thirteen - teacher’s guide · 2002. 5. 7. · this guide was produced by thirteen/wnet new york....

TEACHER’S GUIDE

About the FundersTHE TOYOTA USA FOUNDATION

The goal of the Toyota USA Foundation is to build bridges to better edu-cation — providing today’s children with a brighter tomorrow.

The Toyota USA Foundation was established in 1987 by Toyota MotorSales, USA, Inc., to serve children in kindergarten through the 12th grade.

Since the late 1980s, the Foundation has provided funding for innovativeprograms that foster creativity and inquiry in the classroom, encour-age problem solving and independent thinking, and increase teamworkand leadership skills. Today, the Foundation’s giving emphasis is focusedon programs that improve the teaching and learning of mathematicsand science.

With a permanent charitable endowment of $35 million, the Founda-tion’s annual grants exceed $1.9 million. To date, it has invested in excessof $16 million in K–12 education initiatives in 39 states and the Districtof Columbia.

For additional information on the Toyota USA Foundation, you may call(310) 468-6766, mail inquiries to 19001 South Western Ave., Torrance, CA90509-2991, or visit the Foundation’s Web Page at:

http://www.toyota.com/foundation

Major funding provided by the Toyota USA Foundation withadditional support from the National Environmental Education

& Training Foundation.

www.neetf.org

ACKNOWLEDGEMENTS

This guide was produced byThirteen/WNET New York.

www.thirteen.org

Educational Resources Center

Vice President & Director, Education: SSaarraahh FFrraannkk

Publisher: RRoobbeerrtt AA.. MMiilllleerr

Editor: DDaavviidd RReeiissmmaann,, EEdd..DD..

Associate Editor: JJeennnniiffeerr LL.. TToorroo

Design: DDaann RRhhaattiiggaann

Writers: BBoobb BBeerrwwiicckk,, JJeessssee DDiilllloonn,,DDaavviidd RReeiissmmaann,, JJeennnniiffeerr LL.. TToorroo

Copy Editor: LLyynnnn EEllllaann AAnnddeerrssoonn

Photo Research: JJeessssee DDiilllloonn,, JJeennnniiffeerrLL.. TToorroo

Proofreader: MMaarryy RRooddrriigguueezz

Core Consultants: MMaaddeellyynn AAssppeerraass,, Science Teacher 7–8,East Meadow Public Schools, EastMeadow, NY

BBoobb BBeerrwwiicckk,, Science Head, New CanaanCountry School, New Canaan, CT

NNaannccyy MMiilllleerr,, Earth Science and ChemistryTeacher, Montville Township High School,Montville, NJ

BBaarrbbaarraa RR.. PPiieettrruucchhaa,, National ScienceTeachers Association, Director, MiddleLevel Division, Neptune Middle School, NJ

WHAT'S UP IN THE ENVIRONMENT?Senior Producer: MMaauurraa KKeellllyy

Segment Producers:NNaaoommii EEddeellssoonn,, MMaauurraa KKeellllyy

Senior Researcher: LLiinnddaa LLiilliieennffeelldd

Associate Producer: MMiicchhaaeell CCoolloommbboo

Advisors: AAnnddyy FFiinncchh;; MMaarrtthhaa MMoonnrrooee,,PPhh..DD..;; KKeennnneetthh CC.. PPaannttuucckk;; BBaarrbbaarraaPPiieettrruucchhaa;; DDrr.. DDeebboorraahh SSiimmmmoonnss

Executive Producer: SSaannddrraa SShheeppppaarrdd

Copyright © 2002 by EducationalBroadcasting Corporation

All Rights Reserved.

TEACHER’S GUIDE

WHAT’S UP IN THE ENVIRONMENT? is an educational proj-ect that includes a half-hour television program, this teacher’sguide and a Web site. WHAT’S UP IN THE ENVIRONMENT?shows the importance of becoming environmentally literateand describes some of the exciting work being done by pro-fessionals in environmental fields. It offers middle schoolteachers hands-on activities and profiles of people who areworking to improve the environment.

CONTENTS OF THE GUIDEThis teacher’s guide is to be used with the WHAT’S UP INTHE ENVIRONMENT? video. Student activities and profilesof environmental professionals (to be photocopied and dis-tributed in class) accompany each segment of the program.The guide also includes URLs for the long-term activities onthe WHAT’S UP IN THE ENVIRONMENT? Web site. The videocan be used over several weeks as students become involvedin environmental projects.

This guide includes:

• Why Study the Environment?, which discusses the impor-tance of environmental literacy.

• Water: River of Grass is the starting point for an activitythat involves building a model wetland. Profiles: RogerPeebles, a hydrologist, and Whitney Montague, theExecutive Director of the EnvironMentors program.

• Land: Brownfields to Greenfields examines thebenefits of using compost to improve soil.Profiles: Kenneth Pantuck, Senior Environ-mental Scientist for the EPA, and CarolFialkowski, of the Field Museum of Nat-ural History.

• Air: Back to the Future provides anactivity that shows the effects of acidrain. Profiles: Steve Russell , ofColumbia University’s Biosphere 2Center, and Christine Shahin-Wood,Volunteer Director of Kids AgainstPollution.

• Energy: Power Up includes two ener-gy-related activities: making a pizza-box solar oven, and learning how fuelcells work. Profiles: Chuck Kutscher,Research Engineer for the NationalRenewable Energy Laboratory; KenManning, who works with students tobuild energy-efficient homes; and Chan-dler Van Voorhis and Carey Crane of Green-Wave Radio.

• Careers discusses some of the opportunities inenvironmental fields.

• Resources describes organizations, publications and Websites that can help students and teachers learn more aboutthe environment and where they can go to get moreinvolved.

WEB SITELook for more information about WHAT’S UP IN THEENVIRONMENT? on the World Wide Web at: www.thirteen.org/edonline/wue

ORDERING INFORMATIONTo order videocassettes of W H A T ’ S U P I N T H EENVIRONMENT?, please contact:

GPNP.O. Box 80669Lincoln, NE [email protected]

Introduction

Table of Contents2 Why Study the Environment?

4 Water: River of Grass

6 Land: Brownfields to Greenfields

8 Air: Back to the Future

10 Energy: Power Up

14 Careers

16 Resources

OBJECTIVESStudents will

• explore how society’s choices affect the environment

• discuss some possible solutions to environmental prob-lems

MATERIALSStudents will need

• posterboard

• markers

MOTIVATIONThis lesson demonstrates why it is important to study theenvironment. Tell your students that we depend on naturefor life’s necessities. Ask them to list a few obvious things fromnature that we need in order to stay alive (for example, waterand air). Then, ask them to list products made from naturalmaterials that they use every day. Finally, ask your studentswhat kinds of energy we use for power or heat, and what theirsources are in nature.

Point out that we usually think of nature when discussing theenvironment. However, when we talk about the environment,we’re not only referring to what’s found in nature. The envi-ronment is the sum of our surroundings, and includes whatpeople have built and manufactured. Tell students thatthroughout history, people have used technology as a way ofusing nature for their benefit, to solve problems and to extendhuman capabilities.

Explain that the way we relate to nature and the technolo-gies we use have an impact on the environment. Actions

taken to solve one set of problems sometimesresult in unintentionally bad conse-

quences for the air, water, land orliving things. Some choices can

minimize our impact onnature, whereas others may

improve the environment.

