How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times
Suffering From Nature Deficit Disorder? Try Forest Bathing
How Access to Nature During The School Year Can Help Students Thrive
How Small Steps Can Create Outdoors Experiences In Schools
In the Digital Age, How to Get Students Excited About Going Outdoors
It's Here: A Science Book That's Always Up-to-Date
Sponsored
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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"},"lshaffer":{"type":"authors","id":"11330","meta":{"index":"authors_1591205172","id":"11330","found":true},"name":"Leah 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FM","link":"/"}},"mindshift_56735":{"type":"posts","id":"mindshift_56735","meta":{"index":"posts_1591205157","site":"mindshift","id":"56735","score":null,"sort":[1601973021000]},"guestAuthors":[],"slug":"how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","publishDate":1601973021,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","status":"publish","parent":0,"modified":1602037979,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1353},"headData":{"title":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times - MindShift","description":"Getting kids outside, in nature, has always been good for their health and well-being. Finding small ways to get outside can be a helpful way to learn about your world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","datePublished":"2020-10-06T08:30:21.000Z","dateModified":"2020-10-07T02:32:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56735 https://ww2.kqed.org/mindshift/?p=56735","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/06/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times/","disqusTitle":"How Outdoor Learning Can Bring Curiosity and Connection to Education in Tough Times","path":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bird was definitely going to die. The eighth-graders in Cornelius Minor’s class were walking back to their Brooklyn school when someone noticed a young bird struggling for life on the sidewalk. The students — about a dozen boys — broke line formation and huddled around. Some started to cry. Some strategized a rescue. Minor looked at the bird and at his watch. Only a few minutes remained for the creature and for class. Minor tried gently explaining that the bird wouldn’t make it, but the kids would not be moved. They urged Minor to call animal control and their science teacher for help and to notify the office that they would be late for the next period. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, that was the perfect assessment,” Minor said. “They were using everything that I taught them about empathy. They were using everything that they had learned in science. They were using everything that they had learned about how the city works and about how a city agency works to save the life of this bird.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was 2009. Minor is now a teacher coach, but during his 10 years teaching in New York City public schools he took students outside almost every day. As evidence of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/climate-environment/2020/09/21/no-matter-what-cdc-says-heres-why-many-scientists-think-coronavirus-is-airborne/\">\u003cspan style=\"font-weight: 400\">airborne transmission of coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has grown, outdoor learning has garnered attention as a safer way to conduct school. In July, the New York Times highlighted how \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/17/nyregion/coronavirus-nyc-schools-reopening-outdoors.html\">\u003cspan style=\"font-weight: 400\">open-air classes were held even amid New England winters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help fight tuberculosis in the early 1900s. A piece in the Atlantic suggested that such plans \u003c/span>\u003ca href=\"https://www.theatlantic.com/health/archive/2020/07/outdoor-schools-coronavirus/614680/\">\u003cspan style=\"font-weight: 400\">might be better for kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than the isolation and inequities of virtual learning but were unlikely because of bureaucracy. Absent any state or district-wide initiatives, some teachers are \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1308514604876812291\">\u003cspan style=\"font-weight: 400\">taking up the outdoor learning mantle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to long-time practitioners like Minor, these practices hold promise beyond limiting the spread COVID-19. The curiosity and connection sparked by outdoor learning could be a much-needed antidote to the anxiety and stress of 2020.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Doable alternatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a year \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">full of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, figuring out how to implement outdoor learning may feel like \u003c/span>\u003ca href=\"https://twitter.com/TheAtlantic/status/1288274341998862336\">\u003cspan style=\"font-weight: 400\">a tall task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for teachers. It’s too hot in Arizona. Too muggy in Mississippi. Too snowy in Maine. And in cities everywhere, “too dangerous.” \u003c/span>\u003ca href=\"https://twitter.com/MsKass1/status/1298002241031491585\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has heard many of those objections in recent months. It’s a similar response that comes with “anything that's outside people's experience,” she said, but like her husband, Minor took her students outside regularly when she taught in New York City public schools. She noted that New York City erected \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/15/nyregion/coronavirus-central-park-hospital-tent.html\">\u003cspan style=\"font-weight: 400\">a pop-up hospital in Central Park\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in just a week this spring and said that with a shift in resources and mindset, similar innovations are possible in education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, Minor brought together experienced outdoor educators to create \u003c/span>\u003ca href=\"https://www.eventbrite.com/e/embrace-the-outdoor-classroom-how-to-stay-safe-create-joyful-learning-tickets-117800569675\">\u003cspan style=\"font-weight: 400\">a virtual course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that helps teachers envision and implement outdoor learning wherever they are. The goal, Minor said, is to support teachers in creating “doable” alternatives that “help everyone experience the things that we’re deeply missing about teaching and learning right now, which are those joyful experiences and kids being curious about the world.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56737\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56737\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/outdoor-classroom-scaled-e1601972558230.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Set-up of an outdoor program in late August in Fort Greene, Brooklyn. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That requires rethinking what outdoor learning is and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56660/a-growing-demand-for-wilderness-education-may-widen-learning-inequality\">\u003cspan style=\"font-weight: 400\">who it’s for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Outdoor learning can happen across subjects, and it doesn’t require access to lush gardens or forests. When Cornelius Minor’s students encountered the dying bird, they were on an urban walk to experience how long it took to burn off one gram of sugar. The exercise was part of a short-term health class that Minor was asked to teach, but most of his outdoor teaching was part of language arts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Writing very much has its root in a place,” Minor said, “So when kids show up and say, ‘I don't have anything to write,’ it means that you haven't been outside and really opened your eyes.” He started each year by taking students outside to turn their senses on as writers. The brownstone they passed everyday, the housing project down the block, the corner where they bought popcorn after school — all of those places contain stories, Minor said. “And so really helping kids to mine important places for important stories is an essential component.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his decade of teaching, Minor said he only suspended one student and often saw attendance rates above 95 percent. He attributed those successes to the engagement that comes with getting beyond the classroom walls. “I always feel like a kid is going to come to school if they know that their writing teacher is going to be showing them something weird outside so that they can write about it.” Minor acknowledged that he could not officially prove the connection, but research lends support to his observations. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan style=\"font-weight: 400\">2019 research review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published in Frontiers in Psychology found that “nature-based instruction outperforms traditional instruction” for academic outcomes such as standardized test scores and graduation rates. Those benefits may derive from improvements to “attention, levels of stress, self-discipline, interest and enjoyment in learning, and physical activity and fitness,” the authors wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"https://www.cinnamonkillsfirst.com/\">\u003cspan style=\"font-weight: 400\">Cinnamon Kills First\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Northern Cheyenne artist and educator, academic research on the benefits of outdoor learning simply confirms what her ancestors have long known. In a session for the virtual course that Kass Minor developed, Kills First described how indigenous traditions hold the earth as a family member to be treated with reciprocity. She encouraged teachers to learn from that wisdom. When European settlers colonized the United States, they “intentionally disconnected people from their natural learning environments” through forced removals and assimilationist practices, such as \u003c/span>\u003ca href=\"https://americanindian.si.edu/education/codetalkers/html/chapter3.html\">\u003cspan style=\"font-weight: 400\">boarding schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that forbade Native culture, Kills First said in an interview with MindShift. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe a majority of the social or global issues we face have to do with how humans have mistreated the land. All those decisions are coming back to harm us and our health,” she said. By helping children relate differently to the land and each other, Kills First said teachers can play a role in reversing the damage.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor, too, described his work with outdoor learning as an effort to undo the harm of colonization. “People, especially people of color, especially poor people, have been taught that they have no rights to the land. That's what colonialism has done to us. It's taught us that we have no place. It's taught us that we have no history,” he said. During the first week of school every year, Minor said his students questioned why they were going outside, saying, “That's for white people.” By May, however, they resisted any lessons that were indoors.