Bibliography: Ecology (page 613 of 627)

This annotated bibliography is compiled and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Leni L. Bane, K. M. Sytnik, Ann Babcock, Diane C. Cantrell, Martha C. Monroe, Wally Cole, Hartford. Connecticut State Dept. of Environmental Protection, Rudy Bohm, Marjorie R. Gordon, and Matthew J. Brennan.

Gordon, Marjorie R.; Bane, Leni L. (1983). Florida Marine Education Resources Bibliography. Report Number 51, Florida Sea Grant College. This multidisciplinary, annotated bibliography is offered to K-12 teachers, other educators, librarians, concerned parents, and community leaders to simplify locating and acquiring marine education materials and infusing marine subjects into existing curricula. Included are printed materials currently available from commercial publishers, government agencies, or educational institutions. Unpublished materials prepared by teachers for use in their classes are also included. The document is divided into two major sections: five categories of resource materials and three indices to the materials (including author, curriculum area, and application indices). Entries within each of the five categories are generally grouped according to curriculum area and/or application, and then by increasing age of students. The five sections of bibliographic entries are: elementary (with separate listings for grades K-4 and 4-7); secondary (with separate listings for junior/senior high and high school/adult); general reference; library and special interest; and teacher-produced materials. Each entry includes: entry number, title, date, author(s), publisher, address, and annotation. Each annotation includes: key words for curriculum area and application; descriptive paragraph; number of pages or approximate time to complete work; who will use the item; and price range. A suggested K-12 spiral curriculum for science is also included in an appendix.   [More]  Descriptors: Ecology, Elementary School Science, Elementary Secondary Education, Environmental Education

Connecticut State Dept. of Environmental Protection, Hartford. (1987). The Air We Breathe. Activity Packet. This packet of materials is intended to provide teachers with an interdisciplinary approach to integrating air quality education into the existing curriculum of Connecticut schools. The unit is designed to complement the student booklet "The Air We Breathe," which is included. A major portion of the document is comprised of teaching activities. The activities are divided into three sections. Each of the three sections begins with a reading assignment study sheet and contains one or more appropriate activities. These activities include the following topics: (1) Where does air pollution comes from? (2) Types of air pollution and their effects; and (3) What can we do about air pollution? Another section lists various resources available to teachers, such as media aids, school presentations and speakers' bureaus. Also included are sources for further information on air quality topics, bibliographies for teachers and students, individual activity evaluation forms, and a description of Connecticut's air pollution emergency plan. Descriptors: Air Pollution, Conservation (Environment), Ecology, Environmental Education

Kolb, James A. (1981). Marine Biology and Oceanography, Grades Seven and Eight. This unit, one of a series designed to develop and foster an understanding of the marine environment, presents marine science activities for students in grades 7 and 8. The unit, focusing on life in the sea and the physical factors which influence that life, is divided into sections dealing with: (1) the theory of plate tectonics; (2) ocean floor topography; (3) the hydrologic cycle and weather; (4) adaptation and diversity; (5) marine food chains; (6) currents; (7) mining the ocean floor; (8) whaling; (9) offshore oil production; (10) boating and (11) the California gray whale population. Each section has a student text with related activities. Each student text is preceded by a teacher background section containing hints on how to use the section, additional information, and items requiring advanced planning. Each activity is preceded by a teacher background section providing additional information about the activity, including teaching hints and answer key for activities. Important vocabulary words/terms are listed in the teacher background sections; they are underlined in the student text. Activities are designed to enhance reading as well as investigational skills; several activities provide practice in mathematics skills. Although all activities can be modified to suit individual needs or be used "as is," it is strongly recommended that they be performed along with the readings/discussions found in student text material. Descriptors: Ecology, Environmental Education, Geology, Grade 7

Brennan, Matthew J.; And Others (1982). Energy and My Environment. Teachers' Guide, 6-8. Energy activities and lesson plans for grades 6, 7, and 8 (grouped into seven units representing seven major conceptual schemes) are provided in this teachers' guide, with a unit at each grade level for each conceptual scheme. Conceptual schemes addressed include: (1) energy is the ability to do work; (2) energy comes from the sun; (3) energy can be changed from one form to another; (4) the sun is the earth's chief source of radiant energy; (5) people use energy to satisfy their needs; (6) energy supplies are limited; and (7) living things are interdependent with one another and with their environment. Each unit includes a pre-/post-test evaluation instrument, lesson plans, and supplemental activities. Lesson plans consist of a specific energy concept, objective, and instructional strategies for introducing, developing, and extending the lesson. Purpose, materials, and procedures are provided for each of the supplemental student activities. The guide begins with a brief introduction to teachers and statement of the energy policy for Florida and concludes with a list of key vocabulary words (Enerwords), bibliography, sources of energy information and teaching materials, and an evaluation sheet. Descriptors: Conservation Education, Ecology, Elementary School Science, Energy

Cantrell, Diane C. (1987). A Case Study Analysis of Curriculum Implementation as Exemplified by Project WILD in One Midwestern State. Designed for elementary and secondary teachers, Project WILD is an interdisciplinary, supplementary environmental education program which emphasizes wildlife. This study examines the process of curriculum implementation as exemplified by Project WILD in Ohio by tracing its implementation from the national level to the use of instructional materials in the classroom. In this case, curriculum implementation refers to actions undertaken to put into effect educational programs, policies, and/or practices which already exist and are new to the people attempting or expecting to use them. Naturalistic research techniques used for data collection included participant observation and interviewing and documentation at four levels of implementation. Emerging from the results were seven themes, including: (1) curriculum implementation evolved as a complex process with overlapping and interactive processes; (2) safeguards for implementation included the quality and nature of Project WILD and the structure of the inservice program; (3) workshops were the most important strategy for implementation; (4) an emphasis on flexibility permeated the implementation process, workshops and materials; (5) teachers were viewed as significant players in implementation; (6) a partnership between resource management and education played an important role; and (7) implementation was shaped by an element of fate and the human dimension. Descriptors: Curriculum Development, Curriculum Research, Ecology, Elementary Secondary Education

Bohm, Rudy; Cole, Wally (1982). Student Preparation Workbook for the Multnomah Outdoor School. Revised Edition. Designed for sixth grade students to help them prepare for the Multnomah County (Oregon) Outdoor School experience, the workbook provides fundamental information about soil, water, plant, and animal resources. The workbook begins with an introduction to environmental manners (rules for working in the woods). A section devoted to each resource area provides general information on the specific resource; a glossary of terms and words which students will be expected to know; and learning activities which include charts, matching activities, drawing sheets, labeling and completing study sheets, bingo games, crossword puzzles, word searches, and word scrambles. The activities address the following topics: the water cycle, dissolved oxygen, pH (a measurement scale indicating the acidity or alkalinity of a plant or animal environment), the crayfish, water-loving plants and animals, the soil profile, trees, leaves, vertebrates, insects, reptiles and amphibians, birds, mammals, and the ecosystem. Descriptors: Botany, Ecology, Educational Games, Environmental Education

Babcock, Ann; And Others (1987). Environmental Education Guidelines for Washington Schools. Developed to provide teachers with specific directions for teaching about the environment, these guidelines for Washington state schools explain how environmental education can be integrated into every level of the school system. A general systems approach is proposed that emphasizes the interactions that exist within the natural environment. The guidelines identify core themes and a conceptual structure that encourages a synthesis of subject matter across and between a variety of traditional disciplines. Contents include: (1) philosophy of environmental education; (2) identification of ten core themes; (3) directives on using the guidelines; (4) framework for environmental education; (5) learner outcomes for four major goal areas; (6) steps in carrying out an environmental program; (7) planning model; (8) staff development inservice program; and (9) program evaluation. Appendices contain lists of curriculum programs and resources, a glossary, and the legal authority for environmental education in the State of Washington.   [More]  Descriptors: Conservation (Environment), Curriculum Development, Ecology, Elementary Secondary Education

