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How can incorporating students’ funds of knowledge and local community issues transform traditional science lessons into culturally responsive problem-solving opportunities that address all aspects of the curriculum?

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In TK, students bring curiosity and rich background knowledge from their homes and communities. By connecting science lessons to their everyday experiences like caring for the Earth, using water, or noticing how things grow we help them see themselves as scientists.

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TK students investigated local issues through hands-on exploration. For example:

Sorting classroom or playground trash into recycling and waste.

Observing plants in the school garden or at home.

Talking with family about how they help care for the Earth.

Students then can share their ideas about what worked best and why. They can draw pictures, sorted objects, and explain their thinking to peers.

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children recycling and picking up garbage

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Students used their investigations and family knowledge to design solutions. For example:

Creating posters to remind classmates to recycle.

Watering plants as a class job.

Singing songs about keeping our Earth clean.

These solutions show that even our youngest learners can connect science to their community, culture, and everyday lives.

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Clean Up Song | Doggyland Kids Songs & Nursery Rhymes by Snoop Dogg

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What does traditional science instruction look like compared to culturally relevant instruction?

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What are the issues important to your students? A poll is a great way to begin a dialogue in the classroom and to gauge what matters most to students.

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Which issues affect your students' communities?

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Reviewing lessons to ensure they consider CRT practices is an important step when planning lessons that concern community issues.

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In Santa Cruz County, educators have the opportunity to connect students with the Coastal Watershed Council through the Watershed Rangers Program.

Students will:

1. Build Personal Connections

2. Grow Environmental Literacy

3. Be Inspired to Participate in Daily Sustainable Practices

4. Experience Empowerment

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— Georgia, student at Branciforte Middle School

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CWC’s Watershed Rangers Education program inspires, educates and empowers students to be the next generation of environmental leaders in Santa Cruz County

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Engaging students with local news and issues can help to connect their learning to existing funds of knowledge and cultivate more relevance for students. For example, in Santa Cruz County, many students may have already observed that some cities no longer allow plastic bags. Connecting news articles to their Environmental Science lessons can help them to see how these choices directly impact them and allow them to engage in activities that support both their scientific knowledge and literacy development.

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Santa Cruz became the 50th city to implement a single use plastic bag ban last night when the city council voted to ban plastic bags and put a fee on paper bags.

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The Banana Slug String Band have many songs that help students learn about science topics through music, including "The Water Cycle Boogie" linked here. These songs also include gestures and movements as shown in this clip which can engage students kinesthetically.

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Banana Slug String Band- Water Cycle Boogie

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Composting promotes real-world problem-solving and cross-curricular learning, helping students connect science to meaningful issues in their lives and see its impact on their school and community.

Students learn key science concepts such as decomposition, ecosystems, and the cycling of matter through school composting activities. They analyze their daily habits to identify ways to reduce waste, conserve energy, and use water responsibly.

Students are encouraged to share family or cultural traditions related to food, gardening, or waste, making the learning more inclusive and relevant.

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LAUNCH Lessons: Composting at School Project K-5th Activity

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In this fun project lesson, you will be doing a little bit of magic! We’ll provide you with everything you need to get started composting at school.

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Sensemaking tasks teachers can use to engage their students in authentic, relevant science learning.

“What Do Cardboard Boxes Have to Do With Carbon Emissions?” provides students in upper elementary through high school meaningful ways to connect science concepts to their daily lives. This investigation helps students understand key ideas such as the carbon cycle, human impact on the environment, and sustainability. By examining how the production, transportation, and recycling of cardboard boxes contribute to carbon emissions, students gain insight into the role everyday objects play in climate change. This real-world connection encourages critical thinking and empowers students to explore practical solutions, like recycling and reducing waste, fostering a sense of responsibility for protecting our planet.

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What Do Cardboard Boxes Have to Do With Carbon Emissions?

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Integrating Science and Social-Emotional Learning (SEL) allows students to connect their feelings about environmental issues with problem-solving. They express their emotions, identify challenges, brainstorm solutions, and explore how they can make a positive impact in their communities and beyond. This approach builds both scientific understanding and emotional awareness, empowering students to become thoughtful, engaged problem-solvers.

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Integrating SEL Through Environmental Education Content