Columbus. 94 43210-1080. Guides - ERIC · *Curriculum Development; ... foundations. These....

DOCUMENT RESUME

ED 395 755 SE 055 773

AUTHOR Cantrell, Diane, Ed.; Barron, Patricia, Ed.TITLE Integrating Environmental Education and Science:

Using and Developing Learning Episodes.INSTITUTION Environmental Education Council of Ohio, Newark.;

Ohio State Dept. of Education, Columbus.; Ohio Stat,.Dept. of Natural Resources, Columbus.; Science andMathematics Network of Central Ohio.; ScienceEducation Council of Ohio.

SPONS AGENCY Ohio State Environmental Protection Agency,Columbus.

PUB DATE 94

NOTE 172p.; American Electric Power and Columbia SouthernPower/Ohio Power and the John T. Huston-John D.Brumbaugh Nature Center at Mount Union College alsoparticiated in this project.

AVAILABLE FROM ERIC/CSMEE, 1929 Kenny Road, Columbus, OH43210-1080.

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICEDESCRIPTORS

ABSTRACT

MF01/PC07 Plus Postage.*Curriculum Development; *Educational Objectives;Elementary Secondary Education; *EnvironmentalEducation; Integrated Curriculum; *InterdisciplinaryApproach; Science Curriculum; Science Education

Education is in the midst of a major effort torestructure its programs so learners will be prepared for thedramatic global changes which continue to occur at acceleratingrates. This document, which focuses on environmental education,serves as a vehicle to model a multi-dimensional approach: reflectinga broad range of instructional objectives, thematic organizations,and interdisciplinary approaches. The first section, "The BigPicture: Building Blocks and Models," discusses the goals forenvironmental education and science education. It identifies keyelements that comprise the content of curriculum and suggests a rangeof ways to organize the curriculum. The second section, "GettingStarted: Sample Learning Episodes," contains examples illustratinghow existing curriculum materials can be modified to include more ofthe ideas discussed in the first part. Some model a specificeducational strategy, technique, or approach, while others depictmulti-dimensional learning opportunities. The third section,"Branching Out: Developing Your Own Learning Episodes," providesgeneral guidelines for developing learning episodes and suggestsdifferent approaches to use as starting points. The appendicesinclude an outline of the science model; guidelines for environmentaleducation activities; an overview of learning episodes; ninth gradeproficiency outcomes; helpful lists, samples, and tips; curriculumresources and teaching and learning resources; and blank forms formodels and webs. Contains 14 references. (MKR)

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COLLABORATING ORGANIZATIONS

Environmental Education Council of Ohio(EECO)

(Formerly the Ohio Conservation and OutdoorEducation Association (OCOEA)]

EECO is a statewide, professional organizationdedicated to promoting environmental educationwhich nurtures knowledge, attitudes and behaviorsthat foster global stewardship. Teachers, naturalists,camp staff, youth leaders, university students, agencypersonnel and others join EECO to meet other envi-ronmental educators and to share ideas, materials,and teaching techniques. EECO sponsors statewideand regional conferences and workshops, distributesan informative newsletter, provides consulting ser-vices, serves as a liaison with other organizationsconcerned about environmental education, and givesannual awards recognizing outstanding achievementsin the field of environmental education. For moreinformation, contact EECO Executive Director, 121Beckett Court, St. Clairsville, OH 43950.

Ohio Department of Natural Resources (ODNR)

The Ohio Department of Natural Resources is

responsible for the preservation, management andwise utilization of the state's natural assets. ODNRhelps Ohioans protect and enjoy our fish and wildlife,waterways, forest lands, state parks, nature preservesand recreational areas. At the same time, the agencyworks to conserve valuable soil, water and mineralresources, and to promote recycling and the use ofrecycled products. One of the largest and mostdiverse agencies in state government, ODNR is atwork in each of Ohio's 88 counties, making a strong,positive impact on the social, recreational and eco-

nomic well being of all Ohioans. For more informa-tion contact ODNR Public Information Center, 1952Belcher Drive C-1, Columbus OH 43224.

Continued on inside back cover. 3

Science Education Council of Ohio (SECO)

SECO is the state chapter of the NationalScience Teachers Association (NSTA). Membership iscomprised of elementary, secondary and college/

university teachers and administrators who desire toimprove science instruction in Ohio schools. SECO'sgoal is to increase, through education, the under-

s. riding of the nature of science, its methods, itst ...nology and its future prospects among Ohiostudents, their families and the general SECO

publishes the AGORA, a journal with professionalarticles by and for science educators, and a newsletterwith science developments and events of interest toscience teachers. SECO holds an annual meeting forits membership and is a channel of communicationwith all segments of the educational community for

the common goal of improving science at all educa-tional levels. For membership information contactSECO Membership, The University of Dayton, Dayton

OH 45469-0512.

Ohio Department of Education (ODE)

For over fifty years the Ohio Department of

Education has had a staff member engaged in improv-

ing and extending environmental education programsin Ohio's elementary and secondary schools. Therehas also been a concurrent effort to provide highquality environmental education programs forinservice and preservice teachers. These two efforts

have substantially improved the education of Ohio's

young people. One of the important aspects of thiseffort is the fine cooperation there has been amongseveral state agencies, state professional organiza-tions, profit and non profit organizations, all levels ofgovernment, and philanthropic foundations. Thesecollaborative efforts have resulted in innovative andsuccessful programs in every part of Ohio. As Ohio's

elementary and secondary education curricula con-tinue to move toward a more integrated, interdiscipli-nary mode, environmental education will be needed asa unifying focus of learning. For more informationcontact Professional Development Work Cluster, OhioDepartments Building - Room 1005, 65 South FrontStreet, Columbus OH 43266-0308.

INTEGRATINGENVIRONMENTAL EDUCATION

AND SCIENCE

Using and DevelopingLearning Episodes

EDITED BY:

Diane C. Cantrell

Patricia A. Barron

DEVELOPED BY:

Environmental Education Council of Ohioformerly Ohio Conservation and Outdoor Education Associat ion

Project Coordinator

Science Education Council of Ohio

Ohio Department of Natural Resources

Ohio Department of Education

Science and Mathematics Network of Central Ohio

American Electric Power andColumbus Southern Power/Ohio Power

The John T. HustonDr. John D. BrumbaughNature Center of Mount Union College

This project was made possible, in part, through a grantfrom the Ohio Environmental Education Fund, a progaz mof the Ohio Environmental Protection Agency.

Li

Published by:

Environmental Education Council of Ohio397 West Myrtle Avenue

Newark, OH 43055and

the other project collaborators

1994

Educators are encouraged to photocopy these materials for thenon .commercial purpose of educational advancement.

Design and layout by :

Teresa PierceOffice of Public Information and Education

Ohio Department of Natural Resources

Additional copies are available from:

ERIC Clearinghouse for Science, Mathematics,and Environmental Education

1929 Kenny RoadColumbus, Ohio 43210-1080

614-292-6717 (voice)614-292-0263 (fax)

[email protected] (E-mail)

Printed on Recycled Paper

PAIMI/D WMi

SOY INK

ATTENTION!!! ATTENTION!!!

This publication is DIFFERENTat least we hope you think so. At firstglance you may think that it is one more activity book. And yes, we hope thatyou find some teaching ideas that you can use immediately.

More importantly, it is a "how to" guide:

how to organize curriculum in a way that synthesizes all the differenteducational reform ideas and

how to design learning opportunities that carry out these reform ideas.

The Advisory Board used the old adage, "give people a fish and they will eatfor a day; teach people to fish and they will eat for a lifetime" as the guidingprinciple for the publication.

Yes, we hope you find

some good fish.

But,

we really hope you

practice your fishing.

TABLE OF CONTENTS

Acknowledgments

Prefaceiv

Foreword

Introduction: About This Documentvii

Purposevii

Key Termsvii

Who Should Use This Documentvii

How to Use This Documentvii

The Big Picture: Building Blocks and Models

Environmental Education/Science Education Goals 1

Components of Curriculum1

Curriculum Strands1

Integrated Approaches2

Thematic Ideas3

Models of Curriculum Organization3

Sample Models4

From Models to Learning Episodes10

Instructional Considerations11

Constructivism11

Active Learning11

Learner-Centered Approach12

Alternative/Authentic Assessment12

Cooperative Learning13

Diversity Among Learners13

Multicultural Education13

Getting Started: Sample Learning Episodes

Description of Learning Episodes17

Characteristics17

Instructional Objectives18

Components18

Learning Episodes19

Birds in the School Yard21

Day at the Creek25

Environmental Youth Congress: Solving Environmental Problems 29

Everybody Needs a Home33

Habitat High-Low37

A Handful of Mud39

Investigating Browning Evergreens43

Land Resources 49Let's Tiy Our Own Biosphere II 53Not in Our School Yard 57Observing Birds in Their Habitats 61Partnering for Elementary Environmental Science 63Rescuing the Rain Forest 67Resident Environme..-ital Education Experiences 71Shopping Around a Mall For Environmental Activities 77Taking Action Through Recycling 83Ups and Downs of Earth Changes 85Urban Playground Investigation 89Water, Water Everywhere 93Wetlands and Waste Water 99What Can You Learn About a Leaf? 103What To Do With Millions of Gallons of Water in a Coal Mine 107What's Going on With the Weather? Global Climate Change 113Your City is Full of Rocks 119

Branching Out: Developing Your Own Learning Episodes

Modify a Learning Episode From This Publication 125Modify an Existing Learning Activity 125Develop Your Own Learning Episode 127Web a Learning Episode Based Upon a Curricular Mo&A 127

Ref'erenc(s 137

Appenclice,= 139

A. Ohio's Model Competency-Based Science Program: Key Components 139B. Guidelines for Environmental Education Activities 143C. Helpful Lists, Samples and Tips 145

1. Learning Skills 1452. Science and EE Themes Summary Chart 1473. Traditional vs. Constructivist Classroom 1484. Authentic Assessment 1495. Cooperative Learning 1516. Variety of Teaching Strategies 1557. Multicultural Education 1568. Teaching Outdoors 1579. Variety of Learning Environments 159

D Resources 1601. Curriculum Resources 1602. Teaching and Learning Resources 165

E. Overview of Episodes 167F. Linkages to Ninth Grade Proficiency Test Outcomes 168G. Blank Forms for Models and Webs 171

ACKNOWLEDGMENTS

The EnvironmentalEducation Council ofOhio (EECO), alongwith the other projectcollaborators, wouldlike to thank themany indi-4duals andorganizatit. is thatcontributed theirexpertise to thisproject. A specialthanks is also givento Diane Cantrell whowas the lead writerfor major sections ofthis publication,including the modelsof curriculum organi-zation on pages 3-10.

CORE PLANNINGCOMMMEE

Pat Barron,EnvironmentalEducationCouncil of Ohioand Science andMathematicsNetwork ofCentral Ohio

Diane Cantrell, OhioDepartment ofNaturalResources

John Hug, OhioDepartment ofEducation

Diana Hunn, ScienceEducationCouncil of Ohio

CharlesMcClaugherty,Mount UnionCollege

Mary K. Walsh,AmericanElectric Powerand ColumbusSouthern Power/Ohio Power

ADVISORY BOARD

Lois Bradstreet,Springfield CitySchools

Jan Clayton, LickingCounty Office ofEducation

Gary Courts, Past-president ScienceEducationCouncil of Ohioand MiamisburgCity 'hools

Carol Damian,President-electSECO andDublin CitySchools

Margie Dun levyLakewood CitySchools

Bruce Evener,Whitehall CitySchools

Rosanne Fortner, TheOhio StateUniversity

Beth Hahn,EnvironmentalEducationCouncil of Ohio

Jane Hazen, StarkCounty Schools

Kevin Hennis,PresidentEnvironmentalEducationCouncil of Ohioand Wooster CitySchools

Ronald "Oz" Hibbard,AshlandUniversity

Jerry Ivins, PresidentScienceEducationCouncil of Ohioand NorthwestLocal Schools,Hamilton County

Joan Kamm, ToledoCity Schools

Charity Krueger,AullwoodAudubon Centerand Farm

Paul Loeffelman,AmericanElectric Power

Marty McTigue,Worthington CitySchools

Marian Moeckel,Edgewood CitySchools

Lynn Monroe, StowCity Schools

Donna Naylor-Hansel, FairfieldCity Schools

Leonette Rowe, GreenLocal Schools

Jeanne Russell, OhioDepartment ofNaturalResources

Paul Spector, TheHoldenArboretum

Maureen Sullivan,Dayton CitySchools

Deborah Taylor,ColumbusSouthern Power

David Todt, ShawneeState Universityand ProjectDiscovery

Cynthia Tyson,Columbus PublicSchools

Deb Yandala,Cuyahoga ValleyEnvironmentalEducation Center

CONTRIBUTINGAUTHORS

Richard Allen,GranvilleExempted Village

Kelly Armfelt, OhioDepartment ofNaturalResources

Deborah Bainer, TheOhio StateUniversity atMansfield

Pat Barron, Scienceand MathematicsNetwork ofCentral Ohio

Lois Bradstreet,Springfield CitySchools

Vickie Breckenridge,Great Trail G.S.Council

Cheryl Birkheimer,Kent StateUniversity

Diane Cantrell, OhioDepartment ofNaturalResources

Sandra Cobb,Worthington CitySchools

Carol Damian, DublinCity Schools

Margie Dunlevy,Lakewood CitySchools

Rosanne Fortner, TheOhio StateUniversity

Shirley Fox, WestBranch Local

Beth Hahn,EnvironmentalEducationCouncil of Ohio

Peg Hanley,EisenhowerNationalClearinghouse

Kevin Hennis,Wooster CitySchools

Joan Horn, GlenHelen OutdoorEducation Center

John Hug, OhioDepartment ofEducation

Diana Flunn,University ofDayton

Kelly Jacobs,SouthwesternCity Schools

Craig Kramer, BexleyCity Schools

Charity Krueger,AullwoodAudubon Centerand Farm

Dave Landis, OhioDepartment ofNaturalResources

Paul Loeffelman,AmericanElectric Power

John McManus,AmericanElectric Power

Lynn Monroe, StowCity Schools

Shauni Nix, OhioNEED

Betty Onyett, Retiredteacher

Barbara Reese,Alliance CitySchools

Jeanne Russell, OhioDepartment ofNaturalResources

Nancy Small,Columbus PublicSchools

Paul Spector, TheHoldenArboretum

Maureen Sullivan,Dayton CitySchools

IN tEGRATINI, ENVIIMNMEN rm. EIKVAHON AND ScILNCL

Judy Tabor,WorthingtonCity Schools

David Todt, ShawneeState University

Cynthia Tyson,Columbus PublicSchools

Nancy Varian,Osnaburg LocalSchools

Mary K. Walsh,AmericanElectric Power

Deb Yandala,Cuyahoga ValleyEnvironmentalEducationCenter

Columbus SouthernPower TeacherWorkshopParticipants

FOCUS GROUPSAND OTHERREVIEWERS

Akron AreaAdrian AchtermannJim BullLinda HeathJim He ltsleyBonnie RayJames VincentRobin Wicks

Portsmouth AreaDonna EssmanC. Wick GahmKeith HarperMonte KreminMarcella KuhnRichard A.

ShoemakerRuth ShuffPatsy TodtSue Welty

Dayton AreaCindy FisherDiana HunnMaureen Sullivan

Columbus AreaDebbie AndrewsBeth AshSandra CobbCarol HuddleJudy HummelGrayce Ann KleiberKaren LandisLinda MillerKaren ScrantonNancy Small

SPECIAL THANKSTO

Tom Ayres, AmericanElectric Power

Cathy Behrends,Science andMathematicsNetwork ofCentral Ohio

Vickie Breckenridge,EnvironmentalEducationCouncil of Ohio

Tina Ray, OhioDepartment ofNaturalResources

Barry Schumann,ColumbusSouthern Power/Ohio Power

Jacquelyn Wright,ColumbusSouthern Power/Ohio Power

Staff of Office ofPublicInformation andEducation, OhioDepartment ofNaturalResources

INTEGnAlING ENMONMENTAI, Efir( ATION AND SCIENCE II

PREFACE

Seven collaborators representingstatewide organizations, agencies and

constituencies worked together on thisproject. We share in common a commit-ment to promoting quality education andencouraging the development of environ-mental and scientific literacy in learners.We are excited by the potential that Ohio'sModel Competency-Based Science Program(State Board of Education, 1994) holds for

reforming science education in the state.Consequently, we have elicited the assis-tance of Ohio educators in developing thisdocument which illustrates how environ-mental education can serve as a vehiclefbr implementing the new model. We areenthused by the learning opportunitiessuggested by the contributors and evenmore so by the unlimited possibilities thatwe believe these ideas will spark.

INTEGRATING ENVIRUNMEN1AL Ei WcATIoN AND Sull,NcE C.

FOREWORD

Elementary and secondary education isin the midst of a major eflbrt to

restructure its educational programs solearners will be prepared for the dramaticglobal changes which continue to occur ataccelerating rates. Science education, aspart of this restructuring, is receivingmuch attention both nationally and withinOhio. One of the eight national goals foreducation states that American studentswill be first in the world in science andmathematics achievement by the year2000.

As a nation, we are spurred by mediaattention on American students' lowscience test scores, concerned over ourability to compete in a global market placewithout well prepared scientists andengineers, and compelled to have a morescientifically literate general population.Consequently, several national organiza-tions have initiated science educationreform efforts. These include Project 2061spearheaded by the American Associationfor the Advancement of Science, Scope,Sequence and Coordination by the Na-tional Science Teachers Association, andNational Science Education Standards bythe National Research Council (seeAppendix D-2).

Building upon these and othernational initiatives, Ohio continues tostrive for educational excellence.Grounded in the belief that all studentscan learn, Ohio is promoting educationalreform through the development of stan-dards, model curricula, and accountabilitymeasures.

The seven collaborators who devel-oped this project share these nationalconcerns and support Ohio's educationalreform effort. We believe that the recent

adoption and implementation of Ohio'sModel Competency-Based Science Program(see Appendix A) provides a timely oppor-tunity to refocus our thinking aboutscience education and how to continue toimprove educational practice.

To meet the spirit and intent of thescience model, we know that schooldistricts will be searching for and choosingappropriate curriculum materials thatmatch their newly designed and/or rede-signed science programs. This selectionprocess will be more difficult than in thepast because educational reform efforts,and specifically science education, call fornew and expanded ways of constructingthe curriculum. Curriculum materialsneed to reflect a broad range of instruc-tional objectives, thematic organizations,and interdisciplinary approaches.

Since many existing educationalcurriculum materials are not designed tosupport this multi-dimensional approach,we believe that there is a compelling needfor a publication that clearly describeshow this can be addressed. This documentwhich focuses on environmental educationserves as a vehicle to model this approachfor several reasons:

Environmental topics facilitate thedevelopment of process and higherlevel thinking skills while engaginglearners in the construction andapplication of knowledge.

Environmental education is issue-oriented; therefore, it provides amulti-dimensional approach acrossthe disciplines of science (i.e., life,earth/space, physical) and acrossother disciplines (e.g., technology,mathematics, social sciences).

INTEGItVIINc EN\ IxoNMENTAI. EnCrATIi/N ANII SCIENCE

More importantly, environmentalissues are of a real life, prchleinsolving nature which is a criticalelement emphasized in many reformefforts.

As stated previously, the impetusbehind this project was to promote theimplementation of Ohio's Model Compe-tency-Based Science Program throughenvironmental education. However, theideas and learning activities presentedhere not only reflect the Ohio ModelScience Program but also other educa-tional refor m efforts. For Ohio, the ideasin the document:

are consistent with the premi3es,rationale, and objectives found inOhio's elementary and secondarystandards and in all of the associ-ated competency models and

reflect the priorities and characteris-tics addressed by the En: ironmentalEducation Council of Ohio "Guide-lines for Environmental EducationActivities" and by the Ohio Environ-mental Education P'ind "GrantGuidelines for Edu anal Projects"(Ohio EPA).

Since all of the above are based uponnational reform efforts, we believe thatthe information and materials in thisdocument have broad-based support andapplicability.

In addition, we believe that leadersfrom groups and organizations that arenot required to follow state educationguidelines will find these materials fullyconsistent with their own organization'sunderstandings about what constitutes"good" education.

INTRODUCTION: ABOUT THIS DOCUMENT

P,irpose

The purposes of this document aretwofold. First, it is designed to encourageenvironmental literacy and responsibleenvironmental behavior through theimplementation of the Ohio Model ScienceProgram. By focusing on environmentaltopics, themes and issues, the learningepisodes demonstrate how to developsimilar experiences that will help learnersbecome more environmentally literate andmake evidence-based decisions about theenvironment.

Second, this document is designedto assist curriculum developers andleaders of learners in reflecting about anddesigning/redesigning their curriculum.By providing sample learning episodes,this document demonstrates a variety ofways to address the multi-dimensionalcharacteristics of curriculum advocated bynational reform initiatives as well as bythe Ohio Model Science Program.

Key Terms

This document contains samplelearning episodes which exemplify howthe science model and key educationalreform ideas are translated into practice(see Getting Started). A learning episodepresents a rich description of a learningexperience, capturing the multifacetedaspects of teaching and the conditionsnecessary for effective learning to takeplace. The term episode was selectedbecause it can be defined to meet innova-tive educational approaches without theconnotations of terms such as lesson orunit.

In a similar vein, the term leadersof learners is used interchangeably with

teachers or educators as is the termlearners for students. This is donethroughout the document to move awayfrom the connotations of the traditionalroles of teachers and students. Theseterms emphasize the role of the leader asfacilitator and the role of the learner asself-initiator.

Who Should Use ThisDocument

This publication is intended for twoaudiences. The first is individuals andgroups who are responsible for writingcurriculum. This may be a district cur-riculum committee charged with revisingthe local course of study. Or it may be aclassroom teacher designing and organiz-ing the overall curriculum to translate thecourse of study into practice.

The second audience is the leaders oflearners who bring this curriculum to lifeby developing and implementing appropri-ate learning episodes.

How to Use This Document

This pithlication is divided into threemain sections: one which presents thethinking behind the document, one whichillustrates what these ideas can look likein practice, and one which motivatesleaders of learners to try out their ownideas.

The Big Picture: Building Blocksand Models discusses the goals forenvironmental education and scienceeducation. It identifies key elements thatcomprise the content of curriculum and

IN; ,,H.A11%(; Ei)1.1..1111)s .\ NI) S(

14

suggests a range of ways to organize thecurriculum. Use this section to:

reflect about the content of yourcurriculum and how you organize it,

identify important key elements toinclude in your curriculum, and

redesign your curriculum to includethese elements in a way whichaccomplishes your vision for educa-tional practice.

In addition, the first Part brieflydiscusses key educational ideas related toinstruction and how learners learn con-tent. These key ideas are reflected in theexample learning episodes contained inthe second part. Use this brief overviewto:

reflect about your current practices,

consider how they relate to environ-mental education and scienceeducation, and

create a vision for your futurepractice.

This is a section to read, reread andrevisit often as you reflect and try outdifferent ideas.

Getting Started: Sample Learn-ing Episodes fully defines what is meantby the term learning episode andprovides samples. Some of the examplesillustrate how existing curriculum materi-als can be modified to include more of theideas discussed in the first part. Somemodel a specific educational strategy,technique or approach. Others depictmulti-dimensional learning opportunities.These learning episodes are provided to:

be used with learners as weitten,

be modified or extended to meetyour educational purposes,

serve as a model for writing otherlearning episodes to meet youreducational needs, and

stimulate thinking about otherapproaches.

Branching Out: Developing YourOwn Episodes provides some generalguidelines for developing your own learn-ing episodes. It suggests different ap-proaches to use as starting points. Usethis section to:

write up your modification of one ofthe episodes provided in section two,

adapt a favorite activity that youhave used in the past to includemore of the building blocks dis-cussed in section one,

develop your own learning episodefrom "scratch," or

web new learning episodes basedupon one of the models from sectionone.

Appendices extend the informationdiscussed in the body of the document andsuggest additional resources. Theyinclude an outline of the science model;guidelines for environmental educationactivities; helpful lists, samples and tips;curricular and professional resources;overview of the learning episodes; ninthgrade proficiency outcomes; and "blank"moaels and webs.

lNli-:(;ILVIIN(. EN\ Ilt()N \11..NI.11 EDI' \ I It ANI) no NIA-

THE BIG PICTURE:

BUILDING BLOCKS AND MODELS

THE BIG PICTURE: BUILDING BLOCKS AND MODELS

Environmental Educationand Science Education Goals

According to Science For All Ameri-cans (1990, p. v), "Education has no higherpurpose than preparing people to leadpersonally fulfilling and responsible lives."Both environmental education and scienceeducation use the term "literacy" todescribe the understandings and lifelongskills which learners need to achieve thisgoal.

As an outgrowth of an effort to setnational standards for environmentaleducation, Roth (1992) has written amonograph on environmental literacy.According to this work:

Environmental literacy is essentiallythe capacity to perceive and inter-pret the relative health of environ-mental systems and take appropri-ate action to maintain, restore, orimprove the health of those systems;

Developing environmental literacy[involves] fostering productive andresponsible citizens of this planetand of our society. (p. 1)

In Ohio's Model Competency-BasedScience Program (1994), similar ideas arecaptured with this definition:

At its most basic level, scientificliteracy is the capacity of a personto be able to ask questions, collectinformation, and make evidence-based decisions about scientific andtechnical issues in their own life.(p. 23)

If environmental literacy and scien-tific literacy are accepted as worthy goals

of education, then these definitions can beused to determine the content of thecurriculum and suggest how the curricu-lum should be organized.

Components of Curriculum

This discussion of environmental andscientific literacy indicates that thecontent of the curriculum must reachbeyond mere content knowledge to alsoinclude the skills, attitudes and behaviorsnecessary for people to function responsi-bly in society. Specifically, Roth identifiesfour strands that should be considered:knowledge, affect, skill, and behavior.

All four of these are captured by thefour major curriculum strands identifiedby the Ohio Model Science Program.These are briefly discussed below.

Curriculum Strands

InquiryThe scientific inquiry strand com-

bines two of Roth's strandsaffect andskill. The former relates to the attitudesand dispositions thatlearners have towardsscience and scientificinquiry. The latterrelates to thecognitive andphysical skillswhich learners must develop in order toconduct inquiry (see Appendix C-1). Thisstrand addresses the manner in whichlearners do science and guides how theyinteract with the natural world andothers.

IINTE(IRATIN(I ENVIRONMENTAL EDIVATIoN AND SCIENCE

Knowledge

The scientific knowledge strandidentifies the big ideas from life, earth/space and physical sciences which shouldhe the focus of inquiry by learners. Theseinclude major concepts, principles, lawsand theories. The more powerful andrelevant these ideas are to the learner andthe more they emphasize the interconnec-tions among the disciplines, the moreeasily learners are able to understandthem and use them to construct meaningabout the natural world.

Conditions for Learning

The premise behind this strand isthat all children will lea,.n if the condi-

tions for learning are right. While theelements represented by this strand arenot typically identified as part of thecontent of curriculum, they are included inthe science model because learning relatedto the other three strands cannot occurotherwise. This strand addresses thestrategies and activities necessary tosupport learning. These include providingadequate time for learners to constructknowledge, using diverse teaching strate-gies and settings, and promoting learnerinteractions and communications.

Applications

The application strand is a criticalcomponent in the development of scientificliteracy. It provides age-appropriate, real-life situations in which learners use theirskills and knowledge to solve problemsand make decisions. Through theirbehaviors and actions, learners applywhat they learned in a context that isrelevant and engaging.

These strands represent the compo-nents of the curriculum which must becarefully considered when writing instruc-tional objectives for a school scienceprogram or selecting instructional materi-als. Objectives, individually and/orcollectively, should integrate all fourcomponents.

In addition to the strands, two othercurricular elements need to be fullyconsidered: integrated approaches andthematic ideas.

Integrated Approaches

The importance of recognizing andemphasizing the inter-connections among thedisciplines wasmentioned underthe knowledgestrand. Science isnot "a" science butmany sciences, eachdifferent yet an integralpart of the whole. Science for All Ameri-cans (1990) elaborates on this point bystating:

[All the disciplines] are equallyscientific and together make upthe same scientific endeavor. Theadvantages of having disciplinesis that they provide a conceptualstructure for organizing researchand research findings. The

INTI-.(M.ITING EN dlt()NNWN1AL EIWCATIuN AND SCIEN(1

disadvantage is that their divi-sions do not necessarily match theway the world works, and theycan make communication difficult..In any case, scientific disciplinesdo not have fixed borders. (p. 10)

The world works holistically, withoutartificial boundaries, and may best bestudied from the whole to the part, not thepart to the whole. This is true not onlyregarding scientific investigations but alsoregarding all the other disciplines.

Integrated approaches to teachingand learning may include the following:

Multidisciplinarymaking connec-tion across the boundaries of disci-plines,

Interdisciplinaryblurring theboundaries among disciplines, and

Transdisciplinaryeliminating theboundaries among disciplines.

For scientific inquiry, these inte-grated approaches can cross the disci-plines of science (i.e., life, earth/space,physical) and they can cross other disci-plines as well (e.g., technology, mathemat-ics, social sciences).

The study of topics or issues relatedto science, technology and society (STS) isone example of an integrated approach.As learners investigate real-life situations,they draw upon the different disciplines tounderstand the complexity of STS topicsor issues. Many of these relate to environ-mental educationenergy, population andfood, human engineering, air and waterquality, utilization of natural resources,and human health.

Thematic Ideas

Thematic ideas, or organizing con-cepts, provide learners with an

overarching scheme for categorizing,sorting, ordering and otherwise makingsense out of what they are learning.These themes are transdisciplinary innature and provide an infrastructure forlearning when reinforced from year toyear across all disciplines (see AppendixC-2).

Based upon Science For All Ameri-cans, the Ohio Model Science Programsuggests five themes:

Systems,Models,Constancy,Patterns of change, andScale and complexity.

Environmental education alsoencourages the use of themes. For ex-ample, Project Learning Tree (1993, p. ii-iii) is organized around the following fivethemes:

Diversity,Interrelationships,Systems,Structure and scale, andPatterns of change.

When designing or redesigning thecurriculum, integrated approaches andthematic ideas need to be considered alongwith the four strands.

Models of CurriculumOrganization

How the curriculum is organizeddepends upon which strands, integratedapproaches and themes will be includedand what emphasis they will receive.Several variations are possible, rangingfrom relatively simple to more complex.One organizing scheme may provide asingle discipline approach while anotheruses an interdisciplinary or trans-disciplinary approach. One may focus on

Elit CAllf)N .1NI SCIFNCE

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5c'\°

disciplinefocused

\<\ec6°

64?c

disciplineun-focused

a single thematic idea while anotherintegrates several themes throughout thecurriculum. One may focus on a fairlynarrow topic while another uses anintegrated STS topic or issue.

Sample Models

The following examples (pp. 5-91illustrate some basic models using thecomponents of curriculum in increasinglymore complex arrangements. Each onerepresents a different point along acontinuum which ranges from "disciplinefocused" to "discipline un-focused." Thatis, each one is progressively more inte-grated than the previous one.

In addition the models show avariety of ways in which "themes" can be

incorporatedas subcategories under atopic or issue, as the central focus of theinvestiga;ion, or as integrally woventhroughoat all aspects of a topic or issue.Each of the following models representsone conception of how to organize thecurriculum. An example is given toillustrate how the model might translateinto practice. None of the examples ofmodels represent a year-long scienceprogram but rather a segment within it.The same organization and scheme couldbe used throughout the year or severalschemes could be combined. These modelsare intended to stimulate further thinkingabout the many possibilities rather thandelineate a set number of ways to organizethe curriculum.

INTEGRATIN(I ENVIWNMENTAI. EDI VATIoN ANI) SCIENCE

MODEL

EXAMPLE

Model 1. Single Science Discipline: Topic This curriculum organization empha-sizes a specific topic from one of the sciences and investigates it through thematicideas. Typically many topics as well as a variety of topics are included in a year-longscience study.

Models Systems

Lire ScienceTopic

Scale and Complexity

Patterns of Change

Constancy

Introduction of alienplant'animal into

population

Parts of plantsDifferent sizes of

seeds

Reproduction systemTransportation

system

Patterns of change inpopulation related toenvironmental factors

Plant life cycle

Cycle of yearly plantgrowthTropisms

INTFA:RAINC, ENVNI.\!,IFtiT.A.1 Ei); 5

MODEL

EXAMPLE

Model 2. Multidisciplinary: Thematic IdeaThis curriculum organization empha-sizes a single thematic idea and explores how concepts, principles or topics from life,earth/space and physical science, as well as other disciplines, exemplify the theme(thick line indicates primary emphasis; all lines could be equal). Typically only a fewthemes are addressed in a year-long study.

Mathematics

Earth/Space Life

ThematicIdea

Language Arts

Physical

Social Studies

Solar systemWatercycle

Electric circuitComplex machines

EcosystemsRespiratorysystems

C)INTEi;RATING ENvIIIDNMENTAI, EDIVATI()N AND SCIENCE

MODEL

EXAMPLE

Model 3. Multidisciplinary: TopicThis curriculum organization emphasizes aspecific topic and how it relates to different disciplines within science (i.e., life, earth/space, physical) and, if desired, to other disciplines (e.g., social studies, technology,matu, language arts, music). The connections among these disciplines may not beevident to learners if the topic is taught in isolation in the various disciplines. Thisorganization also integrates the thematic ideas throughout the investigations of thetopic within each of the disciplines. (The dashed circles show the "themes" woventhroughout). Typically fewer topics are included within a year-long study using thisorganization than #1 above because each topic is investigated in greater depth.

Earth/Space

Patterns of ChangeScale and Complexity

Constancy . Life,-- ---- Systems ..--`-

/ ---- --- Models .-.

/ / /..- --- ---..,/ / \ \// / / \\\\1 / / / / \\\\\

I \ \ \ 1 1Technology Topic

\ / /// )/

Mathematics

\ \ \ \\\\

N////\ /\ \ ...

_ ---- / / /\ NN ------ ---- //Social Studies N --... '''--- -- ----/.....- 7 Language Arts

--- -- _

Physical

WatercycleErosion


ConstancySystems/ Models N \

N \

/OH\Water

\/ /

/ /-

Fish populationFood chain

Chemisay of waterpollution

Waves

NTEGRATIN(; ENV' )NMENTAI. Em'cKnuN AND SCIENCE

6

MODEL

EXAMPLE

11111111111MWAIWINIMININININNIN

Model 4. Interdisciplinary: Science/Technology/Society (STS) IssueThiscurriculum organization emphasizes an interdisciplinary STS topic or issue andinvestigates it through thematic ideas. It integrates all of the sciences with technol-ogy and society (social sciences) and offers rich opportunities to integrate across otherdisciplinesblurring the disciplinary boundaries. In this integrated approach,learners make connectionsamong the disciplines, to the broad thematic ideas, andto real-life issues which are relevant to them. Because of their richness and complex-ity, a limited number of STS topics or issues would be explored each year.

Models

Scale andComplexity

Earth/Space SceincePhysical Science

Life ScienceTechnology/ Social Sciences/ N\

/// / / \ \ \ \

I / \11111

STSIntegrated

Issue I ill

Patterns ofChange

Systems

Constancy

Impact ofindustrial plant on

ecosystem

Earth/Space SceincePhysical Science

Life ScienceTechnology

- Social Sciences NN, \

Design of watertreatment plant

ecosystemof a stream

Parts per millionRelationship betweenpH and organisms

\\ \\ ,,//\

Impacts ofpollution

Levels oftolerance

of organisms

NTEL;RATING ENVIRONMENTAL EuLTATioN AND SCIENCES

MODEL

EXAMPLE

Model 5. Transdisciplinary: Theme-BasedThis curriculum organization empha-sizes a thematic approach where learners investigate broad areas of interest whichexemplify the theme. Learners draw upon an appropriate mix of disciplines, meld-ing the disciplines together and eliminating the boundaries. Each year may focus ononly one theme or few.

Example of theme

MathematicsLanguage Arts

Integrated SciencesSocial Sciences

TechnologyMusic

Artand Others

Example of theme

Example of theme

Example of theme

Example of theme

Health systems

MathematicsLanguage Arts

Integrated SciencesSocial Sciences

TechnologyMusic

Art

systemsEnergy

IltsoSystinis 111

Transportationsystems

and Others

Communicationsystems

Ecosystems

INTEGRATING ENyRoiNMEtiTAI, hi Nfi N;(1,

From Models to Learning Episodes

The previously described modelssuggest a range of possibilities for organiz-ing the curriculum. Each model is trans-lated into practice through the development and use of learning episodes. Thesample learning episodes in this documentwere not designed specifically to matchany particular model but to show a widerange of possibilities. In practice, someepisodes would only represent a part ofthe curriculum illustrated by one of thesemodels. For example, "Observing Birds inTheir Habitat" (pp. 61-62) might be usedas one of several learning opportunitiesdeveloped for a comprehensive investiga-tion of birds and it could be used toenhance observation skills.

