Presented in these teacher's guides for gradeS five an ... · ESEA Title III. ABSTRACT / Presented...

DOCUMENT RESUME

ED 079 157 SE 016 5J45

AUTHOR Warpiriski, Robert _

TITLE A Supplementary Program. for Environmental Education,Mathematics,- Grade 5 -6.-

INSTITUTION Project Green Bay, WiS.SPONS AGENCY Bureau of Elementary and Secoridary Eddcation

.(DREW /OE) Washington,. D.C.PUB DATE 72-NOTE 75p.

-EDAS PRICE MF-$0.65 *,-$3.29DESCRIPTORS Behavioral _Objective; 4Elementary GkadeS;

*Environmental Education; Fundamental -Concepts; Grade5; Grade 6; Instructional Material8;interdisciplinary Approach;_ Learning. Activities;*Lesson 13-lans; *Mathematics -Guides

IDENTIFIERS ESEA Title III

ABSTRACT /Presented in these teacher's guides for gradeS five

an&-sik are leSson plans and ideas for integrating mathematics andenvironmental_ education. _--Each lesson originates with -a- fundamentalconcept pertaining to the environment_ and states, in addition, itS-diScIpline area,. subject .area, and problem orientation. Following_this, _behaviOral_ objeCtiveS and suggested learning experiences areoutlined. BehaVi3ral object ves include- cognitive- and =affedtiveobjectives and SkillS to be learned, while learning_ experiences -liststudent- centered -in -class activities and outside resource andcommunity activities. Space is provided for. teacherS to note= resourceand reference materials-publiCatibnS, aids, andicommUnity- resources. The guides- are supplementary in nature and thelessons or episodes_ are designed to :be placed in existing -courSe--cOritent at appropriate times.. This -*irk- was prepared- under an ESFA-Title III -contr:adt _for Project I-C-E(Instrtiction-CUrriculum=EnvirdnMent)-.-. (BL)

Pioject I INSTRUCTION CURRICULUM - ENVIRONMENT

-A -SUPPLEMENTARY- PROGRAM FOR rENVIRONIENUL EDUCATION-

DISCIPLINE- AREA Mathematic§

Produced under Title III E.S.E.A.PROJECT I-C-EServing Schools in CESA's 3-8-91927 Main-StreetGreen Bay, Wisconsin 54301(414) 432-4338(after. Dec. 1, 1972 - 468-3464)

GRADE

U.S. OEPARTMENTEOUCATIONNATIONAL INST

EDUCATITNIS-'00CUMENT HASDUCED EXACTLY AS LTHE-PERSON OR ORGANATING IT POINTS OF ViSTATED DO NOT NECE!SENT OFFtEiAt NATION.EDUCATION POSITION

Robert Warpinski, DirectorRobert Kellner, Asst. DireGeorge Howlett, 'EE Specia

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E INSTRUCTION - CURRICULUM- ENVIRONINT

R1E PROGRAM ,VOR.= :ENVIRONMENTAL EDUCATION

EA Mathematics

Title III E.S.R.15. in USA's 3-8-9Pets cons in 54301a

1972 - 468-7464)

GRADE

U.S.DEPARTMENT6=4ALTN.EDUCATION al:VELFARENATIONAL INSTITUTE OF

-EDUCATIONTHIS DOCUMENT -BEEN REPROoUCED;EkACTL'i AS:RECEluEb FROM

-ThE PERSON OR ORGANIZATION ORIGIN-ATINGIT POINTS oF_view OR OPINIONS"STATED DO NOT NECESSARILY-REPRE-SENTOFFICtAL NATIONAL INSTITUTE OF-EDUCATION POSITION OR POLICY

Robert Warpintki, DirectorRObert Kellner, Asst. DirectorGeorge- Howlett; Specialist

.

-P'REFACE

"OikuS" for _house is the -Gi.eek -Oki-gin of the .term ecolO-studies our house--whatever or wherever it may be Like an blabexpand or contract to fit -Many ranges--natural and man-made.environments, Our 'Many 'houses" if we omit rancor and Cite longcomplexities ._ Cur u.oilcUS" uses the insights: of all 'subjectsmultidisciplinary program like.-our8 necessarily results. Also,;a- long time-, our :prOgrairLrangeS K thru 12.. The environment -mirValues. these values have their origin, in the :1)6i*ue of our cMinds. 'Let us betOthe masters of our house by kepiaraingi the G±e-with "Ettet4' thyself: and houSe._"

I. Written ;and' deSighed- by your teadliers-, this -guide is.

to fit .appropriately into existing, logical course content,2. Eaab page or episode offers .sugeStiatis. .Knowing. your -Stiide

to adaptor .adoPt.- Limitless chances are here for your expe-Wally episodes are :Self contained, _ some open-minded, Ot.._ ) -s

developed over a- few dayS-._1. Try theSe episodes, bUt-,,please pre-plan ,Simply -; no g

and no curriculum- will Wokk,,uriless:-viewed, in the context of4_. React to this -- guide with scratch ideas and notes' on the &pis5. After using_ an episode, kill out the attached evaluation for

duplicate, -or request more o : these forms, 'Sen ---t em singlyWe sincerely want -your reactions- or suggestions--negative anevaluations are -the, keV in telling Us_ 'What Works"' and iiv:ai-,

,7_...,

t e guides.

tERIIS :AND, ABBREVIATIONS

ICE MAC iS.LrLas4s ICE -Resource Materials, Center:-sekvin_school diStricts-in,-CESA 3, 8, and77.7Clel-the Project ICE_ Biresources. . Cur address and phone number is on this guide's = -cOv-or call _us for any -materials_ or

-BAVI is -Bureau of Audio Visual Instruction, 1327 "OriiVersity-.A-Maditorli -1.41-stobsin 53701- (Phone: $08-262-1644)-_.-

Cognitive -means _a measurable -mental skill, -ability,, -Or _proce8-Affective refers to Student attitudes,_ values-, and feelings.

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for _house is the _Gteek_otigiti of the term "ecolOgy". Environmental educationour house -- .whatever or wherever it may be Like- an umbrella, our liouSe Can

or contract to fit many ;ranges -- natural and thah=Made. -1)6 can 'add quality =go ourmeats, our many "hoUseS'i if we omit rancor and cite long range gains, costs, and:ides. Cur "bikus" uses- the insights_ of all ,subjects. Thus, a rational,_sciplinary program, like .ours, necessarily reatiltS'. AlSO,_ since attitUdeS ,gtow over_

.our _Program ranges triy 12. The environment mirrors our attitudesThese vaihesihave -their origin the 'Io-ikuS" _of our collectiVe and individual

Let us becoMe -masterS of our 'house by replacing the -Greek aclage of `-'Know thyself"ftt ow .t-if and: thine :hoUse

_ten and designed by your fellow teacherS, this guide is_ SUPOletentail in nature- -it appropriately into existing,_ logical Course -content.

. page -or- _episode- offers suggestions Knowing- your studentS- best, you dedide: -whatdant. or adopt,: Limitless chances -.are, here for your ekperithentatiOn and usage.-epiSodes are :self 'Containe& some :open-minded, still Others can be ,changed- or

loped- over feW:.days .

-theae, episodes_, bht please_ Jore,-plan. Simply=, no.no- -guide has all the answers,no curriculum will work unress viewed. in the context of-your StUdentS,..t to this g-uide scratch -apct,noteS on the , episode ,pageS:.r using an epiSode, fill out the-__attached eValuatioh.,forM in the baCk. Use,

Lidate, or request .more .o- these_-.forms singly =or- collectively to uSj_ncekely want your reactions Or. .stiggeStionS.!,negative and pos_itive. Your

Luationa are the-key in telling .us "what .yorksir and in aiding our revisins Of-gui es

AND' ABBREVIATIONS:

14C Resource Materials Center serving -all public and_ non-publicdistricts' _inT=CESA 37787-Fict9777drinl the ;Project ICE _Bibliography of available

teS,. 'OAT addrejs.j:and- phOne number_ on this ,guide-':s coyeir. -Feel free to -writeL us for any _'materialS--Or:is Bureau of Audio Visual Instruction, 1327- University Avenue P. -0_. Box 2093,

WiscOnSin-_3701 (:Phbnei, -608,-262,1644),.-itiVe-_meana a measurable _mental -Skill, ability,_ or process based on factual data-,

refers to student_ attithdet , values., and keelings=.

ACKNOOLEDGEMENTS: The following teachers and consultants participated in. thet f the :Supple-Mentary Environmental Education .GuideO::.

,CESA #3 .-CESA :#8-

b. C._ Aderhold, goneUE.1: Mary ;Anders-, Winnedanne, Peter Biol*Jahn- AnderOati; Peshtigo ,Robert Bedker-2: Tdoc--, VallOy- .(L) tee Clasen1,_Walter Anderson, -)atisaukee Mary Chrissr HortotiVale Kathryn, CoBonnie Beaber, Coleman Cliff -Christenaen,, Winneconne 'Merle- _(01b-Merlyn 'Blonde,. Shawano. Kenneth COuillardir_ -Hart0hVIlle Sara ,CurtiR. A. Pirk6:, -Gillett . _ . ... --Raymond Emeridh, Hartariville= Duane -DeL0Dennis = DobrtenOki,, -tihite Lake -Mike ErdegaVad-, 1:7innedo-tine -ROberta 'PilekOY -Gerl ,- Odoitto bondGeeding,MOnatha Janet `Elfin`Karen, =GrUnWalcl,_ St. James :(L) Ponald -Hale -i:Wintiecanne Fhylii6:t1William= Harper, Lena James- :lines, 'FreedaM Keith. .FaWc-'SiOiter Claudette_,. _St. -Charles_ SiOter -Loia JOtiet,_ _Holy Angela . jack, GiachErvin -Kune-Oh, eiaritiette Kenneth, kappelLi, St. Aloy_SIUS -Mike -GleffKathleen- LeBredk, (dont& Kenneth- -Keliher, ; :Appleton 'Herbert_ .HaT. E._ Lewidki,_ Gillett EVerett -0-ifizi4g,,., '1\104- London- _d#y :He-tl,Dorot=hy t-tgrien:, .Wansaukee _Fred. Krueger, 'Oshkosh Nannette -,HTerry _(-t-to, St. John- '(-02 JiM, krUeger,, 'Winn-Oda-tine

. -JO -'6-04'1i114o.Arthur-taulOori, =Cconto Falls. `Mae Rose LaPOinte-,_ -St. John -High =CatherineMarie PrOchaOka, .Lena =RoOettaile Lauer, 'Hattonville -DeAtitia JohnChriO tine Proctor, Mails aukee= Robert LE.-Ei , ='Oeenah_ :Kris, :iCarpiArthift- Sthelki- s4iit,_ Harold-tiOdhot3.St. =Martin (L) Mel ;KaOEiti,_Peter Sktoch, -Cdanto- Falls_ Dennis Lord, Little; Wolf .Jack KaiVi.David Soltes,"--; -Crivitt .Robert ,MOYer 2, -Neenah _Siater_vlar:Bill Still:ion,_ _ShaWana Arnold -- Neuzili Shiboton Ellen UtzCathy Wax_ nack, W_ hite- Lake -JaMeO::Nuthal-Oz, Lourdes Juclilyn_ Mdt,Connie Peterson; St.- Mart priOdill.a- 1Consultants _Roo-thary-;Rafath-, -Clintonville C., L Paqu:CESA T3 _Mark Reddel, 'St._ Martin (L) William -R0,Dr. Ridhard_ PreOnell, Gladya Rol.and=, little =Wolf aa pg e sr Ri.-UniV. of Wiso.==_Greet, Bay Kathryn =Rowe, -Appleton

CESA #8 -Mary Margaret -Sauer, MenashaDr.. James MakkO Edwin -Sdhaefer,. -Kaukatina _MEity.,sniith-Lawrende -liniverOity 'lee 'Stoll ,_ -tittle 'Chnte =Carol Trim.CESA #9 Mary- Wa#iDoris-Darit. Stehr, =Mt: -Calvary- -(L)-Dr, Charles Peterson, Ginger StuVetraa,_ gOhkoOliSt., Nbrbert College Richard Switter, little -Chute

Tim Van- Stistereni Holy NaMe-Lila, Wertathi St:, Margaret -Mary-yarten -Volf, le.ittiberlyGery Farrell, Meriasha7

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L.ng teacherp and consultants participated in the developmentIlementary EnvitonMentalTAUcation-GUidea:

- CESA 1811 CESA 19-

Mary- Anders-, ,Wiritie-ootitie_ Peter BiOlo Meat ,DepereRobert Becker, FoX. Valley, (L) Lee Clasen,_ Lux.- -CascoMary Chriss, -ROrtonVille Kathryn_ Colburn, Algoma.-Cliff Christensen, Pim-lei:thine -Merle -Colburn, _Algodia-_Kenneth- _COUillard, Hortonville Sara 'Curtis :, Green- Bay=RaytiOnd -Enierieh, -1,1OrtotiVille- Duane- -DeLorme ;. =Green -,Bayen. ,Bay

: ,Mike ,EraegOVad:, WinnetOnne -Roberta -Dix, .S._ Joseph Acad._Dona_ Geeding,, Menasha Janet Elinger, _AahviaubenoriDbnal4,1taleyitthedo-ntie Phy ",llis = Ellefson,,Phyllis Wash.- I.-le,.James= Huss 1_'Freedoth Keith- fF,'#dett, Meat- DePereSisterter_ Lola- Jotiet, _11Oly Atigo_ Jack -GiachinO, Seymour

= -Kenneth Kapp-ell, St. ,rAioye-it4 !/Iike, -Gleffe., St_._, MatthewsKenneth Keleher-,_ Appleton Hebert liarcit , ,-IGibraltar'4Verett _Kiinzing-, New Lon_ don -Gary jleili periipaik'Fiec- :Krueger_,-,_ Oshkosh . Nannette Hoipe, ,}Oa-.1-8'uam.-

-Joseph litio ek,, pt.i1:40.4._Catherine illup'00#4- Dep,erepeAnna- JOIlitisOn, .perunarkKris _Kar-pinen,,l-West :DeFere,Mel 'KaSen-i GibraltarJack KOiviatO., Green- _BaySis ter Mary Alyde, -cathedral':Eilen. -LOtZ-*-tflee-t_,DePere__Judilyn:MC:GoOan, Green-Bay-pr-14-OWa -Mereneks, ,WrightatOwn_CC. :L . -P-aqUet , 'Denmark_WilliaM- -Roberts.,, -Sturgeon LayRoger :goznowski, -SoOthern 'DoorJan- -Serrahfr, 'SevastopolCalvin Siegrist, -110W.:-SUam.-Mary-:Sinith; Green _Bay-Carbl Triinbe4et,_ KewauneeMary--WedZinski, HOw._-7Suam.

JiM,,KrUeger, 'RitinecOnneMae 'Rose LaPOintes,_ -St._ JOhn -High-Roa-eniarie frottotiVille_Robert lee_, '-Neehah-Hartild ,Lindhoret; St. Martin -(L)_Dennis 'WolfRobert -Meyer, N_ eenah-Arnold ,ShioCtonJames :1Iiithala_, LourdesConnie- Peterson; -St. Mart-in-(I

_kciaethary-:Rafath, Clintonville--Mark -iteddel,. St. _Martin -(L)-Gladys- -itolarid--, Little- Wolf

-Kathryn- 11-OWei, AppletonMary -Margaret Sauer, Menaehatdwity:Sehaeker, Kaukauna:Lea.:8niolii_ Little _Chiite-=DOH:a= Stehr, Cal.-vary (L)Ginger Stuvettaa, OshkoshRiChatd-S124.ittet -11titeTim Van`_S-iisteteti, =Holy haine

Wertadh-, St._ Margaret MaryWarren 'Walls -KiniberlyGery Farrell;- Menasha

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-C I. Energy from the sun, the basic0-N, source_ of all ienergy, is converted Subject Sun EnergyCE -through plant Phototynthesi ihto a PrObletn Oriehtation Graph Rea

Metric Re

Discipline Area Mathematics

T ,f-orm _-all"IiVing- -thihgs Can use forlife rocesses.

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EEHAVIORAL,OBJECTIVES_ .SUGGESTED LEARNING EX.i)ERIEiCognitive: The studentwill read a chart Show-ing daily growth of plantsin centimeters.

Affective: The -stUdehtwill taro_ugh Verbal adtion__ s,iippbrt the prO-position that energyfrom the -Sim is cOrr'erted- through_ photo-synthesis into- a form

things_ canUse for life _prodeSSes.

kills to be,LearnedReading of GraphsComparing

I. Student-Centered in class-aotivity-

(Wori_tSheet gkaph =on_ reverse side)A. Ask -Children to look -at -Work:r-Sheet graph. Explain that SoMeone,did an experiinerti:6 with Pea seed-lings toC fill& out ,hOw: mÜCh theywould -grow: each day at a certaintemperature. Have them look at -55'_degrees on the -Chart: .At de-grees the seedling- grew 1/2 centi-meter each day. -Explain Olat ado--IA.110s were also growing at othertemperatures.B. Have -children -graph- the in---ormatj.on,

C. Have children anptaer ,VariOnS-questions using_ the graph Infor-mation.1. At what teMperature-did plantsgrow Most?2, At what temperature did plantsgroW least-?

T

the-3 . -,Which_fteingerature was the mostlike a Cool -day? Like a hot -day?--4-. Which_ temperature was bestfor plants?5. What happened when the teMpera-ttire Was, too- cold? Too hot?(continued- on- -reverse side)

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from the sun, the basic:all -energy-, is converted

Discipline Area

Subject

Mathematics

Sun Energy

lant tthotosynthesis into a Problm Orieniation Graph Reading - Grade 5_.Metric Readingliving =things can use for

3sse-S.AJECTIVES

Le. student:hart show-iwth of plants:s.

