OBJECTIVES

• investigate environmental protection projects in their local community;
• collect literature from the environmental enhancement projects investigated;
• create a "positive" display or presentation about environmental enhancement;
• begin to plan an environmental enhancement project for the school;
• begin to plan for an educational campaign in the community; and
• begin to plan ways to raise the profile of school-based environmental enhancement projects.

• brochures, newsletters and other literature about local environmental
• enhancement
• projects
• display material
• video camera equipment (optional)
• publishing equipment (optional)

2. Assignment: Students will create a list of local environmental groups. They can begin with their teacher-librarian who will suggest local fish and game clubs, naturalist groups, Ministry of Environment personnel, water quality-related government agencies, etc. They can look through local telephone and business directories, scan newspaper advertisements, and environmental newsletters.

3. In class: Make a list of the local (this could expand to regional and provincial) environmental protection or enhancement organizations.

4. Divide the class into groups, pairs or, if there are enough environmental agencies or organizations available, individuals.

5. Each group of students will interview members of the environmental organization, and gather documents which outline the objectives of the environmental group.

6. Student groups will create presentations about their environmental group. This part of the activity will depend on how many groups there are, and what kind of activities they are involved in. The display could be a class display, or a number of individual presentations.

7. Option: Students could create a video entitled "Thinking Positively" including action footage of environmental enhancement projects and of the environmental group spokespersons detailing their projects.

8. Students can begin to plan ways that the school could become involved in environmental enhancement projects.

9. Students can begin to plan ways that the school and community environmental enhancement projects can be publicized in the community and across the country.

ASSESSMENT

• Did the students investigate environmental protection projects in their local community?
• Did the students collect literature from the environmental enhancement projects investigated?
• Did the students create a "positive" display or presentation about environmental enhancement?
• Did the students begin to plan an environmental enhancement project for the school?
• Did the students begin to plan for an educational campaign in the community?
• Did the students begin to plan ways to raise the profile of school-based environmental enhancement projects?

Activity 5.3: Raise your Profile

TIME FRAME

OBJECTIVES

• develop a positive attitude toward environmental enhancement projects;
• investigate a local or regional, or school-based environmental enhancement project;
• compose an article for publication in an environmental journal;
• outline the positive work being done in the local community;
• work with the environmental enhancement group to edit and revise the article; and
• submit the article to an environmental journal for publication.

• audio tape for interviewing
• video recording equipment (optional)
• camera (optional)
• word processing equipment (optional)
• desktop publishing equipment (optional)

2. Students will compose an article, of publishable quality, about the environmental group which they selected to study.

3. Students will meet with the spokesperson from the environmental group to edit and revise the draft article.

4. Students may work collaboratively in class "proofing" each other's revised draft articles and making suggestions for improvement.

5. Where possible, photographs will be submitted with each article.

6. Option: Students can create their own environmental journal for distribution in the school and the community.

7. Submitting articles: Students will contact a variety of environmental journals and submit their articles for possible printing. Lists of publications can be found in the journal listings in your school and public library.

ASSESSMENT

• Did the students develop a positive attitude toward environmental enhancemen projects?
• Did the students investigate a local or regional, or school-based environmental enhancement project?
• Did the students compose an article for publication in an environmental journal
• Did the students outline the positive work being done in the local community?
• Did the students work with the environmental enhancement group to edit and revise the article?
• Did the students submit the article to an environmental journal for publication?

EXTENSION

A cross-Canada environmental education telecommunications network involved in wetlands habitat enhancement, for example, can be accessed with a long distance phone call, if you have a computer and a modem.

This project is called the "EcoScope" project and has been developed by the Common Heritage Foundation.