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-------
-------
Getting
A Guide to Bringing
Environmental Education
Into Your Classroom
Edited by
David Bones
N C E E T
National Consortium for
Environmental Education
and Training
Developed by
National Consortium
for Environmental Education and Training
School of Natural Resources and Environment
University of Michigan
Ann Arbor, MI 48109-1115
313998 6726
N-E-E-T-F
The National Environmental Education
and Training Foundation
915 15th Street NW,' Suite 200
Washington, DC 20005
202 628 8260
This Pr°Ject nas been funded by the United States
Environmental Protection Agency under assistance
agreement number N 901935-01-0 to the University
of Michigan, School of Natural Resources and
Environment and by the United States Department
of Energy, the Tennessee Valley Authority, and the
United States Environmental Protection Agency
under assistance agreement number x8iy9928-oi-8
to the National Environmental Education and
Training Foundation.
-------
ISBN 1-884782-00-0
The contents of this document do,not
necessarily reflect the views and policies
of the United States Environmental
Protection Agency, nor does mention
of trade names or commercial products
constitute endorsement or recommenda-
tion for use.
© Copyright 1994 by the Regents
of the University of Michigan.
We would like to acknowledge the contribution of, and give
credit to, the following people for photographs used in "Getting
Started:" Steve Delaney of the U.S. Environmental Protection
Agency; Kay Dodge of the Center for Environmental Studies
in Grand Rapids, Michigan; Dennis Travis of the Bloomfield Hills
Public Schools; Martha Monroe and Kim Wade of NCEET.
All photographs used in "Getting Started" were produced from
slides contained in NCEET's "Slide Resource Kit," designed for
teacher educators to use in EE workshops. .
Educators may photocopy these
materials for the non-commercial
purpose of educational advancement.
Amwoy®
The printing is donated by Amway
Corporation, Ada, Michigan. The
material for this publication consists
of 25% recycled Amway office waste.
Doslgn and Layout
Department of Marketing Communications
University of Michigan
_
-------
The EE Toolbox supports environmental
inservice education. Toolbox resources are
designed to help inservice educators broaden
their environmental education programs for
teachers.
The Toolbox
— Workshop Resource Manual- provides
background for trainers and workshop
activity outlines. The manual will cover
topics including:
• Defining EE
• Designing Workshops
• Integration of EE
• Reaching New Audiences
• Approaches to Issues
• Using Local, Remote
, and Computer Resources
• Evaluation
• Developing Administrative
Support
—• Classroom activity collection.
— Collection of reference articles on EE and
education.
— Slide Resource Kit for use in EE work
shops with classroom teachers. A prepared
slide show and audio narration provides
an introduction/overview of EE. Additional
slides on special topics can be used to
create a variety of other slide presentations.
— Getting Started - a collection of teacher
success stories and a guide to EE for
classroom teachers.
— Success Story Primer - an exploration •
of the use of stories in EE curriculum.
— Computer disk of Toolbox handouts and
overhead masters.
IUCEET works to support, enhance and extend
effective environmental education in grades
K-12. In addition to the EE Toolbox, NCEET
activities include:
— working with a variety of resource
management and education organizations to
develop inservice training programs and
workshops using the EE Toolbox.
— making the materials and the messages
of environmental education more accessible
to teachers and students. NCEET has an
on-line computer service (EELink).that will
provide a single point of access to environ-
• mental educational resources on the Internet.
— expanding the audience for environmental
education. In 1994, NCEET will publish
articles and columns in trade literature
and the popular press and host a series ,of
roundtable and working meetings. Collabo-
rations with corporate partners will provide
the opportunity to reach mass audiences
through television programs and additional
computer networks.
— supporting partners in "small experiments,"
exploratory efforts .with important implica-
tions for educators.
Examples include:
— Urban EE with Howard University
— Remote sensing and'EE with Aspen
Global Change Institute
— Environmental Education in Native
American communities with the Sonoran
Arthropod Studies, Inc.
National Consortium
for Environmental Education
and Training
School of Natural Resources and Environment
University of Michigan
Ann Arbor, MI 48109-1115
(313)998-6726
-------
Acknowledgments
The National Consortium for Environmental Education and Training and the National
Environmental Education and Training Foundation would like to thank the many
individuals and organizations that contributed to "Getting Started." It is impossible
to list all those involved, however those listed below deserve special recognition.
We are grateful to the following people for their contributions: Brad Smith, Michael
Baker, George Walker and Kathleen MacKinnon of the Environmental Education
Division at the U.S. Environmental Protection Agency; Richard Wiles of the Environ-
mental Exchange in Washington, B.C.; Alan Sandier of the American Architectural
Foundation hi Washington, D.C.; Terry Smith of the National Geographic Society
Education Foundation in Washington, D.C.; Deborah Redmond of the Environmental
Education Associates, Inc. in Washington, D.G.; Andrea Shotkin of the North Ameri-
can Association for Environmental Education; Dennis Yockers of the Wisconsin
Department of Public Instruction; and U.S. Environmental Protection Agency Regional
Environmental Education Coordinators: Maria Pirie, Teresa Ippolito, Bonnie Smith,
Rich Nawyn, Suzanne Saric, Sandy Sevier, Rowena Micheals,. Cece Forget, Ida Toliver,
and Sally Hanft.
Finally, many thanks to the teachers who so willingly shared their time, experience,
and stories. We hope that their enthusiasm for environmental education and willing-
ness to share their experience inspires readers to begin their own initiatives.
David Bones, Editor
Project Coordinators
Lisa Bardwell and Martha Monroe
National Consortium for Environmental
Education and Training
Jeff Cole and Leslie Goss.
National Environmental Education
and Training Foundation
Researchers and Writers
NEETF
Tracey Keevan
Carrie Loud
Rachel Proelss
NCEET
NatBulkley
Kate Fairman
JohnLoff
Laura Rubin
Kerry Walker
Tim Donahue
Tom Kearney
Bill Queen
Kim Wade
Peter Wiley
Reviewers
Shirley Watt-Ireton
National-Science Teachers Association
Arlington, Virginia •
Dennis Travis
Curriculum Consultant
Bloomfield Hills Public Schools
Bloomfield Hills, Michigan
4 Getting Started
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Table of Contents
Introduction
6 What Is "Getting Started?"
6 Why This Guide?
7 How to Use "Getting Started"
8 Index of Stories
9 We Welcome Your Feedback
Unit 1: The Beginning
12 Am I an "Environmental
Educator?"
13 What is "Environmental
Education?"
14 Is Environmental Education
New?
15 Why Environmental Education?
17 Do I Have to Go It Alone?
19 Images of the Beginning
Unit 2: Taking the First Step
44 Getting Your Feet Wet...
45 ...Without Getting Soaked!
45 Instructional Materials—
Where To Look
- Local Resources
- At the State Level
- Federal Agencies
- Non-Profit Organizations
- Program Development Resources
- Directories of Resources
- Clearinghouses and
Resource Centers
- On-Line Information Systems
55 Financial Support—Easy Money?!
59 Workshops, Courses,
and In-service Opportunities
62 Images of Taking the First Step
Unit 3: Taking the Next Step
82 Networking: Meeting Other
Environmental Educators
- Professional Organizations
for Environmental Educators
. - Networks for Students!
84 Grantwriting- Where to Look
88 How to Write an Effective
Proposal
89 A Pat on the Back: EE Awards,
Scholarships, and Stipends
91 -Final Thoughts
92 Images of Taking the Next Step
Resource Indices
112 National Non-Profit
Environmental Organizations
114 State Environmental Education
Coordinators
120 State, Regional and Territorial
Environmental Education
Associations and Organizations
124 TVA-Sponsored Environmental
Education Centers
•125 US Environmental
Protection Agency
125 US EPA Regional Environ-
mental Education Coordinators
Appendices
126 A-l: Select Instructional
Materials in Environmental
Education
134 A-2: Select Examples
for Your EE Library
139 A-3: Feedback Form
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Introduction
What is "Getting
Started?"
"Getting Started" is primarily a collection of stories about everyday
teachers who initiated not-so-everyday environmental programs in their
classrooms and schools.'
The teachers profiled are special, dedicated individuals, but they are in
no way unique or exclusive. They represent hundreds of teachers nation-
wide who teach in high schools, middle schools .and elementary schools;
public schools and private schools. They are teachers in urban, suburban
and rural areas; science teachers, math teachers and language arts teach-
• ers; history teachers, art teachers and teachers of home economics.
Some of the teachers profiled in "Getting Started" have been nationally
recognized. But the majority are everyday teachers whose successes are
only locally known. Many were surprised when they received our tele-
phone call asking for their story. "Why do you want my story?" was
a common reply. Surprised or not, the teachers included in "Getting
Started" enthusiastically explained the details of their efforts in inter-
views .that, in many cases, lasted over an hour. All were eager to share
their story with others who are just "Getting Started."
The process of creating the story usually involved subsequent calls to fill
in details. In many cases, contextual details were also added to increase
the readability of the story.'To insure accuracy of the resulting story,
however, a draft was sent to the teacher for comments, and the story was
edited accordingly.
Throughout the book are brief sections covering educational materials
and resources, funding, environmental education workshops and in-
service opportunities, and the locations of other educators interested •
in environmental education. These lists are not comprehensive; but are
designed to help teachers find resources to meet their unique needs.
Why this Guide?
5 Getting Started
"Getting Started" was originally envisioned by the National Environ-
mental Education and Training Foundation as a directory to various
models and methods of environmental education in kindergarten
through twelfth-grade classrooms. It became apparent through collabo-
ration with NCEET, however, that many such "directories" already ex-
ist. It also became clear that it is not a lack of interest or materials that
prevents teachers from initiating environmental education (EE) efforts in
their classrooms. Instead, it is the usual constraints: limited financial re-
sources, little time for additional lesson plans, lack of knowledge about
how to integrate EE materials into existing lessons, and so on. There-
fore, it appeared that what would be most useful to teachers interested in
initiating EE efforts in their classrooms would be a glimpse of the many
useful resources that exist, and some examples of teachers who have
been able to overcome the usual constraints.
It was obvious that the effort should be organized around stories of real
teachers. Why stories? Interesting stories can contribute to one's recall,
comprehension and ability to apply concepts from one setting to another
by providing imagery from other people's experiences. The stories are
intended to highlight the creativity of educators who have infused EE '
-------
, into numerous subject areas to the delight of students, parents, and
school administrations. It is hoped that these glimpses into classrooms
across the country will inspire other teachers to add environmental con-
cepts to their lessons, to design units that lead their students in the study
of local environmental issues, to attend environmental education work-
shops, and to network with other environmental educators.
An underlying theme throughout this guide is the belief that environ-
mental education promotes not only an environmentally literate public,
but is .also an effective means of raising the quality of the total educa-
tional experience. As the stories illustrate, environmental education
increases student participation and achievement in all areas of learning
by promoting the study of issues that really interest them.
How to Use
'Getting Started"
"Getting Started" is intended as a road map of suggestions and ideas
for teachers who are interested in bringing environmental education
into their classroom. Like a road map, "Getting Started" does not teU
its users how fast they need to go, by which route or even where they
should end up. Instead, it is intended to provide teachers with ideas of
what to pack, what to expect on their journey, where to go for help, and how
to share the sights and surprises of their journey with others along the way.
"Getting Started" is divided into three units. The first provides a brief
overview of the scope, history, and value of environmental education.
The second offers suggestions for instructional materials, funding, work-
shops, courses, and in-service opportunities in environmental education.
The third unit includes information on networking with other environ-
mental educators, securing grants for your EE program, dealing with
a growing EE project, and locating awards, scholarships and stipends that
are available for environmental educators and their students.
Each unit contains:
(1) General information about how to bring EE into your classroom.
Teachers are used as examples in these sections, with the title of the
story that features them in quotation marks following the teacher's
name.
(2) A list of sample sources to consult for more information. Longer lists
of organizations and resources are included in the resource indices.
(3) A collection of stories to provide imagery of how other teachers in-
corporated environmental education into their classrooms.
An index of stories provides readers with information about each story.
The index identifies areas of EE content covered in the story, such as water
quality, toxics, energy consumption, and so-on. The index also identifies ar-
eas of EE process, such as developing student awareness, motivating student
action-taking, and so on.
The appendices include a list of select resource materials, suggestions
for resources to include in your library, and a feedback form.
Introduction 7
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TeachorNamo StoryTHIe Page | Grade EE Content ' ; : ; EE Process |
.1±
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ZD
PO
AJ
3
Batastini Caribbean Dream - 19 High
Chaila names for a Lesson Plan 22 Elem
Chapman Stories Connect Past and Future ' 24 High
Hamn The Most Appealing Peanut 26 Elem
Warren From Kentucky to Russia... wiihEEl 28 High
Tuckar Am /Teaching Them Enough? 30 High '
Kelfy.Lynn Eagle Project Takes Wing 32 Mid
fotfhs Too Much Stuff . 34 Mid
Mitehutl Nature Trail Into the Mainstream 36 Mid
Leigh Okra'sO.K. 38 Elem
Dahtquist "Z" isior Zen Waste 62 Elem
Schotr Learning on the Job 64 Mid
Fowiar Adapting Assignments 66 Mid
Haustr Who's Park is this? 68 Sem
Holston Spilled Oil Spreads Science 70 Mid
Williams A Picture Tells a Thousand Stories 71 Elem
Trusler The Energy Patrol Strikes 73 Elem
Tarminatlo The Greening of Dania 74 Elem
Kally.Jorri Mangrove Monitor Madness 75 Mid
Marsh Big Sky Country Expeditions 76 Mid
Kerma Empowering Emily 78 Mid
Rich Things That Aren't Supposed to Be There "80 Elem
Pins We Never Give Up! 92 Elem
Alexander The Big Stink 94 High
Grova Handling Hurdles 95 High
Cochf an/Whitney A Rainforest Takes Over the School 97 Mid
Novak One Fish, Two Fish, Red Rsh, School Rshl 99 High
MuHinnlx The Sky's the Limit 100 Mid
Smith Have You Seen My Slender Salamander? 102 High
Turner Big Brothers, Big Sisters 103 High
Hinas " Recycling Snowballs 105 Elem
Jenore Where Do Carrots Come From? 106 Elem
Christy An Interested and Energetic Force 107 Elem
Pannock Partners in Philanthropy . 109 Elem
Water Quality
X
X
X
X
X
X
X
X
X
X
X
X
X
Air Quality
X
X
X
| Solid Waste/Recycling
X
X
X
X
X
X
X
X
X
1 Wildlife Habitat/Endangered Species
X
X
X
X
X
X
X
X
X
X
X
X
X
8
1
X
X
X
x-
X
X
X
| Energy Consumption
X
X
iiinx
X
X
Using an Interdisciplinary Curriculum
*
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*
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1 Increasing Student Knowledge
*
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1 Encouraging Student Attitude Deyelapment
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1 Building Student Skills
•
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1 Motivating Student Action-Taking
•
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8 Gatting Started
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We Welcome
Your Feedback
Above all else, we hope that this guidebook provides educators with use-
ful information, in a manner that is enjoyable to read. We encourage and
would greatly appreciate your comments'on both the organization and
contents of this book. In addition, if you know of a successful profile, or
are yourself using environmental education in innovative ways, please
contact NCEET. We can most effectively address your feedback if you
put your comments and concerns in writing. A postage-paid reply form is
included at the end of this guide for your convenience.
Introduction 9
-------
10 Betting Startdet
-------
lpS
-------
The Beginning
Am I an
Environmental
Educator?
In Leslie Dahlquist's classroom (" 'Z' is For 'Zero Waste'") "A" isn't
for "Apple," it's for "Aluminum." She uses "Aluminum" to begin the
week's discussion of recycling. Each week for the remainder of the
school year, Leslie, a kindergarten arid first-grade teacher in Topanga,
California, uses a letter from the "Environmental A-B-C's," a book that
she and her students created three years ago, to guide each week's lesson
planning. Tim Fowler, ("Adapting Assignments"), a sixth-grade teacher
in Baltimore, supplements environmental topics from his science text
with assignments that include studying the effects of human impacts
such as nutrient loading, shipping channels, and overfishing on the
nearby Chesapeake Bay. Aline Novak ("One Fish, Two Fish, Red Fish,
School Fish") is a high school biology teacher in western Maryland.
Her students study the effects of a herbicide used for local crops on local
waterways by conducting experiments with trout they raise in
55-gallon drums in her classroom.
Most likely, neither Leslie, Tim nor Aline think of themselves as "envi-
ronmental educators." In fact, it is unlikely that many of the teachers
featured in this guidebook consider themselves to be "environmental
educators." And yet they— like countless other teachers across the
country— are incorporating environmental themes into their lessons.
In doing so, they are increasing their students' awareness of the environ-
ment, leading students to adopt environmentally conscious attitudes and
behaviors, and teaching students the knowledge and skills to make envi-
ronmentally responsible choices. That certainly makes these teachers en-
vironmental educators. If you, Like the teachers featured in "Getting
Started," are bringing environmental issues into your classroom, you too
are an environmental educator.
12 Getting Started
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What is
" Environmental
Education?"
Environmental education is more than teaching about the environment.
It is about people. Environmental education stresses the exploration
of attitudes and values, and the development of knowledge and skills,
so that people can take an active part in decision-making in the world
around them.
Environmental education is not a subject-specific content area. Rather,
it is an educational process made up of five elements: Awareness,
Knowledge, Attitude, Skills and Participation.
Awareness
Environmental education seeks to build awareness- both a
sensory awareness of the world around us, as well as an aware-
ness of societal issues and problem-solving strategies. To Lydia
Hamn ("The Most Appealing Peanut"), a fourth-grade teacher
whose students learn about overpackaging through an activity
that puts them in charge of creating the "most appealing pea-
nut," environmental education is "helping students become
aware that there are choices they can make as consumers, and
that there are many implications to the choices they make."
Knowledge
Increased awareness encourages students to improve their
knowledge and understanding of natural processes as well as
social, political and economic processes. This is important to .
David Chapman ( "Stories Connect Past and Future "), a high
school teacher who relates stories of environmental problems
in Michigan to similar incidents around the globe to illustrate
"the intercpnnectedness of the world."
Attitudes
Students' attitudes may change or mature as they develop
a deeper appreciation of and respect for the natural world and
for individual people and cultures. Mary Jo-Terminello's
third-grade students ("We Never Give Up") formed a "baggie
brigade" to collect soil from home to grow plants in their class-
room. Once they saw their actions made a difference, they felt
a greater responsibility to the environment and began to pursue
other environmental endeavors. They raised money and gath-
ered enough materials to plant more than 600 plants and 60
trees and shrubs at the school.
Unit 1: The Beginning 13
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Skills
The development of process skills involves teaching students
how to think, not what to think. This enables them to become .
more effective decision-makers. Decision-making skills
include: critical thinking and communication skills, analytical
and observational skills, negotiation and conflict resolution
skills, and the ability to identify and clarify values. To David
Tucker ("Am I Teaching Them Enough?"), whose students con-
duct "garbage chemistry," an analysis of.soil samples from a lo-
cal landfill, environmental education is a way to teach students
analytic skills, and to have students investigate real issues that
. personally affect them.
Participation
Ultimately, the goal of environmental education is to encourage
students to apply their knowledge, skills and commitment out-
side the classroom— for students to participate in decisions.
Participation can mean changing personal behavior, or involving
oneself in decisions affecting the school, neighborhood or
community. To Bonnie Trusler, whose fifth-grade students
studied their school's energy consumption ("The Energy Patrol
Strikes"), environmental education is a way of "helping kids
know they can make a difference." And her students had a real •
impact. They actually designed and implemented a program that
reduced their school's electricity consumption by about 25
percent, saving their school thousands of dollars.
Is Environmental
Education New?
Both the term "environmental education," and the strategies associated
with it, emerged in the 1950's and gained momentum with events in the
1960's and 70's. Events such as the publication of Rachel Carson's book
Silent Spring in 1962, the first view of the whole Earth broadcast from
space in 1969, and the first Earth Day in 1970 increased awareness
of human impact on the natural environment. Growing concern over fuel
shortages," soil erosion, population growth, air and water pollution, and
the problems of the urban environment created a demand'for a special
kind of education— one that examined human behavior, and politic'al
and economic decision-making as well as biophysical science.
.Several earlier educational movements greatly influenced environmental
education. Nature Education encouraged learning by first-hand
observation and direct experience, both in the classroom and outdoors.
While it began in the late 1800's and remained popular until the 1920's,
Nature Education has had a lasting influence on early childhood and el-
ementary science education.
14 Setting Started
-------
Conservation Education began in the early 1900's. Today, conservation
educators and resource specialists-educate the public about the impor-
tance of wise-use, scientific management and conservation practices
to prevent further degradation of natural resources. The Progressive
Education movement stressed "learning by doing," and steered curricu-
lum reforms toward a more holistic approach to learning. Outdoor Edu-
cation evolved more recently. It is primarily an educational approach
or method,.as opposed to a subject area. It encourages the use of the out-
doors as an alternative educational setting to the classroom.
Other movements have also influenced environmental education. The
Civil Rights movement made a contribution to environmental education
by inspiring individuals with a belief in the power of the individual to
shape society. In turn, this movement led to the growth of environmental
organizations, the creation of the Environmental Protection Agency and
the passage of the Clean Water Act of 1972.
Environmental education is distinct from previous educational strategies.
It stresses the combination of values exploration, knowledge and skill
development, and a commitment to action. By including both the natural
and human-built environment, and by encouraging people to develop
both a sense of wonder and a sense of responsibility for their environ-
ment, environmental education addresses the heart of environmental
problems and solutions—that is, human behavior. .
Why
Environmental
Education?
Why do Leslie Dahlquist, Aline Novak, Tim Fowler, Lydia Hamn,
David Tucker, Mary Jo Terminello and countless other educators teach
about the environment?
On one level the answer seems obvious. As we learn more and more
about the impact of humans on the life-sustaining systems of Earth, it is
critical that we re-examine our relationship to our environment through
environmental education. Quality environmental education will lead to
the acquisition of knowledge, the development of analytical skills, the
beginning of environmentally conscious attitudes, and, ultimately, to
environmentally responsible behavior.
Today's students are tomorrow's leaders and decision-makers. They
need to learn and practice the skills necessary to protect, preserve, and
restore the environment. There is a real need to educate people about
issues such as air and water quality, the sustainability of our natural
resources, loss of species diversity, and waste management so that they
can make intelligent, responsible choices in the future. Simply put, envi-
ronmental education may be a matter of survival.
Unit 1: The Beginning 15
-------
But why teach environmental education at school! Or why, for example,
in social studies, math or English class? How is environmental education
relevant to urban students? Can environmental education be taught by
teachers without a science background? Won't environmental education
crowd out a curriculum that is already bursting at the seams?
Environmental education is an excellent means for interdisciplinary
study. The skills and knowledge students learn are readily transferable
to other disciplines. Lynn Kelly's science students ("Eagle Project
Takes Wing "), use math skills to analyze data from nearby Glacier
National Park.eagle populations. "The other math teachers are delighted
that I can help reinforce math concepts. The kids usually don't know
why a ratio or percentage is helpful, they just memorize the formula.
By talking about eagles or buffalo, these math concepts have a context
and finally become relevant."
Environmental education is appropriate for any audience. Gary Smith
("Have You Seen My Slender Salamander?"), is a biology teacher in a
high school where students of color make up a majority of the popula-
tion. He believes that involving minority students in the environment
means "you have to tie the human environment to the natural environ-
ment through environmental education activities that involve collabora-
tion, negotiation, agreement and problem-solving." His students learn
that homelessness and poverty are just as much environmental issues as
the endangered species they study.
You don't have to have a .science background to teach environmental
education in your classroom. John Scheer ("Learning on the.Job"), a
teacher certified in social studies and language arts, designed and now
teaches an environmental issues course. He sometimes "simply learns
right along with his students" as he delves into environmental themes
to help focus the course on student interests. David Marsh ("Big Sky
Country Expeditions"), invites representatives from the Fish and Game
Commission, the Soil Conservation Service, and the U.S. Forest Service
to speak to his class about local environmental issues.
Environmental education can be integrated into existing curricula. To
Mary Batastini ("Caribbean Dream"), a teacher who developed an
integrated curriculum for ninth graders at her school, environmental
education has meant increased student enthusiasm for school. "The ninth
grade has the best attendance record in the school. We're getting rave
reviews from parents, too."
Environmental education is exciting. It is an excellent way to engage
student interest and motivate student learning.
16 Setting Started
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Do I Have to
Go It Alone?
Although it may be up to you to take the first steps in bringing environ-
mental education into your classroom, you will likely find support from
a variety of sectors. Your colleagues, your school administration and
your community are all potential allies.
Communicating with other teachers about your ideas will likely generate
additional ideas and you may find enthusiastic supporters who wish to
help with your efforts. Perhaps you can, as Rosalie Cochran did, enlist
other teachers in your EE initiative. Her rainforest unit ( "A Rainforest
Takes Over the School") has grown over the course of five years to in-
clude participation by nearly every teacher in the school.
Sharon Ferriss ("Too Much Stuff"), describes her EE efforts as "very .
much a team effort, including teachers, administrators and students."
Discussing your ideas with your principal, superintendent and perhaps
even the school board, and encouraging their support, may open more
doors. Mary Batastini ("Caribbean Dream") sold her principal on her
Earfh-WISE curriculum by presenting him with a well-thought out idea.
The principal gave her permission to pilot the project. The program in-
volves the entire ninth grade and is getting rave reviews, from students
and parents alike. Jerry Christy ("An Interested and Energetic Force ")
reports that environmental education has coalesced the school commu-
nity into one "interested and energetic force."
Your community can have a tremendous impact on your EE program,
and your program can benefit the community. Teachers often find that
pooling the energies of these two sectors results in an amazingly dy-
namic environmental education program. When Mary Jo Terminello
C"The Greening ofDania") needed soil to begin her project to "green"
her school grounds, she turned to parents for support—and got it. Denise
Leigh ("Okra's O.K.") and Debra Mullinnix ("The Sky's the Limit")
• encouraged families from the community to participate in their schools'
gardens. One of Bonnie Trusler's students ("The Energy Patrol Strikes")
ventured into the community to implement the class's energy reduction
program at the local post office.
You might find that your community views environmental education as
a "scare tactic," "propaganda," or as a threat to local livelihoods. David
Marsh ("Big Sky Country Expedition") faced a similar dilemma. But he
was able to teach EE in a non-threatening way in this community, where
most jobs are in agriculture, talc mining or logging. "The kids get into
lively discussion since their families are involved in one aspect of the
environment or another." Although controversy is at times unavoidable,
David sees it as an important part of the learning process.
Unit 1: The Beginning 17
-------
Often, gaining community support simply involves open communication
with those who oppose the idea. Even the strongest opposition may be
convinced to support your environmental education program when they
have a clear understanding of your ideas and motives.
In most cases, your initial show of determination, enthusiasm, and com-
mitment for environmental education is all it will take to get support for
your initiative. If there is opposition to your idea, ask for a trial run.
Once your program begins, it will be hard for anyone to deny its merit.
18 Getting Started
-------
Level
- High School
Story Focus
- Enlisting Administrative'
Support .
- Enlisting Community
Support
- Locating Instructional
Resources
The sun smiled brightly on the tiny, Caribbean Island of Providenciales that April day
last year. This was not at all.like the horrible weather Mary had left behind in Rhode
Island. Scarcely a week before, Mary had done her "last minute travel to someplace
warm" thing again with the travel agent. Now here she was, settled down for a long weekend
of relaxation in a scuba diver's paradise.
Her daughter, was down the beach, entrusted for the day to the care of a suntanned scuba instruc-
tor.."Scuba diving?" Mary thought. "Not for me!" Mary was all set to do what she liked best on
vacation: stretch out on the beach, surrounded by her books, with plenty of time to think. Mary
pondered her job teaching ninth-grade English at a vocational school: Thoughts scuttled across
her mind like the clouds that had dominated the April sky back home... .
"Nobody seems to like teaching ninth grade." •
"How can we make ninth grade more enjoyable for teachers and students? How can we make it
more effective for the students?" • ,
"How can we fit the program to the kids, instead of fitting the kids to the program?"
"School is such an artificial environment. How can we expose kids to new developments in the
real world?"
"I've always been opposed to ability groupings. One kid may be a reader, and the next may not
be, but they all have experiences to share."
"How can we deal effectively with large classes?"
"After 13 years of teaching at this school, why do I still feel'there's more we' could be doing?"
Mary Batastini These thoughts tumbled through her mind, while the sand sifted
Wm. M. Davies, Jr. Career between her toes each time she dug them in and lifted her foot back out.
. and Technical High School As Mary gazed out over the lapping waves, an idea kept surfacing.
Jenckes Hill Rd. During the remainder of her vacation, Mary organized her thoughts
Lincoln, Rhode Island 02865 around the idea: A new way to make ninth grade more enjoyable for
both students and teachers, exposing students to cutting-edge develop-
ments in the real world. Despite the Rhode Island weather awaiting her, Mary was excited to re-
turn to school to discuss this concept with her principal.
Unit 1: The Beginning 19
-------
Back at school, Mary was both confident and excited in her presentation. "I'd like to offer an
integrated curriculum to the entire ninth grade, one that's built around study of the environment.'
Team teaching. No ability groupings. Mosaic scheduling. Monthly field trips to see how what
they're learning applies to the real world. The works!" said Mary. "Earth WISE: Wholly Inte-
grated Studies-of the Environment," she continued. The principal was impressed, and Mary got
the go-ahead to pick her team of teachers for the core curricular areas: science, social studies,
language arts and math.
AtDavies Technical School, students spend the first two periods of each day in vocational ar-
eas. Ninth-graders, who haven't yet picked a major shop area, rotate through a new one
every four weeks. At Mary's suggestion, hi addition to the teacher's introduction to the shop
area, students are now exposed to environmental information as well. Mary explains: "I met
with each of the shop teachers for the ninth grade and asked them if they could include
material that ties in the shop area with relevant aspects of conservation and pollution preven-
tion. For example, hi auto body shop, the kids learn to recognize the toxic chemicals in the
shop, how they are dangerous to people and the environment, and why safe disposal is so
important" . ' •
Meanwhile, during those first two hours of the day, Mary's team makes their plans. "We started
the school year with a blueprint, but no set curriculum. We were really flying by the seats of our
pants. We generated a list of skills that a student needs by the end of ninth grade, to make sure
that kids get all the basics. We developed a blueprint consisting of quarterly themes: Ecosys-
tems, Land, Water, Air. Each theme is broken into smaller units within the quarter. Generally,
we like to start with the big picture, and then focus locally."
The first unit, on the Universe, went something like this: Science classes learned about theories ,
on the origin of the universe, then they focused on some of NASA's recent discoveries about
the chemistry of the planets. Social Studies classes picked up the theme, learning to place the
'pieces of the solar system' in their respective positions around the sun, and recognizing their
sizes and orbits. The same idea was applied to the 'pieces of the world,' as students were intro-
duced to global geography. Meanwhile, in math classes, students learned about scale, compar-
ing the immense distances of space with more modest ones on earth. And Mary's English
students read a number of creation myths, and capped the unit by writing their own myths.
20 Setting Started
-------
^
This winter, Mary didn't go back to the Caribbean. Instead, her students transported her '
to the shore, through the desert, and along scenic river valleys. She explains: "We've developed
Jntegrative unit tests. A team of four students is assigned a project in the morning, which is due
in the afternoon of the same day. In each class, they work on a different part of the project,
putting the pieces together. For this unit, each team had to construct a diorama of an assigned
ecosystem. We collected cardboard boxes for them to assemble their projects in, a large stack
of old National Geographic magazines they could clip from, and an odd assortment of rocks,
soil and twigs from the woods. The scenes had to be realistic and factually correct. All elements
in the scene had to be to scale, and the expected variety of life forms had to be represented.
