Elementary Secondary Education Act Title This Seventh Grade Math

DOCUMENT RESUME

ED 100 668 88 SE 018 359

PITTS Mathematics 7, Environmental Education Guide. INSTITUTION Project I-C-E, Green Bay, Wis. SPONS AGENCY Bureau of Elementary and Secondary Education (DHPW/OP), Washington, D.C.; Wisconsin State Dept. of Education, Madison. PUB DATE (74] NOT! 44p.

EPRS PR/CE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS Conservation Education; *Environmental Education; Grade 7; Instructional Materials; Interdisciplinary Approach; Learning Activities; *Mathematical Applications; Mathematics Education; Natural Resources; Outdoor Education; Science Education; Secondary Education; *Secondary School Mathematics; *Teaching Guides IDENTIFII2RS Computtion; Elementary Secondary Education Act Title III; ESEA Title III; *Project I C E; Proportion

ABSTRACT This seventh grade mathematics guide ,s one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that reinforce the relationships between ecology and mathematics. It is the teacher's decision when the episodes may best be integrated into the existing classroom curriculum. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or subject levels. This guide focuses on aspects such as proportion, computation, and percent. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK) 5E 019 35/ NNEZE @OM Elg crg - SMEMMENEEMZEN OCEENSMEOM KATNIIK Eton RONMENT Tggg (Instrudtion-Curriculum-Environment) GreenPROJECT Bay, Wisconsin I-C- E 1927 Main Street(414) 468-7464 54301 Robert Warpinski - Director PROJECT STAFF Robert Kellner George Howlett,Nancy TimmJr. - E. E. Specialist Terrence Hess - Assistant Directors Lynn Kuehn - Secretaries These material-to a grantwere producedunuer Title pursuant III, E.S.E.A. ALL RIGHTS RESERVED Serving All Schools in Cooperative Educational Service Agencies 3-8-9 The Wisconsin Department of Public Instruction Wisconsin Area "B" Regional Project Project No. 59-70-0135-4 Coordinator, C.E.S.A. #3 Ludwig Petersen Coordinator,Project C.E.S.A. Administrator #9 John F. David Coordinator, C.E.S.A. #8 Kenneth Poppy FORWARD TO PROJECT I-C-E ENVIRONMENTAL EDUCATION GUIDES Qualitythatthein the timelegislation, EducationUnited of the States introduction ActI stated: InCongress.was 1969, proposed ofthe First Environmental At sourcesjustclearlyastions affected use toof indicatesincentives industrypollution. by the that environmentandand weotherprescrip- cannot That is Nation'sthe ominousunderstanding environment deterioration by and "ThereAmericans the of isin- the aof dire need to improve intioncatastropheThenecessary, a racesystematicif we between marshall butcan manner notbe education wonsufficient."our and byresources squ;-.,relv educa- and alldeficientservationecologicalcreasing become threatstewards planet."ofcatastrophe. life of on forirreversible our the resource- pre- We must nature,processsavingconfront ofweour theeducation.must environment long-term reexamineAs thethroughapproach our incessant the to conqueror of happenedpassedEnvironmentalfectivereinforce by in environmentalthe thethe Congress,Education greatUnited Inneed States educationthemuchAct for three was has toef- years since the effortsconstantlyplacefromlonger andmany toan role. achieveareendlessof ourfeeling ill-conceivedprogress.frontier. the backlash Our world is no We andquatecontinuingThefor water, intensive energythe Nation'sand degradationresources, theconcern discussionyoung overtheof people. our ade- overair muchstanceless"reverence ref mystical asthe our havocfor eyes and life" we areof haveRachel moreisopened wrou2htbecoming sub-Carson's to theme of broughtagainsttoronmentalthe aeconomic concern thepollution qualityquestion ccnot ;ts havemerely of ofof this allthethe of nationwarenvi-aesthe- thateducationembracingstrongunder new the commitment k,orkinF' willprogramguise help of definitionof to progress.'IS environmentalan toall- find of A publichumantics race. inbut the of qualitythe survivalThe of intenseour of lives the interest by the onprogressto this the planet. continuedthat is a presenceprc-requisitc of -life Senator Cavlord Nci=zon to science. Many people believe that any and every facet of environmental education relates Theyonly seldom associate environmental problems as their problems. MATH PREFACE It is hoped directlyvironmentalenvironmentalwritersthat this triedor misconceptionindirectly.awareness problemsto implement is involve thatwill environmental man beany rectifiedinfluences and all education subjectwith and theis areas.in influencedexercises all areas providedby of the the environment, incurriculum this booklet. becauseeither the Another reason for developing en- The Althoughrevisionplace it. the by exercisesthe instructor listed can in resultthis booklet in the arematerial designedThe beingsupplementary for used junior at ahighguide higher school is ordesigned lowermathematics, instruc-to be an addition to theThe curriculum guide should and notmake to the re- students and teachers aware of our environmental problems. waterandamountecologytional itsthat ofandavailability, isfresh mathematics.available. water andthat if is man needed continues in the to United waste Statesit, what as willcompared the outcometo the amountbe?level. of fresh It is also intended that the users will understand the relationship between TheFor example,lesson draws in one the of student's the exercises, attention the tostudent the importance can determine of water the ProjectThe interest L -C -Eand Environmental dedicated effort Education of the K-12 following series: teachers from Wisconsin Area "B" has led to the development of the ACKNOWLEDGEMENT EugeneMaryJoanD. C. Anders, Alioto, Aderhold,Anderson, WinneconneDenmark BonduelPeshtigo NicholasSaraJamesJohn Curtis, Cowling,Curran, Dal Santo,Green GreenNiagara BayPembineBay LeeDonaldRaymondRobert Hallberg, Hale, Haen,Hammond, Winneconne AppletonLuxemburg-Casco Hortonville AngelaWalterJohnPeggyJames Anderson,Anthony, Anderson,Anderson, GibraltarPeshtigo WausaukeeGreen Bay JohnEllenDuaneCarolJudy DeWan%DeGrave,DePuydt,beLorme,DeGroot, Green W.GillettGreenAshwaubenon DePereBay Bay BethBillHerbertEmmajeanRuss Hawkins,Harper, Hanseter, Hardt, Harmann, LenaXavier, Gibraltar Seymour Sevastopol Appleton WilliamLowellAnthonyDr. Harold Baggs, Baitz,Balistreri, Baeten, ShioctonWeyauwega St.Howard-Suamico Norbert, DePere DarwinDennisRobertRobertaR. A. Eastman,Dobrzenski,H.Dirks, Dix,Dickinson, St.Gillett Appleton Joe'swhite Oconto Acad.,Lake G.B. GaryTerryMikeRobertJerome Heil, Hawkins,Heckel, Hennes.Herz, Denmark MarinetteXavier.St. Little James CI-luteAppleton Llith.. Shawano WilliamDavidRobertBonnie Bell, Bartz,Behring,Becker,Reamer, Neenah Sturgeon FoxColemanLourdes, Valley Bay Oshkosh Luth., Appl. RaymondPhyllisJanetLinda Elinger,Eiting,Emerich, Ellefson, Appleton AshwaubenonHortonville Wash. Island WendellCatherineNannetteJoe Hueek,Hi7,1sk:,tter, Hoppe.,Ruppert, Pulaski Howard-Suamice 7,:srere Weyauwcga LauraLouseneMariePeterLillian Berke::,Below, Biolo,Benter, verges, Clintonville W.Oconto Gillett DePereSeymour Falls BillieKeithRev.GeryMike Fawcett,BrunoFarrell,Ercegovac,Feichtinger, Frigo, W.Menasha WinneconneDePere AbbotGreen Pennings,Bay DePere BarbaraSueJohnJamesGene Husting, Hussey, Huss,Hurrish,Ruth, FreedomMenashaGreen Green BavBay Bay GallenwiiliamBarbaraMerlynCarmeila Braun, Bohne, Blonde,jean Blecha, Lena Bobrowitz,Kimberly Shawano Green BayGreen Bay LeroyDonaArminRaymondAnn Geeding,Fuhrmann,Geri, Gerhardt, Gantenbein, Oconto Menasha Marinette Appleton Green Bay KathleenDeAnnaDarrellSr. ClaudetteJohnson. Joncn,Johnson, KaukaunaDenmarkJeanquart, Hortonvilic St. Charles. Lena KathrynLeeBobCliffordJoan Clasen,Church, Charnetski, Colburn, Christensen, Luxemburg-CascoLittle Algoma Sevastopol Chute Winneconne CharlesLillianMikeRev.Jack Gleffe,Gordon Giachino, Goddard,Gostas, Cilsdorf,Sc. FreedomSeymourColemanMatthews, Sacred Green Heart, Bay Oneida KrisKenraulEsterSr. Kappell, Karpinen,Lois Kane.Kaatz. .Tenet. Ashwaubenon St.Wausalikee W. Alousius,DePereHoly Angels, Kaukauna Appleton KenRonaldWillardMerleBill Couillard, Colburn,Cole,Conradt, Collins, Gillett HortonvilleAlgomaShiocton Crivitz RobertJanelleSr.MichaelKaren Barbara J.Grunwald,Hagerty, Haasch,Haglund, Haase, Resurrection,PulaskiSt. St.Green James Bernard, Bay Luth., G.B. G.B. Shawano GeorgeMikeMaryKenMel. Keliher,Kasen,Kersten,Christ, Kreiling, Gibraltar HortonvilleAppletonSuring Marinette James Krenek, Coleman Richard Minten, W. DePere Arthur Schelk, Suring BernadyneEverettDouglasFrank Koehn,Koch,Klinzing, King, Cath.Resurrection, Neenah New Cent., London Marinette G.B. WendellLyleSharonDavidGloria Nahley, Miskulin,Mitchell,Moore, Morgan, Green Pulaski GoodmanLinsmeier,Green Bay Bay G.B. LarryJanetAllanRonGreg Schreier, Schneider, Schmitt,Serrahn,Schuh, Pulaski OmroCathedral, SevastopolDePere G.B. LynnJackFredFritzJim Koehn,Koivisto,Krueger, Krueger, Krueger, Pulaski "Arinneconne GreenOshkosh Oshkosh Bay MildredArnoldDorothyJim Nuthals, Neuzil,O'Connell, O'Brien, Lourdes,Shiocton WausaukeeGreen Oshkosh Bay MaryPeterCalvinCarolyn Smith, Skroch, Siegrist, Stoehr, Green Oconto NewBayHoward-Suamico LondonPal is Sr.ThomasErvinSteven Mary LaFcuntain, Kunesh, P.Alyce Lapacz, Lach,Marinette AppletonResurrection, Cathedral, G.B. G.B. NeilCarlTerryJeanDon Olsen,Olsen, Paquet, MarieOtto, PulaskiShawano O'Malley, St.Denmark John Luth.,Green BaySuring WayneBeverlyBruceDavidLee Small,Splitgerber, Sonnenberg,Soltesz, Splitgerher, Little Crivitz GreenNeenahChute Green Bay Bay MaeRosemarieKathleenRobertDon Rose Leihelt, Lee, LaPointe,LeBreck,Lauer, Neenah green Hortr.nville OcontoSt. Bay John High, L. Chute DavidArthurEdGeorge Patschke, Paulus, Paulson, Pederson, MenashaNeenah Oconto Southern Falls Door JudyBillDorisGinger Sweed-:,Stillion, Stehr, Stuvetraa, Mt.Don=.