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The importance of a bird\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2009, after calling the science teacher outside and continuing to brainstorm life-saving methods, Minor’s students slowly realized that they could not rescue the dying bird. As they returned to the school building, the boys packed together in a unit, comforting one another. Although the physical proximity would not be allowed amid the current pandemic, Minor said the spirit of that walk contrasted with how middle school is typically “all about denying your feelings” and how others might label his students as “tough kids.” When he thinks of his best moments in teaching, he remembers those eighth-graders, huddled around a bird, with tears in their eyes, trying to save its life.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you start to learn how important even a bird is, then you're important,” he said. “So when I think about outdoor education, it’s not just about staying safe in COVID. It's about raising citizens who care for each other. It’s the cornerstone of democracy.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times","authors":["11487"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_20865","mindshift_519","mindshift_21117","mindshift_21061"],"featImg":"mindshift_56736","label":"mindshift"},"mindshift_50949":{"type":"posts","id":"mindshift_50949","meta":{"index":"posts_1591205157","site":"mindshift","id":"50949","score":null,"sort":[1522872628000]},"guestAuthors":[],"slug":"suffering-from-nature-deficit-disorder-try-forest-bathing","title":"Suffering From Nature Deficit Disorder? Try Forest Bathing","publishDate":1522872628,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There is a paradox with living as a human nowadays.\u003c/p>\n\u003cp>A 2014 \u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">article\u003c/a> from the United Nations states that about 54 percent of the human population lives in urban areas (more by now), a proportion that is projected to increase to 66 percent by 2050. By 2045, the report says, more than six billion people will crowd cities.\u003c/p>\n\u003cp>People flock to cities for obvious reasons, all very understandable: more job opportunities; more choices; more culture and cultural diversity; larger communities. Yet, and this is the paradox, living in a crowded, concrete-walled, green-poor, urban environment takes something away from our very essence, our primal need to be close to nature.\u003c/p>\n\u003cp>An EPA study found that Americans spend approximately 90 percent of their time indoors, where the \u003ca href=\"https://cfpub.epa.gov/roe/chapter/air/indoorair.cfm\">concentrations of some air pollutants\u003c/a> can be 2 times to 5 times higher than outdoors. Essentially, we spend our lives in cages breathing bad air. Too much grey, black, and white — and not enough immersion in greens and blues.\u003c/p>\n\u003cp>It is no wonder that many large cities take landscaping seriously, adding parks and green areas wherever possible. We can't quite sever the link with our evolutionary past and part ways with our origins. We are, after all, animals, and it's hard to forget that, even if some try real hard, surrounding themselves with walls, metal, glass, and screens. Those people tend to pay a price, often with their health and quality of life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/599436262/forest-bathing-how-trees-can-help-you-find-health-and-happiness\">\u003cimg class=\"alignright wp-image-50952\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-240x340.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing.jpg 300w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In Japan, the country that has the highest population density in the world but also vast expanses of green forests (about 3,000 miles of them), an ancient tradition tries to balance out the crush from urban living. It's known as \u003cem>shinrin-yoku\u003c/em>, or \"\u003ca href=\"http://www.shinrin-yoku.org/shinrin-yoku.html\">forest bathing\u003c/a>.\" It's the practice of spending prolonged periods of time with trees in order to gain from their many health benefits. In a book hitting shelves this month, \u003ca href=\"https://www.penguinrandomhouse.com/books/579709/forest-bathing-by-dr-qing-li/9780525559856/\">Forest Bathing: How Trees Can Help You Find Health And Happiness\u003c/a>, Dr. Qing Li, the world's foremost expert in forest medicine, introduces readers to the healing practice of forest bathing — and the art and science of how trees can enrich your life. (There are other books on forest bathing that I also recommend, including the recently released \u003ca href=\"https://www.amazon.com/Your-Guide-Forest-Bathing-Experience/dp/1573247383\">Your Guide to Forest Bathing\u003c/a>, by M. Amos Clifford, focusing on the more meditative side of \u003cem>shinrin-yoku\u003c/em>.)\u003c/p>\n\u003cp>Dr. Li's book is itself a tribute to forests and the magnificence of trees, featuring more than 100 color photographs of forests around the world. One may dismiss this kind of book as yet more pseudoscience babble, but the point is that Li has not just practiced \u003cem>shinrin-yoku\u003c/em>, but has also studied its impact on people's health through numerous scientific studies. He has data to support his claims, collected in a long list of peer-reviewed articles at the end of the book. He is a medical doctor at the Tokyo's Nippon Medical School, and has been a visiting fellow at Stanford University School of Medicine, among other appointments and leadership roles.\u003c/p>\n\u003cp>Here is the scoop: Forest bathing reduces stress, anxiety, depression, and anger. The book lists studies that consistently show a substantial reduction of stress hormones. Essential tree oils, such as phytoncides found in forest air (pine trees and cypress tend to be the richest), increase energy levels by more than 30 percent. Aromatherapy enthusiasts know well that such tree oils conjure a general state of well-being, capturing the essence of forest bathing. There is improvement in sleep (an average increase by 15 percent after a two-hour forest walk), a boost of the immune system and in cardiovascular health, and better parasympathetic response (rest-and-recover). The health and emotional benefits are plentiful.\u003c/p>\n\u003cp>Lest urban-based readers feel discouraged, forest bathing doesn't require huge expanses to be effective. Walks in parks, house plants, aromatherapy focused on cypress and other tree oils, all offer a degree of benefits. Li, for example, confesses that living in Tokyo has changed his practice and he now contends with lunchtime walks in a shrine next to his work. Anyone, with some degree of effort, can find a way to mingle with nature, in a city or not. As the philosopher Alan Watts once wrote, \"You didn't come \u003cem>into\u003c/em> this world. You came \u003cem>out\u003c/em> of it, like a wave from the ocean. You are not a stranger here.\"\u003c/p>\n\u003cp>Scientific results apart, the notion of \u003cem>shinrin-yoku\u003c/em> shouldn't be so surprising. Who hasn't felt an inner sense of well-being when walking along a forest trail, the sun filtering through the leaves to create a kaleidoscope of light and shadows on the ground? We take these walks to feel rejuvenated, more attuned to our bodies, to refresh our minds. Stepping into a forest, or just into a small grove, is like pushing a life reset button, reestablishing a connection with our deepest needs. It's hard not to feel something viscerally meaningful as we surround ourselves by trees, away from the artificial sounds and smells of urban life.\u003c/p>\n\u003cp>Having spent the first decades of my life in big cities, I feel privileged to now live surrounded by trees, including lots of fragrant pines. In fact, to celebrate this wonderful book, and what seems to be a rediscovery of \u003cem>shinrin-yoku\u003c/em> in our lives, I'm going to go now — to take my forest bath.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marcelo Gleiser is a theoretical physicist and writer — and a professor of natural philosophy, physics and astronomy at Dartmouth College. He is the director of the \u003c/em>\u003ca href=\"http://ice.dartmouth.edu\">Institute for Cross-Disciplinary Engagement\u003c/a>\u003cem> at Dartmouth, co-founder of 13.7 and an active promoter of science to the general public. His latest book is \u003c/em>\u003ca href=\"http://marcelogleiser.com/books/the-simple-beauty-of-the-unexpected-a-natural-philosophers-quest-for-trout-and-the-meaning-of-everything\">The Simple Beauty of the Unexpected: A Natural Philosopher's Quest for Trout and the Meaning of Everything\u003c/a>\u003cem>. You can keep up with Marcelo on \u003c/em>\u003ca href=\"http://goo.gl/93dHI\">Facebook\u003c/a>\u003cem> and Twitter: \u003c/em>\u003ca href=\"https://twitter.com/#!/mgleiser\">@mgleiser\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Suffering+From+Nature+Deficit+Disorder%3F+Try+Forest+Bathing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Positive scientific results aside, the idea of \u003cem>shinrin-yoku\u003c/em> shouldn't be surprising: Who hasn't felt an inner sense of well-being when walking along a forest trail? asks commentator Marcelo Gleiser.","status":"publish","parent":0,"modified":1522944728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":999},"headData":{"title":"Suffering From Nature Deficit Disorder? Try Forest Bathing | KQED","description":"Positive scientific results aside, the idea of shinrin-yoku shouldn't be surprising: Who hasn't felt an inner sense of well-being when walking along a forest trail? asks commentator Marcelo Gleiser.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Suffering From Nature Deficit Disorder? Try Forest Bathing","datePublished":"2018-04-04T20:10:28.000Z","dateModified":"2018-04-05T16:12:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50949 https://ww2.kqed.org/mindshift/?p=50949","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/04/suffering-from-nature-deficit-disorder-try-forest-bathing/","disqusTitle":"Suffering From Nature Deficit Disorder? Try Forest Bathing","nprImageCredit":"Andrew Clark","nprByline":"Marcelo Gleiser","nprImageAgency":"Getty Images/EyeEm","nprStoryId":"599135342","nprApiLink":"http://api.npr.org/query?id=599135342&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/13.7/2018/04/04/599135342/suffering-from-nature-deficit-disorder-try-forest-bathing?ft=nprml&f=599135342","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Apr 2018 11:54:00 -0400","nprStoryDate":"Wed, 04 Apr 2018 11:54:07 -0400","nprLastModifiedDate":"Wed, 04 Apr 2018 11:54:07 -0400","path":"/mindshift/50949/suffering-from-nature-deficit-disorder-try-forest-bathing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is a paradox with living as a human nowadays.\u003c/p>\n\u003cp>A 2014 \u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">article\u003c/a> from the United Nations states that about 54 percent of the human population lives in urban areas (more by now), a proportion that is projected to increase to 66 percent by 2050. By 2045, the report says, more than six billion people will crowd cities.