TheEnvirotrmentalEducation

EE Toolbox-Workshop Resource Manual

Martha C. MonroeUniuersity of MichiganAnn Arbor, MI

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This project has been funded by theUnited States Environmental ProtectionAgency under assistance agreement numberEPA-G-NT901935-01 -0 to the Universityof Michigan School of Natural Resourcesand Environment.

DefinirrgEnvirorunentalEducation

John E DisingerOhio State UniuersityColumbus, OH

Env ronmenio Educolion

lNcl

EETNoiono Consodium for

School of Natural Resourcesand Environment

University of MichiganAnn Arbor, Ml 48109-1115

3r3 998-6726

Workshop Resource ManualManaging Ediiors:

Martha C. MonroeDavid Cappaert

Copy Editor:

Nancy A. Osborn

tsBN 1-884782-03-5

The contents of this documentdo not necessarily reflect theviews and policies ol theUnited States EnvironmentalProtection Agency, nor doesmention o, trade names orcommercial products consti-tute endorsement or recom.mendation for use.

O Copyright 1994 by theRegents of the Universityoi Michigan

Educators may photocopythese materials for thenon-commercial purposeof educational advancement.

Printed on paper containing50% total recycled tiber/25%post-consumer fiber usingsoy-based ink.

Designed by Margaret Re

Typeset in Sabon,News Gothic, and FranklinGothic Number 2

Contents

Introduction .........2

TheEssenceofEE. .... 3

ln a Nutshell 3

Environmental Literacy ....... 5

Responsible Environmental Behavior ... 7

TheValueof EE . ..... 8

From the Educational Perspective. . . . . . B

From the Environmental Perspective. . . . 9

From the Classic to the Contemporary 10

TheRootsof EE.....;.. 10

Societal lnfluencesand Trends., . . . . . 11

U

O Current EE Issues in our Schools

Everyone's Concern

Secondary Schools

lssues and Problem-Solving Skills . . . .

Urban lssues

ActivitiesandMasters ....... 15

Resources ....39

72

72

12

t213

13

oo

\-

Introduction

NVIRoNMENTAL EDUCATIoN (EE) offers classroom teachers a rich anddiverse arlray of meaningful activities and opportunities. The rich-ness comes from addressing topics that fall between subject areas(often science and social studies). The meaningfulness results from

addressing events, issues, observations, and phenomenathatare important toyoungsters. Typical activities might include observing the pecking order at abird feeder or mappingwater fromthe river to the kitchen sink and back again.But teachers can also "do EE" when they teach argumentation skills to debatea local land use issue, ask math students to calculate the volume of used diapersin the landfill, or investigate Native American lifestyles through historicalliterature. EE can enhance English, math, or history classes; it can include astudy of pigeons, soil chemistry) or federal legislation. It can happen in the cirythe cemetery, or the circuit court. And it can involve controversial issues.

But EE is not iust a topic; its goals include morethan learning information. EE is driven by a mission: toproduce a concerned citizenry that is intellectually andpsychologically prepared to confront and resolve environ-mental issues.

Most educators decide to teach about the envi-ronment because they understand there are urgent andcritical problems to be solved. Most of these issues are

complex and controversial. Even if an educator wants toconvince students of the "right" answeq EE must maintainafirmcommitment to the process of problem solving andevaluating information from different perspectives. Tohelp resolve environmental problems, particularly thosethatwill challengecitizens 50 years fromnow, people need

a combination of knowledge, attitudes, motivations, skills, and commitment.EE in our schools includes the lessons and exercises that help students gain alloftheseattributes. And as aresult, EEis oftencreditedwith improvingteachers'interest and ability in teaching. EE is sometimes called "good education."

As a teacher educator, you may define EE differently for variousaudiences; this unit will help you. From the environmental perspective, there aresome distinct and valuable contributions that EE can make (see p. 9). Similarly,from the educational viewpoint, there is another set of good reasons for teachersto embrace EE (see p. 8). Because history often makes a good background forexplaining trends and answering questions, this unit briefly reviews the originsof EE (pp. 10-11) and concludes with a few challenges (pp.12-1,3).

Workshop Resaurce Manual

The Essence ofEnvironmental Education

f\r*at rHE r97os, environmental education has been chara cterized as a

\ way of teaching that makes connections between science, technology,

. I economics, policy, people, and the environment. EE is fundamentallyV different from earlier versions of "nafure education" because it

addresses interrelationships between humans and the environment. It also

differs from environmental science-the scientific study of those interrelation-ships-because EE is concerned with values and skills as well as knowledge.

ln a Nutshell

The following points characterize EE as itis practiced in the United States.

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EE inclwd.es a human amponent i.n theexploration of erruironmental problemsand solutions

Environmental solutions are not onlyscientific-they include historical, political,economic, cultural, and many other per-spectives. This also implies that the envi-ronment includes not only pine trees andcoyotes but also buildings, highways, andocean tankers. Activities 2-5 can be used todiscuss this idea.

2

EE rests on a foundation of knouledgeabout social and ecological qstems

Knowledge lays the groundwork foranalyzing environmental problems, resolv-ing conflicts, and preventing new problemsfrom arising. Activities 5 and 10 focus onthis aspect.

J

EE includes the affeaiue domain: theattitudcs, ualaes, and comruittnentsnecesscuy to build a swstainable society

The role for educators in addressing theaffective domain is not always easy, but itshould include clarifyingthat differing per-sonal values exist, that these values make itdifficult to derive the facts, and that contro-versy is often motivated by differing valuesystems. Activities 6,7 , and 8 can helpteachers see this point.

4

EE includes opportunities to bwild skilkth at enh ance hamers' problem-soluingabihties

These skills may include:

- Communication: listening, public speak-ing, persuasive writing, graphic design

- Investigation: survey design, libraryresearch, interviewing, data analysis

- Group process: leadership, decisionmaking. cooperation

Activities 9 and 10 can help you demon-strate these skills with teachers.

Defi ni ng Envi ron mental Education

Some Golnd$ to Edlafn RefonnWaves of refoim effoitS aie sweefing the country in, vaiioui stren:fiths ahd directions.fE mby be an effec,tlve veh,icle,for implementing the goals of educitlon,reform, in

naitiCutar, because it shares with EE a great similarity of purpose bnd outcome.' ::

ln many states; the attention to real;world pr"oblems and.probfqm;solv!ng skifts pro-vldesan bxcellent,niche for EE ln otherls, a learner.centered discovery procesi of teachingCn ne ennanceo with,EE instructionui .iiuiiiri.,eetow are two examptes of strong:Connect ons to EE thai may of be automat ca y made by educatorsr

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lEEi+oilld'$it,}":l ffiifleffiopr$en{,oi,higiier,order st[11*-sueii,a6r a:iiti€ei;tfiintiirl#:6:i64ffi.think!ng, i,ntefirtite thinking, and ffoblem solving*fscauie it readily pioviA'es'ieai [iob;lems thai can be studied or simulated, topics itrai can be adjusted to the developmentalevels of soeclf ii: groups of students; ano oroolems ihat cut ao,oss the curiiculum,

lTeach!ng studenii to tnini" trii neen a nasic goar ;i ;ddi6.. or" iiinitition'otrir,isgoal is the abitity to unOerstand inO 41talyze comptex into/miiion anO appty it'i; ;;wsituations. Those aohceined with'maintaining and im$iovr,1$,bnvironmentat.q,ua,Lit5r.havea OaiiiCu,lbr,ttake in,developrng,s6r.r, I mechanisms that help students understand

lnterr:etationsh;pi betwebn the nntuiai ehvironment and human aCtivity gconomlc, so; ,

cial, and political and how problems are solved. Thus, EE provlOei one context ioi thb

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A consisten! assumption has been tnat solutions to society's environmental problerns,eompiex as tney'may oe, *irf ue ti.i:rit i"O if everyone kno*s more anu iinrAo ,oi* I

when it conres tb trre enviionment. Thus, a cornpeitinei;iioniia toi er is simprv io pro.viOe eeneiat lcitizenshipt education. With a gooU envlr:onmental education, it is hopedtfrat,Ciiiieni'will:behave rnore positively towar.O itrele"vironment; actively l:essen theirinaividu,at anO collective negative e-nvironmental impalti; ind identrfy, initiate, and sup.port measures thttrwiLl serve to iesotvelenvironmenla! pr,oblems. Suin a p':ogram is likelyi9 piovide opportunities for students to prriCiice tfre skills of responsible citizlnship as

:tffiiil, qil! $$ire-r:fE:fs ital!lEia:iffi:tn:ihFip:i! ;tCI:. ivEitaEel fi+ji afiia:,at !e*iie,,,l.,EE a so piovrdes tecnnica!.education {or those who will make a career in ihe environmen.'tai biena; the assumption is ihat experiise.:Uuitt from iesearch and application, providesthe essential keys io iot"ing en"iionmbniat prob!erns. Each of ihe'aOove assumptionsmal be somewhat simplistic, though:a gqod Oeat ot evidence indicates that both,cansignl+ibanttyimprove the quality of life and,tfre enuiionri,eni.

Although the particular mix of developments that prompted the emergence of EEin the United States is unique to this countrysimilar social, scientific, and ecological phe-nomena were taking place around the world.Like the United States, many other nations

have realized the need for EE, and a fertileinteraction has enhanced the development ofEE globally. The United Nations coordinat-ed a series of meetings fuom 1974 through1978 to establish an international definitionof environmental educarion.

Warkshop Resaurce h4anuai

Delegates assembled at the 1977 UnitedNations Intergovernmental Conference inTbilisi, Georgia, USSR, agreed upon the fol-lowing definition of EE:

Enuironmental education is a processof deueloping a uorld population tbatis aware of and concerned about thetotal erwirnment a,ttd its associatedprcblems, and wbich has the knowledge,skills, attitwdes, motiuation and comtnit-ment to work indiuidually and alleaiuelytoward solwtions of cwtent problemsand the preuention ofneu ones.(Unesco, 1978)

Clearly embedded in this definitionis the unique distinction that EE fostersinvolvement of citizens in solving environ-mental problems. The extent to which thisinvolvement should be orchestrated by theteacher has made for interesting and livelydebate among theorists and practitioners.2Of course, teachers in mostschools have theprerogative, if not the mandate, to modifychildren's behavior so they do not cheat,lie, or steal. In communities where recyclingis mandatory teachers are also encouragedto instill this new environmental behaviorin their students. But will society sanctionan approach that encourages studentsto study, analyze and act on their analysisof more controversial issues? \7here thecommunity has not yet agreed upon aparticular behavior or solution, the actionsof young people are, unfortunately, likelyto be taken as the result of a teacher's one-sided approach to the issue (Adler, 1992;Poore, 1,993). Suggestions for ways teachereducators can help teachers engage theirstudents in exploring issues are presentedin another Workshop Resource Manwal unit,"Approaching Issues in the Classroom."

The conference at Tbilisi also produced12 statements, referred to as the GuidingPrinciples of Environmental Education (page

6). These statements speak to the develop-ment of a process that is more far-reachingthan formal K-12 education and to anaudience that includes citizens, adults, andenvironmental professionals (Unesco, 1978).

Educators, philosophers, researchers,and curriculum developers have workedover the last 20 years to set these GuidingPrinciples in motion. In the United States,several themes have been emphasized inthe development of materials for students,teachers, and citizens; two of which aredescribed below.

Envircnmental LiteracyToday, the creation of an environmentallyIiterate citizenry is considered a primarygoal of environmental education.' Somewill argue that environmental literacy isa necessary prerequisite for the developmentof responsible environmental behavior andimproved environmental quality. However,

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"environmental literacy" does not meanthe same thing to everyone. Although theterm has been frequently discussed overseveral decades, it seems to merely createa positive image and fails to convey muchsubstance,

A distinguishing characteristic of envi-ronmental literacy is its "action" perspective:environmental literacy is essentially thecapacity to perceive and interpret the rela-tive health of environmental systems andtake appropriate action to maintain, resroreror improve the health of those systems.

Def in i ng Env i ranmenta I Education

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According to Roth (1.992), environ-mental literacy should be defined in termsof observable behaviors. That is, peopleshould be able to demonstrate in someobservable form what they have learned-their knowledge of key concepts, skillsacquired, disposition toward issues, andthe like. Most other literacies are defined

in terms of cognition. Though knowledgeis deemed a necessary precondition ofthoughtful behavior and action, a great dealof evidence of individual and societal envi-ronmental behavior challenges the assump-tion that behavioral change follows directlyfrom the development of necessary know-ledge and skills.

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Warkshop Resau rce M a nua I

ResponsibleEnvircnmental BehaviorAs stated earlier, the environmental educationcommunity's identification of skills and valuesrelated to behavior change as an integralcomponent of environmental literacy putsit at odds with traditional educational prac-tice. A substantive framework for promot-ing responsible environmental behavior has

been proposed by researchers at SouthernIllinois Uni versity.a Th i s framework i nvolvesfour distinct levels, each of which contributesto developing environmental behavior(Hungerford, Peyton, and \Wilke, 1980).

Leuel r: Ealagical Concepts includes a

broad framework of environmental science

and ecological concepts, such as populationdynamics, biogeochemical cycling, andabiotic influences. Other educators mayadd companion goals in political, economic,psychological, and social concepts.

Leuel z : Conceptual Atuareness buildsan understanding of how individual andcollective behavior influences the relation-ship between quality of life and qualityof environment, as well as how humanbehavior results in issues that must be

resolved through insightful problem solving.

Leuel j: ksue Inuestigation and Eualuationdevelops the knowledge and skills neededto investigate environmental issues andto evaluate alternative solutions for remedi-ating them.

Leuel 4: Enuironmental Aaion Skilkdevelops the knowledge and skills needed

to take positive action to resolve environ-mental issues.

Research studies consistently indicatethat behavior change does not usuallyoccur if students are exposed only to thefirst nvo goal levels. Studies indicate thatbehavior is more likely to change if studentsare thoroughly exposed to all four. Thequality of the students' environmentalactions also tends to improve when theyhave been directly involved with their owninvestigations (at levels 3 and 4) .It is clearthat more emphasis needs to be placed on

the development and dissemination of cur-ricula that focus on the full range of goals,in particular the third and fourth ones.

Researchers in other disciplines claimthat two other areas hold great promisefor making significant contributions to thepromotionof environmentally responsiblebehavior: social marketing techniques, suchas careful audience assessment, understand-ing the motivations of the audience, andaltering the program service dimensions(Azjen and Fishbein,1970; Geller, 1989;Kotler and Roberto ,1989) and principlesof environmental psychology (DeYoung,1.993;Katzev and Johnson,l9B7; Stern andOskamp, 1,987). These principles include

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understanding the full range of motivesavailable for behavior change, removingreal and perceived barriers to change, pro-viding procedural information, establishingsocial commitment, highlighting the actionsof opinion leaders and role models, andavoiding approaches that cantrigger unwantedreactions. To the extent these elements areincluded in an educational program orinformation campaign, efforts at encourag-ing environmental behaviors are enhanced.

Def i ni ng Env i ran mental Education

The Value of

HERE ARE MANv REASoNs, from both environmental and education-al perspectives, for supporting environmental education in K-L2schools.'The school systems that you work with may share someof these goals, whether or not they have been formally stated. How

many of these statements fit your circumstances? 'Sfith how many of them doworkshop participants agree? You may be able to add to the following list.

Environmental Education

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Frcm theEducational PerspectiveErutironmental issues are hy nahtre inter-disciplinary and ideal uehicles for edacanrsdeuebping trutltidisciplhary teadting teams.

Landfill siting, nest boxes for endangeredbirds, homeless shelters, hunger, householdhazardous waste collections, and improvedtrail signage are some topics and activitiesthat could support an interdisciplinary study.

Tlte outdoorc is apouerful suppbmentto textbooks, prouiding engaging, concretematerial.

Insects, leaves, sunshine, rain, streams, andsoil are usually accessible to teachers andwill help students grasp concepts that maybe nebulous in the text.

EE emphasizes the skilk and strategiesneedcd to solue problems.

EE programs teach students to make deci-sions, analyze, and evaluate complex prob-lems-skills critical to success in anymeaningful endeavor.

Enuiromnental issues are rarely sobed.by indiuiduak.Effective EE programs use cooperativelearning techniques to help students learnto work together, share leadership, listento peersr and contribute to group projects.

Enuironmental education irruolues ualweseducation.

V4rether clarifying positions or debatingprospective solutions to moral dilemmas,EE activities give students an opportunity todevelop their ideas of right and wrong andto accept the many "gray" areas created bydifferent points of view.

Wotkshop Resource Manual

From theEnvircnmental Perspective'With the corruic-tion that cornes from theirinuestigation of an issue, studcnts mayprouide posi.tiue, responsible eneryy anduseful abematiues to local problems.

Kid Heroes of the Enuironment documentsactions that students have taken and forwhich they have won the gratitude of theircommunities (Dee, 199 L).

Good FF progra.ms can be positiueand prodwaiue aspec-ts of comrnunities.

By encouraging people to work together,learn about their environment, understanddifferences, perform leadership functions,and solve problems, EE will make commu-nities better places to live, now and in thefuture, when these same students take lead-ership roles.

EE prograrns tbat focws on the naturaland historical heitage of this continentengender patriotism, inspiration, resped

forAmerica's past, and belief in thenation's futwre.Americans are naturally motivated to pro-tect priceless treasures like the Grand Can-yon, Mesa Verde, Gerysburg, and thecotton mills of Lowell, Mass.

ln the future, imprwements i.n enuiron-menul quality are likely to be driuen moreby consumer choice and less by lzgisl.atiuemandate.

Consumers educated in today's schools willdecide how to consider the environmentalimpact in their choices of lawn mowers,outdoor grills, light bulbs, refrigerators, andmodes of transportation. EE can influencelifestyle choices and foster responsible citi-zenship.

A high-quakty EE program uill affeathe types of careers young peoplt pursweand the quality of uorkers who enter enui-ronmentalfields.

Job and career opportunities associatedwith the environment span the specffumfrom manual labor to high-technology;they represent a significant avenue for low-income individuals to gain access to skilledjobs with good pay (Task Force, 1989).

EE prouides students uith took uith uhichto eualuate the enuircnmental consequencesof messages communicated to them.

Students become more aware of media'seffect on them and the behaviors adultsare modeling with regard to consumption,waste, and responsibility.

