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KOLTS Forest and Nature School Program

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What is KOLTS Forest and Nature School? KOLTS (King Observation Lab Teaching School) Forest and Nature School (FNS) program was developed in the fall of 2015 as a research initiative in collaboration with KOLTS, School of ECE Faculty and BCD students. The research focus was on nurturing relationships developed in the forest between the children, educators and family and encouraging a community of environmental stewardship. This holistic approach to learning supports the child’s overall well- being by inviting them to experience the world using their head, heart and hands. The results of our research initiative showed that the children demonstrated:

• An enhancement in their gross motor abilities by maneuvering on uneven terrain and climbing stumps and trees

• An increase in concentration with children fully engaged in experiences • Growth in resiliency and ability to recover with little or no stress • Improved eating and sleeping patterns at home • Freedom of expression through a number of modalities • The freedom to explore without pre-determined outcomes invites children to develop self-

identity and contribute to the world around them Emergent Curriculum KOLTS FNS program is an emergent based curriculum that invites children to explore the diversity of the natural world by supporting children’s discoveries and inquiries through exploration and investigations that often continue in the traditional classroom environment. This child led pedagogy is founded on experiential learning and is relationship based, where children construct their own knowledge with the support of educators and the greater community.

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Building a Relationship with Representatives of the First Nations, Métis, and Inuit Community

First Peoples @ Seneca. We are currently building relationships with members of the First Peoples @Seneca and are collaborating in developing curriculum for KOLTS FNS honouring the calls to action for Early Childhood Education from the Truth and Reconciliation Commission. Together we are on a path to educate the youngest of our population on the historical and current connections to the world around them.

“This land is the traditional territory of the

are guests on this space, and it is our shared

obligation to respect, honour, and sustain this

land”

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Vision and Philosophy Vision. Our vision is that every child who attends KOLTS Forest and Nature Program has the opportunity to experience a healthy ecological connection with nature. FNS provides a rich, inquiry-based, learning experience that engages children with the basic elements of nature. Our educators understand the power of play-based and place-based learning and promote an emergent, child directed curriculum that embraces the concept of stewardship of the earth in a path towards a more sustainable world. Philosophy. Our philosophy is to provide the children with place-based learning opportunities that involve regular and repeated visits to the same natural setting. Our hope is that children will begin to form connections with nature and to natural environments as a means to support their development. This in turn will support children on their journey of developing a stewardship for the forest and care for the natural world outside of our FNS site. We are developing a relationship with First Nations, Métis and Inuit culture by learning about their ways of being, knowing and teaching. We are learning to use this traditional knowledge to guide our practice and take steps forward with the educators, children and families towards “reconciliation.” We view children as competent, capable and curious learners and hope to create a setting where the educators and the children become co-learners; sharing both knowledge and experience equally. We practice inquiry-based and play-based learning where we observe, document and plan according to the children’s interests and developmental needs. Pedagogical documentation informs our practice as educators as we focus our observations on how learning happens and the impact this has on our practice as Forest and Nature School Practitioners and as Early Childhood Educators.

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Our Ethos We believe that all children, regardless of their individual needs or abilities, have a right to regular and long-term access to a natural environment. At KOLTS FNS, all children have the opportunity to spend time in the woodlands, meadows and ponds that surround our building. These diverse landscapes offer experiences that provide challenging outdoor learning opportunities. Forest and Nature School offers a child-centered approach that provides children with long periods of uninterrupted time to learn through both self-directed and play-based exploration.

“It’s important to have knowledge of the heart” he

explains. “How do you get that?

Well you learn through the soles of your feet, the

palms of your hands, the seat of your pants.

All knowledge has to pass through your heart on the

way to your head.” -James Raffan (2014)

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Much like the indoor curriculum at KOLTS, our FNS program reflects the four foundations of learning outlined in “How Does Learning Happen?” (2014): Ontario’s pedagogy for the early years as well as the FDK Document “The KIndergarten Program” set forth by the Ontario Ministry of Education. Our program emphasizes the value of building relationships and the importance of self- reflection. Children naturally seek out these four foundations of learning in their environment while educators work to support children to experience a sense of belonging, well-being, engagement and expression during their time in FNS.

Figure 3. Pedagogical approaches that support learning are shared across settings to create a continuum of learning for children from infancy to age six, and beyond (The Kindergarten Program, 2016, p16).

