Give examples of three federal ocean pollution, endangered Advertising Campaign, p. 581 agencies that have environmental species, and forest conservation. The Impact of an EIS, p.581 responsibilities. Then, ask each group to create a Local Policies, p. 582 concept map that links the Local Politics, p. 582 various treaties and issues. How Does a City Council Work, p .582 Explain the purpose of Display the maps in the room, Internet Activities Environmental Impact and have students add details as UN Documentation, p. 575 Statements. they learn more about Making Conservation Profitable, p. 577 international agreements related U.S. Agencies, p. 580 to these issues. Give an example of how citizens Researching Influential Individuals, p. Group Activity – The Impact of can affect environmental policy at 585 each level of government—local, an EIS – Have teams of two Hunting laws and poaching. Find the students research an EIS that state, and national. TWRA poaching hotline numbers was conducted in Tennessee or Projects Memphis. They should be able Research assigned endangered species Evaluate the media as a source to obtain a copy of the report and present to class. of information about the from the agencies involved. Comparison of five Conservation environment. Have students create a poster, Organizations' effectiveness. Rate them. video, or news article reporting Teaching Resources on the process and outcome of Give examples of individuals who Do Now Transparencies, CRF Ch. 21 Sect. 21.1, the EIS. have influenced environmental 21.2, and 21.3 Environmental Stories –Have history. students create a children’s book PowerPoint Presentations, Sect. 21.1, 21.2 and that deals with a theme from 21.3 Identify ways in which the Chapter 21. Tell students to fully Teaching Transparencies choices that you make as an illustrate their book. Students Major International Environmental Agreements individual may affect the will share their book with the Economic Systems Within the Biosphere environment. class and share with a nearby U.S. Agencies and Environmental Laws elementary school. Chapter Reviews and Assessments Section Reviews, p. 578, p. 583, and p.587 Chapter Review, pp. 589-591 . Standardized Test Prep, pp. 592-593 Concept Reviews, CRF pp. 1-2 Critical Thinking, CRF pp. 3-6 Websites
Give examples of three federal agencies that have environmental responsibilities. Explain the purpose of Environmental Impact Statements. Give an example of how citizens can affect environmental policy at each level of government—local, state, and national. Evaluate the media as a source of information about the environment. Give examples of individuals who have influenced environmental history. Identify ways in which the choices that you make as an individual may affect the environment. . Advertising Campaign, p. 581 The Impact of an EIS, p.581 Local Policies, p. 582 Local Politics, p. 582 How Does a City Council Work, p .582 Internet Activities UN Documentation, p. 575 Making Conservation Profitable, p. 577 U.S. Agencies, p. 580 Researching Influential Individuals, p. 585 Hunting laws and poaching. Find the TWRA poaching hotline numbers Projects Research assigned endangered species and present to class. Comparison of five Conservation Organizations' effectiveness. Rate them. Teaching Resources Do Now Transparencies, CRF Ch. 21 Sect. 21.1, 21.2, and 21.3 PowerPoint Presentations, Sect. 21.1, 21.2 and 21.3 Teaching Transparencies Major International Environmental Agreements Economic Systems Within the Biosphere U.S. Agencies and Environmental Laws Chapter Reviews and Assessments Section Reviews, p. 578, p. 583, and p.587 Chapter Review, pp. 589-591 Standardized Test Prep, pp. 592-593 Concept Reviews, CRF pp. 1-2 Critical Thinking, CRF pp. 3-6 Websites ocean pollution, endangered species, and forest conservation. Then, ask each group to create a concept map that links the various treaties and issues. Display the maps in the room, and have students add details as they learn more about international agreements related to these issues. Group Activity – The Impact of an EIS – Have teams of two students research an EIS that was conducted in Tennessee or Memphis. They should be able to obtain a copy of the report from the agencies involved. Have students create a poster, video, or news article reporting on the process and outcome of the EIS. Environmental Stories –Have students create a children’s book that deals with a theme from Chapter 21. Tell students to fully illustrate their book. Students will share their book with the class and share with a nearby elementary school.
Environmental-Science-Q4.docx