-k Shawano Calvary Oshkosh Luth., Kimherly HaroldEdwardJohnPhillip Little, Lindhorst,Linn, Lewicki, AppletonWinneconne St. Martin Luth., Clint. ConnieAnnaMavVirginiaGenePaul Ploetz,Plantico, Petersen,Peters, Pomusl, Kaukauna Florence GreenSt. White Ma Bay Lake rtin Luth., Clint. Sr. Dorothy Marie mirr;,.. JohnNancyJackieRichard Torgerson,Tebo, Thiry,Switzer, Neenah DenmarkKewaunee Litt' o Chute Y. vier, An7 DennisEllenJeanJudy Lucier, Lotz, Lord,Luedtke, W. LittleAshwaubencn DePere St. WolfRose, Clintonville WillardRosemarieChristineMarie Prochaska,Poupore, Rafath,Proctor, Little LenaClintonville Wausaukee Chute TimJackCarolClarence Van Twet, Trimberger, Susteren. Trcntlage, Freodom Holy Kewaunee Freedom,\;;17C. ATT1Ct.fl RoySr.JamesDorisDonald AnnaLukes, MaIchr:ski,Maki, Marsh,Maar, Gibraltar Sturgeon St.Bonduel Howard-Suamico Philips, Bay G. B. WilliamMarkGordonJack Reddel, Rickaby, Roberts,Rohloff, St. Hortonville MartinSturgeonOshkosh Luth., Bay Clint. CathyMarionMaryRuth Wadzinski, Warnack, Ward,Wagner, Crivitz WhiteGillett Eoward-Suamico l.ake JoyceNaryMargaretJudy Mathis, McGown,Mateiu, McCambridge, DenmarkGreenAlgoma Bay White Lake NathrynRogerJackBenGladys Roloff, Rosenthal Roznowski, Rowe,Roland, Heward-SeamAppleton Little Southern Wolf ico Door Lout-cies, oshL:osh TomRuthLilaDallasSusan revers,Wertsch.Windmuller, Weller,Werner. Cathedral. St. GreenKaukauna CreenMargaret Bay :reenBay Mary, Bay .:ccnah KathleenMargaretPriscillaRickThhert Menard, Meyer,McMahon, Mereness, LittleNeenah LittleGreen Wrightstown Chute BayChute WilliamMaryEdwinElmer Margaret Schaefer,Schabo,Schaff, Sauer, NiagaraSt. Kaukauna Menasha loseph, Appleton WarrenPeggyRalphJames Wolf,Welfgram,Wohlt,Wiza, Kiml-erlv DePereNew Pulaski London DIRECTIONS FOR USING THIS GUIDE andcontainingepisodes out of (mini-lesson classa number learning ofThis plans),suggested guideactivities. each contains in a series of 3. Yousourcesobjectives, decide can when convenientlyactivities any concepts, and be re- program.area,amajorThe framework episodes asenvironmental well for areas eachforbuilt conceptsthegrade around entire or thatsubject12 K-12 form Further, each episode offers 4. providingmodified,Allincluded episodes greator in canexpanded your flexibility be unit.adapted, thereby for behavioralreferencecable,disciplinarysubject both area objectivesand cognitive activities,integration,resource and andmaterials suggested whereaffectivemulti- appli- 5. Whileorareaanyemphasis, subject teaching eachhas itsgrade areainter-grade situation.own levelarticulation topic or orcoordination subject unit to 1.useful to the teacher and students. arrangementcourseinThis design--it I-C-E of study, sequential.guide is nornotis supplementaryisa completeits You can plementation.orhighlyavoid district duplicationrecommended seeking and foreffectivc overTapany school im-is orcontextideasteach units andenvironmentally ofby youractivitiesintegrating course suggested. ofwithinthe study many the ofandWisconsin.tionclassroom four edited series years. teachersthese is the guides frc,li, productThis over Northeast,.In totalCif K-12 environTental cAic- They creoted, To this fil-=t step in 235 2. areprovidingorThe departurescurriculum suggested for fromskillprograms,learning regular development. activitieswhile text yourstep--byvival,the own 1,0',)0 weinspirations using invite mile this youjourney guide RhInt:to take cf andthe hrin bycay. -ur- tilt._ sec ';Id PROJECT I-C-E TWELVE MAJOR ENVIRONMENTAL CONCEPTS 1. begunotherformationofThe energy sunby energy plantis onof the earth.formssunphotosynthesis) basic energy (often source to Trans- 7. growthtimeconditions,transportation,Factors influenceand such increased population as changeseconomicfacilitating leisure in 2. amongAllprovidesfor living lifethemselves food, systemsorganisms fuel andand and theirinteractmachines. power 8. anddensities.Cultural,land political use andeconomic, factors population deter-social, 3. Environmentalenvironment,ecosystem.tricate unit forming factorscalled an anare in- 9. Manment.attitudesmine has man's the towardabilityvalues his andto environ- capacity.systemorganismsinfluence.limiting has livingona carryingthe withinnumbers their of Thus, each eco- 10. maymanage,Short-termchange produce manipulatehis long-termenvironment.economic and gains 5.4. Anwater adequate is essential supply toof life.clean 11. nificantorIndividualenvironmental compounded, environmental acts, losses. produce duplicated sig- 6. mentalThetionresourcesair distribution is offactors essentialphysical and greatlythe of environ-for interac-natural life. 12. stewardshipEachalterationsfor personthe benefit overofmust the time.exerciseof earth mankind. A concepts.Environment""Concept Rationale" are available booklet from and thea slide/tape I-C-Eaffect RMC programtothe more quality "Manfully ofNeeds explain life. His these Concept Topic TABLE OF CONTENTS Page No. 21 Proportion,Proportion Area and Percent 97 43 PercentageComputation and Whole Numbers 1513 65 MeasurementComputation and Computation c_. 2317 7 Graphs Percent 2927 98 PercentComputation 3331 1110 StatisticsArea, Volue, Ratio and Proportion (AM I A POLLUTER?) 3735 1211 ProblemPercent Solving and Graphing and Estimating 4341 Environmental: Integrated with: ORIENTATIONCONCEPT NO. Sunlight1 and Shadows- Energy TOPIC/UNITSUBJECT MathematicsProportion Lo BEHAVIORAL OBJECTIVES 1 STUDENTCENTERED LEARNING ACTIVITIES c7?re) Cognitive: ofDemonstrate several problems how the usingsolution A. A rightvertical angle object at its forms base a with A. Outside or Community: of: rati heig.nt approxiai:edaytheproportions ofuse ill of aid he'lhtshadows to in discover of of on tall a sunnyhow the ofimagineryisits the formedshadow. shadow lineif toyou fromthe tnink topthe ofoftip an A right triangle 4.2.7. `(JrVOJr church 9w objec:ts. shadowanglethe object. formedwith the at topthe oftip the of ob-the The size of the foundplayqrourd near schoolequipent, or etc. 77-CES, icrask-7: -10Tr.e Affective: areday.calject equal.objects is the atsame the for same all time verti- of Triangles thus formed Then the ratios of byusefulhowDemonstrate suggesting the in sun's estimating awarenessthis rays method will height of be R. Given(Thesetrianglesthe correspondingProlems: activities are equal. shouldsides ofalso the whenis desired.the height of an object that1"helong1. =done 2.54tasts at with thecm.) a ashadowsame meterstick. time 12 feetof day Fi,id the height of a tree Skdis Used: I. Use of ratio yardstickofshadowthat the a1shadowis yardstickfoot 12 to long.of 1. the casts tree a to thd The ratio Then the 3.2. andThemeasurementsmetersticksUse ideasrightof yardsticks oftriangles forright making andangles heightthe yardstick of the tree or is 12 times (Continued) feet. S SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNiNG ACTIVITIES Reinow,Morrow,EcologyDarling,(Report) 1963,Robert, and Lois, Ballantine the$3.95. Moment PlaceLiving InIn1967, World, TheThe 95.SunSun - B.CLASSROOM: 2. castsshadowFind thea 5shadow ft.height long 2 offt. at an long.the electric same time light that pole a 6that (Continued)ft. castspole a 4.3. Whenshadow.Marklong,time knowsa thatverticalhow thattallhe casts hepoleis isJean, a 20 516 ft.ft. in. 4high shadow,in. caststall. Harry a shadow casts 15 a ft.12 in. Now tall is Harry? uiho casts a 3 ft. long shadow? At the same AudioVisual: 6.5. Whencasts6How longft. ahigh treelong?aat shadow isthe casts a same church10 a ft.timeshadow spirelong. that 60 that aft. yardstick castslong, aa shadowcasts0 ft. apost120 shadow ft. How high, is the tree? :-C-E i-220. A World Is Born,RMC. 8.7. whenFindA 5same60 feeta ft.the boytime, tali? flagstaffheight5 feethow oflongtall castsbuilding acasts shadow a shadow acasting will 24,?erry aft. 2P foot 2 foot shadow. :.ast limo. if he is shadow the 10. 9. Aa ispoletelephonetower the 10 castsheight ft. pole higha of shadowcasts thecasts tower?a75 ashadow ft,shadow Won 30 6 feetfeet Toni.lon(7_ at the sane time At the What Community: Whatsame is tine the aheight stick of5 ft.the highpole? casts a shadow 6 ft. ORIENTATIONCONCEPTEnvironmental: NO. Wildlife2 - Ecosystem Population TOPIC/UNITSUBJECTIntegrated with: MathematicsProportion, Area and Percent Cognitive:BEHAVIORAL OBJECTIVES IIn-Class:A STUDENTCENTERED LEARNING ACTIVITIES A. Outside or Community:Visit and exnlorf local sei=r1wildlifePracticesIdentify orcdrtion. fivewhin good conservation i I I encr)lirace lifeGeneral1. forii Idi Informationfood i fe and pleasure. Man is dependent on wild- ependc -n habits affetree j4farm, Id] SjbdiViSicr,seen in fr;Ling tht existence.of an for his contiw.ied hen streahis are rrrr-1.71Prr.ent_ 1-11 47 0- 1-.arr,f;_ilin the ara. to ;"idlifo jetrr_ved,poll:Jted, n;tturaland pesticides habitated th0ught.les,:ly, wildlife in 1968 r:ery crlj oc- Affective: rosespecies;there to were89; in U.2.in1970 1971 endangeredthe - number102. whereschoolLocate a wildlife an area rf,:.ion f)t- emphasizingindicateSolving given the theexam,n1r.-;importance vale of thatof con- habitat2. was lost to agriculture A million acres of wildlife developcouldromnittee it. to be se' nvit .r". a ti-c' servation in saving wi fe. inoutonlybein U.S. cleared of 1970,30 the million another2in .1/4 1971. acres billionmillion in refugesacres will There are Athepark Land(23) citv's director Ethic. ICE plans. Field to Activity, Also use 3. Thetowardtaking canvasback stepswildlfe. to duck turn has the de- tide Happily, farmers are D. yourwildproblemsA D.N.R. area.life and rep.management successes may niscuss in of Skills Used: 2.1. MakeRead comparisons and interp.t facts. andCooper'sthecined the California loveliest25 hawk declined Condor of our 509, 25, anrwally, the 3. Problem solving Ournowsongbirds, only considered hope theis conservation.thebluebird, "most rare."is (Continued) 9 10 .4ational Wildlife Federation EQ Index,SUGGESTED RESOURCES Publications: CLASSROOM: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) U.SoilConservationMore 1971,S. ConservationWildlifeDept. of ThroughAgriculture. Service Soil and Water I-C-E Rmc. 175 A. 4. Theybeenacres.WeA well-planne2are harboredobserved, stocking 141,000 ponddovesabout produces atwild50,000 65%, ducks. pondsaboutquail a200at year. 55%pounds and ofmuskrats fish per at acre.6K. At 85,4 of these ponds, a goodly number of rabbits have They exceed 150,000 EndangeredBook: -CSpecies -E In Wisconsin, RMr.105 Hi - Hine, Ruth L. 5. annually.TheyFarmersWindbreaks provide are arecoverplanting being for atplantedthe the ringnecked rate at theof 910,000ratepheasant of acres4,000 and songofmiles trees birds. per year. A good cover ,or deer, rabbits, grouse, and squirrels. (Continued) n. Use the at we information to solve the followingcorners,"Odd Areas" problen!s. have such been as allowed rocky spots,to grow sinkholes, up into wildlife old pits habitat. or fence Our EndannPred Wildlife, AudioVisual: 2.1. natcontinues,ThisThe partendacredis an of -Ivera7,e howthe species r:anyarea rate ofspecies of !.;.S.of 1268.:hrr;t. would is howhowbe listed17anymany aless byyear? 1975? than it 197: is in wildlife refire today' If this r.-,to cnnterocrry51 7,inutes, color, Mc,raw-fiill D It Tpt2nrklrsn 42nd St., ,,2T7 4.0 inIf !icy:,the canvasback many years duck will is it be theextinct? rate of 203 pcunds of fish per acre, .c:hat exnect fro!-1 the fish ponds est,=1311ished ye.!rly: cal lo to decline The ralifc!rni.1 thf, Field Ytivitv 6.5. requiredforEvergreenif five 4,000 years.for treesmiles an acre: areof windbreakplanted 6 arefeet planted apart. yearly, Ten year-,. For 010,000 acres? low mlny treps its the rj.t' 7. Given 20 rabbits cpotte,! r-aft Pond, hot - = Community: hatch.be expected in all the fera1enon:! r;ro:Ise !Jsually What part of the Lly 11.1 (5r',000) establish AatPf thet-:o;111 ; thf, 2.1. DNRCitynarks representtiveDer:onnn: and/rw rer:rationin chlrge of 9. classroomStudentfor 30 feNalec?groups disrl'iv (4-f)) and will i:Inact. graph:.:hart the ratit-l':. (continued) SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES C.CLASSROOM: 1.Extended Activity (International) What about the number of endangered species(Continued) in the world? PUBLICATIONS: 2. WhatIn isgeneral, the percentage then how ofmany wildlife of each refuge type: in the world? (Continued) birds, animals, etc. AudioVisual: 1.Committees Madison,P.Dept. O. Boxof Wisconsin Natural450 Resources53701 2. c/oWildlifeAmerican1130 National Fifth Protection,Comm. AvenueAudubon for International Inc.Society 3. ofNewInternational Nature York, andNew NaturalYork Union forResources the Conservation 10028 Community: Morgan,(IUCN) Switzerland 11 ORIENTATIONCONCEPTEnvironmental: NO. 3 Interdependency- Carrying Capacity TOPIC/UNITSUBJECTIntegrated with: MathematicsComputation Cognitive:Explain,BEHAVIORALltions, throughhow OBJECTIVES land the use, use foodof calcu- supply 1 AIn-Class: Duringto 1810, the the20 yearspopulation from 1790of U.S. STUDENTCENTERED LEARNING ACTIVITIES A. Outside or Community:nro44th in A the por.,J'eticn onresultlated.and the population othPr from two growthfactors are that interre- will Predict the probable effect the given change in tion7,239,000.fromincreased increased 1950 tofrom 1970,from 3,929,000 150,697,000the popula- to During the 20 years 0 fro 77=,fl to 7-7.7. r*at one of the interrelated factors. 2.crease1.to 207,000,000. from 1;°0 to 1810? What was the increasepopulation from in- 2.orsites1. fay 'n.'lard? !ow1r manye the us AppreciateAffective: thP values of careful 19703.1950increase tothan 1970? fromper year17q0 fromto 1810? 1950 to How much greater was the C. ornd:JctivedisruptInterview3. wildlife land7a beef J.fnz.f;ur destr -their constrJctien sfeviardship of our natural environ- 4. That was the average in- toL".t" lnj_i ,":( ; f:iCtS : orament planother by of citingpublic stewardship examples.land which for awill park Suggest -7.crease per 970?year from 1950 to Extended Activity: would cors-ue. 1 ..;,::3rs old - , genertion.presentenable itstatus to be For preserved the newt in its percentages,oepulation,'v;ith the new eihat averages, attitudes trends etc.)on (by Sar'ole 2.I. ','Thatupw crain ie incl:Jcled av7 a beef Skills Used: beefTheandfor averacAPcomparisons Pe!1975? rore-,uption can he set of capita is r6.3. 1Q80? 4.3.jr a beef ani7al's ration In what i-.(r:T,crtior? r2ry 2.1. Effectivenumbers.1,n understanding reasoning of large con-,;:medhowHr.iunds1. many ofinpounds carcassU.c. ofin weight.1970?beef were .,sing the facts in T3, shorte(raisir,74, 7.J1rt4.r77, etr.\: fed ert J. cropland.sacrificeAninflict understanding oninterstate our amountof thehighways ofgreat needed2.1000 pounds,backto produce in how1970? themany beef were If each animal :sighs about (Continued) SUGGESTED RESOURCES CONTINUED OR ADDED LEARNING ACTIVITIES 14 UisconsinPollution DepartmentProblems and of Projects,Instruction, Publications: CLASSROOM: (Continued) 117 pounds per person Madison,Racine,Wisconsin Wisconsin.Wisconsin. EnvironmentSurvival Handbook, Decade, B. 4.3. If1000-poundin theeach1980, projected day, and animals onethe consumptionofprojected willthese be animals neededpopulation of beef drinksto issupply is 12 270 million, how many gallonsit? of water, 1/2 years of its SmallLappet, Plant, Frances Ballantine Moore, DietBook for02378, a 5. years?howthenlife?If many eachhow gallons manyanimal metric willin 1980 betons usedproduced of awaste day? 23,600 will becrams In the 1 produced in 1 of waste per dav, 1/2 AudioVisual: C. 1.19.7countiesFrom square1963 of to milesWisconsin 1967, were 28.6 wereproductive square consumed miles farmland. by of urban Whatland percent of the land lost was productive farmland? sprawl.in seven southwestern Of this amount, )oDulation Explosion, :nc., 15CH. 4 minute. D. The3.2. interstate highway system usesWhat uppercentExtendedHow of many our Activity: acresland isof croplandnow being was lost this? to 50 acres of cropland urban spraw7? N.Y.,331) W. 42nd r-,treet N.Y.- 1C1. rne I -C-E ?,mc. of highway.1. Atinterstate this rate, highway how many from acres Beloit of Wisconsinto St. Paul, a distance cf land was used for the E AmericanAtand2. this interstate ratepeople of goingfarmlandhighway hungry growthloss in (C continuefuture and years atmiles?Simulation game !4ew Highwa.y Game. D) is there any danger of this rate? if our population LocalHighway Beef Department Producer Community: ORIENTATIONCONCEPTEnvironmental: NO. Water4 - Water Needs TOPIC/UNITSUBJECTIntegrated with: PercentageMathematics and Whole Numbers u.11 BEHAVIORAL OBJECTIVES In-Class: STUDENTCENTERED LEARNING ACTIVITIES o Cognitive:watertheOPtermine inhome, our inthedaily industry, uses lives and -incost in com- of A. gallonsThethe average home, of water inAmerican the per following dayuses in 60 ways: A. Outside or Community: I.ratesObtain of a yourcopy community.of the water Figure the value of the water LU muriration,useusinc industries data throughavailable or governmentcalculations from water washingflushingkitchen & bathingtoiletsuse youadequate2. use in watera month. supply? Does your co.mr::unty have an ]n a year. or hot- f' agenries. washinggeneralwateringdrinking carsclothescleaning 3% B. UsingofWeighInclong papers the athewith dozen paper,circulatedinformation the daily +,resentfind newspapers.da',1y.the in usagenumber rate? 0CL Affective:manyDemonstrate gallons ofawareness pure water of the 2.eachhow1. manypurpose? gallons are used for To the nearest whole number C. oneofProbleri"E' waterdaily neededcopy. find theto produceaelouht i:: andnecessary the need for for normal conserving living, Howuse muchin a inweek? a 'leek? Hold much would one person Your family? How much supply.Visitinsured? your communit:: water How is its 7urityIf you ir a Advocatewaterreducingusageused byby by thecalculatinghis thehis reductionfamily purefamily water in theas ofa a waterweek.needs waterway of B. Toutilityaveragein meet a year? the mustcommunity, needs supply of athe150 water gal- D. beforePlacesurerural youra area,you wale? brush het.: vcwcan y.:Lu te on in the .1..shbowl is .sire? teeth_ Skills Used:and costs in his community. ofperthelons yourday. apiount of community clean of waterwater to computeperthat person/ must Use the population youdidAllow brushhaYP you the s3vedusethem. water to run while P,ow 7uch How rr,uch water had used 2.1. UseThe(English ofpractical cubic and measure useMetric) of percent C. Theeachbeutility--each produced lossmonth, of eachwaterby theday, year. in water eachthe homeweek, woulda glass you of save watel-7 in a year: Hr4.! rruch 4.5.3. RoundingInterpretingDependencyits supply off of numbers offacts a purecommunity water on inHowis a1/2 manyday? cubic gallons foot wouldin 15 beminutes. lost (Continued) 15 16 SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES WisconsinMathematics126Pollution: Langden Dept. Exercises, St., of Madison,Public Bulletin Instruction Wisconsin. #1082, Problems, Projects, and D.CLASSROOM: person.Commercial operations use about 20 gallons of water per day /per (Continued)How many days are needed to use 600 gallons of water mental1401251971 So,BS Education EQ 1-19,Water Index, BroadUse: Project,I-C-E PrinciplesSpectrum I-C-E Environ- and RMC. RMC. E. The1.tonper paper ofperson? paper industry produced. uses about 90,000 gallonsHow manyof water callons for doeseach it take to produce one pound of paper? inSuidPlinesFe.-'era Wisconsin. l for :flanninc and Management (Contined) 3.2. manycubicThereIf callers 53 feetare 7of 1/2 water callons !.:oulJwas :1=edof v:aterbe invsed problem in in a acubic 2? foot. tons of caner is produced each year, then how ,ear? How many Pa,71ine, Ca-ousel AudioVisual: Y. v.i 10035. 