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development & the environment: activity ideas

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  1. Growing Population

    Grade Level: 4-8
    Subject: Social Studies; Reading & Language Arts; Science & Technology

    Human population has a variety of consequences, both direct and indirect. One of the consequences easiest to see in our daily life is crowding. With population growth, the average population density will increase. For example, in a three room house an increase from 3 children to 4 children can make a difference. This means that you will need to share your space with other members of your household.

    Hold a discussion with your students about the pros and cons of adding an addition to the household. What are the consequences of adding new members to your family? What are the benefits?

    Have students imagine that the number of students in your classroom has doubled. Have them list the effects of this change. Make sure that both positive and negative impacts are discussed. Have students vote by secret ballot on whether they would like to have more, fewer or the same number of students in the class as they have now. Tally and announce the results to the class.

    Ask the class: What services are easier to provide for an area of high population density? What qualities are desirable about areas of lower population density? How do they characterize their own community?

    Online Resources

    The First Measured Century: Population:
    http://www.pbs.org/fmc/book/1population1.htm

    Think Tank: Population Explosion or Birth Dearth?:
    http://www.pbs.org/thinktank/show_995.html

    Journey to Planet Earth: Urban Ecosystems:
    http://www.pbs.org/journeytoplanetearth/stateoftheplanet/urban.html

    BBC News: Crowded World:
    http://news.bbc.co.uk/2/hi/special_report/1999/06/99/world_population/

    Print Resources

    Feeding the Ten Billion : Plants and Population Growth by Lloyd T. Evans
    World Population: Challenges for the 21st Century by Leon F. Bouvier, Jane T. Bertrand

    More Recommended Resources

  2. Earth-Friendly Farming

    Grade Level: 5-8
    Subject: Science & Technology; Social Studies

    As the population of Planet Earth continues to grow, it is necessary to understand the delicate balance that is needed to preserve the environment while feeding the world's inhabitants.

    In an effort to feed the ever-increasing population of the planet, farmers have experimented with various methods of increasing agricultural yields. Some of these methods, over time, have proven to be unhealthy for the environment. Now, more than ever before, it is critical that farmers and scientists work together to develop a sustainable agricultural system through the effective management of Earth's natural resources. Sustainable agriculture is the use of farming practices that will produce food for consumption without causing harm to the environment.

    Define sustainable agriculture for the students. (Sustainable agriculture is the use of farming practices that will produce food for human or animal consumption without causing harm to the environment.) Then have students relate the importance of sustainable agriculture to their own lives by discussing the following questions: What did you eat yesterday? Did you grow any of this food yourself? What will you eat tomorrow? Where will this food come from? What could cause there to be no food at your grocery store or at your favorite fast-food restaurant? Consider the role that farmers play in your life.

    Arrange for guest speakers from the industrial and farming communities to come and present information to the class about how they are balancing economic growth with the health of the land. Work with students to develop a list of questions for the speakers prior to their presentations. Contact your local Chamber of Commerce, county extension office, or state agriculture department to arrange for speakers.

    In order to find out long-range plans (agricultural and industrial) for your community, contact your local government's planning commission.

    Have students research various methods of farming such as no-till and contour. When their research is completed, have them chart the benefits of each method and decide which one they would use if they had a farm. The class could also debate which method is better.

    Online Resources

    Agriculture for Kids:
    http://www.ars.usda.gov/is/kids

    Agriculture in the Classroom:
    http://www.agclassroom.org

    American Experience: "Surviving the Dust Bowl":
    http://www.pbs.org/wgbh/pages/amex/dustbowl

    Exploring the Environment:
    http://www.cotf.edu/ete/main.html

    The GLOBE Program:
    http://www.globe.gov

    Sustainable Agriculture Research and Education:
    http://www.sare.org

    More Recommended Resources

  3. Earth-Friendly Vacations

    Grade Levels: 4-8; 9-12
    Subjects: Science & Technology; Reading & Language Arts; Social Studies; The Arts

    Decision-makers in developed and developing countries alike are often faced with choosing between what's economically best or what's environmentally best. Ecotourism outfits have been developed to solve such dilemmas, by providing money-making economy stimulating businesses, while focusing on the preservation of a fragile ecosystem. This lesson has students evaluating the benefits and problems associated with ecotourism and developing their own ideas for a chosen locale.

    Have students research both the pros and cons of ecotourism, using some of the links below as a starting point. As a class, discuss and create a list of arguments on both sides of the issue. Brainstorm places in the world that might benefit from some type of ecotourism. Divide the class into groups of 2-3 students each. Assign each group one of the locations from your brainstorming list.

    Tell the students that their job is to come up with an ecotourism idea for their location and then create an advertisement for their idea. Their ads can either be a videotaped commercial, or a series of print ads, including at least one billboard idea. Be sure that the students address the ecological impacts of their chosen ecotourism activity and their ads show evidence of that consideration.

    Online Resources

    Ethical Tourism:
    http://www.tourismconcern.org.uk/index.html

    Ecotourism: An Australian Perspective:
    http://www.sinclair.org.au/thailand/EcotourismAnAussieView.html

    UNEP Tourism: About Ecotourism:
    http://www.unepie.org/pc/tourism/ecotourism/home.htm

    Print Resources

    Ecotourism and Sustainable Development: Who Owns Paradise? by Martha Honey
    Ecotourism: An Introduction by David A. Fennell
    The Ten Trusts: What We Must Do to Care for the Animals We Loveby Jane Goodhall and Marc Bekoff

    More Recommended Resources

  4. SARS Around the World

    Grade Level: 6-8; 9-12
    Subjects: Science & Technology; Social Studies; Math

    The growth of a global economy has stimulated an increase in world travel which, perhaps, has brought with it new health threats to the world as communicable diseases such as AIDS and, more recently, SARS, are being spread more rapidly. Does this increase in world travel create problems for conservation of public health? In this activity, students research the spread of SARS and display their findings graphically with a world map and timeline.

    Introduce the topic with a class discussion to find out how much the students already know about SARS, and what they don't know. Questions to think about include: What is SARS? Where did SARS start? How is it spread? In how many countries has it been reported? What are the symptoms? How many people have died from this disease? How rapidly does the disease spread? Is there a cure? If a successful vaccine is created, who should get it? If the rate of SARS is down, should we still be concerned?

    Have students use the Internet to research the spread of SARS. Have them display what they learn on a world map and time-line, showing the dates and locations of SARS outbreaks. If desired, have them find statistics to include in an inset on their maps showing percentages of deaths from SARS, percentages of populations affected, or probabilities of contracting the disease. Have students include a brief written summary of what they learned about the disease which also addresses their level of concern.

    Online Resources

    WHO: Severe Acute Respiratory Syndrome:
    http://www.who.int/csr/sars/en/

    Online NewsHour: The Emergence of SARS:
    http://www.pbs.org/newshour/health/sars/

    Frontline/World: Chasing the Virus:
    http://www.pbs.org/frontlineworld/stories/hongkong/thestory.html

    Medline Plus: Severe Acute Respiratory Syndrome:
    http://www.nlm.nih.gov/medlineplus/severeacuterespiratorysyndrome.html

    Wired News:Behind the Six Degrees of SARS :
    http://www.wired.com/news/medtech/0,1286,58985,00.html

    More Recommended Resources

  5. Whence the Beef?: Is Cloned Meat a Safe Food?

    Grade Level: 6-8; 9-12
    Subjects: Science & Technology; Social Studies

    Biotechnology and genetic engineering have come a long way, and cloning techniques have been greatly improved. Can cloning be part of the solution to world hunger? While feeding the world continues to be a challenge that perhaps may be addressed with new techniques in biotechnology, these techniques are controversial. Students take on the role of international decision-makers as they discuss the pros and cons of using cloned animal products in different nations of the world.

    Students should understand the basic concepts behind cloning before completing this activity. Allow students to choose or assign each student a particular country to represent in this discussion. Have the students research the dietary habits of that country (especially regarding meat consumption), as well as that country's agricultural and economic concerns. Direct students to the latest reports from the FDA concerning the use of cloned animals for meat. Have students develop an argument, pro or con, for allowing cloned meat in their country. Stage an international hunger symposium (such as a meeting of the World Health Organization) and have each student present his position on the topic. Then vote as a class to determine if your international organization endorses or condemns the use of cloned animals as a source of meat.

    Online Resources

    Guardian Unlimited: Cloned Meat:
    http://www.guardian.co.uk/international/story/0,3604,1075505,00.html

    CBC News:
    http://www.cbc.ca/consumer/story/2006/12/29/cloning-canada.html?ref=rss

    Wired News: Cloning:
    http://www.wired.com/news/medtech/0%2C1286%2C60794%2C00.html

    Print Resources

    Genetic Engineering, Food, and Our Environment by Luke Anderson
    Genetic Engineering: Opposing Viewpoints by James D. Torr (Editor)

    More Recommended Resources

  6. To Drill Or Not to Drill?

    Grade Level: 8-6; 9-12
    Subjects: Science & Technology; Social Studies; Math; Reading & Language Arts

    Oil is the fuel that powers the world. Obtaining that oil has a big impact on the surrounding environment. This activity has students deciding whether the benefits of procuring Alaskan oil are worth the potential environmental impact.

    First have students find out about the ANWR oil-drilling project by reading discussions both pro and con tapping the oil reserves in the Arctic National Wildlife Refuge. Next have them use the Internet to find out where most of the world's oil comes from now. While doing so, have them search for a prediction for how much oil will be found in the Arctic National Wildlife Refuge, and compare that amount to the oil production found elsewhere.

    Using this information, students should then create a pie-chart graph or bar graph to display their findings. After studying the discussions describing the environmental impacts of the drilling and the justifications for the project, and using their own research into amount of oil projected, students should decide whether they support or oppose the ANWR oil-drilling project. Have students write a position paper stating whether they think drilling for oil there is justified and attach their graphs to their papers.

    Online Resources

    NewsHour Online: Drilling in Alaska:
    http://www.pbs.org/newshour/bb/environment/jan-june02/alaska_4-17.html

    Frontline: "Blackout":
    http://www.pbs.org/wgbh/pages/frontline/shows/blackout/future/future.html

    World Crude Oil and Natural Gas Reserves:
    http://www.eia.doe.gov/pub/international/iea2002/table81.xls

    Greatest Oil Reserves by Country:
    http://www.infoplease.com/ipa/A0872964.html

    The Arctic National Wildlife Refuge: A Special Report:
    http://arcticcircle.uconn.edu/ANWR/

    Arctic Refuge: Oil and Gas Issues:
    http://www.doi.gov/initiatives/energy_new.html

    Print Resources

    The Sacred Balance: Rediscovering Our Place in Nature, 2nd editionby David Suzuki

    More Recommended Resources

  7. War and the Environment

    Grade Level: 9-12
    Subjects: Social Studies; Science & Technology

    Countries go to war for different reasons, usually with a human interest (freedom, religion, power) as the driving force. But war has far-reaching impacts that often go beyond the realm of humanity. Acts of war can have serious consequences (pollution, habitat destruction, natural resource depletion) for the environment and ecosystems in which they take place.

    In this lesson, students discuss their ideas for international laws addressing war and the environment.

    Present students with this article by UN Secretary General Kofi Annan in which he calls for expanded laws against environmental damage in war. Read and discuss as a class. Divide the class into groups of 4-5 students and assign each group a different war to research for particular environmental impacts specific to that war. Have each group compile a list of environmental problems and then suggest ideas for legislation that addresses the problems. The groups should present their findings and ideas to the class.

    Online Resources

    CNN: The Aftermath of the Conflict with Iraq:
    http://www.cnn.com/SPECIALS/2003/new.iraq/after.war/fullpage.scar/

    Alternet: Iraq War Could be a Toxic Nightmare:
    http://www.alternet.org/story.html?StoryID=14493

    More Recommended Resources

Published: December 2003