Bibliography: Ecology (page 612 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Barbara Korman, Edward P. Donovan, M. Brophy, MI. Dahlem Environmental Education Center. Jackson Community Coll, Philip Kane, Pam Zenke, Micki McKisson, CA. Rialto Unified School District, Scientific United Nations Educational, and Gerard Solomon.

Weigel, Margaret (1980). Aquatic Habitats, Level 4-9. Designed to acquaint students in grades 4-9 with aquatic plants and animals, this guide provides materials which can be used in preparation for field trips or laboratory work, for individual projects, as supplemental activities for a unit, or for learning center projects. Teacher background notes and an answer key for the student activites are followed by: (1) a 2-page bibliography of titles for student and teacher reference published between 1943 and 1978; (2) 15 pages of definitions covering terminology used in the study of aquatic plants and animals; (3) activities introducing the plants, animals, and the food pyramid found in ponds and lakes; (4) activity sheets for field trip observations; (5) field trip preparations and activities; (6) procedures for setting up an aquatic life laboratory and for studying items collected on field trips; (7) an aquatic life laboratory record sheet and directions for making aquatic insect aquariums; (8) instructions for raising dragon fly nymphs and for collecting and maintaining diving beetles, water scavenger beetles, water scorpions, and water boatman beetles in the aquariums; and (9) activities for observing hydra and planaria. A word puzzle on aquatic life terms and illustrations of several aquatic insects and of an aquatic insect aquarium are included. This document is part of a collection of materials from the Iowa Area Education Agency 7 Teacher Center project. Descriptors: Class Activities, Ecology, Entomology, Experiential Learning

Rialto Unified School District, CA. (1983). Our World, Its Diverse Peoples. Sixth Grade Social Studies Course Outline. A sixth grade social studies curriculum provides a context for a comparative study of individuals and societies. Material is divided into 14 sections. An introduction (section 1) outlines course rationale and a proposed time schedule. Sections 2 through 5 contain objectives, activities, and resources for the study of geography, culture, government, and economy and technology. The remaining sections outline related social studies units required in California. Section 6 is a mini-unit on drug awareness. Section 7 consists of vocabulary and student background material for a camp experience in the San Bernardino Mountains. Sections 8 through 14 contain the following optional units to be used in the curriculum as time permits: adaptation, anthropology, technology, earth forces and geology, wildlife problems and protection, and the ecosystem. For each unit, teacher introductory material, student activities, and resources are provided. Descriptors: Anthropology, Behavioral Objectives, Cross Cultural Studies, Cultural Awareness

Jackson Community Coll., MI. Dahlem Environmental Education Center. (1982). Nature's Hitchhikers. A Fall Activity Packet for Second 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 the characteristics of seeds. Strategies for using these activities with second grade students are also provided. The pre-trip activities focus on the nature of seeds, student's dependence on seeds and plants, the requirements for seed growth, and methods of seed dispersal. Five activity sheets and a letter to parents explaining the purpose of the program are included. The post-trip activities provide students with opportunities to investigate seed germination and plant growth. 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 science. In addition, the activities are designed to sharpen such skills as observing, classifying, measuring, and interpreting.   [More]  Descriptors: Botany, Ecology, Elementary School Mathematics, Elementary School Science

United Nations Environment Programme, Nairobi (Kenya). (1982). The State of The Environment 1972-1982. This report focuses on the changes (positive or negative) that occurred in the state of the world environment in the decade following the United Nations Conference on the Human Environment convened at Stockholm in June 1972. It also brings into focus the major environmental issues encountered or likely to be encountered. The first section focuses on the changing approach to the environment, discussing the evolution of environmental concerns prior to 1972, the Stockholm Conference, and developments since the conference. Environmental trends and issues during the 1970s are discussed in the second section. These issues/trends are considered under two broad areas: the natural environment and man and the environment. Areas discussed under the natural environment include: atomsphere; oceans; water; lithosphere; and terrestrial biota. Areas discussed under man and the environment include: population; human settlements; human health; bioproductive systems; industry; energy; transport; tourism; environmental education and public awareness; and peace, security, and the environment. General conclusions and a list of suggested actions by the Governing Council of the United Nations Environment Programme are provided in the last two sections. Descriptors: Change Strategies, Conferences, Developed Nations, Developing Nations

