Bibliography: Ecology (page 610 of 627)

This annotated bibliography is reformatted and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Margaret Tunstall, Jennifer Kier, Health North Carolina State Dept. of Environment, Boston. Massachusetts State Water Resources Authority, Alfred W. Crosby, Randy Ormston, Sara Bradley, Helen Nader, Elenor Hodges, and Connect.

Nix, Suzanne Dee (1993). Establishing a Moscow-Florida Middle School Cross-Cultural Linkage for Global Environmental Collaboration. To prepare students for the 21st century, students must be taught not only how to think, but also to think from a global perspective. As an extension of the Sister Schools Project of Dade County, Florida, this practicum centered on developing a Moscow-Florida, cross-cultural educational linkage between a school in Moscow, Russia, and a middle school in South Florida. Dealing with shared environmental concerns, Moscow and Florida teachers collaborated to develop curriculum resources, strategies, techniques and activities to identify common global environmental concerns and to find possible solutions to these concerns. A major joint identified concern was the effect of global ecological imbalance on human health and disease. Educators from both schools engaged students in the cognitive processing skills of critical and creative thinking and in exploring the affective areas of attitudes, feelings and values. After inservice training on the teaching strategies of critical thinking and creative thinking skills, Florida teachers demonstrated a 21 percent increase in the actual teaching of these skills. While unable to establish an on-line telecommunications system between the sister schools, the sharing of ongoing correspondence was accomplished through the conventional methods of letter writing, faxing, telephoning, and personal delivery from persons traveling between the two countries. The results of this sharing and research were videotaped in an Earth Summit simulation and a jointly produced newsletter which included results of community surveys, creative writings, cultural art, pen friend correspondence and research results. The significance of this practicum resulted in the implementation of a project among educators from two diverse cultures which demonstrates that mutual respect and understanding can be established by working on a common concern. Seventeen appendices include questionnaires and survey results.   [More]  Descriptors: Cognitive Processes, Creative Thinking, Critical Thinking, Ecology

Lorson, Mark V.; And Others (1993). Integrating Science, Mathematics, and Environmental Education: Resources and Guidelines. The Curriculum File. It has been reported that very little time is spent in the classroom on environmental education subjects unless the teacher has a special interest in the specific topic of study. This lack of time for environmental education coupled with the lack of adequate time allotted for mathematics and science instruction suggests that integrating the three–mathematics, science, and environmental education–into one learning activity can be a productive use of educational time at any grade level. This document presents a justification for integrating these subject areas. It then presents descriptions of 25 projects that are resources for integrated teaching activities for primary and secondary education, all with citations. The activities are documented in the ERIC database and most are reported with ERIC Document Reproduction Service Numbers. (Contains 12 references.)   [More]  Descriptors: Annotated Bibliographies, Class Activities, Conservation (Environment), Curriculum

Lyle, Sue; Roberts, Maggy (1990). A Rainforest Child. An Active Learning Pack for 8-13 Year Olds [Second Edition.]. This resource packet includes a teacher's guide, reproducible student worksheets, posters, activity cards, and a music audiotape: "Song of the Forest," with a booklet of lyrics. The teacher's guide suggests interdisciplinary activities which meet the United Kingdom's National Curriculum requirements and encourage active learning as students explore ideas and discuss issues related to tropical rainforests. Activities will take about 10 half days to complete or may be used as a basis for a half term's theme work on tropical rainforests. Students are invited to consider the different lifestyles of indigenous Kelabit and Yanomamo peoples; explore different aspects of ecological, cultural, and economic interdependence; investigate the relative meanings of the terms wealth and poverty; analyze the power people have and how they use it; and raise questions about the long term effects of actions taken today. Students are involved in developing a range of skills, engaged in exploring attitudes and values, and encouraged to practice collaborative learning. In addition to background information and sequentially presented activities, the teacher's guide includes instructions for using the supplementary materials, teaching points and interdisciplinary extensions, National Curriculum Attainment Targets, and recommended resources. Descriptors: Area Studies, Ecology, Elementary Education, Environmental Education

