Interview: Sesame Street

  • Elmo is surprised when he and Rosita find a baby bird as part of Sesame Street's 40th season. (Photo by Richard Termine, courtesy of Sesame Street)

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Transcript

Sesame Street is going green.
The children’s program will
focus on nature education during
its 40th season with the “My
World is Green and Growing”
project. Lester Graham talked
with Carol Lynn Parente.
She’s the Executive Producer
of Sesame Street:

Lester: Letters, numbers, social interaction, all things we’d expect from Sesame Street. Why nature?

Parente: We learned by having our academic research advisors that by giving love and exposure to the environment was the best way to hopefully create citizens that will want to take care of it.

Lester: What kind of things will kids be able to pick up from this effort?
Parente: Well, we want to just get them out and exploring the environment and nature in general. And that can be in whatever their environment is. So nature doesn’t necessarily have to be a camping trip, although Elmo does go on one of those in our season 40, but it can be out experiencing what is in their environment, whether it be urban or rural and –

Lester: yeah, I wanted to note that. I mean, Sesame Street is an urban setting for kids whose lives are more about concrete and asphalt than flowers and grass. How will you relate to them?

Parente: Well, when you talk about noticing your environment, those environments and habitats are all around us. So, grass for a child in a suburban big wonderful meadow or field might be what their version of grass is, but there is also grass that pops up between the concrete of the sidewalks in an urban setting. And there are habits of wildlife in every environment you’re in and getting kids to understand that is part of the fun.

[Clip from Sesame Street Episode]

Lester: Some of these environmental issues are complicated, a little scary, take global warming for example. So where do you draw the line on Sesame Street?

Parente: When we talked about how the environment affects our audience, some of the messages that are common with environmental conservationist messages like “Save the Earth” and that’s a really scary concept for very young children because it implies something is wrong and something is going to happen and you don’t what that is and what needs saving. So we really stayed away from those kinds of messages. It’s really about having fun interacting with the environment and I think for our audience, that’s where we really put the focus.

[Clip from Sesame Street Episode]

Lester: So, how often in a typical show will we hear about nature and how long will this nature education effort last on Sesame Street?

Parente: It’s definitely has a presence in every single show in season 40, which is great because it’s a really thorough, um, jump into the curriculum. We’re definitely dealing with it through all of season 40 and the science part of the environment, which it really what it is, a science and nature curriculum, will extent into season 41 as well.

Lester: Carol Lynn Parente is the executive producer of Sesame Street. Have a sunny day!

Parente: Thank you, you as well!

[Clip of Theme Song]

Related Links

Part Three: Kicking Gas to the Curb

  • Reporter Rene Gutel gets tips from Mike Speck, a master eco-drive trainer at Pro-Formance Group of Phoenix (Photo courtesy of Rene Gutel)

We’ve all heard we can improve our
gas mileage by changing our driving habits.
And you might think you already know what
that means – coast more, for example, or check your tires’ air pressure. But according to Ford Motor Company, if you really want to get better mileage, you need a trained coach in the passenger’s seat teaching you how to do
it. In the final part of our series
on saving gas, we sent reporter Rene Gutel out to learn how to eco-drive:

Transcript

We’ve all heard we can improve our
gas mileage by changing our driving habits.
And you might think you already know what
that means – coast more, for example, or check
your tires’ air pressure. But according to
Ford Motor Company, if you really want to get
better mileage, you need a trained coach in
the passenger’s seat teaching you how to do
it. In the final part of our series
on saving gas, we sent reporter Rene Gutel
out to learn how to eco-drive:

(sound of car)

So I’m behind the wheel of my silver Mini Cooper and eco-driving instructor Mike Speck
is coaching me on how to get the best gas mileage I can, as safely as possible.

“Try to keep just a steady throttle input. You can see you are on and off the gas quite a
bit.”

We’re on suburban Phoenix roads at the beginning of rush hour. I drive a stick-shift and
one of the first lessons Speck teaches me is to shift gears a lot more quickly than I’m used
to.

Mike Speck: “And upshift.”

Rene Gutel: “Already?”

Speck: “And upshift.”

Gutel: “Oh! But we’re only going 30 miles an hour in fourth gear?”

Speck: “Yeah, it’s below 2000 RPM. The car is perfectly fine doing it.”

