ENVIRONMENTAL EDUCATION MATERIALS:
             i
 GUIDELINES FoN EXCELLENCE WORKBOOK

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             The North American Association
               For  Environmental Education
The North American Association for Environmental Education (NAAEE) is a network of profes-
sionals, students, and volunteers working in the field of environmental education throughout North
America and in over 55 countries around the world.

NAAEE combines the perspectives of the environmental and educational communities, taking a
cooperative, non-confrontational, scientifically balanced approach to promoting life-long learning
about environmental issues.

NAAEE members think about how people become literate concerning environmental issues.
NAAEE members believe education must go beyond consciousness-raising about these issues. It
must prepare people to think together about the difficult decisions they have to make concerning
environmental stewardship, and to work together to improve, and try to solve, environmental problems.

NAAEE recognizes the need for a coherent body of information about environmental issues. Its
members also recognize that information and analysis are only part of an effective education program.
To be truly effective, this body of knowledge must be integrated into all aspects  of the curriculum
and into all types of educating institutions for the widest array of audiences.

In order to provide support for environmental education and its practitioners, NAAEE provides a
variety of professional products, events, and services. These include the NAAEE Annual Conference,
printed and electronic publications, Internet-based resources, the Environmental Education and
Training Partnership (EETAP), and representation among leading organizations within the educa-
tional and environmental communities.
                                       NAAEE
                          1825 Connecticut Ave NW, 8th Floor
                           Washington DC 20009-5708 USA
                        Phone (202) 884-8912, fax (202) 884-8455
                                E-mail: email@naaee.org
                                    www.naaee.org
                                    www.eelink.net

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ENVIRONMENTAL
EDUCATION MATERIALS:
GUIDELINES FOR
EXCELLENCE WORKBOOK
Bridging Theory and Practice
          North American Association
          for Environmental Education

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 Activities and Examples
 Following the Key characteristics page, activities and examples are
 used to achieve the section objectives. As shown in the box to the
 right, the introduction to each activity and/or example indicates the
 corresponding Key Characteristic, Materials Guideline(s), and Work-
 book Objective. They are distinguished by these icons:
        Activity —Denotes an
        activity for you to do.
Example—Indicates an
example is provided.
The activities and/or examples included in the Workbook were
created specifically to illustrate the concepts and skills highlighted
in the Materials Guidelines, and are not drawn from existing cur-
ricula or programs. No endorsement of particular approaches or
activities is implied.
                           Activity and example
                               structure.
ACTIVITY/EXAMPLE

      TITLE
KEY
CHARACTERISTIC #


GUIDELINE:

OBJECTIVES


GLOSSARY TERMS:
Other helpful Items
Several elements also help to further your learning and understanding of the concepts and to
make the workbook more useful. These include:
           Answer Key—Appears only on
           the answer page for activities.
         Bringing it Home—Revisits the major
         thoughts and concepts of the example
         or activity.
    Glossary Terms—Words or phrases defined in the glossary are in boldface type
    the first time they appear in the text. They are also highlighted in the side-bar
    introducing each activity and/or example. The glossary begins on page 55.
    Selected References—This is a list of documents which supplement the information
    presented in the workbook.
                          Environmental Education Materials: Guidelines for Excellence Workbook

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                                      Things  to Think  About...
                                      As educators on environmental topics, we sometimes walk a fine line
                                      between education and advocacy. A line that can be crossed without
                                      even being aware of it. Education involves giving students access to
                                      information, opinions, and interpretations so they can develop their
                                      own conclusions. This may require the presentation of information,
                                      data, or views with which the instructor does not agree or that the
                                      instructor would rather not acknowledge. Advocacy involves giving
                                      students access to information with the intent that students reach a
                                      specific conclusion or develop a particular opinion.

                                      An educational curriculum must present different viewpoints, such as
                                      the pros and cons of forest fires. Different perspectives also need to
                                      be presented in a balanced way—one that does not bias the student
                                      toward any one perspective. It is important to understand that, depend-
                                      ing on their personal interpretations of information, reasonable people
                                      can hold different but equally valid views. In addition, environmental
                                      issues affect people differently; some of the consequences of a
                                      decision or action might be invisible to someone who is not aware
                                      of or open to the opinions or experiences of others.

                                      Although it is  important to maintain balance in presentation, it is also
                                      important that educators be aware of the relevance, timeliness, and
                                      accuracy of the information they provide. An instructor looking at
                                      possible instructional material may sift through large amounts of
                                      information to determine the material's relevance and accuracy.
                                      Questions asked might include: Is this information current? How
                                      much of this is based on the writer's subjective opinion, rather than
                                      research or fact? Is the writer trying to influence  me with the choice
                                      of words used? Are these primary sources of information, or did the
                                      writer dilute or edit someone else's work? These questions can help
                                      indicate if and how the material should be used,  what supplemental
                                      materials might be needed to help balance the presentation, and
                                      what extra tools or skills the students might need to understand or
                                      make sense of the information.
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ACTIVITY
Going to the Source's Mouth
  KEY
  CHARACTERISTIC #1
  Fairness and Accuracy

  GUIDELINES A

  OBJECTIVE 1:
  Assess materials for
  current, factual infor-
  mation and appropri-
  ate language.

  GLOSSARY TERMS:
  • biased
  • objective
  • primary source
  • propagandistic
  • referenced
  • secondary source
  • tertiary source
         BACKGROUND:
         The topic being addressed dictates how current information
         must be. For example, data regarding the boiling point of water
         does not change over time, and a very old source is accept-
         able. However, information about private use of government
         lands or global climate change may no longer be accurate or
         relevant in just a few years' time.

         Just as the age of the information is important, so is the
         source. How well a given set of materials is referenced, e.g.,
         how thoroughly the sources of information are cited, tells you
         how readily the data can be verified or further explored.
         Generally, primary sources are preferred over secondary
         or tertiary sources because they reflect an original, firsthand
         rendering of the event or situation. It should be noted, however,
         that any source of information (primary, secondary, or tertiary)
         can be biased or unbiased.

         Even curriculum materials with accurate information may not
         be objective in their presentation. They can be both biased
         and accurate. For example, the language used to express facts
         may be propagandistic, that is, the author may choose to
         present only the facts that favor one perspective over another.
         Language that is very emotional, that relies heavily on superla-
         tives and extremes, or that belittles or minimizes certain ideas
         or points of view may be present in a work that is otherwise
         factually accurate and well researched. Comments or state-
         ments such as "always a problem," "everyone believes," and
         "absolutely no evidence," are examples of such types of
         writing.

         Even a flawed set of materials may have educational value. An
         instructor may choose two conflicting pieces to give students
         exposure to different viewpoints. Opinionated but accurate
         information may be used as a reference, with attention given
         to the author's perspective and slant. Information that is dated
         may be used for historical purposes and supplemented with
         more current data.
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                      INSTRUCTIONS:
                      Review the selections and indicate if you would use the information
                      in teaching about air pollution. In the space provided, explain your
                      reasoning. Be attentive to whether the information is accurate, well
                      referenced, current, and objective or propagandistic. Answers can
                      be found on page 12.
           Information
    Would you use this
information as is? (Yes/No)
        Observations
      and/or Concerns
            EXAMPLE:
            "A study funded by the National Indoor
            Plant Association showed that house
            plants improve indoor air quality."
         1)  "Steps to curb air pollution were
            incorporated in a law called the Clean
            Air Act in the 1970s."

         2)  "Science has confirmed that Mr. Ford's
            new internal combustion horseless
            carriage produces gases which may be
            unpleasant to some gentlemen, and
            distasteful to cultured ladies."
                       —Car and Chauffeur, 1914

         3)  "A double-blind study ('Residual
            Toxicity of Nicotine Exposure in
            Dieffenbachia amoena', Botanica
            Domestica, volume 4) has shown that
            second-hand smoke is actually good
            for house plants. From this we can
            conclude, it must be OK for humans."

         4)  "Electric cars are preferable to all other
            modes of transportation. They are
            inexpensive and don't pollute the ak-
            in any way, shape, or form."

         5)  "Electric cars are expensive playthings
            for wealthy celebrities that want to be
            known for their pro-environmental
            stance. They will never be of any value
            to average working-class Americans."

         6)  "Technological innovations in the last
            thirty years have reduced but not elimi-
            nated sulfur emissions from coal burning
            power plants."
                  —Journal of Amps & Volts, 1996
            Yes
Referenced but source may not be
                          objective and no date is given.
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BRINGING IT HOME:
The activity "Going to the Source's Mouth" demonstrates some
of the different challenges that educators may face in trying to
select curricula. Any of the quotes presented could be used
successfully in a unit about air pollution. Some of the examples
include language that is very objective and evenhanded; others
put a "spin" on the information they present. Some present facts;
others present opinions. How one would use these quotes de-
pends on the age and developmental level of the students,
the availability of complementary materials, the time allotted for
study, and the instructor's skill and comfort level.
ACTIVITY
To Skew or Not to Skew
  KEY
  CHARACTERISTIC #1
  Fairness and Accuracy

  GUIDELINES: 1.1, 1.2

  OBJECTIVE 2:
  Identify potential bias
  in environmental
  education materials.

  GLOSSARY TERMS:
  • bias
        BACKGROUND:
        No material is completely free of bias. Bias appears in the
        way statements are worded, in the kind of data chosen for
        analysis, and from the source of the information. Some bias
        can be unintentional, for example, information that is simpli-
        fied for younger or less sophisticated audiences can appear
        biased by virtue of ignoring complexities.

        Information also needs to be evaluated in terms of the
        language and tone used in its presentation. Emotional or
        judgment-based language (such as the terms evil, bleeding
        heart, tree  hugger, exploitation, cold-blooded, heartless) can
        slant or prejudice a reader's perception of the issue. Similarly,
        language involving extremes, or making sweeping generaliza-
        tions can be inaccurate (for instance, "No scientists believe
        that..." or "All the major industries..."). Finally, educators
        should be alert for casual or sloppy use of statistical terms,
        such as confusing "most" with "average." (e.g.'The average
        number of  children in a family is 2.2," versus "Most families
        have 2.2 children.")
                         Environmental Education Materials: Guidelines for Excellence Workbook

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                       INSTRUCTIONS:
                       Read the following passages relating to population. Underline the
                       words or phrases that skew or slant the information. Answers can
                       be found on page 12.
                     EXAMPLE:
                     The death of excess populations from disease, famine, natural disaster or other
                     causes are predictable events. They are the natural way of cleansing the globe
                     of unwanted and unproductive masses.

            • World population continues to increase at unacceptably high rates. In many developing
             areas of the world, birth rates have remained constant. Yet population increases because of
             advances in medicine that minimize infant mortality. Despite the high costs of maintaining
             large families in these increasingly urbanized societies, many cultures stubbornly cling to
             ancient notions that value large numbers of offspring.

            > America is incapable of absorbing unlimited numbers of illegal immigrants. While Ameri-
             cans value growth and welcome diversity, our cherished way of life is threatened by
             invaders from beyond our borders. Even today, our social, health, educational, and legal
             systems are creaking under the weight of hordes of trespassers who cross our borders in
             violation of the law, breed large families, and expect the hard-working taxpayers of our
             country to  support them.

            • Experts are divided on the consequences of the recent decline in the population of the
             lesser tribble. Although this obnoxious and invasive animal has been the bane of farmers
             and ranchers since its introduction 25 years ago, the 40 percent population drop in the last
             year has even some tribble-haters worried. It is feared that this decline could foreshadow
             the extinction of this irresistibly cute yet horribly destructive species. This would be
             disastrous for manufacturers of tribble houses and designer tribble food. Additionally,
             red-tailed hawks and feral cats have come to depend on wild tribbles for their food supplies
             in recent years; their decline could spell doom for these predators.
 BRINGING IT HOME:
 Children are well aware that names and words can be hurtful.
 Even adults need to remember the power that words can
 have to change our minds, fire our emotions, summon strong
 sensitivities, or simply leave a bad taste in our mouths.
Environmental Education Materials: Guidelines for Excellence Workbook

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  EXAMPLE
Cultured Ivory
    KEY
    CHARACTERISTIC #1
    Fairness and Accuracy

    GUIDELINES: 1.3,  1.4

    OBJECTIVE 3:
    Evaluate materials in
    terms of cultural and
    ethnic diversity.

