And Others Environment

DOCUMENT RESUME

ED 063 989 RC 006 197

AUTHOR Lundstrom, Donald; And Others TITLE Environment--A Way of Teaching (Grades K-12). INSTITUTION Alameda County ScLool Dept., Hayward, Calif. PUB DATE 71 NOTE 99p- AVAILABLE FROMCurriculum Library, Alameda County School Department, 224 West Winton Ave., Hayward, Calif. 94544 ($2.50)

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Activity Learning; Agencies; Conservation Education; *Curriculum Guides; Fcology; Educational Legislation; Enrichment Activities; *Environmental Education; Librar,7 Materials; Mental Health; *Outdoor Education; PhysicIl Education; *Resource Materials; *Teaching Methods IDENTIFIERS California

ABSTRACT Resource information and ideas for curriculum programs related to thestudy of the environment are presented in tnis resource guile for elementary and secondary teachers.Activities in the oitioors ani action programsrepresentative of recent district and county activities in Alameda County, California, arediscussed. A list of resources, agencies, organizations, and programs,and a bibliography ot library materials are also provided. Theappendices include (I)the california State Education Code and (2)Federal and state laws anJ regulations pertaining to theenvironment. (NQ) 4 1

U S. DEPARTMENT OF HEALTH. _ EDUCATION & WELFARE OFFICE OF CC/LIGATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFI( IAL OFFICE OF EDU CATION POSITION CR POLICY

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LB. Sharp

ENVIRONMENT A WAY OF TEACHING

Grades K-12

Approved by The Alameda County Board of Education William P. Burke, President m114.. A Anthony Bilotti , Vice-President Mrs. Virginia M. Birdsall 5:- , Robert E. Clayworth John J. Hagerty Ronald J. Motta Lee S. Simpson I ll

Published by the Alameda County School Department on tt-1recommendation of the Alameda County Schools Publications Review Board

ROCK LA FLECHE Superintendent of Schools of Alameda County 224 West Winton Avenue Hayward, California 94544

1971 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY_Mameda County School Dept., Roger J. Schulte TOorAND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH ME U.S. OFFICE Of EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER."

ACKNOWLEDGMENTS The publicatioli was coordinated and sectionsprepared by Donald Lundstrom, Coordinator of Science Education, Alameda County School Department. The section on Activities in the Outdoors was prepared by Dr. Esther Rai lion, Associate Professor of Education, CaPfornia State College, Hayward. The section on Resource Agencies, Organizations, and Programs was prepared by Miss Mary Jefferds, Director, Bay Area Educational Services, National Audubon Society. Assistance in supplying printed material,photographs, and editing copy was given by the following: Alameda County Library Curtis Jones, Emery Unified School District Robert Alpert, Cornell School, Albany Unified School District William Lavin, Castro Valley Unified School District Joshua Barkin, Tilden Regional Park, East Bay Regional Park District Spencer Lewis., Fremont Unified School District Mrs. Madeline Bartch, Alameda County School Department Mrs. Neena Lyon, Emery Unified School District Ellis Blevins, Alameda County School Department JJtin Mann, Sunol Glen School District Mrs. Lucile Borad, Hayward Unified School District Mrs. Marie Mollath, San Leandro Unified School District Daniel Brown, Bidwell School, Hayward Unified School District Lou Mozzini, Alameda County School Department Dr. Fred Buerstatte, Hayward High School Hayward Unified School District Christian Nelson, East Bay Regional Palk District Robert I3urks, Redwood School, Castro Valley Unified School District awrence Reinecke, Dr. Mary Du Fort, Alameda County School Department Alameda County Srhool Department Neil Evans, Mission San Jose High School, Anthony Rinaldi. Fremont Unified School District Berkeley Unified Schjoi District Mrs. Marjorie Galvin, Redwood Intermediate School, Castro Valley Unified School Rudoiph Schafer, District California State Department of Education Mrs. Martha Glessing, Mrs. Irene Schulte, Clifton School, Berkeley Unified School District Castro Valley Unified School District Wesley Gordon, Jon Slezak, San Lorenzo Unified School District Murray Elementary School Distric1 Or le Jackson, Alameda County School Department Gerald Jensen, Burbank School, Hayward Unified School District

Most of the photographs were taken by Peter Bailey, PEItographer, Alameda County S.1,:ioo1 Department. Additional photographs were supplied by school districts and other sources. Design and layout by John O'Lague, Supervisor of Publications, Alameda County School Department.

FOREWORD The Alameda County School Department is in- debted to the consultants and many school district Alliezi...Lat.lirit personnel who provided ideas, printed material mnd _1 photographs for this resource guide for elementary and secondary teachers throughout Alameda County. The guide was recommended for publication by the Alameda Courty Schools Publications Review Board. School district representatives on the Board exchange information on needs and plans for curriculum publications so that every school district in Alameda County can have immediate access to them. This publication for grades K-12 has been pro- duced in response to a need for resource information and ideas for curriculum progams related to the study of the environment. Itis hoped that it will facilitate the development and improvement of such programs.

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Introduction 3 State Conservation Report Wiys of Teaching 8 A...tion Programs 10 EnvironmentalLearningExperiencesfor Elementary School Teachers 11 Instructional Objectives of the EPDA Project 18 Outdoor Education Project 19 District Outdoor Education Program 20 Outdoor Classroom Areas 21 jse of the School Grounds 23 Day Field Excursions 24 Rident Outdoor Schools 26 Special Programs 29 Activities in the Outdoors 35 On Collecting 36 Art in the Outdoors 37 Language Arts in the Outdoors 41 Mathematics in 'the Outdoors 46 Music in the Outdoors 49 Physical and Mental Health in the Outdoors 52 Physical Education in the Outdoors 55 Science in the Outdoors 58 Social Science in the Outdoors 64 Resources, Agencies, Organizations, and Programs 68 Government Agencies 68 ConservationEnvironment Citizen Groups 72 Educational Action Sources 77 Professional Groups 80 Reference Tools 81 Materials from Industry 84 Library Materials 86 Ecology and Nature 86 Pollution and Destruction of Our Environment 90 !tt. Environmental Learning Experiences and Programs 92 : Library Materials Available for Students 94 ; Appendix AState Education Code 95 , Appendix BFederal and State Laws and Regulations .96

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Thoreau he declining quality of our environment is one of the most critical problems that confront us. Improv- ing and changing programs related to the study of the environment is one of our greatest needs. Environment A Way of Teaching suggests that we embrace environmental education as a fundamental aspect of the overall curriculum. A high priorityis placed on the ways of teaching, the processes of inquiry and problem solving. Information and ideas gained from such sources as action programs, activities in the outdoors, library materials, and resource agencies, organize! ons and programs are used to teach through the environment, usingthe communityasasource of learning experiences. New experiences are selected to involve students in the critical analysis of, among other things, the social values and interactions that underlie environmental degradation. There are opportunities to conduct open-ended inquiries into the specific problems ofan actual community. Enviromnental learning must involve all aspects of the environment, the physical and chemical, the biological and the social. Its success will be measured in terms of its ability to moderate society's impact on the environment and to bring changes in human behavior. octoc oxcertsfrom

CONSERVATION We define conservation as the rational use of the physical environment to promote the highest quality of living. This definition encompasses the major human concerns of this generation: the destruction of amenities; blight in our cities; pollution of our land and landscap, our air and water; loss of physical and mental health. These concerns of conservation immediately involve persons of all ages because they are the vital elements of homes, neighborhoods, cities and country- sides. Conservation and conservation education apply to the total environment with man himself as the subject. People must come to realize that dirty rivers, polluted air and an unkempt landscape need not be the price we pay for industrial progress and economic growth. This definition places man under a moral obligadon to understand the world in which he lives and to protect, enhance and make the highest use of the land and resources he holds in trust for future generations. In view of the importance in which the Committee holds the human resource, we believe that the primary goal of conservation education should be the creation of an environment in which the individual can make the highest and wisest use of his talents and potentialities. Educationis charged with the primary responsibility for developing this human resource. It is our conviction that the proper utilization of resources will secure for man the following benefits: A sufficiency of products to make his life useful and self-satisfying. These products enable man to fulfill his needs in respect to food, shelter, transportation, communication and other necessities and comforts of life. An environment the quality of which will inspire the highest and wisest develcpment of his potentialities without subjecting him to the hazards of water contamination, air pollution, excessive noise, urban crowding and other such consequences of poor resource development and utilization. An aesthetically pleasing environment in which natural 8 41/5 and inan-rnade beauty, historical and recreationalresources are electorate that will dedicate its efforts to healing WO N,:.1111/4= available to all. land, protecting our greai natural beauty, enhancing and The assurance that these benefits will be available to those preserving the amenit, of neighborhoods and building hal,inc;- who will live on earth after us. and beauty into the cities of the future. The Committee realizes that such a philosophy involves Massive educational programs fort eachcra n d students. careful planning and orderly development. We do not have all equal in weight to the present and protected assault on orn the answers, but we need now to use the knowledge we have resourct:s and the quality ot our environment, is the pui pose to plan for a future based on an understanding that allows for of this repott. There is littk time remaining to sohe tlie\c harmonious living with nature. This planning and our survival problems. This Committee sees no miracle panacea nor can only be achieved thrc ugh education at all levels from technological breakthrough on the horizon. An informed kindergarten to retirement. The ecological principles on which public working for the common environmental good through man's future depends must be understood by all professions, its democratic institutions, while there is yet time, can be the bypublicandprivateresource management people, by only answer. Our society, our governmental structure, our politicians and employees. environment, our community values and ambitions are only as Such a philosophy of development and planning for highest good as we, the member:- of that society, choose to make them. and wisest use implies that there are choices to be made. Who From Section II, Basic Philosorhy and Dclinition Of Terms is to make these choices? We feel that all citizens should be given the opportunity to participate in this decision-making THE SCHOOL PROGRAM process. This calls for an electorate informed on the issues and working through government and other social institutions to General Considerations insure that the wisest possible decisions are made. The basic goal of any conservation education program should be the development in students of all understanding of their environment and a feeling of personal responsibility for CONSERVATION EDUCATION maintaining its quality. Unfortunately, people often speak of We define conservation educationas the means of achieving conservation as something others should be doing, when really an educational philosophy that will help each student develop itis sonlething everyone must practice if we are to continue ahealthyattitudeof personal responsibility toward his living on earth with ally degree of health and comfort. environment and its resources, and to provide him with the One of the shortcomings of past conservation education concepts, the knowledge andskills needed to contribute programs was that the emphasis was placed on resources and validly to the decision-making processon issues involving the problems far removed from the student. The farmer caring for environment and its resources. In all grade levels, environ- his soil, the forester carefully managing the foiest were, and mental facts should be taught as they relate to each other,not stillare, important concepts to which children must be as isolated bits of information. Children should become aware exposed, but what of the student's immediate environment of the interrelated nature of living processes. Conservation is and his personal relationship to it? not an isolated subject and, therefore, cannot be dealt with in For more than 90 per cent of all :-..itifornians, "immediate a vacuum. It deals with the scientific and long-term manage- environment" means an urban area. THs, to be truly relevant ment of biological systems for human benefit. Conservation to the majority of our citizens, a study of conservation must education requires understanding of all environmental and include consideration of urban as well as rural ecology. As socio-economic systems and their relationships. Forestman- children develop, their interests and awarenesses grow from agement and related land use, for example, can then be placed the immediate environment of the bassi77: to the home, the on a sound and enduring basis so that man can both use and community. the state, the nation, the world, and finally, the retain his rich heritage of natural resources. universe. A child's conservation conscience should likewise The Committee recognizes that the enlightenedconserva- develop as a part of this ever-expanding sphere of interest and tion conscience we are seeking to developcannot be created knowledge. He should be shown each step of the way how he by a single course offering, butmust be developed progressive- personally relates to his own environment so that he might ly throughout the entire school experience.State law now learn to put his own ecological house in order before going requires conservation instruction in gradesone through twelve. forth to save the universe. We would furthersuggest that an understanding of the Another shortcoming of past conservation education pro- interrelationships of nature be included in pre-school and grams was the all too common practice of studying resources Headstart programs whenever possible. It is also important as if they existed separately. For example, soil, water, animals that conservation instruction be carriedon in vocational and plants were studied as if each existed in a vacuum. Seldom training schools and colleges. Although the major subjectareas did earlier conservation studies deal with the interrelationships in which conservation concepts would be stressed wouldbe of resources or with the interdependencies between man and the natural and social sciences, the possibilities forintegration the resources. If children are to develop adequate conservation into other subject areas should be fully exploited. consciences, their knowledge about the world must include This discussion of conservation educationpresupposes an awareness and understanding of ecological relationships and informed teacher. The committee recognizesone of the the effect of human activities upon these relationships. greatest problems in the field of conservation education today The Committee recognizes that conservation is bas':ally a is the teacher who has littleor no knowledge of the field. social concept. Decisions regarding man's use of the environ- Therefore, we consider preservice and inservice trainingto be ment must Ix: based on economic feasibility, social accept- the cornerstone of any effort to upgrade conservation educa- ability and ?olitical reality. The findings of the so-called pure tion. sciences provide needed information and knowledge about the The recommendations made here look forward toan world, but decisions concerning actions to protect, utilize and 6 preserve die environment and its resources are a function of ietyand mustbe studiedinthe social sciences and humanitie, curriculum. Because of the Iwssibility of contro- DEVELOPMENT OF THE LOCAL PROGRAM v ,y in dealing with stxial and political matters, extreme care should he used in developing conservation education programs A good school program in conservation must be integrated to avoid the danger of making the classroom a "soap box" for in all appropriate subject areas in the curriculum at all grade in\ tun. point oi view. levels. The sciences can provide factual knowledge to help the ln general, then, school programs must provide conserva- pupil understand the complexities of the natural world while tion experiences in many subject areas throughout the entire the social sciences can provide the means to understand the school curriculum and in every grade level. We would hope political, socialand economic aspects of conservation. A that each graduating student will have a thorough grounding in study of the social sciences also helps the pupil understand the basic ecology, resource technology Lznd the social sciences as craticprocesses through which individuals can work theyrelateto resource and environmental problems upon togtmer topreserve and enhance their environment. An which to base a personal conservation ethic. These experiences excellent curriculum must integrate the ideas and concepts must deal with the environment in an integrated way and must from the various subject areas in such a way as to help each be as relevant to modern urban dwellers as to rural students. pupil fully understand and appreciate man's interrelationships Varied programs to meet the needs of a varied population and dependence on the material world. Other curricular areas musthedesigned. Of particularsignificanceina good such as practical4rts, mathematic.and language arts offer ,.:onservationeducation program isthe utilization of the conservation teaching possibilities. L: particular, the humani- environment outside the classroom. Such experience need not ties should be utilized to sharpen the child's natural awareness alw:ys be of an extended "field or study trip" nature to be of for beauty so that he may seek to preserve and perhaps create value. Neighborhood nature study walks and short trips to beauty in the natural and urban environments. stud,- a local conservation problem such as a polluted stream, a In addition to theinclusion of corservation concepts badly eroded hillside, a smoking factory or an area of urban throughout the regular school program, a special course at the blightcan be most effective. Good examples of wise-use secondary level to tieall of the various concepts together resource development and management should also be sought should be required for all students. out and studied. Concepts and knowledge from a groat variety of subject An extended outdoor study experience can also be a very areas should be utilized in developing conservation eduetion effectivepartof a total cons,n-vation education program, units, guides and other teaching material. The State Dt.part- particularly when it is closely related to the ongoing classroom ment of Education, colleges and universities, county and activities. Such an outdoor program, among other benefits, district personnel should provide the expertise required to provides children with an ecological base-line or point of developsuch materials. A good program should include reference which they will find necessary in evaluating the instruction about thebasic principles and techniques of variousenvironments which man has modified. Resident resource management and environmental control which will outdoor schools and other field study experiences should enable people to initiate and support wise environmental ideally include study of mountain, seashore, desert, agricul- management activities. A close working relationship between tural and urban environments. Existing programs of this type educators and persons in positions of responsibility in resource should be expanded and new ones encouraged with financial utilization and management is essential in devising educational assistance from the State. A natural study area ona local programs -to secure these understandings. school sitecan be a most effective conservation teaching From Section III, The School Program device. A number of school districts are establishing suchareas and it is hoped tinit this trend will continue. Ideally, suchareas should be included in the master architectural and landscaping ENVIRONMENT plan of a school. Selected References Finq Ily, an effort must be made to enable children to Buchsbauni, Ralph and Mildred. Basic Ecology. The Boxwood practice conservation throughout the entire educational pro- Press, Pittsburgh, Pennsylvania, 1957. cess. The most elaborate and expensive program imaginable is Commoner, Barry. Science and Survival. Viking Press, Inc., valueless unlessitcreates the desired behavior patterns in New York, 1966. children. Some suggestions to build such behavior patterns are: DeBell,Garrett: Editor. The Environmental Handbook. Encourage children not to wast, food, supplies or other Ballantine Books, Inc., New York, 1970. materials. Dreisbach, Robert H. Handbook of the San Francisco Bay Encourage children to help keep their immediate environ- Region. Eniironment Studies, Stanford, 1969. ment (school, home, neighborhood) clean, neat and att-active. Farb, Peter. Ecology. Life Nature Library, Time, Inc., New Help students to discover if they might be asource of York, 1963. environmental pollution. If so, discuss remedies. Howell, Ruth. Crack in the Pavement. Atheneum Publishers, Encourage student org3nizations to participate in local New York, 1970. environmental improvement or conservation programs. League Voters of the Bay Area. Do You Know Encourage studentsto contact industry, government You, :I? Sunnyvale, California, 1.970. agencies and private conservation organizations for informa- Odum. :!P -`cology. Holt, Rinehart and Winston, Inc., tion on specific conservation problems. Nework, Encourage high school or junior college science students Smith, Arthur C. hi troduction to the Natural History of the to act as guides for nature study field trips for elementary San Francisco Bay Region. University of California Press, students. 10Berkeley, 1959. 7 DISCOVERY APPROACH Students :,houldexperiencefirsthandactivitiesin the outdoors related to a variety of subject areas. Teachers should ask focus questions to help children discuss their experlmces in order to assimilate and organize their conceptual structure. As an outcome, the learner will be able to state a concept derived from his own active observation of data. He will further be able to generalize about relationships among these concepts.

SCIENTIFIC METHODS OF INQUIRY The learneris abie to draw his own learnings from experience. The learner is able to realize that each discipline suchas science, mathematics, geography, sociology or anthropology is more than a body of facts. It is a structured and directed way of asking and answering questions. The process disciplines the form of human curiosity. The learner is willing to question the claims of authority. The learner is able to recognize a problem, use sources of reliabk information, observe objectively, compare phenomena, understand systems of classifications, measure, experiment, evaluate evidence and draw conclusions. The learner.analyzes the spread of the learning situation by identifying the objects, their properties, conditions and events; determining therelevanceof these variables; and OBJECTIVES hypothesizing about what he has observel. There isa vital need tor an educational approach that The inquiry method relates to many curriculum areas, effectively educates inqn regarding his relationship to the total i.e., discovery techniques to social studies, communication to environment.Environmental education is aimed at producing a language arts, measurement to mathematics. citizenry that is knowledgeable concerning the bio-physical PROCESS OF TEACHING environment and its associated problems, aware of how to help solve these problems, and motivated to work toward their The process of teaching about the biophysical environment solution. Its major objectives are to help individuals acquire: and its associated problems, and developing an awareness and A clear understanding that man is an inseparable part of a motivation to help solve these problems can involve certain systemconsistingof man, culture,and the biophysical process elements. A program of instruction in environmental environment, and that man has the ability to aiter the education should develop at the appropriate grade level the interrelationships of this system. student's ability to observe, compare, classify, investigate, A broad understanding of the biophysical environment, sample, generalize, define, communicate, valueinferand both natural and man-made, and its role in contemporary decide. society. Observe A fundamental understanding of the biophysical environ- Involve all senses: being able to hear, feel, taste, mental problems confronting man, how these problems can be smell. solved, and the responsibility of citizens and government to Sharpen perception through instruction in the use of work toward their solution. clearly defined concepts that improve the student's ability to Attitudes of concern for the quality of the biophysical observe. Remember each observer brings a background of environment which will motivate citizens to participate in experience and meaning that influences what he perceives. problem solving. Include any relevant facts and features of any objects, Objectives from "The Concept of Environmental Education," events, phenomena or behavioral patterns that are being Environmental Education, Fall, 1969, pp. 30-31. observed. 8 11 Use tools and instruments that heighten acuity and detected or measured. In the studies of man a definition given extend obsei-vational power: microscopes, recorders, detectors, in terms of observed behaviors is similar to an operational telescopes, meters. analyzers. definition in the sciences. A definition may also be sharpened Compare and refined to improve its usefulness for future piocesses of Note similarities,differences of any objects, events, inquiry. phenomena or behavioral patterns. Communicate Make sensory comparisons. Use all the communication skills and devices to convey Measure, using appropriate instruments such as rulers, information and ideas to others: listening, speaking, reading, scales, balances, meters and timeis. Comparisonscan be made writing, and pictorial representation. of relative position, length, weight, capacity and quantity. Develop precision in communication by real or abstract Analyze identities and contrasts. means. Use maps, diagrams, graphs, tables, formulas and Make prolonged comparison of observed events with mathematical notations, still pictures and movies. one's own experience. Use the most appropriate means for the information to Classify be communicated. Involve sequencing, oldering and grouping. Learn to translate from one communication means or Put similarities together in categories. This creates order language to another. and meaning in an otherwise chaotic confusion of sensory Value impressions. Identify, examine and refine the relevant values that Create constructed classes of objects, events, phenomena relatetothe problem or question. This may involve a or behavioral patterns. redefinition of the problem. Most classifications are contrived by man as scientific Examine the relevant values as they relate to each other tools: taxonomies, grt -,ings, tables, coding, keys, sets. and to the inimstigator's value system as a whole. Extend and shaieen a class that is aiready perceived and Seek alternatives on the basis of alternative values to be being used. rJalized. Examine their effect upon the value systems of the Investigate individual, group or society. Use firsthand experience as an essential element. Investi- Establish priorities among the alternatives which exist. gation is searching and inquiring in order to ascertain facts. It Infer involves a detaled and careful examination of things observed. Derive meaning from indirect evidence. Stress many different sources of information, Combine reasoning with observation and investigation to Teach techniques of investigation in many subject areas, make intelligent guesses from clues. Facts can be assumed for Involve the application of reasoning, interpreting, associ- informational purposes. ating and seeing relationships of the subject being studied. Avoid over-generalization. This may occur when an Encourage self-directed action motivated by interest and observertriesto apply a concept or generalization to a curiosity. phenomena which is dissimilar from the one he has previously Sam ple examined. Collect sufficient data to serve as a representative sample of a whole. Decide Use a part for purposes of investigating and comparing Come to a conclusion. the properties, quality or character ofany objects, events, Examine the alternate decisions winch are possible, using phenomena or behavioral patterns. the information and values being considered. Become familiar with and use a variety of sampling Arrive at a rational choice or solution whose projected techniques. consequences, as judged by the relevant information, are most consistent with the relevant values. Generalize Interpret data. Generate and test hypotheses. A hypothesis isan idea not yet proved (or disproved) by any combination of known facts. Formulate experimental hypotheses. Formulate and test models. A model visualizessome- thing that cannot be seen in order to deal with it effectively. Control and manipulate variables (conditions). Wecan isolate the experimental factor by comparisonor involve no controls at all by relying on counting, :neasuringor direct observationto determine the effects of the experimental factors. Make predictions. This need not involve the cause-and- effect relationships often expressed in a well-stated hypothesis. Define Formulate one or more precise statements of meaning. Inthe definitionitself thescientistcarefullystates the operations by which the thing defined may be identified,

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a. Project, Environmental Learning Experiences for Elementary School Teachers: a district outdoor education program; outdoor classroom areas; use of the school grounds; day field excursions; outdoor resident schools; and special programs and activities. ENVIRONMENTAL LEARNING EXPERIENCES 4. FOR ELEMENTARY SCHOOL TEACHERS During the fall and early spring of 1969-70,210 elementary schoolteachersin Alameda and Contra Costa Counties attended workshops in environmental education. The 14 one-week workshops were held with 15 participants each week .0001 at five park sites of the East Bay Regional Park District - Tilden, Sunol Valley, Coyote Hills, Alameda Beachand Briones. Participants learned how to use the outdoors as an integral part of the elementary school curriculum. They were introduced to these unique park areas as model extended classrooms, exploring the available teaching resources, and applying these experiences to other natural areas. Special emphasis was on the environmental features and problems of the San Francisco Bay Area. Teachers from 31 school districts in the two counties were involved in the workshops. Dr. Esther Railton, Associate Professor of Education, California State College, Hayward, was the course instructor. Naturalists from the East Bay Regional Park District were used each day as resource instructors. They included Joshua Barkin, Dick Angel, Joanne Dean, Ron Russo 7%. and Tim Gordon. The project was supported by a grant..om the United irl" ;tit- you States Office of Education under the Education Professions Development Act (EPDA). It was a cooperative proposal of the Alameda County School Department, the Contra Costa County Department of Education, the East Bay Regional Park DistrictandCaliforniaState College, Hayward. Donald Lundstrom, Science Coordinator, Alameda County, was di- rectorof theproject.Dr. William Landis, Science and Mathematics Coordinator, Contra Costa County, was associate director. Specific Objectives To become aware of the outdoor natural areas of Alameda and Contra Costa Counties (East Bay) in the San Francisco Bay Area as model extended classrooms, exploring all of the teaching resources of the public areas and applying the experiences to other natural areas. To recognize environmental problems of the San Frail- cisco Bay Area to which children can be introduced and to identify the means available to citizens to do something constructive about these problems. To identify the factors in the outdoors which can be used to enrich the curriculum of the elementary schools (K-8). To identify the examples from and applications to the 4444 44444,. t pupils' environment which can vitalize the classroom teaching technique. To compare and relate the outdlor and indoor instruction in environmental education. To identify the excursion procedures for different types of outdoor instruction. To recognize desirable health and safety procedures.

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CHARLES LEE TILDEN REGIONAL PARK 2,065 acres, located behind Berkeley, Alameda and Contra Costa Counties. Tilden Park is the oldest, most developed, and most used of the regional parks. Tilden is a contrived environment in many respects: it includes a nature area, litJe FIRST DAY farm, museum, the Botanic Garden of Native California Plants. The outstanding natural features are Lake Anza, Jewel Lake and Wildcat Peak. Daily Schedule: 8:30 a.m.Browse,examinecurriculum materials, get acquainted 9:00 Make name pins Orientation - goals, expectations Introduction of staff, guests, participants Distribute materials Register for course - assignments Song session - poems, introduction to Tilden Park Committees for Friday cookout 10:00 Place shadow stick 100-inchdiscoveryhikeusing senses Weather station Nature back pack -exploratory session 11:00 Evaluate morning in terms of application to curriculum 11:30 Lunch 12:30 p.m. Use of puppets - skits Use of shadow stick - sun dial Reading compass - following compass course Use of relief maps Exploratory walk to Jewel Lake using compass Reading bird key - tree key 2:30 Evaluation Stress health and safety outdoors - ,v40)14.**.m.; Plans for second day

13 16 SUNOL VALLEY REGIONAL PARK 3,870acres,locatedinsouthernAlameda County. Sunol Park is a rural-open environment which has changed little since the days of the Spanish dons. Through the years the area remain- SECO\DDA\11 ed private ranch land until purchased by the park district. Outstanding natural features are Alame- da Creek, steep grassy hills, groves of wild oak, 1 I I I I I I I I h Flag Hill and McGuire Peak. .ktif Daily Schedule: 8:30 a.m. Browse,examinecurriculum materials

I 9:00 Songs, introduction to Sunol Park Make adobe $mck Introductory excursion Self-discovery trail 11:00 Environmental techniques-dis- ) , covery and inquiry . Problem solving through direct ex- od I4t1, I, 4 r perience 1 - Environmental problems of range VI 'AA MT "-' land , t, 0°Si1'4:1 '. 011! 4',A1.10., . ..A 11:30 Lunch r Individual pursuits visiting educational displays 12:30 p.m. Game Making and using a transit 44; ..24;r,si Measuring stream flow Studying stream ecology 2 :30 Curriculum review Plans for third day

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14 17 COYOTE HILLS REGIONAL PARK 1,000 acres, located adjacent to the San Francis- co Bay in Fremont, Alameda County. Much of the uniqueness of Coyote Hills Regional Park is due to the diversity of resources available. The large marsh offers a chance to observe a variety THIRD DAY of wildlife in a natural situation. Many creatures, both large and small, can easily be seen. Coyote Hills also offers a unique opportunity to visualize howtheBay andsurroundingmountain ranges were formed millions of years ago. From the tops of these lonely peaks, one can overlook the world he knows as the Bay Area and get a bird's eye view of his environment. Other outstanding features are the Indian Mounds and Stanford Research Institute facility. Daily Schedule: 9:00 a.m.Songs, introduction to Coyote Hills Exploratory excursion-5-senses hike Color in nature Marsh ecology, hill ecology 4411; Vista of bay 4,7Z) Bay Area environmental problems - /I bay fill Creative writing outdoors vocab- 441. ulary, poetry, vista point stories Children's literature about the outdoors 11: 45 Lunch Stanford Research Institute facility 1:00 o.m. Indians of area Indian game stalking game Trip to Indiasi mounds 2:30 Curriculum review -social science community and culture study Plans for fourth day

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ALAMEDA MEMORIAL STATE AND RE- GIONAL BEACHES 155 acres, located on the San Francisco Bay in Alameda, Alameda County. This park has several habitats to explore: a bay rocky shore, a mud flat, a sand flat, and, intermittently, a brackish vernal pond. It also has an interesting historical background. It offers two miles of public access to the shores of San Francisco Bay. Alameda X --< Beach is close to the "core city"; there is good public transportation. Daily Schedule: 9:00 a.m. Songs, introduction to Alameda Beach, local history Bay shore ecology I I EM1 4. Reading tide tables- beach key Environmental problems-noise, air, water pollution, litter, transportation, and housing 11:00 Vocations and careers Evaluation , 11:30 Lunch Individual pursuits- visit to park exhibit 12:30 p.m. Role playing game- inurdepen- dence, food chain Mathematics in nature's design- , 4. AkitaLtd Fibonacci numbers

