5a: [14-16] Environmental Issues

Unit Overview - 14-16 materials

Background information / abstract

‘We have not inherited the earth from our fathers; we are borrowing it from our children.’ (Lester Brown, American Environmentalist)

This unit gives students the opportunity to investigate problems facing the environment and to research religious responses to environmental concerns. It gives space for students to reflect on how they themselves can change the world for the better through actionboth local and global.

Teacher support materials

There are many websites that offer useful information on this topic. Most of these exist either as environmental charity web-sites or else as government web-sites for the publication of reports and statistical analysis.

This unit of work uses as the basis for student research into how particular faith groupsencourage their membersto respond to environmental problems.

At 14-16, science syllabuses cover the following areas: deforestation; air pollution; water pollution; acid rain; greenhouse effect; ozone layer; recycling and waste disposal; radioactive waste; energy conservation and renewable energy; wildlife conservation; population growth; mineral extraction (e.g. limestone). Students are required to know about current practice as well as understanding how science can help to create fewer problems in the future. They are asked by RE syllabuses to consider from one or two religious points of view how human beings should treat the planet.

The aim of this material is that it should be as versatile as possible, suitable for use in either Science or RE lessons.Deforestation is the environmental issue on which this unit is based but if another issue is more appealing to you, we hope the resources can be adapted with ease.

A scary fact:

If the population continues to grow at 1%, it will only take 1300 Years before we exceed one person per square foot of land. This will mean that we will probably starve to death. (Statistic provided by Kim Berry of Sacramento, Jan 2000)

It is not difficult to see why science is trying to find better ways of producing greater quantities of food! But what about genetic modification? Will it save us from starvation or harm us with side-effects as yetunknown?

Key Quotations

“We are the generation with an awareness of a great danger. We are the ones with the responsibility and the ability to take action before it is too late.”

H.H.The Dalai Lama, Buddhist

“He who hates no creature is dear to me.”

Bhagavad-Gita, Hindu

“To Him belongs what is the heavens and on the earth, and all between them, and all beneath the soil.”

The Qur’an, Muslim

“God beholds his creation and rejoices.”

Japji, Sikh

“As the creator loves his creation, so creation loves the creator.”

Hildegard of Bingen, 12th century German Abbess, Christian

“God says, ‘Look at my works, how beautiful they are! Do not corrupt and destroy my universe; for if you destroy it, no-one will repair it.’”

Midrash Rabbah, Kohelet 7, Jewish

“Of all the issues we face as the new millennium nears, none is more important than population growth.”

National Geographic magazine, October 1998

Aims of the topic

At the end of the topic most students will have:

identified at least fivethings that are damaging to the planet

understood something of the complexity of the issues involved with deforestation and population growth

identified key facts and a number of ideas that could help solve these problems

analysed religious beliefs and values, and surmised to what actions these beliefs might lead

synthesised their learning about religion with an environmental case study

reflected on their own responsibility for the environment

Some will not have progressed as far but will have:

identified at least three things that are damaging to the planet

understood a little of the complexity of the issues involved with deforestation and population growth

identified at least one key fact and a number of ideas that could help solve these problems

analysed religious beliefs and values, and surmised to what actions these beliefs might lead

synthesised their learning about religion with an environmental case study

reflected on their own responsibility for the environment

Others will have progressed further and will have:

identified more than fivethings that are damaging to the planet

understood the complexity of the issues involved with deforestation and population growth

identified a number of key facts and a number of ideas that could help solve these problems

analysed a wide range of religious beliefs and values, and surmised to what actions these beliefs might lead

synthesisedtheir learning about religion with an environmental case study

reflected on their own responsibility for the environment

Key Questions

  • How much does it matter how we treat the world?
  • Is science a force for good or evil with regard to the future of the environment?
  • How can I ensure that I am living responsibly in the world?

Learning Objectives / Outcomes

to identify areas of grave concern for the planet

to understand issues involved with deforestation and population growth

to identify key facts and ideas that could help solve these problems

to analyse religious beliefs and values and surmise to what actions these beliefs might lead

to synthesise their learning about religion with an environmental case study

to reflect on their own responsibility for the environment

Resources

Books

  • ‘Green Issues in Religions - Developing Secondary RE’ Ed R. Rivett

ISBN 1904024661 This book has lots of creative tasks to encourage students to thinkthrough the issues deeply and critically.

  • ‘Religion in Focus: Christianity/Judaism/Islam in Today’s World’

In each of these three books, there are good resources and activities to extend student understanding.

Web

  • Web site:

Curriculum Links

Science: Living things and their environment: 14-16

A:How the impact of humans on the environment depends on social and economic factors including population size, industrial processes and waste disposal.

B:Sustainable development.

Religious Education:Key Stage 4

Exam specifications on the natural world

AQA A (2a and 2b); AQA B (Module 1 [2006]; Module 2 [2006]), AQA C;

Edexcel A Module 2 [H,I,J]; Edexcel B Module 1 [I,J];

OCR A, 2A, 2B; OCR B 1-10

Science and Religion in Schools – 5a [14-16]: Environmental Issues