2 CreditsSpHC 212EnEd 4555 Foundations of EESpring 20062 Credits9:30-11:50 ThursdaysSpHC 212Instructor: Dr. Julie (Athman) ErnstOffice: 241 EngrOffice Hours: M-F 12:00-1:00Phone: 726-6761Email: [email protected] Email: [email protected] Web URL: www.d.umn.edu/~jernst (select EnEd 4555 from course list)Course Description: This course provides an introduction to environmental education. The purpose ofthis course is to develop the knowledge and skills for providing quality, age-appropriate EE for students in the formal classroom setting. The emphasis is on EE curriculum materials, resources, and programs that can be used with studentsin settings at or near their schools to support both school curricular and environmental literacy goals. Additional emphasis will be on using the outdoor winter environment as a source of environmental education experiences. This course involves an overnight experience at the Laurentian Environmental Center and culminates in teaching a series of three lessons in a local elementary school classroom. *Note: REC 2300 Recreation Programming is a pre-requisite for this course!Course Objectives:1. Develop an understanding of environmental education, including its goals and objectives, historical development, and key characteristics, and underlying learning theories2. Discuss barriers to incorporating environmental education into the preK-12formal education setting.3. Explain the need for environmental education, including its relevance to the preK-12 formal education setting.4. Respond to criticisms of EE, providing a rational for the incorporation of environmental education into formal classroom settings.5. Develop a familiarity with EE curricular resources, programs, and materials, including documents that guide EE in MN and nationally. 6. Develop and implement age-appropriate EE lesson plans that support botheducational goals/standards and environmental literacy goals7. Use the outdoor winter environment as a context for environmental education lessons.8. Explain broad instructional approaches to providing environmental education to students in formal classroom contexts, such as use of school forests, environmental service-learning, issue investigation, phenology-based, and environment-based education.Course Expectations:11. Attendance is required for this course. This class is made up of learning experiences that are sequential and often involve real-world applications in the schools. In order to receive points for these experiences, you must be there! If you already know of conflicts with your schedule, this may notbe the semester to take this course.2. Be prepared for class. Have your readings and assignments completed before you come to class. Bring your syllabus to each class.3. Actively participate in class. By actively participating, you will get the most out of this course and help others learn from your experiences.4. Respect the formal learning environment. This includes arriving and leaving on time, making sure cell phones are off, and being open to the opinions and ideas of others. This also includes professional presentation of assignments and abiding by the University’s academic conduct policies.5. Ask for assistance. We each have different learning needs and preferences; if something is unclear or if you need alternative opportunities to learn the course topics, please ask!Required Textbooks: 1. Sobel, D. (1996). Beyond ecophobia. Great Barrington, MA: The Orion Society (available in the UMD bookstore)2. Braus, J. and Wood, D. (1993). Environmental Education in the Schools: Creating a Program that Works. Washington, DC: NAAEE. (available in the UMD bookstore)3. Project Wet Curriculum Guide (bring a check for $15 made payable to UMD to Meredith in HPER office SpHC 110 by Feb. 2)Optional: Teaching Green in the Elementary Years and Teaching Green in the Middle School Years are two supplemental curricular guides available in the UMD bookstore. They are good books to add to your personal resource library!Course Schedule:Date Topic Assignment Due1/19 -Course Introduction-Definitions, goals and objectives, historical foundations of EE1/26 -Need for EE (environmental issues/Americans’ level of environmental literacy)-Relevance of EE to schools/students in classroom settings; Benefits-Barriers to EE in schools -Criticisms of EE in schools-Characteristics of Quality EE (accuracy, depth, skill building, - Ch. 1 of Braus and Wood text-“Why Kids Need Nature” reading (course website)-“EnviroEducation” reading (course website)-“Classroom Warfare” reading (course website)- “Two Hats” reading (course website)2action orientation)2/2 -Characteristics of Quality EE: Instructional Soundness (Age- Appropriate; Inclusion/ Diversity; Learning Styles; Interdisciplinary; Experiential)-Identifying and Evaluating EE Resources/Curricula-$15 check made payable to UMD is due to Meredith in SpHC 110- Beyond Ecophobia text -Familiarize yourself with “EE Materials: Guidelines for Excellence” (course website)2/9 -Guiding Documents for EE in MN Schools (EE Scope and Sequence and State Standards)-Goals and Objectives: Meshing EE Goals with Education Goals-Experiential Learning Cycle-Teaching Strategies-Assessing Student Learning-Putting it Together: Lesson Plans- Chapters 2, 4, 6, 8 in Braus and Wood-Familiarize yourself with “Environmental Literacy Scope and Sequence” and “MN State Science Standards” (course website)2/16 Project Wet Training*9:15-11:45-Description of Laurentian Trips and Assignments; sign up for teaching slots2/23 Class not meeting, due to Laurentian weekend; you may want to use this time for final preparations for your Laurentian lesson2/24-2/25Laurentian ELC trip*Meet in SpHC lobby at 3:45 Friday; return to UMD by 5 pm Saturday-Winter Lesson Plan (bring lesson materials and person gear)- “Enhancing Natural Resource Programs with Field Trips” reading (course website)-“Field Trip Tips” reading (course website)3/2 Project Wet Training*9:15-11:453/9 -Teacher Panel: Integrating EE into the Curriculum -Introduction to using Children’s Literature in EE and to the Author Visit Project –Introduction to Bay View Teaching Project-2 questions to ask teachers on panel (you’ll be turning these questions in!)-Ch. 8 in Braus and Wood-“Speaking for the Trees” reading (given in class)3/16 Spring Break – Class not meeting!3/23 Work with ElEd students to