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Def i ni ng Env i ranmenta I Educatia n

From the Classic to the Contempor ary

EACHERS IN youR woRKSHops may be curious about where EEoriginated, when it began, and what it has to do with "conservation"or "outdoor" education? "Environment" has had a presence inschool programs as long as there have been schools, partly because

the environment provides a rich and convenient source of examples for thestudy of other subjects. In this sense, EE could date back to Aristotle, Rousseau,and others interested in teaching and learning about the "real world."

But to say that EE is concerned with "learning about the outdoors" istoo simplistic.'S7ith society's escalatingconcern aboutthe effectof environmen-tal quality on human health and welfare, many educators-as well as manyenvironmentalists-believe that "environment" must include not only a studyof the environment, or studying zz the environment, but also include anunderstanding of how people improve their environment: education for theenvironment.6 The following section summarizes howthese dif{erentemphasesarose from historical influences associated with nature study outdoor educa-tion, and conservation education-the roots of environmental education.

Environmental Education:

The Roots ofEnvironmental EducationNature studg conservation education, andoutdoor education-the direct antecedentsof today's environmental education-beganto appear in school curricula early in thiscentury. All continue to exist today, in mul-tiple forms and contexts. The school districtsand environmental facilities in your area mayuse one of these definitions.

\X/ilbur Jackm an's Nature Study for th e

Common Schools (1891) first brought thenature shtdy mouementinto formal educa-tion, though Jackman had been precededby several notable proponents, includingLouis Agassiz, who insisted that his students"study nature, not books." Nature studywas also the forerunner of science teachingin elementary schools, and remains one ofits key elements. Indeed, Jackman has beencredited with setting forth some of the earlyideals for education that are still importanttoday in elementary science education: inqui-ry and discovery with first-hand observationand experience (Swan, 1,975).

During the utilitarian conservation move-ment of the early 1900s, "conservation" cameto be viewed as a moral issue-a mafterof right and wrong. Because education hashistorically been identified as a vehicle forinculcating proper behavior in children, theimplicit assumption was that teaching (andpreaching) about conservation in schoolswould improve individual and societal be-havior toward the natural woild. The DustBowl of the 1930s gave rise to consentationeducation, whose goal "was to awakenAmericans to environmental problems andthe importance of conserving various natu-ral resources" (Nash, L976l.This focus onthe environmental problems of the day wasinitiated by federal, state, regional, and localresource management agencies, Many ofthese agencies continue to see education as atool for accomplishing their missions-whenthey can afford it. Often, their staff demon-strate a strong, unwavering commitment to

Wor kshop Resou rc e Ma nu al

conservation education and are excellentresources for educators.

Traditionally, outdoor education is anapproach to education, rather than a contentarea. Its sole specification is the place forlearning-outside the school building. Itspopularity grew in the 1950s with the adventof the school camping movement. The firstand foremost philosopher of the field, L.B.Sharp, said, "Teach outdoors what is besttaught outdoors, and indoors what is mostappropriate there" (Roth, 1,97 8).

Outdoor education has been describedas a potential vehicle for all subjects of thecurriculum, among them art. music. science,mathematics, and English. Specialists in thisarea often make use of school yards andbecome involved in local community stud-ies, but usually emphasize residential campprograms. In addition to an extended hike,a pond study, or a forestry exercise (activi-ties that are also nature study and conserva-tion education), outdoor educators oftenadd living history lessons on pioneer and,Narive American life, cooperative groupchallenges, or ropes courses.

Societal lnfluences and Ttends

The progressive education movement of the1930s was another significant strand in theevolution of environmental education. Ledby John Dewey, it advocated a child-centeredand holistic approach to learning, makingeducation more responsive to the needs ofchildren. The focus ofprogressive educationwas "learning by doing," which incorporatedIearning about the environment while in theenvironment. It also encouraged holistic,integrated, interdisciplinary education. Pro-gressive educators believed that educationwas more than preparation for life-it wasa significant aspect of life.

The physical and social environmentbetween 1950 and 1,970 helped create a fer-tile ground for environmental education togrow from these earlier educational rootsinto a unique entiry. After World'S7ar II, sci-

ence and technology played a stronger rolein establishing new expectations for a "quali-ty of life," global communication improved,and the world's population increased expo-nentially.

Calls for education dealing with theenvironment became increasingly more per-sistent after the 1962 publication of SilentSpring (Carson, 19 62), commonly identifiedas the event that triggered the environmentalmovement of the 1960s and 1970s. Adlai

Def i ni ng Env i ron mental Educatia n

Stevenson's term "spaceship earthr" wasanother graphic statement that helped peoplerealizethe powerful impact humans can have

on the environment (Swan, 1975). Thisenvironmental movement differed from ear-lier 20th cenrury conservation movementsbecause it "...was far more widespread andpopular, involving public values that stressedthe quality of the human experience andhence of the human environment" (Hays,1985, emphasis added).

Frustrations over environmental catas-trophes, such as the Santa Barbara oil spilland a burning river in Cleveland, were sym-biotically interrelated with events in thesocial sphere. The civil rights marches andanti-war demonstrations represented achange in the way citizens viewed the rights

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and responsibilities of citizenship. No long-er content to be passive voters, the tumultu-ous times gave the more expressive citizensand advocacy groups opportunities to speak(Caldwell, 1976).The 1970 Earth Day cele-

brations were a landmark expression ofpublic support for a realignment of valuesand a new respect for the environment.

During this period of environmentalactivism, the U.S. Environmental ProtectionAgency was created and numerous federaland state laws promoting environmentalqualiry were enacted. prominent amongthem the 1969 National Environmental Pol-icy Act and the 1970 National Environmen-tal Education Act. Both identified educationas a mechanism for improving the qualiryof the human environment. The recent 1990National Environmental Education Act(P.L. 101,-619) reaffirms the purpose of theearlier act and focuses on schools as theplace for effective environmental education,while recognizing the importance of non-formal avenues for educating citizens, com-munities, and the workforce.

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Education Issues in our Schools

HERE rs, oF couRSE, ALv/Ays A TENSToN between the goals we setand the practice we achieve. Environmental education is no differ-ent. Although there are several areas within EE where significantprogress has been made (for example, developing innovative, excit-

ing supplementary instructional resources and helping to put environmentalconcerns in the forefront of public consciousness), there are distinct areas ofneglect. !7hich of the following areas are being addressed in your community?Are your teachers motivated to push EE beyond its current status? Thefollowing statements highlight a few of the challenges that EE professionals aretackling. You may find that these statements fit your district's education reformgoals or that they are helpful in explaining EE's goals to others.

Current Environmental

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Make the EnvircnmentEveryone's Concern

Environmental issues will not be satisfactorilyresolved until all social and ethnic groupsare involved. This means urban dwellers,recent immigrants, and people of color mustbe among those receiving an adequate envi-ronmental education. Everyone must beprepared to understand environmental con-cerns and help decide which solutions makesense for their communities. Multiculturaleducation should include working togetherto resolve environmental issues.

lnclude EE in the SecondarySchool GurriculumElementary teachers have quickly graspedthe benefit of interdisciplinary, real world,hands-on EE activities. For many, simpleconcepts and ecological information aresu{ficient. But real-world environmental is-sues embody a complexity that requires in-depth study and analysis. Such activitiesought to occur at the secondary level, buthigh quality EE materials are lacking. Thechallenge, then, is to create materials thatbetter meet the needs of secondary teachersand, where possible, to help secondary pro-grams attain the flexibility needed to ac-commodate environmental projects andexplorations. The possibilities are endless ifour goal is to educate young people towork to resolve environmental issues.

Science ls Just One Part of EE

For many environmental issues, a firmgrounding in scientific information is criti-cal to understanding the problem and itspotential solutions. Yet the answers to envi-ronmental problems must encompass otherdisciplines as well. EE's challenge is to helpnon-science teachers tackle environmentalsubjects while helping science teachers crossdisciplinary lines.

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EE lnvolves lssues andPrcblem-Solving SkillsIf educators are to truly prepare studentsto work toward the resolution of issues,students need practice sorting out variousperspectives, identifying resources and dig-ging up information, and using the skillsthat will heip them communicate and acton this information. Real problems are farbetter teaching tools than tertbooks, andteachers don't have to go far to find them.Most communities have environmental con-cerns that are well worth studying. Teachersneed support from administrators and com-munities to use the resources outside of theclassroom that make their programs moremeaningful.

Urban Areas HaveEnvircnmental lssues, too'$(hatever

issues in the local community areof concern to students are worth exploringand resolving. In urban areas, the issues ofconcern might be drug abuse, homelessness,and teen pregnancy. Addressing these willinvolve students in practicing many of thesame skills as exploring the more obviousurban issues of wastewater treatment, airqualiry and noise levels. And if studentscare more about the "social" issues in theirenvironment, they will be more motivatedto explore and act on them.

SummaryThese concerns and challenges are not insig-nificant. In total, their message is clear: Thechallenge for environmental educators isto reach more people in multiple audienceswith clearly presented environmental infor-mation, in appropriate depth, contexts, andformats, and with due consideration to alter-native scenarios. To the extent this can beachieved, people will be individually andsocietally empowered to determine appro-priate courses of action.

Recent projections of population growthand resource consumption patterns indicatewe are moving quickly toward coilapse ofthe ecosystem that supports life on this planet(Meadows, Meadows and Randers, 7992).'We

have few choices. Debating options isthe equivalent of doing nothing. But thatis not to say we have all the answers aboutwhat should be done. This should be a timeof small experiments, of the mobilizationof varied resources, and of cooperative effortsto make small but consistent changes. Thereis certainly no time to waste.

There are many ways in which experi-mentation can be done within the contextof environmental education. \)7e may agreethat information about ecological systemsshould be taught, but what is the most effec-tive way to communicate it? Neither gloomand doom movies nor science textbooks are

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likely to engage people in positive action.'What else can be done? Stories, case studies,

action projects, models, and field trips showpromise. What else can we imagine?

As we enter the 21st centuty, we hopeit will be characterized by the sustainableuse of resources, the development of bio-regional communities, and the participationof more people in essential decision making.The citizens of this new era will demonstrateresponsible environmental behavior. Thischallenge can be reached only if educationtakes a series of firm steps toward the envi-ronment.

Note: Much of the content of this cbapteris based on earlier papers by lobn F. Disingeain particular, " Enuironmental Education'sD efinitional Problem" ( 198 3, ERIC/SMEACInformation Bulletin #2.

Def i n i ng Env r ron mental Educati an

LrrnnerunB Crrpo

Adleq JonathanH. 1992. "Lictle Green Lies:The Environmental Miseducation of America'sChildren." Policy Reuiew, Stmmer'1.992,18-26.

Azjen, I. and M. Fishbein. 1970. "The predic-tion of behavior from attitudinal and normativevariables," Joumal of Experimental SocialPsychology. 6466487.

Caldwell, Lynton K. 1976. "Foreword,"in Andrews, Richard N.L. Enuironmental Policyand Administratiue Cb ange : lmplementationof tbe National Enuironmental Policy Act.Lexington, MA: D.C. Heath.

Carson, Rachel. L962. Silent Spdzg. New York:Houghton Mifflin.

Dee. Catherin e. 1991. Kid Heroes of the Enui-ronment. Berkeley, CA: The Earth lWorks Press.

De Young, Raymond. 1993. "ChangingEnvironmental Behavior and Making it Stick:The Conceptu alization and Managementof Conservation Behavior. " Enuironmentand Behauior 25(4) 485-505.

Disinger, John. I 983. Environmental Education'sDefinitional Problem. ERIC/SMEAC Informa-tion Bulletin #2. Columbus: ERIC/SMEAC.

Disingeq John F., and Robert V. Howe.1,992. Environmental Education ResearchNews. Tle Enuironmentalist. 12 (1),3-7.

Geller, E. S. 1989. "Applied Behavior Analysisand Social Marketing: An Integration forEnvironmental Preservation. " J ournal of S ocialIssues, 4517-36.

Hays, Samuel P. 1985. Beauty, Heahh, and Per-manence: Enuironmental Politics in tbe UnitedStates, 1955-1985. New York: Cambridge.

Hungerford, Harold R. 1987. "EnvironmentalEducation and Student Behaviors, " rn Trendsand Issues in Enuironmental Education:EE in School Cunicula. John F. Disinger, ed.Columbus. ERIC/SMEAC: 25-3 8.

Hungerford, Harold R., R. Ben Peyton, andRichard \7ilke. 1980. "Goals for CurriculumDevelopment in Environmental Education,"lournal of Enuironmental Education 11(3),4247.

Jackman, Wilbur S. 1891. Nature Study forthe Common Schools. New York: Henry Holt.

Jickling, Robert. 1 99 1. "Environmental Educa-tion, Problem Solving, and Some HumilityPlease," Tbe Trumpetez 8(3), 153-155.

Katzev, R. D. and T. R. Johnson. 1987. Promot-ing Energy Conseruation: An Analysis of Beba-uioral Researcl2. Boulder, CO: Weswiew Press.

Kirk, John J. 1977. "The Quantum Theory ofEnvironmental Education," in: Current Issuesin Enuironmental Education I/1, Robert H.McCabe, ed. Columbus: ERIC/SMEAC, 29-36.

Kotler, P. and E. L. Roberto. 1989. Social Mar-keting: Strategies for Cbanging Public Behauior.New York: The Free Press.

Meadows, Donella H., Dennis L. Meadows,and Jorgen Randers. t992. Beyond tbe Limits.Post Mills, VT: Chelsea Green.

Nash, RoderickE. 1976. "Logs, Universities,and the Environmental Education Compro-mise," in: Current Issues in EnuironmentalEducation 1I, Robert Marlett, ed. Columbus:ERIC/SMEAC, 1O-18.

National Advisory Council on EnvironmentalEducation. L993. First Report (draft). Vashing-ton: U.S. Environmental Protection Agency.

Poore, Patricia. 1993. "Enviro Education:Is it science, civics, or propaganda?" Garbage.April-May pp.26-3t.

Roth, Charles E. 1978. "Off the Merry-Go-Round and Onto the Escalator" it From Owghtto Action in Enuironmental Edwcation, ViliamB. Stapp ed. Columbus: SMEAC InformationReference Centeg -1.2-23.

Roth, Charles E. 1992. EnuironmentalLiteracy:Irs Roors, Euolution and Directionsfor the r99o's. Columbus: ERIC/SMEAC.

Stern, P., and S. Oskam p. 1987. "ManagingScarce Environmental Resources," in Handbookof Enuironmental Psychology, D. Stokols and I.Altman, eds. New York \7iley pp. 1043-1088.

Swan, Malcolm. 1,97 5. "Forerunnersof Environmental Education," tn What MakesEducation Enuironmentali Noel Mclnnisand Don Albrecht, eds. LexinSon, KY DataCourier, 4-20.

Thsk Force on.Women, Minorities, and theHandicapped in Science and Technology. 1989.Changing America: The New Face of Scienceand Engineering. Washington: The Thsk Force.

United Nations Educational, Scientific,and Cultural Organization (Unesco). 1978.Final Report, Intergouernmental Conferenceon Enuironmental Education, organizedby Unesco in cooperation with UNEI Tbilisi,USSR, 14_26,

Vy'arkshop Resaurce l\lanual

\Workshop Activities and Masters

lloME TEACHBns think EE is a pleasant way to spend a lovely afternoon

\ outdoors. Others may think it is what the science teacher does with. I leaves and caterpillars. EE can include these activities, but it is certainly\J not limited to them. Breaking this stereotype is important, particularlyto achieve a comprehensive EE program. All teachers will need to understandhow they can engage their students in environmental education activities.

The following are a sample of activities from the many different EEresource materials available to teachers. They are here to offer suggestions asyou design your EE teacher workshop. Please pick and choose among them tocreate an agenda that will meet your teachers' needs. For suggestions ondesigning inservice programs, see the "Designing Effective X7orkshops" unitsin the Workshop Resource Manual.

The following five activities can be used to begin an introductory workshop forteachers and to help them explore what EE is all about.

Getting Staded:Two lcebrcakersTwo suggestions for short introduc-tions to an EE workshop with onehandout on Master 1.

A Role for EE in SolvingPrcblemsA discussion activity connectingeducational opportunities with envi-ronmental realities. Overheads of thedefinition, objectives, and guidingprinciples of EE are provided onMasters 2,3, and 4.

@ my rez

O =a in the schoots

Giving EE your own rationale andexplanation. Discussion questionsare listed in Master 5 for an overheadtransparency.

Group discussion about selectedactivities and whether they matchparticipants definition of EE. Activi-ties are described on Master 6.

@ t" this EE?

Interdisciplinary environmentallearning and problem solving througha cofiunons dilemma.

Def i n i n g Env i ra n me nta I Ed u cati o n

The following three activities give you some ideas of how to start discussionsabout some of the nuances of EE, specifically the "valuing" aspect of it.

@ ff."Os and tllants @ wrr*,Would You Do?Valuing activity to reveal differencesin personal needs and communityneeds,with materials on Master 7.

Moral dilemmas engage peoplein discussing why things are rightor wrong. These sample scenarios(on Master 8) are about reptilesand amphibians.@ nare Bird Eggs for Sale

Valuing exercise to discuss collectingpractices.

The final two activities in are helpful for sparking talk about skill-buildingwithin the framework of EE.

Cooperative learning activity to solvea problem. Cards are supplied onMaster 9.

@ si* eit"

Although many of these activities were designed for students, you can askteachers to reflect on the methods and strategies used to achieve certainobjectives and their place in each classroom. Your workshop might continueto discuss the types of resources that teachers could tap in your region, the waysEE can be integrated into the curiculum, or how teachers might buildcontroverisal issues into their curriculum. Each of these topics are covered inother units in the Worksbop Resource Manual.

@ rutur=r WheelSmall group activity to developproblem-solving skills; sampleon Master 10.

Warkshop Resaurce Manual

Activity O Getting Staded: Two lcebrcakers

Two large-group

icebreakers thatget participants

moving and

thinking together.

,Hu,Sf,ffi iiii,.1,;:ii!rii11ii,i:i;;!i1!iii,ri!.ii:;iiTo gei to know other panicipantst su$iifiterettiCI$:i*il$ftl iiiito begin thinking about the work-shop iopic.

lirli:ri ilririssiliir i ri r..riril*iiiiiriiliiiiilliSig1s on rhe,wall for 'ql-ilre \irhat?"thandouts from Master 1 for'!ilho fue:::::::: :: :: 't I I :

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Like What? I

In this exercise, you will ask participantsto identify how they feel about severalstatements. They will respond by standingat one of six response signs. For example:

Stateme?rt r.' Environmental problems in theworldremindmeofa....

\- Response signs: tomato, coconut, mushroom,w at erm e lon, b arura, tualnut

Statement z:Teaching my students makes mefeellikea....Response signs: flute, drum, trombone, harp,saxophone

Statement j : Thinking about involvingstudents in environmental activities makesmefeellikea....Resp onse signs: skunk, monarch buuerfly,cheetah, groundbog, polar bear, dolphin

Statement 4: The current interest in improvingeducation reminds me of a . . . .

tent, skyscrap er, single-family home, apartnnentbuilding

2

You will need to make the response signsprior to the workshop, for as many state-ments as you will use. Two statements areoften enough. Tape the signs to the wall inlayers so that al1 six responses for the firststatement are showing and the responsesto subsequent statements are hidden.

3

Ask the participants to stand in the middleof the room, and then to respond to the

statement you pose by moving to a responsesign on the wall which matches their feeling.As they will quickly see, they can have verysilly or rather obscure connections to theanswer. This should be a non-th,reateningway to engage people in your program.

4

Have the participants at each station brieflydiscuss why they are standing there, and ex-plain their reasoning to the entire group.Give them five minutes to form an answer..Encourage humor! As you begin the nextstatement, remove the first set of responsesigns to expose the next ones.

Who Are We?1

Distribute the handout from Master 1,which lists characteristics and qualitiesof workshop participants. Ask peopleto find someone who fits each description,and write their name on the line. Allow15 minutes for the search, then call themback and go over the list. You can give the"winners" (people with the most blanksfilled) a treat*a poster, magazine, set ofstickers, etc.

2

To tailor this icebreaker to fit your needs,balance personal with professional attributes,and add a few questions that you could drawupon later. For example, if you plan to doa soil activity, you may ask who spent timeon a farm, then return to that person laterfor a personal testimony about soil erosion.

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De[i n i nE En\ i t on menta I Edu( atian

Master E Who Are We?

This room is loaded with talent and experience, but few of us know very much about each other.For the next 15 minutes, identify as many workshop participants as you can who fit the descriptionsbelow. Write their name on the appropriate blank.

Find someone who......

1. lived overseas

2. visited a rain forest

3. speaks three languages

4. coaches a sport

5. earned a medal in a sport

6. llved on afarm

7. has his or her own ant farm

B. is a vegetarian

9. lived in a big city

10. is a first-generation American citizen

11. is a second-generation American citizen

12. has ancestors who fought in a war of independence

13. has students who fight for independence

74. has an unusual pet

15. knows the difference between good and bad ozone

16. climbed a mountain this year

17. uses public transportation regularly

18. has a current hunting license

19. has read fiction in the last three months

20. belonged to a cooperative

Activity 1 Getting Started: Two lcebreakers Wotkshop Resaurce Manual: Defining EE

Activity @ A Role for EE in Solving Prcblems

Small-group inter-

action and large-

group discussion

about causes of

environmental prob-

lems and the role of

education in findingso/utions.

?w.**:^ " ,,,.To define EE and glve examples ,.,

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Outline1

Ask the entire group to brainstorm aboutenvironmental issues in their region today.List their examples on the board in two col-umrrsi resource issues (endangered species,land use, habitat loss, energy availabiliryetc.) and waste issues (air pollution, landfills,global warming, toxic waste, etc.).

If participants haven't done so, youmight raise quality-of-environment issuessuch as homelessness, hunger, and power.These are harder to categorize as "resource"or "waste" issues. Are they "envirorunen-tal" issues? Let participants consider this.

2

Organize small groups and ask them tobrainstorm 5-10 minutes about the rootcauses of these issues-in general terms,what do people do that causes such problems?Each group should decide on five mostimportant root causes. (Possibilities include:overpopulation, corporate greed, personalgreed, ignorance, religious norms, Americannotions of development, short term planning,lack of community.) Someone should betaking notes in each group so that theirresults can be reported.

3

Reconvene the large group and ask for theirideas. As they are reported, arrange thesein columns that you label: indiuidual, cul-tural, gouernment, and industry. Emphasizethat many of the problems in the worldtoday stem from a combination of thesetypes of causes.

Return to the same small groups to discusshow education can improve this situation.'What

can children learn in schools that willhelp them address the root causes of envi-ronmental problems?

5

Reconvene the large group and ask againfor results. Teachers often have content-oriented suggestions, e.g., "teach ecology,""teach about consequences of actions."Try to guide the responses to broadereducational goals, e.g., values, problem-solving skills, responsibiliry political action.This time, put their answers on the boardin categories: knowledge, skills, and aui-tudes.F{elp them see that schools can helpempower citizens to affect changes in theways government and businesses operate.

6

Summarize by saying that when the 265delegates from 66 United Nations memberstates met in Tbilisi, Georgia, USSR inL977 to define EE, they defined a processthat is education's answer to the root causesof environmental problems. Much as thisgroup today, they focused on the potentialof education to convey knowledge, teachskills, and support attitudes and valuesthat will help resolve these problems. Useoverheads or handouts from Masters 2,3, and 4 to review the definition and UnitedNations' objectives and guiding principlesfor EE.

Adapted from a classroom actiuityby William B. Stapp, Uniuercity of Micbigan

Def in i ng Env i ranmenta I Education

Master A Definition of Envircnmental Education \-/

Environmental education isa process aimed at developinga world population that is awareof and concerned about the totalenvironment and its associatedproblems, dffd which has theknowledge, attitudes, motivations,commitments, and skills to worki nd ividual ly and col lectively towardsolutions of current problems andthe prevention of new ones.

- \"/

Unesco Conference in Tbilisi, Georgia, USSR in 1977

Activity 2 A Rale far EE in Salving Problems Warkshap Resource Manual: Defining EE

Master E Obiectives of EnvircnmentalEducation frcm the Tbilisi Declaration,1977Awarcness - to help social groups andindividuals acquire an awareness and sensitivityto the total environment and its allied problems.

Knowledge - to help social groups and individualsgain a variety of experiences in and acquire a basicunderstanding of the environment and its associatedproblems.

Attitudes - to help social groups and individualsacquire a set of values and feelings of concern for theenvironment and motivation for actively participatingin environmental improvement and protection.

Skills - to help social groups and individualsacquire the skills for identifying and solving environ-mental problems.

Participation - to help provide social groupsand individuals with an opportunity to be activelyinvolved at all levels in working toward resolutionof environmental problems.

Unesco Conference in Tbilisi, Georgia, USSR in 1977

Activity 2 A Role far EE in Solving Prablems Workshop Resaurce Manual: Defining EE

Master A Guiding Principles of EnvircnmentalEducation from the Tbilisi Declaration,1977

Environmental education should....

- consider the environment in its totality-natural and built, technologicaland social (economic, political, cultural, historical, moral, aesthetic);

- be a continuous, lifelong process, beginning at the preschool level

and continuing through all formal and nonformal stages;

- be interdisciplinary in its approach, drawing on the specif ic contentof each discipline in making possible a holistic and balanced perspective;

- examine major environmental issues from local, national, regional,and international points of view so that students receive insightsinto environmental conditions in other geographic areas;

- focus on current and potential environmental situations while takinginto account the historical perspective;

- promote the value and necessity of local, national, and internationalcooperation in the prevention and solution of environmental problems;

- explicitly consider environmental aspects in plans for development and growth;

- enable learners to have a role in planning their learning experiences andprovide an opportunity for making decisions and accepting their consequences;

- relate environmental sensitivity, knowledge, problem-solving skills and valuesclarif ication to every age, but with special emphasis on environmental sensitivityto the learner's own community in early years;

- help learners discover the symptoms and the real causes of environmentalproblems;

- emphasize the complexity of environmental problems and thus the needto develop critical thinking and problem solving skills;

- utilize diverse learning environments and a broad array of educationalapproaches to teaching, learning about and from the environment, with duestress on practical activities and f irst-hand experience.

Unesco Conference in Tbilisi, Georgia, USSR in 1977

Activity 2 A Rale far EE in Salving Problems Workshop Resaurce Manual: Defining EE

Activity O EE in the Schools

Given a scenario

representing real-

world constraints,

small groups developpractical definitions

of EE.

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district goals.

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Outline

A{ter an orientation to EE (such as Activity2 or a slide show as provided in the EEToolbox Slide Resource Kit), ask the teach-ers to meet in small groups and write theirown definition of environmental education-one that would work for their classroom,school, or school district. Each small groupis to consider itself the EE committee for itsbuilding or district. Members were appointedby an administration that is open to EE butnot yet convinced that it merits special con-sideration. Outline the task on newsprint,or Master 5:

1) Define EE for your district.

2) Develop several goals for EE.

3) Anticipate objections to yourdefinitions and goals.

4) Be able to give examples of howthese goals would be accomplishedin practice.

2

If your participants come from differentschool districts, it may be difficult for themto agree on the context. Therefore, oneparticipant from each group may "define"the situation, or you could provide oneof several hypothetical situations. Severalexamples:

- The school board has recently beenunder fire from parent groups aboutthe "intrusion of values into the schoolcurriculum." Some members of theboard will be anxious to avoid furtherconfrontation.

- Your suggestions will be reviewedby a commiffee of curriculum personnel.They are considering the impact of thenew state-wide assessment.

- If your goals reflect an interdisciplinaryfocus, they must be approved by repre-sentatives of relevant subject areas.

3

To help the groups function, it may beuseful for each group to designate peopleto perform the following functions:

Facilitator: Keeps people focusedon the task

Timekeeper: Lets people know howmuch time remains to complete the task

Recorder: Thkes notes of the discussion;confirms accuracy

Reporter: Reports to the large group

Equakzer: Makes sure everyone hasa chance to speak

4

After working for 30 minutes, ask eachreporter to share his or her groups' ideas.Explore differences and similarities amongthem. Are your goals practical?

'What

people or groups in your "audience" mostinfluenced your statement of goals?

'Were

compromises necessary?

Adapted from a workshop dctiuny by Randy Champeau,U niuersitry of \Yisconsin-Steuens Point.

Def i n i n g Env t ranmenta I Educatian

Master p EE in the Schools

You are the EE Committeeof Springdale Public Schools.You are to design the goalsfor an EE program that willwin the support of the localadministration. You have30 minutes to complete thefollowing task:

1) def ine EE for your district,

2) develop several criticalgoals for EE,

3) anticipate objectionsto your proposal, and

4) be able to grve examplesof how these goals wouldbe accomplished.

Activity 3 EE in the Schoois Warkshap Resource Manual: Defining EE

Activity @ Is This EE?

A game in which

participants reveal

their assumptions

about what topics,

approaches, and

philosophies are

appropriate to EE.

S*#.. iii'i,ri:tiii:i:.i::ii..iii'ii.,.,.,,,'ii:r

To gain imagery of the ry"pes ,

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of what EE enc-ompasses. ::

i ei i{ er,.6.a itirtiit,idto,::strips or make a set of cardp with onee mgleim,e.A+ft i1,11(ffi $11*if*.ar$d,;on$$

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Outline

Arrange the participants into small groupsof 34 people and distribute one set ofstrips or cards to each group. Based on theissues of which you are aware, create yourown additional strips to elicit helpful dis-cussion on the essence of EE.

2

Ask them to sort the strips into two piles:EE and Not EE. They must decide if thedescription on the card refers to "EE" intheir minds. If it doesnt, the group mustagree why. You could provide a strongermotivation for the exercise by suggestingthat each group is a curriculum reviewcommittee that will determine whetherthese activities belong in an EE curriculum.

Using the set of cards in the "EE" pile, thegroup should define environmental education.

4'W'hen

the groups have completed their defi-nitions, lead a discussion about what EEis and ought to be in their school systems.

- Does EE apply equally to "natural"and "built" environments?

- Is it EE just because it occursoutdoors?

- Are there important differencesbetween EE and ecology?

- Does EE include taking actionon something kids care about,even if it isn't a traditional environ-mental issue?

- Are discussions of values appropriateto EE? Or are they a necessarry ingredi-ent to EE?

Def i n i ng Env i ran menta I Educatian

Masterp ;5ThisEE?

1. Students organizing their own field trip to a local park.

2. Comparing the height of plants grown in the classroom in soilfrom a forest with plants grown in soil from afarm field.

3. Comparing the height of plants grown in the classroom in soilfrom afarm field, and in soil from a compost pile, and in soil from theplayground.

4. Explaining why slaves were first brought to North America.

5. Taking fourth graders to the zoo.

5. Mapping the geographic range represented by the animals at the zoo.

7. Constructing an aquarium in the classroom.

B. Raising endangered fish in a classroom aquarium.

9. Writing letters to stop the use of styrofoam in the school cafeteria.

10. Writing letters to support the regulated use of sidewalks for skateboards.

11. Volunteering in soup kitchen to feed homeless people.

72. Prioritizing favorite toys or foods and analyzing the resources used

in their production.

13. Exploring the influence of diet on cancer.

14. Debating the rights of young women to obtain birth control information.

15, Understanding the health effects of naturally occurring radon.

Activity 4 ls This EE? ,Uatt'hap Re ad.e M"nudl: Dchn;ne Lf

Activity @ Why EE?

A simulation game,

based on "Commons

Dilemma," a middleschool activity thatcan be informative

and interesting for

adu lts.

Objeaiues :

To understand how an.nuiron*entaleducation activity .rn ion""y .nlruron-mental knowledge and qddress the eth-iCs of resource conservationj to bioadenoneh own definition of environmental

one lunih Uie rri;;ah f"ui people;four peanuts oi wrrpped aandies for

r$er$nib:l bCI# rffi,*iTime iO min"tes

Outline1

Put 16 peanuts or candies in each lunch bag.Label the bags with the names of bodiesof water (rivers, bays, oceans) to emphasizea geographical connection. Put participantsinto groups of four around each bag. (If youhave a group of three or five, adjust thenumber of peanuts so that there are fourper person.) \Tithout explaining the entiresimulation, simply tell the groups that theyare fisherfolk who depend on their catch forsurvival. Ask each person to reach into the"water" and pull out his or her catch, andpass the bag around until everyone hasfished for the day.

2

Record the number of fish left in each bag,on the board or newsprint, by water body(see example). Now tell everyone that fish-ing, eating, and surviving is not a one-shotactivity. There is always tomorrow! Andthankfully, fish reproduce overnight, butnot out of thin air-for each fish left in thewater, there will be two the next day. Sincesome villages will be starving, you can letthem all start over and put all their fishback in the bag for the second round.

3

Again, record the number of fish left ineach bag. As you begin the third round,make sure each village has doubled thenumber of fish left in the water from theirprevious round. Some villages will, no

doubt, wish to increase their fish populationby leaving most of their fish in the bag. Tellthem their river/ocean has a carrying capac-iq, of 16. The system is unable to supportmore than 16 fish.

After one or two more rounds, severalvillages will have settled into a pattern ofharvesting eight fish, replacing eight fish"overnight," and catching eight fish the nextday. Some may be trying to reach that point.

4

Lead a large group discussion about villagedynamics:

- \X/hat is going on in the villages thatcatch eight fish?

* Did you all decide together?

- Did you listen to a leader? \7hy did youtrust the leader?

- Could you reach this decision withoutcommunication?

- How did the dynamics of your decisionmaking change as you received moreinformation?

5

Ask everyone what they need to know to beable to harvest a resource sustainably (e.g.,population size. carrying capaciry repro-ductive capacity, demand, period of cycles).Ifhen they've finished with the biologicalcriteria, ask again what they need to be ableto actually put thar information into prac-

Def in t ng Env i ron menta I Education

tice (e.g., leadership, communications,trust, legislation, understanding of conse-quences, examples of failures). If you wishto continue making this real-world point,ask what would have happened if eachvillage shared the same ocean (and samefish) with other villages, some of whomthey were atwar with and some of whomthey'd never met. How would they feelabout adhering to their sustainable harvest?whv?

6

Summarize by saying that environmentaleducation is the process of sharing informa-tion about the science and social scienceof the issues and of developing skills andattitudes that will enable people to seeksolutions and implement them.

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ffi $#iiiiiiil:i+;'t#r,;1:1,4'r,,:x1i,::"11*!'1y,,tsa/ofFundy' ',0 12, 6 S S

ffi tici,tr86iffi 11.q11ff ;.t;t?;: li;,,#,:t: :$: ;;t,$ :

S;Pacific 0 10 12 6 8

N.Atlantic 3 3 6 '9 I

Adapted with permission from "Commons Dilemma,"Liuing Lightly on the Planet, Grades 7-9, 1985.Through arrangement with Schlitz Audubon Centerof the National Audubon Societg 1 111 East BrownDeer Road, Milwaukee, S7isconsin 532L7. Copy-righted material. Al1 rights reserved.

Workshap Resou rce M a nu a I

Activity @ Needs and Wants

Teams consider theirown attitudes and

values as they use

cards to sort needs

from wants.

To help teachers investigate their own ,

values; to gam experience in an activityghat engages srudents in discussionsof valueS. ,

t i .:::::!: lrl I ::::ll: :l: l::: I I I ll lNMteruus :,, ." ,:..,.Fo1 each pair of teachers: one seto{ cardg frorn Master 7, one envelope,prece of paper, ancl pen or pencll

-'.:,^^.,lime -5U mrnutes :

Outline

Before the workshop, duplicate the cardson Master 7 and cut them to make a com-plete set for each pair ofteachers. Place eachset in an envelope.

2

Divide the group into teams of two. Giveeach pair a set of cards and ask them to sortthem into categories of things they "want"and things they "need." Make sure every-one is clear that a "need" is something theycan't live without.

3

After sorting, discuss how pairs defined"need" and "want" as they sorted theircards. Ask if anyone changed his or herdecision about a card after hearing his orher partner's explanation. Choose a fewexample cards and ask in which pile teach-ers put them. Discuss why some people mayhave different ideas about what is a "need."

4

Ask teachers to sort their cards into thosethings they need to survive (food, water, air,space) and strategies for getting those things(transportation, money). Then lead a dis-cussion from these questions:

- If they had the things they absolutelyneeded, but none of the things theywanted, how would they feel?

-'What do we need to be happy? Is thisthe same for everyone?

- \X/hat does a community need to stayhealthy?

- How are community needs differentfrom individual needs?

5

Follow up on the activity by asking teachersto reflect on this exercise and discuss ingroups of four:

- \X/hat questions would be difficultfor students to discuss?

- How could they help students feelgood and accept differences?

- Does this activity provide a basisfor discussing values and attitudes?

Adapted with permission from "Needs and Wants"Tbe California State Enuironmental Education Guide,Hayward, CA: Alameda County Office of Education, 1988.

