Kentucky’s Environmental Literacy Plan

WKU Focus Group MeetingMay 6, 2010

Raining Cats and Dogs Choose a phrase from the envelope at your table. Do

not share it with anyone!

Using the markers, write your first name and then draw a picture that represents your saying on the name tag.

When you are finished, place your nametag in the hanging name badge.

Using the colored tally sheets, “collect” the initials of the person wearing each phrase.

WHAT? Environmental Literacy

“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.”

NAAEE (2009) Excellence in Environmental Education Guidelines for Learning (K-12). Washington, DC.: NAAEE

The Benefits of Environmental Education

Academic Health Development

Cognitive Social Emotional

Work Force Development Environmental

Academic Research across the country shows that when

environment-based education is incorporated into schools, both students’ achievement and behaviors and attitudes improve.

Academic Achievement 1998: Environment as an Integrating Content (EIC) students

vs. traditional students: 100% of the EIC students scored significantly higher on comprehensive tests and had higher GPAs. (Liebermann & Hoody)

1999: Environment based elementary school: Students exceeded state average on both state tests and nationally-normed assessments, scoring higher than all other schools in Wisconsin with similar socio-economic status. Notably, all the 3rd grade students at passed the Wisconsin Reading Comprehension Test, as compared with only 25% of the total Milwaukee public school population. (NEETF)

Academic Achievement 2000: EIC students vs. traditional students: EIC

students scored higher in 72%, 101 of 140 academic assessments (Liebermann & Hoody)

2005: EIC vs. Traditional Reading: 100% of treatment students scored as well or better Math: 92.5% of treatment students scored as well or significantly

higher Language: 95% of treatment students scored as well or significantly

higher Spelling: 97.5% treatment students scored as well or significantly

higher than control students (Liebermann & Hoody)

Academic Achievement 2006: Meta-analysis of environment based

education research: “There is meaningful evidence that environmentally-

related education, using best educational practices, can increase academic achievement across curriculum subjects.” (Norman, et. al.)

2008: Views and Access to Outdoors: High school students with more access had higher standardized test scores, higher graduation rates, & a greater percentage of students planning to attend college (Matsuoka)

Attitudes/Behavior in Schools

Assessment Area Meta-analysis Results

Decreased Discipline Referrals

4 of 4 studies positive

Attendance and tardiness 3 of 3 studies positive

Motivation to learn 4 of 4 studies positive

HealthChildhood Obesity Rates

Kentucky: 21%, 3rd highest nationally

HealthTime spent outdoors: Increases physical activity

Generally linked to good health Associated with preventions of certain diseases such

as osteoporosis Linked to immunity development Prevents vitamin D deficiency Helps prevent childhood asthma Less likely to develop myopia

Impacts on Development

Contact with the natural world is necessary for growth and development of children

Impacts Cognitive Social Emotional

Impacts: Cognitive ADD/ADHD

Outdoor activities in more natural settings led to a greater reduction in ADHD symptoms

Better able to concentrate after contact with nature Results in "profound differences" in students’

attention capacities Is necessary for optimal brain development in

children. Growth of sensorimotor cortex depends on gross motor activities

Stimulates learning by engaging all 5 senses. Is more likely to expose students to opportunities that

require problem solving and higher order thinking

Impacts: Social

Provides more opportunities to learn social skills

Reduces anti-social behavior such as violence, bullying and vandalism

Fosters more positive feelings toward other children

Aids in development of independence and autonomy

Impacts: Emotional

Daily contact with nature Buffers the impact of

stressful life events Has the potential to

minimize anxiety, depression, aggression and sleep problems

Mood is affected by physical activity and exposure to sunlight.

An indoor, sedentary childhood is linked to mental-health problems.

Workforce Development

“We will be passing on complicated environmental problems to future generations. We must give the next generation a solid understanding of these problems and the basic tools to overcome them and make informed choices in their own lives. Environmental education helps prepare students for real-world challenges.”http://www.cbf.org/site/PageServer?pagename=act_sub_actioncenter_federal_NCLB

http://www.cbf.org/site/PageServer?pagename=act_sub_actioncenter_federal_NCLB

Workforce Development “Enhancing students' environmental literacy is a proven

way to expand the academic pipeline for STEM subjects and is increasingly seen as an innovative way to give students the sense of wonder and excitement so essential to encouraging scientific inquiry.” (Service Learning United)

Environmental Connection Opportunities for Students: Internships and Employment. Students: Demonstrated mastery of academic environmental science

concepts. Experienced increased self-perceptions, confidence and

concern about the environment. Considered science as a career. (Campbell)

Environmental Benefits Significant childhood experiences rather than knowledge

about the environment determine an adult’s environmentally friendly behavior.

Participation with “wild” nature before age 11 results in positive attitudes toward the environment.

Children’s positive encounters with nature can lead to the development of an environmental ethic.

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Environmental Education in Action

Task Force Timeline April 2010: Task Force Meeting

Working group identified May 2010: Regional focus group meetings

WKU EKU NKU

Summer 2010: Working group review reports from Task Force and focus group meetings

Fall 2010: Draft plan developed by working group Winter 2011: Draft plan presented to full Task Force  Spring 2011: Revision of plan

Grant proposal written IAW federal guidelines

Five Required Elements of a State Environmental Literacy Plan

Kentucky Environmental Education Council

Land, Legacy and Learning III

1. Specific content standards, content areas, and courses or subjects where instruction takes place.

NAAEE Guidelines for Excellence

2. A description of how state high school graduation requirements will ensure that graduates are environmentally literate.

Five Required Elements of a State Environmental Literacy Plan

3. A description of programs for professional development of teachers to improve their environmental content knowledge, skill in teaching about environmental issues, and field-based pedagogical skills.

Environmental Education Endorsement

Non-formal Environmental Education Certification

Kentucky University Partnership for Environmental Education

4. A description of how the state education agency will measure the environmental literacy of students.

5. A description of how the state education agency will implement the plan, including securing funding and other necessary support.

Additional Elements for Consideration

1. A description of how the state education agency will encourage school districts to “green” the buildings and grounds Kentucky Green and Healthy Schools program

2. A description of how the state education agency will encourage teachers and administrators to provide significant outdoor experiences for their students Kentucky Association for Environmental Education

References Abrams, K. (1999). Summary of Project Outcomes from EE and SSS Schools’ Final Report Data. Florida Office of

Environmental Education. Tallahassee FL. Campbell, C. (2009). The Environmental Connection Opportunities for Students (ECOS) program of Greenworks in Kansas

City Accessed from http://www.greenworkskc.org/Images/Release%20evaluation%20report%203-1-09.pdf, April 3, 2010. Chawla, L. 1998. Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity ,

Journal of Environmental Education, Vol. 29, and No. 3. Davis, D. (2001) When the Standards Include the Environment. http://www.seer.org/pages/pewarticle.htm. Ernst, J. A. (2005) A Formulitive Evaluation of the Prairie Science Class. Journal of Interpretation Research. 10(1): 9-30. Falco, E. H. (2004). Environment Based Education: Improving Attitudes and Academics for Adolescents. South Carolina

Department of Education. Columbia, SC. Haines, S. & Kilpatrick, C. (2007) Environmental Education Saves the Day. Science and Children. NSTA. April/May: 42-47 Lieberman, G. A. & Hoody, L. (1998). Closing the Achievement Gap: Using the Environment as an Integrating Context for

Learning. San Diego, CA. Norman, N., Jennings, A. & Wahl, L. (2006) The Impact of Environmentally-Related Education on Academic Achievement: A

Literature Survey. Accessed from http://www.crscience.org/pdf/aa_report.pdf February 28, 2007 Matsuoka, R. H. (2008). High school landscapes and student performance. University of Michigan, Ann Arbor Arbor. North American Association for Environmental Education & The National Environmental Education Training

Foundation. (2001) Using Environment-based Education to Advance Skills and Character Development. Washington, DC. NAAEE (2009) Excellence in Environmental Education Guidelines for Learning (K-12). Washington, DC.: NAAEE National Environmental Education Training Foundation. (2000). Environment Based Education: Creating High Performance

Schools and Students. Washington, DC.. State Environmental Education Roundtable (2005) The EIC Model and Student Achievement.

http://www.seer.org/pages/research/EIC%20and%20Student%20Achievement.doc. Wells, N & Gary E. 2003. Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35, 311-

330.

Children and Nature Network www.childrenandnature.org