The best practices of environmental and place-based education call for educators to go beyond book learning by using a variety of hands-on, outdoor, field, and service learning experiences throughout the preK-12 curriculum. Such encounters with the natural world help students get to know their local community and give them a context for, and a place to practice using, the information learned in more traditional ways.
Goal 1: Ensure students know and understand the systems of the natural world and the interactions between the living and non-living components of the environment, including human interactions, which are fundamental to environmental literacy.
Outcome 1.1. Students, beginning in early childhood, develop a fundamental knowledge and understanding of the systems of the natural world and the interactions between the living and non-living components of the environment.
Goal 2: Ensure that students have hands-on and field experiences, outdoor play time (both structured and unstructured), and service learning opportunities that lead to environmental literacy.
Outcome 2.1. Students are provided with authentic learning experiences that connect them with the outdoors and natural environments, especially those in their local area.
Goal 3: Ensure students understand the actions that lead to natural resource stewardship, know the value of civic action, and have opportunities to be civically active.
Outcome 3.1. Students gain an understanding of the value of civic action for the environment based on scientific, economic, aesthetic, and ethical considerations.