Project Learning Tree Research Articles

Resource Review: Project Learning Tree PreK-8 Environmental Education Activity Guide

Given growing environmental concerns such as climate change, identifying high-quality environmental education materials that can be used by youth development professionals to meet their educational goals is critical. The Project Learning Tree (PLT) PreK-8 Environmental Education Activity Guide is designed for individuals to develop the knowledge and skills needed to make informed decisions and take action on environmental issues. The curriculum has activities that youth development professionals can use to teach a wide variety of environmental topics ranging from air quality to food chains, habitats, recycling, and watersheds, to name a few. In addition, as a high-quality environmental education curriculum, the guide assists those who desire to develop skills in youth such as critical thinking, communication, and civic engagement. This review of the PLT PreK-8 Environmental Education Activity Guide provides an overview of the curriculum and how the activities are structured and outlines considerations for its use by youth development professionals.

Correlating Project Learning Tree to 4-H Life Skills: Connections and Implications

To determine how Extension educators can use environmental education materials to develop life skills in youths, we correlated a national environmental education curriculum developed by Project Learning Tree (PLT) to the 4-H Life Skills Wheel. Youth development professionals can use the resulting correlations to determine which life skills the various PLT activities help develop. The correlation results also provide insights regarding how PLT activities help develop head, heart, and hands skills.

Improving Inservice Teacher Workshops in Florida

To increase their usefulness to educators, workshop facilitators should be familiar with terms and concepts now used to describe Florida's professional development. These terms should be incorporated into inservice programs. This fact sheet defines the terms that are most helpful and provides suggestions for planning, advertising, delivering, and evaluating workshops to meet the needs of our teachers. Project Learning Tree (PLT) workshops are used as an example of how nonformal education facilitators could adapt their workshops to better address the new professional development system. This document is FOR 109, one of a series of the School of Forest Resources and Conservation Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date February 2005.

Celebrating 20 Years of Outdoor Environmental Education for Preservice Teachers at Stephen F. Austin State University

Abstract Preservice teachers at Stephen F. Austin State University have been involved in a 20-year environmental education initiative as a part of the teacher education program. Since 1998, teacher educators and community stakeholders have collaborated with Texas Project Learning Tree to train preservice teachers in environmental education activities to be implemented in the yearly outdoor science education event, Bugs, Bees, Butterflies, and Blossoms. Held on the Stephen F. Austin State University campus, area elementary school students participate in learning stations designed to facilitate investigative inquiry led by preservice teachers. A mixed methods study was implemented to evaluate the overall effectiveness. Data were collected from pre- and post-tests from traditional face-to-face and online preservice teachers. Results showed significant gains in science content knowledge and science teaching efficacy. Open-ended responses submitted by participants in the study addressed self-reflection about personal teacher identity and the overall impact of the initiative.

4-H in the Outdoors: Delivering environmental education to Latino youth in Riverside County

Author(s): Crowder, Lucien | Abstract: 4-H teams up with Project Learning Tree, and kids are the winners.

Grant Alerts

Corporate Philanthropy ReportVolume 33, Issue 9 p. 13-16 Grant Alerts Grant Alerts First published: 16 August 2018 https://doi.org/10.1002/cprt.30225Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Kress Foundation Digital Resources grants Kurt Weill Foundation for Music performance grants Americana Foundation's American Heritage Grants Grants to defend basic freedoms Westinghouse Electric Co. community grants Education research grants NAEF grants for art teachers, schools Constellation Energy education and innovation grants Project Learning Tree GreenWorks! grants Louisville Institute research grants Lalor Foundation grants for women's reproductive education Volume33, Issue9September 2018Pages 13-16 RelatedInformation

Exploring Environmental Issues: Places We Live

The Project Learning Tree curriculum Exploring Environmental Issues: Places We Live was evaluated using a quasi-experimental research design that consisted of pre/post inter vention assessments measuring differences in self-assessed content knowledge, researcher assessed content knowledge, and attitudes. Treatment groups consisted of two randomly assigned groups, one group completed 3-lessons and the other group completed 6-lessons. Analysis indicated the 6-lesson treatment group demonstrated significant gains in all three categories, while the 3-lesson group exhibited significant gains in self-assessed content knowledge. The results suggest that the curriculum is valuable in delivering placebased educational content.

A Walk in the Forest: Elementary Students’ Perceptions and Knowledge of Forestry Principles

A Walk in the Forest is an educational program sponsored by the Society of American Foresters, Project Learning Tree, and the American Tree Farm System. The purpose of this outreach effort is to educate participants about forest-related benefits, increase awareness of forest ecosystems, and promote understanding of the forestry profession. The Mary Kahrs Warnell Forest Education Center conducted Walks for over 3,000 sixth grade students, teachers, and parents between 2002 and 2008. This outreach effort was the result of a partnership between the Warnell Center, the Savannah SAF chapter, the Georgia Department of Natural Resources, the Georgia Forestry Commission, and many others. This paper reports the results of a pilot study that assessed changes in perceptions and knowledge of forestry principles among 285 fourth grade students who participated in the 7th Annual Walk in the Warnell Forest. Positive outcomes of the Walk were evident despite changes in the duration, scope, and location of the event necessitated by inclement weather. Consistent with previous research, findings suggest that environmental knowledge was more amenable to change than environmental perceptions. Results of the pilot study provide insight on the planning and design of environmental educational programs that can be used to meet the needs of local school children. The Walk is an inherently experiential and multidisciplinary program that relies on local environments and local forestry professionals to address state-mandated academic content through the lens of forestry and related professions. The Walk addresses salient needs in environmental education by emphasizing community learning, as well as the interconnectedness of ecological and social dimensions of forestry. The authors recommend that future educational efforts devote increased attention to the roles of fire, timber harvesting, and hunting as forest management tools. /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:11.0pt; font-family:Arial,sans-serif;}

The Components of Effective Professional Development for Science Educators: A Case Study With Environmental Education Program Project Learning Tree

Professional development workshops enable educators to increase their knowledge in an academic subject. With the publication of The Next Generation Science Standards, teachers are expected to be cognizant in science content and inquiry-based learning. This research study looked at workshops offered by New York Project Learning Tree®, an environmental education program, using surveys and interviews with facilitators and educators. It was determined that there was a significant relationship between Secondary module workshops: 2–3 hr and how frequently curriculum was taught by educators (p <.05). This study recommends subject-focused, audience-specific, in-person workshops with online supplements as an effective framework for future workshops.

Making Online Professional Development Work for Florida Project Learning Tree

Large distances and small budgets had made it challenging for Florida Project Learning Tree (PLT) to conduct in-person workshops with volunteer 4-H leaders to disseminate the PreK–8 guide. An online version of a PLT workshop was developed to overcome these barriers. Formative evaluation data suggested that the program effectively introduced PLT to 4-H volunteers and has potential to expand PLT's program. However, low-completion rates indicate there is room for improvement. This article shares the evaluation process and lesions learned while developing and successfully modifying the program.

What Is a Healthy Forest? A Supplement to Florida Project Learning Tree

There is no question that forests provide important ecological services and economic resources to Floridians. Similarly, there is no doubt that the health of our forests is at the mercy of how we manage our landscape and make decisions. The activities in this supplement, with the original PLT Guide, help our students rise to these twin challenges. This 84-page handbook was written by Sarah L. Hicks, Martha C. Monroe, Geetha S. Iyer, and Jason A. Smith, and published by the UF Department of School of Forest Resources and Conservation, July 2011. FOR286/FR354: What Is a Healthy Forest? A Supplement to Florida Project Learning Tree (ufl.edu)

Addressing Sunshine State Standards in Elementary School Teacher Professional Development Workshops

FOR-220, a 6-page illustrated fact sheet by Jennifer A. Seitz, Martha C. Monroe, and Kimberly O. Thurman, use Project Learning Tree (PLT) workshops as an example of how anyone conducting professional development workshops can improve attendance and enhance program use by public school teachers by identifying and advertising the Sunshine State Standards (SSS) that the workshops address. Published by the UF School of Forest Resources and Conservation, May 2009.

Improving Inservice Teacher Workshops in Florida

Revised! FOR-109, a 5-page fact sheet by Martha C. Monroe, Jenny Seitz, Shruti Agrawal, Sheda Morshed, Elizabeth Swiman, Michelle Aldridge, and Vicki Crisp, defines the terms that are most helpful for Florida environmental education workshop facilitators and provides suggestions for planning, advertising, delivering, and evaluating workshops to better meet the needs of our teachers. Project Learning Tree (PLT) workshops are used as an example of how nonformal education facilitators could adapt their workshops to better address the new professional development system. Published by the UF School of Forest Resources and Conservation, May 2008.

Environmental justice content in mainstream US, 6–12 environmental education guides

Over the past three decades, the environmental justice movement has developed out of growing concern about unequal distribution of environmental harm and unequal access to environmental resources. The mainstream environmental movement has been criticized for failing to address adequately environmental justice issues. Several scholars have claimed that environmental education has also failed to incorporate environmental justice concepts regarding the unequal distribution of environmental harm, but no studies thus far have tried to measure this claim empirically. This content analysis examines the level of inclusion of environmental justice concepts, as well as their context of representation, within mainstream, US national, 6–12 environmental education curricula. National curricula from Project WILD, Project Learning Tree, Project WET and the World Wildlife Fund were examined in this study. All guides were developed between the late 1990s and early 2000s, but were revised more recently. A total of 224 lessons were reviewed and evaluated based on several environmental justice indicators, with consideration for the presence of these indicators and whether they were presented within an environmental justice context. The lessons were also coded for implied environmental justice content and supplementary sections of the educational guides, such as appendices and conceptual frameworks, were also coded. The results suggest that these curriculum guides often address issues related to environmental justice (e.g. environmental health impacts on humans); however, they rarely present the issues within an explicit environmental justice context. The guides also rarely address issues traditionally considered to be environmental justice issues. The results show many missed opportunities to incorporate environmental justice, indicating that lessons could be adapted easily to be more inclusive. These results reveal potential cooperative opportunities between those calling for more environmental justice inclusion in mainstream environmental education and those who create mainstream guides.

Technology and Environmental Education: An Integrated Curriculum

Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE), teacher candidates are provided with an opportunity to work with standards based curriculum. This approach promotes and supports technology integration while strengthening the candidates' ability to not only foster the development of well-planned technology-rich lessons but also infuse EE into their daily lessons.

Project Learning Tree Teacher Assessment Survey

Environmental education (EE) is a learning process that increases people's knowledge and awareness about the environment and prepares learners to be environmentally responsible citizens (UNESCO, 1978). One common approach to integrating EE into the formal education sector is to infuse EE into existing lessons or units in subjects such as science, history, and social studies (Monroe & Cappaert, 1994; Ramsey et al., 1992). A variety of supplemental resources have been developed to assist teachers with this process. Project WILD, Project WET, and Project Learning Tree are among the most widely used and nationally known EE programs in the United States. Together, they contain hundreds of lessons that are easy for teachers to use in the classroom to convey concepts and practice skills. These materials are well received because they bring a balanced focus to popular environmental concepts and encourage teaching methods such as cooperative learning, constructivism, and utilization of higher-order thinking skills. These EE materials are only available through workshops, which are typically offered to preservice students or in-service teachers.

Project Learning Tree: Seeing the Forest for the Trees

Project Learning Tree: Seeing the Forest for the Trees

New Designs in Conservation/Ecology Education

Clark E. Adams Cheryl Charles Jack Greene Malcolm Swan Clark E. Adams is an assistant professor in the Dept. of Wildlife and Fisheries Sciences at Texas A&M Univ., College Station, TX 77843. He has taught high school and college biology for 21 years. His B.S. and M.S. degrees were in biology education from Concordia Teachers College and the Univ. of Oregon respectively. His Ph.D. was in zoology from the Univ. of Nebraska, Lincoln. He is a member of the ABT editorial advisory panel. Cheryl Charles has been director of Project Wild, Salina Star Rt., Boulder, CO 80302 since 1981. A former high school teacher, she also served as national director of Project Learning Tree for eight years. She has a Ph.D. in Curriculum and Instruction from the Univ. of Washington. Jack Greene is director for Educational Material Development for the National Wildlife Federation, 1412 16th St., N.W., Washington, D.C. 20036. Malcolm Swan is professor of curriculum and instruction and director of program development at Northern Illinois Univ., Lorado Taft Field Campus, Oregon, IL 61061. His Ph.D. is in science teaching methods from the Univ. of Montana.