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A paradigm is proposed that would permit curriculum developers and others to specifically plan for training in environmental action as an integral and substantial component in this field. The three-part paradigm identifies and defines specific categories of action. It then identifies and illustrates the levels at which these actions can be taken. Finally, constraints that must be placed on action are posed as questions that should be answered before an action is taken. (RH)

Middle school and high school students need to develop many skills in order to investigate environmental issues and know the basics of citizenship action strategies. This student guide is designed to teach students how to investigate and evaluate environmental issues and actions. The guide is presented in six modules. Module 1 introduces the concept of environmental problem solving through activities in which the students examine the definition of the term environment, the effects of environmental interactions, pictorial illustrations of environmental issues, environmental beliefs and values, and the basics of issue analysis. Module 2 gives students the skills to collect information needed to investigate an environmental issue. Students learn to identify an issue, formulate research questions, compare information resources, identify resource people, summarize information, and search for references. Module 3 introduces students to the use of surveys, questionnaires, and opinionnaires. Students study the rules governing the use of surveys and questionnaires, learn to distinguish between the three research methods, learn the rules of sampling populations, and summarize data collection techniques. Module 4 helps students understand basic types of data interpretation. Module 5 provides students with activities that lead the students through the investigation of an environmental issue of their choice. Module 6 provides students with the skills to become active participants in solving environmental issues. A teacher's edition is appended to the book. It provides suggestions for teaching the exercises associated with each module. (MDH)

This manual was developed to prepare middle school students to investigate environmental problems using primary or secondary sources of information. The modular design attempts to teach students process skills of research. These skills are interdisciplinary, including science, social studies and language arts skills such as written communication, clarifying values, conducting surveys, and library reference work. The first four modules are highly structured, listing behavioral objectives and teaching suggestions; the fifth module is unstructured and self-paced for individual student research. The modular design is based on a hierarchy of process development resulting in autonomous student learners. (MR)

Presented are six modules designed to help junior high school students develop the skills needed to study and take action with respect to environmental problems. The first five modules cover basic investigation skills: identifying environmental problems, using secondary sources, conducting surveys, interpreting data, and studying environmental problems. Module VI offers various strategies and activities for both surrogate and real environmental action planning. Values clarification exercises and class discussions provide the opportunity for students to analyze conflicting viewpoints, while objectives listed in each module inform students about the competencies they will develop. The teacher's edition, which is appended to the student materials, contains background information and guidelines for facilitating the learning experiences. (WB)

Prepared as a basis for environmental education curriculum development, this manual establishes guidelines for curriculum decision-making in any school, community, region or nation. In addition, the current status of environmental education is analyzed, and the character of contemporary curricula and materials development efforts is summarized. Emphasized is the need to establish programs which reach toward involving citizens in addressing environmental problems. A flow chart of the curriculum-implementation-evaluation process serves as a reference for applying the procedures and guidelines presented. These include curriculum patterns, decision-making criteria, multidisciplinary instructional models, and guidelines for teacher preparation. Appended are: (1) model activities based on the described infusion process and curriculum development goals; and (2) a bibliography of materials, programs and issues related to the positions outlined. (Author/WB)

Presented are the teacher and student editions for six modules designed to teach students how to investigate and evaluate science-related social issues. These modules (each of which includes an introduction, objectives, readings, and activities) focus on: (1) environmental problem solving; (2) preparing to investigate an environmental issue; (3) using surveys, questionnaires, and opinionnaires in environmental investigations; (4) interpreting data in environmental investigations; (5) investigating an environmental issue; and (6) environmental action strategies. Also included (in a preface) is: information on teaching for environmental literacy (examining the components of environmental literacy fostered in the modules); a discussion of eight variables crucial to achieving environmental literacy; introductory information (including grade levels and instructional time; assumptions on prerequisite knowledge; comments on instruction, skills, and evaluation; notes on values and values clarification; and brief comments on the results obtained from several studies on the use of the modules. (JN)

This methods book is divided into 13 parts. The first 12 parts (each beginning with a list of performance objectives) focus on: understanding the nature of science and technology; reasons for teaching science to children; a short history of elementary science methods in the United States; the products of science; the processes of science; scientific attitudes; modern science programs; science textbooks; preparing instructional materials; the incidental science experience (a casual or undesigned happening related to science instruction in the classroom); understanding and teaching environmental education in the elementary grades; and teaching science to children with special needs. The last part consists of a list in which traditional and modern science methods are compared and a list of conditions necessary for an effective elementary school science program. Assignments related to concepts, supplementary readings, writing and analyzing performance objectives, preparing for instruction, and textbook appraisal are included in appendices. Lists of resource materials and information on metric measurement are also included in other appendices. (JN)

In 1980, the International Environmental Education Program of UNESCO published Strategies for Developing an Environmental Education Curriculum, to be used as a working document for a series of regional workshops. This publication is a revision of the 1980 document and is intended to provide an update for curriculum developers in environmental education. Patterns and trends in the field of environmental education are discussed, particularly with regard to curriculum development. A major portion of the document, entitled Environmental Education Curriculum and Materials Development, contains sections on: (1) guidelines for designing an environmental education curriculum format; (2) criteria for decision making in environmental curriculum development; (3) benefits derived from using the goals for curriculum development; (4) an instructional model which applies the goals; (5) procedural guidelines and considerations for curriculum development; (6) the preparation of teachers in environmental education; (7) the implementation of environmental education curricula; and (8) comprehensive environmental education curriculum evaluation. The appendices include sample activities based on the stated curriculum development goals and a nine-page bilbiography. (TW)

This document presents an environmental education curriculum and associated materials for the middle school. The organization of the document is intended to be simple and understandable. Because the curriculum described here is organized around a set of commonly accepted goals for curriculum development in the field, Chapter I focuses on those goals and their validity, and an effort is made to put these goals into perspective for the curriculum developer. Chapter II focuses on environmental education and the middle school learner. Very specific suggestions are made with respect to the methods that can best make a middle school curriculum work for learners. Methods associated with the use of the case study in environmental education, issue investigation, and citizenship action training are included. Other strategies deal with topics such as the use of community resources, the effective use of field trips, role playing, simulations, and panel discussions. Chapter III presents the prototype curriculum itself in outline form. The 3-year curriculum is divided into three components: (1) ecological foundations; (2) environmental science and environmental health; and (3) issue investigation and citizenship action training. Chapter IV discusses the infusion of environmental content and skills into existing courses at the middle school level. Examples of infusion and team-teaching approaches are presented along with a detailed outline which offers suggestions for infusing Chapter III's scope and sequence into existing courses. Appended are an abbreviated curriculum module on the ecosystem, a case study model on solid waste management, selected activities from issue investigation and citizen action training, a glossary, and a bibliography of 69 items. (KR)