Environmental Education, 4/2008

Total responses so far: 707

Which grade level do you teach?

Response	Percent	Count
High School	39.5%	279
Middle Level	31.7%	224
Elementary	26.3%	186
Not applicable	2.3%	16

Do you teach environmental concepts?

Response	Percent	Count
Yes	96.3%	681
No	3.4%	24

If no, why do you not teach environmental concepts? (check all that apply)

Not relevant

Response	Percent	Count
checked	1.3%	9

Too much other content to cover

Response	Percent	Count
checked	1.6%	11

Inadequate teaching materials

Response	Percent	Count
checked	0.6%	4

Not enough knowledge on the subject matter

Response	Percent	Count
checked	0.4%	3

Issues are too controversial

Response	Percent	Count
checked	0.3%	2

Not a school/district policy

Response	Percent	Count
checked	0.6%	4

Other
i am a Science and Technology department in-charge ------------------------- I am a guidance counselor ------------------------- some of the concepts are embeddedin school topics, but we do not teach them separately ------------------------- I teach Physical Science ------------------------- Removed from curriculum to add more classes for NCLB ------------------------- Our district Science Resource Center sponsors a 3rd grade Earth Day poster contest-Earth Day Starts With Me and I am the facilitator. Each school has a first place poster contest winner and is awarded an Earth related book. ------------------------- in another grades curriculum -------------------------

If yes, how many hours a year (approximately) do you devote to environmental concepts?

Response	Percent	Count
20 to 50	27.4%	194
10 to 20	20.9%	148
50 to 100	17.1%	121
Over 200	11.9%	84
100 to 200	10.6%	75
Fewer than 10	9.5%	67

What environmental issues do you focus on? (check all that apply)

Climate change

Response	Percent	Count
checked	69.4%	491

Acid rain

Response	Percent	Count
checked	48.4%	342

Air quality

Response	Percent	Count
checked	56.3%	398

Water quality

Response	Percent	Count
checked	74.4%	526

Water management

Response	Percent	Count
checked	50.2%	355

Forests and wetlands

Response	Percent	Count
checked	58.1%	411

Recycling

Response	Percent	Count
checked	81.6%	577

Rural land use and sustainable farming

Response	Percent	Count
checked	27.4%	194

Energy conservation and alternative energy uses

Response	Percent	Count
checked	73.6%	520

Globalization, industrialization, and environmental impacts

Response	Percent	Count
checked	42.6%	301

Habitat loss

Response	Percent	Count
checked	70.0%	495

Chemicals/toxic substances

Response	Percent	Count
checked	46.3%	327

Biodiversity

Response	Percent	Count
checked	54.7%	387

Ocean conservation

Response	Percent	Count
checked	33.2%	235

Endangered species

Response	Percent	Count
checked	60.0%	424

Sustainability

Response	Percent	Count
checked	40.5%	286

Systems thinking

Response	Percent	Count
checked	15.7%	111

Ecosystems services

Response	Percent	Count
checked	29.4%	208

Environmental economics

Response	Percent	Count
checked	22.9%	162

Other

Extinction
------------------------- Not issues so much as basic concepts for K-5
------------------------- Population Dynamics -------------------------
Invasive Species ------------------------- These are taught in the
Environmental Studeies course and in chemistry and physics as they
apply. ------------------------- Geosphere- atmosphere-biosphere and
hydrosphereenergy flow in ecosystem-the cycling of materials-
population ------------------------- I teach 4 general classes of
environmental science and 1 class of AP environmental science
------------------------- air pollution, global warming, disintegration
of beaches, dust, smoke, filters ------------------------- Fossil
Fuels, Common Resources, Human Populations -------------------------
Overpopulation, Island Biogeography -------------------------
watersheds ------------------------- varies from year to year
------------------------- composting ------------------------- The 5
R's: Reduce, Reuse, React, Reject, Recycle. -------------------------
agriculture ------------------------- favorite fishing lake and mercury
levels in fish ------------------------- all AP environmental
------------------------- non-native invasive species
------------------------- green design/building
------------------------- Science teachers would like to address these
in the classroom, but I must connect to students through others means
(Internet) ------------------------- place-based connections to the
land ------------------------- NATIVE FLORA AND FAUNA
------------------------- Pollution ------------------------- local
water issues, invasive species ------------------------- please see
www.savingeartheveryday.org ------------------------- Habitats
------------------------- integration of science, health, and writing
in the outdoor classroom daily ------------------------- Our contest
focuses on ways an 8 year old can help to reduce, reuse, and recycle
precious resources. The district grand prize winner gets to have a tree
planted on their campus. ------------------------- energy technology
------------------------- Light Pollution -------------------------
Solid Waste Management ------------------------- urban land use and
neighborhood planning ------------------------- Throwing trash out car
windows and litter ------------------------- greenhouse effect, physics
of energy ------------------------- global warming, pollution
------------------------- renewable energy -------------------------
Human Population Dynamics; Ecology - The Basics
------------------------- Environmental Justice
------------------------- Pollutants ------------------------- Soil
Quality ------------------------- alternative fuels
------------------------- Natural History of Malaysia
------------------------- alternative energy -------------------------
Invasive species ------------------------- what children can do to help
------------------------- Global warming, Carbon footprints,
photovoltaics, reduction of non-recyclable plastics,public
transportation etc. ------------------------- NJ Birds and Owls
------------------------- keeping our Earth clean
------------------------- Finite supply of/geometric demand for fossil
fuels; Forest fire ------------------------- population issues &
development ------------------------- Solid Waste management,
population, pesticides ------------------------- Responsible
consumption ------------------------- Responsible consumption
------------------------- Invasive species ------------------------- We
teach all concepts through an integrated curriculum that uses the
environment as the focus -------------------------

Do you incorporate more or less environmental issues and/or concepts in your classroom today compared to four years ago?

Response	Percent	Count
More	58.7%	415
The same	22.1%	156
Was not teaching four years ago	13.0%	92
Less	5.7%	40

If it has changed, why?

