Bibliography: Ecology (page 624 of 627)

This annotated bibliography is compiled and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Mike Nickerson, Erik Eckholm, Anne Lyon, Cathy Mahmud, Chagrin Falls Institute for Environmental Education, Millie M. Horosko, Inc. Eastern Research Group, Barry E. Shaffer, Rodney F. Allen, and Denis Hayes.

Alabama State Dept. of Education, Montgomery. (1988). Science Alabama Course of Study. Bulletin 1988, No. 35. This document is an outline of concepts and skills that should be taught at each elementary grade level and for each secondary course in science. This document should be used in planning K-12 science curricula and should serve as a guide for teaching process skills. Separate formats are used for the Elementary Program in Science and the Secondary Program in Science in order that differing needs and time requirements for these grade levels may be met. The elementary level is designed to incorporate both the content and processes of science in order to ensure that students will be prepared for the future. This section is intended to: provide a well-planned, sequential program in the life, earth, and physical science; emphasize hands-on learning; employ clear, well-defined objectives; present knowledge and experiences that students can apply to their lives; and provide useful teacher guidelines for planning and directing science instruction. To assist the teacher, all skills in the program have been coded in relationship to their intended cognitive levels and the specific process skills emphasized. The secondary science curriculum offers the basic courses for the continuation of science as introduced and presented in the elementary grades. Emphasis is placed on the learning of science by involving students with "hands-on" and laboratory exercises. In addition to the standard courses offered in the secondary curriculum, there are course descriptions for studies in a variety of more specialized fields. Courses in the secondary curriculum are designed on a two-semester format. Recommended time allotments are presented in order to ensure uniformity of the curriculum. Four appendices contain information on the following: (1) advanced placement courses; (2) career education in the science education program, instruction in ethics, moral values, and citizenship in science; (3) science for special education; and (4) time requirements for subject areas, and study habits, homework, and students responsibilities. Descriptors: Advanced Placement, Anatomy, Biology, Botany

Nickerson, Mike (1977). Bakavi: Change the World I Want to Stay On. The booklet describes the natural ecosystem of the earth, the ways humans have evolved and diverged from basic life-supporting processes, and the problems that divergence has created. It also offers guidelines for overcoming those problems. Bakavi, a Hopi Indian word, is an umbrella term for the following objectives: to develop a way of life in which materials are managed in continuing cycles and energy is taken from continuously reliable sources; to encourage life-based pursuits, including interpersonal relations, creativity, appreciation, and spiritual, intellectual, and psychic development; and to develop technologies which use renewable resources and do not degrade the enviornment. The booklet is presented in ten chapters. Chapter I defines Bakavi and explains its origin.  Chapter II describes the interaction of various earth cycles and resources. Chapter III explains pattern integrity. Chapter IV discusses biological and cultural evolution, pointing out that people have forgotten their dependence on natural processes. Six problems are stressed in Chapter V: diminishing energy supplies, resources depletion, land deterioration, pollution, population growth, and isolating social conditions. Chapter VI introduces Bakavi, explaining objectives and background, and suggesting individual actions. Chapter VII and VIII explore Bakavi values and life-based pursuits. Chapter IX offers some alternative technologies and Chapter X proposes smaller communities with more human input and interaction. An annotated bibliography concludes the booklet. Descriptors: Agriculture, Books, Community, Conservation (Environment)

Allen, Rodney F. (1975). "This World Is So Beautiful….": Feelings and Attitudes in Environmental Education. Instructional Activities Series IA/S-15. This activity is one of a series of 17 teacher-developed instructional activities for geography at the secondary-grade level described in SO 009 140. The activity investigates the rationale and means for including attitudes, feelings, and emotions in the environmental education curriculum. Explanation is given about the role of attitudes and feelings in our reactions to environment. Students should understand that their reactions to nature and other people are basically emotional, and that coping with those emotions involves understanding each situation and judging each stimulus. In order to help students understand their feelings and attitudes toward environment, several teaching strategies are suggested. These include discussion of popular folk-rock songs, selection of certain material goods, analysis of historical literature and current media content, and reflection on the meaning of photographs from several points of view.   [More]  Descriptors: Affective Objectives, Attitude Change, Conservation (Concept), Conservation Education

