Search

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet outlines activities for utilizing a cemetary to investigate population trends, life expectancy, and causes of death. The estimated time for completing the activities in this module is one week. (SL)

The Upper Mississippi River ECO-Center is an exemplary Title III, Elementary and Secondary Education Act (ESEA) environmental education project serving the seven school districts of Carroll County, Illinois. The Center has been involved in these aspects of environmental education: outdoor education, inservice training, curriculum development, reference center development, resource development, and information dissemination. This handbook has been designed for use by fifth grade teachers in Carroll County and as an aid to other schools and teachers developing environmental education programs. The activities which have been used and evaluated in the seven county districts, have been used primarily in fifth grade but most could be adapted to other grade levels. Evaluation of fifth grade students during the first 2 years of operation showed a significant increase in environmental awareness. Topics are: implementing environmental education, ECO-Center fifth grade environmental education, environmental awareness, man and the river, man and the elements, sewage treatment plants, school camping, school site activities, classroom instruction, and additional resources. (Author/NQ)

Presented is a Learning Activity Package (LAP) study on ecology. This LAP, designed for use as a part of a high school biology course, contains a rationale for teaching the topic, a list of student objectives (stated in behavioral terms), a list of resources (readings, audiovisual aids, handouts, student activities, group discussion topics), and a student self-evaluation. Each of the three sections of this LAP emphasizes field observation. (PEB)

This publication is a script, which may be used individually or in conjunction with a slide presentation, whose purpose is to support the use of returnable beverage containers. Major topics include costs, use of energy, recycling, depletion of resources, waste, existing legislation, and methods for supporting deposit legislation. The script was originally written for a particular location but it can be adapted to other areas. Information concerning accompanying slides and tape is included. (LS)

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. (MW)

The course of study represents the second of six modules in advanced crop and soil science and introduces the agriculture student to the subject of physical features of the soil. Upon completing the two day lesson, the student will be able to determine the texture and structural types of soil, list the structural classes of the soil and where they are found in the profile, discuss the influence soil texture and structure have on the physical features of the soil, and calculate bulk and particle density. 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. (MW)

This guide, one component of the Resource Recovery Education Kit (see SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level social studies classes. Among the course objectives are the following: (1) to explore the impact of our society on the problem of solid waste and the need for effective management; (2) to encourage student activities and involvement in environment conservation; (3) to examine technological developments which can reduce the problems and costs of refuse collection; and (4) to become aware of how local economic, political, and social problems are related to solid waste disposal and how local situations differ. Teaching strategies include having students conduct interviews, polls, and studies of the local community and classroom discussion. The guide consists of five major study units: (1) Solid Waste: A Growing Problem; (2) Collection and Transportation; (3) Disposal; (4) Resource Recovery; and (5) Solid Waste Management Systems. Objectives, student activities, questions for discussion and research, basic understandings to be developed, and instructional resources are provided for each unit. (Author/RM)

The Resource Recovery Education Program contains a variety of ideas, approaches, and learning aids for teaching about solid waste disposal at the secondary level. The program kit consists of a teacher's guide which provides an overview; separate teacher's guides for social studies, science, and industrial arts; a student booklet of readings; and a wall chart. Each of the components can be used independently of the other. The program is intended to introduce students to the problem of solid waste disposal and to involve them in doing something about it. Teaching strategies involve the student in community studies, research, and classroom discussion. The teacher's guide and the student book are available in this document. For other components of the program see the related documents listed in the descriptive note. The teacher's guide discusses the need for teaching about solid waste disposal and the approach to content used in the program. It also describes the six components of the program, the unit topics, and specific objectives and presents information on environmental careers and industrial resources. The student booklet contains a fictional story followed by a section on basic environmental principles, a list of organizations that make available free and low-cost materials, and a glossary of terms. (Author/RM)

This guide, one component of the Resource Recovery Education Kit (See SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level industrial arts classes. Among the course objectives are the following: (1) to understand that litter represents a small but highly visible portion of our municipal solid waste load; (2) to be aware of what happens to trash after it is hauled away; (3) to learn about improved methods for reducing waste volume and disposing of the residue; (4) to understand that through resource recovery we can utilize materials from solid waste. Teaching strategies include studies of the local community and having students prepare models, charts, diagrams, exhibits for local displays, research, and classroom discussion. The guide consists of five major study units: (1) Solid Waste: A Growing Problem; (2) Collection and Transportation; (3) Disposal; (4) Resource Recovery; and (5) Solid Waste Management Systems. Objectives, student activities, questions for discussion and research, basic understandings to be developed, and instructional resources are provided for each unit. A special projects section provides visual and print instructions for constructing a can crusher, a paper recycling system, a glass bottle cutter, and a magnetic separator. (Author/RM)

