Bibliography: Ecology (page 603 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Scientific and Cultural Organization United Nations Educational, Margaret Muthoka, Robert W. Howe, Robert B. Woyach, Savita Sinha, Kenneth A. Switzer, James O. Hodges, John Disinger, B. D. Atreya, and Lorraine Conway.

Jackson Community Coll., MI. Dahlem Environmental Education Center. (1983). Animal Homes and Habitats. A Fall Activity Packet for Third Grade. This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on animal populations and their habitats. Strategies for using these activities with third grade students are also provided. The pre-trip activities introduce three major topics: (1) habitats and communities; (2) Michigan communities; and (3) food chains and webs. Six activity sheets and a letter to parents explaining the purpose of the program are included. The post-trip activities are designed to help students identify and think about their values and to lead them to develop responsible attitudes toward the environment. Topics explored in these activities include wildlife management, endangered species, and the question of hunting. A list of formal and non-formal objectives for both indoor and outdoor field trip activities at the DEEC are presented in a separate field trip guide. Most of the activities are interdisciplinary and can enhance student skills in mathematics, reading, and spelling as well as in science.   [More]  Descriptors: Animals, Ecology, Elementary School Mathematics, Elementary School Science

United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Science, Technical and Vocational Education. (1983). Environmental Education: Module for Pre-Service Training of Science Teachers and Supervisors for Secondary Schools. Environmental Educational Series 7. The International Environmental Education Programme (IEEP) of UNESCO has developed a series of teacher training modules in environmental education. This experimental module focuses on the pre-service training of secondary school science teachers and supervisors. The six chapters of the document address: (1) the environmental problem and education's response; (2) the connections between science education and environmental education (including basic skills in science and environmental education and the relationship of science, society and technology); (3) curriculum tasks in environmental education for science teachers (particularly those relating to environmental problem solving and action strategies); (4) teaching strategies and activities; (5) evaluation of environmental education programs (with regard to societal aspects of science learning and instructional materials); and (6) the implementation of environmental education at both the school building and school district levels. The appendices contain a listing of science concepts of particular importance in environmental education, definitions and aims of environmental education, the declaration of the Tbilisi Intergovernmental Conference on Environmental Education, a description of IEEP, and a bibliography. Descriptors: Case Studies, Ecology, Environmental Education, Higher Education

Sinha, Savita; And Others (1985). Environmental Education: Module for Pre-Service Training of Social Science Teachers and Supervisors for Secondary Schools. Environmental Educational Series 9. The International Environmental Education Program (IEEP) of UNESCO has developed a series of experimental teacher training modules in environmental education. This module focuses on the pre-service training of secondary social science teachers and supervisors in environmental education. Chapter 1 introduces the module and presents specific objectives of pre-service secondary school teacher training programs in environmental education. Chapter 2 deals with the history and philosophy of environmental education (and includes a description of the IEEP). Basic information about the biophysical and sociocultural aspects of the environment is presented in chapter 3, along with considerations about environmental ethics and environmental decision making. Chapter four discusses some environmental problems and possible solutions. Several teaching methodologies are described in chapter 5, with emphasis on problem solving strategies. Activities and experiments for teaching the environmental dimension in social science subjects are presented in chapter 6. Evaluation of environmental education instruction is addressed in chapter 7, and chapter 8 outlines strategies for planning, developing, and implementing an environmental education program. A bibliography is included. Descriptors: Course Content, Ecology, Environmental Education, Global Approach

Hodges, James O. (1982). A Bibliography of Microcomputer Software for Working Draft. Over 160 microcomputer software programs for elementary and secondary school social studies programs are included in this annotated bibliography. Listed in alphabetical order by the name of the program, the annotation contains a description of the program, appropriate grade level, the name of the system and whether it is available on disk or cassette, the supplier of the system, and the 1982 price. Topics include, for example, alcohol, a study of a developing country, war games, clock (to help students learn to tell time), energy, how to read in content areas, map reading, psychotherapy, the revolutionary war, urban planning, survival skills, transportation, and the U.S. Constitution. The software is designed either as simulation or as practice/drill exercises. Several programs comprise a series of units: Know Yourself, Elementary Social Studies Series, War Game Series, Sensational Simulations, and Social and Economic Situations. The author notes that a limitation to the bibliography is that annotations are derived from supplier catalogs rather than being based on user experience and analysis. Descriptors: Annotated Bibliographies, Computer Assisted Instruction, Computer Literacy, Computer Programs

Woyach, Robert B. (1984). Ecopolitical Issues and the Secondary Curriculum. Guidelines are discussed for developing and selecting instructional materials about ecopolitical issues for secondary schools. Ecopolitical issues arise from human manipulation of the natural environment and include problems resulting from the limited capacity of the environment to satisfy human needs. High school courses that treat ecopolitical issues should emphasize a basic conceptual framework for understanding, interpreting, and making and judging decisions about these issues. This framework should help students to organize, interpret, and appraise information and ideas about the limits to growth debate. In addition, it should help students understand the sociopolitical context of these issues and develop a global perspective on them. Finally, students should have opportunities to develop skills in making and evaluating decisions about ecopolitical issues. Ten propositions are clarified and justified as guides to selection and emphasis of subject matter in secondary school courses in the social studies that include ecopolitical issues. These propositions can also be used as criteria for evaluating treatment of ecopolitical issues in curriculum materials.   [More]  Descriptors: Citizenship Education, Curriculum Development, Curriculum Evaluation, Decision Making

Carroll County Public Schools, Westminster, MD. (1985). Elementary Science: Grade 4. Working Copy. This grade 4 science curriculum guide contains three activity units: (1) communities; (2) electricity; and (3) chemistry. Each unit contains a unit overview, teacher background material, lesson plans, book list, and suggested resources. The lesson plans list the science processes involved, content objectives, materials needed, time frame, group size, and lesson procedures including structuring questions. The appendices contain a laboratory report form, audiovisual materials, resource center materials, and a student evaluation checklist. Descriptors: Activity Units, Biology, Chemistry, Course Content

Conway, Lorraine (1982). Learning about Oceanography. Superific Science Book VII. A Good Apple Science Activity Book for Grades 5-8+. Based upon the recognition that the sea has great potential as a future source of energy, minerals, and water, this document was developed to provide students with learning experiences in oceanography. It contains background information about ocean tides, waves, chemistry, depths, and plant and animal life. The book provides the teacher with hands-on activities, experiments, drawings, and worksheet exercises that deal with such subjects as: (1) the topography of the sea; (2) ocean currents; (3) finding places by means of latitude and longitude; (4) salt from seawater; (5) ions in seawater; (6) a test for the chloride ion; (7) waves; (8) how depth affects water pressure; (9) making drift bottles and secchi discs; (10) measuring ocean depths and speed; (11) nautical terms; (12) icebergs; (13) the Titanic's message in radio code; (14) sailor's jargon; (15) endangered species of the sea; and (16) careers in oceanography. Included is a student certificate for being involved in the oceanography activities, reproducible handouts and quizzes, and an answer key. Descriptors: Earth Science, Ecology, Elementary Education, Elementary School Science

Jackson Community Coll., MI. Dahlem Environmental Education Center. (1984). Who Lives There? A Spring Program for Kindergarten. This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the importance of homes to animals and people. Strategies for using these activities with kindergarten children are also provided. The pre-trip activities examine differences between living and nonliving things, plant and animal home needs, and animal homes. Three activity sheets and a letter to parents explaining the purpose of the program are included. Field trip activities include finding animal homes at the DEEC and exploring the environment at each site.  (These and other activities and lists of formal and non-formal field trip objectives are provided in a separate field trip guide.) The post-trip activities include studying animals in school, exploring the relationship between people and animals, and making animal homes from such objects as pebbles, broom sticks, and popsicle sticks. All activities provide opportunities for students to practice skills in classifying, comparing, and cooperating. Although the activities are based on science, they will also enhance other disciplines as well.   [More]  Descriptors: Animals, Biology, Ecology, Elementary School Mathematics

Atreya, B. D.; And Others (1985). Environmental Education: Module for In-Service Training of Teachers and Supervisors for Primary Schools. Environmental Educational Series 6. The International Environmental Education Programme (IEEP) of UNESCO has developed a series of modules dealing with teacher training in environmental education. This module provides the contents of an experimental teacher training course in environmental education for the in-service training of elementary school teachers and administrators. The units in the document include: (1) the objectives of the module; (2) statements of the need for environmental education and background information on international efforts in environmental education since the Stockholm conference of 1972; (3) basic information about the environment (including descriptions of ecological systems and principles); (4) examples of environmental problems, along with a discussion of the sociocultural factors behind them and some possible solutions; (5) an explanation of several teaching methodologies in environmental education, with a special emphasis on problem solving; (6) experiments and teaching activities; (7) evaluation strategies; and (8) considerations for curriculum development, implementation and management. A bibliography and a glossary of terms are included. Descriptors: Course Content, Course Descriptions, Curriculum Development, Ecology

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Science, Technical and Environmental Education. (1986). The Balance of Lifekind: An Introduction to the Notion of Human Environment. Environmental Education Series 18. Based upon the notion that the study of the environment should include attempts to articulate concepts related to the natural, social and cultural dimensions of the human environment, this learning module was developed for Unesco's International Environmental Education Programme. It is intended for use at the secondary school level and contains sections written specifically for the teacher and the student. The information provided for the teacher is based on the interrelationships of 14 environmental concepts. The concepts deal with: (1) the balance of "lifekind"; (2) the human environment; (3) the global environmental system (or biosphere); (4) ecosystems; (5) human systems; (6) energy; (7) food; (8) agriculture; (9) evolution (and adaptation); (10) culture; (11) population; (12) community; (13) interactions (and feedback systems); and (14) values. A proposed network and sequence of activities are presented, along with a set of questions designed to be used in evaluation. The student section of the module elaborates on each of the 14 concepts, providing information and learning activities. Annotated bibliographies follow both the teacher and student sections of the module. Descriptors: Cultural Context, Ecology, Environmental Education, Environmental Influences

Jackson Community Coll., MI. Dahlem Environmental Education Center. (1983). Energy Around Us. A Fall Activity Packet for Fourth Grade. This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on energy uses, energy sources, and issues associated with energy. Strategies for using these activities with fourth grade students are also provided. During the pre-trip activities, students identify the variety of ways they can use energy and the sources of that energy. On the field trip, they learn how plants and animals use energy and complete some wind, water, and solar experiments. The post-trip activities extend this information by examining the advantages and disadvantages of various energy sources. In addition, students complete a valuing exercise and conduct an energy conservation project. A list of formal and non-formal objectives for the indoor and outdoor field trip activities at the DEEC are presented in a separate field trip guide. All activities are interdisciplinary (science, mathematics, language arts, social studies, and art) and foster the development of such skills as classification, problem-solving, interdependence, and global awareness.   [More]  Descriptors: Alternative Energy Sources, Art Activities, Ecology, Elementary School Mathematics

Muthoka, Margaret; Rego, Assumpta B. (1985). Environmental Education: Module for In-Service Training of Social Science Teachers and Supervisors for Secondary Schools. Environmental Educational Series 10. The International Envrionmental Education Programme (IEEP) of UNESCO has produced a series of teacher training modules in environmental education. This experimental module focuses on the inservice training of social science teachers and supervisors in environmental education. The document is divided into chapters which cover: (1) the history and philosophy of environmental education, along with some goals, objectives, and guiding principles; (2) basic ecological principles and some of the interactions between natural and cultural environments; (3) environmental problems and possible solutions and/or methods of prevention; (4) several teaching methodologies in environmental education, with a particular emphasis on problem solving; (5) suggested activities and experiments intended to facilitate the teaching of the environmental dimension of secondary social science subjects; (6) evaluation in environmental education; and (7) strategies for planning, developing, implementing and managing an environmental education program. A glossary of terms is included, as well as a bibliography. Descriptors: Course Content, Ecology, Educational Games, Environmental Education

Switzer, Kenneth A.; And Others (1987). Global Issues: Activities and Resources for the High School Teacher. Second Edition. Increasing student knowledge about other nations and interrelationships with them is the primary goal of this teaching guide. The activities and resources focus on six topics of continuing global importance: (1) trade and economic issues, (2) conflict and armaments, (3) modernization and development, (4) technology and the environment, (5) energy, and (6) human rights. Learning objectives, teaching suggestions, data resources, and duplicating masters for all necessary student materials are provided. Each unit is accompanied by an annotated list of additional resources. The lessons and materials in unit one are designed to help students develop cross-cultural awareness. Activities and resources are provided in unit two to aid student understanding of the complex economic issues confronting the world community. Unit three is designed to heighten student awareness of the complexities of conflict and conflict resolution. Unit four focuses on the progress of traditional, low-technology societies toward modern economic and technological development. Unit five provides material and resources on global environmental deterioration. Students are encouraged to learn the relationship between human existence and the natural environment. Unit six emphasizes the need for new methods of international cooperation in the use and distribution of non-renewable fuels and mineral resources. Unit seven stresses the need for increased awareness of cultural diversity regarding human rights. Sources of additional materials are appended. Descriptors: Civil Rights, Cross Cultural Studies, Developed Nations, Developing Nations

Disinger, John, Comp.; Howe, Robert W., Comp. (1983). Especially for Teachers: Selected Documents on the Teaching of Environmental Education 1966-1982. Designed to supplement the day-to-day planning, teaching, and evaluation activities of environmental education teachers at all educational levels, this compilation contains over 1000 resumes of practitioner-oriented documents announced in "Resources in Education" (RIE) between 1966 and 1982. The resumes are organized by educational level (elementary/middle, middle/secondary, secondary, elementary/middle/secondary) in each of four categories: (1) outdoor emphasis; (2) biophysical emphasis; (3) sociocultural emphasis; and (4) multidisciplinary. A list of documents by ED number, an author index, and a subject index (using terms from the "Thesaurus of ERIC Descriptors") are included.   [More]  Descriptors: Biological Sciences, Curriculum Guides, Ecology, Elementary Secondary Education

United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Science, Technical and Vocational Education. (1983). Environmental Education: Module for Pre-Service Training of Teachers and Supervisors for Primary Schools. Environmental Educational Series 5. A series of experimental modules for teachers has been developed under the direction of the International Environmental Education Programme (IEEP) of UNESCO. This particular module focuses on the pre-service training of elementary school teachers and supervisors in environmental education. Section 1, Content for Environmental Education, traces the historical and philosophical development of environmental education and provides a knowledge base about the environment and its problems. This includes information on ecosystem dynamics, and the biophysical and sociocultural components of environments. Problems (both natural and human made) arising from interactions in the environment are addressed along with steps which might be taken in dealing with such problems. Section 2, Methodology for Environmental Education, offers strategies for including environmental education in the curriculum and describes some pedagogical approaches. In addition, it discusses evaluation and management of environmental education in the elementary classroom. A bibliography is included. Descriptors: Ecology, Elementary Education, Elementary School Science, Energy Education

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