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BRIONES REGIONAL PARK 3,057 acres, located in western Contra Costa County. Briones Park is basically an undeveloped park area. The rolling grassy hills and wooded slopes provide an excellent natural setting. A historial aura of the "Rancho Boca de la Canada del Pinole" days is present in this park, which preserves a small section of Brionesoriginal rancho. The history of the land and its use prior to thearrival of masses of settlers and the development of modern communities is an in- herent part of the park's story. One has the opportunity to see land as it was in the 1840's, relatively untouched in all the years since. Daily Schedule: 9:00 a.m.Songs, introduction to Briones Park Edible plants Indian plants and dyes North/south slopes, meadows and forest ecology Techniques to use with children

outdoors ,3 Wooden whistles 11:00 Use of undeveloped park, urban growth and park lands, resident schools 11:30 Lunch - cookout, prepare sample of wild plant food 12:30 p.m. Plant dyes with native material Participants demonstrate and teach a lesson related to curriculum in the outdoors 2:30 Evaluation Back to school ideas Areas of need 20 17 A Key to the Common Birds of Tilden Regional Park (free on Let's Visit the Little Farm (free on pick-up, 104 mailed) pickup, lOs mailed) Magic World of Mushrooms (3511 on pick-up, 45e mailed) Discovering Color in Naturean instructive coloring book (5e Old California Fire Machinery (104 on pick-up, 204 mailed) on pick-up, 15e mailed) Parks Are for Peopledescriptive folder of East Bay Regional Educator's Guide to Alameda Beach Regional Park ($1.00 on Parks (free) pick-up, $1.25 mailed) Self-Guiding NatureTrail Booklet, Jewel Lake (254 on Educator's Guide to Coyote Hills Regional Park ($1.00 on pick-up, 354 mailed) pick-up, $1.25 mailed) Survival Plants of the East Bay (2541 on pick-up, 35t mailed) Educator's Guide to Sunol Valley Regional Park ($1.00 on The Housewife's Environmental Handbook (2541 on pick-up, pick-up, $1.25 mailed) 354 mailed) Educator's Guide totheTilden Nature Area ($1.00 on Tilden Nature Newsa quarterly newspaper (distribution nd pick-up, $1.25 mailed) costs by arrangement) Hiker's Map of the Tilden Nature Area (free on pick-up, 10; Rail and Road Maps of Tilden, Redwood, Sunol and other mailed) Regional Parks (free on pick-up, 104 mailed) How to Live with a Rabbit and How to Live with a Guinea Pig Welcome to the Little Farm (104 on pick-up, 204 mailed) (either pamphlet 54 on pick-up, 15; mailed)

The teacher will be able to: List 20 desirable health and safety procedures. Be involved in sensory exploration to make him aware of Plan a unit for the classroom on health and safety the living and non-living environment. procedures in the outdoors stating his objectives in behavioral List five of the available natural outdoor areas available terms. Pupils will be able to pass an objective-type test with in Alameda and Contra Costa Counties. scores of 50% or higher. State three potential teaching opportunities at each of Listfive major environmental problems in the San the five regional park sites used. Francisco Bay Area. Providefivelearning experiences selected from the Name the organizations and people to whom he can refer week's activities that can be carried back to the school for help in regard to the environmental problems of the Swi environs. Francisco Bay Area. Plan five activities for his classroom based upon the Plan a simulation lesson (role-playing) based upon the environmental learning experiences. controversial views as to how the Bay Area should be used. List specific behavioral objectives for each of the five Available sources such as newspapers, organization brochureg, activities. local and state agencies will be used. Utilize competencies and skills available from the community should these competencies and skills be available. List ten vocations and careers related to the otr,:loor Direct the classroom experiences in terms of the readi- natural areas of California. ness of the pupils, using concrete learning experiences in the Plan an "Outdoor Careers" day for the pupils, invi; ing lower grades and among the educationally and culturally available representatives from local sources to speak and disadvantaged. The discovery method will be used instead of participate,e.g.,forestry agents, fish and wildlife agents, "telling" the pupils. conservation men, marine biologists, etc. Pre-plan atleast one fieldlearning experience, i.e., Plan an outdoor unit which integrates science, mathe- preparing the class, making administrative arrangements and matics, social science, and reading objectives in one central carrying out the learning experience. activity. (Note: any combination of subject areas could be State ten objectives of the field learning experience in used.) behavioral terms. Upon return, a test based upon the above State the objectives of the activity in behavioral terms stated objectives will be administered to the pupils. It will be for each subject so tivt both teacher and pupils can see how expected that all pupils will obtain a score of 50% or higher. the activity will integrate the four areas. 18 21 MOIL

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OUTDOOR EDUCATION PROJECT The outdoor education project is successful because it is a Phase N will be the creation of a pond for small fish and team effort combining many skills and supported by children, waterlife with a bridge over it, maybe even a small waterfall. parents, teaching staff, "experts" and the community. All of these ideas are being accomplithed because of the The students tramped the site adjacer.t to theclassroom cooperation from children, parents, staff, the soil conservation buildings, looked at the soh erosion and bare ground, and service, science coordinators, native plant specialists, local decided what theywould !ie to "find outthere" and what nurserymen and fathers skilled in the trades. Funds came from theywould like to "do out there." The Clifton Student theParents' Club, school student council activitiesand Council made plans to make their ideas cometrue. donations. The school district office's assistance included berm in- Phase I included soil study, drawing plans, providing bcrms stallation, pipe layout, loan of equipment to drill and fill, plus for drainage to control waterflow, installing water systems some man hoursatspecialtimes. Other assistance was and adding land fill and topsoil. provided by parents, students, staff and friends who supplied Phase II embodied the planting of a Clifton family forest of designated specimens in the plot plan, donated time and film evergreens, a chaparral zone in native shrubs and plants, a for movies and pictures, and food and refreshments on work desert area, deciduous fruit trees and the lawn for a school days. amphitheater and stage. (It has taken two years to accomplish Good communication was maintained between everyone Phase I and Phase II.) involved in the project: students met with the Parents' Club Executive Board; student body officers made regular progress Phase III comprises most of the"DoIdeas": nature trails reports at the Parents' Club meetings; the student body and paths, benches, totem poles carved by the students, president kept homes informed via progress memos; a scrap observation deck, bird feeding stations, bird baths, student- book was made with pictures of all events, newsclippings, bills made sundial, sandbox for creating, wild flower beds and paid, lawn seed mixture, plant tags, plot sketches and planting experimental plots. map.

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DISTRICT OUTDOOR EDUCATION PROGRAM communities is essential in the environmental study, field trips are planned to provide firsthand experiences. Starting with Outdoor education has been an important part of the the children's immediate neighborhood and the Emeryville Emery Unifiett School District's program for the last six years. community, additional studies are conducted to include bay, It was first offered during the summer months in conjunction marshland, forest, chapparal, coastal, marine and delta com- with summer enrichment programs in the form of day camping munities. Activities during each field study vary according to for primary students, residence camping in the Sierras for grade level objectives. intermediate students, and overnight marine biology studies A variety of learning experiences are included in the for senior high students. outdoor education program. As a result of a study of trees, Under the direction of Mrs. Neena Lyon, Coordinator and second graders visited a tree farm to select their own Christmas Director of Outdoor Education, the program has become an tree and included a number of measurement activities as a part integral part of the ongoing curriculum at the primary and of their field experience. In addition, children make feeders intermediate levels. Conservation and ecology studies are (pine cones filled with suet and seed) to leave as presents for emphasized for students from pre-school through the sixth the birds. Fifth graders, studying weather, used a portion of grades. Teachers are provided with direct classroom prepara- their field trip to Coyote Hills to carefully record the data tion and field study assistance from the program's full-time observed with the aid of weather instruments (both manu- naturalist, Curtis Jones, who supplies resource material and factured and student-made). Fourth grade students reviewed conducts the field experiences. Through careful planning and their day's experience at Sunol Park by listening to a tape scheduling each class receives four field studies per school recording that they made while in the field and used this as a year, including pre- and post-classroom work. means to further develop language activities, both written and During 1969-70, outdoor education studies focused on oral. A third grade class culminated a marine biology trip to environmental issues that the teachers and naturalist identified Alameda Beach with a sand-casting activity. A comparison of as most desirableto develop and incorporate into the climatic conditions on different forms of plant life was made curriculum. The basic conceptual schemes stressed ecological by students visiting the University of California Botanical relationships of man in his environment and became the Gardens. Children were given plant samples to bring back for connecting link that provided continuity throughout the individual terrariums to study and contrast varying conditions program with upper grades more involved in in-depth study of on those diverse plant forms that would exist in the desert, these basic concepts. Since knowledge of eco-systems and rain forest, etc. 20 23 Emery Unified School District

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.41111 Summer study for intermediate students (Grades 5 through Samples of existing environments can be preserved or new 8) provides an opportunity for comparing the Sierra ecology habitats created. Any section or corner can be changed intoa with that of the Bay Area. In addition, this week-long outdoor valuable teaching area. Don't ignore the courtyards, elevated educaton camp offers studies in astronomy, riparian and land, borders, lawns, parking lotsorwed areas. Each can biotic communities, geology and early California history. serve a special need. A variety of environments is possible, each dependingon In summary, the outdoor education program in Emeryville the schoolsite. One can consider any of the following has become an important way of life for its students where the ecological regions which are found in California: coniferous key phrase is "learning through discovery." Field studies forest, northern rain forest, grassland, desert, and broad-leaf provide those firsthand experiences that facilitate children's evergreen forest and scrub. Water and wetlands are also an learning from pre-school through intermediate grades, and interesting addition to any outdoor classroom area. offer enough variety and flexibility in many aspects of the The following procedural steps are suggested for developing curriculum to motivate and encourage students' learning. an outdoor classroom area: Establish an outdoor classroom area committee. Collect resource materials on conservation and school OUTDOOR CLASSROOM AREAS ground planning. There has been a great deal of interest in the development Use state and federal agencies to provide technical of outdoor classroom areas on school sites during the last few assistance, e.g., the United States Soil Conservation Service. years. Whether they are called nature centers, conservation Map and inventory the entire site. education areas, outdoor learning laboratories, outdoor school Review the inventory with resource consultants and sites or nature parks, they serve to bring the student out of groups. the classroom to study his natural environment at firsthand. Prepare a detailed long-term plan. Such classroom areas can be used for all subject areas since Publicize the program. they should be an extension of the indoor classroom. They Elementary and secondary schools have used such steps to should also be planned for use all during the year utilizing the plan and develop their own sites. Outdoor classroomareas are seasonal changes. The entire school community students, presently being developed and used in Berkeley, Castro Valley, staff and parents should be involved in the planning and Fremont, Livermore, Murray, Pleasantonand San Lorenzo development. School Districts. 24 21 Castro Valley's Clifton School APP-

DESCRIPTION OF PLANTING DAY FEBRUARY 15, 1970 by Alan Luna, Student Body President

I thought that our first planting day was a real success. Everybody that went out to work, worked really hard and we got every tree and bush planted. The district brought an auger which drilled holes for us. We shoveled the dirt out and mixed it with conditioner before 4 planting. We staked the trees, then added a little strap that went around both the trunk and stake to hold the tree a straight. After everything was planted we watered well and then it started to rain. Believe it or not, we planted: 3 silver maple, 5 toyon. 10 birch, 10 pine, 5 pyracantha, 1 oak, 1 incense cedar, I7 and 1 arctostaphylas. Two people donated $5.00 and others - a e' donated stakes. During planting day our best worker, Mr. Wescott, got blisters all over his hands. All of the kids that ILIP31: went out had a good time helping and Mr.. Neavill took some movies. Our plans call for additional specimens so that we will be able to learn to appreciate and identify many varieties of shrubs and trees. We still have hopes of planting some of the following on March 6th, our Arbor Day celebration: madrone, fremontia, mexicona, arctostaphylas, ceonthus, manzanita, sage, bay and strawberry trees.

March, 1970 4:4 Dear Parents: 'iNy The newly planud birch trees are leafing out and the fruit cif trees are blooming. It is all very exciting because it is ours. We still need the following shrubs and trees: manzanita, bay, madrone, redbud, ceonthusbut the holes are filling up! Alan Luna, JP. Student Body President

OUTDOOR CLASSROOM AREAS Selected References Barkin, Joshua. Survival Plants of the East Bay. East Bay Regional Park District, Oakland, 1966. Bennett, Eleanor H. School Site Development for Conse.,vation and Outdoor Education. Pennsylvania Department of Education, Harrisburg, 1969. California Association for Outdoor Education. Teaching Con- servation and Natural ScienceintheOutdoors. The Resources Agency, Sacramento, 1968 Hug, J.W. and PJ. Wilson. Curriculum Enrichment Outdoors. Harper and Row Publishers, Inc., Evanston, 1965. Marsh, Norman F. Outdoor Education on Your School Grounds. The Resources Agency, Sacramento, 1968. Michigan Department of Education. The Community School SiteA Laboratory for Learning. Lansing. Watts, Tom. California Tree Finder. Nature Study Guild, berkeley, 1963.

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Hayward's Bidwell School USE OF THE SCHOOL GROUNDS Every teacherhz..sthe school grounds and immediate every morning to Joe Carciones radioprogram, "Produce surroundings to teach about the environment. Dan Brown, Market Report" on KCBS. They wrote ie'.4ers to Mr. Carcione Bidwell School, Hayward, used decaying redwood chips from and were very pleased to hear several read On the program. an unused playground area to stimulate interest in soil. These There are an infinite number of activities and investigations investigations developed into a further study of soil and the which can be planned whether there is an extensive ouoor needs and growth of plants. The 4th grade class began listening classroom area, a regular playground or just plain asp,.alt. Here are a few things to consider: Biological Environment Physical Environment Cultural Environment weeds concrete signs insects water posts seeds sand insecticides flowers air windows tracks heat buildings snails gases streets amphibians ground contours automobiles vines soil fences grass rocks vegetation around school trees asphalt playground equipment birds color design of school vegetables temperature population density leaves light quality of community burrows odors herbs poisonous substances fungi redwood chips microscopic life A lesson is everywhere. Use yout imagination!

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DAY FIELD EXCURSIONS Almost every school provides some type of day field their surrounding natural resources while studying the environ- excursion. For some, it is a walking trip to a local neighbor- ment. One 6th grade class at Lincoln School in Berkeley hood park, a vacant lot, a hill or a creek area. Others go by organized an Environment Committee. As part of the project, bus to a wide variety of facilities and locviions such as they took a field trip to the Berkeley waterfront for a clean-up Alameda Beach, Tilden, Sunol Valley and Coyote Hills campaign. They also went to Tilden Regional Park and worked Regional Parks, Knowiand Park and Zoo, Lake Merritt, Chabot with the naturalists on a similar clean-up campaign. Another Science Center, Berkeley Aquatic Park, University of Cali- group from Columbus School visited tha Berkeley mud flats. fornia Botanical Gardens or Corral Hollow. There have also The 4th, 5th and 6th graders were in a "building things" class, been trips to out-of-county sites such as the ocean beaches at part of a special discovery program. Moss Beach and Bodega Bay. School districts such as Alameda, Albany, Berkeley, Castro Valley, Emery, Fremont, Hayward, Murray, New Haven, One oceanography class of 7th and 8th graders from Willard Oakland, Piedmont, Pleasanton, San Leandro and Sunol Glen Junior High School in Berkeley camped overnight on the have used the naturalist services of the East Bay Regional Park beach at Bodega Bay. They studied the plants and animals on District. Students have visited Alameda Beach, Coyote Hills, theseashoreand seined for fish. Their catch included Sunol Valley and Tilden Regional Parks. Pleasanton School flounders and gobis. District, for example, has scheduled many daily field excur- Many schools are making greater use of the community and sions to Sunol Valley Regional Park.

2 4 A STUDENT-CREATED TRIP theteacher and park personnel. Points which should be JOURNAL discussed during a pre-planning conference include: Six pages are suggested, one for each of the following: 1. The specific educational objectives of the visit. Observations: List living or non-living things that you 2. Background information and vocabulary. see, hear, smell or feel. Give location of each item listed. 3. Age level and specific capabilities of the class. Perceptions: Sketch two things that you listed. Give 4. Program participation during the visit by teacheis and your reactions, favorable or unfavorable, to these two things. park personnel. Special programs can often be arranged Comparisons: Contrast things listed under observations if advance requests are made. by such characteristics as color, texture, shape, size, weight, 5. Park rules and regulations. length, sound, smell, taste, speed, structure, behavior and 6. The availability of pre-visit materials. Some units have composition. prepared special pa lcets for school use. Interactions: List things which are happening to each 7. Special clothing or equipment which may be desirable. other. The Visit Values: List or sketch things of special interest or value to you. All parties should be careful to follow agreed upon Inquiry: State any questions or ideas about things that schedules. If changes cannot be avoided, proper notification is you have observed. These can suggest future research and essential. Teachers are responsible for the physical controi, con- investigations. duct and safety of their classes. They should accompany the Such trip journals can lead to further action within the students during the visit and participate in the program. class. An enterprising teacher can begin any number of Park rules and regulations must be observed by all follow-up activities, such as categorizing observations, making visitors. map entries for specific things, checking accuracy,making displays, comparing things we "valued," communication and Follow-up discussion, comparing perceptions, examples of environmental Proper follow-up activities are an essential part of a good problems, ecology class journal, selected investigation and educational journey,,and are the primary responsibility of the research, compilation of field evidence and letters, petitions teacher. and information to the appropriate agencies. Park personnel are always interested in seeing examples Additional field excursions can be taken in contrasting of student work done in connection with a school visit and weather, at different seasons, at different times of the day and welcome student and teacher suggestions on programs and for different purposes. facilities. Suggested by Bay Area Educational Services, Additional Services National Audubon Society Park personnel can be made available to work with educators in conducting inservice workshops, planning out- POLICY GUIDELINES dooreducationprogramsandservingascurriculum FOR EDUCATIONAL USE consulta nts. OF STATE PARK FACILITIES School assembly programs can sometimes be arranged The California state park system, throughits many physical for special occasions. facilities, and through the expertise of itspersonnel, represents a potentially greateducational asset. Careful planning and cooperation between educators and parkpersonnel is essential if this potential is to be fully realized. The following guidelines were developed tohelp establish a close working relationship between educatorsand park personnel. Pre-Planning Selection Educators should consider the educational objectivesof any visit to state parkfacilities and should select the facility best suited to their purposes. Local,regional and state park personnel can assist in making such choices. Anillustrated folder listing all facilities is available at all statepark units. Reservations Advance reservations areessential. Casual "drop-in" visits by classes usually prove to be of little or noeducational value, and should be discouraged. Parkfees and admission charges may be waived for school groupswhen advance reservations are made and the schoolprincipal certifies in writing that the visit is for educational purposes. The maximum value of an educational visit to statepark facilities cannot be achieved without pre-planning involving 25 ic piuf iie C111111106

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RESIDENT OUTDOOR SCHOOLS Interest in resident outdoor schools for both elementary more and Murray have attended either school year or summer and secondary students has increased during the last fewyears. progams. Many districts,such as Pleasanton, have also Although the number attending such schools is stilla small planned district programs which involved overnight trips to a percentage of the total school population, the increases have regional park or outdoor facility. Individual teachers in many been substantial. During the last two years students from districts have also planned overnight programs for their own Berkeley, Castro Valley, Emery, Fremont, Hayward, Liver- students.

Murray Elementary School District RESIDENT OUTDOOR SCHOOL PROGRAM FOR SIXTH GRADE PUPILS

The Murray School District offered a week-long experience Cost to all 6th grade youngsters at Alliance Redwoods Camp near Each student needed $30 to cover some of the expenses of Occidental in Sonoma County. The resident outdoorcamp the program. Twelve meals were provided during the week offered firsthand experiences, drawing from all curriculum beginning with dinner on Monday through lunch on Friday. areas, in a setting that can best be described as a living Heated cabins, showers and lavatories helped to make living environmental laboratory. The one-week programwas a total comfortable. educative experience which made use of camping, recreation Features of the Program and education to offer children a learning opportunity in Three trails were used at the camp as children curiously responsible democratic living and in the undeLtanding and wise use of our natural resources. inquired about interrelationships of plants and animals as well as distinct physical features. Folk dancing, starlight hikes and crafts took on a special significance for the camp residents. Staffing Local field trips were planned to Fort Ross, Bodega Bay, A team of five teachers made up the permanent camp staff. Marine Biology Lab (a University of California, Berkeley Each week four classes lived and learned together in the facility) and Shell Beach. A picnic lunch was provided on this out-of-doors, each accompanied by theirown classroom day for youngsters to enjoy ina beautiful outdoor setting. teacher. Therefore, there were nine credentialed teachers In the final analysis, the greatest benefit of the resident involved with four classes of youngsters every week. Fourteen camp experience was the relationship established between cabin counselors were recruited from local high schools to help teachers, counselors and students. The setting had a very real maintain 24-hour supervision and aid in many of the camp therapeutic effect on everyone. Life became more relaxed and activities. less complicated. 28 Castro Valley's Camp Hammer. , 1970

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CAMP HAMMER 1970 As part of a 1970 summer program for students in grades four through seven, the Castro Valley Unified School District operated a program at Camp Hammer near Big Basin State Park in Santa Cruz County. About 70 students attended each week of the four one-week sessions. This was the second summer for the program. Four experiencedclassroom teachers along with four student teachers from California State College, Hayward and five student counselors made up the permanent camp staff. Robert Burks, an elementary school principal during the school year, served as camp director. The group experience sessions were developed around five strands identified by the National Environmental Education ;}1, Development Program (NEED): Variety and Similarity Continuity and Change Adaptation and Evolution a? Interdependence and Interaction Pat terns Activities correlated with subject areas such as biology, ecology, art, music, social science, language arts, physical science, mathematics and astronomy. The weekly program also included organized recreation, special interest groups, campfire activities and time to enjoy fi, tne outdoor surroundings. Students attending for the second year also went on an overnight camp-out.

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ao 2 7 DAILY SCHEDULE OF EVENTS CAMP HAMMER 7:30-8:00 a.m. Rise and shipe 8:00-8:15 Flag raising a:,d pledge, saig: orderly line into dining hall; :,ilderness words 8:15-8:45 Breakfast 8:459:00 Cleanup and prepare for group meetings 9:00-12:00 noonCampingexperiencegroups(A BCD) sessions 12:00-12:15 Cleanup for lunch 12:15-12:45 Lunch 12:45-1:00 Cleanup, rest 1:00-2:00 Planning time for camp experience sessions 2:00-4:00 Organized recreation 4:15-5:15 Special interest areas (specialty groups) Cleanup for dinner 88ine!,t=ilkkt--.; 5:45-6:30 Dinner 6:30-7:45 Counselors available on green for cabin AL- skits, etc. 8:15-8:30 Flag lowering 8:30-9:30 Campfire activities 9:30-10:00 Evaluation of the day with counselors and readiness to rest 1.-"" 10:00 Taps, good night, lights out!

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28 31 "CALIFORNIA, SAVE IT OR LOSE IT" San Leandro Unified's Gifted Minors Special Program on Ecology The organization of the elementary (Grades 4-7) gifted and Saturday morning classes began on Friday, March 6, 1970, minors program for the 1969-70 school year included two and concluded May 23, 1970. components. Classroom enrichment was the major element The theme, "California, Save It or Lose It,' was chosen which was guided by :he classroom teacher on a regular basis. for this series. In light of the current concern for the ecology The second component was directed to special activities of an of our environment, it was felt that this theme was both educational and/or cultural nature on an out-of-school time timely and relevant. basis. These activities were optional to the pupils in the gifted The following schedule outlines briefly the topics and minors program. activities included. Several field trips in the Bay Area were As part of the second component, a series of after school planned for this program. 1970 Schedule March 6 12:30-4:30 p.m. "Pollution Problems of the Bay Area," Lawrence Hall of Science, Berkeley (first field t rip) March 149:00-12:00 Film, "Save the Bay," discussion groups April 4 9:00-12:00 Guided bus tour of Bay Area, "Study of Polluted Areas," (second field trip) April 11 9:00-12:00 In-depth study groups: gar- bage; water pollution; air pol- lutioa; puplation, housing, t ra isport ation. April 18 9:00-12:00 Liveplay,"Man Nobody Saw," presented by Plays for Living April 25 9:00-12:00 Guided bus trip to Alameda Beach (third field trip) May 2 9:00-12:00 "How Are Pollution Problems Being Solved?" Visit to sewage plant, resource speakers, films, etc. (fourth field trip) May 9 9:00-12:00 Cleanup ofIndustrial Park area May 16 9:00-12:00 Films: "An Island in Time," "Glen Canyon, Place No One Knew," studentevaluation May 23 9:00-12:00 Workshop: Culmination activities and projects by students art, poems, essays

Student Evaluations of the Mentally Gifted Minors Ecology Program: "I liked this program, "California, Save It or Lose It," very much. Inever knew this much about pollution. Before I started this program I didn't know the definition of pollution or ecology. Now I know. I don't think any improvements can be made that I can think of. I think it was very, very good."

4+. 32 29 Pleasanton Joint Elementary School District

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SUMMER SCHOOL OUTDOOR EDUCATION PROGRAM A four-week program in outdoor education was offered as part of the 1970 summer school program in the Pleasanton School District. Two groups of students were organized, one of 4th and 5th graders and a more experienced class of 5th, 6th and 7th graders. Most of the program included daily field ENVIRONMENTAL WEEK excursions, overnight campouts and extended campouts. The younger group made daily trips to Cull Canyon Park, Many high schools scheduled special environmental days or Half Moon Bay, Del Valle Park, San Luis Darn, Coyote Hills programs during the 1969-70 school year. This interest in Regional Park, and overnight campouts to Sunol Valley pollution and other environmental problems often led to Regional Park andBigBasinStatePark. The program cleanup campaigns, pollution rallies, special speakers, displays culminatedwithatwo-day andtwo-night campoutat and exhibits, or a one-day ban on driving motor vehicles to Columbia State Park. school. Many students also organized :nvironment or ecology The older students took daily trips to San Luis Darn, Cull clubs. Canyon Park, Del Valle Park, Coyote Hills Regional Park, and Pacific High School in San Leandro scheduled an Environ- an overnight campout to Big Basin State Park. They also spent mentalWeek.Thespecialweekincludedconservation three days and two nights at Columbia State Park near speakers, a "poverty lunch," a vehicle with an air pollution Columbia-Calaveras. The program ended with an exiended stay display, organized skits and movies, a cleanup litter walk, of four days and three nights at Wawena Campgrounds in writing letters in support of environmental improvement, hall Yosemite National Park. exhibits and a can collection drive. Jack Mann, former Alisal School principal, now superin- Ode Jackson, former science department chairman at tendent of Sunol Glen School District, was in charge of the Pacific High School, now coordinator of drug education, was program. in charge of the arrangements. ..1-

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ENVIRONMENTAL PROGRAM During eight hours of the week, six classes of second and environment, how man uses his environment and associated third graders at Thousand Oaks School, Berkeley, are involved problems. Whenever possible activities take place somewhere in learning about their own environment. Children work in outof doorsqr:theschoolgrounds. Many comnmnity areas of their choice, moving freely from activity to activity resources are alsc used. not necessarily with their own teacher or with their own class Undergraduve studentsinanenvironmental education group. The activities involve many areas of the curricuhm course at the University of California. Berkeley, are being used science, social science, language arts, art and music. as teacher-aids for individual and group activities. Marie Lowell is the program coordinator. Teachers of the six classes are Large theme ideas are usedhome and shelter, food, growth Dorothy Annesser, Anne Campbell, Eugene Nakamura, Mary and reproduction. Each theme idea involves properties of Piney, Jane Walsh and Roger Morgan. Jack McFarland is the living and non-living things, adaptation to the bio-physical school's principal. //32 Albany's Cornell Elementary School

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"POLLUTION iS MORE THAN ANINE-LETTER Wows.

(The followinl.z article was written bN skidelltS Mil the sixth Conlin it t cc a topic to write about. For example. San Francisco gradeclass of Robert Alpert. Cornell Ekinentary School, Bay was one of the topics. After each person finished his Alhany Unified School District.) topic. the w Wing conunittee discussed it. They would accept, This was the way we made our movie. rejector change the idea. From these ideas the scriptwas When we first decided we wanted to makea movie, we written. discussed what kind of movie we wanted. Did we want to When this was done, we told the "props" committee what make a movie on a book, a pki . an anti-war movie ora to make for the movie. Ti._ clothing committee decided what pollution movie? The class voted on it. The pollution movie we should wear for each scene. won the vote. Next we discussed why we wanted a pollution Next came the filming. We used Mr. Alpert's camera. All of movie. There were many different reasons but one of the main our filming was done after school or during vacation except ones was that practically eveiy city in the United States has a for one scene. The one scene was the funeral for Lake Erie. pollution problem. This we did as a class project. We were surprised when we Now we had to get down to work and decide just what finished filming to rind it took over two months to film and committees we needed. We decided on four committees one edit our movie. for writing, "props,- clothing and filming. The sound track was next. Since we didn't have video tape, The writing committee consisted of seven people. They got we used a tape recorder and synchronized sound with each theirinformationFrainnewspapers, magazinesand other scene. The entire class worked on this. people in the class. They sat and discussed the positive and We titled our movie, "Pollution Is More than a Nine-Letter negative parts of the surroundings. The positive parts were the Word." We invited people to come and see it parents, forests, parks and everything in nature that was pleasant. The newsmen, congressmenand other community people who negative parts were things unpleasant smog, water pollution, were interested. It was a fitting climax for our last week of trash, jet noise, congestion. We gave everyone on the writing school. 36 33 0.wttal '*1.

Wherearethe living things -1114;-'4P* ---the large, the small,

4119NC-.2,4.r..10. Environmental conditions provide amplescope for varied plant and animal lifetodevelop. Thereare so manykinds. Butman car environment. Howmany uniqueplant andanima -, tZA, Aeormimitaimadakeneitemitc*

Criteria for Selection ,==111111111111111 The listings of school activities were compiled witb the philosophy that environmental education should not add to an already overcrowded curriculum but should enrich learning and make itmeaningful through the use of the outdoor environment. Activities were selected that can be carried out most effectively outdoors and that can contribute to the learner's understanding of his environment and his place in the use of its resources. This is not intended to be a limiting list but to be added to and modified by creative teachers.

Value The value of environmental learning isin the impact of direct experience; that is, full personal involvement with one's environment. Facts are more quickly learned in association with a meaningful context, concepts are more clearly understood when developed through direct experience, and skills are best reinforced through application. Instead of studying about his environment, the learner is studying his environment. At the same time he is developing a sense of responsibility for it.

