
| Environmental Education in the Schools (Peace Corps, 1993) |
| (introduction...) |
| Acknowledgments |
| Tips for using this book |
| Introduction |
| What is environmental education? |
![]() | (introduction...) |
![]() | More about environmental education |
| Planning for success |
![]() | (introduction...) |
![]() | Where do you start? |
![]() | Planing what you want to achieve |
| Making environmental education fit! |
![]() | (introduction...) |
![]() | Sizing up your school system |
![]() | Getting to know your students |
![]() | From Piaget to bloom: how kids develop intellectually |
![]() | Ethics and environmental education |
| Putting it all together: Creating an environmental education framework |
![]() | (introduction...) |
![]() | When to teach - the sequence |
![]() | More about curricula infusion |
![]() | For example, a unit on flight could include the following topics |
![]() | Then narrow it down with guiding questions |
![]() | And a unit on rain forests might include the following topics |
![]() | Guiding questions might include |
![]() | Sample curriculum outline |
![]() | Questions to think about . . . |
| Teaching tips and tricks: Strategies that work |
![]() | (introduction...) |
![]() | Learning styles and multiple intelligences |
![]() | Creative lesson planning and active development |
![]() | Getting your students to work together |
![]() | Questions to think about... |
| Activities, activities and more activities |
![]() | (introduction...) |
![]() | Using the senses |
![]() | Adopt-a-tree |
![]() | Duplication |
![]() | Music/rap/dance/drama |
![]() | Garbage shuffle |
![]() | The rain forest revue |
![]() | The all new water review |
![]() | Original skit |
![]() | Botswana adaptation |
![]() | A conservation drama - Trouble in Tikonkowo |
![]() | The awful eight |
![]() | Role plays and other simulations |
![]() | The commons dilemma |
![]() | Key mangrove: A system in conflict |
![]() | Change in a mangrove ecosystem |
![]() | Key mangrove: A conflict of interests |
![]() | Points of view |
![]() | Mining on the moon |
![]() | Mining on the moon: Part 1 |
![]() | Mining on the moon: Part 2 |
![]() | The reading and writing connection |
![]() | Folk stories |
![]() | Selected quotes |
![]() | A heated controversy |
![]() | A heated controversy: Part 1 |
![]() | A heated controversy: Part 2 |
![]() | An environmental education tool - The creative journal |
![]() | Cubatao: New life in the Valley of Death |
![]() | A letter from the village health worker - Clean water for elemit |
![]() | Life without oil |
![]() | Poetry |
![]() | Away with waste! |
![]() | Away on the bay |
![]() | Picture poetry |
![]() | Shades of meaning |
![]() | Poetry trail |
![]() | Poetry trail activity sheet |
![]() | Cartoons, fantasy, and creative |
![]() | The rare scare |
![]() | Cartoons and headlines |
![]() | Holey ozone! |
![]() | Guided imagery |
![]() | Flight of fantasy |
![]() | Riparian retreat |
![]() | Water wings |
![]() | Demonstrations |
![]() | Our watery world |
![]() | Keep on truckin' |
![]() | How do polyps build reefs? |
![]() | Investigations and experiments |
![]() | Acid tests |
![]() | Acid demonstrations: Part I |
![]() | Acid demonstrations: Part II |
![]() | Acid test follow-up |
![]() | How can an oil spill be cleaned up? |
![]() | The case for case studies |
![]() | Are we creating deserts? - The Sahel famine |
![]() | Student information - Famine in the Sahel: A case study |
![]() | Desertification |
![]() | Sustainable development |
![]() | Defining sustainable development: Part 1 |
![]() | Defining sustainable development: Part 2 |
![]() | Case study: United States: Part 3 |
![]() | Case study: Thailand: Part 4 |
![]() | Case study: Tanzania: Part 5 |
![]() | Moral dilemmas |
![]() | The flying foxes of Samoa |
![]() | Harry Carter's grain company |
![]() | Scenario: Harry Carter's grain company: Part 1 |
![]() | Scenario: Harry Carter's grain company: Part 2 |
![]() | Scenario: Harry Carter's grain company: Part 3 |
![]() | Hard choices |
![]() | Starving nation |
![]() | Concept mapping and webbing |
![]() | Aqua words |
![]() | Infusion activity for environmental health |
![]() | Issue webbing |
![]() | Field trips |
![]() | At the dump and postcards from the field |
![]() | The garbage dump field trip worksheet |
![]() | Seaside adventure |
![]() | Debates |
![]() | Tough choices |
![]() | The issues |
![]() | Surveys |
![]() | Glass and metal waste questionnaire |
![]() | Model questionnaire |
![]() | Data summary sheet |
![]() | Rivers through time |
![]() | What do people think? |
![]() | Games |
![]() | Pollution bingo |
![]() | Mammal know-it-all |
![]() | Mammal questions |
![]() | Bat and moth |
![]() | Branching out: Bat math |
![]() | The urban explosion |
![]() | Four urban activities |
![]() | Vandalism: Disordered communications |
![]() | Flooded streets |
![]() | Getting outside |
![]() | Expanding sensory perception |
![]() | Weather scavenger hunt |
![]() | Insect bingo |
![]() | Research/guest speakers |
![]() | Desert quest |
![]() | Values and attitudes |
![]() | Rare bird eggs for sale |
![]() | What would you do? |
![]() | Agricultural practices (A) |
![]() | Agricultural practices (B) |
![]() | Why save rain forests? |
![]() | Thinking about thinking skills |
![]() | The great swamp debate |
![]() | Go with the flow |
![]() | Dragonfly pond |
![]() | Cooperative learning activities |
![]() | Jungle sleuths |
![]() | Answers to scenarios |
![]() | Super-sleuth scenarios: Part 1 |
![]() | Super-sleuth scenarios: Part 2 |
![]() | We can all be experts |
![]() | Expert cards: Part 1 |
![]() | Expert cards: Part 2 |
![]() | Raters of the planet ECO |
![]() | Liven up your classroom |
![]() | A web on the wall |
![]() | Building the bulletin board |
![]() | Members of the web |
![]() | A look at four food chains |
![]() | The interdisciplinary connection |
![]() | Pollution pathways |
![]() | Tracking the radiation (day 2- day 10) |
![]() | Pollution pathways (A) |
![]() | Pollution pathways (B) |
![]() | Sizing up reserves |
![]() | Sizing up reserves (A) |
![]() | Science/technology/society |
![]() | Challenge technology |
![]() | Technology challenges |
![]() | Additional challenges (developed for the South Pacific) |
![]() | The ''good'' bacteria controversy |
![]() | Taking action for the planet |
| Making an environmental education program work |
![]() | (introduction...) |
![]() | Getting ''buy-in'' from the beginning |
![]() | A few final reminders about materials |
![]() | Teacher training |
![]() | Funding your EE activities |
![]() | Maintaining program support |
![]() | Summary |
![]() | Questions |
| Measuring your success |
![]() | (introduction...) |
![]() | Why evaluate? |
![]() | What to evaluate |
![]() | How to evaluate |
![]() | Types of evaluation: Pre-assessment, summative and formative |
![]() | Standardized test vs. teacher-made tests |
![]() | Building on baseline data |
![]() | How to use evaluation to gain support for your program |
| Appendix |
![]() | (introduction...) |
![]() | 1. Sample lesson planning worksheet |
![]() | (introduction...) |
![]() | General lesson planning worksheet |
![]() | 4MAT lesson planning worksheet |
![]() | 2. Core thinking skills |
![]() | 3. Bloom's taxonomy |
![]() | 4. Environmental ethics: A sample scope and sequence |
![]() | 5. Sample environmental education curriculum frameworks |
![]() | (introduction...) |
![]() | Sample curriculum framework from the UNESCO regional office for Asia and the Pacific |
![]() | 6. Goals for curriculum development in environmental education |
| Bibliography |
![]() | (introduction...) |
![]() | General periodicals and newsletters |
![]() | General environmental education resources |
![]() | Environmental organizations |
![]() | Peace Corps education learning resources |
![]() | Biological supply companies |
| About the authors |
|
OBJECTIVE: AGES: MATERIALS: |
Here's a fun and challenging team game to help your kids review the many ways mammals influence our lives. The game is played something like the U.S. TV program Concentration " Team members" must correctly answer a mammal-related question and then try to solve a mammal rebus. (See examples on page 312 )
SETTING UP THE GAME BOARD
1. Tape several pieces of construction paper or easel paper together to form a large sheet about 35x45" (88 x 113 cm). (The size of the paper will depend on the size of envelopes you use.)2. Choose one of the rebuses shown here or make up your own and draw it in easy-to-read letters and pictures across the sheet. (The rebus can be a famous quote relating to mammals, a type o mammal, a famous person that studies mammals, a famous mammal saying, or anything that is mammal-related.)
3. Using thumbtacks or pushpins, attach the sheet to a bulletin board and then attach 24 envelopes in four vertical columns across the board. (There should be six envelopes in each column.) The rows of envelopes should cover the entire rebus. (You can use standard envelopes or make your own using colored construction paper.)
4. Write each of these numbers - 10, 20, 30, and 40 - on a square of construction paper. Then tack the numbers, in order, above the columns of envelopes. These numbers indicate the point value for the questions in each column.
5. Write each of these categories on a piece of construction paper and tack to the left side of each row:
* Mammal Pets
* Famous Mammals
* Mammals Around the World
* Mammals in Art, Music, Language, and Literature
* Endangered Mammals
* Mammals in History6. Now copy each question listed at the end of this activity (we've included two sample sets) on an index card and insert the cards in the appropriate envelopes. (You should write the answers on the front of each card.) The questions in each row should get progressively harder, with the ones in the 40-point column being the toughest.
Note: Adjust the questions and categories to fit the needs of your group.
HOW TO PLAY
Divide your group in half and have each team choose a captain (or appoint one). Roll dice, draw straws, or spin a spinner to see who goes first. Explain that a message about mammals is hidden under the envelopes on the game board. (Make sure everyone understands what a rebus is by drawing a simple example on a chalkboard or large sheet of easel paper.)
Point out the different categories and point values and explain that the team with the most points at the end of the game wins. Also mention that there is a 1 00-point bonus for correctly solving the rebus. (The game is over when a team correctly solves the rebus.)
To play, have one person on the first team pick a question. (For example, he or she might say, "Mammals in History for 40 points.") Read the question to the team and give them one minute to come up with an answer. Only the team captain can officially answer, but he or she should first confer with the whole team. If the team answers the question correctly, they get the point value of the question. Then remove the envelope that contained the question, exposing part of the rebus underneath. Let the team try to guess the mystery message.
If a team misses a question, they don't score any points and the question goes back into the envelope for another try. Then it's the other team's turn. A team can try to guess the rebus only after its captain has answered a question correctly and that envelope has been removed from the board. (When a team misses a true/false question, remove the envelope, but do not give the other team a chance to guess the message. They must first answer another question correctly before guessing.)
