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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. o - ( 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 / / .J 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 , - 6 pc 't. 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.
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