Arrangement First,activities are grouped accordingtousual subject curriculum designations. However, as one fourth grade boy put it, "Having history, English, and science all at once saves a heap of time." Each suggestionis followed by columns showing curriculum correlations. For example, writing haiku poetry is considered an English activity, but the verse form relates to a social studies unit on Japanese culture. Illustrating it is an art experience, and the response to nature that inspires it could be part of a science unit on the five senses. Often it seems the content value of an activity is directly proportionate to the number of correlations available. Second, activities are organized according to grade placement, but these are not discreet. For example, primary children can enjoy putting together a rhythm band of natural instruments, but olderchildren can refine this idea into developing an orchestra with winds, strings and percussion. Third, activities are organized according to the aspect of the environment with which the learner is involved physical, biological or social. How an experience is handled chaiwes the environmental aspect. For example, in a classification activity, children may arrangesetsof seeds from thebiological environment, or stones from the physical environment, or people for committees from the social environment. alter and change the Method Finally, the learner is part of the environment that this publication is all about. All of the activities are proposed with specieswill survive? the assumption that the child does the active learning. We do not do something to him, neither do we make him do something, but we open a gate io a curriculum path that is wide enough for teacher and pupil to explore together. 38 35 ON COLLECTING PLANT DYES

As one plans outdoor activities a problem developsthat of Cherry roots Blue-violet collecting. There are no longer enough frogs and too many Elderberries Purple pockets for every boy to take one back. When the adult Pokeweed berries Reddish purple leading a field excursion picks one eitt to study, he is teaching, Dandelion roots Red-pink "It is all right for me but not for you." Since the leaf loses its Cherries character the minuteitleaves the bush, itis much more Strawberries instructive for each person to examine the leaf as he passes the Red raspberries growing plant. Sorrel roots and stalks In checking curriculum correlations, especially under art Cardinal flower and science, itis evident that the lowest learning value is Red oak bark usually associated with projects that involve collecting. That is, Hemlock bark beyond ordering and classification, collection has little use. Black raspberries Purple Art projects with natural material are high in creative Grapes Violet potential. It is more truly creative to see a puppet head in a Boiled blueberries Blue piece of driftwood and bring out those features than to carve a Walnut husks, boiled Dark brown puppet out of a three-by-three block. When necessary to Buckeye husks Reddish brown collsxt,the learning value can be expanded by teaching Goldenrod, boiled Yellow dye conservation practices in collecting. Dry wood, shells, pebbles, Agrimony leaves and stalks, boiled conesand seed pods are more useful than most growing Osage orange roots and bark, boiled things, but even these are not gathered where there are many St. Johnswort flowers, boiled people to enjoy them or where their removal noticeably Willow leaves Yellow changes the environment in which they are found. Anything March marigold alive has a right to be left in its place after study. A water Ash inner bark strider in a jar is more real than a picture in a book, but not so Tulip tree leaves realasawaterstriderinastream. Thus anethic of Ragweed conservationcanbelearnedbybehaviorbasedon Burdock understanding. Onion skins ENVIRONMENT Birch bark Rose tan Environment is an everyday encounter. Teacher and class Willow bark experience together. Sassafras root Where we are: map of school grounds buildings, Plantain leaves and roots, Green boundaries, size and shape. boiled What's around me: individual journals of 20-minute trips Nettle roots, stalks, leaves to parts of the school grounds. Lily of the valley leaves Evaluations: what we like or dislike. Bloodroots, boiled Yellow orange Ideas created: how to change dislikes to likes. Cherry bark Salmon Communications: how and who to tell what we think. Walnut husks and sumac leaves Black

FIFLD SURVEY REPORT FORM

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Activities fur Grades K-12

Make a color wheel using examples of colors found in nature.

Investigate and compare arrangement, pattern, design, repetition in nature.

Make texture rubbings using native materials.

Mold native clay into creatures, pots, beads, plaques, stick in shells, "feelies," driftwood, tiles, brick. Fire them, if possible.

Use available surplus beach, forest, desert, natural materials to make collages.

Make a sand sculpture.

Do sand casting, make plaster plaques or candles.

Make leaf prints, spatter, roller.

Construct mobiles with surplus articles found on the ground.

Weave baskets and mats out of reeds and other materials.

Paintand/orassemblestonesandsticksintoshapesorartistic arrangements.

Activities for Grades K-3

Make leaf cfayon rubbings, spatter print leaves.

Fingerpaint to nature music.

Make sketches of clouds, different shapes, sizes, colors of clouds, trees, cones, grasses, leaves. A

Make a turtle out of half a nut shell and paper, learn a song about a turtle.

Make twig or acorn puppets, dishes, animals.

Make a litter tree with collected litter.

Make little rabbits, ducks, etc., of rounded stones.

Make rock or seed mosaics. 4) 4r

Decorate rocks for use as paperweights.

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Activities fGr Grades 4-6

Study the rhythms of fish in water, ripples in water, turkey vulture in air, etc.

Watch different concepts of color as the sun changes.

Watch different concepts of texture as the sun changes.

Consider perspective and size of plants and animals.

Preserve a spider web by placing dark construction paper behind it, spray with clear fixative. i

Use leaves by sketching, waxing, or smoke print them.

Make clay impressions of leaves, tracks, shells. Process and use native clays.

Collect and polish a limited number of stones.

Carve sandstone to make little rabbits, ducks, owls, etc.

Use sand for sculpture, sand painting, or to cast plaster and wax.

Carve driftwood sculpture.

, Make name pins(differenttypes), centerpieces, bark mosaicsand neckerchief slides from wood.

Make flowers and animals from cross sections of cones.

Arrange herbaceous plants (not in a park).

Make dye from native plants (tie dying).

Make specimen board of flowers.

Make jewelry from seeds, shells, twigs, galls, cones, etc.

Make mobiles, wind chimes, animals, table favors from things found in nature. '

Pretend you are a small animal and draw surrounding area from its eyes.

Draw and paint wildflowers.

Paste natural object on paper, draw anything around it (fern may become fish fin). Make pen and ink drawings using oak gall ink.

Sketch sounds.

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Sketch specimens --insects.

Draw any natural pattern seen through a 2-inch,cut out square to alarger scale.

Pull threads from burlap and weave in leaves, twigs, needles,feathers; use yarn warp. weave in the same way. Pick up litter and save what you can to be used to makebottle top necklaces and other pieces of art.

Make murals i I lust rating ecology. S

Makc art pieces by printing leaves, limbs, flowers using ozalid,silk screen, blueprint paper.

Mix paints from clays and berries and make paintings with them.

Activities for Grades 7-12

Photograph any outdoor scene.

Make lucite molds of outdoor specimens.

Study the rhythms of rish in wiiter, ripples in water, turkey vulture in air, etc.

Watch different concepts of color as the sun changes.

Watch different concepts of texture as the sun changes.

Consider perspective and size of plants and animals.

Preserve a spider web by placing dark construction paper behind it, spray with clear fixative.

Make clay impressions of leaves, tracks, shells. Process and use native clays. *

Use sand for sculpture, sand painting or to cast plaster and wax.

Carve driftwood sculpture. Make name pins (different types), centerpieces, bark mosaics,and neckerchief slides from wood.

Make flowers and animals from cross sections of cones.

Arrange herbaceous plants (not in park).

Make dye from native plants (tie dying).

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Make jewelry from seeds, shells, twigs, galls, cones, etc.

Make mobiles, wind chimes, animas, table favors from things found in nature.

Draw and paint wildflowers.

Paste natural object on paper, draw anything around it (fern may become 1 fish fin).

Make pen and ink drawings using oak gall ink.

Sketch sounds.

Sketch specimens insects.

Draw any natural pattern seen through a 2-inch,cut out square to a larger scale.

Pull threads from burlap and weave in leaves, twigs, needles, feathers; use yarn warp weave in the same way.

Pick up litter and save what you can to be used to make bottle top necklaces and other pieces of art.

Make murals illustrating ecology.

Make art pieces by printing leaves, limbs, flowers using ozalid, silk screen, blueprint paper.

Mix paints from clays and berries and make paintings with them.

40 Suggested Correlation to Environmental Other Curriculum Areas Relationships

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Activities for Grades K-I 2

Plan choral speaking of outdoor poetry. Use 5-senses hike and list words that describe. e

Give descriptionslooking for adjectives.

Give dramatization of daily life of a flower, a ranger's job, Indian in search of food and shelter.

Use shrubbery for stage curtains.

Listen to poetry inspired by the moment.

Listen for nature's sounds and weave them into a play. *

Write in sandfeelings about day.

Write impressions of sight, mood, reaction to environment.

Write songs about the outdoors.

Tell stories: what a ranger does; you were the first one to ever be here; how Ifelt when I touched the slug; how a crab would feel when his rock is lifted: what it is like to be a mole; how the fossil got here; a day in Tilden, or a day in a park.

Encourage the spelling of new words learned in environment.

Write poetry: haiku (an unrhymed Japanese poem of three lines) or cinquain (a five-line stanza) are especially suitable. Sketch illustration for it. 0 e

Activities for Grades K-3

Feel in a feel box, describe what is in it without looking or naming it. 0

Tell: "Guess me" (tell about where you saw a creature, describe it; "Guess who I am," use initial consonant; charadesact out a tree and other stunts; imitate sounds; dramatize an animal in the park). 0

Do pantomime game with describing words. Listen: puppetplays with native material; recognize familiar sounds (bluejay, airplane).

Encourage conversation about the outdoor activities.

Develop outdoor vocabulary resource, rodent, root.

Relate outdoor experiences in sequence. 0

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Group objects-stones, nuts.

Note likenesses and differences-leaves.

Explain how something happens-a bird gets an insect .

Establish purposes for reading--to find out, to get directions, to enjoy; Pagoo,after beach trip.

Follow directions-how to go down a steep hill. 0

List signs of the season-sights and sounds.

Write chart stories about exciting group experiences outdoors.

Write beginning consonant sounds in sand (auditory and kinesthetic learning).

Write thank-you letters to group leaders.

Activities for Grades 4-6

Talk: each child is a sense-- interpret for class,

Play: Twenty Questions.

Give reports about beach area.

Listen to orientation, goals, expectations for field experience.

Evaluate field trips.

Research an area, plants and animals, uses of resources.

Read chartstide tables, population density.

Do critical reading of persuasive material -conservation literature,

Compare news media- report with eyewitness understanding.

Describe outing experiences, sequences observed,

Make generalizations based on experience, listening and reading.

Make inferences.

Make 5-volume dictionary of the five senses with cross references.

Send conservation letters to rangers, congressmen.

Describe tree in small group; cross off every word used by another group (vocabulary).

42 45 Hunt things Use eyes, ears, nose, ringers Hunt happenings When it's windy, sun-iy, rainy Hunt questions What makes it different Find plants Where and why Find animals Where, why and why not Find food chains Who depends on what Measure differences In air, space, light, soil

Cut an apple into quarters and set three of themaside. The remaining quarter represents the part of the earth'ssurface that is not under water. Next, cut this quarter in half and set one piece aside. The piece in hand representsthe part of the earth that is suitable for human habitation. The other partis too cold, too dry or too mountainous. Now cut the last one-eighth which represents the part on which man can live into four equal slices. Rather thin,aren't they? Just one of these four small slices represents the partof the earth that supplies most of our food andclothing, the small part which is presently tilled. It is not too wet, not too poor, not occupied by cities, factories orhighways.

RECYCLE Use old muffin tins and egg cartons for seed or rock collections. Use coffee cans or half of plastic bleach bottles for window sill garden. Cut a lid in the side of a 2- quart milk carton to make a vasculum. Hang samples of school yard litter on a chicken wire strip with tape or clothespins. Remove the ones that can berecycled.

Follow a ladybug or a bee while you count slowly to 25. Did it move? How many times did it stop? What did it land on? Measure the distance from the school door to the first animal or plant discovered.

46 43 Suggested Correlation to Environmental Other Curriculum Areas Relationships

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Keep log of trip or activity.

Make a treasure map.

Write conclusion to a story: life in a vulture's nest, after observing pair in courtship flight.

Activities for Grades 7-12

Speak, explain, report On any environmental topic.

Persuade industrialists and legal renresentatives to change their opinions.

Listen, hear dialects of people contacted on field trips. *

Hear issues with an open mind.

Evaluate study of reading a dichotomous key for identification.

Read news reports, conservation bulletins.

Scan congressional reports.

Appreciate great outdoor writersJohn Muir, Aldo Leopold.

Judge reliability of material.

Write reports on community studies, biological investigations. *

Take notes.

Organize material from many sources.

Locate material in libraries, including technical libraries. *

Compare ne%)s media reporting with eyewitness understanding.

Do creative reading based on rich experience.

Describe outing experiences, sequences observed.

Make generalizations based on experience, livening and reading.

Make inferences.

Send conservation letters to congressmen, other 74blic officials.

Write letters to conservation groups to find ow ,., 1.at is being done.

Keep a log of trip or activity.

Write conclusion to a story. : irYi. 44 NATURE BACK PACK

A nature back pack can be used to investigatemany outdoor areas. It can also be used as a resource to teach lessons on outdoor tools and instruments. Introduce each item by showing it. Name it if the stvdents cannot. Do not tell how it is used. Give two or more students each one item to investigate, finding out how to use it or what valueitis to them. Allow sufficient time for exploration. Later, have each group describe their item, tell its purpose or value and, if possible, demonstrate how it is used. Other class members might also enlarge on ideas for usage.

Spotting scopes Signaling mirrors Magnifying glass Geology scratching pins Geology hammer Fixed focus magnifier Audubon bird call Duck call Predator call Two plastic rulers (6" and 12") Cloth measuring tape Hand-size tree key booklet Beaufort wind scale folding chart Cloud code chart Field identification manual for birds, insects, rocks (according to season) Soil auger Trowel Matches Thermometers Release vials Insect aspirator Collapsible net Wiggle bag Compass and scale divider Nature's Treasure Map Nature back pack list prepared by Joshua Barldn, Supervising Naturalist, niden Park, East Bay Regional Park District

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ACtivities for Grades K-12

Count points t _., toidentify trees. * Make a sun dial (for primary clock unit, sixth grade study ofAztecs).

Tell temperature.

Measure rainfall, humidity, wind speed. S

Earn and save money for the cost of a trip.

Define problem to be solved. S Use more than one way to solve a problem.

Tally cricket chirps, etc.

Activities for Grades K-3

Discover number of star poMts on eucalyptus seed pods.

Find counters in natureacorns, pods. *

Pick up three leaves, five stones, arrange in siLe order. I S

Divide people into groups for activities.

Measure how far a beachhopper hops. S

Recognize shapesrectangular, round, etc.

Develop a concept of many, few, greater than, less than.

Develop concepts of larger and smear.

Develop concept of finite numbers, infinite numbers. *

Use levers, pulleys, e.g., to move a rock.

Develop concepts of sets using objects in nature.

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Activities for Grades 4-6

Find examples of Fibonacci number series, proportion- pine cone spirals. a

Study population of sandhoppers on a beach.

Use older children to teach primary children to pace 50 feet.

Graph number of samples in a plot study.

Use plumb line and level to measure slope of hill.

Find the number of board feet in a tree.

Find the heigh* of a tree by arm and stick sight.

Find the height of a tree by hypsometer.

Find the height of a tree by clinometer.

Find the height of a tree using shadow stick.

Find the circumferPnce of trees.

Find the perimeter of area of ground. With 1-yard strings show whether it is same in different shapes (square, circle, triangle. etc.). Does area 4, change?

Follow a compass course, read a compass.

Find flow of water in a stream. *

Measure tide increasecompare to tide table. Use averaging. *

DeterInne volume and weight of wet and dry clay, sand.

Survey. *

Stu .y tilting, with gravity, throw ball to top of tree, count time to drop.

Determine how long is a minute. Sit down when you think it is finished. 4,

Develop concept of acre by pacing it out. 0

Use ratio and proportion for equivalent triangles. *

Develop concept to measure distance across brook, units of measuretons of rock, second foot flow of water, weight of water, and power gereration.

Estimate ship's speed.

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Understand laying out scale model of solar system.

Play "Kalah" game (ancient mathematics game).

Use statistics and probabilitygraph measurements of leaf shapes.

Carry out a treasure hunt. paces, degrees. I a

Activities for Grades 7-12

Extend concepts of Fibonacci series.

Use abacus and ancient counting forms.

Find perimeters and volumes of irregular shapeswater inreservoir, distance around reservoir.

Find height of hill, trees, etc.

Understand economics of conservationcost of pollution control, taxable income of developed land.

Use negative numbers in weather station reading wet-dry thermometer.

Graph natural history data.

Graph weather information.

Involve treatment of data (statistics). I

Use per cent to show change in nature. Do probability and weather (per cent of change). 0 Use tree rings to study mathematical lawsweather cycles, sun spot activity, etc. 0 Study rate of radioactive decay of certain elements to estimate time periods. II

Use stratification of rock and study of fossils to determine age.

Examples in nature of variables which change at a rate proportional at any instant to the amount of the variable present at that instant. Known as the "law of organic growth." (Examples: variation of atmospheric pressure with altitude above sea level, the disintegration of radioactive substances, etc.)

Probability relating to chromosonal makeup of a new organism (animal or plant).

48 51 Suggested Correlation to Environmental Other Curriculum Areas Relationships - ,

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, . Activities for Grades K-12

Sing songs about the outdoors. Let children select their songs.

Hum your feelings as you walk.

Write songs about what you see.

Write new verses for familiar songs.

Set original poems to music.

Make a rhythm bandfind instruments: leaves, sticks, bones, shells, grass, stones. Group by type wind, percussion, string (no brass). Play a song. o

Activities for Grades K-3

Listen to sounds of nature, rhythms -compare these to mechanical sounds.

Imitate sounds match tones, rhythm, melody line of bird calls.

Interpretive dance using music depicting move menin natureleaves, limbs, ducks, snakes, but ter flies, seaweed in surf.

Compare sounds and motioninnature to musicalinstrumentsin symphony and/or popular orchestra and bands.

Find origin of Indi::n 0.oic.:_ss in vounds and motion of birds and animals. 0

Imitate duck cails. '..;.!ilk

Activities for Grades 4-6 I Carry a pitch pipe and try to key sound in nature. f i Make reed flute.

Make wooden whistle.

Do folk dances to the music of different countries. *

Play tonettes outdoorsuse to interpret rhythms. *

Set original outdoor poetry to music,

Sing outdoor songs of other peoples"Happy Wanderer."

Enjoy group singing. Action songs"This Old Man" and rounds.

Notate music themes for patterns in naturewind, water, plant movement, bird calls, animal movement.

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Activities for Grades.7-1 2

Participate in song fests with guitars, ukuleles, mouth harps.

Harmonize.

Enjoy modern folk music"Show a Little Kindness."

Do interpretive dances.

Understand how nature inspired composers.

Recognize nature themes in classical music.

Organize and lead songs and games around evening campfire.

Consider the rhythms of the movement of fish, ripples on the water, birds ri flight. I

50 53 Fishes (22) Arizona (Apache) Trout Big Bend Gambusia Blue Pike Clear Creek Gambusia Comanche Springs Pupfish Colorado Squawfish Cui-ui Desert Dace Devils Hole Pupfish Birds (36) Gila Topminnow Gila Trout Akiapolaau Greerhdct Two t Aleutian Canada Cs: American Ivo!y-Billed e;nr tt1lf.1C oiorado Spinedace Attwater's Greatel Prairie Chitaken Longjaw Cisco Bachman's Warbler Maryland Darter California Condor Moapa Dace Cape Sable Sparrow Montana Westslope Cutthroat Trout Crested Honeycreeper (Akohekohe) Owens River Pupfish Dusky Seaside Sparrow Pahrump Killifish Eskimo Curlew Piute Cutthroat Trout Florida Everglade Kite Shortnose Sturgeon Hawaiian Common Gallinule Hawaiian Crow (Ala la) Mammals (14) Hawaiian Dark-Rumped Petrel Hawaiian Duck (Koloa) Black-Footed Ferret Hawaiian Goose (Nene) Caribbean Monk Seal Hawaiian Hawk Columbian White-Tailed Deer Kauai Akialoa Delmarva Peninsula Fox Squirrel Kauai Nukupuu Florida Manatee or Sea Cow Florida Panther ENDANGERED SPFCIES Kauai Oo (Oo Aa) Kirtland's Warbler Grizzly Bear Laysan Duck Guadalupe Fur Seal Laysan Finchbill (Laysan Finch) Indiana Bat Masked Bobwhite Key Deer Maui Parrotbill Red Wolf Mexican Duck San Joaquin Kit Fox Nichoa Finchbill (Nihop. Fivich) Sonoran Pronghorn Mho'inerbird Timber Wolf Ou Palila Reptiles and Amphibians (6) Puerto Rican Parrot Alltgaror Small Kauai Thrush (Puaiohi) &ad- Toni, Inyo Country Toad Southern Bald Eagle 131tint-Notee Leopard Lizard Tule White-Fronted Goose San Francisw Garter Snake Whooping Crane Santa Cruz Long-Toed Salamander Yuma Clapper Rail Texas Blind Salamander

54 51 Suggested Correlation to Environmental Other Curriculum Areas rRelationships

Va c ct "a c1 0 1 0 0 a) 73 t.) 0 .t.) ._;-, 2 ..c..5 c.) E a. a 75: PHYSICAL AND MENTAL HEALTH IN THE OUTDOORS 10 8 t c4 >, .....,0 8 0 V) cn 04 A4 X .3 gt

Activities for Grades K-12

Dress suitably for activity.

Appreciate contrast of natural environment to urban environment .

Release social pressuresbeing on q,;Iloone 0:- :ss schedule.

Reflect quietly, enjoy naturL.

Enjoy relaxed atmosphereno bells, less noise.

:crri survival techniques.

Struggle for survivalhealthy organism survives. investigatedependenceonnaturalresourcesforour lifeconcept developed through observation, dramatize food chain.

Collectlitter- how does litteraffectthe way you feel? Cleanup contests.

Observe Bay vista re air pollution.

Recognize harmful plants and animalspoison oak, hemlock, rattlesnakes.

Live together outdoors.

Share good experiences together.

Overcome fears of outdoorsseeing and handling snakes. spiders.

Activities for Grades K-3

Understand diet -varied and specific for species.

Recognize poison oak.

Learn first aid for cuts. abrasions.

Stay with group.

52 Suggested Correlation to Environmental Other Curriculum Areas Relationships

6 U0 0 i ... 03 0 tu 74 0 (1) ,...):,..,2 c) 2 .., .... = 0 0 'a :P.) o :t z cA .8 , -o5 -45. g 4 =a co Ato 0

Activities for Grades 4-6

Learn trail safety walking on hills, uneven ground.

Learn what to do if lost.

Use mud to relieve insect stings.

Use spider webs to stop bleeding.

Learn how to use first aid kit on trail.

Know what diseases are transmitted by certain animals.

Investigate causes and controls of air and water pollution. Compare water, samples.

Prepare natural foods for eatingacorn, honeysuckle, thistle, buckeye, cat- tails, berries. Plant identificationpoisonous vs. edible.

Develop open-mindedness. Do not prejudge.

Use freedom of outdoors to develop healthy attitudes.

Activities for Grades 7-12

Measure breath rate before and after hike, climbing hill; measure pulse.

Plan menus for an extended field trip.

Get sleep and rest on an extencied field trip.

Develop satisfying relationships with others.

Observe and follow the rules.

Accept responsibility.

Develop open-mindedness. Do not prejudge.

Use freedom of outdoors to develop healthy attitudes.

Learn and teach trail safety.

Learn how to use first aid kit on field excursion.

Plan a menu using natural foods. Check poisonous vs. edible.

Investigate causes and solutions to different kinds of environmental problems.

5 3 twigs, bark, cones, etc. These are named andpointed out to all. Leader then calls off name of one object and anumber. Players having that number race to center. Thefirst one to NATURE GAMES AND EXPLORATIONS reach it, grabs it and tries to return to hisline without being tagged by his opposite number. If successful, his team scores Color Hike two points. If tagged by his opponent, onepoint is scored. Make a large color wheel. Browns, tans and greys should be Objectisreturnedto centerline. New objects may be included. Go on a hike and bring back nature's "discards" of introduced as game progresses. all colors. Match objects to sections of the color wheel. A Tag It! variation on this theme would be to assign a color to one or Divide the group into two teams (not more than eight to a two members of the group. If they would find it toodifficult team). Team A is given five numbered tags and sent off to a to hold the color in mind, give them a small colorchip to carry given area to tag five places which exhibit some event orform with them. Their focus during the exploration would be on of nature. One team member records the number and reason theii particular color. why the tag was placed in its particular location. Meanwhile Team B is doing the same thing in a different area. At the end Staking Claims Two to three in a team. Use six feet of string. Tieends of a given period of time (10 to 15 minutes), both teams together, place on ground and hold in place with rocks. return to the starting point. lc3111 A then proceeds toTeam their Appoint a secretary 'or each group, and have a report made on B's area and tries to guess the reasons why Team B put all things (animal, vegetable, mineral and other) found in, on tags where they did. Meanwhile, Team B ischecking over and above your claim. *Make up descriptive namesfor Team A's tags. Both record their answers, and return tothe unknowns. Total the numbers and compare with other teams. starting point and compare notes. In addition totagging types Don't forget to replace any rocks you look under. of plants or trees or signs of animals, a group might indicate such things as 5oilbuilding material, erosion, a spot where man Scavenger Hunt has interfered with nature's plans, a spotwhere nature has given The ideal team size is four to six. Each group is healed her own wounds, etc. identical lists of natural things which can be found in the area. Set a time limit. The team with the most nearlycomplete list Feel It! Stress conser- You will need a place such as a "feel box" or a paper bag in wins. Suit your hunt to the group's abilities. which you can conceal a natural object. You will also need a vation practices. In addition to specific kinds ofplants, rocks place such as a blackboard or a pad of newprint on which to or little animals,include in your list some general categories rock record certain observations for everyone to see. The group is such as "a compound leaf," "a toothed leaf," "pebble or divided irito teams which are sent out to find a naturalobject showing the effects of erosion," "two different shapesof (no live aniMals, please!) to be concealed in the box. Theydo leaves from the same tree," "leaf with vein parallel to margin," chosen. First team "three not let the oiher team see what they have "eucalyptus nuts with 3, 4 and 5 pointed star pattern," to be detectives chooses a "feeler" and arecorder. The different kinds of seed containers." "feeler" is instructed to feel the concealed object and describe Treasure Hunt it. He is not to tell what it is even if he knows. Hedescribes its Eight or less to a team. A set of clues for each team.The size, weight, shape, texture, etc., until the recorder has agood clues are hidden in or very near to places thatwould exhibit list of adjectives such as egg-shaped, light weight, dry, some aspect of nature and consistof descriptions of these prickly, not solid, etc. A third volunteer is chosen to try to places, e.g., "I'm tall, evergreen, and when I drop my leaves, draw a picture of what these adjectives mightdescribe. The they're still attached to a twig" (redwood); or, "I'malways object is then revealed and everyone can judge how good the growing out of my bark, which issplitting and peeling description was. The process is repeated with theopposing constantly" (eucalyptus); "My roots are so big that theIndians team being the detectives. called me 'man-in-the-ground' " (wild cucumber); "I was an Pocket Nature Trail important source of food to the Indians" (oak tree);"Look Use file cards. Punch one hole sothat they may be held do a for the door to my house. I'm small, furry, and I can together by a one-inch notebook ring.Explore an area such as (gopher); "Ages ago I pretty good imitation of a bulldozer" a backyard, vacantlot, schoolyard or city park, making note made a sudden trip out of the depths of the earth" (volcanic of different kinds of conspicuousplants, shrubs or trees which rock). you can use as"trail-markers." Draw a "trail map":on one Matching Leaves card. Make crayon prints on ordinarytypewriter paper of Keeping in mind good conservation practices, collect a typical leaves of the "marker plants."Cut out prints and variety of leaves from a given area. Include two or threeof mount on cards. Number eachcard and note where they may each kind. Each pjayer draws a leaf and goes forth to findthe be found on the map. On the backof the cards give the name tree or shrub it matches. He collects one matchingleaf and and observations (use your five senses)about it. Plan to make returns to the starting point with his two leaves. It may or may successive trips to the same area. Leave room onthe cards for not be advisable to make this a race, depending uponthe observations of events or changes that may occurin the area abilities of the group. A variation would be to find a seed around the marker, e.g., "Look for anthighways along the container from the tree or shrub that your leaf matches. trunk of the tree," or "Look for spiderwebs,"or "A small "Chewed leaves Snatch and Skeedaddle! inch hole in the ground three feet west," or Two teams from three to twelve players line up facing one overhead." Let groups exchange nature areasand see what another fifteen feet from a center line. Teams countoff in they can add to them. opposite directions left to right, right to left. On centerline Reprinted with the permission of the place several natural objects (preferably ones which canbe National Audubon Society, Tound in your locality) such as rocks, seeds,flowers, leaves, Bay Area Educational Services 54 57 Suggested Correlation to Environmental Other Curriculum Areas Relatinnships r x2 0 0 0 = 71 2 73 l't .4 - I) a, e.) b13 X at E cn c Q 0 PHYSICAL EDUCATION IN THE OUTDOORS ....1 *. 7:73 >" -c5 TA -sa co 2 cA 7E9 .g iti3

, _

Activities for Grades K-12

Do developmental exercises. *

De rhythms-dances and instruments.

Jump rope.

Run and jog.

Do stunts and tumbling.

Have an A-Z scavenger hunt for fallen or non-living objects. S

Do aquatic activities-swimming, water safety.

Activities for Grades K-3

Run, dodge and stop.

Rend and stretch.

(limb and hang.

Throw objects in a field or Oifillooi 'area.

Take a walking trip.

Play lag g11111eS wood tag.

Play "I lklc and Seek.-

Play "Fox and Geese on t k2 Reach."

Play "Kick the Can."

58 55 Suggested Correlation to Enviro.inental Othtr Curriculum Areas litclationships

1 14 CO I A = 'a lie, 0 r4 8 .2 -c3 t.) .--. 'a ....0 *Eh .V.. 1 t TO lelu = cr) ut * 0 4.) >, Fs r2 X '-c' 711 'A 71 P 4 0 tie .1 A

Activities for Grades 4-6

Play rattlesnake game-"Capture the Flag," "Stalk the Deer," "Indian Bird Hunt," "Pat and Mike." 11

Do folk dancing, other hiding, stalking, and campfiregames.

Follow natural obstacle course with or without relays.

Learn to fly cast (fishing).

Have a treasure hunt-with compass course.

Play"IGo West" (compass game).Eachpersonincirclehas direction-220, 90. 45 degrees, etc. Play like tag ball.

Build a human pyramid. Play "Kick the Can." I

Activities for Grades 7-12

Do folk dancing.

Play horseshoes.

Practice field archery.

Ride bicycles on field trips. S Hike for extended periods.

Do arviatic activities- swimming, diving, synchronized swimming,water polo.

Learn and practice fly casting.

Do social and family recreation-table tennis, deck tennis, shuffleboard, croquet.

Play team games-volleyball. S 5

Do combatives-wrestling, boxing, judo.

Develop physique by weight training.

59 THE 100-INCH HIKE as our blanket. Isn't the zun a warm cozy blanket? Areyou nice and warm? Is everybody corrn:^rtable?(EverytAy This outline will contain the frameworkof the trip, plus pretends to snore.) somedialog,in order to give the feeling of the hike. Theuse of the "Socratean"typedialog between the leaJer and the There goes a dragonfly anda butterfly. It's time to wake children gives impetus to their dnireto learn and to see. up. Whose wings are bigger, the butterfly'sor the dragonfly's? That's right, the butterfly's. Thatbutterflyis called a The Grass Jungle Swallowtail. But the insects with the biggestwings are not necessarily the fastest flyers. Look how fast Has anybody here ever visiteda jungle? You haven't? the dragonfly goes Well, then let's get down through the air! The butterfly tastes his foodthroligh his feet on our hands and knees and let's and legsand the dragonfly can crawl through thegrass jungle. How come the grass jungle is sd see upwards, backwards and wet below and so dry on top? It's all the way around. The butterflydrinks his food, but the because the plants and diagonfly eats lots of mosquitoes. grasses are like umbrellas. Your umbrella keeps therain off; these umbrellas keep the rain Here is the "farmer of the jungle"he tills the soil. It is in. Let's feel around andsee how a worm. It plants fallen seeds by covering them with soil. damp the jungle is. All junglesare dampkept moist by the 1 plant umbrellas. think the earthworm is the mostimportant animal on eart,, Here is some clover because he make spaces in the earthso air and water can get that means we are lucky! Weare in. "in clover." Oh, look, hete issome red clover. Here is a yellow burr clover. Why don't Let's find out some more things aboutthe plants that we we take the burr and put it on your find in the "grass jungle." Here is jacke.t maybe it will travel withus the rest of the way! some wild oat grass, etc. Can anybody tell me whygrass is so important? That's right. Here is another traveler, only thisone flies! Does anyone know what it is? That's right Jimmy, the cow eats thegrass and we drink the milk. We can it's .! dandelion. Thisone is a make a whole meal of "ripe" dandelion, ready to fly grasses. Grasses give us meat, bread, away. The seed is the weight, oatmeal for breakfast and cookies for snacks. and the otiter part is the parachute.Anyone want to plant a dandelion? Okay, Here is the red clover again, but thistime there is a new gang, BLOW! visitor Look, Joe just found it'sa bumblebee. Some engineers say thata a "skeleton"! A skeleton leaf. The bumblebee shouldn't be able to fly. The outside of it is gone, and the insid.eis left (the veining). So body is too big, the we wings are too small and the ttwump"is too wide. Only the can see how a leaf is put together. That is what allskeletons teach us, how things bumblebees don't know this and flyanyway. are put together. Marcia has a skeleton. Who likes hot dogs and hambureers? It's part of a beetle. Weare sure glad she fonnd it. This shows Here is a mustard plant. Who's been eating it? The deer! us beetles walk inside out. Their skeletonsare on the outside. There are many plants Our skeletons areon the inside. eaten by both people and animals. Here is a plant that has lots of neighbors Beetles are great "sniffers"they have a goodsense of you see, the smell. That's how they find dead leaves live opposite each other, theway people live opposite animals and rotting plants to each other in houses in feed on. Why don'twe be good "sniffers" too? our neighborhood. Here is a mighty hunter of the We are coming to the end ofour trip, because there's the jungle a spider. Does big tree and the park sign. Why dort't anybody know what kind of spiderhe is? If he is found in the we rest under the tree. Can anybody name me five things grass, what's his name? That's right, he's calleda Grass Spider! we saw in the grass jungle What a smart group of kids! teday? Peter just asked me what Who likes dinosaurs? Here'sa sow bug and a pill bug. a tree is good for. Answers: They were on earth millions of makes houses, telephone poles, flagpoles,holds the earth from years before the dinosaurs. The slipping, birdhouse, books, sow bug is very flat so he can protect himselfby hiding under newspapers, pencils. What do I think a tree is good for? Youcan blow your nose in it. rocks and wood. A pill bugprotects lumself by rolling up like an armadillo Why don't we all stand up?How big you have grown that's why his long. fancysciAtific name is since we took our trip in the "Armadillum." You know, theyare not insects. That's right grass jungle. And I think you are because they have more than six legs. They a lot smarter, too. Why don't we allgo over together to read belong to the same the park sign. Let's all read it together (in family as the crab and lobsterin the sea they are unison): "Help Protect Your Nature AreaNo Collecting Please" crustaceans. Sow bugs and pill bugs help make soil.They chew up dead plant material. Question: Why should we not take anythingout of the Nature Area? That's right, Here is the "old man of the jungle" the ant. He lives we have to leave things here so that all the boys and girls whocome after us can have as much fun the lorgest of any insect. He uses his feelers formany things to find out what family of ants he belongs to; to take as we did, and the flowers and the animals will stillbe here care of next year. We who work in the ant eggs; for smelling. By smelling his your parks need all the help we own feet, he knows can get! if he is on the right trail, and this helps himto get back home. Come back again and seeus real soon, for these parks Do you take a nap? I would liketo take a nap too, but I can't because the people who work in belong to you and your parents whopay taxes bo support the your parks are very East Bay Regional Parks. Isn't it wonderful busy, and my boss wouldn't like it if I tooka nap on the job. to have a park for a friend? See you later. Prepared by Joshua Barkin, Oh, well, why don't we all takea 5-second nap togehter? I think my boss will understand, and Supervising Neuralist, Tilden Park we will use the warm sup 60 East Bay Regional Park District MestlComlation to Eavkonmental ienium Areas 7 Relationships 1 , i ino ,..) 4.. 5 0 . SCIENCE IN THE OUTDOORS 1 "tIi 11,aA 0 ....._

Activities for GradesICI2

Write inquiry questions for groups.

Sort leaves, devise classification system.

Identify plants, rocks, animals.

Find temperature by counting cricket chirps.

Find examples of the relationship between sun and life. Observe the earth's rotation. a Measure evaporation. Lay or follow a natue trail. I

Observe hatching acorn larvae.

Learn pology in the field.

Overcome fear of snakes.

Learn through observationage of tree, kind of tree, gro...th years, climatic history of area, reason for uneven growth, cambium layer, host to other plants and animal life, etc. A-Z review of field experience- name one thing for each letter. I Collect water samples for microscopic examination.

Study successi,m in a burned area.

Collect insect galls on plants and observe emergence. I

Determinesoilparticlesize by shaking with water and observing sedimentation.

Observe sGurces of air pollution.

Practice composting,

Find examples of the ielationship between water and life, 0

Plant trees or flowers in urban area.

58 treConticutumrrelation to Environmental Areas Relationships

1 -0 -I . = v td 0 . ....c.:. Q ..-+ .r..) rii . 1 g /a 2xZ.., 1..1 I] E, g mA.S.3 ga E m .....____

Activities for Grades K-3

Use five senses to examine minutelywatch snailsmove.

Observe insects, animalshow theymove, eat, etc.

1,)ok for similarities (discrimination)shape,texture, size, etc.

Decide what grows along a nature walk.

Group natural objectstrees, fish. rocks.

Find examples of how people, animals, and plants dependOP each other.

Find animals at different stages of their life cycles.

Observe ways that the sun affects life. * Notice that different things live in diffeient environments. J Color an animal to fit the place it would live,place the paper cutout there.

Describe local changes in theseason -effAct of rain, cold. etc., and tell how these changes affect us,

Compare structure of plants which staygreen in dry seasons with those which turn brown. 1 0 Collect different types of seeds and fruits.

Observe methods of seed dispersal.

Observe methods of animal locomotionsnails, millipedes, snakes,insects.

Activities for Grad, s 4-6

View the stars on a night trip, hear mythology about them. 5 Predict changes to :ollow tide, storm, dry spell.

Use telephone cable wire in 10" lengths to make 2" diameter circles, and use like hand lenses to examine a small bit of area, it

Discover something of interesteach child leads group to his find. These are listed to be categorized.

Discover what plants and animals are nativeor imported. 0 Take blind walk in pairsone leads a blindfolded partrer, helping him see,,, Suggested Correlation to Environmental Other Curriculum Are,. Reltlionships

4 0 ..# . ,. a 1 . . 91 aa. 3 m

Find cycles in naturefood, water, nitrogen, etc.

With a spring scale and float, Measure water pull in narrow and wide part of streamrelate to electricity watts and volts. i

Compare plants on north and south slopes.

Take a station hike -lead child is assigned a post to explain. *

Studyaplotchartwithtransparentoverlays showing producers. consumers, decomposers.Describe homes, plant life, map, soil, death, erosion, living things.

Plot a grid in vacant lot, 10' sections, study ecology, use sampling.

Find plants that illustrate botanicid corMs palmately compound.

Obscrve how trees are adapted for place where they grow.

Make a solar still.

Find temperature of water at different depths, relate to life in that place.

Show how light affects plants, animals, and humans.

Notice animid uses of sound, 4

Demonstrate wave action in water with a bucket.

Explain effects of gravity on erosion, water flow_

Show centrifugal force with a bucket.

Set up and use a weather station. Committee keeps records, predicts weather. Relate to occupations.

Learn about chemistry in the environment.

Dig to the water table.

Stop soil and water erosion. Observe effect.

Determine whether mirror or magnifying lens is better if you are lost. I

Study clouds.

Make and use a water microscope.

Find examples of land forms, mineral specimens. Find fossilslearn what they tell about an area. i

IC 63 Suggested Correlation to Environmental Other Curriculum Areas Relationships

.s .e .0= -a . .,0 a .* it3 E v 0r2 ia.. -4 1)a 0 >, u -9., a -S 0 A .4 '6" ,,, 4M1 a f..i x cx

Wade in a stream, finda variety of plants and animals, see how theyare adapted, notice litter, measure fkw ofwater, describe quality of water.

Study owl pellet or scat from hawk,coyote, fox, raccoon. What has been eaten? What lives in it? Reassemble skeletonof bird or rodent.

Follow tracks, cast them in plaster.

Make a noose of long grass to catcha lizard (let him go).

Compare effects of plantson erosion.

Construct a splash stick to observe effectsof rain on soil erosion.

Determine soil porosity by plaeng open-endedtin cans.in soil and Oiling with water.

Determine effects of exerciseon respiration and pulse rates in humans.

Observe effects of fertilizeison plant growth.

Observe effects of pesticideson plant productivity.

Construct an ant farm.

Construct and observea beehive.

Observe effects of windon vegetation,

Activities for Grades 7-12 Estimate distance by timing sound travel. t Study wave motion in a pool.

Trace the conservation of mtater in food cycles.

Observe different examples of symbiosis.

Determine an animal population by collecting,marking, re-collecting, and computing population.

Identify trees by using identification keys.

Visit a variety of ecologicalzones.

Apply the scientific method to social problems.

ei Coriculumrrelation to Envkannental USE 1 ri t eg Areas Relationships r 0 sww1 0 = 'M .=1.6. Ul4e 1 i is

Classify birds observed according to migratory patterns: winter, summer, resident.

Predictandtesteffectonecologicalnichebyremovingone speciesmosquito.

Ohscive disease carriers, effect of heavy population on disease.

Watch a domestic pet that has been abandoned in a park.

Compare characteristics of monocots and dicots,

Trap planatia rift labluatory study. consinici topographic map of an area. I Del ei mine and compare rdative humidities.

Study soil piofile, Test acidity of soil and outdate acidity withvegetation, I I Observe types of vegetation whichgrow in salt spray ,f.me, I

ADOBE CONSTRUCTION

Application: early California, Latin America, southwestern United States. Make a model rancho using small bricks or small section of wall of full-size bricks. Materials: ad3be clay, dishpan, dry grass or straw, mold (2 boards, 1 x4x 18: 2 boards, l xltx lO), water. Process: Pound dry clay yntil fine and smooth. Mix water with clay in dishpan or shallow hole in ground. Add grass, place mold on clean ground or heavy paper, fill mold, tamp to fill voids. When partly dried, loosen mold and remove from brick. Turn bricks on edge after drying for full day. Complete drying in hot sun for several days. Lay bricks with layer of same adobe mixture between bricks. Wails were usually protected by wide roof overhangs and walls were often plastered.

65 82 NOISE POLLUTION

One hundred decibels is a level that a high percentage of the population will find intolerable. Federal Aviation Administration

Relative Noise Levels

Perceived Decibel Level Room in a quiet city dwelling at night 32 Average city residence 40 Dishwasher 56-85 Small 2-engine private plane (sideline noise at 1500 feet) 80-85 Heavy truck 25 feet away 90 Train whistle 500 feet away 90 Food blender 93 Subway train 20 feet away 95 DC-3 (sideline noise at 1500 feet) 95-100 Loud outboard motor 102 Loud motorcycle 110 Boeing 707, DC-8 (sideline noise at 1500 feet) 110-115 Rock 'n roll band playing at loudest moments 120 Large pneumatic 3" riveter 125 SST (sideline noise at 1500 feet) 120-129

66 8 3 Correlation to Environmental S(ItreefeurfienluniAreas Relationships

.0 en . 74 0 43.) evs 0 evs . SOCIAL SCIENCE IN THE OUTDOORS 1 t ad. ..

zE i .1 X

Activities for Grades K-12

Discusshistory of an area, observe pioneer routes, sites of early settlements.

Study a meadow as an example of a kind of community.

Wash hands with Indian soap plant bulb.

Lo -.:at t. local geography, industry, topography, water resources from a vista point.

Plant and tend a vegetable gatden. *

Plant and landscape school grounds. Develop ability to get along in a cabin, apartment building, who- group housing.

Find ways plants, animals and people adapt to their environmetits.

Work ;n committeesplan a cook-out. S S

Study unusual edible plants and animals

Observe all of the effects of man in a specified area. I I

Clean up a natural area.

Study and determine soliztions to litter problem.

Visit a city dump and cb5erve materials that could be recycled.

Activities for Grades 1(-3 Learn names of topographical features. Find animal communities.

Find plant communities.

Discover needs of animals and people.

Observe how people are affected by their environment and how they change it.

Study ranch life. Investigate Indian uses for native plants; plants for food, clothes and medicines.

Collect litter, make a litter tree, chain, sculpture. I ii

64 67 Susgested Correlation to Environmental Other Curriculum Areas RelationsMpc .,_._.....,...._....,

-v-j -to ---.f. ,... c tis vt .2. citi) 74 a !4 tt za 1 a .z ;.i .;74 . tut, ...0 >, c 0 al- g iJ 2

Activities for Grades 4-6

Become act-painted with land formslakes,gullies, streams, washes, ditches, levels, hills. .... Map school yardchildren draw in proposednature area.

, Make a relief map using pegs, string, and levelto circle small hill draw pattern to scale. * Make clay topographic map.

Survivalwhat would we do ifwe had to stay here? Pretend to be an Indian tribe. Send out scouting parties toreport back on basic needs (food, shelter,clothing, water, recreation). * Leave a trail to be sure to be followed; to besure not to be followed. Find direction with a watch.

I Discuss historyif a tree could talk.

Find water indicatorssycamores used bypioneers.

, Compare fenceshandmade and manufactured.

Make adobe brick.

Make pioneer food with native plantsanisecookies, horehound candy, acorn bread, madrone tea, hvba buena tea, berry jelly (knowthe berries!)

Discover how many peoplean acre would feed.

Investigate how soil supports lifeuses of soiL

Identify exotic plantseucalyptus from Australia. S From vantage point, identify transportationroutes, urban zoning.

Collect litter in pairs, weigh inon crude balance scaletwig and fulcrum. Prize to the collectors of most litter. Arrange accordingto length of time required to decompose. a%

Discuss law and man's use of resources.

Understand likenesses and differences in ethnicgroups within class by outdoor interchange of ideas.

Gather one beautiful non-living thing from eachstudent, place on paper explaining why selected, then teacher burns it. 5 0 0

Write. :letters to influential people and organizationsrelating to value of na1ural resources. e Co.* to Environmental Sutlitligoa41MitrieulumO Areas Relationships

Ti o = VI tii

. g Ail

Study trail maintenance. I Study effects of pesticides. 5

Investigate man-made waterwarp, power lines. a

Study air, water pollution, excavating.

Circulate petitions or brochures relative to environmental problems. es

Activities for Grades 7-12 thlderstand climate and natural resources of an area.

Understand conflict of interest in use of resources. * Compare effects of population density in human and animal communities. *

Observe biomes--north and south facing slopes. Learn economic aspects of resource management. S * Trace sources of pollution and take active steps to clean up air, water, and land. Letters to industrialists, congressmen, newspapers, interviews, community clean-up campaigns, petitions. 6 S *

Develop a conservation ethic of moral responsibility for brotherhood. 0 Probe problems of local vs. state and federal regulations -oil regulations, water managel -.mit.

Recognize importance of land use planning, observation of planned communities, prime agricultural land-planning commission, county ordinances. S S * I Visit planned parenthood association-12ain need for population control. * inveskigate atomic energy and its effect on environment. I S 5 5 Compare sewage disposal systems. * 5

Investigate water usage problems. 5 Determine human population density in a city block or some other area. S 0 Visit a park and investigate consideration necessary for outdoor recreation planning. *

Study economic and aesthetic loss of r., burned area. S

Circulate petitions or brochures relative to environmental problems. S

6 69 '1

4 3,

4if

70 17 RESOURCE AGENCIES, ORGANIZATIONS AND PROGRAMS

problems have prompted a wed- amount of_conservation e specific in your requests. Questions such as "Whatare educatkn activity 111 the schooh of California: you doing about pollution?" and vague requests suchas "Send As a result of this very desirable intendon :the lest ofme = g:srm!ligifvationr:AreAltilt or Impossible to teachers and students, there his biien alteinindtiusincrease in handle*,417 the amount of letters and requests for infoimationsent to 'Meet your *guts to theagency test suited to fill it. A the various public agencies, industrialconcerns and private Sul& to federal and state resource agencies is being prepared conse. iation groups. All of these requests involveresources, for early distribution to schools. D4oney, materials and manpower to answer Educators sad Combine requests-whenever possible. Schoolor district students can practice good conservation,as wtril as learn about -orders -for materials- fts- quantitfisur less tO micas than it if they will exercise.good judgment in.requestlut asolstaltee from these agencies. individusl*atitaffir situdent:CequestiAituii0ible, *chefs oald **Mae* etteTiãaidüpiiacover lester. Na Nito we suggest that you observe the Mowing: motto permits agencietsvMere appropriate,to -answer several Check local sources first. Perhaps the informationyou requests with one letter. desire is available from -schoolor public librasies, rhe local Request what you willuse, and use-what you request. Nom the Califbmia State Depanment of Education

GOYERNMENT AGENCIES UNITED STATES Soil Conservation Service 2020 Milvia St., Berkeley, CA 94704 Department 841-5121 Councils-Committees Legislative Committees Informatiolf,publications,teaching Independent Offices and Establishments osipationas aids Soil and river basin surveys CALIFORNIA Watershed and flood protection Agencies and Regional Offices DEPARTMENT OF AGRICULTURE Reser.rch experiment stations Councils-Commissions 630 Sansome St. Technical aid and help in recreational Legislatvre San Francisco, CA 94111 deselopment on watershed Regional Offices of State Agencies (unless otherwise noted) Quasi-GovernmentalRegional DEPARTMENT OF COMMERCE 450 Golden Gate Avenue Authorities Science and Education San Francisco, CA 94102 Federal Extension Service Science and Technology UNITED STATES OF AMERICA Helps public interpret and apply to everyday problems the latest technology Environmental Sciences Services Adminis- Regional offices of departments, bureaus, Provides technical and organizational tration establishments, councils, and committees assistance Conducts programs with respect to whose actions and programs relate most Conducts educational programs weather directly to various environmental concerns Terrestrial and space investigations are included. Many provide teaching aids on State Extension Wildlife Specialist UnPiersity of California at Davis, CA 95616 Basic and applied research, observa- varicuis grade levels films, catalogues, tions, processing, forecasts charts, booklets, etc. All provide data on current issues in their jurisdictions as well as Rural Development and Conwrvation general program or referral information. Coast and Geodetic Survey Important: Forest Service 121 Customs House onlyspecificquestionsor San Francisco, CA 94126 requests canreceivehelpful answers or Administers national forests and grass- response. lands for multiple use, including recreation 556-5111 and outdoor education Caries on :esearch and experimuntal Weather Bureau EXECUTIVE OFFICE OF THE PRESIDENT, P.O. Box 2385 WASHINGTON, D.C. 20500 programs Supplies information and teaching aids Oakland, CA 94614 Councils to advise the President, improve 562-8573 interagencycoordination,provide Conservation Officer leadership, develop programs: Southwest Range and Experiment Station DEPARTMENT OF DEFENSE 1960 Addison St., Berkeley, CA 94701 National Council on Marine Resources 556-0122 Army Corps of Engineers and Engineering Development 100 McAllister St. Office of Science and Technology Pinchot Institute for Conservation Studies San Francisco, CA 94102 President's Council on Environmental Milford, PA 18336 Maintains and repairs real property Operates utility plants and systems Quality, 1016 16th Street, N.W., Washing- Publications and research on various ton, D.C. 20036 Plans, directs, and supervises projects aspects of conservation education and surveys other governmental agencies as GB 71 1

assigned (improvement of rivers, harbors, Fish and Wildlife: Parks and Marine Valley Project of California shore protection) Resources Water delivery for power and industrial Bureau of Commercial Fisheries uses with associated recreational uses, Ilood DEPARTMENT OF HEALTH, EDUCA- control TION, AND WELFARE (REGION IX) 100 McAllister St. San Francisco, CA 94102 50 Fulton St. Water Quality and Research San Francisco, CA 94102 556-7632 556-3789 Research management and conserva- Federal Water Quality Administration tion of key marine and inland fishery Public Health Service 760 Market St. resources San Francisco, CA 94102 556-5810 Technical aid 556-5876 Consumer Protection and Enviionmental Bureau of Sports, Fisheries, and Wildlife 620 Central Ave. Health Service 730 N.E. Pacific Alameda, CA 94501 556-1210 Portland, Oregon 97232 273-7025 Consolidates existing knowledge and Manages national wildlife rufuges and Reviews state water quality standards advance research fish hatcheries Interstate enforcement activities Establishes standards Responsible for rare and endangered Financial aid for municipal waste treat- Assists state and local programs species ment projects Technical assistance Plarmid programs Environmental Control Administration 556-8480 National Park Service DEPARTMENT OF TRANSPORTATION Identifies and controls problems of 556-4122 800 Independence Ave., S.W. man's environment Phns development and management of Washington. D.C. 20590 Bureau of Community Environment Man- Natioma Park System Develops and improves a coordinated agement Extensive information and interpretive national transportation system Bureau of Solid Waste Management services now working with Office of Stimulates technological advance Bureau of Water Hygiene Education on criteria for land use designa- tion as a national environmental education Urban Systems and Environment National Air Pollution Control Administra- livAntark tion Office of Environment Impact 556-4811 Mineral Resources Develops innovative solutions in urban Technical assistance, studies, and pro- Geological Survey transportation grams of resf-arch 555 Battery St. Provides leadership in indication of Development of criteria and standards San Francisco, CA 94111 environmental enhancement programs Identification on control of pollutants 556-5627 Conducts mapping, research on mineral U.S. Coast Guard Bureat of Abatement and Control 630 Sansome St. Bureau of Engineering and Physical Sciences and water resources and geologic structure Distributes maps and reports San Francisco, CA 94111 556-0669 Office of Education Bureau of Mines Oceanographic data 760 Market St. Search and rescue San Fiancisco, CA 94102 Studies air and water pollution related to mineral use Navigationalaids(includingbridge 556-4920 placement approval) Facts and statistics showing education- Develops model control regulations Advises regional groups al conditions and progress Reseszch and Technology Diffuses information to promote the Research development and conservation of mines and resources Research and development relating to high quality of education speed safety and economy of transportation Administers grants for educational pro- Public Land Management grams and facilities Office of Noise Abatement Bureau of Land Management Concerned with noise generated by DEPARTMENT OF HOUSING AND UR- 2800 Cottage Way transportation equipment BAN DEVELOPMENT Sacramento, CA 95825 681 Market St. (916) 481-6100 Federal Aviation Administration San Francisco, CA 94105 Manages federally owned lands under 831 Mitten Rd. 556-5900 multiple use principles Burlingame, CA 94010 Conducts studies on open space, desert 692-2441 Metropolitan Development USE Regulates air commerce for safety and 556-7534 Makes public domain available for development iease,purchase, or environment improve- Air traffic control Community Resources Development ment Promotes development of natione air- Programs and activities of financing, BLM NEWSBEAT way system and airports planning, acquisition, and development of open space, land, etc. Bureau of Outdoor Recreation Federal Highway Administration 5564713 450 Golden Gate Land and Facilities Development Adminis- Helps coordinate federal plans and San Francisco, CA 94102 tration programs in outdoor recreation areas 556-1243 5564809 Technical aid in development of out- Aids highway construction Open space land propam concerned door mutation resources Vehicle safety with acquisition of space for pub& conser- Outdoor Recreation ACI1ON Total openteon and environment of vation and recreation uses the highway systems Water and Power Development Research and Technology 760 Market St. Federal Railroad Administration Provides technical assistance, studies, San Francisco, CA 94102 450 Golden Gate publications on open space San Francisco, CA 94102 Bureau of Reclamation 5564632 DEPARTMENT OF THE INTERIOR 556-4303 Concerned with high speed, safety, 450 Golden Gate Avenue a Plans construction and operation of efficiency San Francisco, CA 94102 waterresourceprograms,e.g.,Central Operates the Alaska railroad National Research Council Department of Public Works Facilitates participation of broader rep- (916) 445-2201 resentation of scientists Stimulates and supports research (R)*Division of Highways Fedcal Committee on Pest Control Applies sciences contributing to public Plans, supervises, controls. and main- Washington, D.C. 20204 welfare committees and conferences tains state highway systems Coordinates interdepartmental activities dealing with pests (controls- effects) National Institute of Envkonmental Health HUMAN RELATIONS AGENCY Research and public information Sciences 1120 W St 9000 Rockville Pike Sacramento, CA. 95814 Water Resources Council Bethesda, MD 20010 (916) 445-6951 1025 Vermont Ave. Researches,disseminates,andex- Formulates and implements prfticy Washington, D.C. 20005 changes information Coordinates plans on all governmental Department of Public Health 2151 Berkeley Way levels for developing comprehensive water National Science Foundation and related land programs 1800 6th St.. N.W. Berkeley, CA 94705 Prevention of disease and provision of Washington, D.C. 20550 a healthful environment Strengthens research and education in Environmental health and consumer the sciences protection service Awards grants for materials and equip- Federal Nutritional science ment Sanitary engineering Entourages programs and teaching in- Senate:Agriculture and Forestry stitutions RESOURCE AGENCY Appropriations 1416 9th St. Commerce Smithsonian Institute Sacramento, CA. 95814 Interior and Insular Affairs 1000 Jefferson Dr., S.W. (916) 445-5636 (unless otherwise noted) Public Works Washington, D.C. 20560 Program of research, study, education, (R) Air Resources Board House: Agriculture training, development of collections, publi- 1108 14th St. Appropriations cations Sacramento, CA 95814 Interior and Insular Affairs (916) 445-1511 Responsible for quality of air Interstate and Foreign Commerce National Museum of Natural History- Merchant Marine and Fisheries Science Information Exchange Adopts standards, inventories pollu- Public Works Receives, organizes.nicl disseminates tion, evaluates effects information about work is. progress Vehicles commissions Determines most advantageous distribution of research funds B ay C o n serve tio nandDevelopment Aids program administration avoiding Commission unwarranted duplication SO7 Polk St. San Francisco, CA 94102 Atomic Energy Commission 597-3686 2111 Bancroft Way Issues And denies permits on fill of San Berkeley, CA 94704 Francisco Bay 841-5121 Provides some sewerline protection Development and use of atomicenergy Agencies are involved in theprograms for common defense and security and actions that will result ina negotiated settlement Departuent of Conservation Improve public welfare with our environment. Tele- (916) 445-3976 Increase standards of living phone directories, city and county offices Division of Forestry will also provide contact with citizenad- visory committees and commission Protectsforests,watersheds,and Federal Power Commission members grasslands 441 G St., N.W. that are informed on events of localcon- cern. Fite control Washington, D.C. 20426 Multiple use and research Allocates costs of certain federalpro- jects (R) Regional Office Management Issues and administers licenses for plan- * Commissions set policy carried out by the appropriate department (It? Division of Mines and GeologY ning construction and operation ofnon- Discovery ard orderly development of federal, hydro-electric power projects mime' resourses STATE OF CALIFORNIA Gathen, analyzes, and publishes data Planningformarinegeological regarding electric power industry State Capitol resources development Determinesanda:psessesheadwater Sacramento, CA 95814 Mineral Information Service benefits charges Monitors and regulates gas and electri- AGRICULTURE AND SERVICES AGENCY (R) Division of Soil Conservation city rates, charges and services 1120 N St. Develops soil and water contervation Sacramento, CA 95814 plans (916) 445-1935 Nationsl Academy of Sciences Cooperates with local districts inpro- 2101 Constitution Ave. jects and planning Washington, D.C. 20418 (R) Department of Agriculture Promotes science and its use forgenet- A service agency; does notengagin (R)* Department of Fish and Game al welfare research, education or extension work (916) 445-3531 Investigates,examines, experiments, Department of Commerce Protects, preserves, propagates, and advises federal governement Concerned with the produAion and enhances species development of the state's economy Issues permits and licensee for hunting, National Academy of Engineers fishing Divisionsonbiology,behavioral BUSINESS AND,TRANSPORTATION sciences Enforces tzurs AGENCY Outdoor California Exchange of information, conferences, 1120 N St. research Sacramento, CA 9584 Marine Research Committee Responds to scientific and engineering (916) 445-1331 Wildlife Conservation Board problems Coordinates planning, forms policy 4454448 70 73 Departmentof Navigationand Ocean HUMAN RELATIONS AGENCY Select: Environmental Control Development Rapid Transit (916) 445-6281 Committee on Environmental Policy Salinity Intrusion Division of Harbors/Watercraft 1400 10th St. Engineering and planning for needs of Sammento, CA 95814 ASSEMBLY small craft faciliths (916) 445-4422 Standing: Agriculture Division of Oceans Commerce and Public Shoreline in yteetion and tesearch RESOURCES AGENCY Utilities Education *impartment of Parks and Recreation Advisory Committee on Marine and Health and Welfare P.O. Box 2390 Coastal Resources Natural Resources and Sacramento, CA 95821 714 P St. Conservation (916) 445-2385 Sacramento, CA 95814 Transportation Acquires, develops, and operates over (916) 445-9873 Water 200 units in state park system Select: Environmental Quality Preserves and administers state recrea- Interagency Council on Ocean Resources tion areas 1416 9th St. Joint Legislative Committee on Open Lands Sacramento, CA 95814 Department of Water Resources (916) 445-0530 Select Committee on Environmental Quality (916) 445-6582 (Proposal - Environmental Bill of Rights, Constructs and operates water devel- Statc Lands Commissions March, 1970) opment system, formulatea plans 1020 12th St. Research on flood control Sacramento, CA 95814 4 Plans associatedrecreational (916) 445-5488 developments Studiessalineconversiontofresh Bay Area Air Pollution Control District water 939 Ellis St. San Francisco, CA 94109 Division of Water Quality 771-6000 Information on quality of waste dis- Enforces air control repiation by ad- charge requirements DEPARTMENT OF EDUCATION ministration or court action 721 Capitol Mall Reports air pollution Division of Water Rights Sacramento, CA 95814 Water diversion and use adjudications Providesprofessionaldirectionto Bay Area Council Soil Conservation District maintain the quality of the school system 5552 i:layton Rd. (R)StateWaterResourcesControl Regulates element:ay, secondary, and Concord, CA 94521 Board special schools 682-1266 (916) 445-1553 Sets and enforcesregulations and Bureau of Elementary and Secondary Edu- Department of Agriculture standards cation Conservation Officer Embarcadero and Mission (916) 455-8150 San Francisco, CA 94111 Reclamation Board 557-0640 (910) 445-9454 ENVIRONMENTAL QUALITY STUDY Cooperates with the U.S. engineers in COUNCIL Department of Fish and Game flood control 1400 10th St. 3000 Ferry Building Maintenance and operation of projects Sacratniinto, CA 95814 San Francisco, CA 94111 on the Sacramento and San Joaquin rivers (916) 445-6411 557-2237

Division of State Lands PUBLIC UTILITIES COMMISSION Division of Highways 1111 Jackson St. 1020 12th St. 150 Oak St. Oakland, CA 94607 Sacramento, CA 95814 464-1366 Oakland, CA 94612 Administers, sells, leases, or disposes 557-1840 of state lands (includes tide lands, sub- 350 McAllister St. San Franciscr, CA 94102 me;ged lands, swamp and overflow lands, Division of Mines and Geology and beds of navigable rivers and lakes 557-0647 Regulates intrastate rates and services Ferry Building Surveys boundaries San Francisco, CA 94111 Leases oil, gas, and mineral properties (gas, electric, water) Fixes rates and fares .0633 Supervises services, safety San Franciszo Bay Area Rapid Transit District 1111=111111M 814 Mission St. COMMITTEES AND COMMISSIONS CALIFORNIA LEGISLATIVE OFFICES San Franeiso), CA 94103 WORKING DIRECTLY 986-1818 WITH AGENCIES Governor's Office To construct and operate a regional 350 McAllister St. rapid transit system BUSINESS AND TRANSPORT AGENCY San Francisco, CA 941V2 1120 N. St. San Francisco Bay Delta Water Quality Sacramento, CA 95814 CALIFORNIA LEGISLATIVE Control Program (916) 445-1331 COMMITTEES 364 14th St. Advisory Committee for a Master Plan Oakland, CA 94612 on Scenic Highways SENATE 464-1134 (916) 445.6354 Standing: Apiculture Consults, reviews, anti advises Education San Francisco Regional Water Quality Con- Health and Welfare trol Board Highway Commission Natural Resources and 364 14th St. Adopts routes, allocates funds, autho- Wildlife Oakland, CA 94612 rizes sale of excess proporty, designates Transportation 464-125S freeways Water Resources Reports water pollution 74 71 Bay Area Educational Services 1749-A Grove St. Berkeley, CA 94709 '411b us-1"1141112=1. 849-1980 IN BAY REGION Resources for reference; lists, etc.

Association of Bay Area Governments Bay Area Audubon Council Hotel Claremont 1749 Grove St. Berkeley, CA 94704 Berkeley, CA 94709 5494038 841-9730 , (Chapter representatives) Regional Transport Study Committee "ks$ 849-3223 Bay View NATIONAL PARKS ASSOCIATION Board of Commissioners, Port of Oakland 1701-18th St., NW. 66 Jack Lc.adon Square Washington, D.C. 20009 Oakland, CA 94607 Protection and preservation of the Makes provisions for needs of com- National Park System scenic wilderness merce, shipping, navigation and general environment for ourselves DEFENDERS OF WILDLIFE and future generations. Some leaflets for East Bay Municipal Utility District 200 N St., NW, Suite 201 school use. 2130 Adeline St. Washington, D.C. 20036 National Parks Oakland, CA 94623 Concerned with all efforts to protect 835-3000 wildanimalsagainstcrueltyand Owns 27,000 acres of watershed land NATIONAL WILDLIFE FEDERATION unnecessary destruction. 1412-16th St., NW. in Alameda and Contra Costa Counties, Defenders of the Wildlife News some available for environmental education Washington, D.C. 20036 Membership organization encouraging use, subject to primary necessity of main- FEDERATION OF WESTERN OUTDOOR tain;ng water supply and quality awareness of need for the wise use and CLUBS Filter plant visits management of the natural resources c/o Betty Hughes upon which the lives and welfare of men Rt. 3, Box 172 East Bay Regional Park District depend. Graduate student grants. Carmel, CA 93921 11500 Skyline Blvd. National Wildlife Magazine, Conservation Promotes proper use, protection and News (general educational), Conservation Oakland, CA 94623 enjoyment of outdoor resources for its 531-9300 Report (conservation legislative actions, 44-member organization. status), Ranger Rick's Nature Magazine Administers and maintains 25,000 Western Conservation Briefs acres of park and recreation areas in Contra Costa and Alameda Counties Western Representative, James Ruch Operates extensive interpretive pro- FRIENDS OF THE EARTH 4929 Paloma St. gram through naturalist staff available to 451 Pacific Ave. Carmichael, CA 95608 school districts San Francisco, CA 94133 391-4270 California Wildlife Federation Dedicated to preservation, restoration 2644 Judah St. and rational use 4)f the ecosphere. San Francisco, CA 94123 Muir and Friends Newsletter 661-0137 California Wildlife IZAAIC WALTON LEAGUE OF AMERICA 1326 Waukegan Rd. SCIENTISTS' INSTITUTE FOR PUBLIC Glenview, IL 60025 INFORMATION Membership organization with Anany 30 East 68th St. chapters and state divisions working Ne v York, NY 10021 cooperatively for the conservation and Aims to provide unbiased scientific National-Western Organizations with Board enjoyment of the out-of-doors; education informaticus relevant to a variety of Programs materials available. public issues. Protective Organizations Outdoor A ?nolo Environment OrganizationswithSpecificIssues and San Francisco Bay Area Chapter Assets Box 701 Northern California Committee for En- Legal, Financial Groups Daly City, CA 94017 vironmental Information Spi...11: Outdoor Interest Groups 756-8500 Box 761 Youth-Oriented Groups Berkeley, CA 94701 ActiveSubcommitteesofEstablished NATIONAL AUDUBON SOCIETY 842-6707 Organizations 1130 Fifth Ave. Enfo New York, NY 10028 These citizen groups provide communi- Membership organization with eight SIERRA CLUB cation channels, resources of information chapters in the Bay Area, providing 220 Bush St. and points of view with printed materials, programs and scheduledfieldtrips. San Francisco, CA 94104 speakers, 111ms or slides, or through organi- Dedicated to advancement of public 981-8634 zation of meetings, confererces and pro- understanding of value and need of con- Devoted to study and protection of grams. Many have regular or intermittent servation; the relation of wise use of nationalscenic resources,particularly periodicals; others focus on fact and opinion natural resources to human progress. those of mountain regions. concerning our changing environment. Publishes charts, bulletins, kits, etc. avail- Bulletin, National News Report able for purchase from Regional Offices. Audubon Magazine,Audubon Meld Northern California Regioral Conserve. Notes, Audubon Leader tion Committee Western Regional Office Ed Royce, Chairman 555 Audubon Place 842 S. Livcanore Ave. Sacramento, CA 95821 Livermore, CA 94550 (916) 481-5332 447-5306 72 75 Sap Francisco Bay Chapter ---auvirscutosmenweil"'N."4""** WILDFLOWER PRESERVATION SOCIE Bill Simmons, Chairman 3740 Oliver St., NW 2700 Russ Bldg. KEEP AMERICA BEAUTIFUL, INC. Washington, D.C. 20015 San Francisco. CA 94104 99 Park Ave. Yodeler New York, NY 10016 modieheildinsesmosouisimemmummoolos. Loma Prieta Chapter Del Dow, Chairman CALIFORNIA ROADSIDE COUNCIL INC. AMERICAN SHORE AND BEACH PRES- 2626 Ocean Ave. 1249 Cranberry Dr. ERVATION ASSOCIATION Sunnyvale, CA 94087 San Francisco, CA 94132 Box 1246 739-5647 6814189 Rockville,IMD 20850 Loma Prietan Statewide citizens' organization pro- Newsletter moting natural beauty, billboard control THE NATURE CONSERVANCY and undergrounding of utilities. Regular CALIFORNIA COASTAL ALLIANCE 1522 K St. bulletins and alerts. Box 548 Washington, D.C. 20005 Menlo Park, CA 94205 Concerned with landconservation PEOPLE FOT: OPEN SPACE 322-6671 through private action; rallies the skills, 384 Post St. tecnniques and funds actually necessary San Francisco, CA 94108 434-3958 CALIFORNIANS ORGANIZED TO AC- to save land. QUIRE ACCESS TO STATE TIDELANDS The Nature Conservancy News (COAST) REGIONAL PARKS ASSOCIATION Box 3284 Western Regional Office 1001 Cragmont Santa Rosa, CA 95403 215 Market St. Berkeley, CA 94708 San Francisco, CA 94105 (707) 726-6219 989-3056 PLACES NORTHERN CALIFORNIA ASSOCIA- TION TO PRESERVE BODEGA HEAD- Northern California Chapter CALIFORNIA'S NATURAL AREAS CO- Box 26383, Custom House Stn. WATERS AND HARBMS, INC. ORDINATING COUNCIL 314 Market St. San Francisco, CA 94126 Box 670 Newsletter San Francisco, CA 94105 Mill Valley, CA 94941 392-1320 388-1221 THE WILDERNESS SOCIETY Inprocess of inventorying unique 729-15th St., NW. natural areas in California. SMI niANCIedt, IAY Washington, D.C. 20005 ALAMEDA CONSERVATION ASSOCIA- To defend and to increase knowledge COMMITTEE OF TWO MILLION of the wilderness, and how itmay be best 760 Market St. TION used and preserved in the public interest, Box 341 San Francisco, CA 94102 Alameda, CA 94501 The Living Wilderner Concerned with wildscenicrivers system, particularlyEel,Trinity and SAVE SAN FRANCISCO BAY ASSOCIA- Western Regional Office Klamath Rivers. TION 5850 East Jewel Ave. Box 925 Denver, CO 80222 DESERT PROTECTIVE COUNCIL Berkeley, CA 94701 Box 33 849-3053 WILDLIFE MAN kGEMENT INSTITUTE Banning, CA 92220 "Bay-Watchers" groups in Bay Area 709 Wue Bldg. Safeguards important desert areas. counties, comprised of representative of Washington, D.C. 20005 Newsletter county conservation organizations. Membership organization promoting better use of natural resources for the FRIENDS OF AQUATIC PARK SOUTH SF BAYLANDS PLANNING CON- welfare of the nation. 1210 Shattuck Ave. SERVATION AND NATIONAL WILDLIFE Outdoor News Bulletin Berkeley, CA 94707 REFUGE COMMITTEE c/o County Planning Dept. LEAGUE TO SAVE LAKE TAHOE 70 W. Hedding St. 633 Battery St. Sari Jose, CA 95110 San Francisco, CA 94111 299-2521 981-2338

SAVE OUR SEASHORE 2 Shell Ct. CALIFORNIA TOMORROW COMMITTEE OF ENVIRONMENTAL Mill Valley, CA 94941 CONCERN Monadnock Bldg., 681 Market St. Complete acquisition of 31,000 acres San Francisco, CA 94105 40 Dr. William Landis of privately owned land within the 76 Santa Barbara Rd. Fosterseducationalaware tessof boundaries of Pt.Reye: National Seashore. California conservation problems. Pleasant Hill, CA 94523 Cry Cblifornia CONTRA COSTA PARKS COUNCIL CALIFORNIA NATIVE PLANT SOCIETY P.O. Box 4322 CONSERVATION COORDINATORS 2490 Channing Way, Rm. 202 Box 548 Walnut Creek, CA 94596 Berkeley, CA 94704 Park Council News Menlo Park, CA 94025 524-3756 Specializes in public relations for con- Sponsors student Native Plant Clubs. servation issue oriented action programs. CONTRA COSTA SHORELINE PARK Annual sale of California Native Plant COMMISSION seedlings. 645 Cypress Point Rd. ENVIRONMENTAL SCIENCE CENTER Newsletter Richmond, CA 9-,,"..01 5400 Glenwood Ave. 2354717 Minneapolis, MN 55422 SAVE THE REDWOODS LEAGUE 114 Santo= St. ENVIRONMENTAL SCIENCES WAVE HILL CENTER FOR ENVIRON- San Francisco, CA 94104 INSTITUTE MENTAL STUDIES 362-2352 237 Bishop Ave. 675 West 252nd St. Program of acquisitionand preservation. Richmond, CA 941101 Bronx, NY 10471 Bulletin 232-3116 76 73 RICHMOND CITIZENS PLANNING OMANITATIONS-11141111ING-11111CIPIe ASSOCIATION CALIFORNIA ANTI-LITTER LEAGUE ISSUES 3418 Stewarton Dr. 333 Montgomery St. Richmond, CA 94801 San Francisco, CA 94104 989-5900 WFST )NTRA COSTA CONSERVATION AIR CONSERVATION Comian'rt LEAGL COASTAL COALITION 121 E. 1 1th St. 1015 Lenv Pl. 203 Segri Oakland, CA 94606 Richmond, L14801 Santa Cruz, CA 95060 Health Education Program of Tubercu- Fighting nuclear power plant sites. losis and Heart Association of Alameda County. MARIN COUNTY DESERT BIGHORN COUNCIL c/o William Graf CITIZENS AGAINST AIR POLLUTION MARIN CONSERVATION LE AGUE Dept. of Biological Sciences 914 Fifth Ave. 1611 Spruce San Jose State College Berkeley, CA 94704 San Rafael, CA 94901 San Jose, CA 95114 456-1912 CLEAN AIR COORDINATING COM- FRIENDS OF THE SEA OTTER MITTEE TAMALPAIS CONSERVATION CLUB Big Sur, CA 94920 244 Pacific Bldg., 821 Market St. 987 Via Seville San Francisco, CA 94103 Livermore, CA 94550 GET OIL OUT (GOO) NAPA COUNTY Box 1513 PEOPLE AGAINST POLLUTION Santa Barbara, CA 93102 1718 Mossbrook Ave. CITIZENS FOk THE AGRICULTURAL 965-1519 San Jose, CA 95130 PRESERVE Fighting to prevent water oil slicks. 5690 Silverado Trail STOP SMOG COMMITTEE Napa, CA 94558 JENNER COASTSIDE COALITION 300 Nevada Ave. 2244 851 Box 64 Richmond, CA 94801 Jenner, CA 95450 NAPANS OPPOSING WASTELANDS 5694674 VINE HILL CLEAN AIR COMMITTEE 1754-2nd St. River mouth dredging. 14 Goree Ct. Napa, CA 94558 Martinez, CA 94553 LEAGUE TO SAVE LAKE TAHOE UPPER NAPA VALLEY ASSOCIATES 633 Battery St. NOISE POLLIMON c/o Schransberg Winery San Franzisco, CA 94111 Calistoga, CA 94515 981-2338 CITIZENS LEAGUE AGAINST THE SONIC BOOM SAN MATEO COUNTY LOCAL INITIATIVE FOR ENVIRONMENT19 Appleton St. Box 56, Cambridge, MA 03138 COMMITTEE FOR GREEN FOOTHILLS Honda, CA 94020 Box 11511 851-0528 COALITION AGAINST THE SST Palo Alto. CA 94.1 :)6 Re Pescadero Creek. 235 Massachusetts Ave., NE. 360-7422 Washingbn, D.C. 20001 Green Foothills s'RESERVATION OF THE TULE ELK Passengers Informed on the SST 5512 Markland Dr. 451 Pacific Ave COUNCIL FOR GOVERNMENTAL Los Angeles, CA 90022 San Francisco, CA 94133 RESPONSIBILITY 3914270 29f,5 Summit Dr. SAVE OUR VALLEY ACTION COMMIT- Hillsborough, CA 9401 0 TEE LOS ALTOS HILLS NOISE ABATEMENT 231 N. 1st St. COMMITTEE San Jose, C et 95113 26379 Fremont Rd. SANTA CLARA Concernedwithairportlocation/ Les Altos Hills, CA 94022 impact. 948-9217 UNITED NEW CONSERVATIONISTS 487 Park Ave. SAVE THE COAST San Jose, CA 95110 117 Meadow Rd. owfuta,P4W Confederation of Ecology Clubs Santa Cruz, CA 9S060 Santa Cruz to Half Moon Bay. PLANNED PARENTHOOD SOLANO COUNTY 482 W. MacArthur Blvd. SCENIC ROADS ASSOCIATION Oakley', CA 96609 SOLANO COUNTY COMMITTEE FOR 3030 Bridgeway 654-3212, 654-7987 ENVIRONMENTAL INFORMATION Sausalito, CA 94965 37 Corte Dorado 3324664 POPULATION CRISIS COMMITTEE Benecia, CA 94510 Re Highway I. 1730 IC Street,NW. Washington, D.C. 20006 BENECIANS FOR ENVIRONMENTAL SOCIETY FOP THE PRESERVATION OF ACTION BIRDS POPULATION REFERENCE BUREAU 297 W."H" St. Box 293 1775 Mauachusetts Ave., NW. Benecia, CA 94510 Pacific Palisades, CA 90272 Washington, D.C. 20036 745-3247 Promotes protection,understanding and appreciatkot of birds of prey. ZERO POPULATION GROWTH (ZPG) The California Condor 63 Castle Park Way Oakland, CA 94611 SOUTH CROSSING AMON TEAM 531-9157 Box 548 National Reporter Menlo Park, CA 94025 Opposes major highway bridge across 367 State St. SF Bay north of San Mateo Bridge. Los Altos, CA 94022 74 .77 NATIONAL ENVIRONMENTAL LAW CALIFORNIA STATE PARKS SOCIETY FOUNDATION Box 3713 315 Montgomery St. Stanford, CA 94305 San Francisco, CA 94108 989-2212 LEGAMrpt_NANCIAL GENERALCONSERNAINK. REGIONAL PARKS FOUNDATION AMERICA THE BEAUTIFUL FUND 11500 Skyline Blvd. minim ACI1ON GROUPS 219 ShoreLam Bldg. Oakland, CA 94619 Washington, D.C. 20006 CITIZENS COMMITTEE ON NATURAL Aims, "Nobody Loves a Litterbug" SIERRA CLUB FOUNDATION RESOURCES 220 Bush St. 1346 Connecticut Ave.,NW. BELLE W. BARUCH FOUNDATION San Francisco, CA 94104 Washington, D.C. 20036 274 Madison Ave. Concerned with legislative actions. New York, NY 10016

OPEN SPACE ACTION CONSERVATION Box 548 AND RESEARCH FUNDS WILDLIFE FOCUS FOUNDATION Menlo Park, CA 94025 Box 1445, Connecticut College MAX McGRAW WILDLIFE FOUNDATION 322-6671 New London, CT 06321 P.O. Box 194 Alliance of conservation groups for Dundee, ID 60118 specific legislation. To encourage study and research; biological science, conservation ofrenew- Conducts wildlife research and conser- able natural resources. vation education projects. PEOPLE'S LOBBY 672-9th Ave. CONSERVATION ASSOCIATES NORTH AMERICA WILDLIFE San Francisco, CA 94118 1500 Mills Tower FOUNDATION 752-8849 220 Bush St. 709 Wire Blvd. Legislative action on specific issues. San Francisco, CA 94104 Washington, D.C. 20005 981-4039 Helps sponsor wildlife research with Concerned with evaluating and imple- cooperating organizations. PLANNING AND CONSERVATION menting programs and projects, LEAGUE e,g., "Sempervirens Fund!' RAPTOR RESEARCH FOUNDATION INC. 909-I2th St. Box 9294 go Byron Harrell Sacramento, CA 95814 University of South Dakota 444-87:'6 Stanford, CA 94035 968-3668 Vermillion, S D. 57607 Represents 92 affiliated organizations, has a fulltime lobbyist to press for To stimulate. rNiordinate, direct and environmental legislation on the state CONSERVATION FOUNDATION conduct research on biology and manage- level. 1250 Connecticut Ave., NW. ment of birds of prey.. Washington, D.C. 20036. Raptcrr Research News Privately supponed organization for SCIENTISTS FOR SOCIAL AND POLITI- research, information, education. WELDER WILDLIFE FOUNDATION CAL ACTION P.O. Box 1400 Box 3704 Conservation Foundation Letter Conservation Education Bulletin Sinton, TX 78387 Stanford, CA 94305 Research and education fellowships to wo Schwartz, Physics Dept. J.N. "DING" DARLING FOUNDATION, graduate students, sponsors selected. University of California INC. Berkeley, CA 94720 go Central Natioad Bank andTrust Co. Des Moines, IA 50304 ENVIRONMENTAL LAW CONCERNS SPECIAL INTEREST: To initiate,guide,coordinate and SPORTS, HOBBY'S, expedite programs of research andconser- CONSERVATION LAW FOUNDATION vation education. OUTDOOR RECEEA11ON PROGRAMS 1 Court S t. OF OUTDOOR USE Boston, MA 02108 RACHAEL CARSON TRUSTFOR THE LIVING ENVIRONMENT AVILDUPP - CONSERVATION LAW SOCIETY OF 8940 Jones Mill Rd. AMERICA ASSOCIATED SPORTSMEN OF Washington, D.C. 20015 CALIFORNIA Ms Tower Clearinghouse of information on 220 Bush St. 2644 Judah St. ecology of environment; scientistand San Francisco, CA 94104 San Francisco, CA 94122 laymen; research, education,supports 564-6166 litigation. ENVIRONMENTAL DEFENSE FUND BOONE AND CROCKETT CLUB P.O. Drawer 740 RESOURCES FOR THE FU l'URE Stony Brook, NY 11790 c/o Carnegie Museum 1145-19th St., NW. 440 Forbes Ave. Washington, D.C. 20006 Pittsburgh, PA 15213 ' ENVIRONMENTAL LAW SOCIETY Education and research into wiseuse Stanford University Law School Especially concerned with big game of natural resources.. Grants,reports and protection. Stanford, CA 94305 statistics. 321-2300, x 3430 Resources CALIFORNIA ORNITHOLOGICAL Hastings College of Law SOCIETY TRUSTEES FOR CONSERVATION 6424 Mt. Adelbert Dr. 198 McAllister 261 Kearny St. San Francisco, CA 94102 San Diego, CA 92111 San Francisco, CA 94108 California Birds 557-0448 392-2838 Raises money to advarce legislative COOPER ORNITHOLOGICAL SOCIETY Boalt Hall of Law aims of conservation groups. University of California California Academy of Science Golden Gate Park Berkeley, CA 94720 Foundations set up to accept giftsand 642-2277 San Francisco, CA 94118 donations for parks andprograms. The Condor, Pacific Coast Avifauna 78 75 DUCKS, UNLIMITED MISCELLANEOUS JOHN MUIR INSTITUTE FOR ENVIRON- 525 Market St. MENTAL STUDIES San Francisco, CA 94105 CONTRA COST t ASTRONOMICAL 451 Pacific Ave. 986-5885 SOCIETY San Francisco, CA 94133 Promotes and assists conservation of 153 Lawson Rd. Newfieldsofresearch;proposed wild waterfowl habitats in the United Kensington, CA 94704 publishing venture, "The Earth'r Wild States and Canada. 525-0189 Places!'

SAN FRANCISCO ZOOLOGICAL SOCIETY EAST BAY MINERAL SOCIETY WORLD WILDLIFE FUND San Francisco Zoo Box 1196 910-17th St. Zoo Rd. and Skyline Blvd. Oakland, CA 94604 Washington, D.C. 20036 San Francisc..., CA 94132 Nodule 661-2023 Zoo News MYCOLOGICAL SOCIETY OF SAN sTuDENTARO FRANCISCO INC. ASSOHIA - . SPORT FISHING INSTITUTE Jo:Aphine D. Randal Junior Museum COILEOEW-VNIMBRSTIIES 719-13th St., NW. San Francisco, CA 94114 Washington, D.C. 20005 Newsletter ACTIVE CONSERVATION TACTICS Fish, research, education NORTHERN CALIFORNIA MALACO- (ACT) SF! Bulletin 304 Eshelman Hall ZOOLOGICAL CLUB University of California Dr. Rudolph Stohler TROUT UNLIMITED Berkeley, CA 94720 00 Dept. of Zoomagy 642-4536 California Council University of California Box 2046, Customs House Berkeley, CA 94720 San Francisco, CA 94126 Veliger CENTER FOR ECOLOGY AND EN- VIRONMENT STUDIES WESTERN BIRD BANDING ASSOCIA- EMPHASIS ON INTERNATIONAL San Francisco State College TION CONCERNS 1600 Holloway tio Virginia P. Coughren San Francisco, CA 94132 747 Stafford PL AMERICAN COMMITTEE FOR INTER- 469-1702 San Diego, CA 92107 NATIONAL WILDLIFE PROTECTION Western Bird Bander 0o Conservation Office CONSERVATION CONSULTANTS American Museum of Natural History Stanford Graduate School of Business FIELD TRIPSHIKING DIVING Central Park West/79th St. Stanford, CA 94305 New York, NY 10024 BAY AREA AUDUBON COUNCIL CONSERVATIONECOLOGY CLUB 1749 Grove St. EAST AFRICAN WILDLIFE SOCIETY California State College Berkeley, CA 94709 P.O. Box 20110 25800 Hillary St. Trips listed in Chapter Bulletins. Nairobi, Kenya, Africa Hayward, CA 94542