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development. (1983). Human Biology: Experimental. Education is a process of adapting to change, and the rate of change is especially rapid in science today. This curriculum in human biology is an alternative to the New York State courses in general and Regents biology, and it has been designed to focus on change from the standpoint of the urban student. It is designed to provide students with experiences which encourage the development of critical thinking and problem solving skills. The laboratory experiments are intended to involve students in both the evaluation and interpretation of data, as well as in the design of their own experiments. The document is divided into nine broad units, with each unit divided into a series of sub-topics. The major topics covered are: (1) Why Do We Study Biology? (2) Of What Are Living Things Made? (3) How Do Our Cells Get the Materials They Need? (4) How Do Our Bodies Carry Out Their Activities? (5) Why Do We Behave the Way We Do? (6) How Can We Prevent and Control Disease? (7) How Do Humans Reproduce? (8) What Determines What We Are? and (9) How Have Living Things Changed? Each page in the guide is divided into four columns: (1) performance objectives; (2) basic understandings; (3) suggested procedures; and (4) enrichment activities. Descriptors: Biology, Blood Circulation, Disease Control, Ecology

Jakubowski, Nancy (1987). Kenya: A Country in Transition. A Teaching Unit from ZPG. This secondary teaching unit is intended to help students in science and social studies understand some of the forces behind rapid population growth in developing nations and the challenges these countries face. The document includes a student handout that is designed to compare and contrast the demographic transition experienced by developing countries with the changes occurring in Kenya today. It then illustrates the political, economic and environmental impacts of Kenya's rapid population growth. The handout also includes a glossary of terms. The accompanying teaching guide provides five classroom activities that attempt to reinforce the key concepts introduced by the reading. It also discusses how some of our lifestyle decisions can contribute to trends that shape the future.  Specific discussion questions precede the teacher's unit and a list of other teaching resources is provided. Descriptors: Case Studies, Developing Nations, Ecology, Environmental Education

Sobsey, Dick (1987). Using Transitions in Program Planning: A Practical Approach. Several models have been developed to aid in selecting appropriate educational content for special needs students. These include the developmental model, behavioral model, categorical model, and environmental or ecological model. The ecological model involves determining the skills that a fully functioning member of society normally performs in the environments that the learner inhabits, analyzing the discrepancies between those skills and the learner's current performance, and making those discrepancies the learner's curricular objectives. The ecological inventory of skills involves five levels: domains, environments, subenvironments, activities, and critical functions. The central focus of an environmental approach to curriculum is the individual's adaptation to transitions, or changes in environmental requirements that an individual experiences. Transitions may be predictable age-appropriate transitions, normalizing transitions, or backward transitions. Steps are outlined for using transitions in program planning, focusing on: 3-year plans; types of potential transitions; use of a least restrictive environment; and teaching of critical skills as well as additional skills that may enhance adjustment, such as social skills. Instructional methods emphasize social integration and behavioral teaching strategies.   [More]  Descriptors: Adaptive Behavior (of Disabled), Adjustment (to Environment), Curriculum, Developmental Stages

Jones, Claire (1980). Beach Profiles and Transects. Ocean Related Curriculum Activities. The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers living in Washington State. Each activity packet provides the teacher with a set of lessons dealing with a particular topic related to the oceans. Included are student worksheets, lesson plans, a vocabulary list, and a bibliography. This activity packet designed for grade levels 8-9 focuses on making measurements on beaches. The activity "Profiles" gives directions on how to measure and record the profile of a slope. In the "Transect" activity, students sample populations using the single line transect-quadrat method. This activity is intended to follow up studies of beach zonation in the packet "Beaches." In addition to measuring and sampling techniques, analysis of the inter-relatedness of beach life and environmental factors is stressed.   [More]  Descriptors: Ecology, Environmental Education, Field Instruction, Field Trips

