EE_Guidelines
- 1. Guidelines for International Environmental Curriculum Development Dr. Gloria Snively University of Victoria
- 2. Schools in a World of Change
- 3. What is Environmental Education? Environmental education is “a process aimed at developing a world population that is aware of, and concerned about, the total environment and its associated problems and committed to work individually and collectively towards solutions of current problems and the prevention of new ones.” -The Tbilisi Declaration, 1977
- 4. What makes a person environmentally literate? Environmental Education stresses five objectives to help students become environmentally literate. These include: • Awareness • Knowledge • Attitudes • Skills • Participation
- 5. Questions to Think About: When addressing environmental issues, teachers are encouraged to think about five questions. 1.What environmental problems are confronting the community? The country? The planet? 2.Which problems are most significant to the community? The students? 3.Will the students be able to solve the problem, or contribute towards solving the problem? 4.What problems are appropriate for the grade level (the age level)? 5.What knowledge, skills and attitudes do the students need to have so they will be able and motivated to work towards solving the problems?
- 6. Seashore
- 8. Observing Tide Pools up Close
- 10. Sunflower Star
- 11. Purple Shore Crab Hermit Crab
- 13. Purple Shore Crab Who’s Eating Who? Sea Star Anemone
- 17. Crab with eggs
- 26. Barnacles at High Tide Barnacles at Low Tide
- 27. Clams at High Tide Barnacles at Low Tide
- 30. Zonation
- 31. Beach Transect
- 32. Zonation Bulletin Board Zonation Dock Pilings
- 33. Netting and identifying fishes was exciting Exploring tidal pools Teacher Jung Mun Kim (South Korea)
- 34. Having Fun Sand Sea Turtle
- 35. Roleplaying Sea Animals Who is the best one in the underwater world?
- 36. Language Arts Reading Books Marine Newspaper
- 37. Exhibition Distribution of sea organisms on Jakyark Island Sharing maps Classifying
- 38. Rediscovery Camp
- 42. Learning Cultural Songs and Dances
- 43. Spirit Spot
- 47. Small Town Schools (Kelowna)
- 48. Planting the first trees Learning to Mulch
- 49. Collecting and Identifying Insects
- 50. Swallow-Tail Butterfly / Caterpillar Choke-Cherry Flowers turn to Berries
- 53. Five Years Later
- 55. Celebration
- 58. Collecting and Identifying Invertebrates
- 60. Beaver Lake Station A (Bridge 30 m Downstream) Colquitz River April 21, 1997
- 61. Measuring PH and Dissolved Oxygen
- 62. Quick Death
- 63. Strawberry Vale Community School
- 65. EthnobotanyEthnobotany Ethnology –Ethnology – The Study of PeopleThe Study of People Botany –Botany – The Study of PlantsThe Study of Plants Plants and PeoplePlants and People The Study of the Interactions BetweenThe Study of the Interactions Between
- 66. Objectives •Developing a Sense of Wonder •Exploring Environmental Education •Honouring and Sharing Cultural Backgrounds •Development of School Gardens and Outdoor Learning Areas •Supporting First Nations Education •Cross Curricular Integration •Developing an Environmental Ethic
- 67. Activity I Guest PlantsActivity I Guest Plants •Observe & Journal •Question & Study
- 68. Creating a School Herbarium
- 70. Partnerships
- 71. Helping Hands
- 72. The Frog Watching Platform
- 74. Year 3 Fund Raising Continues
- 75. The Plan
- 76. The Trail to the Pond and our Future Native Plant Garden
- 77. The Trail is Built One Bucket at a Time
- 78. Planting Day In the Rain In the Mud
- 79. The Learning Continued Too
- 81. A Place for the Arts, Sciences, and Discoveries of All Kinds
- 82. Traditional Ecological Knowledge For Aboriginal and Non-Aboriginal To Understand and Appreciate the Past
- 84. Activity IIIActivity III CordageCordage PeelingPeeling Willow BarkWillow Bark Twisting the Strands Willow Cord
- 85. The Garden In Action
- 87. Observing the Estuary up close
- 88. Eelgrass Meadows
- 89. Herring Eggs on Cedar
- 90. Counting Eelgrass in a Grid
- 91. Sorting and Planting Eelgrass
- 92. What Lives in Eelgrass Meadows? Using a seine net to go fishing
- 93. Invite a Scuba Diver
- 94. Observing Marine Animals Up Close
- 95. Building a Working Model of the Bay What happens if pollutants get into the estuary?
- 96. Integrating Reading, Writing and Art
- 97. Reef Keepers
- 98. Mapping Eelgrass Beds Along the Coastline
- 99. Effective Environmental Monitoring Programs • Teach data collection skills: photographs, sketches, journals, population counts, pH, oxygen counts • Engage students in authentic scientific research • May involve sounding the alarm • May involve action • Prepares students for full, responsible adult membership in society • Address critical, relevant questions • Teach observation as the basis of monitoring
- 100. Junior Ambassadors of the Ocean
- 101. Teacher Education
- 102. Understandings (knowledge concepts) The key concepts, the big ideas of a given topic. Concepts are not the same as facts. Concepts are highly generalized abstractions. The concepts serve as the basis for each lesson. The concepts form threads which run through the curriculum package. Concepts can be organized into increasingly more complex ideas.
