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instruction with science activities helped these | Ashley Campbell |\n| --- | --- |\n| authors to create a positive connection between children and nature. | & Judy Williams |\n\nChildren today are increasingly plugged into smartphones, tablets, and technology in general which in turn can contribute to an increasing disconnect between children and the natural world. With busy schedules, families may allot less time for free-structured play and learning about nature. An online report from the National Wildlife Federation (n.d.) cites recent studies (Hofferth & Sandberg, 1999; Juster, et al., 2004; Roberts, et al., 2005) which indicate that “the average American boy or girl spends just four to seven minutes in unstructured outdoor play each day and more than seven hours each day in front ofan electronic screen.”  \nIn an increasingly technological world, nature-deficit disorder remains an issue. Nature-deficit disorder has been described as “the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses”(Louv, 2005, p. 36) .  \nThe Project  \nTo create a positive connection between children and nature, this semester-long project developed by the authors integrated reading instruction with science activities to emphasize the natural world in the lives of children. This intervention involved the authors visiting an elementary classroom five times over the course of a semester to teach nature and reading activities. Each lesson consisted of a literary component wherein students read and discussed a single issue of Keeping Texas Wild, a Texas Parks and Wildlife magazine for children. The purpose of these lessons was to emphasize activities that would necessitate student observation of animals indigenous to the area  \nwhere the students currently reside. Focusing on such animals increased the probability that students might encounter the wildlife during random outdoor experiences, thus increasing their interest in nature.  \nEach child was given a full color copy of the week’s magazine to take home and share with his or her family. Following the literary instruction, students participated in an outdoor activity or observation during which they recorded in a journal both written and illustrated field notes. The students wrote a conclusion of the observation based upon the field notes.  \nNature-Deficit Disorder: The human costs of alienation from nature.  \nThe intervention included 10 hours of instruction during 5 instructional sessions that were implemented 2 weeks apart. In addition, pre-and post-surveys were collected to assess students’ attitudes and knowledge about the natural world. Students were also asked to do nature journals. Twenty elementary students were surveyed before and after this intervention.  \nEven though this intervention focused on elementary children, similar activities could be done with preschool children. Reading to younger children about indigenous animals and providing hands-on experiences with nature  \n18  Vol 43, No 3, 2015 Dimensions of Early Childhood  \nConnecting Kids and Nature: Lessons to Ignite Learning and Appreciation of the World Around Us  \n\n|  | | Photo courtesy of authors |\n| --- | --- | --- |\n|  |  |  |\n| Photo 1 |  |  |\n\nare ways to enhance their understanding of the natural world around them.  \nMany of the animals featured in the issues of Keeping Texas Wild can be found throughout the Southern United States and these issues can serve as helpful resources to any preschool or elementary teacher. They are a great starting point upon which teachers can build their own collection ofresources focusing on animals in their geographic area. Teachers may also wish to contact the parks and wildlife services in their state to determine if similar literature forchildren is available through their","cbCaiotw71mDXkMC","https://ap.wps.com/l/cbCaiotw71mDXkMC","pdf",477031,"English","# The Problem\n# The Project\n# Nature-Deficit Disorder\n# The Lessons to Ignite Learning\n## Mysterious Monarchs\n## Bird Lips","[{\"question\":\"Why does the project focus on connecting children with nature?\",\"answer\":\"It addresses the growing disconnect children experience due to heavy use of smartphones, tablets, and screen-based activities, which reduces unstructured outdoor play and contributes to alienation from nature.\"},{\"question\":\"How did the intervention integrate reading and science?\",\"answer\":\"Each lesson paired literary reading and discussion of a magazine issue with guided outdoor observation activities, where students recorded written and illustrated field notes in nature journals.\"},{\"question\":\"What materials and activities were used in the monarch butterfly lesson?\",\"answer\":\"Students read a monarch-focused issue, observed live monarch butterflies using magnified viewers, drew and colored in nature journals, released the butterflies outdoors, and then wrote conclusions based on their observations.\"}]","Connecting Kids and Nature - Lessons to Ignite Learning and Appreciation of the World Around Us | PDF",1792091429,15]