What you need to know: ESE is now required to be infused into every K-12 class and into every subject area (refer to the 2009

policy document called Acting Today, Shaping Tomorrow

A contemporary approach to ESE is inquiry-based and experiential learning, is grounded in the local

community and supports a global perspective

TCs get a free subscription to Green Teacher magazine for the year – watch for the emails with details

There are many extracurricular events at OISE to help you learn about ESE this year – workshops,

lectures, films, the Eco-Fair, clothing swaps and field trips (refer to the ESE website for details)

This handout package provides starting points to learn about ESE – please read it, but don’t print it –

think of all the trees you’ll save!

Environmental literacy is a basic skill for life in the 21st century and central to our continued existence!

OISE has a new initiative in Environmental & Sustainability Education (ESE) for

2011-12, in response to our new institutional goal of embracing social and

environmental responsibility. Look for details on ESE events, workshops and

resources on OISE’s new ESE website:

www.oise.utoronto.ca/ese

Learning In, About &

For the Environment

Learning In the Environment • direct observation of and interaction with different environments, both natural and built • experiential (hands on) learning in every season, in variety of local environments • making connections to and between local environments • learning about and respecting all forms of life on earth (human, animal, insect, plant, etc)

Inspirations: Richard Louv, Joseph Cornell, Herbert Broda, David Sobel, Rachel Carson Strategies:

• take students outside the classroom as often as possible, building time into your weekly schedule to make it routine

• implement place-based learning by using your schoolyard as a learning resource • explore natural and built aspects of your local community • engage with local community members, experts and other forms of life (eg animals, insects, etc)

Learning About the Environment • focus on how nature works in systems (life webs, energy flows, matter cycles) • explore ecosystems in urban and rural settings • discover the interdependence of all life forms on this planet • introduce and reinforce the concept of systems-thinking Inspirations: Art Sussman, Barbara Kingsolver, the Center for Ecoliteracy, Green Teacher Magazine Strategies: • integrate learning about ecosystems into all parts of the curriculum (beyond science) • study local ecosystems to see examples up close, in action and firsthand • use drawing, photography, mapping, video and journals to record and share what is found

Learning For the Environment

• examine human impact on a range of local and global environments (positive and negative impacts) • advocate and act for positive environmental change (letters, performances, artworks, essays, actions) • implement local, age-appropriate actions with students • discover how to reduce negative impacts through conservation, adaptation, innovation Inspirations: Free the Children, WWF, Greenpeace, Alice Waters, David Suzuki Strategies:

• keep eco-actions age-appropriate (eg. ‘no disasters’ before grade five) • focus on local issues to see the effects of eco-actions immediately (eg. litter removal) • keep it hopeful by focusing on the positive of what can be done (eg tree planting, energy conservation,

waste reduction, vermi-composting) • use the arts to get the message across creatively (eg. murals, exhibits, plays, videos, etc.)

Environmental Actions with Children

What can teachers and students really do to make positive environmental change? Lots - what can’t they do?! It’s easy to take environmental action and meet curriculum requirements; just be sure to consider age-appropriateness in your choice of eco-actions for students. Here are a few suggestions:

Literacy • Create stories or poetry that celebrates the environmental treasures of the local community. Submit to a

local newspaper for publication, or have a reading in a local park or community event.

• Write letters to local and national politicians to voice students’ ideas about an environmental issue.

• Maintain a class blog tracking the positive environmental actions of students in the school. Share it with

other classes and parents. Invite another school to join and link to their blog.

• Create postcards about the effects of idling engines, and distribute to parents waiting in their cars for

their children after school.

• Design an environmental report card for the school. Brainstorm a list of criteria (look to the Ecoschools

program for ideas on what to include) and actions that need to be taken to improve. Publish the report

card on the school website or office wall.

Science • Track the path of water (and the effects of chemical cleaners) through the school’s pipes into the local

sewer system.

• Test the school’s water supply for traces of lead and other chemicals. Meet with the school principal to

share the results and request water fountains that filter the water if needed.

• Plant a demonstration garden in the schoolyard that uses only native plants that require little extra

watering (besides the rain). Create a field guide about the local plants. Take other classes, teachers and

parents on tours of it to share its unique features.

