Bibliography: Ecology (page 605 of 627)

This annotated bibliography is reformatted and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Larry Schaefer, Joe Sarage, Jane Bingham, Ronald G. Ridker, Adrian R. Tiemann, Lynton K. Caldwell, Russel E. Bachert, Lynnwood Edmonds School District 15, Elizabeth W. Cecelski, and OH. Cincinnati Public Schools.

Florida State Dept. of Education, Tallahassee. (1975). Indian River County Environmental Education Instructional Guide. Social Studies, Seventh Grade. The guide is one in a series for teachers, students, and community members to help develop and teach environmental concepts, responsibility, and problem solving. It presents concepts and activities related to environmental education for seventh grade social studies classes. Background information is based on the Indian River County environment of Florida. The introduction describes the county's forest areas, its endangered wildlife, and areas of local environmental concern. The main portion of the guide contains 21 activities based on three major concepts. These concepts emphasize the relationship between population size and demands upon natural resources, and each individual's role as an agent for change in the environment. Activities involve role play; research into local and foreign use of domestic and imported products; creation of maps showing location of the world's mineral resources; and debate over the advantages and disadvantages of technological constructions such as interstate highways, condominiums, and skyscrapers.   [More]  Descriptors: Biological Sciences, Concept Teaching, Conservation (Environment), Ecology

Tiemann, Adrian R. (1979). Environmentalism and Social Change. A high level of individual concern with environmental issues characterizes the ecological crisis of the 1970s. In spite of this increased public involvement, however, many basic problems facing humans as they interact with the environment have remained constant throughout history. For example, the sometimes conflicting concepts of scarcity, dominion of humans over nature, stewardship of the environment, and preference for nature over artifice and/or vice versa, are interwoven throughout history. These issues developed in the United States during the 1800s into concern over welfare versus individual progress, urban (industrial) versus rural (agricultural) values, and social welfare movements designed to care for less fortunate people and wild creatures. During the 1970s, major developments on the environmental scene included the professionalization of protest, the spread of negative attitudes toward industrial pollution and wasteful practices, and the widespread conviction that environmental and energy problems could be controlled through social action. Policy makers will be more successful in solving social/environmental problems if they review past solutions to environmental problems and if they employ social science research techniques to investigate areas such as social forecasting, reactive market research, setting and achieving environmental goals, and analyzing data by more sophisticated means. Descriptors: Activism, Ecology, Economic Development, Environment

Bingham, Jane (1979). The Acceptance of Global Education Scale. The Acceptance of Global Education Scale (AGES) measures the attitudes of secondary social studies teachers toward goal statements for the social studies curriculum that reflect a global perspective. AGES can be used in inservice and preservice teacher training programs to form guidelines for construction of a secondary global education curriculum. The scale incorporates current perceptions of global education into ten goal statements for each of five world order tenets: reduction of violence, economic equality, ecological balance, social justice, and political participation. The scale also contains ten non-global statements taken from traditional objectives for social studies instruction. Respondents are asked to sort all 60 statements into six categories from "most approved" to"most disapproved." An example of a statement reflecting social justice is: "Students should critically examine textbooks, curriculum materials, and periodicals for bias in national and international affairs." The document includes directions to respondents, a response sheet, the 60 goal statements, and an explanation for ranking responses. Descriptors: Attitude Measures, Curriculum Development, Ecology, Economic Factors

Tiemann, Adrian R. (1979). Environment and Technology in Sociological Perspective. Sociology will more meaningfully address social change within the private sector if it considers the relationship between business planning and the constraints which operate on industry in the sphere of technology implementation. Specifically, sociologists should incorporate realities of business planning into industry-related models if sociology is to meaningfully address social change within the private sector. The debate between technological advancement and environmental protection serves as a good example of a case in which social science research can provide information and help effect compromise on social problems. When business/industrial managers recommend a course of action or offer a specific technology forecast, they do not normally even when environmental concerns are involved–seek advice from social scientists. They do, however, consider many factors such as the size and financial resources of the organization, social reactions to the development, impact of the technology on internal company functioning, future prospects, and the ability of the organization to meet the technologically derived demands. Sociologists can help management make more sophisticated plans by offering to focus their research techniques on additional factors such as needs, demands, resources, regulations, values, trade-offs between technological development and environment, public education needs, and the relation of profit maximization to social needs. Descriptors: Business, Business Education, Cooperation, Ecology

Instructional Objectives Exchange, Los Angeles, CA. (1974). Environmental Education: Grades 4-9. Objectives and sample test items to measure cognitive outcomes in environmental units of study in grades four through nine are presented. The objectives are subdivided into three main groups: (1) natural ecosystem; (2) human environment; and (3) environmental problems. Objectives and test items to measure affective outcomes are also listed. Recommendations have not been made on teaching methods nor on the particular subject in which these objectives can be applied. Suggested enrichment activities and a brief bibliography of instructional materials are appended. Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Course Objectives

Cincinnati Public Schools, OH. (1973). Exploring Careers in Environmental Protection. The career exploration program for grades 9 through 10, as part of a comprehensive K-10 career development program, attempts to develop an awareness of and appreciation for work, extend knowledge of the variety of career opportunities, and provide experiences in career areas of individual interest. The document, a collection of materials consisting of student learning experience packets, a resource list, and teaching strategies, is designed to introduce the students to occupations in environmental protection. The course is designed for students to: gather information regarding jobs; evaluate careers; develop standards of behavior for effective job performance; locate places of employment; participate in laboratory experiences; and to investigate job requirements. The activity packets explore careers in: (1) noise pollution control, (2) water pollution control, (3) solid waste disposal, (4) air pollution control, (5) food contamination control, (6) radiation and decontamination control, and (7) park and recreational land management. The learning activities involve individualized lessons, role-playing, field trips, simulation, group work, reports, community coordination of resource persons and students, evaluation, self-analysis tests, and discussions. The appendix contains suggested procedures for field trips, exploration trips, sample forms for permission and reports, games and simulations, a group work exercise, and a list of related films.   [More]  Descriptors: Air Pollution, Career Development, Career Education, Career Exploration

Florida State Dept. of Education, Tallahassee. (1975). Indian River County Environmental Education Instructional Guide. Social Studies, Grade Nine. The teaching guide presents social studies activities to help ninth graders learn about environmental concepts, problems, and responsibilities. Based on the Indian River County environment in Florida, it is part of a series for teachers, students, and community members. The introduction describes the county's geography, natural resources, endangered wildlife, and local environmental issues. The main portion of the guide presents activities based on three major concepts: environmental effects of population increase, impact of society's demands on finite resources, and individual responsibility for protecting the environment. The activities involve study of crime and disease rates in proportion to population density, research into community air pollution problems, debate over the benefits of recycling, analysis of families' needs for goods and services which deplete natural resources, and observation of city council sessions when environmental issues are discussed. Appendices present charts and maps of natural resource supply and use; and an outline of Florida school regulations concerning educational fieldtrips.   [More]  Descriptors: Biological Sciences, Concept Teaching, Conservation (Environment), Crime

Florida State Dept. of Education, Tallahassee. (1975). Indian River County Environmental Education Instructional Guide. Social Studies, Eighth Grade. The teaching guide presents social studies activities for eighth graders to learn about environmental concepts, problems, and responsibilities. Part of a series for teachers, students, and community members, it is based on the Indian River County environment in Florida. The introduction identifies the county's natural resources, wildlife, and issues of environmental concern. The activities are based on concepts emphasizing the interdependence of all living things and the effects of population growth upon the environment. Some of the activities focus on local problems of Indian River County. For example, students consider the territorial needs of endangered species and examine ways in which modern society changes or destroys their habitats. Other activities involve identifying material goods for which settlers moved west, discovering differences in American Indians' and white settlers' use of natural resources, and exploring causes of wars between nations. Students also discuss pollution caused by industrial waste and population density. Appendices contain outline maps of the United States and Europe to be used in making transparencies for some of the activities.   [More]  Descriptors: Biological Sciences, Concept Teaching, Conservation (Environment), Ecology

Sarage, Joe; And Others (1973). [Science in the Outdoors]. Designed for instruction of emotionally handicapped children and youth, this resource guide presents science activities and concepts relative to rural and urban outdoor education. Included are 25 different articles, varying from broadly generalized to highly specific concept/activity suggestions which include film and book bibliographies and vocabulary lists. "High School Science in the Outdoors" presents 31 concept correlated activities relative to earth science, physics, and biology. An article on water and its importance to the ecological systems of the world focuses on basic concepts of the water cycle and presents activities for primary and intermediate levels. Specific objectives are itemized in a detailed article on science for K-4, a study of living things; air, water, and weather; and the earth. Discovery learning is emphasized in some 14 brief articles designed to stimulate scientific observation in the young; subject areas include trees, soil, earth worms, rocks, the seasons, a garden (an interdisciplinary approach), birds, and bird feeders. Among other article topics are manmade materials, undisciplined nature vs organized nature, "Sidewalk Science," detailed activity section utilizing the urban outdoors and designating 35 activity places (buildings), awareness goals (structure), and learning goals (materials); seashore activities; and a classroom animal study designating 30 animal types, necessary containers, temperatures, and foods. Descriptors: Activities, Biology, Concept Formation, Discovery Learning

Caldwell, Lynton K.; Siddiqi, Toufiq A. (1974). Environmental Policy. Law, and Administration: A Guide to Advanced Study. This guide is intended to assist the organization of studies dealing with the behavior of human societies and their institutions in relation to their environments. Emphasis is on contemporary industrial and postindustrial society as it expresses its environmental relationships through action defined by policies, laws, and administrative arrangements. The content and organization is essentially multidisciplinary. Twelve subtopics are organized around the following four major areas: (1) basic environmental concepts–introduction and background; (2) environment as a policy issue–origins, characteristics, and implications; (3) reconciling natural and technical systems–objectives, approaches, and processes; and (4) problems of policy implementation–economic, juridical, and institutional. Each of the subtopics is keyed to references in the comprehensive bibliographies. Subtopics are defined and described by an abstract. Bibliographic references to articles and books comprise the bulk of the document. For each topic, a set of 10 organizing questions has been provided to enable the student to estimate his comprehension of the subject.   [More]  Descriptors: Administrative Policy, Bibliographies, Conservation (Environment), Ecology

Morse, James E.; And Others (1976). West Bloomfield Schools Social Studies Curriculum K-12. The curriculum guide outlines behavioral objectives, learning activities, evaluation methods, and resources to help K-12 classroom teachers develop and implement social studies programs. Major objectives are to extend knowledge, develop skills to make effective use of this knowledge, and to facilitate the socialization process. The first section presents an overview of the social studies program of the West Bloomfield schools. Next are charts illustrating subjects and skills by grade level in areas of problem solving, values clarification, thinking, gathering and sharing information, and interpreting data. Separate rationales are presented for elementary, junior high, and senior high school social studies curricula. The bulk of the document presents an outline of objectives, activities, teaching methods, and resources for a variety of topics at each grade level. Topics include the immediate environment and health and safety (elementary grades); economics and urban studies (middle school); and American history and government (high school). Activities involve elementary school students in class discussion, viewing and analyzing films, and group art projects; junior high school students in role playing, educational games, and debating; and high school students in interpreting case studies, defining vocabulary, and analyzing historical data. Descriptors: American Culture, Behavioral Objectives, Career Education, Curriculum

Schaefer, Larry, Ed.; Hungerford, Nancy, Ed. (1978). Earthwatch: Designing Environmental Education into the Curriculum. Volume II, Grades 6-8. The environmental education activities package for grades 6-8 contains activities in the following curriculum areas: (1) social science; (2) science; (3) language arts; and (4) mathematics. The activities are divided into seven sections based on seven environmental topics: (1) ecosystems; (2) population; (3) energy and resources; (4) economics, technology and culture; (5) environmental quality; (6) environmental policy; and (7) environmental ethics. Each activity gives the curriculum topic, the environmental topic, a list of skills exercised in the activity, the subject, grade level, the location necessary to carry out the activity, the author, the objective, background information for the teacher, materials, a vocabulary list, and some related activities and resources.  Descriptors: Activity Units, Curriculum, Ecology, Elementary Secondary Education

Ridker, Ronald G.; Cecelski, Elizabeth W. (1979). Resources, Environment, and Population: The Nature of Future Limits. Population Bulletin, Vol. 34, No. 3, August 1979. To determine the current status and possible trends in the balance between global population growth and natural resources, the bulletin examines demands presented by population and economic growth at various periods throughout history. Periods examined are the recent past, the present to the year 2025, and the long term. Factors focused upon include socioeconomic indicators such as health, shelter, food, clothing, leisure time, and life expectancy; trends in market prices; supplies of resources such as aluminum, nickel, copper, cobalt, and oil; ultimate food and energy resource production possibilities; and environmental constraints and risks such as pollution, conflicts over land use, global climate changes, and nuclear proliferation. Data analyzed include World Bank statistics, government reports, Food and Agricultural Organization reports, and journal articles and research studies dealing with economic theories, development, population projections, environmental quality, demographic change, agriculture, and energy. Findings indicate that, generally, the world as a whole has been winning the race between demand and supply as indicated by improvement in socioeconomic indicators, relatively stable resource market prices, and evidence of resource and environmental conservation. The conclusion, however, is that while cessation of population growth does help, it does not by itself constitute a solution to the world's resource problems. Descriptors: Bulletins, Depleted Resources, Ecology, Economic Factors

Bachert, Russel E., Jr. (1977). Directory of Outdoor Education Degree Programs in Higher Education. The directory represents a compilation of 61 institutions of higher education in the United States that offer a degree program or a concentration within a degree program in any of the following related areas: outdoor education, environmental education, conservation education, or environmental interpretation. All institutions are indexed alphabetically by state. Each entry includes the following information: name of the institution; contact person with his mailing address and phone; academic location; degree(s) offered in outdoor education; number of full-time and part-time faculty, along with a description of their degrees and rank; founding date of department and degree program(s); credit hour requirements; outdoor education course titles and descriptions; number of students enrolled in and graduated from each program; approximate number of total students in various degree programs and percentage of those students in outdoor education programs; future developments forecast by the university; and a description of any field campus or environmental education center used in the university program(s).   [More]  Descriptors: Affiliated Schools, College Credits, College Programs, Conservation Education

Edmonds School District 15, Lynnwood, WA. (1974). [Land Use Unit, Edmonds School District.]. This interdisciplinary program, developed for secondary students, contains 18 land use activities that can either be used directly in, or as a supplement to, curriculum in Science, Biology, Horticulture, Mathematics, Social Studies, English, Industrial Arts and Physical Education. The topics to be investigated include: land use simulation games, land use planning and decision making, small area plots, land use alternatives, microflimates, flood management and local population control. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. A land use bibliography and a listing of audio-visual materials are included.   [More]  Descriptors: Biological Sciences, Conservation Education, Ecology, Educational Programs

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