Environmentalists Lesson Plans

1. Tc2g24-3
Should Bears Be Hunted? created by Helen Stewart Grade: 2/3/4 Critical Task: Students will establish their own positions on whether bears should be hunted in Canada. Overview: Bear-hunting is a genuine issue in BC, where hunters and environmentalists live in the same communities and bear stories are published in local newspapers several times each year. Ensure students have background knowledge about bears, their lifecycles and their habitats. Students should have an understanding of the impact of people on bears and vice versa. Requisite Tools:...

2. Canada
...g of old-growth forests in some parts of Canada? Who has been involved in these controversies? 7. What role have Canada's Aboriginal Peoples played in the controversy Podcasts over clearcutting and logging? 8. What options has the forest industry presented to replace clearcutting? What options have environmentalists presented? 9. Has public opinion been an important factor in the war of the woods between the forest industry and environmentalists in Canada? How? Have students browse the topic Clearcutting and Logging: The War of the Woods on the CBC Radio and Television Archives Web site. Students should take no...

3. Showdown in the New Wild West
learning/teacher/bg_teacher.gif) Back to Main Daily Lesson Related Article Plan In New Wild West, Lesson Plan It's Cowboys vs. Archive Radical News Snapshot Environmentalists Issues in Depth By JAMES BROOKE On This Day in History Crossword Puzzle Get Our Lessons By E-mailPrinter-friendly Version Campus Weblines Education News Newspaper in Education (NIE) Teacher Monday, September 21, 1998 Resources Classroom Showdown in the New Wild West Subscriptions Cowboys vs. Radical...

4. EconEdLink | EconomicsMinute | Eco-terrorism in Vail, CO
...iberation Front to achieve its objectives? How can rewards be used to protect wildlife habitat and endangered species? As you visit the following sites, make a list of non-violent solutions to the problem of habitat encroachment. [Use legal system, raise awareness, transfer ownership of property to environmentalists, etc... ] Read about this act of environmental terrorism on the web. (http://www.factnet.org/cults/ earth_liberation_front/vail_fire.html?FACTNet) According to the article, what precipitated the attack on Vail businesses? ["Last week a federal judge dismissed a lawsuit by environmentalists who prote...

5. Title: The Industrial Revolution: Disaster or Delight?327
...s. 6. Allow time for this exercise. At the end of the first day's class, have all groups present and explain their posters. 7. On the second day, redivide the class into three groups. The first group will be comprised of farmers. The second will serve as industrial laborers. The third group will be environmentalists representing the natural forces (the river, the fish, the birds, and the animals). Each group will prepare a presentation explaining the impact of the industrial revolution on their group and listing both benefits and problems. 8. Conduct a panel discussion, with three student-selected presenters fr...

6. Looking at the Data
...on in the Slobosaurus and experiment discussions Thoughtful completion of the recording forms for each experiment ( Attachment Three: Recording Results from Lesson Three: Let's Experiment! ) School/Home Connection: None for this lesson. Extension: Challenge students to research and report on famous environmentalists and environmental advocates. Have students find out what aspect of the environment they represented, when they were most influential, and how they communicated their message. Some environmentalists to explore: John James Audobon, Ernest Everett Just, Francisco Chico Mendes, Ansel Admas, Denis Hayes,...

7. Investigative Case - Los Angeles and the Future of Mono Lake
...students acting as political advisors, chosen to analyze the natural history and biological diversity of Mono Basin in the context of Los Angeles's need to drain water from the area. They are to create a persuasive presentation to be delivered in a mixed forum of Los Angeles citizens and Mono Lake environmentalists. You can be the skeptic and play the role of the devil's advocate. For more information regarding the philosophy behind and development of WebQuests, please click here. Learning Goals At the end of this WebQuest, students will be able to: Understand the natural history and biological diversity of th...

8. Lighthouse Blues B
header Lighthouse Blues B The Twist family Round the Twist _ Level: Year 5 to Year 9 KLA outcomes: SOSE Theme: Our Place in Space and Time; Environment Description: Students explore the conflict between environmentalists and developers and how film makers encourage the audience to support one side of an issue. Resources: Video: Lighthouse Blues ep vol Round the Twist 1 ACTF See Education Catalogue for video purchasing details and order form. Lesson plan: Conflict in narrative Lighthouse Blues takes sides in terms of...

9. From Arbor Day to Earth Day - Overview
...ke positions on future issues. Team Teaching Possibilities Technology: Ask students to design their own database, using Microsoft Access or a similar software, that includes the names and pertinent information (such as publications, accomplishments, awards, etc.) about American conservationists and environmentalists. English: Worksheet 4 asks students to choose a conservationist or environmentalist and write a biographical sketch about the person. As an extension of this exercise in an English class, ask students to read a book written by the person they chose (Rachel Carson's Silent Spring, for example) or abo...

10. A Point of View
...local industries, subdivisions, road construction, herbicide use, and so on. They should identify relevant legislation, any decisions that have been made about the issue, and three contrasting viewpoints. Have each member focus on one perspective. They can consider the opinions of business people, environmentalists, politicians, local residents, and so on. They may find it helpful to use a PMI chart (Plus, Minus, Point of Interest) to record their findings. For Teachers When they are done, give the groups time to discuss the issue, with each student representing the view he or she studied. 3. Revisit and Refle...