As a
science teacher I spend more time talking about these issues than when
I was a classroom teacher ------------------------- As a science
teacher I spend more time talking about these issues than when I was a
classroom teacher ------------------------- More awareness
------------------------- due envt'l occurences
------------------------- community and parent interest/ more
documented need ------------------------- I have learned more myself,
making it easier to teach in hands on ways. -------------------------
More emphasis on protecting environment -------------------------
Because of the need. ------------------------- Inadequate teaching
materials ------------------------- I feel that this is the place to
make an impact--the kids that will go out and make a difference are
here, now, and that is who we should be influencing.
------------------------- I attended Earth Force trainings, and use
this curriculum. I changed from grade 3 to grade 5.
------------------------- Too much other content to teach
------------------------- environmental issues
------------------------- curriculum has improved
------------------------- Curriculum and lesson discovery on my part
------------------------- more talk about global issues and there seems
to be more concern over recent times ------------------------- It is a
pressing topic ------------------------- have taken more interest in
the environment ------------------------- have taken more interest in
the environment ------------------------- I now teach
science--previously taught functional reading, math & social skills
------------------------- I consider that is very important for my
students ------------------------- More Knowledgeable about the
subject, changed schools and have more environmental issues in my
curriculum. ------------------------- Increased global awareness
------------------------- The state curriculum has added more, and a
personal desire ------------------------- My class became the leaders
in our school-wide recycling program ------------------------- more
issues occuring that students need to be aware of
------------------------- Incorporating service learning--so relevant
& engaging ------------------------- To stress the importance of
saving our ecosystems and life. ------------------------- interest
level of the students has changed ------------------------- more issues
are surfacing ------------------------- I developed an environmental
studies course ------------------------- Better teaching resources
------------------------- Realization of the major concerns now
------------------------- More information, recent gas prices, Al
Gore's movie, ------------------------- Reading Last Child in the woods
------------------------- urgency to disseminate tis knowledge and try
to incororate some changes into dailyblife. -------------------------
more info and resources ------------------------- issues of global
warming ------------------------- Things are worse.
------------------------- I was not teaching environmental science as
aseparate subject, but it was included in other curricula
------------------------- Must cover curriculum & prepare students
for TAKS Test---the state assessment. ------------------------- There
is more information at the students level readily available and it is
forefront in the news. ------------------------- increase of teaching
materials, training, awareness ------------------------- new program
that I am in ------------------------- more excposure to learning
opportunities ------------------------- teaching position changed
------------------------- not state standard -------------------------
The students lack of knowledge is higher now than four years ago.
------------------------- More info available -------------------------
my teaching is improving with experience! -------------------------
Children need to know what is happening to their environment and what they
can do to help to save it. ------------------------- I have developed a
program to use with sixth grade in addition to the program I use in
fifth grade ------------------------- The children have become more
aware due to T.V. etc and ask more questions throughout the year and
thus, the conversation begins. ------------------------- experience
------------------------- Have more environmental issues now
------------------------- It is important to discuss these issues with
the students, they are going to have an impact on their future.
------------------------- teach an environmental science class
------------------------- more knowledge ------------------------- I
have learned ways to do more in same amount of time.
------------------------- I know teach a class on ecology and also a
class in environmental science ------------------------- I received my
Master's in EE in Stevens Point and started teaching more EE in my
regular biology class. Last year I started a new year-long course in
Conservation Biology. This is my second year teaching it.
------------------------- A school that is committed to environmental
sustainability. ------------------------- I have become more concerned
about the environment. ------------------------- We are facing more
environmental problems than in the past -------------------------
public issue and knowledge ------------------------- Too much emphasis
on testing which does not include Enviromental issues
------------------------- There are more issues with pollution,
environment, etc. ------------------------- We changed the curriculum
to reflect topics that are relevant to students and their future needs
------------------------- I have 4 AP Environmental Classes
------------------------- More global application; Olympics in China
------------------------- I focus now on making the students see
science concepts all around them instead of just reading them in
textbooks. ------------------------- I have changed - I am a vegan -
non consumer- walk everywhere possible - purchase organic products in
petroleum free packaging and have reduced my garbage pickup to one
every two months. Personal changes trying to influence my studnents.
------------------------- NCLB ------------------------- my program is
organized around projects in environmental science and as IPY has
geared up, so have I. ------------------------- More Relavant than Ever
------------------------- more awareness of students
------------------------- expectations ------------------------- No
child left behind tests ------------------------- Focus on Math and
Reading not science ------------------------- We have an enclosed
courtyard to better teach environmental concepts with hands on learning
experiences. ------------------------- this sch did not make AYP and I
have 25min three times a week for science. All programs are scripted.
------------------------- I taught environmental Science, Now Physical
Science ------------------------- It is more relevant now. Kids know
more about it too. ------------------------- The Minnesota standards
and the amount of curriculum that needs to be taught in a the time we
have doesn't allow for the depth of discussing environmental issues. I
try to touch on them with every lesson but their is not much depth or
research. ------------------------- Our school in México city is very
worried about our contamination problem ------------------------- more
evidence about global warming is evident ------------------------- high
interest ------------------------- more resources
------------------------- very current issues- sustainability in the
news ------------------------- Don't have enough time with current
curriculum ------------------------- I started an AP Environmental
Science course. ------------------------- Sadly must concentrate on no
child left behind which leaves everything else behind
------------------------- Teachers pushed for a curriculum change. The
environmental curriculum
is more relevant/interesting to students than science fair projects.
------------------------- Offering a class in ecology
------------------------- I have the need as a teacher to pass on to my
students the concern about the way we live and how that affects the
environment and people here in the States and in other parts of the
world. ------------------------- We are all concern with the changes on
climate ------------------------- more coverage in media
------------------------- Students know more from the media now than
ever before..I like to incorporate it into my curriculum to eliminate
misunderstandings, and raise awareness -------------------------
Personal awareness ------------------------- There is more information
out there. ------------------------- Realization of global warming
------------------------- Has become more relevant
------------------------- The world has changed.
------------------------- I am now teaching a course called
Environmental Science. ------------------------- District curriculum
shift ------------------------- Issues in the world, lack of resources,
changing climate, etc... ------------------------- Becuase WE NEED TO!
------------------------- Availability of resources to educators
------------------------- The issues are critical to our survival.
------------------------- more emphasis placed on the topic lately
------------------------- relevance ------------------------- Because
of the changing world. Environmental problems are increasing
------------------------- Students need to become better educated about
the science. Media is not a accurate represenation of true science.
------------------------- We added an Environmental Science class to
our elective options ------------------------- Not as much time alloted
from the district or there is more time demanded by the district in
other areas ------------------------- It is being offered as an
alternative 3rd year science class ------------------------- heightened
awareness - public concern ------------------------- curriculum has
changed some ------------------------- I bring environmentsl concern to
the classroom as current events. ------------------------- More issues
to discuss ------------------------- lobal awareness and student
involvement ------------------------- more in the news and students
more aware ------------------------- i won a grant to teach trout in
the classroom ------------------------- school-wide focus
------------------------- I am at a new school, and there are days
dedicated to Earth conservation activities. ------------------------- I
am now teaching Earth Science. ------------------------- Kids are
interested and it is easy to look at from a chemistry or earth science
view point ------------------------- I changed grade levels, and my new
curriculum isn't as easy to integrate EE concepts
------------------------- The kids are more concerned about issues.
------------------------- teching younger children
------------------------- I think that there is a greater awareness, so
it is more predominent in the curriculum. ------------------------- I
have more students who are interested ------------------------- Focus
on standards, testing ------------------------- Not enough hours in the
day ------------------------- More awareness in media and among school
population. ------------------------- I have been searching out
contacts and projects that would help me incorporate environmental
awareness into my curriculum. ------------------------- I have more
information ------------------------- Textbook material
------------------------- the world is dying -------------------------
Created an environmental curriculum -------------------------
information is more accessible ------------------------- becoming more
relevant ------------------------- More resources are available
------------------------- more awareness covered in the media ------------------------- I've been able to change my curriculum to
add more. I've also been involved with GLOBE and that has given me many
activities to use environmental studies. -------------------------
children, parents and teachers are more aware of the problems.
------------------------- Current conditions have arisen in such a
short period of time; therefore, more intense education must to take
place. ------------------------- there is a greater need
------------------------- Accommodating new issues
------------------------- important ------------------------- more need
------------------------- political awareness -------------------------
NOW TEACHING ENVIRONMENTAL SCIENCE CLASS ------------------------- more
topics to cover! ------------------------- Greater emphasis on
environmental factors in new state standards & increased awareness
------------------------- political awareness -------------------------
students are aware and ask ------------------------- As an technology
admin. I did my best to encourage environmental issue investigations,
but with little success due to NCLB. ------------------------- Districy
has incvolved more environment in curriculum. -------------------------
I've had more training on environmental issues.
------------------------- trying to stay current--current events
provides an entry point for the science in a lot of ways
------------------------- I now teach environmental science instead of
biology as my subject ------------------------- greater emphasis on
ecological literacy ------------------------- Different school
------------------------- Different school ------------------------- I
teach three Enviro classes, and the info is shared with my Biology
classes as a warm up opener ------------------------- more concern from
the students and me ------------------------- make kids more
aware...also teach more grade levels ------------------------- THERE IS
MORE PUBLIC AWARENESS ------------------------- I now teach one class
of environmental science ------------------------- This year there is
more "go green" information in the media. -------------------------
more information available, more student interest
------------------------- More environmental awareness and perceived
urgency ------------------------- I feel it's more global and that more
widely seen in the media with alternative fuels, better building
materials, etc., so kids can identify with environmental education
more. ------------------------- want to make a positive impact on
environment ------------------------- Core Content
------------------------- My subject area changed. Before I only taught
energy resources but our standards have changed also
------------------------- climate change and global awareness
------------------------- modified the curriculum
------------------------- more resources to use now!
------------------------- We are involved in science using an outdoor
classroom. ------------------------- It has become a more prominent and
relevant issue. ------------------------- more information is available
------------------------- students are less connected to their
environment in the outside world, so it is vital to show them their
impact on nature and the importance to preserve it.
------------------------- Much more important now than ever.
------------------------- We need to make our children more aware of
the real situation of our Earth ------------------------- We need to
make our children more aware of the real situation of our Earth
------------------------- GLOBAL WARMING ------------------------- PSSA
testing and teaching children to be aware of the environment
------------------------- There is a greater need to do so.
------------------------- Increase in knowledge base
------------------------- I have more time because the only subject I
teach is science ------------------------- pssa
------------------------- more literacy based instruction that gives less time to teach science.
Has to be taugt through integration ------------------------- More time
to devote to them, I switched grade levels and do not have a Standards
of Learning test at the end of the year. ------------------------- With
golbal warming in the news, it is easier to get the students interested
------------------------- Because of an Earthwatch Expedition and I
started teaching gifted children ------------------------- I have
become more educated on the these vital issues
------------------------- Joined Project AWARE see www.projectaware.org
------------------------- very important to me
------------------------- taking classes geared towards conservation
------------------------- incorporated more concepts into unit
------------------------- Student interest and relevance has increased,
even at the middle school level ------------------------- more
flexibility w/ curriculum in non-environment courses
------------------------- fewer children are connected to env issues
------------------------- Students are more aware and interested.
------------------------- More info available; more familiar w/
subjects ------------------------- I'm in a new school with more
flexibility. ------------------------- timeliness of topics
------------------------- Issues are more prevelent than in years past
------------------------- Increase student awareness
------------------------- Environmental issues are now at the forefront
of the issues our kids hear about every day in the news. I felt it was
becoming more important to be sure they are knowledgable and can make
informed decisions and defend their opinions. -------------------------
It is even more important! ------------------------- become more of a
national focus and a goal of my school- ------------------------- I've
learned to incorporate environmental issues into OGT standards prep.
------------------------- We were involved with the YES (Youth Energy
Solutions) Summit - a Progress Energy program -------------------------
more relevant due to popular culture ------------------------- Student
driven research is more engaging and takes more time.
------------------------- SOL objectives (VA) -------------------------
I changed assignments to become a Science Research Teacher, an ecology
teacher, and an AP Environmental Science teacher.
------------------------- We have realigned our curriculum to meet new
state standards ------------------------- I have personally pushed for
it. ------------------------- I am more aware -------------------------
younger children ------------------------- new curriculum
------------------------- I only teach science now, instead of all
subjects ------------------------- testing and a strict curriculum
------------------------- I've learned methods to connect more science
concepts to enviornmental issues. ------------------------- We created
a nature trail on campus. Weekly classroom walks opened our eyes to
pollution and trash in the woods. ------------------------- state
mandated- legal climate ------------------------- more information
available ------------------------- It is more relevant that the
students don't consume so much. ------------------------- students and
I attend yearly-Community Connections to our Watershed
------------------------- I think it is important
------------------------- to start early... -------------------------
training ------------------------- It is important for young people to
understand ewspecially since they are the problem solvers of the
future. ------------------------- Environmental issues are more
important today. ------------------------- The issues facing us are
more and more pertinent and relevant to the students.
------------------------- There are more resources available, and it
seems it is more critical now to teach. -------------------------
badgers living at school ------------------------- panic about ice
melting ------------------------- Seems more essential - children ask more
------------------------- International Polar Year
------------------------- Environmental awareness due to Global Warming
------------------------- More experience and better-developed
curriculum ------------------------- Availability of information, aging
children ------------------------- course realignment of curriculum
------------------------- It became an obvious necessity.