Golden Gate - San Francisco, North- FRIENDS OF AFRICA IN AMERICA ern Alameda County CONSERVATION FORUM 330 S. Broadway San Jose State College Madrone - North Bay Counties Tarrytown, NY 10591 Biology Dept. S1000 Marin - Marin County Includeseducational programasso- Mt. Diablo - Contra Costa County ciated with the conservation of wildlife in San Jose, CA 95112 Ohlone - Southern Alameda rounty Africa, and special project WARN SantaClaraValley-SantaClara WomenAgainsttheRavishmentof ENVIRONMENTAL SCIENCES INSTITUTE County Nature. San Jose State College Sequoia - San Mateo Coonty 1255-7th Street Stockton - San Joaquin County FAUNA PRESERVATION SOCIETY San Jose, CA 95114 cio Zoological Society of London 294-6414, x 2760 CENTRAL CALIFORNIA COUNCIL OF Regnets Park DIVING CLUBS London, NW, England HUMBOLDT ORGANIZATION FOR THE President, Michael Wagner Concerned with world's endangered PRESERVATION OF THE ENVIRON- 2616 Forest Hills Dr. wildlife MENT San Jose, CA 95130 Oryx Humboldt State College 378-2282 Arcata, CA 95521 CenCal News INTERNATIONAL COUNCIL FOR BIRD NATIONAL CAMPERS AND HIKERS PREFERVATION INSTITUTE OF ECOLOGY ASSOCIATION Ned Road University of California Regional Conservation Director Old Lyme, Conn. 06371 Davis, CA 95616 40445 Foster Fremont, CA 94538 INTERNATIONAL FISH AND GAME INSTITUTE OF GOVERNMENTAL 852 California St. AFFAIRS BERKELEY HIKING CLUB San Francisco, CA 94108 University of California Box 147 NV* CA 95616 Berkeley, CA 94701 INTERNATIONAL OCEANOGRAPHIC liobnall FOUNDATION POPULATION AND ENVIRONMENT 10 Rickenbacher Causeway FORUM CONTRA COSTA HILLS CLUB Virginia Key, Miami, FL 33149 Box 6508 306-40th St. Sea Frontiers Stanford, CA 94305 Oakland, CA 94609 321-2300 INTERNATIONAL UNION FOR CONSER- SIERRA CLUB VATION OF NATURE AND NATURAL ORGANIZATION OFPROGRESSIVE 220 Bush St. RESOURCES ENGINEERS San Francisco, CA 94104 2000 P St., NW. 2734 Ashby PI. Wildernm outings schedule Washington, D.C. 20006 Berkeley, CA 94705 Bay Chapter schedules Bulletin or 2412 Stuart, Apt. 3 Lome Meta Chapter schedule 1110 Morges, Switzerland Berkeley, CA 94705 78 '79 STUDENTCOUNCIL ON POLLUTION AND Kentfield, CA 94904 'ME ENVIRONMENT 453-5653 Student Advisory Committee toThe De- Experiments in social and technological EDUCATIONAL ACTION scanos partment of the Interior change models for environment of 760 Market St. future Newsletter. Programs San Francisco, CA 94102 Junior Museums 556-5876 Youth, Teachers and Potential Leaders Council coordinatedthroughFederal Places with Programs and Natural Features Water Quality Administration. Museums, Laboratories, Gardens, Sanc- tuaries, Parks, and Monuments STUDENT ENVIRONMEN-.:AL Curriculum CONFEDERATION TO EMIR AlASsua Plans, Aids, Material Sources and Con- Box 6508 AMERICAN ASSOCIATION FOR THE Stanford, CA 94305 sulting Services ADVANCEMENT OF SCIENCE Organized Youth Groups 1515 Massachusetts Ave.,NW. STUDENTS FOR ECOLOGICAL Washington, D.C. 20005 The blackboards, textbooks, and tools of AWARENESS Science St. Mary's College environmental education are the cracks in Moraga, CA 94575 the pavement, the tree, lawn, fence and AMERICAN ASSOCIATION OF UNIVER- bungalow steps of the school grounds; the SITY WOMEN nature interpretive programs, conferences 7branchesinAlameda County, 9 and workshops of community and public branches in Contra Costa County. establishments; and the societies, institutes GROUPS AND ESTABLISHMEMS Journal andassociations EMPHAZING ACIIONINVOLVENENT providingcurriculum Berkeley College Women's Club frameworks, plans, studies and materials. 2680 Bancroft Way Berkeley, CA 94704 JUNIOR MUSEUMS BIOENVIRONMENT CLUB 845-8311 2805 Fulton St. Extensive programs on and off sites, animal Berkeley, CA 94705 BAY AREA INSTITUTE lending libraries, seminars and courses. 845-9078 9 Sutter St. or: ,2627 Virginia St. San Francisco, CA 94104 ALEXANDER LINDSAY JR. MUSEUM Berkeley, CA 94709 986-5690 1901 First Ave. Walnut Creek, CA 94596 BUILD THE EARTH CALIFORNIA CHAMBER OF 935-1978 1718 Beverly PI. COMMERCE CALIFORNIA JUNIOR ACADEMY Berkeley, CA 94707 520 Capitol Mall 524-6324 California Academy of Sciences Sacramento, CA 95814 66 Park St, Emphasis on women's roleintotal San Francisco, CA 94118 environmental living. CALIFORNIA FEDERATION OF WO- 221-5100 MEN'S CLUBS ECOLOGY ACTION 1214 Vicentia Ave. HAYWARD ART AND SCIENCE CENTER 3029 Benvenue Ave. Corona, CA 91720 Sulphur Creek Park Berkeley, CA 94709 1801 D St. 843-1820 Exec. Sec: Hotel California Hayward, CA 94541 1370 Masonic St. Van Ness Ave. and Kern St. 581-6331, x58 San Francisco, CA 94117 Fresno, CA 93721 861-5533 JOSEPHINE D. RANDALL JUNIOR MUSEUM Material published regularly in Freedom President: CFWC Jrs. News. 4684 Black Ave. Roosevelt Way and 16th St. Pleasanton, CA 94566 San Francisco, CA 94114 ECOLOGY CENTER 863-1339 Ecology Bookstore CALIFORNIA LEAGUE OF WOMEN JUNIOR CENTER OF ARTS AND 2179 Allston Way VOTERS SCIENCE Berkeley, CA 94701 126 Post 3612 Webster St. 348-2220 San Francisco, CA 94108 Oakland, CA 94609 League of Women Voters of Bay Area 655-3226 937A Sir Francis Drake Blvd. cio Oakland League of Women Voters LOUISE A. BOYD NATURAL SCIENCE Kentfie Id, CA 94904 P.O. Box 7176 MUSEUM 457-1742 Oakland, CA 94601 76 Albert Park Lane 532-5499 San Rafael, CA 94901 Ecology Center Foundation 454-6961 710 Montgomery GARDEN CLUBS OF AMERICA San Francisco, CA 94111 598 Madison Ave. PALO ALTO JUNIOR MUSEUM 391-7664 New York, NY 10022 1451 Middlefield Rd. "Ifs Raining, It's Pouring," "Operation Palo Alto, CA 94901 Confederation of Ecology Centers Teacher!' 329-2111 2175 Allston Way Piedmont Garden Club ROTARY NATURAL SCIENCE CENTER Berkeley, CA 94701 244 Lakeside Dr. Lake Marin 548-2640 Oakland, CA 94610 Oakland, CA 94612 273-3739 ENVIRONMENT PLANNING AND NATIONAL COUNCIL OF STATE SAN MATEO COUNTY JUNIOR MUSEUM RESEARCH GROUP GARDEN CLUBS Coyote Point Box 4293 4401 Magnolia Ave. San Mateo, CA 93013 Berkeley, CA 94704 St. Louis, MO 63110 341-1361 652-2191 California Garden Clubs, Inc. YOUTH SCIENCE INSTITUTE 12 Oak Ct. 16260 Alum Rock Ave. TERRA NOVA Walnut Creek, CA 94596 Golden Gardens San Jose, CA 93127 Box 627 258-4322, 158-7382 80 77 OUTDOOR EDUCATION PROJECT Lake Merritt - Bellevue Ave. and Perkins 136 S. Temple 273-3739 Salt Lake City, UT 84101 Redwood Heights - Redwood Rd. JAIMH461111iiitiaa Journal of Health, Physical Educati. 531-2142 Recreatbn RICHMOND ASSOCIATION FOR OUTDOOR 232-1212 EDUCATION SCICON Alvarado - east end MeBryde 731 S. Hope St. 'Mare Dept. of Education 237-2732 Los Angeles, CA 90017 202 County Civic Center Keller Beach - Canard and Western D. Secretary: 2428 Walnut Blvd. Visalia, CA 93277 SAN LEANDRO MARINA Walnut Creek, CA 94596 On-going resident camp. 638-4100 40 San Leandro Marina AUDUBON NATURE TRAINING STUDENT CONSERVATION ASSOCIA- WALNUT CREEK URBAN ECOLOGY TION, INC. 935-3300 Sagamore Hill, National Historical Site 1749-A Grove St. Heather Pond-IgnacioValleyand Berkeley, CA 94709 Oyster Bay, Long Island, NY 11771 Sheppard Rd. 549-1038 Conducts and operates program of work Environmental Education for Elementary and conservation in cooperation with TeacherswithCalState,Hayward: U.S. Parks and Forest Service; provides ALAMEDA COUNTY PARK Disnuers extension course 5911, 1% units scholarships. HAYWARD AREA RECREATION/PARK TRAILFINDERS, INC. AUDUBON STUDENTNATURALIST DISTRICT P.O. Box 716 1015 E St. PROGRAMS Banning, CA 92220 12546 El Merrie Del Dr. Hayward, CA 94343 Instructs youth groups in outdoor and 581-6331 San Fernando, CA 91342 conservation education. Romer Naturalist VALLEY COMMUNITY SERVICES URBAN NATUREINSTITUTEFOR 7051 Dublin St. BIOLOGICAL FIELD STUDIES YOUTH San Ramon, CA 94583 ASSOCIATION 215 Market St., Suite 1118 828-0515 6389 Racine San Francisco, CA 94105 Oakland, CA 94609 421-1739 DIABLO VALLEY COLLEGE SCIENCE 652-8276 Art and ecology camping program for CENTER Educational trips to Cleary Resave, Napa privileged and underprivileged children 321 Golf Club Rd. County. ages 8-12; teaches %:.nvironmental Pleasant Hill, CA 94523 awareness. 685-1230 CALIFORNIA INSTITUTE OF MAN IN NATURE EAST BAY REGIONAL PARKS DISTRICT Box 392 MACS WITILPROORMIE- 11500 Skyline Blvd. Berkeley, CA 94704 AND NATURAL FEATURES Oakland, CA 94619 548-2220 531-9300 Coordinates field trips across California Visit reservations must be made well in advance. Requests for information must be for Bay Area schools. Naturalist Seivices and Programs - specific. Resource personnel are available at Alameda Beach - Alameda and McKay W.JSICON (Humanities, Science, some sites. Briones Olinda and Bear Creek Rd. Conservation) AUDUBON CANYON RANCH (National Tilden Nature Center - Berkeley and 2635 Mira Vista Dr. Spruce Park Landmark) El Cerrito, CA 94530 For above call 524-1034 Shoreline Highway, Rt. 1 Husicon Twig; Residentcampex- Coyote Hills - Fremont: Jarvis to Newark Stinson Beach, CA 94970 periences, elementary le11. Del Valle - Livermore: Tesla to Mines Rd. 868-0563 Sune 'Camp Ohlone)Sunol: Calaveras JUNIOR RANGERS to y Rd. East Bay Regional Parks CHABOT OBSERVATORY F4.4 above call 862-2244 Tilden Nature Area 4917 Mountain Blvd. Berkeley, CA 94708 Oakland, CA 94619 Regional Park Areas for Study Experiences - 524-1034 654-3217 Maps and information, call 531-9300 Anthony Chabot - Skyline Blvd., San LOS ANGELES STATE AND COUNTY Leandro ARBORETUM CITY PARKS, RECREATION DEPART- Don Castro - Woodroe, Hayward 301 N. Baldwin Ave. MENTS, MARINAS Las Trampas - Bollinger Canyon Arcadia, CA 91004 Redwood Skyline Blvd., Oakland School cooperative planting program. BERKELEY 6444530 Robert Sibley - Skyline Blvd., Oakland MONLUX SCIENCE CENTER Codornices - Euclid and Eunice GOLDEN GATE PARK 6155 Bellaire Ave. John Hinkel-IndianRockand San Francisco, CA 94118 North Hollywood, CA 91606 Southampton Scripts, packets, teacher suggestions. Live Oak - Shattuck and Berryman California Academy of Sciences EL CERRITO 221-5100 NATURAL SCIENCE 525-4422 Pacific Discovery Educational Resources Arlington - Arlington and Thorsbay Box 588 234-9631 r.nri,nn ?lanetarium Ross, CA 94957 Canyon Trail - Mira Vista and Gatto Ave. 751-8268 456-3754 234-9602 'boretum OAKLAND NORTH SAN JOAQUIN VALLEY 273-3296 COUNTIES SUPPLEMENTARY EDUCA- Joaquin Mines - Joaquin Miller Rd. and KNOWLAND STATE ARBORETUM AND TION CENTER Skyline Blvd. PARS: ZOO 222 E. Welk Ave. 331-2205 98th Ave. and Mountain Blvd. Stockton, CA 95202 Dimond Park - Liemert and Park Blvds. Oakland, CA 94603 In planning stages. 531-7055 568-2470 18 HARBOR TOURS, INC. POINT REYES NATIONAL SEASHORE CENTER FOR ME STUDY OF DEMO- Pier 43% Embarcadero St. Point Reyes, CA 94956 CltATIC INSTITUTIONS San Francisco, CA 94111 669.1250 Conservation Division 362-5414 Drakes Beach Pox 4068 Inverness, CA 94937 Santa Barbara, CA 93103 MARINEFLOATING LABORATORY 669-1250 PROJECT Ocean Services EARTH SCIENCE CURRICULUM SAMUEL P. TAYLOR STATE PARK 437 California Ave. PROJECT Lagunitas, CA 94938 Box 1559 Palo Alto, CA 94306 453-7604 328-6262 Boulder, CO 80301 Terminated operations April 1970 but STINSON STATE BEACH OAKLAND PUBLIC MUSEUM continues production of materials and Stinson Beach, CA 94970 aids. Natural Science Division 8684922 1000 Oak St. Oakland, CA 94607 EDUCATIONAL CONSULTING SERVICE TOMALES BAY STATE PARK No. 6 Country Club Plaza 273-3884 Inverness, CA 94937 669-1140 Orinda Village, CA 94563 POINT REYES BIRD OBSERVATORY Palomarin Ranch, Mesa Rd. ELEMENTARY SCIENCE STUDIES Bo lines, CA 942024 Educational Development Center 868-1221 Newton, MA 02158

RICHARDSON BAY SANCTUARY AMERICAN CAMPING ASSOCIATION ELEMENTARY SCHOOL SCIENCE ASSN. National Audubon Society Bradford Woods Northern California Branch 376 Greenwood Beach Rd. Martinsville, IN 46151 00 Alameda County Schools Tiburon, CA 94920 224 W. Winton Ave. 388-2524 AMERICAN HUMANE EDUCATION Hayward, CA 94544 SOCIETY ESSA Newsletter SAN FRANCISCO BAY MODEL 180 Longwood Ave. Army Corps of Engineers Boston, MA 02115 2100 Bridgeway ENVIRONMENTAL EDUCATION CLEAR- Conducts day camp programs; leaflets. ING HOUSE Sausalito, CA 94965 332-3870 Box 2422 AMERICAN INDIAN HISTORICAL San Diego, CA 92112 STANFORD RESEARCH INSTITUTE SOCIETY 1310-SONAR LABORATORY 1451 Masonic Ave. FAR WEST LABORATORY FOR EDUCA- Coyote Hills Regional Park San Francisco, CA 94117 TIONAL RESEARCH AND DEVELOP- 471-1220 626-3235 MENT Hotel Claremont TILDEN BOTANICAL GARDENS AMERICAN NATURE STUDY SOCIETY 1 Garden Circle Tilden Park 1501 Granada Berkeley, CA 94705 Berkeley, CA 94708 Ann Arbor, MI 48103 841-9710 841-1244 BOTANICAL GARDENS ASSOClitTION OF 31,11-ERPRETIVE NATIONAL ASSOCIATION OF BIOLOGY North Canyon Rd. NA1URLLISTS TEACHERS Berkeley, CA 94720 Western Interpreters Association 1420 N St., NW 642-3343 cjo San Mateo County Junior Museum Washington, D.C. 20005 Coyote Point, San Mateo, CA 94401 A merican Biology Teacher STATE AND NATIONAL SITES, The Interpreter PARKS, 11014UMENIS NATIONAL AUDUBON SOCIETY CALIFORNIA CONGRESS OF PARENTS Nature Centers Division Maps, materials, naturalists. AND TEACHERS 1130 Fifth Ave. 940 Georgia St. New York, NY 10028 Los Angeles, CA 90015 ANGEL ISLAND STATE PARK Newsletter Angel Island Local: Tiburon, CA 94920 24749 Joyce St. NATIONAL SCIENCE FOR YOUTH 433-0122 Hayward, CA 94544 FOUNDATION 886-4742 114 East 30th St. or JOHN MUIR NATIONAL HISTORICAL New York, NY 10016 SITE* 3865 Maybelle Ave., No. A 4202 Alhambra Ave, Oakland, CA 94619 NATI ONAL SCIENCE TEACHERS Martinez, CA 94553 534-8000 ASSOCIATION 228-8860 1201-16th St., NW. CALIFORNIA CONSERVATION COUNCIL Washington, D.C. 20036 2604 E. Villa Ave. MOUNT DIABLO S TATE PARK Science and aildren, The S -nee Diablo, CA 94528 Pasadena, CA 91107 Teacher 837-2525 Conservation Commentary OUTDOOR EDUCATION ASSN., INC. MOUNT TAMALPAIS STATE PARK CONSERVATION CONSULTANT 606 S. Marion St. 801 Panoramic Way SERVICES Carbondale, IL 62901 Mill Valley, CA 94941 Box 419 388-2070 Boulder Creek, CA 95006 SCIENCE CURRICULUM IMPROVEMENT STUDY MUIR WOODS NATIONAL MONUMENT* CONSERVATION EDUCATION Lawrence Hall of Science Mill Valley, CA 94941 ASSOCIATION University of California 388-2595 1250 Connecticut Ave., NW. Berkeley, CA 94720 *Refer to Environmental Education Officer, Washington, D.C. 20036 642.4541 National Park Service, 556-2226. Newsletter Newsletter 82 79 SCIENCE EDUCATION INFORMATION PERALTA COLLEGES AMERICAN SOCIETY OF ICHTHYOLO- ANALYSIS CENTER GISTS AND HERPETOLOGISTS Educ. Resougces Information Center College of Alameda California Academy of Sciences 1460 West Line Ave, 55$ Atlantic Ave. Golden Gatt. Park Columbus, OH 43221 Alameda, CA 94501 San Francisco, CA 94118 Newsletter 522-7291 Copeia ASPEN CENTER FOR ENVIRONMENTAL AMERICAN SOCIETY OF Laney Coilege STUDY MAMMALOGISTS Thorne Ecological Foundation 900 Fallon St. American Museum of Natural History 1229 University Ave. Oaldand, CA 94606 Central Park West/79th St. Boulder, CO 80302 834-5740 New York, NY 10024 Journal of Mammalogists Intensive seminars,JuniorNatural Merritt College Science Schools. THE WILDLIFE SOCIETY 5714 Grove St. Bay Area Chapter WARD'S OF CALIFORNIA Oakland, CA 94609 4302 Rose Lane P.O. Box 1749 655-6110 Concord, CA 94502 Monterey, CA 93940 556-8240 Bulletin ORGANIZED TOWS CROWS Journal of Wildiffe Management, Wildlife Society News BOY SCOUTS OF AMERICA WOOD S HOLE OCEANOGRAPHIC . %. , a INSTITUTE San Francisco Bay Area Woods Hole, MA 02543 7th Ave. and E. 14th St. A4EIiisCANFORESTRY ASSOCIATION Program materials Oakland, CA 94606 834-9660 Monadnock Bldg., Rm. 874 681 Market St. CAMPFIRE GIRLS San Frannisco, CA 94111 SCHOOL RESOURCE VOLUNTEERS Alameda-Contra Costa Council merican Forests 2363 Boulevard Circle OAKLAND COMMITTEE OF RESOURCE Walnut Creek, CA 94396 AMERICAN SOCIETY FOR RANGE VOLUNTEERS 933-6322 MANAGEMENT 836-2622, x741 2120 S. Birch St. GIRL SCOUTS OF AMERICA Denver, CO 80222 BE RKEL EY SCHOOL RESOURCE San Francisco Bay Couhcil Journal of Range Management VOLUNTEERS 1400-7th Ave. 524-7336 Oakland, CA 94606 AMERICAN SOCIETY OF LIMNOLOGY 8344844 AND OCEANOGRAPHY, INC. RICHMOND SCHOOL VOLUNTEER Museum of Natural History PROGRAM PROFESSIONAL GROWS Smithsonian Institute 234-3825, x205 Washington, D.C. 20560 Wildlife, General Ecology Associations, Institutions, Specialists AMERICAN SOCIETY FOR IMPUTADVICRON and Councils OCEANOGRAPHY SPECINCS 854 Main Bldg. With membership representing the leaders Houston, TX 77002 CALIFORNIA STATE COLLEGE, in their particular fields, these associations American Oceanography HAYWARD and societies operate as a medium of Hayward, CA 94542 exchange of professional thought, a clearing- INTERNATIONAL SHADE TREE Biological Sciences house for information, and an implementa- CONFERENCE 538-8000, x456 tion of the advancement and standards of 1827 Neil Ave. Earth Sciences their professions. They may also encourage Columbus, OH 43210 538-8000, x312 cooperation among various agencies through Arborist News Ecological Field Station, Garin Ranch meetings, conferences and various publica- 338-8000, x595 tions. NATIONAL RECLAMATION ASSOCIATION UNIVERSITY OF CALIFORNIA, 303 Bank of America Bldg. BERKELEY Visalia, CA 93277 Berkeley, CA 94720 Reclamation News AMERICAN CETACEAN SOCIETY Agriculture Extension 4725 Lincoln Blvd. NATIONAL SPELEOLOGICAL SOCIETY University Hall, rm 90 Marina Del Rey, CA 90291 203 Virginia Hills Ave. 642-0780 The Whalewtcher Alexandria, VA 22314

Forestry-Ecology AMERICAN FISHERIES SOCIETY OPEN SPACE INSTITUTE 163 Mulford Hall 1040 Washington Bldg. 145 East 52nd St. 642-1546 15th Street and NY Ave., NW New York, NY 10022 Washington, D.C. 20005 Transaction; of.... Seismographic Station SOCIETY OF AMERICAN FORESTERS Earth Sciences Bldg. 1010-16th St. NW. 642-4977 AMERICAN LITTORAL SOCIETY Washington, D.C. 20006 elo Sandy Hook Journal of Forestry Highlands, NJ 07732 School of Environmental Design Underwater Naturalist 230 Wurster Hall SOIL CONSERVATION SOCIETY OF 6424463 AMERICA AMERICAN ORNITHOLOGISTS' UNION 835-5th St. Bureau of Sport Fisheries and Wildlife Zoology/Botany Des Moines, IA 50309 U.S. Department of the Interior or 2855 Telegraph Life Sciences Bldg. Washington, D.C. 20240 642-3281 Berkeley, CA 94705 The Auk Journal of Soil & Water Conservation 80 WESTERN FORESTRY AND CONSERVA- ipaggignapj.-- TION ASSOCIATION -toryworpteltrilinierflOnfr"a"' 1326 Ametican Bank Bldg. AMERICAN ASSOCIATION OF BO- Portland, OR 97205 TANICAL GARDENS AND ARBORETUM AMERICAN INSTIT T 4111SF Exchanges forest and conservation infor- University of Washington Arboretum ARCHITECTS Seattle, WA 9810, mation, furthers cooperation between Northern California Charter g ov e rnment and private forestry 254 Sutter St. organizations. AMERICAN ASSOCIATION OF ZOO- LOGICAL PARKS AND AQUARIUMS San Francisco, CA 94108 Oilebay Park 362-7397 Wheeling, WV 26003 East Bay Chapter 1430 Franklin St. AMERICAN GEOGRAPHICAL SERVICE NATIONAL PARK AND RECREATION Broadway at 156th St. Oakland, CA 94612 ASSOCIATION 893-6834 New York, NY 10032 San Francisco Bay Area Committee 405 Montgomery St. California Council ECOLOGICAL SOCIETY OF AMERICA San Francisco, CA 94104 1736 Stockton cio Department of Zoology Park ard Recreation Megazine; News- San Francisco, CA 94108 Arizona State University letters, public information, program and 986-0759 Tempe, AZ 85251 research service. AMERICAN INSTITUTE PLANNERS Northern California Chapter ENVIRONMENTAL RESEARCH 539 Pacific Ave. INSTITUTE San Francisco, CA 94133 Box 156 AMERICAN CONSERVATION ASSOCIATION 362-4703 Moose, WY 83012 30 Rockefeller Plaza AMERICAN SOCIETY OF LANDSCAPE Professionals exploring cause-effect rela- New York, NY 10020 tions of man and environment; emphasis ARCHITECTS on interdisciplinary studies, Educational and scientific organization; Northern California Chapter non-membership, non-profit. 706 Sansome St. NATIONAL GEOGRAPHIC SOCIETY San Francisco, CA 94111 1145-17th St., NW. NATIONAL RESOURCES COUNCIL OF ASLA News AMERICA Washington, D.C. 20036 719-13th St., NW. NationalGeographic,NationalGeo- REFERENCE TOM graphic School Bulletin Washington, D.C. 20005 Representatives of major national and Periodicals regional conservation organizations;pro- Lists, Directories, General Reference MISOCIA1IONS.INSITIVTIONS0 vides organizations with information and Visual Aids SPECIALISTS AND COVNOLS scientific data on conservation problems. SPECIALISTS Periodicals,lists,directories,printing PROFESSIONAL ASSOCIATIONS, offices. and television can save time in ASSOCIATION OF CONSERVATION GOVERNMENT obtaining references, keeping information ENGINEERS current and exciting, and generating new AMERICAN Department of Fish and Game perceptions in environmental education. ASSOCIATION FOR 600 S. Walnut St. CONSERVATION INFORMATION Boise, ID 83707 cio Idaho Fish and Game Deparment FERIOTECALS Box 25 Recognition of sound engineering prac- Boise, ID 83707 tices in fish, wildlife and recreltion Regular bulletins, newsletters, rnagazinesor The Balance Wheel - Fee -Ms exchange journals are published by almostevery of ideas, materials from various states' JOINT COUNCIL ON ECONOMIC citizen group and governmental agency. conservation officers. EDUCATION 2 West 46th St. Though mentionedelsewhere,some New York, NY 10036 CALIFORNIA ASSOCIA TION OF SOH. periodicals are of such general interestol Publications on the economic impact on quality, every school could useone or CONSERVATION DISTR ICTS natural resources. Route 1, Box 578 several subscriptions: Dixon, rA 95620 OUTDOOR WRITERS' ASSOCIATION OF AUDUBON MAGAZINE AMERICA IRRIGATION DISTRICTS ASSOCIATION 1130 Fifth Ave. Outdoors Bldg. New York, NY 10028 OF CALIFORNIA Columbia, MO 65201 1 ith and L Bldg. (6iyr, $8.50) Sacramento, CA 95814 Chart-"California Water Resources OMR 4t. CRY CALIFORNIA Development," Western Water News, AMEIVCAN CHEMICAL SOCIETY 691 Market St. 1155-16th St., NW. San Francisco, CA 94105 Washington, D.C. 20036 NATIONAL ASSOCIATION OF (4/yr, $9.00) COUNTIES 1001 Connecticut Ave., NW, AMERICAN INSTITUTE OF BIO- DEFENDERS OF THE WILDLIFE NEWS Washington, D.C. 20036 LOGICAL SCIENCES 2000 N St., NW. "Community Action on Pollution!' 3900 Wisconsin Ave., N W. Washington, D.C. 20036 Washington, D.C. 20016 (6/Yr, $5.00) US. SOIL CONSERVATION DISTRICTS Bio Science Alameda County NATIONAL WILDLIFE 66 South P St. AMERICAN PLANNING AND CIVIC 1414-16th St., NW. Livermore, CA 94550 ASSOCIATION Wohington, D.C. 20036 682-2266 901 Union Trutt Bldg. $5.00) and Washington, D.C. 2000 NATUitAL HISTORY Contra Costa County URBAN AMERICA 5552 Clayton Rd. American Museum of Natural History 1717 Massachusetts Ave., NW. Central Park West/79th St. Concord, CA 94521 Washington, D.C. 20036 682-2266 New York, NY 10024 CYty (12/yr. $5.00)

81 SIERRA CLUB BULLETIN SCIENCE NEWS (ScienceServices) CALIFORNIA GREEN LACEWINGS, INC. 1050 Mills Tower A.A.A .S. 2521 Webb Ave. San Fransuco, CA 94104 1719 N St., NW. Alameda, CA 94306 (12/Yr. $5.00) Washington, D.C. 20036 S.F. Bay Chapter YODELER (52/yr, $7.50) CALIFORNIA BUG COMPANY (12/yr, $2.00) Rt. 2, Box 333 THE SCIENCE TEACHER Auburn, CA 95603 Newsprint publications reflect the concerns 1201-16th St., NW Lady bugs, praying mantis. and action view of many new groups: Washington, D.C. 20036 (I2/yr, $8.00) INSECT CONTROL CENTER EARTH 2 First St. State Agriculture Bldg., Rm. 210 Science and our natural world presented on E. Norwalk, CT 06855 Embarcadero at Mission the children's level: Praying mantis eggs. San Francisco, CA 94105 (12/yr., $.75 ea.) BAY LEAF L.E. SCHNOOR 110 Castanya Way 646 Elm Street EARTH Menlo Park, CA 94025 Yuba City, CA 95991 2179 Allston Way (10/yr, 103.00) Lady bugs. Berkeley, CA 94704 (26/yr, $330) NATURE AND SCIENCE M.D. HYDROPONICS Central Park West/79th St. P.O. Box 1621$ ECOLOGY JOURNAL New York, NY 10024 San Francisco, CA 94116 Ecology Action Educational Institute (16/yr, $4.95) Plant nutrition. Box 9334, Berkeley, CA 94709 Intermittent publication RANGER RICK'S NATURE MAGAZINE MONARCH BUTTERFLY RESEARCH 381 W. Center St. Zoology Dept., University of Toronto ENVIRONMENTAL ACTION BULLETIN Marion, OH 43302 Ontario, Canada Rods le Press, Inc. (10/yr, $6.00) Material and information on tagging Emmaus, PA 18049 monarch butterflies. (10/yr) um, mum CALIFORNIA DEPARTMENT OF FISH NORTHWEST GUARDIAN OF THE AND GAME ENVIRONMENT Sacramento, CA 95814 P.O. Box 2537 Mass media provides continuous stimula- tion: "Striped Bass Fishing Map" - excellent McKinleyville, CA 93521 map of North Bay and Delta. "Eeology - the Crisis of Survival" NOR THWEST PASSAGE Five to eight minutes of each Wednesday Directories and Indexes: 1308 E St. night news broadcast at 7 p.m. is de- Bellingham, WA 98225 voted to one area of the environment - Conservation Directory (24/yr, $5.00) air, water, land, politics or population. National Wildlife Federation KPIX, Channel 5. 1412-16th St., NW. Magazines emphasizing issues, facts and in- Washington, D.C. 20036 pects of the entire environmental scene: "This Land" ($1.50) A full page of conservation thought- CATALYST provokers by Harold Gilliam, almost "Decision Makers in the S.F. Bay Area" 333 East 46th St. every Sunday in "This World" section of 419 El Cerrito Ave. New York, NY 10017 the San Francisco Chronicle. Piedmont, CA 94611 (41/yr, 33.00) ($.25) Where to obtain the lists, catalogs and items ENVIRONMENT you may need: "Do You Know Your Bay Area?" 438 N. Skinker Blvd. 1398 Wright Ave. St. Louis, MO 63130 CALIFORNIA STATE PRINTING OFFICE Sunnyvale, CA 94087 (10/yr, $8.50) North -hi nd Richards Blvd. ($1.00) Sacrameno, CA 95814 ENVIRONMENT ACTION "Environmental Action Directory" Rm. 200, P St. U.S. GOVERNMENT PRINTING OFFICE Santa Clara Planning Department Washington, D.C. 20036 Washington, D.C. 20402 70 West Hedding (Student $3) San Jose, CA 95110 GOVERNMENT BOOKSTORE ECOLOGY ACTION REPORTS 450 Golden Gate, Box 36104 Free Conservation Material (Padway) P. 0. Box 3738 San Francisco, CA 94102 Napa County Superintendent of Schools Stanford, CA 94305 556-6657 1130 Main St. (6/yr, $28.00) Napa, CA 94558 ECOLOGY TRADING CENTER Of particularinterest to teachersand 788 Old County Rd. "Grass Roots" educators: Belmont, CA 94002 Ecology Center 592.0303 2179 Allston Way JOURNAL OF ENVIRONMENTAL Berkeley, CA 94704 EDUCATION WHOLE EARTH TRUCK STORE(.50) Denbar Educational Research Services, Inc. PORTOLA INSTITUTE Box 1605 558 Santa Cruz "Floe and Inexpensive Conservation Publi- Madison, WI 93701 Menlo Park, CA 94025 cations" Index and Reference File compiled (12/yr, $7.50) 323-0313 by California Conservation Council available for use at: SCIENCE AND CHILDREN BOOK PEOPLE National Audubon Society 1201-16th St., NW. 2010-7th St. Bay Area Education Services Washington, D.C. 20036 Berkeley, CA 94703 1749-A Grove St. ($4.00) 841-1984 Berkeley, CA 94709 e2 Selected Free Mmerials for Classroom U.S. FOREST SERVICE Teachers Film Library by Ruth H. Aubrey, 1969. 1840 Alcatraz Ave. Fearon Publishers, Berkeley, CA 94703 Palo Alto, CA 94301 654-3006 "Patterns of the Wild" Legislators, laws and prospectst The following are annotated for subject Department of the Interior ; matter, and sometimes include recommend- "California State Legislators" ed grade level and curriculum ace. Friends Committee on Legislation of Calif- BUREAU OF COMMERCIAL FISHERIES ornia Audio-Visual Service 2160 Lake St. 1815 N. Fort Myer Dr. "A Critical Index of Films and Filmstrips in San Francisco, CA 94121 Arlington, VA 22209 ($.15) Conservation" (Conservation Foundation) "Estuarine Heritage" O'Hare Books 10 Bartley Rd. Laws Relating to Conservation Planning and BUREAU OF LAND MANAGEMENT Zoning Flanders, N. I 07846 Depsrtment of the Interior $1.00 California Documents Section Washington, D.C. 20240 P.O. Box 20191 "Last Frontier" Sacramento, CA 95820 "An Analysis of Audio-Visual Materials Re- ($12.50) lative to Conservation Education" BUREAU OF MINES (Report for State Department of Education) Graphic Services Section Conservation Department "Environmental BA of Rights" 4800 Forbes St. California Assembly Select Committee Bureau of Elementary Secondary Education Pittsburgh, PA15213 721 Capitol Mall on EnvIronmentai Quality, March 1970. "California and It's Natural Resources" Ask your assemblyman. Sacramento, CA 95814 BUREAU OF RECLAMATION Roster of Commissions Film Evaluations and StudyDiscussion Film Management Center Guides Cat fomia Chamber of Commerce Bldg. 67, Denver Federal Center 455 Capital Mali St. Clemens Film Association Denver, CO 80225 423 W. 26 St. Sacramento, CA 95814 "Water for the Valley" ($2.10) New York City, NY 10036 Libraries are good sources of information*. BUREAU OF SPORT FISHERIES AND "Listings of Conservation Films - and re- WILDLIFE lated Natural Resource film subjects" 730 NEPacific St. United States Department of the Interior CONSERVATION LIBRARY CENTER OF P. 0. Box 3737 NORTH AMERICA Office of the Secretary Public Library of the City and County of Portland, OR 97208 Washington, D.C. 20240 Denver 1357 Broadway NATIONAL PARK SERVICE "Selected List of Filmstrips on the Conser- Chief, Audio-Visual Arts Division Denver, CO 80210 vation of Natural Resources" (CEA.) Harpers Ferry, WV 25425 Interstate Printers and Publishers, Inc. "This Land" PUBLIC LIBRARIES Danville, IL 61823 Use local public library. Many have ($.75) reference desk services. California State Agencies Refer to almanacs, encyclopedias, Read- BUSINESSES, CORPORATIONS AND IN- ers Guide, Indexes and Directories. DEPARTMENT OF FISH AND GAME DUSTRIES Rm. 3000. Ferry Bldg. UNIVERSITY AND COLLEGF San Francisco, CA 94111 Many businesses sponsor films available LIBRARIES 557-2237 through local distributors. The following are University of California, Berkeley glad to accomodate requests for lists of 642-2374 DEPARTMENT OF PARKS AND RECRE- what is available and can often make helpful California State College, Hayward ATION suggestions. 538-8000 P.O. Box 1296 WWI Santa Rosa, CA 95403 AMERICAN FOREST PRODUCTS IN- Attention: Mr. James Neider DUSTRIES 1816 N St., NW. Environmental-Conservationfilms,film- 542-7190 strips and slides axe in considerable demand, Washington, D.C. 20006 and the titles are generally booked well in DEPARTMENT OF PUBLIC HEALTH advance. Check the annotated indvxes, write Film Library ATLANTIC-RICHFIELD COMPANY FILM or phone for some catalogues, and take your 2151 Berkeley Way LIBRARY choice of a very broad spectrum. Berkeley, CA 94704 SS Hawthorne St. 943-7900 San Francisco, CA 94105 Rental fee: $5 MODERN TALKING PICTURE SERVICE 16 Spear St. Government films are generally free of RESOURCES AGENCY 1416 Ninth St. San Francisco, CA 94105 postage only, so scheduling is frequently 9824712 tight. Sacramento, CA 95814 455-2358 Distributors for: DOW CHEMICAL CO., "Air, Water and Federal Agencies Industry" EASTMAN KODAK CO., "All the Dif- Department of Agriculture: ZilaiWididamaktgauko" ference" CATERPILLAR Ii1ACT0R CO., "The SOIL CONSERVATION SERVICE NORTHERN CALIFORNIA COMMITTEE Trouble with Trash" Motion Picture Library FOR ENVIRONMENTAL INFORMATION MORTON SALT CO., "Water" 701 NW.Glisan St. Educational Chairman HUMBLE OIL CO., "Wild Riven" Portland, OR 97209 P.O. Box 761 WATER REFINING CO., "Living with "Mud" Bedulleyt CA 94701 T:Iday's Water" 83 AMERICAN FOREST INSTITUTE 1833 K St., NW Washington, D.C. 20006 GENERAL MOTORS CORP "The Charts: Answer is Clear" "Forest Trees of the U.S." AMERICAN PETROLEUM INSTI- "Products of a Tree Farm" TUTE, "To Clear the Air" CA LIFORNIA FOREST PROTECTIVE NATIONAL ASSOCIATION OF ASSOCIATION MANUFACTURERS 1127-11th St. 277 Park Ave. Sacramento, CA 95814 New York, NY 10017 CALIFORNIA REDWOOD ASSOCIATION PACIFIC TELEPHONE FILM LIBRARY 617 Montgomery St. 16 Spear St. San Francisco, CA 94111 San rrancisco, CA 94105 392-7880 "To Keep America Beautiful" Booklet:"Storyof theRk'dwood Forest" PACIFIC GAS AND ELECTRIC COM- PANY FILM LIBRARY 16 Spear St. NORTHWEST PULP AND i'APER San Francisco, CA 94105 ASSOCIATION 2633 Eastlake Ave. Seattle, WA 98102 SHELL OIL COMPANY FILM LIBRARY 450 N. Meridian REDWOOD EMPIRE ASSOCIATION Indianapolis, IN 46204 476 Post St. San Francisco, CA 94106 STANDARD OIL COMPANY FILM LIBRARY REDWOOD REGIONAL CONSERVATION 16 Spear St. COUNCIL San Fnncisco, CA 94105 224 Rosenberg Bldg. Santa Rosa, CA 95404 Booklet: "Words of the Woods" WEST COAST LUMBERMEN'S Forest and Wood Associations ASSOCIATION Timber and Paper Compailies 1410 SWMorrison St. Wild Life Portland, OR 97214 Petroleum, Oil and Gas Ores and Minerals WESTERN WOOD PRODUCTS Agriculture and Chemicals ASSOCIATION General 700 Yeon Bldg. Portland, OR 97204 Many business associations and corporations, by their operations and research, provide a variety of conservation classroom aids. Materials may include leaflets, kits, charts, maps, filmsor even speakers on particular programs. Some sponsor environ- AMERICAN FOREST PRODUCTS mental projects. Contact the research, edu- CORPORATION cation or public relations divisions. All are 2740 Hyde St. eager to project their message. Materials San Francisco, CA 94109 suggested an samples of those available. Magazine:The American Eagle

CROWN ZELLERBACH CORPORATION Public Relations Department I Bush St. NORTHERN CALIFORNIA INDUSTRY- San Francisco, CA 94119 EDUCATION COUNCIL 235 Montgomery St. GEORGIA-PACIFIC CORPORATION San Francisco, CA 94104 249 East Grand Ave. 731-3282 S. San Francisco, CA 94082 Businesses cooperate with schools in various programs. INTERNATIONAL PAPER COMPANY Newsletter Public Relations Office 1777 Murchison Dr. Burlingame, CA 94011 697-9600 KIMBERLY-CLARK CORPORATION AMERICAN FOREST INDUSTRIES Shasta Division 681 Market St, Room 874 Anderson, CA 96007 Sot Francisco, CA 94105 "Watch on the Waters, "New Rivers" 982-5047 Chart: "Growth of a Tree" MASONITE CORPORATION Booklet: "Forest Adventurta of Mark 701 Welch Rd. Edwards" Palo Alto, CA 94304 64 87 PACIFIC LUMBER COMPANY RICHFIELD DIVISION OF ATLANTIC INTERNATIONAL HARVESTER Weott, CA 95571 RICHFIELD COMPANY 2855 Cypress 417 Montgomery St. °Wand, CA 94608 RELLIM REDWOOD COMPANY San Francisco, CA 94104 452-2828 P.O. Box 356 392-3010 Crescent City, CA 95531 Booklet: "Western Wildflowers" SWIFT AND COMPANY Booklet: "Demonstration Forest" Agricultural Research Division SHELL OIL COMPANY Chicago, IL 60604 ROCKPORT REDWOOD COMPANY Public Relations Department Science series booklets. 224 Rosenberg Bldg. 100 Bush St. Santa Rosa, CA 95404 San Francisco, CA 94104 392-5400 GEMBRAL WEYERHAUSER TIMBER COMPANY Educational Department STANDARD OIL COMPANY OF Tacoma, WA 98401 EDISON ELECTRIC INSTITUTE CALIFORNIA 750 3rd Ave. Booklet: "Tree Farms" Public Relations Department New York, NY 10017 225 Bush St. Sat Francisco, CA 94120 WILDLIFE KERN COUNTY LAND COMPANY 434-7700 600 California St. Booklets: San Francisco, CA 94108 OYSTER INSTITUTE OF NORTH "Conserving Our Wildlife" AMERICA 397-4100 "Let's Collect Rock" Canal use operations,1965. 22 Main St., Sayville "Let's Collect Shells" Long Island, N Y 11182 "Arbor Day in the West" Promotes and advances shellfish industry. NATIONAL ASSOCIATION OF "Anti-Litter Story" MANUFACTURES 332 Emerson US. TROUT FARMERS ASSOCIATION Palo Alto, CA 94301 67 West 9000 S. ORESANDMINERASS 323-3143 Sandy, UT 84020 WililaVe sea. Pl*Pertiik. Booklet: "Our Native Land" American Fishes imimmoPreloutOs PACIFIC GAS AND ELECTRIC OLIN CONSERVATION DEPARTMENT COMPANY Winchester-Western Division 245 Market St. East Alton, IL 62024 ASPHALT INSTITUTE Asphalt Institute Bldg. San Francisco, CA 94111 Reminton Farms College Park, MD 20740 781-4311 Chestertown, MD 21620 Pamphlet: "Magic Carpet" Booklets: Game management for sports "Rivers of California BARRE GRANITE ASSOCIATION "Street Trees" JAPAN SILK ASSOCIATION 31 Church St. "Gateways to California" 385 Fifth Ave. Barre, VT 05641 New York City, NY 10016 "Story of Granite" XEROX CORPORATION Silk worm kit, booklet. 1260 Midtown Tower KAISER STEEL Rochester, NY 14603 PETROIEDICOIL ANDGAS Kaiser Center National Youth Conference on Natural Anne* publost ons and aids may in- 300 Lakeside Dz. Beauty and Conservation, 1966 duds betilF1 Oakland, CA 94612 viNfloien, VAMP 271-2211 voila Viihtelv KAISER GYPSUM COMPANY RESOURCE AGENCIES, Kaiser ON der ORGANIZATIONS AND AMERICAN PETROLEUM INSTITUTE 300 Lakeside Dr. PROGRAMS 1271 Avenue of the Americas Oakland, LA 94612 Selected Reference New York, NY 10020 271-2211 Conservation Portfolio or Sources MORTON SALT WESTERN OIL AND GAS ASSOCIATION 110 N. Wacker Dr. DeBell, Garrett, Editor. The Environmental Community Relations Department Chicago, IL 60606 Handbook. Ballantine Books, Inc., New 3401 Clement St. York, 1970. San Francisco, CA 94121 PORTLAND CEMENT ASSOCIATION 752.:2514 33 West Grand Ave. Dreisbach, Robert H. liandboo c of the San alert: Science in the Search for Oil Chicago, U., 60610 Francisco Region. Envirmnent Studies, Water control, dams, concrete, etc. Box 5185, Stanford, Car;ornia, 1969. HUMBLE OIL AND REFINING 11A COMPANY Ecology Action, 9334 Benvenue, Berkeley, Public Relations Department -a California 94705. Film Library 16 Spear St. .I.G. and C.L. Stallings, Editors. ita San Frantisco, CA 9410$ -vtAt": Ecotactics. Simon and Schuster, Inc., 982-1712 New York, 1970. Pamphlet: CHEVRON CHEMICAL COMPANY "Humble Comes to Benecia" Ortho Division National Audubon Society, Bay Area Edu- "Wild Riven" 200 Bush St. cational Services, 1749-A Grove Street, San Francisco, CA 94120 Berkeley, California 94709 PHILLIPS PETROLEUM COMPANY HERCULES, INC. Whole Earth Catalog. Portola Institute, 558 Public Relations Department 1 Marilime Plaza 375 Illinois St. Santa Cruz Avenue, Menlo Park, Califor- San Francisco, CA 94111 San Francisco, CA 94107 nia 94025. 986-2535 986-0188 Putlishes six issues each year, two large Agricultural chemicals. ones and four smaller ones. 85 A selected bibliography of books about ecology, nature, plants and animals in the Alameda County Libra'', children's collection.

The relationship between various living things and between living things and their environment.

LIBRARY MATERIALS General Ecology: Friendly, Natalie. Miraculous Web. Prentice-Hall, Inc., New York, 1968. Hirsch, S.C. The Living Community: A Venture into Ecology. Viking Press, New York, 1966. Life (editorial staff). The World We Live In. Golden Press, Inc., New York, 1966.

Ecology of Specific Environments: Allen, Durward L. The Life of the Prairies and Plains. McGraw-Hill Book Company, New York, 1966. Amos, William H. The Life of the Pond. McGraw-Hill Book Company, New York, 1967. Arnov, Boris. Secrets of Inland Waters. Little, Brown and Company, Boston, 1965. Berri'', Norman J. The Life of the Ocean. McGraw-Hill Book Company, New York, 1966. Brooks, Maurice G. The Life of the Mountains. McGraw-Hill Book Company, New York, 1968. Church, Jeffrey. The Desert Water Hole. Follet Publishing Company, Chicago, 1962. Clemons, Elizabeth. TYde Pools and Beaches. Alfred A. Knopf, Inc., New York, 1964. Eckert, Allan W. Bayou Backwater. Doubleday and Company, Inc., Garden City, New York, 1968. Hofmann, Melita. A Dip to the Pond. Doubleday and Company, Inc., Garden City, New York, 1966. Kane, Henry B. The Tale of a Meadow. Alfred A. Knopf, Inc., New York, 1959. The Tale of a itmd. Aldred A. Knopf, Inc., New York, 1960. The Tale of a Wood. Alfred A. Knopf, Inc., New York, 1962. Larson, Peggy. Life in the Desert. Childrens Press, Inc., Chicago, 1960. Leopold, Aldo S. The Desert. Time, Inc., New York, 1962. Lubell, Winfred. In a Running Brook Rand McNally and Company, New York, 1968. McCarthy, Agnes. Creatures of the Deep. Prentice-Hall, Inc., Englewood Cliffs, New Jersey, 1963. May, Julian. The Big Island. Follet Publishing Company, Chicago, 1968. Morrow, Betty. See Up the Mountain. Harper and Row Publishers, Inc., New York, 1958. Selsam, Millicent E. Birth of a Forest. Harper and Row Publishers, Inc., New York, 1964. Stratton, Lucile N. Wild Wings Over the Marshes. Golden Gate Junior Books, San Carlos, California, 1964. ea 89 Wakeman, Norman H. Wonders of the World Between the What's Inside of Animals. WilliamMonow and Tides. Dodd, Mead and Company, New York, 1961. Company, Inc., New York, 1953. What's Inside of Plants.William Morrow and Company, Inc., New York, 1952.

Books to help children learn from directobservation of nature. 1 AIlen, Gertrude E. Deryday 7kees.Houghton Mifflin Com- intriguing facts of plant and animal life. pany, Boston, 1968. Berman, William. How to Dissect:Exploring with Probe and Animals: Scalpel. Sentinel Books Publishers, New York 1961. Barker, Will. Winter-Sleeping Wildlife. Harperand Row Pub- Brown, Vinson. How to Explore theSecret Worlds of Nature. lishers, Inc., New York, 1958. Little, Brown and Company, Boston,1962. Berrill, Jacquelyn. Wonders of AnimalMigration. Dodd, Mead How to Make a Home Nature Museum.Little, Brown and Company, New York, 1964. and Company, Boston, 1962. Cromer, Richard. The Miracle of Right.Doubleday and Conklin, Gladys P. The Bug CubBook: A Handbook for Company, Inc., Garden City, New York,1968. Young Bug Collectors. I'Aiday House,Inc., New York, Disney, Walt,Productions Ltd. Wonders ofthe Animal World. 1966. Golden Press, Inc., New York, 1964. Disraeli, Robert. New Worlds Through theMicroscope. Viking Earle, Olive L. Birds and Their Beaks.William Morrow and Press, Inc., New York, 1960: Company, New York, 1965. Dowden, Anne 0. Look ata Rower. Thomas Y. Crowell Froman, Robert. Spiders, Snakes and OtherOutcasts. J.B. Company, New York, 1963. Lippincott Company, New York, 1965. Hawkinson, John. Our Wonderful Wayside.Albert Whitman Green, Ivah. Animal Masquerade.Coward-McCann, Inc., New and Company, Chicago, 1966. York, 1955. Headstrom, Birger R. Adventures witha Hand Lens. J.B. Hellman, Harold. The Right Size: Why SomeCreatures Survive Lippincott Company, Philadelphia, 1962. and Others Are Extinct. G.P. Putnam'sSons, New York, Hoover, Helen. Animals at My Doorstep. Parent'sMagazine 1968. Press, New York, 1966. Hoover, Helen. Animals at My Doorstep.Parent's Magazine Hutchins, Ross E. The Amazing Seeds. Dodd,Mead and Press, New York, 1966. Company, New York, 1965. Hutchins, Ross E. Wild Ways: A Book of AnimalHabits. Rand This is a Leaf Dodd, Mead and Compony,New McNally and Company, Chicago, 1961. York, 1962. Ipcar, Dahlov.Wild and Tame Animals. Doubleday and This Is a Tree. Dodd, Mead and Company,New Company, Inc., Garden City, New York,1963. York, 1964. Kane, Henry B. Wings, Legs,or Fins. Alfred A. Knopf, Inc., Wild Ways: A Book of Animal Halts. Rand McNally New York, 1965. and Company, Chicago, 1961. Mason, George F. Animal Vision.William Morrow and Kieran, John. An IntroductiontoTrees. Doubleday and Company, Inc., 1968. Company, Inc., Garden City, New York, 1966. Sax, Gladys R. Secrets in AnimalNames. Prentice-Hall, Inc., Lemmon, Robert S. All About Birds.Random House, New New York, 1964. York, 1955. Selsam, Millicent E. All About Eggs.William R. Scott, Inc., Mason, George F. Animal Tracks.William Morrow and New York, 1952. Company, Inc., New York, 1943. Animals as Parents. William Morrow and Company, Morgan, Alfred P. Aquarium Book forBoys and Girls. Charles New York, 1965. Scribner's Sons, New York, 1959. The Courtship of Animals. William Morrowand Mortis, Percy A. A Field Guideto Shells of the Pacific Coast Company, New York, 1964. and Hawaii. Houghton Mifflin Company,Boston, 1966. Ho-Animals Live Together. William Morrow and (revised edition) Company, New York, 1963. Pinney, Roy. Collecting and PhotographingYour Microzoa. Row the Animals art. William R.Scott, Inc., New World Publishing Company, New York, 1965. York, 1955. Reynolds, Christopher. Small Creaturein My Garden. Ariel How Animals Tell Time. William Morrow and Press, Ltd., New York, 1966. Company, New York, 1967. Selsam, Millicent E. Underwater Zoos.William Morrow and Seton, Ernest Thompson. Wild AnimalsI Have Known. Charles Company, Inc., New York, 1961. Scribner's Sons, New York, 1966. Tee-Van, Helen D. Small Mammak AreWhere You Find Shuttleworth, Dorothy. AnimalCamouflage. Natural History Them. Alfred A. Knopf, Inc., New York, 1966. Museum, Natural History Press, New York,1966. Watts, May T. The Doubleday FIrst Guideto Trees. Doubleday Silverberg, Robert. Forgotten byTime: A Book of Living and Company, Inc., Garden City, New York,1965. Fossils. Thomas Y.Crowell Company, New York, 1966. Zarchy, Harry. SeaShells.World Publishing Company, Cleveland, 1966. Plants: Zim, Herbert S. Insects: A Guide to Familiar American Allen, Gertrude E. Everyday Trees. Dodd, Insects. Golden Press, Inc., New York, 1956. Mead and Com- pany, New York, 1965. Seashore: A Guide to Animals and Beaches. Simon Balls, Edward K. Early Uses of CaliforniaPlants. University of and Schuster, Inc., New York, 1955. California Press, Berkeley, 1962. 90 87 Dowden, Anne O. Look at a Rower. Thomas Y. Crowell Robbins, Chandler. Birds of North America. Golden Press, Company, New York, 1963. Inc., New York, 1966. Frish, Rose E. Plants that Feed the World. Van Nostrand- Rue, Leonard. Pictorial Guide to the Mammals of North Reinhold Books, New York, 1966. America. Thomas Y.Crowell Company, New York, 1967. Guikher, Jean M. A Milt Is Born. Sterling Publishing Wilwerding, Walter J. Book of Wild Beasts: Animals of East Company, Inc., New York, 1960. Africa. G.P. Putnam's Sons, New York, 1963. A nee Is Born. Sterling Publishing Company, Inc., Zim, Herbert S. Birds: A Guide to the Most Familiar American New York, 1960. Species. Golden Press, Inc., New York, 1956. Hutchins, Ross E. The Amazing Seeds. Dodd, Mead and Flowers: A Guide to Familiar American Wildflowers. Company, New York, 1965. Simon and Schuster, Inc., New York, 1950. Plants Without Leaves: Fungi, Mosses, Livenvorts, Insects: A Guide to Familiar American Insects. Slime-Molds, Algae, Horsetails. Dodd, Mead and Com- Golden Press, Inc., New York, 1956. pany, New York, 1966. Reptiles and Amphibians: A Guide to Familiar This Is a Flower. Dodd, Mead and Company, New American Species. Golden Press, Inc., New York, 1956. York, 1963. Trees: A Guide to Familiar American Trees. Golden This Is a Leaf Dodd, Mead and Company, New Press, Inc., New York, 1956. York, 1962. This Is a Tree. Dodd, Mead and Company, New LOCAL PLANTS AND ANIMA'S York, 1964. Kavaler, Lucy. The Wonders of Algae. John Day Company, Books about the living things of the San Francisco Bay region New York, 1961. and the Pacific Coast to the Sierra slopes. Kieran, John. An Introduction toTrees. Doubleday and Company, Inc., Garden City, New York, 1966. Berry, William D. Mammals of the San Francisco Bay Region. Kohn, Bernice. Ferns and Plants Without Flowers. Hawthorn University of California Press, Berkeley, 1960. Books, Inc., New York, 1968. Hedgpeth, Joel W.Introduction to Seashore Life of the San Our "My Servants, Molds al d Yeasts. Prentice-Hall, Francisco Bay Region and the Coast of Northern Inc., Englewood Cliffs, New Jersey, 1962. Califon ia. University of California Press, Berkeley,,1962. Milne, Lorus J. Because of a Tree. Atheneum Publishers, New Huntington, Harriet E. Forest Giants: The Story of the York, 1963. Oriitob.ia Redwoods. Doubleday and Company, Inc., Selsam, Millicent E. Birth of a Forest. Harper and Row Garden City, New York, 1962. Publishers, Inc., New York, 1964. Metcalf, Woodbridge. Native Trees of the San Francisco Bay Sterling, Dorothy. Story of Mosses. Ferns and Mushrooms. Region. University of California Press, Berkeley, 1959. Doubleday and Company, Inc., Garden City, New York, Morris, Percy A. A Field Guide to Shells of the Pacific Coast 1955. and Hawaii. Houghton Mifflin Company, Boston, 1966. Stone, A. Harris. Plants Are Like That. Prentice-Hall, Inc., Munz, Philip A. California Spring Wildflowers from the Base of Englewood Cliffs, New Jersey, 1968. the Sierra Nevada and Southern Mountains to the Sea. Vallin, Jean. The Plant World. Sterling Publishing Company, University of California Press, Berkeley, 1961. Inc., New York, 1967. Orr, Robert T. Mushrooms and Other Common Fungi of the Watts, May T. The Doubleday First Guide to Trees. Doubleday San Francisco Bay Region. University of California Press, and Company, Inc., Garden City, New York, 1965. Berkeley, 1962. Zim, Herbert S. What's Inside of Plants. William Morrow and Peterson, Robert T. A Field Guide to Western Birds. Houghton Company, Inc., New York, 1952. Mifflin Company, Boston, 1961. Sharsmith, Helen K. Spring Wildflowers of the San Francisco ;-; Bay Region. University of California Press, Berkeley, PLAN1'sANbANiMALS A140041) *ORO 1965. Sloan, Tay. Wonders of the Pacific Coast. Childrens Press, Books about the wildlife of specific geographic areas. Chicago, 1968. Smith, Arthur C. Introduction to the Natural History of the Arundel, Jocelyn. The Wildlife of Africa. Hastings House San Francisco Bay Region. University of California Press, Publishers, Inc., New York, 1965. Berkeley, 1959. Bates, Marston. The Land and Wildlife of South America. Western Butterflies. Lane Magazine and Book Com- Time, Inc., New York, 1964. pany, Menlo Park, California, 1961. Bothwell, Jean. The Animal World of India. Franklin Watts, Stebbins, Robert C. Reptiles and Amphibians of the San Inc., New York, 1961. Francisco Bay Region. University of California Press, Dudley, Ruth H. Our American Trees. Thomas Y. Crowell Berkeley, 1959. Company, New York, 1956. Stoutenburg, Adrien. Wild Animals of the Far West. Parnassus Dugdale, Vera. Album of North American Animals, Rand Press, Berkeley, 1959. McNally and Company, Chicago, 1966. Vessel, Matthew F.Introducing Our Western Birds. Fearon Album of North American Birds. Rand McNally and Publishers, Inc., Palo Alto, 1965. Company, Chicago, 1967. Seashore Life of Our Pacific Coast. Fearon Pub- Hawkins, Sheila. Australian Animals and Birds. Tri-Ocean, lishers, Inc., Palo Alto, 1965. Inc., San Francisco, 1962. Weaver, Harriet E. There Stand the Giants: The Story of the Newman, Marvin E. Africa's Animals. Doubleday and Com- Redwood Trees.Lane Magazine and Book Company, pany, Inc., New York, 1967. Menlo Park, California 1960. 88 Reptiles and Amphibians: Bevans, Michael H. Book of Reptiles and Amphibians. Double- day and Company, Inc, Garden City, New York, 1956. Darling, Lois. ?links. William Morrow and Company, New York, 1962. Fenton, Carroll L. Reptiles and Their World. John Day Company, New York, 1961. Hogner, Dorothy C. A Book of Snakes. Thomas Y. Crowell General Works: Company, New York, 1966. Cosgrove, Margaret. Bone for Bone. Dodd, Mead and Com- Ives, Ann. The Beginning Knowledge Book of nodes. Mac- pany, New York, 1966. millan Company, New York, 1965. Regner, Robert. Parade of the Animal Kingdom. Macmillan Lowndes, Marion S. The Beginning Knowledge Book of Company, New York, 1964. Snakes. Macmillan Company, New York, 1965. Pope, Clifford H. Snakes Alive and How They Live. Viking Press, Inc., New York, 1937. Animals Without Backbones- Invertebrates: (see also Ecology of Specific Environments) Porter, George. The World of the P.og and Toad. J.B. Lippincott Company, Philadelphia, ; 967. Bevans, Michael H. The Book of Sea Shells. Doubleday and Schmidt, James. The Strange World of Reptiks. G.P. Putnam's Company, Inc., Garden City, New YorL, 1961. Sons, New York, 1966. Buchbaum, Ralph M. Animals Without Backbones: An Intro- Zim, Herbert S. Reptiles and Amphibians: A Guideto Familiar duction to the Invertebrates. University of Chicago Press, American Species. Golden Press, New York, 1956. Chicago, 1948. Birds: Kellin, Sally M. A Book of Snails. William R. Scott, Inc., New York, 1968. Austin, Oliver L. Song Birds of the World. Golden Press,Inc., New York, 1967. Fish: Bosigner, E. A Bird is Born. Sterling Publishing Company, Inc., Bendick, Jeanne. The First Book of Fishes. Franklin Watts, New York, 1963. Inc., New York, 1965. Cromer, Richard. The Miracle of Fh:ght. Doubledayand Burger, Carl. All About Fish. Random House, 1960. Company, Inc., Garden City, New York, 1968. Earl!, Olive L. Strange Fish cf the Sea. WilliamMorrow and Dugdale, Vera. Album of North American Birds. GoldenPress, Company, Inc., New York, 1968. Inc., New York, 1966. Zim, Herbert S. Fishes: A Guide to Fresh and Salt Water Earle, Olive L. Birds and Their Beaks. WilliamMorrow and Species. Golden Press, Inc., New York, 1956. Company, Inc., New York, 1965. Gans, Roma. Birds at Night. Thomas Y. CrowellCompany, Spiders and Insects: New York, 1968. Allen, Gertrude. Everyday Insects. Houghton MifflinCom- It's Nesting lime. Thomas Y. CrowellCompany, pany, Boston, 1963. New York, 1964. Conklin, Gladys P. The Bug Club Book: A Handbookfor Kieran, John. An Introductionto Birds. Doubleday laid Young Bug Collectors. Holiday House, Inc., New York, Company, Inc,, Garden City, New York, 1965. 1966. Lemmon, Robert. All About Birds. RandomHouse, New We Like Bugs. Holiday House, Inc., New York, York, 1955. 1962. Peterson, Roger T. A Field Guideto Western Birds. Houghton David, Eugene. Spiders and How They Live. Prentice-Hall, Mifflin Company, Boston, 1961. Inc., Englewood Cliffs, New Jersey, 1964. Robbins, Chandler. Birds of North America.Golden Press, Goldin, Augusta R. Spider Silk. Thomas Y. Crowell Company, Inc., New York, 1966. New York, 1964. Vessel, Matthew F. Introducing OurWestern Birds. Fearon Green, Ivah and George A. Smith. Hatch and Grow. (Life Publishers, Inc., Palo Alto, 1965. stories of familiar insects shown in close-up photographs Zim, Herbert S. Birds: A Guideto the Most Familiar American by George A. Smith.) Abelard-Schuman, Ltd., London, Birds. Golden Press, Inc., New York, 1956. 1967. Griffen, Elizabeth. A Dog's Book of Bugs. Atheneum Pub- Mammals: lishers, New York, 1967. (see also Plants and Animals Around the World) Headstrom, Richard. Adventures with Insects. J.B. Lippincott Allen, ..GfrtrudeE. Evoyday Animals. Houghton Mifflin Company, Philadelphia, 1963. Company, Boston, 1961. Lavine, Sigmund A. Wonders of the Spider World Dodd, Mead Green, Margaret. The Big Book of Wild Animals.Franklin and Company, New York, 1966. Watts, Inc., New York, 1964. Newman, Leonard Hugh. Man and Insects. Doubledayand Lauber, Patricia. The Look-It-Up Book of Mammals.Random Company, Inc., New York, 1965. House, New York, 1967. Reynolds, Christopher. Small Creatures in My Garden. Farrar, Rue, Leonard. lictorial Guideto the Mammals of North Strauss, and Giroux, Inc., New York, 1965. America. Thomas Y. Crowell Company, New York,1967. Swain, Su Zan N. Doubleday first Guide to Insects. Double- Tee-Van, Helen D. Small Mammals Are WhereYou find day and Company, Inc., New York, 1964. Them. Alfred A. Knopf, Inc., New York, 1966. Talley, Naomi. Imported Insects. Dial Press, 1rii. New York, Wilwerding, Walter J. The Big One andOther Beasts. G.P. 1961. Putnam's Sons, New York, 1966. 92 89 Hogner, Dorothy C. Conservation in America. J.B. Lippincott Company, Philadelphia, 1958. Books for young children grades 1(-2. Kavler, Lucy. Dangerous Air. John Day Company, New York, 1967. Bush, Phyllis S. Lions in the Grass. World Publishing Com- pany, Philadelphia, 1968. Once There Was a Tree. World Publishing Company, Philadelphia, 1968. Darwin, Charles. The Voyage of the Beagle. (Abridged and Chenery, Janet. The Toad Mint. Harper and Row Publishers, edited by Millicent E. Selsam.) Harper and Row Pub- Inc., New York, 1967. lishers, Inc., New York, 1959. Conklin, Gladys P. I Like Butterflies. Holiday House, Inc., Platt, Rutherford H. Adventures in the Wilderness. Harper and New York, 1960. Row Publishers, Inc., New York, 1963. I Like Caterpillars. Holiday House, Inc., New York, 1957. If I Were a Bird. Holiday House, Inc., New York, 1965. We Like Bugs. Holiday House, Inc., New York, 1962. Evans, Eva K. Sleepy nine. Houghton Mifflin Company, Adams, Ansel and Nancy Newhall. This Is the American Earth. Boston, 1962. San Francisco Sierra Club, 1968. Garelick, May. What's Inside (real photos of a baby goose Allen, Snirley W.Conserving Natural Resources (3rd edition). hatching from the egg.) William R. Scott, Inc., New York, McGraw-Hill Book Company, New York, 1966. 1955. Association of Bay Area Governments. Refuse Disposal Needs Griffen, Elizabeth. A Dog's Book of Bugs. Atheneum Pub- Study. Berkeley, 1965. lishers, New York, 1967. Battan, Louis. The Unclean Sky: A Meterologist Looks at Air Kumin, Maxine W.The Beach Before Breakfast. G.P. Putnam's Pollution. Doubleday and Company, Fic., New York, Sons, New York, 1964. 1966. McClung, Robert M. Ladybug. William Morrow and Company, Bay Area Air Pollution Control District. Air Pollution and the Inc., New York, 1966. San Francisco Bay Area. San Francisco, 1969. (pamphlet) Mannheim, Grete. Touch Me, Touch Me Not. (A book about Blake, Peter. God's Own Junkyard: The Planned Deterioration safe and unsafe animals.) Alfred A. Knopf, Inc., New of America's Landscape. Holt, Rinehart and Winston, Inc., York, 1965. New York, 1964. Myrick, Mildred. Ants Are Fun. Harper and Row Publishers, Boyle, Robert H. The Hudson River: A Natural and Unnatural Inc., New York, 1968. History. W.W. Norton and Company, Inc., New York, Podendorf, Illa. The True Bock of Animal Babies. Childrens 1969. Press, Inc., Chicago, 1955. Bregman, Jack 1. and Serge Leonard. The Pollution Paradox. Rounds, Glen. Rain in the Woods and Other Small Matters. Spartan Books, Inc., New York, 1966. World Publishing Company, Philadelphia, 1964. Briggs, Peter. Water: The Vital Essence. Harper and Row Schwartz, Elizabeth.When Animals Are Babies.Holiday Publishers, Inc., New York, 1967. House, Inc., New Ycp k, 1964. Bronson, William. How to Kill a Golden State. Doubleday and Selsam, Millicent E. The Bug That Laid the Golden Egg. Company, lnc., New York, 1968. Harper and Row Publishers, Inc., New York, 1967. Brower, David, Editor. The Meaning of Wilderness to Science. Greg's Microscope. Harper and Row Publishers, Inc., (Proceedings of the 6th Wilderness Conference.) San New York, 1963. Francisco Sierra Club, 1960. How to Be a Nature Detect;v,f Harper and Row The Place No One Knew: Glen Canyon on the -Publishers, Inc., New York, 1963. Colorado. Photos by Eliot Porter. San Francisco Sierra 1.,et's Get Dirties. Harper and Row Publishers, Inc., Club, 1963. New York, 1965. Wilderness, America s Living Heritage. San Francisco Plenty of Fish. Harper and Row Publishers, Inc., Sierra Club, 1961. New York, 1960. Wildiands in Our Ovilization. San Francisco Sierra Seeds and More Seeds. Harper and Row Publishers, Club, 1964. Inc., New York, 1959. California, Bureau of Air Sanitation. Diesel Vehicle and Its Tony's Birds. Harper and Row Publishers, Inc., New Role in Air Pollution. Berkeley, 1962. York, 1961. Oxides of Mtrogen in Air Pollution. Berkeley, 1966. Selsam, Millicent E. When an Anima' Grows. Harper and Row California, University of,Berkeley. Sanitary Engineering Publishers, Inc., New York, 1964. Research Laboratory. Comprehensive Study of San Fran- Zim, Herbert S. What's Inside of Animals. William Morrow and cisco Bay. Berkeley, 1965. (Several volumes including Company, Inc., New York, 1953. appendixes.) What's Inside of Plants.William Morrow and Callison, Charles, Editor. America's Natural Resources. Ronald Company, Inc., New York, 1963. Press Company, New York, 1967. Carhart, Arthur H.Water or Your Life. LB. Lippincott Company, Philadelphia, 1959. Hitch, Allen J. Conservation arid You. Van Nostrand-Reinhold Carr, Donald E. The Breath of Life. W.W. Norton and Books, Princeton, New Jersey, 1964. Company, Inc., New York, 1965. 90 93 Death of the Sweet Waters, W.W. Norton and Square Press, Inc., New York, 1969. Company, Inc., New York, 1965. Lewis, Howard R. With Every BreathYou Take. Crown Carson, Rachael.Silent Spring. Houghton Mifflin Company, Publishers, Inc., New York, 1963. Boston, 1962. Little, CharlesE.Challenge of the Land: Open Space Clapper, Henry D. Origins of American Conservation.Ronald Preservation at the Local Level. Open SpaeAction Press Company, New York, 1966. Institute, New York, 1968. Commoner, Barry. Science and Survival. Viking Press, Inc., Litwin, .1.Control of River Pollution by Industry. Public New York, 1966. Administration Service, Chicago, 1965. Dansereau, Pierre, Editor. Challenge for Survival: Land, Air, Map, John A. Air Resource Managemen: in the SanFrancisco and Water fu Man in Megalopolis. Columbia University Bay Area. Institute of Governmental Studies, Berkeley, Press, New York, 1970. 1965. Dasmann, Ray. The Destruction of California.Macmillan Marine, Gene. America, the Raped: The EngineeringMentality Company, New York, 1965. and the Devastation of a Continent. Simon andSchuster, The Last Horizon. Macmillan Company, NewYork, Inc., New York, 1969. 1963. Marx, Wesley. The Frail Ocean. Coward-McCann,Inc., New De Bell, Garrett. The EnvironmentalHandbook. Ballantine York, 1967. Books, New York, 1970. Mills, Clarence A. This Air We Breathe: AStudy of Man and Douglas, William 0. A Wilderness Bill ofRights. Little, Brown His Environment. Christopher Publishing House, North and Company, Boston, 1965. Quincy, Massachusetts, 1962. Eclenfelder, William Wesley. IndustrialWater Pollution Con- Murphy, Earl F. Governing Nature. QuadrangleBooks, Inc., trol. McGraw-Hill Book Company, New York,1966. Chicago, 1967. Edelson, Edward and Fred Warshatsky. Poisonsin the Air. Nikolaieff, George A. Water Crisis. H.W. WilsonCompany, Simon and Schuster, Inc., New York, 1966. Bronx, New York, 1967. Ehrlich, Paul. The Population Bomb.Ballantine Books, New Osborn, Fairfield. Our Plundered Planet. Little,Brown and York, 1968. Company, Boston, 1948. Farber, Seymour M. Air We Breathe: A Study ofMan and His Parson, Ruben L. Conserving AmericanResources. Second Environment. Charles C. Thomas Publishers,Springfield, Edition. Prentice-Hall, Inc., Englewood Cliffs, NewJersey, Illinois, 1960. 1964. Fisher, J. and S. and J. Vincent. Wildlifein Danger. Vildng Perry, John D. Our Polluted World- Can Man Survive? Press, Inc., New York, 1969. Franldin Watts, Inc., New York, 1967. Gloyna, Ernest F. Advances in WaterQuality Improvement. Ridker, Ronald Gene. Economic Costsof Air ibllution. University of Texas Press, Austin, 1968. Frederick A. Praeger, New York, 1967. Goldman, Marshall I. Controlling Pollution:The Economics of San Francisco Bay Conservation and DevelopmentCommis- a Cleaner America. Prentice-Hall, Inc., Englewood Cliffs, sion. Pollution. San Francisco, 1967. New Jersey, 1967. San Francisco Bay Conservation and DevelopmentCommis- Graham, Frank. Disaster by Default:Politics and Water sion. (Reports prepared byor for this comillissiOh may be Pollution. J.B. Lippincott Company,Philadelphia, 1966. treated as pamphlets insome libraries. Please ask your Habe, Hans. The Poisoned Stt-im. McGraw-Hill Book Com- librarian.) pany, New York, 1969. Scorer, Richard Seger. Air Pollution. PergamonPublishing Harrison, C. William. Conservation:The Challenge of Reclaim- Company, New York, 1968. ing Our Plundered Land. Julian Messner, Inc., New York, Scott, Mellier G.The Future of San Francisco Bay. Berkeley 1963. Institute of Governmental Studies, 1963. Hay, John. In Defense of Nature. Little, Brown and Company, Smith, Frank E. The Politics ofConservation. Pantheon Boston, 1969. Books, Inc., New York, 1966. Herber, Lewis. Crisis in Our allies. Prentice-Hall,Inc., Engle- Stead, Frank M. Managing Man's wood Cliffs, New Jersey, 1965. Environment in the San Rancisco Bay Area. Berkeley Institute ofGovernmental Herfindahl, Orris Clemens. Quality ofthe Environment: An Studies, Berkeley, 1963. Economic Approach to Some Problems in Using Land, Stem, Arthur Cecil. Air Pollution (3volumes). Academic Water, and Air. John Hopkins Press, Baltimore,1965. Press, Inc., New York, 1962-69. Hyde, Philip and Francis Leydet. The Last Redwoods. San Stewart, George R. Not So Richas Y ou Think. Houghton Francisco Sierra Club, 1969. Mifflin Company, Boston, 1967. Jones, John R.E. Fish and River Pollution. Plenum Publishing Still, Henry. Dirty Animal. HawthornBooks, Inc., New York, Corporation, New York, 1964. 1967. Kavaler, Lucy. Dangerous Air. John DayCompany, New York, Udall, Stuart. Quiet Olsis. Holt, 1967. Rinehart and Winston, Inc., New York,; 963. Klein, L. River Pollution. V.1 .Chemical Analysis; V.2. Causes Stevens, David M. Refuse Disposal andSan Francisco Bay. San and Effects; V.3. Control. Plenum Publishing Corporation, Francisco Bay Conservation and DevelopmentCommis- New York, 1959-66. sion, 1966. Kneese, Allen V. Water Pollution. John Hopkins Press, Stevens, David M. Solid Waste Disposal andSan Francisco Bay. Baltimore, 1961. San Francisco Bay Conservation andDevelopment Com- League of Women Voters of the UnitedStates. Education mission, San Francisco, 1966. Fund. Big Water Fight. Stephen Greene Press,Brattleboro, U.S. Department of the Interior. Man . An Endangered Vermont, 1966. Species, 1968; Population Challenge,1966; Third Wave, Leinwand, Gerald. Air and Water Pollution.Washington 1967; Y earbook, 1964-68. Washington,DC. 1 Williams, Edwaid A. Open Space: The Choices before Califor- Mt. Diablo Unified School District. Outdoor Education Pro- nia. The Urban Metropolitan Open Space Study. Diablo gram Concord, Calitbrnia, 1967. Press, Inc., San Francisco, 1969. Norwalk-LaMiradaSchoolDistrict.ScienceInstruction Wise, William. Killer Smog. Rand McNally and Company, New Through Effective Use of the Outdoor Environment. Y ork,1968. Norwalk, California, 1965. Wolozin, Harold, Editor. Economics of Air Pollution. W.W. Schramm, Wilbur. Classroom Out-of-Doors. Sequoia Press, Norton and Company, Inc., New York, 1966. Kalamazoo, Michigan, 1969. Wood, Samuel and Alfred Heller. Otlifornia, Going, Going. Stanislaus County School Department. Outdoor Education: A California Tomorrow, Sacramento, 1962. Handbook for Teachers. Modesto, California. Wood, Samuel and Alfred Heller. The Phantom Cities of Stapp, William B. Integrating Conservation- and Outdoor California. N.P., 1963. Education Into the Cloriculum. Burgess Publishing Com- Wood, Samuel and Daryl Lembke. The Federal Threats to the pany, Minneapolis, 1964. California Landscape. California Tomorrow, Sacrarnento, 1967. BACKGROUNOINFORWATIONON ECOLOGY Wright, James C. Coming Water Famine. Coward-McCann, Billington, Elizabeth. Understanding Ecology. F. Warne and Inc., New York, 1966. Company, Inc., New York, 1968. Youngquist, Walter L. Our Natural Resources: How to Invest Carson, Rachel. The Sense of Wonder. Harper and Row in Them. F. Fell, New York, 1966. Publishers, Inc., New York, 1964. Dasmann, Raymond. The Destruction of Cahfornia. Macmillan Magazines which carry many articles on the destruction of our Company, New York, 1965. environment: De Beli, Garrett, Editor. The Environmental Handbook. Air Currents. Bay Area Air Pollution Control District, 939 Ballantine Books, Inc., New York, 1970. Esilis Street, San Francisco, CA94109. Dreisbach, Robert H. Handbook of the San Francisco Region. Oy California. California Tomorrow, 681 Market Street, San Environment Studies, Stanford, California, 1969. Francisco, CA94105. Gilliam, Harold. The Natural World of San Francisco. Double- Environmental Education. Dembar Educational Research Serv- day and Company, Inc., New York, 1967. ices, Inc., 2101 Sherman Street, P.O. Box 1605, Madison, Graham, Frank, Jr. Since Silent Spring. I4,Nighton Mifflin WtI53701. Company, Boston, 1970. Living Wilderness. Wilderness Society, 729 Fifteenth Street, League of Women Voters of the Bay Area. Dr! You Know Washington, D.C. 20005. Your Bay Area? Sunnyvale, California, 1970. Sierra Club Bulletin. Sierra Club, San Francisco Bay Chapter, Leopold, Aldo. A Sand County Almanac. Oxford University, 1050 Mills Tower, San Francisco, CA 94104. 1949. McCloskey, Maxine and Gilligan. Gililderness and the Quality of Life. Sierra Club, 1969. ENWRONNENT Mitchell, John G.,Editor. Ecotactics, A Handbook for ExPERIENMLAn Environment Activists. Sierra Club, 1970. A bthRostspbytic Nash, Roderick. Wilderness and the American Mind. Yale University, 1967. GENERAL PROGRAMS National Tuberculosis and Respiratory Disease As. ,.,ation. Air Pollution Primer. Oakland Museum Bookstore, 1969. American Association for Health, Physical Education, and Rienow, Robert and Leona. Moment in the Sun: A Report on Recreation. Outdoor Education for American Y outh, the Deteriorating Quality of the American Environment. 1957. Ballantine Books, Inc., New York, 1967. AssociationforOutdoor Education, Science Instruction Sauer, Carol 0. Land and Life. University of California, 1967. Through Effective Use of the Outdoor Environment. West Storer, John H. The Web of Life. Signet, 1956. Covina, California. Udall, Stewart L. The Quiet Crisis. Avon Books, New York, Dana, Samuel. Education and Outdoor Recreation. Superin- 1963. tendent of Documents, Washington, D.C. Freeberg and Taylor. Programs for Outdoor Education. Bur- gess Publishing Company, Minneapolis, 1963. Freeberg, William H. Philosophy of Outdoor Education. American Association of School Administrators. Conservation Burgess Publishing Company, Minneapolis, 1961. in the People's Hands. Washington, D.C., 1964. Friet, Edwin L. Design for Outdoor Education. P.S. Printers, Bale, Robert 0. Conservation for Camp and Classroom. Inc., Yakima, Washington, 1956. Burgess Publishing Company, Minneapolis, 1962. Gabrielson, M. Alexander and Charles Holtzer. The Role of Brown, Robert E. Techniques for Teaching Conservation Outdoor Education. New York Center for Applied Education.Burgess Publishing Company, Minneapolis, Research, 1965. 1964. Hammerman, Donald R. and William. Teaching in the Out- Carder, Thelma. How to Teach Wilderness Conservation. San doors. Burgess Publishing Company, Minneapelis, 1965, Francisco Sierra Club, 1965. Outdoor Education:. A Book of Readings. Burgess Carvajal, Joan. Cbnservation Education. Interstate Printers and Publishing Company, Minneapolis, 1968. Publishers, Inc., Danville, Illinois, 1968. Hug, John and Phyllis Wilson. Cloriculum Enrichment Out- Hone, Elizabeth. A Sourcebook for Elementary Science. doors.Harper and Rory Publishers, Inc., Pleasanton, (California State Supplementary Textbook) Harcourt, California, 1965. 95 Brace and World, Inc., 1962. 92 Joseph, Alexander. Teaching High SchoolScience: A Source- Newman, James M. The Family Camping Guide. World book for the Sciences. (California State Supplementary Publishing Company, Cleveland, 1967. Textbook) Harcourt, Brace and World, Inc., New York, Norbeck, Oscar E. Book of Indian Life aafts. Association 1961. Press, New York, 1966. MacFarlan, Allan A. The Boy's Book of Hiking. Stackpole Pie', John Barkley. The Phoenix Dictionary of Games. Books, Harrisburg, Pennsylvania, 1968. iloenix House, London, 1967. Marsh, Norman F. Feeding and Caring for WildlifePets. The Wankelman, Willard F. A Handbook of Arts and Crafts jbr Resources Agency, Sacramento. BlementelY and Juniar High School Teachers. William C. Morholt, Evelyn. A Sourcebook for the BiologicalSciences. Brown Company, Dubuque, Iowa, 1968. (CaliforniaState Supplementary Textbook) Harcourt, Brace and World, Inc., 1966. Munzer, Martha E. and Paul F. Brandwein. TeachingScience SITE SELECTIONANDDEVEIAWMENT - - Through Conservation. MzGraw-Hill Book Company,New "How to Use Your Schoolgroundsas a Laboratory." School York, 1960. Management, 8: 38-42, August, 1964. National Education Association. Education inthe Outdoors. Marsh, Norman F. Outdoor Educationon Your School Washington, D.C., 1963. Grounds. The Resources Agency, Sacramento, 1968. National Wildlife Federation. ConservationDirectory. Wash- Roth, C.E. "How to Planan Outdoor Lab for Your District." ington, D.C., 1969. School Management. 8: 42, August, 1964. Nickelsburg, Janet. Field Trips: Ecoloty for YouthLeaders. Swonger, H. "Building a Nature Trail to Teach Junior High Burgess Publishing Company, Minneapolis, 1966. School Science." School Science and Mathematics, 65: Reilly, Edgar M., Jr. The Audubon Handbookof American 296-298, April, 1965. Birds. McGraw-Hill Book Company, New York,1968. Stapp, WilliamB. Integrating Conservation and Outdoor PERIODICALSANDNEWSLMERS Education Into the Curriculum (K.12).Burgess Publishing Company, Minneapolis, 1965. Audubon Magazine. National Audubon Society, NewYork. Van Der Smissen, Betty and Oswald H.Goering. A Leader's Conservation News. National WikIlife Federation, Washington, Guide to Nature-Orieved Activities. Iowa StateUniver- D.C. sity Press, Ames, Iowa, 1965. Conservation Newsletter. The Conservation Foundation, Wash- Wetmore, Alexander. Songs and GardenBirds of North ington, D.C. Am Aca. National Geographic Society, 1964. Conservation Vistas. Pacific Northwest Region (Oregon and Washington). Forest Service, Portland. Cry California. California Tomorrow, San Francisco. MISCELLANEOUS PROGRAM AIDS Defenders of Wildlife News. Defenders of Wildlife, Wash- Angier, Bradford. Skills for Taming the Wilds. Stackpole ington, D.C. Books, Harrisburg, Pennsylvania, 1967. Environment. Committee for Environmental Information, St. Bale, Robert O. Creative Nature Crafts. Burgess Publishing Louis. Company, Minneapolis, 1959. Envirot mental Education.Dembar Educational Research Outdoor Living.Burgess Publishing Company, Seivices, Inc., Madison, Wisconsin. Minneapolis, 1961. Huscicon Twig. 2635 Mira Vista Avenue, El Cerrito, CA 94530. Bodor, John. Creating and Presenting Band Puppets. Reinhold Journal of Outdoor Education. Loredo Taft Field Campus of Publishing Company, New York, 1967. Northern Illinois University, Oregon, Illinois. Burns, Lorrell Coffman. Instant Fun for All Kinds ofGroups. National Wildlife. National Wildlife Federation, Marion, Ohio. Association Press, New York, 1964. Natural History Magazine. American Museum of Natural Buskin, David. Outdoor Games. Lion Press, New York, 1966. History, New York. Cohen, Mike. 101 Plus Five Folk Songs for C2mp. Oak Outdoor Education. Outdoor Elizication Project of the Publications, New York, 1966. American Association for Health, Physical Education, and Grimm, Gretchen. An Introduction to Basic Crafts. Burgess Recreation, College of Education, Michigan State Univer- Publishing Company, Minneapolis, 1968. sity, East Lansing, Michigan. Hein, Lucille E. Enjoying the Outdoors with Children. Outdoor EducationAssociationNewsletter.Carbondale, Association Press, New York, 1966. Illinois. Johnson, James Ralph. Advanced Camping Techniques. David The Outdoor Educator. School of Education, San Francisco McKay Company, New York, 1967. State College. MacFarlan, Allan A. The Boy's Book of Backyard Camping. The Outdoor Teacher. Outdoor Education Center for South- Stackpole Books, Harrisburg, Pennsylvania, 1968. ern Illinois, Southern Illinois University, Carbondale. McNally, Tom. Camping for Boys and Girls. Follett Publishing Arc* Discovery. Company, Chicago, 1966. California Academy of Sciences, San Francisco. Madachy, Joseph S. Mathematics on Vacation. Charles Scrib- Ranger Rick's Nature Magazine. National Wildlife Federation. ner's Sons, New York, 1966. Family Orcle, New York. National Conference on Areas and Facilities for Health, Resources. Resources for the Future, Inc., Washington, D.C. Physical Education, and Recreation. Planning Areas and Sea Frontier& International Oceanographic Foundation, Uni- Facilities for Health, Physical Education, and Recreation. versity of Miami, Miami. Athletic Institute, Chicago, 1965. Sierra Club Bulletin. San Francisco Sierra Club. National Geographic Society. National Geographicon Indians Taft Campus Newsletter. Department of Outdoor Teacher of the Americas. Washington, D.C., 1955. Education, Northern Illinois University, Oregon, Illinois. 4E6 93 Mostly free or inexpensive

Audubon Aids in Natural Science. Consult order brochure for Introduction to the Natural Histay of the San Rancisco Day material. Example: AP3 Audubon Tree Study Program. Region. Arthur C. Smith. University of California Press, Includes "Let's Adopt a Tree," etc. National Audubon Berkeley. 1960. Samples of other titles available: Mam- Society, 1130 Fifth Ave., New York, NY 10028. $2.00 mals of the San Francisco Bay Region; Reptiles and The California Wildlife Region. Vinson Brown and George Amphibians of the San Francisco Bay Region; Native Lawrence, Naturegraph Books, Healdsburg, California. Trees of the San Francisco Bay Region; Weather of the 1965. $2.75 San Francisco Bay Region. Each $1.50 Chrisimas Trees The Tradition and the Trade. Agriculture A Junior Naturalist's Woil-book. John F. Gardner. Interstate Information Bulletin No. 94. Superintendent of Docu- Printers and Publishers, Inc., Danville, Illinois. 1969. ments, U.S. Government Printing Office, Washington, $.60 I) C. 20402. 1966. $.15 Common Edible and Usefid Plants of the West. Muriel Sweet. The Little May G. Moon. California Department of 1%:aturegraph Books, Healdsburg, California. 1962. $1.00 Conservation, Sacramento. 1964 Comm m Seashore Life of Northern California and the Pacific A Living Link in History. John C. Merriam. $.25; Story Told ,Vorthwest.LynnwoodSmith. Naturegraph Books, by a Fallen Redwood. Emanuel Fritz. $.25; Trees, Healdsburg, California. 1962. $1.75 Shrubs and 11owers of the Redwood Region. Willis L. Conservatkn Quickies. Conservation Teaching Aids. Conserva- Jepson. $.20. Save-the-Redwoods League, 114 Sansome tion Education Association. Interstate Printers and St., San Francisco, CA 94104. Publishe.s, Inc., Danville, II'ais. 1966. 3.75 Luminous Pocket Planetarium. (small 3tar chart). Boy Scouts Dennis the Menace and Dirt, Food and the Land, Help Keep of America, National Supply Service, San Francisco or Our Land Beautiful, Making a Home for Wildlife on the Land, The Story of Land, The Wonder of Water. Soil local distributor. Conservation Society of America, 7515 N.E. Ankeny Native W' Creative. Thelma Stinson. Methost Church, 85 Rd., Ankeny, IA 50021. 1966. Single copy $.25. Write McAllister St., San Francisco, CA 94102. 1957. $.75 for quantity price. Nature Study - Facts and Activities. Marjorie Seymour. F A. Exploring Our 1,3ay Lands. Diane R. Conradson. Palo Alto Owen Publishing Company, Danville, New York. 1961. Chamber of Commerce. 1966. $2.00 $1.25 Exploring Our Coast. Seashore Discovery Book I,Joseph W. Navajo Native Dyes, Their Preparation and Use. United States Ulmer, et al. Oecologica Company, 1109 Stanford Ave., Department of the Interior, Bureau of Indian Affairs. Oakland, CA 94608. 1968. Order from:Publications Service, Haskell Institute, Exploring Tidal Life. R. Tierney, et al. Oecologica, 1109 Lawrence, Kansas. 1940. $.50 Stanford Ave., Oakland, CA 94608. 1967 revised. $.95 1000 California Place Names. Edwin G. Gudde, University of plus mailing cost. California Press, Berkeley. 1965. $1.25 Field Book of Nature Activities and Conservation. William Poison Ivy, Poison Oak and Poison Sumac. Farmers Bulletin Hillcourt. G.P. Putnam and Sons, New York. 1961 No. 1972. U .S. Department of Agriculture. Order from: Furbearers of California.George Seymour. $.35; Inshore Superintendent of Documents, U.S. Government Print- nshes of California. John Baxter. $.35 ;Marine Mammals ing Office, Washington, D.C. 20402. 1963. $.15 of California. Anita E. Daugherty. $.75; Upland Game of Science in Your Own Back Yard.Elizabeth K. Cooper. California.Donald D. McLean. $.25; Waterfowl of Voyager Book, Harcourt, Brace and World, Inc., Polk California. Frank M. Kozlik. $.40. Department of Fish and Geary Sts., San Francisco, CA 94109. 1958. $.50 and Game. Order from: Printing Division, Documents Seeds. Verne N. Rockcastle. Cornell Science Leaflet, New Section, North Seventh at Richards Blvd., Sacramento, York State College of Agriculture, Cornell University, CA 95814. Ithaca. 1961. $.25. Write for other titles. Three leaflets How to Care for Living Things in the Classroom. Instructional published each year. $1.00 subscription Aid, stock number 471-14288. National Science Teach- Stories California Indians Told. Anne B. Fisher. Parnassus ers Association, 1201 - 16th St., N.W., Washington, D.C. Press, Berkeley. 1957. 20036. 1965, $.35 Sun That Made the Wind. Norman F. Maish. Order from: How to Collect Mountains! Charles B. Hunt. W.H. Freeman Norman Marsh, 5800 - 63rd St., Sacramento, CA 95824. and Company, San Francisco. 1958. $1.50 1969. 3.55 An Illustrated Guide to Common Rocks and Rock Forming The Web of Life. John H. Storer. Signet Science Library, The Minerals. David Allen and Vinson Brown. Naturegraph New American Library, 501 Madison Ave., New York, Books, Healdsburg, California. 1956, $.35 NY 10022. 1953. $.60 IndianLiso.s of Native Plants. Edith Van Allen Murphy. Wikllife of Coastal Waten; Wildlife of Farm and Field; Wildlife Mendocino County Historical Society, 243 Bush St., of Forests and Rangelands; Wildlife of Lakes, Sirearlis Fort Bragg, CA 95437. 1959. $2.75 and Marshes. National Wildlife Federation, 1412 - 16th Insects; Reptiles. Pocket size ID cards. McGraw-Hill Book St., N.W., Washington, D.C. 20036. 1959. Booklets, 3.10 Company, New York, NY 10036. each 94 APPENDIX A

Subject State Requirement Code Refetenees Required Instruction protection and grades 1-12 EC 8503 conservation the protection and conservation of resources, including the necessity of resources for the protection of our environment social science grades 1-12 EC 8551 (c) providea foundationforunderstanding the history,resources, and development and government of California and the United States of EC 8571 (b) America; man's relations to his human and natural environment; and contemporary issues science grades 1-6 EC 8551 (d) including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on man's place in ecological systems

grades 7-12 EC 8571 (e) including the physical and biological aspects, with emphasis on basic concepts, theories and processes of scientific investigation and on man's place in ecological systems, and with appropriate applications of the interrelation and interdependence of the sciences

Conservation, Bird, observe March 7, the anniversary of the birthday of Luther Burbank, by EC 5205 and Arbor Day including suitable exercises

Related to Instruction outdoor science governing board of any school district may conduct programs and EC 6011 and conser- classes in outdoor science and conservation education within or without (a,b,c,d) vation programs the boundaries of the school district (authority for personnel, supplies, property, contracts, transportation) planning and theS tateSuperintendentofPublicInstruction,uponthe EC 6011.5-6011.9 implementation recommendation of the Conservation Education Service, is authorized also see grants in to make planning and implementation grants to individual school EC 568.9-569.4 conservation districts, or groups of school districts, unified school districts, county education superintendents of schools, the University of California, the state collegesand the community colleges to assist such entities in the development of programs and curriculum in conservation education (may involve state and local agencies. May include inservice training, preservicetraining,material development,regionalconstrvation education centers) forestry governing board of any school district may conduct courses in forestry EC 6012 programs (authority for personnel, supplies, property, contracts, transportation) (a,b,c,d) county outdoor the county superintendent may provide programs and classes in EC 6013-6023 education outdoor science and conservation education, and coordination services programs (authority for flinding, property, personnel, supplies, contracts, leases)

State Advisory establishes 13-member Advisory Committee on Conservation Education EC 566-566.4 Committee on to assist and advise the State Board of Education on programs related Conservation to wise use of natural resources, interrelated nature of living processes, Education and the impact upon the environment and ecological systems of pollution and major land alterations 98 95 Subject State Requirement Code References

conservation there is in the Department of Education the Conservation Education EC 567-5673 education service Service (defines powers and duties) conservation there is in the Department of Education a central library and repository EC 568-568.3 education library for conservation education materials (outlines purposes and duties) environmental outlines environmental internship program; agencies involved, duties, EC 570-570.4 internship programs application, academic credit, employment textbooks the State Board of Education shall, when adopting textbooks and EC 9305.5 teachers'. manuals for use in elementary schools for the teaching of courses in science, include only such textbooks which emphasize man's place in ecological systems and the necessity for the protection of the environment

the conservation education librafy shall advise the board in adoption of EC 568.3 textbooks in regard to meeting the requirements for conservation education

APPENDIX B 17* FEDEiAL ,114,0s,40111k,

National Environmental Policy Act of 1969 Public Law 91-190 Section 102 (C)

Include in every recommendation OT report on proposals for legislation and other major federal actions significantly affecting the quality of the human environment, a detailed statement by the responsible officialon

the environmental impact of the proposed action

(ii) any adverse environmental effects which cannot be avoided should the prc posal be implemented

(iii)alternatives to the proposed action

(iv)the relationship between local short-term uses of man's environment and the maintenance and enhancement of long-term productivity, and

(v) any irreversible and irretrievable commitments of resources which would be involved in the proposed action should it be implemented

Prior to making any detailed statement, the responsible federal official shall consult with and obtain thecomments of any federal agency which has jurisdiction by lawor special expertise with respect to any environmental impact involved. Copies of such statement and the comments and views of the appropriate federal, state and local agencies, whichare authorized to develop and enforce environmental standards, shall be made available to the President, the Councilon Environmental Quality and to the public.

It is unlawful to cut, mutilate, remove or destroy any native tree, shrub, fern, herb, bulb,cactus, wildflower, huckleberry or redwood greens growing upon a state or county right-of-way. It is unlawful to collect or transport for sale, any plants from public hind,or from private land without written consent of the owner, notarized or acknowledged. It is forbidden to gather flowers in out national or state parks and monuments. It is illegal to cut or gather at any time or place the following:yuccas, snow plant, desert holly, smoke bush, cacti, and toyon. Native lilies should not be gathered. 98 E: 9