How kindergarten students explored the needs of living things in their school's urban environment
By Alayla Ende, Alexandra Schindel, Jennifer Tripp, Christine Wang, and Tanya Christ
Young people are increasingly becoming the face of the climate movement as they implore adults and politicians to take immediate action on the climate crisis. Teachers are on the front lines of educating young people about our environment. Yet, we are often caught between the tensions of state mandated curricula and building social responsibility. Young people need educators who can help them navigate the complexity of socioscientific issues in ways that foster hope and care while mitigating fear and anxiety. One way we do this is through engaging students in environmental action. Critical Pedagogy of Place (CPP) provides a pedagogical framework that emphasizes environmental action by grounding science learning and action in students’ lives and the natural world around them. CPP combines (1) place-based education with a focus on learning content through studying and valuing specific places and concerns, and (2) critical pedagogy, which emphasizes critical awareness and taking action on injustices (Gruenewald 2003; Schindel Dimick 2016).
CPP allows children to use their prior knowledge and experiences to support their science learning and take meaningful action within their community (Birmingham and Calabrese Barton 2014; Schindel Dimick 2016; Senechal 2014). Research shows that when students in underserved communities engage in locally and culturally relevant science their learning outcomes improve and they identify as participants in science (Bang and Marin 2015; Bang, Medin, Washinawatok, and Chapman 2010; Kincheloe et al. 2006; Lim and Calabrese Barton 2006).
Place-based learning has too often focused on the natural world as places “out there” to be preserved rather than places all around us (Finney 2014). Further, place-based learning too often excludes urban places, thus ignoring the ways these complex sites reflect regional biodiversity and complicated social and political histories within the United States. Our goal for this project was to engage young learners in thinking about their own urban place within the context of the Next Generation Science Standards (NGSS). Compelled by these concerns, we drew upon CPP to develop curricula that teaches young urban learners about science and living well with the natural world in ways that are culturally and developmentally appropriate. Further, we developed the curricula to align with NGSS within an early childhood setting.
The CPP curricular unit we share here was developed in 2019 for a K–8 urban charter school in a highly segregated and predominantly Black neighborhood in a Northeastern city known for its rich African American heritage but also known for a deep history of segregation and inequality. The school is in a heavily populated neighborhood with an under-utilized, enclosed courtyard containing grass and one bush but no other plants. There are three full-day kindergarten classrooms in the school with a total of 59 kindergarten students aged 4–5. The majority (81%) of the kindergarten students were Black or African American and 94% of the students at the school were classified as economically disadvantaged. The school allotted 30 minutes for science or social studies at the very end of each day.
A team of university researchers and the school’s science curriculum specialist developed the unit and provided professional development to the three kindergarten teachers to implement it. The unit was the first science experience of the year for kindergarten students and addressed the following NGSS performance expectations: K-LS1-1: Use observations to describe patterns of what plants and animals need to survive; and K-ESS3-1: Use a model to represent the needs of different plants and animals and the places they live. We deliberately used place-based content that aligned with the CPP outcomes to lay a foundation for kindergarteners to begin considering how a place and its inhabitants are interconnected.
The unit consisted of 12 lessons across four weeks. Weeks 1 and 2 focused on the scientific practice of developing and using models as well as building background knowledge about plant and animal needs (K-LS1-1). Weeks 3 and 4 aligned the NGSS performance expectations with CPP and focused on the survival needs of three local organisms: monarch butterflies, blue jays, and milkweed plants. In these lessons, students explored their school courtyard and continued developing scientific models about how plants and animals are interconnected and inhabit local places, such as the school courtyard (K-ESS3-1).
To begin this unit, we started by having the students wonder about the phenomenon of a bee pollinating a flower. In Lesson 1, the students’ asked questions about a YouTube video (see Online Resources), and the teacher recorded these questions. Then, teachers did an interactive read-aloud of On Meadowview Street by Henry Cole (2007). We chose this book because the main character creates a green space in her local, urban area. As she adds more elements to the meadow (pond, tree, flowers) more animals come and make their homes there. Urban landscapes are home to many diverse species, and we wanted the students to see how biodiversity of plant life invites greater biodiversity of other living things.
In Lesson 2, students were introduced to developing and using models. Students were given a model of a meadow and teachers used the word model to describe the materials (see Supplemental Resources). The teachers led a whole-class discussion where students identified the living things represented in this model. The teachers then focused students’ attention on the maple tree and the wren in the model (both organisms found in the On Meadowview Street book) and led a discussion about what the maple tree and the wren needed to survive. The teachers referred back to pp. 9–10 of the book when Emily added a pond to her meadow and asked students questions to guide their thinking about plant and animal needs and the places they live, such as, “What kinds of new creatures do you think will come to the preserve now that there is a pond with water? What is your evidence? Why do you think there weren’t any turtles before?” Student responses listed animals such as fish, frogs, and ducks as animals that might come to the preserve now that there is a pond. Some students were able to describe the cause and effect that having a pond allowed turtles to live there.