:e Studentverbal ac-the -pro!!eziergy

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SUGGESTED- LEARNING EXPERIENCES_Student- Centered in olatsactivity

graph- -oxi_ -reverSe side)-A. Ask =children. to _look at -work-,._Sheet_ graph._ Explain that_'soMeone-did an experiment with _pea- __seed-IingS= tO- -find Out ,how much theywould = grow each day at _a certain:temperature -. -Have ,theni= lOok -at 55'degrees oh- the -Chart. At:55 :der-.greeS the _Seedling- grew 1/2 -denti--Meter- each -day_. Ekplain that -seed-lingS wer-e also growing, a other-teMperatures-B=. =Have children graph the in-forMatiori,.C, 'HaVe children answer- VatiOuS-questions -using the graph infor-mation.

At what temperature did plantsgrow most?2._ :At _what temperature -did_ plant,grow leat?3', -Which temperature was the

day?,a -cool- ;day ?. Like a hot da-y?4. Which- temperatUre-Was -beStfor _Via-tits?5. -What :happened- when the tempera-ture 'Was too- c_ old? TO hot?-(tOlitiniled on reverse Side)

. ,

. Outside ResOUrce-.ComMUnity _AdtiVities-

Resource and Refereence Materials

Publications:

Conditions Affecting LifeUnit 23 -I=C -E RMC no. 130 Mr:

Audio-Visual:

"Graphs - Understandingand Using Them" $i4.60Coronet (1967) 11 min.BAVI

Community:

GreenhOuseGardentFarm Areas

I

4 0.410114044-

Continued and Additional Learning

continued6. When Would- you. expect pea ,plants to .gr-winter-, summer or -spring?7_. -What crops- have you-..note4 being_ affecttemperatures?8._ How- do the extreme temperatures for gt

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I. continued6. When would you expect pea ,plants to grow best in= thewinter, summer or spring?7. What crops have you note_ d being affected by varioustemperatures?8. How do the extreme temperatures for growing affect yourlife?

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C 1. Energyfrom the sun, the _basiC0N- sourCe of all efiergy, is convertedCE through plant photosynthesis into aP-T _forin all livg things= can use _for

life prom Sses.

Discipline Area Math

Subject j91,tjaLeAail

Problem Orientation Stull s Ener

BEHAVIORAL _CBjECTIVES

Cognitive: he studentwill collect date andgraph it to make predic-tiOnS that -etend beyondthe observations made

_and graphed.

'Affective: She studentwill defend pitting aplant in the =sun overputting plant in areadevoid of sunlight.

Skills to be Learned1. Making a line graph2. Reading a meter stick3. Learning terms la-ter al, terminal r--4. rising metric system.

SUGGESTED LEARNING EXPERIENCES

Student-Centered in class II. Outside Rev.activity Community ;

A. Graphing growth of vines._1. -Plant- two vines, one insunlight, the -other in a-place devoid- oLsUnlight.Remove- lateral growth so=terininal gtoWth can be

measured.2, Attach -each- vine -tOmetcrstick :for measuringpurposes.3. Graph :growth on line:graph in-centi-metersl_ re-cording date of Observations.

B.Vary Condi:tit:TS -toSee whateffect variations have on -pupilsability to prediot growth.. (Ex:

7 Quit _removing- lateral growth)C. Make predictions- on futuregrowth.D. Find areas of various growthcOnditione to observe effectof sun- on plants._

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Ving_ things Can= u_se -for5ses-.

Problem Orientation

I

Sun' Energy Grade 5

ZECTIVES SUGGESTED LEARNING- EXPERIENCES

re Studentlata and-ike- -predio-_end beyond-)fiS: made

le- studentItting a3un overin area

Light;

F,earnedOle graph.deter_ StiokBrms-

system.

E. Student-Centered in- clasaadtiVity

A.. Graphing groWth_ of Vinea.1._ Plant two vines-, one insunlight, the-Other in aplace devoid of sunlight.Remove= lateral growth soterminal gr'oWth-'-daii beeasily -measured,:2. Attach -each Vine to-theter-Sti ok for measuringpurposes.-3. Graph .4rowth on linegraph: in centimeterS I re!.cording_ c:1-ate of ,observations.

B.Vary conditions to See _whateffect variations have on pupilsability to- predict growth. (E-X:Ouit removing lateral growth)C. Make predictions- on futuregrowth.D.. Find areas -of various growthConditions to observe of -feetof sun on plants,

= H. OutSide ReSburce. andCOMMunity ActiVitiet

7

Growth of Vine in CentiMeterS=

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Day3 on which observations aremade

_ itesoUrce- and :keference-_ Materials_ _Continued_ and Additional __Su Se

Publications :

=Darling, Lois and- touiSPlace in .the Sun: Edologyand the= Living -World, Morrow

1968

Audio-Visual:

5553 Photosynthesis. A-63:22= zninutet ($8 .75 )° -BAVI_ _

8743- =Green -PIants and- Still-

light, S4.00. BAVI (11 mintites)=

Community:Farm with particular vinecrops._County AgentGreenhouseGardenS

ge. ad. Reference Materials

:-

is and Louisle Sun: Ecology.rizi World, Morrow

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nthesis.A-63($8.75) BAvi

Plants and Sun)C BAVI (11 minutes)

)erticular vine

Comtinued and. Additiohal Susested Learning Experiences

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2. All living Organists_ _interact -Discipline Area. 'Mathematios

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ecosystem.

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Subject Measuring__ - ComRecognizing sha

Problem Orientation Ecosystemin

BEHAVIORAL OBJECTIVESCognitive: The studentwill identify azid de7scribe a square foot ofschool lawn and studynatural life there in.

Affective: The studentwill appreciate hissurroundings ark. theforms of plant life.

Skills- to be Learned_

MeasuringRe.cOrdi nChartingGathering. DataDrawing orsketching

SUGGESTED LEARNING EXPERIENCES:. StUdentCentered in class

activityA. A field trip is planned to thegrass covered vacant lot areas Orin a nearby, field- after a dis-oussiOxi isis= held- in the sdhoolroom-.1. Aim: Of field trip.2. 1.14:3w to =find =what a- square footis and the practical. way to keep-within that area.j. What records will be kept?4. Will Specimens- be preserved?How?5.. How- Will plants and- insectsbe identified? What leaf patterntare: there?6. Which children Will form re-spective groups?

II. -0Utside--CoMMunitl

_A. 'Take -chi"Covered, areB.- -Measure- -cgroundboUndary.C. Have -Chi-a 3._`-gratSand recordWere-4. Funsect life__a. =What- is -tkind_ of _planfoot -0t plotOf the pl-ant:Site =shapetern-S.1_-E. Sketch or-tify.F. Investiga-which the-li

the surferaffect the _SG.'_Compare pdif ferent pl.with- Sunny -e_-ferences inties of lifeof_ ispeCies -w(continued o

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i.r.g organisms interact_

selves and_ their- enVironment ,

intricate- Unit called anf_.

Discipline Area Mathematids

Subject-Recognizing shapes

Problem Orientation Ecosystem

_Measuring - Comparing Numbers

Grade,5

SUGGESTED_- LEARNING _EXPERIENCE-

I -OUtiideRetonice, end___

Community ActivitiesA._ :Take: childkefL to; grasscovered= areas..

'Measure_ ,off_ .square, foot ofground using- string, forboundary ._

C. Have children list the typeOf .dlovet -(COunt-and- record on a -Chatt),

-Wets, 4.. -Fungi -51. _Weeddsect I-if e-

What is the- -;host commonkind- of _plant foundfoot_ of :(Sketch a leafof the =plant s_ hoWing .actual

teir -. ):zn%.,hapeciSketch organisms and i_ den,!tify-.

F. InVettigate -three wayswhich_ the living_ -organisms:on the _tUrfade- of -the -groundaffect the soil and- plants.G. Coinpare plott located indifferent plades, shaded areaswith sunny etc. to note dif-ferences in growth and vane-ties of life.- Record numbers6:Z species whichhave been(continued on reverse side)

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studentand. de-,.-e foot Ofa studyhere in.

e. Student_a histie. thelife._

az.tried

I. -Student =-Centered classactivityA. A field trip; it planned to--t4e--qtasS -Coveted _vacant lot areas= orin _a nearby field- after a _dis!!,CiiSsion is held in the scho_ olroOM.-1. =Aim- Of field trip.2i.- ;HOW to -find What 4- sicpare- footis and the practical way- to -keep-Within_ -that area.-3-. -What recordt will be- kept?

Will specimens be-_preserved?;How?5, How- will plants- andbe identified? -What leaf patterns_are there?6. Which Children Will form re-spective grdupt?

Resource and' Reference Materials

Observing ttcpertiesMinnemast Coordinated-Mathematics - Sciences SeriesUnit -8= 1967 at ;Melt 11University of MinnesotaNational Sdience TeacherAssodiation, How tO Read' theNatural tandscate in.. Forests=and __Fields by :Malta rd= C.Davis. at_ I-TCE: RNiC(Teacher- References)s

Audio-Visuall7123' -61,1iii.n_g -ThingS---De-pendori zEadir-Other" Idt57.6r-iII minutes- ELF-- 1967-5677 -"Life- in- a Foot ofSoil"SO 11 -tinutes$14.,00- Coronet 1958 BAVI"EnVironintaI Adtion, - No-title tO _Watteh :SitUlatiOngame -at K 4

Community:

Agricultural Agent

Continued and Additional Suggested Learning E,continued'

-G._ ObSerVed.H. uOte- season of year and refer to :sate arr.

to cotipate- Onan4es.I. Find total_ number square feet obServe"

ride

got

Re

and

ste)t)

..c.00

at

E

ar-

ire

eice Materials

ad^es Series-E RMC # 1I0iota`EtchersRead the

a_Forestsard

'-Depend-3r)

FOot Of09-

NoFation

Continued and Additional Suggested Learning ExperiencesContinued

G. =obServed,.H. -Note Season Of year and refer to same area again_

to compare changeS.±,. 'Find- total number of .square feet Obsekired.

CIA.Speal

sect-

3. EnVironi'ental factors _are_liMitirig:0a. _0,,the_puiti-erfcxganisms_iiing_

E within theiP.

T _each- ehvikc

Discipline Area Mathemat

Subject Rates - Grep

r_ influencer_ thUgr_ _each PrOblem_ Orientation CariVing_ I

nMen-thaskdarryingL.dapacity.

-BEHAVIORAL -OEJtOTIVES __SUGGESTED LHARIiING:EXPRRIEi\14

Cognitive:The learner

will use rate= pairs toestimate and craph theppDulation chEnge offruit flies.

Affective: The learnerwill test the factorSthat deteZmine carryingCapacity.

Skills to be Learned

GraphingMaking and interpretingdata tablesRates

I. Studentdentered In- dlaSSactivity

A. Prepare A container (Use _a-plaStiogallon jar, _put- 1/4 inch- holes- in-thelid,_ fill the Holes- ,with: cotton so- airCan _enter. Peel- aAiatialia So-W-6±_the-,pulp .is exposed and put into_ -the can=taineri1, Ta collect the ilies4 leave_ the,lid Off until the f_lieS begin to_coMe.2. When-t -Sufficient amount-have-arriveau_replade the cover4 recordthe- --of flies and the date,.3. After 10 days record the nun -ter Of flies and- the date. Put thisinformation onto a-data chart.4. Set up a rate eedondUsing thie tate, Calculate the- 08-timated growthTif it continues a-LthiS rate for two more weeks. Fourmore weeke. Put this estimatedgrowth-onto the graph.5. TWo weeks after your secondgeneration count and record your-population increase or decrease.Graph. How dadS it correlate withyour estimate. Why is there adifference?(continued on reverse side)

fac

or

her

has

tohe'

er

nc

Inc

factors are limiting

_organism

uence-,_ thus, ea&

hasadarrying_capacity,

.

at

ap

g

EN

-0-Ci

TI

eal

pu-'

ct

Discipline Area

Subject

.9

Mathematics

.

Rates iotaphing

Problem Orientation Carrying Capacity_ Grade 5

ES --SUGGESTED LEARINTAG `MCPEttIENCES-

.er

tohe

er

'ing

-ing

I. Student-Centered in class II. Outside Resource andactivity Community Activities

A. Prepare a Container (Use--a plasticgallOn- jai', put -1/4 indh-holes in th0-lid, fill the-RoIes With dottbh_so-Aitcan -enter. Peel a_banana_-so-1/2- of thepulp.isexpoSed and put intO the coft=-tainet11. To'-dolIedt the flies, leave thelid Off until the flies begin tocoMe.2. When a_ sufficient amount havearrived, replace the cover, _tedOrdthe 1101bet of flies and the date.

Aftet- 10 days re-Cord the num,-bet of flies _and the date. Put thisinformation onto a data 'Chart.4. Set :up_ a rate second gen4/intialusing- this rate-, calculate the ea-timated= growth if it continues atthis -rate for two more weeks. FOurmOre-WOOks. Put this estimatedgrowth-onto the graph.5. TWO _weeks after your secondgeneration- count and record yourpopulation increase or decrease.Graph, How does it correlate withyour estimate. Why is there adifference?(continued on reverse side)

A. The county agent canspeak on the increase ofpopulation' of vatious in-sects.

.

Resource and Reference Materials

Rablicationt,:

Populations SCIS Text - at t-C-E

100 Co Bol4Ley, Arthur

Ecology of Population, MacMillan

Co.

Audio-Visual:

"Flies and Losquitoes TheirLife Cycle and Control" BAVI

Community:,

County AgentExterminatol

Continued and Additional. Suggested Learning

1. 'continued6.- What-about tt*e food supply? BhoUld-youlloeS-that-Change-the:Carrying capacity?B. If students -are interested- you may introvariations size of environment (baby,loodtottage-cheese==bcAi. etc.) food- supply? -Thee:USe ttet arid-eStimate and graph growth-,

ce

lu

In

0

r

I

1'

ce Materials Continued and Additional :SUggeSted- LeárningExpériénOes

xt - at I-C-E

.ur

n MacMillan

s Theirol" BAVI

I. continued6. What about the food Supply? ,Should you add more?Does that Change the Carryirig Capacity?

B. If students are interested you may introduce othervariations size of environment (baby, food )ars)cottage cheese lboxj etc.) food -supply?: The- student Can'use rates arid estimate and graph growth.

;

C 4. An adequate supply, of pure water0=

11, is essential forC

P

Discipline Area

Subject

Mathematics

Large numbers -.

Problem Orientation Water =Conse

BEHAVIORAL OBJECTIVES

Cognitive: Studer t willcompute daily amunts ofwater used.

Affective: From study-ing. statistics ai.d sol-ving problems, tie stu-,dent sets a goal aboutone change in his homeon conserving water.


Large Nwber6Problem SolvingGraphsMeasuring


. Student-Centered in classactivity

A. In small groups work togetheron these problems:1. If the average American uses 60gallons of water a day, how manygallons is this per week?2. If the community must produce150, gallons per person per day,how much is this in your communi-ty per day? Per week? Month? Year?3. Measure how much- is needed fora shower.4. The paper industry uses 90,000gallons of water for 1 ton ofpaperboard. ;

5. How many gallons are needed forone pound of paper -?6. For 53,000,000 tons per year,how many gallons of water save used?

II. OutsideCommunit

A. As a homesaVing- waterment from pution, p. 34B. List thewater in youWay in whichyour familyand after twthe class.C. Draw a powater conserschool corriD. Collect mpapeearticlstatistics ohomes and in

tE

L -fc

rECU

er--t

luxu

m saLdtie1 ais-ate

am

E supply of pure water Discipline Area Mathematics

I. for life. Subject Large numbers = Measuring GraiShs

Problem Orientation Water* Conservation, Grade 5-

rECTIVES SUGGESTED LEARNING EXPERIENCES

er-t willunts- Of

m study-aLd sol-ti e stu-1 aboutis home,ater.

arned

.- Student - Centered in classactivity

A. In small groups work togetheron these problems:1. If the average American uses 6agallons of water a day, how manygallons is this per week?2. If the community- must produce150 gallons per person per day,how much is this in your communi-ty per day? Per week? Month? Year?3. Measure how much is needed for

shower.4. The paper industry uses. 90,000gallons of water for 1 ton ofpaperboard.5. How many gallons are needed forone pound of paper?G. For 53,000,000 tons per year,how many gallons of water are used?

II. Outside Resource and .

Community Activities

A. As a. home experiment insaving water, try the= experi-ment ft:9m publication Pollu-tion, p. 34B. List the various uses ofwater in your home select oneway in which the members ofyonr family can conserve waterand after two weeks report tothe class.C. Draw- a poster or cartoon onwater conservation. (Post inschool corridor.)D.- Collect magazines or news-paper articles which includzstatistics on use of water inhomes and industry.

Resource and Reference Materials Continued' ,and Additional Su ested Learnin. Ex e

Publications:

J.K. Couchman, D.P. Wentworth,J.C. MacBean,. A. Stecher,Pollution, Holt Rinehart &Winston, '1971 jp. 67-68

I-C-E Ri'IC .

Audio-Visual:

"Water 1.amine" (54 min.)Carousel Films Inc.BroadwayNew York, New York 10035

OProblems with 10,ater. is Peopled/

(30 min.) color on request.McGraw Hill CoLtemporary Films330 W. 42nd StreetNew York, New York 10018

Community:

Sources of water supply1. City2. Village3. County

rials _Continued and Additional Suggested Learning Experiences

th,

Le"

EL1

C.1 )

H4,3000

0

IHHH

cc)

v-44-)

E-I

r4

r4

C0NCE

5. An adequate supply_ of clean-air is: Discipline Area .Mathe

Subject- Com u

Problem Orientation

-of

-h-

ir

,essential because most organisms- de--

pend on oxysen, through respiration,

to- release 'the_ energy in their food.

BEHAVIORAL OL'ACTIVES: . . SUGGESTED LEARNING EXPERIEI- -

Cognitivd-' The studentswill compute nd recordaverages and estimatesabout -problems On airpollution.

Affective: The studentwill show his apprecia-tion of an essentialsupply of clean air.


