Boundary Walk

Lesson Plan

Boundary Walk

About This Resource

Summary In this lesson from the first thematic unit of the year, Taking Your Seat, students walk the boundary of the campus.
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Details

Lesson:             Boundary Walk
Unit:                  Taking Your Seat
Grade Level:     All
Duration:          45 minutes + add-ons as needed
Tags:                Orientation, mandalas, setting boundaries, unseen beings

Summary

Students walk the entire boundary of the school. This is more than a lesson plan, it is a unique “mini-unit” that helps acclimate students to their new environment or reacquaint them with a familiar school environment. Adding to the central activity of walking the boundary of the school, we have included a menu of activities to choose from to incorporate living sciences, academics and the dharma. A companion unit on personal boundaries is embedded. We encourage teachers to customize this plan to fit your age group and add any of the academic or sustainability standards you can meet within this lesson. 

Note: This lesson is in progress. A live document can be accessed here.

Essential Questions

What are boundaries? Are boundaries real? What happens if you don’t know your boundaries?

Guiding Questions

What are the boundaries of our school?

What are natural boundaries? 

What are the fabricated/contrived boundaries of our school?

How do we prevent getting lost?

Who are our neighbors?

What are my personal boundaries?

What happens when someone crosses our boundary? How do you react, or how have you in the past?

What are some healthy ways to let someone know when they have crossed the boundary?

How do boundaries change?

Who decides where boundaries are? Is it a fair process?

And Then?

Why is teaching this important? How is it relevant to their lives?

  • Students will be more relaxed and able to learn if they feel at home on campus and have a sense of place
  • Students will be responsible caretakers of this land if they connect with it.
  • If students feel inspired and curious by this experience they may be more connected to the philosophy of the school
  • Students who feel safe and protected will be able to trust those who are guides at the school 
  • Students will be both gentle and empowered through an understanding of boundaries and how to hold them.

Teacher Prep

  • Familiarize with the school property map
  • Ask questions! Make sure you can answer the guided questions.
  • Walk the land at least once before lesson
  • Become oriented with the 4 directions on campus
  • See specific materials based on activities selected

Primary Activity

Teachers lead students along the entire perimeter of the property and secure the boundary with substances and good wishes. Along the way they should engage in a variety of nature based activities curated by the teacher. 

Hook/Connection

How do you draw the students’ attention?

  • Assess prior knowledge.
  • Read a story of someone getting lost, oral or written.  (see list below)
  • Think about being lost or not knowing your land. Something about the importance of knowing where you are.
  • Invite a member of the local Native community or Buddhist community to talk about place and/or do a local deity ceremony.

Lesson Objectives

Students will…              

 

Know

These cross all age groups, select what is appropriate for your class

4 directions

Navigation basics

Seasonal changes

Boundaries, physical, emotional, material, imaginary

Reading a map

Lenape Native Tribes used to live here

Khyentse Foundation currently “owns” this land

Understand Recognize that we are custodians of land, that there are no real landowners

Property lines are imaginary and important, empty yet apparent

We are part of a caring community

Do (what will students do?)

Observing the natural resources

Walking the boundaries

Hone awareness of this particular piece of land.

Standards

Government Standards:

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface.

Sustainability Standards:

STRONG SENSE OF PLACE: The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health.

Teaching Tolerance Standards (browse for ideas on deeper topics that can be covered)

Connected Activities

Living Sciences | Nature Based Activities

Orienteering

  • Spatial Orientation and Scale – Look at a map of the region and the property. Predict how many steps it would take to get from one end of the property to another. 
  • Direction/Compasses– Introduce the cardinal directions. Orient students to learn how to use a compass. Stand in a circle and have everyone walk north.

Guided observations/Scavenger Hunt Prompts

  • Collecting – Make a list of things to collect and return to the classroom like a rock, or just ask them to find something inspiring to collect and share. 
  • Simple observation scavenger hunt  (Models)
  • Read the Landscape – Make observations about the various trees – infer the timeline of them taking over this land – what evidence is there of what came before? [Dan can lead]
  • Initiate a change over time observation activity – each student picks a spot to observe daily/weekly/seasonally. [Dan can lead]
  • More advanced observation list:

Trees competing for light

A tree growing under another tree

Animal Homes 

A plant growing from a stump

Fungus

Evidence of living things

Leaves from 2 different trees

A plant living an arms length from the ground

An insect

An acorn with teeth marks

A tree wound or scar

A log with root like fuzz under

Sensory Focused Activities

  • Meet a Tree – close eyes and observe the tree with other senses. Step back and have students try to guess which tree they were exploring. 
  • Bark Impressions – Place a paper on the bark and rub with a pencil until the impression is taken. This can be worked into comparing the bark of various types of trees. 

Dharma/Contemplative 

  • Set the boundary with ceremony – Use Kochi bells, incense, flowers, colored rice to mark the boundary, setting an intention 
  • Visualization – Visualize a bubble around the entire property, rainbow colored interlocking symbols protecting us. Maybe blow bubbles as we walk. Or do giant bubbles on lawn
  • Introduce the idea of a mandala, a circle inside the square of the property. Find the center of our mandala.
  • Identify Sacred Spots – Find areas where we feel the sacred is more powerful. Decide where should the new Buddha Statue go
  • Listen – Quietly sit and listen. What sounds did you hear? How far can you hear? What sounds are harmonious?

Academic

  • Persuasive Writing – Write a persuasive paragraph about why we should place the Buddha in a specific place
  • Journal about the feelings about this land
  • Measure distances

Assessment

As appropriate:

  • Can the student give directions to different areas on campus?
  • Can the student point to the 4 cardinal directions?
  • Can they draw the shape of the school grounds?

Performance Indicators

  1. Draw the parameters of our bio-region (watershed) and/or community (e.g. class, school, and/or neighborhood).
  2. Document the heritage and current condition of the place in which we live (e.g. drawing a picture, acting out a play, writing a poem, making a collage), and provide a vision of what they want that place to look like in the future to an authentic audience (e.g. other classrooms, a nursing home, a parent event).
  3. Create a celebration of the unique cultural character of our place.

Resources and Materials

For teachers (Background to better understand the subject)

For students: Materials they could use or access

Note from Noa: I crowdsourced from friends for stories about getting lost. I haven’t vetted this list yet. Welcome feedback on any of them.

Lists

Getting lost as a theme in children’s books

Another list of stories 

Oral Stories

Hansel and Gretel

Red Riding Hood

Picture Books

Sylvester and the Magic Pebble William Steig

William Steig’s Brave Irene (strange link with Al Gore reading it!) 

Owl moon

Where the Wild Things Are

The Girl and the Wolf

Tiger Tiger Is It True is a good one about being lost in your thoughts but finding home again. Not really lost in the forest, but still lost in the mind 

Lost and found

Mine for Keeps

Home from Far

Willow and Twig

Flat Stanley – Jeff Wolf

The cartoon The Point, which is really about being exiled and learning to see the world in a new way)

The Night Kitchen

Harlequin and the Gift of Many Colors

Books about personal Boundaries

Chapter Books

  • Momo by Michael Ende 
  • Hello Universe by Erin Entrada Kelly (5th grade readers) 
  • Kensuke’s Kingdom by Michael Morpurgo. Michael is washed overboard
  • Morpurgo’s books are historical novels – Alone on a Wide Wide Sea is another about about children orphans sent to live in Australia after WWII told through one person journey Arthur Hobhouse … although mature subject beautifully told, my son at age 7 loved the audio book – was our road trip book for ages. Story includes Arthur holding on to really fragmented childhood memories he can’t be sure of through a tough life …. and there are uplifting endings. The story of these orphans is remarkable, people thought it was offering new lives, but also took children away from their culture and heritage into lives where often abused or, as Arthur, treated as cheap or free labour. It’s written well for kids.
  • Tommy’s Camping Adventure. Not necessarily about kids “getting lost” but more about the youngest in a family who is trying to find his place, his true value to the group and after being refused many “jobs” around the campsite, the family decides to go for a hike, they lose their bearings and he helps them find their way back to their campsite. And discovers his job/role in the family unit. Was my favorite book as a kid…highly recommended:)
  • James and the Giant Peach, by Roald Dahl. James finds his way to a new kind of home after many harrowing adventures. 
  • Wrinkle in Time
  • Magic Treehouse 
  • The Magician’s Nephew can’t be told in one sitting, but it’s a good one. It’s neat that not a moment has passed when the children get home.
  • All the Way to Lhasa 
  • Wizard of Oz

Cross Content Connections

Cross Content Connections

Science Counting stones/sounds

North/South/East/West

Perception – how the brain works

Fight or flight brain chemistry

Role of boundaries in nation-forming, in societal conflict

Science of stones

Map reading (classroom, school, Saugerties, Ulster County, New York State, Lenape Territory)

Writing letters/making arguments for where the Buddha should be placed

Forms of measurement (the crazy story of the “foot”

Humanities Different traditional associations with directions

Different methods of tracking through cultures

Lenape culture (best would be a guest visitor but not possible this year) https://en.wikipedia.org/wiki/Lenape

You can open a discussion about personal boundaries and how these are different for different people. [Book suggestion]

Embodiment Walking the land

Using the five senses

Art Map making

Create signs for around the school and classroom

Draw the landscape

This land is your land https://www.youtube.com/watch?v=wxiMrvDbq3s

Contemplative/Dharma Finding a spot for the new Buddha statue – maybe each class can choose a place and have a representative make a case on a council (democracy)

Unseen beings lesson plan

Visualization (see below image of a sky full of rainbows)

Recognizing school as a sacred space. Establishing altars and altar keeping practices.

Request local deities and other unseen beings for permission to study on this land. Burying special objects, marking the sacred space of the school itself.

Appendices

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