What is Environmental Education?

1. Environmental Education and the Social StudiesThis slideshow is available online at http://epa.ohio.gov/oee/

2. What is Environmental Education?

3. NAAEE Definition of Environmental Education: • “A process which promotes the analysis and understanding of environmental issues as the basis for effective education, problem-solving, policy-making, and management.”

4. US EPA Definition of Environmental Education • Increases public awareness and knowledge about environmental issues • Provides the skills needed to make informed and responsible decisions • Teaches individuals how to weigh various sides of an environmental issue • Does not advocate a particular viewpoint or course of action

5. How Is Environmental Education Relevant to Social Studies? • Offers opportunities for study under each of the ten themes of social studies education identified by the National Council for the Social Studies (NCSS) • Because the environment affects everything, the study of it spans all disciplines • Environmental Education is an excellent integration tool that can help students explore historical, economic, political, geographic, and scientific aspects of environmental topics

6. Ten Themes of Social Studies Education (NCSS) • Culture and Cultural Diversity • Time, Continuity, and Change • People, Places, and Environments • Individual Development and Identity • Individuals, Groups, and Institutions

7. The Ten Themes of Social Studies Education (cont’d) • Power, Authority, and Governance • Production, Distribution, and Consumption • Science, Technology, and Society • Global Connections • Civic Ideas and Practices

8. Social Studies Academic Content Standards • History • People in Societies • Geography • Economics • Government • Citizenship Rights and Responsibilities • Social Studies Skills and Methods

9. Sample Lessons and Activities using the Environment in Social Studies:History

10. “In the Good Old Days”Project Learning Tree • How American attitudes toward the environment have changed over generations • Students study the writings of men and women who have shaped the way people think about the environment

11. 1770-2000 map of Ohio changing as forest cover is removed and replanted, species extirpated or introduced “Wildlife in Ohio History” Timeline

12. Developed by Ohio Division of Wildlife. See also Life History notes on various species at www.wildohio.com Classroom presentation available from outdoor.education@dnr.state.oh.us “Wildlife in Ohio History” Timeline Poster on Ohio’s Wildlife History Now Available!!

13. “History of Wildlife Management”Project WILD • Define wildlife management • Describe major trends in wildlife management philosophies and practices

14. “Good Oak”Leopold Education Project • Relate a tree’s annual growth rings to environmental conditions and historical events at the time of their growth. • www.lep.org

15. Sample Lessons and Activities using the Environment in Social Studies:People in Societies

16. “The Native Way”Project Learning Tree • Traditional Native American cultures, lifestyles and their use of natural resources and the land • Compare to contemporary attitudes and lifestyles • Compare fictional and actual version of Chief Seattle’s words

17. “Wildlife in National Symbols”Project WILD • Identify wildlife used in national symbols • Hypothesize reasons wildlife are used in national symbols

18. “Prairie Memoirs” Project WILD • Interpret different cultural viewpoints • Describe how wildlife and habitat affect cultures & societies • Evaluate cultural factors leading to endangerment of species

19. Sample Lessons and Activities using the Environment in Social Studies:Geography

20. Geographyusing migratory birds and butterflies • Journey Northwww.learner.org/jnorth/current.html • Monarch Watchwww.monarchwatch.org • “Back from the Argentine” Leopold Education Project, www.lep.org

21. Using Phenology to Teach Geography and Economics • GLOBE program: How spring moves up the country using temperature changes, www.globe.gov • How Ohio farmers and horticulturists track growing degree days (GDD) and Phenology for Ohio: http://oardc.osu.edu/gdd/

22. “How Well Do You Know the Great Lakes?” ES-EAGLS (Ohio Sea Grant Decision Making Curricula for the Great Lakes) • Develop a perception of the differences between the Great Lakes in: • Water volumes • Length of shoreline • Human population distribution • Amount of fish harvested

23. “There is No Point to This Pollution”Healthy Water, Healthy People • Students analyze data and interpret a topographic map, to solve a mystery about which possible sources might be causing the pollution of a lake.

24. Study the diversity and global locations of waterborne diseases and the role of epidemiology in disease control Students search for others who have been “infected” with the same waterborne illness as they have. “Life and Death Situation”Healthy Water, Healthy People

25. “Best Place” Byrd Polar Research Institute • apply local climatological data (temperature and precipitation averages, ranges, and seasonal variability) from the National Weather Service to choose the best city to live in for the next 30 years.

26. Sample Lessons and Activities using the Environment in Social Studies:Economics

27. “Cookie Mining” • Introduction to economics of mining. Students buy property, purchase mining equipment, pay for mining operations, pay for mine land reclamation, and receive money for the “ore” (chocolate chips) mined. • www.womeninmining.org/cookie1.htm

28. “What is the Most Economical Form of Transportation?” ES-EAGLS • Production, Distribution, and Consumption theme • Compare various forms of transportation in terms of their cost and speed

29. “Weighing the Options: A Look at Tradeoffs”Project Learning Tree • Cost-Benefit Analysis of protecting endangered species • Ethical considerations

30. Sample Lessons and Activities using the Environment in Social Studies:Government

31. “The Law: Before and After”Science and Civics: Sustaining Wildlife Students analyze the social, political, and economic influences that led to enactment of the Endangered Species Act

32. “Presidential Prerogatives”Science and Civics: Sustaining Wildlife Students explore the role of the President in creating and implementing environmental policy to protect wildlife, comparing President Theodore Roosevelt to the current administration

33. “Testing the Law: TVA v. Hill” Science and Civics: Sustaining Wildlife Students analyze the history of the Supreme Court snail darter case to explore the role of the judiciary.

34. “Water Court”Project WET • Students participate in a mock court to settle water quality and quantity disputes. • Demonstrates how disputes can be settled through mediation or litigation. • Evaluate arguments presented by opposing sides • (Middle and high school)

35. “Setting the Standards”Healthy Water, Healthy People • Students simulate the process used by the US Environmental Protection Agency to determine drinking water standards • Includes a risk assessment, exposure assessment, dose-response assessment, and risk characterization • (Middle and High School)

36. “Planning for People and Wildlife” Project WILD • Describe issues in land-use planning for cities • Identify how negative effects on wildlife can be reduced • Describe actions that can be taken

37. Beyond Brockovich • Case studies of drinking water contamination show different standards of proof in science, criminal law, and civil law • What happens when science can’t give a definitive answer and the legal system must resolve a case about a cancer cluster • Request teaching resource list from Ohio EPA Office of Environmental Education

38. Sea Turtles InternationalAquaticProject WILD • Different countries’ philosophies on wildlife ownership and habitat management • International agreements and organizations that manage species that cross international borders

39. When a Whale Is RightAquaticProject WILD • Status of whales • International alliances that affect wildlife • How wildlife can affect relationships between and among nations

40. Sample Lessons and Activities using the Environment in Social Studies:Citizen Rights and Responsibilities

41. “What’s Their Difference?”Science and Civics: Sustaining Wildlife • Students analyze differences in wildlife and environmental policy between and within the major political parties in the United States.

42. “Is There a Feather in My Cap?” Science and Civics: Sustaining Wildlife Students investigate the origins, history, current policies, membership data, and sources of support for several environmental organizations.

43. “Legal Eagles”Science and Civics: Sustaining Wildlife Students investigate local laws and zoning regulations that may apply to their service project in the community.

44. Citizen Rights and Responsibilities • “Environmental Heroes and Heroines” instructional unit in earth values and ethics from EE Association of Illinois • Contrasts seven different environmental ethics, including Leopold’s Land Ethic, Deep Ecology, Eco-Feminism, Animal Welfare, and Wise Use • Investigate views of people like Audubon, Thoreau, Rachel Carson, Chief Seattle, Lois Gibbs, Diane Fossey

45. “Water Bill of Rights”Project WET • Students create a document to guarantee the right to clean and sustainable water resources • (Middle and High School)

46. “Smoky Gold” Leopold Education Project • Students read about a hunting experience Leopold had with his dog, compare and contrast tamarack with coniferous and deciduous trees, and debate the issue of hunting • Compare Leopold’s Land Ethic to other environmental ethics

47. “Water’s Going On?”AquaticProject WILD • Record and interpret daily water consumption • Recommend how to conserve water

48. “Control of Purple Loosestrife”Earth Systems Education – Ohio Sea Grant • Individuals, Groups, and Institutions theme • Introduce students to invasive species and their impacts • Use PrOACT model of decision making to evaluate purple loosestrife control methods

49. Sample Lessons and Activities using the Environment in Social Studies:Social Studies Skills and Methods

50. “A Snapshot in Time”Healthy Water, Healthy People • Students use topographic maps to explore the concept of watershed • Students evaluate water quality data sets collected at one place versus a series collected over time • Students graph watershed data, and analyze trends in water quality