TENFEE Environmental Literacy Plan Template

Teaching Context: 

Timeframe: 3 Semesters

Audience: Secondary Pre-service Teachers

Abstract: 

 Resources used in the program include access to local Nature Center (Wehr), Nature Center Facilitator (Howard April), wooded area on campus, Milwaukee River and various green spaces, Lake Michigan,PLT, Project Wet, Project Wild and Populations Curriculums, outdoor equipment for field and stream studies.

Institution: UW-Milwaukee

Author:  Ray Scolavino

rscali3@yahoo.com  or ni3@uwm.edu

Current Status of Environmental Literacy and Sustainability Preparation: 

Currently in the summer no specific Environmental Literacy or Sustainability efforts are introduced. 

 In the Fall the cohort does a Milwaukee River Field Study for a day.  During this time instructor(s) model testing techniques, questioning of students, organization of a river study inquiry activity.  This is facilitated by those students that have experience in aquatic study as well as myself.   Also during the fall students visit Wehr Nature center for additional Environmental Educational Activities they are introduced to EE curriculum and how school place space can be used for Environmental Literacy and Sustainability activities. This is facilitated  by Howard April.  On a different night Howard April leads the group through the Populations Curriculum.  Lastly, the group takes part in 3 Project Learning Tree for Secondary workshops facilitated by myself.

In the spring students are heavy into full time student teaching.  Students take part in the Project Wild and Project Wet workshops in late spring.  Sometimes these are held at UWM or held at Wehr Nature Center.  They are either facilitated by myself or a member at the Nature Center

Evidence of Need: 

Currently there needs to be more tangible evidence that students are able to incorporate Environmental Literacy and Sustainability.  Currently success is measured by attendance at the sessions (which are mandatory) and participation.  Participation includes physically doing the activities and taking part in discussions during the activities.

Evidence of Success: 

Students being able to implement Environmental Literacy and Sustainability lessons in their classroom would be the best evidence of success. This would include creating lessons, students work examples, and reflections on the implementation.  These are currently missing from the program for those not getting certified in Life/Environmental Studies and Environmental Science. 

Action plan to revise, improve, or integrate inquiry-based environmental education: 

In order for students to be able to implement and evaluate an Environmental Literacy and Sustainability lesson they first need to be exposed to one.  Second, they need to practice evaluating that lesson.  Then planning, implementing and evaluating their own lessons in the field with students. Currently students are exposed to the concept of Environmental Literacy and Sustainability through the current activities, however, they are not exposed to the EE standards (they work with the NGSS and WSS standards).  So the EE standards will need to be introduced and discussed.The revision would include adding the EE standards during the class on discussing the NGSS and the WSS standards.  After students are exposed to the Learning Cycle and 5 E’s teaching strategies have them take part in a lesson (from the student perspective) of an Environmental Literacy and Sustainability lesson.  During the lesson have students focus on what the students are asked to do and what questions the teacher is asking.  This will also reinforce the inquiry teaching strategy implemented.  Afterwards a discussion will occur that explains how to set up the EE components of the lesson (they already have the inquiry strategy components).  This will also be used to model how to set up an Environmental Literacy and Sustainability lesson.  To assess students ability to construct, implement and evaluate students will be asked to design a lesson, implement it, evaluate student learning by using student evidence and finally write a reflection address the issues listed.

In what ways will you address Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed?

This will be similar to what is currently done.  Students will be divided into groups and asked to look at particular standard.  They will be asked to read it and interpret its meaning and think about ways this standard could be met by the students.  The groups will come back together and share their results, this way students will have knowledge of all of the standards for EE.  We will then compare these to the WSS noting the similar and different areas..  In their lesson on EE they will need to address these standards as well as the WSS standards.  During their fieldwork and student teaching students will be asked to also list the EE standards applicable.

                                                Environmental Literacy and Sustainability Model Lesson

Objectives

·       Students will have a shared experience of an Environmental Literacy and Sustainability Lesson (ELS)

·       Students will experience an ELS lesson using the Learning Cycle teaching strategy

·       Students will evaluate the components of an ELS lesson so they can design their own

ELS standards addressed in the lesson

C1.A:  Perspective (students own as well as others)

C1.B:  Sense of Place (current and historical)

EX2.B:  Natural System Emphasis (ecological interactions)

EX2.C: Cultural Systems Emphasis (government and special interest groups interests)

EX3.A: Multiple Perspectives (current and historical views)

EN6.B: Rights and Responsibilities (impact)

EN7.A: Inquiry and Investigation

Procedure

         Connection to the Area

1. Introduce the students to the Oak-Savanna at Wehr Nature Center.  Have students fill out a Science Probe for preconceptions (and possible misconceptions) about the area.  The Science Probe will ask students the following:  What do you think this area looked like 200 years ago, 100 years ago, 50 years ago.  What evidence are you using to support your answers.  What type of animals and plants do you think we can currently find in this area.  Why do you think we will find those particular plants and animals?

2. Students will share these ideas among each other.

3. In order to learn about the area students will receive maps of the area (dating back to as far as possible), and read about the area using informational literature as well as historical literature including any governmental meetings regarding the land acquisition and development.  Students will find information regarding the physical development of the land, historical uses of the land by current and native peoples, discussions about developing the land vs. preservation etc.

4. Students come together and discuss their findings and view the different perspectives people had concerning this area and preservation vs. development.

Explore the Area

         This will be done using the Learning Cycle Teaching Strategy

1. Exploration Phase:  Students will be divided into two groups (plants and animals).  They will be asked to do a survey of what plants and animals are currently present in the area.  Students will use nets to collect insects and EE identification books to help create a survey of the plants and animals present.  They will also take pictures (which can be used for identification later in the classroom).  Students will create a graphic organizer to show their data.

2. Concept Development Phase: Students will share their findings with the class.  At this time topics could be discussed about structure/function, classification characteristics of plants and animals, food webs/chains, niches, etc.  Key discussion is what role does each animal and plant fulfill in the ecosystem.

3. Application Phase:  Students are posed with the following situation.  Pick a plant and/or animal and determine the effect on the area if that specific plant/animal was removed from the area.  

Engage in the Area

1. Students discuss how the area is currently managed for conservation and preservation and how they could serve (as teachers) as stewards for this (and similar areas).

Assessment

1. Science Probe Questions:  This will assess students’ preconceptions and possible misconceptions regarding the area

2. Connection Presentation:  This will assess students’ literacy through reading and interpretation of the primary and secondary pieces of evidence found about the area and its history

3. Animal and Plant Survey Chart:  This will assess students’ abilities to classify, determine similarities and differences.

4. Reflection Response:  This is primarily more of an affective assessment than cognitive.  It will give the program insight to how much students value this kind of activity, even if they are not getting certified in Life/Environmental Science or Environmental Studies. 

                                          Environmental Literacy and Sustainability Lesson

Purpose:  To design, implement, and evaluate an Environmental Literacy and Sustainability Lesson for your students within your content area.

 Format:  The lesson is formatted using the MACSTEP Lesson Plan.  Included will be the EE standards as well as WSS standards.

 Assessment:  Include what tangible evidence students will be turning in for the lesson and what that evidence will tell you.

 Science Probe:  Your lesson needs to include a Science Probe or some other strategy to gather student preconceptions and possible misconception about the phenomena

 Teaching Strategy:  The lesson needs to include a Learning Cycle or 5 E strategy

 Literacy Strategy:  The lesson must also include at least one Science Literacy Strategy

 Reflection:  Once the lesson has been implemented please write a one page reflection evaluating the design, implementation, and assessment of the lesson.  Also include what you will adjustments you will make to this lesson for teaching it again.