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TITLEINSTITUTION
PUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
SE 010 115
National Environmental Study Area, A Guide.Department of The Interior, Washington, D.C.National Park Service.7097p.Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402 (Cat. No.0-389-991)
EDRS Price MF-$0.50 MC Not Available from EDRS.Ecology, *Environment, *Environmental Education,Interdisciplinary Approach, Nature Centers, *OutdoorEducation, Program Development, Science Activities,*Site Development, *Teaching Guides
ABSTRACTIncluded is comprehensive information on how to
establish an Environmental Study Area (ESA) similar to thoseorganized by the National Park System. Following the introductorysections on educational philosophy and objectives are suggestionsrelating to these aspects of an ESA project: how to select an ESAsite; contacting the key people; educational feasibility study;presenting the ESA program to the local educational community;teacher education programs; and others. The book also includessuggestions for lessons and activities in the ESA relating to art,communications, mathematics, science, and social studies. The lesscnsfollow the conceptual or "strand" approach to the environment withthe format: Variety and Similarities; Patterns; Interaction andInterdependence; Continuity and Change; and Evolution and Adaptation.Appendices include examvles of the strand development listed aboveand a glossary of ESA terms. This guidebook can be used by teachershavins little or no ecological training. (PR)
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n Guide
We had expected to have thi. guidebook ready,in absolutely icttcr perfect form, and in mintcondition for saving our world.
Actually ...
The content is undergoing a final professionalscrutiny by the National Education Associat'on(NEA), the result of which will be slightcorrections in some of the lessons, plus expandeddiscourse with the teachers. The latter willinclude instructional suggestions and helpfulinterpretive hints all aimed at making youmore comfortable in your role of instruction guide.
So ...
In the interests of "getting on with it" thissummer, we have resorted to this prelimiraryproduction, at minimum cost, and still containingsome confusing references, which will besmoothed out and taken care of professionallyin the final editions stated for fall printing.
Such as ...
The Secretary of the Interior's introuuctionrefers to NESAs National EnvironmentalStudy Areas while the book proper speaksonly on ESAs Environmental Study Areas.
A word of explanation ...
The concept of environmental study areasremains the same as its explication in the bodyof this guidebook. The "Natio al" designationhas been added in order to give h areas
using these basic concepts and materials anational unity. The Office of Education. in theDepartment of I lealth, Education and Welfare, isnow maintaining a catalog of NESAsenvironmental study areas using these materialsas part of an on-going program of environmentaleducation within a certain area whetherschool-connected or community-bascd.
The further designation of NEEL NationalEnvironmental Education Landmarks refersto a registry which will be kept by the NationalPark Service, Department of the Interior,composed of outstanding, exemplaryenvironmental study areas, all of which willalso qualify as NESAs. A NEEL will be to aMESA as a National Park is to a park.
There will be other changes of a similar naturebetween this interim edition and the revisedprinting which will be available this fall.
We felt, however ...
The condition of our environment, the missionsof the National Park Service and the Office ofEducation where the two overlap, and thealmost ready state of our program materials wouldmake any delay unwise, even irresponsible.
So here it is .
As it is ...
It will give you a good head start.
As the Federal agency with the widest land management responsibilities, the Departmentof the Interior has taken the lead in making available its lands and facilities foresta4lishment of areas dedicated to the study and understanding of our environment.
Not only the National Park System, which gave birth to the National Environmental StudyArea (NESA) idea, but all Interiormanaged lands now are dedicated to ecologicalawareness and education, wherever opportunity and citizen interest coincide. We hopeand anticipate that the program eventually will spread far beyond Interior, taking onthe complexbn of the cultural add natural environmert in which it takes hold.
The NESA program is an exciting endeavor, combining the Department's individual-orientedenvironmental materials with the resources of local educational communities.
This blend of efforts in interpreting the values and relationships between man and hiscultural and natural worlds has worked splendidly within the National Park System. Nowwe are sharing it. We think it will stand on its own, wherever there is a piece of land, ateacher, and a child.
We fully expect that by offering this program to others, we will see the NESA concepttake on added value and new dimensions.
Follow the environmental strands, and the sense of wonder shortly grows into a feeling of"belonging" of being at home in the world, whatever part that may be.
As a teacher or resource person, the world you open up through these pages will be asbig and meaningful and beckoning as your own daring, imagination and enthusiasmlets it be.
Students will find the NESA to be a jumping off point, not o destination.
Students and teachers together will discover a beautifully complicated, much morewonderful world.
Walter 1. nickelSecretary of the Interior
OF MEN AND DRUMS
We are desperately in need today of help in relating ourselves to a world that seems increasinglyshoddy even downright dangerous to human life.
If man is a natural creature, why do we need this help? Possibly because we have lost track ofour natural beginnings Modern man is more a creature of his own civilization than of the naturalbiotic environment that, quite literally, grew him. We shaped a civilization and then, in tu.n, theculture of our own creation began to shape us. Most of our environmental woes today spring from"loss of touch" with the natural balances that still govern us, whether we realize It or nod. Evenman, with all his technology, cannot unbalance nature. If we put too heavy an entry into thepollution column, nature simply subtracts from the columns labeled "beauty" and "comfort"and eventually even "safety." The adjusted balance results in an unpleasant squeeze for mostkfe forms that we humans consider desirable.
Our lives are inextricably interwoven into the thin blanket of life that covers ow. tiny planet.Let one thread rot or ravel, and the whole fabric is in danger of falling into clit,epair or competedisintegration. Should such a tragedy occur, nature would eventually reach new balances. Theymight be of such a natu... that man would no longer be a factor.
The National Park Service has established a network of Environmental Study Areas ESAs) wherethe superb natural and cultural values of the National Park System are interpreted through on-goingenvironmental education programs in nearby schools and for interested individuals or groups.ESAs are for exploring, for discovering, for awareness and for growth. In them, people can evaminethe natural pulses and rhythms of the Earth and its delica:e, quivering balances. They can examinetoo the "different drummer" to which their own civilization marches.
Man is cunning, acquisitive, comfort- seeking, and infinitely InventiVe. If he can be jarred out of hispreoccupation with his own uniquely human desires and his terrifying abilities to fulfill them, hemay yet create a harmonious counterpoint of human and natural drums.
George it Hatt tog, Jr., DirectorNATIONAL PARK SERVICE
TABLE OF CONTENTS
INTRODUCTION by Walter J. Hickel, Secretary of the InteriorFOREWORD by George B. Hartzog, Jr., Director National Park Service
1 TO THE TEACHER2 ESAt A Definition; ESA Objectives
3 BACKGROUND4 WHAT IS ENVIRONMENTAL EDUCATION?5 THE CLASSIFICATION OF ENVIRONMENTAL STUDY AREA SITES6 THE 0E0ENVIRONMENTAL SITE CLASSIFICATION SYSTEM7 110W TO SURVEY AND SELECT THE ESA SITE8 CONTACTING KEY PEOPLE9 EDUCATIONAL FEASIBILITY STUDY10 PRESENTING THE ESA PROGRAM TO THE LOCAL EDUCATIONAL COMMUNITY11 ON-SITE ORIENTATION12 TEACHER EDUCATION PROGRAM13 ESTABLISHING A LOCAL ESA PROGRAM14 STEPS FOR SETTINC UP AN ENVIRONMENTAL STUDY AREA16 HOW THE SITE RELATES TO ESA LESSONS11 THE CONCEPTUAL APPROACH TO THE EMIR. lENT18 ENVIRONMENTAL STRANDS
19 THE STRANDS: An Overview
20 THE ENVIRONMENTAL CLASSROOM
21 ENVIRONMENTAL STRAND IMPLEMENTATION22 Art33 communicatiws45 Mathematics57 Science
Social Studies81 Sample Strand Implementatkv$2 APPENDIXES$3 Appendix I. PROPOSED OUTLINE OF BASIC ESA INFORMATION PACKET17 Appendix 2: EXAMPLE OP STRAND IMPLEMENTATION5$ Appendix 3: GLOSSARY100 BIBLIOGRAPHY AND OTHER ESA DEVELOPMENT AIDS
TO THE TEACHER:
Relevancy in education? What could be more relevant and practical than to use your surroundings as your classroom?Such an approach need not involve another bout with wildlife charts and the naming of trees and rocks, although tosome, that's all environmental education amounts to. But relevant environmental education is moreit includes allthe people, all the things, sad all the places that surround you. The entire universe, in other words, is the textbook,and what you read in it is going to relate to everything that happens in the classroom.
The question is, how do you get environmental? How and when can you begin to read this "universa' textbook"?
The ESA book addresses itself to these questions and clarifies the use of Environmental Study Areas. it explainshow you can use the environment to teach your students with the skill of a naturalist. There is no great secret whichmakes only those trained in ecology masters of the outdoor educational arena. The same subjects you have beenteaching in your classroommathematics, language skills, social studies, science, aril the artsare illustrated in reallife and living color just outside the door. These are the contents of your universal textbook.
Such an outdoor safari can be a learning experience for you as well as for your students. Much will be discoveredby using unifying, conceptual approaches coupled with problem-solving, open-ended challenges. All the equipmentyou need is you, your stelentr, and some of the ideas from this book.
ESA: A Definition
National Park lands are incredibly rich educational resources ideal for interpreting the environment through school programAreas that best exemplify both biological and physical relationships can be identified as Environmental Study Areas. Theseareas may include natural, historical, cultural, or technological features which can supplement school studies for the purposof understanding man's relationships to his total environment.
An ESA program: should introduce the student to his cultural and natural environment, past and present,and help him realize that he is a part of it;
will promote an understanding of how man is using and misusing his resources;
will equip the student to be a responsible member of the world which he is shaping andwhich is shaping him.
ESA Objectives
What is most important,an ESA should provide an opportunity for a student to work with environmentalsolution strategic
An Environmental Study Area can be an historic tour, can be a nature walk, can be a social studies lesson ... but the mostrewarding ESA experience is something of each of these, whirh places the individual arr. Ms own culture. into an environmeperspective. The ESA focus on environmental awareness should synthesize fragments into an environmental whole.
THE GOAL OF THE NATIONAL PARK SERVICE ENVIRONMENTAL STUDY AREAPROGRAM IS TO CREATE AN ENVIRONMENTAL AWARENESS THAT WILL LEAD.
THE INDIVIDUAL TO A PERSONAL SENSE OF INVOLVEMENT AND TO THE
SHAPING OF AN ETHIC TO GUIDE HIS ENVIRONMENTAL BEHAVIOR.
BA
CK
GR
OU
ND
Day
trip
s to
par
ks a
nd n
atur
e ar
eas,
indu
stri
al a
nd h
isto
ric
site
s, h
ave
long
bee
n re
cogn
ized
by
educ
ator
s as
an
impo
rtan
tpa
rt o
f th
e sc
hool
exp
erie
nce.
The
Nat
iona
l Par
k Se
rvic
e se
eks
to e
xpan
d th
at s
choo
l exp
erie
nce
by o
ffer
ing
Env
iron
men
tal
Stud
y A
reas
on
Serv
ice-
adm
inis
tere
d pr
oper
ties
for
use
by
stud
ent g
roup
s. T
hese
are
as w
ill p
rovi
de s
tudy
opp
ortu
nitie
sfo
r or
gani
zed
educ
atio
nal p
rogr
ams.
Env
iron
men
tal S
tudy
Are
as (
ESA
s) a
re in
tend
ed to
sup
port
cons
erva
tion
educ
atio
n, w
hich
is a
stu
dy o
f th
e w
ise
use
of o
ur
natu
ral r
esou
rces
, and
to s
uppl
emen
t out
door
edu
catio
n, w
hich
uses
the
outd
oors
as
a cl
assr
oom
for
teac
hing
abo
ut n
atur
e.E
SAs
arc
to b
e us
ed to
teac
h st
uden
ts a
bout
man
's r
elat
ion-
ship
s w
ith n
atur
e. O
ver
and
abov
e th
is, h
owev
er, t
he E
SA
prog
ram
s sh
ould
teac
h st
uden
ts a
bout
man
's h
isto
ric
rela
tion-
ship
s w
ith n
atur
e: h
is in
tera
ctio
n an
d in
terd
epen
denc
e w
ithhi
s su
rrou
ndin
g% e
xam
ined
thro
ugh
all d
isci
plin
es in
the
scho
ol
prog
ram
s. T
he c
once
pts
in th
e E
SA p
rogr
am w
in c
arry
ole
ran
d gi
ve th
e st
uden
t new
way
s to
per
ceiv
e, a
ppre
ciat
e, a
ndev
alua
te h
is o
wn
envi
ronm
ent,
wha
teve
r it
mar
be,
how
ever
it m
ay c
hang
e.
A n
etw
ork
of E
SAs
has
been
set
up
in N
atio
nal P
ark
area
s
thro
ugho
ut th
e co
untr
y. P
ark
pers
onne
l cre
ate
the
site
s, h
elp
to in
itiat
e pr
ogra
ms
amon
g lo
cal s
chco
ls f
or th
eir
use,
and
prov
ide
guid
ance
to th
e te
ache
rs in
the
form
of
orie
ntat
ions
and
sem
inar
s. B
ut it
is th
e te
ache
rs th
emse
lves
who
con
d.:e
tth
e to
urs
and
on-s
ite c
lass
es, u
sing
ESA
less
ons
that
the
Park
Serv
ice
can
furn
ish,
or
by a
dapt
ing
thei
r ow
n le
sson
s to
the
iA.
The
ESA
s w
ill s
erve
as
ti-lin
g gr
ound
s to
est
ablis
h st
anda
rds,
guid
elin
es, a
nd m
odel
s to
stim
ulat
e th
e es
tabl
ishm
ent o
fsi
mila
r en
viro
nmen
tal s
tudy
are
as o
n no
a-N
PS la
nds.
It i
sho
ped
that
this
new
edu
catio
nal d
irec
tion
will
als
o st
imul
ate
scho
ol c
urri
culu
m c
hang
es to
war
d us
ing
rele
vant
env
iron
men
-
tal e
duca
tion.
Thi
s pu
blic
atio
n w
as d
esig
ned
by D
r. M
ario
M. M
enes
ini,
Dir
ecto
r of
Edu
catio
nal C
onsu
lting
Ser
vice
and
rev
ised
by
EC
Sw
rite
rs to
mee
t the
spe
cifi
catio
ns o
f N
atio
nal P
ark
Serv
ice
Adv
isor
y gr
oups
.
3
WH
AT
Si E
NV
IRO
NM
EN
TA
L E
DU
CA
TIO
N?
In o
rder
to b
est a
nsw
er th
is q
uest
ion.
we
shou
ld f
irst
con
side
r ho
w e
nvir
onm
enta
l edu
catio
n re
late
s to
con
serv
atio
n in
stru
ctio
naa
id o
utdo
orpr
ogra
ms
in g
ener
al. C
onse
rvat
ion
educ
atio
n is
des
crib
ed a
s in
stru
ctio
n in
the
wis
e us
e of
nat
ural
res
ourc
es a
nd h
asut
ilize
d sy
mbo
ls a
nd s
loga
ns a
ppea
ling
to a
grea
t var
iety
of
inte
rest
leve
ls. S
mol
.ey
the
Bea
r, f
or e
xam
ple,
has
cru
sade
d fo
rca
utio
n an
d ca
re in
the
use
of o
ur f
ores
ts, a
nd jo
hnny
Hor
izon
is th
e sy
mbo
l util
ized
in a
nti-
litte
r ca
mpa
igns
. Bot
h ou
tdoo
red
ucat
ion
and
cons
erva
tion
educ
atio
n ha
ve b
een
asso
ciat
ed w
ith p
artic
ular
inte
rest
.: ;..
id s
ubje
ct-m
atte
rar
eas.
For
exa
mpl
e, th
ose
who
are
mos
t int
eres
ted
in p
rovi
ding
mor
e be
autif
ulw
ater
scap
es a
nd a
pur
er q
ualit
y of
air
hav
e su
ppor
ted
cert
ain
face
ts o
f co
n-se
rvat
ion
educ
atio
n. S
cien
ce a
nd p
hysi
cal e
duca
tion
are
the
scho
ol s
ubje
cts
gene
rally
use
d in
suc
hpr
ogra
ms.
Env
iron
men
tal
educ
atio
n. h
owev
er. m
ay in
clud
e al
l of
the
abov
e as
sig
nifi
cant
and
rel
evan
t to
the
rela
tions
hips
of
our
citiz
ens
with
thei
rim
med
iate
sur
roun
ding
s.
Subj
ect-
mat
ter
head
ings
suc
h as
mat
hs:n
udes
, lite
ratu
re, b
iolo
gy, s
r ge
ogra
phy,
cat
egor
ize
man
-mad
e, lo
gica
l stu
dies
by
whi
chth
e un
iver
se is
exa
min
ed. T
he to
tal s
choo
l cur
ricu
la in
clud
ing
ever
y su
bjec
t tau
ght a
t a g
iven
gra
de le
vel i
s, in
deed
, a w
ay f
orst
udcn
ts to
exp
lain
and
mea
sure
thei
r su
rrou
ndin
gs. N
o on
e su
bjec
t-rs
atte
r ar
ea w
ill .i
o a
com
plet
e job
of
desc
ribi
ng th
e en
-vi
ronm
ent.
The
refo
re. e
nvir
onm
enta
l edu
catio
n is
a to
tal l
ook
at w
here
you
live,
how
you
live
, and
fin
a.qy
, why
you
live
. En-
viro
nmen
tal e
duca
tion
is in
terd
isci
plin
ary,
a s
ynth
esis
of
all e
duca
tiona
l und
erst
andi
ngs
and
skill
s, f
or th
e ul
timat
epu
rpos
eof
env
iron
men
tal e
duca
tion
is to
pro
vide
the
mos
t vita
l aw
aren
ess
poss
ible
abo
ut o
ur li
ving
and
non
-liv
ing
surr
ound
ing%
Bec
ause
man
is th
e do
min
ant o
rgan
ism
on
the
eart
h (n
ot n
umer
ical
ly, t
houg
h he
is a
ppro
achi
ng th
isty
pe o
f do
min
ance
, too
)an
d ca
n, th
roug
h hi
s te
chno
logi
cal m
an;p
ulat
ions
of
the
envi
ronm
ent,
cont
rol m
uch
of it
s ef
fect
and
aff
ect,
man
is th
e ce
o=1
figu
re in
env
iron
men
tal e
duca
tion.
Whe
ther
he
is c
lois
tere
d in
a s
ubte
rran
ean
Le.
_Alte
r of
exp
erim
enta
l lab
orat
orie
s in
the
Sout
hPo
le, c
omfo
rtab
ly n
este
d in
a p
enth
ouse
in th
e m
idst
of
an u
rban
set
ting,
or
thou
sand
s of
mile
s ou
t in
spac
e, th
e en
viro
nmen
tis
a c
ruci
al a
nd s
igni
fica
nt f
acto
r in
det
erm
inin
g ti.
e qu
ality
of
life.
The
maj
or o
bjec
tives
of
envi
ronm
enta
l edu
catio
n re
to h
elp
indi
vidu
als
acqu
ire:
2.a
clea
r un
ders
tand
ing
chat
man
is a
n in
sepa
rabl
e pa
re o
f a
syst
em o
o" m
g of
man
, cul
ture
, and
the
bio-
phys
ical
*en
viro
nmen
t, an
d ch
at m
an h
as th
e ab
ility
to a
lter
the
inte
rrel
atio
nshi
ps o
f th
is s
yste
m;
Za
broa
d un
ders
tand
ing
of th
e bi
o-ph
ysic
al e
nvir
onm
ent,
both
nat
ural
and
man
-mad
e;3.
a fu
ndam
enta
l und
erst
andi
ng o
f th
e bi
n -
phys
ical
env
iron
men
tal p
robl
ems
conf
ront
ing
man
, bow
thes
e pr
oble
ms
can
be s
ohed
, and
the
need
ft.&
indi
vidu
al c
itize
ns a
nd g
over
nmen
t age
ncie
s to
wor
k to
war
d th
eir
solu
tion:
4.at
titud
es o
f co
ncer
n fo
r th
z qu
ality
of
the
bio-
phys
ical
env
iron
men
t whi
ch w
ill m
otiv
ate
citiz
en to
part
icip
ate
inat
titud
esen
viro
nmen
tal p
rolg
an s
olvi
ng.
bio-
phys
ical
is d
efin
ed a
s th
e liv
ing
(B10
) an
d no
n-liv
ing
(PH
YSI
CA
L)
wor
ld.
THE CLASSIFICATION OF ENVIRONMENTAL STUDY AREA SITES
Introduction
The kind of educational experiences possible at Environmental Study Areas will depend u!timately on thecharacteristics of the site. The classification system is designed to identify ESAs so that educational programscan be developed to fit the site characteristics.
The classification system should never be confused with a hierarchy of value, and therefore even such minorpoints as assigning sequential, numerical or letter designations ( 1 2 3...or A B C...) should be avoided. Theclassification scheme is provided only for the purpose of developing logical and realistic ideas about theeducational possibilities of ESA sites. The purpose and use of the system should be clearly understood byESA developers, educational program designers, and the people using the sites.
A classification system of ESAs can be developed according to the educational opportunities or use of thesite, the people who would be using the site, the ecological specializations, or the location's geography pairedwith its environmental character. Consider, for example, what would be involved if the Statue of Liberty wereused as an ESA. Its magnificent harbor location highlights the many educationally valuable aspects of the spot.From the Statue, a splendid panorama gives one a bird's eye view of the total urban environment and the manycomplex interrelations of its technical and natural elements. The harbor, with its network of warehouse facilities,illustral 's the commercial use of a geographical asset. In the distance, the famous New York skyline shows man'shigh-rise use of a limited land area.
Geographic classifications are best used for ESA sites because they are readily identifiable, generally understood,and easily paired with unique learning activities. The classification system will utilize a 4shor cut' terminology andbe known as The Geo-Environmental Site Classification System.
The Geo-Environmental Site Classification System
Geography can be used to classify areas in the following way:
Urban Areas (U)
Parks and Open Space (P)Public Buildings and Grounds (B)
(of historic or other specific interest)Waterfronts (W)Industrial Complex (I)
Rural Areas (R)
Farms and Ranches (F)Water and Waterways (W)Industrial (I)
Metropolitan Areas (M)
Parks and Open Space (P)Public Buildings and Grounds (B)
Natural Areas (N)
(National Parks, Forests, and Wilderness)
Educational classification of the areas will be defined more specifically as ESA programs are developed. Classificationrequirements of each area will be evident as returns from educational survey instruments are studied and applied toESAs. Classification will indicate educational use. (For example, historic and archeological sites can be identified forpresently dec1/2nated ESAs.) Following are classifications using some random samples:
li.jependence Square, Philadelphia, PennsylvaniaUrban, Public Buildings and Grounds, Historic (UBH)
City Dump, Washington, D.C.Urban, Industrial, Dumping (UID)
Regional Parks, Bay Area, CaliforniaMetropolitan, Parks and Open Space, Multiple (MPM)
The educational use designation following the first two "Geo-Environmental" characteristics will serve to indicatelessons or sites for which lessons should be prepared. A numerical designation after the letter classifications canindicate grade level of the lesson. So, UBH5 would identify a lesson for an Urban Building Site, using history assubject matter, and for use by 5th grade students.
ti
HOW TO SURVEY AND SELECT THE ESA SITE
Before entering into conversations with local school people, the National Park Service staff should examine theirfacilities for possible use as study areas. The most obvious considerations are accessibility for children and otherpragmatic considerations such as drinking fountains, restrooms, and parking areas. The site should have someelements which could illustrate effects of human activity. The accommodations for usage by students should alsotake into consideration the effect that repeated numbers of school children will have on the site. The Park Servicestaff can look into various aspects of school subject-matter relationships to the site, but should not considerthemselves educational specialists in their initial consideration of the ESA site.
Whoever examines the area will see certain obvious educational possibilities in some aspects of the site.
There may be, for example, an outstanding mathematical problem that could be associated with animportant statistic about the total facility, or perhaps just involve a population survey of the area.
On the other hand, there may be a story associated with the site that would relate students to somestudy of sociology, history, or geography.
Advanced high school students might be interested in the application of their skills derived fromchemistry, physics, or biology.
One consideration is probably inherent in every ESA selection, that is, a particular esthetic view orimpact area which could lead to a sensitive or artistic relationship to the site.
The area might be specifically helpful for motivating students to consider different forms of literature,or a writing activity of some kind.
Whatever the National Park Service staff member considers as educationally pertinent should be set down in ageneral manner as one of the characteristics likely to attract teachers and students to that particular area. Inessence, the National Park Service is providing school instructional people the opportunity of using an educa-tionally relevant area. The preliminary survey described above will serve as a basis for discussion with theeducators who are called in for their assistance in further defining the area as to its educational possibilities.The decisions on how to relate subject-matter areas to the site will most likely be determined later by educa-tional specialists and the teachers using the site.
It is of utmost importance to predetermine both to what extent.NPS staff can be involved in instructionalactivities and the amount of latitude the NPS staff members at the facility wish to give the educational com-munity. It would be impossible for the National Park Service personnel to provide all of the instructionalmaterials and all of the instructional tasks which would be related to the ESA program. The NPS staff shouldtherefore consider themselves consultant advisors and providers of a site, rather than teachers who woulder.gage in a day-to-day relationship with students.
An outline of how to present the ESA program to the local educational community follows. However, beforeestablishing a presentation for the ESA program, the NPS staff should meet with some lccal educators andreview their findings and expectations for the site.
8C
ON
TA
CT
ING
KE
Y P
EO
PLE
Onc
e th
e E
SA h
as b
een
sele
cted
and
eva
luat
ed w
ith th
e as
sist
ance
of
educ
ator
con
sulta
nts,
the
next
ste
p is
to d
evel
op b
road
sch
ool a
ndco
mm
unity
con
tact
s. T
he f
ollo
win
g su
gges
tions
will
ass
ist y
ou in
iden
tifyi
ng w
hat s
choo
ls a
nd g
roup
s w
ill u
se th
e si
te:
the
Cur
ricu
lum
Coo
rdin
ator
( or
Ass
ista
ntSu
peri
nten
dent
in c
harg
e of
cur
ricu
lum
)
Cur
ricu
lum
Con
sulta
nts
and/
orSu
perv
isor
of
Prim
ary
or S
econ
dary
Inst
ruct
ion
(som
etim
es li
sted
und
erco
ordi
nato
rs o
f va
riou
s su
bjec
t-m
atte
r ar
eas)
prom
inen
t, in
tere
sted
teac
hers
in s
peci
fic
fiel
ds
loca
l pro
fess
ors
of e
duca
tion,
who
are
know
n to
be
inte
rest
ed in
envi
ronm
enta
l edu
catio
n
spec
ialis
ts in
var
ious
hig
her-
educ
atio
nal i
nstit
utio
nsan
d/or
lect
urer
s in
eco
logy
or
cons
erva
tion
from
var
ious
org
aniz
atio
ns
loca
l off
icia
ls in
oth
er f
eder
alor
sta
te a
genc
ies
loca
l wel
fare
sta
ffs
conc
erne
dw
ith th
e de
velo
pmen
t of
prog
ram
sfo
r di
sadv
anta
ged
popu
latio
ns
A m
an in
this
pos
ition
can
usu
ally
mak
e de
cisi
ons
or is
clo
se to
the
adm
inis
trat
ive
deci
sion
-m
akin
g au
thor
ity.
Scho
ol p
erso
nnel
in th
is r
ole
(som
etim
es c
alle
d di
rect
ors
or c
oord
inat
ors)
are
usu
ally
subj
ect-
mat
ter
spec
ialis
ts. P
erha
ps m
ore
than
any
oth
er g
roup
, the
yca
n he
lp y
ou to
de-
velo
p ed
ucat
iona
lly s
igni
fica
nt e
xper
ienc
es f
or s
tude
nts,
or
assi
st te
ache
rs in
prep
arin
g le
sson
sfo
r st
uden
ts. Y
ou m
ay h
ave
a co
ordi
nato
r of
out
door
edu
catio
n in
one
of
the
scho
ol d
istr
icts
who
m y
ou in
tend
to in
vite
as
an E
SA p
artic
ipan
t. N
ext i
n or
der
of h
ighe
st in
tere
st m
ay b
eth
e sc
ienc
e or
soc
ial-
stud
ies
coor
dina
tors
.
The
re a
re m
any
dedi
cate
d cl
assr
oom
teac
hers
who
are
anx
ious
to b
e in
volv
ed in
pro
ject
s su
chas
you
r E
SA d
evel
opm
ent.
Mor
e of
ten
than
not
, adm
inis
trat
ors
will
ass
ign
a qu
alif
ied
in-
stru
ctor
to a
ssis
t in
the
deve
lopm
enta
l asp
ects
of
ESA
pla
nnin
g. I
t is
of th
e ut
mos
t im
port
ance
that
teac
hers
usi
ng th
e E
SA b
e in
volv
ed in
pla
nnin
g.
Man
y ed
ucat
ion
prof
esso
rs w
ill o
ffer
thei
r as
sist
ance
. The
y m
ay s
erve
as
plan
ning
con
sulta
nts
and
may
oft
en f
ind
the
activ
ity im
port
ant t
o th
eir
acad
emic
invo
lvem
ents
. Som
e pr
ofes
sors
mig
ht a
ssig
n gr
adua
te s
tude
nts
to th
e E
SA p
roje
ct a
s a
part
of
thei
r tr
aini
ng. E
nvir
onm
enta
l-ed
ucat
ion
or c
onse
rvat
ion-
educ
atio
n pr
ogra
ms
have
bee
n ge
tting
mor
e at
tent
ion
rece
ntly
as
a si
gnif
ican
t are
a fo
r at
tent
ion
in te
ache
r tr
aini
ng.
Prof
esso
rs c
ondu
ctin
g re
sear
ch p
rogr
ams
rela
ted
to th
e en
viro
nmen
t can
pla
y a
prom
inen
tro
le in
hel
ping
to f
orm
ulat
e ac
tiviti
es f
or E
SA p
rogr
ams.
Eco
logy
res
earc
hers
, for
exa
mpl
e,m
ay o
ffer
up-
to-d
ate
find
ings
or
uniq
ue id
eas
whi
ch m
ight
oth
erw
ise
be o
verl
ooke
d. T
hepl
anne
rs s
houl
d no
t ove
rloo
k th
e va
lue
of h
avin
g a
pres
tigio
us a
cade
mic
indi
vidu
al a
s a
mem
-be
r of
the
plan
ning
ESA
task
gro
ups.
Man
y fe
dera
l and
sta
te a
genc
ies
have
bee
n in
the
busi
ness
of
cons
erva
tion
educ
atio
n fo
r m
any
year
s. T
houg
h th
ere
has
been
a r
ival
ry b
etw
een
cert
ain
agen
cies
in c
erta
in a
spec
ts o
f op
era-
tion,
ther
e sh
ould
be
little
troe
ble
in f
indi
ng a
coo
pera
tive
attit
ude
in a
pro
ject
as
wor
thy
asth
e E
SAs.
Mat
eria
ls, p
amph
lets
, gui
des,
and
aud
io-v
isua
l aid
s ar
e re
adily
ava
ilabl
e fr
om s
uch
sour
ces
as th
e Fi
sh &
Gam
e A
genc
ies,
Wat
er R
esou
rce
Dep
artm
ents
, For
estr
y, A
gric
ultu
re,
and
man
y ot
her
natio
nal,
stat
e, a
nd lo
cal a
genc
ies.
Fede
ral p
rogr
ams
for
the
poor
and
eth
nic
min
oriti
es h
ave
prol
ifer
ated
in r
ecen
t yea
rs s
o th
ata
com
preh
ensi
ve li
st w
ould
be
rath
er u
nwie
ldly
. Som
e ex
ampl
es a
re O
.E.O
. pro
gram
s, H
ead-
Star
t, an
d ed
ucat
iona
l-re
sear
ch c
ente
rs. S
choo
l off
icia
ls a
re m
ost l
ikel
y to
hav
e kn
owle
dge
ofsu
ch g
roup
s an
d ca
n as
sist
you
in c
onta
ctin
g th
em. A
gre
at p
lus
fact
or c
an b
e ac
hiev
ed b
y in
-vo
lvin
g m
inor
ity g
roup
s in
the
plan
s fo
r an
ESA
pro
gram
. The
re is
pro
babl
y m
ore
need
for
envi
ronm
enta
l edu
catio
n in
the
min
ority
gro
ups
and
prob
ably
no
grea
ter
satis
fact
ion
than
prov
idin
g E
SA e
xper
ienc
es f
or d
isad
vant
aged
you
th.
EDUCATIONAL FEASIBILITY STUDY
On of your contacts, or a committee of such interested indi-viduals, can help you identify more specifically the educationalpotentials of your area. Conducting a survey of the site afteryou have made a preliminary evaluation with specialists fromsubject-matter areas, or curriculum consultants, will providethe necessary educational input to guarantee a valuable work-ing relationship with the academic community.
411111011116
Before formally presenting the ESA program to educators,investigate what kinds of programs, if any, are already beingconducted in the area. School personnel who have interest inan operating outdoor program must be approached with under-standing. Many school districts are presently involved in successful programs. An interpreter advising the use of a new oralternate program should represent an ESA program as a sup-plement to on-going school-district programs.
If the above applies, at the time of the presentation the following thoughts might be offered:
ESAs are designed to supplement your established curriculum.
They are geared to your needs, your programs, your teachers.
The ESA program will enrich your students' understanding of their environment.
A fact sheet, packet, or guide on the ESA program and area will be useful at all stages ofdevelopment, particularly at the stage outlined above. Such a guide can be organized bycollecting information from a variety of sources. (See Appendix, "Proposed Outline ofBasic ESA Information Packet.")
PRESENTING TH2 ESA PROGRAM TO THE LOCAL EDUCATIONAL COMMUNITY
A complete and concise presentation is essential. Your research, compilation of facts, andorganization are important to the success of the presentation. The environmental educationconferences can be co-sponsored by local conservation organizations or involved school per-sonnel. It is su.4:ested that you limit these conferences to educators and conservation leaders.
Among the important subjects to be included in your presentation are:
An overview of the ESA program including objectives and values:
I. EnVironmental Study Areas are designed to provide an opportunity for disseminat,,inof current understandings about man and his environment.
2. The Environmental Study Areas provide a great variety of approachesto the environment.
3. ESA materials are provided which, by their nature, encourage awareness of environmentalrelationships. *
4. The ESA program is designed to encourage intellectual stimulation.
5. Environmental Study Areas serve as demonstration and information centers. Eacl renterprovides information for other areas that may wish to establish similar educational resources.
