MWEEs are made up of multiple components that include learning both outdoors and in the classroom and are designed to increase environmental literacy by actively engaging students in building knowledge and meaning through hands-on experiences.

MWEE Essential Elements and Supporting Practices

MWEE Essential Elements

MWEEs consists of four essential elements that describe “what students do.” These elements, together with the supporting practices, create a learner-centered framework that emphasizes the role of the student in actively constructing meaning from the learning experiences. The essential elements are not meant to be linear.

• Issue Definition
• Outdoor Field Experiences
• Synthesis and Conclusions
• Environmental Action Projects

MWEE Supporting Practices

The MWEE also includes four supporting practices that describe “what teachers do,” along with their partners, to ensure successful implementation with students.

• Teacher Facilitation
• Learning Integration
• Sustained Experiences
• Local Context

For more information on the Essential Elements and Supporting Practices, visit the Chesapeake Bay Program’s online resource site, Baybackpack.com or download the Educator’s Guide to the Meaningful Watershed Educational Experiences.

CBF works with teachers to support many aspects of MWEE design and implementation. Our highly trained, field-based educators provide dynamic, hands-on outdoor field experiences through Student Field Programs. Our Student Leadership Program supports student leaders in a variety of environmental action projects including watershed restoration and protection, civic engagement, and awareness campaigns. CBF also provides Professional Learning for hundreds of teachers and school leaders where they design and integrate MWEEs into their own curriculum using the Environmental Literacy Model.

The Environmental Literacy Model

The Environmental Literacy Model (ELM) is a comprehensive planning tool that can help you think through the details of a Meaningful Watershed Educational Experience (MWEE). The ELM is designed to help situate the MWEE within the scope and sequence of the curriculum and to ensure that Environmental Action Projects are in direct response to the learning that took place during the earlier phases of the MWEE. ELMs may also be helpful with communicating to school leadership, the local community, and colleagues.

CBF’s Chesapeake Classrooms professional learning program uses the Environmental Literacy Model (ELM) to support teachers in the development and curricular integration of their own Meaningful Watershed Educational Experience.

The Environmental Literacy Model features three primary components:

• Curriculum Anchor
• Issues Investigation
• Informed Action

Curriculum Anchor

The Curriculum Anchor demonstrates the MWEE supporting practices of Learning Integration and Local Context. The Curriculum Anchor also supports the identification of a driving question for the Issue Definition essential element. Usually, the Curriculum Anchor is completed by the teacher with no student involvement so the teacher can place the ELM within their curriculum.

Issue Investigation

Issue Investigation provides opportunities for students to construct knowledge and understanding through multiple investigations or lessons around a life‑relevant issue. By working together throughout the investigation to construct, communicate, and refine explanations about the driving question, the Issue Investigation component of the ELM demonstrates how students engage in the Issue Definition, Outdoor Field Experiences, and Synthesis and Conclusions essential elements of a MWEE. Issue Investigation may include supporting questions developed by the teacher that covers required curriculum content and lessons; however, be sure to leave space for questions and investigations developed or co‑developed by your students.

Informed Action

Informed Action empowers students to adapt and apply the knowledge they have constructed through Issue Investigation. As students develop a claim, identify solutions, design plans, and take informed action, they engage in the essential elements of Synthesis and Conclusions and Environmental Action Projects. Remember, students should be actively involved in developing the action project.

By directly supporting the full suite of activities outlined in the ELM, you also fulfill the MWEE supporting practices of Teacher Facilitation and Sustained Learning Experience.

Use the editable Environmental Literacy Model (PDF) to begin thinking through your MWEE.