In America, schools have already started to create and implement a curriculum that incorporates environment, development, and sustainability. In collaboration with the United States Department of Education, the Education Department’s Office of Vocational and Adult Education, and the National Research Center for Career and Technical Education, five states will develop green careers and technical education initiatives.

These states are Georgia, Illinois, New Jersey, Ohio and Oregon. A 14-month program is aimed at creating a progressive curriculum leading to certificates and associate and bachelor degrees.

The state of Georgia will focus its efforts on construction, energy and transportation, while Illinois will focus on energy, utilities and waste management. Ohio will tackle agriculture, biotechnology and energy, as Oregon focuses on construction, solar and wind energy. New Jersey did not specify a particular area of focus.

According to the US Secretary of Education Arne Duncan, green translates to healthier learning environments for students and adults. It lowers energy costs and creates a stronger economy. He added that green programs of study support the goal of expanding a green workforce.

In fact, another state has already produced results when environmental curricula come into play. In 2003, Michigan Governor Jennifer Granholm collaborated with the Department of Environmental Quality and Education.

The result was Michigan Environmental Education Curriculum Support. The curriculum has been field tested by 120 teachers in 200 classrooms statewide. 

Why value environmental education?

• it inspires students to take personal responsibility for environmental preservation and restoration
• it helps students acquire skills necessary to weigh issues and make informed decisions.

  Here are some of the basic lessons when starting a green curriculum:

• Ecosystems and biodiversity introduces the nutrient cycle, and teach patterns of interdependence and interrelationships among living things, habitats and ecosystems.
• Land use discusses great agricultural productivity and commercialization.
• For air quality and water quality lessons, the common theme is global warming. They can also address various uses of air and water, and the changes caused by natural and human factors.
• Energy resources topics discuss how energy resources have changed, the costs and benefits of renewable energy and energy use, and energy consumption. They can also focus on various alternatives such as recycling, public transportation and using locally produced goods.

Green curricula should develop critical thinking and problem-solving skills in students. Being face-to-face with real-world problems enable students to understand the significance and relevance of what they are learning.

Should there be a green curriculum in your school, it should not therefore be all about passive instruction. It should also foster independent learning and critical thinking. Let students draw up their own conclusions on land use, climate change and use of non-renewable fossil fuels.

Sources:

Bacon, Charles. “Molding minds with a green curriculum.” Retrieved April 14, 2010 from
http://www.educationreport.org/pubs/mer/article.aspx?id=9101

Nagel, David. “5 States Developing Green Curriculum.” Retrieved April 14, 2010 from
http://thejournal.com/articles/2009/06/24/5-states-developing-green-curriculum.aspx