- Framing the MWEE
This section sets the context for the rest of the lessons in this course. As you may know, many stakeholders and partners are working to help advance environmental literacy across the Chesapeake Bay region. In this section, we will explore some of the work being done to advance environmental literacy, student achievement, and stewardship. We will address the below essential questions and objectives.
Note: If you have not yet completed the MWEE 101 Course, we highly recommend you do so. It introduces you to MWEE basics and prepares you for the work in this course.
Estimated Time to Complete Lesson: 30 minutes plus additional time to look into state-specific standards and initiatives
- How can education standards support environmental literacy and the development and implementation of MWEEs?
- Identify how state education standards like Next Generation Science Standards (NGSS) and the College, Career and Civic Life (C3) Framework can support MWEE implementation.
- Lesson 1: Curriculum Anchor
Estimated Time to Complete Lesson: 90 minutes
- How can local issues, problems, and phenomena be productive contexts for meeting academic standards and learning through outdoor field investigations, and how can they inform student action?
- What are some local issues that underpin the restoration and conservation goals of the Chesapeake Bay Program?
- What are some schoolyard and community phenomena and problems that connect to broader environmental issues affecting your area?
- Identify and describe one or more local issues affecting environments and communities in your area.
- Explain ways in which one or more local issues affecting environments and communities can be contextualized for classroom learning.
- Identify resources available for information on issues and learning standards.
- Explain why informed student action is critical to the MWEE, and ultimately, to students' their future stewardship.
- Lesson 2: Issue Investigation
Estimated Time to Complete Lesson: 90 minutes
- How do outdoor field experiences enhance and strengthen investigations of local issues and help meet standards?
- How are outdoor field experiences and supporting question investigations used to identify, explore, define, synthesize, and draw conclusions about issues in order to make actionable claims?
- What is the range of experiences (both outdoor and indoor) that support standards as well as student-driven issue investigation?
- Identify and describe a variety of outdoor field experiences and supporting question investigations used to identify, explore, define, and draw conclusions about local issues.
- Identify opportunities to support students in synthesizing evidence gathered during the outdoor field experiences and supporting question investigations.
- Make valid connections between the local issues, the outdoor field experiences, and the educational standards.
- Identify resources available to support the planning and implementation of outdoor field experiences.
- Lesson 3: Stewardship and Civic Action
Estimated Time to Complete Lesson: 60 minutes
- How do students develop actionable claims based on conclusions drawn throughout the issue investigation?
- How are action project ideas generated after synthesis and conclusions are drawn from the investigations?
- How will youth voice be included in the determination of action projects?
- What types of action projects can students engage in to address the claims drawn through issue investigations?
- Why is informed student action critical to the success of the MWEE and to developing environmental stewards?
- Develop actionable claims based on conclusions drawn throughout the issue investigation to address the driving and/or supporting question.
- Use tools for generating action project ideas based on the evidence-based claim.
- Identify opportunities for and actively incorporate youth voice through student claims, student action project ideas and planning, student communication with partners, and student communication with the public.
- Identify resources and supports (partners, funding, volunteers, supply donors, etc) for the implementation of action projects
- Lesson 4: Auditing your MWEE
Estimated Time to Complete Lesson: 30 minutes
- How does your MWEE stack up against the MWEE Audit Tool?
- How can you improve your current MWEE plan?
- Review your Environmental Literacy Model (ELM) and evaluate it against the MWEE Audit Tool
- Additional Resources: Partners and Funding
These resources and ideas can help you find support, funding, and partners. The "General Lists" include entries that are nation or region-wide. The state-specific lists include entries specific to states, counties, or towns. Help us complete these lists by adding entries and expanding our MWEE community.
Contact Krysta Hougen at firstname.lastname@example.org if you are interested in starting a list for your state.
- Resources linked in the lessons