------------------------- parent involvement and more awareness of
local issues and global issues ------------------------- subject area
switch ------------------------- NCLB and state standards
------------------------- NCLB and state standards
------------------------- real world connections are important
------------------------- awarded grant for probes
------------------------- It is more important than ever.
------------------------- NCLB leaves little time
------------------------- grade level change, nature area has been
developed at our site. ------------------------- We have a new Green
School building ------------------------- energy and resource demands
today are different ------------------------- Because I have learned
more. ------------------------- The world is changing. My teaching
needs to change with it. ------------------------- strong current issue
------------------------- I started an environmental education team
------------------------- students need to connect with the environment
and learn about natural history and get outside and feel a personal
connectino BEFORE they are hit with problems and issues
------------------------- Teaching courses in environmental science and
ecology. ------------------------- teaching in a school devoted to
implementing an integrated curriculum ------------------------- The
environment is in the news more so today and on people's minds.
------------------------- It's more important -------------------------
I have gone green ------------------------- More relevant, more
important ------------------------- I began to teach an AP
Environmental Science class in addition to Natural Resources.
------------------------- curriculum allows for it, more resources
available now that it is a global issue ------------------------- our
science curriculumhas changed to focus on the importance of water
management ------------------------- I only teach biology now, not env
science. I infuse env sc into my biology. -------------------------
technology ------------------------- We are no longer filling the
Environmental Science elective course, so I incorporate more of it into
the required biology curriculum. ------------------------- more focus,
more information is available ------------------------- More of a
pressing issue ------------------------- more focus, more information
is available ------------------------- introduced environmental science
course ------------------------- more resources on the web and better
books ------------------------- Today's world stresses it more, in
curriculum ------------------------- Global warming awareness, switch
to hybrid, a colleague with electric car and zero emission house with
solar panels, Masters thesis on photovoltaics -------------------------
Students are more aware of environmental issues and I have adjusted the
subject matter accordingly. ------------------------- There is an
increased personal relevance to students. ------------------------- I
used to teach an Environmental Science course so I had more time.
------------------------- More aware of the need to improve and protect
the environment. ------------------------- Enviro Sci class
------------------------- Now have an envir sci course
------------------------- too much other content from state standards
------------------------- content standards have changed and I am more
knowledgeable as well ------------------------- stewardship
------------------------- more awareness ------------------------- fear ------------------------- I figured if
the district and state don't care, I better do it so the kids become
better stewards of our environment ------------------------- A.P.
environmental Science class ------------------------- open eyes
------------------------- More accurate information and a better
curriculum ------------------------- Mission Driven to connect science
to contemporary society issues ------------------------- I have learned
more and been able to focus my teaching more no relevent issues.
------------------------- New state standards and standardized testing
preclude environmental topics previsouly covered
------------------------- Politically more appropriate and tolerated
even if standards are not set. ------------------------- It has become
more of a focus in our country and children are more aware of it now.
------------------------- new focus in science
------------------------- My new school places much more emphasis on
it. Parents are equally supportive with their issues for the
environment ------------------------- I now teach Ecology
------------------------- teaching Env. Sci. class
------------------------- Media is capitalizing on the "green" idea
------------------------- better time management
------------------------- State curricula changes.
------------------------- We have more strict standards and less
freedom to teach things unless they are specifically part of our
curriculum. ------------------------- time/state requirements/must
follow district scope and sequence ------------------------- Masters in
Environmental Ed and more in today's society -------------------------
Masters in Environmental Ed and more in today's society
------------------------- Added additional courses, will add AP Env Sci
next year ------------------------- Because we have more and more
resources to teach it everyday. ------------------------- Previously
was teaching general science. Now have environmental biology as a
course. ------------------------- state standards
------------------------- My assignment has changed to include diferent
topics ------------------------- student awareness increased
------------------------- The situation has grown worse for the
environment. ------------------------- The situation has grown worse
for the environment. ------------------------- The situation has grown
worse for the environment. ------------------------- I have become more
comfortable with the subject ------------------------- less time to
teach science, because of the literacy bully. -------------------------
My understanding and content knowledge is better today
------------------------- Awareness ------------------------- State
Standards ------------------------- More readily availabel resources
------------------------- older kids -------------------------
Preparing to apply for a Green Schools grant. -------------------------
I find that my students are more interested. -------------------------
more in the news ------------------------- students have a greater
global awareness now ------------------------- Attended a workshop on
Iowa Prairies and now use that in my curriculum.
------------------------- too much required content
------------------------- environmental issues have come to the
forefront. ------------------------- Students (and parents) becoming
more responsive to learning about the environment.
------------------------- Better Classroom environment
------------------------- New pacing guide for the district. More time
is devoted to the environmental sciences in the new curriculum.
------------------------- The issue is huge. It impacts our lives, not
just our classrooms. If the students are not aware, then the future
will not be bright. ------------------------- Primarily because of the
abundance of current information available dealing with environmental
issues. ------------------------- Became certified as an Iowater
Monitor and water quality is an important issue in Iowa
------------------------- I am the creator of the SAMO SHRUB project,
in partnership with the National Park Society -------------------------
Now certified, used to be assistant teacher. -------------------------
So much more information/tools available including grants
------------------------- Always new material to work with.
------------------------- student interest in subject
------------------------- I have more environmental science classes but
the exit exam has environmental issues all through the test questions
------------------------- Current Oil Crisis -------------------------
I have more awareness ------------------------- I have more resources
available ------------------------- It is more relevant to the students
as it is now one of societies main publicized concerns.
------------------------- New curriculum adopted 4 years ago as part of
PA EE Standards ------------------------- Textbooks and resources have
feweer references ------------------------- Society in general has put
more of a focus on environmental education -------------------------
always a need to stay current and info is changing
------------------------- AP Environmental Science is now a course
solely dedicated to these topics which I organized and began teaching
three years ago. ------------------------- More reason to focus on
these issues. We are losing habitat, our ozone layer, some species and
clean natural resources at an alarming rate. If our children can't
identify with the issues, we will never change our current trend!
------------------------- It is a very pressing issue that all students
relate to now. ------------------------- New materials
------------------------- Four years ago they took away my
environmental science class ------------------------- Wasn't teaching
environmental science before ------------------------- more awarness of
the topic ------------------------- I have a different course load
------------------------- We received a science enrichment grant and
we've used it primarily for environmental education.
------------------------- New exhibits ------------------------- new
grade-level position ------------------------- I've gotten better at
incorporating chapters/concepts as I've gotten more experience as a
teacher. ------------------------- pollution is a major issue in
houston ------------------------- more required and more available
resources ------------------------- State standards, started AP Env
Science class ------------------------- more awareness of these issues
-------------------------

