The Laboratory School at the Dr. Eric Jackman Institute of Child Study at the University of Toronto has produced Natural Curiosity: Building Children's Understanding of the World Through Environmental Inquiry / A Resource for Teachers. There is a nearly 90-year history of research and practice at The Lab School as a demonstration school. This resource grew from the professional insights and experiences of The Lab School’s teachers.

The Lab School defines Environmental Inquiry as a combination of Inquiry-based Learning, Integrated Learning, Experiential Learning, and Stewardship.  Part 1 of this resource provides detailed sections devoted to each of the four branches that comprise Environmental Inquiry. Part 2 of this resource describes the experiences of teachers who have integrated Environmental Inquiry into their practice.

The accompanying  Companion Guide for Natural Curiosity: Making Environmental Inquiry Work Through Teacher Collaboration helps to bring teachers together to discuss the Inquiry-based learning and teaching methods described in Natural Curiosity. The Companion Guide is comprised of sessions meant to be led by a facilitator to create a forum for teachers to discuss options for putting inquiry into practice. 

Chiarotto, Lorraine. Natural Curiosity: Building Children's Understanding of the World through Environmental Inquiry / A Resource for Teachers. Toronto, ON:  The Laboratory School at The Dr. Eric Jackman Institute of Child Study, 2011. PDF.
The Laboratory School at The Dr. Eric Jackman Institute of Child Study. A Companion Guide for Natural Curiosity: Making Environmental Inquiry Work Through Teacher Collaboration. Toronto, ON:  The Laboratory School at The Dr. Eric Jackman Institute of Child Study, 2011. PDF.

Learning for a Sustainable Future (LSF)  is a non-profit Canadian organization that was created to integrate sustainability education into Canada’s education system. LSF has published the 2014 publication Connecting the Dots: Key Strategies that Transform Learning for Environmental Education, Citizenship and Sustainability. This resource guide for teachers outlines learning strategies for environmental education that teachers may employ to prepare students to enter adulthood as informed, engaged citizens. The learning strategies presented are:

1. Learning Locally
2. Integrated Learning
3. Acting on Learning
4. Real-World Connections
5. Considering Alternative Perspectives
6. Inquiry
7. Sharing Responsibility for Learning with Students

Kosak, Stan and Susan Elliott. Connecting the Dots: Key Strategies that Transform Learning for Environmental Education, Citizenship and Sustainability. North York, Ontario: Learning for a Sustainable Future, 2014. PDF.

In Laurie Rubin's book To Look Closely: Science and Literacy in the Natural World, Rubin reflects on what she learned by taking her second grade students outdoors for weekly stream study excursions. Rubin taught first and second grade in Ithaca, New York for 23 years. In To Look Closely, Rubin chronicles a year of experiences at the stream. She shares strategies for teaching outdoors, and discusses how to integrate the skills students acquire through nature study into every subject.

The Children & Nature Network's Natural Teacher Network produced the eGuide 10 x 10: Tools for Teaching, which offers tools and resources to help teachers connect students to nature. The guide offers ten reasons to take students outside and provides links to original research and studies that support each statement. It also provides ten examples of nature-centric programs at schools in the U.S. and Canada. Additionally, the guide provides a list of organizations that support nature-based learning.

Journey North, a global study of wildlife migration and seasonal change, is a free internet-based program presented by Annenberg Learner, a division of the Annenberg Foundation. Journey North engages students and citizen scientists around the globe in tracking wildlife migration and seasonal change. Journey North offers the teacher guide Observe, Describe, Wonder: Building Inquiry Into Instruction. This resource helps teachers to:

1. Create a climate for inquiry
2. Support productive discussions
3. Encourage students to ask "how do we know what we know?"
4. Support students in generating questions
5. Plan science investigations with students
6. Support students in gathering data
7. Help students make sense of data
8. Help students review science research critically

Cornell advocates the "Flow Learning™ sequence." He discusses Flow Learning in the video above. Stage one involves activities that awaken enthusiasm, with the goal of fostering playfulness and alertness. Stage two involves activities that focus attention. Receptivity is the goal of these activities. Stage three offers direct experience to participants, with activities that promote communing with nature. And, in stage four, participants share inspiration by engaging in activities that promote idealism. Cornell provides the age level for each of his activities. The “Sound Map” activity, for instance, helps to focus the attention of children (and adults) ages 5 and older.