EdNova
PI 34.15(4)(b) Environmental education including the conservation of natural resources
This workshop requires that you attend a Project Wild, WET or PLT workshop. We offer two, face-to-face workshops each year or you can attend one offered by other facilitators. You use the curriculum materials you receive at the workshop to design a two-week instructional unitThis workshop fulfills the Environmental Education requirement for Wisconsin teachers of agriculture, sciences, social studies, early childhood, middle childhood & special education.
Stipulation Workshop payment form
Contact Mark for more information on this workshop.
Environment Education Workshop
- http://www.ascd.org/publications/newsletters/education_update/jan00/vol42/num01/Environmental_Education_Evolves.aspx
- http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/index.htm
- http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm
- http://www.nwf.org/schoolyardhabitats/
- http://www.wri.org/wri/enved/edulinks.html
- http://www.epa.gov/teachers/
- http://www.blm.gov/education/LearningLandscapes/teachers.html
Respond to the questions below. Use individual paragraphs for each section.
- http://www.projectwild.org/overview.htm
- http://www.projectwild.org/history.htm
- http://www.projectwild.org/missionsandgoals.htm
- http://www.projectwild.org/ProjectWILDK-12CurriculumandActivityGuide.htm and
- http://www.projectwild.org/ProjectWILDK-12AquaticCurriculumandActivityGuide.htm
Use your activity guides to review the table of contents.
What are the three main concepts of environmental education the guides are designed to teach? On what field of knowledge is the first area based?
Review the conceptual framework at the back of the activity guide.
What are the most important ideas that you believe are appropriate for the youngest students you will teach? Explain why. What are the most important ideas that you believe are appropriate for the oldest students you will teach? Explain why.
Click on and read: "Wildlife is Everywhere" and "Aquatic Times"
What are the seven main components of each Project Wild activity?
Write an outline of the two-week unit. Include the main objectives of the unit and what you will do to evaluate student learning.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for this Environmental Education Workshop
|
10 |
9 |
8 |
7 |
Environmental Education concepts |
Unit addresses the development of ecological concepts, introduces their complexity in a social/political context and provides an opportunity to consider responsible human actions. |
One of the three (concepts, context, action) is missing or not emphasized enough during the course of the unit. |
It is unclear how students are expected to develop a thorough understanding of the environment from the unit. |
Unit includes a lot of “doing” without enough understanding of why |
Unit design |
Unit is designed to efficiently span two weeks of 45-60 min classes, and includes activities appropriate to the development of its targeted students. Students will be engaged by the ideas and activities |
Unit is slightly disorganized in its plan – would take slight modification to implement |
Unit is disorganized in its plan – would take major modification to implement |
Unit is dramatically too long or brief, or includes activities either too sophisticated or too infantile for the students |
Requirements |
Unit includes: description of context (grade level, season, intended site), nine to ten lessons, which build an understanding of the environmental topic(s) selected, interactions among students, opportunities for students to express learning in a variety of methods, assessment of learning |
Unit includes four of previous list |
Unit includes three of previous list |
Unit includes two of previous list |
Form |
Writing is as succinct as possible and grammatical or spelling errors are minimal (less than five). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur grammar and spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur - mistakes that make the writing a little confusing. |
Major errors occur, which make the meaning difficult to understand. |