5, Inc. PUBLIC4TITi(:-Pder,1 confomporary3GT'r-bipm T7ineF:;F."616,ffrGIT:11 Films, 330 W. 17nd N.Y. 10018. :later is ''e7,711c-., rL T. 5r,r)!icitional Vat Virgini..i 22203 YcrPr.t C7immissin in== )trea,-, -J, - T r 20242 City 4,I ter Dey,t Community: or ntilr ;u11T) 1 y Environmental: 5 - Air Integrated with: Mathematics BEHAVIORALORIENTATIONCONCEPT NO. OBJECTIVES Air Pollution STUDENTCENTERED LEARNING ACTIVITIES TOPICSUBJECT /UNIT Computation Cognitive:Computepollutants the amountcreated of by air trans- A.In-Class: 1.Causes: A 1965 automobile of a A. Outside or Community:carsMake travelingplans to takecertain a count routes of 0 respiratoryportation and diseases. its relation to makestartedcertain1970the and air automobile model.atmake 5 thetimes and beginning modelasof muchthe pollutes sameofas aa The 1965 auto ButterICE(Don't Field Sandwiches) use Activity: Traffic Jam or Peanut daysat certain in your hours. community. oh various ui bilehours50section mphstarted later,at of a highwayatsteady the the 1970 samerate.traveling automo- place Two 1. directioncarshaveCo to chosen.travelino the andlocation the in numberone you Count the cceLO Affective:communitycausesDemonstrate of by air listingawareness pollution sources of in the hisin perairandtionIf traveledhour,at the atthe a1970how ratesteady in manycar theof ratepollutes nsame cubic of direc- 65 feetthe mph. hour,hourDoaof thismorn passengersduring and ;iii.for '72 evenin7:1/2rush inhour each rushduring car. jr. 1 :2 methodmobilevocatehis immediate ofexhaust the reducing inspection systemsenvironment. air pollution,asof aauto- Ad- 2.careachof pollutantscaught car by up the towere timethe emitted 1965the 1970car? by In 1967, U.S. passenger 2. deterinefeelRena mid-day youis aarrive fairhowhour. serhpl:ne, et that you any fewer cars1't7e one weeL areif improved.removedthose not from (Continued)meeting use until standards they air.ofThpycars carbon totaledemitted monoxide 80,414,000.61,000,000 into thetons 3 Determineeachwould car have wooledwhat 1,ern i-,ercent have needed carriedpa5sengers. ofif Skills Used: 2.1. ReviewWorking of word addition problems a. wasemittingOn responsiblean average, how much foreach carbon car sonc.person,the cees more 2 carrlf:,d persens,than 3 ..7r;ypersons. 3 per- 1 divisionmultiplicationsubtraction monoxide(Continued) into the air? 4. project?a formWhatgroup asconclusions carrying an individual out can this youor as {Continued) 17 18 SUGGESTED RESOURCES Publications: AFFECTIVE: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) TheWisconsinMathematics126Pollution: Automobile Langden Dept. Exercises, St., and of Madison,AirPublic Pollution:Pulletin Instruction Wisconsin. =1082, Problems, Projects, and CLASSROOM:reducingPromote airthe pollution.use of carpools and public transportation as ways of (Continued) MetroTProgramPamphlet51.60, Clean GovernmentFor - Air AirProgress Committee,Pollution: Printino (Part The IOffice, andFacts, II) 167. A. 2. c.b. UsingAthave that thecaused rate, following how much statistics, carbon monoxide answer tothe pollute sane two the air? 1 person driving a car for 50 years, would Minneapolis,7892 Portland Minn. Avenue, 55104 . questions for these chemicals: Hydrocarbons 16,000,000 tons in 1967 fir' Pollution: AudioVisual: Take a Deep Deadlv 3. ofA automobile1965 hydrocarbons automobile emits in erits aits cnrresoondine exhaustan average to polluteof180 900 parts parts the Der air.per a-i',1ien LeadNitrogen Oxides 6,000,000 tons in 1967210,000 tons in 1967 970 area3th, uPliaation ;airDepartment, tort' Diseaserta.. 424, :ssociaton, Tuberaulos 54and minutes, color, 4. airAtcarbonshow thepollutants. .any timeas 1970much of takeoff,autosas one does 1965 a four-engineit auto. take to pollutejet nours the out air with If such a plane takes off every mute fr'a -a7snedalaiwukee. Wi-,acnsin 1.:Aiaa-sairin with 'uto f:1) airairport, in how many pounds of pollutants are :o',;rf-c! 1 hour? In I day? in 1 ;ea? In 1 month ;3D 21ys hillann oilContewporary company, Filiaa, 330 W. 42nd St. The 2nd =-,iiation, ?2 1001. iT ttiiJtes, Mr.r;raw- 'nute- B. Results:1. a5nveWhenin the0.2 sulfurparts tierdioxide million, content Iof the air in year Convert all these answers to tons. 10 to 20 De Or die a jity a t-fs:t. City Transporti!tion Community: a.oncein everythe 5 10years, days. 1965 to 1970, sulfur dioxideduringWhat wasrN),Lhe:1 the the 5 minimumyears, 1965number to of1970, people as a1ho result die of air pH' in 7. Jity 2. Car000lAssoa. h. bydurinoPlatby sulfur sulfur was the dioxide? thedioxide? 5 years,maximum 1065 number to 1970,of neonle as a whoresult die!, of inair %J. 7-71ati: Sitv (Continued) SUGGESTED RESOURCES Publications: I CLASSROOM: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) 8. 2. fromAggravatedcause 1.51950 of per through deathby hundred air in 1959,pollutants, our thousand countrydeaths to emphysemaamongtoday. 8 per males hundred is fromthe thousand. fastestemphysema growing rose In the ten-year period This 3. highestHowU.totalIn S. many1949, haswasdeath people increased203New rate million,York per from Citysteadily.hundred pneumoniaand had 50,000 thousandthe inmost personsthe diedpolluted state fromdied of air emphysema?fromNew and York-emphysema. the - In 1970, the population of the AudioVisual: pneumonicwhereIncleaner31.5 1959, pollutionper air,deathsall100,000 ratesthe wasper population.rate least,increased.100,000; was theonly the death 23.9up -state rateper 100,000.was cities lower had still--16.9. 39.6 and In 11 up-stateThen New cities York Citywith hadmuch had 53.5 In rural areas, b.a.the rural areas had 29.2. ruralWhatHowto 1959? wasmuchareas the higher in rate 1949? wasof increasethe rate inin NewNew YorkYork CityCity fromthan 1949the 4. AirDeath Pollution rates fromKills diseases associated with air are climbin7. NationalReproduced Wildlife from: Federation Community: Washington,14121971 -EQ 16th Index D.C. Street, N.W. 20036 (Continued) 19 OUTSIDE OR COMMUNITY: (Continued) 20 4. ToCan the you staff useA. theseof your conclusions school? to make some recommendations to your own WHO, WHAT, WHERE, WHY AND HOW OF AIR POLLUTION Members of your community, traffic department? (Note Minimumat bottom of this page) family (families)? SulfurPollutant Oxide ElectricMain Source plants a.Effect on Health Irritates respiratory 80Standards micrograms ShiftESP'S toRECOMMENDED natural gas Action Particulates .Smoke, Soot, fly a.b. Damagetract lungs 75 micrograms Burn cleaner fuel Carbon Monoxide Autos,busesash, powertrucks, plant b.a. DamagesSlowsCause reactionsgastric heart cancer max.9 parts/million, 8 hr. concen- cu. m. engines;New devices ;imit for traf- auto HyJrorarbons autorlobilesRefineries and tributeAot toxic, to smogbut con- max.0.24tration in parts/million 3 yearsonce a year emissionAutomobilesficduce in hydrocarb,,:n some by mustmorcites once a year Autosthan i:2:1190 1-)y 1975 stat-t ''f- itro.-jen 6xides furnacesbustinn in engines, com- toIncrese influenza susceptibility as0.n5 the parts/millionannual mean ewissionducingducinq toby 1973: -e- b' Photorhemical-I,i-i3nts niide;carbon;Sunlight `,gc: 'Ind on hydro-engines,nitrogen a. attacksIncreaseIrritate eyesasthma max.0.1)2tration parts/million each year 1 hr. concen- willdustrialNew help Auto Stands chr..:;:, 'r- Cuthedlt-±1furn,ies final vilues. deadline for meeting all standards is July 1, 1975. ;'.rtc,:_tion Agency hasStates prepared hive untiltough airend qualityof January standards, 1972, to based submit on plans for meeting then. public NationalAbove1971 table Wildlife taken fvom:Federation, Index, page 6. SUGGESTED RESOURCES CONTINUED OR ADDED LEARNING ACTIVITIES Publications: B.OUTSIDE OR COMMUNITY: Field trip to the City Department of Transportation. (Continued) Questions:2.1. a.CityWhat busis thesystem: department doing to limit (discourage)How many buses auto andusage? their capacity? - c.b. CostAverage to efficientlynumber of passengers run the system? per day? C. Carpools:1.3. DoesWhatIf yes,areyour some howcommunity isother it organized?formshave aof carpool transportation? organization? AudioVisual: D. showMakeamount2. thea community releasedresults. surveyof each of (approx.). the types of airDoes Ifpollutants yes,any industrialby whatand themeans? plant encourage usage of carpools? Use a table or bar graph to Community: 21 Environmental: integrated with: BEHAVIORALORIENTATIONCONCEPT NO. OBJECTIVES Supply5 and Demand of Water Resources STUDENTCENTERED TOPICSUBJECT /UNIT LEARNING ACTIVITIES MeasurementMathematics and Computation 1.C",LC; Cognitive: theelectricalCalculate averaje the needscost nation's perand r7onth,estimate average per -1-- In-Class:B.A. Worksheet:Thetricity follow-up (see attached (of work-sheet) sheet). Cost of Elec- A Outside or Community: electricityownThe studentscomTunity, and can its study thc;,- ri, of per year. w.f liances Exolain why controlled usage of electricalcan be used as a willamountsneeded be the toof handleamountelectricity theof watergiven and electric co!-Inarya familyrepresentative explainand per the frcr-person. the Have wayof ()t-brown reducin; outs or the black possibility outs. etc.strictedavoidis there black use a outs,supplyof appliances, re- of H2O to R. meaningestimated.andIs howthere of the an sufficient costse7sectr:: are waterLill Affective: ?ronote the si7iificance of C. duringusedResearchtotal by theamountair and summerconditioners compute of electricitycompared the matienyear?cowunity'sresources 'i ;ay to needsbe h;ind t3dc:v1 lc. a77 th Ten years? This infe- Ly: waterselectionContinuallyvival control of advocate modernfor man's appli- that sur- in his environment. winter.tricalto the heatersamount usedduring by theelec- 2.1. thehavepowera fieldelectrical a plant, representativetrip tc c-(power) the le fro.J.7 uiViUi used.andances efficiency be based ofon electricityamount company speak to the class. Skdls Used:3.2.1. RoundingFindingData gathering averagesnumbers 24 SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES Helfman,DoubledayAOverman, 1969Problem paperback Elizabeth,Michael,Scienceof Supply Series,Water: Riversand Demand, Solutions628.1, and To $2.45. fromEcologyKnox,PUBLICATIONS: May Susan, Today1, June (magazine),The 1, Energy 1972, Crisisissue."Water: Survival Kit, (Continued) Get it While You Can," Abrahamson,coFtMcKay,WatershedsInstitute of 1965Electric Deaninfor America's PublicE.,"Environmental Power," Information Future, A Scientists $4.95 (333.72). ManorFederal Books, Agencies: $1.65. Workbook, 1970. AudioVisual: (Continued) 1. Washington,441Federal(regulates G St., Power N.W. D.charges CommissionC. 20426 for gas and electricity) Center,Nat7onalClean Waters, Cha7tlee,"radical (20 Audio-VisualGeor'jiaminutes), 30005. 2. Arlington,QuincyNational(reviews Street Water waterVirginia Commissionresource re7,14ire;:,cnts and devel,:).,-,,p,:)) 22203 Mc;raw-HillNatures33030 minutes,W. 42nd Half rot-fienContemporary Street,color Acre, withon =210,N. request, l'tarl., Films, I-C-E N.Y. is Pec);:ile, 10018. RMC. DIPCityElectric Hall Power Company Community: Numbers in the News BEST COPYAVAILABLE Subject: Cost of Electricty

