Land Use Planning and Environmental Protection by Mtri58q


									                                                                            Unit II, Lesson 19
                                               Watershed Education Curriculum, Land & Water
                                                                             September 2004

              Land Use Planning and Environmental Protection
             (Land Use and Environmental Protection, Lesson 19)

Title: Our Environmental Laws & Regulations (Early Years)


Introduction (methods/times)
 Homework Review Exercise, Lecture & Overheads, Homework Exercise (40 Minutes)

I. Lesson 19 Overview: Lesson 19 introduces students to environmental law as one
   way of conserving our natural resources and protecting our environment.

   A. Materials for Lesson 19: Overheads (Appendices Overheads 58-61), student
      handout, in-class exercise and homework assignment (Appendices).
      Note: Students will need access to the Internet to complete the homework

   B. Alternative to Lesson 19: None recommended.

II. Lesson 19 Plan (Step-by-Step):

   A. Introduction: Briefly review the homework assignment entitled Values and
      Sustainable Development. Before collecting the homework show the overhead
      indicating the indviduals that made the values statements contained in the
      homework (Appendices, Overhead 58). Ask how many students agree (show of
      hands) with the statement the American businessman in 1880 that stated, Life is a
      savage test of who is least and who is best? Ask how many students agree (show
      of hands) with John F. Kennedy when he stated, If a free society cannot help the
      many who are poor, it cannot save the few who are rich? Explain that there are
      no wrong or right answers and that these opinions are currently being debated on
      the international, national and local levels.

   B. Introduction to Land Use and Environmental Laws and Regulations:
      Leading Questions: Why should we protect our environment? Why do we need
      laws and regulations to protect natural resources and the environment? What are
      some of the more common environmental laws?

      Remind your students that the last few lessons provided an overview of the
      significant resources in our region as well as a philosophical model
      (sustainability) supporting resources protection.
Delaware Canal State Park/HDCIC/Heinz Foundation Funding
Forbes Environmental & Land Use Planning
                                                                            Unit II, Lesson 19
                                               Watershed Education Curriculum, Land & Water
                                                                             September 2004

       Ask your students whether there are legal means of protecting our natural
       resources? (Answers: Yes, there are laws protecting our natural resource/s). Ask
       your students if these laws protect the environment even if landowner’s rights are
       taken away in the process? (Answer: No, there are provisions in the United States
       Constitution and also case law that protect the rights of landowners). The
       following lesson and assignments will provide an overview of why our nation
       began passing environmental laws and creating environmental policies.

   C. In Class Assignment: This is a warm up exercise meant to reinforce why we
      need laws and policies to protect our significant resources. Show the overhead
      (Appendices, Overhead 59) containing the three questions. Divide your students
      into groups of 5. They will stay in these groups for the remaining lesson. The
      first task is to consider the three assigned questions. Provide 5-10 minutes for the
      students to list all of the reasons why they would preserve environmental
      resources. Have the groups report their reasons to the entire class.

       The groups will probably come up with many more justifications than listed
       below, however, here are some themes to look for:

           a. Why Should We Protect Recreational Resources? Answers: Our
              emotional and physical health is greatly improved when we spend time
              hiking, boating, visiting museums, taking photographs or simply driving
              by our many rivers, active farms, forested areas, and open fields.

           b. Why Should We Protect Historic and Cultural Resources? Answers:
              When we are aware of our history (world, national, local) we are able to
              appreciate how far we have come and we are able to learn valuable
              lessons about how we can improve ourselves. Therefore, preserving our
              architectural heritage and the historic and cultural structures that
              comprise our legacy is very important.

           c. Why Should We Protect Natural Resources and the Environment?
              Answers: There are several different arguments for why we should
              protect our environment. Some argue that we need to protect resources
              for the utility and benefit of humans (utilitarianism), others argue that
              nature is sacred in itself and above and beyond human needs (deep
              ecologists), and still others are somewhere in the middle (cautionaries).
              Regardless of viewpoint, polluted air and water, depleted water supplies,
              and toxic wastes are expensive to remediate and make us unhealthy. The
              loss of unique ecosystems and plant and animal species cannot be undone.
              Disrupted natural cycles negatively impact environmental and human

Delaware Canal State Park/HDCIC/Heinz Foundation Funding
Forbes Environmental & Land Use Planning
                                                                            Unit II, Lesson 19
                                               Watershed Education Curriculum, Land & Water
                                                                             September 2004

   D. Mechanisms to Protect Natural Resources & Our Environment: Now that
      your students have reinforced why it is important to protect significant resources,
      ask them how we protect our significant resources? (Answer: Non-regulatory
      and regulatory means. Non-regulatory approaches include adult and student
      education, financial incentives, and environmental planning.            Regulatory
      approaches include laws and regulations. Laws and regulations will be covered
      in this lesson).

       Show your students the next overhead illustrating the three branches of
       government. This should be review from social studies classes in years past
       (Appendices, Overhead 60). Review the powers and duties of each branch noting
       that the legislative branch makes the laws (headed by Congress) and the judicial
       branch (headed by the Supreme Court) interprets the Constitution and
       reviews/decides upon the constitutionality of laws.

   E. Development of Environmental Laws: Explain to your students that citizens
      and the United States Congress have been initiating and proposing laws since we
      became a nation over two centuries ago (Remember Ben Franklin and his concern
      for providing clean drinking water in Philadelphia?). The Supreme Court has
      been deciding whether our laws are constitutional ever since we became a nation.
      However it was not until the late twentieth century (1960’s) that there was a
      nation-wide recognition that laws were needed to protect the environment and to
      conserve natural resources. What followed was an unprecedented number of
      environmental laws being proposed and also challenged in the 1960’s and 1970’s.

       Ask your students the following question, “What happened in the twentieth
       century that resulted in the passage of environmentally-protective legislation and
       the growth of an environmental movement?” (Answers: Previous chapters and
       videos noted air pollution problems in the Pittsburgh area, flooding in areas with
       large rivers etc. Your students may have also seen footage/heard about “dead”
       water bodies including parts of the Delaware River, the Great Lakes etc. Remind
       them also that the Viet Nam War and other social changes in the late twentieth
       century led to unrest and unwillingness to accept many trends including further
       environmental degradation).

      Show the next overhead (Appendices, Overhead 61). While obscuring the quote
      from Vice President Al Gore, ask your class if they know why Rachel Carson and
      her book Silent Spring are so famous? After a brief discussion, show the quote
      from Vice President Al Gore and provide the answer. (Answer: Many feel that
      the environmental movement began with the publication of a book entitled Silent
      Spring. This landmark book was written by Rachel Carson, published in 1962,
      and led to an unprecedented environmental awareness as well as a stronger
      national environmental movement. Many agree that Silent Spring changed the
Delaware Canal State Park/HDCIC/Heinz Foundation Funding
Forbes Environmental & Land Use Planning
                                                                            Unit II, Lesson 19
                                               Watershed Education Curriculum, Land & Water
                                                                             September 2004

       course of history and led to the enacting of more environmentally protective laws.
       The book described the negative environmental impacts associated with the use of
       chemical pesticides).

   F. Short In Class Exercise: Distribute the In-Class Assignment entitled Silent
      Spring (Appendices). Have small groups work together to answer the questions
      in the hand out and report back to the class. After going over student responses to
      the three questions, share that the book Silent Spring reached a wide audience,
      because Rachel Carson used language that everyone could understand. She
      explained in laypersons terms that commonly used chemicals negatively impacted
      the cellular processes of plants, animals, and humans. She argued that the
      contamination of soil, water, vegetation, birds, and wildlife would have long-term
      effects on all of us. Being able to communicate difficult concepts is one tool
      required to effectively participate in environmental planning, environmental
      protection, and public education.

   G. Homework Assignment, Environmental Law Research: Provide each group
      with the assignment involving environmental law research (Appendices). Assign
      each group a different pollution category (e.g., water, air, recycling and waste
      ecosystems & habitat, health and safety) for this evenings Internet research

Delaware Canal State Park/HDCIC/Heinz Foundation Funding
Forbes Environmental & Land Use Planning

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