DOCUMENT RESUME ED 229 214 . SE .039 607 AUTHOR Mann, Lori D.; Stapp, William B. TITLE Thinking Globally.and Acting Locally: Environmental Education Teaching Activities. INSTITUTION ERIC Clearinghouse for Science, Mathematics,and Environmental Education, ColumbUs, Ohio; SPONS AGENCY Mational Inst. of Education (ED), Washington, DC. PUB DATE Dec 82 CONTRACT 400-78-0004 NOTE. 315p.; Other 'volumes in ERIC/SMEAC's "Teaching Activities in Environmental Education!' series are listedin the preface-of this paper along with corresponding ED ;numbers. AVAILABLE FROM Information Reference Center (ERIC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor,ColuMbus, OH 43212 ($12.50). PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) -- Information Analyses - ERICInformation Analysis Products.(071) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Agricultural Production; Elementary Secondary Education; *Energy; *Environmental Educatioe;*Global Approachp Higher,Education; Interdisciplinary Approach; *Learning Activities; *Life Style; Natural Resources; Physical Environment; *Pollution; Population Growth; Solid Wastes; Transportation; Wildlife IDENTIFLERS *Endangered Species ABSTRACT Provided are teaching activities related to:(1) food production and distribution; (2) energy; (3)transportation; (4) solid waste; (5) chemicals in the environment;(6) iesource management; (7) pollUtion;(8) population; (9) world linkages; (10) Anaangered Species; and (11) lifestyle and environment.The activities, designed to help learners better understandthe' relationships between their actions and the worldenvironment, focus on cultural linkages anddemonstrate the, overt and covert interdependencies among the nations of the world and betweenpeople and systems. In addition, they can helpbring about an aWareness of the many ways in which local actions havefar-reaching effects on people in other parts of the'world, and conversely,how worldwide problems have different effects on differentregions. It is also intended that the activities build a globalorientation into the learner's daily life, and empower individuals to actin accordance with this orientation. Each activity includes a statementof purpose, recommended educational level, subject area(science,'mathematics, social studies, fine arts, language arts, homeeconomics, and other areas), concept(s) fostered, reference(s), and whenapplicable, list of materials needed. (ZIN) SELECTED AND DEVELOPED BY LORI D. MANN AND WILLIAM R. STAPP U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) /Thisdocument flas been reproduced as received horn the person or organization orrginahng rt Minor changes have been made to Improve eproductron quality Points& view or opinions stated In INS PoCL !Rent do not neCessanly epresent officraINIE pOSiliOn Or pOhCy p. THINKING GLOBALLI AND ACTING LOCALLY: ENVIRONMENTAL EDUCATION TEACHING ACTIVITIES "PERMISSION TO REPRODUCE THIS MATERIAL HAS B N GRANTED BY IERICClearinghouse for Science, Mathematics 44014AL and Environmental Education ga4V1!17 The Ohio State University College of Education and School of Natural Resources TO THE EDUCATIONAL RESOURCES 1200 Chambers Road, Third Floor INFORMATION CENTER (ERIC1." Columbus, Ohio 43212 DeCember 1982 2 ENVIRONMENTAL EDUCATION INFORMATION REPORTS ; 0 Environmental Education Information Reports are issued to analyze.and summarize information related to the teaching and learning of environmental education. It is hoped that these reviews will provide information for persbnnel involved in development, ideas for teachers, and indications of trends in environmental education. Your comments and suggestions for these publications are invited. John F. Disinger Associate Director Environmental Education 4 6 This publication was prepared with funding froM the National Institute ofEducation, U.S. Department of Education under .contract no. 400-78-0004. Theopinions expressed inthis report do not necessarily reflect the positions or poli,cies of NIE or U.S. Department bf Education. PREFACE This is the 17th volume in ERIC/SMEAC's Teachins Activities in Environmental Education series, ulidich was initiated in 1973. The first three titles in the ,series were of a general nature, dealing with multiple aspects of environmental education. Starting with the fourth, topical areas have been identified as themes, with the expectation that such an organizational pattern might prove more useful to practitioners in both foimal and non-formal settings. As a general kule, most of the activities selected for inclusion,in the various volumes have been adapted from materials developed by others; many of the source publications have been reported through the ERIC data base, and are available as ERiC documents. Some have been "original," in the sense that ERIC staff or other authors have developed them more or less from scratch. Common formats have been employed for all activities in each volume. The current,volume was developed by Lori D. Mann and Dr. William B. Stapp, with the assistance of graduate students in the Behavior and Environment Program at The University of Michigan. Activities include a mix of original . o and adapted materials. Other titles in the Teaching Activities in Environmental Education seties include: John H. Wheatley and Herbert L. Coon, One Hundred Teaching Activities in Environmental Education. 1973; ED 091 172; 204 pages. 'John H. Wheatley and Herbert L. CoOn, Teaching Activities in Environmental Education,,Volume II. 1974; ED 102 031; 200 pages. John. H. Wheatley andaerbert L. Coon, Teaching Activities in Environmental Education, Volume III. 1975; ED 125,268; 195 pages. Herbert L. Coon and Michele Y. Alexander, Energy Activities for the Classroom. 1976; ED 130 833; 148 pages. Herbert'L. Coon and Mary Lynne Bowman, Environmental Education in the Urban Setting: Rat4onale and Teaching Activities. 1977; ED 137 140; 199 pages. 4?" 4140 Judith M. Schultz and Herbert L. Coon, Population Education Activities for the Classroom. 1977; ED 141 178; 195 pages. Robert H. McCabe, J. Terence Kelly, and Doris Lyons, Man acd Environment Teaching Activities. 1977; ED 144 626; 336 pages. Herbert L. Coon and Charles L. Price, Water-Related Teaching Activities. 1977; ED 150 026; 156 pages. Mary Lynne Bowman and John F. Disinger, Land Use Management Activities for the Classroom. 1977; ED 152 541; 265 pages. Mary Lynne Bowman and Herbert L. Coon, Recycling: Activities for theClassroom. 4978; ED 159 075; 145 pages. William R: Hernbrode, Multidisciplinary_ Wildlife Teaching Activities. 1978; ED 162 897; 95 pages. em Herbert L. Coon and Mary Lynne Bowman, Energy Activities for the Classroom; Volume II.. 1978; ED 173 072; 165 pages. Mary Lynne Bowman, Values Actiyities in Environmental Education. 1979; ED 182 118; 134 pages. C114rleb E. Roth and Linda G.Lockwood; StrateAies and Activities for Using Local Communities as Environmental Education Sites. 1979; ED 194 349; 207 pages. 1 Mary Lynne Bowman, Teaching Basic Skills through Environmental Education Activities. 1979; ED 196 7014; 132 pages. Mary Lynne Bowmar, Teaching Natural,Resources Management through Environmental Education Activities. 1981; ED 214 752; 206 pages. iv CONTENTS Preface or, Introduction vii cfr TEACHING ACTIVITIES Food Production and Distribution 1 Energy 30 Transportation 63 Solid Waste 4 97 Chemicals in the Environment 123 Reource Management 141 Pollution 177 Population 205 Worldlinkaggs 229 Endangered Species 253 Lifestyle'and Environment 285 References 303 ABOUT THE AUTHORS - Lori D.,Mann holds a Master of Stlence degree in Environmgnial,Instruction from The University of Michigan, Sctiool of Natural Resources, and is currently the Education Director at the Coy-Ote Point Museum for Environmental Education in San Mateo, California. 0 William B. Stapp is Professor of Natural Resources and 9hafplrson-of the Behavior.and Environment grogram, School of Natural Resources, the University of Michigan. He served as first Director of Unesco's International Environmental Education Program, and is past-President of the American Nature Study Society, President-elect of the Nationak Assoc&tion for Environmental Education, and recent rgtipient of a Senior Fulbright Fellowship to Australia. 44 IF 4 INTRODUCTION Ii has, becomeincreasingly clear that we live and operate within a global system. Many of the environmental problems (icing our world today are the ° result of individual decisions, often made without consideration of their extended effecti. In recent years, modern technologies have multiplied many fold the environmental impact of any action taken On the indiilidual, national or international level. A decision to install solar panels or the most advanced pollutant screenstechnologies not available a relatively short time 4ohas tremendous potential impact on the world environment. qi.milarly, the potential destruction of a nuclear bomb is awesome compared to weapons of a hundred years ago.Transport of foods in refrigerated vehicles has dramatically changed diets and agricultueal practices around the globe, and a multitude of' electrical appliAhnces where there once were none has placed an increasing drain on:ple earth's limited resources. 14 As a result, deesions that were once made in relative.isolation now teach the lives of millions of people, to,say nothing of a countless number of other living species. Each action, no matter how small, now reverberates across a complex web of reactions and repercussions. From selecting a brand of canned