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Environmental Education and the Social Studies
This slideshow is available online at http://epa.ohio.gov/oee/
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What is Environmental Education?
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NAAEE Definition of Environmental Education:
“A process which promotes the analysis and understanding of environmental issues as the basis for effective education, problem-solving, policy-making, and management.”
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US EPA Definition of Environmental Education
Increases public awareness and knowledge about environmental issues
Provides the skills needed to make informed and responsible decisions
Teaches individuals how to weigh various sides of an environmental issue
Does not advocate a particular viewpoint or course of action
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How Is Environmental Education Relevant to Social Studies? Offers opportunities for study under each of
the ten themes of social studies education identified by the National Council for the Social Studies (NCSS)
Because the environment affects everything, the study of it spans all disciplines
Environmental Education is an excellent integration tool that can help students explore historical, economic, political, geographic, and scientific aspects of environmental topics
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Ten Themes of Social Studies Education (NCSS)
Culture and Cultural Diversity Time, Continuity, and Change People, Places, and Environments Individual Development and
Identity Individuals, Groups, and Institutions
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The Ten Themes of Social Studies Education (cont’d) Power, Authority, and Governance Production, Distribution, and
Consumption Science, Technology, and Society Global Connections Civic Ideas and Practices
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Social Studies Academic
Content Standards History People in Societies Geography Economics Government Citizenship Rights and Responsibilities Social Studies Skills and Methods
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Sample Lessons and Activities using the
Environment in Social Studies:History
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“In the Good Old Days”Project Learning Tree
How American attitudes toward the environment have changed over generations
Students study the writings of men and women who have shaped the way people think about the environment
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“Wildlife in Ohio History” Timeline
1770-2000 map of Ohio changing as forest cover is removed and replanted, species extirpated or introduced
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“Wildlife in Ohio History” Timeline Developed by Ohio
Division of Wildlife. See also Life History notes on various species at www.wildohio.com
Classroom presentation available from [email protected]
Poster on Ohio’s Wildlife History Now Available!!
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“History of Wildlife Management” Project WILD
Define wildlife management
Describe major trends in wildlife management philosophies and practices
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“Good Oak”Leopold Education Project
Relate a tree’s annual growth rings to environmental conditions and historical events at the time of their growth.
www.lep.org
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Sample Lessons and Activities using the
Environment in Social Studies:
People in Societies
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“The Native Way”Project Learning Tree
Traditional Native American cultures, lifestyles and their use of natural resources and the land
Compare to contemporary attitudes and lifestyles
Compare fictional and actual version of Chief Seattle’s words
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“Wildlife in National Symbols”Project WILD
Identify wildlife used in national symbols
Hypothesize reasons wildlife are used in national symbols
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“Prairie Memoirs” Project WILD
Interpret different cultural viewpoints
Describe how wildlife and habitat affect cultures & societies
Evaluate cultural factors leading to endangerment of species
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Sample Lessons and Activities using the
Environment in Social Studies:
Geography
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Geographyusing migratory birds and butterflies
Journey North www.learner.org/jnorth/current.html
Monarch Watch www.monarchwatch.org
“Back from the Argentine” Leopold Education Project, www.lep.org
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Using Phenology to Teach Geography and Economics
GLOBE program: How spring moves up the country using temperature changes, www.globe.gov
How Ohio farmers and horticulturists track growing degree days (GDD) and Phenology for Ohio: http://oardc.osu.edu/gdd/
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“How Well Do You Know the Great Lakes?” ES-EAGLS (Ohio Sea Grant Decision Making
Curricula for the Great Lakes) Develop a perception of
the differences between the Great Lakes in: Water volumes Length of shoreline Human population
distribution Amount of fish
harvested
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“There is No Point to This Pollution”Healthy Water, Healthy People
Students analyze data and interpret a topographic map, to solve a mystery about which possible sources might be causing the pollution of a lake.
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“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.
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“Best Place” Byrd Polar Research Institute
apply local climatological data (temperature and precipitation averages, ranges, and seasonal variability) from the National Weather Service to choose the best city to live in for the next 30 years.
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Sample Lessons and Activities using the
Environment in Social Studies:
Economics
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“Cookie Mining”
Introduction to economics of mining. Students buy property, purchase mining equipment, pay for mining operations, pay for mine land reclamation, and receive money for the “ore” (chocolate chips) mined.
www.womeninmining.org/cookie1.htm
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“What is the Most Economical Form of Transportation?”
ES-EAGLS Production,
Distribution, and Consumption theme
Compare various forms of transportation in terms of their cost and speed
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“Weighing the Options: A Look at Tradeoffs”
Project Learning Tree
Cost-Benefit Analysis of protecting endangered species
Ethical considerations
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Sample Lessons and Activities using the
Environment in Social Studies:
Government
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“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
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“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
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“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.
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“Water Court”Project WET Students participate in a
mock court to settle water quality and quantity disputes.
Demonstrates how disputes can be settled through mediation or litigation.
Evaluate arguments presented by opposing sides
(Middle and high school)
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“Setting the Standards”Healthy Water, Healthy People Students simulate the process used by
the US Environmental Protection Agency to determine drinking water standards
Includes a risk assessment, exposure assessment, dose-response assessment, and risk characterization
(Middle and High School)
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“Planning for People and Wildlife”
Project WILD Describe issues in
land-use planning for cities
Identify how negative effects on wildlife can be reduced
Describe actions that can be taken
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Beyond Brockovich
Case studies of drinking water contamination show different standards of proof in science, criminal law, and civil law
What happens when science can’t give a definitive answer and the legal system must resolve a case about a cancer cluster
Request teaching resource list from Ohio EPA Office of Environmental Education
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Sea Turtles International Aquatic Project WILD
Different countries’ philosophies on wildlife ownership and habitat management
International agreements and organizations that manage species that cross international borders
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When a Whale Is Right Aquatic Project WILD
Status of whales International
alliances that affect wildlife
How wildlife can affect relationships between and among nations
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Sample Lessons and Activities using the
Environment in Social Studies:
Citizen Rights and Responsibilities
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“What’s Their Difference?”Science and Civics: Sustaining Wildlife
Students analyze differences in wildlife and environmental policy between and within the major political parties in the United States.
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“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.
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“Legal Eagles”Science and Civics: Sustaining Wildlife
Students investigate local laws and zoning regulations that may apply to their service project in the community.
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Citizen Rights and Responsibilities
“Environmental Heroes and Heroines” instructional unit in earth values and ethics from EE Association of Illinois
Contrasts seven different environmental ethics, including Leopold’s Land Ethic, Deep Ecology, Eco-Feminism, Animal Welfare, and Wise Use
Investigate views of people like Audubon, Thoreau, Rachel Carson, Chief Seattle, Lois Gibbs, Diane Fossey
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“Water Bill of Rights”Project WET
Students create a document to guarantee the right to clean and sustainable water resources
(Middle and High School)
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“Smoky Gold” Leopold Education Project
Students read about a hunting experience Leopold had with his dog, compare and contrast tamarack with coniferous and deciduous trees, and debate the issue of hunting
Compare Leopold’s Land Ethic to other environmental ethics
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“Water’s Going On?” Aquatic Project WILD
Record and interpret daily water consumption
Recommend how to conserve water
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“Control of Purple Loosestrife”Earth Systems Education – Ohio Sea
Grant Individuals, Groups,
and Institutions theme
Introduce students to invasive species and their impacts
Use PrOACT model of decision making to evaluate purple loosestrife control methods
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Sample Lessons and Activities using the
Environment in Social Studies:
Social Studies Skills and Methods
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“A Snapshot in Time”Healthy Water, Healthy People
Students use topographic maps to explore the concept of watershed
Students evaluate water quality data sets collected at one place versus a series collected over time
Students graph watershed data, and analyze trends in water quality
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Watered-Down History Aquatic
Project WILD
Investigate the history of a chosen waterway through research methods, a taped personal interview, and public records
Analyze cause-and-effect relationships between events affecting the waterway
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Meeting Ohio Academic Content Standards in Technology Education
along with Social Studies
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“A Tangled Web: Conducting Internet Research”
Healthy Water, Healthy People Students practice
using the Internet and evaluating Web sites in order to gather local information about water quality.
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Byrd Polar Research Institute “Climate Model Simulation”
How climate models are constructed and used
http://bprc.osu.edu/resources/model_simulator/swf/
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“Net Gain, Net Effect” Aquatic Project WILD
Students conduct a simulation to explore the evolution of fishing and the effects of changing technology on fish populations
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For More Information and Ideas
http://www.dnr.state.oh.us/water/educate/default/tabid/3479/Default.aspx
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For More Information and Ideas Healthy Water, Healthy People
Water Quality Educators Guide www.healthywater.org
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For More Information and Ideas 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: [email protected]
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For More Information and IdeasScience and Civics: Sustaining Wildlife
Jen DennisonWildlife Education CoordinatorODNR Division of Wildlife2045 Morse Rd.Columbus, OH 43229 [email protected]
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For More Information and Ideas
www.plt.org and www.dnr.state.oh.us/Home/education/pltworkshops/tabid/5119/Default.aspx
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For More Information and Ideas
www.lep.org
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For More Information and Ideas
Earth Systems Education Activities for Great Lakes Schools (Ohio Sea Grant)
The Ohio State University Earth Systems Education (http://earthsys.ag.ohio-state.edu/decision)
University of Northern Iowa Energy Education Curriculum Project www.uni.edu/darrow/energy/eecp.html
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For More Information and Ideas Environmental Education
Council of Ohio www.eeco-online.org
Ohio EPA Office of Environmental Education http://epa.ohio.gov/oee
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This slideshow produced with support from: