From The Fryer To The Fuel Tank

Discusses the American dependence on imported fossil fuel and proposes a solution in the form of biodiesel engines.

This resource is ideal for anyone working with young people in grades 9-12, whether in schools or in non-formal educational settings. Richly illustrated, it offers fifty teaching strategies that promote learning about natural systems and foster critical thinking about environmental issues, both local and global. It contains new approaches to learning, strategies for living sustainably, and numerous activities that promote interdisciplinary learning. In addition, the book provides suggestions for how best to green individual subject areas, develop integrated learning programs, or replicate exemplary programs created by innovative schools and communities. Containing contributions from over sixty educators from across North America, the book’s strength lies in its diverse content. Readers learn how best to apply systems thinking, teach about controversial issues, and use a step-by-step approach to creative problem-solving in environmental projects. Also provided are instructions for measuring the ecological footprint of a high school, creating an indoor “living system” that cleans water, monitoring air quality with lichens, and using green technologies to help green school campuses. Many articles and activities engage teenagers in outdoor learning and community restoration projects. Suggestions are included for connecting students with special needs to the environment around them. Readers will find accessible background information and suggestions for many practical projects and activities. It is sure to appeal to a wide range of teachers, educators, and parents seeking innovative ideas for incorporating green themes into their programs. Tim Grant and Gail Littlejohn are the editors of Green Teacher magazine, North America’s award-winning environmental teaching resource.

Practitioners in informal science settings-museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens-are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.

With this encyclopedia-style guide, you have at your fingertips everything you need to know to live a healthy, eco-friendly life in our industrialized, consumer-driven society. Collected here is concise information on every relevant topic imaginable, including: the food shortage myth, pollution caused by farm animals, poisons in cooked food, plant-based food and health, soaps and detergents, fair trade, heart disease, hunger and homelessness, etc. Woven in among the tips are countless quotes from Albert Einstein, Martin Luther King, Jr., David Attenborough, and many other famous, respected figures. The bulk of the book is made up by the Sunfood Living Directory, which directs readers to the organizations, publications, and other resources they can turn to for in-depth information on each topic.

This practical and comprehensive guide will help us rethink how we treat our bodies, our spirits, and our environment. It shows how even our smallest actions can lead to a simpler, better life.

The Author has experience in Ice Age Climatology and Geology in the area from the Black Hills, South Dakota to eastern Nebraska with Midland College, the University of Nebraska Department of Geology and Morrill Hall State Museum of Paleontology. He mapped Ice Age deposited soils and landforms including fossil deposits. He performed Arctic Surveys with the US Navy Oceanographic Office ships USNS Dutton and Michelson and the Coast and Geodetic Survey ships Surveyor and Oceanographer. These were the first modern geophysical surveys in the North Sea and offshore Alaska, Washington to California and Hawaii. His particular expertise in modern geophysical surveying and mapping has led to well grounded understanding of coastal and sea floor features of the arctic and Antarctic, using new ice and sediment mapping techniques tied to modern navigation and positioning. His hobby is understanding man's adaptability to climate, early migrations, exploration and appreciation of the Neolithic mind gaining man's survival abilities. Adequate education of the public, including historic climate change information, for planet management seems necessary. The fact that 700 million years ago, earth was locked in ice cover for millions of years should be realized. Then vast volcanic eruptions created a greenhouse gas atmosphere and earth's climate alternated between too hot and too cold for human development. These conditions should be understood and avoided at all costs. For future survival, humans must understand the importance of climate and earth management, and live and act accordingly.

The Value of Science Projects Science projects are an especially effective way of teaching students about the world around them. Whether conducted in the classroom or for a science fair, science projects can help develop critical thinking and problem solving skills. In a classroom setting, science projects offer a way for teachers to put “action” into the lessons. The students have fun while they’re learning important knowledge and skills. And the teacher often learns with the students, experiencing excitement with each new discovery. Science projects are generally of two types: non-experimental and experimental. Non-experimental projects usually reflect what the student has read or heard about in an area of science. By creating displays or collections of scientific information or demonstrating certain natural phenomena, the student goes through a process similar to a library research report or a meta-analysis in any other subject. Projects of this type may be appropriate for some students at a very early level, but they usually do not provide the experiences that develop problem-solving skills related to the scientific process. On the other hand, experimental projects pose a question, or hypothesis, which is then answered by doing an experiment or by modeling a phenomenon. The question doesn’t have to be something never before answered by scientist—that is not necessary to conduct original research. The process of picking a topic, designing an experiment, and recording and analyzing data is what’s important.