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Oregon Environmental Literacy Plan

Toward a Sustainable FutureOctober 1, 2010


2/482 Oregon Environmental Literacy Plan: Toward a Sustainable Future

Prepared by the Oregon Environmental Literacy Task Force created through the No Oregon Child Left Inside Act (HB 25

Layout and Design by Erin Putnam, The Freshwater Trust

Oregon Environmental Literacy PlanToward a Sustainable Future

CONTENTS

Overview ...............................................................................................................

Chapter 1: Introduction .......................................................................................

Chapter 2: Environmental Literacy Vision & Essential Underpinnings .........

Chapter 3: Educational Standards and Graduation Requirements .................

Chapter 4: Proessional Development ...............................................................

Chapter 5: Assessment o Environmental Literacy ...........................................

Chapter 6: Environmental Literacy Plan Implementation ................................

Appendix A: Task Force, Working Groups & Legislative Sponsors ...................

Appendix B: Glossary ..........................................................................................

Appendix C: National Staf Development Council Standards ..........................

Appendix D: Place- and Community-Based Education ....................................

Appendix E: House Bill 2544 ...............................................................................

Reerences............................................................................................................



NTRODUCTIONSince the earliest known evidence o people

ving in Oregon, our relationship with naturalesources has defined the Oregon way o lie.rom Douglas-fir trees to Chinook salmon,ur landscapes, waterways, coast, and wildlieave inspired our stories, our livelihood andur legacy. Oregons natural resources serves a oundation o our states economy, andave created a dynamic heritage, one that we

want to ensure and sustain or generations.

Oregon is a world leader in cutting-edgenvironmental practices. States andountries across the globe look to Oregon or

eadership and expertise in developing greennd sustainable communities. As we striveo urther understand the interrelationship

between our environment, society, andconomy, it is imperative that we consider theole o the next generation. As a measure oommitment towards protecting our heritageor years to come, the State o Oregon passedegislation to create this environmental

teracy plan (HB2544), designed to ensurehat every student in Oregon becomes aelong steward o their environment andommunity, willing and able to exercise theights and responsibilities o environmentalitizenship, choosing to interact requently

with the outdoor environment, equipped withmultiaceted knowledge o our relationshipo the environment and its resources, and

prepared to address challenges with soundecisions or our uture.

The Legislative Charge

As required by HB2544 (see Appendix E orhe complete bill), the goals o the Oregon

Environmental Literacy Plan (the Plan) are to:

) Prepare students to understand andaddress the major environmentalchallenges acing this state and country,including the relationship o theenvironment to national security, energysources, climate change, health risks andnatural disasters.

b) Contribute to students establishinga healthy liestyle by making outdoor

experiences part o theregular school curriculumand creating programs thatpromote healthy liestylesthrough outdoor recreationand sound nutrition.

c) Create opportunities orenhanced and ongoingproessional developmento teachers by improvingteachers knowledgeo environmentalissues, skill in teaching

environmental issuesin the classroom and skill in teachingenvironmental issues in settings outsideo the classroom.

In addition, the Legislature directed the Planto identiy:

a) The academic content standards, contentareas and courses or subjects.

b) The relationship o the Plan to Oregongraduation requirements.

c) How the Department o Education will

measure the environmental literacyo students.d) The programs or proessional

development o teachers to improve theteachers knowledge o environmentalissues, skill in teaching environmentalissues in the classroom and skill inteaching environmental issues in settingsoutside o the classroom.

e) How the Plan will be implemented,including securing unding and othernecessary support.

) How to encourage educational

agencies and public schools toparticipate in environmentaleducation programs.

Finally, the Legislature directed the Planto define (See Appendix B or the definitions):

Environmental LiteracyClimate ChangeHealthy Liestyles

The Plan is specifically directed to stateleaders to serve as a roadmap or action that

Overview. . . the No Oregon Child Let Inside Act will provide our youth with classroom instruction aboutur vital natural resources and an opportunity to conduct field investigations in an outdoor learning

etting. This experience is undamental to our children and will help them develop a sense otewardship towards Oregons environment and help them make inormed decisions about our

atural resources in the uture . . .

Governor Ted Kulongoski on signing HB 2544 into law July 22, 2009



supports statewide efortstowards the developmentand implementationo education orenvironmental literacy. It isintended or use by schoolsand districts, as actionat these undamentallevels o the educationalsystem is essential or thePlans success. The Planis also intended to serveand support teachers,nonormal educators,community partners andother interested partiesas they develop and

implement locally relevant education orenvironmental literacy programs and activities.

The Need or Environmental LiteracyOregons natural resources serve as aoundation o our states economy and have

created a dynamic heritage, one that we want toensure and sustain or generations. PreparingOregons children to protect this valuablelegacy and to understand their relationship toit is challenged by the act that many o ouryouth are utterly disconnected rom the naturalenvironment. Our education system oten doesnot provide students with all the knowledge,skills, perspectives and values needed toconsider whole systems, to develop a sense oplace, or to pursue our responsibility to sharedresources (the commons) and each other.

Benefits o an Oregon EnvironmentalLiteracy Plan (Adapted rom NAAEE, 2008)While education or environmental literacy helpsdevelop the knowledge and skills necessary toaddress complex environmental issues, it alsocontributes to student academic achievement.

Quantitative and qualitative studies highlightthe immense benefits o an integrativeenvironmental education ramework. In onestudy, 92 percent o comparisons indicatedthat students who were taught using anenvironmental ramework academically

outperorm their peers in traditionalprograms. Additionally, evidence gatheredrom the same study o 40 schools indicatesthat students learn more efectively withinan environment-based context than withina traditional educational ramework. Someobserved benefits include:

Better perormance on standardized measureso academic achievement in reading, writing,math, science, and social studies.Reduced discipline and classroommanagement problems.

Increased engagement and enthusiasmor learning.Greater pride and ownership inaccomplishments.

Education or environmental literacy isessential or enhancing student learning adeveloping student problem solving skillsIt helps cultivate responsible and engagedcitizens. Education or environmentalliteracy results in students being preparedto address the challenges, adjustments anopportunities that will be present in their l

Additionally, studies show that time spentoutdoors or learning during the school dacritical to the intellectual, emotional and phyhealth o students and that providing studewith quality opportunities to directly experiethe natural world can improve studentsoverall academic perormance, sel-esteepersonal responsibility, community involvempersonal health and understanding o nat

Development o the OregonEnvironmental Literacy PlanA comprehensive process involving a broadspectrum o diverse stakeholders and interwas used in the development o this plan.As required by the legislation, the Governorappointed an eleven-member OregonEnvironmental Literacy Plan Task Force,including members rom Oregon Departmeo Education, Oregon University System,Environmental Quality, Fish and Wildlie,State Lands, State Marine Board, Parks and

Recreation, Forestry, and Agriculture; TheFreshwater Trust; The Environmental EducaAssociation o Oregon, and Metro RegionalGovernment. The task orce met regularly January to September 2010. At various timthroughout the process, small working grouwere ormed to accomplish specific tasksrelated to the development o the Plan (seeAppendix A or a complete list o participan

The task orce created the ollowing definor environmental literacy:

An individuals understanding, skills andmotivation to make responsible decisions tconsider his or her relationships to natural

systems, communities and uture generatio

Our vision o Oregon in the year 2030,when the Plan has been supported andimplemented or 20 years, is:

Oregonians lead healthy liestyles, enjoyinrequent interaction with the outdoorenvironment. Oregons vibrant andcomprehensive education system leads u



o develop a sense o wonder and curiositybout our natural world. We understandhe interconnections between community,conomy, and environment, are able toxamine issues rom multiple perspectives,nd exercise the rights and responsibilities o

being an environmentally literate citizenry.

The vision statement and definition guided theevelopment o the ollowing Plan components.

ENVIRONMENTAL LITERACYSTRANDS AND GRADUATIONREQUIREMENTS

To be efective, education or environmentalteracy needs to be integrated throughout theurriculum in every classroom in Oregon withonnected, sustained opportunities or studentso participate in outdoor learning experiences.

To acilitate this process, Environmentaliteracy Strands were developed that articulate

comprehensive content and skills learningramework (see Chapter 3). Environmentallyterate students, upon graduation rom twelth

grade, will demonstrate proficiency in each ohe five strand areas, with evidence that these

proficiencies were acquired outdoors.

Alignment o the Environmental LiteracyStrands with Oregon Academic Standards is

recommended next step. Once the strandsnd standards are aligned, it will be possibleo identiy where the learning content orultivating environmentally literate citizens is

upported. Intent was given to using languagen the Environmental Literacy Strands thatppears in both state and national standards. Weecommend that these strands be incorporatedcross all curricular areas and grade levels inupport o existing Oregon Academic Standards.

The ollowing learning strands were developedo support the cultivation o environmentallyterate students achieved by integrating in andut o the classroom experiences:

Summary o EnvironmentalLiteracy Strands) Understand the physical and

biological world, and ourinterdependent relationship with itUnderstands Earth systemscharacteristics, including physical,ecological and human systems and howthese interconnected systems afectindividual and societal well-being

) Understand and apply systemsthinking concepts and toolsAnalyzes and applies the properties

o systems thinking to Earths physical,ecological and human systems now and toinorm uture considerations

3) Sense o place, region,nation, and global communityUnderstands sense o place as theconnection between people and a placeand that sense o place encompassesthe interrelationships among patternso human settlement, social and cultural

relationships, and the natural world4) Investigate, plan and

create a sustainable utureUnderstands importance o vision,imagination, planning, and civic actionto the ability to address challenges andcreate a sustainable uture

5) Understand and achievepersonal and civic responsibilityUnderstand the rights, roles, responsibilitiesand actions associated with leadership andparticipation toward healthy environments

and sustainable communities

Graduation Requirements(Adapted rom Oregon Department o Education)In January o 2007, the Oregon State Boardo Education voted to adopt new highschool graduation requirements. These newrequirements are designed to better prepareeach student or success in college, work,and citizenship. To earn a diploma, studentswill need to successully complete the creditrequirements, demonstrate proficiency inessential skills, and meet the personalized

learning requirements. Students will also havethe option to earn credit or proficiency.

The essential skills are process skills that crossacademic disciplines and are embedded in thecontent standards. The skills are not contentspecific and can be applied in a variety ocourses, subjects, and settings. Proficiency oessential skills could be demonstrated througheducation or environmental literacy.

Students are also responsible or PersonalLearning. An environmental literacy context

should be used to support students insatisying their personalized learning diplomarequirement, in learning beyond the classroomand orming connections to the adult world.

In adopting the new diploma requirements, theOregon State Board o Education stated theollowing: A key eature o the uture diplomawill be wider use o proficiency, ensuring thatall students will have the opportunity to chooseto earn credit by demonstrating proficiency.Students may demonstrate proficiency inside



the classroom, outside o the classroomwhere hours o instruction may vary, throughdocumentation o prior learning, by appropriateexamination, or by any combination thereo.Credit or Proficiency is acutely suited to supporteducation or environmental literacy as a vehiclein student pursuit o the Oregon Diploma.

Essential skills, Personal Learning, and Creditor Proficiency all present flexible options oraligning existing graduation requirements with

the Plan. Examples or how skill requirementsmight be met and assessed throughenvironmental literacy activities shouldbe urther developed and disseminated. Indeveloping these examples, priority or skillsand activities should be given to the PlansEnvironmental Literacy Strand components thatare not satisfied by existing Oregon AcademicStandards. Final consideration should be givento creating a new graduation requirement orenvironmental literacy, ollowing Marylandsproposed plan as an example (Robelen,2010). We urther recommend that specificgraduation requirements be developed toinclude outdoor experiences.

PROFESSIONAL DEVELOPMENT

Schools play a critical role in the preparationo environmentally literate students. Teachers,in particular, hold a large responsibility orguiding the learning experiences that lead toenvironmental citizenship. Although there arenumerous examples o individual teachers, wholeschools, and districts integrating environmental

literacy into their curricula throughout Oregon,we are still shy o satisying our ultimate goal obuilding an environmentally literate citizenry.

Designing and implementing an efectiveenvironmental literacy program requires botha unique set o understandings and skills, andsupport services. To be successul, teachersneed access to intentional proessionaldevelopment opportunities that will acilitate thedevelopment and delivery o comprehensive,cohesive environmental literacy experiencesboth in and outside the classroom. Teachersneed to know how and be supportive in satisyingeducational requirements by taking studentsoutside to participate in applied learning.Proessional development opportunities mustinclude improving teachers environmental(and related subject) content knowledge, skillin teaching about environmental issues, andfield-based pedagogical skills.

Although lessons in environmental literacyare encouraged to take place outside, theycan easibly occur wherever a classroom

has appropriate access, including within thconfines o the school (e.g., conducting enwaste management, water, and ood auditsin the local community (e.g., beach, state por orest, arm, city hall, wastewater treatmplant, recycling center), around the state(exploring neighboring biomes), and beyonOregon. Environmental literacy content shobe integrated into instruction o the coresubjects to benefit students through applielearning opportunities.

The development o an efective environmeliteracy proessional development planis predicated on a series o interrelatedconsiderations. With each o the ollowing imind, a comprehensive environmental literproessional development program can bedesigned and implemented (summarized hdetails or each can be ound in Chapter 4)

Guiding Principles o EnvironmentaLiteracy Proessional DevelopmentProessional development or environmenliteracy is built rom a core o guiding princthat inorm its approach to education. To supa systematic approach to environmental liteproessional development should be desigto meet the needs o administrators, teachand support personnel at all levels.

Systems o Support orEnvironmental Literacy ProgramminTo acilitate teacher proessional developmin environmental literacy, various systemso support are recommended, including b

not limited to: policy; school-communitypartnerships; communities o practice;curricular and material support systems;involvement o school acilities andoperations; training o administrators andother school/district staf, and unding.

Best Practices o EnvironmentalLiteracy InstructionBest practices or teaching environmentaliteracy with an emphasis on going beyondclassroom walls overlap with best practiceor many other curricular areas. The primadiference is purpose programs ocus onthe environment and sustainability.

Educator Competencies orEnvironmental LiteracyEducators must be able to plan and implemhigh-quality, developmentally appropriateprograms ocusing on the environmentalliteracy learning o all students. Efectiveeducators possess the understandings andskills associated with environmental literacand instruction. They are willing and able to



mplement research-based environmentalteracy programs designed to improve the

earning o all students. Environmental literacyducators must possess competencies

n: Environmental Literacy; Planning andmplementing Instruction or Environmentaliteracy; Fostering Learning; Assessment; and

Proessional Responsibilities.

Key Characteristics oProessional DevelopmentProviders o proessional developmentprograms support teachers by providing theollowing in their trainings:

Content inormation and process skillsDevelopmentally appropriate lessonsEngaging, hands-on activitiesTools and techniques to engage studentsin outdoor learningInquiry-based learningState standards, essential skills anddiploma requirementsEncouragement or the discovery o

sense o sel teach about connectingwith the individualCommunity partnerships

ASSESSMENT OFENVIRONMENTAL LITERACY

The ultimate goal o the Plan is to improvehe environmental literacy o all Oregontudents. In order to determine whether this

s happening, we need to assess the change student environmental literacy over time

nd strive toward its continual improvement.Assessments should be based on the

efinition o environmental literacy in this plan,tudent mastery o the five Environmentaliteracy Strands, and the relative impact outdoor experiences on these outcomes.

Assessments should also be aligned withxisting assessment tools, structures, systemsnd survey instruments as oten as possibleo maximize the e ciency and sustainability our eforts. The assessment process should

be collaborative, transparent, and clearlyommunicated with all stakeholders.

Environmental literacy assessment strategieshould be designed to: (see Chapter 5 or details)

Measure the knowledge, skills and motivationo students to make responsible decisionsthat consider their relationships to naturalsystems, communities and uture generations.Integrate environmental literacy assessmentwithin existing tools and/or assessmentsystems to ensure the e ciency andsustainability o measurement whileenhancing existing structures.

Determine the impact o outdoorexperiences on student learning.

ENVIRONMENTAL LITERACYPLAN IMPLEMENTATION

Although aspects o this Plan are occurringthroughout Oregon schools, implementationo the ollowing is recommended in orderto allow or a more strategic and unifiedapproach towards ully integrating the Planinto all schools across Oregon.

Stakeholder EngagementImplementation o the Plan will involve allaspects o the K-12 system. A wide variety ostakeholders should be involved with eachaspect o plan implementation. I supportand integration at any level is missing theefort will not reach its potential, and willmost-likely be short-lived. See Chapter 6 ora detailed listing and recommend timeline oimplementation components.

