Curriculum Format

Each class will begin with a short lesson/lecture session to introduce the students to the information in a digestible, age-appropriate manner. The lesson is followed by an art or hands-on activity that encourages the students to recall and contextualize the earlier information in a low-stakes environment. All of the modules—and all of the lessons within the modules—build on one another, culminating in one discussion/exploration of conservation and why birds matter.

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This curriculum, while considered twelve weeks long, is meant to be utilized with the intent of the teacher and can be modified. In other words, each class builds on the previous one, but the curriculum does not have to be used over the intended time period of twelve weeks. A teacher, for example, can make use of one "week" over multiple class periods sporadically. Conversely, it can be used twelve days in a row or as written—one class per week (this was the model that fit the class organization for the author).

 

About the Curriculum

This curriculum was initially designed for upper elementary school-aged children in an afterschool program. Split into three modules—Anatomy, Field Science, and Conservation—with four weeks in each of these modules, the curriculum aims to introduce science through birds and birding in a way that is age-appropriate, educational, and, most importantly, interesting. Every lesson is supplemented with hands-on activities and games that enforce the information. 

 

Science is often perceived by even young children as a study that can only be practiced by a certain demographic and in certain places—namely, the lab. This myth is false yet pervasive. Through these twelve weeks, my goal was to enforce the message that science is an enormously broad term that encompasses many different fields of study. Additionally, there is no one “way” to become a scientist or love science. It is for everyone and relevant to everyone in some way. 

 

One of my birding mentors, Dr. Bob Sargent, once said, “birds are the barometers for the health of the natural world.” Birding, then, is an undeniably crucial way of protecting the planet on which we all live. However, I believe that conservation shouldn’t stand alone; it must be paired with the ever-important social justice work. Almost all of the students in the afterschool program I work with are refugees or the children of refugees. They have life experiences I cannot fathom, and many have survived immense trauma. Despite this, they are happy, resilient, and eager to learn. I want them to know that their voices and identities matter and are seen. Thus, especially in the final module, I emphasize that conservation and sustainability sciences are inextricable from the socio-political landscape of our current day. 

 

In many of the weeks’ lessons, I use nature’s immense diversity as an extended metaphor for how human society, too, flourishes when its members are unique and individualistic—that diversity is necessary and should be embraced. Ultimately, this curriculum’s goal is to simultaneously encourage underrepresented voices in scientific fields while uplifting marginalized communities and broadening the scope of who are considered scientists. Through raising awareness of citizen science projects, activist work, and an inclusive perspective, this curriculum highlights that every member of society has a place in the betterment of our earth.

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- Madeleine Moon-Chun, Founder & Curriculum Creator

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N.B. If you, an educator, would like to use this curriculum or parts of it in any of your classes, please first reach out to Birding for Beauty at this email: birdingforbeauty@gmail.com.

N.B. This curriculum cites its information using MLA. If you are curious about a fact or piece of information, please see the "Works Cited" subpage.

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