Environmental Radio Broadcast

Environmental Radio Broadcast Curriculum Guidelines 2008
Preface
Hello, and welcome to EnviroEds Environmental Radio Broadcast curriculum. This program was first written and utilized by volunteers in Harvards EnviroEd program, partnering with Citizen Schools and Boston Public Schools, in the spring of 2009. It was the fifth semester in which we were a partner with those organizations and our fifth success introducing environmental concepts to the 5-8 graders in the schools that we taught in. The program was designed as a once a week after-school program that culminated in a final presentation in May. During that presentation the students presented their calendars to a small panel of school members and community members and had an excellent evening. Over the course of the ten weeks that we taught we feel the students learned a great deal and enjoyed the program. The return of several of the students to the program is a testament to this fact. It is our hope that this curriculum proves as useful and successful for you, in whatever form you decide to use it, as it did for us. Good luck! July 22, 2009 A. Patrick Behrer & Christopher Behrer, EnviroEd co-directors
Copyright 2008 EnviroEd
Introduction:
In 1975 UNESCO published the Belgrade charter which called for the development of environmental education as one of the most critical elements of an all-out attack on the worlds environmental crisis. This document also established the goal of environmental education to be the development of a world population that is: aware of, and concerned about, the environment and its associated problems, and which as the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. In the 30 years since that declaration there has been an incredible expansion of environmental education programs, both internationally and in the United States. Continuing the expansion of these programs and increasing their efficiency and scope is one of the best ways we have of taking steps to slow and stop the multitude of environmental problems currently facing the world. From Global Warming to continual deforestation none of these issues can be effectively combated if the general public does not have a basic level of environmental literacy. As educators, activists, community members and volunteers this processes of increasing environmental literacy falls to each of us. Programs like this Environmental Radio Broadcast promote increased environmental literacy as well as a sense of personal involvement and a feeling that individual actions can make a difference. Finally, as numerous handbooks and reports on the subject have attested, environmental education is good education. It involves the students and forces them to actively participate in the learning process. Often times it is concerned with issues of local importance that students can relate directly to their own lives and it typically avoids rote memorization activities in favor of comprehensive projects and involve and encourage critical thinking and problem solving. In short, environmental education is education that is necessary not only for the benefits that increased environmental literacy will have for the planet and human living standards but because it is also beneficial for the students educational experience. It can and should
be integrated across curriculums and this project presents one of many ways in which that can be done.
How to use this curriculum:

The Environmental Radio Broadcast curriculum was designed for, and first implemented in, an after school program in inner city middle schools in the Boston Public School District. The lessons are each meant to be approximately an hour and half and the project was meant to last for ten weeks with one lesson taught each week. The final week was a meant to be a presentation of the project. Because it was designed as an after school program it takes advantage of the flexibility that this allows to conduct some teaching outside as well as in locations off campus. It also is very heavy on hands on activities as a way of keeping the students engaged after a normal school day. Some of the activities therefore my not be appropriate for a more formal class setting. Educators are encouraged to use this curriculum as a guideline in developing their own activities and to add or take away where they feel it is necessary. Each classroom is different and what works in one may not work in another. Whether this curriculum is used in its entirety or in part the ultimate goal should be increasing students understand of global warming and how everyone contributes to that phenomenon.
Acknowledgements
We would like to thank both Citizen Schools and the Boston Public School district for their logistical support and for allowing us to first teach this curriculum in their programs. Boston Public Schools provided the classrooms and students while Citizen Schools gave classroom support and organized the final presentation of the WOW! at the schools. Citizen Schools also provided classroom funding where necessary. The student teaching groups who first taught and provided feedback on this curriculum also deserved to be thanked. From Harvard University and Boston College we would like to thank Elizabeth Shope, Aleksandra Jachtorowicz, Sean Forster, Amie Harris, Adam Clark, Lilli Margolin, Micheal Goldfarb and Erin Coburn.
Table of Contents Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9: Sources: Biodiversity and Global Warming Introduction Global Warming Environmental Policies Day 1 Environmental Policies Day 2 Field Trip Policy Research Writing the Radio Broadcast WOW! Broadcast Recording and Video Filming WOW! Rehearsal and Run-through 6 17 31 43 47 48 50 52 53 55
Lesson Plan I: Biodiversity and Global Warming Introduction School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Understand what the class rules are 2. What an Ecosystem is 3. What Biodiversity is and how it relates to a healthy environment 4. What Global Warming is Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 10 Minutes a. Go over classroom rules have kids write them on a poster b. Explain the WOW c. Go over todays lesson 3. Activity: Environmental Pre-test Time: 10 Minutes 4. Activity: Lecture about Ecosystems, Biodiversity & Food Web Time: 15 Minutes 5. Activity: Play Tic Tac Toe outside with the new Vocab Time: 20 Minutes 6. Activity: Explain the basics of Global Warming Time: 15 Minutes 7. Teach Back 5 Minutes Lesson By Activity Activity #1: Pre-test on Environmental knowledge * Use attached test and explain to the students that this is simply to assess how much they know now and they will take it again at the end to see how much theyve learned. Activity #2: Lecture on Ecosystems, Biodiversity & Food Web * Put each of the vocabulary words below at the top of a sheet of paper and place them at a desk around the room. Have the students go around the room and write what they think each word means on the paper. * Collect the sheets and go over the words the kids dont know o Suggestion: Write the words and the proper definition on large poster paper in the front of the room as you talk the kids through the definition
Make sure the students understand not just each word but how each one is connected with the others
Activity #3: Tic Tac Toe to practice Vocabulary * Take the class outside to a field if possible and the parking lot if not and make a tic tac toe board with duct tape. Split the class into teams * Use the attached questions and have each team answer a question. If they get it right they can place a team member on the board but once on the board the team member can no longer help answer questions. They also must make an X or an O with their arms and if they stop they have to come off the board. If a team gets a question right then the other team gets a chance to answer. In order to keep the game moving give each team a certain amount of time in which to answer the question. Activity #4: Basics of Global Warming * Global Warming Vocab. You can do the same with this as with the previous Vocab, although the kids will probably know more of this because of the amount of media treatment. * While explaining all of this, make sure that the kids understand the scientific process in addition to the vocabulary. Dont explain too much of the effects on sea levels or storms, etc as that is a big part of next weeks lesson. Materials and Equipment: 1. Lesson I Teacher Information (attached) 2. Chalk or tape to make tic tac toe squares Teach Back: Ask the students to teach back what they learned in this lesson, as a form of review. Record what the students tell you, over the semester, the teach backs will accumulate to create a power point presentation that chronicles the students activities. In order to simplify the creation of the power point later, it might be useful to simply use a sheet of paper and have the students design a slide representing that day, with a title, information, pictures etc. Save these designs in your binder.
Teacher Information:
Vocabulary Lists
o
Biodiversity: A totality of genes, species, and ecosystems of a
region and variation of life at all levels of biological organization.

