Diversity Yields Stability
This is a concept that was drilled into my brain throughout my college days as I was learning to be a naturalist. In my teaching through the years it is a theme I constantly come back to. When I learned this particular idea it was mainly about the natural world and the critters in it. In today’s global focus we are seeing that it pertains to the human community as well.
At Valley Branch we have been coming at this idea that diversity yields stability (on the human front) by being a partner in an ongoing program within the Saint Paul and Stillwater elementary schools. Seventeen third grade classrooms (from each district) have been partnered with each other to bring urban and suburban youth together.
This partnership program began four years ago with funding through the East Metro Integration District (EMID). EMID’s mission is to provide and support integrated opportunities that expand cultural awareness. They also strive to create opportunities for students to learn the skills needed for success in a diverse and interdependent world. In this age of global community we will need to know how to work and play with many who are different from us. The hope is that through this program, these students will begin to understand that being from a different place or looking different is not something to be feared, but rather something to celebrate.
The students get together on several occasions, the first of which is a day of integrated games at the Wellstone Center in Saint Paul. This day sets the tone for learning names, getting to know more intimately some of the students from the other class and looking forward to the next visit! Over the course of the school year they will spend a day together at the Mill City Museum in Minneapolis, send emails to pen pals, do I-visits over the internet and perhaps visit each other’s schools.
Valley Branch has two roles in this successful program. The first is a classroom visit from a Valley Branch naturalist. This year we are focusing on the importance of water in our world. The classroom becomes a mini water lab for about an hour. The students are engaged in hands-on learning as they sort fish cards to learn about fish families, touch bones, fur and feathers of animals that depend on water and lift gallons of water to see how strong they are. They time water as it flows through sand, soil and gravel to determine which might be the best filter and spend time with a partner sharing how many ways they use water. The things they learned in the water room at the Mill City Museum always show up on their lists. I am astounded by what they remember.
The students learn some amazing water facts, which they are very enthusiastic about! Did you know it takes 280 gallons of water to make a Sunday paper? AMAZING!
The classroom learning prepares the students to come to Valley Branch for their all day experience. Partnered classes show up at 9:45, break into their small friendship groups, and spend the rest of the day investigating and exploring the natural world. Their day includes experiments, climbing the observation tower to see the St. Croix River, and lots of stories about their personal outdoor experiences.
At the pond they will dip with small nets to catch little insects (macro-invertebrates), see and possibly touch turtles, witness swallows winging low over the water to eat emerging bugs and if they are lucky, see Turkey Vultures or eagles soaring high in the sky. They will have an awesome outdoor opportunity to share time and learning with their new friends.
All the outings provide standard–based learning which is very important. What I think is just as important is the time spent being with someone who has a different life experience. By looking at and understanding our connections to nature, it is perhaps a bit easier to look at and understand our connections to each other.