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EE课程的教学材料 96个单元教案！
Instructional materials for conducting EE programs
Trail activities, including science background information, common misconceptions, easy to follow procedures, and suggested questions and discussion starters.
Model trail hikes organized around commonly taught environmental themes, each comprised of several “trail activities” that demonstrate both conceptual and pedagogical coherence reflecting current research in science teaching and learning.
Large group “evening” activities, based on environmental themes, with emphasis on issues, personal engagement and responsibility.
Concept maps illustrating a variety of common outdoor education science topics, such as ecosystems.
Before and after activities for classroom teachers to connect to outdoor experiences and curriculum.
Short how-to videos for demonstrating the use of trail activities.
Supporting classroom lessons/activities for use in schools before and after program.
Online repository to share trail activities on a larger scale.
Professional Development and Evaluation Resources
Eight 2-hour professional development modules, including exemplars relevant to residential outdoor science programs. Potential topics include:
Teaching and Learning
Constructing Understanding
Questioning Strategies
Promoting Discussion
The Nature of Science
Making Observations
Engaging Students in the Natural World
Gathering Evidence and Constructing Explanations
Assessing for Learning
Including All Students
How-to videos for program leaders on how to facilitate adult learning activities from the modules
Observation tools for evaluating teaching practices
追踪活动，包括科学背景信息，常见的误解，易于遵循的程序以及建议的问题和讨论开始。
围绕普通的环境主题组织的徒步旅行示范徒步活动，每个主题都包含几个“线索活动”，这些活动展示了概念和教学上的连贯性，反映了当前科学教学方面的研究。
基于环境主题的大型团体“晚上”活动，重点放在问题，个人参与和责任上。
概念图说明了各种常见的户外教育科学主题，例如生态系统。
活动之前和之后，课堂老师可以连接到户外体验和课程。
简短的演示视频，演示使用小径活动的方法。
计划之前和之后在学校使用的辅助课堂课程/活动。
在线存储库，可以更大规模地共享跟踪活动。
专业发展与评估资源
八个2小时的专业发展模块，包括与住宅户外科学计划有关的范例。潜在的主题包括：
教与学
建立理解
提问策略
促进讨论
科学的本质
进行观察
让学生参与自然世界
收集证据并解释
学习评估
包括所有学生
为计划负责人提供的视频指南，介绍如何通过模块促进成人学习活动
用于评估教学实践的观察工具。