On the other hand, some of thesample episodes are well matched withthe (Efferent types of curriculum organiza-tion illustrated in the models. The follow-ing gives one example for each model.

Single Science Discipline

(Model 1 "Everybody Needs aHome" (pp. 33-35) focuses on the lifescience topic "habitats." Through theepisode, learners explore several themes:

constancyalmost all living thingsshare the same basic needs of food,water, shelter, space, light

patterns of changesimilarities anddifferences over time

systems ecosystems as habitats

Multidisciplinary: Thematic Idea

( Model 2, In "Wetlands and WasteWater" (pp. 99-101), learners examine thetheme of systems by investigating andcomparing different aspects of a wetlandecosystem and a waste water treatmentsystem. As they conduct research andinterpret their findings to others, learnersdraw upon different disciplines. Depend-ing on the learning conditions, the disci-plines may be stressed separately

multidisciplinary) or integrated (interdis-ciplinary).

Multidisciplinary: Topic

( Model 3): During "Birds in theSchool Yard" (pp. 21-24), learners investi-gate the topic of seed preference of birds.Life science, mathematics and languagearts are stressed and have the potential tobe integrated. The themes of patterns ofchange (e.g., seed preference, effect oftemperature) and constancy (e.g., basicneeds of birds) permeate the learningepisode.

Interdisciplinary: STS Issue

Mmlel ,1): "What's Going on with theWeather?" (pp. 113-ns) involves learnersin the investigation of different themes:

DirectlySystemsearth, energy, economic,politicalPatterns of change weather,climateConstancyways systems do notchange

Indirectly (interwoven)Scale and complexityeffects ofsmall and large changes on systemsModelspredicting future trends

The investigations within the learn-ing episode integrate the different disci-plines with an emphasis on science,technology and society.

Transdisciplinary: Theme-Based

I Model 5E The theme of systems isthe focus of "Let's Try Our Own BiosphereII" (pp. 53-56). This simulation of planetearth provides learners with diverseopportunities to research and investigatedifferent systems and cycles includingland, water, air, waste and recycling,communication, health, and social. Theemphasis is on learner selected anddirected investigations of systems, draw-ing as needed upon appropriate disci-plines.

NTI. GRA VIN(; ENvIR()XNENTAL EDut AND SCIENCE

6

Instructional Considerations

No matter which approach to orga-nizing the curriculum is used, it is effec-tive instruction that brings the curriculumto life. Effective instruction depends Onkey ideas related to how learners learn,the role of' learners and leaders of learnersduring instruction, and the selection ofinstructional methods. While these in-structional considerations were previousl:discussed as "conditions for learning"under the components of curriculum, theydeserve further emphasis. The followingbriefly describes the key ideas which havebeen incorporated into the sample learn-ing episodes in the next section, "GettingStarted."

Constructivism

Constructivism is the idea thatpeople learn hy making sense out ofinformation and relating this new knowl-edge to their own experience (Lorsbach &Tobin, 1992). It holds that learning isactive mental work for the learner, notmerely passive reception of information.Thus the learner must search, rather thanfollow, in order to learn. This explainswhy learners learn different things fromthe same lesson and how previous knowl-edge, even if it. is incorrect, shapes what islearned.

Constructivism challenges educatorsto rediscover the student in teaching(Woolfolk, 1993). Instead of giving infor-mation and managing behavior, theconstructivist leader of learners takes onthe role as a mediator of learners and t heenvironment. Tasks are framed whichrequire learners to classify, analyze,predict, and create using raw data andmanipulatives. Learners are encouragedto dialogue among themselves, and todevelop connections among the ideas an-1concepts they are learning. The responsesand experiences of learners are powerful

___-__--_- ______-

1',":\ :16 I 1,',1,1 1'.;;

and are used by the constructivist leaderto drive lessons, shift instructional strate-gies, and modify content (Brooks &Brooks, 1993).

Other people also play importantroles during the learning process. Theyprovide support, challenge the learner'sthinking, and serve as coaches and modelsof inquiry thinking and learning. Learnersare encouraged to collaborate and tothoughtfully question eacl other. Learn-ers "try out" ideas and work towardunderstanding with feedback from peersor others for the learners themselves are-the key to learning. A comparison be-tween traditional classrooms andconstructivist classrooms is presented inAppendix C-3.

Active Learning

The idea that the learner is an activeparticipant in the learning process is atthe heart of constructivism and is sup-ported by what is known about how peoplelearn.

Leaders of learners help in theprocess by putting learners in the most

41-d.

, .._

active role possible during learningactivities, realizing that ultimately learn-ers will make sense out of the experiencein their own way (Eggan & Kauchak,1994). During active learning, learnersphysically interact with real objects andthe real environment. Active learning alsoinvolves mental interaction with ideas,concepts, or questions that do not makesense to the learners and which stimulatethem to ask further questions and tomanipulate the new information until itmakes sense with their own experience.

This active physical and mentalinteraction helps learners build a richrepertoire of experience and understand-ing, and to move from lower to higherlevels of thinking and learning (Lowery,1993-94; Willis, 1993).

Learner-Centered Approach

Constructivist leaders of learners usea learner-centered approach duringinstruction. This approach treats thelearner, rather than the content, as thecentral focus of the instructional process.The tightly regulated structure in a

traditional teacher-centered approachgives way to aflexible, evolvinginstructionalplan with the/ 1 \struction, the

ain

learner-centeredpproach. During

leader of learnersfunctions as a guide and facilitator. Theleader provides a learning environmentconducive to exploration and interaction.Subject areas are integrated and lessonsare driven by real-world applications orquestions which arise from the students.In addition, the emphasis of the learner-centered approach moves from the productor outcome to the process which thelearner goes through in search of thoseanswers.

\ I4slaraiss

Alternative 1 Authentic Assessment

When a leader of learners movesaway from traditional ideas about whatlearning is and how it is accomplished,new approaches to assessing learning arealso required. While traditional multiplechoice and fill-in-the-blank tests may beeffective in determining how much contenta student has learned, they are ineffectivein measuring learners' on-going progress,higher levels of thinking, and ability tosolve problems and make connectionsamong concepts and ideas. Alternativeforms of assessment aimed at providingmore authentic information about thelearner throughout the learning processare more appropriate for this.

Assessment involves collecting,synthesizing, and interpreting informationto aid in classroom decision making,including information gathered about thelearners, instruction, and instructionalenvironment (Airasian, 1994). In contrastwith traditional assessment, authenticassessment uses worthwhile, meaningfultasks which stimulate learners to applythe knowledge and skills they havelearned to real-life problems (Woolfolk,1993). These assessment tasks areembedded in the instructional processinstead of administered all at the end.This enables the leader to give learnersmeaningful feedback on their performancethroughout the learning process. Authen-tic assessment also uses multiple indica-tors of the learners' performance to reflectthe complexity of learning, includingleader observations, professional judg-ments, and student self-evaluation.Specific assessment methods mightinclude portfolios, checklists, interviews,self reports, essays, journals, group work,long-term projects, perfbrmances, andoral, written or pictorial responses. Aswith all effective assessment, thesetechniques must be tied to clear goalswhich are communicated to students priorto instruction. (see Appendix C-4)

12 INTI.GRATING EN% Is( ONYNTA1, E111VATIoN AND ScIENcl.:(

Cooperative Learning

According to Johnson and Johnson(1991), many schools have evolved intocompetitive arenas where one learner's

success is frequently atthe expense of

another learner'sprogress. Fur-ther, assign-ments arecommon inwhich individu-

als are evaluatedagainst each other or

against a r igid set of standards. Analternative strategy which leads toward acollaborative environment in which activelearning i enriched is cooperative learn-ing.

Cooperative learning is not justplacing learners in groups. Rather, it is anarrangement in which students work inmixed-ability groups and are rewarded onthe basis of the success of the group inaddition to their individual level of knowl-edge and expertise (Woolfolk, 1993).Leaders must structure lessons andgroups to focus on important goals andreinfbrce interdependence among learners.Several studies have shown that when thetask involves complex learning andproblem-solving skills, cooperative learn-ing leads to higher achievement than acompetitive arrangement, especially forlow-ability learners (Johnson & Johnson,1985). Further, cooperative learningexperiences lead to stronger interpersonaland negotiation skills, higher self-esteem,stronger motivation, and greater accep-tance of others in today's diverse class-rooms. (see Appendix C-5)

Diversity Among Learners

Leaders of learners readily acknowl-edge that learners are different because oftheir background, experiences, natural

abilities, and level of development. Inorder to meet this diversity among learn-ers, instruction must encompass a widevariety of teaching and learning strate-gies. (see Appendix C-6)

Howard Gardner (1983) presents theidea of multiple forms of intelligencewhich helps to explain some of the diver-sity among learners. He discusses sevendifferent types of intelligence:

LinguisticMusicalLogical-MathematicalSpatial-VisualBodily-KinestheticIntrapersonal (understanding self)Interpersonal (understandingothers)

In addition, learners differ develop-mentally based on their age and experi-ence. While this diversity pri..ents achallenge for traditional instructionalapproaches, it enriches instruction,assessment, and learning from aconstructivist perspective.

The recent emphasis on inclusion intoday's schools focuses attention onlearners with special social or learningneeds. Proponents of inclusion support thepractice of placing special educationstudents in regular classrooms withadditional help and support. Assistancecan be provided by special educationteachers, regular teachers who have hadthis special preparation, or a combinationof the two. Used appropriately, thesample learning episodes in "GettingStarted" can lead to meaningful instruc-tion and student learning for all studentsin today's diverse classrooms.

Multicultural Education

Multicultural education is a process,an idea and a reform. It involves Ongoingplanning and efforts to make appropriatechanges in the entire school and school

INTE6kArING ENvIR(iNMF.NTAL cA-T.I. v.t ScIENcE 1;1

community. A multicultural scienceeducation program must incorporate thebuilding of knowledge, the expansion ofinstructional strategies and the infusion ofinformation about the history, culture andperspectives of groups now largely ex-cluded from the curriculum and materials.It is through such an approach,.whichincorporates the perspectives of differentgender, cultural and racial groups, that wecan promote high self esteem and en-hanced achievement for all our studentswhile inviting them to be critical thinkersand problem solvers. Environmentaleducation is a natural vehicle formulticultural education because of itsintegrated approach and emphasis on aglobal perspective. (see Appendix C-7}

I 1kTEGRATIN(; ENvliti.\ MENTAL EN ATI(6 A'a) SCIEtich

GETTING STARTED:

SAMPLE LEARNING EPISODES

GETTING STARTED: SAMPLE LEARNING EPISODES

This section is significant for curricu-lum writers and classroom teachersbecause it translates the educational ideasdiscussed previously into concrete ex-amples. Following an expanded explana-tion of what is a learning episode, thesection presents 24 samples of learningepisodes designed to show how Ohio'sModel Competency-Based Science Program(1994) can be implemented using environ-mental education as a vehicle. These areoffered as a starting point and as a stimu-lus for further thinking.

Description of LearningEpisodes

A learning episode presents a richdescription of a learning experience,capturing the multifaceted aspects ofteaching and the conditions necessary foreffective learning to take place. It canoccur over a short duration of time involv-ing minutes or hours or it may transpireover weeks, months, a semester or year.The term "episode" was selected because itcan be defined to meet new educationaltrends without the existing connotationsimplied by terms such as "lesson" or"unit."

The learning episodes in this sectionvary both in format and detail to meet theneeds of a wide variety of leaders oflearners. The episodes can be used asthey are written or as the basis for amodified episode that meets the character-istics of the leaders and learners who willbe involved. If a particular episoderepresents more of a change from currentpractice than is comfortable for the leaderand/or learners, it can be revised to fittheir needs.

Characteristics

The variety of episodes included inthis document are based largely uponactual ones which have been used undernormal learning conditions. Since they dovary in format and emphasize differentaspects of the multi-dimensional curricu-lum, reading several episodes will help aleader get a feel for the spirit they aremeant to convey.

In addition, the following list ofgeneral characteristics is offered to helpstimulate thinking about the overallessence of learning episodes and how theymay be planned and carried out:

Place more responsibility for goalsetting, planning, designing, imple-menting and evaluating learningactivities on the learner.

Make a major effort to utilize theextensive existing knowledge andskills of the learners.

Incorporate a variety of teachingand learning strategies to best meetthe individual needs of all learners.

Allow, with help, learners to takeresponsibility for their own behavior(health and safety should also be aconscious concern for the learnersrather than only the leaders).

Allow a wide latitude for learners toguess, speculate, surmise, contem-plate, needle around, constructmeaning, and question.

Make a special effort to discernindividual interest and proficienciesthat can be used for future indi-vidual pursuits or for peer teachingopportunities.

I NTH;RNTINi; ENviw)NNIENTAI. Eorr.ATI( IN AND IFNch

11, r,1..#

1 7

Place more emphasis on an interdis-ciplinary or transdisciplinary(theme-based) approach rather thandiscipline specific.

When the general characteristicshave been considered, then the specificinstructional objectives of the episode needto be reviewed for their consistency withthe leader's intentions.

Instructional ObjectivesAs a leader of learners works with

students to plan and carry out these orother episodes, several sources of instruc-tional objectives should be used. Forschool personnel, the primary sourcewould be the instructional objectivesfound in school district-developed coursesof study with the primary source being thescience course of study. The episodes inthis document use some instructionalobjectives from Ohio's Model Competency-Based Science Program (1994). Othersources of objectives may be state stan-dards, a school district's philosophy ormission statements, educational litera-ture, or informal educational programs.

As previously discussed, the objec-tives chosen should include a balanceamong process, content, and applicationwhile at the same time work toward moregeneral objectives associated with thecharacteristics of lifelong learners such astenacity, honesty, initiative, self-reliance,and more.

Components

While the sample episodes vary instyle, the following components areidentified for each:

Title

Overview

Grade level range

Illustrative instructional objective(based upon Ohio Model ScienceProgram)

Background

Procedure

Assessment

Materials

References

3 JINTEJIRATING ENVIRONMENTAL EptVATION AND ScIEW'E

The following 24 learning episodes were written by many practicing Ohioeducators. Some illustrate how existing curriculum materials can be modifiedto include innovative educational approaches. Some model a specific educa-tional strategy or technique. Others depict multi-dimensional learning oppor-tunities. All of them are designed to show how the Ohio Model Science Pro-gram can be implemented.

Because the writers of the episodes approached both the components ofthe curriculum and instructional considerations from a variety of angles andemphases, they addressed these to varying degrees. We encourage you tomodify the episodes not only to meet your needs but also to further enhancethem based upon the ideas discussed in the first section "The Big Picture:Building Blocks and Models."

The following learning episodes are arranged in alphabetical order.Two appendices are provided to assist you in selecting episodes to use:

Appendix E is a chart which gives a quick overview of all of theepisodes in terms of:

time factor (short-term/long term),approximate grade level range,main focus of the content (topic),environmental issues addressed, andpredominant location of learning site.

Appendix F lists the ninth grade proficiency test outcomes andidentifies for each outcome the learning episodes which will contribute tobuilding the foundation of experiences that will most likely lead to a highdegree of success on the test.

34

BIRDS IN THE SCHOOL YARD

Overview

The episode builds on a CornellUniversity national study of seedpreference that involved observersfrom all parts of the country.Students follow Cornell's basicexperimental design, but encoun-ter and solve problems as theyactually plan and carry out theexperiment at school and at their

homes.

Grade Level Range

Intermediate, Middle School

Illustrative Instr ictionalObjective

Learners will investigate patterns innature by maintaining journals of obser-vations over long periods of time, reportfindings on the variability of observationsaccurately and ethically, and then com-pare their results to commonly heldperceptions.

Background

During the winter of 1993-94, theLaboratory of Ornithology at CornellUniversity conducted a National ScienceExperimentSeed Preference Test todetermine if wintering birds have apreference for black-oil sunflower seed,white millet, or red milo.

For this experiment, which wasconducted across the United States andCanada, Cornell Lab developed thehypothesis. They observed that some

birds seemed to like to eat red milo, whichwent against "conventional wisdom." Thiswas especially true for ground-feedingbirds in the Southwest. The hypothesiswas stated in the form of two questions:

1. What kinds of seeds do ground-feeding birds like best?

2. Do seed preferences vary fromregion to region throughout the USAand Canada?

The participaiz',-2 in this experimentfollowed the same scientiiic procedures.To minimize error, additional informationwas given to all participants to helpcontrol variables, such as interrupt' as ofbird feeding by other animals. To conductthe experiment, participants laid out onehalf cup each of black-oil sun-flower seed,white millet, and red milo on a separatepieces of cardboard. They then placed theseed an equal distance apart on theground and observed the number of visitsby birds. The bird species and visits wererecorded, tallied, and sent to Cornell Lab.

The dat.a from around the nation wasanalyzed by Cornell Lab and the resultspublished in their newsletter. Instruc-tions were also available by request so theparticipants could analyze their own data.

This learning episode centers on thelearners doing the real science that wasrequired to be a part of the Cornell Re-search Team. What began as a sciencelesson rapidly expanded into other areasof the curriculum and became interdisci-plinary.

Additional learner outcomes for theepisode might include:

accurate and ethical reporting offindings on the variability of obser-vations in the feeding habits ofwinter birds.

INTri;I:ATINc, EN% I ;t( INNIF.NTAt. El j' N AM) SCIF.NCI-.

BIRDS IN THE SCIMOLYARD

investigating and recording thediversity of methods by whichwintering birds meet their needs forfood, shelter, protection and water.

maintaining a complete and accu-rate journal of investigations intothe seed preferences of winteringbirds over a 12-week period.

exploring the impact of humanfeeding of wintering birds on thepopulation and migration of thespecies observed.

Procedure

The following is a description of theparticipation of one class in the project.

Mr. Peterson, a fifth grade teacherwith an interest in ornithology, decidedthat his fifth grade class would participatein the National Science Experiment. Heordered the materials from the CornellLab of Ornithology with $10 he hadreceived because he had the most parentsat the PTA meeting. He told his studentsthat they were going to be part of one ofthe largest research teams ever calledtogether for one scientific experiment.Instead of reading about science, watchingscience demonstrations, and doing hands-on lessons, the class would become scien-tists and do "real" science for the next twograding periods.

When the packet of materials wasdelivercLi from Cornell, Mr. Petersonturned the project over to the class. Hetold the students that they were respon-sible for following the instructions, orga-nizing the experiment, recording andreporting the data and solving any prob-lems they encountered. He said he wouldserve as a resource person to assist them,but that most questions the students cameto him with would be answered withanother question. Mr. Peterson explainedto the class that their grades for thisproject would be based on how well they

followed instructions and completed theirstudy.

After completing an overnightassignment of reading the 12-page SeedPreference Test Instruction Booklet, thestudents decided to divide the responsibil-ity for planning the science experimentinto six groups. (Note: Mr. Peterson'sclass was accustomed to cooperativelearning and breaking large jobs intosmaller tasks. A class with no experiencein this learning strategy would need tospend time discussing group roles such asleader, recorder, equipment manager,observer, etc.) The six groups wereresponsible for organizing differentaspects of the study:

1. oversightbring the work of all theother groups together, make addi-tional assignments and schedule theexperiments, data collection, andreporting;

2. site selection and gaining permis-sion;

3. bird identification skill development;

4. equipment preparation and birdseedacquisition;

5. data collectionpreparation andduplication of forms; and

6. quality control--make sure experi-ment procedures are being followedand bias in the experiment is beingminimized.

As the groups made preparations forthe experiments, a number of questionscame up which required that decisions bemade by the class. For instance, the siteselection team first thought about usingthe school site for all data collect ion. Aftertalking with the data collection group,they realized that more data could becollected if each member of the classcollected data at home. This created aquestion for the equipment acquisitioLteam, "How much of the three types of

INTEGRATING ENVIRONMENTAL ED[CATIoN Atil) SCIENCE

3 6

BIRDS LV THE SCIMIXARDamersioriumem

seed do we need?" One cup of each seedtype was required for each observation. If10 observations were made at the schoolsite, only a small amount of seed wouldneed to be purchased. If all 24 studentscompleted 10 observations at home, alarge amount of seed would be needed.

Through the planning process, Mr.Peterson offered suggestions and askedlots of questions. When the birdseedacquisition team asked where they shouldget the birdseed, Mr. Peterson pointed outthat a source and costs were included inthe instructions. He then asked thestudents if they could secure the seedslocally at a cheaper cost and handed the

students a telephone book. Afterseveral phone calls, the students found

that a local agricultural feed supplystore had all three types of seed in stockand was willing to donate 25 pounds ofeach seed type for the project. Thatclinched the decision to have each studentcollect data at their home, but it createdother questions. Did each student haveaccess to the necessary site requirementsat home and did they have a way tomeasure the seed, time the watch andmeasure the temperature? Each studentwas asked to check at home (the oversightcommittee develeped a checksheet) to seeif they had everything that was needed.

After two weeks of planning, organiz-ing, and gathering materials and supplies,the class was ready to start. The qualitycontrol team had become concerned thatvariations in data collection and identifi-cation might occur so they had suggestedthat the school sito be used as one sitewith the entire class participating in theinitial data collection episode as a meansof being sure everyone used exactly thesame procedure. The bird identificationtraining team had made color copies of theidentification poster included in thepacket from Cornell so each student hadtheir own identificatir poster. The IDteam had also secured copies of severalfield guides, The Audubon Encyclopedia of

North American Birds, and The Birder'sHandbook for reference material in theclassroom. The Encyclopedia and Hand-book were checked out of the local publiclibrary since they were not available inthe school library.

The data collection continued for 10weeks. Some students had more successthan others in being able to ID and countbirds. The quality control group decidedthat more information was needed abouteach data collection site to try to under-stand the differences in results. Theydevised a questionnaire that each studentcompleted listing such items as distance tonearest wooded area, distanLe to nearestfull-time bird feeding station, presence ofhouse pets, availability of water, etc. Theclass's science time during this period wasdevoted primarily to compiling data,making tables and graphs of results. anddiscussing the data. Two students re-corded large numbers of evening gros-beaks at their feeding stations. Bothstudents observed that there were ap-proximately 3 females for every male thatwas counted. Mr. Peterson asked forexplanations of this observation. Numer-ous hypotheses were put forth and after20 minutes of discussion, arguing and noconsensus, Mr. Peterson asked each groupto research this phenomenon using theresources in the classroom, visits to thelibrary and even interviews with local birdwatching experts.

The National Science ExperimentSeed Preference Test concluded withcompletion and mailing to Cornell of allthe reporting forms. Students thenshared and compared their findingsthrough E-mail with those of several otherschools participating in the experiment.Two presentations of the results were alsomade locally. The first presentation wasto the local PTA at their March meeting.The students shared their results ingraphs and tabular form and presented aslide show on bird identification of winterfeeding birds. (Note: the slides came from

INTEGRAI'M ENvIRONNIEYfAI, EDUCAl'IIIN AND SCIENCE 23

BIRDS 1.\' THE S( IMLYARDrommmorr

the Ohio Department of Natural Re-sources slide set "Birds of Ohio"). Thesecond presentation was done for a highschool biology class in the same schooldistrict. The high school students wereasked to form a scientific review panel andevaluate the work done by the fifth gradeclass.

As Mr. Peterson's students studiedBird Seed Preference, they encounteredother curriculum areas:

mathematics in ordering suppliesand analyzing data,

cultural geography in understandingchanges in migration behaviorcaused by human activity,

physical science in measuringweather conditions and setting upthe experiment,

language arts in writing plans,individual journals and reports, and

social studies in understanding howgroups of people (organiz Ations:work together.

The students in Mr. Peterson's classdecided that they wanted their class tocontinue performing scientific studies. Indiscussing other possible science experi-ments, Mr. Peterson pointed out that afield bounded on three sides by cattail-clogged drainage ditches would soon bethe nesting territory for a number of red-winged blackbirds. He suggested that astudy of territorial behavior in blackbirdsmight be possible.

The Cornell Lab of Ornithology hasseveral ongoing national experimentprograms, such as Project Feeder Watch.which are similar to the Seed PreferenceTest.

Assessmentj Mr. Peterson made a weekly assess-

ment of each student's involvementin the Seed Preference Experiment

by recording observations on achecklist when students completedtasks in their work group, submittedcompleted data reporting forms, andparticipated in class discussionactivities.

a Each student's journal, completeddata forms, and graphs/tables werepeer reviewed, much like a scientificreport would be peer reviewed forpublication in a journal. Eachstudent served on three reviewgroups of other student's work.Each student's own woe-- was thusexamined by three students. Thepeer review was done using criteriadeveloped by the quality controlgroup and included: completeness ofobservations, thoroughness of dataform entries, and quality of graphs/tables.

a Each student received a team gradefor the work of their four membergroup.

j Each student completed a self-evaluation of their participation inthe experiment, including knowl-edge gained, skills learned, andcontributions to their team.

j Mr. Peterson gave two exams - abird identification test using slidesand a paper and pencil, multiplechoice/short essay test coveringecology of wintering birds, scientificmethod and data interpretation.

Materials

Cornell Seed Preference Test packetThree types of birdseedOther materials as determined by thelearners

References

National Science Experiment - SeedPreference Test. Cornell Lab ofOrnithology, 159 Sapsucker WoodsRoad, Ithaca, NY 14850, (607 ) 254-2440.

21 INTF,GRATINi; EtivlwNNIENTAI, EDlit ATIos ANI) Sclhticr

DAY AT THE CREEK

FIELD

Overview

This learning episode models goodfield trip planning, execution and follow-up. Although the trip described is to alocal stream, many of the planning andfollow-up components could be applied toany field trip. "A Day At The Creek" is afield trip planned with the learners tomeet their specific needs. Activitiesinclude investigating the creek for itsimportance to the ecosystem, monitoringwater quality, determining human impacton the stream, and experiencing part ofthe water cycle.

Grade Level Range

Primary, Intermediate, Middle School,High School

Illustrative InstructionalObjective

Learners will participate in choosing,planning and taking a field trip duringwhich they will select and explore the useand accuracy of several measuring devicesto investigate chemical, physical andbiological attributes and then use variouscommunication methods to describe theresults of the exploration.

Background

Site & Curriculum ConsiderationsSecure a site along a creek or riverfor the group to visit. Possiblelocations include parks, camps, oreven a teacher's house along thebanks of a stream.

Enlist the help of area "experts" whomay be knowledgeable in:

aquatic animals and plantsdiversity of streamsstream monitoringnonpoint source pollution

Local experts may be from the statedepartment of natural resources, parkrangers, parents, farmers, environmental-ists or scientists who explore or monitorstreams on a regular basis. Also considercontacting local groups such as theAudubon Society or Sierra Club.

Safety & TransportationConsiderations

Discuss all safety concerns andpermission slips with learners.Design the slip to ii!clude an invita-tion for parents to chaperone.Chaperones need not always beparents. Other relatives and com-munity people can be included.However, don't expect any oneperson to take on several roles, (i.e.,chaperone and fish expert). Checkthe school district policy concerningvolunteers.

To alleviate some parental anxiety,one of the chaperones might becertified in first aid or nursing.Having a portable phone, schoolwalkie talkie, or other accessiblecommunication should also beconsidered.

Determine how learners will betransported from the school to thesite. If the class will walk to thecreek, review the route and reinforcesafety rules.

Additionally, if the trip requirespayment from learners for admis-sion or other costs, make arrange-ments for those who cannot afford

INTEGRATING ENvIWN:NIENTAI., EDIVATR AND SCIENcE Or,

DAY :IT THE CREEKsomemomormormr.

the price. Check with administra-tors or the building parent organiza-tion for needed financial support.

Visit the stream a few times beforetaking the group. This will helpassure that stream-appropriateactivities are developed. Leaderswill also want to visit the site a dayor two ahead of time to check thewater levels in the creek becausewater levels can change rapidly,especially in the spring.

Safety is always a concern whenvisiting any waterway. Leaders should beprepared and know the stream. If pos-sible, the leader should w alk in the creekahead of time checking for currents and/orchanges in the creek bottom. The tem-perature of the air and water on the day ofthe visit should also be taken into consid-eration. A good "rule of thumb" is that thewater temperature plus the air tempera-ture should equal 120 degrees beforelearners are permitted to enter the water.

Procedure

Data Gathering & DocumentationHelp learners plan ahead for gather-ing data. Tablets of paper with pensor pencils attached to clipboards andmagnifying lenses on strings forwearing around the neck are ex-amples of ways to provide for effec-tive learning out of doors.

Make plans for documenting thefield trip. Disposable cameras arerelatively inexpensive and canprovide learners with opportunities

to take some memorable pictures.Learners might contact people whoare interested in sharing the goodnews about learners and education.Think ahead about getting publicitythrough your local newspaper ortelevision station. Alert them to thetime of the trip and the activitiesthat will occur. The school newspa-per or newsletter could also helpshare the events of your trip.

Learner PreparationLeaders should make plans so everylearner can attend and fully partici-pate in the field trip. Provisions andnecessary adjustments should bedeveloped by leaders to enableparticipation by learners who havedisabilities. Behavioral and emo-tional problems might surface on thefield trip because learners are not intheir regular classroom. Leadersshould be prepared for these chal-lenges and establish clear guide-lines.

Leaders and learners should brain-storm expectations for the trip to thecreek. For younger learners, thismight include practicing teacherhand signals for various actions andpracticing listening skills by playing"Simon Says" with the teacher asleader. For older learners, eachshould know clearly the goals andobjectives of the field trip andchannel their energies towardreaching those ends.

With the learners, reinforce plansfor appropriate dress, acceptablebehavior, eating, and waste disposal.Be sure to check on restrooms andparking! If possible, set a rain/snowdate.

Learners should be actively involvedin planning their stream site investi-gations. Learner investigationsshould be dependent upon the age ofthe learner, the learner's interests,and the relationship of the investi-gations to the school's curriculum.

INTEGRATING ENVIRONMENTAL Ent `CAM iN AND SCIENCE

4 ti

DAY ArTIIECREVKassmaisnow ime

Listed below are suggestions for"setting the stage":

a. Brainstorm current belief; that learn-ers have about waterways.

b. Use webbing or mapping to developspecific learner interests.

c. As a group, establish goals and/oroutcomes that relate to a stream visit.

d. Design maps specific to student inter-ests. (Map locations of animals indig-enous to stream, local trees, streamcurrents and rate changes, etc.)

e. Trace the history of the stream and itsdevelopment.

Suggestions for in-depth areas ofstudy

Investigate the importance of thestream upon area plants, animals,economy, and lifestyles.

Compare one stream to another orcompare parts of the same stream.

Explore how the stream fits into thewatershed.

Document the location of possiblepoint and nonpoint pollution sourcesand whether they are adequatelycontrolled so the uses of the streamare maintained.

Develop a plan of action to protectthe stream from pollution or frombeing further polluted, or enhancingstream uses (e.g., fish habitat).

Consider the resulting negative andpositive impacts when a stream isartificially contained. Causes forthis change could be filling in thestream, diverting its path, putting ina concrete culvert, damming thestream, using pipes or tiles forunderground water movement. etc.How would the aquatic life, recre-

ation, agricultural, industrial,human health, or wildlife useschange? Which users would benefitand which would not?

Measure the water quality of thestream during the trip and at othertimes during the year.

Explore food chains, food webs, andthe interdependence of all livingthings around the stream.

Using field guides, name, locate,and/or label trees, animals, macroinvertebrates, tracks, and plantsliving within the creek area.

Study the water cycle and its rela-tionship to the stream.

There are many ways to organize theday at the creek. Leaders might considerkeeping their group together, dividing thegroup into sections which rotate to specificstations, and/or investigating in small,chaperoned groups all day.

Investigations should be centeredaround the goals developed by the classduring the brainstorming sessions. Alllearners should have a plan or project tocomplete at the creek that is appropriatefor their area of study, age, and skills.Learners may want to incorporate streamtests developed by the Department ofNatural Resources, such as stream moni-toring for invertebrates and chemical testsfor nonpoint pollutants, into their investi-gation plan. Learners will also want torecord any data gathered for later use.

Assessment

Learners should be given ample timeto process and organize informationgathered on their day at the creek.Projects should be completed and thenshared with others. The group shouldreturn to the goals set prior to the trip andevaluate how well each goal was met. Thefindings of the group can be summarized

'INTEGRA nN( R i e4 ANI) SliEN( v 27A

DAY iT TI1E CREEKIsmarremmomir

and more goals or questions relating to thestream could be developed for furtherinvestigations and enrichment.

Learners can brainstorm and webpossible real-life uses for the informationthat they have gathered. Ideas mayinclude hanging posters, presenting playsor skits for parents and students, making"info-mercials," and/or writing a bookabout the investigation for the locallibrary or school library.

Materials

Listed below are items to considertaking on the creek adventure. Many ofthe items needed will greatly depend uponthe site that is chosen.

first aid kittrash bagssack luncheschange of clothesclipboa ds, paper, etc.meter stickmagnifying lensesdrinking watertoilet paperpermission slips & medicali nform ationnets, bowls, thermometersfine mesh kitchen strainersportable phonefield guidescamerasblankets or drop cloths

References

American Forest Institute. (1993). Pro'ectLearning Tree. Washington, D.C.

Western Regional Environmental Educa-tion Council. (1992). Aquatic ProjectWILD. Bethesda, MD.

Western Regional Environmental Educa-tion Council. (1992). Proiect WILD.Bethesda, MD.

NTE(IltA1-1N6 ENvIIMNNIENTAI. Ei VCATli ANI) SCIENCE

ENVIRONMENTAL YOUTH CONGRESS:SOLVING ENVIRONMENTAL PROBLEMS

Overview BackgroundThis learning episode is designed to

provide youth with the opportunity toactively participate in the democraticprocess while being exposed to importantenvironmental issues. The EnvironmentalYouth Congress (EYC) is composed ofdelegates and an advisor from eachparticipating school. A committee ofeducators and other professionals in thefields of natural resources and youthservices, along with selected youth del-egates, provides guidance for the EYC andinterprets environmental issues for theyouth delegates. EYC enables youth tounderstand local, regional and interna-tional environmental issues and to involvetheir peers in the formulation of solutionsto these problems.

Grade Level Range

Intermediate, Middle School, HighSchool


Learners will gain experiencein choosing, planning, and activelyimplementing a solution to anenvironmental problem which isrelevant to their lives and will learnthe skills of self evaluation.

' TH;RATING ENVII-t()N ',JAL Eht CATIW; ANI) SCIF

The Environmental Youth Congressis a year-long convening of student del-egates which enables young people todiscover natural processes and the prob-lems created when those processes aredisrppted. It empowers young people toh( friends and classmates understandlocal, regional and international environ-mental issues and to involve their class-mates in formulating solutions to theseproblems. The EYC encourages positiveyouth role models by promoting youthdelegates to serve as congress chairs andto become active members of the EYCplanning committee. Adults who serve onthe EYC planning committee are there toadvise youth, but it is the responsibility ofthe delegates to initiate action.

'2!-1

ENVIRONMENTAL YOUTH CONGRESS. SOLVING ENVIRONMENTAL PROBLEMS

EYC enables students to have agreater understanding of the legislativeprocess and parliamentary procedure.When the EYC convenes near Earth Day,the delegates discuss environmentalconcerns by sharing their views and bygiving suggestions to other delegates. As aresult of this experience, the young peopleare better educated and have been empow-ered to make a difference in the commu-nity. EYC delegates participate in avariety of activities which increase theirlevel of environmental awareness as wellas assist in leadership development.

Perceptions held by youth regardingenvironmental issues are profoundlyinfluenced by the way in which theseissues are presented. The EYC describedin this episode has been hold for fouryears and youth delegates have consis-tently received positive responses fromtheir schools. These delegates haveassumed a leadership role in their commu-nity to solve environmental problems.Instead of giving youth delegates a pessi-mistic report on the state of the environ-ment, thP EYC process gives delegatesskills to analyze and solve environmentalconcerns.

ProcedureThe following outlines the logistical

steps for organizing and holding an EYC.

1. The EYC Committee

A committee is necessary to provideguidance for the EYC and to interpretenvironmental issues for the youth del-egates. Members are recruited for thecommittee from school systems (teachersand students), soil and water conservationdistricts, Boy Scouts and Girl Scouts, parkdistricts, litter control and solid wasteagencies, local National Audubon Societychapters, and local museums and naturecenters. The committee meets regularly to

establish the format of the EYC and plana variety of activities for the delegates.

2. Identification of Delegates

EYC delegates are identified for anentire school year and participate invarious activities which culminate in areporting meeting (the Congress) nearEarth Day. The EYC committee estab-lishes a timeline for activities, and thengenerates information about registrationand sends permission forms to schools.Each school may designate a delegation ofno more than four students from eachschool. In the EYC being describedstudents in grades 5-8 participated butother grade level configurations could beused. Each scl-.00l must have at least oneadult who wil act as advisor for thedelegations. Participation in the year-longEYC is both an honor and responsibility.Past EYC delegates may apply to chair theEYC. Chair applications are submitted tothe EYC committee and the committeeinterviews candidates. Selection ofdelegates may be based on followingcriteria:

Completion of an application formdesigned by the EYC committee.

Composition of an essay on localissues.

Interview with applicants on localissues.

Creation of a poster on a local issue.

Completion of a project on a localissue.

Recommendation by parent and/orteacher.

3. Background for Delegates

A workshop is organized for theadvisors who assist delegates with activi-ties at their schools. The committee also

IN ;RATING ENvi iNmENTAL ENTNIM IN AND So EscE

ENMONMENTAL YOUTH CONGRESS SOLVING ENVIRONMENTAL PROBLEMsrusolsorganizes an overnight workshop foradvisors and delegates to explore activitieswhich will help identify and solve environ-mental problems at the schools. Delegateslearn hands-on teaching techniques forenvironmental issues. Delegates partici-pate in group cooperation activities tolearn to trust and communicate with eachother. The keynote event for the overnightworkshop is a simulation activity whichevaluates community reaction to a pro-posed highway construction project in thecounty. Delegates divide into groupsrepresenting various interest groupsproduction agriculture, environment,business, regional planning, engineeringand government. Each group works withan adult mentor who is familiar with thisarea of the community. The purpose of thesimulation is to place delegates in the roleof reviewing a community project from avariety of perspectives and weighing theimpact of their decisions on threatenedecosystems. After attending the overnightworkshop, delegates conduct surveys withtheir peers and share activities whichfocus on local environmental issues andpossible steps toward solutions.

4. Field Trips

The EYC committee plans field tripswhich enable delegates and advisors tovisit areas which are impacted by environ-mental concerns. Delegates investigatelocal environmental issues by visitingthreatened habitats in their community.At the conclusion of the fi.=,ld trips, del-egates write environment .1 resolutionsbased upon their discoveries and desire tosolve these problems.

5. Resolutions and Action

The EYC committee records theresolutions and sends them to the partici-pating schools. This document is a compel-

ling statement by youth to other youthand adults about perceptions of the stateof the environment and what should bedone. The process does not stop with thisdocument, it provides another jumping-offpoint for further actions by the delegatesand their peers. Armed with resolutions,delegates lead their schools and communi-ties to action for the improvement of theenvironment.

6. Holding theCongress

In April, on ornear Earth Day,

/ EYC delegates/ convene the formal

congress, discusshow their schools

reacted to the resolutions, and report ontheir schools' initiatives to solve issues.Delegates are seated by school district.The EYC Chair opens the EYC andrecognizes delegations to speak. A statelegislative leader welcomes and commendsthe delegates for their hard work. Thefollowing are examples of schools' initia-tives which have been presented at theCongress:

Purchasing and planting seedlings

Purchasing one acre of wetlands andbuilding a boardwalk through it

Building blue bird boxes and placingthem on a monitored trail

Adopting an animal at a raptorrehabilitation center

Undertaking an effort to stop theuse of hair spray in locker rooms

Numerous recycling efforts, includ-ing starting a school club to collecttrash from the woods and creek forrecycling

Action to stop the use of styrofoamin the school cafeteria

I NTEGRATIN(, Em RONNIEN VAI, EDI LATImN AND Sc11.

ENVIRONMEVT. I. 17 )1'T11 CONGRES.L; soLl'ING ENVIRONMENTAL PRORLEMS

111M111111111010111

AssessmentThis learning episode should be

evaluated by the following groups ofpeople:

J The EYC committeeThe EYC delegates

LI The EYC advisorsJ Participants in the environmental

action projects.

The evaluation should consider:

1. Did participants like the Environmen-tal Youth Congress? This may bedetermined by using questionnairesand/or interviews.

2. Did participants learn the desiredknowledge, skills, and/or attitudes asdescribed in the learning objectives ordetermined by the project? This maybe determined by observing skillsdemonstrations, observing and/ormonitoring progress on tasks, usingself-reports, and/or interviews.

3. Do participants use the skills acquired/enhanced through the learning epi-sode? This may be determined by usingfollow-up surveys, task-performanceevaluations by self or others, journalsand project record/logs, and/or peerinterviews.

References

Developed by Aullwood Audobon Center &Farm in cooperation with Miami ValleyEarth Central. For more informationcontact Miami Valley Earth CentralP.O. Box 401, Spring Valley, OH 45370.

61,, EDI(ATIl ANI) SCIENCE

EVERYBODY NEEDS A HOME

Overview

Learners explore various aspects of ahabitat for animals and for themselves.This learning episode also models how toadapt an activity from an existing envi-ronmental education program. (In thiscase, the activity was adapted fromProject WILD).

Grade Level Range

Primary


Learners will seek information frommany different sources to explore thevaried needs of living things and thedifferent ways in which living things meettheir needs, and then construct models ofhomes while working insmall and large groups.

Background

Humans, other ani-mals and plants have basicneeds in order to live: food,water, shelter, space andusually light. Every livingthing needs a home but thathome is not just a "house."Homes for animals are oftenbig areas and are outdoors;plant "homes" are placesthat provide the right

amount of light, water, space, and food. A"home" has everything an animal or plantneeds to live. It is also called a habitat.The main purpose of this activity is forlearners to understand that 2ry livingthing needs a home or habitat.

One part of a habitat is the actualplace something lives. Humans buildhouses, apartments, trailers, and otherkinds of shelter in which to live. Animalsdon't need a home that looks like a housebut they do need some kind of shelter.Animal shelters might be underground, ina bush, among rocks, or inside the bark ofa tree.

A home or habitat is more than a"house" (shelter) and includes an entirearea within which all the plant's oranimal's needs can be met. Perhaps theconcept of "neighborhood" could help thelearners understand the idea. Careshould be taken to help the learnersequate home or neighborhood with habitatand house with shelter.

Possible outcomes for thisepisode might include:

,,,N11-.N1 At. 14:11i I Ill 1%, %%; 1 .1.

ERYBOM NEED:4 .4 HOME

1. Learners develop an understandingthat all living things need a "home"and that there are usually severalnecessary conditions that need to bepresent in order for a living thing tosurvive in that home.

2. Learners observe similarities anddifferences among the characteristicsof various plant and animal homes.

3. Learners further develop the idea thata "whole" is made up of "parts."

4. Learners improve verbal communica-tion skills through the sharing of theirobservations.

Procedure

1. Share a story about one animal in itshabitat and discuss how it satisfies itsneeds for food, water, shelter, spaceand light.

2. Ask learners to collect pictures ofplant and animal (including human)homes.

3. Lead a class discussion about homesor habitats, houses, and the needs ofplants and animals. This shouldgenerate a list of what they alreadyknow and a list of what they wouldlike to find out.

4. Have learners close their eyes andimagine themselves as a bird, rabbit,

turtle or some other animal andvisualize their "home" (habitat) ardthe kinds of activity they mightengage in: food gathering, drinkingwater, keeping away from prey, familybuilding activities. This can berepeated several times over a period oftime and should include animals,plants and humans.

5. Ask learners to point out similaritiesand differences among the animal,plant, and human homes (habitats)they have envisioned. They can dothis in small groups. The groups canalso discuss what living things need(food, water, shelter, space and light).

6. Have the learners share the picturesthey collected of different places wherepeople, other animals and plants live.Can they point out or describe therequired needs of a plant or animal?Compare neighborhoods to a habitat.

7. Ask learners to draw a picture ofwhere they live. Have them include intheir drawings all they need to survive(where do they sleep, keep food, play,etc.)

8. Lead a discussion about how theschool building and the school groundsprovide all their needs during the day:food, water, shelter, space for learning,recreation, exercise, and light.

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9. With learners, plan for trips to nearbyplaces to visit (school yard, local park,woods, etc.) to take a closer look athabitats of other living things.

10. Extensions: Teach songs about habi-tats and homes, for example "TheHabitat Song" hy Bill Oliver. Makeclay models of animal homes. Drawpictures, create a skit, write a story.Verbally communicate about a habitat.

Assessment1. Choose several "habitat" pictures and

ask learners to point out where theinhabitant would find food, water,shelter, space and light.

2. Have learners sort the habitat pic-tures according to different compo-nents of habitat (e.g., which habitatshave the most water, greatest amountof light, best shelter. etc.)

3. Allow groups of learners to createshopping lists of items needed for then'habitat, with each group representinga different plant or animal.

4. Have learners create a collage of itemsneeded to provide adequate habitat fora certain plant or animal.

5. Draw a rough map of the school yardor nearby park and have learnersidentify possible sites that couldprovide adequate habitat for specificplants or animals. Pictures of theplants or animals could be drawn onthe map to show where they would bemr)st likely to live.

MaterialsPictures of homesDrawing paper

References

Adapted from:"Everybody Needs a Home," Pro'ect

WILD, (1992, ) Western RegionalEnvironmental Education Council,Boulder CO.

HABITAT HIGH-LOW

Overview

This episode engages learn-ers in investigating and compar-ing the physical factors of ahabitat (i.e., light, moisture, heat,wind, etc.). Learners think aboutthe factors that make a placecomfortable to them and then usetheir senses to measure tneintensity of those factors invarious areas around their schoolgrounds. The episode also demon-strates how an activity from

existing environmental education pro-grams can be adapted and extended.

Grade Level Range

Primary


Learners will recognize the limita-tions and variability of human senses todescribe physical factors, discuss factorsthat affect change in organisms, describeand use instruments to extend the senses,and tell stories about animal preferences.

Background

Habitats can be divided into twoparts: the things that are alive andgrowing like animals and plants. andphysical features like sunlight, moisture,heat, and wind. Although the livingaspects of a habitat certainly affect anorganism, this activity focuses on the

nonliving, or physical factors, of habitats.Physical factors of a habitat include theamount of light, moisture, heat, and windfbund in a specific area. These factorsgreatly influence the suitability of an areafor particular organisms.

Humans employ devices like lightmeters, thermometers, and anemometers(wind speed instruments) to help improvethe accuracy of their senses. By havinglearners use their own senses to deter-mine differences in light, moisture, heat.and wind, this activity will help learnersbe more sensitive to the physical factorsthat influence habitats.

The following is the major outcome ofthe episode: Given five study sites,learners will indicate which sites have themost and least amount of sunlight, mois-ture, heat, and wind as a way to describedifferences among the sites.

Procedure

Ask learners "If you could liveanywhere, where would you live?" Theycan draw a picture of their dream place.Have a group discussion about physicalfactors that make a place desirable inwhich to live. Ask what they like aboutthe place they chose. Which of the thingsthey like are living? Non-living? Havelearners share their drawings with oneanother and note what things are similar,different (e.g., sunlight, wind, tempera-tures, moisture, living things). Havelearners discuss and map areas aroundthe school grounds to look at and measurefor differences (least & most).

As a group, select and mark theboundaries of five areas to investigate.

IN't );;Ti';(; h,,vue .11.-,NT E., 37

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IIABITAT 1116111,0WNammor

The areas should be different (one windy,one sunny, one dry, etc.).

1. The learners can work in teams witheach team having a different factor(wet/dry, hot/cold, etc.) to investigatein all five areas.

2. Each team should make a "most" and"least" sign for their factor to place ineach area.

3. Review if necessary, terms used bycomparing in the classroom (i.e.,hottest near the radiator).

Teams are now ready for the High-Low Hunt. Each team will explore thefive areas and choose the extreme "high"and "low" place for their factor in eacharea. Once they have chosen the places ineach area (most/least) for their factor theycan mark them with their cards.

When all teams are through, go backas a class and see how many markers ofeach type are in particular places in eacharea. What senses were used? Whatplace in the areas would they most like tobe? Have each pick their "spot." Wouldthey choose that spot on a "rainy" day orwarmer day? Where were the animal"spots" in their areas. Do animals havespots they prefer (e.g., sowbugs underlogs, cats in the sun)? Are there animalsthat like the same places you do? Whatnon-living (physical) factors made their"spot" special (sunny, shady, etc.). Addi-tional questions: What do they think arethe most important factors? Do animalsprefer one factor over another?

Assessment

1. Have learners draw a picture of theirspot including all the physical highs/lows. Seasonal pictures could hedrawn to show how habitat changeswith the seasons.

2. Make a 5" x 7" card for each of the fiveareas, and have learners sort. thecards in order of highs and lows foreach of the physical factors.

3. Have learners tell a short story asthough they were an animal living inone of the specific five study sites,bringing in how the physical featureshelp or challenge them to survive.

4. Ask learners to complete this sen.tence. "I would like to live in theforest (or desert, ocean, pond, wetland,etc.) because ...."

5. Using arts and crafts supplies, allowlearners to design an ideal habitat anddiscuss the physical features thatmake it special to them.

Materialso Drawing paper

High/Low markersBoundary markers

References

Adapted from:Outdoor Biology Instructional StralclOes

(OBIS), "High and Low Hunt." DeltaEducation, Nashua NH.

ENVIIONMENTAL EN CAMN AND SIENCE

A HANDFUL OF MUD

OverviewA literary excerpt is used as an

introduction to soil erosion. Learnersrelate the experience of a boy in India tosoil erosion and conservation practices intheir own culture. The story becomes aspringboard for investigations in theclassroom or field.

Grade Level RangeIntermediate, Middle School


Learners will utilize the mud storyas an analogy to understand how soilerosion occurs in other environments,investigate soil as a nonrenewable re-source and strategies for managing it,visit sites where erosion occurs, and thendesign, build, and test working modelswhich reduce erosion.

ProcedureShare the following excerpt from "A

Handful of Mud" by Paul W. Brand withthe learners.

I grew up in the mountains of SouthIndia. My parents were missionaries tothe tribal people of the hills. Our own lifewas about as simple as it could be, and ashappy. There were no roads. We neversaw a wheeled vehicle except on ourannual visit to the plains. There were nostores, and we had no electricity and noplumbing. My sister and I ran barefoot,and we made up our own games with the

trees and sticks and stones around us.Our playmates were the Indian boys

and girls, and our life was much the sameas theirs. We absorbed a great deal oftheir outlook and philosophy, even whileour parents were teaching them to readand write and to use some of the toolsfrom the West.

The villagers grew everything thatthey ate, and rice was an important foodfor all of us. The problem was that riceneeds flooded fields in the early stages ofgrowth, and there was no level ground forwet cultivation. So rice was grown allalong the course of streams that ran downgentle slopes. These slopes had beenpatiently terraced hundreds of yearsbefore, and now every terrace was per-fectly level and bordered at its lowermargin by an earthen dam covered withgrass. Each narrow dam served as afootpath across the line of terraces, with alevel field of mud and water six inchesbelow its upper edge and another levelterrace two feet below.

There were no steep or high drop-offs, so there was little danger of collapse.If the land sloped steeply in one area, thenthe terraces would be very narrowperhaps only three of four feet wide. Inother areas where the land sloped verylittle, the terraces would be very broad.Every one of the narrow earth damsfollowed exactly the line of the contours ofthe slope.

Every few feet along each grassypath were little channels cut across thetop of the darn for water to tricItle over tothe fields below. These channels werelined with grass and were blocked by agrassy sod that the farmer could easilyadjust with his foot to regulate the flow ofwater.

INTH lowo; E.,:viRINNu..NTAL Eorcxr.: ANt1Sit.-.^xE 39

.1 11.1.170 'I. (.'F.1117)

Sinci. each terrace was usuallyowned by a different family, it was impor-tant to have some senior village elder whowould decide whether one farmer wasgetting too much or too little of the pre-cious water supply.

Those rice paddies were a rich soupof life. When there was plenty of water,there would be a lot of frogs and little fish.Herons and egrets would stalk throughthe paddy fields on their long legs andenjoy the feast of little wrigglers that theycaught with unerring plunges of their longbeaks. Kingfishers would swoop downwith a flash of color and carry off a fish

from under the beak of a heron. And notonly the birds enjoyed the life of thepaddies we boys did too. It was therethat I learned my first lesson on conserva-tion.

One day I was playing in the mud ofa rice field with a half-dozen other boys.We were catching frogs, racing to see whowould he first to get there. It was awonderful way to get dirty from head tofoot in the shortest possible time. Butsuddenly we were all scrambling to get outof the paddy.

One of the boys had spotted an oldman walking across the path toward us,We all knew him and called "Tata," mean-ing "Grandpa." He was the keeper of thedams. He walked slowly, stooped over a

hit, as though he was always looking atthe ground. Old age is very much re-spected in India, and we boys shuffled ourfeet and waited in silence for what weknew was going to be a rebuke.

He came over to us and asked uswhat we were doing. "Catching frogs," weanswered. He stared down at thechurned-up mud and flattened rice plantsin the corner where we had been playingand I was expecting him to talk about therice seedlings we had spoiled. Instead, hestooped and scooped up a handful of mud."What is this?" he asked.

The biggest boy among us took theresponsibility of answering for us all. "It'smud, Tata."

"Whose mud is it?" the old manasked.

"It's your mud, Tata. It's your field."Then the old man turned and looked

across the darn. "What do you see there inthat channel?" he asked.

"That is water running over into thelower field," the biggest boy answered.

For the first time, Tata looked angry."Come with me and I will show youwater."

We followed him a few steps alongthe darn, and he pointed to the nextchannel, where clear water was running."That is what water looks like," he said.Then he led us back to our nearest chan-nel and said, "Is that water?"

We hung our heads. "No, Tata, thatis mudmuddy water," the oldest boyanswered. He had heard of all this beforeand did not want to prolong the question-and-answer session, so he hurried on."And the mud from your field is beingcarried away to the field below, and it willnever come back, because mud alwaysruns downhill, never up again. We aresorry, Tata, and we will never do thisagain."

But Tata was not ready to stop hislesson as quickly as that, so he went on totell us that just one handful of mud wouldgrow enough rice for one meal for one

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.1 HAW 11 OF AI I'Dpowormimomew

person, and it would do it twice every yearfor years and years into the future.

"That mud flowing over the dam hasgiven my family food every year from longbefore I was born, and before my grandfa-ther was born. It would have given mygrandchildren food, and then given theirgrandchildren food forever. Now it willnever feed us again. When you see mud inthe channels of water, you know that lifeis flowing away from the mountain."

The old man walked slowly backacross the path, pausing a moment toadjust with his foot the grass clod in ourmuddy channel so that no more waterflowed through it. We were silent anduncomfortable as we went off to find someother place to play. I had gotten a dose oftraditional Indian folk education thatwould remain with me as long as I lived.Soil was my life, and every generation wasresponsible for preserving it for futuregenerations.

Discussion: After reading thisexcerpt, learners generate questionsraised by the excerpt and discuss them.Some possibilities include:

1. What are the mechanics of topsoilerosion?

2. What are the various implications oftopsoil erosion (both un land and as asource of nonpoint water pollution)?

3. How does the South Indian culture'sattitude toward topsoil compare orcontrast with that of the learners'home culture?

4. Given the renewable/non-renewablenature of soil, what types of manage-ment strategies would be most effec-

tive?

Po,ssih1e routes to take: Depending onthe questions raised through the above

discussion of the story, investigations suchas the following could he designed to focusthe learning experience:

Through simulation or actual fieldobservations, explore various situa-tions where soil is being eroded.Look for similarities and differencesin the situations.

Design several tests to reflectactions described in the story thatcaused or prevented soil runoff (i.e.,terracing, sodding, sedimentation).

Use contour and other types of mapsto identify watersheds and trackwhere a drop of water in a streamnear you can actually end up.

Interview local agricultural leaders(i.e., farmers, soil conservationists,geologists or urban planners) togather information about localattitudes toward soil conservation.Compare those attitudes to thoseexpressed in the story.

Plan and implement a serviceproject to stop erosion at a local site(e.g., a park or school site).

Learners from the small groupsshare with the class the informationthey have gathered from their initialinvestigations. Groups then designservice projects based on theirinvestigation and the feedback fromtheir presentation.

AssessmentA "visual" presentation of the group'splan for a service project to stoperosion at a local site.

After implementation of the serviceproject, evaluate the experience usingquestions such as the following:

1. Do you believe your project wassuccessful? Why?

2. What wmild you do differently if youcould repeat your project?

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HANDEL-LW. .11(7)moirmimmormisr

3. What have you learned about soil,erosion and nonpoint source pollu-tion from the project?

4. What was the single most importantthing that allowed you to completethe project? Why was that mostimportant?

Materials

Will vary depending on activities chosen.

eferences

Grantberg-Michaelson, W. (1987). Ahandful of mud. In P.W. Brand (Ed.),Tending the garden. Grand Rapids,MI: Eerdmans Publishing. Co.

I-71. \.! f:, FAi. EP. A'11(1^,.; SciEN( E

INVESTIGATING BROWNING EVERGREENS

Overview

This learning episode examines aphenomenon commonly observed alongOhio's highwaysdying evergreens.Through brainstorming, learners generatevarious possible reasons for this occur-rence and then divide into teams toinvestigate the validity of those reasons.A final reporting by teams and synthesisof' the information by the class can lead tofurther study or strategies for correctingthe problem.

Grade Level Range

High School


,,

.411*

Learners willgenerate testable hy-potheses, investigate

physical and chemicalchanges in living and non-

living systems, fulfill responsibilities as part of a research

group, and propose and carryout courses of action based on

scientific principles reviewed during theevergreen project.

Background

The purpose of this activity is forstudents to plan and complete an investi-gation of the causes for the browning ofevergreens. The following areas can beaddressed through the episode:

Biology Topics: plant life, soilChemistiy npics: salt and substitutes,

fuels & exhaust, soil, asphaltPhysics Topics: temperature depression,

splash distance, temperature &materials, friction

Earth Science Topics: highway cuts,weather, freeze - thaw tolerance,temperature changes

Procedure

Pose the challenge

Each spring as we drive alonghighways, we can see extensive browningof the needles on evergreen trees. Theremight be niultiple causes for the browningof the trees and the task is for you toinvestigate possible causes and recommendactions to reduce the damage.

Planning the StudyThis learning episode provides a

valuable opportunity for leaders andlearners to practice divergent hypothesiz-ing about a real-world problem. Initialdiscussions of conditions that may havecaused browning should occur and be richin ideas. Learners might suggest causesincluding: heavy highway traffic,nonpoint source pollutants in stormwaterrunoff, salting highways to reduce acci-dents, air pollution factors, plant growth,severity of weather temperatures.amounts of snow and ice during thewinter. etc.

After a long list is generated, theclass should devise a plan for taking andrecording field observations and selectingobservation sites. (Be sure to follow safety

st \ E ;*, ,; .

INVESTIGATIM; BROWNING EVERGREENn;

considerations noted later in this section.)The leader should again encourage diver-gent hypothesizing. Determine how tocompare "normal" trees in the region tobrowned ones. Develop data collectionsheets if appropriate.

Learners should decide what aspectsconcerning the browning evergreenneedles to study. The following aspectsmight be included:

Tree species involved

Location (location of the tree &location on the tree)

Extent of whole or part of the treebrowning

Observation of new growth andrecovery

Description of plant life near thetree

Next, learners should determinewhere additional information on this

problem can be found and whatexperts can be contacted. (At

some point the leader shouldconsider inviting guestspeakers such as expertson agriculture, nonpointsource pollution, botany,horticult tire, forestry,highway maintenanceand meteorology.) Ifconclusions and agree-ments about the calise ofthe browning emergefrom the learners' stud-ies, determine how and towhom the informationshould he reported. Does

the class need to thinkabout a second year study

or third year study?At this point, it should be

clear that a thorough study will

woehlk*.

-*

ft,

demand a great deal of work. Thus, theteam approach should be suggested as oneway to distribute the workload andresponsibilities for data collection. Thismethod is commonly used by scientistsand the study of browning evergreens isan effective way to practice the method.

Discussion should also focus on howto compare observations by differentteams and different individuals. Criteriafbr information to be shared by teams canbe designed by the whole group or byindividual teams. Suggestions mayinclude oral reports which can use pic-tures, slides, evergreen needle samples,maps, interviews with experts, scientificreports, pamphlets from horticulturalsources, etc. The leader and learnersshould also decide about any requirementsfi)r written reports.

Doing the Study

The leader or learners should decideon the make-up of teams and a timeline.Tasks should be determined by each teambefore the start of the project. Addition-ally, each team should review the group'sideas and suggestions and then designspecific data collection activities whichmight be needed for their particular team.The review of activities and procedureswithin a team should be continuous.Evolution of original tasks and planstoward more interesting and efficient onesis expected, hut an initial plan and anychanges should be "cleared" by the leader.

Possible team tasks include:

Team One: Document normal appearanceof evergreens in the spring as opposedto those appearing brown. Find thegeographic range of certain evergreenspecies and other living conditionsneeded.

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Team Thy: Research weather patternsduring the past winter. Includenumber of centimeters of snowfall,rain, ice, temperatures, winds, etc.

Team Three: Conduct traffic volumestudies for a number of highways orstreets where "damaged" trees areobserved. What kinds of traffic?(truck, residential, business district,general, etc.).

Tcam Four Study highway treatmenttype (salt, ash, plowing, etc.) andfrequency. Who is responsible (mu-nicipal, county, state)? Has there beencommunity sentiment about the typeand frequency of treatment or lack ofit voiced in local newspapers?

Team Five: Search for and suggest pos-sible factors not mentioned (soilerosion, nonpoint source pollutantscontained in runoff from streets,elevation of trees, vehicle exhausts,acid rain let students make sugges-tions and pursue them).

Team Six: Search areas away fromhighways to determine conditions ofevergreen trees where human impactis minimal.

Additional notes to the leader:

Safety is a concern if students need toexamine browning evergreens alongbusy highways. Plan ahead for thisproblem depending on your location.Possible strategies might include:

I. Find damaged trees along lessheavily traveled roads and use thosefor the study.

Focus as much as possible on labresearch and connections withresource people such as urbanfbresters and do a minimum of fieldobservation and test ing.

I VC » I , ',VI It( t .11 1)1 )

3. Bring small trees into the classroomto test for various factors.

4. Involve students in setting param-eters for appropriate safe behavior(including consequences for unsafeactions) prior to the field work, ifstudy is to be conducted along abusy highway. The highway &Tart-ment or state highway patrol alsomight assist with safety.

This episode will help students under-stand the long-term nature of seinescientific research. It could he used asa year-to-year study with each succes-sive class drawing conclusions possibleat that point and building data andbackground for successive classes touse in their studies.

Reports and Summary

Showcase the team reports if possibleand include an opportunity for a full groupsummary. Re-address earlier concernsabout dissemination of findings andpossible action by individuals and groups.Other questions include:

Is research being done to find moreresistant species?

How should replacement, treatment.etc. of the evergreens he funded?

Are there alternatives to using ever-greens near the highways?

Will damaged trees recover?

Recruit other classes to participate in astudy on browning evergreens andshare data through E-mail systems.

AssessmentSome or all of the following strate-

gies might be used to assess the project.

;.171.%7; H!;ow.wv4111111

Portfolio Assessment

Contents of portfolio might include:

I. Notes, calculations, references, tables,sketches, etc., from in-school activities

2. Notes, photos, drawings, videos, etc.,from out-of-school activities (at fieldsites)

3. Collections/critiques of related articles

4. Collection of team's ( and other teams')work

Performance Assessment

Pos;ible areas to assess include:

1. Overall participation in groups

2. IA vel of appropriate questions, sugges-lions and contributions to the group ina variety of situations

3. Reports of research and findingsbrought in (oral, photos, video...)

4. Interactions with guest speakers,teachers, and other groups

5. Demonstration of creative thought forfurther scientific questions to ask orhypotheses to offer

5

Student WritingsTypes of writing which might be usedinclude:

1. Objective questions or problems on thetopic as learned through the projectthat had been discussed/presented/studied in class or at field sites duringthe project study. (These questionsmight be written by the studentsthemselves)

2 Progress reports and/or final conclu-sions of the project which could hesubmitted by groups or individuals atintervals throughout or at end ofprojector both.

3. Open-ended questions to assesswhether the students can express fullunderstanding of the project as well asa vision for further study or solutionsto the problem of browning ever-greens.

Rubrics

For the progress report/conclusionpart of the project, a possible rubric tohelp evaluate student achievement in theInvestigating Browning Evergreen projectfollows. Other rubrics could he developedfor other parts of the projects.

Materials

Will vary according to activities chosen.

INVESTIGATING BROIVNING EVEI?(;REENs

PERFORMANCE OUTCOMES

Level ofAchievement

MechanicsUsage

GrammarOrganization Content/Information Spelling

4Expert

- meets all requirements- flow is exceptional- outstanding neatness,

legible

- answered more than re-quired questions precisely/consisely (exceptionaldescription)

- variety of resources (beyondrequirement)

- no errors

3Proficient

- meets most of requirementsin order

- flow makes sense- neat, legible

- answered all requiredquestions

few errors

2Apprentice

- meets some requirements- flow lacks continuity

is legible

- answered some of required - errors do notinterfere withmeaning

questions- used some sources

1

Novice- does not flow- barely legible

- answered few or none ofrequired questions

- used no reference sources

- errors interferewith meaning

0No "credit"

- no attempt - no attempt - no attempt

INTEGRATING ENNTRoNMENTM. EIWCATIoN AND SCIEN('F. 4 7

LAND RESOURCES

Overview

A hypothetical environmental di-lemma is used to engage learners in anintegrated, activity-based exploration of'

their local landenvironment andits resources.Learner-andleader-generatedactivities move thegroup towardsolving the prob-

lem of a contaminated water well field.Although a specific issue is used in thisepisode, other issues from a variety oflocations and situations could be substi-tuted.

ASKING9-U.E.S TIONS

Grade Level Range

Middle School, High School


Learners will discuss societalconcerns, investigate ideas for short-term

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and long-term solutions, listen to andanalyze evidence presented by others, andshare ideas for resolving land use issues.

ProcedurePresent the Dilemma:

r town's water well field is con-taminated with pollutants. This pollutionis the result of our old landfill leaking.What can be done to correct the currentproblem and what actions are needed toprevent future contamination of the waterwell field?

Brainstorming and webbing session:

Following the introduction of thedilemma, a whole class brainstormingsession is conducted. Typically, the leadercan begin the process by prompting thelearners with a question such as "What dowe need to know to better understand andmake decisions about this dilemma?"During this process, the leader shouldparticipate in a guidance capacity only.Through brainstorming and the subse-quent webbing activity, learners willgenerate a subset of questions related tothe main dilemma. The leader andlearners may then link meaningful activi-ties to the questions and thus move thelearners towards a possible solution to thedilemma.

Learner Generated QuestionslActivities:

The following are examples of ques-tions which were identified and possiblelearning activities used to help answer thequestions. This set of questions has beenarranged in a general-to-specific frame-work.

6

LAND RESOURCES

1. What is land and how were soil and 2. How do we get water in our (1 lrnrocks fornled?

Activities:Take a soil sample and analyze itsbasic composition.

Determine how the soil and geologyof the area came into existence(weathering, glaciation, etc.).

Make a soil/geology map of the localarea.

Utilize the county Soil and WaterConservation District representativeas a resource (each county has a soilsurvey guide that is very useful).

Determine the chemical and physi-cal properties of earth/soil/geologicallayers. (This is an excellent place toexplore basic science areas such as:elements, compounds, mixtures, theperiodic table, reactivities, solubili-ties, metals, nonmetals, metalloid,conservation of matter, balancingequations, and basic mineralogy).

Use topographic maps to determinethe basic land forms of the local area.as well as drainage patterns.

Use land resource maps to deter-mine the land resource of their localarea. (This is an excellent place todiscuss and explore natural re-sources and how we utilize them).

Take a field trip to a strip mine.Many owners are .nore than happyto share the process of mining andthe trip reinforces the concepts ofland/soil/geology structure.

nity?

Activities:Learn about sub-surface hydro-geology.

(This is an excellent place to teachlearners about aquifers, groundwater, water tables, springs, etc).

Conduct investigations of porosityand permeability.

Take a field trip to the local watertreatment and sewage treatmentplants.

Conduct some simple chemicalwater testing ( pH, alkalinity, iron,hardness, etc.).

Explore sources of nonpoint waterpollution and their effect on waterresources.

3. What 1,4

Activities:Discuss historical, present andfuture management of differentkinds of landfills.

Determine what types of materialsgo into a landfill.

Do a trash analysis, and comparethe advantages of reducing, reusing,and recycling.

Take an environmental shoppingtrip.

Build landfills using two-literbottles.

Take a field trip to a local landfill.Most learners have no idea whathappens to their trash.

(Excellent resources for theseactivities are Super-Saver Investiga-tor and Investigating Solid WasteIssues produced by the Ohio Depart-ment of Natural Resources.)

i 14...v1106:41;N Ei 1;'( 'ATI( AM) SCIENCV

LAND RESOIRCES

4. What processes go on in a landfill tochange the materials chemically andphysically?

Activities:Learn about decomposition bymonitoring the 2-liter bottle land-fills.

(This is a good place to learn aboutdecomposers, biodegradable vs. non-biodegradable, anaerobic vs. aerobic,chemical reactions, etc.)

5. Whiu do we (10 with the old landfill?

Activities:Research how other communitieshave handled the problem (sealingvs. removing the materials) andpresent a position paper.

Contact an environmental group,the EPA, and a local waste disposalcompany for technical and costinformation. Compare and contrastthe infiwmation from each source.

(3. Where can we put a new landfill?

Activities:Determine a site for a new landfillbased on soil profiles, land use,ground water, community percep-tions, etc. Propose a design that isboth cost effective and environmen-tally safe.

Invite the Ohio EPA, Ohio Depart-ment of Natural Resources and alocal waste disposal company tospeak about the processes they gothrough to establish new landfills.Have them help evaluate the sitedesigns proposed by the class.

(This section could be used as aculminating activity.)

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Assessment

As the primary assessment, learnerspresent their landfill site designs to theirpeers and if possible, to a panel of EPAand/or ODNR staff. Additional evaluationactivities could include developing real-lifeuses for the information they have col-lected, such as:

J Designing advertising campaigns toconvince local citizens to move thedamaging landfill.

Identifying several ways thatlearners could change their dailyhabits to reduce the impactthey have on landfills and theenvironment and then promotingthese ideas schoolwide.

Initiating recycling programs atschool that stress the concepts ofreducing and reusing.

Materials


References

Landis, D. (1994). Investigating SolidWaste Issues. Ohio Department ofNatural Resources. Columbus OH.

Landis, D. (1990). Super Saver Investiga-tors. Ohio Department of NaturalResources, Columbus OH.

LET'S TRY OUR OWN BIOSPHERE II

Overview

This episode simulates, on a class-room scale, the 1991-1993 Biosphere IIexperiment in Oracle, Arizona. A varietyof possible activities is offered from whichlearners and leaders can construct aversion of the Biosphere experiment thatis tailored to their own situation.

Grade Level Range



Learners will determine effectivenessof a model by identifying contributing andcausal factors, and investigate strategiesthat can be used to improve more efficientinteraction between the various compo-nents of systems.

Background

At sunrise on September 26, 1991,fiair male and four female scientistsenclosed themselves for two years in aterrarium for humans thesize of three footballfields called Bio-sphere II.Biosphere IIwas anattempt tomodel thesystemsandcycles

on

Biosphere I the Earth. The self-sustaining geodesic dome became a sealedenvironment, isolating the scientists fromthe rest of the world.

Biosphere II was developed byBiosphere Space Ventures in Oracle,Arizona to help understand the complexinterrelationships found on the planet(Biosphere I), and to gain the knowledgeneeded to design and build a self-sus-tained living environment for future spaceexploration and settlement. It has beencalled "the workshop for humanity'sfuture."

This stationary ark cost over $150million to build. It is intended to have aresearch life of 100 years. In it is ahuman habitat with computers, laborato-ries, videos, and a communication networklinked to the rest of the world. Under aglass, Mayan-type pyramid is a rain forestwith a 90-foot waterfall. The ocean is 25feet deep and is complete with artificialtides. Like on Biosphere I, the marshfilters and cleans up wastes. The greengrasses on the savanna contribute tooxygen production. The plants of thedesert plains are valuable in this functionduring the dormancy of the savannaplants. The Biospherians have a farm toprovide food.

The goal of the project is for thescientists to explore those

cycles and processesnecessary to sustain

life and to gaininformation

useful inmaintain-

ing life onBio-

sphere

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TM '1; ()W.V 1t10:-411ERE 11

ProcedureBased on the actual endeavor,

students will assume the role of t.heBiospherians, researchers, biologists,systems technicians, Biosphere SpaceVentures executives, publicity and promo-tion specialists, botanists and othersupport personnel as is decided upon bythe learners. The eight originalBiospherians were titled: Co-Captain;Technical Systems Manager; TerrestrialBiomes Manager; Marine Biomes Director;Medical Officer; Analytical SystemsManager; Communications Officer; andIntensive Agricultural Systems Manager.The educator may want to be the CEO ofBiosphere Space Ventures.

Through the use of the video, "Bio-sphere II: The Human Experiment: (SBV,1991) and/or The Glass Ark: &of)/ ofBiosphere II by Gentry and Karen Liptak(Viking), the educator will set the stageand announce that the class has beenoffired the opportunity to undertake thesame experiment by simulating theexperience using their own classroom inOhio as Biosphere II. They will be work-ing cooperatively to prepare and decidewhat needs to be done to make the projectwork. The simulation can go as far as theeducator and learners wish.

