Poster_KatiePhillips
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The document summarizes the internship experience of Katie Phillips with the education outreach program Ecology Explorers. Ecology Explorers aims to foster scientific curiosity in K-12 students through hands-on participation in research. During her internship, Katie designed lesson plans on topics like water, energy, and urban ecology and implemented them at local events and school programs. She concludes that Ecology Explorers promotes sustainability by making these topics accessible to students and fostering young minds interested in the environment.
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2015 SHORT Resume
Theodore John Eischeid has over 30 years of experience in natural resource management, environmental education, and science teaching. He holds an M.S. in Geosciences from Mississippi State University and a B.S. in Fisheries and Wildlife Biology from Iowa State University. Eischeid has worked as a teacher, park ranger, naturalist, and coordinator. He is recognized for his teaching excellence receiving several awards including the 2014 California Casulty Award and being named the 2000-01 Wisconsin State Middle School Teacher of the Year.
Straw-Bale Eco-Center
This document describes the Straw-Bale Eco-Center project at Ball State University, which involved students and faculty demonstrating sustainable building techniques. It summarizes:
1) The project involved architecture, landscape architecture, and natural resources students who constructed the first load-bearing straw bale building in the region as a teaching facility.
2) Phase I resulted in the building's construction and a LEED Gold rating, funded by a $10,000 EPA grant. Performance monitoring of energy use and bale moisture is ongoing.
3) Phase II aims to further integrate the building with the landscape through designs awaiting additional funding.
The potential for greening school grounds as part
Samuel H. Sage of the Atlantic States Legal Foundation presents the potential for implementing outdoor education programs at schools located near creeks and natural areas in Syracuse, NY. Such programs have been successfully implemented in other areas and provide hands-on, cross-curricular learning while reconnecting children with nature. The Atlantic States Legal Foundation could help schools develop outdoor classrooms, secure funding, and collaborate with other local organizations.
Why Garden
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
Why garden
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
Sea urchin project
The sea urchin project at Hale Kula Elementary School began in August 2012 when juvenile sea urchins were delivered. Fourth and fifth grade students received the first sea urchins to make observations and ask questions. The project aims to study sustainability and stewardship of sea urchins while also controlling invasive algae on reefs. Students from various grades are investigating questions like whether sea urchins prefer sand or coral habitats, and which foods help them grow faster. The long term goals are to increase environmental literacy, climate stewardship activities, and involve additional schools to sustain the program.
Sustainable Education
Educating youth about sustainability, clean energy, and their role in creating a sustainable future is critical. Schools are well-positioned to prepare students for associated careers and improve quality of life. Sustainable education programs demonstrate this worldwide.
Greening the Schoolyard Resources
Greening the Schoolyard Resources
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Recommended
2015 SHORT Resume
Theodore John Eischeid has over 30 years of experience in natural resource management, environmental education, and science teaching. He holds an M.S. in Geosciences from Mississippi State University and a B.S. in Fisheries and Wildlife Biology from Iowa State University. Eischeid has worked as a teacher, park ranger, naturalist, and coordinator. He is recognized for his teaching excellence receiving several awards including the 2014 California Casulty Award and being named the 2000-01 Wisconsin State Middle School Teacher of the Year.
Straw-Bale Eco-Center
This document describes the Straw-Bale Eco-Center project at Ball State University, which involved students and faculty demonstrating sustainable building techniques. It summarizes:
1) The project involved architecture, landscape architecture, and natural resources students who constructed the first load-bearing straw bale building in the region as a teaching facility.
2) Phase I resulted in the building's construction and a LEED Gold rating, funded by a $10,000 EPA grant. Performance monitoring of energy use and bale moisture is ongoing.
3) Phase II aims to further integrate the building with the landscape through designs awaiting additional funding.
The potential for greening school grounds as part
Samuel H. Sage of the Atlantic States Legal Foundation presents the potential for implementing outdoor education programs at schools located near creeks and natural areas in Syracuse, NY. Such programs have been successfully implemented in other areas and provide hands-on, cross-curricular learning while reconnecting children with nature. The Atlantic States Legal Foundation could help schools develop outdoor classrooms, secure funding, and collaborate with other local organizations.
Why Garden
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
Why garden
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
Sea urchin project
The sea urchin project at Hale Kula Elementary School began in August 2012 when juvenile sea urchins were delivered. Fourth and fifth grade students received the first sea urchins to make observations and ask questions. The project aims to study sustainability and stewardship of sea urchins while also controlling invasive algae on reefs. Students from various grades are investigating questions like whether sea urchins prefer sand or coral habitats, and which foods help them grow faster. The long term goals are to increase environmental literacy, climate stewardship activities, and involve additional schools to sustain the program.
Sustainable Education
Educating youth about sustainability, clean energy, and their role in creating a sustainable future is critical. Schools are well-positioned to prepare students for associated careers and improve quality of life. Sustainable education programs demonstrate this worldwide.
Greening the Schoolyard Resources
Greening the Schoolyard Resources
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Rajppt
The Farm in the City project aims to create a healthier community and greener environment through urban gardening and environmental education. It seeks to increase students' agricultural and environmental awareness on a local and global scale through a 7-week summer experiential learning program with weekly themes. The program involves community members and faculty from various disciplines and targets students ages 7-15, offering hands-on learning in areas like environmental science, art, writing, culinary arts, computers, and horticulture. It also establishes a community garden and greenhouse on a college campus to provide educational opportunities for both youth and adults.
Hokule’a Worldwide Voyage
The document summarizes Hokule'a and Hikianalia's voyage around the world to connect ancient wisdom with modern technology and share ways to care for the Earth. The voyage includes training youth, visiting sustainable communities, sharing practices for caring for islands and reefs, and maintaining the canoes to safely complete the voyage and inspire island youth.
Presentation for meeting with teachers
1) Hawaiian land and biodiversity are in crisis, with extinction rates 100-1000 times the pre-human rate and over 1000 known extinctions. 2) The plan aims to engage local high school students in restoration monitoring at Limahuli Preserve to study effects on academic performance, pursuits, and science perceptions. 3) Assessments and surveys will measure knowledge gains and changing attitudes in students and teachers, with the goal of creating long-term youth restoration programs and cultivating future scientists.
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The district is an active partner with Dakota County in an Enhanced Recycling Program which is supported by a $30,000 grant. In fact, County staff worked side-by-side with Anne Anderson who coordinates district energy savings and composting programs and Lena Larson from City of Farmington Public Utilities at this event. Students from the school and Principal Ben Januschka played a vital role in the effort.
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Alternative Conception
Students in Turkey were given a questionnaire to understand their conceptions of photosynthesis and plant nutrition. The questionnaire had seven open-ended questions about key areas of plant biology. While students understood that plants need water, air, and sunlight, many had misconceptions about how photosynthesis works and why these materials are important. Specifically, most students did not grasp that plants absorb carbon dioxide and water to produce organic materials through photosynthesis.
Ecocaching2.0
This document outlines an educational project involving 5 science teachers and their students from different schools. The students will collect environmental data from their local ecosystems over the school year to document changes. They will analyze the data and compare ecosystems. Students will use tools like Google Docs, Wikispaces, and Google Earth to upload and share their findings. The goal is for students to gain a deeper understanding of different biomes through guided inquiry and questioning based on their own data collection and analysis.
PEN March Educator of the Month: Roselyn Kayesu
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Kellyruschtiffianyblakemasccc2014
This document outlines the compost program initiative started by two students at UMass Lowell. It describes how the program began as a result of their experiences volunteering on organic farms and conducting a waste audit. They developed a business plan with the help of the Lowell DPW and implemented a pilot program at the largest dining hall that diverted over 500 pounds of food waste per day. The program has since expanded to other campus locations and the students' future plans include continuing their education and promoting sustainability in Lowell.