- 103. Concepts that focus on basic seashore relationships: Primary Grades 1 - 2 - 3 : Tide Pool Communities •organism •plant eater •meat eater •tidal cycle •tidal pool •needs •habitat •care of animals •wants Intermediate Level 4 - 5 - 6- 7: The Rocky Shore •food chain •tidal cycle •resources •adaptation •cause and effect •pollution •endangered species •zonation •conservation Upper Level 8 - 9 - 10: Global Marine Ecosystems and Resources •ecosystem •endangered species •biodiversity •populations dynamics •global warming •bisphere •CO2 emissions •greenhouse effect •bio productivity •inter-connections •free trade •wealth distribution
- 104. Concepts that focus on Food Relationships Grade 1-2 At high tide, seashore animals move about in search of food. Grade 3 Food energy flows from the prey to the predator. Grade 4 Food energy flows from one living thing to another in a series of steps called a “food chain”. Grade 6 Animals have special adaptations to find food, and protect themselves from predators. Grade 7 Interlocking food chains form a food web. Grade 9 Food webs are part of every ecosystem.
- 105. Learning Outcomes The learning outcomes state the objectives of each lesson. They include the key concepts, the big ideas of a given topic. They include the inquiry skills and participatory activities used to study a given topic. They are observable outcomes. They provide ways of measuring or evaluating outcomes.
- 106. Writing Learning Outcomes Words Open to Many Interpretations: Words Open to Fewer Interpretations •to know •to understand •to appreciate •to grasp the significance of •to believe •to have faith in •to write •to identify •to differentiate •to construct •to list •to compare •to predict •to infer •to classify •to measure •to build a model •to photograph •to draw a picture •to dramatize
- 107. Food relationships Grade 4 - 5 - 6 Key Concept: Food energy flows from one living organism to another in a series of steps called a “food chain”. Learning Outcomes • given a list of seashore animals, draw a food chain consisting of five organisms • using picture cards and arrow cards, show a food chain for a tidal pool • role play (dramatize) a tidal pool food chain • research and write three food chains for the open ocean • draw a diagram of ecological food relationships in the bay (food web)
- 108. Skills After completing this environmental education program, students will be able to: • predict how threats to marine resources will affect them personally. Their community? • measure the temperature and salinity of a tidal pool. • graph the changes in water quality in an estuary over the past 10 years. • list arguments for and against free trade.
- 109. Attitudes After completing this environmental education program, students will be able to: • describe how they feel about the possible extinction of blue whales. • describe and justify their own attitudes about drift net fishing. • describe how people’s attitude toward estuary conservation vary. • write how they feel about a new law that would limit harvests and protect fisheries.
- 110. Participation After completing this environmental education program, students will be able to: • list rules and implement a plan for minimizing destruction of marine animals during a fieldtrip • in specific situations, identify a positive course of action • develop and implement a plan for school recycling • organize and implement a beach clean-up
- 111. High Tide, Low Tide (grade 1 - 2 - 3 - 4) Knowledge Concepts 1. Twice each day the tides rise and fall on our coastline. 2. To survive, seashore animals must keep from drying out in the hot sun. 3. At high tide, seashore animals move about in search of food. 4. Tidal pools, under seaweeds and under rocks provide protection from predators, and from the hot sun. Learning Outcomes After completing this EE program, students will be able to: • given a set of pictures, identify high tide and low tide at the seashore • describe how seashore animals behave at high tide and at low tide • draw a picture to show how seashore animals keep from drying out at low tide. • dramatize predator-prey relationships • dramatize how seashore animals keep from drying out at low tide.
- 115. Tidal Pools - Grade 4 Understandings (Knowledge Concepts) 1. A tidal pool is a pool of water left on a rocky shore when the tide goes out. 2. Tidal pools provide shelter for plants and animals that cannot stand exposure to drying out during low tide periods. 3. Every tidal pool contains a community of plants and animals. Learning Outcomes The students will be able to: 1. at the seashore, observe and draw a tidal pool, 2. identify organisms in a tidal pool, 3. count and record the population of animals and seaweeds in a tidal pool 4. describe and map a tidal pool. 5. create a graph of animals in a tidal pool.
- 116. Clue Cards
- 117. Octopus Cards
- 118. Food Web Game
- 119. Classification Game
- 120. Zonation: Grade 5 - 6 Knowledge Concepts 1. Zonation is the arrangement of plants and animals in horizontal layers on the shore: Spray Zone, High Tide Zone, Middle Tide Zone, Low Tide Zone. 2. The tides create the conditions that cause zonation. 3. Although zones overlap, each zone is home to a different collection of plants and animals. 4. Plants and animals are adapted (or equipped) to live in certain population zones on the shore.
- 121. Learning Outcomes for the concept of Zonation • collect and record data along a transect line • after listening to a story about seashore animals, identify organisms in each tide zone. • draw a picture or create a mural showing zonation on a shore. • infer how organisms are adapted to live in each tide zone Mapping Zonation
- 122. Guided Fantasy: Voyage of the Sculplin II Submarine
- 123. Zonation Data and Tidal Zones
- 126. The Integrated Method – Environmental Education Throughout Curriculum Pros • encourages EE learnings and problem solving across the curriculum • fewer resources are needed (don’t need an EE specialist or a separate textbook • many supplementary resources exist • allows all students at all grade levels • when done on a large scale, can continually reinforce and build upon key environmental concepts and skills Cons • EE learnings can be diluted to fit the objectives of language arts, art, etc • requires extensive teacher training, teachers don’t have EE qualifications
- 127. The Block Method – Creating Separate Environmental Education Courses Pros • easier to implement as a single subject • allows teachers to present concepts t hat build throughout the course • easier to evaluate as a separate subject • can achieve greater depth and comprehension Cons • needs trained EE teachers with more in-depth knowledge • not as easy to see the connections with other subjects • may limit the number of students exposed • may cause some teachers to assume that EE is “not my responsibility”
- 128. Credits Background art used with permission from artists Wendy Tretheway and Eleanor Duncanson and from Environment Canada. Graphics by Irene Doerksen. Material by Gloria Snively.