It is suggested that with each of theroles available for adoption by eachlearner or learner group, the educatorprovide a set of prescribed and/or optionalrequirements. These may include, but arenot limited to, research assignments,suggested readings, designs and inven-tions, and hands-on activities. These mayhe drawn from the sampling of activitiesbelow or maybe generated by the learnersand leaders.

Sampling of student activities: Theidea of eight humans living in a sealed,self-sustaining environment opens a realmof possibilities for classroom activities.Some are listed below.

1. Have class groups take the role ofDirector of Terrestrial Ecosystems orDirector of Aquatic Ecosystems. Thegroups will assume the responsibilityfor designing the pod their biomeoccupies (create a scale model, draw-ing, or make a diorama) and "stock" itwith all the plant and animal ele-ments necessary for it to be self-sustaining. Learners will identify allthe food webs/chains within eachbiome.

2. In preparation for their two-year stayin the biosphere, ask each scientist tokeep track of what they use, need, eat,buy, etc., for one week. Have themmultiply this consumption by 104weeks. Limit the scientists to twosuitcases. What will the studentsbring and what will they leave behind?Which items on their list could beharmful inside the biosphere? Whatwill happen to each article that breaksor is no longer used? Have themdesign a recycling program that willbe used in Biosphere II. Does theproject recycling program accornmo-date everything they wish to bring?

3. What will each student have to do toarrange his or her "affairs" for a two-year absence from day-to-day living'?

4. The cost of Biosphere II is expected tobe offset by its value as a touristattraction in the Tucson area. Designa promotional package to encouragetourists to visit the site. Be sure tohave a bumper sticker and T-shirtdesigned for the gift shop. A self-guided interpretive brochure should beavailable for those tourists not want-ing a guided tour. Of course, studentsneed to develop interpretive dialogueto use in their new job as tour guides.

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LETs my of 7? OWN RI( )SPIIERE II

5. Learners can write a letter of applica-tion for one of the jobs available atBiosphere II including a resume whichwill give them the best qualificationsfor the job they want.

6. The idea of Biosphere II is controver-sial. Is it science or sensation? It hasbeen dubbed by some as the prototype"fallout shelter" protection for thewealthy against some future environ-mental disaster. Take a position onthe issue and defend it.

7. Think of the potential inventions thatmay come from this big experiment.Design an invention useful in Bio-sphere II.

8. Design a prototype "recycled water/rain machine" for Biosphere II. Sup-plies needed are: clear plastic con-tainer with lid, ice cubes in a plasticbag, gooseneck table light and a cup.Place the cup in the plastic containerand fill it with water. Put the lid onthe container and turn on the lamp.Arrange the closed plastic system sothe light is directly over the cup ofwater. Observe after two hours. Nowput the bag of ice cubes on the lid ofthe plastic container at the endopposite the cup of water. Whathappens? On paper, design how youwould adapt this to Biosphere II.

9. Set up a speaker symposium of re-source people who can visit the class-room to talk about issues related toBiosphere II.

10. Design a send-off ceremony to show-case the day the Biospherians getsealed inside. Use it as a schoolassembly.

11. How will the students process garbagein Biosphere II?

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Set up a garbage rot experimentwhere learners can determine whatfactor best aids in the decomposition ofgarbage. Use four similar pieces of'garbage, (such as lettuce leaf, bananaor orange peeh and place each piece ina separate zip lock bag. To one addwater, to another add microbe-ladensoil, leave the next exposed to sunlightand the last one is the control with nolight, water or soil. Label with thevariable being tested. Place all bagsbut the one marked "light," in a darkplace. Compare the bags weeklyLearners can use their findings to turna 2-liter plastic soft drink bottle into aquick-rot chamber to speedily processfood wastes.

12. Visit a water treatment plant orsewage treatment plant. Then designa water filtration plant for BiosphereII. Use a 2-liter bottle cut in half.Invert the top into the base to make afunnel for the filtered water collectionsystem. Use "Water Purifiers' fromWOW! The Wonders of Wetlands toexplore natural and chemical/me-chanical methods to purify pollutedwater. From the same source, use"Water We Have Here" to introducethe effects of salinity, temperature,dissolved oxygen and pII on a habitat.

13. Modify Project Learning Envi-ronmental Exchange Box activity tolearn about other ecosystems throughcorrespondence or telecommunica-tions.

14. Learn how to test for CO, by mixing100 ml. vinegar with 3 1/2 levelteaspoons of' baking soda in a bottle.Put a balloon over the bottle openingand shake the bottle. Test for CO.:collected in the balloon withbromothymol blue,

;)5

LEY N TRY 011? OW 131().PIIERE Ii

15. Map where you would go on a collect-ing expedition to look for "stock" foryour habitat. On paper, make travelorrangements and "pack" your suit-case.

16. Learn plant propagation techniques.Draw up a crop plan for the 1/2 acreintensive farming plot. Biospheriansplanted 156 species of food crops.What would you plant? What wouldsample meal preparations include?Use your classroom windows as agreenhouse. Duct tape zip lock hagswith potting soil (or hydroponicsolutions) onto the inside of thewindow. Experiment with growingplants in them.

17. Design a computer prognrn to keeptrack of daily environmental condi-tions within the Biosphere. There aremicro-climates within the schoolbuilding. Observe and record these"weather" conditions.

18. Investigate how a usable air supplywill be maintained in Biosphere II.Analyze the roles of plants, animalsand micro-organisms. Will the supplyhave to be supplemented artificially?

It). Identify "green" products that could beused in constructing, decorating,furnishing, and stocking Biosphere II.

20. Study plants and animals of the 5Biosphere II biomes. A local zon couldbe used as a resource.

21. Use Biosphere II as an opportunity toc( 'mmunicate via E-rnail with studentsin other parts of the country to gettheir views of the controversy associ-ated with Biosphere II and to ex-change ideas about Biosphere inven-tions.

Assessment

Fulfillment of contracts, journals,weekly progress reports, interviews,observations, and portfolios are a few ofthe tools that can be used to assess learn-ing. As individuals or teams, students canshowcase their learning by creating avideo documentary about their version ofBiosphere II. By using a variety of for-mats, each learner or group will be re-sponsible for producing a segment directlyrelated to their role in the Biosphere IIexperiment. To bring closure to theactivity, the class might produce a Bio-sphere II newsletter for the school or takeother classes on tours through theirclassroom mini-biosphere. Using a class-room with a self-contained bathroom (orother alternative solution ), students candesign a self-sustaining. 24-hour class-mom simulation experience as the culmi-nating activity for the learning episode.

Materials


References

Space Biosphere Ventures, P.O. Box 689,Oracle, AZ 85623.

WOW! The wonders of wetlands. Envi-ronmental Concerns, PO Box P. St,Michaels, MD 21663.

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NOT IN OUR SCHOOL YARD

Overview

This episode begins with an inquiryabout solid waste, what it is and where itgoes. Learners may apply math skills toconstruct graphs to depict data that iscollected regarding various solid wastematerials and products. When it hecotncsapparent that most of our solid waste isput in landfills, the learners are promptedto consider if there is a place on the schoolproperty that would make a good locationfor a landfill and why or why not. Theepisode also leads learners to promote areduce, reuse, recycle philosophy as analternative to landfilling solid waste.

Grade Level RangeIntermediate, Mkidle School, High Sch()ol


Learners willkiiii°1717"*V1 improve their group

learning skills, learnabout the compo-nents of the wastestream, research thelocal landfill situa-

tion, and refine theirskills of persuasive

premntation of their findings.

Background_

Each citizen of the United States,through his or her consumer habits,generates approximately :3-4 pounds of

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garbage or solid waste each day. Most ofthis material is buried in landfills, some isincinerated, and some is recycled. Byrecycling, incineration or purchase ofgoods that produc:, less waste, the need fiarlandfill space is reduced. Finding a newlocation for landfills (siting landfills) isoften difficult for communitie:: because ofpublic resistance (the NIMBY or "not inmy hack yard" syndrome) and because ofstringent regulations f()r the constructionof landfills that are designed to preventpollution problems.

Two potential pollution problems atlandfills are the generation of methanegas and a liquid that settles to the bottomcalled leachate. Various technologies existto prevent both the problem of explosionsas a result of the gas, and also the leach-ing of contaminated liquid into groundwator.

Recycling and reduction practiceshave many beneficial effects, among whichare the saving of natural resources andthe land space to bury waste material.Reocling also prevents pollution associ-ated with the milling of resources used inconsumer products. Another incentive forrecycling is the energy savings associatedwith using recycled instead of virginmaterials in the making of certain prod-ucts. This energy savings translates intocost savings for industry and energyresources savings for the earth.

Reduction practices, such as elimi-nating the use of household hazardousproducts whenever possible hyalternatives and avoiding purchasing ofoverpckaged products ilso lessen theburden on land disposal of mdid waste.Not purchasing an item at all should alsohe considered.

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ProcedureExploring Solid Waste

Learners may begin by identifying andanalyzing products and materials inthe waste stream (stages the solidwaste goes through from discarding tofinal destination).

Have students in groups generatetheir own categories after having made upa list of various consumer items that oftenend up in the waste stream. Or, variouswaste items can be collected and oroughtinto class with collections of a variety ofproducts and materials given to eachgroup for observation prior to groupcategorizing.

Some possible product categoriesmight be "durable goods" (appliances,furniture, tires, etc.); "nondurable goods"(newspapers, single serving cups, ef-.);"containers and packaging" (bottl,...,polyfoam clamshells, etc.); "food waste,""yard waste," and "miscellaneous items."Types of materials include productsclassified in the following categories:paper and paper board, metal (ferrous andnonferrous), glass, plastic, food waste, andyard waste.

Using two or more classificationschemes, learners may make inferencesabout the relative percentages of productsand types of materials in the wastestream.

Learners may make inferences aboutwhat part of the waste stream is composedof the various items they identified. Theymight then conduct research and collectdata to determine what the literature onsolid waste says about the relative per-centages of materials in the waste stream.

After researching, learners mayutilize various graphing techniques,including piecharts, to present datacollected regarding the total waste stream.

Disposing of Solid Waste

After presenting their waste streamgraphs, learners may brainstormquestions and then discuss possiblesolutions as to the best ways to dis-pose of waste material which is notdiverted from the waste streamthrough t ecycling or reduction. Basedupon their knowledge of the wastestream, learners may use scientificprocedures and information to makeappropriate decisions about theirsolution to the waste stream problem.

Have each group create an experi-mental procedure that follows the solutionbrainstormed above (i.e., by making minilandfills) to determine the potential forwaste material to change and the poten-tial for pollution to be generated in theprocess. Learner groups should develophypotheses, test them and eventuallyexplain the results to the class. Havedifferent types of soils on hand for use inconstructing landfills, making provisionsfor drainage beneath the landfill model.

NOTE: This part of the activity maytake several months involving digging upthe materials and recording changes inthem. To expedite the process, haveprepared a mini-model landfill with itemsthat have been buried for several monthsand unearth them. Have groups continueto monitor their own experimentsthroughout the year to compare theirfindings with the model findings, butproceed with the rest of the episode.

Learner groups may conduct re-search and collect data regarding theirsolution and make classroom presenta-tions.

Using the information arid knowledgeobtained so far, learners shoulddetermine if some place on schoolproperty would be a good location for alandfill for waste generated by the

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NOT IN OUR SCHOOL YARDwrimmmerwrim

local community. After brainstorminga specific site, groups can investigateand prepare reports as to the problemsand concerns about siting a landfill atthis site (e.g., groundwater contamina-tion, aesthetics, odor, litter).

Learners may then explore an envi-ronmental-ethical inquiry As aclosing activity, debate the question:If not at this location on school prop-erty, then where should solid wastethat is generated by each member ofthe class be disposed'? How should wetake responsibility for our own trash?Is the problem eliminated when it isshipped elsewhere?

Reduce, Reuse, Recycle

Learners should become familiar withthe philosophy of reduce, reuse,recycle as an alternative to disposal.Investigations could include conduct-ing research, designing and giving asurvey, and analyzing results aboutrecycling and reduction as alterna-tives.

Learner groups might take a differ-ent material or product in the wastestream and research the potential forrecycling or reducing this product to:

a. reduce the need to site disposalfacilities,

b. save energy and resources, and/or

c. reduce the potential for nonpointsource pollution.

Following reports aboutfindings, groups can createa community survey aboutsolid waste information,including the benefits of

recycling and reduction.

Each group's questions can be combined toconstruct a classroom questionnaire to bedistributed by learners in their neighbor-hoods. Data then can be analyzed andrepresented using graphs.

Given the knowledge gained so far,learners can take action by developinga publicity campaign promotingalternatives to disposal. Techniquescould include writing persuasiveessays, representing chta, and con-structing visual displays. A possibleprocedure is:

1. Have groups of learners develop andsubmit a publicity campaign for theschool about the benefits of reduc-tion and recycling as alternatives towaste disposal in the form of a "callto action" campaign. Focus on whatall members of the school commu-nity can do to help ease the prob-lems associated with the generationand disposal of large quantities ofwaste material. Each group shoulddevelop a persuasive essay in favorof their "call to action," use severalforms of representing data, andconstruct a visual display for their"call to action." One member f'romeach group joins an evaluation panelthat assesses the strengths of eachpublicity campaign proposal.

2. Synthesize the good ideas from allthe groups and, as a class, imple-ment a school-wide publicity cam-paign, and, if possible, develop andimplement a reduction and recyclingplan for waste generated at theschool.

Assessment

Give each learner a different piece ofgarbage or trash and have him or herconstruct a lifecycle diagram of thisproduct and material with brief explana-tion of the various stages.

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Each hfecyclo diagram shouldinclude at least the following components:

a. the natural resource's( used to makethe item.

b. places (manufacturing, transporta-tion, etc.) between extraction of thenatural resource and consumption ofthe final product that require theuse of energy.

c. what happens after consumers havefinished using the product, indicat-ing both disposal and recyclingoptions.

d. a depiction of how recycling savesenergy and resources and can reducepollution.

MaterialsTools for constructing graphs and

charts; materials for constructing mini-landfills or incinerators including differenttypes of soil, large containers, and variouswaste materials. Print resource materials(books, journals, etc.) about solid wasteissues and recycling. Solid waste disposalregulations (can be obtained from the OhioEPA or the Ohio Department of NaturalResources). Writing paper and an assort-ment of materials for construct ing dis-plays.

References

Landis, D. (1994). Investigating SolidWaste Issues. (A secondary, interdisci-plinary, environmental studies activityguidebook about solid waste, naturalresources, and environmental protec-tion.) Ohio Department of NaturalResources. Columbus OH.

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OBSERVING BIRDS IN THEIR HABITATS

Overview

In this learning episode, partici-pants use bird observation as an

opportunity to use and improve theirlearning skills in the outdoors. Since theskill development opportunities arenumerous, the leader(s) and learnersshould select a few skills to emphasize in asingle bird observation, or if there will bea series of observations, decide on whichones will receive attention during eachtime period. This is an ideal learningepisode to take place in an urban area.School grounds, neighboring residentialareas, nearby natural areas, or develop-ment sites are all suitable locations forobserving birds in their habitats.

Grade Level Range

Primary, Intermediate, Middle School,High School


Learners will gain confidence inlearning on their own when they useobservations, information, and proceduresto learn how birds live; sharpen theirobservational skills; learn that birds havenatural variations as do humans andother animals; and v, ill improve theirability to use scientific methods to identifyspecies.

Background

The general phih)sophical approachof the episode is fOr the learners and

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leader( s ) to consciously concentrate onskill and attitude development. Thecontent will result naturally from theactivity. For example, the identification(naming) of a given number of birds maywell be a result of the activity. A moreimportant result of the activity might bethe ability of learners to use their im-proved skills to identify an unknown birdon their own.

Procedure

The entire bird observation episodemight include some or all of the followingactivities/outcomes:

accurately judging the size of anunknown bird (comparing againstknown standards)describing patterns of color, walking,style, wing beat, flying mode (soaring,diving, undulating, hovering)carefully noting the birds' activity(feeding, mating, nest building,preening, singing)compile accurate written or pictorialnotes for future useappreciating the predator-prey rela-tionship (not usually seen)appreciating the beauty and majestyof birdsunderstanding the difference betweena drawing of a bird in which notablecharacteristics may have been empha-sized :Ind the observable characteris-tics of a real bird which may havesome natural variation from the"average" or "best" specimen used bythe artist (individuals of a speciesexhibit some variation)counting all birds in a group from one

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species seen during the entire activity(estimation could also he used)use and introduction of new words andtheir meaningimprove communications and coopera-tion skills between partners or amongsmall group members as well asbetween the leader and each of thelearnersobserve or speculate on the humanimpact on the habitats of birds - (theirfoods, shelter, water, and nesting sites)and management actions to minimizethe effectshow to use binoculars effectively

A culminating experience might beplanned so that the leaderk I and learnerscan demonstrate and communicate toothers the essence of the episode whichshould include the learned skills, knowl-edge, processes, and attitudes.

The ieader(s) and learners need tojointly plan the activity if it is for a longterm association group (classroom, naturecluh, youth group, etc.). If it is a one-timea,:tivity, the leader needs to share with thelearners early in the activity what thepurposes, actions and expectations are, sothat the learners feel involved and cancontribute to reaching the objectives.

When appropriate, learners shouldtake responsibility fbr deciding whatpreparations will he necessary (with someguidance from the leader) and how tocarry them out (permission to use site,parental permission, food, clothing,equipment, learning plans. grouping,safety, etc.). Since we are committed tohelping learners to become lifelong learn-ers, they must have numerous opportuni-ties to actively engage in th( se prepara-tory activities.

In an overall view the followingparameters should be followed as theepisode is finalized:

place more responsibility for planning,executing, and evaluating learningactivities on the learner;

make a major effort to utilize theextensive existing knowledge andskills of the learners;

allow, with help, learners to takeresponsibility for their own behavior(health and safety should also he aconscious concern for the learnersrather than only the leaders);

allow wide latitude fbr learners toguess, speculate, summarize, contem-plate, needle around, construct mean-ing. question;

make a special effort to discern indi-vidual interest and proficiency thatcan be used for future individualpursuits or for peer teaching opportu-nities.

Assessment

The leader and the learners bothmust he aware that an assessment (evalu-ation) of the activity is needed. Questionscan be framed beforehand, such as: Didwe meet our objective? Did our objeciveschallenge us or were they too easy? Whatobjectives were not met or were notaddressed? What changes shall we makein our next episode planning session so wewill be more successful? What rpecificobjectives were fully met? Why wereothers less effectively met? What were thepositive aspects of the episode? Thenegative? Did we enjoy the experience?

MaterialsWill vary as appropriate to episode

constructed by learners and lead( rs.

%IV, El 1".1W;

PARTNERING FOR ELEMENTARYENVIRONMENTAL SCIENCE

ACTIVEOverview

This learning episode describes howeducators are working in a collaborativepartnership with resource professionalsfrom the Ohio Department of NaturalResources (ODNR).

Partnering for Elementary Environ-mental Science focuses on using activity-based learning approaches and processskills to foster a general awareness ofenvironmental issues. In addition, em-phasis is placed on the development of anaction plan outlining goals and activitiesfor the school year which is developed byboth the classroom teacher and theresource professional.

Grade Level Range

Primary, Intermediate


Through interaction with a miningengineer, learners will describe the com-plex event of planning and conducting ablast at a mining site and will investigatethe effect of the waves of the blast on themine site and on the larger environment.

Background

Partnerships can encompass avariety of different relationships. whetherthey are formed between schools and the

business community or between classroomeducators and natural resource profession-als. The partnership described in thisepisode embraces a reform-based partner-ship philosophy.

Generally, partners in a reform-basedpartnership collaboratively developclassroom goals for their partnership.These goals are based in part on thecurriculum and in part on the environ-mental expertise of the ODNR partner. Ayear-long action plan is developed whichincludes the classroom goals and theactivities to be undertaken in support ofthose goals. Team members then selectand conduct hands-on activities. Theseactivities support the classroom goals aridtie the curriculum to real-world situations.Reform-based partnerships are moreintensive and collaborative than otherpartnership models, where the educator-professional interaction may be much lessin-depth. Reform-based partnershipsstrive to establish changes that becomeembedded in the educational system.

The first-year partnership describedin this learning episode was between asixth grade class and a combined fifth/sixth grade class in two different elemen-tary schools, and two employees from theODNR. The classes participated in jointactivities, or had the same activity con-ducted in each classroom. Because theODNR staff were from different technicalbackgrounds (litter prevention and recy-cling and industrial minerals mining andreclamation), the learners experienced twovery different, yet interrelated, areas ofstudy.

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ProcedureThe following narrative gives a brief

overview of two natural resources profes-sionals' adventure in partnering. Approxi-mately 85 learners, three educators andtwo natural resource professionals partici-pated in this first-year partnering experi-ence.

After meeting with the educators withwhom we would be partnered during theschool year, we began to develop our actionplan a plan that outlined the goals andactivities that our combined partnershipwould undertake. Our partner team chosethe theme "Mining for EnvironmentalExcellence" to guide our action plan.Corresponding activities were then dis-cussed and selected.

The final action plan included fourin-class sessions and one field trip. Mostof the classroom sessions consisted of abrief presentation using visual aids,Mlowed by a hands-on activity. Topicsranged from landfills and the importanceof recycling to industrial minerals miningin Ohio and the technology of blasting.

One favorite classroom experiencebegan with the reading of a poem aboutgarbage followed by a brief slideshow onthe transformation of a mining operationinto a landfill. The learners were thenchallenged to construct their own simu-lated landfill. A pie crust represented theclay liner at the bottom of a sanitarylandfill and materials such as. licorice.bread C 771 h,s-, and green coconut wereused to help learners identify with theconcept of leachate tubes, sand and gravelfilters, and grass cover This activityconcluded with a brief discussion of theImportance of recycling to prevent thewasting of our natural resources.

During the field trip, the classesvisited (In active nUning and processing

site. Because we had discussed during theyear different kinds of mining and recla-mation, this really brought those ideas tolife We saw the quart), itself and watcheda blast. We also watched rock being /oadedonto crushers and saw the various stock-piles of different-sized rocks. We evenweighed the bus that carried us to the siteon the truck scales! Later in the morning,the learners searched through a rock pilefor fossils which they had also studiedabout earlier in the year. &et), time one ofthe children found something, they ran tothe reference books to identify it. Theywere really thrilled; evelyone was involvedin the search. Some of them had theirbookbags so filled with rocks and fossilsthat they couldn't carry them! We weighedthe bus again to see how much heavier itwas with all those rocks.

This type of partnership holds greatpower. For educators, the opportunity towork alongside a resource professionalbroadens the educators' knowledge aboutenvironmental issues and gives themgreater confidence in using hands-onactivities to increase understanding andlearning. Resource professionals tap theexpertise of the teacher to translatecomplex ideas and applications into age-appropriate language and activities. Mostimportantly, learners not only haveexperier ces which bring the curriculum tolife, also have consistent interactionswith another positive adult role model.Through these interactions, stereotypesare eroded, and learners may begin to seethemselves as possibly being able tobecome a resource professional. Theirconfidence in environmental science mayincrease, as does their awareness ofenvironmental challenges and issues.

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PARTNERING FOR ELEMENTARY ENVIRONMENTAL SCIENCE

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AssessmentThe fifflowing questions were ad-

dressed:

1. Did the learner enjoy the hands-onactivities?

The answer to this question wasfound in journals, other writing assign-ments and hy conducting interviews.

2. Were the learners able to under-stand and interpret the ideas and conceptsincluded in the activities and the fieldwork?

This was determined by observationsand discussions both during and followingthe activity and later, through test ques-tions.

ReferencesScience & Mathematics Network of

Central Ohio. 445 King Avenue.Columbus, Ohio 43201. (For informa-tion on reform-based partnerships)

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RESCUING THE RAIN FOREST

Overview

This episode describes one approachto a study of the tropical rainforest ecosys-tem and the human impact on that sys-tem. It also demonstrates how to addresslearning objectives from multiple disci-plines holistically in one integrated unit,allowing students to see applications andconnections.

Grade Level Range

Intermediate


Learners will describe researchfindings and cite supporting evidenceconcerning the transmission and conserva-tion of energy. They will collaborativelydesign, invent, and build a model of therain forest ecosystem, and prepare forvisitors who will benefit from the learners'eff'ort.

Background

A fourth grade class spent twomonths doing an in-depth study of thetropical rain forest which integratedscience, language arts, social studies andthe applied arts. The unit of study wasdesigned to educate and empower learnersto understand tropical rain forests andtake action for their preservation.The objectives of this project were:a. to introduce the diversity of plants,

animals and native people of thetropical rain forest;

to show the contributions of thetropical rain forest in health, climateand to the well-being of all people;to understand the consequences ofdeforestation of the rain forest;to show the importance of protectingand preserving the rain forest;to empower learners with ways thatthey can help to protect and preservethe tropical rain forest.

ProcedureThe study began with an overview of

the rain forests where learners read,wrote, discussed and gathered informationfrom a variety of sources, keeping note-books/journals of their findings. Theywere visited by a representative from RainForest Action who shared slides andexpertise, as did another communitymember who had visited the rain forest.

Following their research, learnersdrew detailed sketches of the life in thevarious layers of the rain forest and insmall groups, compared them with thedrawings made by other students. Theentice class also wrote and illustrated abook entitled My Rain Forest Adventureswhich they dedicated to the preservationof the rainforest.

For the major activity of the unit, theclass divided into five groups whichresearched and constructed a 3-dimen-sional rain forest simulation which wasplaced in a conference room adjacent totheir classroom. Each group captured theappearance of a particular layer of therainforest through authentically con-structed models of plants and animalsfrom their layer. The environment wascomplete with dimmed lighting andrealistic sound effects from a rainforestaudio tape.

4

RE.t,CUINO TIIE RAINFOREST

Learners then scripted a guided tourthrough their rainforest. Each groupselected the most interesting or significantinformation from their research to incor-porate into the script. A reading from thebook The Great Kapok Tree and informa-tion about rainforest destruction andpreservation efforts were also included.

The learners then practiced tobecome tour guides by learningthe script and preparing toanswer audience questionsabout their rainforest.

Led by rotating sets of4th grade tour guides, over

\ 350 people viewed thesimulated rainforest, includ-ing students from othergrade levels, parents,administrators an. -:om-munity members. Thelearners were interviewed

by the newspaper, and radioand television stations and

received extensive coverage inall the media.

The culminating activityfor the unit was a work project at ArhausFurniture, which has a policy of notselling furniture made from wood cut inthe rain forest. The opportunity wasprovided for learners to receive $15.00 anhour for cleaning the store. A total of$390.00 was earned which learnersdecided to use to purchae approximatelyfifteen acres of the Amazon rain forestwhich will now be forever protected andpreserved.

This project provided the learnerswith knowledge about the rain forest in ahands-on way, they learned to worktogether with their classmates and com-munity and they learned how they canmake a difference not only locally, but in aglobal way.

The following activities could be usedas extensions to the episode. They could

be completed by individual learners or thewhole class.

Where in the World?post a large worldmap and attach actual products orpictures where rain forest productsgrow.

Class Environmental Newsletterinclude articles, interviews, drawings,cartoons, editorials, etc.

Flip Chartsselect a topic and make aflip chart to use as a visual aid withan oral presentation.

TI-opical Forest Printsuse potatoes tomake tropical flower and animalprints to decorate booklets, notecards,etc.

Rain Forest Muralresearch and drawplants, animals, etc., for individualforest layers.

Giant Class Collageuse pictures,wallpaper, feathers, foil, tissue paper,dried flowers etc, to construct atropical collage.

Rain Forest Terrariumsmake smallterrariums using recycled two-literbottles.

Creative Writingpublish shape books,rain forest adventure story, journals,poetry, etc.

Rescue the Rain Forest PosterContest establish guidelines, createposters, and display final products inschool and community.

Tropical Triviaresearch fun andinteresting facts for class game.

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AssessmentAuthentic, holistic assessment can

occur all through the unit

1. Periodically, the educator should meetwith each cooperative learning groupto evaluate progress, discussstrengths, weaknesses, brainstormways to improve and to re-evaluategroup goals.

2. Learners can write an original storyand create artwork for a classroomanthology. The stories can incorporateinformation learned about the rainforest biome. Peer and teacher editingcan be included in this process, alongwith a narrative evaluation from theeducator.

3. The learners' knowledge and communi-cation skills can be evaluated aslearners serve as tour guides and tellothers about their rainforest.

4. An application oriented essay examina-tion could also be given.

MaterialsResource books about the rainforestArt materials for creating a simulatedrainforest

ReferencesCherry, L. (1990). The Great Kapok Tree.

Harcourt Brace Jovanovich.Lewis, S. (1990). The Rain Forest Book.

Living Plant Press.National Wildlife Federation. Rain

Forest: Tropical Treasures.Naturescope. Vol. 16.

Rain Forest Action Network. Rain ForestAction Guide. San Francisco, CA

Rain Forest Allinace. Rain Forest Cur-riculum Packet. New York, NY.

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RESIDENT ENVIRONMENTAL EDUCATIONEXPERIENCES

Overview

This learning episode explor, someof the benefits of resident environmentaleducation programs. Because of thesetting and length of the programs, theyprovide a unique opportunity for interdis-ciplinary, hands-on learning experiences.Activities are included to assist leaders inusing the newer educational approaches,such as theme-based and learner-directededucation in resident programs.

Grade Level Range

Intermediate, Middle School, High School


Learners will design and conduct arange of investigations associated witheveryday experiences at a river, investi-gate inferences about this large systembased on observations of a smaller system,collaborate to prepare presentations, andgain insight into their own situation inlight of the historical background of theriver while improving their self relianceon personal living skills and responsibili-ties.

Background

Many schools in Ohio conduct resi-dent environmental education programs.Resident programs are those whichinclude an overnight stay. Students

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participate in a program that is 24 hoursor longer in length and includes meals andevening activities.

Resident programs offer uniquelearning opportunities. Because of theirlength, there is more time to develop ideasand concepts. Special times of the day,including early morning, night time andmeal time provide options not normallyavailable in the classroom setting. Resi-dent programs are held at outdoor learn-ing facilities. These sites offer outdoorsettings with varied habitats as well asfood and lodging.

There are many aspects of the newScience Model Course of Study that arealready being promoted in residentenvironmental education programs.Because of the setting and length of theseprograms, there often is learning that is:

Participatory and hands-onCooperative and team building innatureInterdisciplinaryKnowledge basedConducive to inquiry and application

Classroom teachers and staff ofresident centers have done an excellentjob of being innovative thinkers in puttingtogether resident programs. The newScience Model Course of Study, however,challenges leaders to continue to thinkcreatively about how to best lead learnersin these special settings. This is anopportunity for leaders of learners to takewhat is working and improve it with thegoal of strengthening science education.

71

EAT il:O.VMENTAL EDI EXPEI:IENCMar

Procedure

Several different approaches nowbeing stressed are outlined below, alongwith examples of how they might beaddressed through a resident program.Since many resident programs are offeredto fburth through eighth graders, sixthgrade is used as an example.

Consider using a theme based ap-proach. To help enhance inquiry andapplication, select a theme that isrelevant to the learners. For example,choose a river or body of water that isclose to their home environment. Orselect a local, national or internationalconcern such as preserving habitats orbiodiversity. Build learning opportuni-ties across disciplines that enhancelearners' understanding of the theme.

use an action orientation. In eacharea of learning in the program,provide learners with activities andideas that will empower the learner tohave continuing involvement withrelated issues. As learners exploreorganisms in ponds, for example,involve them in discovering the valueof ponds and wetlands. Find ways toencourage learners to be involved withpreserving wetlands.

Think creatively about using a broadinterdisciplinary app-oach. Are :heresongs or music that can enhance alearner's understanding of the naturalenvironment? (Smetana's Moldau,symphonic piece that expresses hisinterpretation of a river, is an ex-ample). Use chemistry to study waterquality; history to see how patterns ofdevelopment have effected water. Inthe language arts, explore how variouscultures have related to wildlife in folktales.

8

Use scientific shills to enhancelearner's understanding of the naturalenvironment. In small groups. learn-ers can formulate questions andhypotheses about aspects of theenvironment. They can examine andpropose solutions for problems. Fun-damental principles can be exploredamong organisms, observing patternsin nature and seeing the role ofenergy.

Relate scientific study to issues thatare of interest to learners and areimportant to society. What scientificstudies are useful for managing parksand other environmental learningsites? What do we need to know aboutwater quality to determine if fishing isa good recreational use of a river?What kinds of habitats are needed ifwe want to continue to observe wild-life? When housing or shopping areasare developed, what impact does thathave on soil?

Facilitate learner directed education.Provide opportunities for learners tochoose issues and areas they wouldlike to study. Learners can helpdesign experiments, ways of recordingobservations, and projects in whichthey would like to participate. Learn-ers can be given choices and they canbe involved in using equipment,engaging in discussions, conductingexperiments and making inferencesand evaluations.

Promote global understanding of theenvironment. We know that pollutinga body of' water ultimately affectsother water resources. Young peopletoday are very interested in the rainfbrest as well as local habitats. Learn-ing about the environment can providewonderful opportunities for under-standing diverse cultures and our

1 E t i :"C

RESIDENT F.:NW RONMENTAL EDUCATION EXPERIENCES

interdependence with people andresources in various parts of theworld.

Resident centers or camps can alsolook at these approaches and thinkthrough how they best take advantage ofthe site and facilities. What kinds ofequipment are available for learners?What do displays or exhibits look like?How does food service enhance the pro-gram? What artwork hangs on the walls?How are key staff prepared for their role?Are they facilitators and leaders of learn-ers? Does the center in its administrativeand educational philosophy and policiesreflect these approaches?

The fbllowing description of a resi-dent environmental education experienceshows how these different approachesmight be incorporated.

The early morning sun is shining intothe dorm rooms. As some learners aregetting dressed, others are out at theweather station collecting data and mak-ing observations. Tlu trill share theirfindings with other students later in theday.

After breakfast the learners prepucelin- their morning activities. The learnerswork in groups of approximatcly 10 youngpeople and two leaders. One small groupbegins a unit on stories by creating a groupstory. Another gro,p delves into a study of

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communities by looking at roles in theirCom num ities. They will then travel topond, forest and meadow communities.

Several groups board a bus to head tothe river They will explore thc ricer usingscientific. tests, the aqs and history. Theywill spend several hours having first handexperiences around the river

.411 of the groups will spend aboutthree hours in their units. Each unit isinterdisciplinary and multi-faceted interms of approach. The groups nieettogether for lunch and share their morninge.vperiences with each other

In the afternoon the groups partici-pate in another three hour unit that buildsupon their experiences from the morning.The learners who visited the ricer willparticipate in artistic interpretations of theriver; will analyze their test results and usecomputers to communicate with otherlearners in other areas who ale participat-ing in water quality e.vperiences.

After a busy day. learners have theopportunity to choost recreational activi-ties or rest before dinner After dinner thelearners participate in ci variety of experi-ences that extent! their learning and takeadvantage of the unique learning setting.One evening they learn about the world atnight, including taking a night hike.During a closing campfire the 3. hew- storiesand sing songs about the imp ortanCCii ight from a cultural and hi;:toricalperspectice.

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Another evening they learn aboutrivers in other parts of the world. As theylearn about rivers, they participate asleaders in sharing with other learnersabout diverse cultures. They may share astory, teach a song in another language,teach a dance or demonstrate a craftactivity.

The final evening is a time for learn-ers to synthesize their week and celebratewhat they have learned. Through music,drama, movement and art they expresstheir feeling and share their knowledgeabout the local environment.

At the end of the resident experiencelearners work with their classroom teach-ers and the center staff to explore waysthey can be involved in taking action intheir home communities. They make thebridge to hometheir school, communityand family.

Amidst all of these activities learnershave the opportunity to hike, use theirsenses to explore and take advantage ofteachable moments like a hawk soaringoverhead or an owl calling in the night. Aresident experience provides an opportu-nity for learners to live, eat, work and playtogether. It is a chance for discovery,building fr iendships and having fun!

Meeting the ObjectivesUsing sample sixth grade objectives

as an example, there are some objectivesthat fit naturally into a resident program.

Performance Objective:

Provided with examples of patterns innatural phenomena, the learner willdesign and perform an investigation todocument the constancy of the pattern.

Some of the ')Is this objectivemight be met in a resident setting are toprovide opportunities for the learner to:

Look for weather patterns and applythem to weather analysis andprediction.

Observe seasonal changos andinvestigate ways to record patternsand variations between seasons andfrom year to year.

Study daily and seasonal patterns ofanimal behavior.

Sample Instructional ObjectiveComponents:

Share findings and offer explanationsfor inconsistencies, :imitations, andvariability in recorded observations fromsimilar investigations carried outdifferent times in different places, andusing different techniques. Use differenttechniques for observations, perhaps ofsigns of wildlife or of weather patternsthroughout the resident experience.Compare them at the end of the residentprogram.

Make, interpret and use scale draw-ings, maps and models. Create maps thatshow the relationship between the schooland the resident center. Interpret topo-graphical maps by using them along atrail. Use models to explain concepts suchas watershed and the water cycle.

Investigate various impacts uf bio-logical and geolo,;ical activity on earth.Explore the geologic history of an area.How has that impacted land use? Whatkinds of trees, plants and wildlife livethere?

Maintain a journal over an extendedperiod of time in which observations arerecorded and inferences are noted. Keep ajournal throughout the resident experi-ence. Provide opportunities for regularrecording and interpreting of observations.

Monitoring and proposing improve-ments appropriate to the disposition of avarious types of wastes in the home, school,community, and the environment. The

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resident center can model disposition ofwastes in their fbod service and through arecycling program. Students can partici-pate in it through meal time and wastecollection. They can assess changes theymight make at home and at school.

The Big Picture

The resident program does not standalone as an educational experience. Itbegins in the classroom and ends in theclassroom and at home. In looking at thebig picture of a resident program, thecurriculum will be most effective if itincludes components to do in the class-room before the resident experience andafter the resident experience, as well assuggested ways to involve parents and thecommunity in themes that will be ex-plored.

A resident environmental educationexperiencr -.an be very powerful in ayoung person's life. The opportunity to beaway from home, to live and work in smallgroups, to explore the natural environ-ment in a hands-on way, can have greatimpact.

The resident program can assistlearners and leaders in valuing thenatural environment and one another.Those who have participated in residentprogramming are eager to tell others thatit is excellent opportunity for people todevelop their sense of wonder and appre-ciation for the environment. This appre-ciation can be a foundation to helpinglearners develop competency in under-standing and protecting the naturalenvironment.

\;;N!; I ha c.\ VI, IN V.:I) I. 75

SHOPPING AROUND A MALL FORENVIRONMENTAL ACTIVITIES

Overview

A group investigation strategy isused to guide learner exploration ofvarious aspects of a familiar settingalocal shopping mall. Groups may focus Ona wide range of environmental topics frombotany to management. Informa-tion gathered through research and fieldstudy at the mall is shared with otherlearners to create a rich understanding of'the social, environmental and economicimpacts of the mall.

Grade Level Range



Learners will sharpen their interper-sonal relations skills, gain confidence inactivity planning, learn about the com-plexities of mall operations, and practicetaking action on relevant problems.

Background

Learners must experience andexplore environmental issues within thecontext of genuine, familiar, and pertinentreal-life situations. With these types ofopportunities, students are better able toapply their understanding and knowledgeto the task of making responsible andeducated decisions about their interac-tions with the environment.

One of the institutions most visited

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by learners but least used as an educa-tional resource is the shopping mall,certainly a monumental fixture in today'ssociety for both consumer needs and basicentertainment. The size and diversity ofmalls make them a microcosm of ourtowns and cities, having the same environ-mental and social needs and problemsthat are associated with all urban commu-nities: transportation, safety, solid wastedisposal, sanitation, energy consumption,land use, wise use of naturalresources...the list goes on and on.

It is this complexity within a welldefined area that makes the shoppingmall an excellent location for environmen-tal learning opportunities. Malls offerlearners the opportunity to observe, collectdata, and evaluate many of the issuesregarding the connections between envi-ronmental quality, economic quality, andthe quality of one's owr life. These are allconcerns that they will need to deal withon a larger scale within their own commu-nities and society as a whole.

Procedure

The cooperative learning strategy"group investigation" can be used toorganize this learning episode. Thismethod emphasizes more choice andcontrol by learners than de other coopera-tive learning methods. They are involvedin planning what to study and how toinvestigate. Using group investigation,the learning episode has six stages.

Planning and Conducting theInvestigations

In the first s; ;ge, the leader identi-

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fies the broad topicin this case, a shop-ping malland initiates a discussion bylearners to identify subtopics. The leadermay begin this stage by asking tha class-What would you like to know about.. . "A short lecture might be used to stimulateinterest. In groups of two to six, le irnersidentify important points to investigateand decide how to organize for groupstudy. They also decide how members aregoing to exchange information. A varietyof relevant materials should be availablefor the groups to use. Questions can thenbe raised by groups and listed on thechalkboard, or learners can meet in buzzgroups to generate questions prior to thislisting.

In the second stage. learners worktogether to plan how they will carry outthe investigation of their subtopic(s) or setof questions. In addition to generating alisting of who will investigate what anddeciding how to proceed, the groups mayidentify the sources they will need.

The third stage is probably thelongest in this group investigationmethod. During this time, groups work ontheir investigation. The leader, in addi-tion to helping locate resources, needs toperiodically review progress with eachgroup.

NOTE: If individuals or groups plan avisit to the mall to conduct portions oftheir investigation, careful advancepreparation is essential. It is important tomake contact with the management officeof the mall as well as store owners to letthem know about the group investigationsand to secure any necessary permissions.Past experience has found the mall andstore managers to he most cooperative andwilling to help.

In the fourth stage, groups analyzeand evaluate the information they haveobtained. They need to decide what arethe essential parts of their investigationand plan how to share this informationwith the rest of' the class. In addition to

integrating the information, they have todecide how best to communicate it. Tofacilitate the sharing sessions which takeplace in a later stage, the leader forms asteering committee made up of a represen-tative from each group. This steeringcommittee then coordinates the sharingand use of materials and provides recom-mendations to make certain the content ofeach presentation is meaningful andinteresting.

In the fifth stage, each group pro-vides a summary of the results of itsinvestigation so that all gain a broadperspective of the general topic. This willinvolve several class periods.

The sixth stage involves the evalua-tion of reports and presentations sharedby groups as well as individual learning.Peers provide feedback to groups. Inaddition, each group submits a number ofquestions and topics to be included in theassessment. The leader solicits fee, )ackfrom the learners about the topic, theprocess, and suggestions for increasingstudents effectiveness as investigators(Sharan and Sharan, 1990: 17-20; Knight& Bohlmeyer in Sharan, ed., 1990:6-7).*

The following areas for investigationmight be among those generated by thegroups:

LIFE BEFORE TIIE ALALL

In most cases, students will be tooyoung to remember what occupied themall site prior to construction. Was itfarm land, mature forest, a landfill, etc.?Student research through the local gov-ernment offices of deeds, property trans-fers, and real estate can turn up someclues. Older topographic maps, aerialphotographs, and articles from old new s-paper., may also provide information.Perhaps the original owner of some of theland or a relative is still living in the area.Personal interviews with these people andother senior members of the communitywill provide history and insight into paat

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use. Interviews might also delve into howthese individuals feel about the resultinguse of this land.

TIIE ECONOMICS OF MALLDEYELOPMENI

The mall has had a significanteconomic impact on the surrounding area.Identify area businesses that have beendeveloped as a direct result of the mall.What are the resulting positive andnegative economic impacts? Have adja-cen residential neighborhoods beeneconomically affected (more traffic, differ-ent housing patterns, higher or lowerproperty value)? How do nearby residentsfeel about the economic trade-off associ-ated with the mall?

MALL BOTANY

Why do malls have plants growing inthem? Is it an attempt to re-create theoutdoors? An effort to offer an aestheticexperience? Learners can brainstormamong themselves and then interviewshoppers to get a better understanding ofpeople/plant relationships. Plants offer agreat diversity of learning opportunitiesthat will allow students to investigategrowing conditions, plant requirementsand adaptability. How do plants in themall stay so lush and green? What aretheir habitat requirements and how doesthe mall environment meet them? Howabout the plants growing outside themallboth plantings and invaders? Theproducts made from plants which are soldat the mall can be investigated. Be sure todiscover the country in which they areproduced. Groups may wish to designdata and observation sheets which willstandardize the investigations.

MALL GEOLOGY

Between the various materials usedin the construction of the mall and theproducts sold in jewelry stores, a tremen-

dous number of rocks and minerals areaccessible. Where did they come from?How much do they cost? Why are certainkinds chostn for construction? Are therealternative materials that would have lessof an impact on the environment? Theseare just a few of the areas of investigationthat can begin to look at the wise andeconomic uses of natural resources.

ENVIRONMENTAL QUALITY OF AP.IRKINO LOT

Using some investigative tools andscientific instruments, groups can begin toevaluate the environmental impact oflarge areas of blacktop and its use bythousands of automobiles. Temperaturesin the open parking lots can be comparedwith those in an open field or forest.Measurements of noise levels, auto emis-sions, and nonpoint pollution instormwater runoff can be taken. Issuessuch as mass transportation can beinvestigated by studying ways peoplecome to the mall. How big is the parkir glot and how many cars does it accommo-date? What is the average number ofpeople per car? Analyzing data such asthis will help begin to determine theefficiency and environmental impact ofthis land that has been set aside fin-parking.

WILDLIFE IN ."'.\'D AROIAD THE MALL

Animals, both native and non-native,can be found in abundance within andaround the mall. The various indoor andoutdoor plantings offer habitat for avariety of insects and small mammalswhich can be inventoried and observed.Are these the same organisms that wouldbe found if this site were in its naturalstate? If not, what has been displaced?Can any wildlife be found in the pet store?If so, what regions or countries do theycome from? How and why areimages used in advertising and product

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names? As with the plants, groups canbegin to discuss the need for us as asociety to maintain contact. even ifartificial, with our natural surrounding.

ti.1STE AL-INAGEMEAT ST('D/'

Solid and sanitary waste issues aredealt with in all communities and themall community is no exception. Groupscan research and develop a flow chartwhich traces the production and disposalof these wastes by investigating thefollowing kinds of questions. How muchsolid waste is produced at the mall andwhat is the disposal procedure? Whichstores generate the most waste? Is therea recycling system in place? Does themall have its own package plzatt to dealwith sewage treatment or does it dependon the municipal system? How manypeople does it serve in a designated periodor time? Who pays for the waste treat-ment or removal and how much does itcost?

ADDITIONAL IDEA:5

Helpful information could be ob-tained by investigating energy flow,architectural design, food varieties andorigins, parking lot drainage patterns andthe environmental impact of the mall onthe community. These investigationscould include interviews with employeesand shoppers concerning career opportu-nities, population distribution, compari-son shopping. and the efficiency of mailsversus "main street shopping."

Synthesizing and SharingInformation

Processing the information and datacollected during a group investigation is acritical element for successffil and mean-ingful learning. This involves both aperiod of analyzing and an effort to sharethis information with others in a con-

I

structive way. Groups may choose to usethe following or other methods to processthe experience and knowledge gained.

Jou rnalingJournaling provideslearners with an opportunity to reflecton a past experience and an outlet toexpress under:qandings or misconcep-tions. The journal entries might hevery open-ended or might react to aquestion such i\s, "Have malls becomea substitute habitat for humans,complete with food, shelter, socialcontact, and interaction with elementsof our natural environment?"

Com Munity Action The "action"component of learning can very oftenhave the most lasting impact. De-pending on the information gathered,groups might share their data regard-ing transportation to initiate an effortto encourage use of car pools or masstransit. Or, they may lobby the citygovernment to curtail continued retaildevelopment in their community.These actions must result from thegroup's recognition of a need and thedesire to take action for the better-ment of their community.

Miro Alvettng Simu t itm A townmeeting can be used as a means topresent information and a method todecide an issue that impacts the entirecommunity. For example, as theirpresentation, learners could assume(or have other learners assume) theroles of the various constituents thatmight he involved in the decision-milking process that would determineif a mall is to be built. An actuallocation in the town can provide a realreference point to consider is theythink through roles such as thepotentially displaced homeowner,community member, the economicdevelopment agent for the town, the

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head of the large retail establishmentthat will anchor the mall, the repre-sentative from the local historicalsociety, the scientist who has com-pleted an environmental impactstatement, etc. Statements andevidence which will clearly articulatepositions on the issue might supple-ment the actual town meeting. Afterall information has been presented,the question of development could bevoted on by the entire group.

Assessment

The diversity of activities presentedin this episode are particularly appropri-ate for ongoing assessment. Investiga-tions conducted by learners and thesubsequent sharing ( the informationgained could provide the opportunity forboth peer and self assessment.

Materials

Will vary according to activAies chosen.

References*Sharen, S. (Ed.). (1990). Cooperative

learning: Theory and research. NewYork: Praeger Publishers.

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TAKING ACTION THROUGH RECYCLING

Overview

A "hands-on, minds-on" environmen-tal project initiated by a group of learnersand educators from the middle and fresh-man schools in one district evolved into anongoing cooperative partnership amongdistrict schools, area businesses, localgovernment and community members.Operating under the premiSe of thecommunity as a classroom, the studentsworked to convert an abandoned busgarage into a drop-off recycling center forarea residents and schools. But moreimportantly, the students and teachersparticipating in the project sought toheighten their awareness, sensitivity andknowledge about the environment and toidentify, investigate and solve problemslocally.

Grade Level Range



Learners will use mathematics andcommunity resources to gather informa-tion on consumer product usage, throughthe use of estimates and measurements.They will then make recommendations fordisposing of consumer products properly,thereby gaining confidence that they canmake a positive difference in their commu-nity.

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Background

The project called LINK, wasdesigned and implermnted by a group of9th grade students, educators, and localleaders to promote community spirit andimprovement. LINK acts on the belief thatyoung people are valued resources in theircommunities and capable of givingleadership and direction through ongoingservice. Service learning providesteachers the opportunity to incorporate anexperiential learning methodology whichhas proven effective with all learners,especially the "hands-on" learner.

Student and teacher volunteers fromthe middle and freshman schools alongwith local residents had assisted with avoluntary community recycling project forseveral years. When an old bus garagebehind the freshman school was scheduledfor demolition the students suggestedthat the garage be renovated and con-verted into a combination drop-off recy-cling station and solid waste reductioneducation center.

Working with a local architect, LINKmembers investigated the feasibility ofsalvaging the garage and structurallyconverting it into a recycling servicelearning center. The only roadblockseemed to be money. Students determinedthac they would need about $40,000 torenovate the garage and buy a vehicle touse in the project.

Students and educators approachedthe village council and said, "We need todo this, and how can we get the money todo it?" Working cooperatively, the schooldistrict and village applied for and re-ceived a grant from the Ohio Departmentof Natural Resources. Division of LitterPrevention and Recycling.

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The Recycling ServiceLearning Center beganoperation. Residents andarea businesses could dropoff white paper, beverage

cans, milk cartons, drinkboxes and telephone books. There was alsoa pick-up program at the village office andat all the district schools. Students,educators, and community volunteersstaffed the center which would be open tothe public one day a month.

In order for the recycling program tobe effective, the students and teachersrealized that they must educate all stu-dents and residents about solid wastemanagement and pollution preventionstrategies.

ProcedureA multi-faceted approach to educa-

tion and awareness was used. Students atthe middle, freshman and high schoolsformed Green Teams. Team membersconducted waste audits of school andgovernment buildings and publicized thisinformation. They analyzed each buildingto determine the best place to put recy-cling containers.

Green Team members designeddisplays, wrote fact sheets and developednewsletters that were distributed tostudents and local residents. Newslettersfocused on the success of the program andoffered information on creative ways to^educe and reuse products.

At the elementary, middle and highschool levels, recycling and waste minimi-zation were integrated throughout thecourses of study. As a result, learnersinteracted with representatives from localenvironmental agencies and developedscience projects that focused on the 3Rs(reduce, reuse, recycle). They also partici-pated in hands on activities such asmaking recycled paper using the process

of blending it into pulp, pressing the pulpagainst screening to form it and thengoing through several drying steps.

Learners at all grade levels partici-pated in field trips to the local landfill,compost facility and waste-to-energyfacility (a trash burning power plant).They organized Adopt-A-Stream andAdopt-A-Street programs. Studentsconducted litter pickups and studied itsimpact on the environment.

rlreen Team members at the highschool investigated products made fromrecyclable materials. They examined thecost performance of such materials andprovided their findings to area businessesand government agencies.

Assessment

Students kept journals about theirexperiences. Learners and educatorscollected data on the quantity ofrecyclables collected and submitted thesein reports to the Department of NaturalResources.

MaterialsWill vary depending on activities chosen

ReferencesProject LINK, Groveport Madison Schools,

Groveport, OH.

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UPS AND DOWNS OF EARTH CHANGES

Overview

This episode is designed to encouragelearners to look at how natural andhuman-caused changes in earth systemsimpact a range of factors in the environ-ment and in society. The techniquedescribed in the episode can be applied toa variety of issues and can be used atvarious points in the instructional/assess-ment process.

Grade Level Fiange



Learners will describe earth changesthrough a cause and effect approach,formulate a concept map model, improvedivergent thinking skills, ask for evidencewhich supports or refutes explanations,and predict various scenarios for humansociety when earth changes occur.

Background

This episode is designed to helplearners develop divergent thinking skillsand identify both positive and negativeeffects of natural and human-causedchange while focusing CM changes in theearth as a system.

Some learner outcomes might in-clude:

developing confidence in divergentthinking

identifying multiple interrelation-ships in all aspects of the changingearth system

relating natural earth processes andhuman-caused changes to humansociety

distinguishing total cause-effectrelationships from simpler correla-tions

ProcedureAn earth change that learners have

probably experienced, observed, or studiedshould be chosen by the group. Thechange can be a natural one (flood, vol-cano, etc.) or one which humans havecaused (human population growth, globalclimate change, etc.). The followingprocess to develop a concept map modelcan be conducted by the leader, or to makethe episode more learner centered, indi-viduals or pairs of learners could take thelead, with coaching by the leader andfeedback from the group.

1. Conduct a brief brainstorming sessionto help the group envision what thingsin the earth system would be affectedby the change. The effects might bepositive or negative ones. Do notstrive for an exhaustive list, justenough to stimulate a divergent wayof thinking. (Exan-ple: Mississippifloods -> fewer crops, less shipping,spread of zebra mussel, loss of homes,schools closed, water-borne diseasethreat, more boat sales, and the like.)

2. In groups of 4-5, learners then developimpact scenarios on some of thebrainstormed effects. Scenariosshould not be limited to the suggested

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impact but include further divergentthinking. An impact scenario is achain of events leading from the earthchange to a final impact (example:Miss. flood -> high water -> levees fail-> croplands drowned -> fewer crops ->higher food costs to consumers -> lessfood for poor people...). Youngerlearners may want to use "+" or "-" toindicate changes in things along theweb, or up/down arrows to showincrease or decrease.

3. Groups add their scenarios to theboard one at a time, starting from anexisting link or the central change anddrawing arrows to link with otherscenario parts as they can. The chainsgrow into a web of change. Theyshould note how many factors in theearth system are interrelated, so thata change in one causes changes inothers. They may also note that somechanges are delayed ones and othersare immediate. (An example of aconcept map is on the next page.)

4. More advanced learners can examineeach link in the web to determine if itis truly a cause-and-effect relationshipor if the factors are related but notnecessarily causal.

This episode can be used in a number ofways:

As a needs assessment for an interdis-ciplinary unit, to guide construction oflearning experiences that build on thegroups' current level of understanding,

As a pre-test/post-test to evaluate newinterdisciplinary thinking or knowl-edge change.

As a self-reflection by students con-cerning how they value different partsof their environment and how theyview its interactions.

Assessment

For quantitative measure, count thenumber of correct (defensible) linkageson pre/post webs.

j use concept maps as an assessment ofclass progress on a topic and develop-ment of divergent thinking.

To assess group or individual growthin knowledge of linkages, conceptmaps can be done by small groups onbutcher paper at their tables, or on asingle page by individuals.

References

Fortner, R.W., V.J. Mayer and T.P.Murphy, eds. Activities for the Chang-ing Eart,h System. Columbus: OhioStute University Research Founda-tion: Earth System Education Pro-gram. pp. 185-7.

Adapted from:

"More or Less" an activity developed byZero Population Growth, Washington,DC,

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URBAN PLAYGROUND INVESTIGATION

Overview

In this episode, students will observeplant and animal life in an urbanizedarea. The investigations could take placeon a school lawn, playground or neighbor-hood park.

Grade Level Range

Intermediate


Learners will extend their under-standing of how a scientist investigates anunknown using observational skills,measurement skills, and data recordingskills; appreciate the difficulty in accu-rately naming species of plants andanimals when there are millions of spe-cies; increasingly notice change over timeas a concept; and improve their ability toevaluate the quality of their own (orgroup) work.

Background

For many schools, taking off-site fieldtrips is difficult because of financial orlogistic considerations. Any school site,whether in an urban, suburban, or ruralarea, can be a rich resource for both shortand long-term activities. Changes thatoccur over time in the environment aremuch easier to observe and track whenthe school site is used. In many cases,investigations can be done without anymodifications or 'naturalizinr of the site.

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This episode uses a simple lawn areaadjacent to the school. The followinglearner outcomes could result from theepisode.

Recognizes the importance of workinglike a scientist (guess, test, tell).Appreciates that scientists can bemale or female of any race or culture.Uses hand lens or hand held micro-scope properly.Uses information from the five sensesto classify and compare parts of his orher environment and to collect data.Uses various ways to record theresults of an investigation.Recognizes the basic steps of aninvestigation.Recognizes that scientists often needto work together.Identifies the basic parts of a plant:stems, leaves, flowers. seeds.Collects and organizes simple scien-tific data into logical format.Recognizes that the metric system isused by scientists world-wide.Develops the skills of questioning,measuring and drawing conclusions.Observes and examines the behaviorof objects and changes in the biologicalworld.

Procedt reLearners will conduct a detailed

observation of an area they see daily. Theobservations will include both living andnon-living things and will take place overtime to allow students to compare changesthroughout the year. Begin the investiga-tion by having learners make predictionsabout the various living and non-livingthings they will find. Then, working in

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pairs, learmers will measure a piece ofyarn or string 100 centimeters long. Todetermine their observation area, theyshould start from an asphalt area and,using the string, measure 100 centimetersinto a grassy area of the school yard. Atthat location, the learners will thendesignate their study site by placing ahula hoop, (or circle of rope) on the grassyarea.

Learners should then use theirsenses to fully investigate their area.Initially, they should disturb it as little aspossible. Using the hand lens, hand heldmicroscopes, or any magnifying lens, thelearners should observe plant and animallife in that area.

They could count the variety andnumber of different plants and

grasses and record pictures ofthem in their journals.

They can look for patternsin their area, includingspecified shapes likeparallel lines, spirals,circles, etc. Studentscan gather one of eachtype of grass or plantlife, gently pulling to

preserve the root systemthen examine each with a

hand lens and record theirfindings through written

descriptions or drawings. Livingthings could be examined in a similar way.What insects or evidence of other animalsdo they find? Learners may dig a smallarea of the earth, place it on white paperand examine it for signs of life. All plantand animal life should be documented intheir journals for comparison at latertimes during the year.

Students can also ohserve and recordlitter that is found in that area. They canask questions related to the effect suchlitter can have on animal life. Is it biode-gradable? Is it student generated? Is itadult generated? What recycling efforts

9 (;

could be initiated by the students, staff,or community to solve the problem?

Before concluding their observa-tion, learners should devise a plan torecord and remember exactly wheretheir observation area is so they canreturn to the same place again. Theyshould predict what that area will looklike at other times of year and recordtheir predictions. Later they shouldreturn to the same area and repeattheir observations. What does theplant life look like now? Which plantsare not there? What different types oflitter are there? Are there differencesin the insects or animal evidences indifferent seasons of the year?

If a grassy area is not available, ablacktop area can also be used. Learn-ers can observe plant life that is grow-ing through the asphalt, litter, animallife, etc. Learners should try to explainwhy some plants, animals and insectsmay not be present around their schoolyard. They may wish to initiate a"diversification/beautification" plantingprogram that would introduce butter-flies, birds, and other animals that mayotherwise be absent from their schooland neighborhood environment.

Assessment

A "check-list" could be used torecord and evaluate learner participa-tion, collaborative in; eractions, skillsdemonstrated (such as observation,prediction, classification, comparison,measuring, data collection, organiza-tion, etc.). Assessment could also bebased on the quality and completenessof the journals that are kept through-out the year. Additional evaluationactivities could include:

Graphs showing the variety andnumber of living organisms foundin their area.

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"Inventory" records kept on plants.animals, litter, and soil types fbund.

Tour guidebooks produced tu introducevisitor3 to the learner's designatedarea.

Materials

meter sticksyarn or stringhand lenshand held microscopea hula-hoopscience journalscamerasspade (or any digging tool )colored pencils, crayons. or markersinsect and plant identification bookswhite paper

References

"100 Inch Hike" from Acclimatization,Steve Van Matre, (1972), The Ameri-can Camping Association.

INIIEGRATIN(I EDIVATI, /NI AND SCIENCEt_J

9 1

WATER, WATER EVERYWHERE

Overview

This learning episode captures a veryopen-ended method for exploring the topicof water in a potentially transdisciplinaryway. The episode also exemplifies oneeffective strategy for using brainstormingto encourage student-centered learning.

Grade Level Range



Learners will actively participate inthe processes involved in listing, choosing,planning, conducting, and evaluatingrelevant water activities which lead toincreased knowledge, sharpened skills,and positive actions.

Background

In this episode, the left hand columncontains words, phrases, or instructional

objectives that suggest the basis for theactions that are described in the righthand column. The columns parallel eachother but do not have a one-to-one correla-tion.

To make this learning episode ofmanageable length, different activities canbe selected depcnding on the learners'developmental levels, interests, andabilities. To assist in this process, theepisode focuses on the use of brainstorm-ing to engage learners and help them setdirections for their learning.

The episode may be used as aninterdisciplinary science unit whichincludes life, earth, space, and physicalscience concepts. Additionally, with thediverse activities suggested it can easilybe used as a theme-based unit(transdisciplinary) that includes theexploration of concepts from disciplinesoutside of science. More importantly, theepisode makes it possible to work both onthe general goals of elementary andsecondary education and the five generalscience education goals. As more is knownabout how learning occurs, the use of theholistic, multi-dimensional approachdemonstrated in this episode becomeseven more important.

F.,1)1

9 0

WATER. WATER EVERYWHERE

ProcedureThe left column shows objectives and gives rationale for the right column.

The Purposes for Action Description of Leader-Learner Activity

Planning the episodelearner involvementdeveloping confidencecooperative goal settingrisk takingcreativity

Initial session with all learnersmaximum participationnon-threatening environmentall contributions genuinelyaccepted by leaders andlearnersskills: divergent thinking:classification

Conduct a preliminary meeting with the planning team(teacher, teacher team, teacher-learner team).Think about hyping the episode, processes to be used,ge to be pursued, length of time, and diversity ofpc. to be involved.Emphasize the fluidity (openness) of the episode (adjust-ments and new conditions will emerge as the processunfolds).

Conduct a brainstorming session with the whole class sothat the "technique" can be demonstrated and refined.Have one, two, or three learners at the blackboard or a20 foot long "wrapping paper" writing place to record thebrainstorm ideas.Note: The natural tendency is for the teacher to be theleader, often resulting in a teacher-dominated direction.Care should be taken to let learners control the direction.As topics and activities for the water episode are contrib-uted by the learners (the teacher(s) should judiciouslysuggest items too), each learner should be asked in whichposition it should be added. In other words, as items areadded, the contributor should make a judgment as to thesimilarity or difference of his/her item to those alreadysuggested, creating cluster categories. This allows thelearners to begin to think of new items that are consis-tent with their experience and ability in brainstormingand categorization. More creative or higher abilitystudents can derive satisfaction from suggesting moredivergent items, whereas less experienced or lowerability learners will derive satisfaction from suggestingitems that are very similar to ones already on the board.After one or two sessions, there should be a wide varietyof ideas in the form of questions or statements of fact orjust phrases suggesting opportunities for investigation.Note: The length and number of the sessions depend onsuch factors as learner age, previous brainstorming skilldevelopment, and ability.

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Sma ll group refinementsmall group discussion skilldevelopmentrefinement of categorizationskillstolerance of personality diver-sityevery learner a contributor

Individual or sma 11 groupinterest selection

learner goal setting (realisticyet challenging)participation in the choice oflearning activities

Individual and small groupplan ning

plan & sequence learningactivitydecide on responsibilitiesset tentative timelines

Form groups of four or five to further refine the master list.Encourage clarification of the items.Move items to other categories depending on discussion.Expand or reword items.Determine new categories or titles for them.Complete a revised list.Have each small group share with the other groups theirrevised list in written form.

Note: If learners have not had opportunities to learn howto set their own goals and choose activities, some judiciousguidance will be needed.

Allow both individual and small group interest selection.This could be done informally over a few days to allowlearners to begin to find others with similar interests ordiscover that one of their interests is unique.

Allow time to develop a plan of action: refining activities,problems, or investigations.Be aware of group decision making.Allow for individual interests.Write final plan.

IND.c,RATIN6 cAW, SrlkNCE i

litTER. WATER EVERYWHEREwimmormir


Individual and small groupa('tivity

seek information in severaldifferent placesinvent, describe and carry outsimple cause-and-effect investi-gationsspeculate on commonly heldassumptions about phenomenain their worldchoose appropriateiy accuratemeasuring devicestake time to coherently discussor explain outcomes of obs,:rva-tions and investigations interms of how they conflic'support or extend their T.ireviousunderstandingsexplore the impact of light andheat on waterexplore different ways astatingwho, what, where, why, whenquestionsdiscover patternsexplore the relative contribu-tions of the components in asystemexplore the significance ofhistorical events related to theiractivityinvestigate the chemical andphysical properties of watermanipulate various containersto discover and compare capaci-tiesidentify all sides of communityissues, the reasons for each side(e.g., lack of information,supporting information, media,emotion) and generate coursesof action

play a variety of roles in groupworkrecord observations using avariety of technologiestake time to redesign and repeatinvestigations

Over a period of time, encourage small groups or some-times individuals to engage in: (1) informational searches;(2) designing and carrying out appropriately complexinvestigations; (3) designing unique ways to communicateideas and concepts to others; (4) making connectionsbetween or among seemingly disparate concepts; and otherlearning pursuits.Gently but firmly convey to the learners that they areresponsible for their learning, for obtaining information,for assembling needed materials, for working out glitchesin the process or plan, and for evaluating their own ortheir group's work.The brainstorming session should have produced enoughactivities to last the whole year so the learners (withgentle advice from the leader) should choose one or moreactivities they would like to pursue in the time available.Often the pursuit of one activity will cause a spinoffactivity that will be pursued with great enthusiasm. Thelearning should be as open-ended as possible with flexibil-ity as great as is comfortable for learners and leader.The following list of learning activities are a sample ofthose that might have been generated by the learners withminimal input from the teacher. It is important to use thelearner-generated list and not just give them this one. Thefollowing list is not grade level specific, but suggests awide range of activity for multi-aged groups, high abilitylearners, or mixed ability learners:

determining the factors that control the rate ice meltsdetermining and evaluating the taste of differentwatersmeasuring water volume, flow, temperaturediscovering the many different sources of waterfinding out why water is called the universal solventlearning about the three states of water and theprocesses and conditions of the transformationsinvestigating nonpoint sources of water pollution andstrategies for pollution prevention

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The Purposes for Action

it TER W.ITER EVERYWIILI:F

Description of Leader-Learner Activity

discuss. research, and writeabout current water eventslisten to. reflect upon. andinteract with ideas and expres-sions of othersmaintain journals of ohserva-thins and inferences

AssessmentConclusion, communication andevaluation

analyze and resolve conflictsand debates that occur duci nglearning activitiesuse appropriate terminology toreport inv c. stigations of scienceconcepts

use a variety of modes of expres-sion to communicate ideasmaintain group records

water as a beneficial and destructive forcesupply, demand, use, and conservation of waterthe physical properties of waterscientific discoveries about waterrole of' water in the various cultures uf the worldrole of water in biological systemssports and wateruses of water in production artmeditative, spiritual, aesthetic, and recreational usesof waterthe cost of water in selected places or as an ingredientin productsthe poetry, prose, and art of waterwater as a habitat

Note: As you can see, a brainstorming session may resultin a very long list of possible investigations or activities.

Summarize, analyze, organize and otherwise bringactivity to closure.Evaluate the processes involved in the activity individu-ally and collectively.Evaluate the activity according to the initial or revisedgoals.

Determine the format students couldishould use forcommunicating the concluded activity to a leader, parent.peers, community group, or others.List the content and process learning that accrued.Reflect on such ideas as confidence, self-esteem, risk-taking, tenacity, patience, assertiveness and others.

Materials

Will var ,. depending on directions chosen by learners.

10

WETLANDS AND WASTEWATER

Overview

In this episode, learners gatherinformation and data on wetlands in orderto understand their value. In particular,they discover ways in which wetlands canserve as natural sewage treatment sys-tems and then can compare their findingswith processes used in treating sewage intheir community. To apply their knowl-edge, learners can then make connectionsand take acti3ns related to water qualityissues in their own community.

Grade Level Range



Learners will share and compareinvestigative results with other groups,learn about wetland habitat systems andhuman-designed wastewater systems,identifY and address scientific issues oflocal importance, and then promote andcarry out practices that contribute tosustainable wetlands.

Background

The topic of wetlands, including botht heir ecology and preservation, has be-come prominent in recent years. A newaspect that is currently emerging is theuse of constructed wetlands to treatwastewater.

These constructed wetlands are a

new alternative to conventional waste-water treatment. They mimic naturalsystems in the way they are operated. Thedesigns are still evolving, although it isestimated that there are over 500 systemsin operation today.

The most common design is a wet-land that is one to three feet deep andbuilt with an impervious bottom andside.. Effluent from a septic tank enterson one side of the wetland and the liquidflows through washed gravel in whichemergent wetland plants are growing.These plants then serve to break downpollutants and organic matter.

Because wetland plants are adaptedto growing in stagnant water, they havemechanisms to deliver oxygen to theirroots. Bacteria living in association withplant roots do most of the work in break-ing down the pollutants. Treated waterthen goes to a drainfield.

Learner outcomes might include:

1. Investigating biological activity inwetlands.

2. Identifying issues related to conserv-ing wetlands, including activitiesabout existing wetlands and con-structing new and replacementwetlands.

3. Working with people involved intheir community's wastewatertreatment.

4. Collecting and using data andinfUrmation to understand issuesrelated to water quality in theircommunity.

5. Working with other learners tocompare and contrast biologicalactivity in wetlands with wastewa-ter treatnwnt systems.

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6. Exploring ways that wetlands helpfilter out nonpoint source pollutantssuch as stormwater runoff fromstreets and parking lots or acid minedrainage.

ProcedureLearners can begin this episode by

using their skills in gathering informa-tion. This episode may be most effective iflearners work cooperatively to gather andsynthesize information. The synthesisand expression of their findings willprovide an opportunity for making connec-tions between natural biological activityand human activity.

1. Students may work in pairs or smallgroups to select a topic related towetlands on which they would like todo research. Some of the topics theymay choose are: wetland vegetation,birds that breed and stop over inwetlands, wetlands wildlife, howwetlands control flooding, regulationssimultaneously allowing the develop-ment and

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7 ;

protection of wet-lands, currentissues and legisla-tion related topreserving wet-lands, ways thatwetland vegetationfilters nonpointsource pollutants,recreation andwetlands, and

wetlands manage-ment. Stu-

dents canuse their

school and/orcommunity

library, talk withlocal resource

people from govern-ment agencies, nature

centers or environmental organiza-tions, and/or industrial and commer-cial developers, and look for currentevents related to wetlands in newspa-pers and magazines. They are to learnabout their topic in order to share withothers so that all learners will have abroad understanding of wetlands.

2. Learners may choose a way to inter-pret what they have learned to otherlearners. Creativity should be encour-aged. Learners may make visuals,including charts, graphs and pictures;they may write creative stories, songs,poems or drama; they may involveother learners in role plays, discus-sions, or experiments. Leaders oflearners may guide each small groupby suggesting method:- they may useto share their information with others.After all of the learners have shared.focus the attention of the group on thepotential of wetlands in filteringwaste. Groups can discuss what theyhave learned related to their specifictopic that can contribute to the wholegroups knowledge.

3. New small groups can be formed tolearn about human-made wastewatertreatment facilities These new smallgroups will include 'earners who havelooked at different a vects of wetlands.The learners might tour their localfacility or hear from one or moreresource people involved with waste-water treatment. Some groups mightchoos, to explore different ways thatcommunities, businesses, and indus-tries treat wastewater. Others mightresearch examples from other commu-nities, especially those that havecreated wetlands for sewage or minedrainage treatment.

4. The gathered information can then besynthesized by learners. In smallgroups, t hey can compare and contrast

1 0NTI.tavm.,(J /NMEN FAL E111( Atih SCIENCE

WETLDS AND WASTE WATER

what they discovered about wetlandswith what they learned about sewagetreatment. Emphasize that con-structed wetlands are a new technol-ogy and that they will not work inevery situation. There are still con-cerns to be worked out related to thedesign, freezing potential and reducedperformance in cold weather, mainte-nance and operation.

What will be interesting to learners isthe way wetlands serve as a naturalmeans of cleansing natural water.This is one of the major values ofwetlands. How does our understand-ing of wetlands influence our perspec-tives on wastewater treatment? Whyis it important to understand biologi-cal processes in wetlands when consid-ering wastewater treatment? As aresult of what learners have discov-ered, what further action would theylike to take?

Enriching and Expanding ThisEpisode: This episode lends itself verywell to active learning. A local environ-mental organization, state, county or cityresource person can help identify a wet-land in your area that learners mightexplore. Many companies have wetlandson their properties that they are conserv-ing and managing. Many wastewatertreatment plants offer tours to schoolgroups, and often personnel are availablefor presentations or consultation by phone.They can also suggest additional re-sources.

A variety of resource hooks areavailable with additional activities toexplore wetlands, especially environmen-tal education curriculum guides whichcontain related activities.

Assessment

Learners may develop a creative wayto p,-esent their learning to another classor grade level. Invite learners to writeletters to community leaders, newspapersor resource people that reflect theirinterest in wetlands and wetland preser-vation.

Ask the learners to assess what theyhave learned. Ask them to write or sharewith one another at least three newdiscoveries they made, how their attitudestoward wetlands and wastewater treat-ment have changed (if they did} and whatadditional questions the)' have aboutwetlands and wastewater treatment.Learners may work individually or insmall groups to list as many ways as theycan that natural wetlands and sewagetreatment are the same and ways in whichthey differ.

Materials

Will vary depending on investigationschosen.

References

Environmental Buildiru,,..News, Vol. 3.No. 2, March/April 1994.

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WHAT CAN YOU LEARN ABOUT A LEAF?

Overview

This learning episode focuses on theprocesses of observing and classifyingthrough an investigation of variouscharacteristics of leaves and the patternsthat can be found in those characteristics.The episode presents one method forapproaching the classification of leaves inan inquiry-centered way.

Grade Level Range

Primary


Learners will select tools, materials,and procedures to explore similarities anddifferences in leaves by designing, con-ducting, and repeating investigationsindividually and collaboratively and thenparticipating in evaluative procedureswith other learners and the leader.

Background

The outdoors provides excellentopportunities for learners to expand andenrich their learning skills and becomemore proficient in their use of the scien-tific processes. In this activity, the learn-ers collect and observe leaves to determinetheir characteristics. Various sites aresuitable for collecting a variety of leavesnecessary for this activity. Schoolgrounds, neighboring residential areas

(with the owner's permission), or nearbynatural areas are suggested.

Although many choices are available,this activity is especially suited to:

sharpening the learner's attention todetail in observing an object (leaf);

increasing the learner's ability tonotice similarities and differences(among leaves); and

gaining confidence in planning andcarrying out a simple small groupactivity without constant directionfrom the leader.

Although learners may discover thenames of some of the more common anddistinctive tree leaves, this is not themajor purpose of the activity. This activ-ity may well be the forerunner to thelearner's eventual ability (at a later time)to use their observation skills along with aleaf key to identify lealyes on their own.

ProcedureSetting the Stage

Read a poem or story about trees

Web what "observation" means

Introduce the basic purposes of theactivity

Clearly list the responsibilities of thesmall groups:

planning

collecting needed materials andequipment

doing and recording observations

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Review small group activity hehaviorif needed

Planning And PreparationThe leaders and learners need to

jointly plan how they will collect theleaves for this activity. The learners

should be aware of'the purposes ofthe activity andfeel confident theycan work towardtheir accomplish-ment. Small

groups need tobrainstorm the list ofmaterials and equip-ment that they need toaid in their collectionand observation. Shar-ing the lists amonggroups may be useful.

To the extentpossible, the smallgroups should beresponsible fnr gather-

ing the materials and equipment neededfnr the activity. This relieves the teacherof part of the time commitment usuallyrequired and helps the learners increas-ingly take responsibility for part of alearning activity.

The Observation Activity

Review the purposes of the activityf3egin the exploration with a challengesuch as "See what you can find outabout the leaves."Reconvene groups as a whole class formid-activity sharing using key ques-tions such as:

What interesting observations did youmake?

What similarities and diffiTences (lidyou see?

What details did you discover that wereentirely new to you?

Are there more things you would like tolearn about leaves?

Groups go back to re-examine leavesusing new ideas.Close activ'ty by reconvening as awhole group. Re-emphasize theoriginal purposes.Make a large chart listing observa-tions made by the learners.

Extensions

Use leaves to enhance sorting skills.Learners can divide leaves into twocategories hosed on attributes.Depending on the sophistication of thelearners and the time available, thisactivity could he broadened to includeall green dive) or brown (dead) leaves.Groups may pursue the purpose ofplant leaves (food factory) or explorethe progression from green leaf, todead leaf', to decomposition of leaves.Learners should be encouraged to usetheir current knowledge and skills asa launching point into new and excit-ing areas of' inquiry.

Assessment

_J During the activity, the leader as-sesses group work using "ClipboardCruising Chart." (see sample)

Each small group should discuss thequestion, "How did we do?"

Did we meet our objectives?

Did we get finished?

Did we get better at working withothers?

Are we better observers than we werebefnre?

What changes would make our nextlearning episode better?

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Did we enjoy the activity?

What might we like to learn aboutleaves on our own?

Were we able to accomplish the activitymostly on our own?

A similar activity using another groupof objects could also be used as anassessment. For example, groups ofseeds, feathers, rocks, model cars,marbles or sticks could be observedand compared.

Materials

an appropriate collection of leaves5 varieties with suitable storagecontainersZiplock bags work welhmagnifying glass or low power micro-scope I preferably binocular)newsprint, crayons, pencils, graphpaper, scissors, string, unifix cubesand metric rulers fhr measuringprint materials about leaves

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WHAT TO DO WITH MILLIONS OF GALLONS OFWATER IN A COAL MINE

Overview

This learning episode was developedas a result of an actual occurrence in amidwestern state in 1992. The core of thisepisode is a simulated watershed meetingat which the mine dilemma will be ad-dressed. In preparation for and as anextension of the meeting, learners willexplore many of the scientific, economicand social aspects of an environmentaldilemma.

Grade Level Range



Learners will seek elaboration andjustifkation of data and ideas, investigatemodels and theories that help explain themine and watershed system, participateactively in dialogue about and resolutionof this environmental issue, and study andpropose improvements in public decision-making activities of the stakeholders.

Background

Water held in an abandoned portion

of' an active underground coal mineworked its way under an engineeredbarrier and flowed into much of theremainder of the mine. The companywhich owned the mine was faced with adifficult situation. Unless this water wasquickly pumped from the mine, the rockstrata in the mine roof', floor, and walls, aswell as the mining equipment, would bepermanently damaged. The damagewould force the mine to close, and theworkers would be unemployed. In addi-tion, economic effects from the mineclosing could force the closing of a sistermine. The mine is in an economicallydepressed area of the state where thereare few good paying jobs. The coal fromthese mines, which was used to produceelectricity at a nearby power plant, wouldhave to be replaced with coal from othersources, the cost and reliability of whichwere uncertain.

The streams into which the minewater would be pumped (released) did notprovide public drinking water suppliesand were already affected by existingdrainage from old abandoned surfacemines in the area. Scientific surveysshowed ninety percent of the fish in thestreams were minnow species.

Unfortunately, the mine water had ahigh iron content and acidity level. Undernormal operating conditions, water fromthe mine passes through a water treat-ment facility, where chemicals are added

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to raise its pH (lower its acidity). Theprocess of raising the pH of the watercauses the formation of a brown ironhydroxide precipitate. This precipitate isallowed to settle out in specially con-structed settling ponds. The treatedwater, which meets all environmentalstandards, is then released from the pondinto receiving streams. The water treat-ment process protects aquatic life in thereceiving streams and also ensures thatthe streams can be used for other pur-poses, such as livestock watering andfishing.

The dilemma was posed because thesettling ponds at the existing mine watertreatment facility did not have the capac-ity to fully treat the quantities of waterwhich would have to be pumped in orderto de-water the mine before seriousdamage to the roof, floor, and equipmenthad occurred.

If the water were pumped into thestream totally untreated, most aquatic lifein the stream would be killed. On theother hand, treating the water for aciditybut not allowing the iron hydroxide tosettle out would result in the brownprecipitate covering the bottom of thestream. This would affect fewer fishimmediately, but would ruin the habitat ofbottom-dwelling organisms, includinginsects and fresh-watt,' mussels, andwould thus slow the ev,.ntual recovery ofall aquatic life in the food web. It wasagreed by all concerned that treatment ofthe water in place, i.e., in the mine, wasnot feasible.

The company hired ecological expertsto work with its own environmental andengineering specialists to come up with aplan to remove the water quickly with theleast environmental effect. Discussionsbetween these company representativesand state environmental agencies resultedin a plan to pump the water from themine, raise its pH slightly (but not enoughto create a significant accumulation ofprecipitate on the creek bottom), and

release it into the creek. Several smallponds were quickly constructed to give thechemical used to raise the pH sufficienttime to thoroughly mix with the minewater.

This plan was based on a combina-tion of field observations and studies ofscientific literature, all of which wereundertaken before pumping began. In thefield, scientific assessments were made ofthe types of aquatic life living in the mainstream and nearby unaffected streams, ofthe habitat afforded by the streams, and ofthe availability of nearby sources ofaquatic life to recolonize the stream to beaffected. Specialists reviewed the scien-tific data available on the effects of lowerpH, hiji-iron water on aquatic life, and onthe nature and time scale of streamrecovery from an environmental distur-bance of this type. The state environmen-tal agency also reviewed its own data onthe recovery of another aream which ithad studied extensively. The prediction ofboth company and agency scientists wasthat although immediate damage to thestream would be severe, there would be nopermanent effects on the stream oraquatic habitat. Natural recovery of theaquatic life was expected to occur withintwo years.

The results of the pumping were asexpected. Most of the aquatic life whichremained in the primary receiving streamdid not survive the mine water release.However, the habitat for aquatic life wasnot significantly altered, which allowed fornatural repopulation of stream. Waterquality returned to normal shortly afterpumping ceased. Natural stream recoverywas permitted to take place, with thecompany taking some steps as advised bynatural resource experts to accelerate thenatural process.

Although the environment wastemporarily degraded, it was restored andno jobs were permanently lost. The minereopened after seven months of work torehabilitate the mine's structure and

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WU. krr( 1)0 WITH MILLIONS OF (;.1/./.()N.: OF WATER O.I. MINE11111111111

underground equipment. All employeesidled by the water problem returned totheir jobs.

Procedure

1. Distribute learner infbrmation sheets(attachment) and brainstorm scien-tific, economic and social issuesinvolved in this case study. List thedifferent interests involved.

2. Leaders and learners together shoulddevise a plan for gathering informa-tion, presenting the different sides ofthe issue, and evaluating the project.Differing perspectives representingscientific, economic and social inter-ests should be addressed. Relatedactivities might include:

Investigating the life cycle of com-mon organisms found in nearbystreams.

Describing the food web associatedwith aquatic life in a freshwatercreek.

Monitoring the water quality of anearby creek by observing aquaticmacro-invertebrates.

Watching and discussing videos offish sampling and laboratory test-ing.

Exploring the long- and short-termimpact on the aquatic ecosystem ofthe stream.

Analyzing the potential economicissues related to the flooding of thecoal mine and the subsequentrelease of the mine water into acreek.

Investigating the role the mineplayed in the local community.

Exploring the local support for themine, i.e., interviewing peopleinvolved in mining both on themanagement and the labor sides orconducting a community survey.

112

Investigating the properties of acidsand bases.

Studying pII levels and how theychange.

Researching how aquatic organismsreact differently to water containingiron, depending upon the metal'sform and concentration.

Investigating the chemical reactionsthat would occur as various chemi-cals were added to water and im-prove the pH level (see the sampleactivity below).

Noting similarities and differencesbetween experiments they mightconduct and actual treatment ofwater from the coal mine.

Exploring the long- and short-termaesthetic impact on the area.

Researching the origins, mining anduses of coal.

Improving communication andcooperation skills as the pros andcons of possible solutions to thisenvironmental problem are debated.

Researching the correct proocduresfor conducting a town (watershed)meeting and setting the rules for thesimulation.

Conducting the following demon-stration to simulate one way to treatmine water.

Measure one teaspoon of ferroussulphate powder into a paper cup. Add atablespoon of white vinegar. Observe thissolution, which represents the acidic minewater with iron in a non-precipitate form.(The solution should be clear). Test withlitmus paper (which should show a lowpH). Add one to two tablespoons of bakingsoda to the solution which now representsmine water to which a base has beenadded. Very gently blow bubbles into thesolution or stir to aerate the solution andmix the baking soda thoroughly. Observethe solution again. (A dark brown stain

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and a coating of precipitate should bevisible). This simulates the normaltreatment mine water would receive, withthe precipitate then settling out in spe-cially constructed ponds. In the environ-mental dilemma, time did not permit thisfull treatment of the mine water.

3. Conduct the watershed meeting withlearners taking the roles of the follow-ing:

an officer to preside over the meet-ing

mine representatives includingowner, manager, environmental andengineering experts, workers

watershed landowners includingfarmers

a personnel from government agenciesresponsible for environmentalregulation, wildlife, mining

representatives from environmentalgroups

media representatives

scientist( si from local college

governor's ofTic:?

state legislators

Learners not assigned to specificroles would still participate in the discus-sion and decision making part of themeeting as general watershed residents.

4. The meeting should result in a formallist of recommendations on how to bestresolve this dilemma. Share theactual strategies that were used in the"real life" mine flood occurrence aswell as the results, and compare withthe student recommendations. Allowlearners to discuss the differences andsimilarities, and the pros and cons ofeach.

Assessment

Learners should take an active rolein defining and choosing assessmentstrategies. Assessment tools could includeone or more of the following:

j Preparing an audio-visual programwhich illustrates and explains one ofour serious environmental problemsand technologies and practiceswhich can be applied to solve it.

j Distinguishing between facts,opinions, and opinions stated asfacts by reviewing newspaperarticles on environmental issuescan you tell which side of an issuewas supported by the magazine ornewspaper that reported it?

Developing an attitude survey whichsolicits responses from students andparents about an environmentalissuethen compiling the resultsand preparing a chart or exhibitcomparing the results.

j Researching local laws, ordinances.and information related to a particu-lar environmental issue includingthe environmental safeguards andcosts of compliance.

j Attending a community meeting andreporting on it to the class.

j Designing a display showing thediffering viewpoints on a specificenvironmental issue.

j Compiling a class scrapbook ornotebook of environmental articlesfound in current news magazinesarticles could be organized intomajor environmental categories a,dranked in order of the frequenc oftheir mention in the media.

Materials


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LEARNER INFORMATION SHEET

What To Do With Millions of Gallons of Water In a Coal Mine

Problem

Water stored in an abandoned portion of anactive underground coal mine has broken through anengineered barrier and flowed into the remainder ofthe mine. If left in the mine, this water will quicklydamage the rock strata in the mine roof, floor andwalls, as well as the mining equipment. The damagewill force the mine to permanently close. The coalminers will be unemployed, and the coal used toproduce electricity at a nearby power plant will haveto be obtained from other sources.

Unfortunately, the mine water has a high ironcontent and is very acidic. Under normal opt; atingconditions, water from the mine passes through awater treatment facility, where chemicals are added toraise its pH (lower the acidity). The process of raisingthe pH of the water causes the formation of a browniron hydroxide precipitate. This precipitate is allowedto settle out in specifically constructed settling ponds.The treated water, which meets all environmentalstandards, is then released from the ponds intoreceiving streams. The water treatment processprotects aquatic life in the receiving streams and alsoensures that they can be usec: for other purposes, suchas livestock watering and fishing.

This is a dilemma because the s2ttling ponds atthe existing mine water treatment facility do not havethe capacity to fully treat the quantities of waterwhich have to be pumped in order to de-water themine before serious damage to the roof, floor andequipment had occurred. If the water is releasedtotally untreated, most aquatic life in the stream willnot survive. On the other hand, treating the water foracidity but not allowing the iron hydroxide to settle

out will result in the brown precipitate covering thebottom of the stream. This will affect fewer fishimmediately. but will ruin the habitat of bottom-dwelling organisms, including insects and fresh-watermussels, and will thus slow the eventual recovery ofall aquatic life in the food web. Treatment of thewater in the mine is not feasible.

Possible Solutions (there may be othersbecreative!)

1. Leave the water in the mine. This would necessi-tate closing the mine and the permanent loss ofthe mining jobs arid equipment.

2. Pump the water from the mine and release it,untreated, into the stream.

3. Pump the water from the mine, raise its pHslightly (but not enough to create a significantaccumulation of precipitate on the creek bottom).and release it to the creek. Several small pondscould be quickly constructed to give the chemicalused to raise the pH sufficient time to thoroughlymix with the mine water. This would most likelycause immediate loss of aquatic life in the stream.Natural recovery from this temporary impactwould be accelerated by company activities andwould be expected to occur within two years.

4. Pump the water from the mine and fully treat it toprevent any effects to the receiving stream. Asmentioned above, this could not be completed intime to prevent serious damage to the roof, floorand equipment in the mine.

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WHAT'S GOING ON WITH THE WEATHER?GLOBAL CLIMATE CHANGE

Overview

This episode is intended to illustratethe complexity of an environmental issueand the interrelationships among theenvironment, energy use and economics.It starts with the development of hasicscientific knowledge of the climate systemand factors that can affect weather andexpands to the interactions of environ-mental concerns over climate change withother societal needs such as energy supplyand economic development.

Grade Level RangeIntermediate, Middle School, High School


Learners will work as contributingmembers of a collaborative group toformulate hypotheses about global climatechange, participate in a debate, developenvironmental impact statements for thenext century, and realize that scientificinvestigation is always tentative and thatnewer or more insightful investigationsmay alter previous understandings.

BackgroundItem: Six of the warmest years in the

past 100 years occurred during the1980s, making the 1980s the warm-est decade On record.

Item: Severe winter weather in 1994tiirces extension of school year tomake up for extra snow days used.

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Based on temperature data thatextends back roughly 100 years, thedecade of the 1980s appears to include anunusual number of years with averageglobal temperatures higher than normal.This, coupled with an apparent overallsmall warming trend in the 100-yearrecord, has resulted in speculation thathuman activity may be altering the globalclimate. Complex computer models thatattempt to predict such alterations sug-gest that the next century will see evengreater warming as well as other conse-quences of a changed climate.

One of the notable features of themilder weather during the 1980s was ageneral lack of extended periods of severewinter weather. The winter of 1993-94broke this pattern with a vengeance, withrecord low temperatures recordedthroughout the Eastern U.S. duringJanuary and a series of severe winterstorms that brought snow levels unseensince the mid-1970s. This extended periodof severe winter weather followed a latewinter East Coast storm in March, 1993referred to as The Storm of the Century.

What is the significance of the 100-year temperature record for predictingfuture climate patterns? Does the unusu-ally severe winter of 1993-94 suggest thatthe warming trend of the 1980s is over?

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iv/ix/vs ;0/Ni ; ON WITH THE WE.ITHER GLOBAL c'LIALTE CHAN( ;EesWhat is the distinction between long-termclimate patterns and short-term weatheranomalies? What is the possibility forsuch a climate change? What humanactivity is occurring that has the potentialto impact the climate? What is the signifi-cance for changing or halting such activ-ity? These questions and many morerelate to the issue of global climate changeand the ongoing debate over what action ifany should be taken to avoid possibleclimate change.

ProcedureThi.; episode is intended to illustrate

the complexity of an environmental issueand the interrelationships among theenvironment, energy use and economics bystarting with the development of basicscientific knowledge of the climate systemand factors that can affect weather andexpanding to the interactions of environ-mental concerns over climate change withother societal needs such as energy supplyand economic development. The episodefocuses on an exploration of the coreconcepts of climate and weather, hutallows for explorations into related areasof earth systems, energy use and alterna-tive sources of energy, and economicdevelopment in the industrialized anddevAoping countries of the world. Theepisode suggests opportunities to explorethe following areas:

Climate and Weather

Earth Systems

Energy: Current Uses and Alterna-tive Sources

Economics/Politics/Government

Conflicting Results in ScientificInvestigations

Activities related to this learningepisode should be planned, implemented

and evaluated jointly by the leader andlearners. For example, learners should beresponsible for preparing invitations forany outside speakers and developingquestions to use with speakers, writingthank you notes as appropriate, obtainingresearch materials from library or othersources, summarizing/graphing results ofany weather measurements or dataobtained from newspapers or othersources, and discussing in groups or withthe entire class information developedduring the episode and its relevance to thestudents.

(.:tting startedUse a brainstorming technique to

generate questions and possible corre-sponding activities for areas such as thefollowing. Sample questions and activitieshave been included as examples. Activi-ties could be conducted individually or ingroups. Different groups could focus ondifferent topical areas.

The leader should serve as a facilita-tor and assist learners as they determinewhat areas to focus on and as they developa list of results to be achieved. Throughcritical review and questions, the leadershould guide the students to a broadevaluation of the topic or sub-topic.

CLIMATE AND WEATHER

Possible Questions:

What is climate?

What is weather?

How are they related? How do theydiffer?

What is temperature? How is itmeasured?

What is precipitation? How is it mea-sured?

What things affect the weather andclimate?

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WMTS GOING ON WITH THE WEATHER( GLOBAL CLIMATE CHANGE.How does the weather differ around the

world?

flow has the climate changed in thepast 100 years? 10,000 years?1,000,000 years?

What may have caused theses changes?

How might human activity affect theweather? Climate?

What is a greenhouse?

What are greenhouse gases?

What greenhouse gases occur naturally?How do they affect the climate?

What greenhouse gases result fromhuman activities?

What changes have occurred in green-house gas levels in the past?

What changes in greenhouse gas levelsare predicted for the future?

How might these changes affect theclimate?

Possible Activities:

Learn to use a thermometer torecord temperature.

Learn how temperature readings areaffected by sunlight, shade, type ofsurface, etc. by taking readings indifferent locations in the classroomor outside.

Check the daily newspaper to recordchanges in weather locally, state-wide and nationally. Compare dailyreadings to normal values, if pos-sible.

Chart local temperature readings(daily average, high and low tem-perature).

Use newspapers and other mediasources to review weather conditionsin other parts of the world (TheWeather Channel, on-line informa-tion services, etc.).

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Chart local temperature readingsagainst readings from other parts ofthe world.

Obtain information on long-termclimate patterns from Ohio, U.S.and world.

Construct a "greenhouse- (two-litersoda bottle model).

Contact a local meteorologist for his/her views on climate issues. Invitethem to the classroom for a discus-sion of climate and weather. Pre-pare questions for the discussion.

EARTH SYSTEMS

Possible Questions:

What are the different systems thatmake up the Earth?

How might the atmosphere, ocean andland systems interact?

How might these interactions affectclimate?

How might the climate affect thesesystems?

How might a change in the climateaffect these systems?

What steps could he taken to protectsome systems if the climatechanged?

What is the carbon cycle?

What are the nat oral sources of carbondioxide?

How does carbon move between differ-ent systems?

How might human activities be affect-ing this cycle? Energy use? Defores-tation?

How does Earth diffe from otherPlanets in the solar system?

Possible Actirities:

Prepare a poster illustrating thecarbon cycle

Identify activities by learners/families that might affect the carboncycle

Ohtain and graph data on atmo-spheric levels of carbon dioxide forvarious time periods

Discuss possible r..asons for changesin those levels

Prepare a poster/paper comparingEarth, Mars and Venus and explain-ing why life is possible on Earth.

Possible Questions:

Vs;hat energy sources are currently usedin the U.S.? In Ohio'?

I low do the learners use energy? I lowdcws the leader use energy?

What energy sources are used in ot hercountries?

What are the benefit, of energy?

What are some or the itnpacis of en-orgy? In U.S.? In oth0r countries?

flow does energy ttie in the U.S. com-pare to other countries?

What energy sources are used in othercountries?

What are the benefits of energy?

What are some of the impacts of en-ergy? In U.S.? In other countries?

I low (Lies energy use U.S com-pare to other countries'?

What are the implications of growth inenergy use? In U.S.? In othercountries?

What energy sources are available fia.growth?

What alternative energy sources areavailable? Solar'? Wind? Trees?

What are some of' the current problemswith these energy sources?

What alternative energy sources nfighthe available in the future?

Possible' Actieities:

Interview other members of thehousehold on how they use energyand what it costs.

Evaluate how an increase in energycosts might affect use. Explore waysthat the household could use energymore efficiently.

Prepare a poster illustrating nowlearners and their families us(energy.

Invite a representative frion anenergy company (electric utility,natural gas company, (iil company,

for a classrooin discussion onenergy sources. Prepare questionsfor dis'Aission heforehand.

Evaluate and debate relative hen-efits and impacts of various energysources (break into groups).

Possibh, Questions

hlow much does energy cost?

IIow might an increase in energy costsaffect the use of energy?

What might the government do to afThctthe cost of energy?

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What might the government do to affectthe sources of energy?

What might the government do to affectthe emissions of greenhouse gases?

What is the government doing now?

How might this affect Ohio?

Possible Actiuities:

Obtain iniormation on what the U.S.is doing to limit greenhouse gasemissions.

Evaluate how these actions mightaffect the stqte or Ohio and peopleliving in Oh:o.

Obtain information on what othercountries are doing to limit green-house gas emissions.

CTse on-line services to obtain viewsof other groups on climate changeissue.

Use on-line services to express viewsof the learners to others.

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Possible Questions:

How do scientists minimize bias, errors,and uncertainty?

Do scientist always report their Findingsaccurately?

How do consumers of scientific investi-gations know that a study is reli-able?

Can scientists sometimes miss impor-tant information that might changetheir results and conclusions?

How do scientists deal with results andconclusions from similar investiga-tions which contradict each other?

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How do scientists balance the need tobuild upon well established andaccepted principles and the need tobe open to ideas which are new,different or contradictory?

Possible Actiuities:

Evaluate investigations by scientistsand/or learners for bias and accu-racy.

Find and discuss an article whichreports on an investigator who insome way misrepresented results orconclusions from a study.

Evaluate the reporting of scientificinvestigations in the media.

Find examples of new informationthat calls into question long ac-cepted explanations.

Culminating activity

Use a fishbowl technique to discussand try to reach consensus on anoverarching question such as "Is climatechange occurring?" or "What changesshould be made in human actions?" Ifdifferent groups have focused on differentareas, have one person from each group sitin a circle (the fishbowl) and discuss thequestion. The rest of the group observesthe fishbowl discussion and are rotatedinto the fishbowl periodically.

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A variety of ongoing assessmentstrategies should be used for learners andleaders to track progress. For example:

Keep a journal detailing their activi-ties, investigations and results.

Teams of learners design "reports"that present their findings in multipleformats, for example, in pictorial.written and chart form.

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Fishbowl discussion with the leaderand possibly peer reviewers using achecklist to record participation andthe quality of contributions.

Materials


References

Greenhouse Effect and Global Warming,The. Enterprise for Education, Inc.Santa Monica: 1991.

Trends '91: A Compendium of Data onGlobal Chahge. Carbon DioxideInformation Analysis Center. OakRidge National Laboratory, December,1991.

Heated Debate The. Balling, Robert C.Pacific Research Institute, 1992.

INTI.;R.VrIN6 ENVI RI IN :11..NT.NI, Eiivri ))N ANI) SCIENCE

YOUR CITY IS FULL OF ROCKS

Overview

This episode encourages the explora-tion of the many aspects of geology in anurban area. The springboard ideaspresented can be adapted to many gradelevels and combined into various configu-rations of whole class or individual activi-ties.

Grade Level Range

primary to High School


Learners will take responsibility forequipment, dress appropriately, follow allsafety guidelines, and record qualitativeand quantitative information about 10rocks seen on an outdoor scavenger hunt.

Background

Geology is about people,plants, and animals living

together on a piece of earth.Geology is tall buildings and rain

running down a city street. Geologyis rain, snow, sleet, wind, and dustblowing across the city. Geology is thepushing up and breaking of sidewalksand streets. Geology is salt eroding

roads and bridges. Geology is findingcrystals in the walls of a building.

Geology is the rocks and fossilsfound all around us in the city.

This episode demonstratesthat each and every city isthe perfect learning

environment fOr the study of geology. Thelearner's concept of geology will definitelybe broadened. Furthermore, the low ner'sattitude and appreciation of city geologywill increas significantly as each learnerbecomes a geologist.

Leaders and learners should reviewthe many springboard ideas presented andselect those that apply to their location.interests, and amount of time that can bedevoted to this topic. For maximumresults in learning and attitudes, activi-ties from this episode need to be ongoingor conducted for an extended time period.

Procedure

The general approach of this ongoingepisode is for the le:.:rners and leaders todesign and perform scientific investiga-tions on his/her immediate environment.As a result of the gained insights, eachlearner could propose some geology-related improyements for the city. Thefollowing are ideas fur investigations andactivities.

. Become a detective and find as manydifferent rocks as you can in your city.

2. Compare and contrast rocks found atvarious locations in the city.

Do a "rock hunt" around your schoolsite. See how many different types of"lock" you can find. Which are manu-factured and which are natural? Don'tforget your school building!

4. Determine that all rocks have miner-als, color, texture, hardness, size,shape, mass and dimensions.

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5. Design experiments to test each ofthese properties of rocks.

6. Discover the patterns in rocks andcrystals.

7. Learn to use a hand held microscopecorrectly.

8. Examine all rocks and classify accord-ing to Moh's Hardness Scale.

9. Take a field trip to identify and recordigneous rocks in your city includinggranite buildings, curbstones, cobble-stones, paving blocks, monuments,statues, etc. Speculate why igneousrocks would be used for this purpose.

10. Identify and record all sedimentaryrocks utilized in your city - brownstoneand sandstone houses, limestonegravestones and shale.

11. Explore and record imprints found atmuddy playgrounds, or in soft asphalt,puddles, and wet pavement or con-crete which could become fossils of ourcurrent time period if geologic condi-lions wore right.

12. Analyze what object or organism madethese imprintsfootprints, leaves,seeds, nuts, sticks, shells, etc.

13. Identify and record metamorphic rocksin your citybrick buildings, marblestatues, marble steps, marble inside oroutside walls of buildings, marblegravestones, brick walls, buildingstones, crushed gneiss to cover park-ing lots and shoulders of highways.

14. Compare and contrast igneous, sedi-mentary and metamorphic propertiesand uses.

15. Identify manufactured rockscement,bricks, concrete Hocks.

16. Design a field trip beginning with theoldest rock formations in your city andconcluding with the youngest rockformations.

17. Speculate and then design experi-ments to demonstrate how acid rainaffects buildings, monuments andgravestones.

18. Investigate the impact of weatheringand weather changes on buildings,monuments, roads and gravestones.

19. Compare and contrast how buildings,sidewalks, monuments, and grave-stones change a walk on a sunny dayand on a walk on a rainy day (or justaft erwards

20. Create a scavenger hunt of rocks and/or rock uses in your city.

21. Create a city map depicting wheredifferent kinds of rocks can he found.

22. Maintain a journal of rock shapes,sizes, colors, patterns, textures, anduses.

'23. Create rock sculptures and jewelry.

24. Invite different geology experts in yourcity to become speakersbuildinginspectors, building contractors, etc.

25. Learn how to use a rock tumbler.

26. Become rock pen pals with relatives orstudents from another state andexchange indigenous rocks.

27. Compare and contrast rocks fromdifferent states

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28. Seek information on geology-relatedfield tripscemeteries, banks, govern-ment offices, rock hound store, etc.

29. Gain an appreciation of rocks andgeology that could become a liMonghobby.

.k.ssessment

1. Learners report to class informationgleaned from experiments.

9. Learners display all their scientificdata so comparisons and contrasts canbe made.

3. Individual groups can design serviceprqiects related to urban geology.

4. Learners communicate to their par-ents or other classmates the skills.knowledge, processes. and attitudesgained from this episode by means of aplay, TV program, debate, assembly,creative writing, etc.

Materials


123

BRANCHING OUT:

DEVELOPING YOUR OWN

LEARNING EPISODES

12,1

BRANCHING Our: DEVELOPING YOUR OWNLEARNING EPISODES

One of the major purposes of thisdocument is to stimulate educators toreflect about and design/redesign theircurriculum. Hopefully the models and

sample learning episodes havestimulated ideas and providedsonle rrif_ltivation to try outsome new and different

t learning experiences.This section outlines four

approaches which can be usedto branch out from this publi-cation. We encourage you tostart today to develop yourown ideas, perhaps by doingone of the following.

Modify a Learning EpisodeFrom This Publication

One approach is to select a samplelearning episode from the "GettingStarted" section which closely meets yourinstructional needs. Try it out, adapt it,and then write up your modifications.

Modify an Ex.kting LearningActivity

Based upon your curricular needs,select an activity which you 'nave writtenand used before or choose one from apublished activity guide (see Appendix DEvaluate its strengths and weaknessesbased upon the components of curriculumand instructional considerations discussedin "The Big Picture: Building Blocks andModels" section. For example, you mighiask yourself the following:

How well do the instructionalobjectives reflect the four strandsinquiry, knowledge, conditions forlearning and applications?

Is there an emphasis on inquirylearning? Do learners explore andinvestigate using process skills andthinking skills? Do learners havethe opportunity to develop positiveattitudes toward environmentalinvestigations?

Does the activity use an integratedapproach? Is it theme-based?

Is the activity learner-centered? Dolearners help plan the episode?make decisions during the episode?do self-assessment?

What opportunities are there foractive hands-on, minds-on learning?Do learners interact with realobjects in real environments? Dothey interact in a constructivist waywith ideas, concepts or questions?

How many different teaching strate-gies are used? Do they range fromexposition to inquiry? Does learningoccur in a different learning environ-ment?

Do the assessment strategies appro-priately match the teaching andlearning strategies? Do they repre-sent a diversity of strategies?

Do learners have the opportunity towork in small groups? coopera-tively? collaboratively?

Based upon your answers to thesequestions, revise the existing learningactivity into a "new" learning episode.Your objectives and the learning environ-ment created should also reflect t he key

TABLE 1

Ouerview of Animal Tracking Unit

Original Approach Recised Approach

Students will write the definitions of thefbliowing terms as they apply to animaltracks: print, track, straddle, stride, andleap.

Students will name the characteristics ofthe following kinds of prints: hoofed andpadded.

Students will list the characteristics ofthe following gaits: walking, trotting,loping, and galloping.

Students will name the characteristics ofthe tracks made by perfi2ct and imperfectwalkers.

Given examples of different types of gaits.students will classify these as walkers,hoppers, bounders, etc.

Using a key, students will use the abovecharacteristics to identify drawings ofanimal tracks or real animal tracks.

Given sets of identified and unidentifiedanimal ftacks, students will match them.

Unobserved by others, students take turns making pat*-rns of tracksby walking, running, hopping, jumping, etc., in the snow. In groups,students then examine each other's tracks and try to guess and/orduplicate how the tracks were made.

Students observe movements of various animals (either actual or onvideotape) and, working in groups, draw and describe the patterns oftracks these animals might make.

Groups of students try to match patterns of tracks (actual or indrawings) with the types of movements made by the animals ob-served.

Students classify the animals they observed into groups according totheir movement patterns.

Working in pairs or small groups, students select or design aninvestigation to complete on a track topic of interest to them.

Students use an animal track key to match animals to the drawingsof their tracks.

Students study "track stories" (either real ones they found or draw-ings) and try to recreate the story (e.g., a set of hopping tracks leadsfrom tree to tree) and then create their own "track stories" in groupsand try to retell or act out each other's stories.

.4 na lysis of Approach Analysis of Approach

Emphasis on knowledge strand

Emphasis on memorization

Focus on science

Nlostly teacher-directed

Little active, hands-on learning evident

Little divorsity in teaching strategiesevident

Individual learning implied

Emphasis on inquiry, knowledge, conditions for learning andapplications

Emphasis on development of process skills and investigation

Integrates several disciplines; focuses on "patterns"

Mostly learner-centered

Mostly active, hands-on learning

Incorporates a variety of teaching strategies

Emphasis on cooperative learning

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components and instructional consider-ations discussed in the first section. Table1 provides an overview and analysis of ananimal tracking unit, contrasting ateacher's previous approach (traditionallesson) with the revised approach (learn-ing episode).

Develop Your Own LearningEpisode

In essence, start with a blank sheetof paper or computer screen. While somepeople like to work alone, we encourageyou to involve a colleague(s) and/or learn-ers in the process. Not only are two ormore heads usually better than one, but itis often more fun and exciting.

Based upon your course of study,instructional objectives, and the interestsand natural curiosity of learners, begin todevelop and write a learning episode.

Determine the focus (e.g., theme,issue, topic, skill).

Consider instructional objectiveswhich reflect the four strands.

Brainstorm ideas.

Begin to flesh out the "best" ideas.

Develop your learning episode usingyour own format or the one from thispublication.

Evaluate the episode based upon thequestions listed above.

Revise.

Try out the learning episode withlearners.

Revise.

Web a Learning EpisodeBased Upon a CurriculumModel

Some learning episodes are short-term with a specific focus while others arelong-term with a very broad focus. Whendeveloping the latter, it is particularlyhelpful to use a holistic planning strategy.For example, the curriculum modelspresented in the first section, "The BigPicture," are based upon a process knownas webbing. When webbing. you usebrainstorming to generate a schematicrepresentation of an idea. This product isknown as a web.