Pie graphs on the outside of the box illustrated the relative percentages of each life form in that
ecosystem. And attached to the top, like miniature billboards, each student on the team had to
write a bit of free verse about their ecosystem diorama."
"We're getting rave reviews
from parents, too. They say,
Whatever you're doing,
it's working.'"
Mary says "the kids love" the pilot Earth WISE.:"The ninth
grade has the best attendance record in the school this year, and
the kids have noticed that there are fewer fights among them.
Even the school nurse says she rarely sees ninth-graders any
more. We're getting rave reviews from parents, too. They say,
'Whatever you're doing, it's working. Believe it or not, my kid
can't wait to get to school.'"
Mary attributes the program's success to the-integrated, team approach. "All the teachers
on the team are there because they believe in the idea. Their dedication is clear from the enor-
mous amount of time and effort we've put into making this thing work, and we've been left
'• to develop it ourselves, without administrative involvement. It works for the students because
the topics are connected and relate to the real world. Just as important, the ninth-graders all
know one another because of the way we've scheduled our classes. And, of course, they have
to work together." •
Unit 1: The Beginning 21
-------
Themes for a Lesson Plan
Level
- Lower Elementary
Story Focus
; - Locating Instructional
Resources
- Locating Funding:
Fundraising
- Locating Funding:
Grantwriting
The Cardboard tree looms over half of the first-grade classroom. It's bare when the
children arrive in the fall, but by spring it is rich with leaves, animals in its bark
and holes, and seeds for future growth. Inside and outside the classroom, the children
have incorporated trees into reading, science, fine arts, language arts, math, social science and •
geography lessons. Teacher Mary Anne Challa uses thematic planning in her lesson plans, with the
focus on trees.
"I think of the Earth as belonging to them," Mary Anne explains. As a parent to her five
children, the local Blanford Environmental Education Program encouraged her to get
involved. Mary Anne became active and inspired to teach. After having been a mother,
a gardener and water-color artist, Mary Anne took up teaching at age 50. From her "experience
with the Blanford EE Program, she saw how inspirational and integral an environmental
education component was to learning and decided to focus her class thematic plan on the
environment. In particular she chose trees for the focus, a tremendously popular choice
with her first-grade class. •
Mary Anne Challa
Stocking Elementary School
863 Seventh Street, N.W.
Grand Rapids, Michigan 49504
The first-graders see a bare tree the first day in class, in the corner of
the room, adjacent to abook shelf crammed with books about trees.
Over the course of the year, children bring in leaves collected at home
or on the way to-and-from school. The children study the leaves under
small microscopes. They sort, classify and press all the leaves. They
outline the shapes of maple and oak leaves, they feel the sap from the fir trees, they compare
chestnuts to acorns to pine cones. Once the leaves are identified, some are attached to the tree
while others are used as models to make new leaves out of colored contact paper, plastic and
cardboard. .
Outside, each child adopts a tree. The child names the tree, identifies the tree, studies the bark,
conducts a bark rubbing, notes the leaf shape, the nut, seed or cone, the height and width of the
canopy, and takes a string measurement to.compare with a second one in the spring to measure
growth. The children take responsibility for identifying and noting the changes of the tree
during the school year. .
As the seasons change, so does the classroom's tree. The children note and mimic the changes
in their adopted outdoor trees ,on the classroom tree. The cardboard squirrels on the tree get. '
fatter as they prepare for winter, as does the stash of acorns in their hole. The insects lay eggs,
and then, as winter approaches, they disappear. A cross-section illustrates the fluids that move
up and down the tree. As the tree "awakens" in the spring, the children see the water that was
stored in the roots for the winter begin to work its way up to the buds, producing blossoms and
seeds. • ' ' •
22 Getting Siarted
-------
In the spring, a slowly emerging tropical rainforest begins to occupy the other half of the class-
room. Layer by layer the children construct the rainforest. As each layer is built, a close study
and comparison to Michigan forests and trees is made. There are hundreds of animals, birds, in-
sects and trees to identify aiid label. New vocabulary words and places to find on the world map
excite the children. Most of the children come from single-parent homes, in a lower-income
area, and have never left the state.
Brazil, -Venezuela, Columbia, and Belize are located and marked on the map. Words such as
habitat, xylem and phloem send the children racing to the dictionary. The children compose let-
ters to other first-graders in Costa Rica and await responses. Next year, hopes are to extend this
effort by putting together a book on Michigan trees with illustrations and explanations, ex-
changing it with a book of Costa Rican trees put together by their Costa Rican counterparts.
Stocking Elementary in Grand Rapids tends to be enthusiastic about 'thematic planning, but
funding is tight. Mary Anne takes creative steps when acquiring materials for the classroom.
Not only does she apply for small service learning grants through the Kellogg Foundation and
the PTA, but she frequently makes trips to local paper mills to scavenge recycled materials,
such as paper, cardboard, Styrofoam, plastic and tissue. • . '
"The children take responsibility
for identifying and noting the
changes of the tree during the
school year."
Unit 1: The Beginning 23
-------
Stories Connect Past and Future
Level
-High School
Story Focus
- Locating Instructional
Resources
David Chapman modestly says that he doesn't "feel like an allrstar teacher," but in
his own small way he has given students in Haslett, Michigan, an awareness of environ-
mental issues, many of which affect them personally. David teaches ninth-grade
physical science, as well as occasional earth science classes. Currently, he is also teaching
an elective course entitled "Environmental Issues" to 11th- and 12th-graders.
In his classroom after the day's classwork is finished, David appears comfortable. "Even though
I've been involved with many school and community environmental projects, and I helped
found the school's environmental club, I understand how overwhehning it can be when a teacher"
is faced with the prospect of teaching about these issues. They are always very complicated and
can sometimes bring out a lot of emotions."
He gets out of his chair and ambles over to the large plate glass window at the back of the room.
"I know I felt uncomfortable when I started this Environmental Issues class. You just have to
take it one step at a time. I was amazed at the positive reactions I got from the students. This is
classwork that they can enjoy because they can relate to it."
David Chapman
Okemos High School
4000 Okemos Road
Okemos, Michigan 48864
David is very interested in the way environmental stories affect •
students. He is currently practicing his story-telling skills as he relates
important historical case studies to students. "I couldn't believe that
they had never heard of the PBB disaster that occurred throughout
Michigan in the early 70's. Fire retardant accidentally mixed into cattle
feed caused animals to drop dead all over the state. At the same time, the chemical contaminated
the animal's milk, milk that was being sold all over the state. This was something that was di-
rectly relevant to the students' lives, and they didn't know about it. When I told the story, they
were angry and frustrated.-It is important to relay to them the injustices, but also the fact that
individuals can succeed with a lot of persistence and understanding of the situation.
"I also try to show them the role of governmental regulation and monitoring, that it is necessary
even if it is inadequate. Ideally, these students will take away specific attitudes towards govern-
ment and environmental issues so they can and will act on problems in the future."
24 Suiting Started
-------
"I was amazed at the postive
reactions I got from the
students. This is classwdrk
thatthey can enjoy because
they can relate to it"
The sources for David's information on these case studies are easily accessible. When prepar-
ing a story, he first chooses a subject which is relevant to the students' lives, or one through
.which he can introduce related information, such as the food chain and toxicology. He then
looks up any discussions of the original situation in books and newspaper articles. "With the
PBB incident, I began with one book by Rich and Sandra Halber, and went from there. It's
refreshing to find out how many other sources one can get from one book."
Other case studies that David has used include Three-Mile Island and the story of Rachel
Carson. "Through these stories, I can really show the interconnectedness of the world, tying
events in Michigan to similar incidents around the globe, such as the Minimata Disease
Disaster in Japan." In 1956, the Minimata Health Department reported that "an unclarified
disease of the central nervous system had broken out." Investigators noticed that cats and other
animals that ate fish from the bay would stagger around as though drunk, salivating and suffer-
ing from convulsions, before dying. These animals helped lead investigators to the cause of the
'disease;' an industrial discharge of heavy metals into the bay.
"It is always valuable to show these students that these are not isolated
incidents," says David. "When I tell my stories my students become
extremely attentive, and can get very emotional. I' ve had a few. who ,
have even cried. That's what I would call 'getting a student's atten-
tion!' I often cite the quote 'Those that ignore the past are bound to .
repeat it' to my students, and I believe that with all my heart. I am
just trying to give these kids the knowledge and the tools with which
to face a world where" environmental disasters are becoming an ever-
present reality." • .
Unit 1: The Beginning 25
-------
The Most Appealing Peanut
Level
- Upper Elementary
Story Focus
- Enlisting Administrative
Support
- Enlisting Community
Support
- Locating Instructional
Resources
Lydia Hamn
Waterloo School
Hudson, Iowa 50643
While her fourth-grade students get organized, Lydia Hamn walks up and down
the rows giving everyone one peanut. A low murmur fills the room and Lydia
smiles. "Hey, what is this for?" blurts out a student, holding his peanut above
his mouth ready to drop it in. ,
"Each one of you is in the department of advertising for a peanut company, and it's your job to
sell this peanut," Lydia announces. "You can use'any technique you'd like: You can give your •
peanut a name, you can write poetry about it, you can, even use gimmicks that you've seen on
TV. I also happen to have a box over here filled with material with which you can package
your peanut." Lydia opens a box filled with gift paper, little boxes, sequins, foil and many other
decorations. She gives the students the rest of the hour to package their product. A shuffle of
chairs and bodies fills the room as students move about excitedly gathering
their supplies. ,
By the end of the hour, a neat display of packaged peanuts lines the
windowsills. Each package has a number and Lydia explains that the
next day when the students come back, she'll have them be consumers •
and go out and order their favorite peanut. When the beil rings to end'
class, the students leave the room talking excitedly among themselves about their efforts to cre-
ate the most appealing peanut. •
"They can buy anyone's peanut but their own," Lydia says in the empty room. "Inevitably,
the majority of the students pick the fancier, more'elaborate packaging jobs," she chuckles,
pointing to the biggest package, wrapped in brightly colored cellophane with sequins. "The real
discussion starts when I ask them what it was that they really wanted. Just the peanut," she
emphasizes. "But, you got'all this extra stuff and what are you going to do with that, I ask them.
From there we roll into a discussion about packaging and what companies do to entice people
to buy their products.
"The idea here isn't to point any fingers at particular companies," continues Lydia, "but to help
students become aware that there are choices they can make in terms of being a consumer, and
there are many implications to the choices they make. .
"One little girl told me she made a big sacrifice by giving up her favorite pizza, one that was
fully packaged with a colorful cover. She chose another brand with less packaging and now she.
says she likes it just as much. Another little boy, who was having a birthday party announced to
his friends that they shouldn't buy him anything with a great amount of packaging and that they
should just bring it in a paper bag. Many of my students also come to school bringing forks and
spoons from home, instead of using the plastic 6nes in the lunch room. .
2S Butting Started'
-------
"The,idea here isn't to point
any fingers at particular
companies, butto help
students become aware
that there are choices they
can make in terms of being
a consumer and there are
many implications to the
choices they make."
"This is oiily the beginning of our consumer behavior unit," explains Lydia. "From there, we get
into material on landfills and what's biodegradable. We even do a little experiment where we
bury typical trash items for three months. After three months, we dig it out and typically find
that hardly anything has. degraded, not even the newspaper. This leads to a discussion about the
process by which materials are broken down.
"We also spend a couple weeks weighing our trash at home to see if it fits with the national av-
erage. I have the students notice what goes into their garbage and then think of ways in which
their garbage could be minimized. Many of them spend several'days designing ways in which
they can reuse products.
"It's really exciting to see their enthusiasm," Lydia says. "When I first
started doing some of these, activities, our former principal was not
very supportive. He felt it was more important to stick with the curricu-
lum mandates, but I was so excited about the subject area that I went
ahead and did some activities anyway. With our new principal, I have
a lot more support and I'm hoping I can expand my program and try
many more things.
"Although the parents tease me about the little adjustments they've
made in their buying habits, I can tell they're supportive," Lydia says.
"They share stories about how their-grandmother has always reused
things. And they realize that it's really saying them money." •
Unit 1: The Beginning 27
-------
From Kentucky to Russia...With
Level
-High School
Stoiy Focus
- locating Instructional
Resources
Student feedback from Andrea Warren's sophomore biology classes at Franklin Simpson
High School has been overwhelmingly positive. Students talk not of "making the easy
A's" but instead of "learning lots and loving it." Franklin is a small high school, of about
800 students in rural Kentucky. Andrea's biology course is an extensive hands-on investigation
into environmental and bioethical issues, both local and distant The course is separated into
several different projects, all bringing the students into the decision-making process by incorpo-
rating their ideas into the development of each project. One project looks at the water quality of
nearby Drake Creek. "It's a comparative study," Andrea explains, "taking samples of the water
above and below the city and comparing them to studies of previous years. The students report
their results to the state of Kentucky and the local town government.
Andrea Warren "We also have a sixteen-acre wetland site which the students have
Franklin Simpson High School used to design an outdoor classroom for use by all schools in the
Bowling Green, Kentucky 42104 • district," continues Andrea. "They study micro-succession and perform
comparative studies which help them understand the 'real' world.
We're definitely at an advantage as a rural school, compared to those schools in Louisville or
Cincinnati. We have a variety of readily accessible areas where the kids can get their hands dirty
and get involved."
Another project involves case studies on the effects of chemicals on the environment. The
students pore over studies on the ozone layer, acid rain, the use of DDT and other pesticides,
come up with proposed solutions to the conflicts, then compare their solutions with what has
actually been done. They write letters to congressional representatives to voice their opinions
on relevant issues. ,
Andrea has a long history of involvement in environmental education. Most recently, she
worked with the Environmental Quality Commission in designing teacher education packets.
"I feel a need to be a part of the teacher-teacher relationship as well as the student-teacher
relationship," she says. "If s very important to work with both educators and teenagers in
getting raw data from the community and teaching how to ask 'what does this mean,' 'what
comes next,'and'what can we do?'"
23 Setting Started
-------
Andrea's leadership in environmental education won her the opportunity to travel to Rostov,
Russia with other teachers. Now when her students learn about Kentucky's environmental qual-
ity issues they compare them with issues in other parts of the world. Cultural differences, politi-
cal concerns, history, and language awareness supplement the science in cross-cultural
environmental issues. The relationship involves the trade of information via letters and tele-
communication.
"This is the only way to solve the environmental crisis in which we find ourselves," Andrea
says. "We need to be willing to use some of these incredible communication networks to work
together to share information, solve conflicts, address issues, and educate our youth." •
"It's very important, to work
with both educators and
teenagers in getting raw
data from the community
and teaching howto ask
'what does this mean',
'what comes next', and
'what can we do?'"
Unit 7: The Beginning 29
-------
Am I Teaching Them Enough?
Level
-High School
Story Focus
- Enlisting Community
Support
- Locating Instructional
Resources
-Networking With Other
Educators
P
Lr
I ompared with Mr. Tucker's chemistry class at Mt. Baker High School, Deming,.
Washington, science classes at college have been boring," said Kenneth, who is
w visiting home during his spring.break. "At the university, it's mostly reading books
and doing experiments in the lab. In Mr. Tucker's.class, we designed and conducted our own
research projects, what Mr. Tucker called 'project research.' We identified an environmental
problem or concern in the community and went to investigate it. It was 'real' science. Of
course, it took a while to set up the investigation so we had a valid experiment, but we never
got bored. It was interesting to find out what's really happening right here in our own town.
"My favorite project was one Mr. Tucker called 'garbage chemistry,'" Kenneth continued.
"Basically, we went to the Cedarville landfill and got some soil samples. We were finding out
if a plume underneath the landfill was leaching zinc ions into nearby bodies of water. It was a
nasty place, so we knew we were likely to find something. We took the samples back to school
and did a wet lab workup on them, leaching out the heavy metals. From there, we took the
samples to the University to be analyzed. Mr. Tucker had a partnership with the university, so
we were able to conduct some complicated tests." '
Recalling a similar investigation, Kenneth added: "We half expected to find heavy metals in the
landfill, but on another project we found zinc and lead along the highway. We were particularly
concerned to discover that these materials were migrating into a nearby water system. We wrote
articles for the newspaper, went to local conferences, and several of us went to the city council
meetings to let people knpw of our .results. That's the best part of doing something real. You
don't just turn the page or close the textbook, you follow through to let people know your
results." •
David Tucker Having spoken with David earlier, we knew that his students had often
Mt Baker High School found heavy metals and other concerns in soil and water from local
P.O. Box 95 areas. We also knew David's students take their investigations
Deming, Washington 98244 seriously. The students in his classes assume the role of scientist and
design actual experiments. They develop testing procedures, provide controls, collect data, do
analysis, enter data into the computer, and then write and attempt to publish their results. Many
then enter a community action phase, attempting to make social, economic or political changes.
30 Getting Started
-------
"Not all of our results are conclusive," David told us, "but my main objective is not to get re-
sults as much as it is to have students take ownership of their learning. When they get out and
investigate real issues, they feel personally involved and become independent learners. When I
first changed my style to a problem-solving approach to science instruction, I questioned
whether I was teaching them enough science or giving them enough content. But since then,
I've learned the answer is definitely yes. I believe project research is a much more effective
way to teach than relying solely on a textbook."
"That's the best part of doing
something real. You don't just
turn the page or close the
textbook, you follow through
to let people know your
results."
David regards his situation as fortunate, since the State of Washington
has few mandates, and in his district there are no curriculum guide-
lines. In fact, he says that "the whole state is undergoing systematic
change, encouraging curricula that are more integrated and ones that •
incorporate problem-solving." He sees this as a step in the right
; direction.
An example of change at his school is the recycling and compost
program they have developed on school grounds. The school composts
everything possible, including food, lawn clippings, and animal wastes
from the barn on the school property. They monitor it chemically and
biologically, and sell the compost. "Every teacher in the building is '
involved in the project. It's really had a unifying effect on the staff," says Dayid. "It's great to
share in a common project and to exchange ideas and information. Further, the excitement the
project generates among the staff sets the tone for the students. The students have come to see
the value of learning for its own sake."
"We're definitely headed in the right direction," David says, pausing to reflect on his own
words. "I feel strongly that one doesn't need to teach students anything; rather, they choose to
learn. Our job as educators is to provide them the necessary environment, resources, and guid-
ance. This is the key to instilling a commitment to life-long learning in our students." •
Unit 1; The Beginning 31
-------
Eagle Project Takes Wing
Level
'-Middle School
Story Focus
- Locating Instructional
Resources
-Networking With Other
Educators
saw three, Ms. Kelly!" exclaimed Amy, bursting in just before the homeroom bell rang.
I The 7th-grader had snow in, her hair and a grin on her face. "One adult'and two sub-adult
I bald eagles." • ,
Lynn Kelly handed her student labeling pins as she searched the large county map for the right
spot. After four weeks of Project Eagle Watch, she was delighted to see this apathetic student
come to life.
Project Eagle Watch involves Lynn's students in monitoring the bald eagle population in
, Poison, Montana. The populations regularly vary with the severity of the winter and with the
abundance of fish. -But there is more to it than that. As introduced species, pesticides, and habi-
tat loss alter the ecosystem, Lynn's students have their own data to help them understand what
is going on around them. •
"It's a really neat way to teach," explains Lynn, with some excitement of her own creeping into
her voice. "I keep the focus on seasonal and local examples so students can see and understand •
what they are learning. When that happens, they are interested in what is going on, and inter-
ested students are much more fun to work with than any others!"
One key ingredient that helped Lynn create the program was joining the professionals out
in the field. "They gave me the opportunity to join them in their work. This added to my
excitement and made me a more enthusiastic teacher. This enthusiasm is easily passed to the
students, especially when their work is contributing to something of interest outside the class-
room. Besides, I'm a workaholic, and volunteering with the wildlife biologists was the excuse
I needed to do something good for myself."
Lynn Kelly
Poison Middle School
1114th Ave East
Poison, Montana 59860
Ten years ago, Lynn's volunteeris'm took her to Glacier National Park
every November and December weekend for bald eagle roost counts.
She made the wintry drive in the dark to monitor the population at
dawn and dusk. It was an exciting project, and very simple. And it was
something that could easily interest her seventh-graders.
All 125 of Lynn's students are involved in Project Eagle Watch from the beginning of October
to the end of January. When they spy an eagle on their way home from school or out on a
weekend adventure, they note the species (both bald and golden frequent the region), township
range and section, distance to water, date, temperature, and the bird's activity. Back at school,
their observations become colored pins in the county map and records in the database.
32 Gelling Started
-------
"I am convinced that this
project helps my students
understand the nature
of scientific research,
the value of mathematics,
how to communicate
technical material, and
our responsibility to the
environment."
As in any project, some students are more interested than others, but
by the end of the first month, virtually everyone is paying attention to
the growing collection of pins. At that time, students begin to analyze
the data. They determine the average number of adult and sub-adult
eagles seen per day, and compare this ratio to previous years. These
data over four months help students identify the migration peak and its
possible relationship to temperature. They use map locations to detect
critical winter habitat and determine the percentage of birds in each
township and range. Distance to water is converted to mean, mode, and
median distances. '
While Project Eagle Watch occurs in Lynn's 7th-grade life science
. class, it is first and foremost an interdisciplinary project that empha-
sizes math and writing skills, as well as science. "Mathematics is one
of the most sterile and least-appreciated subjects in the middle school,"
comments Lynn, who teaches one section of math. "The other math
teachers are'delighted that I can help reinforce these concepts. The kids usually don't know why
a percentage or ratio is helpful, they just memorized the formula. By talking about eagles or
buffalo, these math concepts have a context and finally become relevant."
.The project began small and has grown every year. The latest addition is a simulated town
meeting to discuss the-loss of eagle habitat to subdivisions and malls. Poison, at the south end
of Flathead Lake, is experiencing rapid growth in human population, and some of the heaviest
development pressure is within one mile of the lake. This is precisely where students have no-
ticed the largest number of wintering bald eagles.
"I do worry about my students' scores on standardized tests," admits Lynn, who rarely uses the
text and then only as a reference book. "But, so far, they have all been well within the average
range. •
"I am convinced that this project helps my students understand the nature of scientific research,
the value of mathematics, how to communicate technical material, and our responsibility to the
environment. And because we rely on the kids and the eagles to provide our data, it is a little
different each year, which makes it exciting for me." •
Unit 1: The Beginning 33
-------
Too Much Stuff
Level
- Middle School
Story Focus
- Enlisting Administrative
Support
- Locating Funding:
Grantwriting
W
hat do we know about ourselves from our garbage?" The young student asks,
strolling down the aisle between desks/ '
"We use too much—stuff," replies a fellow classmate.
' "Exactly." The young presenter says, striding to the front of the room. "A group of us from the
StATS program took a look at our school: the cafeteria, the classrooms, the offices, and found
that paper is the biggest category of waste by weight. We asked ourselves: 'Why is this school
throwing away paper when it can be recycled and used for other things?'"
This scene has been recurring for years in the Quincy Community Schools in rural Michigan be-
cause of efforts made by Sharon Ferris's. Since she began teaching '23 years ago, Sharon has
given the environment top priority in her classrooms. "I try to use the environment as a class-
room topic whenever I can," Sharon says. "It is a way to bring the disciplines together, offer the
students a system of ethics, and teach the problem-solving skills necessary to succeed."
Currently, Sharon is teaching gifted youngsters in the "Studies for Academically Talented
Students" (StATS) program. In the StATS program, seventh and eighth graders come together
once a week from their home high schools in a setting that welcomes their opinions and ideas;
in this case, ideas on environmental action.
Sharon Ferriss
Quincy Community Schools
1 Educational Parkway
Quincy, Michigan 49082
A recent StATS project focused on recycling. "The students voiced
an interest in recycling at the beginning of the year, and we built the.
curriculum around it," Sharon says. "Since they are learning about
something that interests them they are extremely motivated, often
taking their enthusiasm back to their home school in the form of
presentations."
Getting Started
-------
The project began with a survey of what was being thrown away in different areas of each
student's home school. The students then analyzed the data and gave presentations in science
• classes at their respective home schools. They formed committees of teachers, administrators
and other students in each school to develop a cost-effective plan to save paper. "It was very
much a team effort," Sharon notes. .
"It is a way to bring the
disciplines together, offer
the students a system
of ethics, and teach the
problem-solving skills
necessary to succeed."
The resulting plan called for installing recycling containers and an
educational display in each school. Students, with the guidance of
teachers, wrote a proposal and received a grant from the local Wal-
Mart for $750 to implement their plan.
Sharon Ferriss has organized her teaching career around environmen-
tal education. "It's an ideal way to bridge the gap between the
academic world and the world that teenagers can touch, feel and that
impacts their lives," Sharon says. •
Unit 1: The Beginning 35
-------
Nature Trail Info The Mainstream
Level
-Middle School
Story Focus
- Enlisting Community
Support
Surrounded by Puget Sound, Vashon Island is a rural and suburban area which boasts
one of the best school districts in the area. It also boasts a well-received innovation
in environmental education: a nature trail conceived and organized solely by Rod
Mitchell's learning disabled class. . . •
With a background in forest ecology, Rod taught at the university level for 12 years. Since
deciding that his skills were more useful to younger students, he has taught high school biology
for 18 years. He now teaches a class of learning disabled students, which range from "slow
learners" to autistic children.
"I have a learning disability myself, and so have a special interest in doing .whatever t can with
these kids," Rod says, standing on the top deck of the ferry from Tacoma to Vashon Island. He
already had a lot of experience with environmental education, having worked on an adopt-a-
habitat program and a creek cleanup. "I found myself wanting to do something to fuse my envi-
ronmental background with an interest in the learning disabled, a group of students often taught
in a patronizing manner when it comes to pressing issues in the education field," he explains.
Rod Mitchell
Vashon Island High School
20120 Vashon Highway SW
Vashon Island, Washington 98070
Rod lives in Tacoma. Taking the ferry to work he watches as smoke
stacks on the edge of the Sound disappear into the fog. "In this part of
the country, environmental destruction is an ever-present monster,
often unseen but always there," he says:
The nature trail that Rod's students developed not only connects the
high school with the middle school, but extends far beyond both. "I got the idea from a project
that seemed to be successful with mainsteam biology students when I was teaching in Denver. I
wanted to see if it would work with learning disabled students I teach here on Vashon Island."
He leans into the ferry railing, gesturing in the air as he describes the project. Each student
decided on two or three things that they could contribute to the trail, like a description of a de-
composing tree or a diagram of field to forest transition. Then they wrote up a description of
how these contributions fit into the theme of the trail. One student designed a template in her
computer class which could be used to form the descriptions into a booklet. After the booklets
were photocopied, the students, on their own initiative, went to the shop teacher and made num-
bered signs to put up on the trail.
36 Gating Started
-------
"The students designed a book with a pirate, the school logo, on the front and back covers
to emphasize the fact that it was a Vashon project," he says. "Just because they are learning
disabled doesn't mean that they are somehow separate from the school spirit."
Rod pauses. He seems to be taking inventory of his ideas. "I began the project with clear objec-
tives in mind. I wanted to build a project which would help these kids feel connected with the
school. I also wanted.to teach work habits they could use in the future, reinforce a sense of
serf-esteem, and give them something novel, an experience which wasn't just slowed-down
mainstream classwork. .
"I was surprised how excited they were by the project," he continued, "and how they took the
initiative to make it better. One of them wrote up an article about the trail in the school newspa-
per: The article spoke about future plans to take elementary students and even people from the
community on guided hikes. What a great boost for the school. Something which'could teach
eyeryone a great deal about the environment around them and build the self-esteem of a group
of children traditionally left out of the 'fun side' .of school. I think it's great.
"It's been great involving my students in a project that brings them into the mainstream. It is
amazing to me how little it takes to make a difference." •
"I found myself wanting
to do something to fuse my
environmental background
with an interest in the
learning disabled, a group
of students often taught
in a patronizing manner
when it comes to pressing
issues in the education field/
Unit 1: The Beginning 37
-------
Okra's Okay
Lovol
- Upper Elementary
Story Focus
- Enlisting Administrative
Support
- Enlisting Community
Support
- Locating Instructional
Resources
The principal of Abingdon Elementary school heaped a second portion of okra onto
her plate,,
"I remember my grandmother making okra skillet," she reminisced aloud. "I haven't
tasted anything this good since I was a little girl!"
"My grandma said she ate okra when she was little, too," offered one student.
"My grandma and grandpa said they grow their own every summer in the backyard," piped
up another. . . • .
The okra Denise Leigh's first-grade class was enjoying came from Abingdon's "Old World
Garden." Denise paused from cooking to explain how the garden came to be. The idea for-this
garden came from a program called "Seeds of Change" at the Museum of Natural History.
Parents and children alike had broken ground the previous spring. For most
of the children it was their first gardening experience, and some were hesitant about worms—
and getting their hands dirty. But, pretty soon, they wanted to spend the whole day in the
garden. "This is my plant, this is our garden, we're doing the work, and we're going to eat what
we grow," was the frequent refrain. Their pride was unmistakable.
"As a result of a class discussion about what we should plant in our
garden, I realized most of the children hadn't even heard of okra,"
Denise says. "So we decided to grow some in the garden, along with
mustard greens and garlic. The soil was pretty poor at first, so we dug
•in a lot of compost and ended up with raised garden beds. All the work.
was done by hand—by the children—and we used no chemical fertilizers or pesticides. Each
child started with his or her own seedling, and learned how vegetables are grown from seed, to
seedling, to adult plant, to harvest."
The garden has been incorporated into every part of the first-grade curriculum. '-'We made the
Old World connection hi our Old World Garden by talking about how okra seeds came to this
country in the pockets of slaves. The children also graphed the growth of the plants in the gar-
den, and we read some stories about okra together in class. We even did some writing exercises
around the recipe for okra skillet. • ' • ,
Denise Leigh
Abingdon Elementary School
3605 South Abingdon St.
Arlington, Virginia 22206
38 Betting Started
-------
"The garden helps to connect students in different grades. My first-grade class from last year
planted the garden in the spring, but this year's class harvested it in the fall. Come springtime,
this year's students will prepare the garden Tor next year." ' ;
At'harvest time, the okra was picked by hand. The children cautiously tested the smell, and sev-
eral noticed the slimy texture on their fingers. Denise knew they'd have to get more familiar
with it before they'd actually taste it. "We cut some of me okra in slices and did some okra
printing on art paper," she explains. Okra has a distinctive,, clover-shaped outline. Some of the
okra was left on the plant to provide seed for next year.
The rest went into the okra skillet. While it was cooking, the okra revealed its slippery, slimy
nature, and the kids were saying "I'm not going to eat any of that!" Denise simply told them,
"If you never tasted this before, you don't know if you'll like it or not."
The result, of course, was inevitable. As Denise describes it: "I had kids asking for thirds.
They were really surprised about the taste, aiter seeing it cook and all. The children appreciated
hearing how the principal's grandmother used to make the same meal. They'd heard the
same story from their own parents and grandparents, and I think that helped them to take the '
first bite." •• ;
Okra Skillet
3/4 pound fresh okra .
2 to 3 ears fresh com ' ' . • .
1/4 cup finely cut-up lean salt pork (about 1/4 pound)
1 medium onion, chopped
(about 1/2 cup) • . . • .
.4 medium tomatoes, each cut into eighths .
1 cup water •
1/2 teaspoon salt ...
1/4 teaspoon of pepper
Wash okra; remove ends and cut into 1/2 inch slices. Add salt to water and heat to boil.
