Activities management

1. How to properly guide kids (<7 year-old) to know the environment/animals/plants through senses without scaring them off? For example, to touch venomous snake and leaves which cause allergy.

It is always recommend the guide/adult to learn about the environment before they take children into the nature. Especially, if you are planning to do sense activities or other activities where children are in close contact with nature. Every environment is a bit different and you should know what are the possible hazards. Learn about them and how to avoid the hazards. Then, teach children calmly and reasonably how they need to behave. Children sense how you feel about nature. If you are calm and know what you are doing, children will also relax.

2. Do you conduct nature education activities / outdoor learning when the weather is bad?

The weather is something we cannot control, but if you don’t avoid bad weather, it gives many empowering experiences to you and your children. Just remember to wear clothes that are suitable for the weather. One of my main points has always been to encourage to do outdoor learning no matter what the weather it is. When I worked in the school as a class teacher, my routine was to take children outdoors at least once a week. I had scheduled this minimum outdoor lesson to certain day of the week and that helped me to keep it even when the weather wasn't so charming. This routine helped the children and their parents to remember to check out the weather forecast and to wear clothes suitable for our outdoor lesson.

3. How can parents prepare and guide children when visiting a museum for a more effective learning experience?

Often museums offer different activities for children during the visit. There might be some leaflets with questions and tasks that families can do during the visit. You can check beforehand from their websites or ask from the museum if they offer these services or check with them when you arrive to the museum. You can also look at the museum’s webpages or social media before you go there. You can do this with children. For example, if you go to the Natural History Museum, you can look at what animals do they have there. Maybe select one or two animals that children are interested and do some activities before you go to the museum. This raises children’s interest before the visit. You can see from their webpages that there is a tiger in the Natural History Museum, and you can try to find more information about the tiger such as how big it is, what kind of teeth it has and what does it eat. If children like to draw, you can draw the tiger. Then, when you go to the museum, find the tiger, and study it. It is good to generally speak a little bit about the visit and what you might see in the museum with children beforehand. You can raise children’s interest by asking them questions such as: What we might see in there? What animals do you like or would like to see (if you go to Natural History Museum)?

4. When bringing children into nature, there are many types of plants and insects that even us parents, don't know about. How can we guide our children when we ourselves don't have much knowledge and if there's any resources that we can use to obtain such knowledge?

Many parents, teachers or beginner nature educator struggle with this problem. They feel like they don’t have enough nature knowledge to go to nature with children. We always encourage everyone to go to nature with children and wonder the nature together. You don’t have to know everything. You can learn together. If a child asks you a difficult question (and they will), you can thank him/her for such an interesting question and admit that you don’t know the answer. Then you can find the answer together. You can, for example, use an identification app to identify some plants. If you still can’t find the answer, you can also invent a name to some species. This is also very good for children’s nature relationship. You can draw the species and think what would be a suitable name for it. With this method, children are paying closer attention to nature, training their observation skills and creativity. Children don’t have to know each species’ correct names. Observing nature and spending time there is more important for their development. Here is an example from my life. Currently autumn is coming and there are plenty of mushrooms in the forests. I have quite good nature knowledge and I recognize plenty of mushrooms. But there are thousands of different mushrooms in Finland, and I may be able to recognize 50 of them. My 4-year-old son is very interested in mushrooms, and we go to observe and pick them many times a week. Every time, my son asks about some mushrooms that I don’t know. We observe the mushroom, take a photo of it, and try to recognize it. If we can’t find an answer, we will invent a name for it. This way my son pays closer attention to different mushrooms and, also to other aspects in nature. He wonders what the species are, what have happened in the forest, and he learns how to look for information. He learns to be curious and accept that you can’t always find the right answer, but you can still wonder what it might be or what might have happened. If there is a fallen tree, we stop for a moment to look at the tree and have a conversation about why it has fallen. My son is all the time asking me to take a photo of some species, if I can’t identify it. I take the photo and then we continue our walk. We might not try to recognize the species afterwards, if he doesn’t ask for it. He is happy that his observation was noticed, and it was photographed. It makes him feel good that he found something new, I noticed it, paid attention and we discussed about it. This makes him more interested in nature although he doesn’t always get the right answer. It is more important to notice children’s interests, have conversations, support children’s curiosity, and teach them how you could find information. And it is good to remember that you learn all the time when you pay attention to nature. If you see some common species, that you don’t know, take a photo of it, and try to recognize it. Or, if you wonder by yourself, for example, how the rain is formed, check that quickly from the internet. I do this constantly myself. I try to learn new species or natural phenomena all the time. Then the knowledge accumulates slowly.

5. I like to spend time in nature, but I dare not touch bugs and small animals. How can I overcome this fear?

Usually, people are afraid of things that they don’t know. One way to get rid of fear is to get more information. For example, people are afraid of bees, because they can sting. If you know them better, you can differentiate the type of bees, for example if it is a bumble bee or a wasp. Usually, people don’t recognize that they are very different species and assume that they are the same. Bees and bumble bees are very calm insects. They might fly close to you, but when they notice that you can’t provide nectar, they will fly away. They only sting if you are threatening their lives (for example stepping on them). However, wasps might be more aggressive, especially here in Finland in autumn, when their queen has left the hive and the workers are slowly dying because winter is coming. Then you should be a bit more cautious with them, because they might sting more easily. But then you can just walk a few steps faster to another direction to distract them. This is just an example, but it clarifies my idea. Learn more about nature, the environment that you spend your time in, and you learn what insects you need to be aware of and what are harmless.

6. How to encourage and guide a kid who is addicted to computer games to go outdoors and spend time in nature?

This is something many parents is wondering. One idea is that you can go for a picnic. Let children decide what you are going to have for snacks and pack them together. Let them choose the location. And make a rule of no electronic devices at the picnic.

Have a discussion with children about what would they like to do in nature/outdoors and do those things. If they like to fly a kite, make one together, observe the weather for a windy day and go fly the kite. If they like to eat fish, try to arrange fishing trip. You can arrange a treasure hunt outdoors where children need to either follow a map and find small treasures or find different clues that leads to the treasure. The treasure can be, for example, snacks. We do this often with my son, indoors and outdoors and he loves it.

Go to play outdoors and participate in the play. There are different things that you can do. The main point is to slowly start to spend more time outdoors, to make it a habit. For example, choose at least one day of the week when you always go outdoors, no matter the weather. Try to do some fun activities and sometimes go for a nature trip. You can create an observation diary, where you always write that day’s weather and possible nature observations. And above all, you should also be enthusiastic to go. Children learn from an example

7. How to manage a big group, say 50 to 60 children, when conducting nature education outdoors?

When you have such a big group, if possible, get more adults to facilitate. You can divide the children in pairs or in small groups, give them a topic and let them discuss and share experiences about that topic. Alternatively, you could cooperate with the other adults, rotate the groups indoors and outdoors, for example, a few adults conduct the nature education indoors with a bigger group (say, 40 children) while the other adults guide a smaller group (say, 20 children) outdoors, and once the smaller group outdoors are done, exchange with another 20 children from indoors, until all the children have their outdoor lesson.

8. Normally what is the duration of a project? Could you give an example on the shortest project and longest project that you have conducted before? How does the teacher who design a project set or decide on the duration for that project?

The duration of the project can be short or long. It depends on many things. If you use only 1-2 hours a week for the project, the project can last for several weeks. Some projects can take the whole day, but then it is finished. Here are a few examples:

Big project – Snow theater. One winter we had a project with snow. The snow project began with the knowledge-based lessons about water cycle and how snow is formed. In the Finnish lessons, all the classes of the school wrote and rehearsed short plays. These parts of the project happened during the first 3 weeks before the main project week. During the main project week, we borrowed snowshoes to make a trip over the lake nearby to build the snow theater. We built seats for the audience and stage with snow. The project ended in the “Winter theater” where parents came to watch the plays that children had rehearsed.

Short project – Nature art. We used one lesson to make nature art piece to the nearby forest with natural materials. Then we took a picture of the piece and marked the spot where the picture was taken. During the next two weeks, each child had one day when he/she had to go to that spot and to take a new picture. In the end, I put those pictures together and we looked at how our nature art piece had changed in these two weeks and wondered if the changes were caused by weather, human or animals. This project took one lesson in the beginning and one at the end and few minutes for each child in that two weeks period.

9. In Finland, what is the difference approach when guiding children and adult in nature education activities? Could you please share a project that's focus on educating adults and the challenges faced?

In Finland, for children, nature educators focus more on environmental issues and teaching about nature. For adult, nature educators offer more things like adventure, experiences and team building. Also, the green care method is widely used, for example, with old people or with those who are in danger of social exclusion. So, with children, it is more on learning "about" and "in" nature and with adults, it is more about empowering in nature.

With teachers that I have trained, it has been more about learning the methods and finding ways to take their own pupils outdoors more often. And teachers who take part in the course are usually very motivated. I have my courses outdoors no matter what the weather is like, to give teachers the experience, that you can go out even when it rains. This is the biggest challenge with adults. Many times before the course, they would contact me when the weather forecast looks bad and I would usually agree to start the course indoors (for the first 20 minutes introduction) and to have several breaks indoors. When we started working outdoors, they usually realized that the weather was not that bad. If it's cold, we would move more to keep ourselves warm and when I suggested a break indoors they might even say that they don’t need it. So to conclude my answer: I try to listen and fulfil their request as mush as I can to make it easier for them to face the things that they are afraid of.

10. How to balance between letting children enjoy their free play but at the same time, ensure that the teaching goals (of the teachers) are reached?

This can sometimes be difficult and is actually one of the hardest things to do as an educator. You need to make a plan for the things that you want to teach and then leave space for free play and observations. Especially with younger children, you need to have loose schedule, because they are asking so many questions and their attention is drawn to different things in nature. And it is good that this happens, but you can’t plan too tight schedule. It is always good to answer children’s questions and concentrate on their own observations although it isn’t about the theme that you have planned. When the observation comes from the child, he/she is more motivated to learn. But you also need to keep the learning goals and schedule in mind. It’s not ideal that you only answer to children’s questions and notice every observation that they do and not do those planned activities. This way the structure of the nature educational session is lost and the situation might become chaotic. If children are asking plenty of different themed questions and playing freely, you need to explain that their interest towards nature is a very good thing, but we need to get back to this thing that we are doing. You can return to the observations or questions or let children play freely after you have done those planned activities. So, having a loose schedule is a good solution to ensure that you can do the planned activities and also there is space for children’s own interests.

11. When conducting a nature education activity outdoors, is it necessary to let children know about the learning goals and why?

Explaining the learning goals is important when you have specific knowledge-based goals that you need to teach, for example for teachers. This way children understand that you are outdoors to learn something, not just having fun nature trip. Their mindset is ready for the knowledge. It’s not necessary to explain the detailed learning goals, if you organize nature educational session which goal is mostly to have fun in nature. But it is always a good idea in the beginning to tell children shortly what you are going to do today and what subjects you are learning.

12. How to plan a nature educational session when we do not have much information on the children, for example, their behaviors, interest and existing knowledge.

The educators plan the activities according to the knowledge that they are able to get. Many times, the educators only know the children’s age before the nature educational session and plan accordingly, so that the activities are good for a specific age group. Then the educators modify the activities while they are guiding after they have observed children and understand children’s cognitive skills. For example, I have many times changed the activities or the ways on how I teach some knowledge in the middle of a session in the nature school after I have observed the children for a while. If I have planned to go to seashore to collect samples, and I realize that the group is too active for that activity in a way that I have planned, I make it simpler or even change the whole activity to something else that I think is more suitable for that group. Conversely, if the group is very interested in and already knows quite much about the planned theme, I add more activities or knowledge, because I have noticed that they are able to concentrate and do more complex activities.

Previous life experiences and knowledge affect the ways children behave and educators should modify the activities according to children’s behavior. But this is something that slowly comes with experience. When you guide children more, you start to understand what kind of activities are good for different kinds of children.

Sometimes educators get more information beforehand and that is always better. This information can be gained, for example, by discussing with parents or teachers who provide more information about children and preferred theme. Then educators can better design activities to be more suitable for the group and they don’t have to improvise so much when they are guiding. But getting this information is not always possible. Planning nature and environmental education for children is always more efficient, if educators know the children well. For example, teachers, kindergarten teachers and parents can do this, because they know children well and can consider children’s earlier life experiences and cognition. They are also able to evaluate children beforehand and after. But, if you are organizing a one-time nature educational session for children who you don’t know beforehand, you usually only know children’s age.

In general nature and environmental education is more efficient the more you know about the children.

13. My toddler likes to put grass, leaves and sand into his mouth when we're in the nature, I have been contemplating if I should stop him from doing this?

Thank you for the question! It can be a bit of a challenge to be in nature with younger children, because they like to put everything into their mouths. I understand this so well. When my son was under 1-year old, I took him gardening with me during the whole summer. I didn't get much gardening done, because I was just observing him and ensuring that he wouldn't put anything dangerous into his mouth. It is important to observe children that they aren't eating anything dangerous (plants, rocks, etc.). This requires nature knowledge and patience from parents. They need to know the plants and if they are poisonous. My rule is, if I don't identify the plant, the child cannot put it into his/her mouth. That is very important rule, because some plants are poisonous. It's very good for the child to be able to observe nature, feel different textures, etc., but it is time consuming for the parents, because you need to teach them what they can put into their mouth and what they can't. But the used time will be "paid back". When children grow, they slowly learn this knowledge from you. My son can already identify many plant species and he knows if they are poisonous or not. But we still have the rule that although he recognizes some plants, he always need to show it to me before he puts it into his mouth.

14. What to do if children found dead animals?

If children see a dead animal, it is important to talk with them about it. You can discuss about the reasons why the animal has died and even about nutrient cycle (how small decomposers turns the body into nutrients that plants use). Children might be sad for the animal and that is okay, it is okay to be sad. But you can tell that death is perfectly normal and the small particles will continue their way in other species, like in the composers, then in the plants and then in herbivores and finally in carnivores and this is how nutrients cycle in nature.

If the animal is in an open place, you can get a few sticks and transfer it under some bushes (you shouldn’t touch the animal with bare hands, because of bacteria) or, if it is possible, even bury it. You can say some nice things about the animal with children, like it was a good hedgehog that lived full life, now it is time for it to move on. Or something like that, that is appropriate according the children’s age, situation and culture.

15. How to effectively guide children of different ages, different cognitions, and different personalities to participate in nature education course? How to ensure children, especially younger children, to stay focus on the planned activity?

I agree that it is a challenge to keep children’s attention in the learned subject, especially if children have very different interests and personalities. I’ve had challenging groups many times. It is always a good idea to play some games in the beginning to raise children’s energy levels and joy. The best games for this are active games where they need to run and cooperate. With this kind of games, children are having fun and cooperation makes the group feel more united. After the active game, you need to bring the energy levels down. This can be done with some observation tasks, like listening, smelling or touching something. And then you can start the activity that you have planned. If children lose their interest in the middle of the activity, you can plan some other games to play in the middle.

Especially with younger children, you can also try to use different tones in your voice or use your body language to guide children. You can try to talk in a way that shows your excitement and happiness about the activity.

Also, another way to gain children’s interest is to ask them questions and try to lead their attention into the subject with these questions. For example, if your subject is about the structure of plants, you can ask questions like “Look around, how many plants do you see?”, “Have you seen any of the plants before, where?”, “What colors are the plants?”, “Do plants walk?”, “How plants stay on the ground?” and then start to talk about roots. Then you can ask “Does plants have arms?” and children will probably answer that they have branches and leaves, and you can continue the discussion about the meaning of leaves and branches and so on. Younger children love to answer questions, so leading the activity with questions and letting them participate in the conversation will keep their attention better in the subject.

Very often children get distracted, if they see something interesting, like a bug. It is good to pay attention to the bug for a moment, because that will bring joy to the child. But it’s important to get back to the main subject. I know that this is challenging. Usually, we have specific time limit and subject. So, keeping the schedule and teaching all the necessary things is challenging. You need to pay attention to this and try to return children’s interest into the learned subject. Asking questions is good for this. You can, for example, talk about the found bug for few minutes and observe it, but then ask a question about the main subject.

If children aren’t paying attention, you can try a few things. You can crouch down at their level and talk very quietly, almost whispering, and ask them a question, like “Guess what I found today? This amazing looking plant. Have you seen it before? Would you like to study it more? I can show you a few cool things about the plant. Would you like to see? Come with me, let’s go to do some fun experiments!”. But it is good to realize that sometimes your and the group’s energy just don’t match. You will have those groups that are very difficult to handle. You just need to try your best. You will get experience and confidence and you are becoming better slowly.

16. Last week, when I was taking children for outdoor activities, a seven-year-old boy asked me: “Teacher, when will we finish here and when can I go home? I want to play games.” If children are addicted to games and are not willing to go outdoors but is forced by their parents to do so, what should I do as a teacher?

I understand this challenge, it is very normal. You need to try your best to provide children fun time outdoors. Many times, in the nature school, especially if the weather was bad, children weren’t enthusiastic in the beginning. They just wanted to sit indoors and play with their phones. But then, after the four-hour nature school day, they were all wet and exhausted, but happy. Many times, I heard children say that “I first thought that this is going to be boring, but it was the best school day ever!”. So, don’t be discouraged in the beginning, if a child says that he/she isn’t interested. In the beginning, play some fun and active game to rise children’s energy levels, so their interest towards the activity rises.

17. What to do if children do not like to be in nature, afraid to be dirty, do not like to play in mud nor near any insects?

Some children are naturally more okay with getting wet and dirty outdoors than others. With the children who don’t like it so much, you can take baby steps with them and try to make the activity as fun as possible. For example, if you would like children to play with mud, you can play a chocolate cake factory and make “cakes” from the mud. Give children enough shovels and buckets, so they don’t have to touch the mud, if they don’t want to. But still, they are getting more familiar with the mud. After the play, you can go home and make a real chocolate cake. You can also play fire fighters with water in a sunny day. Just running around and throwing water towards each others.

If children don’t like nature or are scared, for example, of insects, many times they just don’t know much about it. This is similar with adults. For example, my son didn’t like spiders. I’m not sure why he didn’t like them. Well, spiders are one thing that many people don’t like, and it is a shame, because they are extremely important! They catch and eat other insects, like flies, mosquitos and ants that may come to your home. We would drown in insects if spiders would disappear! With my son, I started to talk about how important spiders are, what they do and that they are more scared of him. They are the ones that are afraid, and we should be nice to them. If we found a spider from our home, we named it and in summer took it carefully outdoors. In winter, we just observed them and let them be inside. They are our pets that keep the house clean from other insects. We also watched videos of funny looking peacock spiders and I bought him books about insects. Slowly, my son wasn’t scared of spiders so much anymore. Still, he doesn’t take them onto his hands, but now he is enthusiastic if we see spiders. It is a slow process.

In Finland, we don’t have venomous spiders (except one that hurts if it bites, but it’s pretty rare, easy to identify and lives in very specific habitat), so it is easy to teach children to like them. In countries where there are venomous spiders, you need to know how to identify them. But you can still like spiders, get to know them a little bit more.

Also, when I worked in nature school, many children didn’t like the idea of touching algae, because it is slimy and stinky. I always concentrated on those children more. I explained that the algae are similar as plants on the ground. They form an underwater forest for fish, and they are very important. I happened to know the species, so I also told every algae’s species names and just tried to make the algae more familiar for the children.

I also showed an example and held the algae in my hands. If children still didn’t want to touch the algae, I smelled the algae for an example and asked them to smell it. Slowly, children got used to the idea of slimy algae and I got every one of them to touch the algae during the six years when I worked there. After children touched the algae, they got over of the thought that it is disgusting, and it was fun for them.

So, the main point is to give children time to get to know nature, go with their pace and don’t force them to do anything that they don’t want. Show an example and do those things first that you would like children to do, participate in play. Children observes you all the time and they learn from example, so you need to be exited of the things too.

Get more information about nature either by yourself or with children. You can watch videos about nature together. These are slow processes, just try to make these things as often as you can, so they will become more familiar for children. If you have many children and some of them don’t like to spend time in nature, try to have discussion together and make a plan what all of you would like to do or make turns and everybody can decide what to do in their turns.

18. How to teach children about climate change?

You can teach children about environmental issues, but not in the same way as for adults. For children, the main focus is on actions. It is about teaching them how to be nature friendly, so it becomes a natural way of living for them. The focus is not so much about the problems and knowledge, but you can start explaining those in a very simple way. But you always need to provide them solutions, how they can act to solve the problems, simple concrete actions. I talk to my son about some problems already, although he is only 3-year-old. But I do it in a subtle way. I say that we need to be friendly to nature, because nature takes care of us. We need to protect it. For example, we turn lights and electric devices off, if we don’t use them. We are careful about the water usage. We recycle. I explain to my son why we are doing these things, we are being friendly to nature, we are protecting it, because it has a slight fever. We are kind of superheroes or doctors. I also talk about protecting animals. We put birdhouses, insect hotels or plant plenty of flowers for pollinators to protect animals that might have difficulties of finding homes or food. I explain the reasons of why we are doing these. So, with smaller children we can talk about the issues in a subtle way, but we focus on the actions.

