A place-based approach to an inquiry unit on watersheds created opportunities for the development of student conceptions of the human and natural components of urban watersheds. Through direct inquiry experience in the natural environment, student learning and attachment to place was observed.
The authors of this article advocate for broad opportunities for young children to engage with the natural environment. In one out-of-school time (OST) program, called Animal Rescuers, children aged 10–12 participated in zoo visits, environmental education activities, and the creation of an online space. This project can give ISE educators insight into how zoos might connect children’s development with issues such as animal and environmental justice.