Connect (1992). Connect: UNESCO-UNEP Environmental Education Newsletter. 1991-1992. This document consists of the eight issues of the UNESCO-UNEP Environmental Education Newsletter published in 1991 and 1992. The lead article in the March 1991 issue, "From Awareness to Action via Nonformal Environmental Education," discusses the different methods to translate and transmit environmental education concepts to citizens in simple and understandable terms. Particularly targeted by this effort are women of the developing world. Methods cited include use of television and radio, popular theater, group discussions, and nature museums. The lead article in the June 1991 issue, "A Universal Environmental Ethic: The Ultimate Goal of Environmental Education," proposes that the development of an environmental ethic that asks individuals to think globally and act locally should draw from environmental cultures. The article discusses the development of environmental ethics in several religious cultures. The lead article in the September 1991 issue, "Environmental Education for University Students," discusses the development of courses that provide intensive environmental education and training for students in two special groups: (1) student scientists, technologists and other future experts dealing directly with environmental concerns; and (2) students of professions whose future work will have an influence and impact on environmental management. The lead article in the December 1991 issue, "Incorporating Environmental Education into Industrial Education," discusses an environmental education curriculum for Industrial Schools. The lead article in the September 1992 issue, "Environment or Development–A False Alternative?", discusses recent advocacy of sustainable development. Topics discussed include: (1) Models to illustrate that sustainable development is the intersection of social, economic and environmental goals; (2) principles for sustainable development supported by the International Chamber of Commerce; (3) sustainable development in the humid tropics; and (4) environmental education for women. The lead article in the December 1992 issue discusses Biodiversity, the necessity to protect endangered plant and animal species, and how to infuse biodiversity in the curriculum through environmental education.   [More]  Descriptors: Adult Programs, Buddhism, College Curriculum, College Students

Massachusetts State Water Resources Authority, Boston. (1996). Water Wisdom: 23 Stand-Alone Activities on Water Supply and Water Conservation for High School Students. 2nd Edition. This water conservation education program for high schools consists of both stand-alone activities and teacher support materials. Lessons are divided into six broad categories: (1) The Water Cycle; (2) Water and Society; (3) Keeping Water Pure; (4) Visualizing Volumes; (5) The Economics of Water Use; and (6) Domestic Water Conservation. The seventh section, "Auditing Your School," entails a comprehensive water audit of the school building itself. Additional activity ideas, articles and readings, a collection of dilemmas for class discussion and independent research, recommended films, a bibliography of water in literature, a reference guide, and a glossary are also included.   [More]  Descriptors: Conservation (Environment), Ecology, Environmental Education, High Schools

Ohio State Dept. of Natural Resources, Columbus. Div. of Parks and Recreation. (1997). Portapark. It is not always easy to get a naturalist to visit schools and it is often difficult to transport school groups to a state park. Hence, the Ohio Department of Natural Resources (ODNR) Division of Parks and Recreation developed Portapark to provide teachers with educational activities, techniques, and ideas. These activities are aimed specifically at the elementary grade levels, but are adaptable to other age groups and situations. They are designed to be interactive, hands-on, multisensory, and interdisciplinary and each activity is designed to meet a stated educational objective. Activities cover such themes as protective coloration, alternative uses for items, trash, environmental stewardship, nature's interdependencies, and adaptations. The packet begins with presentation ideas to help teachers understand important points for teaching in a natural setting. An activities overview section describes the format and offers tips for personalizing the activities. The activities section contains 13 activities, each of which includes a stated purpose, a materials list, activity ideas, and discussion questions. Activity extenders offer ideas to add to an activity when the activity hasn't filled the available time or when students could use a quick exercise to reinforce a previous lesson. These include games and trivia cards. The final section describes ideas for class projects, some of which can be extended for several weeks or throughout the year.   [More]  Descriptors: Conservation Education, Curriculum Enrichment, Ecology, Educational Games

Crosby, Alfred W.; Nader, Helen (1989). The Voyages of Columbus: A Turning Point in World History. The far-reaching and transforming interactions of the Old World and the New are known today as "the Columbian Exchange." Part 1 of this booklet is an introduction by John J. Patrick dealing with teaching about the voyages of Christopher Columbus. Part 2, "Columbus and Ecological Imperialism," by Alfred W. Crosby, provides an ecological perspective on the conditions and consequences of the Columbian exchange. It discusses how plants, pathogens, and animals moved from one hemisphere to the other and changed natural environments and cultures. The devastating effects of Old World microbes on New World peoples and the subsequent shifts in the genetic composition of populations in the Americas are described. Part 3, "Christopher Columbus: The Hero and the Historian," by Helen Nader points out that one key to understanding the Columbian voyages and their consequences is accurate information about Columbus and his deeds. This requires reliable documents, but in the past, the editions and translations of the pertinent documents have not been trustworthy. Nader uses her own translation of the "Book of Royal Privileges" to provide a reinterpretation of the history of Columbus and his accomplishments. Two abbreviated versions of these primary sources are presented in the appendix along with a chronology of events in the life of Columbus, the family tree of Columbus, and a map of the first voyage of Columbus. The document concludes with a 29-item bibliography.   [More]  Descriptors: Adjustment (to Environment), American Indians, Animals, Biographies

