Santee School District, Calif

DOCUMENT RESUME ED 062 182 SE 013 661

7 AUTHOR Hamann, Julianna M. TITLE Environmental Education, A Teacher'sGuide with Inquiry and Value Seeking Strategies. INSTITUTION Santee School District,Calif. PUB DATE [72] NOTE 26 5p. EDRS PRICE MF-$0.65 -$9.87 DESCRIPTORS Af fectiv Oh)-ectives; Cognitive Objectives; Conserva ion Education; Ecology;Elementary Grades; *Environmental Education; *FundamentalConcepts; *Instructional Materials; *LearningActivities; Secondary Grades; *TeachingGuides

A13STRACT This guide is written to focusattention onboth the cognitive and affective aspects ofenvironmental education. Its format provides four levels ofdevelopment: primary, intermediate, junior high, and senior high schoolgrades, with the first two subdivided into three categories each.Performance objectives, teaching-learning inquiries, andevaluation-terminalperformance are outlined within each level based onthree supporting concepts. These concepts emphasize interdependencein interchange of matter and energy, in social linteraction,and in cultural components andforms. Basic ideas accentuated throughoutthe activities..are that: (1) increased population growth creates apopulation pressure on the carrying capacity of our ecosystem,and (2) the consumption of goods and services per capitaplaces an increased pressure on ourrenewable and non-renewable resources..Topics cover land, air, water, ecology, plants and animals, environment,and population and the approaches to . these topics;conceptsstress awareness, concern, andaction. A bibliography, agency resource list,glossary of terms, and additional teaching-learningactivitiesare appended. (BL) U.S. DEPARTMENT OF HEALTH. EDUCATION81WELFARE OFFICE OF EDUCATION 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 OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. ENVIRONMENTAL EDUCATION A Teacher'sGuide with Inquiry. and ValueSeeking Strategies Mrs. Julianna M.Hamann, author Dr. Don Hunsaker,II, editor

District Superintendent Dr. Charles E. Skidmore Board of Trustees Mrs. Leo Ness. President Mr. Raymond Kiehl, Vice President Mr. H. Wayne Cleeton, Clerk Mr. W. R. Cherry, Jr., Member Dr. Don Hunsaker, II, Member Santee School District Post Office Box 220 Santee,California 92071

2 JACKSON PUBLICATIONS SANTEE, CALIFORNIA 92071. (1,111(11.

PREFACE

For the past three years the Santee SchoolDistrict has sustained an interest in the area of environmental education. This is due mainly to the enthusiasm of Dr. Don Hunsaker, II, immediate past president of the SanteeBoard of Trustees. Through his leadership, the district sponsored a Conference onEnvironmental Education in May of 1970. Persons who participated in the conference,approximately 250 in number, com- piled preliminary teaching units for all gradelevels--kindergarten through junior college. Because of the vast amount ormaterial submittedby these participants, the Santee School District sought a ConservationGrant from the State of California for the purpose of combining these into a teaching_guide. This grant was awarded and Mrs. Julianne Hamann, ehighlyqualified"member of the Santee school District staff, was released full-time to complete theproject. She was assisted greatly in this endeavor by Mr. Rudolph J. H."Schafer,Consultant in Conservation Education with the State of California. Through Mr. Schafer, Mrs. Hamann was given access to the study entitled Ekistics, by Dr. PaulBrandwein. The major strands presented in Dr. Brandwein's publication wereutilized as the structure for this teaching guide.

This guide was written to focus attention on both thecognitive and affecave aspects of environmental education.When utilized in a comprehensiVe manner withstudents, this guide should lead to a change in both attitudes andactions on the part of students.

Jimmy F. Phelps, Ph.D. Assistant Superintendent, Curriculum Services e,

TABLE OP CONTENTS

white Introductory Materials

light blue Level I 1

canary Level 12

light green Level 1 3

buff Level 114

light blue Level 115

canary Level 116

light green Level III

. . . . buff Level IV

white Appendixes .

J e.

( INTRODUCTION

5 A Teacher's Guide to Ecology,

hY Don Hunsaker, II, Ph.D.

INTRODUCTION

Man's concern for a pleasant existence and a high quality \ unique part of the c environment is not a new phenomenon. Air pollution, con- order to understand gestion in our Rities and other forms of pollution have been 'the entire planet ar with mankind for many, many years. Julius Caesar banned another perspective, chariots from the inner forums of Rome because of traffic as a satisfactory mc congestion. Krakatoa's eruption in 1883 polluted the air small a unit as we ( and caused dust fallout throughout the world. principles that are system are applicabi Only recently have the complexities of mankind's activities on'earth reached a point at which our environment must be Basic to all ecolog: protected to preserve our present way of life. Conservation energy. All the en( of our environment becomes a concern for all mankind. It is derived from the becomes a concern for the total environment, not just the rays, both visible various physical aspects which many of us have tried to con- Some of the energy : serve for many generations. In our efforts to.maintain a considerable amount pleasant environment we now have to consider all things in sphere removes a gr( our lives. Thus, preserving the environment is greater than would be injurious just a scientific problem, it has become one of social prob- is reflected back ii lems, value systems, mores and very basic decisions as to the earth. This re: the quality of life and the life style which we desire. fleeted in long hen that the longer wav This book is a composite of the efforts of many people who a result many of till are concerned with the future of mankind. Our concern en- the world. The .eff, couraged us to put together what we think is a basis for greenhouse in which understanding which will enable future generations to live than that outside. in harmony with their environment and with each other. .effect" and is reap heat of our atmosph

BASICS OF ECOLOGY As human civilizati increase'in the bur and electricity,.th The word ecology is an extremely broad and allencompassing sphere produced a gr word dealing with the study of the interrelationships of a long term warming living things with each othei and their environment. Ecol- trial revolution. ogy therefore becomes a study of allliving things and their warming and cooling physical environment.Man must be considered as only one years and have a gr / /

A Teacher's Guide to Ecology

by Don Hunsaker, II, Phil),

planet. In existence and a high quality unique part of the entirelliving system on our we,must consider nomenon. Air pollution, con- order to umderstand the,study of ecology unit. In her forms of pollution have been the entire planet and even the solar system as one classroom aquarium years.. Julius Caesar banned another perspective, we might consider a ecosystem can be as large or as , sof Rome because oftraffic as a satisfactory model. The basic ecological tion in 1883 polluted the air small a unit as we care to examine. edo:-.. ughout the world. principles that are derived from the study of any one system are applicable to any other that we careto consider. exities of mankind's activities flow of which our environment must be Basic to all ecological systems is the input and planet csent way of life. Conservation energy. All the energy in the living systems of our Solar energy is rjediated as light concern for all mankind. It is derived from the sun. tal environment, not just the rays, both visibleand'invisible, which fall upon the earth. eh many of us have tried to con- Some of the energy is reflectedback into space, with a considerable amount absorbed by our atmosphere. The atmo- , In our.efforts to maintain a light which nave to consider all things in sphere removes a great amount of the ultraviolet Other energy the environment is greater than would be injurious to living systems on earth. froM the surface of t has become one of social prob- is reflected back into theatmosphere This reflected energy is for the most part re- nd very basic decisions as to the earth. The important factor here is Life style which we desire. flected in long heat waves. that the longer waves do not penetratethe atmosphere and as in the gasses that envelop the efforts of many people who a result manY of them are trapped in a Our concern en- the world. The effect is similar to that which occurs e of mankind. considerably warmer what we think is a basis for greenhouse in which the air inside is This is referred to as the "greenhouse ble future generations to live than that outside. amount of the ,nment and with each other. effect" and is responsible for a considerable heat of our atmosphere.

As human civilization becameindustrialized with a tremendous increase in the burning of fossil fuels fortransportation and electricity, the increase ofcarbon dioxide in our atmo- has contributed to .mely broad and all encompassing sphere produced a greenhouse effect and been Observed since the indus- of the interr ationships of a long term warming that has Paleontological evidence shows that these and their e vironment. Ecol- trial revolution. r last thousands of ;y of all living things and their warming and cooling periods sometimes influence on the climate of the planet. ust be considered as only one years and have a great

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to.

:4Solar energy is transformed by green plantsin a process NUTRIENTS photosynthesis in which light, carbon dioxideand water, in the presence of chlorophyl, produces sugarwhich is used by plants for growth and other life processes. It All living organisms is important to realize that each organismusesthe energy o continue the livinc which has been transformed from solar energy.As the energy that are required are is used by one organism and then another,there'is an energy These are'required in loss at each step. Green plants convert about 1 per cent of lized, along with a v. solar energy under natural conditionsin.the field. The, nisms. Nitrogen ia animals that eat these plants convert the energy toprotein seen'how it can be fi: at about 1-3 per cent efficiency; againwith a considerable plants, and how it is amount of unused energy', since they consumetmly a sMall reproduction. Sulfur percentage of the food available. Mice, for instance, will nature.and is.found i eat approximately 2 per cent of the plantfood available in supplies and soils. sulfu "an.old.field.The predators which feed on stilrotherani- as nitrogen and mals convert the energy at.about 2-3 per centefficiency in a limited and .fini but there is a tendency to use a greaterpercentage of avail- is present in the sys able food in this step in the energyconversion. Many ani- in the living materia \mals are approximately 20 per cent efficientin converting 'the food of the prey.species into the flesh tissue of the There must be a conti Carnivore. able for the plants a Plants require carbon Plants utilize 15 per cent of the energy inrespiration. bulk of protoplasm (1 Herbivores can lose 60-70 per cent of their energyin rp- nitrogen, sulfur anc spiration and some active carnivores will use90-95 per cent.' quired for life to be Throughout an ecosystem this energy flow canbe as simple as are required in larg( the sun shining on a blade of grass whichenables the grass only minute amounts t to grow and reproduce.A mouse feeding on the grass, leaves and seeds is ultimately eaten by a hawk, orother predator. Nitrogen is needed b} When the hawk dies the energy is recycledin the form of Seventy-nine per ceni nutrients and we find that only a smallpercentage of the but plants and anima: original energy available in the systemhas been transformed as nutrients. The nl combined with oxygen by the hawk. nitrates that are avi In the northern hemisphere thereis approximately.1 quarter bacterial decomposit. calorie per centimeter per minute ofsolar.energy available dioxide, on the othe. to:living systems. This energy then is the basis for all systems for Photosyn populations of plants and animals:that we seein a particular in only very small al major difference is, area. 7,4

formed by green plants in a process NUTRIENTS in which light, carbomdioxide and o of chlorophyl, produces sugarwhich specific compounds for nutrients 'growth and other life processes. It .All living organisms require The most important elements ze that each organism uses the energy to continue the living process. As the energy that are required are nitrogen,phosphorus, and sulfur. . ormed from solar energy. and.are uti- sm and then another, theie is an energy These are required inrelatively large amountt of other elaments, by the orga- .reen plants convert abouz 1 per cent of lized, along with a yariety in nature,\ and we have tural conditions in the,field. The nisms'. Nitrogen is reasonably common bacteria in e plants convert the energy toprotein seen how it can befixed by nitrogen fixing available for plant growth and .efficiencw again with a considerable plants, and.how it is usually element in gy, since they consume only asmall reproduction. Sulfur is also' a reasonably common tha'form of sUlphates in most water d available. Mice, for instance, will nature and is found in available in supplies and soils. Phosphorus, however, is not as common mr cent of the Plant food areas 'edators which feed on still other ani- as nitrogen andsulfur in nature, and exists in most Most of the phosphorus that gy at about 2-3 per centefficiency in a limifed and finite amount. giVen time is incorporated Ky to use a greater percentageof avail- is present in the s0tem at any plants and animals. T in the energy conversion. Many ani- in the living material of the y 20 per cent efficient inconverting supply of nutrient materialavail- species iato the flesh tissue of the There must be a continuous able for the plants andaniMals to utilize solar energy. Plants require carbon, hydrogenand oxygen to make .up the PhOsphorus, respiration. bulk of protoplasm (livingmaterial in a cell). : cent of the energy in elements are re- 30-70 per cent of their energy in re- nitrogen, sulfurand a.variety of other Some of these elements ;live carnivores 'All' use 90-95 per cent. quired for,life to be sustained. amounts, while others areneeded in -am this energy clow can be assimple as are required in large sustain the system. blade of gr j which enables the grass only minute amounts to A mouse feeding on the grass, leaves and animals to sustain Ay eaten by a hawk, or other predator. Nitrogen is .needed by plants earth'S atmosphere is nitrogen, ,e energy is recycled in theform of Seventy-nine per cent of the nitrogen but plants and animalscannot,utilize atmospheric 1 that only a small 'percentage of the particular form as nutrients. The nutrients must be in a table in the system has been transformed Almost all of the Combined with oxygen calle0nitrates. nitrates that are available asnutrients are formed by organic matter. Catbon There therelis approximately 1 quarter bacterial decomposition of dead also necessary in living per minute of iolar energyavailable dioxide,.on the other hand, is It is present in theatmosphere ihis energy then is the basis for all systems for photosynthesis. compared with nitrogen. The in a particular in only very small amounts as t and animals that we see in its major difference is thatcarbon dioxide .can be used free state and, as a result, Plants exposed to the air have change the desert, interferes, enough carbon dioxide to sustain life. A considerable for the ecosystem to recover f amount of the carbon dioxide used-by plants is a byproduct uniumuMon to see manuede excavi: of animal respiration which again points out the dependency our deserts that are twenty tu and complexity of the organisms in an ecosystem. disturbances would have long : tropical rainforest or a decid Sulfur is another element which is needed in moderate amounts and is present in the earth in the form of sulfates. This is a reasonably common compound and plants seldoe havedifficulty FRESH WATER LAKE in obtaining enough sulfur from the soil they grow in. Anoth- er element necessary for life is phosphorus,which must be utilized in the form of phosphates. Some phosphates are produced A good example of the complex by decomposition of parent rocks but like nitrogen, the major- systems is represented.by a fr ity of phosphates are formed by the decomposition of organic nities have a life history of material. time _t0 What is referred to that lasts as long as the cll.: When an ecosystem depletes any one of the necessary major development of a cli-Max veget elements, the growth and reproduction of that system slows a series of seral stageswhic The down. There is a biological law of "minimum" which states one who studies ecolcgy. that of all the factors necessary.for nutrition of a sys- ut the place in the developmer tem, the single factor which is in the shortest supply or is in. If we start with a siu least quantity will limit the growth of the organism. Thus area, it will soon accumulate the limiting factor will be that element which is in the snow, forming the early stage: least supply and limits the growth of the'organism or a first the only organisms that water are single cell algae wi

. 'population. sunlight via photosynthesis. One of the 'problems of a large population ofpeciple is the there is a lot of.light and hi impact our civilation has on the ecosystem. By depleting populations will build up and resources in one area, and overproducingnutrients in an- food for large organisms that. other, the basic system is disrupted. In one week, a small lake. Aquatic animals, such city can produce Mord phosphates and dump them.in a lake lished by direct invasion. 0 than would naturally occur in several years of normallife. birds transport pieces of pon on their feet, bills and feat 4 An eposystem is structured in a very complex. wayand consists established, first floating ti of agroup of communities which also have complexstructures iothe subsurface of the lake cattafIgl-andTbulfUthe. and are interrelated. Depending upon how large or small an ecosyttem or community we want to consider, we can referto species of aniMals which use. a lake, a prairie, a forest or adesert as an ecosystem or or-nesting.7--71cottwters'frour They either eat the algae or community. These communities are relatively stable.and slow- As more fish are ly react to environmental influences. A northern hardwood the algae. forest is considerably more stable:and moreimmune to the- also establish themselves and effects of man than is a desert community.Desert plants ing algae and single celled oi . and animals are living in exceedinglymarginal conditions -- plankton; form the.basis of er to begin with, and when man or naturalphenomena, which Eisynthesis. Energy is then tre 1,

posed to the air have change the desert, interferes, it takes considerably longer A considerable for the ecosystem to recover from this damage. It is not lants is a byproduct uncommon to-see manmade excavations and vehicle tracksin ts out the dependency our deserts that are twenty to thirty years old. Similar ecosystem. disturbances would have long since been covered up in a tropical rainforest or a deciduous forest. ded in moderate amounts al of sulfates. This is seldom have difficulty FRESH WATER LAKE il they grow in. Anoth- norus which must be uti- phosphates are produced A good example of the complexities of a community of eco- tke nitrogen, the major- systems is represented by a fresh water lake. All commu- composition of organic nities have a life history of development from one point in time to what is referred to as,a climax or stable community that lasts as long as the climate does not change. The the necessary major development of a climax vegetation structure goes through of that systeth slows a series of seral stageswhich are easily identifiable to inimum" which states one who studies ecology. The sere, or seral stage, can tell nutrition of a sys- us- the place in the development that aparticular community shortest supply or is in.If we start with a simple excavation in a forested f the organism. Thus area, it will soon accumulate water fromrains and melting - nt which is in the snow, forming the early stages of a fresh waterlake. At the organism or a first-the only organisms that we find associated with the water are single cell algae which- receive their energyfrom sunlight via photosynthesis.During the summer months when ion of people is the there is a lot of light and high temperatures the algae stem. By depleting populations will build up and form an abundant supply of ng nutrients in an- food for large organisms that become establisliedin the In one week, a small lake. Aquatic animals, such as insects, begin to be estab- ump theni in a lake lished by direct invasion. Other organisms like aquatic years of normal life. birds transport pieces of pond weed and other aquatic plants on their feet, bills and feathers. Pond weeds soon become omplex. way and consists established, first floating then later rooted species attach lave complex structures to the subsurface of the lake. The rooted aquatic plants uf how large or small an such as cattails and bulrushes attract other varieties refuge ider, we can refer to species of animals which use this habitat for food, t as an ecosystem or or -fie-Ring.-71-6-c-idwaters from nearby-Streams bring in fish. tively stable and slow- They either eat the algae or the insects associatedwith A northern hardwood the algae. As more fish arc present, predatoryspecies can Float- tmore immune to the also establish themselves and feed on smaller fish. ity. Desert plants ing algae and single celled organisms, referred to as photo- marginal conditions - plankton, form the _basis of energy transfer through phenomena, which 8synthesis. Energy is then transferred through the consumers, Pc smaller insects, up to thhigher trophic levels, i.e., fish The typical growth curve of the numbe/ and aquatic vertebrates. ganisms in the lake follows an increw slight decrease in early summer, anott As the pond weeds die and settle to the bottom, anderosion part of summer, and a reductiondurinc of the surrounding area deposits solid material at the bot- when there is less light for photosyni tom of the pond, we find that the lake becomesprogessively sumers are dependent upon the algae a: shallower. This hastens the establishment of more rooted their numbers follow roughly the same aquatic plants which die and fall to the bottom, which also with a peak in the spring, and dimini: speeds the filling in and sedimentation of the lake. At winter time. the terminal stages in the life of a lake, a shallow marsh develops. It is characterized'bY small rooted terrestrial And so, as the populations of algae e: plants, water-loving trees, and rushes of the specialized they utilize all of the available pho: type which grow in wet soil. When sedimentation and filling lake. As a result, the population is of the basin is almost complete, a meadow-like area is of phosphorus available to the organil

present that is the beginning of the transforftaçion of the ! pilrus limits are reached and none.is open land which was once a lake into theclima forest which tion diminishes and the organisms die sUrrounds the area. Seedlings receiving sha from sur- are'recycled in the environment, and rounding small bushes and trees gradually invade the meadow- able to the next generation as.phosph land. water. The reduction of the plant pa; after the Original or first bloom in Thus, from a stable climax forest in which an area was due to the reductiOn in the amount of cleared a lake basin was formed...A series of stages from a available. Until recycling in the su relat*vely sterile body of water.to a mature lake can be is again available, the population nu i seen. The conditions of rooted aquatic plants, birds,fish, When the phosphorus levels build up amphibians and reptiles are only transitory things.' The lation increases in the second rise. lake.soon changes to a marsh and meadowlanclwhich thengives as temperatures begin to lowerand\as rise to the forest vegetation that was originallythere. shorter the population.diminishes uh voir can be built up and become avail While the lake is in iWinost productive period of life,-it the following spring. has very definite annual cycles which depend upontempera- ture, light, and nutrients.' As was statedpreviously, the; Another unique feature of lakes is th .primary production of energy in the'lake comes from the pre- thermal stratikication and the utiliz As sence of singlecell plants. These planktonic organisms dissolved state by the organisms. algae in the warm-water lake, the.alg are free-floating--.!and incaPableof-locomotion.Biological------activity is a function of biochemiCal changes which take photosynthesis, manufactures oxygen w place within the cell.Chemical Changes and reactions occur the water and is then utilized by fis at a Iaster rate at high temperatures than low ones.So as organisms. In arapidly moving strea the temperature increases, biological activity alsoincreases. sorbed by the splashing and.mixing pi As springtime approaches, and temperaturesgel-Up.-,_and the day, some oxygen is absorbed from the air- ,length also increases, so we are Changing two importantfac- vast 'majority of,dissolved oxygen tha tors: warmer temperatures for increasedbioTegical activity community, is generated by_the algae and large amounts of light for phetosynthesis..,These two Atnight, how4Ver, when photosynthesi factors interacting cause a "bloom" of the one-celledalgae.. .plants derive their energy from respi - 9 rophic levels, i.e., fish The typical growth curve of thenumbers of planktonic organisms in the lake follows an'increase inthe spring, a slight decrease in early summer, another peak in thelatter the bottom, and erosion part Of summer, and a reduction during the colderwinter lid material at the bot- when there is less light for photosynthesis. Since the con-.. ake becomes progessively sumers are dependent upon the algae as a sourceof energy, ishment of morerooted their numbers follow roughly the same curve asthe producers, o the bottom, which also with a peak in the spring, and diminishedpopulations-in the tion of the lake. At winter time. a lake, a shallow marsh mall rooted terrestrial And so, as-the poPulations of algaeexpand in the spring, hes of the specialized they utilize all of the availablephosphorus that is in,the sedimentation and filling As a result, the population

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- a tremendouslY rich area of theIA do. They in turn use oxygen and manufacture carbondioxide in the respiration process. During most months ,of the year nutrients but is unavailable to th the utiliiation of oxygen by the animalsis a well balanced portions.

. ' system. However, in the late spring or earlysuminer, the pcpulations of algae can build up to such a level that the Inthe area between' the epiliMniori pond water oxygen system often becomes out of balance in a is a thermocline in which the,temp very short time.. On a warm. summer day .one canliterally and serves as a barrier for +the co see oxygen bUbbling up through the water thatis. saturated dePihs of the lake to circulate_Wi anaerobic decomposition of the hyp with oxygen. (At night, however, the plants in the water require so much oiygen that the' dissolved oxygen isde-. ous byproducts as well as highlev pleted.) S./hen the available oxygen is below certain limits, and mud that is -brought, up from.0 many of the consumers will die. .This condition is referred is therma lly s trati f ied i I"; bd as a "summer fish kill" and in Many cases the shoresand hydrogen Lsulf ide that was produced beaches of the likes will be literally solid with deadfish. teria. In the fall; the tUrface o This of course reduces the fish populations- by 85-90 per and when the temperatures-Of the c .cent and cOmpletely changes the community structureof the are the same, the. waters from the This can Also prc pond. surface waters. situation to fish and sometimes ma Another physical characteristic of water and laketonsnunity. toxic 'substances' which Are mixed i structures is that water is most dense at 4° C. (37°F.. ). rapid rate. Usually, the mixing s: As temperatures drop in the winter time, he densewater 'does not cause significant nuMbers sinks -to. the bottom of the lake. ',As the cooling process strong wind causes the water to'sd . continuestoward zero, or freezing, ice is formed at the severe fish kills. surface of the lake.Because of this, when the surface freezes, a .lake seldom freezes solid but is almost- all the ii the human use of Phosphates ant' same temperature. This, of course, .produces a very.,,:old find that in the,.natural environmc environment in whiCh there, is little biologicalactivity. are no longer a limiting factor, 1 However,' there is still enough light Penetrating theice tiful supply.* Because of 'this, ir for the algae to manufacture oxygen and maintain adequate the phosphates in the water and he. levels' of oxygen in the water for the,fisband other orga- itself in the middle of .the summe) to 'build until algae are present nisms. Only when snow covers the ice andbloat the light does the oxygen .saturation fall to critical levels.. the pond becomes' out of baiance. rate due to the deoxygeration of Thermal stratification whidh occnrs in the springis part continue to be exceedingly dense .1 of the annual cycle of the lakes. As the. water .warms up, of the multiple problems .that thi ! the surface water tends towarri.at a more rapid: rate than tains the condition in which- ther! As' a re! the water, at the bottom oil the 'lake. Eventually, the sur7. ponderanceof producers. face water. is .waxmed considerably more than theother water evolution of the ,pond, increases '1 in the basin and the lake. becomes .stratifiedwith.an upper that dies and tends to fill up thl tation and in general keeps -the , layer, the.epilimpion, which iswarm,: Well oxygenate4,amer ' circulated 'due . ,the action ,of 'the, wind. -The lowerpart The lakes and ponds thatreceive:,: 4bZhypoIimnion whiCh is usually citieS are in very criObel shape of the lake is referred to ; . . ' below the' level of OffectiveiIgh 4p,iry,Xipppniand a Ter, -7 maintain. sult no .Photosynthesis takesPlacM*Iriker.;-:g.The' un-Oxp genated water results In,anaerobic This makek J . 10* ,

acture carbon dioxidei a tremendously rich area ofthe lake which has a lot f ost months-of the year nutrients but is unavailable to the organisms ofthe upper als is a well balanced portions. or -early_suMmer, the gucp a level that tile In the area between the epilimnion and the hypolimnion, there ,4 s out of balance 'in a is a thermocline in which the temperature drops veryrapidly v one can literally and servee .as a barrier for the colder waterin the lower er that is' saturated depths of the lake tO circulate with the higherdepths. The poison- :14 Plants' in the watei . anaerobic decomposition of the hypolimnion produces lved oxygen it de-. ous byProducts .as well as highleVels of -nutiients. Water s'below. certain limits, and mud that is brought Up from the bottom of thelake-that - condition is referred is thermally stratified smellSiike rotten eggsbecause ,of y. cases the shOres and hydrogen sulfide'that was produced.by the decomposingbao- y solid with .dead' fish. teria. In the fall, 'the,surface of the lake begins tocool, ations by 85-90 per and when the temperatures of the epilimnion and'hypOlimnion ity strupture of the are tha same, the waters from thedepths are mixed with the surface waters. This can also prove to be a very dangerqus sitUation *ia fish and sometimes many are killed' dus to. the a'very. ter and lake community ,toxic SubatanceS whiCh are niixed into the water at e at e,,C. (37° F.). rapid .rate. Usually, , the mixing sequence is rather slow and e, the dense water doei not pause, signif icant ,numbers of fish kills, butif a . the cooling process strong Wind 'caUtes-the 'water to miX rapidly,it can cause

, , ce is formed at the severe' fith .

, when the surface , but is almost all the As the . hun4 igieof phosphates .ank.detergentsaccelerates we find that-in:theOrabaral environment of' the lake,phosphates roduces a very'cold . oiological activity. are no-longer a limiting, factor,but are available in plen- penetrating the ide tiful supply. JBecause of this, instead of utilizingall of d maintain adequate the phosphated inithewater.and .having thepopulation reduce fish and other orga- itself in the middle of the suminer, the populationcontinues and blocks the light to build until algae are present An such greatnumbers -that the_pond becomes out of balance. Fish are killed at a rapid itical levels. Ti rate due to the deoxygenation.of the water,'and the algae One n the-spring is part continue to be exceedingly dense throughout the year.. the waterimarms_up, of, the_multiple_Problems that this causes isthat .it m41.17_. more rapid rate than tains the condition in which there is atremendous pre-. Eventually, the sur- ponderance of producers. As a result, thishastens the e than the other water evolution of the pond, increases the, amount pfplant material itified with an upper that dies and tends to 411,w the Fond,increases sedimen- cOndition. well oxygenated and. tation and:in general keeps the pond in an unnatural other waste from ind. The lower part - The lakes and ponds that :receive, sewage and real problem to olimnipn which. s' cities are in very critical shape and are a inetration ancyas a re--- maintain. this water. The unoxy- composition. This makes y

.; 4

Similar effects can be observed in any other ecosystem or community that we wish to consider. The use of fertilizers, especially 'in agricultural areas, superimposes an unlimited supply of nitrogen,phosphorus, and sulfur on the commmnity structure. When you buy fertilizer it usually has* three- digit numbers such as 5-8-2 which tells .the .percentage of nitrogen, phosphorus, and sulfur contained in that particular brand. A 10-0-0 would be an ammoniuth compound which furnishes only nitrogen; 0-41-10 would mean that only sulfates are being supplied in this -particular fertilizer. By comparing the .relative amounts of these elements in the= fertilizers which we use in our gardening and agricultural actiVities, we find there is a tremendous variation in the percentage of elements that are.available in fertilizers sold for the same purpose: In 'many cases our soils beceme deficient in phodphates or nitrogen and_yet we utilize a fertilizer that 'does not contain phosphates ornarOgen in sufficient amounts.Most of.us indisadminately apply too much fertilizer and have an .overabundance of nutrients that causing numeroUs 0 are flushed into the gutters and lakes, problems. The intelligent use Old care of our resources becomes all important if we want to maintain our environment in a natural state.

! , AKey for Understanding This Guide

THE CONCEPTS AND VALUES THAT SHOULD PERVADE THE ENTIRECURRICULUM OF THE STUDENTS.

. . . .conservation must become 'a way of life with all of the students.,

Ronald Reagan, Governor of California 1970

It is oux responsibility to helP youth develop aninformed conservation conscience- -aware of values and choices,,and sensitive tothe needs of

_generations to come. . . Because conservation involves human attitudes' and policies, much of the instruction should occurin the social sciences area. The knowledge of basic.ecology and resourcetechnology essential to making wise conservation decisions should begained through the science

curriculum. . . The school program must stress personal responsibility and involvement in the work of conservation. This emphasis is essential if we are to overcome the common tendency to blameothers for problemi we have all had a part in creating, andwhich will require the efforts of all.to solve. Wilson Riles Superintendent of Public Instruction January 22, 1971

We_would hope that each graduating student willhave a thoiough grounding in basic ecology, -resource technology and the socialsciences.as they relate to resource and environmental problems uponwhich to base a personal conservation ethic. Decisions regarding man's use of the environment must be based on: -economic feasibility - social acceptability - political reality.

A report of the California StateABOard of Education by the Conservation Education Advisory CoMmittee Rudolph J. H. Schafer, Chairman October 1969 12 0

,Concepts and values are a'nvils-on whichphilosophies, policies, and attributes of ob- practices are molded . . . a concept isolates common jects, events and behavior. Values . isolate commonattributes of objects, events, behaviors we prize.

.Paul F. Brandwein "Ekistics" 1970

The framerAmlc used for the conceptsand values of the teaching-learning inquiries was essentially from thestudY, designed to undergrid a curriculum in Man and his Environment by PaulF. Brandwein and his Committee on - Ekistics. (1970)

The teaching-learning inquiries werecompiled from ideas'presented at the May, 1970 Santee Pollution Conference,from the bibliographic resources, from interested indivldual contributions,and from the author's past value- oriented teaching experiences. \

v. The basic pervasiveideaestressed throughout theactivities, were that the increased population growth created apopulation pressure on the carrying capacity of oure6osystemand that the.consumption of goods and services per cdpita placed anfecreised_pressure on our renewable and non-renewable.resources. Our Values, behaviors and _attitudes then determine how close man.becomes to being an en-

. dangered species.

(!,

a .3

THE STRUCTURE or THE TEACHINGPRGORAM, MATERIALS AND METHODS..

The criteria for determining theinclusion ofselected teaching-learning inquiries were varied in scope and dependent uponhow the inquiries met the need for an innovative, environmentalcurriculum. The following questions were posed: ^

Topic Emphasis

,, 1. Whatinquiries could be included on basic ecology? 2. What inquiries could be included onconserving and preserving the present healthy conditions of the Ammironmeht? ." 3. What inquiries could be includedOn restoring or redeeming the the polluted environment?- 4. What iniluiries would interrelateenvireihmental issues?

Approach

1. Would the approach in the inquiry be an awareness one(to observe, locate, idehtify, or seek information)?, 2. Wodld the approach be for concern--(carealxioutwhat_happensto individuals and grOliP interactions)?. 3. Would the approachlie fo.action--(activities wnich would involve physical performance)? Cs

Modes of Inquiry and Process of /nquiry cs

After reviewing the California StateBoard of Education framework on developingWew Social-Sciences Edncition, thefollowing questions were asked:,

1. Would the inquiry reflect ananalytic mode? 2. Would the inqUiry reflect theintegrative mode? 3. Would the inquiry reflectthe.policy mode? 4. WouId-the process of inquiryinclude ....e observing, classifying, inferring, contrasting,coMpdring,Ieneritizaing, integrating, defin- ing and communicating? 5. Would there.be exaMples indefining problems, valuing, gathering data, proposing solUtions, testing solutionsand making decisions?

Habitat all habitats. The inquiries would be pervasiveand needed some examples from

1.' Would there be inquiries aboutland, air and. water? 2. Would there be inquiries aboutplants and ahimals? 3. Would there be inquiries onpopulation pressure?

Discipline

Would the inquiries.be related to theSocial Sciences, Sciences, Health and Humanities?

Skills

Would the inquiries include verbalskills, mathematic skills, and artistic_ skills, taking into considerationthe.physical and mental maturation level of children K-12?

s'- 15 Values categories,of basic human values (needs): Would thevalue-seeking questions reflect Lasswell's affection - love, friendship, fondness, loyalty enlightenment - knowledge, learning,understanding, infoation power - decision-making,leadership, influence, authority rectitude (responsibility) - standards or norms,fair play, honesty, justice respect - recognition, honor, courtesy, admiration,complime t. skill - ability, capability, talent, training \ .wealth -..goods, material possessions,performing a service \ well-being - physical and mental health decisio\n making tasks which deal with. s constantly bombardedwith choices and with 'The student of today immense_ illness and maintaining environmental health. He need ,helP to cope with'these erasing environmenta provide him Knowledge an se of the(RuckerLasswell)i human values categories c4ed above will tasks. sCtind-environmental decision- with a skill to communicatehis'awareness, his concern and his action toward (Louis Raths) 2 cited below wi provide him with the making. Knowledge and use of the valuing process skills to clarify his values toward thedirection he musi take for his actions. The processes for valuing are:

ChoosinR: Prizing: cherishing - -being happy with \6..doing, something with 1. freely 4. the choice \\ the choice" 2. from alternatives repeatedly in some 5. willing to affirm the choice' 3. after thoughtful consideration pattern'of life of the consequence of each publicly alternative vital for Training in the valuing process and the sharingand shaping of human values is essential an vironment. changing values and behavior towards positiveattitudes and actions in the student's total e

1 Varues in Education (Dubuqu Iowa: W. Ray Rucker, Clyde Arnspiger, and Arthur J. Brodbeck, Human William C. Brown Book Company, 1969), pp.88-91. Charles E. Merrill, 1966), p.3\ 2Louis E. Raths, et'at., Values and Teaching (Columbust.Ohio:

16 /

Decision-making l Would the inquiry lead to a question ofeconomic feasibility-- (can we afford thesolution)? sobial acceptability-- (can we live with the solution 4.1 Would the inquiry lead to a question of of the problem)? political reality--(is i the' solution legal or made to 3. Would the inquiry lead to a question of be legal)? inquiries The criteria were kept in mind and a selectionfrom each category was made in order to make the balanced and reflective of the holistic view ofman's environmental issues and illnesses.

The concept-seeking and value seeking questions atthe end of- each activity are merely a. beginning line of inquiry to getthe children and teacher started.% Questions to be exploredshould come about naturally as the inquiry is evolved.

TIE UTILIZATIONOF THE LEVELSIN THIS GUIDE

It will be noted that this teaChing guidehas-been developed in four levels and that the first two levels have each beensub-divided into three categories.Levels I1, 12, and 13 are suggested for theprimary grades; levels 114, 115, and II6 are suggested for the intermediate grades. Level III hal.been aimed at the junior high school and Level IV at the senior high school. However, because of the newness of the area of environmental education and'the fact that the inquiry and value seeking strategies become inereasingly complex,the beginning levels may be utilized with older students. For this reason, the guide was dividedinto levels rather intermediate age class with than grades. If the teacher shoUld decide to begin an Level I, he would need to utilize thestate-adopted science books for his grade level rather than those mentioned in theguide. Otherwise, the teaching-learning inquiries should be applicable or adaptablesatisfactorily. A CURRICULAR FRAMEWORK IN EKISTICS

by Dr. Paul F. Brandwein President, Center for the Study of Instruction

The cognitive-affective constructs (concepts andvalues) which form the framework of Ekistics (human eCology br conservationof the environment) are plotted as conceptual pathways. These conceptual pathways constitute the major concepts which underlie the variouslevels of this guide.

410

COGNITIVE-AFFECTIVE CONSTRUCTS

Man utilizes his symbolic and Man is inteVependent with his0 Man's social behavior, is basic to oral traditions to maintain or natural and phySical environment. maintaining, altering, adapting, or destroying the environment. alter the environment.

CONCEPTUAL PATHWAYS

C - InterdependenceIn Cultural A - InterdependenceIn Inter- B - InterdependenceIn Social Components and Forms. change of Matter and Energy. Interaction. RESOURCE GUIDE Ur,

.LEVEL I1

A. In any erivironment, livingthings have similar needs.

B. Men_live._in different environments.

C. Men interact mentally and emotionally tothe' objects and events in their environment.

SYMBOLS EN - Environment, - Land 'A - Air W - Water EC- eCology,Plants )'. and Animals-- Population ......

things have needs. SUPPORTING_C-ONCEPTS A. In any environment, living 'LEVEL I-1 B. hen livejn different environments. emotionally to the objects C. Men interact mentally arid and events in their environMent. 11=1, .PERFORMANCE OBJECTIVES TEACHING-IMARNING.INQUIAIES

the chalkboard Organisms1; have similar needs. Brainstorm with the children and list on or on charts all thenecessities of life which they feel pre pertinent for staying alive. Through verbal interaction, bread, etc.) -children recall and list the -What things do We need tO grow?(Milk, basid needs of man-which is -What\do we breathe? (air, oxygeri) protected? nededsiry io stay alive. .-What do we need-to keep warm and (hats, coats, houses, furnace,-ptc.) -What else is nenessary to stay alive? (Ec)

Probe pupil investigations in Conceptsin Science I listed below to determine essentialneeds for growing

boys and girls-. --- . pp. 118-119 The growth of a child pp. 120-121 Inyestigating why food is essential .pp4 122.-123 Child growth'as related to weight increase pp. 124426, Differencesin rate of growth pp. 1041D5 Food isessential to.the survival of living things survival-of ...pp. 96-99 The importance of water in the living things -WhereAoes food come from? -Why do,we 7What would happen if we did.not getenough to eat? -Do you know of someone who is notgetting enough to eat?

, (Ec)

Classify children!s responses intobasic categories such as water, air, land, plants andanimals. -How are these essentialsshmilar? different? -Can we ptit some or these needsunder one label or word? (e.g. apples, sp#Mch--PLANTS) 1

similar needs. A. In_any_enMironmentg livkng things have B. Men live in differentenvironments: Men interact mentally andemotionally to the objects and évente in their environment.

:EVALUATION -TERMINAL . TEACHING-LEARNING INQUIRIESr. . - PERFORMANCE

the chalkboard' Children recall those essen- leeds. Brainstorm with the children and list on tials which they feel...are or on charts all thenepessiiies of life which they'. necessary for survival. feel are pertinent for staying_alive. . . . - -What things do weneed'to grow? (milk, bread,-etc0 : the -Children classify essential 1 is -What do we breathe? (air, oxygen) -What AO.we.need to keep warm andprotected? need* underliajor categories..

. (hats, coats, houses, furnaceloetc.) -What ,else is necessary to-stay.alive? children demonatrate their. (Ec) -understanding of the essentials nee4ed for growing boys Probe pupil investigations in Conceptsin-Science I' and girls by performing I- listed below to determine essential needs forgrowing *science investigations from boys -ind girls. data observed and learned. pp.118-119 The growth of a child pp. 120-121-Investigating why food is essential pp. .122-123, Child growth asrelated to Weight increase pp. 1247126 Differences in -rate of growth pp. 104-105Food.is essential to the survival.ofliving things pp. 96=99 Theimportance-of-Water in the survival of living things '-where does food come from? -Why do We need it? -What would happen if wedia.not-get enough to.e t? v rDo you know of someone who is notgettim3 encnigh to eai? (Ec)-

Classify_children's responses into basiccategories such'as water, air, land, plants andanimals. -HOW are these essentials similar?different? -Can we put some of theseneeds under one label or 'io,TOrd? (e.g. apples, spOqnch--PLANTS) 1 Pr V,

similar needs. SUPPORTING-CONCEPTS A. In any environment, living-things have

LEVEL I-1 1' B. Men live in different environinents. _ C. Men interact mentally and entotiozially tothe objects and events in their environment'. . .a

T.- EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

IllUstrate through drawings, groups of things under one . category (e.g. steak, eggs, chicken, etc. --"ANIMALS"). (L-A-W-Ec) tr, 0

, have similar needs. SUPPORTING CONCEPTS A. In any environment, living things LEVEL I-1 B. Men liveindifferent environments. C.-Men interact mentally and emotionally tothe objects and events in their environment.

EV PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

,14 Re- Chi Through clarifying discussion List all the needs of plants children can recall.. enc children recall and list tile fer to, or use after, activities inpupil investigations the basic needs of.plants and in Concepts in Sciente I listed below. pla animals, similar to man's on need, whith is necessary to PuPilinvestigations from ConceptsinScience I ill stay alive. p. 62. A single plant Produces many seeds p. 63- Seeds sprout and develop into new plants pp. 64-65 Egch kind ofseed produces its own kind of Chi plant fee 68-69') Investigating' mold and. green plante int 70 Investigating real plants as grasses witl 71 Seeds 'in ' common fruits The) 72' 'Travel of seeds to _new environments 73 DiscOvering that green-Plants need sunlight rCan _reabOut to seek food? , - What.happenswhen7they--.gre deprived of oneor more needs?., - Who doesthedepriving-7man? nature? -Are the needs for plantsdifferent from man;- . -rHoW dOes One help' the other obtain ,their needs for survival? c, Cite examples from\observations at home andschool.

- (Ec) .

List all' the needs of animals children canrecall. Re= fer to, or use after, activitiesin pupil investigation in Concepts in Science I listedbelow. 0

Probe' pupil investigations fromConcepts'in 'Science I pp. 7678 8C -Animals 'reproducetheir own kind a cycle of change' P- 79 1 Animal&passthrough , . 81 ..'.' Animalsd417,117tOpthrough ;tages A. In any environment,living things have siMilar needs.

B. Men live in different environments.

C. Men interact mentally andemotionallY to the objects and erents in their environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL VES PERFORMANCE

Children recall the differ- List all the needs of plants children canrecall: Re- discussion ences and similarities of ler to, or use after, activities in pupilinvestigations list the and in Concepts in Science I listed below: the .need between man t:s and plants and dieir dependency man' s on each other. They give ssary to Pupil investigations from Concepts inScience I illustrations. p. 62 A single plant produces many seeds Seeds sprout and.develop into new plants p. 63 . pp. 64-65 Each kind of seedproduces its own kind Of Children illustrate their feelihgs aboat ttie way man plant interfers with or assists pp. 68-69Investigating mold and green plants f with animals' survival needs. p. 70 .Investigating real plants as grasses Seeds in common fruits They.'give illustrations. p. 71 e-f p. 72 Travel of seeds to new environments sunlight p. 73 Discovering that green plants need -Can plants moye about to seek food? -What happens when they .are deprived of one or more needs? -Who does 'the depriving--man? nature? -Are the needs for plants differentfrom man;- - . -How does one help the other obtaintheir needs for survival?

Cite examples from observations athomer and school. (Ec)

t List all..the needs of animals children canrecall. .Re- fer to or use after, activitiesih pupil _investigation in Concepts .in Science I listedbeIoW.

Probe pupil investigations from Conceptsin Science I pp. 76-78, 80 Animals reproduce their own kind Animals pass through a cycle of change p. - 79 4!. 81 Animals diyAlop through stages P. Aee* 23 Ps have similar needs. SUPPORTING CONCEPTS A. In any environment, living things LEVEL I-1 B. Men live in different environments. C. Men interact mentally and emotionallyto the objects and events in their enviroment.

TEACHING-LEARNING INQUIRIES EVALUATIONLTERMINAL PERFORMANCEOB4ECTIVE PERFORMANCE

pp. 82-0 Mammals bear their youngalive The offspring of mammals resemble their Pp. 86-6 . parents Investigating American wilOirds, therela- liap. 88-94 _ tionship betwben organismaWheir young

/ ,11.-7 ._ . pelect activities which0011give_ohildren'opportunity care for plants_and pets. / Ito - How are the needs ofanimals met? -Do_they_depond onman/for all of their. needs; I / some of their. needs

1 -How.doesman inter erogith their search for sur- 1 f vival? (traps, hu ts, destroys theirhomes, i i poisons their fOOd, etc.) - How can manhelp.animals to satisfy their needsfor survival/ 11 (Ec)

Have children raw pictures for abooklet with two., I animals I themes - one A n' which man helps and protects and another in,whiCh man destroys thespecies or Makes it difeicilt to reproduce..Display'children's ideas. - 1 (Ec)

24 4. 0 i ,1

similar needs. SUPPORTING CONCEPTS A. In any environment, living things have LEVEL 1-1- B. Men live in different environments. C. Men interact mentally and emotiona ly to theobjects and events in their environment.' IIge 'EVALUATI( PERFORMANCE.OBjECTIVES TEACHING-LEAMING INQUIRIES

Probe pupil,investigatione from Concepts inScience 1 Children 1 p Children discoverbeginning thev the ways ecological fattfts related to to explain the cause and effect relationships of maximize the properties and character - water cycle. / 'supply, . isticssof water by participal. p._40. The formation of clouds ting in exploratory activities pp.41-42Clouds and precipitation Children from their science textbooks. p. 43 Clouds and rain Science pp. 45-46 Heat froM the sun and water cycle tause and jp. 47 The relationship between the weather and .-" rd4lant water cycles supply. p. 48 'Evaporation and condensation_as changes in

-. the state of matter - What;do we do withrain? Children How is it stored Ior our needs?(watersheds, careful a rivers, lakes, etc.) our use o - When we destroy orpollute our storage of water

what happens to our supply? AL NO. ( W7Ec )

Illustrate drawings with the concept of-thebeauty of rain, the cleansing quality and the usefullnessfor surviyal needs:. Illustrate scenes in which waterhas been polluted dile to ignorance orcarelessness by man's activities. (w)

,Probe pupil investigations in Concepts in Science I to increase knowledge aboutdifferent ways rain.and water assist us with,daily living. pg. 100-101 Investigating how rain affects plants on the desert. pp. 102-103 Irrigating f6r the survival of living things... - How have plants learned.tostore and use water in2 the desert areas? - - How has man learned tiltOture,Water supPly and 25 , a

any environment, living thingshave similar needs.

B. Men live in different environments:

"C. Meninteract mentally and emotionally to the objects andevents in their environment.

_ . TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children generalize about ning Probe pupil investigations from Concepts in Science I the ways man has chosen to ted to to explain the cause and effect relationships ofthe maximize his use of water acter- water cycle. icipa- p. 40 The formation of clouds supply. ivitiesu pp. 41-42Clouds and precipitation Children through their books. p. 43 Clouds and-rain science investigations explain pp. 45-46 Heat from the sun a water cycle A cause andoeffect relationships p. 47 The relationship between the weather and of plant growth and water water cyclea supply. p. 46. Evaporation and condensation as changes-in------the state of matter - What do we do withrain?' Children infer the need to be - HoW isit'stored for our heeds? (watersheds, careful and concerned about A our Use of our water supply. rivers, lakes, etcO . - When wedestroy:orpollute_our storage of water what happeni.to our supOly?! (W-Ec)

Illustrate,drawings with the concept of the beauty of rain, the cleansing :luality and the usefullness for survival needs. Illustrate scenes in which water'has been polluted'dte to ignorance or careletsnesa byman't activities. (w)

'Probe lowil investigations in Concepts.in Science I to increaseyknowledge about,differeAt ways rain and water

assist.us wdth daily living. , pp. 1007101Investigating how rain affects plantson . ...

the desert: , . . pp. 102-103. Irrigating forihe suryiVal 4f-living thin4s. -Ilow have plants learned to.stow anduse*ater4n "

the desert areas? .' .

. . -How.has man learned t8liNpture water supply and

..', 25 A - siniilar.needs. SUPPORTING CONCEPTS A. In any environment, living things have \ -LEVEL I-1 B. Men live in different .environments. . C. Men interact mentally and emotionally tothe objects and events in their environment.

,PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

use it when and where it is mostneeded? (W)

View films on the desert and on farm irrigationtech- niques. Experiment with investigations suggested in - textbooks. (W) 4'1

SUPPORTING .CONCEPTS A. In any environment, living things have similarneeds. LEVEL I-1 B. Men live in different environments. C. Men interact mentally and emotionally to the objects and events in their enVironment.

EVALUA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children investigate the acqui- Have children keep a daily record of the frequencyof Children sition and use of the basic drinks taken individually and collectively.Keep a tigation needs of water to decide how --tally -chart by the drinking area , or transfer pebbles, to the %. essential it is' to man. sticks or whatever from one jar to another as each-drink is taken. Children - How many drinks did the classhave today? action t - Did some of us dank morewater than others? daily ut - Would we, drink as muchif we had to carry it in? - Are we wasting waterbecause it is convenient? Children - Would we waste it if we had to go adistance to polluted get it? -- ,ronmen t - Suppose tomorrow we cut back ononly half of the drinks of today (count pebbles and divide in half), how will we feel when our quota is filled.Let's trli it. - Discuss the consequences whengeneral supply of Water is reduced. (W) Provide cups and water for childfdii-and allow the addition of a "pollutant" which will change its characteristics. Note to thacher: Be sure pollutants introduced are edible and safe to drink such as sugar, salt, vegetable dye, extracts, flavorings, herbs, etc.::

- Does color added to watermake us feel differently N. 'about the water we drink? - - Are we reluctant to try todrink water that appears polluted and thiEof which we know might be clan- gerous? . - Where have we seen water in appearance' like these? (W-En) A. In any environment, living things have similar needs.

B. Men live in different environments.

C. Men interact mentally and emotionally to the objects and events in their environment.

EVALUATION-TERMINAL 7IVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Children participate in inves ite the acqui- Have children keep a daily rec rd of the frequency of the basic drinks taken individually and colect'ively. Keep a tigations adding "pollutants" decide how tally chart by the drinking. area ,oNrqransfer pebbles, to the water. >.-ntan. sticks or whatever from one jar toarlother as each drink is taken. Children discuss and take - How many drinks did the class havetoday? action to conserve water in - Did some of us. drinkmore water than others? 'daily use. -Would we drink as much if we had 'to carry it in? -Are we wasting water because it is Convenient? Children share and tell about - Wouldwewaste' it if we had to go a distance to polluted waters in' their envi- get it? ronment. - Suppose tomorrow We cut back ononly half of the drinks of today (count pebbles and diVide in half) , how will 'we feel wheri our quote is filled. Let's try it. - Discuss theConsequences when general supply of water is reduced.

.provide ,Cups and water for children and allow the addition of a "pollutant" which will change its characteristics.

Note to teacher: Be sure pollutants introduced are edible and safe to drink such as sugar, salt, vegetable dye, extracts, flavorings, herbs, etc.::

-Does color added to water make us feel differently about the water we drink? , -ArdWe reluctant to try to drink water that appears polluted and that.of which we know might be dam- . gerous? -Where have we seen water in appearance like these? (W-En) 41.

have similar needs,. SUPPORTING CONEPTS A. In any environment, living things

LEVEL! Irl. B. Men live in different environments. C. Men interact mentally and emotionallytothe objects and events in their, environment,.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES *PERFORMANCE

Discuss what it means to have and to drinkquality of water determined by odor, color 'and taste.

Discuss the consequences when "foul" pollutants are added to our water. (N)

- List and illustrate as many ways as possiblethat water can be used by a child daily. - Children can drawillustrations demonstkating , their daily use of water. , - They may make slogans,posters or poems related to the theme of keeping water clean -andusing it wisely.

List suggestions and illustrate how to conservewater in the class and at home. (Fix leaky faucets, shut off faucet when not in use, wateryard and lawn only to saturation level., etc.)

(N)

.011.1 a

A. In any environthent, living things have similar needs SUPPORTING CONCEPTS . - LEVEL I-1 B. Men live in different environmenta. , V. Men interact Mentally and emotionally to the objects and events in their environment._

PERFORMANCE OBJECTIVES TEACHINGzLEARNING INQUIRIES ./

' Children investigate the acqui- Have children tally each breath they inhale and.exhale sition and the use of oneof within 15.seconds, (30 seconds). Teacher ,Can use. school the basic needs, air and how clock with second handtoassist them. essential each it is to man. Stand and run in place 30 seconds (60 seconds); Record the number of inhalations and_exhalations for the next 15 seconds.

Compare results. - Da we needtobreathe air more sometimes more than others? - What would happen if we ran in dustydry zereas? , Could we breathe as easily? - If we clow i onenostril bypressing it how does it limit our breathing? -Has anyeody ever smelled a skunk emitting odor? How did it affect your breathing? - Are there some "thing" in the.airwhich hurts us whenwebreathe? (A)

Blindfold scale volunteers and place them -20 feet away from source of one odor (perfume, onion, vinegar, common household odors). Allow eachtoadvance a given number of steps closer to odor until.onerecognizes the source of odor. 'a': -What else. do we need air for besides breathing (smelling)? -How do we know what mother is cooking before..ue look into her pot or pan? (A)

Introduce game idea by usim two odors simultaneously. Record 2 points for firstT&or identified and 1 point 29 In any environment, living things 'have similar needs. w., Men live in different environments. Men interact mentally andemotionally to the objects and events in .their environment.

TEACHING,LElikNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE igate the acqui, Have children tally each breath they inhale andexhale Children observe and iden- use 'ot one of within 15 seconds, (30 seconds). Teacher can use- sChbol. - tify the qualities of air , airand how clock with second hand to assist them. .in their environment. it is to man. Stand and- runin-place 30 secoaii (60 seconds).Record Children gain insight into the number of inhalations and eXhalations for the next air pollution. 15 seconds. - Children take action to pre- Compare results. vent'foulingor smelling up - Do we need to breathe air moresometimes more than our air supply unnecessailly.. others? - What would happen if we ranin dusty dry areas? Could we breathe as easily? - If we closet One nostril by pressingit how does it limit our breathing? ?Has anybody ever smelled a skunk emitting. odor.? ,How did it affect your breathing? - Are there some "thing" in the airwhich hurts us when we breathe? (A)

Blindfold. some volunteers and place them 20 feet away from source of one odor (perfume, onion, vinegar, ccomon household odors). Allow each to advance a given number of steps closer to odor until One recognizes the source of odor. - What else do we need air forbesides breathing (smelling)? -How do weknowwhat Mother iscookingbeforeit%) look into her pot orpan? (A)

Introduce game idea by usirittwo odors simultaneously. Record 2 points for firsilaor. identified and i point 29 a

have similar needs.. SUPPORTING CONCEPTS A. In anyeenvironment, living things LEVEL Il B. Men live in different environments.- ., C. Men interact mentally and emotionallyto the objects and .events in theirenvironment.

'EVALUATION-TERMINAL-. PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES . PERFORMANCE

for, second odor. -"1 k ill - WhyCan we no te -what is .being cooked in a restaurant when we walk in? -What are some odors we like? dislike? -What does a mechanic garage-imell. like?(oily, gassy, etc.) - - Name 'some other"smells" 'of our community. (A) 7)

introduce a foul smelling odor and note responses. (rotten egg, decaying plant or food, etc.) unpleasint than -44-.1,is' one odor more pleasant or another? - List some odors youlike and some you dislike. - Does everyone agreewhitch odors are'pleasant and which are not? , -Are some harmful? -How do we feel when one of ourneighbors "smells up" the backyard.? (burns tra:sh-rubber,etc..) the air clean-smelling in our, - How does mother keep .1 home? (deodorizers) -Are there other ways? (bowl ofvinegar, eta.) (A)

Try this at Nine: into hand. Immedi- a Cup, hand over mOuth and exhale breath ately smell the hand. Is there an odor there? Eat var- ioils-foods during day 'such as onion; licorice, potato chips, etc. and note odor on hand.

- What makes, theair we exhale smell? - - How do we cutdOwn on the Imell of our breath? - If air is soimportant to us look for ways in which we pollute the airdridaily. 77.

v.: SUPPORTING CONCEPTS A. °In any environment, living things have similar needs. LEVEL I-1 B. Men live in different enviionments. C. Men interact mentally and emotionally to the objects and events in their enyironmeht. .

PERFORMANCE OBJECTIVES TEACHING-,LEARNING INQUIRIES

Children discover beginning Probe pupil investigations Concepts in Science I to ecological factors related to familiarize the children with the concepts of' the the interdependence of plants food chain and the dependeneY of plant and animal and animals by participating life on each other. in exploratory activities from pp. 106-109 Investigating how plants and animals theirscience textbooks. interact through a food chain relationship pp. 110-113The growth of an animal "ppr41.14-116 The growth "oi plants - Cad animals live without plantsdirectly, indirectly? - Can plants survive without animals? - If the food chain is haltednear'the lower end of the chain what happens- to the consumer or predator on the higher level of the foodchain? - What does eitinct mean?Have you seen signs like

'that at zoos or elsewhere? . -What things do we do ,to interfere with food chains? (pesticides, pollution, etc.) (Ec)

Have children cartoon bequences in which inseets eat plants, animals, (rodents, squirrels, etc.) eat insects, other animals (fox, wolf, etc.) eat lower forms of animals. Or have' children make sequence murals in which a cow eats grass and people eat meat anddrink milk frau the cow. Illustrate mosquitos "biting" us. (Eo)

31 l

Vt.

C I

A. In any environment, living things have similarneeds. B. Men live irtkligerent environments.

C. Men interact meutally and emotionally to theobjects and events in-their environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children show evidence of linning probe,-pupil ixtvestigationstiancepts in Science I to their-concept of food chains elated to familiariie the children With the concepts Of'the pf plants food'Ohain and the dependencyOf plant and animal by illustrations whidhdepict Apating life'oneach-bther. the chain in action. tties from pp. 106-109 'Investigating howplants and animals Children halt actions in pks. interact through a food chain relationship pp. 110-113 The growth of\an aniMal which they were part of. pp. 114-116The growth of plants destroying the food chain. -Can animals live without plants directly, indirectly? , -Canplants survive without animals? r-''--If the food chain is halted near the lower end of the chain.what happens to the consumer or predator on the higher level of .the'foodchain? -What does extinct meanl Have you seen signs like that at zoos or elsewhere? -what things 'do we do.to interfere with food chains? \ (pesticides, pollution, etc.) (Ec)

4,44, _ Have chillren cartoon sequences in which insects eat plants, animals, (rodents, squirrels, etc.) eat insects, other animals (fox, wolf, etc.) eat lower forms of animals. Or have children mike sequence murals inwfiich a

cow eats grass and people eat meat anddrink milk from . the CCM. Illustrate mosquibas "biting" us. (Ec)

, 31 A- 0

similar'neeist _SUPPORTING CONCEPTS A. In any environment, living things have LEVEL I-1 B. Men,live in different environments.' C. Men interact mentally andemotionallyfto the objects and events in their environment. I. TEACHING-LEARNING INQUIRIES 'EALUATION-TE PERFORMANCE OBJECTIVES PE

r- \ children to help ,Children i Children investigate the rela- Hold a clarifying discussion,with the plants and animals\ which 'reflects iionship of plants and animals them cleartheir-thoughts about how contribute to man's survival.-. standing.of th to man.asbasic supplies for plants and.ani survival. -What do we choose to eat? -What do others "make" useat?' of man's survi -If we didn't eat, what Tight happen to us(illness, participating disease, death)? and by.showing (Ec) this' need. Children activ List or draw pictures of one day's totalfood intake- - evidences in t breakfast,lynch, and dinner and:snacks:, menf which ill dependent man %Place a "P" befoke a food.from plant SoUrces, an"A" and animals. before a food from animal sourca-$71-and,:a.:."PAIjrcS..-' both source's such as "bread andbutter"::.'Note,hOW Children creat dependent we are on food.from plants andanimals6 _of acquired cc -what do we eat most of,-plants or animals?- interdependenc -Would animals live if there were no plants?, -How,do animals he1p.plants? (02,-decaying matter to soill-ete-.)1-4-7 (Ec)

Take any item in classroom and trace back tothe initial ,source from'which those materials'eame. -What items came from plants? -*dohkinds of plants? -What item came from animal parts? -Which came from minerals? -What would we do if there were very little or no supply of those.plants and animals weneed? (En)

.!32 f A. In ank environment, living things havesimilar needs. B. Men live in different. environments. C. Men interact mentally and emotionally tothe objects and events in their environment. 5 'TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL "PERFORMANCE

Children act ,in a manner relp- Hold a, clarifyingdiscussion witirthechildren to help which reflects their under-, mimals them clear their thoughts about how plants andanimals standing of the need for 3for . contribute to man's survival. -What do we choose to eat?. plants and animals as part -What do others "make" us eat? of man!s survival procesi by '-If we didn't eat, what mighi.happen to us (illness, participating indiscussions disease, death)? .'-. and by showing examples of .(Ec) this need. Children actively seek List or draW pictures of one day's total foodintake-- evidences in their environ-

breakfast,lunch,.and dinner and snacks. -ment which illustrate how . _dependent man is on plants Place a "P" before a food from plant sources, an"A" and animals.' t;efore a food from animal sources, and a "PA" from both sources such as "bxead and butter". ,Notehow Children create illustrations dependent we are on food from plants and animals. of acquired concepts of these -What do we'eatjmost of, plants or animals? interdependencies. . - WOuld animals liveif there were no plants? - How do animals helpplants? (CO2, decaying matter, -to-soil4-etc-4 (Ec)

Take any item in classroom and trace back tothe initial source from which those materials came. - What items came fromplantl? Mich kinds of plants? -What ftems came from anima/ parts? - Which came from minerals? -What Would we\do if there were verylittle or no supply of those plants and animals we need? (En)

. 32 pir J- .-

SUPPORTING CONCEPTS A. In any environment, living things have similar,needs.

.LEVEL I-1 . B. Men live in different environments.' C. Men interact mentally and emotionally to the objects and events in their environment.

PER.FORMANCE OBJECTIVES. TEACHING-LEARNING INQUIRIES EVALUATION-TE PE

Children investigate the acqui- Children review and recall those investigations in Children obsér sition and use of one of the their science textbooks which illustrate man's de,- their environm basic needs of man: land and pendency-on land. idences of how its'role for interdependence 7How long do seeds grow and develop without soil? ent on land. with man. (i.e. lima-bean and water) -Can-seeds grow in all kinds of soil? - If we spray poisons on the soil what might happen to plants?. - Are there plants in our backyards or parks which show evidence of dying because-soil has been Washed away?

Draw illustrations of examples in which soil is needed. (L) A. In any environment, living things have similar needs.

B. Men live in different environments.

C. Men interact_ mentally and emotionally to the objects and events in their environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children reviewandsecall those investigations in Children observc land use in their science textbooks -which illustrate man's de- their environment to find ev- pendency on land. idences of how man is depend- -How long do seeds grow and develop without soil? ent on land. (i.e. lima-bean and water) -Can seeds grow in all kinds of soil? -If we spray poisons on the soil what might happen to plants? -Are there plants in our backyards or parks which show evidence of dying because soil has been washed away?