Bhat, J. L., Ed.; Bandhu, Desh, Ed. (1981). International Conference on Environmental Education (Vigyan Bhavan, New Delhi, India, December 16-20, 1981). Abstracts. Abstracts of papers presented at the International Conference on Environmental Education are included in this document. Although title, author(s), and abstract are provided for each of the 124 entries, a table of contents and author/subject index are not included. Topics and issues addressed focus on various aspects of environmental education curriculum, instruction, instructional strategies, courses, programs, and specific topics (such as education in landscape architecture) at all educational levels. These include, among others, environmental degradation and the future of man; planning for culturally relevant environmental education; newspapers' role in educating the masses on environmental education issues in India; the relationship between population education and environmental education; the role of environmental education in society; environmental education for professionals/decision-makers in physical planning; the importance of integrated earth-science studies; instructional model for environmental education; anthropology and environmental education; awareness versus education on environment; the role of research and development institutions in environmental education; the teaching of environmental geoscience in Indian universities; needs of global environmental policy for using fossil fuels; climatic control of agroecosystems in western India; women's health risk problems associated with traditional fuels use and energy alternatives in India; and the education necessary for a scientific assessment of environmental impact of water development projects. Descriptors: Abstracts, Agriculture, Course Descriptions, Ecology

Donovan, Edward P.; Korman, Barbara (1983). High School Environmental Science Course Guide. A course in environmental science was developed to increase course options for students of all abilities and interest levels. Major topic areas of the course include: introduction to ecological principles and ecosystems; extinction of species; human population dynamics; agricultural systems and pest control; air quality; water quality; solid waste; energy and the environment; and noise pollution. This document provides (1) the philosophy of the course; (2) the course description; (3) the course outline; (4) a list of subject proficiency requirements arranged by major topic areas; (5) a table correlating these proficiences with course scope and sequence, instructional activities, and evaluation methods; (6) a list of procedures for course evaluation and review; (8) a course evaluation form; and (9) lists of instructional materials and equipment. Also included are a list of the educational goals of the Moorestown Public School District and a statement of the philosophy of this district's high school science department. Descriptors: Agriculture, Air Pollution, Course Content, Course Descriptions

McKisson, Micki; MacRae-Campbell, Linda (1990). The Future of Our Tropical Rainforests. Our Only Earth Series. A Curriculum for Global Problem Solving. Both humanity and nature have suffered greatly from human insensitivity. Not only are the natural resources of the earth being depleted and its air, land and water polluted, the financial resources of humanity are being wasted on destructive expenditures. The "Our Only Earth" series is an integrated science, language arts, and social studies problem solving program for grades 4-12 that addresses six different global issues. The units are designed to provide students with knowledge and skills to address these major global issues actively. The unit presented in this document addresses the problems associated with the global effects of the loss of the tropical rainforests. This document includes information to assist teachers in organizing and directing students in their activities.  This teacher's guide includes a unit overview, instructions on how to collect information through letter writing (including addresses for appropriate organizations), three classroom activities, a set of fact cards, instructions for a scavenger hunt, instructions for a geography activity, instructions for research and independent study, and materials for a youth summit on tropical rainforests. Additional materials included in this packet are a discussion and chart of instructional techniques and thinking skills used in the unit, a glossary of terms and a bibliography of 64 books, articles, other resources, and games on tropical deforestation.   [More]  Descriptors: Ecology, Elementary School Science, Environmental Education, Forestry

Garbutt, Barbara; And Others (1980). Instructional Program Planning for Outdoor Education. A guide on instructional program planning for outdoor education, prepared for Oakland County (Michigan) teachers, contains suggestions for program planning and lists information sources on suitable outdoor activities. The purpose of outdoor education is defined as being: "to enrich, vitalize and complement content areas of the school curriculum by means of firsthand observation and direct experience outside the classroom." Developing instructional programs is discussed in terms of roles of teachers, resource persons, and students. Components of a planned program are set forth: title, overview, objectives, materials, outline for presentation, evaluation, and bibliography. Activities for seasonal programs and any-time activities are listed. Evening programs for resident camp programs and suggested evening activities are covered briefly, as are planning for bad weather and elective activities. Three how-to sources are listed. Seven sample activities are described in detail, with sections for each on overview, objectives, materials, pre-camp and at-camp activities, and bibliography; sample data sheets are provided where necessary. Activities given study 10 common plants and their use; 10 common trees and their medical use; fallen log studies; senses in the out-of-doors; animals of the meadow; organic matter + sand + rocks + living organisms = soil; and design in nature. Descriptors: Camping, Discovery Learning, Ecology, Educational Objectives

Solomon, Gerard; And Others (1983). Wet Worlds: Explore the World of Water. Marine and Fresh Water Activities for the Elementary Classroom. Complete with student worksheets, field trip ideas, illustrations, vocabulary lists, suggested materials, and step-by-step procedures, the document presents a compilation of ideas for teaching elementary school (K-6) students about marine and fresh water. In the first unit students build miniature monuments and observe the deterioration of monuments exposed to acid rain. In unit 2 students design filtration methods for cleaning up dirty water. Unit 3 focuses on developing familiarity with marine and/or fresh water environments by promoting field trips to the shore. For those unable to visit a shore, unit 4 describes a possible field trip to a local fish market. In a look at geometric shapes, unit 5 explores the similar shapes of living organisms and mechanical devices that move quickly through water. In units 6 and 7, mathematical skills are employed when students map their schoolyard to predict where puddles will form and when students evaluate water usage at home, at school, and in their town. In unit 8 students prepare an Irish moss seaweed extract to discover the properties of algae. In unit 9 students simulate an oil spill and later assess which clean-up materials work best. The final section gives instructions and patterns for creating an icosahedron mobile to accompany and illustrate the preceeding wet world activities.   [More]  Descriptors: Class Activities, Conservation (Environment), Data Analysis, Data Collection

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific. (1982). Developing Materials for Biology Teaching. Asian Programme of Educational Innovation for Development (APEID) Report of a Sub-Regional Workshop (Bangkok, Thailand, August 3-12, 1981). The major purposes of this workshop were to develop teaching and learning materials on certain selected key biology concepts relevant to environmental, genetic, and agricultural aspects, and to develop exemplary training materials on certain teacher competencies relating to laboratory and field techniques. Chapter One reports on the status and problems of biology education in India, Malaysia, Nepal, Pakistan, Sri Lanka, and Thailand. Topic areas considered are biology in the school curriculum (including biology content and curriculum development efforts), instructional and curriculum materials, teacher competencies, and teacher education. Chapter two considers new trends in biology education, such as a shift from teaching botany and zoology as separate subjects toward a unified course of life sciences. The contributions that biology can make toward environmental education programs and the design of instructional materials for students and for teachers are also considered in light of the trends identified. Chapter three provides short descriptions of three teaching and training units. Topic areas of these materials include practical/laboratory techniques for teaching environmental factors, freshwater ecosystem and water pollution, the cell cycle, environmental biology utilizing field studies, types of variations, and the possibility of gamete formation in a dihybrid cross.   [More]  Descriptors: Biology, Curriculum Development, Ecology, Educational Trends

