E DUC a T IO N for P L an ET E AR

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SPRING 2015 | ISSUE 106 | $7.95

Finding one’s place

PM40069238 EARTH MATTERS An environmental and energy education conference – for a sustainable future.

Canmore, Alberta, October 15-17, 2015

Wade Davis, one of the outstanding keynote speakers

http://abcee.org/conference H for art On E ati anEt du C E PL

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Features

Reading the World, Not Just the Words By Amy Demarest ...... /3

Taking Kids to the Community Page 3 By Bob Coulter ...... /9.

From Blackberry Patches to Blacktop By Kelly Johnson ...... /12

Harvesting Life Lessons By Carrie Koplinka-Loehr ...... /16

Kids Care about Caves! By Abby Harris ...... /20

Bee Curious By Robyn Stone ...... /24

Green Teachers & Brown Rivers By Aceng Ruyani, Erna Affiani, Fenty Sufyerny, Suryana, Page 16 and Catherine E . Matthews ...... /27

“Shoot” down nature-deficit disorder! By Aimee Keillor ...... /31

Mapping Watersheds By Lauren Wulker ...... /35

Celebrating World Oceans Day By Alyssa Isakower ...... /39.

Departments

Resources ...... /41. Page 27

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Green Teacher 106 Page 1 Editorial

Issue 106, Spring 2015

General Editor Greenest Schools Tim Grant

Editorial Assistant WO YEARS AGO, we published an article about Green School Amy Stubbs Bali, a remarkable and gorgeous school that had just won the Greenest School on Earth award. A relatively new school, it had Editing T Amy Stubbs, Matthew Pariselli, Tim Grant rightly won much acclaim for its sustainable buildings and for infusing environmental learning throughout its curriculum. In response, we heard Regional Editors from those who teach in conventional school buildings elsewhere. They Canada Gareth Thomson Alberta (403) 678-0079 pointed out that it was easy for well-endowed private schools to become Laurelei Primeau British Columbia (604) 942-0267 green icons. After all, visionary owners have Bob Adamson Manitoba (204) 261-7795 Raissa Marks New Brunswick (506) 855-4144 the financial resources and the political will, Craig White Newfoundland (709) 834-9806 both of which are usually in short supply in Steve Daniel Northwest Territories (867) 873-7675 Janet Barlow Nova Scotia (902) 494-7644 most public schools. Christine Smith Québec (819) 566-0238 So it was gratifying to hear the news earlier Barbara Hanbidge Saskatchewan (866) 254-3825 this spring that Dunbarton High School was Remy Rodden Yukon (867) 667-3675 this year’s winner of the same award. Built in United States the 1960’s just east of Toronto, it is a very con- Karen Schedler Arizona (602) 266-4417 Kay Antunez de Mayolo, N. California, (650) 773-4866 ventional-looking high school. But over the past Helen de la Maza S. California (714) 838-8990 five years, the students and teachers there have Kary Schumpert Colorado (303) 772-2548 been extremely active. (Full disclosure: I taught Mary Lou Smith Connecticut (860) 455-0707 Kim Bailey Georgia (770) 888-2696 at this public high school for 13 years before Cathy Meyer Indiana (812) 349-2805 leaving to launch this magazine.) Shelene Codner Iowa (319) 404-1942 Laura Downey-Skochdopole Kansas (785) 532-3322 Among their many initiatives are the stainless steel water bottles that Jeanine Huss Kentucky (270) 745-2293 all first year students receive, and the “refill” fountains found throughout Sandra Ryack-Bell Massachusetts (508) 993-6420 John Guyton Mississippi (228) 324-4233 the school. Overhead lights in sunlit hallways are now shut off during Bob Coulter Missouri (314) 442-6737 daylight hours. Solar water heaters preheat water that is used in parts Lauren Madden New Jersey (609) 771-3319 Lois Nixon North Carolina (919) 467-6474 of the school. And the campus Sara Ivey Oklahoma (405) 702-7122 features outdoor classrooms and Catherine Stephenson Pennsylvania (724) 357-5689 70 new shade trees, represent- Anne DiMonti Rhode Island (401) 245-7500 Tim Brown Utah (801) 596-8500 ing 22 native species. During the Jen Cirillo Vermont (802) 985-0331 summer, teams of students water Dan Waxman Virginia (703) 993-7782 those trees. Green Teacher is a nonprofit According to the judges, Dun- organization incorporated barton won the award primarily in Canada. We are grateful for the financial support of the Ontario because of student leadership Media Development Corporation. and their involvement in the local Design and Production community. Students themselves Cover photo by Forests Ontario; Layout and cover write most of the grant propos- design by Lisa Rebnord; printing by Annex Publishing and Printing, Simcoe, Ontario, on Forest Stewardship als. When they realized no out- Council® certified paper. side agency would haul away the compostables they wanted to col- Contact Us 95 Robert Street, Toronto, ON M5S 2K5, Canada lect, they canvassed neighbours Toll-free: (888) 804-1486 Fax: (416) 925-3474 to find those willing to accept them. They partnered with their munici- [email protected] www.greenteacher.com U.S. address: PO Box 452, Niagara Falls, NY 14304 pality to restore a local park, and that park is now endowed with wooden benches built by students. Shop students at the school have also built numerous bee “condos” which have been installed in local parks. And come September, the school will serve as a drop-off point for electronic waste from the surrounding community. These are but a very few of their many accomplishments. While money and visionary leadership can make the world go round, what matters more is when all those who lack such advantages, find ways to overcome barriers and make steady progress towards a better world – and the educational programs that will help to get us there.

—Tim Grant

Page 2 Green Teacher 106 Reading the World, Not Just the Words Why it’s crucial to take students of all ages out of the classroom and into the community Alicia Hanford

to read the world! Teachers learn to use not just printed by Amy Demarest text, but human beings and local happenings as curricular resources. This article explores that shift and outlines some REMEMBER THE MOMENT when I fully grasped the of the challenges and benefits of learning from and in the power of learning outdoors. I was on a bird walk with local environment. I over 20 fifth-graders when we happened on to a pond. It Getting students out of the building is challenging but was spring. The water was full of frogs’ eggs, tadpoles, and teachers find it energizes the learning experience. As stu- detritus from the previous year’s growth. Crawly and slimy dents search for answers to their questions in new and dif- things galore! All of a sudden they were observing, hypoth- ferent places, the teacher in turn finds new ways to teach. esizing, analyzing. They were scientists! Amid shouts of The student is more involved in the choosing of “texts” and glee, they shared their findings with me and with each other. the reasons why a certain source will be useful. My plans for birding went out the window as I stepped back Printed texts can – and should – remain an integral part to let the pond be the teacher. That day led to many more of this work. Literacy becomes a rich mix of texts, woven adventures as I learned the rewards of making space for into real-world connections and experiences. Paulo Friere1 students to engage with the live happenings outside of the writes of this as a fluid partnership: classroom in a practice called place-based education. While Reading the world always precedes reading the my learning began in a natural place away from the school, word and reading the word implies continually read- all teachers have lessons awaiting them in the built and natu- ing the world…This movement from the word to ral spaces closer to their classrooms. the world is always present, even the spoken word Place-based education brings students out into the com- flows from our reading of the world. …For me, this munities to learn subject matter in deep and lasting ways dynamic movement is central to the literacy process. and better understand the places where they live. Students This view of “place as text” deepens our understand- learn to ask questions about nearby places and engage in ing of the ways students learn to read our world. Frierie’s worthwhile work. To answer their questions, students and union of the written word and the three-dimensional world teachers come to rely more on the people and places in com- compels us to view where we live as places that can be read, munities and not the traditional text in books. Students learn interpreted, interrogated, and deciphered.

Green Teacher 106 Page 3 Place as Text rez about their town’s early history. They were surprised Teachers who use the local environment in their teaching when Gutiérrez said he was a founder. A student politely view the textbook as an archetypal symbol of traditional asked: “What do you mean by that, Don Isabel? Wasn’t the education and often pose the new work they are doing in founder Edward C. Couch?” Isabel replied: “No, no, no, contrast to using printed text. “It’s less predictable,” one joven…mira, tú has tomado agua en esta pueblo?” (“No, teacher says, “not like a textbook.” This contrast illustrates no, no young man…listen, have you ever drunk water in a profound shift as teachers learn to employ a wide array of this town?”) When the student said that he had, Isabel told “texts” for students to engage with. him that in 1926 he dug the ditches to lay the water pipes to Teachers might want students to learn to “read” a pat- bring water to Edcouch. “Yo soy fundador de Edcouch” (“I terning of bricks in a neighborhood or an old tree root. A am the founder of Edcouch”), he proudly proclaimed. light bulb might be a source of inquiry as the student traces A Vermont teacher expresses her belief in learning from local evidence of the path from LEDS to incandescent bulbs people: “I think it helps kids to not only know about the to the time when gaslights lit neighborhoods. Things not geography and the river and what is unique about the place thought of as “academic” become a valued pathway to learn- physically…but what is unique about the place through the ing. A culvert, the slope of a roof, or an old bridge might human beings who live there. What kind of contributions become the focus of a student’s investigation. Questions do they make?” Students can meet, talk, and share ideas about economic and social inequality and how we treat each with people who have different areas of expertise. Lessons other might be oriented around local housing patterns, not about resilience, hard work, and tenacity are learned when just a bygone time in history. A student might learn biology, students work alongside stewards, tinkerers, technicians, chemistry and physics by investigating a “living machine” and problem-solvers. In the process, they learn about their (a constructed system to mimic a wetland’s natural ability own competencies and that the world is full of people to do to clean water) as a way to handle a community’s wastewa- things with. ter. Examining and drawing diagrams might be part of this There are many ways to connect to the world outside investigation—but not the sole activity. Experiences such as of school without costly field trips. Teachers can use many city council meetings, public forums, and debates over land forms of “complex text” such as brochures, manuals and use become part of the educational agenda. The question community-based websites. Artifacts and images that rep- itself may steer the learner to a new “text.” resent where people work and live can be included in differ- When teachers open up to a more fluid view of reading ent studies. Asking students to draw connections from their the world, there are no limits to what can serve as sources of experiences enriches learning. Inviting a guest speaker may knowledge. The teacher arranges – and makes space for the be a more economical way to bring the stories of a commu- student to arrange – connections with other people, places, nity into the school. A teacher will still prepare her students and forms of knowledge. The teacher might be surprised at (and the guest) for the visit, facilitate the dialogue and assess the outcome. In a traditional view of schooling, classroom what her students learned. Elders, experts, engineers; any dialogue echoes a familiar refrain of: “Where is the answer? person in the community with a story can add a local con- Here on this page!” In contrast, when students pursue more nection to any subject under study. Thank-you notes written authentic questions outside of school, the teacher is along- by the students to the guests after a visit are important “outside the students, headed out the door, asking, “Where will comes” of the lesson that also give a window into what the we find the answer to this question?” students learned. As an educator who has consistently looked to the local environment as a site for learning, both with middle-school Places as Sources of Knowledge students and teachers, I marvel at how our view of learning All places have stories to tell. A teacher might organize a keeps expanding. We might find ourselves standing around foray into the local woods and ask students to find examples a storm drain, talking about where the water goes with a of interdependence and interrelationship. An art teacher city planner, examining an old railroad bed and consider- might take her students to a cityscape to create a mural ing what was transported 100 years ago, or piecing together about people in the community who have made a differ- commercial patterns from clues on historic buildings. It is ence. When exploring change in another neighborhood, a a new kind of learning and because it is often a puzzle, it language arts teacher might assign an open question such can engage the learner in ways that the printed page can- as: “Interview someone who remembers what this block not. Places, people, and things can perplex and instruct how was like 20 or more years ago.” Responses might include students come to understand printed text—and their world. memories and opinions about housing, jobs, social gather- New questions are generated from these more authentic con- ings, and forgotten traditions. To find the stories, students nections. Indeed, as Friere instructs, the reading of the word need to pay close attention to the details of a place. Just like goes hand in hand with the reading of the world. learning to read for meaning, students become more adept at “reading the world” as they search for evidence of different People as Sources of Knowledge phenomena. Francisco Guajardo2, a teacher in the south Texas town of Some sample questions to frame a field experience and Edcouch, says, “People’s stories…are the richest material prepare students to “read” a place may include: Is this true? any teacher can use for instruction, for personal develop- Does this really happen? How many cars go by? Who uses ment, and even for transforming a community. Knowledge, public transportation? Where are the safe places near our spirit, and inspiration come from people, not from books.” school? Some questions can be identified in advance and His students interviewed 97-year-old Don Isabel Gutiér- some will emerge from the field visit.

Page 4 Green Teacher 106 WHAT KINDS OF PLACES?

NATURAL AREAS

Topics and Big Ideas Learning Opportunity

Plant succession and function, Explore site and have students capture digital images of instances of food chains interdependence. Create a storybook of inter-relationships. Interdependence, relationships

Gather a local bio-index of living things - examine patterns of species Bio-diversity and compare local place to other places-world-wide.

Data collection and interpretation; Compare local to global phenomenon, Climate Disruption share data globally (Project Bud-Burst).

RURAL AREAS

Topics and Big Ideas Learning Opportunity

Explore stories of courage that old buildings can tell. Old Barns; Relics of the Past Create photo-story of site; enter stories on Google Maps. (jobs, land, water) Compile architectural drawings of traditional designs.

Map development over time; identify segments of history. Change over time Overlay different development patterns.

Land Use: Collect and share visions of the future. How do the people in our town Conduct mathematical spatial analysis of land use. use the land? Present to town government and post on local web site.

URBAN AREAS

Topics and Big Ideas Learning Opportunity

Map human services; develop criteria for quality of life. What is a city? Compare ancient city: what are gathering places, sources of food, Urban Issues – near and far laws, dress, customs?

Infrastructure: Create narrated videos of systems that support built structures. What holds this place together? Artifact Interpretation: What does this thing do?

Diversity: Ethnographic study of different cultures - Interviews, murals, maps What are the hidden stories to show layers of history and changing demographics, create signage in our community? in different languages.

SUBURBAN AREAS

Topics and Big Ideas Learning Opportunity

Map geometric patterns of buildings and development Patterns in the Landscape Where do they work? How far is their commute?

How do people get what they need? Map traffic patterns and transportation of goods and services.

Where will our last green space be? Create inventory of green space/sustainable development.

Green Teacher 106 Page 5 Pre-Visit The teacher is responsible for what students need to know before leaving the classroom. Like any skilled teacher introducing students to new text, there is often new “vocabulary” to learn before going into the field. We would not ask our students to start a new topic without first providing them with some context. Nor would we send students out to interview elders about a certain time in history without background knowledge, or to look for evidence of plant succession without a preview of what they might see. Consider before hand what role technology will have in the field experience. Ask students, “in what way will this technology tool enhance your ability to understand this place?” For example, one or two students in each small group might Isabelle Gregoire plan to carry a tablet such as an iPad for recording images and on-site When students go directly to the source, “where subjects impressions. Not every student needs to be digitally con- begin,” they learn to see school as more useful. They experi- nected. Depending on age, you might want them to “Tweet” ence a more authentic event through scientific inquiry, inter- responses from a certain location. Their task is to interro- views, data analysis, observation, and dialogue. “I never gate the place where they are. Make this aspect of fieldwork understood globalization before,” says one high-school stu- part of the planning process. Clarify what role each student dent, “but when I interviewed the local merchant and heard will have and what tools they will need to perform the task. what he had to say about the things he ordered from all over the world, it started to make sense to me.” By learning to On-Site pay attention and then drawing or recording the details of a When teachers visit new places with their students, they place, students come to understand larger concepts. In get- learn new ways to engage with a site. Give students time ting close to original sources, students are able to see that it to explore, observe, think, and have fun. Sometimes enjoy- is their own history that is important and their local environ- ing the site like “real people” is important. Time to play in a mental problems that need solving. As their studies take on park, eat a meal in a restaurant, hang out in a coffee house, more meaning, they become more active observers and par- and listen to music can all contribute to students getting ticipants in the world around them. a better understanding of a place. Drawing in museums, interviewing workers in their workplaces, and gathering Learning in the Field new data on site is always more engaging than just look- Learning outside of the classroom is much more than “just” ing. When students continue their research and share their a field trip. It is an intentional engagement with places that findings as part of the field visit, they become better able to involves a high level of planning and structured learning. interpret the site to others—and take valuable learning back Thinking of “place as text” is a reissue of Dewey’s3 invita- to the classroom. tion from many years ago: There are different ways to structure the on-site learn- [In traditional education]…the school environ- ing. Students can work in small groups with a clearly out- ment of desks, blackboards, a small school yard was lined task rather than moving as a “listening glob” from one supposed to suffice…. There was no demand that the part of the site to the other. Give students time to be quiet teacher should become intimately acquainted with the and observe what is going on. Your plan can differentiate; conditions of the local community, physical, histori- students can accomplish different things on site, in similar cal, economic, occupational etc. in order to utilize ways to structuring a “jigsaw” reading of a text. Bring in them as educational resources. experts and local residents to help, rotate students through Engagements in the field can be thought of as meeting up each of the stations. with new text. Teachers learn to utilize these experiences by weaving them in with other texts to build meaning. Just as Post-Visit there are considerations for the printed text before, during Sometimes experiences in the field get lost as soon as stu- and after reading, so too do field experiences benefit from dents return to the classroom. Understandably, we rush to pre (P), on-site (O), and post (P) planning (POP!).4 the next task and assume students will remember the details

Page 6 Green Teacher 106 “POP” (Pre-visit, On-Site and Post-visit)

PRE-visit: What do you want your students to know before you go?

Suggestions: • Create the agenda with your students • Plan and discuss all possible logistics • Share maps of where you will be going, with different perspectives (i.e., Google Earth) • Have students make maps/outlines that they can add to on-site/GPS • Discuss with students the challenges of learning in a different environment; be clear about what you are going to ask them to do (the process and the outcome) • Discuss any social considerations in regard to the people they will meet • Do some of the research ahead of time to develop questions and know what they need to find out on-site • Research your site and have students verify the findings while on-site • Give students plenty of time to practice any new technical skills they will use on-site • Clarify what they will need to bring with them (and for younger students, how they will carry it.) • Prepare for any safety considerations: What is there (access, weather etc.) and the needs of your students (allergy, snacks, mobility) • Give students responsibility for the success of the field trip

ON-Site: What do you want your students to learn while they are there?

Suggestions: • Devise a plan to address and amend questions that students brought to the site • Consider the use of pre-determined templates or captions to guide data and image collection • Have students act out their understanding of site in situ • Conduct interviews, record video, collect data • Use digital tools to capture images and audio • Ethnographic interrogation of site • What service opportunities are there on site? • Structure the gathering of data • Verify or confirm pre-conceived expectations • Use drawing or photography as a way to closely observe your surroundings • Use social media to write “wish you were here” messages • Confirm as a group that you have gathered necessary information from the field • Be aware of protocol for collecting images of other people without permission • Make the learning experience worthwhile; not just a “tour.”

POST-visit: What do you want your students to consider/learn after the visit?

Suggestions: • Have students draw, post or record a single memory • Use site as “story starter” – what (historical or geographically) accurate details can you add to your story now? • Write a news story for the school newspaper or blog about your trip • Bring one image from trip and add to a class album • Create monologues that tell the story from a specific perspective, i.e. “talking” building, rollerblade or boat • Add information to Google Maps or pre-planned templates • Write and illustrate a “postcard” about trip • Share info with other students – at school, in other schools, online • Create meaningful threads into the curriculum • Explore ways that new learning will be used. • Make the learning last.

