Educational REALMS

Much has changed during the 25 years since the first Earth Day and the Environmental Education Act of 1970. Along with increased attention to environmental education have come increased threats to the health of the planet. Once more local in nature, the impacts of human activities on the environment have become global in scale, "straining the Earth's life-support systems" (World Science Report, 1993). Fortunately, world citizens and leaders are gradually coming to understand the seriousness of environmental degradation and the need for concerted and immediate action (Harris, 1989).

One example of increased attention to global concerns and the health of the planet is provided by the collaboration between the National Oceanic and Atmospheric Administratrion (NOAA) and the National Aeronautics and Space Administration (NASA) to study and increase awareness of the Earth as a system. Mission to Planet Earth, one component of the U.S. Global Change Research Program, provides a research agenda, as well as broad distribution of information about the entire planet. The mandate to disseminate information gained from the analysis of satellite data provides public access to data, high-resolution graphics, and interpretations that are useful in environmental studies.

Another collaborative effort involving NOAA, NASA, and the National Science Foundation (NSF) combines scientific study of global conditions with education in a unique way through the use of sophisticated information and imaging technologies. The GLOBE program (Global Learning and Observations to Benefit the Environment) offers students and teachers worldwide an opportunity to contribute to our understanding of the whole Earth system. By monitoring local environmental conditions and collaborating internationally, participating students and teachers join the international community of environmental scientists to gain an improved awareness of their environment, both locally and globally. Participating groups also receive vivid, graphical images of environmental conditions documented by the collaborative datasets. The technological capacity to integrate information about Earth systems and to model them on a global scale advances daily and provides a means for individuals and classes to study the global impacts of changing conditions. Greater awareness and understanding of local conditions and processes can also enable individual action at the local level-the cornerstone of responsiblity for the environment we share.

National and state science education reform efforts have established a goal of scientific literacy, as citizens confront issues and questions that require scientific information and informed decisionmaking. The American Association for the Advancement of Science has also advocated greatly increased attention to the interaction of humans and the environment, attending to the designed world as well as historical perspectives (Project 2061, 1993). Interpretation of global change information can assist in the development of the skills that are necessary for responsible citizenship as we enter the 21st century, a century of global environmental challenges.

This bibliography is intended for educators seeking background information and instructional ideas related to global environmental change. The items included in this bibliography were selected from records added to the ERIC database from 1982 through 1994, identified by the search term "global change." The bibliography has two sections: Global Change Information and Educational Materials. Citations indicated by a "*" were not part of the "global change" search and have been added to enhance this short bibliography.

References

Harris, L., and Associates. (1989). Public and leadership attitudes to the environment in four continents. New York: United Nations Environment Program.

Project 2061. (1993). Benchmarks for science literacy. New York: Oxford University Press.

World Science Report 1993. (1993). Paris: UNESCO Publishing.

Global Change Information

Brown, L. R., Durning, A., Flavin, C., French, H., Jacobson, J., Lowe, M., Postel, S., Renner, M., Starke, L., & Young, J. (1990). State of the world 1990. A Worldwatch Institute report on progress toward a sustainable society. New York, NY: W. W. Norton and Co., Inc. ED 323 088 (*Later editions would also be useful. cl)

As the world enters the last decade of the 20th century, the environmental problems facing human societies have been given increased emphasis in world policy debates. The goal of the Worldwatch Institute is to help raise the level of public understanding of global environmental threats to the point where the public will support policies needed to reverse these trends. This document focuses on major policy initiatives needed to stabilize the global environment for human civilization. In this seventh annual issue of the description of the status of global environmental problems, 10 issues are presented and discussed. These issues include: (1) progress and productivity; (2) global climate change; (3) global water supplies; (4) global food supplies; (5) sea level changes; (6) air quality; (7) global bicycle use; (8) poverty; (9) the proliferation of peace; and (10) efforts to sustain world resources. (CW)

Carroll, B. C., Jack, R. F., & Cotter, G. A. (1990). Data policy and availability supporting global change research, development, and decision-making: An information perspective (NASA-TM-105137). Washington, DC: National Aeronautics and Space Administration. ED 339 351

An explosion of information has created a crisis for today's information age. How to use the best information resources, tools, and technology must be determined. To do this, leadership must exist at the interagency level to promote a coherent information policy. It is also important to find ways to educate users of information regarding the tools available to them. Advances in technology have resulted in efforts to shift from disciplinary and mission-oriented systems to decision support systems and personalized information systems. One such effort is being made by the Interagency Working Group on Data Management for Global Change (IAWGDMGC). Five federal agencies-the Department of Commerce (DOC), Department of Energy (DOE), National Aeronautics and Space Administration (NASA), National Library of Medicine (NLM), and Department of Defense (DOD)-have an on-going cooperative information management group, CENDI (Commerce, Energy, NASA, NLM, and Defense Information), which is meeting the challenge of coordinating and integrating their information management systems. Although it is beginning to be technically feasible to have a system with text, bibliographic, and numeric data online for the user to manipulate at the user's own workstation, it will require national recognition that the resource investment in such a system is worthwhile to promote its full development. It also requires close cooperation between the producers and users of the information-that is, the research and policy community, and the information community. National resources need to be mobilized in a coordinated manner to move the nation into the next generation of information support systems. (9 references) (Author/DB)

Colborn, T. (1991). Global implications of Great Lakes wildlife research. International Environmental Affairs, 3(1), 3-25.

