EXCELLENCE IN ENVIRONMENTAL EDUCATION:
    GUIDELINES FOR LEARNING (K-12)

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       The North American Association

          for Environmental Education

The North American Association for Environmental Education (NAAEE) is a network
of professionals, 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 and 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 wrork 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
offers a variety of professional products, events, and services. These include the
NAAEE Annual Conference, printed and electronic publications, Internet-based
resources, and representation among leading organizations within the educational and
environmental communities.

                                NAAEE
                       2000 P Street, NW - Suite 540
                          Washington, DC 20036
                                  USA

                        Telephone: (202) 419-0412
                           Fax:(202)419-0415
                         Email: email@naaee.org
                              www.naaee. org
                              www.eelink.net

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EXCELLENCE IN
ENVIRONMENTAL EDUCATION
GUIDELINES FOR LEARNING
(K-12)
          North American Association
          for Environmental Education

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THE NATIONAL PROJECT
FOR EXCELLENCE
IN  ENVIRONMENTAL EDUCATION
                          Excellence in Environmental Education—Guidelines for
                          Learning (K—12) is part of a continuing series of documents
                          published by the North American Association for
                          Environmental Education (NAAEE) as part of the National
                          Project for Excellence in Environmental Education. The
                          Project is committed to synthesizing the best thinking about
                          environmental education through an extensive process of
                          review and discussion.  Thus far, thousands of individuals and
                          organizations representing all aspects of education and
                          environmental education have reviewed working outlines and
                          drafts. Reviewers include teachers, educational
                          administrators, environmental scientists, curriculum
                          developers, and natural resource agency and education
                          department staff.
                            Acknowledgments
                            Special thanks to the thousands of teachers, curriculum
                            developers, educational administrators, environmental
                            education specialists, and environmental scientists who
                            have reviewed drafts of this document, and to Carol
                            Adkins, Bob Carter, Jane Eller, Joe Heimlich, John
                            Lancos, Colleen Murakami, Al Stenstrup, Susan Toth,
                            Sally Wall, and Sarah Wilcox for kindly providing input
                            into the revision of the National Project for Excellence
                            in Environmental Education publications.

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Members of the
Guidelines Writing Team

      Bora Simmons, Director
             National Project for Excellence in EE
             Eugene, Oregon

      Michele Archie, Writer
             The Harbinger Institute
             Kapa'au, Hawaii

      Lori Mann, Copy Editor, Design and Layout
             Environmental Education Consultant
             Burlingame, California

      Mary Vymetal-Taylor, Project Assistant
             Northern Illinois University
             DeKalb,  Illinois

      Alan Berkowitz
             Ecological Society of America
             Washington, D.C.

      Terry Bedell
             The Clorox Company
             Oakland, California

      Judy Braus
             National Audubon Society
             Washington, D.C.

      Glenda Holmes
             Washington, D.C. School District
             Washington, D.C.

      Mary Paden
             GreenCom, Academy for Educational
                Development
             Washington, D.C.

      Robert Raze
             Office of Environmental Education
             Florida Gulf Coast University
             Tallahassee, Florida

      Talbert Spence
             Cranbrook Institute of Science
             Bloomfield Hills, Michigan

      Brenda Weiser
             University of Houston - Clear Lake
             Houston, Texas

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                              The United States Environmental Protection Agency's
                              Environmental Education Division funded this project
                              through the Environmental Education and Training
                              Partnership (EETAP) under U.S. EPA agreements NT-
                              82865901-3 andNT-83272501-3. The contents of this
                              document do not necessarily reflect the views and policies of
                              the U.S. EPA, nor does mention of trade names or commercial
                              products constitute endorsement or recommendation for use.

                                 Additional funding and support for this project has been
                              received from the Environmental Education and Training
                              Partnership (EETAP), Northern Illinois University, University
                              of Oregon, and the National Environmental Education and
                              Training Foundation.
                                 Additional copies of this book can be obtained by
                              contacting:


                                 NAAEE Publications  and Membership Office
                                 2000 P. Street, NW—Suite 540
                                 Washington, DC 20036 USA
                                 (202) 419-0412 (phone)
                                 (202) 419-0415 (fax)
                                 Web site: www.naaee.org, www.eelink.net

                                 ISBN #1-884008-75-5
                              Copyright © 1999, 2000, 2004, 2010 by the North American
                              Association for Environmental Education (NAAEE).
                              Commercial reproduction of any material in this publication is
                              strictly prohibited without written permission from the
                              publisher, NAAEE. Educators may photocopy up to 100
                              copies of these materials for non-commercial educational
                              purposes.


                                                              printed on recycled paper
IV

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TABLE OF CONTENTS
                   Introduction	1
                      Environmental Education: A Vision for the Future	1
                      Essential Underpinnings of Environmental Education... 2
                      Teaching from the Guidelines	4
                      How the Guidelines are Organized	5
                      The Guidelines at a Glance	6
                      21st Century Skills	9


                   Guidelines for Fourth Grade	11


                   Guidelines for Eighth Grade	29


                   Guidelines for Twelfth Grade	49


                   Appendices:
                   A: Executive Summary	71
                   B: Background for the	88
                      Development of the
                      Learner Guidelines Framework

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INTRODUCTION


      Excellence in Environmental Education—Guidelines for Learning (K-12) provides
      students, parents, educators, home schoolers, administrators, policy makers, and the
      public a set of common, voluntary guidelines for environmental education. The
      guidelines support state and local environmental education efforts by:
          •   setting expectations for performance and achievement in fourth, eighth, and
             twelfth grades;
          •   suggesting a framework for effective and comprehensive environmental
             education programs and curricula;
          •   demonstrating how environmental education can be used to meet standards set
             by the traditional disciplines and to give students opportunities to synthesize
             knowledge and  experience across disciplines;
          •   defining the aims of environmental education.
          These guidelines set a standard for high quality environmental education across the
      country, based on what an environmentally literate person should know and be able to
      do. They draw on the best thinking in the field to outline the core ingredients for
      environmental education.


      Environmental Education:
      A Vision for the Future
      Excellence in Environmental Education—Guidelines for Learning (K-12) is grounded in
      a widely shared understanding of effective environmental education. For many
      educators, that understanding begins with two founding documents of the field: the
      Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO,
      1978).
          The Belgrade Charter was adopted by a United Nations conference and provides a
      widely accepted goal statement for environmental education:
             The goal of environmental education is to develop a world population
             that is aware of, and concerned about, the environment and its associated
             problems, and which has the knowledge, skills, attitudes, motivations,
             and commitment to work individually and collectively toward solutions
             of current problems and the prevention of new ones.
          A few years later, the world's first intergovernmental conference on environmental
      education adopted the Tbilisi Declaration. This declaration built on the Belgrade Charter
      and established three broad goals for environmental education. These goals provide the
      foundation for much of what has been done in the field since 1978:
          •   To foster clear awareness of, and concern about, economic, social, political and
             ecological interdependence in urban and rural areas
          •   To provide every person with opportunities to acquire the knowledge, values,
             attitudes, commitment and skills needed to protect and improve the environment

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           •   To create new patterns of behavior of individuals, groups and society
               as a whole towards the environment
           As the field has evolved, these principles have been researched, critiqued,
        revisited, and expanded. They still stand as a strong foundation for a shared
        view of the core concepts and skills that environmentally literate citizens
        need.  Since 1978, bodies such as the Brundtland Commission (Brundtland,
        1987), the United Nations Conference on Environment and Development in
        Rio (UNCED, 1992), the Thessaloniki Declaration (UNESCO, 1997) and the
        World Summit on Sustainable Development in Johannesburg (United
        Nations, 2002) have influenced the work of many educators, highlighting the
        importance of viewing the environment within the context of human
        influences. This perspective has expanded the emphasis of environmental
        education, focusing more attention on social equity, economics, culture, and
        political structure.
           Environmental education is rooted in the belief that humans can live
        compatibly with nature and act equitably toward each other. Another
        fundamental belief is that people can make informed decisions that consider
        future generations. Environmental education aims for a democratic society in
        which effective, environmentally literate citizens participate with creativity
        and responsibility.


        Essential  Underpinnings
        of Environmental Education
        Environmental education builds from a core of key principles that inform its
        approach to education. Some of these important underpinnings are:
           Systems: Systems help make sense of a large and complex world. A
        system is made up of parts. Each part can be understood separately. The
        whole, however, is understood only by understanding the relationships and
        interactions among the parts. The human body can be understood as  a
        system; so can galaxies. Organizations, individual cells, communities of
        animals and plants,  and families can all be understood as systems. And
        systems can be nested within other systems.
           Interdependence: Human well being is inextricably bound with
        environmental quality. Humans  are a part of the natural order. We and the
        systems we create—our societies, political systems, economies, religions,
Environmentally literate students possess the knowledge, intellectual skills,
attitudes, experiences and motivation to make and act upon responsible
environmental decisions. Environmentally literate students understand
environmental processes and systems, including human systems. They are able to
analyze global, social, cultural, political, economic and environmental
relationships, and weigh various sides of environmental issues to make responsible
decisions as individuals, as members of their communities, and as citizens of the
world. (Adapted from Maryland Partnership for Children in Nature, April 2009)

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   The Need for Environmental Literacy
   The ultimate goal of environmental education is the development of an
   environmentally literate citizenry. Environmental literacy is not, however, a goal
   that is reached easily. We are asking individuals to go beyond the fact by fact, piece
   by piece examination of our environment and begin to understand and think in
   terms of systems bound together. We are asking individuals to develop a
   sophisticated set of skills that allow them to solve novel environmental problems
   and determine the best set of actions. We are asking individuals to become
   thoughtful, skillful, and active citizens in a democracy.
      We need an environmentally literate citizenry that is not only capable of taking
   individual action, but of making well-informed public policy decisions collectively.
   Increasingly, individuals are asked to make choices on complex issues that affect
   their own lives, the lives of their families, their communities, and the world beyond
   their shores. Choices are made every time people enter a store, turn  on a water
   faucet, plant a butterfly garden, or set the thermostat in their homes. Each time
   citizens vote, they make environmental decisions. When public policy is made,
   these decisions not only impact the economy and jobs, but the environment.
   Environmental literacy  is predicated on the belief that if we educate our citizens so
   they are capable of making quality decisions, they will do so when the time comes.
      Environmental literacy is a vital goal for our society. Environmental education
   must play  an integral role throughout our educational system - at the national level,
   at the state level, and in each and every classroom.
cultures, technologies—impact the total environment. Since we are a part of
nature rather than outside it, we are challenged to recognize the ramifications
of our interdependence.
   The importance of where one lives: Beginning close to home, learners
forge connections with, explore, and understand their immediate
surroundings. The sensitivity, knowledge, and skills needed for this local
connection provides a base for moving out into larger systems, broader
issues, and an expanding understanding of causes, connections, and
consequences.
   Integration and infusion: Disciplines from the natural sciences to the
social sciences to the humanities are connected through the medium of the
environment and environmental issues. Environmental education offers
opportunities for integration and works best when infused across the
curriculum, rather than being treated as a separate discipline or subject area.
   Roots in the real world: Learners develop knowledge and skills through
direct experience with the environment, environmental issues, and society.
Investigation, analysis, and problem solving are essential activities and are
most effective when relevant to the real world.
   Lifelong learning: Critical and creative thinking, decision making, and
communication, as well as collaborative learning,  are emphasized. These

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       skills are essential for active and meaningful learning, both in school and
       over a lifetime.
       Teaching from the Guidelines
       Excellence in Environmental Education—Guidelines for Learning (K-12) is
       primarily focused on learner achievement. The instructional strategies
       necessary for implementing environmental education are taken up in more
       detail in three other documents in this series, Environmental Education
       Materials: Guidelines for Excellence (2009), Guidelines for the Preparation
       and Professional Development of Environmental Educators (2004), and
       Nonformal Environmental Education Programs: Guidelines for Excellence
       (2009). Guidelines for the development and implementation of early
       childhood education programs will be published in 2010.
           Learning and instruction are closely linked, however, so these
       environmental education guidelines for learning include examples that offer
       specific ideas for implementation in instructional settings. These examples
       are based on several general principles that help guide environmental
       education instruction:
           The learner is an active participant. If learning is to become a natural,
       valued part of life beyond school, instruction should be guided by the
       learner's interests and treated as a process of building knowledge and
       skills. Using the guidelines and knowledge of individual learners and
       different classes, instructors can make environmental education relevant to
       specific learners at particular developmental levels.
           Instruction provides opportunities for learners to enhance their capacity
       for independent thinking and effective, responsible action  Engaging in
       individual and group work helps learners develop these capacities
       independently and in collaborative situations that anticipate the ways in
       which problem solving happens in the community, on the job, and in the
       family. A strong emphasis  on developing communication skills means that
       learners will be able to both demonstrate and apply their knowledge.
           Because environmental issues can prompt deep feelings and strong
       opinions, educators must take a balanced approach to instruction
       Educators incorporate differing perspectives and points of view
The Importance of Thinking Skills
Environmentally literate citizens are constantly challenged to use and improve
their critical and creative thinking skills. Creative thinking is defined as thinking
which results in connections or possibilities previously unrecognized or unknown
to the learner. Critical thinking requires an 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. They use systems thinking as they make judgments and solve real
world problems.

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even-handedly and respectfully, and present information fairly and
accurately.
   Environmental literacy depends on a personal commitment to apply skills
and knowledge to help ensure environmental quality and quality of life. For
most learners, personal commitment begins with an awareness of what
immediately surrounds them. Instructors foster learners' innate curiosity
and enthusiasm, providing them with early and continuing opportunities to
explore their environment. "Taking the show on the road"—or at least out
of the classroom—is an important instructional strategy for engaging
students in direct discovery of the world around them.


How the Guidelines are Organized
Excellence in Environmental Education—Guidelines for Learning (K-12)
offers a vision of environmental education that makes sense within the
formal education system and promotes progress toward sustaining a healthy
environment and quality of life.  Guidelines are suggested for each of three
grade levels—fourth, eighth, and twelfth. Each guideline focuses on one
element of environmental literacy, describing a level of skill or knowledge
appropriate to the grade level under which it appears. Sample  performance
measures illustrate how mastery of each guideline might be demonstrated.
   The guidelines are organized into four strands, each of which represents a
broad aspect of environmental education and its goal of environmental
literacy. The strands are:


Strand 1: Questioning, Analysis and
Interpretation Skills
Environmental literacy depends on learners' ability to ask questions,
speculate, and hypothesize about the world around them, seek information,
and develop answers to their questions. Learners must be familiar with
inquiry, master fundamental skills for gathering and organizing information,
and interpret and synthesize information to develop and communicate
explanations.


Strand 2: Knowledge of Environmental
Processes and Systems
An important component of environmental literacy is understanding the
processes and systems that comprise the environment, including human
social systems and influences. That understanding is based on knowledge
synthesized from across traditional disciplines. The guidelines in this section
are grouped in four sub-categories:
   •   2.1—The Earth as a physical system
   •   2.2—The living environment
   •   2.3—Humans and their societies
   •   2.4—Environment and society

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         Strand 3: Skills for Understanding
         and Addressing Environmental Issues
         Skills and knowledge are refined and applied in the context of environmental
         issues. These environmental issues are real-life dramas where differing
         viewpoints about environmental problems and their potential solutions are
         played out. Environmental literacy includes the  abilities to define, learn
         about, evaluate, and act on environmental issues. In this section, the
         guidelines are grouped in two sub-categories:
            •  3.1—Skills for analyzing and investigating environmental issues
            •  3.2—Decision-making and citizenship skills


         Strand 4: Personal and Civic Responsibility
         Environmentally literate citizens are willing and able to act on their own
         conclusions about what should be done to ensure environmental quality. As
         learners develop and apply concept based learning and skills for inquiry,
         analysis, and action, they also understand that what they do individually and
         in groups can make a difference.
            Taken together, these strands create a vision of environmental literacy.
         The sequence  of the strands—and the individual guidelines themselves—
         may suggest that some skills or knowledge serve as a foundation for others.
         But the process of becoming environmentally literate is not linear, and the
         sequence of the guidelines is more a function of bringing an order and logic
         to this document than a reflection of a hierarchy of skills and knowledge.
Communication and expression are skills that are obviously critical to
environmental literacy. Examples of how learners might communicate their
understanding and express ideas and conclusions are scattered throughout this
document. These are only a representation of the modes of artistic and linguistic
expression that are both fundamental to, and fostered by, environmental education.
The richness of the relationship between environmental education and the language
and fine arts is not fully reflected by the few references made to their disciplinary
standards. Learners should use many forms of communication in their pursuit of
environmental literacy, ranging from oral and written communication to theater,
and from dance and music to the visual arts.
         The Guidelines at a Glance
         Excellence in Environmental Education—Guidelines for Learning (K-12)
         sets appropriate expectations for learner performance and achievement at the
         end of fourth and eighth grades and by high school graduation. The diagram
         on page 7 will help the user understand how this Guidelines document is
         constructed, and what kinds of information it offers.

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    Sample classroom techniques for meeting the guidelines are included
throughout the publication. These summaries also indicate correlations to
specific guidelines and suggest additional performance measures.
    Also included in this Guidelines document are:
    •   introductory materials that place the guidelines in context, outlining a
        comprehensive vision of environmental education;
    •   an easy reference chart summarizing the strands and guidelines (see
        Appendix A);
    •   background for the Development of the Learner Guidelines
        Framework, an appendix that relates key developments in the field of
        environmental education to the framework around which the
        guidelines are structured (see Appendix B).
   Sample Page
   Strand 1
   Questioning, Analysis and
   Interpretation Skills
        Organizing Strands: Divide
        the guidelines into four broad,
        thematic areas.
   Guidelines:
   A) Questioning—Learners are able to develop questions that help
   them learn about the environment and do sinxple investigations.
         Generate ideas and questions about ob
         events, places, and relationships in the
€ts, organisms,
Kvironment
      •   Identify questions they are likely to be ableVo answer by
         combining their own observations and investigations of
         the environment with existing information

      •   Pose questions based on experiences in their own
         munity and local environment as well as from othe"
         sources, such as journalistic reports about the envirdH
         ment

   B) Designing investigations—Learners are able to design simple*
   investigations.
         Speculate about possible answers to their own que!
         developing and discussing simple alternative hypott

         Design ways of answering questions based on systematic*
         observations. For example, devise a way to learn about
         the life cycle of a caterpillar or the means of transporta-
         tion that children take to and from their school

         Design simple experiments to answer questions and test
         ideas they have abouWhe environment.
             Sample Indicators: Illustrate
             some ways in which learner
             achievement might be
             demonstrated.
English Language Arts
  38-39
Geography 42-43, 46
History 20-22
Mathematics 23-25
Science 121-123^
             Mathematics 23-25
Connections with Other
Disciplinary Standards:
Refer to particular pages in
national standards set by
professional organizations
of several academic
disciplines. Contain
standards, performance
objectives, and examples
related to the environ-
mental education guideline.
The documents referenced
are listed on page 8.
                 Guidelines: Suggest
                 general goals for learner
                 achievement.

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   Connections with Other Disciplinary Standards
   These are the national standards documents referenced and the short titles used to repre-
   sent them.
   Short Title            Standards Document Referenced
   Arts                   National Standards for Arts Education: What Every Young
                         American Should Know and Be Able to Do in the Arts. Reston,
                         VA: Music Educators National Conference, 1994.
   Civics and Government  National Standards for Civics and Government. Calabasas,
                         CA: Center for Civic Education, 1994.
                         Voluntary National Content Standards in Economics. New
                         York: National Council on Economics Education, 1997.
                         Standards for the English Language Arts. Urbana, IL: National
                         Council of Teachers of English, 1996.
                         Geography for Life: National Geography Standards. Washing-
                         ton, DC: National Geographic Research and Exploration,
                         1994.
                         National Standards for History. Los Angeles, CA: National
                         Center for History in the Schools, 1996.
                         Principles and Standards for School Mathematics. Reston,
                         VA: National Council of Teachers of Mathematics, 2000.
                         National Science Education Standards. Washington, DC: Na-
                         tional Academy Press, 1996.
                         Project 2061, American Association for the Advancement of
                         Science. Benchmarks for Science Literacy., 2009 (available
                         online at http://www.project2061.org/publications/bsl/online/
                         index.php) .
                         Expectations of Excellence: Curriculum Standards for Social
                         Studies. Washington, DC:  National Council for the Social
                         Studies, 1994.
Economics

English Language Arts

Geography


History

Mathematics

Science

Science Benchmarks
Social Studies
8

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Environmental Education Supports 21st Century Skills
The Partnership for 21st Century Skills brings together the business community,
education leaders, and policy makers to define a powerful vision for 21st century
education and to ensure that students emerge from our schools with the skills needed to
be effective citizens, workers, and leaders in the 21st century. The Partnership's
framework for education describes the skills, knowledge and expertise students should
master to succeed in work and life in the 21st century:


Core Subjects and 21st Century Themes: Mastery of core academic subjects is the
base upon which all 21st century learning occurs. Core subjects include English, reading
or language arts; world languages; arts; mathematics; economics; science; geography;
history; government; and civics. Schools must support students in developing deep
mastery of core  academic subjects while also integrating 21st century interdisciplinary
themes into these academic subject areas. These themes include:
   •   Global Awareness
   •  Financial, Economic, Business and Entrepreneurial Literacy
   •   Civic Literacy
   •  Health Literacy
   •  Environmental Literacy


Learning and Innovation Skills: Learning and innovation skills are what separate
students who are prepared for increasingly complex life and work environments in the
21st century and those who are not. They include:
   •   Creativity and Innovation
   •   Critical Thinking and Problem Solving
   •   Communication and Collaboration
Information, Media and Technology Skills: People in the 21st century live in a
technology and media-driven environment, marked by access to an abundance of
information, rapid changes in technology tools and the ability to collaborate and make
individual contributions on an unprecedented scale. To be effective in the 21st century,
citizens and workers must be able to exhibit a range of functional and critical thinking
skills, such as:
   •   Information Literacy
   •   Media Literacy
   •   ICT (Information, Communications and Technology) Literacy

                          Used with permission from the Partnership for 21st Century Skills
                                                     http://www.21stcenturyskills. org

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                References
                Brundtland, G. H. 1989. Our Common Future: The World Commission on
                   Environment and Development. New York: Oxford University Press.
                Maryland Partnership for Children in Nature. April 2009. Report and
                   Recommendations to Governor Martin O 'Malley. Annapolis, MD:
                   Author.
                NAAEE. 2009. Environmental Education Materials: Guidelines for
                   Excellence.  Washington, DC: North American Association for
                   Environmental Education.
                NAAEE. 2004. Guidelines for the Initial Preparation and Professional
                   Development of Environmental Educators. Washington, DC: North
                   American Association for Environmental Education.
                NAAEE. 2009. Nonformal Environmental Education Programs: Guidelines
                   for Excellence. Washington, DC: North American Association for
                   Environmental Education.
                UNCED.  1992. Agenda 21: Programme of Action for Sustainable
                   Development. Rio Declaration on Environment and Development. New
                   York: United Nations.
                UNESCO-UNEP. 1976. "The Belgrade Charter." Connect: UNESCO-UNEP
                   Environmental Education Newsletter, Vol. 1 (1) pp. 1-2.
                UNESCO. 1978. Final Report Intergovernmental Conference on
                   Environmental Education. Organized by UNESCO in Cooperation with
                   UNEP, Tbilisi, USSR, 14-26 October 1977. Paris: UNESCO ED/MD/49.
                UNESCO. 1997. Educating for a Sustainable Future: A Transdisciplinary
                   Vision for Concerted Action. (Report from the International Conference
                   on Environment and Society: Education and Public Awareness for
                   Sustainability, Thessaloniki, December 8-12,  1997.)
                United Nations. 2003. Report of the World Summit on Sustainable
                   Development (Johannesburg, South Africa, 26 August—4 September
                   2002) New York: United Nations.
10

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GUIDELINES FOR FOURTH  GRADE
                      Learners should be able to meet the guidelines included in this
                      section by the end of fourth grade.
                         The kindergarten through fourth grade years are a time of
                      tremendous cognitive development. By third and fourth grades,
                      learners have developed some basic skills that help them construct
                      knowledge. Instructors in earlier grade levels should use these fourth
                      grade guidelines as a target, extrapolating from this end goal
                      appropriate activities and  lessons for younger learners.
                         In these early years of formal education, learners tend to be
                      concrete thinkers with a natural curiosity about the world around
                      them. Environmental education can build on these characteristics by
                      focusing on observation and exploration of the environment—
                      beginning close to home.


                      Examining Environmental Issues
                      in Fourth Grade
                      Many educators believe that exploring issues helps fourth-grade
                      learners make important links between conceptual understanding,
                      what is happening in their community, and their own responsibility
                      for environmental quality. Others caution that fourth graders are only
                      beginning to synthesize their knowledge into the kind of complex
                      understanding that is essential to examining environmental issues.
                      When deciding how to handle environmental issues in the fourth
                      grade classroom, educators must rely on their own judgment about
                      what each class—and each student—is ready to handle.
                         Basic guidelines for examining environmental issues with fourth
                      graders are:
                         •  Keep it simple.
                         •  Keep it local.
                         •  Make close links with what they're observing and learning
                            about the local environment.
                         Local solid waste and water issues easily fit these basic
                      guidelines. Similarly, gardening and habitat improvement projects are
                      especially appropriate for these young learners.
                                                        Grades K-4       11

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    Understanding the Local  Environment
    Experiencing and observing the local environment is an essential part of environmental
    education. Understanding their surroundings helps learners build a strong foundation of skills
    and knowledge for reaching out further into the world and deeper into the conceptual
    understandings that environmental literacy demands. Direct experience in the environment also
    helps foster the awareness and appreciation that motivate learners to further questioning, better
    understanding, and appropriate concern and action.
       The following chart suggests ways in which learners at different grade levels might explore
    and understand the local environment.  It is printed in each grade level section of these
    guidelines to help show progression as learners mature. Other ideas are included in the
    guidelines.
   Grades K-4
   Identify basic types of habitats
   (e.g., forests, wetlands, or
   lakes). Create a short list of
   plants and animals found in
   each.
   Trace the source of their
   drinking water and where it
   goes after it is used.
   Recognize resident animal
   species, migrants, and those
   that pass through on migratory
   routes.
   Collect or produce images of
   the area at the beginning of
   European settlement.
   Describe aspects of the
   environment that change on a
   daily, weekly, monthly, and
   yearly basis.
   Record weather observations
   such as precipitation,
   temperature, or cloud cover.
   Identify food crops that are
   grown or processed locally.
                      Grades 5-8
                      Classify local ecosystems (e.g.,
                      oak-hickory forest or sedge
                      meadow). Create food webs to
                      show—or describe their
                      function in terms of—the
                      interaction of specific plant
                      and animal species.
                      Describe how drinking water
                      and wastewater are treated.
                      Map migratory routes of birds,
                      butterflies, and other animals
                      that pass through the area.
                      Identify their local habitat
                      needs.
                      Monitor changes in water or air
                      quality, or other aspects of the
                      local environment.
                      Identify species that are locally
                      threatened, endangered, or
                      declining in population.
                      Describe their habitat needs.
                      Identify sources of electricity
                      used in the community (e.g.,
                      hydroelectric, fossil fuels,
                      solar, nuclear).
                      Describe the area's climate and
                      identify factors that contribute
                      to it and have changed it over
                      time.
                      Create a map for the local area
                      that shows where food that is
                      consumed locally comes from.
Grades 9-12
Identify several plants and
animals common to local
ecosystems. Describe concepts
such as succession,
competition, predator/prey
relationships, and parasitism.
Evaluate sources of nonpoint
source pollution of local bodies
of water, including sources that
are not local.
Investigate short- and long-
term environmental changes in
a local watershed, and aquifer,
or in air quality. Or document
changes in land use and their
environmental effects.
Research population trends for
a locally threatened species.
Describe changes, activities,
and other factors that seem to
affect the population trends.
Calculate the potential for
generating wind or solar power
on a particular site.
Identify local sources of
greenhouse gases. Examine the
relationship between
greenhouse gases in the Earth's
atmosphere and climate
change.
Trace human population trends
and make research-based
projections.
12
Grades K-4

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Strand  1—
Questioning, Analysis and
Interpretation Skills

Guidelines:
A) Questioning—Learners are able to develop questions that
help them learn about the environment and do simple
investigations.
    •   Identify questions they are likely to be able to answer
       by combining their own observations and
       investigations of the environment with existing
       information.
    •   Pose questions based on experiences in their own
       community and local environment as well as from
       other sources, such as journalistic reports about the
       environment.
    •   Generate ideas and questions about objects, organisms,
       events, places, and relationships in the environment.
B) Designing investigations—Learners are able to design
simple investigations.
    •   Predict possible answers to their own questions,
       developing and discussing simple alternative
       hypotheses.
    •   Design ways of answering questions based on
       systematic observations. For example, devise a way to
       learn about the life cycle of a caterpillar or the means
       of transportation that children take to and from their
       school.
    •   Design simple experiments to answer questions and
       test ideas they have about the environment.
C) Collecting information—Learners are able to  locate and
collect information about the environment and environmental
topics.
    •   Observe and record characteristics, differences, and
       change in objects, organisms, events, places, and
       relationships in the environment.
    •   Find, assess, select, and use resources such as atlases,
       data bases, charts, tables, graphs, and maps.
    •   Use basic field skills, such as observing, interviewing
       and measuring, to collect information.
References to Standards:

English Language Arts 38-39
Geography 42-43, 46
History 20-22
Mathematics 108, 176
Science 121-123
Science Benchmarks 285
Geography 46
Mathematics 176
Science 122
Science Benchmarks 10
Arts 31
English Language Arts 27-29,
   38-39
Geography 46, 106-107
History 22
Mathematics 78, 102, 148, 158,
   170
Science 122
Science Benchmarks 10, 285-286
Social Studies 35
                                                             Grades K-4
                       13

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    Oil Spill Clean-Up Contest
    From: Environmental Education Association
    of New Mexico
    Grade Level: 4th
   While on an after-school community clean-up
   walk, fourth graders from a school in New
   Mexico traced a puddle of dirty oil to the
   dumpster behind an auto lubrication service.
   The students talked to the owner, who assured
   them this was not normal procedure, and
   showed them how they collect motor oil for
   recycling.
       A follow-up class discussion generated a
   lot of questions about oil pollution. Many
   students were particularly concerned about a
   recent oil spill, which prompted an Oil Spill
   Clean Up Contest.
       Allowed to work independently or in
   groups, the students were challenged to clean
   a tablespoon of gear lube oil from a beaker of
   water. They were given three days to conduct
   research and plan their approach and each
   team was allowed to bring from home one
   shoebox-worth of equipment. To ensure
   safety, plans had to be approved by the
   teacher.
                                       Then came the contest! Students tested
                                   their techniques, recording the time required
                                   to complete their process. The students then
                                   rated the cleanliness of each beaker and
                                   entered their findings into a database later
                                   used to examine the advantages and
                                   disadvantages of each method.
                                       Using their research results, students also
                                   mapped the size and location of the world's
                                   largest spills and explored actual methods of
                                   cleaning oil spills.
                                       Finally, students devised their own
                                   assessments to show what they had learned,
                                   and still wanted to learn, about oil spills.
                                   Assessments included books  created for third
                                   graders, a computerized presentation, a comic
                                   book, and illustrated essays.
History 20-21
Science 121-123
                        •  Use tools such as rulers, thermometers, watches,
                           scales, magnifiers, and microscopes to make obser-
                           vations and measurements.
                        •  Use computers, calculators and other devices to
                           conduct investigations and manipulate information.
                    D) Evaluating accuracy and reliability—Learners
                    understand the need to use reliable information to answer their
                    questions. They are familiar with some basic factors to
                    consider in judging the merits of information.
                        •  Provide specific examples of information they believe
                           to be factual, fictitious, or of questionable merit and
                           explain their reasoning.
                        •  Identify some factors that might influence the
                           credibility of a specific source of information, for
                           example, who created it, how old it is, and what kind
                           of arguments or evidence are used.
14
Grades K-4

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E) Organizing information—Learners are able to describe
data and organize information to search for relationships and
patterns concerning the environment and environmental
topics.
    •   Summarize observations and describe data.
    •   Construct, read, and interpret maps, graphs, tables,
       diagrams, and other displays of data.
    •   Identify patterns in events, designs, organisms, and
       sets of numbers.
    •   Describe  mathematical relationships and use those
       relationships as a way of organizing data. For
       example,  chart the relationship between plant growth
       and different amounts of water or sunlight.
F) Working with models and simulations—Learners
understand that relationships, patterns, and processes can be
represented by models.
    •   Interpret information and situations by noting
       associations and similarities, and recognizing patterns,
       trends, relationships, and sequences.
    •   Give examples of models or simulations and how they
       can be used to learn about what they represent.
       Identify ways in which a model differs from what it
       represents.
    •   Use a number of types of models such as geometric
       figures, graphs, and maps to summarize observations
       of the environment.
G) Drawing conclusions and developing explanations—
Learners can develop simple explanations that address their
questions about the environment.
    •   Summarize information, compare findings, and use
       basic mathematics to analyze data.
    •   Identify information that is not relevant to a proposed
       explanation and explain their reasoning.
    •   Use models and examples to explain their thinking.
    •   List strengths and weaknesses of the explanations they
       propose.
Arts 34
English Language Arts 35-36
Geography 47, 107-111
Mathematics 90, 108, 132, 136,
    158, 176, 200, 206
Science Benchmarks 10-11
Geography 47-48, 106-107
Mathematics 90, 96, 158, 164
Science Benchmarks 267-268
English Language Arts 38-39
Geography 48-49
History 22
Mathematics 108, 132, 136, 158,
    176, 200, 206
Science Benchmarks 10-11
                                                             Grades K-4
                       15

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                              Strand 2—
                              Knowledge of Environmental Processes and
                              Systems

                              Strand 2.1—The Earth as a Physical System

References to Standards:      Guidelines:
Geosraph  118-119               ^ Processes that shape the Earth—Learners are able to
Science Benchmarks 72             identify changes and differences in the physical environment.
                                 •  Identify some of the forces that cause erosion within
                                    their own region, pointing out factors such as freezing
                                    and thawing, wind, waves, and gravity.
                                 •  Identify some distinctive landforms within their region
                                    and, using maps and images, in other areas of the
                                    world. For example, understand that the ocean is a
                                    single, interconnected body of water.
                                 •  Differentiate among climates, considering factors such
                                    as precipitation, temperature, and resident plants and
                                    animals and how they form the different biomes.
                                    Understand that the ocean is a major influence on
                                    weather and climate no matter where you live.
                                 •  Observe and record seasonal differences. For example,
                                    draw a series of pictures or compile photographs that
                                    illustrate differences such as day length, migration of
                                    specific bird species, and when specific tree species
                                    lose their leaves.
Science 127                     ®) Changes in matter—Learners are able to identify basic
Science Benchmarks 76-77          characteristics of and changes in matter.
                                 •  Describe objects in terms of the materials they are
                                    made of and their observable properties. For example,
                                    describe buildings constructed with different materials
                                    and discuss why these materials may have been
                                    selected based on such properties as rigidity, ability to
                                    reflect or gather heat,  and transparency.
                                 •  Identify the effects of factors such as heating, cooling,
                                    and moisture on the properties of materials and how
                                    quickly change happens. For example, describe the
                                    change of water from  solid to liquid to gas in the
                                    environment.
                                 •  Describe the basic elements of the hydrologic cycle
                                    (including the role of  the ocean) and geologic
                                    processes (including weathering, erosion, and
                                    deposition). Locate examples of these in the local
                                    environment.

16        Grades K-4

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C) Energy—While they may have little understanding of
formal concepts associated with energy, learners are familiar
with the basic behavior of some different forms of energy.
    •   Identify different forms of energy including radiant
       light, geothermal, electrical, and magnetic energy.
       Identify examples of these different forms in their
       homes, school, community, and natural environment.
    •   Explain some of the ways in which heat, light, or
       electricity are produced, travel, stored and used. Use
       examples such as the sun, power generation, batteries,
       and so forth.
                 Science 127
                 Science Benchmarks 83-84
    Finding Urban Nature
    From: Changing What We Do, North American
    Association for Environmental Education,
    Washington, DC
    Grade Level: 3rd
             Correlating Guidelines:
             Strand 1 A, B, C, F, G
             Strand 2.2 A, C
   What's better than having fun volunteers
   leading outdoor activities with your students?
   Having FUN volunteers!
       Finding Urban Nature (FUN) is an
   initiative of the VINE (Volunteer-Led
   Investigations in Neighborhood Ecology)
   program, a national program available in
   many urban areas. Specially trained parent
   volunteers work with schools to develop pre
   and post classroom studies to enhance a FUN
   visit to the  school site.
       One Seattle teacher tied his planned FUN
   visit to a year-long unit on habitats. The unit
   began when the teacher placed a cracked
   aquarium in front of his third grade students
   and asked what they wanted to do with it.
   Before long, the aquarium became a four-star
   worm hotel!
       The teacher asked what the worms would
   need to live in their habitat. The discussion
   triggered as many questions as answers: What
   do worms eat? Why do they come out when it
   rains? Are they really more active at night?
   The questions were recorded in a concept map
   that laid the foundation for many future
   investigations.
    Prepared by schoolyard observations and
research, the students built their worm hotel.
Anxiously, they designed experiments to find
answers to all their questions. Carefully, they
poured water into one corner to study how
worms react to rain. The students blocked
light from one side of the aquarium to see if
they could learn why worms come out at
night. Hand lenses, microscopes  and soil
guides became routine tools as the third
graders enthusiastically explored every
change.
    Volunteer seedlings sprouted, launching
more investigations on plants and roots.
Students discovered that worms and plants
were interconnected, an essential part of
understanding habitats.
    When the FUN volunteers arrived, the
students were proud of what they knew. Even
better, they were excited to learn more, readily
grasping new ideas about the effects of
temperature, wind, and light.
                                                               Grades K-4
                                        17

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References to Standards:
Science Benchmarks 102-103,
   111, 119
Science 127-129
Geography 120
Science 127-129
Science Benchmarks 107, 123
Geography 132
Science 129
Science Benchmarks 72, 116, 123
                   Strand 2.2—The Living Environment

                   Guidelines:
                   A) Organisms, populations, and communities—Learners
                   understand basic similarities and differences among a wide
                   variety of living organisms. They understand the concept of
                   habitat.
                       •  Identify similarities and differences among living
                          organisms ranging from single-celled organisms they
                          can observe under microscopes to plants and animals
                          they encounter through direct observation, videos,
                          books, or other media.
                       •  Classify or group  organisms using categories such as
                          how animals bear their young, anatomical features, or
                          habitats. Compare organisms that live in the ocean to
                          those that live on land.
                       •  Describe the basic needs of all living things and
                          explain how organisms meet their needs in different
                          types of environments such as deserts, lakes, ocean, or
                          forests, and across different climates.
                   B) Heredity and evolution—Learners understand that plants
                   and animals have different characteristics and that many of
                   the characteristics are inherited.
                       •  Identify some basic traits of plants and animals. Give
                          examples of how those traits may vary among
                          individuals of the  same species.
                       •  Identify some similarities among offspring and parents
                          as being inherited and others as resulting from the
                          organism's  interactions with its environment.
                       •  Compare fossil life forms and living organisms to
                          identify similarities and differences  between
                          organisms that lived long ago and those alive today.
                   C) Systems and connections—Learners understand basic
                   ways in which organisms are related to their environments
                   and to other organisms.
                       •  Describe ways in which an organism's behavior
                          patterns are related to its environment. Identify
                          examples of environmental change and discuss how
                          these changes may be helpful or harmful to particular
                          organisms.
                       •  Identify ways in which organisms (including humans)
                          cause changes in their own environments. Create a skit
                          that shows how these changes may help or harm both
18
Grades K-4

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       the organisms that caused the change and other
       organisms.
   •   Identify ways in which organisms are interdependent.
       For example, some animals eat plants, some fish
       depend on other fish to keep them free of parasites,
       earthworms keep soil loose and fertile, which makes it
       easy for plants to grow.
D) Flow of matter and energy—Learners know that living
things need some source of energy to live and grow.
   •   Explain how most living organisms depend on the sun
       as the source of their life energy. Give examples that
       illustrate the understanding that animals ultimately
       depend on plants for this energy and that plants depend
       on the sun. Use this idea to trace the energy in the food
       they eat for lunch back to the sun.
   •   Describe how matter can be recycled, sometimes in a
       changed form from the original material. Use
       examples from their own experience, such as fleece
       jackets made from recycled soda bottles or envelopes
       made from recycled telephone books. Or make their
       own recycled paper and explain how the use of matter
       differs between making recycled paper and new (or
       "virgin") paper.
   •   Explain the process of life, growth, death, and decay
       of living organisms  as a form of recycling. For
       example, use a compost pile to study recycling of
       organic materials.


Strand 2.3—Humans and Their Societies
Science 129
Science Benchmarks 119
Guidelines:
A) Individuals and groups—Learners understand that people
act as individuals and as group members and that groups can
influence individual actions.
   •   Give examples of influences on individual behavior,
       particularly behavior that affects the environment. For
       example, discuss why a person might choose to
       dispose of household garbage, candy wrappers, or
       toxic products in certain ways. Consider influences
       such as financial costs, convenience, laws, and the
       opinions of friends and family members.
   •   Identify some of the many groups that a person can
       belong to at the same time. Describe some tensions
       that a person might feel as a result of belonging to
       different groups.
References to Standards:
Science Benchmarks 154, 158
Social Studies 57-62
                                                            Grades K-4
                      19

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                                  •  Discuss why students might belong to school or after-
                                     school clubs (such as environmental clubs or scouting
                                     troops). Consider personal benefits (such as fun and
                                     learning) as well as good things the clubs do for the
                                     whole school or community.
   ; 30                          B) Culture—Learners understand that experiences and places
Civics and Government 15-21        may be interpreted differently by people with different
English Language Arts 27-29,        cultural backgrounds, at different times, or with other frames
„  38~l911-7 n,.  n«            of reference.
Geography 117, 124-125
History 20-21                       •  Describe their favorite place or their own community
Science Benchmarks 154                  from a variety of perspectives, including their own.
Social Studies 49-50
                                  •  Role-play the reactions of different people to a place
                                     or historical event—especially one with local
                                     significance.
                                  •  Compare how people live in different climates and
                                     how different cultures meet basic human needs. For
                                     example, prepare a visual display that compares how
                                     people support themselves in different climates and
                                     discuss how those livelihoods can both affect the
                                     environment and depend on the environment.
Economics 5-6, 30-31              Q Political and economic systems—Learners understand
Geography 126-127                that government and economic systems exist because people
Science Benchmarks 168-169        living together in groups need ways to do things such as
Social Studies 63-66               provide for needs and wants, maintain order, and manage
                               conflict.
                                  •  Discuss what might happen if there were no laws to
                                     protect the environment in their area. Consider
                                     possible positive and negative effects on plants and
                                     animals, specific natural areas, landowners,  specific
                                     businesses, water users, and others.
                                  •  List jobs in their community that are linked to
                                     processing natural resources. Identify clusters of
                                     related businesses and interview employees  or owners
                                     to determine why those economic activities are located
                                     in their community.
                                  •  Identify elements of infrastructure (e.g.
                                     communications and transportation systems) in their
                                     community. For example, create a map or a  skit
                                     showing how information, people, and goods move
                                     from place to place. Include information about who is
                                     responsible for, or who pays for, this infrastructure
                                     (e.g., the government, private business, individuals).
20       Grades K-4

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D) Global connections—Learners understand how people are
connected at many levels—including the global level—by
actions and common responsibilities that concern the
environment.
   •   Identify ways in which individual needs and wants are
       related to environmental concerns such as energy use,
       conservation and environmental protection.
   •   Describe how trade connects people around the world
       and enables them to have things they might not be  able
       or willing to produce themselves. For example, create
       a map that shows where a learner's food, clothing and
       household items are produced, where the raw materials
       come from, products that are traded into and  out from
       their region, and so forth.
   •   Identify possible environmental concerns that might
       come up in other regions or countries as a result of
       producing or shipping products that learners use
       regularly.
   •   Discuss how television, computers, and other forms of
       communication connect people around the world.
E) Change and conflict—Learners recognize that change is a
normal part of individual and societal life. They understand
that conflict is rooted in different points  of view.
   •   Identify aspects of family and community life that
       have remained  constant over generations, as well as
       aspects that have changed. For example, interview
       family or community members and develop a visual
       display about their findings.
   •   Give examples of rules related to the environment  at
       home, in school, or elsewhere that have changed and
       others that have stayed the same.
   •   Identify some basic ways in  which individuals, groups,
       and institutions such as schools resolve conflict
       concerning the  environment. For example, develop
       and perform short skits about different ways of solving
       a school problem such as littering on the playground or
       in hallways.
Civics and Government 33-34
Economics 11, 13
Geography 126-127
Science Benchmarks 176
Social Studies 70-72
English Language Arts 38-39,
   45-46
Science Benchmarks 162, 165,
   172
Social Studies 51-53
                                                             Grades K-4
                      21

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                              Strand 2.4—Environment and Society

References to Standards:      Guidelines:
Geography 132-135               A) Human/environment interactions—Learners understand
Science 140                     that people depend on, change, and are affected by the
Science Benchmarks 128           environment.
                                 •   Identify ways in which people depend on the
                                     environment. For example, create an artistic
                                     representation of how the environment provides food,
                                     water, air, recreation, minerals, and other resources.
                                 •   Identify ways in which human actions change the
                                     environment. For example, list changes that activities
                                     such as building houses or stores with parking lots,
                                     farming, or damming rivers have caused within their
                                     community or region.
                                 •   Describe how the environment affects human
                                     activities in their community or region. For example,
                                     describe the effects of weather and climate, the
                                     likelihood of earthquakes or flooding, soil and mineral
                                     types, or the presence of water on where people live,
                                     how they make a living, how they recreate, and so
                                     forth.
Arts 34                        B) Places—Learners understand that places differ in their
Geography 113-117               physical and human characteristics.
S  'all5t  d'  54-56                  *   Identify and describe places in their region that they or
                                     others think are important. For example, draw
                                     pictures, create a video, or take photographs that
                                     illustrate what people find unique or important about
                                     regional landmarks, downtown areas, parks, farms,
                                     wilderness areas, and so forth.
                                 •   Discuss how humans create places that reflect their
                                     ideas, needs, and wants, as well as the physical
                                     environment. Illustrate with examples of places within
                                     their experience such as playgrounds, parks,
                                     classrooms, and homes.
                                 •   Compare their neighborhood or town with  another
                                     nearby place, or compare their favorite park with
                                     another park they know. List characteristics that make
                                     one place different from another.
Economics 1-2                   C) Resources—Learners understand the basic concepts of
Geography 136-137               resource and resource distribution.
History 22                             „   , .   ,          ,         .     ,  .         ,
Science 140                         *   Explain what a natural resource is and give examples.
                                  •   Distinguish among resources that are renewable and
                                     nonrenewable, and resources (like running water or

22        Grades K-4

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       wind) that are available only in certain places at
       certain times.
   •   Identify ways they use resources in their daily lives.
   •   Locate sources of various resources on a map. For
       example, trace the origins of the local water supply or
       map the region's natural resources.
   •   Link patterns of human settlement and other activity
       with the presence of specific resources such as mineral
       deposits,  rivers, or fertile farming areas. Research the
       origins of their own community and explain the role of
       resource availability on how the community
       developed.
D) Technology—Learners understand that technology is an
integral part of human existence and culture.
   •   Describe technologies as tools and ways of doing
       things that humans have invented. Give examples of
       technologies that affect their lives in areas such as
       transportation, communications, and entertainment.
   •   Interview family members or community members to
       trace technological changes that have taken place over
       the last three generations.
   •   Identify drawbacks and benefits of specific
       technologies. Consider the fact that technologies can
       benefit some humans and other organisms while
       harming others.
   •   Identify important technological systems  such as
       agriculture, transportation, and manufacturing.
E) Environmental issues—Learners are familiar with some
local environmental issues and understand that people in other
places experience environmental issues as well.
   •   Discuss some local environmental issues by
       identifying some changes or proposals that people
       disagree about. Describe or role-play how different
       people feel about these changes and proposals.
   •   Discuss how people in other places with similar
       conditions might react or perceive the situation in
       similar ways.
History 37-38
Science 140
Science Benchmarks 54-55,
    184-185, 188-189, 193,
    197-198,201-202
Geography 140-141
                                                             Grades K-4
                      23

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References to Standards:

Arts 31
English Language Arts 38-39
History 6, 23
Social Studies 49-53, 57-62
Geography 132-133
Social Studies 54-56
Geography 141
History 23
Social Studies 73-75
                   Strand 3—
                   Skills for Understanding and Addressing
                   Environmental Issues

                   Strand 3.1—Skills for Analyzing and Investigating
                   Environmental Issues

                   Guidelines:
                   A) Identifying and investigating issues—Learners are able
                   to identify and investigate issues in their local environments
                   and communities.
                      •   Identify and describe a current or historical
                          environmental issue in their community.
                      •   Use primary and secondary sources of information to
                          explore the dilemma confronting people in a current or
                          historical situation that involves the environment.
                      •   Apply ideas of past, present, and future to local
                          environmental issues. For example, describe what has
                          changed, is changing, and could change or discuss
                          how long the issue has existed.
                      •   Identify people and groups that are involved.
                      •   Identify some of the decisions and  actions related to
                          the issue.
                   B) Sorting out the consequences of issues—As learners
                   come to understand that environmental and social phenomena
                   are linked, they are able to explore the consequences of
                   issues.
                      •   Observe and speculate about social, economic, and
                          environmental effects of environmental changes and
                          conditions, and proposed solutions to issues. For
                          example, describe short-term and long-term effects of
                          existing uses of land or another resource in the home,
                          community, and region.
                      •   Discuss how an environmental issue affects different
                          individuals and groups.
                   C) Identifying and evaluating alternative solutions and
                   courses of action—Learners understand there are many
                   approaches to resolving issues.
                      •   Identify proposed solutions to an issue and discuss
                          arguments for and against them.
                      •   Explain why various strategies may be effective in
                          different situations, and that each proposed strategy  is
                          likely to have a different effect on society and the
24
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    People Can Choose to Care About
    and Protect Living Things
    From: A Child's Place in the Environment,
    Lessons 16-18, California Department of Education,
    Sacramento, California
    Grade Level: 1st
             Correlating Guidelines:
             Strand 1 B, C
             Strand 2.2 A, C
             Strand 2.4 A
             Strand 3.2 A, C, D
    This series of lessons focuses on people's
    attitudes and actions toward other living
    things. It is part of a lengthy integrated first
    grade unit on respecting living things.
       The lessons begin by introducing the
    students to role models that care for living
    things. Professionals whose work involves
    protecting wildlife and habitats are invited to
    speak to the class. The teacher also reads
    stories such as Miss Rumphius (by Barbara
    Cooney) and Make Way for Ducklings (by
    Robert McCloskey), which give more
    examples of people helping living things.
       Students then draw themselves and what
    they might be doing  to care for living things.
    The illustrations are  posted and, over several
    days, each student is given the opportunity to
    describe their drawing.
    Lesson 17 concentrates on actions
students can take to show they care about
plants and animals, including pets. The
teacher reads Byrd Baylor's Amiga to
emphasize that wild animals are better left in
their own habitats. Students design a class
book, mural or paper quilt to illustrates kind
actions toward living things.
    In lesson 18, class members brainstorm
ideas for a community project. They gather
ideas from family, friends, and community
representatives such as veterinarians or people
working in wildlife rehabilitation. Students
then select and complete a class project.
    Finally, students write poems or stories, or
create dioramas, collages or demonstrations
that can be presented in a special open house.
       environment. Illustrate with examples from a specific
       issue.
    •   Describe some of the different levels at which action
       can be taken—for example by individuals, families,
       school classes, different levels of government, or
       businesses. Identify ways that these groups might take
       action on a specific issue.
    •   Propose alternative approaches to problems.
D) Working with flexibility, creativity, and openness—
Learners understand the importance of sharing ideas and
hearing other points of view.
    •   Engage in critique and discussion as part of the
       process of inquiry. Explain why these processes are
       important.
    •   Hear and respect  different perspectives and
       communicate with people whose lives, cultures, and
       viewpoints are different from their own.
                 English Language Arts 31-34, 41,
                    44
                 Geography 140
                 Mathematics 128, 194
                 Social Studies 57-59
                                                               Grades K-4
                                        25

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References to Standards:
Arts 31,34
Geography 140-141
History 23
Social  Studies 57-59
Civics and Government 38-39
Social Studies 73-75
Civics and Government 6
Social Studies 73-75
                       •   Identify ideas and interpretations that differ from
                           theirs. Ask questions about different perspectives and
                           discuss their strong points and drawbacks.

                    Strand 3.2—Decision-Making and Citizenship
                    Skills

                    Guidelines:
                    A) Forming and evaluating personal views—Learners are
                    able to examine and express their own views on
                    environmental issues.
                       •   Identify and express their own ideas about
                           environmental issues and alternative ways to address
                           them.
                       •   Test their views against what they know and believe,
                           remaining open to new information and ideas.
                       •   Identify unanswered questions.
                       •   Identify, clarify, and express their own beliefs and
                           values regarding the environment.
                    B) Evaluating the need for citizen action—Learners are
                    able to think critically about whether they believe action is
                    needed in particular situations and whether they believe they
                    should be involved.
                       •   Discuss whether citizens should take action on a
                           particular environmental issue. Consider findings from
                           their issue investigations such  as causes of the
                           problem and promising strategies for addressing it.
                       •   Identify types of citizen action appropriate for a
                           specific issue.
                       •   Discuss whether and how they think they would like to
                           be involved. Identify reasons for and against taking
                           specific kinds of action.
                    C) Planning and taking action—By  participating  in issues
                    of their choosing—mostly close  to home—they learn the
                    basics of individual and collective action.
                       •   Develop action plans they can  carry out individually,
                           in small groups, or as a class. Include clear reasons
                           and goals for action. Consider  the results of their
                           environmental issue investigation and  their  assessment
                           of the need  for action.
                       •   Set realistic goals for action and measures of success
                           consistent with learners' abilities.
26
Grades K-4

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   •   Decide whether their plan should be implemented
       immediately or at another time, changed, or
       abandoned; and carry through with action when
       appropriate.
D) Evaluating the results of actions—Learners understand
that civic actions have consequences.
   •   Describe the apparent effects of their own actions and
       actions taken by other individuals and groups.
   •   Discuss some of the reasons why identifying the
       effects of actions may be difficult. Consider, for
       example, the time required to see effects, the
       influences of others' actions, and other changes in the
       situation.
History 23-24
Social Studies 73-75
Strand 4—
Personal and Civic Responsibility

Guidelines:
A) Understanding societal values and principles—Learners
can identify fundamental principles of U.S. society and
explain their importance in the context of environmental
issues.
    •   Identify examples of beliefs that many U.S. citizens
       hold in common, such as the importance of individual
       property rights, the right to pursue happiness, the
       public or common good, and the well-being of future
       generations. Create a skit that explores why people
       might decide to act on environmental issues,
       considering possible connections with these basic
       beliefs.
    •   Discuss how their own beliefs about the environment,
       environmental issues, and society compare to these
       general, societal beliefs.
    •   Recognize tensions that occur when basic values and
       beliefs differ. Illustrate with examples from local
       environmental issues.
B) Recognizing citizens'  rights and responsibilities—
Learners understand the basic rights and responsibilities of
citizenship.
    •   Identify examples of the personal, political, and
       economic rights of U.S. citizens.
    •   Identify examples of the responsibilities of citizenship.
References to Standards:

Arts 31
Civics and Government 22-27
English Language Arts 44
Social Studies 60-64, 73-75
Civics and Government 35-37
Social Studies 73-75
                                                             Grades K-4
                      27

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                                   •   Discuss rights and responsibilities in the context of
                                      local environmental issues.
Civics and Government 38-39        C) Recognizing efficacy—Learners possess a realistic self-
Social Studies 73-75               confidence in their effectiveness as citizens.
                                   •   Describe ways in which individuals and groups act
                                      within their community to protect the environment.
                                      Identify cases where citizen action has had an effect
                                      on an environmental decision or action.
                                   •   Identify ways in which they have made a difference
                                      through their own actions. Give examples from
                                      situations over which learners have some control (for
                                      example, in the classroom, at home, or in the
                                      community) and that are appropriate to their level of
                                      understanding.
Civics and Government 38-39        D) Accepting personal responsibility—Learners understand
Social Studies 60-64               that they have responsibility for the effects of their actions.
                                  •   Identify and describe some of the effects that they and
                                      the groups they belong to (e.g., family or school class)
                                      have on the environment and on humans and other
                                      living beings.
                                  •   Discuss the notion of responsibility and identify some
                                      of their personal responsibilities.
    Recycling Snowballs                          Correlating Guidelines:
    From: Getting Started, National Consortium            Strand 1 A
    for Environmental Education and Training,             strand 2..2. D
    Ann Arbor, Michigan                                 Strand 2'3 A' C' E
    Grade Level: Lower Elementary                       Strand 2.4 A, C
                                                         Strand 4 C, D

   Third graders at Greenwood Elementary         budget issues at the heart of the drop-off
   School in LeGrande, Oregon set up a class       station's problems.
   recycling center that snowballed into an            TnŁ snovfball k  t rolll    ne^ the
   exploration of a town problem. With their       studentg gtarted tQ mvestlgate ways to reduce
   success at schoo , the students decided to        and reuge dassroom matenais.
   encourage recycling at home. But when
   families took materials to the town recycling
   center, they found the bins unattended and
   spilling over.
       The students were also learning about
   local government, so they invited the mayor to
   speak to their class about recycling problems.
   The mayor listened  carefully, then explained
28        Grades K-4

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GUIDELINES FOR THE  EIGHTH GRADE
                            Learners should be able to meet the guidelines included in this
                            section by the end of eighth grade.
                               In the fifth through eighth grades, learners begin to
                            develop skills in abstract thinking and continue to develop
                            creative thinking skills—and along with these, the ability to
                            understand the interplay of environmental and human social
                            systems in greater depth. Environmental education can foster
                            this development by focusing on investigation of local
                            environmental systems, problems, and issues. As learners
                            become actively engaged in deciding for themselves what is
                            right and wrong, educators can use environmental problems to
                            help learners explore their own responsibilities and ethics.
References to Standards:

Geography 49
Mathematics 248
Science 145
Mathematics 248
Science 145, 148
Strand 1—
Questioning, Analysis and
Interpretation Skills

Guidelines:
A) Questioning—Learners are able to develop, focus, and
explain questions that help them learn about the environment
and do environmental investigations.
   •  Identify environmental questions based on personal
      experiences both in and outside school, newspaper and
      magazine articles, television or radio news, or videos.
   •  Summarize an environmental problem or situation to
      provide context for, or explain the origin of, a
      particular question. Create visual presentations (such
      as maps, graphs, or video tapes) and written and oral
      statements that describe their thinking about the
      problem.
   •  Pose clear questions and ideas to test (hypotheses),
      reformulating them when necessary.
   •  Clarify their own beliefs about the environment and
      discuss how those beliefs are reflected in the questions
      they ask.
B) Designing investigations—Learners are able to design
environmental investigations to answer particular questions—
often their own questions.
   •  Select types of inquiry appropriate to their questions.
                                                         Grades 5-8    29

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    Understanding the Local  Environment
    Experiencing and observing the local environment is an essential part of environmental
    education. Understanding their surroundings helps learners build a strong foundation of skills
    and knowledge for reaching out further into the world and deeper into the conceptual
    understandings that environmental literacy demands. Direct experience in the environment also
    helps foster the awareness and appreciation that motivate learners to further questioning, better
    understanding, and appropriate concern and action.
        The following chart suggests ways in which learners at different grade levels might explore
    and understand the local environment.  It is printed in each grade level section of these
    guidelines to help show progression as learners mature. Other ideas are included in the
    guidelines.
   Grades Pre K-4
   Identify basic types of habitats
   (e.g., forests, wetlands, or
   lakes). Create a short list of
   plants and animals found in
   each.
   Trace the source of their
   drinking water and where it
   goes after it is used.
   Recognize resident animal
   species, migrants, and those
   that pass through on migratory
   routes.
   Collect or produce images of
   the area at the beginning of
   European settlement.
   Describe aspects of the
   environment that change on a
   daily, weekly, monthly, and
   yearly basis.
   Record weather observations
   such as precipitation,
   temperature, or cloud cover.
   Identify food crops that are
   grown or processed locally.
                      Grades 5-8
                      Classify local ecosystems (e.g.,
                      oak-hickory forest or sedge
                      meadow).  Create food webs to
                      show—or describe their
                      function in terms of—the
                      interaction of specific plant
                      and animal species.
                      Describe how drinking water
                      and wastewater are treated.
                      Map migratory routes of birds,
                      butterflies, and other animals
                      that pass through the area.
                      Identify their local habitat
                      needs.
                      Monitor changes in water or air
                      quality, or other aspects of the
                      local environment.
                      Identify species that are locally
                      threatened, endangered, or
                      declining in population.
                      Describe their habitat needs.
                      Identify sources of electricity
                      used in the community (e.g.,
                      hydroelectric, fossil fuels,
                      solar, nuclear).
                      Describe the area's climate and
                      identify factors that contribute
                      to it and have changed it over
                      time.
                      Create a map for the local area
                      that shows where food that is
                      consumed locally comes from.
Grades 9-12
Identify several plants and
animals common to local
ecosystems. Describe concepts
such as succession,
competition, predator/prey
relationships, and parasitism.
Evaluate sources of nonpoint
source pollution of local bodies
of water, including sources that
are not local.
Investigate short- and long-
term environmental changes in
a local watershed, aquifer, or in
air quality. Or document
changes in land use and their
environmental effects.
Research population trends for
a locally threatened species.
Describe changes, activities,
and other factors that seem to
affect the population trends.
Calculate the potential for
generating wind or solar power
on a particular site.
Identify local sources of
greenhouse gases. Examine the
relationship between
greenhouse gases in the Earth's
atmosphere and climate
change.
Trace human population trends
and make research-based
projections.
30
Grades 5-8

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   •   Define the scope of their inquiry, identifying the main
       variables and phenomena to be studied.
   •   Select appropriate systems of measurement and
       observation.
   •   Select tools that are appropriate for their
       environmental investigations based on the question
       asked and the type  of information sought.
C) Collecting  information—Learners are able to locate and
collect reliable information about the environment or
environmental topics using a variety of methods and sources.
   •   Observe systematically, measure accurately, and keep
       thorough and accurate records,  which may include
       written notes and data tables, sketches, and
       photographs.
   •   Understand and use various systems of measurement
       and derived measurements such as rates.
   •   Assess, choose, and synthesize materials from
       resources such as aerial photographs, topographic
       maps, and satellite  images; library and museum
       collections, historical documents, and eyewitness
       accounts; computerized databases and spreadsheets;
       the internet;  and government records.
   •   Collect firsthand information about their own
       community using field study skills.
D) Evaluating accuracy and reliability—Learners are able
to judge the weaknesses and strengths of the information they
are using.
   •   Identify and evaluate vague claims they hear on
       television or through other media. For example,
       examine the credibility of results of public opinion
       polling about environmental topics, considering such
       factors as sampling methods, logical conclusions, and
       appropriate analogies.
   •   Identify factors that affect the credibility of
       information, including assumptions and procedures
       used to create it; the social, political, and economic
       context in which the information was  created; and
       potential bias due to omission, suppression, or
       invention of factual information.
   •   Examine evidence, identify faulty reasoning, and
       apply other basic logic and reasoning  skills in
       evaluating information sources.
   •   Identify gaps in information that indicate a need for
       further discovery or inquiry.
Arts 47
English Language Arts 27-28,
   38-40
Geography 49-50, 144-145
History 67-68
Mathematics 214, 222, 232, 240
Science 145
Science Benchmarks 294
Social Studies 85-87
History 67-68
Mathematics 248, 256
Science 143, 148
                                                              Grades 5-8     31

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    Butterflies After the Hurricane
    From: Judi Kohler, Village Pines School
    Grade Level: 5th-6th
                                                 Correlating Guidelines:
                                                 Strand 1 B, C, E, F
                                                 Strand 2.2 A, C
    In 1992, Hurricane Andrew left this Florida
    school with little remaining landscaping. By
    creating a butterfly garden, one middle school
    class turned the difficult experience into a
    rewarding interdisciplinary unit on habitat
    restoration.
       Students used their math skills to measure
    the garden plot and figure out how many
    plants could fit into the area. In language
    arts, they wrote letters seeking help selecting
    plants, and spelling lessons focused on
    related vocabulary words. The butterflies
    inspired haiku and acrostic poems, while
    illustrating the poems drew upon the
    students' artistic skills.
                                      In social studies, students researched the
                                    places butterflies live, and studied the
                                    different cultures found along their migratory
                                    routes.
                                      A field trip to a local nature center
                                    provided an opportunity to learn from a local
                                    expert about the needs of butterflies, and
                                    scientific observations unveiled the mysteries
                                    of metamorphosis and the life cycle of a
                                    butterfly.
Arts 50
English Language Arts 35-36
Geography 50-51, 144-145
Mathematics 222, 248, 274, 280
Science 145
                        •   Evaluate data and evidence for accuracy, relevance,
                            significance, appropriateness, and clarity.
                    E) Organizing information—Learners are able to classify
                    and order data, and to organize and display information in
                    ways that help analysis and interpretation.
                        •   Present environmental data in a variety of formats
                            including charts, tables, plots, graphs, maps, and flow
                            charts. For example, chart stream flows, create a map
                            of local businesses that require air quality permits, or
                            organize survey results into a table.
                        •   Explain why they chose specific ways of ordering and
                            displaying information. Consider factors such as the
                            question being answered, the type of information, and
                            the purpose of the display.
                        •   Present environmental data in ways that demonstrate
                            possible relationships between sets of information
                            such as population census counts of a certain bird
                            species and the prevalence of certain tree species or
                            habitat types.
32
Grades 5-8

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F) Working with models and simulations—Learners
understand many of the uses and limitations of models.
   •   Describe how models are used to think about long-
       term processes such as population growth or processes
       that are difficult to see such as bird migration or the
       movement of the planets in relationship to the sun.
   •   Use models to represent and investigate aspects of the
       physical world such as weather and specific
       phenomena such as hurricanes.
   •   Manipulate mathematical and physical models using a
       computer.
   •   Evaluate models based on the question being
       investigated. Account for variables such as the
       complexity of the model, its scale, its ability to
       represent important features of the process being
       modeled, and its reliability and accuracy.
   •   Recognize limitations of models and simulations. For
       example, describe a situation in which a model of an
       environmental phenomenon is not useful.
G) Drawing conclusions and developing explanations—
Learners are able to synthesize their observations and findings
into coherent explanations.
   •   Distinguish between description and explanation and
       give examples of each based on their own
       environmental investigations.
   •   Consider the possible relationships among two or
       more variables.
   •   Propose explanations based on what they observed or
       learned through research, selecting which evidence to
       use and accounting for discrepancies. Synthesize and
       interpret information from a range of sources.
   •   List strengths and weaknesses  of proposed
       explanations. Discuss how the proposed explanation
       could be rejected or its reliability improved.
   •   Use their proposed explanations to form new questions
       and suggest new avenues of inquiry.
Geography 144-145
Mathematics 222, 232
Science 145
Science Benchmarks 286-287
English Language Arts 39-40
Geography 51-52
History 68-70
Mathematics 222, 248, 274, 280
Science 145, 148
                                                             Grades 5-8     33

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                               Strand 2—
                               Knowledge of Environmental Processes and
                               Systems

                               Strand 2.1—The Earth as a Physical System

References to Standards:       Guidelines:
Geography 156-157                ^) Processes that shape the Earth—Learners have a basic
Science 158-160                   understanding of most of the physical processes that shape the
Science Benchmarks 73              Earth. They are able to explore the origin of differences in
                               physical patterns.
                                  •  Analyze physical patterns such as climate, areas of
                                     geothermal activity, soil types, sea level rise, and arid
                                     regions, suggesting reasons for these patterns. Explain
                                     these patterns in terms of abrupt forces (such as
                                     earthquakes or major storms) and long-term processes
                                     (such as erosion and rock formation), as well as those
                                     that are human-caused (such as increases in
                                     greenhouse gases, suburban development or
                                     agricultural practices).
                                  •  Predict the consequences of specific physical
                                     phenomena such as a hurricane in a coastal area or
                                     heavy grazing in an arid region.
                                  •  Consider historical evidence of changes in physical
                                     processes and patterns. For example, examine tree
                                     rings or formation and melting of glaciers as evidence
                                     of climate change.
                                  •  Relate physical processes and patterns (such as
                                     climate, weather phenomena, and seasonal  change) to
                                     the Earth/sun relationship. For example, create a
                                     model that shows how seasonal change is affected by
                                     the Earth/sun relationship.
Science Benchmarks 77-79           B) Changes in matter—Learners understand the properties
Science 154                      of the substances that make up objects or materials found in
                               the environment.
                                  •  Describe a variety of chemical reactions and offer
                                     examples from daily life and the  local environment.
                                  •  Consider the relationship between ocean and
                                     atmospheric chemistries.
                                  •  Explain properties of materials in terms such as atomic
                                     and molecular structure or reactivity. For example,
                                     describe why particular building  materials have
                                     properties such as rigidity, impermeability, or the
                                     ability to reflect or gather heat.

34        Grades 5-8

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   •   Explain an object's characteristics based on its
       composition and how it was formed. For example,
       describe the characteristics of different types of rock
       and account for these characteristics based on their
       constituent parts and the processes by which they were
       formed.
C) Energy—Learners begin to grasp formal concepts related to
energy by focusing on energy transfer and transformations.
They are able to make connections among phenomena such as
light, heat, magnetism, electricity, and the motion of objects.
   •   Trace the flow of energy in examples that encompass
       several different transfers and transformations of
       energy. For example, trace the path of energy in the
       creation and consumption of fossil fuels.
   •   Describe how atmospheric gases alter how much solar
       energy is absorbed or radiated.
   •   Explain how solar energy contributes to the movement
       of global air masses, the hydrological cycle and ocean
       currents.
   •   Explain how the process of life is based on the
       conversion, utilization, storage and transfer of energy.
       For example, create a visual display that shows how
       plants or animals use energy, where that energy comes
       from, and where it goes.

Strand 2.2—The Living Environment

Guidelines:
A) Organisms, populations, and communities—Learners
understand that biotic communities are made up of plants  and
animals that are adapted to  live in particular environments.
   •   Define and give examples to illustrate the concepts of
       species, population, community, and ecosystem. Trace
       and give examples of connections among organisms at
       those levels of organization.
   •   Link features of internal and external anatomy with the
       ability of organisms to make or find food and reproduce
       in particular environments.
   •   Understand that some animals and plants have adapted
       to extreme environmental conditions. Give examples of
       adaptations that are  behavioral (for example, the
       migration of Canada geese and other birds) and physical
       (such as the physical structures that enable desert
       animals and plants to exist on minimal amounts of
Science 155
Science Benchmarks 84-85
References to Standards:
Geography 158-159
Science 156-157
Science Benchmarks 104
                                                             Grades 5-8     35

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                                      water). Understand that organisms may be vulnerable
                                      to rapid or significant environmental changes.
                                  •   Describe how organisms differ in how they use
                                      energy. For example, identify organisms that use
                                      energy quickly for growth and metabolism, and
                                      therefore must replace it quickly (e.g., a hummingbird)
                                      and others that use energy more slowly and therefore
                                      need to replace it less frequently (e.g., a python).
                                      Predict the habitat needs of these different types of
                                      organisms.
 Science 157-158                  ^) Heredity and evolution—Learners have a basic
 Science Benchmarks 108,124        understanding of the importance of genetic heritage.
                                  •   Describe some ways in which variation among
                                      individuals of the same species can sometimes give
                                      certain individuals an advantage within a specific
                                      environment.
                                  •   Describe in general terms the theory of natural
                                      selection for particular traits and how that process can
                                      result in descendants that are quite different from their
                                      ancestors.
                                  •   Define extinction, cite evidence of extinction, and
                                      identify some of its causes.
                                  •   Discuss the possible implications of permanent loss of
                                      a species and how it affects interdependence within  an
                                      ecosystem.
~^     ,  ,-„                   C) Systems and connections. Learners understand major
 Science 157-158                  kinds of interactions among organisms  or populations of
 Science Benchmarks 117            organisms.
                                  •   Describe and give examples of producer/consumer,
                                      predator/prey, and parasite/host relationships.
                                  •   Identify organisms that are scavengers or
                                      decomposers. Describe the roles they play within
                                      particular systems focusing on their relationship to
                                      other organisms and physical elements of the system.
                                  •   Summarize how abiotic and biotic components in
                                      combination influence the structure of an ecosystem.
                                      For example, create a map for the local region that
                                      shows average temperature and rainfall correlated with
                                      local forest, grassland or desert  ecosystems. Or discuss
                                      the process of soil formation in terms of the interaction
                                      of climate, geology, and living organisms.
~^    ™D) Flow of matter and energy—Learners understand how
 Science Benchmarks 120            energy and matter flows among the abiotic and biotic
                               components of the environment.

 36       Grades 5-8

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    •   Trace the flow of energy through food webs that
       identify relationships among organisms in natural
       systems.
    •   Explain how matter is transferred among organisms
       and between organisms and their environment in these
       food webs. Describe the role played by organisms in
       the global carbon cycle.
    •   Describe how energy, which enters ecosystems as
       sunlight, changes form and is transferred in the
       exchanges (production, consumption, and
       decomposition) that comprise food webs.

Strand 2.3—Humans and Their Societies
Guidelines:
A) Individuals and groups—Learners understand that how
individuals perceive the environment is influenced in part by
individual traits and group membership or affiliation.
                References to Standards:

                Arts 46
                Science Benchmarks 141-142,
                    155, 159
                Social Studies 88-90
    PRISM—Providing Resolution with
    Integrity for a Sustainable Molokai
    From: Vicki Newberry, Kaunakakai, Hawaii
    Grade Level: Upper Elementary
             Correlating Guidelines:
             Strand 1 A, B, C, D, E,
                F,G
             Strand 2.3 C
             Strand 2.4 A, B
             Strand 3.1 A, B
   This Molokai, Hawaii upper elementary
   school class begins studying local issues early
   in the school year. To start, they learn about
   local ecology and begin developing their skills
   in issue analysis—identifying the problem,
   issue, parties, positions, beliefs, values, and
   solutions (according to Investigating
   Environmental Issues and Actions by
   Hungerford, Litherland, Peyton, Ramsey, and
   Volk).
       The students then select specific problems
    and issues to work on throughout the year.
    They are limited to island issues to make it
    easier to obtain background information and
    involve the community. Visits to field sites,
    and an in-class speakers forum help students
begin to understand the complexity of their
issues and the players involved. Further
investigations during the second quarter
deepen their understanding and help them
develop findings.
   In the spring, students sponsor a
community-wide symposium called PRISM.
The students invite an adult keynote speaker,
but the rest of the day is theirs. They write
speeches and present their findings in panels,
workshops and action-planning sessions. In
1998, 12 different issues were explored, and
100 adults and 125 students attended the
symposium.
                                                             Grades 5-8     37

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                                  •  Describe individual development and identity in terms
                                     such as learning, perception, innate abilities, culture,
                                     social influences, and experience. Interpret their own
                                     beliefs about the environment using similar concepts.
                                  •  Explain how group membership—and shared values,
                                     beliefs, and assumptions—can influence individuals,
                                     impel different reactions to physical and social
                                     environments and changes, and cause social change.
                                     For example, describe how family, religion, gender,
                                     ethnicity, socioeconomic status, and other factors may
                                     influence individuals' values and perceptions about
                                     the environment and their communities.
                                  •  Identify and critique instances of stereotyping based
                                     on group affiliation. For example, discuss how people
                                     who are all identified as "environmentalists" may have
                                     very different perspectives from one another.
Arts 48, 51                      B) Culture—As they become familiar with a wider range of
English Language Arts 27-29,       cultures and subcultures, learners gain an understanding of
    38-39                      cultural perspectives on the environment and how the
Geography 154-155,162-163       environment may, in turn, influence culture.
Science Benchmarks 155
Social Studies 79-81                  •  Explain how the environment is perceived differently
                                     by various cultures,  and how these perspectives may
                                     influence individuals' perceptions of the environment.
                                     For example, based  on stories from other cultures,
                                     script and perform scenes about what is considered
                                     beautiful, valuable, or frightening in the environment.
                                  •  Explain how new technologies can change cultural
                                     perceptions and social behavior. For example, discuss
                                     how snowmobiles have changed subsistence lifestyles
                                     in Alaska, or the impact of air conditioning on
                                     settlement in southern Florida.
                                  •  Identify ways in which transportation and
                                     communications technology helps, or has helped,
                                     spread cultural values and behavior patterns.
Civics and Government 47-52,       C) Political and economic systems—Learners become more
    61-70                      familiar with political and economic systems and how these
Economics 5-7,19-20, 30-31       systems take the environment into consideration.
Geography 164-166
Science Benchmarks 169               *  Differentiate among public and private goods and
Social Studies 94-98                     services, using environment-related goods and
                                     services to illustrate. For example, examine the values
                                     and functions of wetlands. Distinguish among public
                                     goods, such  as groundwater recharge, flood control,
                                     and wildlife habitat; and private goods, such as their
                                     value for agricultural production or water storage, or
38        Grades 5-8

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       the value of draining the land for other uses. Discuss
       difficulties encountered in drawing these distinctions.
   •   Identify economic and political features of the local
       community and state, and describe how environmental
       decisions can be influenced by these economic and
       political systems and actors.
   •   Identify ways in which governments and economic
       systems work to protect the environment and distribute
       natural resources. Give examples of laws, incentives,
       and penalties that affect people's behavior toward the
       environment and each other.
D) Global connections—Learners become familiar with
ways in which the world's environmental, social, economic,
cultural, and political systems are linked.
   •   Explain international trade in terms of uneven
       distribution of resources.
   •   Describe ways in which the global environment is
       affected by individual and group actions, as well as by
       government policies and actions having to do with
       energy use and other forms of consumption, waste
       disposal, resource management, industry,  and
       population.
   •   Explain how an environmental change in one part of
       the world can have consequences for other places. For
       example, develop a map or another visual presentation
       that shows the effects of acid rain or nuclear fallout in
       places distant from the source of the pollution.
   •   Identify a variety of global links, including
       transportation and communication systems, treaties,
       multi-national corporations, and international
       organizations.
E) Change and conflict—Learners understand that human
social systems change over time and that conflicts sometimes
arise over differing and changing viewpoints about the
environment.
   •   Describe patterns of change within and across
       cultures, communities, and other groups. Consider the
       rapidity of change, mechanisms that helped spread
       change, and what motivated change. For example,
       discuss how and why wastewater treatment became a
       common practice in the United States.
   •   Explain how change affects individuals and groups
       differently and give examples of the trade-offs
       involved in decisions  and actions ranging from the
       individual to the societal levels. For example, discuss
Civics and Government 71-73
Geography 164-166, 171-172
Science Benchmarks 177
Social Studies 102-104
Science Benchmarks 163, 166,
   173
Social Studies 82-84, 91-93
                                                             Grades 5-8     39

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                                     how a decision about where to site a landfill, build a
                                     chemical plant, or locate a new highway might affect
                                     different neighborhoods, businesses, workers, people
                                     of varying socio-economic status, and others.
                                 •   Describe and analyze examples of tensions between
                                     individual rights and benefits and the societal good.
                                     Illustrate with examples from the local community,
                                     possibly including disagreements over zoning,
                                     controversial proposals to raise taxes to pay for the
                                     purchase of open space or  sewer system upgrades, or
                                     tradeoffs between commuting to work individually in
                                     a car or taking public transportation.
                                 •   Identify some of the formal and informal ways that
                                     groups (including governments) attempt to anticipate,
                                     avoid, or resolve conflicts  related to the environment.

                              Strand 2.4—Environment and Society

References to Standards:      Guidelines:
Geography 173-175               ^) Human/environment interactions—Learners understand
Science 168-169                 that human-caused changes have consequences for the
                              immediate environment as well as for other places and future
                              times.
                                 •   Describe intended and unintended environmental and
                                     social consequences associated with the changing use
                                     of technologies. Consider consequences that may be
                                     positive as well as negative. For example, discuss
                                     particular irrigation methods, different ways  of
                                     generating electrical power, or the use of synthetic
                                     pesticides.
                                 •   Explain how human-caused environmental changes
                                     cause changes in other places. For example, discuss
                                     the effects of building a dam on downstream plant and
                                     animal  communities as well as on human communities
                                     or how climate change might reduce the availability of
                                     food, water and land.
                                 •   Describe the effects of a local environmental
                                     restoration effort, such as wetlands creation. Predict
                                     the long-term consequences of such efforts, or a
                                     particular restoration project.
Arts 50                        B) Places—Learners begin to explore the meaning of places
Geography 150-155               both close to home and around the world.
Social Studies 85-87,99-101               .   ,     ,  •   ,   , ,        ,     A  • A-   c  ,
                                 •   Analyze physical and human characteristics or places
                                     and make inferences about how and why these
                                     characteristics have developed and changed over time.

40      Grades 5-8

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Live Oaks Communities
From: Teaching Naturally
Grade Level: Middle School (Grades 5-8)
              Correlating Guidelines:
              Strand 1 E
              Strand 2.3 A
              Strand 2.4 A, B, C
              Strand 3.1 A, B, C, D
Near the school, there's a wooded section of
public land, called a green way, with a live
oak hammock ecosystem. Taking advantage of
the green way's proximity, four instructors
developed a coordinated unit that used the site
and met learning objectives for each
discipline.
    In science, students learned about
interrelationships by studying an oak tree and
the diverse organisms that it supports. The
class walked to the green way and, in small
groups, conducted inventories of selected
trees. The groups used field guides to identify
and record the plants, animals, and animal
signs they discovered.
    The math instructor helped students
compile and graph their data and interpret
their findings. The students learned to
calculate percentages by figuring the
relationship of each animal or plant group to
the total biodiversity of the area.
    Students read Longfellow's Evangeline
 and other stories involving oaks, which
prompted them to write folk tales about trees.
The art teacher also got into the act with
lessons on foreground and background
perspectives that helped students draw pencil
sketches of their study trees to illustrate their
stories.
   In social studies, students estimated the age
of their trees and developed time lines of
historical events that took place during the
trees' life spans.
   As questions arose about preserving and
removing trees,  students researched city
planning, tree ordinances, and other related
civic issues.
   To culminate the interdisciplinary unit,
student groups used county maps to identify
several large oak trees, then developed a
rationale for locating a new county road that
accounted for site and materials. The
recommendations were presented in a mock
county planning meeting.
    For example, use maps and satellite photographs to
    examine how cities change in response to natural
    disasters such as floods, hurricanes, or earthquakes.
    Identify ways in which personal perceptions, culture,
    and technology influence people's perceptions of
    places. Discuss the importance of some places (such as
    Yellowstone National Park or the Mississippi River)
    as cultural symbols.
    Identify regions based on different criteria such as
    watershed boundaries, climate, sales and service areas
    for different businesses, or the area from which sports
    teams draw fans or symphony orchestras attract
    audiences.
                                                             Grades 5-8     41

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Economics 1-3                   Q Resources—Learners understand that uneven distribution of
Geography 176-178               resources influences their use and perceived value.
History 67-68                           ... _     ...      .....     .
Science 168                         *   ^ap anc* discuss distribution and consumption patterns
                                      for specific resources, such as metals, fresh water, or
                                      certain types of forests. Note resources that are being
                                      rapidly depleted or might be impacted by climate
                                      change.
                                  •   Explain why certain resources (such as oil, coal, or
                                      natural gas) have been key to the development of
                                      human societies, and identify resources that were
                                      critical to development at different times in history.
                                      Consider the implications of switching from carbon-
                                      intensive to renewable energy sources.
                                  •   Explain conflicts between individuals, states, regions, or
                                      nations noting factors such as differing attitudes about
                                      the use of specific resources and scarcity of natural
                                      resources. Illustrate with local or regional examples
                                      such as conflicts over water rights and use of habitat for
                                      local endangered species.
Science 169                      D) Technology—Learners understand the human ability to
Science Benchmarks 55-56,         shape and control the environment as a function of the
    185-186,189-190,194,198,     capacities for creating knowledge and developing new
    202-203,206                 technologies.
Social Studies 99-101                      &
                                  •   Discuss technologies in the context of larger systems
                                      that have shaped the course of human history as well as
                                      human relationships with the environment. Use
                                      illustrations from the agricultural, industrial and
                                      transportation revolutions that have dramatically
                                      changed how people live and use resources.
                                  •   Analyze how the ability to develop  and use technology
                                      gives humans great influence over the environment and
                                      ability to adapt to environmental changes such as rising
                                      sea levels and new climate conditions. Use examples
                                      from their region, such as the ability to construct levees
                                      to protect areas from  flooding or create wildlife refuges,
                                      build machines that produce or reduce air or water
                                      pollution, or domesticate plants or animals for food
                                      production.
                                  •   Identify some of the important environmental and social
                                      issues related to particular technological developments
                                      in fields such as agriculture, manufacturing, and energy.
Geography 181-182               ^) Environmental issues—Learners are familiar with a range
                               of environmental issues at scales that range from local to
                               national to global. They understand that people in other places
42        Grades 5-8

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around the world experience environmental issues similar to
the ones they are concerned about locally.
   •   Identify other places, either contemporary or
       historical, experiencing issues similar to those in the
       learner's community or region.
   •   Explain how issues arise because of conflicting points
       of view about a specific proposal, event, or condition
       in the environment. For example, discuss conflicting
       perspectives about past and present proposals to build
       large-scale dams such as the Three Gorges project in
       China, the Hetch Hetchy dam in the U.S.,  or a similar
       project in the learner's region.
   •   Discuss how the disagreements at the heart of
       environmental issues makes them difficult to resolve.
       Consider the role of understanding, creativity, or
       compromise in finding solutions to issues  such as
       climate change.


Strand 3—
Skills for Understanding and Addressing
Environmental Issues

Strand 3.1—Skills for Analyzing and Investigating
Environmental Issues

Guidelines:
A) Identifying and investigating issues—Learners are able
to use primary and secondary sources of information, and
apply growing research and analytical skills, to investigate
environmental issues, beginning in their own community.
   •   Clearly articulate and define environmental issues. For
       example, describe the history and origins of the issue,
       actions that have been taken to address the issue, the
       apparent effects of these actions, and the current
       situation.
   •   Identify key individuals and groups involved, their
       viewpoints, and the types of action they support.
       Describe areas of conflict and agreement.
   •   Investigate the issue using secondary sources and
       original research where needed.
   •   Examine how others have analyzed and understood the
       issue, identifying their approaches and the
       assumptions behind them.
References to Standards:

Geography 164-166, 169-170,
   179-182
History 68-70
Social Studies 79-93, 105-107
                                                           Grades 5-8     43

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                                   •   Compare the issue with similar issues from other
                                      places and times.
Geography 171-172               B) Sorting out the consequences of issues—Learners are
Social Studies 85-87               able to apply their knowledge of ecological and human
                               processes and systems to identify the consequences of specific
                               environmental issues.
                                   •   Describe the effects of human actions on specific
                                      elements, systems, and processes of the environment.
                                   •   Analyze issues by looking at trade-offs that have been
                                      made. For example, consider where various human
                                      activities (such as landfills, highways, chemical
                                      factories, or hazardous waste incinerators) are located
                                      and their effects on different places and different
                                      segments of the population.
                                   •   Speculate about the effects of a proposed state or local
                                      environmental regulation. For example, consider
                                      effects on different sectors of the economy,
                                      neighborhoods, public health, particular plant and
                                      animal species and communities, and overall
                                      environmental quality.
                                      ^/±± V ±± VS 1.1.1.1.1. VI.-LIU-.! \.l 14.14,1.1. I, V .

                                      Predict the consequences of inaction or failure to
                                      resolve narticular issues
                A
resolve particular issues
English Language Arts 41           C) Identifying and evaluating alternative solutions and
History 70                       courses of action—Learners are able to identify and develop
Social Studies 105-107             action strategies for addressing particular issues.
                                   •   Identify different proposals for resolving an
                                      environmental issue. Recognize and explain the
                                      perspectives on the issue that are embedded in those
                                      views.
                                   •   Explain why various strategies may be effective in
                                      different situations. Consider their likely effects on
                                      society and the environment.
                                   •   Independently and in groups, develop original
                                      strategies to address issues.
                                   •   Discern similarities and differences in problem
                                      situations which might affect their ability to apply
                                      strategies that were successful in other places and
                                      times.
Arts51                         D) Working with flexibility, creativity, and openness—
English Language Arts 31-33,        Learners are able to consider the assumptions and
   41-42,44-45                 interpretations that influence the conclusions they and others
Geography 181                   draw about environmental issues.
Science 148
Science Benchmarks 286-287
Social Studies 88-90

44        Grades 5-8

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    •   Explain how the interplay of ideas and perspectives
       strengthens the process of inquiry and the societal
       ability to address issues.
    •   Receive questions and alternative explanations that
       others offer in discussions as well as in readings.
    •   Explain why it is not always possible to select one
       correct explanation or a single best approach to
       addressing an issue.

Strand 3.2—Decision-Making and Citizenship
Skills

Guidelines:
A) Forming and evaluating personal views—Learners are
able to identify, justify, and clarify their views on environ-
mental issues and alternative ways to address them.
    •   Discuss personal perspectives with classmates,
       remaining open to new ideas and information.
    •   Justify their views based on information from a variety
       of sources, and clear reasoning.
    •   Discuss their own beliefs and values regarding the
       environment and relate their personal view of
       environmental issues to these.
    •   Identify ways in which others' views correspond or
       differ with their own views.
B) Evaluating the need for citizen action—Learners are
able to evaluate whether they believe action is needed in
particular situations, and decide  whether they should be
involved.
    •   Discuss whether action is warranted. Account for
       factors such as the scale  of the problem; legal, social,
       economic, and ecological consequences; and
       alternatives to citizen action.
    •   Identify different forms of action that citizens can take
       in the economic, political, and legal spheres, as well as
       actions aimed at directly improving or maintaining
       some part of the environment or persuading others to
       take action.
    •   Speculate about the likely effects of specific actions
       on society and the environment, and the likelihood
       these actions will resolve a specific environmental
       issue.
References to Standards:

Arts 40
Geography 179-182
History 70
Social Studies 88-90
Civics and Government 68-70
Social Studies 105-107
                                                             Grades 5-8     45

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   The Many Sides of Cotton
   From: Windows on the Wild—Biodiversity Basics,
   World Wildlife Fund
   Grade Level: Middle School (grades 6-9)
                                               Correlating Guidelines:
                                               Strand 1 A, C, D, E, G
                                               Strand 2.4 A, C, D, E
                                               Strand 3.1 A, B, C, D
    This activity is part of a broader unit on
    biodiversity, and incorporates social studies,
    science, and language arts.
       Students begin by exploring a hypothetical
    controversy, such as supposing that the school
    has to cut the budget and must choose between
    the music program or after-school sports.
    Through this exercise, students are introduced
    to issue analysis: identifying the problem, the
    issue, the parties involved and their positions,
    the beliefs that shape those positions, and the
    values that underlie them, and examine
    possible solutions.
       Once familiar with the approach, students
    apply the issue analysis process to  examine
    the pros and cons of growing organic and
                                    conventional cotton. Using readings written
                                    by people with diverse perspectives on the
                                    issue, students work individually or in groups
                                    to analyze the articles for points of agreement
                                    and disagreement, facts, opinions, and bias.
                                    Individually or in groups, they complete a
                                    chart on sorting out the issues.
                                      Finally, students write a personal position
                                    statement on conventional versus organic
                                    cotton, making sure to back up their
                                    statements with specific reasons, and
                                    describing whether and how their positions
                                    will affect their actions as a consumer and a
                                    citizen.
Civics and Government 80-83
Social Studies 105-107
                        •  Point out advantages and disadvantages of their
                           personal involvement, considering factors such as their
                           own skills, resources, knowledge, and commitment.
                    C) Planning and taking action—As learners begin to see
                    themselves as citizens taking active roles in their
                    communities, they are able to plan for and engage in citizen
                    action at levels appropriate to their maturity and preparation.
                        •  Develop action plans they can carry out individually,
                           in small groups, or with a class, club, or larger
                           organization. Include clear reasons and goals for
                           action. Base these plans on knowledge of a range of
                           citizen action strategies and the results of their
                           environmental issue investigations.
                        •  Set realistic goals for action and include measures of
                           success consistent with learners' abilities and an
                           understanding of the complexity of the issue.
                        •  Decide whether their plan should be implemented
                           immediately or at another time, changed, or
                           abandoned; and carry through with action when
                           appropriate.
46
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D) Evaluating the results of actions—Learners are able to
analyze the effects of their own actions and actions taken by
other individuals and groups.
   •   Analyze the effects of decisions, policies, and actions
       taken by individuals and groups on a particular issue.
   •   Analyze their own actions, explaining apparent effects
       and discussing them in light of students' goals and
       reasons for acting.
   •   Describe some of the reasons why analyzing the
       results of actions may be difficult, including the scale
       of the issue, the time required to see effects, and the
       influence of other actions and factors.
History 70
Social Studies 105-107
Strand 4—
Personal and Civic Responsibility

Guidelines:
A) Understanding societal values and principles—Learners
understand that societal values can be both a unifying and a
divisive force.
   •   Identify some of the shared political values and
       principles that unite American society, and explain
       their importance.
   •   Discuss conflicting views about the meaning and
       application of shared values in specific issues. For
       example,  explore conflicting views about the idea that
       one person's rights end where they infringe on
       another's. Use a specific context such as proposed
       sports stadium or whether to permit an industrial
       facility or housing development that is likely to pollute
       a stream.
   •   Identify ways in which advocates appeal to values
       such as individual freedoms, property rights, the
       public good, economic well-being, and patriotism. For
       example,  analyze speeches and  writings on specific
       environmental issues.
   •   Evaluate the principle of stewardship as a shared
       societal value. For example, compare conceptions  of
       stewardship contained in writings of John Muir,
       Gifford Pinchot, and Aldo Leopold with their own
       understanding.
References to Standards:

Civics and Government 58-60
English Language Arts 44
Social Studies 105-107
                                                             Grades 5-8     47

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Civics and Government 74-78        B) Recognizing citizens' rights and responsibilities—
Social Studies 105-107             Learners understand the rights and responsibilities of
                               citizenship and their importance in promoting the resolution
                               of environmental issues.
                                  •   Identify rights and responsibilities associated with
                                      citizenship, including personal and civic
                                      responsibilities.
                                  •   Describe ways in which commonly accepted rights
                                      and responsibilities of citizenship motivate people to
                                      help resolve environmental issues. Consider rights and
                                      responsibilities such as acquiring, using and selling
                                      property; the right to vote; freedom of speech and
                                      assembly; accepting responsibility for the
                                      consequences of one's actions; obeying the law; and
                                      respecting the rights and interests of others.
Civics and Government 80-83        C) Recognizing efficacy—Learners possess a realistic self-
Social Studies 91-93,105-107        confidence in their effectiveness as citizens.
                                  •   Explain the ways in which citizen action and public
                                      opinion influence environmental policy decisions.
                                  •   Describe how individuals and groups  act within
                                      society to create change, meet individual needs and
                                      promote the common good. Illustrate with examples
                                      from environmental issues.
                                  •   Describe ways in which their actions have made a
                                      difference. Use examples that begin in the classroom
                                      and the home, and extend beyond to encompass the
                                      broader communities in which students begin to see
                                      possibilities for action.
Civics and Government 79-80        D> Accepting personal responsibility—Learners understand
                               that their actions can have broad consequences and that they
                               are responsible for those consequences.
                                  •   Analyze some of the effects that their actions (and the
                                      actions of their families,  social groups, and
                                      communities) have on the environment, other humans,
                                      and other living beings.
                                  •   Describe actions in terms of their effects that reach
                                      into the future.
                                  •   Describe their personal responsibilities, comparing
                                      their view of their responsibilities with commonly
                                      accepted societal views.
                                  •   Identify ways in which they feel responsible for
                                      helping resolve environmental issues within their
                                      community.


48        Grades 5-8

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GUIDELINES FOR TWELFTH  GRADE
References to Standards:

Geography 53
History 68-70
Mathematics 324
Science 175
Geography 53
History 67-68
Mathematics 324
Science 175
Learners should be able to meet the guidelines included in this
section by the time they graduate from high school.
   By the end of twelfth grade, learners are well on their way
to environmental literacy. They should possess the basic skills
and dispositions they need to understand and act on
environmental problems and issues as responsible citizens—
and to continue the learning process throughout their lives. In
the ninth through twelfth grades, environmental education can
promote active and responsible citizenship by challenging
learners to hone and apply problem-solving, analysis,
persuasive communication, and other higher level skills—
often in real-world contexts.


Strand 1—
Questioning, Analysis and
Interpretation Skills

Guidelines:
A) Questioning—Learners are able to develop, modify,
clarify, and explain questions  that guide environmental
investigations of various types. They understand factors that
influence the questions they pose.
   •   Articulate environmental phenomena or topics to be
       studied at scales ranging from local to global.
   •   Pose a research question and hypothesis, identifying
       and defining key variables. For example, develop
       hypotheses about land use in a region by drawing  on
       maps, newspaper articles, databases, and personal
       observations.
   •   Identify historical and current ideas and beliefs—for
       example, about the environment, human perceptions
       of the environment, or the nature of knowledge—that
       inform their questions.
B) Designing investigations—Learners know how to design
investigations to answer particular questions about the
environment. They are able to develop approaches for
investigating unfamiliar types of problems and phenomena.
   •   Select appropriate means of inquiry, including
       scientific investigations, historical inquiry, and social
       science observation and research.
                                                         Grades 9-12    49

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     Understanding the Local Environment
     Experiencing and observing the local environment is an essential part of environmental
     education. Understanding their surroundings helps learners build a strong foundation of skills
     and knowledge for reaching out further into the world and deeper into the conceptual
     understandings that environmental literacy demands. Direct experience in the environment
     also helps foster the awareness and appreciation that motivate learners to further questioning,
     better understanding, and appropriate concern and action.
         The following chart suggests ways in which learners at different grade levels might
     explore and understand the local environment. It is printed in each grade level section of
     these guidelines to help show progression as learners mature. Other ideas are included in the
     guidelines.
    Grades Pre K-4
    Identify basic types of habitats
    (e.g., forests, wetlands, or
    lakes). Create a short list of
    plants and animals found in
    each.
    Trace the source of their
    drinking water and where it
    goes after it is used.
    Recognize resident animal
    species, migrants, and those
    that pass through on migratory
    routes.
    Collect or produce images of
    the area at the beginning of
    European settlement.
    Describe aspects of the
    environment that change on a
    daily, weekly, monthly, and
    yearly basis.
    Record weather observations
    such as precipitation,
    temperature, or cloud cover.
    Identify food crops that are
    grown or processed locally.
Grades 5-8
Classify local ecosystems
(e.g., oak-hickory forest or
sedge meadow). Create food
webs to show—or describe
their function in terms of—the
interaction of specific plant
and animal species.
Describe how drinking water
and wastewater are treated.
Map migratory routes of
birds, butterflies, and other
animals that pass through the
area. Identify their local
habitat needs.
Monitor changes in water or
air quality, or other aspects of
the local environment.
Identify species that are
locally threatened,
endangered, or declining in
population. Describe their
habitat needs.
Identify sources of electricity
used in the community (e.g.,
hydroelectric, fossil fuels,
solar,  nuclear).
Describe the area's climate
and identify factors that
contribute to it and have
changed it over time.
Create a map for the local  area
that shows where food that is
consumed locally comes from.
Grades 9-12
Identify several plants and
animals common to local
ecosystems. Describe
concepts such as succession,
competition, predator/prey
relationships, and parasitism.
Evaluate sources of nonpoint
source pollution of local
bodies of water, including
sources that are not local.
Investigate short- and long-
term environmental changes
in a local watershed, and
aquifer, or in air quality. Or
document changes in land use
and their environmental
effects.
Research population trends
for a locally threatened
species. Describe changes,
activities, and other factors
that seem to affect the
population trends.
Calculate the potential for
generating wind or solar
power on a particular site.
Identify local sources of
greenhouse gases. Examine
the relationship between
greenhouse gases in the
Earth's atmosphere and
climate change.
Trace human population
trends and make research-
based projections.
50    Grades 9-12

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   •   Select and develop appropriate problem solving
       strategies for conducting environmental investigations.
   •   Incorporate a wide range of tools and technologies as
       appropriate, including complex maps, measurement
       instruments and processes, and computer-based
       analysis.
C) Collecting information—Learners are able to locate and
collect reliable information for environmental investigations
of many types. They know how to use sophisticated
technology to collect information, including computer
programs that access, gather, store, and display data.
   •   Use basic sampling techniques such as spatial
       sampling and random sampling. Evaluate when these
       techniques are appropriate.
   •   Apply data collection skills in field situations, such as
       interviewing community members about
       environmental concerns or sampling water in a local
       stream.
   •   Gather information from a variety of sources including
       historical sites, censuses, tax records, statistical
       compilations, economic indicators, interviews or
       surveys, geographical information systems, and other
       data banks.
   •   Adjust information collection strategies to compensate
       for potential bias in information sources.
   •   Perform basic statistical analyses to describe data
       using quantitative measures such as mean, median and
       mode.
D) Evaluating accuracy and reliability—Learners can apply
basic logic and reasoning skills to evaluate completeness and
reliability in a variety of information sources.
   •   Identify logical errors and spurious statements in
       everyday situations such as political  speeches about
       the environment or commercial advertising.
   •   Look for and explain flaws such as faulty or
       misleading use of statistics, misrepresentation of data
       that is presented graphically, or biased  selection of
       data to support a claim. For example, analyze the
       public debate over an environmental issue. Examine
       speeches, advertisements, news releases, and
       pamphlets put out by groups on various sides of the
       issue.
English Language Arts 27-28,
   38-40
Geography 53, 184-185
History 67-68
Mathematics 290, 296, 308, 320
Science Benchmarks 230
Social Studies 118-120
English Language Arts 38-39
Geography 55
History 67-68
Mathematics 324, 334
Science 175-176
Science Benchmarks 230, 234,
   300
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                                  •   Explain why some research results are judged to be
                                      more credible than are others. Consider factors such as
                                      possible sources of bias in interpretation, funding
                                      sources, and research procedures.
English Language Arts 35-36        E) Organizing information—Learners are able to organize
Geography 53-54,184-185          and display information in ways appropriate to different types
Mathematics 296, 324, 354, 360       of environmental investigations and purposes.
                                  •   Attend to details such as the type and accuracy of data,
                                      scale, accuracy of representation, and ease of
                                      interpretation.
                                  •   Evaluate the strengths and weaknesses of the
                                      particular means of presentation for different purposes.
                                  •   Work with technology designed to relate and display
                                      data, such as database and mapping software.
                                  •   Integrate and summarize information using a variety
                                      of media ranging from written texts to graphic
                                      representations, and from audiovisual materials to
                                      maps and computer-generated images.
English Language Arts 37           ^) Working with models and simulations—Learners are
Geography 54-55,184-185          able to create, use, and evaluate models to understand
Mathematics 296, 308              environmental phenomena.
Science 175
Science Benchmarks 230, 270           •  Use algebraic and geometric models to represent
                                     processes or objects such as movement along
                                     earthquake fault lines, traffic flows, or population
                                     growth.
                                  •  Use computers to create models and simulations. For
                                     example, project the effects of habitat fragmentation
                                     on species diversity, the air-quality effects of a new
                                     factory, the economic impacts of proposed water
                                     quality rules, or the visual changes a new housing
                                     development will make on the landscape.
                                  •  Compare the applicability of models for particular
                                     situations, considering the models' assumptions as one
                                     factor. Explain how a single model may apply to more
                                     than one situation and how many models may
                                     represent a single situation.
                                  •  Evaluate and report the limitations of models used.
English Language Arts 36-37        G) Drawing conclusions and developing explanations-
Geography 55-56                 Learners are able to use evidence and logic in developing
History 68                       proposed explanations that address their initial questions and
Mathematics 296, 324, 354, 360       hypotheses
Science 173-176
Science Benchmarks 230, 300           •   Use basic statistical analysis and measures of
                                      probability to make predictions and develop
                                      interpretations based on data.

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The Wood Duck Project
From: Karen Cifranick, Joppatowne High School,
Joppatowne, Maryland
Grade Level: High School
              Correlating Guidelines:
              Strand 1 C, D, G
              Strand 2.2 A
              Strand 2.3 A
Joppatowne High School's science curriculum
is taught through investigations and hands-on
study. One such study concerned the decline
of wood ducks in a freshwater marsh near the
school.
    With start-up funds from the Chesapeake
Bay Trust, students in Joppatowne's
environmental science class built fifty wood
duck nesting boxes. They worked with staff
from Chesapeake Wildlife Heritage and the
Chesapeake Bay Foundation to identify
appropriate locations and installed the boxes
in Maryland's Gunpowder River Marsh.
   Next, the students collected baseline data
for monitoring the use of the boxes by wood
ducks in the next nesting season. Students
compared their data to other nesting projects
in the county and state.
   When spring came, the students anxiously
collected field data to gauge nesting success.
Their findings showed 25 percent of the boxes
were occupied.
   Each year, new students continue to
 monitor nesting and repair boxes as necessary.
 The latest data shows 69 percent of the boxes
 in use.
    Differentiate between causes and effects and identify
    when causality is uncertain.
    Speak in general terms about their confidence in
    proposed explanations as well as possible sources of
    uncertainty and error. Distinguish between error and
    unanticipated results in formulating explanations.
    Consider the assumptions of models and measuring
    techniques or devices as possible sources of error.
    Identify what would be needed to reject the proposed
    explanation or hypothesis.
    Based on experience, develop new questions to ground
    further inquiry. For example, draw on the results of a
    stream-monitoring project to develop questions that
    guide an investigation into water quality issues in the
    community or the watershed.
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                             Strand 2—
                             Knowledge of Environmental Processes and
                             Systems

                             Strand 2.1—The Earth as a Physical System

References to Standards:     Guidelines:
Geography 197-198              ^) Processes that shape the Earth—Learners understand the
Science 187-189                 major physical processes that shape the Earth. They can relate
Science Benchmarks 74            these processes, especially those that are large-scale and long-
                             term, to characteristics of the Earth.
                                 •  Relate different types of climate to processes such as
                                    the transfer of heat energy, cloud formation, wind and
                                    ocean currents, atmospheric circulation patterns, and
                                    the cycling of water. Explain how positive feedback
                                    loops can effect climate.
                                 •  Use examples such as the El Nino effect or the Santa
                                    Ana winds to illustrate how changes in wind patterns
                                    or ocean temperatures can affect weather in different
                                    parts of the world.
                                 •  Explain distinctive landforms in terms of the physical
                                    processes (particularly those related to changes in the
                                    Earth's crust or long-term processes such as erosion)
                                    that shaped them.
                                 •  Describe possible relationships between surface water
                                    and ground water. For example, create a model or a
                                    cross-sectional drawing that shows surface- and
                                    groundwater flows in a local drainage. Explain why
                                    surface and ground water are related in these ways.
Science 177-179                 B) Changes in matter—Learners apply their understanding
Science Benchmarks 79-80         of chemical reactions to round out their explanations of
                             environmental characteristics and everyday phenomena.
                                 •  Explain everyday chemical  reactions such as burning
                                    fossil fuels, photosynthesis, or the creation of smog in
                                    terms such as the release or consumption of energy,
                                    the products of these reactions, and how these
                                    products may be involved in further chemical
                                    reactions and/or affect biogeochemical cycles.
                                 •  Explain the chemical components of biological
                                    processes such as photosynthesis, respiration,  nitrogen
                                    fixation, or decomposition,  and how biological and
                                    physical processes fit in the overall process of
                                    biogeochemical cycling.
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   •   Explain why elements cycle through the biosphere at
       different rates, describing influences on reaction rates.
       (Oxygen and nitrogen cycle quickly, for example,
       while phosphorus tends to be released from its
       immobile form more slowly, depending upon factors
       such as soil acidity.)
C) Energy—Learners apply their knowledge of energy and
matter to understand phenomena in the world around them.
   •   Compare different means of generating electricity
       (such as coal-burning plants, nuclear reactors, wind,
       geothermal, and hydropower) in terms of the
       transformation of energy among forms, the
       relationship of matter and energy, and efficiency/
       production of heat energy.
   •   Explain differences in conductivity among materials
       and relate these ideas to real-world phenomena.
   •   Compare the efficiency of various types of motors or
       heating systems.
   •   Use the laws of thermodynamics to explain why
       natural systems need a certain amount of energy input
       to maintain their organization.
   •   Explain the dynamic relationship between greenhouse
       gases, solar energy absorption and radiation, and
       climate.
Science 180-181
Science Benchmarks 85-86, 195
Strand 2.2—The Living Environment

Guidelines:
A) Organisms, populations, and communities—Learners
understand basic population dynamics and the importance of
diversity in living systems.
   •   Discuss the relationship of habitat changes to plant
       and animal populations. Consider such factors as
       variations in habitat size, fragmentation, and
       fluctuation in conditions such as pH, oxygen,
       temperature, available light, or precipitation. For
       example, describe the effects of a lake's eutrophication
       on plant, insect, bacteria, and fish populations, or why
       organisms might be vulnerable to rapid or significant
       climate changes.
   •   Discuss some of the ways in which populations  can
       change over time, using ideas such as cyclic
       fluctuations, equilibrium, and coupled oscillations.
References to Standards:
Science 186
Science Benchmarks 105
                                                            Grades 9-12   55

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                                     Evaluate influences on population growth rate,
                                     including reproductive strategies and resource
                                     limitations.
                                  •  Explain how diversity of characteristics among
                                     organisms of a species increases the likelihood of the
                                     species surviving changing environmental conditions.
                                  •  Explain how variation among species in a system
                                     increases the likelihood that at least some species will
                                     survive changes in environmental conditions.
Science 185                     B) Heredity and evolution—Learners understand the basic
Science Benchmarks 108-109,       ideas and genetic mechanisms behind biological evolution.
                                  •  Describe the mechanisms of natural selection,
                                     incorporating factors such as genetic variation, the
                                     effect of inherited characteristics on individual
                                     survival and reproduction within a given environment,
                                     and the effects of environmental change.
                                  •  Use the theory of natural selection and concepts such
                                     as mutation, gene flow, and genetic drift to account for
                                     the adaptation of species to specific environments.
                                  •  Explain the idea that the more biological diversity
                                     there is today, the more there may be in the future.
                                     Offer examples of exceptions to this general rule, and
                                     use it to help explain past mass extinctions.
Geography 158-159               Q Systems and connections—Learners understand the
Science 186                     living environment to be comprised of interrelated, dynamic
Science Benchmarks 117           systems.
                                  •  Apply the concepts of ecosystem and ecoregion to
                                     organize the multitude of relationships among
                                     organisms and environments encountered in earlier
                                     studies.
                                  •  Discuss the interactions  among organisms and their
                                     environments. Explain ecosystem change with respect
                                     to variables  such as climate change, the introduction of
                                     new species, and human impacts; and explain
                                     processes such as desertification and soil formation as
                                     mechanisms for such change.
                                  •  Describe succession in ecosystems and their
                                     constituent plant and animal communities. Illustrate
                                     this idea with examples such as the slow
                                     transformation of a volcanic island from barren rock to
                                     rain forest as initial plant colonizers create conditions
                                     favorable to other species, or the more rapid changes
                                     that occur after beavers dam a stream.
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   •   Describe how adding a species to, or removing one
       from, an ecosystem may affect other organisms and
       the entire system.
D) Flow of matter and energy—Learners are able to account
for environmental characteristics based on their knowledge of
how matter and energy interact in living systems.
   •   Illustrate how energy for life is provided primarily by
       continual inputs from the sun, captured by plants
       through photosynthesis and converted into carbon-
       based molecules. Describe exceptions such as
       geothermal energy.
   •   Trace the flow of matter and energy through living
       systems, and between living systems and the physical
       environment, identifying feedback loops. For example,
       show how oxygen  is released to the atmosphere by the
       interaction of plants, animals, and non-living matter in
       the global carbon cycle. Or use the carbon cycle to
       explain the existence of fossil energy sources.
   •   Explain how the abundance and distribution of living
       organisms are limited by the available energy  and
       certain forms of matter such as water, oxygen, and
       minerals.
Science 186
Science Benchmarks 121
Strand 2.3—Humans and Their Societies

Guidelines:
A) Individuals and groups—Learners understand the
influence of individual and group actions on the environment,
and how groups can work to promote and balance interests.
   •   Predict how the environmental effects of their personal
       actions might change over time. Consider variables
       such as technological advances, lifestyle changes, or
       taking on such roles as business owners, employees in
       various careers, or parents.
   •   Analyze how the actions of societal organizations such
       as businesses or community groups may have
       environmental consequences and other impacts that go
       beyond the intended aims of the group.
   •   Describe how particular groups meet or balance
       individual needs, group goals, and the common
       societal good. Use examples such as conservation
       organizations, organizations of professionals in
       environmental or resource management fields,
       community associations, or business groups.
References to Standards:
Economics 1-3, 19-20
Science Benchmarks 142, 156,
    160
Social Studies 121-126
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Civics and Government 103-105
Geography 195-196
Social Studies 111-112
B) Culture—Learners understand cultural perspectives and
dynamics and apply their understanding in context.
    •   Analyze how cultural change and altered views of the
       environment are related. For example, discuss how the
       shift away from a largely rural society to a
       predominantly urban one may influence changing
       perceptions  of the environment.
    •   Recognize diverse cultural views about humans and
       the environment. Anticipate ways in which people
       from different cultural perspectives  and frames of
       reference might interpret data, events, or policy
       proposals.
    •   Describe and compare historical and contemporary
       societal strategies for adapting to environmental or
       social change while preserving and transmitting
   Getting Involved in a Local Landfill
   From: Environmental Education Association of New
   Mexico
   Grade Level: High School
                            Correlating Guidelines:
                            Strand 1 A, B, C, E, G
                            Strand 2.1 A
                            Strand 2.2 A, C
                            Strand 2.3 A, B, C, E
                            Strand 2.4 A, B, C, D, E
                            Strand 3.1 A, B, D
                            Strand 3.2 A
   When a controversial landfill opened near
   their southern New Mexico community, local
   high school students expressed concerns to
   teacher, Mr. Licona. Knowing his students
   needed to be informed about landfills, Licona
   provided several avenues of investigation.
   Students teamed up for a year-long research
   project that ultimately earned university
   scholarships for two students, and
   employment at the landfill for a third.
       Grants, fundraising activities, and
   personal funds ensured that the students'
   vantage point was not restricted. With these
   funds, the students were able to visit research
   areas including the proposed location for
   burial of low-level nuclear waste near
   Carlsbad and a Texas site where sewage
   sludge is applied to the arid desert land.
        Guest speakers  from New Mexico State
    University's Waste  Management Education
               Research Consortium and Westex Labs spoke
               with the class, and students discussed liner
               safety issues and future reclamation plans
               with the landfill director. Class members
               attended city council meetings, and met with a
               community group concerned with the
               landfill's placement. Each student was also
               responsible for providing at least two related
               internet sources, two magazine articles, and
               two library sources to the class.
                   The students synthesized their learning
               through reflective papers. Using computer
               technology, concept maps, and other visual
               aids, they shared their findings and
               recommendations in presentations to their
               classmates, community agencies, and the
               landfill director.
58   Grades 9-12

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       culture. For example, describe ways resource-
       dependent communities (those whose economies
       traditionally relied on activities such as mining or
       timber harvest) work to maintain their identities in the
       face of mine closures or declining timber harvests.
C) Political and economic systems—Learners understand
how different political and economic systems account for,
manage, and affect natural resources and environmental
quality.
    •   Explain the development of economic systems using
       the economic idea of scarcity and the geographic idea
       of uneven distribution of resources.
    •   Compare the U.S. political and economic systems with
       other types of systems, focusing on how the systems
       govern the use of natural resources, control production
       and consumption, and protect environmental quality.
    •   Evaluate the environmental and societal costs and
       benefits of allocating goods and services in different
       ways (e.g. through public or private sectors). For
       example, explain problems such as over-fishing, over-
       grazing, and deforestation considering what can
       happen to resources that are commonly owned and
       openly accessible. Or examine successful common
       property management systems that promote
       sustainable use of resources.
    •   Explain current and historical environmental issues in
       terms of political and economic ideas. For example,
       analyze the role of private property rights and the
       concept of general welfare in shaping decisions about
       the use and protection of wetlands in the United
       States.
    •   Evaluate the structure and functions of the United
       Nations and its agencies in addressing global
       environmental issues.
D) Global connections—Learners are able to analyze global
social, cultural, political, economic, and environmental
linkages.
    •   Explain regional and national economic specialization
       and international  trade in terms of uneven distribution
       of resources and differing costs of producing similar
       goods (due to factors such as climate, labor costs, and
       energy costs).
    •   Describe  global connections in systems such as the
       economy, transportation, and communication.
       Evaluate the effects of changes in these systems on
Civics and Government 96-98,
    110-120
Economics 5-7, 19-20, 30-33
Geography 206-207, 210-211
Science Benchmarks 170
Social Studies 127-131
Civics and Government 121-126
Economics 11-12
Geography 206-207, 210-211
Science Benchmarks 178
Social Studies 136-138
                                                             Grades 9-12    59

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                                      communities and the environment on a global scale.
                                      Consider instances in which global linkages are
                                      strong, and in which they are relatively weak.
                                  •   Evaluate the connections among interests, decisions,
                                      and actions taken at the individual, community,
                                      regional, national, and global levels. Consider their
                                      effect on global issues such as human rights, economic
                                      development, health, resource  allocation, and
                                      environmental quality. For example, examine the
                                      influence of factors such as consumer preferences,
                                      U.S. foreign policy, international treaties and
                                      governing bodies, international nongovernmental
                                      organizations, and corporate operations on agricultural
                                      practices in developing nations.
Economics 19-20                 E) Change and conflict—Learners understand the
Geography 210-211                functioning of public processes for promoting and managing
Science Benchmarks 163,166,        change and conflict, and can analyze their effects on the
    173                         environment.
Social Studies 124-129
                                  •   Explain how public decision-making about the
                                      environment takes into account (or fails to account
                                      for) uneven distribution of, or  different types of, costs
                                      and benefits; future or distant consequences; and
                                      difficulties assessing the value of certain costs or
                                      benefits  such as ecosystem services or clean air.
                                  •   Evaluate the role of social, political, and economic
                                      institutions in the United States in managing change
                                      and conflict regarding  environmental issues.  Account
                                      for the influence of institutions such as the legal
                                      system and property rights as well as organizations
                                      such as banks, nonprofit groups,  corporations, and
                                      special interest groups.
                                  •   Evaluate the conditions and motivations that lead to
                                      conflict, cooperation, and change among individuals,
                                      groups, and nations. Look particularly at the  effects of
                                      these forces on the control of natural resources. For
                                      example, examine the origins and effects of
                                      international treaties and accords on whaling and
                                      commercial fishing or  climate  change.
                                  •   Evaluate various governmental and non-governmental
                                      strategies for promoting social change. For example,
                                      trace  the strategies used by different groups to reduce
                                      energy use in the U.S.
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Strand 2.4—Environment and Society

Guidelines:
A) Human/environment interactions—Learners understand
that humans are able to alter the physical environment to meet
their needs and that there are limits to the ability of the
environment to absorb impacts or meet human needs.
   •   Evaluate ways in which technology has changed
       humans' ability to alter the environment and its
       capacity to support humans and other living
       organisms. Consider technologies that have had
       impacts learners see as positive, as well as negative.
   •   Analyze specific examples of environmental  change in
       terms of qualitative and quantitative costs and benefits
       for different groups of people and specific species or
       ecosystems. For example, evaluate the effect of sea
       level rise and other possible impacts of climate
       change.
   •   Describe factors that limit the physical  environment's
       capacity to support particular types of human activity
       such as suburban development, flood control, or
       particular agricultural practices.
   •   Evaluate the cumulative effects of human actions on a
       specific species or environmental system, such as a
       stream or a watershed.
   •   Use the concepts of carrying capacity and ecological
       footprint to analyze the sustainability of current trends
       in world population growth and natural resource
       consumption.
B) Places—Learners understand "place"  as humans endowing
a particular part of the Earth with meaning through their
interactions with that environment.
   •   Analyze how places change over time as the physical
       environment changes and as human use and
       perceptions change. For example, examine the effects
       of automobiles and the interstate highway system on
       different places.
   •   Explain the importance of places to human identity.
       For example, discuss changes in land use and personal
       and community identity that occur in a rapidly
       growing town or city, or one in which the economy
       has stagnated.
   •   Describe how regions change over time, examining
       factors such as human migration and population
       change, technological change, environmental
References to Standards:
Geography 212-215
Science Benchmarks 56-57
Geography 190-196
Social Studies 118-120
                                                            Grades 9-12    61

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                                     degradation, and seismic activity. For example, trace
                                     the causes of the desiccation of the Aral Sea and the
                                     changes it has prompted in that region of Russia.
Geography 190-196                *--) Resources—Learners understand that the importance and
Science 198                      use of resources change over time and vary under different
                               economic and technological systems.
                                  •  Explain differences in the consumption of resources
                                     among nations using factors such as population size,
                                     cultural practices, dependence on fossil fuels, and
                                     varied geographic or economic distribution of
                                     resources.
                                  •  Describe how changes in technology alter the use of
                                     resources. Illustrate with examples such as the ability
                                     to harvest timber on steep slopes using helicopters or
                                     building technologies that incorporate nontraditional
                                     or recycled materials, or use of renewable energy
                                     resources.
                                  •  Evaluate public policies related to resource use.
                                     Consider variables such as their impacts on the
                                     resource and short-  and long-term economic effects.
                                     For example, anticipate the relationship between water
                                     use and the growth of a city like Las Vegas, Nevada,
                                     which is in a desert area that receives only four inches
                                     of rainfall per year.
                                  •  Identify ways  in which various resources  can be
                                     recycled and reused. Evaluate the viability of
                                     recycling  based on economic and technological
                                     factors, spatial variables such as distance from
                                     recycling  facility to markets, and possible future
                                     developments. For example, discuss factors that
                                     influenced the development of the steel or plastics
                                     recycling  industry in the United States.
Social Studies 132-135             D) Technology—Learners are able to examine the social and
Science 199                      environmental impacts of various technologies and
Science Benchmarks 56-57, 186,      technological systems.
    190-191, 195, 198-199, 203,
    207                            •  Explain how social and economic forces influence the
                                     direction of technological development, and how
                                     technologies shape societal values and beliefs. For
                                     example, consider the ability to build large dams for
                                     water storage or hydropower, or the social impact of
                                     the first photos of the Earth from space.
                                  •  Using examples of particular technologies (such as
                                     genetic manipulation or cyanide heap leach gold
                                     mining) or technological  systems  (such as modern
                                     agriculture or energy production and use), discuss the


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       social and environmental costs, benefits, risks, and
       possibilities associated with technologies through
       which humans shape and control their environment.
   •   Discuss ways in which technological advances have
       lessened the adverse environmental impacts of human
       activities.
E) Environmental issues—Learners are familiar with a range
of environmental issues at scales that range from local to
national to global.  They understand that these scales and
issues are often linked.
   •   Evaluate a  range of costs and benefits of particular
       policies that affect the environment. For example,
       consider the effects of free trade agreements on the
       ability of signatory nations to protect the environment,
       or examine the effects of programs for trading
       "pollution credits" among companies.
   •   Place local issues in the context of broader or larger-
       scale issues, drawing parallels, and noting important
       similarities and differences. Use the broader issue to
       point to important local dynamics or perspectives of
       which to be aware. For example, consider local air
       pollution problems in the context of larger issues such
       as global climate change or acid precipitation in other
       parts of the country.
   •   Identify links among issues, for example the
       relationships among traffic congestion, poor air
       quality, and suburban sprawl. Explain key
       relationships among technological, social, ecological,
       economic,  and other aspects of issues.
Economics 30-34
Geography 221-222
Strand 3—
Skills for Understanding and Addressing
Environmental Issues

Strand 3.1—Skills for Analyzing and Investigating
Environmental Issues

Guidelines:
A) Identifying and investigating issues—Learners apply
their research and analytical skills to investigate
environmental issues ranging from local issues to those that
are regional or global in scope.
   •   Define and clearly articulate issues to be investigated.
       Characterize the issue considering factors such as
References to Standards:
Geography 203-205, 210-211,
   219-220
History 68-70
Social Studies 118-120, 139-141
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                                     connections with other issues, the pervasiveness of its
                                     effects, whether it is a long-term issue or one that is
                                     motivated by a sudden change or crisis, and whether it
                                     is unique to a particular area.
                                  •  Identify key individuals and groups involved. Identify
                                     different perspectives on the issue and approaches to
                                     resolving it. Discuss assumptions and goals that
                                     underlie each position.
                                  •  Examine contextual elements that shape the issue and
                                     alternative courses of action. Use these to identify
                                     relevant historical antecedents or contemporary
                                     parallels to the selected issue. For example, in
                                     studying questions surrounding the preservation of
                                     natural areas in Central America, students may look
                                     for similar issues in other developing nations, regions
                                     where people maintain traditional or subsistence uses
                                     of the land, or areas with similar governmental
                                     regimes.
                                  •  Investigate the issue as well as similar issues and
                                     proposals using secondary sources of information.
                                  •  Where needed, conduct original research, applying
                                     research methods from the natural and social  sciences.
                                     For example, survey a community about an
                                     environmental issue using a random sample or test
                                     soils for the presence of contaminants.
Geography 212-222                B) Sorting out the consequences of issues—Learners are
History 68-70                    able to evaluate the consequences of specific environmental
Social Studies 118-120             changes, conditions, and issues for human and ecological
                               systems.
                                  •  Evaluate the consequences  of an environmental issue.
                                     For example, bring to bear historical perspectives, an
                                     understanding of the impacts of different technological
                                     developments, and knowledge of similar issues.
                                  •  Discuss the social, political, economic, and ethical
                                     implications of environmental issues. For example,
                                     trace the root causes of a community's solid waste
                                     problem and the effects of the problem and likely
                                     consequences of siting a landfill in different areas for
                                     different groups of people.
                                  •  Project the likely consequences for specific human and
                                     environmental systems of failure to resolve the issue.
                                  •  Use the idea of cumulative  effects to explain why one
                                     set of environmental changes or human actions cannot
                                     be considered in isolation from others.


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C) Identifying and evaluating alternative solutions and
courses of action—Learners are able to identify and propose
action strategies that are likely to be effective in particular
situations and for particular purposes.
    •   Synthesize different perspectives, types of data, and
       means of analysis to propose solutions to
       environmental issues.
    •   Apply knowledge of functional relationships,
       modeling, and statistical analysis to evaluating issues
       and different approaches to resolving them. For
       example, do basic traffic flow analyses to project the
       likely affects of commercial developments at the
       outskirts of town and evaluate alternative solutions
       such as widening roads, providing bus service, or
       changing the location of the development. Predict
       other likely consequences of different approaches to
       resolving projected traffic problems associated with
       the new stores.
    •   Evaluate proposed solutions using gauges such as
       likely impacts on society or the environment and
       likely effectiveness in resolving the issue. Use
       methods such as cost/benefit analysis, cumulative
       effects analysis, environmental impact analysis, ethical
       analysis, and risk analysis. Describe the strengths and
       weaknesses of each method, considering the main
       ideas behind each approach including which effects
       are important to look at and which values or societal
       goals it tries to protect.
    •   Define and provide examples of citizen action
       appropriate to proposed solutions.
D) Working with flexibility, creativity, and openness—
While environmental issues investigations can bring to the
surface deeply held views, learners are able to engage each
other in peer review conducted in the spirit of open inquiry.
    •   Question, offer alternative explanations, and defend
       interpretations in group discussions.
    •   Understand and explain the importance of such
       characteristics as honesty, openness, skepticism, and
       suspending judgment in the process of building
       knowledge.
    •   Discuss when and how characteristics such as
       openness and decisiveness are valuable in addressing
       environmental issues.
English Language Arts 41
History 70
Mathematics 324
Science Benchmarks 230
Social Studies 139-141
English Language Arts 31-33,
   40-42, 44-45
Mathematics 348
Science 173-176
Science Benchmarks 287
                                                              Grades 9-12    65

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    Reducing Risk in Your School
    or Community
    From: Exploring Environmental Issues: Focus on Risk,
    Project Learning Tree, Washington, D.C.
    Grade Level: High School
                            Correlating Guidelines:
                            Strand 1 A, B, C, D, E,
                                F,G
                            Strand 2.3 A, B, C, D, E
                            Strand 2.4 A, B, C, D, E
                            Strand 3.1 A, B, C, D
                            Strand 3.2 A, B, C, D
                            Strand 4 A, B, C, D
    This activity is the last in a module designed to
    help students learn the rationale for and the
    mechanics of risk assessment, risk
    management, and risk communication.
    Through additional activities carried out during
    the semester, students study statistical models,
    principles of uncertainty, toxicity testing, and
    variability to form a basis for their
    understanding of risk. They use these tools to
    measure risk in their own lives, such as
    exposure to radon or the chance of losing a
    term paper to a lightning strike. They also
    study examples of environmental risk
    assessment and cost benefit analysis.
       In this culminating activity, students apply
    the knowledge and skills acquired from earlier
    activities as they identify a risk in their school
    or community, develop a plan to assess the
    risk, decide the best way to reduce the risk,
    educate others, and, if feasible, implement their
    plan.
                  Students list known risks present in their
               school or community—these may vary from a
               loose step to poor air circulation to habitat
               destruction. They choose one risk to explore
               in depth and develop a plan to reduce
               exposure to the risk. This includes:
               characterizing the risks (identifying the
               source, the exposed population, the extent of
               exposure, and expected adverse consequences
               of exposure); identifying specific goals and
               the amount of reduction to be achieved;
               measuring the uncertainty involved; and
               balancing different viewpoints and opinions.
               Additionally, class members estimate the cost
               of their plan; identify individuals who would
               be involved; estimate a realistic time frame;
               and develop methods for informing the public
               of the risk and of the benefits of their solution.
                 If feasible, students implement their plan
               and determine how and when to evaluate its
               effectiveness.
                                Strand 3.2—Decision-Making and Citizenship
                                Skills
References to Standards:
Geography 219-222
History 70
Social Studies 121-123
Geography 55
Guidelines:
A) Forming and evaluating personal views—Learners are
able to communicate, evaluate, and justify their own views on
environmental issues and alternative ways to address them.
    •   Articulate a position on an environmental issue.
       Justify the position based on an analysis of
       information from a variety of sources, personal beliefs
       and values, and clear reasoning.
66   Grades 9-12

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    •   Evaluate personal beliefs and values using criteria
       such as personal wellbeing; social and environmental
       welfare; economic vitality; and concern for other
       living beings.
    •   Articulate elements of their own environmental ethic
       and discuss whether personal positions on issues are
       consistent with this ethic.
    •   Consider viewpoints that differ from their own, and
       information that challenges their position. Evaluate
       whether and how such information might affect their
       views.
B) Evaluating the need for citizen action—Learners are
able to decide whether action is needed in particular situations
and whether they  should be involved.
    •   Evaluate whether action is warranted in specific
       situations, accounting for factors such as available
       evidence about the issue and proposed solutions; the
       scale of the issue; legal, social, economic, and
       ecological consequences; and alternatives to citizen
       action.
    •   Evaluate whether personal involvement in particular
       actions is warranted, considering factors such as their
       own values, skills, resources, and commitment.
    •   Communicate decisions clearly, articulating well-
       reasoned arguments supporting their views and
       decisions.
C) Planning and taking action—Learners know how to plan
for action based on their research and analysis of an
environmental issue. If appropriate, they take actions that are
within the scope of their rights and consistent with their
abilities and responsibilities as citizens.
    •   Develop plans for individual and collective action
       involving groups such as a small group of classmates,
       a school club, a community organization, or a  church.
       Include clear reasons and goals for action. In planning,
       refer to their knowledge of a range of citizen action
       strategies and the results of their environmental issue
       investigations.
    •   Develop action plans based on an understanding of the
       complexity of the issue. Set realistic goals and include
       measures of success consistent with their abilities and
       the capacities of the groups involved.
Civics and Government 128-132
Social Studies 139-141
History 70
                                                              Grades 9-12    67

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Social Studies 139-141
References to Standards:

Civics and Government 105-109
Economics 19-20
English Language Arts 44
Social Studies 124-129, 139-141
   •   Decide whether their plan should be implemented
       immediately or at another time, modified, or
       abandoned; and carry through with action when
       appropriate.
D) Evaluating the results of actions—Learners are able to
evaluate the effects of their own actions and actions taken by
other individuals and groups, including possible intended
and unintended consequences of actions.
   •   Discuss the intended and unintended effects of
       citizen actions on specific environmental issues.
       Consider the apparent effects of citizen action on the
       environment, the political situation, and the
       individuals involved. Illustrate with examples such
       as a demonstration at a nuclear test facility, a local
       watershed festival, or a citizen lobbying effort
       against proposed environmental regulations.
   •   Analyze their own actions, evaluating apparent
       effects in terms of learners' goals, ethics, and broader
       societal goals. Develop a "lessons learned" document
       or presentation.
   •   Account for some of the difficulties they encounter
       in evaluating the results of their actions.


Strand 4—
Personal and Civic Responsibility

Guidelines:
A) Understanding societal values and principles—
Learners know how to analyze the influence of shared and
conflicting societal values.
   •   Identify shared political values and principles that
       unite U.S.  citizens and analyze conflicting views
       about their meaning and application. For example,
       examine conflicting views about how to protect
       general welfare and private property rights in a
       specific land-use decision where a lawsuit has been
       filed alleging a "taking" of private property rights by
       the government.
   •   Analyze how societal institutions, such as banks,
       corporations, nonprofit organizations,  lobbying
       groups, government agencies, and the courts,
       embody and perpetuate certain societal values and
       principles.
68    Grades 9-12

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    •   Describe and suggest ways that individuals can work
       to change how societal institutions function and,
       consequently, to change their environmental impacts.
B) Recognizing citizens' rights and responsibilities—
Learners understand the importance of exercising the rights
and responsibilities of citizenship.
    •   Evaluate conflicts between individual rights and other
       societal interests such as a healthy environment.
       Discuss when individuals' civic obligations require
       them to subordinate their personal interests or desires
       to the public good.
    •   Explain the importance and evaluate the usefulness of
       civic dispositions such as trust, patience, self-
       discipline, respect, and open-mindedness to
       individuals and to society.
                 Civics and Government 128-137
                 Social Studies 139-141
   The Environmental News
   From: Teaching Naturally, Office of Environmental
   Education, Tallahassee, Florida
   Grade Level: High School
             Correlating Guidelines:
             Strand 1 A, B, C, D, E, G
             Strand 2.2 A, C
             Strand 2.3 A, B, C, E
             Strand 2.4 A, B, C, E
             Strand 3.1 A, B, D
             Strand 4 A, B, C
    A high school journalism class published a
    series of articles about the environment for
    their own and other student newspapers
    throughout Florida. The students researched
    and wrote articles about local, state, and
    national environmental issues. In composing
    their articles, students practiced elements of the
    writing process, such as prewriting, drafting,
    and editing documents. Students gathered
    information from a variety of print and
    electronic media. In addition to developing
    skills in language arts and small group work,
    the science and social studies teachers worked
    on related learning objectives in their
    respective disciplines.
       In one instance, students researched and
    wrote articles describing laws affecting water
    quality and their effects on local industry.
    Using investigative reporting techniques such
    as interviewing and library research, students
    learned about the cycles of seasonal rainfall
and nutrients that affect Florida Bay's water
composition, the laws guiding government
agency decisions concerning freshwater flow
to the Bay, and how the Bay's water quality in
turn affects the businesses associated with the
tourist industry. In addition to writing and
researching, students used the school's
computers to design headlines and sidebars,
and insert photos and captions.
   A student-produced news broadcast for the
school's closed circuit television channel
allowed the journalism students to record and
air public service announcements about their
articles.
   The project was partially funded by a grant
from the Florida Advisory Council on
Environmental Education.
                                                                Grades 9-12    69

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                                  •  Explain the influence of citizen action and public
                                     opinion on particular policy decisions that affect the
                                     environment.
                                  •  Reflect on the impact of citizen participation—
                                     particularly learners' own—on public concerns related
                                     to the environment and on the community.
Social Studies 124-126             C) Recognizing efficacy—Learners possess a realistic self-
                               confidence in their effectiveness as citizens.
                                  •  Evaluate the extent to which individual and group
                                     action creates change, meets individual needs, and
                                     promotes the common good.
                                  •  Identify ways in which learners, individually and
                                     collectively, are able to help maintain environmental
                                     quality and resolve problems and issues. Provide
                                     examples from the range of communities (e.g., family,
                                     club or group, school, town, state, nation, world) in
                                     which learners  see themselves as members.
Civics and Government 131-132      ^) Accepting personal responsibility—Learners understand
                               that their actions can have broad consequences and accept
                               responsibility for recognizing those effects and changing their
                               actions when necessary.
                                  •   Evaluate the effects of their actions (and the actions of
                                      the larger social groups of which they are part) on the
                                      environment, other humans, and other living things.
                                  •   Explain ways in which the decisions of one generation
                                      create opportunities and impose constraints for future
                                      generations. Illustrate this idea with examples from the
                                      past, and incorporate it into their analyses of issues.
                                  •   Evaluate the importance of fulfilling personal
                                      responsibilities for themselves, society, and the
                                      environment.
                                  •   Demonstrate a willingness to work individually and
                                      collectively toward the resolution of environmental
                                      issues and to participate thoughtfully and effectively in
                                      environmental decision-making.
70    Grades 9-12

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APPENDIX A
EXECUTIVE SUMMARY
                    The Executive Summary can be used as an easy reference to
                    Excellence in Environmental Education: Guidelines for Learning
                    (K-12) (NAAEE 2010). The Executive Summary is organized into
                    four strands, each of which is further delineated by a set of guidelines
                    that describe a level of skill or knowledge appropriate for each of
                    three grade levels—fourth, eighth, and twelfth. Guidelines for a
                    particular strand are arranged on two page layouts so that the user can
                    quickly understand the flow of guidelines at a grade level or compare
                    how guidelines progress across the grade levels.
                                                   Appendix A     71

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OVERVIEW
                                           FOURTH GRADE
                                           Learners should be able to meet the
                                           guidelines included in this section by the end
                                           of fourth grade.

                                           The kindergarten through fourth grade years
                                           are a time of tremendous cognitive
                                           development. By third and fourth grades,
                                           learners have developed some basic skills
                                           that help them construct knowledge.
                                           Instructors in earlier grade levels should use
                                           these fourth grade guidelines as a target,
                                           extrapolating from this end goal appropriate
                                           activities and lessons for younger learners.

                                           In these early years of formal education,
                                           learners tend to be concrete thinkers with a
                                           natural curiosity about the world around
                                           them. Environmental education can build on
                                           these characteristics by focusing on
                                           observation and exploration of the
                                           environment—beginning close to home.
72
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
Learners should be able to meet the
guidelines included in this section by the end
of eighth grade.

In the fifth through eighth grades, learners
begin to develop skills in abstract thinking
and continue to develop creative thinking
skills—and along with these, the ability to
understand the interplay of environmental
and human social systems in greater depth.
Environmental education can foster this
development by focusing on investigation of
local environmental systems, problems, and
issues. As learners become actively engaged
in deciding for themselves what is right and
wrong, educators can use environmental
problems to help learners explore their own
responsibilities and ethics.
Learners should be able to meet the
guidelines included in this section by the time
they graduate from high school.

By the end of twelfth grade, learners are well
on their way to environmental literacy. They
should possess the basic skills and
dispositions they need to understand and act
on environmental problems and issues as
responsible citizens—and to continue the
learning process throughout their lives. In the
ninth through twelfth grades, environmental
education can promote active and responsible
citizenship by challenging learners to hone
and apply problem-solving, analysis,
persuasive communication, and other higher
level skills—often in real-world contexts.
                                                            Appendix A      73

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STRAND 1-
Questioning, Analysis,
and Interpretation Skills
                                           FOURTH GRADE
                                           A) Questioning—Learners are able to
                                           develop questions that help them learn about
                                           the environment and do simple
                                           investigations.
                                           B) Designing investigations—Learners are
                                           able to design simple investigations.
                                           C) Collecting information—Learners are
                                           able to locate and collect information about
                                           the environment and environmental topics.
                                           D) Evaluating accuracy and reliability—
                                           Learners understand the need to use reliable
                                           information to answer their questions. They
                                           are familiar with some basic  factors to
                                           consider in judging the merits of information.

                                           E) Organizing information—Learners are
                                           able to describe data and organize
                                           information to search for relationships and
                                           patterns concerning the environment and
                                           environmental topics.

                                           F) Working with models and simulations—
                                           Learners understand that relationships,
                                           patterns, and processes can be represented by
                                           models.

                                           G) Drawing conclusions and developing
                                           explanations—Learners can develop simple
                                           explanations that address their questions
                                           about the environment.
74
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Questioning—Learners are able to
develop, focus, and explain questions that
help them learn about the environment and do
environmental investigations.
B) Designing investigations—Learners are
able to design environmental investigations to
answer particular questions—often their own
questions.
C) Collecting information—Learners are
able to locate and collect reliable information
about the environment or environmental
topics using a variety of methods and
sources.
D) Evaluating accuracy and reliability—
Learners are able to judge the weaknesses
and strengths of the information they are
using.
E) Organizing information—Learners are
able to classify and order data, and to
organize and display information in ways that
help analysis and interpretation.
F) Working with models and simulations—
Learners understand many of the uses and
limitations of models.
G) Drawing conclusions and developing
explanations—Learners are able to
synthesize their observations and findings
into coherent explanations.
A) Questioning—Learners are able to
develop, modify, clarify, and explain
questions that guide environmental
investigations of various types. They
understand factors that influence the
questions they pose.

B) Designing investigations—Learners
know how to design investigations to answer
particular questions about the environment.
They are able to develop approaches for
investigating unfamiliar types of problems
and phenomena.

C) Collecting information—Learners are
able to locate  and collect reliable information
for environmental investigations of many
types. They know how to use sophisticated
technology to collect information, including
computer programs that access, gather, store,
and display data.

D) Evaluating accuracy and reliability—
Learners can apply basic logic and reasoning
skills to evaluate completeness and reliability
in a variety of information sources.
E) Organizing information—Learners are
able to organize and display information in
ways appropriate to different types of
environmental investigations and purposes.
F) Working with models and simulations—
Learners are able to create, use, and evaluate
models to understand environmental
phenomena.

G) Drawing conclusions and developing
explanations—Learners are able to use
evidence and logic in developing proposed
explanations that address their initial
questions and hypotheses.
               Appendix A       75

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STRAND 2-
Knowledge of Environmental
Processes and Systems
                                         FOURTH GRADE
STRAND 2.1-
The Earth as
a Physical System
STRAND 2.2-
The Living Environment
                               A) Processes that shape the Earth—
                               Learners are able to identify changes and
                               differences in the physical environment.
                                          B) Changes in matter—Learners are able to
                                          identify basic characteristics of and changes
                                          in matter.
                                          C) Energy—While they may have little
                                          understanding of formal concepts associated
                                          with energy, learners are familiar with the
                                          basic behavior of some different forms of
                                          energy.
                               A) Organisms, populations, and
                               communities—Learners understand basic
                               similarities and differences among a wide
                               variety of living organisms. They understand
                               the concept of habitat.

                               B) Heredity  and evolution—Learners
                               understand that plants and animals have
                               different characteristics and that many of the
                               characteristics are inherited.

                               C) Systems and connections—Learners
                               understand basic ways in which organisms
                               are related to their environments and to other
                               organisms.

                               D) Flow of matter and energy—Learners
                               know that living things need some source of
                               energy to live and grow.
76
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Processes that shape the Earth—
Learners have a basic understanding of most
of the physical processes that shape the Earth.
They are able to explore the origin of
differences in physical patterns.
B) Changes in matter—Learners understand
the properties of the substances that make up
objects or materials found in the
environment.

C) Energy—Learners begin to grasp formal
concepts related to energy by focusing on
energy transfer and transformations. They are
able to make connections among phenomena
such as light, heat, magnetism, electricity,
and the motion of objects.
A) Organisms, populations, and
communities—Learners understand that
biotic communities are made up of plants and
animals that are adapted to live in particular
environments.

B) Heredity and evolution—Learners have a
basic understanding of the importance of
genetic heritage.
C) Systems and connections—Learners
understand major kinds of interactions among
organisms or populations of organisms.
D) Flow of matter and energy—Learners
understand how energy and matter flow
among the abiotic and biotic components of
the environment.
A) Processes that shape the Earth—
Learners understand the major physical
processes that shape the Earth. They can
relate these processes, especially those that
are large-scale and long-term, to
characteristics of the Earth.

B) Changes in matter—Learners apply their
understanding of chemical reactions to round
out their explanations  of environmental
characteristics and everyday phenomena.

C) Energy—Learners apply their knowledge
of energy and  matter to understand
phenomena in the world around them.
A) Organisms, populations, and
communities—Learners understand basic
population dynamics and the importance of
diversity in living systems.
B) Heredity and evolution—Learners
understand the basic ideas and genetic
mechanisms behind biological evolution.
C) Systems and connections—Learners
understand the living environment to be
comprised of interrelated, dynamic systems.
D) Flow of matter and energy—Learners
are able to account for environmental
characteristics based on their knowledge of
how matter and energy interact in living
systems.


               Appendix A      77

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STRAND 2-
Knowledge of Environmental
Processes and Systems
                                          FOURTH GRADE
STRAND 2.3-
Humans and Their Societies
                                A) Individuals and groups—Learners
                                understand that people act as individuals and
                                as group members and that groups can
                                influence individual actions.
                                          B) Culture—Learners understand that
                                          experiences and places may be interpreted
                                          differently by people with different cultural
                                          backgrounds, at different times, or with other
                                          frames of reference.

                                          C) Political and economic systems—
                                          Learners understand that government and
                                          economic systems exist because people living
                                          together in groups need ways to do things
                                          such as provide for needs and wants,
                                          maintain order, and manage conflict.

                                          D) Global connections—Learners
                                          understand how people are connected  at
                                          many levels—including the global level—
                                          by actions and common responsibilities that
                                          concern the environment.

                                          E) Change and conflict—Learners
                                          recognize that change is a normal part of
                                          individual and societal life. They understand
                                          that conflict is rooted in different points of
                                          view.
78
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Individuals and groups—Learners
understand that how individuals perceive the
environment is influenced in part by
individual traits and group membership or
affiliation.

B) Culture—As they become familiar with a
wider range of cultures and subcultures,
learners gain an understanding of cultural
perspectives on the environment and how the
environment may, in turn, influence culture.

C) Political and economic systems—
Learners become more familiar with political
and economic systems and how these systems
take the environment into consideration.
D) Global connections—Learners become
familiar with ways in which the world's
environmental, social, economic, cultural,
and political systems are linked.
E) Change and conflict—Learners
understand that human social systems change
over time and that conflicts sometimes arise
over differing and changing viewpoints about
the environment.
A) Individuals and groups—Learners
understand the influence of individual and
group actions on the environment, and how
groups can work to promote and balance
interests.

B) Culture—Learners understand cultural
perspectives and dynamics and apply their
understanding in context.
C) Political and economic systems—
Learners understand how different political
and economic systems account for, manage,
and affect natural resources and
environmental quality.
D) Global connections—Learners are able to
analyze global, social, cultural, political,
economic, and environmental linkages.
E) Change and conflict—Learners
understand the functioning of public
processes for promoting and managing
change and conflict, and can analyze their
effects on the environment.
                                                          Appendix A      79

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STRAND 2-
Knowledge of Environmental
Processes and Systems
                                        FOURTH GRADE
STRAND 2.4-
Environment and Society
                               A) Human/environment interactions—
                               Learners understand that people depend on,
                               change, and are affected by the environment.
                                         B) Places—Learners understand that places
                                         differ in their physical and human
                                         characteristics.
                                         C) Resources—Learners understand the
                                         basic concepts of resource and resource
                                         distribution.
                                         D) Technology—Learners understand that
                                         technology is an integral part of human
                                         existence and culture.
                                         E) Environmental issues—Learners are
                                         familiar with some local environmental
                                         issues and understand that people in other
                                         places experience environmental issues as
                                         well.
80
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Human/environment interactions—
Learners understand that human-caused
changes have consequences for the
immediate environment as well as for other
places and future times.
B) Places—Learners begin to explore the
meaning of places both close to home and
around the world.
C) Resources—Learners understand that
uneven distribution of resources influences
their use and perceived value.
D) Technology—Learners understand the
human ability to shape and control the
environment as a function of the capacities
for creating knowledge and developing new
technologies.

E) Environmental issues—Learners are
familiar with a range of environmental issues
at scales that range from local to national to
global. They understand that people in other
places around the world experience
environmental issues similar to the ones they
are concerned about locally.
A) Human/environment interactions—
Learners understand that humans are able to
alter the physical environment to meet their
needs and that there are limits to the ability of
the environment to absorb impacts or meet
human needs.

B) Places—Learners understand "place" as
humans endowing a particular part of the
Earth with meaning through their interactions
with that environment.

C) Resources—Learners understand that the
importance and use of resources change over
time and vary under different economic and
technological systems.

D) Technology—Learners are able to
examine the social and environmental
impacts of various technologies and
technological systems.
E) Environmental issues—Learners are
familiar with a range of environmental issues
at scales that range from local to national to
global. They understand that these scales and
issues are often linked.
                                                          Appendix A     81

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STRAND 3-
Skills for Understanding and Addressing
Environmental Issues
                                         FOURTH GRADE
STRAND 3.1-
Skills for Analyzing and Investigating
Environmental Issues
                               A) Identifying and investigating issues—
                               Learners are able to identify and investigate
                               issues in their local environments and
                               communities.
                                          B) Sorting out the consequences of issues-
                                          As learners come to understand that
                                          environmental and social phenomena are
                                          linked, they are able to explore the
                                          consequences of issues.

                                          C) Identifying and evaluating alternative
                                          solutions and courses of action—Learners
                                          understand there are many approaches to
                                          resolving issues.
                                          D) Working with flexibility, creativity, and
                                          openness—Learners understand the
                                          importance of sharing ideas and hearing other
                                          points of view.
82
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Identifying and investigating issues—
Learners are able to use primary and
secondary sources of information, and apply
growing research and analytical skills, to
investigate environmental issues, beginning
in their own community.

B) Sorting out the consequences of issues—
Learners are able to apply their knowledge of
ecological and human processes and systems
to identify the consequences of specific
environmental issues.

C) Identifying and evaluating alternative
solutions and courses of action—Learners
are able to identify and develop action
strategies for addressing particular issues.
D) Working with flexibility, creativity, and
openness—Learners are able to consider the
assumptions and interpretations that influence
the conclusions they and others draw about
environmental issues.
A) Identifying and investigating issues—
Learners apply their research and analytical
skills to investigate environmental issues
ranging from local issues to those that are
regional or global in scope.
B) Sorting out the consequences of issues—
Learners are able to evaluate the
consequences of specific environmental
changes, conditions, and issues for human
and ecological systems.

C) Identifying and evaluating alternative
solutions and courses of action—Learners
are able to identify and propose action
strategies that are likely to be effective in
particular situations and for particular
purposes.

D) Working with flexibility, creativity, and
openness—While environmental issues
investigations can bring to the surface deeply
held views, learners are able to engage each
other in peer review conducted in the spirit of
open inquiry.
                                                            Appendix A      83

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STRAND 3-
Skills for Understanding and Addressing
Environmental Issues
                                         FOURTH GRADE
STRAND 3.2-
Decision-Making and Citizenship Skills
84
Appendix A
                               A) Forming and evaluating personal
                               views—Learners are able to examine and
                               express their own views on environmental
                               issues.
                                          B) Evaluating the need for citizen action—
                                          Learners are able to think critically about
                                          whether they believe action is needed in
                                          particular situations and whether they believe
                                          they should be involved.

                                          C) Planning and taking action—By
                                          participating in issues of their choosing—
                                          mostly close to home—they learn the basics
                                          of individual and collective action.
                                          D) Evaluating the results of actions—
                                          Learners understand that civic actions have
                                          consequences.

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           EIGHTH GRADE
         TWELFTH GRADE
A) Forming and evaluating personal
views—Learners are able to identify, justify,
and clarify their views on environmental
issues and alternative ways to address them.
B) Evaluating the need for citizen action—
Learners are able to evaluate whether they
believe action is needed in particular
situations, and decide whether they should be
involved.

C) Planning and taking action—As learners
begin to see themselves as citizens taking
active roles in their communities, they are
able to plan for and engage in citizen action
at levels appropriate to their maturity and
preparation.
D) Evaluating the results of actions—
Learners are able to analyze the effects of
their own actions and actions taken by other
individuals and groups.
A) Forming and evaluating personal
views—Learners are able to communicate,
evaluate, and justify their own views on
environmental issues and alternative ways
to address them.

B) Evaluating the need  for citizen action—
Learners are able to decide whether action is
needed in particular situations and whether
they should be involved.
C) Planning and taking action—Learners
know how to plan for action based on their
research and analysis of an environmental
issue. If appropriate, they take actions that are
within the scope of their rights and consistent
with their abilities and responsibilities as
citizens.

D) Evaluating the results of actions—
Learners  are able to evaluate the effects of
their own actions and actions taken by other
individuals and groups, including possible
intended  and unintended consequences of
actions.
                                                            Appendix A      85

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STRAND
Personal and Civic Responsibility
                                           FOURTH GRADE
                                           A) Understanding societal values and
                                           principles—Learners can identify
                                           fundamental principles of U.S. society and
                                           explain their importance in the context of
                                           environmental issues.

                                           B) Recognizing citizens' rights and
                                           responsibilities—Learners understand the
                                           basic rights and responsibilities of
                                           citizenship.
                                           C) Recognizing efficacy—Learners possess
                                           a realistic self-confidence in their
                                           effectiveness as citizens.

                                           D) Accepting personal responsibility—
                                           Learners understand that they have
                                           responsibility for the effects of their actions.
86
Appendix A

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           EIGHTH GRADE
         TWELFTH GRADE
A) Understanding societal values and
principles—Learners understand that societal
values can be both a unifying and a divisive
force.
B) Recognizing citizens' rights and
responsibilities—Learners understand the
rights and responsibilities of citizenship and
their importance in promoting the resolution
of environmental issues.

C) Recognizing efficacy—Learners possess
a realistic self-confidence in their
effectiveness as citizens.

D) Accepting personal responsibility—
Learners understand that their actions can
have broad consequences and that they are
responsible for those consequences.
A) Understanding societal values and
principles—Learners know how to analyze
the influence of shared and conflicting
societal values.
B) Recognizing citizens' rights and
responsibilities—Learners understand the
importance of exercising the rights and
responsibilities of citizenship.
C) Recognizing efficacy—Learners possess
a realistic self-confidence in their
effectiveness as citizens.

D) Accepting personal responsibility—
Learners understand that their actions can
have broad consequences and accept
responsibility for recognizing those effects
and changing their actions when necessary.
                                                            Appendix A      87

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Appendix B

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APPENDIX B:

BACKGROUND FOR THE DEVELOPMENT OF

THE  LEARNER GUIDELINES FRAMEWORK

                         The Learner Guidelines in Context
                         The National Project for Excellence in Environmental
                         Education, sponsored by the North American Association for
                         Environmental Education (NAAEE), was initiated in 1993. In
                         facilitating the development of a model set of guidelines for
                         environmental education, it joined standards projects for such
                         disciplines as Mathematics, English Language Arts,
                         Geography, Science, Civics, and History developed in response
                         to the national "Goals 2000" process. The first purpose of
                         Guidelines for Learning is to serve the field of environmental
                         education by articulating knowledge and skills essential for
                         environmental literacy. These guidelines also demonstrate the
                         essential link between environmental education and the
                         traditional disciplines and to broader efforts for education
                         reform.


                         Education Reform
                         the Standards Development Movement
                         The current push toward education reform in the U.S. was
                         heralded by the 1983 publication of A Nation at Risk. This
                         report pointed to declining test scores, poorly prepared high
                         school graduates, declining enrollment in science and
                         mathematics, low academic achievement in comparison to
                         many European and Japanese students, and low levels of
                         literacy—and raised significant questions concerning the
                         quality of the American education system. Following the
                         publication of A Nation at Risk., it became common to call into
                         question the very structure of American education.
                            A decade-long move toward national education reform
                         received its highest level of governmental recognition at the
                         1989 national education summit in Charlottesville. At the
                         summit, a bipartisan group of the nation's governors and the
                         Bush White House agreed to national goals for education.
                         These broadly formulated goals set out an agenda for education
                         for the year 2000. With the 1994 passage of the "Goals 2000:
                         Educate America Act," the eight goals became official national
                         policy, guiding numerous activities within and outside the
                         federal government.
                            Of particular importance for developing environmental
                         education guidelines are:

88       Appendix B

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       Goal 3—Student Achievement and
       Citizenship, which states that "by the year
       2000 American students will leave grades four,
       eight, and twelve having demonstrated
       competency in challenging subject matter,
       including English, mathematics, science,
       history, and geography; and every school in
       America will ensure that all students learn to
       use their minds well, so they may be prepared
       for responsible citizenship, further learning,
       and productive employment in our modern
       economy."
       Goal 4—Science and Mathematics, which
       states that "by the year 2000, U.S. students will
       be first in the world in science and
       mathematics achievement."
   Both Goal 3 and Goal 4 set the stage for developing a
range of voluntary national standards for the core disciplines.
(See page 8 for a sampling of these standards documents.)
These voluntary standards have been designed to provide state
and local education leaders guidance in generating locally
appropriate academic benchmarks.


Building from a Rich History
Guidelines for Learning has been developed with the input of
literally thousands of teachers, school administrators,
environmental educators, scientists, and parents, as well as
from a variety of professional organizations and government
agencies. From the inception of the project, the guidelines
have used existing environmental education frameworks,
definitions, and models as a foundation. The field as a whole
owes a great deal to those who have worked to create these
documents. Each document is based on a different set of
assumptions and priorities, yet the commonalities are
considerable. These commonalities, in essence, define the
practice of environmental education and provide the basis for
the structure of Guidelines for Learning.


Developing a Framework for the Guidelines
Much of the work in environmental education has been
guided by the Belgrade  Charter (UNESCO-UNEP, 1976) and
the Tbilisi Declaration (UNESCO, 1978). These two
documents furnish an internationally accepted blueprint for
environmental education. The Tbilisi Declaration outlined
five categories of objectives for environmental education:
                                                           Appendix B       89

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                                  •  Awareness—to help social groups and individuals
                                     acquire an awareness and sensitivity to the total
                                     environment and its allied problems
                                  •  Knowledge—to help social groups and individuals
                                     gain a variety of experience in, and acquire a basic
                                     understanding of, the environment and its associated
                                     problems
                                  •  Attitudes—to help social groups and individuals
                                     acquire a set of values  and feelings of concern for the
                                     environment and the motivation for actively
                                     participating in environmental improvement and
                                     protection
                                  •  Skills—to help social groups and individuals acquire
                                     the skills for identifying and solving environmental
                                     problems
                                  •  Participation—to provide social groups and
                                     individuals with an opportunity to be actively involved
                                     at all levels in working toward resolution of
                                     environmental problems
                                  With the evolution of the field, these guiding principles
                              (as well as the more general ones presented in the introduction
                              to this document) have been researched, critiqued, revisited,
                              and expanded. Guidelines for Learning draws upon these
                              respected founding writings about environmental education
                              and the field's  best thinking to date. This Appendix describes
                              environmental education frameworks developed since  Tbilisi
                              as a means of revealing the base on which these Guidelines
                              are built. In the following examination, a number of
                              environmental education frameworks are divided into those:
                                  •  based on research or a  synthesis of the research
                                     literature;
                                  •  created as conceptual frameworks for  curricula;
                                  •  developed as part of previous standards or criteria
                                     development projects.
                                  Each of these frameworks  is explored below. To recreate
                              some of the historical logic of the field, the models are
                              presented in chronological order within each category. Each
                              outline is a direct excerpt from the original document.  The
                              terminology used reflects common usage of the time and the
                              authors' preferences.
90         Appendix B

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Frameworks/Models Based
on EE Literature
The following environmental education frameworks are
excerpted directly from key documents in the environmental
education literature. They provide insight into the evolution of
the field and its core ideas. It becomes clear that, while the
field has continued to mature since the Tbilisi Declaration was
formulated in 1977, the declaration's original intent is still
central to environmental education.
   Although the environmental education model proposed by
Stapp and Cox (1974) predates Tbilisi, it is important to
include here because of the central role it played in the
development of the  Tbilisi Declaration. The work by
Hungerford, et. al. (1980) proposes goal levels for EE
curriculum development. The four goal levels were submitted
to a content validity expert panel to judge their congruence
with the five Tbilisi objectives.
   In recent years, much scholarly work in EE has focused on
describing the precursors of responsible environmental
citizenship and environmental literacy—the types of
knowledge, skills and dispositions that describe the
environmentally literate  citizen. The proposed frameworks
offered by lozzi, et.  al. (1990), Marcinkowski (1991),
Wisconsin Center for Environmental Education (1992), Roth
(1992), and the EE Literacy Consortium (1994) are all based
in a synthesis of this research and the EE foundations
literature.
   Finally, the important influence of issues surrounding
sustainable development on EE thinking is considered with
the inclusion of a framework for sustainable development
education published in Canada (1994).


Framework 1
Stapp, W.B. and Cox, D.A. (1974)
Environmental Education Model


Philosophy and Concepts:
An environmental education program should assist the learner
in understanding the basic spaceship earth philosophy which
would serve as an 'umbrella' of thought and ethic for the
entire program. The spaceship earth philosophy has been
divided into five basic concepts: ecosystems, population,
economics and technology, environmental decisions,  and
environmental ethics. These concepts encompass the
awareness, knowledge, and understanding of the living and
                                                           Appendix B       91

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                              non-living world and their complex interactions; the social,
                              economic, political and aesthetic influences of the populations
                              of people; the need for, and processes of decision making; and
                              development of an environmental ethic that would motivate
                              the learner to adopt a life style compatible with environmental
                              quality.
                              The Processes:
                                  A. The Skills of Problem Solving
                                     Since the environmental education model is based
                                     on student involvement, problem solving skills
                                     are essential to developing and carrying out action
                                     plans. ...  The eight problem solving skills are:
                                     1.  Recognizing environmental problems
                                     2.  Defining environmental problems
                                     3.  Listening with comprehension
                                     4.  Collecting information
                                     5.  Organizing information
                                     6.  Analyzing information
                                     7.  Generating alternative solutions
                                     8.  Developing a plan of action
                                  B. Clarifying Values
                                     The values clarification approach helps students
                                     become aware of personal beliefs, attitudes,
                                     values and behavior which they prize and are
                                     committed to both in  and out of the classroom.
                                     This process assists students in considering
                                     alternative solutions and the implications of each
                                     alternative. ... Values clarification is of major
                                     importance in making rational environmental
                                     decisions every day of a person's life, and must be
                                     a basic part of every environmental education
                                     program.
                                  C. Community Problem  Solving
                                     Students need to be able to apply learned skills in
                                     both valuing and problem solving in an issue that
                                     is meaningful to them—a problem that  directly
                                     affects them either at  home, or at school, or in the
                                     local community.


                              The Teaching-Learning Models:
                              There is no single teaching model that all students will
                              respond favorably toward under all circumstances. ... It is
                              important for a teacher to asses his/her personal skills and the
92         Appendix B

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situation and then blend teaching models in an effort to
achieve the best learning environment. ... The role of the
teacher would be to create a learning environment, assist
students in acquiring information, provide guidance to the
student, and to participate with the student in the learning
process.


Emphasis of Program  at Different Age Levels:
Environmental education  activities at each grade level should
focus on the feeling (affective), knowing (cognitive) and skill-
behavior domains. Emphasis in the early years, however,
should be on awareness and feelings and in later years on
knowledge and skill-behavior. The learner should also be
provided with opportunities to explore his immediate
environment with all of his senses—sight, hearing, smell,
touch and taste. The learner should be exposed to a variety of
physical and social environments in order to have experiences
to judge the quality of his immediate environment.


Framework 2
Hungerford, H.R., Peyton, R.B.,
and Wilke, R. (1980)
Goals for Curriculum Development
in Environmental Education


GOAL LEVEL I—The Ecological Foundations Level:
Upon completion of instruction in environmental education,
the learner should be expected to be able to...
       1.  Communicate  and apply the major ecological
          concepts including those focusing on
          individuals, species, populations,
          communities, ecosystems, biogeochemical
          cycles, energy production and transfer,
          interdependence, niche, adaptation,
          succession, homeostasis, and man as a
          ecological variable
       2.  Apply a knowledge of ecological concepts to
          the analysis of environmental issues and
          identify important ecological principles
          involved
       3.  Apply a knowledge of ecological concepts in
          predicting the ecological consequences of
          alternative solutions to environmental
          problems
                                                          Appendix B        93

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                                     4.  Understand the principles of ecology in order
                                        to identify, select and utilize appropriate
                                        sources of scientific information in a
                                        continuing effort to investigate, evaluate and
                                        find solutions for environmental issues
                              GOAL LEVEL II—
                              The Conceptual Awareness Level:
                                     5.  Understand and communicate how man's
                                        cultural activities (e.g., religious, economic,
                                        political,  social and others) influence the
                                        environment from an ecological perspective
                                     6.  Understand and communicate how an
                                        individual's behaviors impact on the
                                        environment from an ecological perspective
                                     7.  Identify a wide variety of local, regional,
                                        national and international environmental
                                        issues and the ecological and cultural
                                        implications of these issues
                                     8.  Identify and communicate the viable
                                        alternative solutions available for remediating
                                        crucial environmental issues as well as the
                                        ecological and cultural implications of these
                                        various solutions
                                     9.  Understand the need for environmental issue
                                        investigation and evaluation as prerequisite to
                                        sound decision making
                                     10. Understand the roles played by differing
                                        human beliefs and values in environmental
                                        issues and the need for personal values
                                        clarification as an important part of
                                        environmental decision making
                                     11. Understand the need for responsible
                                        citizenship action in the solution of
                                        environmental issues


                              GOAL LEVEL III—
                              The Investigation  and Evaluation Level:
                                     12. Apply the knowledge and skills needed to
                                        identify and investigate issues  (using both
                                        primary and secondary sources of
                                        information) and synthesize the data gathered)
94         Appendix B

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       13. Demonstrate the ability to analyze
          environmental issues and the associated value
          perspectives with respect to their ecological
          and cultural implications
       14. Demonstrate the ability to identify alternative
          solutions for important issues and the value
          perspectives associated with these solutions
       15. Demonstrate the ability to evaluate alternative
          solutions and associated value perspectives for
          important issues with respect to their
          ecological and cultural implications
       16. Demonstrate the ability to identify and clarify
          personal value positions related to important
          environmental issues and their associated
          solutions
       17. Demonstrate the ability to evaluate, clarify,
          and change value positions in light of new
          information
GOAL LEVEL IV—The Issue Resolution Skill Level:
       18. Demonstrate a competence with a variety of
          citizenship action skills from the following
          categories of skills: persuasion, consumerism,
          political action, legal action, and
          ecomanagement
       19. Evaluate selected actions in light of their
          ecological and cultural implications
       20. Demonstrate the ability to apply one or more
          citizenship action skills for the purpose of
          resolving or helping to resolve one  or more
          environmental issues

Framework 3
lozzi, L, Laveault, D., Marcinkowski, T. (1990)
Assessment of Learning Outcomes
in Environmental Education

Organization of Learning Outcomes According to
Taxonomies of Educational Objectives

Cognitive Domain:
       Knowledge: of ecology, environmental problems
       and issues, and environmental action strategies
                                                          Appendix B        95

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                                     Skills for dealing with action strategies:
                                     including identification, investigation, and
                                     analysis of issues
                                     Skills for dealing with action strategies:
                                     including selecting appropriate action strategies,
                                     creating an action plan, evaluating an action plan,
                                     and implementing an action plan.
                              Affective Domain:
                                     Environmental sensitivity or appreciation:
                                     including 'the characteristics that result in an
                                     individual viewing the environment from an
                                     empathetic perspective' (Peterson, 1982)
                                     Attitudes: towards pollution, technology,
                                     economics, conservation, and environmental
                                     action
                                     Values: a preference for selected means and ends;
                                     values such as a healthy environment and a
                                     peaceful world
                                     Moral reasoning: making decisions and
                                     judgments about environmental issues according
                                     to one's own sense of morality
                                     Ethics: involving the evaluation of a personal
                                     world view which reflects a balance between the
                                     quality of life and the quality of the environment
                              Responsible Environmental Behavior:
                                     Active participation aimed at solving problems
                                     and resolving issues: environmentally sound
                                     consumer purchasing, methods for conserving
                                     resources, assisting with the enforcement of
                                     environmental regulations, using personal and
                                     interpersonal means to encourage environmentally
                                     sound practices, and encouraging environmentally
                                     sound policies and legislative initiatives


                              Locus of Control:
                                     Individual's sense that he or she can manifest
                                     some influence upon or control over the outcomes
                                     of a specific activity
96         Appendix B

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Assumption of Personal Responsibility:
      Recognition that one's negative behavior has a
      negative effect on the environment and, likewise,
      one's positive behavior can have potentially
      positive effects on the environment
      Acceptance of personal responsibility for negative
      environmental effects or impacts, and for one's
      own role in helping to resolve environmental
      impacts and issues
      Willingness to help correct negative
      environmental impacts, and a concomitant
      willingness to help resolve environmental impacts
      and issues


Framework 4
Marcinkowski,T.  (1991)
The Relationship Between Environmental Literacy
and Responsible Environmental Behavior in
Environmental Education


Environmental Literacy  Involves:
      a. An awareness and sensitivity toward the
         environment
      b. An attitude of respect for the natural
         environment, and of concern for the nature
         and magnitude of human impacts on it
      c. A knowledge and understanding of how
         natural systems work, as well as of how social
         systems interface with natural systems
      d. An understanding of the various
         environmentally-related problems and issues
         (local, regional, national, international, and
         global)
      e. The skills required to analyze, synthesize, and
         evaluate information about environmental
         problems/issues using primary and secondary
         sources, and to evaluate a select problem/issue
         on the basis of evidence and personal values
      f. A sense of personal investment in,
         responsibility for, motivation to work
         individually and collectively toward the
         resolution of environmental problems/issues
                                                          Appendix B        97

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                                   g. A knowledge of strategies available for use in
                                      remediating environmental problems/issues
                                   h. The skills required to develop, implement and
                                      evaluate single strategies and composite plans
                                      for remediating environmental problems/
                                      issues
                                   i.  Active involvement at all levels in working
                                      toward the resolution of environmental
                                      problems/issues


                             Framework 5
                             Wisconsin Center for Environmental Education
                             (1992)
                             University of Wisconsin, Steven's Point

                             Cognitive Outcomes:
                                Knowledge of Ecological Principles
                                   Individuals, Populations, and Communities:
                                   habitats, niches, and adaptations; food chains,
                                   food webs; population dynamics; population and
                                   community interactions
                                   Change and Limiting Factors: change as a
                                   natural process; biotic and abiotic limits to
                                   growth, size, and distribution of populations
                                   Energy Flow: sun as primary source, other
                                   sources and forms of energy; transfer and energy
                                   through living systems; first and second laws of
                                   energy—conservation of energy, entropy; need
                                   for a consistent source of energy by systems and
                                   individuals; photosynthesis and respiration
                                   Biogeochemical Cycling:  conservation of matter,
                                   nutrient and materials cycling; hydrologic cycle
                                   Ecosystems and Biodiversity: importance of
                                   biodiversity;  interdependence of organisms;
                                   ecosystems
                                Knowledge of Environmental Problems and Issues
                                   Air Quality: ozone depletion; global warming;
                                   acid  deposition; air pollution
                                   Water Quality and Quantity: water pollution;
                                   use and management
                                   Soil  Quality and Quantity: soil depletion and
                                   pollution; use and management
98        Appendix B

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      Wildlife and Habitat: habitat and biodiversity
      loss; use and management
      Energy: sustainable and non-renewable;
      consumption
      Human Population and Health: overpopulation;
      environmental health hazards
      Waste: solid waste; hazardous wastes
   Knowledge of Environmental Issue Investigation
   and Action Strategies
   Knowledge of Strategies Used to Investigate
   Environmental Problems and Issues
   Knowledge of Appropriate Action  Strategies for
   the Prevention or Resolution of Environmental
   Problems and Issues


Affective Outcomes:
      Environmental Sensitivity/Awareness
      Positive Attitudes and Values for the Prevention
      and Remediation of Environmental Problems and
      Issues Regarding: air quality; water  quality and
      quantity; soil quality and quantity; wildlife and
      habitat; energy; human population and health;
      waste


Determinants of Environmentally Responsible
Behavior
      Locus of Control
      Assumption of Personal Responsibility

Environmentally Responsible Behaviors
      Ecomanagement; Economic Action; Persuasion;
      Political Action; Legal Action
                                                        Appendix B        99

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                            Framework 6
                            Roth, C. (1992)
                            Environmental Literacy: Its Roots, Evolution and
                            Directions in the 1990's

                            Nominal Environmental Literacy:
                               Knowledge Strand—Nominally environmentally
                               literate individuals are familiar with:
                                  The nature of the basic components of elemental
                                  systems (e.g., living and non-living things,
                                  requirements for life)
                                  Types and examples of interactions between
                                  humans and nature
                                  Basic components of societal systems
                               Affective Strand—Have affective sensitivities about:
                                  Appreciation of both nature and society
                                  Elementary sensitivity and empathy for both
                                  nature and society
                                  Elemental perceptions of points of conflict
                                  between nature and society
                               Skill Strand—Have skills of:
                                  Identifying and defining problems.
                                  Recognizing issues surrounding identified
                                  problems or proposed solutions (e.g. latent and
                                  visible conflicts)
                               Behavior Strand—Demonstrate:
                                  Familial, school and organization activities and
                                  habits aimed at maintenance of environmental
                                  quality
                                  Responding and coping behaviors

                            Functional Environmental Literacy
                               Knowledge Strand—The functional environmentally
                               literate citizen, in addition to the knowledge of the
                               nominally literate, has knowledge of and
                               understanding of a number of ecological, economic,
                               geographic, religious, educational and political
                               processes and understanding of the effects/impacts of
                               humans on natural systems, including (abbreviated
                               listing):
100      Appendix B

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   Population dynamics
   Interactions
   Interdependence
   Thinking in terms of time frames or scales
Skill Strand—The functionally environmentally
literate demonstrate basic skills in analyzing problems
and issues and conducting investigations of problems
and issues using primary and secondary resource/
strategies such as (abbreviated listing):
   Identifying environmental issues
   Seeking historical background of issues
   Investigating environmental issues
   Evaluating sources of information
   Analyzing environmental issues from various
   perspectives
   Applying ecological concepts to predicting
   probable ecological consequences
   Identifying alternative solutions and value
   perspectives
   Evaluating alternative solutions
   Conducting basic risk analysis
   Identifying and clarifying his/her value positions
   Examining issues from local, national, regional,
   and international points of view
   Thinking in terms of systems
   Demonstrating ability to forecast, to think ahead,
   plan
Affect Strand—The functionally environmentally
literate demonstrate such basic affects, attitudes and
values as:
   Identification with, and feelings of concern for,
   both society and the environment
   Willingness to recognize and choose among
   differing value perspectives associated with
   problems and issues
   Internal locus of control
   Treating public and private property with equal
   respect
   Sense of stewardship
                                                         Appendix B       101

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                                Behavior Strand—The functionally environmentally
                                literate moves to action through selected lifestyle
                                activities/behaviors and community/organizational
                                behaviors demonstrated by:
                                   Taking action positions and actions based on best
                                   available knowledge
                                   Taking individual and/or group action through:
                                   persuasion, consumerism, political action, legal
                                   action, ecomanagement


                             Operational Environmental Literacy
                                Skill Strand—Skills involved with evaluating
                                problems and issues on the basis of available
                                evidence (facts) and personal values and skills used in
                                planning, implementing, and evaluating solutions,
                                including using the process skills of scientific inquiry:
                                   Using ability to forecast, to think ahead, plan
                                   Using ability to separate number, quantity,
                                   quality, and value
                                   Imagining
                                   Connecting
                                   Valuing and value analysis
                                   Using primary and secondary sources of
                                   information
                                   Using ability to separate fact from opinion
                                   determining the roles played by differing human
                                   beliefs and values in environmental issues
                                Affect Strand—Affects, attitudes and values, that
                                indicate a valuation of both nature and society, a
                                sense of investment in and responsibility for the
                                resolution of problems and issues along with a respect
                                for both nature and society and a willingness to
                                participate in, and show a sense of efficacy toward the
                                resolution of problems and issues including
                                (abbreviated listing):
                                   Awareness of and sensitivity to the total
                                   environment and its allied programs
                                   Motivation to actively participate in
                                   environmental improvement and protection
102      Appendix B

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      Taking into account historical perspectives while
      focusing on current and potential environmental
      situations
      Strong internal locus of control
      Personal responsibility: recognition of impacts of
      personal behavior; acceptance of personal
      responsibility for the impacts; willingness to help
      correct or avoid negative impacts
   Behavior Strand—Actions that demonstrate
   leadership in working toward the resolution of
   problems and issues including:
      Evaluating actions with respect to their impact on
      quality of life and environment
      Providing verbal commitments
      Working to maintain biological and social
      diversity
      Continually examining and reexamining the
      values of the culture
      Making decisions based on beneficence, justice,
      stewardship, prudence, cooperation, and
      compassion


Framework 7
Environmental Education Literacy Consortium
(Hungerford, H.; Volk, T.; Wilke, R.; Champeau, R.;
Marcinkowski, T.; May, T.; Bluhm, B.; and
McKeown-lce, R.) (1994)
Environmental Literacy Framework

Cognitive Dimensions (Knowledge and Skills)
   A. Knowledge of ecological and socio-political
      foundations
   B. Knowledge of and ability to identify, analyze,
      investigate and evaluate environmental problems and
      issues
   C. Knowledge of and ability to apply environmental
      action strategies seeking to influence outcomes of
      environmental problems and issues
   D. Ability to develop and evaluate an appropriate action
      plan for the resolution of environmental problems or
      issues
                                                         Appendix B       103

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                              Affective Dimensions
                                 A. Recognition of the importance of environmental
                                    quality and the existence of environmental problems
                                    and issues
                                 B. Empathic, appreciative and caring attitudes toward the
                                    environment
                                 C. Willingness to work toward the prevention and/or
                                    remediation of environmental problems and issues


                              Additional Determinants
                              of Environmentally Responsible Behavior
                                 A. Belief in their ability, both individually and
                                    collectively, to influence outcomes of environmental
                                    problems and issues
                                 B. Assumption of responsibility for personal actions that
                                    influence the environment
                              Personal and/or Group Involvement
                              in Environmentally Responsible Behaviors
                                 A. Ecomanagement—e.g. actions such as using a more
                                    energy efficient form of transportation, reducing
                                    consumption of energy or water, improving wildlife
                                    habitat, recycling, etc.
                                 B. Economic/consumer action—e.g., purchasing products
                                    in returnable/reusable containers, avoiding purchase of
                                    excess packaging, avoiding items with toxic by-
                                    products, providing financial support to an
                                    environmental organization, boycotting products
                                    considered to be damaging to the environment, etc.
                                 C. Persuasion—e.g., using informal discussion to
                                    encourage another to support a positive environmental
                                    position or action, distributing "pro-environment"
                                    literature, signing a petition, encouraging another
                                    individual or group to stop some kind of destructive
                                    behavior, writing a letter to a person/group/company
                                    to stop an action that has negative environmental
                                    consequences, giving a speech, etc.
                                 D. Political action—e.g., writing letters or speaking
                                    directly to elected officials on behalf of an
                                    environmental issue,  supporting by time or finances a
                                    candidate or lobbying group based upon an
                                    environmental issue, running for or serving in an
                                    official capacity with the intent of supporting pro-
                                    environmental positions or actions, etc.
104       Appendix B

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   E.  Legal action—e.g. reporting violations in pollution/
       littering, fishing, trapping or hunting laws or plant or
       animal collecting to the authorities, working with
       authorities to patrol areas for enforcing environmental
       laws, providing information or testimony at a legal
       hearing or participating in a lawsuit against a person/
       group who has violated a law aimed at protecting the
       environment, etc.


Framework 8
Learning for a Sustainable Future, Developing a
Cooperative Framework for Sustainable
Development  Education (1994)
Education for a Sustainable  Future:
The Knowledge, Skills and Values Needed

Knowledge Needed:
       1.  The planet earth as a finite system and the
          elements that constitute the planetary
          environment
       2.  The resources of the earth, particularly soil,
          water, minerals, etc., their distribution and
          their role in supporting living organisms
       3.  The nature of ecosystems and biomes, their
          health and their interdependence within the
          biosphere
       4.  The dependence of humans on the
          environmental resources for life and
          sustenance
       5.  The sustainable relationship of native societies
          to the  environment
       6.  The implications of resource distribution in
          determining the nature of societies and the
          rate and character of economic development
       7.  Characteristics of the development of human
          societies including nomadic, hunter-gatherer,
          agricultural, industrial and post-industrial, and
          the impact of each on the natural environment
       8.  The role of science and  technology in the
          development of societies and the impact of
          these technologies on the environment
       9.  Philosophies and patterns of economic activity
          and their different impacts on the
          environment, societies and cultures

                                                          Appendix B       105

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                                     10. The process of urbanization and the
                                        implications of de-ruralization
                                     11. The interconnectedness of present world
                                        political, economic, environmental and social
                                        issues
                                     12. Aspects of differing perspectives and
                                        philosophies concerning the ecological and
                                        human environments
                                     13. Cooperative international and national efforts
                                        to find solutions to common global issues, and
                                        to implement strategies for a more sustainable
                                        future
                                     14. The implications for the global community of
                                        the political, economic and socio-cultural
                                        changes needed for a more sustainable future
                                     15. Processes of planning, policy-making and
                                        action for sustainability by governments,
                                        businesses, non-governmental organizations
                                        and the general public


                              Skills Needed:
                                     1.  Frame appropriate questions to guide relevant
                                        study and research
                                     2.  Define such fundamental concepts as
                                        environment, community, development and
                                        technology, and apply definitions to local,
                                        national and global experience
                                     3.  Use of range of resources and technologies in
                                        addressing questions
                                     4.  Assess the nature of bias and evaluate
                                        different points of view
                                     5.  Develop hypotheses based on balanced
                                        information, crucial analysis and careful
                                        synthesis, and test them against new
                                        information and personal experience and
                                        beliefs
                                     6.  Communicate information and  viewpoints
                                        effectively
                                     7.  Work towards negotiated consensus and
                                        cooperative resolution of conflicts
                                     8.  Develop cooperative strategies for appropriate
                                        action to change present relationships between
106       Appendix B

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          ecological preservation and economic
          development


Values Needed:
       1.  An appreciation of the resilience, fragility and
          beauty of nature and the interdependence and
          equal importance of all life forms
       2.  An appreciation of the dependence of human
          life on the resources of a finite planet
       3.  An appreciation of the role of human
          ingenuity and individual creativity in ensuring
          survival and the search for appropriate and
          sustainable progress
       4.  An appreciation of the power of human beings
          to modify the environment
       5.  A sense of self-worth and rootedness in one's
          own culture and community
       6.  A respect for other cultures and a recognition
          of the interdependence of the human
          community
       7.  A global perspective and loyalty to the world
          community
       8.  A concern for disparities and injustices, a
          commitment to human rights, and to the
          peaceful resolution of conflict
       9.  An appreciation of the challenges faced by the
          human community in defining the processes
          needed for sustainability and in implementing
          the changes needed
       10. A sense of balance in deciding among
          conflicting priorities
       11. Personal acceptance of a sustainable lifestyle
          and a commitment to participation in change
       12. A realistic appreciation of the urgency of
          challenges facing the global community and
          the complexities that demand long-term
          planning for building a sustainable future
       13. A sense of hope and a positive personal and
          social perspective on the future
       14. An appreciation of the importance and worth
          of individual responsibility and action
                                                            Appendix B       107

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                             Conceptual Frameworks
                             for Curriculum Materials
                             The form environmental education takes in practice is based
                             heavily upon the curriculum materials available to those "in
                             the field"—for example, teachers, naturalists, volunteer
                             instructors or museum curators. The conceptual or curriculum
                             frameworks direct the writing of individual lessons as well as
                             the overall organization of the materials. Consequently,
                             looking at how EE has been put into practice is essential to
                             developing a model or framework for EE guidelines. Of the
                             abundance of curricula available, a small number of nationally
                             recognized examples were selected as examples.


                             Framework 1
                             Project WILD (1986)

                             I. Awareness and Appreciation of Wildlife
                                   A.  Humans and wildlife have similar basic needs.
                                   B.  Humans and wildlife share environments.
                                   C.  Humans and wildlife are subject to many of
                                       the same environmental conditions.
                                   D.  Humans have far greater ability to alter or
                                       adjust to environments than does wildlife;
                                       thus, humans have a responsibility to consider
                                       effects of their activities on other life forms.
                             II. Human Values and Wildlife
                                   A. Wildlife has aesthetic and spiritual values.
                                   B. Wildlife has ecological and scientific values.
                                   C. Wildlife has social and political values.
                                   D. Wildlife has commercial and economic
                                      values.
                                   E. Wildlife has consumptive and non-
                                      consumptive recreational values.


                             III. Wildlife and Ecological Systems
                                   A. Each environment has characteristic life
                                      forms.
                                   B. All living elements of an ecological system
                                      are interdependent.
                                   C. Variation and change occur in all ecological
                                      systems.

108      Appendix B

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       D. Adaptation is continuous within all ecological
          systems.
       E. Living things tend to reproduce in numbers
          greater than their habitat can support.
       F. Each area of land  or water, and ultimately the
          planet, has a carrying capacity of plants and
          animals.


IV.     Wildlife Conservation
       A. Management of resources and environments is
          the application of scientific knowledge and
          technical skills to  protect, preserve, conserve,
          limit, enhance, or  extend the value of a natural
          resource, as well as to improve environmental
          quality.
       B. Wildlife is one of our basic natural resources,
          along with water,  air, minerals, soil, and plant
          life.
       C. Good habitat is the key to wildlife survival.
       D. Wildlife resources can be managed and
          conserved.
       E. Wildlife conservation practices depend on a
          knowledge of natural laws and the application
          of knowledge from many disciplines.
       F. In the U.S., wildlife is considered to be a
          public resource. Ownership of land or water
          alone does not secure ownership of wildlife on
          that land or in that water as it does in some
          other countries.
V. Cultural and Social Interaction with Wildlife
       A. Human cultures and societies, past and
          present, affect and are affected by wildlife and
          its habitat.
       B. Societies develop programs and policies
          relating to wildlife and its habitat through a
          variety of social mechanisms.

VI. Wildlife Issues and Trends: Alternatives and
Consequences
       A. Human impacts on wildlife and its habitat are
          increasing worldwide.
                                                             Appendix B       109

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                                   B. Issues involving wildlife and its habitat are a
                                      product of social and cultural trends.
                                   C. Current wildlife issues and trends are complex
                                      and involve alternatives and consequences.
                                   D. Many problems, issues, and trends involving
                                      wildlife in other parts of the world are similar
                                      to those in this country.


                             VII. Wildlife, Ecological Systems, and Responsible
                             Human Actions
                                   A. Each person as an individual and as a member
                                      of society affects the environment.
                                   B. Responsible environmental actions are the
                                      obligation of all  levels of society, starting with
                                      the individual.


                             Framework 2
                             Essential Learnings in  Environmental Education
                             (1990)

                             Natural Systems:
                                   General: Environment, Earth, Biosphere
                                   Abiotic  Components: Energy, Atmosphere, Land
                                   & Soil, Water
                                   Biotic Components: Plant, Animal
                                   Processes: Weather & Climate, Biogeochemical
                                   Cycles, Evolution and Extinction
                                   Biological Systems: Ecosystems, Food Chains &
                                   Webs, Community, Population, Habitat & Niche


                             Resources:
                                   Natural Resources: Distribution &
                                   Consumption, Management & Conservation,
                                   Sustainable Development
                                   Abiotic  Resources: Energy & Minerals, Water,
                                   Land &  Soil
                                   Biotic Resources: Forests, Wildlife & Fisheries,
                                   Biodiversity
                                   Degradation of Resource Base: Limits to
                                   Systems, Pollution
110      Appendix B

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Human Systems:
      Humans and Environment: Humans as part of
      environment, human adaptation to environment,
      Human influence upon environment, population
      factors
      Technological Systems: Agriculture,
      Settlements, Manufacturing and Technology
      Social Systems: Economic systems,
      Sociopolitical Systems, Culture and Religion
      Environmental Awareness and Protection:
      Values and Ethics, Education and
      Communication, Participation/Voluntary Action,
      Legislation & Enforcement

Framework 3
Project Learning Tree Environmental Education
Activity Guide (1993)

Diversity
      Diversity in Environments
      Diversity of Resources and Technologies
      Diversity among and within Societies and
      Cultures
      Interrelationships
      Environmental Interrelationships
      Resources and Technological Interrelationships
      Societal and Cultural Interrelationships

Systems
      Environmental Systems
      Resource Management and Technological
      Systems
      Systems in Society and Culture

Structure and Scale
      Structures and Scale in Environments
      Structure and Scale in  Resources and Technology
      Structure and Scale in  Societies and Culture
                                                         Appendix B      111

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                             Patterns of Change
                                    Patterns of Change in the Environment
                                    Patterns of Change in Resources and
                                    Technologies
                                    Patterns of Change in Society and Culture

                             Framework 4
                             Project WET Curriculum & Activity Guide (1995)

                             Conceptual Framework:
                                    Water has unique physical and chemical
                                    characteristics.
                                    Water is essential for all life to exist.
                                    Water connects all Earth systems.
                                    Water is a natural resource.
                                    Water resources are managed.
                                    Water resources exist within social constructs.
                                    Water resources exist within cultural contexts.

                             Affective Framework:
                                    People's awareness of and sensitivity toward
                                    water and water-related concepts and issues
                                    People's attitudes (opinions, likes, dislikes)
                                    toward water and water-related concepts and
                                    issues
                                    People's values (consideration of worth, need to
                                    cherish, importance) toward water and water-
                                    related concepts and issues
                                    People's behavior toward and expression of water
                                    and water-related concepts and issues, influenced
                                    by awareness and sensitivity, attitudes, and values

                             Skills Framework:
                                    Gathering information
                                    Organizing information
                                    Analyzing information
                                    Interpreting information
                                    Applying learned information
                                    Evaluating application  of learned information
112      Appendix B

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      Presenting evidence of learning from application
      and evaluation
Framework 5
Biodiversity Basics, World Wildlife Fund (1999)

Part I: The Conceptual Framework
   What Is Biodiversity?
       The concepts in this theme provide students with
       a fundamental knowledge and appreciation of
       biodiversity. These concepts also help students
       understand the characteristics of living systems
       and the fact that the environment is made up of
       systems nested within larger systems.
       •   Definition of Biodiversity
       •   Basic Ecological Principles
       •   Key Ecological Definitions that Help to
          Understand Biodiversity
   Why Is Biodiversity Important?
       Concepts in this  section can help students
       investigate how biodiversity affects their lives and
       supports life on Earth. Recognizing the
       importance of biodiversity increases students'
       awareness of why and how people's actions affect
       biodiversity and why it's important to maintain
       and restore biodiversity.
       •   Quality of the Environment
       •   Quality of Life (Economics, Health and
          Safety, Socio/Political, Culture)
   What Is the Status of Biodiversity?
       Concepts in this theme help students understand
       the status of biodiversity and why biodiversity is
       declining around the world. By learning about the
       causes and consequences of biodiversity loss,
       students will be able to participate in maintaining
       biodiversity in the future.
       •   Factors Affecting Biodiversity (Population
          Growth, Loss, Degradation, and
          Fragmentation of Habitat, Introduced Species,
          Over-Consumption of Natural Resources,
          Pollution)
                                                             Appendix B       113

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                                 How Can We Protect Biodiversity?
                                    Concepts in this section help students identify
                                    ways to ensure that adequate biodiversity will be
                                    maintained for future generations. For students to
                                    willingly and effectively take action to protect
                                    biodiversity, they must have a thorough
                                    understanding and appreciation of what
                                    biodiversity is, why it's important, why we're
                                    losing it, and what people can do to help maintain
                                    and conserve it. Students should also begin to
                                    understand that ecological integrity, social equity,
                                    and economic prosperity are connected and are
                                    important components of a sustainable society.
                                    •  Studying Biodiversity
                                    •  Conserving Biodiversity (Role of Values,
                                       Role of Civil Society, Government, and
                                       Industry, Future Outlooks for Maintaining and
                                       Restoring Biodiversity)


                              Part II: The Skills Framework
                                    •  Gathering Information
                                    •  Organizing Information
                                    •  Analyzing Information
                                    •  Interpreting Information
                                    •  Applying Information
                                    •  Evaluating Information
                                    •  Presenting Information
                                    •  Developing Citizenship Skills


                              Previous Standards or Criteria Development
                              Projects
                              The quest to define what constitutes quality environmental
                              education is not new. The following outlines represent efforts
                              by the National Science Teachers Association and the
                              American Society for Testing and Materials (ASTM) to
                              develop guiding principles for environmental education. Also
                              included is material  prepared by the American Forum for
                              Global Education suggesting conceptual guidelines for
                              national standards for international studies education.
114      Appendix B

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Outline 1
National Science Teachers Association, Criteria
for Excellence in Environmental Education,
Revised Edition

Effective environmental education depends on
multidisciplinary instruction but has a strong science
component. It involves minds-on, direct contact with
environments as well as vicarious experiences. The learner
grows from awareness and understanding to concern and
action.


Goal:
To develop and practice creativity and critical thinking along
with values analyses. Teachers and learners will search for
alternative solutions to environmental issues and evaluate the
ethical, social, ecological, and economic costs and benefits of
alternatives.


Curriculum
       1.  Provides activities and information in which
          people interact with the environment.
       2.  Develops in the students the intellectual tools
          to effectively explore the world around them.
       3.  Directly involves students in investigating the
          world around them and their relationship to it.


Instruction
       1.  Fosters open minds and the generation and
          examination of alternatives;
       2.  Stimulates and fosters creativity and critical
          thinking;
       3.  Respects the social, intellectual, and
          developmental maturity of learners;
       4.  Links science with other areas of intellectual
          and emotional activity;
       5.  Provides opportunities for students to be
          involved in environmental activity at an
          appropriate level of challenge; hence, fosters a
          growing sense of confidence that groups and
          individuals can positively affect the
          environment;
                                                            Appendix B      115

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                                    6.  Relates the components of the ecosystem to
                                       our health, well-being, and potential for
                                       development.


                             Evaluation
                                 Effective programs and materials provide:
                                    1.  Evaluation design based on stated goals,
                                       objectives, and outcomes;
                                    2.  Field testing of programs and materials in
                                       terms of stated goals and objectives;
                                    3.  Continuous modification and feedback.


                             Teachers
                                    1.  Distribute EE guidelines to colleagues;
                                    2.  Encourage colleagues to increase their
                                       environmental literacy;
                                    3.  Hold clearly stated goals and objectives for
                                       learner behavior;
                                    4.  Treat controversial issues fairly and honestly;
                                    5.  Teach people how to think, not what to think.


                             Outline 2
                             ASTM, EE Curriculum Draft Standards, Curriculum
                             Task Group (1991)

                             These guidelines recommend that formal educational
                             institutions and agencies develop, promote, and facilitate
                             environmental education curricula that enhance environmental
                             awareness and knowledge; as such the guidelines will:
                                    impart overall environmental awareness and
                                    knowledge
                                    recognize and emphasize ecology as a critical
                                    cornerstone of all environmental education
                                    programs
                                    communicate and apply major ecological
                                    concepts to an improved awareness and
                                    understanding of the environment (e.g., humans
                                    as ecological variables, and extensive discussions
                                    and illustrations of different scales of time and
                                    space as they relate to function and development
                                    of any ecosystem)
116      Appendix B

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       communicate and apply major social science
       concepts to an improved awareness and
       understanding of the environment
       demonstrate the usefulness of ecological and
       social science concepts in understanding human
       dependence upon stable and productive ecological
       and social systems for survival


These guidelines recommend that formal educational
institutions and agencies develop, promote, and facilitate
environmental curricula that  demonstrate issue investigation,
analysis, and action skills; as such, the guidelines will:
       identify a wide variety of environmental issues
       and problems and demonstrate the application of
       ecological and social  science concepts in
       recognizing and interpreting these issues and
       problems
       describe how human behavior, beliefs,  values and
       cultural activities (e.g. religious, economic,
       political, social, and others) impact on the
       environment and relate to environmental issues
       and problems
       recommend various issues investigation strategies
       using both primary and secondary sources of
       information (e.g. generating research questions;
       developing a survey; planning data-collection;
       organizing data into charts/tables/graphs;
       generating data-based conclusions; developing
       inferences and recommendations; and
       communicating research findings)
       identify various alternative solutions to
       environmental problems and predict the possible
       or probable ecological, social, political, legal, and
       economic consequences of alternative solutions to
       these problems
       demonstrate a strategy for the identification,
       evaluation, and modification of personal and
       group value positions and action strategies,
       relative to the environment
       demonstrate strategies for the correction of
       environmental problems (e.g. persuasion,
       consumer action, political action, legal  action, and
       ecomanagement)
       identify sources of scientific  and social science
       information appropriate to the investigation and
                                                             Appendix B       117

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                                     evaluation of environmental issues, problems, and
                                     solutions
                              These guidelines recommend that formal educational
                              institutions and agencies develop, promote, and facilitate
                              environmental education curricula that demonstrate the
                              following instructional methodologies:
                                 Goal Orientation
                                     A knowledge of education philosophy will be
                                     used to select, develop, and implement curricular
                                     programs and strategies to achieve both general
                                     educational and environmental education goals.
                                 Coordination with Established Levels of
                                 Environmental Literacy
                                     Graded environmental education curricula will be
                                     developed to coordinate with the various levels of
                                     environmental literacy as detailed in Literacy
                                     Standards for Environmental Education (refer to
                                     documents produced by the Environmental
                                     Literacy  Subcommittee: e.g., curricula for the
                                     nominally, functionally, and operationally
                                     literate.)
                                 Coordination with Conventional Levels of
                                 Instruction
                                     Environmental education curricula will be
                                     developed which are targeted toward several
                                     primary levels of instruction: teacher education,
                                     lower/upper elementary education, and secondary
                                     education. The curricula will be designed so that
                                     its facilitation and mode of presentation will be
                                     appropriate to the learning level toward which it is
                                     targeted.
                                 Curriculum Infusion
                                     Environmental education curricula will be
                                     designed with open-ended components to allow
                                     for (a) ease of infusion into  existing curricula, (b)
                                     opportunities for educators to create their own
                                     unique topic approaches and presentation formats,
                                     and (c) on-going modifications to reflect the
                                     dynamic, ever changing nature of environmental
                                     instruction.
118       Appendix B

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   Compatibility with Accepted Theories of Teaching
   and Learning
       Environmental education curricula will be
       developed that utilize and reflect a wide diversity
       of instructional applications, as detailed in
       Teacher Education Standards for Environmental
       Education (e.g. contemporary theories and
       practices relating to education philosophy,
       learning behavior, teaching methodologies,
       evaluation, and development of curriculum
       materials).
   Selection of Appropriate Methodologies/Sites
       Environmental education curriculum will select
       and implement instructional methodologies and
       sites which are appropriate for desired cognitive,
       affective, and behavioral outcomes and for a
       variety of learner characteristics (e.g. outdoor
       education methods, affective education methods,
       simulation games and role playing, case study
       methods, community resource use, etc.)
   Evaluation
       Environmental education curricula should be
       designed for ease of evaluation. The evaluation
       criteria should reflect elements typical of any
       conventional curriculum as well as evaluation
       components that may be unique to the scope of
       environmental education.


Outline 3
Smith, A. (1994)
Concept Paper on Developing National Standards
for International Studies Education

Global Issues and Topics
       A. Global environment, including biodiversity
          and species protection
       B. Global resources, the need for conservation,
          development of alternative energy sources,
          and sustainability
       C. Global trends in population and related issues
          such as urbanization, migration, growth and
          control, and population distribution
                                                           Appendix B      119

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                                    D. Major economic realities and significant
                                       issues of international trade,  development, aid
                                       and investment
                                    E. World peace and security
                                    F. International human rights and human values
                                    G. Hunger, food supply and distribution around
                                       the world
                                    H. Ethnic conflict, diversity and human
                                       commonality
                                    I.  Significant differences in systems of
                                       government
                                    J.  The United Nations and other international
                                       and regional organizations
                                    K. World cultures
                                    L. Global developments in science and
                                       technology


                             Culture Studies and Area Studies—America and the
                             World
                                    A. America's contemporary and historical
                                       connections with global issues and areas
                                    B. Understanding individuals' relationships and
                                       connections with global issues and other
                                       cultures
                                    C. Citizenship responsibilities


                             References
                             Ballard, M. and M.  Pandya. Essential Learnings in
                                Environmental Education. Troy, OH: NAAEE, 1990.
                             Braus, J., ed. Biodiversity Basics—Exploring the Web of Life.
                                Washington, D.C.: World Wildlife Fund, 1999.
                             Curriculum Task Group. Environmental Education
                                Curriculum Standards, draft working paper. Philadelphia,
                                PA: ASTM, 1991.
                             Developing a Cooperative Framework for Sustainable
                                Development Education. Ontario, Canada: Learning for a
                                Sustainable Future, 1993.
                             Environmental Literacy Framework. Unpublished paper by
                                the Wisconsin Center for Environmental Education,
                                University of Wisconsin-Steven's Point, 1992.
                             Hungerford, H.R., R.B. Peyton, and RJ. Wilke. "Goals for
                                Curriculum Development in Environmental Education."
120      Appendix B

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   Journal of Environmental Education, 11, no. 3 (1980): 42-
   47.
Hungerford, H.R., T. Volk, R. Wilke, R. Champeau, T.
   Marcinkowski, T. May, W. Bluhm, and R. McKeown-Ice.
   Environmental Literacy Framework. Unpubished paper by
   the Environmental Education Literacy Consortium,
   Southern Illinois University,Carbondale, IL, 1994.
lozzi, L., D. Laveault, and T. Marcinkowski. Assessment of
   Learning Outcomes in Environmental Education. Paris:
   UNESCO, 1990.
Marcinkowski, T. "The Relationship between Environmental
   Literacy and Responsible Environmental Behavior in
   Environmental Education." In Methods and Techniques
   for Evaluating Environmental Education, edited by M.
   Maldague. Paris: UNESCO, 1991.
Project Learning Tree. Washington, D.C.: American Forest
   Foundation,  1993.
Project WET. Bozeman, MT: The Watercourse & Houston,
   TX: Council for Environmental Education, 1995.
Project WILD. Bethesda, MD: Council for Environmental
   Education, 1992.
Roth, C. Environmental Literacy: Its Roots, Evolution and
   Directions in the 1990s.  Columbus,  OH: ERIC
   Clearinghouse for Science, Mathematics, and
   Environmental Education, 1992.
Smith, A. "Developing National Standards for International
   Studies Education," a  concept paper. New York:
   American Forum for Global Education, 1994.
Stapp, W. B. and D. A. Cox. "Environmental Education
   Model," in Environmental Education Activities Manual.
   Ann Arbor, MI,  1974.
UNESCO/UNEP. "The Belgrade Charter." Connect 1, no. 1,
   (1976): 1-2.
UNESCO/UNEP. "The Tbilisi Declaration." Connect 3, no. 1,
   (1978): 1-8.
                                                          Appendix B      121

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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:

• Environmental Education Materials: Guidelines for Excellence (4th edition, 2009). A set of
  recommendations for developing and selecting environmental education materials.
* Excellence in Environmental Education: Guidelines for Learning (K-12) (4th edition, 2010). 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 (4th edition, 2010). An easy-to-use outline listing the guidelines and a
  set of checklists for analyzing educational activities.
• Guidelines for the Preparation and Professional Development of Environmental Educators
  (2nd edition, 2004). A set of competencies for educators preparing to teach environmental
  education in a variety of job settings.
• Nonformal Environmental Education Programs: Guidelines for Excellence (2nd edition,
  2009). A set of recommendations to be used in the  development of comprehensive environmental
  education programs or to trigger improvements in existing ones.
* Early Childhood Environmental Education Programs: Guidelines for Excellence (2010).
  A set of recommendations to be used in the development of comprehensive early childhood
  environmental education programs or to trigger improvements in existing ones.
• Environmental Education Materials: Guidelines for Excellence Workbook - Bridging Theory
  and Practice (2000). Activities and examples to deepen your understanding of Environmental
  Education Materials: Guidelines for Excellence.
  Hard copies of the Environmental Education Guidelines  publications can be ordered from NAAEE at www.
  naaee.org/publications guidelines-for-excellence.
  Free copies may be downloaded from NAAEE's Web site at www.naaee.org/programs-and-initiatives/
  guidelines-for-excellence.

• The Environmental Education Collection: A Review of Resources for Educators, Volume 1
  (1997, updated 2004).
• The Environmental Education Collection: A Review of Resources for Educators, Volume 2
  (1998, updated 2004).
• The Environmental Education Collection: A Review of Resources for Educators, Volume 3
  (1998, updated 2004).
  The Environmental Education Collection is now available only online at www.naaee.org/publications/
  guidelines-for-excellence.

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North American Association for Environmental Education

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