Zenke, Pam (1980). Clean, Safe Water. For How Long?. The document presents research and project-oriented activities at the secondary school level for studying Illinois' streams, water pollution, and methods for controlling pollution. Social, economic, and political issues are examined as part of the planning for pollution prevention. Following six teaching objectives, background information traces the development of federal water pollution legislation in the United States. Urban stormwater runoff, construction site erosion, coal mining, and soil erosion are described as major sources of water pollution. A student fact sheet on soil erosion is followed by a planning simulation exercise in which students role play state planners implementing water pollution controls. An activity sheet, designed for use with a road map, utilizes mathematics, geography, and the metric system in making students aware of streams in the area and their importance. Also included are suggestions for additional activities and for locating speakers, informational materials, or assistance in cleaning up a stream. Descriptors: Behavioral Objectives, Conservation (Environment), Ecology, Environmental Education

Gates, Jane Potter (1990). Educational and Training Opportunities in Sustainable Agriculture. Third Edition. This directory contains an updated list of institutions involved in organic, low input, or sustainable agriculture that provide education, training, or information. Scope of coverage is the United States and Canada, with 124 listings for the United States and 5 for Canada. Arranged alphabetically, listings consist of institution name, address, contact person's name and telephone number, and a short description of the educational or training programs offered by the institution. Programs listed include: graduate research, courses, workshops, internships, summer programs, information bases, publications, and cooperative extension activities.   [More]  Descriptors: Adult Farmer Education, Agricultural Education, Agricultural Production, Agriculture

Jackson Community Coll., MI. Dahlem Environmental Education Center. (1984). Frogs and Toads. A Spring Activity Packet for Second 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 the characteristics and behavior of frogs and toads. Strategies for using these activities with second grade students are also provided. The pre-trip activities include differentiating between amphibians and other animals, identifying frogs and toads, investigating the frog's life cycle, and examining food chains. The indoor and outdoor field trip activities conducted at the DEEC are designed to reinforce the concepts examined in school. These activities (and lists of formal and non-formal field trip objectives) are provided in a separate field trip guide. The post-trip activities include raising tadpoles, investigating amphibian behavior, looking for amphibians near school and home, and completing art exercises. The activities (together with the related activity sheets) provide opportunities for students to practice such skills as sequencing, comparing, classifying, and working cooperatively during science, art, language arts, and social studies lessons.   [More]  Descriptors: Animal Behavior, Animals, Biology, Ecology

Butzow, John W.; Kane, Philip (1982). Do You Know Our Marine Fish? A Marine Education Infusion Unit. Designed to provide teaching materials for middle school and junior high school teachers in northern New England, this marine education unit presents teacher-tested ideas and activities for use in the classroom and in field trips to the ocean. Each unit includes ideas and activities drawn from a variety of content areas so teachers of many different subjects can make use of them. Although specific objectives are given for each activity, the unit has two general objectives: (1) to help students develop improved knowledge about marine fish, and (2) to develop increased awareness of the beauty and complex interrelatedness of marine fish. Students learn about these complex interrelationships by studying fish shapes, classes of fish, sharks, bony fish, fish feeding, commercial fishing, recreational fishing, deep sea fishing, fish aging, and growth. The bulk of the unit consists of student materials and activities including arts and crafts, creative writing, fish in literature, a lesson on cleaning and preparing fish, visual aids, games, fish observation, dissection instructions and diagrams, identification keys, tables, and checklists. Teacher resources include recipes, organizational resources, a directory of fish packers, and an annotated bibliography of books and films.   [More]  Descriptors: Dissection, Ecology, Educational Games, Environmental Education

Brophy, M.; Fryars, M. (1983). Conserving Our Environment. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 13. Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P9 SIS unit focuses on: (1) basic ecological and conservation concepts; (2) problems and complexities of environmental decision-making; (3) skills needed to carry out environmental field work; (4) the nature and consequences of environmental pollution; (5) development of positive attitudes toward conservation in Seychelles; (6) the role played by plants in providing food and oxygen for man and other animals; and (7) soil erosion and how it can be prevented. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit, and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. A conservation role playing exercise is also provided. Descriptors: Conservation Education, Conservation (Environment), Curriculum Development, Decision Making

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