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New England Environmental Education Alliance

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Presentation on theme: "New England Environmental Education Alliance"— Presentation transcript:

1 Bringing New England’s Environmental Literacy Plans to the Next Generation
New England Environmental Education Alliance 2013 Conference and Sustainable Schools Summit

2 Diana Payne, CT Sea Grant, CT Lauren Rader, Project Oceanology, CT
Nicole Scola, New England Aquarium, MA Diana Payne, CT Sea Grant, CT Lauren Rader, Project Oceanology, CT Annette Brickley, Ocean Explorium, MA Dave Welty, Ocean Explorium, MA Sarah Bursky, New England Ocean Science Education Collaborative

3 Who we are

4 Mission The New England Ocean Science Education Collaborative (NEOSEC) leverages and strengthens the region’s extraordinary ocean science and educational assets to advance understanding of the vital connections between people and the ocean. To support this mission, members institutions: Expand their collective capacity to bring ocean science to the public by working together and learning from each other Create and deliver programs to divers audiences by working in partnership with people and organizations who share our mission Create and disseminate materials and programs that enable people of all ages, from diverse backgrounds and experiences, to learn about the ocean Model innovative and effective methods for integrating ocean sciences and scientists into education and outreach efforts

5 Bringing New England’s Environmental Literacy Plans to the Next Generation
3 Subgrants of the New England Environmental Education Alliance, from EPA New England Aquarium – NEOSEC Member Representatives Project Oceanology/CT Sea Grant – Middle/High School Educators Ocean Explorium – Elementary educators

6 Next Generation Science Standards

7 Revising the Standards
Step 1- Getting the Science Right The National Research Council (NRC), the staff arm of the National Academy of Sciences, began by developing the Framework for K–12 Science Education. Is grounded in the most current research on science and science learning and identified the science all K–12 students should know Step 2- States Developing Next Generation Science Standards managed and written by Achieve (is an independent, bipartisan, non-profit education reform organization that helps states raise academic standards and graduation requirements) and lead by 26 states Step 3- MA Adopt them Fall of 2013?

8 Who are the players? 26 states will provide leadership to the writers and to other states as they consider adoption

9 National Research Council's (NRC)
Th Framework Describes: a vision of what it means to be proficient in science science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard

10 Practices Dimension 2: Crosscutting Concepts
Behaviors/Skills that scientists and engineers engage in as they investigate and build models and theories practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. better explain and extend what is meant by “inquiry”. Dimension 2: Crosscutting Concepts Themes- are a way of linking the different domains of science. Examples: Patterns, similarity, and diversity; Cause and effect; Scale, Provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world. Dimension 3: Disciplinary Core Ideas Content- To be considered core, the ideas should meet at least two of the following criteria and ideally all four: Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems; Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

Disciplinary Core Ideas Physical Sciences PS1: Matter and its interactions PS2: Motion and stability: Forces and interactions PS3: Energy PS4: Waves and their applications in technologies for information transfer Life Sciences LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity Earth and Space Sciences ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change

12 How are they different? Content focus Inquiry skills separate
Currently: Content focus Inquiry skills separate Design process presented as content New Standards: Verbs in standards will reflect those skills and be strategically integrated with content Will include full list of skills and a statement emphasizing that students should continue to engage in full inquiry and design processes Attention to progressions of learning Continued inclusion of Engineering Integration of practices (inquiry & design skills) Career and college readiness perspective Links to Mathematics & Literacy (ELA) standards

13 Practices: Models, argumentation Cross Cutting: Energy and Matter
Example: Core Idea: ecosystems Practices: Models, argumentation Cross Cutting: Energy and Matter X

14 Next Steps… Final Draft released in April 2013
States will approve in 2013/2014 (with a chance for each state to tweak to their needs) 7 states have adopted: Delaware California, Kansas, Kentucky, Maryland, Rhode Island, and Vermont 45 States are considering adopting the new standards What does this mean for our programs? How can we align our programs with the new standards? Suggestions from DESE Work on learning and understanding the practices Model instruction in the intersection of the three areas

15 Environmental Literacy Plans
Diana Payne, Connecticut Sea Grant EPA/NEEEA ELP sub grant

16 What is NEOSEC’s role? NEOSEC member institutions submitted proposals to the NEEEA (NE Env. Ed. Alliance) RFP (funded by EPA) to align NGSS and New England state ELPs: NEOSEC/NEAq – Project coordination; NGSS/ELP alignment Ocean Explorium – Focus on elementary school educators Project Oceanology/CT Sea Grant – Focus on middle school educators; NGSS/ELP alignment Goal: Aligning NGSS and New England state ELPs Expertise: Nicole on MA NGSS writing team; Diana on CT ELP steering committee & NGSS NMEA/COSEE critical stakeholder review team

17 Components of Environmental Literacy
In order to be a fully environmentally literate citizen, all of the following must be developed Awareness Knowledge Skills Attitudes Action

18 What is an Environmental Literacy Plan ?
A comprehensive state plan to ensure all citizens are environmentally literate