Tell your students thatenvironmental literacyis the ability to under-stand the environmentand to see how thechoices we make havean impact on the world

around us.

Environmentally literatepeople:

• are knowledgeable aboutthe environment.

• have positive attitudesabout the environment.

• have the skills to identifyand address environmentalproblems.

• ask questions when seekinganswers to problems.

Point out that the study of theenvironment is connected to anumber of disciplines. Forexample, scientists mayresearch how the environmentis changing over time. Engi-neers and inventors maydevelop ways of making clean-er, more efficient products.Naturalists may study howchanging habitats are affectingwildlife.

How we interact with the environment determines its healthand ours. By learning about the environment we can becomemore involved with keeping it healthy, and we can ultimate-ly improve life for ourselves and for future generations.

PRESENTING THE LESSONShow the video or segments that you’ve selected. Ask stu-dents to think of ways they might find solutions to environ-mental problems. Discuss what society has done to deal withthese problems. Distribute and review the student worksheet.Form groups of four or five students and assign a differentenvironmental issue to each of the groups. Each group willprepare a report to demonstrate its solutions, and then makea poster to raise awareness about the problem. Possibleissues:

• A field in a neglected neighborhood has become an eye-sore because people are dumping their trash there.

• An invasive species of plant is competing with or crowdingout native species.

• Pollutants are contaminating a community’s groundwater.

• Acid rain is killing trees and other plant life.

• If possible, assign a local issue to one group.

LESSON WRAP-UPHave students identify and evaluate other environmentalissues that currently affect the community. Ask them to con-sider future problems, and to think about how to plan forand possibly even prevent them.

VOCABULARYconservation, environment, envi-ronmental literacy, resource,restoration, stewardship, nature,sustainability

North AmericanAssociation forEnvironmental Education(NAAEE)

Excellence in Environmental Edu-cation: Guidelines for Learning

http://naaee.org/npeee/learn-er_guidelines.html

Strand 2.4 — Environment andSociety (A, B, C, D, E); Strand 3.1-Skills for Analyzing and Investi-gating Environmental Issues (A,B, C); Strand 3.2 —Decision-Mak-ing and Citizenship Skills (A, C,D); Strand 4 —Personal and CivicResponsibility (A, C, D)

Why Study the Environment?

2 WHAT’S UP IN THE ENVIRONMENT? www thirteen org/edonline/wue

www thirteen org/edonline/wue

WHY STUDY THE ENVIRONMENT?Everyone needs to be environmentally literate.Environmentally literate people are able to makeinformed decisions about issues that have animpact on the community.

Consider some of the reasons it is important tobe environmentally literate. What does it take tobecome more aware of environmental problems?How can each of us play a part in working towardtheir solutions?

THIS IS YOUR CHALLENGEResearch and write a report that describes your group’sassessment of an environmental issue (assigned by yourteacher). Then, make a poster that helps to raise people’sawareness of the problem and its solution.

A. RESEARCH THE PROBLEMWhat is the problem? When did it begin? How serious is it?What might be causing it?

B. DEVELOP ALTERNATIVE SOLUTIONSWork with your group to develop a list of possible solutions.Discuss the issue, use library resources and the Internet, andrecord your answers.

C. SELECTTHE BESTSOLUTIONWork togetherto present thebest solution,and explainwhich, from thislist, you recom-mend, and why.

D. IMPLEMENTTHE SOLUTIONHave a member of thegroup be in charge of plan-ning the solution’s implemen-tation. As part of the implemen-tation, consider what will have to bedone, if anything, to maintain this solution soit goes on working well in the future.

E. SUMMARIZE YOUR GROUP’S FINDINGSShow what your group has discovered in a graphic form —a poster that helps raise people’s awareness of the problemand your solution. Prepare to present your information toyour class.

F. EVALUATE THE SOLUTIONHow practical is the solution? Do you think it could be sus-tained in the future?

WHAT’S UP IN THE ENVIRONMENT? 3

SCIENCE CONNECTIONName some alternative forms of ener-

gy, transportation or housing thatmight be used in the future. What aresome of their potential advantages anddisadvantages?

SOCIAL STUDIES CONNECTIONResearch how societies have used

technology at different times in his-tory. What were some of the ben-

efits of technological innova-tions? What were some of the

human costs?

Environmental Assessment STUDENT WORKSHEET

© W

ill M

cInt

yre,

Pho

to R

esea

rche

rs

© L

aim

a Dr

uski

s, Ph

oto

Rese

arch

ers

VIDEO CLIP SUMMARY (2:22–8:10)This segment, River of Grass, is the story of the ambitiousrestoration effort to save the Florida Everglades as told bySeminole ranchers and wildlife biologists who live and workthere.

OVERVIEWIn the 1940s, The Central and Southern Florida Project wasmeant to provide flood protection and water managementfor the people of the region. While it led to rapid growth andland development, it also created a host of problems for theEverglades ecosystem. People caused the Everglades’ decline,but now they are working on a massive restoration projectto bring the ecosystem back to life.

BUILDING A MODEL WETLANDThis activity will help you understand the concept of a wet-land. It will illustrate the functions of wetlands and the effectsthat changes in land use have on wetland areas.

When water from rain or melted snow runs off hills andmountains, it forms streams in valleys. The land that the waterdrains from is called a watershed.

What kinds of land are not impervious to water (forest,marshes, etc.)? You are now going to build a model of theearth that represents these land covers.

THIS IS YOUR CHALLENGEBuild a model of a wetland and test a variety of hypothe-ses about how the wetland works and what environmentalconditions might affect it.

EQUIPMENT AND SUPPLIES

ACTIVITY1 Place the rocks in a heap at both ends of the aquarium.

Put gravel around the rocks, and spread them out so thatthey slope downhill toward the middle of the tank. Place alayer of sand over the gravel, also sloping toward the mid-dle. On one side of the tank, pack soil on top of the sand.

On the other side, coversome of the sand with a thinlayer of clay or plasticene.

2 What will happen nowwhen it rains? How will rainaffect this landscape differ-ently from a completelyimpervious landscape?Spray water into the tank,and watch how some of itruns over the surface andsome of it sinks in. Thewater that stays on top iscalled surface water, form-ing streams, rivers, ponds,lakes, or oceans. The water that sinks into the earth (infil-trates or percolates) is called groundwater. As you con-tinue spraying, water will accumulate in the air spacesbetween the gravel and sand at the bottom of the tank.This body of underground water is called an aquifer.

3 Now make a wetland by taking the small sponges, or atightly rolled paper towel, and placing it in the lowest partof your landscape alongside the river. Place the cottonswabs, pine needles, or other wetland plants in the sponge.Continue spraying water into the tank. Get the soil reallywet to create excess water running down toward the wet-land. The towel/sponge should absorb the water andbecome saturated, slowing the flow to the river.

You can also demonstrate the addition of a “pollutant” orshow how pollution travels into a wetland by sprinkling agranular substance (something small but visible) onto thehill and watching it wash into the wetland. It can simulatecontamination from pesticides or runoff from farms.

CONSIDER THE FOLLOWING QUESTIONS1 Why might wetlands be important places for an ecosystem?