Statewide Inrastructure to Educateor Environmental Literacy in OregonCreating a sound inrastructure will support theimplementation o the Plan across Oregon. Theollowing activities are recommended to ensuresound, sustainable Plan implementation:

Oregon Environmental Literacy Council:Establish an Oregon Environmental LiteracyCouncil that will urther refine this plan andcoordinate its implementation. The Council willbe responsible or encouraging educationalagencies and public schools to participatein environmental education programs.Council activities will also include: establish astatewide Plan Coordinator; create RegionalCoordinator positions; identiy and definethe roles or each level o the school system;provide outreach to all school-system levels;and conduct an inventory o current eforts.



Proessional Development:Explore and refine activitiesrelated to environmentalliteracy proessionaldevelopment including:conduct an inventoryo existing proessionaldevelopment eforts thatprovide opportunitiesor outdoor learningboth in-school and non-

school settings; establishthe competencies,characteristics and bestpractices o good, qualityproessional development;create and implement

strategies to fill identified statewideproessional development gaps; explore waysto assess the efectiveness o proessionaldevelopment; and consider the creation oendorsements and/or certification programs.

Resources:

Identiy, develop or refine digital libraries/portals to house environmental literacyresources, including where classrooms can goor outdoor learning, so they are available andeasily accessible statewide.

Regional Hubs:Support the development o regional hubsthat acilitate integration o the Plan at thelocal level. Create a template or regional hubdevelopment and assist regional coordinatorsin their eforts to establish hubs includingsupport or conducting needs assessments.

Coordination with Oregon Initiatives:Coordinate Plan implementation with theOregon Green Jobs Growth Plan as well asother statewide initiatives.

Environmental Literacy Strands:Align the Environmental Literacy Strands withthe Oregon Academic Standards and diplomarequirements. Identiy opportunities andcreate a plan to fill gaps.

Pre-Service Teacher Preparation:Evaluate environmental literacy content inOregons teacher preparation programs.Develop and implement a strategy to preparepre-service teachers.

Assessment:Explore existing assessments and scoring guidesto determine whether environmental literacy canbe measured within the existing assessments.Develop examples o how graduationrequirements might be satisfied through anenvironmental literacy activity. Create new

assessments as needed. Develop and implema detailed prescription or assessing theenvironmental literacy o Oregon students

Schools and SchoolDistrict-based ActivitiesPlanning or implementation at both theschool and district level will ensure long-term sustainability o Plan components. Tollowing activities at the school and distrlevel are recommended:Proessional Development:Conduct school/district needs assessmento identiy which education or EnvironmeLiteracy Strands and delivery practices arnot currently supported with proessionaldevelopment. Develop and implement a pto fill the gaps.

Support Services:Provide appropriate planning support andrelease/substitute time or teachers, crea

an implementation strategy which prioritiactions that build a community o practicewithin schools/districts across communitand throughout the state, and supportmentoring opportunities that encourageteacher to teacher learning.

School Facilities:Take steps to make acilities sustainable ansupport education or environmental literAssessment:Develop strategies or promoting staf expe

in how environmental literacy is measured

Funding to Implement the OregonEnvironmental Literacy PlanFunding is critical to successul integration oPlan. The ollowing actions are recommendFunding Development:Secure unding to support a statewidecoordinator and regional coordinator positIdentiy local, state and national undingsources or overall Plan implementation.Funds Management:Create a Plan und management/advisoryteam. Create regional budgets based onneeds assessments or implementing thePlan. Identiy an entity to hold unds andmanage grant administration.Grants:Establish a grant program ocused onequitable, regional distribution o unds. Gradministration should ocus on accountabfiscal responsibility, and reporting.



Chapter 1: IntroductionSince the earliest known evidence o people

ving in Oregon, our relationship with naturalesources has defined the Oregon way lie. From Douglas-fir trees to Chinookalmon, our landscapes, waterways, coast,nd wildlie have inspired our stories,ur livelihood and our legacy. Oregons

atural resources serve as a oundation our states economy, and have created dynamic heritage, one that we want tonsure and sustain or generations.

Oregon is a world leader in cutting-edgenvironmental practices. States andountries across the globe look to Oregon or

eadership and expertise in developing greennd sustainable communities. As we striveo urther understand the interrelationship

between our environment, society, andconomy, it is imperative that we consider the

ole o the next generation. As a measure oommitment towards protecting our heritageor years to come, the State o Oregon passedegislation to create this environmentalteracy plan (HB2544), designed to ensurehat every student in Oregon becomes aelong steward o their environment andommunity, willing and able to exercise theights and responsibilities o environmentalitizenship, choosing to interact requently

with the outdoor environment, equipped withmultiaceted knowledge o our relationshipo the environment and its resources, and

prepared to address challenges with soundecisions or our uture.

The Legislative ChargeAs required by HB2544 (see Appendix E orhe complete bill), the goals o the Oregon

Environmental Literacy Plan (the Plan) are to:

) Prepare students to understand andaddress the major environmentalchallenges acing this state and country,including the relationship o theenvironment to national security, energy

sources, climate change, health risks andnatural disasters.

b) Contribute to students establishinga healthy liestyle by making outdoorexperiences part o the regular schoolcurriculum and creating programs thatpromote healthy liestyles throughoutdoor recreation and sound nutrition.

) Create opportunities or enhanced andongoing proessional development oteachers by improving teachers knowledgeo environmental issues, skill in teaching

environmental issues in the classroomand skill in teaching environmental issuesin settings outside o theclassroom.

In addition, the Legislature

directed the Plan to identiy:

a) The academic contentstandards, content areasand courses or subjects.

b) The relationship o thePlan to Oregon graduationrequirements.

c) How the Department oEducation will measurethe environmental literacyo students.

d) The programs orproessional development

o teachers to improvethe teachers knowledge o environmentalissues, skill in teaching environmentalissues in the classroom and skill inteaching environmental issues in settingsoutside o the classroom.

e) How the Plan will be implemented,including securing unding and othernecessary support.

) How to encourage educationalagencies and public schools toparticipate in environmentaleducation programs.

Finally, the Legislature directed the Planto define (See Appendix B or the definitions):

Environmental LiteracyClimate ChangeHealthy Liestyles

The Plan is specifically directed to stateleaders to serve as a roadmap or actionthat supports statewide eforts towards thedevelopment and implementation o educationor environmental literacy. It is intended or

use by schools and districts, as action at theseundamental levels o the educational systemis essential or the Plans success. The Plan isalso intended to serve and support teachers,nonormal educators, community partnersand other interested parties as they developand implement locally relevant education orenvironmental literacy programs and activities.

The Need or Environmental LiteracyOregons natural resources and relatedindustries support 37%*o our economy.

* Combined analysisperormed by the OregonDepartment o Agricultur



Approximately 550,000 Oregonians workin natural resource-related fields or jobssupported by those industries and compriseone-third o the states employment. From thebeach bill to statewide land use planning tothe Oregon Plan or Salmon and Watersheds,Oregon has taken critical steps to protectour vibrant heritage. Recreation and tourismprovide employment to thousands o stateresidents and have allowed millions to enjoyOregons natural beauty, supporting their

mental and physical well-being. The healtho our ecosystems is necessary to maintainour resh water and air, and to support ouragricultural, orests, and fisheries sectors.

Our population continues to grow, increasingdemand on a limited number o resources.Today, as we strive to understand theinterrelationships between environment,society and our economy, we are aced withmajor sustainability challenges which studentsmust be prepared to understand and address.

All Oregonians need to be equipped to:

Ensure that the air remains sae and cleanto breathe;Provide abundant clean water to grow andprocess ood, provide sae drinking waterand provide places to play and cool down;Meet energy needs and explore use orenewable and sustainable methods;Protect working arms and orests;Restore and protect the health owatersheds and ocean and provide highquality habitat or fish and wildlie;

Identiy and plan or natural hazards; andOfer diverse recreational opportunities or allOregonians and visitors to our beautiul state.

Unortunately, preparing Oregons children toprotect this valuable legacy and to understandtheir relationship to it is challenged by the actthat many o them are utterly disconnectedrom the natural environment. Our educationsystem oten does not provide them with all othe knowledge, skills, perspectives and valuesneeded to consider whole systems, to develop a

sense o place, or to pursue our responsibility toshared resources (the commons) and each other.

A recent Kaiser Family Foundation studyreports that on a typical day, eight to eighteenyear olds in the United States spend more thanseven and a hal hours consuming electronicmedia (Kaiser Family Foundation, 2010).Another report rom 1997-2003 ound thatthe number o children ages nine to twelveengaging in outdoor activities such as hiking,walking, fishing, beach play and gardeningdeclined 50% (Hoferth, 2008). It is a act that

children in the United States are spending time playing outside than at any time in ounations history (Clemens, 2004). The resuthat they are losing a direct relationship to natural world and its resources.

Benefits o a State EnvironmentalLiteracy Plan (Adapted rom NAAEE, 20An education that promotes environmenliteracy and engages students withimportant current issues tends to more

deeply engage students, leading to improacademic perormance.

While education or environmental literacyhelps develop the knowledge and skillsnecessary to address complex environmeissues, it also contributes to studentacademic achievement.

Quantitative and qualitative studies highligthe immense benefits o an integrativeenvironmental education ramework. In onstudy, 92 percent o comparisons indicatethat students who were taught using anenvironmental ramework academicallyoutperorm their peers in traditionalprograms. Additionally, evidence gathererom the same study o 40 schools indicathat students learn more efectively withinan environment-based context than withina traditional educational ramework. Somobserved benefits include:

Better perormance on standardizedmeasures o academic achievement inreading, writing, math, science, and

social studies.Reduced discipline and classroommanagement problems.Increased engagement and enthusiasmor learning.Greater pride and ownership inaccomplishments.

Education or environmental literacy isessential or enhancing student learning andeveloping student problem solving skills. helps create responsible and engaged citizEducation or environmental literacy resultin students being prepared to address thechallenges, adjustments and opportunitiesthat will be present in their lives.

Additionally, studies show that time spentoutdoors or learning during the school dais critical to the intellectual, emotional andphysical health o students and that provistudents with quality opportunities to direexperience the natural world can improvestudents overall academic perormance,sel-esteem, personal responsibility,



ommunity involvement, personal health andnderstanding o nature.

Oregon is a leader in the Green Economynd is currently developing the Oregon

Green Jobs Growth Plan, which delves intohe role o our K-12 system to growing thisector. Many o the understandings andkills necessary or green jobs can andhould be developed through education ornvironmental literacy activities.

Creating an environmental literacy plan willprovide the ramework or school systemso expand and improve their environmentalducation programs. A state environmentalteracy plan will:

Ensure that education or environmentalliteracy activities are aligned with studentgraduation requirements and help achievestate education goals.Ensure that education or environmentalliteracy is ully, e ciently and appropriately

integrated into ormal education systems.Ensure that teacher proessional developmentopportunities in education or environmentalliteracy are aligned with student achievementgoals in environmental literacy.Ensure that every Oregon child is providedmeaningul opportunities to learn in theoutdoors as part o the regular schoolcurriculum.Ensure consistency, accuracy, and excellencein environmental content knowledge.Engage underserved communitiesthrough an inclusive process so that all

stakeholders are beneficiaries o educationor environmental literacy in schools.Ensure that nonormal environmentaleducation providers, state natural resourceagencies, community organizations, andother partners are involved appropriatelyand efectively in education orenvironmental literacy activities.Serve as a necessary component oa comprehensive state education orenvironmental literacy program.Honor Oregons network o schools,organizations and agencies that provideenvironmental, sustainability and field-based education. All o these educationalapproaches seek to achieve a greaterbalance within and between human and non-human systems and a sustainable society.

No Oregon Child Let Inside ActThe No Oregon Child Let Inside (NOCLI)egislation began with a broad group stakeholders. The NOCLI Coalitionemonstrates support rom more than

80 statewide partners representing over

90,000 Oregonians rom a broad spectrum oOregons natural resource, environmental andeducation agencies and organizations.

In June 2009, the Oregon Legislature passedthe NOCLI Act (HB2544 Appendix E),a state policy calling or a collaborativeprocess to create the Plan which addressesthe educational, environmental and naturalresource concerns o a broad spectrum ocommunity stakeholders. Oregon is the first

state to pass legislation directly related to thedevelopment o an environmental literacy plan.

In addition to state policy makers, NOCLIhas support rom the Oregon Department oEducation. According to State Superintendento Public Instruction, Susan Castillo (quotedjust prior to the passage o NOCLI):

I am very proud o the work our schoolsdo in connecting our students to the world

outside their doors through field trips, schoolgardens, science experiments, and nature

walks. Students are learning where their oodcomes rom, seeing science first hand, receiving

valuable exercise and gaining the tools to helpmeet the environmental challenges o the uture.

However, in Oregon, and nationwide, too ew o

our children have the opportunity to connecttheir learning to the natural world and theirlocal surroundings. This year, the legislature

has the opportunity to help our state reaf rmthe education systems commitment to our

environment. The No Oregon Child Let Insidelegislation (HB2544) establishes a Task Force

to develop an Oregon Environmental LiteracyPlan that will ensure that every student will

graduate as an environmentally literate citizen.

This will also position Oregon to receivepending grant monies under Title II and Title V

through ederal No Child Let Inside legislation.Oregon students will receive all o these

benefits without creating new educationalmandates or taking existing unding away romcurrent educational programs and eorts.

State Superintendent o PublicInstruction, Susan Castillo

On July 22nd, 2009, Oregon Governor TedKulongoski signed the NOCLI Bill into law saying:

. . . the No Oregon Child Let Inside Act willprovide our youth with classroom instruction about

our vital natural resources and an opportunity toconduct field investigations in an outdoor learning

setting. This experience is undamental to ourchildren and will help them develop a sense o

stewardship towards Oregons environmentand help them make inormed decisions aboutour natural resources in the uture . . . Governor Ted Kulongoski



The NOCLI Act calls or a Plan that providesor a K-12 continuum o quality educationalopportunities to address environmentalchallenges, enable students to establishhealthy liestyles and better prepare teachersto deliver this education inside and outsidethe classroom. The Plan ensures that Oregonstudents graduate as critical thinkers,ecological problem solvers and engagedcitizens. It also ensures that every studentconnects with nature, and understands the

impact o human behaviors on our ecologicalsystems. As uture decision makers they willbe better equipped to find innovative andequitable ways to meet the immediate needso humans while sustaining and protectingessential resources needed or the uture.

Having an environmental literacy plan inplace will position Oregon to be eligible orpending ederal unds through No ChildLet Inside (NCLI) legislation. The NorthAmerican Association or EnvironmentalEducation (NAAEE) has played a prominentrole in advocating or NCLI. The nationalNCLI Coalition is represented by nearly 1500business, health, youth, aith, recreational,and environmental and educational groupsrepresenting over 47.5 million Americans.The Coalition was ormed to alert Congressand the public to the need or our schoolsto devote more resources and attention toenvironmental education.

The Coalition is working to support legislationsponsored by Representative John Sarbanes

o Maryland and Senator Jack Reed oRhode Island to ensure that every studentachieves basic environmental literacy. TheNCLI Act would amend the Elementary andSecondary Education Act (No Child LetBehind) to include environmental educationor the first time. The legislation wouldprovide new unding or environmentaleducation, particularly to develop rigorousstandards, train teachers and to develop stateenvironmental literacy plans. It also proposesgiving states that develop such environmentalliteracy plans access to additional unds.

Tiered to this ederal initiative, Oregon has thepotential to earn $1-2 million in new undingto support the implementation o the Plan.

Development o OregonsEnvironmental Literacy PlanA comprehensive process involving a broadspectrum o diverse stakeholders and interestswas used in the development o this plan.As required by the legislation, the Governorappointed an eleven-member OregonEnvironmental Literacy Plan Task Force,

including members rom Oregon Departmeo Education, Oregon University System,Environmental Quality, Fish and Wildlie,State Lands, State Marine Board, Parks andRecreation, Forestry, and Agriculture; TheFreshwater Trust; The Environmental EducaAssociation o Oregon, and Metro RegionalGovernment. The task orce met regularly January to September 2010. At various timthroughout the process, small working grouwere ormed to accomplish specific tasks

related to the development o the Plan (seeAppendix A or a complete list o participan

Diverse interests, regional inclusiveness,objective instruction and airness inimplementation guided the development othe Plan. The task orce used a wide varieto resources in the preparation o this planparticular, Developing a State EnvironmenLiteracy Plan (NAAEE, 2008) was used asa guide to the overall structure. In additionto Oregon State Academic Standards, theollowing documents were consulted in th

development o the Environmental LiteracStrands: Excellence in EnvironmentalEducation Guidelines or Learning(NAAEE, 2010), The National Educationor Sustainability K-12 Student LearningStandards (U.S. Partnership or Education Sustainable Development, 2008), Agricultuin the Classroom (United States Departmeo Agriculture), Climate Literacy: The EssenPrinciples o Climate Science (US GlobalChange Research Program, 2009), OceanLiteracy: The Essential Principles o OceanScience (National Geographic Society, 20and Education or Sustainability Standard(The Cloud Institute, 2010). These resourcset a standard or high-quality education environmental literacy in schools across tcountry, based on what an environmentalliterate person should know and be able to

The task orce, teams o specialists andcommunity members contributed many hoo their time to ulfill the requirements oHB2544.The Oregon Community Foundatwas generous in their financial support an

strategic advice. The Oregon Departmento Education provided sta ng and meetinspace. Work groups comprised o educatioand environmental specialists and the genepublic convened to provide eedback essento the success o this report. Time constraiwere, however, a actor in developing the PlSelection o task orce members was notcompleted until December 2009, significalimiting the active timeline or developmenRecommendations regarding next steps ortask orce and the Plan are outlined in ollowsections o this report (See Chapter 6).



Our vision or studentsStudents become lielong stewards o their

nvironment and community, willing and ableo exercise the rights and responsibilities environmentally literate citizenship andhoose to interact requently with theutdoor environment.

Environmentally literate students:

Treasure outdoor experiencesDemonstrate love and respect or natureParticipate as active, inormed members otheir local and global communitiesStrive to envision what a sustainable uturelooks likeUnderstand the dynamics o systems andchangeRecognize the need or diversity in all

systemsBecome applied, lielong learnersProvide a workorce ready to create asuccessul and sustainable uture

Our vision or schools and districtsSchools and school districts provide a

ynamic, responsive and positive learningnvironment in which all students thrive.

They provide students with meaningulpportunities to learn outside the classroomnd oster mutually beneficial relationshipsmong the school / district, students,

amilies, community, nonormal educatorsnd the environment.

Schools and districts that osternvironmentally literate students:

Regularly utilize the acility, outdoors,community, and other settings to supportlearning and encourage active participationSupport teachers, administrators, andother educators who efectively use creativeapproaches to teach environmental literacy

Provide access to qualitycurriculum materials andassist educators in thedevelopment o locally-relevant materialsIntegrate lessons between

subject areas and rom onegrade level to the nextRegularly assess studentsenvironmental literacySupport healthy options orchildren beore, during andater the school day including nutritionalood choices, non-structured play areas/times, and walking/biking to school

Our vision or communitiesCommunities partner with schools, students

and other community members in activitiesthat build, restore, and improve the naturaland built world around them.

Communities that cultivate environmentallyliterate students:

Provide opportunities and settings orchildren to play and learn outsideUnderstand and promote economically,socially and environmentally sustainablepracticesEngage educators, volunteers, and

community partners in education orenvironmental literacyProvide opportunities and settings to usethe community as a learning laboratoryor studentsMaintain an environment that supportssustainable businesses and a qualified,productive, and balanced workorceProvide a livable community by promotingcivic engagement and a sense o placethrough sae, sustainable choices or housing,transportation, education, and recreation

Chapter 2: Environmental Literacy Vision & Essential UnderpinningsVision StatementThe task orce created a set o vision statements to guide development o thePlan. Our vision o Oregon in the year 2030, when the Plan has been supported

nd implemented or 20 years, is:

Oregonians lead healthy liestyles, enjoying requent interaction with the outdoornvironment. Oregons vibrant and comprehensive education system leads us to

develop a sense o wonder and curiosity about our natural world. We understand

he interconnections between community, economy, and environment, areble to examine issues rom multiple perspectives, and exercise the rights and

esponsibilities o being an environmentally literate citizenry.



Building of o the vision statements, the taskorce defined environmental literacy as:

An individuals understanding, skills andmotivation to make responsible decisions that

consider his or her relationships to naturalsystems, communities and uture generations.

Essential Underpinnings oEnvironmental LiteracyEnvironmental literacy builds rom a core

o key principles that inorm its approachto education. Some o these importantunderpinnings (NAAEE, 2010) are:

Active participation andpersonal commitment:The learner is an active participant. I learningis to become a natural, valued part o liebeyond school, instruction should be guidedby the learners interests and treated as aprocess o building knowledge and skills.Environmental literacy depends on a personalcommitment to apply skills and knowledge

to help ensure environmental quality andquality o lie. Personal commitment beginswith an awareness o what immediatelysurrounds them. Instructors oster learnersinnate curiosity and enthusiasm, providingthem with early and continuing opportunitiesto explore their environment. Outdoor andcommunity-based instructional strategies areused to engage students in direct discovery othe world around them.

Balanced approach:Because environmental topics can promptdeep eelings and strong opinions, educatorsmust take a balanced approach to instruction.Educators incorporate difering perspectivesand points o view even-handedly andrespectully, and present inormation airlyand accurately.

The importance o where one lives:Beginning close to home, learners orgeconnections with, explore, and understandtheir immediate surroundings. The sensitivknowledge, and skills needed or this localconnection provides a base or moving outinto larger systems, broader issues, andan expanding understanding o causes,connections, and consequences.

Integration and inusion:

Disciplines rom the natural sciences tothe social sciences to the humanities areconnected through the medium o theenvironment and environmental issues.Teaching or environmental literacy ofersopportunities or integration and works bewhen inused across the curriculum, rathethan being treated as a separate disciplinesubject area.

Interdependence:Human well being is inextricably bound witenvironmental quality. Humans are a parto the natural order. We and the systemswe createour societies, political systemseconomies, religions, cultures, technologieimpact the total environment. Since we arepart o nature rather than outside it, we arechallenged to recognize the ramifications oour interdependence.

Lielong learning:Critical and creative thinking, decision maand communication, as well as collaborativlearning, are emphasized. These skills are

essential or active and meaningul learninboth in school and over a lietime.

Roots in the real world:Learners develop knowledge and skillsthrough direct experience with theenvironment, environmental issues, and



ociety. Investigation, analysis, and problemolving are essential activities and are mostfective when relevant to the real world.

Systems:Systems help make sense o a large and

omplex world. A system is made up o parts.Each part can be understood separately.The whole, however, is understood onlyby understanding the relationships andnteractions among the parts. The human

body can be understood as a system; soan galaxies. Organizations, individual cells,ommunities o animals and plants, andamilies can all be understood as systems. Andystems can be nested within other systems.

21st Century Skillscritical thinking, creative thinking,

collaboration, communication skills):nstruction provides opportunities orearners to enhance their capacity orndependent thinking and efective,esponsible action. Engaging in individualnd group work helps learners develop theseapacities independently and in collaborativeituations that anticipate the ways in which

problem solving happens in the community,n the job, and in the amily. A strongmphasis on developing communicationkills means that learners will be able to bothemonstrate and apply their knowledge.

urthermore, this document is grounded inhese principles:

Education is essential to the development

o sustainable communities and a healthyenvironment that will provide or uturegenerations.A healthy environment supports thedevelopment o economically viable,sustainable and vibrant communities.Oregon youth who are connected to thenatural world and their communities willbe our uture leaders - capable o ensuringthe health and livelihood o all o Oregon orgenerations.Access to nature promotes social andemotional well-being and cognitivedevelopment.

PartnershipsCentral to environmental literacy and

uccessul integration o the Plan in Oregonre the vast networks o community

partnerships responsible or enhancing theollective academic experience o our youth.

Although the intent or developing a Plans to ensure the environmental literacy o

Oregon graduates, we realize that this end

is truly a product o its means. Fosteringlielong, environmental literacy among allOregon graduates requires the participationo a broad network o stakeholders includingstudents, parents, teachers, school anddistrict administrators, local agencies, non-profit organizations, and businesses, and the

community at large.

School missions across the state enumeratecitizenship as a quality to be ostered inall students learning experience. Locally-based programs, activities and projectsofer ideal ways or students and teachersto satisy educational goals, while helpinglocal stakeholders meet ecological andcommunity objectives.

The Plan recognizes and builds of o

successul programs that both educate andequip students to understand and addresscommunity issues in inormed, thoughtul,and innovative ways --ultimately contributingto the communitys long-term health andvitality. With the Plan, we seek to createa ramework that provides students withopportunities or meaningul experientiallearning and academic achievement; teacherswith programs and partners to help supportstate mandated educational goals; and localagencies and groups the opportunity to reachout and engage youth in real issues.



To be efective, education or environmental literacy needs to be integrated throughoutthe curriculum in every classroom in Oregon with connected, sustained opportunities orstudents to participate in outdoor learning experiences. To acilitate this process, the ollowEnvironmental Literacy Strands were developed that articulate a comprehensive content a

skills learning ramework. Environmentally literate students, upon graduation rom twelthgrade, will demonstrate proficiency in each o these five strand areas with evidence that theproficiencies were acquired outdoors.

Alignment o the Environmental LiteracyStrands with Oregon Academic Standardsa recommended next step. Once the stranand standards are aligned, it will be possibto identiy where the learning content orcultivating environmentally literate citizensupported. Intent was given to using languin the Environmental Literacy Strands thaappears in both state and national standa

We recommend that these strands beincorporated across all curricular areas angrade levels in support o existing OregonAcademic Standards.

These Environmental Literacy Strands werdeveloped with input rom the task orce an

working group. Much o the material was adapted rom Oregon Academic Standards, NAAEE(2010) Excellence in Environmental Education Guidelines or Learning (K-12) and Cloud, J. (20Education or Sustainability Standards, Cloud Institute.

Chapter 3: Educational Standardsand Graduation Requirements

1) Understand the physical and biologicalworld, and our interdependentrelationship with ita. Structure, unction, interaction and

change in living and non-living systemsb. Structure, unction and relationships o

human systems to the environment andsustainability

c. Interrelationships between people andthe environment

2) Understand and apply systemsthinking concepts and toolsa. Systems as context or thinking

and actionb. Implications and consequencesc. Strategic responsibilities o systems

thinkingd. Shiting mental models and paradigms

3) Sense o place, region, nation, andglobal communitya. Characteristics o their region and/

or communityb. Interconnectedness in regions and

the global communityc. School community

4) Investigate, plan andcreate a sustainable uturea. Work with flexibility, creativity,

and opennessb. Investigate and analyze strategies

that address challenges and createsustainable utures

c. Decision-making and citizen action5) Understand and achieve personal

and civic responsibilitya. Recognize citizens rights and

responsibilities o participation andleadership in both local and global

contextsb. Apply sel confidence in their

efectiveness as citizens (sel e cacc. Accept personal responsibility or th

efects o individual and group actiod. Understand the commons and its

relationship to personal and civicresponsibility

e. Understand consumption andconsumer choices

Summary o Environmental Literacy Strands



) Understand the physical and biologicalworld, and our interdependentrelationship with itUnderstands Earth systemscharacteristics, including physical,ecological and human systems and howthese interconnected systems afectindividual and societal well-being

a. Structure, unction, interaction andchange in living and non-living systems,such as:

Dynamic and interconnected natureo Earths living environment,including:

Structure and unction oorganisms, populations,communities, ecosystems, biomes

Principles o ecology biodiversity,carrying capacity, habitat sourcesand sinks, population dynamics,

ecosystem change Heredity and evolution species

change and the process o naturalselection

Matter and energy flow inorganisms processes by whichplants and animals obtain energyand materials or growth andmetabolism, biogeochemical cycling

Interdependence o plants,animals, and environment, and howadaptation influences survival

Dynamic and interconnected natureo Earths physical systems, including:

Structure and composition oEarths atmosphere, geosphere, andhydrosphere

Changes in matter physical andchemical properties o elements andcompounds, global carbon cycle

Energy transer o energy,transormation and conservation,laws o thermodynamics

Cycling o matter and energybetween system componentsover time

Evidence or geologic, climatic, andenvironmental changes over time

Climate Sun Earth relationships,processes that drive and regulateclimate variability, interrelationshipso climate and other Earth physicaland living systems

Ocean influence on weather andclimate, interrelationships oocean and other Earth physicaland living systems

b. Structure, unction and interconnectednature o human systems to theenvironment and sustainability, such as:

Political systems, including:

Organization, responsibilities, andinterrelationships local, state andederal governments

Personal and political rights ocitizenship

Participatory responsibilities o

citizens How government is influenced

and changed by support anddissent o individuals, groups, andinternational organizations

How nations interact witheach other

Concepts o political power,authority, conflict and conflictmanagement

Economic systems, including:

Uneven distribution o limitedresources, allocation o resources,trade-ofs and how choices result inboth costs and benefits to individualsand society, opportunity costs

Histories, philosophies and patternso diferent economic systemsand activity and their efects onenvironment, equity, prosperity anddiversity o cultures

Relationship between ecological,economic and social systems

Lie cycle analysis and assessment,

economic input-output analysis Human choices aboutconsumption, production,distribution and disposal o goodsand services and their efect on thesustainability o earths natural,economic and social systems

Interdependence o the globaleconomy and the role it plays inenvironmental policy, availability ogoods and services

Economic indicators o sustainability

Places and regions: Theircharacteristics and the connectionsbetween them, including:

Spatial concepts o location,distance, direction, scale, movementand region

Major physical and human eatureso the Earth

Physical and human characteristicso places and regions

Why places and regions areimportant to human identity

Detail o Environmental Literacy Strands8, 19, 20



Causes o human migration (e.g.,density, ood and water supply,transportation and communicationsystems) and its efects (e.g., impacton physical and human systems)

Economic, cultural, andenvironmental actors thatinfluence changes in population,and consequences o the resultingincreases or decreases in population

How difering points o view, sel-

interest, and global distributiono natural resources play a role inconflict over territory

Geographic results o resourceuse and management programsand policies

Social systems, including:

Characteristics o diverse cultures, howcultures change over time especiallyas they adapt to environmentalconditions, and how culturalpractices efect the environment

How experiences and places maybe interpreted diferently by peoplewith diferent cultural backgrounds,at diferent times, or with otherrames o reerences

Human behavior in relation to itsphysical and cultural environment

How individuals relate to others,including relationships betweenindividual identity, amily, societyand culture, issues o airness andequity especially as they relateto environmental conditions,resources, and sustainability

How individuals perceive theenvironment is influenced in partby individual traits and groupmembership or a liation

Understand the influence oindividual and group actions onthe environment, and how groucan work to promote and balancinterests

Understand societal values andprinciples; shared and conflictinsocietal values

c. Interrelationships between people athe environment, such as:

How changes in the environmentafect human systems, including:

Culture and language Economic systems Political systems Social interactions

How human activities and system(social, cultural, political, andeconomic) change the environmeincluding:

Physical systems atmosphere

ocean, climate, soil, landorms Living systems ecosystems,

biodiversity, carrying capacity

Ability o humans to shape andcontrol the environment by creatknowledge and developing newtechnologies, including:

Agricultural and ood systems Transportation systems Waste management systems Communication systems Energy systems

Human habitation systems

Relationship between environmequality and human health and webeing, including:

Air quality Water quality and quantity Ability to produce and access

nutritious ood Climate change Disease vectors Natural disasters

Relationship o the environment tnational security, including:

Energy sources Food security Climate change

Global connections, including wayin which the worlds environmentsocial, economic, cultural, andpolitical systems are linkedDependence o humans onrenewable and nonrenewable nat



resources or lie, sustenance and asuitable quality o lieHow personal and group actionsafect the sustainability o Earthsphysical, living and human systems

) Understand and apply systemsthinking concepts and toolsAnalyzes and applies the properties osystems thinking to Earths physical,ecological and human systems now and to

inorm uture considerations

a. Systems as context or thinking andaction, such as:

System structure, including:

Whole system and its componentparts and structures, complexwholes are made up o smaller sub-systems (hierarchy)

Key interrelationships amongcomponent parts and structures(interdependence)

Tracing component parts andrelationships upstream

Systems are dynamic how systemsdevelop and change over timeConcepts o systems thinking,including:

Change over time Feedback Circular causality Boundaries Equilibrium Doubling time, linear growth and

exponential change Unintended consequences Interdependencies Flow Inputs and outputs, open system,

closed system

Tools or systems thinking, including:

Behavior over time graphs Connection circles Causal loops Stock flow diagrams

ModelingHabits o a systems thinker, including:

Suraces and tests assumptions Uses understanding o system

structure to identiy possibleleverage actions

Recognizes the impact o timedelays when exploring cause andefect relationships

Identifies the circular natureo complex cause and efectrelationships

Recognizes that a systemsstructure generates its behavior

Considers how mental modelsafect current reality and the uture

Considers both short and long-term consequences o actions

Considers an issue ully andresists the urge to come to a quickconclusion

Changes perspectives to increaseunderstanding

Checks results and changesactions i needed: successiveapproximation

Observes how elements withinsystems change over time,generating patterns and trends

Finds where unintendedconsequences emerge

Seeks to understand the big picture

b. Implications and consequences, such as:

Make choices, read eedback andplan actions to achieve positivesystemic impactsIdentiy and define reinorcingand balancing eedback loopswithin a systemTrack existing causal relationshipswithin the system and over timeDefine how their own actions afectthe systems they are inUnderstand how one event caninfluence anotherDelays in systems; causes andefects are not closely related in time

and space in a systemReasonably predict intendedconsequences, and reasonablypredict and prepare or unintendedconsequencesMake choices by consideringimplications and consequenceso those choices on the economic,ecological and social systems withinwhich he/she lives

c. Strategic responsibilities o systemsthinking, such as:

Envision, design, plan, act and assesswith whole systems in mindRecognize that a systems structuregenerates its behavior andautomatically ocus on upstreamproblem identification and structural/design flawsIdentiy leverage points with thegreatest impact to identiy where tointervene in the systemAsk probing questions when thingsdont turn out as planned



d. Shiting mental models and paradigms,such as:

Recognize mental models as guidingconstructs that change over time withnew knowledge and applied insightIdentiy and question assumptionsAwareness o how mental modelslimit our thinkingConsider an issue ully

Evolve mental models whenproven necessary

3) Sense o place, region, nation,and global communityUnderstands sense o place as theconnection between people and a placeand that sense o place encompassesthe interrelationships among patternso human settlement, social and culturalrelationships, and the natural world

a. Characteristics o their region and/orcommunity, such as:

Natural eatures o the region/community, including:

Flora, auna and geologic ormations Climate

Cultural and economic heritage andcurrent character o the place inwhich they live, including:

Livelihoods associated with theregional economy

Local ood and transportation

systems, in past and currentlyb. Interconnectedness in regions and the

global community, such as:

Relationship between regionalhabitats and human developmentpatternsAssess consequences over time,evaluate alternativesResearch, gather and collect storiesthrough interviews with communitymembersIdentiy emerging themes and patterns

Continuity and changes o a localplace over timeEcological systems in the region.Interdependencies, benefits andthreats to them and us, associatewith human behaviorApplication o knowledge o thisregion to study o others in otherparts o the worldInterdependence among oodsystems at the local, regional,

national, and global scalesInterdependence among renewaband nonrenewable resource useat the local, regional, national, anglobal scales

c. School community, such as:

Environmental, social and economimpact o acility and operations(input and outputs) on town, andon world, and recommendations improve perormance

Sources and sinks o materials anenergy used in schoolTriple bottom line impact analysisinputs and outputsGoal setting and uture visioningor schoolIndicators o successRights, roles and responsibilities achieve successCreate model sustainable schoolDesign, plan, implement and asseschool sustainability initiatives

4) Investigate, plan andcreate a sustainable utureUnderstands importance o vision,imagination, planning, and civic actionto the ability to address challenges andcreate the desired uture

a. Work with flexibility, creativity, andopenness, such as:

Develop skills to create a healthyand sustainable uture, including

Utilize out o the box thinking to

address problems in the service their vision

Recognize and value the strengthdiversity, including:

Recognize and work againstprejudice and discrimination

Demonstrate the ability tocommunicate and collaboratecross-culturally

Appreciation or cross culturalsimilarities and diferences



Ability to work with people who havediferent perspectives, including:

Seek to determine the intereststhat underlie peoples positionsand behaviors

Forming and evaluating personalviews, including:

Identiy their own mentalmodels about the world and

recognize that mental modelsare guiding constructs that changeover time with new knowledgeand applied insight

Articulate multiple sides oan issue

Communicate, evaluate and justiytheir own views

Evaluate personal belies andvalues using criteria such aspersonal wellbeing, equity, socialand environmental welare,economic vitality, and concern or

other living beings Consider viewpoints that difer rom

their own, and inormation thatchallenges their positions

Evaluate whether and howdifering viewpoints might afecttheir own views

b. Evaluate accuracy and reliability oinormation sources, including:

Apply basic logic and reasoningskills to evaluate completeness andreliability in a variety o inormation

sourcesIdentiy logical errors and spuriousstatements in everyday situationssuch as political speeches aboutthe environment or commercialadvertisingLook or and explain flaws such asaulty or misleading use o statistics,misrepresentation o data or biasedselection o data to support a claimExplain why some research resultsare judged to be more credible thanare othersIdentiy sources o bias ininterpretation, unding sources, andresearch procedures

c. Investigate and analyze strategies thataddress challenges and create desiredutures, such as:

Apply research and analytical skills totheir investigation, including:

Define and clearly articulate theinvestigation

Identiy key individuals andgroups involved

Examine contextual elements thatshape the topic under investigationand identiy historical antecedentsor contemporary parallels

Exhibit the drive to discovernew territory

Goal setting Developing indicators to measure

movement toward or away rom goals

Evaluate the consequences ospecific environmental changes,conditions, and issues or human andecological systems, including:

Use the idea o cumulative efects

to explain why one set o changes orhuman actins cannot be consideredin isolation rom others

Identiy the most upstreamproblems to address within theirsphere o influence

Identiy and evaluate alternativesolutions and courses o action,including:

Synthesis diferent perspectives,types o data, and means oanalysis to propose solutions or

courses o actions Apply knowledge rom unctional

relationships, modeling, and statisticalanalysis to evaluate diferentapproaches or courses o action

Use methods such as cost/benefitanalysis, cumulative efects analysis,environmental impact analysis,ethical analysis, and risk analysis

Propose action strategies thatare likely to be efective inparticular situations and orparticular purposes



d. Decision-making and citizen action,such as:

Evaluate the need or action, including:

Evaluate whether action iswarranted in specific situations,accounting or actors such asavailable evidence about theconcern and proposed solutions;scale o the concern; legal,social, economic, and ecological

consequences; and alternatives tocitizen action

Identiy diferent orms o actionthat citizens can take, includingconsumer choices, resource usechoices, writing letters to the editor,drating legislation/ordinances/policies, communicating withdecision-makers, environmentalstewardship projects

Speculate about the likely efectso specific actions and thelikelihood these actions will resolvea specific concern

Evaluate whether personalinvolvement in particular actionsis warranted, considering actorssuch as their own values, skills,resources and commitment

Communicate decisions clearly,articulating well-reasonedarguments supporting their viewsand decisions

Plan and take action, including:

Envision a desired endpoint Work hard to achieve goals Develop plans or individual and

collective action

Articulate clear reasons and goaor action

Articulate measures or successconsistent with their abilities andcapabilities o the groups involv

Decide whether the plan shouldbe implemented immediatelyor at another time, modified orabandoned; and carry through waction when appropriate

Evaluate the results o actions,including:

Continuously improve their wor Be accountable or their actions

(and inaction) as well as predictand be accountable or the longand short term consequences othose actions

Embrace making change, improvinnovating and experimenting

Consider intended and unintendconsequences o action

Analyze actions, evaluating appaefects in terms o action goals,ethics, and broader societal goa

Articulate lessons learned romtaking action

5) Understand and achievepersonal and civic responsibilityUnderstand the rights, roles, responsibiland actions associated with leadershipand participation toward healthyenvironments and sustainablecommunities

a. Recognize citizens rights andresponsibilities o participation andleadership in both local and globalcontexts, including:

Individual rights and societal interPersonal, political, and economicrights such as acquiring, using anselling property, the right to vote,reedom o speech and assemblyResponsibilities such as acceptinresponsibility or the consequenco ones actions, obeying the law,and respecting the rights andinterests o othersConsider whether individualscivic obligations require them tosubordinate their personal intereor desires or the public goodImportance o trust, patience,sel-discipline, respect and open-mindedness to individuals and soc

b. Apply sel confidence in theirefectiveness as citizens (sel e cacsuch as:



Believe in their ability to succeedExamples where citizen action hashad an efect on environmentalquality and sustainabilityExamples where students otheir own age have had an efecton environmental quality andsustainabilityWays in which their actions havemade a diference

c. Accepting personal responsibility orthe efects o individual and groupactions, such as:

Identiy and describe some o theefects that they and the groupsthey belong to (e.g., amily or schoolclass) have on the environment andon humans and other living beingsDescribe actions in terms o theirefects that reach into the utureGlobal responsibility, equityImportance o ulfilling personalresponsibilities or themselves,society, people in other places andother living beingsWillingness to work individuallyand collectively toward resolutiono environmental concerns andto participate thoughtully andefectively in decision-makingImportance o equity, cooperation,teamwork, conflict resolution andconsensus building in addressingregional and global challengesIntergenerational responsibility,

including: Distinguish between long term and

short term goals Efect o actions on uture

generations Ways in which actions will benefit

the seventh generation Intended and unintended

consequences

d. Understand the commons and itsrelationship to personal and civicresponsibility, such as:

Distinguish between public, privateand commonDistinguishing characteristics oa commons; types o measuresrequired to keep diferent types ocommons healthyUnderstand various commonsaround the world, and how they arecared orEngage with questions aboutpossession, welare and uture othe commons

e. Understand consumption and

consumer choices, such as:

Impact o their own consumptionchoices on health o a placeMedias role in shaping andinfluencing consumption patternsConsumption practices over timeResponsibility o consumer decisions

Graduation Requirements(Adapted rom Oregon Department o Education)In January o 2007, the Oregon State Boardo Education voted to adopt new high

school graduation requirements. These newrequirements are designed to better prepareeach student or success in college, work,and citizenship. To earn a diploma, studentswill need to successully complete the creditrequirements, demonstrate proficiency inessential skills, and meet the personalizedlearning requirements. Students will alsohave the option to earn credit or proficiency.A phase-in schedule (2007 2014) has beencreated to allow students, amilies, schoolsand teachers to adequately prepare to meetthese new requirements.

The essential skills are process skillsthat cross academic disciplines and areembedded in the content standards. Theskills are not content specific and can beapplied in a variety o courses, subjects, andsettings. Proficiency o essential skills couldbe demonstrated through an environmentalliteracy lens. Essential skills include:

1) Read and comprehend a variety o text2) Write clearly and accurately3) Apply mathematics in a variety o settings



4) Listen actively and speak clearly andcoherently

5) Think critically and analytically6) Use technology to learn, live, and work7) Demonstrate civic and community

engagement8) Demonstrate global literacy9) Demonstrate personal management and

teamwork skills

Students are also responsible or Personal

Learning which includes:

Plan and Profile With the help oadults, students develop a plan or theclasses and experiences they will need toprepare or their post-high school goals.They will document their progress andaccomplishments along the way.Career-Related Learning Experiences Students participate in experiences thatconnect the classroom with workplaceand community.Extended Application Students apply

knowledge and skills related to theirinterests and goals by demonstratingcritical thinking, problem solving, or inquiryin real-world contexts.

An environmental literacy context should beused to support students in satisying theirpersonalized learning diploma requirement,in learning beyond the classroom and ormingconnections to the adult world.

In adopting the new diploma requirements,the Oregon State Board o Education statedthe ollowing: A key eature o the uturediploma will be wider use o proficiency,ensuring that all students will have theopportunity to choose to earn credit bydemonstrating proficiency. In order toenhance the relevance o education orstudents, the State Board also broadenedthe definition o what could qualiy as coursesthat meet math and science requirements othe diploma. In a decision paper published

in 2007 the Board endorsed the concepto meeting math requirements throughcourses such as Integrated Math, AppliedMath, Construction Math, and BusinessMath as long as they meet the contentthreshold o Algebra I or higher. Similarflexibility is encouraged in courses oferedscience credit. The addition o recognizingEnvironmental Literacy as a context to astudents in satisying diploma requiremenin math and science by demonstrating

proficiency should also be explored.

As the new Oregon Diploma requirementsare phased in, many districts are consideralternatives to the traditional academiccourse work in math, science, and languagarts. In conjunction with the national MathCTE curriculum integration model sponsoby the National Center or Research in Caand Technical Education, Oregon has beenworking to enhance mathematics, scienceand other core academic concepts embedin Career & Technical Education (CTE). CT

program courses, integrated academiccourse sequences, and project based learare delivery models in which students maearn credit or partial credit by successullydemonstrating that they have met academarea content expectations. These integratapproaches give students the opportunityto apply academic content in real-worldsituations to demonstrate proficiency.

Students may demonstrate proficiency inthe classroom, outside o the classroomwhere hours o instruction may vary,through documentation o prior learning,by appropriate examination, or by anycombination thereo. Credit or Proficiencis acutely suited to support education orenvironmental literacy as a vehicle in studpursuit o the Oregon Diploma.

Essential skills, personal learning, andCredit or Proficiency all present flexibleoptions or aligning existing graduationrequirements with the Plan. Examples orhow skill requirements might be met and

assessed through environmental literacyactivities should be urther developed anddisseminated. In developing these examplepriority or skills and activities should begiven to the Plan Environmental LiteracyStrand components that are not satisfied bexisting Oregon Academic Standards. Finaconsideration should be given to creating anew graduation requirement or environmeliteracy ollowing Marylands proposed planas an example (Robelen, 2010). We urtherrecommend that graduation requirementsdeveloped to include outdoor experiences.



Schools play a critical role in the preparation environmentally literate students. Teachers,

n particular, hold a large responsibility orguiding the learning experiences that lead to

nvironmental citizenship. Although there areumerous examples o individual teachers,

whole schools and districts integrating

nvironmental literacy into their curriculahroughout Oregon, more needs to be done we are to meet our ultimate goal o annvironmentally literate citizenry.

The development o an efective environmentalteracy proessional development plan

s predicated on a series o interrelatedonsiderations. With each o the ollowing in

mind, a comprehensive environmental literacyproessional development program can be

esigned and implemented (summarized here,ollowed by details or each):

Guiding Principles o EnvironmentalLiteracy Proessional DevelopmentSystems o Support or EnvironmentalLiteracy ProgrammingBest Practices o EnvironmentalLiteracy InstructionEducator Competencies orEnvironmental LiteracyKey Characteristics o ProessionalDevelopment

Guiding Principles o Environmental

Literacy Proessional DevelopmentProessional development or environmentalteracy is built rom a core o guiding principles:

All school personnel (administrators,teachers, and support staf) areintegrally involved in ostering studentsenvironmental literacy.A systematic approach to environmentalliteracy is taken when curriculum andinstruction are planned, implemented andcoordinated at all levels: district, school,and classroom.

A systematic approach to proessionaldevelopment or environmental literacyis taken when proessional developmentprograms are planned, implemented andcoordinated at all levels: district, schooland classroom.To support a systematic approach toenvironmental literacy, proessionaldevelopment should be designed to meetthe needs o administrators, teachersand support personnel, and should not belimited to the classroom teachers alone.

Systems o Support orEnvironmental Literacy ProgrammingAlthough the implementation oenvironmental literacy lies primarily in thehands o teachers, they do not work in avacuum. Teachers rely upon a variety onetworks and support systems to plan and

implement a comprehensive and cohesivecurriculum dedicated to the developmento environmental literacy. To acilitate thisteacher work, various systems o supportare recommended, including but not limitedto: policy; school-community partnerships;communities o practice; curricular andmaterial support systems; involvement oschool acilities and operations; and trainingo administrators and all other school/district staf and unding. (See Chapter 6,Environmental Literacy Plan Implementation)

Best Practices o EnvironmentalLiteracy InstructionBest practices or teaching environmentalliteracy with an emphasis on going beyondthe classroom walls overlap with bestpractices or many other curricular areas. Theprimary diference is purpose programsocus on the environment and sustainability.The ollowing represents proposed bestpractices or integrating environmentalliteracy into the school:

Focus is on the environment andsustainability:

The ultimate goal is environmentalliteracy and ostering participatorycitizenship.

The whole school, including itsinrastructure (e.g., buildings andgrounds, energy, water and materialresource management, ood systems,transportation,) is integral to thedevelopment o environmental literacy.

Practice is applied to the whole school/district culture.

Instruction and learning take place in avariety o settings, making appropriateuse o the classroom, school, outdoors,community and state as appropriate.Learning is interdisciplinary integratedacross science, math, reading, writing, socialstudies and art, and incorporates initiativessuch as STEM and career pathways.Curriculum/activities are tied directlyto educational s

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