From the Middle of the Pacific to the Ocean State
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Laura Wickramasinghe Resume 2016 Education Outreach
Laura D. Wickramasinghe has over 10 years of experience in community outreach, education, and volunteer management. She has held positions at Brookfield Zoo, Morton College, and schools in Ecuador. Her experience includes creating educational programming, instructing various subjects, developing curriculum, managing volunteers, and establishing partnerships. She has a Bachelor's degree from the University of Colorado at Boulder with majors in environmental biology and Spanish literature.
Andy Ruck: Signposts for Citizen Science Practice in Educational Contexts, CO...
Andy Ruck, PhD
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As a PhD candidate researcher at the University of Stirling, Scotland, Mr. Ruck is investigating a school-based citizen science and habitat restoration project called Polli:Nation. The program engages pupils from 260 primary and secondary schools across the UK in the active transformation of their school grounds into pollinator-friendly habitats, as well as in monitoring the effects of this work through contributions to a large-scale habitat survey. He spent the academic year of 2016-17 as an active participant in this project, carrying out participant-observation, focus groups with pupils, and interviews with teachers and project staff.
Mr. Ruck’s plenary, “Signposts for citizen science practice in educational contexts”, shared insights into the successes and challenges of this attempt to embed citizen science into a mainstream curricular context. He outlined four "signposts for practice" in order to maximise the learning potential of citizen science projects for young people. These are handily summarised as "4 Rs": Regular, Real, Relevant, and Responsive (with and in place).
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Wehr nature center
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w. reily brown coverage
1) A schoolyard habitat is being constructed at W. Reily Brown Elementary School to enhance outdoor environmental education for students, with the support of a $150,000 grant.
2) The project involves rebuilding the schoolyard habitat, which will include a rain garden to teach students about water quality and native plantings.
3) When completed, the habitat will be used in the curriculum to teach students about the environment starting in kindergarten through 5th grade, with the goal of increasing students' environmental literacy.
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2) Environmental literacy teaches how ecosystems and human activities interact, and empowers citizens to make informed decisions about environmental issues.
3) For citizens to understand complex issues like climate change, water resources, and biodiversity loss, science education must illustrate how carbon, water, and other materials cycle between natural and human systems over various scales of time and space.
AEK_Resume_2016
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Rajppt
The Farm in the City project aims to create a healthier community and greener environment through urban gardening and environmental education. It seeks to increase students' agricultural and environmental awareness on a local and global scale through a 7-week summer experiential learning program with weekly themes. The program involves community members and faculty from various disciplines and targets students ages 7-15, offering hands-on learning in areas like environmental science, art, writing, culinary arts, computers, and horticulture. It also establishes a community garden and greenhouse on a college campus to provide educational opportunities for both youth and adults.
Hokule’a Worldwide Voyage
The document summarizes Hokule'a and Hikianalia's voyage around the world to connect ancient wisdom with modern technology and share ways to care for the Earth. The voyage includes training youth, visiting sustainable communities, sharing practices for caring for islands and reefs, and maintaining the canoes to safely complete the voyage and inspire island youth.
Presentation for meeting with teachers
1) Hawaiian land and biodiversity are in crisis, with extinction rates 100-1000 times the pre-human rate and over 1000 known extinctions. 2) The plan aims to engage local high school students in restoration monitoring at Limahuli Preserve to study effects on academic performance, pursuits, and science perceptions. 3) Assessments and surveys will measure knowledge gains and changing attitudes in students and teachers, with the goal of creating long-term youth restoration programs and cultivating future scientists.
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The district is an active partner with Dakota County in an Enhanced Recycling Program which is supported by a $30,000 grant. In fact, County staff worked side-by-side with Anne Anderson who coordinates district energy savings and composting programs and Lena Larson from City of Farmington Public Utilities at this event. Students from the school and Principal Ben Januschka played a vital role in the effort.
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Alternative Conception
Students in Turkey were given a questionnaire to understand their conceptions of photosynthesis and plant nutrition. The questionnaire had seven open-ended questions about key areas of plant biology. While students understood that plants need water, air, and sunlight, many had misconceptions about how photosynthesis works and why these materials are important. Specifically, most students did not grasp that plants absorb carbon dioxide and water to produce organic materials through photosynthesis.
Ecocaching2.0
This document outlines an educational project involving 5 science teachers and their students from different schools. The students will collect environmental data from their local ecosystems over the school year to document changes. They will analyze the data and compare ecosystems. Students will use tools like Google Docs, Wikispaces, and Google Earth to upload and share their findings. The goal is for students to gain a deeper understanding of different biomes through guided inquiry and questioning based on their own data collection and analysis.
PEN March Educator of the Month: Roselyn Kayesu
Roselyn Kayesu is a schoolteacher in Uganda who teaches about conservation issues through the UNITE for the Environment program. She attends trainings three times a year to learn student-centered teaching methods focused on protecting the 13 primate species in Kibale National Park, including mountain gorillas. Roselyn displays learning aids in her classroom on the similarities between humans and great apes and was selected as one of UNITE's top teachers in 2011 and 2013, receiving trips to Murchison Falls National Park as a reward for her work.
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This document outlines the compost program initiative started by two students at UMass Lowell. It describes how the program began as a result of their experiences volunteering on organic farms and conducting a waste audit. They developed a business plan with the help of the Lowell DPW and implemented a pilot program at the largest dining hall that diverted over 500 pounds of food waste per day. The program has since expanded to other campus locations and the students' future plans include continuing their education and promoting sustainability in Lowell.
From the Middle of the Pacific to the Ocean State
This document summarizes Makana Tavares' background and goals. It discusses their upbringing in Hawaii and values of community well-being. Their goals include seeing Hawaii become more self-sufficient in food and energy and embracing its multicultural identity. They are now a rising junior at Brown University studying anthropology and volunteering in their community. Their experiences have shaped their desire to work in non-profits and grassroots organizations to better meet social needs.
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Andy Ruck, PhD
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Mr. Ruck’s plenary, “Signposts for citizen science practice in educational contexts”, shared insights into the successes and challenges of this attempt to embed citizen science into a mainstream curricular context. He outlined four "signposts for practice" in order to maximise the learning potential of citizen science projects for young people. These are handily summarised as "4 Rs": Regular, Real, Relevant, and Responsive (with and in place).
For more information on the COST Action Workshop on Synergies Between Education & Citizen Science, visit:
http://alpineinstitute-las.org/science/cost-workshop-2018/
Wehr nature center
Wehr Nature Center is a 220-acre environmental education facility located within Whitnall Park that opened in 1974. It offers award-winning educational programs for all ages focused on fostering environmental awareness and conservation. The center has five ecosystems - woodland, wetland, prairie, oak savanna, and lake - that serve as a living laboratory. It provides teacher training and works to get all people, including underserved groups, outside and connected with nature. The mission is to promote earth care through education and as a public information center.
w. reily brown coverage
1) A schoolyard habitat is being constructed at W. Reily Brown Elementary School to enhance outdoor environmental education for students, with the support of a $150,000 grant.
2) The project involves rebuilding the schoolyard habitat, which will include a rain garden to teach students about water quality and native plantings.
3) When completed, the habitat will be used in the curriculum to teach students about the environment starting in kindergarten through 5th grade, with the goal of increasing students' environmental literacy.
Almaden Time Newspaper Article
Audrey Lau created The Greenhouse Project at Pioneer High School in 2008. She and classmates took over a dilapidated greenhouse and obtained grants to create a native plant nursery. Audrey cleared out debris and established the greenhouse for seeding and transferring plants. She opened it to student volunteers and started plant giveaways and school gardens. Audrey also visited an elementary school to teach lessons about the environment. In total, The Greenhouse Project distributed over 16,000 native plants over three years, involved students, inspired young learners, and encouraged community action.
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Windward Oahu: Leading the way in environmental education
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Andy Ruck: Signposts for Citizen Science Practice in Educational Contexts, CO...
Greenhills school is a leader in green initiatives by jatinder bir sandhu
Greenhills school is a leader in green initiatives by jatinder bir sandhu
Shalom Hills International School. Class VI EcoSlate Session Report 2 (2014)
Shalom Hills International School. Class VI EcoSlate Session Report 2 (2014)
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3) For citizens to understand complex issues like climate change, water resources, and biodiversity loss, science education must illustrate how carbon, water, and other materials cycle between natural and human systems over various scales of time and space.
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Workshop 2 - Justin Hougham
This document discusses building community science through student-driven scientific inquiry. It describes how partnerships between Upham Woods Outdoor Learning Center and other organizations across Wisconsin have engaged students in water quality monitoring projects using digital observation technology skills. Surveys found that participating students reported increased interest in science, water issues, and skills to pursue science careers. The projects aim to empower students and educators to study and address local environmental issues through collaborative research.
Presentation educ6287a final
The document outlines an 8-week summer enrichment program for students at Northwest School of Innovative Learning (NWSOIL) in Tacoma, WA. The program will provide academic and therapeutic support tailored to each student's IEP from July 6th through August 24th. A variety of activities are planned each week including trips to local museums, parks, and organizations. The objectives are to broaden student experiences, improve the school's ability to support student needs, and increase community awareness of the school. Stakeholders include staff, students, parents, school districts, and local organizations.
ISLAND - Professional Learning Communities
This presentation provides a model of professional development that can be sustained within schools and districts so that teachers can continue growth while teaching, thus positively impacting student achievement. Through the development of teacher leaders within buildings, this model provides more immediate support for implementing change.
Presentation4 science- left behind
The document discusses the history and current state of science curriculum in elementary schools. It notes that science instruction has decreased significantly since 2000 due to a focus on standardized testing in math and reading. Currently, most elementary schools spend less than an hour per week on science and many teachers feel unprepared to teach it. In order to improve science education, the document argues that reforms are needed in curriculum enhancement, resource development, and training for elementary school teachers in science.
Online assignment
This document discusses the relevance and scope of using community-based resources to enhance science education. It argues that community resources can provide valuable learning experiences outside of the classroom. These resources include experts in various fields who can serve as guides, natural areas for hands-on study of science concepts, and local institutions like museums that complement classroom lessons. Taking students into the community helps make science more relevant, develops important skills, and allows them to learn from each other in collaborative experiences. Community-based learning supports a constructivist approach and helps connect classroom lessons to real-world applications of science.
Picanco slides
The document discusses Washington State's specialty endorsement in environmental and sustainability education (ESE). It outlines the endorsement's competencies across content, instructional methodology, and professional areas. The endorsement is designed to enhance teacher preparation and provide opportunities for interdisciplinary, place-based, and project-based learning centered on environmental and sustainability themes. It also explores connections between ESE, Next Generation Science Standards, and student learning.
Grounds for Learning: Hope for Americas Derelict Schoolyards
Grounds for Learning: Hope for Americas Derelict SchoolyardsSchool Vegetable Gardening - Victory Gardens
This document discusses several public/private partnerships and programs across the US that are transforming derelict school grounds into outdoor learning environments. It provides examples of projects in Boston, Denver, California, Philadelphia, and Los Angeles that have created gardens, playing fields, outdoor classrooms, and other learning spaces. These projects bring academic, health, social, political, environmental, and community benefits. They involve partnerships between schools, cities, foundations, universities, and community organizations to design, fund, and maintain the new schoolyard spaces.School Community Gardens: School Ground Greening
School Community Gardens: School Ground Greening
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Greening
This document discusses greening curriculum through environmental education. It defines environmental education, curriculum, and green curriculum. Environmental education allows individuals to explore environmental issues and take responsible action to improve the environment. A curriculum includes the aims, objectives, content, strategies, and assessments of a course of study. Green curriculum ensures students can address challenges like climate change and transition to renewable energy by teaching skills in topics like renewable energy generation, recycling, and sustainable manufacturing. The document provides useful links for environmental education resources.
pdf field trips
Field trips can increase students' interest and understanding of classroom subjects in several ways:
They introduce curriculum topics, provide real-world examples, and reinforce lessons. Field trips are most effective when they have clearly defined objectives linked to learning goals, involve advance preparation by educators and students, and include follow-up evaluation of what was learned. Successful field trips also require partnerships between formal educators like teachers and informal groups providing the out-of-classroom experience.
Education in Elementary Schools: Nurturing Eco-Consciousness from a Young Age
Environmental education plays a crucial role in shaping the future of our planet. By introducing eco-consciousness to young minds during their formative years, we can instill a sense of responsibility and care for the environment.
Similar to Poster_KatiePhillips (20)
Formal and informal education for sustainable development
Formal and informal education for sustainable development
Clarksville Middle School Green School Application
Clarksville Middle School Green School Application
Promoting Meaningful Learning Through Citizen Science
Promoting Meaningful Learning Through Citizen Science
Grounds for Learning: Hope for Americas Derelict Schoolyards
Grounds for Learning: Hope for Americas Derelict Schoolyards
Education in Elementary Schools: Nurturing Eco-Consciousness from a Young Age
Education in Elementary Schools: Nurturing Eco-Consciousness from a Young Age
Poster_KatiePhillips
- 1. Acknowledgments I’d like to thank Lisa Herrmann, Monica Elser, and Erin Redman for giving me the opportunity to have an amazing internship experience with Ecology Explorers. An even bigger shout out to Lisa Herrmann for being the best supervisor any student could ask for! What is Ecology Explorers? What is the most important part of science? Asking questions! Ecology Explorers is a K-12 education outreach program that aims at fostering scientific curiosity in young students through hands-on participation with real research. They have created protocols with the Central Arizona Phoenix Long Term Ecology Research (CAP LTER) program to allow students to collect data and be a part of a larger scientific community. Organization Objective: To help students explore our urban ecosystem using scientific protocols using hands-on teaching techniques and engaging Arizona environmental education standards. Activities and Projects: My main activities while at Ecology Explorers were the following: • Designing and creating weekly lesson plans for a variety of events and audiences requesting subject matter from water and energy to urban ecology and habitat fragmentation. •Participating at local events in the Phoenix area and implementing the lesson plans into class time and after school programs. Conclusions – where does Ecology Explorers fit in the different areas of sustainability? Ecology Explorers is in a unique position when it comes to sustainability and future of the field for the following reasons: •By engaging the public, and especially K-12, through scientific education, it makes larger concepts like sustainability and ecology more accessible to these audiences. •Changing perspectives about the environment and sustainability can impact the future of our planet by fostering young minds to be interested in the subject. •Because Ecology Explorers uses Arizona environmental education standards, teachers are given the tools to continue the science education experience beyond the one-time event provided by this organization. Educating the Future – Bringing Nature Into the Classroom Katie Phillips, B.S. in Sustainability, and Sustainable Ecosystems — Ecology Explorers Photo Citations: All photos are from the Ecology Explorers website and Facebook page. https://www.facebook.com/ASUSustainabilityK12/photos www.ecologyexplorers.asu.edu Fig. 2. Helping students at Homeward Bound Transitional Housing location understand water and different surfaces. Fig. 3. Showing off the students garden and looking at how different species interact with water. Fig. 4. Students illustrate their water and energy uses from an image of their neighborhood, engaging different ideas of the natural and built environment. Fig. 6. Sustainability Science in Sustainable Schools fellows is working with one of the Teachers' Academy Teachers Fig. 5. After-school ecology club at the Biltmore Academy spent the afternoon learning about water and sustainability. For further information Visit ecologyexplorers.asu.edu for more information about Ecology Explorers and all the latest news! Fig. 1. Picture of Wrigley Hall at Arizona State University where the Ecology Explorers offices are located. Fig. 7. Middle-school students visit ASU to learn about the Urban Heat Island Effect and sustainability in a built environment.