ALL YOU NEED TO KNOW ABOUT THE GRADE 6
ENVIRONMENTAL SSL REQUIREMENT
MARCH 25, 2015
Outdoor Environmental Education Programs
Science, Technology and Engineering
Student Service Learning
WHY SSL IN GRADE 6? AND
WHY THROUGH SCIENCE?
First, way back in
1963…..
“OUTDOOR ED”
IS BORN!
EARTH DAY !
APRIL 22, 1970
S1992SL
1992
SSL GRAD REQUREMENT!
General Instructional Programs 13A.03.02.06
D. Student Service. Students shall complete one of the following: ....
(1) seventy-five hours of student service that includes
preparation, action, and reflection components and that, at the
discretion of the local school system, may begin during the middle
grades;
or
(2) a locally-designed program in student service that has been
approved by the State Superintendent of Schools.
2000
Chesapeake Bay Agreement
Mandates a meaningful Bay or stream
outdoor experience for every school student in
the watershed before graduation from high
school.
Experiences should be
investigative or project
oriented.
2008!
MSDE Code of Maryland
Regulations for Environmental
Education
COMAR 13A.04.17
2010
Comprehensive PreK-12
multidisciplinary program of
environmental education in every school
system aligned with the Maryland
Environmental Literacy Curriculum
MSDE Code of Maryland
Regulations for Environmental
Education
COMAR 13A.03.02
June 2011
High School Graduation Requirement
Complete a locally
designed high school
program of
environmental literacy
Chesapeake Bay 2014 Agreement
Mandates a meaningful Bay or stream
outdoor experience for every school
student in the watershed at least once
at each grade band before graduation
from high school.
Experiences should be
investigative or project
oriented.
Outdoor
Environmental
Education
Programs
OUTDOOR ENVIRONMENTAL EDUCATION
ALL YOU NEED TO KNOW ABOUT THE GRADE 6
ENVIRONMENTAL SSL REQUIREMENT
MARCH 25, 2015
What is Student Service Learning
• A teaching method that addresses real community need
through meaningful service and curriculum-based
learning.
• High quality service learning promotes civic knowledge,
civic engagement, academic success, character and social
development in students.
• SSL neither substitutes for, nor replaces service to
families, neighbors, and/or religious organization
members.
Maryland Seven Best Practices of Service Learning
1.
Meet a recognized need in the community
2.
Achieve curricular objectives through service-learning
3.
Reflect throughout the service-learning experience
4.
Develop student responsibility
5.
Establish community partnerships
6.
Plan ahead for service-learning
7.
Equip students with knowledge and skills needed for
service
MCPS SSL Program
Individual SSL Request Form
SSL Activity Verification Form
My not receive financial
compensation
1 SSL hour for every
hour of service outside
of the school day
(maximum of 8 hours in
a 24 hour period)
SSL Coordinator in
every secondary school
Public Place
www.mcpsssl.org
Summer after Grade 5 to Grade 12
MCPS SSL Awards for
Exceptional Service
Three Phases of SSL:
1. Preparation
2. Action
3. Reflection
1. Preparation
Provides students with the knowledge and
skills needed for service.
2. Action
•
Direct service provides face-to-face contact with the service
•
Indirect Service meets a need with no direct contact. These activities
recipients. These activities include tutoring young children; serving
meals at homeless shelters; working with the elderly in nursing homes.
include food & clothing collections and environmental projects.
•
Advocacy shares viewpoints on issues of interest. These activities
include letter writing, public comment, and participating in community
activities.
3. Reflection
Encourages students to rethink:
•
the need they have addressed
•
the service they have performed
•
the impact of their service on the community
•
what they learned about themselves
SSL Coordinator
The primary point of contact for students, parents, & staff
regarding the MCPS SSL program, guidelines and requirements
School
Parents - Students - Community
•
Implements the MCPS SSL guidelines and
requirements
•
Shares preapproved organizations &
opportunities with students
•
Participates in meetings with building
administrator to discuss the status of the SSL
program
•
Provides all necessary MCPS SSL Forms
•
Recommends students for award opportunities
•
Chairs the local school SSL advisory committee
•
•
Coordinates MCPS SSL awards program
Works collaboratively with an SSL parent
liaison at the school to promote the MCPS SSL
program and opportunities within the
community
•
Shares monthly SSL notes with school
newsletter editor
•
Reviews opportunities from community
organizations for pre-approval
•
Communicates with staff who provide SSL
opportunities in courses
•
Designates a place where students can drop off
forms according to timeline
•
Maintains an OASIS SSL Log and SSL folder
for every student
Automatic SSL Hours Process
Achieve Curricular Objectives
through SSL Activities
Kimberly Bloch-Rincan
Coordinator, Student Service Learning
301-279-3454
Kimberly_A_Bloch-Rincan@mcpsmd.org
Integration
Classroom Instruction
Curriculum
Outdoor Ed
Student Service
Learning
MARYLAND DEPARTMENT OF NATURAL
RESOURCES
REQUEST FOR PROPOSAL (RFP)
BIODIVERSITY RESTORATION PROJECT
The Maryland Department of Natural Resources
requests proposals from an experienced design team
to promote public awareness of the ecological value
of the Lathrop E. Smith Center ecosystem and develop
a solution for threats to its biodiversity and health.
Ecological Services Benefits
• Drinking water
• Timber
• Wood fuel, natural gas and oils
• Plants used to make clothes/other materials
• Medicinal benefits
• Pollination
• Decomposition
• Water purification
• Cultural and educational values
• Recreation and ecotourism
Design a Solution
Examples:
• Habitat loss (hummingbirds, bees)
• Overexploitation (Trout schools)
• Spread of non-native species (Wine-berry, mile-a-minute,
garlic mustard, stilt grass)
• Disease (limiting factors, honey bees)
• Water Quality (macro invertebrate lab)
• Nutrient recycling (protist lab, bacteria soil lab)
• Soil erosion
Promote Public Awareness
Develop a communication tool that educates the
public on the negative conditions affecting the
ecosystem and persuades the community to
participate in solving the problem.
Curriculum Connections
 Habitat model must be drawn to scale and show all
relevant abiotic and biotic factors of the habitat
design that are necessary for maintaining the
ecological health of the ecosystem.
 A review of the history of the habitat and an
assessment summary of its current health.
 A description of the abiotic and biotic factors of an
ideal habitat, including an explanation of any unique
needs.
Curriculum Connections
 A food chain which includes an organism most directly
connected with the design solution.
 A food web which includes the 10 organisms most
directly impacted by the design solution, identifies the
predator and prey relationships of the ecosystem, and
explains the positive impact to the food web.
 Symbiotic relationships that exist within the
ecosystem.
 Energy pyramid
Connections