Is more or less environmental education taking place in your school today compared to four years ago?

Response	Percent	Count
More	58.8%	416
The same	25.6%	181
Less	9.8%	69

If it has changed, why?

More
awareness ------------------------- I think that curriculum is changing
because of global environment destruction ------------------------- due
to envtl awareness ------------------------- parent volunteer program,
and curriculum efforts to incorporate more environmental issues
------------------------- The afterschool teacher and myself have
incorporated vermiculture, recycling, and an awareness of the outdoor
classroom. ------------------------- School wide planting day
------------------------- Not a school/district policy
------------------------- Involvement in the Roots & Shoots program
of the Jane Goodall Insititute at our school. -------------------------
The environment is changing; so should we. -------------------------
Less sections of environmental systems classes offered since lab credit
is only given for AP Env. Science and not IB Environmental Systems
standard level. Ecological topics are briefly covered in 10th grade
Biology also ------------------------- Due to FCAT testing, all
teachers are more concientious about teaching science to their students
than in previous years. ------------------------- See above. Also, it
is not in our science curric. standards handed down from the states
------------------------- environmental issues
------------------------- improvement of curriculum
------------------------- Same as above ------------------------- I
belive that teachers are becoming more aware due to media coverage
------------------------- state testing due to NCLB
------------------------- Students are interested, it has become more
of a focus in the news, etc. ------------------------- More awareness
of global changes in the environment ------------------------- It is
more accepted. ------------------------- Don't know
------------------------- Again, the new CT state science curriculum
added more. ------------------------- I believe their is a greater
awarness of enviornmental issues ------------------------- more issues
occuring ------------------------- My work -------------------------
Public awareness and concern has increased -------------------------
It's important to me as an individual and I feel it should be an
important concept for children to understand. -------------------------
environmental awareness is driving more students to enroll in
environmental classes ------------------------- We have 2 science
teachers for K-5, 1 teachers laboaratory experiments and 1 teaches
environemental science ------------------------- The school has made it
a goal to become more sustainable in how we operate and what
information and curriculum we give to our students.
------------------------- because I am pushing it
------------------------- State standards -------------------------
partnerships within building and with community
------------------------- Same as above -------------------------
testing pressures- need to cram in the curriculum, not always time for
the really important stuff ------------------------- I am coordinating
green projects in my school. ------------------------- Again, the need
to spread word about enviro. issues. We have an environmental club for
students and a "Walk the Walk " committee for facukty and staff.
------------------------- same ------------------------- Departmental
changes. ------------------------- It is a new school and they are
still developing the curriculum ------------------------- No One to
sponsor our Environmental Club ------------------------- Same reasons
as above. ------------------------- PLT grant partnership
------------------------- teachers have had in-service on specific
topics with the environment ------------------------- I have the
students doing things. We do field trips, labs, projects, and share
information with our school and school district. Previous envi. sci.
was not proactice or hands-on. ------------------------- participating
in environmental grant program ------------------------- not state standard ------------------------- Teacher's knowledge
------------------------- more awareness ------------------------- More
staff participation ------------------------- The public is more
informed and teachers are becoming more environmental friendly.
------------------------- more class offerings
------------------------- Staff & students feel it is important!
------------------------- major concerns ------------------------- More
integrations ------------------------- Other teachers have begun to
incorporate env.issues into their curriculum. -------------------------
We have been getting involved in different projects related to the
environment ------------------------- WE DON'T OFFER GLOBAL
ENVIRONMENTAL, EARTHAPACE, OR ASTRONOMY ANYMORE
------------------------- We have the Conservation Biology class and an
Envirothon Group. ------------------------- There is a who class
devoted to environmental issues with Earth Science
------------------------- We brought in a sustainability consultant.
------------------------- We are adding AP Environmental Science to our
class options now. ------------------------- We are more aware of our
position as teachers and the impact that these problems will have on
future generations ------------------------- To much emphasis on
testing ------------------------- The teachers have too much to deal
with addressing the No Child Left Behind as well as more classes to
teach in a small district... ------------------------- ssame as above
------------------------- Better AP teacher and Env. Sci teacher
------------------------- Teachers committed to encouraging young
people they can make a difference and showing them how.
------------------------- Teachers committed to encouraging young
people they can make a difference and showing them how.
------------------------- NCLB ------------------------- issues of
global warming; celebration of earth day ------------------------- More
available resources and programs ------------------------- building is
more aware ------------------------- change in attitudes of teachers
------------------------- Now have a course in environmental science.
------------------------- no funding for trainging
------------------------- We have an enclosed courtyard to better teach
environmental concepts with hands on learning experiences.
------------------------- Our school theme this year is s"Going Green".
One of our fundraisers was the sale of recyclable bags.
------------------------- I taught at another sch that allowed more
time for sci. This sch is all scripted. They do not have much time
available for sci. ------------------------- Time spent on other topics
also uses time. ------------------------- MCA -------------------------
paper recycling has started ------------------------- more information
------------------------- We keep up with what impacts the student's
lifes/future careers ------------------------- Don't have enough time
with current curriculum ------------------------- More need to increase
awareness ------------------------- Teachers were able to pursuade
administration to change the curriculum. -------------------------
Decided to add a semester long ecology class to the curriculum
------------------------- State Standards ------------------------- We
want to be help our environment ------------------------- added
A.P.E.S. ------------------------- More classroom teachers are becoming
involved as they pick up on what I do. ------------------------- more
teachers incorporating ------------------------- District requirement
------------------------- People are more informed and concerned.
------------------------- More media coverage and governmental concern
------------------------- awarenwss ------------------------- $, time,
and OAT ------------------------- More relevant
------------------------- Change in course to Environmental Science
from Earth/Physical Science ------------------------- Same as above. -------------------------
more awareness ------------------------- climate change concerns
------------------------- See above ------------------------- the
teachers are not motivated and/or there aren't prepared about this
issue ------------------------- Student service projects and recycling
programs ------------------------- We started lunch composting this
year. It's in the news more. ------------------------- We have
generated interest via community service projects impowering students
to improve their environment, and community, through clean-up projects,
planting flowers, recycling, etc.. ------------------------- Because a
few of us have made it a priority. ------------------------- Because I
teach it. ------------------------- Importance of the concepts that are
now included in the standards. ------------------------- impact on
environment ------------------------- Because people are more worry
about the environment ------------------------- A reflection of our
world, where focus is growing daily as we strive to become more
sustainable. ------------------------- Same as above
------------------------- The issues are more important now.
------------------------- Ourn district is demanding more time spent in
other areas ------------------------- See above
------------------------- staff attitudes -------------------------