    GLOSSARY TERMS:
    • cultural perspectives
        BACKGROUND:
        To be accurate and complete, materials should be inclusive of
        different cultural perspectives and experiences. This should
        go beyond including an ethnic story or legend as a token nod
        toward diversity. There must be recognition that each culture
        has legitimate viewpoints that may conflict with each other,
        and that these differences can  play a role in students' under-
        standing of and decision making about environmental issues.
        Materials should encourage discussion of differences and
        assist learners in considering varying viewpoints while devel-
        oping their own opinions.

        A well-rounded set of materials reflects some or all of these
        perspectives:
        •  Are the views and interests of people of various economic
          status expressed?
        •  Are the views of indigenous peoples included?
        •  Are different cultures' use of and relationship to the natural
          world explored?
        •  Are the materials and activities sensitive to the needs of
          persons with disabilities?
        •  Do the materials encourage learners to open their minds
          to different ideas and perspectives?

        Obviously, no single set of instructional materials can incorpo-
        rate all possible opinions or perspectives on a topic. The
        number of viewpoints included depends on the complexity of
        the subject, the age of the audience, and the availability of
        accurate and current information about divergent views.
10
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                ABOUT THE EXAMPLE:
                In the following example, pay attention to the'ways that the center
                staff make reference to different cultures and groups, and how their
                interests in the elephant differ and, at times, collide.
   At the Ivory Park Nature Center, the interpretive guides discuss ways different civilizations have
   thought about elephants. First, they share the natural history of elephants with visitors (what elephants
   look like, where they live, and how they survive). While discussing elephants' strength and intelligence,
   the interpreters highlight use of elephants in historical military efforts, such as Hannibal's crossing of
   the Alps, and in agriculture and logging in Asia today.
   The discussion then turns to elephants as a source of ivory. The guides employ photographs and
   artifacts (such as piano keys) illustrating ways in which ivory has been used. The advantages of using
   ivory are also discussed. The guides then explain the population decline of wild Africian elephants in
   the twentieth century and the role that poaching has played in this decline. Maps and charts show
   where elephants live and where populations have decreased; they also show areas such as Botswana,
   Zimbabwe, and Namibia, where populations are currently increasing.

   In discussing conservation efforts, the guides point out that many of the countries where elephants live
   are poor and do not have the resources to commit to protecting them. They add that elephants can
   damage crops and that farmers often have a financial incentive to help poachers. To illustrate this, the
   guides explain that a farmer could make three times their typical yearly wage by poaching a single
   elephant.

   Having given this background, the interpreters discuss the importance of making elephant conservation
   a viable economic activity. Among the strategies they discuss is ecotourism, where visitors from foreign
   countries pay for excursions to see elephants and other animals in the wild. The guides point out that
   this industry provides local people with an economic incentive to maintain wild elephant populations
   and to discourage or end poaching.
BRINGING IT HOME:
Why would American students be concerned about cultures in Africa
or any culture different from their own? It is important for students to
be exposed to a multitude of perspectives and ideas. However, in
examples such as this, cultural diversity provides more than diverse
viewpoints. Culture influences how individuals see themselves in
relation to the natural world, and therefore helps them understand the
different types of decisions people make about environmental issues.
Thus, a student in Kansas might understand the concept of poaching,
but would not appreciate the complexity of the issue without information
on the economic conditions of those living near elephants or the
reasons some people traffic in ivory.
Environmental Education Materials: Guidelines for Excellence Workbook
ll

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   ANSWERS
Key Characteristic #1—Fairness & Accuracy
  Going to the Source's Mouth
                           page?
  Any one of these passages could be used in a lesson on air pollution. The following
  are not necessarily "right" answers, but indicate aspects an educator should consider.
  Information
  1. "Steps to curb ak pollution were
  incorporated in a law called
  the Clean Air Act in the 1970s."
                        Observations and/or Concerns
                        Objective, but lacks source.
                        The statement does not pass judgement on the Clean Air
                        Act but the source of the information is not identified.
  2. "Science has confirmed that Mr. Ford's
   new internal combustion horseless carriage
   produces gases which may be unpleasant to
  some gentlemen, and distasteful to cultured
  ladies." —Car and Chauffeur, 1914
                       Data dated, but objective.
                       Here the source is identified but the information is quite
                       old. It would still be useful in teaching about the history
                       of the issue.
  3. "A double-blind study ('Residual Toxicity
  of Nicotine Exposure in Dieffenbachia amoena',
  Botanica Domestica, volume 4) has shown that
  second-hand smoke is actually good for house
  plants. From this we can conclude, it must be
  OK for humans."
                       Propagandist^ but well referenced.
                       Again the source is cited but the intent is clearly to
                       support a particular point of view.
  4. "Electric cars are preferable to all other
  modes of transportation. They are inexpensive
  and don't pollute the ak in any way, shape,
  or form."

  5. "Electric cars are expensive playthings for
  wealthy celebrities that want to be known for
  their pro-environmental stance. They will never
  be of any value to average working-class
  Americans."
                       Propagandists, not well referenced.
                       This is a statement of personal opinion without supporting
                       evidence or references. The author uses language that
                       directs the reader to a particular perspective.

                       Propagandistic, not well referenced.
                       Another statement of personal opinion without supporting
                       evidence or references.
 6. 'Technological innovations in the last thirty
 years have reduced but not eliminated sulfur
 emissions from coal burning power plants."
       —Journal of Amps & Volts, 1996
                       Accurate, well referenced.
                       Source of the information is cited. Information is presented
                       in a balanced, unemotional manner.
12
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To Skew or Not to Skew
pages 8-9
Words and phrases that skew the information are underlined.
  • World population continues to increase at unacceptably high rates. In many developing areas of the
   world, birth rates have remained constant. Yet population increases because of advances in medicine
   that minimize infant mortality. Despite the high costs of maintaining large families in these increasingly
   urbanized societies, many cultures stubbornly cling to ancient notions that value large numbers of
   offspring.

  • America is incapable of absorbing unlimited numbers of illegal immigrants. While Americans value
   growth and welcome diversity, our cherished way of life is threatened by invaders from beyond our
   borders. Even today, our social, health, educational, and legal systems are creaking under the weight of
   hordes of trespassers who cross our borders in violation of the law, breed large families, and expect the
   hard-working taxpayers of our country to support them.

  • Experts are divided on the consequences of the recent decline in the population of the lesser tribble.
   Although this obnoxious and invasive animal has been the bane of farmers and ranchers since its
   introduction 25 years ago, the 40 percent population drop in the last year has even some tribble-haters
   worried. It is feared that this decline could foreshadow the extinction of this irresistibly cute yet
   horribly destructive species. This would be disastrous for manufacturers of tribble houses and designer
   tribble food. Additionally, red-tailed hawks and feral cats have come to depend on wild nibbles for
   their food supplies in recent years; their decline could spell doom for these predators.
Environmental Education Materials: Guidelines for Excellence Workbook
                                                   13

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14
                               Environmental Education Materials: Guidelines for Excellence Workbook

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                        ,     ,
         frta df concaptsai,
        * V;, „    *\f$&i. •'• ,     ,-
Things to  Think About...
Students need to develop an awareness of the world around them
as a basis for further study. As they gain more experiences, they
increase their understanding of their surroundings, as well as how
elements of the environment function, how these elements interact,
and how students' actions affect and are effected by the environ-
ment. Students should develop critical thinking skills and not
simply collect environmental facts. Materials should be developed
within a conceptual framework that allows students to place
information in context and to construct new knowledge throughout
their lives.

Awareness should include both the natural world and the built
environment, as well as the relationship between the two. Environ-
mental literacy requires that students learn how they interact with
and are affected by these two aspects of their world. Additionally,
students must understand that environmental factors and concerns
occur on different scales, from local to global, short- to long-term,
past to future.

Environmental literacy also requires teaching with both breadth and
depth. In studying a forest, for instance, teaching for breadth could
include cataloguing the forest's contents, the varieties of trees,
ground cover, plant and soil types, and animal life. But studying the
forest at this level may mean looking at isolated facts and elements
without connection. To fully understand the forest ecosystem,
students have to take a closer look. This "in depth" look reveals
the connections and processes of the forest environment (photosyn-
thesis, predation, decomposition, reproduction) and the forest's
relationship with surrounding habitats and communities. Breadth
provides the basics and a place to begin study. Depth carries the
process further, linking those basics within the forest ecosystem
context.
Environmental Education Materials: Guidelines for Excellence Workbook
                                                            15

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 EXAMPLE
Becoming Aware of Awareness
   KEY
   CHARACTERISTIC #2
   Depth

   GUIDELINE: 2.1

   OBJECTIVES
   Distinguish the factors
   contributing to environ-
   mental awareness.

   GLOSSARY TERMS:
   • attitudes
   • beliefs
   • environmental
    awareness
   • perceptions
        BACKGROUND:
        Environmental awareness begins with a basic acquaintance
        with what is around us: sky, air, soil, trees, grass, sounds, and
        so forth. However, it is not solely cognitive or informational. All
        of the information we receive about the natural and built envi-
        ronments is filtered through our personal beliefs, attitudes,
        and perceptions.  For example, a student whose preconcep-
        tion is that natural  spaces are dirty and uncivilized will experi-
        ence a field trip to  a natural area differently from the student
        who considers wild spaces to be pristine and beautiful.

        Awareness is the start of a continuum that builds to an under-
        standing of the complex web of natural forces and phenom-
        ena. Awareness of the trees around them is important, but if
        students are to be able to make decisions regarding forests
        they must also understand how one tree differs from the plant
        next to it, how the  tree fits into the forest ecosystem, how it is
        valued in different  cultures and economic systems, how the
        tree is affected by  sun, wind, and rain, and how the forces that
        affect the tree also affect other parts of the ecosystem as well
        as the students themslves.

        Once students begin to see, hear, touch, and smell what is
        around them, they can advance to other observations. They
        can begin to ask questions, to appreciate questions asked of
        them, and to understand the significance of the answers they
        give and receive.
16
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                  ABOUT THE EXAMPLE:
                  The following example illustrates the importance of awareness in the
                  development of students' understanding of the environment. Pay
                  attention to how the instructor initiates and nurtures the students'
                  awareness of and interest in their schoolyard.

   Mr. Smith's elementary class spent several days talking about the different things plants and animals need
   to survive: sunlight, water, soil, shelter, and so on. To help the students understand how these ideas apply
   in their own urban neighborhood, he had his students draw pictures of the small open space next to the
   playground. Students were instructed to include all of the plants and animals, if any, that they would
   expect to find there. The following day, he took the students to the open area and had them compare their
   drawings with the actual space. Many students were disappointed; they claimed to see nothing: no birds,
   no rabbits, no plants, just weeds, litter, and crumbling concrete. Mr. Smith then divided the students into
   four teams. Each team was assigned one quarter of the lot and was asked to draw their area, putting in as
   much detail as possible. Predictably, most of the drawings were rather empty.

   Back in class, Mr. Smith asked the students to discuss why they found so few things to draw. During the
   discussion, it became clear that some students found things that others did not. Mr. Smith proposed that
   perhaps the students were not looking closely enough or didn't know what to look for. They returned to
   the yard, armed with hand lenses and note paper.  Mr. Smith prompted them to look for insects, differ-
   ences between plants (reminding them that weeds are plants too), signs of animals feeding on plants, and
   places where plants may grow in the future (cracks in concrete,  patches of dirt). The students made new
   drawings based on their observations and compared them to their two prior illustrations.

