Social Studies Foundation: 3 - Geography

Topic: SS3.3 - Demonstrate awareness of environment and society

Awareness of the environment and society lay the foundation for environmental and social responsibility. Environmental awareness is an understanding of the relationship between humans and how we engage with the environment, wildlife, and natural resources. This lays the foundation for an understanding of the importance of conservation efforts. Societal awareness helps children not only develop a sense of self, but also begin to understand who they are in the context of others. Children learn what it means to be a good neighbor and friend. This also lays the foundation for understanding societal norms and rules that keep society moving and keep citizens safe.

Looking Ahead to Kindergarten	Family Engagement	Special Populations
In kindergarten, students will be asked to recommend ways that people can improve their environment at home, in school, and in the neighborhood (K.3.7).	Encourage families to: Recycle if/when possible and talk about the importance of caring for the places we live (e.g. “I’m putting this plastic bottle in the recycling bin! The other bin is for the trash. Can you put your wrapper in the trash?”). Participate in community “clean-up” days either in the neighborhood or at the program. *Talk to their child about the neighborhood they live in and the people and animals they see (e.g. seeing a neighbor with their dog and discussing safe interactions with animals).	Educators can: *Ensure environments anticipate the needs of all children (e.g. consider picture labels for materials, space, height of items, etc.).

Looking Ahead to Kindergarten

Family Engagement

Special Populations

In kindergarten, students will be asked to recommend ways that people can improve their environment at home, in school, and in the neighborhood (K.3.7).

Encourage families to:

*Recycle if/when possible and talk about the importance of caring for the places we live (e.g. “I’m putting this plastic bottle in the recycling bin! The other bin is for the trash. Can you put your wrapper in the trash?”).
*Participate in community “clean-up” days either in the neighborhood or at the program.
*Talk to their child about the neighborhood they live in and the people and animals they see (e.g. seeing a neighbor with their dog and discussing safe interactions with animals).

Educators can:

*Ensure environments anticipate the needs of all children (e.g. consider picture labels for materials, space, height of items, etc.).

Powerful Practices
Across all developmental stages, educators can: Model the use of vocabulary and provide experiences to connect with the environment. Incorporate the use of natural materials throughout various learning centers inside and outside (e.g. mobile or outdoor sensory tables with dirt, tree stumps, snow, leaves, etc.)
Infant

Younger Toddler
Introduce vocabulary related to the environment Connect children with nature and their surroundings (e.g. sprouts in the window in sandwich bags or placing dirt in the sand/water table)
Older Toddler
Identify and introduce vocabulary related to the environment (e.g. farming, gardening, recycling) Connect children with nature and their surroundings (e.g. looking at bird feeders outside the window)
Younger Preschool
Identify and introduce vocabulary related to relationships between humans and the environment (e.g. farming, gardening, recycling) Use various projects to demonstrate reciprocal relationships between humans and the environment (e.g. caring for a garden and taste testing grown food when ready to harvest)
Older Preschool
Identify and discuss reciprocal relationships between humans and the environment (e.g. farming, gardening, recycling/trash pickup) Use various projects to demonstrate reciprocal relationships between humans and the environment (e.g. caring for a garden and taste testing grown food when ready to harvest)

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