Green Teacher 106 Page 7 in the world. New understanding invites a new view of one’s possible role in a community. When local people, places, and things become sources of new learning in a more fluid pursuit of their own questions, it hints to the learner that he too can be a source of new learning, not simply a passive recipient. Learning from these “authentic texts” is fertile ground to ponder: What is it that I think, what is my opinion, how would I handle this situation? Learning in this more active way invites new ways to express learning. Students might be creating public art, energy-efficient housing, community websites to barter jobs and materials, or hosting a gathering for elders and second graders. The “rich text” of the real world provides oppor- Steven Thaler-Schmidt tunities that are tied into personal questions and community reali- of the field experience. Take time to actively reflect on what ties. Kids become the authors. They write the book. They was learned. Draw on memories, capture images, and plan become the archivists of the community, collecting the data for where the learning can go next. Find ways to keep the and then providing the analysis. It is original work, which connection to the learning that came from the site visit. As matters to them and the people around them. one teacher reflects: “The best part doesn’t happen at the event. The best part is you get to use it all year long.” Amy Demarest teaches standards-based curriculum de- Ask students to actively share what they learned. How sign, place-based and watershed education in northern Ver- can they best represent their new learning? Who would mont. This article is abridged with permission from her book benefit from knowing what they learned? If actual data was Place-based Curriculum: Exceeding Standards Through collected on site, there are a number of ways to share data Local Investigations. See description below. She can be online and put the data to use. Students can make their find- reached via her website: www.ourcurriculummatters.com. ings available to the local community or share them globally. There are numerous ways to create authentic audiences Endnotes for student data such as “citizen science” options. 1 Friere, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin and Garvey. 2 Guajardo, F. (2007). Teacher, researcher, and agent for community change: A New View of Literacy A South Texas high school experience. Journal of Global Initiatives: Policy, When curriculum design intentionally weaves in the con- Pedagogy, Perspective, (2)1, 26-42. cerns and contexts of students’ lives, there is the opportunity 3 Dewey, J. (1938). Experience and education. New York: Macmillan. for schools and communities to publicly reconsider what 4 Demarest, A. (1997). This lake alive! An interdisciplinary handbook for it means to be a literate human being. Learning to “read teaching and learning about the Lake Champlain Basin. Shelburne, VT: Shel- the world,” as Friere defined it, involves a knowledge that burne Farms. includes action, personal understanding, and a way of being

Place-based Curriculum: Exceeding Standards Through Local Investigations Taylor & Francis/Routledge, New York, 2015. ISBN: 978-1-13-801346-9 (pb); ISBN: 978-1-13-801345-2 (hb), 172pp, $47.95 (pb)/$155 (hb), from 800-634-7064, www.routledge.com. Enter the code FLR40 to receive a 20% discount. This new book provides both the rationale and tools to create meaningful, place-based learning experiences for students, while being accountable to federal, state, and district mandates. The book presents ways to connect curriculum to students’ lives, use local phenomena and issues to enhance understanding of discipline-based questions, engage in in-depth explorations of local events within cross-disciplinary learning experiences, and create units aimed at fostering social and environmental renewal. You’ll get inspired by stories of teachers who have “followed the honey” in their local communities to develop deep understanding of content, connection and context to their planned curriculum.

Page 8 Green Teacher 106 Photographs: Missouri Botanical Garden Taking Kids to the Community Lead rewarding outdoor lessons by following these proven patterns of success

than we ever had while out conducting field investigations, By Bob Coulter and the kids’ test scores were just fine – in fact, usually better than those in classes that stayed inside all the time. N OUR THIRD DAY OUT in the woods across In my current role, coaching teachers as they build place- from the school, my fourth graders were hard at based projects with their students, I often find that teachers O work finishing up their diagrams representing local encounter similar concerns. In particular, test success has food webs and the ecosystem they are a part of. As we were become such an all-encompassing goal that we have a num- wrapping up, Rose came up to me sharing excitedly that she ber of local school districts that don’t allow kids outside the only needed one more thing: “Where can I find soil?” she classroom for six to eight weeks before the tests. Clearly, we asked. Slightly taken back by the question, I subtly pointed have work to do in establishing the value of kids getting out to the ground. Suddenly the connection dawned on her. She in the community. explained “Oh!! We usually get our soil from the garden While it’s easy to say that teachers would do more if they shop.” This exchange, and other similar interactions with were just freed from testing and accountability requirements, children, reminds me how important it is to connect kids to I’m not sure if it’s that simple. Instead, there are deeper the world around them. issues at work that we need to bring to the surface. To do As a former elementary school teacher, I know how dif- this, I offer a framework that emerged from my experience ficult it can be to bring a group of young children outside. running a pair of National Science Foundation-funded proj- Early in my career I had to develop political skills to address ects. In both, we supported teachers in leading community- concerns from parents and administrators about how kids based after-school programs. Working in partnership with could possibly learn outside the classroom. Will they be MIT, we hired teachers at schools in the St. Louis and Boston safe? Will they be able to cover everything in the curriculum areas to run these programs, free of the typical concerns for before the tests? In fact, I had more injuries in the classroom coverage and test preparation that are so ubiquitous in North

Green Teacher 106 Page 9 America and elsewhere. Teachers in these programs also had her suggestions for a few minor changes, the class moved a generous supply budget and access to our help in design- forward planting their garden — an experience which has ing and leading rich programs. Still, there was a clear split led to notable beautification on their school grounds and among the teachers; those who were able to craft an engaging which has served as a source of information and inspiration learning environment and those who — despite the freedom for community members interested in native plants. and resource support — struggled to get out of the standard Aside from the ambitious scope of this project, notice the front-of-the-room teacher mode. level of shared ownership between teachers and students. If we are to make outdoor learning experiences ubiqui- Instead of assigned work for which students will be account- tous and meaningful, there is more to be done than simply able, there is a culture of shared adventure. Viewed in terms removing obstacles. I’d like to share here a few observations of Hart’s Ladder of Participation1, the best projects offer col- about what it takes to get kids outdoors and into meaningful laborative efforts where students and teachers jointly have inquiry. The differences among teachers who are more or input into the scope and design of the effort. Less collabora- less successful in this effort follow a predictable pattern that tive teachers simply assign tasks to students, perhaps offering is worth considering. a reason, and often not. With no input by students in a project they have been assigned to, it’s not surprising that they don’t Envisioning a project: scope, ownership, invest much of themselves in their work. All too often, the and impact work becomes an example of what Rheingold and Seaman2 The largest and most apparent difference among teachers is referred to as the ‘wastebasket economy’ of schools, where in how they envision a project. Specifically, projects that are work is simply something to be completed, graded, and dis- more successful in bringing students into the community carded. While there are developmental issues to be considered show a more ambitious scope, shared ownership between in deciding how much shared ownership students are ready the teacher and students, and a greater focus on the kids’ for, kids of any age can have some level of input. efforts having an impact on the community. In terms of In addition to an ambitious scope and shared owner- scope, those who lead successful projects look beyond the ship, the best teaching practice for outdoors also has a clear individual lessons with an eye toward greater ends. This vision of impact – both on the community and on the stu- isn’t to say that each step along the way isn’t well planned. dents. Working with students on a project such as a stream Rather, each activity is planned to be one stop on a path bank restoration effort or in the design and development of toward broad and ambitious learning outcomes. For exam- a native plant garden serves both of these goals: There is a ple, I recently worked with a teacher who, rather than sim- clear community benefit in terms of an improved habitat, ply giving her fifth graders a planting experience, engaged and there is an educational benefit realized as students feel them in the design and installation of a native plant garden empowered by their work. This difference showed up clearly on their school grounds. The students came to our ecology in the evaluation of the NSF-funded projects. Whereas stu- center, learned about native plants, and went back to school dents in the less adventurous classes noted that their favorite with an array of field guides. They in turn offered a garden part of the program was something fairly trivial (such as design for review by our horticulture supervisor. Based on being called on by their teacher or getting a snack), more

Page 10 Green Teacher 106 successful projects were appreciated by students in quotes ecological point of view, this might be seen as a student first such as “I liked it when we investigated water quality in our learns about how an organism meets its needs, followed by a creek” or “I liked it when we posted our own geocaches.” sense of how it fits into an ecosystem, and from there build- Note here the collaborative ownership embedded in the lib- ing toward an understanding of how a change in the ecosys- eral use of ‘we’ and ‘ours’ as well as the value the students tem might affect that organism’s ability to survive. Taken put on community engagement. together, continuity, interaction, a sense of purpose, and a This difference in scope, collaboration, and impact progressive unfolding of experience all come together to pro- doesn’t just happen. Rather, it is an outgrowth of teachers vide a rich subtext for growth. who see their jobs differently, and who see the work of child- Growth, however, requires more than just a good envi- hood differently. Emirbeyer and Mische3 offer the best inter- ronment. Continuing the botanical metaphor, teachers need pretive frame I’ve found for this in their model of agency. to plant seeds in that rich soil that are likely to grow into There, they describe how people make decisions informed productive learning experiences. Too often, environmental by projections of future success, and informed by a reservoir education becomes a chase for knowledge, or for practic- of past experiences. Applied to teaching and learning, teaching skills out of context. Simply being able to identify a ers whose vision of success is in engaging kids with rich, species by sight or to organize meaningless data in a graph meaningful, and collaborative work see their jobs and chil- won’t suffice. Rather, we need to rethink the nature of the dren’s capacity differently than those whose vision of success work students do if they are to have meaningful experi- equates to curriculum coverage. Emirbeyer and Mische’s ences. Aristotle, in his Ethics6, offers such a path. In place model of individual decision-making can be extended to of schoolwork that is completed simply to be done, kids include the social realm if we also bring in Luckin’s ‘Ecol- need work that fuses what Aristototle described as episteme ogy of Resources’ model4. Here she describes how suc- (knowledge), techne (skill), and phronesis (wisdom). When cessful teachers are able to leverage resources beyond stan- these come together, the task can best leverage an environ- dard classroom materials to support students’ work. These ment built on Dewey’s principles. For example, the fifth enhancements include use of people from across the school grade students noted earlier who researched, designed, and as well as community experts, scouting out a range of sup- installed a native plant garden on their school grounds did plementary resources, and creative use of the social, political this well. Under their teacher’s guidance, they built knowl- and natural environment. Fusing the framework offered by edge of native plants and soil conditions, employed a range Emirbeyer and Mische with the one offered by Luckin, we of skills (such as how to read field guides and interpret data can see an effective teacher as a political actor in the best such as range maps), and developed a horticultural wisdom sense – one able to lead people and assemble the resources around the best way to arrange their garden. This wisdom needed to achieve a goal. grew over the course of the project as they offered initial ideas, garnered feedback from our horticulture supervisor, What Makes a Good Experience? — and rethought their plan toward an even better garden design. Dewey meets Aristotle Episteme, techne, and phronesis all fused toward a produc- Even if a teacher is committed to ambitious goals, shared tive learning experience. Looping back to Dewey, there was ownership, and community impact, the challenge remains in continuity with their classroom lessons, interaction with designing a good learning experience to achieve these goals. each other and my staff, a clear and valued purpose, and a Doing this well requires a transformative — and ultimately progressive unfolding of experience as their understanding liberating — view of learning. To use a botanical metaphor, grew over the course of the project. you need good soil and good seeds. For the soil, the guide- Projects like these help teachers and students move out lines Dewey5 laid out offer a good starting point. Most cen- of the robotic compliance that business-oriented approaches tral for Dewey are continuity and interaction. In practice, to school seem to enforce. In place of this, well-crafted com- continuity means that each experience needs to flow logi- munity-based projects have the potential to build students’ cally, with what has come before feeding and enabling a pos- character, competence, and sense of place — work that is itive experience in the moment, which in turn enables future clearly worthy of our best efforts. experiences. Where teachers are faced with highly regulated curriculum timetables that suddenly jerk from one topic to Bob Coulter is the Director of the Litzsinger Road Ecology the next, fostering continuity can be a challenge requiring Center, a field site managed by the Missouri Botanical a great deal of curricular artistry (and a good bit of subver- Garden, in St. Louis, Missouri. sion at times). Paired with continuity, interaction is likewise essential. Students need to interact with peers, teachers, Endnotes and community experts as they pursue their investigations. 1. Hart, R. (1997). Children’s Participation. London, UK: Earthscan. Shared inquiry helps everyone see more deeply and con- 2. Rheingold, A. & Seaman, J. (2013). The Use-Value of Real-World Projects: Children and Community-Based Experts Connecting Through School Work. sider issues from a range of perspectives. Along with human Paper presented at the annual meeting of the American Educational Research interaction, it is also important for kids to have interactions Association (AERA), San Francisco, CA. with the real world, using tools as close to authentic as their 3. Emirbayer, M., & Mische, A. (1998). What is Agency? American Journal of developmental level allows. This in turn fuels a sense of pur- Sociology, 103(4), 962–1023. pose which is lacking in exercises that feed the ‘wastebasket 4. Luckin, R. (2010). Redesigning Learning Contexts: Technology-Rich, economy’ noted earlier. Kids would much rather make a dif- Learner-Centered Ecologies. New York: Routledge. ference in the world than play school. Finally, Dewey argues 5. Dewey, J. (1938/1997). Experience and Education. New York: Free Press. for a progressive unfolding of experience over time. From an 6. Aristotle. (1976). Ethics. New York: Penguin Press.

Green Teacher 106 Page 11 Photographs: Kelly Johnson From Blackberry Patches to Blacktop The importance of bringing nature – and children’s connection to it – back to life

HE WORD SOLISTALGIA came into my world By Kelly Johnson fairly recently, but the concept, sadly, is not new. It’s T natural to feel sadness when we discover the damag- Nostalgia: noun. A sentimental longing or wistful ing of a place we loved as a child, where a special event in affection for the past, typically for a period or place our lives happened, or even a grand natural place we have with happy personal associations • the evocation of heard about but never got to experience. I remember black- these feelings or tendencies, esp. in commercialized berry patches I gorged on that are now strip malls, coral form. ORIGIN late 18th cent. (In the sense [acute reefs I explored that are now dead, and even fig trees in my homesickness]): modern Latin (translating German yard that a neighbor destroyed. If I think of the plastic in the Heimweh ‘homesickness’), from Greek nostos Pacific, burning forests in Indonesia, or melting ice caps, ‘return home’ + algos ‘pain.’ (New Oxford American on one hand I just want to go back to bed and on the other Dictionary) I want to start a revolution! These are all experiences of solistalgia. These feelings aren’t limited to adults, or even Solastalgia: noun. From the Latin solacium (comfort) the past, and are perhaps even more true to definition in the and the Greek root – algia (pain). “The pain experi- lives of children. When the story I’m going to share was enced when there is recognition that the place where unfolding, I didn’t have this word to describe the experience, one resides and that one loves is under immediate but it is a perfect example of how children feel this confus- assault . . . a form of homesickness one gets when one ing emotion. is still at ‘home’.”1 (Coined by Glen Albrecht.) I share this anecdote of children experiencing solistalgia in the hopes that once we all have a word for it, we can help

Page 12 Green Teacher 106 diminish these types of encounters in our own students’ cators) be able to foresee the results and perhaps prevent or lives. If I knew then what I know now, I would have done diminish them in your own schoolyards and students’ lives. everything I could to prevent the following event. Remember this experience if your school or community is proposing destruction of native habitat for the interests of Setting the stage one small human group. I hope that you will draw on your My former classroom was idyllic. It was an independent own strength, love, nostalgia, and experiences with solistal- building with a great little garden right outside the door, gia to do what you can to protect the bits of wild nature we floor to ceiling windows that overlooked the garden and have left in our urban and suburban environments. Protect woods that bordered it. We had abundant natural light and it for the children, the animals, the plants, for the quality of often kept the incandescent lights off, there was a screened life in our communities, and for biophilia (our genetic pre- in porch that the children could move to freely to work and disposition to love nature). we often had the windows open letting in the sounds and If I had known then what I know now, I would have fresh smells of the woods behind. About seven years ago, fought the field proposal with the idea of creating nature after diligent land mitigation work by a group of parents trails, areas for loose parts play2, and perhaps a fort building who insisted that the school needed a soccer style playing section. I would have presented the developmental research field in the watershed that it bordered, it was decided that a on the importance of wild play and creativity. I would have field would be built where the beloved woods stood. shown examples of schools across the United States and Europe that have created these types of naturally integrated Then it happened low-impact playscapes and how they benefit physical and The long decision process didn’t seem like such a big deal emotional health, how they improve academics, boost self- and the teachers weren’t consulted or really involved. Then, esteem, and decrease behavioral disorders and incidents. the deforestation began. Picture the rumbling and crashing How they promote discovery learning and connections with of bulldozers plowing through the woods, how the building local flora and fauna, the importance of nearby nature in and windows would shake with every tree that fell, and a childhood, and how the preservation of natural habitat bene- deep vibration that shook your core, physically and emotion- fits all life. I spread the word and share my experiences with ally, with each fallen tree. As if trying to teach amidst that other educators so that they don’t have to live with these wasn’t disturbing enough, picture a classroom of first and same regrets. Now I work every day to bring the knowledge second graders, some in tears, upset that trees were dying of nature’s importance in childhood to adults. and the animals were losing their homes. They realized this with the first crash and were solistalgically grief stricken. Discouraging environmental How do you explain to them that they don’t need to generational amnesia worry about native biodiversity and habitat destruction? Take a look at the idea of environmental generational amne- That the wonderful experiences we have had with those sia and what we can do, as teachers, to start easing this woods, or the way we have tied what goes on in our natural effect. I find the exploration of this theme presents important environment to our curricula doesn’t matter? Or that their insight and research that inspires and supports the “impor- well-meaning parents are giving them an empty grass field? tance of children’s direct encounters with relatively healthy Particularly, when you don’t believe it yourself! and diverse natural systems”3 and supports adults who cre- My heart broke on many levels that week and still does a ate experiences that provide natural wonder for the children bit when I think of it. For the loss of botanical and biological in their communities. life, for the children’s loss, for the well-intended ignorance Environmental generational amnesia is a concept that of the school and parents, because I didn’t stand up for the is increasingly important to understand for adults seeking woods, for the loss of natural beauty and discovery that the to connect children to nature. In a nutshell, it is the under- woods brought us, for the children’s right to nature, and for standing that with each generation, the belief of what is con- one more piece of land destroyed for the self-serving inter- sidered pristine nature is progressively degraded. I face this ests of a small group. regularly when visiting springs with my nephews. What the seven and nine year-old boys are taking as pristine natural The aftermath spring waters now are only a shadow of what they were a In the end, and I don’t know why for sure, that field was decade ago. Once crystal clear aqua, the springs are now never a good place to be. It was hot, still, muggy, and was emerald and choked with algae due to pollution and overuse. always full of no-see-ums (teeny voracious biting gnats). It As adults, my nephews will only know how to restore the held water and was unusable after rains, and when on the springs to what they believe is their natural state, but is actu- field the children didn’t seem to have any fun and would ally a far cry from an abundantly healthy spring. often fight when they played down there. It was boring. It I was first introduced to this idea through the work of was just grass, nothing to explore or do, no life beyond. The University of Washington psychology professor Peter H. most exciting events were the occasional rattlesnake skin Kahn, Jr. He studies the evolving human relationships found near the fence line. I always thought this was ironic between natural and technological worlds and helps humans because an animal that adults fear children being around restore their bond with nature through the practice of ecopsy- would leave its reminder that no matter what, nature will chology. His ideas are incredibly important as we navigate still prevail. how to create a balance between nature and technology in I know this experience is not unique and it is happening the educational lives of our students and how we will teach everywhere all the time. I want to help you (and other edu- an equal value of both.