Add okra. Cover and'return to boil. Cook about 10 minutes, or until tender; drain. Cut
enough kernels from corn to measure 1 cup. Cook and stir pork and onion in 10-inch
skillet until pork is golden; stir in okra. Cook over medium-high heat for 3 minutes, stir-
ring constantly. Add tomatoes and corn. Cover and simmer until corn is tender, 10 to 15
minutes. Stir in pepper. .
Makes 4 servings.
Unit 1: The Beginning 39
-------
Action for the Forest
Level
-High School
Story Focus
- Locating Instructional
Resources
- Enlisting Administrative
Support
- Enlisting Community
Support
- Locating Funding:
Fundraising
ks soon as I walked into my pre-Algebra class, I could tell something was wrong.
Usually-lively Nicia rested her head on the desk, doodling on .her notebook. Other
students murmured, their voices hard with anger. A logging plan had been approved
for an old-growth fir and oak forest in Goshawk Grove near the headwaters of our local river,
northern California's Mattole.
This remnant forest was a special place to these teenagers. From previous classroom study of the
ecosystem (in Environmental Studies), through numerous field trips, and as a by-product of ser-
vice projects to release salmon, plant seedlings, and map the forest area, they felt connected to
this patch of old growth. They understood the science and the politics of the issue, and they came
down firmly on the side of protection. The previous 40 years have seen more than 90% of the
ancient forest cut. The 76-acre grove facing the chainsaw was in an area that most observers saw
as crucial to the health of the remaining salmon runs.
In addition to studying and understanding critical, relevant issues, our fifteen-student indepen-
dent high school works to involve students in real challenges. Recognizing that our goal of
active student involvement in issues might necessitate last minute changes and supersede the
standard course schedule, earlier this year the staff budgeted four floating days for "political
action." This occasion clearly met the criteria, and after an emergency meeting the staff and
students agreed to cancel the next day's classes so we could join an anti-logging demonstration
already planned at the site. .
We camped upriver that night and we're awakened at 4:00 the next morning by sisters from the
nearby Benedictine monastery. Fortified with the tea and hot cereal they brought, we—joined
by several dozen folks from the local community—hiked to the end of the road to greet the
logging crew when they arrived for work. Boy, were they surprised!
Our presence prevented logging that day, since they couldn't cut trees with spectators underfoot
and the sheriffs were unprepared to arrest us. We hung out with the loggers, discussing their
Seth Zuckerman need for a livelihood from the forest and the salmon's need for clear
Petrolia School water—desires that all sides understood. Meanwhile, lawyers
PO Box 197 scrambled to obtain a court order that would halt the cutting while
Petrolia, California 95558 a lawsuit against the logging plan was debated. •
40 Setting Started
-------
The next morning, the sheriff s deputies were ready, and in a couple of hours managed to clear
the demonstrators out of the forest. As they were being led away, two students persuaded the
grizzled logger they befriended the previous day to shoulder his saw and walk off the job.
Within an hour, a judge issued an injunction and the cutting ceased.
The events at Goshawk Grove taught my .students they could have an effect on the world—•
a lesson in empowerment that many of us try to teach at our schools'. In this case, they were not
only successful'in their efforts, but they learned exactly why the demonstration was useful as a.
delaying tactic and how the court system could be pressed to serve a minority view.
"The events at Goshawk
Grove taught my students
they could have an effect
on the world."
Our students have had other occasions to learn the lesson of empower-
ment. Last year, some-students joined an industrial tree-planting crew
for three days to raise money for the school. Another year, when the
funding for our local salmon enhancement program was cut off,
students organized a campaign to get the money back. They held a
press conference at the fishing harbor, wrote letters, phoned legislators,
and ultimately the funding was restored. With luck, so too will the
salmon. •
Unit l:Jhe Beginning 41
-------
42 Setting Started •
-------
-------
Taking the First Step
Getting Your Feet Wet..
Teachers thinking about using environmental topics and activities in their
classrooms for the first time may have many unanswered questions:
Where do I start? Where can I find materials that will meet my
classroom's unique needs? How can I identify funding sources to get
my program off the ground? How can I learn more about EE? Where can
I find EE in-service training opportunities?
This unit aims to answer these questions, and in the process encourage
teachers to implement programs in their own classrooms. Perhaps you
have tried a few environmental activities in your classroom but are stuck
on where to find a curriculum that will work with your class. Or perhaps
you've already had some success doing environmental education and
are now looking to increase your knowledge of EE by attending an EE
workshop.
The stories at the end of this unit are about teachers who recently brought
EE into their classrooms. When Vicki Rich ("Things That Aren't Sup-
posed to Be There") wanted to incorporate environmental themes into
her third-grade class, she began searching in the library for information
on environmental curricula, and for names of organizations that might
provide ideas. "So much material became available from so many differ-
ent sources," Vicki says, "that I had no trouble creating a one-week,
multi-disciplinary environmental unit." David Chapman ("Stories Con-
nect Past-and Future ") uses nothing -but newspaper articles to bring EE
into his classroom, while Sandra Jenore ( "Where Do Carroty Come
From?") started her class gardening project on a lot donated by the city,
with seeds and soil from the Cornell Extension Service and the Parks
Department. Karen Kenna ("Empowering Emily") attended a workshop
"on a whim." She was so impressed, she started using the program in her
class the next fall. "It's had a major impact on the way I teach," says
Karen. "It's totally changed my perspective.on teaching."
This unit contains three sections. The first section, "Instructional Materi- -
ais—Where to Look," contains an overview of sources for EE materials
and information. Sources range from local to regional to national and
include directories of EE resources and curricula, as well as on-line
information-systems. The' second section, "Financial Support: Easy
Money?!," discusses ways to find financial resources to launch or con-
tinue your EE program. The third section, "Workshops, Courses, and
In-service Opportunities," offers suggestions for teacher workshops,
courses and additional training in EE.
44 Getting Started
-------
...Without Getting
Soaked!
Given the enormous scope of the topic 'the environment,' and given the
wide variety of environmental education curricula, it is easy to be over-
whelmed during your search for information. The problem is not that
there is a lack of information, but that there is TOO MUCH.
For this reason^ it is generally best to start small. If you've never done
EE in your classroom before, you might begin by adding an EE activity
into a lesson, then building an entire lesson around a particular theme,
and then connecting a series of lessons by a common environmental
thread to form a unit. Although it IS important to have enough accurate
information to get started, it isn't necessary to have it ALL!
Instructional Materials -
Where to Look
To design a classroom EE activity, unit or course, you do hot need to
start from scratch. A myriad of quality instructional resources already
exist at the local, state, regional, and national levels, and many of them
are easily adapted to a variety of environments and student levels. This
section contains suggestions for locating resources. It contains examples
of resource materials directories, instructional materials clearinghouses, •
and on-line information systems.
Making Use of Local Resources
One aspect of teaching about the environment that seems daunting to
teachers is the complexity of many environmental issues. Many teachers
simply don't feel they have the background to teach students about envi-
ronmental issues. You don't have to look far to find resources that can
be useful to your EE efforts.
One way to increase your familiarity with an issue is to turn to local
experts. When David Marsh ("Big Sky Country Expeditions"), needed
information on the history of game management, he looked to his state's
Fish and Game Commission for help. Searching for environmental pro-
fessionals may also uncover resources for field trips, guest speakers,
curriculum ideas and in-service training!
You may already be familiar with some of the sources listed below. You
may have contacted your local historical society for information about
what the early settlers ate for your history or social studies class. Or, you
may have contacted your local Department of Public Works to find out
more about where your'garbage goes for a unit on local-resource use.
You may have invited a volunteer from a local nature center to answer
your students' questions. There are a number of people in your commu-
nity who can help bring environmental topics to life in your classroom.
Unit 2: Taking the First Step 45
-------
"Educating Young People About Water:
A Guida to Goals and Resources"
Elaine Andrews
University of Wisconsin-Madison
Environmental Resources Center
216 Agricultural Hall
1450 Linden Dr.
Madison, WI53706
(608)262-0020
Marine Science Center
18743 Front Street, N.E.
P.O. Box 2079
Poulsbo,\VA 98370
(206)779-5549
NOAA, Sea Grant, R/OR1
1315 East-West Highway
llth Floor
Silver Spring, MD 20915-3226
(301)713-2431
Below are some examples of local resources to contact.
— County Cooperative Extension Services often contain a wealth of
information and statewide resources. They may have information
such as the recent USDA Cooperative Extension Service National
Review Team's guide to water-quality curricula entitled "Educating
Young People About Water: A Guide to Goals and Resources."
Nature centers, county parks, local museums, scout head- ,
quarters, camps, nature reserves, and .local watershed councils
often have the expertise to help answer questions and concerns
regarding the local environment. The Marine Science Center in
Poulsbo,' Washington, for example, produces the Puget Souhdbopk,
an attractive guide to •maintaining the health of the Puget Sound
region.
Local Library. Libraries are not only a great source for contact
telephone numbers and addresses of government agencies, but also
for books and other references to use when creating your lesson, ,
unit or curriculum. This Planet is Mine, a guide for concerned par-
ents and teachers teaching environmental awareness to children, by
Mary Metzger and Cynthia P. Whittaker; and Consider The Earth,
which describes environmental activities for grades 4 through 8, by
Julie M. Gates; and The Kids Guide to Social Action, an easy-to-use
guide to teaching social action-taking skills by Barbara Lewis, are
three such resources that you are likely to find at your local library.
Local Government. Local planning authorities such as your
County Drain Commission, City Department of Public Works,
Solid Waste Department, Soil Conservation Districts, or the people .
with similar responsibilities, often have information on resource
. consumption, community development and land-use planning. Such
information may, for example, be useful hi developing a case study
of a local environmental problem.
Institutions of Higher Learning. A nearby college or university
. can be a source of expertise or environmental education curricular
materials. For example, the University of Wisconsin Sea Grant
Program offers a comprehensive guide to the. Great Lakes. The Ohio
State University Sea Grant Program also has a series of innovative
units on the lakes.
Butting Started
-------
The American Architectural
Foundation at the Institute of Architects
1735 New York Avenue, NW
Washington, DC 20006
Florida Department of Education
Office of Environmental Education
325 West Gaines Street, Room 224-C
Tallahassee, FL 32399-0400
(904)487-7900
Office of Environmental Education
Department of Environment, Health,'
and Natural Resources
P.O. Box 27687
Raleigh, NC 27611-7687
(919)733-0711
State of Indiana's Energy Education
Curriculum Project
Office of School Assistance
Indiana Department of Education
229 State House
Indianapolis, IN 46204
(317)232-9141
Tennessee Energy Education Network
Anne Allen
Energy Education Specialist
Roane State Community College
8373 Kingston Pike
Knoxville, TN 37919 ' '
(615)531-8051 '
— Local Chapters of Professional Organizations. Many professional
organizations with an environmental focus have educational materi-
als that are available from local chapters. The American Institute
of Architects, AIA, for example, has developed Learning by Design,
a comprehensive approach to education for a quality environment.
Learning by Design is. a system of resources designed to enable edu-
cators to develop an enhanced perception of their surroundings and
translate this into practical activities for their students. Contact your
local AIA chapter for more information.
— "The Source" Sometimes the most obvious source is the most,
overlooked. Local utility companies, the local landfill operator, and
other obvious sources often have valuable information regarding
your local environment.
Resources Available at the State Level
Resources are widely available from state governments and agencies.
Below is a sample of such resources. States other than those listed have
similar programs.
— The State of Florida Office of Environmental Education pub-
lishes, Natural. Selections, an annual directory of success stories in
environmental, education. The directory profiles teachers in that state
. who have designed and implemented meritorious EE programs.
— The State of North Carolina Department of Environment,
Health and Natural Resources Office of Environmental Educa-
tion distributes the Environmental Education Resource Directory, a
listing of resources and educational materials. The directory is avail-
able in various formats, including hard copy, computer diskette, and
via an on-line computer bulletin board.
— The State of Indiana's Energy Education Curriculum Project
offers instructional materials designed to help students become more
aware of the implications of their energy choices. The curriculum
consists of units on recycling, energy, water resources and air re-
sources and includes case studies, multidisciplinary activities and
. a resource section.
— The Tennessee Energy Education Network publishes
a list of companies nationwide that offer science-related materials
that are free or under $10.
Unit 2: Taking the First Step 47
-------
U.S. Environmental Protection
Agency Public Information Center
40J M Street SW, PM-21 IB
Washington, DC 20460
(202)260-7751
Tenncesseo Valley Authority
Water Management Services
1101 Market Street
Haney Building 1C
Chattanooga, TN 37402-2801
(615)751-3164
Global Network
of Environmental Education Centers
7010 Little River Turnpike
Suite 290
Annandale, VA 22003
(703)750-6401
Department of Energy
Office of Environment, Safety and Health
Forrcst.il Building
1000 Independence Avenue, SW
Washington, DC 20585
(202)586-6151
Resources Available from Federal Agencies
There are many EE materials available from the federal government and
its agencies. The following are but a few examples of such sources.
— The Public Information Center at the US Environmental Protec-
tion Agency offers teacher and student kits (one for K-6 and one
for 7-12) of materials on subjects such as water and recycling. Many
of these materials are also available from your regional EPA office.
— Regional EPA Offices. There are ten regional EPA offices. EPA
Region 4, in Atlanta, Georgia, in conjunction with other Federal,
State, and local agencies, for example, has developed a comprehen-
sive manual for teachers on the critical resource issues of their area:
water quality, air quality arid waste. Other EPA regions develop pro-
grams fitting the needs of the states in their region. See the resource
indices at the back of this guide for your regional EPA office's ad-
dress.
— The Tennessee Valley Authority has an Environmental Education
center with branches at 16 colleges and universities. The, branches
focus on teacher enhancement, developing programs on natural
resources and environmental issues, public outreach and research.
The TVA works with a variety of groups to provide top quality
EE teaching materials on water quality and monitoring, stewardship
of public lands and other topics. TVA is currently working with the
Air and Waste Management Association to produce curriculum
materials for air quality and non-point pollution issues, the first
of a series of teaching materials aimed at the K-12 audience. TVA
also works with the non-profit Global Network of Environmental
Education Centers to encourage multi-tiered partnerships and to
advance environmental education and training at all levels. See the
resource indices section in this guide for the TVA-sponsored EE
center nearest you.
— The Department of Energy's Partnership for Environmental
Technology Education (PETE) program provides materials develop-
ment, instructor training, and student support by training environ-
mental technicians and encouraging the pursuit of four-year degrees
in environmental science, engineering, and management. The
Global Climate Change Curriculum provides materials develop-
ment and teacher enhancement in which interdisciplinary materials
are developed by teachers in conjunction with laboratory scientists.
Workshops are taught by teachers for other teachers who wish to
use global, climate change materials in their classrooms.
43 Getting Started
-------
Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
(202) 401-3679
Department of Health
and Human Services
Center for Environmental Health
and Injury Control
1600 Clifton Road, NE
Washington, DC 30333
(202) 619-0257
National Aeronautics
and Space Administration
Education Division
300 E Street, SW
Washington, DC 20546
.(202)3584110
Department of the Interior
Office of Environmental Affairs
1849 C Street, NW
Washington, DC 20240
(202) 208-3891
Department of Agriculture
Natural Resources and Environment
Environmental Coordination
Auditors Building
Fifth Floor SO
201 14th Street, SW
Washington, DC 20090-6090 •
(202) 720-7173
The Department of Education offers financial support for in-class-
room environmental education programs nationwide through the
Eisenhower Mathematics and Science Education program, which
focuses on raising the competency of high school graduates in sci-
ence and math.
The Department of Health and Human Services' Public Health
Service education programs help the public learn about
environmentally-related health issues. Through the National
Institute on Environmental Health Science's Summers of Discovery
program, the DHHS also offers summer internships for high school
students and teachers to participate in environmental health research
at NIEHS laboratories.
The National Aeronautics and Space Administration provides
environmental education through community outreach programs
associated with the Kennedy Space Center and Wildlife Refuge in
Florida. The Student Ground Truth Studies Project, for example,
is aimed at teaching K-12 students about their local environment
and how it relates to global change.
The Department of Interior offers hands-on learning and research
in outdoor laboratories provided by the nation's public lands
through its many service branches. For example, the Water Educa-
tion/or Teachers program and Water Resources Education Initia-
tive evaluate, develop, and disseminate materials on water resource
protection and conservation issues through teacher seminars, work-
shops, and National Science Teachers Association publications.
The National Parks as Classroom program provides guided walks,
exhibits, and audiovisual presentations at national parks to students
and the public on various natural history and environmental protec-
tion issues.
The Department of Agriculture conducts elementary, secondary,
and undergraduate education as well as public programs that include
materials development, teacher and faculty enhancement, student
support and recruitment, and public science literacy activities. In the
area of Environmental Education, these include the Don't Bag It,
Better Lawns and Gutters, Environmental Landscape Management,
C-Scape, and Baywatch programs which improve public science
literacy by teaching homeowners about managing their yard waste
with sensitivity to local concerns such as waste reduction, water
protection and conservation, and habitat values. The Urban
Treehouse and Summer of Service programs teach inner-city youths
about resource conservation. The Project Minority Outreach
Recruitment Education/Employment program encourages minority
youth to enroll in college programs and to pursue careers in fields
that include natural resource management, mathematics, and
science. ' • •
• . Unit 2: Taking the First Step 49
-------
National Oceanic and
Atmospheric Administration
Office of Educational Affairs
1825 Connecticut Avenue NW
Suite 329
Washington, DC 20235
(202) 606-4380
National Science Foundation
Stafford Place
4201 Wilson Blvd.
Arlington, VA 22230
(703)306-1234
The National Oceanic and Atmospheric Administration Summer
Institute for Science and Math provides teacher enhancement in the
earth and environmental sciences for middle and high school teach-
ers on topics such as climate change, ozone depletion and acid rain.
Through its state-based Sea Grant Programs, NOAA supports nu-
merous EE programs. In addition, the Sea Grant Program has sup-
ported more than 10,000 students in the study of marine sciences
and affairs since 1966.
The National Science Foundation assists middle schools and
high schools in developing environmental education curricula. For
example, An Investigative Laboratory to Enhance Environmental
Science Education and Teacher Preparation program at Middlebury
College in Vermont gives pre-college science teachers opportunities
to teach science from an inquiry-based perspective.
Th* Sierra Club
National Legislative Offic6
403 C Street, NW
Washington, DC 20002
(202)547-1141
For tht Green Guide
write to the following:
The Sierra Club
DeptSA
P.O. Box 7959
San Francisco, CA 94109
(415)923-5660
National Wildlife Federation
1400 Sixteenth Street, NW
Washington, DC 20036-2266
(202)797-6800
Friends of the Earth
218 D Street, SB
Washington, DC 20003
(202)544-2600
Project Eco-School
881 Alma Real Drive.
Suite 300
Pacific Palisades, CA 90272
(310)454-4585
Non-Profit Organizations
Non-profit groups often make curriculum materials available to educa-
tors. Three groups are listed below. For a more complete listing of non-
profit organizations, see the resource indices section at the end of this
guide.
— The Sierra Club produces the Green Guide, a listing of free and
inexpensive materials such as factpacks, posters, activity suggestion
and guidelines for exhibits. In addition, with branch offices nation-
wide, the Sierra Club provides valuable information and support
for EE program development.
— The National Wildlife Federation's Earth Tomorrow: An Urban
Challenge is a program for high school sophomores focusing on
positive aspects of the urban environment and involving students
in environmental projects in their schools and communities.
— The Friends of the Earth publishes an Environmental Education
Resource Guide to informational resources, curriculum materials
and children's books covering environmental themes. .
— Project Eco-School is an international, non-profit Environmental
• Education Resource Center that serves as a network for environ-
mental educators and organizations. In addition, they publish Blue-
print for a Green School, an Environmental Education resource
guidebook. . .
SO Getting Started
-------
NAAEE
Publications and Membership:
P.O. Box 400
Troy, OH 45373
(513) 676-2514
Environmental Education
Teacher Resource Handbook
Kraus International Publications
358 Saw Mill River Road
Millwood, NY 10546-1035
(800) 223-8323
Environmental Education in the Schools:
Creating a Program That Works!
National Technical Information Service
5285 Port Royal Road
Springfield, VA 22161
(703) 487-4650
A Guide to Curriculum Planning
in Environmental Education
Wisconsin Department of Public
Instruction (Publications)
125 South Webster Street
P.O. Box 7841
Madison, WI 53707-7841
ToU free: (800) 243-8782
In Wisconsin: (608) 266-2188
The Journal of Environmental Education
Heldref Publications
1319 18th Street, NW
Washington, DC 20036-1802
(800) 365-9753
Program Development Resources
Several detailed resources exist to assist educators develop an environ-
mental education program. Among these are:
— Essential Learnings in Environmental Education, published by
the North American Association for Environmental Education
(NAAEE), is a collection of concepts viewed as "essential for envi-
ronmental literacy." It is designed to act as a database for building
environmental education activities and programs and as such will as-
sist teachers in choosing objectives for their programs.
— The Environmental Education Teacher Resource Handbook:
A Practical Guide for Teaching K-12 Environmental Education,
Richard Wilke, editor, is a reference designed to provide basic infor-
mation on the background of environment curriculum, as well as
current information on publications, standards, and special materials
for K through 12 educators.
— Environmental Education in the Schools: Creating a Program .
That Works!, by Judy Braus and David Wood, was written for
Peace Corps Volunteers who teach in classrooms around the world
and who. are building environmental education into their school sys-
tem. It describes in detail how to create an EE program and provides
many well-tested activities available from several sources.
— A Guide to Curriculum Planning in Environmental Education,
by David C. Engleson, is a manual for teachers and school districts
that introduces and explains environmental education, value devel-
opment, relevant teaching methods, and a process for infusing envi-
ronmental topics into the existing curriculum.
The Journal of Environmental Education is a quarterly publica-
tion published in association with the North American Association
for Environmental Education that features articles on current trends
in the field of environmental education.
Unit 2: Taking the First Step 51
-------
National Wildlife Federation
144 Sixteenth Street, N.W.
Washington, DC 20036-2266
(202) 797-6800
To order the Conservation Directory:
(800)432-6564
(Ask for item #79560)
Northeast Field Guide
Antioch New England Graduate School
Roxbury Street
Kcenc, NH 03431
(603)357-3122
Harbinger Communications
250 Homestead Trail
Santa Cruz, CA 95060
(408)429-8727
Rocky Mountain Directory
8850 O'Brien Creek Road
Missoula, MT 59S01
(406)543-3359
To order the 1993-94 People of Color
Environmental Groups Directory:
Charles Stuart Mott Foundation
503 South Saginaw Street
Flint, MI 48502
(313)238-5651
California Compendium Project
Bill Andrews
Education Programs Consultant
Science and Environmental Education Unit
California Department of Education
721 Capitol Mall
P.O. Box 944272
Sacremento, CA 95814
(916)657-5374
Publication Sales Office:
(916)445-1260
52 Getting Started
Directories of EE Resources
You may want to begin your search for materials with a directory of EE
resources. Several groups publish directories of EE materials, most of
which include a brief description of the curricula or materials, suitable
grade levels and contact addresses. There are several such entities around
the country, and more being developed. Some of these are listed below.
— The National Wildlife Federation's Conservation Directory lists
environmental departments, agencies, and offices of approximately
2,000 U.S. Government agencies, international, national and re-
gional organizations and commissions, colleges and universities
with conservation programs, state environmental agencies and citi-
zens' groups, and Canadian government agencies and citizens'
groups.
— The Northeast Field Guide, covering the 9 Northeastern states
(CT, MA, ME, NH, NJ, NY, PA, RI and VT), describes more than 40Q
organizations, including nature centers, EE centers, planetariums,
aquariums, zoos, environmental and science museums, state agen-
cies and state park offices, national parks and wildlife refuges, other
environmental directories, EE conferences, environmental job publi-
cations and resources, and state, regional and national EE organiza-
tions. There are also indices by name and by state with program
levels cross referenced.
— The Harbinger File- California Environmental Directory is a de-
scriptive directory of 1,040 organizations concerned with environ-
mental issues in California.
— The Rocky Mountain Environmental Directory lists and
describes nonprofit organizations, government agencies, and other -
organizations in the Rocky Moutain region concerned with environ-
mental education and action.
— The People of Color Environmental Groups Directory 1992 is
a listing of 205 people of color groups nationwide that are working
on environmental issues. The 1992 edition is also available on
EcoNet (see On-Line Information Systems). The 1993-94 edition,
to be distributed by the Charles Stuart Mott Foundation, is due out
in Spring of 1994.
— The California Department of Education's California Compen-
dium Project, is a series of compendia which provide information
on quality environmental education materials. The materials in each
compendium were evaluated for presentation, pedagogy, general
and topic-specific content, and teacher usability to help educators
locate curricula that are up-to-date and accurate. The series, pro-
duced in conjunction with a variety of California state agencies,
includes a Compendium for Energy Resources, a Compendium for
Water Resources and a Compendium for Integrated Waste Manage-
ment. By 1994 the Project will add compendia on the following
topics: air quality, human communities, and natural communities.
-------
U.S. Environmental
Protection Agency
Environmental Education Division (1707)
401 M Street SW
Washington, DC 20460
(202) 260-4962 or (202) 260-4965
NCEET
School of Natural Resources
and Environment
University of Michigan
Ann Arbor, MI 48109
(313)998-6726
Creative Educational Networks
John Inskeep Environmental
Learning Center
19600 S. Molalla Avenue
Oregon City, OR 97045
(503) 656-0155
ERIC/CSMEE
Information Reference Center
1929 Kenny Road
Columbus, OH 43210-1080 ,
(614) 292-6717
Renew America
1400 16th Street, NW
Suite 710
Washington, DC 20036
(202) 232-2252
TERC
2067 Massachusettes Avenue
Cambridge, MA 02140
(617) 547-0430
Clearinghouses and Resource Centers
At times, of course, it is easier to contact a library, a clearinghouse, a re-
source center or other huge collection of information. There are several
such entities around the country, and more being developed. Some are
listed below.
— The U.S. EPA and the National Consortium for Environmental
Education and Training are developing a computerized Resource
Library of instructional materials, lesson plans and video clips.
— Several states including Florida, Colorado, Arizona and
Minnesota maintain or are developing clearinghouses of environ-
mental education resources. Teachers in these states can look for-
ward to a wealth of information available to them through a phone
call or computer request. Contact your state EE coordinator or De-
partment of Education for more information concerning opportuni-
ties in your area. See the resource indices for the name and address
of your state's EE coordinator.
— Creative Educational Networks produces Clearing a magazine
for educators in the Pacific Northwest that describes current issues,
resources, activities and ideas in environmental education. Teachers
outside the region may also find it a useful resource.
The Clearinghouse for Science, Mathematics, and Environmen-
tal Education is one of 16 US. Department of Education sponsored
Educational Resource Information Center clearinghouses. A list of
EE publications produced by ERIC/CSMEE can be requested by •
phone.
The Renew America Environmental Success Index is an annual
Listing of 70 or so exemplary environmental programs from across
the nation, a clearinghouse for innovative ideas and established
, projects. Renew America seeks out programs around the nation,
whether large or small, that effectively protect, restore or enhance
the environment. Renew America is a non-profit, tax-exempt clear-
inghouse for environmental solutions.
Technology Education Research Center. TERC is an indepen-
dent, non-profit organization founded in 1965. It develops software
and curriculum materials, including telecommunications-based edu-
cational programs, and works with schools to implement innovative
programs in math and science.
Unit 2: Taking the First Step 53
-------
The Pemblna Institute
P.O. Box 7558
Drayton Valley
Alberta, Canada TOE OMO
(403)542-6272
Tha Environmental Exchange
1718 Connecticut Avenue
Suite 600
Washington, DC 20009
(202)387-2182
The Pembina Institute, a. citizen-based, non-profit environmental
organization produces The Canadian Environmental Education
Catalogue, a guide to selected EE resources. The catalogue features
more than 1600 resources, each with bibliography, price, and order-
ing information. The catalogue (also on disk) lists resources from
both Canada and the United States.
The Environmental Exchange supports local environmental action
by promoting solutions. They act as a clearinghouse of information
on a range of successful environmental initiatives including air
pollution, transportation alternatives and toxics. Environmental Ex-
change publishes a series of What Works reports, which highlight
model programs - including a section that highlights programs
at schools, colleges, and universities - and provide contact informa-
tion for these projects.
EcoNet .
Institute for Global Communications
ISDcBoomSt.
San Francisco, CA 94107
(415)442-0220
GAIN
575 Soqucl Avenue
Santa Cruz, CA 95062
(408)457-0130
EcoNet:
Internet: gain@igc.apc.org
EEUnk
National Consortium for Environmental
Education and Training
School of Natural Resources
and Environment
University of Michigan
Ann Arbor, MI 48109
(313)998-6726
Internet:
celink@nccet.snre.uniich.edu
To order NetPower:
Fox Chapel Publishing
Box 7984
Lancaster, PA 17604
(800)457-9112
Internet:
'NctPowerl @aol.com'
On-Line Information Systems
— EcoNet is an on-line communications system operated by the San
Francisco-based Institute for Global Communications. It was de-
signed solely to facilitate the exchange of ideas and information
concerning environmental issues and environmental education.
— Global Action & Information Network is a network of concerned
organizations and people—activists, educators, public officials,
business owners, students and others—linked by their commitment
to create a sustainable world through broad-based citizen action.
GAIN is a communication network, a referral service, an informa-
tion bank, a forum for new ideas, a support system, a source of
inspiration and much more.
— The National Consortium for Environmental Education and
Training's EELink will help guide K-12-teachers to useful EE
materials that exist throughout the Internet, a network connecting
thousands of computers at universities, government agencies and
non-profit organizations around the world. The Internet provides a
particularly rich supply of resources. EELink will also serve as an
outlet for materials collected and produced by NCEET. Electronic
versions of NCEET materials will be posted on EELink as they .
become available. All resources on EELink will be provided free of
charge.
— The National Education and Technology Alliance, a not-for-profit
organization dedicated to promoting network use in education, offers
a guide to on-line computer services called Netpower: Resource
Guide to On-line Computer Services.
54 Batting Started
-------
Florida Resources in Environmental
Education (FREE) for Teachers
Florida Department of Education
Office of Environmental Education
325 West Gaines St.
Room 224 C
Tallahassee, FL 32399-0400
(904) 487-7900
In,Florida: (800)342-3733 '
— Florida Resources in Environmental Education, a computerized
clearinghouse developed by the State of Florida Office of Environ-
mental Education, provides teachers in that state with on-line access
to EE information. It consists of 5 databases: student conservation
groups, EE speakers, funding opportunities, and EE materials, and
programs.
Financial Support—
Easy Money?!
This section identifies a variety of different funding sources. This list is
not comprehensive. It is a grab bag of ideas that will hopefully lead you
to other possibilities in and around your own community.
EE On a Shoestring
, Not all projects or lessons will entail financial cost. In Unit One; for
example, we presented the story of Lydia Hamn ("The Most Appealing
Peanut") who had her students just bring in a peanut, and that was the
seed for an entire lesson. We also presented David Chapman ("Stories
Connect Past and Future ") who used local newspaper articles and his
skill as an educator, to bring environmental themes into his classroom.
In this unit, we introduce Mary Jo Terminello's story ("The Greening
ofDania"). When Mary Jo's third-grade students decided to "re-forest"
their barren school grounds, they developed a "baggie brigade." Mary Jo
sent them home with plastic sandwich bags and asked them to bring
them back the next day filled with soil.
