ENVIRONMENTAL EDUCATION ON THE WEB:

WORTHWHILE OR WORTHLESS

A thesis presented to

the faculty of the

College of Arts and Sciences

of Ohio University

In partial fulfillment

of the requirements for the degree

Master of Science

Kelly J.G. Krock

November 2002

This thesis entitled

ENVIRONMENTAL EDUCATION ON THE WEB:

WORTHWHILE OR WORTHLESS

BY

KELLY J.G. KROCK

Has been approved for

the Program of Environmental Studies

and the College of Arts and Sciences by

Michele Morrone

Assistant Professor, School of Health Sciences

Leslie A. Flemming

Dean, College of Arts and Sciences

KROCK, KELLY J.G. M.S. November 2002. Environmental Studies.

Environmental Education on the Web: Worthwhile or Worthless (75pp.).

Director of thesis: Michele Morrone

Environmental education (EE) has been suggested as a cure for improving the

scientific knowledge of students. Due to the possibilities, the Internet is a

realistic means for incorporating EE into the classroom. However, Web sites

need evaluated by defined criteria to select quality instructional sites. I used the

Environmental Education Materials: Guidelines for Excellence by the NAAEE to

evaluate Web sites to determine their usefulness for EE. I found appropriate

sites to evaluate by searching articles and using Internet directories and search

engines. Directories surfaced as the most reliable source for finding EE-

appropriate Web sites. After establishing a population, I randomly selected and

then evaluated ten sites. The evaluation of these sites showed that EE Web

sites excel in depth but are lacking in emphasis on skills building. Overall, the

Web is valuable for achieving EE goals in the classroom but should not be the

only means.

Approved: Michele Morrone

Professor of Health Sciences 4 Table of Contents

Abstract ...... 3

List of Tables ...... 5

Introduction...... 6

Methods...... 21

Results ...... 29

Discussion ...... 37

References ...... 42

Appendix A: Environmental Education Materials: Guidelines for Excellence (1996) Summary ...... 47

Appendix B: Evaluation Form ...... 49

Appendix C: Example Evaluation ...... 51

Appendix D: Directories Database...... 54

Appendix E: Web Site Database ...... 58 5 List of Tables

Table Page

1. Similarity between the goals and objectives for EE and the National Science Education Standards ...... 7

2. Example Arrangement of the Guidelines (from NAAEE 1996)...... 19

3. Summary of the Environmental Education Materials: Guidelines for Excellence...... 20

4. Environmental Education Materials: Guidelines for Excellence Workbook objectives ...... 22

5. Numbers corresponding to articles used in database ...... 24

6. Abbreviations for directories used in database...... 26

7. Web addresses of evaluated sites...... 32

8. Evaluation scores, including the total combined score for each Web site, the score for each characteristic for the site, and the total combined scores for each characteristic ...... 33 6 Introduction

Crisis in Science Education

A crisis in science education currently exists in the United States (Morrone

2001). Standards have been created to help alleviate the problem in the nation’s schools. Environmental education (EE) has also been suggested as a possible cure for improving the scientific knowledge of students (Simmons 2000). A significant majority of adults in the United States endorse the teaching of EE in classrooms (National Environmental Education and Training Foundation 1997).

To increase EE in classrooms, the North American Association for Environmental

Education (NAAEE) established the National Environmental Education Standards

Project. This project created the Environmental Education Materials: Guidelines for Excellence which ensures that EE materials are a means for meeting traditional educational standards such as the National Science Education

Standards (NAAEE 1996). The progress of education reform initiatives, built on the National Science Education Standards, has much potential for advancing the objectives of EE since they share so many similarities (Moore and Huber 2001)

(see Table 1).

These objectives of EE began through the following two charters: the

Belgrade Charter (UNESCO-UNEP 1976) and the Tbilisi Declaration (UNESCO

1978). The Belgrade Charter, implemented by a United Nations summit, presented the following goal statement for EE:

The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, 7 Table 1. Similarity between the goals and objectives for EE and the National Science Education Standards (Moore and Huber 2001).

Goals and objectives of EE The Standards support or advocate that • Provide issue-oriented • Students are motivated (National curriculum, in which problem- Research Council, 1996 p.37). solving, decision-making, and citizenship behaviors are emphasized.

• Emphasize experiential • Students develop cognitive learning, affective domain knowledge and apply a wide learning, and outdoor learning range of science process skills experiences. (pp. 19-24).

• Instill environmental • Students work in cooperative awareness by rooting learning groups, inquiring about a wide in early first-hand experience range of scientific and social with the natural world. issues (pp. 13, 30-31, and 50- 51).

• Develop knowledge and skills • Teachers promote respect for that support the terminal goal the natural world and stimulate of environmentally sound students’ excitement and sense behaviors. of wonder about the natural world (pp. 1 and 50).

• Students apply scientific knowledge and process skills in personal decision making (p. 22), including “collective judgment of…how we share resources- such as air, water, and national forests” (p. 11).

8 and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones (UNESCO-UNEP 1976).

In the Tbilisi Declaration, adopted at the first intergovernmental EE convention, three objectives became the groundwork for most of what EE has been based on since 1977. These objectives were the following:

• To foster clear awareness of and concern about economic, social, political, and ecological interdependence in urban and rural areas; • To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; • To create new patterns of behavior of individuals, groups, and society as a whole towards the environment (UNESCO 1978).

The Tbilisi Declaration and the Belgrade Charter continue to be effective bases from which current EE can expand (Simmons 2000).

EE in Traditional Education

The goals and objectives in the charters give EE an interdisciplinary nature. This feature helps EE exceed traditional education standards since it combines learning and skills from a variety of core disciplines (Simmons 2000,

Haury and Milbourne 1998), encourages problem-solving and critical and creative thinking, underscores the role of human attitudes and values (Simmons

2000), and creates a comprehensive curriculum and encourages hands-on learning (Morrone 2001). The State Education and Environment Roundtable

(SEER) conducted a survey on schools nationwide and concluded that EE improved a student’s overall learning experience. Learner accomplishments in 9 reading, writing, math, science and social studies increased when the environment was an encompassing theme (Lieberman and Hoody 1998). Thus, people are encouraging the use of EE for connecting K-12 curriculum and providing a stronger and more complete education (Simmons 2000).

Technology in Traditional Education

Like the use of EE, technology also has the capability to improve the learning experience of students. It can enhance parental involvement, teachers’ skills, school management and perhaps student achievement. In recent years, both elementary and secondary schools have strengthened their use of technology in the classroom. Various programs have increased the availability of computers and Internet access in both public and private schools (U.S.

Department of Education 2000). By 2000, the ratio of students to instructional computers rose to five to one (Cattagni and Westat 2001). This ratio is a satisfactory level for effective learning with computers (President’s Committee of

Advisors on Science and Technology 1997). Besides additional computers, schools have provided more training to give teachers experience in technological areas (U.S. Department of Education 2000). This training and computer access is beneficial since technology in the classroom can promote different types of communication between students and teachers and students, encourage students to use higher-order cognitive tasks and challenge teachers to examine old beliefs about teaching and learning (Dwyer 1994).

Through computers, the World Wide Web especially has become an important technological tool in education and probably will be for many years 10 (Tian 2001). Globally, more than five million servers and approximately one billion pages exist on the Internet (Aguillo 2000). The Internet, and the resources contained within it, allows for the rapid retrieval of an assorted collection of information (EETAP 2002a). A demand for more information follows this huge growth and size (Health Information Technology Institute 1997) due to the Web’s capability to support advanced manipulation of information. This feature and the knowledge it imparts is fundamental to education (Nachmias and Tuvi 2001) since students, teachers and citizens around the world can access the Internet to gather copious amounts of information (Orr and Govindjee 2001).

Already, a sudden increase in attraction to the Internet’s educational uses created an upsurge in the advancement and use of Web resources for instructing

K-12 science topics (Moore and Huber 2001, Bennett 2000). By 1999, a national study discovered that more than 90% of schools possessed Internet access

(Becker 1999), and by 2000, 98% of all public schools had connection to the

Internet. Within schools, 77% of classrooms had Internet connection. This fact allowed the student:instructional computer with Internet capability ratio to be seven to one (Cattagni and Westat 2001).

Many people are intrigued by the Internet’s educational possibilities, and teachers invoke various methods to incorporate the Web into their classrooms

(Frymier 1998, Tickner 2001). One survey found that over 80 percent of teachers thought computers and Internet use enhance the quality of teaching and learning (Teachers 2001). In 1996, another study showed that 43% of elementary and 69% of secondary teachers possessed school on-line access. 11 Half of the teachers lacking Internet services at school were expecting to have access within three years (EETAP 1996). The Becker (1999) study also found that 24% of teachers possessed access at home and school, 15% at school only, and 35% at home only. Only 27% of teachers did not have access at school or home. Also, 68% of teachers used the Internet as an information resource in lesson planning. However, only 28% did so weekly (Becker 1999). Morrone

(2000) surveyed Ohio teachers interested in environmental education and found that 40.9% used the Internet to create lessons plans for their classes.

Benefits of the Internet for EE

Due to the educational possibilities, the Internet is a realistic means for meeting EE’s main goal of developing an environmentally literate citizenry

(Moore and Huber 2001, NAAEE 1996). If applied appropriately, the Web can enhance student learning (Rohwedder and Alm 1994). The Internet can be a good instructional delivery medium since science-oriented Web sites supply educational activities and facts for a variety of ages (Nachmias and Tuvi 2001).

A strong point of the Internet is its variety of media styles for learning. These styles aid in learning difficult concepts in new ways (Mardis 2001b). The Internet also allows environmental issues to enter the classroom without delay and provides students an opportunity to further their understanding with the help of networks of students, scientists, citizen groups and government officials around the world (Rohwedder and Alm 1994). Since EE often begins close to home, the

Internet provides learners an opportunity to further explore an environmental issue close to them and not just topics listed in curriculum materials. This 12 resource also presents a wider view of the diverse perspectives on one environmental subject (NAAEE 2000). Last, EE promotes critical thinking, which is also required in the utilization of technology. When applying the Web to projects, students must choose, categorize, infer and seek out information

(EETAP 2000). Web searching exceeds the use of computer drills and learning games to teach skills. Thus, this task is the third most frequent use of computers in learning, behind word processing and CD-ROMs, respectively (Becker 1999).

Environmental instructors turn to the Web more and more to supplement their programs (EETAP 2002a). For teachers, the on-line network provides a time and cost efficient method to develop their own communities to discuss and learn more about educational opportunities (Rohwedder and Alm 1994). The

Web also allows for easy retrieval of resources, research and the management of environmental concerns (EETAP 1996). Teachers expect that the Internet will provide information that is better in quality, easier to manage, quicker to locate and otherwise difficult to find. Also, teachers hope the Web increases the motivation of students (Hedkte et al. 2001).

Lonergan (1997) discussed one example of teachers creating a project to use the computer-Internet connection to enhance science learning in their classrooms. In Maryland, K-12 classrooms utilized the Web through network science projects called Batnet, Birdnet, and Treenet. These projects involved students gathering data and sharing it with others via the Web. They also used the Internet to learn more about their specific research projects. Lonergan

(1997) stated that the network science enhanced teaching and learning for the 13 following reasons: created a more realistic science issue, imparted a closeness due to data sharing, offered students the chance to submit legitimate assistance to scientific research, allowed technology to span curriculum areas (including science, social studies, mathematics and language arts) and created many opportunities for interactions between students and teachers.

As this project exemplified, the combination of education and the Internet is very beneficial to promote improved learning in science and EE. In today’s world, computers provide a novel and powerful tool for realizing the goals and objectives of EE started in the Tbilisi Declaration and The Belgrade Charter

(Rohwedder and Alm 1994). The National Science Education Standards can be implemented with the usage of the Internet in ways that also advance the objectives of EE (Moore and Huber 2001).

Problems with the Internet

The Internet does have a powerful capability to enhance the effectiveness of EE, but possible problems also exist with using it. The Internet does supply an enormous amount of information for teachers and students, but not all Web sites are automatically beneficial for education (Landau 1999). The allure of technology of the Internet must not disguise the fact that appropriate choices must still be made about teaching and learning (Rohwedder and Alm 1994). The

Internet’s nature does not ensure the quality of resources (Aguillo 2000) and thus, the reliability of the Web’s information has been doubted from its establishment. Since the Internet does not follow traditional publication standards, author, title and publication information is often lacking. Even if the 14 source is determined, it cannot be substantiated due to the possibility of anonymity, false representation or the lack of credentials (Fritch and Cromwell

2001). “Authorship on the Web does not mean ‘authority’” since a myriad of individuals and groups have access to publish information electronically. An author may be very biased or not an expert (EETAP 1999).

To augment these problems, no filtering of information occurs that typically exists in a print environment (Fritch and Cromwell 2001, EETAP 1999). Some sources mean well but are misinformed themselves, and other sources may deceive the reader purposely (Health Information Technology Institute 1997).

Plagiarism is easy to accomplish electronically (Fritch and Cromwell 2001).

Deception may also come in the aesthetics of a site. Quality information may exist on poor sites and misinformation may appear on quality sites (EETAP 1999,

EETAP 2002b). These combined features create difficulty for the user in deciding which information is credible or should be ignored (Health Information

Technology Institute 1997).

Besides the structure of the Web, the sheer number of sites is also prohibitive in a sense. Searching may not produce results a person expects or in a direct manner (EETAP 1999, EETAP 2002a, Bennett 2000). Internet searchers must also must heed the saying “be careful what you wish for; you might just get it” due to the nature of the large number of pages and the search engines that try to catalog them (Orr and Govindjee 2001). Also, commercial sites may make their pages more accessible to search engines than beneficial educational sites

(Tickner 2001). Even the knowledgeable searcher can only retrieve about 16% 15 of appropriate sites (Mardis 2001a). A large part of this problem is due to human error in setting up the networks and search engines. Typos and various names for the same topic may hinder effective searching.

Another problem is the irregular availability of Web access. As mentioned earlier, 27% of teachers do not have Internet access. With those teachers that do have access, only a minority (29%) had students use the Web. This fact may be due to the rapidity of the onset of Web technology, and the lack of opportunities for teachers to see the benefits of the Web (Becker 1999).

Compromise of Internet for Education

The unstructured character, overwhelming number of pages, and inconsistent use by teachers may seem to override the Internet’s educational opportunities (Nachmias and Tuvi 2001). However, the Web cannot be unmade and still proves useful for educational purposes (Landau 1999). Teachers, even frustrated and impatient with searching the Internet, still found the Internet useful in teaching (Hedkte et al. 2001, Becker 1999). The potential for increased teacher use still exists. Of teachers, 47% felt the Web is ‘essential’ for teaching and 41% consider it valuable. Even 32% of teachers without Internet access at home or in the classroom thought the Web was ‘essential.’ These numbers may increase as more schools incorporate Internet access into every classroom

(Becker 1999).

Web information resources should not be regarded as less qualified than information from other sources. The information must just be compared with other sources, including additional Web sites, journal articles, encyclopedias, etc. 16 One source should never be relied on solely, whether it is in print or electronic format (EETAP 1999). Measures just must be taken to ensure proper use of the

Web as an instructional method. Web sites should be evaluated by a defined list of criteria to help users in selecting quality instructional sites (Nachmias and Tuvi

2001).

Evaluation Tools

Some general advice already exists to evaluate the quality of Web sites, including reflecting on the source and sponsorship, understanding location (Web address), noting the currency of information and getting second opinions. These general tools however may not be reliable for making educated decisions in subject specific areas such as EE. More thorough evaluation tools should be used for informational sites (Health Information Technology Institute 1997). The evaluation of print materials is very similar to the assessment of information found on the Web, and in fact, the same evaluatative criteria may be used in both informational forms.

Criteria already exist for the evaluation of EE print materials. The National

Project for Excellence in Environmental Education (NPEEE), sponsored by the

North American Association for Environmental Education (NAAEE), was created in 1993 to open a door for EE in the educational reform taking place in the United

States. The NPEEE had the responsibility of improving the evaluation of EE materials (Simmons 2000). The NAAEE is a network of professionals and students who have ties to EE. This organization has members from over 50 countries who are dedicated to promoting education about environmental issues. 17 The NAAEE acknowledges the necessity of a quality body of information about environmental matters (NAAEE 1996).

As part of the NPEEE and the National Environmental Education

Standards Project, NAAEE published Environmental Education Materials:

Guidelines for Excellence (1996) to help developers of EE materials and lesson plans create quality products and to assist educators in evaluating the broad assortment of EE materials. The Guidelines aid in making informed judgments and thus, better EE. Guidelines for Excellence concentrated on six key characteristics of high quality EE resources: fairness and accuracy, depth, emphasis on skills building, action orientation, instructional soundness and usability. For each of these characteristics, guidelines were given that helped evaluate whether the characteristic was included in the materials in question. In addition, “what to look for” was given for each guideline to further enhance the evaluative criteria. Under this section, indicators allowed the user to determine whether the materials being assessed abided by the guidelines (see Table 2 for a full version example of one of the guidelines; see Table 3 for an abbreviated version of the complete Guidelines; see Appendix A for a more detailed summary).

Research Question

Given the uncertainty of information on the Web, the Guidelines for

Excellence is an excellent tool for assessing Internet EE materials. They can strengthen the educator’s use of Web material for general purposes or in lesson planning. Popular Web sites can be established or disproved as worthwhile sites 18 for incorporating EE and technology into the classroom. Do EE Web sites measure up to the Environmental Education Materials: Guidelines for

Excellence? 19 Table 2. Example Arrangement of the Guidelines (NAAEE 1996).

Key Characteristic #5 Instructional Soundness

Guideline 5.5 Interdisciplinary. The materials should recognize the interdisciplinary nature of environmental education.

What to look for What to look for:

Indicators • Materials clearly list the subject disciplines integrated into each lesson or lessons, suggest tie- ins with other subject areas, such as the science disciplines, social studies, math, geography, English, arts, physical education, occupational education, etc.The material help develop skills useful in other subject areas, such as reading comprehension, math, writing, and map reading and analysis.Where appropriate, materials are keyed to national standards for other disciplines or standards adopted by the school district or state.

20 Table 3. Summary of the Environmental Education Materials: Guidelines for Excellence (NAAEE 1996).

#1 Fairness and accuracy 1.1 Factual accuracy 1.2 Balanced presentation of differing viewpoints and theories 1.3 Openness to inquiry 1.4 Reflection of diversity #2 Depth 2.1 Awareness 2.2 Focus on concepts 2.3 Concepts in context 2.4 Attention to different scales #3 Emphasis on skills building 3.1 Critical and creative thinking 3.2 Applying skills to issues 3.3 Action skills #4 Action orientation 4.1 Sense of personal stake and responsibility 4.2 Self-efficacy #5 Instructional soundness 5.1 Learner-centered instruction 5.2 Different ways of learning 5.3 Connection to learners' everyday lives 5.4 Expanded learning environment 5.5 Interdisciplinary 5.6 Goals and objectives 5.7 Appropriateness for specific learning settings 5.8 Assessment #6 Usability 6.1 Clarity and logic 6.2 Easy to use 6.3 Long-lived 6.4 Adaptable 6.5 Accompanied by instruction and support 6.6 Make substantiated claims 6.7 Fit with national, state, or local requirement

21 Methods

Beginning the Search

To begin this project, I completed the Environmental Education Materials:

Guidelines for Excellence Workbook: Bridging Theory & Practice (NAAEE 2000).

NAAEE produced the workbook as a companion to help educators apply the guidelines in Environmental Education Materials: Guidelines for Excellence. The workbook aided people who did not attend a workshop or presentation on using the original guidelines and thus broadened the user audience. The six sections of the workbook illustrated the six key characteristics of the guidelines. The workbook’s sixteen objectives (see Table 4) allowed the user to make connections between theory and practice to apply the guidelines. Each section provided activities and examples to better explain the intentions and meanings of that key characteristic.

Besides following the advice in the workbook, I also followed the ‘2 pages,

2 screens, 2 clicks, 2 ways’ rule during the search for Web sites. This rule suggested that an Internet user will probably only view the top ‘2 pages’ of results from a search, look at ‘2 screens’ on a long page, make ‘2 clicks’ from a home page to find information they are seeking, and will need at least ‘2 ways’ to access the same information (EETAP 2002b).

Defining Appropriate Sites and Directories

Next, I began the search for appropriate EE Web sites and directories.

Appropriate sites were pages that included EE opportunities for educators, 22 Table 4. Environmental Education Materials: Guidelines for Excellence Workbook objectives (NAAEE 2000).

Workbook Objectives Corresponding Materials Guidelines Fairness and Accuracy 1 1) Assess materials for current, factual information 1.1 and appropriate language. 2) Identify potential bias in environmental education 1.1, 1.2 materials. 3) Evaluate materials in terms of cultural and ethnic 1.3, 1.4 diversity. Depth 2 4) Distinguish the factors contributing to 2.1 environmental awareness. 5) Demonstrate an understanding of conceptual 2.2, 2.3 frameworks and concepts in context. 6) Recognize the relevancies and relationships of 2.4 various scales. Emphasis on Skills Building 3 7) Classify curriculum materials according to their 3.1 support of higher-order thinking skills. 8) Distinguish the skills necessary for issue analysis 3.2, 3.3 and action. Action Orientation 4 9) Choose strategies that encourage learners to 4.1 reflect on the consequences of their action(s). 10) Distinguish patterns that contribute to learner 4.2 empowerment. Instructional Soundness 5 11) Classify instructional methods and ways of 5.1, 5.2, 5.3 learning. 12) Evaluate the use of various instructional 5.4, 5.5, 5.7 environments. 13) Differentiate the role of goals, objectives, and 5.6, 5.8 assessments. Usability 6 14) Recognize the necessary structural elements for 6.1, 6.2 quality environmental education materials. 15) Identify characteristics that contribute to longevity 6.3, 6.4, 6.5 and adaptability. 16) Assess the validity of claims and degree of 6.6, 6.7 correlation. 23 students or both. The opportunities were activities or materials that were usable online or printed out. I did not include sites with the sole purpose of selling EE materials. The education materials on the Web site must have been accessible within two clicks from the Internet address given in the source. Also, I looked for

EE appropriate subject specific directories, collections of resources kept up by the Internet community (Morville and Wickhorst 1996). I classified appropriate directories as those that specifically classified their list of Web sites as EE- related.

Database

After finding an appropriate Internet address, I cataloged all information into a database in Microsoft Excel. For the Web sites, I entered the following information: Web site name, Web address, source(s) where located site (i.e. article, search engine or directory), number of times site surfaced in search engines (#s), directories (#d) or articles (#a), and the total number of times it surfaced during the research (t#).

For directories in the database, I recorded directory name, Web address, source(s) where located site (i.e. article or search engine), number of times directory surfaced in search engines (#s) or articles (#a), and the total number of times it surfaced during the research (t#). I indicated Web addresses that were given in the source but were not precisely correct in parentheses after the functional address. In the located column of the database, for both directories and sites, I indicated articles in the database with numbers as seen in Table 5. 24 Table 5. Numbers corresponding to articles used in database.

Number Reference 1 EETAP 2002a 2 Moore and Huber 2001 3 Milbourne and Haury 1996 4 Peace Corps 1999 5 Romanello 1998 6 Baggott Ia Velle and Poland 2001 7 Junion-Metz 1999 8 Rasmussen 1999 9 Loos Scarth 2002 10 Lindroth 2001 11 EETAP 2002c 12 EETAP 1996 13 Ohio EPA Office of Environmental Education 2001 14 Haury and Milbourne 1998 15 Tickner 2001 16 Bennett 2000 17 Morville and Wickhorst 1996 18 Mardis 2001b

25 For the sites, I used abbreviations for directories as seen in Table 6. Also in this section, I placed numbers after the directory or search engine name to indicate the ranking of the site within that source. For example, if a Web site was located at Hotbot 10, it was the tenth site listed in that search engine’s results.

The Search

After setting up the database, I used several sources to find Web addresses for EE materials. First, I searched general and EE articles and publications for listings or mention of EE Web sites or directories. I found the following eighteen sources that provided possible appropriate Web addresses:

Baggott Ia Velle and Poland 2001, Bennett 2000, Ohio EPA Office of

Environmental Education 2001, EETAP 1996, EETAP 2002a, EETAP 2002c,

Haury and Milbourne 1998, Junion-Metz 1999, Lindroth 2001, Loos Scarth 2002,

Mardis 2001b, Milbourne and Haury 1996, Moore and Huber 2001, Morville and

Wickhorst 1996, Peace Corps 1999, Rasmussen 1999, Romanello 1998 and

Tickner 2001.

Next, I searched education sources for listings of the most popular search engines available on the Web. I considered general directories such as Yahoo! also as search engines. I found the following six articles that listed major Web search engines: Berkman 2000, Clyde 2000, Griesbauer 1999, Hall 2000,

Mardis 2001a and Mardis 2001b. I only used those engines that were mentioned in two or more articles.

After getting a list of search engines, I used each one to do a search for the term ‘environmental education.’ I visited every address that was returned as 26 Table 6. Abbreviations for Directories.

Directory Abbreviation Directory Name AEE Association for Experiential Education AEOE Association for Environmental and Outdoor Education Amazing Amazing Environmental Organization Web Directory CDE California Department of Education-EE CNIE National Council for Science and the Environment EECO Environmental Education Council of Ohio EEDNZ Environmental Education Directory of New Zealand EE-Link EE-Link ENC Eisenhower National Clearinghouse ERIC ERIC Clearinghouse FEESA An Environmental Education Society GCRIO Global Change Research Information Office GEM The Gateway to Educational Materials Great Lakes Center for Great Lakes Environmental Education Seattle Seattle Environmental Education SEEK Sharing Environmental Education Knowledge (SEEK) Sierra Sierra Club Environmental Education Teacher Focus Teacher Focus WRI World Resources Institute

27 a result from the engine on the first two pages. Upon visiting the site, I determined if it was an appropriate EE Web page or directory as defined earlier.

If it was proper, I cataloged it in the database. After I used all search engines, I visited the directories that surfaced two or more times through the articles and/or search engines. Like the search engines, I viewed all addresses on the first two pages of the directory. I cataloged suitable Web pages listed in the directories into the database.

Final Population

After following the above steps, I had a collection of appropriate EE Web sites. From this assortment, I eliminated the sites that only surfaced once. Thus, my population consisted of those sites that surfaced two or more times through the articles, search engines and/or directories. From this population, I randomly selected ten sites to evaluate using the Environmental Education Materials:

Guidelines for Excellence. I filled out an evaluation form for each site during the assessment (see Appendix B). For each key characteristic, I gave an average score for each guideline. The indicators determined this score. If a site met an indicator within the guideline, it received one point. The average score of the indicators was the score for the guidelines, with a maximum score of one. For example, if a Web site met three out of five indicators for a given guideline, the guideline received a score of 0.60. Then I averaged the guideline scores to give the score for each key characteristic, and the maximum score was one. Last, I calculated the total score for the site by adding the key characteristic scores (see

Appendix C for sample evaluation). The highest score for the total site was six. 28 After I gave scores to all sites, I entered all results into a Microsoft Excel database. Then, I analyzed the results for each site and characteristic. I determined which characteristics were strongest and weakest for EE Web sites.

I also compiled a list of ranked sites based on total overall scores and each characteristic’s score. 29 Results

Articles

For the eighteen general and EE publications, I found a combined total of thirty-three appropriate EE Web addresses. The articles listed the Web site

GLOBE, Global Learning and Observations to Benefit the Environment

(http://www.globe.gov/, http://globe.fsl.noaa.gov/, http://www.globe.gov/fsl/welcome.html), most frequently with occurrences in seven articles. According to the Web site, GLOBE was a global hands-on education and science program. The articles listed eighteen directories with EE-

Link (http://eelink.net) being the most common at nine times. EE-Link consisted of links to EE resources in the Internet and was a project of NAAEE.

For the search engines, I found thirty-one in the six education articles.

The articles mentioned fifteen sites more than once. These search engines were the following: AlltheWeb (http://www.alltheweb.com), AltaVista

(http://www.altavista.com), Ask Jeeves (http://www.askjeeves.com), BUBL

(http://bubl.ac.uk/), Dogpile (http://www.dogpile.com), Excite

(http://www.excite.com), GO/Infoseek (http://infoseek.go.com/), Google

(http://www.google.com), Hotbot (http://www.hotbot.com), INFOMINE

(http://infomine.ucr.edu/), Lycos (http://www.lycos.com/), MetaCrawler

(http://www.metacrawler.com), Northern Light (http://www.northernlight.com),

WebCrawler (http://www.webcrawler.com), and Yahoo! (http://www.yahoo.com).

I did not use Northern Light since it was a specific search engine for full-text publications and not Web pages. Yahoo! was mentioned in five articles, and 30 thus, it was the most referenced search engine. This site was the original navigational guide on the Internet.

Search Engines

The fourteen search engine themselves produced thirty-eight EE web sites and twenty-two EE directories. The EPA’s Teacher Page

(http://www.epa.gov/teachers/) was the most commonly found Web site, appearing in eleven search engines. This page, from the U.S. Environmental

Protection Agency, provides resources to help educators teach environmental issues. Similar to articles, EE-Link was the most frequent directory since the search engines found it thirteen times.

Directories

Overall, through articles and search engines, I cataloged a total of thirty- one directories in the database (see Appendix D). Of these sites, twenty-one directories appeared two or more times. EE-Link was the most popular site, appearing in a total of twenty-two search engines and articles. I did not use the

Galaxy Environmental Education database or the Canadian Journal of

Environmental Education directory since they did not produce any appropriate sites. Upon using the directories, I found that the nineteen directories listed 136

EE appropriate Web sites. Once again, GLOBE was the most frequently listed

Web site, appearing in seven directories.

Web Sites

For the Web sites, I cataloged a total of 175 EE appropriate ones

(see Appendix E). At nineteen, GLOBE received the highest total number of 31 locations where found. Of these 175 sites, 134 sites only appeared through the search engines, articles or directories once. I found forty-one sites two or more times, and these sites made up my population. From this population, I randomly selected and then evaluated the following ten sites (see Table 7 for Web addresses): Energy Quest, the Environmental Literacy Council, Explorer's Club,

Global Response, Grounds and Gardens, NOAA (National Oceanic &

Atmospheric Administration), NSTA (National Science Teachers Association),

Sea World/Busch Gardens, WWF (formerly World Wildlife Fund) Kids and

Teachers and WWF Kids Treehouse. These ten sites’ evaluation scores are in

Table 8.

Evaluated Sites

The highest ranked site was Grounds and Gardens. The goal of this site was to combine curriculum and EE through projects. From its front page, a person could access information on enriching schools with EE, taking steps to get started, and taking action for global warming, ocean crises, endangered species and tropical deforestation. This site received the highest overall scores for key characteristics depth, emphasis on skills building and instructional soundness. It realized the maximum score for key characteristic depth. For the site itself, it received the highest score for depth and the lowest in fairness and accuracy.

The second ranked site was NOAA (National Oceanic & Atmospheric

Administration). This organization’s Web site provided access to its many educational materials, publications, and booklets. From the home page, an 32 Table 7. Web addresses of evaluated sites.

Web site name Web address Energy Quest http://www.energyquest.ca.gov/index.html Environmental Literacy Council http://www.enviroliteracy.org/ Explorer's Club http://www.epa.gov/kids/index.htm Global Response http://www.globalresponse.org/ Grounds and Gardens http://www.newhorizons.org/gng_intr.html, http://www.newhorizons.org/strategies/environ mental/front_environmental.htm NOAA http://www.noaa.gov/ NSTA http://www.nsta.org/ Sea World/Busch Gardens http://www.seaworld.org/index.asp WWF Kids and Teachers http://www.panda.org/news_facts/education/in dex.cfm WWF Kids Treehouse http://www.wwfcanada.org/satellite/wwfkids/in dex.html

33 Table 8. Evaluation scores, including the total combined score for each Web site, the score for each characteristic for the site, and the total combined scores for each characteristic.

Web site name Total Key Characteristic Score Score 1 2 3 4 5 6 Grounds and 4.97 0.60 1.00 0.89 0.88 0.95 0.65 Gardens

NOAA 4.16 0.65 0.90 0.82 0.38 0.70 0.71

WWF 4.02 0.54 0.85 0.50 1.00 0.59 0.54 KidsTreehouse

Explorer’s 3.76 0.43 0.82 0.64 0.75 0.56 0.56 Club

Energy Quest 3.56 0.56 0.82 0.34 0.63 0.59 0.62

Global 3.47 0.46 0.89 0.16 0.75 0.60 0.61 Response

Sea 3.27 0.30 0.70 0.52 0.25 0.79 0.71 World/Busch Gardens

Environmental 3.17 0.76 0.79 0.46 0.25 0.38 0.53 Literacy Council

NSTA 2.88 0.33 0.79 0.30 0.13 0.67 0.66

WWF Kids and 2.19 0.51 0.61 0.00 0.25 0.29 0.53 Teachers Total 5.14 8.17 4.63 5.27 6.12 6.12 Score

34 education page was available that supplied access to internal pages for students and teachers on the subjects of weather, climate change, oceans and satellites.

NOAA's site tied for the highest overall rating in usability. The site itself ranked highest and lowest, respectively, in depth and action orientation.

WWF Kids Treehouse site ranked third. This organization’s goal is to protect the biodiversity of earth. The Web site encouraged students to get involved in protecting the environment and provided pages to learn more about polar bears and jaguars. A teacher’s corner on the site provided opportunities to learn more about the organization’s school wildlife program. This site ranked highest overall and within itself in action orientation. WWF Kids Treehouse attained the maximum score for action orientation since it had the highest score of one. The site had its lowest ranking for emphasis on skills building.

The fourth site was Explorer’s Club by the U.S. Environmental Protection

Agency. This kid’s page contained art, game and science room sections and also links to teacher and student pages. Within the site itself, the page was strongest in depth and weakest in fairness and accuracy.

Energy Quest, by the California Energy Commission, received the fifth ranking. The site provided activities for kids about energy including the energy library, art gallery, homework help, science projects, and puzzles and games.

Within the site itself, depth was the highest and emphasis on skills building was the lowest.

Global Response was the sixth site. This organization was an environmental action and education network and promoted citizen action in the 35 environmental arena. One of its main activities was to sponsor letter-writing campaigns. Global Response’s home page provided links to teen, kid, and teacher environmental activism pages. This site ranked highest and lowest, respectively, in depth and emphasis on skills building.

The seventh site was Sea World/Busch Gardens. This animal information database provides facts on animals and teachers’ guides. The site tied for the highest overall rating for usability and scored lowest overall in fairness and accuracy. Individually, the site was strongest in instructional soundness and weakest in action orientation.

At the eighth ranking, the Environmental Literacy Council’s mission is dedication to making students more knowledgeable about the environment and the issues that surround it. The Council, as an independent, non-profit organization, provided print and online materials to educators to help make students more environmentally literate. This site had specific teacher and student pages with activities and also general pages in some of the topics of air and climate, land, water, and energy. This site received the highest overall score for fairness and accuracy, but also scored the lowest of all sites in usability. For the site itself, the Environmental Literacy Council achieved the highest score in depth and the lowest score in action orientation.

The ninth ranked site was the National Science Teachers Association

(NSTA). The mission of NSTA is to encourage quality and advancement in science teaching and learning. This organization was the largest in the world of its kind. The site provided a variety of teacher resources such as an online 36 discussion board, curriculum kits, and journals. For the evaluation, NSTA ranked the lowest overall for action orientation. Within the site, depth and action orientation were the strongest and weakest characteristics respectively.

The lowest ranked site was WWF (formerly World Wildlife Fund) Kids and

Teachers page. This organization was one of the world's largest independent conservation associations, and its Web site provided virtual wildlife and quiz time sections for kids. This site ranked the lowest overall in the following four key characteristics: depth, emphasis on skills building, instructional soundness and tied for usability. Within the site, the highest score was in depth and the lowest in emphasis on skills building. WWF Kids and Teachers received the minimum score of zero for emphasis on skills building.

Cumulative Results

In eight out of ten sites, the key characteristic of depth received the highest score within each site. The other two sites were strongest in action orientation and instructional soundness. The individual weakest characteristics were emphasis on skills building and action orientation with four out of ten sites being weakest in each. Fairness and accuracy was only the weakest characteristic for two sites.

For all sites combined, the key characteristic of depth had the highest combined total (8.17) for all sites. The other characteristics, ranked from highest to lowest, were instructional soundness and usability (tied at 6.12), action orientation (5.27), fairness and accuracy (5.14) and emphasis on skills building

(4.63). 37 Discussion

The Search

After searching for EE sites on the Web, directories surfaced as the most reliable source for locating appropriate sites. Each directory produced about 7.2 sites each. They work well to locate subject-specific materials (Aguillo 2000).

On the other hand, search engines and articles respectively only showed about

2.7 and 1.8 sites each. The reason may be search engines find irrelevant sites with partial search terms or commercial sites. Also, articles are limited in the number of sites that can be listed in each due to publication constraints. Search engines were better at finding directories than articles since they listed about 1.6 sites compared to 1.0 site for each source. For example, in 1998, Hotbot was announced as the most inclusive search engine site since it cataloged about one- third of all Web pages (Frymier 1998). These methods were similar to Morville and Wickhorst’s (1996) Internet resource discovery phase of their research since they also used virtual directories and search tools to locate information sources.

The results exemplified that searching the Web is not similar for different search sources and reveals the complexity of finding reliable resources. Since a large majority of sites were only found in one source, more of a case is made for using multiple locations to find the myriad of Web addresses. One method of searching, i.e. just using search engines, should not be relied upon to find desired information. Several sources should be used to find appropriate addresses. 38 Site Characteristics

Also, this data showed that the aesthetics of a site could not be used to construe quality. Grounds and Gardens, the top site, had some of the poorest graphics. Sites like the National Science Teacher’s Association and the

Environmental Literacy Council had well-designed sites but ranked eighth and ninth respectively. The success of Grounds and Gardens was due to it meeting over half of the guidelines for each characteristic. This result showed that sites beneficial to education must be well rounded and contain all the attributes of the key characteristics, and may not necessarily have quality in aesthetics.

For the key characteristics, different sites had different strengths and weaknesses to a point. This result showed that all EE Web sites do not supply the same quality of information. However, most of the EE Web sites did thrive in depth individually and overall by a large margin. The Web sites exemplified the notion that the Web is a virtual library by providing information on many concepts. The EE sites were also fairly secure in instructional soundness and usability due to the uniqueness of learning opportunities and ease of use.

However, EE sites were weakest in emphasis on skills building. The sites may provide information but do not give students opportunities to use critical and creative thinking or apply action skills to issues. The sites, also being fairly weak in fairness and accuracy, needed to provide a larger variety of diverse viewpoints.

During the gathering of the data, I felt the Guidelines, although for print materials, were very appropriate to use to evaluate Web sites. The Guidelines 39 included items also incorporated into Web-specific evaluation criteria. These items (with corresponding guidelines) were authority (#1 fairness and accuracy), context/coverage (#2 depth), accuracy (#1 fairness and accuracy), currency (#6 usability), format and appearance (#5 instructional soundness), functionality (#6 usability), searchability (#6 usability) and help for visitors (#6 usability) (EETAP

1999). The Guidelines also included more EE specific items such as emphasis on skills building (#3) and action orientation (#4) that enhanced their depth for the research.

Qualitative Limitations

Since this project was subjective due to one person applying the guidelines for evaluation, qualitative limitations existed. The results of the research relied on the author’s judgment and inductive reasoning. However, both qualitative and quantitative research involves deductive and inductive processes (Hyde 2000).

Also, like quantitative studies, this project incorporated numeric data with the rating scale. Numbers are essential to qualitative data since presenting the information numerically makes the trends more clear (Sandelowski 2001). To further reduce qualitative limitations, constancy was implemented into the research by myself being the only person to evaluate sites and also by using a constant evaluation scale developed by another party. These factors reduced discrepancy between data sets. Overall, I used great care to be consistent in my data gathering to diminish the qualitative limitations. 40 Benefits of Research

Beyond the limitations, this research has several benefits. First, it provides educators and students with information to directly assess EE Web sites and materials. This knowledge increases efficiency of Internet searching for resources. For the evaluated sites, educators can access those of quality. Also, ratings for individual characteristics aid in selecting sites with specific desired qualities. Also, the final ranked lists provides an endorsement for those quality

EE web sites. The discovery of strengths and weaknesses creates goals for

Web sites to strive for to become better developed for EE. Last, the research can be used by NAAEE to promote their Guidelines and help their members with the use of the Internet.

Conclusions

As the research shows, the Internet is a great way to achieve the goals of

EE, but other means must not be overlooked. Although computers may be more efficient in cost and time, direct outdoor learning cannot be replaced as the ultimate way for a student to learn (Rohwedder and Alm 1994, Moore and Huber

2001). The Internet must be used as a supplement to enhance learning activities based on outdoor learning. Also, the Internet may not be beneficial when just

‘surfed’ for educational purposes. The maximum promise of the Web lies in sites like those analyzed. These sites can be used as a complete program and students can be limited to just those sites for classroom use (Moore and Huber

2001). 41 Also, though the number of computers per classroom is increasing and becoming more fairly distributed (Cattagni and Westat 2001), not all students may have access to the abundance of EE on the Internet. In order for the

Internet to be valuable in EE, it must be inexpensive and available to all

(Rohwedder and Alm 1994). Thus, the Internet should not be EE’s sole means of achieving its goals.

Once the hurdles of the access to technology of the Internet and the understanding of the networks are overcome, the Internet will continue to offer new means for gaining important information and for building relationships with people that may become critical to the health of the environment (Rohwedder and Alm 1994). The Internet will become an essential tool for EE to meet its main goal of establishing an environmentally literate citenzry (NAAEE 1996).

Overall, “Internet based educational applications can support the goals of EE”

(Moore and Huber 2001). 42

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#1 Fairness and accuracy: EE materials should be fair and accurate in describing environmental problems, issues, and conditions, and in reflecting the diversity of perspectives on them. 1.1 Factual accuracy: Environmental education materials should reflect sound theories and well-documented facts about subjects and issues. 1.2 Balanced presentation of differing viewpoints and theories: Where there are differences of opinion or competing scientific explanations, the range of perspectives should be presented in a balanced way. 1.3 Openness to inquiry: Materials should encourage learners to explore different perspectives and form their own opinions. 1.4 Reflection of diversity: Different cultures, races, genders, social groups, ages, etc., are included with respect and equity.

#2 Depth: EE materials should foster awareness of the natural and build environment, an understanding of environmental concepts, conditions, and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different developmental levels. 2.1 Awareness: Materials should acknowledge that feelings, experiences, and attitudes shape environmental perceptions and issues. 2.2 Focus on concepts: Rather than presenting a series of facts, materials should use unifying themes and important concepts. 2.3 Concepts in context: Environmental concepts should be set in a context that includes social and economic as well as ecological aspects. 2.4 Attention to different scales: Environmental issues should be explored using a variety of scales as appropriate, such as short to long time spans, localized to global effects, and local to international community levels.

#3 Emphasis on skills building: EE materials should build lifelong skills that enable learners to address environmental issues. 3.1 Critical and creative thinking: Learners should be challenged to use and improve their critical thinking and creative skills. 3.2 Applying skills to issues: Students should learn to arrive at their own conclusions about what needs to be done based on thorough research and study, rather than being taught that a certain course of action is best. 3.3 Action skills: Learners should gain basic skills needed to participate in resolving environmental issues. 48 #4 Action orientation: EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills, and assessments of environmental issues as a basis for environmental problem solving and action. 4.1 Sense of personal stake and responsibility: Materials should encourage learners to examine the possible consequences of their behaviors on the environment and evaluate choices they can make which may help resolve environmental issues. 4.2 Self-efficacy: Materials should aim to strengthen learners' perception of their ability to influence the outcome of a situation.

#5 Instructional soundness: EE materials should rely on instructional techniques that create an effective learning environment. 5.1 Learner-centered instruction: When appropriate, learning should be based on learner interest and on the learner's ability to construct knowledge to gain conceptual understanding. 5.2 Different ways of learning: Materials should offer opportunities for different modes of teaching and learning. 5.3 Connection to learners' everyday lives: Materials should present information and ideas in a way that is relevant to learners. 5.4 Expanded learning environment: Students should learn in environments that extend beyond the boundaries of the classroom. 5.5 Interdisciplinary: The materials should recognize the interdisciplinary nature of environmental education. 5.6 Goals and objectives: Goals and objectives for the materials should be clearly spelled out. 5.7 Appropriateness for specific learning settings: Claims about the material's appropriateness for the targeted grade level(s) and the implementation of the activity should be consistent with the experience of educators. 5.8 Assessment: A variety of means for assessing learner progress should be included in the materials.

#6 Usability: EE materials should be well designed and easy to use. 6.1 Clarity and logic: The overall structure (purpose, direction, and logic of presentation) should be clear to educators and learners. 6.2 Easy to use: Materials should be inviting and easy to use. 6.3 Long-lived: Materials should have a life span that extends beyond one use. 6.4 Adaptable: Materials should be adaptable to a range of learning situations. 6.5 Accompanied by instruction and support: Additional support and instruction should be provided to meet educators' needs. 6.6 Make substantiated claims: Materials should accomplish what they claim to accomplish. 6.7 Fit with national, state, or local requirements: Environmental education materials should fit within national, state, or local standards or curricula. 49

Appendix B: Evaluation Form

Web Site Name: ______

Web Address: ______

TOTAL Score: _____

Key Characteristic #1 Fairness and Accuracy Score: _____

Indicator Score 1.1 Factual accuracy. • • • • • 1.2 Balanced presentation of differing viewpoints and theories. • • • • 1.3 Openness to inquiry. • • • • • • 1.4 Reflection of diversity. • • • • •

Key Characteristic #2 Depth Score: _____

Indicator Score 2.1 Awareness. • • • • 2.2 Focus on concepts. • • • • • 2.3 Concepts in context. • • • • • • • 2.4 Attention to different scales. • • • •

Key Characteristic #3 Emphasis on Skills Building Score: _____

Indicator Score 3.1 Critical and creative thinking. • • • • • 3.2 Applying skills to issues. • • • • • 3.3 Action skills. • • • • • • •

50 Key Characteristic #4 Action Orientation Score: _____

Indicator Score 4.1 Sense of personal stake and responsibility. • • • • 4.2 Self-efficacy. • • • •

Key Characteristic #5 Instructional Soundness Score: _____

Indicator Score 5.1 Learner-centered instruction. • • • • • 5.2 Different ways of learning. • • • • • • • 5.3 Connection to learners' everyday lives. • • • • • 5.4 Expanded learning environment. • • • • • • • • 5.5 Interdisciplinary. • • • 5.6 Goals and objectives. • • • • 5.7 Appropriateness for specific learning settings. • • • • • 5.8 Assessment. • • • • • • • •

Key Characteristic #6 Usability Score: _____

Indicator Score 6.1 Clarity and logic. • • • • • • 6.2 Easy to use. • • • • • • 6.3 Long-lived. • • • • 6.4 Adaptable. • • • • • • 6.5 Accompanied by instruction and support. • • • • 6.6 Make substantiated claims. • • • • • 6.7 Fit with national, state, or local requirements. • •

51 Appendix C: Example Evaluation

Web Site Name: Sea World

Web Address: http://www.seaworld.org/

TOTAL Score: 3.27

Key Characteristic #1 Fairness and Accuracy Score: 0.3

Indicator Score 1.1 Factual accuracy. • 1 • 1 • 1 • 1 • - 0.8 1.2 Balanced presentation of differing viewpoints and theories. • - 0 • - • - • - 1.3 Openness to inquiry. • - • - • - • - • - • - 0 1.4 Reflection of diversity. • 1 • - • 1 • - • - 0.4

Key Characteristic #1 Fairness and Accuracy Environmental education materials should be fair and accurate in describing environmental problems, issues, and conditions, and in reflecting the diversity of perspectives on them.

1.1 Factual accuracy Environmental education materials should reflect sound theories and well- documented facts about subjects and issues.

What to look for:

• Sources of factual information are clearly referenced. • Data are drawn from current and identified sources of information. (Knowing the source of information can aid in judging its trustworthiness or identifying possible bias. • Factual information is presented in language appropriate for education rather than for propagandizing. • Information comes from primary sources-which provide context, documentation, and explanation - rather than from reviews or newspaper articles that simply provide bits and pieces of arguments or evidence. • A range of experts in the appropriate fields reviewed the materials or participated in their development in another way. The materials provide a list of the people involved in development and review, and their areas of expertise. 52 1.2 Balanced presentation of differing viewpoints and theories. Where there are differences of opinion or competing scientific explanations, the range of perspectives should be presented in a balanced way.

What to look for:

• Proponents of differing viewpoints reviewed the materials or helped develop them in another way. The materials list the people involved in development and review, and their organizational affiliation. • Opinions or policies of an agency or organization are clearly identified. • Scientifically and socially credible positions and explanations are covered thoroughly, while other positions are also mentioned. (Balanced presentation does not mean giving equal time and space to every opinion or perspective, but treating major positions fairly.) • Materials communicate areas of consensus among scientists or other experts.

1.3 Openness to inquiry. Materials should encourage learners to explore different perspectives and form their own opinions.

What to look for:

• Educators are given tools to use in helping learners to form and express opinions about competing theories. • Exercises are suggested for helping learners explore personal and societal values and conflicting points of view within the context of the issue • Materials encourage an atmosphere of respect for different opinions and an openness to new ideas. • There are exercises that encourage learners to understand the opinions of their peers. • Materials suggest projects that encourage learners to collect and analyze their own data and to compare those data to similar data from other places. • Activities encourage learners to become discerning readers and observers of media coverage of environmental matters. 53 1.4 Reflection of diversity. Different cultures, races, genders, social groups, ages, etc., are included with respect and equity.

What to look for:

• Materials contain descriptions and illustrations that depict people of various races, ethnic groups, genders, and social groups in a respectful and equitable manner. • Where such variety is appropriate, the content and illustrations depict rural, suburban, and urban settings. • If the material is designed for nationwide use, the content and illustrations reflect geographic differences appropriately. • Experts in multicultural education and members of historically under- represented groups, such as women and people of color, have been involved in the development and review process. • Readings and additional resources that present concepts and perspectives from different cultures are offered. 54 Appendix D Directories Database

Names of sites used are underlined. Sites are ranked by the total number of times located during research, and then by alphabetical order.

Appendix D Web site Web address Where located site # s #a t# name EE-Link http://eelink.net/ AllTheWeb 1, Ask Jeeves 1, BUBL 13 9 22 (http://www.nceet 1, Dogpile (ask jeeves) 9, Excite 11, .snre.umich.edu) Go 11, Google 1, Hotbot 10, INFOMINE 7, Lycos 12, MetaCrawler 33, WebCrawler 21, Yahoo 2; Article 1, 3, 4, 5, 6, 7, 8, 11, 14

ERIC http://www.ERIC AllTheWeb 3, AltaVista 4, Excite 12, 10 6 16 Clearinghous se.org/ Go 12, Google 6, INFOMINE 2, e Lycos 4, MetaCrawler 6, WebCrawler 6, Yahoo 1; Article 1, 3, 4, 5, 11, 14

SEEK http://www.seek. AllTheWeb 10, Ask Jeeves 10, 8 2 10 state.mn.us/eelin Excite 15, Go 15, Google 9, Lycos ks.cfm 11, Yahoo 14, WebCrawler 25; Article 5, 14

Sierra Club http://www.sierra AllTheWeb 18, Ask Jeeves 14, 10 10 Environmenta club.org/educatio Dogpile (ask jeeves) 2, Excite 22, l Education n/ Go 20, Google 10, Hotbot 3, Lycos 19, WebCrawler 22, Yahoo 4

Environmenta http://www.cnie.o Ask Jeeves 7, Dogpile (Ask Jeeves) 6 2 8 l Education rg/Education/, 1, Google 20, Hotbot 2, WebCrawler Resources http://www.cnie.o 14, INFOMINE 10; Article 1, 14 rg/nle/

EEDNZ http://www.eednz AllTheWeb 1, Dogpile (open 7 7 .org.nz/ directory) 5, Excite 30, Go 27, MetaCrawler 30, Yahoo 27

55 Appendix D Web site Web address Where located site # s #a t# name Association http://www.aeoe. AltaVista 18, Dogpile (ask jeeves) 8, 6 6 for org/ Hotbot 9, MetaCrawler 31, Environmenta WebCrawler 39, Yahoo 16 l and Outdoor Education

WRI http://www.wri.or Excite 24, Go 22, Google 13, Yahoo 4 2 6 g/enved/, 25; Article 9, 11 http://www.wri.or g/facts/

Galaxy http://www.einet. Dogpile (ask jeeves) 4, Excite 25, 5 5 net/hytelnet/FUL Hotbot 5, WebCrawler 28, Yahoo 19 008.html Seattle http://seeh.spl.or AltaVista 13, Excite 38, MetaCrawler 5 5 Environmenta g/seeh/ 45, WebCrawler 38, Yahoo 22 l Education Homepage

ENC http://www.enc.or Article 1, 5, 11, 18 4 4 g/ (http://www.enc.o rg/fr_index.htm)

Global http://www.gcrio. AllTheWeb 11, Excite 29, Go 26, 4 4 change and org/edu/educ.ht Lycos 12 environmenta ml l education resources

Amazing http://www.webdi Ask Jeeves 9; Article 7, 14 1 2 3 Environmenta rectory.com/ l Organization Web Directory

Center for http://www.greatl Excite 40; Article 1, 11 1 2 3 Great Lakes akesed.org/ Environmenta l Education

56 Appendix D Web site Web address Where located site # s #a t# name Environmenta http://goldmine.c AltaVista 11, MetaCrawler 40, 3 3 l. Ed. de.ca.gov/cilbran WebCrawler 31 ch/oee/

FEESA http://www.feesa. Dogpile (open directory) 1, Hotbot 3 3 ab.ca/ 19, MetaCrawler 10

AEE http://www.aee.o Ask Jeeves 17, Article 4 1 1 2 rg/ (http://www.princ eton.edu/~rcurtis/ aee.html)

CJEE http://www.edu.ul Lycos 14, AllTheWeb 13 2 2 eth.ca/ictrd/cjee/

EECO http://www.muc.e Metacrawler 39, Dogpile (open 2 2 du/~mcclauca/E directory) 10 ECO/eeco.htm

Teacher http://www.teach MetaCrawler 29, Dogpile (overture) 2 2 Focus erfocus.com/sslin 9 ks/links.php?cat= 46/?source=overt ure

The Gateway http://www.thegat INFOMINE 16; Article 15, 18 1 1 2 eway.org/

EE http://eelink.net/e MetaCrawler 41 1 1 Organizations eorganizationsan and Projects dprojects- general.html

Environmenta http://www.lib.kth Article 3 1 1 l Sites on the .se/~lg/envsite.ht Interne m t Environment http://dir.yahoo.c Article 3 1 1 and Nature om/Society_and_ Culture/Environm ent_and_Nature/ 57 Appendix D Web site Web address Where located site # s #a t# name (http://www.yaho o.com/Environm ent_and_Nature/ )

Environmenta http://www.epa.g Article 14 1 1 l Education ov/enviroed/reso resources urces.html

Judge-for- http://www.judge- Dogpile (ah-ha) 2 1 1 yourself for- yourself.com/sea rch/?query=envir onmental%20ed ucation

K-12: http://www.ceism Article 3 1 1 Ecology/Envir c.gatech.edu/Bus onment yT/eco.html (http://www.gatec h.edu/lcc/idt/Stud ents/Cole/Proj/K- 12/eco.html)

MTN http://mtn.merit.e Article 18 1 1 du/

The Argus http://www.cleari Article 17 1 Clearinghous nghouse.net/inde e x.html 1 The World's http://www.world Article 9 1 1 Water water.org/default. htm

Water Quality http://www.nal.us Article 9 1 1 Information da.gov/wqic/ Center

58 Appendix E Web site Database

The top forty-two sites indicated by bold, and the ten evaluated sites by bold and underline. Sites are ranked by the total number of times surfaced during research, then by alphabetical order.

Appendix E Web site name Web address Where located site #s #d #a t# GLOBE (Global http://www.globe.gov/ Excite 31, Go 28, Google 5 7 7 19 Learning and , 17, INFOMINE 19, Observations to http://globe.fsl.noaa.g Yahoo 9; AEE 21, EE- Benefit the ov/, Link 18, Great Lakes 8, Environment) http://www.globe.gov/ GCRIO 45, SEEK NEE fsl/welcome.html 13, Seattle 12, WRI 17; Articles 1, 2, 3, 4, 7, 11, 12

EPA's Teacher http://www.epa.gov/te AltaVista 9, Ask Jeeves 11 2 2 15 page: U.S. EPA achers/ 6, Excite 14, Dogpile Environmental (Ask Jeeves) 3, Go 14, Education Center Google 4, Hotbot 4, INFOMINE 3, MetaCrawler 1, WebCrawler 23 (24), Yahoo 3; GEM 7, WRI 11; Articles 7, 14

EEK!: http://www.dnr.state. AllTheWeb 6, AltaVista 9 2 11 Environmental wi.us/org/caer/ce/eek/12, Excite 17, Go 17, Education for index.htm Google 12, Lycos 7, Kids, Wisconsin MetaCrawler 43, Dept. of Natural WebCrawler 29 (36), Resources Yahoo 6; EE-Link 28, GEM 13

GREEN, Earth http://www.earthforce.AllTheWeb 4, Ask 6 2 3 11 Force: Global org/green/, Jeeves 13, Excite 18, Rivers http://www.earthforce.Google 14, Lycos 5, Environmental org/resources.cfm, WebCrawler 30; Sierra Education http://www.earthforce.42 (46), Seattle 11; Network org/, Articles 2, 4, 12 (http://www.econet.ap c.org/green/resources 59 Appendix E Web site name Web address Where located site #s #d #a t# .html), (http://www.igc.org/gr een/index.html)

BLM http://www.blm.gov/e AllTheWeb 9, Excite 19, 7 2 1 10 Environmental ducation/index.html Go 18, INFOMINE 4, Education: Lycos 10, WebCrawler Bureau of Land 33, Yahoo 23; ENC 30, Management GEM 5; Article 5

NWF: National http://www.nwf.org, Excite 35, WebCrawler 2 4 3 7 Wildlife http://www.nwf.org/ki 35; AEE 11, ENC 19, Federation ds/ GEM 19, SEEK NEE 22; Articles 3, 4, 11

The http://www.enviroliter AllTheWeb 20, Lycos 21; 2 5 7 Environmental acy.org/ EECO 5, Seattle 8, Literacy Council SEEK NEE 9, Teacher Focus 6, WRI 9

Explorer's Club: http://www.epa.gov/ki INFOMINE 6; EE-Link 1 3 3 7 U.S. EPA's Web ds/index.htm 13, GEM 36, WRI 12; site for kids Articles 4, 5, 9

ATEEC: http://www.ateec.org/ Excite 33, Go 30, Google 4 2 6 Advanced 19, Yahoo 15; CNIE 3, Technology ERIC 1 Environmental Education Center

NAHEE: National http://www.nahee.org/AllTheWeb 14, AltaVista 6 6 Association for 17, Excite 26, Go 23, Humane and Lycos 15, Yahoo 5 Environmental Education

Rainforest Action http://www.ran.org/kid AEE 7, EE-Link 37, 4 1 5 Network s_action/index.html, ERIC11, Sierra 8; Article http://www.ran.org/, 3 60 Appendix E Web site name Web address Where located site #s #d #a t# (http://www.ran.org/ra n)

Global Response http://www.globalresp AltaVista 19; EE-Link 34, 1 3 4 Environmental onse.org/ Sierra 53, WRI 16 Action and Education Network

Green and http://www.gatewest. AllTheWeb 16, Excite 23, 4 4 Growing net/~green/ Go 21, Lycos 17 environmental education project

Grounds and http://www.newhorizo Dogpile (Ask Jeeves) 5, 3 1 4 Gardens ns.org/gng_intr.html Excite 6, WebCrawler 32; WRI 20

WWF Kids and http://www.panda.org/ AEE 8, EE-Link 41; 2 2 4 Teachers: World kids/index.htm, Article 3, 4 Wildlife Fund http://www.panda.org/ kids/wildlife/wildlife.ht m (http://www.panda.or g)

BEES: Building http://www.beesinc.or Google 18, Yahoo 9; 2 1 3 Environmental g/ ERIC 2 Education Solutions

CBF: http://education.cbf.or AltaVista 5, MetaCrawler 3 3 Chesapeake Bay g/ 15, WebCrawler 13 Foundation

Massachusetts http://www.state.ma.u Dogpile (open directory) 3 3 Environmental s/envir/education/edu 2, Hotbot 21, Education cation.htm MetaCrawler 16

EPA Student http://www.epa.gov/st INFOMINE 5; EE-Link 1 2 3 Center udents/ 15, WRI 14

61 Appendix E Web site name Web address Where located site #s #d #a t# Institute for http://www.strategies. GCRIO 51; article 1, 11 1 2 3 Global org/ Environmental Strategies

OGWDW Kids http://www.epa.gov/s AEE 16, ENC 15; Article 2 1 3 Stuff: EPA Office afewater/kids/index.ht 3 of Ground Water ml, and Drinking (http://www.epa.gov/ Water OW/OGWDW/kids/)

NOAA: National http://www.noaa.gov/, GCRIO 69, Sierra 11; 2 1 3 Oceanic & http://www.education. Article 5 Atmospheric noaa.gov/ Administration

Willow Bend http://www.edu- Excite 39; AEE 18; 1 1 1 3 Environmental source.com/ Article 3 Education

Center for http://eerc.ra.utk.edu/ Yahoo 31; Sierra 30 1 1 2 Geography and divisions/cgee/ Environmental Education

Energy Quest: http://www.energy.ca. Article 7, 10 2 2 California Energy gov/education/, Commission http://www.energy.ca. gov/education/patrol/i ndex.html (http://www.energy.ca .gov/education.patrol/ patrol-html/patrol.html

Environmental http://www.wetland.or AltaVista 11, 2 2 Concerns, Inc. g/ WebCrawler 40

Earth's 911 http://www.earths911 Dogpile (catalog) 7; GEM 1 1 2 environmentalprotecti 37 on.org/, http://www earth911 o 62 Appendix E Web site name Web address Where located site #s #d #a t# http://www.earth911.o rg/

Film and Bag http://www.plasticbag. ERIC 10, WRI 21 2 2 Federation: The com/index.html Society of the Plastics Industry

GEOEC (Global http://www.geoec.org/ FEESA (Alberta) 3, 2 2 Environmental Teacher Focus 9 and Outdoor Education Council), Alberta EcoTrust

Junior Fish and http://endangered.fws EE-Link 11, WRI 24 2 2 Wildlife .gov/kids/index.html,h Biologists: U.S. ttp://endangered.fws. Fish and Wildlife gov/kids/heyteach.ht Service m

National Audubon http://www.audubon.o INFOMINE 10; Article 5 1 1 2 Society rg/

NSTA: National http://www.nsta.org/, GCRIO 67, Great Lakes 2 2 Science http://www.nsta.org/o 11 Teachers nlineresources/site/ Association

Operation Ruby http://www.rubythroat.AEOE 14, Sierra 55 2 2 Throat org/

Recycle City: http://www.epa.gov/re EE-Link 38; Article 10 1 1 2 U.S. EPA cyclecity/

Sea World/ http://www.seaworld. AEE 9, Article 3 1 1 2 Busch Gardens org/, (http://www.bev.net/e ducation/SeaWorld/)

63 Appendix E Web site name Web address Where located site #s #d #a t# Smart Moves for http://www.climatesol Seattle 1, Sierra 31 2 2 Washington utions.org/ Schools (http://www.climatesol utions.org/smartmove s.html)

Superfund for http://www.epa.gov/s EE-Link 31, GEM 21 2 2 Kids: U.S. EPA uperfund/kids/ Superfund

The EPA Global http://www.epa.gov/gl EE-Link 30, GCRIO 34 2 2 Warming Kids obalwarming/kids/ind (35) Page ex.html, http://www.epa.gov/gl obalwarming/

The Great Green http://www.ucsusa.or GCRIO 49, Sierra 23 2 2 Web Game: g/game/game.html Union of Concerned Scientists

Woodsy Owl: http://www.fs.fed.us/s ENC 9, Seattle 14 2 2 USDA Forest pf/woodsy/ Service

WWF Kids http://www.wwfcanad AEE 15; Article 3 1 1 2 Treehouse: World a.org/satellite/wwfkids Wildlife Fund /index.html Canada (http://www.wwfcanad a.org/kids/k-001.html)

A.R.M. Education http://www.arm.gov/d GCRIO 16 1 1 Site ocs/education/coolsit es.html agResearch http://www.agresearc EEDNZ 3 1 1 h.cri.nz/

Air conditioning http://www.nytimes.coGCRIO 1 1 1 m/learning/teachers/l essons/20010612tue sday.html 64 Appendix E Web site name Web address Where located site #s #d #a t#

AZA Felid Taxon http://www.csew.com/ EE-Link 1 1 1 Advisory Group felidtag/

AZA's Web http://www.azasweb.c EE-Link3 1 1 om/home.html

Be World Wise http://www.beworldwi AEE 22 1 1 se.org/teacherresourc es.htm

Biology Online http://www.biology- EE-Link 22 1 1 online.org/ (http://www.leesr.fsne t.co.uk/)

Bird migration http://www.thewildone INFOMINE 17 1 1 study s.org/Curric/migration .html

Brucie's Buddies http://www.brucecgull EE-Link 6 1 1 .com/ Butterflies 2000: http://library.thinkque EE-Link 7 1 1 on the wings of st.org/C002251/cgi- freedom bin/default.cgi?mode =file&outputmode=0& path=default.src&lang uage=english&javasc ript=1&navmenu=1

Butterfly 'Sight' http://telematics.ex.ac Article 6 1 1 .uk/butterfly/ (http://telematics.ex.a c.uk/fr_bfly.htm)

Captain's Olin http://www.kcpt.org/ol EE-Link 8 1 1 Odyssey in/

65 Appendix E Web site name Web address Where located site #s #d #a t# Case Study http://ublib.buffalo.ed ENC 12 1 1 Collection u/libraries/projects/ca ses/ubcase.htm

Chattahochee- http://www.fs.fed.us/c AltaVista 15 1 1 Oconee National onf/ee/ee1.htm Forests Environmental Education

CIA's Homepage http://www.odci.gov/ci GCRIO 6 1 1 for Kids a/ciakids/index.html

CIESIN http://www.ciesin.org/ Great Lakes 3 1 1

Climate Change http://climatechange. GCRIO 5 1 1 gc.ca/

Cornell Center for http://www.cfe.cornell GCRIO 11 1 1 the Environment .edu/

Cycles of the http://www.ucar.edu/l Article 13 1 1 Earth and earn/ Atmosphere

DCR http://www.dcr.state.v AltaVista 16 1 1 Environmental a.us/enviroed.htm Education

Department of http://www.atmos.uiu ERIC 3 1 1 Atmospheric c.edu/ Sciences

Destination Earth http://www.earth.nasa Article 12 1 1 .gov/

Development http://www.worldbank SEEK IEE 7 (8) 1 1 Education .org/html/schools/, Program, http://www.worldbank Teachers and .org/depweb/ Students 66 Appendix E Web site name Web address Where located site #s #d #a t#

Discovery http://www.discovery. GCRIO 14 1 1 Channel com/

Driftwood Nature http://www.driftwoodn WebCrawler 17 1 1 Center aturecenter.org/

Earth Day http://www.earthdayb Amazing 3 1 1 Groceries Project ags.org/ http://www.halcyon.co m/arborhts/earthday. html)

Earth Dog http://www.earthdog.c WRI 5 1 1 om/HOME.html, http://www.earthdog.c om/home.html

Earth http://www.earthneigh EE-Link 10 1 1 Neighborhood borhood.com/

Earth http://earthsystems.or AltaVista 12 1 1 Systems.org g/

Eco Kids Online http://www.bytesize.c EE-Link 25 1 1 om/ecokids/birds/hub. htm

Eco Teach http://www.ecoteach. ERIC 5 1 1 com/

EcoAcademy http://www.ecoacade ENC 24 1 1 my.org/

Ecological http://esa.sdsc.edu/e EE-Link 26 1 1 Society of ducation.htm America: Education

67 Appendix E Web site name Web address Where located site #s #d #a t# Eddy the Eco- http://www.eddytheec WRI 6 1 1 Dog o- dog.com/iconbar/inde x.html

Educate Yourself http://www.audubon.o Sierra 41 1 1 rg/educate/

EI: Environmental http://ei.cornell.edu/ EE-Link 12 1 1 Inquiry

EIA kids page http://www.eia.doe.go GCRIO 20 1 1 v/kids/

Enchanted http://www.enchanted EE-Link 29 (23) 1 1 Learning learning.com/Home.h tml, http://www.enchanted learning.com/coloring /

