Kentuckys Environmental Literacy Plan WKU Focus Group Meeting
May 6, 2010
Slide 2
Raining Cats and Dogs Choose a phrase from the envelope at your
table. Do not share it with anyone! 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. 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. 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. Using the colored tally
sheets, collect the initials of the person wearing each
phrase.
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WHAT? Environmental Literacy Environmental Literacy
Environmentally 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
Slide 4
The Benefits of Environmental Education Academic Academic
Health Health Development Development Cognitive Cognitive Social
Social Emotional Emotional Work Force Development Work Force
Development Environmental Environmental
Slide 5
Academic Research across the country shows that when
environment-based education is incorporated into schools, both
students achievement and behaviors and attitudes improve. Research
across the country shows that when environment-based education is
incorporated into schools, both students achievement and behaviors
and attitudes improve.
Slide 6
Academic Achievement 1998: 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) 1998: 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 3 rd grade students at
passed the Wisconsin Reading Comprehension Test, as compared with
only 25% of the total Milwaukee public school population. (NEETF)
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 3 rd grade students at
passed the Wisconsin Reading Comprehension Test, as compared with
only 25% of the total Milwaukee public school population.
(NEETF)
Slide 7
Academic Achievement 2000: EIC students vs. traditional
students: EIC students scored higher in 72%, 101 of 140 academic
assessments (Liebermann & Hoody) 2000: EIC students vs.
traditional students: EIC students scored higher in 72%, 101 of 140
academic assessments (Liebermann & Hoody) 2005: EIC vs.
Traditional 2005: EIC vs. Traditional Reading: 100% of treatment
students scored as well or better Reading: 100% of treatment
students scored as well or better Math: 92.5% of treatment students
scored as well or significantly higher Math: 92.5% of treatment
students scored as well or significantly higher Language: 95% of
treatment students scored as well or significantly higher Language:
95% of treatment students scored as well or significantly higher
Spelling: 97.5% treatment students scored as well or significantly
higher than control students (Liebermann & Hoody) Spelling:
97.5% treatment students scored as well or significantly higher
than control students (Liebermann & Hoody)
Slide 8
Academic Achievement 2006: Meta-analysis of environment based
education research: 2006: 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.) 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) 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)
Slide 9
Attitudes/Behavior in Schools Assessment AreaMeta-analysis
Results Decreased Discipline Referrals 4 of 4 studies positive
Attendance and tardiness3 of 3 studies positive Motivation to
learn4 of 4 studies positive
Slide 10
Health Childhood Obesity Rates Kentucky: 21%, 3 rd highest
nationally
Slide 11
Health Time spent outdoors: Increases physical activity
Increases physical activity Generally linked to good health
Generally linked to good health Associated with preventions of
certain diseases such as osteoporosis Associated with preventions
of certain diseases such as osteoporosis Linked to immunity
development Linked to immunity development Prevents vitamin D
deficiency Prevents vitamin D deficiency Helps prevent childhood
asthma Helps prevent childhood asthma Less likely to develop myopia
Less likely to develop myopia
Slide 12
Impacts on Development Contact with the natural world is
necessary for growth and development of children Contact with the
natural world is necessary for growth and development of children
Impacts Impacts Cognitive Cognitive Social Social Emotional
Emotional
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Impacts: Cognitive ADD/ADHD ADD/ADHD Outdoor activities in more
natural settings led to a greater reduction in ADHD symptoms
Outdoor activities in more natural settings led to a greater
reduction in ADHD symptoms Better able to concentrate after contact
with nature Better able to concentrate after contact with nature
Results in "profound differences" in students attention capacities
Results in "profound differences" in students attention capacities
Is necessary for optimal brain development in children. Growth of
sensorimotor cortex depends on gross motor activities Is necessary
for optimal brain development in children. Growth of sensorimotor
cortex depends on gross motor activities Stimulates learning by
engaging all 5 senses. Stimulates learning by engaging all 5
senses. Is more likely to expose students to opportunities that
require problem solving and higher order thinking Is more likely to
expose students to opportunities that require problem solving and
higher order thinking
Slide 14
Impacts: Social Provides more opportunities to learn social
skills Provides more opportunities to learn social skills Reduces
anti-social behavior such as violence, bullying and vandalism
Reduces anti-social behavior such as violence, bullying and
vandalism Fosters more positive feelings toward other children
Fosters more positive feelings toward other children Aids in
development of independence and autonomy Aids in development of
independence and autonomy
Slide 15
Impacts: Emotional Daily contact with nature Daily contact with
nature Buffers the impact of stressful life events Buffers the
impact of stressful life events Has the potential to minimize
anxiety, depression, aggression and sleep problems Has the
potential to minimize anxiety, depression, aggression and sleep
problems Mood is affected by physical activity and exposure to
sunlight. Mood is affected by physical activity and exposure to
sunlight. An indoor, sedentary childhood is linked to mental-health
problems. An indoor, sedentary childhood is linked to mental-health
problems.
Slide 16
Workforce Development We 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.
http://www.cbf.org/site/PageServer?pagename=act_sub_actioncenter_federal_NCLB
Slide 17
Workforce Development Enhancing students' environmental
literacy is a proven way to expand the academic pipeline for STEM
subjects and 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) Enhancing
students' environmental literacy is a proven way to expand the
academic pipeline for STEM subjects and 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: Environmental Connection
Opportunities for Students: Internships and Employment. Students:
Demonstrated mastery of academic environmental science concepts.
Demonstrated mastery of academic environmental science concepts.
Experienced increased self-perceptions, confidence and concern
about the environment. Experienced increased self-perceptions,
confidence and concern about the environment. Considered science as
a career. (Campbell) Considered science as a career.
(Campbell)
Slide 18
Environmental Benefits Significant childhood experiences rather
than knowledge about the environment determine an adults
environmentally friendly behavior. Significant 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. 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. Childrens positive encounters with nature can
lead to the development of an environmental ethic.
Slide 19
Environmental Education in Action
Slide 20
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Slide 24
Task Force Timeline April 2010: Task Force Meeting April 2010:
Task Force Meeting Working group identified May 2010: Regional
focus group meetings May 2010: Regional focus group meetings WKU
WKU EKU EKU NKU NKU Summer 2010: Working group review reports from
Task Force and focus group meetings Summer 2010: Working group
review reports from Task Force and focus group meetings Fall 2010:
Draft plan developed by working group Fall 2010: Draft plan
developed by working group Winter 2011: Draft plan presented to
full Task Force Winter 2011: Draft plan presented to full Task
Force Spring 2011: Revision of plan Spring 2011: Revision of plan
Grant proposal written IAW federal guidelines Grant proposal
written IAW federal guidelines
Slide 25
Five Required Elements of a State Environmental Literacy Plan
Kentucky Environmental Education Council Land, Legacy and Learning
III 1. Specific content standards, content areas, and courses or
subjects where instruction takes place. NAAEE Guidelines for
Excellence 2. A description of how state high school graduation
requirements will ensure that graduates are environmentally
literate.
Slide 26
Five Required Elements of a State Environmental Literacy Plan
3. 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 Endorsement Non-formal
Environmental Education Certification Kentucky University
Partnership for Environmental Education 4. 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.
Slide 27
Additional Elements for Consideration 1. A description of how
the state education agency will encourage school districts to green
the buildings and grounds Kentucky Green and Healthy Schools
program Kentucky 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
students Kentucky Association for Environmental Education Kentucky
Association for Environmental Education
Slide 28
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