Environment Week Report Essay Difference

Environmental education (EE) connects us to the world around us, teaching us about both natural and built environments.  EE raises awareness of issues impacting the environment upon which we all depend, as well as actions we can take to improve and sustain it.

Whether we bring nature into the classroom, take students outside to learn, or find impromptu teachable moments on a nature walk with our families, EE has many benefits for youth, educators, schools, and communities.

As a long time supporter of environmental education and as an Adjunct Professor of EE at University of Wisconsin – Stevens Point, it is my passion to inspire future educators in this field. Over the years, I have asked each of my classes to share the reasons they teach EE, what it means to them, and how it can benefit learners of all ages. Here are our top ten benefits of EE. 

  • Imagination and enthusiasm are heightened

    EE is hands-on, interactive learning that sparks the imagination and unlocks creativity. When EE is integrated into the curriculum, students are more enthusiastic and engaged in learning, which raises student achievement in core academic areas.

  • Learning transcends the classroom

    Not only does EE offer opportunities for experiential learning outside of the classroom, it enables students to make connections and apply their learning in the real world. EE helps learners see the interconnectedness of social, ecological, economic, cultural, and political issues.

  • Critical and creative thinking skills are enhanced

    EE encourages students to research, investigate how and why things happen, and make their own decisions about complex environmental issues.  By developing and enhancing critical and creative thinking skills, EE helps foster a new generation of informed consumers, workers, as well as policy or decision makers.

  • Tolerance and understanding are supported 

    EE encourages students to investigate varying sides of issues to understand the full picture. It promotes tolerance of different points of view and different cultures.

  • State and national learning standards are met for multiple subjects

    By incorporating EE practices into the curriculum, teachers can integrate science, math, language arts, history, and more into one rich lesson or activity, and still satisfy numerous state and national academic standards in all subject areas. Taking a class outside or bringing nature indoors provides an excellent backdrop or context for interdisciplinary learning.

  • Biophobia and nature deficit disorder decline

    By exposing students to nature and allowing them to learn and play outside, EE fosters sensitivity, appreciation, and respect for the environment.  It combats “nature deficit disorder” … and it’s FUN!

  • Healthy lifestyles are encouraged

    EE gets students outside and active, and helps address some of the health issues we are seeing in children today, such as obesity, attention deficit disorders, and depression.  Good nutrition is often emphasized through EE and stress is reduced due to increased time spent in nature.

  • Communities are strengthened

    EE promotes a sense of place and connection through community involvement. When students decide to learn more or take action to improve their environment, they reach out to community experts, donors, volunteers, and local facilities to help bring the community together to understand and address environmental issues impacting their neighborhood.

  • Responsible action is taken to better the environment

    EE helps students understand how their decisions and actions affect the environment, builds knowledge and skills necessary to address complex environmental issues, as well as ways we can take action to keep our environment healthy and sustainable for the future.  Service-learning programs offered by PLT and other EE organizations provide students and teachers with support through grants and other resources for action projects.

  • Students and teachers are empowered

    EE promotes active learning, citizenship, and student leadership. It empowers youth to share their voice and make a difference at their school and in their communities. EE helps teachers build their own environmental knowledge and teaching skills. I hope these “top ten” benefits will give you the confidence and commitment to incorporate EE into your curriculum!  

  • Please share any additional benefits below in the comments section.

    Resources 

    Susan Toth has been teaching environmental education programs for over thirty years to audiences ranging from elementary school age children to senior citizens. She is Director of Education at Florida Atlantic University’s Pine Jog Environmental Education Center and also serves as adjunct faculty for the University of Wisconsin – Stevens Point teaching Environmental Education Theory and Practice.

    As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

    Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

    “There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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    Poke holes

    The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

    “You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

    But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

    “That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

    “The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

    Critique your own arguments

    Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

    “We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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    Fine, use Wikipedia then

    The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

    “I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

    Focus your reading

    Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

    Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

    You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

    “I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

    There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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    Look beyond the reading list

    “This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

    And finally, the introduction

    The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

    “Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

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