Draw illustrations of examples in which soil is needed. (L) SUPPORTING CONCEPTS A. In any environment, living th.ings have similar needs. LEVEL I-1 B. Men live in different environments.

C. Men interact mentally and emotionally to the objects and events in their environment.

PERFORMANCE OBJEcTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TER/4i, PERFOF

Through 'observation of their Begin searches for those things which appear to be a Children develop environment children will item- threat for satisfying basic needs. ception of observ, ize one or more ways in which about their schoo acquistion of basic needs, for Start scrapbook file on pictures-of-polluted water, community to thos activities which man' s survival ,is being air, land, plants and animals. threatened. (En) form of abuse or

View films on pollution - see appendix. Children attempt (En) and identify thos in which they pla' Take a walking field trip around school and community. of polluter. Draw pictures of what was seen.-Save pictures to compare with a future walk (a week, a month later). Com- Children display pare scenes. - standing of pollu threat to surviva. (En) examples or sample Draw pictures of polluters (child throwing trash on hibit in classroo school ground, smoke stacks bellowing smoke in the sions and through air, people disposing of waste materials on sidewalks, work. gutters, etc.). -What are we seeing? - How much "pollution" isvisible? - How do we feel about what we see? - -Who are thepolluters? (En)

Have children investigate the characteristics of soil and its'pollutant factors. Bring small sampleofsoil from-home or the nearest_sonrce ahd label the source.

Note color, coarseness,and any "foreign" matter, such tiny, animal life. as plantlife, refuse or v., Compare di f ferences andsimilarities of each sample. 34 ,

A. In any environment, living things have similar needs.

B. Men live in different environments.

C. Men interact mentally and emotionally to the objects and events in their enviramment.

TEACHING -LEARt+IING INQUIRIES EVALUATION-TERMINAIi PERFORMANCE

Begin searches for those things which appear to be a Children develop their per- threat for satisfying basic needs. ception of observations about their school, home and Start scrapbook file on pictures of polluted water, community to those scenes and air, land, plants and animals. activities which reflect some (En) form of abuse or pollution.

View films on pollution - see appendix. Children attempt to clarify (En) and identify those activities in which they play the role Take a walking field trip aroundschool and community. of polluter. Draw pictures of what was seen. Save pictures to ONW;;- pare with a future walk (a week,a month later).COm- 'Children display their, under- pare scenes. standing of pollution and (En) threat to survival by the examples or samples they ex- Draw pictures of polluters (child throwing trash on hibit in classroom discus- school grourui, smoke stacks bellowing smoke in the sions dnd through their art air, people disposing of waste materials on sidewalks, work.' gutters.,...etc.) - -What are we seeing? -How much "pollution" is visible? -How do we feel about *bat we see? -Who are the polluters? (En)

Have children investigate the characteristics of soil and its pollutant factors. Bring small saMple of soil from home or the nearest source and label the source.

14iitE-651sr;ccra-rseness-,--and-anign" matter, such as plantlife, refuse or tiny.ammial life.

Compare differences and similarities of each sample. 34 have similar needs. SUPPORTING CONCEPTS A. In any environment, living things LEVEL /-1 B. Men live different enviremments. C. Men interact mentally and emotionally tothe objects and events in their environment.

TEAM ING-LEARNI NGmonRIES EVALUATION-TERM/NAL PERFORMANCE OBJECTIVES PERFORMANCE

Demonstrate experiment of pouring waterthrough very fine soil and very hard-packed soil.Nate rate of flow.

Introduce "pollutants" such as a,layer of tinfoil, layer of paper, concrete or flat rock.- Note thedifferences. -How differently does the soil behave?. -What happens to the uater? -Can plants gmtne in polluted soil? -How do you feel when a "pollutant is dug upin your yard? -How do you feel when trash is found underthe sand at the beach or in the sandbox- in thepark? -What can we do about it?

Allow children's sample soil to become quite dryand have them experiment With flow of waterthrough their soil. Introduce "pollutants" to slow the flow. -What color is soil? (muIti-colored) -What kinds of.particles in soil are "natural"and 4tch are "pollutants"?

Illustrate examples of pmdlutants 6311101 in a terrarium or mural. Display evidences of land refuse (tin cans, wrappers, etc. on bulletin boards). -Is water really colorless? Why were different samples slightly different in oalor? (pollutants, foreign particle's, etc.) -What kinds of things did we see in the Water samples? -How lid Water move soil? 7/"..2) -Do we have examples inout..,41Amm1nity with silt in rivers, dams or lak:a? 0

A. In any environment, living things havesimilar needs.

B. Men live in different environments.

C. Men interact mentally and mrotionally to theobjects and events in-their environment.

aMMIIMMIM, TPACHING-LEARNING INQUIRIES EVALUATION-TLRNINAL PERFORMANCE

-What do you think might happen to fishes and water plants in muddy waters.

Record areas around home or city where water haseroded property and where water remains in stagnantpools. (W-L-En)

Bring small samples of water from home in clear clean plastic containers and label with child's name.Place containers of water on window ledge or near source of' : light.Observe and note differences in color and residue. (W)

Bring samples -from relatives and friends who live outside of local water district and notesiMilarities and differences.

*I LI' a44., -

things have similar needs. SUPPORTING CONCEPTS A. In any environment, living

LEVEL I-1 B. Men live in different environments.

C. Men interact tmantally andemotionally to the objects and eventS in theirenvirorMent. EVA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Through aociodrama, act outbehaviors of polluters in Chil After investigating home and tens and around school. community envircmment, children imme -What are they doing? will describe and illustrate poss deprivation of a healthy envi- -What are they saying? (En) dest ronment. r Chil Look for evidences of childrenconserving their environ- ings ment. envi -What are they doing? -What are they saying? Chil Illustrate or dramatize the actions. hand (En) acti or a Plan a large chart or bulletinboard on pictures of what heal is happening and what should behappening as man seeks situ to secure his basic needs. -When children desttoy theirenvironment who are they hurting? -HoW are we affected when some onetweaks a tree branch or pulls up flowersand bushes? -Why should we be careful with ourtoys? .41bat do ve dO? -What other things can we do? -Of what are we afraid? (En) r.

A. In any environment, living thingshave similar,needs.

S. Men live in different environments. emotionally to the objects C. Men interactuentally and and events in their environment.

TEACH/MG-LEARNING INQUIRIE3 EVALUATION-TERMINAL PERFORMANCE

Children reveal their inner Through sociodrama, act-out behaviorsof polluters in tensions and fears when their and around school. 1 immediate environmental -What are they doing? possessions are abused or -What are they saying? (En) destmyed.

Children explore their feel Look for evidences of children oanservingtheirenviron- ings about an unhealthy vent. -What are theydoing? environment. -What are they saying? Children describe ways to Illustrate or dramatize the actions. tendle their emotions and (En) actions when angered, hurt or are fearful of an un- Plan a large chart or bulletin board onpidtures of what healthy environmental man seeks is happening and what should be happening as situation. , tb secure his basic needs. -When Fhildren destroy their environmentwho are they hurting? -How are we affected when some onebreaks a tree branch or pulls up flowers andbushes?_ -Why should we be careful with otir -What do we do? -What other things can wez3do? -Of what are we afraid? (En) 001 similar needs. SUPPOWTING CONCEPTs A. In any environment, living things have LEVEL I-1 8. Men live in different envtronments. C. Men interact mentally and emotionally tothe objects and events in their environment.

PERFORMANCE OBJECTIVES TEAMING-LEARNING INQUIRIES

collect scrap and refuse from Ctildren will participate in Nave children periodically Note kind_and frequency activities which redeem the schoolyard and home envirment. poaluted environment at their of refuse. school and home sites. -Why should we clean up olvenvinanment? -Who pays for trash collection? -Where does the trash go? -How can we cut costs? -What'does haul trash do to our health? (En-L)

Introduce the concept of re-cycling of returnable battles, aluminum cans and newspapers. /f possible , ask them to participate in local youth groupprojects. -Where does paper come from? (trees) -/f we reuse newspapers, paper sacksand envelopes how are we helping save our trees? -If aluminum cans can not rust away wehave to reuse them. Mow can we help collect them? -What other kinds of things that we seethrown around in our environment could we reuse orcollect and recycle? (En)

Illustrate contrasting scenes with beforeand after land trash pollutants. (see bulletin boardideas) (En-L)

healthy rural, .4 Cteate dioramas of a healthy city, healthydesert or healthy forestenvironment b3 live in. (L-En)

38 A. In any environment, living thingshave similar needs.

B. Men.live in different environments.

C. Men interact mentally and emotionally tothe objects and events in their environment.

TEACHING-LEARNING INX/RIES EVALUATION-TERN MAI. PERFORMANCE

Have children periodically collect scrapand refuse from Children begin to display schoolyard and home-environment. Note kind and frequency evidence of caring for an aesthetic environment by of refuse. -Why should ue clean up aur environment? clean-up activities which -Who pays for trash collection? are self-motivated. -Where does the trash go? -How can we cut costs? Children begin self-correcting -What does foul trash do to our health? activities on littet Control. (En-L)

.IntrodUce the concept of re-cycling of returnable bottles, aluminum cans and newspapers. If possible ask them ba participate in local youth group projects. -Where does paper come from? (trees) -tf we reuse newspapers* paper sacks and envelopes howare we helping save our trees? -If aluminum cans can not rust away we have to reuse them; Now can we help collect them? AtAerAinds-of-things-that-we-see thrown around in our environment could we reuse ot_collect ) and recycle? (En)

illustrate contrasting scenes with before and after land trash pollutants. (see bulletin board ideas) (En-4.)

Create dioramas of a healthy city, healthyrural' healthy desert or healthy forest environment tolive in..

. (t. -En)

43 8 it

similar needs. SUPPORTING CONCEPTS A. In any environment, livin/ things have LEVEL I-I B. Men live in different environments. C. Men interact mentally and emotionallytowthe objects and events in their envirormlent.

TEACHING-LEARNING TNQUIRIES EVAL PER1'OEHN4CE OBJECTIVES .4..

and to view Child men live and survive in differ- Use local audio-visual listings to select shelter on ot ent environments, films on various homes, habitats or nodes of throughout the world." their chtldren identify different -What kinds of shelters are there? Child environments. -what do we need 6 bouse.for? -Where do we get houses? diffr (En) and ii After reviewing illustrations v- ' envir of man-made shelters, children will select and illustrate Have children compare and contrast hom2sother ;maple Child a type or types of homes choose to live in. disad wtich would appeal to them to livir live in and to give reasons Illustrate pictures of homes with extreme temperatures home- for their choice. such as igloos and jungle huts . their

view films on mountain forest homes and deserthomes and uote structure ana site differences. ( Read b3 the children dr* poem *If / couldBuild a Nouse", 1 from Ranger Rick, January 19716 See appendix about the . possibilities of living in different environmentsof a child's choice. -Children select and illustrate their choice of home sites and state reasons for their choices. -Children may role-play *buying* home sitesand ,a ask questions about environmentalcOnditions in the community which will determine their purchase. (En)

Children begin to compare various modes of living.

ChildreOraw pastoral scenes of country living. Note pleasing atmospheres anp;reasons for desiring tolive A. In any environment, living things havesimilar needs.

B. Men live in different environments. C. Men interact mentally and emotionally tothe objects and events in their environment.

EVALUATION-TERMINAL 1.-Es TEACHING -LEARNMG INQUIRIES

. PERrORMANCE

Children focus their attention e in differ- Use local audio-visual listings to selectand to view films on various homes, habitats or modes of shelter on other modes 4)f living than throughout the world. their Immediate environment. ifferent -Nhat kinds of shelters are there? -Whet do we need a house for? Children examine reasons for -.Where do we get houses? different kinds of structures (En) and how it is adapted to its strations environment. s, thildren astrate Have children compare and contrasthomes other people Children weigh advantages and 7/011,e0 choose to live in. disadvantages of various to them to living quarters and select a reasons Illustrate pictures of homes with extrete temperaturet home-style consistent with such-as igloos and jungle huts. their values.

View films on mountain forest homes and deserthomes and note structure and size differences.

Read to the children the poem "if / could Build aHouse", from Ranger Rick, January 1971.See appendix about the possibilities of living in different environments of a child's choice. -Children select and illustrate their Choice of home sites and state reasons for their choices. -Children may rolevlay "buying" home sitesand ask questions about envirotmental conditionsin the community which vill determine theirpurchase. (En) a

Children begin to coMpare various modeS of living.

Note . Children draw pastoral scenes of country living. pleasing atmospheres ate;reasons for desiring to live simdlar needs. SUPPORT/NG CONCEPTS A.. In any environment, living things have LEVEL I-1 B. Hen live in different environments. C. Hen interact mentally and emotionally tothe objects and events in their environment.

EVALUATION PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

there. Note clouds, clear skies, running water, green meadows, etc. -Where do we play?. grow food?build houses? -Why do Ile like or dislike country homes? (En-L)

Draw pictures of suburban tract homes. Note limitations of Space to play, to grow fruitsand vegetables and to raise young animals. -What happened to all the yardspace for recreation and for gardening? -Where are the animals? -What kind can you raise in the suburbs? -Why do we like or dislike tract homes? (L -En)

Draw pictures of city living. Note each yardspace, need for parks for recreation and markets forpurchasing food for survival. -What are things one can do in the country that one can not do in the city? -What are the,advantages of city living? -What kinds ot animals or pets can we have inthe city? -Has anyone here lived in both alarge city and a small town?Tell us about it. -What kinds of plants can we grow in the bigcity? (trees in parks, seeds in window boxes, etc.) -What kinds of transportation madams arisein each locale? Haw different are they? .-Why do people choose to live in oneenvironment 4 rather than another? 40 A. In any environment, living things havesinlilar needs.

B. Men live in different environments. C. Men interact mentally and emotionally to the objects and events in their environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

there. Note clouds, clear skies, running water, green meadows, etc. -Where do We play? grow food? build houses? -Why do we like or dislike country homes? (En-L)

Draw pictures of suburban tract homes. Note limitations of space to play, to grow fruits and vegetables and to raise young animals. - What happened to all the yardspace forrecreation and for gardening? -Where are the animals? - What kind can you raise in thesuburbs? - Why do we like or dislike tracthomes? (L-En)

Draw pictures of city living. Note each yardspace, need for parks for recreation and markets for purchasing food for survival. -What are things one can do in the country that one can not do in the city? -What are the advantages of city living? -What kinds of animals or pets can we have in the city? -Has anyone here lived in both a large city and a small town? Tell us about it. -What kinds of plants can we grow, in the big city? 1.(trees in parks, seeds in window boxes, etc.) f-What kinds of transpdrtation problems arise in

I each locale? How different are they? -Why do people choose to live in one environment rather than another? 40 0 needs. SUPPORTING CONCEPTS A. In any environment, living things have similar LEVEL I-1 B. Men live in differentenvironmenta.

C. Men interact mentally and emotionally tothe objects and events in their environment.

EVALUATION-TERMINAL I'ERFOMANCE OBJECT/VES TEACH/NG-LEARNING INQUIRIES PERFORMANCE

Gather magazine and periottical pictures of\crowded city life. - What do the homes looklike? r-Hoi4 many people can live in one building? - Whtre are the children afterschool hours? - Wh re are the trees and;plants?

Discuss the feelings children in the city may have due to having to play in the street, to carry out their trash downstairs, to lack of green plant and treelife. - What kinds of chores dochildren have in large city buildings? - Where do they play? - How much noise can theymake? - What kinds of rules on"quiet"dochildren have to adhere to? -Who takes care of children playing in the street? (En-L)

Introduce a lessonon over crovxling:-pcipulationpretiVie.

Cooperate with a neighboring class. Allow for one day or week, childrentobe added to your class at the rate of 3715 for an hour or for a day. Do not increase class supplies or furniture.

Have children discuss crowdedness, lack ofspace,Oshort- age of supplies, and noise density. -Ask for solutions from the children how they can , manage. - How many can we let in a day to make classrooms function efficiently? - What conditions is ,.the)roomleft in when excess children leave?Is-thisland pollution? 41 SUPPORTING CONCEPTS A. In any environment, living things have similar needs.

LEVEL I-1 B. Men live in different environments.

C. Men interact mentally and emotionally to the objects and events in their environment.

PERFORMANCE OliJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

-What kinds of behavior was observed as supplies, furniture and space was shared? - How long do we think we can share our room with -others? -What kinds of feelings do we have, when others take or use our supplies and equipment '(land, space- classroom, recreation areas-library, toysgames, 4 etc.) . -Did we have enough water to drink and air to breathe? - Did we get all our work done, eeficiently? - Did the room temperaturechanger' -What other changes_ about ourselves did we notice? (L-En)

42, tp

In any environment, livingthings have similar needs. SUPPORTING CONCEPTS A. Men live in differentenvironments. LEVEL I-1 B. emotionally to the objects C. Men interact mentairly and and events in theik environment.

EVALUA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

of their home on the out- Childre Children examine building Have children draw a pictuke side and also one of any room inthe house. !product, sturctUres. ) familia from which the build- After listing the products On chalkboard list all the sources ing materials come -(such aswood, walls, tile, brick, Childre which may go into the,build- underit paint, nails, etc.) ing of a home, children will cept th identify the mtural resour- ral res Note-which materials were mostfrequently used and which ces from hisenvironment upon where t natural resources were being-tapped. vihia min isdepeAdent. work bf -Why dcf-we use one k nd of materialmore than another? (Each hab tat o ers differentresourCes)? Childre - Why are woodenbi4ildings more expemeive in the' sequent desert? in the rtic? 4 about i -Why don't we build brick housesin the jungles? jects d -4low do we know which kindof material is better? press= - If more people moveinto our neighborhood' do we ,- need more building materials? -If our source of-supply getsless what will people, who .need thematerials, do? (L-Ec)

For a weekend activity - suggestto children that they go on a field trip withtheir parents to note new buildings in construction stages. Ask what else is needed to build homes besides buildingmaterials? (Men, machines, trucks, water,'land, blacktop, concrete,etc.) live? - Is there newconstruction being built where we - What was therebefore? - Was it part of ourdaily living environment? - How will the newbuilding sites affect us? Change. .our daily living patterns? into - As more peoplewith school age children move space? our neighborhoodwhat happens to our school our playgroUnd area?our use of equipment? '43 0

t.,

have similar.needs. A. In any environment, living things

B. Men live, in different environments. emotionally to the obiects C. Men interact mentally and and events in their environment.

EVALUATION-TERMINAL TEACHING-LEARNING INQUIRIES PERFORMANCE

' I Children list those building draw a pictureOf their home on the out- Have children pioducts with which they are side and alsoone of any room in thehouse. familiar. build- ucts -On chalkboardlist all the sources from which the come -(such as wood, walls,tile, brick, Children begin to develop building materials understandOg about the con- paint, nails,eic.) n will cept that Materials or natu7 esour- ral resources come from some- Note which materials were mostfrequently used and which nt upon where throughthe efforts and -natural resources were being tapped. -Why do we use one kind of material morethan an- work of man.. . other? (Each habitat offers differentresources)? Children predict possible con- .-Why are wooden buildings moreexpensive in the sequences for choices made desert? in the artic? about increased building pro- -Why don't' we build brick housesin the jungles? jects due to population -How do we know which kind otmaterial is better? 'pressure. - If more peoplemdve into our'neighborhood do we, need more building materiag? - If our source of supplygets less what will peoPle, who need the materials, do? (L-Ec)

For a weekend1 actiyity - smggest tochildren that they go on a kkeld tripiwith theirparents to note new buildings.in constructibn stages. Ask what else is needed to build homes besides building materials? (Men, machines, trucks; water, land, blacktop; concrete,etc.) - Is-there neWsconstruction being built where we live? - What was there-before?e. . -Was it part of our dein* livingenvironment?. -How will the new buildingsites 'affect us? Change our daily living patterns? - As more people withschool age children move into ourneighbbkhood-What-happens-to-oUr schoolepace? ,our playground area? our.use of equipment?' * ,

have similar needs. SUPPORTING CONCEPTS A. In any environment, living things LtVEL I-1 B. Men live in different:eiivironments. the objecta C. Men interSct mentally and emotionally to and events in their environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PEPFORMMCE OBJECTIVES PERFORI.IANCE

-Will we need more classrooms, desks, furniture, pencils and paper? -What happens to animal and plant life as wereplacie

them with concrete and steel. - (En)

44 4

SUPPORTMG CONCEPTS A. In any environment, living things have similar needs. LEVEL I-1 B. Men live in different environments. C. Men interact mentally -and emotionally to the objects and events in their environments.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES m EvAtb,

Childr Children will sharpen their Sing songs and,read poems about the beauty of the sense of awareness of beauty environments in the city and rural areas. Begin'patrj.- ronmen and aesthetic.form by creating o6ic songs such as "America the Beautiful". See mdsic which expressions of art about their textbooks. meaning and interpretation of (En) Childr beauty in theirenvironment. their Haye simulation activities in which father and mother how to decide to buy or build a mr/home. enviroi -What aesthetic enviromdent will they be seeking? - What kind of construction will they belooking for? Childr - Pretend to have small children inthe family snd people express a need for "fun space". their (L-En) enviroi

Play act drama scenes of daily care and cleanliness of home and school environment. Discuss mere "dirt" comes from (air, soil, highways, wind, etc.). - Who plays a role in dirtying ourenvironment? - Whose responsibility is it to cleanit up? - How do we feel about what we see? - What shall gik do aboutour.---sloppy_habits? (En) /

Create new words to known nursery rhymes and songs to demonstrate the meaning of beauty in the environment. - What *does beautypean to us? - Name some beautiful things-lnthe environment that please you. - Are there any whicbrecently havesuffered abuse? - Let's sing our new songs and share ourart produces. (En)

45 . lt$ ^

A. In any environment, living things have similar needs.

B. Men live/in different environments.

C. Men interact mentally and emotionally to the objects andlevents in their environments.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL . PERFORMANCE

en their Sing songs and read poems about the beauty of the Children observe their envi- Of beauty environments in-the city and rural areas. Begin patri-. ronments and note the feelings by creatiN otic longs such as "America the Beautiful". See music whichthey experience. .about the.).r textbooks. etation of- (En) Children make decisions about ironment. their feelings of beauty and- Have simulation activities in which father ind mother how to express it in their decide bo buy or build a new home. environment. - What aesthetic environmentwill they be seeking? - What kind of constructionwill they be looking for? Children discover that some

- Pretend tahave small childrenin the family and , people agree and disagree on express a need for "fun space". their concepts of an aesthetic (L-En) environment.

Play act drama scenes of daily care and-cleanliness of home and school environment. Discuss where "dirt" CDRIS from (air, soil, highways, wind, etc.). - Who plays a role in dirtying our environment? -Whose responsibility is it bo clean it up? - How do we feel about what we see? - What shall we do about our sloppyhabits? (En) :t Create new words to known nursery, rhymes and songs to demonstrate the meaning of beauty'in the'enVironment. -What does beauty mean to us?

- Name some beautiful things in'theenvironment that . please you. .P,re there any which recently have suffered abuse? - Let's sing our ne$4, songs and sharebur art produgsti-VJ, (Eii)

45 A- needs. SUPpORTING CONCEPTS A. In any environment, living things have similar LEVEL I-1 B. Men live in-different environments. C. Men interact mentally and emotionally to the objects and events in their environment.

EVALUAT PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

As a result of exposure to the Children can continue probing interest in healthy pleas- Children ,many habitats of man children ing aesthetic environments through library sources. pldring the ways will seek further inforMation .Teachers can help locate books under lourceheadings: their e for pleasureand intereSt pollution, conservation, ecology.'entiironment.;.' through books from the library (En) Children about a selected habitat. y Children can write slogans, jingles, songs or to recite new eicpe stories to express their feelings and edit into class ed from booklets. exposur (En)

Children decorate own stories an&creative work through environmental book jackets. Display in libraiies. (En)

Children cut and paste from discarded magazines oollages to represent man's .choices of seeking habitatswith beauty in mind. - How can we tell others how wefeel about keeping' an environmental beautiful? - How can we learn more about whatpeople elsewhere are doing for keeping their environmentpleasing? (En)

46 1

A. In any environment, living things have similarneeds.

B. Men live in different environments.

C. Men interact mentally and emotionally tottie objects and events in their environment.

TEACHINGLEARNING INQUIRIES EVALUATIoN7TERMINAL TERFORMANCE

Children can continue probing interest in healthy pleas- Children show interest in ex- ing aesthetic environments through library sources. ploring to a greater detail Teachers can help locate books under source headings:' the ways others interact with pollution, conservation, ecology, environment. their environment. rim) Children desire to share the Children can write slogans, jingles, songs or to recite., new experience and ideas gain- stories.to express .their feelings and edit into class ed.from their knowledge and booklets. exposure to the environment. (En)

Children decorate own stories and creative work throtigh environMental book jatkets. Display in libraries. (En)

Children cut and paste from discarded magazines collages to 'represent man's choices of seeking habitats with beauty in mind. can we tell others how we feel about keeping an environmental beautiful? can we learn more about what people elsewhere are doing for keeping their environment pleasing? .(En)

0'1

. /LEVEL 1 2

A. There are a variety of environments, each with characteristic features and life.'

B. Men develop different modes of adaptation to life in different environments.

C. Men seek out objects, events and behaviors symbolic of beauty.

SYMBOLS

L-Land A-Air W-Water EC-Ecology, Plants EN-Environment, and Animals Populàtión

\ 11

There are a variety of environments, eachwith Characteristic SUPPORTINGCONCEP.I;S A. features and life. adaptation to life in different LEVEL 1-2 B. Men develop different modes of environments. behaviors symbolic Of beauty. C. Men seek out objects, events and

EVALUATI( PERFpRMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

each term thildren Organisms are part of Introduce and record on charts or booklets as ecology (see developin4 ecosystems. is introduced, vocabulary related to basic glossary for definitions). vocabu.l a rl (SO Ecology. Children probe into the basic knowledge of ecology and Children ecosystems, and discover and unders ban! use ecological vocabulary. . they begi] context a)

49 I t

A. There are a variety of environments,each with characteristic features and life. adaptation to life in different B. Men deVelop different modes of environments. behaviors symbolic of beauty. C. Men seek out objects, 'events and

TEACHING-LEARNING INQUIRIES EVAIMATION-TERMINAL -PERFORMANCE

Introduce and record on charts or booklets aseach term Children-show interest in is introdUced, vocabulary related to basicecology (see developing new and specific vocabulary dealing with glossary for definitions): (Ec) Ecology.. sic Children show evidence of rnd understanding of words as they begin using it in correct eontext and form.

1. /7

SUPPORTING CONCEPTS mA. There are a variety'of environments, each with characteristic features and life.

LEVEL 1-2 B. Men develop different modes oradaptation.tO life in different envinxmmnts.

C. Men seek out objects, events and behaviors symbolic of beauty.

'PERFORMANCE OBJECTIVES - TEACHING-LEARNING INQUTRiES EVALUAT

Children seek through science Probe Pupil /nvestigations from Concepts in Science // ,Children probes ,to find and to identify for energy concepts on the'fossiifuelsi-coal, oil and ency on sources of energy, to learn how gas. frequent these energies are stored as See pp. 26-27Green plants use and store the sun's our dail natural resources and to dis- energy cover how we utilize them. pp. 28-29 Energy from fuels Children pp. 30-31 Story of ,a piece of coal apprecia pp. 32-35 StorY of-i'dropnf oil role.in pp. 36-37 StorS, of d-bubblenf gas - How did the fossfl fuels get into the ground? Children 7Howcan.we make them.do Work for. us? .which ye - What-things around our homes use. these fuels? -suppay a - Are there evidences (signs) which show we are sumption a' wasting them? - Has anyone eyer been to a coal mine, gas and Children electric-company, or in oil field? If not try to between find audio-visual materials which give the dhildren a vicariOus -experience with obtaining fossilfuels. (Ec)

Cooperate with school custodian in observing, and discussing how the dchool plant is heated, Note which fossil fUels.are used (coal, gaS, oil).

Record data.on cost of fuel, where school gets'supply, how frequently and results of fuel's effectiveness?

. Nobawhether fuel is used for other purposesbesides heating.

Illustrate through art col]agei-hOw fuel residue is released (smokestacke, veielA etc.). 50 Pik,

A. There are.a variety'of environments, each"With charaCteristic

features apd life. ".

B. Men develoP different modes of adaptation to life in different environients. C. Men seek out objects, events and behaviors syMbolic of beauty.

TEACHING-LEMMING INQUIRIES EVALUATION-TERMINAL' PERFORMANCE

, Probe Pupil Investigationi from Concepts in Science II .Children discover the depend-, for energy concepts on the fossil fuels, coal, oil and enCy on fossil fuels and how ga6 4 frequently they. are used in. See pp. 26-27 ,Green plants use anegtore,the sun's our daily living: energy pp. 28-29 Energy from fuels Children display a sense of

pp. 30-31Story of apiece of coal , 4preciation fok nature's pp..32-35 Story of 0-drop of oil role in creating fossil fuels. pp.'36-37Story of a bubble of gas - How did the fossil fuels get into the ground?- Children suggest methods by - How can we make them do work for us? which we can conserve our - What things around out homes use these fuels? supply and reduce fuel cow, -Are there evidences (signs) Which show we are sumption., wasting.them? - Has anyone ever been_tp a_coal mine, gas and ,Children see relationshiPs electric company,Oran oiA field?If not try tO, between fuels and air pollution. find audio-visual.materials Which givethe Children a vicarious experience with obtaining fossil-fuels. (Ec)

COoperate with school custodian in'observing and discussing how the school plant is heated. Note which fossil fuels are uded (coal, gas, oil).

Record data on.cost of fuel, where schocd gets supply, how frequently and results of fuel's effectiveness?

Notewhether fuel.is used for otherpurposesbesides heating. \

Iplustrate through art conages how fuel residue is released (smokestacks, veh-ellt etc4)% (En)- 50 A. <7

each With characteristic SUPPOPSING CONCERTS A. There are a variety of environments, features and life." 1 / i. adaptation to life in dif rerent LEVEL 1-2 B. Men develop different modei of environments. ' C. Men seek out objeas, events andbehaviors symbolic of b auty.

EVALUATION-TERMINAL , TEACHINGAEARNING INQUIRIES PERFORMANCE OBJECTIVES PERFORMANCE

Observe and record how' children s homes areheatedy-how business, and industry use fossil fuels; howfarms, for- .ests and deserts use fossil fuels. -Which fossil fuel is 'Used-mostOften? - How do we getit into the buildings? - Which costs more?--- -How much do we use?. (En) Set up mathematical activitiesdealing with purchase of fuels, cost, transportation,,qc.Simulate grocery store shopping. 7Buy" fueltor outdoor barbecpie or other suggested activiies.Keep record] of pur-chase , costs, how fuel was transported to theNob,. etc. -Where,iiid we gO to get our fuel? ' -What ,did it cost? '-How did 'we transport it? - What otherfuels did we use in our transicgtatibri . (En). Have chil4ren,,relate the importance ofthe automoble, the advantages, and the disadvantages thefuels it uses, and its relationship to air pollution. -Why is' it important for "to know in how many ways we .use fossil fuelsr -If we know it takes a .ySry long time todevelop them,)how can we prevent our usingit all up in our lifetime? -How.bafi. we seve our fossil fuels and use them

. 'wisely? -What ,into the air as the fuel burns (unburned ,fUel particles and. sulphUr oxide, etc.)? .9re the newer .cars doing a betterjob of controlling . ty;:k a -9

A. There are-a variety of environments, each with characteristic SUPPOffr INC CONCEPTS _ . features and life. ' LEVEL I-2 B. Men develop different modes of adaptation to life in different environments.

. C. Men seek out objects, events and behaviors symbolic of beauty. ,

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

- Could we walk or ride bicycles to closeplaces instead of using the car? Where? .4 - Can we share rides with others? -Do we have bus or train service?. -What other ways can we cut downon using fossil fuels in cars? (A-En)

'o each with characteristic SUPPOPTING CONCEPTS A. There are a variety of edvironments, features and life. adaptation to life in different LEVEL I-2 B. Men develop different modes-of environments. and behaviors symbolic of beauty. C. Men seek out objects, events

EVALUATICN-TE TEACHING-LEARNING INQUIRIES' PERFORMANCE OBJECTIVES PE

Concepts in Science II Children show, Through study and investiga- Probe pupil investigations from to discover'that light is aform of energy. light and dark tion of science textbooks : activities whi children discover that light See pp. 58-59 Light'from combustion' Light from electricity formed.in each is a form of energy and it pp. 60-63 . pp.64-66 Light from the sun, ' can be gotten through com- Children show pp. 67-69 How lighttravels bustion, electricity or thefr dependen pp. 70-72 Reflection of light direct sunlight. during their e T. 73 The eye as the organ of sight pp. 74-75 Colors in light - What happens on athick, cloudy day when sunlight Children imagi cannot be seen? ,like to be in - How does it affect yourfeelings? How does it work. affect the temperature? 4.-Do you know of large cities where smog coversup the sunlight? - How vxmld our.evening habits change if there were not light from electricity, candles orother form of light producers? - Why is it importantto know where our light comes from? - What would happento us if there were no light? (Ec) /i each with charaieiteristic A. There are a variety of environments, features and life. adaptation td, life in different B. Men develop different modes,of environments. and behaviors sYmbolic of beauty. C. Men seek out objects, events

TEACHING-LEARNING . INQUIRIES EVALUATION-TERMINAL IVES 111, PERFORMANCE Children show_awareness for in Science /I , investiga- Probe pupil investigations from Concepts r to diecover that light is a form of energy. light and dark 'and those xtbooks activities which can be per- See pp.58-59 Lightfromcombustion that light forthed in each dimension. y and it pp.60-63 Lightfromelectricity pp.64-66 Lightfromthe sun ugh com- Children show awareness on ty or pp.67-69How lighttravels. Reflection bf ligt---- their dependency for light 11.11).70-72 during their evening hours. p. 73 The eye as the organ of sight pp. 74-75 Colors in light -What happens on a thick, cloudy daywhen/sunlight Children imagine what it is cannot be seen? like to be in a lightless - How,does it affect yourfeelings? How does it work. affect the temperature? - Do you know of largecities where smog covers up the sunlight? - How would our eveninghabits change if there were not light from electricity,candles or other form of lightiproducers? - Why isit important to know where our. light comes from? - What would happen to usif there'were no light? (Ec)

Pr SUPPORTING CONCEpTS A.. There are a variety of environments, each with characteristic features and life. -

LEVEL 1-2 B. Men develop different modes of adaptation to life in different environments.

C. Men seek out objects, events and behaviors symbolic of beauty.

PERFORMANCE OBJECTIVES- TEACHING-LEARNING-INaI-;(71. EVALW

Children will increase their Probe pupil investigations from Concepts in Science II Childrc understanding of varied envi- to discover the characteristics which .enable certain for_a ronments throughintense study plants to live in different habitats. and thc of certain habitats of plant See pp. 166-167 Fresh water plants in thei life. pp. 168-169 *.Desert plants° pp. 170-171 **Plants of the Moist woodlands Childrc .pp. 172-173 Ocean plants' underst pp. 174-175Land plants edness pp. 176-177Algae througl pp. 178-179 ,Fungiand lichens pp. 180-181Mosses and fernt pp.111132183- Seed plants - p. 184 Trees - What happens to plant life when we removeit from its natural'habitat? ". - Can we move from our natural habitat andsurvive? - Can we grow any kinds of plantsanywhere? - Can some plants grow without our help? - What does carrying capacity have to dowith plant ecology? (See glossary). ;What is an ecosystem? (Ec) -

54 1).

iCEPTS There are a variety of environments, each with tharacteristic features and life. Men develop different modes of adaptation to life in different environments.

C. Men seek out objects, events and behaviors symbolic of beauty.

BJECTIVES TEACHING-LEARNING IN'QUIRIES EVALUATION-TERMINAL PERFORMANCE

increase their Probe pupil investigations from Concepts in Science II Children show appreciation of varied envi- to discover the characteristics which enable certain for a variety of plant life ugh intense study plants to live in different habitats. and their ability to adapt bitats of plant See pp. 166-167 .Fresh water plants in their environment. pp. 168-169 Desert plants pp. 170-171 Plants of the moist woodlands Children develop increased pp. 172-173 Ocean plants underatanding of interrelat- pp. 174-175. Land plants edness of man and plants pp. 176-177 Algae through plane-investigations. pp. 178-179Fungi and lichens pp. 180-181 Mosses and ferns pp..182-183 Seed plants p. 184 Trees - What Iv pens to plant life when we removeit.from its r...:ural habitat? -Can we move from our natural habitat and survive? -Can we grow any kinds of plants aniwhere? - Can some plants grow without our help? - What does carrying capacity have to dowith plant ecology? (See glossary). - What is an ecosystem? (Ec)

NO,

54 A each with characteristic SUPPORTING CONCEPTS A. There are, a variety of environments, features and life. adaptation to life in differen LEVEL 1-2 B. Men develop different modes of environments. behaviors symbolie of beauty C. Men seek but objects, events and

EV PERFORMANCE OBJ VES TEACHING-LEARNING INQUIRIES

investigations from Concepts in Science II Chi As children probe into the ProbePupil life cycles of a plant tral interrelationship between man to gain information on the basic eye and.plant life, they will be- and itsyarious- functions. Investigating grass plantS gin an appreciation for a See pp. -78=79 pp. 80-81 Seeds of different kinds of plants Chi dependence on green plants. whi pp. 82-84 p,lants live and grow Pp.85-90Parts of Plants and their functions are pp. 91-93The growth of a tree Chi pp. 94-6-5 Food from plants ciz Have children list or illustrate those partsof plants of with which they come in dailY contact (food,etc.) . -Have children illustrate some oftheir science inVesti4ations. Display it or put it into booklets. What does a life cyclemeins?t,\ -What linds of plants do we- eat daily? Whole plant or part? -Can we live without plants? (Ee)

Construct models pf various landforms todemonstrate how plants adapt to their environment. (See textbooks). (Ec) A. There are a variety of environments, eachwith characteristic features and life.

B. Men develop different modes ofadaptation to life in different environments. behaviors symbolic of beauty. C. Men seek out objects, events and

TEACHING-LEARN/NG INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Probe ,pupil investigations from Concepts inScience II Children describe and illus- to gain information on the basic lifecycles of a plant trate the meaning of a life and its various functions. cycle of a plant. See pp. 78-79 .Investigating grass plants Children isolate those plants pp. 80-81 Seeds of different kinds of plants which are edible and which pp. 82-84 Plants live and grow pp. 85-90Parts of plants and their functions are not. pp. 91-93 Tile growth 'of a tree Children discover and appre- pp. 94-95Foodfrom plants ciate the plant food habits Have children list or illustrate those parts ofplants of other children. with which they come in'daily contaCt (food, etc.). -Have children illustrate Some of theirscience investigations.Display it or put it into booklets. What does a life *le Mean?' 7What kinds of plahts do we eatdaily? Whole plant or part? -Can we live without plants? (Ec)

Construct models of various landforms to demonstrate how plants adapt to their environment. (See textbooks). (Ec) -^

55 A - A. There are a variety ofenvironments,, each with characteristic. SUPPORTING CONCEPTS features and life. LEVEL 1-2 B. Men develop differentmodes of adaptation to life ,in different environments. C. Men seek out objects,events and behaviors symbolic of beauty.

EVALUM PERFORMANCE OBJECTIVES TEACHING7LEARNING INQUIRIES

Children will seek information Probe pupil investigations from Concepts in Science II - Childrer to conceptualize adaptation to to discover how some animals adapted totheir environment animals Through text- through the ages an d survived while other became ex-- extreme' environment.: climate: boCk probeand films they tinct . will learn how some animals See pp: 150-151Plants and animals of the coal age tropica adapted and survived while pp. 152-155Before the coal age others became extinct. pp. 156-157Plants of the coal age Childrer pp. 158-163Anima ld' of the Coal age adapt 'mc - What is ahabitat? .(see glossary) environr - What is a limiting factor? knowleds - What limiting factorsin the environment caused heating the extinction in some species of animals? wearing (Ec) Childrel discove: Visit local zoo and/or museum to note placardswhich__ indiCate that some animals- will become extinCiwhile and thu: others are still in danger (endangered specials), extinct. - What limiting factorsare animals faced with today? (Man's abuse of 'environment such as indiscriminate use of pestioides, clearing the landsfor housing development and thus destroying animal homesand ecosystems, etc.). (Ec-En)

Show film and 'pictures of' pelicans or4other wildli-fe and analyze the problems which lead to theirextinction. -What kinds of animals survived from the 'old ages (some reptiles arid cockroaches) . - Some animals live inhot .and some live in cold climates.What would- happen if the artic got real warm and the jungl:4 became realcad (Man tampers with temperature 'Clihriges by use of atomicinventions) .-Can man live ip both-hot and cold climates? .;

There are a variety of environments, each withcharacteristic features .and life. Men develop different modes of adaptation to life indifferent environments. Men seek out objects, events and behaviors symbolic ofbeauty.

TEACHING-LEARNING INQUIRIES EVALUATIONTERMINAL PERFORMANCE. Probe pupil investigations from Concepts in Science II Children realize that some to discOver how some animals adapted totheir environment- animals can survive in 'only through the ages and survived while other became ex- extreme hot or extreme cold, tinct. c&mates (penguins v.s. See pp. 150-151Plants and animals of the coal age:: opical birds). \ pp. 152-155Before the coal age pp. 156-157Plants of the coal age Children discover man can Vi pp. 158=163AniMals of the. coal age adapt More readily to various -What is a' habitat? (see glossaili) environments because of his '- -Wha isa.,.j.imiting factor? knowledge about cooling and : -What limai,ng factors Nixn .theo environment caused I heating facilities and about the extinciion in soMe species ofanimals04 1wearing appropriate clothings. (Ec) Children seek information to discover, whether man is alter= Visit Vital, zoo and/or museum to note placardswhich ing animals natural habitats indicate that_some animals Will become extinct while and thus creating a potential others are still in danger--(endangered extinction risk. =What limiting factors areanimals faced7iwiti.h today? (Man's abuse of environment:3*th as indiscriminate use of pesticides, clearingAlle'lands for housing development and thud deseroYing animalh9mes'and ecosystems, etc.).- '(Ec-En)

_ Show film and,pictures of pelice-ns or other wildlife and 'analyze the problems which lead to their extinction. -What kinds of animals -survived froM the old ages (some reptiles and cockroaches) -Some animals live in hot and some live in cold climates.What would happen if the artic got real' warm and the junglAs became real cold?(Man tampers with temperature 'Changes by use of atomicinventions); . 7Can man live in both hot and .cold.climates? ; 0

%Mt , SUPPORMING CONCEPTS ''A. There are a variety of environments, each with characteristic features and life. ...._.; B. Men develop differ-ent modes of adaPtation to life indifferent LEVEL .17-2 , environments.

C. Men seek out objects, events and behaviorssymbolic of beauty.

,..EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEAMING INQUIRIES PERFORMANCE-

r,-,.-How do we adapt?

Illustrate man adapting to his environment (clothes, shelter); (Ec-En

czi

^' ' 9.

SUFPORTINd CONCEPTS A. There are a variety of environments, each with chdracteristic features and life. ->

_LEVEL 4'7' B. Men develop different modes.of .adaptation to life in different. environments. Men seek out objects, events and behaviors symbolicr--4 oi: beauty.

PERFORMANCE 08JECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TE 'PE 's

Through investigations chil- Probe pupil investigations from Concepts in Science -II Children concc dren learn to observe and re- . to prove that animals depend on green.plants for food , ...food_chain_cyd cord ificidents of food,chains, directly or indirectly._ trating invest and its meanings for.the bal-,-- see lip. 98-99 Food chain of the sea their sciende ance of -nature. :They inves-. pp. 100-103 Food for your breakfast s tigate ihterferences with pp. 104-107_ Various dnimals and the foods they eat Children make food chains, and the 4dmiting pp. 108-109 Oysters and .how their 'grow specific ncitl factors of the ecosiistem. pp. 110-111 -Oysters and their enemies 6 piper iences_ ir , . pp. 112-113 Earthworms and their-value to man_ obserVed breai pp. 116-117 Food for ell the food chain - Can we illustrate some of our -investigations and the. oonceptl we haVe learned? Chiidren share -How do we dePend -on earthworms? oysters? _ riences_which (Et) -, 7 to action to .1 := spray ing . . . Begin a study on a body of water, either ocean,-river, pond, lake'or stream -(depending on where a chtld lives). -Have,children observe and discuss whet goes into a hab-

, _ itat (plants r- aniials ,food , air, , etc . ) . Note evidences -of dependencies of life -forms on each ,other. \ Have children view films which illustrate life tn a lakelPp;" rivex, etc.). -What" eXeMPies .of food .chains did we observe? -What did the fish eat? - How do we add to its food -chain when we dangle a worm at the end of a pole in ,front of him?. 47. 1-HoWr.does he become part of our.-food chain if..we

6Adg the% fish?. . =

, . List all life forms am:mm-0 in the body of water

II, , .. studied -

. . . \. ay&

DICEPTS A. There are a variety of environments, each with characteristic features and- life. B. Men develop differentniiide's of adaptation to life in different environments. C. Men seek out objects, events and behaviors 'symbolic of beauty.

MJECTIVES TEACHINO-LEARNING INQUIRIES - EVALUATION-TERMINAL PERFORMANCE stigations chil- Probe .upil investigations from Concepts in Science II, Children concePtualize the obsorve and re- to provthat animals depend on green plants for food food chain cycle by illus- ts of food chains directly indirectly. tAting investigations from ings for the bal- See pp.98 9Food chain of the sea their science textbooks. re..They inves-- pp. 100-1 Food for your breakfast ,erences with pp. 104-107Various animals and thefoods they eat Children make references to Ind the limiting pp. 108-109 ste;i.and.how they grow specific incidences in'-their e ecosystem. pp. 110-111Oysters and their enemies experiences in which they pp. 112-113 Earthworms and their valueto man observed bre.iking a link in pp. 16-117Food for all the food chain. 4-Can we illustrate some of :our inveptigationsand the concepts we have learned? Children share those expe- - How do we depend on earthworms?oysters? riences which reveal a call (Ec) to action to indiscriminate Begin a study on a body of water, either ocean, river, .spraying. pond, gl.a.ke or stream.,(depending on where.,-a child lives). ,Have children 'observe and discuss what goes into.:a hab;- itat (plants, animals, food, air, etc:).Note eiridenCes of dependencies of life forms oh each other: , Have children vieW films whiCh illustrate life in a '7" lake(ppnd,_river,_etc.). -What examples of foOd* chains did we observe? -What did-the fish eat? 2_ How do we add to its- food chain'iyhen we dangle a'.

worm at the-end of. a. pole in front of him? - - How does he become part og our food chainif we_ 0 catolt-the fish? , .

.0 . List all life forms obssenvAd in the bocly of water studied.' , t 58. . (W7Ec) with characteristic SUPPOffING CONCEPTS There are a variety of environments, each -features and life. Men develop different modes of adaptationto life in different LEVEL 1-2 . -environments. Men seek out objects, events andbehaviors' symbolic of beauty.

- TEACHING-LEARNING INQUIRIES VALUATIONTERAINAL PERFORMANCE OBJECTIVES PERFORMANCE

Set upan aquarium in the classroomand/or home. Start with fresh water (settle for 24 hours) andsandy soil. Introduce water plants and finally addfish and snails, one day apart.See textbooks for the manysuggesticins .for fooedhain observations. 1-low "real" is this syntheticenvironment? - How long willlife continue in a fishbowl? , - How is lifedependent in the bovil on us? (changing the water, aeriating the water, adding aquaplants). , (W-Ec)

Begin study on a selected landscape."Fingerprint" a marked off piece of ground on theplaygrOUnd or'wherever a child can find to observe'and study.plant and animal life. -What -various kinds of plant-lifergrass,flower, shrub, tree, etc. do we observe? -What an.iMal life (bee, Spider, ant, bird,etc.),

dowesee?. - 7What difference -in topography,elevation, erosion, litter or unusual ephenomena.can We observe? 0 i,-What evidences of pollution,canwe.obierve?

, Draw and illustrate "TheFingerprine.. Compare one week 0 or-one-.-mont-h--laters 7Note observable changes (brownedgrasS, floWers blooming, dry leaves, etc.),. ----=what-abuses-are-evident? new growth and care of area is visible?.

"Fingerprint" places elsewhere after schqol or onweek- , k _ends at friends and relatives ,homesor,city aree. ,09 characteristic SUPPORTING CONCEPTS A. There are a variety of environments, each with features and..life.

life in different _ LEVEL I-2- B. Men develop different modes of adaptation to environments.

C. Men seek out objects, events and behaviorssymbolic of beauty.

EVALUATION-TEiMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

- Do we "see" more than wedid-before when_we-are asked to-look for a specific thing? - Hew can we tell others aboutwhat we observed? - Are we able to see theentire food chain in action? - What is hidden from ourview? (L-En)

Introduce the idea of interference of the food.chain through the utilization of pesticides. - When is a pest a pest? - When we spray to eliminate theaphids from planfs are we harming the ladybug beetle tab? Eow? - What would happen to,the unWanted pest population if we eliminated some of natures' natural "pest

6bntrol".insects? - - What would happen to our. foodchain? '-Draw a picture of a link of chains with one link missing. (TrEc)

Discuss herbicides and our need to keep'"weeds" from

taking over' planted crops. . -Ho-w are earthworis affected by herbicides? -When we spray to get rid of unwanted plants (weeds) in our yards or gardens or farms what are we doing to all the small animals in the soil? --H6w are we breaking the food chain?

Socio-drama - create short.sketches in which children take part as earthworms Or small animals being sprayed. (L-Ec)

40,

. 60 _ 3 each.with characteristic SUPPORTING CONCEPTS A. There are a variety of enVironmenis features and life. in'different LEVEL 1-2 B. Men develop different modes of adaptation to life environments. Men seek out objects, events and behaviorssymbolic of beauty.

EVAI PERFORMANCE OBJECTIVES. TEACHING-LiARNING INQUIRIES lahrough simple experiments, Experiment with soil.erosion. On theplaygronnd, find Child children develop the ability two slopes of,land7one with plant covering and onewitiC urali to,comprehend cause and af- barren soil. Using .one 4uart.of water pour.gently froM to th wind, fects of 'natural and physical a sprinkling can on each slopesSeparately. phenc geological erosions. - Note the flow>of water and whereit goes on eech plot:C?f lend. Child - What is happeningwith-the waterand with.the soil? altex - If'no playground area-is aVailablein the classroom': meet Use tux) non-leaky tubs e&.boxeswhich have a:V- place nick oropening at one end: .Fill one box or tub in el with'sod or'portion of lawn and fill the other with soil- Repeat.sprinkling* above but tilt chile Have a catCh.b.asin ' the boxes to.get a slope. for c available so that children can observe erosion whici taking place. to be -Where does the water come from?, ly tc ..-Where.does the soil go? lems. &See One piece' of.g.round have plant life on It and another does not? Chile utere? how? =Did man Create barren soils? planf (L)

Find exaMplWof,soil erosion at SChool site, hcale or community-.Obserireeroded areas after-light rains and

- , . heavy rains. '..:.`-. - What.holdsWateir'in.soil with plants? (roots. and . . capillary adtion-Of:weter) I .,. -What-hapiensLto water_when_we_allow grass_to_die on our lakme or We step and trample on .green.plents

. . in fields?, -';'. . ",-Whathappenswhen.trees'-alt.edoutAfrom forests-,

. and the.lind is leIt barien?- . .

. -If a farmer doesn't practice contour farming Irows. follow contour of land) where'does the water wash ve.

There are a variety of. environments, each withcharacteristic -features and life. Men develop different modes of adaptation tolife in different environments. Men seek out objects, events and behaviorssymbolic of beauty.

TEACHNG-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Experiment with soil erosion. -On the playground, find Children discover that nat- two slopes of land-one with plant covering and onewith. ural erosions take place due barren soil. Using one quart of water pour gently from to the natural forces of a sprinkling can on each slopes separately. wind, rain, and other.related phenomena - Note the flow of water andwhere it goes on each plot of land. Children discover that man -What is happening with the water and with the soil? alters his environment to -If no playground'area is available in the classroom: meet his needs aid at times Use two non-leaky tubs or.boxes which have a V- - places a significantrole Fill one box or tub nick pr'opening.at one end. in eroding soil. with sod or portion of lawn and fill the other ... with soil. Repeat Sprinklinglas above but tilt Children question the nedA the boxes to get a slope. Have a catch basin for gratifying our wants . available'so that children can observe erosion which causes so many trees taking place. to be destroyed and ultimate- -Where does the water come from? ly to lead to erosion prob-' - Where does the soil go?. lems. - Why does one piece of groundhave plant life on -it'and al.:Other-does not? Children seek conservation - Did man create barren soils? where? how? plans for use of paper. (14

Find examples of soiferosion at school site, home or community. Observe eroded areas akter4:ight rains and heavy rains.

-What holds water in soil with plants? (roots and . capillary action of water) ----What-happens to-water_whert_we_allow_grass to-die on our lawns or we stip and trample on greenplants in fields? .-What happens when tree s are cut out from forests and the land is left barren? , -If a farmer doesn'tpracticecontour;farming (rows : follow contour of land) where does,the water Wash SUPPORTING CONCEPTS A. There are a variety of environments, each with characteristic features and life.

LEVEL I-2 B. Men'develop'different modes of adaptation to life in different.' environments.

C. Men seek out objects, events and behaviors symbolic ofbeauty.

.EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING7LEARNING PERFORMANCE

away the soil? --Examine riverS or streams nearby to detect "silt"-

jOil washed away from farms, barren fields and . forests. - What happens to soilwhen it is covered andLuncover-

ed when it rains? . . (L-En) -- Examine pictures and films of deforesation. Note examples of erosion. .Explain the meaningof loss of needed watersheds.for storing needed water supplies for later.use. -Why did we cut down the trees intheforest?_. - Why do we have to cut soMany? (far example 47 trees,35-40 years old equals one Sunday editiOn of Los Angeles Times). -The more trees we cut down the greater, the paten-

. , tial of erosion. Howcan we'cutthe need for so many ,tiees? (L-En)

.Each time we buy a newspaper or use'an article made_of. paper, more trees have to bedestroyed. Explore with children the idea of recycling paper goods. Have -children make.suggestions for reuse or recycle or paper goods (collect newspaper,.shop with reused paper_sacks, etc.).

.Set up conservation standards for classroom uses Of

. pap \e r. . - 7How, can we useour. p, aper:to its_maximum?- 7What other uses can We'make of used paper? , .7Where will' we locate paper.to'be re-used? --Who will be in charg.e?.?, -62 (En) 6660

There are a variety of environments, eachwith characteris SUPPORTING CONCEPTS features and life. life-in, differ LEVEL I-2 B. Men develop different modes of adaptation to environments. -- C. Men seek out objects, events and behaviorssymbolic of beat

PERFORMANCE OBJECITVES TEACHING-LEARNING INQUIRIES

As a result of collecting and Start, on a-large chart or a bulletinboard; a collection reading articles from magazines of articles and piCttiress whichdepict how man .is abusing and newspapers, children begin green plants.Note whether locale of article is nearby speculation of Consecpiences and suggest children take field tripswith parents and when green plants are limited iriends to "repore! through their eyes what:is happening, 6 or polluted. who is causing it,what alternatives mightbe chosen for its elimination etc. Set up article reporters to sort fileand exhibit findings. (En) with characteristic :EPTS There are a variety of environments, each features and life.

B. Men develop different modes of adaptationto life in di,fferent . environments. behaviors 'symbolic of beatity. C. Men seek out objects, events and

mmilimmmr TEAdNING-LEARNING INQUIRIES EVALUATION-TERMINAL ECTIvgs PERFORMANCE

Children-ieack-beyond their -Colledting and Start, on a large chartOra-bulletin board,sa collection how man is abusing immediate environment to re- .s from magazines of articles and pictures which depict nearby port about conditions which children begin green plants. Note whether locale of arti,cle is exist which might result in consequences and suggest children take field-trips with parents and happening, problems with green plant ts are limited friends to 9report" through their eyes,what is who.is causing it, what alternatives might bechosen for life which may affect them directly or indirectly. its elimination etc.

Set up ,artic0 reporters to sort file andexhibit findings. \ (En)

63kr SUPPORTING CONCEPTS A. There are a variety of environments, *each with characterist

features and _life . . differ LEVEL I-2 B. Men develoi' different modes of adaptation to life in

, . . environitients. . . , . , . C. .Men seek out objects, events .and behaviors symbolic. ofbeau .

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

, Men have different customs Have children view notion.pictures, from' the local and norms of behavior, in dif- school district depositorybf how children live in other ferent environments. lands. Be expecially alert to clothes.,-- housing, customs arid habits_and -daily living. a :a After viewing audio-visual ;-How does .Man adapt...ta.weather, climate and topog- materials on children's cus- raphy? toms and ways of living, the -HOw.does man seek his food clothing and shelter? students recall those eyents -How does he borrow and use natural resources from. and objects which appear to his environment to sustain life? be important for most children. Haire Children, depict scenes and activities which reflect the gathering. of _food- supplieOr the building .of shelters and-the customs of thanksgivings. (En).

;

Have, children selea to recreate, draw.7or modei in clay .- one particular facet of daily. living(e.g.. getting waterr_ dam, well, faucet,. etc.) which reflect custorii rather t than need., (En)

; Compare man's adaptability to livinganirwhere in the . world *with a polar bear's adaptability to live only in' col& climates, aAd a camel's adaptibility to living in warm dry Climates. -Why can we adapt whtle animals do not? -HOW do we help the zoo animals such aspenguins, camels - et? . adapt -to - our --local-climate?_

If possible visit zoo for further studyof adaptations.

a -

A. There are'a variety of environments, each with' characteristic features and life.

B. Men develop different modes of adaptation to life in different environments.

. Men seek out objects, .7ents and behaviors symbolic of beauty.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL

1 PERFORMANCE stoms Have children view motion pictures, from the local . Children infer the generalization, that customs and in dif- school district depository of how children live in other rands. Be expecially alert_ to clothes, housing,' customs cultural activities arise and and-,habits and daily living. are influended by the habitat isual -How &es° man adapt to weather, climate and topog- and the ecosystem in which 'scus- raphy? they live. ... ng, the -How does man seek his food clothing and shelter? events -How does he borrow,and use natural 'resourcesfrail ear to his environMent to sustain life? chi ldren . ..Have childreri depictiscenes and activitieswhich reflect the githering of food supplieS, the building of shelters and the customs of thanksgivings. (En)

dave children select to recreate, draw or model -in clay one particular facet of daily living ,(w.g.getting water: dam, well, faucet, etc:) which'reflect custom rather than need. (En)

Compare man's adaptability to living anywhere in the c. woild With a pelar bear's adaptability to live only in 'cold climates and a camel's adaptibility to living in warm dry climates._ -Why can we adapt-while animals, do not? -Howdo we help the'zooanimals such as penguins, camels, etd. adapt to our local climaie?

If poSsible fOr further study of 'adaptations.

(En) .

J a or

witli characteristic SUPPORTING CONCEPTS There are a varieti of environments, each featuieS and life. adaptation to life in different 1;EVEL 1-2 ' Men develoP; gifferent modes of environments.

C. , Men seek outobjeCts,events and behaviors symbolic of beauty.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-,LEARNING INQUiktiev, 'PERFORMANCE ,.':° ./(

, -...- , Children gain .appreciation Through discussion, children amine social science textbOOke and ,resourcebooks for the inirentiveness ,of suggest 'trays in which the ich illuStrate customs end habits of. different groups : natural resources in the en- of people living in different habitats using natural people in other landi for developing those games and vironment enhance the custom's resourcesi of ;soir, -water, 'air, fossilfuels, 'woodland ._ .. activities which make life and norms of different peoples. and wildlife. r - Which resources are mainly usedfor daily living? ple as ant and relaxing . - What evidences of misuse6f-resources do we See? - How does the availabilityof resources alter or ' ecihance customs?

1 . Have cl4ldren note the kinds of games children playand what resiOurces are used. (En)

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- r

r . - - SUPPORTING CONCEPTS A. There are, a variety of environments, each with characteristi features-and-life-. lilfe. in differe LEYEL I-2 N B Men deverop different modes of adaptation, to environments..' 7 C. Mbn seek out Objects, 'events and behaviorssymbolic-ofbeaut

.PERFDRMANCE OBJECTIVES TEACHING-LEARNINd INQUIRIES - /4

, Through observ+-ionof urban Children observe and record construction of new build- CI -Iiiiing -children learn how,man ing _sites. For health and comfort observe the kinds niodifies hia -na ural environ- of building materials he uses, the'heating and air ment_in order to improve his conditioning units and the 'design and function of roof-: , lines-. ,way of, living. Have children illustrate their findings and classify them according to residential, buSiness,-industrial or recreational.Bind into class booklet.

Have children observe how man obtains water for his . needsfor, irrigation, industry, , home Zan(' recreational use. 'Contrast the method in differenthabitats such asdesert, forest, seashore, .urbanand/rural settings. Does lifeappear harder In ;the city or in the

country?. . .1 -Are living problems in the City dgfferent than ,thOse of bountry living? -What .ways does manhal;__tochange to adap to city, environments if he should move from' the country? Do we move our residence about frequently? ow many of us have moved in therlast year? How o ten?From Where to where? ..5,

- --Wh t changes Were hardest.to make*? I . \ ,1 -What new advahtages do you enjoy over anothei of living? (En)

t '

'""7*

. ONCEPTS A. There,are a

B. Men develop different modes of adaptation to life in different

. environments. .

/ Men seek out 'objects, evli: and behaviors,srbolic of beauty. pajEcTIvis, TEACHING-LEARNItiu INQUIRIES EVAWATION-TERMINAL'H_ . i PERFORMANCE rvation of .urban,, Children obserVe and record Construction of new build- Children contrast and com- ren learn. how Man ini,Sites. For health and comfort obServe the.kinds pare various living habitats natural environ-. of-buildinq.materials^he uses, the heatingAnd air of man and recall the dhanges r to iMprove his conditioningounits and the design and-function of roof- one has to Make-to adapt to the new envIronment.- g. lines. .

Have children illustrate'their findings and.classify Children increase their un- them according to residential, business, industrial or derstanding towards the prob- redreational. Bind into class booklet. .1ems those children in the (En) .class fad& who have moved recently,or have had made - . L-several moves In adapting to Have children observe how-man obtains water for his their new envirohMent.. needs for irrigation, industry, home and recreational ° 1, use. COntrast the method in different habitats such as desert,.forest, Seashore, urban and ruralsettings. '-1Does life appear harder in the cit3j or in the country?. - Are livinq'problems In the6ity different than those of country.living? . , . -What-ways does man have to change to Adapt to city 'environments if he should move'from the sountry?

- po we moveour residence aboutfrequently? . - How many of'Us have moved in the last year? How 'often?, From 4-ere to where? - What.changes were hardest to make? .7What new;advantiges do* you enjoy over Ahother way of living? (En)

- , eachwith charact4 SUPPORTING CONCEPTS A. There are'a variety of environments, features and life. adaPtationto life ind: LEVEL -1-2 B. Men develop different modes of environments. C. Men seek 'out, objects.events and behaviors, symbolic of

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

disPlay -in classroom or People prefer and select ob- Have children select plants to theroomenvi- jectssyinbOlicof beauty. . at home which will add aesthetically to ronment.. (En) Children gather information about their own habits and collages',and customs and display through Have children create art, prints, posters, which they the mosaics, which use plant, seed or rock and a multimedia approach, display as. alternatives they have in have the opportunity to select and to, . selection of natural resources room, environment. ' (En) in order to enhance or perpetuate the dignity of their standards customs and norms of behavior.---Develop prideforroom care by creating room for cleanliness, \rUles forrefuse disposal and in general: a.reaponsibility for given portions oftime. to be, chairman.. (En) t-

0. cz.

