2015+final+exam

For your final exam, please respond to four of the directives below. All except the directive to write a story should be in essay form, approximately 500 words each. The exam should be written independently, but you are free to discuss possible responses. I should not see duplication in the responses. The final is due by 5pm Wednesday, May 6. This exam contributes 10% to your overall grade.

1) If you haven’t already, write and illustrate a children’s story that cultivates at least five of EcoEd’s literacy goals.

2). Write a 400-word imagined biosketch that describes where you will be and what you will have accomplished twenty years from now. The biosketch should be narrative rather than resume style. Include basic biographical and educational information, the expertise you have built and have become known for, and a brief description of important projects you have been a part of over this period of time. For an example, see the Wikipedia entry for [|Paul Farmer] . Additionally, make a list of at least ten ways you could contribute to environmental education during the next two decades (whatever profession you are in).

3) Describe a curriculum for any age group between grades five and eleven that would cultivate students reflection on what is needed to be happy, secure, and environmentally responsible. For ideas, see the “quality of life activity” at the [|sustainable schools project.]

4) Describe a middle school program that would advance at least five of EcoEd’s literacy goals, using three 40-minute blocks.

5) Write a letter to a school board pointing to at least five reasons they should further invest in sustainability education.

6) Review this report on [|Kids in Danger Zones]then propose a 90-minute curriculum that would prepare kids (at any level) or their teachers to deal with the hazards described.

7) Describe a three month to full academic year project that could be used as part of a project-based-learning approach to sustainability education with either upper elementary students (third through fifth grades) or middle school students (sixth through ninth grades). Note the rationale for this approach in this [|recent PBS newscast]. Also see this [|example in Vermont], and this [|extended PBS discussion.]