Bibliography: Ecology (page 604 of 627)

This bibliography is selected and organized by the Water Protectors . Info website.  Some of the authors featured on this page include W. Nelson Smith, Winnipeg. Curriculum Development Branch. Manitoba Dept. of Education, Thomas C. Jackson, Erik Eckholm, Vicki Tyler, Inc. Minnesota Environmental Sciences Foundation, Theodore J. Crovello, Leonard D. Roseman, David M. Gates, and Amherst. School of Education. Massachusetts Univ.

Holm, Amy E. (1987). Marine and Coastal Resources. Global Issues Education Packet. At least 70% of the Earth is covered with water. This packet provides background information on eight areas of concern regarding marine and coastal resources. Considered are: (1) "Coastal Resources"; (2) "Mangroves"; (3) "Coral Reefs"; (4) "Ocean Resources"; (5) "Aquaculture"; (6) "Pollution"; (7) "Marine Debris"; and (8) "The Global Commons." Activities included in this packet are designed to increase students' awareness of these issues. Each activity includes a brief description, a concept statement, objectives, a list of relevant subject areas and skills, materials, and procedures. Several maps and worksheets for copying are included in this packet. Individual activity lessons include: "Common Concerns"; "Bringing up Baby"; "Polyp Pile-up"; "Mangrove Trees: Up to their Knees in Salty Seas"; "Sea of Debris"; and "Wave of the Future." A picture for coloring is also included. Descriptors: Biological Sciences, Ecology, Elementary School Science, Elementary Secondary Education

Massachusetts Univ., Amherst. School of Education. (1979). Energizing Future Studies. Futures Information Interchange, Vol. V, No. 1, December 1977 [And] The Best from Futures Information Interchange, Vol. V, No. 2, April 1978 [And] Futures Information Interchange, Vol. VI, No. 1, 1978 [And] Futures Information Interchange, Vol. VI, No. 2, 1979. The document is comprised of four newsletters which present a collection of essays, practical teaching methods, and learning activities introducing future studies into the classroom. Aimed at primary and secondary teachers, subject areas include forecasting methods, curriculum implementation and evaluation, innovative teaching materials and strategies, computer-based instruction, energy usage and conservation, planning, technological literacy, and alternative education. The December 1977 issue discusses energy and the necessity for energy education, covering nuclear energy, teaching guidelines and ecological concepts, lesson plans developing creative capacities, a unit interrelating air pollution and math concepts, solar energy, a communication game, and bibliographies. The April 1978 issue chooses the best fourteen articles from past issues, including the definition and educational roles of a futurist, student attitudes toward future studies, the relevance of future studies, several games and other teaching methods. The Fall 1978 issue offers eight articles, discussing topics such as educational objectives and learning activities for energy conservation curriculum, a futures approach to teaching history, group grading, and the need for alternative decisional and problem solving approaches in future studies curriculum. The Spring 1979 issue presents essays exploring the future of education, Buckminster Fuller's synergetic approach, the role of science and technology in our society, and some pitfalls of educational futurism. It includes two futures learning activities and two examples of research in educational futurism. Descriptors: Creativity, Curriculum Development, Ecology, Education

Jackson, Thomas C. (1988). Providing Inservice to School Psychologists on Normal Child Development (Zero to Eight) as a Means of Increasing the Use of Alternative Evaluation Techniques. This practicum provides school psychologists (SPs) with information on child development as a means of heightening the SP's awareness of the importance of using alternative assessment strategies with young children. The second aim was to introduce the concept of an ecological assessment by increasing the use of classroom observation, parent/teacher interviews, developmental and medical histories, and frequent monitoring as techniques used in evaluating children from birth to age 8 years. Responses to the Child Development Questionnaire (CDQ), critiques of three SP-made case studies, and reviews of psycho/educational reports to determine whether SPs have begun using alternative assessment tools were analyzed. It was determined that alternatives to standardized assessment instruments should be introduced. An inservice program was created using videotapes to increase the SP's awareness of children's cognitive and social development and the importance of play. Each inservice session was preceded by distribution of a handout introducing the topic of the videotape and reviewing the previous session. Results of the practicum indicate that SPs increased their awareness of child development; ecological evaluation; and alternative assessment strategies in working with preschoolers, kindergartners, and first graders. However, participants indicated some disappointment based upon their expectations. The pre- and post-inservice psycho/educational report reviews, the CDQ, three sample case studies, a videotape listing, "Consider with Me" handouts, and an inservice program calendar are appended. Descriptors: Alternative Assessment, Case Studies, Child Development, Classroom Observation Techniques

Conseil du Quebec de l'Enfance Exceptionnelle, Montreal. (1980). Urban Life and the Child: Proceedings, International Congress, International Year of the Child, 1979 (Montreal, Quebec, Canada, October 31-November 4, 1979). The proceedings of a conference centered on the influences of urban life on child development, sponsored by the World Union for the Safeguard of Youth and the Conseil du Quebec de l'Enfance Exceptionnelle in 1979, are presented in this report. Three general themes were addressed at the conference: (1) the child in the family within the city, (2) the child outside the family in the city, and (3) ecosystems and urban life. For each theme a general introduction, major address, three lectures, and conclusions and recommendations were presented to the participants. These are included in the proceedings, as well as opening and concluding addresses to the conference. Descriptors: Child Development, Children, Ecology, Elementary Secondary Education

Gates, David M. (1979). Transpiration and Leaf Temperature. Physical Processes in Terrestrial and Aquatic Ecosystems, Transport Processes. These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. This report introduces two models of the thermal energy budget of a leaf. Typical values for environment variables and leaf parameters are discussed and simple calculations are made to see how radiation, convection, and transpiration affect leaf temperature. A graphical method of analysis is used to present a more detailed energy budget model. A problem set and an accompanying computer program called TRANS permit the student to explore the consequences of the models. Algebra and some knowledge of heat transfer physics are prerequisites.   [More]  Descriptors: Biology, Botany, College Science, Computer Assisted Instruction

Minnesota Environmental Sciences Foundation, Inc., Minneapolis. (1975). We Can Help. Environmental Education Teaching Resources. Teacher's Guide and 24 Outdoor Classroom Environmental Education Guides. This teacher's guide, and accompanying set of 24 activity packets, is designed to direct outdoor learning experiences by students. Information is collected and then shared in large group classroom discussion. The 24 activity packets are divided into levels; Level I is recommended for grades 4-6 and Level II for grades 7-12. Each guide is a complete description of an investigation involving an environmental topic or issue. Each activity guide includes a synopsis, environmental goals, background, purpose, objectives, materials needed, introduction, and activity description.   [More]  Descriptors: Botany, Career Planning, Earth Science, Ecology

Richardson, Jacques, Ed. (1984). Models of Reality: Shaping Thought and Action. The 21 essays in this two-part book provide conceptual and operational understanding of the nature of models as representations of reality and as tools for description, analysis, interpretation, and forecasting. Topic areas addressed in part 1 (concept) include: the nature of models; the earth as a system; the determination of form; some principles of mathematical modeling; the nature of mathematical models and the problem of consistency; an interactive modeling system as a tool for analyzing complex socio-economic problems; the development of models in urban and regional planning; and a process approach to social goal-setting. Topic areas addressed in part 2 (application) include: global modeling in the 1980s; the politics of model implementation; the validity and usefulness of large economic models; information sources for modeling the national economy; existing and alternative models for the societal use of scientific and technical research; simulating a small nation's international scientific contacts; uses and limitations of models in policy planning and evaluation; micro-operational research; models in science education; a computerized model to understand the brain; quantum theory; the transition to new models in physics; and models of reality. These essays are useful to anyone interested in problem solving, including policy researchers and decision-makers at all levels. Descriptors: Computer Oriented Programs, Ecology, Economics, Elementary Secondary Education

Holm, Amy E. (1986). Consider the Connections. Global Issues Education Packet. The old ways of doing things are no longer suitable to some of the current conditions faced by the world, such as overpopulation, environmental degradation, unstable economic development, and wasteful consumption of natural resources. In order to achieve a sustainable future, nations must develop better long range planning through combining economic, environmental, and demographic priorities. This packet is designed to help improve this process by giving students information, a perspective of the global scene, and guidance to develop critical analytical skills. Four activities are included: (1) "The Big Picture"; (2) "Global Alphabet Book"; (3) "Biosphere in a Jar"; and (4) "Mind Your Manor." Each contains a brief overview, a concept statement, objectives, a list of relevant subject areas and skills, a list of materials, and procedures used to carry out the activity. Some cut-out pages are included. Descriptors: Ecology, Elementary School Science, Elementary Secondary Education, Environmental Education

Crovello, Theodore J.; Smith, W. Nelson (1977). Plants and Human Affairs: Educational Enhancement Via a Computer. To enhance both teaching and learning in an advanced undergraduate elective course on the interrelationships of plants and human affairs, the computer was used for information retrieval, multiple choice course review, and the running of three simulation models–plant related systems (e.g., the rise in world coffee prices after the 1975 freeze in Brazil), endangered species, and plants and human affairs. Reaction to all aspects of computer use were generally favorable, although students felt that they needed to spend more time in class discussing simulation results. Descriptors: Autoinstructional Aids, Biology, Botany, Computer Assisted Instruction

Tennessee Valley Authority (Land Between the Lakes), Golden Pond, KY. (1984). Creative Environmental Education Activities for Children. Environmental Education Curriculum Guide. Twenty-seven activities have been compiled to assist teachers in incorporating environmental methods and techniques into their preschool curricula. These activities are designed to complement the classroom curriculum and heighten participant awareness and appreciation of environmental resources and relationships. Each activity includes: (1) activity number; (2) time required to complete the activity; (3) subject area (mathematics, science, language arts, art, music); (4) title; (5) objectives; (6) list of materials needed; (7) reference(s); and (8) procedures. Among the topic areas investigated are: protective coloration; camouflage; color identification; rocks; colors, shapes, and textures in the natural environment; predator-prey relationship; bird feeders; and fossils. In addition, the activities foster the development of observation, classification, mathematics, listening, communication, measuring, and language skills. Descriptors: Biological Sciences, Curriculum Guides, Earth Science, Ecology

Manitoba Dept. of Education, Winnipeg. Curriculum Development Branch. (1982). Spaceship Earth. Social Studies Interim Grade Guide for Grade Seven. Seventh graders in Manitoba will gain a better understanding of the highly interdependent and interconnected world in which they live when they complete these supplementary units of study. Units and subtopics are: (1) Planet Earth–how it resembles a spaceship, its relationship to the universe and to the solar system, and how its motions and structure cause it to change; (2) Physical Environment and Its Resources–major landforms and resources; (3) Diversity of Human Life on Earth–racial and cultural patterns, population patterns; (4) Patterns and People Around the World–selected countries from the developed and developing nations; and (5) Ecological System of the Earth–human threats. Each unit subtopic includes objectives, teaching strategies, learning activities, and discussion questions. Activities involve students in reading and discussing textbook selections, preparing bulletin boards, making collages, constructing time lines, viewing films and filmstrips, conducting research, and making oral and written reports. An annotated listing of teacher and student print and nonprint resources for each unit is included. Descriptors: Cultural Awareness, Curriculum Guides, Ecology, Educational Objectives

Tyler, Vicki, Ed. (1989). Science Experiments on File. Experiments, Demonstrations and Projects for School and Home. This book, addressed to students for their independent use as well as to teachers as a supplement to the standard texts, contains nearly 100 practical science experiments that cover a wide range of subjects at different grade and ability levels. It is designed to involve students in active scientific experimentation, demonstrations, and projects for school and home. Each experiment provides safety precautions, an introduction, procedures, time and materials needed, data tables, and an analysis where applicable. Topics included are: (1) "Earth Science" (which covers such areas as acid rain, pollution, water currents, surface area and erosion, air movement, rocks, and the solar system); (2) "Biology" (covering the formation of a classification key, trees, insects, soil, tidal pools, ecological survey of a marsh, the effect of food supply on fruit fly density, and other topics); (3) "Physical Science/Chemistry" (including testing powers of observation, plant indicators for acids and bases, atmospheric pressure, and salts as neutralizers); and (4) "Physics" (including experiments with uniform motion, gravity, friction, sound waves, circuits, and plane mirrors). Following the experiments, a section called "Our Findings" supplies possible answers to questions cited in the activities, and this is followed by lists giving grade level, supervision required, setting (school or home), and number of participants for each experiment where relevant. Experiments that can be completed in less than an hour are also listed, as are sources for materials and supplies. A list of contributors and an index complete the document. Descriptors: Astronomy, Biology, Botany, Chemistry

Manitoba Dept. of Education, Winnipeg. Curriculum Development Branch. (1981). Human Needs and Human Interdependence. Social Studies Interim Grade Guide for Grade One. The social studies curriculum for grade 1 in Manitoba, Canada is presented. The focus of this guide is human needs and human interdependence. Some objectives are to explore: (1) distinctions between needs and wants; (2) various groupings and relationships, such as families, friendships, and communities; (3) ways people are dependent upon their physical environment and ecosystem; and (4) the extent to which people have similar needs. The three units include: What I Need to Grow: Physical Needs; What I need to Grow: Emotional and Social Needs; and Families and Human Needs. As topics are presented for each unit, questions are asked and then a series of learning activities are given to help students answer the questions. For example, in Unit I under the topic of differences between needs and wants, the question is asked, What do we want that we really do not need to grow and be healthy? First a survival scenario is projected: a family must leave home and spend 2 weeks in a tree house because of a flood. The children must decide what to take. From a box of assorted objects and pictures, the children decide needs and wants, and they share their feelings and thoughts about their choices. This guide is arranged as follows: grade title and overview, unit title and overview, unit topics and focusing questions, unit topic objectives, and unit topic suggested teaching strategies and learning activities. Descriptors: Child Role, Childhood Attitudes, Childhood Needs, Community Relations

Eckholm, Erik (1979). Planting for the Future: Forestry for Human Needs. Worldwatch Paper 26. Forestry planning is essential if the global trend toward deforestation is to be reversed. World forest trends, although often based on inaccurate or misleading information put out by national governments, indicate that the area of land covered with closed forests has decreased from about 25% in 1950 to about 20% in the 1970s. Major causes of deforestation include logging, spread of agriculture, and collection of firewood. Among the economic consequences of uncontrolled deforestation are forest-product scarcity, rising dependence on imported forest products, increasing construction costs, inflation, soaring firewood and fuel prices, health deterioration due to lack of heat and warm food, shortage of paper, and increased flooding in watershed areas. Challenges facing world forestry include putting a halt to deforestation and meeting elementary fuel and wood needs of developing nations. Countries which have succeeded in reforesting their depleted areas include China and South Korea. In addition, other developing nations are beginning to recognize the urgent need for reform of forestry policies and are developing strategies to improve timber management practices. An example of a state which is experimenting with community forestry is Gujarat, India.   [More]  Descriptors: Case Studies, Conservation (Environment), Developed Nations, Developing Nations

Roseman, Leonard D. (1978). Light and Sound: Evolutionary Aspects. Physical Processes in Terrestrial and Aquatic Ecosystems, Transport Processes. These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. This module is concerned with the exchange of energy between an organism and its environment in the form of radiation. Classical and modern radiation theory are discussed and the applications of these physical principles to analysis of biological systems are presented. Emphasis in these applications is upon the evolutionary significance of the physical processes. In one type of application, physical theory is used to isolate constant factors in the environment to which all organisms must adjust their evolution. In a second application, physical theory is used to elucidate the constraints governing the evolution of biological systems. It is demonstrated that radiation theory is applicable to a wide range of sense organs, radiation types, wavelengths, and organisms.   [More]  Descriptors: Acoustics, Biology, College Science, Computer Assisted Instruction

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