Eco-Art Lesson Plans and Education Resources
(The) 11th Hour - The 11th Hour is a 2007 documentary film, created, produced and narrated by Leonardo DiCaprio, on the state of the natural environment. It was directed by Leila Conners Petersen and Nadia Conners and financed by Adam Lewis and Pierre André Senizergues, and distributed by Warner Independent Pictures.
Its world premiere was at the 2007 60th Annual Cannes Film Festival (May 16–27, 2007) and it was released on August 17, 2007, in the year in which the Fourth Assessment Report of the United Nations global warming panel IPCC was published.
With contributions from over 50 politicians, scientists, and environmental activists, including former Soviet leader Mikhail Gorbachev, physicist Stephen Hawking, Nobel Prize winner Wangari Maathai, and journalist Armand Betscher, Paul Hawken, the film documents the grave problems facing the planet's life systems. Global warming, deforestation, mass species extinction, and depletion of the oceans' habitats are all addressed. The film's premise is that the future of humanity is in jeopardy.
The film proposes potential solutions to these problems by calling for restorative action by the reshaping and rethinking of global human activity through technology, social responsibility and conservation.
Its world premiere was at the 2007 60th Annual Cannes Film Festival (May 16–27, 2007) and it was released on August 17, 2007, in the year in which the Fourth Assessment Report of the United Nations global warming panel IPCC was published.
With contributions from over 50 politicians, scientists, and environmental activists, including former Soviet leader Mikhail Gorbachev, physicist Stephen Hawking, Nobel Prize winner Wangari Maathai, and journalist Armand Betscher, Paul Hawken, the film documents the grave problems facing the planet's life systems. Global warming, deforestation, mass species extinction, and depletion of the oceans' habitats are all addressed. The film's premise is that the future of humanity is in jeopardy.
The film proposes potential solutions to these problems by calling for restorative action by the reshaping and rethinking of global human activity through technology, social responsibility and conservation.
There are many, many teacher's guides for the 11th hour. This is only one...
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Art, Ecology, & Education!
Statement: What would our human endeavors look like if we learned a new way of being in the world? Art, Ecology & Education contributes to the growth of the ethical-ecological consciousness in our society and supports the paradigm shift towards an integrated/systemic understanding of the world and a more ‘Earth-centered’ approach to living.
We believe that such a development is crucial on our path towards building sustainable communities. Our approach is based on inspiration through artistic expression, the communication, development and sharing of knowledge that already exists, international/ intercultural exchange, as well as a learning process that carefully integrates intuition, sensory awareness, feeling and rational thinking, in order to help us develop a sense of the interconnectivity and interdependence of all organic and inorganic existence, and a profound sense of the intrinsic value of all life.
We believe that such a development is crucial on our path towards building sustainable communities. Our approach is based on inspiration through artistic expression, the communication, development and sharing of knowledge that already exists, international/ intercultural exchange, as well as a learning process that carefully integrates intuition, sensory awareness, feeling and rational thinking, in order to help us develop a sense of the interconnectivity and interdependence of all organic and inorganic existence, and a profound sense of the intrinsic value of all life.
Art & Science Collaborations, Inc.
Mission: nurturing the intersection of art, science, technology, and the humanities.
Founded in 1988, Art & Science Collaborations, Inc. (ASCI) was one of the first art-sci-tech member organizations in the USA. Established primarily as a network for artists who either use or are inspired by science and technology, ASCI has become a magnet for some of the best examples of this type of contemporary art and for scientists and technologists wishing to collaborate.
ASCI was instrumental in reinvigorating the art-sci-tech movement in the United States during the mid-1990's and helped coalesce the art-science movement [1998-2002]. It produced seminal public panels and symposia on timely topics: from the world's first "CyberFair for Artists"(1995) to "Bell Labs & the Origins of Multimedia Art" (1998), "Collectibility of the Digital Print" (1998), and explored potential support systems for early netart at "CyberArt'99." ASCI also produced exhibitions of kinetic art, interactive light art, solar art, digital prints, and a Womentek exhibition. Since 1998, it has produced four ArtSci international symposia on collaboration and the ArtSci INDEX, an online matching tool for potential collaborators. The monthly ASCI eBulletin [sent to ASCI members] is the most comprehensive resource tool in this highly interdisciplinary, international field. ASCI welcomes partnerships and dialogue with the scientific community.
Founded in 1988, Art & Science Collaborations, Inc. (ASCI) was one of the first art-sci-tech member organizations in the USA. Established primarily as a network for artists who either use or are inspired by science and technology, ASCI has become a magnet for some of the best examples of this type of contemporary art and for scientists and technologists wishing to collaborate.
ASCI was instrumental in reinvigorating the art-sci-tech movement in the United States during the mid-1990's and helped coalesce the art-science movement [1998-2002]. It produced seminal public panels and symposia on timely topics: from the world's first "CyberFair for Artists"(1995) to "Bell Labs & the Origins of Multimedia Art" (1998), "Collectibility of the Digital Print" (1998), and explored potential support systems for early netart at "CyberArt'99." ASCI also produced exhibitions of kinetic art, interactive light art, solar art, digital prints, and a Womentek exhibition. Since 1998, it has produced four ArtSci international symposia on collaboration and the ArtSci INDEX, an online matching tool for potential collaborators. The monthly ASCI eBulletin [sent to ASCI members] is the most comprehensive resource tool in this highly interdisciplinary, international field. ASCI welcomes partnerships and dialogue with the scientific community.
Arts for Change, Beverly Naidus
Arts for Change, Teaching Outside the Frame - This website was created primarily for the readers of Arts For Change: Teaching Outside The Frame, but will hopefully become a resource for anyone who is interested or involved in socially engaged art pedagogy. The site includes links that will take you to art projects created by Beverly Naidus and those of her peers.
On the blog, you can participate in a dialog about the content of the book, and raise issues that you are facing in your own practices as teachers, activists and artists.
On the blog, you can participate in a dialog about the content of the book, and raise issues that you are facing in your own practices as teachers, activists and artists.
AASHE - Association for the Advancement of Sustainability in Higher Education
About AASHE: AASHE is helping to create a brighter future of opportunity for all by advancing sustainability in higher education. By creating a diverse community engaged in sharing ideas and promising practices, AASHE provides administrators, faculty, staff and students, as well as the business that serve them, with: thought leadership and essential knowledge resources; outstanding opportunities for professional development; and a unique framework for demonstrating the value and competitive edge created by sustainability initiatives.
AASHE defines sustainability in an inclusive way, encompassing human and ecological health, social justice, secure livelihoods, and a better world for all generations. Aashe is online at www.aashe.org and on Facebook at http://www.facebook.com/aasheorg
AASHE defines sustainability in an inclusive way, encompassing human and ecological health, social justice, secure livelihoods, and a better world for all generations. Aashe is online at www.aashe.org and on Facebook at http://www.facebook.com/aasheorg
The Art of Play, Environment as Third Teacher
"The Art of Play is a play based and art education resources for parents and educators of kindergarten aged children. Research proves that a play based education is beneficial in early childhood education. All too often, children don't get the opportunity to learn through play in today's kindergarten classrooms. Policies such as No Child Left Behind and standardized testing have robbed young children of the chance to learn through play and experimentation.
Young children are naturally geared towards hands on learning. Art education in the classroom and in the home helps them learn problem-solving skills that will take them through the rest of their school years and on into adulthood.
An art/play based curriculum will help to develop the next generation of critical thinkers, because it inspires students to instinctively problem solve using creative thinking. The objective is to encourage them to constantly question and search for solutions using a variety of techniques and tools. These are the skills the seeds to the blossoming creativity of their futures."
Environment as Third Teacher
For curriculum, ideas, resources, benefits of play, art making, environment as third teacher, and the art education movement please visit http://artofplay.weebly.com/weeblylink_new_window
Young children are naturally geared towards hands on learning. Art education in the classroom and in the home helps them learn problem-solving skills that will take them through the rest of their school years and on into adulthood.
An art/play based curriculum will help to develop the next generation of critical thinkers, because it inspires students to instinctively problem solve using creative thinking. The objective is to encourage them to constantly question and search for solutions using a variety of techniques and tools. These are the skills the seeds to the blossoming creativity of their futures."
Environment as Third Teacher
For curriculum, ideas, resources, benefits of play, art making, environment as third teacher, and the art education movement please visit http://artofplay.weebly.com/weeblylink_new_window
Campus Ecology - National Wildlife Federation
Working with college students and the higher education sector to achieve our vision for a world where everyone has access to clean air and clean water, and where a diverse array of forests and wildlife are thriving. Mission - We help colleges and universities around the United States to:
Climate EDU - ClimateEdu is an e-newsletter that covers campus projects that are breaking new ground in climate action and sustainability. Each issue includes a mix of resources, book reviews, tools, editorials and event listings. Our goal is to support colleges and universities in their work of protecting wildlife (and our own human habitat) from the effects of environmental degradation and climate change.
- Transform the nation's college campuses into living models of an ecologically sustainable society
- Train a new generation of environmental leaders. Ensure a strong future for American's environmental movement
- Support and promote positive and practical sustainability projects on campus and beyond
Climate EDU - ClimateEdu is an e-newsletter that covers campus projects that are breaking new ground in climate action and sustainability. Each issue includes a mix of resources, book reviews, tools, editorials and event listings. Our goal is to support colleges and universities in their work of protecting wildlife (and our own human habitat) from the effects of environmental degradation and climate change.
Conserve Water Georgia, Education
Teachers and Students - As a teacher, you can build on students’ experiences with water by connecting your standards to water conservation.
Students can measure how much water they use at home and find out where their drinking water comes from. They can create a school-wide conservation campaign or make rain barrels to give away in the community.
Educator resources and student activities can help you bring water conservation into the classroom so that your students will save water too.
Students can measure how much water they use at home and find out where their drinking water comes from. They can create a school-wide conservation campaign or make rain barrels to give away in the community.
Educator resources and student activities can help you bring water conservation into the classroom so that your students will save water too.
Conserve Water Through Art - Grades 1st - 4th Lesson Plan
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Earth Guardians
WE ARE A TRIBE OF YOUNG ACTIVISTS, ARTISTS AND MUSICIANS FROM ACROSS THE GLOBE STEPPING UP AS LEADERS AND CO-CREATING THE FUTURE WE KNOW IS POSSIBLE. WE ARE THE ONES WE'VE BEEN WAITING FOR.
WE ARE #GENERATIONRYSE
WE ARE #GENERATIONRYSE
The Edible School Yard
Sixteen years ago, Alice Waters was quoted in a local newspaper, claiming that the school she passed every day looked like no one cared about it. Neil Smith, then Principal of Martin Luther King Jr. Middle School contacted Alice, with the acre of blighted land on the school's grounds firmly in mind. He wanted her to see the school and perhaps, find a way to help. It was clear to Alice; she wanted to start a garden and then, build a teaching kitchen....
and now
Today in addition to supporting the Edible Schoolyard Berkeley and the Founding Edible Schoolyards, we are expanding our initiatives online to build and share a national food curriculum. This online program will allow educational garden, kitchen, and lunch programs around the world to network, share their lessons and best practices, and gain a collective voice for change.
Read their incredible story at http://edibleschoolyard.org/our-story
Read their mission at http://edibleschoolyard.org/our-story/our-work
and now
Today in addition to supporting the Edible Schoolyard Berkeley and the Founding Edible Schoolyards, we are expanding our initiatives online to build and share a national food curriculum. This online program will allow educational garden, kitchen, and lunch programs around the world to network, share their lessons and best practices, and gain a collective voice for change.
Read their incredible story at http://edibleschoolyard.org/our-story
Read their mission at http://edibleschoolyard.org/our-story/our-work
Edutopia - goGreen The Database
Explore our ever-expanding trove of environmentally conscious teaching tools. Search for lesson plans, Web sites, and educational resources by topic, grade level, cost, or location, or add your resource. Edutopia
Environmental Education Alliance of Georgia (EEA)
EEA has been serving environmental educators throughout Georgia since 1992. EEA supports environmental educators throughout Georgia to achieve our vision, a statewide culture of environmental literacy and stewardship. We believe environmental education (EE) encourages inquiry, investigation, and the development of skills that enable responsible decisions and actions that impact the environment. Find out more about EE on the EEinGeorgia.org website.
We are a professional education and networking association for educators across Georgia.
EEA discusses environmental issues and hosts conferences in addition to Outdoor Classroom Symposium. This page lists special events - http://www.eealliance.org/index.php?
We are a professional education and networking association for educators across Georgia.
EEA discusses environmental issues and hosts conferences in addition to Outdoor Classroom Symposium. This page lists special events - http://www.eealliance.org/index.php?
Environmental Science Club, GCSU
The Environmental Science Club at GC educates students, staff, and faculty about the environmental issues we face, how to make changes to improve our campus AND our world, and sponsor environmental events such as 'Earth Fest' on Earth Day at GC. For more information and wonderful links please visit http://www2.gcsu.edu/orgs/student/esc/
ESE, Environmental Sustainability Education at University of Toronto, OISE, Ontario Institute for Studies in Education
This site aims to provide you with an introduction to the concepts and practices of Environmental and Sustainability Education (ESE) so that you can integrate them throughout your teaching and learning, both at OISE and at your practicum sites.
Key Resources / ESE in Practice / Ongoing Learning / EE Leadership Certificate / Contact
Key Resources / ESE in Practice / Ongoing Learning / EE Leadership Certificate / Contact
Foundation for Deep Ecology
A voice for wild nature, the Foundation for Deep Ecology supports efforts to protect wilderness and wildlife, promote ecological agriculture, and oppose destructive mega-technologies that are accelerating the extinction crisis.
Our Mission
The mission of the Foundation for Deep Ecology (FDE) is to support education and advocacy on behalf of wild Nature. FDE carries out this mission primarily through publications, grantmaking, and support of campaigns on particular issues affecting the future of nature and people.
We believe that stopping the global extinction crisis and achieving true ecological sustainability will require rethinking our values as a society. Present assumptions about economics, development, and the place of human beings in the natural order must be reevaluated. Nature can no longer be viewed merely as a commodity—a storehouse of “resources” for human use and profit. It must be seen as a partner and model in all human enterprise.
We begin with the premise that life on Earth has entered its most precarious phase in history. We speak of threats not only to human life, but to the lives of all species of plants and animals, of the entire ecosphere it all its beauty and complexity including the natural processes that create and shape life's diversity. It is the grave and growing threats to the health of the ecosphere that motivates our activities.
Our Mission
The mission of the Foundation for Deep Ecology (FDE) is to support education and advocacy on behalf of wild Nature. FDE carries out this mission primarily through publications, grantmaking, and support of campaigns on particular issues affecting the future of nature and people.
We believe that stopping the global extinction crisis and achieving true ecological sustainability will require rethinking our values as a society. Present assumptions about economics, development, and the place of human beings in the natural order must be reevaluated. Nature can no longer be viewed merely as a commodity—a storehouse of “resources” for human use and profit. It must be seen as a partner and model in all human enterprise.
We begin with the premise that life on Earth has entered its most precarious phase in history. We speak of threats not only to human life, but to the lives of all species of plants and animals, of the entire ecosphere it all its beauty and complexity including the natural processes that create and shape life's diversity. It is the grave and growing threats to the health of the ecosphere that motivates our activities.
Gaia Education for Sustainable Development
Gaia Education promotes a holistic approach to education for sustainable development by developing curricula for sustainable community design. While drawing upon best practices within ecovillages and transition settings worldwide, Gaia Education works in partnership with universities, ecovillages, government and non-government agencies and the United Nations.
Curriculum Link
Curriculum Link
Green Schools - via NCEF
Green School List is a compilation of information on the subject. The list includes descriptions of books, studies, reports, and journal articles as well as links to online publications and websites.
Abstracts are displayed in chronological order, beginning with the most recent.
I.D.E.A.S. (Intellectual Decisions on Environmental Awareness Solutions)
Intellectual Decisions on Environmental Awareness Solutions (IDEAS) is a youth-led International sustainability movement growing across universities, K-12 schools and communities around the World, providing people of all ages with the opportunities to grow their ideas and leave a positive impact for generations to come.
IDEAS FOR US is a pending 501(c)(3) non-profit organization that helps nurture the talents of youth leaders to drive solutions and implement sustainability programs and initiatives on campuses and across communities around the World. We ultimately steer the IDEAS chapters and build on the ‘passion for change’ by providing youth leaders with consulting services, professional training programs, chapter advancement, leadership development, ideas incubation and peer-to-peer mentorship needed to enact the innovative IDEAS and solve the integrated energy, environmental and economic problems in their community.
Since our inception in 2008, the IDEAS Movement has expanded to:
20 chapters in 5 states (FL, TX, IN, NY and NC), including universities, K-12 Schools and International Projects building in Haiti, Belize and Costa Rica. (and growing!!)
40+ dedicated campus leaders helping to facilitate their movement (That’s You All Getting this Email!)
15+ incredible IDEAS Professionals who will help to provide insight, guidance and even opportunities throughout the year.
30+ initiatives we’ve helped to kick start and successfully implement since our inception in 2008.
6 National Awards and Recognitions
Collectively, these chapters and their leaders work together to develop new innovations and ideas for the entire sustainability movement; sharing resources and providing best practices in how to initiate these initiatives at different places around the World.
IDEAS FOR US is a pending 501(c)(3) non-profit organization that helps nurture the talents of youth leaders to drive solutions and implement sustainability programs and initiatives on campuses and across communities around the World. We ultimately steer the IDEAS chapters and build on the ‘passion for change’ by providing youth leaders with consulting services, professional training programs, chapter advancement, leadership development, ideas incubation and peer-to-peer mentorship needed to enact the innovative IDEAS and solve the integrated energy, environmental and economic problems in their community.
Since our inception in 2008, the IDEAS Movement has expanded to:
20 chapters in 5 states (FL, TX, IN, NY and NC), including universities, K-12 Schools and International Projects building in Haiti, Belize and Costa Rica. (and growing!!)
40+ dedicated campus leaders helping to facilitate their movement (That’s You All Getting this Email!)
15+ incredible IDEAS Professionals who will help to provide insight, guidance and even opportunities throughout the year.
30+ initiatives we’ve helped to kick start and successfully implement since our inception in 2008.
6 National Awards and Recognitions
Collectively, these chapters and their leaders work together to develop new innovations and ideas for the entire sustainability movement; sharing resources and providing best practices in how to initiate these initiatives at different places around the World.
The Inconvenient Truth - Climate Crisis, In The Classroom
Information on climate changes and climate impact along with ways to Reduce, Reuse, Recycle and reduce your footprint are found at Climate Crisis and in the Curriculum Section for Educators.
Hilary Inwood, PhD - Work and Website
Biography: Hilary Inwood is a lecturer teaching art education and environmental education at the Ontario Institute of Studies in Education at the University of Toronto. She holds degrees in education (M.Ed, University of Toronto), art history (MA, York University) and art education (Ph.D), Concordia University. Her research focuses on integrating art education with environmental education to develop learners’ environmental literacy in school and community settings. Her work as an educator and artist extends beyond the classroom to include school gardens, outdoor education centres, parks and galleries. Resource Link / Blog / Gallery
Lockerly Arboretum, Milledgeville, Georgia
Mission: To provide outstanding ecological, horticultural and historical education in order to promote preservation and stewardship of the environment, by fostering an understanding of and an appreciation for the natural world.
Education
The Arboretum, is a 50-acre public garden with outdoor and indoor classrooms. Situated one mile south of Milledgeville, the Arboretum has hiking and driving trails throughout the property. We offer customized educational programs for school groups of all ages focusing on horticulture, geology, life sciences, and environmental studies in compliance with the Georgia Performance Standards.
The Worley Center in Putnam County is nestled on a beautiful 200 acres, intersected by Rooty Creek. With woods, ponds, and steams, there are lots of ideal spots to study water ecology, life sciences, ecology, and forestry. All of our field studies are customized to meet the needs of teachers and students. The Worley Center is an ideal location for studying life in the wild, and also has indoor classroom and lab space.
Oconee River Property: The Wilkinson County property encompasses 75 acres of high ground and wetlands on the Oconee River. This property is undeveloped and will remain a conservation tract.
General Program Information: Lockerly does not charge tuition fees for education programs. However, supply charges may be applied.
All programs must be scheduled in advance and coordinated through Greg Eilers, Director of Education. Telephone: 478-452-2112 or E-mail: [email protected].
Education
The Arboretum, is a 50-acre public garden with outdoor and indoor classrooms. Situated one mile south of Milledgeville, the Arboretum has hiking and driving trails throughout the property. We offer customized educational programs for school groups of all ages focusing on horticulture, geology, life sciences, and environmental studies in compliance with the Georgia Performance Standards.
The Worley Center in Putnam County is nestled on a beautiful 200 acres, intersected by Rooty Creek. With woods, ponds, and steams, there are lots of ideal spots to study water ecology, life sciences, ecology, and forestry. All of our field studies are customized to meet the needs of teachers and students. The Worley Center is an ideal location for studying life in the wild, and also has indoor classroom and lab space.
Oconee River Property: The Wilkinson County property encompasses 75 acres of high ground and wetlands on the Oconee River. This property is undeveloped and will remain a conservation tract.
General Program Information: Lockerly does not charge tuition fees for education programs. However, supply charges may be applied.
All programs must be scheduled in advance and coordinated through Greg Eilers, Director of Education. Telephone: 478-452-2112 or E-mail: [email protected].
The Lorax
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Marin Community Foundation
Overview
The goal of this Strategic Initiative is to close the achievement gap between high-achieving students and those who are falling behind.
Student achievement for low-income students and students of color in Marin falls far below the achievement of more advantaged students in the County. The gap in achievement begins at an early age and increases over time. Fewer than one in five of Marin's African American or Latino high school graduates complete the coursework required to be ready for college or other post-secondary education options. Four public school districts in Marin — San Rafael City Schools, Novato Unified, Sausalito/Marin City, and Shoreline Unified — collectively account for 85% of low-income students and 82% of students of color. While each of these districts is applying selected strategies to address the achievement gap, the general lack of resources combined with the severity of State budget cuts are significant barriers to providing an equitable education to students in need.
The Marin Community Foundation believes that taking action to address the achievement gap across Marin and particularly in the four target districts will help low-income students, and students of color to:
The goal of this Strategic Initiative is to close the achievement gap between high-achieving students and those who are falling behind.
Student achievement for low-income students and students of color in Marin falls far below the achievement of more advantaged students in the County. The gap in achievement begins at an early age and increases over time. Fewer than one in five of Marin's African American or Latino high school graduates complete the coursework required to be ready for college or other post-secondary education options. Four public school districts in Marin — San Rafael City Schools, Novato Unified, Sausalito/Marin City, and Shoreline Unified — collectively account for 85% of low-income students and 82% of students of color. While each of these districts is applying selected strategies to address the achievement gap, the general lack of resources combined with the severity of State budget cuts are significant barriers to providing an equitable education to students in need.
The Marin Community Foundation believes that taking action to address the achievement gap across Marin and particularly in the four target districts will help low-income students, and students of color to:
- Enter kindergarten developmentally and socially ready to learn
- Gain proficiency in core subjects — English/Language Arts and Mathematics in the early elementary grades
- Attend high-quality schools with excellent principals and teachers
- Graduate from high school prepared to apply to, enroll in, and complete college or other post-secondary education options
Paper Making
Increase awareness of forest products and uses. Discover how important it is to recycle and how easy it is to make recycled paper. Everyday we use something that is made from trees. Although paper can be made from a variety of natural materials including cotton, hemp, grass, banana plants, tobacco and even elephant dung in some parts of the world, paper is most often made from pulp that is produced by grinding up trees.
http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/science_nature/paper_making.pdf
http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/science_nature/paper_making.pdf
The Private Eye
The Private Eye is a program about the drama and wonder of looking closely at the world, thinking by analogy, changing scale and theorizing. Designed to develop critical thinking skills, creativity and scientific literacy - across subjects - it's based on a simple set of tools that produce "gifted" results.
Hands on, investigative, The Private Eye - using everyday objects, a jeweler's loupe, and simple questions - accelerates science, writing, art, math and social studies, as well as vocational and technological education.
Whether you enter The Private Eye on your own using The Private Eye guide and jeweler's loupes, or whether you opt to attend a Private Eye workshop - you'll discover that it builds communication, problem solving, and concentration skills. For K-16 through life, all levels, The Private Eye develops "the interdisciplinary mind."
Environmental Education
"You won't bother to save something unless you first care about it. The Private Eye allows you to care quickly and deeply." — Kerry Ruef , founder and director of The Private Eye, author of
The Private Eye: (5X) Looking Thinking by Analogy
Hands on, investigative, The Private Eye - using everyday objects, a jeweler's loupe, and simple questions - accelerates science, writing, art, math and social studies, as well as vocational and technological education.
Whether you enter The Private Eye on your own using The Private Eye guide and jeweler's loupes, or whether you opt to attend a Private Eye workshop - you'll discover that it builds communication, problem solving, and concentration skills. For K-16 through life, all levels, The Private Eye develops "the interdisciplinary mind."
Environmental Education
"You won't bother to save something unless you first care about it. The Private Eye allows you to care quickly and deeply." — Kerry Ruef , founder and director of The Private Eye, author of
The Private Eye: (5X) Looking Thinking by Analogy
River of Words
River of Words® (ROW) is a program of The Center for Environmental Literacy and a part of the Kalmanovitz School of Education. Acknowledged pioneers in the field of place-based education, River of Words has been inspiring educators and their students for over seventeen years with an innovative blend of science and the arts.
River of Words is its own watershed: a linked network of people throughout the United States and the world who are committed to teaching the art and poetry of place to young people. Since 1995, River of Words has encouraged young people to explore and savor the watersheds where they live and trained educators to guide them with inspiration and passion. Through professional development and other educational services, traveling exhibits, publications and community programs, ROW reaches thousands of educators and young people around the world.
ROW was co-founded in 1995 by writer and activist Pamela Michael and then-US Poet Laureate (and SMC alumnus) Robert Hass. One of the program’s most noteworthy events, conducted in affiliation with The Library of Congress Center for the Book, is a free, annual international poetry and art contest for children in kindergarten through twelfth grade. ROW has donated their collection of children’s art—the largest in the world—to Saint Mary’s Hearst Art Gallery, which will exhibit the work and make it available for scholarly research. There are many opportunities available for SMC faculty to collaborate with this innovative and dynamic program through the Center for Environmental Literacy. For more information please contact Pamela Michael, River of Words co-founder and director of Saint Mary's Center for Environmental Literacy, at [email protected] or 925-631-4289.
River of Words is its own watershed: a linked network of people throughout the United States and the world who are committed to teaching the art and poetry of place to young people. Since 1995, River of Words has encouraged young people to explore and savor the watersheds where they live and trained educators to guide them with inspiration and passion. Through professional development and other educational services, traveling exhibits, publications and community programs, ROW reaches thousands of educators and young people around the world.
ROW was co-founded in 1995 by writer and activist Pamela Michael and then-US Poet Laureate (and SMC alumnus) Robert Hass. One of the program’s most noteworthy events, conducted in affiliation with The Library of Congress Center for the Book, is a free, annual international poetry and art contest for children in kindergarten through twelfth grade. ROW has donated their collection of children’s art—the largest in the world—to Saint Mary’s Hearst Art Gallery, which will exhibit the work and make it available for scholarly research. There are many opportunities available for SMC faculty to collaborate with this innovative and dynamic program through the Center for Environmental Literacy. For more information please contact Pamela Michael, River of Words co-founder and director of Saint Mary's Center for Environmental Literacy, at [email protected] or 925-631-4289.
Second Nature, Education for Sustainability
Since 2003, Campus Sustainability Day has been a time to reflect on the success of the sustainability movement in higher education. Together, we’re moving society forward to a sustainable future. As individual campuses we are strong, but as a movement, we are stronger still.
- See the Campus Conversations hosted by Second Nature in 2011.
- Read the exciting and inspiring History of Campus Sustainability Day
- See list of events held during Campus Sustainability Day 2011
- Submit an event for Campus Sustainability Day 2012
STRAW - Students and Teachers Restoring A Watershed
Point Blue's STRAW Program coordinates and sustains a network of teachers, students, restoration specialists and other community members to plan and implement watershed studies and restoration projects. STRAW's watershed science education activities emphasize project based learning and offer an integrated learning experience for students to work together, connect to their local watershed, and be empowered by their actions.
Each year approximately 3,500 students participate in 50 restoration work days, often planting 4,500 native plants!
STRAW provides teachers with resources, materials, and technical support to integrate watershed content into their classroom. Environmental science education is delivered in coordination with other school science curriculum throughout the school year. STRAW maintains long-term relationships with teachers, many of whom return year after year. The STRAW Program operates under project-based, inquiry-based and place-based learning models.
Each year approximately 3,500 students participate in 50 restoration work days, often planting 4,500 native plants!
STRAW provides teachers with resources, materials, and technical support to integrate watershed content into their classroom. Environmental science education is delivered in coordination with other school science curriculum throughout the school year. STRAW maintains long-term relationships with teachers, many of whom return year after year. The STRAW Program operates under project-based, inquiry-based and place-based learning models.
Trash and Climate Change Lessons
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TreeHugger, A Discovery Company
About TreeHugger
Education Tag
TreeHugger is the leading media outlet dedicated to driving sustainability mainstream. Partial to a modern aesthetic, we strive to be a one-stop shop for green news, solutions, and product information. We publish an up to the minute blog, weekly and daily newsletters, twice-monthly radio interviews, and regularly updated Twitter and Facebook pages.
TreeHugger discusses nearly any topic from design, technology, daily living, politics, sustainability, art, culture, energy, science, education, and business.
Education Tag
TreeHugger is the leading media outlet dedicated to driving sustainability mainstream. Partial to a modern aesthetic, we strive to be a one-stop shop for green news, solutions, and product information. We publish an up to the minute blog, weekly and daily newsletters, twice-monthly radio interviews, and regularly updated Twitter and Facebook pages.
TreeHugger discusses nearly any topic from design, technology, daily living, politics, sustainability, art, culture, energy, science, education, and business.
Unicef Canada - Global Classroom
"It is through global education that children learn about the world around them and their place in it. They learn about rights and responsibilities and the effects their actions can have. They explore local to global issues and begin to see themselves as responsible, active global citizens.
UNICEF Canada’s Global Classroom programming:
Inspires Canadian teachers and their students to take action on social justice, humanitarian issues and human rights – especially the rights of all children.
Empowers Canadian schools to adopt whole-school approaches to rights respecting education.
Provides educators with classroom-ready resources and engagement tools.
Partners with Faculties of Education to inspire future rights respecting educators.
Collaborates with a variety of organizations within the education sector to promote an approach to education that upholds and protects the rights of all children.
Information obtained from Unicef Canada Global Classroom to support and expand teaching and learning for global citizenship and rights - http://www.unicef.ca/en/teachers/article/global-classroom
UNICEF Canada’s Global Classroom programming:
Inspires Canadian teachers and their students to take action on social justice, humanitarian issues and human rights – especially the rights of all children.
Empowers Canadian schools to adopt whole-school approaches to rights respecting education.
Provides educators with classroom-ready resources and engagement tools.
Partners with Faculties of Education to inspire future rights respecting educators.
Collaborates with a variety of organizations within the education sector to promote an approach to education that upholds and protects the rights of all children.
Information obtained from Unicef Canada Global Classroom to support and expand teaching and learning for global citizenship and rights - http://www.unicef.ca/en/teachers/article/global-classroom
Water Scarcity - Lesson Plan 2nd to 4th Grade
earth_day_network_water_scarcit_2to4.doc | |
File Size: | 164 kb |
File Type: | doc |
YIA (Youth In Arts)
Youth in Arts was founded in 1970 by local arts advocates dismayed by diminishing resources available for arts education in California schools. Our mission is to provide students with experiences and instruction in the visual and performing arts, and to enrich the community with cultural events. Our programs are based upon the belief that a child’s balanced development and education must include the arts. A majority of all public and private schools in Marin are involved in at least one of Youth in Arts programs, and over 40% of the students we serve are designated by the state as low income.
Youth in Arts provides in-school and after-school arts instruction and performances for serves over 20,000 preK-12 students each year. Events including Youth in Arts Day at the Marin County Fair and Performances by our `Til Dawn teenA Cappellaensemble draw an annual audience of over 100,000.
Youth in Arts provides in-school and after-school arts instruction and performances for serves over 20,000 preK-12 students each year. Events including Youth in Arts Day at the Marin County Fair and Performances by our `Til Dawn teenA Cappellaensemble draw an annual audience of over 100,000.