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The integration of Social Emotional Learning (SEL) in a Virtual Environment

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Social Emotional Learning in Virtual classroom focuses on integrating three main routines to support SEL in a virtual classroom The three routines are check-in, community building, and mindfulness.  The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

Material Type: Activity/Lab, Other, Teaching/Learning Strategy

Authors: Victoria Rydberg-Nania, Randa Suleiman

“Using Nature Journaling to Facilitate Early Childhood Cycles of Inquiry”

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This nature journaling unit is intended for use in an upper division early childhood education science and environment methods course; and will occur in three steps, likely during three consecutive class periods. The intention of this learning sequence is to prepare early childhood pre-service educators to implement nature journaling experiences in order to facilitate emergent cycles of inquiry that will extend theory build and wonder in young children. First the pre-service educators will learn about nature journaling, how to engage with the practice themselves, and how to facilitate nature journaling with young children. Then, through a series of nature journaling practice activities, the pre-service educators will engage in their own nature journaling practice as it connects to the broader early childhood science question of ecological perspective taking and participation with nature. Finally, they will explore how to facilitate and observe children’s nature journaling practice, and how to utilize the questions that emerge from this recurrent practice in cycles of inquiry planning.

Material Type: Activity/Lab, Homework/Assignment, Interactive, Lecture Notes, Lesson Plan, Reading, Reference Material, Teaching/Learning Strategy, Textbook, Unit of Study

Author: Amy Lindgren

Science Journal/Notebook

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 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.

Material Type: Learning Task, Lesson, Lesson Plan, Module, Reference Material, Rubric/Scoring Guide, Teaching/Learning Strategy

Author: Kathleen Kremer

Student Retention Through Wellness and Nature in Undergraduate Programs​

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The attached PowerPoint introduces the idea of using nature and wellness in undergraduate programs to retain students. The information was shared during a 50-minute college in-service break-out session. First, participants engaged in nature journaling.  Then presenters shared the research behind nature and wellness activities and described how activities, such as nature journaling, could retain students. 

Material Type: Reference Material

Author: Melinda Langeberg

Reframing the Use of Culturally-Responsive Children's Literature in Early Childhood Environmental and STEM Education: A Reflection to Action Tool to Cultivate Genius

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This project is a reflection to action tool based on the work of Muhammad (2020) in her book, "Cultivating Genius for Culturally and Historically Relevant Literacy." This tool contains a reflective chart that assesses the impact of each of Muhammad's pursuits including identity, skills, intelligence, criticality, and joy in relation to university, departmental, and course procedures and curriculum. Specific improvements are suggested to cultivate genius in each pursuit in both the Early Childhood STEM Math Methods and Early Childhood Science and Environment Methods courses. As a result of the reflective process, a notable course improvement discovered relates to culturally-responsive children's literature. This tool includes a plan of action to acquire new Math, STEM, Science, and Environment children's literature that is culturally-responsive, to add a unit topic related to questioning strategies that cultivate genius, and a modified STEM Literacy project. This tool includes a sample project revision as well as suggested culturally-responsive children's literature in each STEM and Environmental Education area. This project was created as part of the 2023 Teacher Educator Network for Environmental Education Summit.

Material Type: Learning Task, Reading, Self Assessment, Teaching/Learning Strategy

Author: Amy M Lindgren

Nike Got it Right, Just Do It: A Call to Encourage New Wellness Opportunities

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Children who grow up in urban environments face unique challenges in accessing quality of life opportunities.  These barriers can be financial, logistical, systemically impacted by racism and simply due to a lack of access.  Nike Got it Right seeks to encourage youth to become active, potentially outside of their comfort zones and/or get involved in wellness activities that may be new to their cultural background.  

Material Type: Other

Author: Corey Thompson

Introduction to Environmental Literacy & Sustainability Standards

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This resource shows how a teacher educator can unpack a general overview of the connect, explore and engage strands of Wisconsin's Environmental Literacy and Sustainability (WELS) Standards. While pre-service teachers will undoubtedly become immersed in WELS standards during their science and science methods courses, the integration of WELS standards from the very beginning of their teacher certification program is a proactive approach to learning.   The placement of WELS standards into the beginning of their program will hopefully increase the likelihood these future educators will  value this integration as a natural part of their teaching requirements rather than as an additional concept to squeeze in.

Material Type: Activity/Lab, Homework/Assignment, Learning Task

Author: Corey Thompson

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Boston School Forest - Backyard Habitat Investigation

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The Boston School Forest is a field trip destination for 6,000 students each year providing high quality outdoor environmental education programs that expand and authenticate classroom learning. Science education in our district is transitioning to provide greater opportunity for inquiry, and teachers are now searching for resources that can be used in either face-to-face or e-learning formats. The Backyard Habitat Series focuses on connecting kids to an outdoor place through use of sensory observation, exploring the natural features and animals, and engaging in the improvement of habitat for neighborhood wildlife species. Classroom teachers, preservice teachers, and families will discover straightforward instructions, few materials or background knowledge required, and a format that is easily adaptable to the e-learning environment.

Material Type: Activity/Lab, Other, Teaching/Learning Strategy, Unit of Study

Author: Karla Lockman

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Resource Extraction (Sand Mining) Town Hall Meeting

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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.

Material Type: Activity/Lab, Teaching/Learning Strategy

Author: Cynthia Berlin

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Seeds to Ecosystems Teacher Education Storyline

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Teacher Candidates (TCs) in elementary education will experience and evaluate an integrative environmental science storyline. This sequence of 3-D experiences serves to model an intentional learning progression of inquiry while promoting TC content knowledge, pedagogical knowledge, pedagogical content knowledge (PCK), and curricular knowledge (Shulman, 1986). Relevant learning standards intersect the Wisconsin Standards for Environmental Literacy and Sustainability and the Next Generation Science Standards /Wisconsin Standards for Science. Anchoring phenomenon and inquiry questions foster investigation of systems at increasing scale and complexity (e.g, from seeds to ecosystems) and change over time. For convenience, we call this the “Seeds to Ecosystems” progression.

Material Type: Other, Teaching/Learning Strategy

Author: Steven Rogg

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Northland College TENFEE Environmental Literacy Plan

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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.

Material Type: Curriculum Map, Other, Syllabus, Teaching/Learning Strategy

Authors: Dani O'Brien, Kevin Zak

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Connect, Explore, Engage: Familiarizing Preservice Teachers with the Wisconsin Standards for Environmental Literacy & Sustainability

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This resource is an action plan that includes inquiry, exploratory activities, discussion, and application. It is intended to familiarize preservice teachers with the three interconnected strands of the Wisconsin Standards for Environmental Literacy and Sustainability including: Connect, Explore, and Engage. This plan will allow preservice teachers to identify and integrate the standards associated with Connect, Explore, and Engage and implement the standards.

Material Type: Other, Syllabus, Teaching/Learning Strategy

Author: Kathleen Kremer

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