Environment and Sustainability Education in the 21 st Century

1. Environment and Sustainability Education in the 21st Century Ellen K. Ebert, Ph.D. Director, Teaching and Learning Science Office of the Superintendent of Public Instruction

2. Our short time this morning • Interdisciplinary work • Partnerships, partnerships, partnerships • Common Core State Standards (CCSS); Next Generation Science Standards (NGSS); Career and Technical Education (CTE), Science, Technology, Engineering and Mathematics (STEM) • Whole child • An example

3. The importance of Interdisciplinary Work isolation, silos and missed opportunities

4. Why Interdisciplinary Work???

5. Because the challenges are more complex! http://www.peterscreek.org/PetersCreekWatershed/pcwaAMD1.html

6. Because the challenges are more complex! http://www.businessesgrow.com/2011/07/17/youve- picked-the-wrong-goal-for-your-blog/

7. Because the challenges are more complex! http://www.unibas.it/desertnet/dis4me/issues/issue_overgrazing.htm

8. Because the challenges are more complex!

9. Because the challenges are more complex!

10. Because the challenges are more complex!

11. Because the challenges are more complex!

12. Because the challenges are more complex!

13. Because the challenges are more complex!

14. Because the challenges are more complex! http://greenliving4live.com/2013/09/growing-need-renewable-energy/

15. Because the challenges are more complex!

16. Because the challenges are more complex!

17. Why Interdisciplinary Work??? • The NGSS are designed as integrated standards which are best taught in bundles…even alongside the CCSS-M and CCSS-ELA and within CTE courses. • What are bundles? • Unique organizations of NGSS Performance Expectations that are complementary to each other. • Why else? • Predominantly because in the 21st century we work in systems not strictly in disciplines. Technology has changed the way we work. The successful scientist, engineer, researcher, etc. is one who can parlay a skillset across multiple areas. • Why else? Because interdisciplinary work fosters Equity opportunities!

18. Layers of an Earth and Space Sciences Performance Expectation

19. Why Interdisciplinary Work??? • An example of bundling using High School Human Sustainability as the theme: • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* HS.PS3.B – Conservation of Energy and Energy Transfer; HS.PS3.D – Energy in Chemical Processes and Everyday Life; HS.LS2.A – Interdependent Relationships in Ecosystems; HS.LS2.B – Cycles of Matter and Energy in Ecosystems; HS.LS4.D Biodiversity and Humans; HS.ESS2.A Earth Materials and Systems • HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS.PS1. B – Chemical Reactions; HS.LS2.A – Interdependent Relationships in Ecosystems; HS.LS2.B – Cycles of Matter and Energy in Ecosystems; HS.LS2.C - Ecosystem Dynamics: Function and Resilience; HS.LS4.D Biodiversity and Humans; HS.ESS2.A Earth Materials and Systems; HS.ESS2.E Biogeology • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* HS.LS2.C - Ecosystem Dynamics: Function and Resilience; HS.LS4.D Biodiversity and Humans • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.* HS.LS2.B – Cycles of Matter and Energy in Ecosystems ; HS.LS2.C - Ecosystem Dynamics: Function and Resilience; HS.LS4.D Biodiversity and Humans; HS.ESS2.A Earth Materials and Systems

20. Partnerships K – 12 and Community-based

21. Partnerships, Partnerships, Partnerships… • I use collective impact model to help me think about partnerships that I establish. • Some organizations/individuals make better sense than others but with whomever you decide to initiate a partnership, that organization/individual must have some capacity to “pull a lever” in moving your work forward. • If you are new to establishing multiple partnerships, then begin slowly and deliberately. • Remember, partnerships require continuous attention. Give careful consideration to how you can manage multiple partnerships.

22. Partnerships, Partnerships, Partnerships… --Look for public and private resources --Be relentless --Offer benefits to your partners --Explain benefits to parents and community --Host social events that introduce and celebrate --Bring successful students back to the refresh the cycle --Be willing to make adjustments when needed (courtesy Ann Renker, Neah Bay HS Principal) Physicists in Physics Class Necropsy with Tribal Biologist

23. Ongoing: Statewide Coordination and Collaboration to Support Implementation (Professional Learning Providers and Partners Across WA)

24. Common Core, NGSS, CTE, and STEM How do they connect!!!!?????

25. CCSS – NGSS – CTE  STEM? How can all of these initiatives work together and not cause problems????

26. M1. Make sense of S1. Ask questions & S2. Develop and use models problems & persevere in solving them define problems S3. Plan & carry out S5. Use mathematics & computational thinking investigations M6. Attend to precision M4. Model with mathematics S4. Analyze & interpret M7. Look for & make use of structure data SCIENCE and Engineering M8. Look for & express E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically regularity in repeated reasoning MATH E1.Demonstrate independence E3. Respond to the varying demands of audience, talk, purpose, & discipline English Language Arts E7. Come to understand other perspectives & cultures Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

27. New Paradigm Math Science and Engineering Discourse Text (complex text) Explanation Argumentation Purpose Text structure s Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Content Language Arts

28. New Paradigm Science and Engineering Math Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structure s Sentence structures Vocabulary Discourse Text (complex text) Explanation Argumentation Purpose Text structures Sentence structures Vocabulary We need to use our time for planning 21st century learning materials that fit this new way of thinking. Add CTE  STEM Language Arts

29. What does this mean for the child – Student? In the outside school space and the inside school space….

30. I think a better school experience… …with multiple and equitable opportunities for rich learning in and out of school.

31. Why is this important? Reaching out to all students to engage their interest in learning science, engineering, and technology is the right thing to do. The new standards represent a special opportunity to make learning relevant, interesting and meaningful for all students, their families and the broader community, if implemented correctly. Implementing the standards in the context of other programs can close the learning and motivation gap and increase interest in science, technology, engineering and math-related careers.

32. How can all this translate to the classroom? Context and an example…. One example What are the gray whales telling us? The American Indian Civics Project Goals: (1) To introduce students to scientific data and information about gray whales ; (2) To introduce students to the use of historical and anthropological resources as a means to explain or enhance data Crosscutting Concept: (1) Uncovering patterns in gray whale data; (2) Hypothesizing cause and effect based on ancillary materials CCSS College and Career Readiness Standard: Standard 1 –Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Photo: Paul Ratcliffe, OceanFriendsImages.com Gray Whale Research Activity in Partnership with NOAA and the Makah Tribal Nation Wildlife Scientists Grade 11/12 (Winter 2013) (Renker, Kanichy, Renault 2013)

33. Thank you for the opportunity to join you today! Time for Questions!!!