Resources for Each Step
Dig into the Earth Force Process - a research-based model to implement Environmental Action Civics.
Highlighted Resources
Keys to Decision-Making
Once issues are identified, it is time to make a decision on which one to work on! Having a group tackle one issue together helps you, the educator, manage student work as well as help build collaboration skills in young people. When your group is ready to make a decision, keep these practices in mind!
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Wrapping up Step 1: A List of Strengths and Issues
After conducting inventories, compiling data, and digging into the root cause of concerns you and your group find, it is time to analyze your root causes to come up with a concise Strengths and Issues List. Organizing your key information in this way will help youth make decisions, research policies, and develop sustainable solutions. This
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Step 1 Checklist
Many educators and students are heading back into the classroom (or virtual equivalent) this week! With that in mind, use this checklist to make sure your students are completing everything they need in the Inventory process. Looking for a Step 1 Overview? Check our our previous blog post for a short overview video. You know
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The Root of A Concern
Gathering data is very important, but what is more important is knowing what that data means. In Step 1 of the Earth Force Process, young people gather information about their community to determine their major strengths, and concerns. Once these lists are complete, it is imperative that young people dig into the root causes of
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Gearing up for Inventories!
Now that school is heading back into session, we wanted to share a great new Step 1: Community Inventories overview video that we created this summer. Use this tool to help create inquiry-based analyses with your students that can lead to action! This video, in conjunction with our other Step 1 Resources (plus your Educator
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Digital Inventory Adaptations
Developing quality inventories may look a little differently this year compared to the past. Considering students’ home life, access to the outdoors, and ability to connect digitally all need to be considered. Developing inventories first begins with the educator defining the community boundaries. This helps put context to the Process, as well as a relevant
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Respect Agreement
Creating mutual respect among peers and educators is a wonderful way to start an Earth Force experience and the school year. Youth and Adults both contribute ideas of norms they will agree to adhere to throughout the experience. Once consensus is built, hang the respect agreement on the wall or keep in an easily accessible
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Distance Learning Supplement
With the world in its current state, Earth Force engaged a group of classroom educators and pedagogical experts to think deeply on how to engage students in Project-Based Learning (PBL) experiences in a distance or disrupted learning environment. The product of this work is our Distance Learning Supplement! Packed full of helpful tools and methods,
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Our training programs are part of ee360+, an ambitious five-year initiative that supports a diverse cadre of environmental education leaders to increase environmental literacy for everyone, everywhere. NAAEE leads the initiative through a cooperative agreement with U.S. EPA and seven partner organizations including Earth Force.