Brody, Michael J. (1993). Student Understanding of Water and Water Resources: A Review of the Literature. This paper reviews the educational research related to student understanding of water and water resources. The literature is drawn primarily from science and environmental education literature and is divided into student knowledge of: physical and chemical properties, biology, earth systems and water resources. The majority of work has been in the area of physics and chemistry and indicates: very low levels of student comprehension, a direct relationship to atomic and kinetic molecular theory and a large number of misconceptions. Children's biological knowledge related to water, although studies are limited to diffusion, osmosis and circulation, appears similarly incomplete with numerous misconceptions. Earth systems knowledge related to water centers around the concept of the water cycle which is poorly understood by all students. The least amount of student knowledge in any area is related to water resources and may reflect the complex interdisciplinary nature of this subject. Finally, multiple studies have drawn the conclusion that older students who have taken science courses have similar level of knowledge as elementary students and they possess more misconceptions about water and water resources. Contains 51 references.   [More]  Descriptors: Biology, Chemistry, Cognitive Measurement, Earth Science

Brody, Michael J. (1993). A Comparison of Maine and Oregon Students' Science Knowledge Related to Marine Science and Natural Resources. A comparison was made of student understandings of marine science and marine resource concepts in two geographically distant but similar sociocultural regions of the United States. The study is based on the nature of ecological events, students' understanding in the context of meaningful learning, and the cultural context in which learning takes place. One hundred and fifty-nine Oregon students and 157 Maine students in 4th, 8th, and 11th grades were interviewed using modified clinical interview techniques. Results indicate great similarity in a number of conceptual areas and misconceptions. However, there was a distinct difference in some geological and natural resource areas. These differences may be attributable to regional, geo-cultural differences between the samples. One table and one figure present study findings.   [More]  Descriptors: Comparative Analysis, Concept Formation, Cultural Context, Ecology

Lyle, Sue; Roberts, Maggy (1988). An Arctic Child. An Active Learning Pack for 8-13 Year Olds. This resource packet includes: a teacher's guide; reproducible student worksheets; student activity cards; a simulation game; and a picture book, "The Gifts of 'Kaila.'" The materials are organized in three parts. Part one aims to help students understand something of the beauty and magnificence of the Arctic. Introductory activities include art and craft work, model making, and use of picture books. The second part investigates the historical background of European involvement in the Arctic region. Through the simulation game, "Life in the Barrens," knowledge and understanding of the Arctic ecosystem is reinforced and extended. Through role playing, the influence of whaling ships and industry upon the sea dependent lives of the Inuit is analyzed. A contemporary Sami child living in Samiland in Norway is studied in the third section. Present-day influences and threats upon the indigenous Sami way of life are considered. In addition to background information and sequentially presented activities, the teacher's guide includes instructions for using the supplementary materials, teaching points and interdisciplinary extensions, and recommended resources. Descriptors: Area Studies, Art Activities, Cultural Maintenance, Culture Conflict

Tunstall, Margaret; Kier, Jennifer; Dixon, Cheryl; Bradley, Sara; Hodges, Elenor; Levey, Sharon (1997). Nature's Web: Caring for the Land. National Wildlife Week Educator's Guide, April 19-25, 1998 = Nature's Web: El Cuidado de la Tierra. National Wildlife Week Guia para el Educador, April 19-25, 1998. This guide features Aldo Leopold's land ethic woven into a series of activities that also represent the five core issues of most concern to the National Wildlife Federation (NWF): (1) wetlands; (2) water quality; (3) land stewardship; (4) endangered habitats; and (5) sustainable communities. Each activity is introduced by a biographical sketch of a Steward of the Earth–a person or group who has embraced the land ethic through action. The biography is followed by background information for the activity, procedure, and reflective writing suggestions. Each activity lists a learning objective, grade level, materials and time required, curriculum links, and resources. Activities cover such issues as habitats for buffalo, mangrove trees and salt-water wetlands, pollutants and frog deformities, and succession in the forest. Students participate in and understand the methods of scientific study through on-site activities. This guidebook also contains a glossary, resource lists, and a teacher questionnaire.   [More]  Descriptors: Ecology, Elementary Education, Environmental Education, Experiential Learning

Ormston, Randy, Ed. (1979). One Earth: Why Care? Red Cross Youth International Development Resource Package. To examine the cultural characteristics of a society without exploring the human condition of that society and how it relates to all as citizens on this planet is to ignore the realities of today. Most Canadians see global problems as massive and overwhelming. Some are uninformed and others are misinformed. As a result, gross misconceptions have developed that are popular and are used by many as a reason for not meeting their responsibilities as citizens of the world. Canadians should know the fallacies behind popular misconceptions and they should be prepared to make intelligent decisions about the global problems for which they soon will assume responsibility. This resource package was developed toward that end. Seven independent, nonsequential units involving popular misconceptions, are presented. Some of the unit titles are: (1) "Why don't they stop having babies?"; (2) "They're poor because they're lazy"; and (3) "Why don't they find a better place to live?" Each unit has a theme poster for discussion. The right hand pages of the package were designed for student use and can be duplicated while the left-hand pages provide additional information for teachers. The units were designed for teachers to extract selected portions for independent use. A preliminary survey is included that should reveal which misconceptions are most popular in a given classroom. Four world maps and a list of 12 films dealing with world problems are included, and three additional sources of resource material (a world data chart and a chart of food nutrient values) are appended. Descriptors: Citizenship Education, Class Activities, Curriculum Enrichment, Developing Nations

North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation. (1997). Wild Wonderful Water. South Mountains State Park: An Environmental Education Learning Experience Designed for Grades 4-5. This curriculum packet was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of South Mountains State Park, North Carolina. Targeted for grades 4 through 7, this packet meets the established curriculum objectives of the North Carolina Department of Public Instruction. Students are exposed to major concepts such as water quality, indicator species, stewardship of natural resources, watersheds, natural resource management, the Jacob's Fork River, river basins, riparian areas, and water pollution (point and nonpoint sources). The packet is divided into eight sections: (1) introduction to the North Carolina State Parks system, South Mountains State Park, and the activity packet; (2) activity summary and correlation chart showing how each activity correlates with Department of Public Instruction objectives; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary; (7) references; and (8) a scheduling worksheet, permission form, and program evaluation form. Each set of activities is comprised of three activities. The first activity includes curriculum objectives for grade levels 4-5. The second and third activities list learning skills and subject areas covered. All activities contain descriptions of location, group size, estimated time needed, appropriate season, materials needed, major concepts covered, and activity objectives, as well as background information for the educator, instructions, and worksheets. Most activities also include extensions, assessment tools, and student information sheets.   [More]  Descriptors: Activity Units, Curriculum Guides, Earth Science, Ecology

Leuthold, David (1989). Environment and Culture in India. India suffers from severe environmental problems with respect to deforestation, flooding, and pollution. These problems are associated with industrialization, lack of money to enforce anti-pollution practices, climatic and population pressures, and cultural factors. Half of India's forests have been cut in the last 40 years. Deforestation is the result of the need for wood for manufacturing and fuel, and the expansion of farmlands. India is prone to both drought and floods, and soil erosion also is a serious problem. Air pollution in both urban and rural areas, originating from fires, factories, and automobiles causes a high national incidence of respiratory and other diseases. Seventy percent of available water in India is badly polluted. Rivers and wells are contaminated by human and industrial waste, causing widespread occurrence of water-related disease. Increased reduction of animal species is yet another environmental problem. The lack of resources to deal effectively with environmental problems and the influence of Indian cultural factors seriously hinder solving these problems. Necessary solutions will require substantial effort and resources.   [More]  Descriptors: Air Pollution, Area Studies, Conservation (Environment), Cultural Influences

Arctic Research Consortium of the United States, Fairbanks, AK. (1997). People and the Arctic: A Prospectus for Research on the Human Dimensions of the Arctic System (HARC) for the National Science Foundation Arctic System Science Program. The U.S. Global Change Research Program was established in 1990 to develop scientific projections of anticipated impacts of the changing biosphere on humans and social systems. As part of this program, the National Science Foundation created the Arctic System Science Program (ARCSS). This document describes the ARCSS Human Dimensions of the Arctic System (HARC) initiative to consider how humans interact with physical and biological environmental change in the Arctic. HARC cuts across traditional social, biological, and physical science disciplines; employs varied methodologies; collects data across a broad range of time and spatial scales; and involves local people and communities in research design and implementation. Five fundamental research questions address the impacts of human activity on arctic and global systems; types and sources of global change in the Arctic; effects of global changes on human societies in the Arctic; alternative approaches to current and future problems; and effects of arctic changes on people living outside the region. Ethical research issues include informed consent by individuals and communities, community involvement in research, the use and distribution of traditional indigenous knowledge, and intellectual property rights. HARC includes funding and guidelines for linking research with science education in arctic community schools. (Contains 51 references, other relevant publications, reviewers and participants in a related workshop, and photographs).   [More]  Descriptors: Alaska Natives, Area Studies, Community Involvement, Ecology

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