.|  The Baltimore Partnership for Environmental Science Literacy
We welcome the participation of anyone interested in helping us learn and teach about the urban ecosystem of Baltimore; K-12 teachers, informal educators, in-service teachers or teachers of future educators.
Gordon Heisler demonstrates rainfall calculations.   Image: Alan Berkowitz
Teachers from the 2009-2010 BPESL Institute receive instruction from BES Research Assistant, Dan Dillon. (Image: Bess Caplan)
Scientists and educators in the Baltimore Ecosystem Study (BES) are working with colleagues at three other Long Term Ecological Research (LTER) programs across the nation on an NSF-supported, 5 year project titled, Pathways to Environmental Science Literacy (ESL). The goals are to a) define what we mean by environmental science literacy for the high school graduate, b) build pathways and learning experiences for teaching and learning in grades 6-12; and c) develop and test teacher professional development programs that help accomplish this ambitious goal through innovative instruction in the sciences
Current resources and activities available:
For more information please contact us:
Bess Caplan - Ecology Education Program Leader
Center for Urban Environmental Research and Education
University of Maryland, Baltimore County
1000 Hilltop Circle
TRC 173
Baltimore, MD 21250
Telephone: 410-455-1863
Email: caplanb@caryinstitute.org
Alan R. Berkowitz, Ph.D. - BES Education Team Leader
Head of Education
Cary Institute of Ecosystem Studies
PO Box AB, 2801 Sharon Turnpike
Millbrook, NY 12545
Telephone: (845) 677-5343
Fax: (845) 677-5976
Email: berkowitza@caryinstitute.org

The Cary Institute of Ecosystem Studies, Towson University, The National Science Foundation.

This research was supported by funding from the NSF Long-term Ecological Research (LTER) Program. This material is based upon work supported by the National Science Foundation under Grant No. 1027188. 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. This research was also supported by funding from the NSF Long-term Ecological Research (LTER) Program.