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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.

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Presentation on theme: "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."— Presentation transcript:


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, put the label on as a nametag When prompted, you’ll need to get up and determine who has which saying. Have the person write their initials next to their saying.

3 Speed Intros Find a partner You will have 2 minutes to talk to each other about your reasons for being in the Professional Environmental Education Certification program When you hear the whistle, move to a new partner and repeat.

4 Field, Forest and Stream KnowWhat to LearnLearned How do the abiotic components affect the biotic components in these three ecosystems?

5 Field, Forest and Stream Divide into 6 teams—2 per ecosystem Using the equipment in your bag, collect the data on the team chart for your assigned ecosystem Compare and contrast data collection methods— technology vs. traditional

6 Ecosystem Field Tech Trad Forest Tech Trad Stream Tech Trad Soil Moisture: wet, moist or dry  Texture, Color, Smell  Organic Material or organisms? Sunlight and Wind  Shady, dark, medium light or bright  Amount of Wind  Direction from which wind is blowing Temperature  At ground level  At 1 m above ground Plant Life  Most common kinds of plants  Where each kind grows relative to others Animal Life  Animals seen  Animal Evidence (such as scat, tracks, burrows, chewed twigs or leaves)

7 Field, Forest and Stream Based on your investigation, why can each of these areas be considered an ecosystem? Go back to you KWL chart and fill in at least two things your learned. KnowWhat to LearnLearned

8 Systems

9 Set of interacting components integrated to form a whole


11 Energy Pipeline Sunbeams carry 1 sunbeam at a time to the chloroplasts. When the chloroplasts have 5 sunbeams, they pick up a leaf. When the chloroplasts have 2 leaves, 1 goes into the used up energy tub and 1 goes the rabbit. When the rabbit gets 1 leaf, it takes one hop toward the fox. The first team that complete the food chain by reaching the fox, wins!

12 Energy Pipeline Who is the most tired? What happens to the amount of energy as you go up the food chain? Compare the movement of matter in an ecosystem and the movement of energy.

13 A Drop in the Bucket How much (percent) of the Earth’s water is available to humans? Freshwater: 3% Non frozen freshwater: 0.6% Surface water: 0.15% Fresh, clean water: 0.003%

14 What is the common thread through out all the activities? Field Forest and Stream Tree Factory Energy Pipeline Food Web Drop in the Bucket Walking the Dog video Incredible Carbon Journey

15 Rose, Bud, and Thorn Rose:Something you enjoyed about the day’s activities Thorn:Something that was challenging or something that needs improvement Bud:Something you can take away from the day’s activities

16 Investigative Approaches History Social Sciences Natural Sciences

17 Examples Natural Sciences Google—Science Daily Invasive Honeysuckle Social Sciences Google—KEEC Surveys Historical Google—Tbilisi Declaration

18 Readings: Knowledge Cafe Your group will be assigned one of the following articles. Discuss your answers to each as a group. On chart paper, list the article your group discussed and the answer to the appropriate following questions. The Essence of EE. Since being good citizens seems to rarely be controversial, how could EE capitalize on this idea? What did you find most valuable and least valuable about this reading? The Value of EE Name one perspectives that your programs have in common and describe the one activity that addresses that perspective. What did you find most valuable and least valuable about this reading? Environmental Education, From the Classic to the Contemporary Choose one of the “roots” of EE your programs have in common and describe why your programs have a strong connection to it. What did you find most valuable and least valuable about this reading?

19 Project WETProject WILDProject Learning Tree Compare the goals of each of the guides. How would you find the definition for a word you don’t know? As an educator, you would like some activities for a specific grade level. How would you select them? What is the fastest way to find an activity in a particular school content area (math, science, etc.) How can you find how technology can be used with an activity? How can you get guidance in teaching a controversial issue? Where can you get information to help evaluate the effectiveness of activities with students? Choose 1 activity in each guide and answer the following questions How can you find out what really goes on in a lesson? How might you decide what other activities would go along with the one you selected If you don’t know much about a topic, what section will help you?

20 Engage learners in setting their own expectations for learning and evaluating their performances.... Depends on formal vs nonformal education setting Age/developmental level Techniques KWL Stick note example T chart 3-2-1 chart 3 things you want to learn (before) 2 things you learned (after) 1 question you still have (after) Goal setting and self assessment Polleverywhere

21 NaturalHuman Interactions

22 NAAEE: Guidelines for Learning (K-12) Jigsaw Expert Group Home Group Experts--Become an expert on your strand by Review pages 1-10 to learn about the organization of the guidelines Look through your strand at each level. Talk with your group about the major elements of your strand Home Group Choose 1 activity we did today and determine which Guideline and which grade level it most directly targets.


24 What are Standards? Educational standards are the learning goals for what students should know and be able to do at each grade level. Educational standards help educators ensure their students have the skills and knowledge they need to be successful, while also helping community members understand what is expected of their children.

25 Standards and Politics Adoption of mathematics and English/Language Arts (ELA) Common Core Standards linked to Federal Funding. Mathematics and English/Language Arts assessments are federally mandated through the ESEA Act (formerly known as No Child Left Behind)

26 Standards and Politics The Next Generation Science Standards (NGSS) are not tied to federal funding. Science is not a federally mandated tested area. States that have adopted NGSS: Nevada, California, Delaware, the District of Columbia, Kansas, Kentucky, Maryland, Rhode Island, Vermont, and Washington.

27 Kentucky and National Standards Kentucky has adopted with slight modifications Mathematics Common Core Standards English Language Arts Common Core Standards Next Generation Science Standards (NGSS) These plus former state standards in the areas of Social Studies, Arts and Humanities, Practical Living, Technology and Vocational Studies comprise Kentucky’s Core Academic Standards. /KCAS%20-%20June%202013.pdf /KCAS%20-%20June%202013.pdf

28 Key K-PREP: State assessments are collectively named the Kentucky Performance Rating for Educational Progress (K-PREP) tests. They are a blended model built with norm-referenced test (NRT) and criterion- referenced test (CRT ) items which consist of multiple-choice, extended-response and short answer items. The NRT is a purchased test with national norms and the CRT portion is customized for Kentucky. EOC: End of Course Exam

29 Science KCAS Based on the Framework for K-12 Science Education The NGSS were approved to be Kentucky Core Academic Standards for Science (Science KCAS) by the Kentucky Board of Education at their June 5, 2013 meeting. The science standards have completed the legislative review process and are now incorporated into the Kentucky Core Academic Standards for implementation in the classroom.June 5, 2013 meeting

30 When the Core Content for Assessment was released, “soccer mom” was the word of the year “dot” (as in dot-com) was selected as the most useful word of the year. We had to worry about rewinding VHS tapes before returning them to the rental store and had trouble jogging without our compact disc players skipping. Hitachi released a camcorder that could take both still and moving digital pictures. For $2000 your camera could store 20 minutes of video or 3,000 pictures, with a stunning 0.3 megapixel resolution. Shortly, after the Core Content for Assessment was released, The first personal digital music player hit the market. The $400 MPMAN by SaeHan could store 6 of your favorite songs. Dolly the sheep had not yet been cloned. We only had 111 elements (we now have 118). Mars Pathfinder was waiting for launch. And the human genome had not been mapped.


32 Homework Assignment #4Two HatsJohn Hug12/4/14According to Hug, what is the major difference between environmental education and environmental advocacy? Please discuss. #5The Tbilisi Declaration Intergovern- mental Conference on Environmental Education 12/4/14If a group of staff brought the Tbilisi Declaration to your organization for adoption, which one of the goals, objectives or guiding principles stated in the Tbilisi Declaration would cause the most controversy, and why? #6Excellence in Environmental Education: Guidelines for Learning (K-12) (Pages 1-12) North American Association for Environmental Education 12/4/14What is the purpose of the NAAEE Guidelines for Learning (K-12) and how can they be used to inform your practice?

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