It seems you can’t open the newspaper, turn on the TV or pass a billboard without being reminded of the need to recycle, the rising temperature of the earth, the dangers of pollution and the quest for more energy-efficient fuels. But how are teachers presenting this information to students? With Earth Day just around the corner, what sort of materials should you have ready on your shelves?
We talked to school supply vendors about how they separate fact from fiction when it comes to environmental educational materials, and whether this topic needs to be scary to be effective. Here’s what they had to say.
Do you think demand for educational materials related to the environment is increasing? Why or why not?
Cindy Sinclair, American Educational Products: We believe the demand has increased because it is in the news and on the Internet on a daily basis (global warming, brown cloud, erratic weather). However, we should see a more dramatic increase in demand once the Standards (CSAP) start including this topic.
Erin Palmiter, Fulcrum Publishing: Yes, I think there is more interest in educational materials about the environment. Adults want to not only educate themselves, they also want tools to inform their children about the world they will be inheriting.
Kate Bradford, Jossey-Bass/Wiley: We have a new edition of the Environmental Science Activities Kit by Michael Roa coming out next fall. We decided that there was a renewal of interest in this topic, thanks to all the media attention on global warming.
Judy Wearing, On The Mark Press: Yes, the environment is a key issue in election campaigns and on the world stage. It is also a component of most state curricula in one form or another, and hence teachers are being asked to teach it. They need resources to help them do so, and sales of our environmental books are on the rise.
Amy LasCola, Teacher Created Resources: Some teachers are passionate about the topic and find ways to include it in each year’s curriculum. Some students are so involved in environmental issues that they bring those issues into their classrooms on their own. And sometimes – as in this election year – the environment is front-page news that captures everyone’s interest.
Jane Shadle, Tedco Toys: We see this topic growing more popular than ever as people continue to discuss how global warming, air pollution and soil quality affects the environment. Consumers are more cautious about the chemicals used to grow produce and are purchasing more organic foods. Manmade emissions from burning fossil fuels create smog and acid rain, which has a negative impact on the animals living in lakes and rivers. As we adults become more aware of pollution’s harmful affects, we are trying to teach our children to be more aware of the problems so we can all work for a healthier environment.
How long have you offered this type of material?
Why did you add it to your line?
Cindy Sinclair, American Educational Products: We have offered these types of products for more than 20 years and keep adding new items due to interest and demand.
Erin Palmiter, Fulcrum Publishing: We’ve had titles about the environment going back to the topic of acid rain. Nature and the environment have always been a priority at Fulcrum Publishing.
Kate Bradford, Jossey-Bass/Wiley: The first edition of our Environmental Science Activities Kits was published in 1993, and sadly, not many of the issues addressed then have changed.
Judy Wearing, On The Mark Press: In response to our perception of increased demand, we have several new titles in development, which are due out in the fall of 2008.
Amy LasCola, Teacher Created Resources: Teacher Created Resources has always offered products related to the topic of the environment.
Jane Shadle, Tedco Toys: This will be the fourth year we have the EIN-O environmental science kits. The second year, we saw a 30-percent increase in sales, and last year sales increased 60 to 77 percent.
How do new discoveries about the environment affect the educational products that are already in print? Is it tough to stay current?
Cindy Sinclair, American Educational Products: If and when changes are necessary, we make the changes.
Erin Palmiter, Fulcrum Publishing: Getting the most current information on environmental topics can be a bit of a challenge since the field is constantly being updated. We take this into consideration with all of our titles and are able to do updates and reprints fairly easily.
Judy Wearing, On The Mark Press: Supplemental materials are in a key position to assist teachers because we can respond quickly to changes in curricula; we make it our policy to do so. There is a lot to teach about the environment, and we continue to add to our line of products to address developing issues.
Jane Shadle, Tedco Toys: Our kits teach the basics. We hope they will spark kids’ curiosity and encourage them to go to the Internet or library to find more information.
Is it difficult to separate fact from theory when it comes to information about the environment? How do you decide what to include in your materials?
Cindy Sinclair, American Educational Products: We base our products on fact.
Erin Palmiter, Fulcrum Publishing: Scientific knowledge is based on theory, but as far as checking what theories are currently most accepted by the scientific community, Fulcrum uses sources such as scientific professionals in various fields to check what is stated in our books.
Kate Bradford, Jossey-Bass/Wiley: It’s not really difficult to separate fact from theory in this type of book. Most of the science is very clear. The greenhouse effect is a fact, while global warming is a theory. We stick to the science behind the greenhouse effect, and acknowledge the controversy around the question of whether or not this will result in global warming.
Judy Wearing, On The Mark Press: Yes, it can be. That is why our authors all have strong science backgrounds: master’s of science or doctorate degrees. This content knowledge is key to ensuring the quality of the information we provide. The strong science combined with modern pedagogical methods ensures that students can utilize our books to practice the skills of science, within a framework of accuracy, in the environmental sciences as well as the other disciplines.
How do you present this material so that it’s not scary? Or, should it be scary so that it’s motivational? Does this differ depending on the age of the target audience?
Cindy Sinclair, American Educational Products: We present factually based issues on the grade level for which the product is intended.
Erin Palmiter, Fulcrum Publishing: I think that the motivation behind our material is partially dependant on the audience, and partially dependant on the author and the mission he is trying to accomplish. Sometimes information about the environment can be frightening, and there isn’t any way to disguise that. However, it’s also important to give readers information about what they can do to make a difference, which usually has a positive outlook.
Judy Wearing, On The Mark Press: This differs tremendously depending on the age of the target audience. For younger children, providing activities and situations that are smaller in scope and relevant to the child’s life are key. For middle school grades, it is important that students be given the opportunity to delve into the issues on a broader scale, examine the evidence, and discuss their opinions.
Kate Bradford, Jossey-Bass/Wiley: The point of environmental education is not to scare people, but to give them the information they need to understand and appreciate the environment, to explain some environmental problems, and to suggest ways to reduce, or even solve, these problems.
Jane Shadle, Tedco Toys: I don’t think the material has to be scary; we just need to teach children how we affect the Earth by our everyday living. Then we need to teach our children how they can help make a difference. There are so many little things we could all be doing!
Can you suggest any good Earth Day activities that school supply retailers might either do in their store or recommend to their teacher customers?
Cindy Sinclair, American Educational Products: Our Clever Catch balls offer a fun way to review and talk about these issues. They are latex free and come with a Teacher’s Guide with answers to all the questions.
Erin Palmiter, Fulcrum Publishing: Making paper is always a good way for kids to experience taking some of our garbage and making something new with it. This is a great Earth Day activity!
Judy Wearing, On The Mark Press: Make soil pudding. You can have the ingredients ready: chocolate graham crackers for the bedrock, pudding for the subsoil, chocolate cookie crumbs for the top soil, and various candies (like gummy worms) to represent the organisms, detritus (chocolate leaves), and other soil components (rosebuds to represent cow patties). Have plastic spoons and cups handy. Ask participants to demonstrate their knowledge of soil layers by building their own soil pudding.
Jane Shadle, Tedco Toys: Have children make posters entitled “Do Little and Save Much.” The posters can describe what one person can do to help our environment. Hang them in your windows to help spread the message.
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