This guide, one component of the Resource Recovery Education Kit (see SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level science classes. Among the course objectives are the following: (1) to understand that sufficient technology exists to recover a greater segment of the resources than we are now extracting; (2) to learn about improved methods for reducing waste volume and disposing of the residue; and (3) to develop an understanding of how we can conserve depletable resources for the future. Teaching strategies include constructing models, conducting laboratory experiments, research, and classroom discussion. The guide consists of three major study units: (1) Solid Waste: A Growing Problem; (2) Disposal; and (3) Resource Recovery. Objectives, student activities, questions for discussion and research, basic understandings to be developed, and instructional resources are provided for each unit. A special projects section provides visual and print instruction for constructing a model landfill site simulating the waste conditions that lead to water pollution, identifying the microorganisms responsible for the process of composting, and recycling glass. (Author/RM)

This unit attempts to interrelate the traditional biological science studies such as food webs, population changes and ecological succession to form a coherent picture of our world today, the factors that created it and the forces that continue to change it. Designed for use in the secondary schools, it is built around nine films and has seven basic topics: (1) Prehistoric life, the sequence and causes of the changing plant and animal communities; (2) Causes of climatic patterns; (3) Roles of participants in natural communities; (4) Biomes throughout North America; (5) Population; (6) Adaptations; and (7) Man's role in the natural environment. Teaching aid materials include behavioral objectives of the unit, a suggested time line, suggested methodologies, an annotated list of the nine films and suggested evaluative instruments. (MLB)

This interdisciplinary program, developed for secondary students, contains 16 air pollution activities that can either be used directly in, or as a supplement to, curriculum in Science, Photography, Mathematics, English, Social Studies, Industrial Arts and Home Economics. The topics to be investigated include: pollutants from automobiles, exhaust collection, lead in lichens, sources of air pollution, the effect of air pollution on synthetics, solid particles, lead, sulfur dioxide and carbon monoxide analysis. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. Where applicable, a listing of audio-visual aids included and an air pollution bibliography is attached. (BT)

This interdisciplinary program, developed for secondary students, contains 20 water quality activities that can either be used directly in, or as a supplement to, curriculum in Science, Home Economics and Industrial Arts, Mathematics, Health, English, and Social Studies. The topics investigated include: pollution analysis, industrial need, waterborne diseases, supply and demand, quality prediction and analysis, stream volume and human need, and water conservation. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, estimated time to prepare for and perform the activity, background information for the teacher and a listing of materials needed. A list of audio-visual aids is included, where applicable, and a water pollution bibliography is attached. (BT)

This interdisciplinary program, developed for secondary students, contains 13 natural resource activities that can either be used directly in, or as a supplement to, curriculum in Science, Photography, Mathematics, Social Studies and English. The topics to be investigated include: raindrop impact, resource control, recycling, the world model, elements, water retention, charting the use of electricity, nuclear power plants, soil fertilizer and pH. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. A listing of suggested films is included. (BT)

This interdisciplinary program, developed for secondary students, contains 18 land use activities that can either be used directly in, or as a supplement to, curriculum in Science, Biology, Horticulture, Mathematics, Social Studies, English, Industrial Arts and Physical Education. The topics to be investigated include: land use simulation games, land use planning and decision making, small area plots, land use alternatives, microflimates, flood management and local population control. Each learning activity includes: subject area and grade level for which it can be used, level VI objectives, time schedule for prelab and performance of the activity, background information for the teacher and a listing of materials needed. A land use bibliography and a listing of audio-visual materials are included. (BT)

This guide, for use at the secondary level, is designed to create future citizens who will be aware and understanding of their natural environment. Among the subjects discussed are advertising as an ecological cop-out, recycling, optimum environments, hydrophonics, pest control by means of ultrasonic vibrations, the effectiveness of Cottrell Precipitation on controlling smoke pollution, and chemical tests for lead and phosphate pollution. Each learning activity includes behavioral objectives, directions to the teacher and students, lists of materials needed, references, and a listing of related audiovisual materials. (BT)

This mathematics guide, for use in grades 9-12, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. Since the nature of mathematics is abstract, students do not learn mathematics from ecology, nor ecology from mathematics. But, by observation and manipulation of environmental data, the students may inductively discover a principle in mathematics which can be reached deductively. The purpose of this booklet is to make an attempt to bridge mathematics and ecology. The guide is a supplementary handbook of ecologically-oriented mathematics exercises, designed to be self-contained and complete with answers. The exercises are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. The problems and exercises are designed to be integrated into algebra, geometry, advanced algebra, probability, statistics, trigonometry, and analysis. Each lesson deals with a mathematical concept and its applications to an environmental problem. Further, each lesson offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials. (Author/TK)

This resource guide is the first of three volumes of environmental education ideas and activities compiled by participants at the Tallahassee Junior Museum for the benefit of other environmental educators. This volume contains ten booklets produced by various community groups to educate their membership or target groups about the environment. The Leon County Schools prepared a booklet of activities for environmental sensitivity that are directed toward nature but which enhance sensitivity to personal feelings, values, and needs. The Nims Middle School activities feature ten-minute mini-walks for environmental sensitivity. Girl scout activities include service projects learning about pioneer life, exploring the waterfront, and investigating land plants and small animals. Activities are designed to sharpen the ecological awareness and sense of wonder of small children. The Big Bend Sierra Club makes suggestions for environmental education, environmental community service, and public affairs. Trees are the focus of activities prepared by the Developmental Research School of Florida State University. The Leon County Humane Society's film-related activities for all ages are incorporated. Study projects with ant colonies and ecological investigations for secondary students are also included. (Author/SH)

This environmental education curriculum guide is designed for teacher use in the sixth grade. It contains seven units that aim to help the students acquire basic understanding of environmental relationships, environmental problems, environmental quality and to help the students develop skills to solve current environmental problems. Each unit, based on several concepts, includes objectives, activities, student work sheets, discussion questions, resource materials and vocabulary words. The techniques of discussion, observation, classification, discovery, inquiry, and field work are employed. The guide includes the following units: Unit 1, environmental relationships; Unit 2, soil conservation; Unit 3, air pollution; Unit 4, the hydrosphere; Unit 5, wildlife and related problems; Unit 6, mineral resources; and Unit 7, pesticide problems. (TK)

This guide is a result of two years' piloting and revising the Science Curriculum Improvement Study (SCIS) program for the students of Guam. The life science portions of SCIS were chosen and adapted for the ecology of the area. Program flexibility is stressed and outdoor activities are encouraged. Used in grade one, the topic of organisms is divided into six parts, including seeds and plants, classroom aquaria, habitats, algae, food web, and detritus. Each part is then organized into 16 chapters or learning activities. These activities emphasize the SCIS philosophy of student exploration, invention, and discovery. Included in each investigation is information on teaching materials, preparations, and optional activities. At the end of the guide is an appendix with learning activities especially adapted to the ecology of Guam, and a glossary of terms. (MA)

This environmental education curriculum guide is designed for teacher use in kindergarten and first grade. It contains six units, which aim to develop environmental concepts related to the bio-physical environment. Each unit, which is based on several concepts, includes behavioral objectives, activities, student worksheets, diagrams, illustrations, discussion questions, vocabulary words, resource materials, and teacher evaluation forms. The techniques of discussion, observation, classification discovery, inquiry, and field work are employed throughout. Unit 1, Ecology, deals with the interdependence between living and non-living things in the environment. The study of soil, what it is, its importance, and conservation is the focus of Unit 2. Unit 3 examines air as a substance which has weight and occupies space but has no color, odor, or shape. Unit 4 looks at water and the vital role it plays in the environment. Noise, Unit 5, is a study of sounds, how they originate, their variety, and their effects on man. Unit 6, Wildlife, looks at both plants and animals. Bird flash cards and animal flash cards, plus instructions for their use, are also included in this unit. (TK)

Project Marine Ecology Research (MER) is an ecological unit designed to involve secondary students in the study of the marine biome. The teachers are also involved with MER through inservice participation and materials preparation. The unit is designed to be incorporated within the existing science curriculum. Specifically, the activities concern the study of the San Francisco Bay area--its geology, geography, climate and weather, wave and tide action, and currents. Each of the four activity sections are arranged similarly. The Introduction includes background information for the teacher and a list of educational objectives. The appendix contains the activities as well as charts, maps, statistics, and other pertinent information. Each section ends with a bibliography. (MA)

This teaching guide deals with the ecological composition of a marsh and the ecological effects certain changes might have on a marsh. This study focuses on the fresh water marsh found in the Florida Everglades which can furnish the student with several examples of past, present, and possible future ecological changes which impact this ecosystem. The study is developed around eight basic inquiry questions about change in the ecosystem of a marsh, which are accompanied by a series of learning activities. No one activity will answer all of the questions; however, completion of all investigations should provide the student with sufficient data on which he can develop tentative conclusions. The student learning activities have been designed into a role-playing simulation entitled"The Everglades Survival Game." The guide is divided into three sections. The inquiry questions, section one, outlines the activities for the simulation game and includes learning activities, resources, evaluation, and teacher suggestions. The student materials, section two, are statements, background information or activities which are used in the game. The teacher comments, section three, introduces role playing, and provides an overview of the game, game roles, game rules, and materials needed for the game. (TK)

This environmental education guide focuses on man's impact on the estuary. The program contained in the guide is developed around the following nine questions: (1) What is a definition of the ecosystem being investigated?; (2) What are some of the biotic and abiotic features of the ecosystem and how do these features interrelate?; (3) Where are some specific locations of the ecosystem being investigated?; (4) What biotic and abiotic features in the ecosystem have changed and are undergoing change?; (5) What are the natural factors causing change in the ecosystem and how have they been brought about?; (6) What are the man-made factors causing change in the ecosystem and how have they been brought about?; (7) What are the results of changes?; (8) What, if any, new changes are needed in the ecosystem?; and (9) How might these needed changes to the ecosystem be brought about? Following the inquiry questions is a section of learning activities, which also includes resources, evaluation strategies, and teacher suggestions. The final section, teacher comments, is material which will help initiate and implement this program in to the existing curriculum. (TK)

This environmental education program deals with man's impact on the barrier beach. The program contained in the guide is developed around the following nine questions: (1) What is a definition of the ecosystem being investigated?; (2) What are some of the biotic and abiotic features of the ecosystem and how do these features interrelate?; (3) Where are some specific locations of the ecosystem being investigated?; (4) What biotic and abiotic features in the ecosystem have changed and are undergoing change?; (5) What are the natural factors causing change in the ecosystem and how have they been brought about?; (6) What are the man-made factors causing change in the ecosystem and how have they been brought about?; (7) What are the results of changes?; (8) What, if any, new changes are needed in the ecosystem?; and (9) How might these needed changes to the ecosystem be brought about? Following the inquiry questions is a section of learning activities, which also includes resources, evaluation strategies, and teacher suggestions. The final section, teacher comments, is material which will help initiate and implement this program in to the existing curriculum. (Author/TK)

The contents of this list are organized into nine sections. These sections include games developed by gamers at the University of Michigan; games developed by Academic Games Associates Inc.; games developed by Berkeley Gaming Project; games distributed through Instructional Simulations, Inc.; games distributed through Psychology Today; games developed by Urbandyne; games developed by Western Behavioral Sciences Institute; games not classified in sections one through seven; and computerized gaming/simulations. Also included, in an "Appendix", are a list of sources of brochures on games designed specially for elementary and high school students, and a list of other sources of gaming information. Among the topics focused upon are the following: urban blight, political campaigns, church resources, conflict, concensus, democracy, water pollution, ecology, economics, urban colleges, ghettos, alternate futures, welfare problems, housing policy formation, international relation, career choice, and, marriage. (Author/JM)

This interdisciplinary environmental education guide for teacher use focuses on a variety of environmental issues reflecting the theme that man is a part of nature and therefore must take action in the effort to save the environment. Although the guide was designed to be used in conjunction with the Man and Environment television series, it can also be used as supplementary material for classroom investigations or discussions, function as a course activities guide without the rigidity of a textbook, and/or present resource information available from local communities and state-wide organizations. The guide contains such issues as Environmental Perception, Wildlife and Man, Soil and Man, Intergroup Tension, Impact of Political Systems, and Myths of Technology. Each issue contains concepts, a brief summary, and activities. The activities include resource speakers, gardening, literature, films, discussion, group work, and others. (TK)

The purpose of this booklet is to bring into the classroom the ecological processes and principles that underlie nature. Students get the opportunity to work with natural objects and to learn about the principles that regulate them. In this revised edition, a number of publications have been compiled and printed under one title. The booklet is designed to help the teacher by supplementing existing programs with these student-oriented activities. The information includes simple directions on how to build a number of different terrestrial and aquatic microenvironments, as well as the ecological principles behind their construction and maintenance. All materials are common and easily purchased, including the contents of the terrariums and turtle ponds. There are a number of diagrams and photographs to illustrate the procedures and principles being discussed. (MA)

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. (JH)

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. (JH)