Professionalism KEEC Staff Billy Bennett Executive Director - - PowerPoint PPT Presentation

Professionalism

KEEC Staff

Billy Bennett

Executive Director

Ashley Mike

Program Director - EELCorps

Wesley Bullock

Administrative Specialist

Workshop 1 Instructors

Dr. Melinda Wilder

Director of Natural Areas Eastern Kentucky University

Ashley Hoffman

Executive Director Kentucky Association for Environmental Education (KAEE)

Raining Cats and Dogs

 Choose a phrase from the envelope.

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

• n as a nametag.

 When prompted, you’ll need to get

up and determine who has which

• saying. Write their name next to

their saying.

Draw an Environmental Educator

 The people at the table where you are sitting will

be your “table group” for several activities this weekend

 Each table group will make a single drawing

representing your group’s idea of an environmental educator

 Put all of your names on the drawings

NAAEE Guidelines for Excellence

https://naaee.org/eepro/publication/guidelines- excellence-series-set

Overview of Certification Process and PEEC Course

 Certification

requirements

 Benefits of certification  Kentucky

Environmental Education Council (KEEC)

Overview of Certification Process and PEEC Course

 Introductory-style course  Contributions from all participants  Networking  Syllabus  Policies

What is Science?

 How Science Works  Hypothesis Activity  Discussion: What is Science

Overview of Workshop 1

 NAAEE Guidelines for Prep and PD

Theme 1: Environmental Literacy

 NAAEE Guidelines for Learning (K-12)

 Strand 1: Questioning, Analysis, and

Interpretation Skills

 Strand 2: Knowledge of Environmental

Processes and Systems

Overview of Workshop 1

 Environmental Literacy Exam study guide  Activity purposes

 Certification in the

projects

 Environmental literacy

concepts

 What makes good EE  Ideas for your work

Engage learners in setting their own expectations for learning and evaluating their performances.. . . Depends on

 formal vs nonformal education setting  Age/developmental level

 Techniques

 Self-assessment  Draw an environmental educator  Pre-test  KWL  Post-It notes  3-2-1 chart

 3 things you want to learn (before)  2 things you learned (after)  1 question you still have (after)

 Apps

Field, Forest and Stream

Know What to Learn Learned

How do the abiotic components affect the biotic components in these three ecosystems?

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

Ecosystem Field Forest Stream Soil Soil Moisture moist Lightly moist Wet and sandy, damp Texture, Color, Smell dark brown to light earthy smooth and fine Chocolate color Organic fresh smell decaying plant material smell, earthy, tangy Organic Material or organisms? grass trees roots and bark leaves, buckeye, shell Sunlight and Wind Shady, dark, medium light or bright shady, light, 2826 lux shady / 758 lux shady, 181 lux Amount of Wind 4 degrees 7 degrees 5.65 m/s Direction from which wind is blowing SW W W Temperature At ground level 15 degree 13 C 11 C At 1 m above ground 16 degree 13.5 C 11 C Plant Life Most common kinds of plants grass, shrubs, trees trees, small shrubs, moss, grasses trees- buckeye, hickories,

• aks, maples, sparse

understory, nettle Where each kind grows relative to

• thers

scattered under the trees understory plants sparse below trees Animal Life Animals seen ants, gnats, worm snails, variety of insects crawfish, chipmunk, isopods, small birds Animal Evidence (such as scat, tracks, burrows, chewed twigs or leaves) mole tunnels small mammal burrow, human, insect activity, burrow

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.

 Modifications

 Equipment  Available ecosystems  Inclusive

Know What to Learn Learned

Circle, Triangle, Square

What is still going round and round in your mind? List three things that are new to you or that you learned today. What squares with what you already knew or understood to be true?

Systems

Set of interacting components integrated to form a whole

Energy Relay/Trophic Transfer

 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!

Energy Relay/Trophic Transfer

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.

Web of Life

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%

 What is the common thread through out all the

activities?

 Field Forest and Stream  Energy Relay  Web of Life  Drop in the Bucket

World Population

populationconnection.org/poped

What You Wear is What They Were

The Tragedy of the Commons

 The tokens, or fish, are the common resource. You are

fishermen and fisherwomen.

 We will pass the bowl around and you will each have the

• pportunity to harvest up to 3 tokens per round. The more

you harvest, the more money you will make but you must harvest one fish in order to survive and feed your family.

 The game is a series of rounds. A round is over after everyone

in that group has had an opportunity to harvest their fish.

 At the end of each round, I will count the number of tokens

left in the commons, and I will put in an equal number.

 Each group will constitute a round. So group 1 will go first.

Then we will replenish the tokens and allow group 2 to go and so on until all 3 groups have played.

 You may not talk to anyone during the game.

Systems

Natural Human Interactions

Summary: Systems and Scale

Hike/Float through the Guides

Peer Teaching

Peer Teaching Observation Form Planning session will last 30 min Each group will have 30 min to present Conduct the activity, don’t just

summarize it

Focus on the objectives of the lesson

Circle, Triangle, Square

What is still going round and round in your mind? List three things that are new to you or that you learned today. What squares with what you already knew or understood to be true?

History of the Curriculum Projects

Peer Teaching

Peer Teaching Observation Form Each group will have 30 min to present Conduct the activity, don’t just

summarize it

Focus on the objectives of the lesson

Environmental Literacy Exam

Review Environmental Literacy Exam

study guide

Know all terms and concepts Written or online sources No discussion with other people Due at beginning of Workshop 2

KEEC Publications

 Kentucky Environmental Literacy Plan  Land, Legacy and Learning IV

 Which goal or set of goals are most relevant to your work?  Which goal seems the most challenging?  What suggestions do you have that could help Kentucky

meet these goals?

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.

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 Every Student Succeeds Act (ESSA)

Standards and Politics

 The Next Generation

Science Standards (NGSS) are not tied to federal funding.

 Science is not a

federally mandated tested area.

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 Academic Standards.

 https://education.ky.gov/curriculum/standards/kyaca

dstand/Documents/Kentucky_Academic_Standards_ Science.pdf

 Required Civics Test

Circle, Triangle, Square

What is still going round and round in your mind? List three things that are new to you or that you learned today. What squares with what you already knew or understood to be true?

NAAEE: Guidelines for Learning (K-12)

Using pages 7-19 detailing the 12th grade guidelines:

 Reflect back on the Project activity that you peer taught  Find the guidelines that were addressed by your activity  Make a list of the guidelines that were

 Addressed well  Not addressed minimally

Research and Critical Analysis of Sources

Homework Assignments

Environmental Literacy Exam Paper for Environmental Issues

Forum

Reading and Essay eeLEARN modules (Workshop 3)

Workshop 2 Preview

Natural Bridge State Resort Park December 6-8 Arrange your own lodging (except

EELCorps)

Final payments due

Thank You!