Bibliography: Ecology (page 623 of 627)

This bibliography is selected and organized by the Water Protectors . Info website.  Some of the authors featured on this page include Paul R. Eberts, Kristin G. Congdon, Kurtland Davies, Benjamin Chen, Anton Trant, OH. Columbus State Community Coll, Dana Atwood-Blaine, Toni Haas, Audrey C. Rule, and Michael J. Cohen.

Smith, Brandy A.; Cline, Jane E. (). Zebras and Jaguars, Oh My! Integrating Science and Engineering Standards with Art during Prekindergarten Block Time, Journal of STEM Arts, Crafts, and Constructions. This study considered how arts integration impacted preschoolers concerning the students' acquisition, understanding, and retention of information about animal habitats. This current investigation used control and experimental conditions to determine the effects of art integration during students' block building of animal habitats and their subsequent recollections of their work; this activity also incorporated the Next Generation Science Standards (NGSS) and National Core Art Standards. The two NGSS standards utilized in the study are K-2-ETSI-1 and K-2-ETST-2. Overall, combined child-reported correct animal and habitat characteristics gain scores on the posttest and distal posttest showed significant differences between the two conditions, favoring the experimental arts-integrated condition with a medium effect size in both cases. These promising results from this study showed the increase not only in knowledge about animals and their habitats, but in creativity as the students integrated art materials into a traditional block center to create their animal habitats.   [More]  Descriptors: Interdisciplinary Approach, Animals, Wildlife, Art Activities

Hairston, Rosalina V., Ed. (1990). The Responsible Use of Animals in Biology Classrooms Including Alternatives to Dissection. Monograph IV. This monograph discusses the care and maintenance of animals, suggests some alternative teaching strategies, and affirms the value of teaching biology as the study of living organisms, rather than dead specimens. The lessons in this monograph are intended as guidelines that teachers should adapt for their own particular classroom needs. Chapter 1, "What Every Life Science Teacher Should Know About Using Vertebrate Animals in the Classroom and in Science Projects," discusses procurement and maintenance of animals, accidents involving animals, disposal of dead animals, and diseases that can be transmitted from animals to humans. Chapter 2, "The 3 R's: Reduction, Refinement, and Replacement," includes biology teaching objectives, alternatives that use the 3 R's, and lessons that use the 3 R's. Chapter 3, "Ethical Considerations," presents a field guide to the animal rights controversy and lessons that explore ethics. Chapter 4, "Resources," provides information on teaching materials, publishers and vendors, and selected organizations. Copies of the National Association of Biology Teachers (NABT) policy statement on animals in biology classrooms and the NABT guidelines for the use of live animals are included. Appendices include the following: (1) principles and guidelines for the use of animals from the National Academy of Science, the National Research Council, the Institute of Laboratory Animal Resources, and the Canadian Council on Animal Care; and (2) rules of the International Science and Engineering Fair, the Westinghouse Science Talent Search, the Animal Welfare Institute, and the Youth Science Foundation. Lists of 70 references and 50 curriculum guides consulted are provided.   [More]  Descriptors: Affective Behavior, Anatomy, Animal Facilities, Biology

