The 3-H Social and Emotional Learning Cycle and the Three Sisters Garden

Autor/inn/en	Trundle, Kathy Cabe; Hagevik, Rita; Wheeler, Laura; Vela, Katherine N.; Parslow, Michelle; Joy, David N.
Titel	The 3-H Social and Emotional Learning Cycle and the Three Sisters Garden
Quelle	In: Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 60 (2023) 1, S.32-49 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trundle, Kathy Cabe) ORCID (Hagevik, Rita) ORCID (Wheeler, Laura) ORCID (Vela, Katherine N.) ORCID (Parslow, Michelle) ORCID (Joy, David N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
DOI	10.1080/00368121.2022.2147892
Schlagwörter	Gardening; Middle School Students; High School Students; Learning Activities; Biodiversity; Sustainability; Teaching Methods; STEM Education; Art Education; Plants (Botany); Problem Solving; Hands on Science; Lesson Plans; Systems Approach; Productivity; Science Process Skills; Science Instruction; Social Emotional Learning; Safety; Standards; Instructional Materials + Suchen Sie Ihr Suchwort? Gartenarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernaktivität; Biodiversität; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Pflanze; Problemlösen; Lesson planning; Unterrichtsplanung; Systemischer Ansatz; Produktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sicherheit; Standard; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Social connections are crucial for today's middle and high school students. We address this social need through a 3-H Social and Emotional Learning (SEL) Cycle. Through the Three Sisters Garden activity presented here, we teach secondary school students about biodiversity and sustainability as we integrate the arts into STEM (STEAM). Students investigate the growth and development of organisms from a crosscutting lens of systems. Students initiate the sensemaking process by paralleling their own need for companionship to plants. Students end the lesson by initiating a scientific argumentation for a Three (or Four) Brothers/Others Garden. The 3-H learning cycle begins and returns to social and emotional connections, giving equal weight of importance to the heart (social and emotional), hands (problem-solving), and heads (sensemaking). The lesson presented here exemplifies school garden-based learning and students' ability to initiate sensemaking of the indigenous Three Sisters Garden intercropping method. Analyzing gardens from a systems lens allows students to make emotional and cognitive connections between their own need for social connections and plants increased growth and productivity in a polyculture. When students emotionally, socially, and cognitively participate in the process of science, they begin to see themselves as a part of the scientific process. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01