NAAEE Publications

   Excellence in

   Environmental Education —

   Guidelines for Learning (K-12)

Strand 1--
Questioning and Analysis Skills

References to Standards:
Geography 53
History 68-70
Mathematics 324
Science 175
Guidelines:

A) Questioning--Learners are able to develop, modify, clarify, and explain questions that guide environmental investigations of various types. They understand factors that influence the questions they pose.

Articulate environmental phenomena or topics to be studied at scales ranging from local to global.
Pose a research question or hypothesis, identifying and defining key variables, based on primary and secondary sources of information. For example, develop hypotheses about land use in a region by drawing on maps, newspaper articles, databases, and personal observations.
Identify historical and current ideas and beliefs--for example, about the environment, human perceptions of the environment, or the nature of knowledge--that inform their questions.

Geography 53
History 67-68
Mathematics 324
Science 175
B) Designing investigations--Learners know how to design investigations to answer particular questions about the environment. They are able to develop approaches for investigating unfamiliar types of problems and phenomena.

Select appropriate means of inquiry, including scientific investigations, historical inquiry, and social science observation and research.
Select and develop appropriate formulas and procedures for conducting environmental investigations.
Incorporate a wide range of tools and technologies as appropriate, including complex maps, measurement instruments and processes, and computer-based analysis.

English Language Arts 27-28, 38-40
Geography 53, 184-185
History 67-68
Mathematics 290, 296, 308, 320
Science Benchmarks 230
Social Studies 118-120
C) Collecting information-- Learners are able to locate and collect reliable information for environmental investigations of many types. They know how to use sophisticated technology to collect information, including computer programs that access, gather, store, and display data.

Use basic sampling techniques such as spatial sampling and random sampling. Evaluate when these techniques are appropriate.
Apply observation and measurement skills in field situations, such as interviewing community members about environmental concerns or sampling water in a local stream.
Gather information from a variety of sources including historical sites, censuses, tax records, statistical compilations, economic indicators, interviews or surveys, geographical information systems, and other data banks.
Adjust information collection strategies to compensate for potential bias in information sources.
Perform basic statistical analyses to describe data using quantitative measures such as mean, median and mode.

English Language Arts 38-39
Geography 55
History 67-68
Mathematics 324, 334
Science 175-176
Science Benchmarks 230, 234, 300
D) Evaluating accuracy and reliability-- Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources.

Identify logical errors and spurious statements in everyday situations such as political speeches about the environment or commercial advertising.
Look for and explain flaws such as faulty or misleading use of statistics, misrepresentation of data that is presented graphically, or biased selection of data to support a claim. For example, analyze the public debate over an environmental issue. Examine speeches, advertisements, news releases, and pamphlets put out by groups on various sides of the issue.
Explain why some research results are judged to be more credible than are others. Consider factors such as possible sources of bias in interpretation, funding sources, and research procedures.

English Language Arts 35-36
Geography 53-54, 184-185
Mathematics 296, 324, 354, 360
E) Organizing information--Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes.

Attend to details such as the type and accuracy of data, scale, accuracy of representation, and ease of interpretation.
Evaluate the strengths and weaknesses of the particular means of presentation for different purposes.
Work with technology designed to relate and display data, such as database and mapping software.
Integrate and summarize information using a variety of media ranging from written texts to graphic representations, and from audiovisual materials to maps and computer-generated images.

English Language Arts 37
Geography 54-55, 184-185
Mathematics 296, 308
Science 175
Science Benchmarks 230, 270
F) Working with models and simulations--Learners are able to create, use, and evaluate models to understand environmental phenomena.

Use algebraic and geometric models to represent processes or objects such as movement along earthquake fault lines, traffic flows, or population growth.
Use computers to create models and simulations. For example, project the effects of habitat fragmentation on species diversity, the air-quality effects of a new factory, the economic impacts of proposed water quality rules, or the visual changes a new housing development will make on the landscape.
Compare the applicability of models for particular situations, considering the models' assumptions as one factor. Explain how a single model may apply to more than one situation and how many models may represent a single situation.
Evaluate and report the limitations of models used.

English Language Arts 36-37
Geography 55-56
History 68
Mathematics 296, 324, 354, 360
Science 173-176
Science Benchmarks 230, 300
G) Developing explanations--Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses.

Use basic statistical analysis and measures of probability to make predictions and develop interpretations based on data.
Differentiate between causes and effects and identify when causality is uncertain.
Speak in general terms about their confidence in proposed explanations as well as possible sources of uncertainty and error. Distinguish between error and unanticipated results in formulating explanations. Consider the assumptions of models and measuring techniques or devices as possible sources of error.
Identify what would be needed to reject the proposed explanation.
Based on experience, develop new questions to ground further inquiry. For example, draw on the results of a stream-monitoring project to develop questions that guide an investigation into water quality issues in the community or the watershed.

The Wood Duck Project
From: Karen Cifranick, Joppatowne High School, Joppatowne, Maryland
Grade Level: High School

Correlating Guidelines:
Strand 1 C, D, G
Strand 2.2 A
Strand 2.3 A

Joppatowne High School's science curriculum is taught through investigations and hands-on study. One such study concerned the decline of wood ducks in a freshwater marsh near the school.

With start-up funds from the Chesapeake Bay Trust, students in Joppatowne's environmental science class built fifty wood duck nesting boxes They worked with staff from Chesapeake Wildlife Heritage and the Chesapeake Bay Foundation to identify appropriate locations and installed the boxes in Maryland's Gunpowder River Marsh.

Next, the students collected baseline data for monitoring the use of the boxes by wood ducks in the next nesting season. Students compared their data to other nesting projects in the county and state.

When spring came, the students anxiously collected field data to gauge nesting success. Their findings showed 25 percent of the boxes were occupied.

Each year, new students continue to monitor nesting and repair boxes as necessary. The latest data shows 68 percent of the boxes in use.

Next Page

	Strand 1-- Questioning and Analysis Skills
References to Standards: Geography 53 History 68-70 Mathematics 324 Science 175	Guidelines: A) Questioning--Learners are able to develop, modify, clarify, and explain questions that guide environmental investigations of various types. They understand factors that influence the questions they pose. Articulate environmental phenomena or topics to be studied at scales ranging from local to global. Pose a research question or hypothesis, identifying and defining key variables, based on primary and secondary sources of information. For example, develop hypotheses about land use in a region by drawing on maps, newspaper articles, databases, and personal observations. Identify historical and current ideas and beliefs--for example, about the environment, human perceptions of the environment, or the nature of knowledge--that inform their questions.
Geography 53 History 67-68 Mathematics 324 Science 175	B) Designing investigations--Learners know how to design investigations to answer particular questions about the environment. They are able to develop approaches for investigating unfamiliar types of problems and phenomena. Select appropriate means of inquiry, including scientific investigations, historical inquiry, and social science observation and research. Select and develop appropriate formulas and procedures for conducting environmental investigations. Incorporate a wide range of tools and technologies as appropriate, including complex maps, measurement instruments and processes, and computer-based analysis.
English Language Arts 27-28, 38-40 Geography 53, 184-185 History 67-68 Mathematics 290, 296, 308, 320 Science Benchmarks 230 Social Studies 118-120	C) Collecting information-- Learners are able to locate and collect reliable information for environmental investigations of many types. They know how to use sophisticated technology to collect information, including computer programs that access, gather, store, and display data. Use basic sampling techniques such as spatial sampling and random sampling. Evaluate when these techniques are appropriate. Apply observation and measurement skills in field situations, such as interviewing community members about environmental concerns or sampling water in a local stream. Gather information from a variety of sources including historical sites, censuses, tax records, statistical compilations, economic indicators, interviews or surveys, geographical information systems, and other data banks. Adjust information collection strategies to compensate for potential bias in information sources. Perform basic statistical analyses to describe data using quantitative measures such as mean, median and mode.
English Language Arts 38-39 Geography 55 History 67-68 Mathematics 324, 334 Science 175-176 Science Benchmarks 230, 234, 300	D) Evaluating accuracy and reliability-- Learners can apply basic logic and reasoning skills to evaluate completeness and reliability in a variety of information sources. Identify logical errors and spurious statements in everyday situations such as political speeches about the environment or commercial advertising. Look for and explain flaws such as faulty or misleading use of statistics, misrepresentation of data that is presented graphically, or biased selection of data to support a claim. For example, analyze the public debate over an environmental issue. Examine speeches, advertisements, news releases, and pamphlets put out by groups on various sides of the issue. Explain why some research results are judged to be more credible than are others. Consider factors such as possible sources of bias in interpretation, funding sources, and research procedures.
English Language Arts 35-36 Geography 53-54, 184-185 Mathematics 296, 324, 354, 360	E) Organizing information--Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. Attend to details such as the type and accuracy of data, scale, accuracy of representation, and ease of interpretation. Evaluate the strengths and weaknesses of the particular means of presentation for different purposes. Work with technology designed to relate and display data, such as database and mapping software. Integrate and summarize information using a variety of media ranging from written texts to graphic representations, and from audiovisual materials to maps and computer-generated images.
English Language Arts 37 Geography 54-55, 184-185 Mathematics 296, 308 Science 175 Science Benchmarks 230, 270	F) Working with models and simulations--Learners are able to create, use, and evaluate models to understand environmental phenomena. Use algebraic and geometric models to represent processes or objects such as movement along earthquake fault lines, traffic flows, or population growth. Use computers to create models and simulations. For example, project the effects of habitat fragmentation on species diversity, the air-quality effects of a new factory, the economic impacts of proposed water quality rules, or the visual changes a new housing development will make on the landscape. Compare the applicability of models for particular situations, considering the models' assumptions as one factor. Explain how a single model may apply to more than one situation and how many models may represent a single situation. Evaluate and report the limitations of models used.
English Language Arts 36-37 Geography 55-56 History 68 Mathematics 296, 324, 354, 360 Science 173-176 Science Benchmarks 230, 300	G) Developing explanations--Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses. Use basic statistical analysis and measures of probability to make predictions and develop interpretations based on data. Differentiate between causes and effects and identify when causality is uncertain. Speak in general terms about their confidence in proposed explanations as well as possible sources of uncertainty and error. Distinguish between error and unanticipated results in formulating explanations. Consider the assumptions of models and measuring techniques or devices as possible sources of error. Identify what would be needed to reject the proposed explanation. Based on experience, develop new questions to ground further inquiry. For example, draw on the results of a stream-monitoring project to develop questions that guide an investigation into water quality issues in the community or the watershed.