Since only a few of the original landforms, streams, natural ecosystems, wild plants or animals still exist in our cities and suburbs, schools can help to fill this void by creating diverse learning environments around school buildings. Among the suggestions are a wet area, tall or short grass prairies, a boulder field, vegetable garden plots,…

Examines messages about the environment that children receive through formal education and the popular media. Discusses in particular the use of fear as a weapon to motivate children into taking actions about the environment and the need to teach children how the Earth's systems function instead. (LZ)

Describes the All Species Project, an interdisciplinary program that attempts to build a sense of community and understanding of the natural world by integrating ideas from art, science, anthropology, counseling, theater, and any other area deemed applicable. (MDH)

Discusses the importance of saving species and dispels myths surrounding the endangered species act as background to three student activities that include a round table debate, writing to congresspeople, and a research project suggestion. Lists reference materials for endangered species. (MCO)

Outlines an activity which requires students to monitor what they eat for 3-5 days, tabulate the nature and quantity of their food, trace the food's ingredients to their source, calculate the ecological footprint of their food intake, and extrapolate the effect on the earth if everyone ate as we do. (AIM)

A book excerpt depicting images of the European conquest of America 500 years ago and the continuation of it today. Discusses the "American dream" of independence in light of the environmental destruction prevalent today and calls for a rediscovery of the meaning of making North America "home." (MCO)

Ties environmental education, via garbage disposal issues, to Oregon's educational reform agenda. Discusses teaching the basics through "garbage" lessons. Includes how to (1) take an interdisciplinary approach; (2) introduce waste management concepts in other lessons; (3) use waste management examples to apply existing concepts; and (4)…

Shares insights on community/environment-based learning gleaned from teachers over 30 years. Delineates what the author has identified as stages that teachers experience as they begin to move outside their classrooms. Genuine support for this approach would hasten its adoption. (DDR)

Discusses alien species on the west coast, efforts to combat invasions, methods of transport, and educational projects developed to aid prevention efforts. Includes a list of marine invaders in the Pacific Northwest, plus threats from California and the Great Lakes. (PVD)

Summarizes what is known about two major variables involved in certain types of chemical pollution that seem to be changing the structure of the Earth's atmosphere. Discusses the greenhouse effect and the ozone layer. (TW)

Describes activities which sharpen awareness of trees through the senses in this first of a two-part integrated unit for teaching children about forest ecosystems. Students interact and work in collaborative groups; learn about the impact of forests on daily life; explore the interdependence of plants, animals, soil, water, air, and light; explore…

The improper disposal of toxic or non-biodegradable wastes contributes to the problems of pollution, habitat destruction, and animal extinction. This list suggests ways that individuals can reduce their contribution to these problems in the home, yard, car, business, on vacation, and when shopping. (CW)

The conditions and trends for four clusters of global issues--the air and the sky, the fishes and the sea, the creatures and the land, and people and poverty--are presented. The topics of climate change, the ozone hole, air pollution, biological diversity, deforestation, and desertification are discussed. (KR)

A play written for young audiences about recycling and environmental quality is provided. The characters are a young forest dragon, a man, a wizard, and a narrator and are played by puppets. Directions for making the costumes, the wizard's castle, and the dragon's cave are included. (KR)

Explains the problem of mission for nature centers. The nature center must organize itself to become recognized and treasured for preserving a precious piece of habitat and it must know the plants and animals that inhabit the specific place in which the nature center resides. (PVD)