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Extra-Curricular Works: How to Pass an Environmentalist Arrangement "Plant the Tree" in English

Updated on December 12, 2017

Key Words

Tree, education, environmentalist, greens, browns, to plant, Arbor Day, trowel, seedlings.

Name the Tree A

From the Bible

Psalm 1

How blessed is the man who

does not walk in the counsel of the wicked,

Nor stand in the path of sinners,

Nor sit in the seat of scoffers!

2 But his delight is in the law of the Lord

And in His law he meditates

day and night.

3 And he will be like a tree firmly planted by streams

of water,

Which yields its fruit in its


And its leaf does not wither;

And whatever he does, he


Name the tree B

Explanatory Notes

This arrangement is destined for pupils of the 11 form (In Ukraine 16-17 years old), students of ecological colleges and for all who is interested in the problems of environmental education and at the same time in the studying of English as the instrument of cognition. In the basis of this arrangement is laid data about the environmental protection in the USA, obliged with the book of American Ecology Doctor D.Miller "Living in the environment", which passed nine editions. This arrangement is proposed to be passed in form of competitions between two teams: "greens" and "browns". The teachers of English as Biology and Chemistry or of other subjects may be included to the board of jury connected with environmental science. Competitions would be made indoors and outdoors. A musical and ecodesign's staging is approached as much as possible to the atmosphere of this arrangement.

Briefly, Objectives: Discuss in fluently English the problems of sustainable development, receive the skillls of labour education

Subjects:Science, language arts, music, art.


Materials: recording of ecojazz, videos, ecoposters, images of the trees, seedlings, seeds, trowels

Eco Jazz


(Beginning: Igor Stravinski’s music “ Spring is sacred ”)

Dear students, teachers, guests, fans!

I agree with doctor Norman Cousin’s statement:

“The first aim of education should not be to prepare young people for careers, but to enable them to develop a respect for life.” In our lifelong pursuit of knowledge, I believe, we should do three things. The first one is to question everything and everybody, as any good scientist does. Second, each of us should develop a list of principles, concepts, and rules to be used as guidelines in making decisions, and to continually evaluate and modify this list as a result of experience. We need an Earth-wisdom revolution, not an information revolution. For example, our party will be full of facts and numbers, but they are useful only to the extent that they lead to an understanding of ideas, laws, concepts, principles, and connections. Third, interact with what you know. Our study of connections in nature examines how the environment is being used and abused, and what individuals can do to protect and improve it for themselves, for future generations, and for other living things. Let’s imagine you are two groups of scientists: environmentalists and analysts. A range of possible solutions- some of them highly controversial is provided to encourage you to think critically and make up your own mind.

And now let’s begin our environmental party.

We have got two teams: ”Greens” and “Browns”. The jury, two facilitators, which help me organize and hold this party, and of course, our dear fans!

Well, what’s on our program?

  1. Presentation of the platforms.
  2. Environmental quiz.
  3. Aphorisms' competition- Who is the author of...? (home task).
  4. Vocabulary and grammar competition.
  5. Poster competition "Guess the Tree"
  6. Planting the trees, seeds

Name the tree C


The platforms of “Greens” is one of the biocentric environmental and ecocentric environmental worldviews.

1 st Green pupil: Critics of human-centered environmental worldviews believe that such worldviews should be expanded to reorganize an inherent of intrinsic value of all forms of life. According to this life-centered (biocentric), or species- centered, environmental worldview, all species have an inherent right to live and flourish, or at least to struggle to exist – to play their roles in evolution. Each species is viewed as a unique biological solution to the problem of survival.

2 nd Green: Others believe that we must go beyond this biocentric worldview that focuses on species, and see our primarily role as limiting our actions to those that do not degrade or destroy Earth’s life-support systems. In other words, they have an earth-centered, or ecocentric environmental worldview that recognizes that all species interact in complex and poorly understood ways as part of the natural processes and interrelations in the ecosphere.

3d Green: Thus, it is based on a degradation of interdependence devoted to preserving biodiversity and ecological integrity. There are many life-centered and Earth-centered environmental world—views, and several of them overlap in some of their beliefs. One that is a mixture of biocentric and ecocentric ideas is the Earthwisdom worldview:art.

  • Nature exists for all of earth’s species, not just for us, and we are not in charge of the rest of nature. We need the earth but the Earth does not need us.
  • There is not always more, and it is not all for us. Earth’s limited resources should not be wasted, but instead used sustainably for us and all species.
  • Some forms of economic growth are environmentally beneficial and should be encouraged, and some are environmentally harmful and should be discouraged.
  • Our success depends on learning to cooperate with one another and with the rest of Nature, instead of trying to dominate and manage Earth’s life support systems primarily for our own use.
  • The various life-centered environmental worldviews have their roots in the ways of life of many primal people.

4 th Green:Earth-wisdom principles have been articulated by Saint Francis of Assisi, Benedict Spinoza, Henry David Thoreau, Ralph Waldo Emerson, John Muir, Aldo Leopold, Rachel Carson, Alan Watts, Gary Snyder, Charles Reich, Theodore Roszak, Arne Naess, and many others, and they have been embodied in some of the teachings of Hiduism, Taosism, Zan-Buddhism, and the Judeo-Christian tradition.

Theologian Thomas Berry calls the industrial consumer society built upon the human-centered, planetary management environmental worldview the “supreme pathology of all history”.

5 th Green: We can break the mountains apart; we can drain the rivers and flood the valleys. We can turn the most luxuriant forests into throwaway paper products. We can tear apart the great grass cover of the western plains, and pour toxic chemicals into the soil and pesticides onto the fields, until the soil is dead and blows away in the wind. We can pollute the air with acids, the rivers with sewage, the seas with oil – all this in a kind of intoxication with our power for devastation. We are, supposedly, creating a technological wonderworld. But our supposed progress is bringing us to a wasteworld instead of a wonderworld.

Hinduism Gods


Name the tree D

Name the tree E



1st Brown: The platform of “Browns” is a human-centered environmental worldview.

As powerful species, what should our role on Earth be? What obligations do we have to the human species? To other species? To future generations? How serious are environmental problems we face?

During the past 50 years the planetary management worldview has become increasingly accepted by most people in industrialized societies. According to it, human beings, as the planet’s most important and dominant species , can and should manage the planet mostly for their own benefit. Other species are seen as having only instrumental value; that is, their value depends on whether or not they are useful to us.

2 nd Brown: The basic environmental beliefs of this worldview include the following:

  • We are the planet’s most important species, and we are in charge of the rest of nature.
  • There is always more, and it’s all for us. Earth has an essentially unlimited supply of resources, to which we gain access via science and technology. If we deplete a resource, we will find substitutes. If resources become scarce or substitution can’t be found, we can mine the moon, asteroids, or other planets. To deal with pollutants, we can invent technology to clean them up, dump them into space, or move into space ourselves. If we extinguish other species, we can use genetic engineering to create new and better ones.
  • All economic growth is good, more economic growth is better, and the potential for economic growth is limitless.
  • Our success depends on how well we can understand, control, and manage the Earth’s life-support systems for our benefit.

3 d Brown:There are several variations of the two environmental worldviews. Some people belong to what might be called the “no-problem” school. There are no environmental, population or resource problems that can’t be solved by more economic growth, better management, and better technology. For example, Julian L.Simon, professor of economics and business administration at the university of Maryland says:”

All statistical studies show that high population density is not a drag on economic development”. In Hong Kong, for example, you realize that a large concentration of human beings in a small area does not make comfortable existence impossible. It also allows for exciting economic expansion, if the system gives individuals the freedom to exercise their talents and pursue economic opportunities. The experience of density of Singapore makes it clear that Hong-Kong is not unique , either.

National Survey by the Popper Organisation

A 1990 national survey by the Popper Organisation found that even though 78% of Americans believe that a major national effort is required for environmental improvement (ranking it fourth among national priorities), only 22% were making significant efforts to improvement of the environment. the poll identified five categories of citizens:

.1/ true-blue greens (11%) who are involved in a wide range of environmental activities;

.2. greenback greens (11%) who don't have time to be involved but who will pay more for a cleaner environment;

.3. grousers (24%) who aren't involved in environmental action mainly because they don't see why they should be if everybody else isn't;

.4. sprouts (26%) who are concerned but who don't believe individual action will make much difference;

.5. basic browns (28%), who are the most apathetic and least involved or who are strongly opposed to the environmental movement.

Five Categories of Citizens

To which category could you belong?

See results

Who is the Author of...?

Who is the author of these aphorisms?

1. Forests precede civilisations, desert follow them.

2. A country that runs on energy cannot afford to waste it.

3.Solid wastes are only raw materials we're too stupid to use.

4.A weed is the plant whose virtues have not yet been discovered.

5. Brush your teeth with the best toothpaste, then rinse your mouse with industrial waste.

6. A continent ages quickly once we come.

7. The second law of thermodynamics holds, i think, the supreme position among laws of nature... If your theory is found to be against the seconfd law of thermodynamics, I can give you no hope


1- François-Auguste René Chateaubriand;

2- Bruce Hannon

3-Arthur C.Clarke

4- Ralph Waldo Emerson

5-Tom Lehrer

6.Ernest Hemingway

7.Arthur S. Eddington

System of Flow Learning,Method for Teachers

How to excite the curiosity of students in planting the tree?

Nothing is So Contagious as Enthusiasm... It is the genius of sincerity, and truth accomplishes no victories without it."


Four Stages

We call the system Flow Learning, because it has four stages that flow from one into another in a smooth, natural way:

Stage 1: Awaken Enthusiasm

Stage 2: Focus Attention

Stage 3: Direct Experience

Stage 4: Share Inspiration

Name the tree F

Stage 1:

Without enthusiasm, you can never have a meaningful experience of nature. By enthusiasm, I'm not talking about wild-eyed, jumping-up-and-down excitement, but a calm, intense flow of personal interest and keen alertness. Without this kind of enthusiasm, we learn very little.

Name the Tree G

Stage 2:

Learning depends on focused attention. Enthusiasm alone isn't enough. If our thoughts are scattered, we can't be dynamically aware - of nature, or anything else. So we must bring our enthusiasm to a calm focus.

Name the Tree H

Stage 3:

As we gradually focus our attention, we became more aware of what we're seeing, hearing, touching , smelling, and receiving through intuition. With calm attention, we can enter more sensitively into the rhythm and flow of nature all around us.

Focused attention creates an inner calmness and openers that allows us to experience nature directly, without the interference of static from the mind. So the third stage is absorbing direct experience.

Name the Tree I

Stage 4:

Experience opens up deeper awareness. You begin to feel a kind of breathless oneness with life all around you, almost as if you were blending into the scene and experiencing life through the birds, the grass, and waving the branches of the trees.In that stillness, you can sometimes feel a great, bursting joy or a deep, calm happiness, or an overwhelming sense of the beauty of creation. Nature is always inspiring, and it's only our restless minds that keep us from being more often joyfully aware of this.

A leader can help a group deepen its inspiration by telling stories from the lives of the great naturalists and conservationists, such as Rachel Carson, John Muir, Aldo Leopold, and Henry David Thoreau.

We call the fourth stage sharing strengthens and clarifies our own deep experiences.

Name the Tree J

Guess the Name of theTree

view quiz statistics

How to plant the Tree: practical steps

Questions after seeing the video "Ten Steps on How toPlant a Tree Properly

In accordance with this video what is a logical chain in doing these tips:

1. Stake the tree, only if necessary. staking is not always necessary but may be required on windy sites 2.Dig a shallow, broad planting hole, as much as 3 times the diameter of the root mass but no deeper

3. Place the tree of the proper height.

4. Mulch with 2 to 4 inches on organic mulch, but don't put it up against the trunk.

5.Water thou roughly, but slowly. Keep the soil moist but not waterlogged.

6.Call before you dig, to locate all underground.

7.Carefully remove the tree from the container.

8.Straighten the tree in the hole.

9. Find the trunk flare, the point where the trunk expands, at the base of the tree.

10. Fill the hole gently but firmly/

Answers: A-6; B-2; C-9; D-7; E-3; F-8; G-10; H-1; I-4; J-5

Psychological Moment in Planting the Tree

Students repeat this poetry after the teacher for inspiration standing in front of the tree

Roots going down,


Through damp earth deep.

Down, down

Holding me here.

Open your eyes

And look at the trunk

Of a large tree…

My great round trunk,

Massive and slender,

Solid yet yielding,

Carrier of life.

My long limbs

Stretching out for space

Tips tickled by the wind,

Touched by the sun.

They invite all life

To shelter among them,

Beneath them, inside me,

Beneath me.

Life runs through me

I invite all life to me.


Roots anchored deep.

Limbs lofty high

I abide in both worlds

Of earth and sky

From “Sharing the Joy of Nature” of Joseph Cornell

School № 2 of Berdiansk: Planting the Tree- Thinking Globally, Acting Locally!

The most green region in Berdiansk

Бердянск, Запорожская область, Украина

get directions

I Planted Trees this Year

Did you Plant Trees this year?

See results


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