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INTO THE FUTURE

So, your kids were touched by their visit to the zoo? Don't let that enthusiasm dwindle. Take this seedling of caring, nurture it, and grow it into a deep sense of environmental empathy and conservation caring. Encourage them to take pride in local conservation initiatives, discover means by which to reduce their ecological footprint, and to educate others to become environmental stewards.

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Girl with Autumn Leaf

L.E.A.F.

Local projects

Engage peers

Action

Find your path

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Educational Gardening

L IS FOR LOCAL PROJECTS

Help your kids discover conservation concerns within their local ecosystem. Think about their selected favorite animal. Is there a species within your regional area that fulfills the same niche? Are there any significant threats to this local species' survival? Is there something they can do about it?

E IS FOR ENGAGE PEERS

Studies have shown the value of peer discussion, role modeling, and social norms have on environmental learning and conservation concern [1]. Give your children the confidence to discuss their knowledge with their friends, set a good example of how to be environmental stewards, and feel empowered to point out environmental concerns.

Students
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A IS FOR ACTION

Discover means by which you and your children can have a positive impact on the environment. For example, sign up for a beach clean-up, plant native species, provide natural habitats, or even consider getting involved with citizen science opportunities within your community or online.

F IS FOR FIND YOUR PATH

Kids will have, and should have, a variety of interests throughout their childhood, but take special care to nurture their love of nature. Discover what speaks to them personally and help them find means by which to explore this topic in depth.

In the Forest
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FURTHER RESOURCES

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Photo credits: Wix.com public domain (images 1-5)

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[1] Schelly, C., Cross, J. E., Franzen, W., Hall, P., & Reeve, S. (2012). How to go green: Creating a conservation culture in a public high school through education, modeling, and communication. Journal of Environmental Education, 43(3),143-161. doi:10.1080/00958964.2011.631611.

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