In this lesson, the students will talk and/or write about an object in their environment — here, we have chosen a tree. The goal is to build vocabulary and confidence in the use of language. The activity is flexible and may be adjusted to different skill levels. Students on the most basic level may give a physical description of the tree. With stronger language skills, the students may try to discuss the ecological role and the traditional use (function, properties, processes) of the tree. The activity is thus also suited to connect the students with their environment, and to traditional knowledge.

Step 1: Preparation

The teacher informs the students and prepares for excursion in the forest/park. This is done to activate the students´expectations and pre-knowledge and to focus their attention on the goals of the activity. 

Optional: establishing language zones in the forest 

The teacher and students may agree beforehand that only the minority language may be used in the forest, alternatively a smaller area may be defined as a zone for using a supplementary language, where the teacher may assist in finding words and expressions. 

Optional: indoor realisation 

The activity may also be carried out in the classroom, if excursion is not feasible. 

Step 2: Conversation in/on the forest 

Form a circle and engage in conversation. The teacher must be prepared to participate and assist in finding the words and phrases. 

Students may be at different levels, but focussing on a well-known object makes the conversation possible. Students at lower level will learn from the more skilled, and the skilled may  build confidence and reach for higher mastery. 

At the basic level, fundamental words and simple phrases are supported by observation of  a concrete and familiar object. Students with higher language skills may be encouraged to use more complex phrases, express deeper knowledge, complex relations and processes and draw on wider contexts. This builds language skills for the individual and the group, and also invite reflection on the cultural and social context. We suggest two sets of questions here: the ecological and the traditional context. 

Basic level: physical description of the tree 

• Size, colour, smell, the number of branches, the surface of bark and leaves, how it feels to the touch, etc.
• Comparison to other trees. Conversation on what other trees we have in our neighbourhood: names on the different trees and types of trees/forests 
• Conversation on adjectives like tall/small, wide/narrow, young/old, different colours and shades. 

Advanced level 1: ecological context, processes and cohesion 

• What does a tree need for existence? 
• What does the tree provide for the existence of others? 
• How does a tree grow, die, decompose and procreate? 
• What is the connection between the tree and the birds and animals in this area? 
• What is the role of the tree and forests in the global climate context? 

Advanced level 2: traditional context, processes and cohesion 

• How may this (type of) tree be used as material? 
• How are its specific properties suited to a particular (traditional) use? 
• How would one use the wood, bark, zap or leaves, traditionally or innovatively? 
• Can you describe any processes and activities of harvesting and refining these resources? What work or what products may one use the tree for? 

Step 3: Closing the lesson 

Let the students briefly present what they have heard, seen or thought of. The teacher may ask questions on what they have spoken about during the lesson. Have they learned new words, or developed concepts of ecology or tradition? 

Upon leaving the forest, the students may reflect on how one should leave the forest, as a way of centering oneself, closing the session and preparing for re-entering the school.