Bibliography: Ecology (page 618 of 627)

This annotated bibliography is reformatted and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Virginia A. Stehney, Fred Carvell, Washington Association of American Geographers, AR. Little Rock School District, Herbert J. Sargo, Max Tadlock, Don E. Meyer, Robert D. Arnold, Duncan Graham, and Margaret E. LaRoe.

Arnold, Robert D.; And Others (1968). Alaska Natives & the Land. Pursuant to the Native land claims within Alaska, this compilation of background data and interpretive materials relevant to a fair resolution of the Alaska Native problem seeks to record data and information on the Native peoples; the land and resources of Alaska and their uses by the people in the past and present; land ownership; and future needs of the Native peoples, the State of Alaska, and the Federal Government. The document contains 9 chapters: "Alaska Natives Today: An Overview" (Population Distribution and Growth, Variety and Similarity, Jobs and Earned Income, Public and General Assistance, Education, Health, Native Organizations, Federal Spending and Alaska Natives); "Village Alaska" (General Characteristics, Economy of Village Alaska, Education and Training, Housing and Facilities, Health Status, Future of Villages and Governmental Policy); "Land & Ethnic Relationships" (The Land, Regional Analysis, Regional Characterization and Ethnic Identification, Regional Occupation and Livelihood Patterns); "Natural Resources" (Significance, Surface Resources [wildlife, water, agriculutre, forests, fisheries, and recreation], Subsurface Resources [locatable and leasable mineral resources]); "The Land Issue" (History: Review of Laws and Policy, Present Status of Lands Statewide and Regionally, The Land Conflict); "Economic Development" (Alaska's Economic Development, Impact of Economic Development on Native Welfare, Economic Consequences of Settlement); and "Framework for Decision" (Elements of the Problem, Elements of the Settlement). Included are 579 figures and a 253-item bibliography. A map illustrating locations of Native communities comes with the document if ordered through GPO.   [More]  Descriptors: American Indians, Background, Culture, Decision Making

LaRoe, Margaret E.; LaRoe, Edward T. (1971). Social Studies: Eco-Politics. This guide, one of a series in the Quinmester Program, is intended to aid teachers in grades 10 through 12 as they prepare instructional programs dealing with current environmental crisis issues. The aim of this course of study is to help students understand political and economic ramifications of environmental problems and to motivate and provide them with the tools and the desire to become effective consumers and citizens. The guide is divided into: 1) a broad goals section; 2) a course content section which outlines units on ecological principles, environmental problems, economics of pollution, government and pollution, industry and pollution, pollution control, individual action, and future implications of environmental policy; 3) a learning activities section providing a picture of the main idea and specific behavioral objectives for a given set of learning activities; and, 4) a materials section. Appendix I consists of President Nixon's 1970 message on the environment; Appendix II enumerates environmental organizations. Related documents are SO 002 709 through SO 002 718.   [More]  Descriptors: Activity Units, Behavioral Objectives, Citizenship, Concept Teaching

Meyer, Don E.; And Others (1976). Me and My Environment Final Formative Evaluation Report. A Synthesis of Findings. Presented is the final formative evaluation report on "Me and My Environment," a 3-year multimedia environmental sciences program developed for 14 to 17-year-old educable mentally handicapped (EMH) children by the Biological Sciences Curriculum Study (BSCS). Discussed are the goals of employability and personal independence for EMH children and the role of science education in helping to reach these goals. An overview of the components of the BSCS EMH science curriculum and of the curriculum development model are provided. Factors which influenced the decision to conduct a formative rather than a summative evaluation are noted. Listed are the titles, categories (such as filmstrip or student booklet), lengths and unit numbers of published materials in "Me and My Environment." A guide to the contents of the five formative evaluation reports includes the type of information, report number and page number, and a brief description of the contents. Descriptors: Biology, Curriculum Development, Curriculum Evaluation, Ecology

