Overview Preparing an environmental exchange box will give your students a chance to learn more about their own region and the things that are special about it, particularly with regard to conservation and the environment. Then, when they receive an exchange box from another region, your students can compare and contrast environments (and environmental issues) - while enhancing their skills in science, language arts, computer science, art, geography and social studies.  LEVELS Grades 1-8 SUBJECTS Computer Science, Geography, Language Arts, Science, Social Studies, Visual Arts SKILLS Comparing and Contrasting, Formulating Questions, Observing, Representation, Research OBJECTIVES Students will 1) discover some of the resources, products and characteristics of their region and 2) describe similarities and differences between their region and another region with respect to these characteristics and 3) identity and evaluate the strengths and weaknesses of information gathering via the Internet. MATERIAL A computer with Internet access; books about the natural history of your region; markers, crayons, drawing paper and other art supplies. TIME CONSIDERATIONS Preparation: 30 Minutes Activity: Three 50-minute periods     Project Learning Tree (PLT) is a program of the American Forest Foundation (a nonprofit education and conservation organization). PLT's mission is to increase students' understanding of our environment, to stimulate critical and creative thinking, to develop students' ability to make informed decisions on environmental issues, and to instill in students the confidence and commitment to take responsible action on behalf of the environment. For more information on PLT's educational materials and teacher workshops, call 202/463-2462 or visit the PLT Web site at: www.plt.org.     Pre or Post Activity Before or after your class participates in the Environmental Exchange Box, have them participate in the Earth Day Groceries Project, a cost-free, easy-to-implement environmental awareness project that teams up students, teachers and grocers on behalf of our environment. To participate in the Earth Day Groceries Project, teachers simply borrow a supply of paper grocery bags from a local grocery store. Then, students decorate the bags with friendly environmental messages and return the bags to the grocer. On Earth Day, April 22, shoppers receive their groceries in the decorated bags. Teachers are encouraged to E-mail a short report detailing their class or school's participation to the project's user-friendly, interactive Web site: www.earthdaybags.org. Use the map on the home page of the Earth Day Groceries Project Web site to locate a class with which you can participate in the Environmental Exchange Box activity. Getting Ready Select a state and classroom to work with by clicking on the map on the home page of the Earth Day Groceries Project Web site (see Pre or Post Activity section above). Review the teacher reports for that state and send an E-mail to the teacher explaining that you'd like to participate in an environmental exchange. (Note: You may want to contact more than one teacher with your request to ensure you receive a response). Exchange contact information and provide the other teacher with a copy of these directions, available at: www.earthdaybags.org. Agree on a date to begin and complete your environmental exchange. Doing the Activity 1. Once you get the name and address of your "exchange partner," tell the students that they are going to exchange "environments" with students in another region. Explain that the students you're exchanging with will not know much about your local environment. It's the responsibility of your group to prepare items for the box that will teach your exchange partners about your region. 2. Brainstorm with the students a list of items to include in the box. Then have the students divide up the responsibilities of researching, collecting and preparing materials for the box. Items to choose from: brief descriptions of your region written by the students a collage of pictures of local ecosystem types (beaches, marshes, deserts, urban environment) a book with drawings of some interesting local plants and animals photographs of your class and school/classroom photographs of your students' bag artwork for the Earth Day Groceries Project, along with a sample decorated bag a video or recording of local ecosystems (including the sounds of your area, animals, and so forth)   stories written by the students about their favorite things to do or favorite outdoor places to go samples of special regional foods such as maple syrup from Vermont or prickly pear jelly from Arizona a few representative natural objects from your area such as pressed flowers or leaves; rocks; shells (see safety notice below) news clippings about local environmental concerns and solutions, such as recycling programs.  3. While you're waiting for the box from the other group to arrive, ask the students what they know or have heard about the region they're exchanging with. Can they name major cities, geographical landmarks or other features of the region? What is the climate like there? What types of trees grow there? Record the students' ideas and preconceptions on a chalkboard. 4. When the box arrives from your exchange group, open it with the students and examine its contents. Then have the students compare and contrast that region to their own. How do the climates compare? What kinds of plants and animals live in both places? 5. Have students use the Internet to get further information or clarity on particular points of interest, such as climate, terrain, wildlife, geography and culture. www.nationalgeographic.com www.epa.gov www.nws.noaa.gov www.usda.gov woww.fws.gv www.50states.com www.newspaperlinks.com - geography and culture - regional environmental quality info - weather, climate and air quality - Forest Service and agriculture - Fish and Wildlife Service - general state information - links to local newspapers  Have younger students use the exchange box to create a representation (story or picture) of what they liked most about the other areas or what they imagine it would be like to live there. 6. As a wrap up, have students E-mail a thank-you note to the exchange class. Have students formulate a list of their impressions of the box, including what they liked best, along with any questions about the items that were included. Each student may also hand write a thank-you note. Safety notice: On occasion, specific plants and soils are placed under quarantine by state or federal authorities, and should not be removed from their state of origin. Please check with your State Department of Agriculture to ensure all items in your Exchange Box are safe and legal to mail.  Assessment Opportunities 1. Discuss the concept of conservation using the exchange box your class made. What actions could be taken to conserve the resources used to make the products that are in your exchange box. Also, if your class has participated in the Earth Day Groceries Project, discuss the importance of reusing and recycling paper products such as paper grocery bags, boxes, notebook paper and newspaper. 2. Discuss the similarities and differences, and the value of, the information the students received about their exchange region via the Internet (immediate access; written descriptions, photographs) versus from the box they received by mail (slower access; tangible items the students can touch, taste, smell and see). Have students compare their preconceptions of their exchange area (step #3) with what they learned from the items in their box and their Internet research.