Figure 2. The four frames of Kindergarten (outer circle) grow out of the four foundations for learning and development set out in the early learning curriculum framework (inner circle). The foundations are essential to children’s learning in Kindergarten and beyond. The frames encompass areas of learning for which four- and five-year-olds are developmentally ready (The Kindergarten Program, 2016, p14).

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Forest and Nature School Program The KOLTS Forest and Nature School program is available to our toddlers, preschoolers, kindergarten and school age children. FNS takes place one to three mornings a week; toddlers typically spending one to two days a week in the forest and both the preschool and kindergarten children spending two to three days a week in the forest. School-agers immerse in nature on PA days by spending most of the day in the natural environment. The learning opportunities that unfold in FNS vary depending on the children, the season and climate. It is a natural and organic flow with various provocations and tools that elicit the children’s curiosity and creativity and/or support their investigations or inquiries. Children are invited to work through challenges by managing failure and rejoicing in their success. This provides opportunity to assess risk and builds confidence. As children discover the many facets of the forest they engage in risk assessment and internalize their level of comfort; utilizing peers and educators for support if required. This is often seen when children are attempting to climb on a log or move a large rock. We often see the “experienced” children introduce their own successful strategies to their peers creating connection to others that support and contribute to the world around them.

Children working together to lift a heavy log provides opportunities of testing gravity and balance, while strengthening bones and muscular tissue and increases awareness of muscle capabilities and body positioning.

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While the FNS site provides the children with many opportunities for inquiry and active play, it is also a wonderful space to take time to be calm and relaxed and engage in quiet self-reflection as well as observing and listening to the wonders of the area. Spending time in natural settings such as in FNS truly becomes a magical place for children. Furthermore, the learning appears to flow into the indoor learning environment through connected inquiries and interests that emerged in the forest.

Our Forest School Community Educators.The majority of the staff at KOLTS are Registered Early Childhood Educators (RECEs); some with a Bachelor in Child Development and Masters in Early Childhood Studies. In addition, we have many students from Seneca’s School of Early Childhood Education programs on site. The Forest and Nature School leader(s) are certified Forest and Nature School Practitioners or FNS candidates in the final stages of completing their out-of-class assignments. Parents & Family. KOLTS welcomes family members to attend and contribute to the FNS program by actively joining us in the forest as well as sharing any skills that would be beneficial to the children’s learning. This connection of home to school supports the strengthening of a child’s overall well-being. Students. While in placement at KOLTS, students are invited to develop learning opportunities for the children in the Forest. We are currently collaborating with Environmental Studies Department to develop interdisciplinary programs for Seneca students.

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The educators at KOLTS recognize that the land we have designated as our FNS site has a long- standing history to the First Nations, Métis, and Inuit (*indigenous) community. We pay tribute to those who have lived and worked on the land prior to us. We are building a relationship with the organization at Seneca College known as First Peoples@Seneca to understand how indigenous ways of being, knowing, teaching and learning inform our FNS practices. Here at King Campus we will learn from the First Peoples@Seneca ambassador and other members of the indigenous community as they share with us their practices of a water blessing in the fall, a land acknowledgment before beginning our FNS program in September as well as sharing their knowledge of the Tree Nation in our FNS site. This is a very exciting partnership we are very fortunate to begin forming and hope to continue to learn from the indigenous community during our journey in FNS. Learning Experiences The majority of the daily learning that occurs in FNS emerges from the interests and exploration of the children, and varies throughout the seasons. The Forest and Nature School Practitioners (FNSP) and Registered Early Childhood Educators (RECEs) that join the children in our FNS program provide tools and materials, known as provocations. They select these based on observing each child’s unique needs and interests. The educators contribute their observations regularly, to support the development of the Forest and Nature School curriculum.