Speck is what they call a master eco-drive trainer at Pro-Formance Group of Phoenix.

Ford Motor Company recently teamed up with Pro-Formance to offer nearly 50 eco-
driving tests in Arizona. They studied the results which showed that by working with a
coach like Speck for just a few hours, drivers can improve their fuel economy by 24%.

The nuts and bolts of eco-driving are simple enough: Accelerate and break smoothly.
Slow down and watch your speed. Also, anticipate traffic signals as you’re going down
the road. But all this sounds way easier than it really is.

Speck: “Now we know there’s another slow left-hander coming up so off the gas.”

Gutel: “Okay, I’m off the gas.”

Speck: “And just let it coast around the corner.”

Gutel: Okay, I feel like you’re teaching me to drive my car all over again.

Speck: “I’m trying to do it as mellow as I can.”

That feeling – of going back to driver’s ed – is actually part of the experience of learning
to eco-drive.

Curt Magleby is the Director of Government Relations at Ford and he says to learn how
to do it right, you do need a coach.

“It’s not about tips and that’s what you’ll see on many websites throughout the US: tips
on how to be a better eco-driver. It’s got to be the hands-on coaching experience that
changes behavior.”

Ford is part of a new nationwide effort to encourage eco-driving. Magleby says there’s
talk of putting trained coaches at Ford dealerships.

“So when a person comes into a dealership and they’re considering the purchase of a
vehicle and we can talk to them about not only, here is the technology vehicle, here’s
what you can do, but you are a part of that equation.”

And down the line, Magleby says Ford might be pushing to have these techniques
become a part driver’s ed classes.

(sound of driving)

Speck: “You are accelerating very smoothly… very linearly. It’s very good!”

Gutel: “This is a different feel to driving. I feel like I’m coasting everywhere.”

Speck: “You are, and most people freak out about how much time they’re going to take.
When we validated the study, the average time increase was only 10%.”

Speck and I drive the same route three times during my eco-driving lessons. The first run
was the control, no tips from him at all, and I averaged 27 miles a gallon. But by the end
of the third run, we boosted that to 36 miles a gallon. Not bad, huh? Now if I can only do
that well on my own.

For The Environment Report, I’m Rene Gutel.

“Now try second. Well done! Go to third and just let it coast. Very well done.”

Related Links

Kids Get a Hands-On Outdoor Education

  • Instead of a traditional classroom, the students of Goodwillie Environmental School are learning outside. (Photo by Michel Collot)

Most 5th and 6th graders right now are enjoying outdoor activities during their summer vacation. But at one public school, the outdoors is part of the curriculum, year round. The school aims to turn kids who love the outdoors into lifelong stewards of the earth. The Great Lakes Radio Consortium’s Tracy Samilton reports:

Transcript

Most fifth and sixth graders right now are enjoying outdoor activities
during their summer vacation, but at one public school, the outdoors is
part of the curriculum, year-round. The school aims to turn kids who love
the outdoors into lifelong stewards of the earth. The Great Lakes Radio Consortium’s Tracy Samilton
reports.


(Sound of sawing wood)


Sawing logs is hard work, especially for fifth graders like Amelia, Leoni,
and Taylor. The results can be seen in this rustic, but sturdy log cabin
overlooking the Goodwillie Environmental School. The cabin was built almost
entirely by the fifth grade class in half hour shifts, because the work is
so demanding.


“We worked on the chinking, the floor inside here – I did that
chinking! And then we worked on the floor inside here – and
when we get enough bricks, that’s what the fireplace is going to look like.”


The students get most of their instruction in science, math, history, and
other subjects as they hike through the woods or work on an outdoor project
like the cabin. Of course, they spend some of their time in the classrooms
in the southwest Michigan school. But today, volunteer George Stegmeyer is
building a kiln, where he will fire raw bricks for the cabin’s fireplace. The
bricks were made by the students with mud they dug from the grounds.
Stegmeyer explains how the hot air will move through the kiln and then blast
through the chimney.


“Just like firing pottery, it reconfigures the molecules so that they are no longer water-soluble.”


The students call Stegmeyer “grandpa,” an example of the extended family
atmosphere of the school. Only about fifty children are selected each year:
the ones who show a passion for the outdoors. Parent Peter Chan says it’s
not for every kid, but he wishes all school districts had an option like
this.


“I spent from sunup to sundown, most of the time, I can remember playing outdoors, if not exploring

the fields, the farmer orchard, or the woods by my house. Unfortunately
today, children don’t have that experience.”


Chan went to a similar school when he was young. He’s now a meteorologist.
He’s enthusiastic about his son having the same opportunity. Some of the
parents might worry that their child could fall behind in traditional
coursework here. But fifth-grade teacher Rick Gillett says there’s nothing
to fear. Students consistently score one hundred on the state’s annual standardized
test, all without “teaching to the test.”


“For instance, in the science test, when you get into the physics, in inclined planes and pulleys,

when you’ve actually used them in building the log cabin, it makes sense. You really understand how

the physics work.”


Gillett says he doesn’t expect every student in the outdoor school to become
a biologist or forest ranger, but he does expect the school to make a
lasting difference. He says some of his former students have come back
to see him when they’ve reached college age. He says that’s when it really
seems to sink in how much they learned here.


“I really do… I think that once it’s in your heart you’re never going to get it out of
there.”


That already seems to be the case with most of the students. Fifth-graders
Spencer and Evan can’t wait until sixth grade, when they’ll have a chance to
tackle a project in the Native American village that’s tucked into the woods
below the log cabin. They show off the two buildings that previous sixth
graders built: an Ojibwa smokehouse and a winterhouse.


“This is the inner bark of basswood it basically ties whole thing together, holds it up. These go

down about five feet into the ground, these go down about ten feet into the ground, so as you can

see it’s very, very sturdy.”


This fall, a brand new group of fifth graders will arrive at Goodwillie
Environmental School. They’ll take up where the last class left off and
build the fireplace for the cabin. Along the way, they will also pick up
the knowledge, experience, and passion for the outdoors that will help them
be lifelong stewards of the earth in years to come.


For the GLRC, I’m Tracy Samilton.

Related Links

Teachers Criticized for Evolution Lessons

  • Some teachers are struggling with teaching evolution because some disagree on religious grounds. (Photo by Elliot Jordan)

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:

Transcript

Science teachers in high schools and middle schools are on the front lines of the culture wars. Conservative Christians and others are confronting them about teaching evolution in the classroom. At the same time, teachers are learning about the growing body of evidence that supports the theory of evolution. The Great Lakes Radio Consortium’s Julie Grant reports:


Some science teachers got a chance to attend a major science conference recently. Researchers from around the world were in Akron, Ohio to present findings and learn about advances in evolutionary biology. The conference was organized by people studying the dramatic transition whales made when they moved from the land to the water.


It’s only been a few years since Ohio even allowed the concept of evolution into the state’s high school academic standards. Those standards are the basis for the state graduation test that students must pass to get a diploma.


Even though it’s part of the state curriculum, many science teachers get the brunt of complaints from students and parents who oppose teaching evolutionary theory.


THOMAS: “I did have a student come to me and literally say, ‘I cannot sit in this classroom and listen to what you’re talking about.’ And I said, ‘Why not?’ And she said, ‘Well, I’m a Christian, I can’t listen to this.’ I said, ‘Well, I’m a Christian too, so where’s the problem?’”


GRABERT: “Well, I’ve had a number whose fathers are ministers come in and tell me how I need to teach the class, and I have to talk about creationism and I just share with them what we have to teach and how the curriculum is.”


STONE: “There’s a point when you just sort of have to tell the kids, This is what you need to know to pass the test to get out of high school. So, sit down, listen, learn the facts you need to know. I’m not saying you have to believe what I say, but this is what the state says you need to know to get out of high school.”


These are teachers from rural, suburban, and city school districts but they are all dealing with this issue. They try to stay up to date on new scientific evidence to defend their classroom lessons. That’s part of the reason they’re at this science conference.


(Sound of lecture)


This day’s activities are geared toward schoolteachers. The world’s top researchers on whale evolution are explaining their latest findings. Ann Sowd teaches honors biology at Hoover High School in North Canton, Ohio.


“It’s important to be at workshops like this so that you can, as a high school teacher, be really accurate with your teachings and understand what the evidence for evolution is and why it’s really- what we do know about how organisms change over time. Because the worst thing that can happen is you’re inaccurate and then someone comes with the opposing argument and you don’t know what you’re talking about.”


