activities for students
1. Make a copy
of the following statements and ask students to rank each on
a scale of 1 to 10 from strongest disagreement "1" to strongest
resources should not be left untapped if using them
could improve living conditions for a group of people.
- It is important for
people to preserve
wilderness areas even if a vast majority of people
will never visit them.
world's natural resources
exist for people to use. Preserving these resources as wilderness
is a luxury we often cannot afford.
degradation is the biggest problem facing humanity
- People will eventually
develop new technologies
to cope with environmental problems.
- People have a responsibility
to protect all life forms
- Protecting a country's
natural resources and natural heritage
is primarily the government's responsibility.
government is doing a good job of protecting your
is the most important thing people can do to help improve the
(J) People should be
able to use their own land
(i.e. farming, housing, logging, wildlife habitat) in whatever
way they see fit.
(K) All people have a
legal right to clean air
(L) When a dilemma arises
between protecting wildlife and protecting jobs for people, we
should consider the needs of people
(M) The fate of the human
race is tied to the fate of other living
things; if people are to survive, we must protect all
species and their habitats.
overpopulation is the single greatest factor contributing
to Earth's environmental problems
- The laws
the federal government has passed to control pollution
are sufficient to ensure safe air and water for future generations.
2. Find an open
space and select one of the above statements.Ask students
to group themselves along a line according to the number they
chose. As this will reflect the range of opinions in the class,
break the line at its midpoint and have half the students stay
in place while the other half moves down so that each student
has a partner. In partners allow one person a minute to explain
his/her opinion to the partner. The partner should then paraphrase
what was said in thirty seconds. Then that person has one minute
to explain and the first person is to paraphrase when a minute
is up. In discussing what happen, ask students their reasons
for their choices, examples drawn from real-life situations,
any changes; any need for additional information, where values
come from. Repeat this activity for as many statements as you