Additional subjects which can be covered in the presentation:
the human history of the study areathe natural history of the study areathe National Park Service's interest in enoironmenial educationthe use of the study area in elementary- and secondary-school curriculathe use of the study area for the total communitya slide presentation of the area's facilities.
Allow ample timc for questions, discussions, and informal participation.
The presentations should be coordinated with a public-relations campaign. The underlying theme ofthis campaign is that NPS is prepared to contribute an Environmental Study Area for the use andeducational benefit of the community.
* The materials will include a pre-sit:, on-site, and post-site environmental lesson. In addition to the presentationof broad concepts and particular disciplines, these lessons will include suggestions for sensitivity retreats andindividualized activities.
r-
ON-SITE ORIENTATION
After the initial presentation, an on-site orientation at the Environmental Study Area is conducted. Thiswill give you the opportunity of introducing the site to the teacher and together exploring its educationalpossibilities. This orientation will afford you an important opportunity to gain educators' opinions tosupport or expand upon your evaluation of the site. Their firsthand observations will be invaluable indeciding how to use the resources to the best possible advantage.
The on-site orientation also gives you the opportunity of introducing the coordinators or teachers to thelogistics of the program and the utilitarian aspects of the site check list.
1. Survey the site with the district coordinators and/or teacher(s).
2. Discuss with the educators how the discipline(s) may beimplemented on site.
3. Provide your insights into additional educational opportunitiesof the site.
4. Schedule visits for student groups to the ESA.
a. Arrange date, follow-up notification, meal plans(if necessary), an ,l site reservations.
b. Select/order mate:i4ls for pre-site, on-site, ndpost-site use.
c. Suggest available audio or visual aids for class use.
319.991 0 - 70 - 3
TEACHER EDUCATION PROGRAM
BRINGING THE TEACHER INTO THE ENVIRONMENTAL PICTURE is not always a job for the specialist in teacherin-service education. The Park Facility staff member, interested in helping teachers to better understand what is available,is as logical a person as anyone to conduct such a workshop. Of course it all depends on the put pose of the in-serviceprogram how you wish to relate this program to your ESA.
It is always best to discuss the teacher training with local school educators and, if available, with some of the college teacherwho have had e;:perience in setting up teacher work: hops. You may find that a teacher in a local school has had environmertraining and can serve as a consultant or participant in organizing and implementing your teacher training program.
There are several considerations to be aware of in setting up the workshop:
1. What does the in,scrvice education program wish to accomplish?2. Who should be involved with the teaching of the program?3. What is the background of participating teachers?
a. their pact training in ecologyb. past experiences with the environmentc. the grade levels they teachd. how many teachers will be involved
4. Where is the program to be held (school or on site)?5. When should the program b.. held relative to the on-site experiences?
A common fault experienced in natural history in-service programs is the heavy emphasis on facts and the overuse of flora atfauna nomenclature. Taxonomy has its place, and stories of high-motivational interest about the life histories of certain poplations are certainly worth attention. However, the most successful presentation would concentrate on the overall ecology ofsite rather than the specifics of detailed information. Remember at all times that you are not going tonor do you wish totrained ecologists out of teaches.; who are able to spend only a limited amount of time with your program. You can not tellteachers ALL that you would consider interesting and important about your site. Careful selection is essential and should beguided by the following considerations:
1. How will the information apply to the teachers' classroom situation?2. Can what is presented support a conceptual understanding of the environment (i.e., use of the STRANDS)?3. Can on-site information be related to the students' own home environment as well as the ESA?4. What choice of subject matter will best show the constructive and destructive relationships of man
to the environment?5. Is there something from the site that will make the environmental in-service workshop a motivating as well
as an instructional experience?
ESTABLISHING A LOCAL ESA PROGRAM
TIME SCHEDULE
TASK JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC
Organize Program(Meet with Educators) .
Select School andDisseminate Information
Develop Materials
Establish Teacher WorkshopDates (Coordinate Logistics)
Implement TeacherWorkshop .
Operation oil ' Use e,` , e.,
Evaluation and Follow-up
Enrichment Materials
ti
13
14
STEPS FOR SETTING UP AN ENVIRONMENTAL STUDY AREA
Check list for Interpreter
1. Assign NPS staff responsible for ESA development.
2. Survey facility to find prospective ESA areas. Determine conditions and limitations for use of the site foreducational purposes.
3. Con pct the possible users of the site (administrative personnel) and explain your interest in providing asite )7- environmental studies and solicit aid in developing ESA program.
4. Scheth 'e conference for representatives of interested school districts and community representatives forexplanation of ESA program. (The STRANDS APPROACH should be explained at this time.)
5. Form E A advisory committee (educators and other consultants) who can help select the most educationallysuitable site from those sites which you consider feasible for school use.
6. Act as consultant to the advisory committee for the preparation of ESA lessons using the pre-site, on-site,and post-site format.
7. Using advisory committee input, prepare a guidebook for the area based on the conceptual approach.
8. Secure from school-district administration the name of one school-district staff member through whom allarrangements and school contacts will be made.
9. Meet the assigned ESA school contact (school-district coordinator) to explain the development and use ofthe ESA site and lessons.
10. Through the coordinator select several pilot-test classes to try out the ESA lessons.
11. Evaluate the results and correct the ESA program accordingly as follows:Are the logistical plans satisfactory?Were conditions for use adhered to by users?Was the guidebook adequate?How did the students respond to the experience?What did teachers think about the experience?Was it necessary to involve NPS staff beyond expectations?
STEPS FOR SETTING UP AN ENVIRONMENTAL STUDY AREA
Check list for Coordinator of ESA Program
1. Contact is made by NPS with schools.
2. Designate school personnel as members of ESA advisory committee and coordinators of ESA activities.
3. Attend NPS conference to explain ESA to school personnel.
4. Meet with participating teachers to explain ESA program.
5. Disseminate ESA lesson materials prepared by ESA advisory committee.
Check list for Teacher )1. ESA Materials
1. Pre-site instruction to students (new lessons may be developed to fit current educational program).
2. Conduct on-site instruction geared to informational guide prepared by NPS.
3. Conduct post-site lessons and return evaluative data to NPS staff.
16
HO
W T
HE
SIT
E R
EL
AT
ES
TO
ESA
LE
SSO
NS
The
ESA
less
ons
are
stud
ent-
cent
ered
and
are
ori
ente
d to
hig
hm
otiv
atio
nal l
earn
ing.
Bri
efly
, the
stu
dent
is e
xpec
ted
to o
bser
veac
cura
tely
pre
sent
site
con
ditio
ns, r
econ
stru
ct in
his
min
d ho
wth
e si
te m
ight
hav
e lo
oked
bef
ore
man
, and
how
var
ious
civ
il-
izat
ions
hav
e af
fect
ed th
e si
te. I
n th
e lo
wer
gra
des,
the
less
ons
will
go
on to
em
phas
ize
envi
ronm
enta
l app
reci
atio
n. I
n th
e ju
nior
and
high
sch
ool l
esso
ns, h
owev
er, t
he s
tude
nt w
ill th
en a
sses
s th
e
cons
truc
tive
/des
truc
tive
sign
s of
man
in te
rms
of a
logi
cal e
valu
-at
ion
of th
e ef
fect
s of
hum
an te
chno
logy
on
the
envi
ronm
ent.
The
less
ons
utili
ze th
e sc
hool
dis
cipl
ines
as
tool
s fo
r pr
oble
mso
lvin
g. F
or e
xam
ple,
the
stud
ents
can
use
ele
men
ts o
f m
ath
orsc
ienc
e to
fm
d th
eir
way
to a
par
ticul
ar s
pot b
y tr
ansi
t, co
mpa
ss,
or tr
ail m
aps.
The
pre
-site
, on-
site
, and
pos
t-si
te le
sson
s ca
n po
se a
num
ber
ofen
viro
nmen
tally
rel
ated
pro
blem
s to
the
stud
ents
. In
the
low
ergr
ades
, the
se c
an b
e pr
oble
ms
rela
ted
to th
e w
ay o
ne c
an le
arn
abou
t and
app
reci
ate
his
surr
ound
ings
. For
juni
or a
nd h
igh
scho
olst
uden
ts, t
hese
pro
blem
s m
ay r
elat
e to
soi
l ero
sion
and
con
trol
,w
ater
pol
lutio
n, la
nd u
se, h
uman
beh
avio
r, v
alue
s, e
ffec
ts o
f
popu
latio
ns o
n en
viro
nmen
ts. T
he le
sson
s in
trod
uce
the
gene
ral p
robl
em, s
ugge
st m
etho
ds o
f po
ssib
le a
ttack
(us
ing
the
scho
ol d
isci
plin
es),
and
exp
lore
pos
sibl
e so
lutio
ns. E
m-
phas
is is
pla
ced
on c
reat
ive
thin
king
and
pro
duct
ive
activ
ity.
One
gro
up m
ight
be
conc
erne
d w
ith th
e ar
tistic
/est
hetic
aspe
cts
of w
ater
, soi
l, an
d ro
ck in
tera
ctio
n in
a s
trea
m b
ed,
whi
le a
noth
er c
reat
es a
topo
grap
hic
map
of
the
area
for
late
rus
e in
sel
ectin
g a
cam
psite
for
the
clas
s. A
thir
d gr
oup
mig
htre
cons
truc
t the
his
tory
of
man
on
the
site
by
geol
ogic
al o
b-se
rvat
ion
of th
e ar
ea w
ith h
elp
from
on-
site
per
sonn
el. A
four
th g
roup
mig
ht d
isco
ver
natu
re's
man
ner
of c
omm
uni-
catin
g w
ith u
s th
roug
h an
intr
igui
ng s
essi
on in
sen
sory
awar
enes
s.
Stud
ents
wou
ld b
e en
cour
aged
by
thei
r on
-site
exp
erie
nces
toco
ntin
ue th
eir
inve
stig
atio
ns in
the
clas
sroo
m. U
sing
a p
ost-
site
less
on a
nd p
roje
cts
base
d on
stu
dent
inte
rest
, eac
h st
uden
t can
deve
lop
a ri
cher
sen
se o
f hi
s re
latio
nshi
p to
the
envi
ronm
ent.
ESA
less
ons
will
be
avai
labl
e in
all
disc
iplin
es f
rom
the
Nat
iona
l Par
k Se
rvic
e.
HE
CO
NC
EPT
UA
L A
PPR
OA
CH
TO
TH
E E
NV
IRO
NM
EN
T
Man
y ed
ucat
ors,
nat
ural
ists
, and
wri
ters
hav
e su
gges
ted
valu
-ab
le w
ays
in w
hich
to o
bser
ve n
atur
al h
isto
ry a
nd to
mak
e us
eof
the
out-
of-d
oors
as
an e
duca
tiona
l veh
icle
.
One
app
roac
h is
str
ictly
taxa
notn
ical
: eve
ryth
ing
has
a na
me
and
a sp
ecif
ic w
ay o
f in
tera
ctin
g w
ith th
e un
iver
se. S
cien
tists
desc
ribi
ng u
niqu
e ob
ject
s fi
nd th
is s
peci
fici
ty a
pri
ncip
al o
per-
atio
nal p
roce
dure
with
in th
eir
scop
e of
inve
stig
atio
n. T
his
met
hod.
how
ever
, has
a d
raw
back
to th
e no
n-sc
ient
ific
teac
her
who
doe
s no
t kno
w th
e m
ultit
r.le
of
spec
ific
n.a
raei
, and
con
-di
tions
that
wou
ld s
cien
tific
ally
des
crib
e th
e en
viro
nmen
t.
Ano
ther
way
of
appr
oach
ing
envi
ronm
enta
l stu
dy is
to p
ro-
vide
an
inve
stig
ativ
e,-
com
plet
ely
open
-end
ed m
etho
d. H
ere
the
teac
her
acts
as
a gu
ide.
whi
le th
e st
uden
t is
left
to d
isco
ver
wha
t is
pres
ent i
n hi
s su
rrou
ndin
gs a
nd to
pia
ce h
is d
isco
veri
esin
to s
ome
kind
of
pers
pect
ive.
Thi
s m
etho
d ha
s se
vera
l adv
an-
tage
s,. f
or it
pro
vide
s th
e ki
nd o
f st
udy
chat
act
ivat
es s
enso
ryaw
aren
ess
and
caus
es th
e st
uden
t to
deve
lop
crea
tive,
pro
blem
-so
lvin
g te
chni
ques
. The
dif
ficu
lty, h
owev
er, r
ests
with
the
The
se S
TR
AN
DS
arc:
III
IV V
deve
lopm
ent o
f re
sear
ch s
kills
. Res
earc
h sk
ills
are
anot
her
tool
of
the
scie
ntif
ic r
esea
rche
r, a
nd, a
lthou
gh th
ey w
ould
prov
ide
a go
od b
ackg
roun
d in
pro
blem
sol
ving
for
the
stud
ent,
it ta
kes
time
to d
evel
op th
em.
To
deny
the
stud
ent e
ither
the
spec
ific
or
the
inve
stig
ativ
eap
proa
ch, o
r to
acc
ept c
ompl
etel
y on
e or
the
othe
r, w
ould
be
folly
. To
inco
rpor
ate
both
into
a th
ird
appr
oach
is o
ne s
olu-
tion
with
whi
ch b
oth
stud
ent a
nd te
ache
r ca
n fe
el m
ore
com
-fo
rtab
le. T
his
alte
rnat
e m
etho
d is
her
e re
ferr
ed to
as
TH
EST
RA
ND
APP
RO
AC
H.
TH
E S
TR
AN
D A
PPR
OA
CH
: Pro
babl
y no
adj
ustm
ent i
s m
ore
diff
icul
t at f
irst
than
to r
eorg
aniz
e on
e's
thin
king
into
pat
tern
sw
hich
arc
unf
amili
ar a
nd to
rep
lace
long
, ard
uous
per
iods
of
trai
ning
with
a m
ore
sim
plif
ied
appr
oach
. The
val
uabl
e, u
ni-
fyin
g ch
arac
teri
stic
of
the
stra
nd a
ppro
ach,
how
ever
, mak
esw
hate
ver
initi
al e
ffor
t may
be
nece
ssar
y un
ques
tiona
bly
wor
th-
whi
le. T
he C
ON
CE
PTU
AL
APP
RO
AC
H, o
r ST
RA
ND
AP-
PRO
AC
H, c
onsi
ders
fiv
e la
rge,
uni
vers
al id
eas
as a
way
of
draw
ing
the
envi
ronm
ent u
nder
a to
tal,
inte
grat
ed "
umbr
ella
."
Var
iety
and
Sim
ilari
ties
Patte
rns
Inte
ract
ion
and
Inte
rdep
ende
nce
Con
tinui
ty a
nd C
hang
eE
volu
tion
and
Ada
ptat
ion
17
IVA
RIE
TY
& S
IMIL
AR
ITIE
S:
Man
y lik
enes
ses
a:K
i diff
eren
ces
occu
r am
ong
livin
g an
d no
n-liv
ing
thin
gs. A
varie
ty o
f fun
ctio
ns, s
izes
, and
str
uctu
res
exis
t in
plan
ts a
nd ;t
ars,
roc
ks a
ndan
imal
s, p
roce
sses
and
peo
ple.
How
ever
, the
re, a
re s
uffic
ient
sim
ilarit
ies
tope
r ni
t you
to c
lass
ify th
em in
to o
rder
ly p
atte
rns.
The
se c
lass
ifica
tions
in-
crea
se y
our
unde
rsta
ndin
g of
you
r w
orld
.
PA
TT
ER
NS
:O
rgan
izat
iona
l pat
tern
s ar
e ki
nds
of s
truc
ture
s w
hich
may
be
foun
d in
suc
hth
ings
as
rock
form
atio
ns a
s w
ell a
s in
soc
ial g
roup
s of
peo
ple
and
anim
als.
Fun
ctio
nal p
atte
rns
incl
ude
traf
fic m
ovem
ents
and
cla
ssro
om s
ched
ules
. Spa
-
cial
arr
ange
men
ts a
re p
atte
rns
that
ofte
n pl
ease
us.
We
find
such
pat
tern
sbo
th in
nat
ure
and
in a
rtis
te d
esig
n.
EN
VIR
ON
ME
NT
AL
ST
RA
ND
S
IIIIN
TE
RA
CT
ION
& IN
TE
RD
EP
EN
DE
NC
E:
Not
hing
exi
sts
in is
olat
ion.
You
are
con
stan
tly in
tera
ctin
g w
ith li
ving
and
non-
livin
g th
ings
: you
r fa
mily
, you
r bo
oks,
you
r fr
iend
s, y
our
wor
ld. T
hey
peop
le a
nd th
ings
als
o de
pend
on
you
in o
rder
to fu
nctio
n pr
oper
ly. T
hepr
oces
s is
con
tinuo
us (
as p
art o
f the
life
cyc
le)
evel
affh
- de
gth.
for
dead
life-
form
s no
uris
h th
e liv
ing.
IV C
ON
TIN
UIT
Y &
CH
AN
GE
:B
oth
livin
g an
d no
n-liv
ing
thin
gs a
re c
onst
antly
cha
ngin
gwhe
ther
am
ong
gala
xies
and
pla
nets
or
your
bod
y ce
lls a
nd b
ody
syst
ems.
Som
e th
ings
re-
mai
n th
e sa
me
in s
pite
of c
hang
e. M
atte
r an
d en
ergy
may
cha
nge
in fo
rm, b
utth
ey c
an n
ever
be
crea
ted
or d
estr
oyed
.
YE
VO
LUT
ION
& A
DA
PT
AT
ION
:O
ver
cent
urie
s up
on c
entu
ries
of ti
me,
livi
ng a
nd n
on-li
ving
thin
gs a
lter
and
deve
lop
in th
e pr
oces
s w
e ca
ll ev
olut
ion.
Pro
babl
y th
e gr
eate
st n
umbe
r of
chan
ges
over
the
long
est p
erio
ds o
f tim
e ar
e br
ough
t abo
ut in
ord
er to
"fit
"th
e en
viro
nmen
t. H
ered
itary
fact
ors
then
pre
serv
e th
e el
emen
ts th
at a
re c
on-
tinui
ng. T
he c
hara
cter
istic
s th
at e
nabl
e us
to fi
t (ad
apt)
bes
t for
exa
mpl
e,m
e be
st fo
od-f
inde
r) a
re a
pt to
be
the
trai
ts p
asse
d on
from
gen
erat
ion
toge
nera
tion
and
insu
re s
urvi
val o
f the
spe
cies
.
THE STRANDS: An Overview
VARIETY & SIMILARITIES is merely the recognition of ei.ch organic or nonorganic thing.A classification is derived by noting similar characteristics indistinct objects. Once a classification is made, an object's
PATTERNS can be identified. What is the pattern of its design?of its function (what does it do)?of its organization?
The functional pattern leads directly to
INTERACTION ee INTERDEPENDENCE: How does that specific variety interact withAIR WATER EARTH (OTHER) POPULATIONS?As that variety interacts, it is subject to
CONTINUITY & CHANGE: Anything that exists goes on,subject to the constant change that every organic and inorganicsubstance no matter how minute or how great is undergoingas a result of interacting with theAIR WATER EARTH (OTHER) POPULATIONS.As it continues to change, it is constantly undergoing
EVOLUTION & ADAPTATION, according to how it fits into the pattern of existence. If asubstance does not adapt, it evolves, through Continuity &Change, into a new Variety, with a tiew Pattern of existence.
Using these large concepts, or STRANDS, teachers who have had no particular scientific or ecologicaltraining can instruct or guide students toward open-ended, purposeful activities. The scope of theSTRANDS can be focused on the specific at almost any level of detail or sophistication. Within theSTRANDS there is a synthesis of environmental relationships. This synthesis makes the STRANDSapplicable to the wide range of disciplines within the school program, and yet the STRANDS providea vehicle for study which can be specifically related to the most unique ecological situations. Forexample, PATTERNS can be applied to the arrangements of beach fauna (biology), mountain ecology(natural history), or to the patterns of people living in an urban area (social sciences).
0940 0 le
s.
19
'THE ENVIRONMENTAL CLASSROOM
Use of the environment as a teaching vehicle is not a new idea. It's been around for a long time, and many
teachers have used outdoor classrooms as a significant resource in teaching specialized subjects such as
natural science, physical education, and health.
Environmental education uses the bio-physical environment to teach man
about himself, how man is the producer of and the product of his environ-
ment. This study should not be limited to any one discipline, but can be
taught in ALL subject-matter areas.
The following pages provide you with leading questions and concepts that
can be considered as take-off discussion points, and also specific less°,
suggestions for each strand and discipline. Since the many different environ-
ments can not be individually covered in this book, these pages have been
evolved to assist you in determining the most cogent points to be discussed
with the students. Space is left for the insertion of particular items that
apply to your particular site.
The Environmental Strand Implementation chart on the next page presents
a brief, overall view of the interdisciplinary unity achieved by.the strand
approach. Each discipline is then discussed individually (art, communications,
science, and social studies). Following these discussions are specific examples
of how strands and discipline work together, including the specific lesson
suggestions. Once the basic strand undervandings are established with the
students, they will continue to seek new examples in new environments,
leading to a major awareness of man's interactions with his world.
NOTE: Teachers should be encouraged to be catalysts to permit the students to develop the answers
themselves whenever possible, which will result in a greater retention of the bask understandings
that are sought.
Sub
ject
Met
ter
Var
iety
& S
imila
ritie
s
EN
VIR
ON
ME
NT
AL
ST
RA
ND
Pat
tern
sIMP
LEM
EN
TA
TIO
N
Inte
ract
ion
&In
terd
ejan
dwe
Con
tinui
ty &
Cha
mps
21
Evo
lutio
n &
Ada
ptat
ion
AR
TS
Var
iety
of a
rt fo
rms
and
varie
ty o
fen
viro
nmen
tal
fact
ors
ente
ring
art f
orm
s
inte
rpre
tive
art
for-
--.s
des
crib
e
patte
rns
Art
ist i
nter
acts
with
envi
ronm
ent t
o re
flect
a po
sitiv
e or
neg
ativ
e
imag
e
1
The
stu
dent
art
criti
c in
terp
rets
the
dyna
mic
s of
envi
ronm
ent i
n
chan
ging
art
form
s
Ada
ptat
ion
desc
ribed
thro
ugh
artis
ticas
sess
men
t of
envi
ronm
enta
lre
latio
nshi
ps
com
pauN
i
CA
TIO
NS
Com
mun
icat
ions
syst
emsv
arie
ties
ofco
mm
unic
atio
n an
din
terp
reta
tion.
Env
ironm
enta
lva
rietie
s co
ntrib
ute
to d
iffer
ence
s in
com
mun
icat
ions
Net
wor
ks o
fco
mm
unic
atio
nsar
e re
late
d to
envi
ronm
enta
lpa
ttern
s
Inte
ract
ion
with
envi
ronm
ent
nece
ssita
tes
com
mun
icat
ion
Mas
s m
edia
can
effe
ct a
cha
nge
inth
e en
viro
nmen
t
Com
mun
icat
ions
expl
ains
and
desc
ribes
the
cont
inui
ngne
cess
ity to
ada
pt.
MA
TH
Rec
ogni
zing
the
why
as
wel
l as
the
how
in c
ount
ing,
usin
g di
ffere
n.ki
nds
ofen
viro
nmen
tal o
bjec
ts
Sta
tistic
alam
assm
ent o
fth
e so
rtin
g of
patte
rns
coun
ted
Rat
io r
elat
ions
hips
/en
viro
nmen
tal
ratio
s
Rel
atio
nshi
ps in
envi
ronm
enta
lra
tios
are
affe
cted
by e
nviro
nmen
tal
chan
ges
Pro
babi
lity
stud
ies
can
pred
ict
SC
IEN
CE
Com
paris
on o
fsp
ecifi
c ob
ject
sre
late
d to
bio
logi
cal
or p
hysi
cal
scie
nces
Phy
sica
len
viro
nmen
tal
patte
rns.
Effe
cts
on li
fe p
atte
rns
(cla
ssifi
catio
nsy
stem
s)
Inte
ract
ion
ofte
chno
logi
cal
inno
vatio
n an
dna
tura
l phe
nom
ena
Nat
ural
and
man
-mad
e ch
ange
sth
e cy
clic
ord
erof
nat
ure
(ene
rgy)
Con
tinui
nglo
ng-r
ange
cha
nges
in p
hysi
cal a
nd
biol
ogic
alob
ject
s
SO
CIA
L
ST
UD
IES
Diff
eren
ces
in
geog
raph
icfe
atur
es(
Env
ironm
enta
l
soci
olog
y (p
eopl
epa
ttern
s)
Pop
ulat
ion
infe
r-ac
tions
/atti
tude
rela
tions
(po
litic
alsc
ienc
e)
Eco
nom
ics
rela
tes
the
envi
ronm
ent
to u
sech
ange
s
The
futu
re o
f the
envi
ronm
ent a
sre
late
d to
tech
nolo
gy/
econ
omy/
ecol
ogy
22
ART
Man interprets his environment through... song.dance.poetry.painting.sculpture.architecture.photography.
ART is a feeling experience.
ART can be how you see beauty where you live.
YOUR ESA & ART:
The out-of-doors can be a source of inspiration for painting, poetry,or song, or...?
Here is the place to find such inspirationaway from school, in thereal world...be it pristine or man -made, here is an environmental source.
Art often focuses upon the environment. What
onsite discoveries can students make of subjects
that would lend themselves to painting,
song,
dance,
other interpretations?
That might the student reveal about the area with
a variety of onsite photographs made into a collage?
What similar elements of this site would recur in a
variety of artiste representations of It?
23VAR
and
$IM
LAR
E
24
LESSON SUGGESTION
Art/ Varieties and Similarities
At the site a student can see the environment in new
ways through the focus of different art forms. Asked to
interpret what he sees in a creative way and according to
his choice of art media, the student will come up with his
own insights and feelings about the site. These may never
have been brought out through a scientific or mathematical
analysis of the environment.
Students participating in such a lesson can observe the
great variety of v.,,lys their classmates interpret the same
environment. Perhaps in pre- and post-site lessons students
can study what some great artists have done to similar
environments in various art media.
2S
Patterns in the environment are also the patterns of art: circles,
ovals, squares, triangles, stars, spirals, crescents. How many of
these can be identified on site?
Patterns of leaves, flowers, and plants can be arranged to indicate
certain seasons of the year. The use of musical patterns as background
to an on-site experience could produce an esthetic experience beyond
capability of the classroom.
What similar environmental patterns both on site and in the student's
home or schoot varoundings have been rendered In art?
PATTERN
26
LESSON SUGGESTION
Art/ Patterns
On site the student can see natural patterns in fUnctional operation
Pnd can realize more fully how they influence the pattens of art.
The pre-site lesson can examine patterns in art works whose subject
matter is the environment, and the postsite lesson how patterns of
design can be utilized in tomorrow's environment. The student
thereby not only learns to better appreciate the natural world, he
learns design principles basic to all of man's creations.
4
27
Man uses his environment in the creation of artas subject matter and material.
He uses the sun as a character in stories and songs and as a reflector for sculpture
and fountains; flowers provide the subjects of myths and the material fo artistic
arrangements; man sings of trees and uses wood instruments to play the music.
What on this site could an artist use for inspiration?
What materials on this site could be used to produce art objects?
NTERACT
0N
and
I
NT
RD
P
N
NC
28
LESSON SUGGESTION
Art/ Interaction and Interdependence
On site the student should have a creative arts lesson which encourages him to
wander at will, observe on impulse, and contemplate at length.
This type of lesson can illustrate the principle of interaction between inspiration
from the environment and en artist's production of a work of art about his
surroundings. An examination of how artists depend upon their environment
for materials and how the environment depends upon artistic and creative ideas
for improvement will give the student a deeper awareness of and appreciation for
his surroundings.
29
How does man's art change as his environment changes?
What materials from the environment has man changed to produce art?
Do ideas about art change as environmental values change?
Do natural resources ever become landmarks? Why do they get this attention?
Dance, music, poetry, paintingall these art forms can express the movement and
change of the environment. Which art form would best express the flow of this site?
How can music played on site change students' moods?
C0NT
UITY
and
CHANG
30
LESSON SUGGESTION
Art/ Continuity and Change
One lesson should illustrate for the student howthough artistic styles have changed
through the yearsthe environment remains a constant theme.
An on-site lesson can direct the student to observe the everyday changes occuring within
the framework of constant environmental processes while it examines what a painter, dancer,
composer or other artist must clo to capture those changes.
Pose-site study can examine how both the environment and artistic representations of it have
constantly influenced the inner manmoving, shifting; ever in transition, but always mirroring,
deepening, and changing man's feelings of beauty, pathos, and harmony.
ti
31
How has man's decoration of his body and his home evolved from the past to the present as an art form?
What different art forms have evolved with man's technology? What evidence of either those art forms
or that technology can be seen on site?
How is architecture an adaptation of art found in the environment?
How have architecture and creative planning adapted this site to satisfy your needs and desires?E
0LUT
0N
and
A0APTAT
0
32
LESSON SUGGESTION
Art/ Evolution and Adaptation
Art lessons in Evolution and Adaptation can clarify for students how man has adapted his creative ideas to his
surroundings and evolved art works that reflect and fit his environmentmodern architecture and outdoorsculpture are just two examples.
An en-site lesson might examine any number of ways the environment could evolve through artistic
adaptations. Charlie Ruell,the famous cowboy artist from Montana, depicted the Old West as it evolved
from his day of the stagecoach to the days of the railrc ads and airplane. Many artists have revealed
their feelings as they lived through the evolution of the landscape and adapted with the environment.
These testaments and works of these artists can be the basis for a number of lesson plans.
COMMUNICATIONS
Sights. . .sounds.. .smells. ..they are all part of the vast communications network constantly broadcasting in the
environment. Reading environmental signals requires only six senses: the ability to see, smell, hear, feel, and
tasteand a sense of concern.
Observing- empathizing with the environmentis as rewarding a form of communications as using language.
One can consider environmental communications in either of two ways:
1. What the environment communicates to you.
2. What you communicate about the environment.
YOUR ESA & COMMUNICATIONS:
Every environment is constantly communicating with anyone who wants to "read" the
signals. Educating a student's perceptions, making him aware of the messages emanating
from his emironment, whether it be pristine or polluted, is a giant step toward establishing
his environmental ethics.
33
3 4-/ /35
How many ways can one pick up environmental
communications?
SEEING
HEARING
TOUCHING
SMELLING
TASTING
How many different feelings do the physical
perceptions of the environment convey to the
aware observer?
PLEASURE
JOY
THOUGHTFULNESS
FEAR
HOPE
How many different sounds can be heard on site?
HOW ARE THEY ALIKE?
HOW ARE THEY DIFFERENT?
HOW CAN THEY BE IDENTIFIED?
WHAT EMOTIONS DO THEY SUGGEST?
What danger signals can you read from the environment
that tell you that the land has been misused?
36
LESSON SUGGESTION
Communications/Varieties and Similarities
The pre-site lesson can be centered on the many different
kinds of communication: animal and human non-verbal
communications; human languages, oral and written;
and the great variety of invented languages (deaf-and-dumb
sign languages, espionage codes, etc.)
But how are these varieties of communications similar?
Why do we need to communicate? How does our
environment communicate with us?
The on-site lesson can be a look-and-listen research
project, directing the students' attention to the many
kinds of communication that are transpiring at the site.
These should be non-verbal as well as verbal, animal as
well as human. The follow-up back in the classroom can
explore the many factors which hinder good communication.
Why are we not "reading" or listening to our environment
better?
37
From the land formation, evidence of habitation, cloud patterns, and
use of the land, what does the site "communicate" about its past, present,
and future?
How have environmental factors influences or even dictated certain
patterns of communication?
Man's modern existence necessitated a pattern of complex communication!
How did patterns of communication figure in the on-site trip?
What animal communications patterns are recognizable cn site?
38
LESSON SUGGESTION
Communications/ Patterns
What makes languages intelligible?the many intricate patterns that
are built into them. Patterns render a sense of order and comprehensibility
to our world. What are these language patterns? Grammatical patterns can
be discussed at this point, of course, but other patterns, such as the
diaphonal nature of dialogues or the battery of rhetorical devices, should
be mentioned at this juncture too.
At the site, the students should analyze the patterns they can observe in
animal and human communications. For instance, can they see differences
in the patterns of animal communications (bird calls, the antennae-touching
of ants, the dances of bees, etc.)? Are there patterns in the kinds of human
communications (lectures, friendly exchanges, commands, etc.)?
Back in the classroom, the teacher can show how patterns in the environ-
ment can affect patterns of communication. For example, try out various
seating arrangementseven very unusual ones, such as a wide circle with
everyone's back to the centerand observe how this pattern changes the
content and feelings of the communications exchanged. Put a student
"in Coventry" (all refuse to talk to him) and observe how the patterns of
communication change.
/C.71-14
The student should be given an exercise that clarifies how language and perception
are allied. This can be done by interpreting situations on site, translating "signals"
from the animate and inanimate objects into verbal or written communications.
What conditions on site can be "read" about the interactions of the air, the earth,
the water, and plant and animal populations?
Are there examples of water pollution on site, of overuse of land or resources, that
can be translated by the student into the need for action?
39
40
LESSON SUGGESTION
Communications/ Interaction and Interdependence
The first lesson can show how nature acquires a voice and a mind that can think
about itself with the advent of human beings on this earth. But we must be
sensitive and careful in our interactions with nature so that our interpretations are
accurate.
For example, huw accurately can they interpret their pets' wishes? Do they have a
"green thumb" in relation to plants (a fine ability to sense what botanical life needs
and wants)? Are some people more "in tine" with the environment than other:,?
Why?
The on-site experience can provide countless exercises in trying to put into words
what the many things in their surroundings are trying to "say". Even inanimate
nature may, in this sense, be delivering a message. Don't we often speak of a
"proud" cliff or an "angry" cloud?
The final lesson can be an exploration of the many messages an endangered
environment Might be sending to us.
ti
41
What human communications would you have heard 300 years ago on this site?
What communications can you now hear that you could not have heard 300 years 'ago?
What does the presence or absence of people, animals, and plants, tell you about how this site
has changed?
Can you "read" from the conditions in a given locality at a given time what seascn it is?
What feelings are communicated by a change in the season?
C0NTINUITY
and
CHANGE
42
LESSON SUGGESTION
Communications/Continuity and Change
The pre-site lesson can explore how man, on receiving messages from an endangered envirommt.
makes changes to bring ecological imbalances back into normal order and continuity. What kinds
of messages must we receive in order to make our changes the most intelligent? Surely, we w.I'
want to read as much as we can and consult with as many experts as possible. Are your students
aware of the many sources of information that wouli! be available to them?
The on-site experience can examine environmental :weds specific to the ESA and discussions can
be built around what applopriate sources of infornation can adequately guide and inform those whowould institute the necessary changes.
The post-site lesson can be a class activity in which the students, functioning as a committee,
prepare a report to a fictional mayor of the city, detailing the environmental needs of the
community, the informational resources available, and suggestions for change and continuity.
4
Nei
43
What kinds nf communications are best adapted to presenting environmental conditions to the public?
What do you "read" here about adaptation of the site for Vs present use? Its futureuse?
How can you evolve a better understanding of this site in order to communicate your feelings about it?
How will this spot evolve? How can the students' ability to communicate effect changes on this spot
(pristine or man-made) for future generations?
What new kinds of communications systems can be evolved to signal man when the environment is in danger?
EV0L
T
0
and
A0A
TA1'
0
How many different things can be counted in one area?
How many are there in each set?
How many sets intersect (have similar parts)?
How many equivalent sets are there?
How many equal sets are there?
How many disjoint sets?
Can methods of counting environmental objects
change the count?
Why is it critical to count things in the environment?
How can you make population counts?
VAR
TY
and
S
ARIT
LESSON SUGGESTION
Mathematics/ Patterns
Statistics can be described as numbers arranged in patterns. Lessons in
number arrangements can effectively describe the student's world as
averages, medians, and stanines. Such lessons can clarify for the student
how to group objects into certain number relationships that show Wilds
(where his environment is going, for example) or reveal what objects
should or should not be present in his surroundings and in what
quantities.
A lesson can be written on the environment from statistical reports in
newspapers, or they an be written from data and counts of student
characteristics made right in the classroom. Either way the student can
get firsthand understandings about his own surroundings by treating
numbers of things in patterns as they relate to the total environment.
/s
How many animals and what kind of animals can interact with an environment
for a given time without decimating that environment?
What considerations do planners give to ratios of people, air, water, earth, in
establishing new urten areas?
What percentage of air must be composed of foreign materials before it is considered
polluted?
What percentage of water must have foreign elements in it before it is considered
polluted?
How can you measure environmental interactions?
LESSON SUGGESTION
Mathematics/ Continuity and Change
It is difficult sometimes to see spectacular changes on site which may sometimes lead students to
wonder if things just exist from day to day, continuing to be just as they are. Graphing, even by
very young students, is a lesson technique that can show change relationships. There are growth
curves (measuring and plotting, for example, the height of plants against time).
Other graphing lessons can get into the urban growth and the relationships of populations to housing.
Many people environments, such as the classroom itself, can show a change as one plots and graphs the
various characteristics of the changing student population.
In higher mathematics, the use of proportions can show how changing one element of the environment
changes the numerical relationships of other environmental factors as well. Such lessons indicated as
possibilities here can start with on-site measures and counts, which will make students more interested
in how their calculations turn out.
SS
What percentage of your city has been adapted for use by he automobile?
Has automation changed the on-site environment?
Has the invention of new technologies played a role in the evolution of the environment? For example:
How many ways has the wheel changed man's environment?
Could you adapt to a world without numbers?
What role does statistics, the mathematic% of chance and probability, play in understanding biological
evolution?'F.
V0LUT
0N
and
A
AP
AT
0
0-4
How many varieties of obiects can be identified on site?
How are they similar to each other?
How are they different from each other?
What scientific laws can be readily illustrated?
How many different kinds of populations are there here?
How are they alike?
How are they different?
How many of the things can the students observe herewhich can also be seen in their home environment?
VARI
ETY
and
$
LAR
E
50
LESSON SUGGESTION
Science/ Varieties and Similarities
The pre-site lesson can consider the diversity of objects
found in the environment, including matter as seemingly
disparate as the human animal and a tiny marble.
In the on-site lesson, the stude it can focus upon the
infinite variety found in nature am!, at the same time,
upon the similarities that allow certain objects sharing
characteristics to be categorized as either animal,
vegetable, or mineral. That tiny marble which you may
refer to in the classroom might be seen on site as an
enormous slab in a rock formation, illustrating how
substances with similar scientific properties may appear
in a variety of forms.
The post-site lesson can deal with the many factors that
influence the objects in a given environment, such as
weather and other natural phenomena, as well as with the
basic scientific laws that govern all of these functions.
The (Meet hunt (something like a treasure hunt) is a good
introduction to the on-site program.
61
What are the patterns that help to classify objects on site?
What is the design of each object?
What is the function of each objut?
What are the topugaphical patterns of the area?
How does the pattern of the food-chain cycle work at this site?
How does it compare with man's food-chain store?
62
LESSON SUGGESTION
Science/ Patterns
On site, the student can be asked to concentrate on the patterns he
sees (or otherwise senses) in and among the objects around him. Are
the patterns spatial (an interesting crystal formation), organizational
(a colony of bees), or functional (a team of National Park Service
personnel fighting a brush fire or building a campsite)?
The student can try to identify the ways in which the patterns he sees
may be determined by certain environmental factors, i.e. a cluster of
trees whose trunks all bend the same way because of constant exposure
to wind from a given direction.
How has man interacted with water to change his environment?
How has man used the air to change his environment?
How toes the moon affect the earth's environment?
How does the sun affect the earth's environment?
What physical forces are interacting on site right now?
How does each object on site interact within its environment?
What are things that man has made out of raw materials on site?
What natural la govern interactions between the air, water, earth, and
other populations on this site?
What scier dile inventions have hat ..tmental or beneficial effects on this site?
Could man improve this site? How?
64
LESSON SUGGESTION
Science/ Interaction and Interdependence
In the on-site lesson, the student can observe the difference between interaction
and interdependence. When a bird alights in a tree, it is an instance of interaction.
When the bird eats the tiny insects that subsist off the leaves of the tree, it is an
instance of interdependence. The tree harbors certain organisms which the bird
can eat, and thereby survive. By devouring these organisms, the bird in turn helps
to protect the tree.
The student can focus as well on broader interactions and interdependencies, such
as those that are triggered by seasonal changes (a river-bed depending on the spring
thaw to melt the snow so that the river may flow and, in turn, irrigate the land).
Such observations can illustrate the ways in which nature's cyclic processes operate
independently.
Lessons on interaction may be as simple as the observation of leaves turning toward
the sun or as complicated as a study of plant auxins biochemically regulating plant
growth.
65
How does water change?
How does the air change?
How does the earth change?
How does a change of season affect this area?
Have scientific discoveries changed this site in and way? How?
Has man made any changes on this site? How?
Have there been changes for the good on this site?
Have some changes had a negative effect?
What conditions have continued?
C0NT
NU
T
and
CHANG
66
LESSON SUGGESTION
Science/ Continuity and Change
In the first lesson, the student can consider objects in the classroom as they have changed over time.
What materials constitute the desk at which he now sits? How have they been changed to create the
finished product? One-hundrel years ago, how were desks different?
On site, the student can then identify certain raw materials ubed to produce the objects with which
he is familiar in daily life. The wood of a tree for lumber, minerals from rocks or mines for nails
and bolts, and so forth. An object can undergo many changes and still retain its primary qualities.
A tree may be bare in winter, budding in spring, blooming in summer, and losing its foliage in fall,
but there is a basic continuity to these processes which permits the tree to continue living and
undergoing changes.
In the post-site lesson, the student can furthur explore the links between the objects around him
and those found in nature. When his desk is no longer functional, perhapc it will be chopped up
and used for firewood, its ashes becoming part of the soil from which they trees will continue to
grow. All cycleswater, nitrogen, sugar, metabolismare illustrations of such change and continuity.
67
How has this site evolve:, into its present state?
How has it changed in appearance since prehistoric times?
What kind of prehistoric animals do you think lived here?
Why did some animals become extinct from this area
How do animals adapt to seasonal changes in this site?
How have organisms here adapted to this site?
Which will continue to adapt?
Are there some objects that will not evolvethat are in danger of becoming extinct? Why?
What are some of the successes man has enjoyed in trying to control his environment? What are some of the failures?
68
LESSON SUGGESTION
Science/ Evolution and Adaptation
On site, the student can observe the ways in which the objects he sees have adapted themselves to their
environment. Through the process of evolution, many animals have adapted to cold climates by developing
heavy fur coats which cover layers of stored fats that will sustain them during the long winter months when
food is scarce. The student can recognize that he, himself, has probably taken steps to adapt to tais environment
by using his intelligence and technology. Perhaps he has put on a warm coat or hiking shoes. Without these
efforts at accommodation, he might not feel all comfortable at the site.
So it has been through the ages; organisms that have not evolved the means to adapt to their surroundings
have not fared well. Most have died out. The student can regard the majority of objects he sees on site as
successful examples of adaptation to a given setting. He can consider, however, what kinds of adaptation
will be necessary in the future so that these objects can exist in environments being changed by man, as in
the case of a highway being built through a forest. Can the slow process of evolution permit the necessary
adaptations to take place in time for the organisms present to survive?
More advanced classes may discuss the theories of evolution and the ways in which molecules direct
hereditary continuity and change.
SOCIAL STUDIES
6!,
ECONOMICS how people produce, distribute, and consume goods and services
GEOGRAPHY land, sea, and air, including man's industries
POLITICAL SCIENCE the governments and institutions of the people
SOCIOLOGY behavior of the peoplegroups, processes, societies
YOUR ESA & SOCIAL STUDIES:
Plant populations and animal populations live together in a relationship
parallel to that of any human society. Of growing concern is the effect
of technologyupon this societyand upon the society of the natural
environment.
) 7
Every area has a geographical history. What is the
geographical history of this area?
Was this area habitable by people?
What other kinds of populations were here?
Are they still here?
Are there new popuIations7 Changed populations?
How many things an this site are valuable to man?
VA
IETY
and
LAR
E
72
LESSON SUGGESTION
Social Studies/ Varieties and Similarities
The pre-site lesson can introduce the student to the
study of a varicty of populations, human and animal.
Analysis can point to the ways these groups are similar
in their functioning, i.e., mutual protection, food-
gathering, child-rearing, etc.
The on-site experience can direct the student's
attention to living populations present at the site.
These should include insect, bird, and mammal groups.
The post-site lesson can scan the various social groups
that have an interest or have played a part in the setting
up of the ESA itself. All of these social and political
groups, of course, share a common goal in relation to
the site.
73
How does the environmental pattern affect the way people live?A
What are the major industries in the immediate area?T
How do those industries affect the water?
the air?
the Lad?
What resources do they depend oa?
What natural resources are used for recreation?
Is the population pattern affected by the environmental pattern?
For what purpose do people migrate to this area?
For what purpose do p:ople emigrate from this area?
How do the population patterns affect the environmental pattern?
How does this area fit into the overall pattern of the nation?
74
LESSON SUGGESTION
Social Studies/ Patterns
What patterns can be observed in the groups to which we belong?
Some groups, such as the family, have several important functions.
Others are more specialized and specific, such as fellow church-goers
and political party members.
What are the patterns of the groups observed on site? A column of
ants can illustrate work groups and nesting birds can show the patterns
of familial groupings.
The post-site lesson can probe other aspects of populations beyond
function, such as groups determined by age or sex or formal vs.
informal organizational structure.
7
75
How has man tried to assert his dominance over his environment?
What natural resou. 'es are involved In agricultural developments? Economic
developments? Political? Technological?
flew does man use mountains as a natural resource? Deserts? Water? Earth? Airi
How does a search for told, riches, and adventure, work for or against conservation
of natural resources?
What are some historical examples?
How did populations use this site previously?
Where did the water come from?
How did they get their food?
What kinds of homes did they make?
Has population growth had any Impact on this area? What? With what effect?
What government agency is responsibk for regulating the use of this area?
76
LESSON SUGGESTION
Social Studies! Interaction and Interdependence
The first lesson can explore how individuals stand in relation to groups; how, in
small groups, the individual can exercise a greater number of roles; how, in larger
groups, the individual is subsumed to a more generalized function, such as a voting
voice.
On site, the student can role how the various anir.zei populations are interrelated
and interdependent on the food chain or how individual members of groups assume
specialized functions for the protection and efficiency of the group (worker vs. drone
bees, male bird food-gathering while mate is nesting, etc.).
The third lesson shows how new groups are formed in our society to bring about
social charge and reform. This lesson can present to the student the many different
kiads of groups that have been formed to solve ecological problems from the small
neienbothood anti-litter groups to environmental study groups set up in Washington,
D.C.,by Presidential initiative.
77
What life cycles are evident on this site?
Have the commurtifie3 of plants, animals, and people changed?
Has the entire area changed?
Has the territory belonging to animals changed?
Has the territory belonging to people changed?
Has the value of the area changed? Why?
Has agriculture or industry changed this area? How?
What changes in the environment, brought about by people, are beneficial to the environment?
What changes In the environment, brought about by people, are detrimental to the environment?
What changes in this environment, brough: about by people, are Nneficial to other people?
What changes in this environment, brought about by people, are detrimental to other people?
78
LESSON SUGGESTION
Social Studies/ Continuity and Change
The presite lesson can focus on differences between our social environment today and some other
at a fixed time in the past. A good contrast on be drawn bt tween social attitudes towards conservation
and pollution as prevailed in this country at the turn of the century, when only a handful of dedicated
men, such as John Muir and Theodore Roosevelt, fought against a ruthless and reckless exploitation of
the national heritage. Today, of course, our environmental problems are more drastic, but the social
groups coping with these problems are greater in number too. The point here should be: social attitudes
do change.
The onsite experience can be an exploration of the evidence of society's attitudinal change towsrd the
environment. What material changes made on the site since 1900 can show that change?
The post site lesson should be directed to the question: what means are necessary to change social
attitudes?
79
What evidence on site shows man's attempts to adapt the area to his needs?
How wss this place used in the past?
How will it be used in the future?
if you were going, to live here, how would you get your food, your clothing. your shelter, your water?
Do you think this area should be made into a hN'sing development? Why? Why not?
How has the class adapted to the on-site experience?
What new attitudes have evolved because of ESA lessons,
80
LESSON SUGGESTION
Social Studies/ Evolution and Adaptation
We adapt to social groups by assuming certain roles within the group, but is it .ise to adapt completely to any one
group in society? Groups continually change in their composition, function, and purpose and require their members
to continually adapt to these shifting conditions.
The pre-site lesson can explore how each individual in the class has adapted to the conditions of that social group
and how he and his classmates are constantly adapting to changing conditions. For one, how is the class preparing
for the on-site visit? What communal activities and what roles are nec..ssary for this preparation?
On site, the student can study his own class and otserve how the group changes how to fit the new surroundings.
For example, have the class' seating arrangements been changed? How has the teacher's role changed?
After the site visit, the students can assess the evidence of change that has occurred in the group (in attitude, in
purpose, etc.) and their own adaptations to that change.
Sam
ple
ST
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tatio
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imile
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w W cc US 2
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cats
and
anct
cren
nIrg
yint
.o
cn6.
9i-
The
leav
es ,i
tree
s de
cay
into
ear
th, a
nd p
rovi
desu
sten
ance
for
plan
ts.
Tre
es a
dapt
to a
reas
they
are
pla
nted
inac
cord
ing
to th
e m
-va
iling
win
ds, s
oil,
etc.
Ove
r lo
ng p
erio
ds tr
ees
may
evo
lve
into
oth
erki
nds
of tr
ees.
e- 0cis
C3 M Z 0 _i 8
Min
eral
: it i
s si
mila
r to
othe
r ro
cks
beca
use
it is
har
d, is
par
t of
the
eart
h's
so:id
surf
ace,
and
is m
ade
of m
iner
als.
It is
diffe
rent
bec
ause
of
it, c
olor
, har
dnes
s,lu
ster
and
has
the
elem
enta
l cha
ract
er-
istic
s of
gol
d (A
u).
Des
ign:
it is
a lu
mp
ofst
one
with
a v
ague
yello
w c
ast t
o it
Fun
ctio
n: it
is u
sed
for
jew
elry
and
in c
erta
inch
emic
al r
eact
ions
.
Che
mic
als
in th
e ea
rth
inte
ract
with
sto
ne to
mak
e go
ld v
ery
rare
,
Man
he
a hi
gh r
egar
d fo
rth
e be
auty
and
rar
ity o
fgo
ld, a
nd h
as e
stab
lishe
dit
as a
sta
ndar
d of
val
ue.
In c
hem
ical
act
ivity
gol
din
tera
cts
as a
met
al to
prod
uce
new
com
poun
ds.
Afte
r m
an d
isco
vere
dgo
ld, h
e us
ed it
tode
cora
te h
is p
erso
n an
dhi
s ed
ifice
s, a
nd p
ut it
into
gol
d ba
rs.
Gol
d ca
n ch
ange
as
it is
heat
ed o
r su
bjec
ted
tova
rious
pre
ssur
es in
the
eart
h's
crus
t. It
will
cont
inue
to b
e th
eel
emen
t gol
d (A
u).
Gol
d ha
s be
com
e an
inte
rnat
iona
l mon
etar
yst
anda
rd, a
nd h
asbe
com
e ad
apte
d to
all
the
finan
cial
sys
tem
sof
the
wor
ld.
Gol
d th
e el
emen
t may
chan
ge a
s it
evol
ves
over
long
per
iods
of t
irr,
from
one
form
toan
othe
r.
82
APPENDIXES
Appendix I: PROPOSED OUTLINE OF BASIC ESA INFORMATION PACKET
Appendix 2: EXAMPLES OF STRAND IMPLEMENTATION
Appendix 3: GLOSSARY
-...............NO.
46
Appendix 1
PROPOSED OUTLINE OF BASIC ESA INFORMATION PACKET
Your ESA informational booklet can be written as a simple fact sheet or as a comprehensive document. Many of theideas and explanations presented in this "ESA Guide" may be used in the development of your informational packetto the schools. You should, however, prepare additional data that will help teachers to utilize the unique elementsof your site in a productive and factually correct way.
The least complicatedand most easily preparedESA booklet would be a list of facts and figures about your study areaYou may already have some descriptive brochures that can either supplement or take the place of a specialized publication.However, far more rewarding and interesting to the users of your ESA site will be a publication that is functional andmotivational through its conceptual STRAND APPROACH. You will need more input than lists of the flota and faunaor the outstanding physical feature of the facility. You will want to relate your study area to people, to vital social,political, or economic concerns of today.
Here is the way it might work: First takt a close, analytical look around your site and decide which of its characteristicsyou consida most relevant to people. The John Muir Home, Martinez, California, can serve as a model. Here is an historicalsite located in a semi-agricultural, semiindustrial county seat. These aspects would fit the economic or social science cur-ricula. The natural history of the John Muir Home site itself might be the focal characteristic, since the site is located neara beautiful creekside area which would he of interest to biology, ecology or even art classes. Surroundiag environmentalconcerns include problems of pollution as well as those of diminishing natural beauty.
Whatever environmental problems relate directly to your sitemisuse by visitors, threatened encruchment by developers,water or air pollution from nearby industry or townshipsshould he clearly spelled out in the guide. Such publicity isnot meant as a condemnation or accusation of anyone or any group. It is rather the beginning of a solution. Fa the entireESA program is built upon awarenessawareness of the environment, its glories and the dangers threatening it. Once initialawareness is engendered, the ESA program can begin to move toward the ei.vironmental solutions inherent in its inter-disciplinary, strand approach. Foe all school subjects and skills can be used to observe, analyze, and attack envireanentalproblems. The conceptual framework relates back and forth from the ESA environment to the student's own, thus givingimmediacy to environmental problems of either or botf.. Not only will students talk to their teachers and patents -thus(unfitting environmental awareness and perhaps initiating action through votesbut they will soon be active, Votingcitizens themselves, educated to work in the ESA way to solve environmental problems.
What should be the plan of your booklet? First, it should have a title that would interest the usersraihai s "An HistoricalOasis". Regardless of the type of site, a short historical review of the area and its historical importance would be interestingand informative.
84 ESA INFORMATION PACKET continued
There are going to be different populations of students using the area so the next consideration would be what to emphasizein the guide, and whom to :actress. Age levels and differences in school curricula should be considered. One can be fairlycertain that the elementary students will not have in-depth abilities in any subjectmatter area (there are exceptions). Withthis as a basic premise it follows that the focus for elementary grades should be on appreciation. Not merely appreciationof the beauty of the area but also appreciation of knowledge about the site, of skills which can be developed by use ofthe area, and ultimately an ethical sensitivity.
In the "ESA Guide" are several questions that may be used to develop an examination of your specific ESA site. For thebenefit of the teacher, you may want to answer in detail some of these questions relating to your site. At the same time,there is no point in asking students to discover things about the site and then giving them all the answers. Teachers willknow how to use probing questions to stimulate their students to think about the visit.
At the higher levels there will be more stress on the technical approaches to environmental problem solving. For example,junior high school students have usually had enough science and math institution to be able to answer quite interestingquestions about the composition, quantities, and relationships of various objects.
High school students are probably most likely to be interested in the social sciences. These more mature students are closeto becoming environmental decision makersthe voters of the future. Their concern for an ethic derived from environmentalvalues should be encouraged by a booklet that probes the students' environmental conscience. Your publication shouldemphasize that high school students will have to be aware of environmental needs and problems in order to find solutions.What should be done at the John Muir Home area, for example, to curtail the air pollution caused by local oil refineries?Are the students willing to payfor possible higher oil costs should the refineries be forced to change production methods?
Subject-matte: areas can present a problem. Most instruction at a "natural history type" site will tend toward the biologicalo- imeril scientific areas. This is no problem and the study of ecological sciences should certainly not be discoutaged. Yetthete is oio n h more to do with environmental education that study should never be limited to any one subject-matterarea. The STRAND guide questions are for this reason incorporated into subject-matter herding:.
Another way to look at environmental education is to realize that in the environment no one subject stands alone and issufficient unto itself. The traditional ways of education, that is, to fragment knowledge into subject-matter areas, are some-what artificial Certainly the arts should be studied through the environment, tut concurrently, thoughts should rangethrough the technologictl, the mathematical, and the historical realities of any given area. The John Muir Home again pro-vides a case in point. While looking across the beautiful golden hills of California, one cannot avoid the oil refinery tanksthat intrude upon the view; freeways and railroads cut into the land; power lines continue the linear disfigurement.Whatever a student in an English class wrote concerning this area would, perforce, consider these technological develop-
ESA INFORMATION PACKET cunt inued
ments; whatever a student measured in a mathematics class would, of necessity, reveal the artistic and esthetic impact ofthe geometric patterns; whatever a student organized into statistics would have to underscore related trends in economics,politics, sociology, and certainly geography and history.
Besides the educational considerations already discussed, several very practical problems must be dealt with in your guide.Pint, you should include detailed instructions about logistics: where your site is, how to get there, what the surroundingarea is like, the best times for travel. If possible, you may want to include a map showing how best to reach the site.
Detailed information about the site's characteristics will aid the teacher immeasurably in preparing to cisit: what the siteis comprised of, what can be expected at different times of the year how best to take advantage of whatever specialfeatures your ESA offers, precisely what can be assumed to terms of facilities. Also, it will be tremendously useful for theteacher to know if there is a need for any special equipment or clothing. Some groups may be coming to the site for a day,others for a week; some merely to observe quickly, others to study minutely. If your site requires rain togs, boots forclimbing, damp-proof sleeping bags, binca_.olars for bird watchingwhateverby all means include these facts. In this in.stance, it might again he helpful to work with someone from the educational field; such a person could tell you the kindsof activities stwients would most likely pursue at your site and you could then decide what special needs such activitiesmight engender.
All such information will snow the teacher to make the most of certain lesson plans; it will also give her a sense of securityknowing what to expect and Cc r'ing that her teaching needs have been considerately anticipated.
In addition to the specific. information regarding special clothing or equipment possibly needed at your site, it will behelpful to teachers to include in your guide some of the following general it structions about preparing students to visitESAs.
WHAT TO BRING 10 THE SITEreally not too much / //
There is a tendency to feel that being prepared for an environmental field trip should include taking alonga great amount of equipment. Collecting on the site is done only by permit .nd is rarely (if ever) a wiseexperience. So bottles, nets, traps, of other paraphentlia of a cumbersome and ometimes dangerous natureshould be held at a bate minimum.
Students saddled v ..th the tespo-libility of comprehensive note taking or with a long.:heck list of things toobserve we often so busy recording and searching for specifics that they rarely get the BIG environmentalpicture.
8S
ESA INFORMATION PACKET continued
Having in mind what is important to do at the type of site to be visited, and remembering the subject to bestudied are the best indicators of what to take along. For example if the field trip to the site is to corcentrateon mathematics, pre-arranged work sheets should nerve as a guide for taking population census or for makingmeasurements. Whatever the type of work sheet or data-collecting fon-.-Is are used, simplicity of design shouldbe the most important consideration. lithe on-site experience is to include some identifications of objects,the pre-site studies should include enough information to prepare the students to know what to look for. Ifon the other hand the on-site experience is to allow the student the excitement of making discoveries, thereshould be enough guidancein the form of pertinent questionsto direct the Aservations toward given goals.A research trip, which may be open-ended and allow students a great d al of freedom, should not be withoutobjectives; the student should not warder about without purpose.
Identification keys are handy items, but not so essential that the expedition should be weighed down withvolumes of reference materials. The on-site experience should be observational in so far as possible, leavingthe reference and calculations and rr.,te academic studies let the return to the clan room situation. Workbelt accomplished in the classroom should not be attempted while at tin ESA.
When the environment is to be used as a vehicle for discussion, as perhaps in a social studies (kid study, thereshould be a predetern fined understanding of what environmental on-site observations will best motivate thestudents.
The ways of organizing an informational bookie.' for a given site seem limitless. The format is relatively 'I.:important, thestructure somewhat beside the point, and the content important only as it serves to stimulate the user. Most important is thuse of a unified conceptual approach, rather than small fragmented bits of information. Use this "ESA Guide to developyour booklet. Head up the sections of your informational ESA publication with the STRANDS. They will bring to your nothe scope of universals and will highlight obvious relationships between the subject-matter areas.
Appendix 2
EXAMPLE OF STRAND IMPLEMENTATION
The following pages show an interesting way to teach the five strands to young children.
Each strand is carefully defined in terms of a child's vocabulary and p ;rceptual scope. A numberof specific illustrations help to make these holistic concepts more con 'rete.
VA
RIE
TY
& S
IMIL
AR
ITIE
S
The
wor
ld is
a c
ontin
uous
var
iety
sho
w.
A tr
ee is
not
a tr
ee is
not
a tr
ee:
The
re a
re m
ore
than
a th
ousa
nd k
inds
,
But
eac
h w
ith s
imila
ritie
s.
And
so
it go
es w
ith s
tars
, roc
ks, c
lock
s,
Ani
mal
s, a
nd p
eopl
e, to
o.
The
re's
a v
arie
ty o
f sim
ilarit
ies
..
Doe
s th
at p
uzzl
e yo
u?
Stra
nd A
VA
RIE
TY
can
be fo
und
in th
e di
ffere
nt K
IND
S o
f thi
ngs
in th
e sa
me
cate
gory
, or
clas
s. T
he u
nive
rse
cont
ains
' man
y di
ffere
nt k
inds
of o
bjec
tsso
me
huge
, lik
e O
ak: s
tars
; som
e sm
all,
like
mic
ro-
scop
ic b
acte
ria.
Obj
ects
var
y in
man
y w
ays:
colo
r, s
hape
,
text
ure,
and
in th
e w
ay th
ey a
re u
sed.
And
each
uni
que
VA
RIE
TY
has
a n
umbe
r of
SIM
ILA
RIT
IES
by
whi
ch y
ou c
an r
ecog
nize
that
it b
elon
gs to
a ce
rtai
n gr
oup.
A s
impl
e w
ay to
sep
arat
eva
rietie
s of
thin
gs in
to g
roup
s is
to c
lass
ifyth
em a
s ve
geta
ble,
ani
mal
, or
min
eral
. Wat
chth
ech
arac
teris
tics
for
the
dist
ingu
ishi
ngm
arks
.
EX
AM
PLE
S:
How
man
y va
rietie
s of
thin
gs d
o yo
u fin
d?
Wha
t sim
ilarit
ies
are
ther
e?
VA
RIE
TY
is th
e sp
ice
of li
fe. W
ould
n't i
t be
stra
nge
ifev
eryo
ne lo
oked
enct
ly a
like?
You
wou
ldn'
t be
able
to te
ll yo
ur fr
iend
s fr
omyo
ur fa
mily
.
But
thou
gh e
ach
of u
s LO
OK
S d
iffer
ent,
we
all h
ave
sim
ilarit
ies:
eyes
nose
s
hair
Ara
nar
ms
legs
and
othe
r si
mila
r fe
atur
es w
hich
:iut
us in
to th
e gr
oup
of:
PE
OP
LE.
You
can
see
var
iety
in e
very
thin
g: o
utdo
ors
and
indo
ors
ther
eis
suc
h a
cons
tant
var
iety
that
no
mat
ter
whe
reyo
u go
, you
will
find
som
ethi
ng n
ew a
nd d
iffer
ent.
And
you
will
find
that
eve
ryth
ing
you
look
at h
as
SIM
ILA
RIT
IES
to a
noth
er g
roup
ing;
it's
like
hav
ing
look
-alik
e re
lativ
es.
Inyo
ur m
ind
you
can
alw
ays
put a
ny 'n
ew' t
hing
into
its
own
fam
ily -
or
into
the
VA
RIE
TY
of '
fam
ily' i
t bel
ongs
to.
Sim
ilarit
ies
mak
e th
e di
ffere
nce.
If al
l tre
es w
ere
iden
tical
,if
all f
low
ers
look
ed a
nd s
mel
led
the
sam
e w
ay, t
hing
s w
ould
be p
retty
del
l.
V-f
r_t
V4-
"R
EM
EM
BE
R:
YO
U C
AN
ALW
AY
S R
EC
OG
NIZ
E A
VA
RIE
TY
BY
CH
EC
KIN
G O
N T
HE
SIM
ILA
RIT
IES
DE
SC
RIP
TIO
N
Fun
ctio
n
sit
4 le
gsPU
ZZ
LE P
AG
ET
eam
Gam
e
CLA
SS
IFIC
AT
ION
89
90
PA
TT
ER
NS
You
find
pat
tern
s in
the
snow
flake
s,
Pat
tern
s in
the
sky.
It's
the
orde
r of
the
univ
erse
In w
hate
ver
mee
ts y
our
eye.
Thi
ngs
fit to
geth
er in
pat
tern
s
As
in p
uzzl
es a
nd fa
mili
es to
o.
The
re's
a p
atte
rn to
our
way
of l
ife
And
ther
e's
even
a p
atte
rn to
you
.
Stra
nd B
Pat
tern
s ca
n be
:
Wha
t are
Pat
tern
s?
SP
AC
IAL
(as
in d
esig
n)
FU
NC
TIO
NA
L(a
s in
use
)
OR
GA
NIZ
AT
ION
AL
(as
in f
amily
)
The
infin
ite o
rder
of t
hing
s.
..
in th
e w
orld
, in
your
env
ironm
ent.
Pat
tern
s ca
n be
foun
d in
soc
iety
, too
,
and
in th
e so
cial
pat
tern
s of
peo
ple.
You
can
find
pat
tern
s in
sta
rs a
nd s
trip
es:
Our
flag
Sta
rflo
wer
Ivy
leaf
The
Pen
tago
n
Zeb
ra S
trip
es
Fea
ther
pat
tern
s
Leop
ard
strip
es
Str
iped
shi
rts
Whe
n th
ings
fit t
oget
her
- be
long
toge
ther
you
see
PA
TT
ER
NS
.
You
can
see
org
aniz
atio
nal p
atte
rns
in c
lubs
,
soci
etie
s, a
nd c
ount
ries.
You
can
see
func
tiona
l
patte
rns
in th
e w
ay p
eopl
e, a
nim
als,
and
plan
ts li
ve to
geth
er.
00 Y
OU
RE
AD
PA
TT
ER
NS
?
Did
you
eve
r th
ink
of h
ow s
tran
ge it
wou
ld b
e if
we
wer
e al
l gia
nts?
We
wou
ldn'
t be
able
to s
it un
der
tree
sbe
caus
e th
ey w
ould
be
like
little
bus
hes.
And
we
wou
ld n
eed
a w
hole
acr
e of
cor
n to
eat
inst
ead
of ju
ston
e ea
r. T
here
wou
ldn'
t be
enou
gh fo
od fo
r ev
eryo
ne,
and
the
who
le p
atte
rn o
f life
wou
ld b
e di
ffere
nt.
The
re is
a p
atte
rn to
our
exi
sten
ce a
nd a
n or
der
ofth
ings
that
fit t
oget
her
like
a w
ell-t
houg
ht-o
ut p
uzzl
e.T
rees
are
of j
ust t
he r
ight
str
uctu
re fo
r m
akin
g sh
ade.
The
pat
tern
of l
eave
s on
bra
nche
s m
akes
the
spac
ing
right
for
catc
hing
the
sun'
s iig
ht a
nd ju
st r
ight
for
blos
som
s. Roc
ks o
n th
e sh
ore
of a
lake
- in
the
ocea
nor
ove
rth
e hi
lls, c
ome
in p
atte
rns
of p
ebbl
es, w
hich
a s
and
crab
or
spid
er c
an u
se fo
r hi
s ho
me
or h
abita
t, to
grou
ps o
f bou
lder
s th
at a
re h
omes
for
coug
ars
in o
urco
untr
y, a
nd ti
gers
in A
sia.
The
var
iety
of p
atte
rns
whi
ch p
rodu
ces
hom
es, e
ffect
s th
e va
riety
of p
atte
rns
of li
fe in
habi
ting
thes
n ho
mes
.
Hav
e yo
u fo
und
patte
rns
in th
e st
ars?
Lik
e th
e an
cien
tG
reek
s, y
ou c
an m
ake
your
ow
n de
sign
s fr
om th
e st
ars
in th
e sk
y, a
nd m
ake
up y
our
own
tale
.T
ry to
find
apa
ttern
in th
e sk
ies
toni
ght f
or a
sto
ry y
ou c
an te
ll.
PU
ZZ
LEP
AG
E
Put
a
1
91
Aro
und
spac
ial p
atte
rns.
Aro
und
func
tiona
l pat
tern
s.
Aro
und
orga
niza
tiona
: pat
tern
s.
ST
AR
FIS
HZ
EB
RA
FR
EE
WA
Y
PIN
E C
ON
E
FA
MIL
Y
MIL
KY
WA
Y
BE
E H
IVE
BO
Y
SC
OU
TS
AP
AR
TM
EN
T
BU
ILD
ING
MA
RC
HIN
G
BA
ND
LEA
F
PA
TT
ER
NS
CIT
Y
CO
UN
CIL
WO
LF
PA
CK
Stra
nd C
92
You
are
inte
ract
ing
now
whi
leyo
u're
look
ing
at th
is b
ook.
INT
ER
AC
TIO
N is
a th
ough
t, a
kiss
,a
hit,
a bi
te, a
look
.It
mak
es n
o di
ffere
nce
wha
t you
do,
you'
re a
lway
s in
tera
ctin
gA
nd fo
r ev
ery
inte
ract
ion,
ther
e is
som
ethi
ng th
at's
rea
ctin
g.
INT
ER
DE
PE
ND
EN
CE
mea
ns ju
st w
hat i
t is
you
depe
nd o
n so
meo
ne o
r so
me
thin
g
Tha
t als
o de
pend
s on
you
:it'
s m
utua
lbe
twee
n yo
u tw
o.W
ith a
nim
als,
tree
s, w
ith th
e bi
rds
and
the
bees
, you
'll fi
nd th
is is
true
:T
hey
are
inte
rdep
ende
nt to
o.
INT
ER
AC
TIO
N A
ND
INT
ER
DE
PE
ND
EN
CE
INT
ER
AC
TIO
N a
nd IN
TE
RD
EP
EN
DE
NC
E
are
big
fat w
ords
. Tak
e th
em a
part
and
you
will
find
out
whe
tth
ey m
ean.
INT
ER
AC
TIO
N m
eans
to a
ct u
pon
one
anot
her
the
actio
n ha
sto
be
at b
oth
ends
of t
he s
tick.
Can
you
thin
k of
how
, in
each
of t
hese
sit-
uatio
ns, o
ne a
cts
upon
the
othe
r?
It w
as a
con
test
bet
wee
n th
e co
bra
and
the
mon
goos
e, e
ach
stru
gglin
g fo
r its
life
.
The
cro
codi
le o
pene
d its
maw
for
the
plov
er, w
ho m
etho
dica
llybe
gan
clea
ning
the
croc
's ja
gged
ivor
ies.
The
sun
flow
er li
fted
its fa
ce to
the
rain
, and
dra
nk g
rate
fully
.
The
mos
s fo
und
root
in th
e ro
ck,a
nd b
egan
the
agel
ess
proc
ess
of g
rindi
ng it
into
soi
l.
INT
ER
DE
PE
ND
EN
CE
mea
ns to
dep
end
upon
one
ano
ther
.T
here
isal
way
s in
tera
ctio
n pr
esen
t,w
ith th
e ad
ditio
nal a
ctio
n of
dep
ende
nce
each
upo
n th
e ot
her.
Som
e pl
ants
dep
end
on b
ees
to p
ollin
ate
them
,and
bee
s de
pend
upon
pla
nts
for
thei
r ne
ctar
.
We
depe
nd o
n th
e w
ater
com
pany
to fu
rnis
h w
ater
; the
wat
erco
mpa
ny d
epen
ds o
n us
for
paym
ent.
Som
e fis
h de
pend
on
plan
kton
for
thei
r fo
od; p
lank
ton,
in tu
rn,
depe
nd o
n fis
h fo
r ca
rbon
dio
xide
, its
food
.
The
moo
n de
pend
s on
the
Ear
th to
kee
p it
in o
rbit;
the
Ear
thde
pend
s on
the
moo
n fo
r tid
al a
ctio
n.
I
IT S
TA
RT
ED
ALR
EA
DY
..
.
You
r fir
st e
xam
pk. o
f int
erde
pend
ence
this
mor
ning
was
whe
nyo
u de
pend
ed u
pon
the
cook
to p
repa
re y
our
food
, and
the
cook
depe
nded
upo
n yo
u to
eat
it.
The
inte
ract
ion
was
obv
ious
as
the
food
beg
an d
isap
pear
ing
from
you
r p
ate.
LOO
K A
ND
LIS
TE
N
Tod
ay y
ou w
ill fi
nd m
any
exam
ples
of i
nter
depe
nden
ce a
ndin
tera
ctio
n be
twee
n liv
ing
thin
gs a
nd n
on-li
ving
thin
gs.
One
anim
al e
atin
g an
othe
r -
such
as
a bi
rd e
atin
g a
wor
mis
inte
ract
ion
AN
D in
terd
epen
denc
e.W
ithou
t the
ava
ilabi
lity
offo
od, t
he o
ne o
rgan
ism
eat
ing
lunc
h m
ight
wel
l sta
rve,
and
the
othe
r be
ing
eate
n pr
even
ts it
s ki
nd o
f org
anis
m fr
om b
ecom
ing
too
num
erou
s.
Do
tree
s in
tera
ct w
ith y
ou?
How
are
you
inte
rdep
ende
nt w
ithtr
ees?
Per
haps
you
nev
er r
ealiz
ed th
at th
e tr
ees
are
tran
s-fo
rmin
g th
e ca
rbon
dio
xide
that
you
exh
ale
into
oxy
gen.
In n
atur
e an
d in
eve
ryth
ing
we
do, w
e fin
d th
is s
tran
d of
envi
ronm
ent.
Thi
nk o
f the
tow
n th
at y
ou li
ve in
.T
he s
tore
owne
rs d
epen
d up
on y
our
inte
ract
ion
with
them
, and
you
depe
nd u
pon
the
stor
e ow
ners
to fu
rnis
h th
e fo
od a
nd g
oods
you
need
. Pro
per
inte
ract
ion
and
inte
rdep
ende
nce
keep
s th
ings
in b
alan
ce.
Not
onl
y in
nat
ure,
but
als
o in
the
rest
of t
he w
orld
, whe
nin
tera
ctio
n an
d in
terd
epen
denc
e ge
ts o
ut o
f bal
ance
, cha
osre
sults
.
Wha
t are
exa
mpl
es o
f suc
h ch
aos?
PU
ZZ
LE P
AG
E93
List
exa
mpl
es y
ou s
aw to
day
of th
e fo
llow
ing.
Tak
e 10
poi
iits
for
each
cor
rect
exa
mpl
e.
INT
ER
AC
TIO
NS
INT
ER
DE
PE
ND
EN
CE
CO
NT
INU
ITY A
ND
CH
AN
GE
The
sun
com
es u
p,
the
sun
goes
dow
n,
The
ear
th k
eeps
goi
ng
'roun
d an
d 'ro
und.
Thi
ngs
keep
get
ting
diffe
rent
The
y ar
e ne
ver
the
sam
e.
FO
R E
VE
RY
TH
ING
IN L
IFE
CO
NT
INU
ES
TO
CH
AN
GE
.
CH
AN
GE
Ani
mal
s ar
e bo
rn, l
ive
a w
hile
, and
die
.an
d yo
ung
ani;n
als
take
thei
r pl
ace.
Flo
wer
s bl
oom
, fad
e, a
IA b
ecom
e pa
rt o
f the
soil.
Wat
er e
vapo
rate
s, fo
rms
clou
ds, s
now
s,be
com
es w
ater
, and
is u
sed
to ir
rigat
e th
e ea
rth.
Thi
s is
the
very
impo
rtan
t
CO
NT
INU
ITY
of li
fe o
n ea
rth.
Thi
ngs
may
chan
ge, b
ut th
ey a
lway
s co
ntin
ue
on in
som
e fo
rm o
rfa
shio
n.E
very
thin
g in
the
univ
erse
is
part
of a
con
tinui
ng c
ycle
of c
hang
e.
Oce
ans,
lake
s, a
nd r
iver
s ch
ange
WA
TE
R
The
roc
ks c
hang
eE
AR
TH
The
wea
ther
cha
nges
AIR
Ani
mal
s an
d pl
ants
cha
nge
you
chan
geP
OP
ULA
TIO
NS
Not
hing
rea
lly s
tand
s st
ilt:
Tim
e ch
ange
s ha
nds
ever
y da
y.
And
with
eac
h tic
k of
the
cloc
kim
port
ant c
hang
es ta
ke p
lace
.
Wha
t cha
nges
will
you
see
toda
y?
HO
W IS
YO
UR
LIF
E A
CO
NT
INU
ITY
?(a
nd h
ow is
you
r lif
e a
seri
es o
f ch
ange
s?)
Do
you
get b
ored
bec
ause
you
r da
y-to
-day
exp
erie
nces
nev
erch
ange
?Y
ou c
ould
tali
this
dai
ly s
ched
ule
a C
ON
TIN
UIT
Ybe
caus
e ev
eryt
hing
con
tinue
s ev
enly
and
und
istu
rbed
.But
onc
ein
a w
hile
cha
nges
occ
ur th
at b
reak
the
daily
str
eam
of e
vent
s
WA
S Y
OU
R T
RIP
HE
RE
A C
HA
NG
E?
(and
at th
e sa
me
time
was
ther
e a
cont
inui
ty o
f ev
ents
?)
Nat
ure
is m
uch
the
sam
e w
ay.
Whe
n yo
u lo
ok u
p an
d se
ecl
ouds
str
eam
ing
acro
ss th
e sk
y, y
ou k
now
thos
e bi
llow
y .fl
uffs
will
des
cend
bel
ow th
e ho
rizon
and
dis
appe
ar, a
nd th
e sk
ies
may
aga
in b
e cl
ear.
But
thes
e cl
ouds
will
be
back
, for
tuna
tely
,w
ith th
eir
life-
savi
ng r
ain.
So
you
can
spea
k of
the
wea
ther
as
a co
ntin
uity
ove
r a
perio
d of
tim
e.Y
et w
e sp
eak
rath
erca
sual
ly a
bout
the
CH
AN
GE
in th
e w
eath
er.
Look
for
chan
ges
and
activ
ity in
nat
ure
in h
ow n
atur
e is
cons
tant
ly o
n th
e m
ove.
Wha
t cha
nges
will
ther
e be
in a
day
-a
mon
tha
year
?In
a s
peci
al s
pot?
In y
our
hom
e? In
you
?
as:
%ir
CO
NT
INU
ITY
and C
HA
NG
E
PU
ZZ
LEP
AG
E
How
doe
s ea
ch o
f the
se it
ems
in th
e fir
st c
olum
n co
ntin
ue to
chan
ge?M
atch
eac
h ob
ject
to a
cha
nge
in th
e se
cond
col
umn,
then
writ
e a
poss
ible
new
cha
nge
unde
r co
ntin
uity
.
95
OB
JEC
TC
HA
NG
EC
ON
TIN
UIT
Y
SU
GA
RE
AR
TH
EG
GC
EM
EN
T
GR
AS
SF
ISH
AC
OR
NF
RO
G
SN
OW
HA
MB
UR
GE
R
CO
WP
EN
C I
L-
TR
EE
CA
ND
YiiP
Lie-
--
PO
LLIW
OG
WA
TE
R
WO
RM
TR
EE
RO
CK
SM
ILK
LEA
VE
SC
AK
E
Now
try
som
e of
you
r ow
n:
96
A 2
0th
Cen
tury
Sur
viva
l Sco
reca
rd
EV
OLU
TIO
N A
ND
AD
AP
TA
TIO
N.
..
Who
mad
e it?
DIN
OS
AU
RS
did
n't
SE
ES
did
.
MA
MM
OT
HS
did
n't
WIL
DE
BE
ES
TS
did
.
Mos
t CO
ELA
CA
NT
HS
cou
ldn'
t.
..
But
OA
K T
RE
ES
and
MA
NK
IND
did
.
Stra
nd E
The
y ad
apte
d to
evo
lve
..
.
dr
How
abo
ut Y
OU
?
EV
OLU
TIO
Nis
a s
low
pro
cess
by
whi
ch o
rgan
ism
s ph
ysic
ally
chan
ge.
Thi
s ch
ange
may
take
thou
sand
s or
mill
ions
of y
ears
.
One
fam
iliar
exa
mpl
e: th
e ho
rse,
whi
ch e
volv
edfr
om a
n 11
-inch
, 4-t
oed
crea
ture
into
a 5
-foo
t,1-
toed
ani
mal
.T
he e
quin
e al
so e
volv
ed h
uge
uppe
r m
olar
s, w
hich
ena
ble
it to
gra
ze o
n pr
airie
gras
s.
AD
AP
TA
TIO
Nis
a fi
t or
an a
djus
tmen
t to
the
envi
ronm
en',.
An
anim
al o
r pl
ant m
ay e
volv
e, b
ut it
it do
es n
otad
apt o
r fit
into
an
envi
ronm
ent,
it di
es.
Ada
ptat
ion
is th
e su
cces
sful
inte
ract
ion
of a
nor
gani
sm w
ith it
s en
viro
nmen
t.
Man
use
s te
chno
logy
on
the
prod
ucts
of h
isen
viro
nmen
t to
adap
t to
it.
You
can
pac
k a
ther
mos
or
go to
whe
re a
fauc
etis
whe
n yo
u're
thirs
ty. T
he c
amel
and
the
cact
usst
ore
wat
er; m
ost a
nim
als
have
to fa
cl it
atw
ater
hol
es, i
n th
e ro
ots
of p
lant
s, o
r in
frui
tsan
d ve
geta
bles
.
Doe
s an
ani
mal
hav
ea
spec
ial w
ayof
eat
ing
or o
f mov
ing
abor
t tha
ten
able
s it
to li
ve m
ore
succ
essf
ully
in a
par
ticul
ar p
lace
?
Thi
s is
ada
ptat
ion
or h
ow w
ell a
n or
gani
sm (
anim
als,
plan
ts,
or y
ours
elf)
fits
into
his
env
ironm
ent.
Wha
t spe
cial
kin
ds o
fst
ruct
ures
doe
s a
livin
g th
ing
have
that
mak
e it
fit in
to th
esu
rrou
ndin
gs?
The
big
que
stio
n is
HO
W D
O Y
OU
FIT
?
As
a hu
man
bei
ng, h
ow a
re y
ou a
dapt
ed to
your
env
ironm
ent?
The
re is
a d
irect
rel
atio
nshi
p be
twee
n ho
wyo
u ad
apt t
o yo
uren
viro
nmen
t and
the
patte
rn in
whi
ch y
ou li
ve. T
hew
ay th
atyo
u ha
ve d
evel
oped
and
how
you
fit i
nto
your
sur
roun
ding
sis
a ve
ry d
efin
ite p
art o
f how
suc
cess
fully
you
can
inte
ract
with
your
env
ironm
ent.
The
dev
elop
men
t of y
our
inte
rdep
ende
nce
with
you
r fe
llow
crea
ture
s is
a p
art o
f you
r ad
apta
tion
to y
our
envi
ronm
ent.
ON
YO
UR
FIE
LD T
RIP
TO
DA
Y, H
OW
MA
NY
EX
AM
PLE
S O
F A
DA
PT
AT
ION
AN
D
EV
OLU
TIO
N C
AN
. YO
U F
IND
?
Gam
e: H
AN
G T
HE
LE
AF
97
The
tim
e an
d or
der
in w
hich
livi
ng th
ings
deve
lope
dar
e us
ually
rep
rese
nted
by
the
bran
ches
of a
tree
bec
ause
the
olde
r br
anch
esar
e at
the
botto
m o
f the
tree
and
the
mor
e )
rece
ntly
dev
elop
edar
e at
the
top.
Cho
ose
the
bran
ch w
here
you
thin
k th
e fo
llow
ing
leav
es s
houl
dsp
rout
on
this
tree
of e
volu
tion.
wor
ms
shar
kssp
ider
spi
geon
san
tstu
rtle
sfr
ogs
dogs
wat
er d
ogs
snak
escl
ams
owls
fish
crab
slio
nsI i
zard
sca
tsba
tsfli
essp
arro
ws
elep
hant
s
Appendix 3
ESA GLOSSARY TERMS
CONSERVATION: The wise use of natural resources; conserving the environment for future use.
CONSTRUCTIVE TECHNOLOGY: The engineering and scientific endeavors which produce machinery orproducts that have a positive or building effect on the environment.
CURRICULUM: The courses offered by a school.
DESTRUCTIVE TECHNOLOGY: Those aspects of man's science and engineering which cause negativeeffects or the tearing down of the environment.
ECOLOGY: The totality or pattern of relationships between organisms and their environments.
EDUCATIONAL FEASIBILITY STUDY: Looking at a possible ESA in order to determine how it can beused by teachers and students for educational purposes.
ENVIRONMENT: The total surroundings of the individual. This includes immediate external surroundings,the internal world of his thoughts and feelings, and the far - reaching environment of space.
ENVIRONMENTAL EDUCATION: Those instructional processes which are concerned with the total sur-roundings of the individual. This may include people environments as well as natural and man-madetechnological environments.
ENVIRONMENTAL ETHIC: A value system based on a code of moral commitments to the environmental good.
ENVIRONMENTAL-SOLUTION STRATEGIES: Any conscious efforts to solve problems related to the environ-ment: particularly efforts by students which utilize the traditional subjects taught in school. For example,an ESA has a population problem: too many rats. Students attempt to count the rats and figure how manyrodent-eating owls might restore the population balance.
ENVIRONMENTAL STUDY AREAS: Environmental settings designated as study areas because of the ways inwhich they illustrate environmental relationships: biological, geographical, esthetic, technological,economic, political, cultural, etc..See Page 3.
ENVIRONMENTAL VALUES: A set of standards dictating the nature of man's relationships with his environ-ment, in which the good of that environment is the foremost consideration.
FOOD CHAIN: A variety of living things depending upon one another for food; for instance, herons feed onfish, which feed on snails, etc.
ESA GLOSSARY TERMS continued
GEOENVIRONMENTAL SITE CLASSIFICATION SYSTEM: A means of classifying ESAs relativ., to theirgeographical and environmental features. See Page 6.
LESSON PLAN: The preparation a teacher makes for any particular, class or lesson(s) to be taught.
NATURAL RESOURCES: Industrial materials and capacities (such as waterpower) supplied by nature.
POLLUTION: An unnatural additive to the natural environment which causes an adverse effect. Noise pollution,water pollution, air pollution, and land pollutiun are come crtly discussed as environmental problems.
STRANDS: Universal concepts used in environmental education as a means of synthesizing relationships.See Page 17-19.
TECHNOLOGY: The use of science and rnechan"- q :,thieve a practical purpose; the totality of the meansemployed to provide objects necessr, Aur human sustenance and comfort.
TOPOGRAPHY: The relief features and surface configurations of an area.
A S
ELE
CT
IVE
BIB
LIO
GR
AP
HY
The
follo
win
g se
lect
ions
are
am
ong
the
moa
t rec
ent p
ublic
atio
ns r
elat
ing
toth
e su
bjec
t of e
sviro
nmen
c. Y
our
scho
ol o
r pu
blic
libr
ary
will
hav
e ad
ditio
nal
mat
eria
ls in
dexe
d un
der
Eco
logy
, Con
serv
atio
n, o
r O
utdo
or E
duca
tion.
ALL
EN
, She
lsy
W.,
and
LEO
NA
RD
, Jam
Con
serv
ing
Nat
ural
Res
ourc
es: P
rinci
ples
and
Pra
ctic
e in
a D
emoc
racy
(McG
raw
-Hill
)A
PP
LEM
AN
, Phi
lipT
he S
ilent
Exp
losi
on(B
eaco
n P
ress
)
BA
TE
S, M
anto
nT
he F
ores
t and
the
Sea:
A L
ook
at th
e E
cono
my
of N
atur
e an
d th
e E
colo
gy c
f M
an(R
ando
m H
ouse
)B
A T
AN
, Lou
is J
.U
ncle
an S
"ky:
A M
eteo
rolo
gist
Loo
ks a
t Air
Pol
lutio
n(A
ncho
r-D
oubl
eday
)B
ILLI
NG
S, W
.D.
Plan
ts a
nd th
e E
cosy
stem
(Wad
swor
th)
BLA
KE
. Pet
erG
ods
Ow
n Ju
nkya
rd: T
he P
lann
ed D
eter
iora
tion
of A
mer
ica'
s L
ands
cape
(H
olt,
Rin
ehar
t & W
inst
on)
BO
LLE
NS
. Joh
n C
. and
SC
EIM
AN
DT
,H
enri
J.
The
Met
ropo
lis: I
ts P
eopl
e. P
oliti
cs a
nd E
cono
mic
Lif
e(H
arpe
r &
Row
)B
OU
GH
EY
, Art
hur
S.
Eco
logy
of
Popu
latio
ncs
(Mac
mill
an)
BR
EG
MA
N. J
.L. a
nd L
EN
OR
MA
ND
, Ser
gei
The
Pol
lutio
n Pa
rado
x(S
pwnn
)B
RO
WE
R, D
avid
In W
ildne
ss is
the
Pres
erva
tion
of th
e W
orld
(Sie
rra
Clu
b)B
RO
WN
. Min
ima
The
C7t
alle
nge
of M
an's
Fut
ure (V
ikin
g P
ress
)B
RO
WN
, Har
rison
, BO
NN
ER
, Jam
es, a
nd W
M. J
ohn
Nex
t Hun
dred
Yea
rs(V
ikin
g P
ress
)
CA
RR
. Don
ald
E. *
The
Bre
ath
of L
ife
(Nor
ton)
CA
RR
, Don
ald
E.
Dea
th o
f th
e Sw
eet W
ater
s(N
orto
n)C
AR
SO
N, R
ache
lSe
nse
of W
onde
r(H
arpe
r &
Row
)C
AR
SO
N. R
ache
lSi
lent
Spr
ing
(Faw
cett)
CH
AS
E. S
tuar
tR
ich
Lan
d. P
oor
Lan
d: A
Stu
dy o
f W
aste
in th
e N
atur
al R
esou
rces
of
Am
eric
a(M
cGra
w -
Hi l
)C
LAW
SO
N, M
ario
nL
and
for
Am
eric
ans:
Tre
nds.
Pro
spec
ts, a
nd P
robl
ems
(Ran
d M
cNal
ly)
CLA
WS
ON
, Mar
ion,
HE
LD, R
. Bur
nell,
and
ST
OD
DA
RD
, Cha
rles
H.
Lan
d fo
r th
e Fu
ture
(Joh
ns H
opki
CLA
WS
ON
. Mar
ion
Man
and
Lan
d in
the
Uni
ted
Stat
es(U
nive
rsity
of N
ebra
ska
Pre
ss)
CLE
PP
ER
. Hen
ry, a
nd M
EY
ER
. Art
hur
B.
Wor
ld o
f th
e Fo
rest
(Hea
th)
com
ic, R
ober
t E.
Stre
ams.
Lak
es. P
onds
(Har
per
do R
ow)
DA
RLI
NG
. F. F
rase
r, a
nd E
ICH
OR
N. N
oel D
.M
an a
nd N
atur
e in
the
Nat
iona
l Par
ks: R
efle
ctio
ns o
n Po
licy
(Con
serv
atio
n F
ound
atio
n)D
AS
MA
NN
, Ray
mon
d F
.D
estr
uctio
n of
Cal
ifor
nia
(Mac
mill
an)
DIE
WH
UR
ST
, 3. F
rede
ricA
mer
ica'
s N
eeds
and
Res
ourc
es: A
New
Sur
vey
(Tw
entie
th C
entu
ry F
und)
DO
UG
LAS
. Will
iam
0.
Wild
erne
ss B
ill o
f R
ight
,(L
ittle
, Bro
wn)
Edi
tors
of F
ortu
neT
he E
xplo
ding
Met
ropo
lis(G
arde
n C
ity)
EH
RLI
CH
, Pau
l R.
Popu
latio
n B
omb
(Bal
lant
ine)
181
BIB
LIO
GR
APH
Y (
cont
inue
d)
FAR
B, P
eter
- F
ace
of N
orth
Am
eric
a: T
he N
atur
al H
isto
ry o
f a
Con
tinen
t (H
arpe
r &
Row
)FE
NT
ON
, Car
roll
L.,
and
FEN
TO
N, M
ildre
d A
.-
Ric
hes
from
the
Ear
th (
Day
)FU
TT
ER
MA
N, R
ober
t A. -
The
Fut
ure
of C
ities
(D
oubl
eday
)
GA
LL
ION
, Art
hur
B.,
and
EIS
NE
R. S
imon
- T
he U
rban
Pat
tern
: City
Pla
nnin
g an
d D
esig
n (V
an N
ostr
and)
GO
OD
MA
N, P
aul,
and
GO
OD
MA
N, P
erci
val
Com
mun
itas:
Mea
ns o
f L
ivel
ihoo
d an
d W
ays
of L
ife
(Vin
tage
)G
RA
HA
M. F
rank
, Jr.
- D
isas
ter
by D
efau
lt: P
oliti
cs a
nd W
ater
Pol
lutio
n (L
ippi
r. .o
tt)G
RU
EN
, Vic
tor
- T
he H
eart
of
our
Citi
es: T
he U
rban
Cri
sis:
Dia
gnos
is a
nd C
ure
(Sim
on a
nd S
chus
ter)
HA
AR
. Can
tles
M. -
Lan
d-U
se P
lann
ing:
A C
aseb
ook
on th
e U
se M
isus
e. a
nd R
e-U
se o
f U
rban
Lan
d (L
ittle
, Bro
wn)
HE
AD
LE
Y, I
D..
and
LE
WIS
. J.N
. - P
estic
ide
Prob
lem
: An
Eco
nom
ic A
ppro
ach
to P
ublic
Pol
icy
(Joh
ns H
opki
ns P
ress
)PI
EL
FMA
N. E
lizab
eth
S. -
Lan
d Pe
ople
and
His
tory
(M
cKay
)/U
MB
ER
, Lew
is -
Cri
sis
in o
ur C
ities
: Dea
th. D
isea
se a
nd th
e U
rban
Pla
gue
(Pre
ntic
e-H
all)
HE
RFI
ND
AM
L,C
orri
a C
., an
d K
NE
FSE
. Alle
n V
. - Q
ualit
y of
the
Env
iron
men
t: A
n E
cono
mic
App
roac
h to
som
e Pr
oble
ms
in U
sing
Lan
d.W
ater
. and
Air
(jo
hns
Hop
kins
Pre
ss)
HIG
BE
E, E
dwar
d -
The
Squ
eeze
: Citi
es W
ithou
t Spa
ce (
Mor
row
)H
UG
. Joh
n W
., an
d W
ILSO
N. P
hylli
s J.
- C
urri
cuha
n E
nric
hmen
t Out
door
s (H
arpe
r &
Row
)FR
ITH
. Han
s -
Nat
ure
and
the
Am
eric
an: T
hree
Cen
turi
es o
f C
hang
ing
Atti
tude
s (U
nive
rsity
of
Cal
ifix
nia
Pres
s)
JAC
OB
S, J
ane
- T
he D
eath
and
Lif
e of
Gre
at A
mer
ican
Citi
es (
Ran
ds:..
Hou
se)
KN
IGH
T, C
liffo
rd B
. - B
asic
Con
cept
s of
Eco
logy
(M
acm
illan
)K
RU
TC
H. J
osep
h W
. - G
reat
Cha
in o
f L
ife
(Pyr
amid
)
LA
ND
SBE
RG
. Han
s H
. - N
atur
al R
esou
rces
for
U.S
. Gro
wth
: A L
ook
Ahe
ad to
the
Yea
r 20
00 (
John
s H
opki
ns P
ress
)L
EO
POL
D, A
ldo
- A
San
d C
ount
ry A
lman
ac a
nd S
ketc
hes
Her
e an
d T
here
(O
xfor
d U
nive
rsity
Pre
ss)
LE
WIS
, Alf
red
- Fi
ghtin
g Sm
oke,
Sm
og a
nd S
nUC
C A
cros
s th
e C
ount
ry (
McG
raw
-Hill
)L
EW
IS. H
owar
d R
. - W
ith E
very
Bre
ath
You
Tak
e: T
he P
oiso
ns o
f A
ir r
adia
tor:
. How
The
y ar
e In
juri
ng O
ur H
ealth
, and
Wha
t we
Mus
tD
o A
bout
The
m (
Cro
wn)
MA
RQ
UIS
. Ral
ph W
. - E
nvir
onm
enta
l Im
prov
emen
t (A
ir, W
ater
and
Soi
l) (
US.
Dep
artm
ent o
f A
gric
ultu
re)
MA
RSH
. Geo
rge
P. -
Man
and
Nat
ure
(ila
rvar
d U
nive
rsity
Pre
ss)
MA
-TM
:1E
45E
N, P
eter
- W
ildlif
e in
Am
eric
a (V
ikin
g C
ompa
ss B
ooks
)M
C M
ILL
EN
. Whe
eler
- B
ugs
or P
eopl
e? (
Mer
edith
Pre
ss)
MO
RR
IS. D
esm
ond
- N
aked
Ape
: A Z
oolo
gist
's S
tudy
of
the
Hum
an A
nim
al (
Del
l)
NA
SH. R
oder
ick
- A
mer
ican
Env
iron
men
t: R
eadi
ngs
in th
e H
isto
ry o
f C
onse
rvat
ion
(Add
ison
-Wes
ley)
Nat
iona
l Ass
ocia
tion
of C
ount
ics
Res
earc
h Fo
unda
tion
- C
omm
unity
Act
ion
Prog
ram
for
Wat
er P
ollu
tion
Con
trol
(A
utho
r)N
ICX
.EL
SBU
RG
, Jan
et -
Fie
ld T
rips
: Eco
logy
for
You
th L
eade
rs (
Bur
gess
)
102 B
IBL
IOG
RA
PHY
(co
ntin
ued)
OR
OW
AY
, Sam
uel H
., Jr
.Pr
ospe
rity
Bey
ond
Tom
orro
w (
Ron
ald
Pres
s)O
SBO
RN
, Fai
rfie
ldO
ur P
lund
ered
Pla
net (
Litt
le, B
row
n)
Pres
iden
t's C
ounc
il on
Rec
reat
ion
& N
atur
al B
eaut
yFr
om S
ea T
o Sh
inin
g Se
a: A
Rep
ort o
n th
e A
mer
ican
Env
iron
men
t Our
Nat
ural
Her
itage
(U
S. G
over
nmen
t Pri
ntin
g O
ffic
e)
RE
NN
E, R
olan
d R
.L
and
Eco
nom
ics:
Pri
ncip
les.
Pro
blem
s an
d Po
licie
s in
Util
izin
g L
and
Res
ourc
es (
Har
per
& R
ow)
RIL
EY
, Cha
rles
M.
Our
Min
eral
Res
ourc
es: A
n E
lem
enta
ry T
extb
ook
in E
cono
mic
Geo
logy
(W
iley)
RU
DD
, Rob
ert L
.Pe
stic
ides
and
the
Liv
ing
Lan
dsca
pe (
Uni
vers
ity o
f W
isco
nsin
Pre
ss)
SAA
RIN
EN
, Elie
!T
he C
ity: I
ts G
row
th. I
ts D
ecay
, Its
Fut
ure
(M.I
.T. P
ress
)SA
X. K
arl
Stan
ding
Roo
m O
nly:
The
Wor
ld's
Exp
lodi
ng P
opul
atio
n (B
eaco
n Pr
ess)
SHE
PAR
D. P
aul,
and
MC
KIN
LE
Y, D
anie
lT
he S
ubve
rsiv
e Sc
ienc
e: E
ssay
s T
owar
d an
Eco
logy
of
Man
(H
ough
ton
Mif
flin
)ST
ILL
, Hen
ryD
irty
Ani
mal
(H
awth
orn_
)
TU
NN
AR
D, C
hris
toph
er, a
nd P
VSH
KA
RE
V. B
oris
Man
-Mad
e A
mer
ica:
Cha
os o
r C
ontr
ol?
An
Inqu
iry
into
Sel
ecte
d Pr
oble
ms
of D
esig
nin
tin"
Urb
aniz
ed L
ands
cape
(Y
ale
Uni
vers
ity P
ress
)
UD
AL
L, S
tew
art L
.Q
uiet
Cri
sis
(Hol
t. R
ineh
art &
Win
ston
)U
.S. D
epar
tmen
t of
the
Inte
rior
Its
You
r W
orld
... T
he G
rass
root
s C
onse
rvat
ion
Stor
y (U
S. G
over
nmen
t Pri
ntin
gO
ffic
e)U
.S. W
ater
Res
ourc
es C
ounc
ilN
atio
n's
Wat
t,. R
esou
rces
(U
.S. G
over
nmen
t Pri
ntin
g O
ffic
e)
VO
GT
, Will
iam
Roa
d to
Sur
viva
l (Sl
oane
)
WE
BST
ER
, Don
ald
H.
Urb
an P
lann
ing
and
Mun
icip
al P
ublic
Pol
icy
(Har
per
& R
ow)
WIN
GE
RT
, Nor
man
Nat
ural
Res
ourc
es a
nd th
e Po
litic
al S
trug
gle
(Ran
dom
Hou
se)
WR
ITT
EN
. Jam
ie L
.T
hat W
e M
ay L
ive
(Van
Nos
tran
d)
7,IS
WIL
1R, V
inze
nzE
xtin
ct a
nd V
anis
hing
Ani
mal
s: A
Bio
logy
of
Ext
inct
ion
and
Surv
ival
(Sp
ring
er-V
erla
g)
FURTHER AIDS FOR ESA DEVELOPERS AND TEACHERS
AUDIO-VISUAL AIDS
Materials, pamphlets, and audio-visual aids arc readily available from national, state, and local Fishand Game agencies, Water Resource Departments, Forestry, Agriculture, and Parks and RecreationDepartments.
Audio-visual aids with local ecological relevance most likely exist; your county Office of Educationshould be contacted for information.
An ecology and related-subjects catalog of slides, films and other teaching aids for rental or purchaseis available by request from the National Audubon Society, Photo-Film Department, 1130 Fifth Ave.,New York, New York 10028. The Society offers special prices for schools.
A Critical index of Films and Filmstrips: Dealing with Renewable Resources, Non-Renewable Resources,ftesources ajid People, and Ecology is available from the Conservation Foundation, New York: 79 pages,$ 1.00.
TEA CHIN' MATERIALS /LESSON PLANS
The National Park Service has developed packets of lesson plans applicable to any environment and allsegments of the curriculum. Write to:
National Environmental Education Development, National Park Service,Washington. D.C.: Attention: Mr. Robert Nunn, for details.
t. berriftvtIrt !?Mire Ott*? ikt. O - pMI
There is one web of life and you are part of ItThe web Is In trouble.
You can do something about it.
co
-F/
U. S. DEPARTMENT OF THE INTERIORNational Park Servict
4,,,rsaftas
