Environmental Education, 4/2008

Total responses so far: 707

Which grade level do you teach?

Response	Percent	Count
High School	39.5%	279
Middle Level	31.7%	224
Elementary	26.3%	186
Not applicable	2.3%	16

Do you teach environmental concepts?

Response	Percent	Count
Yes	96.3%	681
No	3.4%	24

If no, why do you not teach environmental concepts? (check all that apply)

Not relevant

Response	Percent	Count
checked	1.3%	9

Too much other content to cover

Response	Percent	Count
checked	1.6%	11

Inadequate teaching materials

Response	Percent	Count
checked	0.6%	4

Not enough knowledge on the subject matter

Response	Percent	Count
checked	0.4%	3

Issues are too controversial

Response	Percent	Count
checked	0.3%	2

Not a school/district policy

Response	Percent	Count
checked	0.6%	4

Other
i am a Science and Technology department in-charge ------------------------- I am a guidance counselor ------------------------- some of the concepts are embeddedin school topics, but we do not teach them separately ------------------------- I teach Physical Science ------------------------- Removed from curriculum to add more classes for NCLB ------------------------- Our district Science Resource Center sponsors a 3rd grade Earth Day poster contest-Earth Day Starts With Me and I am the facilitator. Each school has a first place poster contest winner and is awarded an Earth related book. ------------------------- in another grades curriculum -------------------------

If yes, how many hours a year (approximately) do you devote to environmental concepts?

Response	Percent	Count
20 to 50	27.4%	194
10 to 20	20.9%	148
50 to 100	17.1%	121
Over 200	11.9%	84
100 to 200	10.6%	75
Fewer than 10	9.5%	67

What environmental issues do you focus on? (check all that apply)

Climate change

Response	Percent	Count
checked	69.4%	491

Acid rain

Response	Percent	Count
checked	48.4%	342

Air quality

Response	Percent	Count
checked	56.3%	398

Water quality

Response	Percent	Count
checked	74.4%	526

Water management

Response	Percent	Count
checked	50.2%	355

Forests and wetlands

Response	Percent	Count
checked	58.1%	411

Recycling

Response	Percent	Count
checked	81.6%	577

Rural land use and sustainable farming

Response	Percent	Count
checked	27.4%	194

Energy conservation and alternative energy uses

Response	Percent	Count
checked	73.6%	520

Globalization, industrialization, and environmental impacts

Response	Percent	Count
checked	42.6%	301

Habitat loss

Response	Percent	Count
checked	70.0%	495

Chemicals/toxic substances

Response	Percent	Count
checked	46.3%	327

Biodiversity

Response	Percent	Count
checked	54.7%	387

Ocean conservation

Response	Percent	Count
checked	33.2%	235

Endangered species

Response	Percent	Count
checked	60.0%	424

Sustainability

Response	Percent	Count
checked	40.5%	286

Systems thinking

Response	Percent	Count
checked	15.7%	111

Ecosystems services

Response	Percent	Count
checked	29.4%	208

Environmental economics

Response	Percent	Count
checked	22.9%	162

Other

Extinction
------------------------- Not issues so much as basic concepts for K-5
------------------------- Population Dynamics -------------------------
Invasive Species ------------------------- These are taught in the
Environmental Studeies course and in chemistry and physics as they
apply. ------------------------- Geosphere- atmosphere-biosphere and
hydrosphereenergy flow in ecosystem-the cycling of materials-
population ------------------------- I teach 4 general classes of
environmental science and 1 class of AP environmental science
------------------------- air pollution, global warming, disintegration
of beaches, dust, smoke, filters ------------------------- Fossil
Fuels, Common Resources, Human Populations -------------------------
Overpopulation, Island Biogeography -------------------------
watersheds ------------------------- varies from year to year
------------------------- composting ------------------------- The 5
R's: Reduce, Reuse, React, Reject, Recycle. -------------------------
agriculture ------------------------- favorite fishing lake and mercury
levels in fish ------------------------- all AP environmental
------------------------- non-native invasive species
------------------------- green design/building
------------------------- Science teachers would like to address these
in the classroom, but I must connect to students through others means
(Internet) ------------------------- place-based connections to the
land ------------------------- NATIVE FLORA AND FAUNA
------------------------- Pollution ------------------------- local
water issues, invasive species ------------------------- please see
www.savingeartheveryday.org ------------------------- Habitats
------------------------- integration of science, health, and writing
in the outdoor classroom daily ------------------------- Our contest
focuses on ways an 8 year old can help to reduce, reuse, and recycle
precious resources. The district grand prize winner gets to have a tree
planted on their campus. ------------------------- energy technology
------------------------- Light Pollution -------------------------
Solid Waste Management ------------------------- urban land use and
neighborhood planning ------------------------- Throwing trash out car
windows and litter ------------------------- greenhouse effect, physics
of energy ------------------------- global warming, pollution
------------------------- renewable energy -------------------------
Human Population Dynamics; Ecology - The Basics
------------------------- Environmental Justice
------------------------- Pollutants ------------------------- Soil
Quality ------------------------- alternative fuels
------------------------- Natural History of Malaysia
------------------------- alternative energy -------------------------
Invasive species ------------------------- what children can do to help
------------------------- Global warming, Carbon footprints,
photovoltaics, reduction of non-recyclable plastics,public
transportation etc. ------------------------- NJ Birds and Owls
------------------------- keeping our Earth clean
------------------------- Finite supply of/geometric demand for fossil
fuels; Forest fire ------------------------- population issues &
development ------------------------- Solid Waste management,
population, pesticides ------------------------- Responsible
consumption ------------------------- Responsible consumption
------------------------- Invasive species ------------------------- We
teach all concepts through an integrated curriculum that uses the
environment as the focus -------------------------

Do you incorporate more or less environmental issues and/or concepts in your classroom today compared to four years ago?

Response	Percent	Count
More	58.7%	415
The same	22.1%	156
Was not teaching four years ago	13.0%	92
Less	5.7%	40

If it has changed, why?

