Project+Learning+Tree



Indira Kumar Sustainability Education March 26, 2013 Curriculum Module Review #5


 * Project Learning Tree**
 * The Cornerstone for Environmental Education**
 * []**

Project Learning Tree (PLT) is a program of the American Forest Foundation that “uses the forest as a window on the world, engaging the next generation of America’s thought-leaders and decision makers.” PLT trains educators with award winning environmental education curriculum resources that can be integrated into lesson plans for all grades and subject areas over its 50 state network.
 * Organization**

Project Learning Tree uses the forest as a “window” on the world to increase students’ understanding of our environment; stimulate students’ critical and creative thinking; develop students’ ability to make informed decisions on environmental issues; and instill in students the commitment to take responsible action on behalf of the environment. Non-traditional, engaging education is an important facet to PLT.
 * Mission**

The Environmental Education Activity Guide includes 96 multi-disciplinary activities that can be adapted for students in PreK -8. PLT’s early childhood programs provide an introduction to environmental education, encouraging children to explore, discover and communicate in expressive ways. Their shared philosophy teaches students the skills they need to be informed decision makes and provides critical tools for their future workforce will maintaining the primary goal of engaging children in outdoor play and exploration.
 * Educational Philosophy**

For the Environmental Exchange Box Sample Activity, students get a change to learn more about their region and the things that are special about it. When they receive an exchange box from another region, they can compare environments, people and much more than from traditional textbook learning. The Guide has been correlated to state and national learning standards. Students learn by actively participating in making decisions and thinking critically and creatively.
 * Learning Outcomes**

Students, especially at young ages, first learn with their hands and senses. This curriculum is a great opportunity to engage in the natural world by gathering items, working with their classmates to formulate which kind of items should be sent and collectively decide as a team. Once receiving their box, students have the opportunity to learn new environments, cultures and society through comparison and contrast methods. Biodiversity, ecosystems, perspective influences and environmental protection can not be understood and acted upon by reading from a textbook. This activity successfully engages students to learn alternatively and actively.
 * Do you think that curriculum is appropriately designed to produce the intended learning outcomes?**

Every activity in the book is filled with opportunities to build critical thinking skills, incorporate technology and use differentiated instruction. Skills such as observation, formulation, and questioning are main themes in the sample activity. Complex environmental topics are introduced in a fun, relatable way.
 * Does this curriculum teach the kinds of literacies the EcoEd Research Group advocates?**

This simple activity has the opportunity to be very impactful in a child’s education. I remember having Pen Pals in primary school as such a treat to learn about a peer in other states. The only way PLT could improve on their curriculum is to have easier accessibility to activities. Right now, investments need to be made into specified educators and a costly activity guides.
 * What could be layered into this curriculum so that it addresses more of the learning outcomes that the EcoEd Group advocates?**