A. There are a variety of environments,each with characterisiic ---fditures and -11fe. adaptation to life in different B. Men. develop different modes of envzronments. behaViors.symbolic of beauty. C. Men seek out objects, events and

TEACHING7LEARNING INQUIRIES SVALUATION=TERMINAL PERgORMANCE

-Chilften create and display ct ob- Have children select plants to'displayin classroom or those articles from the nat- ty. at home,which will add aestheticallyto the room enviT ronment. ural environment which re-- ation (En) flect theirtcustams and appre- s and ciation for symbols of beauty. rough Have children create art prints, posters,collages and which they , the mosaics, which use plant, seed or robk and e in will have the opportunity to select and. todisplay as resources room environment. (En) r per - f their behavior. Develop pride for mma cdirbircreating roomstandards for cleanliness, rules for refuse disposaland in general a responsibility for given portions oftime to be chairman. (En) S.

characteristic SUPPORTING CONCEPTS A. There are a variety of environments, each with features and life.

, 1 life inidifferent LEVEL 1-2 B. Men deveiop different modes of adaptation to environments. C. Men seek out objects, events and behaviorssymbolic of beauty.

EVALU PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES - and de- Childr Man reflects his feelings Have children i1pect playground and buildings behavi about beauty throUgh his cie upon the merkts of beauty related to area. by red 1;ehavior. - Do we like what.we,see? - Do we-wishto/Make changes? selves others Through observation of their - What can be doneeodhomically, legally and within ties, 'immediate environMent, chil- the rules-of$fii4echoolground and buildings? mote a dren begin' to support those - How canwe*ke sure other children will become aesthe activities which/create a -11Ware of/ali'the unique beauty of our environment? healthy and clean environment - How can weinVolve them to protect and preserve

its beauty?' . aesthetically: ! we show others what mighthappen if none of/us cared about, what.our immediate.environment looked like?

/ . (En) /.

rt.

- . . e A. There are a 4ariety of environments, eachwith.characteristic features and life.

B. Men develop different modes of adaptationtolife in different environments.

C. Men seek,out objects, events and behaviorssymbolic of beauty. yks TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL' , PER'FORMANCE

Children demonstrate their elings- Haye children inspect playground and buildingsand de- behaVior for responsibility h his cieupon the merits of beauty related to area. by reaching out from them- - Do we like what we see? - - Do we wigh to make changes? selves and sharing with others those Ideas, activi- of their -What can be done economically, legally and within ties, and beliefs which pro- nt, chil- the rules of the schoolground and buildings? rt those - How can we make sure otherchildren will become , mote a healthy and clettn aesthetic environMent. eate a. aware of all the unique beauty of ourenvironment?' nvironment - How can we involve them to protectand preserve its beauty? - How can we show others whatmight happen if none of us cared about what our immediate environment. looked like? (En)

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SUPPORTING'CONCEPTS A. There are a variety of environments, each with characteristic features-and.life.

LEVEL 1-2 B. Men develop different modes of adaptation to life in-different environments.

C. Men seek out objects, events and behaviors symbolic of beauty.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Through clarification responses, As opportunity arises teach the children the valuing Children develop the skill' children learn to distinguish process. Use the environment as a vehicle.. of the valuing process by , and make selections among al- putting to use the various ternatives of behavior tOward Observe a given Situation (an eroded playground or a clarifying questions which an aesthetic environment: broken limb of a tree Or a marred.building, etc.) lead to acts of decision- -Was this phenomena our choice? making and for accepting -Were there other' alternatives.available? responsibility for their , - What consequenes would eachalternative result in? decisions. -Are we pleased.with this.choice (or sltuation)? -Are we willing to show pride AbOut.this? -Will we do something about this.choice? -Will we continue.making this choiCe? - Can we accept responsibility for ourdeciSions? (En-L)

' LEVEL 13 ,

A. Life and environment interchange matter and energy.

B. Men utilize the environment to secure their needi:-

C. Men, responding to special environments, create objects and events symbolic of their interaction.

SYMBOLS

L-Land A-Air W-Water EC-Ecology, Plants EN-Environment, and Animals Population

. 70 SUPPORTING CONCEPTS A. Life and environment interchange matter and energy. their needs. LEVEL 1-3 B. Men utilize the environment to secure C. Men, responding to special environments, createobjects and events symbolic of their interaction.

EVALUA .PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Child d All animals depend upon plants Probe personal investigations in Concept inScience Iv edge:Lb directly or indirectly for to develop generalizations thatliving things grow and - and evidenc food and energy.. develop in different environments and that plants animals depend on food chains for survival. reports perimen Through activities involving See pp. 246-249Life in a pond books. investigation of plant and p. 250 Food in a pond pp. 250-253Life in the seas today animal food needs, children ChIld u will be able to comprehepd pb.254-256Animals of the icy seas and describe the meaning of p. 257 Animals of the warm seas Life in the sew _long , long ago quence food chains. p. 261 pp. 262-264The age of invertebrates ducers, pp. 265-269Life on land decompo pp. 270-273 Grasslands in Africa Child i p. 274 Forests, animals and people in samp pp. '275-277 Deserts pp. 278-282Cities action enviro Encoiirage-children to develop responsibility to protect their environient-through continued explorationof Child .r inter-dependence of liiiing-things and the balance- of changes nature. select doing _to. _learn__ more . abalit:-how our. envi-1_. consum _ . -What are-we._ plicati ronment operates? -What are we doirq toapplythe basic facts of ecol--- ogy which we discover in-burtextbooks? ChiLd- (Ec) choice ducing Have children title three separate chartswith headings: througl Producers, Consumers and Decomposers onwhichthey will from n gather and record data on observation of foodchains. cals.

OP producer chart record scenes representing treesq Child grass and green plants whichmanufacture their own ronmen food andwhichuse the energy of light fromthe sun and. in his 71. I And energy. A. " Life and environment interchange matter B. Men utilize the environment to securetheir needs. C. 'Men, responding to specialenvironments, create objects and eventssymbolicof their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE 4

Child displays basic knowl- Probe personal investigations in ConceptinScienceIV edge about food chains as to develop generalizations thatliving things grow and evidenced by written tests, develop in different environments andthat plants and reports and results of ex- animals depend on food chains forsurvival. periments described in text- See pp. 246-249 Life in a pond books. p. 250 rood in a pond pp. 250-253 Life in the seas today Child uses appropriate termi- pp. 254-256 AniMals of theicyseas nology to describe the se- p. 257 Animals of the Warm seas quence of food chains, pro- p. 261 Life in the seas long, long ago ducers, consumers, and pp. 262-264 The age of invertebrates pp. 265-269Life on land decomposers. pp; 270-273. Grasslands inAfrica Child illustrates and br1ngs 274 Forests, animals and peoiale p. in samples of food chain pp. 275-277 Deserts , action taking place...in his pp. 278-282 Cities . . environment: Encourage children to developresponsibility to protect Child reflects, questions or their environMent thriugh continuedexploration of inter-dependence of living things and the balance of changes choices he makes in selecting plant food which he nature. consumes overtly or by im- - -What-areVedoing...to_learn_more about how our environment operates? plicaticin. -What are we doing to apply the basic facts ofecol- we discover in our textbooks? Child displayi awareness of choices society makes in , (Ec) producing and processing food

through reports on articles . Have .children title...three separatecharts with headings: from newspapers and periodi-7 Producers, Consumers And-Decomposers, onwhich they will gather and, record data on obserVation of foodchains. cals. / Child shows concern forerrii- On producer chart record scenesrepresenting participates/ grass and green plants whichmanufacture their own -rorment which his_food chain by volun- food and which use the energy of light fromthe sun'and .._ J

(4, SUPPORTING CONCEPTS A. Life and enyironment interchange.matter and energy. LEVEL 1-3. B. Men utilize the environment to secure their needs. C. Men, responding to special environments,create objects and events symbolic of their interaction.

PERFORMANCE OBJECTIVES . TEACHING-LEARNING INQUIRIES

the marerials froi-ioil and water. .

-How do plants get food for themselves? , - Where'do they store their energy? - What is, chlorophyll? photosihthesis? - What happens when plantscan't receive a normal amount of sunshine? (Ec)

On consumer chart depict scenes of how leaves seedand other parts of plants are eaten by herbivores (plant eater). Also depict two-step carnivore& (meat eaters) who eat the animal which feeds upon the plant. Finally include man and other omnivores (plant and animal eaters) eatfng both animals and plants. - Who eat plants? - Classify parts of-plants in groupswhich are edible (seeds, roots, stalk, flower, leaves). - What happens when.there aretoo many consumers and not enough plant life to eat? - What happens to consumerswhen plants through :pestilence, drought or disease are limited? -Rowdoe& will-choose-to--- eat, (artichoke Or peas)? -How does man's choice affect the growing market, the prices, etc.? (Eo)

On decomposer chart show how the dead animal andplant life remains and the waste products of living things are attacked and consumed by fungi,bacteria and other micro-organisms of decay. Depict-by a cycle, how the. last remains of energy are utilized and returned to their.original components such as nitrogen and carbon to the soil, air and WayAitri (see nitrogen and carbon 72 A

a.,.

A. Life and environment interchange matter and energy. / . B. Men utilize the environment to secure theirneeds. ,

C. ' Men, iesponding to special environments,create objects .

, and events symbolic of their/ interactiion._ _ /

TEACHING-LEARNING INQUIRIES EVALUATIONTERMINAL PERFORMANCE

- the marerials from, doil and )a.ter. teering action for responsible -How do Plants get food /for themselves? behavior.

-Where do tliey 'store their. energy? . -Whis chlorophyll? photosynthesis? -What' happené -when plants can't receive a normal .;famount of sunshine? (Ec)

On consumer .chart depictiscenes of how leavesseed and other parts of plants are eaten by herbivores (plant eater). Also depict two-étep carnivores (meat eaters) who eat the animal which feed's upon the plant.Finally include man and other omnivores (plant and animaleaters) eating both animals and plants. -Who eat plants? -Classify parts of plants in groups which are edible

(seeds, roots, stalk, flower, leaves). . '-What happens when there are too many consumers and not enoughplant life to eat? -What happens to consumers when plants through pestilence, drought or disease are limited? Hoii-ddes-man-detide-whith -Pl-ants -he will "'choose to

, eat, (artichoke or peas)? -How does"man's choice affect the growing Market, the prices; etc.? (Ee)

On decomposer ,ehart show how the dead animal andplant life remains and the waste products of living things are attacked and consumed by fungi,bacteria and other micro-organiems of decay. Depict' by a cycle, how the last remains ! of energy areUtilized and.returned to their original components such as nitrogen and carbon to the soil, air and wets/. (see nitrogen and carbon 72 A Ti

...... _

SUPPORTINd CONCEPTS A. Life ,and environment interchange matter and energy. needs. LEVEL 1-3 B. Men utilize.the environment bp Secure their, .. C. Men, reippnding to'special environments,create objects. and eventi symbolic Of.their interaction.

- TEACHING-LORNING INQUIRIES EVALUATION-TERMINAL PERFORMANOE OBJECTIVES PERFORMANCE

cycle explanation-later and-Also appendix). - What would happenif:there were.not decomposers? s-Are alllmaterials deOcuposable?, - What does bio-degradable.mean? / (Eo) Havechildrin'iliustrate the D44 chain cycle on mural, bulletin boards or models of all.three producers, con- sumeis and decompose 15 in action. (Ec)

. 0

SOPPORTYNG CONCEPTS A. Life and environment interchange matter and energy. LEVEL 1-3 B. Men utilize the environment to secure their needs.

C. Men, responding to, special environments, createobjects and events symbolic of their, interaction.

TVALUATI PERFORMNCE-OBJECTIvEs TEACHING-LEARNING INQUIRIES

Children observe through dis- Probe pupil investigations from Cbnc'elits in Science III The child covery, how living thingéhave7-\to observe- categorize and classify characteristics held displayini specific characteristics and in common for all animal. life. oped mdi tively li fe activities and how they \See pp. 184-188Alive or not alive are dependent on a suitable pp. 189-191 Where living things must live . environment. p. 192 Food for living titings The child pp. 194-208Alike or different coveries ment whid As sumsiarizing.activities children may plan exhibits or result of programs resulting frOm their-studies; display murals ilated fr charts or booklets developed during studies; select a ities. s'Pecific animal or plant to write about or,comparing "live" plants with "plastic" plants to shoW evidenbe one lives- because Of basic characteristic necessary for all plant life (moves, reproduceS, grows., etc.)

Interested children can further expand the leartied concepts bif taking apProaches Of .pullution which may. affect the growth processes of plants and animals. (Ec) A. Life and environment interchange matter and energy.

B. Men utilize'the environment to secure their needs.

C. Men, responding to special environments, create objects and events symbolic of their interaction.

, \ I EVALUATION-TERMINAL TEACHINGLzARNING INQUIRIES . PERFORMANCE

Probe pupil investigations from Concepts in Science III The child participates in

to observe categorize and classify characteristics held . displaying material devel- in common for all animal life. oped individuallY or collectively during science studies. See pp. 184-188 Alive or not alive pp. 189-191Where living things must live p. 192 Food for living thi.ngs The child shares new dis- pp. 194-208 Alike or different coveries about his environment which are a direct As sumarizing activities children may planexhibitsopg.:,..,result of information asSim- programs resulting from their studies; display murals ilated from classroom activ- charts or booklets develOped during studies; select a ities. specific animal or plant to write about or comparing "live" plants with "plastic" plants to show evidence one lives because of basic characteristic necessary for all plant life (moves, reproduces,'grows, etc.)

Interested children can further eicpand thelearned concepts by taking approaches of pollutionwl;ich may

affect the growth processes of.plants and animals. . (Ec).

174 '41

.4t

and energy. SUiPORTING CONCEPTS A. Life and environment interchange matter r.4 their needs. r.,EyEL 173 B. Men utilize the environment to secure C. Men, responding to specialenvironients; czeate.00bjects and events symbolic of their ineraction.

. EVALUATION-7 PERFORMANCE OBJECTIVES WJM:HING-LEARNING INQUIRIES_

-t Child respond Children seek inquiry into Probe pupil investigations from Concepts inScience III 65% ofknowle the nature of plants and how. , -to discover how plants are classified throughpossession .through.test they reproduce and grow in of ommlum structure and to discover how plantsproduce developed by order to accumulate knowledge by seeds and spores. for understanding our depend- See p. 215 What makes a plant green Child shows ency upon plants. p. 219 How plants grow without chlorophyll acting respol . 220 Mold'and fold pp. 223-224Mushroom and similar fungi materialu wil being concert 11% p. 225 Yeast plants -"Use=-And "-p: 226 , Food forfungi - pp. 230-231What is inside a floumr which hell:Vic p. 232 Plants with.cones , process. pp. 236-239 A look inside thestems

Childrencan have "collection corners" from which they can draw upon for art activities such asleaf printing, three-D flower plctures, seed projects, etc. - Are all plants and parts.ofplants perfectly formed? Note imperfections. - How have pesticides played arole for increasing plant growth? -When pesticides destroy the pests eating the plants what happens to the poliulitiOn of insects in the 1 food chain which served as its food? Is it increased?Does it do more damage? ( Ec )

.75

- sa

A. Life and environment interchange matterand energy.

B. Men utilize the.enVironmenttOsecure their needs. 1 C. Men,..respOnding to special environments, Createobjects' and events syMbolicof their interaction.

TEACHING-LEARNING INWIRIES EVALUATI.CG-TERMINAL PERFORMANCE

Probe pupil investigations from Conceptsin Science II/ Child responds favorably to to discover hoW plants are classifiedthrough possession. 65% of knowledge tested of common structure and to discover howplants produce through test instruments developed by the teacher. ge by seeds and spores. See p. 215, What makes a plantgreen p. 219 How plants grow withoutchlordphYll C hild shows oviderice of 4 acting responsibly by sharing p. 220 Mold and fold materials with others and by bp.223-224 Mushroom and similar fungi being concerned for proper p: 225 Yeast plants use and care for materials p. 226 Food for.fungi .pp. 230231 What is inside aflower which help in his learning p. 232 Plants with cones process. pp. 236=239 A look insidethe stems p. 240 Algae

Children can have "collection corners" from which they can draw upon forart-activities sudh as leaf printing, three=D flower pictureS, seed projects,.etc.' -Are all plants and parts of plants perfectly formed? Noteimperfections. - How have pesticides played arole for increasing' plarit growth? -Wheti'pesticides destroy the pests eating the plants what happens to thepopulation/Of insects in the food dhain Whidh served as itsl food? Is it in- crlased?Does it do more damage? (Ec)

;

A s. 7 1

4 SUPPORTING CONCEPTS A. Life and environment interchange matter amlenergy. LEVEL 1-3 4) B. Men utilize the environment to secure their needs. C. Vmen, responding to special environments,create objects and events symbolic of their interaction.

. EVALUATION- PERFORMANCE ,OBJECTIVESi TEACHING-LEARNING INQUIRIES

Children loc Through research of textbooks Have children illustrate the nitrogen cycleby including of the car& and library books children these gollowing factorsvNitrogen_(4/5 of atmosphere)is able to. exp] will become familiar with and useless in its form.First nitrogen.fixing bacteria and environment. outline the principles and a14ae ofithe soii must use it in their life processes generalizations of the carbon and convert it into salts (nitrates).As these nitrates plants absorb it Children 16c cycle and the nitrogen cycle. are released in theaoil, the roots,of and use it in their manufacture of their proteins. Any". of.the nitrc animal then eating the plant will partake of it byway are.able to of the food chain 'process. The nitrogen is then return- environMent. ed to the .soil through excreted waste products orthrough death of the organism. The becterias again begin,the' Children cor cycle. Childfen can uee familiar plants and animals the meaning from the local area to depict the scenes. by excess ce (Ec) luted air ar quences it survival. Carbon Cycle jlave childrervbegin to internalize the carbon'cycle con- Children-der cept by showing cyclic charts whichdepict_the impor-/ standing of tance of man and plant interchanging carbon andoXygen. ing and accl Carbon starts_As green plants, using the radiant energy that some "1 of the sun., manufacture sugar and.starchesfrom-atmpi- neceisary pi .pheric carbon dioxide and water during photosynthesis. These compounds then contain energy as chemiCal energy Children be: available as food.Animals and humans release carbon degrees of I dioxide back in,air or water throughwaste`products. arrive at sc Decomposers break down the products ofwaste.and:,death question - ' and release carbon dioxide into atmosphere.Man also really polll burns fossil fuel (coalcoil) Which become a source of poiSonous pollution.Stress the contribution of carbon to the atmosphere by microorganisms decayingmetier and by burning of fossil fuels icoal, oil, gas) Which come originally.from the air that the.ancient green plants used in photosynthesiemillions of Vits agO.Point A. Life and environment interchange matter and energy.

B. Men utilize the environment to secure their needs.

C. Men, responding to special environments, createobjects and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL-- PERFORMANCE

Have children'illustrate-ihe nitrogen cycle byincluding Children look for evidences these following factors: -Nitrogen (4/5 of atmosphere) is of the carbon cycle and are useless in .its form. First nitrogen fixing bacteria and able to explain it in their algae of the soil must use it in their life processes environment. and convert it into salts (nitrates). As these nitrates are released in the soil, the roots ofplants absorb it Children look for evidences and use it iwtheir manufacture of their proteins.Any 'of the nitrogen cycle and animal then eating the plant will partake of it by way :are able to explain in their' of the food chain process.The nitrogen is.then return- environment. ed to the soil through'excreted waste products or through death of the organism. The.bacterias again begin the Children conteast and discuss cycle. Children can use familiar plants and animals the meaning of polluted air from the lOcal area to depict the scenes. by excess carbon and unpol- (Ec) luted air and what cense- quences it holds for their

let survival. . Carbon Cycle, Have children begin to internalize the carbon cycle con- Children demonstrate under- cept by showing cyclic charts which depict the impor- standing of cycle by realiz- tance of man and plant interchanging carbon and oxygen. ing and accepting the fact Carbon starts as green plants, using.the radiant energy that some "pollution" is a of the sun, manufacture striar and starChes from atmos- necessary part of the cycles. pheric'carbon dioxide and water during photosynthesis. These opmpounds then contain energy as chemical energy- Children begin to questiOn available as food. Animals and humans release'carbon degrees of pollution and to dioxide back in air or Water through waste productts arrive at some answers to the Decomposers break down theproducts of wasteaz-id death 'question - "When is pollution and release carbon dioxide into atmosphere. Man alto really pollution?" burns fossil fuel (coal, oil) which become a source'of poisonous pollution. Stress the contribution of carbon:- to the atmosphere by microorganismsdecaying matter and by burning .of'fossil fuels tcoal, oil, gas) which come originally froi the air that the ancient green plants used in photosynthesiemillions of opts a o., Point SUPPORTING 03NCEPTS A. Life and environment interchange matter and energy. needs. LEVEL 1-3 B. Men utilize Cie enVironment to secure their C. Men, responding to special environments, createobjects 'and events symbolic of their interaction.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHINGLEMING INQUI PERFORMANCE

out the extremely rpftrate/at whichrelease of carbon dioxide is 5nOie talc ng place and its consequence to our environment and cUmate. Recall with the children some incidents of poisonous pollution which took place in Donora, Penn. andLondon, England. (Ec)

4,4

77 A. aft and environment interchange matter and energy. SUPPORTING CONCEPTS : LEVEL I-3 B. Men utilize the environment to secure theirneeds. C. Men, responding to special environments, createobject_ and events symbolic of theki interaction.

PERFORMANCE OBJE:CTIVES TEACHING-LEARNING INQUIRIES

In light of previous under-. Have children learn the terms (seeappendix): pesticides- standings about food Webs insecticide, herbicidt, and fungicide. children will reflect and speculate about thevonse- Give children opportunity to explorethe meanings of guencbs of the use of pesti- ridding unwanted insects from plants(insecticide) of cides: insecticlde, herbicide, ridding unwanted (weeds) plants fromlandscape and fungicide. (herbicide) of ridding unwanted parasites(fungicide) fraim planted areas. -When is a pest a pest? = -When is a weed a weed? , -Whenis fungus unwanted? -When pests are sprayed what happens toother garden insects? -When weeds are sprayed what happens tothe poison which lands on the ground? Are other useful organisms destroyed by the pesticides? -Axe there 'any useful insects? (L-P)

Have interested children gatherinforMation about a specific insect which is ibing harm to a plant ortree and have them report to the class what actionis being taken to rid the pest.

Other children may gather information on waysto rid pests othet than through insecticides such asthe work being done on the Dutch elm disease caused by abark bettle and its fungus infection.Wasps-(see articles in bibliography, Instructor, March, 1971 andRanger Rick, April, 1971) are being imported to feed upon beetles. Also the odor of the female beetle isbeing synthetically produced to help capture the malebeetle. -What action should we fee when we see aninsect in the garden or yard? -Whe.e can we locate more infOrmation about insects, good and bad? (L-P) 7F3 I.

A. Life and environment interchange matter and energy.

B. Men utilize theenvirocinent to secure their needs.

C. Men, responding to special environments, create objects and events symbolic of their. interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TEMINAL PERFORMANCE

,nder- Have children learn the terms (seeappendix): pesticides- Children define accurately 'ebs insecticide, herbicide, and fungicide. the meahings of pest and and weed. lnse- Give children opportunity to explore the meanings of pesti- ridding unwanted insects from plants (insecticide) of Children discriminate be- rbicide, ridding unwanted (weeds) plants from landscape tween unwanted insects and (herbicide) of ridding unwanted parasites (fungicide) those which are useful. 'from planted areas. -When is a pest a pest? Children list choices for -When is a weed a weed? wanted and unwanted plants -When is fungus unwanted? intheir environment. -When pests are sprayed what happens to other garden insects? Children discuss altel4te -When weeds are sprayed what happens to the poison ways to get rid:ofpeiti. Are other useful organ- which lands on the ground? Their choices reflect their isms destroyed by the pesticides? concern for protecting and (L-P) -Are there any useful insects? preserving usefu3 plants and animals in their environnent. Have interested children gather information about a specific insect which is doing harm to a plant or tree and Children seek evidences in taken have them report to the class what action is being their environment which show to rid the pest. indescriminate use of pesti- 1 cides. Other children may gather information on ways torid pests other than through insecticides such asthe work Children read labels on being done on the Dutch elm disease caused by a bark pesticides and show conceit-. bettle and its fungus infection. Wasps-(see articles pr content by discussing in bibliography, Instructor, March, 1971 and Ranger them with their parents, rel- Rick, April, 1971) are being imported to feed upon atives or schoolmates. beetles. Also the odor of the female beetle is being sYnthetically produced to help capture the male beetle. -What action should we'tkike when we see an insect in the garden or yard? -Where can we locate more information aboie. insects,

'good apd bad? ecit (L-P) SUPPORTING CONCEPTS A. Life and environment interchange ratter and energy. their needs. LFVEL 1-3 B. Men utilize the environment to secure C. Men, responding to special environments,'eteateobjects and events symbolic of their interaction.

.TEACHING-LEARNING INQUIRIES gVALUATION-TER14INAL PERFORMANCE OBJECTIVES PERFORMANCE

Make a survewof holmeAnd community pests in your area. Discover what kinds of"pest contwl isbeing used. -How effective are they? -What other choices of control are there? - Can we rmmyve pestswithout spraying? - Is-it possible to pull outweeds inStead of spraying? -Have you ever talked bo a pest controlworker in your community to see what kinds ofpoisons they are using? -Do you check labels on poisons bo discover'their" content? (see appendix) - Do you know what to doif accidently a child drinks the poisonous spray? (L-P)

Fast or extremely interested students can learnAnd report about natural poison extracted from plantssuch as nicotine sulphate, rotenone orphyrethrun. -Seek information from companies listed in the yellpwJges of telephone directory. - Dit aveir"and relate alternatesfor insectexter- min

A ;-

SUPPORTING CONCEPTS A. Life and environment interchange matter and energy. LEVEL 1-3 B. Men utilize the environment to secure their needs. C. Men, responding to special environments, create objects and events symbolic of their interaction.

EVALUATION-TI PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES Pi

Children canc The children will make com- Have children grow two identical boxes of radishes, parisons of facts to deter- grass, or flowei seed's using some ingredientsof rich and describet causing chang, mine whether air pollutants soil, application of daily watering and exposure to due to pollutz affect plant life. sunlight. -Ada a household candle to one box, light and cover with dome glass or metal'and allow toburn 5-10 minutes or until candle burns up existing oxygen.Do Children show this daily for a week. Begin comparing color, texture, concern for p1 and strength of plants. /ncrease time of experiments reacting toe: to hasten effects. Additional experiments for effects tions. of air pollutants on plants can include burningother-- fossil fuels, coal, oil, paper, clothes, charcoal, etc. -Note colors of plants. -What is happening to the shades of color? -Is the texture of plants affected? -/s the strength cif the plant affected? -What other differences are showing up? Lookin your environment.Can you find similar things happening on plAnts? -Can you predict what will happen? -Note trees in the.neighborhood where there isheavy air -pollutants. -Describe and record your findings. (A)

80 44:44, f

A. Life and environment interehange matter and energy. B. Men utilize the environment to secure their needs.

C. Men, responding to special environments, create objects andevents symbolic-of their interaction.

MEACHING-LEARNING INQUIRIES EVALUATICC-TERMINAL PERFORMANCE com- Have children grow two identical.boxes of radishes, Children can discriminate ter--- grass, or flower,seedt using some ingredientsof rich and describe conditions which ants soil, application of daily watering and exposure to causing_changes in plant life sunlight. Add a household candle to one box, light and due to pollutants in the air. cover with dome glass or metal and allow to burn5-10 minutes or until candle burns up existing oxygen. Do. Caldren show evidence of this daily for a week. Begin.comparing color, texture, concern for plant life by and strength of-plants. Increase time of experiments reacting to existing condi- to hasten effects. Additional experiments for effects tions. or air pollutants, on idants Fan.include Inxrning other fossil fuels, coal, oil, paper, clothes, charcoal, etc.- -Note colors of. plants. -What is happening to the shades of color? -Is the texture of plants affected? -/s the strength of the plant affected?._. -what otherftifferences are showing-Up? -:1-ook in youi'environment. Can you find similar things happening on plants? -Can you predict what Will happen? -Note trees in the neighborhood where there is heavy .air pollutants. -Describe and record yckar findings. (A)

V:t4 , SUPPORTING CONCEPTS A. Life and- environment interchange matter and energy. LES./EL I-3 B. Men utilize the environment to secure their needs. C. Men, responding to special environments, create objects _and events symbolic of their interaction.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

The non-exhaustible supply Probe pupil investigations from Concepts in Science III of energy comes from the sun. to arrive at generalizations about how.energy from the sun iii-Utilized in daily living. To make meaningful the concept See p. 3 Changing light into heat that there is a dependency of pp. 13-14Plants capture sunlight living things on the sun's p. 15 Green leaves and sunlight energy,_ children read and re- p. 18 Animals and the sun's energy saarch $ihheir textbooks a pp. 19-20Animals and their food about the relationships between -What happenstitour electric bill in the winter the sun's energy and our env,i- time when there is less sunlight than at suminer- ronment. time? -How does this affect our need for electric-generating plants? - What happens to ourelectrical needs when many people move into our neighborhood? - What happens to ourfeeling when we go to the beach, or vacation spot where there happens to be nodi- rect sunlight because of heavy clouds? - What happens to a city which is coveredwith a layer of smog and direct sunlight is hidden? - How are we dependent on sunlightfor our recreational needs? (Ec)

:,I,

81 ,

p. VI-

A. .Life and environment interchange matter and energy.

B. Men utilize the envirorment to secure their needs.

C. Men, responding to special environments, create objects and events symbolic of their interaction. tIVES TEACHING-LEARNING INQUIRIES EVALUATION-'7=4INAL 11 PERFORMANCE le supply Probe pupil investigations from Concepts in Science III Children list ways in wtich rom the sun. to arrive at generalizations about how entergy.from thp liKe light energy from thee... sun is utilized in daily - . sun is ut11iz,&in oUr 1 the concept See p. 3 Changing light into heat Jiving. ependency of pp. 13-14 Plants capture sunlight - -.he gun's p. 15 Green leaves and sunlight Children list,ways in *doh._ 'the heat energy from the sun !:eacl and re- p. 18 Animals and the sun's energy extbooks a pp. 19-20Animals and their food °is utilized in our daily nships between -What happens to our electric bill in the winter living.

And our envi- time when there is'less-sunlight thin-at simmer - . time? Children specniate on conse- 7How does this affect our need for electric-gener- quences of daily living when ating plants? sunlight is reduced because -What happens to our electrical needs when many of atmospheric conditions, a people move into our neighborhood? man-made or natural. -What happens to our feeling when we go to the beach or vacation spot where there happens to be nodi- Children seek and report upon rect sunlight because of heavy clouds? plant life which had,dete- -What happens to a city which is covered with a riorated because direct sun- layer of smog and direct sunlight is hidden? light was limited or denied. -How are we dependent on sunlight for our recreational needp? (Ec)

e SUPPORTING CONCEPTs A. Life and environment interchange matter and energy. Men utilize the environment to secure their needs. _ . LEVEL1-3 B. C. Men, responding to special environments, create objects and events slolbolic of their interaction.

PERFORMANCE OBJECTIVES TEACH/NG-LEARN/NG INQUIRIES EW

Children_mill develop skill Review experiments performed in science books in which in comprehending the rela- some plants were denied sunlight.Have children grow qui?. , tionship between sunlight and several kinds of edible plants (radish, carrot, lettuce, twec lants and W4.1..3eamirptate etc.) -, CoAteol sunlight for a few so that there will be plar , -- thro ple'eXPeiiMahts bpdpoitUnity totest for?texture and flavor. nit howenergy from the 'sun is aunl captured. When plants hve matured and are ready to be *ten, children can have' a salad brunch.Similar vegetables ChiI can be brought from home to round out portions for all. denE (Feed leaves and scraps to pets (hamster, rabbit) which sill might be in the clessroom. Review exercises from text- ing book which indicate fruits and vegetables are staple of r items for health and .energy.- - Where did the plants get their energy? Chil - How do we get that energy? env.1

-Did we gain all the energy the plant got from the - whic sun or did the plant use some of it? lig - Review food chain; idea. How else can we get energy from the sun? %;T: 7What happens to plants when sunlight is hidden from them? -What happens to people when they eat plants which saw little sunlight? -IS the texture or flavor different? - What doestimpoverished plants do for our aesthetic appeal? (A-Ec)

132

- 1

A. Life and environment interchange matter and energy.

B. Men utilize the environment to secure their needs.

C. Men, responding to special environments,-create objects and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATICN-TERM/NAL PERFORMANCE

skill Review experiments performed in science books inwflich Children are able to distin- /ela-! some Plants were denied sunlight. Have children grow guish and discriminate be- -ght and several kinds of edible plants (radish, carrot, lettucto tween beelthy and unhealthx .1trate etc.) Control sunlight for a few so that there will bat'l plants due limited;opportu- , an opportunity to test for texture and flavor. nity to capture energy'from iS sunlight. Wben plants have matUted'ani aze_keady-to be. te children can have a'silid'briinch..,SiMilei'vege ISA can be brought from home to round out portions forill. , aeds orp aniSbicei-Onofftick. (Feed leaves and scraps to pets (hamster,,rabbit) which .-. Sills to -inihahossaetbtarlamr,, might be in the classroom.Review.exercises from text- , ing of.needs end functions. book which indicate fruits' and vegetables are itaple of plants. items for health and energy. -Where did the plants get their energy? Children display awareness of -How do we get that energy? environmental conditions -Did we gain all the energy the plant got from the which denyplants direct sun- sun or did the plant use some of it? light. -Review food chain idea. How else can we get energy from the sun? -What happens to plants,when sunlight is hidden from them? -What bappens to people when they eat plants which saw little sunlight? -Is the texture or Ilavor different? -What does impoverished plants do for our aesthetic appeal? (A-Ec) Life and environment interchangematter and energy. SUF2ORTING CONCEPTS A. Men utilize the environment to securetheir needs. LEVEL 1-3 B. environments, create objects C. Men, responding to special S' and events symbolic of theirinteraction.

EVAI PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

in Science III Chilc Children will continue to seek Probe-pupil investigations from Concepts to become-aware of two formsof energy, stored energy of ways man conserveshis energy movi and uses the energy of water and energy of motion. and moving water useft in motion and air in motion See pp. 32-33 Still-water .Moving water turns a wheel through experiments conducted p. 34 .Moving water has energy Chil in science textbooks and p. 35 pp. 36-37 Using energyfrom moving water on u through observation of their watc pp. 38-39 Wherethe energy.begins environment. the p. 44*' Using moving air wheel is d( p. 48 Energy from a candle turns a pp. 50-52 Plenty of energy enerc 1 pp. 54-57 Energy infood Chil p. 61 Electric energy to make thingsimove pp.`64-66 Using an electromagnet toring a bell cal pp. 67-68 Making andusing an electric motor -How can we make moving airdo work for us? -How can we make moving waterdo work for us? Chil -/n what ways doesindustry/2Se water? cons pollute - In what waysdoes industrif using water our waterways? Chil - How can movingair "clean" our polluted atmosphere? in u - How.do we get energyfrom electricity? -How many Sources ofelectrical energy do we have in our home or school? -How can we conserveelectrical energy so that the need for building more andlarger generators are lessened?

, (SO and energy. A. Life and environment interchange matter Men utilize theenvironment to secure their needs. tolppiOa2jenvironments, create objects C. Men, responding and events symbolic ot theirinteraction.

EVALUATION-TERMINAL 11MCHING-LEARNING INQUIRIES PERFORMANCE

&incepts in Science III Children examine evidences (.1 to seek Probe pupil investigations from of man's utilization of to become awareoi two forms of energy, stored energy' energy moving air and describes its t water and energy of motion. usefulness. motion See pp. 32-33 Still water and moving water p. 34 Moving water turns a whpel ondueted Children conduct experiments p. 35, Moving water has energy and on using energy from moving pp. 36-37 Using energy from moving water f their water and become aware of how pp. 38-39Where the energy begins the home, community and school p. 44 Using moving air is dependent on this form of p. 48 Energy_from a candle turns a wheel energy. pp. 50,52 Plenty of energy pp. 54-57 Energy in food Children relate how electri-:- ' p. 61 Electric energy to make things move cal energy has changed the pp. 64-66Using an electromagnet to ring a bell life style of man. . pp. 67-68 Making and using an electric motor - How can we makemoving air do workifor us? -How can we make moving waterdo work for us? Children suggest ways to - In what waysdoes industry usewater? conserve electrical energy. -In what ways does industryusing water pollUte our waterways? Children practice conservation -How can moving air "clean" ourpolluted atmosphere? in use of electricity. - How do we get energyfrom electricity? -How many sources of electrical energydo we have in our home or school? -How can we conserve electrical energyso that the need for building more and largergenerators are lessened? (Ec)

sa A. Life and environment interchange matter and energy.

H. Men utilize the environment to secure their needs. IF.VL. 1 3 C. Men, responding to speci. I environments, createobjects and events symbolic of their interaction.

EFFORMAT.ICE 013JECTIVES TEACHING-LEARNING INQUIRIES

As children continuo their Probe pupil investigations from Concepts in Science III scientif ic probe into pupil to discover the origin and characteristics of soiland i nvestiga tions, they wi 1 1 our dependence on it. study and recall the charac- SeePP159-160In the soil teristics of soil, its func- P 161 Water in the soil tions and the plants reliance P 162 Air in the soil upon it for survival. p 163 Minerals in the soil PP166-167Kinds of soil that hold water PP168-170Soil in the woods and on the deserts P 171 The needs of living things P 172 What roots do for a plant 1.) 176 Good and poor soil PP.177-179How. roor soil is made better -Whathappens to soil when man takes away plant and treelife? -Whathappens to the living things in soil (such as earthworms and bacteria) when man sprays poisons (herbicides, insecticides) on it? - What happens to plants whenthe soil is depleted from its rich organic supplies? - 110w can we keep the soilfertile? (L) Children learn about crowded conditions-population pressure on the ecosystem. Plant radish seeds in two boxes under identicalcondi- tions double and triple the number of seeds in the second box.Note and compare size, texture and quality of plants as they grow. -Is there a right number of seeds we can plantin a given area before plant life is stunted? (carrying capacity) r -What happens when people demand more plants for food to be grown in a given area? 84 A. Life and environment interchange matter and energy. Men utilize the environment to seeure their needs. C. Men ,responding to speci, 1 environments, create objects and events symbolic of their interaction.

LIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE uue their Probe pupil investigations from Concepts in Science III Children participate in Luta pupil to discover the origin and characteristics soil and plant growth experiments. ,ey will our dependence on it. the charac- See pp. 159-160In the soil Children can recall the origin of soil and its com- , its func- p. 161 Water in the soil Ac; relianCe /3 162 Air in the soil position. val. p. 163 Minerals in the soil pp. 166-167Kinds of soil that hold water Children list ways in which pp. 168-170Soil in the woods and on the deserts man abuses the soil. p. 171 The needs of living things p. 172 What roots do for a plant Children observe and show p. 176 Good and poor soil concern for soil when there pp. 177-178How poor soil is made better.. is.pesticide spraying. -What happens to soil when man takes away plant and tree life? Children can describe optimum -What happerm.Zo the living things in soil (such as conditions for planting seeds earthworms and bacteria) when man sprays poisons in soil. (herbicides, insecticides) on it? -What happens to plants.when the soil is depleted Childrefttow awareness for from its rich organic supplies? the demannkupon the soil as -How can we keep the soil fertile? man continues his population- (L) growth rate. Children learn about crowded cCinditions-population pressure on the-ecpsystem.r1 Plant radish seeds in two boxes under identical conditions double and triple the number of seeds in the second box.Note and compare size, texture and quality of plants as they grow. -Is there a right number of seeds we can plantin a given area before plant life is stunted? (carrying v .capacity) -What happens when people demand more plants for food to be grown in a given area?

. 84 Life and environment interchangematter and energy. :iUPPORTINGCONCEPTS A. tcql utilize the environment to securetheir needs. LEVEL [- 3 t3. environments, create objects C. Men, responding to special and events symbolic of theirinteraction.

TEACHINGLEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJEC'rIns PERFORMANCE

- What occus whenthere is not enough plants for food for all people? Are there other ways to grow foodthan in soil? - How, does man abusesoil?

cr.

85 and energy. SUPPORTING CONCEPIS A. Life and environment interchange matter their needs. LEVEL I-3 B. Men utilize the environment to secure environments, create objects C. Men, responding to special and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERI, PERFORMANCE OBJECTIVES PERI

Children recogn List all renewable resources (trees,plants,.water, air, Wherever man lives he mines ference between etc.) and non-renewable resources (coal,oil, gas, the environment. non-renewable r metals, etc.) -Are there more of some kind thanothers in our can recall a fe Through committee or group neighborhood or in nearby communIties? category. research children will identi- -Can we bring in samples in theiroriginal form fy and record the variety of and some in their final form? (i.e. tree-paper, Children determ job,a parent or renewable and non-renewable iron ore-metal item, etc.) resources available tomah. (En) is directly wit a resource or w aiding a man wh Have children start some recordkeeping device, (charts, directly with i booklets, etc.) in which they will recordthe answers to the question, "Where do I getWhat I need to live?" Children show a, - Is the itemesential for survival? concern for how - Is the item aluxury? (En) the environment

Have children seek information tosubstantiate evidence that: 1) Man ,mines the soil throughagricultural products. 2) Man mines the soil for variousmetals and non-mentals. 3) Man mines the air for its nitrogen.4) Man mines the et, ocean for a variety of reasons. Simulate br.plal; act scenes of man doing'each task. ,-What activity is done in our community? - In what ways is manprotecting and conserving the 'resources? -Are there evidences that manis polluting or abusing his environment in our neighborhood, ourcity or our waters? -What is being done bo cut downpollution? - What,would you doto help if you could to help preserve the enviromrstut? (En) 86 and energy. A. Life ancl environment interchange matter

B. Men utilize the environment to securetheir needs. create objects C. Men, responding to special environments, and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERPOWNCE

Children recognize the dif- List all renewable resources (trees,plants, water, air, ference between reneumble and etc.) and non-renewable resources(coal, oil, gas, non-renewable resources and metals, etc.) can recall a iew in each -Are there more of some kind thanothers in our neighborhood or in nearby,mommunities? category. -Can we bring in.samples intheir original form Children deterMine whether a and some in their' final form? (i.e. tree-paper, a parent or relative holds iron.ore-metal item, etc.) (En) , is directly with developing a resource or whether it is aiding a man whose job is Have children start some, recordkeeping device, (charts, booklets, etc.) in which they will recordthe answers directly with it. to the question, "Where do I getwhat I need to live?" Children show awareness and -Is the item essential for survival? . . concern for how man mines -Is the item a luxury? (En) the environment.

Have children seek information tosubstantiate evidence that: 1) Man mines the soil throughagricultural products. 2) Man mines the soil for various metalsand non-mentals. 3). Man mines the air for its nitrogen.4) Man mines the ocean for a variety of reasons.Simulate or play act scenes of man doing each task. -What activity is donein our community? -In what ways is man protecting andconserving the resources? -Are there evidenCes that man ispolluting or abusing his environment in ourneighbOrhood, -ourcity or our waters? -What is being done to cut down pollution? -What would you do to help if you.couldto help preserve the environment? (En)

86 t6c- matter and energy. sUPPORFIG CONCEPTS A. Life and environment interchange Men utilize the environment to securetheir needs. LEVEL I-3 B. environments, create objects C. Men, responding to special and events symbolic of theirinteraction.

EVALUATION-TERMINAL TEACHING-LEARNItiG INQUIRIES PERFORMANCE OBJECTIVES PERFORMANCE

J .

1 Through role playing, allow childrento display how man first grew his food and huntedfor it. Have them develop their civilization anddisplay how only a few are needed to farm and hunt and thatothers are dependent upon them for theirfood needS. Continue to show that the other now need to find ways tomake a living to buy food which they no longer can grow orhunt for and how forms of energy they also cr1/4te materials, tools, and which the farmr or rancher needs tomake his work easier. - Why doesn'teverybody grow or raise their own food? -Which jobs that man has are essentialand which jobs are non-essential? -Which jobs work directly with renewableresources? Are there any we can seein our neighborhood or city? - Which jobs workdirectly with non-renewable resources? In our neighborhood arethere any? (En)

Make models of man utilizing his resourcesin a variety of environments using manytopographical settings (ranches, groves, forests, irrigateddeserts, mines, oceah---abhins, etc.) (En)

Create collages, murals, andfriezes depicting man at work and at play. (En)

Have children participate inplanting gardens, trees and grassy areas. (En) matter and energy. SUPPORTING CONCEPTS A. Life and environment interchange Men utilize the environment to securetheir needs. LEVEL 1-3 B. environemtns, create object5 C. Men, responding to special and events symbolic of theirinteraction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE

Simulate or pantamine panning for gold,mining for metals, logging trees, tilling the soil, fishingfor- seafood or hunting for wildlife. - If resources arerenewable what is my role in caring for the supply? - If resources arenon-renewable what can I do to keep them as long as I can? (En) and energy. SUPPOkTING CONCEPV; A. Life and.environment interchange matter Men utilize the environment tosedure their needS. 1-,Eur.1-3 h. environments, create objects C. Men, responding to special and events symbolic of their interaction..

EVALUATION-T PERFORMANCE OBJECTIVES .TEACHING-LEARNING INQUIRIES

Collect data and record observations onevidences that Children reL:t Children will observe and ment in whie,, respond to the ways man has man has exploited his environment. developments,and determine wly: -ploited his environment Land - open space versus housing industrial complexes. meated raRd, in seeking resources to sat- plant and áni isfy his needs. strip mining - refuse disposal Air - quality for health Children Ohs, - visibility the results (: - noise levels and its const Water - thermal pollution environment. - chemical pollution - solid wastepollution Children not Plants.- insecticides of occupatiol such as stri ! herbicides Animals - fungicides cidal sprayil .pollution - Who is doing thepolluting? -.Are we using the polluter's products? about them. Do we share a blame then forpollution? -How can we cut our demands' uponindustry in order to slow down pollution? '(En)

Take a field trip to an area which hasbeen deforested or burned to observe results;to a reservoir to note silt which is a result of...erosion fromdestroyed forest areas.

If streams are nearby, visit them tonote the muddy quality of water. View films on the same scene iffirst- hand observation is not readilyavailable. -How does a forest firecontribute to pollution? What will it cost us if reservoirs arefilled with silt? -Who needs a stream? (L-W) and energy. A. Life and environment interchange matter

B. Men utilize the environment to securetheir needs.

C. Men, responding to specialenvironments, create objects Hnd events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATrON-TERMINAL -PERFORMANCE

Children_reLtudy the environ- Collect data and record observations onevidences that ment in wfiich they liye_to man has exploited hisenvironment. determ.ine what polluEants per- Land - open space versus housingdevelopments and meated land, air, sea and industrial complexes. . plant and anhnal life? - strip mining' 0 - refuse disposal observe and. evaluate : Air - quality-for-health of deforestation - visibility -- the results and its consequences for the - noise levels Water - thermal pollution 'enviroruMent. - chemical pollution Children note the consequences - solid wastepollution Plants - insecticides of occupational destruction herbicides such as_strip_miningj_pesti- cidal spraying andinduStrial Animals - fungicides pollution and raise questions -Who is doing the polluting? about them,' -Are we using the,polluter's products? -Do we share a blame then forpollution? -How cano:4e cut our demands uponindustry in order to slow down pollution? (En)

Take a field trip to an area whichhas been deforested or burned to observe results;to a reservoir to note silt which is a result of erosion fromdestroyed forest areas.

If streams are nearby, visit them tonote.the muddY quality of water. -View films on the same sceneif first- hand ob%ervation is not readily available. -How does a forest fire contribute,to pollution? -What will it cost us if reservoirs arefilled with silt? -Who needs a stream? so (L and energy. SUPPORTING CONCEPTS A. Life and environment interchange matter Men utilize the environment to securetheir . LEVE:l. I-3 create objects C. Men, responding to special environments, and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE 013JECTIVES PERFORMANCE

Take a field trip .to a mining areaif near one and note its operation and its waste disposal system orshow a film depicting the same scenes. -Why bother mining? - What demands dewemake upon miners? Will materials cost more if miners have tospend mOney on cuttingdownon wat4.r pollution? who pays? (L)

Take a field trip to an industrial areawhich uses one of the natural resources. Note its production level, its power to operate, its method for wastedisposal, and the effects upon the nearby conununity. - Do I use the productsof that industry? - Is it essential forsurvival? -Has increased population put greaterdemands on the industry? - Weigh the value of theproduct compared to what effects it has on polluting the environment.. Am I willincj to pay more for theproduct to ;ibsorb the cost of removing the pollutant? (En)

View films on farming, tree fanning andanimal husbandry. Note the many kinds of dangers and attacksthat are made upon plant and animallife. Note kinds of pesticides that are used to control or limit losses. If no pesticides were used what;, costsin prOdlicainn would result?,. How much pesticide control isnecessary? - When does abusein its use.occur? - Are pesticide users awareif its side-effects or its secondary effects on other plant and animal life? 90 and energy. SUPPORTING CONCEPTS A. Life and environment interchange matter their needs. LEVEL 1-3 N. Men utilize the environment to secure C. Men, responding to special environments,create objects and events symbolic of their interaction.

TEACHING-LEARNING TNQI IT RIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE

-Is anything being done in our ccmmunityto find better ways to control the enemies of ourplant a nd animal life? (Ee)

Find a high spot such as a cliff overlooking acity or an observation lookout on atall city building. Observe visibility. Breathe deeply and smell the air. Listen to kinds of sounds made by the totalenvironment. -Who is creating pollutants? -How do I share responsibility forthat pollutant? -What kinds of sounds are necessary, unnecessary? -What health implications are there? Reproduce the scene in an art form to focus onproblems for discussion. (A)

91 matter and energy. SUPPORTING CONCEPTS A. Life and environment interchange Men utilize the environment to securetheir needs. LEVEL 1-3 B. environments, create objects C. Men, responding to special and events symbolic of theirinteraction.

EVALUAr. PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Recycle, Reuse" ChildrcI Through clarifying discussion Children create slogans such as "Return, They look about their envi- new use! and activities the children or "Share, Care ,Beware." ronment and discover what items fromthe natural re- will attempt to draw conclu- Be fore sources they are using (paper,cardboard boxes, egg sions on ways they can become product: cartons, tin cans, etc.). Have children note the orig- responsible for their choices wh e ther inal use for the items. List additional reuses for in using and caring for their use for natural and physical environ- items. - If no longerc.sable in present form how can it be ment. Be fore recycled and reused again? ucts ch -How many ways can an article beused other than how the its original purpose? (En) contrib pollutii its pur Have children collect articles aboutall the new ideas thinkin of reclamation or used materialslarge companies are quences projecting. Participate in local drives. Look for reclamation areas such as the American CanCompany has. Childre environ Note especially Lucky Breweriesexperimentation on paigns using old glass bottles to create"glasphalt" for high- r euse p ways. can, bo -How is industry trying to helpreclaim and recycle their own product? -What do they expect for us to do as ourshare in their program? -Are we willing to cooperate? - In what ways can weshow our responsibility? (En)

Have children look about their homeand notice furnishings which need repair oradditional care.Have children ask older relatives to teachthem simple repair techniques. - How can we make thetools, equipment and furnishings in our home last longer? 92 matter and energy. rs A. Life and environment interchange their needs. B. Men utilize the environment to secure environments, create objects C. Men, responding to special and events symbolic of theirinteraction.

EVALUATION-TERMINAL TEACHING-LEARNING INQUIRIES !PIVES PERFORMANCE Imm111. Children create and recreate Children create slogans such as"Return, Recycle, Reuse" q discussion new uses for old products. e children or "Share, Care,BeWare."They look about their envi- from the natural re- raw conclu- ronment and discover what items cardboard boxes, egg Before discarding man-made y can become sources they are using (paper, Have children note theorig- products children decide heir choices cartons, tin cans, etc.). whether they can find another inal use for the items.List additional reuses for ,11g for their use for it. environ- items. -If no longe:: usable in presentform how can it be Before purchasing new prod- recycled and reused again? article be used other than ucts children think about - How many ways can an how they play a role in its original purpose? (En) contributing to environmental pollution and decide upon about all the new ideas its purchase only after Have children collect articles thinking through the conse- of reclamation or used materialslarge companies are quences of the purchase. projecting. Participate in local drives. Look for reclamation areas such as the AmericdnCan Company has. Children participate in .environmental clean-up cam- Note especially Lucky Breweriesexperimentation on paigns to recycle and using old glass bottles to create"glasphalt" for high- reuse products (newspapers, ways. can, bottles, etc.) - How is industrytrying to help reclaim and recycle their own product? - What do they expectfor us to do as our share in their program? - Are we willing tocooperate? - In what ways can weshow our responsibility? (En)

Have children look about theirhome and notice furnishings which need repair.oradditioral care. Have children ask older relatives to teachthem simple repair techniques. -How can we make the tools, equipment and furnishings in our home last longer? 92 p and energy. SUPPORTING CONCEPTS A. Life and environment interchange matter their needs. LEVEL 1-3 B. Men utilize the environment to secure C. Men, responding to special environments,create objects and events symbolic of their interaction.

4111MINIIP PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

-In what way do I contribute to myfamily's needs when I take responsibility or concern for myhome. (En)

Children speculate about: the kinds of activitiesthey can perform in their homeenvironment which will beautify their home and make it more pleasing to the eyewith ttle or no cos t . - Can I create new framesfor pictures from plastic discards? - Can painted old pans beused for flower pots? - Can candy dishes orkincknacks be made from scrap metal , e tc . ? - How does it make me feelwhen I help our house become a home? (En) A. Life and environment interchange matter and energy.

B. Men utilize the environment to securetheir needs.

C. Men, responding bo special environments,create objects and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

-In what way do I contribute to myfamily's needs when I take responsibility or concern for myhome. (En)

Children speculate about the kinds ofactivities they can perform in their homeenvironment which will beautify their home and make it more pleasing to the eyewith little or no cost. -Cat, I create new frames for pictUresfrom plastic discards? -CO painted old pans be used forflower pots? ..-Can candy dishes or kincknacks be made from scrap metal, etc.? -How does it make me feel.when I help ourhouse become a home? (En)

93 p matter and energy. SUPPORTING CONCEPTS A. Life and environment interchange their needs. LEVgL I-3 B. Men utilize.the environment to secure C. Men, responding to special environments,create objects and events symbolic of their interaction.

EVALUATION-TERMINP PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORt,

Children'create obf Man assumes responsibility Children can create slogans, posterS, cartoons or poems . live in art through art or for the choices he makes. which carry the message that it is our choice to the present condition of ourenvironment or to change . which reflect thei/ and values. -Children will display prefer- .it for the better. ences for aestheticprinciples Use any form of art or music media todevelop their Children display pr by producing an art or Music being part of a so/ project which will reflect a choices. the environmental [ choice which they had made on - What message am Itrying to communicate? . . eff.ective media to work 4h? a "Wise'use" of theenvironment. - What is the most -Will my product be an example of wise use of a resource or will it also be acontributing pollutant? - How does it mhke me feelbo be contributing to a solution for answering a huge problem? (En)

11.. 94 A. Life and environment interchange matterand energy.

B. Men utilize the enVironment to securetheir needs. create objects C. Men, responding tb-special envitonthents, -- and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATICN-TERMINAL PERTORMANCE

Children can create slogans, posters, cartoons orpoems Children create objects of which carry the message that it is ourchoice to. live in art through art or music forms the present condition of our environment orto change which reflect their standards and values. 3r- it for the better. ples Use anY form of art or musicmedia to develop their Children display pride"in ic being part of a solution to a choices. the environmental problem. on' - What message am Itrying to communicate? nment. - What is the mosteffective media to work in? -Will my product be an example ofwise use Of a resource or will it alsobe a contributing pollutant? - How does it make mefeel to be contributing to a solution for answering a huge problem? (En)

94A and energy. SUPPORTING CONCEPTS A. Life and environment interchange matter Men utilize the environment to securetheir needs. LEVEL 1-3 B. create objects C. Men, responding to special environments, and'events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TER PERFORMANCE OBJECTIVES PER

living in Children set st Children evaluate each other's Children can set criteria for standards for room cleanline!; proficiency in care for their school and home. They can enact scenes reflecting discard- ipate in mainta school or home environment wise use or misuse of the environment such as destroying ards. through the.language arts drama ing trash properly or carelessly, such as bushes and plants on the way to school orparticipating media. in school and neighborhood beautification programs. Children show Children note and report on violations in room orschool- evaluating each cesses and weak grounds. Recognition is given to those who initiate re-i sponsible behavior or gives beyond expected care and concern.

Puppetry can be a useful vehicleof expression. -What kind of a world do I want to live in? -What things are beautiful for me? -How can I change my messy habits? -In-what ways can I help my fellow classmates create a beautiful classroom? (En) A. Life and environment interchange matter and energy.

B. Men utilize the environment to securetheir needs.

C. Men, responding to special environments,create objects and events symbolic of their interaction.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Chiqien set standards for h other's Children can set criteria for standards forliving in room cleanliness and partic- or their school and home. They can enact scenes reflecting ipate in maintaining, stand- nment wise use or misuse of the environment such asdiscard- ards. arts drama ing trash properly or carelessly, such asdestroying bushes and plants on the way to school orparticipating in school and neighborhood beautification programs. Children show proficiency in Children note and report on violations in room orschool- evaluating each others suc- grounds. Recognition is given to those who initiate re- cesses and weaknesses. sponsible behavior or gives beyond expected care and concern.

Puppetry can be a useful vehicle ofexpression. -What kind of a world do I want to livein? -What things are beautiful for me? -How can I change my messy habits? -In what ways can I help my fellowclassmates create a beautiful classroom? (En) LEVEL II 4

Life converts matter and energy into characteristic A. sr, species form.

B. Men interact to utilize the world's availablq resources.

C. Cultures are characterized by their special ways of reacting to the environment.

SYMBOLS EN - Environment, L - Land A - Air W - Water EC - Ecology, Plants and Animals Population

96 I

SUPPORTING CONCEPTS A. Life converts matter and energy intocharapteristic species form. available resources. LEVEL 11-4 M. Men interact to utilize the worldls of C. Cultures are characterized by their special ways reacting to the environment.

EVALUATION- PERFORMANCE OBJECTIVES *TEACHING-LEARNING INQUIRIES

Children pla Green plant is the prime pro- Probe pupil investigations from Concepts in Science IV their source to increase ducer. to discover how green plants (ID roducers) get of matter from growth from soil, air, and water andhow life cycles Through study of ecological they return matter back to soil, air and water. . Children exy: principles, children recall See pp. 136-137 An investigation into where green.plants trolling lan that the green plant is the will grow in growing y prime producer and that green pp. 140-142 Thd scientist and the willow tree insight int(' plants obtain matter for growth pp. 143-145 An investigation into some substances challenge th from soil,air and water. in soil p. 146 An apple tree is a factory pp. 147-149 An investigation into what sugar is made of p. 15%6 An investigation into energy fOr a green plant pp. 153-156An investigation,into growth in a plant pp. 157-158 A tree, falls p. 159 An investigation into a piece of bread pp. 163-164 Three seedlings pp. 164-170 The importance of the elm -Do plants move about to get food? - How dependent are plants on theair about them? -Can plants receive nutrients of the soil without water? - What is Made by green plantsthat man needs for his growth? - Do all plants produce their ownfood? Does the soil need replenishing? (Ec)

97 A. Life converts matter and energy into characteristic species form.

B. Men interact to utilize the world'savailable resources.

C. Culture are characterized by their special ways of reacti g to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Lle pro- Probe pupil investigations from Concepts in.Science IV Children plant and grow seeds to discover how green plants (producers) get their source to increase understanding of of matter from growth from soil, air, and water and how life cycles of plants. they return matter back to soil, air and water. ccall See pp. 136-137An inveStigation into where green plants Children experiment with controlling land, air, and water ,; the will grow L green pp. 140-142 The 'scientist and the willow tree in growing plants to develop or growth pp. 143-145 An investigation into some substances insight into questions which challenge their thinking. F. in soil p. 146 An apple tree is a factory pp. 147-149 An investigation into what sugar is made of P 150 An investigation into energy for a green plant pp- 153-156An investigation into growth in a plant pp. 157-158 A tree falls p. 159 An inve,.igation into a piece of bread pp. 163-164 Three eedlings pp. 164-170 The mportance of the elm - Do plants move about to'get food? -How dependent are plants on the air about them? -Can plants receive nutrients of the Soil without water? What is made by green plants that man needs for his growth? - Do all plants produce their own food? -Does the soil need replenishing? (Ec)

97 A .?

SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-I PI

The compost pile represents Have children start a compost pile after explaining how Children sort natural recycling. necessary it is to return organic matter (decayed plant ic garbage in and animal life)to the soil in order to have the proper tainers. Children will choose and clas- nutrients available for plant production. sify those kinds of solid waste Recipe: A ratio of 3 parts waste to one part raw Children loca Which can be returned to the manure. yard or boxes environment through compost 1. Waste: weeds, garden prunings, table scraps, t.) experiment piles. garbage, coffee grounds, etc. compost piles. 2. Raw barnyard fertilizer: cow, horse, chicken manure, etc. Children use I 3. Lime or wood ashes (if soil needs to be alka- seeds in soil lized) sprinkled on lightly. compost. 4. Earth (rich in nitrogen if possible) enough to cover pile. 5. Water for moistening (not soaking).

Lay materials in alternate layers. Allow time for bacterial action. Turn compost pile occasionally. - How are we helping to keep.soilproductive? - In what ways does using waste productscontribute in solving our land disposal problems? - In what ways are we cutting costs using compost piles instead of commerical fertilizers. (L-Ec)

Use compost pile to_ fertilize soil in which children grow seeds. Compare with soil not using compost pile. (Ec) TS A. Life converts matter and energy into characteristic species form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

TIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

represents Have children start a compost pile after explaining how Children sort trash and organ- necessary it is to return organic matter (decayed plant ic garbage in separate con- and animal life) to the soil in order to have the proper tainers. ose and clas- nutrients available for plant production. of solid waste Recipe: A ratio of 3 parts waste to one part raw Children locate corners in rned to the manure. yard or boxes where possible igh compost 1. Was te :weeds ,garden prunings , table scraps , to experiment with creating garbage, coffee grounds, etc. compost piles. 2. Raw barnyard fertilizer: cow, horse, chicken manure, etc. Children use pile and grow 3. Lime or wood ashes (if soil needs to be alka- seeds in soil containing lized) sprinkled on lightly. compost. 4. Earth (rich in nitrogen if possible) enough to cover pile. 5. Water for moistening (not soaking).

Lay materials in alternate layers. Allow time for bacterial action. Turn compost pile occasionally. - How are we helping to keep soil productive? - In what ways does using waste products contribute in solving our land disposal problems? - In what ways are we cutting costs using compost piles instead of commerical fertilizers. (L-Ec)

Use compost pile tofertilize soilin which children grow seeds. Compare with soil not using compost pile. (Ec) characteristic SUPPORTING CONCEPTS A. Life converts matter and energy into species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to the environment.