As a
science teacher I spend more time talking about these issues than when
I was a classroom teacher ------------------------- As a science
teacher I spend more time talking about these issues than when I was a
classroom teacher ------------------------- More awareness
------------------------- due envt'l occurences
------------------------- community and parent interest/ more
documented need ------------------------- I have learned more myself,
making it easier to teach in hands on ways. -------------------------
More emphasis on protecting environment -------------------------
Because of the need. ------------------------- Inadequate teaching
materials ------------------------- I feel that this is the place to
make an impact--the kids that will go out and make a difference are
here, now, and that is who we should be influencing.
------------------------- I attended Earth Force trainings, and use
this curriculum. I changed from grade 3 to grade 5.
------------------------- Too much other content to teach
------------------------- environmental issues
------------------------- curriculum has improved
------------------------- Curriculum and lesson discovery on my part
------------------------- more talk about global issues and there seems
to be more concern over recent times ------------------------- It is a
pressing topic ------------------------- have taken more interest in
the environment ------------------------- have taken more interest in
the environment ------------------------- I now teach
science--previously taught functional reading, math & social skills
------------------------- I consider that is very important for my
students ------------------------- More Knowledgeable about the
subject, changed schools and have more environmental issues in my
curriculum. ------------------------- Increased global awareness
------------------------- The state curriculum has added more, and a
personal desire ------------------------- My class became the leaders
in our school-wide recycling program ------------------------- more
issues occuring that students need to be aware of
------------------------- Incorporating service learning--so relevant
& engaging ------------------------- To stress the importance of
saving our ecosystems and life. ------------------------- interest
level of the students has changed ------------------------- more issues
are surfacing ------------------------- I developed an environmental
studies course ------------------------- Better teaching resources
------------------------- Realization of the major concerns now
------------------------- More information, recent gas prices, Al
Gore's movie, ------------------------- Reading Last Child in the woods
------------------------- urgency to disseminate tis knowledge and try
to incororate some changes into dailyblife. -------------------------
more info and resources ------------------------- issues of global
warming ------------------------- Things are worse.
------------------------- I was not teaching environmental science as
aseparate subject, but it was included in other curricula
------------------------- Must cover curriculum & prepare students
for TAKS Test---the state assessment. ------------------------- There
is more information at the students level readily available and it is
forefront in the news. ------------------------- increase of teaching
materials, training, awareness ------------------------- new program
that I am in ------------------------- more excposure to learning
opportunities ------------------------- teaching position changed
------------------------- not state standard -------------------------
The students lack of knowledge is higher now than four years ago.
------------------------- More info available -------------------------
my teaching is improving with experience! -------------------------
Children need to know what is happening to their environment and what they
can do to help to save it. ------------------------- I have developed a
program to use with sixth grade in addition to the program I use in
fifth grade ------------------------- The children have become more
aware due to T.V. etc and ask more questions throughout the year and
thus, the conversation begins. ------------------------- experience
------------------------- Have more environmental issues now
------------------------- It is important to discuss these issues with
the students, they are going to have an impact on their future.
------------------------- teach an environmental science class
------------------------- more knowledge ------------------------- I
have learned ways to do more in same amount of time.
------------------------- I know teach a class on ecology and also a
class in environmental science ------------------------- I received my
Master's in EE in Stevens Point and started teaching more EE in my
regular biology class. Last year I started a new year-long course in
Conservation Biology. This is my second year teaching it.
------------------------- A school that is committed to environmental
sustainability. ------------------------- I have become more concerned
about the environment. ------------------------- We are facing more
environmental problems than in the past -------------------------
public issue and knowledge ------------------------- Too much emphasis
on testing which does not include Enviromental issues
------------------------- There are more issues with pollution,
environment, etc. ------------------------- We changed the curriculum
to reflect topics that are relevant to students and their future needs
------------------------- I have 4 AP Environmental Classes
------------------------- More global application; Olympics in China
------------------------- I focus now on making the students see
science concepts all around them instead of just reading them in
textbooks. ------------------------- I have changed - I am a vegan -
non consumer- walk everywhere possible - purchase organic products in
petroleum free packaging and have reduced my garbage pickup to one
every two months. Personal changes trying to influence my studnents.
------------------------- NCLB ------------------------- my program is
organized around projects in environmental science and as IPY has
geared up, so have I. ------------------------- More Relavant than Ever
------------------------- more awareness of students
------------------------- expectations ------------------------- No
child left behind tests ------------------------- Focus on Math and
Reading not science ------------------------- We have an enclosed
courtyard to better teach environmental concepts with hands on learning
experiences. ------------------------- this sch did not make AYP and I
have 25min three times a week for science. All programs are scripted.
------------------------- I taught environmental Science, Now Physical
Science ------------------------- It is more relevant now. Kids know
more about it too. ------------------------- The Minnesota standards
and the amount of curriculum that needs to be taught in a the time we
have doesn't allow for the depth of discussing environmental issues. I
try to touch on them with every lesson but their is not much depth or
research. ------------------------- Our school in México city is very
worried about our contamination problem ------------------------- more
evidence about global warming is evident ------------------------- high
interest ------------------------- more resources
------------------------- very current issues- sustainability in the
news ------------------------- Don't have enough time with current
curriculum ------------------------- I started an AP Environmental
Science course. ------------------------- Sadly must concentrate on no
child left behind which leaves everything else behind
------------------------- Teachers pushed for a curriculum change. The
environmental curriculum
is more relevant/interesting to students than science fair projects.
------------------------- Offering a class in ecology
------------------------- I have the need as a teacher to pass on to my
students the concern about the way we live and how that affects the
environment and people here in the States and in other parts of the
world. ------------------------- We are all concern with the changes on
climate ------------------------- more coverage in media
------------------------- Students know more from the media now than
ever before..I like to incorporate it into my curriculum to eliminate
misunderstandings, and raise awareness -------------------------
Personal awareness ------------------------- There is more information
out there. ------------------------- Realization of global warming
------------------------- Has become more relevant
------------------------- The world has changed.
------------------------- I am now teaching a course called
Environmental Science. ------------------------- District curriculum
shift ------------------------- Issues in the world, lack of resources,
changing climate, etc... ------------------------- Becuase WE NEED TO!
------------------------- Availability of resources to educators
------------------------- The issues are critical to our survival.
------------------------- more emphasis placed on the topic lately
------------------------- relevance ------------------------- Because
of the changing world. Environmental problems are increasing
------------------------- Students need to become better educated about
the science. Media is not a accurate represenation of true science.
------------------------- We added an Environmental Science class to
our elective options ------------------------- Not as much time alloted
from the district or there is more time demanded by the district in
other areas ------------------------- It is being offered as an
alternative 3rd year science class ------------------------- heightened
awareness - public concern ------------------------- curriculum has
changed some ------------------------- I bring environmentsl concern to
the classroom as current events. ------------------------- More issues
to discuss ------------------------- lobal awareness and student
involvement ------------------------- more in the news and students
more aware ------------------------- i won a grant to teach trout in
the classroom ------------------------- school-wide focus
------------------------- I am at a new school, and there are days
dedicated to Earth conservation activities. ------------------------- I
am now teaching Earth Science. ------------------------- Kids are
interested and it is easy to look at from a chemistry or earth science
view point ------------------------- I changed grade levels, and my new
curriculum isn't as easy to integrate EE concepts
------------------------- The kids are more concerned about issues.
------------------------- teching younger children
------------------------- I think that there is a greater awareness, so
it is more predominent in the curriculum. ------------------------- I
have more students who are interested ------------------------- Focus
on standards, testing ------------------------- Not enough hours in the
day ------------------------- More awareness in media and among school
population. ------------------------- I have been searching out
contacts and projects that would help me incorporate environmental
awareness into my curriculum. ------------------------- I have more
information ------------------------- Textbook material
------------------------- the world is dying -------------------------
Created an environmental curriculum -------------------------
information is more accessible ------------------------- becoming more
relevant ------------------------- More resources are available
------------------------- more awareness covered in the media ------------------------- I've been able to change my curriculum to
add more. I've also been involved with GLOBE and that has given me many
activities to use environmental studies. -------------------------
children, parents and teachers are more aware of the problems.
------------------------- Current conditions have arisen in such a
short period of time; therefore, more intense education must to take
place. ------------------------- there is a greater need
------------------------- Accommodating new issues
------------------------- important ------------------------- more need
------------------------- political awareness -------------------------
NOW TEACHING ENVIRONMENTAL SCIENCE CLASS ------------------------- more
topics to cover! ------------------------- Greater emphasis on
environmental factors in new state standards & increased awareness
------------------------- political awareness -------------------------
students are aware and ask ------------------------- As an technology
admin. I did my best to encourage environmental issue investigations,
but with little success due to NCLB. ------------------------- Districy
has incvolved more environment in curriculum. -------------------------
I've had more training on environmental issues.
------------------------- trying to stay current--current events
provides an entry point for the science in a lot of ways
------------------------- I now teach environmental science instead of
biology as my subject ------------------------- greater emphasis on
ecological literacy ------------------------- Different school
------------------------- Different school ------------------------- I
teach three Enviro classes, and the info is shared with my Biology
classes as a warm up opener ------------------------- more concern from
the students and me ------------------------- make kids more
aware...also teach more grade levels ------------------------- THERE IS
MORE PUBLIC AWARENESS ------------------------- I now teach one class
of environmental science ------------------------- This year there is
more "go green" information in the media. -------------------------
more information available, more student interest
------------------------- More environmental awareness and perceived
urgency ------------------------- I feel it's more global and that more
widely seen in the media with alternative fuels, better building
materials, etc., so kids can identify with environmental education
more. ------------------------- want to make a positive impact on
environment ------------------------- Core Content
------------------------- My subject area changed. Before I only taught
energy resources but our standards have changed also
------------------------- climate change and global awareness
------------------------- modified the curriculum
------------------------- more resources to use now!
------------------------- We are involved in science using an outdoor
classroom. ------------------------- It has become a more prominent and
relevant issue. ------------------------- more information is available
------------------------- students are less connected to their
environment in the outside world, so it is vital to show them their
impact on nature and the importance to preserve it.
------------------------- Much more important now than ever.
------------------------- We need to make our children more aware of
the real situation of our Earth ------------------------- We need to
make our children more aware of the real situation of our Earth
------------------------- GLOBAL WARMING ------------------------- PSSA
testing and teaching children to be aware of the environment
------------------------- There is a greater need to do so.
------------------------- Increase in knowledge base
------------------------- I have more time because the only subject I
teach is science ------------------------- pssa
------------------------- more literacy based instruction that gives less time to teach science.
Has to be taugt through integration ------------------------- More time
to devote to them, I switched grade levels and do not have a Standards
of Learning test at the end of the year. ------------------------- With
golbal warming in the news, it is easier to get the students interested
------------------------- Because of an Earthwatch Expedition and I
started teaching gifted children ------------------------- I have
become more educated on the these vital issues
------------------------- Joined Project AWARE see www.projectaware.org
------------------------- very important to me
------------------------- taking classes geared towards conservation
------------------------- incorporated more concepts into unit
------------------------- Student interest and relevance has increased,
even at the middle school level ------------------------- more
flexibility w/ curriculum in non-environment courses
------------------------- fewer children are connected to env issues
------------------------- Students are more aware and interested.
------------------------- More info available; more familiar w/
subjects ------------------------- I'm in a new school with more
flexibility. ------------------------- timeliness of topics
------------------------- Issues are more prevelent than in years past
------------------------- Increase student awareness
------------------------- Environmental issues are now at the forefront
of the issues our kids hear about every day in the news. I felt it was
becoming more important to be sure they are knowledgable and can make
informed decisions and defend their opinions. -------------------------
It is even more important! ------------------------- become more of a
national focus and a goal of my school- ------------------------- I've
learned to incorporate environmental issues into OGT standards prep.
------------------------- We were involved with the YES (Youth Energy
Solutions) Summit - a Progress Energy program -------------------------
more relevant due to popular culture ------------------------- Student
driven research is more engaging and takes more time.
------------------------- SOL objectives (VA) -------------------------
I changed assignments to become a Science Research Teacher, an ecology
teacher, and an AP Environmental Science teacher.
------------------------- We have realigned our curriculum to meet new
state standards ------------------------- I have personally pushed for
it. ------------------------- I am more aware -------------------------
younger children ------------------------- new curriculum
------------------------- I only teach science now, instead of all
subjects ------------------------- testing and a strict curriculum
------------------------- I've learned methods to connect more science
concepts to enviornmental issues. ------------------------- We created
a nature trail on campus. Weekly classroom walks opened our eyes to
pollution and trash in the woods. ------------------------- state
mandated- legal climate ------------------------- more information
available ------------------------- It is more relevant that the
students don't consume so much. ------------------------- students and
I attend yearly-Community Connections to our Watershed
------------------------- I think it is important
------------------------- to start early... -------------------------
training ------------------------- It is important for young people to
understand ewspecially since they are the problem solvers of the
future. ------------------------- Environmental issues are more
important today. ------------------------- The issues facing us are
more and more pertinent and relevant to the students.
------------------------- There are more resources available, and it
seems it is more critical now to teach. -------------------------
badgers living at school ------------------------- panic about ice
melting ------------------------- Seems more essential - children ask more
------------------------- International Polar Year
------------------------- Environmental awareness due to Global Warming
------------------------- More experience and better-developed
curriculum ------------------------- Availability of information, aging
children ------------------------- course realignment of curriculum
------------------------- It became an obvious necessity.
------------------------- parent involvement and more awareness of
local issues and global issues ------------------------- subject area
switch ------------------------- NCLB and state standards
------------------------- NCLB and state standards
------------------------- real world connections are important
------------------------- awarded grant for probes
------------------------- It is more important than ever.
------------------------- NCLB leaves little time
------------------------- grade level change, nature area has been
developed at our site. ------------------------- We have a new Green
School building ------------------------- energy and resource demands
today are different ------------------------- Because I have learned
more. ------------------------- The world is changing. My teaching
needs to change with it. ------------------------- strong current issue
------------------------- I started an environmental education team
------------------------- students need to connect with the environment
and learn about natural history and get outside and feel a personal
connectino BEFORE they are hit with problems and issues
------------------------- Teaching courses in environmental science and
ecology. ------------------------- teaching in a school devoted to
implementing an integrated curriculum ------------------------- The
environment is in the news more so today and on people's minds.
------------------------- It's more important -------------------------
I have gone green ------------------------- More relevant, more
important ------------------------- I began to teach an AP
Environmental Science class in addition to Natural Resources.
------------------------- curriculum allows for it, more resources
available now that it is a global issue ------------------------- our
science curriculumhas changed to focus on the importance of water
management ------------------------- I only teach biology now, not env
science. I infuse env sc into my biology. -------------------------
technology ------------------------- We are no longer filling the
Environmental Science elective course, so I incorporate more of it into
the required biology curriculum. ------------------------- more focus,
more information is available ------------------------- More of a
pressing issue ------------------------- more focus, more information
is available ------------------------- introduced environmental science
course ------------------------- more resources on the web and better
books ------------------------- Today's world stresses it more, in
curriculum ------------------------- Global warming awareness, switch
to hybrid, a colleague with electric car and zero emission house with
solar panels, Masters thesis on photovoltaics -------------------------
Students are more aware of environmental issues and I have adjusted the
subject matter accordingly. ------------------------- There is an
increased personal relevance to students. ------------------------- I
used to teach an Environmental Science course so I had more time.
------------------------- More aware of the need to improve and protect
the environment. ------------------------- Enviro Sci class
------------------------- Now have an envir sci course
------------------------- too much other content from state standards
------------------------- content standards have changed and I am more
knowledgeable as well ------------------------- stewardship
------------------------- more awareness ------------------------- fear ------------------------- I figured if
the district and state don't care, I better do it so the kids become
better stewards of our environment ------------------------- A.P.
environmental Science class ------------------------- open eyes
------------------------- More accurate information and a better
curriculum ------------------------- Mission Driven to connect science
to contemporary society issues ------------------------- I have learned
more and been able to focus my teaching more no relevent issues.
------------------------- New state standards and standardized testing
preclude environmental topics previsouly covered
------------------------- Politically more appropriate and tolerated
even if standards are not set. ------------------------- It has become
more of a focus in our country and children are more aware of it now.
------------------------- new focus in science
------------------------- My new school places much more emphasis on
it. Parents are equally supportive with their issues for the
environment ------------------------- I now teach Ecology
------------------------- teaching Env. Sci. class
------------------------- Media is capitalizing on the "green" idea
------------------------- better time management
------------------------- State curricula changes.
------------------------- We have more strict standards and less
freedom to teach things unless they are specifically part of our
curriculum. ------------------------- time/state requirements/must
follow district scope and sequence ------------------------- Masters in
Environmental Ed and more in today's society -------------------------
Masters in Environmental Ed and more in today's society
------------------------- Added additional courses, will add AP Env Sci
next year ------------------------- Because we have more and more
resources to teach it everyday. ------------------------- Previously
was teaching general science. Now have environmental biology as a
course. ------------------------- state standards
------------------------- My assignment has changed to include diferent
topics ------------------------- student awareness increased
------------------------- The situation has grown worse for the
environment. ------------------------- The situation has grown worse
for the environment. ------------------------- The situation has grown
worse for the environment. ------------------------- I have become more
comfortable with the subject ------------------------- less time to
teach science, because of the literacy bully. -------------------------
My understanding and content knowledge is better today
------------------------- Awareness ------------------------- State
Standards ------------------------- More readily availabel resources
------------------------- older kids -------------------------
Preparing to apply for a Green Schools grant. -------------------------
I find that my students are more interested. -------------------------
more in the news ------------------------- students have a greater
global awareness now ------------------------- Attended a workshop on
Iowa Prairies and now use that in my curriculum.
------------------------- too much required content
------------------------- environmental issues have come to the
forefront. ------------------------- Students (and parents) becoming
more responsive to learning about the environment.
------------------------- Better Classroom environment
------------------------- New pacing guide for the district. More time
is devoted to the environmental sciences in the new curriculum.
------------------------- The issue is huge. It impacts our lives, not
just our classrooms. If the students are not aware, then the future
will not be bright. ------------------------- Primarily because of the
abundance of current information available dealing with environmental
issues. ------------------------- Became certified as an Iowater
Monitor and water quality is an important issue in Iowa
------------------------- I am the creator of the SAMO SHRUB project,
in partnership with the National Park Society -------------------------
Now certified, used to be assistant teacher. -------------------------
So much more information/tools available including grants
------------------------- Always new material to work with.
------------------------- student interest in subject
------------------------- I have more environmental science classes but
the exit exam has environmental issues all through the test questions
------------------------- Current Oil Crisis -------------------------
I have more awareness ------------------------- I have more resources
available ------------------------- It is more relevant to the students
as it is now one of societies main publicized concerns.
------------------------- New curriculum adopted 4 years ago as part of
PA EE Standards ------------------------- Textbooks and resources have
feweer references ------------------------- Society in general has put
more of a focus on environmental education -------------------------
always a need to stay current and info is changing
------------------------- AP Environmental Science is now a course
solely dedicated to these topics which I organized and began teaching
three years ago. ------------------------- More reason to focus on
these issues. We are losing habitat, our ozone layer, some species and
clean natural resources at an alarming rate. If our children can't
identify with the issues, we will never change our current trend!
------------------------- It is a very pressing issue that all students
relate to now. ------------------------- New materials
------------------------- Four years ago they took away my
environmental science class ------------------------- Wasn't teaching
environmental science before ------------------------- more awarness of
the topic ------------------------- I have a different course load
------------------------- We received a science enrichment grant and
we've used it primarily for environmental education.
------------------------- New exhibits ------------------------- new
grade-level position ------------------------- I've gotten better at
incorporating chapters/concepts as I've gotten more experience as a
teacher. ------------------------- pollution is a major issue in
houston ------------------------- more required and more available
resources ------------------------- State standards, started AP Env
Science class ------------------------- more awareness of these issues
-------------------------

Is more or less environmental education taking place in your school today compared to four years ago?

Response	Percent	Count
More	58.8%	416
The same	25.6%	181
Less	9.8%	69

If it has changed, why?

More
awareness ------------------------- I think that curriculum is changing
because of global environment destruction ------------------------- due
to envtl awareness ------------------------- parent volunteer program,
and curriculum efforts to incorporate more environmental issues
------------------------- The afterschool teacher and myself have
incorporated vermiculture, recycling, and an awareness of the outdoor
classroom. ------------------------- School wide planting day
------------------------- Not a school/district policy
------------------------- Involvement in the Roots & Shoots program
of the Jane Goodall Insititute at our school. -------------------------
The environment is changing; so should we. -------------------------
Less sections of environmental systems classes offered since lab credit
is only given for AP Env. Science and not IB Environmental Systems
standard level. Ecological topics are briefly covered in 10th grade
Biology also ------------------------- Due to FCAT testing, all
teachers are more concientious about teaching science to their students
than in previous years. ------------------------- See above. Also, it
is not in our science curric. standards handed down from the states
------------------------- environmental issues
------------------------- improvement of curriculum
------------------------- Same as above ------------------------- I
belive that teachers are becoming more aware due to media coverage
------------------------- state testing due to NCLB
------------------------- Students are interested, it has become more
of a focus in the news, etc. ------------------------- More awareness
of global changes in the environment ------------------------- It is
more accepted. ------------------------- Don't know
------------------------- Again, the new CT state science curriculum
added more. ------------------------- I believe their is a greater
awarness of enviornmental issues ------------------------- more issues
occuring ------------------------- My work -------------------------
Public awareness and concern has increased -------------------------
It's important to me as an individual and I feel it should be an
important concept for children to understand. -------------------------
environmental awareness is driving more students to enroll in
environmental classes ------------------------- We have 2 science
teachers for K-5, 1 teachers laboaratory experiments and 1 teaches
environemental science ------------------------- The school has made it
a goal to become more sustainable in how we operate and what
information and curriculum we give to our students.
------------------------- because I am pushing it
------------------------- State standards -------------------------
partnerships within building and with community
------------------------- Same as above -------------------------
testing pressures- need to cram in the curriculum, not always time for
the really important stuff ------------------------- I am coordinating
green projects in my school. ------------------------- Again, the need
to spread word about enviro. issues. We have an environmental club for
students and a "Walk the Walk " committee for facukty and staff.
------------------------- same ------------------------- Departmental
changes. ------------------------- It is a new school and they are
still developing the curriculum ------------------------- No One to
sponsor our Environmental Club ------------------------- Same reasons
as above. ------------------------- PLT grant partnership
------------------------- teachers have had in-service on specific
topics with the environment ------------------------- I have the
students doing things. We do field trips, labs, projects, and share
information with our school and school district. Previous envi. sci.
was not proactice or hands-on. ------------------------- participating
in environmental grant program ------------------------- not state standard ------------------------- Teacher's knowledge
------------------------- more awareness ------------------------- More
staff participation ------------------------- The public is more
informed and teachers are becoming more environmental friendly.
------------------------- more class offerings
------------------------- Staff & students feel it is important!
------------------------- major concerns ------------------------- More
integrations ------------------------- Other teachers have begun to
incorporate env.issues into their curriculum. -------------------------
We have been getting involved in different projects related to the
environment ------------------------- WE DON'T OFFER GLOBAL
ENVIRONMENTAL, EARTHAPACE, OR ASTRONOMY ANYMORE
------------------------- We have the Conservation Biology class and an
Envirothon Group. ------------------------- There is a who class
devoted to environmental issues with Earth Science
------------------------- We brought in a sustainability consultant.
------------------------- We are adding AP Environmental Science to our
class options now. ------------------------- We are more aware of our
position as teachers and the impact that these problems will have on
future generations ------------------------- To much emphasis on
testing ------------------------- The teachers have too much to deal
with addressing the No Child Left Behind as well as more classes to
teach in a small district... ------------------------- ssame as above
------------------------- Better AP teacher and Env. Sci teacher
------------------------- Teachers committed to encouraging young
people they can make a difference and showing them how.
------------------------- Teachers committed to encouraging young
people they can make a difference and showing them how.
------------------------- NCLB ------------------------- issues of
global warming; celebration of earth day ------------------------- More
available resources and programs ------------------------- building is
more aware ------------------------- change in attitudes of teachers
------------------------- Now have a course in environmental science.
------------------------- no funding for trainging
------------------------- We have an enclosed courtyard to better teach
environmental concepts with hands on learning experiences.
------------------------- Our school theme this year is s"Going Green".
One of our fundraisers was the sale of recyclable bags.
------------------------- I taught at another sch that allowed more
time for sci. This sch is all scripted. They do not have much time
available for sci. ------------------------- Time spent on other topics
also uses time. ------------------------- MCA -------------------------
paper recycling has started ------------------------- more information
------------------------- We keep up with what impacts the student's
lifes/future careers ------------------------- Don't have enough time
with current curriculum ------------------------- More need to increase
awareness ------------------------- Teachers were able to pursuade
administration to change the curriculum. -------------------------
Decided to add a semester long ecology class to the curriculum
------------------------- State Standards ------------------------- We
want to be help our environment ------------------------- added
A.P.E.S. ------------------------- More classroom teachers are becoming
involved as they pick up on what I do. ------------------------- more
teachers incorporating ------------------------- District requirement
------------------------- People are more informed and concerned.
------------------------- More media coverage and governmental concern
------------------------- awarenwss ------------------------- $, time,
and OAT ------------------------- More relevant
------------------------- Change in course to Environmental Science
from Earth/Physical Science ------------------------- Same as above. -------------------------
more awareness ------------------------- climate change concerns
------------------------- See above ------------------------- the
teachers are not motivated and/or there aren't prepared about this
issue ------------------------- Student service projects and recycling
programs ------------------------- We started lunch composting this
year. It's in the news more. ------------------------- We have
generated interest via community service projects impowering students
to improve their environment, and community, through clean-up projects,
planting flowers, recycling, etc.. ------------------------- Because a
few of us have made it a priority. ------------------------- Because I
teach it. ------------------------- Importance of the concepts that are
now included in the standards. ------------------------- impact on
environment ------------------------- Because people are more worry
about the environment ------------------------- A reflection of our
world, where focus is growing daily as we strive to become more
sustainable. ------------------------- Same as above
------------------------- The issues are more important now.
------------------------- Ourn district is demanding more time spent in
other areas ------------------------- See above
------------------------- staff attitudes -------------------------
greater awareness by community ------------------------- More teachers
are aware of issues ------------------------- same as above
------------------------- student involvement increased
------------------------- science teachers are more aware
------------------------- i made my program school wide and invited
other teachers to participate ------------------------- More awareness
------------------------- school-wide decision
------------------------- Students and teachers have a greater
awareness of global warming. ------------------------- Growing concern.
------------------------- Teachers are busy teaching to the tests for
NCLB. ------------------------- I don't know -------------------------
Course is more bookdriven due to focus on standardized testing
------------------------- I don't know. ------------------------- I am
the lower school science dept., so if I am teaching more environmental
concepts, the school is too! ------------------------- Team decided to
add this content ------------------------- other priorities-test prep
is one perhaps ------------------------- Awareness
------------------------- global warming -------------------------
school policy ------------------------- teachers are becoming more
aware ------------------------- service projects involve environmental
cleanup ------------------------- new curriculum focus
------------------------- state standards and curriculum
------------------------- because of a cohort of teachers for whom it
is really important ------------------------- Current conditions have
arisen in such a short period of time; therefore, more intense
education must to take place. ------------------------- greater need
------------------------- Same as above -------------------------
important ------------------------- need ------------------------- More
resources ------------------------- earthly issues
------------------------- more recylcing -------------------------
guidance focus is on other sciences...chemistry, physics...as opposed
to environmental science ------------------------- staff qualifications
------------------------- state standards change & greater
awareness ------------------------- less students taking ecology
------------------------- we added an environmental science class
------------------------- NCLB ------------------------- I started
teaching science at this school four years ago. The prior teacher stuck
pretty much to the book. ------------------------- see above.
------------------------- It's an increasing concern. More media information.
------------------------- We now offer environmental science courses at
basic, academic and AP levels ------------------------- I was hired to
teach env. science. ------------------------- ditto
------------------------- I'm not sure as I've not been at this school
long but I feel we are so involved in test grades that we only use
environmental education if we can work it in to our instructional
objectives for the End of Grade Tests ------------------------- MORE
CONCEPTS ADDED TO THE CURRICULUM ------------------------- we offer one
class in environmental science ------------------------- Previous
district coordinator did less. ------------------------- Issue more
important now than in the past/more information
------------------------- positive impact -------------------------
Core Content ------------------------- Less resources
------------------------- climate change and global warming
------------------------- awareness ------------------------- There is
support from administation ------------------------- more resources
------------------------- See above! ------------------------- Students
have expressed more interest, creating demand.
------------------------- need ------------------------- more people
are becoming environmentally friendly ------------------------- no
state wide testing for science (yet) ------------------------- The
human footprint is becoming more evident to society
------------------------- To make students more aware of the problems
with the environment due to the many changes in peoples habits.
------------------------- CA. STANADARD; ENV. ISSUES
------------------------- I focus on only Science all day
------------------------- I added some environmental education to the
Earth Science classes I teach, and the 8th grade will be teaching
Environmental Science this year at the end of the year (after MCAS)
------------------------- Reduced time in classes due to state mandated
achievement tests. On those days, usually 9 days/year for testing
9-11th, we have a reduced class schedule. If you add up all those
reductions, you lose about 4 days of teaching.
------------------------- We actually have a course called
Environmental Lab Science in place for sophomores in addition to
biology freshmman year which is waht I teach. -------------------------
TAKS Test ------------------------- Because of the impact hurricane
Katrina had on our communtiy with the lost of wetlands
------------------------- pssa ------------------------- same reason
------------------------- Because of the Environmental movvement that
has been taking place. Also, Chesapeake Bay watershed education and
impact has been incorporated into our Standards of Learning.
------------------------- I don't see a significant change with most of
the faculty ------------------------- awareness has increased
------------------------- Same as above ------------------------- More
people are aware of the condition of the environment and their part in
it. ------------------------- state curriculum changes
------------------------- concerns about global warming
------------------------- support from the county
------------------------- Student interest and relevance has increased
------------------------- expanded to partner w/ local university and
regional envir. groups ------------------------- Again, more awareness.
------------------------- Time constraints with SOL timeline
------------------------- I wish it would change. I'm the only one
teaching it. ------------------------- I wasn't in this school 4 years
ago. ------------------------- We've committed to integrating
environmental "big ideas" into every classroom at our school.
------------------------- More students taking the class than 4 yrs.
ago ------------------------- added environmental sci. elective
------------------------- Growing health issues in the community and
concerns ------------------------- We have a regularily scheduled course now
------------------------- It is necessary for kids nowadays to be more
aware of our changing world. They need to have more knowledge to be
better eco-friendly citizens. ------------------------- It is necessary
for kids nowadays to be more aware of our changing world. They need to
have more knowledge to be better eco-friendly citizens.
------------------------- Teachers promote it -------------------------
We take a whole day and combine grades Pre-k through 8th. Each year we
pick an area of the earth and create that are in our gym with life size
animals and flora. The students go to stations and study about
different ecological threats or changes in that
------------------------- We realized we need to model a more
sustainable way of life for our studetns ------------------------- the
school's commitment to sustainable practices -------------------------
awareness ------------------------- Younger teachers :-)
------------------------- more mainstream topic
------------------------- More resources available for climate change
lessons, and we have incorporated quarter-long environmental
engineering projects in chemistry. ------------------------- SOL
objectives (VA) ------------------------- Rigor/relevance movement
presents more opportunities to introduce real-world concepts into
classroom instruction. Grant money exists to support innovative
educators in environmental concepts. -------------------------
Environmental Science/Ecology has been added to our curriculum three
years ago. ------------------------- We have realigned our curriculum
to meet new state standards ------------------------- I am currently
teaching AP Environmental Science for the first time at our school.
------------------------- Teachers are doing more
------------------------- i do not know ------------------------- fewer
people trained in PLT ------------------------- international
acceptance of climate change data ------------------------- curriculum
and more awareness of importance ------------------------- Change in
staff ------------------------- see above -------------------------
Public awareness of need. ------------------------- We are more aware
of pollution and the need to recycle. ------------------------- same as
above ------------------------- new teachers -------------------------
people are beginning to care about the environment
------------------------- school standards ------------------------- A
turnover in teachers ------------------------- I think because some of
the other teachers are not as commited to the issue as I am.
------------------------- We are more concerned with the state of our
environment and wnat is necessary to protect it.
------------------------- Teachers are seeing a critical need for it.
------------------------- more conversations -------------------------
badgers living at school ------------------------- Started a recycling
program in individual classrooms. ------------------------- district is
more supportive ------------------------- Stronger interest in the
topic; media interest; local interest; ------------------------- Seems
more essential - children ask more ------------------------- We became
part of the GLOBE program ------------------------- nclb
------------------------- It is part of the IB Science programme
------------------------- now part of NY State 8th grade curriculum,
also personal bias! ------------------------- Environmental awareness
------------------------- change in curriculum although we now offer AP
environmental Science ------------------------- our community at large
is very concerned about the environment so they come into the
classrooms to talk about the issues with students
------------------------- New school; opened Oct. 2006
------------------------- The media ------------------------- THis is
the 2nd year of my school ------------------------- realities of living
in 2008 ------------------------- Standards do not
include environmental issues ------------------------- Standards do not
include environmental issues ------------------------- We have created
an Ecoliteracy Project that encompasses lessons and after school
activities. Over 400 students and 15 teachers are involved.
------------------------- same as above ------------------------- I
think teachers are more aware of their role in helping the environment
through teaching the students about the issues we are facing.
------------------------- NCLB ------------------------- The new green
school building was designed to teach energy conservation
------------------------- The world is wiser to the destruction the
human race has caused and now is racing to fix it
------------------------- Because the more I learn the more I teach.
------------------------- More teachers are aware of the changes in the
world and it is our job to get the message out.
------------------------- Because I am teaching it. No one did before.
------------------------- strong current issue
------------------------- I have been pushing the issue with admin and
other teachers ------------------------- Included AP Environmental
Course ------------------------- Much greater awareness/attention,
especially in the media. ------------------------- AP Environmental
Science has been added to course offerings. -------------------------
teaching in a school devoted to implementing an integrated curriculum
------------------------- our school environment is shaped by the
students ------------------------- I share my info
------------------------- Society has finally realized that it is a
necessity ------------------------- started a recycling program, people
finally realize it's important and climate change is happening
------------------------- See above, also students and other faculty
have become more concerned ------------------------- Teachrs finally
forced to with state std and test! ------------------------- parent
support ------------------------- More awareness
------------------------- Sam reason as above -------------------------
more interest ------------------------- I pushed it. I am dept. chair.
------------------------- more interest -------------------------
introduced environmental science course -------------------------
Emergency solutions! New profesionals with new concepts.
------------------------- awareness ------------------------- Team work
of teachers and school-wide grantees celebrating Energy-Earth Day
school-wide last three years. ------------------------- There is more
interest and discussion and iformation. -------------------------
Students are more aware of environmental issues and the subject matter
has been adjusted accordingly. ------------------------- perceived to
be more relevant to students' lives. ------------------------- fewer
teachers knowledeable ------------------------- same as above
------------------------- More Recycling ------------------------- now
have full year senior honors class ------------------------- science
strands have been changed ------------------------- science strands
have been changed ------------------------- same
------------------------- More information is being publicized about
environmental issues ------------------------- Global warming awareness
------------------------- Everyone is concerned about the environment
------------------------- Too much time teaching to the standards for
the testing. ------------------------- I am now a science specialist
and see all students in our school 1-5 and am able to focus on and
integrate environmental topics and study. -------------------------
added to curriculum ------------------------- More awareness and less
resistance to the concepts. I still have parents that mumble it's too
political to be discussed in school. ------------------------- My
school community promotes this discourse and we have an Earth Day
Fair every spring. ------------------------- same as above -- "teaching
to the test" mandates ------------------------- Active Ecology Club
& Recycling Initiative ------------------------- Same as above
------------------------- more focus ------------------------- see
comment above ------------------------- lack of district and school
site support ------------------------- added course to increase
awareness ------------------------- More information about global
warming, energy conservation ------------------------- current events
------------------------- Agricultural education classes are more
natural resource based ------------------------- more resources
available ------------------------- learned to use environmental issues
to teach basic concepts ------------------------- State curricula
changes. ------------------------- See answe above...
------------------------- added new courses -------------------------
Because we have more and more resources to teach it everyday.
------------------------- awareness ------------------------- The
teachers are better informed ------------------------- energy trends
------------------------- I try to bring environmental awareness to my
students each year. ------------------------- money and time
------------------------- less time ------------------------- More
clubs, more classes, more incorporation into already existing classes
by more teachers ------------------------- Course instituted
------------------------- State Science Standards and Standardized
Testing in Science ------------------------- older kids - we homeschool
------------------------- Moving to be a more environmnetally friendly
school. ------------------------- More passion among the teachers
------------------------- Global warming issues.
------------------------- Grade Span Expectations require specific
content and unfortunately environmental education is not listed.
------------------------- more environmental courses being taught.
------------------------- Students wanted an option to poor physics and
chemistry teaching (students demanding relevant courses)
------------------------- NCLB ------------------------- New curriculum
more time is devoted to each standard. ------------------------- We
have only one earth. ------------------------- Timely topic
------------------------- More info is available.
------------------------- The SAMO SHRUB project is much needed.
Students need to be in the outdoors for learning purposes and for
health too! ------------------------- I have been very instrumental in
bringing grants into the school, field trips and involving kids in
clean up efforts outside of school ------------------------- added to
curriculum ------------------------- Making more people aware of it
through our school recycling project ------------------------- Current
Oil Crisis ------------------------- push towards Literacy and Math
------------------------- The focus of individual teachers
------------------------- Outdoor classroom -------------------------
revelant for our times ------------------------- We no longer have an
environemental science course. ------------------------- more of a
discussion is taking place amongst teachers about environmental issues
------------------------- PA EE Standards ------------------------- We
changed books to get something more eco-friendly
------------------------- more courses being taught -- more relevance
------------------------- Students are asking great questions!
------------------------- There is an increasing need to focus on
sustainability. ------------------------- Awareness and news coverage
has increased. See reasoning above. ------------------------- Our
parents are becoming more involved ------------------------- More
stress on environmental issues in our community
------------------------- they reinstated my class
------------------------- Working towards a school lifestyle change
------------------------- current problems widely known/believed
------------------------- direct impact in our area with petroleum and
natural gas ------------------------- We've created a K-8
standards-based curriculum using the environment as the focus for
learning ------------------------- We have developed a program which
links character education, science and environmental education.
------------------------- I have a background in environmental work and
have started having annual school-wide events.
------------------------- same as above ------------------------- It's
in the news daily! -------------------------

Where do you obtain environmental education resources for your classroom and in your teaching? (Check all that apply.)