Green Teacher 106 Page 13 Today’s children will only know how to restore the world to what they see. These Florida Springs were crystal clear in my youth, but my nieces and nephews will only remember the murky water.

A question to make this balance applicable to modern are valuable and beneficial in helping children to make ini- students is: how can historical conservation knowledge be tial connections and in sparking wonder. However, they applied to a vastly different modern landscape? The environ- will never replace the benefits of direct wild experience. ment has been depleted so quickly in the past century that Vicarious or symbolic experience should be used only as a each generation’s idea of what nature is, is different. “With follow up to actual experience, but unfortunately is being each ensuing generation, the amount of environmental deg- marketed as a viable substitute because of its ease. It is no radation increases, but each generation in its youth takes that secret that nature provides children with ample opportuni- degraded condition as the non-degraded condition–as the ties to develop skills such as: critical thinking, creative prob- normal experience.” This is the environmental generational lem solving, and emotional maturation. Current educational amnesia phenomenon. The baseline of the modern child’s models covet each of these skills, yet children continue to perception of the environment is problematic because they be deprived of what could be considered their evolutionary experience very little, if any, pristine nature. When they do birthright – nature. encounter nature daily it is highly regulated. Therefore, as Most indirect nature activities provided to children are adults, these children may value structured nature over wild too structured, nature too controlled, and adults too close. nature because it is what they know to be natural and will There is no allowance for chance, risk, or to developmen- not work for the protection of wild nature and biodiversity as tally test bodily limits and therefore, no adventure and little adults. sustained interest for the child. In my work, I often speak As green educators we can offer modern children these of the garden as a foundation for connections with wilder, three types of nature experiences: direct experience - real larger nature. This is developmentally perfect for younger and mainly unregulated hands on wild nature exposure; children and for introducing humans to wild nature, but indirect experience hands on nature contact in managed sit- exposure can’t stop there. As they mature, children and ado- uations like parks, nature preserves and gardens; and second lescents must experience the wild nature from which they hand experiences in which nature is experienced through evolved. We need both and we need to educate for ecoliter- film, television, online, or even books. While all serve a acy rather than just about the environment as if it exists sep- purpose in the development of children, one cannot be sub- arately from us. Modern children need to get down and dirty stituted for the other, especially the two extremes: symbolic and learn about place through direct contact with their land. for direct. Direct experience in wild nature is essential for Children develop ideas about the natural world based on bringing an end to environmental generational amnesia. the nature to which they are exposed. If they are exposed We must provide children exposure to wild natural areas to to pristine healthy nature, then that is what they will mark let their minds set a baseline. We must let them experience as a baseline of what nature should be. If they are exposed healthy woods, creeks, shorelines, and prairie land so they to subpar or degraded nature, then that will become their understand the degree to which the environment needs pro- baseline of healthy nature. This baseline construction is tecting and restoring once they mature. what contributes to environmental generational amnesia in Indirect experiences, like gardening and visiting parks, modern youth. An example of this is the Florida Springs,

Page 14 Green Teacher 106 a brilliant unique landscape unlike any other in the world. nature is and the drive to protect and restore nature back to My baseline is from the 1990s. I remember the springs as a state of health. It is undeniable that in order to sustain a crystal clear aqua pools, lined with white limestone, pump- healthy and creative human species we must recognize our ing out billions of gallons of fresh water from the Floridian dependence on nature for our wellbeing. We must stand up Aquifer. I still love and recreationally enjoy the springs, but against further destruction of wild nature at school and in due to a host of environmental degradations over the past 20 the community and promote the restoration of more wild and years, the baseline my nieces and nephews are developing as “green” areas with access for children. We must look to the what constitutes a “healthy” spring is cloudy emerald water, past, to a vision of a less spoiled nature, and demand that be with slimy brown algae bottoms, and a weak flow. However, the baseline for future generations’ idea of what real nature is. their baselines are degraded compared to those of genera- To ease both solistalgia and environmental generational tions past who remember when “the springs” were healthy amnesia, we can look at the present and the near future for enough to drink straight from the boil. This fact makes me possibilities of re-attaining a natural landscape for children experience solistalgia, so we help them, in developmentally that embodies the potential of Earths’s biodiversity. appropriate ways, to understand choices that humans can make to restore “the springs” back to health. Kelly Johnson is an artist, author, Montessorian, and Teachers, in formal and non-formal settings, can help rem- children’s garden guide in Neptune Beah, Florida. Through edy children’s feelings of solistalgia. By exposing students her books, courses and workshops, consultations, blog, to pictures and stories of the land on which they reside from and handmade garden accessories Kelly inspires humans a time when nature was healthy, educators can inspire a love to connect with their natural world through gardening and of place rather than an overwhelming sense of defeat. We the arts. Contact Kelly at [email protected] can place experiential environmental work into a context and and follow her blog at wingswormsandwonder.com. provide a vision of how nature was, could be, and should be. Using this interdisciplinary model, including direct, indirect, Endnotes and vicarious nature experience, would have a greater impact 1. Source: http://neuroanthropology.net/2010/01/30/solastalgia-and-the-ecopsy- on the child’s assimilation of the experience and information. chology-of-our-changing-environment/ 2. Penn State Extension. “Loose Parts: What does this mean?” Penn State Col- In our school communities we must reinforce important lege of Agricultural Science. 2015. Web. 12 May 2015. < http://extension.psu. themes of nature’s quality as well as the quantity of time chil- edu/youth/betterkidcare/early-care/our-resources/tip-pages/tips/loose-parts- dren are allowed for independent experience. Children need what-does-this-mean> time in, and exposure to, healthy wild nature if they are to 3. Kahn, Peter H., Jr and Stephen R. Kellert, eds. Children and Nature: Psy- chological, Sociocultural, and Evolutionary Investigations. Cambridge: MIT develop into adults with an accurate baseline of what healthy Press, 2002. Print. Teaching About Invasive Species A new book from Green Teacher Whether working inside or outside schools, youth educators will find in Green Teacher’s new book the tools to engage young people from 6-19 years of age in this challenging topic. Invasive species, if unchecked, will continue to have significant negative impacts on our environment and on our economy. Fortunately, the spread of many invasives can be checked. To succeed, we’ll need effective education strategies to be widely deployed. This book aims to fill that gap. Included in its 80 pages are descriptions of 11 innovative, youth education programs, and 20 ready-to-use activities that are appropriate for various age groups.

$14.95 single copy, bulk prices as low as $5.25 Praise for the book: Education and awareness are key to preventing the spread of invasive species across the landscape. Green Teacher Magazine has compiled an excellent resource for teachers and other youth educators to guide young people through this important subject and encourage practices that will help maintain balance within ecosystems. Luba Mycio Mommers, Executive Director, Canadian Wildlife Federation Learning Institute

Studying invasive species creates conflicting ethical and ecological dilemmas. This book excels at defining invasive species and helping teachers navigate and understand the complexities while teaching their students this important topic. Jeanine Huss, Associate Professor, Western Kentucky University To learn more or place an order visit: greenteacher.com email: [email protected] call: toll free 1-888-804-1486

Green Teacher 106 Page 15 Photographs: Youth Farm Project Photographs: Youth Harvesting Life Lessons How Youth Farm Projects teach teens a lot more than gardening

By Carrie Koplinka-Loehr 1. Find a place to set down roots 2. Encourage young people to lead and mentor INCE SHE WAS 14-YEARS-OLD, Rayna Joyce has 3. Use a farm or garden as your classroom been rising early on summer mornings to plant lettuce 4. Teach students to think globally, act locally Sand pull weeds with two dozen other teens who are 5. Build market and community awareness learning as they grow. They are a part of the Youth Farm 6. Find partners who align with your goals Project (YFP) that blends schools, community organizations, 7. As your program grows, grow your administrative and farms into a nonprofit enterprise that’s starting its sixth structure growing season in 2015. 8. Jump in and learn What began as a school garden is now a farm with ten acres of production land and a hands-on outdoor classroom 1. Find a place to set down roots where students grow food for the community. Last year, The Lehman Alternative Community School (LACS) in YFP harvested 11,500 pounds of organic vegetables, fed Ithaca, NY, is the alma mater for most of the Youth Farm 3,000 people, and educated 100 teenagers. All of this was Project leaders. From outside it looks a lot like other public done with only one full-time manager and a handful of part- schools set in small towns across North America. Inside time paid staff. the low brick building, however, things look a little dif- Even better, teens emerge from the program with a clear ferent, starting with the walls covered in murals painted understanding of our nation’s food system and how they can by students. The 300 students at LACS, grades six to 12, be part of healthier solutions. They learn about food equity, are assessed via narrative evaluations and portfolios – not racism, and communication skills – while also having fun. grades – as part of the way they shape their own learning. YFP leaders will be the first to tell you that their path Seniors graduate after completing a series of self-designed wasn’t linear and they certainly weren’t well organized at projects as well as community service. the start. They shared ideas, tears, and hugs, felt panic, and Imagine this: it’s 2008 and Dan Flerlage, an ecology persevered. and molecular biology teacher, is inspiring his students to Let’s look at eight lessons they learned that could guide harvest garlic and haul compost at the small school garden. other educators planning to dig into a similar project: Teens bike to the school property over the summer to water

Page 16 Green Teacher 106 plants and enter notes in a logbook. Flerlage is a charismatic For YFP, emphasizing teamwork and engaging youth mentor, described by at least one graduate as a “ladder” that as active participants in the food system is a step toward students can climb. But even more influential, he encourages addressing the looming crisis of America’s farming popula- students to become ladders themselves. tion, which is “aging out” faster than young farmers are enter- When a school renovation project overtakes the current ing the field. It also takes as its focus the pressing issue of garden space, a former student finds land they can use on young farmers struggling for the capital required to succeed. what becomes Three Swallows Farm a few miles away. So “Another problem we’re hoping to address,” says Wesley, LACS turns its enthusiasm and philosophy toward the farm “is the dissonance between rural and urban, and between in the hopes of stepping beyond the school environment to people of different socio-economic statuses. We’re getting involve the community, with all of its diversity. young people of different backgrounds and having them Today YFP has a barn, tractor, washing station, cooler, relate to each other.” chickens, and two hoop houses – unheated, polyethylene tun- Becoming more self-assured is a huge benefit of the pro- nels similar to greenhouses, where plants can be started and gram. Joyce, now a senior at LACS, says, “The whole expe- protected. This farm plus two others comprise a “CSA” (com- rience helped me come out of my shell. I was a lot less con- munity-supported agriculture) called the Full Plate Collective. fident before, and the farm had a big impact on me feeling Community members buy shares in advance of the growing empowered. Having to be in a leadership role, I knew what season that help farmers purchase seed and pay for other costs. I was doing and could explain farm tasks…That’s why our In return, members receive a portion of the three-farm harvest program has worked. It’s actually youth led.” each week throughout the season. On Fridays, many of the 500 shareholders pick up their fruits and vegetables at Three Swal- 3. Use a farm or garden as your lows. As part of their shares, members harvest “self-service” classroom style from the U-Pick rows of tomatoes, green beans, tomatillos, The hands-on nature of growing food in a garden or farm okra, herbs, and flowers that the youth farmers plant and tend. works its own kind of magic. Young people gain practical vegetable farming skills by handling trowels, hoes, shovels, 2. Encourage young people to lead and and irrigation systems. “My best day of being a teacher,” mentor says Flerlage, “using activities, writings, whatever else I Every summer, four crews form the backbone of YFP. Each could think of, doesn’t hold a candle to a bunch of folks crew consists of seven to eight members: two are college- working with common purpose in a field. You’re totally aged crew leaders with Youth Farm experience, the oth- together, and differences dissipate.” ers are teens. Roughly two dozen teens at YFP work on Many lessons at the farm are either drawn from hands- the farm four days a week from 9:00 a.m. to 1:30 p.m. On on curricula like The Food Project (see sidebar) or designed Wednesdays they meet at LACS to connect their hands-on by staff and volunteers. Joseph Amsili, assistant farmer learning to the broader context of food justice (everyone’s and on-farm education coordinator, helps teach the farming access to a healthy food supply) and community. concepts behind the work they’re doing. For example, when At the farm, tasks change daily and each crew tackles part composting, crews ponder what the microbes need to effi- of the list. If one group is weeding carrots, another might trel- ciently decompose plant materials: moisture, aeration, and a lis tomatoes, the third prepares beds for fall crops, and the balance of carbon and nitrogen. They monitor the tempera- fourth might transplant kale. Everyone works each of the farm ture of the pile as a way to know when to add more water or duties, rotating through the jobs of planting, watering, solv- nitrogen (chicken manure) or when to turn it. ing pest problems, monitoring crop nutrition, preparing lunch, To learn about soils, crews dig soil pits, watch how sand, silt, being in charge of the chicken house, or hauling compost. and clay separate in a glass jar, discuss different scenarios for Crew leaders gain leadership skills by being responsible using cover crops on the farm, and learn how local soils were for the physical and emotional safety of their crew. As a part affected by glaciation. They talk about organic matter, crop of this, they model positive communication. Rayna Joyce rotation, fertilizing, and managing insects and diseases. They and Noa Wesley, both of whom have been involved in YFP may even have a scavenger hunt for different plant families. since the beginning, say YFP encourages “Straight Talk,” Ann Piombino, full-time manager for the Youth Farm, a process developed by The Food Project (a non-profit in summarizes: “A lot of what we do in the summer program Boston that hires teens with the goal of creating personal is to build up basic skills: teambuilding, communication, and social change through sustainable agriculture). Straight learning how to be with each other…so they can apply it Talk is communicating honestly about how you are feel- to their lives. When we say, ‘This is how you plant a plant, ing, making eye contact, listening, and learning how to and how you take care of it so it doesn’t die,’ the whole farm receive feedback. Crew members frame comments into becomes a metaphor for learning responsibility.” positives (“When we were trellising tomatoes and I needed extra twine, and you jumped and got it”) and deltas, or 4. Teach students to think globally, act attributes that could be changed (“While we were weeding locally carrots this afternoon, you seemed to lack energy when we At the Youth Farm, students begin to think globally but also really needed you. It would be awesome for our crew if you realize they have the power to act locally. During Wednes- could…”). Wesley, now a student at Cornell University, says, day’s Development Days, they put their farm knowledge into “We’re never really taught interpersonal communication the larger context of human health, food justice, systemic anywhere in our system. That piece is a large part of what racism, and sustainable agriculture. we do…and adds another level of depth.” Conceived by the director of a downtown community

Green Teacher 106 Page 17 center, Development Days brought leaders of different eth- school district, which uses the vegetables for their student, nicities together to plan. They began inviting guest speakers staff, and faculty lunch program. These lucky students graze and drawing on Youth Farm leaders to teach about all aspects daily over a salad bar of fresh greens, radishes, brown rice, of food. Today teens learn about migrant labor, the Real Food chick peas, shredded beets, carrots, and baked tofu. Wheel, and the relationship between type 2 diabetes and diet. Although the core mission of the Farm is to involve youth Students play games that encourage them to think about the in making their local food system more equitable, food is not effect of climate change on our food system and require them the only product of YFP. The educational opportunities are to make choices as if they owned a farm. valuable to regional schools on field trips, student commit- Staff admit that planning these days while also running tees doing special projects, youth groups, and the college stu- the farm is time consuming and a challenging part of the dents who receive credit for working with youth on the farm. program. But as Amsili says, “That’s what sets the Youth Farm apart.” (For details on educational topics, both on and 6. Find partners who align with your goals off the farm, see the sidebar). YFP has gradually built relationships with many partners Every Wednesday at lunch, a local chef teaches the group that serve youth, creating a program that reaches kids from how to prepare a meal from seasonal vegetables, and later diverse backgrounds. From the beginning, YFP has had a the students practice making the dish. At the season’s end, goal of hiring 50 per cent young people of color, aged 14-18. students create a dinner based on recipes they learned from Originally YFP staff worked to embrace this commitment to the chefs and invite their families for a feast. diversity themselves, but more recently local youth employ- ment agencies have taken over this process. Today those 5. Build market and community partners hire and fund most of the two dozen teens who par- awareness ticipate in the program. What happens to the 11,500 pounds of vegetables harvested Inviting everyone to become involved at all levels has annually? Some of the carrots, radishes, peas, broccoli, and been important. In 2014, at least 300 local volunteers – from other veggies become daily lunch for the crews. Produce is the “Crop Mob” helping at the Farm on Saturdays, to the also delivered to two community centers, the local charter designer producing the annual report – tackled dozens of dif- school, and an elementary school for lunches, snacks, and ferent tasks. The value of in-kind donations last year, includ- special events. In addition, students sell regularly at ongoing labor, professional work, land, farm products, materials, ing farmers’ markets and a few “pop up” markets each year. utilities, equipment loans, and storage space, was $90,000. Certain vegetables are wholesaled to local restaurants and At least 30 different federal, state, and local entities part- distributors. ner with YFP. Social Ventures (a nonprofit umbrella) provides The big buyer – in terms of quantity – is the local public administrative support at no cost. The Natural Resources

What to teach Topics for Development Days and On-Farm Education How-to’s for many of these activities can be found in the Food Project’s Summer Youth Program, Volume 3: Implementation Manual (see Resources for a free download).

• Worker readiness: worksite orientation; attendance and attire; communicating with supervisors; interacting with peers; first aid/emergency protocols. • Leadership development: presentation skills (to peer audiences at YFP, community groups, and conferences); giving farm tours to volunteers; how to take on and handle challenges; time management. • Team-building: group problem-solving; cooperation; communication Straight Talk (practiced weekly). • Anti-racism: racism in our community, the food system, and society at large; determine what a judgment is, the pro’s and con’s of belonging to a group, privilege, and how to work toward connecting with everyone in the community. • Food systems: migrant farmers’ rights; diet-related health issues; Bill Nye science video clips; limitations to food access; local food systems vs. national/global food systems; sustainable agriculture vs. conventional agriculture. • Farm planning: preparing for and planting early hoop house crops; field planting; maintenance; harvesting sequencing and scheduling; food handling; food safety; OSHA safety; equipment maintenance; visits from local youth programs; coordination with daily Farm activities. • Farm enterprise: budgeting; profits and losses; marketing; money management; entrepreneurial skills; payroll; math; event planning and coordination; fulfilling local contracts with quality management principles. • Cover crops: distribute fact sheets on different cover crops and scenarios at the Farm broadcasting seed with youth (do early, so youth can see the results); dig up red clover to see root nodules. • Culinary: cooking; canning; preserving; healthy eating habits; creating and testing value-added products, such as jam and salsa. • Soils: The apple and its skin as a simile for the soil around the Earth; soil texture in a jar; dig a soil pit; tillage techniques, tractor tools and why they are used. • Sustainable agriculture: Permaculture basics; composting; crop families; Three Sisters garden and the Haudenosaunee landscape; bee hives; egg and meat poultry production; weed I.D; harvesting and post-harvest storage techniques for vegetables.

Page 18 Green Teacher 106 Conservation Service awarded one grant to spiff up the barn Carrie Koplinka-Loehr is a freelance writer in Lansing, and another to build a hoop house. Area colleges provide New York, who has a Masters degree in science education. interns, Ithaca Waldorf School leases the farmland at no cost, the countywide bus system subsidizes transportation, and the Resources Service Collaborative of Western New York offers VISTA The Food Project: http://thefoodproject.org, and in particular the 396-page positions. Additionally, area farms encourage gleaning of Summer Youth Program, Volume 3: Implementation Manual, explains goals, fruit so students can make currant-raspberry-jalapeño jam games, activities, and logistics. Download for free: http://thefoodproject.org/ and the NYS Food Venture Center opened its kitchen for test- sites/default/files/FoodProject_SYP3Manual_0.pdf Growing Food and Justice for All Initiative has a helpful online glossary: ing and improving the Farm’s jam and salsa recipes. www.growingfoodandjustice.org/Glossary.html Massachusetts Avenue Project, Buffalo, NY, http://mass-ave.org/ has a Grow- 7. As your program grows, grow your ing Green Program: youth development and urban agriculture focused on administrative structure healthy food access and improving communities. When YFP first applied for funding from a local foundation, Real Food Wheel (producers, consumers, earth, and communities): www.slideshare.net/cfsc/real-food-wheel-11300113 they asked for close to $9,000 and got it. Flerlage remembers The Youth Farm Project, www.youthfarmproject.org, has a blog, photos, and thinking they would never need that much money, but sure annual reports. enough, they did. In the past six years, YFP has increased both its budget and the staff needed to oversee the program. By 2013, YFP’s $75,000 revenue pie could be divided Dawn Publications into three pieces: 11 per cent from food sales, 20 per cent Connecting Children and Nature since 1979 from foundations (e.g., the Park Foundation and Howland Trust), and 69 per cent from private donations and business Pitter and Patter sponsors. Because 2013 expenses totaled $48,000, the proj- Written by Martha Sullivan • Illustrated by Cathy Morrison ect could carry over funds and hire a full-time manager, an This charming and beautifully illustrated administrator (15 hours a week), an assistant farmer, and sev- story is a wonderful tool for helping children eral youth coordinators. At the end of 2014, YFP contracted a understand water’s amazing journey through grant writer who has continued to leverage their resources. the water cycle. YFP now has a board of directors and state nonprofit status, with staff now working on obtaining federal 501(c)3 Noisy Bird Sing-Along status. Their vision is to be able to pay key staff rather than Written and illustrated by John Himmelman rely on volunteers, and they’re edging toward that goal. Here’s a delightful approach to the varied world of bird song that can be shared by the 8. Jump in and learn whole family. People involved in YFP tend to learn by doing. Flerlage has worked days, nights, and weekends to pull off the project. Over on a Mountain: He’s honest about how YFP jumped in, not knowing what Somewhere in the World they were doing, and were surprised by logistics. He still Written by Marianne Berkes • Illustrated by Jill Dubin remembers thinking, “Whoa! I didn’t know we had to have A great introduction for young ones to both insurance! A Porta John? Rain gear?” wildlife and geography, all while learning But in the same breath, Flerlage waxes philosophical: how to count. “The tendency to underestimate young people is profound. A high percentage of the kids sent to us would have a hard time elsewhere. The Farm is the antithesis of one-size-fits-all. Part of it is the staff and a culture that values things broadly Phone (800) 545-7475 R www.dawnpub.com and provides experiences that allow people to shine.” Canadian Distributor R Monarch Books R 416-663-8231

Green Teacher 106 Page 19 Kids Care about Caves! Enriching high school students’ conservation attitudes through community partnerships

By Abby Harris

ROM THE GREAT BARRIER REEF off Australia’s coast to the rainforests Fof South America, and all that is in between, every corner of our world has a unique ecological story worth cherishing and conserving. Kentucky’s Mammoth Cave National Park, which is home to many fragile karst ecosystems, is the perfect example. Karst landscapes make up almost 25 per cent

of the earth’s surface, including one fifth of the Photographs: Abby Harris United States, and nearly one sixth of Canada.1,2. Many people are aware of these landscapes, but few understand the biological and ecological importance of programs and other engaging opportunities, whole new these resource-rich systems, and know even less about how prospects for environmental stewardship and understand- they are interconnected with karst formations. ing are created. Through my own partnership with a local Karst landscapes create specialized habitats for unique institution, my students and I were able to establish one animals such as blind fish, crayfish, salamanders, arthro- such program that allowed local citizens, as well as the stu- pods, and bats.3 However, because these ecosystems are dents involved, to become more environmentally aware of home to such specialized species, they are more suscep- unique landscapes beneath their feet. We hope the follow- tible to aboveground activities. Even the smallest changes ing description of our work inspires other educators and in water pH, water temperature, air temperature, and the students to create activities and programs where they live, presence of foreign substances can greatly impact cave bio- inviting local citizens to experience their own specialized diversity. Like many specialized ecosystems, most adverse biological reserves. human impacts are unintentional and are due to a lack of Inquiry-based exhibits increase visitor engagement and basic knowledge of how karst ecosystems and caves inter- understanding and in turn have positive effects of behav- act. Many regions rich with karst formations have opened up ior change in the people who participate in such activities. parks and other institutions, not only to provide a means of With that understanding in mind I forged a partnership with recreation, but also to educate the community on cave for- Hidden River Cave and the American Cave Conservation mation and conservation. Visitors are more likely to increase Association. The result of this partnership was the creation their knowledge and conservation actions when they partici- of the first ever Earth Day Festival at the Hidden River Cave pate in inquiry investigations and participatory education Museum in April of 2014. This was a day-long, free-to- activities.4 the-public event where AP Science students from Franklin By inviting the public to experience the natural wonders Simpson High School partnered with the employees of Hid- found in their very own backyards through public outreach den River Cave and other local groups to organize and lead

Page 20 Green Teacher 106 interactive, educational stations for visitors of the cave and with. For my purposes, Hidden River Cave’s deep roots in museum. The stations were designed to give visitors infor- conservation, community involvement, and education, made mation about cave formation, biodiversity, and the conser- them an ideal partner for enriching students’ understanding vation of local karst ecosystems in hopes that the increased and passion for conservation while also educating the com- understanding would lead students and visitors to become munity on environmental conservation. After contacting the more inclined to help protect the biodiversity of caves. Education Director at Hidden River Cave, Peggy Nims, we The global need for ecological conservation and educa- set a time to meet and discuss what exactly a program of this tion is what drives region-specific goals when creating a magnitude would entail. We eventually decided on a date, new program or initiative like the one outlined here. Mak- activities that would be involved, and partners to invite. ing a list of goals is a great first step in working towards Having a similar meeting with your partner up front will get change. Once you know what is to be accomplished, the how the ball rolling, and allow you to divide tasks. becomes a little easier. Researching local organizations that Peggy offered to take on the task of publicity – she reached are grounded in some of the same goals that have been set out to her local news outlets, local 4-H chapter, posted infor- for the initiative or program is helpful as well. Many of these mation on their website and Facebook page, and contacted groups have future events already planned that they are try- stakeholders at Western Kentucky University. After meeting ing to promote or have educational outreach programs that with Peggy, I had the task of deciding on a group of students to they are involved with, and could use the help and partici- invite to the program and gathering information on their atti- pation of your students. Throughout my partnership with tudes towards cave formation, biodiversity, and conservation Hidden River Cave, our combined goals were to empower of local karst formations. I decided upon inviting the students the students to lead the interactive stations, educate the enrolled in the Advanced Placement Environmental Science, public, and endorse the conservation and education goals Chemistry, and Biology classes at Franklin Simpson High of Hidden River Cave and the American Cave Conserva- School. All students (participating or not) were given an atti- tion Association. By involving the students at every level of tude survey, developed specifically for the program, in order to the partnership, I wanted to see how students’ attitudes on get a base recording. The surveys would later be used to deter- cave biodiversity and conservation changed based on their mine if the attitudes of the students involved in the Earth Day involvement in the program and their understanding of key program changed based on their involvement in comparison to elements as suggested by academic research. students who did not participate. In order to make the process meaningful to the students, Making it Happen they need to be involved at every step of the way. This inclu- Before an event can materialize, a lot of planning and behind sion will ensure that everything offered is of interest to the scenes work has to take place. The first step is creating them. The greater voice the students have in the initiative, a strong partnership with the organization you are working the more invested they will become. Also, by giving them

Green Teacher 106 Page 21 Students and their teacher learn safe caving techniques by crawling through a speliobox.

some responsibility in the planning process, you are building lasting leadership qualities. In the days prior to our event, the students and I worked together to plan the education centers that would be used during the event. These lessons included Clay Caves, an activity in which visitors could use clay to simulate cave formations; Fabulous Fossils, an activity on fossil formation and its relationship with caves; a station devoted to building a sinkhole model showing groundwater and groundwater pollution; The Web of Life, an activity on food webs within caves; and lastly, The Great Bat Quiz, a hands-on quiz about also able to interact with the other partners from Western the role of bats in caves and how they are being affected by Kentucky University, the local 4-H chapter, local government White Nose Bat Syndrome. The partners at Hidden River officials, and the local wastewater treatment facility, whom Cave also provided a “speliobox” where students and visi- Peggy invited to help lead activities and present their work tors could get a better understanding on how to cave in a in karst conservation. The students then divided themselves safe and conservative manner. All activities were decided among the activities located on the lawn in front of the cave upon based on their level of engagement, depth of content, entrance and prepared themselves for the visitors. and ties to karst conservation. As the event progressed, visitors to the cave and museum moved amongst all stations led by the Franklin Simpson The Big Day students, as well as the other partners. When the visitors Upon arriving on the day of the event, have a plan in place arrived to the event, they were each given a blank bookmark and make sure the students know their roles before the event on which to collect stamps at each station. Any person who gets under way. In our case, the 12 students involved in the received a stamp from every station was entered into a draw- planning process were given a private tour of the museum ing for a prize. This is a useful way to motivate visitors to and told the history of Hidden River Cave. The students were check out every station. Many visitors also participated in

Page 22 Green Teacher 106 short guided cave tours led by cave employees. During down the education and motivation of our local community. That times, the student leaders were able to participate in these day, my students became young conservation leaders who tours. Originally, students had planned on leading one par- showed me that they have great potential to make a change ticular station for the duration of the event, however as the in our community, and our world. By sharing our work, we event progressed, students began to switch stations as they are hopeful that others will take full advantage of similar became more comfortable with each aspect of cave ecology programs that showcase the unique ecology in their “neck of and conservation. While you have a plan in place, don’t be the woods,” inspiring and educating their local communities afraid to go with the flow. to become more aware of the wonders around them. With As the program came to a close, the students were able the addition of more events like this one, we as environmen- to discuss with Peggy and me the day’s events and what they tal educators can continue to enrich the conservation atti- had learned. A few weeks after the program, the students tudes of tomorrow’s leaders. had a unique opportunity to partake in a private guided “Wild Cave Tour” inside Hidden River Cave. Through these Abby Harris is a Biology teacher and cross-country coach actions, I noticed an increase in their excitement and under- at Franklin Simpson High School in Franklin, Kentucky. standing of the karst systems from a non-quantitative view. On the way home, the students were given the same survey Endnotes about their knowledge and comprehension of karst ecology 1. Veni, G., DuChene, H., Crawford, N., Groves, C., Huppert, G., Kastning, E., Olson, R., Wheeler, B. (2001). Living with karst: A fragile foundation. and conservation. The students enrolled in the AP classes AGI Envrionemtnal Awareness Series, 4. who did not attend were also surveyed again in order to act 2. Harley, G., Reeder, P., Polk, J., & van Beynen, P. (2010). Developing a GIS- as a control group. Pictures and updates were posted on Hid- Based inventory for the implementation of cave management protocols in den River Cave’s social media accounts so that visitors could Withlacoochee State Forest, Florida. Journal of Cave and Karst Studies, comment on their experiences. These sort of social media 72(1), 35-42. 3. Struebig, M., Kingston, T., Zubaid, A., Le Comber, S., Mohd-Adnan, A., posts help the project live on past the day of the event. Turner, A., & ... Rossiter, S. (2009). Conservation importance of limestone karst outcrops for Palaeotropical bats in a fragmented landscape. Biological The Aftermath Conservation, 142(10), 2089-2096. Once the dust has settled after the program, it is important 4. Myers, C.M., Myers, L.B., & Hudson, R. (2009). Science is not a spectator sport: Three principles from 15 years of Project Dragonfly. In R. Yaeger (Ed.), Inquiry: to check in to see whether initial goals were met, and what The Key to Exemplary Science (pp. 29-40). Arlington, Virginia: NSTA Press. other unpredicted outcomes came as a result. The origi- 5. Rosalino, L., & Rosalino, C. (2012). Nature conservation from a Junior High nal goal of the program was to increase students’ attitudes School perspective. Journal for Nature Conservation, 20(3), 153-161. towards karst conservation by empowering students to lead interactive lessons at the Earth Day Festival, educate the public, and inspire environmental change through promot- ing conservation and education programs. In a follow up dis- Nature Academy is a program of cussion with Peggy, she informed me that she had received a lot of positive feedback from the visitors who attended the event. There was also a slight increase in attendance on the day of the event compared to average number of visitors typical for that time of the year. We provide teachers with the Survey responses from students who visited the cave were knowledge, field skills and support compared against responses from students who did not participate. Out of the ten questions used, eight of them showed a needed to integrate outdoor statistically significant increase in attitudes from students who education into everyday lessons participated in the event. None of the questions showed a statistically significant increase in attitudes from the control group of students who did not attend. Positive attitudes towards nature conservation can generally be attributed to knowledge gained by experience through on-site education.5 Provided that neither the control students, nor the cave students, had been involved with any extra classroom lessons on karst ecology between the survey times, it can be concluded that it was the experience at the cave that was the driving force behind the increase in positive attitudes in the volunteer students. Every region of the world has its own unique ecology that is in need of conserving. Each area has organizations and individuals committed to educating and motivating communities to take necessary steps in order to achieve that conservation. This process takes time and a willingness to step outside of your comfort zone. Bumps in the road and For more information, visit setbacks are inevitable. However, with a strong will, pas- www.natureacademy.ca sion, and perseverance, big changes can happen. The Earth Day Festival was our way of contributing to

Green Teacher 106 Page 23 Photographs: Robyn Stone/Harker Preschool Bee Curious Getting young children buzzing about pollinators during outdoor play

By Robyn Stone play—to wonder at the flight of a bee or at its milling about in a flower—this is powerful science. Not just any kind of “Why are bees in the flowers?” science, this is inquiry-based science because it is driven by innate curiosity. OUNTLESS CHILDREN HAVE asked me this Young children are natural scientists because they want to question. With each child, I squat down next to them, understand the world around them. By levering their curios- Cslip my glasses down my nose, lift the brim of my ity, I am able to extend something they wonder about into an hat, widen my eyes, and say, “I wonder about that.” Often investigation. You might ask me, “Why not simply read them there is a long pause as the child expects an explanation. a book that tells about bees and bee behavior?” It is a fair Then I say, “Tell me what you think. What do you notice?” question. Certainly, I referenced many books about bees in The small purple thyme flowers in the landscaping our honeybee investigation. But the primary way the young around the sandpits at Harker Preschool are a favorite of child learns is through imitative play. She needs to be the bee! honeybees. The children make amazing observations of How many times have you seen a young child holding a these busy insects while outside at play. That pause in block to his ear as a cell phone or “baking” a sand birthday

Page 24 Green Teacher 106 cake? The children are imitating the adults in their lives. tify with its body’s metamorphosis, and to care about the This play enables them to make sense of adult behavior. So most important pollinator on the planet. too, when the child puts on antennae and wings, she makes According to a report from CBS News2, “beekeepers sense of bee behavior. across the United States lost more than 40 per cent of their Sadly, both children’s pretend play and honeybees are honeybee colonies between April 2014 to April 2015.” A under assault. The National Science Teacher’s Association growing body of scientific research links the use of neonic- and the National Association for the Education of Young otinoids (a type of pesticide used in home gardens, as well Children, have issued a joint position statement on the as conventional and GMO crops) to declining honeybee importance of play to science early learning: numbers. Sadly, bees prefer to forage from plants containing They say, “Young children need multiple and varied “neonics” according to a study published in Nature3. These opportunities to engage in science exploration and discov- pesticides are highly toxic to bees and remain in the envi- ery… It is important that adults support children’s play and ronment for months or even years. also direct their attention, structure their experiences, sup- “Honeybees enable the production of at least 90 com- port their learning attempts, and regulate the complexity and mercially grown crops in North America. Globally, 87 of the difficulty of levels of information.”1 leading 115 food crops evaluated are dependent on animal Before even entering preschool, the young child is pollinators,” says a White House report4. Every time we eat experimenting and investigating. You slice up a red apple fruit or seed bearing vegetables (savory fruits such as beans, and the child thinks it will be red through-and-through: but pumpkins, and peppers), we should thank the honeybees! it is white inside! Then, she discovers the tiny black pips or better yet a worm! What are these things and how are they By playing bee, there is hope for the children to develop related to the tasty apple snack? Dip the apple in some honey empathy for the bee. Without empathy for the bee, children and watch a young child use his five senses to describe the are at risk of losing Earth’s most important producer of food. golden, sticky, sweet experience. What can we, the adults who spend time with little peo- My role as a science teacher according to the NSTA/ ple curious about bees, do to support both children’s science NAEYC is to, “engage children in science inquiry through play and healthy bees for Earth’s future? the process of asking questions, investigating, and con- 1. Bee curious. Wonder with children about bees and help structing explanations,” and to “provide developmentally investigate interests by filling your class library with appropriate environments that take advantage of what chil- books about bees. dren do as part of their everyday life prior to entering formal 2. Bee playful. Engage in dramatic play with silk flowers, school settings.” simple antennae headbands, and dress up wings. Sit in a circle and have the “worker bees” fan their “wings” So to learn the lifecycle of a bee or how bees pollinate apple (hands) while the dress-up bee does a dance that shows trees, I ask the children to engage in bee play that supports the path to the flowers. their inquiries and acquisition of highly complicated knowl- 3. Bee imaginative. Have students experience the bee life- edge. But, I have another motive. I want the children to cycle by using their bodies to curl up in an “egg;” hatch empathize with the bee’s hungry search for flowers, to iden- out as a “larva;” pupate by growing legs, wings, and

Green Teacher 106 Page 25 viscosities, and textures of the honey. Match the honey to the type of flowers visited by the bees. 6. Bee enlightened. Melt down bees wax in a tin soup can exploring the change in state of matter from a solid to a liq- uid then make hand- dipped bees wax candles using string with washers tied on one end.

