Embedded Files
Ways to Engage
Ways to Engage
Navigation of the modules and activities should be fluid and not linear. Educators can enter the modules starting at any point as a sort of “choose your own adventure.” The activities are written to address specific topics, but include options for adapting the activities for the other topics if desired. In this way, the activities can be interchangeable for each module and for various levels of youth engagement. While activities are organized to build upon each other within each module, they may be completed in any order. These activities are also designed to be completed individually (one does not require another activity to be completed).
Targeted Age Range and Setting
Targeted Age Range and Setting
These materials support third through fifth grade engagement in non-formal environmental education settings.
Topical Pathway
Topical Pathway
Educators choose to facilitate one or more of the modules based on the topic(s) they would like to cover. Educators can follow the flow of activities provided in the module(s) and/or incorporate other activities from other modules.
Youth-Driven Pathway
Youth-Driven Pathway
Educators facilitate a sequence of select activities pulled from all the modules that is designed to be driven by youths' own interests, experiences and curiosities. Rather than using a predetermined topic, this set of activities supports youth to identify and explore a topic of their own choosing.
Topical Pathway
Topical Pathway
The modules each contain activities ordered using the the 5E Inquiry-Based Instructional Model to dive into key environmental topics identified by community partners. While activities are ordered to build upon each other, they may be completed out of order as part of any of the 5 E's.
Module 1: Biodiversity
Module 1: Biodiversity
Module 2: Water Quality
Module 2: Water Quality
Module 3:
The Watershed
Module 3:
The Watershed
Module 4:
Good Fire
Module 4:
Good Fire
Youth-Driven Pathway
Youth-Driven Pathway
Educators who want to run a youth-driven process can use the following suggested sequence of activities. The youth-driven pathway pulls from multiple modules and local resources and can be adapted for use with youth of various age ranges. Using this approach, a youth group’s topical focus and journey through these materials is dictated by their own collective interests and curiosity. While each of the modules focuses on a specific topic, additional instructions and resources are provided to help facilitators adapt all of the following activities for use with any environmental issue.
The activities included in the youth-driven pathway are clearly labeled and marked with an arrow symbol in the document header. Suggested modifications for each activity are provided in a section at the end of the instructions titled “Youth-Driven Pathway Facilitation.”
Identifying an Issue
Identifying an Issue
In this initial phase, youth explore their existing knowledge and interests and choose an environmental issue for their focus.
Youth explore their own knowledge about environmental issues impacting Clear Lake and collectively decide on a topical focus for the remainder of the activities.
Diving In
Diving In
Once youth have chosen an environmental issue, this phase supports them to explore what they and others already know about their chosen topic and identify what information is still needed.
Youth explore publicly-available data to see what’s already known about their topic and how well it aligns with their own experiences. Each of these four activities has a different topical focus, so educators should select the one that is most aligned with their group's chosen environmental issue.
Youth identify what information is still needed about their topic and narrow down a focus for further investigation.
Investigation and Storytelling
Investigation and Storytelling
In this phase, youth explore what is already happening locally and examine what it means to be a caretaker, collecting and analyzing relevant data and stories.
Youth identify and assess key people that can support changemaking in their community.
Youth develop a set of questions to ask elders and other community members and generate useful data and stories about their topic by conducting interviews.
Continuing the Work
Continuing the Work
In this final phase, youth decide on what further action is needed and explore possible next steps.
Youth learn about local changemakers, explore potential roles, and identify their own interests and opportunities for changemaking.
Youth generate a set of questions and interview a local career area expert to explore potential career and/or educational opportunities related to their topic.
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