NationalProject for

Excellence in Environmental

Education

PresentersBora Simmons National Project for Excellence in EE

Elizabeth Schmitz Kentucky EE Council

Elaine HamptonUniversity of Texas at El Paso

QUICK TOUR OF ADOBE CONNECT

Primary Sponsors:

U.S. EPA Office of Environmental Education

EECapacity EPA funded national EE training program

housed in Cornell University’s Civic Ecology Lab

Other Partners U.S. Fish and Wildlife Service U.S. Forest Service National Environmental Education

Foundation State EE Associations – such as TAEE Organizational partners – such as the

Kentucky Environmental Education Council, Project Learning Tree, Arbor Day Foundation, Project WILD, Keep America Beautiful, Project WET

Tell us a bit about yourself…

Promoting excellence in

environmental education

Our Collective Wisdom

Developed Guidelines through a public participatory process

Engaging educators in a deep discussion about quality environmental education practice

Building EE as a profession

It’s important that environmental education…

Guidelines for Excellence Publications

Excellence in Environmental Education: Guidelines for Learning (K-12)

Guidelines for Learning (K-12)

A Resource That Provides: A common, voluntary set of guidelines for EE Expectations for achievement in 4th, 8th and

12th grades A framework for EE programs and curricula Demonstrations on how EE can be used to

meet traditional standards A definition of the aims of EE

Developed through a broad-based review and comment process

Guidelines for Learning (K-12)

Four Strands1) Questioning, Analysis and Interpretation Skills2) Knowledge of Environmental Process and Systems3) Skills for Understanding and Addressing Environmental Issues4) Personal and Civic Responsibility

Strand 1: Questioning, Analysis & Interpretation Skills

Questioning Designing investigations Collecting information Evaluating accuracy & reliability Organizing information Working with models & simulation Drawing conclusions & developing

explanations

Strand 2: Knowledge of Environmental Processes and

Systems

Divided into four sub-strands:The Earth as a physical systemThe living environmentHumans & their societiesEnvironment & Society

Strand 3: Skills for Understanding and Addressing

Environmental Issues

Divided into two sub-strands:Skills for analyzing & investigating

environmental issuesDecision-making & citizenship skills

Strand 4: Personal and Civic Responsibility

Understanding societal values & principles

Recognizing citizens’ rights & responsibilities

Recognizing efficacy Accepting personal responsibility

Excellence in Environmental Education: Guidelines for Learning (K-12) Executive Summary & Self-Assessment Tool

Kentucky Environmental Education Council (KEEC)

A state agency housed in the Education and Workforce Development Cabinet (KY Department of Education – KDE – is a sister agency).

Created by the legislature in 1990; coordinates environmental education in the Commonwealth.

Governor appoints 9 Council members representing environment, education, & industry.

Funded with environmental fees and penalties through the Energy and Environment Cabinet.

KEEC Programs and Partnerships

PROGRAMS & PUBLICATIONS

Kentucky Nonformal Environmental Education Certification Course

Kentucky Green and Healthy Schools

Kentucky Environmental Literacy Plan

EEinKentucky.org Master Plan and Survey –

Land, Legacy, and Learning

KEY PARTNERSHIPS Organizational member:

Kentucky Association for Environmental Education (KAEE), a 501c3 and the NAAEE affiliate for Kentucky.

Serve on the NAAEE’s Nonformal Certification Accreditation Board.

Southeast Environmental Education Alliance

Kentucky Environmental Literacy Alliance

Nonformal Environmental Education Certification

PROGRAM Based on the NAAEE

Guidelines for the Preparation and Professional Development of Environmental Educators;

137 Graduates since 2004 launch;

Four three-day trainings held at state parks and urban centers;

Series of competency-based assessments;

Continuing Education component

GOALS Graduates will obtain:

Increased content knowledge;

Understanding of difference between education and advocacy;

Skills to effectively work with both teachers and other nonformal environmental educators;

Historical understanding of the EE field;

The opportunity to network with other educators

Basic Course Outline Workshop 1: Environmental Literacy &

Foundations of Environmental Education + Independent Study: Historical Readings NAAEE Themes 1 & 2

Workshop 2: Professional Responsibilities of the Environmental Educator NAAEE Theme 3

Workshops 3 & 4: Instruction and Evaluation NAAEE Themes 4-6

Kentucky Environmental Literacy Plan (KELP)

Approved by the Kentucky Board of Education in December, 2011 for KDE implementation;

Implementation Plan written in Spring, 2012; Correlations between NAAEE Guidelines in

Excellence in Environmental Education for Learners and Kentucky Common Core Standards for Math, and Kentucky Common Core Standards for English Language Arts, written in Spring, 2012;

Strongest connections to Common Core Content found in Strand One; National Science and Social Studies Standards will connect well with Strands 2, 3, and 4

Correlations between NAAEE Guidelines and Common Core Standards

Common Core adopted by 42 states; Some flexibility allowed for limited local control; Ultimately, these correlations should be relevant

for all Common Core states; Next Generation Science Standards anticipated

in Winter, 2012; New National Social Studies Standards also on

the way; The KELP Implementation Advisory Team will

correlate NAAEE Guidelines to these standards as part of implementing the KELP.

Anchor Standards for Reading (K-12)

NAAEE: Guidelines for Learning (4th Grade)

NAAEE: Guidelines for Learning (8th Grade)

NAAEE: Guidelines for Learning (12th Grade)

Key Ideas and Details 1. Read closely to

determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

 

1C. Collecting information – Learners are able to locate and collect information about the environment and environmental topics. 1G. Drawing conclusions and developing explanations – Learners can develop simple explanations that address their questions about the environment. 

1C. Collecting information –Learners are able to locate and collect reliable information about the environment or environmental topics using a variety of methods and sources. 1G. Drawing conclusions and developing explanations –Learners are able to synthesize their observations and findings into coherent explanations. 

1C. Collecting information – Learners are able to locate and collect reliable information for environmental investigations of many types. They know how to use sophisticated technology to collect information, including computer programs that access, gather, store, and display data.1G. Drawing conclusions and developing explanations – Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

1G. Drawing conclusions and developing explanations – Learners can develop simple explanations that address their questions about the environment.

1G. Drawing conclusions and developing explanations – Learners are able to synthesize their observations and findings into coherent explanations.

1G. Drawing conclusions and developing explanations – Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

1A. Questioning – Learners are able to develop questions that help them learn about the environment and do simple investigations.1G. Drawing conclusions and developing explanations – Learners can develop simple explanations that address their questions about the environment.

1A. Questioning – Learners are able to develop, focus, and explain questions that help them learn about the environment and do environmental investigations.1G. Drawing conclusions and developing explanations – Learners are able to synthesize their observations and findings into coherent explanations.

1A. Questioning – Learners are able to develop, modify, clarify, and explain questions that guide environmental investigations of various types. They understand factors that influence the questions they pose.1G. Drawing conclusions and developing explanations – Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses.

Buen Ambiente-Buena Salud

EPA’s US‐Mexico Border Environmental Education Program at University of Texas at El Paso

Partnership with El Paso Independent School District

Increase understanding about air quality issues and participation in environmental fields

20 master teachers are developing ten inquiry-based curriculum units

Buen Ambiente-Buena Salud

Create bilingual, air-quality curriculum drawing from social, economic, bi-cultural and political context of El Paso, Texas

Reaching 50,000 children per year Dissemination to other school districts

through workshops and web-based resources.

Includes two case studies: large copper smelter located in the heart of El

Paso Impact of truck and automobile emissions on

public health

Buen Ambiente-Buena Salud

UNIT EVALUATION BASED IN THE GUIDELINES Addresses NAAEE Guidelines

Each unit identifies the NAAEE guidelines by number.

Students are making connections to other disciplines and real-world context.

Students examine multiple points of view when appropriate.

Students are developing skills to communicate environmental understandings.

Buen Ambiente-Buena Salud

Students examine social justice issues in the unit. Each unit has clearly identified social justice

strand. This strand is appropriate for the grade level and is based in sound science. Students examine this strand through stories, experiences of community members, long term and short term effects, etc.

Students take personal or civic action based on the lessons learned in the unit. Each unit has a clearly identified personal

and/or civic action strand. Students develop a variety of community

participation skills Students use information they learned in the

unit to arrive at their own conclusions about what needs to be done

Based on thorough research develop some activity that will in some way lead to improved air quality.

Using Environmental Literacy as a Framework

Crosswalks with the Essential Principles for Ocean Literacy, Climate Literacy, and Energy Literacy

No Child Left Inside – State Environmental Literacy Plans

Green Ribbon Schools Awards

http://eelinked.net/n/guidelines

Want to Learn More?

Offer a workshop thru our Guidelines Trainers’ Bureau

Access information thru EELinked:

eelinked.net/n/guidelines

Attend another webinar

eelinked.net/n/guidelines

Future WebinarsMay 1st 1:00pm (Eastern)Guidelines for the Preparation and Professional Development

May 8th 4:00pm (Eastern)Nonformal EE Programs: Guidelines for Excellence

June 26th 4:00pm (Eastern)Early Childhood EE Programs: Guidelines for Excellence

GET INVOLVED:COMMUNITY EE

GUIDELINES

For more information:Akiima Priceakiima@apriceconsulting.com

Questions?

Join us at the NAAEE Conference