This article reviews the components of the Skagit Watershed Education Project, including teacher training workshops, curriculum and resource materials, an experience oriented, interdisciplinary emphasis, and ongoing networking with schools, resource managers, agencies, and communities. (LZ)

Offers suggestions toward developing multicultural environmental education. Discusses framing multicultural environmental education, the relationship between environmental justice and environmental education, implications of the environmental justice movement for environmental education and its role in the formation of a multicultural…

Reports on a survey of environmental education in Washington schools in grades K-12. Determines how environmental education could be useful in advancing educational reform and where in-service programs in environmental education might be best directed. (Author/MM)

Describes the introduction of GrowLabs into classrooms as a way to incorporate a variety of interdisciplinary lessons. Addresses language arts, mathematics, and science. (Author/MM)

National standards show that environmental education can fit into the curriculum and help meet requirements for student learning. Believes that environmental education must play an integral role throughout the educational system at the state and national levels and in each and every classroom. (CCM)

Proposes that environmental educators refocus their attention on the study of nature to reach the goal of environmental literacy. (MDH)

Provides simple ideas that teachers can use to develop a biodiversity monitoring project at their school. (Author/CCM)

Examines messages about the environment that children receive through formal education and the popular media. Discusses in particular the use of fear as a weapon to motivate children into taking actions about the environment and the need to teach children how the Earth's systems function instead. (LZ)

Part two of a proposal for a unified, sequential approach to environmental education. Presents a working model for the environmental education curriculum and expert reactions to the model. (LZ)

The founder of the Institute for Earth Education addresses discussion on the philosophy of "teaching names" and traditional nature study in order to prepare children to deal with environmental problems. (LZ)

Discusses Sanera and Shaw's critique of environmental education and describes the three-part solution they offered for the problems identified in the critique. (Contains 64 references.) (Author/YDS)

Reports on the use of a garden design process as a means of building children's understandings of and connections with their garden and for fostering ecoliteracy. (Author/MM)

Some misconceptions about the roles of action and problem solving in environmental education are examined. It is argued that the use of the term problem solving exaggerates the abilities of environmental educators and students. The implications of establishing problem solving as a goal of environmental education are discussed. (KR)

Presents environmental education activities for grades K-2, 3-5, 6-8, and 9-12 that integrate the concepts of animals into science, social studies, mathematics, language arts, and fine arts. Activities are divided by class level and subject matter to help integrate them into the curriculum. (MDH)

Describes the Common Roots program developed by Food Works of Montpelier, Vermont, which fosters academic excellence in all disciplines by engaging students in hands-on explorations of their local community's natural and cultural heritage. Helps teachers design community-based environmental curricula to meet uniform educational standards.…