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From YouTube: On Course - Environmental Literacy - December 2017
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A
A
A
Each
and
every
day
our
travels
will
explore
all
aspects
of
the
division
of
academic
and
strategic
initiatives
whose
focus
is
directed
solely
toward
supporting
all
students
and
their
learning,
travels,
Advanced,
Studies
programs
curriculum
and
instruction
partnerships
and
development
and
marketing,
as
well
as
professional
growth
and
development,
all
feature
prominently
in
the
success
of
our
many
students,
and
we
intend
to
share
the
many
aspects
of
their
work
on
this
series.
Welcome
aboard
and
enjoy
the
ride.
Our
show
today
features
many
of
the
exciting
and
innovative
opportunities.
A
B
A
B
So
environmental
literacy
has
been
invited
or
education
has
been
part
of
the
Anne
Arundel
County
public
school
experience
for
50
years,
and
it
started
a
little
bit
differently.
It
was
more
of
an
experience
in
which
teachers
were
able
to
bring
out
students
and
have
an
outdoor
experience,
especially
at
arlington
echo.
There
was
some
integration
with
the
curriculum,
but
in
about
2010
we
actually
had
a
passage
of
a
high
school
graduation
requirement.
Okay,.
A
B
Environmental
literacy,
so
that
really
kind
of
changed
a
little
bit
about
how
we
operate.
We
have
environmental
literacy
standards
now
so
in
order
to
implement
those
standards,
it
really
is
integrated
in
with
our
science
math
social
studies,
wherever
we
can
make
a
good
fit
with
using
the
environment
as
a
context
for
learning
and.
B
A
A
B
Many
people
might
be
familiar
with
camp
Woodlands,
which
is
our
kindergarten
program
in
which
students
are
have
curriculum
within
the
classroom
that
they
begin
with,
and
then
they
go
out
to
camp
Woodlands
to
kind
of
kind
of
enhance,
what's
going
on
and
have
a
greater
understanding,
the
kindergarten
program
is
called.
Trees
are
terrific,
okay,.
A
B
A
A
B
C
B
It
is
an
interdisciplinary
unit
where
they
are
measuring
things,
they're,
they're,
learning
about
the
monarch
and
its
migration,
all
the
way
down
to
Mexico
how
it
you
know
how
it
metamorphosis
over
to
you
know
from
a
caterpillar
all
the
way
through
all
its
stages,
so
they
really
learned
so
there's
a
lot
of
science
concepts
in
there.
They
learn
about
the
habitats
and
things
that
are
going
on
and
what
effects
the
Monarchs
environmentally
and
how
to
take
care
of
them.
B
A
A
B
One
of
the
things
that
we
want
to
do
is
really
get
our
teachers
to
utilize
their
schoolyard
spaces
and
buggies
use
the
environment
really
for
teaching
right
and
not
just
going
out
and-
and
you
know
doing
a
piece
of
paper
on
the
outside.
We
want
them
to
actually
use
whatever's
out
there,
okay
to
teach
those
concepts
and
it's
just
a
whole
another
aspect
of
doing
a
classroom
right.
It's
the
outdoor
classroom,
so
we're
working
with
schools
to
really
help
build
more
of
utilizing
the
outdoor
classroom
and
build
outdoor
classrooms.
B
D
B
It
could
be
as
simple
as
you
know,
going
outside
and
and
measuring
a
tree
right.
It
could
be.
You
know,
let's
look
at
angles,
you
know.
Where
do
we
find
angles
outside
you
know
it's
really
just
kind
of
exploring
and
making
it
authentic
for
the
students
and
using
that
space
to
do
that
with
poetry.
You
could
go
out
and
easily
find
natural
things
that
you
can
can
write
about
draw
about.
Read
about
you
know,
so
it
really
is
exciting
way
to
engage
our
students
and.
A
B
Yes,
yes,
so
our
fourth
graders
all
come
to
Arlington
Echo,
our
outdoor
education
facility,
where
they
came,
they
either
come
for
a
day
or
overnight,
at
school
choice
in
regard
to
whether
they
do
the
overnight
program.
Okay,
it's
directly
tied
to
whatever's
going
on
in
the
science,
particularly
in
the
science
classroom.
Okay,
so
they
come
out
a
they
basically
are
extending
what
they're
learning
in
the
classroom
and
gathering
data
to
take
back
to
the
classroom
to
kind
of
continue
to
do
a
project.
That's
in
the
classroom.
B
Besides
that,
also,
though
we
were
doing
a
lot
with
doing
environmental
stuff,
so
we
want
to
hit
a
lot
of
those
standards
that
we're
doing
when
they
come
out
and
so
that
we
can
use
our
Arlington
Echo,
which
has
so
many
great
features
socially,
that
you
know
we
can
actually
give
that
experience
to
those
students,
so
the
students
have
opportunities
to
be.
You
know:
seining
live
fish
out
of
the
water
to
being
in
the
forest,
to
really
kind
of
engaging
in
things
that,
frankly,
a
lot
of
our
students
don't
have
anymore
and.
A
B
B
Very
soon
we're
going
to
in
April
we're
going
to
have
our
fiftieth
anniversary,
so
arlington
echo
was
first
rented
and
then
purchased
by
the
school
system
fifty
years
ago.
So
on,
April
21st,
we're
gonna,
have
a
big
open
house
and
we'll
have
food
and
music
and
and
a
lot
of
our
partners
that
come
and
and
help
that
work
with
us.
You
know,
come
and
actually
do
some
environmental
activities
as
well
as
well
as
us
will
be
doing
environmental
activities,
so
I
hope
folks
can
make
it
out
that.
A
Let's
take
a
quick
back
to
third
grade,
we
were
talking
about
that
arlington
echo
experience
in
fourth
grade,
but
third
grade
really
starts
putting
some
some
understanding
about
what
it
means
to
be
an
environmentalist
in
the
classroom,
and
so
we
do
that
we
have
the
Environmental
Action
project,
talk
to
me
a
little
bit
about
how
the
environmental
literacy
standards
and
the
work
with
social
studies
and
mathematics
have
really
created
that
unit.
So.
B
One
of
the
things
that
is
part
of
the
environmental
literacy
standards
is
that
we
want
students
to
really
be
inquiring
and
finding
out
you
know
the
information
themselves
right.
So
in
third
grade.
We
really
kind
of
introduced
me
to
that
concept
and
that
they
are
basically
researching
environmental
issues
locally
right
and
then
they
get
of.
B
Few
and
which
they
are
then
able
to
kind
of
decide
which
one
they
might
want
to
work
on
and
gather
more
data,
so
they
learn
about
collecting
data.
You
know
they
go
out
and
could
be
very
simple
things.
Of
course,
we
want
to
keep
them
things
that
students
can
do
to
really
take
action.
Okay,
that's
an
important
part
of
the
environmental
literacy
too,
is
that
we
want
those
students
to
take
action
regarding
some
of
these
issues,
so
they
really
are
in.
D
B
Relate
to
it
make
sense,
so
it's
really
important
to
you
know,
have
them
kind
of
introduce
and
look
at
all
those
different
types
of
environmental
issues,
so
the
students
really
are
engaging
in
their
own
learning,
okay
and
then
exploring
it
a
little
bit
further
and
then
how
can
I?
How
can
I
make
a
difference
with
it?
So.
A
A
A
B
So
our
drown
proofing
program
which
is
really
about
water
safety
and
self
rescue
and
helping
to
rescue
others.
It
really
is
about
engaging
the
students
and
learning
how
to
if
something
happens
around
the
water
that
they
are
able
to
to
be
safe
and
it's
been
a
really
successful
program
and
that
we've
been
able
to
get
our
students
engaged
in
learning
those
things.
It's
not
about
learning
how
to
swim.
D
A
With
our
particular
county
and
their
circumstances,
we
have,
with
all
of
our
tributaries
rivers,
streams
and
all
that
stuff.
We
do
want
our
children
to
be
safe
and
so
you've
then
tied
environmental
literacy
standards
into
health
and
safety
standards
for
other
other
areas.
That's
pretty
awesome
the
way
that
that
your
office
has
been
able
to
branch
out
and
be
in
so
many
different
schools
to
really
make
an
impact
that
engagement
pieces
is
key.
Yeah.
B
And
I
think
that's
one
of
the
things
important
about
environmental
literacy.
You
know
our
office
does
a
lot,
but
there
are
definitely
some
of
our
other
offices
that
are
doing
a
lot
with
the
environment,
because
it
is
a
great
way
to
learn.
So
many
of
our
stem
programs
do
a
lot
using
the
environment
as
well
as
our
signature
program
at
broad
neck
high
school,
which
is
an
environmental
literacy
as
well.
Let's.
A
Talk
about
that
what
so
so
all
12
of
our
high
schools
have
a
signature,
have
something
for
which
they
stand
and
broad
neck
shows
environmental
issues
or
literacy
to
be
theirs.
Tell
me
a
little
bit
about
how
your
office
and
that
particular
school
engages
in
terms
of
awareness
and
and
research,
and
that
sort
of
thing
well.
B
D
A
B
Yeah,
you
know
and
I
think
within
the
economy,
and
you
know
this
green
economy
that
we're
having
and
where
we
are
in
regard
to
the
environment
and
our
relationship
with
it.
You
know
I
think
that's
an
important
thing
to
have
these
college
and
career
opportunities
where
students
can
be
engaged
with
professionals
in
the
field
to
to
really
be.
You
know,
learn
about
how
they
can
be
engaged
in
the
environment.
A
B
We
have
a
sixth
grade
where
again,
it's
integrated
in
with
the
curriculum,
but
we
have
opportunities
in
which
we've
really
engaged
with
our
partners,
and
one
of
those
is
an
around
the
County
Department
of
Public
Works.
Okay,
they
do
very
large-scale
restoration,
Preem
restoration
projects
and
our
students
have
the
opportunity
to
be
engaged
with
some
of
those
projects.
A
A
Up
into
the
high
school
and
I
know
you
mentioned
broad
neck
with
their
signature,
but
really
you're
the
incredible
opportunity
our
students
have
now
with
the
environment,
Oh
science
course
the
high
school
graduation
course.
The
really
where
this
all
comes
together.
You've
had
you've
been
very
instrumental
in
helping
to
its
design
and
implement
that.
Yes,.
B
It's
a
it's
a
science
course,
a
environmental
science
course
specifically
to
basically
it's
wrapped
around
again.
It's
actually
wrapped
around
water
in
the
Chesapeake
Bay.
One
of
the
things
that
we've
been
working
very
closely
with
is
not
only
with
some
of
the
curriculum
aspects
of
it,
but
also
being
able
to
provide
experiences
and
connect
with
some
of
our
partners
throughout
the
county
and
outside
our
County.
Where
we
can,
they
can
work
with
professionals
or
have
a
field
experience
I.
B
B
And
helping
to
connect
with
with
Parks
and
Recreation
regarder,
our
local
parks
that
they
can
walk
to,
or
even
you
know,
get
a
short
bus
ride
to
or
even
some
our
other
partners
like
Chesapeake
Bay,
Foundation
or
Annapolis
Maritime
Museum.
Some
of
these
other
partners
that
have
really
been
instrumental
and
in
helping
to
facilitate
some
of
these
environmental
experiences.
So.
A
D
A
What
they
learn
not
just
learn
what
they
learned,
and
so
this
environmental
science
course
is
the
epitome
of
that.
It
is
the
actual
class
where
you
actually
put
into
place
what
you
learn,
whether
it
be
those
field,
experiences
that
you
you
mentioned
or
really
the
ultimate
would
be
if
the
students
left
the
classroom
and
did
something
on
their
own
yeah.