Blandy, Doug, Ed.; Congdon, Kristin G., Ed. (1987). Art in a Democracy. Society truly cannot be democratic unless the educational systems function democratically. Art education has a role to play in this process. The perceptions of many different groups in a pluralistic society must be considered in a new multicultural approach to the teaching of art. A "Foreword" (June King McFee) and "Introduction" (Doug Blandy; Kristin G. Congdon) along with 13 contributed articles addressing five central issues are presented. Part 1: "Individual Differences, Cultural Pluralism, and 'Social Role Valorization,'" includes the articles: (1) "Culturally Based Versus Universally Based Understanding of Art" (F. Graeme Chalmers); (2) "Qualifications and Contradictions of Art Museum Education in a Pluralistic Democracy" (Karen A. Hamblen); and (3) "Masculine Bias and the Relationship between Art and Democracy" (Georgia C. Collins). Part 2: "Public Dialogue on Art," presents: (4) "Art, Social Action, and the Preparation of Democratic Citizens" (Doug Blandy); (5) "Historical Participation: Toward an Understanding of the Historian in Art Education" (Paul E. Bolin); and (6) "Toward Democratic Direction of Technology" (Beverly J. Jones). Part 3: "Citizens' Responsibility to Individual and Group Processes," includes: (7) "Why Art Education Is Neither Socially Relevant nor Culturally Democratic: A Contextual Analysis" (Robert Bersson); and (8) "Cultural Literacy in Art: Developing Conscious Aesthetic Choices in Art Education" (Barbara Ann Boyer). Part 4: "Freedom of Aesthetic Choice in Work and Play," articles are: (9) "Occupational Art and Occupational Influences on Aesthetic Preferences: A Democratic Perspective" (Kristin G. Congdon); (10) "Making Work Art and Art Work: The Aesthetic Impulse in Organizations and Education" (Michael Owen Jones); and (11) "Toward an Ecological Aesthetic: Notes on a 'Green' Frame of Mind" (Jan J. Jagodzinski). Part 5: "Responses to Art in a Democracy,'" presents: (12) "Democracy and Art, Then and Now" (Mary Ann Stankiewicz); and (13) "Misdirections and Realignments" (Vincent Lanier). A "Selected Bibliography" and notes "About the Contributors" conclude the book. Descriptors: Aesthetic Values, Art, Art Education, Attitudes

Bankie, Brett (1979). Reliving the Gold Rush: An Outdoor Education Program in the Old West, Communicator. In teaching fifth-grade outdoor education in the forest and in an old gold rush town, the outdoor education staff seldom uses textbooks but does use many reading/communication techniques to help transfer knowledge of many disciplines in a direct way. Descriptors: American History, American Indians, Ecology, Elementary Education

Haas, Toni; Nachtigal, Paul (1998). Place Value: An Educator's Guide to Good Literature on Rural Lifeways, Environments, and Purposes of Education. This book suggests that quality of life depends on the connections that people have with one another and their surroundings, rather than on material wealth. It challenges teachers to reexamine the purposes of education and to equip students with the tools they need to make conscious choices about living well in their own communities. Five bibliographical essays review nonfictional and fictional literature on what it means to live well in a particular place. "A Sense of Place: Education for Living Well Ecologically" looks at the importance of young people having a curiosity about their surroundings and becoming inhabitants of a place, not merely transient residents. By developing a healthy respect for the physical and social communities they inhabit, schools can teach children to be contributing citizens. "A Sense of Civic Involvement: Education for Living Well Politically" examines the preparation of young people to participate as citizens of a democracy by investigating and acting on municipal and county government issues. "A Sense of Worth: Education for Living Well Economically" looks at the influence of large corporations on the breakdown of rural life and suggests that students need to learn how to create jobs within their own community, rather than leave to get jobs somewhere else. "A Sense of Connection: Education for Living Well Spiritually" discusses the crisis of human identity and cosmological disconnection from the natural world. "A Sense of Belonging: Education for Living Well in Community" examines saving, restoring, and using local memories, knowledge, and skills to fulfill needs in the local community. An annotated bibliography of the 42 works cited in the essays contains commentary and an abstract for each work.   [More]  Descriptors: Annotated Bibliographies, Change Strategies, Citizen Participation, Ecology

Weber, Michael; Tinney, Richard (1986). A Nation of Oceans. This book is for people that want to know more about the oceans, its inhabitants, and the ocean processes. The main text of the book describes individual marine ecosystems including offshore open water, benthic, nearshore tropical, nearshore temperate, and nearshore arctic ecosystems. Discussed are some of the basic ecological principles found operating in these and other ecosystems. Examples of specific research efforts are described to illustrate how scientists go about uncovering information about life in the oceans. The examples are drawn from parts of the National Marine Sanctuary Program to emphasize the need for conservation of selected marine areas in the United States. Descriptors: College Science, Conservation Education, Conservation (Environment), Ecology

