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close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderActivities, activities and more activities
View the document(introduction...)
View the documentUsing the senses
View the documentAdopt-a-tree
View the documentDuplication
View the documentMusic/rap/dance/drama
View the documentGarbage shuffle
View the documentThe rain forest revue
View the documentThe all new water review
View the documentOriginal skit
View the documentBotswana adaptation
View the documentA conservation drama - Trouble in Tikonkowo
View the documentThe awful eight
View the documentRole plays and other simulations
View the documentThe commons dilemma
View the documentKey mangrove: A system in conflict
View the documentChange in a mangrove ecosystem
View the documentKey mangrove: A conflict of interests
View the documentPoints of view
View the documentMining on the moon
View the documentMining on the moon: Part 1
View the documentMining on the moon: Part 2
View the documentThe reading and writing connection
View the documentFolk stories
View the documentSelected quotes
View the documentA heated controversy
View the documentA heated controversy: Part 1
View the documentA heated controversy: Part 2
View the documentAn environmental education tool - The creative journal
View the documentCubatao: New life in the Valley of Death
View the documentA letter from the village health worker - Clean water for elemit
View the documentLife without oil
View the documentPoetry
View the documentAway with waste!
View the documentAway on the bay
View the documentPicture poetry
View the documentShades of meaning
View the documentPoetry trail
View the documentPoetry trail activity sheet
View the documentCartoons, fantasy, and creative
View the documentThe rare scare
View the documentCartoons and headlines
View the documentHoley ozone!
View the documentGuided imagery
View the documentFlight of fantasy
View the documentRiparian retreat
View the documentWater wings
View the documentDemonstrations
View the documentOur watery world
View the documentKeep on truckin'
View the documentHow do polyps build reefs?
View the documentInvestigations and experiments
View the documentAcid tests
View the documentAcid demonstrations: Part I
View the documentAcid demonstrations: Part II
View the documentAcid test follow-up
View the documentHow can an oil spill be cleaned up?
View the documentThe case for case studies
View the documentAre we creating deserts? - The Sahel famine
View the documentStudent information - Famine in the Sahel: A case study
View the documentDesertification
View the documentSustainable development
View the documentDefining sustainable development: Part 1
View the documentDefining sustainable development: Part 2
View the documentCase study: United States: Part 3
View the documentCase study: Thailand: Part 4
View the documentCase study: Tanzania: Part 5
View the documentMoral dilemmas
View the documentThe flying foxes of Samoa
View the documentHarry Carter's grain company
View the documentScenario: Harry Carter's grain company: Part 1
View the documentScenario: Harry Carter's grain company: Part 2
View the documentScenario: Harry Carter's grain company: Part 3
View the documentHard choices
View the documentStarving nation
View the documentConcept mapping and webbing
View the documentAqua words
View the documentInfusion activity for environmental health
View the documentIssue webbing
View the documentField trips
View the documentAt the dump and postcards from the field
View the documentThe garbage dump field trip worksheet
View the documentSeaside adventure
View the documentDebates
View the documentTough choices
View the documentThe issues
View the documentSurveys
View the documentGlass and metal waste questionnaire
View the documentModel questionnaire
View the documentData summary sheet
View the documentRivers through time
View the documentWhat do people think?
View the documentGames
View the documentPollution bingo
View the documentMammal know-it-all
View the documentMammal questions
View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
View the documentFour urban activities
View the documentVandalism: Disordered communications
View the documentFlooded streets
View the documentGetting outside
View the documentExpanding sensory perception
View the documentWeather scavenger hunt
View the documentInsect bingo
View the documentResearch/guest speakers
View the documentDesert quest
View the documentValues and attitudes
View the documentRare bird eggs for sale
View the documentWhat would you do?
View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
View the documentThinking about thinking skills
View the documentThe great swamp debate
View the documentGo with the flow
View the documentDragonfly pond
View the documentCooperative learning activities
View the documentJungle sleuths
View the documentAnswers to scenarios
View the documentSuper-sleuth scenarios: Part 1
View the documentSuper-sleuth scenarios: Part 2
View the documentWe can all be experts
View the documentExpert cards: Part 1
View the documentExpert cards: Part 2
View the documentRaters of the planet ECO
View the documentLiven up your classroom
View the documentA web on the wall
View the documentBuilding the bulletin board
View the documentMembers of the web
View the documentA look at four food chains
View the documentThe interdisciplinary connection
View the documentPollution pathways
View the documentTracking the radiation (day 2- day 10)
View the documentPollution pathways (A)
View the documentPollution pathways (B)
View the documentSizing up reserves
View the documentSizing up reserves (A)
View the documentScience/technology/society
View the documentChallenge technology
View the documentTechnology challenges
View the documentAdditional challenges (developed for the South Pacific)
View the documentThe ''good'' bacteria controversy
View the documentTaking action for the planet

Four urban activities

Investigate urban environmental issues (see each activity for specific objectives)


Social studies

See each activity for materials.

The following four activities focus on investigating urban communities and urban environmental problems. Adapt the activities to fit the needs of your students and community. For additional information about urban issues, you can write to Unesco-UNEP International Environmental Education Programme to request their module on cities.


EMPHASIS: Community inventory and reporting

TIME: Several days

MATERIALS: Map of the city, poster paper, and local newspapers

OBJECTIVES: List positive environmental qualities of a neighborhood or part of the local community. List negative environmental qualities of the area. Explain verbally how positive and negative aspects of an area affect the rest of the city.


1. Visit a neighborhood or small part of the local community. Inventory the area:

a. Determine what kinds of people live in the area. Note signs of children and types of housing (single-family homes, apartments, two-family homes, etc.).

b. Types of businesses, parks, vacant land, construction, etc., in the area.

c. List the positive aspects of the neighborhoods, both physical and visual.

d. List the negative aspects of the environment, physical and visual. Pay attention to traffic congestion, decaying housing, quality of yards and streets, litter, etc.

2. Prepare a presentation or write a full report discussing the living environment of the study area. Consider the following:

a. What are the neighborhood's positive and negative aspects?

b. How do the positive aspects affect the rest of the community?

c. How do the negative aspects affect the rest of the community?

d. Which environmental assets have potential for serving as building blocks to improve the livability of this community?

e. What problems exist because of other factors in the community?

f. What environmental problems in this community are related to regional environmental problems?

3. Make charts and drawings of alternative uses of buildings or land in the area. Cut ads designed to sell or rent housing in the community (in the area selected if possible) and create a large collage of the ads for display.

4. Using the report and the visuals, prepare a report of major concerns about the study area. Determine an audience that might be interested in the report. Consider a government agency, a community, or church leaders. Make a presentation to the group to point out environmental improvements that could be made in the study area.


EMPHASIS: Developing alternative solutions

TIME: 30 minutes

MATERIALS: List of brainstorming topics, chart paper, and markers

OBJECTIVES: Generate, in writing, alternatives to a community environmental problem. Evaluate, by discussing with a group, suggested alternatives related to the environmental issue being discussed.


1. Form the class into groups of four or five.

2. Provide each group with a problem area about which to generate alternative solutions.

3. Possible problem areas (appropriate for the local area):

a. Urban housing
b. Community recreation facilities and programs
c. Solid waste management (school, community, home)
d. Urban mass transportation
e. Community water quality.

4. Provide each group with chart paper and markers to record the alternatives generated.

5. Give each group 20 minutes to develop alternatives. One member of the group records the alternatives.

6. The recorders of each group share with the other groups their list of alternatives.

7. During the sharing activity additional alternatives can be added to each group's list.

8. Discussion questions:

a. How realistic were the alternatives generated by your group to the topic area of discussion?

b. How might the group have functioned more effectively?

c. Were there any new strategies gained by sharing your group's alternatives with the rest of the class?


EMPHASIS: Values clarification

TIME: 20-30 minutes

MATERIALS: Five chairs or desks

OBJECTIVES: Discuss how different individuals have different ideas about the nature of environmental problems. Discuss how different individuals and agencies have different ideas about the importance of environmental problems and methods of solving them.


1. Arrange five chairs or desks in a row, leaving several feet in between them so as to form four separate areas along a line. These chairs represent positions ranging from agreement to disagreement.

2. Explain to the class that you are going to read several value-related statements for which they are to respond by walking to the area that represents their position on the statements.

3. After each question, have a few students share their reasons for the particular positions.

4. Continue this same procedure for other statements.

5. Let the class or yourself suggest other value statements.


EMPHASIS: Community exploration and awareness

TIME: Several days

MATERIALS: Map of the metropolitan area (for each student if possible); paper and pencil

OBJECTIVES: Describe, in writing, ways the poorest people in the city are affected by environmental degradation. Discuss problems which result in the poor being ineffective in correcting environmental problems.


1. Get a map of the metropolitan area and mark the location of four undesirable living areas, including areas where industries or other enterprises affect the quality of the environment such as a steel mill, auto plant, sewage treatment plant, etc. The telephone book might assist in finding them.

2. For each area list all the disadvantages of living there, particularly the disadvantages of living close to the industries or plants.

3. For each area determine the type of housing. Indicate whether housing is single, two-family or multiple-family dwellings. You can visit the areas or ask someone familiar with the area.

4. Mark the areas and industries on a large map.

5. Discuss the type of housing and disadvantages of living near each location.

6. Write a paper discussing the following questions:

a. Why do people live near industries or other enterprises that might affect the quality of their lives?

b. What economic segment of the population generally lives in the locations identified?

c. What educational level is generally found in this group of people?

d. Why are these people limited in the ways they can improve the quality of their lives?

e. In what ways do these people pay a greater cost than others living farther away from these offending industries?

f. What are some possible ways the quality of life in these areas can be improved?

7. Develop a plan to upgrade one area. Make a presentation on your idea to the class.