This lesson uses the an inquiry-based approach to learning modified from the BEETLES Learning Cycle to explore wind and wind energy. 

Students in Grades 3 & 4 at Chain Exploration Center developed an understanding of the important role that pollinators play in human food systems as well as in native habitats. Students also learned about the stressors, many of them human-influenced, that are associated with the decline in pollinator populations. Students also learned about ways that humans can improve pollinator habitat. The culmination of student learning was an environmental stewardship project: the installation of a pollinator garden on the school grounds. What follows is an outline of the project process and a discussion of the resources that were used. 

Maple Grove Charter School, Athens School District, is a Grades K-5 elementary school located the heart of the rural Town of Hamburg. The school takes its name from the school forest on its site. Built in 1904, the school has annual tradition of tapping the maple trees. What started as a first grade classroom project has expanded as students from each grade level identify, tap, and collect sap from two trees. Unit plans have been created for each grade level to address agriculture, science, literacy, social studies, math, and environmental literacy standards. While the sap collecing routines remain relevatively constant each year, the learning opportunties have been differentiated by grade level so that students are always learning new content and skills.In the following unit plan discussion readers will learn about the schoolwide project from the perspective of teachers in Grades 1 and 5.Students in Grade 1 learn about maple tree identification and the traditional and modern tools and technologies employed in sap collection and syrup production. Their fifth grade counterparts continue to grow in their understanding of the tapping, collection, and production processes, and take on the role of entrepreneurs as they develop their brand and market the finished pure maple syrup.

Students in Grades 1 & 2 at Chain Exploration Center developed an understanding of the maple syrup production and its importance as an agribusiness. Students also learned about plant structures and their role in photosynthesis and the ecosystem services of sugar maple trees. The culmination of student learning was a project showcase in the form of a Maple Tree Museum to which parents and community members were invited. What follows is an outline of key place-based lessons and experiences that supported students’ learning.

High Marq Environmental Charter School is a project and place based school that serves grades 6-12 in Marquette County, Wisconsin.Each week our students participate in a full day field experience designed to connect, explore and engage with the outdoors. These lessons were all a part of those experiences with the exception of the math language field guide which was part of a math seminar.

This unit focuses on measurement and data for second-grade. The second-graders learn how to accurately measure natural objects using nonstandard units (unifix cubes) and standard units (inches). During field experiences, the students learned how to use field guides and how to collect data for a BioBlitz. Students used their data to create bar graphs, picture graphs, and analyzed their data.

Through the use of culturally-relevant texts in a 3rd and 4th social studiens unit on Menominee history, students took a deep dive into learning about the significance of the Lake Sturgeon. Traditional stories as well as nonfiction pieces from and about the Menominee people, students experienced the interconnectedness of the people and their environment.A summary of student learning experiences as well as a bibliography of texts are included as part of this OER.

Author: Ned Dorff, Teacher, Aldo Leopold Community School, Green Bay Area Public SchoolsUnit Title: Monarch MathGrade Level: 2nd gradeContent Areas: Mathematics, Science, Social StudiesContext: Second grade students engaged in a seven-lesson integrated math, science, and social studies unit of study of monarch butterflies, migration, life cycles, and habitat needs. The unit concluded with students proposing environmental actions to help protect and support the endangered Monarch butterfly.

Unit Title: Near Nature Exploration Developed by Tiffany Lodholz, High Marq Environmental Charter School Grade Level:6-12 Content Area(s): Environmental Science, Science, ELAOver the course of a semester students in grades 6-12 engaged in various nature journaling activities that allowed them to connect, explore, and engage with the environment around them. Students participated in monthly phenological observations, discovered ways to use nature journaling for scientific study, and developed new techniques for looking closer and making deeper, more meaningful observations.A series of five outdoor nature journaling lessons are described:Qualitative PhenologyNature JournalingSAUNTERBug RadnessFrog Fest!

Author: Tammy Moncel, Lac Courte Oreilles Ojibwe School Middle School, Integrated ScienceProtection of freshwater on Earth is a global responsibility but the Native American efforts to protect the Great Lakes Freshwater is of particular interest to the people throughout Wisconsin. The movie “Bad River” is a relevant perspective of some key arguments from the view of the water protectors in Native American communities. This documentary highlights Native speakers and the defiance of the Bad River tribe required to stand up to oil companies. This movie was used at the end of our school year (coinciding with the release date of the documentary) to promote understanding of the Native American perspective of issues that have been a great source of media attention throughout the state of Wisconsin. A major part of understanding the importance of freshwater protection includes an understanding of the water cycle. The very simplified version of the water cycle includes precipitation, evaporation and condensation. The handouts of these words with pictures and Ojibwemowin translations gives students a starting point to talk about water as a closed system with continuous recycling in nature. My students were able to connect the English vocabulary meaning to the descriptive Ojibwemowin translation.

This resource provides an overview of how the Northland College Educator Preparation Program will systematically integrate Environmental Sustainability across our program in order to prepare education students to more intentionally incorporate the Wisconsin Environmental Literacy and Sustainability (ELS) standards into their teaching practice.

Students are tasked with selecting an outdoor activity that they would like to engage in for at least 20 minutes  every week over the course of the semester and reflect upon their experiences before, during and after the activity.  For example, they might choose to go for a walk, seek out a hike in different parks each week, relax by the lake, or go for a swim.

This template uses the an inquiry-based approach to learning modified from the BEETLES Learning Cycle. 

Context: Our Ancient Roots Homestead collaborates with students, elders, and community members in the surrounding Tribal Nations— both Menominee and Stockbridge Munsee. We recognize all students learning in different ways. Some students join us in person, while others join us virtually. People are invited to tell stories, garden, preserve food, make music, create art, and learn different Indigenous life skills. The culturally-relevant text sets offer different perspectives for students to see as well as wonderful conversation starters. Students learn of different careers within the Indigenous World. Some of those careers being: Seed Keepers, Gardeners, Knowledge Keepers, Storytellers and more! Dig your bare feet into the soil and feel those connections to your ancestors, the land, the plants, animals, and all things. We are all connected. Let’s work together and connect our past to the present for the future… of learning!

This resource provides a class activity based on a “Town Hall Meeting” discussion/debate on resource extraction using sand mining in Wisconsin as a case study. The activity is designed for a lower-level university course. The objective is to engage students in a lively discussion of different perspectives on the significance of resource extraction held by various stakeholder groups in Wisconsin. It is based on stakeholders within Trempealeau County, but many are also found elsewhere and could readily be adapted to any location within the state. Students divide into representative groups, work collaboratively to explore the diversity of perspectives, and present these during an online synchronous meeting.

 Over the course of the semester students will create, maintain, and compare a nature journal and digital science notebook.  The intent of this activity is for them to become familiar with how journals/notebooks can be used by learners to facilitate scientific inquiry endeavors from both nature-based and technology-based perspectives.

This template is to be used by participants attending the TENFEE (Teacher Educators Network for Environmental Education) professional learning summit. Sign into WISELearn to create your own copy of this resource and update the template and this abstract.

This template is to be used by participants attending the TENFEE (Teacher Educators Network for Environmental Education) professional learning summit. Sign into WISELearn to create your own copy of this resource and update the template and this abstract.

This resource is intended to engage undergraduate students in non-science majors by their participation in a citizen-science project.

This is a resource that describes the action plan since attending the TENFEE workshops to learn about and apply the Environmental Literacy and Sustainability Standards in a Teacher Education Program in Wisconsin.