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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. (Author/SJM)

The ideas presented are ways in which teachers can incorporate environmental education into 5th grade general or slow learner curriculum. Objectives of the project were to provide the teacher with an aid in teaching about environment, and to help the student: 1) perceive and develop an awareness of the environment; 2) relate to his environment; 3) manipulate and change the environment; 4) realize that mathematics is a useful tool for studying environment; and, 5) conduct within the classroom experiments on environmental projects. A concept, objective, method, and evaluation is stated for each of the five major student objectives. The project classroom was self contained, and most of the work was field-oriented with very little student research or written work. It was concluded that changes of student attitudes occurred. Lists of supplemental methods are included which provoke high student interest, create good learning situations, and are possible on a limited budget. Related documents are: SO 002 611, SO 002 612, and SO 002 616. (Author/SJM)

Presented here are ideas for multidisciplinary environmental education. The suggestions are examples of ways in which environmentally beneficial learnings can be incorporated into the existing curriculum, and are intended to assist in the development of learning packages. Among the five overall objectives listed are: 1) to develop personal patterns of behavior and attitudes: reflecting and personalizing observation of natural patterns; learning to value objects through perception of their place in patterns; and, 2) to provide specific environmentally significant learnings in math, social studies, art, science, music, and language arts. The concepts of Pattern and Tree Succession are taught within the framework of the above subject areas in a three-step sequence: an introduction within the classroom (pre-site work); observation site work; and, application to student values (post-site work). One of the post-site activities suggested for the concept of tree succession in social studies is to imagine the development of a forest community around the tree represented by your wood slab, and draw pictures of how this community might have looked during five-year intervals. Then, compare the growth of the forest community with the growth of your community on the time continuum represented by the tree. (Author/JLB)

This idea-generating description of a successful class project tells how second grade students, through viewing a film on ecology were motivated toward involving teachers, schools, parents and community in a cooperative effort to collect used paper for recycling. Objectives of the project were to: 1) enable students to identify environmental concepts; 2) activate pupils toward solving environmental problems; 3) encourage pupils in discovering the causes of environmental problems; 4) develop ways, means, and materials for incorporating environmental education into existing curriculum; and, 5) involve the adult community in treating environmental problems. Activity learning, in which students had primary responsibility for performing daily and weekly tasks, was combined with a multidisciplinary approach relating the project to the total curriculum. Money earned was to go toward an arboretum at the school. It was concluded that decisions need to be made as to the integration, scope, and sequence of environmental education in the existing curriculum. It is requested that users of the report share their results with the project staff. Follow-up activities include continuation of paper recycling and the possible start of a center for recycling bottles and cans. SO 002 612 is a related report. (Author/SJM)

This report was produced by the Sedro-Woolley Project which has the goal of infusing environmental education into the whole curriculum of a school district. Included are assumptions which the author believes are appropriate to environmental education; a relating of these assumptions to some topics of chemistry and physics; an outline of specific accomplishments to date, as well as projected future activities; definitions and rationalizations of Project Physics and modularization; a rationalization of environment objectives within the modules; and finally, a complete set of specific module objectives. Seventeen "mods" are described with specific contents described. Among the mods are Motion, Energy, E-M Field, Quanta, and Radioactivity. Several of the mods are developed in sequential order with prerequisites while others require only "Tool," the beginning mod which develops the mathematics necessary for all subsequent mods. (Author/TS)

This narrative description of the author's participation in an environmental education program is intended to provide first grade teachers with ideas for incorporating multidisciplinary environmental education into the existing curriculum. Environmental education, within this publication, is broadly conceived. In addition to the more traditional focus on experience with and respect for living things, a variety of attitudes and techniques for humanizing the classroom experience are also discussed. An appendix includes three learning activity packages: 1) a program using cameras to increase environmental awareness; 2) an expression in movement program to enhance awareness of shapes and motion; and, 3) a creative writing activity (for the third grade) that centers around the theme of the pupil in his environment. Each package is outlined in terms of objectives, activities, the author's own experience with the package, and books and materials required. A bibliography of books, films, and other aids for teachers and students is included. (Author/AWW)

This report covers the first year of the pilot program described in SO 002 228. The basic objective of the project is exploration of the meaning of environmental education at the community level. It aims at a K-12 environmental curriculum that is sequential, integrated, holistic, process-, field-, problem-, and community-oriented, and initiated through in-service teacher education. A year-long teacher training workshop consisted of five parts: Entry, Environmental Perception, Attitudes and Values, The Educational Environment, and Environmental Education Curriculum. Participating teachers wrote curriculum packages embodying their concepts of environmental education in their respective subject areas. The effect of the training program on teachers was monitored with a pre-post test, also given to a control group, which showed a change in the experimental group's values towards idealism and humanism. Efforts were made to involve the community in the public school aspect of the project. It was concluded that the critical element of district level curriculum revision is teacher training, that specific qualities of the environmental education curriculum can be identified, and that these qualities are difficult to attain because of the present organization of the educational environment. Further work on the problem is recommended. (Author/SJM)

This report covers the first five months of the Sedro Wolley project which has been designed by representatives from Huxley College, the Sedro Wooley School District, and the Northwest Environmental Education Center as an experimental model. The project proposes to investigate through action at the school district level the nature and content of environmental education and to develop a K-12 environmental education program that will be useful to other districts in Washington and other regions. The proposed steps in the project include: retraining of teachers, involvement of students, development of curriculum and implementation of the program. A narrative discussion of the first step is presented in this report. To date the primary effort has been to orient teachers to environmental issues and to determine those skills which will be of greatest use to them in restructuring the curriculum. The teachers' seminar found that an extensive restructuring of grade units, administrative units, daily and annual school schedules, disciplines, and teacher-training programs may be necessary to respond adequately to the challenge of the environmental problems of today. Future activities and specific findings of the project are also discussed. (Author/DJB)

Increasing the opportunities for young children to become perceptive of the environment around them is the goal of a year-long environmental project for primary grade students described in this booklet. An environmental encounter approach is adopted, focusing all of one's senses on the particular environment he is experiencing at the moment, analyzing how he perceives it and how he feels about it. The ideas presented are examples of incorporating environmental learnings into the treatment of subject matter already being dealt with. Several encounters are briefly annotated for use in developing perception of self. For learning about the world through the use of the senses and as an aid in achieving the goal of self-perception, three units from TV series are also summarized. Activities in many curriculum areas that could be used to help develop and deepen the children's environmental perception are explained. These activities make particular use of cameras and environmental encounters. Some of the problems characteristic to this educational approach are related together with recommendations ragarding follow-up programs. Appended material includes examples of students' original poems. (BL)

Striving for an environmentally-oriented curriculum in junior high school art, this resource booklet for teachers offers numerous suggestions for incorporating environmental learnings into the arts curriculum. Ideas presented are examples of how learning in art can be directed in ways that lead to increased awareness and perception of the environment and the treatment of problems in that environment. Section I deals with Art as Environmental Education, defining objectives and resources/materials for projects. Art and Ideas, Section II, considers the language of design (word definitions), the concept of beauty, and the growth of an idea in art, while Section III, Relating Art to Nature and the Man-Made Environment, covers designing from nature. Section IV deals with Values: Expression Through Art, and describes several exemplary projects. Communication within the physical environment of the classroom, elective classes, and student work contracts comprise Section V, Communication and Cooperation. The final section, Interdisciplinary Projects, touches upon the art medium in literature and social studies. Appended material includes examples of intuitive art, illustrated Haiku, illuminated letters, and a mini-grant proposal for a woodcarving project. (BL)

This resource booklet explains a multidisciplinary approach to environmental education for the intermediate grades. Its major aim is to make the student aware of what is happening around him as well as being aware of what he is doing to his own surroundings. A three-stage program was utilized consisting of a cooperative learning project aided by an innovative seating arrangement, a study of peoples in other societies, and a "closed week" in the classroom. Each phase is described, with major emphasis on the closed week, designed to simulate Spaceship Earth. A timetable for the first through fifth days of this experiment is compiled together with supplies and equipment available in the classroom, and an explanation of the follow-up activities and evaluation. (BL)

The major burden of mental illness borne by our communities is imposed by severely mentally disordered people who become chronically deteriorated in their social functioning. Yet much of this burden is unnecessary. At least half the people currently becoming chronically deteriorated would not do so if our present knowledge was put to work. (Author)

The basic task before the educational profession today is to study and understand the evolutionary-humanist revolution, to follow up its educational implications; and to enable as many as possible of the world's growing minds to be illuminated by its new vision of human destiny. (Author/JB)

A stock notation for naming chemical compounds, eliminating suffixes and adding a Roman numeral to indicate oxidation number is suggested. (CP)