1. This research is supported in part by three grants from the National Science Foundation: Developing a research-based learning progression for the role of carbon in environmental systems (REC 0529636), the Center for Curriculum Materials in Science (ESI-0227557) and Long- term Ecological Research in Row-crop Agriculture (DEB 0423627. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. ENVIRONMENTAL LITERACY Center for Curriculum Materials in Science (CCMS) The Development of an Environmental Literacy Learning Progression: Biological Diversity in Environmental Systems Josephine Zesaguli, Blakely K. Tsurusaki, Brook Wilke, Edna Tan, Laurel Hartley and Charles W. Anderson Josephine Zesaguli, Blakely K. Tsurusaki, Brook Wilke, Edna Tan, Laurel Hartley and Charles W. Anderson Environmental Science Literacy Methodology UPPER ANCHOR: The Biodiversity Loop Learning Progression: Exemplars of Students’ Reasoning at Each Level Assessment Tests. Items were formulated for each of the four cells in the framework (Table 1) based on three socio-ecological scenarios (a Farm, a Park and a Forest). Three test were made by combining different scenario pairs to form the Park and Farm, Farm and Forest, and Park and Forest Tests (See Website: http://edr1.educ.msu.edu/EnvironmentalLit/index.htm). http://edr1.educ.msu.edu/EnvironmentalLit/index.htm Sample. Samples of students at urban, sub-urban and rural elementary, middle and high schools, in Michigan participated in the study. All three tests were administered by the teachers in each class. Analysis. For each assessment item, we sampled student responses until a range of proficiency was thought to have been obtained (the data were revisited if we later found this to not be the case); transcribed these responses into a spreadsheet; ranked the responses from the most to least sophisticated; identified patterns in responses with respect to the various frameworks; grouped responses in accordance with these patterns; and identified levels of mastery reflected in these patterns. Results. Very few students are giving the Level 5 responses. Environmental Science Literacy is the capacity of people, in their different citizenship roles to understand and participate in evidence-based discussions of the effects of human actions on environmental systems, and the feedback from those systems on human societies. Domain: The focus is on phylogenetic and ecological connections at both smaller (mechanism) and larger (context) scales. Type of ConnectionMechanism or Smaller ScaleContext or Larger Scale PhylogeneticTraits of organisms associated with heredity, environment, and stage of life cycle; Genetics; Genetic engineering. Life cycles; Pedigrees; Populations: size and genetic variability; Population change due to natural or human selection EcologicalAdaptations to environmental conditions; Relations with other organisms: ecological niche Community structure: trophic levels, niches, habitats; Relationships among populations: predation, competition, symbiosis (parasitism, mutualism, commensalisms); Species diversity in ecosystems; Changes in ecosystems due to succession, disturbances, human settlement and management practices. Table 1. Types of Connections at Large and Small Scales The upper anchor for the Biodiversity Strand: Goals for environmentally literate high school graduates. One way that we represent our upper anchor is with a loop diagram that shows the relationships between environmental systems and human social and economic systems. LevelPhylogeneticEcological Organism Scale: Three pictures are shown depicting a set of identical twins, a pair of sisters, and a trio of friends. Students are asked to identify which picture [Picture 1] shows twins and to explain how they are alike and different. Ecosystem Scale: Squirrels have claws that they use to help them climb the bark of trees and jump from branch to branch. They had ancestors that did not have good claws, so they were not as good at climbing and jumping. Explain how modern day squirrels have claws that are good for climbing and jumping even though their ancestors did not. Organism Scale: Farmers till the soil (stir it up with machines) to get rid of weeds. Why are weeds bad for crops? Ecosystem Scale: Look at picture A [park with forest in the background]. What do you think will happen to the lawn and to the forested area if humans abandoned this park completely? 5: Qualitative Model-based Reasoning Traces information through short and long term processes at both the population and ecosystem level. Considers multiple sources of variation, processes than maintain variation, reduce, or increase variation in natural and human- controlled systems. No response was given at this level. Evolution! A while ago a little baby squirrel had a mutation that gave him claws on the backs of his feet and he was probably made fun of then he could climb trees really well. Then he had babies and they all had the mutation and then slowly all the squirrels that didn't have claws died out and now all squirrels have claws. Weeds can kill the crops. They can grow over them and then they have to compete for nutrients, energy and sunlight. The weeds can over populate the crops. Because they take up the crops' water/ space / sun. No response was given at this level. 4: “School Science” Narratives Recognizes many of the appropriate systems and processes that explain change over time in natural and human-controlled systems, but fails to connect the systems and/or processes in a manner constrained by scientific principles. The picture number I is twins. They are alike by their DNA, hair color, eye color, etc. They have the same parents too, both females. [Different] The only way they are different is [their] personalities. They have evolved and developed better claws by reproducing with squirrels who get by better producing more squirrels who get by better with their sharper, better claws. Because they take up room and use the crops' water and nutrients. Because they can become dominant and take over the crop, choking it out. They use up all the water and minerals and the weaker plant dies. Lawn: The lawn would turn yellow because they over grow, and trees would start to come back, the grass would be gone because no sun. Forest: It would spread throughout the field. 3: Hidden mechanisms explained by cultural models and experience Recognizes connections between micro and macro, and macro and large scale systems, but the mechanisms connecting those systems are explained by cultural narratives or embodied experience. Diversity in systems not considered in explanations of processes or change. They are alike because they dress, thre [their] color of there [their] eyes and hair color which they get fmor [from] there[their] parents. They are different because one can be taller and the other can have more stuff from ther [their] mom and dad. Even though the squirrel's ancestors didn't have claws they probably developed claws because they climbed trees so much. Because they suck the water that the crops need to grow for themselves. They suck up all the water. Lawn: More plant life would grow on the lawn because there is nothing in the way. Forest: The forested area would stay the same because humans don’t affect it. 1 & 2: Sequences of Events, Narrative descriptions at the macroscopic scale, Anthropomorphic and natural tendency narratives Recognizes variation in systems where it is visible at the macroscopic scale. No connections made between small scale systems such as genes and large scale phenomena such as phenotypic variation. Explain what happens to organisms, species or ecosystems in terms of humans needs or natural tendency. Picture I shows twins because they have the same shirts and curly hair. One's taller than the other. Picture 1 shows twins. There alike because [they're] twins. [There are different] because one on the right is taller. Squirrels now have claws for good climbing because their ancestors, seeing their problem, developed better claws over the years. When crops are young they are very vonerble [vulnerable] so the weeds chock [choke] them. Weeds are bad for the crops because thy stop the growth of crops or they get in the way of growth. Lawn: Then everything would just die. Forest: They would just keep growing because all it needs to grow is natural things. Socio-economic Systems Sustainable Development Access to food, shelter, water Endangered Species Protection Domestication Create Sustain Reduce Biodiversity Environmental Systems Phylogenetic Interactions o Reproduction o Life Cycles o Pedigrees Ecological Interactions o Adaptation o Competition Human Actions Habitat fragmentation Agricultural practices Development Ecosystem Services Materials (e.g., food, fiber, medicine) Aesthetics (e.g., nature) Habitat