To wrap up the first week, students used the lens of the systems and system models crosscutting concept to continue their use of models. In Lesson 3, students were given a model of a meadow that contained a maple tree, grass, and a pond (see Supplemental Resources). Students were given eight pictures of organisms (wren, butterfly, turtle, cattail, flower, frog, and snake) and completed a cut-and-paste activity. For each organism, the teacher asked, “Where on our model do you think the __ should live? Why?” Students were successful in matching each animal with a possible home. Lesson 3 concluded when students came to a consensus and then each student glued the organism on their model. This activity may be modified for students with disabilities by rephrasing the question such as “What does the ___ eat? Do you see that on our model?” Additionally, the teacher may have additional adults, such as special education teachers or teacher’s aides, work with students who need support in a small group. To differentiate for students who are above grade level, the teacher may allow students to draw additional organisms that are not included in the activity to their model. The teacher should ask these students, “How do you know that animal could survive in the meadow?”
The second week of lessons focused on building background knowledge about what different plants and animals need to survive. Students engaged in a discussion about where their food comes and how humans eat both plants and animals to survive. Teachers created a large anchor chart on chart paper to record the students’ observations and to allow students to recognize patterns across multiple organisms. A completed anchor chart is shown in Table 1. The anchor chart was created in Weeks 2–4 and was referenced across the rest of the unit. In Lesson 4, the teacher added humans to the anchor chart.
In Lesson 5, the students engaged in the obtaining information SEP by gathering facts from the book Stellaluna by Janell Cannon (1993) and added bats to the anchor chart. Following that, in Lesson 6, students obtained information from a YouTube video about baby birds being fed and added birds to the anchor chart (see Online Resources). The students were given copies of the anchor chart and added pictures to the food and shelter row for birds. The week ended with students discussing the patterns they observed about the needs of humans, bats, and birds. Some patterns students noticed were that bats, birds, and humans all needed water and shelter. The teachers had students share examples of how they meet their needs of water and shelter.
For our development of place-based phenomenon, we partnered with a local expert to develop two videos that focused on the interconnection of local plant species, blue jays, and monarch butterflies (see Supplemental Resources). In Lesson 7, students obtained information from the videos to learn about what monarch butterflies and blue jays need to survive. In the next activity, students pretended to be monarch butterflies or blue jays looking for the plants they need to survive by collecting pictures of the plants the teacher had placed around the classroom. Students worked with partners and had to explain to their partner why they chose certain pictures using evidence from the videos. Then, teachers led a discussion and added both blue jays and monarch butterflies to the anchor chart.
In Lesson 8, teachers reviewed with students what monarchs and blue jays need to survive and asked students to make a claim (constructing explanations) about whether or not monarchs and blue jays could survive at our school. Then, teachers told students that we needed evidence to back up their claims. Teachers directed students to explore the school courtyard and helped students use iPads to take pictures. Students were directed to take pictures of any living things, any birds or butterflies, and anything that monarch butterflies or blue jays need to survive (food or shelter). Students enjoyed the opportunity to explore the area around the school and took pictures of trees, grass, bushes, and flower planters.
In Lesson 9, students re-visited the pictures of the school courtyard and drew initial models of what the courtyard looked like. Teachers led a discussion where students used their pictures and models as evidence for whether monarchs and blue jays could survive in the school courtyard or not. Students brainstormed solutions about how we could change our school courtyard to make it a place where monarch butterflies or blue jays could survive. Teachers let the students know that they were going to be able to plant a garden in the school courtyard to meet the needs of butterflies and blue jays.
In Lesson 10, students explored milkweed plant pods. Students opened them up and discovered that there were seeds inside. Remind students to not put anything in their mouths in the science classroom, and make sure hands are washed after handling plants. Teachers added the needs of the milkweed plants to the anchor chart and led a whole-class discussion about what the class needed to do to make sure the plants survive and how that would help the blue jays and monarch butterflies meet their needs.
