Lesson Plan #: AELP-ENV0211

Nurturing an Environmental Ethic

An Educator's Reference Desk Lesson Plan

Submitted by: Dr. Richard Oakes Peters
Email: docdk39@hotmail.com
School/University/Affiliation: Augusta State University (GA)

Date: February 6, 2001

Grade Level: Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Subject(s):

Duration: 1-2 weeks

Description: Using a variety of designed classroom and field-based experiences, teachers methodically introduce students to the nature, character, and processes of the immediate lifespace environment -- natural and built (human-made) in nature. Community resources (people, places, things, events, processes) are an integral part of the teaching/learning process.

Goals:

  1. Students will understand selected aspects of natural and built environments.
  2. Students will understand conflicts/issues/problems/situations that have either a positive or negative impact upon natural and/or built environments.
  3. Students will utilize community resources found in the surrounding region.
Objectives:
  1. Students will incorporate information gleaned from natural and built environments into discussions, debates, and presentations.
  2. Students will research conflicts/issues/problems/situations that impact Man & Nature.
  3. Students will be able to work cooperatively in small groups.
  4. Students will utilize a variety of print/non-print reference materials and community resources for data collection.

General Materials:

Specific Materials: Vocabulary:
  1. Built Environments - Human-made areas/regions found in given geographical locations.
  2. Ecosystems - Communities of living/non-living things in nature.
  3. Habitats - Particular geographical areas/regions in which flora and fauna exist and prosper.
  4. Lifespace Environment - The total surroundings, natural and built, in which an individual human being exists at any given moment in time. One's lifespace environment changes as he/she moves from place-to-place.
Procedure:  
To Classroom Teachers: This lesson is based on a graduate teacher education course offered at Augusta State University (EDTD6232: NURTURING PROACTIVE RELATIONSHIPS WITH NATURE). Designed and taught by the author of this lesson plan, the course introduces K-12 classroom teachers (across subject matter areas of the curriculum) to conflicts, issues, problems, and situations related to the plight of natural and built environments. Suggested activities are adapted to the age/ability/interest levels of K-12 students -- by classroom teachers.

In the classroom and at field-based sites in the local community/surrounding region, students use print/non-print materials to better understand the character of selected habitats and ecosystems; take nature walks and field trips to better understand the character of selected habitats and ecosystems; discuss historical/contemporary conflicts, issues, problems, and situations with community resource people; view audiovisual presentations (e.g., films, filmstrips, slides, videos, television programs) in order to collect data; sample Internet sites for data; discuss and debate conflicts, issues, problems, and situations that exist in the local community/surrounding region; create a variety of print/non-print reports; propose strategies to improve the health and well-being of natural and built environments; and create a variety of visual displays.

Assessment: Students demonstrate acquired knowledge and related skills by incorporating researched data into discussions, debates, and reports; correctly answering 80% of objective quiz/test items (see sample items below); writing responses to essay questions; creating audiovisual presentations (e.g., overhead transparencies, slide/tape essays, videos, 8mm/16mm films, PowerPoint presentations); creating visual displays (e.g., bulletin boards, timelines, tabletop dioramas, posters); asking questions of community resource people; working cooperatively and productively in small groups; creating proposals/strategies that address the needs of Man & Nature in the local community/surrounding region; conducting community awareness campaigns; and volunteering to assist the environmental improvement efforts of local/regional/state/federal agencies and organizations.
 
Short Answer/Multiple Choice:

  1. Human-made environments are called __________ environments. ( Answer: built)

  2. Coal, crude oil, and natural gas are:
    a. extinct in today's world
    b. renewable resources
    c. non-renewable resources
    d. examples of built environment characteristics
    ( Answer: c)

  3. Earth's landforms constitute the __________. ( Answer: Lithosphere)

  4. Wind, solar energy, and geothermal energy are:
    a. non-renewable resources
    b. renewable resources
    c. only found in certain parts of the world 
    ( Answer: b)

  5. Flora and fauna constitute Earth's __________. ( Answer: Biosphere )

  6. Stewardship of the land refers to Man's:
    a. exploitation of natural resources
    b. failure to protect the environment
    c. caring for the environment
    d. destruction of Earth's landscape 
    ( Answer: c)
Essay Questions:
  1. Oil and natural gas companies want the United States Congress to grant them permission to explore A.N.W.R.
    • What is A.N.W.R.?
    • What are three (3) reasons given for exploring A.N.W.R.?
    • What are three (3) reasons given in opposition to exploring in A.N.W.R.?
    • What do you think about oil and natural gas exploration in A.N.W.R. -- and why?
    CITE DATA SOURCES AND INCLUDE A SKETCH OF THE A.N.W.R. AREA WITH YOUR RESPONSE.

  2. Many conservationists believe that both renewable and non-renewable natural resources should be wisely managed and protected from Man's excessive exploitation. DISCUSS THIS STATEMENT GIVING:
    • Three (3) examples of renewable natural resources
    • Three (3) examples of non-renewable natural resources
    • Four (4) data sources
    • Your opinion

  3. What is urban sprawl? What are three (3) causes of urban sprawl? What are three (3) effects of urban sprawl upon Man and/or Nature? DISCUSS -- CITING four (4) DATA SOURCES.

Useful Internet Resources for Teachers:
 * Izaak Walton League
http://www.iwla.org

* Friends of the Earth
http://www.foe.org

* Environmental News Network
http://www.enn.com

* National Library for the Environment
http://www.cnie.org

Useful Internet Resources for Students:
 * National Wildlife Federation
http://www.nwf.org

* Sierra Club
http://www.sierraclub.org

* The Nature Conservancy
http://www.tnc.org

* Scenic America
http://www.scenic.org

* Environmental Protection Agency
http://www.epa.gov

* National Geographic Society
http://www.nationalgeographic.com

* U.S. Department of the Interior
http://www.doi.gov