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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
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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
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View the documentRivers through time
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View the documentGames
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View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
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View the documentVandalism: Disordered communications
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View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
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View the documentThe great swamp debate
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View the documentJungle sleuths
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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

Infusion activity for environmental health

OBJECTIVES:
Identify problem-oriented environmental and health issues associated with solid waste management issues. Identify solutions to solid waste management issues. Create an issue web showing the relationship between health and environmental issues.

AGES:
Advanced

SUBJECTS:
Health, Science

MATERIALS:
Copies of page 279, chalkboard, chalk.

There are several productive ways of organizing this activity. Regardless of the sequence used, teachers should engage students in brainstorming, issue investigation (i.e., using secondary sources), and synthesizing results- The following represents one way of introducing students to issue webbing.

This sequence consists of five parts. Prior to beginning the activity, teachers should be prepared to expose students to a partially completed web (e-g-, the issue webbing example found in this activity, or an example of their own design) on an individual basis (e.g., individual worksheets) and on a collective basis (e.g., blackboard, newsprint, or posterboard). Teachers should begin the activity by illustrating the complexity of many environmental health issues (i.e., large issues that often subsume a number of smaller, interrelated component issues). During this introduction, teachers may need to clarify what an issue is, and to suggest that parties may be at issue over one or more problems, one or more alternative solutions, or as is often the case, some combination of problems and solutions. It may also be useful to help students differentiate between environmental and human health issues that comprise larger, complex environmental health issues.

TERMINOLOGY

Several terms are used in this activity that may require definition or clarification by the teacher. For the purpose of this activity, these terms and their intended meanings include:

ENVIRONMENTAL: primarily used in reference to natural/ecological conditions (e.g., species populations and their habitats, air and water, soil and rock layers, ecosystems)

HEALTH: primarily used in reference to human physical/ physiological conditions (e.g., skin, intestinal, respiratory conditions)

PROBLEM: primarily used in reference to perceived adverse impacts of (i.e., causes) or perceived adverse impacts from (i.e., effects) some bio-physical condition or conditions (e.g., the ecological and human respiratory effects of exposure to differing types of air pollution)

SOLUTION: primarily used in reference to alternative actions that may be taken in an attempt to curtail such adverse impacts, or to reverse the negative effects of those impacts

ISSUES: primarily used in reference to problems and/or solutions on which human beings (i.e., as individuals or as groups) take differing positions, and in reference to positions which they support or defend by using differing rationales

Once the teacher senses that students comprehend these aspects of environmental health issues, the teacher should introduce students to the issue they plan to use in the remainder of the activity (e.g., the solid waste management issue). The class should be presented with the large, collective representation of the partially completed web for that issue. The webbing format should be briefly described (i.e., including the four quadrants of the web). Then, the teacher should engage in two brainstorming sessions. During the first session, students are asked to suggest adding to, modifying, or deleting from the partially completed environmental side of the web. In following the rules of brainstorming, students may not modify or delete other students' suggestions (i.e., only parts of the partially completed web provided by the teacher). The teacher, or designee, should record students' suggestions in a separate list. When the list is temporarily complete, items on the list are open to discussion, and if agreed upon, to inclusion in the larger, collective web (e.g., on a blackboard). While some attention must be paid to relationships among problem- and solution-oriented issues, the emphasis should be upon developing the basic structure (i.e., component issues) of the web. This will be attended to in greater detail in the last part of the activity. Once students are relatively comfortable with the environmental side of the issue web, the teacher should oversee a second brainstorming session for the human health side of the issue web. The same rules and procedures should be followed as in the previous session.

The third part of the activity focuses upon the improvement and expansion of the issue web the class has created. Students should be organized into small groups, and assigned one quadrant of the web (e.g., solid waste-related environmental problems, solid waste-related human health solutions). It is their task to review secondary source materials that provide information about issues that fall within their quadrant. On the basis of their findings, groups are asked to add to, modify, and/or delete from the web in their quadrant. They may also be encouraged to keep notes about relevant issues that fall in other quadrants, and about relationships between issues in their and in other quadrants.

During the fourth part of the activity, each group will be asked to report back to the whole class the results of their reviews. Each group will have the chance to present and discuss their additions to, modifications of, and deletions from their quadrant of the web. Members of other groups may ask for clarification, or on the basis of their own review, provide additional insight into the proposed changes in the web. Disagreements about the inclusion/exclusion of any component issue may be resolved in several ways. If the disagreement appears to be information-based, students should be encouraged to provide information to substantiate their view. This may require additional investigation on the part of students and teacher. If the disagreement appears to be based on other beliefs or values, the issue(s) in question should be tentatively incorporated into the web (i.e., to avoid irreconcilable disagreements or rifts in the class).

At this point, the class will have pieced together a detailed graphic representation, or web of the environmental and health issues (i.e., problem- and solution-oriented) that comprise their larger issue. The final part of this activity asks students to discuss relationships among these issues (e.g., contributing causes and effects), and to depict these relationships as part of the web. They may use solid, dotted, or colored lines to depict the various types of relationships they identify. The same rules that applied to inclusion/exclusion disagreements may also be applied here. When the webbing is complete, the teacher should ask students to reflect upon the process and upon the results of their efforts.