The assessments for this unit took place during Lesson 11. In this lesson students went outside and planted the milkweed seeds along with other local plants described in the monarch and blue jay videos. Then, students returned to the classroom and drew a final model of the courtyard with the addition of the garden. To differentiate this final assessment, teachers may provide scaffolding of the model. For example, the teacher may have a sheet with the courtyard and the plants already on the model and students just add the animal organisms. Teachers asked each student individually about their model and how it would help the monarch butterflies and blue jays survive. This short interview was used as a summative assessment for this unit and a rubric for this interview is shared in the Supplemental Resources. Finally, in Lesson 12, students held a gallery walk for other students and adults in the school. Students posted their before and after models of the courtyard and were encouraged to explain what they planted and why they planted it.
An additional life science kindergarten PE focuses on how organisms—including humans—can change their environment to meet their needs. Therefore, the courtyard planting could also be used as a scientific phenomenon for the next science learning segment. The lesson plans for all 12 lessons of this unit are included in the Supplemental Resources.
This learning experience was successful in using CPP to help level the playing field for young, urban students as they made sense of phenomena and took action to increase the biodiversity of their school courtyard. All three kindergarten teachers described how the students may have limited opportunities to be outside when at home due to a variety of reasons. This project helped teachers and students to realize that urban environments are home to many plants and animals. Teachers also noted how this project could help students understand that humans can change the environment to better meet the needs of living things. One teacher explained:
I think conservation of our environment is very important, and if we want students to grow up to be conscious citizens, they have to know what’s going on around them. They have to know how to be able to take care of what’s around them, and if they want to see more of the beautiful things that we see in nature, how to make that happen, and I think that’s something that’ll be long lasting for them.
This project also showed how urban environments can be used as phenomena for NGSS instruction. Implementing these lessons shows how NGSS and CPP can be leveraged to remove learning barriers, promote equity in early childhood science education, and promote relationships with the natural world.
Download the lesson plans, assessment, and rubric at https://bit.ly/3kp4H9V.
Bees Pollinating Flowers: www.youtube.com/watch?v=7CdoBCEEpz4
Feeding Baby Birds: www.youtube.com/watch?v=J8ifycZhuTI&t=3s
Alayla Ende (email@example.com) is a director of curriculum and instruction at King Center Charter School in Buffalo, NY. Alexandra Schindel is a science education professor at the University at Buffalo, SUNY. Jennifer Tripp is a science educator for Buffalo Public Schools and the University at Buffalo, SUNY. Christine Wang is an early childhood professor at the University at Buffalo, SUNY. Tanya Christ is a literacy professor at Oakland University in Rochester, Michigan.
Bang, M., D. Medin, K. Washinawatok, and S. Chapman. 2010. Innovations in culturally based science education through partnerships and community. In New science of learning, 569–592. New York: Springer.
Bang, M., and A. Marin. 2015. Nature–culture constructs in science learning: Human/non-human agency and intentionality. Journal of Research in Science Teaching 52 (4): 530–544.
Birmingham, D., and A. Calabrese Barton. 2014. Putting on a green carnival: Youth taking educated action on socioscientific issues. Journal of Research in Science Teaching 51 (3): 286–314.
Cannon, J. 1993. Stellaluna. Boston: Houghton Mifflin Harcourt.
Cole, H. 2007. On Meadowview Street. New York: Greenwillow Books.
Finney, C. 2014. Black faces, white spaces: Reimagining the relationship of African Americans to the great outdoors. Chapel Hill: University of North Carolina Press.
Gruenewald, D.A. 2003. The best of both worlds: A critical pedagogy of place. Educational Researcher 32 (4): 3–12.
Kincheloe, J.L., E. McKinley, M. Lim, and A.C. Barton. 2006. A conversation on ‘Sense of place’ in science learning. Cultural Studies of Science Education 1 (1): 143–160.
Lim, M., and A.C. Barton. 2006. Science learning and a sense of place in a urban middle school. Cultural Studies of Science Education 1 (1): 107–142.
Schindel Dimick, A. 2016. Exploring the potential and complexity of a critical pedagogy of place in urban science education. Science Education 100 (5) 814–836.
Senechal, E. 2014. Environmental justice in Egleston Square. In Place-based education in an era of globalization: Local diversity, eds. D. Gruenewald and G. Smith, 85–112. Mahwah, NJ: Erlbaum.
