Environmental Education Activities For Teacher Educators Final
Environmental Education Activities For Teacher Educators Final
Environmental Education Activities For Teacher Educators Final
Edited by Rebecca
L. Franzen, Scott
Ashmann, Michael E.
Beeth, Clayton T. Russell,
Victoria Rydberg, and
Amy Schiebel
This collection of instructional materials was funded by the National Science Foundation under grant number DRL
1638420. Any opinions, findings, conclusions or recommendations in materials resulting from this workshop are
those of individual participants and do not necessarily reflect the views of the National Science Foundation.
Acknowledgements
Contributions to this book were a result of a faculty professional development workshop held in Madison,
Wisconsin, during the summer of 2017, and a follow-up meeting in Oshkosh, Wisconsin, in January 2018. A
planning committee consisting of Dr. Scott Ashmann (UW-Green Bay), Dr. Michael Beeth (UW-Oshkosh),
Ms. Theresa Duren (UW-Oshkosh), Dr. Rebecca Franzen (UW-Stevens Point), Mr. Clayton Russell (Northland
College), Ms. Victoria Rydberg (Wisconsin Department of Public Instruction), and Dr. Amy Schiebel (Edgewood
College) planned these workshops. We are grateful to each of them for their expertise and all of the efforts that
went into planning these environmental education workshops. The workshops utilized place-based education to
frame the conversation of including environmental education in teacher education programs. Dr. David Sobel
(Antioch University New England) was the keynote speaker and shared a wealth of knowledge on place-based
learning with all participants. The lesson activities in this book were produced by dedicated faculty and academic
instructional staff from 19 public and private institutions of higher education in Wisconsin who attended the
Environmental Education Workshops. Each participant wrote an original lesson activity for teaching preservice
teachers at their home institutions. All participants and their institutional affiliations are listed below.
So, how do we get more environmental education for Wisconsin residents? One way is to connect with teacher
educators and influence how preservice teachers are prepared in environmental education. So, we decided to do
just that. We reached out to teacher educators across the state and invited them all—whether they are methods
instructors or content experts, college deans or first year faculty, we want to help them improve EE in their
preservice coursework.
Ashmann and Franzen (2015) documented current practice of EE in Wisconsin teacher education programs.
Programs are meeting the requirement through either course-based or activity-based ways. In other words,
programs are either requiring that students take a specific course (or choose from a list of courses that include
EE components) or that they participate in a particular activity that may or may not be part of the course.
Additionally, four trends emerged from the data. The first was that students can choose to include EE in methods
assignments, but they don’t have to. The second was that it depends on the instructor—faculty members have
a lot of freedom in what they choose to include or what they choose to emphasize. Third, there were weak
connections to social studies. Finally, there’s no evidence of the impacts of including EE in teacher education
programs—no one is conducting follow-up surveys or studies of their graduates.
ii Environmental Education Activities for Teacher Educators A Sampling from Wisconsin iii
Table of Contents Place-Based Science - A Closer Look at Lake Wingra, Sara Manders, Edgewood College ....................................... 59
Lessons What is in Our Local Soil?, Heidi Masters, University of Wisconsin-La Crosse ...................................................... 61
Outdoor Education Review Report, Tanzeem Ali, University of Wisconsin-Superior ............................................. 1
Model for Course Evaluation and Infusing Place-Based Education into the Curriculum, Danielle N. McKeithen,
Introducing Place-Based Education in Social Studies, Angela Bazan, Edgewood College ....................................... 6 Silver Lake College ............................................................................................................................................................ 64
Trees as Storytellers, Jennifer Collins and Erin Edgington, University of Wisconsin-Platteville ........................... 8 Introduction to Place-Based Learning, Melissa Nigh, Northland College .................................................................. 66
Time Well Spent: A Facilitated Solo Experience to Ignite Environmental Literacy, Evan Coulson, Northland College Green Roof Tour, Rachel Portinga, University of Wisconsin-Superior ...................................................................... 67
.............................................................................................................................................................................................. 10
Introduction of Social Costs of Environmental Problems to the Calculation of Gross Domestic Product (GDP),
Mapping Historical Land Cessions of Current WI Tribal Nations as Context for Treaty Rights and Sovereignty , Praopan Pratoomchat, University of Wisconsin-Superior .......................................................................................... 70
Christin DePouw, University of Wisconsin-Green Bay................................................................................................ 15
How Much Plastic Debris are we Producing Every Day?, Lorena M Rios Mendoza, University of Wisconsin-
EPA History, Impact and the Present, Steven Levsen and Lynn Diener, Mount Mary University .......................... 20 Superior ............................................................................................................................................................................. 71
Integrating Environmental Education Practices into Science Education, Joel Donna, University of Wisconsin-River Place-Based Design of Secondary Science Lessons, Amy Schiebel, Edgewood College ............................................. 72
Falls ..................................................................................................................................................................................... 22
Milwaukee River Study, Ray Scolavino, University of Wisconsin-Milwaukee .......................................................... 74
“Let’s See What’s Out There” Jean-Luc Picard, Debra Dosmagen, Mount Mary University ..................................... 24
Museum Exhibit, Randa Suleiman, Alverno College ................................................................................................... 76
Introductions in General Botany, Leah Dudley, University of Wisconsin-Stout ....................................................... 27
What Does the Box Say?: Learning Through Letterboxing, Corey Thompson, Cardinal Stritch University ........... 78
A Walk in the Park, Susan Finkel-Hoffman, University of Wisconsin-Oshkosh ..................................................... 29
Interdependence of Life Within an Ecosystem (Stability vs Instability), John Whitsett, University of Wisconsin-
Awareness of Risk: Inside, Outside, and Beyond, Molly Gerrish, University of Wisconsin-River Falls .................. 31 Oshkosh .............................................................................................................................................................................. 82