Forest Possibilities:

• Exploring wood, logs and the natural world • Climbing and hiking • Exploration of land or water and all that surrounds it • Investigating insects, birds and animals • Knowledge of indigenous plants • Stewardship of our environment • Building shelters • Camp fires • Tool use • Exploring elements such as water and mud • Experiences with tracking • Working/tying knots with rope and string • Discovery and design of natural creations • Developing stories and role- play • Experiencing transformation • Mapping and special orientation

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Role of the Educator The forest demands a freedom from traditional classroom dynamics where educators are the knowledge keepers and children look to them for answers. Nature provides a platform that neutralizes the ownership of learning and transforms curiosity into making discoveries and co- learning with children in inquiry-based education. The Educator’s place is to support these curiosities and encourage explorations by moving in and out of the process as an observer, researcher and facilitator of deeper thinking using available tools and an understanding of environmental responsibility. Staff and Child Ratio In the KOLTS FNS Classroom and adjacent areas during scheduled FNS programming

• Children 18 – 30 months old: 1:3 ratio • Children 2.5 – 5 years old: 1:4 ratio • Children 6 and up: 1:6 ratio (unless specific safety protocols are in place)

Excursions through the forest (i.e. nature walks) and other campus locations will follow the KOLTS classroom ratios as set out in the KOLTS Operations Manual, 2019 as well as the KOLTS Parent Handbook, 2019. Educator, Student and Volunteer Responsibilities

• Take reasonable measures to promote the welfare and uniqueness of each child. • Promote exploration and encourage children to trust their own instincts in taking reasonable

risks by co-assessing both physical and emotional risks. • Observe children’s interactions with materials and others. Reflect on these experiences • Provide feedback and on-going documentation related to the FNS program. This information

informs the development of the curriculum for the next week • Support children to feel secure in the natural environment and know that their contributions

are valued and appreciated. • Rejoice with children in success and support children to work through failures. • Be a positive role model, particularly with regards to respecting each person and the

environment. • Enforce and encourage the understanding of common sense safety. • Invite children to voice their own feelings, talk about their interests and listen to others. • Facilitate conflict resolution, and invite peers to assist • Encourage the children to come up with their own strategies and use peers as a reference • Invite inquiry-based questions, and collaborative learning encouraging collaboration

Forest and Nature School Leaders:

• Take the lead in developing curriculum based on educators, parents and students’ observations and ideas.

• They take primary responsibility to ensure that policies, procedures and guidelines are followed.

• Manage FNS Blog and Twitter site and encourage conversations

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Communication Strategies The purpose of a communication strategy is to give all those who participate in Forest and Nature School an opportunity to share their experiences, provide feedback and receive current information on the Forest and Nature School program. Evaluations. We ask all those who participate in the Forest and Nature School, including staff, students, parents, volunteers, children and stakeholders, to evaluate the program. This gives participants an opportunity to express their thoughts, share their ideas and engage in a process of future and ongoing development of the Forest and Nature School. Forest and Nature School Handbook. It is important that all participants have the opportunity to read the handbook and gain a greater understanding of the benefits of Forest and Nature School. Documentation. Educators take photographs and/or videos during our FNS program as a starting point for collaboration and co-constructing of documentation. Reflecting on experiences creates a deeper understanding of children’s learning and provides for more meaningful curriculum. It also invites dialogue with other educators, parents and the greater community to reveal the learning and make it visible through an aesthetically pleasing modality. Learning Experiences. They are developed through the contributions provided by educators, students and parents who have been part of the FNS experience. This informs curriculum, however nature is constantly transforming, as is the FNS curriculum. It is a living curriculum in which it ebbs and flows with the interests of the children and the ever-changing wonders of the forest. Location The FNS program is operated at Seneca King’s Campus on 750 acres of old growth wooded area, rolling hills, meadows, ponds, Seneca Lake and farmed crops. This area is rich in flora and fauna that hosts a variety of insects, amphibians and small furry animals, not to mention our very own national bird the grey jay. In addition to the rich affordances of the forest, children are invited to interact, develop and engage in interdisciplinary learning opportunities offered by diverse courses such as Environmental Studies, Behavioural Sciences, and Education. Forest and Nature School Highlights:

• Joining with representatives of First Nations, Métis and Inuit community as a resource for land-based education and respectful practices

• Physical Literacy • Place-based learning (takes place in a natural setting with regular and repeated visits) • Emergent curriculum that is both play-based and inquiry based • Children are viewed as competent, capable and curious learners • Children and educators are co-learners • Hands on learning experiences with loose, natural, open-ended materials • Process, rather than product, is valued • Focuses on creating a relationship between child and natural environment • Promotes the growth of the whole child • Led by qualified Forest and Nature School Practitioners or candidates, and supported by

Registered Early Childhood Educators (RECE)