• Make your own soil. Set up a class vermi-composter in your class; track/weigh what the worms eat, and

what type/how much compost is made. Invite other classes to meet the worms; share with them the

benefits of composting. Sell the compost as a class fundraiser.

Math • Calculate the amount of electricity being used in your classroom, and others in the school; graph the

results to compare who uses the most. Issue an energy conservation challenge to other classes to see

which group can reduce their energy use the most.

• Randomly sample the recycle bins of the school, looking for disposable water bottles or pop cans.

Calculate the number of bottles/cans typically used by students each week; design a campaign to reduce

this number by half.

• Weigh the amount of garbage created at each lunch hour at school by food waste and disposables;

calculate the average amount of garbage created each day; each week; each year. Start a campaign to

reduce the amount of garbage created; calculate how much money would be saved by the school on

waste disposal if it was reduced by a quarter or half.

The Arts • Write/perform songs or dance routines at an assembly or community event about a local environmental

issue.

• Do a litter pickup in the school, and use the (non-toxic) litter as the basis for collages or anti-littering

posters.

• Create a giant map of the school yard on kraft paper, highlighting its treasure and trouble spots. Design a

guided walk of it in brochure form; share with other classes and parents.

• Create artworks using only natural materials, like leaves, sticks, stones, snow or feathers. Go on a walking

tour to collect materials; set up the artworks outside for others to view.

• Research an environmental issue facing the local community. Create a class video full of skits, songs or

interviews to share what was found, and encourage others to help solve it.

• Plant a tree together in the school garden or local park. Track its growth from year to year; create

drawings, poems, plays, journals or short videos about its development. Share these work in an assembly

or exhibit.

• Design a knit-bombing project to draw attention to a special part of your schoolyard. Have students

create squares or rectangles of knitting; attach together to make a covering for a favourite bench, tree,

sign or fence.

For More Ideas: LSF: EcoLeague http://r4r.ca/en/ecoleague Ecokids http://www.ecokids.ca/pub/index.cfm Kids Ecology Corps http://www.kidsecologycorps.org/how-you-can-help Zoom Into Action: How You Can Help http://pbskids.org/zoom/activities/action/way04.html Greenworks Guidebook http://www.greenworks.org/

Teach Green!

Tips for making your teaching & classroom

more environmentally-friendly

Green your Classroom Conserve Energy - lights and computers off when not in use, unplug your appliances, air vents free of

obstructions

Reduce Waste – practice the 3Rs, buy green consumables, re-usable hand towels and cups, use found objects for projects

Minimize Toxins – adequate ventilation, no aerosols, proper disposal of waste, use of natural cleaning solutions

Greening your Program Model environmental practices or activism

Teach environmental concepts and values through themes, materials or locations

Reframe lessons with environmental concepts or actions in mind

Show and discuss exemplars or case studies of sustainability with your students

Greening your School and Community share your students’ efforts in sustainability through exhibits and websites

host an eco-event for students, parents and the community

model greening practices for others in and outside of the school

encourage age-appropriate student activism outside of class (writing letters, making posters, demonstrating stewardship, raising funds, etc.)

link to community groups Great Resources to Start the Greening Process… TDSB’s Ecoschools Program http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=207&menuid=1425&pageid=1052 Canadian Network for Environmental Education and Communication http://www.eecom.org/ Resources for Rethinking http://www.r4r.ca/

The Center for Ecoliteracy

Competencies for Sustainable Living

CEL has identified a set of fifteen core competencies that young people need to develop for living in sustainable communities—the ability to:

Head (Cognitive) Approach issues and situations from a systems perspective Understand fundamental ecological principles Think critically, solve problems creatively, and apply knowledge to new situations Assess the impacts and ethical effects of human technologies and actions Envision the long-term consequences of decisions

Heart (Emotional) Feel concern, empathy, and respect for other people and living things See from and appreciate multiple perspectives; work with and value others with different

backgrounds, motivations, and intentions Commit to equity, justice, inclusivity, and respect for all people

Hands (Active)

Create and use tools, objects, and procedures required by sustainable communities Turn convictions into practical and effective action, and apply ecological knowledge to the practice of

ecological design Assess and adjust uses of energy and resources

Spirit (Connectional)

