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Mar

16

No Student Left Indoors

Filed Under Resources, Schoolyard Classroom | Leave a Comment

NoStudentLeftIndoorsCoverCreating a Field Guide to Your Schoolyard

No Student Left Indoors is your opportunity to learn and teach about our planet by helping your students to create a field guide to your schoolyard. Whether you’re a nature buff or nature-phobe, a literary genius or writing impaired, artistically talented or one who can’t draw a straight line with a ruler, and teaching gift or challenged students in an urban, suburban, or rural school—you’ll wonder why you didn’t think of this before.
You’ll learn:

  • Who can participate in and benefit from a schoolyard study
  • What those benefits are
  • Where to look for nature in your schoolyard
  • When to conduct your studies
  • How to teach students to discover, observe, and record the nature in your schoolyard
  • Why everyone is talking about No Student Left Indoors

This is a project for a class, grade, or entire school. It can be a long-term project based on inquiry, investigation, and hands-on learning, The project connects science, language arts, history, creative arts, and technology.

Available from http://www.takeawalk.com/
or through Acorn Naturalists http://www.acornnaturalists.org

Jun

26

Raising Awareness Through Service Learning:

Filed Under Activities, Place-based Education, Resources, Service learning, Social studies | Leave a Comment

dscf1660aCitizens for a Healthy Bay’s Junior Bay Ranger Program

By Katrina Landau

In 2003, the Washington State Legislature passed ESHB 1466 that established the Natural Science, Wildlife and Environmental Education Partnership Grant program under the Washington State Office of the Superintendent of Public Instruction (OSPI).   In the 2005-2006 inaugural year, Citizens for a Healthy Bay (CHB), a Tacoma based 501c3 organization, was one of the recipients.
This innovative partnership was created to promote “proven and innovative natural science, wildlife and environmental education programs that include instruction about renewable resources, responsible use of resources and conservation.” Read more

Apr

21

Graffiti, Homelessness and Asthma: Facilitating Student-Powered Urban Environmental Education

Filed Under Activities, Perspectives, Place-based Education, Programs, Resources, Science | Leave a Comment

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By Shamu Fenyvesi Sadeh
Portland State University, Center for Learning and Teaching West (NSF)

If students were asked to define “environment” and “community” what would they come up with? What would it look like if students designed their own methods for investigating community environmental issues? What would it mean if the teacher encouraged students to make connections between what they know about their neighborhood and scientific concepts such as diesel particulate pollution and carcinogens?

These are the central questions guiding a collaborative research and teaching project between an eighth-grade science teacher in a Northeast Portland middle school and myself, a long-time environmental educator turned doctoral student.

Our goal is to empower students to make connections between personal knowledge and environmental learning in ways that promote participation and learning in science class. To be responsive to the students’ interests and to facilitate our own continual learning, we use the model of action research – a spiral process of planning, implementation, evaluation and re-planning. The general approach of our plan-as-we-go curriculum is to get students involved in learning about and acting on community environmental issues of their choosing.

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