B
Absolutely
I
mean
I,
think
that's
where
we
wanted
all
to
going.
A
part
of
what
we're
trying
to
do
with
the
environment
and
learning
about
the
environment
is
that
we
want
the
students
to
connect
right
and
we
want
them
to
connect
with
nature
and
learn
about
the
environment,
but
you
know
so
some
of
its
knowledge.
You
know
some
of
it
is
just
kind
of
get
a
better
understanding,
but
also
it
really
is
kind
of
the
motivation
to
kind
of
go.
A
D
A
A
D
D
D
B
C
B
A
Studies
as
well
so
some
the
things
we've
discussed
so
far
are
the
things
that
are
offered
to
all
students
in
each
of
our
schools,
but
there's
some
optional
opportunities
as
well,
whether
it's
student
interests
or
teacher
interests,
there's
some
things
that
your
office
affords
us
that
people
can
opt
into.
Why
don't
you
talk
to
us
a
little
bit
about
those
little
turtles,
yeah?
Well,.
B
B
And
release
program,
where
students
basically
have
Terrapins
in
the
class
from
from
quarter-sized
to
hamburger
size
where
they're
raising
them
all
all
during
the
school
year,
and
then
they
return
from
where
we
got
them
in
off
in
popular
island.
Okay,
where
the
students
will
go
out
there
to
release
their
turtle,
it's
really
an
engaging
program
to
really
have
you
know
that
little
guy
I
would
say
little
guy
in
the
in
the
classroom
with
them,
and
so
they
it
is
part
of
a
research
project.
So
it's
not
just
for
fun.
B
A
B
A
B
A
B
Now,
I've,
primarily
two
different
things.
One
is:
is
there
a
resource?
The
folks
in
the
Chesapeake
Bay
office
were
able
to
really
connect
with
Alma
and
use
them
as
a
resource,
for
you
know
for
being
out
in
the
classroom
to
also
you
know,
helping
with
different
programs
and
those
types
of
things
they
have
been
primarily
a
funding
source.
So
there
is
a
grant
funding
through
NOAA
that
we've
been
utilizing
for
many
years.
Luckily,
so
that.
A
B
A
B
Envirothon
been
around
for
a
long
time
and
it's
basically
a
competition
for
high
school
students
to
do
Natural,
Resources
type
careers
I
mean
that's.
The
idea
is
to
kind
of
get
them
inspired
about
doing
a
natural
resource
type
thing,
so
they
could
be
looking
at.
They
look
at
soils.
They
look
at
forestry,
wildlife
and
a
couple
of
other
categories
where
they
compete
in
regard
to
learning
about
about
them
and-
and
you
know,
basically,
testing
on
their
skills
regarding
those
different
those
different
areas.
Interesting.
B
D
D
D
C
D
B
Well,
we
are
lucky
being
in
Anne
Arundel
County,
because
not
only
we
were
in
Annapolis,
but
we're
not
far
from
DC
either
and
other
counties.
You
know
in
Maryland
also
have
lter
ed
centers
and
have
been
operating
stuff
for
a
long
time.
Maryland's
pretty
I
would
call
it
lucky
to
have
this
long
history
of
environmental
and
outdoor
ed.
So
having
all
of
these
resources
in
the
air
quite
near
to
us,
it
makes
it
a
makes
it
a
great
advantage.
You.
A
Know
I
can
imagine,
and
so
we
leverage
that
advantage
and
really
try
to
give
as
the
opportunities
as
we
can,
whether
that
be
in
classrooms
or
in
our
field
experiences
to
make
the
learning
come
alive
right.
Exactly
so,
tell
me
a
little
bit
about
what
the
future
holds
for
outdoor
education
and
for
environmental
literacy
like
where
we
headed.
What's
your,
what
some
of
the
goals
of
what
what
your
vision
is
for
the
future?
Well,.
B
I
think
with
you
know,
one
of
the
things
that
you
know
we
know
is
that
we
are
spending
a
lot
more
time
in
front
of
digital
stuff.
You
know
our
weight
is
increasing.
We're
not
getting
outside
very,
very
much
so
I
think
it's
important
to
get
our
students
out
again
so
to
say
to
get
them
exposed
to
the
environment
and
get
them
connected
and
I.
Think
that's
that's
one
way
that
we
can
build
in
our
students.
The
idea
that
you
know
we
need
to
take
care
of
the
environment.
A
D
B
We
really
really
look
forward
to
continuing
to
do
that
and
then
continuing
to
engage
our
teachers
and
our
students
in
using
that
environment
to
really
to
really
learn
right
and
learn.
Our
you
know
make
things
very
engaging
very
authentic
interdisciplinary.
You
know
to
really
really
build
their
learning
for
the
regular
content
so
to
say
into
you
know,
a
way
in
which
they're
learning
about
the
environment
as
well
and.
A
And
you've
mentioned
a
number
of
times,
chaperones
teachers,
people
to
help
sponsor
some
of
the
trips
we
take
I
would
imagine,
we've
got
some
audience
members
who
are?
You
know
this
is
what
they
do.
This
is
what
they
love.
This
is
really
how
they,
how
they
contribute
to
society.
Are
there
ways
to
give
back
I
know
we
have
the
environmental
science
course
where
we're
asking
guest
speakers
to
come
in
to
talk
to
audiences
about
their
roles
and
responsibilities.
Are
there
ways
that,
for
someone
just
to
say,
hey,
I've
got
a
really
good
idea?
A
B
Within
their
communities
it
may
be
helping
to
put
rain
barrels
or
building
rain
gardens
or
those
types
of
things,
but
the
idea
is
really
to
clean
up
the
water
before
it
reaches
our
waterways,
and
those
folks
are
pretty
instrumental
in
in
in
helping
that
in
Anne
Arundel
County,
we
have
stewards.
We
have
I
think
over
150
stewards
now
currently
across
the
county
that
work
in
different
communities
doing
this.
This
type
of
work
so.
A
B
Environmental
literacy
and
outdoor
ed
is
about
engaging
our
students
and
really
connecting
them
with
the
environment
right.
We
want
to
bring
those
opportunities
so
that
that
students
learn
in
an
exciting
way,
and
so
they
really
connect
to
it.
We
want
them
to,
you
know,
have
the
knowledge
about
the
environment
and,
in
the
you
know,
the
skills
regarding
you
know
how
they
work
with
the
environment
sure,
but
we
also
want
them
to
have
the
motivation
and
that
motivation
really
is
to
connect
and
help.
Take
care
of
our
planet
are
driven.
A
A
B
A
C
Today,
I
come
to
you
with
exciting
news
about
school
meals.
School
meals
offer
students
a
healthy
school
breakfast
and
lunch
every
day.
Students
are
offered
unlimited
choices
of
fresh
fruits
and
vegetables.
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
each
day
at
lunch
from
our
unique
salad
bars.
You
may
also
monitor
your
child's
school
meals
online.
C
At
my
payments
Plus,
this
is
a
convenient
tool
we
offer
to
all
parents
to
make
managing
your
school
meal
accounts
a
simple
process
to
learn
more
about
my
payments,
plus
simply
visit
WWF
as
plus
calm
or
call
877
237
0
946
each
year,
families
have
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
ACPs
org.
The
process
is
fast,
easy,
convenient
and
it's
accessible
from
any
computer.
C
Remember
if
you
receive
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
Thank
you
for
this
opportunity
to
provide
you
this
valuable
information
pertaining
to
school
meals,
school
meals,
fuel,
your
child's
brain
and
body
for
academic
excellence.
If
you
have
any
questions
regarding
the
healthy
school
meals
offered,
please
contact
me
at
4:10
to
2
to
5,900
I'm.