Experience wonder and awe toward nature Revere the Earth and all living things Feel a strong bond with and deep appreciation of place Feel kinship with the natural world and invoke that feeling in others

For more info, visit the CEL website at [http://www.ecoliteracy.org/]

Intro to Place-Based Education

Place-based Education involves…

developing natural/cultural knowledge and experience of a place

building a connection to a place

creating a sense of wonder for a place (leads to a desire to know more and creates a sense of empathy for a place)

instilling a sense of stewardship for a place (a desire to care for it and its inhabitants)

Place… is an intersection of nature and culture

is both the natural and the built environment

includes all of its inhabitants (humans, animals, insects, plants, etc.)

connects to its stories, myths, legends, history, artworks, music (anything that characterizes a place and gives it meaning)

Strategies for Place-based Learning regular and first hand contact with the place

identifying memories and stories of the place (oral, written and visual history)

highlighting personal connections to the place

integrating a variety of subject areas to investigate the place (= sense of place)

developing knowledge of ecological principles that affect the place (=ecosystems thinking)

modeling positive interactions with the place (= human activity)

Principles for Environmental Education Sense of Place - understanding and appreciating our environments = relationships Human Activity - connecting our actions to local and global environments = impacts Ecosystems Thinking - learning about the interacting systems that sustain all life = dependence

Teachers’ Resources Cornell, Joseph. Sharing Nature With Children. Dawn Pubns; 1998, ISBN: 1883220734. Lachecki, M. Teaching Kids to love the Earth: Sharing a Sense of Wonder through 186 Outdoor Activities. University of

Minnesota Press, 1991. Grant, Tim and Gail Littlejohn. Eds. Teaching Green – The Middle Years: Hands-on Learning in Grades 6-8.

Green Teacher, 2004. Grant, Tim and Gail Littlejohn. Eds. Teaching Green - The Elementary Years: Hands-on Learning in Grades K-5.

Green Teacher, 2005. Grant, Tim and Gail Littlejohn. Eds. Greening School Grounds: Creating Habitats for Learning. New Society

Publishers and Green Teacher, 2001. Milord, Susan. The Kids' Nature Book : 365 Indoor/Outdoor Activities and Experiences. Williamson Publishing; 1996,

ISBN: 1885593074 Sanger, M. (1997). Sense of place in education. Journal of environmental education, 29(1), 4-8. Smith, G. (2002). Place-based education: Learning to be where we are. Phi delta kappan, 83, 584-594. Sobel, D. Place-based education: Connecting classrooms and communities. Great Barrington, MA: The Orion

Society, 2004. Sobel, D. Mapmaking with Children: Sense of Place Education in the Elementary Years. Heinnemann, 1991.

Children’s Books on Place The Lorax. Dr. Seuss, Random House, 1971. Some Day a Tree. Eve Bunting, Clarion Books, 1996. ISBN: 0395764785 In My World. Lois Ehlert, Voyager Books, 2006. ISBN: 0152054294 Farewell to Shady Glade. Bill Peet, Houghton Mifflin, 1966. ISBN: 0395189756 Listen to the City. Rachel Isadora, Putnam Juvenile, 2000. ISBN: 0399230475 Round Trip. Ann Jonas, Live Oak Media, 1992. ISBN: 0874992699 The Water Hole. Graham Base, Puffin USA, 2004. ISBN: 0142401978

Websites Promise of Place http://www.promiseofplace.org/ Place-based Education Wiki http://wiki.bssd.org/index.php/Place_Based_Education Benefits of Place-based Education (PEEC Report) http://www.promiseofplace.org/documents/Benefits_of_PBE-PEEC_2007_web.pdf

Environmental & Sustainability Education

Definitions and Resources

Environmental Education: Learning that “encourages a sense of personal responsibility for the

environment; fosters a commitment to sustainable living, and promotes an enduring dedication to environmental stewardship.” (from Green Street)

Sustainability Education: “The goal of sustainability education is to develop…new knowledge and new

ways of thinking needed to achieve economic prosperity, participate democratically, secure justice and equity, and all the while regenerate the health of the ecosystems, the gift upon which all life and all production depend.” (from the Cloud Institute on Sustainability Education)

Websites: OISE ESE Website http://www.oise.utoronto.ca/ese Evergreen’s Teacher Corner http://www.evergreen.ca/en/lg/lg-teach.html Green Street http://www.green-street.ca/home/index_e.html TDSB’s Ecoschools Program http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=207&menuid=1425&pageid=1052 Ecokids http://www.ecokids.ca/pub/index.cfm The Cloud Institute on Sustainability Education http://www.sustainabilityed.org/index.html Centre for Ecoliteracy http://www.ecoliteracy.org/education/exemplars.html Canadian Network for Environmental Education and Communication http://www.eecom.org/ Resources for Rethinking http://www.r4r.ca/ Green Learning http://www.greenlearning.ca

Resources: Acorn Naturalists http://www.acorn-group.com/index.htm

Teachers’ Books Cornell, Joseph. Sharing Nature With Children. Dawn Pubns; 1998. Cudato, Michael and Joseph Bruchac. Keepers of the Earth: Native Stories and Environmental Activities for

Children. Fifth House Publishers, 1989. Lachecki, M. Teaching Kids to love the Earth: Sharing a Sense of Wonder through 186 Outdoor Activities. University of

Minnesota Press, 1991. Grant, Tim and Gail Littlejohn. Eds. Teaching Green – The Middle Years: Hands-on Learning in Grades 6-8.

Green Teacher, 2004. Grant, Tim and Gail Littlejohn. Eds. Teaching Green - The Elementary Years: Hands-on Learning in Grades K-5.

Green Teacher, 2005. Grant, Tim and Gail Littlejohn. Eds. Greening School Grounds: Creating Habitats for Learning. New Society

Publishers and Green Teacher, 2001. Milord, Susan. The Kids' Nature Book : 365 Indoor/Outdoor Activities and Experiences. Williamson Publishing; 1996,

ISBN: 1885593074 Sheehan, Kathryn & Mary Waidner. Earth Child: Games, Stories, Activities, Experiments and Ideas about Living

Lightly on Planet Earth. Council Oak Books, 1994. Smith, R. Strands in the Web: 201 Activities for Teaching Environmental Awareness. Pippin Pub., 1994. Sobel, D. Mapmaking with Children: Sense of Place Education in the Elementary Years. Heinnemann, 1991. Selby, David. Earthkind: A Teachers’ Handbook on Humane Education. Trentham Books, 1995.

Children’s Books The Lorax. Dr. Seuss, Random House, 1971. The People Who Hugged the Trees. D.L. Rose, Rinehart, 1990. The Man Who Planted Trees. Jean Giono, Random House UK, 2003. ISBN: 1860461174 Some Day a Tree. Eve Bunting, Clarion Books, 1996. ISBN: 0395764785 The Leaf Man. Lois Ehlert, Harcourt Children's Books, 2005. ISBN: 0152053042 In My World. Lois Ehlert, Voyager Books, 2006. ISBN: 0152054294 Farewell to Shady Glade. Bill Peet, Houghton Mifflin, 1966. ISBN: 0395189756 Listen to the City. Rachel Isadora, Putnam Juvenile, 2000. ISBN: 0399230475 Round Trip. Ann Jonas, Live Oak Media, 1992. ISBN: 0874992699 Everybody Needs a Rock. Byrd Baylor, Aladdin, 1985. ISBN: 0689710518 The Water Hole. Graham Base, Puffin USA, 2004. ISBN: 0142401978 The Salamander Room. Anne Mazer, Dragonfly Books, 1994. Forest Bright, Forest Night. Jennifer Ward, Dawn Pub., 2005. I’m in the Garden – Who’s Been Here? Lindsay B.George, Green Willow Books, 2006. The Giving Tree. Shel Silverstein. Harper Collins, 1964. Window. Jeannie Baker. Green Willow Books, 1991. Earth Lines: Poems for the Green Age. Pat Moon, Green Willow Books, 1991. The Wartville Wizard. Don Madden, Simon and Schuster, 1986. The Great Kapok Tree. Lynne Cherry, Voyager, 2000.

