarten and Grade 1 students headed outside and spent the day learning through the land. They explored, created, and worked together in ways that felt real and meaningful.
Led by Kindergarten teacher Patrice Hall-Johnson, the day focused on land-based learning. Students were given the space to ask questions, try things out, and learn from what was around them. With support from community partner Lukeisha Andrews from the Child and Nature Alliance of Canada (CNAC) and Black in Nature, the experience encouraged curiosity, problem-solving, and connection while amplifying the Global Competencies of Deep Learning and putting them into practice in organic, authentic ways.
Just as important, it supported student well-being. Time outdoors gave students a chance to slow down, reset, and feel grounded. It is a simple approach, but one that reflects how we support students as whole people, not just learners.
Learning with Respect
The day began with a Land Acknowledgement honouring the ancestral lands and water of the Algonquin Anishinaabe Peoples, followed by an Indigenous learning experience led by OCSB’s Indigenous Education Coordinator, Alanna Trines. Students took part in a drum song and a smudging ceremony.
These were not just activities. They were opportunities for students to learn, listen, and better understand the history and traditions connected to the land and Indigenous ways of knowing and doing; a reminder as settlers to work towards Truth and Reconciliation each day. Moments like this help build respect, empathy, and a stronger sense of understanding and community.
A Community Effort
One of the most memorable parts of the day was the opening of the school’s outdoor classroom.
Instead of a traditional ribbon, students created their own using individual drawings linked together. It was simple, thoughtful, and a perfect reflection of the class. Each student had a part in it, and together it became something bigger.
The project was supported by community partners, including Lukeisha Andrews, Robert Plante and Richie Feed and Seed, who provided the birch trees, for the inaugural opening. Their support helped bring the space to life for students and is a reminder of what is possible when we work together.
The Significance of the Birch Tree
The birch holds deep cultural significance, symbolizing resilience and survival. Its bark has historically been used by the Anishinaabe Midewiwin society for canoes and scrolls to store knowledge. The planting of these birch trees will not only help bring shade and beauty to our yard but will also serve as a meaningful reminder of our commitment to learning, respect, and reconciliation.
Learning by Doing
Students and staff worked together to plant two birch trees. Everyone had a turn. It was hands-on, a little messy, and exactly what it should be.
Afterward, students chose how they wanted to spend their time. Some painted. Some decorated stones. Others explored the space, climbed, dug, and played.
There was no single way to take part. Every choice mattered.
By the end of the day, students left with more than just a new garden. They left with a stronger connection to the world around them and to each other. In a simple way, they were building something that would continue to grow, rooted in care, connection, and a shared sense of responsibility.