Association of American Geographers, Washington, DC. Commission on College Geography. (1968). A Survey Course: The Energy and Mass Budget at the Surface of the Earth. The objectives of this geography course for liberal arts students include the following: 1) to demonstrate cooperative action among sciences, by showing that physical and chemical phenomena occur at biological surfaces that usually exist in economic and cultural frameworks; 2) to show that laboratory principles of mass and energy exchange and transformation can be used in understanding urban, rural, and wildland parts of the earth's surface; and, 3) to lead the student to examine his ideas about environment and the earth using the budget accounting model of relationships which help describe regularities in regional landscapes and economics, and aid in examining man's role in changing the conditions that affect the processes forming landscape features. The flexible sequence of teaching units examines the simpler individual budgets first: 1) wind, one week; 2) atmospheric composition and pollution, one week; 3) energy exchanges in ecologic and economic systems, radiative energy, and heat, two weeks; 4) water exchanges at the earth's surface, two weeks. The interacting, complex combination of these budgets are examined in the last four synthesizing units; 5) organisms, one week; 6) ecosystems or elements of the landscape, two or three weeks; 7) mosaic landscapes, one week, and, 8) regions and their world pattern, two or three weeks. The objectives suggested outline of topics, relation to other units, extensive useful references, and case studies are cited for each unit.   [More]  Descriptors: Bibliographies, Climate, Earth Science, Ecological Factors

Stehney, Virginia A. (1974). Environmental Curiosity Sampler. The Sampler is designed to stimulate teachers, parents, students, and groups to look at various types of open spaces and facilities as resources for environmental study. Written for use with children, but adaptable to older groups, the Sampler tries to engage the feelings as well as intellects of its users in the process of inquiry. It locates interdisciplinary environmental studies activities in the home, the neighborhood, and more remote places. A few of the specific topics viewed from those vantage points are the source of food, taking water for granted, looking closely at buildings, living things around you, garbage and trash, school sites, under the city, beauty around you, and open spaces and group areas. The Sampler provides background information, asks questions, suggests activities, and lists community resources and reading materials on each topic. Developed particularly for Northeastern Illinois, most of the guide's activities can be transferred to other localities. The appendixes contain a glossary, local and national organizations and community resources, a reader reaction sheet, directory of publishers, bibliography, and subject index.   [More]  Descriptors: Adult Education, Discovery Processes, Ecology, Elementary Secondary Education

Miller, Larry E. (1974). Soil Water: Advanced Crop and Soil Science. A Course of Study. The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil, define leaching and its measurement, list means of controlling evaporation, and apply the basic principles concerning soil water to management situations. The course outline suggests teaching procedures, behavioral objectives, teaching aids and references, problems, summary, and evaluation. Following the lesson plans, pages are coded for use as handouts and overhead transparencies. A materials source list for the complete soil module is included.   [More]  Descriptors: Agricultural Education, Agronomy, Behavioral Objectives, Conservation (Environment)

Carvell, Fred; Tadlock, Max (1971). It's Not Too Late. This book contains 23 articles related to: 1) the scope of ecological concern; 2) our changing environment; 3) examples of attacks on the problem; 4) establishing priorities; and 5) the value judgments that are posed as a result of our growing ecological awareness. Selections express the divergent experience, professional backgrounds, and attitudes of authors who are professors, scientists, journalists, naturalists, social scientists, and novelists. An attempt was made to include articles that were in the main constructive in describing problems or posing solutions. The articles are organized in five chapters; a focus for viewing overall content is provided in the prologue and epilogue. As introduction, three possible philosophical positions related to environment are described: 1) that the ultimate control of the earth lies outside man; 2) that the destiny of man and the earth is in his hands; and 3) that man cannot and perhaps should not control his entire destiny, and yet by virtue of his rational nature he will always act to control significant portions of his future. The purpose of this book is to offer sufficient evidence that man can alter his values, his behavior, and his institutions in time to change and improve his natural and social environments. Photographs appearing in this volume were among those submitted to a "Psychology Today" contest to best depict problems of the environment. Descriptors: Citizenship Responsibility, Conservation Education, Ecological Factors, Ecology

Sargo, Herbert J. (1971). An Environmental Approach to Eighth Grade Science. This report outlines a method of teaching eighth-grade science with an environmental perspective. Areas of study normally found in junior high science curriculum are integrated with environmental concepts. This particular approach to 8th grade science is intended to be process oriented, field oriented, problem oriented, and relevant to the local community. The class is divided into three or four heterogeneous groups simulating a community situation. Students choose from a list of environmental topics and are given a "group plan" comprised of a list of general questions unique to the subject area to guide their research. The role of the instructor is one of facilitator; students do all they can by themselves. Students are encouraged to expand their learning sources and gain actual environmental experience within the community through letters to organizations. Block scheduling is suggested. Provided are: readings, information and, community sources; group plans; and a list of environmental educational concepts. Over one half of the book consists of appendices: Student Correspondence; Student-Oriented Information for Distribution; Resource Bibliographical Information; Student Papers on Speakers, Filmstrips and Movies; and Excerpts from Group Plan Research. Related documents are: SO 002 611, SO 002 612, and SO 002 615.   [More]  Descriptors: Community Resources, Concept Teaching, Conservation Education, Ecology

Callahan, William P. (1976). Me and My Environment Formative Evaluation Report 5. Assessing Student Abilities and Performance: Year 3. Presented is the fifth formative evaluation report on "Me and My Environment," a 3-year environmental sciences program developed for 13-to 16-year old educable mentally handicapped (EMH) children by the Biological Sciences Curriculum Study (BSCS). The first half of the document consists of samples of student performance on specific assessment items from one curriculum unit (on "transfer of cycling materials") field tested with 482 Ss and a second unit (on "air and water") tested with 110 Ss. Described next are the development of a sound-filmstrip and results of a mini-field test of a game focusing on recycling. Explained in the final section is the BSCS systems design approach to analyzing the development of a curriculum package for EMH students. Flow charts illustrated 12 stages in the systems approach from planning the curriculum framework to final revisions. In the summary it is noted that most Ss evaluated with the materials were capable of achieving the objectives set forth at an acceptable level. Descriptors: Biology, Curriculum Development, Curriculum Evaluation, Ecology

Little Rock School District, AR. (1974). Man's Effect on the Environment, Teacher's Guide. Environmental Education Unit, Sixth Grade Science. Part of a sequential series of curriculum units in environmental education for grades 4 through 12, this sixth grade curriculum guide focuses on man's effect upon the environment. Extensive classroom activities and field trips introduce the student to population, technology, pollution, natural resources, responsibility, career opportunities, and an urban encounter field trip in which students investigate various types of pollution in their own community. The following components are included in the unit: an overview, major concepts, behavioral objectives, daily schedule, lesson plans for classroom activities and field trips, career opportunities in environmental education, pretest and posttest, and student and teacher evaluation forms. The unit requires three weeks of class time, is multidisciplinary in nature, and is structured around student-centered activities in which emphasis is placed upon the study of the local environment.   [More]  Descriptors: Curriculum Guides, Ecology, Elementary Education, Environmental Education

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development. (1971). Problems of Democracy for Secondary Schools. Learning Materials and Activities: Electives, Alternatives, Mini-Courses. This social studies curriculum bulletin is intended as a resource for teachers in grades 7-12. Social studies units are provided to teach students to cope with conflict, resolve issues, and bring about orderly social change. Seven problems are developed in detail: 1) the nature of democracy and role of the individual; 2) the challenge of urban America: the problems of megalopolis; 3) youth in American life; 4) narcotics and drug abuse; 5) the ecological crisis: Can man survive?; 6) crime and the law; 7) social dissent and the law. Learning activities, which comprise the major portion of the bulletin, reflect current trends in social studies such as the multidisciplinary approach, in-depth study, empathetic viewing of people, critical analysis of unsolved problems, use of multi-media resources, and experimentation in methodology. Teaching strategies for social studies skills development are suggested in the appendix. Descriptors: Controversial Issues (Course Content), Crime, Curriculum Enrichment, Democracy

Little Rock School District, AR. (1975). Environmental Decisions, Teacher's Guide. Environmental Education Unit, Ninth Grade Civics. Revised. Part of a sequential series of curriculum units in environmental education for grades 4 through 12, this curriculum guide for grade 9 focuses on identifying problems, formulating hypotheses, considering alternatives, and making decisions in environmental education. The activities include the showing of films, making environmental decisions, simulations, and an off-campus field trip. The unit includes an overview, major concepts, behavioral objectives, a daily schedule, lesson plans for the classroom activities and the field trip, a pretest, and student and teacher evaluation forms. The unit is three weeks long, multidisciplinary in nature, and structured around student-centered activities in which emphasis is placed upon the study of the local environment.   [More]  Descriptors: Civics, Curriculum Guides, Decision Making, Ecology

Graham, Duncan (1974). A Study of Planet Three: A World Geography/Social Studies Course. This 12th grade course in world geography is based on the philosophical assumption that human beings on earth make up a global village of interdependent people. It is world geography with a planetary perspective–an inquiry into the nature of the planet and its dominant species, Homo Sapiens. Seven units cover the following topics on physical and human aspects of our world: astronomical perspectives; the place of earth in space and time; natural characteristics–relief, climate, and vegetation; population density and distribution factors affecting it; the needs of people; quality of life indices; economic diversity; factors affecting the diversity from an historical perspective; and future trends. The subtopics of the themes described in the course are to be filled out through the mutual exploration of the students and teacher. Emphasis in the course is placed on individual research, creative thought, and participation in group discussion for which students are expected to keep a diary. Suggested with each unit are a variety of films; activities, particularly involving globe work; and various forms of role-play, often using the theme of a spaceship approaching the earth. Sources of films and factual data and for the global orientation are cited.   [More]  Descriptors: Course Descriptions, Ecology, Environmental Education, Experiential Learning

Poudre School District R-1, Ft. Collins, CO. (1970). K-12 Curriculum Guide for Environmental Education. This guide to environmental and outdoor education is based on the principle that man will properly care for his world only if he both understands and appreciates it. Seventy-two multidisciplinary environmental themes are identified for instruction in grades K-12. Each theme is presented with behavioral objectives, key concepts, and both in school and out of school activities. The outdoor activities are heavily emphasized, and designed for a local nature center, public parts, and campgrounds. Disciplines incorporated together and separately in the themes are: science, social studies, math, and humanities. The guide recommends that the themes be taught in conjunction with the regular curricula, when appropriate. Supplementing each theme group (K-3, 4-6, and 7-12) are extensive resource guides to films, recordings, filmstrips, pamphlets, and books. A final section presents ideas and information for teachers in planning outdoor experiences, such as: literature and music for the outdoors, and how to read a compass.   [More]  Descriptors: Affective Objectives, Cognitive Objectives, Community Resources, Community Study

Little Rock School District, AR. (1974). Environmental Problems of the United States, Teacher's Guide. Environmental Education Unit, Eleventh Grade American History. Part of a sequential series of curriculum units in environmental education for grades 4 through 12, this curriculum guide focuses on environmental problems in the United States for eleventh grade students. This unit is designed to make the student aware of how the problems of the past become critical problems of the present. Activities foster an examination of population, technology, pollution, environmental careers, and involvement in an urban encounter field trip. The unit includes an overview, major concepts, behavioral objectives, a daily schedule, lesson plans for classroom activities and the field trip, career opportunities in environmental education, pretest and posttest, and student and teacher evaluation. The unit is three weeks long, multidisciplinary in nature, and structured around student-centered activities in which emphasis is placed upon the study of the local environment.   [More]  Descriptors: Curriculum Guides, Ecology, Environmental Education, Grade 11

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