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Ecology, Grade 7 DOCUMENT RESUME ED C'81 610 SE 016 627 TITLE Teacher's Guide, Ecology, Grade 7. INSTITUTION Yadkin Valley Economic Development District, Inc., Walnut Cove, N.C. SPONS AGENCY Office of Education (DREW), Washington, E.C. Office of Environmental Education. PUB DATE [72) NOTE 149p. EDFS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Curriculum Development; *Ecology; Environmental Education; Grade 7; Instructional Materials; *Investigations; Learning Activities; Natural Resources; *Secondary School Science; *Student Projects; *Teaching Guides; Unit Plan ABSTRACT This teacher's guide has been constructed to assist in developing and implementing a life science course with an environment/ecological unit for Grade 7. Designed primarily for use with other science units, it offers numerous multidisciplinary activities which emphasize involvement in problem-solving through open-ended investigation rather than problem-doing only. Activity ideas range from making a tin can barometer, conducting a plot study, and collecting insects and flowers from grassy fields to the study of food chains, natural areas, and golden rod galls; from tree measurement, soil study, and ecology and natural resources projects to an examination of eutrophication, community relationships, and . pollution. Resource material compiled in the final section gives an annotated film list, a bibliography of books, and sources for free and inexpensive materials oriented to the seventh grade level. Related documents are Sc 016 626 and SE 016 628. (BL) S 1/1 0:041..9 S101 .41 I4 I 01.1(1fON * r,,Jf S41,0%41 ,S)1,701/ 111 0 C. 1 , IIIIIIIIIIIIiiiililliliillin11111111111111OlniiiiiiilinEiliiiiiiiiiiiiiiiiiiillinifillia-f .-_,- L-,- _---7-.- -._.----. TEACHER'S GUIDE -,-__ ECOLOGY E_-_- .__ GRADE 7 MilliiiiliiiiiiiiiiiiiiillEnni11111101111111111111111111111111111111111111MIIIIIMIIIIIIRMili ' N FILMED FROM BEST AVAILABLE COPY This project was made possible by: A grant from the U.S. Office of Education (Environmental EducationSection) To: Yadkin Valley Economic Development District, Inc. 1971-1972. Stokes County Community Action Program P.O. Box 417 Walnut Cove, North Carolina 27052 e ,.Ma y bie lusta e-agsquirrel to but remember,1 ,hev.el drink thesame L;vateri. and breathe the same air !..h111 thatyoudo.". i\I tl; ',I ,1 II lr 1.1'I. (.'''.)11/4-. ,ICk i I 1 . , 1 -:-...--.:-......._ .,,,.. .....;t.. .,.. -- I)i.:,.. .fi.1.1 ;';,' , ,1 'I i iI ' ;./ 5 4, ,,,, r; \. 1 i.il'A. "I'..). 1' it., .. ,., ,,',4;.:'f,,;;,..., 1 ..""--- '; ...11', -,', It,'i: , t,I - --- ..c ,.. .1, t -- )-- , .-I. ., ...... .; ji --k.-,. ...............,.,...e --.7:1,;:.t-''.......,. '..", / - --, -- i .-'1 '..)'..l'. 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Involvement should be stressed for motivation of the student. The importance of the "Why is it here?" not necessarily the "What is it?" should reoccur through our teaching. The following guidelines may be considered as this ecology unit is taught: 1.At least two hours per week for ecology. 2.Teach where the action is -- outside the classroom as often as possible. 3.Expose children to school grounds to appreciate and take pride in their school community. 4.Enlist the aid of the PTA to secure resource people who have an interest in this area (not necessarily experts). 5.The importance and need for many field trips to observe, contrast, and compare similar and different natural communities. 6.Teach students to return living things to their natural habitat once they have been observed. 7.It is hoped that this ecology program will be used as the basic unit with the other science units (matter and energy, machines) 'Placed where the classroom teacher feels they are best related. After this material has been used in this way, a decision can be made as to how much of the year's work should be devoted to ecology. ENVIRONMENTAL/ECOLOGICAL EDUCATION PROJECT - Purpose: To develop and implement the Life Science Courses of the fourth, seventh, and tenth grades with an Environmental/ Ecological unit that will stimulate an on-coming generation which is aware of environmental relationships and processes, can understand how to solve environmental problems that arise, and is motivated to work toward their solution. II - Needs For Which Project Was Written: A. The Yadkin Valley area is basically rural, therefore, close and prompt attention is needed to prevent further ecological decay by ignorant practices and insufficient preventive protection and awareness. B. Enroaching urbanity and industriali- zation is laying waste upon the remnants of our natural environments. C. Inadequate coordination and communica- tion greatly hinders present detached efforts being exerted toward environmental education, protection, and remediation. D. Believing that it will be the on-coming generation that will act more positively and promptly; greater and more concise curricula must be developed and implemented in area schools that will provide avenues for immediate remediation, studies, and action. E. Airailability of existing institutions of higher learning, State Parks, campgrounds, and lake construction activities lend to the possibility of bringing these factors in harmony and cooperative efforts of positive action. 2 F. Efforts to undertake local studies of environment/ecological problems that could be transferred to a possible Ecological Center for further review and rernediation. (Camp Vade Mecum.) III Objectives: I. To focus efforts in Stokes County, which is the most rural county, yet where there is a State Park, several summer camps, potential site of an Ecological Center and a power company building a lake. Limited activities will be undertaken in the other three counties, but it is de- sired that replication would be in the next year if funds are available or can b fostered. 2. To allow students to do in-depth sr 3S of environmental problems and be .1 to present findings at science fa' conferences, etc. 3. To allow students to have on-site field trips to gather first hand observation and data. 4. To fully acquaint all citizens of the county, through students and clubs, of the availability and proper,utilization of the recently adopted Sanitary Landfill Systems. 5. To utilize the services of various community and civic groups to establish Action Committees and become involved in project activities. 3 The following general objectives for Environmental Education in North Carolina have been set forth: 1. To obtain a clear understanding that man is in a symbiotic relationship with his environment. 2. To obtain a broad understanding of the interrelations among ecosystems and natural resources. 3. To develop an understanding of man's environmental problems and the decision- making skills to cope with them. 4. To develop attitudes which will foster involvement by youth in combating environmental problems. * *p.4. Teachers Guide for Environmental Education. 4 ENVIRONMENTAL EDUCATION: THE "HOW" In planning and organizing classroom and school activities in environmental education it is imperative that educators be aware of the many new developments and changes in science teaching. These include current trends, guide- lines for quality teaching, and ways of organizing class- room learning experiences. TRENDS There have been, in recent years, several prominent changes in science teaching which today could be thought of as emerging trends. Emphasis on the "Why" of Science In years past, the emphasis in science teaching was placed upon the "what" or factual knowledge of science. Educators have, however, in recent years, redirected the idea of facts as the foci of education.There were many reasons for this new orientation. Primary among them, however,
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