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Learning Materials Is Included With, Each Unit and a Bibliography of Free DOCUMENT RESUME SE 006 275 ED 028 086 88 By-Barnhart. William M. A Classroom Teaching andResource Guide in Conservation Education. Naturealm. Duncansville, Secondary Education. Spans Agency-Office of Education(DHEW), VI,,,shington. D.C. Bureau of Elementary and Report No-DPSC 67-4120 Pub Date Aug 68 Note- 255p. EDRS Price MF -S1.00 HC-S12.85 EarthScience.*Ecology. Descriptors-Bibliographies,Biological Sciences, *ConservatienEducation. *Instructional Materials. *Secondary SchoolScience. *Teaching Guides Identifiers-Elementary and SecondaryEducation Act of 1965. Title 3 In this teaching guide thenatural and social sciences areintegrated with an emphasis on conservationand ecology. The guide contains tenteaching units dealing with various physical andbiological aspects of the environment.Unit one deals with the question of what is conservation.Unit two is concerned with the questionof what is a natural resource.Units three through .nine dealrespectively with energy. minerals, soil. water. air, plants. andanimals. Unit ten is entitled,"Human Resources. There are More activities andinformation in the guide than oneteacher could use with a given class, leaving the decision as to.which material to use withthe teacher. Each unit is self contained and may beused independently of theothers. A bibliography of learning materialsisincluded with, each unit and abibliography of free and inexpensive materials appendsthe guide. This work wasprepared under an ESEA Title III contract. (BC) , 4) lii.trifi/3ESE- co plte67-V / 4? 6 co NATUREALM co P. 0.Box 87 r\J Duncansville, , FIA-rr Pa. 1663t 0. 1.4.1 OW U.S. DEPARTMENT Of HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOf EDUCATION POSITION OR POLICY. A CLASSROOM TEACHING AND RESOURCE GUIDE IN CONSERVATION EDUCATION Elementary and Secondary Education Act of 1965 Title III t,f) August 15, 1968 William If. Barnhart 9 4 STAFF Associate Director, Mr. William M.Barnhart Secretary, Miss Marlene Soyka CONSULTANTS Anthropology - Mr. Norris Durham Architects - Mr. Richard B. Benn Mr. Richard B. Righter Biology - Dr. Donald E. Hoffmaster Mr. Wilbur Gilham Conservation - Dr. H. S. Fowler Mr. George Free Curriculum - Dr. Donald McGarey Department of Forests & Waters -Mr. William C. Forrey Department of Public Instruction - Mrs.Eleanor H. Bennett General Science - Mr. Richard Burmeister Geology - Dr. Frederick Nagle Dr. Robert H. Washburn Pennsylvania Fish Commission - Mr.Gordon Trembley Pennsylvania Game Commission - Mr. RoyW. Trexler Reading - Mrs. Alice M.Bartholomew Socin.1 Science - Mr. Lowell D. Shaffer ADVISORY COUNCIL Mr. Ralph E. Barnett Rev. James Schuster Dr. E. J. Haluska Dr. F. K. Shields Mr. Paul Kurtz Mr. Charles Solomon Mr. Ray Martz Dr. Samuel Steinberger, Jr. Mr. Donald Resko Dr. Edward Turchick Mr. G. R. Robinson Mr. Hugo Vivadelli REGION H PLANNING STAFF 0 Director, Mr. Richard H. Bartholomew Secretary, Mrs. Marian Meek 0 1308Third Avenue P. 0. Box 87 Duncansville, Pennsylvania16635 Phone814-695-5616 Ei 0 u TABLE OF CONTENTS Foreward. iii Philosophy . iv Objectives . v Unit 1 - What Is Conservation? . A-I Unit 2 - What Is a Natural Resource? . B-I Unit 3 - Energy. C-I Unit 4 - Minerals . D-I Unit 5 - Soil. E-I Unit 6 - Water . F-I Unit 7 - Air. G-I Unit 8 - Plants . H-I Unit 9 - Animals . I-I Unit 10 - Human Resources . J-I Free and Inexpensive Materials K-I FOREWARD NATUREALM is an approach to education in whichthe natural and social sciences are integrated with an emphasis on conservationand ecology. The materials presented here are the combined effortsof many educators who realize the importance of creating an awareness and aninterest in the citizens of this country to the problems involving natural resources. There are more activities and informationpresented in the guide than any one teacher would use with aclass. The teacher will have to choosethe material that best fits the needs of a specific class. The guide has been developed so that each unitis self-contained; that is, one unit may be used independently of the other units, orall of the units may be used in sequence to present an integrated coursein conservation. Each unit contains basic backgroundinformation that will prove helpful in developing the concepts of the unit.However, some of the concepts mentionedin the outline are not covered in the backgroundmaterial. The teacher's previous training and experience will dictate to what extenthe will find the bibliography of each unit helpful. The outline contains the majortopics that should be presented for a more complete understanding of that particular resource.The staff has endeavored to present the material in a logical,systematic, and integrated manner. The compilation of learning activitiesillustrates many activities that can be done by the student and teacher to further enhancethe desired concepts. The bibliography lists many books andpamphlets that present additional background in the various areas covered by theoutline. Sources of free and inexpensive materials (films,books, and pamphlets) are listed at the end of the guide. In no way is this guide to be considered as afinal product.It is merely a starting point to introduce the study of conservationto the present-day student. By continuous evaluation, revision, and wise selectionof material by the teacher to use areas of the curriculum thatmeet his particular needs, NATUREALMwill become an initial force in expandingthe interest and knowledge of our citizens inconservation. iii PHILOSOPHY Natural resources havebeen the prime motivatingfactors of all civilizations. A nation'smight and progress areclosely related to itsnatural of these resources resource supplyand the ability to harvestthem. The wise use standards of living, but can raise anation to the epitome ofworld power and high the misuse of these same resourcescan plunge anation and its peopleinto the depths of despair. Therefore, a close relationshipexists between manand his natural importance of his resources.It is imperative that manbecomes aware of the natural resources; he learnsthe true meaningof conservation; helearns how to learns how recognize problems thatthreaten the nationalheritage of the world; he already created in hisenvironment by past neglectand to solve the problems he thoughtless actions and how toprevent similarproblems from occurring again; learns how to use his increasingleisure time wisely; andhe learns that the cause and for most of these problems isprimarily ecological ordue to his own presence interaction in the naturalenvironment. Since these problems areman-made, it is thethought of NATUREALM that created can be solvedand future problems canbe prevented the problems already he by making man acutely awareof his surroundings andthe tremendous influence 0 exerts on the environment. NATUREALM is a newapproach, based on conservationand ecology, to teaching science.It does not advocatethe elimination oftextbooks, classrooms, El teaching by etc. but wishes tosupplement and complementthe standard methods of making more use of theoutdoors as an educationaltool. D What can best be learnedinside the classroomshould be learned there; with what can best be learned inthe outdoors throughdirect experience, dealing situations, should belearned there. I U native materials and life NATUREALM is a programdesigned to change the conceptof conservation by ftl from one of teachingabout conservation to oneof teaching 11%.,La conservation employing the unifyingfactor of nature--ecology. U 0 II iv II 0 OBJECTIVES 1. To develop an awarenessof man's tremendousinfluence on the natural environment and an ability torecognize natural resourceproblems and issues. 2.To develop an awarenessand an interest in theoutdoors and natural resources . 3.To develop an awarenessthat the environment isconstantly changing (dynamic equilibrium). 4.To develop an appreciationof the natural environment as a resource for the wise use of ourincreasing leisure time. of 5.To develop an appreciationof the natural environment as a means earning a livelihood. and effect 6.To develop an ability to seethe relationship between cause between the environment andeveryday living. level of 7.To develop the ability to reasonfrom observed facts to the principles and concepts.* 8. To provide educationalexperiences which bridgethe gap between the classroom and the natural environment.* 9. To develop a betterunderstanding of the"problemsolving" method. 10.To develop an ability toobserve critically and recordnatural phenomena using all of the senses. envisioned as the 11. To develop an understandingof conservation which is wise use of natural resourcesfor the most good for the mostpeople. 12.To develop and encourage anattitude of appreciation aswell as a moral and civic responsibility forthe preservation andconservation of our natural resources.* fundamental 13. To provide a betterunderstanding of the inter-relationships to life.* Amommime *Adapted from Rose Tree MediaOutdoor Education Project. :ONSER-A _ION BACKGROUND INFORMATION result, it is defined Consei vation meansdifferent things todifferent people. As a in many ways. Afew definitions are: that 1.Conservation is the wise useof our natural resources so the greatest numberof people willbenefit for the longest possible time.(Theodore Roosevelt) of harmony between 2.Conservation is themaintenance of "a state man and theland".(Aldo Leopold) and management 3.Conservation is
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