Kentucky’s Environmental Literacy Plan

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Kentuckys Environmental Literacy Plan. WKU Focus Group Meeting May 6, 2010. Raining Cats and Dogs. Choose a phrase from the envelope at your table. Do not share it with anyone! Using the markers, write your first name and then draw a picture that represents your saying on the name tag. - PowerPoint PPT Presentation


Job Embedded Environmental Education Professional Development

Kentuckys Environmental Literacy Plan

WKU Focus Group MeetingMay 6, 20101Raining Cats and DogsChoose a phrase from the envelope at your table. Do not share it with anyone!

Using the markers, write your first name and then draw a picture that represents your saying on the name tag.

When you are finished, place your nametag in the hanging name badge.

Using the colored tally sheets, collect the initials of the person wearing each phrase.

WHAT?Environmental LiteracyEnvironmentally literate students possess the knowledge, intellectual skills, attitudes, experiences and motivation to make and act upon responsible environmental decisions. Environmentally literate students understand environmental processes and systems, including human systems. They are able to analyze global, social, cultural, political, economic and environmental relationships, and weigh various sides of environmental issues to make responsible decisions as individuals, as members of their communities, and as citizens of the world.NAAEE (2009) Excellence in Environmental Education Guidelines for Learning (K-12). Washington, DC.: NAAEE

3The Benefits of Environmental EducationAcademicHealthDevelopmentCognitiveSocialEmotionalWork Force DevelopmentEnvironmental

AcademicResearch across the country shows that when environment-based education is incorporated into schools, both students achievement and behaviors and attitudes improve.

Academic Achievement1998: Environment as an Integrating Content (EIC) students vs. traditional students: 100% of the EIC students scored significantly higher on comprehensive tests and had higher GPAs. (Liebermann & Hoody)

1999: Environment based elementary school: Students exceeded state average on both state tests and nationally-normed assessments, scoring higher than all other schools in Wisconsin with similar socio-economic status. Notably, all the 3rd grade students at passed the Wisconsin Reading Comprehension Test, as compared with only 25% of the total Milwaukee public school population. (NEETF)

Academic Achievement2000: EIC students vs. traditional students: EIC students scored higher in 72%, 101 of 140 academic assessments (Liebermann & Hoody)2005: EIC vs. TraditionalReading: 100% of treatment students scored as well or betterMath: 92.5% of treatment students scored as well or significantly higherLanguage: 95% of treatment students scored as well or significantly higherSpelling: 97.5% treatment students scored as well or significantly higher than control students (Liebermann & Hoody)

Academic Achievement2006: Meta-analysis of environment based education research:There is meaningful evidence that environmentally-related education, using best educational practices, can increase academic achievement across curriculum subjects. (Norman, et. al.)2008: Views and Access to Outdoors: High school students with more access had higher standardized test scores, higher graduation rates, & a greater percentage of students planning to attend college (Matsuoka)Attitudes/Behavior in SchoolsAssessment AreaMeta-analysis ResultsDecreased Discipline Referrals4 of 4 studies positiveAttendance and tardiness3 of 3 studies positiveMotivation to learn4 of 4 studies positiveHealthChildhood Obesity Rates

Kentucky: 21%, 3rd highest nationally

HealthTime spent outdoors: Increases physical activityGenerally linked to good healthAssociated with preventions of certain diseases such as osteoporosis Linked to immunity development Prevents vitamin D deficiencyHelps prevent childhood asthmaLess likely to develop myopia

Impacts on DevelopmentContact with the natural world is necessary for growth and development of childrenImpactsCognitiveSocialEmotional

Impacts: CognitiveADD/ADHDOutdoor activities in more natural settings led to a greater reduction in ADHD symptomsBetter able to concentrate after contact with natureResults in "profound differences" in students attention capacities Is necessary for optimal brain development in children. Growth of sensorimotor cortex depends on gross motor activitiesStimulates learning by engaging all 5 senses.Is more likely to expose students to opportunities that require problem solving and higher order thinking

Impacts: SocialProvides more opportunities to learn social skillsReduces anti-social behavior such as violence, bullying and vandalismFosters more positive feelings toward other childrenAids in development of independence and autonomy

Impacts: EmotionalDaily contact with natureBuffers the impact of stressful life eventsHas the potential to minimize anxiety, depression, aggression and sleep problemsMood is affected by physical activity and exposure to sunlight.An indoor, sedentary childhood is linked to mental-health problems.

Workforce DevelopmentWe will be passing on complicated environmental problems to future generations. We must give the next generation a solid understanding of these problems and the basic tools to overcome them and make informed choices in their own lives. Environmental education helps prepare students for real-world challenges.

Workforce DevelopmentEnhancing students'environmental literacy is a proven way to expand the academic pipeline for STEM subjectsand is increasingly seen as an innovative way to give students the sense of wonder and excitement so essential to encouraging scientific inquiry. (Service Learning United)Environmental Connection Opportunities for Students: Internships and Employment. Students: Demonstrated mastery of academic environmental science concepts.Experienced increased self-perceptions, confidence and concern about the environment.Considered science as a career. (Campbell)Environmental BenefitsSignificant childhood experiences rather than knowledge about the environment determine an adults environmentally friendly behavior.

Participation with wild nature before age 11 results in positive attitudes toward the environment.

Childrens positive encounters with nature can lead to the development of an environmental ethic.

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Task Force TimelineApril 2010: Task Force MeetingWorking group identifiedMay 2010: Regional focus group meetingsWKUEKUNKUSummer 2010: Working group review reports from Task Force and focus group meetingsFall 2010: Draft plan developed by working groupWinter 2011: Draft plan presented to full Task ForceSpring 2011: Revision of plan Grant proposal written IAW federal guidelines

Five Required Elements of a State Environmental Literacy PlanKentucky Environmental Education CouncilLand, Legacy and Learning III1. Specific content standards, content areas, and courses or subjects where instruction takes place.NAAEE Guidelines for Excellence2. A description of how state high school graduation requirements will ensure that graduates are environmentally literate.Five Required Elements of a State Environmental Literacy Plan3. A description of programs for professional development of teachers to improve their environmental content knowledge, skill in teaching about environmental issues, and field-based pedagogical skills.Environmental Education EndorsementNon-formal Environmental Education Certification Kentucky University Partnership for Environmental Education4. A description of how the state education agency will measure the environmental literacy of students.5. A description of how the state education agency will implement the plan, including securing funding and other necessary support.

Additional Elements for Consideration1. A description of how the state education agency will encourage school districts to green the buildings and groundsKentucky Green and Healthy Schools program

2. A description of how the state education agency will encourage teachers and administrators to provide significant outdoor experiences for their studentsKentucky Association for Environmental Education

ReferencesAbrams, K. (1999). Summary of Project Outcomes from EE and SSS Schools Final Report Data. Florida Office of Environmental Education. Tallahassee FL.Campbell, C. (2009). The Environmental Connection Opportunities for Students (ECOS) program of Greenworks in Kansas City Accessed from, April 3, 2010.Chawla, L. 1998. Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity, Journal of Environmental Education, Vol. 29, and No. 3. Davis, D. (2001) When the Standards Include the Environment., J. A. (2005) A Formulitive Evaluation of the Prairie Science Class. Journal of Interpretation Research. 10(1): 9-30. Falco, E. H. (2004). Environment Based Education: Improving Attitudes and Academics for Adolescents. South Carolina Department of Education. Columbia, SC.Haines, S. & Kilpatrick, C. (2007) Environmental Education Saves the Day. Science and Children. NSTA. April/May: 42-47 Lieberman, G. A. & Hoody, L. (1998). Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. San Diego, CA.Norman, N., Jennings, A. & Wahl, L. (2006) The Impact of Environmentally-Related Education on Academic Achievement: A Literature Survey. Accessed from February 28, 2007Matsuoka, R. H. (2008). High school landscapes and student performance. University of Michigan, Ann ArborArbor. North American Association for Environmental Education & The National Environmental Education Training Foundation. (2001) Using Environment-based Education to Advance Skills and Character Development. Washington, DC.NAAEE (2009) Excellence in Environmental Education Guidelines for Learning (K-12). Washington, DC.: NAAEENational Environmental Education Training Foundation. (2000). Environment Based Education: Creating High Performance Schools and Students. Washington, DC.. State Environmental Education Roundtable (2005) The EIC Model and Student Achievement., N & Gary E. 2003. Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35, 311-330. Children and Nature Network


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