Using a variety of designed classroom and field-based experiences, teachers methodically introduce students to the nature, character, and processes of the immediate lifespace environment -- natural and built (human-made) in nature. Community resources (people, places, things, events, processes) are an integral part of the teaching/learning process.
1. Students will understand selected aspects of natural and built environments.
2. Students will understand conflicts/issues/problems/situations that have either a positive or negative impact upon natural and/or built environments.
3. Students will utilize community resources found in the surrounding region.
1. Students will incorporate information gleaned from natural and built environments into discussions, debates, and presentations.
2. Students will research conflicts/issues/problems/situations that impact Man & Nature.
3. Students will be able to work cooperatively in small groups.
4. Students will utilize a variety of print/non-print reference materials and community resources for data collection.
* community resources
* globes and maps
* graphic media devices (cameras and video tape equipment)
* national standards
Lesson Plan Procedure:
To Classroom Teachers: This lesson is based on a graduate teacher education course offered at Augusta State University (EDTD6232: NURTURING PROACTIVE RELATIONSHIPS WITH NATURE). Designed and taught by the author of this lesson plan, the course introduces K-12 classroom teachers (across subject matter areas of the curriculum) to conflicts, issues, problems, and situations related to the plight of natural and built environments. Suggested activities are adapted to the age/ability/interest levels of K-12 students -- by classroom teachers.
In the classroom and at field-based sites in the local community/surrounding region, students use print/non-print materials to better understand the character of selected habitats and ecosystems; take nature walks and field trips to better understand the character of selected habitats and ecosystems; discuss historical/contemporary conflicts, issues, problems, and situations with community resource people; view audiovisual presentations (e.g., films, filmstrips, slides, videos, television programs) in order to collect data; sample Internet sites for data; discuss and debate conflicts, issues, problems, and situations that exist in the local community/surrounding region; create a variety of print/non-print reports; propose strategies to improve the health and well-being of natural and built environments; and create a variety of visual displays.