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Bibliography: Ecology (page 627 of 627)

This annotated bibliography is compiled and customized for the Water Protectors . Info website.  

Brown, Lester R. (1978). The Twenty-Ninth Day: Accomodating Human Needs and Numbers to the Earth's Resources. The purpose of this book is to examine the interaction of the world's ecological, economic, and social systems. It is divided into 12 chapters, with the first chapter providing an introduction and overview. Chapter two assesses the dimensions of the ecological stresses being put on the environment, specifically, the world's oceans, forests, grasslands, and croplands. Chapter three points out some of the consequences of these stresses. The fourth chapter considers the trends and dangers of population growth and urges population stabilization. Chapter five discusses the energy situation and the transition from petroleum to nuclear, coal, solar, and other alternative energy sources. Chapter six examines the food economy and what has and can be done to ease world food shortages.  Chapter seven studies the economic stresses of inflation, unemployment, capital scarcity, labor production, and the slowing of economic growth around the world. The eigth and ninth chapters deal with the social and ecological significance of the distribution of wealth both among and within societies. Chapter ten discusses the accommodations to the earth's natural systems and resources that must take place. The last two chapters concentrate on how these accommodations will be accomplished, and who will be involved in the process.   [More]  Descriptors: Birth Rate, Climate, Climate Control, Conservation (Environment)

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Bibliography: Ecology (page 626 of 627)

This annotated bibliography is reformatted and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Berkeley. Lawrence Hall of Science. California Univ, Kgomotso Mogome-Ntsatsi, Edmonton. Curriculum Branch. Alberta Dept. of Education, Department of the Interior Bureau of Education, Columbus ERIC Information Analysis Center for Science Education, Ted Trainer, Elissa C. Lichtenstein, Alison Wood, N. Dorofeeva, and Kay Fairwell.

Trainer, Ted (1990). Re-thinking Sustainable Development, Geographical Education. Discusses the overconsumption and overproduction of industrialized nations and the condition of developing nations. Considers the global revolution in institutions, systems, values, and lifestyles necessary to implement sustainable development. Depicts a world of decentralized, self-sufficient communities, and describes education's potential role in achieving and perpetuating that society. Descriptors: Change Strategies, Consciousness Raising, Conservation (Environment), Decentralization

Bureau of Education, Department of the Interior (1925). Cycles of Garden Life and Plant Life: A Series of Projects in Nature Study for Elementary Schools. Bulletin, 1925, No. 15. The Bureau of Education developed this course of study, published as a bulletin, reflecting increased interest of the movement for out-door education and in response to a request to the Bureau from the General Federation of Women's Clubs. It will be of value in promoting a type of study much needed in schools, and it will offer to the primary and intermediate teacher a suggestive series of projects on nature study which can be easily adapted to the daily programs in schools in different localities in the United States. This course is a detailed plan of work covering the child's ordinary range of experience and environment, including cycles of garden life and plant life. It is designed for all grades and is divided into two separate units of lower and upper grade work, the teachers in each grade to select the material best adapted to their courses of study and their daily programs. Correlation of nature study with the other subject matter in use in the schools is the principle worked out in this plan of work based on the child's environment. All the activities of the school are included in it, and suggestions for the use of nature study as an integral part of the other lessons are given in the daily program. Lessons in reading, language, and arithmetic are suggested; appropriate songs and stories are indicated; and bases for the arts and crafts and language modes are given. This bulletin contains a series of projects in nature study, which are planned with special reference to the appropriate seasons of the year and to the needs and conditions of the grade teachers in the schools. These lessons are so arranged that they may be adapted to the teacher's use without necessitating an undue amount of research and study. Subjects are listed, references are given, and outlines provided for each subject. In addition to this a suggestive lesson which has been worked out in a schoolroom is presented with each subject to further aid the teacher in adapting the work for her use. Suggestions for handwork, for field trips, and for simple experiments in the schoolroom will clear away the difficulties of many teachers who are trying to work out a project in nature study. (Contains 4 footnotes and 6 figures.) [Best copy available has been provided.] Descriptors: Field Trips, Botany, Plants (Botany), Gardening

Fairwell, Kay, Ed.; And Others (1977). Outdoor Biology Instructional Strategies Trial Edition. Set III. The predominant focus of the 24 Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set III activities is on animal behavior, and the adaptations and diversity of both plants and animals. Night time activities, games, investigation, experimentation, and crafts are used to study ants, birds, clams, water snails, water striders, spiders, lizards, pillbugs, sow bugs, jays, and plants. The holding adaptations of water organisms, response of animals to varying light conditions, stalking, food preferences, and pigmentation are also investigated. The activities, organized in 24 separate, water-resistant folios, include introduction, preparation, materials, actions, follow up, and related activities. There are 3 additional folios. An "OBIS Tool Box" provides information for construction and use of simple equipment, such as a clam hoop, lizard rig, night shine flashlight, and sweep net, and explains game variations and craft methods. There is an order form for hard-to-locate materials. A "Survival Kit" for leaders contains sample combinations of activities from Sets I, II, and III to organize concept packages and skill units, as well as tips on safety, conservation, and site selection. "What is OBIS?" explains some major biological and environmental concepts embraced by the activities.   [More]  Descriptors: Activity Units, Adjustment (to Environment), Animal Behavior, Biology

Huckle, John (1990). "What We Consume": The Curriculum Rationale, Geographical Education. Introduces "What We Consume," a British curriculum package that examines the social use of nature, world economy, and environmental/political controversies. Explains that the package's goal is to develop students' critical awareness of environmental problems and willingness to initiate change. Outlines the curriculum's framework and identifies insights drawn from other packages covering political education and world studies. Descriptors: Conservation (Environment), Controversial Issues (Course Content), Critical Theory, Critical Thinking

Wood, Alison; And Others (1996). Environmental Education in Suffolk, Environmental Education. Describes many environmental education projects conducted in schools in Suffolk County, England. Projects include One World Week, which prepared students for exchange visits with Kenya by encouraging awareness of world problems, especially those of poverty and distribution of resources. Other projects were comprised of outdoor programs, recycling programs, school grounds projects, environmental play production, farm visits, special needs programs, and inservice teacher education. Descriptors: Conservation (Environment), Disabilities, Drama, Ecology

Dorofeeva, N.; And Others (1987). Content of General Education in Programmes of Agricultural Technical and Vocational Institutions. Ukranian SSR. Studies in Technical and Vocational Education 26. Perhaps the main objective of vocational-technical education in the Ukrainian Soviet Socialist Republic today is to train middle-level managers and agricultural workers to take part in the republic's comprehensive program to accelerate its social and economic development. Secondary agricultural institutions called sovkhoz-technicums have played an important role in upgrading the quality of training provided to specialists in agriculture. Students being trained as agricultural specialists are also given training in general subjects and especially in biology. Ecological education and an interdisciplinary approach are also at the center of the movement to improve vocational-technical education. Active teaching methods, including problem solving, brainstorming, computer-assisted instruction, olympiads, and group and individual tutorials, coupled with increased use of audiovisual teaching aids, are being encouraged. Since 1987, teachers of general subjects at technical schools have had to improve their professional skills at regional advanced teacher training institutes. Efforts are under way to create a unified system of general secondary education throughout the republic and establish a closer relationship between general secondary and vocational education. Descriptors: Agricultural Education, Case Studies, Curriculum, Ecology