FREE Green Teacher Magazine Subscription 2011-12

Your free B.Ed subscription provides access to digital versions of the most recent issue of this wonderful magazine for educators, and access to a few back issues as well, all from the comfort of your own computer. Look to each issue below for the URL, user name and password you need to read these issues. (If you prefer the paper version, it‘s available in the OISE library.) For more of their publications, visit the Green Teacher magazine website at: http://www.greenteacher.com/ Green Teacher 93, Summer 2011

Sustainable Happiness (An article demonstrating that ―sustainable‖ happiness comes from not from material goods, but from positive social relationships, good health and other positive life qualities. Three accompanying activities allow young people to explore what makes people happy, and how this might contribute to environmental sustainability and social justice.)

Bear Beach Camping Trip (An example of how overnight camping trips early in the school year can help urban adolescents connect with the natural world and each other as a learning community.)

Amphibians and Two Game Structures (Role-playing games which help elementary students develop an empathetic relationship to the natural world, while learning about the lives of amphibians.)

Directed Outdoor Murals on Schools (A guide to engaging all children in an elementary school in painting a mural about endangered species or a schoolyard greening project.) Rewriting Our World (A grade 6 class examines the barriers to sustainability underpinned by the Western cultural narrative, and ‗rewrites‘ history to overcome these barriers.) Climate Change Summits for Teens (How partnering with university faculty to host climate change summits for teens in New Jersey has motivated students to educate their own communities.) Climántica: A Web 2.0 Education Project (A large, innovative climate change learning project in Spain uses online technologies to widely disseminate curriculum units and host an interactive exchange of student-led lessons and ideas.)

Nighttime Adventures (A variety of activities during

Discovering Native Bees (The importance of teaching about native pollinators to those ages 9 and up, coupled with a number of learning activities.) Star Power (A reading and 2 activities for 8-13 year olds that focus on harnessing the Sun‘s energy) …Plus, reviews of 23 exciting new teaching resources for educators working with 6-19 year-olds, inside and outside of the classroom. Download available at: http://www.greenteacher.com/MagsDownload/GT93 User Name: subscriber Password: 93zdfjg

outdoor walks at night that encourage participants of all ages to overcome their fears and discover the wonders of nocturnal nature.)

Green Teacher 92, Spring 2011

Facilitators of Fascination (Fostering a love for the ocean through snorkeling trips which allow students to experience first-hand the wonders of the sea)

Beyond our Beaches: Ocean Trash (What research about long-term plastic marine debris is telling us, and how young people can respond—activities in the article are appropriate for ages 12-18)

Marvelous Mangroves (How a British Columbia wetlands education program was adapted to teach about mangroves in the Cayman Islands and elsewhere)

Healthy Bodies, Healthy Oceans (A strategy for promoting ocean literacy for ages 12-16 by emphasizing the connections between personal and pelagic health)

Environmental Justice in the Azores (A case for incorporating the perspectives of all ocean stakeholders—from biologists to fishers—in marine conservation efforts, using democratic participation of fishers in the Azores as an example)

The Ocean – Live! Anywhere! Anytime! (Real-time data offer meaningful ways for middle-school students to develop science and math skills)

Rocking the Classroom from the Ocean (An at-sea program connects educators and scientists, fostering new collaborations in earth science education)

Real-time Teaching with VENUS and NEPTUNE (New technology allows students in institutions with low budgets and no access to the ocean to get involved in marine science using real data—ages 14-18)

Putting Marine Science on the Map (Using Google Maps to help students connect to waters near and far—ages 13-16) Seaquaria in Schools (Seventy gallon coldwater aquaria bring oceans of learning opportunities into schools)

Monitoring Coral Reefs using Quadrats (A lesson for 9 to 11 year olds that compares species abundance and distribution on pristine and degraded reefs)

Watershed Stewardship through Hands-on Exploration (An engaging inquiry-based learning activity for 9 to 11 year olds – students build a model of a watershed and examine the effects of pollution)

Using Folklore to Promote Ocean Literacy (Four activities that connect ancient legends to Ocean Literacy principles for those 11-14 years of age)

…Plus, profiles of 11 marine education programs, projects, and centers, and 13 exciting new teaching resources for educators working with 6-19 year-olds, inside and outside of the classroom.

Download available at: http://www.greenteacher.com/MagsDownload/GT92

Invisible World: Exploring Microscopic Life in the Ocean (Activities that help 13-18 year olds appreciate the essential roles that tiny species play in marine ecosystems)

username: subscriber password: 92ywrnz

Green Teacher 91, Winter 2010-2011

From Footprints to Thoughtprints (Most environmental teaching does little to challenge the underlying attitudes and assumptions which have caused environmental problems—this article encourages educators to tackle not only our ecological footprints, but also our ecological ―thoughtprints‖.)

Going Out (Simple nature walks can provide a number of benefits for elementary students, including increased interest in learning and attention span. Drawing inspiration from Montessori principles, the author offers practical tips for successfully introducing such walks into the curriculum.)

Creating Poetry with an Environmental Theme (A class activity for grades 4-6 in which students learn about basic elements of poetry, and create an environmental poem while overcoming fear of peer judgment.)

Climate Change Treasure Hunt (An activity for grades 4-10 in which students learn about the impacts on climate change of various things and places on school campuses, nature centres or other sites. Gives students the opportunity to think of alternatives.)

Step Outside For Learning (A description of how an elementary school integrated student-led outdoor learning into the curriculum, and how this has benefited student learning and school morale.)

Dig, Measure and Observe (Independent work stations develop science skills during guided reading group instruction in the primary grades.)

A Plastic Bottle Greenhouse (Students in rural India construct a greenhouse using discarded water bottles from a local forest, and grow saplings to regenerate the same forest.)

Learn from My Mistakes (A ―dialectical‖ approach to training educators on how to teach more effectively in

Transformation is in Our Hands (A creative process for deepening teachers‘ and students‘ connection to nature through drawing, painting, and dialogue which emphasizes the importance of observing both nature and our inner feelings.)

Participatory Eco-Drama (Unconventional dramatic forms that foster critical thinking and environmental learning in children 7 and up. Allows children to unpack environmental frustrations and to foster creative local solutions. Participants learn how to use alternative modes of decision-making that promote equal participation and respect.)

…Plus, reviews of 24 exciting new teaching resources

outdoor settings, and overcoming some of the common mistakes outdoor educators make.)

From Newcomer to Environmental Citizen (A method of incorporating environmental ethics into the ESL classroom, using the teachings of Albert Schweitzer as a vehicle.)

for educators working with 6-19 year-olds, inside and outside of the classroom. Download available at: http://www.greenteacher.com/MagsDownload/GT91 User Name: subscriber Password: 91bnafe

Green Teacher 90, Fall 2010

Green Schools Programs (An overview of the green schools movement in North America and worldwide, including examples of successful green schools programs and their environmental and academic benefits. Includes recommendations for schools interested in implementing such programs.)

Climate Change Education in Worcestershire Schools (Schools in Worcestershire county, England have been some of the most successful in the world in integrating climate change education into their curriculum. They used a Learning for Sustainability framework, which emphasizes a combination of outdoor learning, critical thinking, and creative responses.)

Local Lore (Creating a museum-style exhibit which displays local historical stories can provide upper elementary or middle school students with a deep-seated sense of place and foster motivation to learn about history and social science topics.)

An Inquiry Lesson in Resource Conservation (An interactive learning activity for grades K-4 and adaptable for higher grades, which helps students grasp the interrelated concepts of resources, depletion of nonrenewable resources, and resource conservation.)

Biosphere Education (Programs that encourage young people to become empathetic are an important complement to those that help make ecological connections.)

Tales from the Trail (Writing about a personal outdoor adventure for an eco-tourism web site can promote both ecological awareness and language skills for students aged 14 and up.)

Biological Monitoring Programs for K-12 Students (Participating in programs which monitor various wild species can provide K-12 students with deeper understandings of environmental issues while involving them in genuine science, building confidence, and developing a sense of civic responsibility. Includes detailed listings of biological monitoring programs across North America that involve students.)

Wonderful Wildlife Web (An activity for ages 5-8 in which children learn about the interdependence of forest species—both between animals, and between animals and their organic habitats, by assuming the roles of these species)

Sustainable Design for a Bountiful Future (Creative and critical-thinking activities for engaging teenagers in "humanity‘s 21st century group project"—sustainable design. Students learn about sustainability in the production and consumption of material goods, and apply their knowledge to design sustainable products.)

…Plus, reviews of 23 exciting new teaching resources for educators working with 6-19 year-olds, inside and outside of the classroom. Download available at: http://www.greenteacher.com/MagsDownload/GT90 User Name: subscriber Password: 90pagzh

Green Teacher 89, Summer 2010 Fear and Facing the Future (Dr. Richard Kool examines which philosophical outlooks towards the future we should encourage in our youth if they are to overcome fear and fight for a better future) Growing Behavior Change (Strategies for making positive changes in students‘ behaviors and attitudes towards the environment, whether students are taught on a short- or long-term basis) Localism as a Guiding Framework for Schools (Placing more focus on local issues in educational programs can serve to deepen students‘ understanding of global issues, and increase caring and enthusiasm for learning) Rethinking Climate Change Education (Apart from teaching about climate change from a scientific perspective, developing attitudes and behaviors that will enable people to mitigate and adapt to climate change will require a holistic approach—the authors detail six important components which could form the basis for such an approach—appropriate for grades 7 and up) Inspiring Eco-Clubs in South India (A description of how an organic farming program at impoverished schools in south India has improved health, and increased environmental awareness and self esteem amongst students, teachers, and communities) Teaching Sustainability with Two Buckets (Constructing, and experimenting with, self-watering container-based food gardens can serve as a springboard for introducing concepts of sustainability, permaculture, and systems thinking—grades 5 and up) Connecting to Nature through Art (Creating illustrated journals of natural life in or near schoolyards helps to develop elementary students‘ understanding of nature, art, and higher-level thinking processes such as valuation and analysis)

The Mathematics of Trash (Multiplication and graphing exercises for upper elementary students which demonstrate the magnitude of waste produced by modern society)

A Window into the Wild (A project for upper elementary or middle school students, making use of remote cameras to monitor the presence of wildlife in the schoolyard as a stepping stone towards learning about habitat fragmentation and wildlife management) …Plus, reviews of 28 exciting new teaching resources for educators working with 6-19 year-olds, inside and outside of the classroom.

Download available at: http://www.greenteacher.com/MagsDownload/GT89 login: subscriber password: 89jrxtg

Green Teacher 88, Spring 2010 First Person Singular: Documenting Climate Change (High school students in Alaska voice their concerns about climate change to student teachers in creative ways. Such projects strengthen the writing skills of middle and high school students, while giving pre-service teachers exposure to real student writing, and voicing local environmental issues to a wider audience.) Sustainable Futures: An Interdisciplinary Unit at the Australian Science and Maths School (Students in Australia design sustainable gardens, and consider local conditions in choosing their design and which flora and fauna to include. Includes a rubric which can be applied to similar projects elsewhere.) Introducing Biomimicry (Activities for elementary, middle, and high school students which examine products that use less energy and have fewer toxic components because they are inspired by designs in nature) Stop the E-Waste Crisis: Engaging the Technological Generation (A condensed 90-minute lesson plan on e-waste for grades 7-12 uses multiple media to analyze the e-waste crisis from the perspectives of environmental justice, toxicology, civic engagement and ‗green‘ chemistry) Bringing Children Back to Nature (Activities for ages 4 - 13 which gently guide participants into deeper and more profound experiences of nature through the following principles: ―awaken enthusiasm‖; ―focus attention‖; ―direct experience‖; and ―share inspiration‖) Map Interpretation and the Language of Maps (A basic introduction to maps in environmental education, and the techniques of how to map a natural area) Getting Down and Dirty: Studying Soil Samples from Around the Country (An activity for upper elementary students in which soil samples from around the country are exchanged and evaluated. Students gain knowledge of the correlation between soil composition and different kinds of terrain, and why different soils have greatly varied qualities)

Developing a Sense of Place Through Native Science Activities (Twenty five activities which aim to develop a deeper sense of place by going beyond Western science to observe and interact with nature qualitatively as well as quantitatively)

…Plus, reviews of 22 exciting new teaching resources for educators working with 6-19 year-olds, inside and outside of the classroom.

Download available at: http://www.greenteacher.com/MagsDownload/GT88 login: subscriber password: 88gnapy