This year long textbook (course) is built around the science of urban ecology, which is at the forefront of scientific research. Urban ecology has been called “an important frontier for educators” because the “core skills and concepts integral to urban ecosystem education are well established in national and state science education standards” (Hollweg, Pea, & Berkowitz, 2003). The field of urban ecology affords an integrated curriculum that combines the power of science – as a way of knowing – with the direct impact of active learning about and in-service to the local community (Berkowitz, Nilon, & Hollweg, 2003). By developing science curricula around urban ecology constructs, students are immersed in relevant local and inquiry-oriented learning environments. This curricular strategy emphasizes both scientific inquiry and content, moving away from the “survey of the sciences” and “skill and drill” approach often found in traditional classrooms and textbooks. All too often the old methods sap the excitement and curiosity from many urban students (Kahle, Meece, & Scantlebury, 2000). Using urban ecology as a framework involves students directly in data collection and engages them as active participants in improving their neighborhoods. This in turn helps students to immediately recognize the importance of science to their own lives (Carter, 1997).

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