2 Do you know where your water comes from?

3 What are some human impacts on the water supply inyour community?

LONG-TERM ACTIVITIES ON THE WEB1 Has pollution affected a body of water in our community,

and if it has, what can we do to clean it up? www.thirteen.org/edonline/wue/water1_overview.html

2 How can we help clean up sources of groundwater pollu-tion in our area? www.thirteen.org/edonline/wue/water2_overview.html

3 How do wetlands remove possible harmful pollutants fromgroundwater?www.thirteen.org/edonline/wue/water3_overview.html

• Container —an aquariumworks nicely, but trays forpaint rollers or planterswill work as well.

• Spray bottle with water

• A few apple-sized rocks

• Sand, gravel, soil

• Plasticene or clay

• Paper towels or smallsponges

• Food coloring

• Wetland plants

• Cotton swabs paintedbrown

• Pine needles

• Dried flower heads

4 WHAT’S UP IN THE ENVIRONMENT?

VOCABULARYexotic species, hydrology, indi-cator species, runoff, watershed,wetlands



http://naaee.org/npeee/learner_guidelines.html

Strand 1 —Questioning and Analy-sis Skills (Guidelines A, C, D, E,G); Strand 2.2 — The LivingEnvironment (A, C, D)

Water: River of Grass


ROGER W. PEEBLESHydrologistTexas Center for Applied Technology

Imagine tackling the following challenge. The scenario: alarge plume, or space in a body of water, is contaminatedwith toxic pollutants. The toxins were released from a local AirForce base in Denver, Colorado. Your challenge is to providedetailed information defining the exact size of the plume andthen recycle the water back into its source so it becomes safeagain. You will achieve this by digging wells to sample ground-water and by using a numerical computer model to mimicthe movement of groundwater and the transportation of pol-lutants. Your final step will be to present this information tostate and federal regulatory agencies, like the U.S. Environ-mental Protection Agency.

Roger Peebles met this challenge while working as SeniorHydrologist at the Texas Center for Applied Technology. Aftercompleting the research steps described above, Roger workedwith a team of hydrologists. Together they constructed ahydraulic system that pumped the contaminated ground-water from the plume and cleaned it using several treatmentmethods. The clean water was then injected back into theground.

A high school student in Rome, a geology student at univer-sity in New York City, and a doctoral student studying gla-

ciers in Alaska — Roger Peebles’s interest inthe field of hydrology has made him a

world traveler. Using fresh wateras a resource sparked Roger’s

interest at an early age. Asa student Roger asked

himself, “Where doesgroundwater come

from, and how safeis it? How vulnera-ble are ground-water resourcesto contamina-tion by man’sactivities? Whichbodies of waterneed protection?”

Groundwater iswidely used but

often poorly under-stood. Roger Peebles

works to answer thesequestions and educate the

public about these issues.

WHITNEY MONTAGUEExecutive DirectorThe EnvironMentors Project

Inspired by the magnificent bridges she saw while traveling inEurope, Whitney Montague began college studying structur-al engineering. But shortly after declaring herself a structur-al engineering major, she was bored. “My first structures classput a serious dent into my career aspirations. To me, it was themost boring class in the world. The mathematics of concretedesign and dynamic equilibrium made my eyes glaze over.”

Her college advisor, who knew that she loved sailing, camp-ing, and hiking, pointed out that environmental engineeringcombined her interests. As Whitney soon realized, “Environ-mental engineering combines engineering and my profi-ciencies in math and science with my love of nature. I washooked!” After a switch of majors, Whitney embarked on afour-year exploration of aquatic chemistry, hydrology andhydrodynamics, air quality, forestry, toxicology, epidemiol-ogy, project management, public policy, physics, and calcu-lus. She loved every minute of it.

Today Whitney serves as the National Director of the Envi-ronMentors program — a project that matches urbanteenagers with environmental and science professionals. Sheencourages her students not to shy away from math and sci-ence classes.

In middle school, high school, college, and her professionalcareer, Whitney has faced people who have attempted to dis-suade her from her choices. Some felt that a “lady” shouldn’tbe an engineer. Others believed that African-Americans werenot smart enough to succeed in science. But from her par-ents and professors Whitney received strong support. Mostimportantly —Whitney believed in herself. “I always wantedto be an engineer and I have had an incredibly wonderfultime being one.”

RELATED CAREERSHydrologist

Aquatic Toxicologist

Wastewater Engineer

Water Conservation Specialist

Watershed Planner

Environmental Planner

Profiles WATER: RIVER OF GRASS

WHAT’S UP IN THE ENVIRONMENT? 5www thirteen org/edonline/wue

ROGER W. PEEBLES WHITNEY MONTAGUE

Phot

os c

ourt

esy

of R

oger

Pee

bles

and

Whi

tney

Mon

tagu

e

VIDEO CLIP SUMMARY (8:11–13:35)Brownfields to Greenfields: A local community in northeastPhiladelphia reclaims a former Superfund site using com-posted “biosolids” recycled from wastewater treatment.

OVERVIEWWhen we recycle containers, glass, plastic or cardboard, wesave resources and energy. Did you know that land is alsorecyclable? Land recycling restores contaminated sites tohealth, revitalizes urban areas and discourages urban sprawl,often to the benefit of economically disadvantaged commu-nities.

BIOSOLIDS AND PLANT GROWTHBiosolids are the nutrient-rich organic materials reclaimedfrom wastewater. You will use some biosolid-like materialsto see how they affect plant growth.

THIS IS YOUR CHALLENGEDetermine the effects on plant growth of different soilenhancements.

EQUIPMENT AND SUPPLIES (PER GROUP OF 3–4STUDENTS)

ACTIVITY1 What effect do you think different kinds of soil enrich-

ments will have on the growth of plants? Form groups ofthree or four students to discuss and find out.

2 Soak some seeds in water for approximately 1 hour.

3 Fill two of the waxed paper cups approximately 2⁄3 full withpotting soil, and plant two seeds approximately 1" belowthe soil surface in each. Cover the seeds with soil.

4 Fill a third and fourth cup approximately 1⁄2 full with pottingsoil and add some dried cow manure until the cups are 2⁄3full. Mix the soil and manure thoroughly, and plant twoseeds in each just like you did in step #3.

5 Repeat step #4 above, but this time mix in some fish emul-sion instead of the manure. If the fish emulsion you haveis in liquid form, fill the cups 2⁄3 full with potting soil andpour in about 1⁄8 cup of the liquid emulsion. Plant yourseeds as in steps #3 and #4 above.

6 In the seventh and eighthcups, fill to 1⁄2 full with pot-ting soil. Mix together equalamounts of manure and fishemulsion and mix it thor-oughly with the potting soil.Plant two seeds in each asyou did before.

7 Using a pencil put threeholes in the bottom of eachwaxed paper cup to providedrainage. Place each cup ina shallow saucer, and placeall eight cups in a windowor well-lighted area.

8 Water all eight cups with approximately 1⁄8cup of water. Test the soil daily withyour finger, and keep the soilmoist.

9 Keep track of how mucheach plant grows bymeasuring its height atapproximately thesame time each dayfor 2 weeks.

CONSIDER THEFOLLOWINGQUESTIONS1 In which cup did

the plant growmost quickly?