The Edison Electric Institute has releasedinformation regarding the cost ofelectricity for various home appliances. The cost does vary dependingupon the area; however, the national average is about $,021 per kilowatt hour. The information below is basedon an average family and the $.021average cost per *kilowatt hour.

Average Kilowatt Average Annual Average Cost Avliance Hours Used Per Year Cost '1.-r Month

Hot Water Heater 4,219 $88.60 $ 7.38 Refrigerator-Feezer (14 cubic Ft.- frostless) 1,829 (A) 38.41 (B) 3.19/3,20 Electric Range 1,175 (C) 24.68 (D) 2.06 Clothes Dryer 993 (E) 20.85 (F) 1.74 Television Set Black and White 362 (G) 7.60 (H) .63 Color 502 (I) 10.54 (J) .88 Oishwasner 363 (K) 7.62 (L) .64/.65 Iron 144 (M) 3.02 (N) .25 CofFee Maker 106 (0) 2,23 (P) .19 Automatic Washer 103 (Q) 2.16 (R) .18/.19 Radio 86 (S) 1.81 (T) .15 VacuAm Cleaner 48 (U) 1.01 (V) .08 Toaster 39 (W) .82 (X) .07/.06 *The term "kilowatt" is from the prefix "kilo" meaning thousand and theword "watt" which is a measurement of electrical power. A kilowatt then, isa thousand watts. A "kilowatt hour" is theamount of electricity used by one 100 watt bulbthat burns for ten hours. COMPUTE TO NEAREST CENT

1. What are the totals for the following foodequipment appliances? (refrigerator,range, coffee nker, dishwasher, toaster) Kilowatt hrs: 3512 Costper year: $73.75; Cost per month $6.15 or $6.16.