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Jinsi Wanafunzi wa Shule ya Chekechea Walivyochunguza Mahitaji ya Vitu Vyaishi katika Mazingira ya Mjini ya Shule Yao - Alayla Ende, Alexandra Schindler, Jennifer Tripp, Christine Wang, na Tanya Christ - Vijana wanazidi kuwa uso wa harakati za hali ya hewa wanapowaomba watu wazima na wanasiasa kuchukua hatua ya haraka juu ya mgogoro wa hali ya hewa. Walimu ni wa kwanza kuwafundisha vijana kuhusu mazingira. Hata hivyo, mara nyingi tunashikwa kati ya mvutano wa mtaala uliopendekezwa na serikali na kujenga uwajibikaji wa kijamii. Vijana wanahitaji walimu ambao wanaweza kuwasaidia kuendesha utata wa masuala ya kisayansi ya kijamii kwa njia ambazo huendeleza matumaini na huduma wakati wa kupunguza hofu na wasiwasi. Njia moja tunayofanya hivyo ni kwa kuwaingiza wanafunzi katika vitendo vya mazingira. Critical Pedagogy of Place (CPP) ni mfumo wa elimu unaokazia hatua za mazingira kwa msingi wa kujifunza sayansi na hatua katika maisha ya wanafunzi na ulimwengu wa asili karibu nao. CPP inachanganya (1) elimu ya mahali na kuzingatia maudhui ya kujifunza kupitia kusoma na kuthamini maeneo na wasiwasi maalum, na (2) pedagogy muhimu, ambayo inasisitiza ufahamu muhimu na kuchukua hatua juu ya ukosefu wa haki (Gruenewald, 2003; Schindler, 2016). CPP inaruhusu watoto kutumia maarifa yao ya awali na uzoefu ili kusaidia kujifunza sayansi yao na kuchukua hatua muhimu ndani ya jamii yao (Birmingham na Calabrese Barton, 2014; Schindler, Dimick, 2016; Seneca, 2014). Utafiti unaonyesha kwamba wakati wanafunzi katika jamii zisizo na huduma wanashiriki katika sayansi ya ndani na ya kitamaduni, matokeo yao ya kujifunza hupata kuboresha na wanatambua kama washiriki katika sayansi (Bang na Marin, 2015; Bang, Medin, Washinawatoka, na Chapman, 2010; Kincheloe et al. (Lim na Calabrese, 2006) Mafunzo ya mahali-msingi mara nyingi sana yameelekezwa kwenye ulimwengu wa asili kama maeneo "nje" ambayo yanahifadhiwa badala ya maeneo yote karibu nasi (Finney 2014). Zaidi ya hayo, kujifunza kwa msingi wa mahali mara nyingi huondoa maeneo ya mijini, na hivyo kupuuza njia ambazo maeneo haya tata yanaonyesha utofauti wa kibiolojia wa kikanda na historia ngumu ya kijamii na kisiasa ndani ya Marekani. Lengo la mradi huu ni kuwahusisha wanafunzi wachanga kufikiria juu ya eneo lao la mijini ndani ya muktadha wa Viwango vya Sayansi vya Kizazi Kijayo (NGSS). Kwa sababu ya wasiwasi huu, tulimtegemea CPP kuendeleza mtaala ambao unawafundisha wanafunzi wachanga wa mijini juu ya sayansi na kuishi vizuri na ulimwengu wa asili kwa njia zinazofaa utamaduni na maendeleo. Kwa kuongezea, tuliboresha mtaala ili kufanana na NGSS ndani ya mazingira ya utotoni. "Mafunzo ya CPP tuliyoyaelezea hapa yaliundwa mnamo 2019 kwa shule ya mkataba ya mijini ya K-8 katika kitongoji cha ""kijani"" cha kaskazini mashariki kinachojulikana kwa urithi wake tajiri wa Kiafrika-Amerka lakini pia unajulikana kwa historia ya kina ya ubaguzi na usawa." Shule hiyo iko katika kitongoji chenye watu wengi na uwanja uliofungwa ambao hautumiki vizuri na una nyasi na kichaka kimoja lakini hakuna mimea mingine. Shule hiyo ina vyumba vitatu vya shule ya chekechea na jumla ya wanafunzi 59 wa shule ya chekechea wenye umri wa miaka 4 na 5. Zaidi ya asilimia 81 ya wanafunzi wa shule ya chekechea walikuwa weusi au Waafrika na asilimia 94 ya wanafunzi wa shule hiyo walikuwa na hali mbaya ya kiuchumi. Shule ilitoa dakika 30 kwa ajili ya sayansi au masomo ya kijamii mwishoni mwa kila siku. Timu ya watafiti wa chuo kikuu na mtaalamu wa mtaala wa sayansi wa shule hiyo waliendeleza kitengo hicho na kutoa maendeleo ya kitaaluma kwa walimu watatu wa shule ya chekechea kuitekeleza. "K-SES ni ""Uzoefu wa Sayansi ya Mwaka"" kwa wanafunzi wa shule ya chekechea na inashughulikia matarajio ya utendaji wa NGSS yafuatayo: K-LS-1: Tumia uchunguzi kuelezea mifumo ya mimea na wanyama wanaohitaji kuishi; na K-SS-3: Tumia mfano kuwakilisha mahitaji ya mimea na wanyama tofauti na maeneo wanayoishi." Kwa hivyo, kwa makusudi tulitumia yaliyomo ya mahali ambayo yalipatana na matokeo ya CPP kuweka msingi kwa watoto wa chekechea kuanza kuzingatia jinsi mahali na wakazi wake wanavyounganishwa. Mkutano huo ulijumuisha masomo 12 katika kipindi cha majuma manne. Katika wiki ya kwanza na ya pili, tulijaribu kuunda na kutumia mifano ya kisayansi na kujenga maarifa ya msingi kuhusu mahitaji ya mimea na wanyama (K-LS-1). Katika wiki ya 3 na 4, matarajio ya utendaji wa NGSS yalipangwa na CPP na kuzingatia mahitaji ya kuishi ya viumbe vitatu vya ndani: vipepeo wa kifalme, jays ya bluu na mimea ya milkweed. Katika masomo haya, wanafunzi walivumbua uwanja wa shule yao na kuendelea kuendeleza mifano ya kisayansi kuhusu jinsi mimea na wanyama wanavyounganishwa na kuishi mahali pa ndani, kama vile uwanja wa shule (K-ESS3-1). Katika sehemu hii ya kwanza, tunajifunza kuhusu jinsi nyuki wanavyoweza kupeperusha maua. Katika somo la kwanza, wanafunzi waliuliza maswali kuhusu video ya YouTube (tazama Rasilimali za Mtandao), na mwalimu alirekodi maswali haya. "Msomaji wa kwanza wa kitabu hiki, ""On Meadowview Street"" cha Henry Cole, aliandika hivi:" Tulichagua kitabu hiki kwa sababu mhusika mkuu huunda nafasi ya kijani katika eneo lake la ndani, jiji. Kadiri anavyoongeza vitu zaidi kwenye uwanja (bwawa, mti, maua) wanyama zaidi huja na kufanya makao yao huko. Maeneo ya mijini ni makao ya spishi nyingi tofauti, na tulitaka wanafunzi kuona jinsi utofauti wa mimea unavyoalika utofauti mkubwa wa viumbe wengine walio hai. Katika somo la pili, wanafunzi walifundishwa jinsi ya kuunda na kutumia mifano. Wanafunzi walipewa mfano wa nyasi na walimu walitumia neno mfano kuelezea vifaa (tazama Rasilimali za Ziada). Walimu waliongoza mjadala wa darasa lote ambapo wanafunzi walitambua viumbe hai waliowakilishwa katika mfano huu. "Mwalimu aliwaelekeza wanafunzi kwenye mti wa maple na wren katika mfano (viumbe vyote viwili vilivyopatikana katika kitabu cha ""On Meadowview Street"") na kuongoza majadiliano kuhusu kile mti wa maple na wren walihitaji kuishi." Walimu walirejelea kurasa za nyuma. "Kama ilivyoelezwa katika kitabu cha ""Mwanzo wa Mimea,"" Emily aliongeza dimbwi kwenye uwanja wake na kuwauliza wanafunzi maswali ya kuongoza mawazo yao kuhusu mahitaji ya mimea na wanyama na maeneo wanayoishi, kama vile, ""Unafikiri ni aina gani za viumbe vipya vinavyoweza kuja kwenye hifadhi sasa kuna dimbwi lenye maji?""" Uthibitisho wako ni nini? Kwa nini unafikiri hakukuwa na kasa kabla? Majibu ya wanafunzi yaliorodhesha wanyama kama vile samaki, vyura, na bata kama wanyama ambao wanaweza kuja kuhifadhi sasa kwa kuwa kuna dimbwi. Wanafunzi fulani waliweza kueleza sababu na matokeo ya kuwa na dimbwi lililoruhusu kasa waishi huko. Katika kipindi cha wiki ya kwanza, wanafunzi walitumia lensi ya mifumo na mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo ya mifumo. Katika somo la tatu, wanafunzi walipewa mfano wa uwanja wa nyasi ulio na mti wa maple, nyasi, na dimbwi (tazama Rasilimali za Ziada). Wanafunzi walipewa picha nane za viumbe (wren, kipepeo, kasa, cattail, maua, chura, na