\u003c/p>\n\u003cp>People flock to cities for obvious reasons, all very understandable: more job opportunities; more choices; more culture and cultural diversity; larger communities. Yet, and this is the paradox, living in a crowded, concrete-walled, green-poor, urban environment takes something away from our very essence, our primal need to be close to nature.\u003c/p>\n\u003cp>An EPA study found that Americans spend approximately 90 percent of their time indoors, where the \u003ca href=\"https://cfpub.epa.gov/roe/chapter/air/indoorair.cfm\">concentrations of some air pollutants\u003c/a> can be 2 times to 5 times higher than outdoors. Essentially, we spend our lives in cages breathing bad air. Too much grey, black, and white — and not enough immersion in greens and blues.\u003c/p>\n\u003cp>It is no wonder that many large cities take landscaping seriously, adding parks and green areas wherever possible. We can't quite sever the link with our evolutionary past and part ways with our origins. We are, after all, animals, and it's hard to forget that, even if some try real hard, surrounding themselves with walls, metal, glass, and screens. Those people tend to pay a price, often with their health and quality of life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/599436262/forest-bathing-how-trees-can-help-you-find-health-and-happiness\">\u003cimg class=\"alignright wp-image-50952\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-240x340.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing.jpg 300w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In Japan, the country that has the highest population density in the world but also vast expanses of green forests (about 3,000 miles of them), an ancient tradition tries to balance out the crush from urban living. It's known as \u003cem>shinrin-yoku\u003c/em>, or \"\u003ca href=\"http://www.shinrin-yoku.org/shinrin-yoku.html\">forest bathing\u003c/a>.\" It's the practice of spending prolonged periods of time with trees in order to gain from their many health benefits. In a book hitting shelves this month, \u003ca href=\"https://www.penguinrandomhouse.com/books/579709/forest-bathing-by-dr-qing-li/9780525559856/\">Forest Bathing: How Trees Can Help You Find Health And Happiness\u003c/a>, Dr. Qing Li, the world's foremost expert in forest medicine, introduces readers to the healing practice of forest bathing — and the art and science of how trees can enrich your life. (There are other books on forest bathing that I also recommend, including the recently released \u003ca href=\"https://www.amazon.com/Your-Guide-Forest-Bathing-Experience/dp/1573247383\">Your Guide to Forest Bathing\u003c/a>, by M. Amos Clifford, focusing on the more meditative side of \u003cem>shinrin-yoku\u003c/em>.)\u003c/p>\n\u003cp>Dr. Li's book is itself a tribute to forests and the magnificence of trees, featuring more than 100 color photographs of forests around the world. One may dismiss this kind of book as yet more pseudoscience babble, but the point is that Li has not just practiced \u003cem>shinrin-yoku\u003c/em>, but has also studied its impact on people's health through numerous scientific studies. He has data to support his claims, collected in a long list of peer-reviewed articles at the end of the book. He is a medical doctor at the Tokyo's Nippon Medical School, and has been a visiting fellow at Stanford University School of Medicine, among other appointments and leadership roles.\u003c/p>\n\u003cp>Here is the scoop: Forest bathing reduces stress, anxiety, depression, and anger. The book lists studies that consistently show a substantial reduction of stress hormones. Essential tree oils, such as phytoncides found in forest air (pine trees and cypress tend to be the richest), increase energy levels by more than 30 percent. Aromatherapy enthusiasts know well that such tree oils conjure a general state of well-being, capturing the essence of forest bathing. There is improvement in sleep (an average increase by 15 percent after a two-hour forest walk), a boost of the immune system and in cardiovascular health, and better parasympathetic response (rest-and-recover). The health and emotional benefits are plentiful.\u003c/p>\n\u003cp>Lest urban-based readers feel discouraged, forest bathing doesn't require huge expanses to be effective. Walks in parks, house plants, aromatherapy focused on cypress and other tree oils, all offer a degree of benefits. Li, for example, confesses that living in Tokyo has changed his practice and he now contends with lunchtime walks in a shrine next to his work. Anyone, with some degree of effort, can find a way to mingle with nature, in a city or not. As the philosopher Alan Watts once wrote, \"You didn't come \u003cem>into\u003c/em> this world. You came \u003cem>out\u003c/em> of it, like a wave from the ocean. You are not a stranger here.\"\u003c/p>\n\u003cp>Scientific results apart, the notion of \u003cem>shinrin-yoku\u003c/em> shouldn't be so surprising. Who hasn't felt an inner sense of well-being when walking along a forest trail, the sun filtering through the leaves to create a kaleidoscope of light and shadows on the ground? We take these walks to feel rejuvenated, more attuned to our bodies, to refresh our minds. Stepping into a forest, or just into a small grove, is like pushing a life reset button, reestablishing a connection with our deepest needs. It's hard not to feel something viscerally meaningful as we surround ourselves by trees, away from the artificial sounds and smells of urban life.\u003c/p>\n\u003cp>Having spent the first decades of my life in big cities, I feel privileged to now live surrounded by trees, including lots of fragrant pines. In fact, to celebrate this wonderful book, and what seems to be a rediscovery of \u003cem>shinrin-yoku\u003c/em> in our lives, I'm going to go now — to take my forest bath.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marcelo Gleiser is a theoretical physicist and writer — and a professor of natural philosophy, physics and astronomy at Dartmouth College. He is the director of the \u003c/em>\u003ca href=\"http://ice.dartmouth.edu\">Institute for Cross-Disciplinary Engagement\u003c/a>\u003cem> at Dartmouth, co-founder of 13.7 and an active promoter of science to the general public. His latest book is \u003c/em>\u003ca href=\"http://marcelogleiser.com/books/the-simple-beauty-of-the-unexpected-a-natural-philosophers-quest-for-trout-and-the-meaning-of-everything\">The Simple Beauty of the Unexpected: A Natural Philosopher's Quest for Trout and the Meaning of Everything\u003c/a>\u003cem>. You can keep up with Marcelo on \u003c/em>\u003ca href=\"http://goo.gl/93dHI\">Facebook\u003c/a>\u003cem> and Twitter: \u003c/em>\u003ca href=\"https://twitter.com/#!/mgleiser\">@mgleiser\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Suffering+From+Nature+Deficit+Disorder%3F+Try+Forest+Bathing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50949/suffering-from-nature-deficit-disorder-try-forest-bathing","authors":["byline_mindshift_50949"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20865","mindshift_519","mindshift_21062","mindshift_20925"],"featImg":"mindshift_50950","label":"mindshift"},"mindshift_47365":{"type":"posts","id":"mindshift_47365","meta":{"index":"posts_1591205157","site":"mindshift","id":"47365","score":null,"sort":[1486661721000]},"guestAuthors":[],"slug":"how-access-to-nature-during-the-schoolyear-can-help-students-thrive","title":"How Access to Nature During The School Year Can Help Students Thrive","publishDate":1486661721,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GN5Gd_YRWnE\u003c/p>\n\n","blocks":[],"excerpt":"Getting kids out in nature on a regular basis helps kids' development. Some schools have partnerships with local parks but students in the Ferguson-Florissant School District have a district-owned nature center. ","status":"publish","parent":0,"modified":1486679429,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1011},"headData":{"title":"How Access to Nature During The School Year Can Help Students Thrive | KQED","description":"Getting kids out in nature on a regular basis helps kids' development. Some schools have partnerships with local parks but students in the Ferguson-Florissant School District have a district-owned nature center. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Access to Nature During The School Year Can Help Students Thrive","datePublished":"2017-02-09T17:35:21.000Z","dateModified":"2017-02-09T22:30:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47365 https://ww2.kqed.org/mindshift/?p=47365","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/09/how-access-to-nature-during-the-schoolyear-can-help-students-thrive/","disqusTitle":"How Access to Nature During The School Year Can Help Students Thrive","path":"/mindshift/47365/how-access-to-nature-during-the-schoolyear-can-help-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GN5Gd_YRWnE'\n title='//www.youtube.com/embed/GN5Gd_YRWnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47365/how-access-to-nature-during-the-schoolyear-can-help-students-thrive","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_519","mindshift_21062","mindshift_21061"],"featImg":"mindshift_47496","label":"mindshift"},"mindshift_47361":{"type":"posts","id":"mindshift_47361","meta":{"index":"posts_1591205157","site":"mindshift","id":"47361","score":null,"sort":[1486041204000]},"guestAuthors":[],"slug":"how-small-steps-can-create-outdoors-experiences-in-schools","title":"How Small Steps Can Create Outdoors Experiences In Schools","publishDate":1486041204,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It started with a school garden at Maplewood Richmond Heights Middle School. The garden did so well that students built another garden. Then they added native plants, where seventh-grade students learned lessons in data collection as they counted pollinators. The students wanted more pollinators, so they added a beehive. The bees made honey, and the kids used their sweet surplus to learn about the economics of commodities, said science educator Scott McClintock, who helped build the MRH middle school science program.\u003c/p>\n\u003cp>But students didn't stop there.\u003c/p>\n\u003cp>Next came an aquaponics lab in the basement, said McClintock, “so we had this giant tub that we were growing talapia in.”\u003c/p>\n\u003cp>The nitrates from the fish waste got recycled back into the garden.\u003c/p>\n\u003cp>All this took place at a public middle school near St. Louis that previously \u003ca href=\"http://news.stlpublicradio.org/post/finding-student-success-tree-tops-maplewood-richmond-heights#stream/0\">struggled\u003c/a> academically. MRH Middle School has the same budget constraints that many school districts face, but they took their limited budget and directed funds toward outdoor learning. It's an investment that pays off in the form of physically, mentally and socially healthier students. McClintock and other teachers saw students become more kind to each other outside.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=kNe6W54bLkA&feature=youtu.be\u003c/p>\n\u003cp>Outdoor classrooms help children develop properly because they provide small risks that help kids gain confidence and good judgment, according to Sharon Danks, CEO of Green Schoolyards America. Even in urban school districts, teachers can create multidisciplinary outdoor classrooms.