Environmental Education and the Social Studies This slideshow

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

What is Environmental Education?

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

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

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

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

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

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

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

“In the Good Old Days” Project Learning Tree n n 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

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

“Wildlife in Ohio History” Timeline n n 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 Poster on Ohio’s Wildlife History Now Available!!

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

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

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

“The Native Way” Project Learning Tree n n n 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

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

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

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

Geography using migratory birds and butterflies n n n Journey North www. learner. org/jnorth/current. html Monarch Watch www. monarchwatch. org “Back from the Argentine” Leopold Education Project, www. lep. org

Using Phenology to Teach Geography and Economics n n 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/

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

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

“Life and Death Situation” Healthy Water, Healthy People 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.

“Best Place” Byrd Polar Research Institute n 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.

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

“Cookie Mining” n n 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/cookie 1. htm

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

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

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

“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

“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

“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.

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

“Setting the Standards” Healthy Water, Healthy People n n n 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)

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

Beyond Brockovich n n n 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

Sea Turtles International Aquatic Project WILD n n Different countries’ philosophies on wildlife ownership and habitat management International agreements and organizations that manage species that cross international borders

When a Whale Is Right Aquatic Project WILD n n n Status of whales International alliances that affect wildlife How wildlife can affect relationships between and among nations

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

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

“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.

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

Citizen Rights and Responsibilities n n n “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

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

“Smoky Gold” Leopold Education Project n n 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

“Water’s Going On? ” Aquatic Project WILD n Record and interpret daily water consumption n Recommend how to conserve water

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

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

“A Snapshot in Time” Healthy Water, Healthy People n n n 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 analyze trends in quality data, water

Watered-Down History Aquatic Project WILD n n Investigate the history of a chosen waterway through research methods, a taped personal interview, and public records Analyze causeand-effect relationships between events affecting the waterway

Meeting Ohio Academic Content Standards in Technology Education along with Social Studies

“A Tangled Web: Conducting Internet Research” Healthy Water, Healthy People n Students practice using the Internet and evaluating Web sites in order to gather local information about water quality.

Byrd Polar Research Institute “Climate Model Simulation” n How climate models are constructed and used n http: //bprc. osu. edu/resources/model _simulator/swf/

“Net Gain, Net Effect” Aquatic Project WILD n Students conduct a simulation to explore the evolution of fishing and the effects of changing technology on fish populations

For More Information and Ideas http: //www. dnr. state. oh. us/water/educ ate/default/tabid/3479/Default. aspx

For More Information and Ideas n Healthy Water, Healthy People Water Quality Educators Guide www. healthywater. org

For More Information and Ideas n n n Project WILD K-12 Curriculum & Activity Guide Aquatic Project WILD K 12 Curriculum & Activity Guide www. wildohio. com Click on Wild Resources, click on Educator Resources or email: outdoor. education@dnr. state. oh. us

For More Information and Ideas Science and Civics: Sustaining Wildlife Jen Dennison Wildlife Education Coordinator ODNR Division of Wildlife 2045 Morse Rd. Columbus, OH 43229 1 -800 -WILDLIFE 614 -265 -6316 outdoor. education@dnr. state. oh. us

For More Information and Ideas n www. plt. org and www. dnr. state. oh. us/Home/education/pltworkshops/ta bid/5119/Default. aspx

For More Information and Ideas n www. lep. org

For More Information and Ideas n Earth Systems Education Activities for Great Lakes Schools (Ohio Sea Grant) n The Ohio State University Earth Systems Education (http: //earthsys. ag. ohiostate. edu/decision) n University of Northern Iowa Energy Education Curriculum Project www. uni. edu/darrow/energy/eecp. html

For More Information and Ideas n n Environmental Education Council of Ohio www. eecoonline. org Ohio EPA Office of Environmental Education http: //epa. ohio. gov/oee

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