Human beings need to grow and thrive. To live, we require to have food water, air, shelter, love. Protecting human health is not only about taking care of us but also taking care of our physical surroundings. Pollution in the air and in the water isn’t just about our individual behaviors, but also about the priorities of our businesses and our legal system. By completing this unit students will explain the basic environmental health concepts to peers and community members; access reliable information and services (government agencies and community-based organizations) related to the environmental health of their communities; empower their peers and community members to act individually and collectively to protect the environment.

National Health Education Standards

1. Students will comprehend concepts related to health promotion and disease prevention.
2. Students will demonstrate the ability to access valid health information and health-promoting products and services.

1. Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

2. Social, ethical, and human issues

Students practice responsible use of technology systems, information and software.

Students develop positive attitudes toward technology uses that support life long learning, collaboration, personal pursuits, and productivity.

3.Techology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

4.Technology communications tools

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

The physical environment affects every student’s life. This learning is essential for them to know since we are using energy and products every day that may pollute the environment and damage our health. Students will be engaged in individual critical thinking, and collaborative learning experiences aimed to promote health and save the earth.

From childhood children are exposed to hazardous chemicals that may be found at home. As they grow they continue to be exposed to other environmental hazardous chemicals and they develop behaviors that contribute to damage the environment. This unit will assist students in the process of learning the about chemicals that surrounds the environment, the behaviors that contribute to harm the environment, and the actions that they may take as individuals and as a community to protect the environment and their health.

Grading of handouts and worksheets. Special attention should be given to the participation in-group and presentation of activities. A test at the end of this unit will be given and compared with a diagnostic at beginning of unit. Review of individual and group projects at the end of this unit. Presentations should follow the proposed environmental project parameters.

Lesson 1. In this session students are introduced, through discussion and reading, to some important environmental health issues and their causes.

Lesson 2. Students learn about the ways that the human body can become exposed to hazardous chemicals and about the health effects of these agents.

Lesson 3. Students read real life stories about how people in urban communities have worked to protect their environmental health. (Use of Internet)

Lesson 4. Students brainstorm ways to protect the environment from pollution and other environmental health problems.

Lesson 5. Students prepare an educational project addressing the many ways that young people and community members can have a positive impact on environmental health issues.

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Information Managers

Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.

Effective Communicators

Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.

Numeric Problem Solvers

Students use numeric operations and concepts to describe, analyze, desegregate, communicate, and synthesize numeric data, and to identify and solve problems.

Creative and Critical Thinkers

Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Ethical and Responsible Workers

Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.

Cooperative Workers

Students work cooperatively to successfully complete a project or activity.

Effective Leaders

Students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment.

Culturally Sensitive Leaders

Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social and educational backgrounds.

Time Frame: Approx. 60 min. Grade: 9-12

In this session, students are introduced, through discussion and reading, to some important environmental health issues and their causes. They create short group presentations on these issues and complete a worksheet to review the information. They also conduct a simple experiment to observe at particulate pollution on the school campus. Key Concepts for this lesson are: Environmental health, Greenhouse effect, Ozone layer, Acid rain, Endangered species, Recycle, Hazardous waste, Fossil fuels.

5. Students will demonstrate the ability to use interpersonal communication skills to enhance health.

Participation in group work and presentation from the reading activity # 3. (Introduction to Environmental Issues).

Grading of Handout (Global Environmental Issues Worksheet).

(Optional) Grading of optional writing assignment for Activity 3 (Introduction to Environmental Issues).

Activity # 1 Unit Pre —Test (10 minutes)

Teacher prepares a baseline ten items test with which to compare later post-test scores. Teacher advises students that this test will not be graded. Ask students to complete the test and return it to you. Take only a few minutes for this pre-test.

Activity # 2 Opening Discussion: What Is Environmental Health? (5 minutes)

Teacher introduces the topic with this question to informally assess students' level of exposure to information about environmental health.

Activity #3 Reading Activity: Introduction to Environmental Issues (25 minutes)

This reading is to provide an overview of some important environmental issues, to encourage teamwork and to practice presentation skills.

NOTE: This reading comes from a book called Going Green: A Kid's Handbook to Saving the Planet by John Eikington, Julia Halles, Douglas Hill and Joel Makower. The suggestions provided in the sections titled "What Can You Do?" are actions that individuals can take to protect the environment. The reading in Session 4 will introduce ways that students can not only act as individuals, but also work together to find ways to improve environmental practices and policies of their school, local businesses or government.

Split the class into 6 groups. Each group should take one Section of the reading, read it together and prepare to present the information back to the class. In their presentation they should describe the problem, its causes, its effect on the environment, its effect on human health, and any information given about what can be done about this problem. Each person in the group can present a part of this information. Ask each group to present the information to the class. Answer any questions.

Teacher to prepare a worksheet with 16 to 20 questions from the topics on the reading. Pass out prepared handout (Global Environmental Issues Worksheet). This worksheet is intended to help them retain the information learned from the reading and presentations. They can complete it in class or as homework.

Optional Activity. For homework, ask students to write a 1-2 page essay describing two of the global environmental issues discussed in the reading (including their causes and effects). If desired, you can ask them to research the issues further using an encyclopedia or a reputable website (such as the Environmental Protection Agency's Student Center at http://www.epa.gov/students . This assignment can be turned in during lesson 2.

Time Frame: Approx. 60 min. Grade: 9-12

In this session, students learn about the ways that the human body can become exposed to hazardous chemicals and about the health effects of some of these agents. Students will also identify hazards in their local environmental and their impact on health. Key Concepts for this lesson are: Hazardous chemical, Route of exposure, Acute effect, Chronic effect, Pesticide, Lead.

1. Students will comprehend concepts related to health promotion and disease prevention.
2. Students will demonstrate the ability to access valid health information and health-promoting products and services.

2. Social, ethical, and human issues

Students practice responsible use of technology systems, information and software.

Students develop positive attitudes toward technology uses that support life long learning, collaboration, personal pursuits, and productivity.

3.Techology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Technology: It is advisable for students to be familiar with basic computer skills (i.e., using mouse, clicking, basic keyboarding, loading an application)

Completion of Handout 2.1 (Body Map Worksheet)

Activity # 1 Reading Activity: Health Effects of Environmental Hazards (30 minutes)

This reading is to provide an overview on the impact environmental hazards have on health. Students should have access to the Internet. They can look up the fact sheets at the following web site: http://www.epa.gov/ttn/uatw/hapindex.html Give students a few minutes to review the information on this place. Go over the information with the class paying special attention to the following: Type of hazards, Source of those hazards, parts of body affected, and the health effects produced by the chemicals.

Activity # 2 Body Map Exercise (20 minutes)

In this activity students explore the health effects of common hazardous chemicals and analyze technical health information available on the Internet. The language is very technical, so you may have to go over it with students.

1) Give each student a copy of Handout 2.1 (Body Map Worksheet). This is a handout representing a silhouette of a human body (basic anatomy). The website is part of the EPA Technology Transfer Network. Have each of the students look up one of the following chemicals or chemical compounds. These are chemicals we are all exposed to different degrees in our daily lives.

2) Complete individual body maps. Give students a few minutes to read website information. Tell them to highlight any words that sound like health effects. Using the information on the website, each student should do the following on their Body Map Worksheet:

Time Frame: Approx. 60 min. Grade: 9-12

In this session, students read real-life stories about how people in urban communities have worked to protect their environmental health. They are introduced to the concepts of environmental inequity and environmental justice. They also learn about their right to access information about hazardous materials that might be located in their communities. Key Concepts: Environmental inequity, Environmental justice, Right-to-know laws.

1. Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

2. Social, ethical, and human issues

Students practice responsible use of technology systems, information and software.

Students develop positive attitudes toward technology uses that support life long learning, collaboration, personal pursuits, and productivity.

3.Techology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Grading of completed outline and questions for case studies

Grading of completed activity # 3 (Right-to-know Network).

Activity # 1 Reading Activity: Case Studies (20 minutes)

Purpose: a) To illustrate at least two ways that people have worked to protect environmental health in urban communities b) To provide real-life examples of empowerment in Communities that are often disenfranchised.

Students should access the following web page http://www.cashe.org/CDEpamphlet.html to read a pamphlet or comic book representing an environmental problem.

The teacher then writes the following assignment on the board.

1. What environmental hazard were the community members worried about?
2. What steps did the community members take to clean up the hazard?
3. What were the obstacles they faced?

Teacher uses the following reference to explain about environmental justice http://www-personal.umich.edu/~jrajzer/nre/index.html

Activity # 3 Using the Right-to-Know Network:

Obtain access to the computer lab or other Internet-wired computers.

Use the Internet to complete the worksheet before you teach the activity. Use your copy as an answer key for grading the worksheet.

