Which types of tasks did the original formative assessment require of the students?

How do we accomodate and acknowledge the various ecological philosophies that students will develop when students share their rationales?

Do we see the development of ecoliteracy as linear, or do we qualify "many misconceptions" by comparing it against developmental benchmarks?

Is it appropriate to tell ego-centric children that the environment is not a "resource" or not to ask them how better to use found objects?

How useful is it to young children to teach them that science and technology will not solve all problems? Don't they need to experiment?

What types of terms do we expect young children to learn in ecoliteracy education? Names of things or properties? or processes?

What kinds of ecological processes are available for young children to encounter in any outdoor learning space?