Data on the health of wildlife in the Great Lakes ecosystem are reviewed. Researchers infer from data on eight species that the effects in offspring are the result of exposure to chlorinated chemicals by adults and passed to the offspring via maternal transfer. Policy implications are discussed. (CW)

Corson, W. H. (Ed.). (1990). The global ecology handbook: What you can do about the environmental crisis. Boston: Beacon Press. (Global Tomorrow Coalition). ED 331 711

There is ample evidence of the seriousness of the world's population, resource, and environmental problems-poverty and hunger, deforestation and species loss, soil erosion and desertification, air and water pollution, acid precipitation and ozone layer depletion, as well as the greenhouse effect and climate change. This handbook was prepared as a stimulus to action. A first step toward action is a better understanding of the complex interrelationships among major global problems and some of their potential solutions. A major theme of this book is that the issues covered are highly interdependent, therefore a topic that receives major coverage in one chapter may also be discussed in other chapters. This handbook provides basic facts about global population, resource, and environnmental problems, demonstrates how these problems affect the lives of citizens of the United States and other countries, cites successful efforts to alleviate the problems, proposes alternative solutions based on the best information available, suggests how individuals and groups can participate in achieving solutions, and gives sources of further information and assistance. The issues covered in this handbook include: (1) foresight capability; (2) population growth; (3) development and environment; (4) food and agriculture; (5) biological diversity; (6) tropical forests; (7) ocean and coastal resources; (8) fresh water; (9) nonfuel minerals; (10) air, atmosphere, and climate; (11) hazardous substances; (12) solid waste management; and (13) global security. Each chapter provides specific suggestions of "What You Can Do," and each chapter concludes with a "Further Information" section listing books, articles, periodicals, audiovisual materials, and teaching aids related to the chapter. Chapter 17, entitled "What You Can Do," contains sections on "Starting with Education" and "Work with Colleges and Universities." The appendix lists names and addresses of organizations and suppliers of audiovisual materials that are referred to in the chapters. (KR)

DeFries, R. S., & Malone, T. F. (Eds.). (1989). Global change and our common future: Papers from a forum. Papers from the Committee on Global Change. Washington, DC: National Academy of Sciences. ED 348 215

This volume of papers includes 21 of the 38 presentations given at the Forum on Global Change and Our Common Future. The objectives of the forum were threefold: (1) to present to the public a balanced and authoritative view of the wide range of global change issues, including the science of the earth system, the impacts of global change on society, and the implications for public policy; (2) to describe developments in the emerging interdisciplinary approach to the study of the earth system, aimed toward developing the knowledge base on which rational public policy decisions on global change can be pursued; and (3) to delineate the social, political, and economic framework within which the scientific and technological issues and the policy options need to be explored. Presentations include the following: (1) "Toward a Global Environmental Policy"; (2) "Global Change and Our Common Future: The Benjamin Franklin Lecture"; (3) "Global Change and Carrying Capacity: Implications for Life on Earth"; (4) "The Earth System"; (5) "Mission to Planet Earth Revisited"; (6) "Historical Perspectives: Climatic Changes Throughout the Millennia"; (7) "Mathematical Modeling of Greenhouse Warming: How Much Do We Know?"; (8) "The Earth's Fragile Ozone Shield"; (9) "Terrestrial Ecosystems"; (10) "Human Dimensions of Global Environmental Change"; (11) "The Human Causes of Environmental Change"; (12) "What Does Global Change Mean for Society?"; (13) "Impacts of Future Sea Level Rise"; (14) "Threats to Biological Diversity as the Earth Warms"; (15) "Deforestation and Its Role in Possible Changes in the Brazilian Amazon"; (16) "Impacts of Global Change"; (17) "The Global Environment: A National Security Issue"; (18) "Implications for Public Policy: Options for Action"; (19) "View from the North"; (20) "View from the South"; (21) "Political Leadership and the Brundtland Report: What are the Implications for Public Policy?"; and (22) "Global Warming: Is It Real and Should It Be Part of a Global Change Program?". A copy of the program for the forum and a list of the committee members are appended. (KR)

Garb, G., & Baltz, D. (Eds.). (1991). Local action for global change. World Education Reports, Number 29. Boston, MA: World Education, Inc. ED 334 411

This issue contains five articles that address environmental concerns. "Poverty and Environmental Decline" (Alan Durning) analyzes accelerating environmental decline and discusses the need for action at every level to reverse global deterioration. "Integrated Pest Management (IPM) Made Easy" (Cesar Galvan, Peter Kenmore) explains how Filipino nongovernmental organizations (NGOs) are spearheading a new training approach to make IPM training accessible to local rice farmers. "Popular Epidemiology" (Phil Brown, Dick Clapp) is a report on the politics of organizing against toxic waste-induced disease in Woburn, Massachusetts. "Toxic Trade-Off" outlines the growing business in toxic waste products between the northern and southern areas of the world. "Less Is More" (Miguel Altieri, Andres Yurjevic) examines the problems of peasant agroecological methods on peasant farming communities. The issue also includes "Reports on...Natural Resources and Economic Opportunity: Lessons from the Sahelian Experience" (Asif Shaikh, Kjell Christophersen), two book reports, and "From the Field: Indonesia's Barefoot Environmental Impact Assessment" (Davis Baltz). (NLA)

*Gates, D. M. (1993). Climate change and its biological consequences. Sunderland, MA: Sinauer Associates, Inc.

Even while describing the understanding of the notion of global climate change as being a "a moving target," the author argues for action since the impacts of warming will affect plants and animals and therefore, sustainability. Chapter titles offer clues to the coverage of the topics, and are focused primarily on North America, with a few examples from Europe. Chapter titles include: Climate Change: Cause and Evidence; Past Climates; Plant Physiognomy and Physiology; Past Vegetational Changes; Forest Models and the Future; Ecosystems; Agriculture, Droughts, and El Nino; What to Do? A glossary, list of acronyms and abbreviations, references, and an index complete the volume. Several black and white photographs, graphs, maps, and tables suport the text. (cl)

Helm, J. L. (Ed.). (1990). Energy: Production, consumption, and consequences. Washington, DC: National Academy of Sciences. ED 325 374

Energy policy in the United States and much of the analysis behind those policies is largely incomplete according to many. Systems for energy production, distribution, and use have traditionally been analyzed by supply sector, yet such analyses cannot capture the complex interplay of technology, economics, public policy, and environmental concerns that shapes energy supply. In this book, experts from diverse fields examine the evolving structure of the energy system, explore the changing patterns of supply and demand, offer insights into the forces driving the changes, and discuss energy planning strategies. Also covered are: the vulnerabilities in the energy system in the United States such as the lack of a comprehensive nuclear policy and the uncertain role of alternative fuels; the influence of technological change; and the increasing importance of the environmental aspects of energy systems; automotive emissions; pollution transport; carbon dioxide production and global warming; and the relationship among energy, ecology, and economic development. (CW)

Human dimensions of global environmental change: Proposals for research. Report of a Chinese-U.S. Workshop . (1988). ERIC Document Reproduction Service No. ED 300 229.

In 1986, the International Council fo Scientific Unions (ICSU) launched the International Geosphere-Biosphere Programme: A Study of Global Change (IGBP). The IGBP seeks to focus attention on the physical, chemical, and biological processes which contribute to understanding the components of the Earth as a system. The research topics presented in this report focus on the human dimensions of global environmental change and on approaches to understanding the relationship between human activity and global change. Following an article on the background of the program and an overview, several topics are discussed including: "The Social Dimension of Resource Use"; "Assessment and Perception of Environmental Change"; and "Impact of Institutional Mechanisms on the Environment." In conclusion, the workshop participants strongly urged international cooperation in this field. An appendix includes lists of the Chinese and American participants in the Human Dimensions of Global Environmental Change workshop which was held in May, 1988, at Peking University. (CW)

Intergovernmental Panel on Climate Change. First assessment report overview. (1991). International Environmental Affairs, 3(1), 64-84. (*Subsequent reports would also be useful. cl)

Presented are policymakers' summaries of the three working groups of the Intergovernmental Panel on Climate Change (IPCC)-science, impacts, and response strategies, the report of the IPCC Special Committee on the Participation of Developing Countries, and a discussion of international cooperation and future work. (CW)

Jacobson, H. K., & Shanks, C. (1987). Report of the Ann Arbor workshop on an international social science research program on global change. Ann Arbor, MI: Michigan University, Institute for Social Research. ED 300 303

The International Geosphere-Biosphere Programme: A Study of Global Change (IGBP), a natural science research program, has been inaugurated by the International Council of Scientific Unions (ICSU). Recently, initial steps have been taken to develop an international social science research program on global change that would either be part of the IGBP or separate and complementary to it. The workshop reported in this document was held to consider social science research that could be relevant to global change and what actions U.S. social scientists should take to prepare for participation in this type of research program. This report: (1) describes the IGBP's development; (2) explains the importance of developing international programs that focus on global change; (3) chronicles the steps that have been taken to launch an international social science global change research program; (4) summarizes the workshop's general conclusions; (5) provides examples of social science research that would be relevant to global change; and (6) contains recommendations on how U.S. social scientists might be organized to participate in an international global change program. An appendix lists the workshop's participants. (JHP)

MacEachern, D. (1990). Save our planet-750 everyday ways you can help clean up the Earth. New York, NY: Dell Publishing Group, Inc. ED 323 091

People, corporations and government are all responsible for the state of the environment and for their contributions to its care. By making small but substantial decisions about the things that are done, the goods that are bought, and the laws that are passed everyone can help to ensure a world that's fit for the future. If government and institutions are to be held accountable, then so must individuals. This book provides a brief glimpse into some of the world's environmental dilemmas. Clearly, the planet is in peril, and the blame for its destruction rests squarely on the shoulders of each and every person who contributes to the problem. Fortunately, much of the present situation is not irreversible. Most of this book focuses on ways to help contribute to the solutions to these dilemmas. This book is divided into chapters corresponding to typical human activities. Chapters are included on home, garden, supermarket, school, office, and community activities. Special sections for renters and apartment dwellers and for taking environmentally-friendly vacations have been included. The appendix lists books, catalogs, agencies, and organizations as resources for obtaining additional information. (CW)

Morrissey, W. A. (1993). Data management and global change research: Technology and infrastructure. Government Information Quarterly, 10(2), 159-201.

Discusses the problem of how to amass and organize large volumes of global change research data. Public policy issues relating to U.S. data and information management, technological challenges, proposed digital data generation and collection activities, and other data management activities are covered. (58 references) (KRN)

National Research Council. (1990). Ozone depletion, greenhouse gases, and climate change. Proceedings of a joint symposium by the Board on Atmospheric Sciences and Climate and the Committee on Global Change. Washington, DC: National Academy of Sciences. ED 324 229

The motivation for the organization of this symposium was the accumulation of evidence from many sources, both short- and long-term, that the global climate is in a state of change. Data which defy integrated explanation including temperature, ozone, methane, precipitation and other climate-related trends have presented troubling problems for atmospheric science since the 1980's. Ten papers from this symposium are presented here: (1) "Global Change and the Changing Atmosphere" (William C. Clark); (2) "Stratospheric Ozone Depletion: Global Processes" (Daniel L. Albritton); (3) "Stratospheric Ozone Depletion: Antarctic Processes" (Robert T. Watson); (4) "The Role of Halocarbons in Stratospheric Ozone Depletion" (F. Sherwood Rowland); (5) "Heterogenous Chemical Processes in Ozone Depletion" (Mario J. Molina); (6) "Free Radicals in the Earth's Atmosphere: Measurement and Interpretation" (James G. Anderson); (7) "Theoretical Projections of Stratospheric Change Due to Increasing Greenhouse Gases and Changing Ozone Concentrations" (Jerry D. Mahlman); (8) "Historical Trends in Atmospheric Methane Concentration and the Temperature Sensitivity of Methane Outgassing from Boreal and Polar Regions" (Robert C. Harriss); (9) "Global Temperature Trends" (Kevin E. Trenberth); and (10) "Use of Numerical Models to Project Greenhouse Gas-Induced Warming in Polar Regions (The Conceptual Basis Developed Over the Last Twenty Years)" (Robert E. Dickinson). A glossary of terms, agendas, and a list of participants are appended. (CW)

National Science Foundation. (1990). National Science Foundation annual report 1989 (Stock No. 038-000-00584-7). Washington, DC: U.S. Government Printing Office. ED 317 414

The report begins with a statement from the National Science Foundation (NSF) director, followed by a series of research notes summarizing research findings and results during the year 1989. Chapter 1, "Research Collaborations," describes some examples of the collaborations between universities, industry, and government in astronomy, atmospheric sciences, materials research, engineering, and supercomputing. Chapter 2 outlines NSF-supported projects in geosciences and global change, such as the World Ocean Circulation Experiment, the Tropical Ocean/Global Atmosphere project, and several projects in atmospheric science and polar research. Chapter 3 focuses on education and outreach programs, including Project 2061, named for the year Halley's comet will return and designed to develop a new approach to teaching; urban education projects; university-level activities; and NSF's Experimental Program To Stimulate Competitive Research. A section on award winners of 1989 and NSF news follows, and a list of NSF staff and National Science Board Members and a patents and financial table for 1989 are provided in the appendices. The report is amply illustrated with both black and white and color photographs and other graphics. (YP)

*Newton, D. E. (1993). Global warming: A reference handbook. Santa Barbara, CA: ABC-CLIO. (*not an ERIC document)

This handbook provides a summary of the background information and current analyses of societal concern about the issues of "global warming." The first 25 pages are a general overview of our understanding of this complex issue, including the physical and historic bases for concern, as well as the points of contention and the social, political and economic issues that are interrelated. A chronology of events that begins with the first appearance of the polar ice caps and includes the most recent ice age and the current interglacial period and a historic representation of scientific and political action comprises Chapter 2. Biographical sketches are offered in Chapter 3, providing insight into the backgrounds of people who have had an impact on global climate change policy. Chapter 4, "Facts, Data, and Opinion," synthesizes some of the information and interpretations given by different organizations and individuals. This chapter is divided into 4 sections: Statistical Data; Predictions about Global Warming; Possible Impacts of Global Warming; and Recommendations for Action. The remainder of the book includes a directory of organizations, selected print resources, selected nonprint resources, a glossary, list of acronyms and abbreviations, and an index. (cl)

O'Neill, G. (Comp.). (1990). The greenhouse effect: A selected bibliography. Bibliography Series twenty-two. San Luis Obispo, CA: California Polytechnic State University. ED 323 093

The purpose of this bibliography is to provide listings of articles, books, and documents which are available in the Robert E. Kennedy Library, California Polytechnic State University, and other libraries on the problem of the greenhouse effect published since 1980. Listings are organized as: (1) "Subject Headings"; (2) "Carbon Dioxide Accumulation in the Atmosphere"; (3) "Heating of the Earth and Alteration of Climate and Agriculture"; (4) "Energy Policy"; (5) "Rising of the Sea Level and Alteration of the Coastlines due to Antarctic Meltdown"; (6) "Air Pollution and Health"; (7) "Political and Economic Impact"; (8) "Effects on Marine Life and Warming of the Oceans"; (9) "Fossil Fuel Use and Gases in the Atmosphere"; and (10) "Steps To Be Taken To Alter The Greenhouse Effect." All together, 500 references are listed. (CW)

Posture of National Science Foundation. Hearing before the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, First Session. (1991). Washington, DC: U.S. Government Printing Office. ED 359 023

This document presents a transcript of the hearing on the present state and future directions of the National Science Foundation (NSF) and the state of science and mathematics education in the United States. Testimony was presented by the director of the NSF and the deputy assistant direction of Education and Human Resources at NSF. The witnesses discussed: (1) the NSF's responsibilities in relation to the challenges the nation is facing today in the areas of international competitiveness, global change, the environment, energy, and education; (2) the fact that solutions to these problems will require new knowledge created through research; (3) the importance of continued collaboration among industries, the education community, and state and Federal Government to successfully further science and engineering education and develop the necessary human resources in these areas; (4) examples of where successful research has taken place as well as NSF's budgetary needs in order to continue to supply adequate support to research efforts; and (5) the competitiveness of the United States with the rest of the world in the area of research in mathematics and science education. Copies of the prepared statements are included, and questions and answers submitted for the record are appended. (MDH)

Thacher, P. S. (1991). International agreements and cooperation in environmental conservation and resource management. Evaluation Review, 15(1), 27-45.

