environmental radio broadcast

8/6/2019 Environmental Radio Broadcast

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Environmental Radio Broadcast

Curriculum Guidelines

2008


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Copyright 2008 EnviroEd 2

Preface

Hello, and welcome to EnviroEds Environmental Radio Broadcast

curriculum. This program was first written and utilized by volunteers

in Harvards EnviroEd program, partnering with Citizen Schools andBoston Public Schools, in the spring of 2009. It was the fifth semesterin which we were a partner with those organizations and our fifthsuccess introducing environmental concepts to the 5-8 graders in the

schools that we taught in. The program was designed as a once a

week after-school program that culminated in a final presentation inMay. During that presentation the students presented their calendars

to a small panel of school members and community members and hadan excellent evening. Over the course of the ten weeks that we taught

we feel the students learned a great deal and enjoyed the program.

The return of several of the students to the program is a testament tothis fact. It is our hope that this curriculum proves as useful and

successful for you, in whatever form you decide to use it, as it did for

us. Good luck!

July 22, 2009

A. Patrick Behrer & Christopher Behrer, EnviroEd co-directors


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Introduction:

In 1975 UNESCO published the Belgrade charter which calledfor the development of environmental education as one of the most

critical elements of an all-out attack on the worlds environmental

crisis. This document also established the goal of environmentaleducation to be the development of a world population that is:

aware of, and concerned about, the environment and its

associated problems, and which as the knowledge, skills,

attitudes, motivations and commitment to work individuallyand collectively toward solutions of current problems and the

prevention of new ones.

In the 30 years since that declaration there has been an incredible

expansion of environmental education programs, both internationallyand in the United States. Continuing the expansion of these programs

and increasing their efficiency and scope is one of the best ways wehave of taking steps to slow and stop the multitude of environmental

problems currently facing the world. From Global Warming tocontinual deforestation none of these issues can be effectively

combated if the general public does not have a basic level of

environmental literacy.

As educators, activists, community members and volunteers this

processes of increasing environmental literacy falls to each of us.Programs like this Environmental Radio Broadcast promote increased

environmental literacy as well as a sense of personal involvement and

a feeling that individual actions can make a difference.

Finally, as numerous handbooks and reports on the subject have

attested, environmental education is good education. It involves the

students and forces them to actively participate in the learningprocess. Often times it is concerned with issues of local importance

that students can relate directly to their own lives and it typicallyavoids rote memorization activities in favor of comprehensive projects

and involve and encourage critical thinking and problem solving.

In short, environmental education is education that is necessary

not only for the benefits that increased environmental literacy will

have for the planet and human living standards but because it is also

beneficial for the students educational experience. It can and should


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be integrated across curriculums and this project presents one of

many ways in which that can be done.

How to use this curriculum:

The Environmental Radio Broadcast curriculum was designedfor, and first implemented in, an after school program in inner citymiddle schools in the Boston Public School District. The lessons areeach meant to be approximately an hour and half and the project was

meant to last for ten weeks with one lesson taught each week. The

final week was a meant to be a presentation of the project.

Because it was designed as an after school program it takes

advantage of the flexibility that this allows to conduct some teachingoutside as well as in locations off campus. It also is very heavy on

hands on activities as a way of keeping the students engaged after anormal school day.

Some of the activities therefore my not be appropriate for a

more formal class setting. Educators are encouraged to use thiscurriculum as a guideline in developing their own activities and to add

or take away where they feel it is necessary. Each classroom is

different and what works in one may not work in another. Whether

this curriculum is used in its entirety or in part the ultimate goalshould be increasing students understand of global warming and howeveryone contributes to that phenomenon.

AcknowledgementsWe would like to thank both Citizen Schools and the Boston

Public School district for their logistical support and for allowing us to

first teach this curriculum in their programs. Boston Public Schools

provided the classrooms and students while Citizen Schools gave

classroom support and organized the final presentation of the WOW! atthe schools. Citizen Schools also provided classroom funding wherenecessary.

The student teaching groups who first taught and provided

feedback on this curriculum also deserved to be thanked. FromHarvard University and Boston College we would like to thank

Elizabeth Shope, Aleksandra Jachtorowicz, Sean Forster, Amie Harris,

Adam Clark, Lilli Margolin, Micheal Goldfarb and Erin Coburn.


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Lesson Plan I: Biodiversity and Global Warming Introduction

School: ____________________________ Date: ____________

Lesson Objectives:

By the end of the lesson, the students will have learned:

1. Understand what the class rules are2. What an Ecosystem is3. What Biodiversity is and how it relates to a healthy environment4. What Global Warming is

Agenda:

Post in the room for students to see. Even appoint a student,responsible for writing the agenda on the board.

1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 10 Minutes

a. Go over classroom rules have kids write them on aposter

b. Explain the WOWc. Go over todays lesson

3. Activity: Environmental Pre-test Time: 10 Minutes4. Activity: Lecture about Ecosystems, Biodiversity & Food

Web Time: 15 Minutes

5. Activity: Play Tic Tac Toe outside with the new Vocab Time:20 Minutes6. Activity: Explain the basics of Global Warming Time: 15Minutes

7. Teach Back 5 MinutesLesson By Activity

Activity #1: Pre-test on Environmental knowledge* Use attached test and explain to the students that this is simply

to assess how much they know now and they will take it again at

the end to see how much theyve learned.Activity #2: Lecture on Ecosystems, Biodiversity & Food Web

* Put each of the vocabulary words below at the top of a sheet ofpaper and place them at a desk around the room. Have thestudents go around the room and write what they think each

word means on the paper.

* Collect the sheets and go over the words the kids dont knowo Suggestion: Write the words and the proper definition on

large poster paper in the front of the room as you talk the

kids through the definition


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* Make sure the students understand not just each word but howeach one is connected with the others

Activity #3: Tic Tac Toe to practice Vocabulary* Take the class outside to a field if possible and the parking lot if

not and make a tic tac toe board with duct tape. Split the class

into teams* Use the attached questions and have each team answer a

question. If they get it right they can place a team member on

the board but once on the board the team member can no longer

help answer questions. They also must make an X or an O withtheir arms and if they stop they have to come off the board. If a

team gets a question right then the other team gets a chance to

answer. In order to keep the game moving give each team acertain amount of time in which to answer the question.

Activity #4: Basics of Global Warming

* Global Warming Vocab. You can do the same with this as withthe previous Vocab, although the kids will probably know more

of this because of the amount of media treatment.* While explaining all of this, make sure that the kids understand

the scientific process in addition to the vocabulary. Dont explaintoo much of the effects on sea levels or storms, etc as that is a

big part of next weeks lesson.

Materials and Equipment:1. Lesson I Teacher Information (attached)2. Chalk or tape to make tic tac toe squares

Teach Back:

Ask the students to teach back what they learned in this lesson, as a

form of review. Record what the students tell you, over the semester,

the teach backs will accumulate to create a power point presentationthat chronicles the students activities. In order to simplify the creation

of the power point later, it might be useful to simply use a sheet of

paper and have the students design a slide representing that day, with

a title, information, pictures etc. Save these designs in your binder.