It is important to note that although you may experience difficulties
funding your project, the resources DO exist... the challenge is finding
them. When Sandra Jenore ( "Where Do Carrots Come From?") wanted
to create a school garden in an adjacent lot for schoolchildren and fami-
lies, she approached the Cornell Extension Service and the Parks
Department for assistance. They sent seeds, tools, bulbs and flowers.
To help cover the cost of her EE efforts, Mary Anne Challa ("Themes
For a Lesson Plan") applied for a small service learning grant from her
school's P.T.A. And Sharon Ferriss' students ("Too Much Stuff") asked
the local Wal-Mart for financial support for their recycling program.
Unit 2: Taking the First Step 55
-------
In-House Support
The'best place to search for funds is with groups that will directly
benefit from your program. For some, the search need not go further
than their own classrooms. Gary Smith ("Have You Seen My Slender
Salamander?") and Seth Zuckerman ("Action For The Forest") found
that they had both talented fundraisers and successful entrepreneurs in
their classrooms. Involving students in the financial aspects of program
development can provide them with additional experiences and increase
their level of commitment to the program. These teachers' innovative •
funding approaches illustrate basic techniques and approaches that can
be adapted to meet local conditions and needs.
In addition, your school may have funds available for your project.
In some schools, the P.T.S.A. and the Teachers Union award funds to
innovative school-improvement projects.
Financial Support in Your Community
Local businesses and community organizations are a source of financial
and professional support. Jerri Kelly ("Mangrove Monitor Madness")
received financial support for her EE efforts from local merchants, the
County Soil and Water Conservation District, and the local Association
for Excellence in Education. This section provides suggestions for how
to approach your contacts and where to begin your search.
How to Approach Your Contacts
— Identify a contact person. In many cases it will take a few phone
calls to locate the person who can give you the time and information
you need.
— Write a brief cover letter. In the letter, explain why you are con-
tacting the individual or organization. Share your vision. Describe
how you see your program blossoming in the future. Talk about
similar programs that have expanded to school-wide programs, re-
gional endeavors, state projects or even national initiatives. Also,
state that you would like to discuss the ideas in more detail at a later
date, and that you will be contacting them on a certain day.
— Make an appointment to discuss your proposal in person.
Meeting with an individual ensures that you will have the time you
need to cover your ideas and questions.
55 Gutting Started
-------
— Be prepared for your meeting. Bring a detailed description of
the program you intend to develop or implement. Show your enthu-
siasm. Let your audience know that you are serious about your plan,
and that you value any information they can share.
— Get a commitment. Talk specifics and establish a definite role the
particular individual or organization will provide.
— Follow up. Send a thank you letter and periodic updates about
how your program is progressing. After all, it has become their
program too.
Local Community Groups
The main idea to keep in mind when soliciting support is to approach
organizations compatible with your program's needs. For example,
when starting an Old World Garden at her school, Denise Leigh ("Okra's
O.K.") looked to the Museum of Natural History's "Seeds of Change"
program for assistance. Other groups include:
— Religious organizations
— Garden clubs
— Urban greening groups
— Civic organizations like the Junior League, Kiwanis and the Jaycees
— The city forester
— Youth organizations like the Boy and Girl Scouts, and 4-H
— Professional associations, such as the National Association
of Landscape Architects, and Air and Waste Management
Associates
— Local chapters of national environmental groups such as the
Sierra Club, The Nature Conservancy and The Audubon Society
— Local art groups
Unit 2: Taking the First Step 57
-------
Local Businesses
Businesses are increasingly aware of the appeal of "green" activities on
a growing body of "green" consumers. This awareness translates into a
heightened willingness to fund high-profile EE programs. Local educa-
tors can utilize this opportunity to galvanize financial support for their
environmental education programs.
While the largest employer in your region might be the best place to
begin your search, the potential contributions of less-visible local firms
should not be overlooked. Utility companies, for example, are often
among the most supportive of environmental education. Bonnie Trusler's
("The Energy Patrol Strikes") students monitor the school's energy
consumption on a meter developed for the school by the local utility
company. Examining your business community in your region should
help identify a list of potential funding sources unique to your area. Here
are some other ideas:
— Food store chains and restaurants
— Retail outlets
— Law firms and legal associations
— Local branch of a national company with environmental interests
— Local industry councils and the chamber of commerce
— Local television stations and other media
— Insurance companies
— Local hospitals, zoos and banks
Local Government
Local government offices- from the mayor's office to the city parks and
recreation department- are often able to provide valuable financial
assistance. While tight budgets make it difficult for local governments to
provide direct funding, the advantages of developing a relationship with
community leaders are substantial. It may be easier for agencies to fund
projects that offer needed services to a particular segment of the commu-
nity. Here are some other suggestions:
— City or county recycling coordinators
— The city commissioner and other officials' offices
— County agricultural centers, and water and conservation districts
— Local parks and nature preserves
— State and local museums
58 Setting Started
-------
Workshops,
Courses, and In-service
Opportunities
Coyote Point Museum
for Environmental Education
1651 Coyote Point Drive
'SanMateo, CA 94401.
(415) 342-7755
Aspen Global Change Institute
100 East Francis Street
Aspen, CO 81611
(303) 925-7376
Three Circles Center for Multi-Cultural
Environmental Education
P.O. Box 1946
Saiisalito, CA 94965
(415)331-4540
SEPUP
Lawrence Hall of Science
University of California
Berkeley, CA 94720
(510) 642-8718
EE workshops are an excellent way to increase your knowledge of
environmental education. EE workshops are often offered by nature cen-
ters, museums, colleges and universities, and state natural resource agen-
cies. Many school districts, intermediate school districts, and regional
education service centers offer pre-service and in-service credits for at-
tendance and are responsive to teacher requests for workshops. Contact a
local nature center or museum, or your state's Department of Education
Office of Environmental Education, Department of Natural Resources, or
Environmental Education organization or association for a list of EE in-
service opportunities in your state. See the resource indices at the end of
this guide for those contact addresses.
Through the Eisenhower program, which focuses on raising the compe-
tency of U.S. high school graduates in science and math, the U.S.
Department of Education offers financial support for in-classroom EE
programs around the country. Often, such funds are available for teacher
training.
This section identifies a variety of different workshops, courses, and in-
service opportunities. Examples currently offered to teachers throughout
the country include:
— The Coyote Point Museum in San Mateo, California, hosts a vari-
. ety of EE workshops for pre-kindergarten through 12th-grade teach-
ers. Workshops emphasize hands-on, multidisciplinary activities
and include topics from wildlife and forests to energy and nature
photography. College credit is available.
— The Aspen Global Change Institute is a forum for global change
researchers to further understanding in global-change science. The
Institute offers workshops introducing teachers to various concepts
of global change, including Ground Truth Studies. AGCI also pro-
vides teachers with support materials such as remotely sensed im-
ages and educational videos.
— The Three Circles Center for Multi-Cultural Environmental
Education serves to introduce, encourage and cultivate
multicultural perspectives and values in environmental and outdoor
education, recreation, and interpretation. TCC offers workshops and
in-service training in the development of programs and curriculum to
better meet the needs of culturally diverse populations.
-- The Science Education for Public Understanding Program
(SEPUP), provides summer trainings and workshops throughout the
country for middle and high school teachers. SEPUP educational ma-
terials use societal issues as a focus on how science and technology can be
used as a basis for evidence based decision making. Some of the mod-
ule topics are: Plastics in Our Lives; Household Chemicals; The
Waste Hierarchy: Where is AWAY?
Unit 2: taking the First Step 53
-------
Project Learning Tree
1111 19th Street NW, Suite 800
Washington, DC 20036
(202)463-2462
Project WILD
5430 Grosvcnor Lane
Bcthesda,MD 20814
(301)493-5447
Project WET
201 Culbertson Hall
Montana State University
Bozeman,MT 59717
(406)994-5392
Investigating and Evaluating
Environmental Issues and Actions-IEEIA
Department of Curriculum and Instruction
Southern Illinois University
Catbondalc, IL 62901
(618)453-4214
Department of Environmental
Studies and Planning
Sonoma State University
1801 E. Cotati Avenue
RohnertPark,CA 94928
(707)664-2306
Learning Resources Center
Wisconsin Center for
Environmental Education
University of Wisconsin-Stevens Point
Stevens Point, WI 54481-3897
(715)346-4973
Project Learning Tree (PLT), Project WILD and Project WET are
three examples of nationwide EE programs that offer training work-
shops on the use of their environmental education materials. PLT is
an interdisciplinary curriculum which uses trees as the vehicle for
exploring our use of forest resources. Project WILD is a set of inter-
disciplinary activities based on wildlife, animal ecology, and the hu-
man connection to wild animals. Project WET is a set of
interdisciplinary activities based on water quality and water ecosys-
tems. In each case, a six hour training workshop is required in order
for teachers to be allowed to use curriculum materials. Workshops
are coordinated by the PLT, WELD, or WET coordinator in your
state. Contact the PLT, WILD, or WET national office or your
state's EE Association or Organization, Department of Education
EE Coordinator, or Department of Natural Resources for the name
of the PLT, WILD, or WET coordinator in your state. See the re-
source indices at the end of this guide for those addresses.
The Department of Curriculum and Instruction at Southern
Illinois University offers teacher training designed around
"Investigating and Evaluating Environmental Issues and Actions,"
a curriculum development project designed to teach students how
to investigate and evaluate science-related social issues. (See
"Empowering Emily").
The Department of Environmental Studies and Planning at
Sonoma State University offers a wide variety of workshops for
kindergarten through 12th-grade teachers. Workshops emphasize
hands-on resources. The on-campus Earth Lab, which is used exten-
sively for teacher training, features demonstrations of sustainable agri-
culture and energy.
The University of Wisconsin-Stevens Point offers a series
of graduate credit courses for teachers in environmental education.
Courses are offered across the state by professional environmental
educators, trained as ad hoc faculty. On-campus summer courses .
enable teachers to earn a masters degree in EE. Many colleges and
universities, especially those with extension programs, offer
evening, weekend and summer courses for in-service-teachers.
BO Bitting Started
-------
National Diffusion Network
Recognition Division
U.S. Department of Education
OERI/PIP/Recognition Division
Room 510 East
555 New Jersey Avenue N.W.
Washington, DC 20208-5645
(202) 219-2134
WOW!: The Wonders of Wetlands
Environmental Concern, Inc.
P.O. Box P
St: Michaels, MD 21663
(410)745-9620'
The National Diffusion Network is an organization that shares
successful education programs among public and private schools,
colleges and other institutions. Administered by the U.S. Depart-
ment'of Education, the NDN provides funds to distribute informa-
tion about exemplary programs to schools across the country. The
NDN coordinator in your state can give you information about how
to bring a workshop to your area.
WOW!: The Wonders of Wetlands is a 160 page comprehensive
educators' guide that provides multidisciplinary classroom and out-
door learning activities for all grade levels. It includes over 40 ac-
tivities exploring different wetland types, soils, water, plants, and
current issues, as well as sample hands-on restoration and enhance-
ment projects. The curriculum guide is supported by national
teacher training workshops administered by Environmental Con-
cern, Inc. [La late 1994 Environmental Concern, Inc. will join re-
sources with National Project WET to re-issue WOW!: The
Wonders of Wetlands as the Wetland Discovery Module, a supple-
ment to the Project WET Curriculum & Activity Guide.]
Unit 2: Taking the First Step 61
-------
"Z" is For Zero-Waste
Level
-Lower Elementary
Story Focus
-Locating Instructional
Resources
N
ow I know my environmental A-B-C's, next time won't you sing with me!" Wait,
was that "environmental A-B-C's?" We are all familiar with the tune, but Leslie
Dahlquist has changed the words to reflect the times. Rather than "A is for Apple"
and "B is for Ball," her kindergarten and first-graders' A-B-C's begin with "A is for Alumi-
num." The first week in school, they learn about recycling and practice it all year long. Each
week, Leslie introduces a new letter and a new environmental subject to study.
Leslie began integrating environmental education into her classroom eight years ago. Since that
time she has created activities such as "pennies for ecology" (students bring in pennies to be
used in math lessons and then collect them to use to buy trees for the school), and planted an or-
ganic vegetable garden on school property. Three years ago, she used the children's creativity
(all artwork was made by the children), along with her own, to develop the environmental
A-B-C book. She has since used it as a guideline for the entire school year, using it to plan les-
sons that connect and integrate material from various subjects.
The book covers many topics, introduces vocabulary, and presents activities for the week.
"C," for example, is for carpool. That week* the children learn about alternative transportation
methods and experiment with different ways of getting to school and other places.
In addition, the" curriculum covers social studies and science. "E," for
example, is for endangered and the class usually adopts "Patches," a
humpback whale, an endangered species. They imagine and plot
Patches' migration route on a map and talk about the dangers and
threats Patches faces along the way. "H" stands for helium, leading
the class to a discussion of the threats that released helium-filled balloons pose to wildlife. The
students consider the suffocation risk for sea life that mistakenly eat balloons.
Leslie Dahlquist
Topanga School
141 North Topanga Canyon Boulevard
Topanga, California 90290
62 Getting Started
-------
"J" is for junk. This letter begins a discussion about landfills and incinerators and the growing
problem of finding a suitable place to put our garbage. The children question what garbage is,
and gain an understanding that many things thought of as garbage are good for other uses when
recycled or otherwise re-used. This leads to "trade your junk day," when students bring their
"junk" to trade with others who may want it. Of course, they quickly realize that one child's
junk is another's treasure. •
"Ratherthan A is for Apple and
B is for Ball, her kindergarten
and first-graders' A-B-C's begin
with A is for Aluminum."
"Q" is for quality. This week the children refresh their knowl-
edge of recycling and garbage as they introduce issues relat-
ing to math, business, science and art. They talk about items
they buy that last long and those that don't, and try to find the
differences hi them. Issues of goods, services, production and
price are introduced.
The object of the last week of the school-year is to produce
zero or as little waste as possible: '"Z" is for zero-waste. The
week culminates with a zero-waste lunch, in which the whole
school participates. By then, Leslie Dahlquist's students have
certainly learned much more than their A-B-C's. •
Unit 2: Taking the First Step 63
-------
Learning on the Job
Level
-Middle School .
Story Focus
- Enlisting Administrative
Support
- Locating Instructional
Resources
-Networking With Other
Educators
John Scheer occasionally describes his teaching as taking off into parts unknown: "We
never let not knowing stop us," he says. "One of our objectives at Phelps School is to
focus on student interests, even if it means teaching a course we're not entirely comfort-
able with. In such cases, I simply learn right along with my students."
John says this was the case with an environmental course he recently co-taught with Wes
Leggett, the media teacher.
Originally, the course grew out of a concern for water quality. A number of students who lived
close to the nearby Fassnight Creek were dismayed by the creek's looks and smells and wanted
to do something about it. In particular, says John, "there was a lot of oil scum on the surface of
the water and a great deal of garbage along its banks. The students had all kinds of questions
about how it effects the environment and the animals that live by the creek."
Even though John knew little about the creek's problems, it seemed like a worthwhile investigation
to continue, in part because the kids were so excited. "I had to do my homework along with the
students," says John. "Plus, I talked quite a bit with the former teacher of the course." With so many
issues affecting water quality, the students had their hands full. The school didn't have the
equipment to analyze water quality in the creek, but they were able to team up with the city to
run tests! In addition to oil and garbage, they found the creek was overloaded with nutrients.
They also discovered plans to further channelize it.
The students gathered their information, assembled spokespeople and
headed to a city council meeting to argue for tighter zoning around the
creek. Since then, some students have created pamphlets explaining
different ways to help clean up the creek, while others have made educa-
tional videos now used by the Missouri Department of Conservation. "If s really rewarding for me to
see the students' growth and commitment to solving some of these problems," John says.
John Scheer
Phelps Center for the Gifted
Springfield, Missouri 65806-3397
Setting Started
-------
"Sometimes the issues of our class are more personal, as well," John adds. "When we were
looking at another creek .this year in comparison to Fassnight Creek, one of the students found a
goldfish amongst a school of minnows. This set off a discussion on what it feels like to be
unique and different. Just by coming to this school, students often get labeled as 'geeks' or 'en-
cyclopedia heads'. So we spent the hour talking about what it feels like to be different, how
prejudices are perpetuated and what some of the coping skills are. I think it was a valuable dis-
cussion, one that fit well with our curriculum goals.
"We work hard to find the interests of our students, and build on these interests and strengths.
It's a little different style of teaching: You have to be open and willing to move from one thing
to another. Once you.get involved, you find a whole new joy in teaching, and the students are
thriving as well." • ' .
"It's a little different style
of teaching: you have to
be open and willing to move
from one thing to another.
Once you get involved, you
find a whole new joy in
teaching, and the students
are thriving as well."
Unit 2: Taking the First Step 65
-------
Adapting Assignments
Level
-Middle School
Story Focus
-Locating Instructional
Resources
-Enlisting Community
Support
s you approach Tim Fowler's science classroom, .the walls are covered with posters of
the Chesapeake Bay. Oysters filter water for plankton meals, people fish along the
k shore, blue crabs wave a claw and a deer bounds for cover. Inside, students are busy
working in groups around small, black lab tables.
"Let's keep it down," Tim reminds the class. "Talking louder won't tell you who eats'oysters,
Adam, you'll have to look it up." Tim strolls through the groups and checks their Bay food
web. , • . '
Tim teaches in Baltimore, Maryland, where the Chesapeake Bay impacts local industries, trans-
portation and recreation. It is also a huge, dynamic, threatened estuarine ecosystem. Tim's cur-
riculum helps the students identify the animals and plants that live there, and, in some cases
(like the crayfish), to observe them. -
"Science texts, even when the topic is the environment, don't do a good enough job helping
kids understand the complexities of the real world," Tim says. "The typical approach is to sepa-
rate the animals from their environment. Students are asked to count crayfish legs and learn
where eggs are.carried. The texts don't help kids learn how the animal interacts with others,
where it lives or where it hides. Students also need to know about human uses of the Bay, nutri-
ent loading,- shipping channels, and over-fishing. Since this information isn't in the science
books, I add it." ' •'"'.''
Tim Fowler
Pikesville Middle School
7701 Seven-Mile Land
Baltimore, Maryland 21208
'In this four week unit, Tim's classes explore topics with exercises,
discussions-and research projects. The adventure culminates in a
group task, where students design a poster of the Bay, identifying
at least 15 organisms and placing them in their proper habitat. They
also create accurate food webs for the same organisms. His only
requirements are that the posters include phytoplankton, zooplankton and a human. Posters •
help students integrate the different parts of the Bay they have studied.
"It might sound simple, but it is a difficult assignment," Tim says. "They have to-hunt through
the reference materials before they can be sure about what a blue crab eats."
65 Batting Sfartad
-------
Tim adapted this activity from the standard Baltimore County curriculum materials. In its origi-
nal form, it was an optional art activity. Worksheets for the new activity came from the Chesa-
peake Bay Foundation, a local environmental organization. Tim'added constraints, demanded
accuracy, and put the students in small groups. He prefers to change individual activities into
cooperative group exercises to help students learn cooperative skills. Listening, sharing, leading
and being responsible are just as important as measuring and hypothesizing, and often make an
assignment more interesting and fun. Tim created roles for each group member to help guide
their task. .
"Students also need to
know about human uses
of the Bay, nutrient loading,
shipping channels, and
over-fishing."
Tim's five classes range from gifted students to potential drop-outs,
so he further adapts the assignment for each. Small changes create
something that is challenging yet achievable. "Some classes are given
a diagram of the Bay and they fill in the organisms," Tim says.
"Others draw their own, and sometimes get quite creative. Two groups
this year are trying an aerial view. I don't know if they'll be able to
portray three habitats or not." More complex interactions are expected
in the food webs designed by the gifted class.
It is a simple adaptation, and well worth the additional monitoring and
.coaching, Tim says. "The students practice research skills, communi-
cation skills, and most keep their notebooks in better shape. They are
proud of what they see hanging in the hallway." •
Unit 2: Taking the First Step 67
-------
Who's Park Is This?
Level
-Lower Elementary
Story Focus
-Locating Instructional
Resources
' hat do you think you'll find in the park?" Bernice asked her 5- and '6-year-old
students. "Birds!" shouted an enthusiastic girl. "Squirrels!" responded an eager,
' red-haired boy next to her. Bernice's class was charged up for their field trip to
Central Park—in search of wildlife in the middle of New York City!
But when they arrived at the park that April morning, what did they find? GARBAGE!
"This is yucky," said one student.
"It smells," chimed another. ,
"Well, who do you think made this mess?," Bernice asked the class.
"People," they responded.
"And who makes trash?" .
"People."
"And are we people?"
"YES."
"And whose park is this?"
Hesitation..^ "Ummmm..." , . •
• Bernice Hauser And so began Bernice Hauser's garbage unit with her students at
Horace Mann-Barnard School Horace Mann- Barnard School in the Bronx. Later, Bernice led the
231W 246th St children back to Central Park, where they donned plastic bags like
Bronx, New York 10471 gloves and cleaned up the trash they found on their first visit: tissues,
, gum wrappers, cigarette butts, paper, cans, bottles and more. "Where
does your trash go?" Bernice asked the busy students. "In the waste basket," came the
response. "And what happens to it after that?" Student shrugs all around: "It just goes away... "
Back at school, a guest speaker from the NYC Department of Sanitation helped the students
classify the trash. The students drew a "kids-eye'view" map of Central Park on a long roll of
butcher paper and glued bits of the garbage onto the map..
68 Getting Started
-------
Bernice asked students to think back to thek visits to the park and the map that they had just
made. She asked them to imagine what they would include in the ideal kid's park. After a slight
pause, there was a flurry of raised hands. The students came up with a wonderful assortment of
design ideas, including agoldfish pond, lots of benches and other places to sit, numerous wind-
ing paths, a miniature zoo, a playground where walls could be assembled and then torn down,
and even separate play areas for younger and older kids. The class topped off this exercise by
building a scale model of thek ideal park—it was, of course, a park without trash.
"Where does your trash go?"
Bernice asked the busy
students. "In the waste
basket" came the response.
"And what happens to it
after that?" Student shrugs
all a round: "it just goes
away..."
In another lesson, students were asked to keep track of one week
.of classroom garbage. The trash was kept in a large bag. At the end
of the week, the whole class gathered around the full sack. They
weighed it and took turns feeling the contents through the plastic. The
bag was then opened. Bernice had plans for this garbage.
•The garbage was put to many creative uses. Some garbage went into
the students' growing Garbage Museum, displaying the kinds of waste
found in the classroom and around the school. Other pieces were taken
by students and used to make small presents for their parents. Some .
students separated out the paper and made new paper. One group of
students made a set of chairs out of empty soda cans. Another enter-
prising group built models of the World Trade Center's Twin Towers
out of empty juice boxes. •
Unit 2: Taking the. First Step 69
-------
Spilled Oil Spreads Science
Level
-Middle School
Story Focus
-Locating Instructional
Resources
-Networking With Other
Educators
-Locating Funding;
Grantwriting
When the Exxon Valdez spewed raw crude into the Prince William Sound, Gary
Holsten and several other teachers in the Mat-su Valley recognized an opportunity
amidst the tragedy. Over coffee in Gary's kitchen they hatched a plan to involve
several students in a study of the impact of the oil and the oil clean-up process on intertidal
animals.
With financial support from the Alaska Sea Grant program, Gary took five students from the
regional middle school gifted and talented program to three sites in the Sound. The high profile
of the' spill meant wide-spread publicity for Gary and his students. As a result, other teachers
expressed interest in teaming up with Gary, and plans were made for a larger follow-up study.
The following spring, Gary and fifteen students traveled to Juneau to discuss their test designs
with marine biologists at the National Oceanic and Atmospheric Administration, NOAA. Even
though three decades divided their ages, the students and scientists amazed each other with the
quality of the discussion. That interaction defined the project for the next three years.
"An important aspect of the program was that students made critical decisions affecting the
program," Gary explains. "They made decisions about test sites, they defined research ques-
tions, they involved other students from Native schools and from Massachusetts, and they did
•the work. I merely provided guidance from time to time, helped with housing arrangements, '
and cut some of the red tape."
Gary Holsten By the third year their beach transect procedure was well enough
HC03, Box 8090 established that their elegantly simple studies were producing valuable
Palmer, Alaska 99645 data. "The students were surprised to discover that 80 years of logging
and shipping activity can devastate the intertidal community more
severely than the Exxon spill," Gary explains.
The project was a wonderful learning experience for Gary's-students. "Over the course of the
project the students learned not only about science and the environment, but about the real
world too." •
Getting Started
-------
A Picture Tells a Thousand Stories
Level
— Elementary
Story Focus
-Locating Instructional
Resources •
ome people wouldn't consider reading picture books to be environmental education.
But .Susie Williams believes it can be. •
Susie teaches at Wheeler School, a private nursery-through-12th- grade school in Provi-
dence,.Rhode Island. "The main thing is that we allow as many students as possible to feel
their connectedness to all living things, and that this begin at an early age. At the primary school
level, if I can give each student some respect for other living things, I feel successful. And this •
will help prepare them to learn other, more detailed knowledge later in their academic life,"
she says.
Susie is a "special subject" teacher at-Wheeler, which means that she travels from room to •
room. She integrates science, literature, environmental education and art by developing
students' animal classification skills, questioning abilities, and systems of value. 'To teach the
children about nature, I recently added picture books to my unit on live animals," Susie says.
"I think they are a great way to address the values that are such an important part of environ-
mental education without being preachy. They also allow .me to combine science and good lit-
erature. Once a week I bring in a live -animal and supplement it with a story about that animal.
For example, "The Salamander Room" would supplement live salamanders.
"I've brought in worms, snakes, crickets, crayfish and chickens. I usually ask the kids to discuss
the story about the.animal and perhaps hiake an accurate drawing or careful observations. To
teach the value of living things is difficult in an urban setting like this. It's easier and more last-
ing if one can instill this attitude through the students' interaction with live animals."
Susie Williams
Wheeler School
216 Hope Street
Providence, Rhode Island 02906
Formerly the director of a nature center, Susie has a long background
in environmental education. She stresses the importance of knowledge
and disbanding stereotypes. "One of my greatest triumphs is when
some little girl enters my classroom with the uninformed position that
'worms are gross'and leaves with some idea of the purpose of worms
in a natural ecosystem." She pauses in thought. "No, that sounds more complicated than it really
needs to be. I'm happy when a child leaves my class fascinated by the interesting adaptations of
even a lowly worm." . •
Unit 2: Taking the First Step 71
-------
With that, she pulls a-stack of paper out of her backpack. "Take a look at these. These are some
of the students' drawings of the worms I brought in today," she says.
At first glance, the thick pencil lines on manila paper of the drawing
look simple and awkward. On closer inspection, there is surprising
sophistication. The drawing shows a "front" and a "tail," an egg sack
and bristles that hold the worm in its hole. There is also a diagram
showing the undulating movement of the earthworm, showing some
knowledge of how a.worm's body is constructed, and how it moves.
Susie puts away the drawings and gets up to leave. "Really, I believe
that there is some ultimate importance to maintaining lines of communication, between young
, children and the natural world, especially in an urban setting. Kids start out with an innate love
and empathy for other creatures. It is integral to later environmental education to keep that love,
or sense of connectedness,"alive in children, so that they are open to receiving more compli-
cated knowledge as they grow older." •
Tm happy when a child
leaves my class fascinated
by the-interesting adaptations
of even a lowly worm."
72 Getting Started
-------
The Energy Patrol Strikes
Level
- Upper Elementary
Story Focus
- Enlisting Community
Support
- Locating Instructional
Resources
he Energy Patrol at Kimbark Elementary School doesn't just study the environment, it
works on it. ' .
Every morning, these fifth-graders check the kilowatt counter,, a digital meter .developed
for the school by the Southern California Edison Company. They update charts to calculate how
much energy was consumed. At the end of morning announcements, the Energy Patrol gives
students a daily tip on how to conserve energy. The students write the text themselves.
Kimbark is an environmental education magnet school, recognized as one of 10 exemplary
schools nationwide by the National Science Foundation. Each grade has an environmental
theme, and each year, fifth-graders work on energy conservation projects. Bonnie Trusler,
the environmental education resource person at the school, describes the fifth-graders' most
successful project, The Reminder. Students wrote up a school-wide notice that said, "If you
leave the lights on in your classroom during recess or lunch hour, you'll return to find the room
dark, and there will be a student-designed notice next to the switch plate, which admonishes:
OOPS! You forgot to turn off your lights!"
In ohe year of operation, the kids of Energy Patrol helped reduce consumption of electricity at
Kimbark by about 25 percent, saving the.school thousands of dollars. One student helped her
mother, a worker at the local post office, set up an Energy Patrol at her worksite.
Bonnie Trusler
Kimbark Elementary School
18021 Kenwood Ave.
San Bernardino, California 92407
In addition to the Energy Patrol, the students are working to organize
an annual weeklong energy fair. During the fair, fifth-graders will
teach younger students about energy conservation. The goal is to foster
conservation at home, and each of the younger students will receive
an energy workbook to complete with their families. Parents will sign
off when the workbook is completed, and back at school the Energy Patrol will award conserva-
tion "merit badges" to their environmental proteges. • .
Although Bonnie gives the Energy Patrol guidance, it's up to them to think up and develop
ideas. Although Bonnie says it takes more time to do things this way, she says it's well worth
the effort because the ideas are theirs,- and so are the results. "Helping kids know they can make
a difference" is one of Bonnie's main goals. •
Unit 2: Taking the First Step 73
-------
The Greening of Dania
Love)
-Upper Elementary
Story Focus .
- Enlisting Administrative
Support
-Enlisting Community
Support
-Locating Instructional
Resources
-Locating Funding:
Fundraistng
When Mary Jo Terminello began teaching third grade at Dania Elementary School
in southern Florida, the campus was a virtual desert. Bereft of topsoil, with few
trees or shrubs and no budget for landscaping, the school might as well have been
in a logged-over rainforest or Sub-Saharan Africa. Undaunted, Mary Jo turned her students into
a "baggie brigade," sending them home with plastic bags for them to fill with earth. The chil-
dren dumped the soil into planters in Terminelld's classroom, which is where the greening of the
school began. • . -
Several years later, in 1989, the program expanded to cover the entire school. With every bag
they brought, the students put their names on a paper leaf that they hung on a "tree" in the .art ,
room. Sack by sack, each class filled a concrete planter with soil. When they needed money for
seedlings, Mary Jo's students made terrariums out of two-liter soda bottles and Christmas deco-
rations out of palms, and sold them to raise money. During one school year alone, 600 plants,
and 60 trees and shrubs, were planted as a result of the program.
Before long, the students—and even Mary Jo herself—found their deeds guiding their thoughts,
she says. Once they started to see that their actions could really make a difference, they felt a
greater responsibility to the ^environment and branched out into other ecological endeavors.
They brought their plastic to school for recycling, and got a picnic table—made from the same
recycled plastic—from the company that collects it. They teamed up with the local high school
to reprocess telephone books. Students took to letter-writing, cable-TV appearances and city
hall meetings to press the local government to start a city-wide recycling program.
Ultimately, the students distilled their loyalty to the environment into a pledge they recite every
morning after the Pledge of Allegiance:
" We of Dania elementary, pledge to take good care of our water,
space, air and land. We want to help the Earth by planting flowers
and trees. The environment needs our help, so we won't pollute
and we wont litter. We pledge to take good care, because we want
our children and ourselves to grow up in a clean world."
Mary J Terminello This rising tide of environmental action seems to be having an effect.
Dania Elementary School Mary Jo tells of parents who come to confer with her. They say, "Oh,
300 S.E. Second Ave. so you'.re the teacher who is responsible for my children telling me at
Dania, Florida 33004 the store 'Don't buy that, mommy,' or 'Recycle that, mommy!'" •
74 Suiting Started
-------
Mangrove Monitor Madness
Level
- Middle School
Story Focus
- Enlisting Administrative
Support
- Enlisting Community
Support
- Networking With Other
Educators
- Locating Funding:
Grantwriting'' •
c
;ome on over here." Jerri motioned us towards the center of a very large room filled with.
all kinds of noises, including several different bird calls. We could also see and hear a
cascade of water, and sure enough in the center of the room was an indoor pond, com-
plete with a fountain, a waterfall, rocks, vegetation and sand beach. "The kids worked on this
habitat," she says. "They research and build habitats for animals. This one is designed for .the
caiman, a type of small alligator. Right now, there're tadpoles hi there. Do you see them?"
she asks.
As we looked, we could see the tadpoles. A few were well on their way to becoming frogs.
"It's really exciting," Jerri says. "Most kids never see the transformation of tadpoles to frogs or
caterpillars to butterflies. Outside we also have a butterfly garden. We have an aviary out there,
too, and we're building a greenhouse. It's not that we have any great overall plan here. It's just
what we're doing and it keeps growing.'-'
They now have sixty animals in the lab. "We have a beehive, a squirrel,' raccoons, hamsters, an
. albino ferret. We have snakes, lizards, turtles, an iguana, prairie dogs, rabbits, a chinchilla. A
chinchilla is a type of'South American rodent,", she explains. "You might have heard of chin-
chilla fur, used for coats. The students think they 're really cute." •
Jerri Kelly
Milam Intermediate School
720 West Jefferson St.
Tupelo, Mississippi 38801
"The kids do all the feeding around here, but only the brave ones will
feed our mangrove monitor," Jerri continues. "It's.a two-and-a-half
foot lizard. He lives in a 75-gallon aquarium and the kids flock
towards him. He eats six white rats a week, and many children don't
understand why we need to feed him these.- This of course is a nice
occasion to explain the food chain." Jerri chuckles and adds,"I also ask them what they eat, and
we talk about the cows and chickens we all eat for dinner. It's important that they see where
they stand in the food chain, too."
The seeds for this lab began several years ago, when Jerri, who was then a language arts
teacher, brought an aquarium, a hamster and a bird into her class. "I was amazed," she explains.
"It had such a motivating effect on the children. They calmed down and got to work, just so
they could have time to hold and look at the animals. Kids love the opportunity to be with ani-
mals." Jerri would occasionally buy another animal and then people started to donate them. "It
just kept growing and we brought in as many annuals as possible, for our small classroom. Kids
from the entire school were eager to look at the animals. 'Ms. Kelly,' they were constantly ask-
ing, 'can we come over to your room' ?"•
Unit 2: Taking the First Step 75
-------
"I also ask them whatthey
eat, and we talk about the
cows and chickens we all
eatfor dinner. It's important
that they see where they
stand in the food chain, too."
"Finally, three years ago, the school administration let me expand into an outdoor space and
asked me to teach science. That was at King School. We built a beautiful outdoor classroom
there, with a small pond, windmill, bird feeders, benches and a rock garden. It was a lovely
space," Jerri says. . .
But the big change came last year, when Jerri's sixth-grade class moved into a new building.
The building, the old junior high school, has a lot more space. Dr. Mike Walters, the Superin-
tendent of Tupelo, Mississippi, Public Schools, had requested that Jerri set up an animal lab for
the whole school. Jerri eagerly began the project. They gave her an area that had been two adja-
cent industrial shops and knocked a hole in the separating wall for a door. Now one side is ,
Jerry's classroom and the other is the animal lab. It took all summer, and many nights this fall to
get it all set up. Monetary support came from the Tupelo Association for Excellence in Educa-
tion, the Lee County Soil and Water Conservation District, local merchants, the principal and
the maintenance staff.
All the teachers at Milam Intermediate School are encouraged to use
the lab. Naturally, it fits with science classes, but English teachers
• use it for descriptive writing exercises and even the art teacher has
a project designed where students create banners showing the habitat
of their favorite animal. Not only does every child in the school visit
the lab, but several other schools visit on a weekly basis. Some
teachers have designed units around the lab, and when students visit,
they rotate through the four stations: video center, laser disc/listening
center, indoor animal space and outdoor animal space.
"The whole process has been amazing," Jerri says. "And it's 'changed
my philosophy of teaching. Kids in my classes now experience hands-on learning. They feed,
clean, hold animals, write down their observations, research in the library, visit the listening or
video center hi the lab, and it seems to meet the needs of every child.
"Further, you just can't imagine what a joy it is to teach when you see students' eyes light up
and you see so many smiles." •
75 Getting Started
-------
Big Sky Country Expeditions
Level
-Middle School
Story Focus,
- Enlisting Community .
Support
- Locating Instructional
Resources
- Building Skills:
Workshops, Courses,
Inservice
- Networking With Other
Educators ' .
M
ost parents of Sheridan Elementary school students are farmers or talc miners. A few are
loggers. And even though Sheridan, Montana, is but a few hours from Yellowstone
National Park, few tourists travel through this valley.
"Tosay the word 'environment' means 'environmentalist' to most people around here," says sixth-
grade teacher David Marsh. "And that means no logging, no mining, and too much wilderness.
I wouldn't get very far if that's what they thought environmental education was all about. But I try
to help kids understand that everybody has to have a little bit of environmentalist in them to take care
. of what we have around us. That's true for loggers and ranchers, too."
Taking care of what we have and enjoying our environment is the theme of David's fouitiVquarter
science program. It's divided into units on local conservation and utili2ation of resources.
"It is important to start our study with the .orienteering unit and a recreational aspect of our environ-
ment," says David, who takes students trap shooting and fly casting after they study gun and water
safety. "Enjoying the environment is one reason to keep it. Some youngsters return to these sports
for a lifetime of enjoyment:"
David Marsh Guest speakers from the Fish and Game Commission spend time with the
Sheridan Elementary students. Talks include a history of game management, the return of the
P.O. Box 586 buffalo,, boating and fish research. After a unit that includes groundwater,
Sheridan, Montana 59749 stream nutrients and aquatic habitats, a field trip takes students to shock
fish, weigh them, age them and take scale samples.
Other speakers are provided by the Soil Conservation Service and US Forest Service. This outside
support is critical to the success of David's program.
• Between guest speakers, readings and field trips, David uses about 25 Project WILD activities to rein-
force concepts, teach about life cycle strategies and have fun. These short activities work well in com-
bination and help him design a series of interactive lessons. David has used Project WILD for many
years and became a facilitator to help introduce other teachers to the materials. The school board sup-
ported his work on the project even when it meant missing a school day.
Sheridan has its share of environmental problems.. Fertilizers from farms can contaminate the river,
and a clear-cut logging operation upstream sometimes produces a heavy sediment load. David leads
class discussions on these topics. "The discussions are really animated since the kid's families are
integrally involved with one aspect of the environment or another," recalls David. .
But David believes controversy breeds more discussion. Most of his students aren't fanatical .and are
willing, maybe even anxious, to find a compromise. "When we finish a particular topic," David says,
"it's easy to see that the only solution is to strike a happy medium, so that everyone can prosper." •
Unit 2: Taking the First Step 77
-------
Empowering Emily
Level
-Middle School
Story Focus
-Building Skills:
Workshops, Courses,
Insemce
-Locating Funding:
Grantwriting
0
n a whim, Karen Kenna decided to spend part of the money she received for a hands-
on math and science grant to attend an Investigation and Evaluation of Environmental
Issues and Actions workshop.
The very next fall, she started applying her new teaching techniques in class. Karen and her
sixth-grade students built an in-class reference file on the environment. They built landfill and
compost columns in the room. They went on field trips to recycling stations and landfills. They
even picked apart their lunches, analyzing where things came from and how much is wasted.
"I began to look at myself as' more of a facilitator of resources and much less as a source of in-
formation," says Karen, who was first motivated to attend the workshop because of her frustra-
tion about the lack of environmental material hi textbooks. "I mean... come on... here I was a
new teacher enthusiastic about doing environmental education, and I-could have covered all the
information presented in the assigned textbook about the environment in a single day. The ,
IEEIA program totally changed my perspective, and it's had a major impact on the way that I
teach." IEEIA runs workshops to teach the skills and knowledge needed to implement a hands-
on environmental education program.
Karen pauses for a moment and pulls out a frayed photograph of her sixth-grade class. She •
points to a tiny blonde hi the second row. "That's Emily. When the class was assigned a
research project involving a paper and a presentation, Emily snatched up the topic of animal
rights from some information which I'd brought hi, and really did an incredible job. She wrote
letters to Colg'ate-Palmolive, Revlon, L'Oreal and Ralston Purina asking them about their ani-
mal testing policies, receiving responses from all of them. She also received information from
an animal rights activist group, complete with graphic pictures showing the inhumane treatment
of animals.
Karen Kenna
Thoreau Middle School
2505 Cedar Lane
Vienna, Virginia 22180
"What impressed both the class and myself during the presentation was
that she not only offered information, she also had an action plan
ready. She had prepared a list of companies that test their products on
animals, asking those hi the classroom to boycott those products. Her
final portfolio consisted of her formal research paper, a list of primary
and secondary sources, and a bibliography. An amazing level of interest and commitment from
someone so young." ' ' .
78 Getting Started
-------
After attending that first worksho'p, Karen has served as a facilitator for IEEIA for two years
and also for Kraft General Foods' "Solid Thinking About Solid Wastes" educational program,
which is modeled after IEEIA. "I've thought about moving on to teaching at the university
level, but I get so much out of teaching my younger students. I really think that we grossly un-
derestimate me power of kids this age." Karen says. "I mean, just look at Emily." ,
1 began to look at myself
as more of a facilitator
of resources and much less
Her present class is busy learning about local environmental issues,
including the Chesapeake Bay's problems. "We've recently built a
model of an estuarine ecosystem in the classroom. It's-very valuable
to break down and talk about the environment that surrounds these
as a source of information.'
kids. It helps students become methodical thinkers and develop
problem-solving skills that are both transferable and lifelong. I like
to believe that students walk out of my classroom with a sense of
hope and purpose, that all is not gloom and doom, and that they them-
selves are the keys to the equation." •
Unit 2: Taking the First Step 79
-------
Things That Aren't Supposed
to Be There
V
Lovol
- Upper Elementaiy
Story Focus
-Enlisting Community
Support
-Locating Instructional
Resources
'icki Rich uses her school's five-acre Wooster, Ohio grounds as an environmental class
room. Outside, she leads her third-grade students on a search for "things that aren't sup-
posed to be there."
In the school's playing fields, parking lots and woods, they collect paper, plastic and other trash.
One year, a student found a rusty, old wrench. Another group discovered a sharp chunk, of metal
jutting up from the ground. Working together to dig it up, students and teachers discovered it
was an engine. The day after this treasure hunt, Vicki invites a community recycling program
representative to discuss with her class the difference between recyclable and non-recyclable
materials.
Before sending away all those "things that aren't supposed to be there," VicM leads an art •
project. The students use their found objects to build sculptures. "They're usually pretty ab-
•stract," says Vicki. Once appropriately admired by the other classes in the school, the artwork is
dismantled and the objects divided into appropriate categories: natural objects go back to the
woods, recyclables go to the recycling center. Trash is disposed of properly. The student who
found the wrench managed to trade it for a new one at the hardware store.
Vicki Rich
Wooster Township Elementary School
1071 Dover Road
Wooster, Ohio 44691
Vicki's hunt is just one of many environmental activities she leads
during the school year. Years ago, she started small, adding environ-
mental words to her language arts lessons, and reading environmental.
fables like Bill Peet' s "The Wump World." One year, she asked
students to write themes on the topic of 'How I See Today's World,
and How I Would Change It.' Going to the library, looking up organizations that offer environ-
mental curricula and writing for information generated a wealth of material. So much, she had
no trouble creating a one-week, multidisciplinary environmental unit. Now Vicki uses a variety
of resources and weaves environmental themes throughout her curriculum. "I wanted to add
ideas that my students would find relevant and which would supplement the textbook," she says.
Vicki's unit meets all district standards. She addresses the environment while meeting objectives
in art, math, science and language arts. Each year, she changes some elements, keeping activities
that work particularly well. She has so much material and so many ideas, she says she could ,
teach an entirely different unit each year. All it took to get started was 'an interest hi going
beyond the textbook. •
80 Getting Started
-------
-------
Taking the Next Step
Jerri Kelly's ("Mangrove Monitor Madness") environmental education
efforts began a few years ago when she brought an aquarium, a hamster
and a bird into her sixth-grade language arts class. Last year, at the
request of the school superintendent, Jerri expanded her animal lab for
use by the entire school. It now includes nearly 60'animals, including
an iguana, a chinchilla and a 2 1/2-foot lizard.
Although the next step in your EE effort may not be as dramatic as
Jerri's, improving and expanding your EE lesson, unit or program is
likely to involve additional steps to those mentioned in Unit 2. Three of
these steps are covered in'this unit.
The first, "Networking," suggests ways to meet other environmental
educators. Other teachers are often the best source for information per-
taining to resources and programs available in your area. Networking is
a way for you to share your efforts. The "Grantwriting" section details
the process of researching sources of grants and applying for them. "A
Pat on the Back" lists .awards, scholarships and stipends given out each
year to deserving environmental educators.
Networking: Meeting
Other Environmental
Educators
Other educators are an important resource to consider as you build your
EE lesson, unit or program. Other educators can help you locate curricu-
lum materials, overcome bureaucratic hurdles, and find funding, work-
shops and experts in your area. You may also become a resource for
other educators trying to bring EE into their classrooms.
Ohio Conservation and
Outdoor Education Association
397 West Myrtle Avenue
Newark, OH 43055
Professional Organizations for Environmental Educators
Professional organizations for environmental educators often exist at
the state and local level. Refer to the resource indices at the back of this
guide for the address of the professional organization(s) in your state.
In addition, you can locate-your state association for environmental edu-
cation or a regional network of environmental educators by contacting
the North American Association for Environmental Education, your
Regional EPA Office or the Department of Education EE specialist in
your state. Examples of the activities that state EE organizations are
involved in include:
— Every spring members of the Ohio Conservation and Outdoor
Education Association gather for a conference, sharing new ideas,
renewing, friendships and welcoming new teachers. Skill-building
workshops, tables loaded with handouts, freebies and resources to
buy, and field trips fill the weekend agenda. A newsletter keeps the
members updated throughout the year and offers news from across
the state.
82 Batting Started
-------
Texas Environmental
Education Advisory Committee
Attn:- Irene Pickhardt
Texas Education Agency
1701 North Congress Ave.
Austin, TX 78701
(512)463-9556 .
— In Texas, an EE Advisory Committee was created from business,
industry, government representatives and teachers to help coordinate
EE efforts throughout the state. They have spearheaded the dissemi-
nation of a helpful directory of outdoor education sites. One of the
group's members, the Lower Colorado River Authority, is selling .
copies. The committee is also identifying and reviewing EE teacher
training programs already being offered in different regions within
the state. Those programs meeting state criteria will be certified
as state EE sites, and the committee will raise funds to help teachers
attend.
NAAEE
Membership and Publications:
PO Box 400
Troy, OH 45373
(513)676-2514
Washington Address:
125523rdStreet,NW, Suite 100
Washington DC 20037
(202)467-8753
Global Network of Environmental .
Education Centers
7010 Little River Turnpike
Suite 290
Annandale, VA 22003
(703)750-6401 '
Fax (703) 750-6506
Alliance for Environmental
Education, Inc.
51 Main St.
P.O. Box 368
The Plains, VA 22171
(703) 253-5812
Fax (703) 253-5811,
EcoNet: 'alliance'
National Science Teachers Association
1840 Wilson Blvd.
Arlington, VA 2201-3000
(703) 243-7100
GREEN
721 East Huron
Ann Arbor, MI 48104
(313)761-8142.
Several national organizations include:
— The North.American Association for Environmental Education
(NAAEE) is the largest organization of professional environmental
educators in the world. The NAAEE offers conferences, a newsletter
and other publications, providing the opportunity for educators to
support and learn from each other.
— The Global Network of Environmental Education Centers is
a non-profit organization that facilitates information and resource
exchange between EE centers to help them improve their educa-
tional efforts.
—: The Alliance for Environmental Education is a coalition of nearly
300 professional,, business, health, labor, government agency, edu-
cation, environmental and other non-profit organizations that share a
commitment to furthering EE efforts worldwide.
— The National Science Teachers Association is the largest organi^
zation of science teachers in the world. The NSTA offers a large
environment/ecology section at each of its four yearly conferences,
four journals, a student magazine, several newsletters, awards, com-
petitions, projects, and publications for a wide range of subject and
grade level interests. .
There are also networks for specific issues or subject areas, such as:
— The Global Rivers Environmental Education Network (GREEN).
GREEN acts as a clearinghouse and network for individuals, school
.and community groups, and other organizations interested in water
quality issues.
. . Unit 3: Taking the Next Step 83
-------
Clinton Hill's Kids for Saving Earth
620 Mendelssohn, Suite 133
Golden Valley, MN 55427
(800)44E-ARTH
Networks for Students ' .
You may'be interested in having your students network with other stu-
dents interested in environmental issues. The following is a very brief
listing of some environmental groups by and for young people:
Clinton Hill's Kids for Saving Earth (KSE). is an independent, non-
profit'organization whose mission is to educate and empower children of
all ages worldwide to unite with friends and take positive, peaceful ac-
tion to help protect Earth's environment. KSE kids are involved in
countless projects: recycling, adopting endangered animals, alerting
others with letters,- signs, plays, and petitions. The only requirement for
membership is to recite the KSE promise, and pledge to try to help the
Earth.
Kid* For A Cltan Environment
P.O. Box 158254
Nashville, TN 37215
(800) 952-3223
Student Environmental
Action Coalition
P.O. Box 1168
Chapel Hill, NC 27514-1168
(919) 967-4600
Toll Free: (800) 700-SEAC
Kids For A Clean Environment is a non-profit childrens' organiza-
tion that provides free membership to children and teachers. Included
with the membership is a membership guide: Our World, Our Future:
A Kids Guide to Kids For A Clean Environment and a subscription to
the bimonthly newsletter Kids F.A.C.E. Illustrated. Materials focus on
environmental topics and offer projects that can be performed at home
or at school.
The Student Environmental Action Coalition (SEAC) is a grassroots
coalition of over 2,000 high school and college student and youth envi-
ronmental groups, working to protect the planet. Among other things,
SEAC runs a National Clearinghouse of information on environmental
• and social justice issues and publishes a monthly magazine which pre-
sents a comprehensive picture of the student environmental movement.
Grantwriting —
Where to Look
Grantwriting can be an •intimidating and time-consuming process. But it
can also lead to solid financial support for your EE efforts. When Aline
Novak. ("One Fish, Two Fish, Red Fish, School Fish" )• wanted to in-.
crease the scale of ah experiment her students were conducting on the
effects of an herbicide on trout, she looked to outside funding sources.
With grants from the Chesapeake Bay Trust 'and the Maryland Depart-
ment of Natural Resources' Tidewater Administration she was able to
buy. an old bulk tank, new water pumps and water-quality testing equip-
ment. Debra MuUinnex ("The Sky's the Limit") wrote a thousand dollar
grant to'buy seeds, garden tools and a strong fence for her garden project.
This section includes information on several funding sources and tips for
writing convincing proposals.
84 Getting Started
-------
The Denver Foundation
455 Sherman Street
Suite 220 . , .
Denver, CO 80203
(303)778-7587 • ,
Northwest Area Foundation
Suite E-1201 . !
First National Bank
332 Minnesota Street
St. Paul, MN 55101-1373
(612) 224-9635
The New Hampshire Charitable
Foundation
37 Pleasant Street
P.O. Box 1335
Concord, NH 03302
(603) 225-6641
Environmental Grantmakers Association
1290 Avenue of the Americas
Suite 3450
New York, NY 10104
(212) 373-4260
. Fax (212) 315-0996
Environmental Data Research Institute
. 1655 Elmwood Avenue, Suite 225
Rochester, NY 14620
(716) 473-3090
Toll Free: (800) 724-1857
Fax (716) 473-0968
NEETF
915 Fifteenth Street, N.W. •
Suite 200
Washington, DC 20005
(202) 628-8200
Fax (202) 628-8204
Non-Prof it Foundations
According to a 1990 report by the Environmental Data Research Group,
charitable,, non-profit foundations gave well over $30 million to support
EE initiatives. These foundations range from national, multi-faceted or-
ganizations to foundations whose activities are restricted both topically
and geographically. The most direct way to investigate, foundations is to
call and request the foundation's yearly report or an explanation of their
current funding priorities.
Regional or local community foundations are the best place to begin
your search. Regional or local foundations fund a variety of projects'
aimed at improving the quality of life in a particular area, which in many
cases includes environmental education. The El Paso Community
Foundation, the Denver Foundation and the Northwest Area Foun-
dation are examples of organizations that provide funding for projects in.
specified metropolitan areas. The New Hampshire Charitable Foun-
dation is an example of a foundation that provides funding for projects
in a specific state. In seeking information about similar groups in your
area, one place to turn is your Chamber of Commerce. Library research
may also identify local foundations.
Large, national philanthropic foundations are also aware of the growing
need for EE. The competition for grants from national foundations,
however, is extremely keen. In seeking information about national foun-
dations, one place to turn is the Environmental Grantmakers Associa-
tion. This association, made up of some of the largest foundations in the
country, can provide general information on grants available for EE ini-
tiatives. The Environmental Data Research Institute's Environmental
Grantmaking Foundations 1993 publication lists geographic data,
application deadlines, emphasis and limitations of funding, and names of
personnel for 417 foundations.
Library research may also help identify national foundations. One useful
resource at the library is the Chronicle of Philanthropy: The Newspaper
of the Non-profit World. It provides important information about the
funding priorities of many non-profit foundations.
Below are a few examples illustrating the variety of foundations that
exist nationally.
— The National Environmental Education and Training Founda-
tion is a Congressionally chartered non-profit charitable foundation
dedicated to fostering public-private partnerships in support of envi-
ronmental education and training programs nationwide. The Foun-
dation is able to combine public sector resources with private sector
funds in supportof EE. In October 1992, the Foundation awarded
more than $1 million in grants for EE projects.
Unit 3: Taking the Next Step 85
-------
National Fish and Wildlife Foundation
1120 Connecticut Avenue, N.W.
Suite 900
Washington, D.C. 20036
(202)857-0166
Tht John D. and Catherine
T, MaeArthor Foundation
140 South Dearborn Street,
Suite 1100
Chicago, IL 60603
(312)726-8000
PEW Charitable. Trusts
One Commerce Square
2005 Market Street, Suite 1700
Philadelphia, PA 19103-7017
(215)575-9050
Th* George Gund Foundation
1845 Guildhall Building , '
45 Prospect Avenue West •
Cleveland, OH 44115
(216)241-3114
The National Fish and Wildlife Foundation, like the National
Environmental Education and Training Foundation, is a Congres-
sionally chartered, non-profit charitable foundation that focuses
a substantial amount of its annual grants on programs supporting
environmental education in wildlife and natural resources issues.
The John D. and Catherine T. MacArthur Foundation, a large,
national charitable foundation, was identified by Environmental
Data Research Group as the largest funding source.of EE projects in
1990. They were estimated to have given out more than $5.5 million
to EE projects. ' " '
The PEW Charitable Trusts is another large, national charitable
foundation with interests in environmental education. In 1990, PEW
funded 22 environmental education projects, totaling more than
$1 million: ' •
The George Gund Foundation funds national projects, but like
most foundations, it has a focus on a particular geographic area. In
Gund's case, that focus is Cleveland, Ohio. In 1991, they provided
over $920,000 for EE projects.
The Corporate Sector • .
National and multinational corporations can be a valuable source of
support. Large corporations are often willing to support innovative EE
programs. Corporate support is not limited to national projects. Sharon
Ferriss' students ("Too Much.Stuff") approached the local Wal-Mart
and received financial assistance to start a school recycling program.
•Charlotte Pine ("We Never Give Up") convinced the local Target.store
to sponsor her students' efforts to start a school carpooling program.
Large corporations often have foundations that oversee their charitable
activities. The local branch of these organizations is the best place to
receive information concerning their specific proposal requirements. '
It is not uncommon, for example, for local branches of banks to.admin-
ister community grant programs. This is especially true for locally-
owned banks.
While approaching these large corporations might seem a little intimidat-
ing, you should not underestimate either their desire to become involved
in projects that show their concern for the local community, or the. depth
of their pockets. A detailed proposal is necessary to inform potential
supporters of both the goals you hope to accomplish and the program's
.time frame.
86 Setting Started
-------
As Bonnie.Trusler's students ("The Energy Patrol Strikes!") have •
discovered, financial support is not the only assistance businesses can
deliver. Local utility companies and universities are often willing to.take
an active role in lending their expertise. Engineers, lawyers and archi-
tects are justa few of the professions teachers can approach to get pro-
fessional support for EE projects. ,
Wisconsin Environmental
Education Grants Program
P.O. Box 7.841
.Madison, WI 53707-7841'
(608)266-3155
California Department of Education •
721 Capitol Mall
P.O. Box 944272
Sacramento, CA 94244-2720
(916) 657-5374 /
Iowa Conservation Education Program
Iowa Department of Education
Resource Enhancement and Protection-
Conservation Education Program Board
Dwayne Toomson
Grimes State Building Office
DesMoines, IA 50319
(515)281-3146
Environmental Education
Foundation of Florida, Inc. •
The Capitol, Suite LL06
Tallahassee,.FL 32399-0001
(904) 488-5551
State Level .
Approaches toward financing environmental education at the state level
are diverse. In states such as Wisconsin, for example, programs are
financed by allocations from the state treasury. The Wisconsin Envi-
ronmental Education Grants Program funds EE curriculum develop-
ment and staff training in environmental education in Wisconsin. In
California, a portion of the revenue from the sale of specialized license
plates goes into an account .dedicated to funding environmental educa-
tion projects. The California Department of Education has established
a grants program to encourage implementation of EE projects at both the
school- and district-level. The Iowa Department of Education adminis-
ters the Iowa Conservation Education Program which funds the
development and dissemination of EE curriculum materials and in- •
service teacher training.
Given the tight budgetary constraints, other states have developed
creative financing approaches for environmental education. In Florida,
for example, the Environmental Education Foundation of Florida,
Inc. has been established to secure funding for EE programs in the state
school system.
Your state's environmental education coordinator can provide informa-
tion about the availability of similar funding possibilities in your state.
See the resource indices at the back of this guide for the name and address
of your state coordinator.
Federal Level •
Under section 6 of the National Environmental Education Act (public
law 101- 619) the Environmental Protection Agency is authorized to
provide grants up to $250,000 to support projects to "design, demon-
strate, or disseminate practices, methods, or techniques related to
environmental education and training."
Unit 3: Taking the Next Step 87
-------
For information on how to apply for
grants over 525,000:
Environmental Protection Agency (1707)
Environmental Education Division (grants)
401 M Street SW
Washington, DC 20460
(202)260-3335
For information on how to apply for
grant* under or equal to 825,000:
Conlact your Regional EPA Environmental
Education Coordinator (See the resource
indices at the end of this guide for a list
of addresses)
In 1992, under the Section 6 grants program, the EPA awarded
$2.4 million from requests for more than $100 million. In 1993, the
EPA awarded 261 grants worth $2.7 million. Of the selected grants,
many went to programs at individual schools or school districts. These
include a $5,000 grant to Petrolia School, Inc. (see Seth Zuckerman,
"Action for the Forest") to develop a curriculum to link science and
social studies with an emphasis on environmental issues both local arid
global; a $5,000 grant to the Casa Grande Elementary School District
in Casa Grande, Arizona, to develop an outdoor environmental educa-
tion center, featuring hands-on activities, for ninety at-risk students; and
a $4,650 grant to the Linn R-l 1 School in Linn, Missouri, to dissemi-
nate information concerning environmental problems using a student-
operated public service FM radio station.
Department of Agriculture
Natural Resources and Environment
Environmental Coordination
Auditors Building
Fifth Floor SO
201 14th Street, SW
Washington, DC 20090-6090
(202)720-7173
The U.S. Department of Agriculture Natural Resource Education
Program provides grants to local schools, non-profit organizations, and
others to work with state forestry agencies and national forests to teach
about the environment.
How to Write an
Effective Grant
Proposal
NAAEE
Publications and Membership
P.O. Box 400
Troy, OH 45373
(513)676-2514
88 Getting Started
There are several resources that may be helpful when writing your grant
application. You may know a fellow teacher who has experience writing
grant applications or your school may have an administrator assigned to
this role. You may even know someone in your community with skills
in this area: a friend, parent, or P.S.T.A. member.
There are also resources available outside of your immediate commu-
nity. For example, the North, American Association for Environmental
Education, NAAEE, in cooperation with the U.S. Environmental Protec-
tion Agency has produced a 30-page document with tips, advice and
resources to help you better target your fund raising efforts and write
better proposals. Grant Funding for Your Environmental Education
Program: Strategies and Options is available from NAAEE. Write to
their Publications and Member Services Office for more information. .
Although grant applications vary, at minimum, you will be asked for the
following information: ,
— Statement of how your project will meet the objectives of the
grant program: Explain how your project addresses .the program's
overall objectives. •
— Problem statement: Explain the need your project addresses. In-
clude an anecdote or story to support your problem statement and list
' any support your proposal has already gained, such as community
or parental support.
-------
— Goals statement: Describe the goals of your project. Tell how your
initiative addresses the problem outlined in your problem statement.
— Action plan: Explain how you plan to achieve your goals. Include
a timeline and a budget.
— Evaluation method: Describe how you will measure the success
of your project.
When developing your proposal, it is important to remember who your
audience is, what you need to convince them of, and why you need their
support. In addition, it is extremely important to follow the directions
included in the grant application. Faced with the daunting task of sorting
through hundreds of applications, the first criteria reviewers often check
for is whether the applicant followed the directions.
It is important to follow-up your application with a letter, phone call or
personal visit. This conveys your commitment to the project. It may even
be possible, particularly with local funding sources, to invite a represen-
tative of the organization to visit your school and observe your program.
If you receive funding, it is a good idea to send thank-you letters to all
grantors. In addition, you will want to thank anyone who helped you win
the grant. You may also be requested to write a follow-up report.
If you are not awarded a grant, you might want to ask grantors to explain
their specific reasons for not funding your project. This is a good way to
improve your grant application in the future.
A Pat On the
Back: EE Awards,
Scholarships
and Stipends
When Charlotte Pine ("We Never Give Up") first entertained the idea
of giving her fifth-grade students the task of 'solving' the problem of air
pollution in their county, never in her wildest dreams did she envision
her students featured in a CBS special or participating in World Envi-
ronment Day at'the United Nations.
Many organizations and businessess-both nationally and locally-recog-
nize the contribution of teachers and students to their communities. Some
award certificates of appreciation, others provide scholarships, and oth-
ers give cash prizes or stipends. Below are some award programs that
pertain to EE efforts. . • .
Young people from all 50 states are invited annually to participate in
the President's Environmental Youth Awards. The program is
aimed at encouraging individuals, school classes, summer camps,
public interest groups and youth organizations to promote environ-
mental awareness and positive community involvement. The
Unit 3: Taking the Next Step 89
-------
U,S, Environmental Protection Agency
Environmental Education Division (1707)
401 M Street, SW
Washington, DC 20460
(202)2604962
or (202) 2604965 "Class Act"
•Class Act"
Amway Creative Resources, Inc.
