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PROJECT LEARNING TREE

PROJECT LEARNING TREE. Environmental Experiences for Early Childhood Workshop Location Date. What is Project Learning Tree ?. Project Learning Tree  is the environmental education program of the Sustainable Forestry Initiative Inc.

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PROJECT LEARNING TREE

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  1. PROJECT LEARNING TREE Environmental Experiences for Early Childhood Workshop Location Date

  2. What is Project Learning Tree ? • Project Learning Tree is the environmental education program of the Sustainable Forestry Initiative Inc. • Founded in 1973, PLT is an award-winning program designed for educators working with students in pre-K through • 12th grade. • Activities are used to • supplement the • regular curriculum. • PLT TEACHES STUDENTS HOW TO THINK, NOT WHAT TO THINK ABOUT ENVIRONMENTAL ISSUES

  3. Why should you use PLT materials? • PLT is inexpensive (uses household items) • PLT activities are fun and engaging • PLT WORKS - greater retention, greater involvement, less disciplinary problems & better attitudes • PLT is multi-disciplinary - teaching skills in Science, Math, Language Arts, Social Studies, Visual and Performing Arts. • PLT is correlated to State & National Standards.

  4. Our Mission • Project Learning Tree advances environmental literacy and promotes stewardship through excellence in environmental education, professional development, and curriculum resources that use trees and forests as windows on the world.

  5. Constructivist approach and th PLT uses a Constructivist approach • = Awareness: Introduction to an environmental topic, used as an assessment to what the student presently knows and understands. • = Knowledge: The dissemination of content about the topic through investigation and experimental learning. • = Challenge: The students explore viewpoints, challenge ideas and of preconceived viewpoints, and seek consensus. • = Action: Students attempt personal or group action projects based on the knowledge they have gained. • A • K • C • A

  6. Who Uses PLT? • Classroom Teachers • Youth Group Leaders • Nature Center Staff • Museums, Zoos, Parks • Day Care Facilities • Resource Professionals • Government Agencies • Parents • Community Groups

  7. In South Carolina over 21,415 educators have been trained to use PLT materials since 1980 • WE’RE EVERYWHERE! (ALMOST) • Brazil • Canada • China • Finland • Sweden • Slovakia • Japan • Jordan • Mexico • Philippines • All 50 States plus the District of Columbia • All US Trust Territories

  8. Who Sponsors PLT in South Carolina ? • S.C. Forestry Commission – provides day-to-day logistics and coordinator • S.C. Forestry Foundation – non-profit foundation that administers financial matters • S.C. Department of Education – through a MOU, SCDOE provides guidance and membership on the state steering committee

  9. PLT 43 Years of History • 1976 PLT began in 13 Western states • 1980 PLT went International with Canada becoming a partner • 1980 PLT brought to S.C. by the State Dept. of Education • 1984 SC PLT begins operating as a non-profit consortium • 1989 PLT reaches 49 states • 1990 PLT begins a multi-year curriculum revision • 1993 PLT releases its new revised PreK-8 Activity Guide and Greenworks! service learning grant program • 1994 National Field Study of PLT by the Research Commission of the NAAEE • 1995 First Secondary Modules released and PLT In The City begins in 5 urban areas • 2002 PLT releases Energy & Society • 2006 PLT releases newly revised PreK-8 Activity Guide • 2010 PLT releases Environmental Experiences for Early Childhood • 2014 PLT in partnership with PINEMAP release Southeastern Forests and Climate Change • 2015 PLT offers the first online workshops! • 2017 PLT introduces online E-Units & SFI becomes national sponsor

  10. NATIONAL PARTNERS • PLT has a wide range of national partnering organizations, some of which include:

  11. 2018S.C. PLT Contributors • Georgia-Pacific, LLC • International Paper • SC Tree Farm Committee • SC SFI-Implementation Committee • SC Forestry Foundation

  12. 2018 Supporters -Provide indirect contributions by sponsoring workshops, contributing materials, etc. • Richland Co. Conservation District • Congaree National Park • Clemson University • SC Future Farmers of America • Riverbanks Zoo • Lander University • Roper Mountain Science Center • Environmental Education Association of SC • …And many more…

  13. What does PLT provide for elementary educators ? • “PLT PreK-8 Environmental Education Activity Guide” • with 96+ hands-on, minds-on activities • PLT Early Childhood Supplement • Activity Guide and Music CD Teaches Children Ages 3 to 6 About the Natural World Around Them

  14. What does PLT provide for educators ? The New PLT E-Units! PLT’s e-units are fully-contained units of instruction. The “E” in e-unit stands for “electronic,” which means they are fully housed online.

  15. Look for upcoming workshops! • https://www.scforestry.org/project-learning-tree-programs.htm

  16. Specific Topic and Advanced Workshops • SC’s Sustainable Forestry Teachers’ Tour • 5-Day tour of forestry with an Advanced PLT Environmental Education Workshop • 3 hours of non-degree graduate credit for $150 • All lodging, meals, & tour transportation are FREE!!! • For more information contact Emily Oakman at eoakman@scforestry.org

  17. Rewards for Educators • S.C. PLT Outstanding Educator of the Year Award – awarded annually by nomination • National PLT Outstanding Educator of the Year Award – • SC has won 11 National educator awards since 1998 • 2019 Winner: • Lynn Hoekstra • Columbia International • University College of Education

  18. And MORE! • Correlations to state & national curriculum standards in science, social studies, math and language arts at: https://www.plt.org/alignment-to-standards • Common Core, FOSS, Head Start, NAEYC, NAAEE, Girl & Boy Scout correlations, too! • Networking with other schools around the world through our “Environmental Exchange Box” • Video demonstrations of activities: https://www.youtube.com/user/ProjectLearningTree/videos • The BRANCH newsletter (on line) • SC PLT Facebook page for • announcements:

  19. But wait, there’s more!!!! • Resources through state website: • http://www.state.sc.us/forest/refplt.htm • Resources through national website: • www.plt.org

  20. And Finally…… • GreenSchools for Early Childhood • 5 GreenSchools Investigations and Educator Guide • Energy • Environmental Quality • School Site • Waste & Recycling • Water • Facilitates environmental experiences through art, movement, sensory exploration, and time outdoors

  21. Vision • Project Learning Tree is committed to creating a future where the next generation values the natural world and has the knowledge and skills necessary to make informed decisions and take responsible actions to sustain forests and the broader environment. • TEACHING STUDENTS HOW TO THINK, NOT WHAT TO THINK ABOUT ENVIRONMENTAL ISSUES

  22. Why teach outdoors?

  23. Environmental Experiences for Early Childhood • Because exploring nature is a complete sensory experience, early experiences with the natural world excite children’s imaginations and foster their inborn sense of wonder and curiosity, which are important motivators for lifelong learning.

  24. Why teach outdoors? • The introduction of environmental education at the early childhood level reaches children at a key developmental period in their lives and has the potential for influencing lifelong attitudes, values, and patterns of behavior toward the natural world.

  25. Think about it! • When you were a kid, how much time did you spend each day: • Playing outside? • Watching TV? • Making up your own games? • Making your own toys? • Daydreaming under a tree?

  26. Today, the Average American child gets 30 minutes of unstructured outdoor time each week. Today’s Kids ? • 29% of American children ages 2 and 3 have a TV in their bedroom. • Average 2 year old spends 4 hours a day in front of a screen. • Kids spend average of 53 hours each week in front of electronic media.

