Presentation is loading. Please wait.

Presentation is loading. Please wait.

Case Studies of EE in EC. Some proposals towards EE Curriculum Stiyan Genov, Ivan Tonev, Konstantin Stamov, Mihail Kolibarov, eng.

Similar presentations

Presentation on theme: "Case Studies of EE in EC. Some proposals towards EE Curriculum Stiyan Genov, Ivan Tonev, Konstantin Stamov, Mihail Kolibarov, eng."— Presentation transcript:

1 Case Studies of EE in EC. Some proposals towards EE Curriculum Stiyan Genov, Ivan Tonev, Konstantin Stamov, Mihail Kolibarov, eng

2 We cannot solve the problems with the same ideas that gave us the problems, the knowledge that is needed must be of a completely new quality Albert Einstein

3 Sustainability as a core action of the United Nations The United Nations has designated the period 2005 to 2014 as the decade of Education for Sustainable Development. The objective is to integrate the concept of sustainable development in education processes around the world. This requires the involvement of all persons responsible in political and business communities, citizens, teachers, students and schoolchildren.

4 The principle of sustainability is based on three equally important dimensions: social equality, ecological compatibility and economic efficiency (that is the so called sustainability triangle). Any consideration of one of the three dimensions in isolation is a risk to the sustainable development. Education for sustainable development covers the subjects of environmental protection, the efficient utilization of natural resources, the maintenance of the ecosystem and responsible attitudes among members of society and the business community. Environmental education is thus an integral aspect for sustainable development. It deals with the subject of environmental problems, why they occur and what behavioral modifications we have to make in order to eliminate them.

5 Some case studies in the field of Environmental Education Tell me – and I will forget. Show me – and I will remember. Let me do it myself – and I will probably have learned lessons for the lifetime!

6 The Three lines in the development of EE Three major directions or lines can be pointed out in the development of EE during the last thirty years. 1st line of development – Knowledge and understanding of links; 2nd line of development – Experiencing and being active; 3rd line of development – Shaping and taking responsibility; The following examples/case studies give a brief description of these three major lines in somehow extraordinary way.

7 Danish experience – Green ingredients in Danish school system Whenever there are changes wanted in educational systems, curriculum and legislation is a good place to start. But new topics require old to leave, more lessons financed or lower taksonomical level in wording of curriculum. The initiative Green ingredients in all subjects in the Danish school system is an example of how a good intention doesnt always hit the classroom if nobody is directly responsible for the implementation.

8 Integrating Renewables into the Classroom – what we can learn from Norfolk Schools Energy Club, UK The club is part of a community based carbon reduction programme otherwise known as CRed. The aim of CRed is to develop and implement a strategy to reduce carbon emissions by 60% by 2025. The UK governments target is 60% reduction by 2050.

9 Integrating Renewable Energy in schools So how do we get renewable energy on the classroom agenda? Well, there are a number of points to consider.

10 Firstly, teachers are busy people! They do not need new activities and they do not need another initiative to deal with. Currently there are initiatives for healthy eating, fitness, waste minimization, literacy, numeracy etc. They may think that the work of environmental experts is wonderful, you are fantastic and that what you do is very important and children should know about BUT they do not have time for something else to be added to their work load.

11 Secondly, teachers are very busy people, it can be very tempting to offer to do everything for them, but an external expert cant do their job. Although it seems easy, simply an environmental expert says Just give me the pupils for a couple of hours, Ill do everything. The activities may pas well. The children may really have a good time; they may really learn something new. Unfortunately, in most cases such activities (provided by external expert) are taken as an extra and not relevant to the rest of the school. So it needs to be part of school ethos.

12 Environmental Education by using the web Although the web-based EE programs are not very popular yet, development of such educational instruments in small communities (such as schools, universities, etc.) is a perspective approach. The point here, regarding the proper functioning of such instrument, is to be popular among the community members. And in such small communities is easy to raise its popularity and relatively not expensive (in terms of time, labor and money). So development of a web-based EE tool, under the ECMTFEE project will contribute to the raising the project quality.

13 Problems in Teacher Training Empirical studies in Germany show that Changes in teacher training are overdue. According to teachers' views at Münster, about 57% (from different school types) feel handicapped by the principle of subject teaching and/or the missing minority time. These deficits were below average with primary school teachers and beyond proportion with teachers of Biology (i.e. in lower secondary schools). The figures are surprising, because the subjects biology and geography were regarded as particular relevant to environmental education.

