Community of Practice

Extension Activities

Over the past 2 years, Focus on Nature has been gathering feedback and activities that teachers across Ontario have been doing to follow up on our workshops. We have compiled the best of these activities in one space so everyone can access these great resources together and let the learning continue.

Language Arts and Visual Art

    • After the workshop, have each student choose their favourite photo they took. 

    • Have each student identify which Element of Design the image represents (the most prominent). 

    • Instruct each student to recreate the image by drawing it on a piece of paper, keeping in mind the Element of Design. 

    • On the back of the picture (or on a different piece of paper) have students describe the Element of Design in their picture (i.e. line: curvy, straight, leading line, seen in the veins of the leaf) and 1-2 other Elements of Design they can find in it.

    • Split the class into small groups (4-5 students in each).

    • Provide each group with a picture of nature (preferably pictures taken by your class in the workshop). 

    • Ask each group to brainstorm a list of Elements of Design they see in the picture and choose 1 that is the most prominent.

    • Project each image, one at a time, on the board and have groups present their findings to the class.

    • Split the class into four equal groups (if possible).

    • Give each group a dice and have them roll it. The group with the highest roll gets to go first. 

    • Project an image and give the group 1 minute (depending on difficulty and level of your class) to decide what Element of Design is being represented and how it is represented (i.e. line: viens, texture: spiky leaves, tone: bright/ lights spots, form: shadow/ highlight, etc.). 

    • If they are correct, award them 100 points and have the other teams roll to see who goes next. If they are wrong, have the other teams roll to see who gets a chance to steal! Continue!

    • Sign out technology (i.e. iPads) for your class to take outside and take pictures with.

    • Have students choose one piece of nature found on the ground and bring it into the classroom to draw a picture of it. You could do a gallery walk of the images and the objects or just the objects and discuss the Elements of Design.

    • Revisit the place you went to during your workshop (during a different season) and have the students explore and either verbally discuss how the nature is different or have them write in a journal about it. This can be done numerous times and then have them reflect on their different experiences/ journal entries.

    • Have students select one photo from their Best 7 photos.

    • Guide them to brainstorm sensory details (sight, sound, smell, touch, emotion).

    • Introduce poetry formats (e.g., haiku, free verse, acrostic).

    • Students write a poem inspired by their photo.

    • Host a gallery walk where students display their photo and poem together.

    Materials Needed:

    1. Printed or digital copies of student photos

    2. Writing paper or devices

    3. Optional: display boards or digital slideshow tools

    • Students select one photo to recreate using a different medium.

    • Discuss how medium affects mood and interpretation.

    • Display original photo and artwork side-by-side.

    Materials Needed:

    1. Art supplies (paint, charcoal, pastels, collage materials)

    2. Student photos

    3. Display space or digital gallery

    • Students choose a photo and imagine the perspective of an element in it (e.g., a squirrel, tree, stream).

    • Write a short story or journal entry from that point of view.

    • Share stories in small groups or publish in a class anthology.

    Materials Needed:

    1. Student photos

    2. Writing materials or devices

Social Studies

    • Review basic map elements (scale, compass rose, legend).

    • Students recreate the hike route on a map.

    • Mark photo locations and add geographic features.

    • Optionally, use Google My Maps or paper maps.


    Materials Needed:

    1. Paper and pencils or digital mapping tools

    2. Student photos

    3. Optional: GPS or location data from hike

    • Discuss environmental stewardship and local issues.

    • Students identify concerns in their photos (e.g., litter, erosion).

    • Create an action plan: posters, announcements, or social media campaigns.

    • Optionally, organize a school-wide stewardship day.

    Materials Needed:

    1. Student photos

    2. Poster materials or digital tools

    3. Access to school communication channels

Indigenous Connections

    • Get each student to create their own project that involves connecting their own identity and community through their photography.

    • This project could be a slide presentation, a board presentation, or a mixed art and writing journal where they can showcase a photo and write about how this photo shows their identity. 

    • Have the students put together a research paper on a famous Indigenous photographer.

    • Have each student pick their own Indigenous Photographer, or you can assign photographers to the students. (These can be Indigenous Peoples from Canada, or you can tie in Indigenous Peoples from around the world.)

    • Have them look into how their photography showcases their identity, sovereignty, and connection to the land.

    • Get them to write about what specifics from the photographer’s land will make their photos unique from someone else's?

    • Select photos showing natural elements (e.g., cedar trees, rivers).

    • Research Indigenous teachings or uses of those elements.

    • Invite a local Elder or use verified resources to guide respectful learning.

    • Students create a reflection or presentation connecting their photo to Indigenous knowledge.

    Materials Needed:

    1. Student photos

    2. Access to Indigenous resources or community partners

    3. Presentation tools

Science and Technology and Mathematics

    • Review geometric concepts (lines, angles, shapes, symmetry).

    • Students analyze their photos to find examples of these concepts.

    • Use annotation tools (digital or printed) to label geometric features.

    • Compile into a collage or digital presentation.

    Materials Needed:

    1. Student photos (digital or printed)

    2. Rulers, protractors (if printed)

    3. Devices with annotation software (e.g., Google Slides, Canva)

    • Students choose a photo featuring plants, animals, or habitats.

    • Research the species or ecosystem shown.

    • Identify food chains, adaptations, and environmental roles.

    • Present findings in a mini-poster or digital slide.

    Materials Needed:

    1. Internet access or field guides

    2. Poster paper or digital presentation tools

    3. Student photos

    • Students categorize photo subjects (e.g., trees, insects, water features).

    • Tally and graph the data using bar graphs, pie charts, etc.

    • Analyze patterns and discuss ecological implications.

    Materials Needed:

    1. Student photos

    2. Graph paper or spreadsheet software

    3. Optional: data visualization tools (e.g., Google Sheets)

    • Students choose a photo and develop an inquiry question (e.g., Why do mushrooms grow in clusters?).

    • Conduct research using books, internet, or expert interviews.

    • Present findings through posters, videos, or written reports.

    Materials Needed:

    1. Student photos

    2. Research tools (library, internet)

    3. Presentation materials