Defi ni ng Env i ron menta I Educati on

Ma$er ll

vegetables

:electricity :

:

......,............... j.

:

water :

::

:

insects

friends

television

money

hospital :i

fruit clothes

yard

computer

grass

quiet

milk

home \-/

ratn

Park

school

atr

store

family

taxes

mustc

Activity 6 Needs and Wants Woikshop Resource Manual: Defining EE

Activity @ Rare Bird Eggs for Sale

A small- and large-

group discussion of

conservation ethics

Obieaiues : l

To help teachers invesrigate theirvalues;,1s gam exp€reince m an achvltythat engages students ln disr-uiiionsolvalues-: :

+4 1t.':iii:;i:i::'tt'ii:,'i

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Outline1

Ask teachers to brainstorm a list of thesorts of collections people make, as individ-uals and in museums (rocks, feathers, bones,stamps, matchbooks, photographs, butter-flies, bird eggs, pine cones, zoo animals,plants in botanical gardens, animal skins,etc.). It may be interesting to also discusswhy such collections exist: to study, to dec-orate, to make money, to keep pets, etc.

2

Divide the group into smaller groups of 4-5and give each 15 minutes to decide whethercollections of these items should be:

a) completely unregulated;

b) allowed but regulated (and how thecollection should be limited); or

c) never collected.

After the small groups present their listsand explain their reasoning to the fullgroup, ask the teachers to discuss:

- Which of their students' attitudes andvalues will be underneath this activiry?

-'What else could they ask thestudents to help uncover theseattitudes and values?

- How can they help students discussdifferences of opinion with respect?

- Should one group try ro convinceanother ofthe "correct" view ofcollections?

Adapted with permission from "Rare Bird Eggs for Sale,"Project ril/ILD, pp. 35-3 6 ol the Secondary Guide. a 1,983,1,98 5, 1992 Western Regional Environmental EducationCouncil. The original activiry wriften for teachers to use

with students, includes background information and greaterdetail.

Def i n i ng Env i ran menta I Educati an

Activity @ tlYhat Would You Do?

Short storles provide

a focus for discussing

moral dilemmas.

To enable teachers to:discuss consEuc-tive ways to engage students in discus-sions of vilues; to demonstrate the use

of moral dilemmas to teachers.

Materials

Handouts from Master 8.

30 minutes

Outline

A moral dilemma is a situation that has noclear right or wrong answer and revolvesaround a basic issue of morality: life/death,health, family, responsibility to self or com-munitg etc. Teachers find them a helpfulway to elicit interesting and meaningful dis-cussion. A discussion ofthe reasons behindchoices is often useful to students; these are

opportunities to compare one's moral rea-soning to others'. This activity introducesseveral short dilemmas that teachers can use

as if they were students.

I

After you explain the point of this activirypass out the handouts from Master 8, putteachers in groups of 4-5, and ask them todiscuss each scenario and what they woulddo. Circulate among the groups, noting thescenarios that generate the most interestingdiscussion and conflicting ideas.

In 10-15 minutes, ask the groups to comeback together and to report on their discus-sion of one scenario (the one you choosefrom listening). Ask questions of the parti-cipants to push the discussion beyond thescenario to more general values of animals:

- If it is okay to keep this animal, is itokay to keep every animal you find?

- Should everyone behave in this manner?

-'Would it matter if it were a mammalor a bird?

- If children keep pets, do they gainrespect for all animals?

3

After a 10 minute in-depth discussion,close the activity and ask the teachers if thiscould be a useful technique in their classes:

- For what grade level would this be

appropriate?

-'S7hat other questions would help focusthe discussion?

- How are students likely to respondto this activity?

Adapted with permission from: "$That Would You

Do?" in Let's Hear it For Herps, NatureScope@

Volume 3, Number 4,1,987. National \TildlifeFederation, Washington, D.C.

Workshap Resource Manual

Master fl llYhat Would You Do?

Your best friend is about to go on vacation to a park in Texas. She's beenreading about lizards of the West and tells you she's going to try to catcha horned toad while she's there. She tells you all about the habits of theselizards, such as what they eat, where they live, and how they defend them-selves. She also explains how she'd going to take care of it when she getsit home, showing you the book she checked out from the library on howto care for lizards. What would you do?

- encourage her to bring the lizardback so you can learn more about it too

- tell her that you don't think it's right to take an animal out of the wildto keep as a pet

- read more about the lizard so you can help her take care of it- ask her to bring you one, if she finds two

- tell her it's illegal to collect any living thing in a park, but let hermake up her own mind

-other:

You are on a hike with your friends and older sister when your sister spotsa timber rattlesnake, The snake is close to the trail, sunning itself on a rock.Your sister tells everyone to stay perfectly still, then she picks up a large stick,slowly makes her way to the snake, and kills it. What do you think?

-your sister was right to kill the snake because it was poisonous

-your sister shouldn't have killed the snake because the snake was sunningitself; but if the snake looked as if it might strike, she would have been rightto kill it

- all of you should have tried to walk away without harming the snake

-your sister was right to kill the snake because it is OK to kill any snakeif it gets too close to people

- other:

1,

2.

Activity 8 What Would You Do? Workshop Resource Manual: Detining EE

From:"What Would You Do?"in Let's Hear it For Herps,/VaiureScopeo Vo I u me 3,Number 4, 7987. NationalWi ldl ife Federation, Wash-ington, D.C.

3. You and your family visit a roadside zoo that advertised an exhibit featuringlive snakes and other reptiles and amphibians. After paying 93 per personto get inside, you see that the exhibits are falling apart and the reptiles arepoorly cared for. Many of the animals have no water, and others are crammedtogether in tiny cages. ln one of the cages, a dead snake is in the corner. Andthe turtle tank is filthy. What would you do?

- ask to see the owner and explain how upset you are about the conditions

- not say anything because you don't want to make the people that are workingthere feel bad

- ask for your money back and leave

- think about it and eventually call or write a letter to an animal protectionorganization

- not say anything because the people who run the zoo know more about takingcare of reptiles than you do

- other:

4. Your next door neighbor takes a trip to lndia and brings back presentsfor your family. She gives you a belt made from the skin of an Indian snake.What would you do?

- thank her but tell her you can't accept the gift because you think the belt couldhave been made from an endangered snake

- thank her and take the belt, even though it might have been made froman endangered snake; later talk to her about products made from endangeredanimals so she's not likely to buy such things in the future

- get angry with her for buying a product made with snakeskin, and tell hershe shouldn't have bought something if it even had a chance of comingfrom an endangered animal

- thank her and wear the belt because you'd be the only person with sucha neat belt

- other:

Activity 8 What Would You Da? Warkshap Resource lt4anual: Defining EE

Activity Q Six Bits

A game in whichparticipants cooper-

ate to use individual

information to solve

a group problem.

Ot',To,d,welop Coopefative skills; to discuslhowtb t4odify activities to enhance

,g+rtl* 1 k d1#o:i$iliHHd$ii .ffii#,i&r,#!idifferenies in .cooperative, group; andleadbrship.skills enhanCe or, dettactfrom solving t pioblamr ' l

Materials,

Jlnaoirts

*om Mastlr e:

Itite -: -:: :

:::A^JU'miflUfes: .. .: . :: :. i. .. ..

Outline

In this activity, groups of six people willhave bits of information that are requiredto answer a question. This and similar exer-cises can be created by splitting up the factsin a story problem or puzzle so that eachperson has some but not all of the informa-tion. After groups have solved the problem,it is particularly interesting to discuss howthe groups differed in their approachesto the problem and the solution. To set upthis part of the activiry you may wish touse a minimum of introduction and direc-tion. Minimal directions forces the groupto figure out how and what to communi-cate and allows atypical leadership patternsto emerge.

1

Before the activiry duplicate the cards onMaster 9 so that each person will get onecard; every six people will have one setof cards. Divide teachers into small groupsof six and distribute one set, face down,to each group.

2

Instruct the groups to distribute one cardto each person, face down. Explain thatone card in their group has a question onit; they are to use the information on allthe cards to solve the problem. Resist givingthem more information, but if necessaryexplain that every card in their group isslightly different, and although they cannotshow someone their card there are otherways of conveying that information.

3

Circulate around the room and notice howgroups are proceeding.

4

When the groups have solved the problem,review the "correct" answer and then asksome of the following questions. Use themto lead a discussion about what they justdid, they skills they used, and why these skillsare important to cultivate among students:

- How did leadership unfold at the beginning of the activity? Did the leadershipcontinue or change as the activity pro-gressed? Was the person with the ques-tion the organizer? The person withfamiliarity? The person with paperand pen?

- Did everyone participate equally?\W4rat might have happened if the cardscould have been shown to others?

- How were decisions made?

- How effectively did the groupfunction? What might have improvedthe groups' effectiveness?

- What skills were needed to solve thisproblem? Do students need morepractice developing these skills?

Adapted with permission from "Six Bits" from Enuiron-mental Education Actiuities Manual by William B. Stapp andDorothy A. Cox, Dexter, MI: Thomson-Shore,1979; and"Jungle Sleuths" in Rain Forests: Tropical Treasures,Natare-Scope@ Vol.4 No.4.,7989. National $Tildlife Federation,'Washington, D.C.

Defi ni ng Envi ron mental Educati an

Master p Six Bits Cads

You may not show this cardto anyone in the group.

Durian tree flowers are white.

Hermit hummingbirds havelong bills.

Bats are usually attractedto musty-smelling flowers.

2

You may not show this cardto anyone in the group.

Brownea tree f lowers arebright red.

White flowers are easierto see at night than dark-colored flowers.

You may not show this card :

to anyone in the group.

Angraecum orchids are white.

Durian tree flowers are mustysmelling.

Hermit hummingbirds areactive only during the day.

3

You may not show this cardto anyone in the group.

Brownea tree flowers haveno scent.

Hawk moths and flying foxesare active at night.

Durian trees grow

You may not show this cardto anyone in the group.

Which flower is pollinated bywhich animal?

The nectar in Angraecumorchids is located at theend of a tube that may be12 inches long.

Durian tree flowers andAngraecum orchids openonly at night.

A flying fox is a large bat. i in southeast Asia

4

You may not show this cardto anyone in the group.

Angraecum orchids havesweet-smel I i ng f lowers.

Hawk moths have a longtongue that they can uncoil.

Durian fruits are a delicioustreat, but only to some people.

Wothshop Resource Manual: Delin,ng I L

Activity @ Futurcs Wheel

A small"group activity

in which participantsgenerate and com-

pare alternate vlsions

of the future.

ffi I dedbn$tr#te . ho:m teachemi ffi ht,] i ;,

develop pioblem-solvi"t ;killi i*ong$+dg+tst,16] ffi *euff. iiF y. idua:l dffi

.,,,eaCes,iu.c<rapefa:tiile,,:glgugiandlleadr.e*ship:Skill*:end

: hs.#, tft e-se, driffe.t es

enhance or deract from solving aproDlem. ,

,

W: .tttt.,.;;t.,'.tl1'1:,1,,,;:r:.;i,..,.l,,..:iiittr1;;,.,"t,

O+e ,UcailAfgilic a #ox'ffi*ler.i$;.ht*p.ffi i$rile :pA#r,isndiffi rk.

Outline

The act of problem solving involves manydifferent skills, one of which is looking aheadto a variety of scenarios and evaluatingthem. This activity helps develop that skillof visioning a future and comparing posi-tive and negative aspects of several futures.

1

Distribute paper and markers to each smallgroup of four to six teachers. Give theman event, idea, or trend to write in thecenter of the paper. (Although classroomgroups may be assigned different events forthe center of their wheels, the comparativediscussion may be richer if all groups ofteachers start from the same place.) Use thesample wheel from Master 10 as a model,if appropriate.

2

Ask them to consider the possible conse-quences ofthis event, both negative andpositive, and write these results in a circlearound the initial event. Connect the initialidea to the consequences with a single line.

3

Then continue to consider consequences ofeach consequence, attaching these ideas tothe previous with an additional line (doublelines to the second-order consequences andtriple to the third).

4

!7hen a group completes its wheel, askgroup members to tape it to the wall andgive everyone time to review all the wheels.Then engage the group in a discussion of theprocess with questions like:

- IThat similarities do you see in thedifferent wheels? What differences?

- \7hy do these differences exist?

- Y/hat problems did you have tryingto imagine the future? What additionalinformation would have been helpful?

- Y/hat other factors might influence thefuture ofthese events?

- How might the consequences interrelatein ways our wheels do not show?

- Of the futures displayed here, whichwould you choose?

- If there are negative consequencesto a particular future, how might thesebe mitigated?

-'!7hat grade level couid complete thisactivity successfully?

-'$7hat other ways might you use aFutures riliheel?

Def i n i ng Env i ron menta I Educatian

Master E Sample Futures Wheel

Iwxen*-rn fwt*a1

w?y+aN6

/'wcd . \46eqrzl,,ttw,-tx* ,

Activitv 10 Futures Wheel Wotkshop Resout,e Mahudl: De{;ning ff

g\fq#s{_} Lr_;:cf s

Ahlgren, Andrew and F. James Rutherford 1993"\Where is Project 2061,Today?" EducationalLeadership May, pp. 192L.The authors describe Science for AII Americansand Project 2061. These proiects, curriculumplanners, decide what students should eventuallyknow what can be achieved during grades 2, 5,8, and L2. These concepts an d processes thatstudents should understand are components ofscience literacy.

Braus,Judy and David !7ood. 1993. Enuiron-mental Education in the Schools: Creating aProgram that.Works. \Tashington: Peace CorpsInformatibn Collection and Exchange.An excellent resource for teachers looking fora rationale and procedure for building EE intotheir classroom. Includes sample activities forstudents. Available from:

NAAEEP.O. Box 400Troy OH,45373513 676-2514

Disinger, John. 1983. "EnvironmentalEducation's Definitional Problem" in ERICClearinghouse for Science, Mathematics andEnvironmentai Education, Information BulletinNo.2.Discusses some of the forerunners of environ-mental education and different defiritionsof environmental education.

Gening Started: A Guide to Bringing Environ-mental Education into Your Classroom. DavidBones, ed. 1994. National Consortium for Envi-ronmental Education and Training.A sourcebook of ideas, organizations, curricula,and programs in environmental education withshort stories about classroom teachers and howthey conduct environmental educationprogramsin their schools. Available for $9.95 fromNCEET 313 998-6726.

Hungerford, Harold R. 1987. "EnvironmentalEducation and Student Behaviors," in tendsand Issues in Environmental Education: EEin School Curricula, John F. Disinger ed. Colum-bus, OH: ERIC/SMEAC, 25-38.

Hungerford, Harold R., R. Ben Peyton, andRichard \7ilke. 1980. "Goals for Curriculum

Development in Environmental Education,"Journal of Enuironmental Education 1 1(3),42-47.

Mclnnis, Noel and Don Albrecht (editors).1,97 5. What Makes Education Enuironmental?Lexington. KY: Data Courier.An old but useful resource for defining andthinking about environmental education.

Roth, Charles E. 1993. Enuironmental Literacy:lrs Roors, Euolution and Directions for the1990\. Columbus OH: ERIC/SMEAC.

Stapp, !7i11iam B. et. al. 1969.The Conceptof Environmental Education. Journal of Enui-ronmental Education 1:1 30-31. One of the firstexplicit definitions of environmentai education.

Van Matre, Steve. 1984. "Environmental Educa-tion: Mission Gone Astray" excerpts from aspeech, The Institute for Earth Education.Van Matre claims that environmental educatorshave "lost a clear sense of our direction and ourmission" and challenges educators to work to-wards creating clear environmental programs -rather than supplements to curriculum-and thensecuring them in schoois.

!7i1ke, Richard I. (editor). 1993. EnuironmentalEducation Teach er Resour ce Handb ook. Mtll-wood NY Krause International. A rich resourcefor teachers and administrators who are devel-oping an EE program in their school district,with information on assessment, definition, cur-riculum development, and resources.

United Nations Educational, Scientific, and Cul-tural Organization. t97 8. Final Report, lnter-gouernmental Conference on EnuironmentalEducation, Organized by Unesco in Coopera-tion with UNER TBILISI, USSR, 14-26 Ocrober1977. P aris, France: Unesco ED I}/D I 49.

'Worksbop Resource Manual in the EE Toolbox.

1994. NCEET. A series of eight additional unitsfor teacher educators that assist them in design-ing and conducting environmental education in-service programs that help meet some of thechallenges in EE today. Contact NCEET at 313998-6726.

Dai i,i t r:: t nr t ra n it arlei Ioucdtii]ll

ENoNorEs

lThere is an extensive literature dealing with thedevelopment of higher-order skills through educa-tion. A 1992 paper by John Disinger and RobertHowe, in their occasional Environmental EducationResearch News column in the British journalTheEnuironmentalisl summarizes interrelationships ofthese skills with environmental education.

2 For examples, Harold R. Hungerford and Trudi L.Volk (1990, "Changing Learning Behavior throughEnvironmental Education, J ournal of EnuironmentalEducation, 21.(3), 8-21.) maintain that the purpose ofenvironmental education is to foster responsibleenvironmental behavior through the development ofproblem-solving skills, while Bob Jickling (1991,"Environmental Education, Problem Solving, andSome Humility Please," Th e Trump eter, 8 (3 ), 1 53-155) argues that such a goal is overstated.

3 Charles E. Roth introduced the term "environmen-tal literacy" in June 1958, in an article rn Massachu-setts Audubon. This discussion in this paper is based

onhis 1.992 monograph, Enuironrnental Literucy: ltsRoots and Directions in the r99os (Columbus, OH:ERIC/SMEAC).

4 Harold Hungerford, his colleagues, students, andformer students, have for several years investigatedand published extensively on the concept anddimensions of responsible environmental behavior.The discussion here relies heavily on summaries oftheir published reports, in particular on Hunger-ford's 1987 "Environmental Education and Stu-dent Behaviors."

5 Th.s. ,t"t.-.nts are derived from several sources,

including suggestions from Edward J. McCrea,executive director of the North American Associa-

tion for Environmental Education, and discussions

with participants at the Association for Supervision

and Curriculum Development's Annual Con{erencein 7993.

6 Th" "i.,,labort/for" analysis was initiated in 1,972

by Arthur M. Lucas inhis 1972 Ph.D. dissertationEnufu onffi ent a?rd Enuironmental Education:Conceptwal Issues and Curicular Implications(Ann Arbor: University Microfilms International,73-1,1,531,1, and continues to offer a useful ap-proach to definitions of goals and operationalprocedures in environmental education.

War|shop Resau rc e M a nu al