The teachers are hearing from scientists from all kinds of disciplines from anatomy, to functional morphology, to geo-chemistry. The scientists are showing how their discoveries and analyses fit together and provide a picture of the evolution of the whale as it moved from land back to the ocean.


But one leading researcher says the schoolteachers need more than just new scientific research to defend their lessons in the classroom. Howard University anatomist Daryl Domning says students who question evolutionary evidence are often looking for answers that lie beyond the realm of science. But Domning says teachers often respond with the latest research and recent fossil discoveries.


“And then they’re amazed that it doesn’t convince them. Because even though they’re raising questions about scientific evidence, they’re really not passionate about the scientific evidence. They’re passionate about ‘what is the meaning of my existence?’ and until you get down to that level and surface those concerns and show that hey, evolution doesn’t mean there’s no meaning to your existence, on the contrary, it can mean all these things, it means there’s more meaning then you thought there was maybe, only then is there a way of breaking through this pattern of talking past each other, which is what we’ve been doing for thirty years here.”


Domning says teachers can help students and parents understand that accepting the evidence of evolutionary theory doesn’t have to undermine religious faith.
He encourages teachers to tell students they can believe both at the same time, to point them to places where they can get more information, and to quickly get back to the science lesson.


For the GLRC, I’m Julie Grant.

Related Links

Seneca Children Learn to Preserve Culture

Almost forty years ago, the U.S. Army Corps of Engineers built a dam in northwestern Pennsylvania. Hundreds of Seneca Indians lost their land, homes and traditions to the dam’s reservoir. Now a new generation of Senecas is trying to preserve a way of life that many believe was nearly inundated by this federal project. The Great Lakes Radio Consortium’s Ann Murray has this story:

Transcript

Almost forty years ago, the U.S. Army Corps of Engineers built a dam in northwestern
Pennsylvania. Hundreds of Seneca Indians lost their land, homes and traditions to the dam’s
reservoir. Now a new generation of Senecas is trying to preserve a way of life that many believe
was nearly inundated by this federal project. The Great Lakes Radio Consortium’s Ann Murray
has this story:


(students playing outside school)


It’s a sunny day in Salamanca, New York. Young Seneca students lurch and lunge in a game of
keep away.


(students playing game: “Let go! Let go!”)


Although they look like any group of kids
at recess, they share a big responsibility.


(kids playing ball outside)


“My Indian name is Gayanose. My English name is Brooke Crouse- Kennedy. I’m here because
I’m trying to be one of the ones to preserve our culture and just learn.”


Brooke and 12 other students are here at the Faithkeepers School to learn the Seneca language
and the teachings of the Longhouse religion. The health of these cultural benchmarks declined
after the Kinzua Reservoir flooded one-third of the Alleghany Reservation and scattered tribal
families. The cedar wood school now rests on the upper reaches of the reservation – a narrow strip
of land that follows the Allegheny River from Pennsylvania to New York.


(Dowdy and kids in classroom)


“What kinds of things do you need that’s growing on earth?”


“Food.”


This morning, longtime teacher Sandy Dowdy, works with very young students. In 1998, she and
her husband Dar rallied the community and started the school. They’re two of only 200 Senecas
who can still speak their language.


“Now do you see why Yoedzade is so important? Everything we need is on Yoedzade.”


Thanking Yoedzade, the earth, and its creator for the bounty of nature is the building block for
learning the Seneca language and ceremonies. Today, this handful of students learns a shorter
version of the thanksgiving speech. The speech stresses the interconnection between the natural
world and the well being of individual people.


(Dowdy and kids recite thanksgiving speech in Seneca)


“We cover just the ceremonial part and the giving thanks part in the morning and then in the
afternoon, we study things. We look into erosion and pollution and all of those things
that we can do to protect those things we just gave thanks for.”


These lessons have a real life application in the school’s small gardens. The early Senecas
depended on gardens to survive. Fruits and vegetables were so important to the tribe’s existence
that they appear in many of their stories and ceremonies. Senecas continued to farm until their
fertile bottom land was flooded by the Kinzua reservoir.


Following the traditional cycles of their
ancestors, Landon Sequoyah and the other kids now help with planting and harvesting.


“The corn’s right there. A long time ago they used to have big things of corn and beans and squash. That’s the Three
Sisters. That’s the Three Sisters. Guindioth and the Three Sisters. He was going back
up to the Skyworld and they grabbed onto his legs and they told him not to go or
they could go with them but he was like,’No, you have to stay down
here to feed our people.'”


Murray: “If you hadn’t been in school would you ever had a garden?”


“I don’t think so cause I was going to a public school and I didn’t know hardly anything about our
culture.”


Many Senecas on the Alleghany Reservation believe their culture was nearly lost when the
Kinzua Dam was built. The Senecas and others strongly protested this project. But their
arguments were turned down in the courts and the U.S. Congress. Tyler Heron is an elder and
Seneca historian. He says that the Canandaigua Treaty of 1794 guaranteed that Seneca land
would remain untouched by the United States government.


“But the politics change over 200 years. We weren’t the threat. We weren’t the political power
any more. The threat, I guess, was the river itself to Pittsburgh …the flooding. It was the
threat to the economy.”


Major floods along the lower Allegheny prompted the federal government to act. To make way
for the dam, 600 Senecas were moved from their homes along the riverbanks. In 1964,
contractors burned and bulldozed Seneca houses, trees and public buildings. Churches and
cemeteries were moved. Heron, who was 17 at the time, says life as he knew it has changed.


“Even the ecology of the river itself has changed. My wife, for instance, used to make her extra
money as a teenager by catching soft-shelled crabs and selling them to the bait companies
but I don’t think there’s a soft-shelled crab in the river anymore.”


Aquatic plants were lost as well. The reservoir also inundated hardwoods used for carving
ceremonial masks and many medicinal plants. Heron, whose grandchildren attend the
Faithkeepers School, says these children are learning to identify the remaining plants. They’re
learning to speak the language and lead the ceremonies and carry on for a community that lost its
ancestral home along the Allegheny.


“Our existence is dependent on us …dependent on us only. And we have to keep our identifiers.
How do we keep our identity? Well,language. It starts right here.”


(Kids playing in front of Faithkeepers school. One child speaks in seneca. Fades into traditional
Seneca chant.)


For the Great Lakes Radio Consortium, I’m Ann Murray.

Alpaca Farming Becoming Next Livestock Trend

  • Sienna Sue, an alpaca on A.L. Paca Farms. Photo by Doug Caldwell.

There’s an up-and-coming livestock trend in the region. Alpacas are common in the high plains of Peru, Chile and Bolivia, where people have used their fleece for clothes and their dung as fuel for centuries. They haven’t even been in the U.S. 20 years, but their low environmental impact, cold weather tolerance and high-priced fleece make them an increasingly popular choice for farmers. The Great Lakes Radio Consortium’s Skye Rohde reports:

Transcript

There’s an up-and-coming livestock trend in the Great Lakes region.
Alpacas are
common in the high plains of Peru, Chile and Bolivia, where people have
used their
fleece for clothes and their dung as fuel for centuries. They haven’t
even been in the U.S.
20 years, but their low environmental impact, cold weather tolerance
and high-priced
fleece make them an increasingly popular choice for farmers. The Great
Lakes Radio
Consortium’s Skye Rohde reports:


(ambient sound of barn)


Alpacas stand about five feet from head-to-toe. Fluffier and smaller
than their llama
cousins, they have long thin necks, big eyes and four bottom teeth.
Pack animals with
their own pecking orders, they communicate by humming.


(sound of alpacas humming)


Bob and Ellen Chamberlain have eight animals at River Bend Alpacas,
their farm in
Croghan, New York. They’ve done a lot of research into alpacas, but
it’s a side business
for them right now. He teaches physics at the local school and she
substitute teaches, in
addition to raising three kids.


Ellen Chamberlain coos at Jambalaya, one of the three original alpacas,
who took a year
to warm up to her.


“Just gorgeous…”


She scratches Cyrus’ neck as he leans into her shoulder. She kisses
Valentine, whose cria
– or baby alpaca – should be born any day.


“People say they have bad breath, but I don’t think so.”


Skye Rohde, to Bob Chamberlain: “Do you agree?”


Bob Chamberlain, laughing, “Bad breath.”


Ellen Chamberlain: “Oh, Cyrus, you’ve got a bug bite on your eye
though.”


Breeders and owners love alpacas’ curiosity and easygoing
personalities. They say it
doesn’t cost much more to care for an alpaca than a dog. An acre of
land can easily
support seven to 10 of them, and alpacas’ hooves are padded, so they
don’t dig up the
ground as much as other livestock.


Marilyn Otteson is a veterinarian who treats alpacas in Auburn, New
York.


“They’re easy to take care of. They don’t require a lot of special
things in the way of
feed, for instance. And right now, this time of year, a lot of them
are out on pasture.
They get supplemented with a small amount of grain. They’re also very
neat animals. As
a group, they usually choose one or two spots in the barn or outside to
use as their dung
pile, they call it. You worm them periodically. You trim their nails
and watch their
teeth, and that’s about it.”


There are around 45,000 alpacas in the U.S. right now. Ohio has more
alpaca farms than
any other state, and there are more than 800 farms in the Great Lakes
region.


Right now, alpaca owners make most of their money selling animals to
other owners and
breeders. A pregnant female sells for around $15,000. A stud male
goes for between $15
and $30,000.


Alpacas are shorn every spring. Their fleece – said to be warmer than
wool and as soft as
cashmere – sells for 3 to 5 dollars per ounce. Some owners sell it to
the Alpaca Fiber
Cooperative of North America. Others spin it into yarn themselves to
knit hats and
gloves.


Skeptics say alpaca farming is still a bit of a risky proposition
because it’s so new. They
worry that fleece prices may fall if production exceeds demand. They
say with three
million alpacas worldwide, the U.S. can’t compete with South American
countries in a
limited market.


Duncan Hilchey, of Cornell University’s Department of Rural Sociology,
says potential
buyers must keep tabs on the market for alternative livestock products
before jumping
into the business.


“It’s possible to get those prices. But in a very narrow market, you
know, if it’s a niche,
suddenly you get a lot of people producing the product and the value
goes down –
dramatically – and it’s not profitable at all.”


This isn’t the first time exotic livestock have become popular, but in
the past they’ve
fizzled. Hilchey says the ostrich and emu fads failed because owners
didn’t promote the
animals’ meat, feathers and oil enough to shift from a breeders’ market
to a viable
commercial market.


Alpaca owners say the industry is still growing, since alpacas have
only been in the U.S.
since 1984. They like the relaxing lifestyle and collaboration that
come with raising
alpacas.


But Ellen Chamberlain says the learning curve has been sort of steep.


“It was just a real learning experience for me. Because I had had dogs
and cats and that
sort of thing, but never any major kind of livestock before, and
certainly had never filled
a syringe, let alone given a shot to anybody. Maybe my dad once with
his insulin, but
besides that… so that was all really new.”


And the Chamberlains say they’ve had a little “bad luck” – although
they’ve been hoping
for females, five of the six crias born to their alpacas have been
males. They say they
don’t want more than 20 animals – the most their pastures can hold.
Only now are they
ready to sell their alpacas.


Sorting fleeces in her barn, Ellen Chamberlain says even with the risk,
she’s excited about
raising alpacas.


“I think everybody knows that the future success of this whole thing is
in learning and
growing and that. And the more people you get involved in it with, and
work together,
the stronger it’s going to be.”


The next big challenge for the Chamberlains might be shearing the
alpacas themselves
next spring, something Ellen has a little experience doing. But first
they’ll focus on
taking care of their three new crias.


For the Great Lakes Radio Consortium, this is Skye Rohde.

Related Links

Capturing Chippewa History

New technology is being used to expose students in the
Great Lakes states to the history and ways of the six Chippewa
tribes of the Lake Superior region. The Great Lakes Radio Consortium’s
Mike Simonson reports … the C-D ROM, created with the help from tribal
leaders, has been six years in the making:

The Road-Kill Lesson Plan

It’s not unusual for volunteers to help collect data for environmental
studies like frog surveys or bird counts. But there’s another kind of
project going on that studies wildlife in a very different way. The
Great Lakes Radio Consortium’s Wendy Nelson reports:

Science Center Brings Lessons Home

In school when kids learn about the environment… they often learn
about the devastation of the rain forests in South America; they learn
about lemurs in Madagascar…. and about the melting of the polar ice
caps. They don’t often learn about the environment in their own
hometowns. The Great Lakes Radio Consortium’s Lester Graham reports…
some school children are getting a chance to learn about the environment
around them and what they can do to protect it: