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Kristin Kim

Andrew Oh

Amanda Weller

The No Child Left Inside Presentation

Annotated Bibliography

Coyle, K. J. (2010, Sep.). InBack to School: Back Outside, Creating High PerformingStudents. Retrieved Nov. Day, 2010, from

http://www.peecworks.org/PEEC/PEEC_Research/S05BBE1FD-05BBE62DThis source is a report about studies performed to show students test scores and their overalleducation when outdoor learning is present. This source notifies what parents should be doingand how educators need to incorporate environmental education into their daily lesson plans andthat environmental education is not a separate topic but can be part of another core subject. Thissource is useful because its up to date, September 2010, and provides charts and data to showthe results and effects of environmental education.

Curious Kids Nature Club. Retrieved Nov. 23, 2010, from

http://www.wgcu.org/curiouskids/index.html

The Curious Kids Nature Club website provides students to learn about different environments

(ocean, swamp, prairie, estuary, mangrove, and forest) through facts, videos, images,brainteasers, games, and activities that students can do on their own outside. This website is auseful and reliable source because it was created by an organization for students and teachers allover the country to learn about Floridas environmental features and the goal of this website is toencourage environmental education for students. This source is useful because it provides videosand images about environments that are not easily accessible to students and helps students feellike they are in that environment by having interactive activities.

Get em Outside. (2007). The NCLI Coalition [Video Clip]. Retrieved December 5, 2010,from http://www.youtube.com/watch?v=wRR1feHqZPY

This video is a summary and the applications in the classroom of the No Child Left Inside

movement. The NCLI Coalition put this video to raise the publics awareness of the movementand to show how successful environmental education can be if used in a schools curriculum.This is a good resource to use to support a presentation on the No Child Left Inside Act. It iseffective as support because it actually shows how successful environmental education can be inthe classroom by filming teachers and students participating in outside based education.

Levy, E. (2010, March 30). The Push to Leave No Child Inside. Retrieved December 5, 2010,

from http://kalwnews.org/audio/2010/03/30/push-leave-no-child-inside_266843.html

NCLI is a new amendment to NCLB that is going through heavy consideration. It states thatchildren today are spending too much time indoors. People are hoping that NCLI will bringmoney, around $500 million, over the next five years to promote environmental education inschools. NCLI seems to have good intentions, but it does not have full support. Some opposefederal spending toward NCLI. They believe that it has little or no positive impact towardeducation. Even with some opposition, support for NCLI is growing. This a good source to usein this presentation because it contains up to date information on the current status of the NoChild Left Inside Act.

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Kristin Kim

Andrew Oh

Amanda Weller

No Child Left Inside. (n.d.). The No Child Left Inside Coalition. Retrieved December 5,2010, from http://www.cbf.org

This website offers a comprehensive overview of the No Child Left Inside Act and the Coalitionthat supports it. This is a useful and reliable resource to use for this presentation because it issponsored by the coalition that has created and supports the NCLI Act. The website cites reasons

to support NCLI, offers an overview of environmental education, and describes ways to getinvolved in the No Child Left Inside Coalition. One of the most useful aspects of this website isthat it offers multiple links to NCLI research, to government information on the NCLI Act, andto the websites of supporters of the coalition. This is a great resource for anyone seeking anyinformation about anything relating to No Child Left Inside, and the NCLI coalition.

Robele, Erik W. (2010, July 16). Maryland Eyes Environmental Education Graduation

Mandate.Education Week, 29(37). Retrieved December 5, 2010, fromhttp://www.edweek.org/ew/articles/2010/07/16/37environment.h29.html&levelId=21

00

Robele discusses Marylands considerations to include some form of environmental education

course or activity as a requirement for public high school graduation. This article summarizes themandate, as well as providing pros, cons, and implications that would come of enacting thismandate in Maryland. Maryland also hopes to be a model for environmental education plans toother states around the country. Finally, this article gives a brief summary of the No Child LeftInside Act and its actions in Congress thus far. This article is a useful resource for thispresentation because it explains what some states are already doing to develop environmentalliteracy plans. It demonstrates that states do have the ability to create successful programs for itsstudents. This is a reliable resource because it is from a weekly journal that specializes ineducational information and contains quite recent information regarding the No Child Left InsideAct.

Starr, Penny. (2009, May 14). No Child Left Inside Act Would Spend $500 TeachingEnvironmental Literacy Starting in Kindergarten. CNSNews.com. Retrieved Nov.30, 2010, from http://www.cnsnews.com/news/article/48164

This article discusses some of the implications of the No Child Left Inside Act of 2009. Moreimportantly, this act would cost $500 million over five years from the federal budget. To some,this cost does not outweigh the benefits of environmental literacy plans and programs. Also, itbriefly mentions Obamas potential goal of a national school board. This is a reliable and usefulsource because it gives multiple perspectives of the NCLI Act. Quotes from Linda Rhodes, theco-coordinator of the NCLI Coalition are expressed, as well as a few quotes from RepublicanRepresentative McKeon, who is opposed to the NCLI Act. It is important to view the positivesand negatives of this act to be considered informed on the NCLI act. Finally, this is a reliablesource for this presentation because it was not printed in 2009; still fairly recently.

United States Environmental Protection Agency. (2009).Environmental EducationHighlights. Retrieved December 6, 2010 fromhttp://www.epa.gov/enviroed/pdf/2009_EEHighlights.pdf

This a booklet put together by the EPA about the latest environmental education research andinformation. It gives an overview of multiple environmental problems that should be coveredwhen teaching environmental education. Some of these issues covered are air quality, green

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communities and appropriate fishing practices. It gives teachers tools, such as websites and toolkits to teach these issues. This is a useful and reliable source for this presentation because it wasdistributed by the EPA, who would be well-informed on environmental issues. Also, this reportis quite recent with up-to-date information on environmental education.

Wisconsin Department of Public Instruction. (2009).News Release: No Child Left InsideCoalition to Develop Environmental Literacy Plan for Wisconsin (DPI-NR 2009-44).Madison, WI: Education Information Services

This is a news release from the state of Wisconsin declaring that they have developing anEnvironmental Literacy Plan to address the environmental education needsof [pre-K] through12th grade schools. Wisconsin is doing this by using funds from their public lands budget. Thisnews release is a useful source in researching the No Child Left Inside Act because it shows thatstates have the resources to develop and can create an environmental literacy plan for itsstudents. It also gives examples of different organizations that could be used to gain support forsuch legislations in another state. Some organizations in Wisconsin that are behind this literacyplan is the WI Dept. of Natural Resources, the Milwaukee Public Schools, and the WI Center for

Environmental Education.