Conflict Resolutions with Bioenergy, Laurie Gharis, University of Wisconsin-Stevens Point ................................. 36 Recycle Bin Dive: Quantitative Analysis for Statistics Class, Georjeanna Wilson-Doenges, University of
Wisconsin-Green Bay ...................................................................................................................................................... 85
Sorting Trash with Static Electricity: A Case Study, Stephen Guziewski, Edgewood College .................................. 38
Exploring Squash, Lenore Wineberg, Becky Hitchcock, and Jordan Thorton, University of Wisconsin-Oshkosh
Winter Inquiry Project, Mary Hedenstrom, University of Minnesota ....................................................................... 40 .............................................................................................................................................................................................. 87
Meeting Nature in New Ways, Katherine Jenkins, Northland College ....................................................................... 45 Integrating EE into Math Methods Using K-12 Math Standards, Kevin Zak, Northland College ........................... 88
Facilitating Preservice Teachers to Create an Engaging Place-Based Activity for Elementary School Students, Scott Appendices
Kirst, St. Norbert College ................................................................................................................................................. 49 Appendix A: Material by Discipline ................................................................................................................................. 91
Treasuring the Great Lakes, Kathy Kremer, Concordia University ............................................................................. 52 Appendix B: Material by Licensure .................................................................................................................................. 94
Central Sands High Capacity Well Controversy, Rachael Lancor and Francie Rowe, Edgewood College ............. 54 Appendix C: Professional Development of Environmental Educators: Guidelines for Excellence ............................. 96
Environmental Issue Investigation, Action, and Instruction, Kendra Liddicoat and Becca Franzen, University of Appendix D: Guidelines for Professional Development Crossed with Wisconsin Teaching Standards ...................... 102
Wisconsin-Stevens Point .................................................................................................................................................. 57
Context
This activity is for preservice teachers in a teacher education
program for early childhood, elementary, and middle school. Approximate activity time
This is a stand-alone activity that introduces them to outdoor 6-7 hours
education/ place-based education in their science methods
course. Licensure
Early Childhood
The goals are to: (a) Guide preservice teachers to experience Middle Childhood
science teaching using / environmental education/ outdoor
education/ place-based activities and (b) develop a resource to
tap into within the preservice teacher’s community for teaching NAAEE Guidelines
science through place-based lessons. The lesson is focused on for Excellence
science but can be integrated in other content areas such as Theme 4
math, literacy, social studies and arts. Guidelines: 4.1, 4.2, 4.3, 4.6
Materials Theme 6
Journal for taking notes, video recorder/ camera (optional), Guidelines: 6.1, 6.2
transportation to the location
Minimal (15 and below) Excellent (18 and above) Components Minimal (30 and below) Excellent (45 and above)
Original Very little of the assignment is attempt-Assignment is complete and on time. Post and points
Post (8) ed. There are many inaccuracies and includes detailed answers with thorough General The description, key features, materials The description, key features, materials
/ or omissions. Work is poorly done, explanations and examples from current program and contact information are lacking and contact information are identified in
incomplete with little effort demonstrat-work and/or past educational setting and information detail. Children’s “take away” is unclear. detail. The program’s targeted age levels are
ed. Work shows a lack of understanding assigned readings. Work is organized, neat (15) Potential barriers and potential solu- identified and discussed. Children’s “take
(< 6) and easy to follow. (7.44+) tions to participating are not discussed. away” clearly available and appropriate
Response (7) Agrees/disagrees without providing Responses are clearly stated. Makes ref- (< 9) with the program’s key learning. Potential
support statements (me, too, or I agree).erences to textbook materials. Expand on barriers and potential solutions to partici-
Respectful to others and their thoughts. information with specific examples. Cites pating are discussed in detail. (13.5+)
(< 5.25) other text and work. Respectful of other Science and Science and environmental education Science and environmental education stan-
people’s opinions and feelings. Gives con- environmen- standards and key learning incorrectly dards and key learning correctly identi-
structive feedback. (6.51+) tal education identified for the lesson plan reviewed/ fied for the lesson plan reviewed/created.
Writing Me- Disorganized and difficult to follow. Has Well-structured and eloquently stated, free connections created. (< 9) (13.5+)
chanics (5) several grammatical, syntax and spelling of grammatical, syntax and spelling errors. (15)
errors. (< 3.75) (4.65+) 5E’s of In- Some components (or gaps) of inquiry All components (or gaps) of inquiry learn-
quiry lesson learning outlined and identified. (< 9) ing outlined and identified correctly. Pre
plan (15) and post activities to enhance students’ ex-
periences and learning discussed in detail.
(13.5+)
Writing Me- Disorganized and difficult to follow. Has Well-structured and eloquently stated, free
chanics (5) several grammatical, syntax and spelling of grammatical, syntax and spelling errors.
errors. (< 3) (4.5 +)
Materials
Access to computer/internet, copies of readings
Context Week 2
The audience for this are senior level elementary education majors. Students 1. Take measurements of trees on campus, determined by the professor.
will be introduced to the concepts of place-based learning through a series of Licensure 2. Ask yourself how the tree has a story to tell about its life and experiences. Additionally, consider how a tree
integrated social studies and science lessons. Early Childhood holds clues and a story to our past.
Middle Childhood 3. Take the measurements and consider the relationship between the numbers.
The initial investigation will introduce students to what constitutes primary
source documents and lead into discussions of the different types of
primary source documents that are available. Further discussion will ask
NAAEE Guidelines Week 3
1. Work in the TREES lab, “reading” tree cookies telling a historical narrative.
students to consider how First Nation people, specifically the Ho Chunk, for Excellence
2. Students will engage in an activity matching historical stories to the tree cookies.
used trees and nature to tell stories and provide historical information. An Theme 1
important question for students will be “How can we validate traditional Guidelines: 1.1, 1.2
Week 4
written historical narratives using narration from nature, oral tradition and 1. Revisit integrated learning design and inquiry learning models of instruction. Additional considerations
traditional ecological knowledge (TEK)?” Theme 4
include: developmentally appropriate practices and UDL.