Considerations regarding stabilizing the greenhouse effect (global warming) emphasize the difficulties in launching a comprehensive plan to deal with aspects of global change. Experience gained in dealing with atmospheric issues will help in developing a process that links management and research in solving global problems. (SLD)

Wilson, E. O., & Peter, F. M. (Eds.). (1990). BioDiversity. Washington, DC: National Academy of Sciences. ED 324 228

The diversity of life forms is one of the greatest wonders of the planet earth. The biosphere is an intricate tapestry of interwoven life forms. This book offers an overall view of this biological diversity and carries an urgent warning about the rapid alteration and destruction of the environments that have fostered the diversity of life forms for more than a billion years. The source of this book is the National Forum on BioDiversity, held in Washington, D.C., on September 21-24, 1986, under the auspices of the National Academy of Sciences and the Smithsonian Institution. The forum featured more than 60 leading biologists, economists, agricultural experts, philosophers, representatives of assistance and lending agencies, and other professionals. Included in this book are 57 papers presented at the forum. Topics include: (1) "The Current State of Biological Diversity"; (2) "Challenges to the Preservation of Biodiversity"; (3) "Human Dependence on Biological Diversity"; (4) "Diversity at Risk: Tropical Forests"; (5) "Diversity at Risk: The Global Perspective"; (6) "The Value of Biodiversity"; (7) "How is Biodiversity Monitored and Protected?"; (8) "Science and Technology: How Can They Help?"; (9) "Restoration Ecology: Can We Recover Lost Ground?"; (10) "Alternatives to Destruction"; (11) "Policies to Protect Diversity"; (12) "Present Problems and Future Prospects"; (13) "Ways of Seeing the Biosphere"; and (14) "Epilogue." (CW)

Educational Materials

*Beck, S., Bowlus, T. M., Bushong, D., Ingersol, C., Jennings, J. F. G., Joyce, G. F., Lyttle, L. L., Miller, D. W., Queen, J., Todd, R., Jr., & Trisler, C. E. (1993). Global change in the Great Lakes: Understanding climate models. (OEAGLS series, EP-78). Columbus, OH: Ohio Sea Grant College Program.

This set of 10 short publications, or "scenarios," is designed to promote an understanding of how global change affects the Great Lakes and ultimately to encourage responsible decision making about global change policy issues. Each scenario contains information about potential environmental changes in the Great Lakes region resulting from global warming. The scenarios are written in terms the general public can understand, are based on current information, and have been reviewed by a panel of experts. The set also includes lists of 30 "Oceanic Education Activities for Greal Lakes Schools" (OEAGLS) publications; 3 "OEAGLets" activities for the primary grade range; 2 computer programs; 6 additional educational materials; and 8 related publications. (WAJ)

Calhoun, B. (1990). Saving tropical rain forests through teacher-student activism. American Biology Teacher, 52(6), 370-71.

Described are the formation, goals, and activities of a network of teachers and students designed to help raise consciousness about conservation topics. A two-week minicourse on tropical diversity, ecology, and society is outlined. (CW)

Climate Protection Institute. (1990). Greenhouse gas-ette. Oakland, CA: author. ED 325 336

This newsletter is for educators interested in developing lessons related to global climate change. The newsletter contains sample lessons, news items involving global climate change on an international scale, and background information on issues related to global climate change. (CW)

Earth systems education: Origins and opportunities. Science education for global understanding. Second edition. (1992). Columbus, OH: Ohio State University. ED 354 153

This publication introduces and provides a framework for Earth Systems Education (ESE), an effort to establish within U.S. schools more effective programs designed to increase the public's understanding of the Earth system. The publication presents seven "understandings" around which curriculum can be organized and materials selected in a section describing the format of ESE. The rationale for the ESE effort, the need for this approach in the nation's schools, some of the efforts underway and some of the problems that can be foreseen in the implementation of an integrated science curriculum based on ESE are discussed. The following projects in ESE are described: (1) Program for Leadership in ESE (PLESE); (2) Global Change Education; (3) Remote Sensing and On-Line Databases; (4) Biological and Earth Systems Science (BES); (5) Global Change and the Great Lakes; and (6) Earth Systems in the Middle School Curriculum. Comprising half of the document is a collection of journal articles relating to ESE: "Teaching from a Global Point of View"; "Earth Appreciation"; "Earth-Systems Science"; "What Every 17-Year-Old Should Know about Planet Earth: The Report of a Conference of Educators and Geoscientists"; "A Place for EE in the Restructured Science Curriculum"; and "Down to Earth Biology." (MCO)

*Earthwatching III. An environmental reader with teacher's guide. (1990). Madison, WI: University of Wisconsin, Sea Grant Program. ED 323 094

This book is the third published collection of scripts written for radio by professional staff and student writers. The writers strived to translate complex technical topics into everyday terms without sacrificing accuracy and to provide listeners with fair and balanced reports on the major environmental and scientific issues of the day. This collection characterizes many environmental trends and concerns reflecting on the multitude of scientific discoveries, inquiries, and innovations that characterized the 1980s. Topics covered in this compilation include: (1) "The Atmosphere"; (2) "The Biosphere"; (3) "The Land"; (4) "The World of Water"; (5) "Energy"; (6) "Environmental Quality"; (7) "Health and Nutrition"; (8) "People and Society"; and (9) "Around the Globe." A teachers' guide written to accompany this collection is included. This guide discusses concept mapping, questioning in the classroom, and infusion of the material into the curriculum; and includes a sample activity. Appended is a brief list of additional information sources. (CW)

Elliot, D. H., Fortner, R. W., & Mayer, V. J. (Eds.). (1993). Activities for the changing Earth system. (Produced under NSF Grant # MDR-8954782). Columbus, OH: Ohio State University Research Foundation, Earth Systems Education Program. SE 054 733

This publication provides a framework and summary of the Earth Systems Education model for science education and includes 9 field-tested activities for middle school science instruction and 11 field-tested activities for high school science classes. The topics that are addressed by these activities include but are not limited to: biodiversity, migration of species, sea level rise, ozone depletion, a global climate game, volcanic eruptions and global climate change, ice core evidence, tropical deforestation, the greenhouse effect, and extinction. It also includes global change fact sheets (including a CD-ROM technology fact sheet), references for global change, and a summary of Joint Education Initiative (JEdI) activities which were designed to empower teachers and students with real and current scientific data sets made available by the National Aeronautics and Space Administrative (NASA), the National Oceanic and Atmospheric Administration (NOAA), and the U.S. Geological Survey (USGS).

*Fine, C.S., & Friedman, L.B. (1991). National Geographic Society's Kids Network in Iowa, 1990-1991. Evaluation Report. Elmhurst, IL: North Central Regional Educational Lab. ED 352 030

This report is the result of an independent evaluation of a project conducted during the 1990-91 school year with 56 teachers and over 1,800 students from 28 elementary schools in Iowa. The goals of the project were to demonstrate the effectiveness of new technology to improve science and geography instruction at the elementary level; train teachers in the use of technology; and encourage the dissemination and use of the National Geographic Society's Kids Network (KN) program, a telecommunications-based science program designed for students in grades 4-6. Kids Network, which is designed to foster critical thinking, recommends cooperative grouping for research and problem solving; promotes an interdisciplinary approach to science; allows students to conduct original research in the context of their community; and links students with teammates throughout the United States, Canada, and the world. The overview and introduction to the study include descriptions of the project, the network, the participants, and the significance of the project. The report also describes the study design and methodology; reports the findings; and provides a summary of the project and recommendations. It is concluded that this project was a success for the Iowa teachers and students and that the KN is satisfactory as is. Appendices, which constitute about half of the report, contain copies of the Project Application Form, the Teacher and Student Survey forms, and the Student Test; Results of the Teacher and Student Surveys; and copies of the Site Visit Protocols and the Hotline Form. (ALF)

Greenall-Gough, A., & Gough, N. (1989). The greenhouse effect and built environment education. Manuka, Australia: Royal Australian Institute of Architects. ED 325 377

The greenhouse effect has always existed. Without the greenhouse effect, Earth could well have the oven-like environment of Venus or the deep-freeze environment of Mars. There is some debate about how much the Earth's surface temperature will rise given a certain amount of increase in the amount of greenhouse gases such as carbon dioxide, nitrous oxides, chlorofluorocarbons, methane, water vapor, and ozone. The activities in this document are designed to encourage students to explore the issue of the greenhouse effect and its future implications, envisage and assess various solutions, share ideas with other students and the community, and adopt appropriate actions to limit the greenhouse effect. The activities, which are suitable for photocopying, are designed for use by secondary students. Topics include: (1) "Background to the Greenhouse Effect"; (2) "Once Upon a Time"; (3) "Keeping Cool and Dry Inside"; (4) "Designing New Cities"; (5) Greenhouse Fun and Games"; (6) Changing Coastlines"; (7) Where Will the Tourists Go?"; (8) "Trees Can Help Us"; (9) "Running Hot and Cold on Coal"; (10) "Changing Things for the Better"; (11) "Living in a Greenhouse Culture"; and (12) "Beyond the Greenhouse Culture." A list of audiovisual and print reference materials is appended. (CW)

Harik, R. M. (1993). Thinking about our future: War, society, and the environment. A series of lesson plans. Bloomington, IN: University of Indiana, Center on Global Change and World Peace. ED 360 252

This packet of 11 lesson plans is designed to help high school social studies classes examine socio-political issues facing the post-Cold War world. Though its multi-disciplinary approach touches upon a number of current topics, the packet's particular focus is on the wide-ranging impact of war and militarism on the planet's growing ecological crises. The lessons have been designed to introduce students to the background information they need to intelligenly analyze today's international news, as well as to encourage students to ask critical, normative questions such as "what is the meaning of 'security' in today's world?" and "what is the role of the citizen in fostering environmental consciousness?" A basic premise running throughout the lessons is that new, globally-oriented thinking must take the place of the old, narrowly defined nation-state system if humanity is going to overcome the environmental crisis facing it. Thus, in addition to lessons such as "Re-thinking 'Security' in the "'New World Order'" and "Weapons Conflict Resolution at the Personal, Social, and International Level," there is also a strong focus on nuclear proliferation as a paradigm of the special dangers of violent confrontation in the modern age. The lessons offer a variety of activities and strategies to encourage an active and constructive engagement with these issues, in particular role-playing, cooperative learning formats, and journaling. A resource list at the end of the packet describes currently available fiction, non-fiction, videos, journals, and organizations relevant to the issues at hand. (RMH)

*Henderson, S., Holman, S. R., & Mortensen, L. L. (1993). Global climates-Past, present, and future. Activities for integrated science education. Grades 8 -10. Corvallis, OR: USEPA Environmental Research Laboratory. SE 053 877

