Sunday, December 22, 2019
Environmental Education At The School - 844 Words
While at the school, I got to try my hand at a variety of different things. Every day was different. In a classroom, you never know what is going to happen and everyday something different is taught. I would go to the school Mondays, Wednesdays, and Fridays each week from 12:00pm until 3:00pm. On Mondays, I would go to two Kindergarten classrooms, Mrs. Markons and Mrs. Rolfes. In both classes, I helped with environmental education. Somedays there was an Environmental Educator that would lead the class interactions and on other days it was up to the teacher and I to lead the class interactions. Most days, if the weather was accommodating, the class would go out to the school forest to learn. Usually we would start with a book inside and then outside we would relate the book to what we saw. We did a variety of different things from making animal houses, identifying trees, using nature to spell and do math, making bunny restaurants, and using our senses to describe what we experienced. I typically, would be assigned a group of about seven students. The students and I would go off into our own area of the woods and do the activity for the day. It was my job to ask the students questions along with answering whatever questions they may have. On Wednesdays, I would go to Mrs. Tamburroââ¬â¢s art class with first graders and Mrs. Lampelaââ¬â¢s class of second graders. The rest of the time I would help in the greenhouse keeping it maintained or assist the teachers with whatever they needed.Show MoreRelatedEnvironmental Education Is Not Always Implemented Within Schools1306 Words à |à 6 PagesEnvironmental education is not always implemented within schools because classrooms are the main space in which students learn and teachers are expected to teach. However, by implementing activities that surround around current events in the environment and by connecting students to nature, this can have positive effects in which it influences the individuals sense of self and their community (Mcinerney, Smyth, Down, 2011). Research found that children who play in a natural environment to developRead Moreââ¬Å"Developing Environmental Education in the Primary and Secondary Schools Curricular in Kenya: a Proposed Strategy for K enya Institute of Education.â⬠by Otieno-Odundo Kenya Organization for Environmental Education (Koee)4063 Words à |à 17 PagesABBREVIATIONS/ACRONYMS AFEW African Fund for Endangered Wildlife EE Environmental Education UN United Nations KIE Kenya Institute of Education KWS Kenya Wildlife Services WCK Wildlife Clubs of Kenya KOEE Kenya Organization for Environmental Education FEE Federation for Environmental Education NGO Non Governmental Education Table of contents Acknowledgement â⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦2 Abbreviation/AcronymsRead MoreHistory Of Environmental Education As Infused Through Science Education1135 Words à |à 5 Pages2.5 HISTORY OF ENVIRONMENTAL EDUCATION AS INFUSED IN SCIENCE EDUCATION According to NCF 2005â⬠The present status of Environmental Education (EE) in schools had its genesis in the National Policy of Education (NPE) 1986 (modified in 1992), in which Protection of the Environment is stated as a common core around which a National Curriculum Framework (NCF) would be woven. 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Such pressures include ensuring the rights of children are protected, ensuring that cultural diversity in learning institutions is not a barrier to learning, making the education system provide learners with essential skills that can enable them participate and compete effectively in the globalized world, ensuring that children from economically challenged backgrounds obtain information similar to their counterparts thatRead MoreTitle: Enhancing Education For Sustainable Development1034 Words à |à 5 PagesTitle: Enhancing education for sustainable development during adolesc ence Studies show that people experience a dip in interest and concern about environmental problems during their adolescent years (age 13-17). However, there is a lack of information on whether this dip applies to the other two dimensions of Sustainable Development (SD) i.e. social and economic, as well. This study examined changes in the broader concept of Sustainability Consciousness (SC) throughout adolescence. SC is defined
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