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Dressing for Forest and Nature School There is a well-known saying from the European Forest and Nature Schools, “There is no bad weather, only inappropriate clothing”. This is especially important in Canada with its extreme fluctuations in temperatures and weather conditions. Therefore, it is important that every child is dressed and ready to comfortably explore the forest. Parents and caregivers are responsible for supplying appropriate clothing for the season. Suggestions for Dressing throughout the Seasons Winter: Required: warm hat, warm/waterproof snowsuit (1 or 2 piece), warm/waterproof boots with a good gripping sole, warm/waterproof mittens, a warm top/sweater to wear under the snow suit, extra pair of mittens, extra clothes Recommended/ things to consider: consider a merino wool undershirt, mittens and socks Spring: Required: rain jacket, rain pants or splash pants, light hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom Recommended/ things to consider: insect repellent Summer: Required: light-weight clothing (long-sleeved shirt, long pants, socks), sturdy footwear (no sandals or crocs) sun hat with a wide brim, sunscreen, at least one full extra set of extra clothing – top to bottom Recommended/ things to consider: rain jacket, rain pants or splash pants, waterproof rain boots, insect repellent Fall: Required: warm jacket, rain pants or splash pants, warm hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom Recommended/ things to consider: insect repellent Health and Safety Behaviour Management When in the forest school site, the adults practice child guidance and behaviour management in keeping with the practices outlined in the “Guiding Behaviour and Learning” section of the KOLTS Operations Manual, 2017. See also the sections titled “Safeguarding the Children…”, and “Knowing When to Help Children” later in this handbook. Medication The KOLTS educators take responsibility for making certain that they take with them any emergency medication that a child may need in forest school (e.g. Benadryl, Epi-Pen, Asthma puffers, etc.) when they go the FNS with the children in their groups. For more details, see the “Medication Policy” and the “Anaphylaxis Policy” in the KOLTS Operations Manual, 2017.

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Sunscreens For details, see the “Sun Safety” section in the KOLTS Operations Manual, 2017. Insect Avoidance For details, see the “Policy and Guidelines with Respect to Mosquitos,” “Policy and Guidelines with Respect to Ticks” and the section entitled “Guidelines for Applying Sun Screen and Insect Repellent” in the KOLTS Operations Manual, 2017. Toileting Procedures Since the location of the forest school site is quite close to the KOLTS building, most toileting and all diapering will be handled at the KOLTS building. A staff member will take children who need to use the toilet or have their diaper changed, back to KOLTS. They will notify other members of the group that they are doing so, and will confirm which child(ren) they are taking with them. Handwashing Procedures In the event children need to wash their hands while in the forest water is available in the FNS wagon along with environmentally friendly soap and paper towel for hand drying. Bee, Hornet or Wasp Nests and Allergies When there is a child enrolled at KOLTS with a known or suspected anaphylactic allergy to insect stings the following protocol will be in place. The Forest School Practitioner who completes the pre-visit inspection will be vigilant about observing for possible bee, wasp or hornet nests/hives. Whenever the children are in the forest, all educators observe for hives or nests as well. If one is located, the educator moves the children from the area and notifies the other educators to avoid the area. The Forest School team leader will put up caution tape (kept in the forest school wagon) designating the area as off limits and will notify the facilities team for assistance in removing/remediating the nest. Toxic Forest Plants As part of the pre-visit inspection and on-going observation by the educators, if someone identifies a particularly toxic plant in the forest school site, they will let the other educators know of the location so that they are aware of the potential hazard. They FNS Leader will notify the College’s facilities department, for advice in removing or remediating the plant(s). If any member of our group (adult or child) has any kind of reaction to something they are exposed to while in FNS, the educator who is with them will tend to them, using basic level first aid techniques. If the reaction is more serious, they will follow the protocol outlined in the “Emergency Response” section of KOLTS Operations Manual, 2019. First Aid Kit The staff members ensure that a comprehensive first aid kit is taken to the forest school site whenever the children go to FNS. It is located in the KOLTS Forest School wagon which is kept centrally and is available for all staff to access should the need arise. In the event children and educators go for a nature walk, the first aid kit is located in the FNS backpack. The KOLTS Forest School team is responsible for ensuring that the contents of the first aid kit are replenished when necessary. For more details about emergencies see the section “Emergency Management Policy and Procedures” in the KOLTS Operations Manual, 2019.