greater awareness by community ------------------------- More teachers
are aware of issues ------------------------- same as above
------------------------- student involvement increased
------------------------- science teachers are more aware
------------------------- i made my program school wide and invited
other teachers to participate ------------------------- More awareness
------------------------- school-wide decision
------------------------- Students and teachers have a greater
awareness of global warming. ------------------------- Growing concern.
------------------------- Teachers are busy teaching to the tests for
NCLB. ------------------------- I don't know -------------------------
Course is more bookdriven due to focus on standardized testing
------------------------- I don't know. ------------------------- I am
the lower school science dept., so if I am teaching more environmental
concepts, the school is too! ------------------------- Team decided to
add this content ------------------------- other priorities-test prep
is one perhaps ------------------------- Awareness
------------------------- global warming -------------------------
school policy ------------------------- teachers are becoming more
aware ------------------------- service projects involve environmental
cleanup ------------------------- new curriculum focus
------------------------- state standards and curriculum
------------------------- because of a cohort of teachers for whom it
is really important ------------------------- Current conditions have
arisen in such a short period of time; therefore, more intense
education must to take place. ------------------------- greater need
------------------------- Same as above -------------------------
important ------------------------- need ------------------------- More
resources ------------------------- earthly issues
------------------------- more recylcing -------------------------
guidance focus is on other sciences...chemistry, physics...as opposed
to environmental science ------------------------- staff qualifications
------------------------- state standards change & greater
awareness ------------------------- less students taking ecology
------------------------- we added an environmental science class
------------------------- NCLB ------------------------- I started
teaching science at this school four years ago. The prior teacher stuck
pretty much to the book. ------------------------- see above.
------------------------- It's an increasing concern. More media information.
------------------------- We now offer environmental science courses at
basic, academic and AP levels ------------------------- I was hired to
teach env. science. ------------------------- ditto
------------------------- I'm not sure as I've not been at this school
long but I feel we are so involved in test grades that we only use
environmental education if we can work it in to our instructional
objectives for the End of Grade Tests ------------------------- MORE
CONCEPTS ADDED TO THE CURRICULUM ------------------------- we offer one
class in environmental science ------------------------- Previous
district coordinator did less. ------------------------- Issue more
important now than in the past/more information
------------------------- positive impact -------------------------
Core Content ------------------------- Less resources
------------------------- climate change and global warming
------------------------- awareness ------------------------- There is
support from administation ------------------------- more resources
------------------------- See above! ------------------------- Students
have expressed more interest, creating demand.
------------------------- need ------------------------- more people
are becoming environmentally friendly ------------------------- no
state wide testing for science (yet) ------------------------- The
human footprint is becoming more evident to society
------------------------- To make students more aware of the problems
with the environment due to the many changes in peoples habits.
------------------------- CA. STANADARD; ENV. ISSUES
------------------------- I focus on only Science all day
------------------------- I added some environmental education to the
Earth Science classes I teach, and the 8th grade will be teaching
Environmental Science this year at the end of the year (after MCAS)
------------------------- Reduced time in classes due to state mandated
achievement tests. On those days, usually 9 days/year for testing
9-11th, we have a reduced class schedule. If you add up all those
reductions, you lose about 4 days of teaching.
------------------------- We actually have a course called
Environmental Lab Science in place for sophomores in addition to
biology freshmman year which is waht I teach. -------------------------
TAKS Test ------------------------- Because of the impact hurricane
Katrina had on our communtiy with the lost of wetlands
------------------------- pssa ------------------------- same reason
------------------------- Because of the Environmental movvement that
has been taking place. Also, Chesapeake Bay watershed education and
impact has been incorporated into our Standards of Learning.
------------------------- I don't see a significant change with most of
the faculty ------------------------- awareness has increased
------------------------- Same as above ------------------------- More
people are aware of the condition of the environment and their part in
it. ------------------------- state curriculum changes
------------------------- concerns about global warming
------------------------- support from the county
------------------------- Student interest and relevance has increased
------------------------- expanded to partner w/ local university and
regional envir. groups ------------------------- Again, more awareness.
------------------------- Time constraints with SOL timeline
------------------------- I wish it would change. I'm the only one
teaching it. ------------------------- I wasn't in this school 4 years
ago. ------------------------- We've committed to integrating
environmental "big ideas" into every classroom at our school.
------------------------- More students taking the class than 4 yrs.
ago ------------------------- added environmental sci. elective
------------------------- Growing health issues in the community and
concerns ------------------------- We have a regularily scheduled course now
------------------------- It is necessary for kids nowadays to be more
aware of our changing world. They need to have more knowledge to be
better eco-friendly citizens. ------------------------- It is necessary
for kids nowadays to be more aware of our changing world. They need to
have more knowledge to be better eco-friendly citizens.
------------------------- Teachers promote it -------------------------
We take a whole day and combine grades Pre-k through 8th. Each year we
pick an area of the earth and create that are in our gym with life size
animals and flora. The students go to stations and study about
different ecological threats or changes in that
------------------------- We realized we need to model a more
sustainable way of life for our studetns ------------------------- the
school's commitment to sustainable practices -------------------------
awareness ------------------------- Younger teachers :-)
------------------------- more mainstream topic
------------------------- More resources available for climate change
lessons, and we have incorporated quarter-long environmental
engineering projects in chemistry. ------------------------- SOL
objectives (VA) ------------------------- Rigor/relevance movement
presents more opportunities to introduce real-world concepts into
classroom instruction. Grant money exists to support innovative
educators in environmental concepts. -------------------------
Environmental Science/Ecology has been added to our curriculum three
years ago. ------------------------- We have realigned our curriculum
to meet new state standards ------------------------- I am currently
teaching AP Environmental Science for the first time at our school.
------------------------- Teachers are doing more
------------------------- i do not know ------------------------- fewer
people trained in PLT ------------------------- international
acceptance of climate change data ------------------------- curriculum
and more awareness of importance ------------------------- Change in
staff ------------------------- see above -------------------------
Public awareness of need. ------------------------- We are more aware
of pollution and the need to recycle. ------------------------- same as
above ------------------------- new teachers -------------------------
people are beginning to care about the environment
------------------------- school standards ------------------------- A
turnover in teachers ------------------------- I think because some of
the other teachers are not as commited to the issue as I am.
------------------------- We are more concerned with the state of our
environment and wnat is necessary to protect it.
------------------------- Teachers are seeing a critical need for it.
------------------------- more conversations -------------------------
badgers living at school ------------------------- Started a recycling
program in individual classrooms. ------------------------- district is
more supportive ------------------------- Stronger interest in the
topic; media interest; local interest; ------------------------- Seems
more essential - children ask more ------------------------- We became
part of the GLOBE program ------------------------- nclb
------------------------- It is part of the IB Science programme
------------------------- now part of NY State 8th grade curriculum,
also personal bias! ------------------------- Environmental awareness
------------------------- change in curriculum although we now offer AP
environmental Science ------------------------- our community at large
is very concerned about the environment so they come into the
classrooms to talk about the issues with students
------------------------- New school; opened Oct. 2006
------------------------- The media ------------------------- THis is
the 2nd year of my school ------------------------- realities of living
in 2008 ------------------------- Standards do not
include environmental issues ------------------------- Standards do not
include environmental issues ------------------------- We have created
an Ecoliteracy Project that encompasses lessons and after school
activities. Over 400 students and 15 teachers are involved.
------------------------- same as above ------------------------- I
think teachers are more aware of their role in helping the environment
through teaching the students about the issues we are facing.
------------------------- NCLB ------------------------- The new green
school building was designed to teach energy conservation
------------------------- The world is wiser to the destruction the
human race has caused and now is racing to fix it
------------------------- Because the more I learn the more I teach.
------------------------- More teachers are aware of the changes in the
world and it is our job to get the message out.
------------------------- Because I am teaching it. No one did before.
------------------------- strong current issue
------------------------- I have been pushing the issue with admin and
other teachers ------------------------- Included AP Environmental
Course ------------------------- Much greater awareness/attention,
especially in the media. ------------------------- AP Environmental
Science has been added to course offerings. -------------------------
teaching in a school devoted to implementing an integrated curriculum
------------------------- our school environment is shaped by the
students ------------------------- I share my info
------------------------- Society has finally realized that it is a
necessity ------------------------- started a recycling program, people
finally realize it's important and climate change is happening
------------------------- See above, also students and other faculty
have become more concerned ------------------------- Teachrs finally
forced to with state std and test! ------------------------- parent
support ------------------------- More awareness
------------------------- Sam reason as above -------------------------
more interest ------------------------- I pushed it. I am dept. chair.
------------------------- more interest -------------------------
introduced environmental science course -------------------------
Emergency solutions! New profesionals with new concepts.
------------------------- awareness ------------------------- Team work
of teachers and school-wide grantees celebrating Energy-Earth Day
school-wide last three years. ------------------------- There is more
interest and discussion and iformation. -------------------------
Students are more aware of environmental issues and the subject matter
has been adjusted accordingly. ------------------------- perceived to
be more relevant to students' lives. ------------------------- fewer
teachers knowledeable ------------------------- same as above
------------------------- More Recycling ------------------------- now
have full year senior honors class ------------------------- science
strands have been changed ------------------------- science strands
have been changed ------------------------- same
------------------------- More information is being publicized about
environmental issues ------------------------- Global warming awareness
------------------------- Everyone is concerned about the environment
------------------------- Too much time teaching to the standards for
the testing. ------------------------- I am now a science specialist
and see all students in our school 1-5 and am able to focus on and
integrate environmental topics and study. -------------------------
added to curriculum ------------------------- More awareness and less
resistance to the concepts. I still have parents that mumble it's too
political to be discussed in school. ------------------------- My
school community promotes this discourse and we have an Earth Day
Fair every spring. ------------------------- same as above -- "teaching
to the test" mandates ------------------------- Active Ecology Club
& Recycling Initiative ------------------------- Same as above
------------------------- more focus ------------------------- see
comment above ------------------------- lack of district and school
site support ------------------------- added course to increase
awareness ------------------------- More information about global
warming, energy conservation ------------------------- current events
------------------------- Agricultural education classes are more
natural resource based ------------------------- more resources
available ------------------------- learned to use environmental issues
to teach basic concepts ------------------------- State curricula
changes. ------------------------- See answe above...
------------------------- added new courses -------------------------
Because we have more and more resources to teach it everyday.
------------------------- awareness ------------------------- The
teachers are better informed ------------------------- energy trends
------------------------- I try to bring environmental awareness to my
students each year. ------------------------- money and time
------------------------- less time ------------------------- More
clubs, more classes, more incorporation into already existing classes
by more teachers ------------------------- Course instituted
------------------------- State Science Standards and Standardized
Testing in Science ------------------------- older kids - we homeschool
------------------------- Moving to be a more environmnetally friendly
school. ------------------------- More passion among the teachers
------------------------- Global warming issues.
------------------------- Grade Span Expectations require specific
content and unfortunately environmental education is not listed.
------------------------- more environmental courses being taught.
------------------------- Students wanted an option to poor physics and
chemistry teaching (students demanding relevant courses)
------------------------- NCLB ------------------------- New curriculum
more time is devoted to each standard. ------------------------- We
have only one earth. ------------------------- Timely topic
------------------------- More info is available.
------------------------- The SAMO SHRUB project is much needed.
Students need to be in the outdoors for learning purposes and for
health too! ------------------------- I have been very instrumental in
bringing grants into the school, field trips and involving kids in
clean up efforts outside of school ------------------------- added to
curriculum ------------------------- Making more people aware of it
through our school recycling project ------------------------- Current
Oil Crisis ------------------------- push towards Literacy and Math
------------------------- The focus of individual teachers
------------------------- Outdoor classroom -------------------------
revelant for our times ------------------------- We no longer have an
environemental science course. ------------------------- more of a
discussion is taking place amongst teachers about environmental issues
------------------------- PA EE Standards ------------------------- We
changed books to get something more eco-friendly
------------------------- more courses being taught -- more relevance
------------------------- Students are asking great questions!
------------------------- There is an increasing need to focus on
sustainability. ------------------------- Awareness and news coverage
has increased. See reasoning above. ------------------------- Our
parents are becoming more involved ------------------------- More
stress on environmental issues in our community
------------------------- they reinstated my class
------------------------- Working towards a school lifestyle change
------------------------- current problems widely known/believed
------------------------- direct impact in our area with petroleum and
natural gas ------------------------- We've created a K-8
standards-based curriculum using the environment as the focus for
learning ------------------------- We have developed a program which
links character education, science and environmental education.
------------------------- I have a background in environmental work and
have started having annual school-wide events.
------------------------- same as above ------------------------- It's
in the news daily! -------------------------

Where do you obtain environmental education resources for your classroom and in your teaching? (Check all that apply.)

Textbooks

Response	Percent	Count
checked	62.8%	444

Library

Response	Percent	Count
checked	35.5%	251

Magazines and newspapers

Response	Percent	Count
checked	71.4%	505

Internet

Response	Percent	Count
checked	91.2%	645

Journals

Response	Percent	Count
checked	42.6%	301

Agencies or organizations

Response	Percent	Count
checked	66.2%	468

Other

TV, NEWS
------------------------- Project wild and learning tree
------------------------- Quality programs about climate change.
------------------------- conferences and personal contacts
------------------------- Science News Magazines
------------------------- I have BS and MS in Env. Studies so I use my
experience as well. ------------------------- DNR resources, Project
Wet, Wild, Learning Tree ------------------------- guest presenters
------------------------- workshops ------------------------- NSTA
Conferences ------------------------- Colorado Division of Wildlife,
State Fair exhibits ------------------------- cultural arts programs
------------------------- the school boock resources
------------------------- Personal experience -------------------------
Teacher resource books, videos ------------------------- seminars and
conferences, continuing education coursework -------------------------
Trade Books ------------------------- self-made, friends
------------------------- applied outdoor learning
------------------------- National Public Radio, Public Television,
Nonfiction books ------------------------- web searches
------------------------- UW-Madison ------------------------- parents
------------------------- Fish and Wildlife -------------------------
LEAF course, Project Wild, Project Learning Tree
------------------------- Conferences and PD workshops
------------------------- locally ------------------------- Self
------------------------- Edison, Ground Water Institute
------------------------- Experts ------------------------- Harcourt
Sci tubs and journals ------------------------- conferences
------------------------- Workshops ------------------------- Other
teachers ------------------------- Cornell Cooperative
------------------------- Earth Policy Institute
------------------------- science conferences, workshops
------------------------- Virginia Save Our Streams
------------------------- Professional societies; colleagues
------------------------- The Population Connection and The Clean Air
Challenge are great resources but I am always looking for more.
------------------------- videos ------------------------- trade books
------------------------- i bought lots of books on amazon
------------------------- summer coursework -------------------------
Videos ------------------------- Project Learning Tree, Project Wild
------------------------- local university -------------------------
Newspapers and my prior knowledge ------------------------- real life
events ------------------------- conferences and books I order through
catalogs ------------------------- APES List Serve
------------------------- NSTA conferences -------------------------
Workshops and classes ------------------------- workshops and
coursework ------------------------- Woods Hole Marine Center
------------------------- Speakers ------------------------- AP
listserv ------------------------- textbooks especially designed and
researched to teach environmental issues "IEEIA"
------------------------- cont. ed. classes I've taken through local
universities ------------------------- Project Wild, Flying Wild,
Aquatic Wild ------------------------- CNN/Television
------------------------- LOCAL,STATE AND NATIONAL CONFERENCES
------------------------- educational dvds -------------------------
office resources ------------------------- Wildlife Commission, Power
Companies ------------------------- Experts -------------------------
TV / MOVIES ------------------------- City of Brownsville Public Works
------------------------- local, state, Fed parnerships, outdoor
laboratories ------------------------- phenology of the outdoor
classroom ------------------------- particularly Kids Discover Magazine
and National Geographic website, climatecrisis.org, "An Inconvenient
Truth" video ------------------------- SCARCE in DuPage County is a
fantastic resource. ------------------------- I supply an Earth Day
Starts With Me pencil for every 3rd grader in our district; for
teachers to distribute and discuss--a homemade word search puzzle, and
an EPA brief history of Earth Day. -------------------------
currriculum guide ------------------------- Solid Waste Authority, DHEC
------------------------- public radio -------------------------
lectures, personal research & experiences -------------------------
Seminars/Workshops, etc. ------------------------- 50 years of
experience ------------------------- NSTA Conferences
------------------------- the environment -------------------------
Contact with professionals in the industry -------------------------
Teacher lesson books ------------------------- Project Learning Tree
------------------------- PA DCNR,Keystone College
------------------------- radio, television -------------------------
My duaghter that works for an environmental organization.
------------------------- Conferences ------------------------- TV
------------------------- local research of our own environment,
Univeristy of Alaska scientists, too ------------------------- current
books on environmental pedagogy ------------------------- My own
photography. ------------------------- filed experts
------------------------- lab manuals -------------------------
outside! ------------------------- Before I became a high school
science teacher, I worked as an environmental scientist for 20 years.
------------------------- Environmental associations, local soil and
water district ------------------------- outdoors
------------------------- my ecologist husband and friends, conferences
------------------------- trade books -------------------------
Exploring New Horizons outdoor ed ------------------------- begging
community members and clubs ------------------------- Convention
------------------------- Resources from former career
------------------------- internet and workshops, courses
------------------------- Fellow teachers of EE !!
------------------------- teacher resource books
------------------------- Earth's Birthday Project
------------------------- Conferences -------------------------
discovery channel ------------------------- Took NYSDEC Ecology
Workshop summer 2007 ------------------------- Project Wild
------------------------- professional development
------------------------- Science Kits ------------------------- fellow
teachers and television ------------------------- textbooks were
history credit ------------------------- Earth Force (service learning
curriculum) ------------------------- College Notebook from when I was
in school ------------------------- Parents and friends
------------------------- MSU coursework -------------------------
National Academy of Sciences ------------------------- professional
experiences ------------------------- we are part of the Globe program
-------------------------

What type of methods do you use in teaching environmental concepts? (Check all that apply.)

Discussion of environmental topics

Response	Percent	Count
checked	91.9%	650

Field trips

Response	Percent	Count
checked	54.3%	384

Hands on activities

Response	Percent	Count
checked	83.6%	591

Problem solving

Response	Percent	Count
checked	60.4%	427

Independent or group research

Response	Percent	Count
checked	57.6%	407

Debates on environmental issues

Response	Percent	Count
checked	35.8%	253

Civic actions exercises

Response	Percent	Count
checked	20.5%	145

Other

Read
excerpts of books; watch "An Inconvienent Truth"
------------------------- Interdisciplinary unit for "Earth Month"
------------------------- embryology project using native birds
------------------------- guest speakers/science expo family night
------------------------- Smart Board Lessons -------------------------
films ------------------------- lecture and videos
------------------------- internet web quest -------------------------
Growing our own foods; raising insects -------------------------
Writing letters in the newspapers -------------------------
Incorporation of video/DVD lessons ------------------------- writing
essays ------------------------- art -------------------------
school-wide recycling program & growing crops
------------------------- Outdoor Learning Center
------------------------- Research Projects ------------------------- I
would like to have more time to do the others -------------------------
CASE STUDIES ------------------------- IEEIA is specifically designed
to allow students to make informed decisions about environmental
issues. ------------------------- translation -------------------------
SCIENTIFIC PROCESSES AND JOURNALING -------------------------
Enviroscape ------------------------- city/ school partnership
------------------------- daily journaling, weather, phenology in
outdoor classroom ------------------------- music-singing
------------------------- Civic action--I have my students research the
topic, I teach them a little Parliamentary procedure and bill-writing,
then they play the roles of Senators from the different states, writing
bills with solutions to the problems, and they debate them in clas
------------------------- lectures and seminars (in house and off
campus) ------------------------- Use of planetarium
------------------------- literature ------------------------- we make
shoppers aware by decorating Meijer shopping bag for the store to use
------------------------- pojects ------------------------- webquest
------------------------- videos ------------------------- service
learning activities ------------------------- service learning
activities ------------------------- Experiential and Place-based
Educational Experiences ------------------------- We built an outdoor
center-with ponds and river ------------------------- Environmental
Expo for community featuring alternative energy projects
------------------------- direct outdoor experience
------------------------- being outdoors ------------------------- we
have a habitat we maintain ------------------------- we have a habitat
we maintain ------------------------- 5 days at outdoor ed
------------------------- Lab Activities -------------------------
Simulations, labs ------------------------- Inject concepts when I can
------------------------- field study/inquiry -------------------------
no access to technology, field trips or supplies
------------------------- For nearly thirty years, our students have
maintained our main building and grounds, on teams led by seniors who
work three mornings each week -- cleaning, repairing, recycling,
composting, gardening, etc. It's a schoolwide requirement, faculty
assist. ------------------------- Case Studies
------------------------- Notes/Text Searches -------------------------

Prior to teaching environmental education, did you receive any teaching methods courses?

Response	Percent	Count
Yes