Kentucky’s Environmental Literacy Plan

1. Kentucky’s Environmental Literacy Plan WKU Focus Group Meeting May 6, 2010

2. 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.

3. 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

4. The Benefits of Environmental Education • Academic • Health • Development • Cognitive • Social • Emotional • Work Force Development • Environmental

5. Academic • Research across the country shows that when environment-based education is incorporated into schools, both students’ achievement and behaviors and attitudes improve.

6. 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)

7. 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)

8. 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)

9. Attitudes/Behavior in Schools

10. HealthChildhood Obesity Rates Kentucky: 21%, 3rd highest nationally

11. Health Time 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

12. Contact with the natural world is necessary for growth and development of children Impacts Cognitive Social Emotional Impacts on Development

13. 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

14. 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: Social

15. 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. Impacts: Emotional

16. “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

17. 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)

18. 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.

19. Environmental Education in Action

20. Environmental Education in Action

21. Environmental Education in Action

22. Environmental Education in Action

23. Environmental Education in Action

24. 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

25. 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.

26. 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.

27. 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

28. 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.pdfFebruary 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