Grand Ptaa Place
220 Lyon Street NW, Suite 567
Grand Rapids, MI 49503-2210
(616)456-1500
Renew America
WOO Sixteenth Street, NW, Suite 710
Washington, DC 20036
(202) 232-2252 :
Chevron Conservation Awards Program
P.O. Box 7753
San Francisco, CA 94120-7753
(415)894-2457
Seiko Youth Challenge
c/o DRB Communications
1234 Summer Street
Stamford, CT 06905
(800)323-1550
Elementary PAESMT
National Science Teachers Association
1840 Wilson Blvd.
Arlington, VA 22201
(703) 243-7100
Secondary PAESMT
National Science Teachers Association ,
1840 Wilson Blvd.
Arlington, VA 22201
(703)243-7100
Firestone Firchnwks
Eco-Educator Award
2097thAve.N.
Nashville, TN 37219
(615)780-3330
program has two components: The regional certificate program and the
national awards competition. Application materials for the PEYA award
are available from your EPA Regional Office. See the resource indices
in this guide for that address. The EPA Environmental Education Divi-
sion also administers the National Environmental Education Awards
program. This award, given every two years, next in the Spring of 1995,
honors individuals for their outstanding contributions to environmental
education. Application materials may be requested from the U.S. EPA's
Environmental Education Division in Washington, D.C.
-The Amway Corporation's "Class Act" Environmental Challenge
for students grades 4-8 awards $5,000 cash prizes to each of ten schools
nationwide. The awards honor outstanding enviornmental stewardship
projects, campaigns or fundraisers. By encouraging and showcasing the
environmental projects of students and their schools, Amway hopes to
raise'awareness among youth and give them an opportunuty to show that
they can make a difference through individual and team efforts.
-The Renew America Environmental Success Index identifies programs
around the nation, whether large or small, that effectively protect, restore
or enhance the environment. Each year's winning programs receive the
' Robert Rodale Environmental Achievement Award. Renew America is a
non-profit, clearinghouse for environmental solutions.
-Chevron Corporation awards 25 Chevron Conservation Awards
every year; 10 go to professionals, 10 to volunteers, and 5 to organiza-
tions or government agencies. Anyone—students or teachers-—involved
in natural resource conservation may apply for a $1000 award.
-Seiko Youth Challenge is a nationwide competition'in which teams '
of two to four students in grades 9-12, guided by a faculty advisor, are
asked to identify, investigate, analyze and propose a solution to a spe-
cific environmental problem facing their owncommunity.
-The Presidential Awards for Excellence in Science and Mathemat-
ics Teaching (PAESMT), identify outstanding teachers of science and
mathematics K-12. Guidelines for nomination include ability to engage
students in hands-on science and/or mathematics inquiry activities, and
ability to generate excitement among students, colleagues, and parents
about the uses of science and mathematics in everyday life.
-The Eco-Educator Award is given by the "Firestone Firehawks" to
recognize teachers who demonstrate creative use of innovative, explor-
atory and hands-on methods to teach, children about complex interrela-
tionships between humans and their environment. The school, agency
or community organization with which each winner is associated will be
awarded a $1,000 stipend to be applied to EE programs.
90 Getting Started
-------
TAPESTRY/IMSTA
1840 Wilson Boulevard
•Arlington, VA 22201
(703) 243-7100
Council for Basic Education
1319 F Street, N.W.
Suite 900
Washington; DC 20004-1152
(202)347-4171
A Pledge and a Promise
Environmental Awards
Education Department
Sea World
7007 Sea World Drive
Orlando, FL 32821
(407) 363-2389
Toyota/National Science teachers Association TAPESTRY
Grants. TAPESTRY is a teacher grant program that offers grants of
up to $10,000 each to science teachers in grades 6-12 who propose
innovative student projects in environmental and physical science.
The Council for Basic Education offers fellowships of up to $3800
for independent summer study in the humanities on a topic of choice
which rinks the sciences and the humanities. The award is open to
science and math teachers who have demonstrated the potential for
successful independent study and who present outstanding study
plans. .
The Anheuser-Busch Theme Parks "A Pledge and a Promise
Environmental Awards 1994" recognize outstanding efforts of
.school groups, who have made lasting contributions to the environ- '
ment. A total of thirteen awards are presented, including a grand
award and a first, second and third place award in each of the fol-
lowing four categories: K-5,6-8,9-12, and college. •
Final Thoughts
When Kendra Grove ( "Handling Hurdles ") began supplementing her
lOth-grade biology class with field trips, she could never have imagined
she would eventually get her county bus driver's license to save her
school money. She never dreamed that she would eventually form a
4-H club to get the extra insurance her trips required.
Gil and Marilyn Alexander ("The Big Stink") could not have anticipated
that their field trip with four students 10 years ago would grow into a
' program of 90 students per year and lead to the creation of a non-profit
organization to take donations and write grant proposals.
Jerri Kelly ( "Mangrove Monitor Madness ") never imagined that bring-
ing an aquarium, a hamster and a bird into her language arts class would
eventually lead to the creation of a butterfly garden, a green house and
an all-school animal laboratory housing over 60 animals.
These examples illustrate the excitement that environmental education '
can generate among students, teachers, parents and school administra-
tors. They also illustrate creative ways teachers have overcome obstacles
in bringing environmental education into .their classrooms.
Whether the EE activity, lesson, project, unit or curriculum you initiate
grows like those of Gil, Marilyn and Jerri's, or leads to implementation
challenges like those.Kendra faced, you will discover that environmental
education is exciting and'full of challenges. Regardless of where envi-
ronmental education in the classroom leads you and your students, you
will find that your most exciting stories are those from when you were
just "getting started."
Unit3: Taking the Next Step 91
-------
We Never Give Up
Level
-Upper Elementary
Story Focus
- Enlisting Administrative
Support
- Enlisting Community
Support
- Locating Instructional
Resources
-Locating Funding:
Fundraising
-Networking With
Other Educators
w
hen a mock televsion program, Earth Talk, reported that thek county was not . '
meeting federal clean air standards and that-70 percent of air pollution is due to
car emissions, Charlotte Pine knew she was experiencing 'a teachable moment.'
"However, I never imagined the outcome of my question when I innocently asked the class,
'What can we do about this?'" she says.
Students decided to focus on automobile pollution in a unit and Eco-Carpool '91, a schoolwide
car pool program, was born. Fourth- and fifth-graders set to work designing a master plan and
creating the forms necessary to set up car pools at the school. "I was amazed at how thorough
the students were in their design of the forms," recalls Charlotte, who had never before been ac-
tively involved in environmental education. "They would think aloud: 'We have to be careful to
consider the number of safe seats in each car, as well as the rider's location and schedule of
availability.' They really dug thek heels in and considered the problem from all angles."
The project fit Charlotte's theme for the year: "Let's Get ttown to Earth: Earth Day Every Day."
Students planned an aggressive advertising campaign consisting of three schoolwide contests: A
Car Pool Slogan Contest, a Bumper Sticker Contest and a Poster Design Contest. Target stores,
the group's key sponsor, presented ecology-oriented gifts to the contest winners and funded five
hundred "Pollution Solution: Car Pool" bumper stickers. The school's P.T.O. contributed nine
award ribbons. In addition, a special closed-circuit television feature, Eco-Babble, reported
car-pool progress and the awarding of class car-pool participation certificates. To generate
further interest in the envkonment among parents and teachers, junior representatives wrote
articles for the school's monthly Nob Hill Newsletter. ..
Eco-Carpool '91 enrolled 79 participants'from the school community, resulting in reduced air-
pollution levels for the county and reduced traffic congestion at the school. ' .
Charlotte Pine Recognizing a strong national interest in this project, the next year
Charlotte and her students decided to develop a model car-pool
program that could be easily replicated across the country. The first
step was to evaluate the original project. Forms were carefully exam-
ined and revised. New ones were added. An Eco-Car Pool packet was
written to make it easier to start up this program in other schools. The availability of this packet
was publicized in "Renew America's Success Index," in-"What Works: Ak Pollution Solu-
tions," compiled by the Envkonmental Exchange and in a teacher's manual, "Plan It For the
Planet," currently distributed by Scholastic News, Inc., to 100,000 classrooms aroupd the nation.
Nob Hill Elementary
2100 Northwest 104 Avenue
Sunrise, Florida 33322
92 Getting Started
-------
Awards rolledin. NBC's 'Today Show" interviewed one student, while Children's Earth
Fund, selected another to help present a Children's State of the Union Address at the Washing-
ton Press Club. Three other students traveled with Charlotte to New York City to participate
in World Environment Day at the United Nations. They were recognized as "Champion .
Defenders of the Earth" in a contest sponsored by environmental programs, Target and Kids
for Saving Earth. A CBS special, "50 Simple Things Kids Can Do to Save the Earth," featured
other students.
Charlotte Pine had never been actively involved in environmental education prior to serving as
"guide on the side" to Eco-Carpool '91. However, the goals of environmental education fit
neatly into her philosophy of teaching. "It's my responsibility to help them to identify and
solve problems via the process of creative problem solving. That's what Eco-Carpool '91 was
really all about. It was our solution to the problem of air pollution." .
Clearly, the Florida Kids For Clean Air achieved their goal. In addition to gaining the attention
of classrooms across the country, there are now 141 carpoolers at Nob Hill. This is a 36 percent
increase over last.year and a 78 percent increase from the first year of the program.
Charlotte attributes the group's success to the students' hard work. "Their motto is 'We Never
Give Up,' and it shows," Charlotte says. "The kids learned that they can make a difference. I
truly believe that helping them to achieve this sense of serf-efficacy is an important part of their
training to become leaders in the 21st century." • •
Eco-Carpool ,
Caring and sharing have always been our creed,.to spread the eco-
gospel is what we believe. Our goal to save the planet has been very
strong, as Florida Kids for Clean Air, we've worked hard and long.
Using a variety of approaches has been our claim to fame, having more
success than failure, we're ahead of the game. We stick with our projects
through thick and through thin, with strong commitment and enthusiasm
we usually win. ' '
To clean up the air, we're "all systems go," as our school-wide car pool
program continues to grow. Special thanks to EPA for being our motivat-
ing force, by identifying Florida's air pollution problem, you set us on
course.
We'll be keeping our wheels spinning, always in the right direction,
helping to move our planet toward environmental perfection.
Unit 3: Taking the Next Step 93
-------
The Big Stink
Level
-High School
Story Focus
-Enlisting Community
Support
-Locating Instructional
Resources
Iake a group of high school freshman to a remote canyon reservok for a week,, ask them
to work long hours in the hot sun with water-monitoring equipment, and you have
trouble getting them to quit working long enough to sleep. Gil and Marilyn Alexander
should know. They've been taking groups to Canyon Ferry Reservok for years. The project
began when students noticed the water "smelled rotten" after a long hot summer when algae
were abundant. . •
"We figured anything that stunk so bad was worth studying," said Gil, an earth science
teacher at Helena High School. He and Marilyn, a chemistry teacher, struck upon the idea
of an extended field trip with some students, and decided to fund it almost entirely, out of thek
own pockets.
The first crew of students, four of them, camped on the riverbank of the major feeder streams
to the Missouri River. Under Gil and Marilyn's guidance, they studied the geology and chemis-
try of the canyon and sampled the river system that feeds the reservok. A week later, an algae
bloom coincidentally became toxic and killed a number of cattle in the area. The project was
highlighted on news stories about the incident, and the kids basked in the sudden attention.
Gil and Marilyn Alexander
Canyon Ferry Limnological Institute
7653 Canyon Ferry Road
Helena, Montana 59601
Over the course of a decade, the field trip has evolved into a residen-
tial field study which has grown from four students to 90.. As the
project's size has expanded, so have the responsibilities. No longer
funded by Gil and Marilyn's checkbook, a 501(c)(3) non-profit
corporation now takes donations to, cover expenses. Grants support
expanded projects, and the community has enthusiastically helped. The program provides water
monitoring clinic's for groups like Montana Clean Lakes Volunteer Monitors, Project WILD,
and Project WET, and has established a computer workshop and information network, which
allows other groups to tap into thek information. The breadth of programs stretch from aware-
ness clinics to full blown scientific investigations using a wide array of sophisticated instrumen-
tation for data acquisition. They even look forward to an exchange program next year with
Russian students, who will study Montana rivers while American students explore rivers flow-
ing to the White Sea. • '
The exciting and challenging atmosphere brings new students into close contact with science, an
experience that has had a lifelong impact for many. About 80 percent of the participating stu-
dents have continued in science. One former student explains that after a long trail of changed
majors in college, she's pleasantly surprised to find that she's doing what she loved as a ninuV
grader: She's a water quality consultant in Colorado. • . • • .
94 Getting Started
-------
Handling Hurdles
Level
-High School
Story Focus
— Enlisting Administrative
Support
- Locating Instructional
Resources
-Locating Funding: •
Fundraising •
y the time Rachel reached-Kendra Grove's door, the sign-up sheet for the river clean-
up had 50 names on it. With that many names, at least two busloads of students from
Kendra's llth-and 12th-grade marine biology classes would be going to clean up a
river in Pensacola, Florida. Last month Rachel went with a busload of students to visit the local
landfill. ' ' .
Kendra's students have taken numerous trips: to the Environmental Protection Agency in
Pensacola; to the Florida Keys to study mangroves, seagrass beds and coral reefs; and to the
Crystal River to.study manatees.
Kendra teaches marine biology at Escambia High School, a curriculum that includes aspects of
aquatic ecology, such as material on water quality, legal issues of water, and water use in the
home. About once a month, Kendra offers a trip away from school. She believes it's important
to get kids out in the field to get hands-on experience with what they're studying.
"The trips add a lot to the curriculum," Kendra says. "Connections are made when we talk
about water used in the home and then go to the sewage treatment plant. It's often the first time
students fully realize where their water goes. Following this unit is a unit on estuaries. Students
first study estuaries in the classroom and then take a trip to see them. Again, students learn that
it's all one big system." Kendra also organizes several cleanups -each year, one along the river
and the other to clean up one of the Barrier Islands' beaches.
Although the trips expand and reinforce concepts learned in class, it takes perseverance to get
them organized. "At first it was discouraging to get these trips going," Kendra remarks. "The
.administration was hesitant.'They were concerned that a trip to the beach would simply be a
day of sunbathing. I had to convince them that we were, in fact, going to be wading and digging
in black, stinky muck, looking for worms .and other aquatic organisms."
Kendra Grove . There were also other hurdles, such as arranging transportation and the
Escambia High School lack of adequate insurance. "I found you have to be creative on how
Pensacola, Florida 32504 to take these trips," says Kendra. "When I first started, I went as far
as to get my county bus driver's license, so that I could be the one to
drive the bus and not run'up extra costs for the school. You really have to make it happen, and
gradually, after a trip here and there, the administration no longer questions you."
On the more extensive trips, Kendra discovered they needed to have better insurance coverage.
Consequently, she started a 4-H club, which offers better coverage. Now, any student who -.
comes along on these bigger trips also becomes a 4-H member.
. Unit 3: Taking the Next Step 95
-------
"The administration was
hesitant They were
concerned that a trip to the
beach would simply be a
day of sunbathing. I had
to convince them that we
were, in fact going to be
wading and digging in black,
stinky muck, looking for
worms and other aquatic
organisms."
Despite all this preparation, Kendra emphasizes that the trips are worth the trouble. "The stu-
dents get so much out of them, and it gives them something to do and look forward to instead
of hanging out at the local convenience store after school.
"Rachel was one of the typical convenience store groupies, but when she heard about my
Florida Keys trip last year, she, started working odd jobs after school and saving her money."
says Kendra. "The trip costs $400 and her parents cannot afford that much money. They are, ,
however, supportive of her endeavors and happy that her after-school activities have become
more productive."
Kendra likes her students to turn a trip into something they can take
back and share with the rest of the school. Recently, a number of
students have been working on a play they will put on for an elemen-
tary school class. "It's amazing," exclaims Kendra, "they've been
there everyday after school for two weeks, writing and working on.
this play. I don't have to do anything, but provide the space. They're
doing it all on their own." •
96 Setting Started
-------
A Rainforest Takes Over School
Level
-Middle School
Story Focus
- Enlisting Administrative.
Support
- Enlisting Community
Support
- Locating Instructional
Resources •
-Building Skills:
Workshops, Courses,
. Inservice •
- Networking With Other
Educators
I he rainforest Rosalie Cochran and her seventh-graders build in their classroom grows
like long vines, that travel down the hall each year and capture the entire school's
imagination. It started when Rosalie, after 17 years of teaching, began creating her
own environmental education curriculum.
Rosalie's curriculum covers climate change, ozone depletion, prairie restoration,'groundwa-
ter, solid waste and world food supplies. But the first topic has a reputation among students as
the highlight: six weeks spent studying tropical rainforests.
During that time, students turn the classroom into a rainforest. Humid and lush, it chimes with
parrot and peccary calls. Vines, trees and epiphytes of the tropical jungle hang above humidi-
fiers while tape recorders play rainforest sounds.' •
It doesn't stop there, though. In shop class, students build bases for trees. In English classes,
students write, revise and send letters to figures such as the President of Brazil. In math labs,
teachers help students compile data and statistics on rainforest depletion: Social studies stu-
dents explore the culture and politics of tropical countries. To develop life skills, the students
investigate a conservation organization that protects plots of rainforest. After determining it.
was a sound prganization, the class earned enough money to'buy twenty acres.
Rosalie Cochran / Diane Whitney
Fairfield Middle School
404 West Fillmore
Fairfield, Iowa 52556
Emphasis in Rosalie's classroom is placed on fairness and participa-
tion. Students express their thoughts freely, and learn that their
opinion counts. The study methods she uses are based on recom-
mendations from the University of Northern Iowa's Environmental
Issues Instruction program, hi the e.i.i., students work through a •
four-step process. The first two involve identifying the players involved, their positions and
values, and the ecological foundations surrounding the problem. Then students do an in-depth
investigation that includes library research and soliciting opinions of local citizens. Finally,
after looking at many sides of the issue, they determine what should be done to help solve
the problem.
The rainforest project now involves almost every teacher in the building. It has sparked great
creativity,'inspiring many teachers to incorporate more environmental themes into their
classes. Diane Whitney, who teaches home economics lab, has since attended e.i.i. workshops
Unit 3: Taking the Next Step 97
-------
and devised-weeklong sections on tropical rainforests and global climate change. Her students
perform energy audits on appliances in their homes and inventory food and furniture with ori-
gins in the tropics. Diane's curriculum requirements include units on housing, money manage-
ment and food and nutrition. At first she thought environmental topics would be difficult to
adapt to her curriculum. Yet, Diane says, the new additions fit right in and greatly benefited her
course. "It's great to be able to share information with other teachers in.the school," Diane adds.
"The rainforest project now
involves almost every
teacher in the building, it
has sparked great creativity,
inspiring many teachers
to incorporate more
environmental themes into
their classes."
The first time Rosalie tried her curriculum, she invited the principal to
sit and watch an e.i.i. workshop. He gave her the go ahead to develop a
year-long trial program. The trial surpassed everyone's expectations.
With administrative support, the new course work earned parent and
community praise, newspaper attention, and school board support.
Positive responses continue to come in. Former students return, telling
of continued involvement in the same issues she raised with them. The
Brazilian president has responded to student letters. And, in perhaps
•the most stirring recommendation of all, Rosalie Cochran says that
she's had more fun in the five years she's done environmental educa-
tion than during the rest of her long teaching career! • ,. •
SB Getting Started
-------
One Fish, Two Fish, Red Fish,
School Fish
. here's something fishy about Aline Novak's teaching approach.
Level
-High School
Story Focus
- Enlisting Administrative
Support
- Enlisting Community
Support
-Locating Funding:
Grantwriting
.Three years ago, she hauled 55-gallon drums for goldfish into her classroom at Clear
Spring High School in western Maryland. Now, she has added a several hundred gallon
milk tank full of trout. Her biology classroom is buzzing with research projects as students
study local agricultural practices and their impact on the aquatic environment.
The 440-student school is nestled in quiet countryside. The local economy is so rooted in agri-
culture the school has a department for agriculture, just as it does for English and science. In
1990, Aline wanted to combine science and agriculture in a hands-on project.
"I've always been excited by water issues," she says. "It seemed logical to combine my knowl-
edge with the most important community issue."
What developed was a soil-less system of producing vegetables using water from 55-gallon
drums filled with goldfish. The nutrient-enriched water was pumped to the'plants. And students
could watch plant growth happen right under their noses. • • .
The following year, students designed a more complicated experiment. Using the same 55-gal-
lon drums, they stocked the tanks with trout and added small amounts of Atrazine, a herbicide
popular in their area. This time, they were looking for a correlation between use of Atrazine and
its presence in the fatty tissue of the fish. The results supported research done at the Maryland De-
partment of Natural Resources' Tidewater Administration. Atrazine showed up in the fish.
Aline Novak The program has continued to grow. This year, grants from the Chesa-
Clear Spring High School peake Bay and the Tidewater Administration allowed Aline to pur- •
12630 Broadford chase an old bulk milk tank, new water pumps and a water-quality
Clear Spring, Maryland 21711 testing kit. The several-hundred-gallon tank will provide a more natu-
ral habitat for the trout. Aline's goal is to sustain the fish for a longer period, so. that the students
can compare the quality of local lake water, with the quality of water in the trout tank. "It will
be interesting to see if our lake water quality is good enough to support trout, which are very
dependent on good water," she says.
V . . •
Aline Novak's passion for biology and environmental science came from her own experience
in high school biology. For 17 years, she's been passing that same passion on to her students.
But the effort hasn't been easy, Aline concedes: "You have a great idea, but the money is
always hard to find." While her school administration has been supportive, it has been up to her
to secure funding. It has taken ingenuity, determination and persistence to. make her dream
of providing fun-, exciting and memorable environmental education a reality. •
' Unit 3: Taking the Next Step . 99
-------
The Sky's the Limit
Level
-Middle School
Story Focus
-Enlisting Community
Support
-Networking With
-Other Educators
-Locating Funding:
Grantwriting
As Debra Mullinnix moves through the rows of emerging potato plants, she pulls out a
weed here and there. "Although these roots give support to the soil, they steal valu-
able nutrients away from the potatoes. Since we're not talking of a soil that is particu-
larly vulnerable to water and wind erosion, clean weeding is ecologically safe, and the stems of
these weeds can be composted and used later to replenish the soil. This is the kind of agricul-
tural and ecological complexity which is very valuable for children to see and feel firsthand..
They don't understand it when 'they read it in textbooks,.but when they are out here digging
with their hands, it instills some degree of responsibility into their heads."
Mullinnix, a seventh-grade honors life science teacher at Wunderh'ch Intermediate School in
the Klein Intermediate School District in Houston, Texas, developed the idea for a working,
student-run garden. She is currently writing a proposal for a thousand-dollar grant, which
would allow her to increase the area under cultivation. "The thousand dollars would let us
plant a garden 70 feet by 25 feet, and buy seeds, garden tools, and a strong fence to keep out
small animals."
Mullinnix stops and sits in the dirt between rows, fingering one of the
small shoots uncurling from the soil. "Young kids look at these and
see some magical element of growth showing itself. By giving them
hands-on knowledge about how seeds germinate, stages of growth,
soil nutrition, decomposition, and so on, you might take away a bit of
the mystery, but you give them an everlasting appreciation of the complexity and the interde-
pendence of the Earth's ecosystems. They might not retain any of the detailed information later
in life, but they will retain a perception that they are personally affected by the natural world,
and will therefore take action where it is needed. Besides, many people's career interests begin
in middle school. If I can possibly spark a hie-long interest for even one seventh-grader, this is
an important feat."
The gardening project is maintained solely through the efforts of students, and most of these
efforts are self-initiated and then carried out with guidance from Mullinnix. "All of the work is
done in small groups," she says. "They decide.upon an aspect of the garden to investigate and
research their subject through various means, including community surveys, library research
and the questioning of specialists. From this research, students decide which type of seeds to
grow, which type of fertilizer to use and other important choices. They come up with a hypoth-
esis (for example, that chemical fertilizer and composted fertilizer will affect plants differently),
and test this hypothesis out in the garden, analyzing the data and presenting their findings to the
class as a whole."
Debra Mullinnix
Wunderlich Intermediate School
3406 Dornoch
Spring, Texas 77379
100 Getting Started
-------
This project allows the opportunity for community interaction, bringing in local experts from
nurseries or pesticide companies to'speak with the students. "It's really a great way to bring
some' of the different schools of thought together. And it doesn't take a major time commitment.
The garden takes about three days to set up. All the work is done during my class time." Once
the garden is set up, there is a need only for periodic time allotments to make observations or do
the necessary weeding. Mullinnix also hopes to begin a joint garden project, with each of her
students working with a student from the'special education class.
"The possibilities are endless. It is a fairly easily managed project with enormous benefits. The
students were a little hesitant at first being torn away from textbook education, but now many of
them go home excited and talking about the garden. And it's the kind of thing which is passed
along from teacher to teacher. Already, I have heard interest from the special education teacher
and the sixth-grade teacher about starting similar projects. The main effort is in setting up. After
that, the sky's the limit."«
"Young kids look at these and see some
magical element of growth showing itself.
By giving them hands-on knowledge about
how seeds germinate, stages of growth, soil
nutrition, decomposition, and so on, you
might take away a bit of the mystery, but
you give them an everlasting appreciation
of the complexity and the interdependence
of the Earth's ecosystems."
• Unit 3: Taking the Next Step 101
-------
Level
-High School
Story Focus
-Enlisting Community
Support
-Locating Funding:
Fundraising
-Locating Funding:
Grantwriting
Have You Seen
My Slender Salamander?
A
trail of giggles followed the student as he left the crowded school library and strode
down the hall. As he approached, the cause of amusement became clear: The button
.pinned to his T-shirt asked, "Have you seen my slender salamander?"
Gary Smith, a biology teacher at Katella High School in Anaheim, California, explains: "Cali- .
fornia has' over 200 endangered species, and we wrote the name of every species on butcher
paper. The roll ended up being 20 feet long, and we had to drape it over the second story bal-
cony of the school. As if that wasn't noticeable enough, my students wanted to raise awareness
even further about endangered species—and make a little money for our projects—by selling buttons.
We came up with a couple different slogans for (he buttons, like "Have you seen my..." or "Would
you like to hold my..." with the names of the species inserted. All the buttons were gone in ten min-
utes. The salamander buttons were the first to sell out."
Students of color make up a majority of the population of Katella High School. In order to get
his students to "buy into" the environment, Gary believes it is important to show respect for
their particular cultures and environment. Teachers have to "tie the human environment to the
natural environment through environmental education activities that involve collaboration,
negotiation, agreement, and problem-solving," he says. Gary's students learn that homelessness and
poverty are as much environmental issues as the endangered species they'wrote on the butcher paper.
"Every year, each of my classes sponsors one or two children overseas, usually through an orga-
nization called World Vision," Gary says. "That's just one of the environmental projects for
which my students need to raise money. In addition to the endangered species buttons, one year
we sold some very popular T-shirts to raise money for the Anaheim Relief project. Another
year, we sold baked goods each Friday. We made about $80 per week selling the goodies to the
other students."
Gary Smith
Katella High School
2204 Lisbeth Ave
Anaheim, California 92806
Not only do students work to raise money, but they also decide what to
do.with it. The school regularly donates to a homeless shelter, and
sponsored "Trick or Can" on Halloween to collect canned goods. Over
the years, students have purchased rainforest property, planted ecologi-
cally adapted, native plants on the school's open campus, and bought
books on environmental topics for the school library.
"This year we bought a number of copies of the World Watch Institute's State of the World
publication," Gary says. "We sent copies to the principal, the mayor, the city council and the
superintendent of schools. The governor also got a copy. Even our U.S. senators and representa-
tives got copies of State of the World, all inscribed with the words, 'From the students of
Katella High School, Anaheim, California."' • .
102 Setting Started
-------
Big Brothers, Big Sisters
Level
- High School
Story Focus
- Enlisting Administrative
'Support
-Enlisting Community
Support
- Locating Instructional
Resources
-Building Skills: ' •
Workshops, Courses,
Inservice
-Networking With
Other Educators
- Locating Funding:
Grantwriting
T
i , i
I hat's a dragonfly nymph, and that's a mayfly nymph. And, oh look, there's a dobson
fly larva," the eager student explains to his 'little'brother.' The students are a part
of Miriam Turner's 'big brothers and big sisters' programwhich pairs Detroit Renais-
sance High School students with special needs students from nearby King Elementary School.
Miriam's students work in teams and are responsible for helping one or two of the King el-
ementary school students learn the water quality tests. "Not only does this help my students to
understand the material better, but it has helped them see the special needs students in a differ-
ent light. Many of my students have remarked how good it feels to motivate and give a sense
of serf-esteem to their 'little brother or sister.'"
The partnership between Miriam's class and the King students extends beyond the water qual-
ity monitoring component. They communicate with one another over the EcoNet computer
network. "Mainly they just ask each other how they are doing and what they are doing in
school. But it's been a great way to teach both groups about using the computer as a communi-
cations tool." '
Miriam Turner
Renaissance High School
6565 West Outer Drive
Detroit, Michigan 48235
Miriam has participated in the water quality program since it started
five years ago. In addition to adding a 'big brothers and big sisters'
component to the program, she has 'personalized' it with a variety of
other twists. One year, her students acted as assistants for younger
students'at Taft Middle School. Three years ago, Miriam volunteered
her class to participate in the pilot of a cross cultural partnership program, facilitated by the Global
Rivers Environmental Education Network.
The cross cultural partnership program has brought a global perspective to Miriam's water
quality monitoring unit. Her students trade letters and videos about their class, their school and
the environment with their partner school, located in Sydney, Australia. They also share data
about water quality and communicate about water quality problems and potential solutions.
"We,have all learned how, despite our differences in culture and geographical location, we
have, many of the same concerns and face many of the same challenges with regard to environ-
mental issues," Miriam says.
Unit 3: Taking the Next Step 103
-------
As is evident from the water quality testing unit, Miriam employs a very hands-on approach to
learning about Earth Sciences. She tries to take her classes on two or three field trips a month.
Aside from the trip to perform water quality tests, they have visited the. flood plains of the
Rouge River, Detroit's waste water and drinking water treatment plants, and a local landfill.
"It's important to take students on field trips to teach them about the environment and commu-
nity they live in," Miriam explains. .
Although the administration pays for her substitute teachers, Miriam must find the funds to
cover the transportation costs. Given her school's tight budget situation, Miriam looks to out-
side funding sources. "I write a lot of grant proposals, lots and lots."
"It'S imDOrtanttO takG StLld6ntS "When a professor at the University of Michigan first approached me
about.participating in the water quality monitoring project, I never
OH field triDS tO teach thGin would have guessed in my wildest dreams that my students would be
• so excited about a trip to the Rouge River, or that we'd be communi-
abOUt th6 environment and eating with teachers and students in Australia," Miriam says. "And the
parents are excited too. They say they really enjoy it when their chil -
ity thGyllVG in." dren come home excited-about school." • . .
104 Getting Started
-------
Recycling Snowballs
Level
- Lower Elementary
Story Focus
-Enlisting Community
Support
-Locating Instructional
Resources
ach week, the parents of Jackie Hines' third-graders get a weekly update on their
children's recycling project.
"I usually include a piece in it, thanking the parents for supporting their child's new interest,"
Jackie says. "It's hard for children to get adequate hands-on experience with environmental
issues at school. That's why I think parental modeling is so 'important."
It's not like Jackie's students aren't already letting their parents know about recycling. In class, stu-.
dents talk about their frustration after family trips to the town's lackluster recycling center.
"Kids say things like, 'My mom and I went to recycle, but the bins were full and spilling
over!'" Jackie says. "Other children are honest about the fact that even if they save paper, their
parents won't.take them to the recycling center. Seven- and eight-year-olds are so trusting, honest and
eager to please. They see that recycling is important, and want to get involved."
The children's enthusiasm for recycling has snowballed from the beginning. The children set
up their own recycling system in the classroom. It made them appreciate that, even on a small
scale, recycling requires effort and organization. At the same time, they were learning about
local government. The children asked Jackie to write to city council about the municipal recy-
cling system, and invite the mayor to come speak to their class. "We try to get the students in-
volved in problem-solving with real-life issues, and the recycling issue really worked well,"
Jackie says.
Jackie Hines
Greenwood Elementary School
2300 Spruce St.
LaGrande, Oregon 97850
To prepare for the mayor's visit, the students listed questions about
problems their families had with recycling. The mayor listened care-
fully to the children's concerns and explained budget issues at the
heart of the drop-off center's problems. Yet another layer in the recy-
cling problem-solving experience had been revealed.
Whenever possible, Jackie provides hands-on experience at school. In addition to recycling, she
and her students look at ways to reduce and reuse classroom materials. "Instead of issuing the
standard school supplies to every student each year, pencils, folders, etcetera, we try to get past
that waste. We take a hard look at what supplies kids do and don't need, and we're really able
to cut back. This of course led Jackie and her students into a discussion about supply and de^
mand... and, so, the snowball keeps rolling! •
Unit 3: Taking the Next Step 105
-------
Where Do Carrots Come From?
Level
-Lower Elementary
Story Focus:
-Enlisting Community
Support
-Locating Instructional
Resources
-Locating Funding:
Fundraising
-Locating Funding:
Grantwriting
osa turns the corner onto 117th Street in Harlem, skipping 10 paces ahead of her
mother. "C'mon Mom," she yells back, doing a little loop in her direction.
It's Saturday, butthey're headed back to school, specifically the school garden. It's been a couple
weeks since they planted com, and Rosa can't wait to see if it sprouted. When they arrive, Rosa's
teacher at Public School 155, Sandra Jenore, is preparing for next week's classes.
The project started five years ago, when Sandra and a friend who has a grandchild attending the same
school worked to convert a vacant city-owned lot next to P.S. 155 into a garden. The community
planning board wanted to turn it into a parking lot Sandra petitioned the city for the property and af-
ter a year of negotiation, the city cleaned out the lot and gave it to the school.
Each year, several classes plant vegetables and flowers. Each class gets an area, but there is also
space for family plots. "It gives students a chance to do hands-on work, be outside and apply
many concepts.they learn in then- classes," Sandra says, nodding toward the area where Rosa
and her mother are gloating over their newly sprouted corn. "It's great to involve the parents in
a school project." • •
The kids* of course, learn a great deal, from simple to complex ideas. "It's amazing because
I've had instances where a student doesn't know what to do with the vegetables we grow,"
Sandra says. "One little girl, who participated in the whole process of planting and harvesting
carrots, did not want to eat them. She thought they were too dirty, because they had been in the
ground. She had no idea where carrots came from." •
The garden has certainly been a highlight for the school, but it takes
on-going financial support. Sandra began the garden with material
from Cornell Extension Services and the city Parks Department. They
sent seeds, tools, bulbs and flowers. Since .then, she has written several
grant proposals, including a recent one for a birdbath. "We're hoping to
entice cardinals or blue jays, over from Central Park to our garden," Sandra says. "Anything other
than pigeons."
Along with their curricular activities, Sandra's students raise money for garden supplies by col-
lecting and recycling cans and aluminum foil. They also hope to buy magnifying glasses and
butterflies. ....
Sandra Jenore
Public School 155
319 E. 117th
New York, New York 10035
"It's nice to add new elements to our garden," Sandra says. "And the kids are really excited. It's
terrific when' someone runs in oh a Monday morning and announces that the tulips have
bloomed or the beets have sprouted. I guess you know you're on the right track when the kids
get interested in plants and figure out just where their food comes from." •
106 Setting Started
-------
An Interested and Energetic Force
Level
-Elementary
Story Focus
- Enlisting Administrative
Support • .
- Enlisting Community
Support
-Locating Instructional
Resources:
- Networking With
Other Educators
rom the right side of the Fort Berining School Auditorium, a tall, middle-aged woman
1 dressed in a penguin costume begins to waddle acfoss.the stage. "You may .think I slide
through Antarctic ice, far from industrial-waste. But just a taste of poisoned fish swim-
ming in haste through an oil slick can end my faith in nature's harmony. Everything on this
planet is interdependent..." As the crowd applauds, another person, Jerry Christy, steps up to
the microphone and delivers a short description of the ecological roles penguins play, complete
with statistics and anecdotes from scientists, politicians, explorers and fellow educators.
Twelve years ago, Jerry'was a member of the Science Education Curriculum Committee that
recommended, developed, and implemented environmental'education in the K-8 science cur-
riculum. Presently he is the math, science and technology curriculum coordinator for the Fort
Benning schools. "Of course, we can't do a presentation like the one we did on Antarctica for
every, subject, but occasionally it serves to bring together the community, students and teach-
ers," he says.
The event was a smashing success. The idea came from a weeklong institute on Antarctica he
attended in St. Paul, Minnesota with a social studies teacher. They returned wanting to combine
lessons-on Antarctica with presentations by school volunteers, from teacher aides to assistant
superintendents. . .
Jerry Christy
Fort Benning Schools
P.O. Box 1967
Fort Benning, Georgia 31905
When Jerry was given the task of making environmental education
part of the school curriculum, he 'was teaching fifth-and sixth-grade
science. Then he could test environmental topics daily to find out what
interested students and what topics were manageable in classroom set-
tings. "Once the curriculum was developed and I began working with
kids, their obvious enthusiasm for environmental topics was energizing. Never before had I
seen students get so involved and committed in their efforts."
Although Jerry's present position is administrative, he spends a good portion of his time work-
ing with teachers and students on a'consulting basis, helping to design and implement environ-
mental education projects. "Many of these feature telecommunications," he says. "There is the
International Arctic Project, for which we are one of the development-team schools and have
come up with a study project related to land use and habitat displacement. We're also involved
in two of the National Geographic Kids' Network projects (on weather and acid rain), and are
building a 20-foot by 35-foof fully functional greenhouse for Project Green Thumb. Ideas and
recommendations for projects 'often come from faculty members. Three teachers proposed the
idea of the greenhouse. '
Unit 3: Taking the Next Step 107
-------
Jerry likes matching Fort Benning's environmental education program with wider objectives.
"The most interesting aspect of the process has been the realization that our original focus on
teaching teachers a new way of doing things was not enough. We also have to teach students a
new way," he says. "From about third grade on, they have a sense of what school is 'supposed'
to be and how it is to be 'played'. What we are providing them violates the rules, and students
can sometime feel uneasy with it."
Jerry sees a bright future for environmental education at Fort Benning. "Luckily, we have a very
supportive school board and professional development program for faculty and staff. That's one
of the things that's so invigorating about environmental education — it pulls together the various
sections of the community into one interested and energetic force," he says. •
"From aboutthird grade on, they have a sense
of what school is'supposed'to be and how it
is to be'played'. What we are providing them
violates the rules, and students can sometime
feel uneasy with it"
JOB Getting Started
-------
Partners in Philanthropy
Level
- Upper Elementary
Story Focus
-Enlisting Administrative
Support
-Locating Funding:
Grantwritirig
I
t's not so unusual to hear the cry 'dead ants, dead ants' coming from some of the classrooms
of the Mast Landing School," Margaret Pennock explains as we walk down a hallway filled
with elementary school students. "And if it's not 'dead ants, dead ants,' it's 'boogie woogie,
boogie woogie'!" Margaret shakes her head and laughs as she recalls the semester two years ago
when she developed Partners in Philanthropy.
"The students struggled'through the process of deciding what non-profit group in their state
should receive a $10,000 grant," she says. '"Dead ants' and 'boogie woogie' were only a small
part of this amazing process." •
The one-time project began when the principal circulated a letter from the Maine Community
Foundation, expressing the foundation's interest in giving youth groups an opportunity to im-
prove the quality of life in Maine. The foundation wanted to give students the responsibility of
deciding where to donate a $10,000 foundation grant. The only restrictions were that this group
of young students receiving the grant had to be non-profit, located in the state of Maine, and the
money had to be given to one group ($10,000), or to two groups ($5,000-each).
Margaret Pennock
Mast Landing School
Soule Program
Bow Street
Freeport, Maine 04032
"I really felt such an opportunity fit nicely with the school's philoso-
phy of giving kids real responsibility and providing them with real
•decision-making situations," Margaret explains. "When I received the
grant of $10,000, to give away, I decided to make the decision of
where to give the money the focus of my interdisciplinary unit for that
semester. I called the unit Partners in Philanthropy."
"One of the most amazing aspects of it was that my role was solely that of facilitator," she says.
"I presented the group with options when asked, but never gave my opinions. More than any-
thing else, Partners in Philanthropy was about developing group process skills."
First, the group established their possible areas of concern, which they narrowed to two issues:
the environment and animal rights. They used the "Alternative Yellow Pages" of Maine to find
and research groups in Maine working on these issues. As they got down to specifics, discus-
sions grew tense as students were forced to really listen to what others had to say.
Unit 3: Taking the Next Step 109
-------
"That's where 'dead ants' and 'boogie, woogie' came from," Margaret explains. "We made it
our policy that whenever the group confronted what seemed like an insurmountable mental
block, someone could shout 'dead ants, dead ants' or 'boogie woogie' and everyone would scat-
ter to the floor and lie on their backs, jiggling their hands and feet into the air. The comic relief
worked wonders," Margaret recalls with a chuckle bordering oil disbelief. "It really, really,
worked. And the students were very responsible about using it. They used it only when they
really were confronting a block and not as a way to have'fun for the sake of having fun."
The students devised their own criteria-for selecting the group. "They knew that the group
needed to fulfill the stipulations of the Maine Community Foundation," Margaret says, "but
they also felt very strongly that the group was not to use the money primarily for administrative
purposes, and the group had to have direct impact on the problems that they worked on." The
students then debated whether their decision was going to be by consensus, majority vote or
even picking a name out of a hat. They decided it would be by consensus.
After days of tough discussions, they came up with two potential
groups: The Animal Rights Protection Group of Maine and the
Children's Rainforest. They arranged for interviews of representatives
of each group. "Although they were a bit shaky at first, they quickly -
centered in on those things that were most important to their decision.
They asked some hard questions like 'What would happen to the
money if that group got it?' and 'How much would be spent on office
overhead?' They really grilled those reps!," Margaret says.
Deliberations about the final choice continued into the last day of the class. "The group had
long before agreed that the final decision should be by consensus, arid two of the students
weren't fully comfortable with the majority view. I sensed that the group was growing tense,
and that the pressure was beginning to mount on two students to change, their opinions. It was
amazing just how quiet that room got. 1 was beginning to fear for the worse; that no decision
was going to be made. Or worse yet, I was afraid that the two dissenters would be pressured
into changing their minds and forever be dissatisfied with the group outcome.
"A great whoop of delight
filled the air and the class
erupted in a spontaneous
chorus of'boogie woogie'!"
110 Gutting Started
-------
The group was. definitely confronting its most serious challenge of the program. But just when
things seemed hopeless, one of the students spoke up in defense of the two dissenters' right to
not agree with the majority and asked everyone to rethink their decision. That really was a
turning point. Until that point, the group hadn't really recognized the validity of other opinions
as they struggled toward getting everyone to agree with the majority.
"I had struggled with whether to step in and encourage the group along in this direction. But I
had long before stepped aside as facilitator and I felt strongly that it was more important that
they struggle with the process themselves than to force a decision. As it turned out, once the
two dissenters felt that the other members of the group were respecting their opinions, things
began to move. I was very impressed with the way those kids worked this issue out amongst
themselves. I mean, that's a very difficult thing even for adults working in groups to do!"
With ten minutes left in the last class, the two dissenters said that although they still disagreed
with the group's decision they felt it was more important that the group be able to give the
money to someone and they voted in favor of the group's decision. The group had reached
consensus. They would donate the money to the Children's Rainforest. "A great whoop'
of delight filled the air" says Margaret, "and the class erupted in a spontaneous chorus of
'boogie woogie'!" • ' • •
Unit 3: Taking the Next Step 111
-------
Resoyree Indices
National Non-Profit Environmental Organizations
American Oceans Campaign
725 Arizona Avenue, Suite 102
Santa Monica, CA 90401
(310) 576-6162
Adopt A Stream Foundation
P.O. Box 5558
Everett, WA 98201
(206)388-3313
Carrying Capacity Network
1325 G Street NW, Suite 1003
Washington, DC 20005
(202) 879-3045
The Center for Economic Conversion
222 View Street
Mountain View, CA 94041-1344
(415) 968-8798
Fax (415) 968-1126
The Center for Marine Conservation
1725 DeSales Street, NW, Suite 500
Washington, DC 20036
(202) 429-5609
The Conservation Fund
1800 North Kent Street
' Suite 1120
Arlington, VA 22209
(703) 525-6300
The Cousteau Society
870 Greenbrier Circle
Suite 402
Chesapeake, VA 23320 '
(804) 523-9335
Environmental Defense Fund
257 Park Avenue South
New York, NY 10010
(212) 505-2100
The Environmental Exchange
1718 Connecticut Ave. NW
Suite 600
Washington, DC 20009 . ..
(202) 387:2182
Global Tomorrow Coalition
1325 G Street, NW
Suite 915
Washington, DC 20005-3104
(202) 628-4016
Global Releaf
Director of Education
P.O. Box 2000
Washington, DC 20013
(202) 667-3300
Izaak Walton League of America
1401 Wilson Boulevard
Level B
Arlington, VA 22209-2318
(703) 528-1818
Keep America Beautiful Inc.
Mill River Plaza
9 West Broad Street
Stamford, CT 06902
(203) 323-8987
League of Conservation Voters
1707 L Street, NW
Suite 550
Washington, DC 20036
(202) 785-8683
National Audubon Society
700 Broadway
New York, NY 10003
(212) 979-3000
The National Geographic Society
1145 17th Street, NW
Washington, DC 20036
(202) 857-7000
112 Getting Started
-------
The National Institute
for Urban Wildlife
10921 Trotting Ridge Way
Columbia, MD 21044
(410)995-1119
National Parks and
Conservation Association
1776 Massachusetts Avenue
Washington, DC 20036
(202) 223-6722
National Toxics Campaign
29 Temple Place
5th Floor
Boston, MA 02111
(617) 482-1477
National Wildlife Federation
1400 Sixteenth Street, NW
Washington^ DC 20036-2266
(703) 797-6800
The Nature Conservancy
1815 North Lynn Street
Arlington, VA 22209
(703) 841- 5300
North American Association for
Environmental Education
1255 23rd Street NW
Washington, DC 20037
(202)467-8753
Membership and Publications:
P.O. Box 400
Troy, OH 45373
(513) 676-2514
Population-Environment Balance
1325 G Street, NW
Suite 1003
Washington, DC 20005-3104
(202) 879-3000
Project Eco-School
881 Alma Real Drive
Suite 300
Pacific Palisades, CA 90272
(310)454-4585
Renew America
1400 Sixteenth Street, NW
Suite 710
Washington, DC 20036
(202) 232-2252
The Sierra Club
730 Polk Street
San Francisco, CA 94109
(415) 923-5660
Soil Conservation Society
of America
7515 NE Ankeny Road
Ankeny, IA 50021
(515) 289-2331
World Resources Institute
1709 New York Avenue, NW
Washington, DC 20006
(202) 662-3085
WorldWatch Institute
1776 Massachusettes Avenue, NW
Washington, DC 20036
(202) 452-1999
The World Wildlife Fund
1250 Twenty-Fourth Street, NW
Washington, DC 20037
(202) 293-4800
Zero Population Growth
1400 16th Street, NW
Suite 320
Washington, DC 20036
(202)332-2200
113
-------
State Environmental Education Coordinators
This list includes information compiled
by Environmental Education Associates,
Washington, D.C., and the National
Consortium for Environmental Education
and Training, Ann Arbor, Michigan.
Alabama
Kay Atchison
Science Specialist
Alabama Department of Education
50 N. Ripley Street
Gordon Persons Building
Montgomery, AL 36130
(205) 242-8082
Alaska
Peggy Cowan
Science Specialist
Alaska Department of Education
801 West 10th Avenue,
Suite 200
Juneau,AK 99801
(907)465-2826
Arizona
Kristina Allen
Environmental Education Specialist
Arizona Department of Education
1535 W. Jefferson
Phoenix, AZ 85007
(602) 542-3052
Arkansas
Bill Fulton
Science and Environmental
Education Specialist
Arkansas Department of Education
4 State Capitol Mall •
Little Rock, AR 72207
(501) 682-4471
California
Bill Andrews
Education Programs Consultant
California Department of Education
721 Capitol Mall '
P.O. Box 944272
Sacramento, CA 95814
(916) 657-5374
Colorado
DonHollums
Conservation/Environmental
Education Services
Colorado Department of Education
•State Office Building
201 East Colfax
Denver, CO 80203
(303) 866-6787
Connecticut
Diane Joy
Assistant Director
Connecticut Department
of Environmental Protection
165 Capitol Avenue, Room 108
Hartford, CT 06106
(203) 566-8108
Delaware
John C. Cairns
State Supervisor of Science
. & Environmental Education
Delaware Department
of Public Instruction
P.O. Box 1402
Dover, DE 19903
(302)739-3742 '
District of Columbia
Dorothy Barton
Environmental Education Coordinator
Mathematics & Science Resource Center
Backus Jr. High School
South Dakota Ave & Hamilton St. N.E.
Washington, D.C. 20017
(202) 576-7449
774 Getting Started
-------
Florida
Kate Muldoon
Research Associate
Office Environmental Education
Florida Education Center
325 West Gaines, Room 224C
f allahasee, FL 32399-0400
(904) 487-7900
Georgia
Bob Moore
School Support Team Member
Georgia Department of Education
1766 Twin Towers East
Atlanta, GA 30304
(301)891-1341 ' '
Hawaii
Colleen Murakami
Environmental Education Specialist
Hawaii State Department of Education
Environmental Education Office
189 Lunalilo Home Road
2nd Floor
Honolulu, HI 96825
(808) 396-2572
Idaho
Richard Kay
Consultant
Science and Environmental Education
Idaho Department of Education
650 W. State Street
Boise, ID 83720
(208) 334-2281
Illinois
Gwen Pollock
State Science Coordinator
Illinois State Board of Education
100 N. First Street
Springfield, IL 62777 •
(217) 782-2826
Indiana
Joe Wright
Environmental Science Consultant
Office of School Assistance
Department of Education
229 Statehouse
Indianapolis, IN 46204-2798
(317) 232-9141
Iowa
Duane Toomsen
Environmental Education Consultant
Bureau of Instruction and Curriculum
Iowa Department of Education
Grimes State Office Building
Des Moines, IA 50319-0146
(515)281-3146
Kansas
John Strickler
Extension Forester
Kansas State and Extension Forestry
2610 Clatlin Road
Manhattan, Kansas 66502
(913) 537-7050
Kentucky
Julie Brumback Smither
Coordinator of Environmental Education .
Natural Resources and Environmental.
Protection Cabinet
Fifth Floor
Capitol Plaza Tower
• Frankfort, KY 40601
(502) 564-3350
IIS
-------
State Environmental Education Coordinators,
(continued)
Louisiana
Paul Long
Program Manager
Science & Environmental Education
State of Louisiana Department
of Education
P.O. Box 94064
Baton Rouge, LA 70804
(504) 342-3605
Maine
Tom Keller
Science Consultant
Maine Department of Education
Station 23
Augusta, ME 04333
(207)287-5920.
Maryland
Gary Heath
Environmental Education Specialist
Division of Instruction
Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201
(410)333-2318
Massachusetts
Carole Thompson
Office for the Advancement
of Mathematics and Science
Massachusettes Department of Education
350 Main Street
Quincy, MA 02148
(617) 388-3300, ext. 300
Michigan
Mozell Lang
Science Specialist
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909
(517) 373-4226
Minnesota
Pam Landers
Environmental Education Advisory
Board
Pollution Control Building
520 Lafayette Road
St. Paul, MN 55155
(612) 282-5788
Mississippi
Jo Prather
Reading (K-12)/Early Childhood
Specialist
Department of Instructional
Development
Box 771, Suite'1004
Jackson, MS 39205
(601)359-3778
Missouri
Steve Schneider
Environmental Education Specialist
Division of Environmental Quality •
Missouri Department of Natural
Resources
P.O. Box 176
Jefferson City, MO 65102
(314)751-2452
Montana
Russ Hartford
Science Specialist
Office of Public Instruction
106 State Capitol
Helena, MT 59620
(406)444-5541
116 Setting Started
-------
Nebraska
Jim Woodland
Science Consultant
Nebraska Department of Education
301 Centennial Mall South
Lincoln, NE 68509
(402) 471-4329
Nevada
Holly Walton-Buchanan
Education Consultant
Nevada Department of Education
400 W. King Street
Capitol Complex
Carson City, NV 89710
(702) 687-3187
New Hampshire
Dr. Edward Hendry
Curriculum Supervisor for Science
and Environmental Education
New Hampshire Department
of Education
101 Pleasant Street
Concord, NH 05301
(603) 271-2632
New Jersey
Deborah Cook
New Jersey Department of Education
Bureau of Curriculum & Technology
CN 500 Education Building
Trenton, NJ 08625-0500
(609)984-1805
New Mexico
Sam Ornelas
Science Coordinator
New Mexico State Department
of Education
Santa Fe,NM 87501-2786
(505) 827-6579
New York
Barry Jamason
Coordinator of Environmental Education
State Department of Education
Room 212 EB
Albany, NY 12234
(518)474-5890
North Carolina
Linda W. Little
Director
. Office of Environmental Education
North Carolina Department
of Environment, Health & N.R.
P.O. Box 27687
Raleigh-Durham, NC 27611-7687
(919) 733-9020
North Dakota
Curt Eriksmoen
Social Studies Coordinator
Department of Education
600 E. Blvd.
Bismark, ND 58504-0440
(701)224-4568
Ohio
John Hug
Environmental Education Consultant
Ohio Department of Education
,65 Front Street
Room 1005
Columbus, OH 43266-0308
(614) 466-2761
Oklahoma
Brenda Weiser
Conservation Education Coordinator
Oklahoma Conservation Commission
2800 N. Lincoln
Suite 160
Oklahoma City, OK 73105-4599
(405) 521-2384
117
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Oregon
Raymond E. Thiess
Science Specialist
Oregon Department of Education
255 Capitol Street NE
Salem, OR 97310-0203
(503) 378-3602
Pennsylvania
Dean Steinhart and Patricia Vathys
Office of Environmental Education
Pennsylvania Department of Education
333 Market Street
Harrisburg, PA 17126-0333
(717) 783-6994
Rhode Island
State Science Supervisor
Rhode Island Department of Education
22 Hayes Street
Providence, RI02908
(401) 277-2821
South Carolina
Linda Sinclair
Science Education Associate
South Carolina Department of Education
1429 Senate Street
Room 808
Columbia, SC 29201
(803) 734-8355
South Dakota
Erika Tallman
Northern State University GUEST Center
NSUBox777
Aberdeen, SD 57401-2627
(605) 622-2627
Tennessee
Nancy Gunnels
State Department of Education
4th Floor, North Wing
Cordell Hull Building
Nashville, TN 37242-0379
(615) 741-5774
Texas
Irene Pickhardt
Environmental Education Coordinator
Texas Education Agency
1701 N. Congress Avenue
Austin, TX 78701-1494
(512)463-9565
Utah
Vern Fridley, Executive Director
Utah Society for Environmental
Education
500 East 230 South
Suite 280
Salt Lake City, UT 84102
(801) 328-1549
Vermont
Alan Kousen
State Science Consultant
Department of Education
120 State Street'
Montpelier, VT 05620
(802)828-3111
Virginia
Jim Firebaugh
Virginia Department of Education
James Monroe Building
P.O. Box 2120
Richmond, VA 23216-2120
(804) 225-2651
118 Gutting Started
-------
Washington
Tony Angell
Supervisor
Washington Office
of Environmental Education
Office of State Superintendent
of Public Instruction
2800 NE 200th
Seattle, WA 98155
(206)365-3893
West Virginia
Phyllis Barnhart
State Science Coordinator
West Virginia Department of Education
Office of General Education
1900 Kanawha Blvd.'East
Capitol Complex, Building 6
RoomB-330
Charleston, WV 25305-0330
(304) 558-7805
Wisconsin
Dennis Yockers
Environmental Education Consultant
Wisconsin Department
of Public Instruction
Box 7841
Madison;'WI53707-7841
(608) 267-9266
Wyoming
William M.Futrell
Science, Mathematics, and
Environmental Education Coordinator
Wyoming Department of Education
246 Hathaway Building
2300 Capitol Avenue
Cheyenne, WY 82002-0050
(307) 777-6247
Commonwealths and Territories
American Samoa
Togipa Tausaga, Director
American Samoa EPA
American Samoa Government
Pago Pago, AS 96799
Commonwealth
of Northern Mariana Islands
Miriam Seman, Chief
Division of Environmental Quality
Commonwealth of
Northern Mariana Islands
P.O. Box 1304
Saipan,MP 96950
Guam
Fred Castro '
GuamEPA
D-107 Harmon Plaza
130 Rojas Street
Harmon, GU 96911
Pacific Trust Territories
Gilbert U. Demei, Executive Officer
Palau Environmental Quality •
Protection Board
P.O. Box 100
Koror, Republic of Palau 96940
Puerto Rico
Dr. Jose Arsenip Torres
Secretary of Education
Department of Educaiton
P.O. Box 190759
San Juan, PR 00919
(809) 758-4949
Virgin Islands
Leonard G. Reed, Jr.
Government of the Virgin Islands
of the United States
Department of Planning and
Natural Resources
Division of Environmental Protection
179 Altona and Welgunst
St. Thomas, VI 00802
(809) 774-3320
119
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State, Regional and Territorial Environmental
Education Associations and Organizations
This list includes information compiled
by ilie North American Association
for Environmental Education and
U.S. Environmental Protection Agency
Regional Environmental Education
Coordinators.
* Ai of IW, these sates do not have an EE
o<$uiiKUioR or Ksociition. The individuals
liaUd serve as EE contacts for their area.
Alabama
Michael Mullen
Environmental Education Association
of Alabama, TSU
Center for Environmental Research
and Services •
Troy, Alabama 36082
Alaska
Cathy Rezabeck, President
Alaska Natural Resources and
Outdoor Education Association
P.O. Box 110536
Anchorage, Alaska 99511-0536
Arizona
Jay Butler, President
Arizona Association for Learning
in and about the Environment
179 West Kent Drive
Chandler, Arizona 85224
Arkansas
Environmental'Education Council
of Arkansas
Arkansas State Parks
One Capital
Little Rock, Arkansas 72201
PatKnighten
Project WILD Coordinator
Arkansas Association for
Environmental Education
Game and Fish Commission
#2 Natural Resources Drive
Little Rock, Arkansas 72201-1071
California
Bernie Lemm
Coordinating Secretary '
California Association for Environmental
and Outdoor Education
Camp Hi-Hill, Star Route
LaCafiada, California 91011
Darleen Stoner
Network for Environmental
Science Training
School of Education,
California State University
San Bernardino, California 92407
Colorado
Walt Blackford, Executive Director
Colorado Alliance for
Environmental Education
P.O. Box 101744
Denver, Colorado 80250-1744
Connecticut
Sue Craig
Connecticut Outdoor and
Environmental Education Association
Lutz Children's Museum
South Main Street
Manchester^ Connecticut 06040
Delaware
Michael Riska
Delaware Nature Center
P.O. Box 700
Hockessin, Delaware 19707
Nancy Roll!
Delaware Environmental
Education Network
c/o DNREC
89 Kings Highway
P.O. Box 1401
Dover, Delaware 19901
District of Columbia
Julia Washburn, President
District of Columbia Environmental
Education Consortium
Box 70300
Washington, D.C. 20224-0300
Florida
Robert H. Smith
League of Environmental
Education in Florida
501 15th Court, N.E.
Winter Haven, Florida 33881
Georgia
Patricia Collins
Georgia Environmental
Education Council
Education Department
Galloway Gardens
Pine Mountain, Georgia 31822
120 Getting Started
-------
Hawaii
President
Hawaii Environmental
Education Association
P.O. Box 1236
Honolulu, Hawaii 968Q7
Idaho
Shirley Wright
Idaho Society for Energy and
Environmental Education
2278 Diane
Pocatello, Idaho 83201
. Illinois
Malcolm Swan, Treasurer
Environmental Education
Association of Illinois
261 South Ghana Road
Ghana, Illinois 61015
Indiana
Susan M. Schultz, President
Environmental Education
Association of Indiana, Inc.
968 East 6"00 North
Greenfield, Indiana 46140
Iowa
Wendy Zohoer, Chairperson
Iowa Conservation Education Council
Conservation Education Center
RR#l,Box53
Guthrie Center, Iowa 50115
Kansas
Ruth Gennrich, Treasurer
Kansas Advisory Council for
Environmental Education-KACEE
Museum of Natural History
University of Kansas
Lawrence, Kansas 66045
Kentucky.
Terry Wilson, President
Kentucky Environmental
Education Association
c/o W. Kentucky University
Center for Math, Science and
Environmental Education
403 Page Hall
Bowling Green, Kentucky 42101
Louisiana
Sue Ellen Lyons, President
Louisiana Environmental
Education Association
2770 Jonquil Street
New Orleans, Louisiana 70122
Maine
Maine Environmental Education
Association
P.O. Box 9
Wiscasset, Maine 04578
Maryland
George Radcliffe, President
Maryland Association for Environmental
and Outdoor Education
1663 Hudson Road
Cambridge, Maryland 21613
Massachusetts
Marion E. Larson, Board Member
Massachusetts Environmental
Education Society
15 State Street
Boston, Massachusetts 02109
Michigan
Don Place, Executive Director
Michigan Alliance for Environmental
and Outdoor Education
5615 Chickadee Lane
Clarkston, Michigan 48346
Minnesota
Mr. Siah St. Clair, President
Minnesota Association for
Environmental Education
c/o Springbrook Nature Center
6431 University Avenue
Fridley, Minnesota 55432
Mississippi*
Martha Cooper
Mississippi Museum of Natural Science
111 Jefferson Street
Jackson, Mississippi 39202
121
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State, Regional and Territorial Environmental
Education Organizations, (continued)
Missouri
Claire Wyneken, Director
Missouri Coalition for Education
in the Outdoors
600 Kiwanis Drive
Eureka, Missouri 64025
Montana
_ Keri Gunderson
Montana Environmental
Education Association
P.O. Box 928
Dillon, Montana 59725-0928
Nebraska
Kristen L. Gottschalk, President
Nebraska Environmental Education
Association
P.O. Box 265
Wahoo, Nebraska 68066-0265
Nevada
Mark Kimbrough, President and Past
Chairman
Nevada Natural Resource
Education Council
P.O. Box 8867
Incline Village, Nevada 89450-8867
New England
Jeff Schwartz
New England Environmental
Education Alliance
P.O. Box 105
Glendale, Massachusetts -01229
New Hampshire
VickiHill
New Hampshire Environmental
Educators
c/o Appalachian Mountain Club
P.O. Box 298
Gorham, New Hampshire 03581
New Jersey
Pat Kane
Alliance for New Jersey
Environmental Education
New Jersey Audubon Society
P.O. Box 693
Hardscrabble Road
Bernardsville, New Jersey 07924
Phillip Costello
New Jersey Association
for Environmental Education
P.O. Box 3315 •
Long Beach, New Jersey 07740
New Mexico
Dan Shaw
New Mexico Environmental
Education Forum
P.O. Box 474
Placitas, New Mexico 87043
New York
New York State Outdoor
Education Association
P.O. Box 148
Blue Mountain Lake, New York 12812
North Carolina
Melva Okun
Environmental Educators
of North Carolina
315 Pittsboro Street, CB #7410
ChapelHiUYNorth Carolina 27599-7410
122 Getting Started
-------
North Dakota
Bob Stone
North Dakota Department
• of Public Instruction
Division of Independent Study
State University Station, Box 5036
Fargo, ND 58105-5036
Ohio
Tim Taylor
Ohio Conservation and Outdoor
Education Association
397 West Myrtle Avenue
Newark, Ohio 43055 .
Irene Probasco
Executive Director
Ohio Alliance for the Environment
455 King Avenue
Columbus, Ohio 43201
Oklahoma
Oklahoma Association for
Environmental Education-OKAEE
Ted Mills
Oklahoma State University
Gundersen Hall
Stillwater, OK 74078
Oregon
President
Environmental Education
Association of Oregon
P.O. Box 40047
Portland, Oregon 97240
Pennsylvania
Pennsylvania Alliance
for Environmental Education
601 Orchid Place
Emmaus, Pennsylvania 18049
Rhode Island
Director
. Rhode Island Environmental
Education Association
c/o Audubon Society of Rhode Island
12 Sanderson Road
Smithfield, Rhode Island 02917
South Carolina
Environmental Education
Association of South Carolina
1220 Hillside Avenue
Florence, SC 29501
South Dakota*
ErikaTallman
Northern State University CUEST Center
NSUBox777
Aberdeen, SD 57401-2627
Tennessee
Ken Voorhis, President
Tennessee Environmental
Education Association
c/o Great Smokey Mountain Institute-
Tre'mont
Route 1, Box 700 .
Townsend, Tennessee 37882
Texas
Sally Evans, President
Texas Association for
Environmental Education
7032 Creek Bend
Dallas, Texas 75252
Utah
Vern Fridley, Jr., Executive Director
Utah Society for Environmental
• Education
230 South 500 East
Suite 280
Salt Lake City, Utah 84102
Vermont
Mark Scott
Vermont State-Wide Environmental
Education Programs (SWEEP)
Vermont Natural Resources Council
9 Bailey Avenue
Montpelier, Vermont 05602
' Virginia
AnnRegn
Virginia Association for
Environmental Education
629 E. Main Street
Richmond, Virginia 23219
Washington
Lisa Bryce-Lewis, President
Environmental Education Association
of Washington.
P.O. Box 4122
Bellingham, Washington 98227
West Virginia
Marine Scarborough
West Virginia Conservation
Education Council
Department of Natural Resources
Washington Street East
Charleston, West Virginia 25303
Wisconsin
Meta Reigel, Administrative Assistant
Wisconsin Association-for
Environmental Education, Inc.
7290 County MM
Amherst Junction, Wisconsin 54407
Wyoming
Duane Keown
Wyoming Association
for Environmental and Conservation
Education
c/o Wyoming Conservation Connection
P.O. Box 3992, WYO Hall
University of Wyoming
Laramie, Wyoming 82071-3992
Director
Wyoming Outdoor Council
210 West Main Street
Lander, Wyoming 82520
Wyoming Conservation Association
Math Science Teacher Resources
University of Wyoming
Laramie, Wyoming 82070
123
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TVA-Sponsored Environmental Education Centers
, Bear Creek Watershed Environmental
.Education Project
Mr. Allan M. O'Neal, Jr., Dkector
Russellville, AR 35653
Cedar Creek Learning Center
Mr. Doug Ratledge, Dkector
Greene County Schools
910W. Summer Street
Greeneville, TN 37743
Center for Environmental/ Energy
and Science Education
Dr. Charles R. Rhyne, Dkector
Plant Science Building
Jackson State University
Jackson, MS 39217
Center for Environmental/Energy
Education
Ms. Jill Norvell, Dkector
College of Education, Room 415B
Memphis State University
Memphis, TN 38152
Center for Environmental/Energy
Education
Dr. Patrick Doyle, Dkector
Dr. John Duboise, Co-Dkector
Middle Tennessee State University
Murfreesboro, TN 37132
Mississippi Cooperative
Extension Service
Mr. Jim Yonge
Mississippi State University
Mississippi State, MS 37926
Center for Environmental Education
Dr. Ruth Jacquot, Dkector
Murray State University
Murray, KS 42701
Center for Science, Mathematics,
and Environmental Education
Dr. Susan P. Gannaway, Dkector
Education Building, Room 306
North Georgia College
Dahlonega, GA 30597-9990
Center for Environmental/ Energy
Education
Dr. Joe Sharp, Dkector
301 Bartoo Hall
Tennessee Technological University
Cookeville, TN 38505
124 Setting Startsd
Center for Environmental Education
Dr. Ed Cox, Dkector
Dr. Jackie Batson, Co-dkector
Tennessee Wesleyan College
Athens, TN 37303
Center for Environmental/ Energy
Education
Mr. Bernard Levine, Director
'Wilson Hall, Room 201
University of Alabama in Huntsville
Huntsville, AL 35899
(205) 895-6272
Center for Environmental, Energy,
and Science Education
Dr. Earl Gardner, Director
Dr. Mary Lou Meadows, Co-Dkector
Math Building
The University of North Alabama
Florence, AL 35632-0001
Center for Environmental, Energy,
and Science Education
Dr. Bernard Benson, Dkector
Room 204, Hunter Hall
The University of Tennessee-Chatanooga
Chatanooga, TN 37403
Center for Environmental/ Energy/ •
Science Education
Dr. Webb Slawson, Director
Dr. Rosalyn McKeown-Ice, Co-Dkector
Claxton Addition 319
The University of Tennessee-Knoxville
Knoxville, TN 37996-3400
Center for Environmental
and Conservation Education
Dr. Maurice Field, Dkector
The University of Tennessee at Martin
210 Frank Clement Hall
Martin, TN 38238
Center for Environmental/ Energy/
Education
• Dr. Richard C. Berne, Dkector
Natural Sciences Building, Room 333-A
Western Carolina University
Cullowhee, NC 28723
Center for Math, Science, and
Environmental Education
Dr. Terry Wilson, Dkector
Mrs. Joan Martin, Program Coordinator
403 Tate C. Page Hall
Western Kentucky University
Bowling Green, KY 42101
-------
US EPA
U.S. Environmental Protection Agency
Environmental Education Division
(1707)
401 M Street, SW
Washington; DC 20460
(202) 260-4962 or (202) 260-4965
U.S. Environmental Protection Agency
Public Information Center
401 M Street, SW
PM-211B
Washington, DC 20460
(202) 260-7751
US EPA Regional Environmental
Education Coordinators
Region 1-CT, ME, MA, NH, RI,VT
Maria V. Pirie
U.S. EPA, Region 1
"JFK Federal Building (RPM)
Boston, MA 02203
(617) 565-9447
Region 2-NJ, NY, Puerto Rico,
Virgin Islands
Teresa Ippolito
U.S. EPA, Region 2
26 Federal Plaza (Room 905)
New York, NY 10278
(212) 264-2980
Region 3-DE, DC, MD, PA, VA, WV
Bonnie Smith
U.S. EPA, Region 3
841 Chestnut Street (SEA 20)
Philidelphia, PA 19107
(215) 597-9825
For publications call:
(215) 597-2176
Region 4-AL, FL, GA, KY, MS, NC,
SC, TN
Rich Nawyn
U.S. EPA, Region 4
345 Courtland Street, NE
Atlanta, GA 30365
(404) 347-3004
Region 5-IL, IN, Ml, MN, OH, Wl
Suzanne Saric
U.S. EPA, Region 5
77 West Jackson Boulevard (PI-19J)
Chicago, IL 60604
(312) 353-3209
Region 6-AR, LA, NM, OK, TX
Sandy Sevier
- U.S. EPA, Region 6
1445 Ross Avenue (6X)
' Dallas, TX 75202
(214) 655-2204
Region 7-IA, KS, MO, NE
Rowena Michaels
U.S. EPA, Region 7
726 Minnesota Avenue
Kansas City, KS 66101
(913) 551-7003
Region 8-CO, MT, ND, SD,.UT, WY
Cece Forget
U.S. EPA, Region 8
Denver Place
999 18th Street
Suite 500 (80 EA)
Denver, CO 80202-2466
(303)294-1113 •
Region 9-AZ, CA, HI, NV, American
Samoa, Guam, Pacific Trust Territories
IdaTolliver
U.S. EPA, Region 9
75 Hawthorne Street (E2)
San Francisco, CA 94105
(415) 744-1581
Region 10-AK, ID, OR, WA
SaUy Hanft
U.S. EPA, Region 10
1200 Sixth Avenue (SO-141)
Seattle, WA 98101
(206) 553-1207
125
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Appendices
Appendix A-1:
Select Instructional
Material in
Environmental
Education
For All Grades
Conserving Soil.
USDA Soil Conservation Service. Available from the National Associa-
tion of Conservation Districts Service Dept., P.O. Box 855, League City,
Texas 77573-9989.
Includes color transparencies, ditto masters, activities, and background in-
formation to help teachers convey information about soil and its wise use.
The Kid's Guide to Social Action.
Barbara A. Lewis, 1991. Free Spirit Press, Minneapolis, Minnesota.
The Kid's Guide is an easy-to-use guide to social action. It includes stories
about real kids that have made a difference, step-by-step guides to social
action skills, ready-to-use tools, and an up-to-date resource guide.
Humanizing Environmental Education: A Guide for Leading Nature
and Human Nature Activities.
Clifford Knapp and Joel Goodman, 1981. Published by and available
from the American Camping Association, Martinsville, Indiana 46151.
This is an excellent resource for building a sense of community among
a group of people in an environmental setting (i.e., camp) or classroom.
Hundreds of valuing and affirming activities accompany the text on
humanistic education.
Our Great Lakes Connection: A Curriculum Guide for Grades
Kindergarten Through Eight.
Lynn Entine, 1985. Wisconsin Sea Grant Program of the University of
Wisconsin, Environmental Resources Center, 216 Agricultural Hall,
1450 Linden Dr., Madison, Wisconsin 53706.
Twenty-four creative classroom activities take science, social studies,
music, and language to the Great Lakes through investigations of sand,
navigation, voyageurs, immigrants, mining, shipping, and toxic
chemicals. Each activity includes some background, procedures,
extensions, handouts, and a list of resources.
Project Learning Tree: Supplemental Activities for Grades pre-K
through 8 and Educational Modules for Grades 7 through 12.
Western Regional Environmental Education Council and the American
Forest Foundation. American Forest Foundation, Washington, DC.
Available only through a six hour workshop. Contact PLT for the name
125 Batting Started
-------
of the PLT coordinator in your state. Project Learning Tree, 1111 19th
Street, NW, Suite 800, Washington, DC 20036. (202) 463-2462.
PLT uses trees as the vehicle for exploring our use of forest resources
and interdependence in an easy-to-use interdisciplinary activity manual.
Each activity includes learning objectives, background information, and a
list of suggested extension activities. Included is an excellent bibliography
. and cross reference guide. New materials include thematic modules for
older students.
Project WILD: Activity Guides for Grades K through 12
Western Regional Environmental Education Council, 1992. Available
only through a six hour teacher workshop. Contact Project WELD, 5430
Grosvenor Lane, Bethesda, Maryland 20814, (301) 493-5447 for the
name of the Project WELD Coordinator in your state.
• The project WILD activity guide is a set of interdisciplinary activities
based on wildlife, animal ecology, and the human connection to wild ani-
mals. A second guide, Aquatic WILD, focuses on water-related wildlife
activities. Each activity includes learning objectives, background informa-
tion, and a list of suggested extension activities.
Project WET
Available only through a six hour teacher workshop. Culbertson Hall,
Montana State University, Bozeman, Montana 59717-0057. Call (406)
994-5392 for the name of the Project WET Coordinator in your state.
Project WET is a set of interdisciplinary activities based on water quality
and water ecosystems. Each activity includes learning objectives, back-
ground information, and a list of suggested extension activities.
Standing Tall
The Giraffe Project. 1990. Langley, Washington. The Giraffe Project,
Box 759, Langley, Washington 98260. (206) 221-7989.
The Giraffe Project is a national organization inspiring people to stick their
necks out for the common good. Standing Tall is a service-learning pro-
gram helping students in grades K-12 to build confidence in their abilities
to take thoughtful action to better the world around them; to develop an
enduring vision that service and good citizenship are essential parts of a
meaningful life; and to acquire critical skills in thinking, decision-making,
leadership and cooperation. Each teaching guide includes a complete set
of lesson'plans, student handouts and enrichment ideas.
727
-------
Touch a Tree, Forest in My Classroom, and other publications.
Western Education Development Group, Faculty of Education,
University of British Columbia, Vancouver, BC V6T 1Z5.
A wonderful series of resource books was written by teachers, for teachers
on a wide variety of topics: Touch a Tree, Forest in my Classroom, Forest
Appreciation, There's Dirt in the Forest, Stump Book, Seeing Through the
Trees, Measuring the Forest, Rain Book, Snow Book, Pond Book, Lalte
Book, Herbal Happening, An Starts Outdoors, etc.
Instructional Materials in Environmental
Education for Elementary Teachers
Acclimatization, 1974
Acclimatizing, 1972
Sunship Earth, 1979
. Earth Education: A New Beginning, 1990
Steve Van Matte. American Camping Association, Martinsville, Indiana
and the Institute for Earth Education, Box 288, Warrenville, Illinois 60555.
Van Matre first popularized the sensory approach to environmental study.
Acclimatizing and Acclimatization describe short activities and adventures
to discover the outdoors. Sunship Earth is a carefully structured five-day
residential outdoor program. The magic and discovery are still there, but the
emphasis is on the larger picture of ecology and human interactions.
Connections: A Curriculum in Appropriate Technology for the
Fifth and Sixth Grades.
Written in 1980 by and available from the National Center for Appropriate
Technology, P,O. Box 3838, Butte, Montana 59701.
This activity guide for elementary teachers provides exciting ideas and infor-
mation'in solar energy, water conservation, transportation, recycling, nutri-
tion, and gardening-a good beginning for understanding many current issues.
128 Getting Started
-------
Food First Curriculum.
Laurie Rubin, 1984. Published and available from the Institue for Food
and Development Policy, 1885 Mission Street, San Francisco, California
.94103.
Population pressures, resource distribution, development, and lifestyle
choices are integral to our global food and hunger dilemma. This curricu-
lum, targeted to 6th grade but easily adapted, sensitively explores these
• issues. Differences in cultures, sources of food, the food distribution
system, causes, of hunger in the Third World and the U.S.A., and avenues
for change are addressed in activities with teacher information, handouts,
objectives, and evaluation.
Hug A Tree and Other Things to Do Outdoors with Young Children
Robert E. Rockwell, Elizabeth A. Sherwood, and Robert A. Williams,
1983. Gryphon House, Inc., Mt. Rainer, Maryland.
. ' One of the first EE manuals for very young children, this book guides
teachers through a variety of outdoor and indoor activities that strengthen
youngsters' skills in matching, comparing, observing, and exploring.
Keepers of the Animals, 1991.
Keepers of the Earth, 1989.
Michael J. Caduto'and Joseph Bruchac. Fulcrum Publishing. Golden,
Colorado 80401.
Each book is a collection of Native American stories with related activi-
ties, promoting responsible, stewardship toward all animals on earth.
Living Lightly in the City. Volume I for grades K-3,
Volume II for grades 4-6.
Maura O'Connor and Kathy McGlaiiflin, 1990.' Published by and avail-
able through Schultz Audubon Center, 1111 East Brown Deer Road,
Milwaukee, Wisconsin 53217.
Living Lightly in the City presents background information and teaching
activities that help students understand the connections that maintain
ecosystems. ...
NatureSeope
National Wildlife Federation, 1412 Sixteenth Street, Washington, D.C.
20036. (800) 822-9919. ' .
NatureSeope targets a different area of the environment in each issue: wet-
lands, mammals, pollution, birds, deserts, rainforests, weather, insects, etc.
Each 64 page booklet is packed with teacher background, interdisciplinary
activity ideas, resources, handout masters, and ideas to extend the theme.
129
-------
Nature With Children of All Ages.
Edith Sisson, 1982. Englewood Cliffs,-New Jersey. .
Earthworm races, seed planting, aging a tree, winter temperature, migra-
tion reporting, and water testing, are some of the many activity ideas that
fill this 200 page guide to nature study. It includes good ideas for elemen-
tary outdoor explorations.
Ocean: Consider the Connections.
Center for Environmental Education, 1985. Center for Environmental
Education, 6624 9th Street, Washington, D.C. 20001.
Information and activites on our global waterways: waves, tides, animals,
adaptations, ecosystems, and people are covered.'
Outdoor Biological Instructional Strategies-OBIS.
Lawrence Hall of Science, University of California, Berkeley, CA.
Available, through Delta Education, Box M, Nashua, New Hampshire
03061.
This program promotes the understanding of biological and ecological re-
lationships. Hands-on activities emphasize both the natural and built envi-
ronments. Activities are packaged according to common themes: deserts,
birds, school site, etc.
Sharing the Joy of Nature, 1989.
Listening to Nature, 1987.
Sharing Nature With Children, 1979.
Joseph Bharat Cornell. Ananda Publications, Nevada City, California.
The assortment of nature games and philosophy included in these books
encourages youngsters and adults alike to increase their awareness
of the world through direct experiences-like listening to tree heartbeats,
following a soaring hawk, or stalking wild animals. The activities require
no complicated equipment or expertise-just a sensitivity to people and
nature.
Ten-Minute Field Trips: Using the School Grounds
for Environmental Studies.
Helen Ross Russell, 1991. National Science Teachers Association,
Arlington, Virginia.
Can't get a bus for a field trip? Your own school grounds are probably
filled with days of environmental explorations. Trees, bugs, birds, worms,
heat, and light are only some of the topics addressed in this information
guidebook. Teacher preparation and field trip possibilities are listed.
130 Getting Started
-------
Instructional Materials in Environmental
Education for Middle and High School Teachers
Bags, Beakers, and Barrels: Ah Action Curriculum Toward
Solving Hazardous Materials Issues for Middle and High School
Students.
Industrial States Policy Center, 1987. Industrial'States Policy Center, 17
Brickel, Columbus, OH 43215.-
(614)224-4111.. . . .
This guide enables teachers to help students understand hazardous materi-
als, their usefulness, their danger, and their typical disposal pattern. The
final chapter provides guidelines for developing an action project to help
resolve local concerns about these materials.
Earth Matters: Studies for our Global Future, 1991.
USA by Numbers, 1984.
For Earth's Sake: Lessons in Population and the Environment, 1989.
Zero Population Growth, 1400 16th Street, NW, Suite 320, Washington
DC 20036, (202) 332-2200.
Zero Population Growth (ZPG) offers packets of activity ideas for
approaching the sensitive issues of the environmental consequences
of human population growth. Earth Matters, for example, provides back-
ground reading and activities on environmental issues at the secondary
leveL USA By Numbers uses census data to explain trends in environ-
mental and social conditions.
The EarthTime Project.
Written in 1992 by and available from The EarthTime Project, P.O. Box
1111, Ketchum, ID 83340. (208) 726-4030.
EarthTime is a program that stresses critical thinking skillls, personal
responsibility, empowerment, and a hands-on approach to teaching
environmental education. This program represents a blueprint for convert-
ing schools into models of environmental responsibility and affecting
significant lifestyle changes among program participants. Based on issues
that can be addressed at the school: energy conservation, water use,
pesticides, etc.
737
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Investigating and Evaluating Environmental Issues and Actions;
Skill Development Modules and other publications. .
Harold R. Hungerford, Ralph A. Litherland, R. Ben Peyton, John M.
Ramsey, Audrey N.-Tomera, and Trudi L. Volk, 1985. Stipes Publishing
Company, 10-12 Chester Street, Champion, IL 61820.
, Written for middle school students, these skill development modules
lead students through issue identification, values analysis, researching
questions with serveys and questionnaires, and analyzing an issue for '
• potential action.
Living Lightly on the Planet Volume I for grades 7-9,
Volume II for gradesW-12.
Maura O'Connor, 1991. Published by and available through S.chultz
Audubon Center, 1111 East Brown Deer Road, Milwaukee, WI53217.
Living Lightly on the Planet presents background information and
teaching activities that help students understand the connections that
' maintain ecosystems. . •
Preparing for Tomorrow's World: Decisions for Today
and Tomorrow.
Louis lozzi and Peter Bastardo, 1987. Available from Sopris West Inc.,
1140 Boston'Avenue, Longmont, Colorado, 80501.
A series of Science-Technology-Society modules that focus on issues such
as nuclear energy, genetic engineering, acid rain, and hazardous waste.
Issues are presented with background readings, questioning strategies, and
case studies.
Sustainable Economics: A Supplementary Curriculum
for High School Economics Courses.
The Center for Economic Conversion, 222 View Street, Suite C,
Mountain View, California 94041-1344. (415) 968-8798.
Sustainable Economics presents an introduction to a variety of economic .
systems and includes .a critical analysis of contemporary industrial- ' •
capitalism. Written by San Francisco Bay Area high school economics,
teachers, Sustainable Economics includes five lesson plans and eleven
activities which focus on contemporary, relevant topics for discussion.
132 Getting Started'
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faking Sides: Clashing Views on Controversial Environmental
Issues, and Instructor's Manual for Taking Sides: Clashing Views
on Controversial Environmental Issues.
Theodore D. Goldfarb. Available from Dushkin Publishing Group,
Sluice Dock, Guildford, Connecticut 06437. (800) 243-6532. .
Taking Sides presents two opposing points of view on a series of eighteen
controversial environmental issues such as reauthorization of the Endan-
gered Species Act, the need for widespread use of pesticides to feed an in-
creasing world population, and the need for aggressive international efforts
to slow global warming. The Instructor's Manual includes a synopsis of
. each author's position on the issue, teaching suggestions, and multiple-
choice and essay questipns. The teaching hints consist of suggestions for
generating class discussion around the themes raised by the clashing essays.
Training Student Organizers Curriculum. .
Zamm, Michael, Robert Ortner, and Beverly DeAngelis, 1990.
Available from the Council on the Environment of New York City,
51 Chambers Street, Room 228, New York, New York 10007.
'(212) 788-7900.
The curriculum shows teachers, youth leaders, and community activists how
to organize environmental improvement projects in neighborhoods, schools,
and homes. It contains step-by-step lesson plans for organizing anti-litter
campaigns, recycling programs, energy conservation programs, open space
projects and many others.
Tropical Forests.
Population.
Biological Diversity.
Considerthe Connection.
Citizen's Guide to Global Issues (background information).
Global Tomorrow Coalition, 1325 G Street NW, Suite 915, Washington
D.C. 20005.
Global Tomorrow Coalition is publishing a series of packets for teachers-
background information, activity ideas, and handouts on environmental
issues of global significance. , •
733
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Understanding the Game of the Environment:
An Illustrated Guide to Understanding Ecological Principles.
(Agricultural Information Bulletin No. 426)
David R. Houston, 1979. US Forest Service, US Department of Agricul-
ture, Washington D.C. ,
Here is an ecological text published for high school students. Major
ecological principles are summarized and organized into a game, complete
' with players, rules, boundaries, etc. Detailed illustrations provide the basis
' for in-depth discussions. . • .
Appendix A-2:
Select Examples
for Your EE Library
Resource Books in Education ,
and Environmental Issues
The Cousteau Almanac: An Inventory of Life on our Water Planet.
Jacques Ives Cousteau and Cousteau Staff, 1981. Doubleday Company,
New York.
The Almanac is a treasure of information on environmental issues around
the world in the 1980's. Articles are superbly written, well documented,
and arranged in an unique order. Scattered throughout are vignettes of
people and organizations who work toward the solutions to environmental
problems, usually on a local level, and usually successful. The last section
provides information on organizing around an issue and taking action.
Environmental Science: An Introduction, 1988 (second edition).
Living in the Environment: An Introduction to Environmental Sci-
ence, 1990 (fourth edition).
G.Tyler Miller. Wadsworth Publishing Company, Belmont, •
California, 1986.
Both texts fairly represent the variety of perspectives that color environ-
mental issues. Environmental Science covers the issues in less depth than
Living in the Environment. Written for the college student.
Environmental Issues Forum (EIF).
• North American Association for Environmental Education, P.O.' Box
400, Troy, Ohio 45373.
• The EIF is a program with a series of booklets providing background infor-
mation on, and initiating discussion of, current environmental issues. Two
EIF books are currently avilable: "The Solid Waste Mess: What Should We
Do With Our Garbage?" and "The Wetlands Issue: What Should We Do
With our Bogs, Swamps, and Marshes?" A "Moderator's Guide" is also
available to help you set up, publicize, and run a forum or study circle.
134 Getting Started
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Environmental Science: A Framework for Decision Making.
Daniel D. Chiras, 1985. The Benjamin/Cummings Publishing
Company, Inc., Menlo Park, California.
. This text presents a current, comprehensive, and holistic overview of
critical environmental issues useful to readers with little or no background
in science. Written for the college student.
The Environment Source Book.
Sources Annuals.
Greenhaven Press, P.O. Box 289009, San Diego California 92198,
(800)231-5163. . '
A compilation of brief articles arguing environmental issues from across
the political spectrum. Several articles on each of 14 topics; authors from
William Buckley to Jeremy Rifkin.
The Global Citizen.
Donella Meadows, 1991. Island Press, Washington, D.C.
The Global Citizen is a collection of over 80 newspaper articles written
by Meadows for her syndicated column, Global Citizen. In simple and '
eloquent language, she discusses the global environment, the beauty
of nature, the treasure of simplicity, the successes happening, and the
hopeful solutions that lie ahead.
The Global Ecology Handbook..
The Global Tomorrow Coalition, 1990. Beacon Press,
25 Beacon St, Boston, Massachusetts 02108-2800.
This handbook, a practical supplement to the PBS series Race to
Save the Planet, is designed to help overcome the political, social,
and economic obstacles that continue to retard progress toward solutions
to environmental problems. Among other things the Handbook: provides
basic facts about global population, resource, and environmental prob-
lems; demonstrates how these problems are interrelated; shows how
the problems affect the lives of citizens in the United States and other
countries; suggests how individuals and groups can participate in
acheiving solutions.
A Guide on Environmental Values Education.
Michael Caduto. UNESCO, Paris France, 1985. Available from Michael
Caduto, P.O. Box 1052, Norwich, Vermont 05055.
This slim, well-written manual includes background and theory on
attitude formation, moral development, values clarification, and other
. valuing strategies. Two chapters describe environmental values activities
for younger and older students that should contribute to their moral
development. '
735
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The Handbook of Nature Study.
Anna Botsford Comstock, 1939,1967,1974. Cornell University Press,
Ithaca, New York.
This classic reference was first published in 1911 from the stronghold of the
natural history movement. It is still one of the best sources of natural history
information and tidbits available. Comstock's observations of animal behav-
ior are thorough and delightful to read. ;
State of the World (published annually)
Lester Brown, et al. W.W. Norton, New York. Available from World-
watch Institute, 1776 Massachusetts Avenue NW, Washington, DC 20036.
The tenth volume in a series, this annual report produced by the World-
watch Institute is an invaluable resource of up-to-date information on the
environment.
.World Resources 1992-93 (Updated annually).
Teacher's Guide to World Resources 1992-93: Comprehensive
Coursework on the Global Environment.
World Resources Institute. 1709 New York Avenue,-NW,
Washington, DC 20006, (202) 638-6300.
Activities, graphs, and information in this booklet enhance the global data
available in World Resources 92-93. Teachers can use these units on wet-
lands, biodiversity, etc., to develop a secondary course or unit.
The Wholeschool Book: Teaching and Learning Late
in the 20th Century.
Bob Samples, Cheryl Charles, and Dick Barnhart, 1977. Addison7
Wesley Publishing Company, Reading, Massachusetts.
This book offers a humanistic, people-oriented philosophy of education
complete with suggestions for questions, discussions, and activities that
. encourage students to participate in the learning process.
Academic/Professional Work
in Environmental Education
The Journal of Environmental Education
Heldref Publications, 1319 18th Street, NW, Washington, DC 20036.
(8QO) 365-9753,
The Environmental Communicator
NAAEE, P.O. Box 400, Troy Ohio 45373.
(513)676-2514
NAPEC Quarterly
National Association of Professional Environmental Communicators
P.O. Box 61-8352
Chicago, IL 60661-8352
13S GaKs'ng Started
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Periodicals for Teachers and Students
Ranger Rick, National Wildlife,
and International Wildlife
National Wildlife Federation
8925 Leesburg Pike
Vienna, VA 22184-2266
(703)790-4482
National Geographic World
'National Geographic Society
17th and M Street NW
Washington D.C. 20036
(202)857-7000 '
Owl and Chickadee
The Young Naturalist Foundation
56 The Esplanade, Suite 306
Toronto, Ontario, M5E 1A7,
Canada.
(416)868-6001
World Watch Papers
Worldwatch
Worldwatch Institute
1776 Massachusetts Ave. NW
Washington D.C. 20036
(202) 452-1999
The Amicus Journal
National Resources Defense Council
40 W. 20th Street
New York, NY 10011
(212) 727-2700
EE News: Environmental Educa-
tion in Wisconsin
WI Department of Natural Resources
Box 7921
Madison, WI 53707-7921
Audubon
National Audubon Society
700 Broadway
New York, NY 10003
(212)979-3000 : .
Sierra Magazine
The Sierra Club
730 Polk Street
San Francisco, CA 94109
(415)776-2211
Green Teacher
95 Robert Street
Toronto, Ontario M5S 2K5
Canada •
Environmental Action
Environmental Action
6930 Carroll Avenue, Suite 600
TakomaPark,MD 20912
(301)891-1100
The Nature Conservancy
The Nature Conservancy
1815 N.Lynn Street
Arlington, Virginia 22209
(800) 628-6860
Buzzworm
Buzzworm, Inc.
2305 Canyon Boulevard
Suite 206
Boulder, CO 80302
(303) 442-1969
P-3, The Earth Based
Magazine for Kids
P.O. Box 52
Montgomery VT 05470
(802)326-4669
Garbage
Old House Journal
P.O. Box 56519
Boulder, CO 80322
(800)274-9909
E: The Environmental Magazine
Subscription Department
P.O. Box 6667
Syracuse, NY 13217
(800) 825-0061
Clearing
Creative Educational Networks
John Inskeep Environmental
Learning Center
19600 S.Moalla Avenue .
Oregon City, OR 97045
Science Scope
The Science Teacher
Science and Children
National Science Teachers
Association
1840 Wilson Blvd.
Arhngton, VA 22201-3000
737
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General Feedback
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If so, how? (check all that apply)
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Other:
Your Profession
_ Teacher (circle one): [Lower El / Upper El / MS / HS / Other]
, Subjects) taught:
School Administrator
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Other:
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Did any of the stories...
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Yes No; If yes, which ones?
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Put an "X" in front of each that applies:
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fsF Do you know a teacher or administrator who has done
~ wonderful things in Environmental Education that we should
___mclude in the next "Getting Started?"
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