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Supervising Children in FNS When moving children from the KOLTS program to the forest school site, within the forest school site and back to the centre from the forest all adults follow the procedure outlined in the section “Supervision of Children” in the KOLTS Operations Manual, 2019. Ratio during the Forest and Nature School Program is outlined above on pg 10 Risk Management An important point to highlight when it comes to implementing our FNS program at KOLTS is that we always weigh risk against hazard. At KOLTS FNS we encourage children to take healthy risks while staff assess the area and implement programming that avoids putting children in harm’s way. As educators at KOLTS, we conduct what’s known as a Risk Benefit Analysis where “the practitioner or program, weighs, with equal consideration, the duty to protect children from avoidable, serious harm and the duty to provide them with valuable play opportunities” (Child and Nature Alliance of Canada, 2017, p.6). You may wonder is a risk and hazard the same thing? We have provided you with a clear definition to help illustrate the difference. “Risk is the possibility of gaining or losing something of value, with an intentional interaction with uncertainty and probability. Risk is subjective and can vary from person to person” (Child and Nature Alliance of Canada, 2017, p.5). “Hazard is a potential source of harm or danger. Hazards can be mitigated or avoided. They are a source of harm that is obvious (e.g. walking on the railing of a bridge) or not obvious, such that the potential for injury is hidden, or where the child does not have the competence to manage the hazard, or where there is no obvious benefit to the child in experiencing the hazard (e.g. broken railing, fast moving current in a river)” (Child and Nature Alliance of Canada, 2017, p.5).

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Risk Management Policies Pre-Visit Assessments: Each day before the children visit the forest school site, one of the FNS practitioners completes an assessment to ensure that the Forest School area, where the program runs, is safe for the children to use. Ongoing Risk Assessment Risk-Benefit management of the Forest and Nature School environment is fundamental to our success and is needed to ensure the safety and well-being of the children. All of the educators at KOLTS have a duty of care towards the children; therefore, we have a responsibility to assess and co-manage risk with the children to encourage them to learn how to manage risks themselves. Inclement Weather Policy The FNS Lead will check the Weather Network website each day prior to completing the FNS Site Inspection. If weather factors, either individually or in combination, make it dangerous for the children to be in the forest the program will be cancelled for that day. The list that follows – although not exhaustive – shows some of the conditions that would preclude the children from the FNS site. In some cases, the decision is a judgement call with no measurable determining factors (e.g. significantly icy conditions) Temperature and wind chill Gusty winds that make the site unsafe Significant ice accumulation, such that the footing is compromised, would be deemed a hazard Thunderstorms and lightening in the area Tornado warnings or watches Any time the FNS program is cancelled, the children are accommodated and programming provided, in their regular classrooms at KOLTS. Permission and Informed Consent Forms Prior to their children being involved in the KOLTS FOREST program, parents are given access to the Forest and Nature School @ KOLTS Handbook. They will also be given (and required to sign) a Letter of Information and Consent Form for Forest and Nature School. Note: In order to ensure that we honour the wishes of families, KOLTS asks parents to indicate their approval or denial of the use of digital images of their child on various social media platforms. Insurance The Forest and Nature School @ KOLTS is covered under Seneca College’s Commercial General Liability and Director’s and Officer’s insurance policy with Aon Reed Stenhouse.

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Emergency Procedures and First Aid Policy All educators at KOLTS have current First Aid and CPR certificates. They are responsible for all aspects of the children’s health and safety. When in the forest with the children, several designated educators carry their personal cell phones in order to contact emergency services, and/or the KOLTS Manager or designate in the event of an emergency. All educators carry with them a list of all the children and their emergency contacts whenever they are in the forest with the children. In the rare event of a missing/lost person, Seneca College has a drone on campus to help locate individuals quickly and safely. For further details about the KOLTS First Aid Policy, please refer to the “Accidents and Individual Emergencies” section of the KOLTS Operations Manual, 2019.

Procedures for Tool Use In FNS@KOLTS, using tools is an important part of the children’s work. It enables children to develop practical skills that help with motor development and self- confidence. We invite children to work with tools together with an educator to ensure the safe and proper use of the tool.

Before beginning, the FNS educator will: • Ensure tools are ready for use • All tools are counted when

handed out and counted when returned

• Children are closely supervised when tools are used

• Tools are kept in a locked tool box • Tools are used in a designated area

Tool use by Children The tools that children use vary throughout the season and with the age group. They may include wooden mallets, magnifying glasses, rope, string, shovels and buckets, scissors, potato peelers, shelter tarps, hammocks, knives, hand saws, hand drills, etc.