2 In which cup arethe plant stemsthickest?

3 In which cup do theplants have the largestleaves?

4 What conclusions do youdraw about the best soilenhancer(s) for these plants?

LONG-TERM ACTIVITIES ON THEWEB1 How do invasive species affect the environment in your

community? www.thirteen.org/edonline/wue/land1_overview.html

2 Can composting help improve soil quality while reducingwaste sent to landfills?www.thirteen.org/edonline/wue/land2_overview.html

• 8 waxed paper cups

• 2 cups of potting soil

• 2 cups of dried cowmanure

• 2 cups of fish emulsion

• 8 shallow saucers

• 60 lima beans or radishseeds

• 1 ruler


VOCABULARYbiosolids, brownfield, landfill,Superfund site, wastewatertreatment


Excellence in EnvironmentalEducation: Guidelines forLearning


Strand 1 — Questioning andAnalysis Skills (Guidelines A,C, E, F); Strand 2.2-The LivingEnvironment (A, C, D).

Land: Brownfields to Greenfields


© M

icha

el A

ustin

, Pho

to R

esea

rche

rs

KENNETH PANTUCKSenior Environmental ScientistU.S. Environmental Protection AgencyWater Protection Division

“You do not have to have a career in the environment to getinvolved with environmental issues and actions.” Ken Pan-tuck, environmental scientist, believes that anyone can startmaking a difference in the world today.

Ken recently completed a six-year project in Poland usingsewage sludge (“biosolids”) to re-vegetate hazardous smelterand mining waste sites. A team of American and Polish sci-entists, representing the fields of engineering, chemistry, soilscience and agriculture, teamed up to replant these barrensites that dotted the Upper Silesia mining region of Poland.The waste piles contained extremely high levels of heavy met-als (zinc, lead, and cadmium) that were toxic to plant andanimal life. As the piles formed, there was no way of keepingthe metal dusts from blowing into nearby farms, homes andwater supplies. Doctors found high lead levels in the blood-stream of local children who had inhaled particles of metaldust or had consumed crops coated with them.

Ken and his fellow scientists developed a new procedure to re-vegetate these wastelands and thereby stop the health prob-lems caused by lead and zinc. They determined that the addi-tion of lime and biosolids to the upper surfaces of the wasteswould neutralize the negative effects of the heavy metals.Today, these areas support diverse vegetation and wildlife.Farmers can grow approved produce there. Grass now coversthe once barren landscape. Furthermore, health risks havedecreased significantly. This method is now being used insimilar hazardous waste sites in the United States. Proud ofhis accomplishments, Ken stated, “It is gratifying to knowthat my personal efforts were responsible for solving an envi-ronmental problem.”

CAROL J. FIALKOWSKIEnvironmental EducatorField Museum of Natural History

Carol Fialkowski grew up in the city of Chicago but spentmany summers vacationing at family cottages in Wisconsinand Indiana. Out in the rural midwest, Carol developed herlove of the tall-grass prairies and open-oak savannahs thatwould later become the focus of her life’s work.

Prior to its being settled, tall-grass prairie spread across 50percent of Illinois. Today the prairie makes up less than one-tenth of one percent of the Prairie State. Through her involve-ment with programs such as Chicago Wilderness and Urban-Watch, Carol works with public and private organizations toprotect these rare natural communities and to restore themto long-term viability. She is also Con-servation Education Director inthe Department of Environ-mental and ConservationPrograms at the FieldMuseum.

In her professionallife, Carol reallyhas the best of allworlds: “Beingan environmen-tal educator hasallowed me tointegrate thesetwo loves —teaching andnature — whilecontinuing to furthermy knowledge of ecol-ogy and conservationbiology.” To get where sheis today, Carol spent manyyears in school. She graduated fromSt. Xavier College with a Bachelor of Sci-ence in Social Science degree and went on to get her Master’sdegree in Environmental Science. Even after graduate schoolshe continued her education with an additional 36 hours ofgraduate-level work.

But don’t tremble in your uncomfortable chair–desk con-traption! You won’t be glued to that seat for another decade!For Carol, school was in and out of the classroom: poringover textbooks and hiking dirt trails, memorizing flash cardsand peering into nature’s heart.

Profiles LAND: BROWNFIELDS TO GREENFIELDS


RELATED CAREERSGeologist

Forester

Hazardous Materials Specialist

Natural Land Management

Urban Planning


KENNETH PANTUCK CAROL J. FIALKOWSKI

Cour

tesy

of K

enne

th P

antu

ck/

© 2

001 T

he F

ield

Mus

eum

/Pho

to: M

ark

Wilh

alm

VIDEO CLIP SUMMARY (13:36–20:17)Back to the Future: An international team of scientists is usinga special “time machine” —Arizona’s Biosphere 2 laboratory—in an effort to get the facts about carbon dioxide emissionsand the future of our global climate.

OVERVIEWSince the dawn of the Industrial Revolution, atmosphericconcentrations of greenhouse gases like methane and C02have increased. With more greenhouse gases, the earth’satmosphere traps more heat. As atmospheric levels of thesegases continue to rise, scientists predict average global tem-peratures will likewise increase.

EFFECTS OF ACID RAINAcid rain begins in smoke from fossil fuels and sulfide ores.As sulfur dioxide and nitrogen oxides blow downwind, theyare changed into sulfuric acid and nitric acids when they mixwith rain. The main source of acid rain seems to be trans-portation and industry.

In this activity you’ll investigate the effects of acid rain onliving things.

THIS IS YOUR CHALLENGEDetermine the structure and normal behavior of brineshrimp. Determine the effects of an acid environment onthe behavior and survival of the brine shrimp.


PREPARATIONBrine shrimp should be kept in bottled spring water (pH6).

Prepare the acid solutions as follows:

500 ml of spring water + 5 drops of 10% sulfuric acid = pH5

500 ml of spring water + 15 drops of 10% sulfuric acid =pH4

500 ml of spring water + 25 drops of 10% sulfuric acid =pH3

Note: The above dilutions are approximate and should bechecked with pH paper before proceeding. Be sure to stir the

dilutions as the acid is beingadded.

ACTIVITY1 Add 500 ml of pH6 spring

water to two containers.Add two brine shrimp toeach container and recordthe time. Observe andrecord the normal behaviorof the animals for 10 min-utes. What percent of thetime is spent moving andlying still? What percent ofthe time is spent at the bot-tom, middle and top of thecontainer? Touch the shrimp with the stirring rod andrecord the behavior. Return the brine shrimp to their orig-inal containers.

2 Label four pairs of 1000 ml containers pH3, pH4, pH5 andpH6. Add 100 ml of each dilution to its labeled container.Place two new shrimp in each pH6 container and observeif the behavior is “normal.” Do the animals survive in thispH? If any shrimp die, record the time. If any shrimpremain alive for the entire 10 minutes, record this also.

3 Place two new shrimp in each pH3 solution. Record theirbehavior for 10 minutes according to the directions givenin #1 and #2 above. Place two new shrimp in each pH4and pH5 solutions and record observations as above.

4 When you clean up, be sure to discard all solutions andshrimp in the manner indicated by your teacher.

CONSIDER THE FOLLOWING QUESTIONS1 In which of the four pH solutions did the brine shrimp

demonstrate the greatest difference in behavior whencompared to their normal behavior? Explain possible rea-sons for this observation.

2 Why were two brine shrimp per test solution in each con-tainer used rather than just one?

3 Was this a controlled experiment? Explain.

4 What conclusions can you draw about the effects of acidrain on the environment?

LONG-TERM ACTIVITIES ON THE WEB1 How can we reduce carbon dioxide emissions we produce

and help prevent global warming?www.thirteen.org/edonline/wue/air1_overview.html

2 How is acid rain affecting our community and what canwe do about it? www.thirteen.org/edonline/wue/air2_overview.html

• Brine Shrimp (availablefrom any science supplycompany)

• Glass or plastic contain-ers of various sizes

• Distilled water

• pH paper

• Eye droppers

• Stirring rods

• Diluted sulfuric acid(vinegar, citric acid, oracetic acid may be sub-stituted)

• Labels

• Culture dishes


VOCABULARYCarbon dioxide, carbon seques-tration, ecosystem, fossil fuels,global warming, greenhouseeffect, photosynthesis




Strand 1 —Questioning and Analy-sis Skills (Guidelines A, C, D, E, F,G); Strand 2.1 — The Earth as aPhysical System (A, B); Strand2.2 —The Living Environment (A)

Air: Back to the Future


STEVE RUSSELLK–12 Program CoordinatorColumbia University, Biosphere 2 Center

One summer vacation, a few states south of his native Ten-nessee and hundreds of miles from the Great Smoky Moun-tains, Steve Russell strapped on some scuba goggles, slippedflippers onto his feet, popped a snorkel into his mouth, anddove into the Atlantic Ocean. He dunked his head underwa-ter, gazed at the fascinating marine world around him anddecided right then and there that one day he’d be an oceanog-rapher.

A decade or so after this momentous Florida holiday, Stevegraduated from Texas A&M University with an advanceddegree in biological oceanography. Eager to explore theEarth’s diverse marine life, he immediately signed up withthe Peace Corps and shipped off for Malaysia to work at amarine lab where he taught marine biology and conductedresearch on coral reefs. Since then he has led expeditions toMexico, Guatemala and Fiji as an International Wildlife Guideand he has taught marine biology courses in Texas andHawaii.

Two years ago, he came to Biosphere 2 Center in Arizona tocoordinate the Kindergarten to 12th grade education pro-grams. Even though he’s miles away from any real ocean, hecan study marine life in the ocean biome within Biosphere 2’swalls. Currently, he is working with other staff to develop anexhibit on sclerochronology. Sclerochronology is the science

that studies the hard parts of marineanimals — like clams’ shells or

coral reefs —to decipher pastclimate changes.

CHRISTINE SHAHIN-WOODVolunteer DirectorKids Against Pollution

In 1970, after Senator Gaylord Nelson of Wisconsin declaredApril 22nd Earth Day, Christine Shahin-Wood and her hus-band took his message home into their daily family life, usingonly reusable napkins, diapers and other environment-friendly goods. Christine’s activism went from a private topublic cause when, a few years later, while helping her 12-year-old son to prepare for his early morning paper route,she read that her village was sited for a regional landfill(garbage dump) and incinerator (garbage burner). Learningthat “regional” means taking in hundreds of thousands oftons of garbage from across the region rather than just localgarbage, the Newport community became involved.

The community successfully prevented the landfill and incin-erator from landing in their village. Christine didn’t stop withthis local event. The village’s success motivated her to con-tinue fighting for environmental causes and for the publicgood. In 1994, she became the volunteer director of KidsAgainst Pollution (KAP), a student environmental group thathad begun in New Jersey. As the National EnvironmentalAssociate for the New York Public Interest Group (NYPIRG),she meets with Representatives and Senators and other lead-ers to discuss clean air and global warming legislation thatwill protect the environment, jobs and people’s health. Notonly does she fill these two posts, but she also finds time towrite an environmental column for the Utica paper.

Looking back on her career, Christine observes, “This fieldsort of chose me. I kept growing from it, taking different edu-cational training until environmental activism became whatI do. I love the environment. Everything is connected to it,making it very important to use safely so those future gen-erations are given a gift and not a burden.”

RELATED CAREERSAir Quality Engineer

Atmospheric Chemist

Environmental Attorney

Public Information Specialist

Toxicologist


Profiles AIR: BACK TO THE FUTURE


STEVE RUSSELL CHRISTINE SHAHIN-WOOD

© D

avid

May

hew

/Co

urte

sy o

f Kid

s Ag

ains

t Pol

lutio

n

,

VIDEO CLIP SUMMARY (20:18–27:08)Power Up: Our electricity demand is beginning to exceed pro-duction and grid capabilities, and the future of low-cost oil isuncertain. What if you could have your own power plant rightat home, and sell electricity rather than buying it? An elec-trical engineer in Virginia and his 13-year-old son show usone way it can be done.

OVERVIEWWe need energy to power up our technological world, fromlaptops to lamps, cell phones to minivans. But what is ener-gy? Simply put, energy is the ability to do work. The UnitedStates primarily uses fossil fuels —coal, oil and natural gas—for its energy. These fuels are non-renewable, meaning thatthe earth holds a limited supply of them. On the other hand,renewable energy sources — like wind and solar energy —will never dwindle. Other forms of renewable energy are geo-thermal energy from inside the earth, biomass from the earth’svegetation, and hydropower from the tides and currents.

ACTIVITY #1: MAKING A PIZZA BOXSOLAR OVEN TO MAKE S’MORESSolar energy is often called radiant energy. Solar energy isproduced by nuclear fusion reactions within the sun. Solarenergy does not pollute.

Dark-colored objects absorb more light and store more heatfrom sunlight than light-colored objects. Light-colored objectsappear light to us because they are reflecting most of the lightthat hits them rather than absorbing it. Objects appear to beblack when they absorb all wavelengths of light that hit them.

THIS IS YOUR CHALLENGEIn this activity you will build a solar cooker and use it tomake s’mores.

This is an outdoor experiment. A place in direct sunlight(no shade) and where animals won’t come by to eat theingredients or disturb the cooker is needed for this les-son! Use your thermometer to see what temperature it isoutside. You need to do this experiment when it is at least85° F (29° C). If it isn’t hot enough outside, wait for awarmer day.


BUILDING THE OVEN1 Tape foil to the inside bot-

tom of the box. Cover thefoil with black paper. Tapein place.

2 Put the box on the plastic.Draw the outline of the boxon the plastic with themarker. Cut the plasticabout 1⁄4 inch inside themarks.

3 On the top of the box, drawa line one inch from allsides. Cut along front andside lines BUT NOT alongthe back. This will be thehinge for the flap. Carefullyfold open the flap.

4 Cut a piece of foil the size of the flap. Glue it to the side ofthe flap that faces INTO the box. Flatten out the wrinkles.Wipe glue smears off with a damp towel before they dry.

5 Tape the plastic to the inside of the box. Tape one side first,then the opposite side. Make it tight so it looks like glass.Tape the other edges. Seal tight so no air can get in.

6 Cut a piece of string as long as the box. Tape one end tothe top of the flap. Push a small nail into the back of thebox so you have a place to tie the string.

MAKING THE S’MORES

Supplies

1 Have pairs put four graham crackers side by side in thebottom of the cooker. Place a chocolate bar on top of twoof the graham crackers. Put 8 mini marshmallows on topof the other two graham crackers.

2 Put the cooker out in an area where it will get full sunlight.. . . no shade!

3 Let the cooker just sit there until the chocolate bars andmarshmallows melt.

4 To make a S’More, put one chocolate and one marshmal-low graham cracker together to make a sandwich. Youshould have two sandwiches. Enjoy!

• Four graham crackers

• 16 mini marshmallows

• Two plain milk chocolatecandy bars

• One thermometer

• Scissors

• Ruler

• Marker

• String

• A medium size pizza box(Pizza Hut boxes workgreat)

• Black construction paper

• Extra-wide aluminum foil

• Plastic (plastic windowcovering from a hardwarestore works best)

• Glue

• Tape


VOCABULARYFuel cell, geothermal heating,industrial ecology, non-renew-able energy, photovoltaic cell,renewable energy, solar panel


Excellence in EnvironmentalEducation: Guidelines for Learn-ing


Strand 1 —Questioning and Analy-sis Skills (Guidelines A, B, C, E,F); Strand 2.1 — The Earth as aPhysical System (B, C); Strand2.3-Humans and Their Societies(C, D, E); Strand 2.4 — Environ-ment and Society (A, C, D, E);Strand 3.1 — Skills for Analyzingand Investigating EnvironmentalIssues (A, C, D).

Energy: Power Up


ACTIVITY #2: HYDROLYSIS ANDFUEL CELLSWhen the Space Shuttle flies, electrical power is supplied byfuel cells. Chandler Van Voorhis has said that mini fuel cellswill soon replace batteries in cell phones, laptops and other“high tech” devices. Fuel cells use some of the most abun-dant materials in the universe to derive energy. How do theywork?

THIS IS YOUR CHALLENGEYou are going to build the part of a fuel cell that providesthe fuel for its operation. You will do this by breaking waterdown into its two components (hydrogen and oxygen) byusing electricity.


1 Sharpen each pencil at both ends.

2 Fill the beaker with water.

3 Dissolve a teaspoon of salt into the warm water and let sitfor awhile.

4 Push the two pencils into the cardboard, approximatelyan inch apart.

5 Using one piece of the electrical wire, connect one end onthe positive side of the battery and the other to the blackgraphite (the “lead”) at the top of the sharpened pencil.Do the same for the negative side, connecting it to theother pencil top.

6 Place the other two ends of the pencils into the saltedwater. As the electricity from the battery passes throughand between the electrodes (the pencils), the water splitsinto hydrogen and oxygen, which collect as very tiny bub-bles around each pencil tip.

CONSIDER THE FOLLOWING QUESTIONS1 What were the bubbles collecting on the ends of the pen-

cils? How do you know?

2 Why was salt added to the water? (To assist in conductionof electricity.)

3 Explain that this is one half of the reaction in the fuel cell.By using solar panels to make electricity, water can be bro-ken down. At night, when the sun is down, the gases arerecombined, which produces electricity. (Think: electric-ity in => electricity out.)

4 Reverse the electrodes (switch wires on the batteries). Whathappens?

5 Compare the amount of bubbles formed and relate thisto the molecular formula for water (H2O).

6 How could you set up the hydrolysis experiment withequipment that would allow the collection of gases to bemeasured and compared?

LONG-TERM ACTIVITIES ON THE WEB1 How can solar energy be used to power cars, and what

challenges are involved? www.thirteen.org/edonline/wue/energy1_overview.html

2 How does human energy consumption affect the envi-ronment, and how can we cut down the amount of ener-gy we use? www.thirteen.org/edonline/wue/energy2_overview.html

3 How are fuel cells different from combustion engines? www.thirteen.org/edonline/wue/energy3_overview.html

• 9-volt battery

• Two regular number 2pencils

• Salt

• Index card

• Electrical wire

• Small beaker or glass

• Water


Pencils

Battery

H2ONaCl(salt)

HO

Index card


Jose

ph S

ohm

, Pho

to R

esea

rche

rs

CHUCK KUTSCHERResearch EngineerU.S. Department of Energy, National Renewable EnergyLaboratory

“I have had an interest in science and engineering for as longas I can remember,” says Chuck Kutscher, research engineerat the National Renewable Energy Laboratory. He and his fel-low NREL scientists conduct research on renewable energysources such as solar, wind, biomass and geothermal.

In 1973, as a result of the U.S. oil embargo, he often waited inlong lines at the gas station. He realized how much Ameri-cans depend on imported oil. This experience sparked hisinterest in energy consumption and the crucial impact it hason the environment. “I became very interested in the chal-lenge of making solar energy cost effective. It was fun to get

into a new field, because therewere opportunities to discoverand new resources to develop.”Today, his challenge is to devel-op new energy technologiesthat compete in the market-place with conventional ener-gy sources.

NREL and other Department ofEnergy laboratories areresearching and designing zero-energy buildings. Imagine if ourhomes didn’t just use energy butactually generated energy.Enough solar energy strikes thewindows and roof of a typicalhouse to provide for all its ener-gy needs. Solar heat collectors

on the roof can provide hot water. Photovoltaic modules canprovide electricity. These energy sources —coupled with pru-dent energy conservation measures like high-quality insula-tion, energy-efficient glass and the latest high-efficiencyappliances — can generate all the energy your house needs.Chuck Kutscher is one of the many engineers working tomake these technologies effective and affordable.

KEN MANNINGDeputy SuperintendentEast San Gabriel Valley Region-al Occupational Program

As a boy, Ken Manning wasinfluenced by his father’s strongpresence in neighborhoodaffairs. “He was an active mem-ber of the community andshowed me that one person canmake a difference.” Followingin his father’s footsteps, Kenbecame involved with commu-nity affairs by concerning him-self with energy and water con-servation.

Armed with a degree in Architectural Design, Ken went towork in the family construction and design business, devel-oping houses and small businesses. This prepared Ken tostart his own construction and design company just a fewyears later. By working as a designer, Ken became more awareof issues that affected the environment and the solutionsneeded to remedy these problems.

After nearly twenty years in the construction and architec-tural design business, Ken decided to change careers. Hebecame a teacher and joined the East San Gabriel ValleyRegional Occupational Program (ROP). While teaching, hecreated an exciting construction trades program. He pro-posed the building of homes by high school students, withthe assistance of city funding. Just this year Ken brought hisexpertise in energy conservation into the program by pro-posing the building of a “Green House.” Today, the ROP con-struction trades program is designing an energy efficienthome in Azusa, California.

This is the ROP students’ first attempt at building a greenhouse. They will utilize green materials, incorporate envi-ronmentally friendly designs, and install “Energy Star” appli-ances. This will keep energy costs low and energy loss to aminimum. In addition, Ken formed a green school coalitionto help school district officials and students discuss energyissues. Students are given the opportunity to report on ener-gy audits conducted at their schools. They can then makesuggestions to facilitators on ways the school can save ener-gy and money. There are currently four teams of high schoolstudents working at dozens of schools and making a differ-ence. “I believe that we all have some responsibility to be apart of the solution,” Ken stated. Last year students’ recom-mendations saved school districts thousands of dollars inenergy efficiency.


Profiles


CHUCK KUTSCHER

KEN MANNING

© T

om M

cHug

h, P

hoto

Res

earc

hers

© W

arre

n Gr

etz

© P

hoto

grap

hy b

y Do

n

CHANDLER VANVOORHIS ANDCAREY CRANEEnvironmental JournalistsCo-Hosts, GreenWaveRadio

With literally no broad-cast training, Carey Craneand Chandler Van Voorhisbegan airing GreenWaveRadio from a small localstation, WAGE 1200 AM inLeesburg, VA. Within fourshort years, more than 70stations nationwide werebroadcasting the syndi-cated show, from WJFK 106.7 FM in Washington, D.C., toKFIV 960 AM in Victorville, California.

As a youngster, Carey grew up on a farm inVirginia, and later he worked on aWyoming ranch, so he knows “naturein its purest form,” as he puts it. In asense, he has been an environ-mentalist his whole life. Chan-dler first got involved in envi-ronmental issues seven yearsago, when Disney plannedto erect a gargantuan his-torical theme park in thepastoral Northern Virginiahorse country. The twomet while working forthe Alliance for Environ-mental Education.

What have these two air-wave upstarts been dis-cussing lately? BothChandler and Carey havehigh hopes for fuel cells—electrochemical batteries-of-sorts that convert, or turn,hydrogen and oxygen intoelectricity and heat. As youmay have heard, research scien-tists are fine-tuning fuel cells torun our cars, homes, and portableelectronic devices. Fuel-cells don’tpump harmful pollutants into our envi-ronment. Their only byproduct is water!!!Now that’s good news we all like to hear.

WHAT’S UP IN THE ENVIRONMENT? 13www thirteen org/edonline/wue

ENERGY: POWER UP

CAREY CRANE AND CHANDLER VAN VOORHIS

RELATED CAREERSArchitect

Chemist

Engineer

Efficiency Designer

Education

Media/Journalism

© P

eter

Spa

ldin

g

VIDEO CLIP SUMMARY (5:25–7:39)Camille Darby is a Master’s student at Florida Atlantic Uni-versity. This past summer, she spent three days a week intern-ing at the A.R.M. Loxahatchee National Wildlife Refuge. Work-ing under the wing of Dr. Laura Brandt, a Senior WildlifeBiologist, she created a pilot study for her master’s thesis,researching insect communities and the effect invasive plantshave on them. After Camille gets her Master’s degree, shewould like to work as a field biologist.

OBJECTIVESStudents will

• understand the educational value of volunteering andinternships

• research volunteer opportunities and internships relatedto an environmental field

• write a series of questions and interview an environmen-talist about his or her career

ADVANCED PREPARATIONYou will need

• access to the Internet

• local environmental organization contacts

RESOURCESThe Complete Guide to Environmental Careers in the 21stCentury from The Environmental Careers Organization,Washington, D.C.: Island Press, 1999.

MOTIVATIONMany students are curious about jobs relating to the envi-ronment, but aren’t ready to begin working. Volunteering andinternships offer students a great introduction to the world ofenvironmental careers. Likewise, interviewing professionalsabout their jobs — to find out what educational preparationthey received, what internships they did, what they do on atypical workday — helps students see what working for theenvironment entails.

This lesson will show students the important role volunteer-ing and internships play in preparing them for the workforce.Volunteering and internships provide the opportunity foryoung adults to explore and discover what they want to dowith their lives. The interview and report will continue thisexploration by having each student pick a specific job.

PRESENTING THE LESSONShow the video segment.

Explain the purpose of volunteering and internships, howthey benefit the student and the organization.

Review skills that students canlearn or strengthen from vol-unteering or interning with anenvironmental organization.These skills might be sciencerelated (e.g., participating in aresearch project, practicingclose observation or data col-lection and analysis) or jobrelated (e.g., writing docu-ments, learning technical and communication skills). Askstudents what they think Camille learned from her intern-ship at the A.R.M. Loxahatchee National Wildlife Refuge. Fol-low up by asking how they think Dr. Laura Brandt, Camille’smentor, benefited.

Have students think about and decide which of the four topicareas —land, air, energy, or water —interests them most. Usethe Internet to research local organizations with environ-mental efforts. As a class, decide which local organizationyou would like to visit on a volunteering field trip.

LESSON WRAP-UPHave each student write a journal documenting his or herexperience of volunteering. The journal should detail howthe time was spent, what job skills were used or learned andwhat new scientific/environmental information was learned.The student can use the journal to reflect on the experience,rate the positive and negative aspects and decide whether ornot the time spent was worthwhile and educational.





Strand 4 — Personal and CivicResponsibility (B, C).

Careers TEACHER’S PAGE


© G

ary

Reth

erfo

rd, P

hoto

Res

earc

hers

In the River of Grass portion of the WHAT’S UP IN THEENVIRONMENT? video, you met Camille Darby and learnedabout her summer internship at the A.R.M. LoxahatcheeNational Wildlife Refuge. What did Camille learn during herinternship? How do you think the Wildlife Refuge benefitedfrom Camille’s work?

If you’re anything like most middle school students, you’renot ready to work many hours. But you’re probably curious toknow what it’s like to have a job. To find out more about envi-ronmental jobs, interview an employee who has an interest-ing environmental career.

First, review the profiles found in this guide. Youmay also want to visit the WHAT’S UP IN THEENVIRONMENT? Web site to learn moreabout the mentors’ daily schedules andeducational backgrounds. What kindsof questions do you think the writersasked the different mentors? Thenwrite up a list of questions that youwould like to ask an environmentalscientist, activist or journalist.

You will need to decide whom tointerview. First, check with your par-ents, teachers or school counselors tosee if they can recommend someone.You may also use the Internet to locatelocal environmental organizations youcan contact.

INTERVIEW REPORTAfter you’ve interviewed theenvironmental profession-al, write a profile of him orher. Your profile shouldcover some of the fol-lowing points:

• Describe the employee’soccupation and duties

• Describe the workingconditions

• What is the employee’seducational background?

• What courses did he or sheenjoy in high school? College?

• What aspects of the job are mostenjoyable? Difficult or stressful?

• What recommendations does theemployee have for a young person interest-

ed in this profession?

In a separate paragraph, describe howwhat you’ve learned from this interview

will help you in choosing a career.

ALTERNATE ACTIVITYResearch a career in The CompleteGuide to Environmental Careers in the21st Century or by using the Internet.

Write a report, similar to the profiles inthis guide, about this career.


Environmental Careers STUDENT PAGE


© E

unic

e Ha

rris

, Pho

to R

esea

rche

rs©

And

y Le

vin,

Pho

to R

esea

rche

rs

© M

ark

Burn

ett,

Phot

o Re

sear

cher

s/

© A

aron

Hau

pt, P

hoto

Res

earc

hers

/©

Ken

Lax

, Pho

to R

esea

rche

rs


WEB SITES

General InterestEnvironmental Defensewww.environmentaldefense.org

Environmental Education Centerwww.epa.gov/teachers

Environmental Literacy Councilwww.enviroliteracy.org

Environmental News Networkwww.enn.com

Environmentors Projectwww.environmentors.org

Kids Against Pollutionwww.kidsagainstpollution.org

GLOBE—Global Learning & Observations to Benefit theEnvironmentwww.globe.gov

National Council for the Social Studieswww.ncss.org

National Environment Education & Training Foundationwww.neetf.org

National Science Teachers Associationwww.nsta.org

Natural Resources Defense Councilwww.nrdc.org

Natural Resources, The Environment,and Ecosystems (University of IllinoisExtension)www.urbanext.uiuc.edu/ecosystems

North American Association for Envi-ronmental Education (NAAEE)www.naaee.org

Teachearthwww.teachearth.com

EPA Youth and the EnvironmentTraining and Employment Programwww.epa.gov/owm/youth.htm

WaterSeminoles Tribe of South Floridawww.seminoletribe.com

South Florida Water ManagementDistrictwww.sfwmd.gov

Water Environment Federation (WEF)www.wef.org

Water on the Web (WOW)wow.nrri.umn.edu/wow

Water Science for Schoolsga.water.usgs.gov/edu

LandAtmospheric Radiation Measurement(ARM) Program Education Centerwww.arm.gov/docs/education

EPA’s Global Warming Sitewww.epa.gov/globalwarming

NASA Earth Observatorywww.earthobservatory.nasa.gov

U.S. EPA Office of WastewaterManagement —Biosolidswww.epa.gov/owm/bio.htm

WWF: Climate Change Campaignwww.panda.org/climate

AirBiosphere 2 Passport to Learningwww.bio2.edu

EPA Air Nowwww.epa.gov/airnow

EPA Office of Air Quality Planning & Standardswww.epa.gov/oar/oaqps

EnergyAcademy of Energywww.academyofenergy.org

Alliance to Save Energy Green Schoolswww.ase.org/greenschools

American Solar Energy Societywww.ases.org

Center for Renewable Energy and Sustainable Technologywww.crest.org

Energy Quest — Energy Educationfrom the California EnergyCommissionwww.energy.ca.gov/education

GreenWave Radiowww.greenwave.com

International Fuel Cellswww.internationalfuelcells.com

National Energy FoundationResources for Educationwww.nef1.org

National Renewable EnergyLaboratorywww.nrel.gov

BOOKSAnderson, Cathy, Jeri Hayes, and JeanNattkemper, eds. Energy Conservation.White Plains, N.Y.: Dale SeymourPublications, 1999.

Anderson, Ray. Mid-Course Correction:Toward a Sustainable Enterprise: TheInterface Model. White River Junction,Vt.: Chelsea Green Publishing, 1999.

Environmental Literacy Council.Environmental Connections: ATeacher’s Guide To EnvironmentalStudies. Dubuque, Iowa: Kendall/HuntPublishing Co., 2000.

Hawkins, Paul, Amory Lovins, andHunter Lovins. Natural Capitalism:Creating the Next Industrial Revolu-tion. New York: Little, Brown and Com-pany, 2000.

Hocking, Colin. Global Warming andthe Greenhouse Effect: Grades 7–8.Berkeley: Great Explorations in Mathand Science (GEMS), 1992.

Ross, Bonnie, ed. Waste Away: ACurriculum on Solid Waste. Woodstock,Vt.: Vermont Institute of NaturalSciences, 1992.

OTHER EDUCATIONALRESOURCESProject Learning TreeAmerican Forest Foundation1111 19th Street NW, Suite 780Washington, DC 20036www.plt.org

Project WET201 Culbertson Hall Montana State University Bozeman, MT 59717www.projectwet.org

Project WILD5555 Morningside Drive, Suite 212Houston, TX 77005www.projectwild.org

Resources for Teachers


www thirteen org/edonline/wue WHAT’S UP IN THE ENVIRONMENT? 17

WEB SITES

General InterestEarthforcewww.earthforce.org

Earthtroopwww.earthtroop.com

EcoKidswww.bytesize.com/ecokids

Edugreenwww.edugreen.teri.res.in

EPA Student Centerwww.epa.gov/students

EPA Explorer’s Clubwww.epa.gov/kids

F.X. Browne, Inc.’s Kids Page: Envi-ronmental Education for Childrenwww.fxbrowne.com/html/kid_space.htm

Sierra Student Coalition —The Stu-dent Run Arm of the Sierra Clubwww.ssc.org

Student Environmental ActionCoalitionwww.seac.org

Think Earth Environmental Educa-tion Foundationwww.thinkearth.org

Youth for Environmental Sanity (YES)www.yesworld.org

WaterEPA Water for Kidswww.epa.gov/ow/kids.html

LandEPA Invasive Specieswww.invasivespecies.gov

EPA Office of Solid Waste Kids Pagewww.epa.gov/epaoswer/osw/kids.htm

AirEPA Air Quality For Kids Pagewww.epa.gov/airnow/aqikids

EPA Global Warming Kids Sitewww.epa.gov/globalwarming/kids

EnergyDepartment of Energy Kidzonewww.energy.gov/kidz/kidzone.html

Edison International Kids Power Labwww.edisonkids.com

BOOKS

General InterestAllen, John L. Student Atlas of Environ-mental Issues. Burr Ridge, Ill.: McGraw-Hill Higher Education, 1997.

Andryszewski, Tricia. The Environmentand the Economy: Planting the Seedsfor Tomorrow’s Growth (Issue andDebate). Brookfield, Conn.: MilbrookPress, 1995.

Archer, Jules. To Save the Earth: TheAmerican Environmental Movement.New York: Viking Books, 1998.

Atkins, Jeannine. Girls Who LookedUnder Rocks: The Lives of Six Pioneer-ing Naturalists. Nevada City, Calif.:Dawn Publications, 2000.

Chandler, Gary and Kevin Graham.Protecting Our Air, Land, and Water.New York: Twenty First Century Books,1996.

Leuzzi, Linda. To the Young Environ-mentalist: Lives Dedicated to Preservingthe Natural World. Danbury, Conn.:Franklin Watts, Inc., 1998.

Maze, Stephanie and Catherine O’NeillGrace. I Want to Be an Environmen-talist. San Diego: Harcourt Brace, 2000.

Nelson, Corinna. Working in theEnvironment (Exploring Careers).Minneapolis: Lerner PublicaionsCompany, 1998.

Pasternak, Ceel. Cool Careers for GirlsAs Environmentalists. New York:Impact Publications, 2001.

Sussman, Art, Ph.D. Dr. Art’s Guide toPlanet Earth: For Earthlings Ages 12 to120. White River Junction, Vt.: ChelseaGreen Publishing, 2000.

WaterBeck, Gregor Gilpin. Watersheds: APractical Handbook for Healthy Water.Buffalo, N.Y.: Firefly Books, 1999.

Hooper, Meredith. The Drop in MyDrink: The Story of Water on OurPlanet. New York: Viking Penguin, 1998.

Kahl, Jonathan D.W. Hazy Skies: Weath-er and the Environment. Minneapolis:Lerner Publishing, 1997.

LandWillis, Terri. Healing the Land.Chicago: Children’s Press, 1997.

AirHocking, Colin and Cary Sneider.Global Warming and the GreenhouseEffect. Framingham, Mass.: Gems,1992.

Johnson, Rebbecca L. The GreenhouseEffect. Minneapolis: Lerner Publishing,1994.

EnergyChandler, Gary and Kevin Graham.Alternative Energy Sources. New York:Henry Holt, 1996.

Resources for Students©

R.D

. Cur

tis, P

hoto

Res

earc

hers

450 West 33rd StreetNew York, NY 10001

www.thirteen.org

MAJOR FUNDING PROVIDED BY THE TOYOTA USA FOUNDATION WITHADDITIONAL SUPPORT FROM THE NATIONAL ENVIRONMENTAL EDUCATION& TRAINING FOUNDATION

thirteen - teacher’s guide · 2002. 5. 7. · this guide was produced by thirteen/wnet new york....

Documents