nyoka) na kukamilisha shughuli ya kukata na kuweka. Kwa kila kiumbe, mwalimu aliuliza, "Unafikiri mnyama huyo anapaswa kuishi wapi katika mfano wetu?" Kwa nini? <unk> Wanafunzi walifaulu kulinganisha kila mnyama na nyumba inayowezekana. Somo la tatu lilimalizika wakati wanafunzi walipofikia makubaliano na kisha kila mwanafunzi akaunganisha kiumbe kwenye mfano wao. Shughuli hii inaweza kubadilishwa kwa wanafunzi wenye ulemavu kwa rephrasing swali kama vile <unk>What does the ___ eat? "Kama unavyoona, ""mwalimu anaweza kuwa na watu wazima wa ziada, kama vile walimu wa elimu maalum au wasaidizi wa walimu, kufanya kazi na wanafunzi wanaohitaji msaada katika kikundi kidogo.""" Ili kuwaleta wanafunzi walio juu ya kiwango cha darasa, mwalimu anaweza kuwawezesha wanafunzi kuchora viumbe vingine ambavyo havijajumuishwa katika shughuli hiyo. "Mwalimu anawauliza wanafunzi hao, ""Unajuaje kwamba mnyama huyo angeweza kuishi kwenye nyasi?"" wiki ya pili ya masomo ililenga kujenga maarifa ya msingi kuhusu mimea na wanyama tofauti wanahitaji kuishi." Wanafunzi walishiriki katika mjadala kuhusu mahali ambapo chakula chao hutoka na jinsi wanadamu wanavyokula mimea na wanyama ili waendelee kuishi. Walimu waliunda chati kubwa ya nanga kwenye karatasi ya chati kurekodi uchunguzi wa wanafunzi na kuruhusu wanafunzi kutambua mifumo katika viumbe vingi. Mfano wa anchor chart ni mfano wa mfano wa meza ya kwanza. Chati ya nanga iliundwa katika Wiki 2 <unk> 4 na ilirejeshwa katika sehemu iliyobaki ya kitengo. Katika somo la nne, mwalimu aliongeza wanadamu kwenye chati ya nanga. Katika somo la tano, wanafunzi walifanya kazi ya kupata habari kwa kukusanya ukweli kutoka kwa kitabu cha Stellaluna na Janelle Cannon (1993) na kuongeza popo kwenye chati ya nanga. Katika somo la sita, wanafunzi walipata habari kutoka kwa video ya YouTube kuhusu ndege wadogo wanaolishwa na kuongeza ndege kwenye chati ya nanga (tazama Rasilimali za Mtandao). Wanafunzi walipewa nakala za chati ya nanga na kuongeza picha kwenye safu ya chakula na makao ya ndege. Juma hilo lilimalizika kwa wanafunzi kuzungumzia mifumo waliyoona kuhusu mahitaji ya wanadamu, popo, na ndege. Baadhi ya mifumo ambayo wanafunzi waligundua ilikuwa kwamba popo, ndege, na wanadamu wote wanahitaji maji na makao. Walimu waliwaomba wanafunzi wagawane mifano ya jinsi wanavyoshughulikia mahitaji yao ya maji na makao. Kwa ajili ya maendeleo yetu ya eneo-msingi jambo, sisi alishirikiana na mtaalamu wa ndani kuendeleza video mbili kwamba ililenga interconnection ya aina za mimea ya ndani, jays bluu, na vipepeo mfalme (tazama Rasilimali za ziada). Katika somo la saba, wanafunzi walipata habari kutoka kwenye video ili kujifunza kuhusu kile ambacho vipepeo wa kifalme na vipepeo wa bluu wanahitaji ili waendelee kuishi. Katika shughuli ya pili, wanafunzi walijifanya kuwa vipepeo wa kifalme au jays za bluu wakitafuta mimea wanayohitaji kuishi kwa kukusanya picha za mimea ambayo mwalimu alikuwa ameweka karibu na darasa. Wanafunzi walifanya kazi na washirika na walipaswa kuelezea kwa mshirika wao kwa nini walichagua picha fulani kwa kutumia ushahidi kutoka kwa video. Kisha, walimu waliongoza mazungumzo na kuongeza vipepeo wa rangi ya bluu na vipepeo wa aina ya monarch kwenye chati ya nanga. Katika somo la nane, walimu walikagua na wanafunzi kile ambacho monarchs na jays za bluu zinahitaji kuishi na kuwauliza wanafunzi kufanya madai (kujenga maelezo) kuhusu kama monarchs na jays za bluu zinaweza kuishi katika shule yetu au la. Kisha, walimu waliwaambia wanafunzi kwamba tulihitaji uthibitisho wa kuthibitisha madai yao. Walimu waliwaongoza wanafunzi kuchunguza ua wa shule na kuwasaidia wanafunzi kutumia iPads kupiga picha. Wanafunzi waliagizwa kupiga picha za viumbe vyote vilivyo hai, ndege au vipepeo, na chochote ambacho vipepeo wa kifalme au jays ya bluu wanahitaji kuishi (chakula au makazi). Wanafunzi walifurahia fursa ya kuchunguza eneo lililozunguka shule na kupiga picha za miti, nyasi, vichaka, na mashamba ya maua. Katika somo la tisa, wanafunzi walirudia picha za uwanja wa shule na kuchora mifano ya awali ya jinsi uwanja ulivyoonekana. Walimu waliongoza mjadala ambapo wanafunzi walitumia picha na mifano yao kama ushahidi wa ikiwa wafalme na jays ya bluu wangeweza kuishi katika uwanja wa shule au la. Wanafunzi walifanya brainstorming kuhusu jinsi tunaweza kubadilisha uwanja wa shule yetu kuifanya kuwa mahali ambapo vipepeo wa monarch au jays ya bluu wangeweza kuishi. Walimu waliwaambia wanafunzi kwamba wangeweza kupanda bustani katika uwanja wa shule ili kukidhi mahitaji ya vipepeo na jays bluu. Katika somo la kumi, wanafunzi walijifunza kuhusu mimea ya milkweed. Wanafunzi waliifungua na kugundua kwamba ndani yake kulikuwa na mbegu. Wakumbushe wanafunzi wasichukue chochote mdomoni mwao wakati wa masomo ya sayansi na kuwa na mikono safi baada ya kushughulikia mimea. Walimu waliongeza mahitaji ya mimea ya milkweed kwenye chati ya nanga na kuongoza majadiliano ya darasa lote juu ya kile darasa linahitaji kufanya ili kuhakikisha mimea hiyo inakufa na jinsi hiyo itasaidia jays ya bluu na vipepeo wa monarch kukidhi mahitaji yao. Tathmini za kitengo hiki zilifanyika wakati wa somo la 11. Katika somo hili wanafunzi walienda nje na kupanda mbegu za milkweed pamoja na mimea mingine ya ndani iliyoelezwa katika video za monarch na blue jay. Kisha, wanafunzi walirudi darasani na kuchora mfano wa mwisho wa ua huo pamoja na bustani. Ili kutofautisha tathmini hii ya mwisho, walimu wanaweza kutoa scaffolding ya mfano. Kwa mfano, mwalimu anaweza kuwa na karatasi na ua na mimea tayari juu ya mfano na wanafunzi tu kuongeza viumbe wanyama. Walimu waliwauliza wanafunzi wao mmoja-mmoja kuhusu mtindo wao na jinsi ungeweza kuwasaidia vipepeo wa kifalme na vipepeo wa bluu waokoke. Mahojiano haya mafupi yalitumiwa kama tathmini ya jumla kwa kitengo hiki na rubrics kwa mahojiano haya ni pamoja na katika Rasilimali za ziada. Katika somo la 12, wanafunzi walifanya matembezi ya maonyesho kwa wanafunzi wengine na watu wazima. Wanafunzi waliweka mifano yao ya kabla na baada ya uwanja na walitiwa moyo kuelezea kile walichopanda na kwa nini waliipanda. Ziada ya sayansi ya maisha kindergarten PE inazingatia jinsi viumbe - ikiwa ni pamoja na wanadamu - wanaweza kubadilisha mazingira yao ili kukidhi mahitaji yao. Kwa hiyo, kupanda bustani pia inaweza kutumika kama jambo la kisayansi kwa ajili ya sehemu ya kujifunza sayansi ijayo. Mipango ya masomo kwa ajili ya masomo yote 12 ya kitengo hiki ni pamoja na katika Rasilimali za ziada. Uzoefu huu wa kujifunza ulifanikiwa katika kutumia CPP kusaidia usawa wa uwanja wa kucheza kwa wanafunzi wachanga, wa mijini wakati walipata maana ya matukio na kuchukua hatua za kuongeza utofauti wa kibiolojia wa uwanja wa shule yao. Walimu watatu wa shule ya chekechea walielezea jinsi wanafunzi wanaweza kuwa na fursa ndogo za kuwa nje wakati wakiwa nyumbani kwa sababu mbalimbali. Mradi huo uliwasaidia walimu na wanafunzi kutambua kwamba mazingira ya mijini ni makao ya mimea na wanyama wengi. Walimu pia waliona jinsi mradi huu unavyoweza kuwasaidia wanafunzi kuelewa kwamba wanadamu wanaweza kubadilisha mazingira ili kukidhi mahitaji ya viumbe hai. Mwalimu mmoja alielezea: Nadhani uhifadhi wa mazingira yetu ni muhimu sana, na ikiwa tunataka wanafunzi kukua kuwa raia wenye ufahamu, lazima wajue nini kinachotokea karibu nao. Wanapaswa kujua jinsi ya kuwa na uwezo wa kutunza kile kilicho karibu nao, na ikiwa wanataka kuona vitu vingi vya kupendeza ambavyo tunaona katika asili, jinsi ya kufanya hivyo kutokea, na nadhani hiyo ni kitu ambacho kitakuwa cha muda mrefu kwao. Mradi huu pia ulionyesha jinsi mazingira ya mijini yanaweza kutumika kama matukio kwa ajili ya mafundisho NGSS. Kutekeleza masomo haya inaonyesha jinsi NGSS na CPP zinaweza kutumika kuondoa vizuizi vya kujifunza, kukuza usawa katika elimu ya sayansi ya utotoni, na kukuza uhusiano na ulimwengu wa asili. Pata maelezo ya masomo, mapendekezo, na maelezo ya masomo kwenye tovuti ya www.bip.org.uk. "Kama ""Mchungaji wa Maua"" (Wikipedia, ukurasa wa 7), ""Mchungaji wa Maua"" (Wikipedia, ukurasa wa 7), ""Mchungaji wa Maua"" (Wikipedia, ukurasa wa 8) ni mwandishi wa vitabu na mwandishi wa vitabu katika Chuo Kikuu cha King Center Charter School huko Buffalo, NY." Alexandra Schindel ni profesa wa elimu ya sayansi katika Chuo Kikuu cha Buffalo, SUNY. Jennifer Tripp ni mwalimu wa sayansi kwa Buffalo Shule za Umma na Chuo Kikuu cha Buffalo, SUNY. Christine Wang ni profesa wa utoto wa mapema katika Chuo Kikuu cha Buffalo, SUNY. Tanya Christ ni profesa wa kusoma na kuandika katika Chuo Kikuu cha Oakland huko Rochester, Michigan. Bang, M., D. Medin, K. Washinawatok, na S. Chapman. Mwaka 2010 Ubunifu katika elimu ya sayansi ya kitamaduni kupitia ushirikiano na jamii. Katika sayansi mpya ya kujifunza, 569 <unk> 592. New York: Springer. Bang, M., na A. Marin. Mwaka wa 2015. Asili <unk> utamaduni hujenga katika kujifunza sayansi: Human / non-binadamu shirika na nia. Jarida la Utafiti katika Ufundishaji wa Sayansi 52 (4): 530-544. Birmingham, D., na A. Calabrese Barton. Mwaka 2014 Kuweka juu ya carnival kijani: Vijana kuchukua hatua elimu juu ya masuala socio-sayansi. Jarida la Utafiti katika Ufundishaji wa Sayansi (JRN) - Jurnal of Research in Science Teaching (JRN) - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JRN - JR Cannon, J. Mwaka 1993 Stellaluna. Boston: Houghton Mifflin Harcourt. Cole, H. 2007 Kwenye Barabara ya Meadowview. New York: Vitabu vya Greenwillow. Finney, C. Nyuso nyeusi, nafasi nyeupe: Kufikiria tena uhusiano wa Wamarekani wa Kiafrika na nje kubwa. Chapel Hill: Chuo Kikuu cha North Carolina Press. Gruenewald, Mwendesha Mashtaka Mwaka 2003 Bora ya ulimwengu wote: pedagogy muhimu ya mahali. Mtaalamu wa Elimu 32 (4): 3 <unk> 12. Kincheloe, J. L., E. McKinley, M. Lim, na A. C. Barton. Mwaka 2006 na 2006. Mazungumzo juu ya "Hisia ya mahali" katika kujifunza sayansi. Mafunzo ya Utamaduni ya Elimu ya Sayansi 1 (1): 143 <unk> 160. Lim, M., na A. C. Barton. Mwaka 2006 na 2006. Sayansi kujifunza na hisia ya mahali katika shule ya kati ya mijini. Mafunzo ya Utamaduni ya Elimu ya Sayansi 1 (1): 107 <unk> 142. Schindel Dimick, A. Mwaka 2016 Kuchunguza uwezo na utata wa pedagogy muhimu ya mahali katika elimu ya sayansi ya mijini. Mafunzo ya Sayansi 100 (5) 814 <unk> 836. Senechal, E. 2014. Haki ya mazingira katika Egleston Square. Elimu ya mahali katika enzi ya utandawazi: utofauti wa ndani, eds. D. Gruenewald na G. Smith, 85 <unk> 112. Mahwah, NJ: Erlbaum. Blog Post: Jitayarishe kwa Kupatwa kwa Jua Aprili 8: Njia za Kuwa Rasilimali kwa Jumuiya Yako