As its title implies, the overall content focus is around the broad theme of "the city"—viewed particularly from a scientist's perspective.

Initiating discussion could focus upon:

• What does it mean to live in the city? What's it like?
• Do you live in the city? Where? For how long?
• What has changed during your time in the city?
• What does a city represent, i.e., what characterizes a city?
• What are key identifying features of a city in general?

Viewing the "city" as a teaching/learning resource:

• What learning opportunities initially come to mind?
• What might be of particular interest to your students?
• What questions do you have about the city?
• What are some rich starting points at various grade levels?
• Think of the city through various subject area perspectives.
• Consider the city as a school-wide, integrated inquiry at your school.
• How can we best make this an inviting & powerful learning opportunity?

Level 1:  Scientists in and around the school

Level 2:  Scientists in the neighboring community

Level 3:  Scientists in the broader city

A possible framework for guiding exploration:

• What exists?
• How it came to be?
• How nature works?

Some areas of potentially interesting exploration:

• Architecture (structure & forces, form & function, deterioration, historical evolution)
• People (characteristics, grouping, growth, populations, interaction w/ environment)
• Other living things (animals, e.g., Pigeon Watch, plants)
• Change (over time, cause & effect, measuring, altering rate & extent)
• Moving things (machines, transportation)
• Systems/subsystems (components, interactions, balance)
• Environment (properties, pollution)
• Energy sources & transfer
• Light, images & sounds
• Geological features (land & water)
• Miscellaneous (fountains, bridges, boats)

• Change
• Habitat
• Adaptation

Processes

• Observation
• Measurement

Phenomenon/Settings

• Vacant Lot
• Cemetery

Persistent Problems

• Litter
• Pollution