Promote+understanding


 * Aim 1**: Promote understanding of environmental processes at a variety of scales, from local to global.

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Hi Team Members, I have this suggestion.

I often try to convince my students that everything on earth (Biotic and Abiotic) is connected to all others in some way; meaning we humans are trully animals and have connections with all other things. Then I begin by saying that a given atom in any one of us very likely was in some food we ate. This implies an atom which was in the body of a tomato plant or chicken is now in us. But that tomato also derived the atom from the soil, and the atom was possibly in the excreta of some animal: Here, they start getting disgusted. Then that excreta could have come from a bird as the un-absorbed remains of a worm it ate. They start protesting and as it starts to sink in, I see shock in their faces. Then I tell them - bringing the point nearer home, the vegetables in our salad actually possibly were grown on a field fertilized with human excreta; that is, that juicy and succulent tomato has a lot of human excreta turned into molecules of the tomatoes. They start getting angry and sad.... as they gradually accept that cycling (transfers and transformations) of materials means that, that chain of information with interruptions from them and explanations given implies that all that have been said is true! I tease them further, 'The sperm and the egg that actually made you came from foods eaten by your parents and the foods....' Their eyes open wide. I then tell them that actually, some atoms in any living thing on earth could possibly in the past have been part of a human being, and an atom in one of us this minute perhaps was in Julius Caesar, and some atoms that were in one of us minutes ago are likely in a different person amongst us here! 'How is that possible?', they cry out still shocked that we (humans) are actually intimately part of all the rest of other existences. 'Well', I say, 'Oxygen or Carbon Dioxide coming out of any one here is very likely inhaled by someone else here, and this is true between us and any cockroach, ant or rat nearby!'

Now, I really see the shock, the pain, etc and, the realization in their eyes that what happens on earth affects, and matters to, each and everyone of us. In later lesson meetings this discussion re-surface with all sorts of questions from the students. I believe we end up all convinced that taking care of the environment is a prime undertaking.

If any knows how we can utilize this, I am sport for discussions etc. And, of course, I will be thankful for any other topic we decide on. Sorry I have been so wordy....in a rush to post this: we all are busy, busy, busy...... Cheers, Smiley

Hello SMiley I think the exercise you do with your students is excellent... I have started my course by trying to make them understand why the course´s name is Environmental Systems and Societies... how humans are part of every system on Earth... explaining the concept of system, environment and finally how societies are part of this plot...

Let me know how we continue...

Liliana

Helloz SMiley & Liliana

I think both of you have suggested good methodology.On my part I would start the course by making them aware of the meaning and the components of the Environmental Systems and Socities.To make them understand the interdependence of the components of the System. Then, I will follow the exercise conducted by SMiley. I would try to make them understand the importance of each & every specis and so will ask them to contribute in protecting the environment by creating awareness in their respective areas. To start first at local level which in turn upto global level. Regards Garima