19 Overview & Development of ELP
No Child Left Inside (NCLI) initiative launched in 2007 NAAEE published a guide to developing ELPs in 2008 States have different approaches in development and implementation of ELP based on state needs and vision, but with common elements

20 Key Elements of an ELP (from NCLI legislation)
States have taken different approaches, but all ELPs must include the following elements: Content Standards and Curriculum Instructional Opportunities High School Graduation Requirements Professional Development Implementation and Funding Reporting to Public and Research School Facilities and Grounds

21 No Child Left Inside Legislation (pending)
Launched in 2007 Key Goals: Provides an incentive for states to develop Environmental Literacy Plans Funding to train teachers to deliver high quality Environmental Education Encouragement for teachers, administrators, and school systems to make time and resources available for environmental education for all students Integrate Environmental Education across core subject areas Proposed as an amendment to the Elementary & Secondary Education Act

22 What are the benefits of an ELP?
Creating an environmental literacy plan will provide the framework for school systems to expand and improve their environmental education programs. A state environmental literacy plan will: ensure that EE is aligned with student graduation requirements contribute to increased student achievement in reading, writing, math, science, and social studies ensure that EE is fully integrated into formal education systems ensure that non-formal EE providers are partners in EE activities in schools. ensure that teacher professional development opportunities in EE are aligned state standards ensure consistency, accuracy, and excellence in EE engage underserved communities through an inclusive process From NAAEE “Developing a State Environmental Literacy Plan”

23 ELP Development Progress?
Response = 47 states and DC 14 states completed ELP that have been adopted by state departments of Education, legislatures, and/or governors 11 states have completed but not yet adopted 23 states in planning or writing phase Writing Stage 19% Complete but not adopted 23% Adopted; Implementation begun 29% N Not started 8% Planning Stage 21%

24 New England ELP Development
Complete: Connecticut, Maine, New Hampshire, Rhode Island, Vermont In progress (?): Massachusetts (use Maine as a template) Most comprehensive: New Hampshire (100+ pages!) Most succinct: Vermont (9 pages)

25 Questions? And on to NGSS….

26 Bringing New England’s Enviromental Literacy Plans to the Next Generation

27 Next Generation Science Standards: Goals for All Students
Learn the principles and concepts of science, the big ideas. (“learn science”) Be able to do science, the procedural skills & mental reasoning abilities needed to carry out an investigation. (“learn to do science”) Understand the nature of science as a human activity, a way of constructing knowledge (“learn about science”)

28 Next Generation Science Standards (NGSS)
learn science learn to do science learn about science

29 A case study… Show examples of previous activities– wood blocks, plastic plants, sorting bags, food web cards

30 Core Idea: Matter & Energy Flow in Organisms
Example: Add a lab activity in which students will quantify the difference in photosynthetic activity under light vs. dark conditions using plant “chads”. Core Idea: Matter & Energy Flow in Organisms Practice: Analyze/ Interpret Data Crosscutting Concept: Patterns X

31 Energy & Living Things Field Trip Grade Level_K-2, 3-5, 6-8
MA STE 2006 Standards: E (Pre-K-2) – Biology: Animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. E (Pre-K-2) – Biology: Differentiate between living and nonliving things. E (Pre-K-2) – Biology: Recognize changes in appearance that animals and plants go through as the seasons change. E (Pre-K-2) – Biology: Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter). E (3-5) – Biology: Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. E (3-5) – Biology: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. E (6-8) – Biology: Roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. E (6-8) – Biology: Dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. E (6-8) – Biology: Producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.

32 Disciplinary Core Idea Performance Expectation
K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] Science and Engineering Practices Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1) - - - - - - - - - - - - - - - - - - - - - - -  - - - - - - -      Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. (K-LS1-1) Disciplinary Core Ideas LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) Crosscutting Concepts Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (K-LS1-1) 3 Strands

33 Find, learn and DO your activity…

34 Diving in to NGSS

35 Pick the grade level and think…

36 Eliminate what’s not being taught-

37 Boil it down to 1 or 2 Core Ideas
NGSS Disciplinary Core Idea LS1.C: Organization of Matter and Energy Flow in Organisms. All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

38 Look at what you might hit in the two other strands-
NGSS Science and Engineering Practices Analyzing and Interpreting Data Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Planning and Carrying Out Investigations Using Mathematical and Computational Thinking Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence NGSS Crosscutting Concepts Patterns Cause and Effect Structure and Function Systems and System Models

39 A process to try- Find, learn, and DO your activity
Dive into NGSS and pull up any Disciplinary Core Ideas (DCI) you think to be relevant. The BIG LIST. Pick the grade level and think… am I really teaching this? Will they really learn this? Eliminate what’s not being taught- for all 3 strands The SMALL LIST. Look at the 2 new strands carefully- have I done this before? How can I do this elsewhere? Assess the expectations for your grade level learners.

40 Diana Payne, Lauren Rader,
Nicole Scola, Diana Payne, Lauren Rader, Annette Brickley, Dave Welty, Sarah Bursky,

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