At Harker Pre- school, we continue our bee investigations antennae to fly away as a “bee.” Little butterfly people every day. We have planted a native species garden that may stick out their tongues and “sip” nectar from silk attracts honeybees as well as a variety of wild indigenous flowers with their “proboscides.” bees, hummingbirds, and local insects. Also, by working 4. Bee engineers. Trace hexagon shaped blocks onto paper with the facilities grounds-keepers, we’ve eliminated the or tag board and cut them out to tape together construct- need for using pesticides to control weeds in our school gar- ing a giant honeycomb. dens. We just pull them while we’re outside at play. Being 5. Bee sensitive. Use five senses in exploring different playful and curious go hand-in-hand making science con- types of honey and create a bar chart showing which cepts accessible to young children. honey was preferred by students. Compare the colors, Robyn Stone is an instructor in the early childhood education department of the University of California, Santa Cruz Extension. She is also the STEM Specialist at Harker C a N O E Preschool in San Jose, CA. Canadian Network for Ocean Education Resources 1st “The Big Bee Bummer Blog.” ‘Ocean Literacy http://blog.ted.com/2013/06/12/the-big-bee-bummer-marla-spivak-at-tedg- in Canada’ lobal-2013/ Center for Food Safety www.centerforfoodsafety.org/# Conference & AGM Packer, L. “Keeping the Bees: Why All Bees Are At Risk and What We Can Do to Save Them.” (New York: Harper, 2010). Pesticide Action Network of North America www.panna.org/ Planet Bee Foundation www.planetbee.org/#education-awareness-stewardship “Play: It’s the Way Young Children Learn.” https://www.childaction.org/families/publications/docs/guidance/PlayItsthe- WayYoungChildrenLearn_Eng.pdf June 17 – 18, 2015 “Play and Early Learning” www.naeyc.org/play “Why Bees Are Disappearing.” https://www.ted.com/talks/marla_spivak_ Vancouver, why_bees_are_disappearing British Columbia Xerces Society for Invertebrate Conservation www.xerces.org/

Endnotes Bringing scientists, educators, and 1. “NSTA/NAEYC Position Statement: Early Childhood Science Education.” communicators together www.naeyc.org/positionstatements 2. CBSNews.com to advance ocean literacy www.cbsnews.com/news/40-percent-of-u-s-bee-colonies-died-in-past-year/ in Canada. 3. Kessler, et al. “Bees Prefer Foods Containing Neonicitinoid Pesticides.” www.nature.com/nature/journal/v521/n7550/full/nature14414.html 4. “Fact Sheet: The Economic Challenge Posed by Declining Pollinator Register now at www.oceanliteracy.ca! Populations” https://www.whitehouse.gov/the-press-office/2014/06/20/fact-sheet-economic- challenge-posed-declining-pollinator-populations @OceanLitCanada OceanLitCanada

Page 26 Green Teacher 106 Green Teachers & Brown Rivers How to conduct a research project with middle & high school students in local environments Photographs: Catherine E. Matthews

By Aceng Ruyani, Erna Affiani, Fenty Sufyerny, completing and sharing a project with middle and second- Suryana, and Catherine E. Matthews ary school students, is modeled by using the projects that the Bengkulu teachers conducted. REEN TEACHING has gone global. But developing The graduate program was designed to combine scien- an understanding of threats to our local environ- tific research and educational learning experiences based Gments is basic to engendering awareness which may on local issues. Teachers/graduate students were required to lead to action on behalf of our rivers and streams, our woods conduct a scientific study and then develop a teaching mod- and fields. Indonesians depend on a local fish to partially ule and use it in their classrooms with their students. Both provide sustenance for their large population. But, the fish Indonesian teachers and their students are more oriented population is declining, so what’s a teacher to do? to biology textbooks, which do not discuss local environ- In February 2009 in Medan, Indonesia, green teacher mental issues, than to the reality of the environment where training was implemented with the support of the Republic they live. In South Bengkulu, the current trend in biology of Indonesia’s Ministry of the Environment. That same year, instruction is text-based, teacher-directed instruction. In all Bengkulu University in Sumatra, Indonesia started a masters likelihood this pedagogy of biology instruction is probably program in science education for practicing teachers with the pervasive throughout the world. This is all the more reason motto of “Natural Conservation Education for a Better Life.” to go “off textbook”. Green teachers can and should be involved in research Doing so for Indonesian teachers means that they are at projects on local environmental issues, and this article aims least closer to addressing Indonesian green teacher train- to show you how this can be done by way of the research ing objectives, which state that teachers will: (1) develop a project conducted by three exemplary teachers in Bengkulu deeper knowledge about the environment and so develop University’s graduate teacher education program. By edu- positive attitudes towards the environment, and (2) partici- cating themselves about local environmental issues, teachers pate and play a role in environmental activities1. These are are able to involve their students in these or similar projects. admirable objectives for all teachers. Teachers, around the Each step of the research study: initiating, implementing, world, who aim to ‘teach green’ will find a plethora of local

Green Teacher 106 Page 27 environmental issues to investigate and if they proceed with the investigation and involve their students in conducting research projects then they will be rewarded with students who are more knowledgeable about, more enthused about, and more anxious to act on behalf of the environment. Three biology teachers (two middle school and one high school), co-authors of this article, decided to investigate the mungkus fish Sicyo( - pterus cynocephalus) populations in three of the rivers near Bengkulu. While mungkus fish are a common and popular food source in Bengkulu, little is known of their natural history. What is known is that the catches of mungkus fish have recently declined, indicating perhaps that the water quality of the fish habitats is also Three of the co-authors – all science teachers – stand on the edge of the Kedurang declining or that the fish harvest has River in South Bengkulu, Indonesia. increased beyond sustainable rates. These teachers had all lived and taught in South Beng- the teachers’ topic: Environmental Threats to Mungkus Fish kulu for more than a decade and were familar with mungkus in Bengkulu Rivers. fish, and had eaten it, but they had never explored the local rivers where mungkus fish live. They had certainly never Initiating the Project: Choose a topic ‘fished’ for mungkus before. The biology teacher-researchers Indonesia is a developing country and as such there are examined the mungkus’ habitat for the first time as a part of incomplete scientific records on many species and environ- their required graduate studies at Bengkulu University. mental data on rivers that are commonly available in developed countries may not exist. While it is a good idea to com- Brown rivers in Bengkulu plete a literature search while investigating potential research Indonesia is located in Southeast Asia on the equator topics it may be that the informational database is limited. between Asia and Australia and between the Pacific and The most important factors to consider when selecting a Indian Oceans. It is the largest archipelago in the world research topic may be student and teacher interest, accessib- (17,508 islands) and has the world’s fourth largest population lity to the local environment and consideration of safety con- (246.86 million in 2014). cerns. A research topic often follows from questions about Bengkulu is an Indonesian province, located on the observations of local environmental changes. That was cer- southwest coast of Sumatra. The three rivers investigated tainly the case in Bengkulu where teachers wondered, “What in this study, the Manna, Kedurang and the Bangkenang, was happening to the mungkus fish population?” all start in the Bukit Barisan Mountains and empty into the Indian Ocean. All three are heavily impacted by erosion Implementing the Study: Write research and sedimentation and run through rice fields, gardens, and questions residential communities. Residents along these rivers often Deciding on research questions is often the most difficult dispose of garbage in the water and catch fish using poisons. part of a study. For green teachers the study should have Residents tend to over-fertilize their yards and gardens, and an environmental focus and provide opportunities for local use an excess of herbicides and pesticides. Sedimentation, data collection. The three teachers described here conducted due mainly to the construction of homes, roads and com- studies to answer the following research questions: mercial buildings, is perhaps the greatest threat to water 1. Are there differences in the general body shape of mung- quality in Bengkulu’s rivers. kus fish found in the three local estuaries with different Mungkus live in rapidly moving waters and attach to abiotic characteristics? rocks with a special disc-shaped organ located behind the 2. How do numbers of fish vary between upstream, mid- ventral part of the mouth. They reproduce through external stream and downstream sites in the Kedurang River fertilization, which occurs when males and females reach given different environmental conditions in these zones? gonad maturity at the same time in the same place. While 3. What is the sex ratio and sexual maturity levels of mung- the fish are distributed throughout the river (upstream, kus fish in the Kedurang River? midstream and downstream), in May their eggs drift down- When you are deciding what to investigate, it makes stream, collect in the estuary, then, hatch due to the influ- sense to become familiar with local environmental issues ence of sea water salinity2. These newly hatched juveniles near your home and/or school. Your investigation should are called impun and they constitute a part of the local fish focus on a topic that you are truly interested in because any food supply for that time of year. This formed the basis of investigation will require an investment of time and energy.

Page 28 Green Teacher 106 Completing the Project: Collect & analyze data In general, the more data collected and ana- lyzed, the more robust the study. But, teachers are busy people and the main purpose of conducting a research study for a teacher is to more deeply understand the science, the environment, and the environmental threats and to then be able to explain that to students. Even more so teachers want to be able to involve students in research projects themselves. Once teachers and students have selected a topic and written research questions then the practicalities of how to go about actually collecting data to answer the research questions become critical. In some cases the following events are initiated: 1. Enlisting help from community members 2. Working collaboratively to collect data 3. Using equipment and/or modifying equipment as needed. Once the Bengkulu teachers identified their topic and wrote their specific research questions, they implemented their studies. The Dissecting mungkus fish in a classroom in order to study their reproductive organs. implementation of the studies is described below for each research question. Question #2 –Teacher-researcher, Erna Affiani designated three zones of the Kedurang River (upstream, midstream Question #1 – Suryana, with assistance from his team mem- and downstream), and compared the environmental condi- bers (Erna and Fenty), compared the estuaries of the Kedur- tions in these zones. Upstream areas of the river tended to ang, the Bangkenang, and the Manna Rivers, all of which have stronger currents and more dissolved oxygen while supported mungkus fish. Suryana measured the depth and downstream areas tended to have more turbidity and higher width of each river as it entered the estuary. He also measured temperatures. flow rate, turbidity, pH and temperature of the rivers three Affriani examined fish caught in each zone of the Kedur- different times on the same day. The Bangkenang River estu- ang River. In order to control for as many variables as pos- ary is generally deeper and flows more slowly than the water sible she recruited three volunteers from the local commu- in the other two estuaries. It is also generally warmer, with a nity who were all similarly skilled at catching (or collecting) higher pH and higher turbidity than the other two rivers. mungkus fish. Fishing was done manually in the three zones Suryana was curious about how various environmental of the river, at the same time on the same day, using similar factors might influence the shape of the mungkus fish in techniques. each river. He wondered if these fish from three different Catching mungkus fish by hand is much more effective rivers looked different. Even though these river systems are than using nets or other fishing apparati. Catches showed geographically isolated, the fish appeared initially to have that there were more fish downstream (39) than in the mid- similar shapes. Suryana made 21 manual measures on 18 dle (19) and upstream (16) areas of the Kedurang. The fish mungkus fish, six from each river. He then created image had similar body sizes (~11.14 cm in length) in all areas of reconstruction profiles of mungkus from the three rivers the Kedurang River. It would seem that upstream zones, and found that mungkus fish in the three estuaries have with strong currents and low turbidity, would provide more slightly different shapes. The fish samples from the Bang- suitable habitat for larger numbers of mungkus fish so again kenang River tended to be more tapered than fish from the this study had raised more questions. other estuaries. This was a surprise; based on his literature Involving community members in your research project review3 Suryana would have expected the more tapered fish ensures that their awareness is increased and you can take to be found in the faster flowing estuary, but instead the advanatage of skills that they may have that you do not have more tapered fish were found in the slowest moving estuary. (such as fishing). The volunteers who agreed to catch mung- This finding remains a mystery subject for further study. kus for this study were people who lived near the river and This study of the same fish species in three estuaries is fished regularly. Local communities need to be involved and important because only animals that are able to adapt to empowered in order to develop an understanding of the need changing environments will be able to survive in light of for conservation of habitats. expected environmental changes due to climate change. If environmental conditions change drastically and adaptation Question #3 –There are many questions about the reproduc- is required that is beyond the limits of their tolerance, then tive behavior of S. Cynocephalus including: the mungkus fish may soon be only a record of the past in 1. When, how often and how long is the annual breeding South Bengkulu. season?

Green Teacher 106 Page 29 2. What is the effect of salinity levels on hatching eggs? (d) learning should extend into the community, (e) learning Before these questions can be answered, (and they have should be hands-on, (f) education should integrate subject not yet been answered) one must know the sex, reproduc- disciplines, (g) education should be future oriented, (h) edu- tive anatomy, and gonad maturity levels of the fish. Thus, cation should include media literacy, (i) education should teacher-researcher, Fenty Sufyerny, collected data about the include traditional knowledge, and (j) teachers should be anatomy and gonad maturity of mungkus in the Kedurang facilitators and co-learners5 were an important inspiration in River. The mungkus fish exhibits sexual dichotomy so it preparing the teaching modules for the classroom. is easy to distinguish males from females. The number of The implementation of the teaching modules was regu- females (53) collected far exceeded the number of males lated by achievement targets, standards of competence, and (21). Conducted in December, the study found females at time limitations. The activities that were organized by the overall lower levels of gonad maturity and males at either three teachers provided contextual learning experiences very low or very high levels of gonad maturity. The higher for students in South Bengkulu. The three teachers brought the gonad maturity level the more likely fish are to release samples to class so that students could learn through direct sperm or eggs. External fertilization happens only when experience. This was quite unusual because most science males and females reach peak sexual maturity at the same teachers in Bengkulu do not provide concrete, real examples time. The data collected in this study will allow research- in their lessons. ers to begin to understand the sexual behavior and breeding A well-planned field study program focused on Mung- season of the mungkus fish, important information to under- kus, might lead to even higher achievment, more positive stand if Sumatrans want mungkus to remain a sustainable attitudes toward the environment and a commitment to spe- fish food source. cies and habitat preservation/conservation by the middle and secondary science students. Teachers who rely only on Sharing the Project literature reviews and textbooks for teaching, will see that Following the research studies each teacher developed a students find learning dry. Using local issues contextualizes teaching module (a syllabus, a lesson plan, student activity learning and makes it more meaningful.6 sheets, and assessment instruments) that met their curricu- Teacher research experiences add valuable professional lum standards. The educational objectives addressed were competence. As ‘Green Teaching’ continues to permeate the understanding the diversity of living things, interdependence consciousness of teachers and students around the world, in ecosystems, and describing the structure and function of it is important to keep in mind that green teaching may be human organs and comparable organs in mungkus fish. brown and is certainly off-text. Impact of Biological Research on the Aceng Ruyani is a biology educator at the Graduate Teacher-Researchers School of Science Education, Bengkulu University, Indo- The teachers-researchers in this study gained first-hand field nesia. Erna Affiani, Fenty Sufyerny, and Suryana are experience. This direct experience cannot be replaced by biology teachers at a secondary school in South Bengkulu, writing a literature review about the environment. When Indonesia. Catherine E. Matthews is a professor of K-12 teachers’ knowledge about and experience in the environ- science education and environmental education at the ment deepens, their attitudes towards the environment University of North Carolina Greensboro. They began their become more positive4. collaborative work in 2012. The authors are grateful to Pro- Some professional science teacher competencies such as: fessor Endang Widi Winarni, Dr. Choirul Muslim, Dr. Agus a. the teacher knows the values, beliefs and assumptions Sundaryono, and Dr. Kancono for their support and valuable inherent to the creation of scientific knowledge within suggestions to improve the quality of science education in the scientific community, and compares science with Bengkulu. The authors are also grateful to Mr. Tim Spruill, other ways of knowing hydrologist, and Ms. Lacey Huffling, science educator for b. understands how to plan and conduct scientific their editorial comments. investigations could be obtained partly through these research studies. Endnotes The experiences that the researchers obtained person- 1. Green Teachers Indonesia. (2013). Retrieved from http://greenteachersindo- ally from the field and the experiences that they shared with nesia.or.id 2. Bart, A.N., Prasad, B. & Thakur, D.P. (2012). Effects of incubation water their students are extremely powerful. The more in-depth hardness and salinity on egg hatch and fry survival of Nile tilapia, Oreo- knowledge that teachers have about the actual conditions on chromis niloticus (Linnaeus). Aquaculture Research 44(7), 1085–1092. the ground or in the field or in the river, will lead to more 3. Haas, T. C., Blum, M. J., & Heins, D. C. (2010). Morphological responses of positive attitudes towards the environment, a concrete step a stream fish to water impoundment. Biology letters 6(6), 803-806. towards becoming a green teacher. 4. Barthwal, S. & Mathur, V. (2012). Teachers’ knowledge of and attitude toward wildlife and conservation: A Case Study. Ladakh, India Mountain Research and Development 32(2):169-175. 2012 doi: http://dx.doi.org/10.1659/ Learning research MRD-JOURNAL-D-11-00040.1. Meanwhile, indicators of teaching green such as (a) students 5. Grant, T. & Littlejohn, G. (2009). Teaching Green - The High School years: should have opportunities to develop a personal connec- Hands-on Learning in Grades 9-12. Toronto: Green Teacher. tion with nature, (b) education should emphasize our con- 6. Winarni, E.W. (2009). Mengajar ilmu pengetahuan alam secara bermakna. nections with other people and other species, and between Bengkulu University Press, Kandang Limun Bengkulu, Indonesia. human activities and planetary systems, (c) education should help students move from awareness to knowledge to action,

Page 30 Green Teacher 106 “Shoot” down nature-deficit disorder! Use digital cameras as an educational tool in schoolyards and natural areas

By Aimee Keillor use computers regularly for schoolwork, many complete their daily reading on Kindles, iPads or other tablets, and VERY MONDAY AND FRIDAY, my fifth grade Promethean boards (large scale, touch screen smart boards students gather for a morning meeting to share what linked to a computer) are used in every classroom. Ethey have planned for the weekend ahead and follow In the Chicago area, there is ample opportunity for expe- up with how the activities went. This weekend, Mathew has rience with nature. We are surrounded by the largest forest two hockey games, Katie has a swim meet, Billy has six bas- preserve system in the nation. Where our school is located, ketball games, Alex has a couple of band performances, Shea green neighborhood parks and lush landscaped yards are and Drew plan on catching up on their favorite TV shows, commonplace. For my students, proximity to nature is not a and Zack can’t wait to play Minecraft with an online friend. barrier for nature connection. Still, as kids spend more time As a paraprofessional at a suburban Chicago elementary with gadgets, while also adhering to highly scheduled and school, I have listened to students talk about their free time micro-managed lives, it’s clear that their experience with the activities for the last two years. I have noticed that from week natural world outside shrinks precipitously. Exacerbating to week, each student’s routine changes very little. Decades this situation is the rigorous scheduling of the hours spent at ago when I was a child, our free time was spent playing out- school each day, limiting time spent investigating hands-on side or exploring the nearby woods. Now, it is obvious that or connecting with nature. This is not an isolated occurrence, kids’ leisure time is controlled by heavy scheduling of sports but rather the increasingly usual way of life for kids across or music-related commitments, along with a habituation North America. The steady, widespread disassociation of to technology-oriented activities. Children are tethered to kids from their natural surroundings has become disturb- technology; it surrounds their daily existence, in and outside ingly obvious. Author Richard Louv named the resulting of school. At the elementary school where I teach, students disconnect syndrome nature-deficit disorder1, which has been

