Critical Questions Litter Lifelines
Students collect litter in an outdoor setting — school parking lot, playground, camp, or business district. Then each student selects a piece of trash - soda can, chewing gum wrapper, potato chip bag —and makes a life line of the litter, from the origin of its natural materials to its present state. — TGP
Mathematics Food Chain Figuring Use the following information to create
math problems. A medium-sized whale needs four hundred billion diatoms to sustain it for a few hours! The whale eats a ton of herring, about 5,000 of them. Each herring may have about 6,500 small crustaceans in its stomach, and each crustacean may contain 130,000 diatoms...
Language Arts Forest Essay
Have students write an imaginary story
using one of the following titles: a) The Life of a Pencil; b)An Autobiography of a Tree from Seed to Lumber.
Legends of the Sea Many cultures have legends about the way
the ocean and its life forms were created. Read some of these to the class, then encourage them to create their own legends about how somethings came to be. It would be helpful to have some pictures of marine life forms for the students to view. Some ideas: How the Eel Became Electric; Why Octopi Have Only Eight Arms; Before Whales could Swim; How the Hermit Crab Lost His Shell.
Fine Arts Mother Earth
Students begin by brainstorming a list of
all the ways they are dependent on the Earth. From that list should come some ideas for presenting that information to others. They may decide to have teams of students work on representing different items on the list. They may want to expres their relationship to the land written in story format, in poetry, verbally on tape, through photographs, drawings, paintings, or soft sculpture. They should come up with a theme uch as Native American philosophy, or a celebration of life-giving qualities of the Earth, or getting involved with conservation, and work from there. Ask for volunteers to write letters to local organizations requesting space to set up their display for others to view.
CLEARING Fall 2017
www.clearingmagazine.org Encourage your students to express their
feelings about our responsibility to live in harmony with the land. Is it our responsibility? Can the actions of one person make a difference? What kinds of actions does living in harmony with the Earth require? —LLC
Sources of activities:
CCN — Carrying Capacity Network Clearinghouse Bulletin, June 1992. KT — Kind Teacher, Natl. Association for Humane and Environmental Education IEEIC — Inegrating Environmental Education Into the Curriculum... Painlessly. National Educational Service, 1992. RC — Rainforest Conservation, Rainforest Awareness Info. Network, 1992. ECO — Eco-Acts: A Manual of Ecological Activities, Phyllis Ford, ed. JOD — Just Open the Door, by Rich Gerston, Interstate Printers and Publishers, 1983. LLC — Living Lightly in the City, Schlitz Audubon Center, 1984. EGO- Education Goes Outdoors, Addison-Wesley 1986. CON - Connections: Life Cycle Kinesthetic Learning. The Energy Office, Grand Junction, CO 1993. CTE - Consider the Earth by Julie M. Gates, Teacher Ideas Press, 1989. FSS - From Source to Sea, Greater Vancouver Regional District 1993. GGC - Growing Greener Cities and Environmental Education Guide American Forests, Washington DC 1992 LCA - Let’s Clean the Air, Greater Vancouver Regional District 1993. NTW - No Time to Waste, Greater Vancouver Regional District 1993. TPE - The Private Eye, Kerry Ruef, The Private Eye Project, Seattle, 1992.
1. What kinds of support are available in your school, district and community for supporting environmental educational activities?
2. In what ways can environmental educa- tion activities enhance learning?
3. What are the most effective strategies for integrating environmental education across all content areas?
4. In what ways do students, teachers and communities benefit from classrooms engaged in environmental educational projects?
5. What are compelling environmental issues that can be explored through envi- ronmental educational projects?
Possible Actions
1. Become well informed about the char- acteristics of environmental education, ef- fective models and strategies for integrating across subject areas taught in school.
2. Share this information with your col- leagues, friends, and others interested in integrating environmental education into their classrooms or conducting environ- mental action projects in their communi- ties.
3. Know your national, state, and local school standards. You will find them on the Internet. Consider ways in which environ- mental education activities can achieve many of the standards across various content areas.
4. Learn effective strategies for guiding students in conducting comprehensive and sophisticated research about envi- ronmental issues, solving specific local environmental problems, and acting on their solutions.
5. Encouraged by recent brain research, many educators recognize the value of hands-on, project- and problem-based learning methods, and integrated-inter- disciplinary approaches. Use the natural environment and local community as the framework, and integrate environmental education into your everyday teaching.
-from New Horizons for Learning Page 31
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