How Two Crows Sparked a New Kind of Learning at Whitehall Elementary

One fall morning, a note appeared on fourth-grade teacher Jill Crim's desk at Whitehall Elementary:

“Two crows this morning.”

Soon, more notes followed.

Jill's students had become fascinated with the crows gathering outside their classroom window and began recording their observations without ever being asked. They were looking more closely at the world around them, asking their own questions, and beginning to think like scientists.

For Jill, it was a small but meaningful sign of how much her approach to teaching had changed.

Making Room for Curiosity

Jill teaches fourth grade at Whitehall Elementary, a Title I school serving a predominantly low-income student population. Like many teachers, she was accustomed to leading lessons from the front of the classroom, guiding students through each step of the learning process.

That began to change when she joined Riverbend Environmental Education Center's Community of Practice, a professional development program that helps teachers bring hands-on, nature-based learning into their classrooms.

Through the program, Jill learned to give her students more opportunities to explore, observe, and discover answers for themselves.

“We step back, stand to the side, and ask prompting questions while letting them uncover what they are learning on their own,” she explains.

It was a significant shift in her teaching style. Giving students more independence meant trusting them to guide their own learning, something Jill admits took practice.

“It is hard to let go,” she says, “but once you do, you see that they are more capable than I realized.”

Outside, away from worksheets and desks, Jill began noticing abilities and interests that traditional classroom activities had not always revealed. Her students were making observations, asking thoughtful questions, and taking ownership of their discoveries.

A Ripple Effect Across the School

Inspired by what she saw in her classroom, Jill partnered with fellow teacher Ann Marie McDonald to create nature exploration kits filled with tools students could use to investigate whatever caught their attention outdoors.

The kits were made available for any classroom at Whitehall Elementary to borrow, giving more teachers and students opportunities to explore nature as part of their school day.

Before long, something remarkable was happening: third graders were using the kits to lead kindergartners through outdoor investigations.

Students who had experienced the excitement of making their own discoveries were now helping younger classmates do the same. They were asking questions, sharing observations, and encouraging others to explore.

What began as a change in one teacher's classroom was becoming part of the school's approach to learning.

Helping Curiosity Take Root

For Riverbend, Jill's story illustrates the lasting impact of investing in teachers.

When educators have the tools and confidence to bring nature-based learning into their classrooms, they can create opportunities for discovery that continue well beyond a single lesson or outdoor experience.

During the past year, 6,564 students participated in Riverbend's environmental education programs for free, helping more children across the Delaware Valley access hands-on science learning and opportunities to connect with nature.

At Whitehall Elementary, that impact can be seen in students who are paying closer attention, asking their own questions, and sharing what they discover with others.