TENFEE Environmental Literacy Plan UW-Superior Tanzeem Ali

Created Feb. 6, 2024 by Tanzeem Ali

Teaching Context:

Environmental Literacy infusion in Teacher Education

Time frame:

In a semester long science education course

Audience:

Pre-service Teachers in elementary education and or Broad field Science Methods course

Abstract:

This is a resource describing the action plan since attending the Teacher Education Network for Environmental Education (TENFEE) workshops to learn about and apply the Environmental Literacy and Sustainability Standards in a Teacher Education program in Wisconsin.

Institution: University of Wisconsin-Superior

Author(s): Tanzeem Ali, Victoria Rydberg

Email: tali1@uwsuper.edu, Victoria.Rydberg@dpi.wi.gov

Current Status of Environmental Literacy and Sustainability Preparation:

From the UW-Superior EPP Initial Program Report, p. 39: “As the University has a commitment to environmental education, including conservation and understanding of human effects on the environment, all students must complete a Natural Science – Environmental course…as part of their University Studies Program. This statutory requirement was approved as addressed in the UW-Superior EPP Initial Program Report (Narrative, p. 39; Appendix A, pp. 62-63).

In a science methods course, candidates participate in and reflect upon resources and strategies related to the fostering of environmental literacy. They also research and critique an outdoor/environmental education program as it relates to science connections and a lesson plan critical review.

From the UW-Superior EPP Initial Program Report, p. 39: “Candidates demonstrate knowledge and understanding of conservation and environmental impact by completing sustainability projects and/or labs, course assignments and discussions, and course exams. These items are evaluated by the course instructor for accurate representation and application of course concepts. A passing course grade indicates competency.”

Candidates develop lesson plans engaging students in environmental education as part their science education methodology course. Candidates then plan lessons and strategies that address various learning experiences that mimic the way scientists encounter environmental science as a “way of knowing” by crafting and instruction peer-to-peer lessons using an interdisciplinary/integrated approach.

This is followed by a discussion analyzing/debriefing the lesson, and the lesson plans are evaluated by the course instructor to ensure appropriate content and best practices are used for environmental education.

As appropriate, students plan and implement lesson plans engaging students in environmental education as part of their program coursework and/or during their Pre-Student Teaching and Student Teaching clinical experiences.

Evidence of Need:

Selected courses mentioned above such as university studies and Science Methods have gone through approval within campus governance also approved by DPI when our programs went through program approval recently.

NEW NEED:

Follow up new graduates to see how they implement Environmental Literacy and Sustainability and provide support during their initial years.

Evidence of Success:

Candidates successfully completing requirements in University Studies designated Environmental Science Course and Science Methods course.

DPI program approval received for K-9 and BFS 4-12 grades

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

What steps will you take to revise, improve, or integrate inquiry-based environmental education into classroom/EPP that supports integration of the Wisconsin Standards for Environmental Literacy & Sustainability?

Sharing a timeline of where we were at in 2017, 2018, 2019 and where we are at in 2020.

2017: Faculty members attending the TENFEE workshops learning about ELS and Environmental Education. Setting up an initial plan of action. Creating activities addressing the Environmental Education component

2018: Working through campus approval for university course designated for meeting Environmental Education needs, creating, revising and fine tuning activities and sharing in continuous review and planning meetings

2019: Fall semester work time for reports for DPI program approval

2020: Early in Spring we submitted our program reports for approval and were recently approved.

In what ways will you address Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet)?

Pre-service teachers are introduced to all the Environmental Literacy and Sustainability Standards during their semester long Science methods course. We do mini activities such as scavenger hunts around campus grounds as well as have the pre-service teacher beliefs about Environmental Literacy and Sustainability through assignments as the outdoor education review including different versions of activities provided through the links below.

Consider the following items and incorporate those that are appropriate to address the actions above:

• A syllabus or course outline that integrates environmental education

Section from Spring syllabus on Outdoor Education Review, this assignment was created during the 2017 workshop and published along with other resources by TENFEE also available in WCEE.

Each student must review an outdoor education program and submit it on the ninth Friday during the spring. A list of resources will be shared and students can choose to select one from the list or find one located near to their home/workplace available in the drop box at the beginning of week two. In the event one cannot complete the outdoor education review in person then alternate assignments will be assigned to them. Please notify the instructor in advance and plan accordingly before the assignment due date. This particular assignment meets the requirement for Environmental Literacy as per PI34.

Brief description is provided as current syllabus and course is being revised. Pre-service teachers are introduced to all the Environmental Literacy and Sustainability Standards during their semester long Science methods course.

1. For on-campus courses, we do mini activities such as scavenger hunts around campus grounds to connect with the the sense of place,

2. For both on-campus and online course we have the pre-service teachers share beliefs about Environmental Literacy and Sustainability though discussion and or assignments,

3. For both on-campus and online course, the outdoor education review report provides pre-service teachers to explore which environmental literacy and sustainability standards can be aligned to teach tapping into a local nature or outdoor education center

Examples of three activities for themes of connect, explore and engage are provided through the link below.

• Lesson plans and assessments;

Activities for Connect, Explore and Engage

• Steps to implement and evaluate their plan;

I would like to follow recent graduates into their first year teaching and see how they implement the Environmental Literacy and Sustainability standards in their own classrooms and provide support as needed during their initial years.

• Networks and resources available to help implement their plan;

Currently, I share with students enrolled in my courses about professional networks and groups at the local, state and national level such as Ecolibrium, Estuarium, Great Lakes Aquarium,TENFEE, WAEE, PLT, Population Connection.

• Potential grants and funding sources;

Ecolibrium

Estuarium

• Local and statewide resources;

Estuarium (Local)

Ecolibrium, Great Lakes Aquarium (Local but based off in Duluth, MN)

TENFEE, WAEE (Statewide)

PLT, Population Connection (National)

• Local outdoor learning sites: School Forest here in school district of Superior

• Professional development resources:

Professional Development Activity

• Policies that reinforce and support plan implementation

The P.I. 34 statement for our EPP for K-9 and 4-12 broad Field Science Programs.