[vc_row][vc_column][vc_column_text]The way students learn about their world affects the way they apply what they learn.
In 2nd and 3rd grade, we recently started a science unit on animals. Our curriculum began by discussing how God had given Adam the job of naming and taking care of the animals, and we continued on from there.
At recess several days later, one of my students came up to me concerned for an injured insect he had found. He asked for my help in bringing it to a safer location to care for it.
My student made two observations that have stuck with me. First, when he told me he’d found an injured insect, he reminded me that we needed to help because “God asked us to help take care of His animals.” As we helped, he also noticed he was acting like a scientist – observing the animal, and then letting it go.
Beginning our science lesson recognizing that God created animals and asked Adam to help care for them affected the way my student viewed that insect and his responsibility to it. In this small way, my student’s perception of his role in caring for our environment allowed him to interact with our world not only as a scientific observer, but also as a steward of the resources God has entrusted to us.[/vc_column_text][/vc_column][/vc_row]
