Editors’ Note: “Integrating Climate Change Conversations into Kindergarten and the Primary Grades,” by Erin Hamel and colleagues, emphasizes that climate-related curricula should incorporate the experiences children have in their own, unique environments. Here, Ben Mardell, the atelierista and curriculum consultant for an early learning program in Cambridge, Massachusetts, reflects on the misperception that “there is no nature” in his urban setting. Instead, he introduces activities and lessons that connect children to the nature of their specific locale.

Animal sightings on the Newtowne School playground one day in June include

• Benja finding a bug and bringing it over for me to see. Other children become interested and clamor for a turn to hold it.
•  Elijah pointing up to the sky, exclaiming, “Red-tailed hawk! Red-tailed hawk!” Elijah’s shouts draw a crowd of excited children (and adults), including Afomia, who embraces him out of pure exuberance.
•  Josh telling me with great urgency, “I just saw some Slingy Dags! We need to add them to the critter count.”

Many young children are intrigued by insects, and red-tailed hawks in flight are majestic. So, the first two sightings are not remarkable, though I would argue that our school culture promoted the collective excitement among the children. But what are Slingy Dags and the critter count?

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