Norda, Inc.

Norda, Inc. - Alternative Certification & Professional Development for Teachers and Administrators

EdNova

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.

You use the curriculum materials you receive at the workshop to design a two-week instructional unitto help students learn some of the major concepts of environmental education. See the details below.

This 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

Below are several sites about environmental education in Wisconsin and beyond. Brief survey this information.

Respond to the questions below. Use individual paragraphs for each section.

Read the background information at these three sites.

How would you describe the purposes of Project Wild?

Read about the structure of the two activity guides at:

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? On what field of knowledge is the second area based? On what field of knowledge is the third area based? How do the three areas build on one another?

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?

Use the curriculum materials you receive at the face-to-face workshop to design a two-week instructional unit that helps student learn some of the major concepts of environmental education. 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. We will send you a completion letter that you can upload to your file on the DPI ELO site.

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.