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Animals. Environmental Education Curriculum. INSTITUTION Topeka Public Schools, Kans

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Animals. Environmental Education Curriculum. INSTITUTION Topeka Public Schools, Kans DOCUMENT RESUME ED 097 209 SE 018 215 TITLE Animals. Environmental Education Curriculum. INSTITUTION Topeka Public Schools, Kans. SPObS AGENCY Bureau of Elementary and Secondary Education (DHEVOE), Washington, D.C. PUB DATE Nov 73 NOTE 224p.; Best copy available; Occasional marginal legibility EDRS PRICE MF -$0.75 HC-S10.20 PLUS POSTAGE DESCRIPTORS Animal Behavior; Animal Facilities; *Biology; *Curriculum Guides; Ecology; *Elementary School Science; *Environmental Education; Instruction; Instructional Materials; Learning Activities; *Zoology IDENTIFIERS Elementary Secondary Education Act Title III; !SEA Title III ABSTRACT The material in this unit is designed to provide upper elementary students with information and experiences to develop a better understanding and appreciation of the variety of animals living today. Unit goals include fostering a better understanding of animals' roles in nature, developing observational skills, facilitating understanding of man's influence on animals, and helping udents develop positive attitudes toward animals. Topics include mal biology, effect of climate on animals, zoo animals and ndangered species. Evaluation instruments are provided forboth cognitive and affective objectives through theuse of written pretests and posttests developed for this unit. Appendices provide various teaching aids such as animal diagrams and descriptions, stories and poetry about various animal characteristics, available appropriate slide -tape narrations and films, climate maps and field trip related information. (MLB) eationenvironmental curriculum ENVIRONMENTAL EDUCATION PROJECT ESEA TITLE III, SECTION 306 Topeka Public and Parochial Schools 1601 Van Buren, Topeka, Kansas 66612 Phone: 913-232-9374 This rough draft vas developed by the Znvironmental Education Project Staff, Aovember 1973, for intermediate-level elementary school students. Donald French, Project Coordinator Robert King, Program Specialist,- Secondary Glenn Clarkson, Program Specialist- Elementary Thad Uhiteaker, Program Specialist- Special Education f : : .; tr.: : 17 r",7 ra , /..t 1. .4r ?11 ri ANIMALS The work presented or reported hereinwas performed pursuant to a grant from the United States Office of Education. However, the opinions and material expressed herein do not necessarily reflect the positionor policy of the U. S. Office of Lducation, and no official endorsement by the U.S. Office of Education should be inferred. A:IIIIALS Foreword Many people fail to appreciate the variety of animalsthat share this earth with us. This lack of appreciation results from failure to understand the various animals' roles within nature'ssociety, lack of observational skills, negative or misinformation aboutmany animals, and a fear of anything that looksor behaves differently than we do. The material in this unit is intendedto provide upper elementary students with information and experiences designedto develop a better understanding and appreciation of themany animals living today. It is assumed the students will have studiedthe information about animals in the fifth level science text (Silver Burdett)before using this material. This unit will place major emphasison animal adaptation, similarities, variations, man's influenceon animals and their habitats, and animal distributionover the world. As part of this unit study, students will visit the localzoo to make firsthand observations and collect data. To facilitate use of the material, objectivesare listed in front of the unit followed bya cross reference chart relating the objectives to appropriate activities. Teachers are not expected to utilize all activities, but should select those appropriate for their students that will accomplishthe unit objectives. Feel free to modify or substitute activitiesas necessary to obtain the best education possible. Diagrams, naps, poems, short stories, and other materials used in developing various activitiesare found in the appendix. x? :,..__ , -.16,..) .>..1 Glenn Clarkson Elementary Program Specialist AVAILABLE BESTCOPY ii ACKIOWLEDC:TENT The rnvironmental Education Project for the Topeka Public and Parochial Schools began operation June 29, 1971. The following individuals deserve recognition for the interest, time, and devotion they gave during the difficult stages ofplanning and writing the project proposal: Hr. John Ganger, Coordinator of Curriculum for Special Education Mr. U. I. Green, Director of Special Education i)r. Quinton Groves, Director of Health, Physical Education, Safetyand Athletics /Ir. Clarence "Tuffy" Kellogg, Assistant Director of Health, PhysicalEducation and Safety Mr. Stanley Aartin, Science Supervisor ',tr. Claude Ritchie, Principal, Gage Elementary School Mr. William Wagaman, Principal, Avondale East Elementary School nr. Lawrence R. Gaston, Director of Federal Programs r)r. Gilbert Uehmeier, Principal, Curtis Junior High School The needed support given the project by Dr. Merle R. Bolton,superintendent of schools; other members of the central administrative staff; theinstruction depart- ment; personnel office; business office; data processing department;maintenance departmentand Lawrence Gaston, director of federal programs,is gratefully acknowledged. Special recognition is given to the Board of Education for theTopeka Public Schools who approved and are supporting this creative, exemplary, andinnovative project. sincere gratitude is extended to the program specialists fortheir tireless efforts in developing this elementary unit. Curriculum development and revision has extended the working days for these staff members. Hy personal thanks are given to Glenn Clarkson, Bob King, and Thad Uhiteaker for anoutstanding job. The enclosed curriculum is the result of input from theproject's paraprofessionals and volunteers, fifth-grade teachers, Community Council members, parents,students, and interested lay citizens. Gary Clarke, Topeka Zoo Director, and Eva Green, zoo docent,receive our special thanks for assisting in the development of materials and incoordinating our many field trips. Pith the deepest appreciation, I acknowledge the work of thesecretarial team. The constant revisions, pressures, deadlines, and demandsfor quality work were handled in a most outstanding manner by Rita Dreiling, Peggy.Ketter, and Joyce Hartman. ...... 1, Donald French Project Coordinator rrilliBLE BESTCOM iii UNIT GOALS AND OBJECTIVES Goals: 1) To develop an appreciationor and understanding of the variety of animals present on earth. 2) To understand various animals' roles innature. 3) To develop observational skills. 4) To understand man's influenceon animals. Cognitive Objectives: Following the study of this unit, students will be able,on multiple-choice questions, to select a choice: 1) ...matching animal body description with the habitat for which it is best suited. 2) ...atchin^ animal body structural adaptation with its specialized function. 3) ...indicating man's activities anduse of his environment as the greatest threat to wildlife. 4) ...matching animals that are most active during darkness with the term "nocturnal." 5) ... indicating that zoo visitors should not feed the animals because each animal has a special diet. 6) ,..indicating that animals live in specificareas of the world because they are adapted to survive in that area's climateor habitat. 7) ...matching the vanishing animal symbol with endangered species. 3) ...indicatins that the zoo providesa place for: a) conducting research with wildlife, b) understanding and appreciating animal life, c)conserving and propagating endangered species, and d) conducting education about animals. 9) ...matching body characteristics with animal classor groups for any or all -f the following: fish, amphibians, reptiles, mammals, birds, and invertebrates. 10) ...indicating the ?eneral world pattern for temperature and rainfall decreases as one goes from the equatorial regionsto polar regions. 11) ...matching rainfall and temperature patterns with varioustypes of habitats. 12) ...matching animal body structure with its role within the food web. Cognitive Objectives (Continued) 13) ...indicating that most animals ia zoos are born in zoos. 14) ...illustrating similarities and differences between characteristics of two animals. 15) ...indicating that man needs to understand an animal's role in the natural food web before chanling the animal's population or habitat. 16) ...indicating that, to nocturnal animals, the red light appears dark. Affective Goals: Following the study of this unit material, students will reflect a positive attitude toward the following concepts: 1) All types of animals have some value. 2) A° animals should be destroyed just because we don't like them. 3) Good zoos serve some of man's needs. 4) Some animals are better off in zoos than in the wild. 5) The quality of man's life is reflected in the way he views and cares for animals. 6) Animals deserve respect and have rights. 7) Zoos should be enjoyable places to visit. 3) Some animals must eat other animals. 9) Good hunting practices do not harm the natural wildlife balance. 10) Each student will do at least one creative expression reflecting his feeling and interpretation of some animal. vi ACTIVITIES SUitIARY SHEET TOPIC I. Activity Behavioral Objectives Number Topic the Topic Helps Develop 1.1 Similarity, Variation, Adaptation Slide- 1,2, 4,6, 9, 12, 14 Tape Series 1.2 Teeth and Food 2,12 1.3 Structural Adaptation Diagrams 1,2, 6,12, 14 1.4 Animal Skeleton Diagrams 1,2, 6,9, 12, 14 1.5 Animal Habitats 1,2, 6,9, 12, 14 TOPIC II. 2.1
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