2. What are the totals for the followingcleaning equipment? (clothes dryer, automatic washer,vacuum cleaner) Kilowatt hrs: 1144 Costper year: $24.02; Cost per month: $2.00.

3. How much more does it cost for electricityfor a color TV set thana black and white set foe one year? $2,94.

4. What would be the appliance portionof the electric bill for une month fora family with all appliances listed above? (Include one color TV andno black and white TV set.) 516.82.

5. What would the cost totalto operate the following for six hours: four 150 watt bulbs, three 100 watt bulbs,one 60 watt bulb, and one 40 watt bulb? $.126or 12.64.

6. What would be the electric light billfor one month (30 days) assuming thesame amount of electric lightusage per day as listed in problem #5. $3.78.

Copr. Christopher Lee P'.;blications 1972 - P, 0. BOY 331, Glencoe, Illinois60022. CONCEPTEnvironmental: NO. 7 - Land Use SUBJECTIntegrated with: Mathernati cs ct ORIENTATIONBEHAVIORAL OBJECTIVES Lard Use & Human Population STUDENT- CENTERED LEARNING ACTIVITIES TOPIC /UNIT Percent gacs1 Cognitive: densitychangesExpress in changres percents.centers in of land population Predict, use and A.in- Class: Using local voter registration A. Outside or Community: Invite Principal or Superin- Ln. !I centerschangestheby extrapolationland inover usesthe the yearand last of population2000. percentage20 years, ofthefiguresvoterfiaures, increase voter population. student registrationor decrease will show inoffice.) 9., can be obtained from (These Questions:enrollmentlemsatendent talk that to of changeshaveclass Schools resulted. on and schoolto prob-give B. populationuresUsingincrease compute school orfrom and enrollmentdecrease oneshow yearc; in fia- orschool of 2.1. inWhatenrol enrollment is:merit? the presentceneral and for schooltrend Affective: Demnstratein land use awareness and population of changes den- C. Usingthefiguresperiod district USDAto can another. figures beoffice.) obtained in land from (These B. methodstoInvite talk or toChief problems class of onPolice involving changes or Sheriffin which grades, etc. withindescribingsity inthe his last several own 10 area years examples or bycommunity pressingmiles)use change use land percent (acres use change inor ex-square (i.e. Questions:population1.law enforcement change. resulting from viELI community.latingproperthat illustrate changeplanning within andthe lawsneedhis regu-for D. guestUsefields)."urban data sneakers sprawl"given toin vs. findclass corn per- by thejustWith presentforce populationchange hire force?the more change,routes men ofordoes us Skills Used: E. Simulationcent(See of outside change. Activity, activities.) I-C-E C. Invite2. County Agent to talk to determined?How is the force size 3.2.1. ResearchObservationInvestigation LandField Use. Activity Guide - Questions:fromclassland these onuse change andchanges. problems in local resulting county 5.4. ReportingCdmparing (Continued) 1. uceforNow andmuch to land ec,,rPtion? is being used farnr (Continued compared to city 4/2-1 28 SUGGESTED RESOURCES Publications SKILLS USED: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) A U.Libraries.Statistical2ndDifferent S.Ed., Government Wiley, Kind Abstracts of1968. Printing Country, from Office School 8.7.6. MakingReflectionEstablishing judgments conclusions I-C-Eposter190reprints. Ki 1-4,series Kimball, on population Richard, problems RMC. D.C.OUTSIDE OR COMMUNITY: 2.Invite Farmer to speak to class. What general trends are developing in land use in the county? (Continued) AudioVisual: 2.1.Questions: beef,Theoperations. costsize etc.) of haverunninghis farmaffected a andfarm howhis and manyfarm. how acresthe new are shortages used in his(grain, farm TcGraw-HillPeople Our Company. Most Valuable Resource, E. Questions:1.Invite an Industrialist to speak to class.employeesSize of plant (office in termsand factory). of land and the size in terms of $5.00,AllThe4230Sterling KindsCity Family color, and ofEducational Planning, People,the#3999 Future, 13 I-C-EFilms. minutes, BAVI. RMC. 2. withIs thethere expansion a plan(s) (land, to expand people, the etc.). plant and what is involved Community: PrincipalPoliceFarmerIndustrialist Department or Superintendent of Schools Environmental: Integrated with: ORIENTATIONCONCEPTBEHAVIORAL NO. OBJECTIVES Population7 Growth - Land Use STUDENTCENTERED LEARNING ACTIVITIES TOPIC/UNITSUBJECT GraphsMathematics Cognitive:Comparestructingover the the last andgrowth readingcentury of America graphs.by con- In-Class:A.I. periods)populationUse a bar starting graphgrowth to 1870(by show 10-yearto the I A: Outside or Community:years.cnmmunityGraph the growthin the oflast ,your 100 andpresentU.S.Predict emmigration in birth,the yearpopulation death,figures. 2000 immigration,based of the on the Encyclopedias,graphBureaupresent. may of be Census, obtained etc. Blue from Books, the The data for the Suggest B. your1.theVisit ownagricultural the community. ASC office trend to in learn orinformationofassigning moststudents of a thefromtostudent datawrite the shouldorBureaufor groups the be 2... How much land is used for ago?areaHow10 manyyrs.now? farmsago? are in the 5 yrs. ago? 100 years andtheCriticizeAffective: populationits impact the rapidinon thisfood, growth nation, housing, of B. growthUse(inobtainable(school) a bushels) linein wheat graph library.from over production tothe theshow community same the C. affectedHow has thethe localcost oftaxes? education familyliving?agriculture and commercial compared to and educational problems. C. Usehastheperiod affecteda shortagepictorial of years. the and graphcrop. how toif Bring in D. resource.teacherUse(Graph) Social as anStudies additional or History D. Showthepeopleshow last bythe within the30immigration years.use the of U.S.a graph,of in E. ofcommunityContrast (U.S.)the graphs nation theby ininterpretationsgrowth toparts your of 1 theown (A) 3.2.Skills1. Used: LocatingGraphTypes ofconstruction statistics graphs. E. Howsincepeoplethe have decrease1940. engaged the trends inin thefarming (A-D) number of and II (A). systems?affected the educational (Continued) 29 30 Bureau of Census (Reports) SUGGESTED RESOURCES Publications: PUBLICATIONS: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) WisconsinMathematics*Pollution:Encyclopedias Dept. Problems,Exercises, of Public Projects Grades Instruction, 6-9and *NOTE:(Comparison to another country, such as India.) copyEvery of school this paper-boundin the state book. of Wisconsin was issued a 1:1082, 126 Langden, Madison, Wisconsin. F.CLASSROOM: Pollution Problems (Continued) AudioVisual: LessonLessonSuggesced; 7,8, 5,4, p. pp.p. 301327 9-10 CityLibrary (Town) Clerk Community: ORIENTATIONCONCEPTEnvironmental: NO. Pollution8 - Values Costs and Attitudes TOPIC/UNITSUBJECTIntegrated with: ComputationMathematics .zr Cognitive:BEHAVIORAL OBJECTIVESwaterCalculate pollution. the cost of air and Compare cost A.In-Class: Some people say that the cost STUDENT-CENTERED LEARNING ACTIVITIES A. Outside or Community:How would you classify your cr) program,costof air of and aby community watersolving pollution simpleclean-up to Theandto waterNationalclean willup Wildlifeour be nation'stoo high.Federa- air B. 1.Studentcommunity's Projects: air and water? List the industries located problems. willAirandtion pollutionamount provided has studiedto damage $16.1these the billioninstatistics: problem1972 couldcleanthosetakenin your air?bethat steps takencommunity. you to byfeel preserve the have What steps Check Affective: Appreciate the fact that of$12.8damageorfamily. $213an billionaveragein 1972 orofwill an$368 be per per family.Water pollution average An air 2. dischargedcaredHowtheothers is air?for? the to intowastehelp the cleanbeing local Is it being up cleanrightforpollutedfor progress. peopleair.of everyoneair andis notnot to goodbreathe Promote the necessary bydamageduceclean-up 1976. annual to S90program air per pollution familywould re- A water clean-up 3. yourWhatwaters?thus local could polluting authorities you suggest the air? to to Is it being burned, w annual$21waterupprogram program pollutioncost would ofwould the reducedamage beair $65 ninualclean-to per per family by 1980. The C. wasteandVisit askdisposal your them local tooperation explain toits community?improve conditions in your sewage system Skills Used: 1. Anterm understanding "net" in net of annualthe family.upfamily program and would the waterbe 5105 clean- per Compute the following: D. Libraryyou. research. 2. additionBasicsavings. subtraction and (Continued) (Continued) 31 32 SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES Audobon,Hidden110Federation. Co, Savings March,SCIS, Population,1972,From CleanerNational I-C-E America, Wildlife RMC. 4.SKILLS3. USED: AveragePercent and comparing numbers (Continued) Series,190 Ki 1-4,I-C-E Kimball, Richard, Poster RMC. A.CLASSROOM: 2.1. What wouldis the be water the savingsand air inpollution annual airdamage pollution per(Continued) family damage per in 1972? 