DEVELOPING ASTATE ENVIRONMENTAL

LITERACY PLAN

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION 2

Through active, hands-on learning about the environment, students develop theknowledge and skills to address challenges in their communities.

onsumption of natural resources, air andwater pollution, and the impacts of climatechange are among the many complex chal-lenges that threaten human health, economicdevelopment, and national security. Acrossthe country, communities face the challenge

of balancing the economy that provides our livelihoods andthe natural resources on which we depend.

Solving this critical challenge requires us to understand differ-ent points of view, analyze problems, balance competingneeds, and take informed action.

Environmental education fosters learning that can transformhow we think, make decisions, and lead our lives. The futuredepends on our collective ability to apply an integrated ap-proach to teaching and helping students understand the in-terrelated elements of sustainable environmental systems –from ecological, economical, and community perspectives.

It is critical that every American understands how our com-munity, economy, and the environment are connected andmutually dependent. Environmental education prepares allcitizens with 21st Century essential skills that contribute tohealthier, more environmentally sustainable, and economi-cally prosperous communities.

Environmental Education andAcademic AchievementWhile environmental education helps develop the knowledgeand skills necessary to address complex environmental issues,it also contributes to academic achievement.

Quantitative and qualitative studies highlight the immensebenefits of an integrative environmental education frame-work. In one study, 92 percent of comparisons indicated thatstudents who were taught using an environmental framework“academically outperform their peers in traditional pro-grams.”

Additionally, evidence gathered from the same study of 40schools indicates that students learn more effectively withinan environment-based context than within a traditional edu-cational framework.1 Some observed benefits include:

! Better performance on standardized measures ofacademic achievement in reading, writing, math,science, and social studies.

3 STATE ENVIRONMENTAL LITERACY PLAN

Educating America’s future leaders is thekey to finding sustainable solutions forcomplex environmental issues.

C

! Reduced discipline and classroom managementproblems.

! Increased engagement and enthusiasm for learning.

! Greater pride and ownership in accomplishments.

Benefits of a StateEnvironmental Literacy PlanCreating an environmental literacy plan will provide theframework for school systems to expand and improve theirenvironmental education programs. A state environmentalliteracy plan will:

! Ensure that environmental education activities arealigned with student graduation requirements andhelp achieve state education goals.

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION 4

Environmental education programs have been shown to contribute to increased studentachievement in reading, writing, math, science, and social studies.

! Ensure that environmental education is fully, effi-ciently and appropriately integrated into formaleducation systems.

! Ensure that teacher professional development op-portunities in environmental education arealigned with student achievement goals in envi-ronmental literacy.

! Ensure consistency, accuracy, and excellence inenvironmental content knowledge.

! Engage underserved communities through an in-clusive process so that all stakeholders are benefi-ciaries of environmental education in schools.

! Ensure that nonformal environmental educationproviders, state natural resource agencies, commu-nity organizations, and other partners are involvedappropriately and effectively in environmentaleducation activities in schools.

! Serve as a necessary component of a comprehen-sive state environmental education program.

Elements of a StateEnvironmental Literacy PlanStates have great flexibility in the development of an environ-mental literacy plan. They can move forward with an existingplan, review and revise an older plan, or create a new plan. Asdescribed in the No Child Left Inside Act, the plan must in-clude:

1) Specific content standards, content areas, andcourses or subjects where instruction will takeplace.

2) A description of how state high school graduationrequirements will ensure that graduates are envi-ronmentally literate.

3) A description of programs for professional develop-ment of teachers to improve their environmentalcontent knowledge, skill in teaching about environ-mental issues, and field-based pedagogical skills.

5 STATE ENVIRONMENTAL LITERACY PLAN

Creating an environmental literacy planwill provide the framework for schoolsystems to expand and improve theirenvironmental education programs.

4) A description of how the state education agencywill measure the environmental literacy ofstudents.

5) A description of how the state education agencywill implement the plan, including securing fund-ing and other necessary support.

Content Standards and CurriculumThe state’s content standards and other curriculum documentsshould include environmental literacy content standards ingrades Pre-K through high school. Whether integrated with-in science, social studies, or other content areas; or whether theystand alone, these standards and curriculum documentsshould be clear and specific and be designed to ensure that highschool graduates are environmentally literate.

The North American Association for Environmental Educa-tion developed national guidelines for PreK-12 environmentaleducation. These guidelines, Excellence in Environmental Educa-tion: Guidelines for Learning (PreK-12), should be used for review-ing existing content standards or as a starting point for newdevelopment.

Instructional OpportunitiesThe environmental literacy plan should identify and highlightfor replication existing models for teaching about the envi-ronment in pre-school programs, elementary, middle, andhigh school grades and/or through multidisciplinary modelsor specific courses or units of instruction. Some examples in-clude the following:

! Outdoor Learning—The best place to learn aboutthe environment is in the environment. The envi-ronmental literacy plan should strengthen oppor-tunities for getting students into the outdoorsand connected to the natural world.

! Service Learning—The natural world, particularlyenvironmental restoration projects, offer superiorservice learning opportunities for students of allages.