\u003c/p>\n\u003cp>“Mental health and social and emotional well-being are two key areas that we believe children benefit from in a green schoolyard,” said Danks.\u003c/p>\n\u003cp>Teachers can also look to city and school parks as a daily resource, according to Jean Turney, an education coordinator for St. Louis-based nonprofit Forest Park Forever. Turney, a former elementary school teacher, now trains other teachers in how to use parks as a classroom.\u003c/p>\n\u003cp>“It's not a field trip, but it's more of experience,” she said. The park can become a science lab, art studio or gymnasium.\u003c/p>\n\u003cp>Science teachers are usually the most interested in outdoor classrooms, but math and language arts lessons can be enhanced by using outdoor spaces, said Turney. Part of it is letting go of structured lessons, to let students set their own course, “trusting that kids really do figure it out.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47437\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47437 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2669-e1485814676847.jpg\" alt=\"This is Pat Wilborn owner of PortFish, an aquaponics farm in Port Washington, WI. My 6th grade students were there last week for an urban farming/sustainability expedition. The water these plants grown in are a part of a closed loop system that also grows fish. Basically the plants, bacteria in the filters, and fish form a self cleaning system where the waste products of one, become the nutrients for the other. Pat can grow year round using this system using less energy, resources, and space even in the harsh winters in Wisconsin.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">McClintock took his current students at Chesterfield Day School to PortFish, an aquaponics farm in Port Washington, Wisconsin. Owner Pat Wilborn shows how plants and fish can be grown in a closed-loop system. According to McClintock, \"Basically the plants, bacteria in the filters, and fish form a self-cleaning system where the waste products of one become the nutrients for the other. Pat can grow year-round using this system using less energy, resources and space even in the harsh winters in Wisconsin.\" \u003ccite>(Courtesy of Scott McClintock )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROWING A PROGRAM\u003c/strong>\u003c/p>\n\u003cp>When Maplewood-Richmond Heights was redesigned to include a garden in its space, McClintock wanted to take gardening a step further by keeping a growing list of pollinator counts so students could track those populations over the years. And the garden went beyond just counting insects and harvesting plants -- his students also had an entire unit on soil food webs and microorganisms.\u003c/p>\n\u003cp>These kinds of projects and activities require funding, so McClintock found partners from the community to cover the bills. Missouri's Department of Conservation provided free teacher training that included conservation curriculum. Participating teachers also received funds for trips and gear.\u003c/p>\n\u003cp>“They offered some amazing opportunities for teachers in terms of curriculum they designed for teaching outdoors,” said McClintock.\u003c/p>\n\u003cp>But that wasn't the only place he found help. Even though he had no funding for trips, he found organizations that would help cover transportation. And when he couldn't secure funding for a bus, he tried to bring nature to his students. At a previous school in downtown St. Louis, McClintock used a supply grant to purchase a backyard pond kit. He built the pond in the classroom and filled it with fish and crayfish he bought from the bait store.\u003c/p>\n\u003cp>“That was on the fourth floor of a building downtown,” he said. “While I couldn't take my kids out, I ended up bringing nature in and that was awesome and that lasted for years.”\u003c/p>\n\u003cp>Those fourth-graders he taught in downtown St. Louis are now high school seniors, three of whom e-mailed him recently and told him that they were inspired to go into science because of their time in his classroom.\u003c/p>\n\u003cp>“The work we did with them as fourth-graders had that impact,” McClintock said.\u003c/p>\n\u003cfigure id=\"attachment_47436\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47436 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2440-e1485814208843.jpg\" alt=\"This was my sustainability class preparing the grounds for a 1200 sq ft rain garden installation. The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden. 100ft long and 20ft wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and used in longitudinal data collection on pollinators in our campus gardens. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Middle school students prepare the grounds for a 1200-square-foot rain garden installation. According to McClintock, \"The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden, 100 feet long and 20 feet wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and was used in longitudinal data collection on pollinators in our campus gardens.\" \u003ccite>(Courtesy of Scott McClintock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>START SMALL\u003c/strong>\u003c/p>\n\u003cp>Children have powerful tools in the form of their imagination. Even if students are just sitting in a soccer field, they can use their imagination to transform it into another space, said Janet Staal, an environmental education consultant at Blandford Nature Center in Grand Rapids, Michigan.\u003c/p>\n\u003cp>“We'll just pretend we're kestrels and we have to survive by getting our food differently than humans,” said Staal, who works with teachers in Grand Rapids Public Schools. One of those schools is based out of Blandford Nature Center and has most lessons in outdoor spaces. But for other city schools, Staal serves as a liaison to give hesitant teachers a starting point to outdoor learning. It doesn't have to be an additional burden for teachers, according to Staal. Just start with a simple question: “What are you currently doing this week in your plan and what could you potentially do outdoors?”\u003c/p>\n\u003cp>Some other starter tips:\u003c/p>\n\u003cp>*If reading aloud in class, take the book outside.\u003cbr>\n*Adopt a tree on your school grounds.\u003cbr>\n*Do a study of one square yard of grass. Have your students count different plants and insects in that space.\u003cbr>\n*Ask groundskeepers to leave a patch of grass uncut. Track what grows there.\u003c/p>\n\u003cp>Danielle Hughes, a science teacher at Dearborn STEM Academy in Boston, managed to get science lessons out of taking her students around the neighborhood to identify rocks, or even to the grocery store, where they offered a free nutrition class. And Hughes' school partnered with the nearby Harbor Islands to take students out for a three-day expedition where they learned about the geologic processes that formed the island. With only a short amount of repeated exposure, students quickly grew comfortable with the outdoors. On the Harbor Islands trip, some students first complained, “then by the third day they don't want to leave,” said Hughes.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT ROUTINE\u003c/strong>\u003c/p>\n\u003cp>Outdoor learning does take commitment and should become part of the daily routine.\u003c/p>\n\u003cp>“If an activity can be done outside, why not?” said Hughes.\u003c/p>\n\u003cp>Passionate teachers like Hughes are important, but part of the work of Green Schoolyards is to change the institutional requirements so outdoor learning is the norm.\u003c/p>\n\u003cp>“What we have in the form of our school grounds is public land that is our most used public parks and we haven't treated them that way,” said Danks.\u003c/p>\n\u003cp>Greening asphalt schoolyards can help with stormwater infiltration and climate change, so those initiatives should qualify for funds used in climate mitigation.\u003c/p>\n\u003cp>“A green schoolyard is an ecosystem of opportunities,” said Danks.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>These places can be resources to the community after school hours as well, she added. But city planners often leave these spaces out off their maps.\u003c/p>\n\u003cp>Green Schoolyards provides a \u003ca href=\"http://www.greenschoolyards.org/2015-living-schoolyard-month-activity-guide.html\">free guides\u003c/a> with more than 150 examples of what teachers can do on their own playgrounds, no matter the size.\u003c/p>\n\u003cp>“It is something you can change incrementally over time and make better and it's something that kids can experience every day, right outside the door, if you do it,” said Danks.\u003c/p>\n\u003cp>Rather than being disempowered about large-scale environmental problems, said Danks, this is something where students can look out at their asphalt schoolyard and ask: How can you make this better?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That small-scale positive interaction can give them confidence to do bigger things when their capabilities grow,” she added. “We're looking to empower children to be stewards of their place, of their community.”\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are finding creative ways to make nature a more meaningful part of learning by bringing outdoor elements to school or making better use of educational programs at nearby parks. ","status":"publish","parent":0,"modified":1486041204,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1492},"headData":{"title":"How Small Steps Can Create Outdoors Experiences In Schools | KQED","description":"Teachers are finding creative ways to make nature a more meaningful part of learning by bringing outdoor elements to school or making better use of educational programs at nearby parks. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Small Steps Can Create Outdoors Experiences In Schools","datePublished":"2017-02-02T13:13:24.000Z","dateModified":"2017-02-02T13:13:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47361 https://ww2.kqed.org/mindshift/?p=47361","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/02/how-small-steps-can-create-outdoors-experiences-in-schools/","disqusTitle":"How Small Steps Can Create Outdoors Experiences In Schools","path":"/mindshift/47361/how-small-steps-can-create-outdoors-experiences-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It started with a school garden at Maplewood Richmond Heights Middle School. The garden did so well that students built another garden. Then they added native plants, where seventh-grade students learned lessons in data collection as they counted pollinators. The students wanted more pollinators, so they added a beehive. The bees made honey, and the kids used their sweet surplus to learn about the economics of commodities, said science educator Scott McClintock, who helped build the MRH middle school science program.\u003c/p>\n\u003cp>But students didn't stop there.\u003c/p>\n\u003cp>Next came an aquaponics lab in the basement, said McClintock, “so we had this giant tub that we were growing talapia in.”\u003c/p>\n\u003cp>The nitrates from the fish waste got recycled back into the garden.\u003c/p>\n\u003cp>All this took place at a public middle school near St. Louis that previously \u003ca href=\"http://news.stlpublicradio.org/post/finding-student-success-tree-tops-maplewood-richmond-heights#stream/0\">struggled\u003c/a> academically. MRH Middle School has the same budget constraints that many school districts face, but they took their limited budget and directed funds toward outdoor learning. It's an investment that pays off in the form of physically, mentally and socially healthier students. McClintock and other teachers saw students become more kind to each other outside.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kNe6W54bLkA'\n title='//www.youtube.com/embed/kNe6W54bLkA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Outdoor classrooms help children develop properly because they provide small risks that help kids gain confidence and good judgment, according to Sharon Danks, CEO of Green Schoolyards America. Even in urban school districts, teachers can create multidisciplinary outdoor classrooms.\u003c/p>\n\u003cp>“Mental health and social and emotional well-being are two key areas that we believe children benefit from in a green schoolyard,” said Danks.\u003c/p>\n\u003cp>Teachers can also look to city and school parks as a daily resource, according to Jean Turney, an education coordinator for St. Louis-based nonprofit Forest Park Forever. Turney, a former elementary school teacher, now trains other teachers in how to use parks as a classroom.\u003c/p>\n\u003cp>“It's not a field trip, but it's more of experience,” she said. The park can become a science lab, art studio or gymnasium.\u003c/p>\n\u003cp>Science teachers are usually the most interested in outdoor classrooms, but math and language arts lessons can be enhanced by using outdoor spaces, said Turney. Part of it is letting go of structured lessons, to let students set their own course, “trusting that kids really do figure it out.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47437\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47437 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2669-e1485814676847.jpg\" alt=\"This is Pat Wilborn owner of PortFish, an aquaponics farm in Port Washington, WI. My 6th grade students were there last week for an urban farming/sustainability expedition. The water these plants grown in are a part of a closed loop system that also grows fish. Basically the plants, bacteria in the filters, and fish form a self cleaning system where the waste products of one, become the nutrients for the other. Pat can grow year round using this system using less energy, resources, and space even in the harsh winters in Wisconsin.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">McClintock took his current students at Chesterfield Day School to PortFish, an aquaponics farm in Port Washington, Wisconsin. Owner Pat Wilborn shows how plants and fish can be grown in a closed-loop system. According to McClintock, \"Basically the plants, bacteria in the filters, and fish form a self-cleaning system where the waste products of one become the nutrients for the other. Pat can grow year-round using this system using less energy, resources and space even in the harsh winters in Wisconsin.\" \u003ccite>(Courtesy of Scott McClintock )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROWING A PROGRAM\u003c/strong>\u003c/p>\n\u003cp>When Maplewood-Richmond Heights was redesigned to include a garden in its space, McClintock wanted to take gardening a step further by keeping a growing list of pollinator counts so students could track those populations over the years. And the garden went beyond just counting insects and harvesting plants -- his students also had an entire unit on soil food webs and microorganisms.\u003c/p>\n\u003cp>These kinds of projects and activities require funding, so McClintock found partners from the community to cover the bills. Missouri's Department of Conservation provided free teacher training that included conservation curriculum. Participating teachers also received funds for trips and gear.\u003c/p>\n\u003cp>“They offered some amazing opportunities for teachers in terms of curriculum they designed for teaching outdoors,” said McClintock.\u003c/p>\n\u003cp>But that wasn't the only place he found help. Even though he had no funding for trips, he found organizations that would help cover transportation. And when he couldn't secure funding for a bus, he tried to bring nature to his students. At a previous school in downtown St. Louis, McClintock used a supply grant to purchase a backyard pond kit. He built the pond in the classroom and filled it with fish and crayfish he bought from the bait store.\u003c/p>\n\u003cp>“That was on the fourth floor of a building downtown,” he said. “While I couldn't take my kids out, I ended up bringing nature in and that was awesome and that lasted for years.”\u003c/p>\n\u003cp>Those fourth-graders he taught in downtown St. Louis are now high school seniors, three of whom e-mailed him recently and told him that they were inspired to go into science because of their time in his classroom.\u003c/p>\n\u003cp>“The work we did with them as fourth-graders had that impact,” McClintock said.\u003c/p>\n\u003cfigure id=\"attachment_47436\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47436 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2440-e1485814208843.jpg\" alt=\"This was my sustainability class preparing the grounds for a 1200 sq ft rain garden installation. The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden. 100ft long and 20ft wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and used in longitudinal data collection on pollinators in our campus gardens. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Middle school students prepare the grounds for a 1200-square-foot rain garden installation. According to McClintock, \"The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden, 100 feet long and 20 feet wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and was used in longitudinal data collection on pollinators in our campus gardens.\" \u003ccite>(Courtesy of Scott McClintock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>START SMALL\u003c/strong>\u003c/p>\n\u003cp>Children have powerful tools in the form of their imagination. Even if students are just sitting in a soccer field, they can use their imagination to transform it into another space, said Janet Staal, an environmental education consultant at Blandford Nature Center in Grand Rapids, Michigan.\u003c/p>\n\u003cp>“We'll just pretend we're kestrels and we have to survive by getting our food differently than humans,” said Staal, who works with teachers in Grand Rapids Public Schools. One of those schools is based out of Blandford Nature Center and has most lessons in outdoor spaces. But for other city schools, Staal serves as a liaison to give hesitant teachers a starting point to outdoor learning. It doesn't have to be an additional burden for teachers, according to Staal. Just start with a simple question: “What are you currently doing this week in your plan and what could you potentially do outdoors?”\u003c/p>\n\u003cp>Some other starter tips:\u003c/p>\n\u003cp>*If reading aloud in class, take the book outside.\u003cbr>\n*Adopt a tree on your school grounds.\u003cbr>\n*Do a study of one square yard of grass. Have your students count different plants and insects in that space.\u003cbr>\n*Ask groundskeepers to leave a patch of grass uncut. Track what grows there.\u003c/p>\n\u003cp>Danielle Hughes, a science teacher at Dearborn STEM Academy in Boston, managed to get science lessons out of taking her students around the neighborhood to identify rocks, or even to the grocery store, where they offered a free nutrition class. And Hughes' school partnered with the nearby Harbor Islands to take students out for a three-day expedition where they learned about the geologic processes that formed the island. With only a short amount of repeated exposure, students quickly grew comfortable with the outdoors. On the Harbor Islands trip, some students first complained, “then by the third day they don't want to leave,” said Hughes.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT ROUTINE\u003c/strong>\u003c/p>\n\u003cp>Outdoor learning does take commitment and should become part of the daily routine.\u003c/p>\n\u003cp>“If an activity can be done outside, why not?” said Hughes.\u003c/p>\n\u003cp>Passionate teachers like Hughes are important, but part of the work of Green Schoolyards is to change the institutional requirements so outdoor learning is the norm.\u003c/p>\n\u003cp>“What we have in the form of our school grounds is public land that is our most used public parks and we haven't treated them that way,” said Danks.\u003c/p>\n\u003cp>Greening asphalt schoolyards can help with stormwater infiltration and climate change, so those initiatives should qualify for funds used in climate mitigation.\u003c/p>\n\u003cp>“A green schoolyard is an ecosystem of opportunities,” said Danks.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>These places can be resources to the community after school hours as well, she added. But city planners often leave these spaces out off their maps.\u003c/p>\n\u003cp>Green Schoolyards provides a \u003ca href=\"http://www.greenschoolyards.org/2015-living-schoolyard-month-activity-guide.html\">free guides\u003c/a> with more than 150 examples of what teachers can do on their own playgrounds, no matter the size.\u003c/p>\n\u003cp>“It is something you can change incrementally over time and make better and it's something that kids can experience every day, right outside the door, if you do it,” said Danks.\u003c/p>\n\u003cp>Rather than being disempowered about large-scale environmental problems, said Danks, this is something where students can look out at their asphalt schoolyard and ask: How can you make this better?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That small-scale positive interaction can give them confidence to do bigger things when their capabilities grow,” she added. “We're looking to empower children to be stewards of their place, of their community.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47361/how-small-steps-can-create-outdoors-experiences-in-schools","authors":["11330"],"categories":["mindshift_192"],"tags":["mindshift_21059","mindshift_20784","mindshift_1040","mindshift_519"],"featImg":"mindshift_47435","label":"mindshift"},"mindshift_30877":{"type":"posts","id":"mindshift_30877","meta":{"index":"posts_1591205157","site":"mindshift","id":"30877","score":null,"sort":[1377540485000]},"guestAuthors":[],"slug":"in-the-digital-age-how-to-get-students-excited-about-going-outdoors","title":"In the Digital Age, How to Get Students Excited About Going Outdoors","publishDate":1377540485,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30944\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/9639991@N07/7376269886/in/photolist-cePj41-eaf29m-7W2482-5NZp2M-Lbkrs-5Z4Ngw-9fUWKY-5P4D6Q-7Hh5Xr-aVtoiR-36QXMN-6ijtkh-5wSdQd-8FpKHq-8FpKA5-9tHtDi-dkLaMh-7iinoX-8FpKYy-7NNevE-7NJgok-boAyBU-fKWkA-6zGYwR-dEG7ke-5P3WiQ-dEGayZ-dEGboe-dEG9Sp-dEG8rM-dEMwjN-dEG7Rp-dEGdrP-5NZuAt-5P1fV4-5P5wMC-5P5xQf-5P3RzU-5P1eCD-5P1dG8-5P1cST-eyGDSX-5P5rYb-5P17on-5P5kRq-5P5mzJ-5P15mn-5P3X7s-5P3ULo-7W23MT-ejWte\">\u003cimg class=\"size-full wp-image-30944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg\" alt=\"7376269886_8cbfcb1f03_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the opening pages of his moving book \u003ca href=\"http://richardlouv.com/books/last-child/\">Last Child in the Woods\u003c/a>, journalist Richard Louv quotes a prescient fourth-grader who told him, “I like to play indoors better, 'cause that’s where all the electrical outlets are.”\u003c/p>\n\u003cp dir=\"ltr\">Since the book came out in 2005, describing the numbers of kids consistently choosing video games and television over building forts and riding bikes, recent research suggests kids are being exposed to less nature. A \u003ca href=\"http://www.outdoorfoundation.org/pdf/ResearchParticipation2013Topline.pdf\">comprehensive report of outdoor activity\u003c/a> released this year by the Outdoor Foundation says that only 38 percent of participants ages 6-12, and 26 percent of kids ages 13-17 reported doing things outside like running, hiking, and biking. “Although participation rates were stable for younger participants from 2011 to 2012,” the report states, “the rates are still significantly lower than they were in 2006.”\u003c/p>\n\u003cp>Louv has since become famous for coining the term Nature-Deficit Disorder -- not as a medical diagnosis, but as shorthand for what’s happening to kids who stay, for the most part, inside, away from nature, for the majority of their young lives. He uses strong research to support his claims that rising rates of obesity, depression and anxiety, and ADHD symptoms could well be linked to kids’ disconnection from trees, fields and streams.\u003c/p>\n\u003cp>Louv points to several factors contributing to children’s increased time away from nature, including increased parental anxiety of both dangerous situations and strangers, schools’ focus on testing, and the increased use of technology at younger and younger ages. While maintaining he’s not against the use of technology in education, Louv also believes that schools and science curriculum could step in and help incorporate more nature into children’s lives to improve both health and achievement. “There’s a growing awareness of the importance of this,” Louv said. “If you really want true education reform, we’ll have No Child Left Inside.”\u003c/p>\n\u003cp>Schools should consider focusing on hands-on interaction with nature instead of worrying about teaching kids to save the rainforest -- at least at first, he says. Louv fears that a well-intentioned but somewhat misguided curriculum of exposing young children to environmental disasters around the world, like mass deforestation and oil spills, hasn’t had the desired effect of creating young environmentalists. Instead, it might be contributing to a phenomenon educator David Sobel calls\u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\"> “ecophobia,”\u003c/a> or the fear of ecological deterioration.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s too much bad news,” Louv said, when children are told about the possibility of the end of the natural world as we know it. “We’re setting up a condition where kids associate nature with environmental destruction.” He emphasizes how important it is to understand climate change, and to encourage kids to do something about it. But when overwhelmed with bad news about the future, very young children might then distance themselves from nature rather than embrace it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’re setting up a condition where kids associate nature with environmental destruction.”\u003c/p>\n\u003c/aside>\n\u003cp>Sobel recommends in his book \u003cem>Beyond Ecophobia\u003c/em> that instead of learning about the devastation happening in the rainforest, young children (under fourth grade) should first learn about “even just the meadow outside their classroom door.” And Louv points to many examples of famous naturalists and environmental champions, like Teddy Roosevelt and Davy Crockett, who became environmentalists not because they felt the world needed saving (that came later), but because of their joyful childhood experiences playing in nature. Most environmentalists fell in love with nature as children, and grew up wanting to take care of it.\u003c/p>\n\u003cp dir=\"ltr\">Many schools, while strapped for time and resources, can still find a way to engender that love for nature by using what’s closest to them and being imaginative. “A kid sitting in a classroom, learning about saving streams isn’t one-tenth as engaged as that same student, wading through a stream in knee-high boots with a beaker in his hand, doing his own research on how to keep the stream healthy,“ says Suzannah Kolbeck, founder of the student-led HoneyFern School in Marietta, Georgia. She said that, while it can be difficult to create nature experiences for a lot of students during a rushed school day, it’s not impossible.\u003c/p>\n\u003cp>“[When I was in public schools] I just asked for what I wanted. I didn’t present it as any more work for anyone else, I made it as easy and simple as possible for people to say yes,” she said. “With any kind of project learning, there’s always more work at the front end, more work at the beginning. But you don’t have to know everything about what you are doing at first.” Instead, Kolbeck said, you have to anticipate possible directions and questions the students might have -- and you just have to jump in and get started.\u003c/p>\n\u003cp>Before HoneyFern, Kolbeck ran service learning projects in Seattle high schools. One group of students wanted to design an outdoor space on campus where they could hang out. So she had the students design their ideal environment -- the sky’s the limit -- and they chose to create a naturescape in one of the school’s courtyards. She told them it was up to them to research the kinds of plants they wanted to use, and to raise the money to build the area. With her help, they organized themselves and ran with the idea.\u003c/p>\n\u003cp>“There were 80 students, and the space they designed was extremely 'naturely.' They included sound art, and they chose native plantings because it was less work on the maintenance end,” Kolbeck recalls. “They had to write letters, research the plants, set a budget, figure out how to raise money, stay within the budget -- and this work tied into everything they were doing [in their classwork.] In the end, they had a beautiful landscaped area where they could hang out, all natural, and an [outdoor] place that they had designed themselves.”\u003c/p>\n\u003cp>And don’t forget the fun. While it’s important to help children name the animals and plants in their own neighborhoods -- another idea Louv describes as helping children to learn to care about the environment -- Sobel hopes that parents and educators don’t get too caught up in just learning nature facts and figures.\u003c/p>\n\u003cp>“The temptation to rush down the river is a trap waiting to catch parents and educators. Suffering from the time-sickness of trying to do too much too quickly, we infect our children with our impatience,” he writes. “Most nature study or environmental education in American elementary schools lasts a matter of weeks, maybe a month. As a result, depth is sacrificed for breadth, and there’s little opportunity for immersion in the landscape.”\u003c/p>\n\u003cp>\u003cstrong>WHEN AND HOW TO ENGAGE KIDS\u003c/strong>\u003c/p>\n\u003cp>Sobel has observed that the time to engage kids in social action begins sometime around age 12. Before that, children should be allowed to experience nature for themselves and see the beauty and possibility.\u003c/p>\n\u003cp>He writes, “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Join the \u003ca href=\"http://www.childrenandnature.org/newsletter/news06.18.2013.html\">Natural Teachers Network\u003c/a>, created by Louv’s nonprofit Children and Nature Network, an online community where educators get ideas and address the challenges of nature education together. Download the free \u003ca href=\"http://www.childrenandnature.org/movement/naturalteachers/\">Natural Teachers eGuide\u003c/a>, full of the latest child/nature research, events and publications to help start and grow your outdoor program.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Read \u003ca href=\"http://blog.childrenandnature.org/2013/08/14/you-can-get-your-student-outside-and-still-meet-your-state-standards/\">Environmental Education Coordinator Michelle Aldenderfer-Griffin’s\u003c/a> ideas for some of the simplest, most cost-effective ways to turn childrens’ focus to nature and meet your state standards at the same time. “Several public school teachers agreed to spend an afternoon with me walking their hallways and campus with the intention of ‘seeing’ their school in a new way,” she writes. “Seeing their campus through a new lens allowed teachers to think through the possibility of increasing student’s achievement levels while decreasing behavior issues. Most importantly, they could do it immediately for little cost using the resources surrounding them.”\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">For student gardens: take a tip from Mark Painter, the garden instructor at Stonewall Jackson Elementary in Dallas, Texas, and start small. \u003ca href=\"http://www.stonewallgardens.org/about-us/garden-story/\">Stonewall Garden’s\u003c/a> now-20,000 square foot vegetable garden and garden learning lab, chicken coop, and state-approved Texas wildscape began as a single row of beans for one classroom. But each year since the program began in 1997, they have slowly added more; now they have their own self-supporting non-profit and all 540 students use the garden and participate in its maintenance, as well as follow their own plant from planting through growth and harvest.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Can’t get to nature from your school? Then bring it on campus by creating a Schoolyard Habitat using the \u003ca href=\"http://www.fws.gov/chesapeakebay/pdf/habitatguide.pdf\">US Fish and Wildlife Service’s detailed how-to guide\u003c/a>, with instructions on building forest, wetland and meadow habitats.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Introduce childrens’ literature that encourages empathy and love toward nature, and, for younger children, avoids environmental catastrophes. David Sobel’s book \u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\">Beyond Ecophobia\u003c/a> contains a comprehensive nature book list for children of all ages; the NAEYC also provides a \u003ca href=\"http://www.naeyc.org/files/yc/file/200801/BTJRecommendedNatureBooks.pdf\">“Best Nature Books” list.\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Check out the “100 Actions We Can Take” \u003ca href=\"http://richardlouv.com/books/last-child/resource-guide/\">Resource Guide\u003c/a> at the end of \u003cem>Last Child in the Woods\u003c/em>, which includes ideas to get parents, educators and communities involved in building nature programs and saving the planet together.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Remember that time spent outside doesn’t only benefit the students. Louv says that the proven benefits of nature as a de-stressor work on adults and kids alike. “This is good for teachers, too,” he said.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors.","status":"publish","parent":0,"modified":1377796811,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1707},"headData":{"title":"In the Digital Age, How to Get Students Excited About Going Outdoors | KQED","description":"For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In the Digital Age, How to Get Students Excited About Going Outdoors","datePublished":"2013-08-26T18:08:05.000Z","dateModified":"2013-08-29T17:20:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30877 http://blogs.kqed.org/mindshift/?p=30877","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/26/in-the-digital-age-how-to-get-students-excited-about-going-outdoors/","disqusTitle":"In the Digital Age, How to Get Students Excited About Going Outdoors","path":"/mindshift/30877/in-the-digital-age-how-to-get-students-excited-about-going-outdoors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30944\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/9639991@N07/7376269886/in/photolist-cePj41-eaf29m-7W2482-5NZp2M-Lbkrs-5Z4Ngw-9fUWKY-5P4D6Q-7Hh5Xr-aVtoiR-36QXMN-6ijtkh-5wSdQd-8FpKHq-8FpKA5-9tHtDi-dkLaMh-7iinoX-8FpKYy-7NNevE-7NJgok-boAyBU-fKWkA-6zGYwR-dEG7ke-5P3WiQ-dEGayZ-dEGboe-dEG9Sp-dEG8rM-dEMwjN-dEG7Rp-dEGdrP-5NZuAt-5P1fV4-5P5wMC-5P5xQf-5P3RzU-5P1eCD-5P1dG8-5P1cST-eyGDSX-5P5rYb-5P17on-5P5kRq-5P5mzJ-5P15mn-5P3X7s-5P3ULo-7W23MT-ejWte\">\u003cimg class=\"size-full wp-image-30944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg\" alt=\"7376269886_8cbfcb1f03_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/7376269886_8cbfcb1f03_z-e1377540199676-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the opening pages of his moving book \u003ca href=\"http://richardlouv.com/books/last-child/\">Last Child in the Woods\u003c/a>, journalist Richard Louv quotes a prescient fourth-grader who told him, “I like to play indoors better, 'cause that’s where all the electrical outlets are.”\u003c/p>\n\u003cp dir=\"ltr\">Since the book came out in 2005, describing the numbers of kids consistently choosing video games and television over building forts and riding bikes, recent research suggests kids are being exposed to less nature. A \u003ca href=\"http://www.outdoorfoundation.org/pdf/ResearchParticipation2013Topline.pdf\">comprehensive report of outdoor activity\u003c/a> released this year by the Outdoor Foundation says that only 38 percent of participants ages 6-12, and 26 percent of kids ages 13-17 reported doing things outside like running, hiking, and biking. “Although participation rates were stable for younger participants from 2011 to 2012,” the report states, “the rates are still significantly lower than they were in 2006.”\u003c/p>\n\u003cp>Louv has since become famous for coining the term Nature-Deficit Disorder -- not as a medical diagnosis, but as shorthand for what’s happening to kids who stay, for the most part, inside, away from nature, for the majority of their young lives. He uses strong research to support his claims that rising rates of obesity, depression and anxiety, and ADHD symptoms could well be linked to kids’ disconnection from trees, fields and streams.\u003c/p>\n\u003cp>Louv points to several factors contributing to children’s increased time away from nature, including increased parental anxiety of both dangerous situations and strangers, schools’ focus on testing, and the increased use of technology at younger and younger ages. While maintaining he’s not against the use of technology in education, Louv also believes that schools and science curriculum could step in and help incorporate more nature into children’s lives to improve both health and achievement. “There’s a growing awareness of the importance of this,” Louv said. “If you really want true education reform, we’ll have No Child Left Inside.”\u003c/p>\n\u003cp>Schools should consider focusing on hands-on interaction with nature instead of worrying about teaching kids to save the rainforest -- at least at first, he says. Louv fears that a well-intentioned but somewhat misguided curriculum of exposing young children to environmental disasters around the world, like mass deforestation and oil spills, hasn’t had the desired effect of creating young environmentalists. Instead, it might be contributing to a phenomenon educator David Sobel calls\u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\"> “ecophobia,”\u003c/a> or the fear of ecological deterioration.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s too much bad news,” Louv said, when children are told about the possibility of the end of the natural world as we know it. “We’re setting up a condition where kids associate nature with environmental destruction.” He emphasizes how important it is to understand climate change, and to encourage kids to do something about it. But when overwhelmed with bad news about the future, very young children might then distance themselves from nature rather than embrace it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We’re setting up a condition where kids associate nature with environmental destruction.”\u003c/p>\n\u003c/aside>\n\u003cp>Sobel recommends in his book \u003cem>Beyond Ecophobia\u003c/em> that instead of learning about the devastation happening in the rainforest, young children (under fourth grade) should first learn about “even just the meadow outside their classroom door.” And Louv points to many examples of famous naturalists and environmental champions, like Teddy Roosevelt and Davy Crockett, who became environmentalists not because they felt the world needed saving (that came later), but because of their joyful childhood experiences playing in nature. Most environmentalists fell in love with nature as children, and grew up wanting to take care of it.\u003c/p>\n\u003cp dir=\"ltr\">Many schools, while strapped for time and resources, can still find a way to engender that love for nature by using what’s closest to them and being imaginative. “A kid sitting in a classroom, learning about saving streams isn’t one-tenth as engaged as that same student, wading through a stream in knee-high boots with a beaker in his hand, doing his own research on how to keep the stream healthy,“ says Suzannah Kolbeck, founder of the student-led HoneyFern School in Marietta, Georgia. She said that, while it can be difficult to create nature experiences for a lot of students during a rushed school day, it’s not impossible.\u003c/p>\n\u003cp>“[When I was in public schools] I just asked for what I wanted. I didn’t present it as any more work for anyone else, I made it as easy and simple as possible for people to say yes,” she said. “With any kind of project learning, there’s always more work at the front end, more work at the beginning. But you don’t have to know everything about what you are doing at first.” Instead, Kolbeck said, you have to anticipate possible directions and questions the students might have -- and you just have to jump in and get started.\u003c/p>\n\u003cp>Before HoneyFern, Kolbeck ran service learning projects in Seattle high schools. One group of students wanted to design an outdoor space on campus where they could hang out. So she had the students design their ideal environment -- the sky’s the limit -- and they chose to create a naturescape in one of the school’s courtyards. She told them it was up to them to research the kinds of plants they wanted to use, and to raise the money to build the area. With her help, they organized themselves and ran with the idea.\u003c/p>\n\u003cp>“There were 80 students, and the space they designed was extremely 'naturely.' They included sound art, and they chose native plantings because it was less work on the maintenance end,” Kolbeck recalls. “They had to write letters, research the plants, set a budget, figure out how to raise money, stay within the budget -- and this work tied into everything they were doing [in their classwork.] In the end, they had a beautiful landscaped area where they could hang out, all natural, and an [outdoor] place that they had designed themselves.”\u003c/p>\n\u003cp>And don’t forget the fun. While it’s important to help children name the animals and plants in their own neighborhoods -- another idea Louv describes as helping children to learn to care about the environment -- Sobel hopes that parents and educators don’t get too caught up in just learning nature facts and figures.\u003c/p>\n\u003cp>“The temptation to rush down the river is a trap waiting to catch parents and educators. Suffering from the time-sickness of trying to do too much too quickly, we infect our children with our impatience,” he writes. “Most nature study or environmental education in American elementary schools lasts a matter of weeks, maybe a month. As a result, depth is sacrificed for breadth, and there’s little opportunity for immersion in the landscape.”\u003c/p>\n\u003cp>\u003cstrong>WHEN AND HOW TO ENGAGE KIDS\u003c/strong>\u003c/p>\n\u003cp>Sobel has observed that the time to engage kids in social action begins sometime around age 12. Before that, children should be allowed to experience nature for themselves and see the beauty and possibility.\u003c/p>\n\u003cp>He writes, “If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">For educators who want to get students interested in nature, here are some ideas, both big and small, to help them fall in love with the great outdoors:\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">Join the \u003ca href=\"http://www.childrenandnature.org/newsletter/news06.18.2013.html\">Natural Teachers Network\u003c/a>, created by Louv’s nonprofit Children and Nature Network, an online community where educators get ideas and address the challenges of nature education together. Download the free \u003ca href=\"http://www.childrenandnature.org/movement/naturalteachers/\">Natural Teachers eGuide\u003c/a>, full of the latest child/nature research, events and publications to help start and grow your outdoor program.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Read \u003ca href=\"http://blog.childrenandnature.org/2013/08/14/you-can-get-your-student-outside-and-still-meet-your-state-standards/\">Environmental Education Coordinator Michelle Aldenderfer-Griffin’s\u003c/a> ideas for some of the simplest, most cost-effective ways to turn childrens’ focus to nature and meet your state standards at the same time. “Several public school teachers agreed to spend an afternoon with me walking their hallways and campus with the intention of ‘seeing’ their school in a new way,” she writes. “Seeing their campus through a new lens allowed teachers to think through the possibility of increasing student’s achievement levels while decreasing behavior issues. Most importantly, they could do it immediately for little cost using the resources surrounding them.”\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">For student gardens: take a tip from Mark Painter, the garden instructor at Stonewall Jackson Elementary in Dallas, Texas, and start small. \u003ca href=\"http://www.stonewallgardens.org/about-us/garden-story/\">Stonewall Garden’s\u003c/a> now-20,000 square foot vegetable garden and garden learning lab, chicken coop, and state-approved Texas wildscape began as a single row of beans for one classroom. But each year since the program began in 1997, they have slowly added more; now they have their own self-supporting non-profit and all 540 students use the garden and participate in its maintenance, as well as follow their own plant from planting through growth and harvest.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Can’t get to nature from your school? Then bring it on campus by creating a Schoolyard Habitat using the \u003ca href=\"http://www.fws.gov/chesapeakebay/pdf/habitatguide.pdf\">US Fish and Wildlife Service’s detailed how-to guide\u003c/a>, with instructions on building forest, wetland and meadow habitats.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Introduce childrens’ literature that encourages empathy and love toward nature, and, for younger children, avoids environmental catastrophes. David Sobel’s book \u003ca href=\"http://www.orionmagazine.org/index.php/education/item/3539/\">Beyond Ecophobia\u003c/a> contains a comprehensive nature book list for children of all ages; the NAEYC also provides a \u003ca href=\"http://www.naeyc.org/files/yc/file/200801/BTJRecommendedNatureBooks.pdf\">“Best Nature Books” list.\u003c/a>\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Check out the “100 Actions We Can Take” \u003ca href=\"http://richardlouv.com/books/last-child/resource-guide/\">Resource Guide\u003c/a> at the end of \u003cem>Last Child in the Woods\u003c/em>, which includes ideas to get parents, educators and communities involved in building nature programs and saving the planet together.\u003c/p>\n\u003c/li>\n\u003cli>\n\u003cp dir=\"ltr\">Remember that time spent outside doesn’t only benefit the students. Louv says that the proven benefits of nature as a de-stressor work on adults and kids alike. “This is good for teachers, too,” he said.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30877/in-the-digital-age-how-to-get-students-excited-about-going-outdoors","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_519"],"label":"mindshift"},"mindshift_11988":{"type":"posts","id":"mindshift_11988","meta":{"index":"posts_1591205157","site":"mindshift","id":"11988","score":null,"sort":[1306443633000]},"guestAuthors":[],"slug":"its-here-a-science-book-thats-always-up-to-date","title":"It's Here: A Science Book That's Always Up-to-Date","publishDate":1306443633,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-11989\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/science-2/\">\u003cimg class=\"alignright size-full wp-image-11989\" title=\"science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/science.jpg\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>As much people still love their textbooks, there are inherent problems. They're expensive. They're heavy. And oftentimes, they're woefully out-of-date. The latter is particularly true when it comes to science books -- by the time a textbook hits store shelves (and appears in syllabi), new research outdates the text. Such is the changing nature of science. And such is the fixed nature of the printed textbook.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nature.com/scitable\">Nature Education\u003c/a>, the educational wing of the Nature Publishing Group which also runs \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/scitable-goes-mobile/\">Scitable\u003c/a>, one of the largest science publishers in the world - is hoping to resolve this with the release its first ever science textbook.\u003c/p>\n\u003cp>It's called the \u003cem>Principles of Biology\u003c/em>, and for a $49 lifetime access, students receive a constantly-updated biology textbook, for less cost.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just about providing students with the content, it's about finding a model for digital content that makes sense.\"\u003c/aside>\n\u003cp>The textbook is a result of a partnership between California State University and the Nature Publishing Group, who'll be working together to create what they're calling a \"born digital\" textbook that will be used at CSU campuses beginning in the Fall of 2011.\u003c/p>\n\u003cp>As a digital product, \u003cem>Principles of Biology\u003c/em> will be accessible to students and instructors via the Web -- both on desktops and on mobile devices. Those who buy the license will also be able to print a color copy of the textbook.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The textbook includes more than 175 interactive lessons, as well as continual assessments to help students master various fundamental concepts in biology. The book will draw on the expertise as well as on the archives of the journal \u003cem>Nature\u003c/em>.\u003c/p>\n\u003cp>The Nature Publishing Group says that it will offer more titles in the future geared to life and physical sciences. These books will also be developed in conjunction with the faculty at CSU.\u003c/p>\n\u003cp>Gerry Hanley, Senior Director for Academic Technology Services at the CSU, Office of the Chancellor, said in a statement that this book is a step towards transforming the traditional relationship between universities and textbook publishers\" Like \u003ca href=\"http://www.inkling.com/%20\">Inkling\u003c/a> books, this is entirely digital, not just a transfer of a print version to an e-book. But this sort of academic and publisher partnership is important to note -- not just because it marks a way for students to receive up-to-date content, but because they can receive that content at a discount.\u003c/p>\n\u003cp>The publishing industry at large is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">going through a tremendous change due\u003c/a> to the increasing popularity of e-books. And the textbook industry, long the target of complaints from students resentful at shelling out hundreds of dollars for books they'll only use for a few weeks, is ripe for disruption.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By offering students the ability to access the materials online, at a deeply discounted rate \u003cem>and\u003c/em> with the knowledge that this material is continually updated, the Nature Publishing Group might point the way for other publishers to follow. It's not just about providing students with the content they need, it's about finding a model for digital content that makes sense.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1306433208,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":515},"headData":{"title":"It's Here: A Science Book That's Always Up-to-Date | KQED","description":"As much people still love their textbooks, there are inherent problems. They're expensive. They're heavy. And oftentimes, they're woefully out-of-date. The latter is particularly true when it comes to science books -- by the time a textbook hits store shelves (and appears in syllabi), new research outdates the text. Such is the changing nature of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"It's Here: A Science Book That's Always Up-to-Date","datePublished":"2011-05-26T21:00:33.000Z","dateModified":"2011-05-26T18:06:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11988 http://blogs.kqed.org/mindshift/?p=11988","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/26/its-here-a-science-book-thats-always-up-to-date/","disqusTitle":"It's Here: A Science Book That's Always Up-to-Date","path":"/mindshift/11988/its-here-a-science-book-thats-always-up-to-date","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11989\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/science-2/\">\u003cimg class=\"alignright size-full wp-image-11989\" title=\"science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/science.jpg\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>As much people still love their textbooks, there are inherent problems. They're expensive. They're heavy. And oftentimes, they're woefully out-of-date. The latter is particularly true when it comes to science books -- by the time a textbook hits store shelves (and appears in syllabi), new research outdates the text. Such is the changing nature of science. And such is the fixed nature of the printed textbook.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nature.com/scitable\">Nature Education\u003c/a>, the educational wing of the Nature Publishing Group which also runs \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/scitable-goes-mobile/\">Scitable\u003c/a>, one of the largest science publishers in the world - is hoping to resolve this with the release its first ever science textbook.\u003c/p>\n\u003cp>It's called the \u003cem>Principles of Biology\u003c/em>, and for a $49 lifetime access, students receive a constantly-updated biology textbook, for less cost.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just about providing students with the content, it's about finding a model for digital content that makes sense.\"\u003c/aside>\n\u003cp>The textbook is a result of a partnership between California State University and the Nature Publishing Group, who'll be working together to create what they're calling a \"born digital\" textbook that will be used at CSU campuses beginning in the Fall of 2011.\u003c/p>\n\u003cp>As a digital product, \u003cem>Principles of Biology\u003c/em> will be accessible to students and instructors via the Web -- both on desktops and on mobile devices. Those who buy the license will also be able to print a color copy of the textbook.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The textbook includes more than 175 interactive lessons, as well as continual assessments to help students master various fundamental concepts in biology. The book will draw on the expertise as well as on the archives of the journal \u003cem>Nature\u003c/em>.\u003c/p>\n\u003cp>The Nature Publishing Group says that it will offer more titles in the future geared to life and physical sciences. These books will also be developed in conjunction with the faculty at CSU.\u003c/p>\n\u003cp>Gerry Hanley, Senior Director for Academic Technology Services at the CSU, Office of the Chancellor, said in a statement that this book is a step towards transforming the traditional relationship between universities and textbook publishers\" Like \u003ca href=\"http://www.inkling.com/%20\">Inkling\u003c/a> books, this is entirely digital, not just a transfer of a print version to an e-book. But this sort of academic and publisher partnership is important to note -- not just because it marks a way for students to receive up-to-date content, but because they can receive that content at a discount.\u003c/p>\n\u003cp>The publishing industry at large is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">going through a tremendous change due\u003c/a> to the increasing popularity of e-books. And the textbook industry, long the target of complaints from students resentful at shelling out hundreds of dollars for books they'll only use for a few weeks, is ripe for disruption.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By offering students the ability to access the materials online, at a deeply discounted rate \u003cem>and\u003c/em> with the knowledge that this material is continually updated, the Nature Publishing Group might point the way for other publishers to follow. It's not just about providing students with the content they need, it's about finding a model for digital content that makes sense.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11988/its-here-a-science-book-thats-always-up-to-date","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_406","mindshift_519","mindshift_518","mindshift_47"],"featImg":"mindshift_11989","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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