4.5.3. WhatWhatfamily would would by be1976? be the the nez net annual annual savings savings in in water air pollutionpollution byby 1980?1976? 1980? Poisoned Air, 50 minutes, AudioVisual: 8.7.6. WhatperHow familymuchwould would be(per the theyear) annual amount be (airreduced costof airandof andcleaningwater) water pollution uppollution the air damage damageand by 1980? water? Carousel40678111501 minutes, AirBroadway, Fi7m,s Pollution, 1968, Inc., N.Y., BAVI. color, N.Y. 10035. 10, 9. TheandHowsavings Nationalwatermuch per wouldclean-up familyWildlife be investedprogramby Federation1980? betweenby the estimates, averagenow and family 1975?however, in anthat the (3 years) air #240Family Using Planning, Community #230, Resources, I-C-E I-C-E RMC. RMC. 11. yearByandamount whatbetween1979. computedpercentage 1975 in isproblem it estimated 9 would thatbe recovered the cost betweenof air pollution (4 years) and 1979? How much mosey would be recovered per 1975 Community: 8. propertytocausesThe materials Council damage values onand to Environmentalis vegetationhuman $5.2 healthbillion is Quality that $4.9yearly. costsbillion reportsdamage yearly, that can pollutedbe lowering reduced air by 1976? Water pollution damage? What$6 billion is the yearly,total cost? damage of DirectorSanitation of EngineerPublic Works C. pollutedfamiliesWhatcleanlinessIn awould study air, in be yourwasofthe the two $84.costclass? extra communities, moreof yearlymaintaining per yearcost one in inwiththe thea familydirty cleandirty community airhomeair and community.and one for the withpersonal CONCEPTEnvironmental: NO. Soil9 - ManagementErosion SUBJECTIntegrated with: PercentMathematics Cognitive:ORIENTATIONBEHAVIORAL OBJECTIVES In-Class: STUDENT-CENTERED LEARNING ACTIVITIES TOPIC/UNIT Outside or Community: throughforestationstrip-croppingIdentify experimentation. theof hillsides advantagesand re- of A. vatedcookie1.Experiment: soil sheet, and oneone ofof sodculti- Prepare an ordinary A. streams.thushowInvite hepreventing isa farmerconserving pollutionin to soil explain ofand w jarsvarious2. (eachto represent amounts7" high). ofa hardwater rain in Weigh them. Then measure C.B. Locatecropping.reforestationTake aand field map tripareasand strip-to where study 0cca. Affective: soil4.each.and3. an in easy each rain. catch basin FigureCatch the the runoff. percent of Pour over D. Questions:ConservationVisiterosionin your by needs localcommunity. Agent. toCounty be stopped Soil practiced.conservationLocate,in his bycommunity observation, should where be areassoil B. isThelost.and 7". averagethe amount depth of ofwater topsoil Weigh pans Anagain. acre of topsoil 2.1. Whatmanyin thetypesacres region of programseachsoil and exist?arehow onmationof1,000 thethis reverseprovided tons.depth weighsside, in Table whatabout Using the infor- 3. Howfarmerarein isavailablethe soiland county? industrialisttested? to the Skills Used: C. washednopercent trees? away of wherethe soil there was were Sc*?nce4. Teacher ;rhysical canWhat it is he erosion prevented? and how 2.1. metricPercentMeasurement should (Englishbe used) and TheA 10soilfield losstons planted loses inof cornsoil .5to tonisplantedgrass howof andtop-many to corn. ai Science.guest speaker. Geology, etc.team -teach ino unit or as grass?times as much as planted to (Continued) 33 34 SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES Water1969,Soilfor PlanningUse:Conservation Principles and ManagementSociety and Guidelines of inAmerica, Wis., I-C-E RMC #140-SO. D.CLASSROOM: LandItaly available per person in the following countries is: (Continued) 0.7 acres forSoilSocietySCSAI-C-E Programs, Conservation,Conservogram, of America, Projects, "Conservation SoilWinter Teaching,Conservation 1970, Facts RMC, #VF. BelgiumFranceSwedenEngland 0.31.21.50.3 acres acres BulletinSoilU.S.Information" Dept.Conservation 347, of (Continued)Agriculture,1971, Service, I-C-E RMCAgriculture #VF. E. UnitedandExplainEach Asian amountStates why lands? ismany what people percent suffer of thefrom land malnutrition available inin Europeanthe U.S.? 2.5 acres Resources,Film1966,Film #0467, #7085, $2.00, Conservation Soil 1937,Makers, BAVI. of $6.50, Natural BAVI. AudioVisual: 27 inch rainfall TABLE I Garbage,$2.25,Film #5079, 1960, #260, ConservingBAVI. I-C-E Soil Today, RMC. RunoffWater Forested Land 1/2% Eroded Land 62% Community: Erosion None acretopsoil34 tons ofper CountyFarmer SoilAgricultural Agent Agent "ControllingPUBLICATIONS; Erosion on Construction Sites," December, 1970. (Continued) Environmental: 10 - Economic Planning SUBJECTIntegrated with: Mathematics ORIENTATIONCONCEPTBEHAVIORAL NO. OBJECTIVES Land Use and Recreation TOPIC /UNIT Area, Volume, Ratio and Proportion c) Cognitive: Computeof land the (at amount school and and percent home) In-Class:I STUDENTCENTERED LEARNING ACTIVITIES II. Outside or Community: cl) measurement.orcovered gravel by as concrete, a result asphaltof A. whereorpatio,How gravel youmuch driveway,live? coversconcrete, the etc.) asphaltlot (buildings, A. concrete,CityUse1. theEngineer city asphalt maps(if oravailable)and gravel the to show the percent of 1Oic.) asphalt,area2.square1. covered feet.gravel by (sq. forconcrete, m)each ComputeCompute the the percent area in of ational2.coverindustrial(or neighborhood). cover cover (sites). to recre- Compare the amounts of for the community CLCC Affective:Demonstrateamount of landawareness required of theto for3.vidualof theyour lots.class class. member's indi- Determine the average 4.trialresidential3. cover. cover to indus- CompareCompare the the amount amounts of of landexamples.recreationaltosupport themust amount modernbe retainedneeds available man by in forciting contrast forrecre- Promote the idea that B. forwhatBased the would oncommunity? thebe yourclass prediction average, B. Usingisationalresidential your the sites.communityfigure sites from providingto Partrecre- A, comethoughational some and industrieswildlife use, will even not in or expand. mationfromadequateenoughits theresidents?about recreational cityspace the Recreation mayamount be space obtainedof Depart- for (General infor- Skills Used:2.1. PercentArea formulas L. Wasment.)conclusive the prediction with Part of PartB? A 4.3. MapAveraging reading 35 SUGGESTED RESOURCES CONTINUED OR ADDED LEARNING ACTIVITIES 36 MathematicsWisconsinPollution: DepartmentExercises, of41082, Public Publications: Problems, Projects and PUBLICATIONS:"Parks and Open Space Politics System (Continued) June 25, 1970. Planning Program" from"Land:I-C-EInstruction, Saturday Review,Madison, March Wisconsin. 6, 1971, RMC, Making Room for Tomorrow," #VF. Suitable Metropolitan Development Guide, UsesOct.AgriculturalUniv.Halsey, for 1972,of Land Clifton,Minnesota I-C-E (StepExtension "Selecting 1)" Service, RMC, #VF. University#3849 Expanding of Wisconsin, City, 15 minutes, AudioVisual: (Continued) 1956 BAVI. AJunkdump,Carousel, 4250#6429Place Men Bulldozedto 4310, 1965atPlay, Bay, 4540, America,I-C-E I-C-E 25 minutes, BAVI. I-C-E RMC.RMC. RMC. Community: City ClerkRecreationEngineer (to obtain Department maps of city) accurate Environmental: CONCEPTORIENTATION NO_ Pollution11 - Individual Acts TOPIC/UNITSUBJECTIntegrated with: StatisticsMathematics Cognitive:BEHAVIORALInterpret data OBJECTIVES gotten through In-Class:A. STUDENTCENTERED LEARNING ACTIVITIES Outside or Community: assessa questionnaire how "man" pollutes.and survey to Polluter?"questionnaire,whetherandStudents then they fill should are "Amout polluters discussIthe A attached A. MaketheirsurveyCommunity people own on over-use"Am(neighborhood)more 11k aware Polluter?"of of w B. andwhatquestionnaireTabulate as they a class as the individuals canand dodiscuss to results of the B. wastehalls,1.Schoolappliances, found etc. Project: on etc.playground, Analyze the amount of How can this a_cc0Ui AcceptAffective: the need for anti-pollution C. TheGarbageSimulationprevent purpose Game. pollution. is Game: to make the WeekanCouncilbe corrected?Anti-Pollution and maytabulate want totheDay have or Student inpatetistics.programs the in community. anti-pollution on the basis of sta- Promote and partici- programs minishEcologywasteincluded.student it.and Checklist awarethe means of ishousehold to de- A Household school2.afterresuts program. newspaper,- a before etc. Chart and publish results in - and 3.2.1.Skills Used: SupplyingTakingPredicting information data 4. Graphing 37 38 SUGGESTED RESOURCES Publications: CONTINUED OR ADDED LEARNING ACTIVITIES Questionnaire"71Keep"Am I things AmericaA Polluter?" you -Beautiful, attachedcan do to toInc. stop lesson, New99orpollution."Keep write ParkYork, America Avenueto: New YorkBeautiful, 10016. Inc. I-C-E RMC #VF. Junkdump,Later Perhaps, #290 AudioVisual: I-C-E RMC. I-C-E RMC. Community: BEST COPY AVAILABLE 39 AM I A POLLUTER?

