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Outdoor Learning and School Grounds

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Ascend Elementary School in Oakland_living room style hallway

What if the Elephant IS the Room? School Design for Public Health, Equity, and Climate Resilience

Posted By  Claire Latané
  • ON July 29, 2021

Even before 2020, our young people experienced skyrocketing rates of anxiety, stress, trauma, and suicide. This generation of students faces the fear of school or neighborhood shootings, concern over police brutality and systemic racism, and eco-anxiety. More than any generation...

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Outdoor Learning Case Study: Park Day School

Posted By  Karen Cowe
  • ON May 18, 2021

At the end of 2020, Karen Cowe, Ten Strands’ CEO, and Linda Livers, Ten Strands’ consultant, interviewed three staff members of the Park Day School in Oakland, California: Angela Taylor, head of school; Jennifer Cooper, facilities manager; and Josie Shapiro,...

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Poetry and Placemaking: Establishing Meaning and Connection in Nature

Posted By  Allie Rigby
  • ON April 27, 2021

Creative writing, poetry, and placemaking are all ways to connect complex scientific ideas and to explore relationships to the environment. Writing, and the various ways in which humans share ideas and stories, is also part of a longer tradition of...

Nuture-Through-Nature-1

A COVID-19 Story in Three Acts: The Origin of the LAUSD-Skyhook Eco-Vans

Posted By  Gerardo (Gerry) Salazar
  • ON February 19, 2021

Prologue: Costa Rica Early morning walks to meet the preschool microbús are my earliest memories of engaging the natural world. The sun was usually bright, but the pavement was wet from the predawn rain that routinely showered our suburb in...

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A Journey to Centering Equity

Posted By  Celeste Royer
  • ON January 25, 2021

A few months ago, I was speaking to my friend Julian Agyeman from Tufts University. I mentioned to him that I was newly retired from my full-time job but that I was still active in numerous environmental literacy initiatives related...

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Outdoor Core and the Mountain Kids of Plumas County

Posted By  Rob Wade
  • ON July 27, 2020

I have been working in the field of environmental and outdoor education and place-based learning in Plumas County, California, for the past 25 years. Plumas County is a rural mountainous region in the northeastern corner of the state. For the...

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Notes from the Field: An Elementary District Describes Three Shifts in Supporting the Practice of Fieldwork

Posted By  Dr. Andrée Grey
  • ON June 19, 2020

This article originally appeared in GreenNotes, a publication of the Green Schools National Network, and was republished with permission. There’s no question that real work and research makes for more engaging learning. That’s never more obvious than when we put...

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The California History–Social Science Project’s 2019 Environmental Literacy Teacher Institutes: Hawks, History, and California’s EP&Cs

Posted By  Shelley Brooks, PhD
  • ON February 24, 2020

Even though our classroom at California State University, Dominguez Hills (CSUDH) sat adjacent to a parking lot in the midst of an extensive construction zone, the three-day teacher institute was punctuated multiple times with cries from a hawk perched in...

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Making Next Generation Science Standards Local

Posted By  Crystal Howe
  • ON January 27, 2020

Teaching robust Next Generation Science Standards (NGSS) lessons can be challenging, so asking teachers to center instruction on local environmental phenomena can make the task feel overwhelming. For the last six years, we’ve been introducing teachers in San Diego to...

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Energy, Gardens, and Engineering: Alameda Elementary Environmental Literacy Summer Institute 2019

Posted By  Betsy Mitchell , Joanna Totino
  • ON November 4, 2019

“I need a glue gun!” “Should we use black or white paper?” “Think about the angle.” “Let’s try putting the foil here.” “Should we seal it completely?” If you were at Bay Farm School in Alameda on June 12, 2019,...

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