Step 1: Getting Started

There are many ways to generate ideas for planning a MWEE ranging from an inspiring learning objective that lends itself to field-based learning to a compelling local environmental issue. During this phase, it may be worthwhile to consider existing field trips, outdoor assets at or around your school, and district-, community-, or school-based initiatives for natural opportunities to build off. Exploring and gathering information on local environmental issues, options for field experiences, existing teaching resources, and partnerships with other teachers can also help generate ideas. Working with teachers of the same and different subjects can foster collaboration, connect to multiple disciplines, and engage more students in the MWEE. School district content specialists may also be able to provide access to information, materials, and resources and can be experts in identifying where a MWEE could fit into the curriculum.

Successful MWEEs often involve the support of multiple partners who play important roles in planning, delivering, and/or sustaining MWEE programs. Environmental education professionals from the school district or local nonprofit organizations can often assist with MWEE planning and implementation, including brainstorming MWEE ideas, offering teacher professional learning, and assisting with outdoor field experiences and/or environmental action projects.

“Partnerships provide opportunities for teachers and students to experience the natural world beside those who live and breathe practical environmental literacy on a daily basis.”
- Jonathan Wickert, Delaware Department of Natural Resources and Environmental Control

Video by Walkabout Productions

Look to your community to provide additional support understanding the local issue. Community-based organizations can support the local context of a MWEE, often bringing cultural and social expertise. Additionally, community partners like businesses, universities, and government agencies can often be called on to support MWEEs by offering time, expertise, and supplies. Remember that while these are wonderful resources, active teacher facilitation for all elements of the MWEE is an important practice so the experience feels cohesive to the students.

MWEE Think Cloud

With so many things to consider, planning a MWEE might seem both exciting and overwhelming at the same time. To organize your ideas, start with the MWEE Think Cloud planning tool. This tool can help you with some initial brainstorming about program ideas, collaborators, and resources and can be used to facilitate planning conversations with partners and team members.

Cross-Curricular Learning

In many cases, the project-based nature of MWEEs allows for cross-curricular explorations and learning. Consider possibilities for involving teachers from across disciplines and content areas in your MWEE. Below are some examples of questions that may prompt cross-curricular opportunities:

Engineering: How can engineering practices be used to make sense of natural phenomena or develop solutions to address the environmental issue?
English Language Arts: How can novels, short stories, picture books, nonfiction books, websites, and other sources be used to explore the issue and different perspectives? How can different styles of writing, including narrative, expository, process, and descriptive essays, be used to synthesize ideas in different ways?
Math: How can data tables, charts, and graphs be used to support or strengthen their claims? Can students use their quantitative skills to enhance outdoor investigations? What data can be collected and/or organized during your MWEE?
Performing and Visual Arts: How can art be used to document observations or explain findings? How can music and dance be used in learning about or communicating about MWEE investigations or used in action projects? Can students create, perform, or learn through music and dance connected to their investigations?
Science: How can scientific principles and practices be used to design investigations? How can observed phenomena be explained using scientific evidence?
Social Studies: How has the history of the land and people affected the issue or vice versa? How do people from different cultural backgrounds perceive the issue? How is the geography of the area connected to the issue? How are local or state policies impacting the issue?
Technology: How can our abilities to modify the natural world meet human needs and wants? Which tools and equipment would be needed to collect, record, analyze, and evaluate data? Could technology be used to design or build a solution to the issue investigated?
World Languages: How can the MWEE be used to expand vocabulary? Can students practice conversation skills to learn from community members about the issue or environmental action? Is there an opportunity to better engage community members by creating outreach materials in their preferred language?