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 on 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 How do the abiotic components affect the biotic components in these three ecosystems? Know What to Learn Learned

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 smooth and fine decaying plant material smell, earthy Chocolate color earthy, tangy Organic fresh smell 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 13.5 C 11 C 16 degree Plant Life Most common kinds of plants grass, shrubs, trees trees, small shrubs, moss, trees- buckeye, hickories, grasses oaks, maples, sparse understory, nettle Where each kind grows relative to scattered under the trees understory plants sparse others below trees Animal Life Animals seen snails, variety of insects crawfish, chipmunk, isopods, ants, gnats, worm small birds Animal Evidence (such as scat, tracks, mole tunnels small mammal burrow, burrow burrows, chewed twigs or leaves) human, insect activity,

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. Know What to Learn Learned  Modifications  Equipment  Available ecosystems  Inclusive

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 opportunity 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

Summary: Systems and Scale Natural Human Interactions

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?