Textbooks

Response	Percent	Count
checked	62.8%	444

Library

Response	Percent	Count
checked	35.5%	251

Magazines and newspapers

Response	Percent	Count
checked	71.4%	505

Internet

Response	Percent	Count
checked	91.2%	645

Journals

Response	Percent	Count
checked	42.6%	301

Agencies or organizations

Response	Percent	Count
checked	66.2%	468

Other

TV, NEWS
------------------------- Project wild and learning tree
------------------------- Quality programs about climate change.
------------------------- conferences and personal contacts
------------------------- Science News Magazines
------------------------- I have BS and MS in Env. Studies so I use my
experience as well. ------------------------- DNR resources, Project
Wet, Wild, Learning Tree ------------------------- guest presenters
------------------------- workshops ------------------------- NSTA
Conferences ------------------------- Colorado Division of Wildlife,
State Fair exhibits ------------------------- cultural arts programs
------------------------- the school boock resources
------------------------- Personal experience -------------------------
Teacher resource books, videos ------------------------- seminars and
conferences, continuing education coursework -------------------------
Trade Books ------------------------- self-made, friends
------------------------- applied outdoor learning
------------------------- National Public Radio, Public Television,
Nonfiction books ------------------------- web searches
------------------------- UW-Madison ------------------------- parents
------------------------- Fish and Wildlife -------------------------
LEAF course, Project Wild, Project Learning Tree
------------------------- Conferences and PD workshops
------------------------- locally ------------------------- Self
------------------------- Edison, Ground Water Institute
------------------------- Experts ------------------------- Harcourt
Sci tubs and journals ------------------------- conferences
------------------------- Workshops ------------------------- Other
teachers ------------------------- Cornell Cooperative
------------------------- Earth Policy Institute
------------------------- science conferences, workshops
------------------------- Virginia Save Our Streams
------------------------- Professional societies; colleagues
------------------------- The Population Connection and The Clean Air
Challenge are great resources but I am always looking for more.
------------------------- videos ------------------------- trade books
------------------------- i bought lots of books on amazon
------------------------- summer coursework -------------------------
Videos ------------------------- Project Learning Tree, Project Wild
------------------------- local university -------------------------
Newspapers and my prior knowledge ------------------------- real life
events ------------------------- conferences and books I order through
catalogs ------------------------- APES List Serve
------------------------- NSTA conferences -------------------------
Workshops and classes ------------------------- workshops and
coursework ------------------------- Woods Hole Marine Center
------------------------- Speakers ------------------------- AP
listserv ------------------------- textbooks especially designed and
researched to teach environmental issues "IEEIA"
------------------------- cont. ed. classes I've taken through local
universities ------------------------- Project Wild, Flying Wild,
Aquatic Wild ------------------------- CNN/Television
------------------------- LOCAL,STATE AND NATIONAL CONFERENCES
------------------------- educational dvds -------------------------
office resources ------------------------- Wildlife Commission, Power
Companies ------------------------- Experts -------------------------
TV / MOVIES ------------------------- City of Brownsville Public Works
------------------------- local, state, Fed parnerships, outdoor
laboratories ------------------------- phenology of the outdoor
classroom ------------------------- particularly Kids Discover Magazine
and National Geographic website, climatecrisis.org, "An Inconvenient
Truth" video ------------------------- SCARCE in DuPage County is a
fantastic resource. ------------------------- I supply an Earth Day
Starts With Me pencil for every 3rd grader in our district; for
teachers to distribute and discuss--a homemade word search puzzle, and
an EPA brief history of Earth Day. -------------------------
currriculum guide ------------------------- Solid Waste Authority, DHEC
------------------------- public radio -------------------------
lectures, personal research & experiences -------------------------
Seminars/Workshops, etc. ------------------------- 50 years of
experience ------------------------- NSTA Conferences
------------------------- the environment -------------------------
Contact with professionals in the industry -------------------------
Teacher lesson books ------------------------- Project Learning Tree
------------------------- PA DCNR,Keystone College
------------------------- radio, television -------------------------
My duaghter that works for an environmental organization.
------------------------- Conferences ------------------------- TV
------------------------- local research of our own environment,
Univeristy of Alaska scientists, too ------------------------- current
books on environmental pedagogy ------------------------- My own
photography. ------------------------- filed experts
------------------------- lab manuals -------------------------
outside! ------------------------- Before I became a high school
science teacher, I worked as an environmental scientist for 20 years.
------------------------- Environmental associations, local soil and
water district ------------------------- outdoors
------------------------- my ecologist husband and friends, conferences
------------------------- trade books -------------------------
Exploring New Horizons outdoor ed ------------------------- begging
community members and clubs ------------------------- Convention
------------------------- Resources from former career
------------------------- internet and workshops, courses
------------------------- Fellow teachers of EE !!
------------------------- teacher resource books
------------------------- Earth's Birthday Project
------------------------- Conferences -------------------------
discovery channel ------------------------- Took NYSDEC Ecology
Workshop summer 2007 ------------------------- Project Wild
------------------------- professional development
------------------------- Science Kits ------------------------- fellow
teachers and television ------------------------- textbooks were
history credit ------------------------- Earth Force (service learning
curriculum) ------------------------- College Notebook from when I was
in school ------------------------- Parents and friends
------------------------- MSU coursework -------------------------
National Academy of Sciences ------------------------- professional
experiences ------------------------- we are part of the Globe program
-------------------------

What type of methods do you use in teaching environmental concepts? (Check all that apply.)

Discussion of environmental topics

Response	Percent	Count
checked	91.9%	650

Field trips

Response	Percent	Count
checked	54.3%	384

Hands on activities

Response	Percent	Count
checked	83.6%	591

Problem solving

Response	Percent	Count
checked	60.4%	427

Independent or group research

Response	Percent	Count
checked	57.6%	407

Debates on environmental issues

Response	Percent	Count
checked	35.8%	253

Civic actions exercises

Response	Percent	Count
checked	20.5%	145

Other

Read
excerpts of books; watch "An Inconvienent Truth"
------------------------- Interdisciplinary unit for "Earth Month"
------------------------- embryology project using native birds
------------------------- guest speakers/science expo family night
------------------------- Smart Board Lessons -------------------------
films ------------------------- lecture and videos
------------------------- internet web quest -------------------------
Growing our own foods; raising insects -------------------------
Writing letters in the newspapers -------------------------
Incorporation of video/DVD lessons ------------------------- writing
essays ------------------------- art -------------------------
school-wide recycling program & growing crops
------------------------- Outdoor Learning Center
------------------------- Research Projects ------------------------- I
would like to have more time to do the others -------------------------
CASE STUDIES ------------------------- IEEIA is specifically designed
to allow students to make informed decisions about environmental
issues. ------------------------- translation -------------------------
SCIENTIFIC PROCESSES AND JOURNALING -------------------------
Enviroscape ------------------------- city/ school partnership
------------------------- daily journaling, weather, phenology in
outdoor classroom ------------------------- music-singing
------------------------- Civic action--I have my students research the
topic, I teach them a little Parliamentary procedure and bill-writing,
then they play the roles of Senators from the different states, writing
bills with solutions to the problems, and they debate them in clas
------------------------- lectures and seminars (in house and off
campus) ------------------------- Use of planetarium
------------------------- literature ------------------------- we make
shoppers aware by decorating Meijer shopping bag for the store to use
------------------------- pojects ------------------------- webquest
------------------------- videos ------------------------- service
learning activities ------------------------- service learning
activities ------------------------- Experiential and Place-based
Educational Experiences ------------------------- We built an outdoor
center-with ponds and river ------------------------- Environmental
Expo for community featuring alternative energy projects
------------------------- direct outdoor experience
------------------------- being outdoors ------------------------- we
have a habitat we maintain ------------------------- we have a habitat
we maintain ------------------------- 5 days at outdoor ed
------------------------- Lab Activities -------------------------
Simulations, labs ------------------------- Inject concepts when I can
------------------------- field study/inquiry -------------------------
no access to technology, field trips or supplies
------------------------- For nearly thirty years, our students have
maintained our main building and grounds, on teams led by seniors who
work three mornings each week -- cleaning, repairing, recycling,
composting, gardening, etc. It's a schoolwide requirement, faculty
assist. ------------------------- Case Studies
------------------------- Notes/Text Searches -------------------------

Prior to teaching environmental education, did you receive any teaching methods courses?

Response	Percent	Count
Yes	65.2%	461
No	27.6%	195
Not applicable	2.5%	18
Don't know	2.4%	17

Prior to teaching environmental education, did you receive any environmental-related content courses?

Response	Percent	Count
Yes	60.4%	427
No	35.2%	249
Not applicable	1.4%	10
Don't know	1.3%	9

Have you received any training in teaching methods related to environmental education since you began teaching the subject?

Response	Percent	Count
Yes	50.2%	355
No	45.3%	320
Not applicable	1.8%	13
Don't know	0.8%	6

Have you received any training in environmental content since you began teaching the subject?

Response	Percent	Count
Yes	54.7%	387
No	40.5%	286
Not applicable	1.4%	10
Don't know	0.8%	6

Do you teach a specific course about the environment or do you incorporate environmental issues in other subject topics?

Response	Percent	Count
Include the environment in other topics	50.2%	355
Both	31.5%	223
Teach a course about environment	12.7%	90
Not applicable	2.8%	20

Did you choose to teach environmental education?

Response	Percent	Count
Yes	78.6%	556
No	11.3%	80
Not applicable	8.3%	59

If yes, why?

Because I
see the value in introducing young people to these ideas and concepts,
so they can make better, more-educated choices for themselves and the
rest of the world ------------------------- I beleive we do not inherit
our land from our fathers but we borrow it from our children!
------------------------- Because it is important for students to
understand if they are going to be active members in the community
------------------------- because I feel that it is important for
worldwide change to happen ------------------------- It's very
interesting, and it's easy to get students xcited about learning the
topics. ------------------------- I should have grown up in the 70's? I
became a biology teacher because I love nature.
------------------------- to be a contribution in the protection of our
environment ------------------------- I am a science coordinator (K-5)
and am trying to incorporate more about the environment in curriculum
------------------------- Want students to know about their world
------------------------- because as an educator I feel that the new
generation should appreciate the usage of energy.
------------------------- I want to create global warming consciousness
in my students. ------------------------- I love nature and I want to
preserve it. We all play a part in what happens to the world.
------------------------- I feel that it is important to provide
students the opportunity to be exposed to environemntal topics/issues
------------------------- Students need to be aware of their impact on
the environment. By teaching them about the environment, they can
become leaders that may improve the environment.
------------------------- I care about it. ------------------------- It
was needed ------------------------- I believe in caring for the Earth
and my students do too! ------------------------- Real workd importance
------------------------- It is important and we can all make a
difference ------------------------- For most students, it is a first
exposure. ------------------------- It is important to me to inform
students about the workings of the planet so they take care of it
------------------------- It is one of the most important eductional
issues that my students need to be involved in.
------------------------- Students will inherit the earth, and need to
be aware of what is going on. They also seem to be very engaged in the
topic. ------------------------- It is very important and relevant to
today's world and to the lives of my students.
------------------------- important to improve or maintain Earth for
futurue generations ------------------------- very important for
students to learn now--maybe they will make a difference in the future
------------------------- To keep my students informed about it
------------------------- Kids need to be a part of the change that
needs to happen in their lifetime! ------------------------- very
important to our world ------------------------- Environmental issues
relates to how we adapt to our surroundings. -------------------------
I believe it is important for young students to grasp the importance of
enviornmental balance ------------------------- important for students
and for them to better understand the world in which they live and how
it is being impacted ------------------------- Relevance &
Significance ------------------------- It is important
------------------------- It's important! ------------------------- It
is something I personally care about and feel it important to teach
------------------------- Children need to be aware of and understand
the impact we have on our environment. ------------------------- I
majored in environmental education in college. Also, environmental
education encompasses all areas of the curriculum it is not just a
course in itself. ------------------------- because it is so important
to everyone ------------------------- Personal Interest
------------------------- I like the subject ------------------------- It is important for our
future. ------------------------- personal commitment to the topic
------------------------- It is something I am passionate about.
------------------------- It is important and relavent to some state
science and health standards ------------------------- It's a passion
------------------------- because i know thats importance
------------------------- It is one of the most important and relevant
topics of our time. More time should be spent on environmental
education! ------------------------- personal concern and saw need for
students to be informed ------------------------- students need to be
aware of the planet they are inheriting ------------------------- I was
asked to choose between environmental science or an investigation
course. ------------------------- I 'd like students to study practical
science and to be aware of the link to the nvironment
------------------------- students need to know about the environment
of the area that they live in ------------------------- Students need
to be educated about environmenatal problems! -------------------------
The environment is one of the most pressing issue of the 21st Century
------------------------- It is interesting, current and has
ramifications that affect us all. We need to work together towards a
solution and not be part of the problem. ------------------------- It's
important and part of the NH Science Framework
------------------------- My students live on this planet. They are
inner city kids and if I don't teach it to them, most will be adults
with NO CLUE about the environment. ------------------------- I want my
students to be aware of the consequences of not being good stewards of
the environment. I also wish to highlight the beautiful things that
nature has to offer all living things. ------------------------- that's
my passion. ------------------------- it's important
------------------------- i like it ------------------------- Our
children need to know that we have to take care of our earth before
it's too late. ------------------------- we need to teach our students
for their future. ------------------------- relevance to real life and
also because of mandated curriculum ------------------------- I believe
it is a very important topic ------------------------- We are teaching
the future leaders of the world and the future is now!
------------------------- most important topic facing the world today
------------------------- Our futures depend on it!
------------------------- Most important topic right now
------------------------- If we are to reverse damage already done to
the environment, we need to enlighten students about the problems and
convince them they can make a difference. -------------------------
Students need to be informed so they will be able to make good
decisions ------------------------- Interest -------------------------
the great importance to have the future generations aware of problems
with the environment and possible solutions -------------------------
My major in college, kids NEED to understand the human impacts on the
planet and in their community. ------------------------- It is relevant
to students' lives and important ------------------------- My graduate
education is in Environmental Science and I taught the subject and
related subject at college level beforebreaking my service.
------------------------- SOME ONE NEEDS TO GET STUDENTS INVOLVED IN
THE FUTURE CONDITION OF THE PLACE THEY INTEND TO LIVE IN AND I WOULD
LIKE TO HAVE A MUCH NICER GREENER PLACE TO LIVE.
------------------------- I think it's the most important topic we can
teach. ------------------------- I studied environmental science in
college and now I am a dedicated, environmentally conscious science
teacher in grade 3. ------------------------- I love to learn more
about environmental issues as well, so it is a learning experience for
me as well as my students. ------------------------- Because we need to take action trying to
solve or minimize the impact of our life style and decisions over the
natural environment ------------------------- science chair and teacher
------------------------- I grew up on a farm/ranch in rural America
and see the need for teaching my students about their surrounding
environment. I also teach them the names of the birds/animals/fish in
their immediate environment. My students look forward to my
information! ------------------------- Because I love to teach Earth
Science and it is part of the Earth Science curriculum
------------------------- My main interest -------------------------
important for the future voters ------------------------- Just to
simplifybasic scientific concepts and learn more about the environment.
------------------------- I had a solid background in geology, ecology,
and biology. ------------------------- I am the science lab teacher so
I only see a class once a week. This topic is taught by their class
science teacher. I find that students still lack some basic
understanding of the topic and I try to flush out the
misconceptions/lessons that reflect this ------------------------- MS,
Marine Physiological Ecology ------------------------- it is my love,
my major ------------------------- I love Science! I want my students
to be aware of all their future possibilites in Science, and how we
have an impact on our Earth and its resources.
------------------------- To encourage young people to care
------------------------- To encourage young people to care
------------------------- I enjoy the area of environmental eduation.
Our school is in a very rural area so we can do lots of outdoor
activiites. We also love to visit our school forests at least 2 times
per year. I've recently completed the LEAF course and have great
materials ------------------------- I am a science teacher
------------------------- Environmental science is the magic that holds
students' interest in my program ------------------------- It's a HOME
------------------------- need for awareness -------------------------
It's applies to almost everything ------------------------- It's
important for a healthy citizenry. ------------------------- Its a need
for all to understand that they are stewards of the land.
------------------------- It is important. If we destroy the earth
where will futurw generations live? ------------------------- its my
certification ------------------------- Important topic for students to
understand ------------------------- It is important to teach children
ways they can make a positive impact on our environment.
------------------------- I think it is important to take care of earth
since earth takes care of us ------------------------- It is important
for life on earth. ------------------------- Its important for the
future. And interesting and relevant. ------------------------- It is
important that students understand how their actions affect the world
around them. ------------------------- I love the planet
------------------------- It's more fun than biology since you actually
get to teach relevant topics for life -------------------------
Personal interest, BA in env. sci. -------------------------
environmental awareness is desperately needed -------------------------
My major and love. ------------------------- It has become so relevant
to all the sciences and daily life ------------------------- I teach
fifth graders. Their part in conserving our planet is CRUCIAL! We live
in an impoverished rural area that is growing fast and growing in all
the wrong ways. ------------------------- I have always been interested
environmental issues. The need for students to be envrionmentally
active is critical. ------------------------- Kids need to be aware of
these issues for the future. ------------------------- Feel it's
important ------------------------- We undersand that this is everyones
responsability ------------------------- I have a passion about env.
------------------------- raise kids' awareness
------------------------- situation of today -------------------------
because it is important to me and our entire existance
------------------------- If the chilkdren learn they can do little
things-that can expand to their families-every littli bit helps!
------------------------- consider myself a dedicated environmentalist
------------------------- Teach responsibility for our resources and
world ------------------------- It is in the news and the kids are very
interested in it. ------------------------- to promote student
awareness ------------------------- Duh -------------------------
importance to survival ------------------------- it's now in our COS
but we add an extra "push" ------------------------- It helps students
see how all science is interrelated ------------------------- That is
my degree and background and I love teaching about issues that are
really important in every student's future. -------------------------
to increase environmental awareness ------------------------- district
curriculum; personal interest ------------------------- The topic is
fun and interesting and at a grade level of interest to me.
------------------------- Personal belief in stewardship of the land
------------------------- It's important, it's the future. I've been
involved over 35 years. ------------------------- Very important issue
in our society. It is our duty to make our students aware of our
environment. ------------------------- I feel that teaching about how
we can preserve the environment is one of the most important topics
that we can teach our youth, to help ensure a bright future for our
world ------------------------- In that I emphasize it in the ecology
section of biology and do a 2 week project after our state testing the
first of June. ------------------------- Importance to all
people/relevance ------------------------- I've always felt it was
critical. ------------------------- Applicable to all science
------------------------- I'm a graduated student in EE
------------------------- I love all of God's creation!
------------------------- I have always been passionate about
environmental issues and there is no better way to share those passions
and information about the issues than in the classroom. I jumped at the
chance to teach the subject when it was presented to me.
------------------------- importance to the future of our planet
------------------------- I see the need ------------------------- I'm
an environmentalist! ------------------------- I think it is very
important ------------------------- I think that it is one of the most
important things that I can teach students so they will become
responsible citizens ------------------------- It has always been dear
to my heart. ------------------------- It's important for kids to grasp
envirnomental concepts at an early age so they understand the complex
issue ------------------------- personal awareness
------------------------- My degree is in Conservation of Natural
Resources and I feel it is important to have people understand at a
young age so they grow up with good habits and can think about these
issues and make beneficial choices as they learn and grow.
------------------------- it's important to teach students about their
future ------------------------- as a second grade teacher I want my
students to be invovled with global issues ------------------------- my
principal asked if i was interested in applying for an environmental
studies grant ------------------------- It is a personal passion. I
initiated the course here. ------------------------- many reasons
------------------------- I believe we are all responsible to save our
planet, and one of the ways I choose to help in this endeavor is to
teach my students to respect our environment. -------------------------
I think students have a greater relationship with the environment than
they have with Physical Science. ------------------------- I believe
students need to learn about the complex connections between their
actions and the world around them. ------------------------- Our
environment is very important part of life science
------------------------- It's important and it applies to every day
life. ------------------------- people who are aware care more
------------------------- general popualtion needs it & majored in
wildlife ecology & conservation ------------------------- It
affects the lives of my students and their future.
------------------------- I think it is critical for children to
understand the interactions between the enviromentment and human
interactions. We are in a growing area, and as trees are clear-cut to
make room for housing, the children do not always realize how the
environment is ------------------------- It is important to me, the
students and the world ------------------------- The environment
affects every generation and all students need to be prepared to
participate in the protection of the environment. New methods need to
be developed so our world can survive. ------------------------- It is
a science that is directly related to every day living.
------------------------- It is important. ------------------------- My
BS degree is in Outdoor Recreation ------------------------- I was in
college in the late 60s and early 70s-it was the right thing to do.
------------------------- Textbook material and concern
------------------------- Important to the health of our environmnet
------------------------- Global warming ------------------------- Have
a b.s. in wildlife biology and a master's to teach science
------------------------- It became a passion once I started teaching
it ------------------------- aware of importance
------------------------- it is important -------------------------
It's important to promote student awareness ------------------------- I
want my students to leave my class better global citizens then when
they came in. I want my students to appreciate our planet and all of
its wonders. We study the other planets and compare them to our life
giving planet. ------------------------- it is an importsnt issue that
the students need to be made aware of ------------------------- it's
very important for the kids to think globally and realize their actions
have consequences for the world ------------------------- It is an
important aspect of science. ------------------------- children are the
future they need to be informed ------------------------- I have a
personal passion to conserve. ------------------------- I consider the
subject very important to all citizens. -------------------------
Trained in the Earth Systems Education philosophy
------------------------- I enjoy the subject -------------------------
It is so important. These students will be voting and making decisions
based on their environmental knowledge. -------------------------
important ------------------------- important issue
------------------------- It matters. ------------------------- Due to
the issues of the current environment ------------------------- it
reflects my life style ------------------------- I have been passionate
about our environment since my own high school days. I feel it is very
important to educate our youth so that they become informed citizens
making informed choices. I don't expect them to agree with everything I
say but I want the ------------------------- It's my passion
------------------------- Relevance to our world & global concerns
------------------------- it reflects my life style
------------------------- because that is my passion
------------------------- I grew up on a farm and the natural world was
all around me. I was fortunate to have a HS science teacher who had us
do science/environmaental projects. I am now retired, but seem to have
little scuccess volunteering to teach
an EE class because of NCLB. ------------------------- Enjoyment
------------------------- really interesting -------------------------
I think it's critical to the sciences curriculm
------------------------- Because I feel that my students need to be
aware that we have limited sources of water. Also we need to protect
our air and the plants and animals that live on our planet. If we don't
who will? Also if I don't teach them who will?
------------------------- Because I think that it is the most important
subject. ------------------------- important to me--the future of the
planet for my children and students ------------------------- Because I
value the environment and hope to instill those same values in others.
------------------------- It has been my background in the corporate
world for 30 years ------------------------- I saw a way to incorporate
physics into a current event affecting our world
------------------------- It's part of my job. It's in my curriculum,
plus it is a growing concern b/c of media affect.
------------------------- I think it is the most relevant science topic
in today's society and it is the most interesting to me -- I am better
at teaching a topic that I am more interested in
------------------------- I love it. It is one of my interests.
------------------------- passionate about the environment and teaching
------------------------- Asked by admin to provide third year science
class to struggling students ------------------------- I feel it's a
very important topic for the students as they will be the problem
solver of the future. ------------------------- something that I have
an intrest ------------------------- something that I have an intrest
------------------------- part of curriculum and kids relate well
------------------------- WE NEED TO START THIS IN KINDERGGARTEN IF WE
EXPECT TO SEE RESULTS IN THE FUTURE ------------------------- personal
interest ------------------------- I feel this is an issue of immediate
concern, and my students will be instrumental in making the decision
which will determine the future of our planet. To make these decisions
responsibly, they must be educated. ------------------------- I believe
in being responsible and caring for my home Earth.
------------------------- Again, I feel it's now a global issue and
this generation can be a cause for change and respect for the
environment. ------------------------- Importance
------------------------- I love it. I oculd study about the earth all
day and want to instill that in my students -------------------------
It is important information ------------------------- due to its impact
on student lives ------------------------- I believe it is important
for students to know about their parts in environmental changes and
make choices about those as well as making decisions about how to
protect our environment for future generations.
------------------------- Because my job is to prepare children for
adulthood, and I believe that an understanding of our place in nature
is crucial to all of our's survival. Plus I love my planet and want to
see it thrive. ------------------------- I majored in it.
------------------------- Perdonal passion -------------------------
Student Awareness ------------------------- I teach earth science but I
bulk up the environmental unit more than is required. Again, I think it
is very relevant today. ------------------------- for future
generations and Earth ------------------------- i love this subject
------------------------- Environmental Science is an applied science
where you use Biology, Earth Science, Chemistry, etc... I enjoy
applying what we know to solve or understand everyday problems.
------------------------- the outdoor classroom is good for students,
teachers, and the environment! ------------------------- It is
imperative that students understand the human impact on the environment
and the many relationships that are intertwined. Sustainability
! ------------------------- Thank goodness it has been added to our
standards in the state of Ohio, but I have always incorporated it into
my lessons ------------------------- Has always been a personal
interest of mine since youth ------------------------- Being from
Louisiana there are many environmental issues facing us today. Also we
live very close to Lake Pontchatrain which allows the students
something close by to study. ------------------------- Our country has
been affected greatly by all the climatic changes and we need to do
something about it, start somewhere.What better place to start than in
the classroom. ------------------------- Our country has been affected
greatly by all the climatic changes and we need to do something about
it, start somewhere.What better place to start than in the classroom.
------------------------- Important topic-early exposure to ideas
important ------------------------- It is my interest
------------------------- It is related to the study of Earth Science,
making a wonderful culminator to the year, and I am quite passionate
about the subject. ------------------------- I believe I can make a
difference in the attitudes of young people in how they treat the
environment. ------------------------- My graduate work is in this area
and I am a Biology teacher so it is a natural fit.
------------------------- Globle Warming -------------------------
Raise awareness ------------------------- doesn't seem to have a
specific place in curriculum so I incorporate where I can
------------------------- want to teach students about Earth and how to
take care of it ------------------------- Future Resources depleting
------------------------- I feel that I would be doing my students a
dis-service if I did not teach them about a movement and a concept that
will be effecting them for years to come. ------------------------- its
important to the future and relevant to students lives
------------------------- I believe it is very important
------------------------- I enjoy it, find it interesting, and I want
to make a difference. ------------------------- because I teach science
and the environment is an important part of science
------------------------- Felt a need, incorporates technology
------------------------- It is important to our lives.
------------------------- Environmental issues are probably the most
important issues we can encourage our students to learn about, both in
school and independently ------------------------- Relevant; students
should be envir. literate ------------------------- Students are
interested and they want to make a difference.
------------------------- It's how I live, so I need to teach it
------------------------- It's important! -------------------------
It's relevant, engaging, and essential for our students.
------------------------- Area of interest to me.
------------------------- It puts biology in context.
------------------------- I enjoy the vast flexability of the subject
matter that allows me the teach intergradeted units
------------------------- I live in one of them most biodiverse
countries ------------------------- importance to make students aware
of their environment ------------------------- Because of the
importance to the World ------------------------- Because it is
essential to have a complete education, the kids need to be aware of
every aspect in the world that affects them or anyone or any thing that
is alive or has been alive at some time in thistime or before.
------------------------- Because it is essential to have a complete
education, the kids need to be aware of every aspect in the world that
affects them or anyone or any thing that is alive or has been alive at
some time in thistime or before. ------------------------- It is part
of being and educated steward of the earth. -------------------------
one planet ------------------------- Today's youth are the ones that
need to be proactive in their efforts
to be more sustainable and aware of issues surrounding the environment.
------------------------- I attended YES Summit summer workshops and go
to the Science Conventions ------------------------- it is a very
important topic that students need to at least be exposed to
------------------------- Environmental education and issues are
interesting and important to me. ------------------------- I love the
subjects of biology and the environment ------------------------- It is
an important topic for today's student. They need to be knowledgeable
on what is discussed in society. They may see issues they will need to
vote on regarding this in the future. ------------------------- I am
passionate about environmental science and its issues.
------------------------- personal interest ------------------------- I
teach second grade and I feel these concepts need to be taught at a
young age if we want to start making a difference.
------------------------- hands on activities -------------------------
major issue with potential impact on the future of the students I teach
------------------------- It is my philosophy that in order to change
things we must start with the students. If we can show them what is out
there and what they can do, it can spread to their families and friends
and hopefully make a difference. ------------------------- It is very
important ------------------------- Can make concepts connect to real
world of my students. ------------------------- The children in my
class seemed afraid to be outside, off the pavement. There was a level
of concern about insects, mud, and general fearfulness. This concerned
me, education seemed the way to create a better group of naturalists.
------------------------- advisor of environmental supplemental group
------------------------- outside of the inherent role of DNA, the
environment will remain a crucial element in our continued evolution
------------------------- Because conservation and preservation is
important to me. ------------------------- To share my love of the
outdoors and its connections to local problems
------------------------- I believe its my job
------------------------- strong interest in nature and our world
------------------------- global climate change is undoubtedly one of
the most pressing issues for our generation. -------------------------
We only have one Earth to live on. ------------------------- It is a
very important topic that impacts us all. ------------------------- I
always felt strongly about the issue, then it became a curricular
requirement. ------------------------- Following new standards
------------------------- I care ------------------------- Personal
interest; deep belief in the importance of environmental education
------------------------- feel it's an obligation to educate students
on these issues - they will live with results -------------------------
Being a village in the interior of Alaska, our best classroom is right
outside the school, in our own environment. Who could pass up that
perfect teaching situation? We have found a limitless amount of studies
we can perform in all science areas ------------------------- so that
students can apply the science they are learning to their everyday
lives ------------------------- it is the future of these students and
they need to make informed decisions ------------------------- I care a
lot about the environment ------------------------- It addresses many
topics we need to teach in a variety of subject areas.
------------------------- Environmental awareness
------------------------- To increase envioronmentally sustainable
behaviors and choices ------------------------- importance, we have a
prairie on site ------------------------- I enjoy it.
------------------------- Teaching is a second career for me. I am an
environmental consultant. I am extremely well versed in environmental
issues and problems. I need to teach others, especially about biomass
conversion
to transportation fuels. ------------------------- One of my favorite
science topics to talk about ------------------------- I believe that
it is an important issue for all of us. ------------------------- I
want to pass on to my studenttne importance of becoming stewards of our
natural world. Al to let them know how everything is connected and
whatever they are doing eventually will affect the environment around
them. ------------------------- it's an elective that I can personalize
------------------------- love my planet ------------------------- It's
the most relevant, to build ------------------------- It's the most
relevant, to build ------------------------- I teach environmental and
ecological education concepts using an ecological framework.
------------------------- It is too important to leave out of any
curriculum. ------------------------- personal interest and importance
of the topics ------------------------- It is important and was my
favorite part of science as a child. ------------------------- It is a
vital part of our students lives now and in the future.
------------------------- Important and good way to meet science
standards ------------------------- It is not in the curriculum of the
district ------------------------- I have a personal passion for
teaching the subject. ------------------------- to save the world
------------------------- I believe that it is key to getting the
engineers of tomorrows future to understand todays concerns
------------------------- It is important to the future
------------------------- It is easy to incorporate environmental
education with animal habitats. Why not teach it?
------------------------- It is important for everyone to learn about
the environment. ------------------------- concerned
------------------------- Using EE to connect students to science
content ------------------------- It is essential information. Grade 7
students don't have to opportunity to study it again until grade 10 at
my school ------------------------- For several reasons, including
familiarity and practical experience with the subject matter, but
primarily because sustainability is a critical issue for all citizens.
------------------------- I think it is so important for kids to
understand the world we live in as well as the risks it faces and what
they can do about it. ------------------------- The interrelationships
of systems can tie into all subject areas -------------------------
it's a passion ------------------------- I love science and the
environment. ------------------------- global awareness
------------------------- Its important to my students future
------------------------- it is synonymous with teaching biology
------------------------- it is necessary for me
------------------------- I think it is important
------------------------- It is profoundly important!
------------------------- It is necessary for this generation to be
educated citizens so that they can make good life choices that have a
positive impact on their envirnoment. This generation will see drastic
changes in the environment during their lifetime.
------------------------- curriculum and a passion of mine
------------------------- It's our 6th grade curriculum but I would
have found a way to incormporate it into my teaching anyway.
------------------------- It is critical! and part of stds
------------------------- I believe it is an essential part of a
science curriculum. ------------------------- importance to our planet
------------------------- Knowledge of our environment and the effects
of our interactions with it is vital for making decisions in the
future. ------------------------- We are stewards of the Earth. We have
to protect what is entrusted to our care. -------------------------
Major problem that needs to be understood for students to be informed
consumers ------------------------- We are stewards of the Earth. We
have to protect what is entrusted to
our care. ------------------------- peerceived student need
------------------------- feel its important -------------------------
I have the oportunity to make a diference. ------------------------- We
are all on this Earth together and must take care of it.
------------------------- I am a science teacher and my major in
college ------------------------- I have travelled across continents
and seen different biomes and would like to leave a better place to
live for future generations ------------------------- I want my
students to know about the area where we live and how to protect the
environment, create an environmental culture. -------------------------
I have a personal interest and an M.S. in Occupational and
Environmental Health. ------------------------- prior experience and
education ------------------------- I feel as a biology teacher it's
where my students are truly influenced. Regardless of where Biology
takes them they will have to vote on issues in their communities and
make environmentally conscious decisions. ------------------------- It
matters, and kids care still. ------------------------- It's an
elective so the students pick the course ------------------------- Did
Masters in Envir Sci ------------------------- It's an important topic
that I'm committed to. ------------------------- It is my degree field
area. Students need to understand what shapes and effects their future.
------------------------- Former career in environmental science
------------------------- important for students to be aware
------------------------- It is essential to today's science student!
------------------------- I have a pasion for it.
------------------------- I have a pasion for it.
------------------------- relates to standards, my interests, and
students' needs ------------------------- it's good for the kids to
know ------------------------- MOST importantly, it's critical to our
future!! It also affords a realistic, integrated venue in which to
weave the other sciences. In this way it allows me to teach the
sciences not as stand-alone subjects, but in an integrative approach.
------------------------- It is a subject dear to my heart.
------------------------- It is part of Texas's state standards
------------------------- It's essential for the future citizens/leader
to have some background ------------------------- I want ot help teach
young children to be aware of caring for our Earth and help keep it
clean. ------------------------- It is an essential part of being
science-literate and being a responsible member of modern society
------------------------- interest and background
------------------------- The school has wetland resources and the
topic is very important to our world. ------------------------- These
kids are the future and they need to have some idea of what is going on
in the world. ------------------------- We teach an integrated block,
around environmental themes ------------------------- My content focus
in college was atmospheric chemistry and environmental science
------------------------- I believe that it is crucial that our
children understand how inportant it is that we become good stewards of
Earth ------------------------- It's an important part of science and
our daily lives. Awareness fuels action and now is the time to help our
students understand what is happening in our world and how they have
the power to create change now and later in their lives.
------------------------- It's a pivotal part of a good education, not
just earth science. ------------------------- It is at the heart of
contemporary society and an integrated whole systems way of thinking
that is critical to developing citizenry ------------------------- I
believe it is important for my students in elementary classrooms to
receive this as part of their educations. ------------------------- I
think it is critical content for students and I'd love to teach more
------------------------- It is important for our youth to know about
the environment! ------------------------- The need is more than
apparent with global warming and planet pollution.
------------------------- Wildlife & Fisheries Management
background ------------------------- I think itis important for
children to know what they can do to help. ------------------------- It
is the right thing to do ------------------------- I believe in
developing environmentally literate individuals who can make informed
decisions about the environment as well astheir own actions that effect
the environment. ------------------------- It's the most important
issue we face ------------------------- real world learning opportunity
------------------------- it integrates so many facets of science and
the "real world" also ------------------------- to help inform students
about issues ------------------------- Agriscience and environmental
education are intertwined ------------------------- An elective class
was offered to me: "AZ Ecology" ------------------------- love the
environment and am concerned ------------------------- Importance of
the subject-fit the curriculum of our school -------------------------
The students who asked me to teach it ------------------------- because
I am the high school ecology teacher ------------------------- part of
standards, nice way to use basic terminology -------------------------
I believe it is a very important subject and is relevant to kids lives;
I have a personal interest in the topic as well.
------------------------- I did not choose the specific course entitled
Ecology. It was dictated to us. I DID choose to teach a class on water
quality, which is also related to environmental education. It is ia
topic I firmly believe in and I hope we can get back requiring it
------------------------- important to our future
------------------------- I am a passionate environmentalist and know
that if I can educate 120 students every year to make earth friendly
choices and desicions this world will be a better place.
------------------------- Environmental issues are critical to the
survival of this planet. We need to produce informed citizens who will
have to make the difficult decisions in the near future.
------------------------- It's so interesting and applicable to
everything! ------------------------- It's so interesting and
applicable to everything! ------------------------- First of all
because I care about it, it is important and it is necessary to do
something about it. ------------------------- Background in topic. Deep
interest and involvement. ------------------------- My backgraound is
the life sciences. I am interested in the environment.
------------------------- We all live on Earth.
------------------------- I felt it importan to inform the youth of the
impending danger tothe environment. ------------------------- I felt it
importan to inform the youth of the impending danger tothe environment.
------------------------- I teach about biodiversity so I incorporate
environmental issues into my other teaching. -------------------------
I majored in ecology in college ------------------------- I feel it's
imporatnt for our students to become socially responsible at a young
age. ------------------------- I value our natural resources.
------------------------- interest and relevence
------------------------- It is important to the survival of this
planet and all things that inhabit her. -------------------------
needed ------------------------- High Interest, Standards, Impacts
Everyone ------------------------- I think it is important for the
future of our natural resources. ------------------------- important
issue facing all people today ------------------------- I care about
the environment. ------------------------- I think it is important to
connect science to the real world and we each have a responsibility to
our planet. ------------------------- it is a tangible and important topic to most students
------------------------- Iowa prairies are disappearing.
------------------------- I love the topic ------------------------- I
am concerned with what is going on and the students I teach will become
the leaders of tomorrow's environment. They must be concerned!!
------------------------- it is important -------------------------
Students and parents more interested in the environment that have been
in past...it is ok to teach it now. ------------------------- I was a
student when Earth Day was beginning in the late 60's early 70's. Had
more people acted, we would not be here today.
------------------------- Students need to understand how their
environment works in order to make informed decisions regarding issues
or individuals they will be expected to vote on.
------------------------- I feel it is economically important
------------------------- It is applicable in the General Biology
course I teach ------------------------- Please see comments above
------------------------- I strongly believe kids will protect what
they learn to understand and love. I feel this is my calling to
incorporate a love for the Earth in my students.
------------------------- We dare not -- as a society or as a species
-- live in ignorance of our environmental impact.
------------------------- Unmet need at our inner city urban school
------------------------- Personal Interest, departmental need
------------------------- I like the topic -------------------------
enjoy the topics ------------------------- it is important for the kids
to know what is going on and what to do about it
------------------------- Students need to be aware of the consequences
of their choices and lifestyle. ------------------------- Bachelor's in
Env. Sci., certified to be more marketable -------------------------
Grade expectaions ------------------------- I feel that my students
should understand what impact they have on the environment and how the
can change what they do to protect the environment.
------------------------- Background and early childhood experiences.
------------------------- Biologists must make this systems-based
argument: "destroy the system you are in and you go with it." That's
our job! ------------------------- Because it is such an important part
of learning and teaching students to become responisble citizens.
------------------------- It increased my course load as I went to full
time ------------------------- I love the topic -- very "in the news"
and interesting ------------------------- My students are at the right
age to understand issues brought up in the news and movies outside the
classroom. ------------------------- I love science
------------------------- It was an opportunity to bring to the
classroom ideas that have been part of my life for the past 45 years.
------------------------- I think we should all be interested and find
ways to help solve our environmental issues. I think the children find
ways that they can help and they will influence their parents and
grandparents. Together we can make some positive changes
------------------------- I teach younger students preK-to 3rd
grade.They are the next generation that will make important changes
toward protecting and improving our environment.
------------------------- It is important for students to be aware and
become good global citizens ------------------------- It's the only
world we've got. ------------------------- personal interest- important
topic ------------------------- It is a crucial topic for students to
understand. ------------------------- It is cutting edge science and
incredibly relevant. ------------------------- Because my original
career was in environmental consulting/hydrogeology
------------------------- I am interested in the environment.
------------------------- environmentalist ------------------------- I
feel we are the stewards of the future ------------------------- I
chose which Biology and chemistry classes I would teach
------------------------- We have 140 acres of woodlands and wetlands
at our school, and I have the background and interest to incorporate
environmental education into my teaching. -------------------------
Professional experience as a geologist/hydrogeologist
------------------------- It will have an impact on our future.
------------------------- It's an integral part of our curriculum.
------------------------- It's so important. -------------------------
students need to become environmental aware -------------------------
FUN! And I like teaching upper level Science -------------------------
No one else to do it -------------------------

Does your state have benchmarks, standards, guidelines, assessments, or a model curriculum for environmental education?

Response	Percent	Count
Yes	44.6%	315
Don't know	28.0%	198
No	20.5%	145
Not applicable	3.5%	25

If yes, which ones?

The
state, MA, has specific standards that address environmental concerns
at each grade level ------------------------- Yes, all of the above.
------------------------- MA but they are not "the" state standards
tested in state science and tech exams ------------------------- Native
species protection ------------------------- CA has environmental
standards in the process, but nothing specific at this time
------------------------- Sunshine State Standards, strand G includes
human impact with their environment. ------------------------- Life
Science ------------------------- MIchigan GLCE
------------------------- 8.14 student knows that natural events and
human activities can alter Earth's systems -------------------------
sort of ------------------------- Part of Life, Earth and Physical
Science standards ------------------------- curriculum
------------------------- Their own (?) -------------------------
Inferiential thinking on how biology is affected by their surroundings.
------------------------- don't know off hand -------------------------
Standards & benchmarks ------------------------- very general
guidelines pertaining to cycling of nutrients within the context of
biology none specific to environmental science
------------------------- curriculum and standards for high school
------------------------- Strand for the Processes that shape the Earth
------------------------- The state has benchmarks and there is a
department within the Department of the superintendent of public
instruction. ------------------------- entire group of standards
------------------------- Minnesota Greenprint
------------------------- provincial guidelines
------------------------- I am in Egypt not in USA
------------------------- Standards ------------------------- within
the life science standards they emphasize human impact, sustainability,
changing conditions that affect ecosystems -------------------------
standards ------------------------- ? see documents
------------------------- standards ------------------------- inbedded
within the standards ------------------------- benchmarks, standards,
and Common Curr. Goals (Diversity and interdependence of living things
with each other and their environment ------------------------- SOL's
------------------------- Effects of environmentals on health and
population ------------------------- 5.10 ------------------------- We
write our own ------------------------- Standards
------------------------- curriculum -------------------------
Pennsylvania Science Standards in Science and Technology and Ecology
------------------------- Georgia Performance Standards, guidelines,
assessments for Environmental Science. ------------------------- WI
state standards but not a model curriculum that I know of.
------------------------- Arkansas frameworks for Environmental Science
and Biology ------------------------- All of the above
------------------------- Standards ------------------------- Cycles in
Nature, Natural Resources, Recycling, Fossil Fuels, Energy
------------------------- model curriculum -------------------------
Benchmarks & Grade Level Indicators -------------------------
benchmarks and standards ------------------------- all
------------------------- standards ------------------------- State
standards ------------------------- Envirnomental Standards and
Assessment Anchors ------------------------- standards
------------------------- sunshine state standards
------------------------- Ecology HSCEs -------------------------
Science in Personal and Social Perspectives -------------------------
6th Grade curriculum ------------------------- all
------------------------- They are suggested, not part of the mandatory
frameworks ------------------------- benchmarks & standards
------------------------- standards and benchmarks
------------------------- Don't know off hand, but we have zillions of
benchmarks, standards,
etc here in CA. ------------------------- Part of the Indiana State
standards for science education. ------------------------- Those that
are coverd by biology standards ------------------------- TAKS
------------------------- Those pertaining to natural resources and
alternative energies. ------------------------- standards
------------------------- ecology unit in biology
------------------------- National and Virginia Standards
------------------------- Wisconsin has state standards
------------------------- TEKS ------------------------- too numberous
to list - see Florida sunshine state standards
------------------------- How Living Things Interact with the
Environment ------------------------- I don't know what the guidelines
are as they are not part of my specific curricula.
------------------------- standards and benchmarks
------------------------- very few are incorporated in state sci.
standards ------------------------- TEKS ------------------------- 6th
grade Science Standards 6.5, 6.6, 6.7, 6.9 (Virginia)
------------------------- benchmarks ------------------------- Sunshine
State Standards ------------------------- standards
------------------------- standards and benchmarks and model curricula
------------------------- indirectly, nothing specifically titled
environmental education, mainly imbedded into science standards
------------------------- curriculum ------------------------- 12B
------------------------- Our own unit in our comprehensive curriculum
------------------------- standards ------------------------- CT
Science Framework ------------------------- Colorado
------------------------- all -------------------------
show-me-standards ------------------------- standards
------------------------- show-me-standards -------------------------
They are wrapped into the science standards, but have little impact
because of NCLB. ------------------------- guidelines, assessments
------------------------- You want me to list all the standards??
www.fldoe.org ------------------------- I live in Iowa--no state
mandated curriculum--yet. ------------------------- standards and
assessment ------------------------- Science - NJ 2002 Core: 5.10
Environmental Studies ------------------------- N/A
------------------------- TEKS for Environmental Systems
------------------------- MN state standards -------------------------
MN state standards ------------------------- standards, guidelines
------------------------- SUNSHINE STATE STANDARDS,FCAT AND CURRICULUM
MAPPING ------------------------- curriculum -------------------------
Texas Essentail Knowledge and Skills ------------------------- energy
resources and how humans effect the earth'e environment
------------------------- IL State Standards -------------------------
State standards ------------------------- See State Website
------------------------- EBR 2 AR ------------------------- I don't
know about a separate course, because my school system does not have
one. However, the Standards incorporate them in grades 6,7, 8, & 9
which are the grades I teach ------------------------- we have
environmental standards ------------------------- benchmarks and
standards ------------------------- I am from Illinois and ours are
incorporated in the high school state standards for science.
------------------------- Environment Systems -------------------------
standards ------------------------- all ------------------------- We
have standards of learning in Virginia -------------------------
ecosystems, changes over time, human effects -------------------------
SC.8.N.4.2: Explain how political, social, and economic concerns can
affect science, and vice versa. ------------------------- with in the
seventh grade curriculum ------------------------- State Standards
------------------------- Recycling and maintaining natural resources.
------------------------- very loose, vague standards for 'ecology'/ not fully applicable to my
course ------------------------- Not sure. -------------------------
Standards in several content areas make an environmental link.
------------------------- State Standards -------------------------
standards ------------------------- Pennsylvania has an entire set of
standards and benchmarks as well as assessment items on our PSSA exam
------------------------- Mcrel ------------------------- climate
change, water quality, pollution ------------------------- Earth
Science Standards: 1) Explain how the use of technologies at a local
level, such as burning of fossil fuels for transportation or power
generation, may contribute to global environmental problems and 2)
Differentiate between and provide examples -------------------------
SOLs ------------------------- Maryland Voluntary State Curriculum,
initiatives through Carroll County in partnering with various
organizations. ------------------------- standards, assessments, and
anchors ------------------------- Many of the above stated topics. I
don't have time to specifically look them up. They are in the content
expectations for Biology mostly. There are also some for chemistry.
------------------------- General standards in the State Course of
Study for an elective course ------------------------- grade 10 science
and grade 12 biology ------------------------- Some of the 9th
Connecticut standards address environmental issues.
------------------------- Ohio ------------------------- All
------------------------- PA Environmental -------------------------
not sure, they're in the 5th grade curriculum -------------------------
scd standards, will change this year -------------------------
Understanding of the hydrosphere. Understanding of the atmosphere.
------------------------- Don't have that information here.
------------------------- Michigan's Earth's Systems
------------------------- California State Standards, California
Coastal Commission ------------------------- water management
------------------------- Living Environment Standards and regents test
------------------------- NY Dept of Ed midddle school curricilum
sco[pe & sequence ------------------------- My students take the
Earth Sciences STAR Exam ------------------------- not sure
------------------------- standards ------------------------- I am
Canadian and it is in every grade in my province
------------------------- Iowa State -------------------------
standards ------------------------- MI -------------------------
Standards ------------------------- biotic and abiotic, loss of
habitat, symbiosis, and several others I can not recall.
------------------------- benchmarks ------------------------- I don't
feel like looking it up right now. -------------------------
energy-geology ------------------------- pollution, limiting factors,
exotic species, interdependence, many more ------------------------- I
wrote the 6th grade curriculum for our district using state guidelines
and one state designed embedded performance assessment.
------------------------- Environment and Ecology
------------------------- standards ------------------------- Standard
for mans impact on the environment ------------------------- this is an
ap course so those guidlines are used ------------------------- SEP
------------------------- PA standards ------------------------- NJ
CCCS 5.10 ------------------------- severa; -------------------------
NC ------------------------- standards -------------------------
benchmarks & standards ------------------------- Not much:
renewable vs non-renewable resources -------------------------
standards ------------------------- guidelines
------------------------- WA is working on a set of EE standards
------------------------- incorporated in other content standards
------------------------- Not at my greade level.
------------------------- WA State EE Guidelines
------------------------- State of Florida Sunshine State Benchmarks/
Gifted Science Problem Solving and Leadership also has the same
------------------------- standards ------------------------- GPS for
Environmental Science, AP objectives -------------------------
Environmental Education Plan for KS 2006-2008 -------------------------
standards, model curriculum ------------------------- Georgia
Performance Standard S7L4 ------------------------- standards
------------------------- Standard 3 (Life Science), Benchmarks 4 &
5; Standard 6(Personal & Environmental Perspectives), Benchmarks 2
& 3 ------------------------- standards and benchmarks
------------------------- Standards ------------------------- PA
------------------------- EEI ------------------------- There are
standards in strands D,G and H that address environmental issues.
------------------------- standards and benchmarks
------------------------- GPS ------------------------- standards
------------------------- They are correlated with the national
standards. ------------------------- Not sure -------------------------
However, I am at the University leve. -------------------------
standards ------------------------- benchmarks and standards
------------------------- CA standards Ecology #6
------------------------- Within the NY Core curriculum standards for
the Living Environment there are standards which directly address
enviornmental concerns ------------------------- High School Only
------------------------- Environmental Science 11 course, experiential
learning document ------------------------- PA EE Standards/ PSSA
Assessment in Science/Technology and EE ------------------------- FL
just adopted new science standards including env. ed and global warming
ed. ------------------------- Alternative forms of Energy is a unit in
the old Saskatchewan Science curriculum -------------------------
"Environmental Standards" ------------------------- model curriculum
------------------------- an outdated syllabus for environmental
education that was produced in the 1970s -------------------------
There are pieces of environmental education spread throughout all 4
Assessment Anchors: The Nature of Science, Biological Science, Physical
Science and Earth and Space Science. ------------------------- Our
province has prescribed curriculum with intended learning outcomes
mandated, and instructional methods and assessments recommended
------------------------- benchmarks ------------------------- state
standards and benchmarks ------------------------- Societies impact
------------------------- VA Earth Science SOL ES.7, ES.9, ES.11,
ES.12, ES.13 all include environmental topics.
------------------------- WI -------------------------

Is an environment-related course required for students to graduate?

Response	Percent	Count
No	64.2%	454
Don't know	16.7%	118
Yes	9.1%	64
Not applicable	6.1%	43

Do you feel your school/district supports environmental education?

Response	Percent	Count
Yes	59.0%	417
No	17.7%	125
Don't know	16.1%	114
Not applicable	3.0%	21

Briefly explain:

I am a
newer teacher here and I feel that they would support and increase in
environmental awareness. Next year, I feel that I will try and do more
things and build upon them activities from the past
------------------------- We get any materials that we need.
------------------------- Administration attended the my 7th grade
students' Environmental Fair. ------------------------- not much
exposure is given us ------------------------- somewhat--need more at
middle and high ------------------------- Green week from earthday to
arbor day ------------------------- Is not part of the curriculum.
------------------------- There are several websites promoted by the
Iowa Education Association, along with places to get curriculum. The
Universities here also offer several classes that would aid in teacher
knowledge and classroom activites. ------------------------- School has
provided release time for student trips, funding for resources and
conferences ------------------------- Today, each school in the
Hillsborough County District planted 38 pine tree seedlings. The
District supports Earth Force training, which is an excellent training
for teachers who wish to teach about the environment.
------------------------- They put very little emphasis on it, because
it is not tested! ------------------------- Cleveland Catholic Diocese
has a social justice theme of caring for the Earth and the living
things on it as part of Religion and Science -------------------------
But not enough! We could motivate more! ------------------------- Most
districts are ignorant and will not spend monies or allow time for
field trip type experiences due to state testing pressures.
------------------------- Earth and Environmental Science is required
for graduation ------------------------- We have an outdoor education
center that teachers use to supplement their science curriculum with
environmental education. ------------------------- I guess so...
------------------------- As teachers and administrators, we should
practice what we preach. There are many easy changes and policies we
could make but too many other problems get the attention.
------------------------- We have an outdoor classroom
------------------------- I know of many school involved in recycling
projects at their schools. ------------------------- they will not
allow, educational field trips ------------------------- Highly
supportive of service learning ------------------------- I teach in a
private school ------------------------- I feel school systems are
becoming more aware, thanks to Al Gore! ------------------------- we
dont really put much ------------------------- inconsistent from school
to school, county has become proactive with water conservation due to
drought ------------------------- They do not provided additional
materials or support of experts ------------------------- We are an
independent school and it is in our school's mission.
------------------------- Sort of - they jump on the band wagon for
"causes" ------------------------- It is not required and neary was
cancelled due to funding ------------------------- allows me to teach
what I choose ------------------------- Electives and a push for
recycling in the schools. ------------------------- Annual Green Day;
residental environmental week-long field trip in two grades,
environmental ed text ------------------------- Just started here at
this school ------------------------- Provide resources
------------------------- They have proposed clsoing our school, which
sits in an ideal EE location along a creek. -------------------------
again, focus is only on state and city tests -------------------------
but there should be part of every grade levels curriculum
------------------------- So far, I am the only teacher that at my
school (that I am aware of) that focuses on environmental education as
a priority. The school/district does not stress the importance of
environmental education to our youth.
------------------------- We are an indpendent day school K-12. Each
division works with the others on environmentl education and school
policies and projects ------------------------- don't see or hear any
attempts at leadership in this area ------------------------- the only
reason it is in the cxurriculum is because I put it there
------------------------- they facilitate field trips. supply hand out
and materials necessary for environmental projects
------------------------- the school provides tools/equipments to
support enviromental education, such as different trash can for
different kinds of garbage (organic, paper, plastic.cane)
------------------------- Ecology is not weighted as highly as other
sciences ------------------------- Ecology is required for graduation
and is environment oriented ------------------------- Students are
involved in Earth Day, Arbor Day, district recycling programs and field
trips supporting the environmental concepts. -------------------------
Partnership with Project Learning Tree: COnnecting People and Places
------------------------- I am allowed to take kids on field trips to
do water sampling and we are part of a county consortium that has lots
of environmental testing classes and materials
------------------------- yes but with qualifications. some teachers
still view it as "dummy science" or soft science since it's not one of
the biggies like biology, chemistry or physics.
------------------------- Three areas (outdoor classrooms) for
environmental education ------------------------- They applaud us for
teaching students these science concepts. ------------------------- We
have an Earth day however we don't use environmental trays and utensils
in the lunchroom ------------------------- We have a $1 million dollar
Applied Science Center that is all about teaching kids about their
environment IN their environment ------------------------- Sort of but
I feel it should be a required course ------------------------- Part of
culture ------------------------- Encourages field work
------------------------- There's no $ for field trips. I only have
$100 for the entire year for Cons. Bio. I wrote two grants the first
year I taught to be able to buy supplies and go on a field trip. Our EE
district coordinator used to be full time. Now it's not even half time.
------------------------- I have not approached administrators/board on
this. ------------------------- They're beginning to...as more faculty
are understanding the need to become more environmentally literate and
integrates environmental education into our curriculum across subjects.
------------------------- We do not have the funding to create outdoor
classrooms and must seek grants to design and implement them. We do not
have money for field trips for environmental science classes because
the focus is on Biology due to and end of course exam.
------------------------- There is no course, nor a formal proposal to
teach or approach the environmental education -------------------------
Wehave embarked on various projects that makes me know we support tjis
like biogas production from poultry droppings, recycling used plastics
into candle. My school have presented these and other projects at
science fair competitions at National level. -------------------------
cafeteria throws away everything - no recycling - computer and
classroom paper thrown away - could reduce amount of landfill waste 75%
-3 out 60 teachers recycle ------------------------- My principal
supports us and the students ideas on how the building can conserve
energy and any other projects we may have that given year.
------------------------- Only within state standards requirements
------------------------- private school, not familiar with district
policies ------------------------- We now have paper and plastic
recycling and are working to do more. ------------------------- No time
to get to environmental part of pacing guide -------------------------
Our staff is encouraged to use our school forests, and we've recently
incorporated an overnight field trip to an environmental camp. Our
elem. schools have gardens and nature trails. -------------------------
For my grade level and program they support it by not stopping me from
running my program. For other grade levels the support is only what is
mandated by the state. ------------------------- Not on a large scale.
Civic clubs, school projects ------------------------- my school has an
extensive earth day program as well as making teachers aware of outside
programs that assist in environmetal education
------------------------- Have 8 classes in a high school of 1100
students ------------------------- School is spread out worldwide.
------------------------- Earth Day activities
------------------------- We have enviromental clubs, we have
composting and earthworms, we have a vegetable garden in which we grow
food for the poor, we have waste free lunches, we spnoser Earth day
activiies, etc. ------------------------- No money, focus on Math and
reading ------------------------- To the question before the previous
one. An environmental course is offered for students who haven't passed
the state exam. ------------------------- I have a group called
environmental explorers that is not taught at all the schools. It is an
after school program. It is not funded and I am not paid.
------------------------- It is being taught at all of the city high
schools ------------------------- Inquiry based activities (CIBL/TASC)
------------------------- there is an office of environmental education
and some resources available ------------------------- Science
curriculum focus is narrow. ------------------------- I teach in a
private school and have been allowed to teach environmental topics in
middle and high school. ------------------------- the very most that
teachers here are expected to do is to turn in a litter unit once each
year. ------------------------- Our middle school is having an
environmental exposition open to the public in May.
------------------------- It's a rural area and these issues come up
often. ------------------------- Not a 7th or 8th grade standard
------------------------- My department encourages Biology, chemistry,
physics. Does not promote environment classes or my field trip.
------------------------- My principal encourages to do anything that
will apllication-this is the best way for that to happen! help school
integrates with real life ------------------------- DIS is friendly
------------------------- when the "bandwagon" calls for it
------------------------- I'm very pleased with the program that
required all freshmen to take Environmental Science and that a less
relevant science was replaced. ------------------------- We recently
received an award from SC for recycling. ------------------------- it
is part of district-mandated curriculum ------------------------- Our
district is open to any program that allows our students to get
personally involved in solving problems. -------------------------
Course work, and field trips are encouraged for staff and students.
------------------------- Somewhat. There is not an evironmental
studies course but it is included in the earth science curriculum and
the biology. ------------------------- I teach college freshman
chemistry ------------------------- I have taught environmental
education as part of a K-6 gifted program and this includes a
schoolwide earth day festival each year. My school has always supported
this because of what's happening to our planet.
------------------------- but in a haphazard method
------------------------- Goverment Burocracy -------------------------
We support many electives for our students but it could be pushed
better, either as a required science or as an upper division elective.
Currently it is seen as a class for students who are already interested
in environmental issues or for the students wh ------------------------- They dropped science camp for 6th graders
------------------------- General ignorance and non development of
curriculum ------------------------- schools have recycling programs, I
get a stipend for my role an environmental after school teacher
------------------------- I have always been supported in projects that
my students hae undertaken ------------------------- open to student
involvement ------------------------- They enjoy our various activities
like environmental plays, zero waste lunch hike, water conservation and
zero waste assemblies. ------------------------- we have an earth day
celebration and my superintendent is always up for greener ideas
------------------------- it';s optional in elementary school
------------------------- we are a charter school so there is just one
k-12 school i have received a huge amount of support and encouragement
to create my program ------------------------- They fund it. I do it.
------------------------- The district worked with the teachers to
create learning goals, some of those goals included environmental
education ------------------------- our main school focus
------------------------- This school has conservation related
activities that we all participate in. ------------------------- There
is a course in high school on environmental science. It is also part of
the 6th grade and 7th grade curriculum. ------------------------- We
have an outdoor classroom, but not many teachers use it.
------------------------- my school lets me do alot of unique projects
with my students ------------------------- It seems our district is
going to textbooks and everyone should teach everything exactly the
same on the same day. This squelches originallity of lesson plans.
------------------------- Professional development is offered on the
topic. ------------------------- We offer a specific environmental
education class...I don't teach it. ------------------------- My
Principal has supported us teachers in establishing a "Green Team". She
has begun research along with us to make our school as "green" as
possible. ------------------------- We are making an effort as a school
to make changes that will benefit the environment and our students
education. ------------------------- Supported AP Environmental Science
with $$ ------------------------- Concern on becoming more "green"
friendly in all schools in the system ------------------------- They
recognize the importance ------------------------- School pays for me
to come in and teach environmental education on top of their other
science courses ------------------------- Not to the extent it should!!
It should be mandatory for all students every year.
------------------------- our school teaches respect for the Earth and
its resources ------------------------- They have given support in
terms of time and money ------------------------- Only one science
teacher. Small rural school. ------------------------- Most efforts are
funded through grants or Title 1 money ------------------------- stated
in the standard course of study ------------------------- doesn't seem
to be emphasized ------------------------- Have two dedicated courses
to the topic ------------------------- We only offer one, 1-semester
ecology class. ------------------------- That don't tell us not to!
------------------------- they paid for our garden and lab supplies
------------------------- student council led activities on the
environment and the 3-Rs ------------------------- position is not
clear ------------------------- As previously mentioned, they steer
students in other directions and see enviro as a course that mainly
"non-college bound" or less academic students take. They don't
encourage top kids to choose it, infact they steer them away from it.
------------------------- Part of our mission -------------------------
Standards are in place, resources/money provided for materials
------------------------- position is not clear ------------------------- but must come from
me-- ------------------------- I am volunteering to teach it (even as
an elective), but with little success so far. -------------------------
They allow me to do pretty much what I want in my science lab
------------------------- It's hard to get funding for supplies. The
time needed to teach the course is not enough.
------------------------- Service learning projects are incorporated
into each grade level and students are taught to be stewards of the
earth. ------------------------- We have recycling progarams, go green
dances ------------------------- There are three teachers teaching
three levels of Ecology totaling 15 classes/day
------------------------- we have courses in our curriculum
------------------------- I was hired to teach env. science.
------------------------- they partially fund our EE special at the
elementary level (formal partnership since 1993). Each student receives
1 hr of EE each week (K-4) ------------------------- Goes both ways and
varies between grade levels. ------------------------- They are only
interested in students getting passing grades to graduate, they do not
support my program with any extra funding. It is all from my personal
funds or time. ------------------------- Most professional development
is about best practices/strategies for teaching. They probably expect
us to incorporate environmental education using these strategies.
------------------------- 4th grade ecosystems unit - va resources
incorportated, etc. ------------------------- MANY COURSES ARE OFFERED
ON THE MIDDLE SCHOOL AND HIGH SCHOOL LEVELS. ELEMENTARY SCHOOLS TEACH
USING A CURRICULUM MAP TO ADDRESS THE ENVIRONMENT.
------------------------- I teach in an independent school and they are
very supportive of envorinmental education. -------------------------
Curriculum recently updated science requirements
------------------------- They recently approved my request for a
course focused on Natural Resources. ------------------------- They
have not moved to recycle the tons of paper in the recycling bins since
the city won't pick up the tab. ------------------------- Math and
language arts are still most important. We have a lot of land at
school, but none devoted to an outdoor classroom. Sports are still more
important, so it's hard to say. ------------------------- If they truly
did we would be usuing alternative energy to run our schools
------------------------- Its part of the Biology Curriculum
------------------------- It's bringing in faculty from local colleges
to "teach" us how to do it. ------------------------- all about passing
regents ------------------------- See Above -------------------------
allow 6-9 outdoor labs each year ------------------------- Use of our
outdoor classroom will double starting in fall 08
------------------------- Our local environment has many wetlands.
Great local appreciation for environment. ------------------------- Our
high school does not offer an environmental class
------------------------- Students are placed in course as a "last
resort" science ------------------------- They provide information and
workshop dealing with environmental issues. Southeastern Louisiana
University also works with our district providing data and field trips
for teachers to better understand the problems we are facing.
------------------------- We have enval. science&enval. studies
classess offered at MAHS. Which proves that District approves the
enval. education. ------------------------- Any program I wish to
incorporate is always accepted ------------------------- This is just
beginning this Spring; so, our 8th grade teachers wil be taking it on
formally. ------------------------- They let me go on field trips and
participate in environmental competitions, such as Envirothon.
------------------------- We are a Catholic high school and our
administration is very supportive. -------------------------
Environmental Systems is used as a credit for the 4 years of high
school science ------------------------- Not a huge topic in the
curriculum - especially because it's not directly on the "test"
------------------------- Focused on reading writing and math mostly
------------------------- overnight programs to environmental ed
centers ------------------------- I have not heard of any specific push
toward environmental education ------------------------- School
district provides access to outside agencies that support evironmental
education. Student text books and materials cover many environmental
issues. ------------------------- its included with in the frame work
of couse content but not a course by itself -------------------------
The sent me to workshops and provide materials and grant info for my
instruction ------------------------- it's the step child of the
curriculum ------------------------- technology & science classes,
Leo club ------------------------- We support recycling with school
bins. ------------------------- I think it does but not as much as it
could. ------------------------- open to all activities I've presented/
both good ideas and good PR for them! ------------------------- Various
recycling opportunities. Go-Green Bags. ------------------------- We
are the anti-environmental district! I'm trying to change that.
------------------------- Our school is an environmentally themed
charter. While the pressures of No Child Left Behind have made us
re-think how we teach about the environment, we've remained deeply
committed to doing so. ------------------------- Built a lab room just
for environmental science lab year. ------------------------- required
course, PD ------------------------- Recycling and going green is an
essential functional part of our community -------------------------
Yes, but it is not a priority here ------------------------- There are
other priorities ------------------------- Recycling at school, Field
trips ------------------------- They alllow the dedication of a whole
day to bring students together in a unique way.
------------------------- They invest funds in professional development
programs for teachers to explore environmental and sustainability
topics ------------------------- They seem committed to recycling and
conservation. They also support us in our classroom endeavors
------------------------- Our school is attempting to become an
environmental stewardship school in connection
------------------------- School based - somewhat/ distric based - I
don't think so with their styrofoam trays, plates, and containers!
Please survey school who do this and write an article.
------------------------- the environmental science course we used to
teach in the HS has been discontinued for lack of enrollment
------------------------- The Science Content Supervisor actively
encourages relationships with The American Chestnut Foundation, Md Bio
Lab, and Chesapeake Bay Foundation, ------------------------- They
rearranged the curriculum to add this course. -------------------------
If it is a state standard they supporrt it. It does get controversial
since we are in a mining area and aldo have two coal fired power plants
in our town. ------------------------- They would support it, but they
do not encourage it. ------------------------- it is part of our
science curriculum ------------------------- magnet schools include
environmental studies ------------------------- It is teacher driven
------------------------- environmental biology removed so students can
take state mandated "regular" biology -------------------------
teachers collaborate with eco-education ------------------------- Not
really a priority ------------------------- Have been attending
Community Connections for the past 6 yrs ------------------------- new
superintendent...not sure yet ------------------------- supports our
environmental labs ------------------------- It is supported to an
extent, however more can be done, especially in
the area of recycling. ------------------------- Children in the Middle
School years are actively involved in study of the environment in our
community. ------------------------- We are a rural/suburban community.
We are extremely concerned about environmental issues because there is
a closeness both agricultural and natural to our environment.
------------------------- offer professional development
------------------------- School practices recycling and composting at
all grade levels; school building a new Green building; service
learning projects are environmentally based; -------------------------
accepted but I've never been told to do it -------------------------
Our district has supported more teachers being trained in GLOBE
------------------------- I started an EArth Day Program at our school
and now it is EArth Week and nSt ------------------------- gotta change
the mindset to get outside more ------------------------- For Students
who cannot pass AP classes ------------------------- We are the only
school in the district that offers Enviro Science
------------------------- The school supports all areas of
environmental awareness and stewardship ------------------------- we
devote a good amount of time to environmental issues school wide.
------------------------- I have teaching credentials in biology and
chemistry and am a registered environmental assessor, grade II in
California. I am told that to teach environmental science again (I
taught it in the fall of 2007) I need to have an "agriculture"
certification. ------------------------- Funding, strong central
leader/teacher to promote. ------------------------- Although the
district was supportive of an AP environmental science course,
they(local and state) have dragged their feet and put up roadblocks to
the establishment of a general enviromental class being offered as a
lab science. ------------------------- We have three environmental
studies schools at elementary, middle and high school levels that focus
on environmental science. ------------------------- principal allows me
to do what I want ------------------------- they are getting there
------------------------- Our project has received many awards on the
local and state levels and we write grants to provide the project for
our students, teachers and school community. -------------------------
I get to go on all the field trips I want and get to access the nearby
nature trail as needed. ------------------------- when it saves $$,
they support it. ------------------------- they purchase what I need to
do my job. ------------------------- Our school is finding ways to "Go
Green." ------------------------- They help to sponsor Earth Day
activities and environmental activities ------------------------- They
allow us to go on our EE field trips ------------------------- The
course is not held in the same regard as the traditional science
offerings. The school and district do not have any facility-wide
environmental initiatives. They may have been surprised that enough
students signed into AP Environmental Science.
------------------------- local school does, the larger school board
pays only lip service ------------------------- grants are awarded for
environmental programs ------------------------- Somewhere between
tolerance and support. Sort of like diversity. I think they all think
I'm just quirky, but they like me anyway. ------------------------- we
do not know what the upper grades are really doing
------------------------- Our state mandates K-12 environmental
education for all sutdents but this is not a reality here.
------------------------- There are model programs in place in our
county. ------------------------- has never been a topic at county
inservices, we could do more to be more environmentally sound schools
and buildings ------------------------- Any project or grant I've
written has always been supported/funded. -------------------------
counselors schedule few kids for env sc & it doesn't happen
------------------------- I have developed with school support a school
wide Earth Week program. ------------------------- Our principal is
very environmentally aware. ------------------------- Sponsors
environmental fieldtrips ------------------------- WE are "green" as
much as possible ------------------------- It is not included in our
alligned curriculum. Only an AP course in environmental sciences
------------------------- Agencys involve in education.
------------------------- Just recently, we have been "mandated" to do
a unit on the environment. ------------------------- 5th and 6th grade
attend environmental ed ------------------------- I was allowed to team
teach and celebrate Energy/Earth day, conduct pre and post surveys,
invite speakers, fund field trips and educaitonal tours, sponsored by
trip to Boston to present a workshop on Inquiry to Energy.
------------------------- The district has recently changed 9th grade
science from a comprehensive science course to an environmental science
course. ------------------------- teachers agree and understand, also
received grants to include ------------------------- It's an elective,
but few questions about it are on the FCAT state test, and so the
district doesn't care about it. ------------------------- Has not been
developed on a districtwide level at this point.
------------------------- We also offer honors Research: Ecology
------------------------- Headmaster very supportive
------------------------- Yes & no. If there are enough funds, it
is supported. It makes for great PR, which also makes it attractive.
But these are the wrong reasons to value it. The reason to support it
is that it's "what's best for kids" AND humanity's future!
------------------------- My school/district supports the teaching of
any legitimate curriculum that appeals to students and can be applied
to the state standards. ------------------------- It's not discouraged,
but most teachers only focus on what's in the standards.
------------------------- A.P. course - but very little funding!
------------------------- The focus is on making sure that the kids do
well on the state testing. ------------------------- We will be having
our first AP Environmental Science class offered this year
------------------------- the administration at our school supports any
teacher initiates related to the environment as well as initiatives by
other staff. Our custodians have been key in developing a recycling
program at our school. ------------------------- Our school district
has a strong partnership with Gwinnett Clean and Beautiful, a county
environmental advocacy and education organization.
------------------------- not a green environment
------------------------- tolerates might be a better word.
------------------------- Well, it is mixed; my school supports my
work, and I am supported by the district. However, a larger scale
effort for sustainbility education seems to be lacking district
leadership, although we are prime for it. ------------------------- Our
gifted and talented program officer promotes and distributes
information on science enrichment programs which I am able to use in my
classroom. ------------------------- Lack of awareness/interest on the
part of adminstrators ------------------------- I can teach it in the
Science Club, but have to fit it into the pacing in my science classes
------------------------- New programs include a district wide
environmental organization ------------------------- Supports the
purchasing of materials to teach EE. Encourages teachers to incorporate
EE in classrooms. ------------------------- North Beach Elementary in
Miami has several teachers with on-going recycling programs at many
grade levels along with all school efforts in recycling/environmental
concerns ------------------------- the recently removed all but AP env
science from my district's offerings ------------------------- private
school; initiated classes ------------------------- Supports
environmental education as part of science as an elective class
------------------------- Grants, field trips allowed
------------------------- It supports it in the high school curriculum
but does not in the elementary grades. ------------------------- Any
science that has problem based learning as does our
Sustainability/SEPUP program does ------------------------- our ecology
class is ranked for students to take to enter a 4-yr regents
univsersity ------------------------- no more or less than any other
standard ------------------------- My district supports the standards.
------------------------- Now that all 7th graders are required to
learn about it... ------------------------- Now have 100 acres
designated forever wild with school district as custodian
------------------------- A little ------------------------- Don't know
that it is NOT supported. We will see if the class continues after the
new graduation requirements work their way through the grade levels.
Because environmental is not a state requirement we will have to see if
the district keeps it. ------------------------- We have an OWLS site
and other outdoor areas, but the district could do more.
------------------------- new standards ------------------------- I am
post secondary. The school is more interested in literacy than science
teaching. ------------------------- They don't even support science at
the elementary level ------------------------- We have recyling efforts
going on, we are part of the Fairchild Challenge, we participate in
community activities related to the environment, etc.
------------------------- They provide training through workshops with
local agencies. ------------------------- Not a required part of the
curriculum ------------------------- Diocese don't know what happens
elsewhere ------------------------- The district is making gains toward
changing the view of environmental education. We as a district are
working on reducing consumption of resources...as a cost cutting
measure. ------------------------- There is a course offered on
Environmental Sciences ------------------------- Although the district
supports, it is the individual teacher or principal because it is not
required and not tested. ------------------------- They will provide
funds and substitute teachers if we want to attend environment related
seminars. ------------------------- I'm allowed a trip to the "field"
to do water quality testing with all biology students
------------------------- Because I created the SAMO SHRUB program is
the first of its kind in the US. Our school district is grateful for
its inception. ------------------------- no books, supplies
------------------------- Private independent school
------------------------- Northwest School was founded with our
enviornment program in mind from the very start.
------------------------- requires environmental science course
------------------------- not enough of it is being taught
------------------------- I had the support of administrators when I
applied for and recieved a grant for an environmental student research
project into the recovery of a watershed previously impacted by PCB
pollution. ------------------------- No ES class, but many teachers
incorporate and we have a school forest that is utilized
------------------------- My school administrator has allowed me the
freedom to incorporate environmental ed in my classes even though it is
not a state standard for my grade level. -------------------------
There is loose talk about supporting environmental education but very
little concrete evidence of their support (both from the school and
from the Ministry) in terms of time to connect with other teachers,
develop materials etc. ------------------------- Administration does
not feel the need to teach, nor supports staff even though it is
mandated by the State. It is considered a "dummy" science by many.
------------------------- Generally, not. And neither do many science
books, either. We're too busy emphasizing how species change to explain
why they (and we may) go extinct very well! -------------------------
There are workshops during convention that focus on the topic.
------------------------- In words for sure, but they took away our
ability to take field trips that wouldn't be interrupting other
teachers by putting us in a single period, when we used to have a block
of two periods. ------------------------- Our district is doing a
recycling event for an entire week, in all of its schools.
------------------------- OUr science dept. is still too new (Our
school is only 9 years old) ------------------------- Sustainability
has become part of the school district's mission.
------------------------- The dustrict supports the standards and you
can't support the standards without supporting the environmental piece
of it. ------------------------- We are a private school
------------------------- Division Head strongly supports environmental
education ------------------------- Never any money for supplies, out
of pocket or by grant is where I fund my class
------------------------- They were the ones who decided to add an
additional environmental science elective course
------------------------- Independent schools ; our principle supports
all our goals ------------------------- Our school board is very
supportive of our 1 week field trip with the grade 11 class to do
environmental assessments ------------------------- I have been given
grant money and professional development time.
------------------------- The administration has supported school-wide
and class environmental projects and presentations
------------------------- They are concerned about kids being educated
about environmental concerns, but living in a very politically
conservative area, most residents don't see it as a life-changing
priority. ------------------------- it needs to be a course instead of
a few objectives ------------------------- provides resources and
training if needed -------------------------

Does your school offer the AP Environmental Science course?

Response	Percent	Count
No	54.7%	387
Don't know	14.7%	104
Yes	13.9%	98
Not applicable	13.6%	96

Do you teach in an environmental magnet or charter school?

Response	Percent	Count
No	85.1%	602
Not applicable	5.7%	40
Yes	4.1%	29
Don't know	1.6%	11