EXPLORE YOUR ENVIRONMENT

Name: EXPLORE YOUR ENVIRONMENT
Author: Project Learning Tree
ISBN: 978-0-99-708068-1

K-8 ACTIVITY GUIDE

by Project Learning Tree ‧ RELEASE DATE: Aug. 1, 2021

A creative resource for educators looking to focus on teaching sustainability.

This work is a publication of Project Learning Tree, an initiative of the Sustainable Forestry Initiative, whose goal is to advance “environmental literacy, stewardship, and career pathways using trees and forests as windows on the world.” The activities are broken down into grade-specific categories—K-2, 3-5, and 6-8—and aim to foster students’ ability to care for a sustainable world. Appendices offer helpful additional material, such as “Tips for Teaching Outdoors,” “Making a Scientific Argument,” “Planning an Investigation,” as well as “Urban Outlook,” which offers ways to adapt the material to city settings (“An urban environment is a vital and rich environment worthy of study and exploration, whether it is a city sidewalk or an urban forest”). Each activity is color-coded and presented with quick reference icons that help educators match their curriculum plans to their needs. The easy-to-grasp visual presentation offers an overview of each lesson, highlights the appropriate grade level, and lists the types of differentiated instruction and STEM skills involved as well as learning objectives; it also provides useful background information to help teachers capture students’ interest. Each activity offers clear step-by-step directions, assessments, and ideas for extended learning, including workbook pages. The activities are innovative and playful; the K-2 activity “Have Seeds, Will Travel,” for instance, suggests using a masking-tape bracelet to help collect seeds, and “Trees as Habitats” includes a Tree Observation Bingo sheet to help learners find evidence of habitation. In the Grades 3-5 section, activities effectively encourage students to extend their studies by considering their future careers in “My Green Future,” make personal connections through the use of “Poet-Tree,” and understand the consequences of human action in “Web of Life.” The learner’s role in the ecosystem plays a more central role in “Decisions, Decisions” for Grades 6-8, which asks kids to consider complicated land-use choices, and in “If You Were the Boss,” about creating a forest management plan. The activities are consistently fun throughout and offer a path toward creating a new generation focused on environmental issues.

An important and engaging tool for teachers.

Pub Date: Aug. 1, 2021

ISBN: 978-0-99-708068-1

Page Count: 432

Publisher: Project Learning Tree

Review Posted Online: June 21, 2021

Kirkus Reviews Issue: Aug. 15, 2021

Review Program: Kirkus Indie

Categories: EDUCATION | NATURE

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A quirky wonder of a book.

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WHY FISH DON'T EXIST

A STORY OF LOSS, LOVE, AND THE HIDDEN ORDER OF LIFE

by Lulu Miller illustrated by Kate Samworth ‧ RELEASE DATE: April 14, 2020

A Peabody Award–winning NPR science reporter chronicles the life of a turn-of-the-century scientist and how her quest led to significant revelations about the meaning of order, chaos, and her own existence.

Miller began doing research on David Starr Jordan (1851-1931) to understand how he had managed to carry on after the 1906 San Francisco earthquake destroyed his work. A taxonomist who is credited with discovering “a full fifth of fish known to man in his day,” Jordan had amassed an unparalleled collection of ichthyological specimens. Gathering up all the fish he could save, Jordan sewed the nameplates that had been on the destroyed jars directly onto the fish. His perseverance intrigued the author, who also discusses the struggles she underwent after her affair with a woman ended a heterosexual relationship. Born into an upstate New York farm family, Jordan attended Cornell and then became an itinerant scholar and field researcher until he landed at Indiana University, where his first ichthyological collection was destroyed by lightning. In between this catastrophe and others involving family members’ deaths, he reconstructed his collection. Later, he was appointed as the founding president of Stanford, where he evolved into a Machiavellian figure who trampled on colleagues and sang the praises of eugenics. Miller concludes that Jordan displayed the characteristics of someone who relied on “positive illusions” to rebound from disaster and that his stand on eugenics came from a belief in “a divine hierarchy from bacteria to humans that point[ed]…toward better.” Considering recent research that negates biological hierarchies, the author then suggests that Jordan’s beloved taxonomic category—fish—does not exist. Part biography, part science report, and part meditation on how the chaos that caused Miller’s existential misery could also bring self-acceptance and a loving wife, this unique book is an ingenious celebration of diversity and the mysterious order that underlies all existence.

A quirky wonder of a book.

Pub Date: April 14, 2020

ISBN: 978-1-5011-6027-1

Page Count: 224

Publisher: Simon & Schuster

Review Posted Online: Jan. 2, 2020

Kirkus Reviews Issue: Feb. 1, 2020

Categories: GENERAL BIOGRAPHY & MEMOIR | BIOGRAPHY & MEMOIR | NATURE | SCIENCE & TECHNOLOGY

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INSIDE AMERICAN EDUCATION

THE DECLINE, THE DECEPTION, THE DOGMAS

by Thomas Sowell ‧ RELEASE DATE: Jan. 4, 1993

American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.