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Maryland Environmental Literacy
Standards
Cam Mackenzie
Vice President, AAEE
8th March 2017
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History of Australian Cross
Curriculum Priority - Sustainability
• April 2008, the Rudd Government established the independent National Curriculum Board
• December 2008 the Melbourne Declaration on Educational Goals for Young Australians stated:
– a focus on environmental sustainability will be integrated across the curriculum
– Active and informed citizens ... work for the common good, in particular sustaining and improving natural and social environments.
• In May 2009 the statutory Australian Curriculum, Assessment and Reporting Authority (ACARA) was established to oversee the implementation of the planned nationwide curriculum initiative.
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History of Australian Cross
Curriculum Priority - Sustainability
• During this period the National Council on Education
for Sustainability advocated for a focus on
environmental sustainability in the Australian Curriculum
and met with Rob Randell (ACARA) on 16th September
2009.
• The first drafts of the cross curriculum concepts were
originally called dimensions and then perspectives and
finally cross- curriculum priorities.
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Influencing documents
NSW Department of Education and Communities (2009)
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Influencing documents
Sustainability Curriculum Framework: A guide for
curriculum developers and policy makers (2010)
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Sustainability Organising Ideas
Systems OI.1 The biosphere is a dynamic system
providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are
connected through ecosystems on which they
depend for their wellbeing and survival.
OI.3 Sustainable patterns of living rely on the
interdependence of healthy social, economic
and ecological systems.
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Sustainability Organising Ideas
World views
OI.4 World views that recognise the dependence
of living things on healthy ecosystems, and value
diversity and social justice, are essential for
achieving sustainability.
OI.5 World views are formed by experiences at
personal, local, national and global levels, and are
linked to individual and community actions for
sustainability.
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Sustainability Organising Ideas
Futures OI.6 The sustainability of ecological, social and
economic systems is achieved through informed
individual and community action that values local and
global equity and fairness across generations into the
future.
OI.7 Actions for a more sustainable future reflect
values of care, respect and responsibility, and require
us to explore and understand environments.
OI.8 Designing action for sustainability requires an
evaluation of past practices, the assessment of
scientific and technological developments, and
balanced judgements based on projected future
economic, social and environmental impacts.
OI.9 Sustainable futures result from actions designed
to preserve and/or restore the quality and uniqueness
of environments.
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Environmental Education in USA
• USA is one of 7 countries that has an Environmental
Education Act (1990) https://www.epa.gov/education/national-environmental-education-act
• No Child Left Inside Act of 2009 https://www.congress.gov/bill/111th-congress/senate-bill/866
• Amends the Elementary and Secondary Education Act of
1965 to require states, as a prerequisite to receiving
implementation grants, to develop environmental literacy
plans, approved by the Secretary of Education, for pre-
kindergarten through grade 12 that include environmental
education standards and teacher training.
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Environmental Education in USA
• Directs the Secretary to award Environmental Education
Professional Development Grants to states and, through
them, competitive subgrants to partnerships that include
an LEA and, permissibly, institutions of higher education
(IHE), other educational entities, or federal, state,
regional, or local natural resource or environmental
agencies, for activities involving, among other things,
teacher training and the development of more rigorous
environmental education curricula that advance the
teaching of interdisciplinary courses.
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Environmental Education in USA
• Authorizes the Secretary to award competitive matching
grants to partnerships that include an LEA and,
permissibly, IHEs, other educational entities, federal,
state, regional, or local natural resource or
environmental agencies, or park and recreation
departments, for activities to improve and support
environmental education that include:
(1) advancing content and achievement standards;
(2) developing or disseminating innovations or
model programs; and
(3) research.
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Maryland Legislation – COMAR
13A.04.17.01Environmental Education Instructional Programs for Grades
Prekindergarten — 12.
A. Each local school system shall provide in public schools a
comprehensive, multi-disciplinary environmental education program
infused within current curricular offerings and aligned with the Maryland
Environmental Literacy Curriculum.
B. The Maryland Environmental Education Program shall:
(1) Provide a developmentally appropriate instructional program;
(2) Advance students’ knowledge, confidence, skills, and motivation to
make decisions and take actions that create and maintain an optimal
relationship between themselves and the environment, and preserve
and protect the unique natural resources of Maryland, particularly those
of the Chesapeake Bay and its watershed.
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Maryland Legislation – COMAR
13A.04.17.01Environmental Education Instructional Programs for Grades
Prekindergarten — 12.
(3) This comprehensive instructional program shall provide for the
diversity of student needs, abilities, and interests at the early, middle,
and high school learning years, and shall include all of the standards
from the Maryland Environmental Literacy Curriculum as set forth this
regulation.
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Maryland Legislation –
Graduation Requirement
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Maryland Environmental Literacy
StandardsSTANDARD 1 ENVIRONMENTAL ISSUES
The student will investigate and analyze environmental issues ranging
from local to global perspectives and develop and implement a local
action project that protects, sustains, or enhances the natural
environment.
STANDARD 2 INTERACTIONS OF EARTH’S SYSTEMS
The student will analyze and apply the properties of systems thinking
and modeling to the study of Earth’s systems.
STANDARD 3 FLOW OF MATTER AND ENERGY
The student will analyze and explain the movement of matter and
energy through interactions of earth’s systems (biosphere, geosphere,
hydrosphere, atmosphere, and cryosphere) and the influence of this
movement on weather patterns, climatic zones, and the distribution of
life.
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Maryland Environmental Literacy
StandardsSTANDARD 4 POPULATIONS, COMMUNITIES AND
ECOSYSTEMS
The student will use physical, chemical, biological, and ecological
concepts to analyze and explain the interdependence of humans and
organisms in populations, communities and ecosystems.
STANDARD 5 HUMANS AND NATURAL RESOURCES
The student will use concepts from chemistry, physics, biology, and
ecology to analyze and interpret both positive and negative impacts of
human activities on earth’s natural systems and resources.
STANDARD 6 ENVIRONMENT AND HEALTH
The student will use concepts from science, social studies and health
to analyze and interpret both positive and negative impacts of natural
events and human activities on human health.
STANDARD 7 ENVIRONMENT & SOCIETY
The student will analyze how the interactions of heredity, experience,
learning and culture influence social decisions and social change.
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Maryland Environmental Literacy StandardsSTANDARD 8 SUSTAINABILITY
The student will make decisions that demonstrate understanding of natural communities
and the ecological, economic, political, and social systems of human communities, and
examine how their personal and collective actions affect the sustainability of these
interrelated systems.Topic A: Intergenerational Responsibility
Indicator 1: Understand and apply the basic concept of sustainability to natural and human communities.
Topic B: Interconnectedness of Systems
Indicator 1: Recognize the concept of sustainability as a dynamic condition characterized by the
interdependency among ecological, economic, and social systems and how these interconnected
systems affect individual and societal well-being.
Topic C: Influence of Economic Systems on Sustainability
Indicator 1: Investigate and make decisions that demonstrate understanding of how the dynamics of
economic systems affect the sustainability of ecological and social systems.
Topic D: Influence of Social and Cultural Systems on Sustainability
Indicator 1: Investigate and make decisions that demonstrate understanding of how the dynamics of
social and cultural systems affect the sustainability of ecological and economic systems.
Topic E: Limits of Ecological Systems
Indicator 1: Investigate and make decisions that demonstrate understanding of how the dynamics of
ecological systems affect the sustainability of social, cultural systems and economic systems.
Topic F: Action Component
Indicator 1: Apply knowledge and skills to investigate and implement personal and collective decisions
and actions on an individual, local community, national, and global levels in order to achieve
sustainability.
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Maryland Environmental Literacy Standards
Melanie ParkerCoordinator of Environmental Literacy and Outdoor EducationDivision of Curriculum & InstructionAnne Arundel County Public SchoolsArlington Echo Outdoor Education Center
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Maryland Environmental Literacy Standards
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Maryland Environmental Literacy Standards
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Maryland Environmental Literacy Standards
Partnerships Model
The Maryland Environmental Literacy Partnership
(MELP) has served as a pilot for how field-based
learning and community engagement can be
integrated into curriculum and supported through
teacher professional learning in ways that are both
relevant and meaningful for individual school districts.
The Environmental Literacy Model features three
primary components: a Curriculum Anchor in
connections to academic standards are identified and
life-relevant contexts for learning are established;
Issues Investigations, in which students construct
knowledge through field-based inquiry; and Civic
Engagement, in which students apply the knowledge
that they’ve constructed through investigation in
authentic situations.
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Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
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Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
www.aaee.org.au
Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
www.aaee.org.au
Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
www.aaee.org.au
Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
https://youtu.be/u9Az4ZX6MPI
https://youtu.be/ukNM81FpjbI
www.aaee.org.au
Maryland Environmental Literacy Standards
Workshop hosted by World Future Council
Thank You
