trevordayschool

1 7 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 learning occurs as a natural part of the process toward finding solutions—if, for example, you want to know if two species of birds eat the same food, study their beaks and habitats. We begin with questioning, but students drive the inquiry as they join the journey and process of discovery—using books and other resources for information. e ability to predict is an essential skill in many subject areas. It is asking the student to think abstractly, to use prior knowledge and experience, and then make a leap forward to think about the future. As we develop the curriculum for our youngest science learners, we are laying the foundation so that we can look forward and consider the skills, knowledge, and habits of mind we want them to have as Trevor graduates. We want our graduates to leave Trevor with a comprehensive knowledge of the sciences; to have the skills with which to understand systems, analyze data, and study trends. We want them to be inquisitive about their world, their own health, and to be astute questioners of and bold ambassadors of the earth. We want them to be committed to staying abreast of the most recent research, as the world changes at breakneck speed; be able to read the New York Times science section or a scholarly journal—and have the tools with which to understand them and the experiences with which to connect to them and be empowered to question. We want our students to understand that, within the world, there are many interconnected "commons"—such as water systems, national parks, the air around us, municipal parks—and that it is our responsibility to care for them. As part of Trevor's mission, we commit to educating global citizens. is begins with study in our metaphorical backyard. n Opposite page, left: Students' powers of observation are demonstrated in this incredibly life-like re-creation of a bird's nest, specifying which materials were employed (twigs, moss, etc.), and where they sighted the nest (in this case, in a tree); Middle top: Back in the classroom, students create a mobile, noting some of the features they have just observed in birds in the field; Middle bottom: Student-handmade tote bags are a perennial favorite item at the Central Park Store; is page, above: Armed with anatomically accurate illustrations of birds found in Central Park, a student lists the species she saw in the Ramble: a goldfinch, mallard, robin, rock dove, grackle, and bluejay; Right: Students in Ms. Nascimento's 1st-grade class visit the Harlem Meer in the park. Students learn that "meer" is the Dutch word for "small lake"—another example of cross-disciplinary learning: mixing New York City history with the day's scientific excursions; Below: Each year on Service Day, 6th graders explain the physics of bridges to 1st graders, who invariably impress their older peers with the extent of their knowledge of Central Park. Here, six 1st graders use their collective arm spans to measure the width of the base of Greywacke Arch.

• Cover