Columbus State Community Coll., OH. (1997). Environmental Management Technologies. Curriculum Pathways, Pathway Narratives, Competency Documentation Sheets, and Program Application. This report presents information on the systemic changes that have occurred and will occur in environmental management technologies curriculum in participating secondary and postsecondary institutions as a result of the installation of tech prep pathways in the Heart of Ohio Tech Prep Consortium. Part I contains the curriculum pathways and pathway narratives for three high schools (Reynoldsburg, Whitehall-Yearling, and New Albany) and for Columbus State Community College. The high school pathways detail the following: courses to be taken in grades 9-12, prerequisites for grade 11 and the college portion of tech prep, suggested electives, explanation of tech prep blocks, and high school and college exit occupations. The college pathway lists required courses for six quarters. Part II lists secondary competencies. They include academic competencies in these areas: communications literacy, mathematics, science literacy, computer literacy, and employability skills. Secondary/technical competencies are listed under these areas: environmental management/resource conservation; biological surveying and monitoring; ecological principles; environmental politics, laws, and economics; and cartography. Each area is divided into subareas under which the skills are listed.   [More]  Descriptors: Academic Education, Cartography, Communication Skills, Competency Based Education

Trant, Anton (1986). An Introduction to Environmental Education in the European Community, Journal of Outdoor Education. Describes involvement of the 12 European Community member states in environmental education. Reviews traditions of environmental education in Europe. Outlines European environmental education methods. Presents a case study of the organization structure, goals, activities, and future plans of the European Community Environmental Education Network. Descriptors: Case Studies, Conservation (Environment), Ecology, Educational History

Perkins, Douglas D. (1998). Community Psychology, Planning, and Learning: A U.S. Perspective on Sustainable Development. An ecological framework for predicting citizen participation in grassroots community organizations and predicting community disorder problems (such as crime and fear) was developed and tested. The framework, which is called an ecological framework for sustainable community learning and development, delineates the relevant economic, political, social, and physical environment factors and makes distinctions between stable and transient predictors. The framework's relevance to the following items was discussed: community development (social capital); community psychology; the relationship between environment and behavior; and ecological research methods. The framework was then used as a backdrop for discussing two examples of sustainable development in the United States. The first example was a participatory action research process called the Block Booster Project. The second example was a service learning project designed to redevelop a blighted area. (The bibliography lists 40 references. An appendix contains lists of the following items: 4 service learning resources on the Internet; 23 sample questions for student journals or reflection discussions; 9 general learning principles; and 10 questions to address when starting and teaching a service learning course.)   [More]  Descriptors: Action Research, Adult Education, Adult Learning, Citizen Participation

Eberts, Paul R. (1979). The Changing Structure of Agriculture and Its Effects on Community Life in Northeastern U.S. Counties. Despite sharp declines in the number of farms, farmers, and land in agriculture in the U.S. Northeast, total agricultural production is still big business there. Yet, significant shifts have taken place in the specific types of location where the various products are being produced. Moreover, these shifts have latent effects on the organization, structure and quality of community life. Although average market value of all agricultural products sold is increasing in approximately the same absolute size in all types of the 300 Northeastern U.S. counties (metropolitan, suburban, urban, and rural), only dairy and livestock products have remained constant. Crops have disproportionately shifted to the more suburban and poultry to the more rural counties. A factor analysis of the 10 agricultural indicators showed that average market value of agricultural products sold, median farm family income, and market value of poultry typified the clusters of the 196 non-metropolitan Northeast counties. Hence, they (along with percentage of land in agriculture) were used as the indicators of a viable agriculture. The hypothesis tested is that a viable agriculture contributes positively to various aspects of quality of community life in these counties. Detailed correlation analysis shows that, indeed, as indicated by average market value of agricultural products sold and by median farm family income, a viable agriculture contributes to viable community life. Descriptors: Agricultural Trends, Community Change, Community Characteristics, Community Resources

Atwood-Blaine, Dana; Rule, Audrey C.; Morgan, Hannah (). Ecosystem Food Web Lift-The-Flap Pages, Journal of STEM Arts, Crafts, and Constructions. In the lesson on which this practical article is based, third grade students constructed a "lift-the-flap" page to explore food webs on the prairie. The moveable papercraft focused student attention on prairie animals' external structures and how the inferred functions of those structures could support further inferences about the animals' diets. In general, most students made simple causal connections between an animal's observable characteristics and the food it would probably eat. Some students were also able to make multi-agent connections to develop a more complex mental model of a food web. Ultimately, the lift-the flap project was engaging to students and motivated them to focus their attention on the characteristics of animals of different ecosystems to infer their probable diets.   [More]  Descriptors: Science Instruction, Food, Natural Resources, Wildlife

Davies, Kurtland; Cohen, Michael J. (1995). Reconnecting with Nature: Educational Self-Esteem Sensory Activities for Reducing Drug Use and Irresponsible Relationships in Students at Risk. A model of an integrated ecologically-based counseling and recovery program is explored as a means of incorporating educational and psychological nature-connecting methods and materials with traditional recovery activities for people at risk and as a preventative. The first part of the program introduces high-risk high school students, most of whom have low self-esteem, to elements of nature. The second part of the program focuses on reducing chemical use and irresponsible relationships in at risk students. Phase 1 of this part involved 3 weeks of play and creativity in natural settings. Phase 2 involves specially designed nature reconnecting activities to reduce stress and attune participants to nature. Phase 3 consists of a 5-day "ropes course" where students practice teamwork, use problem solving skills, and work on fear and stress reduction skills. The goal is to further reduce stress, and help them experience power, joy, and trust. Results of the project are overwhelmingly positive. Significantly increased scores on the Barksdale Self-Esteem Index are recorded. The results suggest that the project, used in conjunction with daily stress situations instead of artificially programmed stress activities, can serve as an ecologically sound citizenship education preventative for chemical, food, and social and environmental abuse.   [More]  Descriptors: Behavior Problems, Biological Influences, Conservation (Concept), Counseling Services

Keles, Rusen (1972). Urbanization in Turkey. An International Urbanization Survey Report to the Ford Foundation. Urbanization is sometimes defined as a process of population concentration that requires both growth in the size of cities and multiplication of their numbers. This demographic approach seems to neglect two other important aspects of urbanization: namely, economic and social. The economic dimension consists of structural change in the productive forces, which include specialization and the division of labor; and the social aspect entails modernization and noneconomic transformations. A suitable definition of urbanization must take all these processes into account. In this report, all aspects will be considered, with an emphasis on objectivity. [For related documents in this series, see UD 013 731-UD 013 741 and UD 013 743-013 744 for surveys of specific countries. For special studies analyzing urbanization in the Third World, see UD 013 745-UD 013 748.] Descriptors: Air Pollution, Demography, Developing Nations, Ecology

Chen, Benjamin; And Others (1979). Problems in the Adaptation of Nonformal Study Programs to the Israeli Educational System, Science Education. Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. Descriptors: Biological Sciences, Curriculum Development, Ecology, Elementary School Science

Herron, Julie; Foster, Andrea (). Integrating Math in a Sea of Science, Science and Children. In this featured lesson, entitled "Fishy Feeding Frenzy," fourth-grade students engage in a classic science activity that requires them to experience the interdependent relationships of organisms in an ecosystem. The students explore how adaptations increase the survival of a member of a species by participating in an active "fishy feeding frenzy." The fishy feeding frenzy lesson addresses "Next Generation Science Standards" ("NGSS") as students compete for survival within an ecosystem while exploring structure and function of given organisms. The fishy frenzy has several opportunities for mathematics concepts to come to the forefront of science learning by using the "Common Core" Data Analysis standards as well as the Mathematical Practices. This lesson demonstrates how math can come to life in science teaching. Students can self-assess using the Fishy Feeding Frenzy rubric. This rubric will provide an overall assessment of mathematical thinking, communication skills, and science conceptual understanding.   [More]  Descriptors: Grade 4, Elementary School Students, Science Instruction, Common Core State Standards

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *