CDolos

Chris Dolos  The topic of discussion associated with this text set deals with the Environmental Impacts of Society, Economy and Humanity. Due to such a broad range of information, opinions and research available for this topic, it is possible to have an entire course covering all of its intricacies. For this unit, the class will spend approximately 5-6 weeks on readings, discussion, research, and assessment of their knowledge. This class could be considered an Environmental Studies class, and therefore would be an elective offered to students after completion of an introductory biology class, and/or earth science/ chemistry class. Since there are prerequisites for entry into the class, I would categorize it as a class taken in the 11th or 12th grades. The content will range from the biology, chemistry, and geology involved in natural and human-impact related events that effect the environment in which we live, to the political, social, and economic reasons for the utilization of resources and their consequences on the environment. The purpose of this study is to teach the students how to make connections between what they read in the newspaper, in a book, or in the classroom to the current events that are associated with this topic in our society. It will allow them to feel as if they are learning things that are applicable today and tomorrow. The diversity in texts will hopefully garner an interest in the student, and build realization that they are learning things that are applicable to events occurring constantly in their lives. Therefore, the ability level of the student really depends upon the student. The reading ability of the student should not be a key factor due to the different reading levels and levels of interest the diversity of the texts provides the student with. Colorful diagrams, maps, pictures and even a video will provide ample room for the student to participate and gather information in a productive fashion. Active participation is needed, and required for adequate discussion. Students with disabilities should find the other modes of presenting material to be sufficient in promoting interest and learning if one method of teaching is not adequate for their learning. The point of having different modes of text is to allow for different modes of learning to be possible. **II. Annotated List** **Print Resources** 1. Abbey, E. (1975). //The Monkey Wrench Gang.// New York: Lippincott Williams and Wilkins Summary: Edward Abbey is most notably recognized for this famous work. Other than this book, Abbey has published other books, short stories and poems. The majority of Abbey’s work describes the American southwest. The harsh cruelty and its accompanying beauty make for an interesting focal point for environmental activism, which is what this novel pertains to. In this novel, a group of individuals, travel throughout the southwest sabotaging construction projects, machinery, billboards and anything they see fit in order to maintain the wild spaces and natural aspects of the ecosystem. The four individuals that make up the “gang” are a surgeon, his young assistant, a Green Beret Vietnam veteran, and a river guide. Every character the reader discovers in the book can become representative or symbolic of some aspect of our society, such as: big government, activism, eco-terrorism, corporate greed, and environmentalist. The novel also portrays the main characters as people with a common goal, not of common ideals and morals. This characteristic makes the novel more attractive due to the resemblance of the some of the characters’ ideals with our own. It makes one wonder, “Could I become and eco-terrorist?” Rationale: I selected this text because of its radical nature towards environmental activism, and the passion/ insanity that some people exhibit towards their environment. It is the one work in the text set that is fiction, and it provides an alternative to the textbook style factual bombardment that students are accustomed to. It allows students to read about actual places in the southwest that have been altered to accommodate a growing population, or to appease the greed of corporate legacies. It teaches geography of the southwest and actually has multiple maps throughout the book to educate the reader and supplant evidence to actual events. Use of Text: I would use this text as a conclusion to the unit in conjunction with current events about environmental concerns. This text, because of its radical nature, allows the reader to draw upon the knowledge they have learned recently and apply it to situations in the book. It allows the student to put themselves in the shoes of the characters in the book and ask themselves, “Would I or could I ever do this?” 2. Carson, R. (1962). //Silent Spring//. Boston: Houghton Mifflin Summary: //Silent Spring// was a very controversial novel at its time of publishment in 1962 and even to this day. Due to its revelations about the chemical industry in regards to the decline and even death of healthy living things on this planet, it facilitated the banning of DDT in the US in 1972. //Silent Spring// delved deeply in aspects regarding pesticide use and its role in the declining numbers of birds and other species in the US. The weakening of egg shells due to pesticide use (DDT) was a main reason for the Bald Eagle and Peregrine Falcon’s entry on the endangered species list. The critical analysis of the chemical industry brought accusations of bribery, disinformation, and selfish capital gains at the expense of humans and our living counterparts. Rationale: I chose this novel because it is an essential and invaluable document in the scientific world that teaches valuable humane lessons in perseverance and nobility. It shows how a natural history writer like Rachael Carson can be responsible for helping launch the environmental movement in the western US when she is not even considered a credible scientist. Students who actually read this book will have a better understanding about the politics and economics that are involved with FDA approved “safe” products that were once acclaimed and still are acclaimed to be safe by some advocates. It garners an understanding and critical eye for the establishment and maintenance of a healthy society. Above all, the reader comes to the cruel realization that our well-being is reliant on the fact that we cannot trust our lives to the capitalist rhetoric of corporations anymore. Use of text: I would use this text in conjunction with the study of pollution, the environmental problems associated with energy, food scarcity, production, genetic engineering, and efficiency, and waste management. The purpose for reading this book would be so the student can relate what they have learned to actual economic and political repercussions to environmental disasters that have occurred in the past. The connection of humans to the environment is a reality that some conglomerations of society do not respect, and this novel is an attempt at educating the public about irresponsibility and awareness. These are important lessons for students to understand somewhat in the context of this unit. 3. Montgomery,C (2006). //Environmental Geology// (Seventh edition). New York: McGraw-Hill Summary: This textbook details the environmental impact of natural and “artificial/ man-made” disasters from a geological perspective. In other words, the textbook describes the natural phenomena that occur in the world that have positive and negative effects in today’s standard (i.e.: volcanic eruptions expel more Carbon Dioxide than Los Angeles’ combined car emissions does in a year), and compares that effect with man made involvement and additive impacts on the geologic processes. The textbook discusses natural disasters and their increasing trends due to human involvement in the disruption/ tampering with the biological, geological, and chemical processes that are responsible for a healthy equilibrium on earth. Human involvement through the use of un-natural products and chemicals, pollution and over-use of natural resources, the energy dilemma, renewable resources, recycling, and political and economic capabilities and limits are some of the main topics of discussion relevant to the topic. Rationale: I selected this text because it makes the valuable connection between the environment in its natural state to the human impact on this natural state that either speeds up the process of natural disaster, or disables the stability or natural balance of the equilibrium of all living things on a local and global scale. For instance, the reader can understand the natural phenomenon of the slow creep of ground when looking at old tombstones that are angled in one direction or the other. The reader can then relate that natural concept to the construction of condominiums on a mountainside that then have an increased impact on the natural stability of land. Useful graphs, charts, maps and diagrams also help the student visualize what they comprehend in the reading. Similar examples connect natural occurrences with human impact on the environment in much broader, global contexts. Use of Text: I would use this text as a reference throughout the semester/ school year, pinpointing certain chapters that deal specifically with this unit of discussion. This text provides factual evidence that is much more detailed science. It allows the student to research areas of discussion in detail if a research project was issued. It also provides a reference point that brings together a large scale understanding of a topic with underlying specifics that the student can use to incorporate other text’s information. The reading is more bland and factual, and can be boring at times, yet is an essential tool when concrete knowledge and information is needed for citation. 4. Kunzig, R. (2008 February). The Drying of the West. //National Geographic,// 90-113 Summary: This article discusses how climate change and global warming are the main environmental effects causing decreases in water availability in the western United States. Human impact is the major invasive reason for the shortage due to an increased population and urban and suburban sprawl throughout desert regions of the west. Plants and trees are noticing the drought as well, as their width of annual rings decreases, and more and more of them are burning up in uncontrolled forest fires more frequently every summer. Lake Powell, the major reservoir of the west, is at half capacity and is dropping. Inflow from the Colorado River has not been above average more than once in the past 10 years, ensuring decreased water levels in reservoirs/ basins all across the west. All this, and new golf courses keep springing up to accommodate a wealthy class of Americans. Golf courses account for 8% of the total water use in the west. States in the west are now in delegations over the rights of this precious water, and states are already forcing water regulations and predetermined allotments to each state to micromanage water usage. Rationale: I chose this text due to the economic, political, and environmental impacts associated with a natural resource as vital as water. It is important for students to understand the problems facing our natural resource availability and overuse because it will affect their lives more than it will mine. Water shortages mean less water for agriculture, livestock, and people. Civilization in the west cannot survive with no water. It is a serious problem, and we are only beginning to see the onset of these issues. The point is to make students aware of our current issues, even if they are not on OUR doorstep yet. Use of Text: This would be a homework assignment. Students would hopefully come to class prepared to talk about the article, and its ramifications on the health of our society and economy. I think it is much easier to read articles than long chapters in a textbook, and I think more students would be willing to read 8 pages of National Geographic with pictures and maps to guide their interest. This is material that students can feel connected to and associate it with their own lives. When a water ban is issued in their county in the summer for example, they may now understand why. 5. Marks, K, Howden, D. (2008, February 5th). The World’s Rubbish Dump: A Garbage Tip That Stretches From Hawaii to Japan. //The Independent/UK// Retrieved Monday February 25th 2008 from http://www.commondreams.org/archive/2008/02/05/6856/ Summary: The dumping of waste outside of the EPA restrictions of land can be seen in two large expanses in the middle of the Pacific Ocean, totaling an area twice that of the continental United States. This waste is composed of mostly floating plastics which congregates in a circulating vortex due to circulating ocean currents, and high pressure weather patterns that produce little wind. This trash has been gathering since the invention of plastics, and has continued to grow since the evolution in the longevity of plastic biodegradable lifetimes. Every once in a while, currents change with the weather and plastic from the site can be seen stretched upon vast areas of coastline and beaches. It has remained from public view for so long due to the inability of many people to actually witness such an event due to its destination in the middle of our largest ocean, and the inability of satellites to visually make contact. It makes you wonder how much more of our trash is in the waters that cannot float. Rationale: I selected this text because it is very interesting and is news that I have not heard. It is a current event issue and a recent discovery that can be directly linked to humankind’s lack of empathy in regards to our environment. It is essential to the concept of the class discussion throughout the course and the unit, and provides another variation of text and a resource that could spark an interest in students. I grew up near the ocean and love the recreation it provides, so news like this affects me due to my appreciation of this resource that is being ruined. I think it is important for students to know about such current events so that in the future they will think about their actions and how they affect their environment. Use of Text: I would use the text and others like it throughout the duration of the course and unit. Current events are very important when trying to make real life connections with what I will be teaching, and this is one example. I would use this and others like it as much as possible as either a handout to be read at home, and for discussion the following day, or as a projection for the entire class to read at the start of class. Starting the class off with something like this text could provide a great starting point for the introduction of a new topic, and could spark interest in the most disengaged students. 6. Revkin, A. Human Shadows on the Seas. (Tuesday, February 26, 2008). //The New York Times//, p.D1 Summary: The freighting industry has long been seen as a relatively harmless way to transport goods from port to port. Recently the damage has become strikingly obvious as dumping into the oceans is still unregulated, and the constant flow of ships is changing the landscape of species and affecting the balance of our oceans. This article discusses the impact of over-fishing, the transportation of invasive species from one continent to the other, pollution (organic and man-made), temperature changes, ultraviolet light changes, and ocean acidification. Human impact on the oceans can be seen in the depletion of the coral reefs, which are healthy hot spots with an abundance of biodiversity. The constant addition of carbon dioxide and fuels from land based production and from ships, further acidify and create an ever-increasing cycle of destruction that affects every living organism on the planet. The problem needs to be addressed by global governing bodies, but is unlikely due to the dependence on a system that is already firmly rooted by the economics that put it there. Rationale: I selected this text because, again, it is a current events topic that discusses a real-world scenario dealing with material learned in another fashion in the classroom. It provides students an opportunity to witness the world’s problems and the reaction to those problems. This text discusses a problem that evokes a personal, environmental, and political response. It is a good example of what students should incorporate in their learning of a science and how it pertains to their surrounding environment. Use of Text: I would present the maps and the article on an overhead projector and ask each student to take out their handouts, which they should have read for homework. I would then ask them to discuss or comment on what they thought about the article. The New York Times is a much more intellectually savvy newspaper compared to most, and the language in it can be difficult to understand for some students, yet I think that if the students already have a background knowledge on the topic, the reading should make sense. The discussion is performed to invoke questions and discussion and erase any confusion about the article’s language. Media Resources 7. Shea, N. (2008 March). Exposed in Okeechobee. // National Geographic,// 26 Summary: This is an aerial photograph of the largest lake in the southeastern United States, Lake Okeechobee. Drought last year had decreased the amount of water the lake is accustomed to and the shoreline has been rapidly receding, as shown in the photo from 2005 -2007. Reasons for the drought point to climate change associated with global warming, which has an effect on almost every discernable weather pattern from storms, temperature, drought and flooding. Rationale: I chose this text because it is an example of an affect of climate change on a recreational and environmental resource. In two years, the water levels of this large lake have shrinked to only nine feet deep throughout the entire lake. It is another example students can find interesting, and it is a picture no less. Visual aids are much easier to comprehend, and require less effort. Use of Text: Again, students are able to comprehend an interesting visual aid and retain what they have just witnessed more likely than if I was to read to them the event. This is a good piece of information to show on an overhead projector so that students can get an idea about the large area involved and notice the differences in shorelines. This text would be used as a precursor to a lecture or discussion that day about water use or natural resources for example. It provides a base for knowledge that students can then use to help them comprehend and make connections with later material. 8. Gore, A (Actor/ Writer), Guggenheim, D (Director). (2006). //An Inconvenient Truth// [Motion Picture]. Paramount Pictures Summary: The award winning documentary by former Vice president Al Gore discusses an eminent global catastrophe that would sent the earth into an irreversible tailspin of drought, flooding, severe weather, epidemics and deadly temperature extremes. This documentary is an attempt to educate the people about the myths and untold truths about global warming. Al Gore’s attempt to preach upon the people and governing bodies to heed the warning by scientists is not an attempt at self righteousness, but a genuine warning to world to save what we can when we can. Rationale: I chose this form of media because I think it is an eye opening documentary about the current state of our planet. It needs to be seen by everyone because it provides the truth about global warming that so many scientists have tried to portray and so many politicians and corporations have denied. I think that students of all ages can watch this movie and walk away with some new found appreciation and understanding of our global situation. Use of Text: I would spend one or two class periods showing this documentary to the class. I would do it later on in the unit due to the involvement of many aspects of economic and political involvements in the scientific theory behind global warming. I think that students will be able to comprehend this movie with little difficulty, and will understand it more completely once we have talked about certain scientific aspects dealing with the movie. Online Interactive Resources 9. Ecology Protectors Society. //Eco-pros.com: Environmental Education on the Web.// Retrieved February 25th, 2008 from, http://www.eco-pros.com/ Summary: This website provides information on various topics involved in almost every aspect of environmental science. It is easy to use and provides helpful links to different aspects of science that are very informative. Students as well as teachers can use this tool as an information database. It discusses political effects on natural resources, national parks, biodiversity, ocean impact, climate change, etc, etc. Rationale: I selected this text due to its simplistic nature that would allow students to use it easily. I also selected it because of the variety of information it provides students with. It is by no means a complete resource for every topic on its list, but it provides a starting point for students to use. It is not a primary resource tool, as other more trusted and proven texts provide a more sound resourcefulness. It will be used to supplement material learned in class. Use of Text: I think the reading level of this text is very easy, and should provide students no trouble in terms of comprehending terms, and concepts. The benefit of using an online tool like this is that information can be generated as events unfold, so students could receive information that is more up to date, compared to textbooks which are static in terms of information. 10. Greenpeace USA, //greenpeace.org.// Retrieved February 25th, 2008 from, http://www.greenpeace.org/usa/ Summary: This website is part of a non-profit organization that is determined to make global awareness of current environmental issues their main goal. One current topic of importance on the website deals with the over-fishing of our oceans, and the drastic effect of human impact on their biodiversity and overall health. The other important topic addresses the safety and responsibility of chemical plants in the United States. A large amount of our household cleaners and solvents are products of these chemical plants, which use large quantities of poisons that are contaminating our resources and our air. Greenpeace understands the role of and the necessary promotion of these chemical plants in our society, yet they are pushing for safer alternative processes and chemicals in order to ensure the safety of workers and communities. This organization has been around for quite a while and has made progress in awareness and organization of funding to support healthier alternatives to negative environmental effects on the ecosystem and to humans. Rationale: I chose this text because it provides a more hands-on, cutting edge response to issues affecting lives today. Greenpeace is very organized and strongly funded by many people worldwide, and strives to ensure that people’s money is well invested. Current events about environmental issues are always reported on in a respectable manner. When you visit the website, one can read multiple articles about current environmental events, and even watch videos about certain topics. It is a great resource for understanding how policies interact with environmental regulations, and how environmental advocacy groups are constantly trying to push the envelope to make our lives and our planet healthier. Use of Text: This website is great for current events issues in environmental science, and would be a good example to give students when searching for their own relevancy topics in class for discussion. This website offers a glimpse into the policy world and the economics behind our environment, and could be confusing to some students. The positive aspect of this is that it allows for some good discussion regarding the interconnected nature of the environment and our economic policies that directly affect the environment. Instructional Resources 11. The Educator’s Reference Desk, //[|www.eduref.org]//, February 25th, 2008 from, http://www.eduref.org/cgi-bin/print.cgi/Resources/Subjects/Science/Environmental_Education.html Summary: This is probably the most useful website that I have found to date. It is filled with information on lesson plans, question and answer blogs, resource guides and links to other sites with more information. This particular website allows the reader to search a particular subject area and gather a vast amount of information about the subject. Links to other websites are plentiful and the diversity in opportunities for discussion about any certain topic seems limitless. The links to resources include information from other people interested in the subject, non-profit organizations, educator resource centers, to federally funded government and state programs. Rationale: I chose this site due to its diverse nature, which allows the researcher to read about any topic in a subject area in a variety of hierarchical specializations. For instance, the reader can read about what other teachers think about a certain topic from high school to the college level. At the same time one can read about what the Natural Resources Defense Council has to say about the state of our resources. It is a great research tool that if utilized can find a curriculum that can fit any classroom. Use of Text: As just mentioned, the diversity in information provided in this website can be of great help in a classroom that is not reading at a high level, or vice versa. I would use this website as a personal research tool in order to discover websites and other resources that would benefit my class specifically. If I thought my class was up to a challenge, I might ask them to follow me in a discussion about the politics of certain policies and why they are implemented for economic reasons. If my class is not proficient in reading and comprehension, I might choose to discuss something easier. The website provides the opportunity to choose topics that fit a certain classroom. 12. Peters, R. (2000, March 27). Issues in Environmental Education. //The educator’s reference desk (//Lesson Plan# AELP-ENV0057). Retrieved February 25, 2008 from http://www.eduref.org/cgi-bin/printlessons.cgi/Virtial/Lessons/Science/Environmental_Education/ENV0057... Summary: This lesson plan was gathered from the same website as previously mentioned. Its basis deals with issues in environmental science, and is very similar to my topic of study. It coordinates with my study in that it is for 11th and 12th grade students, and lasts 3-5 weeks. According to the objective, “Students are engaged in the critical analysis of diverse issues that impact upon the quality of life space environments- nearby/ close to home and distant/ far removed.” In summary, I think our topics are very similar, and compare problems on a local and global scale. It states the necessity to incorporate humankind’s goals with the environment’s health. It also promotes a learning atmosphere which applies learned knowledge to everyday experience. Rationale: I chose this text due to its similarities with my topic of study. It is very concise and complex in that it attempts to create a large picture of a problem, with underlying themes that describe and provide support of that main piece. The lesson plan goes in depth about the various tools to be used in class (Thumb tacks, adhesive tape), and I cannot say that I specifically know what will exactly be in each class periods future. The main reason why I chose this lesson plan was that it provided the most opportunity for students to learn from other interesting sources that are more cutting edge and current in terms of information and technology. Students are able to relate what they have learned to everyday occurrences because of this, and it makes teaching easier when students are more engaged. Use of Text: As I said, I do not know the exact materials used during class periods, and I do not even know about the assessment procedures, yet I do know that students would be able to follow this lesson plan. If a student were to see this lesson plan, they would probably become very worried and drop the class. In reality, the lesson plan is mainly guided discussion and participation in activities that help garner learning. Once the student becomes actively involved, then it should promote a better learning atmosphere. **III. Collaboration of Texts** The textbook would be the main stable resource for students to turn to when they cannot find information somewhere else. It is dry and somewhat boring to read. It has no story, or even life to create a purpose or excitement, which is why it is the primary source but not the main source. The books by Edward Abbey and Rachael Carson provide humane knowledge and emotion about topics that are very important. Rachael Carson’s book is important, but I do not see a lot of students reading it. I have it there for those students who want to discover for their own growth. The novel by Abbey is one that is complete fiction besides the actual geographic places, and certain events that had taken place historically. This book sums up the feelings and emotions of people who understand the environment and its destruction. I would have the reading of this book towards the end of the unit, due to its radical nature. It is so the student can reflect on their knowledge. Again, a long book does not bode well for a class participating in its completion. I am thinking in a perfect world, and the book would be perfect, but again, I’m not sure if students care yet. The National Geographic articles and picture are to be handouts to be read as homework and for discussion in class. These forms of text along with any newspaper articles are to be discussed in class with use of the overhead projector. I think current events are important in the science world and students need to realize that the science is happening everyday. The movie “An Inconvenient Truth” would be shown midway to ¾ of the way through the unit. Discussion of this movie would be done with the completion of natural resources, global warming, oceans, fuel emissions, and air quality topics. I think the movie will tie in a lot of ideas and clear up confusion some students have in a particular area. The two informational websites would be provided to the students at the beginning of the unit so that they could have access to current events issues. It is a tool that can be used constantly, and if there is internet availability in the room, maybe the use of that computer to display information to the entire class would be useful in discussing a current events topic. **IV. Two Learning Objectives** **Content Area:** Real Life Application: I think that students will be able to compare what they have learned in every text in the classroom to some aspect of their lives outside of the classroom. The topic of environmental science forces teachers and students to interact with their environment in order to understand it. It is essential in the growth of a researcher and a student to relate their knowledge to their own lives. Current events, research, reading books that are interesting in the topic all have an application and a reflective period where the reader can relate an experience to what they are reading. Reading Strategy Objective: Show the Relationship Between Concepts: In this science, it is essential that the reader get an understanding of the concepts of a particular topic. When moving towards a new topic, the reader must be able to make the connection and a relationship between the concepts. Everything in science is interconnected, and happens because of something else. These relationships are what creates the “big picture” of a total concept, and generates a total understanding, which can then be used for the furtherment of knowledge.
 * I. Introduction**:

Comments: The best part of this text set is its relevance to real life. Environmental issues have come to the forefront of Americans, and our government's agenda. Educating students about their, and others envrionmental impact is important for the world at large, as well as the student themsleves. Also I like that you worked in a movie with the text set. It is relevant, and will be fun for students who may have missed it in theatres. One small problem would be the lack of a counter viewpoint. While few can argue logically that we are not killing the environment, it is possible to shed light on the good that is being done. Maybe a text on contemporary eco friendly measures being taken by the government and green conscious citizens would be important too. ~ Neil Gagnon