Green Teacher 106 Page 31 linked with many negative emotional, Blind in Raleigh, NC. In this project, physical, and cognitive effects. Although middle and high school students with technology is largely to blame for this varying levels of sight, some com- phenomenon, it can also be part of the pletely blind, engaged in schoolyard solution to stop it. photography aided by all of their other Since kids value gadgets so much, senses. Some students used the scent of using them as an educational tool flowers or their brightly colored blur to could motivate students and encourage guide them, while others were drawn involvement in their learning activities. to insects buzzing or the sound of rain Thus, children’s affinity with technology dripping in a puddle. This exercise was can be exploited as a device for nature both popular and successful, improving reconnection, by integrating it into out- the students’ orientation, mobility skills door educational learning experiences and visual efficiency. It also added to within the school day. The use of tech- their recreation and leisure experi- nology to engage students with the out- ence, and boosted their connection with doors does not require anything hi-tech nature. or complicated. One of the easiest to use Nature activities incorporating pho- and most widely available technologies tography work well in cross-curricular is the digital camera. applications. For instance, McGinnis5, There are multiple examples of gifted seminar instructor and science schools, including my own, that have specialist at Pennsylvania’s Arcola incorporated nature-oriented programs Intermediate School, explained a proj- or activities that fight fire with fire through the use of digi- ect her students completed which involved multiple aspects tal cameras. These programs have spanned the educational of science, language arts, and technology. The students spectrum: from art, to science, to language arts, to technol- participated actively in environmental inquiries into their ogy training. They have been successfully implemented schoolyard ecosystem, decided on points of ecological inter- with kids of all ages and abilities, and have ranged from est, created multimedia web pages (video, podcast, text, simple projects to those that were incredibly complex activi- or photographic) about these points, and then incorporated ties incorporating or affecting the outside communities or this information into an interpretive trail via quick response audiences. The purpose of this article is to describe a num- coded trail markers. The result was an experience that gave ber of these projects, explain their importance, and provide the community information on local ecology, while engag- ideas for engaging photographic endeavors you can explore ing the students directly with nature. with your own students. Recently at the school where I teach, I led an extracur- Digital photography is so commonplace because of the ricular class on winter nature journaling. Although my small ubiquity of smartphones with built-in cameras, carried by group of students was already enthusiastic about nature many students these days. For those students that don’t have exploration and discovery, I was able to take this to another their own camera or smartphone to bring in, basic compact level through outdoor nature photography. After a short les- digital cameras can be bought relatively cheaply and shared son and discussion of the different ways to use photography amongst a group. Many possibilities exist to immerse children in nature study (as an art form, as a scientific record, as a of different ages and abilities into nature through educational way to tell or illustrate a story, or to preserve a memory), I activities aided by the use of these devices. In this way, an took the kids outside to experience nature in a different way. ordinary technology can become a cutting edge component of We walked around looking for interesting subjects to photo- contemporary environmental involvement and connection. graph. Third grader Charlotte was enamored with both the Adoption of a curriculum that includes nature studies smallest and the tallest evergreen trees on the property. First could also have an enormous positive impact on children. grader Karenna spotted a pine cone on a branch that needed Research has found that exposure to learning experiences a close up. Her classmate Gen focused on the tree’s bristling involving direct interaction with nature leads to healthier green needles. Fifth grader Beau decided a shelf fungus students with increased critical thinking, decision making, high up in a tree was too far away to take a good photo, but and problem solving abilities; higher levels of creativity, then zeroed in on the moon, which was making a daytime cooperation, and self-discipline; and who do better in school appearance just above Charlotte’s tallest evergreen. The and are overall smarter and happier2. Additionally, experi- photos taken that day ended up glued into the kids’ journals ential environmental education can encourage positive atti- as a permanent, tactile connection to the cold, snowy late tudes towards the environment, a desire to protect nature, February class. and pro-environmental practices, all of which foster a con- Another hour-long after-school class I taught focused on nection to nature3. Schools that incorporate access to nature field guides. Since the class took place in winter, I provided create healthy environments for children, as well as provide Internet photos of plant species and matching plant materi- them a chance to bond with nature. als previously preserved in a flower-press. We used these to One benefit to nature photography is that it is an activity create a field guide of backyard plant life. During warmer that easily crosses language and ability barriers. Blake4 seasons of the year, or in regions with more hospitable cli- provided an interesting example of camera use for nature mates, students could use the schoolyard to photograph plant interaction from The Governor Morehead School for the species for themselves, collect their own samples to press,

Page 32 Green Teacher 106 and then research the findings to create their own schoolyard Visual Arts field guide. Studying the artistic value of the natural world through a In a separate activity, I set up a private Facebook group camera’s lens reveals interesting colors, patterns, textures, page devoted to children’s backyard nature photography. I shapes, and compositions our naked eye doesn’t normally then enlisted my friends’ kids, who lived in many different pick up as we pass by. To continue the creativity back in the states, to take a look in their yards or in nearby parks for classroom, nature photos can be taken in black and white intriguing nature scenes to photograph. The results were then hand colored, or they can be used to create collages or amazing, as kids from preschool to high school really stud- mixed media artwork. ied their surroundings and discovered all kinds of wonders through the lens of a camera. Birds’ nests, rocks, seed pods, Science and tree bark all made for lovely photos to add to the col- Students can make digital collections of natural objects, lection. It was fascinating to compare photos from different such as animal footprints, flowers, or insects by taking their regions and note differences in the types of natural environ- photograph. They can snap photos to document the steps in ments the kids were able to experience. This activity could outdoor inquiries into pollinators, decomposers, or the water easily be adapted to a school setting by using a more appro- cycle. They can record evidence of animal or insect presence priate photo-sharing forum. after seeking out signs of prints, scat, leaf damage, chewed It is clear that the idea of nature engagement through bark, or nests. digital cameras is extremely flexible with numerous applications. Even with a busy class schedule, if you think cre- Citizen Science atively and have an open mind to alternative methods of There are several online citizen science projects that stu- teaching and learning, you will find that there are many dents could participate in while at school. ways to incorporate nature photography into the school day. • Children could investigate the plight of dwindling Here are a few ideas in which simple schoolyard photog- North American bumblebee populations and assist with raphy can be transformed to suit other purposes while also research on these important insects by submitting photos serving to mitigate Nature-Deficit Disorder. to Bumble Bee Watch (http://bumblebeewatch.org). • A lesson on plant phenology could include close study Language Arts and photographic recording of the different stages of Children can use photos to illustrate the fiction or nonfic- tree or shrub development in the spring or fall. The data tion stories or poems that they write. To take the technology students collect could then be submitted to the phenology further, students can create an entirely digital photo story, site Project BudBurst (http://budburst.org/home), and the complete with music or narration, using software such as photos could be shared through the linked Project Noah iMovie. Alternatively, the photos can be transformed into a mission site Fall Into Phenology (www.projectnoah.org/ comic book using software such as Comic Life or kids could missions/7209494) create digital scrapbooks to document their nature activities • A schoolyard bird feeder could be a source to study bird with PowerPoint, Photoshop, or an e-scrapbooking website. behavior, allowing students to make a photographic diary

Green Teacher 106 Page 33 and checklist of visiting species. This information could such as The Color Red, Signs of Wildlife, Butterflies and be submitted to the bird observation site eBird (http:// Moths of the World, Flowers of North America, Beetles, ebird.org/content/ebird). and Critters of the Midwest (www.projectnoah.org/). Proj- • Studies of the trees found on school grounds can be ect Noah’s Global Schoolyard Bioblitz mission for exam- enhanced through the use of Leafsnap, an app for iPhone ple encourages students of all ages worldwide to con- or iPad, in which a photo taken of a leaf is submitted to tribute schoolyard nature photos to their database (http:// a database for comparison. Image recognition software www.projectnoah.org/missions/10164691). Teachers and connects the photo to the correct species, GPS data from students can also create their own mission and add it to the phone marks the location, and the photo and data the database. To further aid educators, this website offers are automatically uploaded to the database for scientific ideas for other classroom missions and specific lesson study and use (http://leafsnap.com). plans for photography based activities. • Students could research interesting insect discoveries • National Geographic’s Great Nature Project has a place with Bug Guide, an online guide to North America’s in the Guinness Book of World Records as the world’s arthropods and insects, which features information about largest online photo album of animals, and encourages insect taxonomy and photos provided by contributors participation in the creation of a global database of biodi- (http://bugguide.net/node/view/15740). Photos of mystery versity (http://greatnatureproject.org). Kids upload their bugs can also be submitted for identification by a team of photos of living organisms directly to the website or via scientific volunteers. Once the species is identified, the a linked photo sharing website such as Flickr. They can photos are then automatically added to the appropriate also participate in citizen science efforts with their pho- taxon information page. tos by joining linked communities, as described earlier, then sharing their photos through the Great Nature Proj- Global Communities ect group. The website also includes links to information Studies of different regions of the country or the world can and ideas for educators. become even more fascinating when comparisons of the natural elements within them are made. One way to do this Nature-Deficit Disorder has become a serious issue for is to join global projects involving the active documentation children, threatening their physical, emotional, and psycho- of nature. logical health, and casting doubt on the viability of the pool • Project Noah offers many different photographic “mis- of potential future naturalists. Despite the fact that technol- sions” kids can join which suit different ages and abilities, ogy has negatively impacted kids’ relationships with nature, reuniting them with the natural world does not have to mean divorcing them from the use of technology. Instead, walking the fine line down the middle, where technology is used as a device for education, enlightenment, and inducement is opti- CALL FOR PROPOSALS mal for bringing the elements of environmental education together. Digital cameras combine effortlessly with other technologies to become a formidable weapon in the ongoing war against Nature-Deficit Disorder.

Aimee Keillor is a suburban Chicago paraprofessional and also a graduate student in Miami University’s/Brookfield Zoo’s Advanced Inquiry Program. Formerly a journalist, hu- mor, and animation writer, she is working towards a Master of Arts in zoology and hopes to transition into the field of environmental education.

Place-based Endnotes Education issue! 1. Louv, R. (2006). The nature-child reunion. National Wildlife (World Edition), 44(4), 22. Retrieved from www.nwf.org/News-and-Magazines/National-Wild- life/Animals/Archives/2006/The-Nature-Child-Reunion.aspx SCHEDULED FOR PUBLICATION IN THE SUMMER OF 2016, this special issue of Green Teacher will address the particular rewards and challenges 2. Charles, C. (2009). The ecology of hope: Natural guides to building a chil- teachers encounter while learning with their students outside of the dren and nature movement. Journal of Science Education & Technology, 18(6), classroom. Articles will encompass how educators (classroom teachers 467-475. doi:10.1007/s10956-0099193z and non-formal educators) orchestrate place-based learning worldwide. 3. Cheng, J., & Monroe, M. C. (2012). Connection to nature: Children’s We welcome contributions about the history of this practice, inspirational affective attitude toward nature. Environment and Behavior, 44(1), 31-49. tales, how students meet standards, logistics of learning outdoors, and doi:10.1177/0013916510385082 so on. Teachers, students, and providers of professional development are 4. Blake, L. (2011). Using photography as a means of engaging students with invited to send in a proposal. Send outline of proposed article to: Amy nature. Insight: Research & Practice in Visual Impairment & Blindness, 4(4), Demarest at [email protected]. 180-181. Retrieved from http://www.aerbvi.org/modules.php?name=AvantGo& file=print&sid=2212 DEADLINE FOR SUBMITTING OUTLINES: August 1, 2015. 5. McGinnis, P. (2014). Get your students outside with technology! Science For more information see http://greenteacher.com/contribute/ Scope, 37(7), 58-64. Retrieved from http://www.nsta.org/publications/browse_ Guest editor: Amy Demarest, (Ourcurriculummatters.com) author of Place-based journals.aspx?action=issue&id=94272 Curriculum Design: Exceeding Standards Through Local Investigations.

Page 34 Green Teacher 106 Mapping Watersheds Teach teenagers about our impact on watersheds in this multidisciplinary cartography project Photographs: Lauren Wulker Photographs: Lauren

By Lauren Wulker communication to document and creatively express their findings. HE AGE-OLD ART of cartography has evolved from ancient manually made paintings on parchment Project objective T to the interactive digital mapping technology found Students map a local watershed or tributary, noting connec- on pocket size smartphones today. As a tool, maps have tions between land-use activity and water quality. Students helped humans denote political boundaries, identify natural gain practice in research, observations, water testing, and resource reserves, interpret weather, and of course, travel. In the use of mapping as a scientific tool. This activity provides the field of Conservation Biology, scientists are using maps an opportunity for students to connect with the ecological as a communication and empowerment tool, giving voice landscape around them while creatively addressing environ- to communities whose land may be threatened by developmental problems and solutions. ment or natural resource exploitation. Community or par- Note: watersheds vary greatly in size and shape. Any nearby ticipatory mapping includes recognition of the spaces and area of land that includes a watershed tributary will work as a resources being used and valued in an area, but by incor- study site. If the location you decide to use for the project does porating the unique perspectives of its participants, it can not have a body of water on or near it, consider using the same also help people discover, express and define their connec- project guidelines to explore and map other aspects of human tion and interaction with a place. This collective awareness impact on an ecosystem such as invasive species. and connection can then be used to identify and defend that which should stay and that which needs to change. Recommended (and optional) materials This article describes a project designed to utilize map- • Computers can be used for research, mapping technol- ping as an educational tool by empowering high school stu- ogy such as Google Earth, and online discussion boards dents’ voices and their understanding of scientific content. to supplement class and fieldwork. This inquiry-based, experiential activity is multidisciplinary • Clipboards are useful when documenting observations in and incorporates many cross-curricular skills. In this activ- the field. ity students use math when calculating an area or drawing • A Compass and GPS software are good tools for students a scale, social studies as they discover the historical use to become familiar with and can be used to increase of land and resources on campus, and art, technology, and accuracy of maps.

Green Teacher 106 Page 35 • A water testing kit that includes basic chemical tests such maps: Where in your day-to-day life do you use or as pH, temperature, dissolved oxygen, nitrogen, phos- encounter maps? In what ways are maps used to con- phorus, turbidity, and coliform. Advanced chemical tests vey information? Possible answers to the first question or Vernier equipment could be used for more advanced include weather, GPS on phones, or school evacuation students if resources are available. maps. Students might say maps could be used to tell a • Cameras are good for documenting important examples story or show research. You might also add in some dis- of land use. You might also consider sharing the experi- cussion about the watershed you are going to investigate ence with your school or community through these pho- and offer examples of watershed or conservation maps. tos. High resolution cameras are recommended, but cell 2. Explain the project’s objective and share a few examples phone cameras would also work. of different types and styles of maps with the students. Consider sharing some mapping resources to help spark Project duration student interest. When I conducted this activity, an The timeline for this project is flexible, but a minimum of online discussion board was used to supplement field- one week (5 to 6 hours of class time plus additional time work and to provide students access to shared resources. for homework and group research outside of class) is rec- Note: If this technology is not available for your stu- ommended to ensure adequate time for students to record dents, consider alternative ways for students to share and observations and data, construct maps, and reflect on the pro- discuss findings. This could be done by allowing time for cess. It is helpful if students possess a basic understanding small group discussions and/or by having students keep a of water chemistry vocabulary as well as factors that affect field journal to document the experience. water quality before starting the project. The project duration 3. Optional homework (or in class) assignment – Find a should be extended if you decide to teach water chemistry in reputable resource to share with the class and add this conjunction with this activity, decide to use student maps to resource to the discussion board. The resource could be initiate environmental action or encourage students to share one that discusses the relationship between land use and the experience with the greater community. water quality or it could be about a tool or strategy useful in making maps. Students should read and comment on Project description at least two resources posted by their classmates. These Day 1 resources will be useful in further discussions and assist 1. Start with a question and opening discussion to gauge with the construction of student maps. student’s current understanding and relationship with 4. Remind students to dress for the weather the next few days.

Page 36 Green Teacher 106 Day 2 dents may choose to wander off in solitude to think or 1. Guide students on a walking tour of the watershed or write notes, while others use the time to explore or play tributary you will be exploring. Ask students to con- with nature. Remember, even the students who appear sider where the water is coming from before it gets to to be playing are still in fact connecting with their natu- your campus and where it goes when it leaves, remind- ral environment. You might enjoy seeing this, but gently ing them that this is only a small segment of a larger remind them that what they do not accomplish in class watershed. they will need to come back and document on their own 2. Ask students to start making observations about land time. use activity happening on campus that could improve or 3. At the end of the fourth day or on the fifth day is a good degrade the quality of water while it is on campus. Some time to conduct a few water tests. If you are short on students might suggest testing the water to see if it is time, one option is to have each of your classes identify healthy. In that case, you might further the conversation a few good places to test the water. Then, each class can by asking things like: Which aspects of water chemis- test one or two sites and share the data with the other try should we consider testing and why? What might be classes. some good locations to do this? 4. Optional homework – Students begin or continue work- 3. Note any boundaries or safety concerns you want stu- ing on their maps. Give students the option to draw these dents to be aware of in the coming days. by hand or use online software such as Google Earth. 4. Optional homework (or in class) assignment – Post a few questions to the discussion board to help guide ini- Day 5 tial student reactions. Some examples include: What are 1. Share and discuss the water quality data with your stu- some observations you made today that demonstrate how dents, asking them how they can incorporate this infor- land use activity could be affecting water quality on our mation into their maps as evidence that land use could school’s campus? What do we still need to know about be affecting the water quality – for better or for worse. In the space and/or the quality of the water in order to draw places where there is a lot of tree cover or in a developed some conclusions? What is a riparian zone and what eco- riparian zone, water quality may improve from one site system services does this area provide? to the next. Conversely, students might note areas where there are a lot of impervious surfaces that could be con- Day 3 & 4 tributing to water quality degradation. 1. Allow students time to explore and connect to the space 2. Allow class time for students to work on their maps and on their own, being mindful of any boundaries or safety prepare for their final discussion post. precautions you noted the day before. This is a good time 3. Homework – students post their map and summarize key for students to take photos, identify water-testing sites, findings in a final discussion. Consider asking some final begin making their maps, etc. reflection questions to help guide their conclusions. 2. Walk around and check-in from time to time. Some stu- This could include asking about next steps, action

Green Teacher 106 Page 37 components, suggested solutions, or who students think skills. These maps come alive when students understand would be important people to share their maps with. how they are a part of both the map they created and the sur- If time permits you may decide to initiate a school wide rounding ecosystem. project that originates from student findings and proposed solutions. Lauren Wulker is a high school science educator in Cin- cinnati, Ohio who wrote this article as part of her Master’s Project impacts work with Miami University’s Global Field Program. Lauren After completing this project, students find themselves more is an urban farmer and local advocate for sustainable solu- connected to environmental issues affecting their commu- tions in the places we work, live, and play. nity. Students see how their own voice and new knowledge are infused into the map they have created. They see chem- References and Resources istry at work in their lives and learn how a basic understand- Chambers, R. (2006). Participatory mapping and geographic information systems: Whose map? Who is empowered and who dis-empowered? Who gains ing of this science is connected to good citizenship. For and who loses? The Electronic Journal on Information Systems in Developing some students, it is the first time they confidently recognize Countries, 25, 1-11. their potential to influence change, and with some guidance, Hart, R. (2007). “Mapping and modeling” From Children’s Participation: The are able to identify stakeholders who might be instrumen- Theory and Practice of Involving Young Citizens in Community Development tal in helping them achieve this change. For motivated and and Environmental Care. Chpt. 12, pp. 165-171. Mears, J. (2012). The many benefits of community mapping. Connect, 25 (4), advanced students, this project could be the beginning of 1-3. long term community impact. For example, there is an inter- Rainforest Foundation UK. (2011, November 1). How to Map, Part 1: national project gaining momentum called “Caring for our Mapping for Rights [video file]. Retrieved from https://www.youtube.com/ Watersheds” where students submit proposals about ways watch?v=qRhYktaBWYg. they can improve the quality of a waterway near them. The Rocheleau, D. (2005). Maps as power tools: Locating communities in space or situating people and ecologies in Place? From Brosius, J.P., Tsing, A.L. and top ten proposals are chosen to advance and these students Zerner, C. (eds.), Communities and Conservation. New York, NY: Altamira are paired with experts in the field to help them prepare an Press. Chapter 13, pp. 327-362. oral presentation to a panel of judges. Monetary prizes and contributions are made to help implement and ensure the proposed project’s success. The mapping activity discussed above affords many opportunities for students to learn and practice scientific

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Coming this Fall: Addressing Aquatic Invasives with Melissa Doubek, Alice Holcomb and Bob Thomson Thursday, October 1, 2015 7:30 - 8:30 pm EST Making the Next Generation Science Standards Work for Us with Gerry Lieberman Tuesday, October 6, 2015 7:30 - 8:30 pm EST

