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| Grade 6
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| Environmental Education, Approved 1999
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| 5
| Environmental Issues |
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Standard
Benchmark
Indicator | Description | Lesson Plans | Thinkfinity | Resources |
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5
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Learners develop the abilities necessary to participate and make informed decisions regarding environmental issues.
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5.1
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Learners demonstrate the skills necessary to understand and communicate ideas about environmental issues.
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5.1.1
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By the end of the eighth grade, the students:
identify a variety of beliefs and values toward the environment and acknowledge that others may hold views different from their own.
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5.1.2
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use a variety of methods to express ideas and viewpoints about environmental issues.
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5.1.3
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identify a range of historical or current environmental issues and analyze them by considering consequences and trade-offs.
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5.1.4
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compare strengths and weaknesses of environmental solutions using evidence to support alternative solutions and viewpoints.
Example: Identify an environmental issue in Kansas. After examining the issue, students state the side of the issue they support and provide evidence to support their opinion. Identify other opinions and provide evidence to support each alternative point of view. Design charts, graphs, and other methods to
communicate their personal opinion and the alternative
viewpoints. Make a timeline relating to the issue they have chosen and complete a risk assessment for their chosen solution and each alternative solution.
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5.2
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Learners exhibit an understanding of their role, as
individuals, in environmental issues.
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5.2.1
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By the end of the eighth grade, the students:
develop an understanding of how an individual interacts with societal institutions in order to have an impact on environmental concerns.
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5.2.2
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analyze consequences of personal actions, relate these actions to impacts in the future, and compare personal actions with commonly accepted societal views.
Example: Investigate the environmental impact of one or more of the students’ personal actions, e.g., riding or not riding the bus to school or the length of time it takes them to shower. Compare their actions to commonly accepted societal views on the same
action. Analyze how their personal action may impact the future. Consider communicating their findings to community institutions such as neighborhood organizations, local governmental institutions, or the local newspaper.
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5.3
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Learners investigate the role of democracy and other forms of government in environmental issues.
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5.3.1
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By the end of the eighth grade, the students:
investigate the importance of personal rights and civic responsibilities with regard to environmental stewardship.
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5.3.2
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recognize the roles that individuals, organizations, businesses,and governments play in being environmentally responsible.
Example: Attend a city council meeting or public forum on an environmental issue, after which the students identify all sides of the issue and prepare a risk assessment for the side they feel most matches their own personal view.
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5.4
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Learners demonstrate the skills necessary to take action on environmental issues and evaluate results.
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5.4.1
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By the end of the eighth grade, the students:
assess the situation, evaluate alternative solutions, and work cooperatively to implement an action plan.
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5.4.2
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analyze and evaluate the results of the action plan and make modifications and revisions as appropriate.
Example: Identify a current environmental issue involving the community or the state, e.g., chemical run-off from golf courses. Assess current practices, suggest alternative solutions, and provide risk assessments for the current practice and each
alternative solution. Develop an action plan and present it to the individuals and feedback from these individuals and groups. Analyze and evaluate the feedback and make appropriate modifications and
revisions to the action plan.
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