A web is an excellent planning tool.While it can be used to map out the ideasand skills within a single learning episode,it is also very effective for showing therelationship among a number of episodeswhich represent a larger piece of thecurriculum (i.e., one of the models). Websare particularly helpful when using anintegrated approach.

As with the previous approach, theweb should be based upon your course ofstudy, instructional objectives, and theinterests and natural curiosity of learners.In addition, it should be broad-basedenough to incorporate a rich array ofideas, resources, and learning opportuni-ties but narrow enough for learners to seethe interconnections.

No set procedure exists for producinga web. The process, however, lends itselfexceptionally well to a learner-centeredapproach which would involve learners inthe entire development process. Thefollowing steps are suggested as guide-lines for the process:

l ,;S:t 'II )II

1. Select a focus based upon a curricu-lum modeltopic, theme, issue,concept, event, person, book, etc.

Brainstorm everything that comes tomind in connection with the centralfocusi.e., topics, ideas, and ques-tions which explore and extend thefOcus.

3. Group the ideas into broad catego-ries. Brainstorm and researchadditional categories or subcatego-ies.

4. Identify interdisciplinary instruc-tional objectives.

5. Identify a rich array of teachingstrategies. activities and resources.

6. Develop the "final" web as well asappropriate learning episodes which

set the stage and peak interest.

introduce the main focus.

provide multiple opportunities forlearning, and

culminate, summarize and extend.

7. ('ontinually revise the web.

On the following pages. an exampleis provided of a web on winter, "WinterWonders," which is used here to model thewebbing process. The product of each ofthe steps outlined above are illustrated onpages 130-133.

Once developed, the richness of thistype of web allows for multiple ways toimplement it depending on purpose,interest, time and other considerations.The leader and/or learners may decide toonly implement part of a web or all of it.For example:

A classmom could complete the"whole" web by having everyoneexperience all of the learning epi-sodes for each arm kubtopici or bydividing into small groups andhaving each group flicus on only onearm.

12o

A classroom could complete part of'the web by doing only a few of thelearning episodes from each arm orall of the learning episodes from onearm.

A school could complete the wholeweb by having each grade level do adifferent arm or each grade completeseveral learning episodes from allarms.

Once an approach is selected, astrategy for keeping track of learners'work and progress is important. Forexample, each learner can maintain afolder which contains a photocopy of theweb. Each time a learning episode iscompleted by a learner individually, in asmall group or by the whole class, he/sheshould color in or cross off the episode onthe web. Evidence of the completed workis then placed in the folder (e.g., poem,drawing, notes from investigation, com-pleted assessment form fbr a project 01'presentation).

In addition to serving as an organiza-tional tool, the folder can facilitate assess-ment. Items placed in the folder can bebased upon learner contracts whiere theleader and learners decide which learningepisodes will be completed and whatcriteria will be used to assess them. Someof these, in turn, can be added to thelearner's portfolio. In addition, otherideas for assessment can be gleaned fromthe various learning episodes in theprevious section.

Appendix C contains several "blank"models and webs to help you keep branch-ing out. Start now to develop your ownideas into a learning episode using anapproach discussed here or one of yourOwn.

S l'EP

Select Focus Based on Curriculum Model

There are many possibilities for curriculummodels as indicated by the continuum on page 4. Thisweb, called "Interdisciplinary: Integrated Topic," isbased upon a variation of one described in "The BigPicture" and would come between Model 3 and Model4. This interdisciplinary model focuses on an "inte-grated topic" with the rays of the web extending to

"integrated sub-topics." These sub-topics draw upondifferent subject areas, blurring the disciplinaryboundaries. The emphasis is on the different topicswith the five themes interwoven throughout theinvestigations and explorations of the topics. Basedon this model, the focus of this web is on the topic"Winter Wonders."

IntegratedSubtopic

IntegratedSubtopic


ConstancySystems// Models \

IntegratedSubtopic

IntegratedSubtopic

IntegratedSubtopic

IntegratedSubtopic

IntegratedSubtopic

INTI-);RATINI; EIWCATIoN V11 Ic,

STEPS 2-3

Brainstorm, Categorize, Brainstorm Further

Once the focus is selected, in this case "WinterWonders," the leader and learners brainstorm ideas. web.These are then categorized and labeled. Further

brainstorming and research can expand the initial

WEATHER & CLIMATEReason for SeasonsWeather PatternsWind ChillWind EffectThmperatureSnow DistributionWinter St(a-in Safety Rules

SOCIETY & CULTUREl'tilities/Energy ConservationServices- snow removal

care for seniors. homelessemergency

Livable winter citiesF,ar)m Li fe

winter fruits/vegetables- maple syrupRecreation and GamesWinter Around the World

SHAPERS OF THE EARTHGlaciersSnow Slides & AvalanchesEffects of Freezing & Thawing

soil formationheave sidewalks

- crack wallsbreak pipes, g-utters

SURVIVAL, SAFETY & HEALTHWinter Storm Safety RulesTravel lout°,IlypotherrniaClothingIce & Snow Safety- food

sheltermake

ANIMALSMigrationI fihernationPhv.4ical Achiptations

(-4 dOr

S

Ft n od

.4tOragtfeeding

ShelterTracks arid Tr,i, kiica111,...,1,-

WINTERWONDERS

STREAMS, PONDS & LAKESMapping- ice thickness

depth of watertemperature

Light PenetrationWater CurrentsI'lankton CollectingBottom VegetaionWater SamplingIre FishingI«. Safety

SNOW AND ICESnowflakesFrostIciclesShowdriftsSublimationAmount of Snow to WaterFreezing and MeltingCondensation & EvaporationSnow Cover and TemperatureSigns of Pollution

AWARENESS & AESTHETICSScavenger I-ItintPerceptions & AttitudesPersonal Expression

PLANTS1YeesWeedsEvergreen plantsGrowth under theSnow

,it lit( 0.NIF.';1A,I,

BEST COPY AVAILABLE 1 j

STEP 4Identify Interdisciplinary Instructional Objectives

This figure shows the integrated topic andsubtopic with the interdisciplinary connections.Instructional objectives would not only reflect thisintegration but also incorporate the themes (e.g.,patterns of change, constancy). Objectives would only

WEATH R & CLI. Reasot

WedWi\

be written for the specific parts of the web whichleaders/learners decide to implement.

Example objective: Working in collaborative groups,learners will explore patterns of change in migratorybirds in their community over the last twenty years.

S0CIETY.0.0 TUREUtilit. $'*gy Conservatio

w r SHAPER 9 HE EARTHcar

- e ncyLivab.e winterFarm LifeFood- win- maple synRecreation a dmesWinter Around the World

GlCP- . Ine & Avalanects of eezin

- soil fo- heav

cra

br al

uits/v

SURVIVAL, SAFETY & H EALTHWi nteIN

e.

C e,thingIce & S

Safety Roles

SNOW AND ICESnowflakesFrostIci

oblimationAmount Water

Melt i ngCond anon & Evap.rationSnow Cover and TvmperatSigns of Pollution

J)errnia

WINTERWONDERS

ermake snowsh.-,es

ANAW

sc

ationlibe a n

Rz. 'THEP CS

ions & itudcst sonal Expressiot

STREAMS, PO S & LAKEScoats

Food

elterTracksIns

ing

Mapping- ice thick', s

deptl

UghWater CtorenPlankton 'BottonWater S.Ice Fishingkt: Safety

e1

renetratio

on

L NTS

Eve eenGrowth onStiONV

BEST COPY AVAILABLE

INTEGIWING ENVIRONMENTAL EDUCATION AND SCIENCE 131 131

STEps 5-6Identify teaching strategies and develop "final" web

This figure is based upon the subtopic "Animals"

from the previous web (Step 4). It illustrates thedifferent learning episodes which could be used toteach this arm of the web. Some of these would beadapted from existing materials, some would bedeveloped by the leader of learners, and some by thelearners. Table 2 lists the sources of these learning

WINTER ANIMALSSUGGESTED ACTIVITIES

CATia-ndonednests /

Birds

aologist'sjournaJ

Birdieeder*

( Migration Migration )headache* barrier*

InvestigateMigration

butterfliesmonarch

Where in the's\

Oworld we

hio's animals,/as El goose

Bird song surve3

(Design bird food)investigation

(Recycling feeds.)birds

(-The truthgroundhogs

iiibernatlo

Animalanti.freeze*

episodes. If the class is going to do another arm, asimilar web would be developed (e.g., weather andclimate). The number of subtopics developed and thenumber of learning episodes identified per subtopicdepends upon many factors including time andinterest of learners.

( To do or not )to do

(Did you evereat a pinecone?*

The thicket ) Quick frozen )game* critters*

\ Predator/Prey

Oh Deed* )Food

HabitatAcorns*

Water

What's forlunch'?

(Highs & Lows)

(Everybodyneeds a home*

Shelter )My kingdom fora shelter*

Space CHorne shopping

guide*.

Trees ashabitats*

Ants on atwig* Insects

C--9 map.CATio's who in

hibernation

artistry*

PhysicalAdaptations CAni..nat yens

( Hot to cold

Eirn like a )because

LEGEND

____ _

The fallen loglf)

(Gulls galore )

AquaticWildlife/

(Riparianretreat*

Mystery tracks

Keepingtrack

ExistingCurriculum Materials

Leader Developed

CDLearner Developed

Tracks and Trackin

(Track sheets)

Watercanaries*

)

(Wildlife is .) Sdhddl yard)everywhere*safan*

Gcavengtrer hun y L a stream*)(Z.-etc,Microek Rde playing*)

( Can Dot* ) Winter Wildlife (- wnal Poietr;*)

animals &Plants.

snow

Small animalsearch

BEST COPY AVPLABLE.

Adlla in winter)

132

132INTEGRATING ENVIRONMENTAL EDUCATION AND SCIENCE

TABLE 2Winter Aninzals Suggested Activities

Migration

Existing: Migration Barriers (Project WILD); Migra-tion Headache (Aquatic Project WILD)

Teacher Developed: Investigate migration of monarchbutterflies; Where in the World are Ohio's Ani-mals in Winter (project); read "Do We Have asMuch Sense" (extensions); Biologist's Journal(write journal as if following a migrating animal).

Hibernation

Existing: Animal Anti-freeze (OBIS)Teacher Developed: The Truth About Groundhogs

(project ); Who's Who in Ohio Hibernation (project)

Physical Adaptations

Existing: Invent an Animal (OBIS); AdaptationArtistry (Project WILD)

Teacher Developed: Hot to Cold (propose adaptationsfor desert animal evolving to cold climate); I'mlike a because...(choose an animal andexplain in writing how your winter adaptationsare the same and different); Animal Venns (com-pare winter adaptations for two f.,71.imals)

Tracks and Tracking

Existing: Scent Track (OBIS); Tracks; Habitracks(Project WILD)

Teacher Developed: Reading Tracks (cards givestudents a "track task" to do in unbroken snowhop on one foot; other students try to figure out);Keeping Track (select site and observe tracks overtime); Mystery Tracks (decipher story depicted bytracks); Track Sheets ;data sheets for observingtracks)

Winter Wildlife

Existing: School Yard Safari; A Field, a Fr st and aStream (Project Learning Tree); Wildlife is Every-

where; Microtrek Scavenger Hunt; Animal Poetry;Wild Words; Can Do! (Project WILD); Role Playing(Sharing Nature); Camera (Sharing Joy of Na-ture)

Teacher Developed: Small Animal Search (data sheet);read "Wildlife in Winter" (questions); Plants,Animals and Snow (task cards)

Aquatic Wildlife

Existing: Riparian Retreat; Water Canaries (AquaticProject WILD)

Insects

Existing: Fallen Log (Project Learning Tree); Ants ona Twig (Project WILD)

Teacher Developed: Soil Sleuth (bring in "frozen" soiland observe); Galls Galore (investigation)

HabitatExisting: Acorns (OBIS); Trees as Habitats; Did You

Ever Eat a Pine Cone (Project Learning Tree);Everybody Needs a Home; My Kingdom for aShelter; Oh, Deed; The Thicket Game; QuickFrozen Critters (Project WILD)

Teacher Developed: To Do or Not To Do (debate therole of humans in feeding animals during winter);Highs and Lows (find warm home by takingtemperature; data sheet); What's for Lunch(investigate animal eating habits); Home Shop-ping Guide (write ads telling features of differentanimal homes)

Birds

Existing: Birdfeeder (OBIS); Bird Song Survey(Project WILD)

Teacher Developed: Abandoned Nest (find and iden-tify bird nests; map locations; observe site inspring for birds); Recycling Feeds Birds (use"trash" to make feeders); design investigation onbird food and feeding habits

I \mw:Nn r Et. A.1.0 S( IF ":(1. 1 3 133

4=MaalllMibL.

REFERENCES AND APPENDICES

134

REFERENCES

Airasian, P.W. (1994). Classroom assess-ment. New York: McGraw-Hill.

American Forest Foundation. (1993).Project learning tree. Washington,DC: Author.

Brooks, J.G & Brooks, M.G. (1993). Thecase for construct ivist classroom.Alexandria, VA: Association forSupervision and Curriculum Develop-ment.

Eggen, P., & Kauchak, D. (1994). Educa-tional psychology: Classroom connec-tions. New Yo. A: Merrill.

Gardner, H. (1983). Frames of mind: Thetheory of multiple intelligences. NewYork: Basic Books.

Johnson, D.W., & Johnson, R.T. (1991).Learning together and alone. Boston:Allyn and Bacon.

Johnson, D., & Johnson, R. (1985).Motivational processes in cooperative,competitive, and individualisticlearning situations. In C. Ames & R.Ames (Eds.), Research on motivationin education. Vol. 2: The classroommilieu (pp. 249-286). New York:Academic Press.

Lorshach, A., & Tobin, K. ( 1992).

Constructivism as a referent forscience teaching. NARST ResearchMattersTo the Science Teacher.30(September).

Lowery, L.F. (Winter, 1993-94). Changingthe metaphor. FOSS Newsletter, pp.8-10.

Ohio State Board of Education. (1994).Model competency-based scienceprogram. Columbus OH.

Roth, C.E. 1992). Environmentalliteracy: Its roots, evaluation anddirection in the 90's. Columbus, OH:ERIC Clearinghouse for Science,Mathematics and EnvironmentalEducation.

Rutherfbrd, F.J., & Ahlgren, A. (1990).Science for all Americans. New York:Oxford University Press.

Willis. S. ( NovenTher, 1993). Teachingyoung children: Educators seekdevelopmental appropriateness.Curriculum Update. Alexandria VA:Association for Supervision andCurriculum Development.

Woolfblk, A. E. (1993). EducationalPsychology. Boston: Allyn & Bacon.

I till cf,11,,!, ANL) tic;EN1. 1:IT

13

APPENDIX A

Ohio's Model Competency-Based Science Program

Key Components

The following outline briefly identi-fies and explains the key components ofthe model science program. Each sectioncorresponds to Figure 1 ( p. 8) of thescience model and illustrates the relation-ship among the components.

I. pirit and Intent (Philosophy)

1. Science is for all students.

2. Science content must activelyengage learners.

3. Science programs should bearticulated, preK-12, by means oforganizing concepts.

4, Science content should begrounded in and connect the threedomains of science physical. living,and earth/space systems.

5. Science programs must adequatelyreflect all four strands of the ModelScientific Inquiry, Scientific Knowl-edge, Conditions for Learning Science.and Applications for Science Learning.

6. Science instructional and perfor-mance objectives should emphasizehigher order thinking skills andcomplex performances.

E... Y:!1 !,

13G

II. Fire Goals ((oals)

1. The Nature of Science.enable students to understaad andengage in scientific inquiry; to developpositive attitudes toward the scientificenterprise; and to make decisions thatare evidence-based and reflect athorough understanding of' the interre-lationships among science, technology,and society.

2. The Physical Setting. To enablestudents to describe the relationshipbetween the physical universe and theliving envi-onment, and to reflectupon and be ahle to apply the prin-ciples on which the physical universeseems to run.

3. The Living Environment. Toenable students to describe the rela-tionship between the structure andfunctions of organisms. to assess howorganisms interact with one anotherand the physical setting, and to makedecisions that ensure a sustainableenvironment.

4. Soeietal Perspectives. Toenable students to analyze the interac-tions of science, technology andsociety, in the past. present andfuture.

5. Thematic Ideas. To enablestudents to use major scientific ideasto explore phenomena, infi)rin theirdecisions, resolve issues, and solveproblems; !Ind to explain bow thingswork.

ow( ),-; monyLcompETEN(17316,7.;), scILV /wry ;LIA/ Kn" ( 7,SM IVEA"1.Isemamilmlis

III. Five Themes (Organizing('oncepts)

1. Systemsany collection of thingsthat have some influence on oneanother and appear to const;tute aunified whole.

2. Modelsa simplified imitation ofsomething that helps people under-stand it bet

3. Constancyways in whichsystems do not change.

4. Patterns of Changechanges insystems that are steady trends, occurin cycles, or are irregular.

5. Scale & Complexityranges inmagnitude in the universe and therelationship between magnitude ofscale and levels of complexity.

IV. Four Strands (InstructionalObjective Components)

1. Scientific Inquirythe desiredt:3chnical skills and abilities;

2. Scientific Knowledgethe bigideas of science to be studied;

3. Conditions for Learning Sci-encethe strategies and activities forlearning; and

4. Applications for ScienceLearningideas for how learnersmay use their learning.

V. Performance Objectives

1. Based on instructional objectives

2. Essential knowledge and skillsexpected of learners

11. EDIVATINN ANI) SCIFNCF.

13

A101)EL '0.11.1'ETEMT .`q'IEN('E PRO( ;R. Of KEY ( 'e).tThinigiMODEL COMPETENCY-BASED SCIENCE PROGRAM

ScientificInquiry

Philosophy

Goals

Scope and Sequence(Units of study)

Illustrative Instructional Objective ComponentsCutting Across All Science Content Domains

(Science in Living, Earth/Space, and Physical Systems)

ScientificKnowledge

Condi donsfor Learning

Science

Applicationsfor ScienceLearning

Illustrative Performance Objectives

Figure 1. The diagram above is provided to communicate the structure and relationship ofcomponents of a local science curriculum based on Ohio's Model Competency-BasedScience Program. It illustrates that the program begins with a Science Program Phi-losophy which is elaborated in the Science Program Goals. To achieve these goals, ascope and sequence framework of instructional units is designed. Units representing thethree domains of science are organized on this framework and are enriched by blendingcomponents from the four instructional strands into instructional objectives. Finally,performance objectives are constructed from these instructional objectives.

I ENvn, MENTAL Eii CATI; 111

APPENDIX B

Guidelines for EnvironmentalEducation Activities

Developed by

ENVIRONMENTAL EDUCATIONCOUNCIL OF OHIO

(Formerly Ohio Conservation andOutdoor Education Association)

The EECO Board of Directors be-lieves that the following guidelines repre-sent sound environmental education andthat they apply to all EECO activities.The guidelines are grouped under threebroad headings: 11 what is learned(content), 2) how it is learned (instruc-tional processes), and 3) professionaldevelopment.

1. What Is Learned (Content)

The guidelines for content address "whatis learned" by learners, how it is organizedand how it relates to learners. Contentincludes the knowledge, skills, attitudesand behaviors that are the subject matterof EECO's programs, products and ser-vices. Content should:

a. clearly show connections to theenvironment and/or environmentalconcerns.b. include a balanced emphasis thatincludes all domains of learning.

Knowledge emphasizes conceptualunderstanding.

Skills include a full range of pro-cesses, higher level thinking andcommunication skills which encouragelifelong learning.

E 'A1'h r: I) St'll.',;(1.

13)

Attitudes and values involve analy-sis and clarification of individual andgroup attitudes and values ratherthan the acceptance of a particular setof attitudes and values.

Behavior refers to individual andcollective actions that contribute tohealthy and sustainable living in ourglobal community, linking today'sactions with future consequences. Itincludes an emphasis on the strategiesthat lead to responsible behavior andglobal stewardship.

c. emphasize an integrated thematicapproach (interdisciplinary ortransdisciplinary) where ideas areexpressed through unifying themesand big ideas (holistic) rather thanisolated parts (piecemeal).

d. relate learning to real worldcontexts, emphasizing personalrelevancy and societal issues.

e. provide information that is accu-rate and that considers and valuesdiffering points of view.

2. How It Is Learned (InstructionalProcesses)

Learning is a lifelong process. The guide-lines for instruction address how learnerslearn content, the role of learners andleaders of learners (educators), methods of'instruction, and individual needs inlearning. These guidelines need to beconsidered for all instructional strategies

(il'llinLvE,s; Rd? oNMENTAL EDI vATIoN .1( 'T11777Enommer.4rN

and in all learning environments. Instruc-tion should:

a. be based upon constructivisttheory which recognizes that learnersbuild upon prior knowledge, experi-ence, and predispositions and thatlearners construct knowledge andmake meaning (build theories)through investigations, discussions,applications and other modes of activelearning.

ft emphasize open-ended inquiry andexperiential learning through anexciting hands-on, minds-on approachwhich includes physical involvementas well as problem solving, decisionmaking, reasoning and creativethinking.

c. promote learner-centered learningwhere the learner is involved in allphases of learning from planning toassessment and the leader of learnersacts as a facilitator, coach, and mentor.

d. include authentic assessmentwhich focuses on learning outcomes.

e. encourage the use of cooperativeand collaborative learning.

fi involve a mixture of whole group,small group and individual learning.

g. encourage multi-age teaching andlearning,

h. include a variety of instructionalstrategies.

I. occur in a variety of learningsettings.

j. meet the diverse needs of indi-vidual learners and leaders of learnerstaking into account multiple intelli-gences, different learning styles anddevelopmental needs of the wholeperson (social, emotional, physical,mental, intellectual, aesthetic andspiritual).

k. encourage creative expression ofpersonal connections to the environ-ment.

3. Professional Development

The guidelines for professional develop-ment address the fact that becoming aneffective lN:der of learners is a processthat extrnds over a career and even alifetime. We grow individually andpersonally as we develop our own abilitiesand we grow with our field as our ideasabout what constitutes effective teachingand learning evolve. Therefore, profes-sional development should:

a. model the best of what we cur-rently know about teaching andlearning as described by the guide-lines.

b. address the need for differentlevels and types of professional devel-opment opportunities to meet thedifferent needs and abilities of indi-viduals.

c. encourage short term as well ascomprehensive, long-range effortswhich include follow-up activities.

d. be planned and carried out be-cause of individual initiatives.

l;;TF., .1; ENVIR( PNNIFN [11. lioi ( \Tit )N .1N1) S( IENCE

HELPFUL LISTS. SAMPLES AND TIPS

APPENDIX C-1

Learning Skills

The following lists are provided toillustrate the wide range of skills whichindividuals need as lifelong learners andare able to develop as a result of welldesigned learning episodes.

Science Process Skills

ObservingClassifyingUsing space/time relationshipsUsing numbersCommunicatingMeasuringPredictingInferringFormulating hypothesesControlling variablesExperimentingDefining operationallyFormulating modelsInterpreting data

Critical Thinking Skills

ObservingComparing and contrastingClassifying and categorizingSequencing/orderingDistinguishing fact/opinionDistinguishing relevant/irrelevantDetermining relial "unreliableQuestioningInferring cause/effectIdentifying assumptions/ambiguous

claimsRecognizing bias/points of viewReasoning inductively/deductively

Problem Solving Skills

Identify and define the problemGather information and dataOrganize and analyze information and

dataIdentify possible solutionsAnalyze pros/cons of eachChoose solution and develop planImplementEvaluate and revise

Decision Making Skills

Define the goalIdentify alternativesAnalyze positive and negative conse-

quencesRank alternativesEvaluate the highest ranked alterna-

tivesAct on the "best" alternative( s)

Communication Shills

ListeningSpeakingWritingDiscussingDramatizingDrawing and symbolizingReadingNonverbal

Research Skills

Conducting surveys, interviews, ques-tionnaires

Searching databases, card catalogs, etc.Using primary and secondary source

documentsUsing reference books and materials

EsvIsuNMin EDO ATI(

IIEL1F(7. S.1.1IPLESimmemiNomm

Psychomotor SkillsManipulating materials and equipmentUsing fine/large motor skills

Mathematical SkillsComputingEstimatingGraphing/Projecting trendsProblem solvingDetermining probabilityAnalyzing data

Interpersonal Relations SkillsCooperatingBuilding consensusDeveloping group process skillsImproving leadership skills

Adapted from:

Ohio Department of Education. (1985).Energy and Resource Conservation.Columbus, OH.

Ew %NJ) ,;(

HELPFUL LISTS. SAMPLES AND TIPSmown

APPENDIX C-2

Science and Environmental Education Themes Summary Chart

EarthSystemy

Prolect2061

CaliforniaFramework

BSCS NCISEElementary

NAEP Ohio Model SunshlpEarth

PLT EE LearningExp (PACID)

Organization Patterns

Aesthetics Constancy Stahl lay Cause& Effect

Cause& Effect

Constancy

interaction Patterns ofChange

Patterns ofChange

Change &Conservation

Change Patternsof Change

Patterns ofChange

Change Patterns ofChange

Change

Energy Energy &Matter

EnergyFlow

Scale Scale &Structure

Time &Scale

Scale Scale &Complexity

Structure &Scale

Evciution Evolution Evolution Evolution &Equilionum

Adaptation Adaptation

Scale &Systems

Systems Systems &Interactions

Systems &Interactions

Systems Systems Systems Cycles Systems

Nature ofScience

Probability &Prediction

Structure &Function

Structure &Function

Careers Discontinuous& continuousproperties(Variation)

Diversity &Var lotion

Diversity Diversity Diversity Diversity

Community

Models Models &Theories

Models Models Models

Ht,man:rnpact

Inletrelationships

InfeirelationsMps

Inteldependence

I

1 4 "

IIELPH L 1.1N7\ .1.V1)111.

APPENDIX C-3

'fraditional vs. ConstructivistClassroomThe following summarizes one discussionof the attributes of traditional andconstructivist classrooms. These types ofcomparisons, however, are complicated.

You are encouraged to pursue furtherreadings.

Adapted from:Brooks, J. G., & Brooks, M.G. (1993). The

Case For Constructivist Classrooms.Alexandria, VA: ASCD.

Traditional Classrooms Constructivist Classrooms

Ec

:.,

**4L.cc.,

Presented part to whole; emphasison basic skills

Fixed curriculum

Relies heavily on textbooks andworkbooks

Presented whole to part;emphasis on big concepts and thinkingskills

Responsive to student questions andinterest

Relies heavily on primary sources ofdata and manipulative materials

7..,c =0.) 4c =x -.-x

"Blank slates" onto which inf'orma-tion is etched by the teacher

Works alone

Thinkers with emerging theories aboutthe world

Works in groups

'..E"

t.,

53,cc.,

:..4'

Generally behaves in a didacticmanner; disseminates information tostudents

Seeks the correct answer to validatestudent learning

Generally behaves in an interactivemanner; mediates the environment forstudents

Seeks the students' points of view inorder to understand students' presentconceptions for use in subsequentlessons

I-c,..,.r.

.;)

Viewed as separate from teachingand occurs almost entirely throughtesting

Interwoven with teaching and occursthrough teacher observations of stu-dents at .york and through studentexhibition!, and portfolios

14,:tc.\TH)N v.1) SIiF

IIELPFFL LISM ::.01pLEs ANI) 771.:

APPENDIX C-4

Authentic Assessment

The first part of this appendixcontrasts traditional assessment withauthentic assessment. This is followed bya brief overview of the nature of perfor-mance assessment tasks, elements to

consider win: n getting started and types ofstrategies to

* Adapted from materials developed byBrian Tash, Consultant, P.O. Box234027, Leucadia, CA 42023.

1. Comparison Between Thaditional and Authentic Assessment *

Traditional Assessment Authentic Assessment

Based on premise that all childrenlearn at the same rate and develop atthe same time

Allows for individual learning stylesand rates of growth

Skill specific Looks at skills in the context of agreater problem

Leads to drill and practice of lowlevel skills

Promotes higher level thinking skillsand creative strategies for solvingproblems

Promotes memorizing for the test andthen forgettingshort term rotelearning

Promotes understanding of concepts

Generally, one right answer, onecorrect approach

Strategy and approach are as impor-tant as actual solution; allows formultiple approaches and differentreasonable solutions

Leads to "teaching to the test" Promotes creative, developmentallyappropriate instructional practices

Students penalized for being slow Time is not a factor

Teacher is the sole judgeAssessment is generally weekly

Assessment is an on-going part ofeveryday classroom activities; theteacher, peers, and student are allpart of the assessment process

IV. I- ;!;AT1'..; I E;1' -11W, S'

14 `,)

1 19

HP1./717 kl/7.E.s 1%5

II. Characteristics of EnrichedPerformance Assessment Tasks

Grounded in real-world contexts

Deal with "big ideas" and majorconcepts

Broad in scope, integrating severalprinciples and concepts

Blend essential content with essen-tial processes

Present non-routine, open-endedand loosely structured problemsrequiring students to define problemand develop solution strategy

Encourage group discussion andbrainstorming

Stimulate students to make connec-tions and generalizations

Require students to use a variety ofskills for acquiring information andfor communicating

III. Tips

Develop Clear Goals

For the instruction

For the assessment

Involve students

Expectations communicated prior toactivity

Use a Variety of Assessments

- Diversity of formats

Reflect the complexity of learning

I -1

Develop Method of Scoring

As holistic as possible

Rubrics

Include student self-assessment

IV. Types of Assessment Strategies

Multiple-choice questions

Short answers

Oral responses

Pictorial responses

Performance tasks: analysisapplication

Observational checklist

Interviews

Self-reports

Portfolios

Justified multiple-choice questions

Essay responses

Written responses

Long-term projects

Performance, tasks: practical skills

Poster sessions

Participant observation

Journals

LI; E..;\ NI o ft ii AH.,:..v;11 S. II

HELPFUL LISTS. SAMPLZS AND TIPS

APPENDIX C-5

Cooperative Learning

Although teachers frequently usegroup work in science, particularly in labactivities, those persons whose area ofexpertise is cooperative learning maintainthat group work and cooperative learningare not synonymous. Cooperative learn-ing is more than telling your class, "Getyour desks moved into groups of four."This section provides additional informa-tion about the characteristics of coopera-tive learning and how it differs from othergroup work.

Why Cooperative Learning inScience?

Roger and David Johnson (1991)answer this question by pointing out thata quick look through the table of contentsof scientific journals will illustrate thecooperative nature of most journal ar-ticles. In addition, observation in scienceclasses in which hands-on activities aretaking place will usually reveal studentsworking in pairs or small groups.

Writing in Science for All Americans,Rutherford and Ahlgren (1990:189) intheir discussion of effective teaching andlearning of science, mathematics andtechnology say:

The collaborative nature of scientificand technological work should bestrongly reinforced by frequent groupactivity in the classroom. Scientistsand engineers work mostly in groupsand less often as isolated investiga-tors. Similarly, students should gainexperience sharing responsibility forlearning with each other. In theprocess of coming to common under-standings, students in a group mustfrequently inform each other aboutprocedures and meaning, argue over

findings, and assess how the task isprogressing. In the context of teamresponsibility, feedback and commu-nication become more realistic and ofa character very different from theusual individualistic textbook-homework-recitation approach.

Johnson and Johnson consider theprimary responsibilities of education to belearning and socialization, both of whichare social processes (1987:69). However,Glasser says that, in today's typicalclassroom, students work alone and arefrequently reminded not to talk and tokeep their eyes on their own work(Gough, 1987:659).

Common approaches to instructionare competition, cooperation, and indi-vidual work. Johnson and Johnson(1987:67) contend ". .There is clearevidence that American students seeschool as a competitive experience whereit is vital to be at the top of your class andbeat most of the other students. .."Johnson and Johnson further hypoth-esize, based on their research and that ofother individuals, that if the competitiveand individualistic goal structures of'American education were to be lessdominant and if cooperative learning wereused more widely and more often, stu-dents would learn more science andmathematics, like these subjects to agreater degree than they now do, come tofeel better about themselves as science (ormathematics) students, and come to havea more healthy attitude toward theacceptance of differences in their class-mates (1987:68).

Johnson and Johnson also assertthat the research data on cooperativelearning show that its use leads to stu-dents learning more material, feeling

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14J51

HELPFUL LLSTS..S.A.11PLE:, AVD111'.;

more confident and motivated to learn,exhibiting higher achievement, havinggreater competence in critical thinking,possessing more positive attitudes towardthe subject studied, exhibiting greatercompetence in collaborative activities,having greater psychological health, andaccepting differences among their peers(1984, 1987). They point out that patternsof student interactions in classes and theeffects of these interactions on learningare vastly underestimated as a factor inlearning (1987:46).

Some Characteristics ofCooperative Learning

David and Roger Johnson and RobertE. Slavin have published numerousarticles and books on cooperative learning.The Johnsons (1984) have identified fourbasic elements in cooperative learning: 1)interdependence among students s,,ekingmutual goals through combined efforts; 2)face-to-face interaction among students;3) individual accountability for mastery ofthe material covered; and 4 ) appropriateuse of interpersonal and small-group skillsby students. The Johnsons say thateffective implementation of cooperativelearning involves specifying instructionalobjectives; placing students in appropriatelparni rig groups; explaining to studentsthe academic tasks and cooperativemethods to be used i n achieving thesetasks; monitoring the progress of thegroups and, when necessary, interveningto provide assistance; and evaluatingstudent achievements with student input.

Slavin (1989) cautions that, in recentyears, cooperative learning has beenproposed as a solution to many problemsin education. Slavin thinks that undercertain circumstances, the use of coopera-tive learning can help educators achievemany of their goals. lie points out,however, that all forms of cooperativelearning are not equally effective for all

goals. Because achievement is a fre-quently desired goal. Slavin stresses thattwo conditions must be present if achieve-ment effects are to be produced: 1 I a groupgoal that is important to the group mustbe present; and 2) individual accountabil-ity must be necessarythe success of thegroup must depend on the individuallearning of all group members. If onecondition is present, but not the other, themethod is less effective in Slavin's opinion(1989:31).

Slavin is concerned that teachers donot really understand what is involved incooperative learning. In his opinion,possibilities exist to oversell cooperativelearning as well as to undertrain teachersin its use (1990:3). The Johnsons agreewith Slavin's contention that trainingtakes more than one three-hour inservicelesson. They say that teachers need to usecooperative learning procedures regularlyfor several years to become proficient andthat teachers need to be given classroomassistance as they attempt implementa-tion (1984:4).

To review, cooperative learninginvolves:

positive interdependenceface-to-face interaction among stu-dentsindividual accountability for master-ing the assigned materialappropriate use of interpersonal andsmall-group skills.

Figure 1 provides a comparison ofcooperative learning and small groupactivities. (Adapted from Ellis andWhalen, 1990:15

Sonie Varieties of Cooperative Learning

This appendix is not sufficiently longenough to accommodate detailed discus-sions of the more common varieties ofcooperative learning. Readers who wish to

NIEGRXI !SG EWIIIHNNIEN TA 1. EN It'Ar( N AND SCIENCE

J

HELPFUL LISTS'. SAAIPLES .AND TIPSirrinimemma

FIGuRE 1

Cooperative Groups Small Groups

Positive interdependence.Students sink or swim together.Face-to face verbal communication,

No interdependence. Students workon their own, often or occasionallychecking their answers with otherstudents.

Individual accountability; each pupilmust master the material,

Hitchhiking; some students let othersdo most or all of the work, then copy.

Teachers teach social skills neededfor successful group work.

Social skills are not systematicallytaught.

Teacher monitors students' behavior. Teacher does not directly observestudent behavior, often works with afew students or works on other tasks.

Feedback and discussion of students'behavior are integral parts of endingthe activity before moving on.

No discussion of how well studentsworked together, other than generalcomments such as "Nice job," or"Next time, try to work more quietly."

learn more are advised to consult otherpublications and to conduct their ownsearches of the ERIC database for addi-tional references and information. Thefbllowing briefly describes three strate-gies.

Circles of Learning. In 1 9S4,David and Roger Johnson described theirprocess for cooperative learning. Itsimplementation involves 18 steps: 1)clearly specify instructional objectives; 2)limit group size to no more than six; 3)structure groups for heterogeneity relativeto ability, sex, ethnicity; 4 I arrangegroups in circle to facilitate communica-tions; 51 use instructional material topromote interdependence among students:6) assign roles ,o ensure interdependence;71 explain the academic task; 8) structurepositive goal interdependence; 9) structureindividual accountability for learning so

that all group members must contribute;10) structure inter-group cooperation; 11)explain criteria for success; 121 specifydesired behaviors; 13) monitor students'behavior continually for problems with thetask or with collaborative efforts; 141provide task a sistan('e. 15 I intervene toteach collaborative skills, if necessary; 16)provide closure to lesson with summariesby students and teacher: 17) evaluate thestudents' work; and 18) assess groupfunctioning through ongoing observationduring lessons and discussion of groupprocess after the lesson or units is com-pleted (Johnson et.al., 1984: 26-40).

Jigsaw. This cooperative learningmethod was developed by Aronson (Th(Jigsaw Classroom, 1987) and adapted bySlavin and Kagan. (There are now twoadditional versions: Jigsaw II and igsaw

). In this method, each student in a

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10-1.11.11. I.k-;1S. SAMPLE:, NL) TITS

group is given information or a topic thatcomprises part of the lesson. Each stu-dent in the group focuses on a differentpiece of the lesson. All students need toknow all information to be successful.Students leave their original group andform an "expert group" in which allpersons with the same piece of informa-tion get together, study it, and decide howto teach it to their peers in the originalgroup. After this is accomplished, stu-dents return to their original groups, andeach teaches his/her portion of the lessonto the others in the group. Students workcooperatively in two different groups, theirgroup and the expert group.

Group Investigation. Thismethod, developed by Sharan and others,emphasizes more student choice andcontrol than do other cooperative methods.Students are involved in planning what tostudy and how to investigate.

Cooperative groups are formed onthe basis of common interest in a particu-lar aspect of a geaeral topic. All groupmembers help plan how they will researchthe topic and divide the work amongthemselves. Then each carries out her/hispart of the investigation. The groupsynthesizes and summarizes the work andpr2sents its findings to the class (Sharanand Sharan, 1990:17).

This method is an attempt to com-bine democratic process and academicinquiry. The teacher needs to adopt anindirect style of leadership, acting as aresource person while providing directionand clarification as needed. The teacher'stask is to create a stimulating workenvironment.

Cooperative Learning: BenefitsRevisited

Cooperative learning preparesstudents for today's society. It promotesactive learning students learn morewhen they talk and work together thanwhen they listen passively. It motivates,leads to academic gains, fosters respect fordiversity, and advances language skills(Mergedollar and Packer, 1989). It breaksdown stereotypes and leads to an increasein self-esteem (Uscher, 1986) It buildscooperative skills, such as communica-tions, interaction, cooperative planning,sharing of ideas, and synthesizing ideas( Sharan and Sharan, 1987: 24). It is amethod of promoting academic achieve-ment that is not expensive to implement(Lyman and Foyle, 1988).

Excerpted and adapted from:

Blosser, P.E. (1993. January). Usingcooperative learning in science educa-tion. The Science Outlook (An infor-mational bulletin from ERIC/CSMEE

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IIELPF11 LISTS, S.A !1PLES AND 7'1P5rnwronrumwr

APPENDIX C-6

Variety of 'reaching StrategiesFrom Exposition To Inquiry

A wide variety of teaching strategiesshould be used to meet the diverse learn-ing styles and needs of learners. Theseshould encompass the full range along acontinuum from exposition to inquiry.

Possible Strategies

(loosely organized from exposition toinquity)

ExpositionTextbooks, fiction, non-fiction, ot herprint materials, audio-visuals,lecture, guest speakers, storytelling,dramatization

Computer-assisted instructionDiscussionDemonstrationsDrill and practiceRecitationGuided imagery/simulated field tripsBrainstormingSensory awareness/observation activitiesInvestigations and experiments (hands-on,

minds-on)Directed laboratoryGuided discoveryOpen inquiry

Concept mappingWebbingWriting processGames and simulationsRole playingIndividual/group projects and

performances*Examples: poster, mural, diorama,bulletin board, sculpture, skit,public service announcement,puppet show, bumper sticker.political cartoon, comic strips,parade, exhibit, video, slide show,photo essay, original song or musicalpiece, hyperlearning stack, journal,research report, poetry. newspaperarticle, graph, model, invention.

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Peer teaching/multi-age teachingDebatesSurveys, questionnaires, interviewsCase studiesIssue analysis and investigationMoral dilemmas and value analysisCommunity studiesProblem sol,,ing/decision makingAction projects aimed at problem solving

and citizen participationOpen-ended inquiry

*These should take on many forms which arereflective of multiple intelligences (i.e., musi-cal, bodily-kinesthetic, logical mathematical.linguistic, spatial. interpersonal, intrapersonal)

Helpful Teaching Aids

(The aboce teaching strategies can hegreatly enhanced by the use of a L'ariety ofteaching aids)

AnimalsArtifactsAudio-visualsCostumesEquipmentGamesManipulativeMapsModelsPhotographsPlantsPrint materialPropsSupplies/junkTechnologyTools

I IELPFI 1. LISTS. SAMPLE,' .1.V1)

APPENDIX C-7

Multicultural Education

The purpose of multicultural educa-tion is to enable staff to help all students:

learn basic academic skills as a basisfbr enhancing critical thinking andproblem-solving capabilities

acquire a knowledge of the historicaland social realities of U.S. society inorder to understand racism, sexismand poverty

overcome their fear of differences thatlead to cultural misunderstandingsand intercultural conflicts

function effectively in their own andother cultural situations

value cultural differences amongpeople and to view differences in anegalitarian mode rather than aninferior-superior mode

enhance their self-esteem

understand the multicultural nationand interdependent world in whichthey live

Possible Areas of Focus forMulticultural Education

Awareness (attitudes, beliefs, values)and knowledge building

- Curriculum (infusion of history,culture and perspectives of culturalgroups historically omitted)

Instruction (expanding instructionaldelivery systems to better accommo-date diversity including the use ofTESA, cooperative learning, learning/teaching styles, critical thinking skillsand peer coaching)

* Other elements of school culture

Structured experiences for studentsoutside the school site setting

EN111,1,NMENTAI. ANII SCH. ";c1;

150

APPENDIX C-8

LIST...tiAMPLES 1.17 )AIM=

Teaching Outdcors

Learning in the outdoors will encour-age learners to respect themselves andtheir natural environment. Skills thatpromote these understandings are devel-oped by participating regularly in manyoutdoor activities. Whether learning thesecrets of successful tree planting or theeffects of water quality On organismsfound in a stream, learners can becomemore engaged and successful through theuse of hands-on experiences in the out-doors.

Several strategies can make outdoorlearning experiences more rewarding forboth the learner and the leader of theexperience. The following strategies canhelp you as you explore the outdoors withthe learners.

Preparing the Activity

In the beginning, choose the curricu-lum area which is your greateststrength to use as the basis for design-ing outdoor activities.

Use an activity with a high percentageof success for learners. A variety ofanswers, diverse opinions, and differ-ent perspectives will generate apositive attitude.

For the first several times that learn-ers study outdoors, investigations thatare short and focused are very effec-tive.

Use procedures and structures thatlearners are familiar with (recordingdata, grouping, using equipment,reporting, etc.).

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Be familiar with the collection laws inthe area. The Department of NaturalResources or local extension serviceshould have this information.

Plan adequate time including going toand from the outdoor site (even if justoutside of the school building).

Preparing the Learners

Understand that some learners maynot have had outdoor learning oppor-tunities and may be uncomfortable.Some misbehavior may be due to thisdiscomfort.

Give learners advance notice beforegoing outdoors so that they may dressappropriately for that day (comfort-able shoes, rain gear, jackets etc.).

Establish with the learners theobjectives for learning outdoors.

Before going outdoors, help the learn-ers set appropriate guidelines forbehavior.

Select a partner or small group withwhich the learner must stay.

Have learners gather and bring allnecessary equipment.

Set boundaries, time limits, and aplace to meet.

Agree upon a signal to call the groupback together (raising a hand, settingtime limits, clapping several times,making a bird call, etc.).

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Doing the Activity

Introduce your activity and instruc-tions appropriately and carefully.Choose the best spot. (You may be ableto hold learners' attention betterindoors).

Allow learners time to explore theactivity area with their group beforeactually beginning their time in theactivity. This will help ensure that thelearners are focused.

When addressing the whole groupoutside, have them seated comfortably(dry, looking away from sun, not toohot/cold) and speak loudly.

Respond to and encourage learnerenthusiasm and curiosity. Share yourown excitement whenever possible.Enjoy the outdoors with the learners!

Understand that collecting plants oranimals should only be done if neces-sary to observe over long periods oftime.

Model that all organisms are bestobserved in their natural environmentwithout interference from observers.

Following the Activity

Upon returning to the classroom.evaluate together the success of youroutdoor experience. (What worked,what didn't work and why).

Brainstorm and/or initiate extensionsto continue the lesson.

('lean and store the equipment used.

The more time learners spend in outdooractivities, the more appropriate theirresponses will be to the out-of-doors. Startout simple, and take learners outsideregularly. Watch as the learners grow inrespect and understanding of the out-doors.

Adapted from:

Szuhy, D.L., & Barron, P.A. (1982).Teaching outdoors: How to getstarted. Ohio Woodlands, (winter), 44-45.

American Forest Foundation. (1993 ).Project learning tree. Washington,DC.

HELPFUL, LISTS. SAMPLES AND TIPS

APPENDIX C-9

Variety of LearningEnvironments

Learning can occur anywhere.Leaders and learners can benefit greatlyfrom the rich opportunities provided bydifferent learning environments. Thefollowing lists environments that havebeen used successfully.

Inside the Classroom

Learning centersListening centersReading areasTouchy-feely tableStream tableSand tableAnimal/plant areaComputer station

Inside the School Building

Other classrooms/officesKitchen/cafeteriaMaintenanceWater systemEnergy systemComputer lab

Outside the School Building

Play groundOutside of building (wall, roof)Sidewalks and paved areasGreen spaceLand lalmratury/school b)rest

Outdoor Learning Sites

ParksForestsLakes, streams, ponds, wetlandsWildlife areasNatural areas or preservesArboretumsGardens/nurseriesVacant lotsNeighborhoodsAgricultural landsCaves/caverns

Field Thp Sites, Tours, and CommunityResources

ZoosMuseumsNature centersHistorical sitesWater treatment plantsSewage treatment plantsUtility companies/Power plantsIndustriesUniversities/businessesGovernment agenciesLibrariesPublic servicesShopping malls/storesLandfills/recycling centersStrip mines/underground minesReclaimed mine landsLaboratoriesBotanical conservatories

Resident Enrimnniental EducationPmgrains

CampsEE CentersZoosMu scums

7:1'Es

APPENDIX D-1

Curriculum Resources

DELTA SCIENCE MOD('LES

Delta Education, Inc., P.O. Box 3000,Nashua, NH 03061-3000.

Delta Science Modules offer a means toaccomplish problem-solving goals. In-struction proceeds with children manipu-lating materials designed to bring outprocess skills. The modules are clusteredaround the content areas of life, earth andphysical science. Each module is a self-contained unit of work and includeshands-on materials, a teacher's guide anda storage system. Most activities aredesigned to be one class period. Thelesson plans for that activity are usuallyone page in length. Units culminate inapplication and evaluation sessions. Deltaprovides experiences for developinginquiry skills, positive science attitudes,and understanding of science concepts.

ECO-NETInstitute for Global Communications, 18

DeB(mm Street, San Francisco, CA94107.

ECO-NET provides an inexpensive way toaccess the Inter Net as well as accessliterally thousands of resources andelectronic mail. Special conferences arcavailable on a huge array of environmen-tal issues in addition to environmentaleducation and other topics of interest toboth students and educators. Curriculumsupport materials as well as up-to-theminute inflomation are available. Re-quires a computer and modem. A cost isinvolved for the monthly rate plus connecttime charges fiir prime-time use.

15G

ERIC i('SMEE, EnuironmentalEducation Actirities Books

ERIC/CSMEE, The Ohio State University,1929 Kenny Rd., Columbus. OH43210.

The ERIC books provide suggestions forintegrating environmental concepts intoall subject areas. Each activity is classi-fied according to appropriate grade level(K-12), subject area, and basic concept.The first three volumes contain activitieson a variety of topics while later publica-tions focus on a single topic (e.g., land use,wildlife, population, energy, urban setting,recycling, values, using local communities,basic skills, natural resource manage-ment, global education, hazardous andtoxic materials, science/society/technology,teaching critical thinking, water, environ-mental mathematics). In addition, ERIChas many other publications of interest toeducators.

GEMS (Great Explorations in Mathand Science)

Lawrence Hall of Science, University ofCalifornia, Berkeley, CA 94720.

GEMS consists of a series of teacher'sguides designed for various grade levels.Each booklet focuses on a different topic(e.g., Acid Rain, Animals in Action, Earth-worms, River Cutters, Fish Habitats,Global Warming & the Greenhouse Effect,Earth, Moon & Stars, Animals Move-ments, Buzzing a Hive, Tree Homes, andAnimal Defenses) and includes 2-15 classsessions which can be integrated into thecurriculum or stand on their own. Theprogram emphasizes the integration ofmath and science and the development ofconcepts and process skills.

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1.1:1,1 11:.

morusioNommi

GREEN (Global Rwers EnrironinentalEducation Network)

School of Natural Resources, University ofMichigan, Ann Arbor, MI 48109-1115.

GREEN provides a variety of curriculumrelated resources on water quality. Em-phasizing student participation. GREENalso has assistance for international orcross-cultural projects, computer network-ing and low-cost equipment. Of particularinterest to high school classes is a curricu-lum guide, Investigating Streams andRivers, and a corresponding Field Manualfi-(r Water Quality Monitoring. Thisprogram is widely acclaimed and interna-tional in scope.

11onds-on Inquiry ScienceCurriculum

Improving Urban Elementary ScienceProject Education DevelopmentCenter, 55 Chapel Street, Newton, MA02160.

The EDC INSIGHTS Curriculum consistof 17 modules, each designed to be used atone of 2 grade levels (K-1, 2-3,4-5-6). Themodule topics represent a balance of life,earth. and physical science and a continu-ous growth in experience and understand-ing of 6 major science themes: systems,change, structure and function, diversity.cause and effect, and energy. The IN-SIGHTS modules topics emerge from areview both of children's experiences andinterests and of the basic science phenom-ena and concepts appropriate for each agelevel and are rich in potential for hands-onexploration. Many of the modules containideas from ESS unit*

;1..`;''.- i

Thc Institute 1,1. Earth Educatton

P.O. Box 288, Warrenville, IL 60555.

Based upon the work of Steve Van Matre,Earth Education is the process of helpingpeople build an understanding of, appre-ciation for, and harmony with the earthand its life. Publications and programsinclude Acclimatization (1972 ), Acclima-ti_ag (1974), Sunship Earth (1979),

Earthkeepers (1988), Earth Education: ANew Beginning (1990), Earthwalks andConceptual Encounters I & II.

National Geographic Kids NetworkPri!iect

Technical Education Research Centers,National Geographic Society, Dept.5351, Washington, DC 20036.

The National Geographic Kids NetworkProject is a series of exciting, flexibleelementary science units that featurecooperative experiments in which stu-dents in grades 4-6 share data nationwidethrough the use of telecommunications.Topics will involve the students in issuesof real scientific, social, and geographicsignificance. The Network project com-bines basic content from typical schoolcurricula with guided inquiry learning.Kids Network can he used to supplementtextbooks and existing materials or toform complete, year-long science courses.

RESO 'RCESsomamer

Naturescope

National Wildlife Federation, 1412 Six-teenth St., N.W., Washington, DC20036.

Naturescope is designed to improve theteaching of natural sciences. It includeshands-on activities and worksheets forelementary grades. Each issue focuses ona specific topic (e.g., birds, trees, geology,pollution, rain forests, weather, oceans,mammals, reptiles, arts and crafts,dinosaurs, astronomy, deserts, wetlands,endangered species, and insects).

Oceanic Education Activities for GreatLakes Schools (0EAGLS)

Ohio Sea Grant Education Program, TheOhio State University, 059 RamseyerHall, 29 W. Woodruff Ave., Columbus,OH 43210.

Thirty multidisciplinary classroom activi-ties for grades 5-9 focus on the role of theoceans and the Great Lakes in the lives ofOhioans and address economic, political,social, scientific, and technological issues.Computer programs, primary activitiesand other publications are also available.

On the Trail of Nonpoint SourcePollution 1993)

Two Herons Enironmental Consultingfor the Soil and Water ConservationDistricts of Butler, Clermont,Hamilton and Warren counties inOhio.

This curriculum booklet provides a widevariety of activities aimed at grades K-6and geared toward understandingnonpoint source water pollution, itssources, and ways to prevent its occur-rence. Background information is providedas well as cross referencing by grade leveland subject. Approximate cost $10through Clermont Soil and Water Conser-

vation District, 2400 Clermont CenterDrive Suite 101, Batavia, OH 45103,(513) 732-7645.

Outdoor Biology InstructionalStrategies (OBIS)

Delta Education, Inc., Box M, Nashua, NH03061-6102.

This program, designed for youngstersages 10-15, promotes the understanding ofecological relationships through hands-onactivities which emphasize the managedenvironment. Activities are packaged intotopical sets of folios (e.g., animal behavior,backyard, forest, ponds & lakes, schoolyard, streams & rivers, winter), or as acomplete library set.

Portapark

Ohio Department of Natural Resources,Division of Parks and Recreation,Fountain Square, Bldg C-3, Columbus,OH 43224.

The Portapark is designed to increaseawareness of Ohio State Parks through 38activities that focus on plant and animallife, park environment, litter awareness,and games and activities. These easy touse ideas require few if any special envi-ronments.

Project AIMS (Activities to IntegrateMathematics and Science)

Fresno Pacific College, 1717 South Chest-nut Ave., Fresno, CA 93702.

Project AIMS provides a series of topicalactivity books (grades K-9) which focus onthe integration of mathematics andscience (e.g., Critters, Down to Earth,Finding Your Bearings, Our WonderfulWorld, Overhead and Underfoot, Poppingwith Power, Primarily Plants, SeasoningMath & Science, Water Precious Water).

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RESOI'RCESNwNimonrmw

Each volume consists of two components:a teacher's manual with all the necessaryinformation about the investigations andhow to prepare them; and a studentmanual with all the recording sheets anddi rections.

Pri!jec: Learning Pee 119931

American Forest Foundation, 1111 19thSt., N.W., Suite 780, Washington, DC20036.

PLT is a multidisciplinary set of environ-mental education activities designed tohelp elementary and secondary studentsbetter understand the forest communityand its relationship to other environmentsand the day-to-day lives of people. Thematerials are currently only available toindividuals who attend a six hour PLTworkshop. In Ohio contact the Division ofForestry, Ohio Department of NaturalResources, 1855 Fountain Square Court H-1, Columbus, OH 43224-1327.

Prgject WET (Water Education / iiThachers) 1994)

201 Culbertson Hall, Montana StateUniversity, Bozeman, MT 59717.

Project WET is a national program de-signed to teach about water issues. Thecore of the program is a K-12 curriculumand activity guide containing approxi-mately 100 multidisciplinary activities.This is available through inservice work-shops. In addition, a variety of supple-mentary resources are being developed tocomplement and extend the guide includ-ing modules (e.g., wetlands, watersheds,ground water), demonstration models,children's literature books, and livinghistory materials. All materials reflect abalanced and diverse approach to waterissues, incorporate various culturalperspectives and accommodate manylearning styles. In Ohio contact the Ohio

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1 6

Water Education Program, c o Division ofSoil and Water Conservation, Ohio Depart-ment of Natural Resources, 1939 Fountaina-mare Court E-2, Columbus, OH 43224-1336.

Project WILD ( 1992)

5430 Grosvenor Lane, Bethesda, MD20814.

Project WILD is an interdisciplinary,supplemcntary environmental and conser-vation education program for educators ofkindergarten through high school ageyouth which prepares students to makeresponsible decisions about wildlife andthe environment. It includes a widevariety of instructional strategies whichcan be incorporated into different subjects.Aquatic Project WILD (1987) focuses onmarine and aquatic education. It includesadditional WILD activities as well asadaptations of activities from the originalelementary and secondary WILD guides.These materials are only availablethrough a six hour workshop. In Ohiocontact the Division of Wildlife, OhioDepartment of Natural Resources, 1840Belcher Drive G-1, Columbus, OH 43224-.1329.

The Ricers Curriculum

Southern Illinois University atEdwardsville, Box 2222, Edwardsville,IL 62026-2222.

The Rivers Curriculum was written byteachers and designed around six contentunits for high school students. Each unitis organized around field trips to the riverand include curriculum for chemistry,biology, earth science, mathematics,geography, and language arts.

RES( )1 In 'EN

Sharing Nuture with Children (1979)and Sharing the Joy of Nature (1989)

Joseph Bharat Cornell, Ananda Publica-tion, 900 Allegheny Star Rd., NevadaCity, CA 95959.

These boilks offer a collection of gamesand activities to teach children aboutnature and to involve them in nature. Foreach activity, a chart indicates the basicmood of the game, concepts taught,setting, number of players, appropriateage, and any special materials, that areneeded. The second hook also presents asystem of learning involving four stagesthat flow from one to the other.

Super Sucer Incest igators ( 1988) andIncestigating Solid Waste Issiws (1994)

Ohio Department of Natural Resources,Division of Recycling and LitterPrevention, 1889 Fountain SquareCourt F-2, Columbus, OH 43224-1331.

These two comprehensive environmentalactivity books contain hands-on learningactivities for grades K-8 and 7-12 respec-tively. They offer diverse interdisciplinaryideas to teach about solid waste issues,recycling, natural resources and environ-mental protection. These materials areavailable to Ohioans free of chargethrough a workshop.

kil;

WOW!: The Wonders ofiVetlands,(1991).

Environmental Concern Inc., P.O. Box P.,St. Michaels, MD 21663, (410) 745-9620.

This educator's guide provides a range ofactivities labeled from grades K-12,though most of them can be adapted forseveral grade levels. WOW! is designed sothat lessons may be used individually oras an entire unit with much potentia ,rintegration with social studies, language,mathematics and other disciplines.

Zero Population Growth

1400 16th Street, N.W., Suite 320, Wash-ington, D.C. 20036.

ZPG provides a wide variety of populationeducation resource materials includingnewsletters, fact sheets, publications,curricula and videos. Teaching materialsare cross-disciplinary, emphasize hands-onlearning, and may be used alone or as partof a larger population unit. These includeFor Earth's Sake (6-10), USA By Num-bers (9-124- ), EdVentures in PopulationEducation (4-12), Global 2000 CountdownKit (9-12), and Elementary PopulationActivities Kit (K-6). Information and dataare also available through PopulationReference Bureau, Inc., 777 14th St.,N.W., Suite 800, Washington DC 20005.

(,5ArIN6 EIW( ill N AND ,`.-3( a NI

APPENDIX D-2

---

RESOURCES

Teaching and LearningResources

American Association for the Advance-ment of Science. (1993). Benchmarksfor science literacy. Washington, DC:Author.

American Association for the Advance-ment of Science. (1993). Project 2061:Science for all Americans. Washing-ton, DC: Author.

Brooks, J.G., & Brooks, M.G. (1993). Thecase for constructivist classrooms.Alexandria, VA: Association forSupervision and Curriculum Develop-ment.

Chaill*, C., & Britain, L. 1991 ). Theyoung child as scientist: A construc-tive approach to early childhoodscience education. New York:HarperCollins.

Ellison, L. (1992). Using multiple intelli-gences to set goals. EducationalLeadership, 50(2) 69-72.

Hassard, J. (1990). Science experiences:Cooperative learning and the teachingof science. Menlo Park, CA. Addison-Wesley.

Hazen, R.M., & Trefil, J. (1990). Sciencematters. New York: Bantam,Doubleday, Dell.

Herman, J.L., Aschhacher, P.R., & Win-ters, L. (1992). Apractical guide toalternative assessment. Alexandria,VA: Association for Supervision andCurriculum Development.

Johnson, D.W. et al. (1984). Circles of'learning, cooperation in the classroom.Alexandria, VA: Association forSupervision and Curriculum Develop-ment.

Johnson, D.W, & Johnson, R.T. (1991,April). What cooperative learning hasto offer the gifted. Cooperative learn-jag, 11(3), 24-27.

E.S., & Merritt, E. (1994 ). Envi-ronmental education as a model forconstructivist teaching. Journal ofEnvironmental Education. 25(3) 14-21.

Kulm, G., & Malcom, S.M. (Eds.), ( 1991).Science assessment in service ofreform. Washington, DC: AmericanAssociation for the Advancement ofScience.

Lawson, A.E., Abraham, R., & Renner.J.W. (1989). A Theory of Instruction:Using the learning cycle to teachscience concepts and thinking skills.National Association for Research inScience Teaching.

Lazear, D. (1994 ). Seven pathways tolearning. Zephyr Press, P.O. Box66006, Tuscon, AZ 85728-6006.

Lyman, L., & Foyle, H.C. (1988). Coop-erative yarning strategies and chil-dren. (ERIC Document ReproductionService No. ED 306 003 ).

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Marzano, R.J., Pickering, D., & Mc Tighe,J. (1993). Assessing student out-comes. Alexandria, VA: Associationfor Supervision and CurriculumDevelopment.

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61-; I NTEG RATING EN IltuNMENTAL Eel 'CATION AS I) ScIENCE

16 '

APPENDIX EMMININNUNIIIIM1101111111M1

Overview of Episodes

Title Length Grade Level Range Main Focus EnvironmentalIssue

PredominantSite

P

-Co.0

63coi

Ecti

-r-

o -g0 -g

Birds in the School Yard x x x animals (birds) none x

Day at the Creek x x x x x stream ecosystem water quality x

Environmental Youth Congress x x x x general multiple

Everybody Needs a Home x x habitat none

Habitat High-Low x x habitat none x

Handful of Mud X x x soil soil erosion x

Investigating Browning Evergreens x x plantschemistry

pollution x

Land Resources x x x general land usesolid waste

x

Let's Try Our Own Biosphere II x x x interrelationships futurism x

inNot Our School Yard x X x x solid wasterecycling

x

Observing Birds in TheirHabitats

x x x x x animals (birds) none x

Partnering for ElementaryEnvironmental Science

x x x geology land useminingsolid waste

x

Rescuing the Rain Forest x x rain forests biodiversity x

Resident EnvironmentalEducation Experiences

x X x x general multiple x

Shopping Arour.d a Mall forEnvironmental Activities

x x x x general land use x

Taking Action ThroughRecycling

x x x general recycling x

Ups and Downs of EarthChanges

x x x x ecosystems impact onecosystem

X

Urban Playground Investigation x x gereral land use x

Water, Water Everywhere x x x x water water quality x

Wetlands and Waste Water x X x x wetlands watertreatment

x

What Can You Learn About aLeaf'?

x x trees none

What to do with Millions ofGallons of Water in a Coal Mine

x x x ecologychemistry

water quality x

What's Going on with theWeather? Global ClimateChange

x X x x general globalwarming

x

Your City is Full of Rocks x X X x x geology none x

INTEGRATING ENVIRONMENTAL EDUCATION AND SCIENCE

6 3167

APPENDIX F

Linkages to Ninth Grade Suggested Learning Episodes for 9thGrade Science OutcomesProficiency Test Outcomes

rrhe Learning Episodes in thisdocument were not specifically written toachieve proficiency test outcomes, but theycan still contribute to building the founda-tion of experiences that will most likely

lead to a high degree of success on theninth grade proficiency test.

Because it is the intent that studentsare proficient in the outcomes before

entering the ninth grade, only learningepisodes that are adaptable for grades 1-8

have been included. Additionally, manyepisodes that are not listed could be alteredslightly to address the outcomes.

The science portion of the ninth-grade proficiency test emphasizes both

content and process. Items developed for

the test from the outcomes will emphasizethe following three levels of scienceprocesses:

Acquiring Scientific Knowledgeobserving, collecting, and organizingdata; measuring, reading graphsand charts; and classifying.

Processing Scientific Knowledgeinterpreting, inferring, analyzing,and recognizing patterns and trendsin data; manipulating variables.

Extending Scientific Knowledgedeveloping models, making conclu-sions, asking evaluating questions,making predictions.

The outcomes which follow representthe content for the science portion of theninth-grade test. The proposed learningoutcomes are numbered. The informationprovided within the parentheses describesthe outcomes in non-science terms.

The learner will:

1. Devise a classification system for a setof objects or a group of organisms.(Use common characteristics to groupitems)

Not in Our School YardWhat Can You Learn About aLeaf?

2. Distinguish between observation andinference given a representation of ascientific situation. (Tell the differencebetween facts and assumptions)

Birds in the School YardWhat to do with Millions ofGallons of Water in a Coal MineWhat's Going on with theWeather? Global Climate Change

3. Identify and apply science safetyprocedures. (Identify the safetyprecautions needed when doing anexperiment)

All Learning Episodes

4. Demonstrate an understanding of theuse of measuring devices and reportdata in appropriate units. (Chooseinstrument to make a certainmeasurement)

Day at the CreekResident EnvironmentalEducation ExperiencesWhat Can You Learn About aLeaf?

an

5. Describe the results of earth-changingprocesses. (Describe changes takingplace in the earth's surface)

Day at the CreekHandful of MudUps and Downs of Earth ChangesYour City is Full of Rocks

168I NTEG RATING E NVI RON M HTAL EDUCATION AND SCIENCE

164

LiNk.1(;/..... 1.1 NINTH GRADE PROFMENCY

6. Apply concepts of the earth's rotatior,tilt and revolution to anunderstanding of time and season.(Explain how seasons change)

None

7. Describe interactions of matter andenergy throughout the lithosphere,hydrosphere, and atmosphere.(Explain materials cycle:, [water,carbon, nitrogen], currents, andweather on the land, in the water, andin the air)

Day at the CreekLand ResourcesLet's Try Our Own Biosphere IIResident EnvironmentalEducation ExperiencesUps and Downs of E. ( ChangesWater, Water EverywhereWetlands and Waste WaterWhat's Going on With theWeather?

8. Apply the use of simple machines topractical situations. (Describe how alever or pulley can make a task easier)

None

9. Apply the concept of force and mass topredict the motion of objects. (Describethe motion of a thrown ball)

None

11. Apply concepts of sound and lightwaves to everyday situations.(Describe how light and sound travelthrough different materials)

Shopping Around a Mall forEnvironmental ActivitiesWhat's Going on With theWeather?

12. Describe chemical and/or physicalinteractions of matter. (Describe howa cube of sugar dissolves in water, howmetals rust, and how things burn)

Inve;tigating BrowningEvergreensLand ResourcesLet's Try Our Own Biosphere IIPartnering for Elementary Envi-ronmental ScienceUps and Downs of Earth ChangesUrban Playground InvestigationWater, Water EverywhereWetlands and Waste WaterWhat to do with Millions of'Gallons of Water in a Coal MineWhat's Going on With theWeather?Your City is Full of Rocks

13. Trace the flow of energy and/orinterrelationships 3f-organisms in anecosystem. (Identify the food chain ina lake)

Day at the CreekLand ResourcesLet's Try Our Own Biosphere IIObserving Birds in Their HabitatsRescuing the Rain ForestResident EnvironmentalEducation ExperiencesUps and Downs of' Earth ChangesUrban Playground InvestigationWater, Water EverywhereWetlands and Waste WaterWhat to do with Millions ofGallons of Water in a Coal Mine

10. Apply the concepts of energytransfbrmations in electrical andmechanical systems. (Describithe energy in a flashlight battery istransformed into heat and light)

None

INTEGRATIN6 E.:11 INMEN qv up r 1til( ScIENcE Ibu

LINES( To N/Nru ;RDE PROPICIKAVY TF:001-"TCHAIE.,;masssissmismossmos

14. Compare and contrast thecharacteristics of plants and animals.(Tell how plants and animals are alikeand different)

Everybody Needs a HomeUrban Playground InvestigationWhat Can You Learn About aLeaf?

15. Explain biological diversity in terms ofthe transmission of geneticcharacteristics. (Explain why there aredifferent breeds of dogs or kinds ofplants)

Investigating BrowningEvergreensRescuing the Rain Forest

16. Describe how organisms accomplishbasic life functions at various levels oforganization and structure. (Describea life function like digestion completewith the appropriate anatomy)

Investigating BrowningEvergreensLet's.Try Our Own Biosphere II

17 Describe the ways scientific ideas havechanged using historical contexts.(Describe how explanations of eclipseshave changed over time)

What's Going on With theWeather?

18. Compare renewable and nonrenewableresources and strategies for managingthem. (Compare oil and sunlight assources of energy)

Handful of MudLet's Try Our Own Biosphere IIUps and Downs of Earth ChangesWater, Water EverywhereWhat's Going on With theWeather?

19. Desrribe the relationship betweentechnology and science. (How doscience and inventions affect eachother?)

Let's Try Our Own Biosphere IIPartnering for Elementary Envi-ronmental ScienceShopping Around a Mall forEnvironmental ActivitiesTaking Action Through RecyclingWetlands and Waste WaterWhat to do with Millions ofGallons of Water in a Coal MineWhat's Going on With theWeather?

20. Describe how a given environmentalchange affects an ecosystem.(Describe how a flood or droughtaffects plant and animal life)

Day at the CreekEnvironmental Youth Congress:Solving Environmental ProblemsHabitat High-LowHandful of MudInvestigating BrowningEvergreensLand ResourcesLet's Try Our Own Biosphere IINot in Our School YardRescuing the Rain ForestResident EnvironmentalEducation ExperiencesShopping Around a Mall forEnvironmental ActivitiesTaking Action Through RecyclingUps and Downs of Earth Chanc,-_,sUrban Playground InvestigationWater, Water EverywhereWhat to do with Millions ofGallons of Water in a Coal MineWhat's Going on With theWeather?Your City is Full of Rocks

ReferencesOhio Department of Education, August

1994.

INTI:t;RATr:i ; ENVIRONNIENT.11, EIWCATIuN AND SCIENCE

I 6(;

APPENDIX G

Blank Forms for Models and Webs

INTFAIRMIN1I ENVIppNMENTAL ED( cATioN AND SCIENCE

16 '

pL.INK FoR MODELS .1.Vb t17.;;;<

166; Fvii IENTAL EDCCATIoN AND SciENcE

11!..1NK FOR.11:-; FOR 31.( A.VI) PK

1..c,R.s, I I (; \ 1 I Ei \ j :t

61 7:1

BLANK FOR.11N FOR MODELwwwwimmemmomm

17 1 170 1:NlIF 610E1 N(I IRI. EDI CATI( INI) SCIENCE

COLLABORATING ORGANIZATIONS(continued from inside front cover)

Science and Mathematics Network of CentralOhio

The Network was established in 1992 as acoalition of school districts, businesses and educa-tional support agencies dedicated to improving sci-ence/mathematics/technology education at the el-ementary school level. Its mission is to help elemen-tary-level classroom teachers form collaborativepartnerships with business professionals that focus onhands-on, real-world applications of science andmathematics. The Network currently supportsclassroom-based partnerships between businessprofessionals and elementary teachers which bring areal-world perspective to science and mathematics.The goal of the partnerships is to increase studentand teacher enthusiasm for active science and math-ematics. The Network also provides innovativeprofessional development opportunities in science andmathematics to elementary teachers and their busi-ness partners. For more information contact TheScience and Mathematics Network of Central Ohio,445 King Avenue, Columbus 01-1 43201.

The John T. Huston - Dr. John D. Bruin baughNature Center of Mount Union College

Brumbaugh Nature Center is a research andeducation center for ecology and environmentalscience. The Center was established in 1986 as aresult of a generous gift from Dr. John D. Brumbaughof Akron. The Center's three-fold mission is to pro-vide 1) programs and support for undergraduateteaching and research, including pre-service teachersand students of environmental science; 2) non-tradi-tional educational opportunities for schools, youthorganizations and the general public; and 3) teacherenhancement programs in environmental sciences.For more information contact The John T. Huston -Dr. John D. Brumbaugh Nature Center, Mount UnionCollege, 1972 Clark Avenue, Alliance, OH 44601.

171

American Electric Power and ColumbusSouthern PowerlOhio Power

The AEP Service Corporation is the managementand technology arm of the seven-state AmericanElectric Power System. Columbus Southern Powerand Ohio Power are operating companies serving theAEP system's customers in Ohio. The companies areextensively involved in environmental and energyeducation and partnerships, for which they haveearned national recognition. The companies provideinformation, conduct workshops and tours, and haveemployees serving as tutors and resource specialists.For more information contact Public Affairs Depart-ment, AEPSC, 1 Riverside Plaza, Columbus, OH43215 or Public Affairs Department, CSP/OP, 215 N.Front Street, Columbus, OH 43215.

Partial Funding Provided by:Ohio Environmental Education Fund(OEEF)

The Ohio Environmental Education Fund,a program of the Ohio EPA, was created bystatute in October, 1990 to enhance publicawareness about issues affecting environmentalquality in Ohio. Grants are awarded to educa-tors, organizat qns and others for projects thatwill help Ohic tins understand and solve environ-mental problems in the state. Funded projectsinclude curriculum and activity guide develop-ment, teacher professional development, andenvironmental education seminars for thegeneral public and regulated community. Formore information contact Ohio EnvironmentalEducation Fund, Ohio Environmental ProtectionAgency, 1600 WaterMark Drive, Columbus OH43215-1034.

Published by:

Environmental EducationCouncil of Ohio

397 West Myrtle AvenueNewark, OH 43055

Additional copies are availablefrom:

ERIC Clearinghouse forScience, Mathematics,

and Environmental Education1929 Kenny Road

Columbus, Ohio 43210-1080

172

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