Once upon a time, in the 1950s,

2. Once upon a time, in the 1950s, there was a little city girl whose father had been a country boy.

3. Every year the father took the little city girl to the country to spend a week living close to the land.

4. They hiked in the woods and talked about gum that came from trees.

5. They visited Milton’s garden, and talked about what plants needed to grow and be healthy.

6. They fished, and talked about the growing pollution that was making fish sick.

7. But of all the things in the country… The little city girl loved the trees the most! She loved to climb them and hide in the leaves.

8. She loved to lie in the hammock, and look up at their foliage as a cool wind blew in off the lake.

9. Best of all she loved to swing her legs out over the lake from the old cedar tree. From that tree the little city girl imagined enough wondrous adventures to last an entire year, until she could come back to the country again.

10. Soon the little city girl grew up. She became…

12. She rarely thought about the trees or the land. Almost forty years passed.

13. One day the city girl was visiting colleges with her son. “Have I missed an important lesson in my life?” she thought.

14. So she enrolled at the University of New Hampshire. She learned some things about the environment and about herself that changed her life.

15. Hi! I’m Louise James. My years at UNH were a journey into the world of environmental science and sustainability. Those years took me back to my environmental roots with a sense of déjà vu. I developed a new passion for teaching children about the scientific connections in their lives. It is based on the following ideas.

16. Science is the story of how the world works.

17. I believe it is vital to scaffold science skills and environmental responsibility for elementary school children. Student experiences should model the nature of science to illustrate the wonder and connections that make science real. I believe that elementary students can achieve and maintain high standards in science, and that parental involvement enhances that achievement.

18. As a student at UNH, my objective was to write a standards-based environmental science curriculum. I decided to incorporate the following three components and use the environment as a connecting theme upon which I would differentiate. As a teacher, I wanted this curriculum to be authentic for my students.

19. Standards-Based Curriculum Components • Third grade science concepts Volcanoes Plants Energy • Forest Watch concepts The Scientific Method Field Protocol Lab Protocol • Global Systems Science concepts Color and Light Satellite Imagery Analysis

20. I considered my students, who were 8 and 9 year old city children from a diverse population. I conducted a study to determine the differences between elementary and middle school science knowledge. I interviewed two former students on their knowledge of third grade plant science. One student was a fourth grader who had been in my science class the previous year. The other student was in middle school, and was into his second year of middle school science. I asked them basic questions about the parts of plants and their functions, and about basic environmental knowledge. The fourth grader consistently answered with more accuracy and detail than the seventh grader.

21. The students apply concepts from Forest Watch and Global Systems Science to deepen their understanding of the specific environments studied in grade 3. I developed this web to apply to my third grade science units in order to provide students with a basic method for thinking about the world. The Environment How Your Environment Affects You How You Affect Your Environment Problems Good Effects Bad Effects Bad Effects Good Effects What can people do?

22. Along with my third grade students, I maintain a Forest Watch stand in Lynn Woods, the second largest municipal woods in the country.

23. Forest Watch students use white pine trees to demonstrate the use of bioindicators. They learn and understand how bioindicators are plants that can provide important information about the state of the environment.

24. White pine trees absorb ground level ozone through their needles. The students learn how to recognize ozone damage on the needles, and record the data.

25. Scientists use student data to track variations in forest health and summer ozone levels.

26. Students learn the skills to ask and answer questions such as: How tall is this white pine? How old is this tree? Are these trees healthy? How do we know?

27. Students develop authentic field skills. Students help clip tree samples, Determine tree height, Measure tree diameter, Record ground cover and canopy data, Build community.

28. Studying the basics of color and light in relation to remote sensing was an excellent third component. It excited the students, who proved to be very capable.

29. First, the students learned that the colors of light… Work differently from the colors of pigment.

30. Then they challenged each other to the computerized color games of the Global Systems Science Program. This was great for practicing mental math calculations and for determining probability, one of our school goals.

31. When trying to determine, “Why is the sky blue?” and “Why is the sun yellow?” Eric reasoned it out in under three minutes!

32. Then the students compared the scientific explanation to the ideas of a poet.

33. The students learned about pixels, and manipulated images with false color.

34. Chris and Cam convert pixels to miles using a satellite image of Mt. St. Helens. They want their parents to learn how to look at satellite images so that they can talk about the program with them.

35. Makenzie and Adrianna measure distance on a satellite image. Makenzie believes that it is important for third graders to be challenged.

36. Nicholas excels in asking well-developed questions. He would make a great scientist!

37. Forest Watch and Global Systems Science are a perfect match with third grade math concepts. Third grade standards require students to learn and apply these math skills: Measurement methods and conversion of units, Prediction and estimation, Probability and questions of chance, Calculation of percents, Mental calculation, Problem solving. When students work cooperatively on Forest Watch and Global Systems Science concepts, they are using the higher level thinking skills of Bloom’s Taxonomy.

38. Science and Third Grade Students Third grade students possess a natural curiosity about science, and how the world works. They are excited to learn and to practice basic skills of inquiry, which provide a strong basis for future math and science education. When guided from familiar to difficult concepts, students are able to excel at high level objectives in math and science. They care about the environment, and are motivated to make changes. Students consistently foster parental involvement.

39. As I created this curriculum, and attended Forest Watch meetings and MVH gatherings, I found myself thinking, “The more I learn about science, the more there is that I still want to know.” I want to convey that philosophy to my students. Science is a work in progress. When new students enter my class in September, they always want to know, “What is science?” So I tell them… Science is the story of how the world works…

40. Works Cited • Forest Watch Overheads, • www.forestwatch.sr.unh.edu 2. Interpreting Satellite Images Activities, John Pickle and Jacqueline Kirtley, Museum of Science, Boston, MA, In support of the Lawrence Hall of Science’s Global Systems Science student series. www.lhs.berkley.edu/GSS/