Hayes, Denis (1979). Pollution: The Neglected Dimensions. Worldwatch Paper 27. Although progress has been made in combatting the most visible and easily controlled forms of pollution (exhaust, industrial waste, sewage, etc.), other pollutants have been largely ignored. Pollutants which are uncontrolled and which are increasingly recognized as dangerous include carbon dioxide, toxic substances such as dioxin, mirex, lindane, mercuric oxide, lead and mercury, and nuclear wastes. Reasons for lack of success in removing these and other pollutants include the following: (1) pollution control efforts have gone into solving those problems which appeared most solvable, (2) more public expenditures have been aimed at correcting problems which have technical solutions, and (3) some important pollutants cannot be controlled by any known technologies. Analysis of data regarding pollutants indicates that uncontrolled pollution exacts real costs on health and property and that cost-effective investment in abatement equipment can yield measurable net benefits. The conclusion is that controlling pollutants will require fundamental changes in life-styles and common business practices.   [More]  Descriptors: Air Pollution, Conservation (Environment), Data Analysis, Developed Nations

Ortleb, Edward P.; And Others (1990). Land Resources and Pollution. Environmental Studies. 4 Color Transparencies, Reproducibles & Teaching Guide. Grade 3, 4, 5. The world is faced with a variety of environmental problems. No country has escaped pollution and resource depletion. Basic ecological principles are often ignored and sometimes this contributes to ecological disasters. This volume is designed to provide basic information about the quality of the earth's land resources. The visual aids, worksheets, and activity pages are designed to promote investigative and inquiry experiences, and to foster the use of critical thinking skills through the analysis of environmental problems and solutions. An additional feature is the inclusion of a take-home activity. The activity may be done with simple materials or by conducting a survey. The teaching guide provides suggestions for discussion questions to initiate class participation. Extension activities are also suggested. A research activity that can be used to challenge students and an interdisciplinary activity are provided. This guide contains 12 reproducible hand-outs, a teaching guide, and four overhead transparencies. Topics include the use and types of soil, erosion, rock and mineral resources, fossil fuels, forests, renewability of resources, food production, landfills, public lands, roots, weathering, and soil pollution. A review quiz is also included. Descriptors: Acid Rain, Conservation (Environment), Depleted Resources, Drinking Water

Eastern Research Group, Inc., Lexington, MA. (1992). Turning the Tide on Trash: A Learning Guide on Marine Debris. The oceans covering two-thirds of the earth's surface constitute a resource for animal life, fishing industries, coastal economies, and recreation. This learning guide is a collection of 14 activities integrating art, language arts, mathematics, music, science, and social studies with the study of marine debris. A student survey is used to introduce the issue of marine debris. The activities are divided into three units. In Unit 1 activities, students define, classify, and characterize marine debris. In the activities in Unit 2, students study the effects of marine debris on marine life, people and communities in coastal areas. In Unit 3, students explore ways to prevent and reduce the generation of marine debris. Each activity provides directions for the teacher that include educational objectives, directions, needed vocabulary and materials, subject being integrated, learning skills utilized, and the duration of the activity. Appendices contain: (1) a glossary of terms; (2) resource lists containing organizations, curricula, publications, informational packets, audiovisual materials, and posters; and (3) reproducible clip art illustrations. Many of the activities are accompanied by reproducible student worksheets.   [More]  Descriptors: Art Education, Data Analysis, Data Collection, Ecology

Eckholm, Erik (1978). Disappearing Species: The Social Challenge. Worldwatch Paper 22. A key question to ask in determining whether a solution will be found to the current worldwide destruction of plant and animal life is whether people will learn to reconcile effectively the demands of environmental conservationists and developers. Probably the most immediate threat which ecological destruction poses to human welfare is shrinkage of the plant genepools available to agricultural scientists, farmers, and foresters. Additional problems are the extinction of species with economic or medical value and the ecological disturbances which result from the loss of any species. Demands for rapid economic and social development in Third World nations present particular problems for long-term environmental conservation. Unless national and international economic systems provide more opportunity for advancement, the dispossessed will naturally molest legally protected lands, trees, and animals. Environmental planners in all nations and foreign aid agencies in developed nations must incorporate concern for preservation of biological diversity into their policy decisions. A start toward the creation of needed ecological protectorates was made in 1978 when UNESCO designated 144 areas in 35 nations as part of a global network of Biosphere Reserves. The conclusion is that developers and conservationists must cooperate to develop policies to keep the biosphere in good order, slow the population growth, and satisfy people's basic needs.   [More]  Descriptors: Biological Influences, Biological Sciences, Conservation (Environment), Depleted Resources

Shaffer, Barry E. (1978). International Environmental Education: General Perspectives, Communications, and Program Status in Selected Countries. To enlighten the reader on the status of environmental education internationally, this paper discusses current environmental concerns, trends, and problems; reviews environmental-related communications between countries since 1965; and describes environmental education programs in selected countries. Environmental education is interpreted to include the processes of informing people about their environment and developing skills, motivation, and commitment to work toward solving current environmental problems and preventing new ones. The document is presented in five sections. Section I discusses the concept of environmental education and identifies major ecological issues, including ocean contamination, radiation fallout, loss of soil fertility, and malnutrition. Section II summarizes international perspectives on environmental education, stresses the United Nations' influence on program development, and lists educational needs. The needs include improved teacher education, improved research and evaluation, increased funding, and international cooperation. Section III lists and discusses major international conferences which have dealt with environmental education since 1965 and examines communications related to environmental matters between governmental agencies of various countries. Section IV outlines environmental education programs in Africa, Australia, New Zealand, Canada, China, the United Kingdom, the United States, Venezuela, and West Germany. The greatest environmental education need in all countries is coordination of efforts and resources. The concluding chapter suggests that environmental education may be the catalyst that will unite people in all countries in a common effort to find solutions to life threatening problems. Descriptors: Adult Education, Air Pollution, Comparative Education, Conservation (Environment)

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center. (1996). Agriscience Education for the Middle School. Instructional Units. Grade 7: Agriscience Exploration. Designed to supplement the Agriscience Education for the Middle School curriculum guide, this instructional packet provides lessons to enable agriscience teachers to bring basic science concepts into the classroom through practical, hands-on activities and experiments. The course is designed to assist seventh-grade students in exploring science as it relates to agriculture. It is divided into eight duty areas: becoming oriented to agriscience exploration, recognizing the importance of agriculture/agriscience, conserving natural resources, exploring research in agriculture, exploring plant science, exploring animal science, introducing basic laboratory skills, and encouraging personal development. An introductory sheet to each duty area lists competencies/tasks, two to nine lessons, and evaluation. Each lesson consists of any or all of these components: student objective; references; equipment, supplies, materials; presentation (introduction, motivation, discussion with questions and answers, other activities, conclusion, and evaluation); evaluation (test) with answer key; and handouts and worksheets. Equipment lists are appended.   [More]  Descriptors: Agricultural Education, Agricultural Engineering, Agricultural Sciences, Behavioral Objectives

Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance. (1992). Energy, Economics, and the Environment: Case Studies and Teaching Activities for Middle School. Educators are faced with the task of teaching students to be responsible stewards of the world's natural resources. This curriculum focuses on three interrelated topics in this area: energy, economics, and the environment. The goal of this book is to: (1) teach students basic knowledge and concepts about energy, the environment, and economics; (2) teach students effective decision-making skills; and (3) to engage students in meaningful learning activities. The book is divided into five sections. The first section provides a general economic framework for analyzing environmental and energy issues. The framework is composed of three components: the relationships between production, energy and the environment; economic considerations; and methods such as regulations, taxes, subsidies, and incentives that counteract negative external forces influencing the environment. The next four sections present case studies and learning activities to attain the educational goals of the curriculum. The units investigate: solid waste using a case study of the school cafeteria; air pollution using a case study of burning leaves; energy using a case study of power plants; and natural resources stewardship using a case study about drought conditions in California. A list of 49 additional energy, economics, and environmental resources is provided.   [More]  Descriptors: Air Pollution, Case Studies, Conservation (Environment), Cost Effectiveness

Mahmud, Cathy, Ed.; Holleman, Joan, Ed. (1994). Smithsonian Resource Guide for Teachers. 1993/94 Edition. This annotated catalog of materials available from the Smithsonian Institution and its affiliate organizations, lists over 400 cross-indexed resources for classroom use. The contents are arranged as follows: An overview of the guide; catalogs and visitor guides; periodicals; resources for the arts, language arts, science, and social studies/history. Many items are free or available on loan. Appropriate grade level is indicated for materials to be used for instruction in the aforementioned subject areas. Included are a title index, a subject index, and a media index. The catalog concludes with a directory for where to order materials and order forms.   [More]  Descriptors: American Indian Studies, American Studies, Anthropology, Art Appreciation

Institute for Environmental Education, Chagrin Falls, OH. (1994). Closing the Loop: Integrated Waste Management Activities for School & Home. K-12 Edition. A School-Based Waste Minimization and Education Program. Increased human population has led to more frequent interactions with the environment. The results of those interactions have affected the Earth's ecosystem. This manual contains hands-on, problem-centered activities to help students develop an environmental ethic and stewardship regarding waste management. The activities are grouped under three thematic headings: where wastes end up, options and choices we have involving waste management, and the interconnectedness of environmental issues. The introduction provides the theoretical foundation and principles of learning for the environmental education activities and a rationale for reducing, reusing, and recycling. Part 1 contains 18 activities on the problem of solid waste, alternatives to incineration and landfilling, and developing a school reduction, reuse, and recycling program. Part 2 contains 12 activities related to waste minimization, composting, hazardous wastes, recycling, product packaging, energy consumption, and consumer decision-making. Part 3 contains 12 activities concerning the additional environmental issues of population growth, ecosystems, finite natural resources, lifecycle analysis, air pollution, acid rain, wastewater treatment, environmental careers, ozone depletion, human resources, and land use. Each activity contains the activities' objectives, recommended instructional method, background information, materials needed, teaching procedures, and ideas for further study. Contains a glossary of 67 terms. Descriptors: Acid Rain, Ecology, Elementary Secondary Education, Environmental Education

Lyon, Anne, Ed. (1989). TVA–A World of Resources. In studying the earth's natural resources and the systems governing them, students need to understand the interrelationships of resources and ecosystems. This curriculum program for junior high school students investigates the environment as a whole. It is designed to supplement existing school curricula in science and social studies by presenting activities that draw from students the concepts of interdependence, change, adaptation, energy flow, and diversity. The curriculum guide contains eight units of study: (1) Air Resources; (2) Cultural Resources; (3) Energy Resources; (4) Forest Resources; (5) Recreation Resources; (6) Water Resources; (7) Wildlife Resources; and (8) an overview unit on how the curriculum integrates the management of these resources. Each unit consists of an overview and a series of factsheets, a concept map, an activities matrix for factsheet references, students activities, a curriculum rationale, and a glossary of terms. A list of 121 additional Tennessee Valley Authority (TVA) selected references, TVA publications, curricular and book resources, resource materials, and resource organizations is included.   [More]  Descriptors: Conservation (Environment), Cultural Interrelationships, Ecology, Energy

Weston, Burnes H., Ed.; And Others (1978). Peace and World Order Studies. A Curriculum Guide. This curriculum guide is designed as a tool for both university and secondary school use with the purpose of contributing to the further evolution of peace and world order studies. Part I presents three essays on peace and world order education. Part II comprises the majority of the document. It provides detailed outlines of some 50 college courses and seminars which fall into three categories: (1) courses and studies which present a broad overview of the field; (2) topical themes of peace, social/political justice, economic well being, and ecological balance; and (3) analytical themes which address values clarification/inquiry, futurism, and social/system change. Part III describes 30 selected learning packages in peace and world order studies developed by the Institute for World Order and by various world order centers and programs at universities and private organizations throughout the United States. Parts IV and V offer bibliographies of approximately 1,000 books, periodicals, films, filmstrips, simulation games, and other multimedia resources. Part VI identifies programs in peace and world order teaching and research in North America and elsewhere. Part VII provides addresses of peace-related institutes and organizations throughout the world. Descriptors: Agriculture, Attitude Change, Bibliographies, Change Strategies

Horosko, Millie M., Ed. (1992). What a Waste! A Teacher's Resource for Integrating the Solid Waste Crisis into the Classroom. Although consumers are sensitive to purchasing products that are recyclable and biodegradable, which products are truly environmentally sound is not clear. This teacher guide contains activities to help educate students in grades 3-6 about choices they and their families make that may affect their future health and welfare. The lessons may be taught as a comprehensive unit or individually integrated into existing classroom programs. The book is divided into two sections. Lessons and activities in the first section are interdisciplinary and action-oriented. Topics treated in this section include the history of waste, the roots of the current waste problem in societies changing lifestyle, how waste affects the earth's natural resources, and the different methods of waste disposal.  The lessons in the second section offer concrete solutions and strategies to reduce waste by composting, recycling, and reusing natural resources. Each lesson in the two sections contains the subjects into which the lesson can be integrated, time needed for the lesson, the lesson's focus, learning objectives, background information, materials needed, procedures to carry out the lesson, and ideas for extended learning. Reproducible student worksheets accompany the lessons. Appended information includes a glossary of 37 terms; a list of activity sources; a list of 13 recommended resources and 6 children's video recordings; and a description of a school recycling project. Descriptors: Art Education, Community Action, Conservation (Environment), Ecology

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