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Teacher Information:

Vocabulary Lists

o Biodiversity: A totality of genes, species, and ecosystems of aregion and variation of life at all levels of biological

organization.

o Photosynthesis: The conversion of carbon dioxide, water andsunlight into chemical energy by plants. It is also an important

source of oxygen.

o Ecosystem: A natural unit consisting of all plants, animals andmicroorganisms in an area functioning together with all thenon-living physical factors of the environment

o Biosphere: The global ecological system integrating all living beingsand their relationships.

o Habitat: The natural environment in which an organism lives,especially the physical environment that surrounds, influences and

is utilized by a species population.

o Food Web: The feeding relationships between species in anecological community. A graphical representation of the transfer ofenergy from one species to another within an ecosystem.

(Emphasis the importance of small organisms to the survival of apredator, eg. Acorns > chipmunks > hawks. Also discuss the

effect of small amounts of pollution low in the food chain on the

lives of top predators)

o Greenhouse Gases: Components of the atmosphere thatcontribute to the greenhouse effect. Some greenhouse gasesoccur naturally in the atmosphere, while others result from

human activities such as burning of fossil fuels such as coal.Greenhouse gases include carbon dioxide, methane, nitrousoxide, and ozone.

o Conservation: The preservation and careful management of theenvironment and of natural resources


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o Three Rs: Reduce, Reuse, Recycle. (Explain why these areimportant relative to protecting the environment and conservation.)

o Gene Pool: In population genetics, a gene pool is the set ofgenes in a species or population. Explain the following butyou dont need to write it: A large gene pool indicates

extensive genetic diversity, which is associated with robust

populations that have better chances of survival. Meanwhile,low genetic diversity can cause reduced biological fitness and

an increased chance of extinction.

Global Warming Vocab

o Ozone Layer: The ozone layer is a part of the Earth'satmosphere which contains relatively high concentrations of

ozone which it is vitally important to life because it absorbsbiologically harmful ultraviolet (UV) radiation emitted from the

Sun.

o Atmosphere: The layer of gases that surround the Earth and makethe planet habitable. It is mostly made up of nitrogen and oxygenwith small amounts of carbon dioxide.

o Smog: A type of air pollution that is caused by large amounts ofcoal burning in an area and is caused by a mixture of smoke andsulphur dioxide.

o Greenhouse Effect: The process in which the emission of infraredradiation by the atmosphere warms a planets surface. Radiation

from the sun is normally reflected off the earth but when certaingases build up in the atmosphere the radiation is trapped and it

causes the earth to warm.

o Methane: A greenhouse gas roughly 25 times more potent thanCo2. Its produced mostly by natural gas and oil mining as well as

the decomposition of organic matter in land fills and on farms.


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o Deforestation: The clearing of forest land to make way for farming,urban or other uses. It contributes to global warming by removing

a large number of trees which serve to remove CO2 from theatmosphere.

Tic Tac Toe Questions

1. What is the connection between an acorn, a squirrel and a hawkcalled?

2. Are human beings part of an ecosystem?3. When the gene pool in a species decreases what can happen to

the species?

4. What is the difference between a diverse gene pool andbiodiversity?

5. What is a habitat?6. What are the three Rs?7. What is the difference between reusing and recycling?8. What is photosynthesis? Why is it important?9. What are 3 of the 4 greenhouse gases?10.What is one major source of CO2?11.Why is CO2 bad?12.Why is CO2 good?13. What is the Biosphere?14. Are we part of the Biosphere?15. What is the difference between an ecosystem and a habitat?16. Do Greenhouse gases affect the biosphere?17. What ecosystems do you see on a daily basis?18. Are humans part of the food web?19. Where does Carbon come from in the environment?20. Are all greenhouse gases bad when they are in the

atmosphere?


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In troductory Student Survey

Name: _______________________

Grade:_________________

We want to know a little bit about you! Please answer thesequestions.

The language(s) I speak at home is

___________________________________________

Circle yes or no.I am comfortable with English: Reading yes no

Writing yes no

Speaking yes no

Understanding yes no

Circle the statement in each of the following groups of sentences that you

think is most true about you. There are no right or wrong answers. Feel free

to explain any answers that you want.

1. I feel safe in my home neighborhood.I do not feel safe in my home neighborhood.

2. There are no pleasant parks near my home.

There is at least one pleasant park near my home.

3. At least one of my parents is overweight.

My parents are both a healthy weight.

4. I am allowed to spend time outside my house by myself.

I am not allowed to spend time outside my house by myself.

5. I like spending time outside.

I would rather be inside than outside.


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6. At home, my family recycles everything we can recycle.

At home, my family sometimes recycles.

At home, my family never recycles

7. I have never been to a pristine natural place.

I have spent some time in pristine natural places.

8. I have heard of global warming and think it is a problem we should

solve.

I have heard of global warming, but I dont think it is a big problem.

I have never heard of global warming.

9. It is okay to use as much water as we want.I think that it is important not to use too much water.

10. Humans are damaging the natural environment and are causing global

warming.

We have the right to use our environment as we want, which might

mean drilling for oil, polluting the air, polluting the water, or polluting

the ground.

11. I like animals and think it is important to protect them.I do not care about animals.

12. I wish there were more nice parks around my home and school.

There are already nice parks outside my school and home.

I dont care about parks.


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EnviroEd Pre-Test

1. What is the most common greenhouse gas emitted from Humanactivities?

a. Nitrous Oxideb. Carbon Dioxidec. Methaned. Oxygen

2. Greenhouse gases in the atmosphere are always bad for humansand the environment?

a. Yesb. No

3. In which of the following ways do people increase theconcentration of greenhouse gases in the atmosphere

a. Cutting down treesb. Driving Gasoline-powered automobilesc. Burning Coal to create electricityd. All of the above

4. Greenhouse Gases cause Global Warming By:a. Absorbing and reradiating heat from infrared raysb. Causing the atmosphere to catch firec. Absorbing the water in the atmosphered. Reflecting solar rays

5. The biosphere is made up of:a. The oceansb. The atmospherec. The land we live ond. All the above

6. Global warming makes the weather all over the world warmera. Trueb. False

7. Animals are effect by global warming because:a. The food web changesb. They loose habitatc. Their life cycles changed. All the above


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8. The food web is:a. A big spider web with lots of food on itb. The connections between all the different animals in an

ecosystem

c. An internet site that tells you about dietingd. One animals source of food

9. A green building is:a. A building painted greenb. A building that has a garden in itc. A building that reduces its carbon impact

10. Global Warming has no effect on Hurricanes or typhoonsa. Trueb. False

11. What is one way to reduce your impact on Globalwarming?

a. Talk on your cell phone lessb. Drive your car morec. Recycle paperd. Turn the Air Conditioning up

12. What is the most powerful greenhouse gas?a. Methaneb. Carbon Dioxidec. Oxygend. Nitrogen

13. Humans live in an ecosystema. Trueb. False

14. Its possible to eliminate all of your carbon emissionsa. Trueb. False

15. Scientists are absolutely sure of all of the effects of globalwarming

a. Trueb. False


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EnviroEd Pre-Test

1. What is the most common greenhouse gas emitted from Humanactivities?

a. Nitrous Oxideb. Carbon Dioxide**c. Methaned. Oxygen

2. Greenhouse gases in the atmosphere are always bad for humansand the environment?

a. Yesb. No**

3. In which of the following ways do people increase theconcentration of greenhouse gases in the atmosphere

a. Cutting down treesb. Driving Gasoline-powered automobilesc. Burning Coal to create electricityd. All of the above**

4. Greenhouse Gases cause Global Warming By:a. Absorbing and reradiating heat from infrared raysb. Causing the atmosphere to catch firec. Absorbing the water in the atmosphered. Reflecting solar rays**

5. The biosphere is made up of:a. The oceansb. The atmospherec. The land we live ond. All the above**

6. Global warming makes the weather all over the world warmera. Trueb. False**

7. Animals are effect by global warming because:a. The food web changesb. They loose habitatc. Their life cycles changed. All the above**


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8. The food web is:a. A big spider web with lots of food on itb. The connections between all the different organisms in an

ecosystem**

c. An internet site that tells you about dietingd. One animals source of food

9. A green building is:a. A building painted greenb. A building that has a garden in itc. A building that reduces its carbon impact**

10. Global Warming has no effect on Hurricanes or typhoonsa. Trueb. False**

11. What is one way to reduce your impact on Globalwarming?

a. Talk on your cell phone lessb. Drive your car morec. Recycle paper**d. Turn the Air Conditioning up

12. What is the most powerful greenhouse gas?a. Methane**b. Carbon Dioxidec. Oxygend. Nitrogen

13. Humans live in an ecosystema. True**b. False

14. You should try to eliminate all of your carbon emissionsa. Trueb. False**

15. Scientists are absolutely sure of all of the effects of globalwarming

a. Trueb. False**


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Lesson Plan II: Global Warming

School: ____________________________ Date: ____________

Lesson Objectives:


1. Global Warming, Causes & Effects2. Carbon Emissions, Causes & Effects [as a set of greenhouse

gases]

3. Anthropogenic Greenhouse Gas productionAgenda:


1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity: Global Warming, Carbon Emission &

Anthropogenic productionClass Time: 30 Minutes4. Activity: An I nconvenient TruthTime: 20 Minutes5. Activity:Vocabu la r y Jeopard y Time: 20 Minutes6. Teach Back Powerpoint

Lesson By Activity

Activity #1: Global Warming, Carbon Emission & Anthropogenicproduction

*For this activity, you will need to first pass out the Lesson IIHandout (found right after this lesson plan in your binder).

* Designate a teachers assistant to both pass out the handout andcollect it before the Jeopardy game begins.

* Talk the students through the material. Engage them withquestions along the way, in order to help to reinforce the lesson

Activity #2: An Inconvenient Truth

Activity #3: Vocabulary Jeopardy

* Split the kids up into even groups of 3 or 4 (if possible) atrandom [when kids choose friends, someone inevitably gets leftout]

* Ask one of the students to explain the rules of Jeopardy, if anyof them know the rules [good way to engage them and make

them listen to each other]* Using the Lesson II: Climate Change Jeopardy handout, write

the categories on the board just as they are laid out on the


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handout* Put a number on the board and cover it, then ask each group to

ask the number. The closest group will start the game.* When a group picks a category, say the statement with the least

point value, and rotate around to each group clockwise, allowingone group at a time to try and answer within 15 seconds. If a

group cannot answer, the next team has the opportunity.* By the end, the team with the most points wins the game.

Materials and Equipment:

1. Lesson II Handout, to be given out during Activity #1 and #2and then redistributed after class

2. DVD player and Television3. Lesson II: Climate Change Jeopardy handout

Teach Back:

Ask the students to teach back what they learned in this lesson, as aform of review. Record what the students tell you, over the semester,

the teach backs will accumulate to create a power point presentation

that chronicles the students activities. In order to simplify the creation

of the power point later, it might be useful to simply use a sheet ofpaper and have the students design a slide representing that day, with



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Lesson II Handout:Global Warming

1. What is Global Warming in a sentence?

2. Name Three Greenhouse Gases. How do they contribute to

Global Warming?

1.

2.

3.


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Causes of Climate Change:

1. Greenhouse Gases:

2. Carbon Emissions:

3. Anthropogenic Carbon Emission:

What do you think might be some of the leading causes of

recent global w arming?

What are some w ays that we all emit Greenhouse gases?


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Effects of Climate Change:

The retreat of mountain glaciers during the past century is one

example of evidence that the climate is changing.

1928 1979 2003


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South Cascade Glacier, Washington

Rising sea levels are another example of what could happen if the

earth warms too much:

Photo courtesy of the National Oceanic and Atmospheric Administration

The Majuro Atoll:If sea level rises 20 inches then 80% of the Majuro

Atol will be under water. Many other islands may also be submerged if

sea level rises.

Evidence of Climate Change:


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(GDFL - Geophysical Fluid Dynamics Laboratory model; NCAR - National Center for

Atmospheric Reserach model)

Global averaged temperature projections from two state-of-the-art

climate models driven by the same scenario of the future CO2

concentrations give similar results.

What do you think the graph tells us?


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Lesson II Climate change JeopardyCategory Ecosystems Global Warm ing Global Warming

Causes

Global W arming

Effects

1 pointA natural unitconsisting of all plants,

animals, andmicroorganisms in an

area functioningtogether with all the

non-living physical

factors of theenvironments. [what is

an ecosystem]

This is thephenomenon

that occurs inthe atmosphere,

otherwise knownas global

warming [what is

the trapping ofgreenhouse

gases and/or therise in global

temperature?]

Name the 2 naturalgases which most

contribute to globalwarming. [What are

carbon dioxide andmethane?]

One affect ofthe sea level

rising, becauseof global

warming [whatis submerged

coral reefs or

submergedislands, like

Majuro Atoll?]

2 points The ability of an

environment to

continue to functionover time [What is

sustainability?]

Another name

for global

warming [what isthe greenhouse

effect]

The type of animal

that produces large

amounts of methane[what is a cow?]

The season

which could

come sooner,due to global

warming [what

is spring?]

3 points Components of the

atmosphere that

contribute to the

greenhouse effect.

[What are greenhouse

gases]

DAILY DOUBLE!!

These are 3

types of

greenhouse

gases. [What are

carbon dioxide,

methane, nitrous

oxide, ozone]

This is the way that

deforestation

contributes to global

warming [What is by

removing trees that

take CO2 out of theatmosphere in

photosynthesis]

Carbon

emissions

caused by

humans and the

industries &

machines theyhave created.

[What isAnthropogenic

Carbon

Emission?]4 points The preservation and

careful managements

of ecosystems and thenatural resources

within them. [what is

conservation?]

The rate at whichthe sea level

rises each year.[What is 1/10 of

an inch?]

DAILY DOUBLE!!2 USsectors that contribute

to global warming[What are industrial,

transportation,

residential,

commercial,

agricultural/livestockfarming?]

2 effects ofglobal warming

[what are watershortages,

more diseases,

lack of

biodiversity,

glacial retreatsor rising sea

levels?]

5 points The 3 Rs whichcontribute to

conservation of theenvironment [what are

Reduce, Reuse and

Recycle?]

The percentageof carbon dioxide

whichcontributes to

global warming

[what is 56%?]

2 human activities thatcontribute to global

warming. [What aredeforestation, livestock

farming, burning of

fossil fuels,refrigeration systems,

or fertilizationmethods?]

The 2 countriesthat emit the

mostgreenhouse

gases. [What

are Americaand China?]

FINAL JEOPARDY: 3 ways in which humans can counteract, or reduce, carbon

emissions?


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2.Name three greenhouse gases?- The Diagram below gets all the human-produced gases down,

but it leaves out water vapor, the final and most prevalentgreenhouse gas

This diagram shows the relative importance of the major human-

produced greenhouse gases to current warming. CO2 is the mostimportant followed in descending order by methane, CFCs, ozone

and nitrous oxide.

3.Which greenhouse gas is the most harmful?- The worlds economy runs on carbon: the fuel in fossil fuels.

Coal, oil, and natural gas contribute energy to nearly everyhuman endeavor in industrialized nations, and carbon dioxide

(CO2) is a by-product of burning these fuels. Immediately

eliminating CO2 emissions would literally stop the industrialworld. This graph illustrates how thoroughly fossil fuels andCO2 emissions are integrated into American life.

CO2 contributes more to the recent increase in greenhousewarming than any other gas. CO2 persists in the atmosphere

longer and longer as concentrations continue to rise.


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Causes of Climate Change:

1. Greenhouse Gases: Gases, in excess, which trap heat in theEarths atmosphere. This occurs when an ecosystem

produces more gas than it can naturally get rid of.

2. Carbon Emissions: Carbon Dioxoide (CO2) is the greenhouse

gas most responsible for climate change.3. Anthropogenic Carbon Emission: Carbon Dioxide emissions

caused by humans and the industries and machines they

have created.

What do you think might be some of the leading causes of

recent global w arming?

Greenhouse gas emissions from industry, transportation (1/3 oftotal US global warming pollution) and agriculture are very likely

the main cause of recently observed global warming.

Some of the main sources of greenhouse gases due to human

activity include:

* burning of fossil fuels and deforestation leading to highercarbon dioxide concentrations

* livestock and paddy rice farming, land use and wetlandchanges, pipeline losses, and covered vented landfill

emissions leading to higher methane atmospheric

concentrations.* According to the Food and Agriculture Organization of the

United Nations, the livestock industry is responsible for 18%

of greenhouse gas emissions, a higher share than

transportation.* refrigeration systems, and use of CFCs and halons in fire

suppression systems and manufacturing processes

What are some ways that we all emit greenhousegases?

Major sources of an individual's GHG include home heating and

cooling, electricity consumption, and transportation.


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Effects of Climate Change:

The retreat of mountain glaciers during the past century is one

example of evidence that the climate is changing.

South Cascade Glacier, Washington

Rising sea levels are another example of what could happen if theearth warms too much:

Photo courtesy of the National Oceanic and Atmospheric Administration

1. The Majuro Atoll:If sea level rises 20 inches then 80% of theMajuro Atol will be under water. Many other islands may also

be submerged if sea level rises. Sea level Rising the ocean

1928 1979 2003


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rises 1/10 of an inch each year; could submerge coral reefs

and even islands!

2. Water Shortages 3rd world resource management problems[e.g., Africa]

3. More Diseases disease spreads easier in warmer weather4. Ecosystem Changes Earlier springs [between 1936-1998, 36

plant species flowered 7.3 days earlier!]

How can we see the effects of global warming upon theenvironment?

* Keeling Chart: In 1958, American scientist Charles David Keelingbegan measuring the concentration of the gas carbon dioxide

(CO2) in the atmosphere. This graph presents data gathered on

Mauna Loa, a volcano in Hawaii.

Note: the fluctuation in the measurement stems from the wavering

CO2 concentrations in the Northern hemisphere, where CO2

concentration peaks in early spring just before plant growth begins

and falls off in October when the growing season ends.


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Evidence of Climate Change:

(GDFL - Geophysical Fluid Dynamics Laboratory model; NCAR - National Center for

Atmospheric Reserach model)

Global averaged temperature projections from two state-of-the-art

climate models driven by the same scenario of the future CO2

concentrations give similar results.

What do you think the graph tells us?

Both graphed lines show that warming is projected to increase in

the next century as greenhouse gas levels rise; Both show thatwarming will likely be greatest in the northern regions close to

the pole; Both show that warming will likely tend to be greater

over land than over the ocean.


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Lesson Plan III : Environnemental Policies Day 1

School: ____________________________ Date: ____________

Lesson Objectives:


1. What environmental policy is and how it affects their lives2. What five of the United States environmental policies are (or

should be)

3. About the importance of cleaning up their local environmentAgenda:


1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity: Introduction of Environmental Laws and Policy

Time: 15 min4. Activity: Overview of 5 of the United States

environmental policies Time: 20 min

5. Activity: Go outside and have the kids pick up litter in alocal park Time: 30 min

6. Teach BackLesson By Activity

Activity #1: Introduction of Environmental Laws and Policy* Explain to the kids what environmental policy iso Why is it created?o Who creates it?o How does it affect us?* See attached Teachers sheet I for information

Activity #2: Overview of five of the United States environmental

policies* Introduce the following five policies that have been changed by

President Bush or may otherwise be important in the next 8

years:o The Endangered Species Acto Carbon Taxeso Cap and Trade Systemso Environmental Educationo City Parks

* The students should pay close attention to these because they


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will vote on three of the ten (five more will be introduced next

week) next class to research more about and then to write their

radio broadcast about* See attached Teachers sheet II for information

Activity #3: Go outside and have the kids pick up litter in a local park

* Chose a park that is in close walking distance from the schooland have the kids walk over and collect garbage

* Explain the importance of city parks for community involvementand exposure to the outdoors

o How many of the students have used the park?o How many wish that they had been able to?

* Emphasize that each person who uses the park should make aneffort to keep it clean and that doing so will make it more usableand enjoyable


4. Several large trash bags for litter cleanup5. Plastic gloves for the kids during litter cleanup

Teach Back:

Ask the students to teach back what they learned in this lesson, as a

form of review. Record what the students tell you, over the semester,

the teach backs will accumulate to create a power point presentationthat chronicles the students activities. In order to simplify the creationof the power point later, it might be useful to simply use a sheet of

paper and have the students design a slide representing that day, with



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Teacher Information Sheet IIntroduction to Environmental Policies

Environmental policy is any (course of) action deliberately taken (or

not taken) to manage human activities with a view to prevent, reduce

or mitigate harmful effects on nature and natural resources, andensuring that man-made changes to the environment do not haveharmful effects on humans.

History of US environmental policy: In 1872 the US Congresspassed legislation recognizing Yellowstone (in Wyoming) as the worlds

first official National Park. This marked the beginning of the United

States efforts to protect the natural environment. Environmental

Policy focused primarily on the protection of public land for the next 75years until the passage of the Air Pollution Control Act of 1955. In the

1970s environmental policy became more prominent and the countrysaw the passage of the Endangered Species Act, The Clean Air Act and

the Clean Water Act. All of these are still in effect and continue toprotect us today. The 1970s also saw the founding of the

Environmental Protection Agency (EPA).

Who makes environmental policy: Much of the environmental

policy in the United States is written at a national level by the

Congress. States often have their own environmental regulations aswell but most major issues are addressed at the national level.Individuals can get involved by contacting their local Representativesor Senators and expressing interest in the environment and asking the

Representative or Senator to vote in favor of a policy under discussion.

Day to day decisions of environmental importance are made by the

Environmental Protection Agency (EPA). This Agency writes the

regulations that enforce the policies and laws that Congress passes.The EPA also conducts research about the environment and leads

environmental education programs to increase the countrys

understanding of the environment.

Typically environmental policy uses two methods to protect the

environment: rules and inducements. A ruling on the environment is

simply when the Congress writes a law that outlines what can andcannot be done. For example, Congress has said that hunting Bald

Eagles is illegal because they are the National Bird of the United


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States. An inducement is more complex but it is basically when the

government provides an incentive for people to protect the

environment. For example, in order to protect trees Congress mighttell landowners that if they leave the trees on their property uncut

they will be paid a certain amount of money.

There are also international environmental policies like one youre

probably heard of called the Kyoto Treaty. These work much like the

environmental policies of the United States but instead of trying to getindividual citizens to protect the environment they try and get whole

countries to protect the environment. These arent created by anyone

country but instead when groups of countries get together.

How environmental policy affects us: Even if you dont visitNational Parks or get to see Polar Bears in the wild your life is affected

by environmental policy. The Clean Air and Clean Water Acts helpprotect your health and keep the environment around us clean and

livable. Clean Air can help prevent asthma and reduce the frequency

with which you get sick. Clean Water prevents stomach sickness and

can help keep you teeth clean and protected from cavities (many

municipalities fortify their water with fluoride).

Environmental policy also affects us because it can be expensive toenforce. Congress and other policy makers must balance these costs,which can take the form of higher taxes or more expensive goods,

against the benefits that we gain from a clean, protected environment.

Each of us must also decide whether or not we are willing to pay more

for a clean environment.


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U.S. Environmental Movement Timeline

From www.ecotopia.org

1847 - George Perkins Marsh gave a speech to the AgriculturalSociety of Rutland County, Vermont. He called attention to thedestructive impact of human activity on the land, especially throughdeforestation. He advocated a conservationist approach to themanagement of forested lands. The speech was published in 1847. Itbecame the basis for his book Man and Nature or The Earth asModified by Human Action, first published in 1864 and reprinted manytimes thereafter.1864- Posthumous publication of Henry David Thoreau's The Maine

Woods, in which Thoreau called for the establishment of "nationalpreserves" of virgin forest.

1864 - Congress passed legislation giving Yosemite Valley to the stateof California as a park.1866 - The word "ecology" was coined by the German biologist ErnstHaeckel.

1876 - Appalachian Mountain Club founded

1869 - John Muir moved to Yosemite Valley.1872 - Congress passed legislation making Yellowstone the world'sfirst official National Park.

1872 - Congress passed the now-infamous Mining Law under whichcompanies and individuals may buy the mining rights for public landthought to contain minerals for $5 per acre or less.1886 - Audubon Society founded1890 - Congress passed legislation establishing Sequoia National Park,California1890 - Congress passed legislation establishing Yosemite and GeneralGrant National Parks, California.

1891 - Congress passed the Forest Reserve Act, empowering thePresident to create "forest reserves." This created the legislativefoundation for what became the National Forest system.1892 -Sierra Club incorporated with John Muir as President

1893 - President Benjamin Harrison created the 13 million acres offorest reserves including four million acres covering much of the HighSierra.1898 - Gifford Pinchot was appointed chief of the Division of Forestryof the U.S. Department of Agriculture, beginning an era of scientificforestry where, theoretically, clear-cutting was to be abandoned.


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1901 - First Sierra Club outing (to Tuolomne Meadows)1903 - Teddy Roosevelt visited Yosemite with Muir1905 - California legislature agreed to return Yosemite Valley tofederal control1910 - The amazing Lakeview Gusher started spewing crude oil intothe air of the San Joaquin Valley in California. Oil shot into the air atan estimated 125,000 barrels a day from a column of oil and sand 20feet in diameter and 200 feet high (6 meters by 60 meters). Thegushing continued at a reduced rate for 18 months and releasedapproximately 9.4 million barrels. Half the oil was captured andprocessed but the rest flowed into local rivers, agricultural land, the airand the water table.1913 - Congress authorized the dam at Hetch Hetchy Valley in

Yosemite National Park1915 - California legislature authorized $10,000 to start planning andconstruction of the John Muir Trail1916 - National Park Service founded with Stephen Mather asPresident1935 - The Wilderness Society was founded. In the first issue of theirmagazine Living Wilderness, editor Robert Sterling Yard wrote, "TheWilderness Society is born of an emergency in conservation whichadmits of no delay. The craze is to build all the highways possibleeverywhere while billions may yet be borrowed from the unluckyfuture."1948 - An atmospheric inversion in Donora held the town under acloud of gas from the Donora Zinc Works. Twenty people died. Publicoutcry over the incident forced the federal government to beginstudying air pollution; it's causes, effects, and how to control it. Thisled to the Air Pollution Control Act of 1955, the ancestor of the ClearAir Act of 1970 (see below).1949 - Sand County Almanac by Aldo Leopold publishedposthumously.1952 - David Brower became the first Executive Director of the SierraClub. Under his leadership, the Club became America's foremost

environmental protection organization.1955 - As a result of public pressure, the federal government droppedplans for a dam in Dinosaur National Monument. Building on themomentum generated by this success, the Wilderness Bill, drafted byHoward Zanhiser, was introduced into Congress by Hubert Humphreyand John Saylor.

1962 - Silent Spring by Rachel Carson published. The book alerted the


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general public to the dangers of pesticides, particularly the dangers to

humans. Yet she remained in the tradition of Muir, summarizing her

main argument, "The 'control of nature' is a phrase conceived inarrogance, born of the Neanderthal age of biology and philosophy,

when it was supposed that nature exists for the convenience of man."

1964 - The Wilderness Act passed, establishing a process for

permanently protecting some lands from development.1965 - The Sierra Club brought suit to protect New York's Storm King

Mountain from a power project. The case established a precedent,

allowing the Club standing for a non-economic interest in the case.1966 - Sierra Club published full-page newspaper ads in the New YorkTimes and Washington Post against building a dam that would flood

the Grand Canyon. The next day, the IRS hand-delivered a suspension

of the Club's tax-exempt status. This action boosted the Club'sprestige and membership and helped in the fight to save the Canyon.The ad in question said simply, "This time it's the Grand Canyon they

want to flood. The Grand Canyon."

1968 - Grand Canyon dam plan killed.

1969 - Santa Barbara Oil Spill -- Oil from Union Oil's offshore wells

fouled beaches in Southern California and aroused public anger againstpollution.

1969 - National Environmental Policy Act passed and Environmental

Protection Agency created. In this, the first major U.S. environmental

legislation, Congress declared:"That it is the continuing policy of the Federal Government, in

cooperation with State and local governments, and other concerned

public and private organizations, to use all practicable means and

measures, including financial and technical assistance, in a mannercalculated to foster and promote the general welfare, to create and

maintain conditions under which man and nature can exist inproductive harmony, and fulfill the social, economic, and other

requirements of present and future generations of Americans."

2/ NEPA 101(a), 42 U.S.C. 4331(a).1970 - Clean Air Act passed; greatly expanding protection began by

the Air Pollution Control Act of 1955 and the first Clean Air Act of1963.

1970 First Earth Day1972 - DDT banned in US.

1972 - Water Pollution Control Act passed over President Nixon's veto.

The final tally was overwhelming: 52 to 12 in the Senate, 247 to 23 in

the House.


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1973 - Endangered Species Act passed. In the famous decision of

1977 - The U.S. Supreme Court upheld the 1973 Endangered Species

Act and stopped construction of the Tellico Dam.1978 - President Carter declared an emergency at Love Canal. The

Love Canal scandal alerted the country to the long-term, hidden

dangers of pollution of soil and groundwater.

1979 -Three Mile Island nuclear power plant almost had a meltdown,giving the nuclear power industry a permanent black eye.

1980 - Congress passed the Alaska National Interest Lands

Conservation Act, designating over100 million acres of parks, wildlife

refuges, and wilderness areas.1986 - The Number Four reactor at Chernobyl suffered a disastrous

explosion and fire. Thirty-one people died in the days after the

accident but many thousands were subjected to radiation. The nuclearpower industry has never recovered from the effects of the publicitygiven to this, the worst nuclear accident to date.

1989 - Exxon Valdez disaster.

1994 - Mono Lake -- court decided minimum stream flows must be

maintained.

1994 - Unocal diluent spill discovered. -- An 8.5 million gallon spill ofdiluent was discovered at Unocal's Guadalupe oil field. This is the

second largest known spill in California history.

1997 - A 23-year-old woman named Julia Butterfly Hill climbed into a

55-meter (180 foot) tall California Coast Redwood tree. Her aim was toprevent the destruction of the tree and of the forest where it had lived

for a millennium.

1999 - Julia Butterfly Hill came down from Luna after concluding a

deal with Pacific Lumber/Maxxam Corporation to save the tree and athree-acre buffer zone.2005 - Kyoto Protocol comes into effect. Almost all countries in theworld are now pledged to reduce the emission of gasses that

contribute to global warming.


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Teachers Information Sheet II

Five Environmental Policies of the United States

The Endangered Species Act: The Endangered Species Act is one of

the strongest protections of the environment in the United States.Passed during the Green Decade of the 1970s it bars the destructionof any species, or the habitat of any species, that is listed asendangered. The ESA also extends protection to animals it considers

protected or threatened. Because of the stringent restrictions that

regulate the actions of individuals towards endangered species the ESA

is considered a rules based policy. It outlines exactly what people canand cannot do with respect to the environment. Some people have

argued that the policy might be more effective if it were modified tofocus more on inducement and economic payments for protection of

species and their habitats.

Recently the Bush Administration has proposed changes to the

Endangered Species Act that would place some of the decision-making

about whether a species would be adversely affected by a governmentaction in the hands of government agencies rather than the EPA and

other experts. Environmentalists claim that this would do irreparable

harm to the efficacy of the ESA. Business leaders and the Bush

Administration claim that it would streamline the approval ofgovernment projects and may reduce some of the costs of theprojects.

Carbon Taxes: carbon taxes are a policy proposal that the US is

considering as a method of regulating Global Warming. Because CO2emission is one of the leading causes of Global Warming some

economists and policy makers propose taxing its emission as a way to

incentivize a reduction of emissions.

Some people propose that a carbon tax should tax the suppliers of

carbon. In this case the companies who mine carbon or import it intothe United States would be taxed per ton of carbon they mine or

import. Others suggest that carbon should be taxed per ton of carbonemitted. In this case companies that burn carbon (electricity

companies, factories, etc) would be taxed based on the amount of CO2

they emit from their smokestacks.


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Regardless of which method is chosen a carbon tax policy is one of theinducement policies discussed above. It tries to make protecting theenvironment more economically favorable for businesses rather thansimply telling them what they can and cannot do.

Cap and Trade System: Cap and trade systems are another methodfor reducing carbon emissions to help prevent Global Warming. Withthis policy companies are given a number of permits. These permitsallow them to emit a limited amount of CO2. If they do not emit asmuch CO2 as they have permits for than they are allowed to sell thepermits to other companies. The companies that buy the permits canthen emit extra CO2. The most important aspect of this policy is thatwhen the initial permits are issued the total amount of CO2 that can be

emitted by all companies is a decrease over the current amount. Overtime some permits expire or are bought by individuals who do not emitany CO2 and in this way the total amount of CO2 emitted decreases.

Like a carbon tax this system tries to make protecting the environmenteconomically beneficial for companies. If they have extra CO2 permitsthey can sell them to other companies and not only save money butmake a profit from protecting the environment. However, it isimportant to remember that this policy only works when the effect ofthe type of pollution regulated is not localized. CO2 emissions harmeveryone equally so allowing one company to emit more than anotherdoes not unduly harm individuals in a certain area. Some pollutiondoes not effect everyone equally though and if companies wereallowed to emit more of these pollutants in one area by buying permitsit would harm other individuals in that area.

Environmental Education: National Environmental Education beganin the United States with the passage of the 1990 NationalEnvironmental Education Act. That act was renewed in 2005 andprovides funding to thousands of environmental education programsacross the country. With the reauthorization of the act the EPA

recognized that many of the problems facing the environment areissues that cannot be solved by regulation alone. Instead it willrequire increased citizen understanding of the environment andparticipation in its protection. As a result the Act passed in 2005makes it a goal to drastically increase the capacity for environmentaleducation in the country. To do that the 2005 Act continued thepractice of granting up to $250,000 for environmental education


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programs.

While environmental education is clearly very important it does not fitinto either of the two policy areas talked about earlier. Rather thanforce individuals to teach about the environment it provides theopportunity for those who would like to teach to do so. In some waysthen it fits the inducement category but individuals rarely profitdirectly from environmental education.

City Parks: The United States is far behind many of the countries inthe world in terms of the green spaces in their cities. Urban sprawl isa major issue as well as inadequate access to nature for huge sections

of the urban population. While the United States does not have acomprehensive federal policy regarding the development andprotection of City Parks perhaps they should. The federal governmenthas consistently reduced the funding available to cities for thedevelopment and maintenance of their city parks. Congress hasauthorized $900 million for the development of urban recreation andgreenway areas but this funding has not materialized.

A comprehensive policy for the creation of city parks across thecountry and federal funding for these parks would serve manypurposes. Besides the benefits that accrue to the communitymembers in the form of additional recreation opportunities, greaterexposure to nature and a more pleasant living environment parks canprovide economic benefits as well. The presence of trees on lots or indevelopments has been found to increase the value of the lot by up to30%.

City park policy is currently often spread out and left up to individualcities and states. Increasing the federal presence in the United Statescity park development may help return green space to the inner cities.


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Lesson III Handout:

Environmental Policy

1. What do you think Environmentalism is? Do you know howit started in the US?

2. How are animals like the PolarBear protected in the United States?

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

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


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effect corn ethanol will have on food prices. Superfund is relevant

based on location, and the fact the it has helped protect the Boston

area from hazardous waste.


Television and DVD player

Planet Earth

Teach Back:

Have the students teach back what they learned today by designing

another slide for the power point presentation. Record their design on

a sheet of paper to be used at the end of the semester to create the

power point.


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Teachers Information Sheet I

Five Environmental Policies of the United States

Clean Water Act

o Enacted in 1972oPrevents pollution of water, both point and non-pointoPoint pollution includes direct contamination such as disposal of

chemicals into rivers

oNon-point pollution includes pollutants that are transported torivers and streams when rainfall and snowmelt move through

and are infused with pollutants from the ground and other

sourcesoImproves wastewater treatmentoProtects wetlands

Clean Air Act

oMost recently amended in 1990oThe clean air act provides funding for research into air pollution

and pollutions controloThe act also places extensive regulations, on both the state and

federal level, on stationary and mobile sources

oThe 1990 amendment increased the power of the federalgovernment to regulate air quality and levels of pollutants, aswell as providing for regulatory programs to control acid rain.Also, provisions were developed with regard to the protection

of the ozone layer

National P arks

oOn March 1, 1872, Yellowstone National Park is established inthe Montana and Wyoming territories

oToday there are nearly 1,200 national parks in 100 differentnations

oThere are nearly 400 national parks in the United Statesincluding 20 in Massachusetts, such as the Boston HarborIslands

oNational parks were established to protect and preserve theirnatural and historical content, to protect the wildlife within the

parks and to allow the parks to be enjoyed by the American

people, while preserving them for future generations to enjoy


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EthanoloEthanol is an alternative fuel that has received an incredible

amount of attention in the quest to improve fuel efficiency

oThere are two types of ethanol, corn ethanol and cellulosicethanol

oEthanol has some advantages over gasoline, it can be produceddomestically, and it burns cleaner.

oHowever, ethanol is a short term solution that has significantlong term costs.

oFood prices will rise as corn and wheat are diverted from thefood market to ethanol production. Not only will prices rise, but

production will fall, and more people will be at a serious risk forstarvation.

oAlso, ethanol is produced from plant life, which, both while it isliving, and also after it has died, acts as a carbon sink. Some

scientists estimate that it will take more the 400 years of

biofuel use to make up for the carbon emitted by clearing land

for the production of ethanol.

Superfund

oAn environmental program established by the EPA to clean-upabandoned hazardous waste sites

oSuperfund also gives the EPA the authority to require the entityresponsible for the waste to clean up, or pay for the clean up of

the hazardous waste

oSuperfund also provides for a long-term protection plan for thecleaned waste sites

oThere are more than 15 Superfund Sites in and around Boston


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Lesson Plan V: Field Trip Day

School: ____________________________ Date: ____________

Lesson Objectives:

By the end of the lesson, the students will have learned:1. Be introduced to a professional environmnetal Radio broadcast

and begin to think about how they will write their own.

Agenda:

Post in the room for students to see. Even appoint a student,

responsible for writing the agenda on the board.1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity: Curriculum Appropriate Field Trip (see below) Time:

3 hours

4. Activity: Discuss the students ideas for their own radiobroadcast Time: In transit

5. Teach Back In transit6. Clean Up

Lesson By Activity

Activity #1: Field Trip* Suggestions: Local Radio Stations (environmentally themed if

possible). In Boston Public Radio Internationals program Livingon Earth is a good example.* The goal is to introduce the students to environmental radio

broadcasting and show them how it is down professionally.


* Buses or other transportTeach Back

Ask the students to teach back what they learned in this lesson, as aform of review.


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Lesson Plan VI: Policy Research

School: ____________________________ Date: ____________

Lesson Objectives:

By the end of the lesson, the students will have learned:1. Which three policy issues are most relevant to their lives.2. How to develop and defend a position on each issue.

Agenda:


responsible for writing the agenda on the board.1. Opening ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity #1: Policy Research - 30 minutes4. Activity #2: - 20 minutes Grass Growing5. Activity #3: Policy Defense 15 minutes6. Teach Back 10 Minutes

Lesson By Activity

Activity #1: Policy Research

* Have the kids chose the three policy issues that they feel arethe most important.

* Split into three groups, one for each policy*

Take the kids to the computer lab, or use your laptops and helpthe kids research their policy issue with a focus on developing a

recommendation for the radio show* You can use the list of websites under the sources section of the

curriculum as a starting point for their research

Activity #2: Grass Growing

Bring in empty soda cans or other recyclable vessels to plant grassin. We will get you potting soil and grass seed before this lesson.

Emphasize the value of recycling with this exercise. If possible put

the plants somewhere in the class room, the kids get very excitedwhen they come in the next week and see their grass growing.

Activity #3: Policy Defense

Each group should present their research and their policy

recommendation to the class. This is practice for the radio show, so


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not only should the information be compelling, but the kids should also

practice good public speaking techniques. Focus especially on

enunciation, volume, and flow as these aspects will be important forthe radio broadcast.


Computer lab

Soda cansPotting soil and grass seed

Teach Back:

Have the students teach back what they learned today by designing

another slide for the power point presentation. Record their design on

a sheet of paper to be used at the end of the semester to create thepower point.


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Lesson Plan VII: Writing the Radio Broadcast

School: ____________________________ Date: ____________

Lesson Objectives:


1. Good Public speaking skills2. Argument formation3. Power point presentation skills

Agenda:


responsible for writing the agenda on the board.1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity #1: Writing the Program 30 minutes4. Activity #2: Finishing the power-point 15 minutes5. Activity #3: Practicing radio broad cast 20 minutes6. Teach Back 10 minutes

Note: Times for this lesson are relatively conservative, if you complete

everything feel free to play and environmental game of your choice.

Lesson By Activity

Activity #1: Writing the Program Time: 30 minutes

* Split the kids back into their policy groups and have them

compose a 2-3 minute script describing their policy and policy

recommendation, emphasize the expected language and level of

discourse for a radio broadcast.* We envision a panel presentation sort of broadcast, when one

student opens the broadcast with a general statement about the

purpose and background information of the broadcast, and then

refers to other students who present information on each policy.

* Dont forget to have the groups compose an opening and closingstatement for the radio broadcast.

Activity #2: Finishing the power-point Time: 10 minutesCombine the slides that you have been making as teach backs allsemester to create a power point chronicling the semester. Include

pictures and animation as you see fit.

Activity #3: Practicing Radio Broad Cast


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Have the kids practice the scripts that they have written. Emphasis

good public speaking, especially those aspects which will be

important in a radio broadcast.

Materials and Equipment

Laptops

Teach Back:

Since you made the power point today, you can do teach back orally.


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Lesson Plan VIII: WOW! Broadcast Recording and Video Filming

School: ____________________________ Date: ____________

Lesson Objectives:

By the end of the lesson, the students will have learned:1. Record Radio Broadcast2. Film the recording process for presentation at the WOW

Agenda:


responsible for writing the agenda on the board.1. Opening Ritual 10 Minutes2. Review Agenda and Set Context 5 Minutes3. Activity: Record Radio Broadcast Time: 1.25 hrs4. Activity: Create Film of the recording process Time: 1.25hrs5. Teach Back 5 Minutes6. Clean Up 5 Minutes

Lesson By Activity

Activity #1: Record Radio Broadcast

* Split the kids into to groups based on what they want to do(Radio broadcast or Filming)

* The first group will then be responsible for acting in the radiobroadcast and recording.

Activity #2: Create Film of the recording process* Have the second group of students record the first as they

record the broadcast. These students can film the aspects of the

recording process they like the best it should have a

documentary feel but it should contain most of the radiobroadcast.


Video Camera

Recording Equipment & Script from Previous Lesson

Teach Back

Ask the students to teach back what they learned in this lesson, as aform of review. This teach back can be in a more traditional Q&A

format since the powerpoint should have already been written


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the students do not think of it on their own.

* If there is time left have the kids do another rehearsal and try tofix some of the things discussed.


Materials for the WOW


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Sources consulted:

Carbon Tax Center. Whats A Carbon Tax. Website accessed here:http://www.carbontax.org/

City Parks Alliance. Website accessed here:http://www.cityparksalliance.org/

CityParks Foundation. Website accessed here:

http://www.cityparksfoundation.org/

Coyle, K. Understanding Environmental Literacy in America: And

Making It a Reality. National Environmental Education

and Training Foundation. 2004. Washington, DC. p. 16.

Grunwald, Michael. The Clean Energy Scam. 2008. Availablehere: http://www.time.com/time/magazine/article/

0,9171,1725975-1,00.html

Halperin, Alex. Ethanol: Myths and Realities. 2006. Available

here: http://www.businessweek.com/technology/content/

may2006/tc20060519_225336.htm

League of Conservation Voters. The Bush Administrations FY2008Budget Proposal. Website accessed here:

http://www.lcv.org/president-and-congress/president/bush-

rollbacks/the-bush-administrations-fy-2006-budget.html

Lieberman, G.A., and L.L. Hoody. Closing the Achievement Gap:

Using the Environment as an Integrating Context for

Learning. State Education and Environment Roundtable. 1998.Poway, CA.

Mieszkowski, Katharine. Bush officials sneak-attack nations

wildlife. Available here:http://www.salon.com/env/feature/2008/08/20/endangered_species_act/

MSNBC Staff. Bush to relax protected species rules: Plan takes

scientists out of decision making on species status. August


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2008. Available here:

http://www.msnbc.msn.com/id/26143098/

NatureServe Explorer. U.S. Endangered Species Act. Website

accessed here:

http://www.natureserve.org/explorer/statusus.htm

Newman, Rick. Cellulosic Ethanol. 2008. Available here:

http://www.usnews.com/articles/business/your-money/

2008/01/11/cellulosic-ethanol.html

Schw artz, Anne. Federal Funding for City Parks, Gotham Gazette;

January 2004. Accessed here:

http://www.gothamgazette.com/article/parks/20040120/14/845

The Green Elephant. The Bush Administration at Mid-term: A

Cloud over Americas Natural Heritage. Winter 2003. Website

accessed here:

http://www.rep.org/news/GEvol6/ge6.3_Bushcloud.html

The Park Center for Public Policy. Website accessed here:

http://www.parkcitycenter.org

The Project for Public Spaces. Why People Need Parks. Websiteaccessed here:

http://www.pps.org/parks_plazas_squares/info/whyneed

The National Environmental Education Advisory Council.Setting the Standards, Measuring Results, Celebrating

Successes: A Report to Congress on the Status of

Environmental Education in the United States. March 2005.Available here:

http://www.epa.gov/enviroed/pdf/reporttocongress2005.pdf

US Environmental P rotection Agency. Cap and Trade. Websiteaccessed here: http://www.epa.gov/airmarkt/cap-

trade/index.html

US Environmental P rotection Agency. Cap and Trade:

Essentials. Available here: http://www.epa.gov/airmarkt/cap-

trade/docs/ctessentials.pdf


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US Environmental P rotection Agency. Nonpoint Source

Poluution. Available here: http://www.epa.gov/oecaagct/

lcwa.html#Nonpoint%20Source%20Pollution

US Environmental P rotection Agency. Superfund. 2007.

Available here: http://www.epa.gov/superfund/about.htm

US Environmental P rotection Agency. The History of the Clean

Air Act. Available here: http://www.epa.gov/air/caa/

caa_history.html

US National Park Service. About Us. Available here:

http://www.nps.gov/aboutus/index.htm

United States House of Representatives. National EnvironmentalEducation Act of 1990. November 1990. Available here:

http://www.epa.gov/enviroed/pdf/neea.pdf

Weiss , Don. Environmental Movement Timeline. EcoTopia USA.April 2005. Website accessed here:

http://www.ecotopia.org/ehof/timeline.html

environmental radio broadcast

Documents