A BUSY, BUSY SPRING

Spring semester proved to be a busy one for the Alliance and our Leadership Team. We conducted 5 workshops in 4 school districts serving 120 teachers. Susan Ayars, Alliance workshop coordinator, indicated the most popular workshop was our one day Children's Language Arts and Science Project (CLASP). According to Ayars, "Many school districts have recognized the way CLASP helps teachers link science process skills, reading, and technology. Now that the CLASP CD-ROM is included as part of the workshop, teachers have a viable tool to help them prepare students to take the FCAT (Florida Comprehensive Assessment Test) or other standardized tests."
Teachers who attend the CLASP workshop receive a Lab Pack of 12 CD-ROMs, for their media center, as well as one CD-ROM for their classroom, a set of four informational storybooks and an Energy Tool Kit containing over $100 worth of hands-on science equipment. Post workshop program evaluation surveys indicate that over 90 percent of the teachers do at least one experiment with their students after the workshop and 60% do 5 or more experiments.
The Alliance also conducted Energy: Its Elementary workshops and an Energy Bridges to Science, Technology and Society workshop for middle school teachers this semester.

FROM THE AERIE
I was recently informed that "There is no evidence that field trips improve student performance on standardized tests." I was astounded. In a world of meaningless statistics, this has to rank up there at the top. I've also heard claims that teacher demos are as effective as hands-on labs, and that videos and simulations can replace real world experiences. One of my colleagues has a smallish plaque on his desk proudly proclaiming that "Half of what you know is wrong". So I delight in asking "How do you know that?"
Who would even try to measure the value of a field trip with a standardized test? Standardized tests try to measure cognitive level; they do nothing with the affective domain; they certainly make no attempt to measure the motivational value of field experiences or responsible environmental behaviors as an outcome. How many people remember EDEN--Evaluative Disposition toward the Environment?
Since they are "standardized," these tests can't measure what was learned on field trips. When was the last time you saw a standardized test question challenging students to distinguish between a red mangrove and a black mangrove? Or to discuss the ecological and economic function of mangroves? Or...well, you get the point!
The environmental education literature is populated with studies about the value of field experiences for students. Environmental Centers, started with Federal funds under the "old" Title III, (which became Title IVc; Educational Innovations) always had to "prove" their effectiveness to justify funding. I served as a Program Evaluator for several of those projects and reviewed an abundance of good, statistically sound data that clearly showed the benefits of field experiences for students of many different ages.We were comparing students who went on field trips with students who did not. But then we were assessing learners based on pre--developed outcomes (objectives). Nothing was standard!
However one thing was certain, the kids sure enjoyed the experience. Can't say that for a test, can you?

TOWARD LOW CARBON AFFLUENCE

This essay is abstracted from The Energy Foundation's 1998 Annual Report. For more info about the foundation visit http://www.ef.org.

The environmental community acknowledges that energy is one of the most pervasive of the Earth's many pressing environmental problems. Energy produced by burning coal and oil has fueled tremendous economic growth over the last decade, but at substantial and growing environmental costs. We now know that the capacity of our atmosphere, soils, rivers, and oceans to absorb the wastes of our energy-intensive society will be exceeded before we run out of fossil fuel.
That's the bad news. The good news is that the United States has the technology to solve these problems within our lifetime and at a modest cost. With intelligent planning and a sustained public will, we can have a low-carbon energy future. Years of experience has given us the motivation, the opportunity, and the know how to create a clean energy future. Consider the following:

o A scientific consensus is emerging around the unacceptable impacts on human health and the environment from wasteful fossil fuel consumption.
o Low-carbon energy sources have proven themselves and are available now. We need to commercialize proven energy efficiency and clean energy technologies.
o Public policies that combine the resources of government and the private sector can bring these new technologies to market in a cost- effective manner.
We have the technology, the tools, and the public consensus. What we need is vision and the political will to make that vision a reality.
United States policies must be at the center of efforts to create a low-carbon energy future. Our nation uses one quarter of the world's energy, and its economy and political prominence means it will play a key role in any international agreement about global warming. The United States will have little luck in persuading other nations to curb their energy appetites if we not doing our part.
The Energy Foundation's vision calls for exposing coal and nuclear plants to competition-without environmental subsidies. It emphasizes policies that leverage private investment for high-volume purchases of renewable energy technologies, helping to lower the costs of renewables and triggering the rapid substitution of renewable and energy-efficient technologies for fossil fuels. It employs cost effective strategies to commercialize technologies that will revolutionize the automobile and dramatically reduce the energy consumption of our buildings. The United States can accelerate the shift away from an economy based on fossil fuels towards one based on energy efficiency and low- or zero-carbon sources. Together, we can make it possible for worldwide standards of living to improve in the 21st century without courting environmental disaster.

TEACHER-to-TEACHER

Q. Is it too late to send in my classes Governor's Energy and Environment Awards?

A. Mary Clark, Ace Award processor, will accept the popular award applications as long as teachers keep sending them in. And yes, Governor Bush's signature graces the new certificate!

Q. Where can my class get the most current data on energy consumption?

A. Alas, energy data tends to run about 2 years behind. We are constantly up-dating the data on our website (http://eea.freac.fsu.edu). Another good source is the U.S. Energy Information Administration (http://eia.doe.gov). See our list of other addresses in CYBERSPACE CONNECTIONS.

Q. I have not heard anything about FACEE grants this spring. Can you help?

A. According to Madeline Strong, Florida Game and Fresh Water Fish Commission, it appears there will be one million dollars for environmental education grants, half designated for manatee related project. The guidelines will come out near the end of June. Contact Ms. Strong via E-mail: strongm@gfc.state.fl.us

BITS AND PIECES

Did you know...
o In the 1950s there were 50 million cars on the planet. Today there are 500 million.
o The world consumes 23 billion barrels of oil a year, but the oil industry only finds 7 million new barrels per year.
o The world's car population is increasing five times as fast as the human population.
o Cars currently consume half the world's oil and create nearly one fifth of its greenhouse gases.
o The USA, with less than 5 percent of the world's population, consumed 25 percent of the oil used in 1997.
source: The Natural Step

According to the University of Florida, Florida's population has exceeded fifteen million. Growth in smaller towns and remote areas has outpaced South Florida's urban sprawl. Most of Florida's growth is coming from people moving into the state. Migration from out-of-state accounts for 82% of Florida's growth; new births contributes just 18%. Florida is already the fourth largest state. By 2025, the US Census Bureau projects Florida will surpass New York to become the third largest state, behind Texas and California, with more than 20.7 million residents.
source: Floridians for a Sustainable Population

Before commercial cleaners, there were home remedies....
o To clean windows: Mix one ounce of white vinegar in a quart of warm water. Mist windows and wipe with a clean cloth.
o Remove tannic acid from your tea pot or coffee cup: Rinse with hot water and rub baking soda into the stain using a soft white cloth. Rinse with hot water.
o Remove stains from marble: If it is a new spill, cover the area with table salt, brush off with a cloth. Continue until area is clean. If the stain has already set, pour a small amount of milk into the salted area and let set a few days. Wipe with a wet cloth.
Source: Victoria

Nonpoint source pollution is water pollution that cannot be traced to its specific origin or starting point. It is commonly called "stormwater runoff or urban runoff," and comes from our homes, yards, streets, farms and the land. For example, substances such as detergents, pesticides, oil, lawn clippings, leaves, metals found in vehicle exhaust, weathered paint and soil erosion from lawns and construction sites pollute our streams, lakes and other water bodies. Did you know....
o Impermeable surfaces such as driveways and roofs in a city block generate 9 times more water runoff than a woodland area of the same size?
o Five quarts of used motor oil can create an oil slick two football fields in size when it reaches water after being dumped into a drain?
o Yard fertilizer runoff from residential areas is estimated to be responsible for one third of the excess nitrogen polluting our waterways? Lack of oxygen in the water can smother sea grasses and cause fish kills.
source: Brevard Teaching & Research Laboratories

FOOD FOR THOUGHT

A National Aeronautics and Space Administration study in Atlanta has found that replacing trees

and other vegetation with heat- absorbing asphalt, concrete and rooftops has created an urban heat island that can generate its own winds and thunderstorms, warm the city well into the night and dramatically increase the production of harmful ground-level ozone. The added heat contributes to Atlanta's air quality problem. The city already has a serious ozone problem and the 10-degree rise in temperature doubles the amount of ozone that is produced.
Ground-level ozone is formed when nitrogen oxides and organic gases react chemically in the presence of sunlight. Nitrogen oxides are produced by motor vehicles and other fuel-burning engines. Reactive organic gases are produced by motor vehicles, solvents, consumer products and the petroleum industry. Ground-level ozone can damage human lung tissue, manufactured materials and crops. The presence of trees has a large effect on local climate by cooling the ground and air.
How can YOU prevent your neighborhood from becoming a heat island? How can you make your neighborhood a green island?

The U.S. Energy Information Administration predicts a 20 percent increase in U.S. energy consumption by 2020. The increase will come almost entirely from burning coal, oil, and natural gas. That means by 2020 we will emit 1950 million metric tons of carbon-a 45% increase over 1990 levels and far in excess of the 7 percent reduction this country committed itself to in Kyoto.
Develop computer models that predict what will happen to atmospheric temperatures with a doubling of carbon dioxide production over the next 20 years.

The President's Council on Sustainable Development defines sustainability as "meeting the needs of current generations without compromising the ability of future generations to do the same." But what about the needs of plants, bacteria and other life forms? To create a sustainable 21st Century, a key strategy must be to dramatically improve efficiency. We must live lighter, love lighter, and locomote lighter. In short, we must learn to do an even better job of using less stuff in the future to deliver the same benefits we receive today.
Check your windows and doors for leaks and then repair them. How? Run a piece of paper around the edges of your doors and windows. If it flutters, you've got a leak. Use drapes if you have them. And if you are about to buy drapes, get those that are lined. Clean all filters in the air conditioner and furnace. Remember to dust under the refrigerator and freezer to increase their efficiency.
The water heater may be the most energy consuming appliance in your home. Turn down the temperature. Just 5-10o may save up to 15% on your bill. Make sure lights are out when you are not in the room. Replace burned out bulbs with compact fluorescents.
How can YOU help? Need more ideas? Visit ULS online at http://www.cygnus-group.com.
source: ULS Report (Use Less Stuff )

GET INVOLVED!!

The Natural History and Conservation of Florida Turtles" workshops for 1999 summer are scheduled at the Boyd Hill Nature Park, St. Petersburg, June 16-19 and Apalachicola Estuarine Research Reserve, June 29-July 2. For information on the workshops, contact George Henrich; Boyd Hill Nature Park; 1101 Country Club Way S; St. Petersburg, FL 33705. (727) 893-7328. E-mail: highpine@gte.net.

Global Learning and Observations to Benefit the Environment (GLOBE) is an international, hands-on environmental science project. Visit their website, http://www.globe.gov for more information or to register for a workshop.

Florida EXPLORES! is now soliciting applications from teachers who are interested in using weather satellite technology in K-12 schools. Visit their website for more information or an application form: http://www.met.fsu.edu/explores/app99.html

Mark your calendar to attend the National Science Teachers Association National (NSTA) Convention in Orlando, FL, April 6-9, 2000! Visit the website for more information: http://www.nsta.org/

Florida Association of Science Teachers (FAST) is planning their fall conference in Jacksonville, October 14-16. Don't miss out!! For more information, contact Marilyn Russell; c/o Southside Estates Elem.; 9775 Ivey Road; Jacksonville, FL 32246. Visit the web site, http://www.sbhughes.com/fast99/. Information is also available from the Alliance Office at (800) 452-9805.

RESOURCES

"Countdown to Six Billion" is an illustrated classroom wall chart with world population facts and suggested hands-on classroom activities for grades 6-12. Call Zero Population Growth's Education Program at (800) 767-1956. E-mail: PopEd@zpg.org

A Wind Energy Information Guide for middle school through college educators is available from the US Department of Energy. The guide describes wind energy, how it works and more. Contact Document Distribution Service; National Renewable Energy Laboratory; 1617 Cole Blvd; Golden, CO 80401-3393. (303) 275-4363. E-mail: sally_evans@nrel.gov

NOAA will send a set of 30 copies of Our Changing Climate, a publication designed to raise the level of public awareness on issues dealing with global climate change. Contact UCAR, Joint Office for Science Support; Attn: Leilani Pena; PO Box 3000; Boulder, CO 80307-3000. (303) 497-8666. E-mail: rtn@joss.ucar.edu

Fifth grade teachers who have not received Jiminy Cricket's Environmentally Challenge packet should contact Walt Disney World at (888) 546-4692. The packet encourages students to think and act environmentally at school, home, and in their community.

React magazine has launched a new website for middle and high school teachers that offers ready-to-use classroom materials suitable for language arts, social studies, mathematics and life skills classes. Materials posted on the website are coordinated to match the weekly print classroom guides distributed by Newspaper in Education program coordinators. For more information, contact Shoshana Dichter at (212) 246-6777 or Susan Mernit at smernit@react.com

Adopt a Watershed is a brochure that introduces students to the Clean Water Act. Contact the EPA (800) 490-9798 and request brochure number EPA-800-F-97-001 and request a poster commemorating the 25th anniversary of the Clean Water Act (EPA-800-H-97-001).

The Saving of Sly Manatee, a transition book for grades 3-5, tells the story of a manatee that becomes trapped after befriending two boys. The book, one of a series, is available for $18.95 from Frederick Press; PO Box 32593; Palm Beach Gardens, FL 33420.

Are you looking for "kid friendly websites" for energy education? Check out these:
http://www.api.org/edu
http://www.ott.doe.gov/kids
http://www.energyed.ecw.org
http://www.eren.doe.gov/kids/
http://www.eren.doe.gov/education
http://eia.doe.gov/kids
http://www.ase.org/educators/lessons/index.html
http://www.energyconnect.com/need
http://www.energy.ca.gov/educational/index.html
http://www.nrel.gov/business/education.html
http://www.vapower.com/kids/index.html
http://www.fpl.com

CYBERSPACE CONNECTIONS

Another EPA web page, http://www.epa.gov/solar contains information on the environmental benefits of solar energy, including the ways air pollution can be curtailed by the use of solar power.

Teachers are invited to participate in the 21st Century Teachers Network. Free professional development is available for all teachers through the interactive website. http://www.21CT.org

The mission of the National Environmental Education and Training Foundation is to help America meet critical national challenges through environmental learning. Visit their site: http://www.neetf.org

Your link to environmental education resources on the internet is at http://www.eelink.net/

The Environmental Literacy Council's website http://www.enviroliteracy.org is intended to guide students and teachers to the best resources available on the internet for studying environmental issues. Organized by topic (air, water, waste, food and more) the site offers links to general sites as well as specific data pages, online articles, lesson plans, and classroom activities.

Visitors to the Department of Education's online grant database can gain information about recipients, descriptions, and more, visit the ED grants and contracts homepage: http://www.ed.gov/legislation/FedRegister/announcements/index.html
For general information, see the Guide to Programs at http://www.ocfo.ed.gov/grntinfo.htm

Need help with identifying images of clouds? Visit The University of Illinois at Urbana-Champaign's site: http://covis.atmos.uiuc.edu/guide/clouds/html/oldhome.html

The US Geological Survey website includes a variety of information about the different aspects of water. http://wwwga.usgs.gov/edu/indexjs.html