EVALUATION -T PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children read From exposure to various in- The teacher will need to acquire some background infor- check for pon structional materials children mation on pesticides: herbicides, insecticides, and ated hydrocar will attempt to arrive at de- fungicides. The appendix of "Since Silent Spring" (see cisions concerning both the appendix) has excellent, specific information to safer Children pick needs for and limits on the. pesticides for garden and home use as well as those to which appear use of herbicides, insecticides be avoided. The children need to understand that pesti- garden by han and fungicides. cides are useful to man if the proper ones are used in the correct portions. They also need to realize that a pest becomes a pest only if it localizes in excess num- Children try bers. The activity below illustrates how the pesticides oil sprays fi spray to, not only spot treatment areas, butalso to all dens and lawn the surrounding environment. If chemicals Lay collected leaves or cuts of colored paper on awhite children remi background of butcher paper or clear newsprint. Vegeta- double check ble dye some water and using a flit gun sprayer, gener- chemicals (se ously spray the leaves or colored paper. Remove leaves or paper and note how the spray contaminatedthe surrounding area of the background paper. -What harm is there in spraying the neighboring plants? - What occurs when good insects(i.e. ladybug, beetle) are nearby? - What happens to the soil thatis.hit by the spray? - Poison on one leaf is not tooharmful, but if a squirrel or other animal ate-several leaves what might happen to him? (food chain-biological magnification-see glossary). DDT has created harmful effects for pelican repro-

' duction. Will concentration of other chlorinated . -hydrocarbons--(tee-appendix=paisons)--affect other plant and animal life? 99 (L-Ec)

Research materials from the daily newspaper which carry Cit

A. Life converts matter and energy intocharacteristic species form.

B. Men interact to utilize the world'savailable resources. of C. Cultures are characterized by their special ways reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE infor- Children read labels to ''..ous in- The teacher will need to acquire some background and check for content of chlorin- s children mation on pesticides: herbicides, insecticides, (see ated hydrocarbons. re at de- fungicides. The appendix of "Since Silent Spring" oth the appendix) has excellent, specific information tosafer Children pick off insects on the pesticides for garden and home useV's well as those to . derstand that pesti- which appear harmful to their glsecticides be avoided. The children need tocd cides are useful to man if the proper ones areused in garden by hand. \\ the correct portions. They also need to realize that a Children try soapy water or pest becomes a pest only if it localizesin excess num- oil sprays first to rid gar- bers. The activity below illustrates how thepesticides Spray to, not only.spot treatmentareas, but ',also to all dens and lawns of pests. 7 L the surrounding environment. I If chemicals are necessary, Lay collected leaves or cuts of colored paper on awhite childre.dremind paren background of butcher paper or clear newsprint. Vegeta- double check for CCeptable ppendix). ble dye some water and using a flit gun sprayer,gener=. cbemicals (see ously spray the leaves or colored paper. Remove leaves or paper and note how thespray cOntaminated the surrounding area of the background paper. -What harm is there in spraying theneighboring plants? -What occurs when good insects (i.e. ladybug,beetle). are nearby? -What happens to the soil that is hit bythe spray? -Poison on one leaf is not-too harmful, butif a squirrel or other animal ate several leaveswhat might happen to him? (food chain-biologicalmagni- fication-see glossary). -DDT has created harmful effects forpelican reproduction. Will concentration of other chlorinated hydrocarbons (see appendix-poisons) affect other plant and animal life? 99A. -Ec) Research materials from the daily newspaper which carry SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL II-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNIliG INQUIRIES ,EVALUATION-TE1 PEl

recent accounts and trends of new treatment for "pesti- . cides.

(En) . A. Life converts matter and energy into characteristic species form. I.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways.of reacting to the environment.

VES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

recent accounts and trends of new treatment for pesticides. (En)

0 SUPPORTING CCNCEPTS A. Life converts matter and energy into characteristic species form.

B. Men interact to utilize the world's available resources. LEVEL 11-4 4 C. Cultures are characterized by their specialWays of --reacting to the environment.

EVAL.UAT PERFORMANCE OBJECTIVES TEACHING-LEARNING INQBIRIES

Science IV Children Through studies of life cyCles Probe pupil investigations from Concepts in birds and fishes; findings of animals, children will be to examine in detail the life cycles of cycles f able ta grasp the meaning of to analyze how each organism adapts tohis environment strengthen hoods. how living things.depend on through its structural characteristics and to other living things for their the concept that living things need a food supplyto dhildren food in the energy.cycle or survive. interfer food chains and ultimately See pp. 177-180An investigation into'a food supply how they depend on green plants pp. 181-186A life cycle Children as primary producer of their p. 187. An investigation into'the hatching of promote food supply. an egg , pp.190-194 An investigation into the fitness of a tection fish birds ar pp.196-197 Salmon and wild duck p. 198 An investigation into a bird's egg Children pp.199-201The life cycle of a duck sible be pp.203-204 An investigation into the behavior of ticipati a bean which wc pp.205-207-Kinds of behavior ronment pp.208-209 Adaptation to environment as desti - If the environmentin'which fish spawn changes due of bin& to thermal pollution (heating water fromelectro- habitat generating plants) what effects might it have on :its life cycle? - If birds eat-insects_or green plants which are heavily contaminated by pesticides what conse- -guences might-occur-to-their life cycle? -What effects will increased algaeproduction on a like due to inCreased phosphate pollutionhave on the duck's life.cycle? - In what otherwaye7does the life-cycXe alter due habitat? -to man's alteration of a natural - - (Ec)

101. ' 1:it- 1 A. Life converts matter and energy,into characteristic species form.

B. Men interact to utilize the world'savailable resources. of C. Cultures are characterized by their special ways reacting to the environment.

TEACHING:LEARNING INQUIRIES EVALUATION-TERMINAL VES PERFORMANCE

in Science IV Children observe and report life cycles Probe pupil investigations from Concepts - findingsof visible life n will be to examine in detail the lifecycles of birds and fishes, cycles from their neighbor- caning of to analyze how each organism adaptsto his environment and to strengthen hoods. epend on through its structural characteristics the concept that living things need a foodsupply .63 for their Children seek eiidences of cycle or survive. into a food supply interference with life cycles. imately See pp. 177-180 An investigation green plants pp. 181-186 A life cycle int o' the hatching of Children join groups which of-their P- 187 An investigation an egg promote action toward protection of life cycles of pp. 190-194 An investigationinto the fitness of fish birds and fish. pp. 196-197Salmon and wild duck An investigation into a bird's egg Children demonstrate respon- P- 198 pp. 199-201 The life cycle ofa,duck sible behavior by not par- tidipating in activities pp. 203-204An investigation into the behaviorof a bean which would destroy the envi- Kirxls,of behavior ronment of birds and fish such pp. 205-207 andeggs pp. 208-209A114,6i'ation to environment as destroying nest of birds or altering the water - If the environmentin which fiSh spawn changes due to thermal pollution (heating waterfrom electro- habitat of fish. generating plants) what effects mightit have on its life cycle? If birds eat insects or greenplants which are heavily contaminated by pesticideswhat consequences-might-occur to their-life cycle? , -What effects will increased algaeproduction on a like due to increased phosphatepollution have on the duck's life cycle? - In what other waysdoes the life-cycle alter due to man's alteration of a naturalhabitat? (Ec) SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species fOrm..

LEVEL 11-4 B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to.the environment.

EVALUATION -T PERFORMANCE OBJECTIVES TEACHING"LEARNING INQUIRIES

Children name Matter and energy is basicto Display charts illustrating the basic four categories,of group and can 'the maintenance of life as foods for good health: Breads and cereals; Meat-And place the foo evidenced by the food man eats. poultry; milk and dairy products; and fruits and vegetables. Have the children trace back the origins of each the correct g Children will continue study group to the prime producer, the green plant. Note that Children show on the food man eats to re- the cow eats grass (or green plants) without which she their artisti inforce the concept of how could not survive nor could produce milk. they can trac 'energy is transferred to the '(Ec) the food they human organism through'our inal prime pr food supply, by participating Peview the carbon and oxygen cycle with the children to plant. in activities centered about reinforce the concept that man is inter-dependent on the "Basic Four" concepts. his environment for his food cycle. - How has man altered hisenvironment in order to improve conditions for increased plant production, and to improve the quantity and quality of his produce? (fertilizers, pesticides, crop rotation, etc.) - How has man created problemsfor himself through this new approach? - In what ways have animal, bird, andfish life been affected by our modernization programs? - Is our food supply adequate? - Eo I eat more than I need toin' order to survive? Do I waste food? -(Ec)

Have children draw and illustrate a number of their daily foods and trace through arrows or cycles how originally the energy source began at the green plant stage. (Ec)

. 102 A. Life converts matter and ene gy into chracteristic species form.

B. Men interact to utilize the woN.savajilable resources. C. Cultures are characterized by their special waysof reacting to the environment.77---

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Display charts illustrating the basic four categories of Children name the basic four foods for good health: Breads and cereals;meat and group and can adequately poultry; milk and dairy products; and fruits and vegeta- place the foods they eat in bles. Have the children trace back the origins of each - the correct group. group to the prime producer, the green plant. Note that the cow eats.grass (or green plants) without whichshe , Children show evidence through could not survive nor could produce milk. their artistic endeavors that (Ec) they can trace the origins of the food they eat to the orig- Review the carbon and oxygen cycle with the children to inal prime producer, the green reinforce the concept that man is inter-dependent on plant. his environment for his food cycle. -How has man altered his environment in order to improve conditions for increased plant production, and to improve the quantity and quality of his produce? (fertilizers, pesticides, crop rotation, etc.) -How,has man created problems for himself through this new approach? -In what ways have animal, bird, and fish life been affec,ted by our modernization programs? -Is our food supply adequate? -Do I eat more than I need to inorder to survive? Do I waste food? (Ec).

Have children draw and illustrate a number oftheir daily foods and trace through arrows or cycles how originally the energy source began at the green plant stage. (Ec) -

SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

EVALUA PERFORMANCE OBJECTIVES TEACHING-LEARNING- INQUIRIES.

Childre There is a relationship of The following activity needs observation of pet's eating population growth to our foOd habits, preferably two or more. If rabbits or hamsters perimen ing of supply. are being cared for in the classroom, the wholeclass can participate in observing and.makinggeneralizations them du Because of an increased con- otherwise children will need to obServe pets at home. sure. sumption need of a growing 1) Observe and record the amOunt of lettuce or green population, children will seek plant parts the aniMal eats daily. Childre information to determine how 2) Introduce into cage a second animal of the same spe- of rese the quantity of green plant cies with no additional food increase. keeping life will be affected. 3) Note the behavior of the two animals. Are they servati seeking more food or are they satisfied? alizati 4) Keep.record of cost to feed one animal and a record behavio of the source of supply. 5) Add additional food and note behavior. Is all the Childre food consumed? How much more did it cost? of supp 6) Add a third or fourth animal with only the original supply. What kinds of . allotted food enough for one animal. behavior can be observable now? 7) In order to survive the additional animals will need more food -How much will the cost be to feed them? "-Where will we,get the food supply? - Is the additional supplyworking a hardship on us? How? (Ec)

Now conjecture about the population growth - Where will our food supply comefrom? - Have we enough tillable soil'toproduce all we need to grow in order to,satisfy everyone's appetite? - What other ways can/we growplants? - What costs will,be involvedfor increased production? - What additionalAtinds ofmachinery and tools will be needed? (En) 1.0 3 A. Life converts matter and energy into characteristic species form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children participate in ex- lip of The following activity needs observation of pet's eating periments to seek understand- our food habits, preferably two or more.- If rabbits or hamsters are being cared for in the classroom,the (4hole class ing of problems confronting can participate in observing and makinggeneralizations them due to population pres- sed con- otherwise children will need to observe pets at home. sure. owing 1), Observe and record the amount of lettuce or green Children participate in tools will seek plant parts the animal eats daily. of research and analysis by ine how 2) Introduce into cage a second aniMal of the same spe- keeping records, loggingob- plant . cies with ho additional food increase. servations and making.gener-' 3) Note the,behavior of the tWo animals. Are they seeking mpre food or are they satisfied? alizations about observable 4) Keep record of cost to feed ope animal.and a record behavior. of the source of supply. 5) Add additional food and note behavior. Is all the Children project consequences food consumed? How much more did it cost? of supply and demand of food, 6) Add a third or fourth animal with only the original supply. allotted food enough for one animal.What kinds of behavior can be observable now? 7) In order to survive the additional animals will need, more food. -How much will the cost be to feed them? -Where will we get the food supply? -Is the additional supply working a hardship on us? How? (Ec)

Now conjecture about the population growth

. -Where will our food supply dome from? -Have we enough tillable soil to produce all we need to grow in order to satisfy everyone's appetite? -What other ways can we grow plants? -What casts will be involved for increased production? -What additional kinds of machinery and tools will be needed? (En) 1C3 characteristic SUPPORTING CONCEPTS A. Life converts matter and energy into species form.

LEVEL II-4 B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to the environment.

EVALUA' PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

four cate- Childre Children begin to defend or re- Have children form committees into the basic content ject reasons for choices people gories (see earlier lesson on the basic four) and non- List all the tern of make in selection of their food essential foods (candy, cokes, etc.). what ki supply through discussions foods consumed in that category and classify them ac- which a about our local needs and cording to year around availability, cost factor, supply surviva "global" needs. available and whether it is essential for daily survival. Have comittees report results to the totalclass on Childre some form of chart ortransparencies. The children can researc then discuss why people choose to buy and eatcertain of eati foods rather than another. childre Why do we choose expensive foods when cheaper priced foods are just as nourishing (artichokes Childrei vs. spinach)? for gloi Who decides what we shall eat? classiti - What sacrifices are wewilling to make to pay for foods wl non-essential foods? comes t - Do other people in theworld have our choices? the wori Why or why not? food we Do we produce all our own foods? nation:; How dependent are we on other countrieg products (tea, coffee, bananas, etc .)? How dependent are they on us? (wheat, rice, corn, etc .). Can other peoples of the world afford to make -choices? (Ec)

View films from local A-V catalogues on food habits of other nations.

For fast or interested students , research canbe made into several countries diet habits for a basis of com-

parison with our own. ' 5 (En) 104 4'

A. Life converts matter and energy intocharacteristic species form. B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special waysof reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

,}1. re- Have children form committees into thebasic four cate- Children inquire into the people gories (see earlier lesson on the basic four) and non- content of their daily pat- r food essential foods (candy, cokes, etc.) .List all the tern of eating to discover foods consumed in that category and classify them ac- what kinds of food they eat cording to year around availability, cost factor, supply which are essential for available and whether it is essential for dailysurvival. survival. Have comittees report results to thetotal class on Children sharpen skills of some form of chart or transparencies.The children can research in seeking patterns then discuss why peopleichoose to buy and eatcertain of eating of other nation's foods rather than another. children. -Why do we choose expensive foods when cheaper ,priced foods are just as nourishing (artichokes Children examine the need vs. spinach)? for global dependency by -Who decides what we shall eat? classifying the kinds of -What sacrifices are we willing to make to pay for foods which we consume that non-vsential foods? comes from other parts of -Do other people in the world have our choices? the world and the kinds of Why or why not? food we export to other -Do we produce all our own foods? nations. How dependent are we on other countries' products (tea, coffee, bananas, etc.)? - How dependent are they on us?(wheat, rice, corn, etc.) Can other peoples of the world, afford to make choices? (Ec)

View films from local A-V catalogues on food habits of other nations. For fast or interested students, research can be made into several countries diet habits for a basis of comparison with our own. 1O4 (En) SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-

Children can create new breakfast, lunch, dinner patterns using the items from the basic °four as a framework such as replacing bacon with hamburger patty,citrus fruits with tomatoes or spinach etc. Illustrate or create patterns with any art media. (Ec) 11

, Somechildren can compava basic food patterns of other countries with cur own. For example, our hamburger with bun, lettuce, tomato, cheese and meat is very similar, to a mexican tacc,with tortilla, lettuce, tomato,cheese.; and meat. Chilaren can make menus with illustrated food patterns ); Where did each food item originate? Did we grow all the items locally or 'Were we dependent on other locales or...pakions?- P (En) A. Life converts matter and energy intocharacteristic species form.

B. Men interact to utilize the world'savailable resources. of C. Cultures are characterized by their special ways reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children can create new breakfast, lunäh,dinner patterns using the items from the basic four as a frameworksuch as replacing bacon withhamburger patty, citrus fruits with tomatoes or spinach etc. Illustrate or create patterns"with any art media'. (Ec)

Some children can compare basic foodpatterns of other countrieS with our own.For example, our hamburger with bun, lettuce, tomato, cheese and meatis'very similar to a mexican taco with tortilla,lettuce, tomato, cheese, and meat. Children can make menus with illustratedfood patterns. -Where did each food item originate? -Did we grow all the items locally or were wede- pendent on other locales or nations? (En) Life converts matter and energy intocharacteristic SUPPORTING CONCEPTS A'. species form. available resources. LEVEL II-4 B. Men interact to utilize the world's C. Cultures are characterized by their special waysof reacting to the 'environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERJ PERFORMANCE OBJECTIVES p ER

Science IV Children par tr_ic Children investigate the' prop- Probe pupil investigations_from Concepts in evaporation and condensation cept-seeking ex erties of water to help'lead to explore the principlesof to an understanding of why it and of water cyCles. Children observ is necessary to utilize water See p. 63 On investigation into a disappearing drop phenomena and cl wisely and to realize how ul- of water p. 67 An investigation into getting water from as related to. t timately it affects plant and living with mea animal life. the air p. 72 An investigation into warmed' air riences. pp. 74-75The making of a cloud p. 80 Rivers in the sea Children seek p p. 81 An investigation into mixing cold and which indicate warm water changing or int pp. 85-86The water we eat natural water c p. 87 An investigation into water we eat p. 88 The water we drink \\ p. 89 Making,a model:. A water purifying plant

\\' pp. 90-92On the farm or ranch pp. 93-94 The water cycle \ -1-C6v-does evaporation and condensationplay a role \ in our-Witer-..qupply? 4iow does manin-Eirfer_e_with the water cycle? -ctieltdoes heat energyre-rate-tothe water cycle? (W) A. Life converts matter and energy intocharacteristic species form. Hqn interact to utilize the world'savailable resources. of C. Cultures are characterized by their special ways reacting to.the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE-

Children participate in con- rop- Probe pupil investigations from Concepts inScience IV cept-seeking experiments. ad bo explore the principles of evaporation andcondensation it - and of water Cycles. Children observe climate ter ee p. 63 On investigation into a disappearing drop phenomena and discuss weather ul- of water' as related to their daily and p. 67 An investigation into getting water from the air living with meaningful experiences. p. 72 An investigation into warmed air pp. 74-75The making.of a cloud Children seek phenomena p. 80 Rivers in the sea indleate-hlyei -man-4.6 p. 81 An investigation-intu M'Alig-roId-and warm water changing or interfering with pp. 85-86 The water we eat natural water cycle. p. 87 An investigation into water we eat p. 88 The water we.drink p. 89 Making a model: A water purifyingp lant On the farm or ranch . pp. 90-92 - pp. 93-94 The water cycle -How does evaporation and condensationplay a vole in our water supply? -How does man interfere with the water cycle? -How does heat energy relate to the watercycle? SUPPORTING CONCEPTS A. Life converts matter and-energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to the environment.

EVALUATION-J. PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children 'exp Children will demonstrate their Children familiarize themselves with the pollution terms for thermal, responsibility to the environ- related to water: plents) industrial w ment by continuing to probe Thermal pollution (caused by electric7generating into the cause and effect of Chemical pollution (caused by.pesticides) industry, Children lis water pollution:, Industrial Pollution (caused by residues from including materials used in the homesuch as phos- their role a phates.) to pollution products and Have children take a field trip to.anyindustry which ;they dai uses water extensively as part oftheir production Children dem prOces's. Observe how plants dispose of "used water." Note the kind of pollution involved. sibility by which;-con-- nate ways to . -Is my community supporting industries tribute to.water pollution? which cut do -How is the industry planning toCurb its pollutant the demands action? which is eon -What products from the industry being studied am pollution.- I using in my home which contributes tofurther pollution? -Do I really need that product? -What'other alternative have I to perform the same task which that product performs? A. Life converts matter andenergy into characteriStic species form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized,by their special ways of reacting to the envfronment.

TEACHING-LEARNING INQUIRIES .EVALUATION -TERMINAL PERFORMANCE

Children familiarize themselves with.the pollution terms Children explore environment related to water: for thermal, chemical or Thermal pollution,(caused by electric-generating plants) industrial water pollution: Chemical pollution (cauged by pesticides) Industrial pollution (caused by residues fromindustry, : Children list and illustrate including materials used in the home such asphos- theii role as contributors phates.) to pollution by reviewing products and materials that Have children take,a field trip to anyindustry which they use daily. uses water extensively as part oftheir production Children demonstrate. respon- process. Observe how plants dispose of "used water." Note the kind of pollution involved. sibility by suggeSting alter- - Is my communitysupporting industries which con- nate ways to perform tasks tribute to water pollution? which cut down or eliminate the demands on .the'industry - How is the industryplanning to curb its pollutant action?. 'which is contributing to - What products from theindustry being studied am pollution. I using in my home which contributes tofurther pollution? - Do I really needthat product? - What otheralternatii.ve have I to'Terfom the same task which that prdduct performs? (w)

_ SUPPOWING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to the environment.

EVALUATION-TERM PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERF

Children observe To integrate the concepts of Probe pupil investigations from Concepts in Science IV upon changing ph how forces change the earth's to form concepts on how land or earth changes aregrad- the environment surface and how land is broken ual and unobservable'except for landslides, floods or down in one place but built up earthquakes and to understand how change takes place Children discrim elsewhere. Children probe . constantly. man-made changes their science textbooks and See p. 221 An.investigation'into how water movés . ecological chang related curriculum materials. land p. 225 An investigation into freezing water pp. 226-227The force of ice Children project p. 231 An investigation into the force of of man's alterin sproutingNseeds - ronment. p. 232 An investigation into whathappens' when plants grow pp. 235-238An investigation.into moving water pp. 240-241 Holding land andwater p. 242 An investigation into how leaves help to hold soil p. 243 Saving our soil -What can we see about us as evidence that the earth is changing? -How have We played a role in Causing erosion to occur? -How can we prevent erosion? A. Life converts matter and energy intocharacteristic species form.

B. Men interact to utilize the world'savailable resources. of C. Cultures are characterized by their special ways reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children observe and report Probe pupil investigations from Conceptsin Science IV to form concepts on how land or earthchanges are grad- upon changing phenomena in ual and unobservable except for landslide's,floods or the environment around them. earthquakes and to understand how changetakes place Children dicriminate between constantly. man-madeOhangeS and natural See p. 221 An investigation into how water moves land ecological'changes. - p. 225 An investigationinto freezing water Children project consequences pp. 226-227The-Ibice of ice of man's altering his envi- p. 231 An investigationinto the force of sprouting seeds ronment. :p. 232 An investigationinto what happens when plants grow pp. 235-238 An investigationinto moving water pp. 240-241, Holding land andWater p. 242 An investigationinto how leaves help, to hold soil p, 243 Saving our soil - What can we seeabout us'asevidence that the/earth is changing? How have we played a role incausingerosion to occur? How,can we prevent erosion?

Ar- SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

1 LEVEL 11-4 B. Men interact to utilize the world's availabl resources.

C. Cultures are characterized by their special 1Cays. of reacting "to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERM PERFORMANCE OBJECTiVES PERM

Children investigate the prop- Have children bring in all recent articles or materials Children actively erties of air to develop the on air pollution. Have them classify the various kinds bf pollutants on understanding that oxygen is of pollutants which appear in the air.Note how there port their findin essential for man and animals, is no, "pure" air and that some forms of pollutions are class. carbon dioxide is essential necessary for the balance of life such ascarbon dioxide for plant growth and to dis- for plant production. 'Have children experiment atnight ChilOren use appr pollution terminc cover their interdependence. with a flashlight by beaming a strong lightupwardse` Note dust particles in air. Shake dust mop or blow dust press their idea:.. from furniture and observe how particles ofduSt float and finally settle downward. Discuss how droplets of Children examine water "collece.particles from the air and returnit to role as contribut land. Children capable of in-:depth research, can locate pollution and shc other pollutants such as sulftiric oxide (from coal burn- of an act or acts ings) fragments of solids from earth's surface carbon flect responsiblc monoxide (cars and machines burning fossil fuels) and, decrease their cc chemical pesticides. share.

1104 Display through bulletin boards the various findings. -In what ways are newspapers and periodicals helping us be aware of our polluted environment? -What kinds of air pollutants and how much of them are not lethal or necessarily harmful to thehuman organism? -What kinds of pollutants do we put into the air daily in the classroom or at home? (A)

The children can create a cartooned newsette which would depict what possible effects polluted air can have upon their lives. .Include such ideas as: pollutions,haVd killed people (London, Donora, ,P4.,incidents),;it ar-1 cause health problems suchask94hisema ana lung-cancer; it can be the cause of neurologiCal and psychological disorders; and possibly iticave genetic effects on unborn children._ Life converts matter and energy into characteristic species form: Men interact to utilize the world's available resources. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES .EVALUATION-TERMINAL PERFORMANCE

H ve children bring in all recent articles ormaterials Children actively seek forms of pollutants on air and re- o air pollution. Have them classify the various kinds port their findings to the o pollutants which appear in the air. Note how there i. no "pure" air and that some forms of pollutions ale class. n cessary for the balance oflife such as carbon dioxide f r plant prodUction. Have children experiment at night Children use appropriate w th a flashlight.by beaming astrong light upwards. pollution terminology to ex- NOte dust particles in air. Shake dust mop or blow dust press their ideas. from furniture and observe how particles of dustfloat and finally settle downward. Discuss how droplets of Children examine their own water "collect" particles from the air andreturn.it to role as contributors to air land. Children capable of in-depth research can locate pollution and show evidence _other pollutants such as sulfuric oxide (from coal burn- of an act or acts which re- ings)'fragments of solids from earth's surface carbon flect responsible behavior to monoxide (cars and machines burning fossil fuels) and.,,. decrease their contributing share. chemical pesticides. .

Display through bulletin boards.the various findings. - In what walla are newspapersand pc:riodicals helping us be aware of:,our polluted environment? - What kinds of air pollutantsand how much of them are not lethal or necessarily harmful to thehuMan organism? What kinds of-pollutants do-we put into theair daily in the classroom or at home? (A)

The children can create a cartooned newsette which would depict what possible effects polluted air can have upon their lives. Include such ideas as: pollutions have killed people (London, Donora, ,Pa...incidents); it can cause health problems suchasi,mknisema and lung cancer; it can be the cause of neurologiCal and psychological disorders; and possibly ititlave genetic effects on unborn children. SUPPORTINC CONCEPTS A. Life converts matter and energy into characteristic species form. available resources. LEVEL 11-4 B. en interact to utilize the world's C. Cultures are characterized by their special waysof reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMIt PERFORMANCE OBJECTIVES PERFO

What effects might air pollution have on animals? -What kinds of damage is done on plant life? - How much toxicity can thehuman organism tolerate? (A)

Children can create songs, slogans or poems to express their awareness and concern for cleaner air. (A)

110 Ens A. Life converts matter and energy intocharacteristic sPecies form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special waysof .reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL ,Z.CTIVES PERFORMANCE

-What effects might air pollution have onanimals? -What kinds of damage is done on plant life? -How much toxicity can the human organismtolerate? (A)

Children can create songs, slogans or poems to express their awareness and concern for cleaner air. (A) Life converts matter and energy intocharacteristic SUPPORTING CONCEPTS A. species form. world's available resources. LEVEL 11-4 B. Men interact to utilize the C. Cultures are characterized by their special waysof reacting to the environment.

EVALUATION- PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

and carbon Children rev Green plants are basic for the Have children review and recall the oxygen cycle charts and discuss the contribution of oneto the ecological b supply of oxygen. oxygen and d other for living organisms. help clarify Children will analyze the char- one.house of man's alt acteristics of a small city and Start a cartoon strip in which there is only natural environment. In- a large city and will attempt among an ecologically balanced additional polluters, Children dis to describe what happens to crease houses progressively with disposals and people. standing for the source and supply of oxygen cars, planes, factories, sewage Eliminate number of trees, grassy areas, streams,air on green pla as the size of a city grows. by suggestin space and animals. Display a large bulletin board with "From this -- to this?" or with a similaridea which for pattern depicts how man has slowly altered his habitatand in which would duction of i turn upset the carbon-oxygen cycle. -Where did our oxygen come from in thefirst scene? life as part growth of a - Where does it comefrom in the last scene? What else besides oxygen are we breathing? How are our bodies adjusting to theadditional Children sho particles in the air? internalizin - What illnesses are moreprevalent as a result of of the conc( pollutant air? (see earlier lesson on air) and contrast - How can we introduce greenplant life to reverse conununity choking patterns? and by provi What could happen if we choose to do nothingabout for conserva our environment? velopment co What is happening in growth change in ourcommunity? life produc'. - Can we become likethe people in our last scene? -What can we do with green plants today toprevent Children di:, the last'scene? ity for the (En-A) avoiding de plant life ( and at home ting in act] hance the 111 A. Life converts matter and energyinto characteristic species form.

B. Men interact to utilize theworld's available resources. special wayS of C. Cultures are characterized by their reacting to the environment.

EVALUATION-TERMINAL TEACHING-LEARNING INQUIRIES VES PERFORMANCE

Children review and recall Have children review and recallthe oxygen and carbon lic for the ecological balances of the cycle charts and discuss the contributionof one to the oxygen and carbon cycle to other for living organisms. help clarify the consequences ze the char- is only one house of man's altering his habitat. Ian city and Start a cartoon strip in which there among an ecologically balancednatural environment. III- dl attempt Children display the under- crease houses progressivelywith additional polluters, :ppens to standing for our dependency cars, planes, factories, sewagedisposals and people. Ay of oxygen on green plants for oxygen Eliminate number of trees, grassy areas,streams, air :ty grows. by suggesting alternatives space and animals. Display a large bulletin board with for patterns of city growth "From this -3 to this?" or with asimilar idea which which would involve intro- depicts how man has slowly altered hishabitat and in duction of increased plant turn upset the carbon-oxygen cycle. -Where did our oxygen come from in thefirst scene? life as part of the necessary -Where does it come from in the last scene? growth of a city. -What else besides oxygen are we breathing? Children show evidence of -How are our bodies adjusting tothe additional internalizing the importance particles in the air? -What illnesses are more prevalent as aresult of of the Concept by comparing pollutant air? (see earlier lesson on air) and oontrasting their present community with a large city -How can we introduce green plantlife to reverse and bk providing suggestions choking patterns? -What could happen if we choose to donothing about for ccinserVation-Atid for de- velopinent of green plant our environment? -What is happening in growth change in ourCommunity? life production. - Can we become likethe people in our last scene? Children display responsibil- - What can we dowith green plants today to prevent ity for their environment by the last scene? (En-A) avoiding destruction of green plant life on school grounds and pt home and by participating in activities which enhance the oxygen cycle. SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources. C. Cultures are,characterized by their special ways of reacting to the environment.

EVALUATION-TERMIN PERFORMANCE OBJECTIVES TEACHING7LEARNING INQUIRIES PERFOF

ea Children show conc .Through investigation and con- Take three similar inexpensive potted plants(geranium) radio or continued high nor ducted experiments, the chil- and place two near the soUrce of phonograph, dren will attempt to validate taped music whose volume can be cont=lled. Place the Children seek. cauE the question as to whether. other out of range 'of sound. Play recorded sounds an unnecessary sounch plant life is affected.by*ise very high volume. (Make sure child's mother agrt6s-to Some levels. "hear out" experiment if conducted at home.) scfiools have sound proof rooms in music departments to Children show awar muffle sound. inside sounds and sounds and its mea healthy environmer Keep a chart or log on length of time sound wasplayed, trolling the sound results the number of days of the experiment and weekly they participate of condition of exposed plants as compared withthe controlled plant. -What condition is the texture or firmness of plant in as expeiiment progresses? -What happens to the leaf color, flower color?

Remove one of the two plants (which.by now shouldshow evidence of weakness and decay) and nurse it back to health with the other plant removed from the sounds. -Is the plant permanently damaged? -Does the appearance of the plant change? -Can a plant be nursed back bo health after exposure to high level sounds? -What implications has this for human beings? (A) A. Life convertsMatter and energy into characteristic species form.

B. Men interact to utilize the world's available resources. C. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES 'EVALUATION-TERMINAL PERFORMANCE

Take three similar inexpensive potted plants (geranium) Children show concern for and place two near the source of phonograph, radio or continued high noise levels. taped music whose volume can be controlled. Place'the other out of range of sound. Play recorded sounds on Children seek causes for very high volume. (Make sure child's mother agrees to unnecessary sounds. "hear out" experiment if-conducted at home.) Some schools have Sound proof rooms in music departments to Children show awareness of muffle sound. inside sounds and outside sounds and its meaning for healthy environment by con- Keep a chart or log on length of.time sound was played, trolling the sounds which results the number of days of the experiment and weekly they participate in. of condition of exposed plants as compared with the controlled plant. - What condition is the texture orfirmness of plant in as-experiment progresses? - What happens to the leaf color,flower color?

Remove one of the two plants (which by now shouldshow evidence of weakness and decay) and nurse it back bo health with the other plant removed from the sounds. - Is the plant permanentlydamaged? - Does the appearance of theplant.change? - Can a plant be nursed back tohealth after exposure to high level sounds? - What implications has this forhuman beings? (A)

112, A tOft)

into characteristic SUPPORTING CONCEPTS A. Life converts matter and energy species form. available resources. 1EVEL 11-4 B. Men interact to utilize the world's C. Cultures are characterized by theirspecial ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERM PERFORMANCE OBJECTIVES PERr

Sciedce IV Children observe Children will deMonatrate Probe pupil investigations from Concepts'in living things are a normal carbon their responsibilitY to the to understand"how they and all other part of a oxygen-carbon dioxide cycleand how children with a "pollutu environment by.continuing to discuss the cons capture matter for the environmentand how they return probe into the cause and their observati effect of air pollution. it. See p. 101 An investigation into a way ofcollect- ing air Children partici periments to in pp.104-105 An investigation into oxygenand air into how necess P. 113 An investigation into disappearing molecules life. An investigation into the air you P. 120 breathe Children refine ception of obse p. 125 An investigation into a plant under water seeking and rep sights and scen pp. 126-128 .The carbon.dioxide-watercycle were unaware of 7Why des we neeltoxygen? .-HoW does modern technology "foul" our air? -When does carbon dioxide become a"pollutant" Children seek a rather than an essential part of theoxygen-carbon promote "health' ments in which ! cycle? =How do green plants keep the cyclesin balance? can survive. -Note observable air pollutants inthe neighborhood. 00 into characteristic A. Life converts matter and energy species form. the world's available resources. B. Men interact to utilize their special ways of C. Cultures are characterized by reacting to the environment.

EVALUATION-TERMINAL TEACHING-LEARNING INQUIRIES PERFORMANCE

Children observe and compare Probe pupil investigations fromConcepts in Scierice IV ;ate other living things are a normal carbon-oxygencycle the to understand how they and all cycle and hoW children with a "polluted" cycle and 4ing to part of a oxygen-carbon dioxide discuss the consequences of capture matter for the environmentand how they return .nd 'their observation. pn. it An investigation into a wayof collect- See p. 101 Children participate in ex- ing air periments to increase insight An investigation into oxygenand air pp. 104-105 into how necessary air is for 'p. 113 An investigation intodisappearing', molecules life. An investigation into theair you p. 120 Children refine their per- breathe An investigation into a plantunder ception of observation by p. 125 seeking and reporting on water sights and scenes which they pp. 126-128 .The carbondioxide-water cycle were unaware of before. -Why do we need oxygen? -How does modern technology"foul" our air? Children seek actions to -When does carbon dioxide become a "pollutant" promote "healthier" environ- rather than an essential part ofthe oxygen-carbon ments in which plant life cycle? can survive. -How do green plantskeep the cycles in balance? -Note observable air pollutantsin the neighborhood. (A) SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL 11-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the envixonment.

EVALUATION -TERMII PERFORMANCE OBJECTIVES -TEACHiNd--LEARNING INQUIRIES PERFO

Children indicate Communities reflect environ- After assigning the investigation of neighborhood activ- they perceive env, mental care. ities to various "reporters", the children return with information, (which can be recorded by charts, trans- abuse by the kind porting" they male Children investigate and deter- parencies, cartoon strips, etc.), which will reveal the class.. mine what their own community answers to the following questions: contributes in natural re- - What kinds of natural resourcesdoes our community Children's percep sources, what it consumes in have? sight is refined quantity and whether abuse in -What kinds of commerce or industry areusing basic are asked to see , acquisition is apparent. raw resources and Nhat kindsarelUtilizing converted or refined resoakces? with a sophistica - What does the manufacturer orindustrialist do with that demands answ wasted material? challenging quest - Are there by-products? -Are they recycled? Children display. Are they discarded? bility for saving - Are materials givenaway? resources by sugq - Is there evidence of abuseof the environment? actions which wil - Is there evidence thatthey are making an effort their own motive:: to,prevent environment pollution? abuse of produCt, - How are the citizensshowing approval of activities daily utilize. of conscientious manufacturers, industrialistsand producers? - - How can we participatein'being useful citizens to prevent wasteful products? (En)

114, A. Life-converts matter and energy into characteristic species form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL ZERFORMANCE

After assigning the investigationo'f'neighborhood activ- Children indicate how well ities to various "reporters", the children return with they perceive environment information, (which can be recorded by charts, trans- abuse by the kinds of "re- parencies, cartoon strips, etc.) , which will reveal the porting" they make to the answers to the following questions: class. - What kinds of natural resourcesdoes our community have?. Children's perception of - What kinds of commerce orindustry are using basic sight is refined as they raw resources and what kinds areutilizing convert- are asked to see situations ed or refined resources? with a sophisticated eye - What does the manufacturer orindustrialist do with that demands answers to wasted material? challenging questions. -Are there by-products? -Are they recycled? Children display responsi- - Are they discarded? bility for saving our natural - Are materialy given away? resources by suggestions for - Is there evidence ofabuse of the environmenVi actions which will question - Is there evidence thatthey are making an effort their own motives for use and to prevent environment pollution? abuse of products which they activities 7How are the citizens showing approval of daily utilize. 'of conscientious manufacturers, industrialists and !producers? rHow can we participate.in being usefulcitizens to ,prevent wastefbl products?

ft (En) SUPPORTING CONCEPTS A. Life converts matter and energy into characteristic species form.

LEVEL II-4 B. Men interact to utilize the world's available resdurces. C. Cultpres are characterized by their special ways of reacting to the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING 'INQUIRIES EVALUATION-T

Children make Man, through cultures, respond View the audio-visual media (films, charts, art prints, skills of re; to the environment. etc.) which will illustrate to the children how the early settlers responded to their environment. seek data to dence that th Through_Social Study activi- - How did clearing forest landsof agricultural plans abused their ties, Children collect spe- affect our watersheds and erosion ofsoil? through expld cific data to support the -What happened to all our great numbers ofAmerican evidence that the early settler Bison (buffalo)? Children defc abused the environment by a too - In how many instancesdid the Indians and the early which indicat rapid utilization and exploi- settlers exploit the land and then moved on.to more ronmental abu tation of the forests and fertile soil? tial, for tha prairies. - How differentlydid the Indians and the early mission fathers use the.environment? time, for sur - In what ways did therancheros use and abuse their grazing lands? Children ques - For what reasons werecountless animals killed, in validity for which pelts were saved and the rest of theanimal abuse today. discarded? - Are we stillperpetuating these activitied'for'th-d- 'same reasons? (En)

, 115 41106-

A. Life converts matter and energy intocharacteristic species form.

B. Men interact to utilize the world'savailable resources.

C. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

View the audio-visual media (films, charts, artprints, Children make use of their etc.) which will illustrate to the childrenhow the skills of research as they early settlers responded to their-environment. seek data to support evi- -How did clearing forest lands ofagricultural plans dence that the early settlers affect our watersheds and erosionof soil? abused their environment What happened to all our greatnumbers of American throuch exploitation. Bison (buffalo)? Children defend positions -In how many nstances did the Indians and theearly settlers exp (oit the land and thenmoved on to more which indicate that environmental abuse was essen- fertile soil? tial, for that period of - How differentlydid the Indians and the early mission fathers use the environment? time, for survival. . -In what ways did the rancheros useand abuse their Children'question the grazing lands? validity for environmental - For what reasons werecountless animals killed, in which pelts were saved and the restof the animal abuse today. discarded? - Are we still perpetuatingthese activities for the same reasons? (En)

115 fe commrt r.a! tr-rand energy into cha racterist lc

rritrr t. tolit iI t ' s ava i I able resources. 1 .T I A Cultures are characterized by thei r special ways of rea,:ting to the environrent.

EVALUATE !:rn WAN C T E:CT I '.1;s LACH I NG- 1J.A Tur; iNcUI RIES

Children tur al technology is de - Chi I dren scan the soc ial science textbooks and lihrary Are: i size agri Vendent on the values man material; on the early lives of California Indians, choss to enhance . missions and rancheros to recall and review bow fool of today was grown and raised by manual labor. Have them note the worIL the dependency on soil conditions and climate which de- chi I (irf.n Oh andtri t I i;7e the inport. ance of agricultural termined their crop production. Review the hard condi- Children/ the pro& techr OgytO the weal th of tions and cl imate whi ch determined their crop production. supply I nati ons and its reaning for Review the hard conditions under which man survived. in socir: i t does to the digni t y ticcause man has increased his technological know-how, what necessan of r,an. machines have released man from heavy labor, have increased his crop production and have enabled him to rxperiment in crop rotation, fertilizers, pesticides, Children land clearance nrograms and in irrigation projects which for the has al t ered t he envi ronment, increased the quality of "haye-nol food product ion andi n general raised the standard of the choil iying distribu;

Have ehildren depict the scenes of yesteryear with Children those of today throuah art media and sociodrama. sibility -How much more can one man produce today than one need to ;

1751 Rcould yeste?-year? ronmen t -What does he do wit:i his surplus? to recei% -In what ways is he supporting the "have-nots"? mother -Now does man choose to eare for or abuse his land? What choices can he make with his crop production? What responsibilities does he have for other men? -What evils has agricultural technology created? e--o- lives because of it? (En)

116

I* Nth A. Life converts matter and energy into characteristic

4'(7 i form.

H. Meni nteract to lit i i ze the wrirld's ava iabl e resources. Cultures are characterized by their special ways of reacting to the environment.

TEACHING-LFARNING INQUIRIES EVALUATIOU-TERMI NAL PERFORMANCE

Children scan the social science textbooks and library Children analyze and synthe- materiais on the early lives of California Indians, size agricultural technology missions and rancheros to recall and review how food of today and compare it with. was grown and raised by manual labor.Have them note the world of yesteryear. ze the dependency on soil conditions and climate which de- Children display respect for ural termined their crop production. Review the hard conditions and climate which determined their crop production. the producer of our food Review the hard conditions under which man survived. supply by accepting his role Because man has increased his technological know-how, in society as a noble and machines have released man from heavy labor, have in- necessary one. creased his crop production and have enabled him to experiment in crop rotation, fertilizers, pesticides, Children display awareness land clearance programs and in irrigation projects which for the food needs of the has al t ered the envi ronment, increased the qual ity of "have-nots" by examining food production and in general raised the standard of the choices society makes in I iving eistributing surplus supplies.

Have chi Idren depict the scenes of yesteryear with Children examine the respon- those of today through art media and sociodrarra. sibility role the producers -How much more can one man produce today than one need to have for their envi- man could yesteryear? ronment in order to continue -What does he do with his surplus? to receive benef its from -In what waysis he supporting the "have-nots": mother earth. -How (foes manchoose to care for or abuse his land? -What choicescan he make with his crop production? -What responsibilities does he have for other men? -What evils has agricultural technology created? -How Letter are our1 ives Lecause of it? (En) SUPPORTING UNKTPTS A. Life converts matter and energy into characteristic species form.

LEVEL II-4 B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION

Man-made environments are evi- Have children collect picture articles from news media Children I dences of man's values. or periodicals which illustrate man-made environments- value judg building, (city, parks, railways, reservoirs, airports, principlv After investigations through etc.). Group into committees to explore and discuss evidenced committee work, children will the following questions: ment. outline examples of man-made How has the man-made environment contributed to environments and the role of aesthetic surroundings? Children ' responsibility man has assumed. -What are urban slums and ghettos? man-made ( - Who is responsible for beauty-thegovernment, the reflects t public, or ourselves'? what is n. - What are we doing to renew our man-madeenvironment? environme: -What does urban renewal mean? appeal an - How does surfaces made of asphalt or cementaffect feasible. our "water cycle"? -How can we make parking lots be more park-like so that there is aesthetic beauty, ecological balances (trees, soil absorbtion of water, etc.) and economic feasibility? (En)

Create an aesthetic environment utilizing ecological factorS of interdependence and economi.c feasibility. Each group select own environment such as -n airport, a parking lot, a shopping center, etc. Justify your man- made environment. (En)

117' :TS A. Life converts matter and ener4Y into characteristic species form.

B. Men interact to utilize the world's available resources.

C. Cultures are characterized by their special ways of reacting to the environment.

EVALUATION-TERMINAL 1-TIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Children gather data to make ents are evi- Have children collect picture articles from newsmedia value judgmentsabout the ,Alues. or periodicals which illustrate man-madeenvironments- building, (city, parks, railways, reservoirs, airports, principles of aesthetics evidenced in their environ- Ions through etc.). Group into committees to explore and discuss hildren will the following questions: ment. of man-made -How has the man-made environment contributed to Children create'their own the role of aesthetic surroundings? man-made environment which ih has assumed. What are urban slums and ghettos? Who is responsible for beauty-the government, the reflects their values of public, or ourselves? what is necessary for the - What are we doing to renew ourman-made environment?. environment which has eye - What does urban renewal mean? appeal and is economically -How does surfaces made of asphalt or cement affect feasible. our "water cycle"? - How can we make parking lots be more park-like so that there is aesthetic beauty, ecological balances (trees, soil absorbtion of water, etc.) and economic feasibility? (En) , Create an aesthetic environment utilizing ecological factors of interdependence and economic feasibility. Each group select own environment such as an airport, a parking lot, a shopping center, etc. Justify your man- made environment. (En)

117 p. A. Life converts matter and energy into characteristic . SUPPORTING CONCEPTS species form. available resources. LEVEL 11-4 B. Men interact to utilize the world's C. Cultures are characterized by their special waysof reacting to the environment.

EVALUATION PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Have children choose their own artisticmedia-in which Children ex Children continue to develop creative fo proficiency in craftsmanship they can express their craftsmanship whichdepictseiheir it re- pretations in aesthetic arts and music understanding of society's cultural components as lates to the environment, (music, dance, poetry,art, result or i forms to reflect improvement environmew_ of the environment through etc.). varieties of aesthetic skills. -In what ways does man develop his culture which interact with his environment? Children se -How does the environment influence thedevelopment of "externa of cultural forms? the environ -How does it inhibit man's culturaldevelopment? is mainly a (En) dollars am: A. Life converts matter and energy i ADcharacteristic species form.

B. Men interact to utilize theworld's avoilable resources. C. CUltures arc characterized by theirspecial ways of reacting to the environment.

LU1'TION-TERMINAL TEACHING-LEARNING INQUIRIES r t PERFORMANCE

Have children choose their ownartistic media in which -Ctiildren express Lhrough creative forms their inter- they can r.xpress their craftsmanshipwhich depicts their understanding of society's cultural components asit re- pretations of culture as a result or influence of their lates to the environnent, (music, dance,poetry, art, environment. etc.). -In what ways does mandevelop(his varieties of culture which interact with hisenvironment? Children seek undersf_anding of "externalities" that is, -How does the environment influencethe development the environment whose value of cultural forms? is mainly aesthetic, not -How does it inhibit man's culturaldevelopment? (En) dollars and cents.

118

LEVEL 115

A. The environment is in continual change,in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviorswhich satisfy their images of beauty, or order.

A - Air W - Water EC - Ecology, Plants EN - Environment, and Animals Population

120 and SUPPORTING CONCEPTS A. The environment is in continual change, in present past ages.

LEVEL II-5 B. Social aims determine the utilization of resources. C. Men create objects, events and behaviors whichsatisfy their images of beauty, or order.

PERFORMANCE OBJECHVES TEACHING-LEARNING INQUIRIES

C: Change is perceptable in a Probe pupil investigations from Concepts in'Science V the earth's 10 child's environment. to discover what forces at work are changing surface.

An investigation into the force of ice 0 : Through classroom investiga- See p. 4 n tions, children study and pp. 6-8 A saw of water probe the ecoloyical forces pp. 8-9 Plants at work which contribute to the chang- pp. 11-14 Building up the land ing of the earth's surface and p. 15 Making a model: layers of sediment Making a model: a model of the earth biosphere. p. 22 p. 23 Inside the earth pp. 31-34Up over a mountain pp. 35-37 Treasure beneath yourfeet p. 38 An investigation into making crystals pp. 41-42 The look of changedrocks - How do we think the earthbegan? - How does rock changeinto soil and back to soil again? In what ways does the weather alter theearth's surface? -What is the earth made of and how can we prove it? - Are our "treasures of theearth" limited? How fast are we using them up? - In what ways are manincreasing the speed of the earth's changes? In what ways do I contribute to this rate ofchange? -What is the "land cycle"? (L) A. The environment is in continualchange,'in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviorswhich satisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Probe pupil investigations from Conceptsin Science V Children participate in to discover what forces at work arechanging the earth's investigations which help surface. them to recognize changes of the earth's surface as See p. 4 An investigation into the force of ice pp. 6-8 A saw of water natural and normal. pp. 8-9 Plants at work Children accept."the land pp. 11-14 Building up the land cycle" phenomena as'a nec- p. 15 Making a mOdel: layers of sediment essary part of the earth's p. 22 Making a model: a model of the earth constant building up and p. 23 Inside the earth breaking down of energy, pp. 31-34 Up over a mountain is useful for pp. 35-37 Treasure beneath your feet energy which growth and development of P- 38 An investigation into making crystals pp. 41-42 The look of changed rocks man. -How do we think the e&-th began? Children speculate on the - How does rock change intosoil and back to soil again? role man plays in altering - In what ways does theweather alter the earth's the land surface changes. surface? -What is the earth made of and how.can we proveit? - Are our "treasures of theearth" limited? How fast Are we using them up? - In what ways are manincreasing the speed of the earth's changes? - In what ways do I contributeto this rate of change? - What is the "land cycle"? (L) and SUPPORTING CONCEPTS A. The environment is in continual change, in present past ages.

LEVEL II -5 B. Social aims determine the utilization of reSources. C. Men create objects, events and behaviorswhich satisfy their images of beauty, or order.

TEAtHING-LEARNING INQUIRIES EVALUATION-TER PERFORMANCE OBJECTIVES PERT

words Children perceiJ Children perceive and record Walk around the school grounds and record through criminate betwO physical changes in their im- or pictures the physical changestaking place there. rock and man-made cho mediate (school) environment, -Are there evidences of faults or unusual environment. and whether the changes are formations? enhancing or depriving the -Is the lawn brown and dry or green andmoist? broken? Children partici schbol values. -Are plants green and clean or dusty and -Is there weeds or grass under fencelines? planning for cna -Are there footpaths worn on the ground bychildren's hance the appear walking patterns? school site. -What conditions are the trees in? -Are there holes or mud puddles where waterhas worn Children partic away the soil? changes. -In what conditions are the banks orwalkways in? -How many of the conditions are due tonatural forces and how many are due to man-made situations? -How do these changes reflect upon ourschool pride? -Can we alter any of the conditions? How? (En) A. The environment is in continual change, inpresent and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors whichsatisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL

. PERFORMANCE

Children perceive and dis- record Walk around the school grounds and recordthrough words criminate between natural heir im7 or pictures the physical changes takingplace there. unusual rock and man-made changes in the 1-onment, -Are there evidences of faults or environment. ,s are formations? -Is the lawn brown and dry or green andmoist? : the -Are plants green and clean or dustyand broken? Children participate in - Is there weeds or grassunder fence lines? planning for changes to en- Axe there footpaths worn on the ground bychildren's hance the appearance of the walking patterns? school site. - What conditions are thetrees in? - Are there holes or mUd.puddleswhere water has worn Children participate in away the soil? changes. - In what conditions arethe banks or walkways in? - How many of the conditions aredue to natural forces and how many are due to man-madesituations? How do these changes reflect upon ourschool pride? - Can we alter any of theconditions? How? (En) The environment is in continualchange, in present and SUPPORTINGCoNcEm's A. past ages. Social aims determine the utilization of resources. LEVEL II-5 t. C. Men create objects,events,1?Id behaviors which satisfy their images of beauty, or order.

EVALUAT PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

locations near ldre!i Children perceive and record Walk about the community or assigned Look for signs of environ- envi roni, instances of physical change children's homes to visit. natural fbrces ce ived in their home and community mental changes whicn reflect actions by Note those due to communit environment and whether the of wind, weather, heat and rain. building his of natut changes are enhancing or de- changes made by man in constructing and Record examples by photography, priving home and community work and living sites. sketching or voice recording. Childre values. to man' - Are streams or riversblue, green, brown or multi- and devt colored? - To what do weattribute its appearance?Can we find out? Chi ldr, -Are there evidences, geologicallyapparent, such and cam as faulting, diking orflooding? Are fossils improve discovered? - How far and clearis the atmosphere's visibility? - Does there appear tobe a cast or color to the ail.? -Are the atmospheric conditionsdifferent, during different climatic conditions? Log, film or sketch for future comparisons. -If smokestacks are in view note thepattern of the smokes direction after reaching itspeak. Where does it go next? - Are trees, Plantsand shrubs browning and dying near factories, nearfreeways, or near noisy areas? Are some plants more sensitive tocarbon monoxide, sulphur oxide or anyof the number of pollutant particles in the air? (En)

123 change, in present and A. The environment is in continual past ages.

B. al aims determine the utilization of resources. behaviors which satisfy (7. Men create objects, events and their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children record and describe Walk about the community or assignedlocations near environmental changes per- children's homes to visit. Look for signs of environ- ceived near and in their mental changes which reflect actionsby natural forces community which is a result of wind, weather, heat and rain. Note those due to changes made by man in constructingand building his of natural physical forces. work and living sites. Record examples by photography, Children describe changes due sketching or voice recording. to man's search for growth -Arc streams or riversblue,green,brown or multi- and development. colored? - To what do weattribute its appearance? Can'We Children's ability to contrast find out? are utilized to -Are there evidences, geologicallyapparent, such and compare improve perceptual skills. as faulting, diking orflooding?Are fossils discovered? - How far and clearis the atmosphere's visibility? - Does there appear tobe a cast or color to the air? - Are the atmosphericconditions differ2nt during different climatic conditions? Log, film or sketch for future comparisons. -If smokestacks are in view note thepattern of the smokes direction after reachingits peak. Where does it go next? -Are trees, plants and shrubsbrowniny-land dying near factories, nearfreeways, or near noisy areas? Are some plants more sensitive to carbon monoxide, sulphur oxide or anyof the number of pollutant particles.in the air? (En)

123 iA 1,

suPronING CONCEPTS A. The environment is in continual change, in present and past ages.

I.EyLI B. Social aims determine the utilization of resources. C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-T

Through review of concepts for- Probe pupil investigations from Concepts in Science V Children part man ' s basic needs, children to strengthen their understanding of how green plants science inves, continue to probe investiga- capture t.).)e radiant energy of the sun and how the green increase the: tions on oxygen, dependency plants store this energy in forms of fuel, foods and concern for a on green plants, and the ex- fibers. environment. thiange of goods and services See p. 235 An investigation into what happens to between animal and plant life a geranium leaf in light Children seek in order to survive. P. 239 An investigation into a sealed-in plant man's action pp.243-245We seal in a fish and cow environment it I P 249 From environment into body the values ma pp. 252-255Cells that build our fuel supplies these alterm. .P 257 Cells that make clothing p. 258 An investigation into identifying wool andcotton p 259 Aninvestigation into cotton and wool under the microscope How do plants produce the essential foods for man's survival such as fats, carbohydrates, proteins and vitamins? - How do green plants become fossilfuel? -Are fossil fuels limitless?Is our consumption rate greater than the earth's supply? - What ingredients are necessary forphotosynthesis . to take place?(CO2 + water + chlorophyll + sugar + oxygen). - How is man's alterednvironment (soil, erosion, irrigation, stream and river pollution, etc.) altering the green plant "factory"? (Ec)

124 .00 A. The environment is in continual change, in present and past ages.

H. Social aims determine the utilization of resources. C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

,1VES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL. PERPORMANCE

:oncepts for Probe pupil investigations from Concepts in Science V Children participate in children to strengthen their understanding ofAlow green plants science investigations which tnvestiga- capture the radiant energy of the sun and how the green increase their knowledge and pendency plants store this energy in forms of fuel, foods and concern for and about the nd the ex- fibers. environment. 1 services See p. 235 An inveqtigation into what happens to plant life a geranium leaf j.n light Children seek and analyze p. 239 An investigation into a sealed-in plant man's action to alter his pp.243-245We seal in a fish'and cow environment and to discover p. 249 From environment into body the values man places on pp.252-255Cells that build our fuel supplieS these alternations. p. 257 Cells that make clothing p. 258 An investigation into identifying wool and cotton p 259 An investigation into cotton and wool under the microscope How do plants produce the essential foods for man's survival such as fats, carbohydrates, proteins and vitamins? How do green plants become fossil fuel? -Are fossil fuels limitless? Is our consumption rate greater than the earth's supply? -What ingredients are necessary for photosynthesis to take place? (DO + water + chlorophyll + sugar 2 + oxygen). -How is man's altered environment (soil, erosion, irrigation, stream and river pollution, etc.) altering the green plant "factory"? (Ec)

124 in present and SOPPOWING CONCEPTS A. The environment is in continual change, past ages.

LEVII. 11-5 B. Social aims determine the utilization of resources. C. Men create objects, events andbehaviors which satisfy their images of beauty, or order.

EVALUATION-TEP PERPORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PEP

Children integr Through study of history, chil- Scan and review almanacs and books onpopulation growth needs for incr, dren describe changes in rate (see appendix) to locate population groWth rates. Com- growth by gathc of growth of population in the pare information with SocialStudies textbooks to ana7 growth as support the con United States and the local lyze the rate of growth and the need for this American history. community. part of our early development in (En-Pop) Children explai the need by Vic Simulate an early community by listing all the necessary ulated activiti r; jobs and people needed (butcher, baker, farmer,black- smith, etc.) Assign 5 people in the room to do all the Children questi tasks necessary. Increase the task force to 10 people of and needs fo and finally involve the total class. growth today. -How man jobs are left undone if only afew people are available? How did division of labor with increasedworkers help raise the standards of living? - How many workers arejust enough to support community life?. - What is meant bycarrying capacity? (see appendix) - How will the communitychange when population increases beyond carrying capacity? -Are the needs for increased populationgrowth the same today as it was during our earlydevelopmental periods? How different are the needs today? (En-Pop)

125 A. The environment is in continual change, in present and past ages.

B. Social aims determine the utilizationof resources.

C. Men create objects, events andbehaviors which satisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATIoN-TEPNINAL ES PERFORMANCE

population growth Children integrate the various tory, , chi 1- Scan and review almanacs and books on (see appendix) to locate population growthrates.Com- needs for increased population ,s in rate growth by gathering data to ion in the pare information with SocialStudies textbooks to ana- this growth as support the concept. lolocal lyze the rate of growth and the need for part of our early developmentin American history. (En-Pop) Children explain and defend the need by vicarious sim- Simulate an early combinity by listing allthe necessary ulated activities. jobs and people needed (butcher, baker, farmer,black- Children question the motives smith, etc.) Assign 5 people in the room to do all the of and needs for population tasks necessary. Increase the task force to 10peoPle and finally involv.e the total class. growth today. -How man jobs are left undone ifonly a few people are available? -Howdiddivision of labor with increased workers help raise the standards of living? -How many workers are just enough to support community life? -What is meant by carrying capacity? (see appendix) . -How will the community changeohenpopulation increases beyond carrying capacity? -Are the needs for increased populationgrowth the same todayait was during our early developmental periods?' How different are the needs today? (En-Pop)

, e 125 A- SUPPORTING CONCEPTS A. The environment is in continual change, in pre:;ent and past ages.

LEVEL 11-5 N. Social aims determine the utilization of resourCes. C. Mon create objects, events and behaviors which satisfy their images of beauty, or order.

PERFOFMANCE OBJECTIVES TEACHING-LEAMING INQUIRIES EVALUr

An und2rstanaing of "population Children can raise carrots, radishes or grass seeds in pressure" is made more meaning- flats or pots with controls on the number of seeds plant- ful through investigations of ed under uniform soil conditions. One flat may contain To sum: plant and arirmal life in which evenly spaced seeds recommended on seed packages. An- populat the carrying capacity of the other may contain double the ameunt of seeds suggested for im.:1 ecosystem is overloaded. on the package.A third may contain extremely crowded ccaditions. Observe, record and analyze data on various Childr growth stages. for li -Do all the seeds appear to grow uniformly? diffet -Are some being crowded by others? -What is the appearance of those plants which are Childr, properly sowed as contrasted with those overly man's crowded? -What is meant by "carrying capacity" of the flat? (Ec-Pop)

If an aquarium is available experiment with4 increasing population of guppies and note behaviors, activities and optimum carrying capacity. ' (Ec)

Illustrate experiments through art media. Discuss the relationship of carrying capacity in the human ecosystem with that of plant and animal carrying capacities in their ecosystems. (Ec)

126 ' A. Thu environment is in continual change, in present and past ages. aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

TEACHING-LEARNINGINQUIRIES EVALUA'i'ION-TERMINAL PERFORtiANCE

Hopulation Children can raise carrots, radishes or grass seeds in Children participate in in- e meaning- flats or pots with controls on the number of seeds plant- vestigaUons which lead them tions of ed under dniform soil conditions. One flat may contain to summUrize results of over- in which evenly spaced seeds recommended on seed packages.An- population and its meaning of the other may contain double the arilou4 of seeds suggested for man. 2d. on the package, A third may contAn extremely crowded conditions. Observe, record and analyze data on various Children suggest alternatives growth stages. for living conditions for -Do all the seeds appear to grow uniformly? different ecosystems.

' -Are some being crowded by others? -What is the appearance of those plants which are Children express concern for properly sowed as contrasted with those overly man's population pressures. crowded? -What is meant by "carrying capacity" of the flat: (Ec-Pop)

If an aquarium is available experiment with increasing population of guppies and note behaviors, activities and optimum carrying capacity. (Ec)

Illustrate experiments through art media. Discuss the relationship of carrying capacity in the human ecosystem with that of plant and animal carrying capacities in their ecosystems. (Ec)

126 The environment is in continual change,in present and SUPPOWINGCoNCEPTS A. past-agw:- Social aims determine the utilization of resourcs. LEVEL 11-5 B. C. Men create objects, events andbehaviors which satify their images of beauty, or order.

EVALUAT' PERFORNANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

films, film- Ch i Children gather further evi- Through various devices such' as photography, strips, slides, sketching, modeling, etc. childriAl re- arti Li dence of changes, through their oi ac,tivities E.,uch as photo- cord scenes from their community which reflect environ- and / . The observations may be time lapsed so graphing, sketching or re- mental changes. The observa- ronment lated artistic aCtivities that significant changes may, be evident. change to support reasons for de- tions may be just evidence which is producing rai,)- Chi ldrk:: sirable or undesirable before their eyes (i.e. soil erosion during heavy thei r f. changes in the environment. fall, forest or building burning before their eyes or sights such as factory or industry emission of waste al;out. dc products into streams or rivers nearby and itsjoutney sirable downstream. -What are we "seeing" now which our eyes were not trained to see before? -How do we feel about what we areobserving? -What will the consequences be to our futureif we take no action towdrds rectifying thoseactivities we consider detrimental to ourenvironment. (En) in prs,:nt And A. The environment is in continual change, past aqi.s. deturmin thy titilization of rysour;.:es. Xen crt,:ate objects, events and behaviorswhich sail!, 1.! their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUNFP.:::-TEPXN:AL OPY,A;CF.

Through various devices such aS photography,fi1rmi, film- Childry:. employ tecidoo:al strips, slides, sketching, modeling, etc. -child:en fC- artistic skills to rt.cord cord s.;:env.; from their community which reflect environ- their obt-.yrvations for fsither :ttsdy .s.t.ti- mental changes. The observations may lie tiMO lapsed al nu that significant changes may be evident. The observa- ronment tions may be just evidence which is producihg change before their eyes (i.e. soil erosion durinq heavyrain- Children give reasonn for -Tall, forest or building burning 1-fore their eyes or the i r !ey|i up atiti t :; and undt:- si.ghts such .as factory or industry emi'ssion of waste al out des rob products into streams or rivers nearby and its journey si rob I c:c:nvironvlyitts. downstream. What are we "seeing" now which our eyes mire not trained to see before? How do we feel about what we dfC abserviwi? What will the consequences be Lo our future if w- take no action towards rectifying thoseactivitic:i we consider detrimental to ourenvironment. sUPIN)RTING CONCEPTS A. The environment is in continual change, in present and past ages.

B. Social aims determine the utilization of resources. LI;VI;I I I

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

PEldqd1ANCE OBJECTIVES TEACHING-LEARNING INQUIRIES E VI

Children begin to assume re- Look in the local newspapers, chamber of commerce, boys Chi 1 bi I spoils I hi Ii t.y for changes by clubs, YMCA and its affiliates and in local PTA newsettes joining clubs or groups whose to locate and identify those groups, clubs or organiza- by primary o immediate goal is tions which are participating in environmental actions. g ml tc to he concerned for changes Suggest that the children list and outline plans of 1 the in the environment. actions taken by the community. If nothing'is available begin an environmental study group. (See the appendix undt for listed involved organizations.) fac What are the goals of the group? pre: Row do they plan to accomplish their goals? env -Row can on0 become a member? con, -If the children are part of an organization which to 1 has not started an environmental awareness or men action group, have them initiate activities which will get others involved. -Row economically feasible are their actions? What can wt! do to Change peoples habits? (En)

128 7'1

A. The environment is in continual change, in present and past ages.

R. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

TEACIIING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Look in the local neWspapers, chamber of commerce, boys Children asSurne responsi- clubs, YMCA and its affiliates and in local PTA newsettes bility for their envirOnment to locate and identify those groups, clubs or organiza- by joining an environmental tions which are participating in environmental actions. group or initiating activi- Suggest that the children list and outline plans of ties in local groups in which action:3 taken by the community. If nothing is available the primary goals arn to seek begin an environmental study group. (See the appendix understanding of ecological for listed involved organizations.) facts, to undertake action to -What are the goals of the group? preserve and protect healthy -how do they plan to accomplish their goals? environments and to eliminate - 1I0w can one become a member? conditions which contribute - If the children are part of anorganization which to pollution of the envi,ron- has not started an environmental awareness or ment. action group, have them initiate activities which will get others involved. -how economically feasible are their actions? -What can we do to change peoples habits? (En)

128 A and SUPPORTING CONCEPTS A. The environment is in continual change, in present past ages.

LEVEL II-5 B. Social aims determine the utilization of resources. behaviors which satisfy C. Men create objects, events and their images of beauty, or order.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

is being studied, Chi Children will study and com- Take whichever cultural group of people analyze their tha pare the customs of cultural such as pioneers, pilgrims, Indians, and they are using. uti groups (Indians, pioneers, customs relative to the natural resources earth? met: etc.) in the United States -Did their society call for metal from the building or res which determine how natural -Did they rely on wood from trees for dressmaking? resources will be utilized. dye from plants for communication and -Where did they get their sources oflight and heat Chi energy? (oil from whale, wax from bees,fire from clic] wood, etc.) len -What kinds of their cultUral activitiesrequired* fac the utilization of natural resources? (churches, aix Indian bonfires, celebrations-ceremonies). spc -How did they abuse, if at all,their environment? anC -Did their sources appear to belimitless? wer -When their resources gave out whatdid they do? ea/ (move to another site) (En)

129 r.

in present and EPTS A. The environment is in continual change, past ages.

B. Social aims determine the utilizationof resources. behaviors which satisfy C. Men create objects, events and their images of beauty, or order. 1

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL JaTIVES PERFORMANCE

is being studied, Children discover and recall !:tudy and com- Take whichever cultural group of people analyze their that cultures varied in their ns of cultural such as pioneers, pilgrims, Indians, and customs relative to the natural resourcesthey are using. utilization of their environ- ;, pioneers, ment and that the natural - Did their societycall for metal from the earth? lited States resources appeared limitless. how natural - Did they rely on woodfrom trees Dar building or and dressmaking? be utilized. dye from plants- for communication Where did they get their sources oflight and heat Children recall that pollution energy? (oil from whale, wax from bees,fire from did not appear to be a problem because of low population wood, etc.) factor, natural purefiers of - What kinds oftheir cultural activities required the utilization of natural resources? ,(churches, air and water due to open spaces and because technolog Indian bonfires, celebrations-ceremonies). -How did they abuse, if at all,their environment? and its consequent illnesses were not available to the - Did their sources appearto be limitless? - When their resourcesgave'out what did they do? early societies. (move to another site) (En) SUPPORTING CONCEPTS A. The environment is in continual change, in present and past ages.

LEVEL 11-5 13. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVAI

Rules and laws determine the Laws which regulate environmental quality in California Chii utilization of resources. is described comprehensively in California Environmental for Law, A Guide (see appendix) . It lists public agencies, by si Children will examine their general and specific laws from the various codes and also and .1 local community laws and rules from the specific categories of air, water, landuse, exist to discover and list which laws soli.d waste, noise control and pesticides and radiation. ; pertain to conservation or The book could,be used in the same manner as an ency- Chi.k redemption of pollution to its clopedia or-reference bodk in which facts are lOoked up' supt natural .resources, if any. as need arises. Exercises in research skills may be ronmi assigned from Language Arts in this book as it would for from any other sources used for the same purpose. - How has the federal law, onenvironmental quality affected state laws? - Which agency is responsible for air, water,land, etc.? - Are any of the passed laws orbills being enforced in our community? What laws do we know about directly affect our daily living? - What kinds of reviews about law enforcement are the newspapers and periodicals covering? (En)

130 CEPTS A. The environment is in continual change, in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

,B.IJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE ws determine the Laws which regulate envimmnental quality in California Children display a respect ,f resources. is described comprehensively in California Environmental for our environmental laws Law, A Guide (see appendix). It lists public agencies, by showing an interest in I examine their general and specific laws from the various codes and also and an approval for their ity laws and rules from the specific categories of air, water, landuse, existence. Ind list which laws solid waste, noise control and pesticides and radiation. nservation or The book could be used in the same manner as an ency- Children seek evidence which pallution to its clopedia or reference book in which facts are looked up support the idea that envi- 'Imes, if any. as need arises. Exercises in research skills may be ronmental laws are necessary assigned from Language Arts in this book as it would for society's survival. from any other sources used for the same purpose. -How has the federal law on environmental quality affected state laws? -Which agency is responsible for air, water, land, etc.? -Are any of the passed laws.or. bills being enforced in our community? -What laws do 416 know about directly affect our daily living? -What kinds of reviews about law enforcement are the newspapers and periodicals covering? (En) ,%

in present and SUPPORTING CONCEPTS A. The environment is in continual change, past ages.

LEVEL 11-5 B. Social aims determine the utilization of resources. C. Men create objects, eventsand"behaviors which satisfy their images of beauty, or order.

EVALU PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Childr Children will simulate a politi- Groups can be divided into legislative bodies of two or to full, cal body in the community whose three "communities".Decide what kinds of industrial dispid responsibility is legislation or pollutant problem eachcommunity has. Let each which and then design a body of laws group.Set up bills to enact into law and debate the about which would reflect conserva- following three questions: tion of our nattiral resources, - For our community,will these bills be: Chi ldr redemption of polluted envi- - economically feasible(can we afford it?) decisi ronment and the prevention of -socially acceptable (will people live with it?) (can we make it work make t further pollution. - a political reality legally?) viabl.: -For our nearby community (ies),will elese bills be acceptable: hildr - How will it conflictwith their plans of action? - Will it cause pollutionproblems for them? e nvi ro -Will intra-communities problems arise? - How much concern shall wehave for our neighbors? issue, - D0 we need commonlaw6 to meet all our needs? for th -Write up a "Bill of Responsibilities, for the'environment" and display it in Social Studies Areas. (En)

131 A. The environment is in continual change,in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviorswhich satisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children use social skills pont i- Groups can be divided into legislativebodies of two or to function as a group and whose three "communities". Decide what kinds of industrial display attitudes and values ition or pollutant problem eachcommunity has. Let each which reflect their feelings t laws group set up bills to enact intolaw and debate the following three questions: about working together. . - For our community, willthese bills be: -economically feasible (can we afford it?) Children participate in decision-making in order to in of -socially acceptable (will people live with it?) -a political reality (can we makeit work make their work (bills) a legal ly?) viable instrument. - For our nearby community(ies) ,will these bills Children discover meanings be acceptable: -How will it conflj.ct with theirplans of action? for living in a healthy -Will it cause pollution problems for them? environment through ana- -Will intra-communities problems arise? lyzing and integrating social - How much concern shall wehave for our neighbors? issues which have meaning for them in their daily ivea. - Do we need common laws to meetall our needs? -Write up a "Bill of Responsibilities for theenvironment" and display it in Social Studies Areas. (Eh) The environment is in continual change, in present and SUPPORTING CONCEPTS A. past ages.

LEVEL 11-5 B. Social aims determine the utilization ofresources. C. Men create objects, events and behaviors whichsatisfy their images of beauty, or order. fir EVALUATION-' 1,1:!:FoRMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

it-making in Children rol . Children simulate activities Create business groups-whose goals areprhf problems of I' in business or commerce set- intent but who choose to donate part of Eheir profits what a busin( tings which will help them to to increase environmental improvements. and says to work through reasons for being -How do we decide how much to give toenvironmental ings for coot involved with environmental groups or agencies? community all(' improvements and to seek an- -What is there in it for us? swers as to why people need to --Why should we give our profits away? use our Children rcc cooperate with each other's -How can we make the community want to data which r( daily work in order to main- donations wisely? thatwe have man was conc( tain a healthy environment. -Have groups of people in history studied donated their time, talent ormoney for environment. environmental improvement? -If yes, how?If not, why start now? Childrenraj: (En) about the ro . man in the cc concerns hit; A. The environment is in Continual change, in presentand past ages.

B. Social aims determine the utilization of resources.

C. Men -cireate objects, events and behaviors whichsatisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Create business groups whoSe goals are profit-makingin Children role-play through intent but who choose to donate part of their profits problems of their concept of to increase environmental improvements. what a businessman thinks -How do we decide how much to give toenvironmental and says to searah for mean- groups or agencies? ings for-cooperation between - What is there init for us?, community and commerce. -Why should we give our profits away? - How can we make thecommunity want to use our Children recall history and donations wisely? data whiCh reveal whether -Have groups of people in history that wehave man was concerned about his studied donated their time, talent or money for environment. environmental improvement? -If yes, how? If not, why start now? Children raise questions (En) about the role of a businessman in the community as it concerns his environment. and SUPPORTING CONCEPTS A. The environment is in continual change, in present past ages.

LEVEL 11-5 Social aims determine the utilization of resources.

C. Men create objects, events and behaviors whichsatisfy their images of beauty, or order.

EVALUATION -TE PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PE

The environment is a source of If possible have children photograph sites and scenes Children seek aesthetic appeal to the child. which reflect objects of beauty and those which reflect between funct abuse or degredation of the environment. Sketch or re- thetic appeal hood sights. Children study their environ- cord verbally scenes as an alternative. Note and record ment to determine which objects, initial feelings about what they saw. Children discr events and behaviors enhance -What kinds of things in the environment make me late scenes, wh or deprive their aesthetic feel good inside? ings of accept values. What kinds of sights make me feel disgusted? -Were there anythings in an "ugly" environmentwhich rejection to t were beautiful and which can besalvaged or in- appeal.

creased? 11101 -Does our neighborhood have eyesores? Children inves Is there anyway we can do something toelimihate ities to creat them? sights in thei What sights can we be most proud of? -Whom can we give compliments to for promotingenvi- ronmental beauty? What can we do to beautify our classroom, schoolground, or homes? (En)

133 and A. The environment is in continual change, in present past ages.

H. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors whichsatisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

:;ource of If possible have children photograph sites and scenes Children seek relationships between function and aes- '10 child. which reflect objects of beauty and those which reflect abuse or degredati:3n of the environment. Sketch or re- thetic appeal in the neighbor- environ- cord verbally scenes as an alternative. Note and record hood sights. ch objects, initial feelings about what they saw. Children discriminate and iso- .nihance What kinds of things in the environment make me late scenes which cause feel- hetic feel good inside? What kinds of sights make me feel disgusted? ings of acceptance or of Were there anythings in an "ugly" environmentwhich rejection to their aesthetic were beautiful and which can be salvaged orin- appeal. creased? -Does our neighborhood have eyesr Children investigate i)oss I hi -Is there anyway we can do sow Jing toeliminate ities to create pleasing them? sights i.n their environment.. What sights can we be most proud of? Whom can we give compliments to for promoting environmental beauty? What can we do to beautify our classroom, schoolground, or homes? (En)

133 SUPPORTING CONCEPTS A. The nvironment is in continual change, in present and past es

LEVEL 11-5 B. Social aiMs determine the utilization of resources. C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

EVALUA PERFORMANCE .OBJECTIVES TEACHING-LEARNING INQUIRIES

Childrd Children'. examine their text- Have children check their social studies textbooks and books and library resources library resources periodically to find data which sup- book re to identify ways in which port the evidence that man has or has not been concern- concern people choose to preserve the ed over the aesthetic qualities of his environment. opment, aesthetic qualities of the - Did people in the early history of the U.S.need cities environment as the growth of to have concern over whether they had peaceful the United States develops. or restful scenery to view? Childre How did increase in population alter town streets increa:] or country roads? growth -What factors contributed to the ugliness of todays ComMerc crowded, overburdened cities? city fa How did town squares, bowling greens, and city of cond parks reflect the concern of early city fathers increa decisions about the environment? -Illustrate early forms of aesthetic environments. Childrc (En) art m& life lc tionshi ronmenl

134 A. The environment is in continual change, in present and past age s .

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Have children check their social studies textbooks and Children choose scenes from library resources periodically to find data which sup- book resources which reflect port the evidence that man has or has not been concern- concern for aesthetic devel- ed over the aesthetic qualities of his environment. opment of early towns and Did people in the early history of the U.S. need cities in U.S. development. to have concern over whether they had peaceful or restful scenery to view? Children demonstrate how How did increase in population alter town streets increase in population and or country roads? growth and development of What factors contributed to the ugliness of todays commercial buildings forced crowded, overburdened cities? city fathers to be cognizant How did town squares, bowling greens, and city of conditions created by the parks reflect the concern of early city fathers increase. decisions about the environment? - Illustrate early forms of aestheticenvironments. Children illustrate through (En) art medias their concept of life long ago and its relationship to aesthetic environment.

134 h- --- The environment is in continual change,in present and_ _ SUPPORTING CONCEPTS A. past ages.

LEVEL II-5 B. Social aims determine the utilization of resources. C. Men create objects, events and behaviorswhich satisfy their images of beauty, or order.

EVALUATIO! PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

what we see Children CI Children desCribe and discuss Hold panel discussions on how we feel about Take positions "It feel about the consequences of pollutants is being done on the environment. all along" dards of q on land, air and water totheir does hot matter, we have been doing this affects me this way." air and wa aesthetic values and whether versus "It does matter, it alternates are available. - How peaceful can onefeel when garbage and ,sewer smells permeate the air? Children v - How joyful can we feelwhen every breath forces feelings w us to cry or gasp? their atti What feelings do we have when our eyestell us thetic qua about a repulsive sight? environmen -Can we work or play in anunhealthy environment which Les not allow our "souls" to expand orto Children express our ihner feelings? their role -How can we preserve an environmentfor pure enjoy- to an unpi ment of our senses? and sugges (En) alter thei be more pi and to fee

135 change, in present and A._ The environment is in continual

of resources. B. Social aims determine the utilization behaviors which satisfy C. Men create objects, events and their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVAIMATION-TERMINAL PERFORMANCE

Children express how they Hold panel discussions on how wefeel about what we see feel about different stan- is being doneon the environment. Take positions "It dards of quality of land, does not matter, we have been doingthis pll along" - , air and water viewed. versus "It does matter,it affects me this way." - - How peaceful can onefeel when garbage and sewer Children verbalize inner smells permeate the air? feelings which refleCt - How joyful can wefeel when every breath forces their attitude about unaes- us to cry or gasp? What feelings.do we have when our eyestell us,. thetic qualities in the about a repulsive sight? environment. Can ue work or play in anunhealthy environment which does not allow our "souls" to expand orto Children show concern about _ir role in contributing express our inner feelings? to an unpleasing environment - How can we preserve anenvironment for pure enjoy- and suggest ways they may ment of our senses? (En) alter their environment to be more pleasing to the eye and to feelings.

135k SUPPORTING CONCEPTS A. The environment is in continual change, in present and past ages.

LEVEL. 11-5 B. Social aims determine the utilization of resources. C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATIOE

Children examine their text- Have children check their sodial studies.textbooks and Childien Cr 'books and library resources library resources periodically to find data which sup- book 'resoikr to identify ways in which port the evidence that -manilas or has nbt been concern- concern foz people choose to preserve the ed over the aesthetic qualities of his environment. opment of Q aesthetic qualities of the -Did people in the early history of the U.S. need cities in I. environment as the growth of to have concern over whether they had peaceful the United States develops. or restful scenery to view? Children dc -How did increase in population alter town streets increase or country roads? growth and -What factors contributed to the ugliness of todays commercial crowded, overburdened cities? city fathez -How did town squares, bowling greens, and city, of conditic parks reflect the concern of.early city fathers increase. , decisions about the environment? -Illustrate early forms of aesthetic environments. Children ii

(1:11) art medias

life long z' tionship tc ronment.

136 A. The environment is in continual chan4e., in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events and behaviors which satisfy their images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Have children check their social studies textbooks and Children choose scenes from library resources periodically to fini data' which sup- book resources which reflect port the evidence that man has or has not-been concern- concern for aesthetic devel- ed over the aesthetic qualities of his environment. opment of early.towns and 7Did people in the early history of the U.S. need 'cities in U.S. development. to have concern over whether they had peaceful

or restful scenery to view? Children demonstrate how . - How did increase in population alter town streets increase in population and or country roads? growth and development of - What factors contributed to theugliness'of.todays commercial buildings forced crowded, overburdened Cities? city fathers to be cognizant - How did town squares, bowling greens,arid city of conditions created by the parks reflect the concern,of early city fathers increase. decisions about the environment? - Illustrate early'forms of aestheticenvironments. Children illustrate through (Eh) art medias their concept of life long ago and its relationship to aesthetic environment.

ft'

47- f"-

The environment is in continual change,in present and SUPPORTING CONCEPTS A. past ages:

LEVEL 11-5 B. Social aims determine the utilization of resources. C. Men create objects, events andbehaviors which satisfy their images of beauty, or order..

EVALUA1 PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children Children describe and discuss Hold panel discussions on how we feel about what we see- is being done on the environment. Take positions "It feel abc the consequences of pollutants dards of their does not matter, we have been doingthis all along" on land, air and water to air and aesthetic values and whether versus "It does matter, itaffects me this way."' - How peaceful can onefeel when garbage and sewer alternates are available. . smells permeate the air? Childrer -How joyful can we feel when everybreath forces feeling: us to cry or gasp? their at - What feelings do wehave when our eyes tell us thetic c about a repul'sive sight? environn -Can we work orylay in an unhealthyenvironment which does not allow our "souls" to expand or to Childrel express our inner feelings? their rc -How can we preserve an environment for pureenjoy- to an uf ment of our senses? and sugc (En) alter tf be more

and to :

137

- A. The,epvironment is in continual change,in present and past ages.

B. Social aims determine the utilization of resources.

C. Men create objects, events andbehaviors which satisfy their, images of beauty, or order.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Hold-panel discussions on how we feel aboutwhat we see Children express how-they feel about different stan- is being done'on the environment,-Take.positions "It does not matter, we have been doingthis all alOng" daids of quality of land, air and water viewed.- ' versus "It does matter, itaffects me this way." -HOW peaceful can one feel when garbageand sewer Children verbalize inner smells permeate i.-he air? -How joyful can We feel when everybreath forces feelings which reflect their attitude about unaes- us to cry or gasp? -What feelings do we have when our eyestell us thetic qualities in the about a repulsive sight? environment. -Can we work or play inenunhealthy environment which does not allow our "souls" toexPiand or to Children show concern about their role in contributing express our inner feelings? -How can we preserve an environmentfor pure enjoy- to an unpleasing environment and suggest ways they may ment of our senses? (En) alter their environment to be more pleasing to the eye and to feelings.

137 LEVEL II 6 -

A. Man is the prine agent of change cf the"natural" environment.

B. Man modifies the environment in order toutilize his resources--and increase them.

C. Men recreate the environment.

SYMBOLS EN - Envirohment, L - Land A - Air W - Water EC - Ecology, Plants , and Animals Population 138 SUPPORTING CONCEPTS A. Man is the prime agent ot change of the "natukal" environment.

LEVEL 11-6 B. Man modifies the environment in order to utilizg his resources--and increase.them.

C. Men recreate the environment.

PERFORMANCE OBJECTIVES - TEACHING-LEARNING INQUIRIES

Mart alters, exploits and if -Probe pupil investigations from Concepts in Science VI not wise, exterminates his to discover how man has learned to use the treasuresof environment. the earth through the development of science and technology and consequently alter the environment in-which Throughprohing pupil inves- he lives. tigations in Science text- See pp. 53-55-Ideas and bools: relations indiscovery 'An investigation into a motion of a books children discover that . p. 58 man is an agent of challge and molecule An investigation into the nature of heat can alter his environment to p. 59 - capture sources of energy to pp. 68-71The uses of ideas and tools: new metals invent machines.using natural p. 72 An investigation into getting metal from resources to reduce the burden its compound and struggle of life'and to pp. 85-90Improving on a moth improve upon scientific and -Animals and plants must live in their environment technological developments. or become extinct. How has-man changed his environment to suit his needs? (submarine, spaceship, new maâhines, Tew materials-, etc.) -How did the discovery of atoms andelements alter his way of living? -How do we change our environment whenthe weather turns very hot or very cold; or when it gets dark outside or when we want work done for us with other than, physical,energy? -What kinds of problems have arisen as a result of increased wants and desires of energy? (Ec )

139 1."PS A. Man is the prime agent ot change of the "natural" environment.

B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

;CTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

bits and if Probe pupil investigations from Conceptg in Science VI Children through teacher inates his to discover how man has learned to use the treasures of made tests can recall and the earth through the development of scienCe andtech- justify reasons for mining nology and consequently alter the environment in which the earth for metals and for . inves-. he lives. cultivating plants and ani- nce text- See pp. 53-55 Ideas and tools: relations in discovery mals for fibers. iScover that. p. 58 An investigation into a motion of a ,)f change and molecule Children through discussions, vironment to p. 59 An investigation into the nature of heat express their feelings for )f energy to pp. 68-71 The Uses of ideas and tools: new metals improved ways of capturing :sing natural p. 72 An investigation into getting metal from energy using the earth's uce the burden its compound resources. Life and to pp. 85-90Improving on a moth .:211tific and - Animals and plants must live intheir environment Children,.through analysis velopments. or become extinct. How has man changed his envi- and conjectureproject future ronment to suit his needs? (submarine, spaceship, discoveries for man which new machines, new materials, etc.) will result in newer products -How did the discovery of .atoms and elements alter as a result of further probes his way of living? of scientists and technolog- How do we change our environment when the weather ists into the study of atoms turnS very hot or very cold; or when it gets dark and elements. outside or when we want work done for us with, other than physical energy? -What kinds of problems have arisen as a result of increased wants and desires of energy? (Ec)

_ 139 h- SUPPORTING 'CONCEPTS A. Man is the prime agent of change of the "natural" environment. utilize his LEVEL 11-6 B. Man modifies the environment in order to resources--and increase them.

C. Men recreate the environment.

EVALUATION-TE PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES Ph

Children displ In order for man to increase Probe pupil investigations from Concepts in Science VI ceptions throu his efficiency in altering his to synthesize the concept of work force x distance and scientific inv environment, he relies on the the source for energy needed. about man's re principles of simple machines (energy sources & conservation) theories of th and the concept of the sequence See pp. 155-156An investigation into an inclined plane chines to incr of radiant energy (sun) to as a simple machine ciency in alto stored chemical energy (plants) p. 157 An investigation into another simple ronment. and to mechanical,energy Sman machine, a lever 162 An investigation into the location of and machines) . Children probe 13 Children weigh their sceince textbooks and the fulcrum increased chan library resources for increased p. 167 An investigation into the use of a taking place i perceptions of how work is pulley An investigation into using a block ment with the done. 13 169 and tackle the results. An investigation into a winding inclin- 13 173 ed plane An investigation into the force of 13 181 friction p. 185 An investigation into how a simple machine multiplies force -What kinds of simple machines can we see operating in our Classroom, our home or neighborhood? -How are they affecting the environment? Wise use or abuse? -How much change is necessary? --Who decides how much change is.to be made? -Who pays the price for change? -Where is the source of energy for the operation) of the various machines? -What resources are being sacrificed unnecessarily? (Ec) 140 A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utilizehis resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNIN/6 INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Probe pupil investigations from Concepts in Science VI Children display their per- to synthesize the concept of work force x distance and ceptions through probing the source for energy needed. scientific investigations (energy sources & conservation) about man's reliance on See pp. 155-156An investigation into an inclined plane theories of the.simple ma- as a simple machine chines to increase his effi- p. 157 An investigation into another simple ciency in altering his envi- machine, a lever ronment. p. 162 An investigation into the location of the fulcrum Children weigh the value of p. 167 An investigation into the use of a increased change which is pulley taking place in his environ- p. 169 An investigation into using a block ment with the consequence of and tackle the results. p. 173 An investigation into a winding inclined plane p 181 An investigation into the force of friction p. 185 An investigation into how a simple machine multiplies force -What kinds of simple machines can we see operating in our classrooM, our home or neighborhood? -How are they affecting the environment? Wise use or abuse? How much change is necessary? Who decides how much change is to be made? -Who pays the price for change? Where is the source of energy for the operation of the various machines? What resources are being sacrificed unnecessarily? (Ec) 140 A eitt

SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment. LEVEL 11-6 B. Man modifies the environment in order to utilize his resources--and increase them. C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATI(

Children seek information to Probe pupil investigations from Concepts in Science VI Children develop concepts about nuclear which allow children to develop generalizations about cated mam energy, to explain the need for origins of nuclear energy, modern day use of it and its mation ob nuclear power plants and to meaning for the environment in terms of thermal pollution. investigat justify or criticize the accu- See pp. 286-288Radium-a new concept of matter theory to sations made concerning thermal p. 289 An investigation into models of atoms living. pollution to our waterways, by p. 294 Making models: the atom investigating science probes p. 300 An investigation into detection of Children, and through analysis and dis- radioactivity indicate cu.ssion of the children's p. 306 Making a model: a nuclear reactor ing of tilt. f indings . pp. 308-313 Uses of nuclear energy pollution - What is meant by nuclear energy? aquatic p Now is it stored? -In what way does establishing nuclear power plants Children alter our environment? their con What is thermal pollution? (water used as coolant express ioi which has raised the water temperature by 0-10 needs of i degrees and which is discharged into our waterways.) plant bui 2-How harmful is thermal pollution to aquatic plant and fish life? - Why are more nuclear plants being built? -How are our demands for more power contributing to increased building of plants? -Can we do without some nuclear energy? How? (Ec) A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utilize his resources-and ncrease them.

C. Menrecreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL

PERFORMANCE .

'on to Probe pupil investigations from Concepts in Science VI _Children act in a sophisti- nuclear which allow children to develop generalizations about cated manner towards infor- need for origins of nuclear energy, modern day use of it and its mation obtained from science id to meaning for the environment in terms of thermal pollution. investigations by applying le accu- See pp. 286-288 Radium-a.new concept of matter theory to problems for daily thermal p. 289 An investigation into models of atoms li-ving. ::ays, by p. 294 Making models: the atom ,robes p. 300 An investigation into detection of Children, through reports, nd dis- radioactivity indicatr a general understand- I's p. 306 Making a model: a nuclear reactor ing of the meaning of thermal pp. 308-313 Uses of nuclear energy pollution and its effects on - What is meant by nuclear energy? aquatic plants and animals. - How is it stored? - In what.way does establishing nuclear powerplants Children review and analyze alter our environment? their contribution through - What is thermal pollution?(water used as coolant expressions of wants and which has raised the, water temperature by 0-10 needs of increased nuclear degrees and which is discharged into our waterways.) plant buildings. - How harmful is thermal pollution toaquatic pant and fish life? - Why are more nuclear plants being built? -How are our demands for-more-power -contributing to increased building of plants? -Can we do without some hUclear'energy?How? (Ec)

141 PT "natural" SUPPORTING CONCEPTS A. Man is the prime agent of change of the environment. utilize his LEVEL 11-6 B. Man modifies the environment in order to resources--and increase them.,

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TEll PERFORMANCE OBJECTIVES PJL

Children exami, Children recall past history Have children form committees in order todiscuss, iden- his and decide mh.: of man's altering his envi- tify and then list ways in which man,has altered stood whether ronment by his activiti,ps of environmentduring the early settlement periods of our or abusing his clearing forest landscior'ag- country. Have-them list the reasons for man's actions riculture and hunting animals (i. e. needed wood for canoes, homes,fences and furni- Children Must. for food and fur. ture, therefore trees were cut down). -How much ,wood was needed? attitudes about - Were any trees replaced? experiences anc -Was any wood wasted? ed his environr "Could man get all the wood Ile needed forsurvival? (En) Children compol Latin lizQvir:di, Continue committee discussions on the need forclearing they are stUds.: the forests for agricultural purposes; forhunting for strate similar otter, fox and bi.son, etc., for food andclothing; and alterations tc which is takin, r%.:. sutwiies which provided for their cultural %akc chart:i 'heeded tor Survival"--"NoL ucuded fur survival". - When Land is not scarce,how,careful is.man in its use? - Why did many earlysettlers leave their-"altered environment"? - In what conditionsdid they leave them? - Mow are the LatinAmerican countries following in our footsteps in ravaging theirenvironment? - In what ways are theycontributing to environmental 'destruction? - Are there activitiesin which they are now attempt- ing tO ,conserve thei: environment?'(Seerecent news articles) .(Look for pictures from periodicals to justify your answer). (En)

Create dioramas, diogrami, charts or drawingswhich il- 142 lustrate examples of exploitation of environments of A. Man is the prime agent of change of the"natural" environment.

B. Man modifies the environment in order to utilizehis resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAIr. PERPORNANCE

Children examine past history .story. Have children form committees in order todiscuss, iden- nvi- tify and then list ways in which.man has altered his and decide whoLher man understood whether he was using :es of environment during the early settlement periods of our .or ag- country: Have them list the reasons for man's actions or abuSing his,environment. nimals (i. e. needed wood for canoes, homes, fences and furni ture, therefore trees were'cut down). Children illustrate their -How much wood was needed? attitudes about man's past -Were any trnes replaced? experiendes and how it alter- -Was any wood wasted? ed- his.environment.. - Could man get all the woodhe needed Or survival? (En) Children compare or contrast Lalin itinurican cultures which Continue committee discussions on he need for clearing they are studying to demon- the forests fcr agricultural purposes; for huntingbar strate similar or different otter, fox and bison, etc., for food and clothing)and alterations to environment norOnd str.Tiles which provided for.theircult6Tal 'which is taking.place. char.t.s..Weedea for Survival"--"EoL 'necdcid fuL survival". -When land is not scarce, how careful is man in4s use? -Why did.many early settlers leave their "altered environment"? -In what conditions did they leave them? - How are the Latin AMerican countriesfollowing in our footsteps in ravaging their environment? - In what ways are theycontributing to environmental destruction? -Are there activities in which they are now attempt- ing to conserve their environment? (See recent news .articles).(Look for pictures from periodicals to justify your answer),. (En)

Create dioramas, diograms, charts or drawingswhich il- 142A- lustrate examples of exploitation of environments of SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment:

LEVEL II-6 B. Man modifies the environment'in order to utilize his resources--and increase them.

C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

early settlers from the East as well as those coming up from the south from Mexico.Label art works such as "What it was like then" or "See it then" or "Tell it as it was" etc. -.Is your creation A reflection of your attitude or values about how man abused his environment?. -Ig it only a description of what could have happened? -Are you telling a story of communicating a message? -Why did you choose one particular.sdene rather than another? Children can use Latin AMerican scenes, as they know it to-day, to demonstrate their understanding of how.man alters his environment in his daily'needjor survival. .(En)

143 SUPPORTING CONCEPTS A. Man is the prime agent of-change of the "natural" environment. .1 LEVEL II-6 B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

EVALUT PERFORMANCE OBJECTIVES TEACHING7LEARNING INWIRIES

Children identify and list ways In his quest for increasing his.standard of living and Childrc for providing goods and services for survival, man con- ports c , man continues today to exploit the environment in order to tinues to alter, exploit and invade the environment. ronment have pq maintain life such as irriga- Have children use all of thpir available perceptmal and thc tion of land, filling or black skills to record, photograph, sketch, or log scenes to be i topping highways. about them or scenes from T.V.,periodicals and newspapers which illustrate examples ofenvironmental alter- survivc ation, (such as reducing open ground by highway black- topping or irrigation of desert land for agriculture or stripping forests and ultimately watershed orbuilding the ext huge dams which destroy'the ecology of plant andwild- the ne life). the en -Are all these activities necessary? to won - In what way? much. - Who demanded them? - Can we continue our developmentforever? Why-Why Childre not? in-othc - Are thetatin-American countries following our demonst pattern or life style? Why or why not? to alt( - What must they have to equal ourdestructive or cases c constructive example? (money, technology, man- vironmc power, etc.). _ . %-

FilmstripsOr cartooning are ways to record comparisons of what is happening and what can happen as aresult of increased environmental changes. (En)

144 A Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utilizehis resources--and increase them.

C. Men recreate the enVironment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

In his quest for increasing his standard ofliving and Children give analysis, re- for providing goods and services for survival, man con- ports and ideas about envi- tinues to alter, exploit and invade the environment: ronmental alterations which Have children use all of their availableperceptual have proven to be exploitation skills to record, photograph, sketch, or log scenes and thbse which have proven about them or scenes from T.V.,periodicals and news- to be beneficial to man's papers which illustrate examples ofenvironmental alter- survival. ation, (such as reducing open ground by highway black- topping or irrigation of desert land for agriculture or Children question the speed, stripping forests and ultimately watershed orbuilding the extensive activities and huge dams which destroy the ecology of plant andwild- the need for all changes in the environment. They begin life). -Are all these activities necessary? to wonder how much is too -In what way? much.

. -Who demanded them? -Can we continue our development forever?Why-Why Children look for examples in other cultures which not? . -Are the Latin-American countries following our demonstrate how man continues pattern or life style? Why or why not? to alter, exploit and in some -What must they have to equa our destructive or cases exterminate their en- constructive example? (monür, technology, man- vironment.

power, etc . ).

Filmstrips or-cartooning are ways to record comparisons of what is happening and what can happen as aresult of increased environmental changes. (En)

144 Pr suppoRrING CONCEPTS A. Man is the prime agent of change of the "natural" environment. his LEVEL 11-6 B. Man modifies the environment in order to utilize resources--and increase them.

C. Men recreate the environment.

*4 EVALUATION-C. PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

snails) set Children-cow Children begin to probe the , Have two balanced aquariums (fish, plant, effects of eutrophication of up in the classroom which children can examinedaily. with phosphaj them to ref1( the environment through obser- Introduce phosphates in one and note any changes in the unwise use oJ vation of his environment and plant life or increased algae. Have children review are water so. simple experiments in the earlier experiments on aquariums in which sunlight was class. blocked out from one aquarium and as a.resdlt plants died and no oxygen was created. Have 'children discover .Children shol how increased algae blocks out sunlight thereby killing the industry' plants, reducing oxygen supply for fish and the scaven- omy's role l) gers-the snails. environment. (Ec) Children see] Lock for news articles which cite examples from real dence of man lakes and streams which too much nutrient causes environment 1 eutrophication (see glossary). principle of -Why does algae grow so quickly? (increased nutrient- nitrates phosphate) -What will slow its growth down? Eliminate it? -How did extra phosphates get into thestreams and lakes?. -What role does detergents have in this? -In what way does the detergent industry react to public-demands? For better or for worse? (Ec)

, it6 A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utilizehis resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TER$INAL PERFORMANtE

Have two balanced aquariums (fish, plant, snails) set Children conduct experiments up in the classroom which children can examinedaily. with phosphates which cause Introduce phosphates in one and note any changes in the them to reflect upon wise and plant life or increased algae. Have children review unwise use-of products,that earlier experiments'on aquariums in which sunlight was "are water soluable. blocked out from one aquarium and as a result plants died and no oxygen was created. Have children discover Children show awareness of , how increased algae blocks out sunlight thereby killing the industry's and the econ- plants, reducing oxygen supply for fish and the scaven- omy's role in protecting our gers-the snail6. environment.

(Ec) . Children seek further evi- Look for news articles which cite examples from real dence of man destroying his lakes and streams which too much nutrient causes environment through the eutrophication (see glossary). principle of-eutrophication. -Why does algae grow so quickly? (increased nutrient- nitrates phosphate) -What will slow its growth down? Eliminate it? -How did extra phosphates get into the streams and lakes? -What role does detergents have in this?. -In what way does the detergent industry react to public demands? For better or for worse? (Ec)' the "natural" SUPPORTING CONCEPTS A. Man is the prime agent of changesof environment. ut'lize his LEVEL 11-6. B. Man modifies the environment in order to resources--and increase them.

C. Men recreate the environment.

11 EVA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Chil Children begin to probe the Gather articles and repoits on possible extinctionof into, effects of biological magni- wildlife due,to biological magnification (see glossary). of b fication through simple ex- Have students understand the principle bywhich pesti- is being periments in the class. -dides build up in concentration as the animal eaten along the food chain by higherlevel predators: Chil of n Have children refer to early foodchains or have them tens each create a food chain cycle in whichherbivores it r (plant eaters) consumeplant treated with herbicides, and (i.e., inchworm eating a plant); next a carnivoreeats the first consumer, fox, etc.). The Same food web idea can be illustrated by water supplyrecieving pesticides which in turn is consumed by smaller fish, consumed by larger fish, consumed by waterbirds such ,as pelicans, etc. - Look for articles inrecent periodicals or news media which predict danger levels ofconttntrated chemical pesticides. What wildlife is already known to be on thelist of endangered species? (pelican, variousbirds, bats, etc.) (Ec)

To understand concentratibn,buildup havechildren cut 1 inch squares of white paper on whichi7Ou have placed a drop of colored tempera paint. This represents a given amount of pesticide. Have 4-6 children pretend . to be the lower animals in the foodchain who -will each consume 10-15 white "spotted" paper astheir food supply. Have two additional"animals in thehigher food chain divide the lower animals as.their food supply. Record the increased conCerittatiOn of pesticidethe final consumers have absorbed. Increase the number of predators in the higher food chains untilchildren understand the principle of biological magnification. 146 A. Man is the prime agent of changeof the "natural" environment.

B. Man modifies the environment in orderto utilize his resources-and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Gather articles and reports on possibleextinction of Children experiment to wildlife due to biological' magnification(see glossary). internalize their concept Have students understand the principleby which pesti- of biological magnification. cides build up in concentration as the animalis being eaten along the food chain by higherlevel predators. Children display awareness of need for control of ex- Have children refer to early foodchains or have them tensive use of herbicides as each create a food chain cycle in whichherbivores it related to the food web (plant eaters) consume plant treated withherbicides, and its possible consequences. (i.e., inchworm eating a plant); next a carnivoreeats' the first consumer,(i.e. fox, etc.). The same food web idea can be illustratPd by water supplyrecieving pesticides which in turn is consumed by smallerfish, consumed by larger fish, consumed by waterbirds such as pelicans, etc. -Look for articles in recent periodicals or news media which predict danger levels of concentrated chemical pesticides. -What wildlife is already known to be on the list of endangered species? (pelican, various birds, bats, etc.) (Ec)

To understand concentration builduphave children cut 1 inch squares of white paper on which you haveplaced a drop of colored tempera paint. This represents a given amount of pesticide. Have 4-6 children pretend to be the lower animals in the food chainwho will each consume 10-15 white "spotted" paper astheir food supply. Have two additional animals'in the higher food chain divide the lower animals as their food supply. Record the increased concentration of pesticidethe final consumers have absorbed. Increase the number of predators in the higher food chains until children understand the principle of biqlogical magnification. 146- SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment.

LEVEL 11-6 B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Establish a danger level and a extinction level. Chil- dren may role play food chain activity in 2-3 minute skits. -How,much chemical poisoning can a predator absorb or.release from his system? -Are some synthetic pesticides such as chlorinated hydrocarbons-dieldrin, endrin, aldrin, toxaphene, heptachlor, etc. remain in the environment for years? (see appendix) -What shall we do to limit our pesticide programs? (Ec)

147 .a.

SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment. - Man modifies the environment in order to utilizehis LEVEL II-6 13. resources--and increase them.

C. Men recreate the environment.

EVALUATION-TERP PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PER

Children seek m Man utilizes his skill of eval- Have children read books (see appendix) about thepollu- investigating a uation to seek direction for tion of the environment and select one area (land, air, zt the present con future actions about his envi- water, wildlife, noise, population pressure) on which environment. ronment. they will gather data, review facts and base opinion on their knowledge. Children look t From observation, exploration "for" and and scientists and analysis children evaluate Have debates or panel discussion on topics what actions ar, changed environments in their "against" the pollutant agent. are taking plac. community in the area of pollu- -What is being polluted? cannot observe tion. -Who is doing the polluting? - How do we play a role in thepollution? -What have values to do with the problems? Children begin -Howcan pollution be stopped? consequences of -Is some' pollution necessary? in determining r -When is pollution, pollution and when is it a whatwewill do necessity? have learned a (En) relationship an dependence of c Have children write an essay or make a taperecording on their stand on what they seehappening. - Are lakes drying up? - Are lakes choked withunwanted plantlife, or pesticides? -Have the temperatures of bodies of water=been altered? -Will the oceans be a king-size cesspool? - Will we need to wear face or gasmaskG in the 21st ceLtury? -Is there room to move, work, play andbreathe for all? - Are other advancedtechnological nations following our footsteps? - Have deaths been caused by ourapathy and careless- ness? -Is anyone doing anything about the status quo? 148 (En) A. Mari is the prime agent of change of the "natural" envirorunent.

13. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFOMRANCE

eval- Have children read books (see appendix) about the pollu- Children seek methods of for tion of the environment and select one area (land, air, investigating and evaluating envi- water, wildlife, noise, population pressure) onwhich the present conditions of our they will gather data, review facts and base opinion on environment. their knowledge. ition Children look to researchers iluate Have debates or panel discussion on topics "for" and and scientists to understand heir "against" the pollutant agent. what actions and activities pollu- -What is being polluted? are taking place which they -Who is doing the polluting? cannot observe first-hand. -How do we play a role in the pollution? -What have values to do with the problems? Children begin to seek the -How can pollution be stopped? consequences of our choices -Is some pollution necessary? in determining how much and -When is pollution, pollution and when is-it a what we will do about what we necessity? have learned about our inter- (En) relationship and our interdependence of our environment. Have children write aneslayor make a tape recording on their stand on what they seehappening. -Are lakes drying up? -Are lakes choked with unwanted plantlife, or pest icides? -Have the temperatures of bodies of waters been altered? -Will the oceans be a king-size cesspool? -Will we need to wear face or gas masks in the 21st century? 4 -Is there room to move, work, play and breathe for all? -Are other advanced technological nations following our footsteps? -Have deaths been caused by our apathy and careless- ness? -Is anyone doing anything about the status quo? 148P (En) SUPPORTING CONCEPTS A. kan is the prime agent of change of the "natural" environment.

LEVEL 11-6-- B. Man modifies the environment in crder toutilize his resources--and increase them.

C. Men recreate the environment.

EVA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children begin todisplay re- Search about the classroom and note the sections which Chil sponsibility for changing the are pleasing and those which are disturbing tothe eye. impr4 environment in the classroom envi it m by activities representing List those which show evidence that are displeasing their understanding of an un- (dripping faucets, cracks in windows letting out heated ful polluted environment. air, dust on window ledges and onllisplays, broken pencils, scattered papers, etc.). List those which pro- Chil motes a healthy environment. (Proper lighting, good expr ventilation, organization cupboards, bookshelves and thei desks, wise use of paper and storage, wise use of book ing . distribution and utilization,etc.) pant -How can we participate in maintaining.a pleasant alte and healthy room environment? -How are we contributing to polluting the environment? -Must we change our habits? In what ways? (En)

Create posters, slogans, songs or poems which reflect or illustrate our feelings. (En)

149

4. :PTS A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

EVALUATION7TERMINAL b,CTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE x) display re- Search about the classroom and note the sections which Children suggest ways to changing the are pleasing and those which are disturbing tothe eye. improve or alter classroom :he classroom environment which will make Tresenting List those which show evidence that are displeaSing it more pleasing and health- ling of an un- (dripping faucets, cracks in windows letting out heated ful to live and work in. pent. air, dust on window ledges and on displays, brokenpen- cils, scattered papers, etc.).List those which pro- Children create artistic motes a healthy environMent. (Proper light:411g, good expressions to represent ventilation, organization cupboards, booksheives and their growth in understand- desks, wise use of paper and storage, wise use of book ing their role as partici- distribution and utilization, etc.) pants in room environment - How can we participate in maintaining apleasant alterators. and healthy room environment? - How are we contributing to pollutingthe environment? - Must we change our habits?In what ways? (En)

Create posters, slogans, songs or poems which reflect or illustrate our feelings. (En)

149 the "natural" SUPPORTING CONCEPTS A. Man is the prime agent of change.of environment. utilize his LEVEL 11-6 B. Man modifies the environment in order to resources--and increase them.

C. Men recreate the environment.

EVALUATION- PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Through a community effort children set up standardsfor Children cOn Children take responsibility before maki for planning programs in re- their classroom environment and set those regulations sponsible behavior in the which they feel are feasible and reasonable to expect They list con- Children wei environment and utilize the children to perform and participate in. which does not meet ically, soci relationship of interdisciplin- sequences for alternatives chosen Weekly review is held of allinfrac- as well as a ary study in Science,Social their standards. done. fore testing Studies, and the Humanities.. tions and of recognition of all deeds well -Are our standards socially acceptable(Can all live problems and decisions a with it -Is it economicallyfeasible (will we incur expenses take towards because of our standards)? lems. -Is it a political reality (are there anyrules of the school which will be.infringed upon becauseof our choices)?

Display in a prominent place, the limits foractivities and those which would exceed them.

( )

Set up a "town hall meeting"in which 1) problems of our environment (in terms of our society)Will be defined, 2) data will be gathered, proposal ofsolution made, testing of solutions be acted uponhypothetically and decisions made. -Do we know what our problems are? -What kinds of ecological facts do wehave to support our hypothesis? -Have we thought of all thevarious groups in our community who will be affected? -Have we considered the economical consequences, the political possibilities andthe social out- comes of our tentativesolutions? -What role does aesthetics,b;auty and values plz) in our decision making process?150 A. Man, is the prime agent of change ofthe "natural" environment.

B. Man modifies the environment in order toutilize his resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL ES 'PERFORMANCE

for Children cOnsider alternatives sibility Through a community effort children set up standards

; before making decisions. s in re- their clasSroom environment and set thoseregulations expect n the which they feel are feasible and reasonable to children to perform and participate in. _They_list con-. Children weigh facts econom- ize the ically, socially, politically sequences for alternatives chosenwhich does not meet - rdisciplin- as well as aetthetically be- Social their standards. Weekly review is held of all infrac-. tions and of recognition of all deeds welldone. fore testing solutions to anities. problems and before making - Are our standardssocially acceptable (Can all live decisions about actions to with it take towards pollution prob- - Is it economicallyfeasible (will we incur expenses because of our standards)? lems. - Is it a politicalreality (are there any rules of the school which will be infringed uponbecause of our choices)?

Display in a prominent place, the liMits foractivities -and-those which would exceed them- _ (En)

Set up a "town hall meeting" in which1) problems of our environment (in terms of our society)will be defined, 2) data will be gathered, proposal ofsolution made, testing of solutions be acted upon hypothetically and decisions made. - Do we know what our problemsare? -What kinds of ecological facts do we haveto support our hypothesis? -Have we thought of all the various groupsin our community who will be affected? - Have we considered theeconomical consequences, the political possibilities and thesocial out- comes of our tentativesolutlions? -What role does aesthetics, beauty and valuesplay in our decision making process? SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment.

LEVEL 11-6 B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Man' s appetite for his Divide class into groups or committees to gather infor- ct resources increases. mation about the characteristics of renewable resources tk such as Air, soil, water, plant life or fish., (See al Children analyze man's motives California ' s "Handbook on. California ' s Resources ) . Ana- fc for increased needs of renew- lyze ways in which man uses each resource and why he able resources and what affects chooses those ways. Include the need for increased use CI occur as a result of the due to population increase. fc choices he makes and actions - What does renewable _mean? r( he takes upon the utilization - How _fast ii the renewable cycle for eachresource? ci of these resources. - How is man's standard of _living influencing the increased needs for renewable resouts? CI - How does increaseddemand for food fiber affect ir the soil? at - How does increased need forelectrical equipment cll affect the water supply and water quality (thermal fT pollution-see glossary)? AT. - How has increased need for transportation and more eff icient-use-of ttme-affect -air- quality? - How has increased need forfertilizers and pesticides affect plant life? (Ec)

How much choice is left for the individual to decrease consumption of_ good and services?Why should he?What might happen if he does not or ma,kes unwise choices?

Start a "bank account" (box or chart form) to deposit reasons for conserving and reasOns forwise use of renewable resources.Have a section for withdrawal which lists the survival demands for consuming resources. Children, at a later date, can select from "deposits" or "withdrawals" to use as topics for reports, slogans, poems, art work or creative writing. Retain creatiVe efforts for an Environmental Fair during Earth Week in April. .1'51 (En) ' A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environment in order to utiliie his resourcesand increase them.

C. Men recreate the environment.

VES TEACHING-LEARNING INQUI$IES EVALUATION-TERMINAL PERFORMANCE his Divide class into groups or committees to gather infor- Children list and identify mation about the characteristics of renewable resources those renewable resources such as air, soil, water, plant life or fish. (See about which they have choices tit's motives California's "Handbook on'California's Resources). Ana- for using. ; of renew- lyze ways in which man uses each resource and why he what affects chooses those ways. Include the need for increased use Children verbalize reasons f the due to population increase. for need'And consumption of resources as population in- Ldactions 7-What does renewable mean? ;tilization =How fast is the renewable cycle for each resource? creases. -How is man's standard of living influencing the increased needs for renewable resources? Children select areas of - How does increased demand forfood and fiber, affect interest which lead to cre- the soil? ative efforts that can be -How does increased need for electrital equipment displayed at an environmental affect the water supply and water quality (thermal fair during Earth Week in pollution-see glossary)? April. - lbw has increased need fortransportation and more efficient-use of time affect air quality? -How has increased need for fertilizers and pesticides affect plant life? (Ec)

How much choice is left for the individual to decrease consumption of good and services? Why should he? What might happen if he does not or makes unwise choices?

Start a "bank account" (box or chart form) to deposit reasons for conserving and reasons for wise useof renewable resources. Have a section for withdrawal which lists the survival demands for consuming resources. Children, at a later date, can select from "deposits" or "withdrawals" to use as topics for reports, slogans, poems, art work or creative writing. Retain creative efforts for an Environmental Fair during Earth Week in April. 151 (En) SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment.

LEVEL 11-6 B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INOUfRIES EVALUATION-TERMINA PERFORM:

Children analyze man's motives Have the class list the major renewable resources (see Children link produ for increased needs of non- ."Handbook on California's Natural Resources pp. 45+). uses of non-renewabo renewable resources and what Point out these resources or minerals are reusable but sources to their im! effects occur as a result of not renewable. Cover the points that with increased environment. the choices he makes and knowledge of use of fire, rocks and minerals man was actions he takes upon the able to recover metals from rocks and then to put it Children eXamine an, utilization of these resources. to use. Identify the term fossil fuel-"deposits of de- upon their choices cayed plant or animal remains which, through millions ing these uses. of years of heat and pressure in the earth's crust have been converted into ignitable minerals". Children illustrate (Ec) onstrate wiser use of materials in the Under each major resource, list as many articles or room or homes. equipment made from makes use of that particular resource. Follow-up exercises can include activities which answer these questions: - Do we have any or make use of any of these resources in the class? at home? -Are we using it to the fullest? - What alternate ways can we reuse the -esource? -Can it be recycled yet? If not, do you have evidence that industries are working towards recycling?

- What could happen if we choose not to reuse non- : renewaWe resources? (En)

Illustrate,or demonstrate your reusable.ideas of old products. Used brick for book ends or old pots

Aor flowelir holders, etc.) , (En) A. Man is the prime a§ent of change of the "natural" en4jronnient.

B. Man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Have the class list the major renewable resources (see Children link products and "Handbook on California's-Natural Resources pp. 45-0. uses of non-renewable re- Point out these resources or minerals are reusable but Sources to their immediate not renewable. Cover the points that with increased environment. knowledge of use of fire, rocks and minerals man was able .to recover metals from rocks and then to put it Children examine and act to use. Identify the terM fossil fUel-"deposits of de- upon their choices concern- cayed-plant or animal remains which, through millions ing these uses. of years of'heat and pressure in the earth's crust have been converted into ignitable minerals". Children illustrate or dem- (Ec) onstrate wiser use or reuse of materials in their class- Under each major resource, list as many articles or room or homes. equipment made frou makes use of that particular resource. Follow-up exercises can includeactivities- which answer these questions: - Do we have any or make use ofani of these resources in the class?at home? - Are we using it to the fullest? What alternate ways can we reuse the resource? - Can it be recycled yet? If not, do you have evidence that industries-are working towards recycling? - What could happen if we choose not to reuse non- renewable resources? (En)

Illustrate or demonstrate your reusable ideas of old product-.(i.e. used brick for book ends or old pots for flower holders, etc.) (En)

152 "natural" SUPPORTING CONCEPTS A. Man ds the prime agent of change of the environment. utili-Ze his LEVEL 11-6 B. Man modifies the environment in order to resources--and increase them.

C. Men recreate the environment.

EVALU PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Children begin to speculate Have children scan their neighborhoods to locate evi- Childr, tive upon the utilization of the dence that ,solar energy is being utilized Look for of Ow' non-exhaustible resources, such industries which are experimenting with capturing as sunlight, and to participate radiant energy from the sun. Speculate on future use in challenging queries about and possibildties for the relatively non-exhaustible future experiments towards its resource-the sun. Hold a magnifying glass on paper as for cici use. utilization. the sun penetrates its heat energy. -What kinds of work could be done using sun's direct energy (heating swimming pools, tropicalfish farms, Chiidr greenhouse plants, etc.)? problci -Can we abuse the sun's energy supply? If so, how? of -Can we invent a method for using the'sun'sradiant energy dfrectly? (Ec)

153 IMP I 1111111 TV.7

! -; 117 f!., 1r 1' :-

153 A. Man i3 the 1..rime agent of chance P.)f the"natural" . T";; .nviienro.nt. P. !!:in f ies the environm,,nt in order to uti 1 i ze his resourcesandi ncrease them. Men recreate the environment.

opTECTIVES TEACIITN:-I.LA/,NING

In order to justify environ- Assign interested students for library researchto mental changes, the children locate and identify public agencies (seeappendix) and analyze their city or commu- organizations which are responsible for makingdecisions nity to discover the econom- and influencing the lawmaking body whichintroduces ical reasons for its growth bills and enacts law concerning changesin the environ- and developm,mt and to seek ment (see Mylroie, .California EnvironmentalLaw). agencies in the comunity -What criteria are oonsidered when decisions are who play a responsible deci- made for enVIrOnmyntal chttrne? sion-making role for future -Who has the responsibility to see changesenacted? development and envirorrnental -What role do we as citizens play in orderto have our voices heard? alterations. -What groups or meetings can we participatein? -Has our local neighbrahood beeninvolved in any recent decisions? Can we listen orparticipate in the group decision:' (Ln) A. Man i the prime agent of change of the "natural" nvitonment.

H. Man modifies the environment in Order toutilize his resources--and increase them.

C. Men recreate the environment.

EVALUATION-TERMINAL IVES TEACHING-LEARNING INQUIRIES PERFORMANCE

to Children seek and discover :y environ- Assign interested students for library research those decision-making bodies children locate and identify pulilic agencies (seeappendix) and decisions within their communities or commu- organizations which are responsible for making and influencing the lawmaking bodywhich introduces whichhave power over deci- e econom- sions which will reflect a ts growth hills and enacts law concerning changesin the environment (see Mylroie, Cal i forniaEnvironmental Law) . change within the environ- ,1 to seek decisions are ment. .mmunity -What criteria are considered when deci- made for environmental change? enacted? or future -Who has the responsibility to see changes have vironmental -What role do we as citizens play in order to our voices heard? -What groups or meetings can we participatein? -Has our local neighborhood beeninvolved in any recent decisions? Can we listen or partisipate in the group decision? (En) :111'1,0VPING coNCEPTS A. Man is the prime agent of change of the "natural" environment.

1.EVEL 11-h B. man modifies the environment in order to utilize his resources--and increase them.

C. Men recreate the'environment.

PERFORMANCE OBI EC T IVES TEACHING-LEARNINGINQUIRIES EVALUATION-TER!! PERI

By actively observing the Assign volunteers to seek and locate individuals or Children seekP, in or createen..4 School environment, children groups who play a significantrole in making decisions seek groups, people or policy- for environmental change within the school or class- decision mak ing making bodies which determine room site. are feasible ann nature and whici how and how much change will -Wnat kinds of groups or activities does our school occur and also to participate have in which we can voice an opinion or partici- sponsible behav); the environment in one or more responsibility pate in an action related to environmentalchange? or duty which will affect. - What kinds of behaviordo we display whentwe wish change. to make a meaningful contribution? -What kinds of issues would we raise? -What kinds of environmental change would we recom- mend? - What are the consequences of ourchoices? Would we accept responsibility for our actions? a (En) A. Man is the prime agent of change of the "natural" environment.

B. Man modifics the environment in order to utilize his resources--and increase them.

C. Men recreate the environment.

TEACU/NG-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Assign volunteers to seek and locate individuals or Children seek and participate :ren groups who play a significant rolein making decisions in or create environmental decision making bodies, which I icy- for environmental change within the school or class- mine room site. are feasible and realistic in - Wnat kinds of groups oractivities does our school ..nature and which develop re- :pate have in which we can voice an opinion or partici- sponsible behavior toward liLy pate in an action related to environmental change? the environment. - What kinds of behavior do wedisplay when um wish to make a meaningful contribution? - What kinds of issues would e raise? - What kinds of environmentalchange umuld um recom- mend? -What are the consequences of our choices? - Would we accept responsibilityfor our actions? (En)

155

44 SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment. Man modifies the environment in order to utilize his .F.VEL II-6 B. resources--and increase them.

C. Men recreate the enkrironment.

EVALUATION-TEr PERFORMANCE ?BJECTIVES TEACHING-LEARNING INQUIRIES PEI

Children act ii Men develop' ethics for the DisCussion groups can follow any social science or environment.. humanities lessons which involve ethics, and more which reflects specifically ethics fbr the-environment. The ques- and attitudes t By personal behavior, children tions to be raised following such lessons may be: environment. display evidences of under- - Were the choices made morally sound? standing thé.meaning of ethics - Can we live by.the decisions made? Children discu ! for their environment. -How will these decisions affect other people? the transmitta' - How.and will it change behavio7: towardthe envi- values, and.att ronment? whether the p.c. - By What criteria do we judge ethics? ethically soun, - How are ethics transmitted,learned or developed? able. (En) A. Man is the prime agent of change of the"natural" environment.

B. Man modifies the environment in order to utilizehis resources-and increase them.

C. Men recreate the environment;

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Children act in a manner r the Dismission groups can follow any social science or humanj.ties lessons which involve ethics, and more which reflects their values specifically ethics for the environment. The c.ues- and attitudes toward their children tions to be raised following such lessons may be: environment. under- - Were the choices made morally sound? of ethics - Can we live by the decisions made? Children discuss and question people? the transmittal of morals, . . - How will these decisions affect other - How and will it change behavIor towardthe envi- values, and attitudes and ronment? whether the procedures are - By what criteria do we judge ethics? ethically sound and accpt- - How are ethics transmitted,learned or developed? able. (En)

156 tt -r SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment.

UWELS II-6 B. Man modifies the environment in order to utilize his resources--and increase them. C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVP+UATION-T

Children participate in an out- If the schools participate in out-of-door experiences Children exa:-. of-door experience such as a ininatural environments,such as week-end or week long systems and week camp program to culminate camps, the role of conservatfon can be given a great likes and di ! and focus their accumulated deal of stress. Experiences which will make maximum their envirork: knowledge and to challenge and use of.all their senses-smelling, tasting, touching, strengthen their value judg- hearing., and seeing as well- as their imayinative intu- Children seei ments about their envfronment. itions should be encouraged. In creating experiences ledge and un. for them toparticipatein, use many problem-solving about plant a: questions and investigative and experimental strategies which have a Have a well planned program but be ready to be flexible [1* their immedi,i- and act on a moment's inspiration of a phenomenon hap- 1_1 pening which had not been planned such as an eye wit- Children raii ness to a food chain action such as frog eating an in- questions ah:,- sect or a hawk capturing a lizard. If a beer pn is and sounds n, found behind a fallen tree, put aside the temporary before and sc . lesson of an ecology of a tree and instead fbUs on the explanations meaning of man's choice to leave behind an unbiodegrad- observed int: able object. In addition to helping children open enviroments. their eyes to things they would not normally "see", do not discard any sights which the child sees, which re- quires investigation and which leads to generalization for further insight into man's behavior and interdependence of his environment. (Ec-En)

Outdoor experiences can be conducted quite successfully on the school grounds if camps are not available.

if polaroid cameras can be used or sketcles made, children can be assigned ip groups to recdrd somethings they like about the environment and some they disli. When they have their pictures, return to classroom and rank order their likes and their dislikes. Note the'human- istic behavior during this a:ctivity. Two or three 157 4444

A. Man is the prime agent of change of the "natural" environment.

i. Man modifies the environment in order to utilize his resources--and increase them. C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

in an out- It the schools participate in out-of-door experiences Children examine their value .11 as a in natural environments, such as week-end or week long systems and demonstrate their Aminate camps, the role of conservation can be given a great likes and dislikes about ilated deal of stress. Experiences which will make maximum their environment. lenge and use of all their senses-smellingtasting, touching, judg- hearing, and seeing s well as their imaginative intu- Children seek further know- Ironment. itions should be encouraged.In creating experiences ledge and understanding for them to participate in, use many problem-solving about plant and animal life questions and investigative and experimental strategies. which have a meaning for Have a well planned' program but be ready to be flexible their immediate world. and act on a moment's inspiration of a phenomenon happening which had not been planned such as an eye wit- Children raise unplanned ness to a food chain action such as frog eating an in- questions about the sights sect or a hawk capturing a lizard. If a beer can is and sounds not perceived found behind a fallen tree, put aside the temporary before and seek answers for lesson of an ecology of a tree and instead focus on the explanations of phenomena meaning of man's choice to leave behind an unbiodegrad- observed in the natural able object. In addition to helping children open environments. their eyes to things they would not normally "see", do not discard any sights which the child sees, which re- quires investigation and which leads to generalization for further insight into man's behavior and interdependence of his er.vLronment. (Ec-En)

,:ntdoor experiences can be conducted quite successfully on the school grounds if camps are not available.

If polaroid cameras can be used or sketches made, children can be assigned in groups to record somethings they like about the environment and some they dislike. When they have their pictures, return to classroom and rank order their likes and their dislikes. Note the human- ifttie behavior during this a:ctivity. Troa or three 157 sUPPOWING CONCEPTS A. Man is the prijte agent of changeof tho "natural " nv i ronmenL [EVE!, II-6 B. Man mod i I he environment inQrder tc util izehis re:sources-11410:'increase1 1.- them. C. Men recreate the environment.

PERFORMANCE OBJECTIVES TEACHING 4, f4NING INQUIRIES

4 children can fepa in with the teacher to help obterve and later rep..to the group about the kindsof behavior and initlraction among themselvesWhich'were displayed. Did wha t. le saw (smelled, etc.) appealto all of us? - What did te like most? least? - Did everlry,lonefeelthe same about what they saw? -Were yo;rmathering sights to please theteacher, the grcipt-.4, or yourself? -When we iicsagreed what kindsofthingswere we saying? :idoing? Does ouesbehavior 'reflectsociety?ourneighbors? Ca nweOred'who t is besttopreserveorconserve our ens2. onment? (Ec-En)

158 SUPPORTING CONCEPTS A. Man is the prime agent of change of the "natural" environment.

LEVEL II-b B. Man modifies the environment in order to utilize his resources7-and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATIC . PERFORMANCE OBJECTIVES

Children particiPate in field Children may take.culminating trips to the community or Children e trips 'which focuS upOn how man the nearby community to'gather final evidences for mate- their own made cholces to alter hisenvi7 rials which will become part of their culminating activ- demonstrat .ronment (park vs parking lot) ities. Each child can focus on ,can area of interest envikonmien and to evaluate the selegtions whether it be economiCal, politi4;al or social phenomena. man is int based upon.his value syktem. The will return with information whiCh they will trans- interrelat pose into an art media, a science project, a play or ment as we any choice of expression yhich will demonstratetheir socially i understanding a.part of the general concept of hoW man men and ma is interrelated and interdependent on his environment. ultimately - How is man conserving his environment? -Row is man preventing pollution and/or annibhila- iion? ,- 41hat future problems is he creating for hir-4;,,,exif-- - What are man's responsibilitiesto.t.1445'01VIr6usent',A A. Man is the prime agent of change of the "natural" environment.

B. Man modifies the environmentin order to utilize his resources--and increase them.

C. Men recreate the environment.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL - PERFORMw-1

, field Children may take culminating trips to the oommunity or - :low man the nearby community bo gather final evidences for v.hich envi- rials which will become part of,their rttatE concern for their q lot) ities. :Each child can fociel,a;,,w1.1.0Z-1;(011a4- environment which shows that

,-.ctions whether it be eopirwoul_47.4;f1 i phenomena. man is interdependent and !ztem. The wiL1lacurf7-UttUf-ifi:fQnpatrifitr`Olichthey will trans- interrelated to his environ- pose nei+ an -at t- 11044.11 science project, a Play or ment as well as that man olig.ebe40"4- 774aession which will demonstrate their socially interacts with other 1P312 kiing a part of the general concept of how man men and makcs dpcisions Which uterrelated and idterdependent on his environment. ultimately influence all en- -How is man-conserving his environment? vironments. -How is man preventingpollution and/or annibhila- tion? -What future problems is he creating for himself? -What are man's responsibilities to his environment? (En)

159 Man is the prime agent of changeof the "natural" SUPPORTING CONCEPTS A. environment.

in order to utilize his LEVEL I1-6 B. Man modifies the environment resources--and increase them.

C. Men recreate the environment. EVALUATION-T TEACHING-LEARNING INQUIRIES PERFORMANCE OBJECTIVES

Challenge the children to create anenvironment for the Children put Children will design multiple and knowledgq future which would reflectthe best of all observable activities which will reflect interdependel and studied environments. Divide into groups and "give" the kind of environment they and determine each group "X"($1,000, $10,000, etc.) number of dollarsto choose for their future. simple workat work with to develop a smallcommunity of "X" number of people (100-5,000, etc.) in which anideal condition free from the and one whic existed, in terms of interdependence ofthe environment, vironmental which would be economically feasible,socially accept- maximum leve able and could become a politicalreality. -Which kinds of industry ormanufacturing would you Children adm. need to support your city?Do they produce pol- continued enl lutants? How will you get rid of pollutants? studies as t -What kinds of transportation would youset up? express conc Any pollutants involved? ued search a -What kinds of sources wouldproduce your food supply, your clothing supply and yourshelter making respo for environm supply? -What kinds of recycling would befeasible? -What unkalown problems did you come across? (En)

160 change of the "natural" A. Man is the prime agent of environment.

in order to utilize his B. Man modifies the environment resources--and increase them.

C. Men recreate the environment. EVALUATION-TERMINAL TEACHING-LEARNING INQUIRIES PERFORMANCE

Children put to work all facts Challenge the children to create anenvironment for the and knowledge gained about future which would reflect the bestof all observable Divide into groups and "give" interdependence of environment and studied environments. and determine to create a each group "X" ($1,000, $10,000,etc.) number of dollars to simple workable community, work with to develop a smallcommunity of "X" number of free from the major pollutants people (100-5,000, etc.) inwhich an ideal condition and one which utilizes its en- existed, in terms of interdependenceof the environment, vironmental resources to its which would be economicallyfeasible, socially accept- maximum level. able and could become a politicalreality. -Which kinds of industry ormanufacturing would you Children admit the need for need to support your city? Do they produce pol- continued environmental lutants?How will you get rid ofpollutants? transportation would you set up? studies as they mature and - What kinds of express concern for contin- Any pollutants involved? ued search and research into - What kinds of sourceswould produce your food making responsible decisions supply, your clothing supply and yourshelter for environmental development. supply? - What kinds ofrecycling would be feasible? - What unknownproblems did you come across? (En)

160h NOTE S

161 LEVEL III - JUNIOR HIGH

COGNITIVE - AFFECTIVE SCHEME I Societies perceive environmental issues of their time on the basis of past experience.

COGNITIVE - AFFECTIVE SCHEME II The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

COGNITIVE - AFFECTIVE SCHEME III Social issues and decisions alter the environment.

COGNITIVE - AFFECTIVE SCHEME IV Social issues and decisions determine the utilization of all resources.

SYMBOLS

L - Land A - Air W - Water EC - Ecology, Plants EN - Environment, and Animals Population t " 162 b COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology dete the nature of the environment which is planned anddeveloped.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all re

EVAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Man uses skills of independence- Have students conjecture and recreate thelife of an Stude "personal and individual in- early coastal village in which the sources of food early the ships quiry". supply were dependent on hunting and gathering and forms and division of labor identified according to envir Students through reading, in- male and female roles. Recall the forms of waste prod- vestigation and reporting of uct its dispersions and those problemswhich may have Stude past history will analyze the caused family groups to relocate their villages. of ea problems affecting society's -Where did they get their drinking water? (shallow Stude environment. (pollutions, wells) agric shortages, famines) -Who gathered and hunted the food supply? -What kinds of shortage problems did they face? effec -What happened to their waste products? (accumulated slowly and locally) Stude -Identify the simple basic maintenance diet (berries, pollu nuts, fish, shell food, game meat, coconuts,etc.). lems -How much time was left for cultural andrecreational of so activities (crafts, conununal dancing, storytelling, etc.)? -What kinds of population control existed (shdrtages, shell fish poisonings, fights over hunting grounds and water wells, etc.)? (En)

Divide students into groups according to interestand dwell into the early agricultural revolution. Probe into the various parts of the world for paralleldevelopment of agriculture-Middle East (valleys of theTigris and the Euphrates; Sinai Peninsula in the NileDelta); Assyrian and Babylonian irrigation systems (bricklined canals) ;-The New World (corn from Maya civilization, "Irish potato, peanut, sweet potato, tomato, cocoa, rubber, cocaine, etc. for Central America and theAndes);- Asia (rice). 163 time on the basis :CTIVE SCHEMES I. Societies perceive environmental issues of their of past experience.

technology determines HIGH II. The interaction of the culture with available the nature of the environment which is planned anddeveloped.

III. Social issues and decisions alter the environment. of all resources. IV. Social issues and decisions determine the utilization EVALUATION-TERMINAL 3JECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Students recall and review Is of independence- Have students conjecture and recreate thelife of an early village life, its hard- individual in- early coastal village in which the sources offood supply were dependent on hunting and gatheringand the ships, its simplicity and its forms and division of labor identified accordingto environment. ugh reading, in- male and female roles. Recall the forms of waste prod- Students recreate activities ad reporting of uct its dispersions and those problemswhich may have of early living. aill analyze the caused family groups to relocate their villages. cting society's - Where did they get theirdrinking water? (shallow Students review changes in (pollutions, wells) agricultural patterns and its mines) -Who gathered and hunted the food supply? -What kinds of shortage problems did they face? effect on community living. - What happened totheir weste products? (accumulated slowly and locally) Students note incidences Of -Identify the simple basic maintenance diet(berries, pollution, shortages and prob- nuts, fish, shell food, game meat, coconuts,etc.). lems in the developing forms - How much time wasleft for cultural and recreational of societies. activities (crafts, communal dancing, storytelling, etc.)? - What kinds ofpopulation control existed (shortages, shell fish poisonings, fights over huntinggrounds and water wells, etc.)? (En)

Divide students into groups according tointerest and dwell into the early agricultural revolution. Probe into the various perts of the world for parallel development of agriculture-Middle East (valleys of theTigris and the Euphrates; Sinai Peninsula in the NileDelta); Assyrian and Babylonian irrigation systems(brick lined canals) ;-The New World (corn from Maya civilization, "Irish potato, peanut, sweet potato, tomato, cocoa, rubber, cocaine, etc. for Central America and theAndes); - Asia (rice)e . 163 pr. basis COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the of past experience.

determines LEVEL III-JR. HIGH The interaction of the culture with available technology the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources. EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Recall origin of cultivated plants (wild roots and grains). (En -Ec)

Review the early domestication of animals, and cattle especially in the Middle East. Recall how the role of religious reasons influenced their domestication.Re- view Man and the Environment for further elaboration. -What kinds of pollutants came about as an outfall of the agricultural evolution? -How did the early farmers combat shortages? -When famine occured, as a result of natural forces, how did it affect the people? What choices could they make? (L -En)

For further research, interested students canresearch and review the kinds of pollutant environmentwhich occurred as a by-product of these civilizations. Topics from Man and his Environment p. 158 1. Hunting - gathering groups 2. Early agricultural groups 3. Advanced agricultural societies 4. Industrializing societies 5. Colonial societies 6. Advanced industrial societies -How were shortages resolved? -What were actions taken during famines? - What kinds of diseases reducedpopulation sizes? - What roles did religion andculture play in inter- ferring with progress? With enhancing progress? (i.e. worship of cattle in India) 164 -what were the attitAde6 goward natural resources?

A COGNITIVE-AFFECTIvE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Have interested, fast students take any culture under consideration and trace the ecological development ofi its human society. The series or sequence of society development is referred by Boughey (1971) as ecoglogical succession based on categories to be analyzed: 1. increasing diversity (division of labor) 2. competition (increased specialization promoting redundant jobs) 3. structural complexity 4. decreasing dominance (by priests, rulers, etc.) 5. net productivity (difference between the total gross productivity of an ecosystem and theamount of energy to maintain its system) - What kinds of moral and practicalimplications for developing societies has each of these five categories? - How does each use or abusethe rules of the ecosystem? - Show related films on earlycivilization depicting the acquisition of "daily bread". - Record through art mediasthose activities which reflected man in action using and abusing his environment. (En)

165 Societies perceive environmental issues of their time onthe basis COGNITIVE-AFFECTIVE SCHEMES I. of past experience.

available technology determines LEVEL III-JR. HIGH The interaction of the culture with the nature of the environment which isplanned and developed.

III. Social issues and decisions alter the environment. utilization of all resources. IV. Social issues and decisions determine the

TEACHING-LEARNING INQUIRIES EVALUATION -TERMI PERFORMANCE OBJECTIVES PERFO

Students synthesi Man uses skills of interdepen- Have students research environmentalmaterials and then and recorded evi dence-"acquisition of informa- review through reports or panels the early signsof rising envrionmental problems in the development ofthe early beginnings tion pioneered by others". related to the e United States Students through reading inves- -strip mining Students indicat tigating and reporting of past -deforestation and results of e history will synthesis the prob- -exploiting animal life (bison, etc.) exploitation. lems affecting society's envi- -exploiting farm land -depleting water supplies ronmental illness. Students experime -When did problens begin to appear? tivities represer -How concerned were the inhabitants? concept of increa -How did they show their lack ofconcern? pressure on resot (En) fined area.

Have students prepare a chartwhich will list some sig- Students note the nificant problems related to environmental development. some pollution or List some attempts made towards their solutions. Syn- illness as a natt thesize the problems and explore the relationships to a part of the li increased population growth and populationneeds. -As water shortages occurred howdid irrigation sys- student descrimir tems develop? How did population increase as a "pollution" pres result? "pollution" nem -As causes of diseases (cholera,typoid, etc.) due to contaminated water were eliminatedwhat happened to the population growth? -As agricultural techniques were improvedand increased food suprly accumulated, how did itaffect population growth? -How did the problems reflect thechoices and decisions made by the society?, -How effective were the Solutionsthat were applied? -What values were reflected in theirdecision-making? 166 (En -Pop-lo) time on the basis I. Societies perceive environmental issues of their of past experience.

II. The interaction of the culture withavailable technology determines the nature of the environment which is plannedand developed.

III. Social issues and decisions alter theenvironment. utilization of all resources. IV. Social issues and decisions determine the =:111, TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Have students research environmentalmaterials and then Students synthesize observable review through reports or panels the earlysigns of ris- and recorded evidences of ing envrionmental problems in the development ofthe early beginnings of problems

related to the environment. i United States -strip mining Students indicate some causes - deforestation -exploiting animal life (bison, etc.) and results of environmental - exploiting farm land exploitation. - depleting water supplies Students experiment with ac- -When did problems begin to appear? tivities representative of the - How concerned werethe inhabktants? concept of increased population pressure on resources in a con- - How did they showtheir lack of concern? (En) fined area.

Have students prepare a chart which willlist some sig- Students note the necessity of nificant problems related to environmental development. some pollution on environmental List some attempts made towards their solutions. Syn- illness as a natural phenomenon, thesize the problems and explore the relationships to a part of the life cycle. increased population growth and population needs. -As water shortages occurred how didirrigation sys- Student descriminate between tems develop? How did population increase as a "pollution" pressures and result? "pollution" necessities. - As causes of diseases(cholera, typoid, etc.) due to contaminated water were eliminated whathappened to the population growth? - As agriculturaltechniques were improved and increased food supply accumulated, how did it affect population growth? - How did the problemsreflect the choices and decisions made by the society?., -How effective were the SClutions that wereapplied? -What values were reflected in theirdecision-making? (En-Pop-W) time on the basis COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their of past experience.

available technology determines LEVEL III-JR. HIGH II. The interaction of the culture with the nature of the environment which is planned anddenmaoped.

III. Social issues and decisions alter the environment. utilization of all resou,c. IV. Social issues and decisions determine the

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE 111=11M1

Retrace the progress of civilization and thebirth of the technological age. Note the progress through the utilization of metals, fossil fuels and the advanceof automation.Recall the use of stones and bonen and then the metals, copper, bronze and iron andfinally the "alloysl Recall how each step interrelated withthe environmental resources. (En)

Review the historical industrial revolutionand its role in creating environmental illnesses.Role-play indus- trialist skilled labor versus manual labor. (En)

Review the increased agricultural productionswhich shifted the population from rural to urban areas.Enact scenes of families moving from farm to city and discuss reasons - (economy, social habits, cultural adaptations). -What kinds of pollutants, wlaich built upprogressively, were prevalant in the air, onthe land, in water and upon fauna and flora as rurallife became urban life? (En)

Have students recall that althougtundernourishment and famine have been reduced in advancedindustrial nations, most of the world lives with theseproblems in their advanced agricultural societies (Boughey,1971). -How havewholesale'p4ticidal use affected these societies? -How have the gross waste prochmtsintroduced into the biosphere by the advance industrialnations affected the other societies? 167 COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL

PERFORMANCE ,

- What responsibilities do we have fortheir welfare? (En)

Have students create a pzoduct (pom-poms, autograph books, a clay figure or any suggestions fromthem) which can be produced both by individuals or through division of labor. Have part of the students produce the entire product while other set up an assembly line. "Sell", the product and note the time-cost/benefit. Reinvest "the money" sold and note the rise of "haves" group and the "have-nots". Theo- retically apply the idea to other areas of prociuction and predict the consequences of the result of industrializa- tion as opposed to individual labor. (En-Pop)

Introduce science experiments in the class which quickly and clearly allow observation of increased population size and pressures on the resources (raising guppies in a limited area, fruitflies, seeds in a crowded garden area, etc.). - What are the first signs of pressure onthe resources? - What are some pollutant signs? - What kinds of waste products areobservable? - What observable signs of distress areevident? (En-Pop)

168 COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilizationof all resources

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION -T

Technological development The advances in technology are created by man as he Students begi catalyzed problems for the seeks to gratify needs and wants. And as the population of independen pendence as environment. rate grows and the consumption per capita rate grows he seeks to increase his energy supply and power. As seek and wei Through the skills of inde- a result, the progresses and the operationsof techno- and the illne pendence and interdependence logy produce unwanted by-products termed "pollutants". by technologi students will analyze and These pollutants affect,exploit or contaminate land, synthesize the problems af- air, water, plant and animal life. It is only when the Students shar fecting present day society natural cycles in life cannot handle or disperse these opiLions as t necolasity for as a result of technology. oollutants that we have the beginning of environmental illnesses. services crea ical advancen Have students team in pairs or groups to become reporters who will search for technologicaladvances in our Students anal local and neighboring communities. Use polaroid cam- internal syst eras, tapes, drawings or whatever means tobring the which are ped neighborhood to the class. groups of pec -What kinds of energies are being harnessed? and increasiL -What kinds of industries are present? . each others Y -What kinds of products or services are they producing or performing? -How is our lives better because of these products or services? -What kinds of problems are they creating for either daily or long range living? -Do we really need these products or services? (En-Ec)

Have individual students research and report ontechno- logical developments which are peculiar to city living such as waste sewage disposal systems, mass transportation, traffic controls, garbage'disposal systems, construction of multiple dwellings, food processing and 1.69 PFECTIVE SCHEMS I. Societies perceive environmental issues of their time on the basis of past experience.

R. HIGH The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL I PERFORMMNCE 'al development The advances in technology are created by man as he Students begin to use skills )roblems for the seeks to gratify needs and wants. And as the population of independence and interde- rate grows and the consumption per capita rate grows pendence as they actively he seeks to increase his energy supply and power. As seek and weigh the goodness skills of inde- a result, the progresses and the operations oftechno- and the illness brought about Id interdependence logy produce unwanted by-products termed "pollutants". by technological improvements. 11 analyze and These pollutants affect,exploit or contaminateland, the problems af- air, water, plant and animal life. It is only when the Students share biases and sent day society natural cycles in life cannot handle or disperse these opinions as they valuate the of technology. pollutants that we have the beginning of environmental necessity for the products or illnesses. services created by technological advancement. Have students team in pairs or groups to become reporters who will search for technological advancesin our Students analyze and synthesize local and neighboring ommmunities.Use polaroid cam- internal systems of city living eras, tapes, drawings or whatever means tobring the which are peculiar to large neighborhood to the class. groups of people living closely -What kinds of enerrlies are being harnessed? and increasingly dependent on - What kinds of induTtries arepresent? each others human resources. - What kinds of prod!Acts orservices are they producing or performing? -How is oar lives better because of these products or services? - What kinds of problems are theycreating for either daily or long range living? -Do we really need these products or services? (En-Ec)

Have individual students research nd report ontechno- logical developments which are peculiar to city living such as waste sewage disposal sysems, mass transportation, traffic controls, garbagedisposal systems, construction of multiple dwellings, food processing and 169 A- COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-IEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

distribution, etc. -How does each phenomena affect the environment? -What kinds of problems arise in each? (En)

170 Societies perceive environmental issues of their time onthe COGNITIVE-AFFECTIVE SCHEMES I. of past experience.

The interaction of the culture with availabletechnology deto LEVEL III-JR. HIGH II. the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilizationof all EVA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Stud Students explore and investi- Have students select one or more chapters fromtheir to i gate those activities related science textbooks which interest them and which contmlb - about and to environmental education in utes to their store of knowledge and understanding rong the science textbooks. ecological interrelationships and interdependencies.

Living thingsA living things Living things Stud are interde- is a product of are in con- inve pendent with its heredity stant change envi one another and environ- and with ment their environment

Grade 7 The Mole- Chapters Chapters Chapter cule and 15,16 1, 3, 4,5, 17 the Bio- 17,18 6, 7, 8,11, sphere 14

Grade 8 The Atom Chapters Chapter Chapters and the 1, 3, 1, 11, 12, Earth 14, 15 13, 14, 15, 17, 18

Experiment with textbook investigations and report to group or class those activities foundmeaningful or that add to the increased awareness of ecologicalinterrela- tionships. (Ec) ECTIVE SCREMES I. Societies perceive environmental issues of their time onthe basis of past experience.

technology determines HIGH II. The interaction of the culture with available the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization ofall resources.

EVALUATION-TERMINAL oBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Students probe independently ore and investi- Have students select one or more chapters from their to increase their knowledge tivities related science textbooks which interest them and whichcontrib- and understanding about envi- Ital education in utes to their store of knowledge and understandingabout ronmental issues. :extbooks. ecological interrelationships amd interdependencies.

Living thingsA living things Living things Students partake in various are interde- is a product of are in con- investigations which reflect pendent with its heredity stant change environmental issues. one another and environ- and with ment their environment

Grade 7 The Mole- Chapters Chapters Chapter cule and 15,16 1, 3, 4, 5, 17 the Bio- 17,18 6, 7, 8, 11, sphere 14

Grade 8 The Atom Chapters Chapter Chapters and the 1, 3, 3 1, 11, 12, Earth 14, 15 13, 14, 15, 17, 18

Experiment with textbook investigations and report to group or class those activities foundmeaningful or that add to the increased awareness of ecologicalinterrela- tionships. (Ec)

171 fr COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TEM PERJ

From substantiated reports, After careful investigation of environmental omditions Students show al Mtudents will list and de- students tabulate as a group, their findings of pollu- ooncern for the scribe the pollutants to the tants. List on charts or in logs those which are prev- kinds of pollut environment. alent in their immediate environment and those which the effects the are affecting different locales across the nation. air, water, pla - What kinds of pollutants affect our waters? life. (thermal pollution, washed away fertilizers, pesticides, algae growth due to phosphates and Students sense nitrates, etc.) population pres - What kinds of pcalutants affect our soil?(pesti- resources and o cides, waste disposal, deforestation, strip mining, per capita of g erosion, etc.) services. - What kinds of pollutants affect our air? (noise, chemical gases, etc.) - What kinds of pollutants affect our plantand animal lives? (chlorinated hydrogens, pesticides, noise, etc.) - How is our population pressure on natural resources acting as a polluter? -How do we as individuals increase the pressure by our demands on goods and services? (En)

, 172 sCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

The interaction of the culture with available technology determines the nature of the environment which is planned and developed.

III. Social issues and decisions alter the environment.

Social issues and decisions determine the utilization of all resources.

WES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE reports, After careful investigation of environmental conditions Students show awareness and lind de- students tabulate as a group, their findings of pollu- concern for the variety of ts to the tants. List on charts or in logs those which are prev- kinds of pollutants and on alent in their immediate environment and those which the effects they have on land, are affecting different locales across the nation. air, water, plant and animal - %that kinds of pollutants affect our waters? life. (thermal pollution, washed away fertilizers, pesticides, algae growth due to phosphates and Students sense the meaning of nitrates, etc.) population pressure on - What kinds of pollutants affect our soil?(pesti- resources and our consumption cides, waste disposal, deforestation, strip mining, per capita of goods and erosion, etc.) services. -What kinds of pollutants affect our air? (noise, chemical gases, etc.) - What kinds of pollutants affect our plant and animal lives? (chlorinated hydrogens, pesticides, noise, etc.) - How is our population pressure on natural resources acting as a polluter? - How do we as individuals increase the pressureby our demands on goods and services?

172Or COGIITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-

Students analyze our present Because the last 50-100 years saw a huge general move- Students ana environmental conditions and ment of the population in the United States from the and conditic determine how the society, rural farm to the urban city.The life styles of the ronment whic community and the schools are people underwent a great metamorphisis. Where once the adapted to a adapting to the growth of individual was a jack-of-all-trades, he now becomes part of surv technology. specialized. Jobs are created which never existed before and new tasks require re-training for new skills. Students rep Peace and tranquility of rural living is handed over adaptation o for crowding, noise and speed of mobility. Have stu- non-essentia dents discuss or debate adapting to a technological age. services whi - How are the people adjusting or adapting to new environmenta changes of living? - What kinds of deprivation are they facing? Students con - What kinds of enhancement does city life offer? and rural li - Debate "progress versus peace". the prices o - How have the increased demands on speed and economy values one e of the population further increased the need for the new life more and newer technological advances? living in a - How many of us demand colored T.V., dryers, electrical gimmick appliances? What is the price we pay for these gadgets? (En-Pop)

List the essential and non-essential kinds of powered gadgets in our home? - Are we willing to give any of these up for the sake of reducing power energy? Refer bp the list of industries and commerce which are a result of technological advances. - Are we willing to reduce our demands on or give up their services entirely? As our society becomes even more complex, list the kinds of technological advance which W111 be needed. - Will we pay the price of power pollution, noise FECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience. The interaction of the culture with available technology determines . HIGH II. the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization ofall resources.

)EJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE lyze our present Because the last 50-100 years saw a huge general move- Students analyze situations I conditions and ment of the population in the United States from the and conditions.in our envi- a the society, rural farm to the urban city. The life styles of the ronment which people have d the schools are people underwent a great metamorphisis. Where once the adapted to as a necessary the growth of individual was a jack-of-all-trades, he now becomes part of survival. specialized. Jobs are created which never existed before and new tasks require re-training for new skills. Students report on the Peace and tranquility of rural living is handed over adaptation of people to the for crowding, noise and speed of mobility. Have stu- non-essential products or dents discuss or debate adapting to a technological age. services which contribute to -How are the people adjusting or adapting to new environmental illnesses. changes of living? -What kinds of deprivation are they facing? Students contrast city life -What kinds of enhancement does city life offer? and rural living and establish - Debate "progress versus peace". the prices one pays and the -How have the increased demands on speed and economy values one exchanges to meet of the population further increased the need for the new life style of city more and newer technological advances? living in a technological age. -How many of us demand colored T.V., dryers, electrical gimmick appliances? What is the price we pay for these gadgets? (En-Pop)

List the essential and non-essential kinds of powered gadgets in our home? - Are we willing to give any of these upfor the sake of reducing power energy? Refer to the list of industries and commerce which are a result of technological advances. - Are we willing to reduce our demands onOr give up their services entirely? As our society becomes even more complex, list the kinds of technological advance which Will be needed. - Will we pay the price of power pollution, noise 173Pr COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

pollution, etc., for them? - What are some noise polluters now? - How have we adapted to them? Start a collection of pictures or articles which reflect the ways man is adapting to city life compared to rural living. (En)

Students examine the oommunity's adaptation the environment by focusing on one particular facit unique to group living. Below is a partial list for areas of investigation. - Treatment of raw and drain sewage (primary, secondary, tertiary.) -Internal combustion of machines (cars, trucks and other modes of transportation) and its result of smog. -Communication facilities (radio, T.V. news media, etc.). -Land waste disposal methods (city dumps, burning facilities, etc.). - Highway construction and blacktop surfacing. - Biological magnification (pesticides: herbicide, insecticide, fungicide buildup). -Eutrophication of lakes and streams due to detergents (excess growth of water-plant life due to increased nutrients from detergents and fertilizers washed from the soil). (En-Ec)

174 .. COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL IIT-JR. HIGH II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE- OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TEM PERI

Social decisions alter the Students give reports on individual observations of how Students analyz( environment. people's choices altered their environment. people make and City Life environment is Students begin to probe for -Why did some people have gardens on window ledges result of their reasons for social issues and or fire escapes and others did not? decisions about their envi ron- - Why do some people use public transportation and Students quest ic ment through continued research, other drive their own car? for de c i s ion -mal reviewing tapes, films, drawings - Why do some people hang out clothes to dry and apply to enviror and pictures and to question the others use dryers? Is it only economics? ditions. motives for people's choices - Where do peopie go for recreation? which alter the environment. - How important is the time factor?

Have students question the choices people make similarly on suburb living and rural living. Keep in mind that the choice a person makes in his daily living alters his environment to a degree. Groups of people making choices increase the alterations as the rate of population increases. How did we decide upon our wants and needs? -Did we have choices to make among alternatives? - Have we stopped to think about the consequences? -How are we conditioned toward choices? (En)

.,. TIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

IIGH II. The interaction of the culture with available technology determines the nature of the environment which is pawned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization ofall resources.

JECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE ns alter the Students give reports on individual observations of how Students analyze choices people's choices altered their environment. people make and note how the City Life envirorunent is altered as a to probe for -Why did some people have gardens on window ledges result of their decisions. cial issues and or fire escapes and others did not? t their environ- - Why do some people useputdic transportation and Students question the motives ontinued research, other drive their own car? for decision-making and s, films, drawings -Why do some people hang out clothes to dry and apply to environmental con- nd to question the others use dryers?Is it only economics? ditions. ople's choices - Where do people go for recreation? e environment. -How important is the time factor?

Have students question the choices people make similarly on suburb living and rural living. Keep in mind that the choice a person makes in his daily living alters his environment to a degree. Groups of people making choices increase the alterations as the rate of population increases. - How did we decide upon our wants and needs? - Did we have choices to make among alternatives? - Have we stopped to think about the consequences? -How are we conditioned tovard choices? (En)

1.7 5 k

. S of their time on the basis COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of past experience. available technology determines LEVEL III-JR. HIGH II. The interaction of the culture with the nature of the environment whichis planned and developed. 1 III. Social issues and decisionsalter the environment. utilization of all resources. IV. Social issues and decisions determine the

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMA

and Students'take actiol Students begin to initiate After the students have discovered the sources documented environmental ill- solutions to environ plans for solutions for envi- causes of observable and speculate on the solutions problems within thei ronmental illnesses. nesses, they can begin to to the problems through a number ofdifferent kinds of bilities. activities such as -debates Students show awaren reality in making de -panel discussions -recreating environmental landscapes by which they must 1 - simulated townmeetings - collection drives - contests for slogans,posters, or essays, stress- ing awareness of problems - cleanup campaigns - any feasibleactivities suggested by students. (En)

Apply three tests to each solution suggested: - Is it economicallyfeasible?Can we afford to do it? - Is it politically areality? Can such actions be made legal? -Is it socially acceptable? Can welive with the solution; would we really abide by ourdecisions? (En)

. 176 their time on the basis MES i. Societies perceive environmental issues of of past experience. II. The interaction of the culture with available technologydetermines the nature of the environment which is planned anddeveloped. III. Social issues and decisions alterthe environment. IV. Social issues and decisions determine theutilization of all resources.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Students .ake action to seek te After the students have discovered the sourcesand solutions to environmental envi- causes ofobservable and documentedenvironmental illnesses, they can begin to speculate onthe solutions problems within their capa- to the problems through a number of different kindsof bilities. activities such as -debates Students show awareness for -panel discussions reality in making decisions -recreating environmental landscapes by which they must live. -simulated town meetings - collection drives - contests for slogans, posters, or essays,stress- ing awareness of problems - cleanup campaigns - any feasible activitiessuggested by students. (En)

Apply three tests to each solution suggested: - Is it economicallyfeasible? Can we afford to do it? - Is it politically areality?Can such actions be made legal? - Is it socially acceptable?Can we live with the solution; would we really abide by our decisions?

176 pr COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the of past experience. LEVEL III-JR. HIGH II. The interaction of the culture with available technology det the nature of the environment which is planned and developec III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of al]

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Environment is enhanced through Students identify and list renewable resources (forest, Si conservation actions... soil, water, etc.) and nonrenewable resources (fossil pl fuels-coal, oil, gas; metals, etc.). They determine ii Through committee and group the various uses for each. Have students make murals, reports students will initiate collages or any art media to display how man utilizes St plans for conservation of the these resources.Identify those resources which can cc unpolluted environment. be conserved by reuse or recycling. Have students ex- sc plore and suggest methods and activities for conservation of environment which has not been polluted. - How can we conserve energy in our classroom, St schools, homes, ur community? - What kinds of eco-tips will help reduction of waste pz on our resources? an (L-Ec) st a SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

ES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

ced through Students identify and list renewable resources (forest, Students display conservation soil, water, etc.) and nonrenewable resources (fossil practices in dmix daily fuels-coal, oil, gas; metals, etc.). They determine living. d group the various uses for each.Have students make murals, I initiate collages or any art media to display how man utilizes Students suggest actions for on of the these resources. Identify those resources which can conservation on a broader nt. be conserved by reuse or recycling. Have students ex- scale for family and group plore and suggest methods and activities for conserva- living. tion of environment which has not been polluted. - How can we conserve energy in our classroom, Students increase their schools, homes, or community? valuing process techniques by - What kinds of eco-tips will help reduction of waste practice in making choices on our resources? among alternatives and by (L-Ec) suggesting ways to behave in a responsible manner.

177 A- COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their tins on the basis of past experience.

IV. Social issues and decisions determine the utilization of all resources. NIN PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION -TE PE

Students list and inquire into Students review films, mass media, and news media on Students displ values of communities by re- community behavior towards their environment and gen- community's vd flecting upon their social eralize about group behavior in social decisions. past decisions decisions. -What kinds of construction or building are per- in constructin mitted in some locations and not in others? their city. -What does zoning mean? - Why do chamber of commerce encourageinflux of Students contr visitors? communities' a -Where do builders locate schools, churches, shop- describe the v ping centers and parks? of the communi -What does a multitude of industrial plants tell about the values of a community? -How are people's values on recreation, culture, education, commerce and leisure living reflected by a community? - In what ways do people show care and concernabout their environment? - In what ways do people show lack of concern? (En)

Have students categorize the value structure of a community usimg Laswell's eight value categories: wealth, affection, skill, power, well-being, respect, enlight- ment and responsibility. Note each of the various kinds of building structures (banks, libraries, service stations, etc.) within an identified area and check appropriate box in one of the categories.

Research recorded activitiesvin the newspapers and note the frequency and variei'y beactivities in which the community partakes. Tabulate. Summarize a value profile. -Does one category have more checks than another? 178 I. Societies perceive environmental issues of their time on the basis of past experience.

II. The interaction of the culture with available technology determines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

Iv. Social issues and decisions determine the utilization ofall resources.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE Students review films, mass media, and news media on Students display evidence of community behavior towards their environment and gen- community's values by the eralize about group behavior in social decisions. past decisions they have made - What kinds of construction orbuilding are per- in constructing and building mitted in some locations and not in others? their city. - What does zoning mean? - Why do chamber of commerce encourageinflux of Students contrast and compare visitors? communities' activities'to - Where do builders locate schools,churches, shop- describe the value structure ping centers and parks? of the oammunity. - What does a multitude ofindustrial plamts tell about the values of a community? - How are peqple's values on recreation,culture, education, commerce and leisure living reflected by a community? - In what ways do people show care and concernabout their environment? - In what ways do people show lack of concern? (En)

Have students categorize the value structure of a community using Laswell's eight value categories: wealth, affection, skill, poumr, well-being, respect, enlight - ment and responsibility. Note each of the various kinds of building structures (banks, libraries, service stations, etc.) within an identified area and check appropriate box in one of the categories. (En)

Research recorded activitiasrin the newspapers and note the frequency and variety oeactivities in which the oommunity partakes. Tabulate. Summarize a value profile. -Does one category have more checks than another? COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

LEVEL III-JR. HIGH The interaction of the culture with available technology determines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

- Are some activities not recorded aboutwhich we know and can be included in our tabulations? - What does a profile tell us? (En)

179. . basis COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the of past experience. technology determines LEVEL III-JR. HIGH II. The interaction of the culture with available the nature of the environment which is planned and developed. III. Social issues and decisions alter theenvironment.

IV. Social issues and decisions determine the utilization ofall resourc EVALUATIO PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Students a Political decisions alter Students can review how bills are introduced, in legislativi environment. California in the Legislature, how numbers are assigned to each bill (Assembly Bill- A.S. 201 and SenateBill- cerning en Through continued investigation S.B. 17) and how bills become statutes if it passes Students g and reporting students uncover both houses of the Legislature and signed by the Governor. perience i and identify laws and rules Recall how laws become chapters of statutes of that year islation i which deterine the utilization and each is assigned a number (chap. 37, Stats 1971). of environment. Interested students can further probe into West's California Legislative Service and the Legislative Students a Counsel's.Summary Digest of Statutes Enacted and in promoti Resolutions Adopted. mental ide - What kinds of laws are being enactedby our letters to Legislature? the state - How much of the individual's freedom canbe legislated? - Who makes the bills? - How do we go about initiatingenvironmental bills for action? -Who are our congressmen (see appendix)? - How do we write to them(see appendix)? (En-Pop)

Students can persue guide books on environmental law such as Mylroie's California Environmental Law, a Guide to learn the kinds of laws related to environmental quality, generally, and then for areas of specific interest such as pesticides, air and water quality, land use and waste management or other areas ofinterest. The guide includes lists of public and private organizations who are concerned with environmental problems. There are other good resource books such as The California Handbook and The California Roster issued annually by the Secretary of.:Sate in Sacramento. 180 (En) FECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience. determines . HIGH II. The interaction of the culture with available technology the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

OBJECTIVES TEACHING-LEARNING INQUIR/ES EVALUATION-TERMINAL PERFORMANCE cisions alter Students can review how bills are introduced, in Students attain experience in California in the Legislature, how numbers are assigned legislative procedures con- to each bill (Assembly Bill- A.S. 201 and Senate Bill- cerning environmental bills. inued investigation S.B. 17) and how bills become statutes if it passes g students uncover both houses of the Legislature and signed by the Governor. Students gain measurable ex- laws and rules Recall how laws become chapters of statutes of that year perience in simulating leg- ne the utilization and each is assigned a number (chap. 37, Stats 1971). islation in action. nt. Interested students can further probe into West's California Legislative Service and the Legislative Students actively participate Counsel's .Summary Digest of Statutes Enacted and in promoting their environ- Resolutions Adopted. mental ideas by writing -What kinds of laws are being enacted by our letters to the officials of Legislature? the state or nation.. -How much of the individual's freedom can be legislated? -Who makes the bills? -How do we go about initiating environmental bills for action? -Who are our congressmen (see appendix)? -How do we write to them (see appendix)? (En-Pop)

' (En) COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

The National Wildlife issues Conservation Report, a mimeographed summary of all conservation legislation introduced or being considered in the Congress of the United States. -Can we legislate environmental action? -Who consents to legislation? - What k:nds of environmental legislation do we want? -Will we have to .enact laws to maintain pure air or water quality? -Will we need resource utilization controls? - Will we need Environmental Bill of Rights and Responsibilities? -How shall we solve our economic environmental problems by law? -What kinds of social laws can we pass to change behavior towards conservation? - Are we willing to legislate the number if any, of children each family may have? - If there is a shortage in our food supplies would we be willing to legislate the right to keep pets who consume foods essential to our survival? -What other "rights" might we legislate in order to benefit the total population? (En)

Students can initiate letters of concern and write to congressmen in their area. The local Registrar's offices will provide the names of their congressmen and represen- atives. (See Appendix)

Be knowledgeable and be sure you have gathered data about- your concerns. Request specific action on a specific problem or encourage theOssing or voiding of specific

_ COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

IV. Social issues and decisions determine the utilizationOf all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

bills. Make your letters brief, to the point and be polite.

Note also agencies and interested groups (see appendix) who can add strength to the students proposals. (En)

The class can simulate a legislative body in action en- acting a specific bill the class has chosen. Have some students note the strengths and weaknesses of the actions taken and report to the group on their findings. (En)

182 COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience.

IV. Social issues and decisions determine the utilization of all resources.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMI PERFO

Based on previous knowledge, Students probe into their own family experiences to Students increase students will analyze who understand why choices are made. investigative ski makes the decisions concern- - What are the kinds of material things we accumu- abilities. ing the utilization of natural, late in our homes? physical and human resources. - What economic factors helped make ourdecisions Students develop to accumulate and possess? understandings of - What kinds of services other than manual labordo who makes decisio we have in our homes (vacuum cleaner, garbage dis- family and commuun posal, electric garage door, etc.)? to environment. - What values do we attachtoeach? - What are the kinds of sources of income does our families have? - Who decides how much and on what, moneyis tobe spent? - Who is responsible for actions taken? (En)

Students probe into the community experiencesto understand why choices are made? - Where does the community get its money for parks, roads, services such as police department, fire department and libraries? - What bodies or agencies, such as Cityplanning commissions, parks and recreational departments, board of supervisors, or committees on conservation does our community have? (See Appendix) - Who decides how monies will be spent and on what projects? - What kind of voice do the people have in thechoices made? - Are we making use of this choice? -What kinds of power or voice in decision making do we have that we were not aware of? - To whom can we voice our complaints or dissatisfac- tion? j 18 3 (En) ECTIVE SCHEMES I. Societies perceive environmental issues of their time on the basis of past experience. HIGH II. The interaction of the culture with available technology determines the nature of thr environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization ofall resources. iBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

ious knowledge, Students probe into their own family experiences to Students increase their analyze who understand why choices are made. investigative skills and isions concern- - What are the kinds of materialthings we accumu- abilities. zation of natural, late in our homes? human resources. - What economic factors helped make ourdecisions Students develop clearer to accumulate and possess? understandings of how and - What kinds of services other than manual labordo who makes decisions in the we have in our homes (vacuum cleaner, garbage dis- family and community related posal, electric garage door, etc.)? to environment. - What values do we attach to each? - What are the kinds of sources of income does our families have? - Who decides how much and on what,money is to be spent? - Who is responsible for actions taken? (En)

Students probe into the community experiences to under stand why choices are made? - Where does the community get its money for parks, roads, services such as police department, fire department and libraries? - What bodies or agencies, such as Cityplanning commissions, parks and recreational departments, board of supervisors, or committees on conservation does our community have? (See Appendix) -Who decides how monies will be spent and on what projects? -What kind of voice do the people have in the choices made? -Are we making use of this choice? - What kinds of power or voice in decisionmaking do we have that we were not aware of? - To whom can we voice our complaints or dissatisfac- tion? (En) time on the bas COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their of past experience. technology determi LEVEL III-JR. HIGH II. The interaction of the culture with available the natureof the environment which is planned anddeveloped. III. Social issues and decisions alter theenvironment.

IV. Social issues and decisions determine the utilization ofall res

EVALL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Studeti Value systems determine The students can hold clarifying discussions about emplcn career decisions. career decisions they will consider andhow those careers interrelate and become interdependentwith their lated actior Students will participate in environment. clarifying responses and dis- -What kinds of choices do we have for choosing Studer cussions about choices they careers? plannj will make in their career de- -In what ways will these careers influenceenviron- their cisions and how these decisions mental Oterations? in be int will alter the environment. -Can we create new positions in conservation or battling pollutant areas? envirc - What will the consequencesbe for ourselVes and for the environment if we choose to embark on one Studer or more of these careers? involl -What rewards will there be for us? which, -What responsibilities will we have to assumealong indirF with it? - Will it be worth it? - Can we live with ourdecisions? - Will we be prepared to adaptand change as the environmental conditions demand it of us? - What kinds of action can wetake now to begin our early training and experiences? (En)

,484 the basis SCHEMES I. Societies perceive environmental issues of their time on of past experience.

II. The interaction of the culture with available technologydetermines the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

VES TEACHING-LEARNING INQUIRIES TVALUATION -TERMINAL PERFORMANCE

Students consider future rmine The students can hold clarifying discussionsaboUt career decisions they will consider and how those employment with careers re- careers interrelate and become interdependentwith their lated to environmental ,cipate in environment. action. ts and dis- -What kinds of choices do we have for choosing Lees they careers? Students increase skill in career de- -In what ways will these careers influence environ- planning for decisions about their future and how it will ase decisions mental alterations? be interdependent with their Lronment. -Can we create new positions in conservation orin battling pollutant areas? environment. -What will the consequences be for ourselves and for the environment if we choose to embark on one Students seek ways to become or more of these careers? involved in experiences -What rewards will there be for us? which may lead directly or -What responsibilities will we have to assume along indirectly to career choices. with it? -Will it be worth it? -Can we live with our decisions? -Will we be prepared to adapt and change as the environmental conditions demand it of us? -What kinds of action can we take now to begin our early training and experiences? (En) COGNITIVE-AFFECTIVE SCHEMES I. Societies perceive environmental issues of their time on t of past experience.

LEVEL III-JR. HIGH II. The interaction of the culture with available technology c the nature of the environment which is planned and develop III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of a

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Students will develop the idea Students can set up forums or panel groups to discuss that man cannot continue to and/or simulate ideas which deal with changes for future deal with his world as he has living. They can raise many questions which deal with in the past and will project changes in behavior and attitudes. Students can create answers for solutions for skits which look back from the year 2000 and focus on change in action or behavior. the decisions for survival or the decisions for destruction which man made. (En)

Students can project activities on other planetary spheres beyond mother Earth and predict the kind of world and involvement that may be possible as a result of actions taken now. (En-Ec)

Interested students can study interplanetary transportation and conjecture the total ecosystem necessary to maintain survival in the space vehicle as well as on the new terrain encountered. (En)

Imaginative and creative students may write fiction, songs other language vehicles by which the ideas of ecology or environmental dependency is the central focus. (En-En)

185 basis . YE-AFFECTIVE SCHEMES I. Societies perceive envirnmental issues of their time on the of past experience.

II-JR. HIGH II. The interaction of the culture with available technologydetezmdnes the nature of the environment which is planned and developed. III. Social issues and decisions alter the environment.

IV. Social issues and decisions determine the utilization of all resources.

INCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE s will develop the idea Students can set up forums or panel groups to discuss Students expand their creative ri cannot continue to and/or simulate ideas which deal with changes for future thinking and concentrative th his world as he has living. They can raise many questions which deal with powers to imagine the future oast and will project changes in behavior and attitudes. Students can create world and other planetary conditions that may or could ,for solutions for skits which look back from the year 2000 and focus on in action or behavior. the decisions for survival or the decisions for destruc- exist mindful of the prin- tion which man made. ciples of man's social (En) interaction with each other and man's interdependency Students can project activities on other planetary on his environment. spheres beyond mother Earth and predict the kind of world and involvement that may be possible as a result Students give vent to feelings of actions taken now. about how man will destroy (En-Ec) himself or take action for survival. Interested students can study interplanetary transportation and conjecture the total ecosystem necessary to maintain survival in the space vehicle as well as on the new terrain encountered. (En)

Imaginative and creative students may write fiction, songs other language vehicles by which theideas of ecology or environmental dependency is the central focus. (Ec-En)

185 A LEVEL IV - SENIOR HIGH

COGNITIVE-AFFECTIVE SCHEME I - In any given environment, organisms are linked within an ecosystem.

COGNITIVE-AFFECTIVE SCHEME II -Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources.

COGNITIVE-AFFECTIVE SCHEME III- Wise utilization of the environment is dapendent on the organization of shortage.

COGNITIVE-AFFECTIVE SCHEME IV -The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his surv.val.

SYMBOLS

L - Land A - Air W - Water EC - Ecology, Plants EN - Environment, and Animals Population

166 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH I/.Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. I/I. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION -T

Understanding of ecosystems. Students study the relationships of the terms involved Students becom in understanding the balances of the ecosystem.They intricate bal Students through scientific discover that two basic elements make up the ecosystems, tionships of and investigative procedures whether planetary size or a small water puddle. They by recalling c will develop the ability to are biotic community - man, plants and microbes compos- ties about th grasp the principles and gen- ing the biosphere, and the abiotic community - the atom- water, nitrog eralizations of the ecosystems sphere with gasses, vapors, particles of the air together in the study of ecology. with geo-chemi-physical features of land and sea amTos- Students iden ing the ecosphere. the terminoloc (Ec) used in conne ances and imb If not already presented these concepts in earlier ecosystems. grades, the students can set up mock-up models to visu- alize the relationships. Review the water cycle. Review the carbon cycle. Review the nitrogen cycle.

See science textbooks for detailed diagrams and directions. (Ec)

Students review and recall vocabulary related to ecosystems and to interrelationships between man and his environment. (See glossary) (Ec)

. 1E17 IVE-AFFECrIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

14ANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL 1 PERFORMANCE tanding of ecosystems. Students study the relationships of the terms involved Students become aware of the in understanding the balances of the ecosystem. They intricate balances and rela- Its through scientific discover that two basic elements make up the ecosystems, tionships of our ecosystems yestigative procedures whether planetary size or a small water puddle. They by recalling earlier activi- evelop the ability to are biotic community - man, plants and microbes compos- ties about the life cycles: the principles and gen - ing the biosphere and the abiotic community - the atom- water, nitrogen and carbon. ations of the ecosystems sphere with gasses, vapors, particles of the air together study of ecology. with geo-chemi-physical features of land and sea compos- Students identify and discuss ing the ecosphere. the terminology frequently (Ec) used in connection with balances and imbalances of the If not already pxesented these concepts in earlier ecosystems. grades, the students can set up mock-up models to visu- alize the relationships. Review the water cycle. Review the carbon cycle. Review the nitrogen cycle.

See science textbooks for detailed diagrams and directions. (Ec)

Students review and recall vocabulary related to ecosystems and to interrelationships between man and his environment. (See glossary) (Ec) COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION -TERMIN. PERDU'

Students analyze the radiant Have students review and recall that the ecosystems Students display di. solar cycle and how energy is also contain a radiant solar cycle through which energy charts which illust, transferred to man through is transferred from sunlight throughout the ecosystem meaningful relation charting and diagramming mean- and recycled again. tween radiant solar ingful relationships. Set up charts to show flow: and its transfer to producers: green plants (photosynthesis) consumers: herbivores (plant eaters) carnivores (animal eaters) omnivores (plant and animal eaters) decomposers:saprobes -How do green plants capture solar energy? -Wbat is autrophic organism? hetertrophic? (see glossary) -How is biomass recycled? -How is energy lost during transfer, between the various trophic levels? -Mat is the Eltonian pyramid (See Boughey, p. 10-11- loss of energy through successive trophic levels- producer-primary, secondary, tertiary consmmers) (Ec)

Students define productivity as related to the energetics of an ecosystem, that is how much is produced or yielded in calories in a given area in a given time by a producer (green plant). This is also known as gross productivity. To be taken into consideration is the loss of producer respiration, thereby creating net productivity.. This concept is basic to the understanding of how the total biotic popu1atibn4silimited by the finite photosynthetic activititiei.tirproducers and the understanding of food supply shortages. -Draw diagrams to illustrate various productivity rates or yields with different crops. Illustrate VIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. 3H II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage. IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival. pCTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

the radiant Have students review and recall that the ecosystems Students display diagrams and how energy is also contain a radiant solar cycle through which energy charts which illustrate the Ian through is transferred from sunlight throughout the ecosystem meaningful relationships be- hgramming mean- and recycled again. tween radiant solar energy ships. Set up charts to show flow: and its transfer to man. producers:green plants (photosynthesis) consumers:herbivores (plant eaters) carnivores (antmal eaters) omnivores (plant and animal eaters) decomposers:saprobes - How do green plants capture solar energy? - Wbat is autrophic organism? hetertrophic? (see glossary) - How is biomass recycled? - How is energy lost during transfersbetween the various trophic levels? - What is the Eltonian pyramid (See Boughey, p. 10-11- loss of energy through successive trophic levels- producer-primary, secondary, tertiary consumers) (Ec)

Students define productivity as related to the energetics of an ecosystem, that is how much is produced or yielded in calories in a given area in a given time bya producer (green plant). This is also known as gross productivity. To be taken into consideration is the loss of producer respiration, thereby creating net productivity: This concept is basic to the understanding of how the total biotic populatiOntAsilimited by the finite photosynthetic activititie.t.tirproducers and the understanding of food supply shortages. -Draw diagrams to illustrate various productivity rates or yields with different crops. Illustrate iss linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are reflect the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem of population upon resources. III. Wise utilization of the environment isdependent on the organization of shortage.

IV. The concepts and values man accepts asguides to his future behavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

how many trophic levels (levels of consumers) the yield goes through before it reaches man's table. Illustrate the varieties of yield of crop which is grown for primary consumers (cattle, sheep, hogs, etc.) which is not generally eaten by man and those varieties of crop which man eats directly as primary consumer (corn, wheat, radishes, etc.) . (Ec)

189 5 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressu of population upon resources. III. Wise utilization of the environment is dependent on the organization shortage. IV. The concepts and values man accepts as ,guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION

Through observation of environ- Have the students recall that the identity of a specific Students ob mental. examples or by viewing population of an ecosystem is called a community. Fur- various sta motion picutres and charts, ther, have them recall that there is an ecological suc- succession. students contrast and compare cession in which species become diversified for a variety various communities and locales of reasons and that they adapt and evolve until, from a Students qu in stages of ecological. suc- pioneer community, a climax community is reached. This speed by wh cession. concept is difficult to observe happening but if fields changes in and woods are within the students observations they can take a field trip to compare and contrast coniferous trees, deciduous trees and sagebrush. They can view suburb farms and fields from still pictures or charts.

View local districts films which depict illustrations of communities in various levels of succession including those which show how a farm community became a city.

Successions of developments can be illustrated by murals, cartoons or other art rndia. - What examples of a pioneer community can you find? - What examples of a climax community can you observe? -In what ways has man hastened ecological succession? -How is man destroying himself through his speed for change? -Why are we in such a hurry for change? What is there to gain? to lose? (Ec-En-L-A-W)

190 I. In any given environment, organisms are linked within an ecosystem.

II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as ,guides to his future behavior determines the quality of his life, if not his survival.

TEACHING-LEARNING INQUIRIES I EVALUATION-TERMINAL PERFORMANCE

Have the students recall that the identity of a specific Students observe and analyze population of an ecosystem is called a community. Fur- various stages of ecological ther, have them recall that there is an ecological suc- succession. cession in which species become diversified for a variety of reasons and that they adapt and evolve until, from a Students question the rate or pioneer community, a climax community is reached. This speed by which man proposes concept is difficult to observe happening but if fields changes in the successions. and woods are within the students observations they can take a field trip to compare and contrast coniferous trees, deciduous trees and sagebrush. They can view suburb farms and fields from still pictures or charts.

View local districts films which depict illustrations of communities in various levels of succession including those which show how a farm community became a city.

Successions of developments can be illustrated by murals, cartoons or other art media. -What examples of a pioneer community can you find? -What examples of a climax community can you observe? - In what ways has man hastened ecological succession? - How is man destroying himself through his speed for change? - Why are we in such a hurry for change? What is there to gain?to lose? (Ec-En-L-A-W)

190 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

Students investigate studies Students review earlier studies of food webs or a series Students review and recall in which the food web and var- of food chains and recall the consumer - consumed re- earlier studies of the oper- ious food chains are isolated lationships - at various successive trophic levels. ation and the interrelation- for purposes of analysis and Synthetic simulated ecosystems can be created to be ob- ships of food webs. probes. served under experimental conditions (Boughey, 1970). 1. Grow and maintain alga (chlorella) in a nonsus- Students illustrate schemat- taining ecosystem to determine what one or more ically illustrations of the abiotic factors (temperature, nutrient level, phenomena. energy output) have on population size. (See Boughey, p. 22). 2. Grow and maintain alga in a self-sustaining experimental ecosystem, and introduce the heter- otrophs Dapnia and Hydra, a primary and a secondary consumers, to study "the effect of varying the poptIlation density of the producer organism and the effect of varying the rate of predation by a tertiary consumer.(pp. 13, 14) Note diagrams. (Ec)

191 organisms are linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, the world ecosystem reflect the pressu LEVEL IV-SR. HIGH II. Issues and decisions affecting of population upon resources. III. Wise utilization of theenvironment is dependent on the organization shortage. guides to his future behavior IV. The concepts and values man accepts as determines the quality of his life,if not his survival. EVALUATIM PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

of the work Students dl To increase their understand- Students may need further understandings the decomposers of saprobes do. See laboratory exper- biodegradal ing of hew the decomposers the concepts. gradable wa (saprobes) of the food chain iments in science textbooks to develop concept of how function and how man is inter- Here the students need to embrace the the de- Students di ferring with their role, stu- difficult it is for the microbial population of and insurmount- kinds of wa dents probe their research composers to handle the uncontrollable human population. which incl1 books and investigate their able waste being accumulated by the Even more of a problem is the accumulationof difficult stances at communities. synthetic substances or non-biodegradablematerials able to trc which decomposer organisms dre unableto break down and decomposer. to recirculate their nutrients backinto the ecosystems. reducing ti (Ec) tion of th, food chain Students can investigate their ownlocal and neighboring communities to learn how waste disposalboth on land and Students s see how th4 in water is handled. other conmm - What kinds ofdisposal are in operation? - What price does thecommunity or the environment increased 1 pay for the water or landwhich is used? - What health problemsarise? -Hew are biodegradable materialsdisposed of (burial, burning, etc.)? - What affectaesthetically has the disposal sites on the environment? -What kinds of choices do we have onlocating land disposal sites, water disposal sites? (L-W-En)

Another increasingly alarming problemfor waste disposal occurs with the use ofpesticides. Toxic substances are introduced in new products or are sprayed onplants and animals which tend to concentrate asit accumulates and tends to destroy toleralestels ofeither decomposers -AFFECTIVE SCHEMES I. In any given environment, organisms are linkedwithin an ecosystem. reflect the pressure -SR. HIGH II. Issues and decisions affecting the world ecosystem of population upon resources. III. Wise utilization of the environment is dependent onthe organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL CE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Students discriminate between ase their understand- Students may need further understandings of the work biodegradable and non-biode- ow the decomposers the decomposers of saprobes do.See laboratory exper- gradable waste materials. s) of the food chain iments in science textbooks to develop the concepts. and how man is inter- Here the students need to embrace the concept ofhow Students display or list with their role, stu- difficult it is for the microbial population of the de- kinds of waste materials obe their research composers to handle the uncontrollable and insurmount- which include toxic sub- d investigate their able waste being accumulated by the human population. stances at a level intoler- ies. Even more of a problem is the accumulation ofdifficult synthetic substances or non-biodegradable materials able to trophic level of which decomposer organisms 4re unable to break down and decomposers and thereby to recirculate their nutrients back into the ecosystems. reducing the role or func- (Ec) tion of that part of the food chain. Students can investigate their own local and neighboring communities to learn how waste disposal both on land and Students seek information to in water is handled. see how their community and - What kinds of disposal arein operation? other communities handle -What price does the community or the environment increased waste disposal. pay for the water or land which is used? -What health problems arise? -How are biodegradable materials disposed of(burial, burning, etc.)? -What affect aesthetically has the disposal sites on the environment? - Wbat kinds of choices do wehave on locating land disposal sites, water disposal sites? (L-W-En)

Another increasingly alarming problem for waste disposal occurs with the use of pesticides. Toxic substances are introduced in new products or are sprayed on plants and animals which tend to concentrate as it accumulates and tends to destroy toleramtels of either decomposers within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment isdependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his futurebehavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

or the consumers of the life cycles. (See appendix for list of harmful pesticides and toxic residuals.)

Have students investigate their environment to locate and identify sources of contamination. List and classify known sources and research those which are readily available on our open markets. See films introducing new products and those which showdisposal of old or used products. -What evidence of uses of pesticides can you obseny in your environment? -What recent news from the mass media is available to further substantiate the fact that synthetic and poisonous substances are being introduced into our ecosystems? -List as many samples from your immeliate and home environment that illustrate toxic pollutants to the environment. -What action can we take to change non-degradable substances to degradable? -What articles or products would we give up to reduce the toxic accumulated waste materials? -What is our community doing about this particular problem? -Where can interested persons go for additional information? (See appendix) -What kinds of recycling programs are available? Could be made available? -Who pays for the process of changes? 193 (L) COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linkedwithin an ecosystem. LEVEL TV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on theorganization of shortage.

IV. The concepts and values man accepts as guides to his futurebehavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMI PERFC

To internalize the meaning of Have students probe into the principles' ofbiological Students display biological magnification, stu- magnification. As pesticides are more widely used, which they have g dents probe sources which de- animals,fish and birds tend to ooncentrate the poisons which reflect the scribe or give evidence of its within their body. As the predator in the higher of biological mas destructive actions. They trophic level consumes them as food, the toxic sub- learn the meaning of pesticides stances increase in concentration until permanent damage Students list ane (herbicides, insecticides, or extinction is caused in the higher level consumer. several kinds of fungicides, etc.) and what Some students may wish to investigate the nature of and note the effe effects they have on the total certain pesticides and their influences along the food on animal life, environment. chain. and man. - What are some known effects ofpesticides on animals in general? kinds of wildlife might be most susceptable to the ill effects of biological magnification? - How do we combat thisproblem? - What role do we play inincreasing pesticidal use? - What kinds of pesticides(herbicide, fungicide, insecticide) are most harmful? (Ec)

Have interested students study in depth the various kinds of pesticides - insecticide (animal life), herbicide (green plant life) , fungicide (fungus plants) ,etc. List and categorize the various poisons under each. (See appendix). - What is the purpose of eachkind of pesticide? - What are its primary benefits? long-range benefits? - What are the side effects toanimals? to humans? - What are chlorinated, hydrocarbons,organophosphates, and carbanates? (See appendix). - How are poisons misused? - What effects do they have onland, on water or to our air? 194 (Ec-L-A-W) -AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage. IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

ICE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

alize the meaning of Have students probe into the principles' of biological Students display evidence 1 magnification, stu- magnification.As pesticides are more widely used, which they have gathered be sources which de- animals,fish and binds tend to concentrate the poisons which reflect the ill effects give evidence of its within their body. As the predator in the higher of biological magnification. ve actions.They trophic level consumes them as food, the toxic sub- meaning of pesticides stances increase in concentration until permanent damage Students list and categorize es, insecticides, or extinction is caused in the higher level consumer. several kinds of pesticides s, etc.) and what Some students may wish to investigate the nature of and note the effects, if any, hey have on the total certain pesticides and their influences along the food on animal life, plant life nt. chain. and man. - What are some known effects of pesticides on ani- nuils in general? - Which kinds of wildlife might be most susceptable to the ill effects of biologics/ magnification? - How do we combat this problem? -What role do we play in increasing pesticidal use? - What kinds of pesticides (herbicide, fungicide, insecticide) are most harmful? (Ec)

Have interested students study in depth the various kinds of pesticides - insecticide (animal life), herbicide (green plant life) , fungicide (fungus plants), etc. List and categorize the various poisons under each. (See appendix). - What is the purpose of each kind of pesticide? -What are its primary benefits? long-range benefits? -What are the side effects to animals?to humans? - What are chlorinated, hydrocarbons, organophosphates, and carbanates? (See appendix). -How are poisons misused? - - What effects do they have on land, on water or to our air? (Ec -L -A -W) linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are ecosystem reflect the pressu3 LEVEL IV-SR. HIGH Issues and decisions affecting the world of population upon resources. III. Wise utilization of the environmentis dependent on the organization shortage. his future behavior IV. The concepts and values man accepts as guides to determines the quality of his life, if not his survival.

EVALUATION. PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

1 Students de, The students will probe into Have.students probe into the basic principles of Discuss how certain record print the principles of eutrophica- eutrophication (see glossary). eutrophicat tion to learn how man is play- fertilizers with nitrogen used for agricultural purposes carried in ing a role in providing inwhich are washed away from the soil and are detergents using phos- Students se creased nutrients to our our waterways and how certain into man plays a waterways and ultimately to phates as a cleanser agent which are washed away into our waterways con- the normal limit production of oxygen our sewage disposal which drain duction of supply by his actions of tribute to the increased nutrient supply for algae nitrogen an fertilization of fields and and other plant life growth. the oxygen our waterwa using certain detergents in -What does increased plant life do to laundry. content in water? -What effect does the growth of algae onthe water surfaces have on plant life below? (Screening prohibits sunlight energy and therefore limits photosynthesis). - What happens to theneed for oxygen supply for microorganisms aquatic life or phytoplankton? -What does it mean for a river or stream to be "choked-up" or over-supplied with nutrients? -What has industry done to combat eutrophication? -Have synthetic substances for phosphatesbeen beneficial or harmful? - What choices do we havein buying soaps or detergents? - Are we willing to risk"gray" -er washes for reducing eutrophication? - How can we request helpfulaction from manufacturers of phosphates, nitrates or othersubstances not harmful of itself but4101kntal when misused? (Ec-En) linked within'an ecosysteM. ECTIVE SCHEMES I. In any given environment, organisms are ecosystem reflect the pressure HIGH II. Issues and decisions affecting the world of population upon resources. III. Wise utilization of the environmentis dependent on the organization of shortage.

rv. The concepts and values man accepts asguides to his future behavior determines the quality of his life, if not hissurvival.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL JEJECTIVES PERFORMANCE

Students develoP, discuss and will probe into Have students probe into the basicprinciples of Discuss how certain record principles of es of eutrophica- eutrophication (see glossary). eutrophicatioxi. how man is play- fertilizers with nitrogen used for agricultural purposes carried in 1 providing inwhich are washed away from the soil and are detergents using phos- Students seek examples of how ients to our our waterways and how certain phates as a cleanser agent which are washed awayinto man plays a role in speeding d ultimately to the normal process by intro- tion.of oxygen our sewage disposal whichdrain into our waterways contribute-to the increased nutrient supply for algae duction of products such as s actions of nitrogen and phosphates into n of fields and and other plant life growth. our waterways. n detergents in - What does increasedplant life do to the oxygen content in water? - What effect doesthe growth of algae on the water surfaces have on plant life below?(Screening prohibits sunlight energy and therefore limits photosynthesis). - What happens to the needfor oxygen supply for microorganisms aquatic life or phytoplankton? - What does it mean for ariver or stream to be "choked-up" or over-supplied with nutrients? - What has industry done tocombat eutrophication? -Have synthetic substances for phosphatesbeen beneficial or harmful? - What choices do we havein buying soaps or detergents? - Are we willing to risk"gray" -sr washes for reducing eutrophication? - How can we requesthelpful action from manufacturers of phosphates, nitrates or other substances not harmful of itself butAkteSental when misused? (Ec-En) COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosysten LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pn of population upon resources. III. Wise utilization of the environment is dependent on the organizatj shortage.

IV. The cdncepts and values man accepts as guides to his future behavi determines the quality of his life,-if not his survival.

PERFORMANCE OBJECTIVES ( TEACHING-LEARNING INQUIRIES EVALUA1

1 Causes of imbalance to eco- Have students begin to probe for understanding the Students systems. meaning of increased population growth, to learn how' of incre the emphasis on population growth is of very recent growth. Students will probe.into the occurrence and that population fluctuations was of effect of an increased popula- greater concern in the past because excess population Student4 tion growth and its meaning could easily seek unpopulated areas to form new empire§ between for the environment. and colonies. todays r -Why do we care how many people there are today? growth. - What makes us concerned about the rate of increase? - What could we do with excess population in the past? Students - Why can't we solve oux excess problems in the same which oc way? growth c - How is increased population becoming a pressure on a presst, our environment today? (En-Pop) lb

WE SCHEMES I. In any given environment, organisms are linked within an ecosystem. II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon reeources. III. Wise utilization of the environment is dependent on the organization of shortage. IV.The cdncepts and values man accepts as guides to his future behavior determines the quality of his life,-if not his survival.

CTIVES TEACHING-LEARN/1.G INQUIRIES EVAWATION-TERM/NAL PERFORMANCE nce to eco- Have students begin to probe for understanding the Students identify the problem meaning of increased population growth, to learn haw of increased population the emphasis on population growth is of very recent growth. obe into the occurrence and that.population fluctuations was of reased popula- greater concern in the past because excess population Studen ts make comparisons its meaning could easily seek unpopulated areas to form new anpires between past concerns and ent. and colonies. todays problems of population -Why do we care how many people there are today? growth. -What makes us concerned about the rate of increase? -What could we do with excess population in the past? Students identify problems -Why can't we solve our excess problems in the same which occur as the rate of way? growth of population becanes -How is increased population becoming a pressure on a pressure. our environment today? (En-Pop)

196 k linked within an ecosystem. 'OGNITIVE-AFFECTIVE SCHEMFS I. In any given environment, organisms are world ecosystem reflect the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the of population upon resources. III. Wise utilization of the environmentis dependent on the organization of shortage. guides to his future behavior IV. The concepts and values man accepts as determines the quality of his life, if nothis survival.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE

Have students probe into population studies(Boughey, Students probe into studies ro gain further insight into on the increased rate of population pressure, students 1970) which describe how population density, of diver- sification of its levels of its agriculture versus population to discover rea- will participate in such activ- sons for growth and fluctu- ities which will, identify haw industry; of the limited carrying capacity of the eco- be explored. ation. population sizes change, intar- system and of new frontiers which needed to charts which re- pret what demographic data Have students refer to world population veal demographic data to answer questions such as : Students enact activities reveals, and determine what which will help internalizt, - When did populationgrowth become a problem? implication the growth have on the meaning of population the health and nutrition of - How fast has the rate beenin the past? pressures. the environment. -What is the rate now? -What is predicted for the future') - What is meant by theoreticalpopulation growth? Students seek rele ionship! -What is the rate of natural increase? between rates of increase in population and the impli - Have students analyze birth ratestatistics and mortality rates for evident patterns which are cations for the health and nutrition of people. evolving. (En-Pop)

As population growth becomes apparent in a community problems arise in health and nutrition. Have students divide into committees to devise activities whichwould help them to a clearer understanding of how crowding, poverty, sanitation and cleanliness becomesocial ills to be faced and overcome. Recall earlier activities in the lower grades in which population ofclassrooms were increased without an increase in resources.Recall animal investigations in which animals in a cage werein- creased While food supply was held constant. - What happens to foodsupPly and diets as family size is increased with6ut an increase in incomu? -What happens to food supply and diet asfamily groups increase in numbers in thecity or town and . 197 COGNITIVE-AFFECTIVE SCHEMES In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the prcsure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage. IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHTNG-LEARNING INQUIRTES EVALUATION-TERMINAL PERFORMANCE

the source and quantity of food remains constant or cannot keep up with the demand of the increased population? -What implications for nutrition has the rise of population? (En-Pop)

198 linked within an ecosystc COGNIT/VE-AFFECrIVE SCHEMES I. In any given environment, organisms are reflect the pi LEVEL IV-SR. HIGH II. Issues arxi decisions affecting the world ecosystem of population upon resources. III. Wise utilization of the environment isdependent on the organizat shortage.

IV. The concepts and values man accepts as guides to hisfuture behav determines the quality of his life, if not his survival.

EVALUA PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Student The student will analyze the As the nation grew and the industrial revolutionbrought ships a effects of urbanization and about diversified jobs, people located centrally in towns its meaning for his environ- and cities to perform at specialized tasks.The percent- growth urbani2 ment. age of farmers feeding the nationis becoming increasingly small. As a result people in urban areas are more and more dependent on fewer and fewer numbers of people Student to maintain their food supply. Have students probe into of how the choices people make in deciding where tolive and about s how to find food to survive. and the - What happens to the sourceof food supply whenman for our becomes urbanized? - What must he give up orexchange for in order to find food for himself? - How does man decide where hewill live? - What happens to existingcommunities when groups of people infiltrate from the outside and remain to raise families? - Who encourages visitors to stay? - How does the chamber of commerceparticipate in promoting influx of people? - What kinds of jobs act asincentives for people to migrate from one territory to another? - What kinds of goods andservices need to be expand- ed in order to meet the needs of people inhighly specialized positions? - How is the carrying capacity(see glossary) affected of an ecosystem as the increased population creates pressures? - What happens to resources_asthe rate rises? -Can all be fed and hmsed adequately?

199 linked within an ecosystem. FECTIVE-SCHEMES I. In any given envirammnt, organisms are reflect the pressure HIGH II. Issues and decisions affecting the world ecosystem of population upon resources. III. Wise utilization of the environment isdependent on the organization of shortage.

IV. The concepts and values man accepts as guides bohis future behavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Students examine the relation- will analyze the As the nation grew and the industrial revolutionbrought atenization and about diversified jobs, people located centrally in bowns ships of rise in population growth and the increase in for his environ-. and cities to perform at specialized tasks. The percentage of farmers feeding the nation isbecoming increasing- urbanization of its people. ly small. As a result people in urban areas are more and more dependent on fewer and fewer numbers ofpeople Students search for examples to maintain their food supply. Have students probe into of how urbanization brings the choices people make in deciding where to liveand about specialization of tasks how to find food to survive. and then dependency on a few - What happens to the source offood supply Wen man for our food supplies. becomes urbanized? - What must he give up or exchangefor in order to find food for himself? - How does man decide where hewill live? -What happens to existing communities when groups of people infiltrate from the outside and remain to raise families? -Who encourages visitors to stay? - How does the chamber of commerceparticipate in promoting influx of people? -What kinds of jobs act as incentives for people to migrate from one territory to another? -What kinds of goods and services need bo be expand- ed in order to meet the needs of people inhighly specialized positions? -How ii the carrying capacity (see glossary)affected of an ecosystem as the increasad population creates pressures? - What happens bo resources asthe rate rises? -Can all be fed and housed adequately? (Ec -En) 199 Pr COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressur, of population upon resources. III. Wie utilization of the environment is dependent on the organization c shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-'

Have students through discus- Students may choose their own method expressions (art Students vio sions, panels, and individual form, discussions, simulations, etc.) to illustrate the rate objectil reports relate the reasons for influences for population growth. analyze the r the continued rise of popula- -How does the improvement of technology in health which contril tion rate. Students will in- such as "victory over microbes" and in nutrition rise. quire into reasons which limit such as improved agricultural techniques tend bo population growth. increase population growth? Students rev: -How does the new job openings in industry tend to to determinc entice immigration to certain locations? limited popu: -Whose population rate is higher-developed or underdeveloped countries? Students de)1 -Why do some countries still encourage large motives of c( families? feel a need 1 -How do their values play a role in decision-making? family size:', -Some ethnic groups refuse to consider population reduction for fear of extinction or fear of loss of power. Why? (En-Pop)

Have students list on the basis of past experiences the kinds of ltmitations to population growth. -What effect has famine on growth, birth, and death rates? - What is the effect of disease on the rate? -What is the effect of war on the rates? - What is the effect of atomic warfare or germocide on rates? - What do we know about the genocide issue? (En-Pop) CTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem.

IGH Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

LIECTIVES TEACHING-LEARNING INQUIRIES %VALUATION-TERMINAL PERFORMANCE

through discus- Students may choose their awn method of expressions (art Students view the population and individual form, discussions, simulations, etc.) to illustrate the rate objectively and try to the reasons for influences for population growth. analyze the many reasons rise of popula- - How does the improvement of technology in health which contribute towards its tudents will in- such as "victory over microbes" and in nutrition rise. Asons which limit such as improved agricultural techniques tend to )wth. increase population growth? Students review past history - How does the new job openings in industry tend to to determine the reasons which entice immigration to certain locations? limited population growth. - Whose population rate is higher-developed or underdeveloped countries? Students delve into the - Why do some countries still encourage large motives of certain groups who families? feel a need for increased - How do their values play a role in decision-making? family sizes. -Some ethnic groups refuse to consider population reduction for fear of extinction or fear of loss of power. Why? (En-Pop)

Have students list on the basis of past experiences the kinds of limitations to population growth. -What effect has famine on growth, birth, and death rates? - What is the effect of disease on the rate? - What is the effect of war on the rates? -What is the effect of atomic warfare or germocide on rates? - What do we know alsout the genocide issue? (En-Pop)

200 within an ecosystm. COGNITIVE-AFFBCTIVE SCHEMES I. In any given environment, organisms are linked the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect of population upon resources. III. Wise utilization of the environment is dependent onthe organization of shortage.

IV. The concepts and values man accepts as guides to his futurebehavior determines the quality of his life, if not. his survival.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

Students recall and review Students identify, list and Have students divide into groups to brainstorm, to iden- those resources renewable categorize significant renew- ify, to list and then to categorize all the known re- and nonrenewable which man able resources and nonrenewable sources which man utilizes in his eailyliving. (See utilizes in his environment resources man utilizes in his handbook on California's Natural Resources). daily. daily survival. -What are the renewable resources associated with the farm, the fishery, and the forest? -What are the renewable resources associated with Students illustrate or soil, water, air, plant and animal life? demonstrate man utilizing - What are nonrenewable resources(mineral, metals, his resources. non-metals)? - How does man depend on each? -Which does he use more frequently or in greater volume than another? - What limitations does man have on howhe can avail himself of all his resources? - What privileges does he have inthe choices he makes? - Give illustrations or examples how man uses sorne of his resources.Use any artistic form for expression. (Ec)

201 linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are reflect the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem of population upon resources. III. Wise utilization of the environment is dependent onthe organization of shortage.

IV. The ommoepts and values man accepts as guides to his futurebehavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES PERFORMANCE

of air and its photochemical process. -What does this mean for a large city? -How is the process of natural diffusion and"cleansing" action of wind and air halted? -What problems arise as a result of pollutants in the air which are trapped and not allowed to dissipate? -What kinds of air controls do we have inemitting pollutants to the air by cars, trucks, plants, industries and home combustions? -When does snog become a problem? -How have we personally contributed to it? - What are some ways we canreduce pollutants to the air? - How much do we know aboutinternal combustion of machines in order to improve the quality of combustion? -What kinds of controls is the government placing on activities which produce massivepollutants to the air? (Ec)

202 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. the press LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect of population upon resources. III. Wise utilization of the environment is dependent on theorganization shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATIO

From analyzing the information- Have students simulate activities in which thelimited Students si al materials collected, stu- supplies of resourcen are exhausted or increasingly which refle dents will develop the ability pressured. One example may be having two classes work standing of to predict the probable effects together in one room with no increase in room supplies effects mig of the unlhdted consumption of or equipment for a given number of days. Another way sult of shc our resources. would be to tally and record supplies and facilities used in one week's period of time for one class. Cut Students pr the supplies and facilities in one half and in one consequenc third the following week. they face d -What happened to plans as supplies diminished? ages of ree -What interactions between people were observable? -What social problems arose? -What mechanical failures ensued? -What would happen if the situation continued for a longer period of time? -How long could we survive? -What other factors enter the picture as human beings are confronted with loss of resources? (En) SCHEMES I. In any given environment, organisms are linked within an ecosystem.

II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on theorganization of shortage.

TV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

ES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE nformation- Have students simulate activities in which the limited Students simulate activities ed, stu- supplies of resources are exhausted or increasingly which reflect their under- he ability pressured. One example may be having two classes work standing of what probable ble effects together in one room with no increase in room supplies effects might occur as a re- isumption of or equipment for a given number of days.Another way sult of shortages. would be to tally and record supplies and facilities used in one week's period of time for one class.Cut Students predict possible the supplies and facilities in one half and in one consequences for humans as third the following week. they face depletion or short- -What happened to plans as supplies diminished? ages of resources. - What interactions between people wereobservable? - What social problems arose? - What mechanical failures ensued? - What would happen if the situation continuedfor a longer period of time? - How long could we survive? - What other factors enter thepicture as human beings are confronted with loss of resources? (En)

203A

-4 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR.,HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

of air and its photochemical process. - What.does this mean for a large city? -How is the process of natural diffusion and "cleansing" action of wind and air halted? - What problems arise as a result of pollutants in the air which are trapped and not allowed to dissipate? -What kinds of air controls do we have in emitting pollutants to the air by cars, trucks, plants, industries and home combustions? - When does smog become a problem? - How have we personally contributed to it? -What are some ways we can reduce pollutants to the air? -How much do we know about internal combustion of machines in cmder to improve the quality of combustion? - What kinds of controls is the government placing on activities which produce massive pollutants to the air? (Ec)

213 4

A linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are reflect the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem of population upon resources. Wise utilization of the environmentis dependent on the organization of shortage.

IV. The concepts and values man acceptsas guides to his future behavior determines the quality of his life,if not his survival.

TEACHING-LEARNING INQUIMIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE

Students simulate activities From analyzing the information- Have students simulate activities in which thelimited supplies of resources are exhausted or increasingly which reflect their under- al. materials collected, stu- standing of what probable pressured. One example may be having two classesVar dents will develop the ability effects might occur as a re- to predict the probable effects together in one room with no increase in roomsupplies sult of shortages. of the unlbnited consumption of or equipment for a given number of days. Another way facilities our resources. would be to tally and record supplies and used in one week's period of time for one class. Cut Students predict possible the supplies and facilities in one half and in one consequences for humans as third the following week. they face depletion or short . -What happened to plans as supplies diminished? ages of resources. -What interactions between people were observable? - What social problems arose? -What mechanical failures ensued? - What would happen if thesituation continued for a longer period of time? - How long could we survive? - What other factors enterthe picture as human beings are confronted with loss of resources? (En)

205 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organismsare linked withinan ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pres: of.population upon resources. III. Wise utilization of the environment is dependent on the organizatio: shortage.

IV. The concepts and values man accepts as guides to his future behavio: determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATI(

Non-renewable resources are Have students investigate the nature of our source of Students limited. our energy system. Historically point out how primi- utilizatic tive man captured energy in its simple stages (fire, daily surl Students develop the ability water, wind) and increased its harness as technological to recognize the limits of the advances allowed him. Probe into the nature of: Students earth's energy through the fossil fuels (coal, oil, gas, etc.) of energy study of the principles and hydroelectric power potential generalizations of atomic energy -fossil fuel solar energy Students 3 - hydroelectric power geothermal power to be paii - earth's mineral resources tidal power ment for '1 - atomic energy energies. -solar energy - How is each energy captured and harnessed? - geothermal power What use is made of each? Students -tidal power - What price do we pay for the power? for their - What side-effects or pollution problems havearisen alternatiI as a result of its use? sions abol How is the waste or by product affecting our energy ut. environment? - What strain is there on our resources? - When does the source of power become exhausted? Can underdeveloped nations take advantage of these energies? Why? Why not? - In utat ways is harnessing these energies become detrimental in our daily lives? -How does population pressure affect the use of energies? What alternatives do we have for future utilization of environmental energies? (En -Ec)

. 206 .i;

-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. -R. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

EVALUATION-TERMINAL CE OBJECTIVES ,..... TEACHING-LEARNING INQUIRIES PERFORMANCE able resources are Have students investigate the nature of our source of Students review the early our energy system. Historically point out how primi- utilization of energies for tive man captured energy in its simple stages (fire, daily survival. evelcyp the ability water, wind) and increased its harness as technological ize the limits of the advances allowed him. Probe into the nature of : Students list the newer forms nepgy through the fossil fuels (coal, oil, gas, etc.) of energy and the future tie principles and hydroelectric power potential sources for energies. tions of atomic energy :uel solar energy Students recognize the price 2ctric power geothermal power to be paid to the environ- mineral resources tidal power ment for utilizing these nergy energies. iergy - How is each energy captured and harnessed? nal power -What use is made of each? Students accept responsibility )wer - What price do we pay for the power? for their choices and seek -What side-effects or pollution problems have arisen alternatives for future deci- as a result of its use? sions about environmental - How is the waste or by product affecting our energy utilization. environment? - What strain is there on our resources? -When does the source of power become exhausted? - Can underdeveloped nations take advantage of these energies? Why?Why not? - In what ways is harnessing these energies become detrimental in our daily lives? - How does population pressure affect the use of energies? -What alternatives do we have for future utilization of environmental energies? (En-Ec) within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked the pressur LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect of population upon resources. III. Wise utilization of the environment is dependent onthe organization o shortage. IV. The concepts and values man accepts as guides to his futurebehavior determines the quality of his life, if not his survival.

EVALUATION- PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES

Students see From gathered materials, Have students list the various deprivations to daily students will be able to dis- living as they probe into shortages and limitations of of phenomena cuss the phenomena of depriva- the environment and the possible future solutions for and how it m tions in the ecosystems and survival.As an example, the nutrition and the well- destroy orga its meaning for continuance being of an irldividual is totally dependent on acquisi- Students exp or destruction of all orga- tion of his resotaces, especially food supply. Ques- tion of reso nisms. tions to be asked would be related to that problem and how food supply shortages could be overcome: ed nutrition -What are the traditional methods for increasing methods to i agricultural production? prove our fo - How would desalinating salty waterfor irrigation affect production as an answer to water shortage? Students dis -What effect would hydroponics (soilless culture) selves other have on production? in the depri - What effect would the non-traditionalplanktonic eoosystems. harvesting of the sea have? - What effect would raising fungi onpetroleum or molasses or leaf harvesting (Pirie) have?

Otherideprivations can be analyzed and suggestions for future activities suggested. (L-A-W-Ec) 'ECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressure. of population upon resources. III. Wise utilization of the.environment is dependent on theorganization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

DBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

materials, Have students list the various deprivations to daily Students seek understanding I. be able to dis- living as they probe into shortages and limitations of of phenomena of deprivations iomena of deprive- the environment and the possible future solutions for and how it may continue or ecosystems and survival. As an example, the nutrition and the well- destroy organisms. for continuance beingiof an individual is totally dependent on acquisi- n of all orga- tion of his resources, especially food supply. Ques- Students explore the acquisi-. tions to be asked would be related to that problem and tion of resources for improv- how food supply shortages could be overcome: ed nutrition by smirching for -What are the traditional methods for increasing methods to increase and im- agricultural production? prove our food supcly. - How would desalinating salty water forirrigation affect production as an answer to water shortage? Students discover for them- - What effect would hydroponics (soillessculture) selves other areas to explore have on production? in the deprivations of our - What effect would the non-traditionalplanktonic ecosystems. harvesting of the sea have? - What effect would raising fungi on petroleum or molasses or leaf harvesting (Pirie) have?

Otherideprivations can be analyzed and suggestions for future activities suggested. (L-A-W-Ec)

207 COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflect the pressu: of population upon resources. III. Wise utilization of the environment is dependent on the organization c shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMANCE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-

Through map and global studies, Have students review their geography textbooks to Students inc students become aware of the locate the major mineral resources of the world and how geographica] uneven distribution of the it is distributed unevenly about the globe. cating and : world's resources, of the de- - Where are our large deposits of coal, oil, copper, resources. pendence of the United States iron phosphate and zinc located? on other nations for those - Where are our "mineral vitamins" (molybdenum, Students cor resources and the meaning for tungsten) located? the resource our technological survival. - How can we cooperate with other nations in exchange the nations for each others' resources? -What import and export limitations do nations put Students re] upon each other which makes it difficult to ex- the United change resources? nations to E - What kinds of technological advances require that needs requil we cooperate in our exchange for resources? vanced indu: -How are we exploiting other nations reservior of resources?

Display global charts with identifying pins or paper to locate global resources and deposits.Superimpose a population density shading in those areas. (En-Ec)

208 :TIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem.

EGH II. Issues and decisions affecting the world ecosystem reflect the pressure of population upon resources. III. Wise utilization of the environment is dependent on the organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

JECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

,tglobal studies, Have students review their geography textbooks to Students increase their 2aware of the locate the major mineral resources of the world and how geographical skills in lo- xtion of the it is distributed unevenly about the globe. cating and identifying global :es, of the de- - Where are our large deposits of coal, oil, copper, resources.

, United States iron phosphate and zinc located? Isfor those Where are our "mineral vitamins" (molybdenum, Students compare and contrast the meaning for tungsten) located? the resources available with survival. - How can we cooperate with other nations in exchange the nations using them. for each others' resources? - What import and export limitations do nations put Students relate how dependent upon each other which makes it difficult to ex- the United States is on other change resources? nations to supply the resource - What kinds of technological advances require that needs required for our ad- we cooperate in our exchange for resources? vanced industrial society. - How are we exploiting other nations reservior of resources?

Display global charts with identifying pins or paper to locate global resources and deposits. Superimpose a population density shading in those areas. (En-Ec) r

COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, organisms are linked within an ecosystem. LEVEL IV-SR. HIGH II. Issues and decisions affecting the world ecosystem reflectthe pressure of population upon resources. III. Wise utilizaiton of the environment is dependent onthe organization of shortage.

IV. The concepts and values man accepts as guides to his future behavior determines the quality of his life, if not his survival.

PERFORMAKE OBJECTIVES TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMAT

Values determine the acquisi- Have students raise questions about the kinds of choices Students examine the tion of a sanative environment. man has and can make about his environmentalconditions tions and restrictiol and about the choices he will have to make in order to has put upon itself Students probe into the value survive. Note how our value structure has built in re- sake of survival. system of the community amd strictions on our choices of freedom for decision-making determine the necessary values (Boughey, 1970) in order to protect our society. For Students list and di: which promote a healthy envi- example, we must fight for survival if our country choices for environmc ronment and probe those ques- demands it of us (draft) we cannot choose to enjoy the that man is free to u tions of social issue which military restricted open environment areas of the United will determine the conditions States or um cannot have more than one spouse at a time. Students conjecture of a sanative environment. Society chooses to enforce restrictions for the benefit dict the kinds of so( of the total society. In light of this, Boughey sug- issues man will be cc gests that in order to obtain more peaceful social with in the future t( arrangements and a world which had some chance of sur- a sanative environmer vival without catastrophic ecological change....these rights....would have to be conceded: Students simulate act 1. The right to have as many children as um wish. which reflect their 2. The right to have any children at all by mates with concern and make hyp particular genotypes. political decisions 3. The right to keep pets which consume food which future interactions could directly or indirectly be used for human pur- societies with each poses while populations and individuals elsewhere their interrelations' are stunted from malnutrition or dying from their environment. starvation. 4. The right to externalize our labor problems by strikes which dislocate societal facilities. 5. The right to reside in any locality of our own choice in these United States. 6. The right to accumulate wealth entirely disparate with basic needs while many elsewhere still cannot satisfy these, or to transfer inherited wealth without reduction to anOpidétanite number of descendant generations. 209 within an ecosystem. CHEMES I. In any given environment, organisms are linked II. Issues and decisions affecting the world ecosystemreflect the pressure of population upon resources. III. Wise utilizaiton of the environmentis dependent on the organization of shortage. IV. The concepts and values man accepts as guides to hisfuture behavior determines the quality of his life, if not his survival.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

acquisi - Have students raise questions about the kinds of choices Students examine the limita- lviromment. man has and can make about hisenvironmental conditions tions and restrictions society and about the choices he will have to make in order to has put upon itself for the he value survive. Note how our value structure has built in re- sake of survival. ty and strictions on our choices of freedom for decision-making ry values (Boughey, 1970) in order to protect our society. For Students list and discuss the Lhy envi- example, we must fight for survival if our country choices for environmental use se ques- demands it of us (draft) we cannot choose to enjoy the that man is free to make. c which military restricted open environment areas of the United nditions States or we cannot have more than one spouse at atime. Students conjecture and pre- nment. Society chooses to enforce restrictions for the benefit dict the kinds of social of the total society. In light of this, Boughey sug- issues man will be confronted gests that in order to obtain more peaceful social with in the future to maintain arrangements and a world which had some chance of sur- a sanative environment. vival without catastrophic ecological change....these rights....would have to be conceded: Students simulate activities 1. The right to have as many children as we wish. which reflect their areas of 2. The right to have any children at all by mates with concern and make hypothetical particular genotypes. political decisions about 3. The right to keep pets which consume food which future interactions of human could directly or indirectly be used for human pur- societies with each other and poses while populations and individuals elsewhere their interrelationships with are stunted from malnutrition or dying from their environment. starvation. 4. The right to externalize our labor problems by strikes which dislocate societal facilities. 5. The right to reside in any locality of our own choice in these United States. 6. The right to accumulate wealth entirely disparate with basic needs while many elsewhere still cannot satisfy these, or to transfer inherited wealth without reduction to an,,tnadfinite number of descendant generations. 209 p I. In any given environment, organisms are linkedwithin an ecosystem.

II. Issues and decisions affecting the world ecosystemreflect the pressure of population upon resources. III. Wise utilization of the environment isdependent on the organization of shortage.

IV. The concepts and values man accepts as guides to hisfuture behavior determines the quality of his life, if not his survival.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE

7. The right to monopolize what would otherwise be community facilities. 8. The right to exploit national resources to the public detriment. 9. The right to possess lethal weapons. 10. The right to discharge wastes into the environment.

Each of these topics can be taken separately for debate purposes or for furthur investigation by the students.

They may form town meetings to discuss and to act on these issues for acceptance or rejection for their community of each proposal above. (En)

Students can express their future concerns on additional issues which would limit or restrict the kinds of choices they were permitted. They may continue further inquiry into alternatives left for them to choose from and finally the responsibility for the consequences of their choices. (En)

Students may set up Bills of Rights and Restrictions on our environment and set up methods for enforcements. They may raise questions for future concern. - Can we avoid population regulations? - Can we permit resource depletion? - Can we sanction contamination andpollution? - Will we apply artificial selection tohuman genotypes? - Will we allow only the immigration ofinnovative, 210 organisms are linked within an ecosystem. COGNITIVE-AFFECTIVE SCHEMES I. In any given environment, ecosystem reflect the pressure LEVEL IV-SR. HIGH II. Issues and decisions affecting the world of population upon resources. of III. Wise utilization of theenvironment is dependent on the organization shortage.

IV. The concepts and values man 'accepts asguides to his future behavior determines the quality of his life, if nothis survival.

TEACHING-LEARNING INQUIRIES EVALUATION-TERMINAL PERFORMANCE OBJECTIVES PERFORMANCE

creative and inventive groups of individualsto our states to develop a"Homo Innovatus" (Boughey, 1970). e. (En)

211 APPENDIXES

212 FILMS FILMSTRIPS

213 NOTES

2/4 FILM AND FILMSTRIP SOURCES

AF Avis Films, Post Office Box 643, Burbank, California IU Indiana University, Audio-Vi!: 91503 Indiana 47405

AFP American Film Productions, 1540 Broadway, New York, Jam Jam Handy, 2621 Grand Bouleva N. Y. 10036 JF Journal Films, 909 W. Diverse AIBS American Institute of Biological Science, 2000 P Street, Illinois 60610 N. W., Washington, D. C. 20006 KA Kaiser Steel Corporation, 30C AIM Association of Instructional Material, 347 Madison California 94612 Avenue,New York, N. Y. 10017 Life Life Magazine, Filmstrip Divi ATAT American Telephone and Telegraph Company, Information New York, N. Y. 10020 Department, 195 Broadway, New York, N. Y. 10007 McG McGraw-Hill Text Films, 330 V CDCCommunicable Disease Center, Public Health Service, N. Y. 10018 Atlanta, Georgia 30304 MIS Moody Institute of Science, CENCO Cenco Educational Films, 1700 Irving Park Road, Chicago, Boulevard, Whittier, Cali Illinois 60r13 NFBC National Film Board of Canada Ch Churchill Films, 6671 Sunset Boulevard, Los Angeles, New York, N. Y. 10019 California 90025 PIC Pictura Films Corporation, 29 CorCoronet Films, 65 E. South Water Street, Chicago, New York, N. Y. 10003 Illinois 60601 PG Procter and Gamble Education Curr Curriculum Films, Inc., 1319 Vine Street, 311iladelphia, Street, Cincinnati, Ohio Pennsylvania 19104 RIOC Richfield Oil Company, Post( EBFEncyclopedia Brintannica Films, Inc., 1150 Wilmette Station, Los Angeles, Cali Avenue, Wilmette, Illinois 60091 SCS Soil Conservation Service, Mc EG Eye Gate House,146-10 Archer Avenue, Jamaica, New York, Box 11222, Forth Worth, T N. Y. 11435 SF Stanton Films, 7934 Santa Mo FH Filmstrip House, 432 Park Avenue South, New York, N. Y. California 90046 10016 SOC Shell Oil Company, 50 W. 50t IFBInternational Film Bureau, 332 S. Michigan Avenue, 10020 Chicago, Illinois 60604 SVE Society for Visual Education Chicago, Illinois 60614 215 FILM AND FILMSTRIP SOURCES

Burbank, California IU Indiana University, Audio-Visual Center, Bloomington, Indiana 47405

Broadway, New York, Jam Jam Handy, 2821 Grand Boulevard, Detroit, Michigan 48211

JF Journal Films, 909 W. Diversey Parkway, Chicago, Science, 2000 P Street, Illinois 60610 1 06 A KA Kaiser Steel Corporation, 300 Lakeside Drive, Oakland, ';'.1 erial, 347 Madison California 94612 A'

Life Life Magazine, Filmstrip Division, 9 Rockefeller Plaza, -.J..- Company, Information New York, N. Y. 10020 York, N. Y. 10007 1 McGMcGraw-Hill Text Films, 330 W. 42nd Street, New York, lic Health Service, N. Y. 10018

MISMoody Institute of Science, 12000 East Washington ving Park Road, Chicago, Boulevard, Whittier, California 90606

NFBC National Film Board of Canada, 680 Fifth Avenue, levard, Los Angeles, New York, N. Y. 10019

PIC Pictura Films Corporation, 29 East 10th Street, Street, Chicago, New York, N. Y. 10003

PG Procter and Gamble Education Department, 301 East 6th .e Street, Philadelphia, Street, Cincinnati, Ohio 45202

RIX Richfield Oil Company, Post Office Box 75007, Stanford Inc., 1150 Wilmette Station, Los Angeles, California 90005 091 SCS Soil Conservation Service, Motion Picture Library, enue, Jamaica, New York, Box 11222; Forth Worth, Texas 76110

SF Stanton Films, 7934 Santa Monica Boulevard, Los Angeles, South, New York, N. Y. California 90046

SOCShell Oil Company, 50 W. 50th Street, New York, N. Y. S. Michigan Avenue, 10020

SVESociety for Visual Education, 1345 Diversey Parkway, Chicago, Illinois 60614 215 USAEC United States Atomic Energy Commission, Division of Pubiic Information, Washington, D. C. 20025

USFS United States Department of Agriculture, Forest Service, South Building, 12th Street and Independence Avenue, S. W., Washington, D. C. 20250

USPHS United States Public Health Service, Welfare BUJ., 4th Street and Independence Avenue, S. W., Washington, D. C. 20201

UWF United World Films, 221 Park Avenue South, New York, N. Y. 10003

WD Walt Disney Productions, Educational Film Division, 350 S. Buena Vista Avenue, Burbank, California 91503

WSTVIV WSTV, TV Steubenville, Ohio, 43952

YA Young American Films, McGraw-Hill, 327 W. 41st Street, New York, N. Y. 10036

216 FILMS LEVEL I

A Air All Around Us, McG EC Living and Non-Living Things, Cor

A Air and What it Does, EBF EC Living Things are Everywhere, EBF

EC Chemical Change, McG EN Taking Care of Things, Cor

EN Conserving Our Mineral Resources Tbday,Cor EC Tree, The, Ch

EC Green Plants and Sunlight, EBF EC Tree is a Living Thing, A, EBF

EN Homes Around the World, UWF EC Vision in the Forest, USDA

EC Insects in a Garden, EBF EC We Explore the Field and Meadow, Cor

EC Lands and Waters of Our Earth, Cor EC We Explore the Stream, Cor

EN Let's Build a House, Ch EC Where Does Our Food Come From, Cor

EC Let's Watch Plants Grow, Cor A Wind and What it Does, EBF

EN Litterbug, AF EN World Full of Homes, A, McG

FILMSTRIPS

EC Conservation Series from SVE: (for Primary grades) EC The Meaning of Conservation, McG A Picnic for Dick and His Friends Sonny Squirrel and the Pine Trees! Susan and the Forest Fire The Deer and the Haystack The Lamb and the Bluebells The Muddy Raindrops FILMS LEVEL II- III

Nature's Half Acre, WD A Air Pollution--EVeryone's Business, KA EC Nitrogen Cycle, UWF EN At Home with Wood, USFS EC A Ocean of Air, The, UWF I, Birth of the Soil, EBF Our Friend the Atom, WD A Breathe at Your Own Risk, CDC EN Our Land--Its Many Faces, SCS EN Camping: A Key to Conservation, IU L

Cbnserving Our Mineral Resources Today, Cor EN Our Part in Conservation, McG

Plaat Life and the Soil, EBF 4 Conserving Our Water Resources Today, Cor EC Riches of the Earth, NFBC A Control of Air Pollution, USPHS, CDC L

A Effects of Air Pollution, USPHS, CDC E Silent Killer, USFS

L,W Erosion, SCS L Soil and Water Conservation, SCS Sources of Air Pollution, USPHS, CDC EC From Trees to Lumber, AFPI A Treasures of the Earth, SCS 4 Great Lakes, The--How They Were Formed, EBF L Understanding our Earth--How Its Surface Changes, Cor L Home for Hoppy: Build Your Own Terrarium, McG L Vanishing Birds, PIC EN Let's Keep America Beautiful, RIM EC Water and What It Does, EBF L,ELife in a Cubic Foot of Soil, Cor W Water for the Community, Cor EC Life in a Drop of Water, Cor W Water in the Air, Cenco EC Life in a National Forest, USDA W Wearing Away of the Land, EBF EC Life in a Deciduous Forest, IFB L Wise Use of Water Resources, UWF EN Man's Problem, EBF W

218 FILMSTRIPS

EC Animal Homes, McG EC,L How We Get Our Iron, YA

EN Conserving Our Resources, Curr EC,L How We Get Our Oil, YA

EC Green Plants are Important to Us, Jam EN Iron, and Steel, EG

EC,W How to Make an Aquarium, Jam L Minerals in our Soil, FH

EC,L How We Get Our Coal, YA EC,W Plants and Strange Animals of the Sea, Jam

EC,L How We Get Our Gas, YA

219 V

FILMS

LEVEL III - IV

EC Adaptations of Plants and Animals, Cor EN How to Investigate Vocations, Cor

! EC Adapting to Changes in Nature, JF L,EC Insect Enemies and Their Control, Cor

W Around a Big Lake, IFB EC Interrelationships for Survival, McG

EC Balanced Aquarium, EBF A Let's Clear the Air, CDC, WSTVTV

EC Carnivorous Plants, MIS Life in a Cubic Foot of Soil, Cor

EN Choosing Your Occupation, Cor Life in a Pond, Cor

EN Consumer Protection, EBF EC Life in the Deciduous Forest, IFB

EC Conservation of Natural Resources, EBF EC Life in the Desert, EBF

Conserving Our Soil Today, Cor EC Life in the Forest, EBF

EN Crude Oil for Energy, SOC EC Life in the Grasslands, EBF

EC Desert Insects--A Story of Survival, SF EC Life in the Woodlot, McG

EC Ecology, Part IX; Population Ecology, No. 2, AIBS, McG EC Life of the Molds, McG

EC Energy and Its Transformations, EBF EC Limiting Factors, AIBS

EC Energy from the Sun, EBF EC Living Forest Series, The USDA

L,A Fallout and Agriculture, USDA Marine Ecology, AIBS

EC Food and Soil, UWF L,W Microorganisms: Harmful Activities, AIM

EC Forest Conservation , EBF EC Our Mr. Sun, ATAT

W Fresh Water Pond, EBF EN Our Part in Conservation, YA

EC Fungi, EBF EC Partnership Among Plants and Animals, Cor

EC High Arctic Biome, The, NFBC EN Patterns of Energy Transfer, AIBS

EC How Green Plants Make and Use Food, Cor .i>,EN People By the Billions, McG 220 EC Photosynthesis, EBF L,EC Refining Oil for Energy, SCC

EC Plant-Animal Communities: The Changing Balance of A Sources of Air Pollution, USPHS Nature, Cor. EC Succession from Sand Dune to Forest, EBF EC Plant Succession, McG EN Wastage of Human Resources, EBF EC Population Ecology, AIBS EC Web of Life Series, The, EBF W Properties of Water, Cor EC Why Foods Spoil--Molds, Yeasts, Bacteria, EBF

FILMSTRIPS

EC Animal and Plant Communities, Pond, from series EC Forests for the Future, McG Interdependence on Living Things, McG. Conservation for Today's America Series, SVE. EC Giving Our Wildlife a Chance. Color, EBF Forest Conservation TOday Land Conservation Today EC Interdependence of Living Things. #405590, 6 color Mineral Conservation 7oday filmstrips, frames, McG Soil Conservation TO--Ay Water Conservatior ooday EN Land, Products, People, EBF Wildlife ConserT_ion Today Urban Conservation TOday EN Problems of the Middle East. Atl

EC Forest Community Series, The, #094710, 6 color EC Symbiosis--Strange Partners in Nature. 1960. Life filmstrips, Av. 52 frames. Using Our Minerals Wisely, EBF EC Forests for the Future, McG Washday Wonders, PG EC Giving our Wildlife a Chance. Color, EBF EC Web of Life, The, McG

EC What Animals Give Man, McG

2 ADDITIONAL FILMS AND FILMSTRIPS

2., 222 SELECTED REFERENCES

223

4 SYMBOLSFORBOOKSAND PERIODICALS

A AIR

C CONSERVATION

EC ECOIDGY

EN ENVIRONMENT

G GENERAL

L LAND

PE PESTICIDES

POP POPULATION

SW SOLID WASTE

UR . URBANPROBLEMS

W WATER

224 BOOKS - ADULT

Abraham, Norman, et al. Interaction of Man and the Bronson, William. How to Kill a Golden State. New Biosphere. Chicago, Illinois: Rand McNally and York: Doubleday and Cbmpany, 1968. Company, 1970. Brown, Harrison. The Challenge of Man's Future. EC Bates, Marston. The Forest and the Sea.New York: New York: Viking Press, Inc. Random House, 1960. EN Burke, J. G. New Technology and Human Values. Belmont, Battan, Louis J. Unclean Sky. New York: Doubleday and California: Wadsworth Publishing Company, 1966. Company. Bush, George L. and Thompson, Will S. New Senior Behrman, A. I. Water is Everybody's Business.New York: Science. 1957. Doubleday and Company. EN Cailliet, Greg, et al. Everyman's Guide to Ecological EN Bell, D. Toward the Year 2000. Boston, Massachussetts: Living. New York:Macmillan Company, 1971. Beacon Press, 1969. EN Camp, Charles L. Earth Song: A Prologue to History. EC Benton, Allen H. and Werner, W. E. Field Biology and Palo Alto, California: American West Publishing Ecology, second edition. New York: McGraw-Hill, 1966. Company, 1970.

EC Billington, Elizabeth T. Understanding Ecology. New EN Carr, James K. Can California's Beauty be Kept? News York: Frederick Warne and Company, 1968. Press, 1963.

SW Blake, P. God's Own Junkyard: The Planned Deterimation PE Carson, Rachel. Silent Spring. Connecticut: Fawcett of America's Landscape.New York: Harcourt Brace World, 1970. Jovanovich, 1964. POP Chase, Stuart. The Most Probable World. New York: PE Bloom, S. C. Pesticides and Pollution. New York: Harper and Row Publishers, 1968. Barnes and Noble, Inc., 1969. EN Clar, C. Raymond. California Government and FOrestry. Borgstrom, George. Hungry Planet. New York: Macmillan California Division of Forestry, 1959. Company. EC Clarke, G. L. Elements of Ecology. New York: John POPBoughey, Arthur S. Ecology of Populations. New York: Wiley and Sons, Inc., 1965. Macmillan Company, 1968. SW Committee on Pollution. Waste Managemant and Control. EN Boughey, Arthur S. Man and the Environment. New York: Washington, D. C.: National Academy of Science, 1966. Macmillan Company, 1971. EN Commoner, Barry. Science and Survival.New York: Brandwein, Paul F., et al. Concepts in Science, Books Viking Press, Inc. 1-6. New York: Harcourt, Brace and World, 1958. Dahlsten, Donald L., et al. Pesticides. New York: Scientist Institute for Public Information, 1970. 225 Investigating the EC Dansereau, Pierre M. Biogeography: An Ecological Per- T Earth Science Curriculum Project. spective. New York: Ronald Press Company, 1957. Earth. New York: Houghton Mifflin Company, 1967.

EN Darling, F. F. and Milton, J. P.(eds.) Future Envi- POP Ehrlich, Paul R. The Population Bomb.New York: rommmts of North America. New York: The Natural Ballantine Books, 1968. History Press, 1966. EN Eisiley, Loren. The Immense Journey.New York: EC Darling, Lois and Louis. A Place in the Sun, Ecology Vintage Books. and the Living World. New York: William and Com- pany, 1968. UR Eldredge, H. W. Taming Megalopolis. (2 volumes) New York: Doubleday and Company, 1967. EN Dasdalus. America's Changing Environment. Richmond, Virginia: Arnerican Academy of Arts and Sciences. EC Elton, C. S. The Ecology of Invasions by Animals and Plants.New York: Barnes and Noble, Inc., 1958. EN Dasmann, R. F. A Different Kind of Gauntry. New York: Macmillan Company, 1970. EN Environment and Policy: The Next Fifty Years. Bloomington, Indiana: University of Indiana, 1968. Dasmann, R. F. Environmental Conservation, second edition. New York: John Wiley and Sons, 1970. EN The Environment, by the Editors of Fortune Magazine. New York: Harper and Row Publishers. POP DeCastro, Josue. Black Book of Hunger. Boston, Massachussets: Beacon Press, 1969. EN Ewald, William R., Jr. Environment for Man: The Next Fifty Years. Bloomington, Indiana:University of POP Degler, S. E. and Bloom, S. C.Federal Pollution Indiana, 1967. Control Laws: Water, Air and Solid Wastes. New York: Barnes and Noble, Inc., 1969. EN Ewald, William R., Jr. (ed.) Envimment and Change: The Next Fifty Years. Bloomington, Indiana A Degler, S. E. State Air Pollution Control Laws. New University, 1968. York: Barnes and Noble, Inc., 1969. Fitzpatrick, Frederick L. and Hole, John W. Modern Desmann, Raymond F. Destruction of California. New Life Science.New York: Holt, Rinetmit and York: Collier Books. Winston, Inc., 1966.

EC Dice, L. R. Natural Communities.East Lansing, Michigan: EN Forbes, R. J. Conquest of Nature: Technology and Its University of Michigan Press, 1952. Consequences.New York: Praeger Publishers, 1968.

T Dodge, Ruth A. Elements of Biology.Boston, PE Frear, Donald E. Pesticide Handbook: Entoma. State Massachusetts: Allyn and Bacon, Inc., 1964. College, Pennsylvania:College Science Publications 1970. (revised annually) EC Dubos, Rene. So Human an Animal.New York: Charles Scriber and Sons. POP Freedman, Ronald (ed.) Population: The Vital Revolu- tion.New York: Doubleday and Company, 1965. EC Dumont, Rene, and Rosier, Bernard. The Hungry Future. New York: Praeger Publishers, 1969. POP Freeman, O. L. World Without Hunger.Nea York: Praeger Publishing Company, 1968. SIjle`411:.% EN Gauren, Victor. Heart of Our City. New York: Simon EN Huxley, J. Man In the Modern World. New York: and Schuster. New American Library, 1948.

EC Gaylord, George. The Meaning of Evolution.New Haven, EN Jacobs, Jane. The Death and Life of Great American Connecticut: Yale University Press. Cities. New York: Vintage Books.

New POPKahn, H. and Wiener, A. J. The Year 2000, a Framework , EN Goldman, Marshall I.Controlling Pollution. Jersey: Prentice-Hall, Inc. for Speculation on the Next Thirty Years. New York: Macmillan, 1967. T Gregary, William H. and Goldman, Edward H.Biological Science for High School, 1968. A Kavaler, Lucy. Dangerous Air. New'York: John Day Publishers, 1967. C Grossman, Mary L. and Hamlet, John N. Our Vanishing Wilderness. New York: Grosset and Dunlap, 1969. EC Knight, Clifford B. Basic Concepts of Ecology. New York: Macmillan,1965. EC Handbook on California's Natural Resources. California State Department of Education, 1968. EC K.ormondy, Edward J. Concepts of Ecology. New York: Prentice-Hall. POPHardin, Garrett (ed.) Population, Evolution and Birth Control: A Collage of Controversial Ideas. San EN Krutch, Joseph Wood. If You Don't Mind My Saying So. Francisco, California: W. H. Freeman, 1969. New York: William Sloan Association.

EN .Hauser, Philip M.The Population Dilemma. New York: EC Lainwald, Gerald. Air and Water Pollution. New York: Prentice-Hall. Washington Square Press.

PE Headley, J. C. and Lewis, J. N. The Pesticide Problem: A Leighton, Philip A. Photochemistry of Air PolLttion. An Economic Approach to Public Policy. Baltimore, Academy Press, 1961. Maryland: John Hopkins Press, 1967. G Leinwand, G. (ed.) Air and Water Pollution. New York: EN Helfrien, Harld W., Jr. The Environmental Crisis. Simon and Schuster, 1969. New Haven, Connecticut: Yale University Press. A Lewis, H. With Every Breath You Take: The Poisons of EN Henderson, Laurence J.The Fitness of the Environment. Air. New York: Crown Pbulishers, 1967. Boston, Massachusetts: Beacon Press. EN McCarthy, R. D. Ultimate Folly: War by Pestilence, EN Herfindehl, O. C., and Kneese, A. V. Quality of the Asphyxiation, and Defoliation. New York: Random Environment: An Economic Approach to Some Problems House, 1969. Using Land, Water and Air. Baltimore, Maryland: John Hopkins Press, 1965. G MacCracken, H. D. et al.Basic Earth Science, California State Department of Education, 1967. UR Higbee, E. The Squeeze Cities Without Space.New York: Apollo, 1962. MacCracken, H. D. et al.Basic Life Science, California State Department of Education, 1967. EC Hir=i0Sg;.Ca;!1.4 2::Ltviii.crggt=litLerenture Into MacCracken, H. D. et al.Basic Physical Science, California State Department of Education, 1967. 04:64i Next Hundred Years: Man's Natural and Techno- EN McHarg, I. Design with Nature.New York: The Natural EN History Press, 1969. logical Resources. New York: Viking Press, 1963.

Population Crisis: Implica- PE McMillen, Wheeler. Bugs or People? New York: Hawthorn POP Ng, Lany K. et al. (eds.) Bloomington, Indiana: Books, 1965. tions and Plans for Action. University of Indiana Press, 1965. EN Marx, W. Frail Ocean. New York: Ballantine Books, 1969. EC Odum Eugene P. Ecology. New York: Holt, Rinehart and A Meetham, A. R. Atmospheric Pollution: Its Origins and Winston. Prevention, third edition.New York: Pergamon Publishing Company, 1964. POP Osborn, Fairfield. Our Plundered Planet. Boston, Massachusetts: Little, Brown and Company, 1948. Moore, Harold A. ahd Carlock, John R. The Spectrum of New York: Simon and Life. New York: Harper and Row, 1970. SW Packard, Vance.Waste Makers. Schuster, 1963. POPMorris, Desmond. The Naked Ape.New York: McGraw-Hill Book Cbmpany, 1967. POPPaddock, William and Paddock, Paul.Famine Nineteen Seventy-Five: America's Decision, Who Will Survive. UR Mumford, L. City in History. New York: Harcourt Brace Boston, Massachusetts: Little, Brown and Company, Jovanovich, 1961. 1968.

UR Muzer, Martha E. and Brandwein, P. F. Teaching Science UR Paddock, William, and Paddock, Paul.Hungry Nations. Through Conservation. New York: McGraw-Hill Book Boston, Massachusetts: Little, Brown and Company, Company, 1960. 1964.

(Mineral Mylroie, Gerald R. California Environmental Law, A UR Park, Charles F., Jr. Affluence in Jeopardy. Guide. Claremont, California: Claremont Center for resource problems) San Francisco, California: California Public Affairs, 1971. Freeman, Cooper and Company, 1968.

Ithaca, New York: EN Nash, Roderick. The American Environment. Reading, POP Pearson, F. A.The World's Hunger. Massachusetts: Addison-Wesley Publishing Company. Cornell University Press, 1945.

Hillman-McFadden, EN Nash, Roderick. Wilderness and the American Mind. POP People, Challenge to Survival. New Haven, Connecticut: Yale University Press, 1967. 1960. Massachusetts Nason, Alvin. Textbook of Modern Biology. New York: POPPopulation Reference Bureau, Inc. (1775 John Wiley and Sons, Inc., 1965. Avenue, N. W., Washington, D. C. 20036) Publishes The Population Bulletin, PRB Selections,and the EN National Academy of Science and National Research World Population Data Sheet. Council. Resources and Man: A Study and Recommen- dation by the Committee on Resources and Man. POP Potter, David M. People of Plenty.Chicago, Illinois: California: W. H. Freeman, 1969. University of Chicago Press.

Navarra, John Gabriel, et al. Today's Basic Science. New York: Harper and Row, 1963. 228 EN President's Science Advisory Committee.Restoring the EC Trefethen, James B. Wildlife Management and Conserva- Quality of our Environment. (Report of the Environ- tion. Boston, Massachusetts: D. C. Heath and mental Pollution Panel.) The White House, 1965. Company.

EC Reid, George K. Ecology of Inland Waters and Estuaries. EN Udall, S. 1976: Agenda for TOmorlmw. New York: New York: Reinhold Publishing Company, 1961. Harcourt Brace Jovanovich, 1968.

EN Rodda, Michael. Noise and Society. London: Boyd. POP United Nations.World Population Conference, 1965. (volume 1, Summary Report; volume 2 Fertility, A Ruch, Walter E. Chemical Detection of Gaseous Family Planning, Mortality; volume 3, Projections, Pollutants. Michigan: Ann Arbor Science Publishers, Measurement of Population Trends; volume 4, Migra- 1967. tion, Urbanization, Economic Development).United Nations, 1966-67. A San Diego County Tuberculosis and Health Association. Man and His Environment--The Air We Breathe. (Notes POP Vogt, William. Road to Survival. Sloane, 1948. from symposium held by the University of California Medical School, 1960.) Whiteside, Thomas. Defoliation. New York: Books Inc.

EN Schurcliff, William A. SST and Sonic Boom Handbook. POP Whyte, Williams H. The Last Landscape.New York: New York: Ballantine Books. Doubleday and Company, 1968.

EN Schwartz, W. (ed.) Voices for the Wilderness. New A Wise, William. Killer Smog. New York: Ballantine York: Ballantine Books, 1969. Books, 1960.

Shuttlesworth, Dorothy E. Clean Air, Sparking Water. New York: Doubleday and Company, 1968.

Social Sciences Education Framework for California Public Schools, Kindergarten and Grades One Through Twelve. Report of the statewdde Social Sciences Study Committee to the State Curriculum Commission and the California State Board of Education, Sacramento, 1968.

EN Stamp, L. D. and McKinley, D.(eds.) Land for Tomorrow: Our Developing World. Bloomington, Indiana: Indiana University Press, 1969.

EC Storer, John H. The Web of Life: A First Book of Ecology. Greenwich, Connecticut: Devin Adair, 1953. EN Swatch, Paul. The User's Guide to the Protection of 229 Environment. New York: Ballantine Books, 1970. BOOKS - CHILDREN LEVEL I

EC Allen, Gertrude E. Everyday Animals. Boston: Houghton EN Feravolo, Rocco V. Junior Science Book of Electricity. Mifflin, 1966. Scarsdale: Garrard, 1960.

L Barlett, Margaret F. Down the Mountain. New York: EC Gans, Roma.Birds Eat and Eat and Eat. New York: Scott, 1963. Crowell, 1963.

EN Bendick, Jeanne. All Around You: First Look at the EC Gates, Richard. True Bock of Conservation. Chicago: World. New York: McGraw-Hill, 1951. Children's Press, 1959.

EC Slough, Glenn O. Discovering Plants. New York: EC Guilcher, Jean M., and Noailles, R. H.A Tree is Born. McGraw-Hill, 1966. New York: Sterling, 1960.

A Bonsall, G. The How and Why Wonder Book of Weather. Hagaman, Adaline P. What is Water?Chicago, Benefic Columbus: Merrill, 1960. Press, 1960.

A Branley, Franklyn M. Air is All Around You.New York: EC Hoffmann, Melita. A Trip to the Pond: An Adventure in Crowell, 1964. Nature.Garden City: Doubleday, 1966.

A Branley, Franklyn M. Flash Crash, Rumble and Roll. EC Hoover, Helen. Animals at My Doorstep. New York: New York: Crowell, 1964. Parent's Magazine Press, 1966.

EC Brown, Margaret Wise. The Dead Bird. New York: Young- EN Jordan, Helene S. Seeds by Wind and Water. New York: Scott Books, 1954. Crowell, 1962.

EC Bulla, Clyde R. A Tree is a Plant. New York: Crowell, EC Lubell, Winifred, and Lubell, Cecil.Green is for 1962. Growing.Chicago: Rand McNally, 1964.

EN Burns, William A. A World Full of Homes. New York: EN Mead, Margaret. People and Places.Cleveland: World. McGraw-Hill. Peterson, Ottis. Junior Science Book of Water. EN Clark, Mary Lou. You and How the World Began. Chicago: Scarsdale: Garrard, 1966. Children's Press, 1965. Pine, Tillie S. Water All Around.New York: McGraw- EC Cozmmck, Maribelle B.First Book of Trees. New York: Hill, 1959. Watts, 1951. A. Preston, Edna M. Air. Chicago: Follett, 1965. EN Dickinson, Alice. The First Book of Prehistoric Animals. New York: Watts. EC Schapp, Martha,and Schapp, Charles. Let's Find Out About AnimalHomes. New York: Watts, 1962. EC Farb, Peter. The Forest. Morristown: Silver Burdett, 1964. 230 EN Schapp, Martha, and Schapp, Charles. Let's Find Out About Houses. New York: Watts, 1962

A Schapp, Martha, and Schapp, Charles. Let's Find Out What's in the Sky. New York:Watts, 1962.

EC Selsam, Millicent E. When an Animal Grows. New York: Harper and Row, 1966.

EN Senesh, L. Our Working World.Chicago: Science Research Associates. (with accompanying records).

L Shannon, Terry. About the Land, the Rain and Us. Chicago: Children's Press, 1963.

EC Shannon, Terry. Wonderland of Plants. Chicago: Whitmann, 1960.

L Syrocki, B. John. What Is Soil?Chicago: Benefic Press, 1961.

EC Weigle, Oscar. Happy Animals.New York: Grosset and Dunlap,1957.

231 BOOKS - CHILDREN

LEVEL II - III

EC Anderson, Sydney. The Lives of Animals. Mankato: EC Dickinson, Alice. First Book of Plants. New York: Creative Educational Society, 1966. Watts, 1953.

EC Bale, Robert 0. Conservation for Camp and Classrooms. EC Dorian, Edith. Animals That Made U. S. History. Minneapolis: Burgess. New York: McGraw-Hill, 1965.

EC Beck, Barbara L. The First Book of Weeds. New York: Dubos, Rene J. The Unseen World. New York: Watts, 1963. Rockefeller University Press.

EC Billings, W. D. Plants and the Ecosystem. California: EC Dudley, Ruth H. Partners in Nature. New York: Funk Wadsworth Publishing Company, 1964. and Wagnalls, 1965.

EN Brandwein, Beck, Strahler, Hollingworth, Brennan. The EC Dugdale, Vera. Album of North American Animals. World of Living Things.New York: Harcourt, Brace, Chicago: Rand McNally, 1966. and World, 1964. EC Fenton, Carroll Lane, and Pallas, Dorothy C. Birds and EC Bulla, Clyde Robert. A Tree Is a Plant. New York: Their World. New York: Day, 1954. Crowell. EC Fitzpatrick, Frederick L. Our Animal Resources. New Cadbury, B. Bartram. Fresh and Salt Water. Mankato: York:Holt, Rinehart, and Winston, 1963. Creative Educational Society, 1960. A Forrester, Frank H. Exploring the Air Ocean. New York: EN Carlson, Carl W., and Carlson, Bernice W.Water Fit to Putman, 1960. Use. New York: DAM, 1966. EC Fox, William. Rocks and Rain and the Rays of the Sun. Carson, Rachel. The Sea Around Us. New York: New New York: Walck, 1958. American Library, 1954. EN Freeberg and Taylor. Programs in Outdoor Education. EC Cormack, Maribelle. First Book of Trees. New York: Minneapolis: Burgess. Watts. EC Friendly, Natalie. Wildlife Teams. Englewood Cliffs: EN Darling, F. F., and Milton, J. P. Future Environments Prentice-Hall, 1963. of North America. Natural History Press, 1966. Haliey, Naomi. TO Save the Soil. New York: Dial EN Dasmann, Raymond F. Environmental Conservation. Press, 1965. Illinois: John Wiley and Sons. EC ,Hammord, Winifred G. The Riddle of Seeds. New York: 1. DeKruif, Paul. Microbe Hunters. New York: Pocket "'Colhard-McCann, 1966. Books, 1959.

. 232 Farb, P. Forest. Harrison, C. William. Conservation: The Challenge of EC Farb, P. Insects. Reclaiming Our Plundered Land. New York: Messner, Leopold, A. S. Desert. 1963. Tinbergen, N. Animal Behavior.

EC Harrison, George Russell. The First Book of Energy. BC Lubel, Winifred, and Lubell, Cecil. Green Is for New York: Watts, 1965. Growing. Chicago: Rand McNally, 1964. EC,W Hausman, Leon A. Beginner's Guide to Fresh Water Life. EC Mason, George Frederick. The Wildlife of North America. New York:G. P. Putnam's Sons, 1950. New York: Hastings House, 1966.

EC Heffernan, Helen, and Shaftel, George. Man Improves EC McCormick, Jack. The Living Forest. New York: Harper His World. Syracuse: Singer, 1963. and Row, 1959.

L Helfman, Elizabeth S. Land, People, and History. EC Odum, Eugene P., and Odum, Howard T. Fundamental of New York:McKay, 1962. Ecology. Philadelphia: W. B. Sanders.

EC Irving, Robert. Energy and Power. New York: Knopf, EC Oosting, Henry J. The Study of Plant Communities. 1958. San Francisco: Freeman Company, 1956.

L Keene, Melvin. The Beginner's Story of Minerals and Pearl, Richard M. The Wonder World of Metals. New Rocks. New York: Harper and Row, 1966. L York: Harper and Row, 1966. A Knight, David C. The First Book of Air. New York: W Rieman, Sarah R. Water for People.New York: Abelard- Watts, 1961. Schrman, 1961.

EC Kohn, Bernice.Our Tiny Servants--Molds and Yeast. EC Selsam, Millicent E.Birth of a Forest. New York: Englewood Cliffs: Prentice-Hall. Harper and Row, 1964. Kramer, Paul J. Plant and Soil Water Relationships. EC The Way of the Weather. Mankato: McGraw-Hill, 1949. A Spar, Jerome. New York: Creative Educational Society, 1962.

EC Kurtz, Edwin B., Jr., and Allen, Chris.Adventures EC Srb, Adrian M., and Wallace, Bruce. Adaptation. New in Living Plants. Tucson: University of Arizona York: Prentice-Hall, 1964. Press, 1965.

EN Witty, Paul, and Kohler, Julilly. You and the Lewis, Alfred.Clean the Air!Fighting Smoke, Smog EN Constitution of the United States. Chicago: and Smaze Across the Country. New York: McGraw- Children's Press, 1943. Hill, 1965.

W Lewis, Alfred.This Thirsty World: Water Supply and Problems Ahead. New York: McGraw-Hill, 1964.

EC Life Nature Library. Morristown: Silver Burdett Engel, L.Sea. Farb, P. Ecology. . 233 BOOKS-CHILDREN LEVEL III-/V

Archer, Sellers. Rain, Rivers, and Reservoirs: The EN Cleland, Robert Glass. This Reckless Breed of Men. Challenge of Running Water. New York: Putman, 1963. New York: Alfred A. Kmopf, 1950.

Origins of American Conservation. Bates, Marston. The Forest and the Sea: A Look at the EC Clepper, Heray, ed. Economy of Nature and the Ecology of Man. NeW York: New York:Ronald Press, 1966. Random House, 1960. EC Dasmann, Raymond F. Wildlife Biology. New York: Battan, Louis J. The Unclean Sky: A Meterologist Looks John Wiley and Sons, 1964. at Air Pollution. Garden City:Anchor, 1966. L Davis, Kenneth S., and Day, John A. Water: The Mirror Berger, Kermit C. Introductory Soils. New York: of Science. Garden City: Anchor, 1961. Macmillan, 1965. L Douglas, William O.A Wilderness Bill of Rights. Blake, Peter.God's Own Junkyard: The Planned Boston: /dttle, Brown, 1965. Deterioration of America's Landscape. New York: Holt, Rinehart and Winston, 1964. Fair, Gordon M. and Geyer, J. C. Water Supply and Waste Water Disposal. New York:John Wiley and Bold, Harold C. The Plant Kingdom. 2nd edition. Sons, 1954. Englewood Cliffs: Prentice-Hall, 1964. EC Farb, Peter, and the Editors of Life. Ee2122y. Bregman, J. I., and Sergei Lenormand.ThePollution New York:Time, 1963. Paradox. Washington, D. C.: Spartan, 1966. EC Farb, Peter.The Living Earth. New York: Harper and Brinckerhoff, Richard, et al. The Physical World. Row, 1959. New York: Harcourt, Brace, and World,1963. EN Goldman, M., ei.Controlling Pollution. Englewood Brown, Robert E. and Mouser, G. W.Techniques for Cliffs: Prentice-Hall. Teaching Conservation Education. Minnesota: Burgess. EN Hauser, Philip M. Population 'Perspectives. New Buchsbaum, Ralph, and Buchsbaum, Mildred. Basic Ecology. Brunswick: Rutgers University Press, 1961. Pittsburgh: Boxwood Press, 1957. L Helfman, Elizabeth S.Water for the World. New York: Carlson, Carl W. and Carlson, B. W.Water Fit to Use. McKay, 1960. New York: John Day, 1966. Higbee, Edward. hTeLSueeze: Cities Without Space. Carr, Donald E. Death of the Sweet Waters. New ?or*: New York: Morrow, 1960. Norton, 1966. Highsmith, Richard M., Jr. et al. Conservation in the Rand McNally, 1962 Clawson, Marion. Land for Americans: Trends, Prospects, United States. Chicago: and Problems.Chicago: Rand McNally, 1963. L Hitch, Allen S., and Sorensonm Marian.Conservation and You. Princeton: Van Nostrand, 1964. Irv.) A Kavaler, Lucy. Dangerous Air. New York: John Day, EN Munzer, Martha E. Pockets of Hope. New York: Knopf, 1967. 1967.

EC Kendeigh, Samuel C. Animal Ecology. Englewood Cliffs: EC Odum, Eugene P. Ecology. New York: Holt, Rinehart Prentice-Hall, 1961. and Winston, 1963.

EC Landsberg, Hans. et al. Resources in America's Future. EC Orr, Robert T. The Animal Kingdom. New York: Washington, D. C., 1963. Macmillan, 1965.

EN Landsberg, Hans H. Natural Resources for U. S. Growth: EN Osborne, Fairfield. Our Plundered Planet. Boston: A Look Ahead to the Year 2000. Baltimore: John Little, Brown and Company. Hopkins Press, 1964. EN Perry, John. Our Polluted World. New York: Franklin Leopold, Luna B., Davis, Kenneth S. and the Editors of Watts, 1967. Life. Water. New York: Time, 1966. EN Smith, Frank E. The Politics of Conservation. A Lewis, Alfred. Clean the Air. New York: John Day, 1967. New York: Random House, 1966.

EC McCormick, Jack The Life of the rarest. New York: EN Stern, P. D. Our Space Environment. New York: Holt, McGraw-Hill,1966. Rinehart, and Winston.

McDivitt, James. Minerals and Men: An Exploration of Thompson, Philip D., O'Brien, Robert and the Editors the World ofMinerals and Its Effect on the World of Life. Weather. New York: Time, 1965 We Live In. Baltimore: John Hopkins Press, 1965. EN Trump, R. F., and Fagle, D. L. Design for Life. EN MacKaye, Benton. The New Exploration: A Philosophy of New York: Holt, Rinehart and Winston, 1963. Regional Planning. Urbana: University of Illinois Press, 1962. EC Udall, Stewart L. The Quiet Crisis. New York:Holt, Rinehart and Winston, 1963. EN McMillen, Wheeler.Bugs or People? Des Moines: Meredith, 1965. EC Viorst, Judith. The Natural World: A Guide to North American Wildlife. New York: Bantam, 1965. L McNall, P. E. Our Natural Resources. 2nd edition. D6ville: Interstate, 1964. EN Von Eckardt, Wolf. The Challenge of Megalopolis: A Graphic Presentation of the Urbanized Northeastern EN Malthus, Thomas, etal. On Population: Three Essays. Seaboard of the United States. New York: Maamillan, New York: New American Library, 1960. 1964.

. Man and Land in the United States. Lincoln: EC Went, Frits W., and the Editors of Life. The Plants. University of Nebraska Press, 1964. New York: Time, 1963.

EC Mattiessen, Peter. Wildlife in America. New York: EC Wilson, Mitchell, and the Editors of Life. Energy.. Viking, 1957. New York: Time, 1963.

EN Munzer, Martha E.Planning Our Town. New York: Knopf, .-EC Wrong, Dennis, H. Population and Society. 2nd rev. 1964. and enl. ed. New York: Random House, 1961. PERIODICALS

Heat Kills Rivers, EN "Age of Effluence." Time, 91:52-53. May 10, 1968. W Bloch, I. and East, B. "Danger! Too: Hot Water Rrom Thermal-Nuclear Plants." A "Air Pollution Control, Some Forward Strides." Outdoor Life, 142:45-47. November, 1968. American City, 84:144. June, 1969. A Block, J. L. "Don't Breathe the Air."House and POP Allen, D. L. "Too Many Strangers."National Parks Garden Incorporating Living for Young Homemakers, 43:12-17. August, 1969. 133:106-107. April, 1968.

G "America the Befouled." Time, 94:70.October 10, 1969. W Block, J. L. "Don't Drink the Water."House and Garden Incorporating Living for Young Homemakers, W Anderson, K. "Can We Hold Back Water Pollution?" 133:94-95. June, 1968. Popular Gardening and Living Outdoors, 19:56-61. Summer, 1968. A Blume, K. A. "Air Pollution in the Schools and Its Effects on Our Children." Consumer Bulletin, 52:24. PE "Any Progress Toward Safer Pesticides?" Good House- May, 1969. keeping, 165:171. August, 1967. EN Boffey, P. M. "Nixon Panel Reports on Environment." .SW "Army to Depump Denver Well:Disposing of Chemical Science, 163:549.February 7, 1969. Wastes at Rocky Mountain Arsenal." Sciences News, American Home, 93:520. June 1, 1968. EN Borg A. C. "Quality Environment" 70:92-97. October, 1967. EN Banham, R. "Architecture of the Well-tempered Environ- "Towards a Global Bill of Rights in ment."National Review, 21:809-810. August 12, 1969. C Brandwein, P. F. Conservation." American Forests, April, 1970. Banta, J. and Craft, C. "Better Water Right to the Tap: America, 120:580-582. Pottstown, Pa." American City, 83:75-77. January, A Briehl, D. "Air Pollution." 1968. May 17, 1969. Audubon, EN Barnett, J. "Building Designed for Scenic Effect: C Bronson, W. "How to Kill a Golden State." National Center for Atmospheric Research." Archi- 70:109-112. September, 1968. tectural Record, 142:145-154.October, 1967. POP Brown, H. "Combustibility of Humans; How to Avoid UR "Bill That Must Be Paid." America, 117:194. August World Famine and Population Crisis."Saturday 26, 1967. Review, 50:14-17.June 24, 1967.

TOday's Health, 47:28-31. PE Bitman, J., Cecil, H. C., and Harris, S. J. "Estrogenic A Bugg, R. "Junk We Breathe." Activity of o,p-DDT in the Mammalian Uterus and September 1969. Avian Oviduct." Science, 162:371-372. October 18, "Burdened Acres, the People Question."Liv- 1968. POP Bush, M. ing Wilderness, 31:28-31. Spring 1967. 236 Connaughton, C. A. "Preservation and Conservation." UR "Business Rebuilds the Slums." Nations Business, C March, 1969. 55:40-41. June, 1967. American Forests, 75:8.

Cairns, J., Jr. "We're in Hot Water."Scientist and "Conservation Bill of Rights for Your State Constitu- January, 1968. Citizen, 10:187-195.October, 1968. tion." Audubon, 70:5.

"Can We Keep Our Planet Habitable?" UNESCO Courier, POP "Controlling World Population." Current, 96:35-39. 22:4-40. January, 1969. ,!lune, 1968.

Carter, L. J. "Environmental Pollution: Scientists EN Coktini, E. "Perspective into the Future." Saturday Go To Court."Science, 158:1552-1556.December 22, Review, 52:35-38. February 22, 1969. 1967. Craig, J. B. "Let's Not Gamble With Our Natural Resources: Proper Management of Public Lands." EN Carter, L. J. "Technology and the Environment: A New Concern on Capitol Hill." Science, 157:784-786. American Forests, 73:9.November, 1967. August 18,1967. Culp, G. and Hansen, S. "How to Clean Wastewater for 82:96-99. June, 1967. POPCatholics and the Population Explosion." Trans-Action, Reuse." American City, 6:8. June, 1969. UR Danzig, D. and Feild, J. "Betrayal of the American "Cayuga's Waters; Thermal Pollution by a Proposed Power City." Commentary, 45:52-59. June, 1968. Plant." Nation, 207:709. December 30, 1968. EN Darling, F. F. Nan Against Nature." UNESCO Courier, Chiappetta, J. "Great Lakes, Great Mess." Audubon, 22:24-40. January, 1969. 70:6, 30-45. May, 1968. EN Davy, J. "Polluting the Planet; Time to Stop the January, 1969. POP Clark, C. "World Power and Population."National Plunder." Current, 103:59-62. Review, 21:481-484.May 20, 1969. POP "Declaration on Population; Presented to the United UN Monthly Chronicle, 5:105-106. SW Clark, J. R. "Thermal Pollution and Aquatic Life." Nations." Scientific American, 220:17-18. March, 1969. January, 1969.

Duggan, R. E. and Weatherwax, J. R. "Dietary Intake UR "Closing the City-Rural Gap." America, 119:463. PE November 16, 1968. of Pesticide Chemicals." Science. 157:1006-1010. September 1, 1967. A Cloud, W. "Are We Changing Our Weather by Accident?" Popular Science Monthly, 194:74-77. May, 1969. POP Easterlin, R. A. "Effects of Population Growth on the Economic Development of Developing Countries." Coffman, R. "Are Fertilizers Polluting Our Water Annuals of the American Academy of Political and Supply?" Farm Journal, (Central edition), 93:19. Social Science, 369:98-108.January, 1967. May, 1969. SW Eberhart, J. "To Pump or Unpump Army's Colorado Waste Science News, 93:434-435. May 4, 1968. UR Collins, J. F. "Is There Any Way Out for the Big Disposal." Cities?" U.S. News and World Report, 65:48-51. July 22, 1968. 237 Jarrett, H. "Environmental Quality in a Growing POP Hauser, P. M. "Chaotic Society: Social Morphological EN Economy."American Forests, 73:43. June, 1967. Revolution." Vital Speeches of the Day, 35:22-32. October 15, 1968. Katsanis, A. "Good Conservation Pays."Camping April, 1968. SW Healy, J. H. and others. "Denver Earthquakes." Science, Magazine, 40:28. 161:1301-1310. September 27, 1968. SW Killeffer, D. H. "Packaging Pollution." Saturday March 2, 1968. A Heller, A. N. "Do Your City Planners Know About Air Review, 51:55-56. Pollution?" American City, 82:91-94. April, 1967. EN Kimball, T. L. "Our National EQ: The First National Wildlife Federation Index of Environmental Quality." SW Hibbard, W.R., Jr. "Mineral Resources: Challenge or August, 1969. Threat?"Science, 160:143-149. April 12, 1968. National Wildlife, 7:2-13. "Camping Can Be Unique." Camping Maga- Hickel, W.J. "Education of Wally Hickel."Time, Kirk, J. J. June, 1969. 94:42. August 1, 1969. zine, 41:8-11. Ribicoff Committee Hickel, W. J. "What is the New Conservation?" Natural UR Klein, W. "Beginnings of Wisdom: August 14, 1967. Wildlife, 7:8-9. June, 1969. Hearings." Nation, 205:112-115.

PE Hickey, J. J., and Anderson, D. W. "Chlorinated Kneese, A. V. "Why Water Pollution is Economically Hydrocarbons and Eggshell Changes in Raptorial and Unavoidable." Trans-Action, 5:31-36.April, 1968. Fish-Eating Birds." Science, 162:271-273. October 11, 1968. EN Krutch, J. W. "In Dubious, Desperate Battle." Audubon, 71:52-54. Holden, W. M. "Hot Water: Menace and Resources." The Tyranny Science News, 94:164-166. August 17, 1968. EN Lamb, F. B. "NUts and Bolts Conservation: of Numbers." American Forests, 74:14-16. May, 1968. Horn, W. A. "Fishing for a Pollution Solution: Potomac U. S. News and World River." American Education, 5:14-16. April, 1969. UR "Lasting Scars From City Riots." Report, 66:14.April 21, 1969. "How Nylon Cleans Up Water: Reverse Osnosis."Business "Redistribution of People." U. S. News Week, Page 54. July 27, 1968. POP Lawrence, D. and World Report, 64:104. January 22, 1968. SW "Industrial Waste for Food."Science Digest, 64:69. Audubon, 71:106. September, September, 1968. Laycock, G. "Death Row." 1969. "Industry Cleans Up." Nations Business, 56:56-58. Field and Stream, Sept(mber, 1968. PE Laycock, G. "Pesticides Anyone?" 73:60-61. November, 1968. EN Ingersoll, R. S. "Environmental Control." Nations Ranger Business, 56:97-98. April, 1968. EN Leister, Mary. "If I Could Build a House," Rick, pages 9-13. January, 1971. A Jackson, W. E. and Wholers, H. C. "You Need an Air Pollution Inventory: Method Used in the Delaware EN "Let's,See, Now, Your Share of the Bill is. . ." Valley." American City, 82:119-120. October, 1967. Popular Gardening and Living Outdoors, 13:86-89. Z38 December, 1967. September, Frome, M. "Pollution and Industry." Field and Stream, EN "Ecology Roadblock." American City, 84:8. G 1969. 73:41. November, 1968.

"Ecology: The Issues Behind the Science." Grade C Frome, M. "Where Do We Stand With Nixon?"Field and Teacher, 86:96-97. January, 1969. Stream, 73:38. February, 1969.

Edgerton, Lynn and Jerry. "Lip Service Versus Action." A "Fuel of the Future: Garbage." Newsweek, 69:59. National Wildlife.June-July, 1971. February 20, 1967.

PE Ehrlich, D. A. "Pesticide Warning; Organochlorines EN "Gambling With Nature: Usages of Pesticides and Aprorently Cause Liver Damage." Science News, 92:495. Herbicides."Commonweal, 89:512-513. January 24, November 18, 1967. 1969.

Ehrlich, D. A. "Water Works Bring Disease: Developing W Gilbert, B. "Old Swimmin'-Hole." Sports Illustrated, October 21, 1968. Countries."Science News, 93:172. February 17, 1968. 29:72-74.

POP Ehrlich, P. R. "Coining Famine." Natural History/ EN Glass, H. B "For Full Technological Assessment." 77:6-8. May, 1968. Science,165:755. August 22, 1969. "Outwitting the Patient Assassin: The EN Ehrlich, P. R. "Eco-catastrophe!" Ramparts, 8:24-28. Gotaas, H. B. Bulletin of the September, 1969. Human Use of Lake Pollution." Atomic Scientists, 25:8-10. May, 1969. POP "Explosive Desire tor Children." Time, 94:57. August 22, 1969. PE Graham, F. "Pesticides, Politics and the Public." Audubon, 69: 54-62.July, 1967. EN Fitch, J. M. "Control of the Luminous Environment." Scientific American, 219:190-196. September, 1968. C "Grass-Roots Conservation."Time, 94:51-52. October 17, 1969. "For a National Policy on EnvironmentalQuality; Proposala Before the 90th Congress."Living Wilder- A Hall, R. "Air Pollution."Life, 66:38-50. ness, 32:47-48.Summer, 1968. February 7, 1969.

"For the Nixon Cabinet, A Path to Follow."Audubon, W Haney, P. "Wastewater Purification Like It Is." September, 1968. 71:4. March, 1969. American City, 83:100-102.

Ford, P. M. "Two Modern Challenges for Every Camp PE Hanson, D. "Growing Useof Pesticides." Successful Director." Camp Magazine, 41:12-13. May, 1969. Farming (Eastern edition), Mara, 1968.

POP Fourastle, J. "Look at World Population the Day After G Hanson, D. "Up a Polluted Creek; Farm-caused Tomorrow."UNESCO Courier, 20:10-13.February, Pollution." Successful Farming. (Eastern edition), 1967. 66:31. June, 1968.

Harrison, G. and Gates, D. "Ecology: The New Great C Frome, M. "Conservation and the Nixon Year." Field EC and Stream, 73:8.March, 1969. Chain of Being." Natmral History, 77:8-12. 39 December, 1968 PE Lichtenstein, E. P. et al. "Aldrin and Dieldrin: Loss POPMeade, J. E."Rates of Population Growth and Standards Under Sterile Conditions."Science, 159:1110-1111. of Living." Monthly Labor Review, 90:55-58. March 8, 1968. September, 1967.

G Livingston, D. "Pollution Control: An International C Means, R. L. "New Conservation."Natural History,

Perspective." Scientist and Citizen, 10:172-182. 89: . August, 1969. September, 1968. EN Meyer, F. S. "Heredity-Environment Problem."National EN Llewelyn-Davies, R. "Educating the Professionals of Review, 19:1074. October 3, 1967. the Built Environment." Architectural Record, 145:145-150. February, 1969. A Meyer, J. G. "Those Airborne Chemicals." Scientists and Citizen, 10:160-162. August, 1968. "Long Battle Against Water Pollution." Changing Times, 23:6. May, 1969. C Mitchell, E."Audubon Cause."Audubon, 69:92-93. September, 1967. SW "Longest Sewer; Tons of Dead Fish in Rhine." Newsweek, 74:30. July 7, 1969. EN Morse, F. B. "Private Responsibility for Public Management." Harvard Business FUllriew, 45:6-8. UR Lowe, J. R. "Old Cities and New Towns." Saturday March, 1967. Review, 51:47-48. April 13, 1968. C Moss, F. E. "Conservation at the Crossroads. American POP Lyons, A. "Affluence in Jeopardy by C. F. Park, Jr." Forests, 75:20-23.January, 1969. Focus, 19:12. May, 1969. UR "Muddle Cities? R. M. Nixon's Approach to Model EN MacKaye, B. "From Geography to Geotechnics." American Cities Program." Newsweek, 73:63.May 12, 1969. Forests, 75:11. March, 1969. UR Murphy, T. P. "Organization for Urban Impact: A POPMcNamara, R. S. "Excessive Population Growth."Vital Challenge for the Churches."Catholic World, Speeches of the Day., 35:500-505. June 1, 1969. 206:245-249.March, 1968.

SW Manchester, H. "Better Ways to Deal With Waste." UR Myers, S. "How to Sell New Ideas to the Cities." Reader's Digest, 92:39-40.March, 1968. Harvard Business Review, 46:111-118.July, 1968.

EN Marine, G. "America the Raped."Natural History, UR "National Forum: Parks and Recreation in the Urban 7872-73. October, 1969. Crises."Parks and Recreation, 4:35-46. JUne, 1969.

EN Marx, W. "How Not to Kill the Ocean." Audubon, POPNeil, R. E. "More the Merrier?" Commonweal, 87:556 - 71:27-35. July, 1969. 558. February 9, 1968.

"POP Mead, M. "Crisis of Our Overcrowded Wbrld." Redbook, EN Nelson, B. "Congress: Toward a National Policy for the 133:40. October, 1969. Environment: Day-Long Colloquim of House Ccamittee on Science and Astronautics and Senate Interior Com- C Mead, M. "Why Save the Wilderness?" Redbook, 13338. mittee." Science, 161:445-446.August 2, 1968. August, 1969. 40 W Palmer, L. and Wilmore, R. "Do Farms Cause Water Netschert, B. C. "Antipollution Technology: The Elec- A Pollution?" Farm Journal (Central Edition), tric Car."Bulletin of the Atomic Scientist,25:37. 91:646. February, 1967. April, 1969. Parkhurst, J. D. "Market for Used Water: Pomona, "New Pollution Problem, Too Much HotWater." Audubon, W W Califbrnia." American City, 83:78. March, 1968. 70:4. March, 1968. Patterson, C. C. and Salvia, J. D. "Lead in the Modern "Pesticide Pollution Control." EN PE Nicholson, H. P. Environment, Bow much is Natural?" Scientist and Science, 158:871-876. March 8, 1967. (Adso, 159: Citizen, 10:66-79. April, 1968. 1124.) November 17, 1967. Paulson, G. L., and Zablow, L. "Air Pollution and "No Place to Live: HEW Report." Newsweek, 69:68. A EN Respiratory Disease." Scientist and Citizen, June 26, 1967. 10:26-28. January, 1968. "Now We Have Tools to BreakNature's System." Popular EN "Can Man Survive?" American Forests, 75:4-7. Gardening and Living Outdoors. 18:30-31. December, EN Peet, C. August, 1969. 1967. EN Pell, Claiborne, "Oceans: Man's Last GreatResource." Odum, E. P. "Strategy of Ecosystem Development." EN Saturday Review, 52:19-21. October 11, 1969. Science, 164:262-270. May 18, 1969. PE "Pesticide Plague: Possible Effects on HumanMutation." Olds, J. "Do We Really Want Pollution Control?" Organic Newsweek, 69:94. May 22, 1967. Gardening and Farming, 15:76. June, 1968.

PE "Pesticides and the Consumer." Consumer Bulletin, Olds, J. "Keep the Fertilizer on the Land."Organic 51:19-22. June, 1968. Gardening and Farming, 15:76-77.March, 1968. EN Peters, D. "Change the Weather, Change the World." Oliver, J. A. "Can Man Survive?"Parents Magazine EN Harper's 234:76-81.May, 1967. and Better Family Living, 44:40. August, 1969. Pimentel, D. "Population Regulation and Genetic "2,000: A No-Space Odyssey-Population EC POP Olivos, L. Science, 159:1432-1437. March 29, 1968. Estimates Projected for Latin America."Americas, Feedback." 21:15-21. August, 1969. U. S. News and ;Ai "Poisoned Water: A Growing Concern." American World Report. 67:6.July 7, 1969. EN "Ounce of Prevention: EnviornmentalCrises." City, 83:48. January, 1968. POP"Population Firecracker."National Review, 21:999- America, 120:609. 1000.October 7, 1969. POP "Our Overcrowded, Underfed World." May 24, 1969. POPPorter, W. W. "On a Collision Course." American Forests, 75:5. April, 1969. POP "Overcrowding and Us." National Parks, 43:10-12. April, 1969. A "Principal Sources of Air Pollution."American City, April, 1967. Newsweek, 71:45. January 8, 1968. 82:18. EN "Oxygen Crisis." 241 "Earthlings in the Space Age." A "Progress Toward Abatement of Air Pollution."Science, EN Ritchie-Calder, Lord. August, 1969. 160:257. April 19, 1968. UNESCO Courier, 22:4-6. "Bounty on Water Polluters: Harbor Act SW "Progress Versus Disaster: Waste Generated During W Roalman, A. R. Motor Boating, 123:78-81. May, Poison Gas Production." Current, 95:51. May, 1968. of June 29, 1888." 1969. UR "Promises, Promises; Broken Pledges by Businessmen: Organic Boston and New Yot*." Newsweek, 74:37. August 11, POP Rodale, R. "Let's Think About Animals." Gardening and Farming, 15:21-24.September, 1968. 1969. "Toward a National Design Policy; Senate G "Protecting Man From Man."Science News, 95:31-33. EN Rogers, A. C. Architectural Record, January 11, 1969. Committee Testimony." 141:187-190. June, 1967. C Rabinowitch, E. "Comservation for Conservation's Sake?" Bulletin of the Atomic Scientists, 25:47-48. EN Rogin, G."All He Wants to Save is the World." Sports May, 1969. Illustrated, 30:24-29. February 3, 1969. "Breakdown in Our Cities." U. S. News and SW "Rancid Rhine."Time, 94:26.July 4, 1969. UR Romney, G. World Report, 67:48-51. July 28, 1969. EN Rand, G. "Pre-Copernican Views of the City." Architectural Formm, 131:76-81. September, 1969. PE Rood, Ronald. "The American Elm." Ranger Rick, pages 34-36. April, 1971. "Recycled Water: Here's Your Chance to be Involved." Popular Gardening and Living Outdoors, 18:28-29. Sachs, D. P. "Drink At Your Own Risk."McCall's, December, 1967. 96:100-101. November, 1968.

"Milk and Pesticides." Scientist and UR Reis, D. E. "Intergovernmental Cooperation Restores a PE Salvia, J. D. Motown; Huron, Ohio." American City, 84:118. Citizen, 10:143-153. August, 1968. September, 1969. W "Sanitary Landfill, Its Impact on Water Pollution." January, 1968. A "Research Strengthens Link Between Air Pollution, American City, 83:48. Disease." Today's Health, 47:18. January, 1969. EN Scaborg, G. T. "Environment, and What to Do About September, 1969. EC Rickover, G. "Can Technology be Humanized in Time?" It." American Forests, 75:38-39. National Parks; 43:4-7. July, 1969. (22-23.October, 1969.)

Schroeder, H. A. "Airborne Metals." Scientist and EN Rienow, R. and Rienow, L: "Conservation for Survival." A Nation, 207:138-140. August 26, 1968. Citizen, 10:83-88. April, 1968.

Rienow, R. and Rienow, L. "Crisis in Beauty." Living PE "Science Predicts a Growing Danger: Legator -Verrett Business Wilderness, 31:50-54. Spring 1967. Report on Pesticide Effects on Humans." Week, page 42. May 13, 1967. EN Riga, P. J. "Mulern Science and Ethical Dimension." "Environment, and What tO Do About It." Catholic World, 209:213-217. August 1969. G Seaborg, G. T. American Forests, 75:38-39. September, 1969. (Also, 22 -23, October, 1969.) Natural Wildlife, EN Stephens, W. N. "Ocean's Riches." Sheerin, J. B. "Birth Control Encyclical."Catholic )OP 7:4-11. April, 1969. World, 208:2-3. October, 1968. "Stepping Up Pollution War." Business Week, pages 35- "Impetus for Action: Fishkill in the Shoemaker, T. 36. April 27, 1968. Rhine." Science News, 96:64. July 19, 1969. "Saving the World the Ecologist'sWay." "New Pesticides are Safer, More EC Stock, R. E Shurtleff, M. C. New York Times, pages32-33. October 5, 1969. Effective, Easier to Use." Popular Gardening and March, 1967. Vital Living Outdoors, 18:80. Stone, M. E. "Conservation, A New Perspective." Speeches of the Day,33:625-628. August 1, 1967. Ust" Christian 'OP "Since Last Week: 1,250,000 More of November 13, 1968. Century, 85:1424-1425. Stone, W. T. "Federal and State Laws." Yachting, 123:76. April, 1968. IN Singer, S. F. "Planetary Engineering." Science, 160:1476-1478.June 28, 1968. Yannacone's Control PE "Taking Polluters to Court: V. J. January 13, 1968. Movement."News Republic, 158:8-9. Singer, S. F. "Water Renovation and Re=Use." American City, 83:14. November, 1968. EN Taylor, W. P. "Neglected Wilderness, The Desert." Living Wilderness, 32:8-13. Spring, 1968. Smith, A. W. "Leverage Against Chaos." NationalParks, 43:2.July, 1969. Architectural EN "Technology and the NaturalEnvironment." Forum, 130:68-73.June, 1969. Smith, A. W. "National Parks Association: Report of the President and GeneralCounsel." National Parks, Vital EN Theobald, R. "American Physical Abundance." 43:15-18. May, 1969. Speeches of the Day, 34:435-439. May 1, 1968.

Smith, A. W. "Opportunity Knocks But Once." National Christian Century, UR Theobald, R. "Communications City." Parks, 43:2. March, 1969. 85:385-388. March 27, 1968.

Smith, A. W. "World Conference on the Environment: Conservationist (Albany), 23:41. a1 W "Thermal Pollution." Projected U. N. Conference in 1972."National Parks, June, 1969. 43:2. August, 1969. 'Powell, W. E. "Conservationists Cant" American "Planning Noplace for Nobody." Saturday W ER Sommer, R. Forests, 74:6-7. December, 1968. Review,52:67-69. April 5, 1969. Towell, W. E. "Quest for EnvironmentalQuality." Threat to America's EN POP Spengler, J. J. "Overpopulation: American Forests, 75:13. August, 1969. Future." Parents, 43:42. April, 1968. Towell, W. E. "Sustained,Yield and Balanced Use." "North Cascades National Park: CopperMining C Sperry, K. American Forests, 73:11. September, 1967. versus Conservation."science, 157:1021-1024. September 1, 1967. Industry, Labor UR Traendly, W. F. "Time forAction: and Government." VitalSpeeches of the Day, 35:111- Stapleton, G. "Conservation for Sixth Graders." 114. December 1, 1968. American Forests, 74:27-29. April, 1968. 243' Weaver, E. C. "Easy Method of Measuring Acidic Air "But Then Came Man." Vital Speeches ot A Udall, S. L. Pollutants." Chemistry, 41:32-33. January, 1968. the Day, 33:569-573. July 1, 1967. "Our Environment: Commitment or Plans for Global Conference EC Weicker, L. P., Jr. iN "U. N. and the Environment: Vital Speeches of the Day, 35:732- Scientific American, 221:48. August, 1969. Complacency." in 1972." 735. September 15, 1969. New Republic, 161:7. August 2, 1969. POP "Unwanted People." EN "Well-building Hath Three Conditions, But Environmental Design has 126 Tasks." Architectural Record, 144: "Urban Crisis: AMA Conference,Managing for a Better JR 163-168. October, 1968. America."Vital Speeches of the Day, 34:548-566. July 1; 1968. UR Welsh, F. S. "Bend the Rules, A Way to Ease the Urban Crisis?"U. S. News and World Report, 65:12. "Urban Prospects in the NixonAdministration." American uR December 2, 1968. City, 84:8. April, 1969. "Law in Isolation, the Penthouse Christianity Today, EN Weyrauch, W. O. POP "Urgency of Population Control." Astronauts: Experimental Group Cut Off Fromthe 13:20. July 18, 1969. World Makes Its Own Rules." Trans-Action,5:39-46. June, 1968. "Using Wbat's in Hand." Science News, 96:178. September 6, 1969. PE "Which Chemicals Kill Which Garden Pests?" Changing Times, 21:45-47. June, 1967. POP Van Gindertael, J. M. "Bigger Populations, Less Food." UNESCO Courier, 21:8. March, 1968. EN White, L., Jr. "Historical Roots of our Ecological Crisis." Science, 155:1203-1207. March 10, 1967. "Vanishing Detergents." Scientific American, 218:53. May, 1968. EN "Why Worry About Nature." Saturday Review, 50:13-15. December 2, 1967. Veruduin, W. P. "Conservation Lesson." Camping, 40:30. February, 1968. SW "Will Pumping Cure Denver Quakes? Removal of Liquids Business Week, We from Rocky Mountain Arsenal Well." Wagner, W. F., Jr. "From Talent to Tax Structure: page 54. August 3, 1968. Can't Let Up Anywhere." ArchitecturalRecord, 144:9. December, 1968. PE Williams, C. M. "Third-Generation Pesticides," July. 1967 U. S. Scientific American, 217:10, pages 13-17. EN Walsh, J. "Environmental Pollution: West Germany, Cooperate." Science, 157:529-531. August 4, 1967. A Winter, R. "Are You Polluting Your Own Home?" Science Digest66:22-26. September, 1969. Walsh, J. "From Here to Ecology." Grade Teacher, 86:20. January, 1969. A Wolman, A. "Air Pollution: Time for Appraisal." Science, 159:1437-1440. March 29, 1968. Washburn, F. M. "Truth or Consequences." Camping, June, 1969. 41:5. W Wbodbury, R. "Blighted Great Lakes." Life, 65:36-47. Our Environment." August 23, 1968. EN "We Have a Nonsystem Approach to Popular Gardening and Living Outdoors,18:22. December, 1967. 244. W Woodbury, R. "Sewage Gushes on, But Somethingis Being Done: Great Lakes Cleanup." Life, 65:46. August 23, 1968.

PE Woodwell, G. M. "Toxic Substances and Ecological Cycles." Scientific American, 216:19,24-31. March, 1967. June, 1967.

PE Wurster, C. F. and Wingate,D. B. "DDT Residues and Declining Reproduction inthe Bermuda Petrel." Science, 159:979-981. March 1, 1968. (Also, pages 161-398. June 26, 1968.)

PE WUrster, C. F. "DDT Reduces Photosynthesisby Marine Phytonplankton." Science, 159:1474-1475. March 29, 1968. -

AGENCIES, ORGANIZATIONS,INSTITUTIONS WITH ECOLOGICALCONCERNS

Agencies, Organization, Institutions, etc. with Ecological Concerns

American Association for the Association of Classroom Teachers, NEA Advancement of Science 1201 Sixteenth Street, N. W. 1515 Massachusetts Avenue, N.W. Washingbon, D. C. 20036 Washington, D. C. 20005 The Bay Leaf American Association of 110 North Castanya Way University Women Menlo Park, California94025 2410 Virginia Avenue, N. W. Washington, D. C. 20005 Bounty Information Service c/o Charles Lawn American Cancer Society Stephens College Post Office 219 East 42nd Street Columbia, Missouri 65201 New York, N. Y. 10017 Bureau of Solid Waste Management American Chemdcal Society HEW 1155 Sixteenth Street, N. W. 330 Independence Avenue, S. W. Washington, D. C. 20036 Washington, D. C. 20201

American Forestry Association Bureau of Sport Fisheries and Wildlife 919 17th Street, N. W. U. S. Department of Interior Washington, D. C. 20006 Interior Building Washington, D. C. 20240 American Geological Institute 2201 M Street, N. W. California Air Resources Board Washington, D. C. 20037 1108 14th Street Sacramento, California 95814 American Industrial Arts Assoc. 1201 Sixteenth Street California Anti-Idtter League Washington, D. C. 20036 350 Sansom Street San Francisco, California94104 American Institute of Architects 1735 Massachusetts Avenue, N. W. California Conservation Council Washington, D. C. 20036 2604 East Villa Street Pasadena, California 91107 American Institute of Biological Sciences California Department of Fish and Game 3900 Wisconsin Avenue, N. W. Region #111 Washington, D. C. 20016 Ferry Building San Francisco, California American Society for Engineering Education 248 California Roadside Council 1 Dupont Circle, N. W. 2636 Ocean Avenue Washington, D. C. 20036 San Francisco, California 94132 Campfire Girls, Incorporated Earth Action Council UCLA 65 Worth Street Post Office Box 24390 New York, N. Y. 10013 Los Angeles, California 90024

Chief Ecology Action Public Affairs Office Educational Institute U. S. Army Engineers Division Box 3895 South Pacific Modesto, California 630 Sansom Street San Francisco, California 94111 Educational Coordinates 432 South Pastoria Avenue Citizens Against the Sonic Boom Sunnyvale, California 94086 19 Appleton Street Cambridge, Massachusetts Educational Relations Section Soil Conservation Service Citizens Committee on Natural Resources Department of Agriculture 1346 Connecticut Avenue, N. W. Washington, D. C. 20250 Washington, D. C. 20036 Elliot L. Richardson, Secretary Citizens for a Quieter City, Inc. Department of Health, Education and Welfare 136 East 57th Street Washington, D. C. 20201 New York, N. Y. 10022 Employee Communication Division Clean Air Council Standard Oil Company of California 8761 Cliffridge Avenue 225 Bush Street La Jolla, California 92037 San Francisco, California 94120

Conservation Directory 1971 Environmental Action U. S. Government Printing Office 666 llth Street, N. W. Division of Public Documents Washington, D. C. 20001 Washington, D. C. Environmental Coordination The Conservation Foundation c/o Joseph F. Dietz, Manager 1250 Cbnnecticut Avenue, N. W. San Diego Gas and Electric Company Washington, D. C. 20036 101 Ash Street San Diego, California 92101 County of San Diego Department of Public Health 714 - 232-4252 1600 Pacific Highway San Diego, California 92101 Environmental Protection Agency Clear Water Defenders of Wildlife c/o Publications Office 2000 N Street, N. W. Washington, D. C. 20460 Washington, D. C. 20036 249 Environmental Quality Magazine National League of Cities 6355 TOpanga Canyon Blvd. Federal Aids Information Service Suite 327 1612 K Street, N. W. Woodland Hills, California 91364 Washington, D. C.

Environmental Resources, Inc. National Parks Association Room 300 1701 18th Street, N. W. 2000 P Street, N. W. Washington, D. C. 20009 Washington, D. C. 20036 National Park Service Friends of the Animas 450 Golden Gate Avenue 11 West 60th Street San Francisco, California 94102 New York, N. Y. 10023 National Trust for Historic Preservation Friends of the Earth 48 Jackson Place, N. W. 30 East 42nd Street Washington, D. C. 20006 New York, N. Y. 10017 National TUberculosis Association The Garden Club of America 1740 Broadway Conservation and Roadside Committee New York, N. Y. 10019 598 Madison Avenue New York, N. Y. 10022 National Wildlife Federation 1412 Sixteenth Street, N. W. International Union for Conservation of Washington, D. C. 20036 Nature and Natural Resources 1110 Morges Nature Conservancy Switzerland 4200 22nd Street, N. W. Washington, D. C. Izacc Walton League 1326 Waukegan Road Office of Public Affairs Glenview, Illinois 60025 National Air Pollution Control Administration Department of Health, Education, and Welfare League of Women Voters 801 North Randolph Street 1730 M Street, N. W. Arlington, Virginia 22203 Washington, D. C. 20036 Open Space Institute National Association of Conservation 14 East 52nd Street Districts New York, N. Y. 10022 1025 Vermont Avenue, N. W. Washington, D. C. 20005 People for Open Space 126 Post Street National Audubon Society Room 607 1130 5th Street San Francisco, California 94108 New York, N. Y. 10028 250 Planned Parenthood, World Population San Francisco Bay Conservation 515 Madison Avenue and Development Commission New York, N. Y. 10022 507 Polk Street San Francisco, California 94102 Population Crisis Committee 1730 K Street, N. W. Save the Redwoods League Washington, D. C. 20006 114 Sansom Street San Francisco, California Population Reference Bureau 1755 Massachusetts Avenue, N. W. School of Forestry Washington, D. C. 20036 Agricultural Experiment Station University of California Portland Center for Continuing Education Berkeley, California 94720 c/o Mr. Lawless Post Office Box 1491 Scientists' Institute for Public Information Portland, Oregon 97207 30 East Sixty-eighth Street New York, N. Y. 10021 Project Man's Environment National Education Association The Sierra Club 1201 16th Street, N. W. 1050 Mills Tower Washington, D. C. 20036 San Francisco, California 94104

Public Affairs Pamphlets Smoking Research/San Diego 381 Park Avenue, South 440 Upas Street New York, N. Y. 10016 San Diego, California 92103

Public Information Office Sport Fishing Institute Federal Water Pollution Control Administration Suite 503 U. S. Department of Interior 719 13th Street, N. W. 633 Indiana Avenue, N. W. Washington, D. C. 20025 Washington, D. C. 20242 Stamp Out Smog Publications Unit 3334 Bonnie Hill Drive National Air Pollution Control Hollywood, California 90028 Administration 5600 Fishers Lane State Consernthon of Fish and Game Departments Rocksville, Maryland 20852 (located in each state capitol)

Redwood Region Conservation Council State Department of Agriculture Rosenberg Bldg. 1220 N. Street San Rosa, California 95404 Sacramento, California 95814

Resources Agency of California State Department of Education Resources Bldg. 251 (located in each state capitol) 1416 Ninth Street Sacramento, California 95814 State of California Department U. S. Public Health Service of Public Health Federal Bldg. 2151 Berkeley Way 50 Fulton Street Berkeley, California 94704 San Francisco, California 94102

State Water Resources Control Board Wilderness Society 1416 Ninth Street 729 15th Street, N. W. Sacramento, California 95814 Washington, D. C. 20005

Tuberculosis and Health Association Wildlife Managememt Institute of San Diego County 709 Wire Building 3861 Front Street Washington, D. C. 20005 San Diego, California 92103 The Wildlife Society U. S. Department of Agriculture 729 15th Street Forest Service Washington, D. C. 20003 Washington, D. C. 20025 World Wildlife Fund U. S. Department of Agriculture U. S. Office Soil Conservation Service Suite 728 Washington, D. C. 20250 910 77th Street, N. W. Washington, D. C. 20007 U. S. Department of Health, Education and Welfare Zero Population Growth Office of Education 330 Second Street 400 Maryland Avenue, S. W. Los Altos, California 94022 Washington, D. C. 20201

U. S. Department of Interior Bureau of Land Management 2800 Cottage Way Sacramento, California 95825

U. S. Department of Interior Bureau of Reclamation Regional Office, Region 2 2800 Cottage Way Sacramento, California 95825

U. S. Forest Service 630 Sansome San Francisco, California 94111 252 U. S. Government Printing Office Superintendent of Documents Washington, D. C. 20402 ADDITIONAL AGENCIES, ORGANIZATIONS,INSTITUTIONS, ETC., WITH ECOLOGICALCONCERNS

253 ADDITIONALSUGGESTIONS

2541 II WHEN NO MULTI-MEDIA IS READILY AVAILABLE 6. List values connected with this topic or pthenomena. -Why do we perpetuate the topic or phenomena? Because environmental or ecological audio-visual and multi- -Who makes the decisions? media materials may not be readily available in each district -How can our voices and opinions be heard? the following suggestions for approaching any subject with an -In what ways do we behave which reflects our opinion, environmental or ecological point of view are given. judgment and values about this topic or phenomena? -Are we ready to accept responsibility for it? ENVIRONMENTAL EDUCATION LESSON - by Julianna Hamann 7. Give ways our future will be enhanced, changed, or destroyed by the perpetuation of this topic or phenom- Given any topic or phenomena: ena. (books, trees, fences, plastic products, burning trash, mini- bikes, record-playing, littering streets, dancing, etc.) With these seven steps in mind, any film, film-strip, chart, story or activity can be turned into a conservation, environ- 1. Give its ecological characteristics. mental or ecological lesson. -Have the students describe its shape, size, structure ingredients and/or its physical features. -Trace back to its original natural state or its SPECIAL ACTIVITIES resource. In the case of a phenomena--its cause or origin. Field Trips

Give its present relationship to the environment (inter- Look at the organizations or agencies listed in the appendix. relationship). Select one, then check the telephone directory for finding -Name the function, purpose and/or its action. a local group. Each community will differ as to the number -Describe how it is dependent on its environment or how represented and as to whether permission to visit it with a its environment is dependent on it. (interdependency) class is granted. Generally, any field trip taken can have an environmental or ecological aspect woven into it.See Give its present status. the section on "When no multi-media materials are readily - Name its polluting quality, if any. available" for suggestions. - Name its pressure on natural resources, if any. - Name its de-polluting quality, if any. Bulletin Boards - by Julianna Hamann -Name its usefulness or benefits, if any. - Name its enhancing or depriving behavior, if any. A change in words of emphasis of regular bulletin board ideas will quickly convert into an environmental bulletin board. Give reasons for choices made about this topic or Adding a question mark to "America the Beautiful?" will imply phenomena. pollution ideas. - Who selected, orginated or invented it? - Why was it made or caused? Increasing the quantity of materials being studied on one - What alternatives were available for the job to be board will imply population pressure, over-crowding, or done? litter.

Give alternate ways this topic or phenomena can operate. Comparison of sights or scenery in any social studies topic - Can it be recycled? will convey the idea of present or past conditions and future -Can it be reused for another purpose? possibilities. Titles might be "This or this?", "Tbday-- - Can the phenomena be reversed or averted? TOmorrow?", "Choices, this or that?", "Ours--theirs". -Can the behavior change? 256 Ask for his stand on theissue and what, if any, action he motion indicate interrelationship and give ample time for, Ideas which show circular has taken. Be patient and courteous and interdependency. counted but he may be a reply. Every letter is read and tallying opinions of hisconstituents before action is taken Slogans highlight ideas--"Give aHoot, Don't Pollute", "For Heanven's Sake, Don't Pollute OurLake", "Be an Eager Beaver suggestions: For effective letter writingnote the following not a Litter Leaver"--withappropriate animal pictures. United States Senators and ?" air pollution, water prob- 1. Know the names of your Series of "What is Representatives and your CaliforniaSenators and lems, etc. Assemblymen. (Call Registrars Office.) categories, with pictures re- Using the eight human value 2. Address them as "DearSenator " or presenting enhancement ofdeprivation of the environment can "Dear Congressman be taken in total or separate onemonth at a time. Wealth, enlightenment, affection, skill, power(decisions), well- 3. Identify yourself--name,address and personal interest being, respect, responsibility. Bill Number. in the issue. If possible refer to the "what we can do", "this we Use children's suggestions on 4. State whether you are for oragainst the environmental believe", "our opinions". issue.

Additional Activities 5. You might ask that yourviews be presented to members of the appropriate committeehandling the legislation. Teachers can encourage innovationand creativity in having the children express theirideas. 6. Ask them about their personalviews on the matter.

Suggest culminatingactivities with any lesson: 7. Write as a private citizennot as a member of an organization. posters skits bulletin boards cartoons ADDRESSES songs debates discussions slogans 1. California badges photography experiments murals Governor: Honorable Ronald Reagan puppetry art media Governors Office scrapbooks newspapers State Capitol Building stories Sacramento, California 95814

Senator: Honorable Clair W. Burgener HOW TO WRITE TO YOUR CONGRESSMAN Senate State Capitol Building (Selected ideas from Clean AirCouncil) Sacramento, California95814 environmental issue and gathered When you have studied an Assembly: Honorable Pete Wilson data to support your stand,write to your Senators and Assembly Congressman stating your facts, concernsand your requestsettV., State Capitol Building 4,4LJ 0 Sacramento, California 95814 others, are displaying newmltorie ; Grade Teacher and many toipreview and ju.. ,ti . United States monthly.Because it is impossible at this time we havepurposely left them off anysugyeL;ted Department of Health,Education and Welfare: list.It is our recommendationthat before purchase: ar, . made that the environmentalperformance objectives and con- Robert Finch, Secretary cepts be kept in, mind asthere may be redundant orinappro- Department of Health,Education the very fine ones beingprepared. and Welfare priate material among Washington, D. C.20201 NAME YOUR POISON President of the UnitedStates: Donald Dahlsten, in hisbook, Pesticides, includes an Richard N. Nixon, President article called "Name YourPoison".We feel it necessary United States of America to reprint his informationas relevant materialfor under- The White Houle pollution. Washington, D. C.20500 standing environmental Synthetic organic insecticidesare generallyclassified into (when not in session) chlorinated hydrocarbons,organophos- U. S. Senators: George Murphy three broad groups, the great Senate Office Bldg.14223 Federal Bldg. phates and carbainates.Within each group there is a Washington, D. C. 11000 Wilshire Blvd. variation in toxicity todifferent animals as well as adif- 20510 los Angeles, CA 90024 ference in their ability topersist in the environment. Acute toxicity, the mostdirect hazard to man, isevaluated Alan Cranston (when not in session) of a compound it takes tokill fifty Senate Office Bldg.13220 Federal Bldg. by determing the amount population of white rats.It is 11000 Wilshire Blvd. percent of an experimental Washington, D. C. usually abbreviated as I.D5o.This is only a comparative 20510 Los Angeles, CA 90024 value, however, and tells verylittle about the compound. For example, TEPP is oneof the most toxic chemicalsregis- Representatives in U. S. Congress: it can be used on a croptwenty- tered as a pesticide, yetharvested with no danger ofleaving (when not in session) four hours before it is Lionel Van Deer lin residue.On the other hand, DDTis far less House Office Bldg. 815 "E" Street a detectable environment for years and accumu- San Diego, CA 92101 toxic but remains in the Washington, D. C. lates to damaging levelsin food chains.Other peculiari- 20510 compounds. Carbaryl, acarbarnate, ties exist among sometoxicity for manmals but is adeadly (when not in session) has a relatively low Bob Wilson killer of honeybees andrelated insects, far more sothan House Office Bldg. 815 "E` Street. which in turn is more deadlyto mammals. Washington, D. C. San Diego, CA 92101 its relative Zectran 20510 All groups have two thingsin common.First, they are highl} soluble in fatty tissues.Because they should killinsects on contact theymust be able to penetratethe thin layer of GAMES, KITS, PAMPHLETS that covers the body ofinsects.This hard fatty material materials with a feature accounts for thefact that the persistent The educational marketis being flooded at present can build up infatty tissues of manykinds of animals. wide range of simulated games,ecological kits and enviran- rental activities.The major periodicalssuch as Instructor, 258 3econdly, they kill by disrupting the trarmmission of nerve Ethion 208.0 .42 impulses. Themethod by which the organophosphatee and Temik 1.0 carbonates accomplish this is quite well understood. They Trichlorphon 450.0 *n.e. at 1.0 change the structure of a chemical generated at nerve junc- tions. The change allows the repetitive firing of the nerve Carbamates and results in convulsions and death.The chlorinated hydzo- Carbaryl 540.0 -- carbons also attack the nervous system, but the precise mode Zectran 15-36 *n.e. at 1.0 of action is not fully understood. *no effect There are over 100 commonly used insecticides and about 1,000 *irritated different formulations. They are used as dusts, sprays, LD50--lethal dose for 50% of experimetal population aerosols, granules, pellets and baits.They are sometimes LC50--1etha1 concentration for 50% of experimental population fed to animals to control parasites.They are incorporated into many consumer products, including paints, clothes, floor waxes, wood products and room deodorizers, to namejust a few. In short, it is impossible to avoid contact with a wide variety of insccticides.

The following table contains a few of the most widely used chemicals and their relative toxicitiest

LD50 LC50 at 11° C. milligrams milligrams per kilogram per liter (white rats) (fish)

Chlorinated Hydrocarbons Aldrin 40.0 .0082 Dieldrin 46.0 .0055 DDT 250.0 .005 Endrin 12.0 .0044 Heptachlor 90.0 -- Lindane 125.0 *n.e. at .03 Toxaphene 69.0 .0022 Endosulfan 110.0 Telndrin 4.8

Organophosphates Malathion 1500.0 .55 Parathion 8.0 .065 methyl parathion 15.0 **ir at 1.0 Azinphosmethyl 15-25 .055 TEPP 1.6 -- Mevinphos 6.0 .83 259 GLOSSARY

260 GLOSSARY

ecosystems, i.e.,. Abiotic - a non-living element in a given ecosystem. Biome - a regional category of related tundra rain forest with somewhat uniformcltmate. Adaptation - adjustment to environmental conditions. Biosphere - the portion of the earth,soil, air, and water, whose components are the living populationof Absorbent - a substance which will collect gaseousmaterials; plants, animals and microbes. used for the collection of pollutants. Biotic - the living elements in a givenecosystem. Aerosol - a very small particle that will remainsuspended in the air; can be either solid or liquid. Bronchiole - small branch of thebronchus in the human lung. Air - the normal gas envelope of the earth: 78%nitrogen (N); lungs. 21% oxygen (0); and less than 1% of carbon dioxide Bronchus - thn major pathway of air to the (CO). inert gases and water vapor. 2 ' Carbon monoxide - a very toxic, odorless,and colorless gas that results from the incomplete combus- Allotrope - a form of an element that differs inphysical or tion or burning of material that contains chemical properties from another form. Oxygen (0) has allotropic forms in ozone (03) and carbon (CO). molecular oxygen (02). Carcinogenic- cancer producingmaterial. involving Asthma - the congestion of the respiration system feeds on other the narrowing of the bronchioles, evidenced by Carnivore - the animal population which animals or organisms. wheezing and breathing difficulty. capacity - the nuMber of organisms an ecosystem Attrition - bearing down of a material by friction. Carrying can support. Autotroph - an organism which synthesizes its foodfrom Catalyst - a compound that speeds up achemical reaction. inorganic substances. Chromosome - the part of a cell thattransfers inherited Balance in nature - tendency of living things tomaintain a characteristics to the next generation of dynamic equilibrium between themselves and their environment. cells. duration, may be severe Biodegradable - a material that can be broken down into Chronic - a disease that has a long at intervals. simplier materials by natural biologic or slight, and can recur processes. Climate - average of weatherconditions over a long period of time in a large geographical area, asdeter- Biological magnification - a buildup or concentration of and moisture. dangerous chemicals as lower level mined by air pressure, heat, wind consumers are eaten up by upper level consumers. 261 Climax community - a community is stabilized and there is no geological chemical and physical features of further ecological succession. sea and land which comprise the totality of habitats. Coh - abbreviation for coefficient of haze, a measurement of the interference of visibility. Ecosystem - the functioning of the groups of all the plants, animals and non-living environment as a single Combustion - burning of fuel in the presence of oxygen. unit.

Commensalism - a one-sided relationship whereby two organisms Effluent - outflowing into the environment. live together with only one deriving benefit, but with little or no harm inflicted on the Emmission factor - the average amount of a perticular pol- other. lutant that is emitted from each source in relation to the total population. Community - a group of plants and animals that live together. Emission standard - the maximum amount of pollutant that is Consumer - the animal populations which remove or use up the permitted from a source. portion of organic production of the producer. Emphysema - a breakdown of the alveoli in the lungs. The Convection - updraft of warmer air, rising because it is alveoli are the smallest divisions of the lung lighter than the surrounding air. where oxygen and carbon dioxide transfer occur.

Decibel - the usual unit for measuring the relative loudness Environment- the sum of all physical, chemical, and bio- of sounds; the human ear can detect a range of ahout logical factors to which an organism is 130 decibels. (Abbrev. E01) subjected.

Decomposer - the reducers of organic production of the con- Environmental resistance - the limitation of the numbers of sumer population who recycles heck into the a population by external forces system the nutrients necessary for the growth or the carrying capacity of its of the producers by breaking down tissues and natural community. and excretions of other organisms to simplier forms. Eutropthication - aging process in lakes, due to increase in the amounts of nutrients present, which Ecological niche - the totality of biotic and abiotic factors usually occurs over a period of hundreds, to which a given species is exposed. thousands, or millions of years. This process has been greatly speeded up by man's Ecological succession - one community replaces another in an utilizaticm of bodies of water for waste orderly and predictable sequence. disposal.

Ecology - the study of the interrelationships between orga- Flouride -a opmpound containing flourine; can be gaseous nisms and their environment; the structure and or solid. Flourides are particularly damaging function of nature. to oegetation.

Ecosphere - the components - the atmosphere, oxygen, carbon Food chain - a chain of organisms existing in any natural dioxide, water vapor and other gases and suspend- community such that each link in the chain fe ed particles of the air together with various feeds on the one below and is eaten by the one 262 microscopic plant assimilated into bodies of one or more Phytoplankton - aquatic free-floating life; photosynthesis in these organisms is animals; excretion, turning andbacterial retarded by the presence of DDT in the ocean. and fungal action on dead organisms return nitrogen atoms to inorganic state. Photosynthesis- the process by whichsimple carbohydrates are manufactured from carbondioxide (CO2) Nitrogen oxides - gaseous compounds containnitrogen (N) and and water by chlorophyll-containing cells, oxygen (0) , produced whencombustion takes using light as an energy source and re- place under high temperature and pressure; leasing oxygen as a side product. a major damaging airpollutant. Pioneer community - the earliest stages of anecological Omnivore - the animal population whichfeeds on both green succession. plants and other organisms. of some living things generally, Pollution - there are Lwo types: (1) an excess Organic - pertaining to organisms or fairly ordinary substance--smoke or solid waste-- to compounds formed by livingorganisms, and to the which cannot be absorbed or tnansnuted rapidly chemistry of compounds containing carbon. enough to offset its introduction into theenvironment. All organisms have wastesand by prod- Organism - any individual living creature,either unicellular ucts, and these are part of the totalbiosphere; or multicellular. when these accumulate in excess of what canbe reacts chem- naturally broken down and recycicd, pollution Oxidant - a substance which contains oxygen or powerful chem- ically to form new substances in the air or on occurs; (2) the introduction of icals and poisons, products of recenttechnology, land surfaces. which the biosphere cannot cope with without damage to life and life-support systems. The Ozone - a toxic form of oxygen(03). long range effects are unknown. itself to Parasite chain - a plant or animal which attaches kind another living thing called its "host". Population - group of plants or animals of the same that live in one place at one time. versatile chemicals used in PBC - polycholorinated biphenyls; The number of parts of a given synt.ietic rubber, floor tile, ink, brakelinings, paints, PPM - parts per million. asphalt, adhesives, resinsand plastics that arereleased substance in a million parts of air (or water). into the environment when the products aremade or when Predator chain - energy is transferred from the plant to the products are oxidized or burned asrefuse. PCB's are hormonal imbalance the plant-eater and on to the carnivore, known to be instrumental in causing who receives energy from the sun third and skin and liver damage. hand. Pesticide - poisons or chemicals which remove orkill unwanted Producers - the green plants in the food chain which uti- plants and animals (herbicide, insecticide, lize radiant solar energy through photosynthesis. fungicide, rodenticide).

alkalinity of a material; Reciprocating engine - an engine which uses (explosive) PH - a measure of the acidity or power to drive a piston which turns a reading of 7 indicatesneutrality, 14 strong basicity, a crankshaft. The typical auto and 9 strong acidity. airplane engine is a reciprocating Photochemical process - changes in a substance that resultfrom 263 the reaction with sunlight. above; plants, bacteria and other scavenging Hydrologic cycle - the earth-air cycle of precipitation, forms are on the bottom and the largest carni- runoff, evapotranspiration; or the water vores at the top. cycle, whereby water is in continual 4 circulation in the biosphere. Food pyramid - representation of a food chain, illustrating the ratio of food producers to varying levels Insecticide - poisons which kill unwanted animal life. (See of food consumers. end of resource gLide for names).

Food web - a multiple food chain. Interrelationship - the interaction between plants and animals and their environment. Fossil fuel - materials used in combustion in which energy has been stored throughout the ages (e.g. - Inversion layer - warm air overlying colder air so that the coal, oil, gas) layer of colder air cannot rise; thus any air pollutants in the lower level will be Greenhouse effect - short wave light energy from the sun trapped beneath the layer of warmer air. enters the lower atmosphere; the energy reradiated from the ground is long wave Isotope - two or more different kinds of atoms of the same heat energy which cannot pass through element with different atomic masses; often humid or cloudy air, and causes a tem- isotopes are distinguishable by radioactive dif- perature rise in the lower atmosphere. ferences or the number of neutrons in the nucleus.

Habitat - where a plant or animal lives, finds food and Limiting factor - environmental factor limiting the gnndh shelter and raises its young. or reproduction of an individual or a community; the requirement of life (i.e., Herbicide - poisons which kill unwanted plant life. food that is in short supply.)

Herbivore - the animal population which eat green plants Megalopolis - great expanses of city. but not other animals. Micro - 1 millionth (1/1,000,000) of any measurement. Heterotroph an organism which obtains its organic food from other organisms. Micron - 1 millionth of a meter.

Holocoenctic - the principle that there are no barriers Milli - 1 thousandth of any measurement. between the environment and the organism or biotic community; if a single organism in Mutualism - the existence of two organisms living together nature or factor is affected, the rest of the to the advantage of each one. ecosystem is affected. Niche - the particular location of a plant or animal where Homeostasis - the steady balancing state in an ecosystem. it prefers to make its home.

Hydrocarbon - compounds containing hydrogen (H) and carbon Nitrogen cycle- worldwide circulation and revitalization of nitrogen atoms, chiefly due to metMmlic (C). The chlorinated hydrocarbons are known tor their toxicity, stability, and wide- processes of plants and animals; plants occurrence as environmental pollutants 264 take up inorganin nitrogen, convert it into (pesticides.) organic compounds (proteins) which are engine. Succession process involving the change of communities of plants and animals in an area. Recycle - the concept of re-use of materials and reutilize- tion of products that are biodegradable and not Sulfur oxide- a toxic gas formed by combustion of oil or harmful or even useful to the environment (compost- gasoline derivatives; toxic to plant and ing, natural fertilizers); that can be broken into animal life. basic components and then used in new products (recycling aluminum cans, paper). Everything in Thermal pollution - the return to source streams or the nature is part of a cycle. ocean of water used to cool power plants and some industries; can increase the Respiration (external)- the intake of oxygen and the liber- temperatures from 10 to 30 degrees F. ation of carbon dioxide. above normal temperatures. Heat reduces water's capacity to hold oxygen. Respiration (internal)- the oxidative breakdown and release of energy from fuel molecules by Trophic level theconsumer level of the food chain in an reaction with oxygen; occurs on a ecosystem. cellular level in the body. Turbine - an engine which derives power from a Wheel turned Ringelmann chart - a series of charts from 0 to 5 used to at high speeds by gas directed at the curved measure the capacity of smoke. blades of the wheel.

saprobes - microbial populations specifically related to Vaporization - diffused matter suspended in the air (vapor) some particular reaction in the total organic which is the result of spraying or heating, decomposition. such as steam from water.

saprophyte chain - the energy from the sun is transferred Viability - the ability to live. from dead plants and animals to microorganisms. Volatile - evaporated easily.

Smog - the result of photochemical recombination of carbon Wastetreatment three processes: (1) primary treatment, monoxide, ozone and oxides of nitrogen, with addi- utich is a mechanical process, removes tional particulate matter, forming an irritant capable solids which will float or settle out of of damaging plant and animal life. ueter (sedimentation): (2) secondary treatment, which destroys organic matter Spirometer - an instrument to measure air flow in and out utich can be decomposed through biological of the lungs. processes; (3) tertiary treatment, which includes chemical treatment involving SST - the supersonic transport which would fly at 1800 m.p.h., sedimentation, filtration, and absorption; creating shock waves (sonic booms) in a 50-mile-wide electrodialysis may be used to reduce the area below the planes flight path. Sonic booms cause number of dissolved salts. physical damage to property, and physiological and psychological damage to humans.The SST will also contribute vast amounts of carbon dioxide and water vapor into the atmosphere above the level of effective wind circulation, with possible weather changesas a result. 265