Whitney, Helen, Comp. (1975). 101 Environmental Education Activities. Booklet 4–Science Activities. Fourth in the series "101 Environmental Education Activities" by the Upper Mississippi River ECO-Center, the booklet contains 39 environment-based science activities directed to students in primary, intermediate, and junior high classes. Organization of the activities usually includes grade level, objectives, procedures, and materials, evaluation criteria, and sometimes includes hints and follow-up activities as well. In general, emphasis is placed on learning about soils; weather; various life forms; ecological and environmental relationships; conservation; natural phenomena; and on enhancing the students' powers of observation, sensory awareness, and awareness of environmental problems. Activities include science and energy surveys, weather observations and predictions, soil study and analysis, tree study, plant and animal observations, and specimen collection. Field trips to forest, timber, marsh, and river areas, as well as new housing developments and waste disposal plants help students examine many aspects of their environment from the point of view of various sciences. Descriptors: Climate, Conservation (Environment), Curriculum Enrichment, Curriculum Guides


Alberta Dept. of Education, Edmonton. Curriculum Branch. (1991). Junior High Environmental and Outdoor Education: Teacher. This manual for Junior High Environmental and Outdoor Education courses specifically addresses the special needs of adolescent students. A program development model is organized around six elements: (1) outdoor core; (2) personal and group development; (3) environmental core; (4) outdoor expeditions; (5) environmental investigations; and (6) commitment to action. These elements, designed to be taught either as a single course or as a sequence program of up to 3 years, are integrated to develop three strands: outdoor, personal and group development, and environmental. These strands, in turn, are developed over three levels of experience: a foundation level, an exploration level, and an empowerment level. The manual is divided into eight chapters and an appendix that contains Alberta Education's policy on controversial issues and supplementary information sources. Chapter 1 introduces the course rationale, philosophy and the development process of general learner expectations, course organization, and planning considerations. Chapters 2 and 3 include content and development outlines and a compilation of pertinent resources. Chapter 4 provides guidelines for single- and multi-year program development. Chapters 5 and 6 provide model units for introductory, intermediate and advanced level units. The last two chapters concern safety considerations and evaluation techniques. The course is designed to shift from teacher-directed learning to teacher-facilitated activities and student-initiated action. Community involvement is encouraged and guidelines for utilizing resource people for group presentations is provided. Descriptors: Adolescents, Course Content, Course Descriptions, Course Evaluation

Mogome-Ntsatsi, Kgomotso; Adeola, O. A. (1995). Promoting Environmental Awareness in Botswana: The Role of Community Education, Environmentalist. Highlights environmental problems confronting Botswana and describes the role of government, through National Conservation Strategy, in possible solutions. Also examines nongovernmental organizations which are involved in natural resource conservation and provide avenues for discussion of the environment and natural resources to increase public awareness. Discusses the role of community education. Contains 21 references. Descriptors: Change Strategies, Conservation Education, Development, Drought


Fairwell, Kay, Ed.; And Others (1975). Outdoor Biology Instructional Strategies Trial Edition. Set I. The Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set I contains 24 varied activities which make use of crafts, simulations, and basic investigative techniques to provide introductory learning experiences in outdoor biology for children aged 10 to 15. The individual water-resistant folio for each activity includes biological definitions and concepts, materials list, preparation, action, discussion, follow up, and suggested subsequent activities. Among the activities are studies of animal movement in water, leaves, natural recycling in soil and in water, seed dispersal, ponds, natural camouflage, and predator devices. Making sun prints, mapping a study site, plant hunts, and introductory census activities are also included. Set I includes 3 introductory folios."What is OBIS?" explains the project's governing concepts and goals. The "Leader's Survival Kit" notes good activity sites, sample activity sequences, and safety information. An "OBIS Tool Box" contains Equipment and Technique Cards giving instructions for building and using various inexpensive equipment such as plankton nets and weed grapples. Instructions for each device are complete on one card. Finally, there are 2 booklets, a Pond Guide and a Lawn Guide, designed for quick and easy identification, via pictures, written descriptions, and size scales, of the most commonly encountered organisms in those locations.   [More]  Descriptors: Activity Units, Animal Behavior, Biology, Construction (Process)

California Univ., Berkeley. Lawrence Hall of Science. (1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional folios which explain fundamental OBIS activity concepts, describe how to use the materials and activities, and give directions for the construction of simple equipment such as dip nets and aquatic observation chambers. Two booklets aid identification of organisms found in and around lawns and ponds. A Spanish version of the same package is also available. Descriptors: Activity Units, Bilingual Education, Biology, Day Camp Programs

Lichtenstein, Elissa C. (1997). The Environment: The Tie That Binds, Update on Law-Related Education. Articulates the need for international cooperation concerning environmental issues and the promotion of sustainable development. Discusses several international treaties and conventions addressing specific environmental concerns. Lists a number of worldwide environmental concerns, including fresh water, arable land, air pollution, oceans, forests, and biodiversity. Descriptors: Civics, Current Events, Developing Nations, Ecology

California Univ., Berkeley. Lawrence Hall of Science. (1978). Actividades al Aire Libre (Outdoor Activities). OBIS/Mini-Corps. The all-Spanish version of the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps Outdoor Activities set contains twenty education and recreational activities which provide a variety of outdoor biological experiences and incorporate language skills into outdoor education. Prepared especially for use by migrant children aged 10-15 in a summer camp environment, the activities employ educational games, experimentation, observation, and simulation in the study of plant and animal organisms on land and in the water. Each activity is presented in an individual water-resistant folio, complete with introduction, materials list, preparation, action, and language development section. Presented in three parts (discussion, games, vocabulary) the language section is designed to take advantage of the language possibilities that arise naturally from each activity. The package contains three additional folios which explain fundamental OBIS activity concepts, describe how to use the materials and activities, and give directions for the construction of simple equipment such as dip nets and aquatic observation chambers. A bilingual version of the same package is also available.   [More]  Descriptors: Activity Units, Biology, Day Camp Programs, Ecology

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Bibliography: Ecology (page 625 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Michael Brody, Lester R. Brown, Inc. Information Dynamics, Elizabeth Gunner, Jeanne C. Tucker, Western Australia Science Education Association, TN. Tennessee Administrative Software Clearinghouse. Memphis State Univ, Kay Fairwell, Minneapolis. Minnesota Univ, and John H. Adams.

Minnesota Univ., Minneapolis. (1982). Out-of-School Science Learning Experiences for Parents and Their Middle School Children: Introduction. [A Course for Parents and Children.]. As an effort to supplement the science which is taught in schools, this document describes the development and implementation of five out-of-school short courses for middle school children and their parents. The courses meet on Saturdays for five weeks and are intended to be taught at informal science learning sites such as zoos, science museums, nature centers and planetariums. Course activities are intended to increase the scientific knowledge of the participants as well as time that parents and children spend with each other. All of the courses also contain home activities for parents and children to do together. The first section of this document includes the history of this project, the rationale for selecting the courses, and a synopsis of the courses. The courses described are: (1) animal behavior; (2) building telegraphs, telephones, and radios; (3) microcomputers; (4) nighttime astronomy; and (5) winter study. A section on "administrative organization" discusses teaching sites, scheduling, participant registration, publicity and cost. Another section, "instructional organization," explains the teacher's guides, planning considerations and evaluation processes. Appendices include sample publicity brochures, newspaper articles, confirmation letters, a certificate of participation, and references.   [More]  Descriptors: Animal Behavior, Astronomy, Conservation Education, Course Content

Tucker, Jeanne C., Ed.; Umbarger, Vivian C., Ed. (1979). Social Gerontology Training Manual. This guide for educators, human service workers, and others interested in social gerontology contains four sections covering fifteen subject areas/sessions. Unit 1, Societal Structure and Its Relationship to the Aged, presents data concerning demographics of the aging population, historical factors having an impact upon value processing of older adults, changing roles in families, and an overview of gerontology program resources. Unit 2, Gerontological Mental Health, provides information regarding selected life events/stress factors in the aging cycle, including emotional adjustments to cope with death and aging, recognition and management of grief, creative use of leisure, and impact of ageism. Unit 3, Physical Aspects of Aging, reviews the biological basis and physical changes and their implications, including special factors involving the ecosystem of environmental impact and drug use and misuse. Unit 4, Cultural Values and Their Impact on Older Kansans, discusses ethnic experiences and cultural values as related to needs, concerns, and resources of specific elderly groups with examples of cultural heritage and unique problems of service delivery and programming objectives for Spanish speaking, Indian, and Mid-western rural elderly. For each session these materials are provided: sample agendas, training objectives, condensed lectures, group exercises/discussions, examples of audiovisual aids, and bibliography. Descriptors: Adjustment (to Environment), Adult Development, Adult Education, Aging (Individuals)

Wimberly, Ronald C., Comp. (1982). Rural Sociology in the South: 1982. Proceedings of the Rural Sociology Section of the Southern Association of Agricultural Scientists (Orlando, Florida, February 7-10, 1982). A total of 33 papers are collected for dissemination to other sociologists and graduate/undergraduate students, and represent the broad thrusts southern sociology brings to bear on rural and agricultural problems. The seven sessions are entitled: The Sociology of Agriculture (three papers); The Sociology of Communities (six papers); Social Change (seven papers); Rural Crime (five papers); Demographic Changes (five papers); Education, Aspirations, and Employment (four papers); and Land and Farm Resources (three papers). The papers in the Education section include: The Effects of Two Generations of Status Attainments on Educational Aspirations for Offsprings; Completing College and the Quality of Employment–A Look at the Costs of Dropping Out; A Comparative Analysis of Job Satisfaction Among Ecologically-Oriented Occupational Groups; and Present and Future Supply and Demand of Home Economics Instructors in Higher Education. The final portion of the document contains the minutes of the 1982 business meeting, a copy of the program of the Rural Sociology Section of the 79th Annual Convention of the Southern Association of Agricultural Scientists, a directory of participants and attenders of the 1982 meeting, operations procedures for the Rural Sociology Section, and a brief history of the Rural Sociology Section prepared by C. L. Cleland. Descriptors: Agriculture, Area Studies, Change, Community Change

Throgmorton, Larry, Ed.; And Others (1978). Outdoor Biology Instructional Strategies Trial Edition, Set IV. Eight games are included in the 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set IV. There are also simulations, crafts, biological techniques, and organism investigations focusing on animal and plant life in the forest, desert, and snow. Designed for small groups of children ages 10 to 15 from schools and community youth organizations, the activities include the study of squirrel food-storage strategies, desert plants, vines, damselfly and dragonfly populations, hopping animals, tree growth, soil differences, and plants that can live in the snow. These strategies for outdoor learning experiences are individually packed in folios that include pertinent biological concepts, materials lists, preparation, action, follow up and a list of related activities. Also included in the Set are a guide to OBIS; a "Leader's Survival Kit" with ideas for safety, conservation, and site selection, as well as suggestions for combining activities from Sets I, II, III, and IV into concept and skill modules; and a "Leader's Tool Box", describing certain biological techniques and detailing the building and use of home-made equipment such as thermometer dip-sticks, pollen boards, and desert leaf models.   [More]  Descriptors: Activity Units, Animal Behavior, Biology, Construction (Process)

Brody, Michael; And Others (1988). An Assessment of Student Knowledge in Fourth, Eighth and Eleventh Grades of Science and Natural Resource Concepts Related to Acidic Deposition. This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge was reported as well as generalized missing concepts. The results suggest some implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. Ways that can help teachers better teach students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment are discussed.   [More]  Descriptors: Air Pollution, Concept Formation, Controversial Issues (Course Content), Ecology

Brown, Lester R.; And Others (1986). State of the World 1986. A Worldwatch Institute Report on Progress toward a Sustainable Society. The third of three annual assessments concentrating on the relationship between the world economy and its environmental support systems, this edition expands earlier themes on how economic demands of a world population approaching 5 billion affects the earth's natural systems and resources to embrace threats to security as well. The first of 11 sections, "A Generation of Deficits" (Lester R. Brown) examines not only deficits and debts in the United States, but in other countries as well. In section 2, "Assessing Ecological Decline," Lester R. Brown and Edward C. Wolf discuss profiles and social consequences of ecological decline, economic costs, "political fallout," and the need for integrated analysis. Next, in "Increasing Water Efficiency," Sandra Postel describes water-saving irrigation methods, new cropping patterns, recycling and reuse, conservation in cities, and balancing the water equation. The next section, "Managing Rangelands," (Edward C. Wolf) is followed by two articles, "Moving beyond Oil," and "Reforming the Electric Power Industry" by Christopher Flavin. Section 7, "Decommissioning Nuclear Power Plants," (Cynthia Pollock) addresses issues concerning decontamination and dismantlement, waste disposal, and cost. Two health articles: "Banishing Tobacco," and "Investing in Children," by William U. Chandler are followed by a look at "Africa's Decline," (Lester R. Brown and Edward C. Wolf). In the final section, "Redefining National Security," Lester R. Brown addresses new threats to security, militarization of the world economy, costs to the two super-powers, countries reducing arms outlays, and challenges to world peace.   [More]  Descriptors: Agricultural Trends, Developed Nations, Developing Nations, Disarmament

Ogbu, John U. (1981). Schooling in the Ghetto: An Ecological Perspective on Community and Home Influences. Social scientists have adopted two different views on the influence of the community and home on academic achievement of lower-class and minority students. The first is the deficit perspective, or the failure-of-socialization hypothesis. The second is the difference perspective, or the cultural-discontinuity/failure-of-communication hypothesis. Both deficit and difference perspectives on oppressed minorities reflect external definitions of community and home influences on ghetto children's school learning. In contrast, an ecological perspective enables the specification of important community and home influences affecting the ability of young members of caste-like minority groups to benefit from schooling. Various responses black people have made to the job ceiling and inferior education historically imposed on them affect their children's ability to learn in school. Because blacks continually fight against the schools, they have grown suspicious of the schools; their resulting alienation makes commitment to and perseverance at academic tasks difficult. Black people's disillusionment over the job ceiling imposes similar liabilities. Various survival strategies blacks have developed to cope with their economic and social problems often demand attitudes, competencies, and behaviors that are apparently incompatible with those required for school success. For example, collective struggle teaches blacks that they are not responsible as individuals for their failures, including school failure, and that failure is the fault of "the system"; clientship teaches them that reward does not depend so much on personal efforts at an assigned task as on one's ability to manipulate the powers that be; and hustling emphasizes the virtues of exploiting and manipulating others to achieve desired material success and/or prestige. A 14-page bibliography concludes the document.   [More]  Descriptors: Academic Achievement, Adjustment (to Environment), Blacks, Caste

French, Dan; Phillips, Connie (1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation form; bibliography; and lists of informational, instructional, and audiovisual materials. Descriptors: Biology, Budgets, Civil Defense, Conflict Resolution

Information Dynamics, Inc., Silver Spring, MD. (1981). Meeting Environmental Workforce Needs. Determining Education and Training Requirements. Proceedings of the National Conference on Meeting Environmental Workforce Needs (Washington, D.C., February 1981). Will the nation have the trained workforce required to deal with environmental problems in the 1980s and beyond? With the growing public concern about hazardous wastes, impure drinking water, polluted air, use and care of natural resources, and new legislation and funding targeted at these concerns, the need for examining workforce requirements and education and training capabilities becomes imperative, and was the subject of the conference reported in this book. The program focused on the following topics: (1) assessments of future job opportunities in occupations related to the environment; (2) available programs and curricula for occupational training in areas where growth in environmental opportunities is projected; (3) ability of the nation's schools, colleges, and other training facilities to meet anticipated needs; (4) guidance and counseling efforts needed to help students and workers assess their aptitudes and select appropriate training; (5) assessment of environmentally related jobs for minorities; (6) efforts to improve linkage between educators and industry, government, and labor to assure best use of education and training resources; (7) workforce planning for state environmental agencies; and (8) use of cooperative programs to meet state and local workforce shortages. Conference participants included nationally recognized planners, administrators, and policy makers in schools, colleges, industry, labor organizations, professional associations, citizen groups, and government agencies. Their 39 papers and perspectives comprise the chapters of this book. Descriptors: Career Counseling, Conservation (Environment), Cooperative Education, Counselor Role

Western Australia Science Education Association. (1983). Annual Science Education Conference (9th, Murdoch University, Perth, Western Australia, September 23, 1983). This proceedings contains the texts of 14 science education research studies which were presented at the 1983 Western Australia Science Education Conference. They include: "Students' Understanding of Chemical Equilibrium: A Report of Research in Progress" (Patrick J. Garnett, Mark W. Hackling); "Measuring the Learning Environment in Elementary and Middle Science Classrooms" (Trevor W. Lacy); "The Effect of Inservice Training on Teacher Attitudes and Primary School Science Classroom Climates–An Interim Report" (Pauline Hutchinson); "Why Teach Science?" (Leonie J. Rennie), focusing on primary school science instruction; "Identifying Characteristics of Primary Science Teaching Styles" (L. N. McKenna); "Time Available for Teaching: A Survey in Four West Australian Schools" (M. C.  Crosbie); "Primary Science Today" (John D. Rowe); "How Well Do Standard Piagetian Protocols Assess Aboriginal Children's Conservation Behavior?" (David F. Treagust, Ross Hastie); "Enhancing Student Engagement in Upper Primary and Lower Secondary Science Activities" (Kenneth G. Tobin); "Beyond the Keller Plan" (Phillip Jennings), reviewing application of the Keller scheme in college physics; "John Forrest National Park as an Ecological Study Area" (Bill Foulds, Judy Parsons); "Priorities for Computer Education in W.A." (M. J. O'Loughlin, J. Luca); "Techniques for Formative Evaluation of Science Curricula" (Barry J. Fraser); and "Problem Solving in Physics" (John Deacon), examining problem-solving methods and misconceptions found in student answers on the 1979 W.A. Tertiary Admissions Physics Examination. Descriptors: Chemical Equilibrium, Classroom Environment, Computer Science Education, Conservation (Concept)

Adams, John H.; And Others (1985). An Environmental Agenda for the Future. Early in 1981 the chief executives of ten major environmental and conservation organizations began meeting for the purpose of enhancing the effectiveness of their organizations in helping to protect the nation's environmental quality. This agenda represents 4 years of work by these and other individuals, and it attempts to collectively reflect the thoughts and concerns of various experts called upon by the core group. It also drew on ideas generated at nine regional conferences held around the nation during that same time period. The Environmental Agenda for the Future is organized around 11 major subject areas. These include: (1) nuclear issues; (2) human population growth; (3) energy strategies; (4) water resources; (5) toxics and pollution control; (6) wild living resources; (7) private lands and agriculture; (8) protected land systems; (9) public lands; (10) urban environments; and (11) international responsibilities. An introductory chapter presents a summation of the expected environmental problems of the future, a discussion of the link between environmental factors and the economy, and some anticipated benefits of managing our natural resources and providing environmental protection. A seven-page bibliography provides some recommended resources for each of the 11 areas addressed in the report. Descriptors: Air Pollution, Conservation (Environment), Cooperative Planning, Ecology

Memphis State Univ., TN. Tennessee Administrative Software Clearinghouse. (1987). Project WILD: Aquatic Education Activity Guide. Project WILD is an interdisciplinary, supplementary environmental and conservation education program which emphasizes wildlife. This document is one guide developed by Project WILD with the specific purpose of focusing on aquatic wildlife, or any wild animals that depend upon aquatic environments for survival. The book contains instructional activities which are designed to be integrated into school subjects and skill areas, especially science, social studies, language arts, mathematics, and art. It is suggested that educators in non-school settings, such as youth leaders, camp personnel, and park naturalists could also use the guide. The 40 activities are divided into sections dealing with: (1) awareness and appreciation; (2) the diversity of wildlife values; (3) ecological principles; (4) management and conservation; (5) people, culture, and wildlife; (6) trends, issues, and consequences; and (7) responsible human actions. The appendices include a variety of references, cross-listings, and additional instructional suggestions. Also provided are a glossary of terms, the Project WILD conceptual framework, and a list of agencies and organizations that can provide information. Descriptors: Animals, Conservation (Environment), Depleted Resources, Ecology

Fairwell, Kay, Ed.; And Others (1975). Outdoor Biology Instructional Strategies Trial Edition. Set II. The 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set II use living organisms such as crabs, birds, crayfish, lichens, and insects to investigate biological interrelationships, organism behavior, and species density to promote greater environmental and sensory awareness. The activities, designed primarily for groups of children ages 10 to 15, focus on terrestrial, beach, freshwater, marine, woodland, and other habitats. Light and its effect on animal behavior, study of intertidal plant and animal colonies, hibernation site study, comparison of insects in lawn areas and weedy areas, a simulated oil spill, investigation of sea movements and currents, and a series of environmental games are among the specific activities. Each is presented in a folio with an introduction, list of materials, action, discussion, and follow up. There are three additional folios: (1) an introduction to OBIS: (2) a "Leader's Survival Kit", with suggestions for the combination of the Set I and II activities into various learning modules organized by biological or environmental concept, skill, or habitat; and (3) an OBIS Tool Box, containing Equipment and Technique Cards with instructions for the construction and use of inexpensive equipment, such as bird feeders and tide stakes.   [More]  Descriptors: Activity Units, Animal Behavior, Biology, Construction (Process)

Gunner, Elizabeth (1985). Teaching about Africa South of the Sahara. Report. Council of Europe Teachers' Seminar (Lahti, Finland, August 5-10, 1984). Educators from European countries were presented with up-to-date information about Africa. The seminar was intended to help teachers present the African experience as cogently as possible in their classrooms. The main topics of the seminar are discussed, papers are summarized, discussions of the working groups are presented, participants' reactions to the seminar are discussed, and recommendations are listed. Papers deal with a variety of topics, including European attitudes toward Africa, the image of Africa in textbooks, the use of film for teaching about Africa, the development of national languages in Africa, the need to recognize the contribution of African art to world culture, the need for planners to listen to the views of African villagers, and Africa and the international community. Working groups examined the historical, cultural, and ecological approaches to studying Africa. Participants reacted very favorably to the seminar. It was recommended that children be made aware of African lands, and that the myths and stereotypes be dispelled. Appendices contain a participant list and addresses of centers providing resources on Africa. Descriptors: African Culture, African History, Area Studies, Comparative Education

Penick, John E., Ed.; Meinhard-Pellens, Richard, Ed. (1984). Science/Technology/Society. Focus on Excellence, Volume 1, Number 5. This document describes 10 examples of innovative and outstanding science/technology/society (STS) programs. These programs were selected using state criteria and at least four independent reviewers. While Project Synthesis offered a desired state, these examples of excellence provided views of what is already a reality. The goals of an exemplary science program are provided along with the criteria for excellence. The programs described are: (1) "Unified Science Modules"; (2) "Solar Project Class"; (3) "Environmental Science"; (4) "Energy and Us"; (5) "Mankind: A Biological and Social View"; (6) "Wallingford Auditing Technical Team"; (7) "Science/Mathematics/Computer Magnet School"; (8) "Contemporary Issues in Science"; (9) "Earthscope"; and (10) "Marine Environmental Program." Also included are a critique on STS and a paper on teaching STS in secondary school.   [More]  Descriptors: Computer Uses in Education, Critical Thinking, Cultural Influences, Demonstration Programs

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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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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

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Bibliography: Ecology (page 622 of 627)

This bibliography is independently curated for the Water Protectors . Info website.  Some of the authors featured on this page include Neil Roberts, Scott Hartley, James D. Sessoms, Robert J. Corbett, Maria A. Ferrante, Leslie Dawson, Crispin Tickell, Kathy Goobie, Samuel S. Bland, and Nguyen Thi Dieu.

Roberts, Neil (1996). The Human Transformation of the Earth's Surface, International Social Science Journal. Reviews the tremendous transformation that human beings have wrought on the earth's surface from the Holocene to the present. Traces this transformation through various stages: the emergence and development of agriculture, agricultural impact and land degradation, ecological and political imperialism, industrialization, and environmental pollution. Descriptors: Agriculture, Built Environment, Earth Science, Ecology

Sessoms, James D. (1994). Carolina Baywatch. Singletary Lake State Park: An Environmental Education Learning Experience Designed for Grades 6-8. This activity guide, developed to provide hands-on environmental education activities geared to Singletary Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. In these activities students will have the opportunity to learn water quality testing methods, visit a bay lake and perform actual tests, and discover and test water sources at school. Major concepts included are: water quality, data collection, pH, water testing, animal adaptations, and geomorphology of a Carolina bay lake. Includes a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about Singletary Lake State Park.   [More]  Descriptors: Data Collection, Ecological Factors, Ecology, Environmental Education

Hartley, Scott; Woods, Martha (1992). Living Water. Eno River State Park: An Environmental Education Learning Experience Designed for the Middle Grades. This learning packet, one in a series of eight, was developed by the Eno River State Park in North Carolina for Grades 5-6 to teach about various aspects of water life on the Eno River. Loose-leaf pages are presented in nine sections that contain: (1) introductions to the North Carolina State Park System, the Eno River State Park, and to the park's activity packet; (2) a summary of the activities that includes major concepts and objectives covered; (3) pre-visit activities on map trivia and dichotomous classification keys; (4) on-site activities on river flow, pH values, water bugs and river sediment; (5) post-visit activities on water pollution; (6) a list of 69 related vocabulary words; (7) park and parental permission forms for the visit; and (8) blank pages for taking notes.  Contains 24 references and includes a separate educator's guide.   [More]  Descriptors: Classification, Computation, Ecology, Entomology

Natoli, Salvatore J. (1990). How a Geographer Looks at Globalism, International Journal of Social Education. Argues a global perspective is inherent to all geographic research and education. Quotes several influential geographers concerning their views on globalism and geography as a discipline. Examines geography's five fundamental themes and their applicability to a global perspective. Considers roles geographers can play in solving world environmental problems and developing students' global awareness and responsibility. Descriptors: Ecology, Elementary Secondary Education, Environmental Education, Geographic Concepts

Ferrante, Maria A. (1992). Exploring Oral Tradition, Environmental Awareness, and Peace and Justice, Catholic Library World. Summarizes four presentations from the 1992 Catholic Library Association's convention: "Native American Stories: An Oral Tradition in Today's Education" (Jim "Two Crows" Wallen); "Christians and a New Friendship with the Earth" (Jane Blewitt); "Earth Energy, Human Energy: Information Power" (Barbara O'Donnell and Gloria Steger); and "Resources for Peace and Justice" (Kathleen McGinnis). Descriptors: American Indian Culture, Conservation (Environment), Ecology, Elementary Secondary Education

Bland, Samuel S. (1994). Sea Turtle Trek. Hammocks Beach State Park: An Environmental Education Learning Experience Designed for Grades 6-8. This activity guide, developed to provide hands-on environmental education activities geared to Hammocks Beach State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: animal adaptations, sea turtle life cycle, endangered species, natural and human threats to species, and resource management. Includes an introduction to reptiles, a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about Jones Lake State Park. Appendices contain a sea turtle fact sheet, a Loggerhead sea turtle fact sheets, and sea turtle conservation information.   [More]  Descriptors: Adjustment (to Environment), Ecological Factors, Ecology, Educational Games

Lipschutz, Ronnie D. (1991). Bargaining among Nations: Culture, History, and Perceptions in Regime Formation, Evaluation Review. The formation of regimes (collective international schemes) for managing global problems depends on culture, history, and perceptions. The ways in which these elements affect bargaining among nations over issues of the global commons are discussed. Implications are reviewed for a regime to deal with atmospheric conditions and global warming. Descriptors: Attitudes, Case Studies, Climate, Conflict Resolution

Helms, J. Christopher; Corbett, Robert J. (1994). Close Encounter With a Carolina Bay. Jones Lake State Park: An Environmental Education Learning Experience Designed for Grades 6-8. This activity guide, developed to provide hands-on environmental education activities geared to Jones Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives in the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: water quality, data collection, pH, animal adaptations, and geomorphology of a Carolina bay lake. Includes an introduction to the water cycle, a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, sources of information on water resources, and information about Jones Lake State Park and Carolina bays.   [More]  Descriptors: Data Collection, Ecological Factors, Ecology, Environmental Education

Foth, Henry; Jacobs, Hyde S. (1971). Field Guide to Soils. Earth Science Curriculum Project Pamphlet Series PS-2. Discussed are the importance of soil to plant and animal life, the evolution of a soil profile, and the major kinds of soil in the United States. On a suggested field trip, students examine different kinds of soil profiles; they also measure soil acidity and water-holding capacity. Suggestions for further study are provided along with references and a glossary.   [More]  Descriptors: Chemistry, Earth Science, Ecology, Field Studies

Goobie, Kathy; And Others (1994). Discover Brazil. A Unit of Study. These curriculum materials were designed to assist sixth grade teachers in the delivery of the world regions component of the grade six social studies. Activities engage students in thinking, analysis, and speculation with a blend of process and product exercises. The book is divided into five sections. "Introductory Activities" include: (1) "Brazil-in-a-Suitcase"; (2) "Preparing for the Trip"; (3) "Identifying Mental Baggage"; (4) "Planning the Trip"; (5) "Brazil–A Country Profile"; and (6) "Brazil through the Eyes of PC Globe." Section 2, "The Influence of Geography," contains: (1) "Brazil's Neighbors"; (2) "How Big is Big"; and (3) "Brasilia: Brazil's Capital City." Section 3, "The Cultural Setting," includes: (1) "A Racial Melting Pot"; (2) "Getting By in Portuguese"; (3) "A GE Indian Creation Myth"; (4) "Families in Brazil"; (5) "Games Children Play"; (6) "Futebol"; (7) "Bon Appetit"; (8) "Carnival"; (9) "Mosaics"; and (10) "Pinata." Section 4, "Daily Life," contains: (1) "The Favelas of Rio"; (2) "Rural Life in Brazil"; (3) "Enemies at Large"; (4) "Debt and Developing Countries"; (5) "Your Morning Coffee"; and (6) "The Dilemma of Coffee." Section 5, "The Tropical Rainforest," includes: (1) "Locating the Tropical Rain Forests"; (2) "Natural Resources and You"; (3) "Rainforest Layers and Perspective in Art"; (4) "The Web of Life"; (5) "Rain-forest Nomenics"; (6) "The Disappearing Tropical Rainforest"; and (7) "Saving the Rainforest." The book also contains an eight-item resource section. Descriptors: Area Studies, Developing Nations, Development, Ecology

Beerbower, James R. (1971). Field Guide to Fossils. Earth Science Curriculum Project Pamphlet Series PS-4. This guide introduces the study of fossils and means through which this study may provide clues to ancient environments and geology. Presented are discussions about the origin of many types of organisms, origin of organic communities, evolution, and extinction of species. Suggestions are provided for likely collection sites, methods of collection, identification of fossils, and field techniques. Appendices, references, and a glossary are provided.   [More]  Descriptors: Earth Science, Ecology, Environmental Education, Field Studies

Fien, John (1988). The Australian Environment: Visions, Imperatives and Classroom Realities, Geographical Education. Explores five alternative visions of the Australian environment through a brief environmental history. Presents imperatives for geography education to help students become socially responsible and ecologically sensitive including: (1) developing an environmental ethic; (2) teaching about the impact of the political economy on the environment; and (3) adopting an issues-based approach. Descriptors: Conservation (Environment), Controversial Issues (Course Content), Ecology, Economic Climate

Tickell, Crispin (1995). Education for Sustainability, Environmental Education. Discusses problems in putting education and sustainability together. Considers themes of planetary health and interconnectedness as an argument for redesigning core curricula to teach students to cope with future problems and live in harmony with their surroundings. Describes problems with the current education system, social values, and industry that complicate the development of core curricula that begin with an environmental ethic. Descriptors: Conservation Education, Curriculum Development, Early Childhood Education, Ecology

Thi Dieu, Nguyen (1996). The State versus Indigenous Peoples: The Impact of Hydraulic Projects on Indigenous Peoples of Asia, Journal of World History. Asserts that many Asian nations, in their drive to industrialize, have chosen national identity and economic development over the survival of their indigenous peoples. Utilizes case studies in Malaysia, India, and China to examine the divergence between macro- and microinterests illustrated by the egregious examples of these hydraulic projects. Descriptors: Asian History, Asian Studies, Context Effect, Cultural Isolation

Dawson, Leslie (1996). Women's Role in Sustainable Development, Green Teacher. Given women's impact on resource management and consumption, we must improve our understanding of women's role in sustainable development. Women must be involved in sustainable development planning. This article examines the role of women as land stewards, and the effects of education of women on population growth in developing nations. Includes an activity on female literacy and population growth for schoolchildren. Descriptors: Birth Rate, Conservation Education, Developing Nations, Ecology

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Bibliography: Ecology (page 621 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Stephen Wulfson, Venetia R. Butler, Ellen M. Roach, Christian Salzmann, Julia Berry, Peter Openshaw, IUCN Bulletin, James G. Kelly, Willow Soltow Crane, and John C. Miles.

Miles, John C. (1987). Huxley College of Environmental Studies, Western Washington University, Environmental Professional. Describes the programs of Huxley College (Washington) which were designed to provide an environmental studies thread through all of its academic endeavors. Addresses the development of the curriculum of both the undergraduate and graduate levels. Discusses its research focal points and its prospects for the future. Descriptors: College Science, Degree Requirements, Ecology, Environmental Education

Berry, Julia (1988). Optical Disc Technology, Technological Horizons in Education. Describes use of the interactive video in schools in the United Kingdom. Summarizes the content of eight new videodiscs. Enumerates investigations designed to field test the materials and describes the type of feedback to be provided by schools. Descriptors: Computer Assisted Instruction, Computer Uses in Education, Ecology, Elementary School Science

Naturescope (1986). Wetlands, Wildlife, and People. Discusses the problems created when wetlands are drained or altered by humans. Provides a brief case study of the Everglades as an example of the effects of human intervention. Presents four learning activities (along with reproducible worksheets) that deal with the benefits of wetlands, and some debated issues over wetlands. Descriptors: Biology, Case Studies, Ecology, Elementary Education

Braden, Kathleen; And Others (1990). Environmental Hazards of Nuclear Arms Proliferation, Social Education. Argues that nuclear weapons are affecting the environment through their production, testing, transport, and storage. Warns that the effect on the world's ecosystem could be irreversible. Provides data and maps on testing, deployment, and future possible effects, such as a nuclear winter. Discusses the challenge to future generations. Descriptors: Citizenship Education, Controversial Issues (Course Content), Ecology, Environmental Education

Gardella, Ron (1988). The Environmental Education Curriculum Inventory, Clearing. Includes an environmental education curriculum assessment instrument designed to determine how well curriculum materials reflect some accepted goals of environmental education. Descriptors: Curriculum Evaluation, Curriculum Research, Ecology, Educational Assessment

Openshaw, Peter (1987). Acid Rain, School Science Review. Provides some background information on acid deposition. Includes a historical perspective, describes some effects of acid precipitation, and discusses acid rain in the United Kingdom. Contains several experiments that deal with the effects of acid rain on water quality and soil. Descriptors: College Science, Ecological Factors, Ecology, Environmental Education

IUCN Bulletin (1987). Endangered Species. IUCN Special Report: How and Why We Should Conserve Species. Contains articles addressing the need to protect endangered species. Includes an introductory article that stresses the relationships between the loss of species diversity and the future of the human society. Seventeen brief articles follow that deal with specific endangered plants and animals. Descriptors: Animals, Botany, Conservation (Environment), Ecological Factors

Salzmann, Christian (1990). Regional Learning and Learning Localities: Old Town Osnabruck and the Noller Ravine, Western European Education. Defines a learning locality as a learning site that has used purposeful pedagogical and methodological efforts to enhance learning, such as zoos and museums. Describes a regional learning locality as one in which children, youth, and adults actively explore their immediate environment. Describes two German regional learning localities, Old Town Osnabruck and Noller Ravine. Descriptors: Cultural Awareness, Cultural Education, Discovery Learning, Ecology

Kelly, James G. (1986). Prevention Services In Rural Areas: Opportunities for a Community Psychology. Discussion of the Special Issue, Journal of Rural Community Psychology. Discusses common themes in five papers on rural community psychology: myth that rural life is naturally supportive, importance of community needs in designing prevention programs, risks of labeling diseases, rural psychologists as developers/advocates, using advice/direct suggestion, thinking in systems/ecological terms, role/boundary conflicts, and community views of program success. Descriptors: Community Attitudes, Community Characteristics, Community Coordination, Community Development

Naturescope (1986). What Makes a Wetland a Wetland?. Provides descriptions of and activities about various kinds of wetlands. Contains seven learning activities ranging from creating wetland scenes with picture cutouts to actually exploring a wetland. Includes reproducible handouts and worksheets for several of the activities. Descriptors: Biology, Ecology, Elementary Education, Elementary School Science

Crane, Willow Soltow (1987). It's a Small World, Children & Animals. Contains a set of learning activities which deal with the accelerated loss of the earth's tropical rain forests. Includes four lessons that take 15 minutes or less to teach, background information for the teacher, and a longer lesson which provides an in-depth look at the issues that affect this topic. Descriptors: Conservation (Environment), Ecology, Elementary Education, Elementary School Science

Butler, Venetia R.; Roach, Ellen M. (1986). Coastal Studies for Primary Grades, Science and Children. Describes a set of field trips for participants of the Coastal Environmental Education for Primary Grades program in Georgia. Includes a sample of the activities used by first- and second-grade students. Discusses follow-up activities and the need for more educational programs dealing with sand dunes and saltwater marshes. Descriptors: Ecology, Elementary Education, Elementary School Science, Environmental Education

Wulfson, Stephen, Ed. (1988). Software Reviews, Science and Children. Reviews seven instructional software packages covering a variety of topics. Includes: "Science Square-Off"; "The Desert"; "Science Courseware: Physical Science"; "Odell Lake"; "Safety First"; "An Experience in Artificial Intelligence"; and "Master Mapper." Descriptors: Artificial Intelligence, Cartography, Computer Assisted Instruction, Computer Graphics

Naturescope (1987). Bouncing Back. Presents exercises that demonstrate some of the ways humans have helped to save endangered species. Cites cases where species have been saved and populations have increased. Identifies individuals and groups that have been of assistance to endangered species. Descriptors: Animals, Conservation (Environment), Ecology, Elementary Education

Naturescope (1986). Crafty Corner. Contains three projects that relate to plants and animals of wetlands. Includes instructions and patterns for making cattails, pitcher plants (that really catch flies), and stand-up wetland animals such as insects, birds, crabs, and alligators. Descriptors: Art Activities, Biological Sciences, Ecology, Elementary Education

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Bibliography: Ecology (page 620 of 627)

This annotated bibliography is compiled and customized for the Water Protectors . Info website.  Some of the authors featured on this page include Jim Williams, Jerry Trust, Lynton K. Caldwell, Martha Kronholm, John Elliot, Judith McKee, Douglas L. Anderton, Peter Gould, Laura Henriques, and Susan L. Cutter.

Lindsay, Anne (1997). Discovering the Ancient Temperate Rainforest, Green Teacher. Two activities for grades 3 through 8 explore species adaptation and forestry issues in the North American rainforests. In one activity, students create imaginary species of plants or animals that are adapted for life in an ancient temperate rainforest. In the second activity, students role play groups affected by plans to log an area of the rainforest. Includes role-playing cards. Descriptors: Classroom Techniques, Conservation Education, Debate Format, Ecology

Blaikie, Norman W. H. (1992). The Nature and Origins of Ecological World Views: An Australian Study, Social Science Quarterly. Examines level of commitment to an ecological world view and sociodemographic bases for that commitment among Australians. Describes an ecological world view scale. Reports little attitudinal difference between students and others, but finds females more ecologically minded and less confident in science and technology than males are. Concludes that additional consideration of models, scales, and concepts is necessary. Descriptors: Age Differences, Attitude Measures, Conservation (Environment), Ecology

Williams, Jim; Greacen, Chris; Elliot, John (1997). Tribal College Instructors Learn about Renewable Energy, Tribal College. Describes the significance of renewable energy and its ecological and social benefits to Native American people. Descriptors: Alternative Energy Sources, American Indian Culture, American Indians, Conservation (Environment)

Monhardt, Rebecca; Henriques, Laura (1997). Interdisciplinary Learning: Adding an Egg To the Mix, Science Activities. Describes interdisciplinary activities for teaching elementary science using eggs. Each activity is designed to introduce larger thematic units. Activities include making egg animals (study of animal survival), throwing raw eggs at taut vertical sheets and making cars for egg passengers (force and momentum), and making eggshell domes (dome structures). Activity descriptions include extensions in art, math, language arts, and social studies. Descriptors: Animals, Creative Activities, Curriculum Design, Ecology

Hardin, Garrett (1992). Cultural Carrying Capacity: A Biological Approach to Human Problems, Focus. In discussing the human and cultural implications of scientific discoveries and knowledge, the biological concept of carrying capacity is explored. Maintaining that human beings are truly animals answering to principles that govern all animals, the author addresses the need for human populations to work within the context of culture and carrying capacity." (29 references) Descriptors: Change, Creationism, Cultural Context, Culture

Cutter, Susan L. (1996). Societal Responses to Environmental Hazards, International Social Science Journal. Examines the increasing hazardousness of places as a consequence of natural disasters, technological failures, and chronic environmental degradation on a global scale. Describes the trends and impacts of environmental hazards, including their frequency, magnitude and damage on both a regional and international scale. Descriptors: Accidents, Ecology, Economic Development, Emergency Programs

Kronholm, Martha; Ramsey, John (1991). Issues and Analysis; A Teaching Strategy for the Real World, Science and Children. Recounts how a fifth-grade class applied the extended case study strategy to study a regional environmental issue, the Timber Wolf Recovery Plan. Students wrote essays; identified involved players' positions, beliefs, and values; conducted a survey of local residents' beliefs and attitudes; and devised a plan of action. Descriptors: Attitudes, Beliefs, Case Studies, Decision Making

Anderton, Douglas L.; And Others (1994). Hazardous Waste Facilities: "Environmental Equity" Issues in Metropolitan Areas, Evaluation Review. Claims that hazardous waste facilities are more likely to be located in areas with higher than average proportions of minorities and examines the issue using census-level data from a national study. No consistent statistical evidence is found for such claims, although previous claims are shown to be based on larger areas. Descriptors: Census Figures, Ecology, Environmental Standards, Geographic Distribution

McKee, Judith (1991). Exploring the Tropical Rainforest, Science and Children. Presents a hands-on, exploratory science unit to study the biodiversity of the African tropical rain forest. Students study the vegetation, animal population, and human habitants of the forest. Descriptors: Anthropology, Biodiversity, Discovery Learning, Ecology

Trust, Jerry (1991). A Habitat-Forming Experience, Science Teacher. Describes the four major phases of a science project to create a school-site native plant habitat: (1) planning the habitat area; (2) constructing the habitat; (3) writing the related curriculum; and (4) providing inservice programs to other interested science teachers. Descriptors: Biology, Curriculum Development, Ecology, Environmental Education

Vandas, Steve (1992). Wetlands: Water, Wildlife, Plants, and People, Science and Children. Poster and group activities help students understand the concept of wetlands. Activities involve students in classifying, defining, and depicting wetlands. Descriptors: Classification, Cooperative Learning, Earth Science, Ecology

Caldwell, Lynton K. (1996). The State as a Work of Art: Statecraft for the 21st Century, PS: Political Science and Politics. Maintains that in the future the state will have to move beyond the politics of particular advantage (individual and group rights) to politics serving the general advantage (environmental concerns, economic development). Argues that current politics are dangerously outmoded in everything from their theoretical assumptions to data collecting. Descriptors: Cultural Awareness, Ecology, Economic Development, Environment

Gould, Peter (1996). Space, Time, and the Human Being, International Social Science Journal. Provides an interesting overview of the philosophical changes initiated in geography over the last 50 years. Argues that dissatisfaction with environmental determinism and its variant of regional geography inspired a quantitative and theoretical revolution in the subject. Recent developments have questioned even the foundations of that revolution. Descriptors: Cartography, Ecology, Educational Change, Educational History

Singer, Judith Y. (1992). People, Parks and Rainforests, Childhood Education. The MLE Learning Center, a publicly funded day care center and after-school program in Brooklyn, New York, helps children develop awareness of a global community by using local resources to teach the children about the rainforest. Descriptors: After School Programs, Conservation (Environment), Day Care Centers, Early Childhood Education

Wiegele, Thomas C. (1990). The Emerging Significance of Biotechnology for the Study of International Relations, International Studies Notes. Considers biotechnology's influence on international relations, focusing on agriculture, environmental issues, law, commerce, and biological warfare. Claims that, because biotechnology cuts across international boundaries and affects public and private interests, it necessitates the rethinking of international systems theory. Urges international relations scholars to examine the political implications of the current scientific, intellectual revolution. Descriptors: Agriculture, Court Litigation, Developed Nations, Developing Nations

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Bibliography: Ecology (page 619 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include G. Michael Scheurich, Julia Polak, Dawn Munn, Steve Hage, Douglas Jones, Dale Boyd, Mary Comber, Rosalie Daniels, Harriet Ratzlaff, and James R. Kimmel.

Kerstetter, Ned (1996). The Silent Spring of Rachel Carson, OAH Magazine of History. Presents a lesson plan examining Rachel Carson's call to arms concerning the harmful consequences of pesticides. Students view a video documentary on Carson's work and read a synopsis of her book, "Silent Spring." Assessment is provided by various activities including writing assignments, creating posters, and editorial cartoons. Descriptors: Authors, Conservation (Environment), Ecological Factors, Ecology

Warren, Louis S. (1996). Seeing the People for the Trees: The Promise and Pitfalls of Indian Environmental History, OAH Magazine of History. Investigates the adaptive behavior of North American Indians to changes in their physical environment. Although contact with Europeans was often destructive due to infectious diseases, some tribes grew stronger through the incorporation of horses and farming. Discusses the many changes in tribal characteristics and migration patterns wrought by changes in the local ecosystems. Descriptors: Adjustment (to Environment), American Indian Culture, American Indian History, American Indians

Munn, Dawn (1995). Brockhill Park School, Environmental Education. Recounts a week-long environmental program that revolved around staff dressing up as Alpha Centaurions to point out pollution on Earth. Activities were chosen to teach students about ways in which our environment is being ruined and students were encouraged to look for solutions. Activities included zoo visits, ecological study of Brockhill Valley (England), school cleanup and improvement, and art projects. Descriptors: Class Activities, Conservation Education, Dramatic Play, Ecology

Boyd, Dale (1990). The UNEP State of the Environment Report, Geographical Education. Presents information from the United Nations Environment Program (UNEP) 1989 State of the World Environment Report. Provides an overview of global environmental concerns, including overpopulation, air and water pollution, global warming, hazardous waste disposal, and species extinction. Reaffirms the need to dedicate research and development efforts to solving and preventing environmental problems. Descriptors: Air Pollution, Conservation (Environment), Developed Nations, Developing Nations

Jones, Douglas, Ed. (1971). Communications and Energy in Changing Urban Environments. Colston Papers Volume 21. Recognizing that the need to exchange information has been one of the critical influences in urban design, the Twenty-First Colston Research Society (CRS) Conference explored a variety of topics in the area of communications, transportation, and the environment. These subjects were pursued from the British experience and most all the papers have specific relevance to either Greater London or Great Britain. Primarily the conference scrutinized the current concept of "city" by means of a theoretical systems analysis that was based on information flow. Also discussed were the future of urban planning, telecommunication, public transportation, and human interaction. A simulation model for use as a design tool by planners was presented. Descriptors: Building Design, Climate, Communication Problems, Communications

Brandwein, Paul F.; And Others (1971). Ekistics; A Handbook for Curriculum Development in Conservation and Environmental Education. Conceptual frameworks for instructional K-12 programs in conservation and environmental education are provided in this draft curriculum guide. The objective is to help students understand cultural and social as well as physical interaction between man and his environment, interaction that, in fact, makes man interdependent with, and binds him to his environment. Sequential work units are based on cognitive-affective schemes in an interdisciplinary approach involving traditional subject areas of science, health, social sciences, arts, humanities, and also stressing other subject areas. Although school is the catalyst for environmental education concepts and values, the learning framework extends into the community, state, nation, and world. The draft is divided into three major chapters. In chapter one, statements of rationale, several ekistical situations, and an analyzed standard problem are presented. Chapter two gives conceptual outlines, including concept explications, and performance objectives. A discussion of planned instruction and teaching methods is provided in Chapter III.   [More]  Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Community Role

Kimmel, James R. (1996). Using the National Geography Standards and Your Local River to Teach about Environmental Issues, Journal of Geography. Maintains that the study of local wetlands provides an excellent means of integrating environmental studies, global studies, and other curricula into geography instruction. Seven tables list ways that studying wetlands illustrate the six essential elements of the National Geography Standards. Includes a list of 17 learning activities. Descriptors: Conservation Education, Ecology, Environmental Education, Geography

Comber, Mary (1996). A Response To the Toyne Report on "Greening the Colleges"–A Case Study, Environmental Education. Describes the findings of a questionnaire and interviews to determine the level of understanding, attitudes, and involvement in environmental education and action. Also measured environmental teaching experience, explored perceived needs and demand for future environmental courses, and the involvement of management in responsible decision-making policy and practice. Results highlight the importance of the dissemination of good models of teaching and action. Descriptors: Case Studies, College Environment, Community Action, Conservation (Environment)

Blackmore, Christine (1996). Open University Environmental Education and Training, Environmental Education. Describes the approach to environmental education courses at Open University. Includes broad course content, team teaching approach, and philosophy of reorienting education towards sustainable development. Course material for open learning includes self-contained study packs as well as course texts, video, audio, and computer software. Nonformal courses are available to the general public through BBC television programs. Descriptors: Adult Education, Conservation (Environment), Distance Education, Earth Science

Norwood, Vera (1996). Women's Role in Nature Study and Environmental Protection, OAH Magazine of History. Considers women authors' significant and influential contributions to nature writing. Although largely ignored in recent years, women nature writers have played a prominent role in this field beginning with James Fenimore Cooper's daughter, Susan. Discusses her works, as well as those of Gene Stratton Porter, Rachel Carson, and others. Descriptors: Authors, Conservation (Environment), Ecology, Environment

Ratzlaff, Harriet (1996). The Prairie Life: The Sea of Grass, OAH Magazine of History. Presents a lesson plan that explores the importance of the environment for 19th-century frontier settlers and the conflict between ranchers and small farmers over appropriate land use. Students watch a video movie, "The Sea of Grass"; read selections from "O Pioneers!"; and write a compare/contrast essay. Descriptors: Conflict, Conservation (Environment), Ecological Factors, Ecology

Polak, Julia (1996). How People Have Used Soils, How Soils Have Affected U.S. History, OAH Magazine of History. Presents a lesson plan that investigates social aspects of the land and soil and how people use these resources. Following an introduction by the teacher on land and soil use, students answer related questions on handouts. Later handouts direct the students to group research projects and class presentations. Descriptors: American Indian Culture, Conservation (Environment), Context Effect, Ecology

Scheurich, G. Michael, Ed. (1974). Inquiry, A Project of the Wisconsin Bar Foundation. Vols. 1 and 2, Revised. This new, revised edition of the Inquiry instructional materials is designed for use in teaching high school students about the U. S. laws and legal systems. The revised outlines, designed for instructors who have had legal training, are less technical and more informal, include new concepts and many current relevant topics, and de-emphasize lecture in favor of continuous interchange between instructor and student. Among the teaching strategies suggested are classroom visits by attorneys, mock trials, classroom discussion, and problem solving. The two volume publication consists of the following four mini courses: (1) Practical Legal Problems; (2) Legal and Governmental System; (3) The Bill of Rights–Civil Liberties; and (4) The Bill of Rights–Criminal Protection. Goals, background reading, sample and specific problems for discussion, scripts for roles in mock trials, outside reading, and supplementary materials are provided for each mini-course. Three mock trials are included. Descriptors: Consumer Education, Ecology, Government (Administrative Body), Instructional Materials

Harvey, Mark W. T. (1996). Humans and the Environment in America's Past, OAH Magazine of History. Presents a concise and interesting overview of U.S. attitudes towards nature, conservation, and environmental issues. Traces the constantly shifting relationship between these issues and social and commercial interests. Follows this relationship from the early colonists to the current environmental movement. Descriptors: Conservation (Environment), Context Effect, Depleted Resources, Ecological Factors

Hage, Steve; Daniels, Rosalie (1996). The Integrated Reader: Literature and EE, Green Teacher. Presents a selection of thematic units focusing on the environment that integrate literature, outdoor education, field studies, and research on current environmental issues. These units are part of a program offered at the School of Environmental Studies in Apple Valley, Minnesota. Authors include Thoreau, Camus, Orwell, Hemingway, Sophocles, and Rachel Carson. Projects encourage individual activism and global responsibility. Descriptors: Ecology, Environmental Education, Field Studies, Futures (of Society)

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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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