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For more information and to register visit www.greenteacher.com/webinars Recently added to our webinar archive: • Invasive Species: Towards a Deeper Understanding • Promising Practices for School Food Gardens • Why Risky Play is So Important for Children • Building Resilience Through Eco-Crafts • Envirothon - what? why? how? • Taking Kids to the Community

Page 38 Green Teacher 106 Celebrating World Oceans Day How to show kids the connections to oceans that are right in their own backyards Photographs: The Ocean Project

By Alyssa Isakower Activities for Young Kids CEANS ARE THE EARTH’S great connectors. While all young people need opportunities to connect Like our hearts that circulate blood all around our to the natural world, David Sobel reminds us in his book Obodies, oceans regulate our climate by circulating Beyond Ecophobia that fond memories of nature are espe- heat and humidity. It touches every corner of the Earth, and cially critical if younger children are to grow into environ- every human who lives on our blue planet. Unfortunately, mentally-engaged and caring adults. Since the threats to our just as many of us are unaware of the massive role oceans ocean can be super scary, it is better to focus on fun, posi- play in our lives − providing oxygen, food, medicine, an tive experiences, such as how protecting the nature in their amazing wealth of biodiversity, a means of communication, “backyard” will also keep the ocean healthy. Here are a few and so much more − people are also unaware of the impact fun ideas for doing just that: we can have on the ocean. Eighty percent of ocean pollution • Just go outside! Take the kids out for a picnic, explore a comes from terrestrial sources. While we may not see it, beach, tell a story, or start a children’s garden or a com- everyone everywhere is connected to the ocean. post station. Talk to your class about how your backyard World Oceans Day – celebrated each year on June 8th − is connected to the ocean through rivers and streams. is an opportunity to draw attention to our relationship with • Create storm drain art to protect the ocean. Do kids in the ocean and do something to keep it healthy. This United your class know that they are connected to the ocean – Nations-recognized day of celebration is a great way to con- even if they’re hundreds of miles inland?! Teach them, nect young people to the many ways that they are linked and then hit the streets and share your knowledge. Intro- to the ocean, regardless of where they live. Whether they duce to kids a few ocean animals they can protect by live on the beach or hundreds of miles from the shore, our keeping the streets and rivers clean. actions affect the ocean via our local watersheds, impacts on • Clean up your community: take your class to clean up the climate, the products we buy, and more. a nature or community area! It’s fun. While beautify- The best way to help young people make this connection ing the area and helps wildlife. Remind kids that even is by taking them outside into a natural area and having fun. though they might be cleaning up a park hundreds of A connection with nature is incredibly important for young miles from the shore, they’re keeping trash from eventu- people, no matter how old they are or where they live. Here ally reaching ocean creatures. are some ideas that educators can use to establish a crucial • Meet the animals: This takes more planning, but it’s link with nature, and celebrate World Oceans Day. always fun to bring kids for a special sleepover or visit

Green Teacher 106 Page 39 between grades, or taking The Better Bag Challenge found on the World Oceans Day website. (See below) • Get foodie: ask teens to bring sustainable eating into the limelight for their peers and the school adminis- tration. For example, they could organize a sustainable seafood cooking event or presentation, hand out sustainable seafood guides, set up a school garden, or kickstart a composting program. • Upcycled craft sale: forget the bake sale! Have teens create upcycled crafts and jewelry from discarded objects, and set up a booth to sell them to peers at school, and raise money for an ocean cause.

Alyssa Isakower has never lived more than an hour and a half from a shore, and once lived at sea for three months. She’s been coordinating World Oceans Day for The Ocean Project in Washington DC since 2011. For more teaching ideas or to list your plans for going outside on World Ocean’s Day, visit www.World- OceansDay.org.

at a local zoo or aquarium! They’ll get up-close-and- Organizations personal with all the ocean’s crazy and cool creatures we USA need to keep safe. The Children and Nature Network: www.childrenandnature.org/ National Marine Educators Assoc. www.marine-ed.org Activities for Teens BRIDGE web.vims.edu/bridge/ Older kids are more receptive to self-directed ways to protect nature and the ocean. Young people 12 – 25 years Canada old show the highest concern for nature, and are most will- Canadian Network for Ocean Literacy: www.oceanliteracy.ca ing to change their lives to protect it. Yet this group also Child & Nature Alliance of Canada: http://childnature.ca/ self-reports as being the least informed on environmental 1 problems. Here are a few project ideas that teens can run Australia with for World Oceans Day: Marine Education Association of Australasia: www.mesa.edu.au/ • Ask teens to plan their own Rethink, Reduce, Reuse, or Nationwide list of outdoors-focused groups, by region: http://bit.ly/1EUurPk Recycle project at school to prevent plastic waste from entering the ocean. More than 8 million tons of plastic Notes trash end up in the ocean every year – 80% of it from 1. America, the Ocean, and Climate Change: Youth– http://theoceanproject. what we do here on dry land. A project could be: a mini org/wp-content/uploads/2011/11/final_youth.pdf film festival, a clothing swap, recycling competition

Books from Green Teacher

Please see our website for more information, pricing (including bulk discounts) and to place an order www.greenteacher.com/books

Page 40 Green Teacher 106 Resources

Reviewers in this issue: Winston’s book up nicely – “By knowing how depen- Alan Crook, Kristen Ferguson, is a compila- dent we are on water, not only for our Catherine Koons Hubbard, tion of 48 health but for our modern lifestyles, Jennie Kim, Annie Levine, clever, creative, we can change what we do. We can Matthew Pariselli, Deborah Roe, and engaging reduce wastage, change habits and Amy Stubbs, Stacey Widenhofer garden activities make water-smart product purchases, aimed at pre- all of which can save both water and and Sofia Vargas Nessi and elementary money.” This fact-packed book would school children. be a welcome addition to any educa- Eyes Wide Divided into tor’s water resource library and is most Open eight sections suitable for students in grades 4 and Looking for- focusing on up. The photos and visual comparisons ward to making exploring, observing, and playing, are easy enough for younger students a change in for example, the activities range from to comprehend and the facts and fur- today’s world, making a collage out of natural items ther descriptions add that bit of extra Paul Fleis- found in a garden to mimicking bird information that the older students will chman’s Eyes calls. All lessons target inquiry-based, engage with. – (SW) Wide Open: Go- active learning derived from children’s Firefly Books Ltd., 2014, ISBN: 978-1- ing Behind the innate curiosity to explore the natu- 77085-295-2 (pb), 144 pp., CDN/US$19.95 Environmental ral surroundings, and each activity from US (800) 387-5085, CDN (800) 387- 6192, Headlines is a emphasizes reflection rather than rote great source to introduce students to learning. For teachers or educators, the climate change and environmental is- activities include a note, the objective, Farming sues. The book tries to give teenagers materials required, procedure, and the City a realistic picture of how consumption which processes of learning will be The urban (use of energy and natural resources), activated (art, science, or communica- areas of the and sometimes ingenuity (ignorance tion skills, to name a few). There are world have about the impact of our daily actions suggested ways to expand each lesson, huge untapped on the environment), are affecting the and there is even a fun group of activi- potential for world. Using an appealing black and ties designed specifically for the often growing food. white design, this book is easy to read overlooked winter season. Every child Not only can and contains plenty of attractive pho- will learn (and love) something from city food pro- tos, graphics, bullets and fact bubbles. this book. – (MP) duction result It’s divided into six helpful sections, Xlibris LLC, 2014, ISBN 978-1-4836-8851-0 in fresher food for urban residents but, namely Noticing, Perception, Defense (pb), 176 pp., US$15.99 from 1-888-795- as Farming the City: Food as a Tool Mechanisms, Systems, Attitudes, and 4274, for Today’s Urbanisation discusses, Eyes Abroad and Ahead. The tone urban agriculture also has the added can be discouraging at times, draw- Your Water benefit of connecting communities, ing on the sad, pessimistic views of Footprint creating better waste management Fleischman’s political, psychological Simply put, and energy systems, simplifying food and historical sources. However, even Your Water transport and beautifying open spaces. though the quantity of topics covered Footprint will The book, edited by CITIES, high- can be overwhelming, the book chal- open your eyes lights several urban projects around lenges the reader to continue research- to water usage. the world that have successfully estab- ing what is of interest to them by It is easy to lished a system for urban agriculture. providing useful resources, and this is say, turn the It suggests ways in which city plan- arguably its greatest strength. – (SVN) water off when ners, farmers and other stakeholders Candlewick Press, 2014, ISBN: 978- you brush may work together to map out avail- 0-7636-7545-5 (pb) 203 pp., US$9.99 your teeth, take shorter showers, and able resources (water sources, food CDN$11.00 from use a rain barrel for the garden. But waste, etc.) and then create different what about the water used to produce types of agricultural zones; for rooftop Pumpkins and Petunias the things we use or the clothes we gardens, areas suited to aquaculture, Drawing young children outside can wear? Stephen Leahy’s visual book, those best for soil cultivation, and so prove difficult, but with Pumpkins and full of facts, figures and pictures helps on. Issues related to public policy, eco- Petunias: Things for Children to Do the reader understand just how much nomics, and social investment are also in Gardens as a guide, coaxing them water we use every day in ways we covered. Much of the information in- back indoors will become the prob- often don’t realize. The beginning of cluded is both interesting and valuable, lem. Esther Railton-Rice and Irene the Water-saving Tips chapter sums it with a writing style akin to that of a

Green Teacher 106 Page 41 scientific journal. That being said, the in an activ- through art; and evaluating, dissecting book is appropriate as a resource for ist art class, their work and its influence on the in- urban planners and those interested in Dewhurst tended targets. In this book, educators developing urban agriculture projects explains how will find examples of curriculums and or as supplemental reading for college she managed pedagogical tips if they are looking students or high school teachers work- to practice art to run a similar program. An added ing with related subjects. – (DR) to fight social bonus, at the very end the author has Trancity/ Valiz, 2013, ISBN: 978-90-78088- inequalities included her own research notes and 63-9 (pb), 232 pp., US$32.50 from via four learn- resource to awaken social responsibil- ing processes: ity and encourage creative, individual Social Justice Art connecting, voices within the classroom. – (SVN) Social Justice Art: A Framework asking stu- Harvard Education Press, 2014, ISBN: 978- for Activist Art Pedagogy by Marit dents about specific problems in their 1-61250-736-1 (pb), 152 pp., US$26.95 Dewhurst offers an exciting approach own communities; questioning, going from (888) medium of art. Based on observa- that were unearthed; translating, tions of sixteen high school students expressing their messages to the public

Books for Young Readers

The Cow in Patrick Even a young child should have no difficulty drawing O’Shanahan’s Kitchen parallels between the box world and the modern one in Patrick O’Shanahan dragged which we live. The plot twists when a young man leaves his feet to the kitchen for another his box to visit a park. Here, surrounded by colors, he be- boring breakfast. He didn’t see gins to smile. He concocts a plan to move to the woods, it at first, but it was definitely and is soon followed by a group of curious box people, there. A cow was in the kitchen! all of whom begin to feel happy in this new world filled And so begins this fun and fan- with colors and circles. “And when they returned to their tastical tale by Diana Prichard, little box town, it wasn’t too long before they tore the of a cow, a chicken, and a maple tree invading a young boxes down.” The message is simple: we are happier and boy’s kitchen to provide a magical French toast meal. Chil- healthier the more we connect to nature. It is a conclu- dren will enjoy the lively illustrations by Heather Devlin sion that many children need to arrive at, and one that a Knopf and the absurdity of the situation, but they will also reader of any age can understand. – (CKH) walk away with a greater understanding of where common First Edition Design Publishing, Inc., 2013, ISBN: 978-1-62287- foods like milk and eggs come from. As the author herself 462-0 (pb), 25 pp., US$10.95 from farming is one of my favorite parts of being a farmer.” This book shows just how important farms are when it comes to Who Needs a Prairie? providing something we often take for granted – breakfast. A Grassland Ecosystem But it delivers its message in a way that is silly and enter- Who Needs a Prairie is a wonder- taining, and sure to get young children laughing down to fully complete look at the large, the very last word: Oink! – (CKH) western prairie that many children Little Pickle Press, Inc., 2013, ISBN: 978-1-939775-01-6 (hb), have never seen. From the animals 32 pp., US$17.95 from 877-415-4488 or (415) 340-3344, bison and pronghorn antelope), to the climate through the seasons, The Box People the food chain, and the importance of fire, Karen Pat- Kenny Peavy’s simple, almost kau’s book provides all of the information a teacher or quirky book is the first in the parent needs to introduce this unique, often overlooked Ersatz Trilogy and manages to ecosystem. Elementary aged children can also use this be both delightful and cap- book as a helpful resource in researching the ecology of tivating despite – or perhaps a prairie. The digital illustrations are particularly well because of – its homemade, done, looking like a cross between paintings and photo- hand-drawn appearance. graphs. Patkau handles the factual language beautifully Accompanied by fun, engaging illustrations by Callan – she understands her audience, and keeps the language Bentley, The Box People describes, in rhyme, a society of straight forward, simple, yet interesting. Although the people living in boxes: box-shaped buildings, box-shaped prairie in this book refers specifically to the wild, open cars, eating boxed food and watching shows on boxes. prairie of the Great Plains and not the smaller grassland Their world is painted in dull shades of gray and brown. areas found in places like Wisconsin, it is nevertheless

Page 42 Green Teacher 106 Celebrate or seasons, beginning with autumn. children benefit from spending quality Nature! The nature-based activities included time in the outdoors and have lower are cross-disciplinary, with each incidences of hypertension and ADHD Celebrate one touching on Math, Science, Art, by doing so. The guide is easy to use, Nature: Activi- Drama, Building Blocks, Language and the fun, nature-inspired activities ties for Every Arts, Reading, Writing and Music. will surely be instrumental in design- Season is a Each section also shows ways to bring ing a memorable academic year that guide to assist the lessons back into the classroom no child will soon forget. – (AL) elementary and how parents can expand on them school educa- Red Leaf Press, 2011, ISBN: 978-1-60554- at home. In the spring section of the 034-4 (pb), 239 pp., US$29.95 from (800) tors in encour- book for example, one suggestion the 423-8309, aging children author proposes is that teachers have to embrace the outdoors. Rooted in the children collect flowers while on an The Clean Bin Project idea that nature provides a superior outdoor walk. In music class they can Looking for a way to show people educational setting to the over-engi- create songs about the flowers they how easy it is to make a difference in neered electronic one most children retrieved. Additionally, there are ways their carbon footprint? The Clean Bin encounter, Angela Schmidt Fishbaugh to use the flowers in each of the other Project, a documentary focusing on divides her book into four main parts, subjects. The author stresses that just that, is the way to go. Grant Bald-

an excellent guide to a truly fascinating landscape. It their own page, their own poem, answers the question in the title most effectively in the and an assortment of useful, end by looking at the larger world, and showing what informative facts told in simple might happen if vast food-growing grasslands disappear elegant verse. The combination from the earth. Who Needs a Prairie? We all do. – (CKH) of natural history with thought Tundra Books, 2014, ISBN: 978-1-77049-388-9 (hb), provoking poetry and large, CDN$19.99 from bright, appealing drawings by Joung Un Kim makes this a Flowers Are Calling wonderful book for young chil- Flowers are calling – calling dren ages 3-9. The fact that each critter is dependent on a butterfly, a bee, a nectar water ties them all together. The final page of the book bat at night. Ignored by offers a list of “Do You Know” questions, the answer of some animals – like the little each can be found in one of the poems. – (CKH) black bear, who doesn’t care Filsinger & Company, Ltd., 2015, ISBN: 978-0-916754-31-0 (hb), – flowers attract the pollina- 32 pp., US$25.00 from (212) 243-7421, tors in Rita Gray’s beautiful book that strikes a wonderful balance between science, poetry, and art. The book makes Fiddleheads to Fir Trees: the point that certain animals depend on flowers, and Leaves in All Seasons the flowers in turn depend on them. Mixed amongst the From the curly-leaf pondweed, rhymes, the author highlights some of the wonderful facts twisting twirling tickling, to the about different flowers and their relationship with pollina- quaking aspen, flutter, shiver shake tors, sure to fascinate young children. The illustrations by and quiver, this natural history Kenard Pak are appealing and reminiscent of two-dimen- book by Joanne Linden explores sional Chinese landscape paintings. The group of three- leaves through both poetry and and four-year-old children who “test read” this story in a fact. On one side of each page, a nature-based preschool classroom loved the pictures and gentle poem with evocative lan- the gentle rhymes; and the teacher loved it as a very child- guage reminds us of the beauty of the leaf. On the facing friendly way to introduce the study of botany. – (CKH) page, we’re given a short description, with an explana- Houghton Mifflin Harcourt Publishing Company, 2015, ISBN: tion of the leaf’s adaptations and uses. What a wonderful 978-0-544-34012-1 (pb), 32 pp., US$16.99 from young children, or use the book as an accessible science guide to further understand the leaves in your area. The NEIGHBORS the Water Critters fact that all four seasons are included takes this book NEIGHBORS the Water Critters is both a picture book beyond the standard Autumn Leaves exploration of many and a collection of poems by George Held about animals preschools. The illustrations by Laurie Caple are colorful that live in or near the water. The animals include the and remind us that leaves, in their own right, are as var- beaver, “most admirable rodent, known for buck teeth, ied and beautiful as the animals and flowers that depend whose ever-growing incisors gnaw on wood to eat” and on them. – (CKH) the polar bear, “pity the poor polar bear, who has the Mountain Press Publishing Company, 2013, ISBN: 978-0- distinction of heading for extinction.” There is also a 87842-606-5 (hb), 32 pp., US$12.00 from (800) 234-5308 seal, manatee, whale, shark, and many others, all with