   Amazed by their discoveries, the class  frequently asked to return to the school yard for further study.
   They guessed they would find different things at different times of day, after storms or temperature
   fluctuations, and as seasons changed. Each discovery helped them to be alert for others, and helped them
   to understand how the different parts of the school yard ecosystem interact. Mr. Smith made use of the
   students' familiarity with the school yard as he introduced new biology concepts such as migration,
   camouflage, habitat, and the energy cycle.
   BRINGING IT HOME:
   Awareness is a dimension of environmental education that is
   appropriate for more than just the very young. Older students,
   regardless of their age or background, can benefit from having
   the opportunity to explore and discover what is around them.
Environmental Education Materials: Guidelines for Excellence Workbook
17

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  EXAMPLE
  ACTIVITY
                     Building the Framework
    KEY
    CHARACTERISTIC #2
    Depth

    GUIDELINES: 2.2, 2.3

    OBJECTIVE 5:
    Demonstrate an
    understanding of
    conceptual frame-
    works and concepts
    in context.

    GLOSSARY TERMS:
    • breadth
    • concepts
    • conceptual
     framework
    • context
    • depth
 BACKGROUND:
 A framework, in its literal sense, is an organized series of
 beams used to support and guide construction. Likewise, a
 conceptual framework is an organized set of ideas, concepts,
 or principles that an educator uses to give structure and shape
 to educational experiences. Frameworks allow educators to
 pursue both breadth and depth by clearly organizing ideas.
 They ensure that students are given the skills needed to under-
 stand relationships and connections between pieces of informa-
 tion, and not just a laundry list of environmental facts or opin-
 ions. By focusing on concepts, educators provide learners with
 the opportunity to generalize, to draw connections among
 different disciplines, and to consider differing opinions and
 perspectives. Teaching without a conceptual  framework is like
 putting together a model airplane without glue: initially it may
 hold, but eventually it falls apart. Additionally, if concepts are
 taught out of context, they can be misunderstood or quickly
 forgotten because they are without relevance to the learner.
                ABOUT THE EXAMPLE:
                In the following situation pay attention to the concepts being taught
                and the order and context in which they are delivered. You will be
                asked to put them into a framework in the following activity.

                Ms. Pong's social studies class was preparing to do a unit on food and agriculture. She
   approached the subject by asking the students to consider the origin of their own food. As this was a part
   of the country where hunting and fishing were common, she pointed out a distinction between foods that
   are deliberately grown or raised for human consumption and those that are taken from the wild. With
   this distinction in mind, the students broke into two groups. The first group looked at features of wild
   harvest, while the second considered the features of agriculture. Special attention was paid to the risks,
   advantages, economic factors, and environmental impacts of each. The two groups shared and compared
   their findings at the end of the class.
18
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                    INSTRUCTIONS:
                    Using the example on the previous page, arrange the headings
                    on the right into a logical framework. Answers can be found on
                    page 22.


                  EXAMPLE:
                  The following concepts/topics are arranged from most general to most specific:
                                 I. Money
                                  A. Paper currency
                                      1. Foldable
                                      2. Lightweight
                                  B. Coinage
                                      1. Unbending
                                      2. Heavy in large quantities
         FRAMEWORK
                      1.
                      2.
                      3.
               B.
                      1.
                      2.
                      3.
CONCEPTS / TOPICS

1) Cultivated products
2) Dependent on humans for
  reproduction
3) Self-seeding
4) Maintains genetic diversity
5) Crop is completely harvested
6) Wild harvest
7) Potential for overharvesting
8) Predominantly hybrids or
  controlled genetically
9) Food resources
BRINGING IT HOME:
In the activity and example above, the students could have been
given a series of facts about agricultural practices. This would have
been an example of teaching toward breadth. By arranging the
information in such a way that the connections between the ideas
were made clear, the instructor has given the students a tool to help
them make sense of the information and establish a knowledge base
on which to build in future lessons, thereby teaching toward depth as
well as breadth.
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  EXAMPLE
Tipping the Scales
    KEY
    CHARACTERISTIC #2
    Depth

    GUIDELINE: 2.4

    OBJECTIVE 6:
    Recognize the
    relevancies and
    relationships of
    various scales.

    GLOSSARY TERMS:
    • geographical scale
    • temporal scale
        BACKGROUND:
        The world's economy is becoming increasingly globalized.
        Products and services bought in one country may be manufac-
        tured half a planet away. Changes in the rate of inflation,
        unemployment levels, or interest rates in a single country can
        send  ripples of uncertainty throughout the world. These im-
        pacts are not limited to economics. An increase in lumber
        prices or higher demand in one region might promote
        overlogging in another. A change in government in one nation
        could spur a relaxation of environmental protection policies
        there and elsewhere. Because of the movement of air and
        water across borders, the contamination of the air or water
        in one country or region can have lasting impacts in  another
        area.  These are examples of issues that span regions, na-
        tions, and continents. Understanding these issues requires
        attention to the geographical scales of the issues.

        Another type of scale is temporal, which refers to the
        persistence of an environmental concern overtime.  For
        example, the use of the pesticide DDT in North America was
        abandoned in the early 1970s; however, the effects of this
        chemical remain with us today and will continue to affect
        ecosystems for years. When considering environmental
        issues, the long-term impacts on ecosystems, economics,
        and human societies are just as important to consider, as
        are the other circumstances which inform those issues.
20
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               ABOUT THE EXAMPLE:
               In the following example, students discover that they have interests in
               common with students in other places. The students also recognize that
               decisions made in their community may impact wildlife populations
               hundreds of miles away.

   During the autumn months, Ms. Garcia's students observed and recorded the types of birds that came to
   the feeder located outside the window of her middle-school science classroom. As the year progressed
   and winter approached, some of the students noticed different birds appearing, and previously common
   ones not appearing. They raised the question of what birds do in the winter. Ms. Garcia entered into a
   discussion of the different ways that animals deal with weather changes, noting that some hibernate,
   some become dormant, some die off, and some migrate to other climates.

   The students became interested in knowing where their favorite feeder birds went during the winter and
   researched the birds' migration routes and wintering territories. As a way of building on the data they
   already collected, Ms. Garcia arranged for the class to have Internet contact with two other middle
   school classes: one in south Florida and one in Panama City, Panama. The students compared notes and
   arranged to compile data in similar ways regarding what birds they observed, how many, and when. By
   the end of the spring, the students put together a map showing approximate travel routes of most of the
   species and began to look out for others that had not yet visited their feeders.

   The exchange continued with the students discussing the status of the birds' habitats in the different
   countries.  Ms. Garcia's  students noticed that a woodlot near their school had been developed recently for
   retail establishments, providing jobs for local workers. The students in Panama observed a similar event
   in several of the natural areas near them. The students decided to research the relationship between
   habitat and development through continued conversations  and to determine what effects these develop-
   ments might have on future bird migrations.
                 BRINGING IT HOME:
                 It is common for lessons about ornithology to consist primarily of
                 information about bird adaptations and anatomy. In the lesson
                 described above, the instructor has included this information but
                 went beyond it to address the local and regional aspects of bird
                 migration. The extent to which this can be done is tied  to grade level
                 and developmental ability. Elementary students may not be able to
                 grasp concepts beyond the local area, whereas senior high students
                 have the ability to comprehend regional and global ramifications of
                 local environmental decision making.
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  ANSWERS
Key Characteristic #2—Depth
  Building the Framework
                     page 19
  Frameworks are organized from the most general to the most specific subheadings. In this case
  there were two subheadings, but there could be many more depending on the complexity of your
  topic. Specific points naturally fall under the subheadings. For example, wild harvest is not
  dependant on humans for reproduction.

    FRAMEWORK
                                                   :
           I. Food resources (9)
                 A. Cultivated products (1)
                       1. Dependant on humans for reproduction (2)
                       2. Predominantly hybrids or controlled genetically (8)
                       3. Crop is completely harvested (5)
                 B. Wild harvest (6)
                       1. Self-seeding (3)                          -!i»>
                       2. Maintains genetic diversity (4)
                       3. Potential for overharvesting (7)
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                                      Things to Think About...
                                      In the introduction to Key Characteristic #1: Fairness and Accuracy,
                                      the need to identify bias and to determine the degree to which
                                      information is useful or questionable was discussed. In this section
                                      of the workbook critical thinking skills helpful in recognizing bias
                                      and evaluating the quality of information are examined.

                                      Critical thinking is a process that involves digging below the surface
                                      and thoroughly analyzing an issue or problem. Critical thinking skills
                                      allow students to dissect information and recognize such features as
                                      reliability, fairness, timeliness, completeness, and relevance. Using
                                      these skills, students can connect new information to their existing
                                      knowledge and experiences, and therefore evaluate issues and their
                                      solutions in a sound and logical manner.

                                      The skills needed to apply knowledge in new and useful ways .
                                      constitute creative thinking. Students must be able to recognize
                                      connections between seemingly unrelated issues, and look for
                                      solutions in many places from many angles. However,  more than
                                      critical and creative thinking is required; learners also need skills for
                                      applying new information and knowledge to everyday life such as
                                      oral and written communication, group cooperation, leadership and
                                      conflict resolution.

                                      Environmental Education Materials: Guidelines for Excellence calls
                                      for the development of critical and creative thinking skills. This
                                      section presents a look at a model that can be used as a basis for
                                      building educational materials and the higher-order thinking skills
                                      students must develop in order to act upon their own environmental
                                      ethic.
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23

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ACTIVITY
 "Tax"ing Your Brain
  KEY
  CHARACTERISTIC #3
  Emphasis on Skills
  Building

  GUIDELINE: 3.1

  OBJECTIVE 7:
  Classify curriculum
  materials according to
  their support of higher-
  order thinking skills.

  GLOSSARY TERMS:
  • abstraction
  • critical thinking skills
  • educational objective
         BACKGROUND:
         There are a variety of models for classifying levels or types of
         learning. These models, or taxonomies, categorize types of
         learning in a hierarchy ranging from simple to complex. For
         example, analysis is a different level of learning than is applica-
         tion. Use  of these levels is helpful in determining the potential
         for development of critical thinking skills. One of the best
         known models is the Taxonomy of Educational Objectives
         developed in 1956 by Benjamin Bloom and his colleagues.
         Bloom identified six levels of learning that range in difficulty
         from the simple (such as recall of facts) to the complex (such
         as abstraction). Certain verbs describing learning processes
         are associated with each level. For example, "categorize,"
         "distinguish," and "recognize" are  more readily associated with
         analysis than with any other learning level. These verbs can be
         used by educators when developing educational objectives
         for their lesson plans. Educators can also look for these verbs
         in the objectives of existing curricula to determine the level of
         learning that is expected of the student. For instance, this
         activity calls on the user to "classify" (see objective in box at
         left), and  is therefore a synthesis-level activity in Bloom's
         Taxonomy.

                  A Limited List of Bloom's Taxonomy
                                 Learning Level
                                         Relevant Verbs
                                 Knowledge


                                 Comprehension


                                 Application


                                 Analysis


                                 Synthesis


                                 Evaluation
                                   arrange, identify,
                                   recall, recognize
                                   demonstrate, differentiate,
                                   discuss, locate

                                   apply, choose, interpret,
                                   schedule, solve

                                   analyze, categorize,
                                   contrast, distinguish,

                                   classify, construct, create,
                                   develop, propose
                                   appraise, assess, evaluate,
                                   judge, predict
24
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                   INSTRUCTIONS:
                   For each objective, fill in the relevant verb (from the beginning of
                   each chapter, the beginning of each activity or example, or the
                   summary on page 2) and the corresponding learning level (from the
                   table on page 24). Objective 7 is filled in as an example. Answers
                   can be found on page 28.

                   Objective  Classification Worksheet
                OBJECTIVES
OBJECTIVE VERB
                                                LEARNING LEVEL
          Key Characteristic #1
           Fairness & Accuracy
                Objective 2
          Key Characteristic #2
           Depth
          ECey Characteristic #3
Emphasis On Skills Building

     Objective 8
                                          Classify ^J
                         • SyMhesis
          ECey Characteristic #4
           Action Orientation
                Objective 10
          ECey^Characteristic
           Instructional Soundness
                Objective 12
          
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 EXAMPLE
  Water You Know?
   KEY
   CHARACTERISTIC #3
   Emphasis on Skills
   Building

   GUIDELINES: 3.2, 3.3

   OBJECTIVE 8:
   Distinguish the skills
   necessary for issue
   analysis and action.

   GLOSSARY TERMS:
   • action skills
   • cost/benefit analysis
         BACKGROUND:
         One of the purposes of environmental education is the develop-
         ment of a citizenry that is capable of making decisions regard-
         ing the environment, and of taking appropriate action on envi-
         ronmental issues. Simply learning a particular action skill is
         different from being told when or how to use it, or what action
         to take. One can teach public speaking, for example, without
         dictating what students are to say about any given topic. Simi-
         larly, the teaching  of skills such as comparing different policies
         or actions, investigating current issues, and developing cost/
         benefit analyses  does not commit the teacher or student to a
         particular course of action, but provides learners with the tools
         needed to make an independent and educated decision about
         the responses to environmental issues they can support.
               ABOUT THE EXAMPLE:
               This brief description of a unit on water quality issues touches on a variety
               of issue investigation and action skills. The outline below shows a number
               of possible activities in which the students might take part to develop or
               practice these skills. In the box to the right of each section is a relevant
               skill from the Materials Guidelines along with a discussion of the role that
               skill plays in the total unit. As you read these discussion items, see if you
               can make a case for other skill development possibilities.

  In this unit, high school students will explore current and historic water resources in their community and
  evaluate existing plans for the future. Through their own research, interviews, and field experiences they
  will gain an understanding of past and present water resource issues in the community, determine the
  current state of affairs, decide whether community action is needed, and how they might be able to
  initiate such activity, if appropriate.
      Studying Local Water Resources
      A.  Students research municipal and county historical records.
      B.  Students interview administrators of the local water supply.
      C.  Students interview a cross section of community members
          representative of the variety of individuals and businesses
          served by the local water agency.
      D.  Students visit local water treatment facility or facilities.
                                            Students should arrive at
                                            their own conclusions based
                                            on thorough research, rather
                                            than being taught that a
                                            certain course of action is
                                            best. Direct access to
                                            records and individuals
                                            involved with water issues
                                            builds data collection skills.
26
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   II. Learning about Water Resource Problems and Solutions
       A.  Students research the history of water resource
           development in their region.
       B.  Students examine the impacts of human activities
           on water resources.
       C.  Students investigate various responses to past water
           resource problems in their own and other areas.
   III. Identifying Potential Water Resource Concerns
       A.  Students learn chemical and non-chemical tests for
           water quality.
       B.  Students analyze current water consumption and
           make predictions for future consumption based on
           population trends and land use predictions.
       C.  Students evaluate collected data for trends in
           water availability  or quality and land use that
           might affect local water resources.
   IV.  Evaluating Water Resource Issues
       A.  Students evaluate existing policies for water quality
           and supply.
       B.  Students develop alternatives to existing policies.
       C.  Students contrast and compare alternative water
           resource policies.
   V. Water Resource Action Strategies
      A.  Students explore ways to interact with local
           government agencies and companies.
      B.  Students determine if any alternative water resource
           policies or procedures might be warranted
           and discuss best ways to present them.
      C.  Students develop presentations of alternatives for
           specific audiences.
      D.  Students plan community action projects.
Students learn to identify,
define, and evaluate issues
on the basis of evidence and
different perspectives
Learners hone their ability
to forecast and to plan long-
term. To do this, they
sharpen basic laboratory
and field skills such as
experimental design,
observation, and data
collection and analysis.
Students practice evaluating
environmental issues and
their potential solutions.
They also try their hand at
developing their own
solutions to issues.
Learners are encouraged to
practice interpersonal and
communication skills, as
these are important for data
collection, conflict manage-
ment, and communicating
alternatives to others.
                   BRINGING IT HOME:
                   Many of the skills included in this example are those that students
                   need to explore and determine a course of action. But developing
                   skills and actually putting them into practice can be two very different
                   things. The ability to formulate a plan of action is essential, but until
                   that plan is carried out, and the results reflected upon, the process is
                   not complete. Key Characteristic #4 deals with this important aspect
                   of the action skills process.
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   ANSWERS
               Key Characteristic #3—Emphasis on Skills
                                         Biiilcliiig
"Taxiing Your Brain
                                 page 25
             Objective  Classification  Worksheet
OBJECTIVES
Key Characteristic #1
Fairness & Accuracy
Objective 1
Objective 2
Objective 3
Key Characteristic #2
Depth
Objective 4 ^^
Objective^
Objective 6
Key Characteristic #3
Emphasis On Skills Building
Objective 7
Objective 8
Cey Characteristic #4
Action Orientation
" "OTyectrve £ 	 ', ""
	 "ObjectlveTO "~*~— «~»
Key Characteristic #5
Instructional Soundness
Objective 11
Objective 12
Objective 13
Key Characteristic #6
Usability
Objective 14
	 JDbjective 15
' Objective 16
OBJECTIVE VERB


assess i*, -
•v •* <\VW\.v^\ V*u * *
identify
""evaluate ° <


demonstrate
' " vA^S-* '^iV'T-'";*'*, r^s->^STC» 'V X1 '
- , , .-'.ifepogntee!*:.-,?'^/^-^

^classi^ ^° Vv
distinguish

"" ' T, ''- '' ^ -\v>1 V '=*" ' y v*''v;!vi^ — s,i\ v^%«'/
" i "''•?'• Ch@OS$v;V'A Vvr-l^-
distinguish

cfasslijif
evaluate
!diff«re»tiate~^


recogniize ^ * *
identify
assess
LEARNING LEVEL


^ ,1 fi^kluation t\ ' '
Knowledge
* Evaluation <„• ' "


&$^S^fc^l$^5^)^?£)^ ^
Comprehension
•^^^-Vy^^v^^^^tlK^

Synihesis/"---
Analysis

Analysis

"Syril[|esis
Evaluation
,,»€oj»jjreiie|islori . -•


^ * v TCnlnwffAl'P- t-s?!^'^"';.':^
Knowledge
r 	 ..- ... ' . ... °^ Eyalmafeit , -'SJS'Ai
28
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                                      Things  to Think  About...
                                      One of the overarching goals of education is to prepare students to
                                      become effective decision makers. As consumers, citizens, voters,
                                      and family members, students will spend their lives making choices
                                      among possible actions. Part of an educator's responsibility is
                                      teaching students to identify and clarify their own opinions. Educa-
                                      tors must help students learn decision-making processes—identify-
                                      ing and evaluating options, selecting a corresponding course of
                                      action, taking action, reflecting on their choices, and adjusting as
                                      needed to accomplish  their goals. A critical component of decision-
                                      making is the sense of self-efficacy, or developing students'
                                      confidence in their ability to affect change in their surroundings.
                                      Environmental educators must take care not to direct students to
                                      any particular opinions or courses of action, but to empower stu-
                                      dents to think and act for themselves on environmental issues.

                                      Through the "Water You Know?" unit described on page 26 students
                                      would develop a series of skills while learning about and evaluating
                                      water resources and related issues in their community. The focus in
                                      Key Characteristic #3 was on building skills; in Key Characteristic
                                      #4, the focus is on applying those skills to real world situations.

                                      The opportunity for students to look back on what was done in an
                                      action project is a critical part of the learning process. Students must
                                      determine whether their actions achieved their goals, exploring what
                                      mistakes where made, what lessons were learned, and what they
                                      might have done differently to improve the experience or its results.
                                      Students must learn to reflect honestly on what they have done,
                                      without self-consciousness or fear of criticism. Evaluation of this
                                      type is a crucial step for students to develop self-efficacy.
Environmental Education Materials: Guidelines for Excellence Workbook
29

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 ACTIVITY
Recycling Reflections
   KEY
   CHARACTERISTIC #4
   Action Orientation

   GUIDELINE: 4.1

   OBJECTIVE 9:
   Choose strategies
   that encourage
   learners to reflect on
   the consequences of
   their action(s).

   GLOSSARY TERMS:
   • action project
   • reflection
       BACKGROUND:
       Reflecting is more than thinking about something; it involves a
       careful consideration of one's values, goals, interests, and
       behaviors. The final purpose of reflection is to ensure that one's
       actions are consistent with one's intent and, if not, to determine
       what changes one needs to make. Reflection is crucial to
       making an action project a meaningful experience. If students
       do not consider the ramifications of the action on their lives
       and/or the lives of others, or consider the lessons learned from
       it in terms of future behavior, then their participation has been
       an exercise,  but not necessarily a learning experience.

                  INSTRUCTIONS:
                  After much research and discussion, students decide that they want to
                  start a school-wide recycling program. Which of the following questions
                  encourage students to reflect on their project? As in many environ-
                  mental situations, there may be more than one correct answer.
                  Answers can be found on pages 33 and 34.

                EXAMPLE:
                Which questions best help students to reflect on their choice of receptacles:
                  a) What are the cheapest ones to buy?
                             No—more of a logistics question.
                  b) Can we paint them the school colors?
                             No—not really relevant.
                  c) Will using cans that look like trash cans defeat our purpose?
                             Yes—it incorporates the students' goals
                             and the success of their choices.
30
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          1) When first planning the recycling program, which of these questions will promote reflection?
                 a) How many cans do you want to recycle?
                 b) What do we want to accomplish here?
                 c) Where can we find room to store the recyclables?

          2) Which of these might the students consider when reflecting on their choice of what
            objects to collect?
                 a) From whom do we have to get permission to store the objects?
                 b) For which materials can we get the most money?
                 c) Are there some recyclables that do not have an established market?

          3) Midway through the project, you find that the recycling bins are always empty. Which of
            the following best encourages the students to reflect on their previous decisions?
                 a) Should we move these to another room?
                 b) What are some reasons the bins might be empty?
                 c) Nobody's recycling—should we move on to another action project?

          4) The instructor wishes the students to consider a number of consequences of their recycling
            project. Which questions should students think about early on to be able to consider at the
            project's completion?
                 a) How much energy does it take to transport the recyclables to the community
                   collection center?
                 b) What percentage of the school population currently recycles?
                 c) Do you know of any books about recycling?

          5) When the project is completed, which questions are most likely to inspire reflection?
                 a) Did we accomplish what we set out to do?
                 b) Did our project encourage others to continue to recycle?
                 c) Did you enjoy the project?
                   BRINGING IT HOME:
                   Actions taken with the best of intentions can have unforeseen
                   negative consequences. For students to be able to make intelligent
                   decisions regarding the costs and benefits of their actions, they must
                   have a sense of what questions to consider. It is possible for students
                   to discuss, debrief, and process an action for a significant length of
                   time, without addressing questions  of substance. While there are a
                   number of different types of questions students will have to ask them-
                   selves, reflective questions relate to the value and success of their
                   efforts, their sense of self-efficacy, what they have learned, and the
                   possible need to act differently in the future.
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  EXAMPLE
Energy Empowerment
   KEY
   CHARACTERISTIC #4
   Action Orientation

   GUIDELINE: 4.2

   OBJECTIVE 10:
   Distinguish patterns
   that contribute to
   learner empowerment.

   GLOSSARY TERMS:
   • community action
         BACKGROUND:
         The apathy that some students feel toward community
         action, environmental causes, and in extreme cases toward
         life in general, is often connected with a sense that they lack
         the ability to make a difference. People have an innate need
         to feel that they matter, and that their actions will affect their
         surroundings and their own circumstances. Students who
         doubt that they have such power are likely to consider any
         action project a waste of time. Part of the educator's role is
         to help students recognize their power to affect the world.
               ABOUT THE EXAMPLE:
               Educators can help students see the results of changes in their own
               behavior. Note actions taken by the teacher which were conducive to
               learner empowerment.
    Ms. Wilson's science class completed a unit on electricity, energy, and the mechanics of
    energy distribution. Once she felt the class had mastered the information, she challenged
    them to explain to her how this information could be useful or practical to them. As a class, the
    students decided that it could help them and their families to conserve electricity, thus saving
    the families money and conserving resources.

    To put this into practice, the students decided to do a thorough energy audit of their homes.
    Ms. Wilson helped the class divide into teams, each of which took responsibility for examining
    one room of their homes. With some help from formulas and tables provided by Ms. Wilson,
    the students were able to estimate the heat energy lost in their homes due to faulty insulation,
    poor seals on refrigerators, high settings on hot water heaters, and behaviors such as leaving
    doors and windows partially open.

    The students collected their findings in a report, which listed specific ways that families could
    conserve energy. The students arranged to publish an abridged copy of the report, listing the
    main suggestions, in the school newspaper and put it on the school's website. Later, some of
    the students recognized that the same principles could be applied to school buildings and
    energy practices. They developed a series of recommendations for school energy savings,
    which they presented to their school principal.
32
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 BRINGING IT HOME:

 In this example, learner empowerment is demonstrated in a number
 of ways. The outcome of the study is a list of suggested ways that the
 families of students can save energy. Hence, the lesson develops

 students' sense of self-efficacy. The exploration of these methods is
 made by the students themselves, which strengthens their sense of

 discovery and decision making. The publication of the information is
 accomplished using media that the students control or manage and to

 which they have easy and frequent access.
 ANSWERS
Key Characteristic #4—Action  Orientation
              -
                     Answers for: Recycling Reflections
                                                         page 30
                   ** Indicates the more appropriate answer(s) given the definition of reflection used in

                   this exercise. Other questions could be reflective depending on context and follow-up.
                   1)
   When first planning the recycling program, which of these questions will promote

   reflection?
ft
   j* fc^           A—How many cans do you want to recycle?
                        Assumes a course of action has already been set. It presupposes that cans are
                        the only thing that can be recycled and proceeds to set an arbitrary target
                        rather than exploring the reasons for recycling in the first place.
   ** B—What do we want to accomplish here?
         Encourages students to think about and set goals for their project. If this isn't discussed,
         students will have difficulty knowing if they addressed what they set out to accomplish.
      C—Where can we find room to store the recyclables?
         Deals with logistics. It is, however, an important step in determining if they have the resources
         to conduct the project.

2) Which of these might the students consider when reflecting on their choice of what objects to collect?
      A—From whom do we have to get permission to store the objects?
         Deals with logistics. It is a planning step, and would only be a matter of reflection if they find
         out too late that the person who gave permission was not authorized to do so. Additionally,
         space is at a premium at most schools.
      B—For which materials can we get the most money?
         Unless fundraising is the main purpose of the activity, the monitary value is a secondary
         consideration.
   ** C—Are there some recyclables that do not have an established market?
         Addresses the choices they've made and the further implication of the choices.
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  Answers for: Recycling Reflections Continued

  3) Midway through the project, you find that the recycling bins are always empty. Which of the following best
     encourages the students to reflect on their previous decisions?
        A—Should we move these to another room?
           Recommends an action without assessing the situation. Moving to another location might be
           pursued as an experiment to determine if the location is the problem.
     ** B—What are some reasons the bins might be empty?
           Reflects on different aspects of the problem.
        C—Nobody's recycling—should we move on to another action project?
           Gives up without looking at a different course of action. Students would become more
           empowered if they could identify and overcome the obstacle to their program.

  4) The instructor wishes the students to consider a number of consequences of their recycling project.
     Which questions should students think about early on to be able to consider at the project's completion?
     ** A—How much energy does it take to transport the recyclables to the community collection center?
           Performs a type of cost-benefit analysis on the value of the students' recycling effort.
     ** B—What percentage of the school population currently recycles?
           Helps to establish a baseline, so  students can determine if their project is having any effect on
           the school community.
       C—Do you know of any books about recycling?
           Doesn't deal with consequences of actions, but could help with research. The use of books can
           be a very effective (but not limited to) springboard into a unit.

  5) When the project is completed, which questions are most likely to inspire reflection?
     ** A—Did we accomplish what we set out to do?
           Looks at goals in comparison to  final outcomes.
     ** B—Did our project encourage others to continue to recycle?
           Examines whether the project has a far reaching effect.
       C—Did you enjoy the project?
           Invites an emotional response but does not address goals, choices, consequences, or outcomes.
           Other ways of asking the question might be: What did you get out of it? What parts were difficult
           or challenging for you? Did this change how you feel about environmental action?
34
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Instructional ;^
              ,,,^
          --Vx  _«
                                      Things to  Think About-
                                      Educational materials must be instructionally sound or their purpose
                                      is defeated. Understanding instructional soundness and how it is
                                      determined requires a firm grasp of educational terminology. This
                                      section will look at the difference between goals and objectives,
                                      examine instructional methods and learning settings, and investigate
                                      assessment methods.

                                      Until fairly recently, many educational, settings and materials were
                                      largely teacher-centered. Students were often viewed as empty
                                      vessels into which knowledge from teachers and textbooks could be
                                      poured. Assessment demanded little more than the regurgitation of
                                      previously learned facts or the reenactment of experiments. Some
                                      of the important ideas of education today include: learner-centered
                                      instruction, constructivist theory, experiential education,
                                      multiple intelligences, and interdisciplinary education. These
                                      approaches view students as active learners who bring Something
                                      to the table. Learners are capable of creating new knowledge from
                                      what they already know through new experiences and active
                                      investigation. Subject matter is no longer presented within  isolated
                                      disciplines, but is linked to other disciplines so that learners see
                                      relationships  in broader terms and with a perspective more in tune
                                      with the real world. All these changes in educational delivery require
                                      equivalent changes in the way we evaluate  learning.

                                      Traditional assessment methods considered effective in a teacher-
                                      centered model of education  are inadequate for learner-centered,
                                      constructivist, interdisciplinary approaches. The latter are more
                                      appropriately assessed through projects, portfolios, presentations or
                                      other forms of authentic assessment.
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 ACTIVITY
Gardening,  Naturally
  KEY
  CHARACTERISTIC #5
  Instructional Soundness

  GUIDELINES: 5.1, 5.2,
  5.3

  OBJECTIVE 11:
  Classify instructional
  methods and ways of
  learning.

  GLOSSARY TERMS:

  • constructivism
  • learning styles
  • learner-centered
   instruction
  • multiple intelligence
        BACKGROUND:
        This activity addresses learner-centered instruction, learning
        styles, multiple intelligences, and the connections that
        should be made between EE materials and learners' everyday
        lives. Learner-centered instruction focuses on the needs and
        interests of the students and emphasizes students having
        an active role in their education. Akin to this model is
        constructivism, in which learners construct new knowledge
        from what they already know in an experiential, building-block
        process.

        Whether one is designing or evaluating EE materials, a variety
        of learning styles should be considered. Planning to teach for
        more than one learning style not only accommodates the needs
        of a larger audience, it also adds variety to the presentation of
        the materials. Often, there is confusion between the terms
        "learning style" and "intelligence." Learning styles describe the
        ways in which learners receive and process the information.
        Whether someone learns best by working alone or within a
        group is just as important a consideration as whether they learn
        best by reading, listening, watching, or touching. Intelligence,
        particularly the multiple intelligences (Ml) theory of Howard
        Gardner, has often been mistaken as a learning style. But
        intelligence, whether Ml theory or not, describes a learner's
        ability to acquire new knowledge, not the way in which they do
        it. Ml theory in particular identifies learners' aptitudes in certain
        areas such as language, dance, science and math. It is a
        premise of Ml theory that individuals can strengthen any of
        their multiple intelligences through practice.
36
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                        INSTRUCTIONS:
                        This activity asks you to determine the degree to which the instructional
                        methods are learner-centered, support different ways of learning, and/or
                        connect learners to their everyday lives. Review this outline for a unit on
                        gardening with native plants. Following each section are brief descrip-
                        tions of the three different educational approaches.  In the boxes pro-
            vided, rank the approaches from 1 to 3 to indicate the most relevant (1) to least
            relevant (3) for that part of the lesson. Answers can be found on  pages 44 & 45.

            In this activity students will have the opportunity to research, plan, plant, tend, and monitor a
            garden featuring plants native to their region of North America. The garden may contain food
            plants as well as decorative species—that decision lies with teachers and/or students. The
            research, planning, and evaluation of the project can be left, to a certain degree,  in the hands
            of the students, depending on their developmental level. Resources, glossary, and further
            background information are available at the end of the unit.
            I.
 Preparing
 A.  Students look up examples of all types of gardens in magazines, books, and newspapers,
     and bring garden catalogs and pictures of gardens to class.
 B.  Students visit a local garden center to learn what types of native plants are available
     in their area, if any.
 C.  Local garden club members or native plant restoration groups visit the class.
 D.  Using the pictures they brought in, students give a presentation. Presentations are followed
     by guided discussion on what the students consider to be a garden and the benefits people
     gain from gardens and gardening.
 E.  Students contrast and compare formal, informal, and natural gardens.
 F.  Students determine if there are local sources for native plants. If not, students research
     distant sources.
Educational Approaches (rank relevance from 1 to 3)
                   I   I • Learner centered instruction: Activities and projects use learner questions and
                         concerns as a starting point.
                   L_J • Different ways of learning: Important concepts are conveyed in several ways.
                   I   I • Connection to learners' everyday lives: Examples are relevant to the learner.
            II. Planning
                A. Students determine (through guided discussion, if necessary) the considerations that need
                   to be addressed before planting a garden.
                B. Students inspect and discuss potential garden sites.
                C. Working from information and materials collected in Section I of this activity, students
                   select native plants suitable for a school garden.
                D. Students working in teams plan different gardens and represent the plans in more
                   than one way: e.g., written plant lists, overhead or profile view drawings, murals.
                E. Students choose the garden design which they will use.
                F.  Students determine how they are going to evaluate their performance and the degree of
                   success of the project.

              Educational Approaches (rank relevance from 1 to 3)
                   n
           Learner-centered instruction: Materials encourage learner participation in
           planning and assessing learning.

           Different ways of learning: Opportunities are provided for students to learn
           from self-expression and experience.

           Connection to learners' everyday lives: Concepts to be taught are related
           directly to students' experiences.
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                IE. Planting
                   A.  Students consult with each other to assign initial tasks for the planting, maintenance,
                       and monitoring of the garden.
                   B.  Students devise a rotating schedule of assignments so all participants can contribute
                       to the project in a variety of ways.

             Educational Approaches (rank relevance from 1 to 3)
                  I  |  • Learner centered instruction: Instruction encourages learners to undertake
                        their own inquiry.

                  I  I  • Different ways of learning: Learners are challenged to learn different skills
                        that reflect their multiple intelligences.

                  I  |  • Connection to learners' everyday lives: Materials (activities) provide for
                        continuing involvement throughout the year by the learner.
                IV. Pay-off
                   A.  Students track the progress of the plants and tend the garden.
                   B.  At the end of the season and/or year, students report the status of the garden and
                       their project, and devise methods for sharing the information with others through
                       media they determine to be appropriate.
                   C.  Students evaluate the degree of success of the garden and determine:
                       1. Which plants succeeded, which did not and why?
                       2. What actions were successful in designing, planting, or tending the garden.
                       3. What actions were unnecessary or not successful.
                       4. What things could have been done differently.
                   D.  Students reflect on:
                       1. The gardening process.
                       2. What they have learned about plants and the roles plants play in our everyday lives.
                       3. Their relationship to the land.
                      4. The influence of the overall experience on their attitude toward human and plant
                         community relationships.

             Educational Approaches (rank relevance from 1 to 3)
                 I   I • Learner-centered instruction: Activities allow learners to build from previous
                       knowledge.

                 I   I • Different ways of learning: Materials and activities are developmentally
                       appropriate for the grade level, yet sensitive to individual differences.

                 I   I • Connection to learners' everyday lives: Materials provide for continuing
                 	 involvement throughout the year by the learner, both at home and at school.
               Note to Teachers: The length of time devoted to this project can vary considerably. Ideally,
               this activity spans a full academic year (or more) but shorter duration projects in which
               there is no actual planting at a school site are also possible. Options may include planning
               at school for home gardens, or planting of small, indoor gardens.
     BRINGING IT HOME:
     To be truly effective, environmental education materials must meet
     learner needs. Materials designed with different learning styles,
     multiple intelligences, and constructivist and experiential principles
     in mind have the greatest potential to reach the widest audience.
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EXAMPLE
ForesTree
  KEY
  CHARACTERISTIC #5
  Instructional Soundness

  GUIDELINES: 5.4, 5.5,
  5.7

  OBJECTIVE 12:
  Evaluate the use of
  various instructional
  environments.

  GLOSSARY TERMS:
  • concept map
  • interdisciplinary
         BACKGROUND:
         Moving learning beyond the walls of the classroom to take advan-
         tage of various settings and real world experiences enhances any
         learning situation. The strength of these learning opportunities
         lies in their relevance to learners' lives and the practical applica-
         tion of knowledge. Although an expanded physical setting is
         important to learning, it is equally important to have an expanded
         intellectual setting in which learners share their discoveries and
         observations with one another, draw upon knowledge from a
         variety of disciplines, and gain new skills and insights in more
         than one subject area. Additionally, meaningful learning is more
         likely to take place when students are presented with material
         appropriate for their age and developmental level.
               ABOUT THE EXAMPLE:
               This example of a lesson on forest/wood lot ecology reflects a design
               addressing expanded learning environments, interdisciplinary educa-
               tion, and appropriate learning settings. Key elements of the unit are
               underlined, followed by a short descriptor indicating which guideline
               (5.4, 5.5, or 5.7) is being addressed.
   Not every school has a forest nearby but most are close to some area with enough trees to serve as an
   outdoor classroom. Studying the plant and animal life in a nearby forest, park, or wood lot, whether
   off campus or on the school grounds, offers students the opportunity for new ways to experience their
   surroundings and interact with each other. (Guideline 5.4—Expanded learning environment: diverse
   learning environment beyond the classroom.)

   Learning about Habitats with Trees
   • Set the stage by asking students to discuss the feelings, words, and terms'that come to mind when
     they talk about trees, forests, or woodlands. It might be useful to draw a concept map visible to
     the entire class. New or unfamiliar terms should be defined so all class members have a common
     ground from which to do further study. (Guideline 5.7—Appropriateness for specific learning
     settings: appropriate language level.)
   • Divide the students into research teams.
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      Studying Habitats with Trees
      • Set a time frame for the teams to do general library research on forests, forest types, and other
        habitats with trees (including tree plantations or farms, corporate campuses, park settings, and so
        on). They should then share what they learned. (Guideline 5.4—Expanded learning environment:
        learners are encouraged to share their knowledge and work with others.)

      • Once the teams finish their initial research they can begin field work on their wooded site. Within
        each team, individuals or pairs (depending on number of students) can record information and
        observations. Student teams  should record:
             • Type and location of site: forest, park, school grounds.
             • Size of the site and number of trees of various size ranges. Depending on the preparation of
               the students, some tree identification to genus or species could be appropriate.
             • Number and types of other plant species (shrubs, flowers, grasses). Easily identified
               species can be listed by name.
             • Analysis of soil type and condition.
             • Animals observed or heard, signs of animals (tracks, nests, signs of feeding).
             • Estimates of the apparent condition of trees and other plants—do there appear to be any
               stresses to the plants or trees (diseases, pests, human impacts)?
        (Guideline 5 A—Expanded Learning Environment: Students learn in a diverse environment which
        includes the school yard, field settings, community, and other settings beyond the classroom.)


      Reporting ForesTree Findings
      Each team prepares a report on their own observations and evaluations of the site. Students should
      have a clear understanding of the report evaluation process and know that their grade is based on four
      distinct elements; 1) the degree to which the main idea is clear and maintained, 2) the degree to which
      elements are elaborated, 3) the  logical flow of ideas and 4) how effectively the product addresses the
      assignment as a whole. Suggested items for the final report might include, but should not be limited
      to:
      • Language Arts: reports on the library and field research, expository writing emphasizing some
       aspect of the study site, poetry describing the site or the experience.
      • Life Science: evaluations of the health of the study site, plant inventories, etc.
      • Mathematics: possible computations include: number of trees or other plants per unit area of the
       site, percentage of various plant types present, ratio of trees to other species.
      • Art: maps of the site, drawings of specific trees or other interesting features of the site.
      • Social Science: human uses of the site, regulations involving the site, past and future of the site.
       (Guideline 5.5—Interdisciplinary: The material helps develop skills useful in subject areas such as
       reading comprehension, math, writing, and map reading and analysis.)
  BRINGING IT HOME:
  This example illustrates how simple it is to expand the quality of
  students' learning experience. Here, students were exposed to a
  multidisciplinary exploration in a new learning environment that did
  not overwhelm them or stress the resources of the school.
  Experiences such as these do not require expensive technology or
  complicated field trips, but they do require planning, organization,
  and attention to basic educational principles and methods.
40
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EXAMPLE
                 Rubrics Cubed
ACTIVITY
 KEY
 CHARACTERISTIC #5
 Instructional Soundness

 GUIDELINES: 5.6, 5.8

 OBJECTIVE 13:
 Differentiate the role
 of goals, objectives,
 and assessments.

 GLOSSARY TERMS:
 • alternative
  assessment
 • assessments
 • authentic assessment
 • goals
 • objectives
 • rubric
BACKGROUND:
As noted earlier, education has taken on a new look in recent
years. Educational methods today demand versatility and
power from assessment tools. In answer to that demand,
terms such as authentic assessment, alternative assess-
ment, and rubric have become a part of educational vocabu-
lary.

Goals, objectives, and assessments are inseparable com-
ponents of education. Goals point where we want to go,
objectives tell us how to get there, and assessments let us
know if we actually reached our destination. As one assess-
ment tool, rubrics provide a comprehensive and flexible way
to evaluate the success of environmental education materials
objectively and efficiently. But good rubrics are challenging to
create. In this activity you will gain some familiarity with the
construction and use of rubrics.
             ABOUT THE EXAMPLE:
             The following rubric on Simultaneous Head Patting and Tummy Rubbing
             (SHPATR—pronounced "shpatter") is an example of a very simple rubric.
             If you were to evaluate the performance of individuals attempting this
             complex psychomotor activity with the rubric, you reasonably could be
             assured that your evaluation would be equivalent to the evaluation given
             by someone else using the same instrument. While using the rubric, it is
             also reasonable to expect that you will be measuring all performances
             with the same yardstick.
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         SHPATR RUBRIC
                     Proper Head
                        Patting
                     Tempo (PHP)
           3
Fully Developed
          2
           1
 Developed
Absent
Circular Tummy
    Rubbing
 Motion (CTR)
PHP & CTR
Coordination
Maintains
coordination
while changing
tempo
Maintains
constant tempo
Tempo
inconsistent
or irregular
Maintains
coordination while
reversing motion
Maintains
circular motion
Motion
inconsistent
or irregular
Maintains
coordination
while changing
tempo & revers-
ing motion
Maintains
coordination
Coordination
inconsistent
or irregular
          Evaluating a SHPATR performance is a straightforward process. In the sample rubric each
          column (down) has a scoring range of 1 through 3 (bottom to top). Inconsistent or irregular
          motion in any of the actions listed in the column headings results in a score of one for that
          column (the bottom row). An adequate performance in any of the three skill areas results in a
          mark of two for that column, and an exemplary performance results in a mark of three. The
          potential scoring range in the complete rubric is from 3 to 9.

          This rubric is based on the goal of attaining SHPATR competency, that is, to successfully
          pat one's head and rub one's tummy simultaneously. Objectives leading to the goal are: to
          develop rhythm in head patting, to develop speed and proficiency in tummy rubbing, and to
          develop coordination between the two motions.

          The ForesTree Rubric was adapted from materials in Effective Scoring Rubrics: A Guide to Their
          Development and Use, Illinois State Board of Education, 1995.
 The rubric on the following page is designed to evaluate the performance of students on the
 ForesTree unit on page 39. The goal of that unit is for learners to develop a  basic understanding
 of forest or woodlot ecology. Objectives of the unit are to learn to identify plant and animal species,
 to differentiate between various plant and animal communities, and to evaluate and report on the  '
 observable relationships between human and  other biotic communities.
42
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s?
                  INSTRUCTIONS:
                  The following rubric has been formatted for four elements of
                  the ForesTree final assignment: Reporting ForesTree Findings
                  (column headings) and four score levels (row headings). Beneath
                  the rubric are 16 scoring criteria which must be placed in the
                  appropriate squares of the rubric. Place the appropriate letter or
                  complete phrase in each square. Read each heading and criterion
                  carefully. There is  a logical progression within each element and
                  the language describing the score levels for each element is dis-
                  tinctive. The answers to this activity can be found on page 46.
         FORES-
         TREE
         RUBRIC
FOCUS
Degree to
which main
idea is clear
& maintained.
ELABORATION
Degree to which
elements are
elaborated.
ORGANIZATION
Degree of logical
flow of ideas.
INTEGRATION
How effectively
the product as
a whole
addresses the
assignment.
           Fully
           Developed
            3
           Developed


            2
           Developing
             1
           Absent
           A) Plan noticeable: Digressions
           B) Bare Bones: Position clear
           C) Fully developed product
           D) Some  points elaborated
           E) No elaboration
           F) Barely deals with topic
           G) Attempted: Main point shifts
           H) Most points elaborated
                   I) No plan of organization
                  J) Only the essentials present
                  K) All major points elaborated
                  L) All main points maintained; Effective closing
                  M) Plan is clear; most points connected
                  N) Main idea absent or unclear
                  O) All points  logically connected
                  P) Attempts to address assignment
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   BRINGING IT HOME:
   The need for assessments that go beyond traditional multiple choice,
   true-false, and matching instruments gives special power to rubrics.
   Many types of authentic assessment can be conducted using a well-
   constructed rubric as the gauge.
   ANSWERS
Key Characteristic #5—Instructional
                                   Soundness
   Gardening, Naturally

       I. Preparing
                       page 37
            •  Learner-centered instruction: Activities and projects use learner questions and concerns as a
              starting point.
              Least Appropriate Answer: Although learner questions and concerns are present they are not
              the starting point of the lesson. For this lesson to be truly learner-centered the students would
              have had to initiated a garden planning activity on their own.

            •  Different ways of learning: Important concepts are conveyed in several ways.
              Most Appropriate Answer: Research and investigations encourage learning through a varietv
              of media and resources and thus encourage various learning styles.

              Connection to learners' everyday lives: Examples are relevant to the learner.
             Acceptable Answer: The opportunity for connections to learners'lives is present through local
              investigations and discussion.
      II. Planning
           • Learner-centered instruction: Materials encourage learner participation in planning and
             assessing learning.
             Most Appropriate Answer: The learners design the form and execution of the project as well
             as planning their own assessment.

           • Different ways of learning: Opportunities are provided for students to learn from expression
             and experience.
             Acceptable Answer: Building on the introductory activities from the Preparing Stage and
             continuing to the planning and presentation of garden designs, the students are given the
             opportunity to learn through experience and expression.

           •  Connection to learners' everyday lives: Concepts to be taught are related directly to students'
             experiences.
             Least Appropriate Answer: Although students are gaining experience through research
             planning, and presentation, this stage, as described, presents no immediate link to their lives.
44
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III. Planting
          1  Learner-centered instruction: Activities and projects use learner questions and concerns as a
            starting point.
            Most Appropriate Answer: Instruction encourages learners to undertake their own inquiry.

          ' Different ways of learning: Learners are challenged to learn different skills that reflect their
            multiple intelligences.
            Least Appropriate Answer: While different multiple intelligences may be put into play they are
            really only incidental to this portion of the activity.

          •  Connection to learners' everyday lives: Materials (activities) provide for continuing involvement
            throughout the year by the learner.
            Acceptable Answer: This stage of the activity encourages student ownership of the project and
            sets the stage for continued involvement throughout the school year.
IV. Payoff
            Learner centered instruction: Activities allow learners to build from previous knowledge.
            Acceptable Answer: This step of the activity encourages the learners to construct new knowl-
            edge through reflection and evaluation.

            Different ways of learning: Materials and activities are developmentally appropriate for the
            grade level, yet sensitive to individual differences.
            Least Appropriate Answer: It is not directly addressed here, although the entire lesson itself is
            adaptable to a variety of levels.

            Connection to learners' everyday lives: Materials provide for continuing involvement through-
            out the year by the learner, both at home and at school.
            Most Appropriate Answer: While there is no home component specifically addressed in this
            section the primary intent is to encourage involvement throughout the year.
Environmental Education Materials: Guidelines for Excellence Workbook
45

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  Answers for: Rubrics Cubed
                                               page  43
   FORESTREE
   RUBRIC
   4

   3

   2

   1
Fully Developed
Developed
Developing
Absent
                 FOCUS
                 Degree to
                 which main
                 idea is clear &
                 maintained.
ELABORATION
Degree to
which elements
are elaborated.
ORGANIZATION
Degree of logical
flow of ideas.
INTEGRATION
How effectively
the product
as a whole
addresses the
assignment.
L)
All main points
maintained:
Effective
closing
B)
Bare Bones:
Position clear

G)
Attempted:
Main point
shifts
N)
Main idea
absent or
unclear
K)
All major
points
elaborated

H)
Most points
elaborated

D)
Some points
elaborated

E)
No
elaboration

0)
All points
logically
connected

M)
Plan is clear
most points
connected
A)
Plan
noticeable:
Digressions
1)
No plan of
organization

C)
Fully
developed
product

J)
Only the
essentials
present
P)
Attempts to
address
assignment
F)
Barely deals
with topic

46
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                                                           ?*t*&*^m-"
                       „
           & 'affd^Qree 'of -  J
             "   ~          •'
Things to Think About...

Compared to the previous five characteristics, it might be supposed
that the concept of usability is straightforward and simple. Straight-
forward it is, but far from simple. The fact that usability is a complex
and far too often ignored issue is amply demonstrated by a sample
of the comments often heard regarding EE materials. Materials that
must be copied for distribution to students but are physically difficult
to copy, because of binding or color problems, is one example.
Activities that require expensive  consumable materials also present
problems. Lack of documentation or background information for
teachers who are not sufficiently familiar with the subject matter
or procedures can prevent EE materials from being used at all.
Unfortunately, the list of complaints is probably as long as the list
of materials.

"User friendly" is a term that has become well known with the growth
of personal computer use. However, the  term applies to many other
fields  as well, including environmental education. There is one over-
arching question to be answered when judging the usability, or user
friendliness, of EE materials. Will it be easy for the educator to
include this material or lesson in the curriculum? To answer this
not-so-simple question, you must consider many things, from the
mechanical (reproducibility of student pages, for example) to the
more technical (such as correlation to educational standards or
issues of copyright protection).

Attention to detail goes a long way toward the creation of materials
that gather users rather than dust. The following examples will help
clarify the range of considerations that evaluators or authors face in
determining whether environmental education materials possess
usability.
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 EXAMPLE
Clearing the Waters
   KEY
   CHARACTERISTIC #6
   Usability

   GUIDELINES: 6.1, 6.2

   OBJECTIVE 14:
   Recognize the
   necessary structural
   elements for quality
   environmental educa-
   tion materials.
         BACKGROUND:
         Environmental education materials must be accessible to the
         people who are to use them. Without such qualities as clarity,
         logic, and ease of use, it matters little how well EE materials
         meet the other Key Characteristics. If usability is greatly
         compromised the materials will sit on a shelf. However appar-
         ently simple and straightforward, concepts such as "clarity and
         logic" and "easy to use" turn out to be rather complex when
         examined in detail. While authors of EE materials concentrate
         on more obvious characteristics such as Instructional Sound-
         ness or Fairness and Accuracy, the characteristic of Usability
         can  become lost in the shuffle.

         Ensuring this does not happen may mean something as
         simple as using a checklist approach to evaluating or creating
         EE materials, since incorporating these elements is simply a
         matter of attention to detail. The following example looks more
         closely at some of those details.
                 ABOUT THE EXAMPLE:
                 In the following example of a water quality assessment lesson, we look at some of the
                 indicators of qualify environmental education materials according to Guidelines 6.1 and
                 6.2. All lines in the example on page 49 have been assigned numbers. The checklist
                 below lists some of the indicators from Guidelines 6.1 and 6.2. Next to each indicator
                 is a number corresponding to the line in the example which demonstrates that indicator.
                 Note, indicators that have physical attributes are difficult to represent in a workbook
                 and have been intentionally left out of this example and the activity on page 51.
   Testing the Waters - Usability Checklist
          Location

          Line 2 in Sidebar
          Line 19 hi Sidebar
          Line 37 in Sidebar
          Line 27 in Preparation
          Line 0 hi Background
          Line 48 in Student Sheets
             Usability Indicators

             • Intended grade level.
             • Materials needed.
             • Safety precautions.
             • Instructions for conducting the activity.
             • Adequate and accurate background information for educators.
             • Copyright spelled out or permission to copy.

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n
5
10
1S
20
25
30
35
40
45
50


Sidebar
Grade Level: 10-12
Setting: Both Classroom
and Outdoors
Class Size: 15-20
Skills Addressed:
analysis, contrasting,
comparing, observing
Disciplines & Concepts:
Water quality assessment
Qualitative measurement
Quantitative measurement
Data collection
Equipment:
Nets
Thermometers
Sampling trays
Field guides
Collection jars
Tweezers
Test Kits
Dissolved oxygen
pH
Nitrates
Phosphates
Time:
Preparation - 45 Minutes
Outdoors - One half day
Indoors - 100 Minutes
Safety:
Students should not work
alone or unsupervised.
Boots or solid shoes
should be worn while in
the water-no bare feet.
Wash hands after working
in the water. Chemical test
should be done per instruc-
tions and used chemicals
disposed of properly.


Background: 0
Water quality testing falls into two basic categories:
chemical testing and biotic index assessment. Each has
advantages and disadvantages. Determining water quality
based on the presence of macroinvertebrates (biotic index)
can be fairly easy and very rewarding if a suitable sam- 5
pling site is available. If properly maintained, the materials
required for this method need only be purchased once,
feedback on water quality is immediate, and it is an
enjoyable and memorable experience for students.
10
Chemical testing offers much more specific information
on various water quality parameters but requires the use of
consumable materials. Certain tests use materials which
are not safe for the environment so special consideration
must be given to chemical handling and disposal. Most 15
tests require a little time to complete and can be rather
complex.
Frequently, only one of these two methods is used in water
quality studies. This can leave questions about the rela- 20
tionship between water chemistry and aquatic life unan-
swered. In this unit, students will use both a biotic index
and chemical testing to determine water quality and
compare the results of the two methods to see what
correlations and relationships might exist. 25
Preparation:
Select a suitable site. Resource agencies (State Depart-
ment of Natural Resources, Soil and Water Conservation
District, etc.) can be of great help in finding a sampling 30
site if none is immediately near the school. Sites must be
easily accessible, offer several locations where working in
the water can be done safely, and present a variety of
habitat types including at least riffles (fast moving,
shallow water) and pools (slow moving, deeper water). 35
Be sure to obtain permission to use the site. Once again,
resource agencies can be of great help in getting permis-
sion for site visits. Prior to the field work students should
practice the use of chemical test kits and learn identifica-
tion of some of the macroinvertebrates which may be 40
found at the study site. Safety rules for conduct at the site
and use of the test kits should also be reviewed.
Student Sheets and Teaching Aids:
Loose-leaf, black line master copies of sampling instruc- 45
tions, student data sheets, invertebrate identification
guides, and teacher aids are included with this activity
guide. All materials may be freely copied for classroom
and field use. All materials in this packet may also be
downloaded from the website by registered users or for a 50
nominal fee.

Environmental Education Materials: Guidelines for Excellence Workbook
49

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   ACTIVITY
Testing the Waters
    KEY
    CHARACTERISTIC #6
    Usability

    GUIDELINES: 6.3, 6.4,
    6.5

    OBJECTIVE 15:','.
    Identify characteristics
    that contribute to
    longevity and
    adaptability.
          BACKGROUND
          Teaching most subjects requires the use of physical objects,
          from worksheets to chemicals to owl pellets. Some items,
          such as text books, or CD-ROMs, can be used over and over
          again by successive learners. Others, such as owl pellets,
          need to be replaced after each use. Some high quality
          educational materials require consumable supplies. Materials
          that can be used more than once are generally preferred.

          Additionally, materials should be adaptable to the needs of
          different situations and learners. Other things being equal,
          activities that can be used on rainy, sunny, and overcast days
          is preferable to those that requires consistent, direct sunlight.
          An activity adaptable to large or small groups is preferable
          to an activity for specific group sizes.
                    INSTRUCTIONS:
                    The checklist on the following page lists indicators that contribute to
                    the longevity and adaptability of educational materials. Carefully read
                    through the statements below. For each line of text write the line num-
                    ber next to the criterion to which it applies. Clearing the Waters on
                    page 48 serves  as the example for this activity. Correct answers can
                    be found on page 53.

                Student Sheets and Teaching Aids:
                Loose leaf, black line master copies of sample instructions, student data sheets, inverte-
                brate identification guides, and teacher aids are included with this activity guide in a
                supplementary folder. All materials may be freely copied for classroom and field use.
                Updates and replacements for the materials in this activity guide may be purchased on
                CD-ROM or downloaded free at our website'by registered users. AU materialsjnthis.	
                packet may also be downloaded from the website by registered users or for a nominal
                fee. Supplementary materials are available from a variety of suppliers listed in the
                Appendix. Spanish and  German versions  are available.
            10  Getting the Most Out of It:
                If it is not possible for a class to conduct the field work which begins this activity, the
                chemical and biotic testing can still be completed. Advance preparation for the teacher,
                in this case, includes collecting water and biotic invertebrate samples from a suitable
                location and bringing the materials to the classroom. For classes that can spend suffi-
                cient time in the fieldj cpUectogJ&om^lejsywojijdeli^difJ^ng sites (woodland
                stream, urban stream) should yield interesting results. The goal of this unit is the
                correlation of biotic and chemical testing with quantitative measurements of water
                chemistry. For younger students not ready for the details and demands of quantitative
                testing, qualitative testing is an alternative.

50
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         Testing the Waters - Usability Checklist
                 Line#

          Example: Lines 5-8
       Usability Criterion

Materials include information on where replacements, updates,
equipment, and special supplies can be obtained.

Equipment and materials are listed, reasonably accessible,
inexpensive, and simple to use.

Nonconsumable materials can be reused by another educator or other
learners.

Materials are available in more than one language, if appropriate.

Where appropriate, the materials suggest easy adaptations for
different environments, such as indoor and outdoor, formal and
informal settings, large and small classes, mixed level classes, or
rural, suburban, and urban settings.

Materials offer ideas for adapting to different grade levels.

Continuing technical support for educators is provided.

Materials include lists of essential resources and supporting materials,
such as agency contacts, references to videos, information on
computer databases, etc.
BRINGING IT HOME:
Like any human activity, education involves the consumption of natural
resources. Energy, paper, plastic, and wood all have value to the
educator, but they have costs as well. The challenge is in identifying
curricula that balance meeting educational objectives with minimal costs
while being easily accessible and adaptable.
Environmental Education Materials: Guidelines for Excellence Workbook
                                                             51

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  EXAMPLE
Living  Up to Promises
    KEY
    CHARACTERISTIC #6
    Usability

    GUIDELINES: 6.6, 6.7

    OBJECTIVE 16:
    Assess the validity of
    claims and degree of
    correlation.

    GLOSSARY TERMS:
    • field tested
        BACKGROUND:
        Environmental education materials generally contain claims
        about their effectiveness and the expertise of their authors.
        Such claims should be well-documented so that potential
        users of the materials know what they are getting and can
        be confident that qualified individuals participated in the
        creation and testing of the materials. Some include actual
        research testifying to the validity or effectiveness of the
        curriculum; others indicate where and when the material
        was field tested with students. In a time when educational
        standards are receiving more attention than ever, it is
        important for environmental education materials to advertise
        their alignment with local, state, or national requirements.
                  ABOUT THE EXAMPLE:
                  The following example of documentation demonstrates how environmental
                  education materials might substantiate claims and correlate with educational
                  standards.
          The following individuals and agencies participated in the design, writing, and revisions of
          this unit.

          - Hannah Asher, Chief Forester, Johnny McGee National Forest, Taos, NM
          - Jonas C. Baceous, Science Coordinator, Generic School District, Waltham, MA
          - Big Pines Tree Farm, Valdosta, GA
          - James R. Boreal, Ph.D., College of Forestry, University of the Woods, Alberta, Canada
          - George Branch, Ed.D., College of Education, University of California at Oakhurst
          - Margaret T. Hugger, Ph.D., Director, Forest Issues Institute, Chattanooga, TN
          - Diana B. Packer, President, Trees Eternal, Washington, DC
          - Trees for Teens, Keokuk, IA

          Field testing of these materials was conducted by over 150 middle school, junior high, and
          high school teachers from 27 school districts in 11 states during the  1998 and 1999 school
          years.

          This unit has been correlated to the Excellence in Environmental Education—Guidelines
          for Learning (K-12) of the North American Association for Environmental Education.
52
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                     BRINGING IT HOME:
                     Whether grandiose or modest, claims must be backed up. Environ-
                     mental education materials stand a better chance of use and have
                     greater value if they meet the same standards established for other
                     educational materials and have been field tested with the same rigor.
 ANSWERS
Key Characteristic #6—Usability
Testing the Waters      page 50-51
      Testing the Waters - Usability Checklist
          Line#


       lines 5-8	


       lines 1-7	

       not mentioned

       lineS	
       lines 11-16

       lines 18-19
       not mentioned
       lines 7-8
       Usability Criterion
       Materials include information on where replacements, updates,
       equipment, and special supplies can be obtained.

       Equipment and materials are listed, reasonably accessible,
       inexpensive, and simple to use.

       Nonconsumable materials can be reused by another educator.

       Materials are available in more than one language, if appropriate.

       Where appropriate, the materials suggest easy adaptations for
       different environments, such as indoor and outdoor, formal and
       informal settings, large and small classes, mixed level classes, or
       rural, suburban, and urban settings.

       Materials offer ideas for adapting to different grade levels.

       Continuing technical support for educators is provided.

       Materials include lists of essential resource and supporting
       materials, such as agency contacts, references to videos,
       information on computer databases, etc.
Environmental Education Materials: Guidelines for Excellence Workbook
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                                    GLOSSARY
Abstraction: Understanding, processing, and
combining of concepts or ideas leading to new
knowledge or insights.

Action Project: An activity planned and carried
out with the intention of creating change regard-
ing an issue.

Action Skills: Observation, evaluation, critical
thinking, communication, leadership, conflict
resolution, and other skills necessary for identi-
fying an issue and planning and executing the
resolution of that issue.

Advocacy: Espousing or pleading for a particu-
lar cause or point of view.

Alternative Assessment: Methods which rely
on creative demonstration of skills or knowl-
edge to assess learning.

Assessment: Evaluation of skills and knowledge
acquired by learners during a learning experi-
ence. Assessment can take many forms, from
basic testing such as true/false, multiple choice
or matching tests to complex performance
assessments.

Attitude: Mental state based on personal
beliefs.

Authentic Assessment1: Methods requiring
the use of teamwork and problem-solving skills
to produce a high-quality solution to a real
problem.
Built Environment: Community and its objects
and edifices created by humans.

Cognitive Domain: One of three commonly
recognized areas of learning, the cognitive
dealing with remembering or understanding
of concepts, ideas, facts.

Community Action: Community level action
project.

Concept: A general idea or understanding,
especially one based on common or related
attributes of specific instances. For example, the
concept of ecological interdependence-that all
living elements of an ecological system depend
on the others-is based on a knowledge of
interrelationships among living things in many
specific systems.

Concept Map: A visual representation of
related abstractions (ideas, beliefs, etc.).

Conceptual Framework: An organized se-
quence of ideas that directs teaching towards
a focused understanding.

Constructivism: A guiding philosophy propos-
ing that individuals make meaning of situations
for themselves through a dynamic combination
of knowledge they already possess, new knowl-
edge presented to them, social interaction, and
personal reflection and experience. This person-
ally constructed knowledge by the learner
evolves throughout the learner's lifetime.
Belief: Acceptance of something as fact whether    Context: Elements preceding, following, and
supported by evidence or not.

Bias: Predilection; imbalanced attitude toward
or against a certain person, group, institution, or
issue.

Breadth: Comprehensiveness; incorporating a
broad range. (See Depth)
logically connected to something else, as the
context of a paragraph.

Correlation: A mutual, complementary, or
reciprocal relationship.
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  Cost/Benefit Analysis: An examination of a
  program that seeks to evaluate the resources
  expended in relation to the outcome, often noted
  in financial terms.

  Creative Thinking: Thinking which results in
  connections or possibilities previously unrecog-
  nized or unknown to the learner.

  Critical Thinking: Analysis or consideration
  based on careful examination of information or
  evidence. Critical thinking relies on thoughtful
  questioning and logical thinking skills such as
  inductive and deductive reasoning.

  Cultural Perspective: A "world view" or belief
  system based on the mores and values embraced
  by one's culture.

  Depth: Focusing on one part or a narrow range
  while probing into details. (See Breadth)

  Education: The imparting or creation of knowl-
  edge through any of several means including
  training, instruction, and facilitation.

  Educational Objective: A statement of a
  specific measurable or observable result desired
  from an activity.

  Environmental Awareness2: Awareness of and
  concern about economic, social, political and
  ecological interdependence in urban and rural
  areas.

  Environmental Literacy: Possessing knowl-
  edge about the environment and issues related
  to it; capable of, and inclined to, further self-
  directed environmental learning and/or action.

 Experiential Education: Education based  on
 personal experience or observation by the
 learner, direct experience rather than second
 hand information delivered through an interme-
 diary such as a teacher or textbook.
                    Field Test: Trial of educational materials under
                    the conditions and in the locations for which they
                    were developed in order to determine their
                    quality.

                    Geographical Scale: Representation of some
                    part of, or area of, the earth's surface.

                    Goal: A desired result from an activity, lesson,
                    or course of study.

                    Higher-Order Thinking Skills: Skills reflective
                    of more complex thought processes, such as the
                    synthesis of new knowledge or analysis of data
                    vs. less complex processes such as rote recall or
                    simple recognition.

                    Interdisciplinary: Linking of two or more
                    academic disciplines.

                    Learner Centered: Instructional methods that
                    are driven by the individual needs of the student.

                    Learning Styles: The belief that individuals
                    favor particular methods of learning (e.g., oral vs.
                    written, self-taught vs. group-mediated) and can
                    optimize their understanding when such methods
                    are available to them within the learning environ-
                    ment.

                    Multiple Intelligences. Theory advanced by
                   Howard Gardner (Multiple Intelligences: The
                   Theory in Practice. New York: Basic Books,
                    1993) that classifies cognitive abilities according
                   to seven broadly grouped aptitudes: linguistic
                   intelligence, logical-mathematical intelligence,
                   spatial intelligence, bodily-kinesthetic intelli-
                   gence, musical intelligence, interpersonal  intelli-
                   gence, and intrapersonal intelligence. In 1998 an
                   eighth intelligence, the naturalist intelligence,
                   was added.

                   Objective: See Educational Objective.

                   Perception: A personal interpretation of an
                   object, event, or situation based on previous
                   experience.
56
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Primary Source: The originating point of
information.

Propagandists: Intended to gather public
support for a specific idea, action, or group.

Referenced: Mentioned or alluded to, listed as
a source of information.

Reflection: Consideration of the process and
implications of an action, activity, or new
learning.

Rubric: A scoring mechanism for performance-
based tests that provides model answers within
an objective framework. See also Alternative
Assessment.

Secondary Source: A source of information
once removed from the originator of the infor-
mation.
Self Efficacy: One's ability, or attitude about
that ability, to be a catalyst or agent of change in
one's own life and in situations involving others.

Standards1: Definitive statements of what
learners should know or be able to achieve.

Teacher Centered: Instructional strategies in
which goals and objectives are set without input
from students.

Temporal Scale: Linear representation of
events with reference to the passage of time; a
time line.

Tertiary Source: A source of information at
least twice removed from the originator.
           Derived from: McBrien, J.L. and Brandt R. (1997) The Language of Learning: A Guide
                 to Education Terms. Alexandria, VA: Association for Supervision and Curriculum
                 Development.

           Derived from: UNESCO (1978) Final Report Intergovernmental Conference on
                 Environmental Education. Organized by UNESCO in Cooperation with UNEP,
                 Tbilisi, USSR, 14-26 October 1997, Paris: UNESCO ED/MD/49.
Environmental Education Materials: Guidelines for Excellence Workbook
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                        SELECTED REFERENCES
  Beane, J. (Ed.) (1995). Toward a Coherent Curriculum: 1995 Yearbook of the Association for
        Supervision and Curriculum Development. Alexandria, VA: ASCD.

  Bloom, B. (1956). The Taxonomy of Educational Objectives. New York: D. McKay.

  Checkley, K. (September 1997). "The First Seven ... and the Eighth: A Conversation with
        Howard Gardner." Educational Leadership 55:1, 8-13.

  Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.

  Gardner, H. (1999). Intelligence Refrained: Multiple Intelligences for the 21st Century. New
        York: Basic Books.

  Glover, J. and Bruning, R. (1987). Educational Psychology: Principles and Applications, 2d Ed.
        Boston: Little, Brown and Company.

  McBrien, J.L. and Brandt R. (1997). The Language of Learning: A Guide to Education Terms.
        Alexandria, VA: Association for Supervision and Curriculum Development.

  North American Association for Environmental Education. (1996). Environmental Education
        Materials: Guidelines for Excellence. Rock Spring, GA: NAAEE

  UNESCO-UNEP  (1976). The Belgrade Charter. Connect: UNESCO-UNEP Environmental
        Education Newsletter, Vol. 1 (l)pp. 1-2.

  UNESCO (1978). Final Report Intergovernmental Conference on Environmental Education.
        Organized by UNESCO in Cooperation with UNEP, Tbilisi, USSR, 14-26 October 1997
        Paris: UNESCO ED/MD/49.

  Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for
        Supervision and Curriculum Development.
 For Further References See:
 North American Association for Environmental Education. (2000). Guidelines for the Initial
       Preparation of Environmental Educators. Rock Spring, GA: NAAEE
58
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      THE  NATIONAL  PROJECT  FOR  EXCELLENCE  IN
                    ENVIRONMENTAL  EDUCATION
    What does it mean to be environmentally literate? The National Project for Excellence in Environmental
    Education, initiated by the North American Association for Environmental Education (NAAEE) in
    1993, is attempting to answer that question. Environmental education  is a process that aims to
    develop an environmentally literate citizenry that can compete in our global economy, has the skills,
    knowledge, and inclinations to make well-informed choices, and exercises the rights and responsibilities
    of members of a community.
PUBLICATIONS
    Publications created by the National Project for Excellence in Environmental Education include:

    •The Environmental Education Collection—A Review of Resources for Educators,
     Volume 1 (1997), a resource guide to help educators find curricula, multimedia resources,
     and other educational materials that can enhance the teaching of environmental education.

    •The Environmental Education Collection—A Review of Resources for Educators,
     Volume 2 (1998).

    •The Environmental Education Collection—A Review of Resources for Educators,
     Volume 3 (1998).

    •Excellence in Environmental Education—Guidelines for Learning (K-12) (1999), a
     comprehensive framework for environmental education, demonstrating environmental
     education's alignment with national academic standards.

    •Excellence in Environmental Education—Guidelines for Learning (K-12) Executive
     Summary & Self Assessment Tool (1999), an easy-to-use outline listing the guidelines
     and a set of checklists for analyzing educational activities.

    •Guidelines for the Initial Preparation  of Environmental Educators (1999), a set of
     competencies for educators preparing to teach environmental education in a variety of
     job settings.

    •Environmental Education Materials: Guidelines for Excellence Workbook—
     Bridging Theory and Practice (2000), activities  and examples to deepen your
     understanding of the Materials Guidelines.

    •Environmental Education Materials: Guidelines for Excellence (1996), a set of
     recommendations for developing and selecting environmental education materials.

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                II 11II III I  111 II
                                       I	
North American Association for Environmental Education

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