Background Information
General Comments:
* We will use the acronym COO for Colorado Outdoor Odyssey!
- This Colorado-specific curriculum was adapted from outstanding, existing curricula & where there were identified gaps, some new activities were developed by Dr. Lyn Fleming! The new activities were developed using existing protocol for other curricula (e.g., PWILD, PLT, WET, FLP), which are also from where at least 85% of this curriculum was adapted.
Planning and Development Considerations:
Needs Assessment:
This curriculum was developed based on a demonstrated need for youth corps working on public lands in Colorado. Specifically, when these corps work on Colorado State Parks and Division of Wildlife projects, they are required by contract to spend at least 10% of this paid time doing environmental education. Therefore, this curriculum was designed as the main tool to be used for EE time. Using mainly one curriculum also allows for better evaluation
are the youth learning what we want them to learn.
Planning and Development:
There were numerous planning mtgs. Involving lots of partners & experts to determine the content of this curriculum. Unfortunately, that is not written up anywhere. It is alluded to, however, on pg. iv and v under the heading Laying the groundwork (visionary mtg). We also relied heavily on NAAEEs Guidelines for Excellence (1) Material Guidelines and (2) K-12 Learner Guidelines in its development and the development of the attached 2003 EE Learning Objectives & Required Learning Activities for Four-Week Programs and Eight-Week Programs.
Quality Assurance and Appropriateness:
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| Key Characteristic #1 Fairness and Accuracy
Environmental education resources should be fair and accurate in describing environmental problems, issues, and conditions, and in reflecting the diversity of perspectives on them.
Why: This resource is fair and accurate.
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| Guideline 1.1 Factual Accuracy
Why: Many activities in COO, 85% or more, are adapted to be Colorado specific from the Projects: WILD, FLP, PLT, and WET, which were reviewed by technical reviewers. New activities were reviewed by Colo. State Parks & Division of Wildlife (DOW).
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| Guideline 1.2 Balanced presentation of differing viewpoints and theories
Why: Logos of involved people on front page.
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| Guideline 1.3 Openness to inquiry
Why: Whole sections designed for this purpose Journal & Discussion Sections pgs. 11-28 Include long-term projects & Group Investigations.
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| Guideline 1.4 Reflection of diversity
Why: Handled through style and presentation of activities, not through illustrations not part of materials. On pg 300 lists 5 activities that deal with cultures.
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| Key Characteristic #2 Depth
EE resources should foster awareness of the natural and built environment, an understanding of environmental concepts, conditions and issues, and an awareness of the feelings, values, attitudes and perceptions at the heart of environmental issues.
Why:
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| Guideline 2.1 Awareness
Why: See Journal, Discussion, and Brainstorming
pgs 11-28 sections. Each activity has a Debriefing & Reflection Options.
Especially see Natural Resources
p. 199.
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| Guideline 2.2 Focus on concepts
Why: See pgs. 1 Unifying theme is youth corps members understanding more about Colorados extraordinary environment.
See pgs 299 on.
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| Guideline 2.3 Concepts in context
Why: All this is considered in most activities & in design of whole curriculum. See pg 1 for heierarchy of activities.
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| Guideline 2.4 Attention to different scales
Why: Same as above.
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| Key Characteristic #3 Emphasis on Skills Building
Environmental education resources should build lifelong skills that enable learners to address environmental issues.
Why: See all comments above.
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| Guideline 3.1 Critical and creative thinking
Why: See - pgs 11-28
- pg. 191 Natural Gifts creative thinking, contrasting life in past to now.
- pgs 155 400 Acre woods create own management plan.
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| Guideline 3.2 Applying skills to issues
Why: All activities designed in this fashion. P. 239 Loving It Too Much includes all indicators. See indexes in back, start p. 297.
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| Guideline 3.3 Action skills
Why: p. 249 most wanted Weeds identify & collect & develop materials to educate others. P. 293 Long-term Projects.
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| Key Characterisitic #4 Action Orientation
Environmental education resources should promote civic responsibility, encouraging learners to use their knowledge, personal skills, and assessments of environmental issues as a basis for invironmental problem solving and action.
Why:
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| Guideline 4.1 Sense of personal stake and responsibility
Why: All the activities were designed to do this! Topic index starting on p. 299 has numerous topics addressing this key char. including Action, Responsible human, Conservation, Environ. Issues, human Resp., Lifestyles, NR Mgmt, Stewardship.
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| Guideline 4.2 Self-efficacy
Why: Same as above, as well as Work Projects. Index starting p. 317 these youth corps members are completing these kinds of projects where they do have the ability to influence a situation. Many activities support this outcome.
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| Key Characterisitic #5 Instructional Soundness
Environmental education resources should rely on instructional techniques that create an effective learning environment.
Why:
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| Guideline 5.1 Learner-centered instruction
Why: See pgs 2-7 & Journals/Discussion
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| Guideline 5.2 Different ways of learning
Why: See pgs 9-10 and 309-310. Every activity has discussion, activity, reflection, and some have presentations.
They range in format, see pgs i-iii.
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| Guideline 5.3 Connection to learners' everyday lives
Why: All activities were included and/or designed to support youth corps members work & interests. This is a learner-centered curriculum.
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| Guideline 5.4 Expanded learning environment
Why: Most activities are outdoors & real life. See pgs 314-315, 311-313.]
Every activity has a Variations section.
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| Guideline 5.5 Interdisciplinary
Why: Did not include subject areas as this is not a school curriculum, however all the Project lessons have that in their original form.
Look at Topic Index to see interdisciplinary nature.
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| Guideline 5.6 Goals and Objectives for the Resource
Why: See attachment 2003 EE Learning Objectives & Required Learning Activities for Four-week Programs and Eight-week Programs.
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| Guideline 5.7 Appropriateness for specific learning settings
Why: See p. iv.
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| Guideline 5.8 Assessment
Why: Each lesson includes Evaluation section with two options individual & group.
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| Key Characteristic #6 Usability
Environmental education resources should be well designed and easy to use.
Why: This is a very easy to use resource
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| Guideline 6.1 Clarity and logic
Why: See pgs 1-4.
Based on tried & true methods/design employed by all four Projects!
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| Guideline 6.2 Easy to use
Why: Sections in each activity clearly marked, pull boxes included, even put Procedures before Background section because in the pilot phase they told us to do that!
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| Guideline 6.3 Long-lived
Why: 3-ring notebook, which is easy to update, each lesson starts on right side so could even delete or exchange whole activity.
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| Guideline 6.4 Adaptable
Why: - Every activity has a variations section
- Many of these activities were adapted to be Colorado specific demonstrating their adaptability.
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| Guideline 6.5 Accompanied by instruction and support
Why: See pgs 297-298.
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| Guideline 6.6 Make substantiated claims
Why:
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| Guideline 6.7 Fit with national, state or local requirements
Why: All the adapted activities from the Projects are correlated to Colorado Standards.
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Junior Rangers (ages 6-7)