o
Photosynthesis: The conversion of carbon dioxide, water and sunlight into chemical energy by plants. It is also an important source of oxygen. Ecosystem: A natural unit consisting of all plants, animals and
microorganisms in an area functioning together with all the non-living physical factors of the environment
o
Biosphere: The global ecological system integrating all living beings and their relationships. Habitat: The natural environment in which an organism lives, especially the physical environment that surrounds, influences and is utilized by a species population. Food Web: The feeding relationships between species in an ecological community. A graphical representation of the transfer of energy from one species to another within an ecosystem. (Emphasis the importance of small organisms to the survival of a predator, eg. Acorns > chipmunks > hawks. Also discuss the effect of small amounts of pollution low in the food chain on the lives of top predators) Greenhouse Gases: Components of the atmosphere that
contribute to the greenhouse effect. Some greenhouse gases occur naturally in the atmosphere, while others result from human activities such as burning of fossil fuels such as coal. Greenhouse gases include carbon dioxide, methane, nitrous oxide, and ozone.
Conservation: The preservation and careful management of the environment and of natural resources
Three Rs: Reduce, Reuse, Recycle. (Explain why these are important relative to protecting the environment and conservation.) Gene Pool: In population genetics, a gene pool is the set of
genes in a species or population. Explain the following but you dont need to write it: A large gene pool indicates extensive genetic diversity, which is associated with robust populations that have better chances of survival. Meanwhile, low genetic diversity can cause reduced biological fitness and an increased chance of extinction.
Global Warming Vocab
o
Ozone Layer: The ozone layer is a part of the Earth's
atmosphere which contains relatively high concentrations of ozone which it is vitally important to life because it absorbs biologically harmful ultraviolet (UV) radiation emitted from the Sun.
o
Atmosphere: The layer of gases that surround the Earth and make the planet habitable. It is mostly made up of nitrogen and oxygen with small amounts of carbon dioxide. Smog: A type of air pollution that is caused by large amounts of coal burning in an area and is caused by a mixture of smoke and sulphur dioxide. Greenhouse Effect: The process in which the emission of infrared radiation by the atmosphere warms a planets surface. Radiation from the sun is normally reflected off the earth but when certain gases build up in the atmosphere the radiation is trapped and it causes the earth to warm. Methane: A greenhouse gas roughly 25 times more potent than Co2. Its produced mostly by natural gas and oil mining as well as the decomposition of organic matter in land fills and on farms.
Deforestation: The clearing of forest land to make way for farming, urban or other uses. It contributes to global warming by removing a large number of trees which serve to remove CO2 from the atmosphere. Tic Tac Toe Questions 1. What is the connection between an acorn, a squirrel and a hawk called? 2. Are human beings part of an ecosystem? 3. When the gene pool in a species decreases what can happen to the species? 4. What is the difference between a diverse gene pool and biodiversity? 5. What is a habitat? 6. What are the three Rs? 7. What is the difference between reusing and recycling? 8. What is photosynthesis? Why is it important? 9. What are 3 of the 4 greenhouse gases? 10. What is one major source of CO2? 11. Why is CO2 bad? 12. Why is CO2 good? 13. What is the Biosphere? 14. Are we part of the Biosphere? 15. What is the difference between an ecosystem and a habitat? 16. Do Greenhouse gases affect the biosphere? 17. What ecosystems do you see on a daily basis? 18. Are humans part of the food web? 19. Where does Carbon come from in the environment? 20. Are all greenhouse gases bad when they are in the atmosphere?
10
Introductory Student Survey Name: _______________________ Grade:_________________ We want to know a little bit about you! Please answer these questions. The language(s) I speak at home is ___________________________________________ Circle yes or no. I am comfortable with English: Reading Writing Speaking Understanding yes yes yes yes no no no no
Circle the statement in each of the following groups of sentences that you think is most true about you. There are no right or wrong answers. Feel free to explain any answers that you want. 1. I feel safe in my home neighborhood. I do not feel safe in my home neighborhood. There are no pleasant parks near my home. There is at least one pleasant park near my home. At least one of my parents is overweight. My parents are both a healthy weight. I am allowed to spend time outside my house by myself. I am not allowed to spend time outside my house by myself. I like spending time outside. I would rather be inside than outside.
2.
3.
4.
5.
11
6.
At home, my family recycles everything we can recycle. At home, my family sometimes recycles. At home, my family never recycles I have never been to a pristine natural place. I have spent some time in pristine natural places. I have heard of global warming and think it is a problem we should solve. I have heard of global warming, but I dont think it is a big problem. I have never heard of global warming. It is okay to use as much water as we want. I think that it is important not to use too much water. Humans are damaging the natural environment and are causing global warming. We have the right to use our environment as we want, which might mean drilling for oil, polluting the air, polluting the water, or polluting the ground. I like animals and think it is important to protect them. I do not care about animals. I wish there were more nice parks around my home and school. There are already nice parks outside my school and home. I dont care about parks.
7.
8.
9.
10.
11.
12.
12
EnviroEd Pre-Test 1. What is the most common greenhouse gas emitted from Human activities? a. Nitrous Oxide b. Carbon Dioxide c. Methane d. Oxygen 2. Greenhouse gases in the atmosphere are always bad for humans and the environment? a. Yes b. No 3. In which of the following ways do people increase the concentration of greenhouse gases in the atmosphere a. Cutting down trees b. Driving Gasoline-powered automobiles c. Burning Coal to create electricity d. All of the above 4. Greenhouse Gases cause Global Warming By: a. Absorbing and reradiating heat from infrared rays b. Causing the atmosphere to catch fire c. Absorbing the water in the atmosphere d. Reflecting solar rays 5. The biosphere is made up of: a. The oceans b. The atmosphere c. The land we live on d. All the above 6. Global warming makes the weather all over the world warmer a. True b. False 7. Animals are effect by global warming because: a. The food web changes b. They loose habitat c. Their life cycles change d. All the above
13
8. The food web is: a. A big spider web with lots of food on it b. The connections between all the different animals in an ecosystem c. An internet site that tells you about dieting d. One animals source of food 9. A green building is: a. A building painted green b. A building that has a garden in it c. A building that reduces its carbon impact 10. Global Warming has no effect on Hurricanes or typhoons a. True b. False 11. What is one way to reduce your impact on Global warming? a. Talk on your cell phone less b. Drive your car more c. Recycle paper d. Turn the Air Conditioning up 12. What is the most powerful greenhouse gas? a. Methane b. Carbon Dioxide c. Oxygen d. Nitrogen 13. Humans live in an ecosystem a. True b. False 14. Its possible to eliminate all of your carbon emissions a. True b. False 15. Scientists are absolutely sure of all of the effects of global warming a. True b. False
14
EnviroEd Pre-Test 1. What is the most common greenhouse gas emitted from Human activities? a. Nitrous Oxide b. Carbon Dioxide** c. Methane d. Oxygen 2. Greenhouse gases in the atmosphere are always bad for humans and the environment? a. Yes b. No** 3. In which of the following ways do people increase the concentration of greenhouse gases in the atmosphere a. Cutting down trees b. Driving Gasoline-powered automobiles c. Burning Coal to create electricity d. All of the above** 4. Greenhouse Gases cause Global Warming By: a. Absorbing and reradiating heat from infrared rays b. Causing the atmosphere to catch fire c. Absorbing the water in the atmosphere d. Reflecting solar rays** 5. The biosphere is made up of: a. The oceans b. The atmosphere c. The land we live on d. All the above** 6. Global warming makes the weather all over the world warmer a. True b. False** 7. Animals are effect by global warming because: a. The food web changes b. They loose habitat c. Their life cycles change d. All the above**
15
8. The food web is: a. A big spider web with lots of food on it b. The connections between all the different organisms in an ecosystem** c. An internet site that tells you about dieting d. One animals source of food 9. A green building is: a. A building painted green b. A building that has a garden in it c. A building that reduces its carbon impact** 10. Global Warming has no effect on Hurricanes or typhoons a. True b. False** 11. What is one way to reduce your impact on Global warming? a. Talk on your cell phone less b. Drive your car more c. Recycle paper** d. Turn the Air Conditioning up 12. What is the most powerful greenhouse gas? a. Methane** b. Carbon Dioxide c. Oxygen d. Nitrogen 13. Humans live in an ecosystem a. True** b. False 14. You should try to eliminate all of your carbon emissions a. True b. False** 15. Scientists are absolutely sure of all of the effects of global warming a. True b. False**
16
Lesson Plan II: Global Warming School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Global Warming, Causes & Effects 2. Carbon Emissions, Causes & Effects [as a set of greenhouse gases] 3. Anthropogenic Greenhouse Gas production Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Global Warming, Carbon Emission & Anthropogenic production Class Time: 30 Minutes 4. Activity: An Inconvenient Truth Time: 20 Minutes 5. Activity: Vocabulary Jeopardy Time: 20 Minutes 6. Teach Back Powerpoint Lesson By Activity Activity #1: Global Warming, Carbon Emission & Anthropogenic production * For this activity, you will need to first pass out the Lesson II Handout (found right after this lesson plan in your binder). * Designate a teachers assistant to both pass out the handout and collect it before the Jeopardy game begins. * Talk the students through the material. Engage them with questions along the way, in order to help to reinforce the lesson Activity #2: An Inconvenient Truth Activity #3: Vocabulary Jeopardy * Split the kids up into even groups of 3 or 4 (if possible) at random [when kids choose friends, someone inevitably gets left out] * Ask one of the students to explain the rules of Jeopardy, if any of them know the rules [good way to engage them and make them listen to each other] * Using the Lesson II: Climate Change Jeopardy handout, write the categories on the board just as they are laid out on the
17
* *
handout Put a number on the board and cover it, then ask each group to ask the number. The closest group will start the game. When a group picks a category, say the statement with the least point value, and rotate around to each group clockwise, allowing one group at a time to try and answer within 15 seconds. If a group cannot answer, the next team has the opportunity. By the end, the team with the most points wins the game.
Materials and Equipment: 1. Lesson II Handout, to be given out during Activity #1 and #2 and then redistributed after class 2. DVD player and Television 3. Lesson II: Climate Change Jeopardy handout Teach Back: Ask the students to teach back what they learned in this lesson, as a form of review. Record what the students tell you, over the semester, the teach backs will accumulate to create a power point presentation that chronicles the students activities. In order to simplify the creation of the power point later, it might be useful to simply use a sheet of paper and have the students design a slide representing that day, with a title, information, pictures etc. Save these designs in your binder.
18
Lesson II Handout:
Global Warming 1. What is Global Warming in a sentence?
2. Name Three Greenhouse Gases. How do they contribute to Global Warming?
1. 2. 3.
19
Causes of Climate Change: 1. Greenhouse Gases:
2. Carbon Emissions:
3. Anthropogenic Carbon Emission:
What do you think might be some of the leading causes of recent global warming?
What are some ways that we all emit Greenhouse gases?
20
Effects of Climate Change: The retreat of mountain glaciers during the past century is one example of evidence that the climate is changing.
1928
1979
2003
21
South Cascade Glacier, Washington
Rising sea levels are another example of what could happen if the earth warms too much:
Photo courtesy of the National Oceanic and Atmospheric Administration
The Majuro Atoll: If sea level rises 20 inches then 80% of the Majuro Atol will be under water. Many other islands may also be submerged if sea level rises.
Evidence of Climate Change:
22
(GDFL - Geophysical Fluid Dynamics Laboratory model; NCAR - National Center for Atmospheric Reserach model)
Global averaged temperature projections from two state-of-the-art climate models driven by the same scenario of the future CO2 concentrations give similar results. What do you think the graph tells us?
23
Lesson II Climate change Jeopardy

Category 1 point Ecosystems Global Warming Global Warming Causes Global Warming Effects
A natural unit consisting of all plants, animals, and microorganisms in an area functioning together with all the non-living physical factors of the environments. [what is an ecosystem]
2 points
The ability of an environment to continue to function over time [What is sustainability?] Components of the atmosphere that contribute to the greenhouse effect. [What are greenhouse gases]
This is the phenomenon that occurs in the atmosphere, otherwise known as global warming [what is the trapping of greenhouse gases and/or the rise in global temperature?] Another name for global warming [what is the greenhouse effect] DAILY DOUBLE!! These are 3 types of greenhouse gases. [What are carbon dioxide, methane, nitrous oxide, ozone]
Name the 2 natural gases which most contribute to global warming. [What are carbon dioxide and methane?]
One affect of the sea level rising, because of global warming [what is submerged coral reefs or submerged islands, like Majuro Atoll?]
The type of animal that produces large amounts of methane [what is a cow?]
3 points
This is the way that deforestation contributes to global warming [What is by removing trees that take CO2 out of the atmosphere in photosynthesis]
The season which could come sooner, due to global warming [what is spring?] Carbon emissions caused by humans and the industries & machines they have created. [What is Anthropogenic Carbon Emission?] 2 effects of global warming [what are water shortages, more diseases, lack of biodiversity, glacial retreats or rising sea levels?] The 2 countries that emit the most greenhouse gases. [What are America and China?]
4 points
The preservation and careful managements of ecosystems and the natural resources within them. [what is conservation?]
The rate at which the sea level rises each year. [What is 1/10 of an inch?]
DAILY DOUBLE!!2 US sectors that contribute to global warming [What are industrial, transportation, residential, commercial, agricultural/livestock farming?] 2 human activities that contribute to global warming. [What are deforestation, livestock farming, burning of fossil fuels, refrigeration systems, or fertilization methods?]
5 points
The 3 Rs which contribute to conservation of the environment [what are Reduce, Reuse and Recycle?]
The percentage of carbon dioxide which contributes to global warming [what is 56%?]
FINAL JEOPARDY: 3 ways in which humans can counteract, or reduce, carbon emissions?
24
Teacher Information:
Global Warming: 1. What is Global Warming, in a sentence?
Diagram Explanation: 1. Sunlight brings energy into the climate system; most of it is absorbed by the oceans and land. 2. The Greenhouse Effect: Energy, in the form of heat, radiates out from the warmed surface of the earth a. Some of this energy is absorbed by greenhouse gases in the atmosphere, which re-emit the energy in all directions b. Some of the infrared energy further warms the Earth c. Some of the infrared energy is emitted into space. 3. Amplified Greenhouse Effect: Higher concentrations of CO2 and other greenhouse gases trap more infrared energy in the atmosphere than occurs naturally. The additional heat further warms the atmosphere and Earths surface.
25
2. Name three greenhouse gases? - The Diagram below gets all the human-produced gases down, but it leaves out water vapor, the final and most prevalent greenhouse gas
This diagram shows the relative importance of the major humanproduced greenhouse gases to current warming. CO2 is the most important followed in descending order by methane, CFCs, ozone and nitrous oxide. 3. Which greenhouse gas is the most harmful? - The worlds economy runs on carbon: the fuel in fossil fuels. Coal, oil, and natural gas contribute energy to nearly every human endeavor in industrialized nations, and carbon dioxide (CO2) is a by-product of burning these fuels. Immediately eliminating CO2 emissions would literally stop the industrial world. This graph illustrates how thoroughly fossil fuels and CO2 emissions are integrated into American life. CO2 contributes more to the recent increase in greenhouse warming than any other gas. CO2 persists in the atmosphere longer and longer as concentrations continue to rise.
26
Causes of Climate Change: 1. Greenhouse Gases: Gases, in excess, which trap heat in the Earths atmosphere. This occurs when an ecosystem produces more gas than it can naturally get rid of. 2. Carbon Emissions: Carbon Dioxoide (CO2) is the greenhouse gas most responsible for climate change. 3. Anthropogenic Carbon Emission: Carbon Dioxide emissions caused by humans and the industries and machines they have created. What do you think might be some of the leading causes of recent global warming? Greenhouse gas emissions from industry, transportation (1/3 of total US global warming pollution) and agriculture are very likely the main cause of recently observed global warming. Some of the main sources of greenhouse gases due to human activity include: * * burning of fossil fuels and deforestation leading to higher carbon dioxide concentrations livestock and paddy rice farming, land use and wetland changes, pipeline losses, and covered vented landfill emissions leading to higher methane atmospheric concentrations. According to the Food and Agriculture Organization of the United Nations, the livestock industry is responsible for 18% of greenhouse gas emissions, a higher share than transportation. refrigeration systems, and use of CFCs and halons in fire suppression systems and manufacturing processes
What are some ways that we all emit greenhouse gases? Major sources of an individual's GHG include home heating and cooling, electricity consumption, and transportation.
27
Effects of Climate Change: The retreat of mountain glaciers during the past century is one example of evidence that the climate is changing.
1928
1979
South Cascade Glacier, Washington
2003
Rising sea levels are another example of what could happen if the earth warms too much:
Photo courtesy of the National Oceanic and Atmospheric Administration
1. The Majuro Atoll: If sea level rises 20 inches then 80% of the Majuro Atol will be under water. Many other islands may also be submerged if sea level rises. Sea level Rising the ocean
28
rises 1/10 of an inch each year; could submerge coral reefs and even islands! 2. Water Shortages 3rd world resource management problems [e.g., Africa] 3. More Diseases disease spreads easier in warmer weather 4. Ecosystem Changes Earlier springs [between 1936-1998, 36 plant species flowered 7.3 days earlier!] How can we see the effects of global warming upon the environment? * Keeling Chart: In 1958, American scientist Charles David Keeling began measuring the concentration of the gas carbon dioxide (CO2) in the atmosphere. This graph presents data gathered on Mauna Loa, a volcano in Hawaii.
Note: the fluctuation in the measurement stems from the wavering CO2 concentrations in the Northern hemisphere, where CO2 concentration peaks in early spring just before plant growth begins and falls off in October when the growing season ends.
29
Evidence of Climate Change:
(GDFL - Geophysical Fluid Dynamics Laboratory model; NCAR - National Center for Atmospheric Reserach model)
Global averaged temperature projections from two state-of-the-art climate models driven by the same scenario of the future CO2 concentrations give similar results. What do you think the graph tells us? Both graphed lines show that warming is projected to increase in the next century as greenhouse gas levels rise; Both show that warming will likely be greatest in the northern regions close to the pole; Both show that warming will likely tend to be greater over land than over the ocean.
30
Lesson Plan III : Environnemental Policies Day 1 School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. What environmental policy is and how it affects their lives 2. What five of the United States environmental policies are (or should be) 3. About the importance of cleaning up their local environment Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Introduction of Environmental Laws and Policy Time: 15 min 4. Activity: Overview of 5 of the United States environmental policies Time: 20 min 5. Activity: Go outside and have the kids pick up litter in a local park Time: 30 min 6. Teach Back Lesson By Activity Activity #1: Introduction of Environmental Laws and Policy * Explain to the kids what environmental policy is o Why is it created? o Who creates it? o How does it affect us? * See attached Teachers sheet I for information Activity #2: Overview of five of the United States environmental policies * Introduce the following five policies that have been changed by President Bush or may otherwise be important in the next 8 years: o The Endangered Species Act o Carbon Taxes o Cap and Trade Systems o Environmental Education o City Parks * The students should pay close attention to these because they
31
will vote on three of the ten (five more will be introduced next week) next class to research more about and then to write their radio broadcast about See attached Teachers sheet II for information
Activity #3: Go outside and have the kids pick up litter in a local park * Chose a park that is in close walking distance from the school and have the kids walk over and collect garbage * Explain the importance of city parks for community involvement and exposure to the outdoors o How many of the students have used the park? o How many wish that they had been able to? * Emphasize that each person who uses the park should make an effort to keep it clean and that doing so will make it more usable and enjoyable Materials and Equipment: 4. Several large trash bags for litter cleanup 5. Plastic gloves for the kids during litter cleanup Teach Back: Ask the students to teach back what they learned in this lesson, as a form of review. Record what the students tell you, over the semester, the teach backs will accumulate to create a power point presentation that chronicles the students activities. In order to simplify the creation of the power point later, it might be useful to simply use a sheet of paper and have the students design a slide representing that day, with a title, information, pictures etc. Save these designs in your binder.
32
Teacher Information Sheet I

Introduction to Environmental Policies Environmental policy is any (course of) action deliberately taken (or not taken) to manage human activities with a view to prevent, reduce or mitigate harmful effects on nature and natural resources, and ensuring that man-made changes to the environment do not have harmful effects on humans. History of US environmental policy: In 1872 the US Congress passed legislation recognizing Yellowstone (in Wyoming) as the worlds first official National Park. This marked the beginning of the United States efforts to protect the natural environment. Environmental Policy focused primarily on the protection of public land for the next 75 years until the passage of the Air Pollution Control Act of 1955. In the 1970s environmental policy became more prominent and the country saw the passage of the Endangered Species Act, The Clean Air Act and the Clean Water Act. All of these are still in effect and continue to protect us today. The 1970s also saw the founding of the Environmental Protection Agency (EPA). Who makes environmental policy: Much of the environmental policy in the United States is written at a national level by the Congress. States often have their own environmental regulations as well but most major issues are addressed at the national level. Individuals can get involved by contacting their local Representatives or Senators and expressing interest in the environment and asking the Representative or Senator to vote in favor of a policy under discussion. Day to day decisions of environmental importance are made by the Environmental Protection Agency (EPA). This Agency writes the regulations that enforce the policies and laws that Congress passes. The EPA also conducts research about the environment and leads environmental education programs to increase the countrys understanding of the environment. Typically environmental policy uses two methods to protect the environment: rules and inducements. A ruling on the environment is simply when the Congress writes a law that outlines what can and cannot be done. For example, Congress has said that hunting Bald Eagles is illegal because they are the National Bird of the United
33
States. An inducement is more complex but it is basically when the government provides an incentive for people to protect the environment. For example, in order to protect trees Congress might tell landowners that if they leave the trees on their property uncut they will be paid a certain amount of money. There are also international environmental policies like one youre probably heard of called the Kyoto Treaty. These work much like the environmental policies of the United States but instead of trying to get individual citizens to protect the environment they try and get whole countries to protect the environment. These arent created by anyone country but instead when groups of countries get together. How environmental policy affects us: Even if you dont visit National Parks or get to see Polar Bears in the wild your life is affected by environmental policy. The Clean Air and Clean Water Acts help protect your health and keep the environment around us clean and livable. Clean Air can help prevent asthma and reduce the frequency with which you get sick. Clean Water prevents stomach sickness and can help keep you teeth clean and protected from cavities (many municipalities fortify their water with fluoride). Environmental policy also affects us because it can be expensive to enforce. Congress and other policy makers must balance these costs, which can take the form of higher taxes or more expensive goods, against the benefits that we gain from a clean, protected environment. Each of us must also decide whether or not we are willing to pay more for a clean environment.
34
U.S. Environmental Movement Timeline

From www.ecotopia.org 1847 - George Perkins Marsh gave a speech to the Agricultural Society of Rutland County, Vermont. He called attention to the destructive impact of human activity on the land, especially through deforestation. He advocated a conservationist approach to the management of forested lands. The speech was published in 1847. It became the basis for his book Man and Nature or The Earth as Modified by Human Action, first published in 1864 and reprinted many times thereafter. 1864- Posthumous publication of Henry David Thoreau's The Maine Woods, in which Thoreau called for the establishment of "national preserves" of virgin forest. 1864 - Congress passed legislation giving Yosemite Valley to the state of California as a park. 1866 - The word "ecology" was coined by the German biologist Ernst Haeckel. 1876 - Appalachian Mountain Club founded 1869 - John Muir moved to Yosemite Valley. 1872 - Congress passed legislation making Yellowstone the world's first official National Park. 1872 - Congress passed the now-infamous Mining Law under which companies and individuals may buy the mining rights for public land thought to contain minerals for $5 per acre or less. 1886 - Audubon Society founded 1890 - Congress passed legislation establishing Sequoia National Park, California 1890 - Congress passed legislation establishing Yosemite and General Grant National Parks, California. 1891 - Congress passed the Forest Reserve Act, empowering the President to create "forest reserves." This created the legislative foundation for what became the National Forest system. 1892 -Sierra Club incorporated with John Muir as President 1893 - President Benjamin Harrison created the 13 million acres of forest reserves including four million acres covering much of the High Sierra. 1898 - Gifford Pinchot was appointed chief of the Division of Forestry of the U.S. Department of Agriculture, beginning an era of scientific forestry where, theoretically, clear-cutting was to be abandoned.
35
1901 - First Sierra Club outing (to Tuolomne Meadows) 1903 - Teddy Roosevelt visited Yosemite with Muir 1905 - California legislature agreed to return Yosemite Valley to federal control 1910 - The amazing Lakeview Gusher started spewing crude oil into the air of the San Joaquin Valley in California. Oil shot into the air at an estimated 125,000 barrels a day from a column of oil and sand 20 feet in diameter and 200 feet high (6 meters by 60 meters). The gushing continued at a reduced rate for 18 months and released approximately 9.4 million barrels. Half the oil was captured and processed but the rest flowed into local rivers, agricultural land, the air and the water table. 1913 - Congress authorized the dam at Hetch Hetchy Valley in Yosemite National Park 1915 - California legislature authorized $10,000 to start planning and construction of the John Muir Trail 1916 - National Park Service founded with Stephen Mather as President 1935 - The Wilderness Society was founded. In the first issue of their magazine Living Wilderness, editor Robert Sterling Yard wrote, "The Wilderness Society is born of an emergency in conservation which admits of no delay. The craze is to build all the highways possible everywhere while billions may yet be borrowed from the unlucky future." 1948 - An atmospheric inversion in Donora held the town under a cloud of gas from the Donora Zinc Works. Twenty people died. Public outcry over the incident forced the federal government to begin studying air pollution; it's causes, effects, and how to control it. This led to the Air Pollution Control Act of 1955, the ancestor of the Clear Air Act of 1970 (see below). 1949 - Sand County Almanac by Aldo Leopold published posthumously. 1952 - David Brower became the first Executive Director of the Sierra Club. Under his leadership, the Club became America's foremost environmental protection organization. 1955 - As a result of public pressure, the federal government dropped plans for a dam in Dinosaur National Monument. Building on the momentum generated by this success, the Wilderness Bill, drafted by Howard Zanhiser, was introduced into Congress by Hubert Humphrey and John Saylor. 1962 - Silent Spring by Rachel Carson published. The book alerted the
36
general public to the dangers of pesticides, particularly the dangers to humans. Yet she remained in the tradition of Muir, summarizing her main argument, "The 'control of nature' is a phrase conceived in arrogance, born of the Neanderthal age of biology and philosophy, when it was supposed that nature exists for the convenience of man." 1964 - The Wilderness Act passed, establishing a process for permanently protecting some lands from development. 1965 - The Sierra Club brought suit to protect New York's Storm King Mountain from a power project. The case established a precedent, allowing the Club standing for a non-economic interest in the case. 1966 - Sierra Club published full-page newspaper ads in the New York Times and Washington Post against building a dam that would flood the Grand Canyon. The next day, the IRS hand-delivered a suspension of the Club's tax-exempt status. This action boosted the Club's prestige and membership and helped in the fight to save the Canyon. The ad in question said simply, "This time it's the Grand Canyon they want to flood. The Grand Canyon." 1968 - Grand Canyon dam plan killed. 1969 - Santa Barbara Oil Spill -- Oil from Union Oil's offshore wells fouled beaches in Southern California and aroused public anger against pollution. 1969 - National Environmental Policy Act passed and Environmental Protection Agency created. In this, the first major U.S. environmental legislation, Congress declared: "That it is the continuing policy of the Federal Government, in cooperation with State and local governments, and other concerned public and private organizations, to use all practicable means and measures, including financial and technical assistance, in a manner calculated to foster and promote the general welfare, to create and maintain conditions under which man and nature can exist in productive harmony, and fulfill the social, economic, and other requirements of present and future generations of Americans." 2/ NEPA 101(a), 42 U.S.C. 4331(a). 1970 - Clean Air Act passed; greatly expanding protection began by the Air Pollution Control Act of 1955 and the first Clean Air Act of 1963. 1970 First Earth Day 1972 - DDT banned in US. 1972 - Water Pollution Control Act passed over President Nixon's veto. The final tally was overwhelming: 52 to 12 in the Senate, 247 to 23 in the House.
37
1973 - Endangered Species Act passed. In the famous decision of 1977 - The U.S. Supreme Court upheld the 1973 Endangered Species Act and stopped construction of the Tellico Dam. 1978 - President Carter declared an emergency at Love Canal. The Love Canal scandal alerted the country to the long-term, hidden dangers of pollution of soil and groundwater. 1979 -Three Mile Island nuclear power plant almost had a meltdown, giving the nuclear power industry a permanent black eye. 1980 - Congress passed the Alaska National Interest Lands Conservation Act, designating over100 million acres of parks, wildlife refuges, and wilderness areas. 1986 - The Number Four reactor at Chernobyl suffered a disastrous explosion and fire. Thirty-one people died in the days after the accident but many thousands were subjected to radiation. The nuclear power industry has never recovered from the effects of the publicity given to this, the worst nuclear accident to date. 1989 - Exxon Valdez disaster. 1994 - Mono Lake -- court decided minimum stream flows must be maintained. 1994 - Unocal diluent spill discovered. -- An 8.5 million gallon spill of diluent was discovered at Unocal's Guadalupe oil field. This is the second largest known spill in California history. 1997 - A 23-year-old woman named Julia Butterfly Hill climbed into a 55-meter (180 foot) tall California Coast Redwood tree. Her aim was to prevent the destruction of the tree and of the forest where it had lived for a millennium. 1999 - Julia Butterfly Hill came down from Luna after concluding a deal with Pacific Lumber/Maxxam Corporation to save the tree and a three-acre buffer zone. 2005 - Kyoto Protocol comes into effect. Almost all countries in the world are now pledged to reduce the emission of gasses that contribute to global warming.
38
Teachers Information Sheet II

Five Environmental Policies of the United States The Endangered Species Act: The Endangered Species Act is one of the strongest protections of the environment in the United States. Passed during the Green Decade of the 1970s it bars the destruction of any species, or the habitat of any species, that is listed as endangered. The ESA also extends protection to animals it considers protected or threatened. Because of the stringent restrictions that regulate the actions of individuals towards endangered species the ESA is considered a rules based policy. It outlines exactly what people can and cannot do with respect to the environment. Some people have argued that the policy might be more effective if it were modified to focus more on inducement and economic payments for protection of species and their habitats. Recently the Bush Administration has proposed changes to the Endangered Species Act that would place some of the decision-making about whether a species would be adversely affected by a government action in the hands of government agencies rather than the EPA and other experts. Environmentalists claim that this would do irreparable harm to the efficacy of the ESA. Business leaders and the Bush Administration claim that it would streamline the approval of government projects and may reduce some of the costs of the projects. Carbon Taxes: carbon taxes are a policy proposal that the US is considering as a method of regulating Global Warming. Because CO2 emission is one of the leading causes of Global Warming some economists and policy makers propose taxing its emission as a way to incentivize a reduction of emissions. Some people propose that a carbon tax should tax the suppliers of carbon. In this case the companies who mine carbon or import it into the United States would be taxed per ton of carbon they mine or import. Others suggest that carbon should be taxed per ton of carbon emitted. In this case companies that burn carbon (electricity companies, factories, etc) would be taxed based on the amount of CO2 they emit from their smokestacks.
39
Regardless of which method is chosen a carbon tax policy is one of the inducement policies discussed above. It tries to make protecting the environment more economically favorable for businesses rather than simply telling them what they can and cannot do. Cap and Trade System: Cap and trade systems are another method for reducing carbon emissions to help prevent Global Warming. With this policy companies are given a number of permits. These permits allow them to emit a limited amount of CO2. If they do not emit as much CO2 as they have permits for than they are allowed to sell the permits to other companies. The companies that buy the permits can then emit extra CO2. The most important aspect of this policy is that when the initial permits are issued the total amount of CO2 that can be emitted by all companies is a decrease over the current amount. Over time some permits expire or are bought by individuals who do not emit any CO2 and in this way the total amount of CO2 emitted decreases. Like a carbon tax this system tries to make protecting the environment economically beneficial for companies. If they have extra CO2 permits they can sell them to other companies and not only save money but make a profit from protecting the environment. However, it is important to remember that this policy only works when the effect of the type of pollution regulated is not localized. CO2 emissions harm everyone equally so allowing one company to emit more than another does not unduly harm individuals in a certain area. Some pollution does not effect everyone equally though and if companies were allowed to emit more of these pollutants in one area by buying permits it would harm other individuals in that area. Environmental Education: National Environmental Education began in the United States with the passage of the 1990 National Environmental Education Act. That act was renewed in 2005 and provides funding to thousands of environmental education programs across the country. With the reauthorization of the act the EPA recognized that many of the problems facing the environment are issues that cannot be solved by regulation alone. Instead it will require increased citizen understanding of the environment and participation in its protection. As a result the Act passed in 2005 makes it a goal to drastically increase the capacity for environmental education in the country. To do that the 2005 Act continued the practice of granting up to $250,000 for environmental education
40
programs. While environmental education is clearly very important it does not fit into either of the two policy areas talked about earlier. Rather than force individuals to teach about the environment it provides the opportunity for those who would like to teach to do so. In some ways then it fits the inducement category but individuals rarely profit directly from environmental education. City Parks: The United States is far behind many of the countries in the world in terms of the green spaces in their cities. Urban sprawl is a major issue as well as inadequate access to nature for huge sections of the urban population. While the United States does not have a comprehensive federal policy regarding the development and protection of City Parks perhaps they should. The federal government has consistently reduced the funding available to cities for the development and maintenance of their city parks. Congress has authorized $900 million for the development of urban recreation and greenway areas but this funding has not materialized. A comprehensive policy for the creation of city parks across the country and federal funding for these parks would serve many purposes. Besides the benefits that accrue to the community members in the form of additional recreation opportunities, greater exposure to nature and a more pleasant living environment parks can provide economic benefits as well. The presence of trees on lots or in developments has been found to increase the value of the lot by up to 30%. City park policy is currently often spread out and left up to individual cities and states. Increasing the federal presence in the United States city park development may help return green space to the inner cities.
41
Lesson III Handout: Environmental Policy

1. What do you think Environmentalism is? Do you know how it started in the US?
2. How are animals like the Polar Bear protected in the United States?
3. What do you think should be done about Global Warming?
4. Can you go to a park near your house? Do you go often?
42
Lesson Plan IV : Environnemental Policies Day 2 School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Several new environmental policies, including how these policies relate to their lives. 2. Which areas of our planet are in danger of being destroyed. 3. How the environmental policies they have learned about could help protect the at risk areas of the planet that they learned about in the movie. Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 minutes 2. Review Agenda and Set Context 5 minutes 3. Activity 1: Environmental Policy 25 minutes 4. Activity 2: Planet Earth 30 minutes 5. Activity 3: Relevance of Environmental Policies 10 minutes 6. Teach Back 10 minutes Lesson By Activity Activity #1: Environmental Policy Time 25 minutes * Briefly review what environmental policy is and the policies that were taught last week, spend less than 5 minutes on this * Go over the following 5 policies in whatever manner you deem to be most conducive to your classs learning style and ability, small groups are strongly recommended Activity #2: Planet Earth Time: 30 Minutes We will email you with specific sections to watch. Activity #3: Relevance of Environmental Policies Time: 10 Minutes Explain how each policy is relevant to their life. Basic relevance includes asthma, allergies, and general health for the clean air and clean water acts. Relevance for national parks can include the protection of the harbor islands and historical sights such as Lexington and Concord. Ethanol relevance is a bit more abstract, in the long run it likely negatively effects global warming, but try to emphasize the
43
effect corn ethanol will have on food prices. Superfund is relevant based on location, and the fact the it has helped protect the Boston area from hazardous waste. Materials and Equipment: Television and DVD player Planet Earth Teach Back: Have the students teach back what they learned today by designing another slide for the power point presentation. Record their design on a sheet of paper to be used at the end of the semester to create the power point.
44
Teachers Information Sheet I

Five Environmental Policies of the United States Clean Water Act o Enacted in 1972 o Prevents pollution of water, both point and non-point o Point pollution includes direct contamination such as disposal of chemicals into rivers o Non-point pollution includes pollutants that are transported to rivers and streams when rainfall and snowmelt move through and are infused with pollutants from the ground and other sources o Improves wastewater treatment o Protects wetlands Clean Air Act o Most recently amended in 1990 o The clean air act provides funding for research into air pollution and pollutions control o The act also places extensive regulations, on both the state and federal level, on stationary and mobile sources o The 1990 amendment increased the power of the federal government to regulate air quality and levels of pollutants, as well as providing for regulatory programs to control acid rain. Also, provisions were developed with regard to the protection of the ozone layer National Parks o On March 1, 1872, Yellowstone National Park is established in the Montana and Wyoming territories o Today there are nearly 1,200 national parks in 100 different nations o There are nearly 400 national parks in the United States including 20 in Massachusetts, such as the Boston Harbor Islands o National parks were established to protect and preserve their natural and historical content, to protect the wildlife within the parks and to allow the parks to be enjoyed by the American people, while preserving them for future generations to enjoy
45
Ethanol o Ethanol is an alternative fuel that has received an incredible amount of attention in the quest to improve fuel efficiency o There are two types of ethanol, corn ethanol and cellulosic ethanol o Ethanol has some advantages over gasoline, it can be produced domestically, and it burns cleaner. o However, ethanol is a short term solution that has significant long term costs. o Food prices will rise as corn and wheat are diverted from the food market to ethanol production. Not only will prices rise, but production will fall, and more people will be at a serious risk for starvation. o Also, ethanol is produced from plant life, which, both while it is living, and also after it has died, acts as a carbon sink. Some scientists estimate that it will take more the 400 years of biofuel use to make up for the carbon emitted by clearing land for the production of ethanol. Superfund o An environmental program established by the EPA to clean-up abandoned hazardous waste sites o Superfund also gives the EPA the authority to require the entity responsible for the waste to clean up, or pay for the clean up of the hazardous waste o Superfund also provides for a long-term protection plan for the cleaned waste sites o There are more than 15 Superfund Sites in and around Boston
46
Lesson Plan V: Field Trip Day School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Be introduced to a professional environmnetal Radio broadcast and begin to think about how they will write their own. Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Curriculum Appropriate Field Trip (see below) Time: 3 hours 4. Activity: Discuss the students ideas for their own radio broadcast Time: In transit 5. Teach Back In transit 6. Clean Up Lesson By Activity Activity #1: Field Trip * Suggestions: Local Radio Stations (environmentally themed if possible). In Boston Public Radio Internationals program Living on Earth is a good example. * The goal is to introduce the students to environmental radio broadcasting and show them how it is down professionally. Materials and Equipment: * Buses or other transport Teach Back Ask the students to teach back what they learned in this lesson, as a form of review.
47
Lesson Plan VI: Policy Research School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Which three policy issues are most relevant to their lives. 2. How to develop and defend a position on each issue. Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity #1: Policy Research - 30 minutes 4. Activity #2: - 20 minutes Grass Growing 5. Activity #3: Policy Defense 15 minutes 6. Teach Back 10 Minutes Lesson By Activity Activity #1: Policy Research * Have the kids chose the three policy issues that they feel are the most important. * Split into three groups, one for each policy * Take the kids to the computer lab, or use your laptops and help the kids research their policy issue with a focus on developing a recommendation for the radio show * You can use the list of websites under the sources section of the curriculum as a starting point for their research Activity #2: Grass Growing Bring in empty soda cans or other recyclable vessels to plant grass in. We will get you potting soil and grass seed before this lesson. Emphasize the value of recycling with this exercise. If possible put the plants somewhere in the class room, the kids get very excited when they come in the next week and see their grass growing. Activity #3: Policy Defense Each group should present their research and their policy recommendation to the class. This is practice for the radio show, so
48
not only should the information be compelling, but the kids should also practice good public speaking techniques. Focus especially on enunciation, volume, and flow as these aspects will be important for the radio broadcast. Materials and Equipment: Computer lab Soda cans Potting soil and grass seed Teach Back: Have the students teach back what they learned today by designing another slide for the power point presentation. Record their design on a sheet of paper to be used at the end of the semester to create the power point.
49
Lesson Plan VII: Writing the Radio Broadcast School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Good Public speaking skills 2. Argument formation 3. Power point presentation skills Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity #1: Writing the Program 30 minutes 4. Activity #2: Finishing the power-point 15 minutes 5. Activity #3: Practicing radio broad cast 20 minutes 6. Teach Back 10 minutes Note: Times for this lesson are relatively conservative, if you complete everything feel free to play and environmental game of your choice. Lesson By Activity Activity #1: Writing the Program Time: 30 minutes * Split the kids back into their policy groups and have them compose a 2-3 minute script describing their policy and policy recommendation, emphasize the expected language and level of discourse for a radio broadcast. * We envision a panel presentation sort of broadcast, when one student opens the broadcast with a general statement about the purpose and background information of the broadcast, and then refers to other students who present information on each policy. * Dont forget to have the groups compose an opening and closing statement for the radio broadcast. Activity #2: Finishing the power-point Time: 10 minutes Combine the slides that you have been making as teach backs all semester to create a power point chronicling the semester. Include pictures and animation as you see fit. Activity #3: Practicing Radio Broad Cast
50
Have the kids practice the scripts that they have written. Emphasis good public speaking, especially those aspects which will be important in a radio broadcast. Materials and Equipment Laptops Teach Back: Since you made the power point today, you can do teach back orally.
51
Lesson Plan VIII: WOW! Broadcast Recording and Video Filming School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Record Radio Broadcast 2. Film the recording process for presentation at the WOW Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Record Radio Broadcast Time: 1.25 hrs 4. Activity: Create Film of the recording process Time: 1.25hrs 5. Teach Back 5 Minutes 6. Clean Up 5 Minutes Lesson By Activity Activity #1: Record Radio Broadcast * Split the kids into to groups based on what they want to do (Radio broadcast or Filming) * The first group will then be responsible for acting in the radio broadcast and recording. Activity #2: Create Film of the recording process * Have the second group of students record the first as they record the broadcast. These students can film the aspects of the recording process they like the best it should have a documentary feel but it should contain most of the radio broadcast. Materials and Equipment: Video Camera Recording Equipment & Script from Previous Lesson Teach Back Ask the students to teach back what they learned in this lesson, as a form of review. This teach back can be in a more traditional Q&A format since the powerpoint should have already been written
52
Lesson Plan IX: WOW! Rehearsal and Run-through School: ____________________________ Date: ____________
Lesson Objectives: By the end of the lesson, the students will have learned: 1. Public Speaking Skills 2. Have completed and practiced their WOW Agenda: Post in the room for students to see. Even appoint a student, responsible for writing the agenda on the board. 1. Opening Ritual 10 Minutes 2. Review Agenda and Set Context 5 Minutes 3. Activity: Explain basic rules of Public Speaking Time: 15 min 4. Activity: Have the kids come up with a short speech to introduce the film of their radio broadcast Time: 20 min 5. Activity: Do a complete Rehearsal of the WOW Time: 10 min 6. Activity: Go over what the kids did well Time: 20 min 7. Teach Back 5 Minutes Lesson By Activity Activity #1: Go over the basic aspects of good Public Speaking * Ex: proper dress, eye contact, loud & clear speaking, consistent gestures within box. Activity #2: Have the kids come up with a short speech to introduce film of the radio broadcast * Use this time to have all of them together come up with a short introduction to their project. Have them explain what some of the policies they chose where and why the think environmental policy is important. Activity #3: Do a complete Rehearsal of the WOW * Treat this as if it is the real thing. Have the CTs watch and take notes while the kids go through the whole presentation. Activity #4: Go over what the kids did well * The CTs should ask the kids what they thought they did well and could improve on. * Have them make a list of things to work on for the real presentation and include any suggestions that the CTs have if
53
the students do not think of it on their own. If there is time left have the kids do another rehearsal and try to fix some of the things discussed. Materials and Equipment: Materials for the WOW
*
54
Sources consulted:
Carbon Tax Center. Whats A Carbon Tax. Website accessed here: http://www.carbontax.org/ City Parks Alliance. Website accessed here: http://www.cityparksalliance.org/ CityParks Foundation. Website accessed here: http://www.cityparksfoundation.org/ Coyle, K. Understanding Environmental Literacy in America: And Making It a Reality. National Environmental Education and Training Foundation. 2004. Washington, DC. p. 16. Grunwald, Michael. The Clean Energy Scam. 2008. Available here: http://www.time.com/time/magazine/article/ 0,9171,1725975-1,00.html Halperin, Alex. Ethanol: Myths and Realities. 2006. Available here: http://www.businessweek.com/technology/content/ may2006/tc20060519_225336.htm League of Conservation Voters. The Bush Administrations FY2008 Budget Proposal. Website accessed here: http://www.lcv.org/president-and-congress/president/bushrollbacks/the-bush-administrations-fy-2006-budget.html Lieberman, G.A., and L.L. Hoody. Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. State Education and Environment Roundtable. 1998. Poway, CA. Mieszkowski, Katharine. Bush officials sneak-attack nations wildlife. Available here: http://www.salon.com/env/feature/2008/08/20/endangered_spe cies_act/ MSNBC Staff. Bush to relax protected species rules: Plan takes scientists out of decision making on species status. August
55
2008. Available here: http://www.msnbc.msn.com/id/26143098/ NatureServe Explorer. U.S. Endangered Species Act. accessed here: http://www.natureserve.org/explorer/statusus.htm Website
Newman, Rick. Cellulosic Ethanol. 2008. Available here: http://www.usnews.com/articles/business/your-money/ 2008/01/11/cellulosic-ethanol.html Schwartz, Anne. Federal Funding for City Parks, Gotham Gazette; January 2004. Accessed here: http://www.gothamgazette.com/article/parks/20040120/14/845 The Green Elephant. The Bush Administration at Mid-term: A Cloud over Americas Natural Heritage. Winter 2003. Website accessed here: http://www.rep.org/news/GEvol6/ge6.3_Bushcloud.html The Park Center for Public Policy. Website accessed here: http://www.parkcitycenter.org The Project for Public Spaces. Why People Need Parks. Website accessed here: http://www.pps.org/parks_plazas_squares/info/whyneed The National Environmental Education Advisory Council. Setting the Standards, Measuring Results, Celebrating Successes: A Report to Congress on the Status of Environmental Education in the United States. March 2005. Available here: http://www.epa.gov/enviroed/pdf/reporttocongress2005.pdf US Environmental Protection Agency. Cap and Trade. Website accessed here: http://www.epa.gov/airmarkt/captrade/index.html US Environmental Protection Agency. Cap and Trade: Essentials. Available here: http://www.epa.gov/airmarkt/captrade/docs/ctessentials.pdf
56
US Environmental Protection Agency. Nonpoint Source Poluution. Available here: http://www.epa.gov/oecaagct/ lcwa.html#Nonpoint%20Source%20Pollution US Environmental Protection Agency. Superfund. 2007. Available here: http://www.epa.gov/superfund/about.htm US Environmental Protection Agency. The History of the Clean Air Act. Available here: http://www.epa.gov/air/caa/ caa_history.html US National Park Service. About Us. Available here: http://www.nps.gov/aboutus/index.htm United States House of Representatives. National Environmental Education Act of 1990. November 1990. Available here: http://www.epa.gov/enviroed/pdf/neea.pdf Weiss, Don. Environmental Movement Timeline. EcoTopia USA. April 2005. Website accessed here: http://www.ecotopia.org/ehof/timeline.html
57

Environmental Radio Broadcast

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Environmental Radio Broadcast

Transféré par

Droits d'auteur :

Formats disponibles

Environmental Radio Broadcast Curriculum Guidelines 2008

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

How to use this curriculum:

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Biodiversity: A totality of genes, species, and ecosystems of a

region and variation of life at all levels of biological organization.

Copyright 2008 EnviroEd

Ozone Layer: The ozone layer is a part of the Earth's

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Lesson Plan II: Global Warming School: ____________________________ Date: ____________

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

2. Name Three Greenhouse Gases. How do they contribute to Global Warming?

Copyright 2008 EnviroEd

Causes of Climate Change: 1. Greenhouse Gases:

3. Anthropogenic Carbon Emission:

What are some ways that we all emit Greenhouse gases?

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

South Cascade Glacier, Washington

Photo courtesy of the National Oceanic and Atmospheric Administration

Evidence of Climate Change:

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Lesson II Climate change Jeopardy

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Photo courtesy of the National Oceanic and Atmospheric Administration

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Evidence of Climate Change:

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Teacher Information Sheet I

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

U.S. Environmental Movement Timeline

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Teachers Information Sheet II

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Copyright 2008 EnviroEd

Lesson III Handout: Environmental Policy

3. What do you think should be done about Global Warming?

4. Can you go to a park near your house? Do you go often?

Copyright 2008 EnviroEd

Lesson Plan IV : Environnemental Policies Day 2 School: ____________________________ Date: ____________

Lesson Plan II: Global Warming School: ________________ Date:

Lesson Plan IV : Environnemental Policies Day 2 School: ________________ Date:

Lesson Plan V: Field Trip Day School: ________________ Date:

Lesson Plan VI: Policy Research School: ________________ Date: