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Go to: http://earth.tryse.net/oilspill.html
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What is the main goal of environmental education?
What did environmental education look like when you were in school? Has it changed?
"The fact that we regard 'society' and 'nature' as being two seperate entities says a great deal about our perception of nature; such a viewpoint would probably be incomprehensible to the members of a traditional hunter-gatherer community."
Sustainability
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•Students can use the technology of Google Earth to explore the spatial and temporal distribution of oil spills.
•Also assists in developing student geographic and technologic literacy.
•In April 2008, with a May 2010 update, David Tryse created a Google Earth file titled “Black Tides: The Worst Oil Spills in History.”
•The file contains details pertaining to the 50 worst oil spills from the 1960s to the present across the globe.
* Each group will explore the oil spills in their
continent.
*Each group will select one oil spill from their
continent to use in order to explore the following questions:
Resources:
Conformed to demands of the environment
Adapted to a certain extent to the environment,
but they also transformed the land for their own needs
c
To the greatest extent , adapted the environment to fulfil human needs.
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e
Connecting with Nature
• Focus is to help children explore their profound connection to nature and each other as well as build capacity for environmental stewardship.
• People will not fight to protect what they don’t value and respect.
• Studies have shown that spending time in nature helps with recall and memory, problem-solving and creativity.
f
Global environmental crisis: Is there a connection with place-based, ecosociocultural education in rural spain? (2011). Cultural Studies of Science Education, 6(2), 327-335. Retrieved from http://search.proquest.com/docview/881470288?accountid=14701
Kagawa, F. (2007). Dissonance in students' perceptions of sustainable development and sustainability: I Barrett, J. M. (2006). Education for the environment: Action competence, becoming, and story. Environmental Education Research, 12(3), 9-9. Retrieved from http://search.proquest.com/docview/62107839?accountid=14701
Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317-338. Retrieved from http://search.proquest.com/docview/61935327?accountid=14701
Leal Filho, W. (2011). World trends in education for sustainable development. environmental education, communication and sustainability. volume 32 Peter Lang GmbH, Internationaler Verlag der Wissenschaften. Eschborner Landstrasse 42-50, D-60489 Frankurt am Main, Germany. Tel: +49-78-07-05-0; Fax: +49-78-07-05-50; e-mail: zentrale.frankfurt@peterlang.com; Web site: http://www.peterlang.com. Retrieved from http://search.proquest.com/docview/1018479936?accountid=14701
Ministry of Education. (2007). The Ontario Curriculum Grade 1-8: Science and Technology. Retrieved online http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdfReis,
Neville, L. G. (2011). Utilizing Google Earth to Teach Students about Global Oil Spills Disasters. Science Activities , 48, 1-8.
G. & Wolff-Michael, R. (2009) A feeling for the environment: emotion talk in/for the pedagogy of public environment education. The Journal of Environmental Education. 41(2), 71-87. Retrieved from http://journals1.scholarsportal.info.proxy.bib.uottawa.ca/details.xqy?uri=/00958964/v41i0002/71_affteetpopee.xml
William, G.Ecopedagogy in the age of globalization: Educators' perspectives of environmental education programs in the americas which incorporate social justice models. , 324-324. Retrieved from http://search.proquest.com/docview/1037910178?accountid=14701. (1037910178; ED533850).
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h
1. Organize yourselves into six groups. The purpose of this experiment is to absorb oil from the test tubes using the various materials in front of you.
2. Under normal lab classroom setting a coat and goggles would be required for safety purposes.
3. Prior to beginning the activity fill in the “Before” portion of the worksheet which offers the group’s hypotheses.
4. Ensure each of the test tubes are filled with 100ml of water and food coloring.
5. Add 30ml of vegetable oil to each of the tubes.
6. One at a time, members of the group will test each of the materials provided (Cotton balls, sponge, hair, cloth, feathers, and marshmallow) by soaking it in the oily water for 10-15 seconds.
7. Observe how much oil is absorbed by each of the materials and rank the materials in order from most absorbent (1) to least (6).
8. Answer the additional questions on the worksheet.
9. Classroom discussion based on results.
10. Help clean up classroom after experiment.