Green Teacher 106 Page 43 win and Jenny into four groups, called the Four Com- Concerned citizens and artists Rustemeyer, munities. Each group is situated in a can learn from this book, but educa- creators of the corner of the classroom and students tors to all students can easily step documentary, have autonomy and responsibility away with a basket full of ideas to are a young within the group and the classroom. build upon. – (MP) couple who Students participate in learning New Society Publishers, 2014, ISBN: decided to start through community discussion and 978-0-86571-778-7 (pb), 261 pp., US/ a challenge collaboration. Sterling provides teach- CDN$29.95 from 1 888 567-6772, produce the to guide teachers in setting up such a least amount of classroom. In one example from the Educating garbage in a year? There are rules of model, teachers use a token economy, for Hope in course, but they are able to bring some giving and taking away group points Troubled light to everyday things that you may based on behaviour. Overall, the book not think about, like taking your own would be a good resource for teachers Times bags to the grocery store, making your looking to try a fresh approach not The subtitle of own toothpaste, and avoiding straws only to classroom management, but David Hicks and toothpicks. This film is funny, teaching in general. – (KF) book best describes its entertaining, engaging and helpful to Frazer/Sterling Publications, 2013, ISBN: anyone that is thinking about contrib- 978-0-9881379-0-5, 314pp., US$32 from focus — Climate uting to a healthier environment. As change and the light-hearted as they make it seem, transition to a post-carbon future. the filmmakers are able to insert some Common Threads How exactly do we create hope in educational aspects about the dispos- “I realized that the simple act of this transition period? First we start, able society we live in. They visit weaving and teaching hand-based by addressing hope as a verb, and not the landfill to learn more about the skills is, for me, at the center of a quiet a noun. In one of four main sections process and also provide the viewer revolution.” With that, Sharon Kallis the author discusses facing change by with information about the devastating introduces acknowledging feelings, questioning amount of plastic that is making its her book the future and accepting the transi- way to our oceans. I enjoyed watch- Common tion that has already started. Creating ing these everyday people make some Threads, an an emotional literacy in students that very simple changes in their lives and insightful and bridges the cognitive and affective. As in the process, make a large environ- visual guide the author walks the reader through mental impact. – (SW) to creating the transition each major phase is broken in to two to three subtopics. Video Project, 2010, (DVD), 50 or 77 min., communal CDN$250 (college/university) or $89 (K-12) handwork, Discussion of these topics is at a fairly from (888) 607-3456 (CDN) or (800) 475- and as a high level, and planners will find it 2638 (US), result, a thriv- extremely useful. The book is process- ing sense of belonging. Separated oriented, and provides a gateway for “My Daughter Can’t Wait for into three parts (Places, People, and further development rather than just a Monday Morning!” Plants), Kallis’ book suggests there is series of answers. The focus is K-12, In “My Daughter Can’t Wait for profound power in looking deeper at but it would be a useful text for educa- Monday Morning,” Martin J. Sterling our surroundings and recognizing the tion students currently in university shares his approach to teaching and opportunities and partnerships avail- as well. Most of the examples used are classroom management for elementary able at our fingertips. In the People local to the UK. Hicks comes down on school students. The author uses his section, the author illuminates a story the left side of the political spectrum, years of teach- from her own past to highlight the im- and pulls no punches when it comes ing experience, portance and benefits of working with to current British government actions. combined with others on a nature-based project. The – (AC) the ecological uncomplicated experience involves Institute of Education Press, 2014, ISBN: perspectives of creative minds, a collective interest in 978-1-85856-553-8 (pb), 202 pp., £26.99 (approx. US$44.95) from (020) 7763-2157, Capra, Chopra, weaving a semi-permanent installation Briggs, and for a garden, and a desire to connect Peat to pres- with the earth and the individuals The Teaching Brain ent a program working on the project. With helpful The Teaching Brain, written by Van- for teachers to tips and practical advice on controlling essa Rodriguez and Michelle Fitzpat- create a sense invasive species, urban gardening, rick, investigates what it means to be a of community within the classroom. and green-waste management, this teacher and all the preconceptions the Sterling believes that classrooms book underscores the relationship title carries with it. Divided into three are a living system and that they are between production and consumption, parts, and employing first-hand ac- ecological in that students interact and the notion that a return to nature counts throughout, the book begins by with one another. The essence of the is all that’s required to provide for our- establishing the faults in our current program is that students are divided selves and strengthen community ties. definition of ‘teaching’ and identifying

Page 44 Green Teacher 106 how that errone- school community. The bonus fourth may imagine. ous definition category, Citizen Science, offers up David Barnes was construct- four ways to get students involved in and Susan ed. The second contributing to a bigger project. The Poizner’s part of the book majority of the lesson plans are indi- Understanding unpacks the vidually available for free online. If Orchards: Soil contents of a you require a print copy please contact and Biodiver- ‘teaching brain,’ the organization to ask about one of sity in Fruit and the third their limited run copies. – (AL/AS) Trees focuses part follows by The Nature Conservancy, 2013, (pb), 314 on the issues arguing that pp., from (703) 841-5300, free online from of soil assess- we all pos- ment and polyculture. This teacher’s sess a ‘teaching brain’ waiting to be guide is divided into two units with engaged. The future of education is Book of Animal Poetry three hands-on activities in each. The discussed as well, and the point that From the scorpion to the starfish, and activities are straightforward and easy concerned, capable teachers are in the snake to the seal, Book of Animal to carry out within the school set- high demand is hammered home. The Poetry swims deep and soars high ting. In the soil unit, students learn book makes clear that teaching is a to include them all. With 200 clever to determine soil components, assess multi-faceted process that requires five and creative poems by writers such as soil drainage and water retention, and areas of awareness, and if nothing else, Robert Frost improve soil through the addition of it sheds light on the invaluable work and Emily chemical-free soil amendments. In the of teachers. There is something for us Dickinson, and biodiversity unit, students learn about all to glean from this book, whether with exquisite the levels of diversity and complete you’re a teacher yourself, a parent, or photographs basic tasks related to site diversity someone looking to better understand to complement assessment, fruit tree classification, the critical role of our teachers (and each entry, and orchard design. While this booklet the teacher in us all). – (JK/MP) children will does not contain as much background The New Press, 2014, ISBN: 978-1-59558- cherish this information as one may prefer, the in- 996-5 (hb), 231 pp., US$26.95 from (212) collection. formation provided is clear, with thor- 629-8802, Selected by ough definitions of new vocabulary. J. Patrick Lewis and separated into Teachers using this guide will need to The Leaf Anthology of Urban seven categories, namely the big, little, do additional reading to supplement the activities. However, it serves its Environmental Education winged, water, strange, noisy, and quiet ones, every child is bound to purpose as an introductory launch- The Leaf Anthology, edited by Dan connect to at least one of the animals pad into orchard-planning projects for Strauss, is a collection of 21 lessons showcased here. Whether it be the students aged 12-17. – (DR) which educate urban students about whales “with walloping tails” off the humanity, our infinite reliance on the Community Orchard, 2013, ISBN: 978-1- coast of Wales, or the ghostly sand 48205-586-3 (pb), 35 pp., US$20.00 from planet and the stingray that rises and hovers “like a impact that billow of brown rippling around,” this the status quo book is equal parts educational and en- The Teacher’s Guide to Media has upon it. joyable, enlightening and entertaining. The included Literacy Teachers can read the poems to their projects are The Teacher’s Guide to Media Litera- students, or have them read the poems intended to cy by Cyndy Scheibe and Faith Rogow themselves once they’re capable, to inspire stu- is a comprehensive exploration of all support existing curricula or a fun dents to take that relates to media literacy educa- expansion to a particular lesson. Addi- an active role tion. The first three chapters address tionally, this book could be a fantastic in protecting what is meant tool for parents hoping to encourage their environ- by media, reading among children. Either way, it ment. Each lesson is submitted by a media literacy, shouldn’t be passed up. – (MP) school within the LEAF Network, and media a group of 24 high schools creating National Geographic Society, 2012, literacy educa- ISBN: 978-1-4263-1009-6 (hb), 183 pp., innovative ways to teach conservation tion, and the US$24.95/CDN$27.95 from 1 800 647- remaining six and urban sustainability to teenage 5463 or chapters delve book create a strong sense of com- into how me- munity and creativity and enable high Understanding Orchards dia literacy is school students to make real change School orchards are popping up across best expressed within their neighborhoods. Lessons North America. They are worthy en- and taught are catalogued into one of three set- deavors that provide many educational to students. For example, chapter tings: Natural Cities, Human Cities opportunities for students, yet they re- six provides ways to integrate media and Evolving Cities, allowing teachers quire more care and thought than one literacy into specific subject areas such to pick the area which best suits their as Math, English Language Arts, So-

Green Teacher 106 Page 45 cial Studies, and Physical Education. in a personal, less waste. Adam Buckingham’s book Chapter seven provides media literacy and at times outlines activities which he hopes will lesson plans that educators can draw painful, way. serve as a catalyst to create those types on and incorporate into their teach- Individual sto- of communities. Thought-provoking ings. Each suggested lesson includes ries dominate projects include creating a child’s an overview of what the lesson entails, this docu- stage out of old flat screen television which curriculum areas the lesson mentary by frames, benches using wooden crates targets, which grade levels it’s suitable Renard Cohen. and an old bath tub used as a large for, and the specific learning objec- He reinforces planter. In the process of reusing trash tives of the lesson, among other things. the stories and turning it into playthings, children This book is highly recommended for with im- can be shown that our resources are teachers of all grade levels. – (JK/MP) ages that bring home the day-to-day finite and that with a little imagina- Corwin, 2012, ISBN: 978-1-4129-9758-4 circumstances of living with a major tion, discarded items can once again (pb), 245 pp., US$41.95 from (800) 233- industry booming in your rural/small become usable. The book guides edu- 9936, town. This is definitely a Not In My cators of any type, including parents, Backyard (NIMBY) situation, but on through projects that repurpose trash How I steroids. Second- and third-generation into games and activity centers for Became an residents are subject to light, noise, youth. The activities are geared to- and air pollution; falling property wards toddlers up to children in third Elephant values, water well contamination and grade, although they could be adapted It is amaz- health impacts. Companies misrepre- for a wider age range. Tapping into the ing to see our sent the facts to potential leaseholders creative senses of young children can young people and minimal effort is put into provid- result in innovation down the road, in action! How ing water to those whose wells are changing the way industry operates I Became an contaminated. Clean air and water and impacts our world. – (AL) Elephant, fol- acts are flouted because the industry is Adam Buckingham, 2011, ISBN: 978- lows 14-year- exempt. Yet residents fight back. Small 0-473-18714-9, 109pp, US $20.30 from old Juliette as victories have led to larger demon- she travels from California to Thailand strations and even statewide bans (in to learn about the mistreatment of Vermont) or moratoria (New York) Nature elephants. Filmmakers Tim Gorski — a true groundswell. The story told Education and Synthian Sharp follow Juliette’s here is U.S. centric, but Canada now journey to discover how these majes- produces 15 per cent of its natural gas with Young tic creatures are trained and traded. through fracking. There is no federal Children While there, she is able to connect with legislation in place and only a patch- We underesti- a woman named Lek, who has been work of provincial regulations. This mate children’s an elephant advocate for over three documentary lays bare the human cost capacity to decades. What I admire most about Ju- of oil and gas in the 21st Century, and absorb and liette’s journey and passion is that she should be in the arsenal of anyone construct an is able to take these experiences and wishing to stop or limit fracking in understand- information and use them to educate their region, and of teachers of middle ing of complex her peers in the U.S. and worldwide. school and up. –(AC) concepts. However as recent research As part of that education, she discusses Bullfrog Films, 2014, ISBN: shows, they’re more than capable (and shows images of) the treatment of 1-94154-519-X(DVD), 70 min., US$295.00 of achieving this. The key is allow- elephants, which may be hard for some purchase/ US$95 rental from (610) 779- ing children the opportunity to build sensitive viewers to process. That be- 8226, connections between ideas within a ing said, once you know the problems, particular domain. Nature Education you can take a stand to help rectify Turning with Young Children, edited by Daniel them. Her dad sums it up nicely when Trash into R. Meier & Stephanie Sisk-Hilton, he says, “This is a big deal, you are Treasure is a great teacher resource exploring making a difference,” encouragement this idea. It combines the theory and that all of our youth should hear and for Young practice of nature education, grounded take example from. – (SW) Children in children’s inquiry-based learning, Green Planet Films, 2013, (DVD), 82min, It is integral and is designed for early childhood US$149 (Colleges & Institutions) or $49 (K- educators (ECE), garden teachers 12) from to instill in children at and outdoor educators. In the book, a very young age, the importance of eleven authors share their experiences Groundswell Rising repurposing waste and recovering and practical tips on educating in an “I don’t want to leave…” Fracking resources. Turning Trash into Treasure active, discovery-based fashion. For (hydraulic fracturing) has had a huge for Young Children serves as a guide example, Camille T. Dungy shows impact not just on the U.S. energy for educators focused on changing how adults can share their nature sector, but also on the people and com- the behavior of future generations experiences with their toddlers in munities where it takes place. Ground- and on creating a society that makes everyday encounters. She says watch- swell Rising documents that impact

Page 46 Green Teacher 106 ing the world shift and discovering its The Year millions of trees. Once these little role wonders can be a deeply engaging way Comes Round models rev kids up, there are materials for adults to interact with children. available to channel that energy into The book stresses that children learn This whimsi- productive projects, whether they’re best through play and exploration, es- cal book of repeats of filmed efforts or new ways pecially when prompted by their own haiku by Sid to get at the problem. On-line lesson curiosity. Helpful photos and com- Farrar guides plans are available, keyed to each film mentaries in the book make it easy us through the and U.S. standards, as well as links to for readers to grasp how to implement seasons and maps and graphs which clarify con- nature study in an early childhood introduces us cepts. There is a book and teacher’s education curriculum. – (JK) to their many characters. Beginning guide that explain our changing cli- in winter, snowmen hope the sun does mate, as well as a manual for teachers Routledge, 2013, ISBN: 978-0-415-65589- not notice their coal smiles and carrot 7 (pb), 225 pp., US$38.95 from (800) 634- and leaders that contains movie-linked 7064, noses. During spring, a robin invites lesson plans and support materials. an earthworm back to her nest to In their own words, this program Climate meet her children, and summer brings “replaces fear-based instruction with grumbling skies above like-minded Smart & action-oriented inspiration.” It will corn rows. In autumn, apples and inspire kids from Grade three through Energy Wise pumpkins await their new futures as high school, and may even shame some This is a very pies with faces. Charming illustrations adults into doing more for the cause. It useful source- by Ilse Plume accompany beautifully shamed me. – (AC) book for admin- crafted words in this read that is sure to delight the newest readers to the Corwin Press, 2014, ISBN: 978-1-4833- istrators, depart- 1723-6 (pb), 143 pp., US$19.95 from (800) ment heads and most seasoned of them all. The poems 233-9936, educators from serve to teach and inspire readers of Young Voices on Climate Change, 2011, middle school all ages with simplistic yet profound US$19.95 (personal use)/US$29.95 (non- through post-secondary, particularly ideas about the personification of profit use), and concepts related to energy, climate children about the natural cycles of and global warming. It presents a road the seasons, but deeper down, the Shanleya’s map for acquiring the background, artistry and intrigue of the timeless Quest resources and best practices needed for haiku comes forth. The language used Thomas Elpel’s integrating these topics into curricula. is basic enough to be used as a read Shanleya’s While presented at a fairly high level, aloud to pre-readers. The simplicity Quest: A Botany it provides copious links to climate and of this haiku lends wonderfully to the Adventure for energy frameworks, science standards harmonious way that seasons blend Kids Ages 9 to and expectations, and a clearinghouse, together seamlessly and fulfill all the 99 stems from Climate Literacy and Awareness needs of nature’s inhabitants. – (AL) the idea that we Network (CLEAN), of almost 250 Albert Whitman & Company, 2012, ISBN: keep each other alive with our stories. activities and over 600 resources. Next 978-0-8075-8129-2 (hb), 32 pp., US$16.99 Elpel turns the potentially drab topic Generation Science Standards are par- from of plant taxonomy as it relates to food ticularly emphasized, as they provide and medicinals into a story of adven- the best opportunity for a broad use of Young Voices ture and discovery. Each plant family consistent curricular elements. Another for the Planet receives a page of text accompanied table looks at key energy- and climate- “Kids Have by a whimsical, full-page illustra- related curricular expectations in detail Power!” So tion by Gloria Brown. On her voyage, from K through high school, and how says a kid in the Shanleya encounters eight islands they link to Common Core math and Young Voices where each of the plant families (mint, language arts. Under taking informed for the Planet parsley, mustard, pea, rose, aster, lily action, emphasis is placed on infusing program, and and grass) reside. With the help of a age-appropriate concepts and experi- of course, that’s mysterious Guardian, Shanleya learns ences throughout age levels from K the key. Hope about each family (cosmology, evolu- through higher education. There is a replaces fear tion, key characteristics, what foods wealth of information here for program when you can do something about or medicines are contained therein, and curriculum developers in both climate change. That’s the goal of this and if any members are poisonous). A the U.S. and Canada. Practitioners, innovative, web-based approach to set of playing cards and instructions particularly classroom teachers, might involving youth in the fight against for five different games reinforce the be better off focusing on the outstand- planetary warming. At its core are a learnings, and a related lesson plan is ing CLEAN website and the materials series of nine award-winning three- to free online. Looking past the story’s posted there (cleanet.org). –(AC) five-minute films where kids describe metaphors, this book may be a useful Corwin Press, 2015, ISBN: 978-1-4833- what they’ve done to reduce green- way to introduce students to plant pat- 0447-2 (pb), 171 pp., US$29.95 from (800) house gases and their effects. And I terns and the reasons to know them. 233-9936, don’t mean plant a tree. I mean plant Teachers with younger students may

Green Teacher 106 Page 47 have to explain the odd concept or will be able to identify and conquer that make the island the enchanting metaphor. This is a companion piece these weeds should they ever come place it is. Ideal for young adults and to the author’s Botany in a Day, which face-to-flower with them. This book is teachers looking for a novel study of was reviewed in the fall 2014 edition the tool teachers have been searching environmental content, this book will of Green Teacher. – (AC/AS) their garden sheds for to hook young capture, transport, and inspire a great HOPS Press, LLC, 2005, ISBN: 1-892784- children on the topic of weeds. – (MP) breadth of readers. – (MP) 16-5 (hb), 32 pp., US$15.00 ($25.00 with Mountain Press Publishing Company, Lucky Marble Books (an imprint of Pag- cards), from (406) 685-3222, pp., $14.00 from Mountain Press Publish- 939403-12-4, (pb), 275 pp., $9.99 from ing Company, (406) 728-1900 or (800) 234- Lucky Marble Books, books.com> Weeds of the Washashore From Pristine to Earth West Whether it’s a frigid wintry night In Ashley Ivanov’s ebook From Aerial Attack- when you’re dreaming of the sun’s Pristine to Earth, Marlo, a middle ers, Shifty tender touch, or it’s summer and school student and resident of the Drifters, and you find yourself sprawled out on a planet Pristine, is sent to Earth to Creepy Trick- beach, Suzanne Goldsmith’s novel explore its sters – these Washashore is a warm and resonating environment for are a few of the story. Self-reliant Clementine Harper a school project. pesky weed groups author Karen M. (or Clem, as we get acquainted with With no gar- Sackett sheds her light on (or takes her her) is a fourteen-year-old forced to bage in Pristine, weed wacker to) in the creative and abandon the comforts of her home in you can imag- fun book Outlaw Weeds of the West. Boston to spend the winter months on ine his surprise With engaging illustrations by Ed the magical island of Martha’s Vine- upon arriving Jenne and colourful, visually-appeal- yard. With no friends to turn to and in a land- ing photographs, the West’s worst and her parents’ marriage disintegrating, fill. Through most invasive noxious weeds (plants Clem is driven a series of that pose a serious threat to wildlife out of her cot- adventures and agriculture) are profiled here. tage and into and misad- Throughout her book, Sackett clarifies the wondrous ventures, Marlo learns of the impact what makes a weed noxious, explores island where of plastics on the environment. The how weeds take control of select re- she encounters book also mentions issues such as gions, and provides methods for elimi- a lonesome boy the greenhouse effect and its impact nating their unwanted presence. For named Daniel on humans and the physical environ- example, Sackett introduces readers to and a fallen ments. We follow Marlo as he works special agent Cyphocleonus achates, osprey. Both with his new-found friends to change also known as Sifo for short, which boy and bird the attitudes of people, governments kills its target weed, the knapweed. spark a fire in and industries. This book is geared There’s also a section in the book her to protect and preserve the natural towards middle school students, has reserved for the ten worst weeds of the ecosystems of Martha’s Vineyard, some humourous sections and would West, appropriately titled Guide to the and as readers we revel in her growth. provide a fun alternative to traditional Most NOT WANTED Weeds in the Set against the backdrop of the 1970s, teachings on these issues. – (EJ) West (including the Canadian Thistle). Goldsmith’s style is soft and quiet, CreateSpace Independent Publishing Plat- With aliases, mugshots, and noxious paying special attention to the vivid form, 2014, ISBN: 10:1499614578, 264 pp., behaviour traits listed here, readers details of the shores, woods, and skies US$2.97 from

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