PD: Project WILD & Project Learning Tree

When I began my intentional journey toward expanding my knowledge of early childhood environmental education, I began searching for professional development opportunities. Other than a few universities that offered graduate programs in environmental education, I did not discover anything that was either affordable or local to my area. Then one day, October 16, 2018 to be exact, a post appeared in my Facebook feed from the Maryland Department of Natural Resources (DNR). The Maryland DNR was promoting environmental education workshops for both formal and non-formal educators. This was exactly what I was looking for! I was not sure what to expect, but $10 for a full-day workshop, that included two curriculum guides and lunch, was an opportunity I could not pass up. 

Figure 1

Post in my Facebook feed from the Maryland Department of Natural Resources.

My first workshop covered the guides for Project Wild and Aquatic Wild, both for grades K-12. The workshop was held on a rainy Saturday at the Watkins Nature Center in Upper Marlboro, Maryland. That day was the first stepping stone on my path to learning more about early childhood environmental education. 

Figure 2

Watkins Nature Center, Upper Malboro, MD.

Project WILD was founded by Rudy Schafer and first introduced in 1983 as an interdisciplinary environmental education program to help educators assist learners in developing the skills and knowledge to be more aware and committed to protecting and preserving wildlife and the environment (Association of Fish & Wildlife Agencies, 2018). The components of Project WILD that set it apart from other big-box science curriculums include not just building background and getting outdoors, but making the lessons work with your local environment. Children cannot make good connections if they cannot see why this is important to their school community or themselves. 

Project WILD understands the importance of getting children outdoors and connecting with nature, whether they are in a rural area near farmland, in the suburbs near a wooded area,  or in an urban area with an asphalt play area (Association of Fish & Wildlife Agencies, 2018). Field investigations are a large component that promotes getting students outside in their local environment. Asking questions, making predictions, observing, and collecting data will help students see how that learning can be directly applied to the real world. 

In addition to Project WILD, there are multiple other environmental education curriculums offered including Aquatic WILD for K-12, Flying WILD for middle school students (that can be adapted for younger students), Growing Up WILD for children ages 3-7, and Getting Little Feet Wet for PreK-Grade 2 (Association for Fish & Wildlife Agencies, 2018). Project Learning Tree for PreK-Grade 8, is another interdisciplinary environmental education program that aims to help children learn how to think about the environment, not just what to think (American Forest Foundation, 2016). Its focus is on the forest industry and again strives to consider place-based learning to help students make real-world decisions and connections to their local environment. 

Figure 3

Project WILD and Project Learning Tree curriculum guides.

Using programs like Project WILD or Project Learning Tree allows us to take learning outdoors and create engagement (Kuo, 2019). Children get excited about learning when they are outside of their typical classroom. When we make the lesson something the children care about and can connect to, we have now grabbed their interest. When children are engaged in their learning in the outdoors, that benefit follows them when they return to the indoor classroom. It is evident that we need to find a way to increase outdoor learning opportunities in every school (The Wildlife Trusts, 2019). For some children, their only access to nature may be while they are at school. We hear so often about the lack of diversity of people exploring the outdoors and the urgency to help our children feel like they are represented in the world. By making teaching time outside a priority, we are giving each child the time to find his or her own connection to the natural environment, which in turn, supports their well-being and aids them in proper growth and development.

If you are interested in learning more about attending a workshop for Project WILD or Project Learning Tree you can find more information on their websites under the "trainings" tab.

https://www.fishwildlife.org/projectwild

https://www.plt.org/

References

Association of Fish & Wildlife Agencies. (2018). Project wild: K-12 curriculum

and activity guide [Program of studies]. https://www.fishwildlife.org/projectwild

American Forest Foundation. (2016). Project learning tree: PreK-8

environmental education activity guide [Program of studies].  https://www.plt.org/ 

Kuo, M. (2019). Six ways nature helps children learn. Greater Good

Magazine. https://greatergood.berkeley.edu/article/item/six_ways_nature_helps_children_learn 

The Wildlife Trusts. (2019). Nature nurtures children: A summary of

research for The WildLife Trusts. https://www.wildlifetrusts.org/sites/default/files/2019-11/Nature%20nurtures%20children%20Summary%20Report%20FINAL.pdf