Professional Environmental Education Certification

November 13-15

Raining 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, put the label on as a nametag

When prompted, you’ll need to get up and determine who has which saying. Have the person write their initials next to their saying.

Speed IntrosFind a partnerYou will have 2 minutes to talk to each other about your reasons for being in the Professional Environmental Education Certification program

When you hear the whistle, move to a new partner and repeat.

Field, Forest and Stream

Know What to Learn Learned

How do the abiotic components affect the biotic components in these three ecosystems?

Field, Forest and StreamDivide into 6 teams—2 per ecosystemUsing the equipment in your bag, collect the

data on the team chart for your assigned ecosystem

Compare and contrast data collection methods—technology vs. traditional

Ecosystem FieldTech Trad

ForestTech Trad

StreamTech Trad

SoilMoisture: wet, moist or dry

     

Texture, Color, Smell      

Organic Material or organisms?

     

Sunlight and Wind Shady, dark, medium light

or bright     

Amount of Wind      

Direction from which wind is blowing

     

Temperature At ground level  

    

At 1 m above ground      

Plant Life Most common kinds of

plants     

Where each kind grows relative to others

     

Animal Life Animals seen  

    

Animal Evidence (such as scat, tracks, burrows, chewed twigs or leaves)

     

Field, Forest and StreamBased on your investigation, why can each of

these areas be considered an ecosystem?

Go back to you KWL chart and fill in at least two things your learned.

Know What to Learn Learned

Systems

Set of interacting components integrated to form a whole

Energy Pipeline Sunbeams carry 1 sunbeam at a time to the chloroplasts.

When the chloroplasts have 5 sunbeams, they pick up a leaf.

When the chloroplasts have 2 leaves, 1 goes into the used up energy tub and 1 goes the rabbit.

When the rabbit gets 1 leaf, it takes one hop toward the fox.

The first team that complete the food chain by reaching the fox, wins!

Energy PipelineWho is the most tired?What happens to the amount of energy as you go up the food chain?

Compare the movement of matter in an ecosystem and the movement of energy.

A Drop in the BucketHow much (percent) of the Earth’s water is

available to humans?Freshwater: 3%

Non frozen freshwater: 0.6%

Surface water: 0.15%

Fresh, clean water: 0.003%

What is the common thread through out all the activities?

Field Forest and StreamTree FactoryEnergy PipelineFood WebDrop in the BucketWalking the Dog videoIncredible Carbon Journey

Rose, Bud, and ThornRose: Something you enjoyed about the day’s activities

Thorn: Something that was challenging or something that needs improvement

Bud: Something you can take away

from the day’s activities

Investigative Approaches

HistorySocial Sciences

NaturalSciences

ExamplesNatural Sciences

Google—Science Daily Invasive Honeysuckle

Social SciencesGoogle—KEEC Surveys

HistoricalGoogle—Tbilisi Declaration

Readings: Knowledge CafeYour group will be assigned one of the following articles.Discuss your answers to each as a group.On chart paper, list the article your group discussed and the

answer to the appropriate following questions.The Essence of EE

. Since being good citizens seems to rarely be controversial, how could EE capitalize on this idea?

What did you find most valuable and least valuable about this reading?

The Value of EE Name one perspectives that your programs have in common and describe the

one activity that addresses that perspective. What did you find most valuable and least valuable about this reading?

Environmental Education, From the Classic to the Contemporary Choose one of the “roots” of EE your programs have in common and

describe why your programs have a strong connection to it. What did you find most valuable and least valuable about

this reading?

  Project WET Project WILD Project Learning Tree

Compare the goals of each of the guides.

    

   

How would you find the definition for a word you don’t know?

     

As an educator, you would like some activities for a specific grade level. How would you select them?

     

What is the fastest way to find an activity in a particular school content area (math, science, etc.)

     

How can you find how technology can be used with an activity?

    

   

How can you get guidance in teaching a controversial issue?

    

   

Where can you get information to help evaluate the effectiveness of activities with students?

     

Choose 1 activity in each guide and answer the following questionsHow can you find out what really goes on in a lesson?

     

How might you decide what other activities would go along with the one you selected

     

If you don’t know much about a topic, what section will help you?

     

Engage learners in setting their own expectations for learning and evaluating their performances.. . .Depends on

formal vs nonformal education settingAge/developmental level

TechniquesKWLStick note exampleT chart3-2-1 chart

3 things you want to learn (before) 2 things you learned (after) 1 question you still have (after)

Goal setting and self assessmentPolleverywhere

Natural Human

Interactions

NAAEE: Guidelines for Learning (K-12)Jigsaw

Expert GroupHome Group

Experts--Become an expert on your strand by Review pages 1-10 to learn about the organization of

the guidelinesLook through your strand at each level.Talk with your group about the major elements of

your strandHome Group

Choose 1 activity we did today and determine which Guideline and which grade level it most directly targets.

Kentucky Core Academic Standards

(KCAS)

What are Standards?Educational standards are the learning goals

for what students should know and be able to do at each grade level.

Educational standards help educators ensure their students have the skills and knowledge they need to be successful, while also helping community members understand what is expected of their children.

Standards and PoliticsAdoption of

mathematics and English/Language Arts (ELA) Common Core Standards linked to Federal Funding.

Mathematics and English/Language Arts assessments are federally mandated through the ESEA Act (formerly known as No Child Left Behind)

Standards and PoliticsThe Next

Generation Science Standards (NGSS) are not tied to federal funding.

Science is not a federally mandated tested area.

States that have adopted NGSS: Nevada , California, Delaware, the District of Columbia, Kansas, Kentucky, Maryland, Rhode Island, Vermont, and Washington. 

Kentucky and National StandardsKentucky has adopted with slight modifications

Mathematics Common Core StandardsEnglish Language Arts Common Core StandardsNext Generation Science Standards (NGSS)

These plus former state standards in the areas of Social Studies, Arts and Humanities, Practical Living, Technology and Vocational Studies comprise Kentucky’s Core Academic Standards.

http://education.ky.gov/curriculum/docs/Documents/KCAS%20-%20June%202013.pdf

KeyK-PREP: State assessments are collectively named the Kentucky Performance Rating for Educational Progress (K-PREP) tests. They are a blended model built with norm-referenced test (NRT) and criterion-referenced test (CRT ) items which consist of multiple-choice , extended-response and short answer items. The NRT is a purchased test with national norms and the CRT portion is customized for Kentucky.

EOC: End of Course Exam

Science KCAS• Based on the Framework for K-12 Science

Education

• The NGSS were approved to be Kentucky Core Academic Standards for Science (Science KCAS) by the Kentucky Board of Education at their June 5, 2013 meeting. The science standards have completed the legislative review process and are now incorporated into the Kentucky Core Academic Standards for implementation in the classroom.

When the Core Content for Assessment was released, “soccer mom” was the word of the year“dot” (as in dot-com) was selected as the most useful word of the year. We had to worry about rewinding VHS tapes before returning them to the

rental store and had trouble jogging without our compact disc players skipping.

Hitachi released a camcorder that could take both still and moving digital pictures.

For $2000 your camera could store 20 minutes of video or 3,000 pictures, with a stunning 0.3 megapixel resolution.

Shortly, after the Core Content for Assessment was released, The first personal digital music player hit the market. The $400 MPMAN

by SaeHan could store 6 of your favorite songs. Dolly the sheep had not yet been cloned. We only had 111 elements (we now have 118). Mars Pathfinder was waiting for launch. And the human genome had not been mapped.

Homework Assignment #4

Two Hats John Hug 12/4/14

According to Hug, what is the major difference between environmental education and environmental advocacy? Please discuss.

#5

The Tbilisi Declaration 

Intergovern-mental Conference on Environmental Education

12/4/14

If a group of staff brought the Tbilisi Declaration to your organization for adoption, which one of the goals, objectives or guiding principles stated in the Tbilisi Declaration would cause the most controversy, and why?  

#6

Excellence in Environmental Education: Guidelines for Learning (K-12) (Pages 1-12)

North American Association for Environmental Education

12/4/14

What is the purpose of the NAAEE Guidelines for Learning (K-12) and how can they be used to inform your practice?