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION 6

The state plan should include environ-mental literacy content standards ingrades Pre-K through high school.

! Career Pathways—School to Work and other ca-reer pathways including natural resources manage-ment, environmental and restoration and other“green business” opportunities.

! STEM Programs—Science, Technology, Engineer-ing, and Mathematics programs.

! Students with Disabilities—All programs shouldbe designed to ensure access for special needsstudents.

Environmental education provides unique learning opportunities for all students.

7 STATE ENVIRONMENTAL LITERACY PLAN

! Advanced Placement Environ-mental Science and other ad-vanced programs.

! Magnet Schools and Schoolswithin A School Programs.

High School GraduationThe state plan should consider if and howenvironmental literacy might be incorpo-rated into the state’s graduation require-ments. For example, it should address howa specific high school course, program, orcredit requirement is part of environmen-tal literacy in high school.

ProfessionalDevelopmentBoth pre-service and in-service teachers willneed to be prepared to teach their studentsabout the environment, both in and out ofthe classroom. Partnerships between schoolsystems and experienced environmental ed-ucation or outdoor education providers areexcellent models.

Implementation andFundingThe plan needs to answer key questionsabout implementation. Will new or existingstate laws, bylaws, or other specific requirements for environ-mental education be part of the implementation process? Willmodel programs be identified and replication supported? Howwill existing federal education funds such as Title II or Title V,Perkins grants, IDEA or STEM funding be integrated into animplementation plan? Is new dedicated funding required?

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION 8

Teachers need to be prepared to teachtheir students about the environment,both in and out of the classroom.

Reporting to Public and ResearchThe plan should describe the methods that the state educa-tion agency will use annually to measure environmental liter-acy. This could include traditional assessments, counts ofstudent participation or performance, or other mechanisms.Progress toward achieving environmental literacy should bereported annually, possibly on a state education agency’s fed-erally mandated annual report card.

School Facilities and GroundsIdeally, a learning environment should incorporate environ-mentally sensitive practices. The operation of school build-ings should be conducted in an environmentally sensitivemanner. This could include, for example, restoring naturalhabitats on school grounds or practicing increased energyconservation. Many city, county, or state environmental man-agement agencies are potential partners to develop strategies

9 STATE ENVIRONMENTAL LITERACY PLAN

Environmental education is interdisciplinary and provides a context for learningsocial studies, science, math, and language arts through all grades.

for new school construction and school renovation projects tomeet “green building” design requirements. Over time, signif-icant cost savings can be realized.

Stakeholders and PartnersThe development of a state environmental literacy planshould be led by the state education agency in cooperationwith natural resource and environmental agencies, nonprofitassociations, and the public. Organizations with experiencein environmental and outdoor education should be involvedin the development of the plan. Participants should include:

! State superintendent of public instruction

! State affiliate of North American Association forEnvironmental Education

! State curriculum specialists (e.g. Social Studies,Science, Math, Language Arts, etc.)

! State and local school boards

! Parent teacher associations

! Natural resource and environmental agencies

! Teacher preparation colleges and universities

! Environmental education providerssuch as state and national parks,museums, nature centers, zoos,and aquariums

! Classroom teachers

! State association for supervision incurriculum development chapterleaders and/or school principals

! Teacher unions

! State associations for science,math, social studies, language artsteachers

! Home-school networks

NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION 10

The state plan should consider if andhow environmental literacy might be in-corporated into the state’s graduationrequirements.

ResourcesNorth American Association for Environmental Education(NAAEE)www.naaee.org

Association for Supervision and Curriculum Development(ASCD)www.ascd.org (Education Topics/Environmental Education)

Your State Environmental Education Association (NAAEE)www.naaee.org/about-naaee/affiliates/affiliates-contacts-by-region

Excellence in Environmental Education: Guidelines for Learning(PreK-12)www.naaee.org/npee

1 Lieberman, Gerald, and Linda Hoody (1998). “The Executive Summary:Closing the Achievement Gap.”: 2&3.

11 STATE ENVIRONMENTAL LITERACY PLAN

Pre-service and in-service teachers gain skills to implement environmental edu-cation with their students.

PHOTO CREDITS:page 2: top left: Christy Urban, Chesapeake Bay Foundation

top right, bottom:Multnomah Education ServiceDistrict Outdoor School

page 4: top: Courtesy of Susan Beckett, Education Director,Bluff Lake Nature Centerbottom: Mark Joyous, Founder, Global View Foundation &Earthseeds Project

page 7: top left: Multnomah Education Service District Outdoor Schooltop right: Environmental Education Association of Oregonlower left: Multnomah Education Service District Outdoor School

page 8: Bill Portlock, Chesapeake Bay Foundationpage 9: Tom Zolper, Chesapeake Bay Foundation

page 10: Sharon Allen Gilder, Administrator, The Franklin Schoolspage 11: Bill Portlock, Chesapeake Bay FoundationNORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION

2000 P STREET, NW SUITE 540WASHINGTON, DC 20036202-419-0412WWW.NAAEE.ORG Printed on recycled, recyclable paper. 08/08.