Citizenship Education

Citizenship Education

ofristarkerSeeking Environmental Maturity at Starker Forests

Helping students climb the ladder to responsible citizenship

by Richard Powell

Starker Forests is a family-owned tree farming business of about 80,000 acres, mostly within an hour’s drive in the Coast Range west of Corvallis, OR.  For many years, we’ve taken people on trips to the woods.  These might be field trips for school children, university students, visiting foresters/scientists from around the world, or the general public.  We’ve hosted a number of workshops for teachers.

As our society becomes increasingly urbanized, we see people becoming increasingly unaware of the origins of the things they use in their daily lives.  We’ve had high schools students identify their electric hair dryers and modeling clay as not coming from natural resources.  A senior remarked that he didn’t know Oregon had rock quarries (apparently the concrete floor we were standing on just magically appeared)!  A group of high school students weren’t even sure what natural resources were but thought a dairy cow might be related to natural resources – although, they weren’t sure.  As an example of something not related to natural resources, middle school students often point to their classroom’s television.
To become a wise user of natural resources, it is imperative that people understand where things come from.  Our intent is to help them re-connect with the natural world and, more specifically, get a better understanding of the forest and the origins of all the wood products they use.

PowellarticlequoteAt the same time, we find people have little sense of the history of a landscape.  Students are taught the science of the environment but they do not connect that science with the landscape’s history.  We want people to understand that biology and history have worked in tandem to shape what they see; the landscape is a function of both biology and history.
Of the school groups we take on field trips, most come from elementary schools; a few come from middle schools; only rarely, do they come from high school.  Being so close to Oregon State University, we do get some university students and we get a lot of people from the general public.  We get a number of foreign visitors – foresters, scientists, landowners, etc.

Even though we take many school classes to the woods, we get very little feedback from the teachers.   [The best feedback is that most teachers come back year after year.]  The absolute best feedback we get is when we see a child a year or two later.  It takes very little time for us to realize we’d seen them before and that they remember quite a bit from their earlier field trip.
With adult groups, we commonly hear someone remark how a forester has to know about and care for so much more than just the trees.  Sometimes, we’ll hear someone say they have to re-think what they know about forests and forestry.  Now and then, they’ll remark how they still don’t like some of the things we do in forestry but they begin to understand there is a reason for what we do and it is based on science – it is not just about the money.

Though we take around 2000 people a year to the woods, we are foresters; we are not trained in pedagogy.  For years, we’ve had a nagging question: is what we’re doing working?  Do people “get” what we are trying to teach?  Does any of this stick with them for the long term?  Or, are we wasting our time and money?

This past summer, I attended the World Forestry Center’s International Educator’s Institute (IEI).  As an environmental educator without any formal pedagogical or interpretive training, I found this week-long workshop enlightening and very worthwhile.

The part of IEI that I found most useful was called the “Pedagogic Steps in Environmental Maturity”.  It validated what we’re doing.

PedagogicstepsIn essence, the “Steps” is a ladder and, to get to the top rung (i.e., “Environmental Maturity”), one has to climb up from the rung below.  For example, it would be futile to talk to someone in Swahili if they had not first learned and become fluent in that language.  Without that prior knowledge, we’d quickly see a bunch of glazed-over stares and we’d find we’re pretty much wasting everyone’s time.

Step #1 — Learn to enjoy the outdoors.
Just get people outdoors.  Adults enjoy a nice drive or hike in the woods.  Take the kids hiking or camping or go canoeing on the neighborhood pond or river.  Let them have fun.  We’ve always felt people had a good time, but, did they learn anything from their field trip and did any of that learning stay with them?

Step #2 — Experience and observe nature.
Smell the flowers, feel the sun’s warmth, or get soaked on a cold, rainy day.  Explore around a beaver pond and see where the beavers had burrowed into the bank to build their dens; look for a tree’s stump or a branch the beavers had chewed.  Have people simply stop, close their eyes, and listen; it is incredible what they’ll hear for the very first time.  In a few minutes time, people will never become an expert at identifying a tree but we can get them to see that the leaders, buds, needles, color, feel, bark, flowers, smell, taste, pollen, etc. vary greatly between tree species (no, they do not all have pine cones nor do they all have pine needles).

Step #3 — Understand the ecological web.
Now that we have them outdoors, they are having fun, and beginning to experience and see things, they can begin to understand what they see.  Pick up and look at and feel a handful of dirt.  As they see and feel the litter layer, moss, worm holes, roots, bugs, fungi, moisture, texture, etc. they begin to understand it is not dirt at all – it is soil!  (Dirt is what we wash off our hands before lunch; soil is the good stuff.)  Likewise, they can sample the water’s pH, dissolved oxygen, and temperature and see how those might affect the macro-invertebrates in the water.  They can see a tree’s cross-section and associate the narrow growth rings with a dense forest canopy or maybe see that the wider rings are due to a more open canopy.

Once they’ve seen the differing buds, leaders, bark, leaves, etc., they can begin to see how some tree species are similar while others are different.  They can begin to group similar trees into a genus, name those groups and the individual species, and begin to understand a tree.

Step #4 — Understand the interplay of man and nature.
Yes, we play in nature and we like to see and experience nature.  But, more than that, nature is the source of life’s very existence!  Nature provides the air, nutrients, energy, and moisture required by all life forms on the planet.  Take away any one of these and life ceases to exist; alter any one and life is changed.  This is the food chain.  Or, put another way, life is totally dependent on the extraction and use of natural resources for its very existence.

In addition to the food chain, nature is the source of everything people use.  Iron, sulfur, wood, cotton, plastic, gasoline, concrete, clothing, electricity, coal, food – in some way, all of our wants and needs are extracted from the environment.
Looking back at those tree rings, maybe they can see how those narrow rings became wider.  This was likely due to opening up the canopy by either a natural means (a tree died or blew over in a storm) or the forest had been thinned.

Step #5 — Make decisions on environmental issues.
This step is one we really wrestle with.  We know there are a lot of controversial issues over the use of natural resources so we strive to just stick with the science and the history of the land – on these, there should be little controversy.  [Unless asked, we endeavor to keep our biases or personal philosophies/opinions to ourselves.]  As Project Learning Tree says, we’d rather “teach how to think, not what to think”.  We’d prefer to let people take what they saw and learned and make their own decisions.

Step #6 — Be responsible for the future.
We’d hope, after going out and experiencing the woods, our visitors are better able to make more informed and better choices.  With choices comes responsibility and this would be the perfect time for a community service project.
As a practical matter, we see most people for just a brief time and it is hard for us to do steps 5 and 6 with them.  With students, we hope to plant some seeds that, during the course of the school year, the teacher can help germinate and grow.  With that, the students may make some decisions and then take responsibility.

That said, we’ve sponsored Tree Planting Day annually for more than twenty years.  We take a harvested unit, make sure it is safe, there is a reasonable traffic flow, etc. and then invite youth and their parents to come out and plant a few trees.  We’ve had as many as 400 youngsters and 200 parents on a Saturday morning though 140 youngsters and 90 parents is more the norm.  They have fun (step #1); we do this rain or shine and, usually, in the mud (step #2); they plant little seedlings that, hopefully, will grow into large trees (step #3); it’s on a unit that was harvested for all the products made from wood (step #4).  Further, they’ve chosen to spend a Saturday morning in the cold, rain, and mud (step #5) and help ensure that that harvested unit is reforested (step #6).

forest-fieldinvestA few months ago, we took a pre-school class to the woods; these were three and four-year olds.  Other than having a good time (step #1), what could these little guys possibly get from a mile-long hike in the woods; could they even get above that first step?
A few days after their field trip, I had a wonderful surprise delivered to my desk.  There was a nice poster with a picture of me kneeling down and surrounded by the kids; I was showing them a stick some beavers had chewed on.  Concentric, brown circles drawn around this picture gave this poster the appearance of a tree’s cross-section.
The good part was on the backside of the poster.  The teachers evidently sat down with the kids to debrief and find out/reinforce what the kids had learned.

“We made duck, cougar, bear, beaver, and a raccoon print”.  [Some years ago, we made some “sand boxes” across the road so kids could make animal tracks with some rubber prints.]  — Step #1

“The bear foot print was the biggest; we heard birds; we learned a fir cone; we saw lots of trees”. — Step #2

“We count the rings of the tree to find out the age of the tree; trees need water; if trees don’t have water, they will not grow; trees need sun, water, air, just like us”.  — Step #3

“We saw the letter ‘S’ on trees. ‘S’ trees were dead”. — [This particular plantation was on ground that had been burned around 1850 and, post-settlement, it was a pasture.  We’d planted this pasture and, since it had not previously been a forest and there were no large trees, snags, downed logs, stumps, etc. for wildlife habitat, we created some snags when we thinned this forest.  To help people see these snags, we’d painted an ‘S’ on several snags.] — Step #4

We were truly amazed how much these three and four-year olds took home from their mile-long hike.  We were especially pleased their teachers had followed up with their students.  Their comments in step #3 were especially gratifying.

About a month and a half later, a parent/teacher sent me a note.  Her son was one of those pre-school students and he was still talking about this field trip!
It would have been nice if they had gotten to steps 5 and 6 but that would be quite a lot to ask of a three or four-year old.