19. How to educate people about the effect of climate change and its mitigation?

Making people comprehend the danger of climate change is difficult, especially, if people can’t see the changes already in their surrounding environment. Or, if they do, they might not have enough information or personal resources to change their behavior. For people to change their behavior, we need two things: emotions and knowledge. People need reliable knowledge, the scientific facts and also information about how to act. Climate change is complex and it’s difficult to comprehend the whole picture. Often people refuse the knowledge, because they feel that it’s too complicated. Providing people more information in a simple way makes them understand it better. But usually knowledge is not enough, we also need emotions, something that makes the situation personal. People need to see what climate change does to our living environment. We also need to increase people’s nature relationship and appreciation towards nature. A good way to act, is to show an example and be environmental friendly. Try to make good choices and provide people both: information and examples on how to act. The good will spread. And always, if you have a possibility to influence on some community’s or organization’s choices, like in workplace or school, try to steer them into an environmental friendly direction.

20. How to help children to deal with the loss of their favourite places?

Cities do change fast. I think many people have experienced a loss of favorite place where the place which they have good memories of has has turned into something completely different. Maybe a forest has changed into a shopping mall. It makes us sad. Adults can cope with these emotions better with their rational thinking. Children need help to handle the emotions. If they have lost some special place and you notice that they are thinking about it, talk about it together. Pay attention to it. If a forest has been cut down, try to explain why. You can discuss about the nice experiences that you had there and that you will always have those in your heart. These are the similar advices on how to talk to a child, if somebody dies. But a loss of some space can affect on child. They have lost something important. So, it is good to handle with time and pay attention to it. This makes them feel safe.

21. How to help my daughter to find her favorite place?

The formation of favorite place takes time. It is forming slowly. Go to different places and, when you notice that your daughter enjoys some place, go there often. Usually children have two kinds of favorite places. Fun places nearby home that they visit often and some super cool places where you go rarely, like an amusement park. You can also talk with your child about the favorite places. If she has one or a few, talk about what makes them so nice. Do they have good memories of that place or are there some things that is fun to do? Of course, it is good to go to some new places too once in a while, but it is good that children can spend more time in their favorite places.

22. Would children get bored if we always go to the same place? Should we explore new places?

This varies with children. Some get bored easily and some don’t like to go to new places that often. But in general, if a child likes some place, he/she enjoys going there often. If you want to go to new places, you can think or ask your children what makes those places, that they like, so nice. Then you can think and find if there are any places nearby that has similar environment where you all can try to go to that place together. Prepare healthy snacks and go to explore the new place.

23. It is easier to have a loose schedule to let children explore their own interest when conducting nature education activities as a parent, however, as a teacher, how to ensure that we're on schedule but at the same time, leave some spare time for kids to explore and have free play?

It is quite difficult to have a tight schedule and at the same time leave space for children’s own interests. This is something that I struggle often, because I really want to listen to children and pay attention to their interests, but I always have a schedule to follow. You need to balance between these and make it seem that you have all the time in the world for the children, but actually in your mind you are thinking about the schedule. You will learn to balance them when you practice more. And there have been cases, when children have got so interested in some thing and asked some good questions that I decided to leave some of the planned activities and concentrate on children’s own interests to provide them a good and meaningful experience.

24. How to organize a field trip for kindergarten's kids?

First, plan what activities you want to do and gather the equipment if needed. If children haven’t been on these kind of field trips before or it happened rarely, it is good to practice the dos and don'ts beforehand in the kindergarten with children. For example, to walk in a line or walk hand in hand in pair. Go through the rules of the trip beforehand with children. You can invent some sound which, upon hearing, everybody needs to gather together. You can practice this in the kindergarten and create a game for it.

And, plan just one or a few simple activities, if children haven’t got used to the field trips. The trip it self is already going to be an experience for them. But, if children are used to go to field trips, then you can plan more or more complex activities. If you haven’t been to a park or forest, it is good that you visit that place before you take the children there. Then you can observe the place and plan the safety rules. It is good that adults know the place well.

Q & ANature education activities design, planning and management