Taking averagesComputing averagesEstimation

-Student=-_Cetitered- In classA. Use a 'stop -Watch and ask ch13.d=-ten- to- count the- rintber of breathstaken in one _(This_ will befrom 14-18)-. _,CortipUte- the: aVerage-

:: nutber- -of breaths taken by theaverage- class member in an -hour, in--a day.B. -Compute -PrOblem=

When the -sulfut dioitide contentof the ,air in -New-- York City= -tiSes-above .2 parts per-million, 10= to20 Tpeople- =die as a result. In thefive- -years, 190 to- 1970, sulfur

= dioxide reached this level once-every- ten- days.1. What -was the minimum numberof people-who died in New YOkkCity during' the five years, 1965-1970, as a- result of air pollu-tion by sulfur dioXide.2. What was the maximum numberof people who died in New York-City during the five years, 1965-1970 as a result of air pollu-tion by sulfur dioxide.

C. Obtain statistics from AirPollution Control Section, Depart-(continued on reverse side)

IIi

atne

-cia2.a3.

1

iq

B.prlesporlutea` tand

the

uAi

RIEI

(1-#=

-A.

at:

co

2.a3,

1-

B.

Pkletporldtestand

of clean air- is Discipline Ared

organisms de- Subject-

.h respiration,

in their food.

4,7 - ,-v^' ;r'

MatheMatitt

Computatidh and Averaging

Problem Orientation Air Quality Grade

SUGGESTED LEARNING _EXPERIENCES=

I. Student-4-Centered in classA. Use a stop watch and-ask child-ren to count the number of breaths`taken in one minute -. (This will befrom 14-18). Compute the avetagenumber of breaths taken by theaVerage class member in an hour, ina day.B. Compute Problem

When the sulfur dioxide contentof the air in New York City risesabove .2 parts per million, 10 to20 :people die as a result. In thefive years, 1965 to 1970; sulfurdioxide reached this level onceevery ten days.1. What was the minimum numberof people who died in N,513> YorkCity during the five years*, 1965-1970, as a result of air pollu-tion by sulfur dioxide.2. What was the maximum numberof people who died in New YorkCity during the five years, 1965-1970 as a result of air pollu-tion by sulfur dioxide.

C. Obtain statistics from AirPollution Control Section, Depart-(continued on reverse side)

II. Outside Resource andCcmamnity Activities

A. Take the class to a moder-ately.busy intersection in theneighborhood.1. Have one group of childrencount all cars that pass ina 10 minute: period.2 . Another group counts trucks,and buses.3. A third group counts anyvehicle emitting visible -pol-lution: (This will be donequietly using tallies on paperinstead of voices).

B. On returning td classroompresent an impromntu mathlesson to determine the pro-portion of cars visibly pol-luting the air. Make a roughestimate of cars in communityand again figure proportion.

Resource and Reference Materials__ COntinued and Additional Suggested Le.PUblidatiOnS:-

-Pollution: A Handbook for Teachers-by Dorothy Needham Scholastic BookService $1.00Air and Water Pollution GeraldLeinwand and Gerald'Popkin Wash-ington Square Press630 5th Avenue, .N.Y., N. Y. 10020Air Pollution, Addison WesleyRMC

The Sot:roes of kir Pollution iand-Their Control Public Health ServicePublications, No.- 1548 U.S. Depart-ment of Health and Welfare, Wash-ington, D.C. -

Air P011ution: Their FactsNational Tuberculosis andRespiratory Disease AsSodiation-Ait.PollutiOn _and You &AlitQuigley No. 676 Universityextension- -officies in= -Wisdiansin1971 EQ Index -Natiorial

FedeiatiOn at I-C-E- WICEnvironMental Analysis byJoseph :Moran, Michael Morgan-,James Wiersma, t../WGB Little & BrownTesting for Air Pollution, U.S.Department of Agriculture ScienceStudy Aid No. 5 price .10Superintendent of Documents, U.S.Government Printing Office,Washington, D.C. 20402

1. _cOntinued,C. ment of Natural Resources, -Box

53701, conerning amounts of caother dangerous gases that _are--the iair-by -each- --autOrittabile =evethe projected number -Of automObi4: a riven by- Atae.i.caxiS in-1.980=monoxide be put into -the-aito 1970.

Audio-Visual:.0033 Air- (-10 'Min) -$2.-00 BAVI-AttosiThFrid_ rPollutidzi :Filmstrip'Ward

Mk -Pollution- color (11 MiMen at -Bay --.t-C-E RMC

Community:National Tuberculosis and Respir.Association.

Le

xca

obiOwai

ir

is

:hers:BOok

.d11.-

1020I-C-E

ndrVice-bart-Sh=.

n

rown

nce

.S.

Continued and Additional SuggeSted Learning Experiences

I. continuedC. ment of Natural -Resources, _Bok_ 450, iIadison, Wis.

-53701, cO:werning:-aindhittS of carbon monoxide andother dangerous gases that are being.,:put into _

the air- -by each automobile -every- day. 'Baked' -Uponthe ,projected _-number of autOmobileS, that will bedriven by -Americans 1980 how more :CarbOn,monoxide i.i1. be put into the --air in Comparison_to 1970.

Audio-Visual:

0033- Air (-10 Min) $2.00 BAVIAtirmspheric Pollttion Filmstrip at I-C-E RMC-Ward' s Sdientific0678 Air Pollution color (11 Min.) $4.00 BAVIMen at Bay -f=CE RMC

Community:National Tuberculosis and Respiratory DiseaseAssociation.

II. Outside ReSour4Community Aoti-

A. With ,a =soil .ad.

Soil Conservationwill bore-soil .Sahillside and f_rom'ley below hhd meatopsOil in inchesSamples may.be t.number so that a,depth for each ar.B. Measure lengthspecies. of plantthintopsoil areaC. .After it is codetermine type an,growth 'possible f.and how these aff:and food resource.U. Compare types -!productivity usin.E. Go to an experarea find measureous kinds of cornor lack of fertilF. Invite a soilrepresentative toand types in councuss with class h.systems and depen'

C 6. Natural resources are not equally

CE time and greatly affect the geo-

T graphic conations and quality of life.

distributed'over the earth or over


.

Subject =Measurement&_COMapring-

Problem Orientation unequal Resotribution

BEHAVIORAL.OBJECTIVES SUGGESTED tEARNING: EXPERIENCE

Cognitille: The childwill'meastire, compareand record the depthof topoil and sub-soil found in two lo-cations in a valley,flat plain or hill-side.

Affective: The childwill appreciate thatthe productivity of agiven region may berelated to the depthof the soil of thatregion.


ObservationResearchComparingMeasuringConcluding

. Student- Centered -in Classactivity

o.rE

ti

'C7

ck

rat

etux

le

chth-o'13

is

rn

CE:

Lit:

auj

onpa

eaas;to_

tea

ffceS -IinsStern-

ii1 .

tounh.

en.

.sourdes are not equally Discipline Area Mathematics

,ver the_ earth, di- ,over

tly affect the_,geO-

Subject Measurement_ &-__Comapring Numbers

Probleni Orientation ,Unegual-ReSourCe ,Grade.

tioils -aiiclAualit =Of_ life._tribution

'C'EUVES

childmpareepthubo lo-ley ,

1-

childthatof a

= be

-pth_-let

rued

SUGGESTED LEARNING : =EXPERIENCES_

I. Student-Centered in olasa II. Outside Resource andadtiVity _etntimuhity AdtiVitI6A

A. With :A_ =Son auger 'borrowed= -from, the

Soil Conservation Sery1C04 the class-Will -bore soil samples from a localhillside and_ -froth= a flat ,plainOt Val-ley below- -and-meaSure the depth_ Of the-tOpSoiI in inches-. :Record-the-depth-64SaMplet tidy _be_ takei7FIE7-sTufficientnumber so that- -a- repreSentatiVe-soildepth for each-area.will be determined.B. Measdre lengthof gfa-s or somespecies :of _plant- groWing- On-thick- -andthin topsoil areas.C. After it is completed the Child willdeterMine type and* yield of plantgrowth- possible for -a geographic regionand hoW these- affect growthof plantan_d food -resources_ available to man.D. Compate types of _Soil with theirprOductiVity Using maps.E. GO to an experimental field in theArea and measure the size of the vari-ous kinds of corn; of the fertilizers.or lack of fertilizers.F. Invite a soil conservation servicerepreSentative to compare soil depthsand types in county and state, and dis-cuss with- Class hot,/ drops and croppingsystems are dependent, on depth and type.


Publications::Ecology' The- Behz1;terat I -C -E RMC 130 MO

Audio-ViSdal:COnservinct.i0ift Soil,Today-- ll- -mina- 507,9Afilm),$2. 25 Coronet- 1960 BAVI4733- TreaSures -of _the-- Earth$3 .506819 c-31.1t-S is the 'band20 $6.75- BAVI

Community:

Soil ConservationService RepresentativeCounty AgentLocal ParmrHorticulturist

,Continued and Additional., Su: este& Learnin .Ex

zic

1)

art

Materials

I

arth

Continued and -:Additional :Suggested Learning Experiences

0cv

1.10

Lnce)

0

as'Ln

HHH(1)r44J

E--(

Cl)

C 7. Factors' euch as facilitating trans- Discipline Area Mathemati0N portation, 'economic conditions, popu- Subject Ordered PCE lation growth, and increased leisure Problem Orientation Popu-P

T time have a great influence on changes

in land use and Centers of population denaitYe-4-:

BEHAVIORAL OEJECTIVES- SUGGESTED- LEARNINd-EXPE

Cognitive: The childwill construct tabiesshowing graphically howavailable facilities,space and resources willb6 necessarily shatedwith others if popula-tion growth coLtinues atthe present rate.

Affective The childwill suggest how theincreased populationgrowth will affect landuse and centers of popu-lation uensity.


Collecting dateOrganizingCOnstructing PictographsMaking judgemerts


A. With the principal's help, thechild will determine from schoolrecords, the present ratio of stu-dents to each classroom, teacher,badketball, desk, or area of schoolspace.1: Construct graphic display show-ing this ratio. (ratios)

B. Using projected populationgrowth information set up ratiosof.students tc classroom teachers,basketball etc. for ten years fromnow. If present number of teachers,rooms etc do not change.C. Based on the above graphic dis-plays (pictographs might be prefer-able) a discussion could be deve-loped comparing not only studentsto rooms or basketballs but peoplein the nation to land use areasor facilities and resources underincreased population numbers.

'I. 0Co

A. Incialgivepublitime.needsB. Uspopuled pa,in fagraphresouC. Die

lo;

7f(

PE'

DU,

CO

tn1.

li

ls

3s.

al

?ai

Ea

5i:

such as facilitating trans- Discipline Area Mathematics

conamic conditions , popu- Subject Ordered Pairs - - Rate Pairs

th, and increased leisure Problem Orientation

a great influence on_changes

s and centers of population densitY.

UJECTIVES

POOUlatien -Grade-_3

SUGGESTED LEARNING-EXPERIENCES

2 childtables

.tally how

)vrces will= sharedpopula-

)Ltinues attte.

Childlow thedation:sect lands of popu-,.

earned

ictographs-nts

I. Student-Centered in classactivity

.

A. With the principal's help, theohildiwill deterMine from schoolrecords, the present ratio of stu-dents to each clasSrooM, teacher,badketball, desk, or Area of schoolspace.1. Construdt graphic display show=ing this ratio. ratios)

B. Using-projected populationgrowth information set up ratiosOf students to classroom teachers,lke-tball etc. for,ten years fromnow. If present number of teachers,rooms etc do not change.C,. Based on the above graphic dis-plays (pictographs might be prefer-able) a discusSion could be deve-loped domparing not only studentsto rooms or baSketballs but peoplein the nation to land use areasor facilities and resources underincreased population numbers.

I. Outside Resource andCommunity Activities-

A. Invite mayoror offi-,cial in to speak to class andgive information on park and.public facility use at presenttime. Ask him to predict futureneeds.B. Using predicted growth inpopulation from above and order-ed pairs skills, show increasein facilities and apace (ingraph.,-.! way) needed to maintainresources available per person.C. Discuss

Resource and Ieference Materials Continued and Additional Su ested

Publications:

The Populatior Bomb, Ehrlich, PaulR. New York BEllantine Books, 1968Our Precorious Habitat, Benarde,Melvin New Ycrk W.W. Norton &Co. Inc. 1970

Audio-Visual:-

"Population Trends - EcologicalCrisis" at I-C-E RMC. K 14

Community:

MayorPark Director

4

I

Lot

BE

Yc)us

/0

Tx

1 eference MaterialS

3:

Lot Bomb, Ehrlich, PaulBzllantine Books, 1968mis Habitat, Benarde,Ycrk W.W. Norton &70

Trends - Ecological-C -E RMC K 14

Continued and Additional Suggested Learning Experiences

43

C 8. Cultural, economic social, Discipline Aga Mathemat*cs

ON and political factors determine Subject utation

E status of maxi's values and attitudes

T toward his environment.

Problem Orientatiou Attitude tows`population

BEHAVIORAL, OBJECTIVES

Cognitive: Student willcompute numbers and re-cord rat population.He will compute totalpounds of food cestroy-ed by rats.

n0

P.4

oi Affective:Student

0 Will suggest that thepopulation of rats

'D Will cause destruction0 and disease.

Student will takeg; part in rat exter-

mination program.

_SUGGESTED LEARNING ,-EXPERIENCE

Skills-to be Learned

EstimatingComputing totalsMeasuringComparing

I. S' ient-Centered in class II. Outsideactivity Coilununit

A.-Studentseand teacher-will havediscussion on _rat prObIt in_their area._B. Through library researdh, _16-calliewspapers,_ consulting_ homeand'farm-owners and-industry.Students will learn about theseriousness of rat deStructionand how_it affects the economy.C. Measure length_ of 9 inChes.Double it to get idea_ 3f sizeof full'grown rat (includingtail).D. He raises a new family ofsix every 30 days.1. How_ many rats are ,born toone-set of parents in a yearif-there are 12 families ayear?2. A rat can devour 17 lbs.of garbage-a year. How muchwould a family of six devourin 3 years?3. A rat carries bubonic plaguevia the rat flea. 25 millionpeople died from this illnessin Europe in 1343. Compare thisto the size of New York City's'(continued on reverse side.)

A. T6 notethere of -:

1. Visit f2. eee. mi3. Storageused by stand induSt4. Dumps.

social, Discipline Area Mathematics

:tors -deterinine,. Subject Computation - Estimating

'clues and attitudes Problem Orientation Attitude toward ratpopulation

Grade 5 -

tVES-

"kitte--


Student- Centered in class II. Outside Resource andactivity Community Activities

A. Studentsand teacher will havedisCussion on rat problem intheir area.B. = Through library research, lo-cal- newspapers, consulting homeand farm owners and industry.Students will learn about theseriousness of rat destructionand how it affects the economy.C. Measure length of 9 inches.Double it to get idea of sizeof full grown rat (includingtail).D. He raises a new family ofsix every 30 daks.1. How many rats are born toone-set of parents in a yearif =there are 12 families ayear?2. A rat can devour 17 lbs.of garbage a year. How muchwould a fathily of six devourin 3 years?3. A rat-carries bubonic plaguevia the rat flea. 25 millionpeople died from -k.nis illnessin Europe in 1343. Compare thisto the size of New York City's(continued on reverse side.)

A. To note damage and preventionthere of:1. Visit farm.:*2. Feed mills3. Storage areas or warehousesused by stores, restaurants,and industry.4. Dumps.

4


Publications:

McCue, George; Ecology- The CityBenziiger, Inc. New York atI-C-E RMC # 130 Mc10

Audio-Visual:

1815 Rat Problem $3.00 195423 minutes - (Castle U.S. Army)BAVI3623 Control Rats 1956 BAVI

Community:

County AgentFeed MillsWarehousesFarmRestaurants

Continued and Additional StaggeSted learnin

I. continuedD.

3. population today.4. From given facts estimate annual cos

atc

21u

-it

154

AV

aterials

rile CityIt

)54

Army)

AVI

Continued and Additi2a4LiallIggatarrling_WAKia=ga______

I. continuedD.

3. population today.4. From given facts estimate arnual cost of rat damage.

.f4

0

0

1In

r-I010ra'in

HHHCD

0:4

C 8. Cultural, econonic, social, and0N political lactors determine status of

E man's values and attitudes towardPT his environment.


Subject Ratio and Ratio Co

Problem Orientation Attitude tow&r.lution abate:rex

BEHAVIORAL OIJECTIVES I

Cognitive:The student

will write in ratio forms,the voting trend on pol-lution abatement laws.

Affective- ThE studentis alert to laws whichindicate positive atti-tude toward pcllution.


1. Collection of data2. Setting up data tables3. Ratios4. Interpretipg data

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class- II. Outside R=

activity Community

A. Write to Senator Proxmire or Nel-son to find statistics of votingon environmental questions and pol-lution abatement laws.B. From these materials set up ta-ble to show the change of, voting,trend comparing your earliest re-ports with the later, ones.C. Set up ratios of pro and con foreach bill.D. Write a short statement to clar-ify-the trend and explain the change.E. You may repeat the process withthe SST.F. Use the simulation Game Re-cycling and Resources from I-C-ERM- Sg6 Set I.

A. Businessger who haslution abate,in to speakB. Write a 1:further supp.laws.C. Try to filocal pollut'fire burningusage.

SO,

ml:

de

social, and Discipline Area Mathematics"'

mine status of Subject

des toward Problem Orientation Attitude tOWard pol- Grade 5

Ratio and Ratio Comparison

ne

R:ty

s

5

bec

1:

pp.

its

rig

lution abate:nerit

SUGGESTED LEARNING EXPERIENCES_I. Student- Centered in class

activityA. Write to Senator Proxmire or Nel-son to find statistics of votingon environmental questions and pol-lution abatement laws.B. From these materials set up ta-ble to show the change of voting,trend comparing your earliest re-ports with the later ones.C. Set up ratios of pro and con foreach bill.D. Write a short statement to clar-ifythe trend and explain the change.E. You may repeat the process withthe SST.F. Use the simulation Game Re-cycling and Resources from I-C-ERFIC Sg6 Set I.

II. Outside Resource andCommunity Activities

A. Business or factory mana-ger who has to deal with pol-lution abatement laws invitedin to speak to the class.B. Write a letter to encouragefurther support of pollutionlaws.'C. Try to find out kinds oflocal pollution laws such asfire burning permits, mufflerusage.

.


Pdblications:

Man's Control of the Environment

# 100at I-C-E RMCPollution Holt, Rinehart. - Winsto_

at :I-C -E RMCCongressional Record from theState Senator

Audio-Visual:

"Living Earth" BAVI"Recycling an Resources"Kit SG6 from I-C-E RMC Set I

Community:

Newspaper ReporterMayor or Business man

Continued and Additional Su gested Learning e

En

la?

fr

ce

e Materials

Environment

r # 100

lart. - Winston

from the

ces"C Set I

Continued and Additional Su _gested LearningEneriences

/

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C 9. Man has the ability to manage,0N manipulate, and change his en-C-E vironment.

T


Subject Measurement,_

Pkoblem Orientation Land Use

BEHAVIORAL OI

Cognitive: ThEwill draw to E

paper 1/2 acrElandscape it epute the costials used.

Affective: Thwill suggest itimprove his ofenvironment.

JECTIVES

studentcale onof land,

nd Qom-of mater-

studentays totdoor

'SUGGESTED LEARNING EXPERIE'

Skills to be learned

Square AreaAddition of mcneyScale model drawing

I. Student-Centered in class II. Outs

activity Comm'

A. VisiB. Visi

A. Have a landscaper speak to thegroups on trees, shrubs, and spaceinvolved in planning. Encouragequestions.B. Give Students1. Grid with 1" squares2. Tree and shrub catalog3. Have them form groups

C. Using the equipment above tellstudents they have about 1/2 acreof land , 104 X 209. They have asmall creek or natural spring ontheir land. They are to plan costof landscaping the 1/2 acre plot.D. Put the plan onto the grid inscale-model.E. When complete, if possible in-vite the landscaper to look at themaps, evaluating the appropriate-ness and placement of trees.F. Discuss the plans with the class,taking into account the use of"thearea, beauty of the area.G. Discuss actual parks and theiraesthetic appeal.H. Use the Simulation Game - Manand His Environment from 1-C-E RMC.

ili

han

ES

n t

nrid,

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nt

tIE

ility to manage, Discipline Area Mathematics

range his en-

its

mmr

psiLs i

S

nd,

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Subject Measurement, Scale Models

Problem Orientation Land Use Grade 5



A. Have a landscaper Speak to thegroups on trees, shrubs, and spaceinvolved in planning. Encouragequestions.B. Give Students1. Grid with 1" squares2. Tree and shrub catalog3. Have them form groups

C. Using the equipment above tellstudents they have about 1/2 acreof land , 104 X 209. They have asmall creek or natural spring ontheir land. They are to plan costof landscaping the 1/2 acre plot.D. Put the plan onto the grid inscale-model.E. When complete, if possible in-vite the landscaper to look at themaps, evaluating the appropriate-ness and placement of trees.F. Discuss the plans with the class,taking into account the use of thearea, beauty of the area.G. Discuss actual parks and theiraesthetic appeal.H. Use the Simulation Game - Manand His Environment from I-C-E RMC.


A. Visit the tree nursery.B. Visit a wayside or park.

Resourcl, and Reference Materials Continued and Additional Su gested Learnin Ex eri

Publications:

Dudley, Ruth H.' Our AmericanTrees New York Crowell 1956

Bulla, Clyde R. A Tree is aPlant Crowell, 1962Buelcher, Jean E. & R.H.Naoilles, A Tree is BornNew York Sterling, 1960Udry, Janice M., A Tree isNice Harper and Row, 1956

Audio-Visual:

3873 "Tree Portxait" BAVI"Man and His Emironment"Simulation Games from I-C-ERAMC

Community.:

LandscaperCounty AgentTree and snrug catalogStark BrothersLouisianaMissouri 63353

!ri s Continued and Additional Su ested Learnin EX eriences

Problem Orientation Short - Long

H400n014

cr)

0

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HHH

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(1)

r44.1

E4

co

C 10. Short-term economic gains ma Discipline -Area Mathema....ics

0N produce 166g-term environmental Subject Decimals - P

CE losses.PT

BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPERIENCES

Cognitive:Child will

solve problems that dealwith economic factorsinvolving pollution.Child observes buildinglandmarks etc. notingobservations of environ-mental deterioration.

Affective: rine .studentwill develop an appre-ciation for the aboveconcept from workingwith problems dealingwith the monetary as-pect of environmentallosses.


Problem solvingReasoning, ObservingComputing, Analyzing


A. We've used our waterways asdumping grounds for more thantwo centuries. The villains ofthe pollution of our wi-erwaysare Industry 65%, munipalities20%, and Agriculture 15%.1. If only 32 states have fullyapproved water quality standards'how many do not? What is the per-centage ratio of those that doto those that don't?2. It will take a 5 year invest-ment of $42 billion to clean upwater. Over half is industry'sresponsibility. If industriesshare is 3.2,2.0,4.0,6.6,1.0,and 7.7 billion dollars forvarious abatement needs, whatis the total of Industry'sfinancial responsibility?8. What is the municipal fi-nancial responsibility?4. At present North Americansare removing fresh water fromunderground sources twice asfast as it can be replaced. Itis estimated that Americans willneed 700 billion gallons of(continued on reverse side)

II. Outs'Comm

A. Takenearestthe effin thedamagin .and worlmarks aor mustof thesrealityB. Go oarea nosite thing onside ofof an aThe stowon thethat af.to brea

en

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inging


Subject Decimals - Problem Solving

Problem Orientation Short-Long term factors Grade



A. We've used our waterways asdumping grounds for more thantwo centuries. The villains ofthe pollution of our waterwaysare Industry 65%, municipalities20%, and Agriculture 15%.1. If only 32 states have fullyapproved water quality Standardshow many do not? What is the per-centage ratio of those that doto those that don't?2. It will take a 5 year invest-ment of $42 billion to clean upwater. Over half is industry'sresponsibility. If industriesshare is 3.2,2.0,4.0,6.6,1.0,and 7.7 billion dollars forvarious abatement needs, whatis the total of Industry'sfinancial responsibility?8. What is the municipal fi-nancial responsibility?4. At present North Americansare removing fresh water fromunderground sources twice asfast as it can be eplaced. Itis estimated that Americans willneed 700 billion gallons of(continued on reverse side)


A. Take a field trip to thenearest "large city". Observethe effects of various acidsin the atmosphere that aredamaging buildings, landmarks:and works of art. Can old land-marks and buildings be restoredor must hhey be replaced? Someof these buildings are, inreality, irreplaceable.B. Go on the school grounds orarea not far from an industrialsite that has plant life grow-ing on it. Observe upperside of the leaves for evidenceof an accumulation of pollutants.The stomata are tiny openingson the underside of the leavesthat afford the plant the abilityto breathe.


Publications:

The Only Earth We HaveLaurence Pringle, MacMillan Co.866 Third Avenue, New York City10022 $4.50 hardcover, $1.60paperbackSchneider, Geralc,1968 Conser-vation Teaching in the- urET-New York State ConservationDept. (Resource Center)

Audio-Visual:

no. 250 Men at Bay. I-C-E RMCbAVI 13678 -"41-41611ution"ll'Aihuta $4.00 BAVIJournal 1968

Community:

City PlannerHistorical Society

Continued and Additional Suggested Learning

I. continued4. underground water in 1980(per year!.billion gallons will be available, whatavailable water to that which will be nee

_Continued and Additional Suggested Learning Experiences

T. continued4. Underground water in 1980(per year). If only 650billion gallons will be available, what is the ratio ofavailable water to that which will be needed?

C Individual acts, duplicated or0N ___2.Elu....1ded_;j)rconoduce significant

L environmental alterations over

W T time.

Id.

o BEHAVIORAL OLJECTIVES

Cognitive: The student will14

a compute the amount of waste-paper, bottles, or cans, etc.,which could be found in a givenarea.

Discipline Area Ilthics

Subject

Problem Orientation Waste Disposal


Affective: Students will critizeactions of their own and theirfamilies and respond to the beautyof a litter-free landscape.

Skills to be learned:

PlanningObservationCollectingOrganizingComputingCriticizing


A. The class will selectan area of roadside whichthey feel needs to becleaned up and make pre-parations for an "envir-onmental cleaning hike."1. Bring bags in which to

place various types oflitter.

2. Volunteer to be on agroup which picks upone type of litter.(paper, cans, etc.)

_

B. The class will determinewhat length of roadsidethey will clean up.

1. Determine how it willbe measured.

C. Compute the miles ofroadside in their town-ship, county or state.

E.

4.4

uplicated or

1

e significant

rations over

Discipline Area oth2matics

Subject

Problem Orientation Waste Disposal Grade 5

ES SUGGESTED LEARNING EXPERIENCES-

dent willof waste-cans, etc.,nd in a given

its will critizewn and theirnd to the beautyandscape.


ed:

A. The class will selectan area of roadside whichthey feel needs to becleaned up and make pre-parations for an "envir-onmental cleaning hike."1. Bring bags in which to

place various types oflitter.

2. Volunteer to be on agroup which picks upone type of litter(paper, cans, etc.)

B. The class will determinewhat length of roadsidethey will clean up.

1. Determine how it willbe measured.

C. Compute the miles ofroadside in their town-ship, county or state.


A. Tour a Measuredor known lengthof roadside.col-lecting variousclasses of wasteor litter (paper,cans, etc.) whichcan be weighed.

1. Record theamount of eachclass of waste

2. At this rateper mile, bymultiplication,compute amountfound in town-ship, cour4 orstate.

3. Write to CountyRoa" Commissionerfor mileage cov-ered by CountyCleanup Crews.

Resource and Reference Materials Continued and Additional Suggested Learning

Publications:

National Wildlife Federation EQIndex, I-C-E IBC

Bronson, William, How To Kill AGolden State

Aidio-Visual:

Film (color) , land Betrayed(P.iggins) 10 minutes, $3.75BAYI

Community:

Town ChairmanRoad Commissioner

I. (continued)D. Based on the amount of litter picked

activities, compute by multiplicatiolitter in townships, county or state.

II. (continued)4. Children living in village or city c

cost of cleaning in parks, streets,

5. As a class project, oraanize and carcr'nmunity "clean up and spruce up" c

1e.

ing

Iced

Eioate.

C3,

arC

:e Materials Continued and Additional Suggested Learning.Experiences

I. (continued)D. Based on the amount of litter picked up in outside

activities, compute by multiplication the tons oflitter in tovnships, county or state.

ieration EQ

c To Kill A

strayed$3.75

II. (continued)4. Children living in village or city could find

cost of cleaning in parks, streets, etc.

5. As a class project, organize and carry out acommunity "clean up and spruce up" campaign.

o

00

0

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C 12. Private ownership must be re-0N garded as a stewardship and should

CE not encroach upon or violate. the

PT individual tight of others.

Discipline Area mathematics

Subject Comput-at-i-en

Problem Orientation Conservation


Cognitive:The learner

will compute anountsand costs of be andfeet used and vested..

Affective: The studentwill appreciate the mon-etary value of the treefor building ptrposesat the present andin the future.

Skills to La Learned

MultiplyingObservingListing



A. Given the fact that an averagefamily dwelling unit requires aLout13,000 board feet of lumber.

)...Find the board.foot require-ment if 10 new homes are built.2. Fihd board feet destroyedif 20 homes are demolished toclear a path for a highway.

B. Find the cost of the board feetdestroyed in number 2.above.C. List the effects of wasteof board feet of lumber on lumberavailability for future genera-tions.

III. Outside ResouCommuntiy Ac{-

A. Invite in alition team toties of tearinging homes in th-posed buildingB. Visit a lumb=different kindslumber.C. Visit a sawmiwaste caused inboards.D. Talk to locallearn how he cor

teu

upc

-4)it

CT]

earunirdstE

tuetheaepoead

me

nership must be re- Discipline Area Mathematics

tewardship and should Subject --Comput-at-a-on.

upon or violate. the Problem Orientation Conservation

44 of others.

souPic+

a

Ongth-

gmb=ds

tan.

in

calCOI

Grade

OTIVES

earnerantsrdsted.


tudentthe mon-ne treeposesad

rued

. Student-Centered in class I II. Outside Resource andCommuntiy Activitiesactivity

A. Given the fact that an averagefamily dwelling unit requires about13,000 board feet of lumber.1. Find the hodrd.foot require-ment if 10 new homes are built.2. Fihd board feet destroyedif 20 homes are demolished toclear a path for a highway.

B.' Find the cost of the board feetdestroyed in number 2 above.C. List the effects of wasteof board feet of lumber on lumberavailability for future genera-tions.

A. Invite in a member of a demo-lition team to discuss difficul-ties of tearing down and rebuild-ing homes in the path of pro-posed building projects.B. Visit a lumber yard to seedifferent kinds and grades oflumber.C. Visit a sawmill and note thewaste caused in manufacturingboards.D. Talk to local carpenter andlearn how he conserves materials.

Resource and Reference Materials , Continued and Additional Su ested Learning Exp

Publications:

Trail Guide BerlinOutdoor Education CenterI-C-E RMC Vertical file

Audio-Visual:

6448 Lumberman (Color)15 min. $5.50 BAVI 1965

Let's Build'a Louse, ChurchillFilms, 6671 SuLset Boulevard,Los Angeles

Community.

Sawmill

Lumber Yard

House Construction

Road Building sites

tea

O

ch:

ar

:xp serials Contintied and Additional Stggested Learning Experiences

chillard,

2-Private ownership must be re-0N gakded as a stewardship and shouldCE not encroach upon or violate thePT individual right of others.


Cognitive: The childwill compute the amountof wastepaper, bottles,or cans, etc. whichcould be found in agiven area.

Affective: Studentswill criticize actionsof their own and theirfamilies and rr)spond tothe beauty of a litterfree landscape.


PlanningObservationCollectingOrganizingComputingCriticizing

Discipline -Area

Subject

Problem Orientation

SUGGESTED LEARNI. Student-Centered in class

activity

A. The class will select an areaof roadside which they feel needsto be cleaned up and make prepara-tions for an environmental 'cleanirhike.1. Bring bags in which to placevarious types of litter.2. Volunteer to be on a groupwhich picks up one type of lit-ter, (paper, cans etc)

B. The class will determine whatlength of roadside they will cleanPp.1. Determine how it willbe mea-

sured.C. Compute the miles of roadside

in their township, county or state.D. Based on the amount of litterpicked up in outside activity com-pute or multiply the tons of littein township, county, or state.Write to County Road Commissionerfor mileage covered by County crewsUse town - County - road maps toget own mileage or State offices mahave figures on state highway miles

n(

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is

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males

mership must be re- DisciplineArea Mathematics,

,tewardship and should Subject Numeration (Multiplication)

upon or violate the Problem Orientation Waste Disposal

ht of others. .

Grade 5

:CTIVES SUGGESTED LEARNING EXPERIENCES

hildamount

mottles,.ichn a

ntsctionstheir

pond tolitter

rued


A. The class will select an areaof roadside which they feel needsto be cleaned up and make prepara-tions for an environmental cleaninghike.1. Bring 'bags in which to placevarious types of litter.2. Volunteer to be on a groupwhich picks up one type of lit-ter, (paper, cans etc)

B. The class will determine whatlength of roadside they will cleanup.1. Determine how it will be mea-

sured.C. Compute the miles of roadside

in their township, county or state.D. Based on the amount of litterpicked up in outside activity com-pute or multiply the tons of litterin township, county, or state.Write to County Road Commissionerfor mileage covered by County crews.Use town - County - road maps toget own mileage or State offices mayhave figures on state highway miles.

I. Outside Resource andCommunity Activities

A. Tour a measured or known lengthof roadside collecin4 variousclasses of waste or litter, (pa-per, cans, etc.) which can beweighed.1. Record the amount of eachclass of waste.2. At this rate per mile bymultiplication, compute amountfound in township, county orstate.3. Children living in village orcity could find cost of cleanupin parks, streets, etc.4. As a class project, organizeand carry out a community "cleanup and spruce up" campaign.


Publications:

National Wildlife FederationEQ Index # VF at I-C-E RMC

God's Own Junkyard, BorgstromGeorgeHow to Kill a Golden StateBronseon, Wm.

Audio-Visual:

6878 Land Betrayed (color).75 10 minutes (Riggins)1967 BAVI

Community:

Town ChairmanRoad Commissioner

Continued and Additional Suggested Learning Ex _r

onC

ro

x erials

onCrom


PROJECT I-C-E Episode Evaluation Form (Reproduce or

Please fill in:Subject:

Grade:

Concept No. Used:

Poor Good Exc.

In commenting on each episode usedform. Feel free to adapt it and addyour critiques and comments - negativhand column, please rate (poor, good,make specific comments or suggestionsvided to help us make this a more usa

I. Behavioral CbjectivesA. Cognitive:

E. Affective:"

f/. Anis Developed

2. I. St1iggc---rifFI LearrcperiericesngA. In Class:

Outside & Community Activities:

TV7ligiested Resource & Reference Materia s(specific suggestions & comments)

:T I-C-E Episode Evaluation Form (Reproduce or duplicate as needed)

In commenting on each episode used in your class, please use thisform. Feel free to adapt it and add more pages. Let us know allyour critioues and comments - negative and positive. In the rm-hand column, please rate (poor, good, excellent) each item. Also,make specific comments or suggestions if possible in the space pro-vided to help us make this a more usable guide. Thank you.

.i. tvioral ObjectivesA ognitive:

/. Affective: V=111.110111.01111M11=1.1111

Deve ope

. Suggest@ Learning ExperiencesA. In Class:

. Grits]. e & Cominun ty

77tuggested Resource & Reference Materials(specific suggestions & comments) Project I-C-E

Serving Schools in CESA g-8-91927 Main Street

Green Bay, WI 54301

Alf

Project I - C - E INSTRUCTION - CURRICULUM - ENVIRO

A SUPPLEMENTARY PROGRAM FOR ENVIRONMENTAL EDUCATION ARY

DISCIPLINE AREA Mathematics GRADE 6 REA

Produced under Title III E.S.E.A. erPROJECT I-C-E EServing Schools in CESA 3-8-9 ols1927 Main Street reeGreen Bay, Wisconsin 54301 Robert War isc(414) 432-4338 Robert Ke 38(after Dec. 1, 1972 - 468-7464) George Ho 1,

- E INSTRUCTION - CURRICULUM - ENVIRONMENT

ARY PROGRAM FOR ENVIRONMENTAL EDUCATION

REA Mathematics GRADE 6

er Title III E.S.E.A.Eols in CESA 3-8-9reet

War isconsin 54301 Robert Warpinski, Director

Ke 38 Robert Kellner, Asst. Director

Ho 1, 1972 - 468-7464) George Howlett, EE Specialist

U.S. DEPARTMENT OF NEAL TN,EDUCATI^94 .16WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Of avy1.1.1m.........

PREFACE

"Oikus" for house is the Greek origin of the term "ecolog)studies our house--whatever or wherever it may be. Like anexpand or contract to =fit many ranges--natural and man-made.envirorments, our many "houses" if we omit rancor and citecomplexities. Cur "oikus' uses the insights of all subjectsmultidisciplinary program like ours necessarily results. A-a long time, our program ranges K thru 12. The environmentvalues. These values have their origin in the "oikus" of ofminds. Let us become masters of our house by replacing thewith 'Know thyself and thine house."

1. Written and designed by your fellow teachers,-this guideto fit appropriately into existing, logical course conten

2. Each page or episode offers suggestions. Knowing your stto adapt or adopt. Limitless chances are here for your eMany episodes are self contained, some open-minded, stilldeveloped over a few days.

3. Try these episodes, but lease pre-plan. Why? Simply, nand no curricuTUEWill wort un ess viewed in the context4. React to this guide with scratch ideas and notes on the e5. Mei using an episode, fill out the attached evaluationduplicate, or request more o these forms. Send them sinWe sincerely want your reactions or suggestions--negativeevaluations are the key in telling us 'what works" and inthe guides.

TERMS AND ABBREVIATIONS

ICE RMC is Project ICE Resource Materials Center serving aschool districts in CESA 3, 8, and 9. Check the Project ICEresources. Cur address and phone number is on this guide'sor call us for any materials or help.BAVI is Bureau of Audio Visual Instruction, 1327 UniversitMadison, Wisconsin 53701 (Phone: 608-262-1644);Cognitive meals a measurable mental skill, ability, or proAffective refers to student attitudes, values, and feelin;

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ay

PREFACE

for house is the Greek origin of the term "ecology". Environmental education

house--whatever or wherever it may be. Like an umbrella, our house can

contract to fit many ranges--natural and man-made. De can add quality to our

ts, our many 'houses" if we omit rancor and cite long range gains, costs, and

es. Cur "oikus': uses the insights of all subjects. Thus, a rational, positive,

plinary program like ours necessarily results. Also, since attitudes grow over

e, our program ranges K thru 12. The environment mirrors our attitudes or

nese values have their origin in the "oikus" of our collective and individual

t us become masters of our house by replacing the Gzeek adage of 'Know thyself"

thyself and thine house."

and designed by your fellow teachers, this guide is supplementary in nature- -

appropriately into existing, logical course content.

ge or episode offers suggestions. Knowing your students best, you decide what

t or adopt. Limitless chances are here for your experimentation and usage.

isodes are self contained, some open-minded, still others can be changed or

ed over a few days.se episodes, but please pre -plan. Why? Simply, no guide has all the answers,

curricu um will work unless viewed in the context of your students.

:o this guide with scratch ideas and notes on the episode pages.;sing an episode, fill out the attached evaluation form in the back. Use,

tte, or request more of these forms. Send them singly or collectively to us.

:erely want your reactions or suggestions--negative and positive. Your

:ions are the key in telling us 'what works" and in aiding our revisions of

ides.

D ABBREVIATIONS

is Project ICE Resource Materials Center serving all public and non-public

stricts in CESA 3, 8, and the Project ICE Bibliography of available

. Cur address and phone number is on this guide's cover. Feel free to write

s for any materials or help.Bureau of Audio Visual Instruction, 1327 University Avenue, P. C. Box 2093,

Jisconsin 53701 (Phone: 608-262-1644).ve means a measurable mental skill, ability, or process based on factual data.

ve refers to student attitudes, values, and feelings.

6

41'

ACKNOWLEDGEMENTS: The Lillowing teachers and consultants partic'

cf the Supplementary Environmental Education t

CESA #3 CESA #8

D. C. Aderhcld, Bonduel Nary Anders, Winneconne,

John Andersca, Peshtigo Robert Becker, Fox Valley (L)

Walter Anderson, Wausaukee Mary Chriss, HortonvilleBonnie Beamer, Coleman Cliff Christensen, WinneconneMerlyn Blonde, Shawsro Kenneth Couillard, Hortonville

R. A. Dirks, Gillett Raymond Emerich, HortonvilleDennis Dobrzenski, Uhite Lake Mike Ercegovac, WinneconneLeRoy Gerl, Occnto Dona Geeding, MenashaKaren Grunwald, St. James (L) Donald Hale, WinneconneWilliam Harper, Lena James Huss, FreedomSister Claudetl:e, St. Charles Sister Lois Jonet, Holy AngelsErvin Kunesh, aarinette Kenneth Kappell, St. AloysiusKathleen LeBreck, Oconto Kenneth Keliher, Appleton

P. E. Lewicki,- Gillett Everett Klinzing, New London

Dorothy OtBrien, Wausaukee Fred Krueger, OshkoshTerry Otto, St. John (L) Jim Krueger, WinneconneArthur Paulson, Cconto Falls Mae Rose LaPointe, St. John Hig

Marie Prochaska, Lena Rosemarie Lauer, HortonvilleChristine Proctor, Wausaukee Robert Lee, NeenahArthur Schelk, Suring Harold Lindhorst, St..Martin (L)Peter Skroch, Cconto Falls Dennis Lord, Little Wolf

,

David Soltesz, Crivitz Robert Meyer, NeenahBill Stillion, Shawano Arnold Neuzil, ShioctonCathy Warnack, White Lake James Nuthals, Lourdes

Connie Peterson, St. Martin (L)

Consultants Rosemary Rafath, ClintonvilleCESA #3 Mark Reddel, St. Martin (L)

Dr. Richard Presnell, Gladys Roland, -ittle WolfUniv. of Wisc.-Greer Bay Kathryn Rowe, i?pletonCESA #8 Mary Margar( :.auer, Menasha

Dr. James Marks, Edwin Schaefer, KaukaunaLawrence University Lee Smoll, Little ChuteCESA #9 Doris Stehr, Mt. Calvary (L)

Dr. Charles Peterson, Ginger Stuvetraa, OshkoshSt. Norbert College Richard Switzer, Little Chute

Tim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha

LoU

;L:

_e:

isM 4

Hig

L)

y

towing teachers and consultants participated in the developmentsupplementary Environmental Education Guides:

CESA 08 CESA #9Mary Anders, Winneconne, Peter Biolc, West DePereRobert Becker, Fox Valley (L) Lee Clasen, Lux.-CascoMary Chrits, Hortonville Kathryn Colburn, AlgomaCliff Christensen, Winneconne Merle Colburn, AlgomaKenneth Couillard, Hortonville Sara Curtis, Green BayRaymond Emerich, Hortonville Duane DeLorme, Green Bay

ke Mike Ercegovac, Winneconne Roberta Dix, St'. Joseph Acad.Dona Geeding, Menasha Janet Elinger, Ashwaubenon

lL) Donald Hale, Winneconne Phyllis Ellefson, Wash. Isle.James Huss, Freedom Keith Fawcett, West DePere

.es Sister Lois Jonet, Holy Angels Jack Giachino; SeymourKenneth Kappell, St. Aloysius Mike Gleffe, St. MatthewsKenneth Keliher, Appleton Herbert Hardt, GibraltarEverett Klinzing, New London Gary Heil, DenmarkFred Krueger, Oshkosh Nannette Hoppe, How.-Suam.Jim Krueger, Winneconne Joseph Hucek, Pulaski

s Mae Rose LaPointe, St. John High Catherine Huppert, DePereRosemarie Lauer, Hortonville DeAnna Johnson, Denmark

e Robert Lee, Neenah Kris Karpinen, West DePereHarold Lindhorst, St. Martin (L) Mel Kasen, GibraltarDennis Lord, Little Wolf Jack Koivisto, Green BayRobert Meyer; Neenah Sister Mary Alyce, CathedralArnold Neuzil, Shiocton Ellen Lotz, West DePereJames Nuthals, Lourdes Judilyn McGowan, Green BayConnie Peterson, St. Martin (L) Priscilla Mereness, WrightstownRosemary Rafath, Clintonville C. L. Paquet, DenmarkMark Reddel, St. Martin (L) William Roberts, Sturgeon BayGladys Roland, Little Wolf Roger Roznowski, Southern DoorKathryn Rowe, Appleton Jan Serrahn, SevastopolMary Margaret Sauer, Menasha Calvin Siegrist, How.-Suam.Edwin Schaefer, Kaukauna Mary Smith, Green BayLee Smoll, Little Chute Carol Trimberger, KrwauneeDoris Stehr, Mt. Calvary (L) Mary Wadzinski, How.-Suam.Ginger Stuvetraa, OshkoshRichard Switzer, Little ChuteTim Van Susteren, Holy NameLila Wertsch, St. Margaret MaryWarren Wolf, KimberlyGery Farrell, Menasha

C Energy from the sung the_b.sisic_sontTe_o_f_fal0N engrayais_copmerted thr.2Agiaalant_p)Mtp=7__CE synthesis into a form all living thingspT can use fot life processes.

Discipline Area

Subject

Prollem Orientatio

BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPEL

w Cognitive: The student,I through the use of obser-1

H vation and conclusion, will

4,

a)

.r1$-.P4

0(-4

0NcEr)

6

HHH

(-44-)

E4

Cz1

CL1

compute the fractional partsof his community that cansustain adequate plantgrowth.

Affective: The studentLill recognize certainT.cowth of vegetation inaccordance to direct raysof the sun compared todiverted rays cf the sun.


GraphingChartingConcludingObservingRecording

I Student-Centered in class II. Outsi.activity Commur

A. Teacher states:Compare the sun'senergy in certain areasof the school yard(according to plantgrowth).

1. Then have the studentsdivide the yard intocertain sections.a. Where sun rays hit

directly.

b. Where sun rays arediverted, etc.

2. Then, through the useof observation, havestudent compute thefractional parts ofeach section of theyard that can sustainplant growth.

A. On. takfiefs tr

secin

B. Brigf lo

havferthenfour,

I

s .

1.gb_plant_photn-

living things

s.

?Ex

nur

ak:

Lel

brBc,

riT

Lo

ivztr-ies

Discipline Area

Subject

Math

Frattionn

Problem Orientation ELaEgy Grade 6



A. Teacher states:Compare the sun'senergy in certain areasof the school yard(according to plantgrowth).

1. Then have the studentsdivide the yard intocertain sections.a. Where sun rays hit

directly.

b. Where sun rays arediverted, etc.

2. Then, through the useof observation, havestudent compute thefractional parts ofeach section of theyard that can sustainplant growth.


A. On a larger basis. take the students on afield trip on a nearbystreet and have themsectioniit as they didih the school yard.

B. Bring in an ecologist,florist, or landscaper andhave him explain the dif-ferent vegetation found inthese areas and why they arefound there.

Resource ane Reference Materials Continued and Additional Su aeste

Publications:

Any local articles on citypollution

1. Newspaper2. Magazine

Audio - Visual:

Sound Filmstrip: The Deciduous,Forest, Warren Schloat Films,Inc., West Nyaack, N.y.

Film: #6743 Green Plants andSunlight, colaTiriinT77717(Intermediate level), 1966B.A.V.I.

Community:

Get local aLthorities (i.e., CityPlanner or I:ark Commissioner) tolead a fiel( trip through the city.

ty0at

to

,

ty

0ity.


c All living organisms interact among"------0-

N themselves an their environment,CE forming an intricate unit called an

T ecosystem.

Discipline Area Mathe

Subject Working

Problem Orientation Ec

1

H4)00T-)0

BEHAVIORAL OBJECIIVESCognitive: The student willexplain data presented ingraphs and construct graphsto summarize data.

Affective: The student willbecome conscious of the

cat vaiious types of plantsthat are aupported by these

Hm soils:00N Skills to be learned:1

1

HHH0

4)

ObservationMe suringCl sificationReordingConcluding

SUGGESTED LEARNING EL. Student-Centered in class

activity

A. Measuring, recording,graphing plant growth atspecific intervals.

1. Using.an area map,discuss the possiblesites for collectingsoil (to obtain variety)

2. Actual work of preparingcontainers planting seedsor plants -- daily-tasksto be carried out asplants begin to grow.

3. Measure and record thegrowth of a plant overregular intervals oftime (use metricmeasure if possible).

4. Graph the recordedresults of the plantgrowth with either bar,line, or picto-graphs.

5. Suggest ittegration withscience unit

irc

,e

tract among Discipline Area Mathematics

ironment, Subject

t called ar

; e

Working with Graphs, Charts,Tables

Problem Orientation Ecosystem Grade 6

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class

activity

A. Measuring, recording,graphing plant growth atspecific intervals.

.1

1. Using an area map,discuss the possible

ie sites for collectingsoil (to obtain variety)

2. Actual work of preparingcontainers planting seedsor plants -- daily tasksto be carried out asplants begin to grow.

a. Measure and record thegrowth of a plant overregular intervals oftime (use metricmeasure if possible).

4. Graph the recordedresults of the plantgrowth with either bar,line, or picto-graphs.

5. Suggest integration with

science unit

II. Outside1Resource and

Community Activities

A. ibrary. Locate informationabout the major soilgroups in your area.

B. Immediate area - Naturehilc,

1. Observe abundance andvariety of vegetationin different soils.

C. Field trip to a farm1. Interview the farmer

a. What kind of soilb. What type of plants

D. Field trip to a Florist

1. Observe plants grownunder controlle.dcoliditions

2. Why do certain plantsgrow in certain soils?

Res6.11-:,..e-and Reference Materials

Publications:

Brennan; Mathew J., J. G.Publishing Co., People andTheir EnvironLtent: Teachers'^-Irriculum Guide to Conser-vation Education, 6 N. MichiganAve., Chicago, Ill. 60602

Audio-Visual:

i!55035 Seed Sprouting, timelapse film, 2 min., Walt DisneyEducation Materials Co., 800Sonora Ave., Glendale, Calif.91201

Community:

Farm ('

FloristDNRLibrarySchool Forest or OutdoorCenter

Continued and Additional Su ested Lea

Continued and Additional Suggested. Learning Experiences

higan

.)4.ssey

BOOlif..

c Environmental factors are limiting on the0N numbers of organisms living within theirCE influence, tlus, each environment has aPT carrying capLeity.


Ln

00Nrn

HH

r

-A

Cognitive: Thr. student will dif-ferentiate between the sets givenin the classrom activity,

Affective: The student willappreciate, through observationof life in an auuarium, that eachenvironment has its own carryingcapacity.

Discipli

Subject ni

Problem

ac

SUGGESTED LEZ. Student-Centered

activity


ObservationComparisonRecordingNamingClassifyi

A. Guppy food se

BJudn

1. Set up 10 gaquarium syped with avfiltrationtion systems

udgharis

2. Daily supplymaximum amoufish food foguppies to s(Set I )

ne

3, Put 10 maleand 10 femaltalk. (Set I

4. When secondtion of fishwatch for diof the balancompared tocapacity ofto survive,

5. Use 02 inste

'-;t;

actors are limiting on the

nisms living within their

each environment has a

t .

LE-ted

se

sysavm.ems

plymoufo

o s

lematt I

adishdiIantopf

ite-

BJECTIVESudent will dif-n the sets givenactivity,

udent willgh observationarium, that eacht6 own carrying

ned:

,


Subject Sets

Problem Orientation CarryingCapacity

Grade 6

SUGGESTED LEARNING EXPERIENCESI. Student-Centered in class II. Outside Resource and

activity Community Activities

A. Guppy food set study

1. Set up 10 gallonaquarium system equip-ped with averagefiltration and aira-tion systems.

2. Daily supply ofmaximum amount offish food for twentyguppies to survive(Set I )

3. Put 10 male guppiesand 10 females intalk. (Set II)

4. When second genera-tion of fish appear,watch for disturbanceof the balance of foodcompared to carryingcapacity of the fishto survive. (Set III)

5. Use 02 instead of food.

A. Take a field tripto nearest naturalbody of water andnote various lifeforms in the woodsand lakes.

B. Use local libraryor school library tolook up :deer, birel,etc. populationsaccording to thecarrying capacity ofthe land.

C. save a conservation-ist come in and talkon some of the abovementioned subjectsand topics.

Resource and Reference Materials Continued and Additional Su en(

Publications:

Little, Charles E., Challenge ofthe Land, N.1. :Oxford University1949

Stewardship - The Land - The LandOwner - The ftetropolis, N. Y. OpenSpace institute, Inc. 1968

Audio - Visuel:

Interdependence of Living Things ,

I-C-E RMC , Filmstrip Sat #13

Commlnity!

LibraryLakeDNR Office

fOl

a]

cl:

nc.

1.1 once Materials Continued and Additional Suggested Learning Experiences

Challenge offord University

Nand - The Landoils, N. Y. Opennc. 1968

Living Things ,

trip Set #13

1

00

HHH

0

LI

4

C An adequate su 1 of ure

0N water is essential to life.

CE


Cognitive: Observe and recordthe amount of water used andwaste& within the scnool andcommunity.

Discipline Ares Mathem

Subject

OU1

Record- lif

Problem Orientation

SUGGESTED LEARNING E

Aff( The student willoffer suggestions of waysin which water can be conserved.


Knowledge of liquid measurea(standard anu metric)

Conservation cf smaller tolargc:f. units over time andrate

Problem solving


A. Measurement of water wasas school water fountaincohtinuously run.

'row much water is wastedfrom a leaky faucet?

2 Number of students in clversus amounts of waterused on an average (60gallons) per person perday. Number of peoplein the community

B. Procedures:

re

a)1

-s

1 Use containers e;:pressinstandard and metric unitof measurement (cups,pints, quarts and gallon

2 Compute amounts collecteper hour in relation tonumber of hours in schooday, week, year, etc.

_o

a:

em .pure

r life.

,

7

vaslin

a

ES

recordand1 and


Subject ReCording-Problem Solving-Measurement

Problem Orientation Water Grade 6


,rserved.

;urea

;in

lit

.on

:te

.0

too

toand

I. Student-Centered in class II.activity

A. Measurement water wasteas school waL, ,untainscontinuously run.

1 how much water is wastedfrom a leaky faucet?

2 Number of students in clasversus amounts of waterused on an average (60gallons) per person perday. Number of peoplein the community

B. Procedures:

1 Use containers expressingstandard and metric unitsof measurement (cups,pints, quarts and gallons)

2 Compute amounts collectedper hour in relation tonumber of hours in schoolday, week, year, etc.

Outside Resource andCommunity Activities

A..,Waste treatmentplant1. How many gallons

of water a dayare used?

2. What is addedto the water?

3. Controls concern-ing water usage.

B. A Home1, Tabulations

(same as above)a. Kitchenb. Bathroom

Resource and Reference Materials Continued and Additional Suggests no

Publications:

Leinwand, Gerald And Popkin,GeraldAir and Water Vollation,Washington Square Press630 Fifth Ave., N.Y. City 10020

Audio-Visual:

Kit #5, Ajgradation - Degradation,(set of 16 filn strips) Eye Gatehouse, Inc. 1970, I-C-E RMC

Water Famine, 54 minutes, CarousalFilms, Inc., 15(,1 Broadway, NewYork, N.Y. 10035

Problem with Water is People, 30minutes, request color, McGraw - HillContemporary FiJms, 330 W. 42nd Street,New York, N.y. 10018

Community:

Community Water DepartmentSewage Plant

!-i,

're

s

-C

nuLc)

islo3

8

ar

rice Materials Continued and Additional Suggested Learning Experiences

.d Popkin,Geraldion,ress. City 10020

- Degradation,ps) Eye Gate-C-E RMC

nutes, Carousali_oadway, New

is People, 30tor, McGraw - Hill330 W. 42nd Street,

8

,artment

C An adequate supply of clean air is Discipline Area Mat0N essential ecause most-organisms depend Subject GeoCE on oxygen, tlrough respiration, to Problem OrientationPT raiesasatheLueLgyintheir_

LEHAVICRAL OBJECTIVES

ups

aus

tot:

SUGGESTED LEARNI/

Cognitive: The student willdetermine and record the amountof air n:.!eaed for his survival.

4J

e Affective: The student willP be alerted to the need for and

aP supply of clean air.

Ls')

m Skills to be learned:00 Practice in metric systemsh Computation of area and volume

0 of prisms

I.Student-Centered in classactivity

A. Measuring and recordingvolume of air

1. Determine surface areaand volume of yourclassroom (prism)(length x width xheight)

2. Determine the averageamountdtair perbreath, per child,through the use ofplastic bags andimmersion (volume).This can be testedin one of the follow-ing ways:

a. Place water in abeaker (half full).Emerge the baginto the water andcheck the displace-ment (metric system

(continued on reverse side)

CAI

cud

:udn

it

.ne

.c

:ea

upply of clean-air is Discipline Area Mathematics

ause most organisms depend Subject .

sough respiration, to

Geometry

Problem Orientation Air Grade 6

au OBJECTIVES

udent willcord the amountc his survival.

:udent willneed for and


:ned:

c systems:ea and volume

I.Student-Centeredactivity

A. Measuring andvolume of air

in class

recording

1. Determine surface areaand volume of yourclassroom (prism)(length x width xheight)

2. Determi-l.e the averageamounto air perbreath, per child,through the use ofplastic bags andimmersion (volume).This can be testedin one of the follow-ing ways:

a. Place water in abeaker (half full).Emerge the baginto the water andcheck the displace-ment (metric system



A. Calculate the cubic feet(meters)of area in thestudents' home.

B. Research the averageamount of air used bythe average adult.

C. Investegate the effects ofvigorous physical activityon breath per m. nute.

Resource and Ieference Materials

Publications:

Aylesworth, Thonas G.This Vital AirThis Vital Water: ManEnvironmental Crisis,Ran McNally, 1968, $4.95

Audio-Visual:

Air Pollution, Fart APergamnn Publishing Co.,Maxvell House, FairviewPar%, Elmsford, N.Y., 10523

With Eacn BreathB9 minutes, colorHealth Educational ServicesBON 7283, Albany, N.Y., 12224

Air PollutionL Take a DeepDeadly Breath, 3 parts total 54minutes, color, free.National Aleaical Audio-Visual CentsChamblee, Georgia 3005

Community:

City Health Department

Continued and Additional Suggeste

I. (continued)b. Fill a

As thebeakerin the

Inc

beaker' and place a.bag is immersed, tiand go into the parpan (metric system)

3. Determine the average numberavailable in the room.

4. Calculate the number ofJDreaththe room.

,

t

o.ew1

B. Enrichment:1. Make allowances for the area o

by tables and chairs and other

2. Make allowance for the amountused per breath.

3. Remember you are breathing "u 1

0

Di

ance Materials

a.,ti

par

?.m)

1.95

lth

z oter

it

t

us

0.,ew10523

rxices., 12224

Deeps total 54

a-Visual Cents

Continued and Additional Suggested Learning Experiences(

I. (continued)b. Fill a

As thebeakerin the

3. Determineavailable

4. Calculatethe room.

beaker and place a pan next to the beaker._

bag is immersed, the water will leave theand go into the pan. Measure the waterpan (metric system).

the average number of breaths per minute,in the room.

the number of breaths of air available in.?'

B. Enrichment:1. Make allowances for the area of the room occupied

by tables and chairs and other fixtu.-4s.

2. Make allowance for the amount of oxygen not actuallyused per breath.

3. Remember you are breathing "used" air to begin with./

.I.

11

H43o.1) Affective: The student will

p;1p appreciate all life forms in

contrast to the various geo-cm graphic conditions of the earth

C Natural resource: not0N equally distributed over the earth


Subject ProbleiniSolvinqCE or over time and greatly affect the Problem Orientation NaturalPT geographic conditions and qualit of life.

BEHAVIORAL OIKECTIVES

Resourde


Cognitive: The student willdifferentiate soil formationsand their ability to sustainlife in a vivenceographicarea.

00NC.71

Skills to be Learned:

ResearchConcludingHypothesizingObservationTime Ratio

I. Student-Centered in classActivity

A. Differentiate between soilformation and its abilityto sustain life.

1. Gather all the soiltypes you can getaround the schoolgrounds (black dirt,gravel, sand, red clay,silt, etc.)

2. Then plant variousvegetttion (beans orcorn) in each soilsample and make certainhypotheses of what isgoing to happen to plantgrowth.

3. Then observe plantgrowth according to acertain time ratio andsee how close originalhypotheses were.

4. Chart, graph or other-wise record data forcomparisons.

II. OutsComm

A. Taav

wi

B. Het

tl

ar

ax

are _not

:d dyer_ the earth

reatly affect_ the-

Otis _-and quality of


SubjeCt Problem-. Solving _

Problein Orientation Naturallife- Resources

Grade

YES :SUGGESTED _LEARNING EXPERIENCES-t willrrnationssustainaphic

it Rwill5tiit =in "-

-geo-the- earth

-StUdent-;Centered- in classAO' = =vity

-A. Differentiate betweep_ soil_formation and its_- ability-to SuStain

l: Gather all the soil-types _you- can -get"around -thethe schoOlgroundS -(b-lackgravel, sand,, red clay,

etc-.-)

2: Then- plant variousVegetation (beans orCorn) in -each-sattple -and -Make -certaill-hypoth-e:s..eS- -of- what isgoing- =to happen_ tb -plant-groWth.

3. Then observe plantgroWth according to aCertain time ratio. andsee how close originalhypotheses were.

4. Chart, graph or other-wise record data forcomparisons:

Outside Resource= -andrde -andCoMMUnity Activities

A._ Take a fiol_a, t4p.--aroUnd: surrOUridirig-_-areaand compare- variousvegetat=ion to -differentsoil_ forMationSr_.- -_(Seewhat =groWs along roadside_-or Iiank -river,.

:13._ =Have a soil dOnserva-tionist_coine- in_ _and-give -talk oh soiltypes- :Alla what vegetationand _animal- life will 'befOUnd= -ih -these_ dettain-areaS.

ReSource and Reference Materials

Tile- Natural _PsOurceS ofWisconsin _tor azy-other stateY

The_ National ResburCes Committee_State Agencies(Madison, Wisconson 1956)

Audio.=-ViSual:

-IEL2JAIULGtow Where_ _they 1)o--color' llminutes Coronet_

Otr,NattirAl ReStAirdeS,color11 minutes, BAVI

Get a lodal Conse..-rvationistto talk With: students

Continued and Additi

:C11;

iti Reference Materials Continued and Additional SuggeSted Learning Experiences

lesburces_ ofar;y other stat-e)

Resources Cothittitteelcie

WisdonSon 19g6)

:oiAt'Where They DOurtsi =Coronet

resources, dolorfivl

:onServationiststiacIrentS

.

.

C 7. Fadtors-Suoh_as: kadilitating tran Disdipiihe Area Mathematics-o

4i-portation, -econoMid,cOnditiOnSrADOpuld-= Subject

E ti.sqLgrowth- and increased leisure _ Problem -Orientation Ch_anes-

T tithe,:haVe a 'ereatInfitienCe Oñ. ohariget__ ih.land -lige -and= centers

..-1"-Le_azgaiat

r=4"4C.)

Cognitive: Thc student willo compar6- (using the percent of2. Change type of problem) use Of

time, land, population densityca4 today with uSe =Ôf same during

student's grandparents' time.

BEHAVIORAL CBJECTI-VES

Affective: The student will seethe-importande-and seek theopportunity of being-able-to-1.ise and= infltince Other S in=use of tiMeu land, resources.

Skills to be "learned:

InterviewingCollecting ILformationComparing

SUGGESTED LEARNING EXPERIENCES-_

t. Student-Centered in class II C4t-adtwity. cora

A.= Using data and informationcollected in outside re-Source activity at right,Student will compare (byperdent Of change) suchchanges as:

1. Length of working day.(hOurs)

2. Length of vacations(days or weeks)

3. Amount of money earnedper day (dollars) .

4. Size of domtunity inareas (blocks)

5. Size 6f community bypopulation (numbers)

B. Use informationgiven byDNR representative to findpercent of change in amountof land use for publicrecreation.

A.

B. Itat

-gci

:C1]

flia]

" 01

L

S

ut-orti

1

./\

facilitatingtranS-= Discipline Area ._MatheinatiOS _

oñömô .ôonditioi pObü1la Sübject

and_indreaSecl, leisure -.= _ .Preblem Orientation -e_ Grade- 6_Time

-c_teat infiuënce On .._ChanqeS in-: centers, of ,PoPtlation'_density..

BjETIVES

student willthe percent ofproblem) uSe of

pulation densityof same during

.dparents' time.

Student will seeand seek thebeing able to

.nde others inand, resources.

=SUGGESTED LEARNING- EXPER-IENaS-

earned:

ormation

Student=-Centered in -classactivityA. =Using data _and information

collected in outside re-source activity at right,student W41 CoMpate -(bypercent of change) suchchanged as:

1. Length Of working day(hOttS)-

2. Length of vacations(days or week)

3. AMOunt of money earnedper day (dellarS)

4. Size of community inareas .(bleCkS)

=

5, Site Of community bypopulation (Iiiliribers)

B. USe information given byDWR representative -be -findpercent of change in amOuntof land use for pUblicrecreation.

.- _-

II. Outside Resource- andb5iiimunity

A. Eadh StUdent ilI-iñtview h±s parentand grandp4rent orbio'o#1y uei_glibot tocollect data and infot.=nation -to use in-ShOWing_per:Cent of -Chan-ge-iiiregard- to items to be-_USed=- activityat left. -Specific inter-view Ues1tiôns. might be:

1. How-mahy hours _perday-- you -iaork?'

2. !ownny days/weeks:-vaCdtion did you- get?

3. How MuCh- -Were yoUpaid ér qay_?-

B. Invite ONR-, local touristtrade owner, load]. -Soilagent, forester, etd-,to -talk to class and-give information as tOamount Of public land-(dontinued on reverse)

Resource and Reference Materials Continued and Additional Suggested La

Publications:

Berrarde, MelvinA.-`:" but-PrecarioUsi _Habitat,. W.-W. Norton-_and N.Y-., -1970

Ehrlich' -Paul 11,r, The_-POTitilationBomb, -Ballantine 1968-

Rudior,Visual:

The Squeeze, Maas Media Ministries,2116 North IChã1ës Street,Baltimore, Maryland 21218

04278 Ciftes_=are Differefit and: Alike,cOlor, 11 minutes, $4.75, -BAVI

#.0884 Citiet IlOw_They Grata, 2hdEditioh, 11 minutes, $2 00 BAVI

Community:

DNR RpresentativeTourist - Resort owner or bus-

mess man.

Soil Agent (County)Forest RangerCurator of city or county park

II. (Contiilued)

available for recreational useand 32i:5,16, years- ago.

t

A.'at

rI

13(

a 1

an(

-D:

s,

110te

ye

ty

or

se

eference Materials Continued and Additional Suggested Learning Experiences

-Ourat, W. W. Nortory

1970

, The PopulationBooks , Y968-N.Y.,I

s Media Ministries,es Street,and 21218

Different and Alike,s, $4.75, BAVI

hioW They Grow, 2ndtes , $2.00 , BAVI

veowner. Or bus-

,.

ty)

or cOuntv park

II. (continued)

_available for recreational use toayand years ago.

Vadt0

II .

N portation PC:=10:11c LSICUULLLIL,4p4p=

'E u/A4CIOL,..= P

T

Discipline Area

Subject

Viatilemafios

_kern/ant

e Problem Orientation

i MP la-av grtfiuo.cPn ch.an4et-use and centers of o ulation density.

wc.) CO4nitive: The student will use' simple= oercentage- to and

express _change in land use and 3-Chang&S in -Centers of populatiohdenSityi_

=BEHAVIORAL_OJECTIVES

0

Lgy

0f.

S-1

CNi

cr,Ln

H

if

(1)r-i

1-1

AffectiVe: The student willbecome aware of changes inland use .:and Populationdensity an his own area orcommunity. He will recognizethe need or broper planningand iaws zegulating

planning


Observatic nInveStigat ionResearchComparingReporting_ReflectiorMaking judgementsEstablishing Conclusion;

-SUGGESTED- LEARNLEARNING EXPERIENCE

Student-red in classActivity

A. utihq -.local voter regi-tration ligureS, studentwill ShoW- W-of increase ordecrease in Voter_ -popOla-tion-.

B. -Using -school enrollmentligures_ compute and show% of increase or decreasein school -pOpulatioh fromon - year or -period to.ahucher.

C. Using USDA figures inland use ohatile (acresor Square rmileS)US6,_per-dent in :expresSing landuse chan§e_ (i.e., "urbansprawl" - vs - &Dim -fieldt.

D, Use data given in classby guest speakers to findpercent,vf change.

)-

. .Ôütsi.-Cbminu

A. InSutoonchth

B. Inorclmeinmepc

C. Inta

usin

D. Into

E. Invto

of

TI

n

;ttcl

WI

)p(

lb:

qaE

:sinmu

SutoonCh.th.

Inor-

me.intmePb-

Incto

us.in.Into

Invto

fart3itafing frang-

-t

Discipline Area tin thpira ti eq.

Subject Porrent

e Problem Orientation infauel4ratdrchansa Grade

t influence.' on changes in land

of population density.

TIVES,

_tudent -tate I.,ie -to find _and.n _land -use and=ors- of Poptila-

;tudent willchanges iniulationwn area orAll recognizeper planningang cnange.

cslclusions

SUGGESTED LEARNINGIEXPERIENCES

Student-Centered in class Oi de Resource andActivity Community Activities

A. Using lodal voter regib-tration fiqureb, stUderitwill show % of increase ordedrease in voter Ipoptila-tiOn.

13. Using school enrollmentfigures compute and show% of increase or decreasein sohool population fromone year or period toanother.

C. Using USDA figures inland use change (acresor square miles)use per-'cent in expressing landuse change (i.e., "urbansprawl" - vs Corn fields.

D. Use- data given in classby guest speakers to findpercent.,,of change.

A. InVite ,Principle. orSuperintendent of schoolSto = giVe a talk to Class:,On sdhool enrollmentchanges and ;problems:that :have resulted.

B. Invite Chief of Police-Or -Sheriff to talk toclass on Changeb ihmethods Or probletsinvolving law enforce--,ment rebultinq frOmpopulation Change.

c. InVite County Agent totalk to clabs On Change

lodal county landuse and problems reoultin.q from these changes.

D. Invite Farmer to speakto class

E. Invite and Industrialistto cpeak to class.

%Min ,Palt WaY',71140,77.4 xriKii4xt - rr e

Resource and Reference Materiala Continued and Additional Learning Exp

Publications:

A_Riff2E212_EinclipalqxInd Ed., Wiley, 1 8

Statistical AbStracts fromschool libraries.

Government Printing Officereprints

Audio-Visual:

PeOple ,Our_110st _Valuable. ResourceMcGraw - Hill Co.

The Cit wt she FutureLSterling Educational Films

All =Kinds=_ of People 13 minittes-r8-,:,color #3999 BAVI

Coimmaity

'FarmerIndustrialistPolice DepartmentPrinciple or Superintendentof Schools

enc

I f,"68ir

.ct;

iri

7a1

utgal

.

xp.

ence Materials Continued and Additional Learning Experieaces

f :Country68

.cts from

inting Office

7aluable Resource

'uture,al Films

.e, 13 minutes,vz

:iLtendent

.

.

.

U

C 8. Cultural, economic, social and0N political faCiOX.a.---d'gterming._,p...taL__

E QIDBMIL_Nallles_am.d_slttitudP s

T


Subject _almphs

Problem Orientation ..../a4taLtag.

-BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPERIENCE-

4.)Cognitive:- The- stUdeht will-

° estimate longr.kangei effecta)

-of litter on current data,. =portraying- it in, graph form.0

-m

-o

0rrnLn

HHH

4

4

Affective: The student willsuggest ways of imprOvi:.4gthe litter problem ih his-community..

Skilis to _i5e :learned:_

Graphihg*EstimatiOn (over a longrange period based on know-ledge of present infor-mation.

Student-Centered in classactivity

A. .Litter in the Caassroom

1. DiSpense with jani-torial services in the-classroom for a periodof time (at least 1week). Note the dayto day accumulation ofscrap paper, pencilshavings, paper toweiS,etc.

2. List and graph diifer-ent types of refuseaccumulated from dayto day.

3. Estimate yearlyaccumulation.

B. Discussion:

1:- Do' students feel thatthe mile- spent to

(continued on reN,erse side)

Il. -OutCom

A.

(co,

economic, social, and Discipline Area mathematicS,

Ai9Tadatesmine status Subject _

)N4f.onmenk

Problem -Orientatio4 _Grade -6-

)BJtCTIVES SUGGESTED-LEARNING EXPERIENCES

lie-Student. wi;l.1-range effeCtcurtent date,in fotm.

e student willof iiiiprQvig-elem in_ his

leetTear-

vet a long-beSed on know -ent infor-

Ztudent-Centeted in-Class-adtiVity

A. Litter in- the Classroom

1. lliSpenseiwith_jani-,--totial services In_ the

-cIessroem for a period-of time (ac leeSt _1week-)-. Note the -dayto day accumulation oscrap -paper, pencil

-shavings, ,paper tewe1S,_etc,

2. List and graph differ-ent types of refuseaccumulated from dayto day..

3. Estimate yearlyaccumulation.

B. Discussion:

1. Do students feel thatthe money spent to


:Outside TbSourde ,end--CoMMUnity Activities-

_A, Investigation of Iittet-ing,in the _dopout4ty_

1. x4ve children-standfor -about 30,minUteSOf e bUsy hour- near t-astore,- restaurant, Ofgetege and telqy theIitter-dropped_.or-thrOwn'by-paSSerS,,by.Lis t- adcerding-totyPOS of litter andmake a -gtap4 depictingthe testItS,

2. In- class-activity tofellow-exetdisa No. I:Our community -has a_($50)- fine for :Litter-ing. -46i4 much Meney-wOUId -halm beer. col-,iected "yesterday"in just our neighbot7hood if that laW were,

(Continued -on reverse side)_

ReSolirde arid .Refet rice Materials Continued -_,And Addit-i

Publidatitns:Pringle, Laurence, The Only Earth WeHave, "Mac Mil lan Company, 866- ThirdAvenue, NeW York City-, N.Y. 10022,

4.50=

-Man tbritroi of -the_ EnVirciriment,-COngreStional Qriarterly. 1930#1ii0i4A RI4C

Audio-Visual:

House, -Ok_ Man ,7_,--0-ur-iChanginer-EriVirbnment-, 17 -minute,: color,-Encyclopedia Britanida_ EducationalCorp., 425- N. MichiganChicago, -6061-1

Our Vanishing: Land, =Mc_-Graw'Coriterrporary:Films-, 330_ W.

42rid_ Street, New -York, -N.y. 10018-

Community:

Community or County Departmentwhich collects litter or refuse.

ria S=

I. (continued)

1. _salaty the Oustb_

2-. what woOlci happencrews CUStodi_to clean =up -9?-eh.

II. (-ccilitinue-d)

-2-. eriforced._ Have Siriciividual -total..final class tota-iappreciation .ofUttering. Have-of taxpayers for-:to- businessmen-, -E

:e

a

11

Jr

:0

:n

3.

3tO_

)p-e!)di)dh-*

s+:a-1

!ta-'1)f

we:or:=

1, -E

.1/.

Refereficci! Materials

:e, The Only Earth WeCompany, 866 --Third.City, N.Y. 10622,

the Environment,sarterly 1970IC

ut -Changinelminute,tanida Educationalohigan Ave..,06I1

rid,Hc Graw_yFfims, 330EW.York-, =10018

nty Departmentitter or refuse.

_ iContinued- _and _Add it i onal__sticrgeted tearnih4 Experiences

I. (Continued)"

I. saiat-a: the _dlitbdi-ari_ is- well_ spent?

2. .what would hap-pen if there =were- no highwaycrews or custodians-, or Sanitat-ion Workersto cleair _up -"behind _ts-"_?

II. (continued)

2. enforced. Have students figure theirindividual totals; help them compile afinal class total. Lead children- to anappreciation of the economic effects oflittering. Have them consider the costof taxpayers for streetcleaning, the costto businessmen, etc.

.

A

+lb

4 _

C Man_ -has 'the_ ability_ to__ manage ,_ Discioline Arr.

N= manipulate; .dt& Change, hiS_enVironfilent, SubjeotC

T

Problem--prien

BEHAVIORAL .CHJECTIVES

I Cognitive: The student will id4ntifyand list the effects of varying

4j condentrations of sal_t onLnativeo.e.J.14vegetatiOn.

Pas

;NI Affective:- Ir =e-- student Will reallte1- and appreciate :the- ability that man--r, has to Change and laahipulate-0,roiilent and- recognize- the_ inherentdanger of'thEt 'practice.0

:

:Lfl Skills to 156:learned:I

H Ob e er \ringHH ReCordingMeasuring (eimensiOn and

liquid-)

r4i

(1)

SUGGESTED444 44. 4.4 -4a 4

I. Student-Centeclass activist

A. Salt effecvegetation

I. The stu-donStrurarumsbokesTT,them wivegetat

2. Maintailtertariequal awater attot -aboa. it w'

ebsameaSamouwateexposSuninateand avegetea_dh

(continued on rev

0:

?.a

Ar7.:e. ability to Jrianage; DiScibline Area PiathematiCS,

r'd, .chap e his enVitoninent. Subject bieaSiiketent

Problem Orie.ntatiOn Management_of Reads

TED

ritevit

fedion

trui

3)Wi-

t.at

iriL a,

ar

tbow.

t s ataatoutte-:poSn,tedgetchrev

:BdECtI-VES

Student wil=l identify_-±fedta, of Varyingof Salt Oti native

'2 student will realizethe ability that man

And manipulate his envi,-.-;ogniZe the inherentpraotice.

arned_:

insion andlid)

and adjacent lands,Grade :6

SUGGESTED LEARNING Mcp_ERIEiNICES;

I. -Student=-Centered inclass - activityA. -alt -effeots .6n

Vegetation -._

1. The students -will__construct 4 ter,'ratiuirtSbOe_S)- arid- fillthem__ With _native-VegetatiOri.

2. Maintain -theterrariums -with-equal amounts ofwater _and sunlight,for -about ten daySar. It will nec=-

eesary -tomeasure equalamounts ofWater, soil,exp-osure to thesun, and eSti;-mate the typeand amount ofvegetation ineach box.

(Contite,tad on reverse side)

Outside Resource andCommunity' Activities

A. Take_ a kielid -tripand ,ob-serve_ theamount-and typeof vegetationalong ra road_ that ISSalted through-out the-winter and one- that _

received- no stilt treat ==merit.

Find out how much saltthe county uses -onroads ditrirvi the- montn.of- February. ea-1 cittA hethe cost.Research the effect OfeEcess amounts of salton stall game.

Resource and ;Reference Materials Continued and Additional SuggeSted L

Publications:Anderson, -Ed-gar, Plants, Man arid-Life, University of California__"-Berkeley, 1967

iDaSmann, Raymond =F ., A ~DifferentKind of COuntry, Mad Milian, 1968

Audio-Visual:

EdolOgy and ani-Series S t #3FS ST-11 I-rC-ERMC

Communityi

County Departmelit of -HighwayS

I. (continued)

3. Introduce, -a- _strong soluti:o:box #1,, -a weaker ,talUtionSalt into-boxes -#3_ and, #4.

4_. Maintain_ a Salting _proCedil-too 44y§ and carefully115.eaige_ of -a1-1 kotik- bOxeS.

5. Salt SOlUtibir muSt 'be carefinsure constant _dosage,.

Conduct an experiment ShOwieffects of salt on. ice._ Suscience or social Studies

*.

i L.

foron4.

dubs-es.

ref

DwiSus e

Materials Continued and Additional Suggested Learning Experiences

s, Man andalifornia

-IbilferentUlan:, 1968-

= Set #3

tghways

(continued)'

3. Iritrodude _a strong ,tait water intb--box_ #1, a -i4eake*. -solution into -box #24 and noSalt -into -boke-S- fi3 arid -#A-:

-4. Maintain a salting procedure for an additionalten days and carefully observe and record theproijreeS of all four 'boxes.

5. Salt solution must be carefully measured toinsure constant dosage.

6.- Conduct ant experiment showing the physiologicaleffects of-salt on ice. SOgest integration witascience or social studies classes.

411194.

C 10. Short-term ecoriomic gains may Discipline Area Mathematib0N produce long-term environment- Subject Decimal:Fr.CE al lOsses.P-

T


Problem Oriehtation Short--fa

40-a)

Tn0

0

00N

HHa)H

Cognitive: The student willdetermine by e.eciMal fradtionthe dollar value of environ-mental clean-up.

Affective: The student willquestion and evaluate short -term -gains to environmentallosses.

Skills ,to_be_Learned:

Gathering. DataReportingComparing

SUGGESTED LEARNING EX

. Student -.Centered in classactivity

A. Relatea class and cOmmunitl.activities.1. In a Class-disCusSiOn,

-set d011ar ValuesAari-_thecost Of disdarding Ofcars,-bottleS, can, _gar-bage, etc. (EStimateAthing dedimal_ fractions)

2, Are-there-ecOnomib-gainsWhich bring Abbut envin=onmental losses withrespect.. to trash on thecity and country lands?

3. Is it worth the cost ofremoving can and oarsat public expense tohave desirable-environ-mental Conditions?

4. Reports of computationsmade in the varioUSactivities

er

1

es,

OF

ivi

,n-

ti

1

;ic.

Tr

fa.

EX

the

at=

ns)

ins

he

ofs

n_

ns

OBJECTIVES

erm economisgains may Discipline Area Mathematics

long -term envircinment7

es:

Subject Decimal Fractions

Problem Orientation Sort- Long -term Grade-factors


The student willy &ecital fractionvalue of environ-n-up.

The student willAl evaluate short-to environmental

e Learned:

-Data


A. Related class and communityactivities.1. In a class discussion,

set dollar values on thecost of discarding ofcars, bottles, can, gar-bage, etc. (Estimateusing decimal fractions)

2. Are there economic gainswhich bring about envir-onmental losses withrespect.to trash on thecity and country lands?

3. Is it worth the cost ofremoving cans and carsat public expense tohave desirable environ-mental conditions?

4. Reports of computationsmade in the-variousactivities

II. 040de Resource andCommunity Activities

A. Class visit to the CountyHighway. dDepartment tocheck on the cOst ofpicking up cans andbottles in the ditches.

B. Class ViSit to sanitarydepartment or sanitaryland fill Site and talkwith offidialS to getcost of disposing of cansor bottles.

C. Class visit to CountyPolice Department to.findthe cost of towing awayabandoned cars to junk-yards and finding the netloss in terms of dollarsin getting the environ-ment cleaned up.

D. After field trips comparethe actual costs to theclass estimations.

Resource and Reference Materials Continued and Additional Suggested

Publications:

Stewardship The, -Land- - -The Land-The-,-MetropoliS,, New York

Open -_Space- Institute,- Inc:, 1968

Inherit_ the_ Earthi__ -maxi Oh An AgingPlanet, Dodd,- _1966

Audio=Visual:

#6366- - What's Happening to- OurLandscape ?, 20 minutes, color$2, BAVI

#6878 - Land Betrayed, 10 minutes,color, $3.75 BAVI

Community:

County Highway DepartmentSanitation Department.County Police Derartment

rid

1,1a

ninu

d,

'tedsnce Materials Continued and Additional Suggested Learning Experiences

- The-_Land.

- New York, Inc., 1968

:lan On An Aging

ring. to Ournutes, color

d, 10 minutes,

.men t

aent

f

TTIndividua,a_aGts Discipline Area Mathema

3

N or compoUngladuce significant Subject

E environmental ai..lrations Dver Problem Orientation Indi

T time.

Estimat

U

1,O

a

17100r00

bility/S4

BEHAVIORAL OBJECTIVES SUGGESTED-_LEARNING EX

Cognitive: The student willexplain data presented ingraphs and construct graphsto summarize data.

Affective: The student willpickup litter on the schoolfacilities and place it in aProper container.


EstimatingGraphingProblem SolvingDrawing Conclusions


After outside activity:A. Write the estimates on

the chalkboard and havechildren make bar orline graphs or picto-graphs to-show the inci-dence of certain types o

,litter on the playground

1. How much of it wasbiodegradP.ble?

2. Can they imagine theamounts of litter onall of the playgroundin the community? inthe state? in theCountry? in the world

3. Can some of the typesof litter be calledpollutantS? What Kind

B. Have children collect thlitter in their yards oron their block, estimatethe incidence of certain


A

EC

e

pihs4a

r

ne

Le

ngus

ac.ti-rduP-1 fratPd

4.....grSiduce-significant

LAItaxatims_oyer

ama.

nat

//SI

-EX

n-

ye

s -o

und

heonandin

rldPes

ind

the

orateain


Subject Estimation -- Graphs

Problem Orientation Individual Responsi- Grade 6

bility/Solid Waste Disposal

ECTIVES_

e student willpresented innstruct graphsdata.

e student willon the school

d place it in aner.

Learned:

nguSions

_SUGGESTED_LEARNING_EXPERIENCES


After outside activity:A. Write the estimates on

the chalkboard and havechildren make bar orline graphs or picto-graphs to show the inci-,dence of certain types oflitter on the playground.

1. How much of it wasbiodegradable?

2. Can they imagine theamounts of litter onall of the playgroundsin the community? inthe state? in theCountry? in the world?

3. Can some of the typesof litter be calledpollutants? What Kinds?

B. Have children collect thelitter in their yards oron their block, estimatethe incidence of certain


II. Outside Resoukce andCommunity Activities

A. Take a "litter walk"around the .school play-ground. Give .4ach.groupa large bag and designatearea to be Covered.Give one child a separatebag and a large magnetto "sweep" the area andprobe into Sidewalk orasphalt cracks for metals.

B. Still outdoors have thechildren empty the bagsand sort the content.Estimate the number ofpieces of paper, bottles,string, etc., and recordthe estimates.

C. Re-collect the litter anddispose of it.

Resource and Referenda Materials

Publications:

Benarde, Melvin A., Our PreciousHabitat, W. W. TNorton and Co.,55 Fifth Ave., N.Y., N.Y. 10003$2.*95 paperback$6.95 hardcover

Audio-Visua:

Film Strip:(sotncl=tape)tions, fne.,

Community:

Beer_Can By The-HighWayWarren Schloat__Produc-West -Nyaak, N.Y. 10994

City or County Street and HighwayDepartment

Continued and Additional Su cestp4.4mearni,

1. (continued).

types and preparegraphs to compare:done for the school grounds.

NI

4

.

.

ance-Materials -Continued and Additional Su cuestg4-2,eakning Exif)erienceS

reciOuSend: Co

10003

3T:T_Thei Highway,iloat-Produc-4 N.Y. 10994

d

I. (continued)-

typeS and _prepategraphS_ to coinpate Vith- thosedone fot the soh061 grounds-.

C givate owner0N asCE encroach_uptn or violate the

T indiVidual-rilght of others:

It '" Discipline Area m =it a

Subject Plultili

Problem Orientation Snowmo

YC

BEHAVIORAL OBJECTIVESH- SUGGESTED- LEARNING EXPERI4J

Co4nitiVe: The student will-rm predict the consequences ofko, uncontrollecI development ofa

"open spaces"_and snowmobiletrails.

Affective: The student willsuggest ways of controllingthe develcpment of landused for snowmobiling.


Large NumLer MultiplicationInterviewingDrawing Conclusions


A. See attached Sheet andformulate problems forclass to work. Examples:

1. What is the minimumnumber of snowmobilesregistered June-1971?

2. What is the maximumnumber of snowmobilesregistered June-1971?

B. the average amount spentfor snowmobiles in 1970was $1,000.

1. What was the totalamount of money spent fothe minimal number ofsnowmobilet registered?

2. What was the totalamount spent on themaximum number of snow-mobiles registered?


r

(con

c

ma's

,wino

Discipline Area

SUbject Multiplication

Problem Orientation Snowmobiles Grade- 6

'ERI SUGGESTED LEARNING EXPERIENCES

II.

(con

illofofbile


A. See attached sheet andformulate problems forclass to work. Examples:

dill 1. What is the minimuming number of snowmobiles

registered June-1971?

_on

2. What is the'maximumnumber of snowmobilesregistered June-1971T

B. the average amount spentfor snowmobiles in 1970was $1,000.

1. What was the totalamount of money spent fothe minimal number ofsnowmobiles registered?



II. Outside Resource andCominunity Activities

A. Have the students write toInternational SnowmobileIndustry Association NewsRelease, 5100 EdinaIndustrial Blvd., Minn-eapolis, Minn. 55435, c/oPublic Relations Department_for the number of snow-mobiles registered in theU.S. and the total amountof land available fortrails and open spaces.

B. Calculate the number ofsnowmobiles in theircommunity. .

C. Have students go out inpairs and make a neighbor-hood survey. Examplequestions;1. What is good about snow-

mobiling?2. Do ydu think snowmobiles

(continueargnofeaTig side)


Publications:

A Program for SnoWmobilinq inWisconsin, MR, Bureau ofCommercial Recreation, Box 405,Madison, Wisconsin 53701

Ilagazine: Nationr Wildlife,National Wildlife Federation,534 North Broadway, MilWaukee,Wisconsin 53202, : Lec.- Jan.1972 or I-C-E RUC

Audio-Visual:

Community:

DNR RepresentativeLocal FarmersSnowmobile ClubCounty Land Office (Registrarof Deeds)

Continded and-Additional-Suggested-Lear

I. (continued)

C. By 1980, $156,377,370 will he needevelop land for snowmobilesmake 421,000 acres for Open spacetrails available for snowmobilinqthe required needs by 1980,.10,00`must be added costing $38,000,U00of open space must be added costit

1. What is the average aftiount pertrails?

2: What is the average amount peropen space?

II. (continued)

problem?If they are_not no how aboutkind?

4. *What kind of restrictions shoosnowmobiles? If any, why?

D. Report Findings in class.

E. Correlate with Social Studies toadvantages of recreation.

a

L.

lax

leei

ide.ing

)00:_;tit)er -

)er

out

hou

to

Materials .

ontinued and Additional Suggested Learning Experiences

anq_ ino=Bok 405,

dlife,ation,waUkeerJan.

istrar

I. (continued)

C. By 1980, $156,377,370 Will be heeded to buy anddevelop land for snowmobiles in Wisconsin. Thid wouldtabe 421,000 acres for open spaces plus many miles_ oftrails aVallable for snoWmobiling. in order to meetthe required needs by 1980, 10,000 more miles of trailsmust be added costing $38,000,000 and 127;000 acresof open space Must be added costing $120,000,0,00.

1. What is the average amount per mile for additionaltrails?

2. What is the average amount per acre for additionalopen space?

II. (continued)

problem?3. If they are not now, how about the future? What

kind?4. What kind of restrictions should be placed on

snowmobiles? If any, why?

r. Report Findings in class.

E. Correlate with Social Studies to discuss theadvantages of recreation.

PROJECT I-C-E Episode Evaluation Form (Reproduce or dupl'

In commenting on each episode used inform. Feel free to adapt it and ald motyour ctitioues and comments negative ahand-column, please rate (poor, good, ex,-make specific comments or suggestions ifvided to help us make this a more usable


Grade:

Concept No. Used:

Poor Good Exc.I. Behavioral Objectives

A. Cognitive:

g. ective:

. S.t s Deve ope.

1 I. Suggeste Learn ng ExperiencesA. In Class:

. Outsi e Commun ty Act vities:

. Suggeste Resource & Re erence Materia s(specific suggestions & comments)

S

nor

aex-if1e;

T I-C-E Episode Evaluation Form (Reproduce or duplicate as needed)

In commenting on each episode used in your class, please, use this

form. Feel free to adapt it and add more paget. Let us know, all

your criticues and comments - negative and. positive. In the MT-hand column, please rate (poor, good, excellent) each item. Also,

make specific comments or suggestions if possible in the space pro-

vided to help us make this a -more usable guide. Thank you.

. Behavioral ObjectivesA. Cognitive:

k. Kr ectir--

. s Deve ope

. Suggeste. Learn ng ExperiencesA. In Class:

S-

. Outs1 e & Commun ty Act Nunes:

7. Suggeste Resource & Reverence Materia s(specific suggestions & comments) Project I-C-E

Serving Schools in CESA 3-8-91927 Main Street

Green Bay, WI 54301

C 9. Man lias the ability to manage,. Discipline Area Mathematics0N manipulate, 'ard change his environment. Subject Measurement

T

Problem Orientation Mane effientand

BEHAVIORAL ,CBJECTIVES

-U

00

t-%0Pa,

Cognitive: Thc student will identifyand list the effects of varyingConcentrations of salt on nativevegetation.

J.

Affective: The student will realizeI and appreciate the ability that man, has to change and manipulate his envi-g ronment and xecogniie the inherentc!, danger of thE:t practice.r-

rnul Skills to he 'learned:

H ObservingRecording'Measuring (e.imension and

liquid)

SUGGESTED LEARNING EXPERIEL

I. Student-Centered inclass activity

A. Salt effects onvegetation.

1. The students willconstruct 4 ter-rariums (windowboxes) and fillthem with nativevegetation.

2. Maintain theterrariums withequal amounts ofwater and sunlightfor about ten daysa. It will be nec-

essary tomeasure equalamounts ofwater, soil,exposure to thesun, and esti-mate the typeand amount ofvegetation ineach box.


03

GI

ct

EL.

he

or

ai

o>

-he

ec

ai

guat

it

;en'

ZIEL

. 0C

A

.ne Area Mathematics

Measurement

Orientation Management of Readsand .adjacent lands"

Grade 6

GESTED LEARNING, EXPERIENCES

-Centered inctivity

effects onCation.

he students will'onstruct 4 ter-ariums (Windowoxes) and fillhem with nativeegetation.aintain the2rrariums withqual amounts oftiter and sunlightDr about ten days. It will be nec-essary tomeasure equalamounts ofwater, soil,exposure to thesun, and esti-mate the typeend amount ofvegetation ineach box.

on reverse side)


A. Take a field tripand observe the amountand type of vegetationalong a road that issalted throughout thewinter and one thatreceived no salt treat- i

ment.

B. Find out hsa much saltthe county uses onroads dvrinu the monthof February. Calculat:e f

the cost.

C. Research the effect ofexcess amounts of salton small game.

Resource and Reference Materials Continued and Additional Suggested Lear

Publications:Anderson, Edgar., Plants, Man andLife, University of CaliforniaBerkeley, 1967

Dasmann, Raymond F., A DifferebtKind of Country, Mac Milian, 1968

Audio-Visual:

Ecology and Man Series - Set #3TS ST11 I-C-E RMC

Community:

-County DepartmeLt of Highways

I. (continued)

3. Introduce a strong Solution ofbox #1, a weaker solution insalt into boxes 0 and #4.

4. Maintain a salting procedure ften days and carefully observeprogress of all four boxes.

5. Salt solution must be carefulkinsure constant dosage.

6. Conduct an experiment showingeffects of salt on ice. Suggescience or social studies clas

_11

ear

ofirit

e frve

uil

ag4ge-

las-

reterence Materials Continued and Additional Suggested Learning Experiences

:, Plants, Man andity of California:

ld F., A DifferentMac Millan, 1968

1 Series - Set #3RMC

.4.t. of Highways

I. (continued)

3. Introduce a strong solution of salt water intobox #1, a weaker solution into box #2, and nosalt into boxes 03 and #4.

4. Maintain a salting procedure for an additionalten days and carefully observe and record theprogress of all four boxes.

5. Salt solution must be carefully measured toinsure constant dosage.

6. Conduct an experiment showing the physiologicaleffects of salt on ice. Suggest integration wit.iscience or social studies classes.

C 10. Short-term economic gains may Discipline Area Mathematics0NC

al lobJes.

roduce long.-term environment- Subject

w.1

BEHAVIORAL OBJECTIVESH

U

r0

Decimal FraationS

Problem Orientation Short-Long_tefactors'

Cognitive: The student willdetermine by-e.ecimal fractionthe dollar value of environ-mental clean-up.

Affective: The student willquestion and evaluate -short-term gains to environmentallosses.


Gathering. DataReportingComparing

SUGGESTED LEARNING=EXPERIENC


A. Related class and community A.activities.1. In a clasS discussion,

set dollar values on thecost of discardirj ofcars, bottles, can, gar-bage, etc. (Estimateusing= decimal fractzonsd

2. Are there economic gainswhich bring about envir-onmental losses Athrespectto trash on thecity and country lands? C.

B._


4. Reports of computationsmade in the variousactivities

D._

loMic_,OinS_may Discipline Area Mathematics

arm -enVitonMen#7 Subject

VES

Decimal Fractions

Problem Orientation Short-Long term_fc.3tors

Grade


udent -willa1 fraction

enVirOw-

mdent willate short-kOnmental


A. Related class and communityactivities.1. In a class discussion,

set dollar values. on thecost of discarding ofcars, bottles, can, gar-bage, etc. (Estimateusing decimal fractions).

2. Are there economic gainsenvir-

onmentalbrilg about

lsses withrespect.i 'crash on thecity and L'antry lands?


4. Reports of computationsmade in the variousactivities

II. 04Mide Resource andCommunity Activities

A. Class visit to the CountyHighway Department tocheck on the cost ofpicking up cans andbottles in the ditches.

B. Class visit to sanitarydepartment or sanitaryland fill site and talkwith officials to getcost of disposing of cansor bottles.

C. Class visit to CountyPolice Department to findthe cost of towing awayabandoned cars to junk=yards and finding the netloss in terms of dollarsin getting the environ-ment cleaned up.

D. After field trips comparethe actual costs to theclass estimations.

Resource and Reference Materials Continued arid Additional Suggested

Publications:

Stewardship - The Land - The LandOwner.- The Metropolis, New YorkOpen"Space Institute, Inc., 1968

Inherit the Earth: Man On An AgingPlanet, Dodd, 1966

Audio-Visual:

#6366 - What's Happening to OurLandscape ?, 20 minutes, color$2, BAVI

#6873 - Land Betrayed, 10 minutes,color, $3.75, BAVI

Community:

County Highway DepartmentSanitation Department-County Police Derartment

:earence Materials Continued and Additional Suggested Learning Experiences

and - The Landiis, New Yorka, Inc., 1968

Man On An Aging

ening to Ourmutes, color

ed, 10 minutes,

tmentnt-

:ment

acts.7.64Rucaball Discipline Area

0

or compounded,`.prcduce significant Subject

E environmental alterations overPT time.

Mathematics

Estimation -

Problem Orientation Individual

bilfty/Solid Wa

BEHAVIORAL OBJECTIVES SUGGESTED LEARNING EXPERIEN

Cognitive: The student willexplain data presented ingraphs and construct graphsto summarize data.

Affective: The student willpick up litter on the schoolfacilities and place it in aproper container.


EstimatingGraphingP:coblem SolvingDrawing Conclusions


After outside activity:A. Write the estimates-on

the chalkboard and havechildren make bar orline graphs or pictographs to show the inci-dence of certain types oflitter on the playground.


2. Can they imagine theamounts of litter onall of the playgroundsin the community? inthe state? in theCountry? in the world?

3.. an some of the types()f litter be calledpollutants? What Kinds?

B. Have children collect thdlitter in their yards oron their block, estimatethe inc.idence of certain


Wa

IEN


gnificant Subject

nS-_over

willincaphs

willSchool

in a

Estimation - Graphs

Problem Orientation Individual ResponSi- Grade 6

bility/Solid Waste Disposal


I. Student-Centered in class

activityAfter outside activity:

A. Write the estimates onthe chalkboard and havechildren make bar orline graphs or picto-graphs to show the inci-dence of certain types olitter on the playground.


2. Can they imagine theamounts of litter onall of the playgroundsin the community? inthe state? in thecountry? in the world?

3. Can some of the typesof litter be calledpollutants? What Kinder

B. Have children collect thdlitter in their yards oron their block, estimatethe incidence of certain



A. Take a "litter walk"around thP school play-ground. Give each groupa large bag and designateareas to be covered.Give one child a separatebag and a large magnetto "sweep" the area andprobe into sidewalk orasphalt cracks for metals.

B. Still outdoors have thechildren empty the bagsand sort the contents.Estimate the number ofpieces of paper, bottles,string, etc., and recordthe estimates.

C. Re-collect the litter anddispose of it.

ResouYde and Reference Materials

Publications:

Benarde, Melvin A., Our PreciousHabitat, W. W. Norton and Co.,55 Fifth Ave., 'N.Y., N.Y. 10003$2.95 paperback$6.95 hardcover

Audio-Visuel:

Film Strip: Beer Can By The Highway(sound tape) Warren Schloat Produc-tions, Inc., West Nyaak, N.Y. 10994

Community:

City or County Street and HighwayDepartment

Continued and. Additional Suggest

I. (continued)

types and prepare graphs to COdone for the School grounds-

4

n

Eerence Materials Continued and Additional SuTaestA4,-Learning Experiences

I. (continued)

coOur Precious types and prepare graphs to compare with thosen and Co., done for the school grounds.N.Y. 10003 e

n By The HighwaySchloat Produc-.aak, N.Y. 10994

t and Highway

I

H

00Tn0

a4

U)

C own&.0N as aCE

T individual'xiight of others.

encroach

It .

.40

uptn

- "".

or violate the


at

Coqnitive: The student willpredict the consequences ofuncontrolled development of"open spaces" and snowmobiletrails.

Affective: The student willsuggest ways of controllingthe development of landused for snowmobiling.

Skills to 1 Learned:

Large NumLer MultiplicationInterviewingDrawing Conclusions

I.


Subject Multiplication '14

Problem Orientation Snowmobiles_


Student-Centered in classactivity




B. The average amount spentfor snowmobiles in 1970was $1,000.




r

II. OutsiCommu

A. HaInInReIneaPufoMOU.oftr

B. Casnccon

C. Havpalhooque1.

2.

(continue

itsimoo

HaInInReIneaPufomoU.oftr-

Casnccon

H av

paihooque1.

2.

nue

Discipline Area _R,ItIlaglatics

Subject Multiplication

Problem Orientation Snowmobiles Grade 6






B. The average amount spentfor snowmobiles in 1970was $1,000.




r


A. Have the students write toInternational SnowmobileIndustry Association NewsRelease, 5100 EdinaIndustrial Blvd., Minn-eapolis, Minn. 55435, c/oPublic Relations Departmentfor the number of snownmobiles registered in theU.S. and the total amountof land available fortrails and open spaces.

B. Calculate the number ofsnowmobiles in theircommunity.

C. Have students go out inpairs and make a neighbor-hood survey. Examplequestions;1. What is good about snow-

mobiling?,,--2-2-Do you think snowmobiles

are or could be a(continued on reverse side)


Publications:

A Program for Snowmobilinq inWisconsin, DNR, Bureau ofCommercial Recreation, Box 405,Madison, Wisconsin. 53701

Magazine: National* Wildlife,National Wildlife Federation,534 North Broadway, Milwaukee,Wisconsin 53202, :Lec.- Jan.1972 or I-C-B RIK

Audio-Visual:

Community:

DNR RepresentativeLocal FarmersSnowmobile ClubCounty Land Office (Registrarof Deeds)

0

Continued and Additional Suggested Learnin

I. (continued)

C. By 1980, $156,377,370 will be neededdevelop land for snowmobiles in Wiscomake 421,000 acres for Open spaces p1trails available for snowmobiling. Ithe required needs by 1980, 10,000 momust be added costing $38,000,000 andof open space must be. added costing $

1. What is the average amount per miltrails?

2. What is the average amount per acreopen space?

II. (continued)

problem?3. If they are not now, how about.the

kind?4. What kind of restrictions should b


D. Report Findingsin class.

E. Correlate with Social Studies to discadvantages of recreation.

eciscop1I

moend3 $


I. (continued)

C. By 1980, $156,377,370 will be needed to buy anddevelop land for snowmobiles in Wisconsin. This wouldmake 421,000 acres for open spaces plus many miles oftrails available for snowmobiling. In order to meetthe required needs by 1980, 10,000 more miles of trailsmust be added costing $38,000,000 and 127,000 acresof open space must be added costing $120,000,000.

1. What is the average amount per mile for additionaltrails?

2. What is the average amount per acre for additionalopen space?

II. (continuer?)

problem?3. If they are not now, how about the future? What

kind?4. What kind of restrictions should be placed on


D. Report Findings in class.

Correlate with Social Studies to discuss theadvantages of recreation.

PROJECT I-C-E Episode Evaluation Aim (Repro

In commenting on each epicform, Feel free to= adapt ityour critioues and commentshand column, please rate (pomake specific comments or suvided to help us make this a


GrEie:

Concept No. Used:

Poor Good Exc.

I. Behavioral ObjectivesA. Cognitive:

. Affective:

s DevegiTa

/II. Suggested Learning ExperiencesA. In Mass:

e & .Grotnrati7ei.

IV. Suggested-Resource & Reference Mater(specific suggestons & comments)

sode Evaluation Form (Reproduce or duplicate as needed)

In commenting on each episode used in your class, 21.Egse use this

Eorm. Feel free to adapt it and add more p Let uages. Les know all

your critiques and comments - negative and positive. In the fen"-

aand column, please rate (poor, good, excellent) each item. Also,

flake specific comments or suggestions if possible in the space pro-

vided to help us make this a more usable guide. Thank you.

al Objectivestive:

tive:

Learning Experiences.ass:

tde & Community Activities:

ad Resource & Reference Materialsis suggestions & comments) Project I-C-E

Serving Schools in CESA B-8-91927 Mal-, Street

Green Bay, ..I 54301

Presented in these teacher's guides for gradeS five an ... · ESEA Title III. ABSTRACT / Presented...

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Transcript of Presented in these teacher's guides for gradeS five an ... · ESEA Title III. ABSTRACT / Presented...