Richard Powell is the Public Outreach Forester for Starker Forests, Inc., in Philomath, Oregon.

No Fooling:  Exploring the Nature of Responsibility,  Progress, Success, and Good Work

No Fooling: Exploring the Nature of Responsibility, Progress, Success, and Good Work

BOCV-kestral

No Fooling: Exploring the Nature of Responsibility, Progress, Success, and Good Work

How we answer a challenge raised over half a century ago regarding the way we handle the blessings of nature will go a long way towards determining our future.


by Peter Hayes

In the roughly 10,000 years since members of our species first began to call the Pacific Northwest home, many good questions have been asked.  Of all that have been posed, one continues to stand out as the most important.  In 1938 during a noontime luncheon address to a group of prosperous citizens in Portland, Oregon, the thoughtful, worldly generalist, Lewis Mumford asked this question:  “I have seen a lot of scenery in my life, but I have seen nothing so tempting as a home for man than this Oregon country… You have the basis here for civilization on its highest scale and I am going to ask you a question which you may not like… Have you enough intelligence, imagination, and cooperation among you to make the best use of these opportunities?”

Though he spoke to one group of people in reference to the future of one region, the question applies equally well to our entire species and our total habitat — this planet — “do we have the qualities necessary to successfully live here for the long haul?”  That is the most important question in the world.  The only answers which matter are those expressed through actions, not words.  And what do the consequences of actions taken since Mumford’s 1938 question say about our success?  There is certainly good news in the form of the development of a more crash resistant economy, a country and world which may have made progress toward the challenge of judging people by the quality of their character instead of the color of their skin, and the imagination, endorsement, and enforcement of laws which help the powers of care, cooperation, and foresightfulness get the upper hand on the powers of selfish, shortsighted greed trying to turn our commonwealth into their personal wealth.

But overall the evidence of actions taken, and not taken, since 1938 indicate that our answer to Mumford’s question is: “no, we don’t yet have the qualities necessary to successfully live here.  Our perceptive abilities, values, and ethics have not yet evolved in the ways that they must in order to develop and use those qualities”.

If meeting the challenge is a matter of fundamental survival, why haven’t we done it?  If we are clever enough to pull off such feats as walking on the moon, splitting atoms, and cloning creatures, why not attend to our most basic survival?  The answer is that we choose to fool ourselves.  Fueled by the powerful forces, including the omnipresent media and our systems of schooling, we fool ourselves in four main ways.  Progress toward meeting Mumford’s challenge — our most basic responsibility — depends on recognizing and correcting the ways that we’ve been fooled and continue to fool our children.
The fooling happens in how too many of us answer these four questions:   1) What is success?,  2) What is our greatest challenge?,  3) What is the basis for our decision making?, and 4) What are schools for?

What is Success?
One major reason for our continuing failure to meet — or even acknowledge — Mumford’s challenge is that for the majority of our species the challenge is not seen to be important enough to even pay attention to; for many, there is no connection between  our personal yardstick of what it means to be a successful person and progress toward the challenge.  Our systems and competitive instincts program us to be amused and preoccupied by other challenges and measures of success — accumulating more money than we need, proving that we are better than other people —  whether on the sports field, in the classroom, boardroom, stock exchange floor, or battlefield, and basing our identities and sense of success on the acquisition of power, prestige, and comfort — on what we can take instead of what we choose to give.  So, much like the highly capable student who flunks a course because she just didn’t choose to try, the first reason we continue to not meet Mumford’s challenge is that too many of us continue to be fooled into believing that success is measured by actions which take us further from meeting the challenge instead of toward it.  Tellingly, Mumford prefaced his question to Portland’s City Club with the caveat that he had a question which his audience probably would not like.  Wasn’t this because it presented — to people who already saw themselves as successful — an alternative, ultimately more important, measure of success, which if recognized, stood to threaten and/or limit their accepted notions of success?

What is the Challenge?
As a teacher, I owe thanks to my students for helping me recognize the second way that we fool ourselves.  Year after year class discussions devolve into a familiar debate over which of the challenges on humanity’s plate is most important and deserving of our attention and energies.  Here is a sampler of predictable excerpts: “Yes, I know that all of the problems with the environment, such as saving the salmon, are important, but you’ve got to realize that we have to look out for the well being of our own species first; people are starving and that must be our top priority.” Or “These efforts to help people learn to treat each other well, and to solve environmental problems like global warming are important, but we have to be sure to do nothing which might threaten quarterly profits and harm the economy; if we don’t have a strong economy, things will fall apart”.  They have learned what they have been taught — and been fooled, just as I was fooled.  We have inherited a flawed conceptual model which is based on the assumption that our species faces three, competing challenges: the challenge of people learning and choosing to successfully live with one another, the challenge of humans learning and choosing to live within the limits of what the land can provide, and the challenge of learning and choosing to develop an economic system which can endure over time.  I fell for it; conclusions such as Aldo Leopold’s: “We end, I think, at what might be called the standard paradox of the twentieth century: our tools are better than we are, and grow better faster than we do. They suffice to crack the atom, to command the tides. But they do not suffice for the oldest task in human history: to live on a piece of land without spoiling it.” fooled me into the mistaken belief that one of the three competing challenge was paramount.  I now see that from birth my culture conditioned me to see myself as positioned in the center of a triangle, with compelling, competing, and insistent voices from each corner vying for my attention.  Across from Aldo’s siren call come the words of Martin Luther King Jr. and others, such as “We must either learn to live together as brothers or die together as fools.”  And from the third corner come the powerful economic cautions of Alan Greenspan, Wall Street, and the WTO advising that without a functioning economy we have nothing.  After investing twenty five years of my working life in the wholehearted, and often zealous, service of one of the three challenges — helping people learn and choose to live within the limits of what the land can provide –  I have come to see that I was wrong because my work has been based on a flawed conceptual model of the real nature of the challenges.  Aldo was right, but he was also wrong; King was right, but he was wrong; Greenspan is right, but he is wrong.

While each is essential, none is in itself sufficient. An economy dependent on the degradation of land or people will never succeed; a healthy land community depends on a functional economy and healthy human community; and humans cannot resolve their differences as long as the ecosystems and economies on which they depend are in disarray.  As Jared Diamond described in a post September 11th letter to the Washington Post: “If a dozen years ago you had asked an ecologist uninterested in politics to name the countries with the most fragile environments, the most urgent public health problems, and the most severe overpopulation, the answer would have included Afghanistan, Burundi, Haiti, Iraq, Nepal, Rwanda, Somalia, Yugoslavia, and Zimbabwe.  The close match between that list and the list of the world’s political hot spots today is no accident.”  Though the world around us continues to do its best to fool us into seeing three competing challenges, the evidence from a careful look at how the world really works convinces me that these are not three challenges, but one — building communities which can survive and thrive indefinitely.  For me, the competitive triangle model has been replaced by an interdependent, cooperative circular model of three links of chain.  Healthy communities depend on meeting the challenges represented by each link, and our success is only as strong as the weakest link.

Progress depends on each of us learning to let go of our drive to see our highest priority corner or link prevail over the other three (think Earth First, WTO), and instead develop a higher commitment to the whole of being a citizen and community member than to any one of the links.  Ironically it seems that the longer and harder we continue to push on our chosen corner of the competitive triangle model — as well meaning as we may be — the less likely we are to make progress toward any of the challenges.  Success depends on turning all of our environmentalists, human rights activists, and economic development enthusiasts into just plain citizens — knowledgeable about and committed to all three links of the chain.  These people fit into Wallace Stegner’s notion of choosing to be “stickers” instead of “boomers”, and follow the advice of Gary Snyder and others that one of the most radical — an useful – things we can do is to stay put.

What is the Basis of Our Decisions?

The third way that many of us continue to fool ourselves is pretending that the basis of our decisions can reasonably shift if distanced by time and/or space.  When reduced to the most local scale, our moral evolution, as a species, has progressed toward basing an increasingly percentage of our actions on what is right to do as opposed to what we have the power to do.
Even if I am bigger and tougher than my two eating mates, I don’t eat more than my third of the pizza because that is the right thing to do; sharing a common pasture with other farming families, I choose to graze only as many cattle on it as the land can provide for, because that is the right thing to do;  even if certain investments could be unusually lucrative, I choose not to invest in them because they are bad for the community.  Each of these represents a choice to base decisions on ethics instead of power.  In contrast to the progress we have made in what might be called moral evolution, we continue to fool ourselves with arbitrary blinders and barriers in terms of what we consider to be the domain of ethics and what is the domain of power.

Curiously something which is based on ethics when close to us in space or time, can slip back to being based on power when removed to greater distance.  An example is the land use choices of forest products companies based in the Pacific Northwest. When operating within the United States the company uses a set of land use practices which their full page newspaper ads tell us are shaped not by laws, but by an abiding, ethically based commitment to land stewardship. Yet when the same companies transfer capital from domestic investments to forestry in other countries, their treatment of land is much less careful and, in the absence of land use laws in places like Russia, the basis for company decision making apparently shifts from ethics to what they have the power to do.  Similarly, though I might buy a shirt made using child labor paid at unreasonably low rates — if it came from a very distant place, I would refuse, on ethical grounds, to eat at a local restaurant whose existence and profits depended on similar human abuse.  Though a fisher would choose for ethical reasons not to steal fish from the hold of a fellow fisher’s boat moored alongside of his, he sees no ethical problem with overfishing a species, such as Atlantic Cod, to commercial extinction, which is effectively stealing fish from the holds of the fish boats of his children and grand children.  Why do so many of us continue to fool ourselves into believing that our responsibility for ethical decision making decreases in proportion to how distant and anonymous the consequences become in space and/or time?  Isn’t a consequence a consequence, no matter where and when they happen?

The Work of Schools
Mumford’s question — do we have the characteristics necessary to successfully live here — begs a preceding question: what characteristics are most important to us as we seek to meet the challenge?

Though he suggested intelligence, imagination, and cooperation, what would be your top ten essential attitudes, skills, and habits?  What letter grade would you give the success of the five schools closest to your home at developing these characteristics in their students?  What limits their success in doing this?  The schools in my community are failing in this most important responsibility because they don’t recognize it as being their responsibility and are never held accountable for success.  Instead, their missions, parental pressure, and deadening effect of school reform standards focus their attention and resources on maintaining and increasing students’ upward mobility — or put more bluntly – using the fair winds of competitive instinct to train good predators.  Because of this, the final of the four barrier between us and rising to meet Mumford’s challenge is that too many of us fool ourselves into believing that our schools can be considered to be successful when they continue to put a disproportionate emphasis on preparing students to take/pursue personal gain — instead of developing in students the readiness to give in proportion to what they take, which is the measure of responsible citizenship. This status quo of schooling is a road toward diminishing returns because the pursuit of individual gain at the expense of our commonwealth leaves a dwindling world to be upwardly mobile in.  We will know that this barrier is behind us when our schools are as, or more, effective at encouraging moral evolution and developing the characteristics of citizenship as they are in preparing students for upward mobility.

I was born into a world where the imbalance between what people asked of our communities and what those communities had the capacity to provide led to progressive erosion of community health and vitality. Though the decline continues, I am optimistic that within my lifetime it is possible for us to turn the corner by reconciling what our species demands with what the systems can sustainably provide. Every day I become increasingly convinced that the key to success is waking up to the four crucial ways that we fool ourselves and continue to fool each succeeding generation. What makes me hopeful is that when you look closely, in the right spots, it is easy to find, learn from, and be inspired by many remarkable examples of work that are successfully beginning to rebuild community vitality. Their success is the result of choosing to end the foolishness by redefining progress and success, re-envisioning three competing community challenges as one challenge, expanding the universe of ethical responsibility, and reshaping schooling to acknowledge that educating for responsible citizenship is our highest responsibility.

Among all of the candidates proposed as yardsticks for a successful life – educational pedigree, net worth, level of influence — is not the ultimate measure of our value and good work the degree to which we help equip our culture and its children to answer “yes” to Mumford’s challenge?

Peter Hayes is the former Ecological Studies Coordinator at Lakeside School in Seattle. He now manages a family tree farm in the Coast Range of western Oregon.

Why Garden in School (Part 2)

Why Garden in School (Part 2)

Can School Gardening Help Save Civilization?

(An Essay in Four Parts)

 

Catlin1

by Carter D. Latendresse
The Catlin Gabel School
Portland, Oregon

Abstract
This paper is an argument for gardening in schools, focusing on two months of integrated English-history sixth grade curriculum that explores the relationships between a number of current environmental problems—notably hunger, water scarcity, topsoil loss, and global warming—and the land-use practices that led to the downfall of ancient Mesopotamia. This paper suggests that world leaders today are repeating some of the same mistakes that caused desertification to topple the Sumerian empire. It then explains how our sixth grade class explores solutions to the existing emergencies by studying Mesopotamia, ancient myth, gardening, and contemporary dystopian fiction. Finally, this paper posits a new cosmology that might help to remake western civilization, saving it from the threat of present-day ecological crises.

Part I: Four Enduring Understandings

Part II: Nine Reasons for a Garden

When we present the following nine reasons for our study of Mesopotamia in the garden, we do so in the problem-solution format so that our eleven and twelve year-olds do not feel overwhelmed by the quandaries of history, society, and science, and so that they might exercise their innovation and collaboration during their civilization-creation group work, thereby feeling efficacious while creating solutions for what ails us today. I will therefore present the nine reasons here in that same problem-solution fashion.

 

The Water reason

Problem: In his landmark book When the Rivers Run Dry, Fred Pearce (2006) tells the story of the Sumerians in the Fertile Crescent 7500 years ago, how they build the first giant irrigation systems using river water from the Tigris and Euphrates. They dug large canals and erected gigantic levees to protect themselves from the spring floods. However, the world’s first writing, cuneiform, done on clay tablets, notes that 3800 years ago their once great farm system was failing, the southern Mesopotamian “black fields becoming white” and “plants choked with salt” (Pearce, 2006, p. 186). The empire had to switch from wheat to barley, which is more tolerant of salt than its predecessor. The barley eventually failed as well, as “the salt chased civilization through Mesopotamia as mercilessly as any barbarian horde” (Pearce, 2006, p. 187). Pearce goes on to compare Mesopotamia to Angkor Wat in Cambodia, noting that great ancient civilizations emerged in environments where controlling the water was the highest priority. These ancient worlds, sometimes referred to as hydraulic civilizations in class, are unlike the more modest and oldest continually settled city of Jericho in Palestine, which has sustained farming on a smaller scale for 9000 years due to a spring producing 20 gallons a second (Pearce, 2006, p. 185). The grander cities of Mesopotamia were vulnerable to desertification, climate change, and silt built up in their waterways. Jericho, on the other hand, supplies a sustainable, if less impressive because less massive example for future generations.

What do the water problems of Mesopotamia, the students want to know, have to do with us today in Portland, Oregon, where it seems to rain for eight straight months every year? According to Maude Barlow, co-founder of Blue Planet Project, the National Resources Defense Council (NRDC) has published the alarming statistic that forty U.S. states are currently threatened by water scarcity. Not only are we vulnerable nationally to water shortage, but worldwide, lack of clean water is the leading cause of childhood death (Barlow). When pondering these threats, one begins to see that the misuse of water has continued unabated from the ancient world to present day. Take, for example, the wastefulness of the typical meat-based diet. “To produce just one pound of beef takes thousands of gallons of water. . . and this is [in] a world in which two-thirds of all people are expected to face water shortage in less than a generation” (Lappé & Lappé, 2002, p. 15).

Solution: The Sierra Club (2012) has a website on water conservation that we share with our students, asking them to think about using some of the strategies presented there in their own homes. Strategies include installing a low-flow showerhead, replacing the lawn with drought resistant plants, using drip irrigation in gardens rather than sprinklers, and watering with saved gray water. (Top Tips section, para. 13, 20, 22, and 26; and Other Considerations section, para. 2).

Here on campus, we have installed drip irrigation in our raised beds in order to reduce water evaporation. We have also installed an instructional rain barrel off of our cob oven roof in the garden that waters a tulip and lily bed so that students can see a water reclamation project in action.

 

The Dirt reason

Problem: In his article “Our Good Earth,” Mann notes that “today more than six billion people rely on food grown on just 11 percent of the global land surface,” while just “a scant 3 percent of the Earth’s surface [is] inherently fertile soil” (2008, p. 92). Clearly, in order for the world to feed itself, it has to conserve the living, fecund, very thin skin of this planet.

In the first and still most thorough study of global soil misuse, scientists in the Netherlands at the International Soil Reference and Information Centre (ISRIC) estimated in 1991 that humans have degraded, in ways described in Part I of this essay, 7.5 million square miles of land, an area that equals the U.S. and Canada combined (Mann, 2008, p. 90). Food riots have broken out every year over the globe for the past decade, due mainly to this degradation of the world’s soil.

Not all hope is lost, however. Rattan Lal, a soil scientist at Ohio State University, says that amending the world’s damaged soils with vast amounts of carbon can address several issues simultaneously. “Political stability, environmental quality, hunger, and poverty all have the same root. In the long run, the solution to each is restoring the most basic of all resources, the soil” (Mann, 2008, p. 90). Save the soil, put the people back to work, and allow them to feed their families—these are the recommendations of the ISRIC.

Solution: To preserve soil, water, and to reduce global warming, Bill Benenson’s (2009) movie Dirt, in a more prescriptive way than the ISRIC,recommends the following: Farm a variety of crops organically rather than monocropping with herbicides and pesticides, which is typically done in conventional agriculture. Further, we should fertilize with cow dung and compost rather than with nitrogen-heavy chemical fertilizers. The film also recommends collecting and trading seeds, planting trees, employing people to green urban spaces, joining a CSA for vegetables, and shopping for local seasonal produce at farmer’s markets when possible.

Here on campus, we show our students the film, and we harvest organic vegetables from our garden for our lunch salad bar, later composting back into our garden. The circularity of this system allows us to preserve the health of our soil and to teach invaluable lessons on soil conservation.

 

The Bee reason

Problem: During an interview on You Tube with the director Jon Betz and producer Taggart Siegel (2010) of the movie Queen of the Sun, Jonathan Kim (2011), the interviewer, points out that Colony Collapse Disorder (CCD) sweeping the bee world over the last five years has profound consequences for humans, as 70% of human food comes from pollination by honey bees, including broccoli, apples, soybeans, citrus, and grapes (Kim, 2011). Queen of the Sun suggests several factors for the cause of CCD, from viruses to funguses to pesticides to mites to monocropping to giving the bees antibiotics. Scientists do not have a consensus; however, early data suggests that trucking bees to pollinate monocultures, such as almond orchards in California and apple orchards in Oregon, weakens bee hives because orchards lacking biodiversity draw an inordinate level of pests, which prompts the orchardists to spray immense amounts of pesticides, which the bees ingest, and which weakens to bees’ immune systems. Michael Pollan states in the film that this industrialized farm system eventually degrades into monocrop deserts, contributing to CCD.

Solution: We need to keep bees on biodiverse gardens, farms, orchards, and campuses across the country, to normalize the presence of honeybees and to help children to distinguish between the honey bee and the much more aggressive wasp or yellow jacket, which are drawn to our picnics and our lunch meats.

The sixth grade team has been working with a Portland-based beekeeper to keep two hives in the Catlin Gabel School apple orchard to pollinate the trees on campus and to raise honey for our cafeteria. Learning about bees by interacting with them on a biodiverse campus is an important way for students to mitigate CCD and to ensure the continuance of pollination by honeybees.

 

The Population reason

Problem: There were 36 million people in Europe in 1000; 45 million in 1100; 60 million in 1200; and 80 million in 1300. In three hundred years, the population of Europe more than doubled, which required more land to be cleared for food production. This was made possible by a relatively warm climate across Europe from 800 to 1200. Forests originally covered 95% of western and central Europe, but the need to feed the burgeoning population reduced the forests to about 20% (Ponting, 1991, p. 121).

World population first reached one billion in about 1825, and it had taken 2,000,000 years to do so. That population reached two billion by about 1925. The third billion only took 35 years, in 1960. The fourth was added by 1975. The jump from 4 to 5 billion only took another 12 years (Ponting, 1991, p. 240). If one looks at a graph of world population from 1700-2000, one is immediately struck by the fact that it resembles, in an eerie but understandable way, the dramatic spike in Earth’s surface temperature during that same historical period. The fact of modern global warming was first brought to the world’s attention by Houghton et al. (2001) with the publication of their Intergovernmental Panel on Climate Change’s (IPCC) Third Report entitled Climate Change 2001—Scientific Basis. Most people remember Michael Mann’s “hockey stick” graph of 20th century climate change from Al Gore’s (2006) documentary film An Inconvenient Truth (Bender, Burns, and David), showing how the 1990s were the warmest decade on Earth in one thousand years. Mann’s graph was peer reviewed by the IPCC and used as a basis for Figure 1, “Variations of the Earth’s Surface Temperature over the Last 140 Years and the last millennium” in the 2001 report (Houghton et al., 2001, Summary for Policy Makers section).

What, one might wonder, does population have to do with global warming? The common denominator here is oil, which was first drilled in the U.S. in 1859 in Pennsylvania. Oil helped the human species to triple in one century from two to six billion. Over a billion acres of land across the globe was brought into food production between 1920 and 1980 (Ponting, 1991, p. 244). Once the land was planted and harvested, the international food trade blossomed with two oil-backed innovations: the first being ocean and railway transport, the second being refrigeration. “The nineteenth century marked the end of several thousand years of largely self-sufficient agriculture . . . and the transition to an era where much of the food consumed in the industrialised (sic) countries was imported” (Ponting, 1991, p. 245). At the same time, greater mechanization of tilling, harvesting, storage, and transport led to a sharp decline in the number of farms. In the U.S. alone, farm numbers fell from 7 million in 1930 to 3 million in 1980, while over half of the produce was produce grown and distributed by just 5% of the total number of farms (Ponting, 1991, p. 246). The lesson here is that with the sharp increase in world population came a correspondingly steep rise in the fossil fuels used to feed that population as well as an absurdly precipitous decrease in the number of people farming sustainably in a biodiverse way for subsistence. Every year we add approximately 70 million more people to Earth, which requires, given our industrial food economy, greater inputs from machines, fertilizers, and pesticides—all oil-based, all contributing to land, air, and water degradation and global warming (Elbel & Stallings, 2009).

Solution: The challenge remains to feed a ballooning world population without polluting the world that needs to feed that population. There isn’t one answer here. Intersecting solutions, as proposed by the National Geographic Society’s (2012) Eye in the Sky project, include the following: One, preserve the soil by rotating crops and farming organically with a variety of crops on each farm, which can reduce the need to clear more woodland for agriculture. Two, contour plow, which reduces water-polluting runoff. Three, governments should limit or ban the use of DDT as an insecticide because of its spread through food chains. Four, affluent nations should eat less meat so that the grain and water that are given to cows can be redirected to humans who are hungry and thirsty.

Here at school, in addition to sustainability, another one of our mission objectives is global education. To that end, the fifth grade teachers teach the book What the World Eats, by Faith D’Aluisio and Peter Menzel (2008). Their photo-documentary allows students to compare and contrast the food that twenty-five families in twenty-one countries purchase and eat in one week. The text and teachers highlight the connections between family income, family size, geography, food availability, and diversity in diet. As a result of this study, students begin to internalize the connections between their families and the families of a billion others across the globe.

 

The Climate change reason

Problem: The United Nations Intergovernmental Panel on Climate Change (IPCC) has been telling us for twenty years that climate change is real, that the planet is getting hotter, that this warming causes extreme weather events, and that global warming, especially in the last hundred years, is human-induced (Henson, 2006, p. 273). Though there had been some spurious anti-scientific debate over global warming ten years ago, in their 2007 IPCC report, editors Pachauri and Reisinger confirmed, through further research, that this century’s precipitous spike in global warming is due to human greenhouse gas emissions (Summary for Policymakers Section; Subsection 2: Causes of Change).

Last winter, PBS News Hour (2011) released a slideshow online entitled “Weather’s Dozen,” which presented photographs of twelve extreme weather events in the U.S. during 2011, including tornadoes, heat waves, droughts, and floods. Each of the disasters exceeded a cost of one billion dollars in damages. The slideshow also presented a bar graph comparing financial costs of these disasters from each year over the last three decades. One sees that on this last slide, the National Oceanic and Atmospheric Administration (NOAA) reported that 2011 was the costliest year ever recorded for extreme weather damage (PBS Newshour, 2011, slide 13).

The planet’s climate has changed, and each year floods, tornadoes, and heat waves strike more and more people, which also, in a cruel irony, ravage the world’s nonrenewable fossil fuel energy sources. In the last two years, weather, plate tectonics, and geography have conspired to join forces in disasters involving our three main energy sources: the BP oil spill of 2010, the Upper Big Branch Coal Mine in West Virginia in 2010, and the Fukushima Daiishi Nuclear Power Plant in 2011. Scholars note that as long as people seek nonrenewable energy sources in hard-to-get-to places, given the unpredictable and increasing nature of extreme weather events, that more disasters like these are inevitable. Today, oil companies have to tread into environments, like the Gulf of Mexico or the Arctic Circle, that are unstable since they are in regions that host either hurricanes or drifting ice sheets. Acknowledging the risks, some analysts have called this energy policy “Energy Extremism,” since more disasters like the BP oil spill will inexorably follow with energy strategies that require drilling in environmentally unstable regions (Klare, 2010, p. 30-31). The world’s fossil fuel markets and the governments that court those markets seem oblivious to science and history—lessons that teachers and middle school students find mind-boggling.

Solution: I present Tim Flannery’s (2005) book We Are the Weather Makers for my students because it lays out both the threats and a wide variety of solutions to global warming that our students and school community might follow. Our goal as sixth grade teachers is to move our students from ignorance to knowledge, from hopelessness to compassionate action. Some of Flannery’s extensive suggestions include the following: buy a hybrid car or take public transportation; buy Energy Star appliances; install solar panels on roofs; insulate homes well; change all light bulbs to compact fluorescent light bulbs; plug all electrical devices into power strips, and then turn off the power strips at night; switch plans with power companies to draw from renewable energy sources; recycle; don’t use plastic bags; resist buying products made with petrochemicals; eat locally, seasonally, and organically; turn off the tap when brushing teeth; use recycled paper; and cancel junk mail.

Here at Catlin Gabel School, our Facilities Director sends out monthly “Energy, Waste, and Water Reports” that detail electricity use, gas use, and water use, along with landfill by weight, recycling by weight, and compost by weight for the buildings on campus. We teachers and students are therefore able to chart our contributions to global warming throughout the year, and we are all aiming for zero waste and reduced carbon footprints.

