Month: November 2017

Place-based Education: Outdoor Explorations

By: Science Program Coordinator, Kelsey Vollmer & Meridian’s Third, Fourth & Fifth Graders

This fall was busy with one of the highlights of Meridian’s Place-Based Program.  Third, Fourth, and Fifth grades all went on overnights in the Pacific Northwest Region to explore and experience the environment around them and make connections to what they have been learning in the classroom.

Third grade concluded their study of ecosystems with their visit to Camp Seymour in the southern Puget Sound area.  Here, they made connections between what they were learning in the classroom, science lab, and Meridian Park to a Pacific Northwest Forest.  Students studies decomposers under microscopes, recreated the life of a salmon, and investigated sea anemone reactions at the tide pool touch tank.

Fourth grade journeyed to Camp Orkila on Orcas Island, spotting Orca whales and discussing the watershed of the Salish Sea along the way.  At camp students were led through a series of team building activities to challenge their understanding of how to work with one another.  We also ventured out on an afternoon hike near Mountain Lake where students spent some time quietly taking in the environment around them and documented their experience in their Meridian nature journals.

Fifth grade connected their study of Lewis and Clark to their place as we headed down to Astoria, Oregon to retrace the footsteps of the expedition.  Students studied and drew the plants Lewis and Clark wrote about in their journals, looked out over the Columbia River and its surrounding watershed at the Astoria Column, and kayaked on Steamboat Slough and the Columbia River around Price Island.

By: Meridian 3rd Graders

We had a blast at Camp Seymour. Every lesson was information-packed, yet none of it was the slightest bit boring. It felt so much more engaging to be there learning in person. There was lots to learn and lots to do, and we were able to make some choices. We not only learned through games but also through observing different aspects of the forest, particularly the undergrowth. There were different activities like hiking to explore levels of the forest from the canopy, as well as learning about insects and marine life by interacting with the animals in a touch tank (it was a little scary). One of the reasons that we love Camp Seymour is the staff. They are nice and helpful, and make learning so interactive and fun! Even the recreational activities we did were mostly educational. Overall we had a wonderful adventure.

By: Meridian 4th Graders

Kelsey joined us at Camp Orkila and taught us a about salmon and their life cycle. Later this year we will have the opportunity to raise salmon, so we are excited to continue learning more. We loved Camp Orkila. It was a good mix of free time, team-building activities and science. We feel lucky to be able to have field trips that are engaging, it makes learning about our environment a lot more impactful.

By: Meridian 5th Graders

The fifth grade trip to Fort Clatsop was really awesome! It’s strange being there because we learn all about it in history books, but it is really something else to be there in person. We’re grateful we get to engage with history in an up close and personal manner. We got to see and experience things (in a more modern way of course) that Lewis and Clark did, and it gave us more context for what we were learning in the classroom. These types of field trips really expand our learning because we can relate back to those experiences and it makes us curious to learn more!

Global Citizenship

By: Guest Blogger, Yaneth Vrentas

Meridian’s commitment to create an equitable and inclusive culture is both inspiring and engaging. It is present in all aspects of our school from institutional practices to program and community. We strive to reflect this continuous and intentional work in our everyday practice. For this reason, we offer opportunities and experiences that challenge and promote growth in cultural competency for our entire school community. At the center of these efforts is each and every Meridian student. Our ultimate goal is to educate culturally competent, well-rounded, critically thinking students who are prepared to be responsible and active local and global citizens. We are continuously enriching our program to achieve this goal.

Our faculty’s current work involves reviewing our curriculum through the lens of our Global Citizenship Framework. Based on the desired outcomes and skills that we want to foster in our Meridian graduates, we integrated global competency with equity and inclusion education based on curriculum frameworks and core standards. Throughout their years at Meridian, students will develop the awareness, skills, and knowledge required to take action and promote positive change locally and globally.

The framework includes four domains: inquire, investigate, innovate and impact, which we refer to as the 4 I’s. Each domain has a set of outcomes that faculty assess within their units. Students discover more about themselves, others, and the world through inquiry and investigation. They learn about identities and cultures and how we all contribute to diversity and enrich our communities. They analyze and consider how our respective experiences and cultures influence our perspectives. By understanding and valuing the existence of multiple perspectives, students to develop critical thinking skills and empathy. Students also thoughtfully discuss natural and social issues and how they affect communities. They develop a sense of responsibility as global citizens and are empowered to collaborate, plan, and take action to change conditions with big or small everyday actions.

Here are some examples:

Kindergarteners have been learning about aspects of identities and families, and considering what makes us who we are and how it can change over time. As a part of this unit they are discussing internal and external identity, cultural and religious celebrations, and the many family structures and traditions that make up our classroom community.

First graders are learning about rights, responsibilities, and what it means to be an actively engaged local and global citizen.

Second graders are investigating how people and place are connected through exploration of how individuals contribute to the many different communities that they are a part of.

Third grades are completing a unit about cultures, systems and values. Students will soon begin analyzing how people affect the environment and how global warming affects communities.

Fourth graders have been learning about Native American perspectives, Washington state history and tribes of the Pacific Northwest. Later this year, students will engage in conversations about civic and human rights.

Fifth graders are researching their family heritage and will begin studying immigrant stories from the past and present in connection with our thematic, regional study of North America this year.

Classroom libraries are also part of our focus as we are intentionally reviewing educational resources to ensure that they reflect inclusion of multiple perspectives and positive representation of different communities.

Other aspects of the program include field trips, guest speakers, classroom workshops, and school assemblies that foster the development of global citizenship skills in our students.

Developing cultural competence as a learning community requires active participation in education, and the willingness to step outside of our comfort zones to ensure that students become true engaged and responsible global citizens.

Parents are encouraged to follow-up at home with meaningful conversations, attend school or local educational series relating to equity and inclusion topics, and to actively participate in the program. For example, at this time we are looking for parent volunteers that would like to teach a workshop during our Global Citizen Symposium on February 23rd! Share how you have created impact and social change through professional work or civic engagement. We will also use the opportunity to learn more about Central America, the Caribbean and North America. Please contact Marika or Yaneth to share names of people that you think could contribute to the symposium.