Guideline: 4.2
Simultaneous considerations will include intentionality in integrated learning
design, considering developmentally appropriate practices, in a place-based
Assessments
Social Studies
learning context. Universal Design for Learning will also be considered.
Informal: Using a pre-assigned tree cookie, students will write an autobiography depicting the life of the tree, in
first-person narrative.
Materials
Social Studies: Primary source document samples, Ho Chunk stories/reading materials, Ho Chunk elders Formal: Students will analyze a sample tree cookie and make a prediction
– Jamie Mallory / Patti Lowe or Ho Chunk Tribal Office, Platteville Journal articles (or any archived local about the story the tree cookie tells (a natural phenomenon that occurred
newspaper), Library of Congress – Teaching with Primary Sources, LOC – videos http://loc.gov/teachers/ during the life of the tree). Students will then validate those predictions by
professionaldevelopment/, Wisconsin Historical Society www.wisconsinhistory.org, Digital Public Library of choosing the correct local newspaper article depicting the phenomenon.
America https://dp.la/
Senior Seminar
Science: DBH and standard measuring tapes, tree cookies, stereoscopes, TREES Lab and instructor, trees on Informal: Students will be asked to communicate informally, through
campus discussion, how each activity engages them in an integrated learning
opportunity.
Step by step directions
Social Studies Formal: Students will analyze a sample tree cookie and make a prediction
Week 1 about the story the tree cookie tells (a natural phenomenon that occurred
1. Introduce foundational ideas related to place-based learning. during the life of the tree). Students will then validate those predictions by
choosing the correct local newspaper article depicting the phenomenon.
Week 2
1. What are primary source documents?
2. What types of primary source documents can historians use?
3. What are some non-traditional primary source documents that have been used by First Nation, specifically
Ho Chunk, people?
Week 3
1. How can we validate oral, written and historical narratives using narratives from nature?
5. Content: Awareness Challenges. Walk students as a group to their individual solo sites, ‘dropping’ off each 7. Conclusion: Values. Gather the group in a quiet, distraction free setting to conclude the activity and bring a
student at their individual solo site as you come to it. strong ending to what was likely a rather powerful individual experience.
“During your solo, choose and complete at least seven of the awareness challenges listed below:” a. Facilitate a round of reflection questions with the group, which may include some of the following:
• How was your time out there?
b. Invite participants to share a word or phrase to describe how they felt about spending so much time with
Look just themselves and the world around them
a. In your journal, create a detailed map of your solo site; • What did you see?
b. Choose an interesting 3 foot X 3 foot section of your solo site. Take a ‘micro hike’ to explore every square c. Invite participants to share any maps created
inch of this section. In your journal, create a map of this micro trail system that you just ‘hiked’; • What did you hear?
c. In your journal, create an inventory of every living thing that you can see in your solo site; d. Invite participants to share any sound maps created
d. In your journal, create an inventory of every nonliving thing that you can see in your solo site; • What did you do? –How did you utilize this free time?
To begin the lesson, students will be provided a table in which different columns are labeled: Tribal Nation,
State/Territory, date, land ceded.
Students will then be asked to examine sections of a primary document that is relevant to the tribal nation upon
which they will focus. The primary document is Indian Land Cessions in the United States, 1784-1894 (Accessed
at the Library of Congress: http://memory.loc.gov/ammem/amlaw/lwss-ilc.html) We will begin by reading a
paper handout with an example of an historical treaty in order to learn how to read the document (see image
below):
Students can find this information within the primary document’s “Date” and “Where & How Concluded”
sections. Students will also be instructed to read the “Description of cessation” column for more detailed
information on the transaction and to summarize this information in the “Description” column of their table.
To help students translate historical names for tribal nations with contemporary names, provide them with a
handout from the National Park Service NAGPRA site (https://www.nps.gov/NAGPRA/ONLINEDB/Land_
Cessions/INDEX.HTM):
Question 2: Approximately how much land was transferred from the tribal nation and into government hands
by the end of the treaty era (1885)?
The “Description of cessation” within the primary document provides clues for how much land was transferred.
The Library of Congress also has a collection of maps (1899) that visualize the land cessions (https://lccn.loc.
gov/13023487 ) in WI and reservations in 1899. The map collection does not provide a quantity, but does provide
a visual description of the loss of territory. Another map archive that might be used is the National Park Service
NAGPRA website at https://www.nps.gov/NAGPRA/ONLINEDB/Land_Cessions/INDEX.HTM
In order to more clearly answer the question of how much land was transferred, provide students with a link to
this animated map: https://indiancountrymedianetwork.com/news/animated-map-shows-loss-of-western-tribal-
lands-from-1784/
In the Courts of the Conqueror: The 10 Worst Indian Law Cases Ever Decided by Walter R. Echo-Hawk provides
additional information: “By 1881, Indian landholdings in the United States had plummeted to 156 million acres.
By 1934, only about 50 million acres remained (an area the size of Idaho and Washington) as a result of the
General Allotment Act of 1887. During World War II, the government took 500,000 more acres for military use.
Over one hundred tribes, bands, and Rancherias relinquished their lands under various acts of Congress during
the termination era of the 1950s.”
Final component: Students will write an analysis of what the land cession primary document included and
what it left out in providing a history of treaties and land cessions. Students will then talk about the significance
of land transfers for both the tribal nation in question and the federal government in terms of gained or lost
resources and place.
Resources
EPA history, impact and the present
You have been divided into small groups to look at the purpose, function, and accomplishments of the EPA
within a given time frame. You should include these and any other interesting facts in your research paper and
presentation. In addition to your time frame for discussion, please consider our current EPA. Included below is a
link which indicates the current mission of the EPA.
The mission of the EPA is to protect human health and the environment.
https://www.epa.gov/aboutepa/our-mission-and-what-we-do
Step by step directions Students Teaching Students: Lessons from the Desert
https://www.teachingchannel.org/videos/students-teaching-students
Steps in this lesson are specifically designed to model the 5E framework.
