The expanding program is expected to reach students and 35 teachers in its second year. The project focuses first on community education and then on teacher education.
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Its community courses teach high school students and members of the public to collect information about environmental assessment in the local watershed, evaluate the information, and identify stresses on the river system. In addition, a five-day summer workshop teaches educators to use the Mackinaw River as a natural laboratory. The project has reached more than students and more than 30 teachers from several communities. Each year, the museum hosts more than , students in school and other youth groups among its 1. The children explore the issues of agricultural waste, biodiversity, and erosion.
Through a series of hands-on activities, the children learn to think critically and evaluate environmental issues and the relationship of such issues to hunger, land use, agricultural techniques, and earth awareness. The activities conducted under this project include field trips to local wetland habitats and to a water reclamation plant.
The students then share the data collected with others throughout the world through the GLOBE program, a worldwide network of students and scientists working together to learn about the global environment. Students also create multimedia presentations based on their outdoor investigations. In addition, educators attend GLOBE training workshops that equip them to use the computer program effectively in their classrooms.
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The facilitator then trains 20 substitute teachers in the Vigo County school system to be water education specialists so that they can teach environmental lesson plans when they substitute throughout the school district. The training workshop focuses on learning to use the Comprehensive Water Education Book, a text designed to accomplish the objectives set forth by the National Science Council. In the classroom, students study issues related to water quality, wise use of water, and non-point-source pollution.
They explore those issues through learning activities based on sound, hands-on techniques of inquiry. The project reaches more than 8, students during the school year. To ensure statewide participation, random regional drawings are conducted to select 1, students to attend the event, held at the Ankeny campus of the Des Moines Area Community College. The Des Moines Water Works is a partner in the project. Through the project, 26 teachers participate in a workshop designed to connect the disciplines of language arts, social studies, science, physical education, and art with ecology and understanding of environmental relationships in learning-by-doing activities.
The University of Northern Iowa is a partner in the project. Students are involved directly in the design and construction of the cars and are involved indirectly in obtaining sponsors, arranging publicity, and project planning. Teachers attend a workshop during which they explore environmental issues and learn to build the Electrathon vehicles. The Electrathon is intended to bring attention to the environmental problems caused by conventional cars and to demonstrate the practicality of electric vehicles. The target audience includes students and faculty of the school selected for the project, as well as an estimated students and teachers from other schook.
Food workers who teach the Common Roots Curriculum are partners with the university in the project. Farmers who are converting to organic farming and others who use organic practices are the target audience. A series of six workshops provide training for more than members of the farming community. The participants gain an understanding of the effects of farming practices on human health. The week-long program is modeled on a wildlife camp program that focuses on various ecosystems in the area.
The pilot program begins with five elementary schools, including more than students and 15 teachers. The students participating are fourth, fifth, and sixth graders from a multicultural background. The project trains a group of volunteers as tour leaders, who then are equipped to improve awareness and understanding among the general public of the value and functions of wetlands. Under the project, pamphlets that provide check lists of birds, mammals, fish, herbs, and plants found in the wetlands are integrated into the current curriculum.
The target audience of the project is kindergarten through 12th-grade students in the Douglas County school system. The water festival raises public awareness of the problem of non- point-source pollution in the Butler County water supply. The project uses satellite technology in collaborative efforts to build tribal capacity by providing formal environmental education to tribal educators and students. Teachers are trained in the use of culturally relevant material from the curricula Investigate Your Environment and Project Learning Tree.
The teachers in turn reach sixth- through eighth-grade American Indian students. It provides networking opportunities for approximately farmers among the community-based farming clusters in the Heartland Network. More than 70 teachers are trained in the use of the GLOBE program and have access to the study site, and more than 1, students participate in the project. Local organizations, such as scouts and Quail Unlimited, Inc. The program is offered to 20 leaders and young people, ages 8 to 14, from eight schools and two youth organizations.
Approximately 66 percent of the young people participating in the project are African American or Hispanic. Student education and teacher training, with an emphasis on conservation of the natural environment, contribute to that populations appreciation of the natural world.
The project director trains 34 staff members from three community-based organizations who then give presentations to three neighborhood associations and three child-development classes at local colleges. The object is to personalize educational activities related to prevention of lead-poisoning for targeted families who have children six and under who live in low-income housing built before The students and their teachers participate in hands-on activities at the river and at school. Students and members of the community have access to science stations set up at Riverside, a restored farmstead that reflects life in the s.
Teachers are trained through workshops to use the on-site natural wetland to meet the instructional goals of the curriculum as a whole. Use of the wetland for study and research increases students' scientific knowledge and ability to use scientific methods. At the outdoor classroom, students participate in hands-on learning experiences that move them from a passive to an active role in the learning process.
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The nature trail includes a path accessible to the handicapped. Through that knowledge, the youngsters and the preschooPs partners develop increased capacity to engage in community efforts to preserve their local environment. The on-site environmental education center is used extensively by preschool children. The young people also observe and collect samples of lichens, fungi, and insects found in and around decaying logs. The nature trail includes a compost pile, a butterfly garden, and a wetland, as well as nesting boxes that allow observation of the occupants. Users of the trail also can observe bats, ducks, and birds in their natural habitats.
In addition, an archaeological dig highlights fossils for observation. The project seeks to provide such students detailed, in-depth education on the widespread and closely related phenomena of eutrophication and oxygen depletion in Louisiana's coastal waters. Students involved in the project participate in one of LUMCON's three principal programs: field trip programs that enrich regular session courses and those that are conducted during spring break and summer and courses provided under the Louisiana Alliance for Minority Participation LAMP Program, all of which provide the students first-hand experience in the marine environment.
The target audience of the project is graduate and undergraduate students enrolled in the 19 member universities of the consortium, of which five are historically minority colleges and universities. Each year, some students participate in some phase of the program.
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Students develop an understanding of urban storm-water runoff and its effects on aquatic ecosystems. They also attend a day camp program, conduct hands-on projects and activities, and take field trips related to water quality. A public awareness component rounds out the project.
It includes nature trails, observation platforms, a weather station, flower and rock gardens, a water study area, ponds, bird feeders, nesting boxes, and soil study areas. The center is a vital environmental learning resource for all students and teachers in the parish. Through the three workshops provided, the young people examine issues related to non-point-source pollution, solid waste and landfills, and water quality. The two newsletters produced under the project cover environmental hazards known to affect the Micmac community. Department of Agriculture, collaborators in the development and presentation of the workshops, provide staff, educational resources, and equipment for field exercises.
After preparation of curricula and course syllabi, selection and training of faculty, and planning for its field and urban segments, the program reaches 20 teachers and the students in each of their classrooms, thereby affecting as many as non-traditional working students.
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The project uses existing resources to integrate the subject matter into environmental education at the seventh- and eighth-grade levels. The project also provides support for kindergarten through sixth- grade curricula. The project also provides workshops through which teachers and students learn about inventorying and reusing HHW, as well as reducing the amounts of such waste generated. The workshops, which reach more than 15, students, are conducted in conjunction with solid waste professionals in Aroostok County, local water and sewer utility districts, and the Northern Maine Solid Waste Management Committee.
The curriculum conforms to new standards for science and environmental ecology- programs established for Pennsylvania schools. Teachers learn, and then bring to the classroom, hands-on activities that examine issues related to urban water supplies, such as problems associated with older water treatment systems and old delivery systems and urban sources of water contamination.
The curriculum also examines environmental careers and gives students an opportunity to explore ways to prepare for a future in environmental science. The course provides the 24 students in the program with a positive introduction to the outdoors and builds their communication and teamwork skills.
Through classroom programs, field trips, and schoolyard habitat programs, the project gives the students the opportunity to explore environmental careers and involves them in hands-on projects that directly improve the environment. Under the program, students earn credits toward their high school diplomas.
The project is a partnership effort of the Chesapeake Audubon Society, which owns and operates the environmental center, and Bethany House. Applicants, two from each county in the state, are selected through a competitive interview process. The camp, developed for students interested in pursuing careers in forestry or other natural resource management fields, is located on , acres of the Savage River State Forest. Teams of eight students each use their newly acquired skills to perform an environmental analysis of an assigned tract of land and solve a complex environmental problem. Program materials, available in Chinese, Korean, Spanish, and Vietnamese, describe methods of catching leaks and spills, as well as proper cleanup and disposal of contaminated materials.
They are displayed at the county's Ethnic Heritage Festival and at the county fair.