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Little Rock School District, Ark.,[75] 79P.; Not Available in Hard Copy ED113256 SO, 00,8 652 TITLE Population Problems, Teaaherss!Quide. ,Environmental Educatidt Unit, Twelfth GradeSocioIogy. INSTITUTION Little Rock School District, Ark., PUB DATE - [75] NOT 79p.; Not available in hard copy due to marginal egibility:of original document; Related documents e SO 008 427-429 'EDRS. PRICE MF-$0.76 Plus Postage. HC Not Available from EDR$. DESCRIPTORS Curriculum Guides; *Demography; *Environmental Education; Grade 12; Instructional Materials; *Overpopulation; *Population Education; Population growth; Secondary Education; Social Influences; Social Studies Units Sociology; 'fee:Ching Guides IDENTIFIERS *Environmental Education Project; ESEA title III. ABSTRACT Human population growth and the implications of increasing population.on the well-being of-men and nations'is examined in this twelfth grade curriculum guide which is part of a series for grades 4 through 12. The primary functions of the unit are. to introduce the student to reasons for, population growth, results of overextended Populations,%and solutions to overpopulation. Consideration is also given to 'political and vsociological problems yhich arise as Adjuncts to the question of population. The component parts of this guide are: an overview of the unit, the major concepts in the unit, behavioral objectives, daily schedule, lesson plans for classroom activities, a pretest for the unit, and student and teacher evaluation forms.. The unit requires three weeks to complete, and is structured around 15 student- centered activities which include films, survey questionnaires, filistrips,-student readings, discussion activities, data analysis, and role playing. (Author /DE) t********************4c************************************************4 Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * pia the ERIC Document Reproduction Service (EDRS). EDRS is not . * responsible for the quality of the original document. Reproductions * * )Supplied by EDRS are the best that can be made from the original. ****************************************************i***********1!****** "AHultidisciplinary and Direct Experience Approach tb Teaching-Environmental Education" The Little, Rock Environmental Education Project is a Title III EEEA project designed to develop a sequential series of curriculum units in environmental education-for grades 4 through 12. Emphasis will be placed upon a different area of environmental'education in each curriculum unit as showri beloW. .GRADE THVIRONNENTALUNIT 4 Nature of the Environment 5 Interdependence in the Environment 6 Types of Environments 8 Types of'Pollution 9 Environmental Decisions `10 The Balance of Nature 11 Environmental Problems 12 POpulation Problems 12 'Science and Surviva4 Each curriculum unit, which will require three weeks of class time, will be multidisciplinary in nature and will be structured around student - centered activities. One off-campus field trip will be in luded in each unit for grades 4, 5, 6, and 10. Each curriculum unit will inclu e the following components: (a) an overview of the unit, (b) the major concep s in the unit, (c) the behavioral objectives foi the unit, (d) a daily sedule for the unit, (e) lesson plans for classroom activities and field trip (if applicable), (f). pre-test for unit, and (g) student and teacher evaluation of the unit. .The evaluation activities included in each unit are a very important part.of the overall project design. The project objectives for the student .activitias ate: (1) The students will increase their knowledge about the environment and its problems. As a minimum gain, it is expected that the' mean post test score will be 25.percent greater than the mean pre- test score. (2) The students will respond positively to he Environmental Education Program. On the evaluation questionnair that are given to the students after they have studied each uni , 70 percent of the responses will be in the favorable catego 4 1 00003 TEACP1',V S caw. FAVIRONMEITAL EDUCATION SOCIOLOGY 1 "r7yreLATrT P".OBLEY"! 1 4 LITTLg ROCK SCPOOL DISTRICT ENVIP.07 fEITTAL ENTCATInl: PROJECT ESEA 1974775 2 - -96004 0 TABLE OF Q.171T,LITS Overview of Unit page 4 :"ajor Concepts in Unit Part! 5 Overall Behavioral Objectivesfdr Unit . I -Pag. 6 Schedule for Unit Pag, 7' Activities for the Unit Activity 1. Pre-Test (See pages 56-!160) Page Activity 2 Film. Population and the kilerican Future Page^ o Activity3. Each of Us. A Population ictor . Pages10 - 17 Activity 4 SraceshiR Eare-. 1. Pages 1P? 21t ,Activity 5 T4here Po Tlw Childr.iln Play? P a s 22 - 23 Activity 6 ,e rconory versus EcoloPy .- ragcs 24 ";., 2- Activity 7 T'Yorld rood Crisis . Papes 27 - 29 ,-. Activity Chilc?Y.earinp . Par-,...s.,3O - 432 , . , activity 9 All :.'ur Futute ... ; rage: 33 . 1 , ActivitV",10: Increased Food Supplies . .. Pages 34 -. Activity 11 Illcieased Food Supplies (con't.) . Pages 42 -45 Activity 12' Population StaLilization. I.O17 Close?. Pages 46 52 Activity 13 Peview }'apes. 53 - 55 Lppendix ketivi;y 14 Pre/Post Test P. ,s 5( - 60 Test Answer Sheet, Pag 61 Pre Post Test Am:pier Trey Page (2 Pre Post Test Tally Sheet Page 3 Activity 15' Student Evaluation Pages 4- 65 Student.rvaluation Tally Sheet Pag(g -. Teacher Evaluation Pape (7\, 0 3 - 1' 00605 (vervieu of Unit. The population unit is designed to make the student aware of the growth _of human population and of the implications of increasing population for the well-being of men and nations. The primary functions of this unit are to introduce the student to reasons for population grouth, results of overextended populations, and solutions twovernopulation. Consideration must also be given to political and sociological problems which arise as adjuncts to the questions of population. To these ends, the student will consider and evaluate extant solutiOns . and investigate possEle additional solutions to the present and future effects of this international dilenms. -4 oos96 1Talor_Concepts" inUnit 1. Population changes include ` population declirie, growth, distribution and size. The age structure ofefpopulation isan 'indicator of future pr 7th. 3.: Personal actions can change the size and character ofthe population. a N. 'f 1 A 5 . 00007 Oveiail Behavioral SibjectiVes foi Unit" Cognitive I.' The student mill analyze the continuous population groiTth as measured by . .- interpretationt of charts and graphe. ', . ..) .- 2. The student will identify some of the implications Of changes in population growth on the structures of developed and.developing natiqns as measured by class discussidn, interpretation of charts, maps;statistical data and . _... teacher made tests. 3. The student will iesearch existing solutions to population groith and changes and validate possible solutions for future projections. Affective: The student will value his role as a factor in determining population changes. I t - 6 - 00000 SnheOule-for Unit ' Day Activity . 1 Give Pre-test:.. , Begin Activity 2! 1Tirst.reel .of Population NF, and the American Future Continue Activity.2: Second reel'of Population and the AmeridansFuture Begin Activity 3: tachofps4 A Population Actor .. 3. Continue Activity 3 Begin Activity.4: Spaceship Earth 4 Continue Activity 4 Assign Census Data Group Uork .5 ,.Cbmplete AcEivity, 4 and have studedt group 'present Census Data TYorksheet Activity Mere Do the Children Play? Activity 6 The Economy versus Ecology A 8 'Activity 7! Dimensions of the World Food Crisis Begin Activity,8: Survey: l!arriage and Child Bearing 9 Continue Activit18 10 Activity 9! All Our Future ti Activity 10. Increased,Food Supplies- - Green aevolution 12. Activity'lll Increased Food Supplies- - Food From The Sea Theory 13 Activity 12; Po7ulation Stabilization How Close? a 4i 14'' Activity 13:. Review 15, Activity 141 Post Test Evaluation 4 - 7 00009 TEACHER'S GUIDE ACTIVITY 1! Pre-Test , Time e uired: 15 period (fist half of day1)- Purpose: Ta.test the student's nresent knowledge concerning the material to be covered in the unit. raterials Ueeded: 1, Pre-Test!.- , 2. Pre-Tek answer sheet. 3. Pre-Test/post test tally sheet. 4. Population and the American Future Booklet. Procedure; 1, Distribute answer sheet and instruct students to write on the - answer sheets and not- thetest. 2. DIstribute-test. 3. Allow 15 minutes for test. ( 4. Collect testsand answer sheets. 5. Record correct score on tally sheets. 6. Assign the booklet Population and the American Future. I - -s TEACHER'S GUIIIE ACTIVITY 21 Population and the American Future.' Time Required: 1' period (Test halt of. day 1 and first half of day 2) Purpose: . To vie.' the film and to explore population trends and their possible "effectson the future. Behavioral-Objectives: ; 1. The student will be able to identify and disciiss INcy population, changes in the United States affect the indiltidual and society as measured ty his participation in class discussion. i, 2. After viing the film the student will be able to list thRee to six co ission recommendations. Naterialc Needed: . y 'Film: Population and the.American Future Background InfOrmatio*n: This film is based on the official report of the Commission on Population Growth and the American 'uture, which vas established by Congress and appointed by President Axon in Larch 1:70. The Commissioners
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