1. ENGAGE: In-class Zoom-out activity -- use pictures of a natural item on campus and ask the question, what Applying Knowledge at a Museum
else is out there? Provide some basic information about the outdoor site (how big is it? how has land use of https://www.teachingchannel.org/videos/how-students-get-most-from-museum-visit-getty
the area changed over time? e.g. 80 acres, a farm prior to 1920, proximity to Menomonee River)
2. EXPLORE: Working in groups, students explore the campus. They will be given a Nature Journal to help Farming in the Guilded Age: A Simulation
direct their exploration (15 minutes). After they have generally explored an area, they will place a hula hoop https://www.teachingchannel.org/videos/using-simulation-in-the-classroom
at a location of interest to them and do a more detailed observation of the region outlined in that circle (15
min.). Throughout the observation, they are encouraged to draw artifacts of interest. (Note: drawings are Antique’s Road Show: Show and Tell
used instead of pictures to force observation of details). https://www.teachingchannel.org/videos/show-and-tell-themes
3. EXPLAIN: Upon returning to the classroom, using post-it notes, students will share the observations they
identify as “most interesting” by attaching the sticky note to a large campus map in the location they studied. Resources:
Part of this exercise will involve the see-think-wonder strategy to process and summarize the information When Your School is a Museum:
being shared. https://www.edutopia.org/article/when-your-school-is-a-museum-beth-hawkins
4. ELABORATE: Students will choose three things that they “wonder” about and research information that
Additional thoughts: You might continue using these plants as case studies throughout the semester. For
example, when studying monocot vs dicot, bring out/make cross sections of plant examples. For example, when
content is covering secondary chemicals, focus on exemplary examples from the original group of plants.
Materials
Clipboards (one for each group), mapping paper (one for each group),
Rebus paper (one for each group), scissors (one for each group), UDL Prompt Cards (one for each student),
sample Rebus Packet (one for each group)
Assessments Context
Completed maps and rebus. Discussion of the UDL This is an activity for preservice student teachers in their environmental
components evident on the playground. education class as well as in a curriculum course. The students are in 2 Licensure
different programs, those in the environmental education course (place-
based science) are students enrolled in an early childhood major degree Early Childhood
completion program (licensure EC). The students in the curriculum course
(preschool curriculum) are those who are elementary education majors and NAAEE Guidelines
early childhood education minors, their licensure will be EC/MC. for Excellence
Theme 4
The activity helps students to begin to understand how to “scout” (assess) Guidelines: 4.1, 4.6
their environment (place) for risks as well as opportunities, and how to
account for the risks they may face in various settings. Risk is defined and
explored in various ways, including physical risk, cognitive risk, social risk,
and emotional risk. This activity is vitally important for early childhood educators who must be able to articulate
to parents, administrators, and other interested stakeholders, why they do what they do and how they are aware
of the risks inherent in certain activities. Additionally, being able to articulate how they are using these “risks”
as opportunities that are developmentally appropriate as well as connected thoroughly and thoughtfully to
standards. There are various types of risk/hazards/benefits (not only physical risk) that are to be focused on in
this activity in order to help students think more broadly.
Because early childhood settings can be quite diverse, it is important for preservice teachers to understand
their place and how their activities, environment, and materials are providing opportunities for students to take
developmentally appropriate risks across the areas of development. Teachers of young children also serve as a
model for behavior, and it is important to identify their own comfort level--what situations do they deem too
“risky” for their students or are concerned about parental and administrative push-back? With the use of a goal-
ladder and spiral approach to planning, activities and environments can meet both students and their teachers
where they are all most comfortable while still offering appropriate challenge and room for growth.
Materials
Risk sort pictures (example pictures may include bleach, scissors, sticks, outlet, untied shoelace, worksheet, child
sitting alone, litter, etc), outdoor setting at your own school or daycare, indoor setting at your own school or
daycare
*really any indoor and outdoor space is appropriate as early childhood teachers need to have these skills
regardless of where they are with young children.
Assessments
Informal: Informal assessments will include observation and discussion. Students will have an opportunity to
apply this work to an additional final project (not described in the scope of this activity) wherein they do an
analysis of outdoor and indoor play environments at various field sites (using several outdoor rating scales as
well as the ECERS-R) and plan developmentally appropriate activities for young children.
Formal: Working in teams, students will apply their knowledge of risk analysis to an outdoor field site of their
choosing and an indoor field site of their choosing. The students will complete a risk/opportunity template. For
each stated “risk”, students will articulate how they would manage that risk as well as the learning opportunities
across the spectrum of development.
References
Bailie, P. (2007). “List of ten reasons to connect children with nature”, Seeds of Learning Conference, River Falls,
WI.
Bishop, Geoffrey (2015). Nature, the first and essential prepared environment, UWRF Nature Conference, River
Falls, WI
Brodsky, Chenfeld, M. (2007). Celebrating Young Children and Their Teachers, Red Leaf Press, St. Paul, MN.
Brodsky, Chenfeld, M. (2002). Creative Experiences for Young Children, Heinneman, Portsmouth, NH.
Brodsky, Chenfeld, M. (2001). Teaching by Heart, Red Leaf Press, St. Paul, MN.
Cornell, J. (1989). Sharing nature with children II., Dawn Publications, Nevada City, CA.
Davis, J. (2010). Young Children and the Environment: Early Education for Sustainability. Cambridge Press,
Australia.
Article “Sorting Trash with Static Electricity” from Bruce C. Palmquist Department of Physics/Department of
Complete and highly Nearly complete and Somewhat complete Inadequate descrip-
Science Education Central Washington University Part III: Inference accurate descrip- accurate description and accurate descrip- tion of quantitative
tion of quantitative of quantitative data tion of quantitative data and resulting in-
Step by step directions The experiment data and resulting
inferences; extensive
and resulting infer-
ences; support for
data and resulting
inferences; some
ferences; no support
for inferences.
