Thirteen Moons 

Indigenous Knowledge & Culturally Responsive Pedagogies for Conservation, Sustainability, & Stewardship

University of Maryland
Funded by NOAA B-WET

Our Position
Indigenous knowledges are valuable for understanding sustainability, resilience, and cultural survival in the face of intensifying climate change.

Thus, the integration of indigenous knowledges into science teacher education and school curricula may be a productive way to contribute to the development of environmental literacies required for preparing individuals to make sense of the causes, impacts, and potential solutions to climate change.

This project forms a new partnership team of scholars from the University of Maryland (UMD) and Ohio University (OU), Accokeek Foundation leadership, Piscataway Conoy tribal members, curriculum specialists, environmental literacy experts, school district leaders, classroom teachers, and nonformal educators. We explore opportunities to bridge Indigenous and Western worldviews in science education.


13 Moons Partnership Team

Dr. Amy E Green

Assistant Clinical Professor Director: Center for Science & Technology in Education (CSTE) Department of Teaching and Learning, Policy and Leadership College of Education University of Maryland, College Park

Dr. Angela C. Stoltz

Assistant Clinical Professor in the Center for Mathematics Education Department of Teaching and Learning, Policy and Leadership College of Education University of Maryland, College Park

Dr. Wayne Breslyn

Senior Research Associate Department of Teaching and Learning, Policy and Leadership College of Education University of Maryland, College Park

Mr. Mario Harley

Elected Vice Chair of the Piscataway Conoy Tribe. Mallows Bay-Potomac River National Marine Sanctuary Board Member.

Ms. Anjela Barnes

Piscataway Conoy Tribe (citizen), President & Executive Director: Accokeek Foundation

Ms. Paulina Martinez

Student in the Elementary/Middle Special Education program College of Education and President of the Native American and Indigenous Student Union (NAISU), University of Maryland, College Park

Dr. Willem Roosenburg

Professor, Biology, Ohio Center for Ecology and Evolutionary Studies (OCEES) Ohio University http://malaclemys.weebly.com

Dr. Rhonda Scott

Outreach Educator, William S. Schmidt Outdoor Education Center, Prince George's County Public Schools

Ms. Laura Baker

Education and Outreach Coordinator, Maryland Environmental Service for the Port of Baltimore

Ms. Dana Sanchez

Chesapeake Conservation Corps Member for NOAA's Office of National Marine Sanctuaries at Mallows Bay-Potomac River National Marine Sanctuary.

Ms. Ann Fleming

Prince George's County Educator English Language Development 8th grade science Special Education Green School Coordinator

Dr. Sarah Lee

Senior Lecturer Department of Biology University of Maryland

Goal
The goal of this project is to directly address the Student outcome within the Engage Communities, Environmental Literacy goal of the Chesapeake Bay Agreement, and enhance the environmental literacy and stewardship behaviors of Maryland students.

This project will expand and enhance regional capacity-building efforts for environmental literacy, sustainability, and climate change education inclusive of Indigenous people in the Chesapeake region by establishing a new partnership network of University of Maryland teaching and learning researchers, Ohio University biologists, the Accokeek Foundation, Piscataway Conoy tribal members, teacher educators, curriculum specialists, and environmental literacy experts as well as school district leaders, classroom teachers, and nonformal environmental educators.

The primary focus of this team will be to develop a framework of guiding principles for developing culturally responsive curricula that leverage Indigenous Knowledge to foster personal connections with local environments and develop strong, sustainable stewardship ethics.

The team will develop this model by the design, pilot, and assessment of a project-based learning curriculum relevant to the existing Terrapins in the Classroom partnership program in Prince George’s County Public Schools 8th-grade science curriculum.

Objectives

13 Moons Partnership Team

Convene and support a new Partnership team consisting of teachers; EE specialists; scientists; Piscataway citizens; university researchers; curriculum designers; teacher educators; and program evaluators.

Recommendations for Curriculum Design

Develop a series of design principles for integrating Indigenous knowledges into culturally-responsive, project-based learning curricula

Project Based Learning Unit

Design, pilot, evaluate, and refine a Meaningful Watershed Educational Experience (MWEE) for grade 8 science in PGCPS to serve as a ‘proof of concept’ and example of the IK integration. edit all of this text and replace it with what you want to write.

Online Video Resources

Develop Online Video Resources for supporting the integration of Indigenous Knowledges into science curricula

Testimonials

 

We have seen first-hand the impact of incorporating Indigenous ecological and cultural knowledge into science curriculum with our work collaborating on the Prince George's County 7th grade Wild Rice program. During our evaluations of the teacher professional development and classroom resource guide provided, teachers expressed interest in continuing the discussion about local Indigeneity and Indigenous land stewardship in their classrooms but needed the support and knowledge to do so meaningfully. The Accokeek Foundation is excited to support this project!

Anjela Barnes
Executive Director of the Accokeek Foundation located at Piscataway Park
 

"Human-induced changes globally impact our planet. We believe that to address environmental threats related to human-induced changes to our planet, it’s important for schools to prioritize environmental literacy, preparing students with the understanding and tools to counter challenges to our biosphere. This initiative recognizes the need to shift from viewing nature as a commodity by acknowledging Indigenous perspectives that bridge the gap between humanity and the natural world. We are looking forward to supporting these efforts and exploring how integrating Indigenous knowledge into education can reshape student learning, attitudes, and behaviors with the 13 Moons Partnership.”

Principal Investigator, Amy Green
 

The Port of Baltimore and our environmental education team at Maryland Environmental Service is excited that the Terrapin Education & Research Partnership at Poplar Island is an integral part of the Thirteen Moons project, and pleased that the knowledge of the indigenous people is now being integrated”, stated Holly Miller, Director of Harbor Development at the Maryland Port Administration (MPA). MPA funds the TERP at Poplar Island, an ecological restoration project for the Port of Baltimore.

Maryland Port Administration
 
 

Contact

  • University of Maryland, College Park

More Information 

13 Moons Project Introduction

Thirteen Moons: A Network of Stakeholders

The Terrapin Education & Research Partnership

University of Maryland Land Acknowledgement

13 Moons Partners - Biographical Sketches
Diamondback Terrapins: Education for Conservation
Diamondback terrapins are an integral part of the Chesapeake Bay's ecosystem. They play a role in maintaining the balance of the ecosystem by feeding on various prey species and being preyed upon by others, thus contributing to the overall biodiversity of the region.

Diamondback terrapins are considered an indicator species, meaning their population health reflects the overall health of the environment. Monitoring their populations can provide insights into the health of the Chesapeake Bay ecosystem and the impacts of human activities such as habitat loss, pollution, and climate change.

Diamondback Terrapins are listed as Vulnerable according to the IUCN Red List of Threatened Species. Human activities have had significant impacts on terrapin populations. Coastal development and habitat destruction have led to the loss and degradation of nesting sites and foraging areas critical for terrapin survival. Road mortality is another major threat, as terrapins often traverse roads, especially during nesting season, leading to high rates of vehicle collisions. Pollution, including plastic debris and chemical contaminants, poses health risks and disrupts their ecosystems. Incidental capture in crab pots is also a significant threat.

Climate change-induced alterations in nesting beach temperatures and sea levels also pose significant challenges to terrapin survival. 

Blog

18Aug

Video: Terrapin Release 2024

Check out this video of the University of Maryland's terrapin hatchlings getting a "head start" this year!

Check out this video of the University of Maryland's terrapin hatchlings getting a "head start" this year! 

Maryland Environmental Service, representing the @Maryland Port Administration, collaborates with local organizations and schools to introduce hatchling terrapins into classrooms. 

These juvenile turtles, sourced from the Paul S. Sarbanes Ecosystem Restoration Project at Poplar Island, are cared for by faculty and students in the College of Education for the academic year. 

The head-starting process accelerates the growth of hatchlings, allowing them to reach the size of a 2-3-year-old wild juvenile terrapin in just nine months. 
Every spring, the terrapins are returned to Poplar Island, where they are released into the Bay. This hands-on learning experience encourages students to actively participate in and comprehend the Chesapeake Bay restoration process. 


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Post-Secondary Curriculum

Ecological Diversity and Indigenous Perspectives: Biodiversity, Threats, and Conservation in the Chesapeake Bay Watershed

University of Maryland Honor's College

This course aims to address social and environmental issues related to biodiversity, threats, and conservation by challenging dominant scientific ideas and promoting inclusivity. It emphasizes the value of integrating indigenous knowledge into Western science explorations. It features an innovative, project-based approach to exploring biodiversity, threats, and conservation in the Chesapeake Bay Watershed, with a particular focus on the diamondback terrapin.

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Decolonizing Climate Change Education: Fostering Inclusivity, Equity, and Holistic Understandings

University of Maryland General Studies Course

Big Question” How can the process of decolonization, including acknowledging and integrating Indigenous knowledges, local perspectives, and diverse cultural approaches contribute to more inclusive and equitable approaches to climate change education? Course Description: Effective solutions to climate-related problems must be inclusive of and beneficial to diverse populations. This interdisciplinary course integrates Indigenous Knowledges (IKS) and perspectives in order to challenge assumptions about science, scientific practices, and Eurocentric narratives that traditionally dominate discussions on climate science and climate change education. In this course, we investigate how climate science is measured, understood, communicated, and taught with attention to the perspectives of those who have been historically marginalized, particularly Indigenous Peoples. Our goal is to explore more inclusive and equitable approaches to climate change education, which acknowledges the interconnectedness of environmental issues with social, cultural, and historical contexts. We critically examine historical climate change policies and regulations to deconstruct Western-Eurocentric paradigms impacting environmental justice.

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