Campbell County CES

Title:

Environmental Education In-School Programs

MAP:

Environmental Education In-School Programs

Agents Involved:

Scully

MAJOR PROGRAM 1:

Backyard Streams

MAJOR PROGRAM 2:

Urban Environments (water issues)

MAJOR PROGRAM 3:

Forestry Industry Education

Situation:

Tomorrow's leaders need to be equipped for tomorrow's challenges, and we must adequately prepare our children for the future they will inherit. That requires a commitment to providing children with environmental education that helps them become the educated thoughtful leaders of tomorrow.

America is in the midst of one of the most profound and rapid societal shifts in history. Today's generation of children is the first to grow up indoors. Their plugged-in lives are often devoid of exploring the natural world. Consider these facts:

•American children ages 3 -12 spend 27 percent of their time each week watching television, and only 1 percent outdoors (Hofferth & Sadberg, 2001)

•Children ages 8 – 18 engaged in over seven hours of media time (e.g., watching TV, listening to music, using the Internet/computer, playing video games) each day (Rideout, Foehr & Roberts, 2010)

•Approximately 17% (or 12.5 million) of U.S. children and adolescents aged 2—19 years were obese in 2008 (Ogden & Carroll, 2010)

• In 2000, two-thirds of the public failed a basic environmental quiz and 88 percent failed a basic energy quiz (Coyle, 2005)

This movement indoors is not benign; there are costs to the health of our children: attention difficulties, hyperactivity, childhood obesity, diminished use of senses, disconnect from things that are real. Children need to learn about, understand, and value nature. The next generation will need to care about the land and be stewards of its resources

Raising an environmentally literate generation of problem solvers will help ensure that tomorrow’s decision-makers are prepared for the challenges they will likely face. Studies have shown environmental education engages students in learning, raising test scores, and encouraging youth to pursue careers in environmental and natural resources.

(Source: Project Learning Tree)

Surveys with the Campbell County Extension Environmental Advisory Council and requests for services also verify this situation and the specific need for youth environmental education.

Long-Term Outcomes:

The quality of the environment will be improved by the youth of the county through their environmental awareness, education, and action.

Intermediate Outcomes:

Youth will be involved in activities that demonstrate their stewardship of the environment. They will continue this stewardship. Teachers will enhance their environmental curriculum through the use of lesson planning assistance from the Cooperative Extension Service.

Initial Outcomes:

Youth will become more knowledgeable of natural processes and biological functions that sustain the environment. Youth will become more knowledgeable of human impact on the environment and use of natural resources. Specific focus will be placed on KY core content for science and practical living assessment including ecosystems, water, and solid waste. Teachers will gain environmental education knowledge/skills and aspire to implement while teaching.

Evaluation:

Long-Term Outcome: Action for the improvement and protection of the environment

Indicator: Number of trees planted, numbers of birdfeeders and birdhouses built and erected, pounds of litter collected

Method: Personal observation, written evaluations, teacher comments

Timeline: End of lesson/program, follow-up to verify sustainability

Intermediate Outcome: Acquisition of environmental knowledge

Indicator: Teacher/Leader evaluations; Correct responses on evaluations including tests

Method: Written evaluations completed by teachers, leaders of programs, students

Timeline: Knowledge gained and baseline data by end of lesson, follow-up evaluation at end of school year

Initial Outcome: Acquisition of environmental knowledge

Indicator: Teacher/Leader evaluations; Correct responses on evaluations including tests

Method: Written evaluations completed by teachers, leaders of programs, students

Timeline: Knowledge gained and baseline data by end of lesson, follow-up evaluation at end of school year

Learning Opportunities:

Audience: Teachers & Educators Project or Activity: Lesson planning w/teachers Content or Curriculum: various environmental education curriculums Inputs: paid staff Date: throughout the year Audience: Students, Teachers Project or Activity: outdoor classroom and raised bed gardening programs Content or Curriculum: environmental studies (plants, animals, ecosystems) Inputs: paid staff Date: September, October, November 2019, March, April, May 2020 Audience: Students, Teachers Project or Activity: Consumer Actions and Decisions Influence the Environment Content or Curriculum: various solid waste topics (recycling and sustainability topics, littering, etc.) ABC (A Bench for Caps) Program – Green Tree Plastics Inputs: paid staff Date: Throughout the year 2019-2020 Audience: Students, Teachers Project or Activity: Bird Nesting Box Workshops Content or Curriculum: bluebird nesting box construction, bird ecology, interdependent relationships in ecosystems Inputs: paid staff Date: January, February, March 2020 Audience: Students, Teachers Project or Activity: Why Feed Birds? - Birdfeeder Workshop Content or Curriculum: Bird ecology/constructing feeders for school grounds, interdependent relationships in ecosystems Inputs: paid staff Date: Jan - April 2020 Audience: Students, Teachers Project or Activity: Arbor Day and Earth Day programs Content or Curriculum: tree and wildflower planting to engage students in the improvement of the environment Inputs: paid staff  Date: April 2020

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