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Minimizing Environmental Impact KOLTS Forest School site is located on the Oak Ridges Moraine. We strive to ensure that the practices of the staff, children and others who participate with us, have minimal impact on the forest and its inhabitants. By this we ensure that the ecologically valuable and vulnerable plants and animals with which we share the space are protected, or in some cases survive. KOLTS FNS is committed to promoting authentic ecological stewardship, education and awareness across the full lifespan from the youngest children at the lab school to the college students, faculty and community members. As such, we have conducted our own ecological impact assessment as is recommended by Forest and Nature School Canada. The following chart has been completed to highlight our unique environment.

ECOLOGICAL IMPACT ASSESSMENT1 One of the many special features of Forest and Nature School is that sessions are held in the same site over a period of time, allowing the children to become very comfortable in and knowledgeable about the land. Although this is very positive for learning, it can have an adverse environmental effect due to over-use of an area.

This Ecological Impact Assessment may be used as a tool to consider the complex layers of place and the various influences humans have on and with the land. Drawing upon systems theory that sees human and ecological systems as interlinked, this ecological assessment encourages a deeper consideration of the interconnected relationships that exist in any place. As the Forest and Nature School situates itself in an ongoing and unfolding story of the land, this ecological impact assessment encourages relations that mutually support the well-being of humans and ecology.

1 This template was developed by Sinéad Rafferty, and was informed by the the UK Forest School Association’s Ecological Impact Assessment form, and the work for Sue Ellen Campbell. See: Campbell, S.E. (2006). Layers of place. Interdisciplinary Studies in Literature and Environment, 13, (2), 179-183. Thank you, Sinéad, and UK FSA!

Name of Forest school program and address KOLTS Forest and Nature School Seneca College KOLTS Childcare 13990 Dufferin Street, King City, ON L7B 1B3

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Acknowledgment of Traditional land and Territories

Treaties based in this site: Traditional territory of the Mississaugas of the New Credit [and the Williams Treaty] First Nations. Languages based in this site: English, however we encourage the diversity of all languages native to the children, families and educators. The children are familiar with French, Italian, as well as Anishinaabemowin words that we use for greeting one another and expressing appreciation and thanks.

Government

Municipal Riding and elected representatives

Provincial Riding and elected representatives

Federal Riding and elected representatives

King City, York Region

King-Vaughan King Vaughan

Mayor: Steve Pellegrini

MPP Stephen Lecce MP Deborah Schulte

Progressive Conservative Liberal

Geographical features of the land and what are the traditional names of local rivers and landmarks?

Oak Ridges Moraine and Greenbelt, Lake Seneca (Lake Johnda), Eaton Hall—Mary—Hackett Lakes Wetland Complex

Description of Ecozone (ie Mixed wood plains, Atlantic Maritime) Mixed wood plains-temperate forests in the Eastern Great Lakes lowland forests

Description of Biome (ie Carolinian Forest, Boreal Forest, Tundra)

Great Lakes – St. Lawrence floristic region, composed of mixed coniferousdeciduous forest.

Name and description of local watershed and tributaries

Eaton Hall Lake-a kettle lake, Humber Watershed,

Climate Zone (ie Great Lakes, Prairies)

King City has a continetal climate moderated by the Great Lakes. Natural and built features of the land (hills, valleys, creeks, marsh, concrete, bridge, buildings)

Old growth forests, rolling hills, meadows, wetlands, swamp, Seneca College Campus, Eaton Hall

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Others species and elements living in the forest school site (also consider the Indigenous names for these inhabitants)

Animals: Red, Grey, Black, Squirrels, Raccoons, Rabbits, Fox, Bats, Deer, Chipmunks, Moles, Snakes Salamanders, Skunks, Turtles, deer

Birds: Geese, Cardinals, Blue Jays, Wild turkeys, Turkey Vultures, Crows, Ravens, Wood Peckers, Swans, Hawks, starlings

Insects: Beetles, tics, moths , caterpillars, butterflies, mosquitoes, Black, horse, house flies , water spiders spiders, slugs, snails, cicadas, grasshoppers, crickets, ants,

Plants: Trillium, Prim Rose, Violets , Moss, Golden Rod, Dandelion, Ferns, Poison Ivy, Orchids, Water-Lillies, Gooseberry, Honeysuckle, Bindweed, Aster, Watermilfoil, Flat-stemmed Bluegrass