Constructed to enhance the communication between research scientists and educators, this curriculum also addresses the goal of developing scientifically-literate citizens who understand how science, technology, and society interact and can use that knowledge to critically examine the issues and to make informed decisions. The 15 modules are designed to be integrated into existing science curricula for grades 8 - 10, and can be used individually and in any order. Hands-on experiential learning and authentic assessment are built into each module. An appendix lists additional classroom activities on global science topics. (cl)

Holm-Shuett, S. A., & Shuett, G. (1990). Earth day 1990: Lesson plan and home survey-7-12. Energy, solid waste/recycling, toxics, transportation, and water with fact sheets and action guide. New York, NY: Rockefeller Foundation. ED 347 044

The purpose of this 7-12 curriculum is to provide teachers and other educators with classroom lessons and home surveys that are a starting point for understanding five significant environmental issues - water, toxics, energy, transportation, and solid waste/recycling. While each of these environmental issues is complex and has far-reaching implications, the lessons and home surveys can serve as a way for teachers, students and families to begin thinking about these issues in relationship to their own lives. The lesson plan involves two 45-minute lessons and a take home survey. On the first day of the lesson, students are introduced to the five issues and take home a survey to be completed, if possible, with other family members. Students return to school with their completed surveys and discuss the results on the second day of the lesson. This document contains the lesson plans; surveys; a guide to taking action; and fact sheets on "The Automobile", "Energy & Environment," and "Global Warming." (CW)

*Julyan, C. L. (1989). National Geographic Kids Network: Real science in the elementary classroom. Classroom Computer Learning, 10(2), 30-33,35-36,38,40-41.

Discussed is a computer network which allows communications on science issues and activities between elementary schools around the United States. Described are the introductory kit, examples of use, and secondary school applications. A contact address is included. (CW)

*Kuechle, J. (1993). From Washington's Yakima River to India's Ganges: Project GREEN is connecting. Winds of Change, 8(4), 56-59.

Project GREEN (Global Rivers Environmental Education Network) is an international environmental education program empowering students to use science to improve and protect the quality of watersheds. As an integral part of the Yakima School District Environmental Awareness Program, Project GREEN provides eduational benefits for both American Indian students and non-Indian students. (LP)

*Lewis, L. B. (1992). Environmental education through watershed studies: Budd/Deschutes Project GREEN. Clearing Magazine, n 75, 22-23.

Describes the development and current status of the Global Rivers Environmental Education Network, cited as an exemplary Environmental Education program in the Pacific northwest. It is an international educational effort that provides a means for improving local and global water quality through hands-on monitoring and local problem-solving for high school students and their community. (MCO)

McKisson, M., & MacRae-Campbell, L. (1990). The future of our tropical rainforests. Our only Earth series. A curriculum for global problem solving. Tucson, AZ: Zephyr Press. ED 334 068

Both humanity and nature have suffered greatly from human insensitivity. Not only are the natural resources of the earth being depleted and its air, land and water polluted, the financial resources of humanity are being wasted on destructive expenditures. The "Our Only Earth" series is an integrated science, language arts, and social studies problem solving program for grades 4-12 that addresses six different global issues. The units are designed to provide students with knowledge and skills to address these major global issues actively. The unit presented in this document addresses the problems associated with the global effects of the loss of the tropical rainforests. This document includes information to assist teachers in organizing and directing students in their activities. This teacher's guide includes a unit overview, instructions on how to collect information through letter writing (including addresses for appropriate organizations), three classroom activities, a set of fact cards, instructions for a scavenger hunt, instructions for a geography activity, instructions for research and independent study, and materials for a youth summit on tropical rainforests. Additional materials included in this packet are a discussion and chart of instructional techniques and thinking skills used in the unit, a glossary of terms and a bibliography of 64 books, articles, other resources, and games on tropical deforestation. (CW)

*Mortensen, L. L. (Ed.). (1994). Global change education resource guide. Washington, DC: National Sea Grant Global Change Education Task Force and National Oceanic and Atmospheric Administration, Office of Global Programs. (ERIC numbers not assigned yet)

Background information is provided in the form of reprints of articles/documents (from Oceanus, IUCC/UNEP, MTS Journal, Nature, etc.) followed by lessons from a variety of sources (i.e. Lawrence Hall of Science, Zaner-Bloser, World Resources Institute, USGS, EPA, Activities for A Changing Earth System, and others.) It is set up in a 3-ring binder and is divided into sections (each about 70 pages long) categorized as follows: 1) Natural Climate Variability 2) Greenhouse Effect 3) Sea-Level Rise 4) Ozone Depletion 5) Ecosystem Response 6) Decision-Making Under Scientific Uncertainty 7) Bibliography. It also includes inserts including: a Fall 1991EarthQuest pullout section of illustrated capsule reviews of topics related to global change research, Reports to the Nation: Our Ozone Shield and 3 NASA color images: Nimbus 7 Ocean Ice Maps, Decembers Past; Global Sea Surface Temperature; andEarth View. It is intended to be a "living" document, to be updated with additions from the teacher's own activities and efforts as it is used. (cl)

*Mullins, Gary W. (Ed.). (1994). Interpreting global change - A national park service communications handbook. Columbus, OH: School of Natural Resources, The Ohio State University/US Department of Interior, National Park and National Biological Service. (ERIC numbers not assigned yet)

The Handbook, developed primarily for interpreters, nonformal environmental educators and other ecological communicators, provides policy (US Department of Interior) and scientific background information related to global climate change. To foster interpretation of global climate change, the handbook includes policy papers, fact sheets, reprints of research articles and sample education programs along with a glossary, bibliography and list of source material. (editor)

O'Neil, J. (1989). Global education: Controversy remains, but support growing: Field strives to better link global studies, civics. Alexandria, VA: Association for Supervision and Curriculum Development. ED 306 179

The pace of global change and the increasing interdependence of people worldwide are the driving forces behind the need for a contemporary global education movement that reinterprets current knowledge to educate students to meet their responsibilities as citizens of an increasingly complex global society. Evaluations of U.S. 18-24-year-olds reveal that many young people lack the basic geographic and conceptual groundwork for intercultural or global understanding. Whether this educational need is met by adding new curricula or infusing current curricula with a global context, the content of the programs should include the study of human values, global systems, global problems and issues, and the history of global interdependence. Appropriate materials and programs must be developed that provide instructional support for thoughtful solutions to global issues and encourage students to analyze issues and synthesize possible solutions to global controversies. This process should be linked to civics education to provide the student with a sense of the global reality of American citizenship. Programs in Minnesota and Florida are discussed and a list of references and organizations concerned with global education are given. (PPB)

Rosenthal, D. B. (1990). Warming up to STS. Activities to encourage environmental awareness. Science Teacher, 57(6), 28-32.

Developed is an interdisciplinary unit that deals with global warming and the greenhouse effect. Included are 10 lessons that can be used to supplement existing plans or used as a basis for developing a new unit. Included are modeling, laboratory, graphing, role-playing, and discussion activities. (KR)

*Ruopp, R. (1993). A concluding reflection. (Theme issue: "Telecommunication and Rural Schools: The TERC Lab Network.) Journal of Research in Rural Education, 9(1), 51-55.

Recommends ways in which the National Science Foundation can promote educational reform through the development of a national telecommunications system accessible to all schools and through support for project-enhanced science learning. Describes existing networks, factors in making a national network useful and accessible to teachers, and possible research questions. (SV)

Schneider, S. H. (1988). The whole Earth dialogue. Issues in Science and Technology, 4(3), 93-99.

Discusses the trend toward more "Earth-as-a-system" approaches in research and teaching about global science. Uses the "greenhouse effect" as a prototypical global change problem that requires interdisciplinary problem-solving approaches. (TW)

*Shaw, G. (1994). Clouds and climate change. Boulder, CO: University Corporation for Atmospheric Research (UCAR), Global Change Instruction Program. SE 054 410

The Global Change Instruction Program has been designed by university professors to fill an urgent need for interdisciplinary materials on the emerging science of global change. The materials can be intergrated into a number of existing courses-in earth sciences, biology, physics, astronomy, chemistry, meteorology, and the social sciences. They are written to capture the interest of the student who is lacking in advanced training in mathematics and the technical aspects of science but whose intellectual curiosity is piqued by concern for the environment. This module discusses the underlying physics of cloud formation and cloud-climate feedbacks, with supplementary discussions of cloud patterns on other planets and of the energy in clouds. Seven other modules are available from UCAR, and six more are being developed.

*Turner, J. (1993). Austin youth river watch program: 1992-93 final report. Publication number 92.33. Austin, TX: Austin Independent School District, Texas Office of Research and Evaluation. ED 365 698

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by student mentors. Both trainees and mentors are paid for their time spent testing water and in conducting tutoring sessions. The program recruited and trained 32 high school students (19 males and 13 females) and included 10 mentors (5 males and 5 females). There were 16 Hispanic, 10 African-American, 2 White, and 3 other students. Full information is available for 27 of these students. Compared to all district high school students, fewer of the participants dropped out of school than predicted, and none were recommended to be retained at their 1992-93 grade level. The program appears to have a positive effect on academic achievement, and students generally thought it had helped them learn more about science and mathematics. In addition, three potentially harmful or costly leaks in the city's water system were detected. Program continuation is recommended, with some suggestions for expansion and improvement. Fourteen figures illustrate study findings. (Contains two references.) (SLD)

*Weir, S. (1992). Electronic communities of learners: Fact or fiction. Cambridge, MA: TERC Communications. ED 348 990

This paper summarizes the experience of several pre-college telecommunications projects, with special emphasis on those administered by TERC, including an in-depth account of the evaluation findings in the largest project, TERC Star Schools. It begins by discussing networks and educational change in the context of changing teaching approaches and beliefs, teacher concerns, the role of collaboration, changing patterns of interaction in classrooms, readiness to change, effect on students, and the role of institutions. Collaboration, communication, and learning are then discussed, including student communication and collaboration and teacher collaboration on a network. Patterns of teacher participation are analyzed by contrasting the Science Teachers' Network, which provided teacher support and development but was not specifically linked with any curriculum, and TERC Star Schools, which offered an integrated program that linked technology, curriculum, and teacher support, and documented evidence of changing classroom practices. Several studies dealing with the effect on students of their participation in telecommunications activities are reviewed, with details drawn mainly from two TERC projects: Star Schools and the National Geographic (NGS) Kids Network. Finally, factors involved in predicting network success are discussed, and the major findings from each section are summarized. It is concluded that, when telecomputing is embedded in an integrated program of teacher support and curriculum development, with an involved school administration, it can be a powerful agent of educational change. Additional information about specific networks is provided in 8 notes, and 34 references are listed. (BBM)

About the Author

Dr. Carol Landis is a teacher in Worthington, OH and a proponent of issues-based science education. She is collaborating in the development of a series of secondary-level exercises that address population and resource dynamics in the Earth system.

SE 055 959

This digest is in the public domain and may be freely reproduced.

SEB95-2

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