RATIONALE:

    In today's world, we face many problems concerning the environment.  More times than not, these problems are the result of human action.  The Eco-Rangers team feels that it is of the utmost importance to educate students on some of the environmental issues that affect their lives daily.
    Once students have an understanding of these environmental issues, they will increase not only their knowledge, but will naturally become more aware of these problems within their own environments.
    Given this knowledge, students will also learn how they can help their environment.  It is our hope that students will use this knowledge to teach others how to help the environment, thus creating a cleaner world for future generations.
 

OBJECTIVES:

Upon completion of this lesson, students will be able to:

• Use a web browser to access our URL
• Use an Internet search engine in regards to environmental issues
• Choose from a variety of Critical Thinking situations to learn more about environmental issues
• Name the four environmental issues, water pollution, air pollution, endangered species and waste management in the United States
• Define some or all of the following:  water pollution, air pollution, endangered species and waste management
• List tips to help solve environmental issues
• Complete activities, such as word searches and experiments, as related to water pollution, air pollution, endangered species and waste management with the teacher acting solely as a facilitator
• If applicable, to work cooperatively with other students to achieve the goals of the module

    There are various activities throughout this site.  On the home page, students can choose from one of four critical thinking situations.  Once inside each of the four areas, students will be presented with a problem to solve.  For example, in the air pollution site, students will be required to research information concerning "Ozone Action Days."  There is an accompanying worksheet with questions to guide students through their journey.
    Also included are additional activities which are unique to each environmental issues page.

AUDIENCE:
 
    The intended audience for this module is intermediate/upper grade levels.  However, some sites, such a water pollution, may contain components appropriate for all elementary students, K-8 grades.

PRE-REQUISITE SKILLS:

    Students come to class on varying levels.  For this module, we recommend that students have some experience with a computer so as to successfully complete this module with little to no help from the teacher.  This module can be explored either independently or in small cooperative groups.  If students work in groups it is our recommendation that they be familiar with this method of learning and again, look to the teacher as a facilitator only.

INSTRUCTIONAL PLAN:

    This module is meant to introduce environmental issues to students and to increase their knowledge of the following issues:  air pollution, water pollution, endangered species and waste management.  Each one of these issues has a student component, where students may complete activities related to each issue.  Therefore, this module can be used to individually teach students about the above named issues or used as a general environmental issues unit.  It is up to the educator to decide which method meets his or her individual classroom needs.
    In order to implement the module, it is first recommended that the educator look through the links listed on the home page.  The educator can gain background knowledge for his or herself by visiting the "teacher resource" link off of the home page as well as get a project overview.  If the educator is interested in learning about individual environmental issues, a link is provided for each.
    After the educator has an idea of which (or all) of the components is to be used, he or she should view the student link of the issue being explored.  It is recommended that the educator try to complete the activities that will be done by the student to anticipate any problems that may occur, or to obtain ideas about how the module should be implemented.
    The idea of a time limit for this module is difficult to estimate.  Each component to the module has approximately 5-40 minute lessons (one week's worth of activities), if time allows.  This is by no means a defining time limit for the module.  Thus, this is another reason why we recommend that the individual teacher go through the student's component to decide exactly how much time should be utilized.  It should be noted however that some components of the module, such as water pollution, contain individual lesson plans for daily use.

MATERIALS:

    Since this module is housed on the World Wide Web there are many links to other related sites.  Therefore, it is not recommended that each page be printed out for use.  There are however, individual pages that coincide with each environmental issue that the educator may wish to reproduce.  Materials that will be required to utilize this module are listed as follows:

• A computer with Internet capabilities along with a web browser
• A printer (optional)
• Pencil and Paper

    Students should be able to access a specific URL and browse the web independently in order to use this module as an individual or in a small group.  It is also possible however to use this module with an entire class and guide the students through the module.
CONNECTIONS TO ORDINARY CURRICULAR OBJECTIVES:
 
    Our module is also applicable to the Chicago Public School Standards and the Illinois Board of Education Standards.
ESTIMATE OF COST:

    If the students have access to a computer with an internet browser, there is no additional cost.

PLAN FOR ASSESSMENT:

    Each module contains questions to be answered in order to guide students through the module component.  The educator may choose to use these questions as a form of assessment, or produce one individually to compliment his or her lesson.
    Our site also contains a 6 question "E-Patrol" quiz where students can test their knowledge on pollution.