Using Picture Books to Bring Nature to Urban Kids...

     My passion for this topic was born out of my student’s lack of background knowledge and actual experiences with nature.  I realized they didn’t engage in outdoor fun, mostly due to the concrete world they existed in, and the dangers that hid in the shadows of an urban, low-income neighborhood.  I heard too often about shootings, police activity, and fear of what could happen, to appreciate their lack of participation in their out-of-doors surroundings. 

      A few years ago, I bought a historic farmhouse on a little over an acre. With land comes the victory garden, the 5,000 gallon Koi pond, and of course, poultry!  I became a lover of nature, gardening, and dirt.  I spent most of my time elbow-deep in dirt as I weeded, planted, and pruned my surroundings.  Still, I pondered my student’s lives back at school.  I thought about what their reactions to the garden would be: picking a plump tomato and spindly-green cucumber and then making a salad from their labors. I thought about the wildlife around my house and how little they see at home.  My thoughts went wild and eventually I acted on them. 

Gertie, my English setter.

     After countless movies about teachers who inspire underprivileged kids, I took the initiative.   Five contests later, I found myself at a nature preserve in Newtown Square with my husband, our two dogs, and three student-winners.  We spent the day 
soaking in the sun, running through streams, and chasing the dogs.  Was it successful?  Well, when I heard one student exclaim, “Oh my gosh!  Grass!”  I knew it was.  

Baby geese at my back door!

     Although my contests generated immense intrinsic motivation within my students, something that is lacking in most of our student population, I was asked to end the contests because it went against every district rule.  I felt defeated.  How would I bring nature to my students now?  I needed an alternative,  so I took up photography.  I photographed everything!  The change of seasons, projects around the house, wildlife (after all, my house is a designated wildlife habitat!), the pond, the chickens, the garden, emerging Cicadas!  You name it - I captured it!  Realizing the need for hands-on components too, I brought in abandoned bird nests, Cicada exoskeletons, a dead Cicada killer, unwanted snake skins, a deer skull (a big hit with the kids), and pelts.  The photos became a slide show, which opened up whole class discussions.  We googled sounds of birds and sought after books for further knowledge on topics of interest.  

     As a fourth grade teacher in Pennsylvania, I am responsible for state testing in three subjects: math, reading, and science.  Math instruction comprises three hours and twenty minutes per week (I know, I’m shocked myself!), twelve and one half hours are dedicated to the weekly language arts block, leaving a measly two hours per week allotted for science instruction.  For years I have watched in silent agony as my students struggle to both read and understand the science state exam.  I tell them it’s only a reading test about science, but what I really want to say is, “Seriously, you want them to pass a test that is too hard for most of them to read, about topics that they have little or no background knowledge in?”  Houston, we have a problem! 

..... Check back tomorrow for part 2 .....