Trees: Maple, Evergreen, Black Walnut, Willow, Birch, Poplar, Pine, Beach, Lavender, Cedar, Hemlock, Dogwood

Minerals (rock, soil and or plant cover): "Surface geology of a large proportion of the site consists primarily of silt and clay glacial lake deposits, complexed with organic deposits of peat, muck and marl (at the centre of the site and on the west edge) and ice-supported stratified deposits of fine sands and gravel." (TRCA, 2012)

Species at risk: Bobolink, common snapping turtle and milksnake

Native species:

Rare species-Fen panicled sedge, pale vetchling, Illinois and knotty pondweeds, bog goldenrod and bog aster, sartwell’s sedge (unique to Seneca College), southern naiad (unique to Seneca College), ribbon pondweed, New York fern, broad-leaved panicled aster and matted spike-rush.

Invasive Species-Carp, hybrid cattail, purple loosestrife, periwinkle, lilly-of-the-valley the valley, reed canary grass, common reed, Asiatic bittersweet, dog-strangling vine, garlic mustard

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Historical uses of the land (including natural resource extraction, displacement, agriculture, development, recreation, etc)

• Traditional territory of the Mississaugas of the New Credit [and the Williams Treaty] First

Nations. • Eaton Estate/Eaton Hall : home to the Eaton family -Lady Eaton dug out the lake to make it

larger. • During WWII, the property was used as a convalescent hospital and rehabilitation centre

for the Royal Canadian Navy from 1944 to 1946 • Seneca King City purchased the estate in 1971

King Day camp established in 1993 • KOLTS FNS established in 2016 • Magna Hall 2018-Campus expansion

Human impacts on the land and how they will be managed

Sources of Denudation/erosion: Run off from rain water and melted snow Uprooted and damaged forest areas from tree removal How denudation will be mitigated?

Seneca's recent expansion improved how Seneca handles the runoff of rainwater and melting snow from parking lots. Seneca also re-naturalizes areas on campus with potted conifers and seedlings. This will also take place in areas of our FNS Classroom since a recent boathouse removal (was mandated due to safety concerns) created damage.

Sources of Compaction:

Machinery and vehicles used on campus. Particularly in the forest to clear areas considered to be dangerous to human use. Human and animals traversing the lands. How compaction will be mitigated? For the purpose of our FNS classroom we very rarely ask for work to be done in the area we use unless the forest has become unsafe due to the elemental impact from strong storms and other weather conditions. Additionally we tend to stay on the established pathways/roadways available in the forest.

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Human impacts on the land and how they will be managed continued

Sources of Pollution: Firepit-woodburning Pesticides Litter on grounds How pollution will be mitigated? We use natural materials in our fires Only request pesticides when poison ivy creates a risk to the children. There can sometimes be an abundance on pathways.

When we leave the FNS space we take everything with us including all garbage.

Factors involved in displacement of plants, animals, minerals: Moving wood, tree trunks and large branches, Picking/Digging plants and flowers Digging in the earth Picking up and removing salamanders and frogs from the environment How may displacement be minimized? Exploring wood that is already dead and fallen down Encouraging care for all living things Returning living creatures to a safe area in the environment it was found Factors involved in the handling of plants, animals, minerals: Moving wood, tree trunks and large branches Picking/Digging plants and flowers Digging in the earth Picking up and removing salamanders and frogs from the environment Moving water from the lake to use with the earth How will handling of plants, animals and minerals be approached to support the well-being of a specific species?

Exploring wood that is already dead and fallen down Encouraging care for all living things-avoiding injuring Fauna and Flora in the forest Returning living creatures to a safe area in the environment it was found

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Confidentiality Policy All staff, practicum students and volunteers are governed by Seneca’s Confidentiality Agreement for Lab Schools – which they read and sign at the beginning of their relationship with KOLTS. Anyone who wishes to take photographs or videotapes of the children in FNS@KOLTS, must get permission from the KOLTS Manager or designate. Staff members may use their personal cell phones to record images of the children subject to the conditions imposed by the parameters in the Confidentiality Agreement.

Complaint Procedure Parents whose children attend KOLTS FOREST utilize the same protocol identified in the “Concerns and Conflict Resolution” section of both the KOLTS Operations Manual, 2019 and the KOLTS Parent Handbook.