Bohm, Rudy; Cole, Wally (1982). Student Preparation Workbook for the Multnomah Outdoor School. Teacher Edition. Revised. Designed for use by sixth grade teachers in preparing their classes for the Multnomah County (Oregon) Outdoor School experience, the guide to the Student Preparation Workbook provides general information, descriptions, game materials, and answers to the exercises and puzzles. Beginning with an introduction to environmental manners (rules for working in the woods), the guide is divided into four sections, each devoted to a resource area: soil, water, plants, and animals. Each section consists of introductory information, a glossary of terms and words students will be expected to know, and various learning activities and games (e.g., charts, matching and drawing activities, labeling and completing study sheets, bingo games, crossword puzzles, word searches, and word scrambles). The activities address the water cycle, dissolved oxygen, pH (a measurement scale indicating the acidity or alkalinity of a plant or animal environment), the crayfish, water-loving plants and animals, the soil profile, trees, leaves, vertebrates, insects, reptiles and amphibians, birds, mammals, and the ecosystem. Descriptors: Answer Keys, Botany, Ecology, Educational Games

Berkmuller, Klaus; Monroe, Martha C. (1986). World Conservation Strategy: A Programme for Youth. Manual for Youth Environmental Projects. Education Training and Awareness Series No. 1. This manual was written to help youth groups organize and implement environmental action projects in their communities. Because numerous types of groups exist around the world, the term "youth group" is used to represent any organized effort of young people. The activities in this document were designed for ages 12-20. Although groups with prior experience in community projects may find this manual a useful source of additional hints and activities, the major focus of the guide is directed toward groups with an environmental interest and little previous experience in environmental action. It contains sections dealing with: (1) the World Conservation Strategy; (2) an example of a project involving the pollution of a local pond; (3) ecological processes, genetic diversity, and sustainable use; (4) program planning; and (5) a variety of activities related to awareness, concepts, values, skills, and learning about issues. The appendices include a glossary, a list of conservation strategies from various countries and a list of related materials. Descriptors: Citizen Participation, Ecology, Environmental Education, Environmental Standards

Sytnik, K. M.; And Others (1985). Living in the Environment: A Sourcebook for Environmental Education. This document presents a survey of ideas concerning environmental issues and educational efforts to improve the quality of life. Chapter one, "Environmental Education for Understanding and Solving Environmental Problems," includes sections on the relationship between cultural heritage and the environment, and methodologies in environmental education. Chapter two, "Basic Components of Environmental Problems," addresses the functions of the biosphere and basic ecological principles. Chapter three, "Fundamental Problems of the Man-Environment Interaction," includes sections on ecological balance, atmospheric pollution, conservation and management of water resources, ocean pollution, conservation of land and forest resources, population growth, nutrition problems, and urbanization.  Chapter four, "A New Approach to Studies and Protection of the Environment," contains information on economic development, management of environmental protection, and international cooperation in environmental protection. The document was designed to be a sourcebook of information for elementary and secondary teachers. A glossary is included. Descriptors: Air Pollution, Ecological Factors, Ecology, Elementary School Science

Brouse, Deborah E. (1985). The Population Challenge. A Teaching Unit from ZPG. Maintaining a balance between population and the resources needed to sustain life on earth is a critical challenge. This teaching unit focuses on this challenge by providing teachers with information and activities on both the national and global impacts of population growth. The document contains: (1) basic information about the population challenge; (2) some techniques for helping students understand large numbers; (3) a riddle on exponential growth; (4) a quiz on population and the environment (along with an answer key) which can be used in connection with an insert; (5) a list of statements for student reactions; (6) classroom and out-of-school activities; and (7) a listing of fact sheets, films, brochures, newsletters, and teaching kits that deal with population. A special insert, "The Population Challenge," provides additional background information on this issue. The insert contains a call for a need for greater awareness, explanations about the earth's life support systems, and options for individual action. Descriptors: Controversial Issues (Course Content), Ecology, Elementary School Science, Elementary Secondary Education

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