What is KIPP’s Vision for Environmental Literacy?

KIPP's Goal for Environmental Literacy:

All KIPP students develop a positive connection and appreciation for nature, as well as a deep understanding of their own interdependency between their local and global environments. Through years of rich environmental learning experiences, all KIPP students are equipped with the habits of mind, knowledge, and personal passion to affect positive change in their communities and lead the effort to build a future that is sustainable, healthy, and prosperous for all.

To achieve this goal, all KIPP students must engage in high-quality environmental learning experiences regularly.

KIPP schools must provide opportunities for all students to engage in high-quality environmental education and outdoor learning experiences regularly within the school day and yearly calendar. While opt-in, after-school opportunities may exist for some (ex. Garden Club, Outdoor Club, Recycling Club, etc ), it is important for baseline environmental learning experiences to be available to all students.

​As we consider these environmental learning experiences, we advise schools to keep in mind the lessons learned through our work with the Environmental Literacy Task Force:

• Frequency matters: Environmental Literacy doesn't happen in a day. It requires regular, continued learning experiences and practice throughout a student's K-12 experience. Below, we have outlined optimal frequency goals based on methods taken from exemplar schools and districts. Each region should use these as a guidepost to set their own goals for environmental learning frequency within their own local context.​

• Quality of design matters: Access to outdoor experiences does not equal environmental literacy. Successful environmental learning experiences must be deliberately planned, or else lessons may become "fun time at the park” with little to no environmental knowledge, skills, or passion gained. Similarly, increasing knowledge about nature and corresponding science standards does not equal environmental literacy. There's more to it: developing a sense of awe, activism, community leadership, and more! Below, we have outlined a “criteria for success” to detail our approach for increasing the quality of environmental learning at KIPP schools.

Frequency Goals for Environmental Learning Experiences:

The KIPP Environmental Literacy Task Force has outlined aspirational frequency goals for environmental literacy. We believe regular environmental learning experiences will enable our students to become true environmental advocates and leaders in their community. On the "How Do I Get Started?" pages below, the Task Force outlines a series of action steps and available resources to guide regions in achieving these goals. ​

Big Goals:

1. All students participate in outdoor environmental learning lessons as frequently as possible and no fewer than ​six times per year (in school garden, in neighborhood park, etc).

2. All students participate in environmental literacy-related field trips off campus as frequently as possible and no fewer than twice per year.​

3. ​All students participate in an overnight outdoor science program or internship experience as frequently as possible and at least once during their K-12 experience.

Rationale:​

• These goals are attainable. Many KIPP and non-KIPP schools are achieving more than these minimums already.

• We selected 6 outdoor lessons and 2 field trips because that comes out to 8 experiences per year, or about one per each full month of instruction.

• See KF support page to learn what resources exist to help you align these experiences to lessons in Amplify Science and Wheatley.

• As for the overnight experiences, think big! For example, every 6th grader in Oregon is required to attend a week long environmental camp (paid for, too.) Let's build partnerships and make this happen!
  
  

Quality Goals for Environmental Learning Experiences:

It is critically important for all KIPP teachers and leaders to understand what makes an effective environmental learning experience, and what does not. For example, a field trip to a zoo can simply be a fun time to run around with friends, or it can be an enriching learning experience that strengthens one’s understanding of various organisms - their structures and functions, their environment, the role we play in protecting them, and actions we can take in our community to do so. Access to the outdoors does not equal environmental literacy, just as understanding the science behind natural systems does not equal environmental literacy. According to our shared definition, environmental literacy is much, much more!

The KIPP Environmental Literacy Task Force outlined the following Criteria for Success to help guide regions in their design and implementation.

KIPP Criteria for Success for Environmental Learning Experiences:

A KIPP Environmental Learning Experience always...

• Develops positive attitude/connection to nature

• Spark curiosity, awe, and love for the natural world

• Connects to local community, people, phenomena, needs

• Practices taking action and improving life for all with a focus on unearthing and addressing past and present environmental injustices

• Learn by doing: students utilize the science and engineering practices​

The following are assumed to already be present in daily activities:

• Are aligned to standards (NGSS, CCSS for ELA/Math, or History)

• Requires tangible output from students to make learning visible

• Activity purpose, expectations, and student output prefaced prior to activity with class reflection at end ​

• Accessible for ALL students

How will KIPP Foundation support regions in achieving this vision?

When KIPP Foundation launched the Environmental Literacy Task Force, we knew we needed help from the best experts in the field to guide us in this new work. Generous support from the Pisces Foundation enabled our Task Force to consult with U.C. Berkeley’s Lawrence Hall of Science in the creation of KIPP’s Vision for Environmental Literacy and our corresponding Theory of Action. The Lawrence Hall of Science has aided numerous districts and schools in their work to strengthen environmental literacy programming and their team has been an invaluable assistant to our Task Force this year. Lawrence Hall’s Theory for Change can be seen to the right, with our own Theory of Action below.

​We have further detailed each core action below if you would like further detail on KIPP Foundation’s plans to support Environmental Literacy.