an overview of the program jen dennison wildlife education coordinator odnr—division of wildlife...
TRANSCRIPT
An Overview of the Program
Jen DennisonWildlife Education
CoordinatorODNR—Division of Wildlife
Project WILD is a program of the Council for Environmental Education and is co-sponsored
with the International Association of Fish and
Wildlife Agencies.
Co-sponsor of Science and Civics
an interdisciplinary conservation and environmental education program from the Council for Environmental Education focused on wildlife and the environment. Since 1983, it has reached over 900,000 K-12 teachers and 48 million students. It is expected to reach its 1 millionth educator this year!
Project WILD is...
to engage students in hands-on learning to teach students how to think, not what to
think to move learners from awareness to action
Project WILD’s goal is...
National Wildlife Federation isthe country’s largest member-supported conservation education organization.
National Wildlife Federation’s mission is to educate, inspire and assist individuals and organizations of
diverse cultures to conserve wildlife and other natural resources and to protect the Earth’s environment in order to achieve a more peaceful, equitable and sustainable future.
Incorporate content area and real-life learning experiences
Involve a service component Include typically underserved
audiences Be consistent with
educational trends Expose students to a variety
of careers
Science and Civics: Sustaining Wildlife
was designed to meet a recognized need for curriculum to...
Goals of Science and Civics
Involve students in grades 9-12 in an environmental action project that will benefit the local wildlife community.
Involve young adults in decisions affecting people in their community.
Integrate the concept of responsible action into all projects.
Create partnerships in the development and implementation of new programs.
Responsible Behavior/
Conservation Action
Understanding
Awareness
Science and Civics Is Designed to Move Students
From...
Teachers/StudentsTeachers/Students
State Coordinators State Coordinators NWF Field EducatorsNWF Field Educators
Facilitators Facilitators
Science and Civics Delivery System
National Office(CEE)
National Office(CEE)
State AgenciesState Agencies NWF Regional Offices NWF Regional Offices
Program Distribution
Project WILD State Program Offices
NWF Field OfficesNWF State Affiliates
And You!
Four Components of Science and Civics
Habitat Exploration
Taking Action
Participatory Democracy
Awareness
Looks at changes that are occurring in habitats and the
effects this has on the community.
“Then and Now”
Glenwood Springs, Colorado 1950(Aerial photos donated by Colorado Aerial Photo Service, Denver.)
Glenwood Springs, Colorado 1996(Aerial photos donated by Colorado Aerial Photo Service, Denver.)
Looks at the three branches of the government as well as the roles of non-governmental
groups and how they effect environmental laws such as the Endangered Species Act.
“What’s Their Difference?”
Looks at Biodiversity, Watersheds and the Community.
“Limits to Living Here”
Classes work together to identify their action project, develop it, carry it out,
and then report on what they accomplished.
“What Did They Do Over There?”
Schoolyard Habitats and Schoolyard Habitats and WILD School SitesWILD School Sites
Sweeny ElementarySanta Fe, NM
Belle Isle Nature Center
Detroit, Michigan
Before
After
Community Habitat
Creek Clean Up at Mays High School
Civics and Conservation
Frogwatch USA
Program FlowAwareness
Problem Identification
“Civics”
Participatory
Democracy
“Science”
Habitat Exploratio
n
Combined Planning
Taking Action
Assessment and Reflection
Curriculum Core
Science– math– experimental
design– specific knowledge
• ecological, biological• chemical, physical• environmental
– field methodologies• data collection/analysis• technology
Social Studies– language skills– critical analysis– specific knowledge
• geographic• economic• political
– research• literature review• communication formats
Action Core
Community issue– Identified beneficiaries– Collaboration
Culminating Activity– Student developed – Teacher trained
Reflection– Periodic
Evaluation Components
1. Pre-Assessment2. In-Class Work (portfolio)3. Project
a. Journal with guided questionsb. IRAM (Individual Responsibility
Assessment Method) for groups
4. Post-Assessment5. Reflection
Key to Science and Civics ...
The Action Project: a culminating activity that demonstrates student synthesis and application of subject matter, knowledge, and skills.
Learn & ServeThe National Learn and Serve Initiative
In 1989, President George Bush introduced the “Thousand Points of Light Initiative” to promote volunteer service by citizens of all ages.
In 1990, he signed a bipartisan bill to fund service-learning for K-12 schools as a part of the National and Community Service Trust Act.
Learn and Serve Ohio
Provides youth with opportunities to learn and develop by bringing together classroom instruction and community service.
Grants are awarded to local education agencies that engage students K-12 in opportunities to help communities address education, public safety, human, and environmental needs.
Funds are used to create new programs, replicate existing programs and provide training and development to staff, students, and volunteers.
What is Service-Learning?
Service-learning integrates community service into the academic curriculum. It is a method by which students learn and develop through active participation in service experiences that:
meet identified community needs and are coordinated in collaboration with the school and the community;
provide structured time for students to reflect on their experiences;
provide opportunities for students to use acquired skills and knowledge in “real life” situations;
enhance what is taught in school by extending student learning beyond the classroom; and
help foster the development of a sense of caring for others.
How Can I Become Involved?Ohio schools can apply for up to seven years of continuous funding, through different types of
grants, for a total of $133,000. With continued successful performance, a grantee can initially receive $43,000 over a four-year period. Upon completion of those four years, the grantees have the potential to obtain $90,000 more for three additional years as a model program grant.
Development Grants – Year 1 is a $3,000 grant to involve all stakeholders in the development of a 3-year plan to implement service-learning.
Implementation Grants – Year 2 is a $15,000 grant to begin implementing the 3-year plan.
Implementation/Adult Volunteer Grants – Year 3 is a $15,000 grant to continue implementing the 3 year plan with a focus on involving adult volunteers who participate in the planning and serve side by side with students.
Transition Grants – Year 4 is a $10,000 grant, providing a transition year with reduced funding to focus on identifying funds to support the program locally.
Model Grants – Years 5, 6, 7 are $30,000 grants and schools apply for a model grant after they have completed a cycle of funding. Successful grantees have to provide evidence of quality integration of service-learning into the academic curriculum, expansion of their program, and have the capacity to provide training and technical assistance statewide.
Where Can I Obtain More Information?
Charlotte Jones-WardLearn and Serve Ohio Program DirectorOhio Department of Education25 South Front Street, Mail Stop 403Columbus, Ohio 43215,(614) 466-8920e-mail: [email protected]
OHIO’S LEARN AND SERVE RESOURCES
Learn and Serve Ohio Directory
Learn and Serve Ohio Training Manual
Learn and Serve Ohio Website: www.ohiok-16service.org
Mentor Program
Thank you for your
participation in this exciting
program!
Jen DennisonODNR—Division of WildlifeWildlife Education Coordinator2045 Morse Rd., Bldg G.Columbus, OH [email protected]
Carolyn Watkins- [email protected]