 

The Nutrition reason

Problem: The book Forks Over Knives alerts us to the fact that“two thirds of adults [in the U.S.] are either overweight or obese, and obesity rates for children have doubled over the last thirty years” (Stone, 2011, p. 4). Obesity, therefore, has been rightly identified as a national health crisis, but what is perhaps less well known is that certain populations are at greater risk than others. The obesity epidemic is complicated, but the inner-urban neighborhood eyeball test can be as instructive as the arcane spreadsheet of a distant PhD when analyzing this issue.

What we see when visiting inner city neighborhoods in Portland is corner alcohol stores and fast food chains, not grocery stores offering nutritious fruits, vegetables, and whole grains. What is more, the poor don’t have places to play—very few parks or community centers. Further, in the inner city schools, PE is being cut, while the stories of unhealthy food in the public schools are ubiquitous. How exactly does childhood obesity connect to poverty and to ethnic background?

Poverty is racial, as a 2011 study of poverty by race and ethnicity in Portland showed. A staggering 52% of African American children live in poverty in our city, followed by 34% of Hispanic American children, 15% of Asian American children, and 10% of White children (Castillo & Wiewel, 2011). Noting that many of these children living in poverty also live in neighborhoods without farmer’s markets and grocery stores, one can also easily surmise that nutritional food and healthy diets are not as accessible to non-white Portland children. For our purposes of looking at food and gardening, we can conclude that not only is poverty racial, so is childhood obesity (Boak, 2007). Recent studies that take into consideration ethnic background in the U.S. find that Hispanic, Native American, and African American populations have higher rates of childhood obesity than Asian Americans and those self describing as White (Caldwell, 2009, para. 1-2).

Clearly, when we start looking at nutrition in our classrooms, our lenses have to expand to include ethnicity, income, demographics, and neighborhoods. That said, the fact also remains that all American children, regardless of ethnic background, street address, or family income level, are at risk of obesity and type II diabetes. There is something in our culture that is funneling our children toward these unhealthy ends.

Solution: The authors of Forks Over Knives tie together nutrition, cooking, the ethical treatment of animals, and greenhouse gas reduction strategies, and they have a simple message for improving our nutrition: eat a vegan diet that is plant-based and consisting of whole-foods. The closer the plant is to its original state in nature, the better. Their vegan diet, they claim, will erase obesity without compromising daily caloric, nutrient, or protein requirements. What is more, a transition to a vegetarian diet free of all meat, fish, dairy, and eggs will help to heal the soil, water, and climate ills facing our world. The authors point out that, at the current rate of population increase, Earth will hold nine billion people by 2050. The majority of those people will be born in China, India, and Africa, and as their incomes rise, they will eat more meat, cheese, and milk products. “The United Nations’ Food and Agriculture Organization (FAO) predicts that meat consumption will more than double by 2050, and milk consumption will grow by 80 percent during that period” (Stone, 2011, p. 35). While advocates of animal-based proteins argue that these increases are logical and beneficial for people’s health, the fact also remains that eating a variety of vegetables, legumes, unrefined grains, seeds, and nuts can supply a person’s daily protein requirements (Mangels, 1999). Another more obvious argument against eating more meat and drinking more milk in an ever-enlarging factory farm model are the deleterious effects upon soil, water, and climate.

The United Nations has found that farm animals create 20% of all human-induced greenhouse gases (carbon dioxide, methane, and nitrous oxide). However, “if every American simply reduced chicken consumption by one meal per week, the carbon dioxide savings would be equivalent to removing 500,000 cars from the road” (Stone, 2011, p. 40). People can also help to conserve water by eating less meat. The April, 2010, National Geographic magazine special issue on water has created a poster entitled “Hidden Water” that shows that “a human diet that regularly includes meat requires 60 percent more water than a diet that’s predominantly vegetarian” (McNaughton et al., 2010). In addition to water use, raising animals for food also “accounts for about 55 percent of soil erosion” (Stone, 2011, p. 39). To recap: we could reduce obesity and greenhouse gas emissions, while also preserving topsoil and water resources, if we ate less meat and animal products. What is stopping us?

On campus, our Director of Food Services regularly comes into our sixth grade classroom to teach lessons on growing, purchasing, and cooking with local produce. These classes are favorites among our students, as they get to do what all sixth graders want to do in school: eat! The sixth grade is also a leader class on campus for growing organic fruits and vegetables for our daily salad bar, enacting the principles of good nutrition, topsoil preservations, and water conservation.

 

The Globalization of food reason

Problem: The opening words of the movie Food, Inc. (2008) sum up the current industrial food system this way: “The way we eat has changed more in the past 50 years than in the previous 10,000, but the image that’s used to sell the food is still the imagery of agrarian America” (Kenner & Pearlstein).There are 47,000 products in modern average American supermarkets, which offer food out of season from all over the globe, encouraging the delusion that the world does not have seasons, that food is not tied to the earth, the weather, or to the seasons (Kenner & Pearlstein).The reality is that our current industrial food system is a factory, not a farm, with a small handful of multinational corporations controlling food from seed to plate. When the global food system is scrutinized in terms of global warming, it is unmasked as a main polluter: “Our food production—our fossil-fuel driven industrial model—[is] one of the biggest culprits, responsible for about one-fifth of human-caused greenhouse-has emissions” (Lappé & Lappé, 2002, p. 19-20).

Let’s look at the situation with chickens. Three or four companies control the beef, chicken, and pork in the U.S., and their goal is the same product every time. The chicken conglomerates today house chickens cheek to beak in giant feedlot barns without light, where they are unable to move around, and they are given antibiotics to stave off the eventual sicknesses that come from poor diet, nonexistent physical activity, and standing in their own feces. All that said, the chickens are bigger now in less time than they were 50 years ago (Kenner & Pearlstein). The same scenario outlined here could describe the life of most cows and pigs in the U.S. The meat we are eating from these factory farms is of inferior quality, and the lives of the animals are not being honored in even this most basic of humane ways.

Other companies, such as Monsanto, are busily engaged in seeking to gain control of the world’s food sources via genetically modified seeds. It is true that Monsanto’s genetically modified (GM) seeds helped millions avoid starvation in the 1970s, especially in India, during the so called “Green Revolution,” when high-yielding varieties of rice and wheat, along with tons of NPK chemical fertilizers, gave a few decades of bumper crops. Those same GM seeds and fertilization practices, however, have stripped micronutrients from Indian soil, as the high-yielding varieties were also ravenous, drawing up zinc, manganese, iron, and other micronutrients that healthy soil need to support crops. What is more, decades of dumping chemical fertilizers and overwatering have also poisoned the soil with toxic levels of fluorine, aluminum, boron, iron, molybdenum, and selenium (Shiva, 2008, p. 102). Monsanto and other GM companies are responding by increasing their lab technicians’ time to come up with new seeds and fertilizers that they believe will feed Earth’s swelling population in the 21st century.

The promise established during the early years of the Green Revolution has faded into a bizarre world of the global food economy, where companies that make herbicides are selling us food seeds, and where we are industrializing the food at the cellular, genetic level. Let’s go back and trace the history to figure out an alternate path.

In 1970, Monsanto created Roundup. In 1980, the U.S. Supreme Court extended patent law to cover “a live human-made microorganism” (Barlett & Steele, 2008, p. 158). From 1980, when there were zero genetically modified crops being grown in the U.S., to 2007, the amount of land planted with G.M seeds rose to 142 million acres planted in the U.S. and 282 million acres across Earth (Barlett & Steele, 2008, p. 160). In addition, during the 1980s, Monsanto began buying seed companies. Today, Monsanto is the largest seed company in the world (Barlett & Steele, 2008, p. 160). In the 1990s, Monsanto seized upon the opportunities opened by the 1980 Supreme Court case and began patenting life. The Green Revolution turned into the Gene Revolution. Today Monsanto owns 11,000 patents (Butler & Garcia, 2004). Deborah Koons Garcia (2004), director of the movie The Future of Food, believes that the company knows that whoever controls the seeds, controls the food. She speculates that Monsanto does not want biodiversity or food diversity; rather, she says, it wants to buy then patent all the seeds, then take those seeds off the market. Then they will produce only their Monsanto Roundup Ready seeds. Other analysts have come to the similar conclusions about this company, though we as teachers present these conclusions as theory while withholding the company name to protect community members who might work there.

From our perspective in the sixth grade, we are less interested in eviscerating certain companies than discussing farming practices as they relate to Mesopotamia. Therefore, we point out that “farmers who buy Monsanto’s Roundup Ready seeds [again, we withhold the company name] are required to sign an agreement promising not to save the seed produced after each harvest for replanting, or to sell the seed to other farmers. This means that farmers must buy new seed every year” (Barlett & Steele, 2008, p. 158). Such a practice of agreeing to deliberately let seeds go to waste reverses food growing practices since the founding of the first towns in the Fertile Crescent 9,000 years ago.

The connections between Monsanto, biodiversity loss, dying local economies, and poor nutrition are also becoming more evident, especially upon acknowledging that 70% of processed food—with its high salt, fat, and high fructose corn syrup levels—has a GMO in it. Perhaps not surprisingly, given the army of lobbyists that agribusiness has on Capitol Hill, it’s also against the law to label GMO foods in the U.S. (Kenner & Pearlstein, 2008).

Solution: Knowing that the leading manufacturers of carbon dioxide emissions come from transportation and coal-burning power plants for electricity generation (Flannery, 2005, p. 23 and 62), Vandana Shiva’s indictment of the global food industry that ships temperature controlled vessels around the world is rigorously logical. The solution we tell our students is to eat whole foods, not processed foods; local foods, not food from thousands of miles away; organic foods, not GMO food products; seasonal foods from the Northwest, not bananas from Ecuador in the wintertime. We realize that the children do not purchase the food that their families eat, but if they were to enact these practices, not only would they be allowing farmers to return to more healthy food production methods, they would also be encouraging millions of farmers across the world to save seeds and feed their families and communities with locally grown, organic, healthy food.

In their book Animal, Vegetable, Miracle, Barbara Kingsolver and her family (2008) recount a year of living in Kentucky eating in this way, which necessitated learning to can and pickle, eat more roots in winter time, and reach out to trade with neighbors who raised the apples, beef, and lamb that her own family could not. Farmers and writers like Wendell Berry have been modeling this practice for years, and we encourage our students to return to it, whenever possible.[1]

On campus we teach a Sweetness of Apples lesson (Reed & Stein, 2009) from the PBS series The Botany of Desire, based upon the book by Michael Pollan (2002). We harvest apples from our own orchard, and then purchase some other organic northwest varieties from a local market, New Seasons, which lists, on their produce bins, the grower name and orchard location. Students not only connect their diet to their campus, they can easily calculate the food miles accrued for the morning lesson.

 

The Oil reason

Problem: As sixth grade teachers, we recognize the urgency and our responsibility toward our students. One of my objectives during the Mesopotamia unit is explore two closely aligned myths: 1. Our world can support consistent and unlimited economic growth, even when China and India begin using the same amount of energy, per capita, as the U.S.; and 2. Oil, coal, and natural gas use can continue in the same way.

In order to assist the deconstruction of the myth of unlimited economic growth, I show Paul Gilding’s (2012) TED talk entitled “The Earth Is Full.” Gilding points out that we would need one-and-one-half earths to provide us with the available fossil fuels to maintain our energy usage for our current global economy.

The second myth is trickier to tease apart, as our daily lives seem to argue for its validity. I woke up in my heated house, had a toasted bagel baked across town, took a hot shower, and then drove my heated car on well-lit streets to a heated, well-lit school. Where is the fossil fuel shortage?

I tell my students that many scientists and journalists, like Kenneth Deffeyes (2005) and Tim Appenzeller (2004), believe that “peak oil,” first predicted by M. King Hubbert (1969, p. 196), is upon us. I explain to my students that since oil is a non-renewable, finite resource, there is day called “peak oil day” when oil producers reach their maximum amount in history they can extract from the ground and refine. That day is peak oil day, and every day after begins the decline of oil on this planet until its eventual depletion. The International Energy Agency in Vienna, Austria, notes that 2006 marked the all-time high of 70 million barrels a day of oil using conventional crude oil production methods (Inman, 2010, para. 2-4).

Other writers, such as James Kunstler (2005), draw far-reaching conclusions from this concept: “The oil peak phenomenon essentially cancels out further industrial growth of the kind we are used to” (p. 28). What Kunstler means is that because our global economy is predicated upon the reliable supply and use of oil and gas, and because that supply will begin decreasing until it is gone in the near future, our global economy as we know it is, at best, destined to have to change, and, at worst, doomed. Kunstler goes on to show how the billions of people in the recently developed nations who now seek the automobiles, electricity, and materials goods that the EU and USA have had for the last forty years will push global warming, biodiversity loss, and biosphere pollution to their breaking points.

We’re smart, though, many argue. Scientists will figure out how to solve these problems. Again, Kunstler doesn’t think so. There will be no one technological fix, he says, to the intersecting problems of overpopulation, global warming, and the end of peak oil. Even with the combination of compatible technologies such as carbon sequestration, solar power, wind power, geothermal power, and hydroelectric power, the net energy output cannot match our current needs in the U.S., to say nothing of the energy needs of the rest of the world. He takes nuclear power off the table as foolhardy and unsustainable, and given the events of last spring in Japan as chronicled by BBC News online (2012), his omission seems wise (Kunstler, 2005, chap. 4). Noting the irony that non-fossil fuel energy systems, such as wind turbines, require burning more fossil fuels to produce and maintain the so-called green energy systems, Kunstler nonetheless urges us to move toward clean energy sources, regional economies, and lifestyles that are congruous with the planet’s diminishing energy resources.

While more politically moderate studies suggest that the global economy might slow down but rebound with new technological advances, the fact remains that we have already crested Hubbert’s Peak in the past five years (Deffeyes, 2005, p. 3). Furthermore, it is essential to remember that the remaining oil and natural gas under Canadian tar sands or oil shale in the western U.S. “could provide as much oil as the world’s current reserves, but the current methods of extraction are hugely greenhouse-intensive and environmentally problematic—not to mention expensive” (Henson, 2006, p. 289). Simply put, the world’s cheap, easily harvested oil is gone—and with it, the days of the global industrial food system are numbered as well.[2]

Solution: At Catlin Gabel school, we not only teach Peak Oil and alternative energy in our studies of economics, science, history, and literature, we enact it with our symbolic “Empty the Lot Day,” which is a day that faculty, staff, students, and parents seek to reduce our school’s carbon footprint and do our part to keep the air clean for everyone. We encourage people to bike, walk, carpool, and take public transportation to work, charting the progress year to year, and incentivizing the process throughout the year by providing lunch tokens to teachers who carpool, bike, walk, or take public transportation to campus.

 

The Hunger reason

Problem: One in six Americans will struggle with hunger today (Levy, Mueller, Cochran, Hand, & Two Bulls, 2012, para. 1). This is a disquieting statistic, made even starker by the reminder that adults who struggle to feed themselves cannot often feed their children. In fact, “according to the USDA [U.S. Department of Agriculture], over 16 million children lived in food insecure (low food security and very low food security) households in 2010” (Feeding America, 2012). One’s heart fills with grief wondering, Is there simply not enough food to go around?

Frances Moore and Anna Lappé (2002) counter this question, though: “For every human being on the planet, the world produces two pounds of grain per day—roughly 3,000 calories, and that’s without even counting all the beans, potatoes, nuts, fruits, and vegetables we eat, too. This is clearly enough for all of us to thrive; yet nearly one in six of us still goes hungry” (p. 15). What then, is the cause of all this hunger?

Joel Bourne, Jr. (2009) notes that global population is booming, but so is global warming and deforestation of land for more production zones. We know how this pattern goes, if we follow Diamond (2005) and Ponting (1991). Acting as mitigates on grain production across the globe, are three other factors: one, global warming is sharply curbing harvests of rice, corn, wheat, sorghum, cassava, and sugar cane across the world; two, staple crops such as corn and soybeans are being fed to livestock as the desire for meat and milk products skyrockets among the millions of new middle class citizens; and three, more and more trees are being cleared to make way for fields that are being converted to biofuels in a well-intentioned response to global warming, which is, in a grimly ironic catch-22, causing erosion, topsoil loss, and desertification, thereby creating more hunger (Bourne, 2009). This is exemplar of the vicious circle involving the triad of hunger-overpopulation-global warming, I tell my students, and it will be the greatest challenge of their lives when they get older.

Solution: Our 5th grade teachers are tackling these issues head-on, teaching the children about local food systems as an antidote to the global food supply chain that is bad for the climate, the land, and the people. In 5th grade, they have the students research CSAs, farmers markets, farm to school programs, the 100 Mile Diet, and the Low Carbon Diet. They use Chew on This (Schlosser & Wilson, 2007), The Omnivore’s Dilemma: Young Reader’s Edition (Pollan, 2009), and What the World Eats (D’Aluisio & Menzel, 2008)to teach local food systems, biodiverse farming practices, sustainable agriculture, and nutritious eating with a low carbon footprint.

In the middle school, including the sixth grade, we continue the work of our lower school colleagues by doing monthly service projects with Portland based community groups, such as The Blanchet House, Urban Gleaners, and the Oregon Food Bank, who are all working to end hunger in Oregon.

I also advocate, in my classroom and in the garden, a turn away from grain for livestock, and land for monocrops or biofuels, and instead a return to the practice of smaller, biodiverse farms that feed families and communities. Biodiverse, organic fields have healthier soils than those used for conventionally farmed monocrops, and organic, biodynamic farmers cause far less erosion and topsoil loss, use far less water, and do not causes long-term soil toxicity as farmers using conventional chemical farming practices do. Looked at in the short-term, organic, biodiverse farms may appear less productive than the larger, conventional chemical monocrop farms, as the former are smaller and seemingly less bountiful. However, looked at in the long-term, the organic biodiverse farms actually do more to address hunger and environmental stability in the world, as their practices preserve soil, do not contaminate drinking water, and do less to add to global warming. Connecting hunger and global warming, I also share with my students Vandana Shiva’s (2009) research, which “has shown that using compost instead of natural-gas-derived fertilizer increases organic matter in the soil, sequestering carbon and holding moisture—two key advantages for farmers facing climate change” (p. 56). When we talk with our students about hunger, we do not simply talk about access to food, although access certainly is a factor; we also talk about climate change, population, geography, vegetarian vs. omnivore diets, local vs. global food supply, short-term bumper crop vs. long-term sustainability, and chemical vs. organic farming. All of these issues are relevant, obviously.

 

[1] Berry is a national treasure. Some of his many books include Bringing It to the Table (with Michael Pollan), The Unsettling of America, and What Are People For?

[2] Other writers also point out that the U.S. has evoked some antagonism around the world from its political support of the despotic Saudi regime in exchange for continued, cheap access to the bulk of the world’s crude oil reserves. See Chapter 11 of Rachel Bronson’s Thicker Than Oil. Still others suggest that both U.S. military strategy during foreign wars and the decisions to maintain hundreds of overseas bases are both predicated upon securing that access to oil. See Chapter 3 of Kevin Phillips’s American Theocracy and Chapter 4 of Chalmers Johnson’s Nemesis. Whatever one’s conclusions, it’s clear that both fossil fuel use and fossil fuel access come at great environmental and political costs.

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Using Links as Labs: First Green Connects Kids, Classrooms and Golf Courses

Using Links as Labs: First Green Connects Kids, Classrooms and Golf Courses

2014 E3 Green Apple Award Winners

Using Links as Labs: First Green Connects Kids, Classrooms and Golf Courses 

KealymeasuringflowWEB

Glenwood Golf Course Superintendent Steve Kealy helps students measure water flow of a stream running through the course as part of the First Green Environmental Education Program.

fgow2As the United States seeks to meet the rising need for graduates with STEM (Science, Technology, Engineering and Math) degrees, First Green is filling the gap with its innovative program of using golf courses as learning labs. First Green coordinates outdoor STEM “learning labs” at golf courses that allow students to perform hands-on experiments and tests, all within the focus of their schools’ environmental science and/or environmental horticulture curricula. In these outdoor “labs” students test water quality, collect soil samples, identify plants, do math activities and work with local issues such as stream-bed or owl-nest restoration.

KealystudentsfindbugsWEB

Superintendent Steve Kealy helps student find macroinvertebrates in leaf litter from the golf course.

Many of the field trips involve community organizations. In Bellevue, Wash., the city’s Stream Team often has a learning station at Glendale Country Club’s field trips and engages students in identifying macro-invertebrates (bugs) from the Glendale pond. In addition, a Puget Sound area group, Nature Vision, provides a salmon life cycle lab.

FirstGreenLogoWEBA 501(c)(3) tax-exempt foundation, First Green was founded in 1997 and is based in Bellevue, Wash. Over 15,000 students have been on First Green field trips. Each field trip reaches an estimated 230 people with environmental and golf messages (due to students sharing with friends and families and teachers sharing with colleagues. First Green has replicated the program across Washington and into other states – Oregon, California, New Jersey, New York, Utah, Colorado, and just launched a program in Western Canada in May 2014.

Support
First Green receives ongoing support from the Washington State Golf Association, Pacific Northwest Golf Association, golf clubs and individual donors.

In addition, First Green was awarded STEM (Science, Technology, Engineering and Mathematics) grants of $155,750 and $100,000 by the United States Golf Association (USGA) for 2014 and 2013. The grants are funded by the USGA’s partnership with Chevron, designed to encourage students in science, technology, engineering and math disciplines (STEM) through the world of golf.

Awards
Color_E3_Logo_w.Tag_t210First Green was awarded a 2014 E3 Washington Green Apple Award for Business Excellence.  Steve Kealy, Golf Course Superintendent and First Green Board member, accepted the award at a ceremony on June 26, 2014.

For More Information
For more information about First Green, visit www.thefirstgreen.org or call 425/746-0809. The media contacts are Cathy Relyea, email cathyrelyea@thefirstgreen.org or call 425/373-9915; and Jeff Shelley, email jeffs@cybergolf.com or call 206/522-6981.

Environmental Literacy: What have students learned that is not on the test?

Environmental Literacy: What have students learned that is not on the test?

steward-kinder

Environmental Literacy: What have students learned that is not on the test?

by Janell Simpson and Susan Meyers
reprinted from the North American Association for Environmental Education

T3he intent of this article is to provide tools to the classroom teacher to document the impact of a formal environmental education program on the environmental literacy of students. Although standardized testing provides an objective view of skills and knowledge, integration of data from an evaluation tool will provide a more complete assessment—not only of the individual student learning, but also a larger picture of the classroom learning environment that nurtures the whole student.

Measuring environmental education outcomes is a step forward from anecdotes to reliable measures of student growth. A measurement tool that evaluates student attitudes about the environment will help the teacher design a formal program that includes practical ways that an individual can make a difference based on newly-developed environmental literacy. The tools offered seek to quantify environmental literacy both as observed by the classroom teacher and as self-reported by the student. Standardized testing may provide an effective assessment of knowledge and competencies detailed in a curriculum. However, competencies, knowledge, and dispositions should be expressed in behaviors; and environmentally responsible behavior is the ultimate expression of environmental literacy.

Environmental literacy

An environmentally literate person is someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participates in civic life. Those who are environmentally literate possess, to varying degrees:

• The knowledge and understanding of a wide range of environmental concepts, problems, and issues;
• A set of cognitive and affective dispositions;
• A set of cognitive skills and abilities; and
• The appropriate behavioral strategies to apply such knowledge and understanding in order to make sound and effective decisions in a range of environmental contexts.

This definition treats the primary elements of environmental literacy—the cognitive (knowledge and skills), affective, and behavioral components—as both interactive and developmental in nature. That is, individuals develop along a continuum of literacy over time—they are not either environmentally literate or illiterate.

There are four interrelated components of environmental literacy: knowledge, dispositions, competencies, and environmentally responsible behavior, all of which are expressed in particular contexts. Competencies are clusters of skills and abilities that may be called upon and expressed for a specific purpose. Measurement of competencies is the primary objective in large-scale assessments. They include the capacity to:

• Identify environmental issues;
• Ask relevant questions;
• Analyze environmental issues;
• Investigate environmental issues;
• Evaluate and make personal judgments about environmental issues;
• Use evidence and knowledge to defend positions and resolve issues; and
• Create and evaluate plans to resolve environmental issues.

The expression of a competency is influenced by prior knowledge and dispositions (Hollweg, 2011).

Measurement tools

The teacher rating tool (Table 1) can be personalized for different groups. It seeks to quantify both practices, such as recycling and gardening, and connections to larger issues, such as global warming.

Teacher Rating Tool Table

Other types of measurement tools to consider include: informal interviews, journal entries written in response to a prompt, surveys, pre- and post-tests, and student projects. Several Likert scale surveys are available examining student connection to nature, sense of place, and environmental stewardship (EE Outcome Measurement Tools, 2012). Additional outcomes might be observed in a typical environmental education classroom and could be included in such a tool. Do students actively conserve energy, tend a school garden, or participate in composting? Do students show awareness of environmental connections between current events and classroom discussions? Does the student’s artwork show an appreciation of the natural environment? Does the student report family dialog about nutrition or food security or visits to a farmers’ market?

References

Bennett, D. B. (1984). Evaluating environmental education in schools: a practical guide for teachers: UNESCO.

Bogan, M., and Kromrey, J. (1996). Measuring the environmental literacy of high school students. Florida journal of educational research, 36 (1).

EE outcomes measurement tools. (2012). From Cornell University Civic Ecology Lab: http://civeco.files.wordpress.com/2013/10/2012-meeo-tools.pdf

Evaluation glossary. (n.d.). Retrieved from MEERA My Environmental Education

Evaluation Resource Assistant: http://meera.snre.umich.edu/links-resources/meera-evaluation-glossary

Goldstein, N. J., Cialdini, R. B., and Griskevicius, V. (2008). A room with a viewpoint: Using social norms to motivate environmental conservation in hotels. Journal of Consumer Research, Inc.

Hollweg, K. S. (2011). Developing a framework for assessing environmental literacy: Executive summary. Washington, D.C.: NAAEE.

McKenzie-Mohr, D. (2006). Retrieved from fostering sustainable behavior: Community-based social marketing: http://www.cbsm.com/public/world.lasso

Murphy, B. (2011). Assessment and evaluation of outdoor/enviro-education. Green Teacher 94, 34-41.

Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany, New York: State University of New York Press.

Prochaska, J., and DiClemente, C. C. (1984). The transtheoretical approach: Crossing the traditional boundaries of therapy. Melbourne, Florida: Krieger Publishing Company.

Simmons, B. (2004). Designing evaluation for education projects: NOAA Office of Education and Sustainable Development.

The Transtheortical Model. (n.d.). Retrieved from pro-change behavior systems, Inc.: http://www.prochange.com/transtheoretical-model-of-behavior-change

Todd, A., Stuart, E., Schiller, S., and Goldman, C. (2012). Evaluation,

Measurement, and Verification (EM&V) of residential behavior-based energy efficiency programs: Issues and recommendations. Lawrence Berkeley National Laboratory. http://behavioranalytics.lbl.gov

The Transtheortical Model. (n.d.). Retrieved from pro-change Behavior Systems, Inc.: http://www.prochange.com/transtheoretical-model-of-behavior-change

Todd, A., Stuart, E., Schiller, S., and Goldman, C. (2012). Evaluation, Measurement, and Verification (EM&V) of Residential Behavior-Based Energy

Efficiency Programs: Issues and Recommendations. http://behavioranalytics.lbl.gov: Lawrence Berkeley National Laboratory.

Murphy, B. (2011). Assessment and evaluation of outdoor/enviro-education. Green Teacher 94, 34-41.

Orr, D.W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany, New York: State University of New York Press.

 

Embedded Curricula: Environments hold a treasure of effective curricula we can learn to teach

Embedded Curricula: Environments hold a treasure of effective curricula we can learn to teach

SalmonWatch1790-72by Jim Martin
CLEARING Associate Editor

Embedded curricula. The curriculum that you can find just about anywhere you go: Fractions, transportation, velocity, acceleration, centrifugal force, metaphor, alliteration, poetry, drama, communities, transportation, and on. Topics we study in school, complete with real examples. Everywhere. We need to learn how to find it in natural places, and how to help our students use it in meaningful, empowering ways. Using it means we have to pay close attention to how we teach.

The way we teach directly affects the way we learn, and what we learn. Let me illustrate two poles of learning with a real-life example, two teaching methods that affect how and what students learn. This is a true story about two field trip station leaders, one who engages a centuries-old teaching paradigm, another who engages a paradigm based on the current state of knowledge about the neuropsychology of learning. One field trip leader stands ankle-deep in a stream, and tells eight students lined up on the bank about dissolved oxygen, its importance to life in the stream, and the range of dissolved oxygen concentrations which contribute to a healthy stream habitat. Then he measures the actual dissolved oxygen level where he stands, compares its value to the range for a healthy stream, and declares this stream healthy. After that, he moves on to do the same with turbidity.

salmon9altAnother leader shows her eight students how to measure dissolved oxygen, and has them do two practice trials, one in each working group of four. Then, she has them combine to do a third test on their own. The students talk about the numbers they derive, and decide to calculate their average since all three are similar. The leader congratulates them on their careful work, and sends them to reference material on the stream bank to find out what their average dissolved concentration means in terms of stream health. Students scramble, pages fly, eyes and mouths communicate, and the group returns to announce that their average dissolved oxygen concentration is healthy. They attribute that in part to the riffle just upstream, and in part to the cool temperature of the water, phenomena which they learned about while reading. Based on their readings, they think that, in addition to the oxygenation of water by riffles, the cold water holds more oxygen than warmer water. Which group learned most? Best? Will recall what they learned next Spring? Will always see riffles as oxygenators when they view them in passing? Which station would you prefer if you were learning? Why? Teaching?

Think about the last word in the previous paragraph. We won’t all respond to it in the same way. When I first began to confront the realization that how I taught affected how and what my students learned, I eventually asked, “Am I an automaton who simply clerks what I receive, telling my students what I have learned, at least the part that was in the texts I used, and asking them to tell it back to me, or am I a professional educator who can build my own effective curricula?” I began to ask myself about the excitement of science, my own personal thoughts about it. And about the topics I was teaching; some were pertinent, others rather meaningless space fillers in a section that needed more lessons to make it seem complete. Could I transmit the joy of science to my students? The natural interest in science that we’re all born with? This posed a problem for me, something I found I needed to resolve, and slowly led to better teaching and more involved and invested students. Doing this, I learned two things: I have to be the person who decides what and how I teach; and I really have to understand how brains learn.

brainHow does our brain learn? There is good evidence that we learn best when we begin new learnings by handling real objects in the real world. Do we really need to be physically involved in a learning to master it? Shouldn’t we simply be able to listen, write, and recall what is taught? Do we have to engage objects in the world to learn about them? I say that the answer to this is yes and no; there is a place for a didactic:deductive delivery, like that of the first station leader, and a place for a constructivist:inductive delivery, like that by the second leader. For instance, if the students in the first group had previously done inquiries in which they measured water quality and discussed the results of their inquiries, there would be no need to help them learn how to make the measurements, and the relationship of the station leader’s observations to a set of water quality standards would make good sense, and they could move on from there to new learnings. Once we have engaged content and concepts in the real world, we can enhance our learnings by reading, listening, and writing. And they can be extended in the real world via homework assignments that place students there. There is an appropriate time for reproducing knowledge and one for creating knowledge. Each way of teaching engages particular parts of the brain, and generates a particular kind of learning.

Ftemp_mon2or instance, a teacher has his students identify trees along a riparian transect, and they use this information to assess that small piece of watershed. Students are shown how to start a transect at the water’s edge, and carry it, perpendicular to the stream, 100 meters up the stream bank. When they start at the water’s edge, they record this as Meter 0, and use a manual to name the trees within a 5-meter diameter and their trunk diameter and heights. Then, they move 10 meters up the transect, and record the same information within a 5-meter diameter centered on the tape measure’s 10-meter mark. They continue until they have assessed the trees in this way along the entire 100 meters, then use this information to determine the ranges of each tree species, and formulate questions based upon their distributions. When they return, they will carry out inquiries based on their questions. (They started by being told what to do, how to do it, and why. In the end, they were telling themselves what to do and how to do it because they were becoming capable of working on their own. Are they transitioning to the teaching model illustrated by the second field trip station leader?)

Back at school, they discuss their results and formulate questions they will attempt to answer the next time they are in the field. Here, they will engage the real world and try to make sense of it in terms of what they already know, and what they will find out. The next day, their teacher has them start a new unit, a street tree inventory in which they will count trees by species, height, diameter, and distance from the corner of the block they are on. So, now their transect is the block the trees are on; a transect determined by the block face and tree locations rather than 10-meter intervals on a tape measure. They’ll use this information to make inferences about CO2 absorption by leaves, but the teacher’s plan includes using the work to transition their math class into the study of ratio and proportion. He does this by establishing the protocols for measuring the distances of the trees from the corner. Students will measure their stride, then count steps as they walk from the corner to tree to tree. Before doing the work, each student carefully measures her or his stride to the nearest inch. When they make their measurements on the block, they’ll attempt to consistently walk with the same stride. They’ll use the ratio of one step to feet and inches to convert their steps walked on the block to feet and inches of its length. They make the calculation by multiplying feet and inches per step by the number of steps. In math, students will use the steps they used to convert their stride along the block to feet and inches by developing ratios and using them to make the distance calculations.

So, they start at the edge of a corner, pace to the center of the nearest tree, and record the number and fraction of a pace to get there. They continue this way to the end of the block. He’ll have them continue the work until they’re comfortable, then start the ratio and proportion unit in math. He’ll also assign them to do the same study on the block they live on, or one with trees if theirs has none. They’ll do this as a homework assignment. Now, he’s identified and used an example of embedded curricula in the real world. The curriculum is out there; we have to learn to find it.

Embedded curricula is effective curricula, probably because the student has to discover and exploit it, something our evolved brain is very good at. (I say, ‘brain,’ but I mean ‘central nervous system,’ the total set of nerve cells in the system that is coordinated by the brain.) If the brain is where we learn, then why not use it in designing the ways that we learn, both in school and on-site?

By the time the class goes out to implement the investigations engendered by their inquiry questions, they will be in charge of their learnings. The teacher has transitioned his delivery from didactic:deductive to constructivist:inductive. He started with an activity that he thought might generate students’ interest, then used that interest to engage them in self-directed learning that met his curricular objectives in science and mathematics.

Environmental educators can help teachers engage their students’ brains in effective ways. It doesn’t matter what the environmental educators offer, their sites contain embedded curricula, just waiting to be mined. They also know the classroom teachers who are serious about what they do. Put two of their heads together, and they can locate and describe curricula available on site. A team like this would be invaluable to Meredith. We have the power to bring them together, and might do that.

Here’s an anecdote to illustrate how curriculum discovered on site empowers students. Several years ago, some teachers in a middle school decided to exploit some man-made ponds and a ditched creek adjacent to the school to develop the curricula embedded there. They did this for most of the school year, then participated in the school’s Parent Science Night. That evening, the halls were filled with students who manned tables exhibiting science projects they had worked on. Parents and other adults wandered around, checking out what the students had done. The students whose projects were developed in the standard science classes used their texts and lab books to explain the experiments they were displaying. When asked a question, they inevitably read either from their books, or from notes they had written; often with a finger moving along the words. Students who worked on the ponds and creek spoke from what they knew, from what was in their heads. They answered questions, sometimes after quiet thought; always with confidence, with ownership of the learning and personal empowerment in their eyes. I’ve observed this often, but never in such fortuitous mixed company. We can learn for understanding and empowerment, but we have to do it using our brain’s evolutionary history to guide the ‘how’ of the learning.

jimphotocroppedThis is a regular feature by CLEARING “master teacher” Jim Martin that explores how environmental educators can help classroom teachers get away from the pressure to teach to the standardized tests,and how teachers can gain the confidence to go into the world outside of their classrooms for a substantial piece of their curricula. See the other installments here, or search Categories for “Jim Martin.”