Enchanted http://www.enchanted EE-Link 23 1 1 Learning: Animal learning.com/coloring Printouts /

Energy efficiency http://www.ase.org/ed GCRIO 2 1 1 in schools ucators/

Energy From the http://www.fe.doe.gov GCRIO 19 1 1 Past for our /education/main.html Future

Energy InfoNZ http://www.energyinfo EEDNZ 16 1 1 nz.co.nz/

Engineer Girl! http://www.engineergi ENC 11 1 1 rl.org/nae/cwe/egmai n.nsf/?Opendatabase

Environment http://www.ec.gc.ca/o GCRIO 31 1 1 Canada Kid Zone zone/tockidzn.htm

68 Appendix E Web site name Web address Where located site #s #d #a t# Environmental http://www.uwex.edu/ Ask Jeeves 16 1 1 Resources erc/ Center

Environmental http://cpreec.org/edu/ MetaCrawler 42 1 1 Education envedu.htm

Environmental http://www.eeexchan Yahoo 29 1 1 Education ge.org/ Exchange

EnviroTacklebox http://www.envirotacklENC 17 1 1 ebox.org/

EnviroZine: http://www.ec.gc.ca/E Article 9 1 1 EnviroYouth nviroZine/english/ho me_e.cfm

EPA Global http://www.epa.gov/gl Article 13 1 1 Warming Site obalwarming/visitorce Visitor's Center nter/educators/index. html

EPA Office of http://www.epa.gov/o EE-link 14 (42) 1 1 Water Kid's Page w/kids.html, http://www.epa.gov/o w/kids/waterforkids.ht ml

E-Patrol http://www.sprint.com EE-Link 33 1 1 /epatrol/

EREN Kids http://www.eren.doe.gGCRIO 18 1 1 ov/kids/

Especially for http://response.restor GEM 39 1 1 kids ation.noaa.gov/kids/ki ds.html

69 Appendix E Web site name Web address Where located site #s #d #a t# EstuaryLive http://www.estuarylive ENC 29 1 1 .org/

EuroTurtle http://www.euroturtle. Article 6 1 1 org/ (http://www.ex.ac.uk/t elematics/Euro_turtle/

Exploring the http://www.cotf.edu/et Article 14 1 1 Environment e/

F.R.E.E. Network http://www.freenetwor Dogpile (catalog) 5 1 1 k.org/

FEE http://www.fee- Article 6 1 1 international.org/ (http://www.feee.org)

Field Trips, http://educate.si.edu/ GCRIO 80 1 1 Learning and Resources

Flying Turtle http://www.ftexploring EE-Link 16 1 1 Exploring .com/

Fossil Fuels http://www.fe.doe.gov ENC 3 1 1 /education/index.html

Geography http://www.nationalge Article 13 1 1 Action!: Rivers ographic.com/educati 2001 on/geographyaction/g a17.html

Get Out Spoke’n! http://www.earthforce.EE-Link 17 1 1 (Earth Force) org/action1.htm

Give water a http://www.uwex.edu/ Article 7 1 1 Hand erc/gwah/

Global Teenager http://www.global- Sierra 44 1 1 vision.org/teenager/

70 Appendix E Web site name Web address Where located site #s #d #a t# Global Warming: http://www.climatehot Article 9 1 1 Early Warning map.org Signs

Going Places, http://www.4hgpmc.c EE-Link 19 1 1 Making Choices om/

Great Lakes http://www.great- SEEK (NEE) 15 1 1 Information lakes.net/ Network

Green Schools http://www.ase.org/gr WRI 19 1 1 eenschools/

Hard Bargain http://www.fergusonfo Amazing 1 1 1 Farm undation.org/ Environmental (http://www.radix.net/ Education Center ~ferguson/)

Jiminy Cricket's http://www.oehha.ca. CDE 8 1 1 Environmentality gov/ceein/jim/index.ht Challenge m

Kid's Planet http://www.kidsplanet. EE-Link 20 1 1 org/

Kids Saving the http://www.kidssaving EE-Link 21 1 1 Planet theplanet.org/index2.i vnu

LearnNPS, The http://www.nps.gov/in GCRIO 65 1 1 Learning Place terp/learn.htm

Leveraging http://ll.terc.edu/ ENC 1 1 1 Learning

Master Tools http://www.shodor.orgENC 26 1 1 /master/

71 Appendix E Web site name Web address Where located site #s #d #a t# MEER http://www.meer.org/ Yahoo 35 1 1

Michigan http://www.geo.mtu.e ERIC 14 1 1 Technological du/volcanoes/ University Volcanoes Page

Monarch Butterfly http://www.midgefraz SEEK (EERO) 1 1 1 thematic resource el.net/monarchtheme. unit html

NASA Education http://education.nasa. GCRIO 57 1 1 Program gov/

NASA Quest http://quest.arc.nasa. GCRIO 60 1 1 gov/index.html

National Energy http://www.nef1.org/ AEE 13 1 1 Foundation

NIEHS Kid's http://www.niehs.nih. ENC 10 1 1 page gov/kids/home.htm

NOAA Research http://www.oar.noaa.gGCRIO 71 1 1 ov/education/

Office of http://www.ee.enr.stat EECO 14 1 1 Environmental e.nc.us/ Education

On-Line http://orion.neiu.edu/~ ENC 7 1 1 Expeditions ctc/onlineexpeditions/ index.html

Paper University http://www.tappi.org/p Article 10 1 1 aperu/

Planet PA http://www.greenwork EE-Link 39 1 1 s.tv/kids/

72 Appendix E Web site name Web address Where located site #s #d #a t# Planet Protectors http://www.epa.gov/e EE-Link 32 1 1 Club paoswer/osw/kids.ht m

Project E-Scape http://www.tigerlink.or Sierra 21 1 1 g/go4.html (http://www.tigerlink.o rg/escape.html)

Project Wild http://www.projectwild Great Lakes 13 1 1 .org/

Puffin http://www.puffin.ca/ FEESA 5 1 1 Productions

Roadkill 2002 http://www.edutel.org/ ENC 23 1 1 roadkill/

Schoolyard LTER http://schoolyard.ltern GCRIO 52 1 1 et.edu/

Sci4Kids http://www.ars.usda.g GCRIO 88 1 1 ov/is/kids/

Science Council http://www.atasc.ab.c FEESA 6 1 1 a/

Science Netlinks http://ehrweb.aaas.or GEM 45 1 1 g/scinetlinks/index.ht ml

Scienz Fair Ideas http://members.aol.co Sierra 22 1 1 m/ScienzFair/environ. htm

SEA Home http://www.epa.gov/gl EECO 16 1 1 npo/seahome/

SEEDS http://www.greenscho FEESA 7 1 1 ols.ca/home.html

Seven Bioscience http://www.actionbios ENC 21 1 1 Challenges cience.org/ 73 Appendix E Web site name Web address Where located site #s #d #a t# Challenges cience.org/

Sharing Nature http://www.sharingnat Sierra 54 1 1 ure.com/

SORT http://www.sort.org/ WebCrawler 19 1 1

Stratospheric http://www.nas.nasa. GCRIO 61 1 1 Ozone Depletion gov/About/Education/ Ozone/

Students as http://smec.uncwil.ed Article 2 1 1 Scientists u/glaxo/sas/index.htm

Study Works http://www.studywork ENC 6 1 1 Online sonline.com/

Sunwise School http://www.epa.gov/s ENC 28 1 1 Program unwise/ Teacher's Guides http://www.savenatur Sierra 1 1 1 e.org/teachers.html

Teen http://www.earthnews Sierra 14 1 1 Environmental radio.org/temn/teena Media Network bout.htm

The Adventures http://www.ciwmb.ca. CDE 3 1 1 of Vermi the gov/vermi/ Worm

The http://www.esc.com.c Hotbot 16 1 1 Environmental y/ Studies Centre

The http://www.exploratori Seattle 9 1 1 Exploratorium um.edu/

The Global http://www.gsn.org/ GCRIO 46 1 1 Schoolhouse

The Imagination http://www.kid-at- Seattle 13 1 1 Factory art.com/ 74 Appendix E Web site name Web address Where located site #s #d #a t#

The Learning http://www.usgs.gov/ AEE 28 1 1 Web education/index.html

The Magic http://place.scholastic GCRIO 53 1 1 School Bus .com/magicschoolbus /home.htm

The- http://www.the- Dogpile (catalog) 6 1 1 Environment.org environment.org/

TPW Education http://www.tpwd.state Teacher Focus 14 1 1 .tx.us/edu/edu.htm

Treeture http://www.treetures.c SEEK (NEE) 15 1 1 om/

UNESCO http://www.unesco.or SEEK (IEE) 9 1 1 Education g/education/index.sht ml

USDA http://www.usda.gov Article 5 1 1

VIMS Virtual http://www.vims.edu/ GCRIO 92 1 1 Marine Education adv/ed/index.html Center

Volvo Ocean http://www.volvoocea ENC 13 1 1 Adventure nadventure.org/article .php/home.html (http://www.volvooce anadventure.org/)

Warnings from http://www.pbs.org/w GCRIO 74 1 1 the Ice gbh/nova/warnings/

Water on the http://wow.nrri.umn.e ENC 18 1 1 Web du/wow/index.html

Water Science for http://ga.water.usgs.g ERIC 15 1 1 Schools ov/edu/

75 Appendix E Web site name Web address Where located site #s #d #a t# Welcome to the http://aci.on.ca/lighthoEE-Link 36 1 1 Home of the Tok use/ Family

What's wrong http://www.blm.gov/e ENC 22 1 1 with this picture ducation/weed/weed. html

Wildlife Discovery http://www.rice.edu/ar Amazing 32 1 1 Program madillo/Schools/Hisd zoo/

World Bank http://www.worldbank Article 8 1 1 .org/

World Wise http://www.peacecorp SEEK (IEE) 6 1 1 Schools s.gov/wws/index.html

WWF Learning http://www.wwflearnin Article 6 1 1 g.co.uk/

Your Expedition http://www.yourexped EEDNZ 23 1 1 ition.com/