14 Some Models of Lesson Plans for formal and non-formal EE developed by the Jean Monnet ICE team: Based on the held researches, on the case studies listed above and regarding to the Conclusions of the Workshop on Evaluation of Methodological Training Needs of Trainers from Romania and Bulgaria in the field of EE (Iasi – 31.05 – 01.06.2006) the Jean Monnet ICE team developed the following lesson plans

15 LESSON PLAN 1 – ENVIRONMENTAL ISSUES IN THE POLAR REGIONS The Polar Regions are frequently neglected in discussions of the environment, but they shouldn't be. The environment of the Polar Regions is particularly susceptible to human impacts such as pollution and the depletion of the ozone layer. Moreover, the effects of global warming on the Polar Regions are likely to have major repercussions in the rest of the world

16 Students will learn about how environmental problems affect the Polar Regions, and they will create magazine ads to educate the public about these problems and to convince people to pay more attention to human impacts on the Arctic and Antarctic. Connections to the Curriculum Geography, world history Grade level: 8th – 9th grade Time: Three to four hours Materials Required: Computer with Internet access Wall map of the world Drawing materials

17 Objectives: Students will review their knowledge of the polar regions; list environmental problems they are familiar with, and check the ones they think affect the polar regions; research and answer questions about environmental issues affecting the polar regions; discuss their findings; and create magazine advertisements to encourage the public to support environmental protection of the polar regions. Geographic Skills: Acquiring Geographic Information Organizing Geographic Information Analyzing Geographic Information

18 S u g g e s t e d P r o c e d u r e Opening: Ask students to point out the Polar Regions on a wall map, and then ask them to describe some of the differences between the Arctic and the Antarctic. If their understanding of these differences is minimal, have them read the Expeditions activity The Arctic and Antarctic Circles and some of the links provided on that page.The Arctic and Antarctic Circles

19 Development: Ask students to list some of the environmental problems they have heard about, either locally or in other parts of the world. Then have them place checks next to the ones they think might affect the Polar Regions. Have students place two checks next to any environmental problems they think might impact the Polar Regions more severely than other parts of the world. Discuss the lists as a class. Have students hypothesize the reasons why certain environmental problems might have particularly severe impacts on the polar regions.

20 Have students use the Web sites listed and additional Internet or print resources to find out about environmental issues that affect the Polar Regions. As they conduct their research, they should answer the following questions: What is the ozone hole, and what are its effects How does global warming affect the Polar Regions, and what implications might this have for the rest of the world? What types of pollution threaten the Polar Regions, and why are these regions frequently more sensitive to pollution than other parts of the world?

21 Closing: Discuss students' findings as a class. How are global environmental problems affecting the Polar Regions? Why are the Polar Regions particularly sensitive to environmental degradation? Suggested Student Assessment: Point out that, since the Polar Regions are very sparsely inhabited, many people are unfamiliar with the characteristics of these areas and dont think about these parts of the world when they consider human impacts on the environment. Ask students to think about the reasons why it would be beneficial for more people to be aware of environmental concerns in the Polar Regions. Have them create public-interest magazine advertisements that aim to convince the public to support environmental protection in the Arctic and Antarctic. Their ads should include information they have gathered in their research and must mention both the Arctic and Antarctic regions.

22 Extending the Lesson: Have students create "environmental fact sheets" that could be given to members of environmental organizations, politicians, or the general public to educate them about specific environmental issues concerning the Polar Regions. The fact sheets should describe the causes, effects, and predictions for the environmental problems students have learned about in this lesson.

23 LESSON PLAN 2 – THE GREAT ENERGY DEBATE Overview: Energy resources keep the lights on and the wheels turning around the world. Since the Middle Ages the energy consumption is ever growing, increasing dramatically during the last century. Traditionally, the EU countries import much of their energy resources from other countries. Oil and gas are imported mainly from the Middle East and Russia. This dependency places us in a highly vulnerable position, both economically and politically. Some of the ways suggested to lessen this dependency are to use more of our public lands for renewable energy production. This strategy is controversial because of the environmental, economic, political, and cultural implications associated with them.

24 This lesson explores the controversial issues surrounding the energy debate in the EU. Students will research recent initiatives being taken in this area and analyze their implications. They will then assume the roles of pivotal stakeholders in this debate and testify to a mock congressional committee responsible for making decisions about public lands and energy resources. Connections to the Curriculum: Geography, language arts, science, math Grade level: 8th – 9th grade

25 Time: Three to six hours Materials Required: Computer with Internet access Print materials about energy issues in the EU or a specific country Objectives: Students will identify sources of energy used in the EU or a specific country; distinguish between fossil fuels and renewable energy; describe how energy production and consumption can impact public lands; learn about alternatives to fossil fuels; and participate in a debate over whether to use public lands as sources of energy.

26 Geographic Skills: Asking Geographic Questions Acquiring Geographic Information Organizing Geographic Information Analyzing Geographic Information

27 S u g g e s t e d P r o c e d u r e Opening: Have students list the ways they depend upon energy in their everyday lives. Then ask them to identify those activities that are dependent upon fossil fuels (e.g., oil, coal, and natural gas). List answers on the board. Next, ask them to think about and then discuss as a group the following questions: Where do these energy resources come from? How are our public lands connected to these resources? What is meant by the term "alternative energy"? What are some examples of alternative energy sources?

28 Conduct a discussion about the advantages and disadvantages of renewable and nonrenewable sources of energy. Ask students if they know of any renewable sources of energy in their area (e.g., windmills, hydroelectric dams, and solar panels). Write the six most common renewable energy sources on the board or overhead (e.g., hydroelectric, geothermal, wind, biomass, tidal, and solar). Divide the class into six groups and assign each group to research one source of energy. Have groups provide the following information about their alternative energy source to the class: a definition, three examples of how the source is used, and three advantages and three disadvantages of using the source. Much of this information can be found on the Web sites listed under Related Links below. Once they have completed this research, have the groups make a summary presentation of their findings to the rest of the class.

29 Development: Explain to students that they will now be participating in a mock hearing of the U.S. Senate Committee for Energy and Natural Resources. The hearing is being held to determine whether or not to explore for renewable energy sources on a specific parcel of public land. You may provide the students with a fictitious or real-life public land example. Each group will assume the role of one of the stakeholders in the debate, trying to persuade the committee that its opinion is the right one. Review the list of possible stakeholders below, add additional appropriate stakeholders for your example, and discuss how each might contribute to the debate.

30 Assign or have student groups select the stakeholder they wish to represent from the following: Economists Energy experts Members of Youth for Environmental Action Native Americans President of the American Petroleum Institute President of the Sierra Club Senator Tourism officials U.S. Secretary of the Interior Unemployed people Wildlife experts

31 Give students a few days to conduct research related to their role. They can start online research with the Web sites in the Related Links section, below. Caution students that, in a highly controversial issue like this, certain information might be presented with a bias. For example, one particular group may present possible environmental damage as minimal, while another will present it as significant. Students must use their best judgment about what is factual and may even want to try to find additional sources to validate information.

32 Closing: Conduct the committee hearing. Each group will have 10 minutes to state its case. Then the committee (which can be played by students, faculty, or even parents) will be permitted to ask additional questions. After each group testifies, ask the committee to determine which group was most persuasive and why.

33 Suggested Student Assessment: Have students write counterarguments to the position they represented in the committee hearing. They should identify groups most likely to disagree with their positions and list three issues these opponents would raise and what their arguments might be. Extending the Lesson: Review the recent energy problems occurring in the EU and ask students to suggest ways to solve these problems. Have students take action by writing a letter or sending an e-mail to the representatives from their region in the national parliament. Use the official government sites. Research career opportunities related to resource management, conservation, and energy.

34 LESSON PLAN 3 – TAKE ACTION! STEWARD OUR LAND The Mission Take Action! Become a steward of the land by taking a journey through Countrys Backyard. Explore the beauty and wonder of our public lands and take part in preserving this legacy for future generations. Briefing What is a steward? Being a steward to land is like being its parent. It's about taking care of the land by protecting its resources, including wildlife, timber, soil, water, and natural beauty. Stewardship is about making a commitment to the land that helps preserve it for today and tomorrow.

35 Why should you become a steward of public lands? Everyoneincluding youowns our public lands! Stewards take pride in this ownership and understand the cultural and natural resources that these lands offer. As a steward of the land, you can enhance the ecological well- being of all public lands and help provide society with a healthier environment. Any land that is not privately owned is considered public land and belongs to all of us. Some of these properties are famous – these are national parks, reserves, etc. However, there are many more not-so-famous places that are just as important to preserve and protect. There are probably even some in your neighborhood.

36 Don't wait until it's too late. Take action now to improve water quality, beautify natural landscapes, maintain wilderness, and protect endangered species. Check out natural parks site of your country and find a park in your neighborhood, and consider ways to become a steward in your own community. There are lots of ways to take on the challenge of stewardship!

37 F A M I L Y - X F I L E S Younger Xpeditioners: Create a bumper sticker (use adhesive-backed paper) that highlights a local public property. Decorate your bumper sticker with a border, a catchy slogan, photographs, or drawings. Distribute the bumper stickers to your relatives and classmates. Older Xpeditioners: Interview older people in your community to hear their stories about how landscapes in your area have changed. Ask them about what the landscape was like when they were younger and how the building and razing of structures and roads has changed the lives of those in the community. Record your interview and share it with friends, classmates, or conservation groups.

38 Parents: Plan a vacation for your family to explore one or more public lands. Identify the places where your vacation will take you. Use a road map to highlight the best driving route. Determine the total miles of the trip and calculate how much time it will take. Research each of the places you plan to visit and decide what activities your family can do. Produce an itinerary, including popular or pictorial hiking trails, roadside exhibits, visitor centers, lectures, demonstrations, and museums. Keep track of locations, times, reservation numbers, fees, and safety tips.

39 Thanks for your attention!

Download ppt "Case Studies of EE in EC. Some proposals towards EE Curriculum Stiyan Genov, Ivan Tonev, Konstantin Stamov, Mihail Kolibarov, eng."

Similar presentations

Ads by Google