Kindergartners have an energizing sense of wonder and an insatiable desire to learn about the world around them. For this reason, the study of ecosystems and how organisms interact within their environment is very exciting for these young learners. An appropriate place for young students to start constructing their own understanding of living and nonliving things is in the environment within their own community. Hands-on learning in the real-world context of the community is referred to as place-based education. Place-based education has been shown to increase student achievement and motivation, as well as increase their appreciation for their environment and community (Athman and Monroe 2004; Falco 2004). This approach to learning is especially appealing to kindergarten teachers since many programs are only half-day and time is limited. The unit described in this issue's "Science Shorts" was completed in a kindergarten classroom that focused on living and nonliving components in their environment. By using the school grounds, an adjacent cemetery, and a field trip to a local canyon, along with classroom activities, kindergarten students were able to establish criteria for what makes something alive and start to recognize the living and nonliving components of their world.