Which ecoliteracy concepts were identified for Kindergartens students in the original formative assessment tool?

- Differentiation between living and non-living things.
- Identification of general habitat (land, air, water) of living things.
- Rating of current(humane) behavior toward an living thing (insect).
- Describe (pictures or words) how insects are beneficial to living systems.
- Rating of habits (choices) about time spent outdoors (frequency/amount of time outdoors).
- Differentiate between favorite indoor/outdoor activities. (identify examples)
- Rating of own knowledge of plants/animals in local ecosystem (schoolyard).
- Identification of 3 plant species and 3 different animal species from different, local habitats.
- Sequence 4/5 items in the lifecycle of a plant and an animal.
- Identification of the words reduce, reuse, recycle.
- Rating of current behavior (frequency) one reduces, reuses, recycles.
- Description of how one would reduce, reuse, or recycle a given object.
- Rating (frequency) of one's behavior: time spent in garden.
- Identification (rating scale) of how local the fruits/vegetables one eats are.
- Rating of how much one feels that one is a part of nature + Description (explanation) with a picture
- Rating of one's impact on the schoolyard: 2 scales - one impact on plants, another on litter
- Identification of how one can improve the world
- Rating of one's understanding of a key quote from ecoliteracy literature
- Explanation a process: Rating of one's confidence in task/drawing of the water cycle