Using the Right-to-Know Network

Scenario:

Instructions: Follow the steps below to get information about Bauchet International. Your goal is to see if the company could be releasing a chemical that might be hurting your brothers’ health.

Step 1: Log on or connect to the Internet.

Step 2: Go to the top of the screen and erase the website address for your homepage. In

Its place, type in the address for the Right-to-Know Net website: http://www.rtk.net

This web site is a collection of all the information the government collects about

The environment. It is made available to the public, under EPCRA (also called the Emergency Planning and Community Right-to-Know Act).

Step3: Click on the words "Databases" (on the left side of the screen).

A database is a computerized collection of information about a topic.

Step4: Click once on the box that says "Toxic Releases Inventory."

This database is a list of all the factories in the United States that release high amounts of toxic pollution into the air. Each year, these factories must report their toxic releases to the US Environmental Protection Agency.

Step 5: Click once the word "Facility." You should get a screen that looks like the one below.

Step 6: Type in the name of the facility: Bauchet.

Type in the city: Los Angeles. Choose the state: CA or California).

Keep the year at 1997.

Click once on the words "Submit Query."

You should get a new screen with the title "Facility Report (TRI Data)."

Step 7: Scroll to the bottom of the new screen. Click once on the facility name,

"Bauchet Int’I Inc. You should get another screen with the same title.

Step 8: Scroll towards the bottom of the new screen until you see a section titled, "Breakdown of releases and waste (by chemical) follows:"

Step 9: On the line below, write the name of the chemical that Bauchet International released into the environment in 1997.

How many total pounds of the chemical did they release into the environment? _________Lbs.

Step 10: Click once en the name of the chemical for information about its properties and health affects. Scroll down the screen until you find the title "HEALTH HAZARD INFORMATION." Read the information and answer the following questions.

What are three acute effects of the chemical?

1.

2.

3.

What are three chronic effects of the chemical?

1.

2.

3.

Look at the scenario at the beginning of this worksheet.

What are three symptoms that your brother has?

1.

2.

3.

Circle the symptoms above that could be caused by the chemical being released.

Step 11: Think about the stories or case studies you have read or heard about in this class. If you thought that a hazardous chemical could be making your brother sick, what would you do next?

Step 12: When you have finished looking at the information about the chemical, click the button in the menu on the top of your screen that says, "Back." Click it four times, until you are at the screen titled "TRI Search."

Click once on the word "Geographic Area" (under the map of the United States).

Step 13: Type in your school’s zip code. Choose your state. Choose the year 1997. Now click once on "Submit Query." If you get any names of facilities, write two of them here.

1.

2.

If you did not get any names of facilities, it means there were no reported factories releasing high amounts of pollution near your school area in 1997.

Click on the "Back" button at the top of your screen and go back to the previous page. Click on "Clear Query" to clear out your zip code. Now leave the zip code and city blank, but type in the name of your county. Choose the name of your state. Click once on "Submit Query." You should get a new screen with the title "Area Report (TRI Data)."

Step 14: Scroll down the new screen until you get to a chart with the names of facilities and the amount of pollution they released. Write the names of the first two facilities listed below.

1.

2.

Step 15:Click once en the name of the first facility. You should get a new screen with the title "Facility Report (TRI Data)." Scroll down the screen until you find the section titled "Breakdown of releases and waste (by chemical) follows." Write the name of one or two chemicals that this factory released in 1997.

1.

2.

Step 16: Click once on the name of the first chemical listed. Scroll down the new screen until you find the ‘HEALTH HAZARD INFORMATION." Write some of the health effects of the chemical below.

1.

2.

3.

Congratulations! You now know how to research environmental health information using the Right-to-Know Network! This is an important tool that can help you find out more about your community.

Time Frame: Approx. 60 min. Grade: 9-12

In this session, students brainstorm ways to protect the environment from pollution and other environmental health problems. They then read true stories about the different ways that youth have made a difference in protecting the environment. The students use these stories to brainstorm action ideas and identify ways that they, too, can make a positive difference. Key Concepts, Policy, Pollution prevention.

Grading of writing assignment given in Activity 2 (Heroes of the Environment).

Activity # 1 Brainstorming: Protecting the environment (20 minutes)

Purpose: a) To generate ideas for actions that protects the environment. b) To introduce the different ways in which positive change can happen, from individual change to policy (system-wide) change. c) To encourage creative thinking and problem solving.

Teacher to create an Environmental Action Chart on a flipchart or butcher paper with three columns: for the problem, the cause and another for the actions to protect the environment.

1) Name an environmental problem

Ask students to choose an environmental problem that they have learned about this week (for example, global warming). Write this problem on the Environmental Action Chart, under the column labeled, "Cause."

2) Identify a cause of the problem

Ask students to name something that causes or contributes to the problem. For example, an activity that contributes to global warming is driving a car. Write this cause under the column labeled, "Cause."

3) Brainstorm some ways to prevent or solve the cause problem

Ask students to brainstorm some actions that would prevent or solve the cause of the problem they identified. Write these "actions" in the third column, titled "Actions to Protect the Environment."

Encourage students to think of actions that are can be taken on the:

Individual level (such as taking the bus or walking),

Group level (such as carpooling),

School-wide level (such as getting the school to give students who ride the bus extra time to get to class, or getting the school to buy "clean-air" electric buses), and

Policy level (a system-wide change such as changing a law or getting the government to act: such as working to pass a law that would give more of the city budget to improve public transportation).

Point out some of the ways that students have the power-- as individuals and as a group-- to protect the environment.

As individuals they can change their own environmental habits. They can also share information with their farnilies and peers about conservation (using fewer resources) and pollution prevention (not buying products that pollute the environment).

Students working together have power as a group to do positive actions such as holding an Earth Day Fair, planting trees, holding fundraisers for environmental organizations or organizing a neighborhood clean-up.

Activity # 2 Heroes of the Environment (40 minutes)

Purpose: a) To present stories of how youth have protected the environment;

b) To provide a variety of models for possible individual, group and policy actions. c) To inspire students with ideas for how they can become environmental "heroes."

1) Assign reading:

NOTE: This reading comes from a book called "Heroes of the environment" edited by the Caretakers of the Environment International/USA, 2216 Schiller, Ave. Wilmette, IL. 60091.

Depending on skill level and interest, you can review the reading with the class, split students into small groups or have the students read it individually.

2) Add to chart from last activity.

Using one of the stories from the handout as an example, work with the class to list an action one of the "heroes" took. Add this to the Environmental Action Chart on the flipchart or butcher paper. What problem was the hero or heroes working to prevent? What specific cause or contributing factor to the problem did they tackle? What action did they take?

3) Assign Environmental Action Worksheet: a similar Environmental Action Chart used by the teacher on activity # 1.

Student instructions: Pick one of the stories from Heroes for the Environment." Write down the environmental problem that the hero or heroes were trying to prevent, the cause of the problem that they tackled, and the action that they took. Then think about other causes of the problem and write them in the "Cause" column. Think about actions that could prevent those causes from happening and write those in the column marked "Actions to Protect the Environment." Try to come up with four causes and at least four actions.

Pass out Handout (Environmental Action Worksheet). This worksheet allows students to repeat the process of completing an environmental issues chart and brainstorming actions. Be sure to review the instructions with the students and answer any questions. This assignment can be done in class or as homework and turned in for a grade.

Time Frame: Approx. 60 min. Grade: 9-12

In this session, students prepare an educational project addressing the many ways that young people and community members can have a positive impact on environmental health issues. Key Concepts: Peer education.

1. Students will comprehend concepts related to health promotion and disease prevention.

Completion of culminating activity

Unit Post-test

Activity # 1 Culminating Activity: An Environmental Education Project (35+minutes)

Purpose: A) To allow students to synthesize and apply the information they’ve learned.

b) To promote creativity;

c) To generate materials and resources which can be used to educate others.

1) Explain parameters of the final project

The goal of this activity is to have students create educational materials and resources about an environmental issue that would be suitable for sharing with other students or with community members.

Depending on the amount of time you want to spend on thee project, you may choose to have students work in groups or individually. The project can be as extensive or as simple as time will allow. It is suggested that group projects only be undertaken if there are at least two class sessions available for preparation and class presentations…

Have students write down the project parameters (see box below).

Environmental Education Project Parameters

Each project must include:

1. A description of at least one environmental problem;
2. At least three different behaviors of both individuals or businesses/companies that contribute to or cause the problem;
3. At least one environmental effect of the problem;
4. At least one health effect of the problem;
5. Identify at least one community group that is most affected by the problem and why they are most affected;
6. At least two positive actions that individuals can take to prevent the problem;
7. At least two proactive actions that groups or institutions (e.g., companies, schools, and government agencies) can take to prevent the problem.