  27. Where are our children today? • This yard is made of Astroturf!

  28. 300% increase in childhood obesity since the 1960’s

  29. How are we teaching them? • BMP Teaching Strategies • Learning Retention Rate • Lecture 5% • Reading 10% • Audio-Visual 20% • Demonstration 30% • Discussion group 50% • Practice by doing 75% • Teach others/Immediate Use 90%

  30. How are we teaching them? • 1st, 3rd, & 5th graders spent 91.1% of class time in their seats listening to a teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. • NIH-funded research of more than 2,500 students published in Science Magazine 3-29-2007

  31. How should we teach them? • In a study of 42 schools that used the outdoors as the classroom for one year, more than 90 percent of educators reported that students showed better mastery of math and science skills. • - "Closing the Achievement Gap," funded by the Pew Charitable Trusts

  32. Benefits: What the Outdoors Offers Children • Reduces stress • Reduces symptoms of attention-deficit disorder (about 2 million or 7% of kids may suffer from ADD/ADHD) • Natural settings stimulate children’s development in ways not provided by other means (Moore, 1997). • Builds sense of success, no “right” answer

  33. Natural environments possess the elements that appeal to children: Unlimited diversity They are not created by adults It is the home of animals Quiet spaces Elements that exist in fairy tales

  34. Developmental Domains: Aesthetic Education Sensitivity towards beauty—children benefit from real and emotionally stimulating experiences.

  35. Developmental Domains: Cognitive Development Outdoor settings challenge children to take cognitive risks. Brain development and function is stimulated by the intensity of rich outdoor settings (Rivkin, 2000).

  36. Developmental Domains: Physical Development • Natural settings allow for limitless ways of moving one’s body - increasing physical fitness. • Learn cause and effect • Learn properties of objects • Health benefit: Fewer sick days!

  37. Developmental Domains: Social and Emotional Development • More creative play • More complexity in play • Cohesive classrooms • Less aggression

  38. Social and Emotional Development • Matches children’s interests and learning styles • Integrates children of varying age, ability, and background • Allows children to develop at their own pace and in the company of others

  39. Language and Literacy • Nature has its own language and vocabulary • Nature provides real objects that help a child associate words with concrete objects

  40. Quote: • Every time we teach a child something, we keep him from inventing it himself.. • That which we allow them to discover themselves will remain with them. • - Jean Piaget

  41. Our Challenge: • If you don’t take kids outside on a regular basis, will their parents do it? • Will their elementary school teachers do it?

  42. Philosophy and Methods • Go Outside Often • Involve the Use of all Senses • Begin with Simple Experiences • Let Students Use their Imagination • Provide Choices Whenever Possible • Emphasize the Experience – Not the facts • Integrate Music and Movement, Art, and Literature • Keep Children Actively Involved – They Learn from Play • Engage Parents to Continue Learning Activities at Home

  43. Now let’s get outside and have some “Learning Experiences” with Project Learning Tree

  44. Project Learning Tree Environmental Experiences for Early ChildhoodHike through the Guide

  45. Using the PLT Environmental Experiences for Early Childhood activity guide • Table of Contents (page ii) • Acknowledgements • Introduction • 3 sections of activities (11 activities) • Section 1 – Exploring Nature with Five Senses • Section 2 – Experiencing Trees Through the Seasons • Section 3 – Meeting Neighborhood Trees • Appendices

  46. Each Activity contains most of the following components: (page 10) • Sidebar • Background for Educators • Introducing the Theme • Featured experience • Group experience: learning through music & movement, reading & writing, neighborhood walks, snack • Learning centers: art, woodworking, outdoor play, math & manipulatives • Reading Connections • Family & Friends

  47. Three Sections of Activities • Section 1 – Exploring Nature with Five Senses • 1. The Shape of Things • 2. Sounds Around • 3. Get in Touch With Trees • 4. We All Need Trees • Section 2. Experiences Trees Through the Seasons • 5. Signs of Fall • 6. Evergreens in Winter • 7. Bursting Buds • 8. Adopt a Tree

  48. Section 3. Meeting Neighborhood Trees • 9. To Be a Tree • 10. Trees as Habitats • 11. Three Cheers for Trees

  49. Appendices (page 99) • PLT’s Environmental Experiences for Early Childhood CD • Playing It Safe Outdoors • Collecting Plants and Animals • Taking Neighborhood Walks • Setting Up an Outdoor Classroom • Encouraging Unstructured Outdoor Play • Bringing Nature into the Classroom • “Greening” Your Classroom • Setting Up a Woodworking Center • Using Technology with Early Childhood learners

  50. And don’t forget to use the website as a resource! www.plt.org

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