This is an adapted lesson that can be used during a static electricity unit to tie in environmental education. support for infer- inferences. support for infer-
Students initially study electrostatics basic concepts and real world uses of static electricity and practical ences. ences.
applications. Then, hand out the article.
Have students work in groups of three or four. In this type of case study, students complete each section, Highly complete, Complete, clear, Partially complete, Inadequate data
answering the questions and getting class feedback before getting the text for the next part. They use only the Part IV: Evaluation clear, and accurate and mostly accurate clear, and accurate interpretation; no
data interpretation; data interpretation; data interpretation; prediction-results
information given to them in the case to critically think through the scientific process. However, the instructor clearly relates pre- relates predictions partially relates pre- relationship; no eval-
Results
decides to assign groups, the groups stay together for the entire case study, allowing them to get used to each dictions and results; and results; evaluates dictions and results; uation of the main
other’s working style. accurately evaluates the main findings of poor evaluation of findings of the case.
the main findings of the case. the main findings of
Each group presents ideas to the rest of class and submits answers to questions for each section on a separate the case. the case.
sheet of paper before getting the next section. This lesson could take multiple days depending on length of class
time. One possible way to assess the activity is with the following rubric.
References
Herreid, C. (2005). The interrupted case method. Journal of College Science Teaching, 35(2), 4–5. Knight, R.
(2013). Physics for Scientists and Engineers, 3e. San Francisco: Pearson. Matsushita, Y., Mori, N., and Sometani,
T. (1999). Electrostatic separation of plastics by friction. Electrical Engineering in Japan, 127(3), 33–39.
Case copyright 2014 held by the National Center for Case Study Teaching in Science, University at Buffalo, State
University of New York. Used with permission.
1. Students organize into learning teams and engage in snow observations or look for birds in a self-defined next to building
area on campus. Limit it to one tree, bush, branch, or bird feeder.
2. After 5 minutes of making observations, students write questions or things they wonder about the snow or
signs of life.
3. Students engage in OKW (observe, know, wonder).
4. Looking at the questions in W, students categorize question types into three types: E=ask an expert or look it
next to sidewalk
up, B = too broad or unanswerable without modifying the question, T = observe or test with an investigation
5. Introduce the sentence frame question, “How does ____affect ____?” and come up with a table of
independent and dependent variables to create multiple testable questions. Discuss that the thing you change
or specify is the independent variable (first blank) and the thing you count or observe is the dependent
variable (second blank).
between building and side-
Example: walk
Independent variable Dependent variable
type of tree type of birds
height of tree number of birds
type of bird feeder
8. Before going outside, review common birds and guide students to them in the field guide. Go outside to
type of bird seed collect data and complete data table.
9. Students will create a graph of data and write a discussion or rationale of the study along with the results.
location of tree
10. Students write a conclusion that starts like: My results support hypothesis HA1, the tree adjacent to
the building has more types of birds. Next time, I will make more observations over time and collect the
Some possible questions: temperature and sky observations.
How does type of tree affect the number of types of birds? How does type of tree affect the number of birds? 11. Students post their question, hypotheses, materials, results, and conclusion on a poster paper, and share
How does height of tree affect the number of type of birds? How does height of tree affect the number of them with the class in a mini-science conference. Encourage students to ask questions.
birds? 12. Reflect with students on all study results as a group. What did we learn about birds in this place during
How does the type of bird seed affect the number of birds? winter? What did we learn about this place in general? What new things did you learn about birds? What
Write your question in the science notebook. new things did you learn about this place?
6. Students will choose a question and write multiple hypotheses to promote students’ thinking around possible 13. Reflect with students on the learning theory, philosophy of teaching, and whether the lesson was student-
explanations for why a hypothesis will be true, prevent researcher bias, and discourage students from or teacher-centered, and why? How do you think students would respond to this lesson?
thinking their results are “wrong”.
Example:
How does location of the tree affect the number of types of birds?
HA1 = The tree adjacent to the building has more types of birds.
HA2 = The tree adjacent to the sidewalk has more types of birds.
Informal: Ability to create a testable question and use multiple hypotheses, ability to work in a group, discussion
on importance of place-based environmental education Context
This is intended for undergraduate college students, fall semester (first year
– senior). Approximate
References
Oberhauser, K. (Ed.). (n.d.) Schoolyard ecology explorations: An inquiry-based curriculum. Saint Paul, MN: activity time
Brief Philosophy: “We cannot win this battle to save species and 2 hours
University of Minnesota.
environments without forging an emotional bond between ourselves and
nature as well – for we will not fight to save what we do not love.” Stephen
Citizen science: Process of science. (2017) Retrieved from: https://www.extension.umn.edu/environment/citizen- Licensure
Jay Gould.
science/driven-to-discover/resources/process-of-science/ Early Childhood
At a time in human history when new health issues such as ‘nature deficit Middle Childhood
disorder’ are being established, it is important to help students become Secondary
as comfortable as possible working outside, hopefully falling in love with
the natural world, particularly in supporting them in becoming teachers
of environmental and outdoor education. As we make requests (and/or NAAEE Guidelines
as varying issues of the Earth make it obvious) for teachers to integrate for Excellence
environmental and outdoor education into curriculum, it is necessary Theme 1
that those teachers and leaders have a personal relationship and level of Guideline: 1.1
comfort with the outdoors as their foundation. They have to be able to
model what it is they are asking of their students, and they need to be able Theme 5
to express themselves in connection with their ecological self (for some Guideline: 5.1
this may be a new concept and they will be newly identifying with this
part of themselves…while for others it may be something they already find
deep meaning and connection with…). It would be difficult to model it effectively without having a developed
ecological self. Developing an ecological self takes many forms and this lesson offers creative ways to deepen
skills in attention and awareness and broaden perspective.
This lesson will be implemented on the second or third day of the course as a pre-assessment activity and will
be implemented at the end of the course as a post-assessment. The series of activities are designed to provide
students with the opportunity to experience and reflect on their connection with the natural world, comfort level
interacting with the outdoors and express their relationship with the natural world referencing their experiences
in the activities.
This lesson can be applied with any student population or discipline where people are asked to connect with,
teach about, or study/research the outdoors. The activities are experiential, interdisciplinary and meet diverse
learning styles.
Materials Licensure
A model place-based learning activity developed by the instructor, local Early Childhood
experts for the preservice teachers, notebook for documenting questions Middle Childhood
from preservice teachers during the model place-based activity
Day 3 Context
1. Before class: Prepare a 3-5 minute statement arguing for (agribusiness) or against the bill (landowners This is a semester-long assignment for a course for preservice teachers that
and tourism). Legislators will write questions for the advocates. Post on Blackboard before class. includes both environmental studies content and environmental education
Approximate
2. Senate hearing. teaching methods. This assignment is designed to help the students activity time
a. Students alternate sides and give their testimony. integrate those two facets of the course. Note that D2L is the course Full Semester
b. At the end of the hearing, legislature will vote for or against the bill. Explain to the class why they management software used for this course.
voted the way they did.
3. Post-assessment: Students again vote, and explain their claim-evidence-reasoning. Licensure
4. Wrap up: Instructor reveals that the vote was for the bill in the end. Class discussion about the Materials Early Childhood
environmental consequences of this decision for the Central Sands Region. Discuss relationship between Access to computers, resource books, online databases and websites Middle Childhood
ecology and environmentalism. Secondary
Assignment Guidelines (to be handed out to students):
Assessments This assignment is composed of four parts. (See your discussion
NAAEE Guidelines
Students present oral arguments to the class. Arguments are assessed using a rubric. schedule for due dates.) for Excellence
1. Learn about an environmental issue and summarize relevant information Theme 1
based on research and careful reading. Guidelines: 1.2, 1.3, 1.4
2. Develop and implement a personal plan to take action in relation to the
environmental issue. Theme 2
3. Determine how you would teach about the topic and the issue. Write a Guideline: 2.2
lesson plan.
4. Prepare a reflection video or discussion post and comment on actions Theme 3
taken by your classmates. Guideline: 3.1
Each part of the assignment has a specific focus, distinct guidelines, and its
own due date, but all relate to the same environmental issue. Theme 4
Guideline: 4.7
1. (15 points) Select an environmental issue. Provide background
information by conducting research.
Choose an environmental issue from the following list: environmental health, human population growth and
distribution, resource consumption, biodiversity and extinction, habitat conservation and loss, water pollution,
water conservation and scarcity, food production and consumption/distribution, air pollution, climate change,
energy production and conservation, mining, waste production and reduction.
Read the corresponding section of your textbook and narrow your topic to a more specific issue of personal,
local, or regional relevance. Research your narrower issue using the websites and resource lists provided in your
Discussion section. You need to use at least three approved sources in preparing your assignment. Your textbook,
Project Learning Tree, Project WILD, and Project Aquatic WILD books can be referenced but will not count
Day One (1.5 hours - includes time to complete activities, walk to lake, and groups switching)
For the first half an hour, G1 will canoe and make observations on the water. Students will verbally discuss
and make mental notes; written notes can be recorded once back on shore. G2 will be on the shore, making
observations and recording their findings. PSTs should be asking pressing and probing questions to push the fifth
Using the knowledge that I have gained throughout this EE Workshop Assessments
I am excited for this new development, and am feeling more equipped and ready to prepare my pre – service 1. Inclusion in the essential Education Department Meetings
educators not only through the biennial EE Summer Workshop. Now I can incorporate more EE throughout my a. Maintain a collegial relationship with the Education Department throughout the Academic Year
General Biology, Physics, Science and Discovery, and, Environmental Sciences courses that are also taken by the b. Follow – up and Follow through by both departments
Education Majors/Minors. 2. Better understanding of the needs of the Education Department from my department
a. Input on Science related courses Faculty hire
Materials b. Manage course accessibility through agreed upon rotation schedules
UW Madison EE Workshop materials, Previous SLC Academic Bulletins, mentor notes (Sr. Lorita Gaffney, Sr. 3. Better overall relationship between both departments
Jan Villemure), summarization of similar colleges with these programs, on – boarding of the newly appointed a. Communication during Program/Course Revisions
Dean of the School of Education, current list of Education/Biology Majors/Minors (classification, remaining b. Involvement with Advisement
courses) 4. More involvement with the matriculation of the Education Majors
a. Biology Majors
Step by step directions b. Biology Minors
The very first item on my list is to hold a meeting with the Education Department Chairs to discuss our current 5. Education Major Course Content modifications/revisions based on the following criteria:
relationship and how close knit I see or two departments in the near future. a. Course Rubric
1. Schedule an initial meeting with Daniel Minter and Nancy Sim, Department of Education Chairs b. Student Feedback
immediately upon my return. This will serve as an introduction to my Project Goal for my department. c. Place – Base Education Standards
2. Identify the future of 405 Integrated Natural Science Themes and 443 6. This new developmental phase will also be included within my Annual Self – Evaluation, thus ensuring that I
Science Methods Course. Previously Sr. Lorita Gaffney and Sr. Jan continue to learn and improve my personal knowledge on Place – Based Education.
Villemure taught both of these courses, and since they are no longer
associated within either department, I need to know if this will fall upon
my or the Education Department to cover the required Major/Minor
material.
a. NSC 443 Curriculum and Methods Natural Science: Early
Adolescence–Adolescence ___________________________ 2
Curriculum development based on standards, practices, and
strategies in engaging students in learning science in a supportive and safe
environment with measurement and evaluation of student performance. Prereq: EDU 271 or EDU 222
b. NSC 405 Integrated Natural Science Themes _________________ 2
This exploratory course focusing on the philosophy and history of science is designed to address the
contributing disciplines that create science as multifaceted and interdisciplinary. Using scientific inquiry
and argumentation-based strategies the learners will view science as a dynamic part of a changing society
Context Context
This lesson was created for an Early Childhood course. Place-based learning is This activity was written to be used in biology courses that fulfill a 2-credit
a great way to integrate environmental education into the course. This activity Approximate Environmental Science requirement for all students. One course (Bio 100) is Licensure
will show what place-based learning is and the steps a teacher needs to take a mix of majors from all across campus. They range from freshmen to seniors, Early Childhood
activity time Middle Childhood
in order to implement it into the curriculum. A lesson will be modeled and Several class meetings and they have a range of emotions regarding this class. A second course is
discussed. The culminating activity will be the place-based lessons students about environmental sciences, specifically for preservice teachers (Bio 170, Secondary
design. Encourage students to integrate a variety of subject areas into their “Biology for Teachers”).
lesson. If possible, visit Head Start or another EC setting in order to allow the Licensure
students to teach their lessons. The activity will include a tour of a green roof on campus, followed (and/or
NAAEE Guidelines
Early Childhood
preceded) by work time on a small team project. The groups will be asked to for Excellence
Theme 1
Materials NAAEE Guidelines
design a project that would either propose a way to add value to the existing
Guidelines: 1.1, 1.2
Documents with steps to consider when creating a place-based lesson, four system, or share information regarding the green roof with community
meters of string for each student, journal sheet, paper for map drawing,
for Excellence members and students. The details of the assignment are below.
Theme 4 Theme 4
clipboards, reference materials on place-based learning, writing/drawing tools
Guidelines: 4.2, 4.3, 4.4, This is appropriate to the setting because it is ON campus (place-based Guideline: 4.3
4.6, 4.7 learning). Students see this feature every day on campus, but not many know
Step by step directions the purpose, or benefits, of this building design. The roof is rarely used as a
1. Discuss definition of place-based learning Theme 5 living lab for class or the community. This particular green roof has many
2. Discussion of steps involved in creating a strong place-based learning Guidelines: 5.1, 5.2, 5.3 species of sedum, meant to bloom at different times throughout the year, but no food plants. It is close enough to
lesson
include a tour, and work time in groups, during the 50-minute class. With a class of 50 students, they will need
3. Model a place-based learning lesson on campus or in a place within
to move up and down from the roof rather slowly. This experience should empower students to tell their friends,
the city. For example, you could lead an activity, “Life in a Square.”
families, and roommates about the roof, so we can start building awareness about our own local environment
Go outside and have students make a square, using their string. Students will investigate the life in the
and help others recognize benefits of sustainable building practices.
square, drawing a map and taking notes in their journal. After the activity, discuss the components of the
lesson plan and the value of learning about your local place.
4. Students will create a place-based education lesson plan. Materials
Green Roof (This could be amended to a feature of a LEED certified building, or Passive Haus building, or
community garden.), access and tour of green roof, printed team assignments, phones or cameras, pens/pencils
Assessments (students provide)
Informal: I will observe students throughout the lesson and question them on what they are observing.
Formal: Students will create a full lesson on the topic of their choice using place-based learning. Students will Step by step directions
teach the lesson to a group of Early Childhood students off campus. 1. Gain permission to access the roof.
2. Schedule the day in the semester to visit (ideally, include this date in the syllabus).
3. Divide students into groups of 3-4
4. The class period before the tour:
a. Remind students that we are going on the field trip and they should:
i. Wear appropriate shoes and clothing (solid base and closed-toe shoes, avoid short and/or
flowy skirts, hair binders for long hair, etc.).
ii. Watch the provided media on D2L (or other learning management system) about green
roofs
iii. Take quiz before arriving at the green roof
iv. Meet the instructor AT the green roof meeting point next time – if they can come 10 min
Assessments
Team assignment (see below)
References
Brueck, Hilary. What the heck is a “green roof ”? Forbes website, May 31, 2017, video and article.
https://www.forbes.com/sites/hilarybrueck/2017/05/31/what-the-heck-is-a-green-roof/#c17aad32eb22
Dowdey, Sarah. What is a green roof? How Stuff Works website, 2017. http://science.howstuffworks.com/
environmental/green-science/green-rooftop.htm
Resources
Related Chapters in Book: Chapters 1, 2, 3, 5, 6, 9, 10, 11, 13, 15, 16. (Cunningham, W. P. and Cunningham, M.
A. Principles of Environmental Science: Inquiry and Applications. 2017. 8th Edition)
1. Use the following guidelines to develop a project that would communicate information about the green roof
Assessments
I plan to grade using rubrics following the indicators from the EE standards.
Materials
Water testing chemicals, soil extraction equipment, various collection nets, collecting jars, equipment for
gathering velocity of water (stop watch, rope, ping pong ball), flip chart paper, identification books, waders,
microscopes/dissection scopes.
Formal: Students will write an executive summary of the letterboxing experience and create an informational Average: ___________
handout that explains how to letterbox (see attachment).
Grade: __________
Mapping Historical
15 x
Land Sessions
EPA history,
20 impact and the x x
Appendices present
Integrating EE
22 x x x x
Practices
“Let’s see what’s out
24 x x x x x
there.”
Introductions in
27 x x
General Botany
29 A Walk in the Park x x
Awareness of Risk:
31 Inside, Outside, x x
and Beyond
Conflict Resolution
36 x x x
with Bioenergy
Sorting Trash with
38 Static Electricity: A x
Case Study
Winter Inquiry
40 x x x
Project
Meeting Nature in
45 x x
New Ways
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 6.1 6.2 6.3 6.4
Outdoor
1 Education X X X X X X
A Sampling from Wisconsin
Review Report
Introducing
6 Place-based X X X
Education
Trees as
8 X X X
Storytellers
Mapping
15 Historical Land X X
Sessions
EPA history,
20 impact and the X X X
present
Integrating
Environmental
22 X X X
Education
Practices
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 6.1 6.2 6.3 6.4
Introductions in
27 X X X X X X
General Botany
A Walk in the
29 X X X X
Park
Awareness of
Risk: Inside,
31 X X
Outside, and
Beyond
Conflict
36 Resolution with X X X
Bioenergy
Sorting Trash
with Static
38 X X X
Electricity: A
Case Study
Winter Inquiry
40 X X
Project
Meeting Nature
45 X X
in New Ways
Facilitating
49 Pre-Service X X X X X
Teachers
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 6.1 6.2 6.3 6.4
Treasuring the
52 X X
Great Lakes
Central Sands
A Sampling from Wisconsin
High Capacity
54 X X X X
Well
Controversy
Environmental
Issue
57 Investigation, X X X X X
Action, and
Instruction
Place Based
59 Science – Lake X X X X X X
Wingra
What is in our
61 X X X X X X X X X X
local soil?
Model for
Course
64 Evaluation and X X X
Infusing Place –
Based Education
Introduction
66 to Place-Based X X X X X X X X
Learning
99
100
Pg Title Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 6.1 6.2 6.3 6.4
Green Roof
67 X X X
Tour
Introduction of
Social Cost of
70 X X X X X X X
Environmental
Problems
How much
plastic debris are
71 X X X X
we producing
every day?
Place-Based
72 X X X
Design
Milwaukee
74 X X X X
River Study
76 Museum Exhibit X X X X X X X X X X
Interdependence
82 of Life Within X X X X X
an Ecosystem
1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 6.1 6.2 6.3 6.4
Recycle Bin
85 X X X X X X
Dive
A Sampling from Wisconsin
Exploring
87 X X X X X X X X X
Squash
Integrating EE
into Math
88 Methods using X X X X X X X X X X
K-12 Math
Standards
101
Appendix D: Guidelines for Professional Development 7. Teachers are able to plan different kinds of lessons. Theme Four: Planning and Theme Five: Fostering
Implementing EE Pro- Learning
crossed with Teaching Standards grams
Teacher Standards, Wisconsin Guidelines for the Preparation and Professional The teacher organizes and plans systematic instruction Educators must combine Educators must enable
Development of Environmental Educators based upon knowledge of subject matter, pupils, the the fundamentals of high- learners to engage in open
1. Teachers know the subjects they are teaching. Theme One: Environmental Literacy community, and curriculum goals. quality education with inquiry and investigation,
the unique features of especially when considering
The teacher understands the central concepts, tools of Educators must be competent in the skills and
environmental education environmental issues
inquiry, and structures of the disciplines she or he teaches understandings outlined in Excellence in Environmental
to design and implement that are controversial and
and can create learning experiences that make these Education—Guidelines for Learning (K–12).
effective instruction. require students to seriously
aspects of subject matter meaningful for pupils.
reflect on their own and
2. Teachers know how children grow. Theme Four: Planning and Implementing EE Programs others’ perspectives.
The teacher understands how children with broad ranges Educators must combine the fundamentals of high-quality 8. Teachers know how to test for student progress. Theme Six: Assessment and Evaluation of EE
of ability learn and provides instruction that supports education with the unique features of environmental
their intellectual, social, and personal development. education to design and implement effective instruction. The teacher understands and uses formal and informal Environmental educators must possess the knowledge,
assessment strategies to evaluate and ensure the abilities, and commitment to make assessment and
3. Teachers understand that children learn differently. Theme Four: Planning and Implementing EE Programs
continuous intellectual, social, and physical development evaluation integral to instruction and programs.
The teacher understands how pupils differ in their Educators must combine the fundamentals of high-quality of the pupil.
approaches to learning and the barriers that impede education with the unique features of environmental
9. Teachers are able to evaluate themselves. Theme Three: Professional Responsibilities of the
learning and can adapt instruction to meet the diverse education to design and implement effective instruction.
Environmental Educator
needs of pupils, including those with disabilities and
exceptionalities. The teacher is a reflective practitioner who continually Educators must understand and accept the responsibilities
evaluates the effects of his or her choices and actions on associated with practicing environmental education.
4. Teachers know how to teach. Theme Four: Planning and Implementing EE Programs
pupils, parents, professionals in the learning community
The teacher understands and uses a variety of Educators must combine the fundamentals of high-quality and others and who actively seeks out opportunities to
instructional strategies, including the use of technology, education with the unique features of environmental grow professionally.
to encourage children’s development of critical thinking, education to design and implement effective instruction.
10. Teachers are connected with other teachers and the Theme Three: Professional Responsibilities of the Envi-
problem solving, and performance skills.
community. ronmental Educator
5. Teachers know how to manage a classroom. Theme Five: Fostering Learning
The teacher fosters relationships with school colleagues, Educators must understand and accept the responsibilities
The teacher uses an understanding of individual and Educators must enable learners to engage in open parents, and agencies in the larger community to support associated with practicing environmental education.
group motivation and behavior to create a learning inquiry and investigation, especially when considering pupil learning and well-being and acts with integrity,
environment that encourages positive social interaction, environmental issues that are controversial and require fairness and in an ethical manner.
active engagement in learning, and self-motivation. students to seriously reflect on their own and others’
Theme Two: Foundations of EE
perspectives.
Educators must have a basic understanding of the goals,
6. Teachers communicate well. Theme Four: Planning and Theme Five: Fostering theory, practice, and history of the field of environmental
Implementing EE Learning education.
Programs
The teacher uses effective verbal and nonverbal Educators must combine Educators must enable
communication techniques as well as instructional media the fundamentals of high- learners to engage in open
and technology to foster active inquiry, collaboration, and quality education with inquiry and investigation,
supportive interaction in the classroom. the unique features of especially when considering
environmental education environmental issues
to design and implement that are controversial and
effective instruction. require students to seriously
reflect on their own and
others’ perspectives.
102 Environmental Education Activities for Teacher Educators A Sampling from Wisconsin 103