QUESTIONNAIRE

Many of us have become increasinglyaware of the problems of pollution, but have we stopped to think about the extentto which each of us contributes to the destruction of our environment? This questionnaire is designed to help us determine how much we pollute. After we fill this in, perhapswe will be in a better position to stop pollution.

Answer the following questionsby circling either yes orno.

Yes No 1. I always throw paper away in trash barrels,pick up my camp site and picnic grounds.

Yes No 2. I ask my parents to buy returnable bottles andsoaps low in phosphate.

Yes No 3. I own nothing which requires theuse of electricty.

Yes No 4. I walk or bike to school and other placesas much as possible.

Yes No 5. I buy goods in returnable containers and incardboard boxes rather than in plastic containerswhen I have the choice.

Yes No 6. I turn the lights off when Iam not using them.

Yes No 7. I have bothered to learn about the problems of pollutionand will try to help solve them in my community and inmy country.

CHECK THE FOLLOWING IF IT APPLIES TOYOUR FAMILY:

In order to cut down on air pollution and avoid draining the world ofnon- renewable resources such as coal,we will have to change some of our habits. Before we can do this we need to know to what extentwe actually demand the use of gas and electricity. Some of these are essentials, some aren't. Check all the ones your family has; then beginto consider what you can giveup.

vacuum cleaner electric heater . electric can opener

hair dryer electric type- dishwasher writer (why not a portable)

electric tooth- brush (is this really necessary) dehumidifier stove

washing machine toaster refrigeritor

dryer electric fry alarm clock iiii-Tairi-Wrong with the (electric) others)

fan blender electric FaBF-Wandrazors give closer shave)

(Continued) WOE 1103CO 44D AM I A POLLUTER?

UESTIONNAIRE ont nued

air conditioner disposal tape re (h03W many days is it un- 5Fai7-766-portable) bearably hot)

television electric knife record play (really?) (non-portable) radio ITERTI5Ili7

IN ORDER TO FURTHER CUT DOWN ON AIR AND OTHER POLLUTION, MY FAMILY;

Yes No 1. Rides .bikes or walks instead of riding in cars.

Yes No 2. Has only one car.

Yes No 3. Has no snowmobiles.

Yes No 4. Has no motor boats.

Yes No 5. Never burns leaves or garbage.

Yes No 6. Recycles newspapers rather than throwing them out.

Yes No 7. Uses Trend or Fab soap which are low in phosphates.

Now that you have filled this out, rate yourself; I am

CLEAN (a non-polluter). If you and your family answered all .the questions with a Leland cheaill only 4 of the apolianCes.

GRAY (a partial polluter)If you and your family answered 7 or more questions gland checkg no more than isLapatices.

DIRTY (a polluter) If you and your family answered 8 or more questions no and checked-. over 10 appliances.

THINK ABOUT IT AND HELP SAVE OUR ENVIRONMENT ORIENTATIONCONCEPTEnvironmental: NO. Forest11 - IndividualResource Acts TOPIC/UNITSUBJECTIntegrated with: PercentMathematics and Graphing Cognitive:BEHAVIORAL OBJECTIVES In-Class: STUDENTCENTERED LEARNING ACTIVITIES I Outside or Community: supplied.firespeopleDetermine by cause using what the percentgroups most forestofdata A. on1.lowingFor the data reverse questions, to answer side. see the Table fol- I What single group was A. 1.Questions:toAsk the a Forestclass. Ranger to speak The number of fires in 2.fires?most responsible for forest What single factor was 3.in2.the their local area territory is in The main cause of fires LIJ1- of3.fires?least people responsible did the number for forest of In which of the classes fighting4.fires is The methodsacreage usedlost indue fire to eca. Affective: causesDemonstrate of forest awareness fires and of the by4.1968?fires the hunterdecrease in from1967 1967to 1968. to Compare the fires caused B. 1.Questions:orCounty Agricultural Soil Conservationist Agent. How many acres of forest Planandbydestroyedhow making muchreporting a campaign byhisforest forest calculations land the fires thatis results. could be b.a. percentTheaWas decrease? decreaseit anof increasethe is origi- what or man-made)forest2.land are fires inin the the(man-made county?county? or non- Is there a problem with tAlof county.forestused to fires reduce in thehis preventablestate or timeslocal5. greater resident than is the fires The fires caused by the nal number? how many orcedure3. any damage for reporting done to aa forest?fire What is the general pro- Skills Used: 2.1. Statistics of6.nearestcaused the 1968bytenth)? transients data showing (to thosethe Construct a circle graph 4.3. ComparingCircleInterpreting graphing numbers data Alsoforestpeople include fires.responsible the non-man-made for fires. (Continued) 41 42 1967-69 Biennial Report, Department SUGGESTED RESOURCES Publications: CLASSROOM: CONTINUED OR ADDED LEARNING ACTIVITIES (Continued) AmericanU.S.GradesConservation,of NaturalDept. 5-9Forestry of Resources, Education, Education Assoc. State Material, of Wis. I-C-E RMC. NUMBER OF FIRES BY CLASS OF PEOPLE RESPONSIBLE TABLE I Milwaukee,U.S.D.A.633Washington,919 17thW. Wisconsin- Street,WisconsinForest D.C. ServiceN.W.Avenue 20006. LocalClass Residentof People 889 No. 1967 41.2 % 1,199 .No. 1968 50.7 Audio Visual: Berrypicker,Transient etc. 159 8 0.47.4 185 2 0.17.8 425EncyclopediaForest North Conservation, Michigan Britannica Avenue 11 Educationalminutes, color, Corp. HunterFisherman 7122 3.31.0 4224 1.81.0 MenRidgefield,600WastedChicago, at Grand Bay, Woods, Illinois Avenue,#250 New Association Jersey 60611 Films, I-C-E 07657. RMC. WorkInternal crew, etc.Combustion 44 2.0 49 2.1 FS St 23, Trees for 2001, I-C-E RMC. Non-Man-causedMiscellaneous Engine 876 55 40.6 2.6 759 84 32.1 3.5 CountyConservationForest ForesterRanger Department Community: lightning 32 1.5 19 0.8 Environmental: ORIENTATIONCONCEPT NO_ Forest12 Resource - Stewardship TOPIC/UNITSUBJECTIntegrated with: ProblemMathematics Solvin and Estimat' j)Ce) Cognitive:BEHAVIORAL OBJECTIVESforestrySolve the operations problems concerningand the A.In-Class: firstIn the round following off and problems, estimate STUDENTCENTERED LEARNING ACTIVITIES A. Outside or Community:Nursery.Visit a tree farm or local cation,subtraction,mathematicpreservation proportion principles division, of our and trees ofpercent.multipli- addition, using 1.exactthe answer; answer. then find the A forest fire that was 2.typestree1. plantingof trees usedplanted. and the DetermineObserve the how method long itof ouroperationsApplyto trees.problem principles and about preservation of forestry estimating of fireday.controlTuesdaydiscovered out atwasof 4:30atcontrol?brought 3:55 a.m. p.m. underon Thurs-on How many hours was the maturity.to3.takes have for a successfula tree to reachtree What care is required Affective: Demonstratethe beauty appreciationand value of ofa wasingRockiesforest2. the $1,435 total causedfires per loss? westfire.losses of averag-the In a recent year, 7,283 What B. classHavein4.farm? operating aon forester forestry a treespeak practices. farm? to the What are the cost factors withouttheliving value and tree ofwith aby property trees.determining average181,255,449national3. number forests acres. of acrestotaling per In the U.S. there are 151 Find the 3.2.lumber1. obtained from trees? HowWhat is are a forestthe types thinnedmanaged? of uiCl)ui neededofset4.national worn-out out 1050 seedlingsforest. seedlingspasture onland. per37 acresacre. Mr. Hill hired boys to He thinand whena forest? is it necessary to Skills Used: 2.T. EstimationRounding off numbers $2,850timberland.5.How many for didall hethe need trees in all? Mr. Hill owned 200 acres of He was offered on it. 4.3. PercentBasic computation withInstead, a forester's he thinned help. his woods (Continued) 43 44 SUGGESTED RESOURCES CONTINUED OR ADDED LEARNING ACTIVITIES Madison,U.S. Forest Wisconsin. Products Lab Publications: A.CLASSROOM: 5. worthHe sold for $5,925firewood. worth of trees for lumber and(Continued) $4,212 How much more did he make by U.S.ConservationGradesU.S. Dept. Forest 5-9, of EducationServiceAgriculture. Materials 6. A improvedanforthinningman acre. hisbought land?thehis 42 landwoods. acres so ofmuch, worn-out farm land for $15 By using wise conservation practices, Why was thinning also an advantage that in 10 years, it was he AudioVisual: onvaluevalued his inatinvestment? the$5,450. 10 years? How much had the land increased in What percent had he gained FilmForest, #5250#5251 $7.25, - TemperateBiology: BAVI TropicalDeciduous Rain 1962.1961. NorthFilmForestForest, #3313#4804America, Biome, $7.25, - Life Biology: $6.75,$3.50,BAVI in theBAVIBAVIConiferous Forest, 1969. 1955. U.S. FORESTER Community: