Tag: curriculum

Interview: Sesame Street

  • Elmo is surprised when he and Rosita find a baby bird as part of Sesame Street's 40th season. (Photo by Richard Termine, courtesy of Sesame Street)

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Transcript

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Lester: Letters, numbers, social interaction, all things we’d expect from Sesame Street. Why nature?

Parente: We learned by having our academic research advisors that by giving love and exposure to the environment was the best way to hopefully create citizens that will want to take care of it.

Lester: What kind of things will kids be able to pick up from this effort?
Parente: Well, we want to just get them out and exploring the environment and nature in general. And that can be in whatever their environment is. So nature doesn’t necessarily have to be a camping trip, although Elmo does go on one of those in our season 40, but it can be out experiencing what is in their environment, whether it be urban or rural and –

Lester: yeah, I wanted to note that. I mean, Sesame Street is an urban setting for kids whose lives are more about concrete and asphalt than flowers and grass. How will you relate to them?

Parente: Well, when you talk about noticing your environment, those environments and habitats are all around us. So, grass for a child in a suburban big wonderful meadow or field might be what their version of grass is, but there is also grass that pops up between the concrete of the sidewalks in an urban setting. And there are habits of wildlife in every environment you’re in and getting kids to understand that is part of the fun.

[Clip from Sesame Street Episode]

Lester: Some of these environmental issues are complicated, a little scary, take global warming for example. So where do you draw the line on Sesame Street?

Parente: When we talked about how the environment affects our audience, some of the messages that are common with environmental conservationist messages like “Save the Earth” and that’s a really scary concept for very young children because it implies something is wrong and something is going to happen and you don’t what that is and what needs saving. So we really stayed away from those kinds of messages. It’s really about having fun interacting with the environment and I think for our audience, that’s where we really put the focus.

[Clip from Sesame Street Episode]

Lester: So, how often in a typical show will we hear about nature and how long will this nature education effort last on Sesame Street?

Parente: It’s definitely has a presence in every single show in season 40, which is great because it’s a really thorough, um, jump into the curriculum. We’re definitely dealing with it through all of season 40 and the science part of the environment, which it really what it is, a science and nature curriculum, will extent into season 41 as well.

Lester: Carol Lynn Parente is the executive producer of Sesame Street. Have a sunny day!

Parente: Thank you, you as well!

[Clip of Theme Song]

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Creationism in Science Classrooms?

More than a dozen states are thinking about adding intelligent design to their public school science curricula. But at least one state is specifically looking at keeping creationism away from the classroom. The Great Lakes Radio Consortium’s Chuck Quirmbach reports:

Transcript

More than a dozen states are thinking about adding intelligent design to
their public school science curricula, but at least one state is specifically
looking at keeping creationism away from the classroom. The Great
Lakes Radio Consortium’s Chuck Quirmbach reports:


When biochemist Michael Cox hears about attempts to bring the
religious-based idea called, intelligent design, into the k-12 classrooms,
he worries about an atmosphere less conducive to research. Cox says he
also worries about today’s students.


“If you are confusing students about what science is and what constitutes
science in grade school and high school, those students are less likely to
become scientists… and if they choose to become scientists they’re gonna
have a great deal of difficulty with science college programs.”


Cox is a professor at the University of Wisconsin-Madison. He supports
a bill in the Wisconsin Legislature that would clarify what could be
taught in public school science classes. The measure would require that
material be testable as a scientific hypothesis and be consistent with
definitions of science developed by the National Academy of Sciences, but
critics say the bill is an attempt to block the teaching of creationism.


For the GLRC, I’m Chuck Quirmbach.

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Neighborhood Science Lessons for Teachers

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife. And they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:

Transcript

Some teachers say today’s students know very little about where their food comes from, or why they should worry about the health of local fish and wildlife, and they say that makes subjects like biology and ecology boring. It also reduces students’ interest in protecting the environment. These teachers are finding a way to bring science home. The Great Lakes Radio Consortium’s Linda Stephan reports:


(waves)


In the Great Lakes region, home is never far from the water…


(teachers yelling to each other)


And these science teachers aren’t far from home either. They’re at the Lake Michigan shoreline pulling out a 150 foot net to catch fish. The teachers are getting an in-depth look at environmental issues near their homes in Michigan. And in return, they’ll weave those topics into their lessons this fall.


Today, their task is to catch a sample of fish, identify them by species, and to figure out whether those types of fish can survive in polluted waters. In the end, they’ll decide whether to let a hypothetical development group build a marina here. Michigan Department of Natural Resources biologist Todd Kalish built the scenario based on proposals he’s seen.


“This is a diagram of the proposed marina. They’re going to have to dredge about eighty cubic yards of sediment, and they’re also going to construct seawalls.”


Kalish says dredging will stir up sediment that can hurt some types of fish. Simply labeling fish will get some students’ attention, but Kalish says teachers can get more interest from more students by combining that lesson with his marina proposal. And it will also teach students how the environment is affected when we build things.


This training is the brainchild of Mary Whitmore, a curriculum developer. She’s using students’ local communities to inspire them to care about science, and she’s using science to inspire students to care about their communities. Whitmore’s setting up similar trainings in a lot of towns. She says investigating each community separately is a lot of work, but it’s necessary.


“My attitude has shifted completely from focusing solely on teachers – which I did for many, many years – to suddenly realizing that unless communities become meaningfully engaged with their schools, educating young people is going to become an increasingly difficult problem.”


Whitmore says that’s particularly true with life sciences. She says the subject’s ultimately about diagnosing and solving problems. And just talking about what some scientist has already figured out or simply labeling a fish misses the critical point for students. Who cares?


Whitmore says that’s especially true today when fresh water seems to come from bottles, instead of from a stream or a creek and produce at the grocery store rarely comes from a local farm. She says these days we’re not really connected with the environment that keeps us alive. But Whitmore says with the help of local environmental groups and other community partners, teachers can fit those lessons into the standard curriculum.


“As a high school teacher, I know I have to teach about, let’s say, ecology. And so, what I’m going to do is use water as a theme for my teaching about ecology. And I’m going to still be teaching the state standards and benchmarks in science. But I’m going to be doing it in a way that is much more meaningful for my students.”


Whitmore says teachers who attended her first training last year changed how they teach. They’re doing projects that mean something to students. One’s working with students to build rain gardens, others are raising salmon.


Teachers here today say it was already their goal to incorporate local issues in the classroom, but some say they couldn’t effectively teach on local issues because they didn’t understand those issues themselves. Christie Jenemabi Johnston teaches seventh through twelfth grade. She was impacted by a tour of the local wastewater treatment plant.


“Yes, I know how water treatment is done, and the essentials and the mechanics of it. But I never really took it to heart as far as what it meant in my immediate surroundings. And it just – it makes a big difference now.”


And she says knowing those things can help her students to get involved in their community. Of course in the end, if this model is to be truly successful it has to grab the attention of students, not just teachers. While the teachers were taking fish from the nets, a couple elementary-aged children were swimming nearby and they came over to see what was caught.


“Come on and look!”


“Wanna see ’em?”


“How big?”


“Oh, just little baby ones.”


“I don’t know are they all baby fish just because they’re little?”


If these kids are any indication of student response in the classroom, the programs just might work.


For the GLRC, I’m Linda Stephan.

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Teachers Criticized for Evolution Lessons

  • Some teachers are struggling with teaching evolution because some disagree on religious grounds. (Photo by Elliot Jordan)

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:

Transcript

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:


Some science teachers got a chance to attend a major science conference recently. Researchers from around the world were in Akron, Ohio to present findings and learn about advances in evolutionary biology. The conference was organized by people studying the dramatic transition whales made when they moved from the land to the water.


It’s only been a few years since Ohio even allowed the concept of evolution into the state’s high school academic standards. Those standards are the basis for the state graduation test that students must pass to get a diploma.


Even though it’s part of the state curriculum, many science teachers get the brunt of complaints from students and parents who oppose teaching evolutionary theory.


THOMAS: “I did have a student come to me and literally say, ‘I cannot sit in this classroom and listen to what you’re talking about.’ And I said, ‘Why not?’ And she said, ‘Well, I’m a Christian, I can’t listen to this.’ I said, ‘Well, I’m a Christian too, so where’s the problem?’”


GRABERT: “Well, I’ve had a number whose fathers are ministers come in and tell me how I need to teach the class, and I have to talk about creationism and I just share with them what we have to teach and how the curriculum is.”


STONE: “There’s a point when you just sort of have to tell the kids, This is what you need to know to pass the test to get out of high school. So, sit down, listen, learn the facts you need to know. I’m not saying you have to believe what I say, but this is what the state says you need to know to get out of high school.”


These are teachers from rural, suburban, and city school districts but they are all dealing with this issue. They try to stay up to date on new scientific evidence to defend their classroom lessons. That’s part of the reason they’re at this science conference.


(Sound of lecture)


This day’s activities are geared toward schoolteachers. The world’s top researchers on whale evolution are explaining their latest findings. Ann Sowd teaches honors biology at Hoover High School in North Canton, Ohio.


“It’s important to be at workshops like this so that you can, as a high school teacher, be really accurate with your teachings and understand what the evidence for evolution is and why it’s really- what we do know about how organisms change over time. Because the worst thing that can happen is you’re inaccurate and then someone comes with the opposing argument and you don’t know what you’re talking about.”


The teachers are hearing from scientists from all kinds of disciplines from anatomy, to functional morphology, to geo-chemistry. The scientists are showing how their discoveries and analyses fit together and provide a picture of the evolution of the whale as it moved from land back to the ocean.


But one leading researcher says the schoolteachers need more than just new scientific research to defend their lessons in the classroom. Howard University anatomist Daryl Domning says students who question evolutionary evidence are often looking for answers that lie beyond the realm of science. But Domning says teachers often respond with the latest research and recent fossil discoveries.


“And then they’re amazed that it doesn’t convince them. Because even though they’re raising questions about scientific evidence, they’re really not passionate about the scientific evidence. They’re passionate about ‘what is the meaning of my existence?’ and until you get down to that level and surface those concerns and show that hey, evolution doesn’t mean there’s no meaning to your existence, on the contrary, it can mean all these things, it means there’s more meaning then you thought there was maybe, only then is there a way of breaking through this pattern of talking past each other, which is what we’ve been doing for thirty years here.”


Domning says teachers can help students and parents understand that accepting the evidence of evolutionary theory doesn’t have to undermine religious faith.
He encourages teachers to tell students they can believe both at the same time, to point them to places where they can get more information, and to quickly get back to the science lesson.


For the GLRC, I’m Julie Grant.

Related Links

The Road-Kill Lesson Plan

It’s not unusual for volunteers to help collect data for environmental
studies like frog surveys or bird counts. But there’s another kind of
project going on that studies wildlife in a very different way. The
Great Lakes Radio Consortium’s Wendy Nelson reports: