Search

Australia's marine environment hosts a high level of diverse endemic species along with some of the highest biodiversity in the world. Two-thirds of the population of Australia are living in coastal areas and can be considered a threat to marine life which is very vulnerable to human impacts. Although marine environments conserve high economic values, long-term research on changes in marine life and its conservation are very limited. This paper provides insight into the implementation of marine education in the science curricula and discusses the advantages of involving schools in long-term monitoring of marine environments for management purposes. (Contains 10 references.) (YDS)

This guide highlights 10 conservation activities, adapted from farms and ranches, that can be used in the backyard. Each activity provides background information and instructions on how to complete the activity. The activities concern: (1) tree planting; (2) wildlife habitat; (3) backyard ponds; (4) nutrient management; (5) terracing; (6) water conservation; (7) backyard wetlands; (8) composting; (9) mulching; and (10) pest management. (MVL)

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guides. The story lines of each program or episode involve six inquisitive school children who meet in a treehouse. They seek the solution of a particular problem, and the NASA "Why?" Files series follows them through the steps of their investigation and final conclusion. The series uses problem-based learning to introduce students to NASA research and missions from physical, earth, life, and computer science. It is designed to model the problem-based learning approach and provide students with the opportunity to learn subject matter and simultaneously develop problem-solving skills while engaged in real-world problems. This document presents an activity that involves building a habitat that can sustain human life on Mars. The lesson presented in the guide uses an interdisciplinary approach and lists the standards met by the activity. This lesson plan is supported by a video component. (YDS)

This project aims to provide basic steps for students to restore and create wildlife habitats on school grounds. Four chapters are included in this guide, and each chapter is divided into teacher and student sections. Chapter 1 provides necessary information for starting a habitat project. Chapters 2, 3, and 4 discuss the details for the Forest Habitat Project, the Wetland Habitat Project, and the Meadow Habitat Project. (YDS)

This environmental education teaching guide for middle school teachers features information on the National Estuarine Reserve System in Maryland. Pre-trip field activities, field trip activities, and post-trip activities are discussed, and a list of useful resources and organizations is provided. Reproducible handouts are included throughout the guide. (Contains 47 references.) (YDS)

This packet provides information on the balance between the endangered red-cockaded woodpecker and modern forestry in Texas. A set of classroom activities about the Red-cockaded Woodpecker and its habitat for grades 3-6, and a booklet, a pamphlet, and a poster are featured. Sections of the booklet include: (1) "The Red-cockaded Woodpecker"; (2) "Historic Range of the Red-cockaded Woodpecker in Texas"; (3) "Present Range of the Red-cockaded Woodpecker in Texas (1998)"; (4) "Why is It Vulnerable and Why is It Endangered?"; (5) "How Can We Bring Them Back?"; (6) "What is The Landowner Incentive Program?"; and (7) "Partners in Flight." Activity sections include: (1) "Prescribed Burning for the Red-cockaded Woodpecker"; (2) "Red-Cockaded Woodpecker Habitat Lap Sit"; (3) "What Would You Do?"; (4) "Wordfind"; and (5) "Red-Cockaded Woodpecker Math Activity." (CCM)

This book is part of a series of books presenting ready-to-use instructional units on themes typically taught in the primary grades. The topics focus on science, math, social studies or literature, but use language arts skills consistently in each unit. Each book in the series also uses as many frames of mind or intelligences as possible. Within a book, each unit contains: (1) an introduction on how the theme can interest students; (2) a brief list of targeted ideas; (3) suggested ways to connect units; (4) an introductory narrative on the unit theme; (5) suggested procedures for using the theme and involving children; (6) related language arts activities; (7) related extension activities; and (8) lists of trade books related to the unit theme. This book, "Animals Around Us," offers three units: "So Much Like Us," dealing with different animals and their different habitats, shared features of animals and humans, and animal classifications; "The Gentle Pig That Is Not a Pig," dealing with the guinea pig, other rodents, care of pets, and herbivores; and "More Than a Fish," dealing with whales, and the characteristics of mammals. Appendixes offer: ideas on making and using learning centers; ideas on making and using bulletin boards and file folders; a glossary; directions on how to make a book; and a short list of teacher resources. (SR)

This booklet describes several different species of amphibians and reptiles. It lists the scientific and common names for the species of amphibians and reptiles and features a series of questions that differentiate one species from the other. Information about identifying characteristics, natural habitats, habits, and reproduction information is also provided. Organisms discussed include: (1) Salamander; (2) Eastern Tiger Salamander; (3) Mudpuppy; (4) Small-Mouthed Salamander; (5) Frogs and Toads; (6) Blanchard's Cricket Frog; (7) Bullfrog; (8) American Toad; (10) Snakes; (11) Eastern Hognose Snake; (12) Midland Brown Snake; (13) Black Rat Snake; (14) Lizards; (15) Northern Fence Lizard; (16) Western Slender Glass Lizard; (17) Five-Lined Skink; (18) Turtles; (20) Common Snapping Turtle; (21) Stinkpot; and (22) Eastern Spiny Softshell. A list of vocabulary words is included. (CCM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in a variety of habitats, noting their behavior, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Resources" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the vast Indian subcontinent and its rivers, oceans, deserts, mountains, and forests. Program titles include "The Tiger's Domain,""Sacred Waters,""Unknown Seas,""Desert Seas,""Desert Kingdom,""Mountains of the Gods," and "Monsoon Forests". (WRM)

Activities in this packet were developed in reference to research conducted at the U.S. Environmental Protection Agency's Mid-Continent Ecology Division in Duluth, Minnesota (MED-D). The research helps us better understand the effects of pollutants on freshwater systems such as lakes, rivers, and streams and determines how we can best keep these systems healthy. These activities are designed primarily for students in grades 4-6. They address a spectrum of freshwater research efforts ranging from the methods used in collecting samples to ecosystem-level studies. An important aspect of these activities is the involvement of students and the ease of use by teachers. Each activity can be used as a stand-alone activity or presented as part of a sequence. It is hoped that these activities will give students a greater understanding and appreciation of freshwater systems as plant and animal habitats. The package includes 16 activities organized under four topics: (1) Water Facts and Usage; (2) Ecosystems; (3) Water Pollution; and (4) Collecting, Sampling, and Keeping Aquatic Organisms. (Author/SOE)

This guide provides detailed information, resources, and activities to teach students about the bats of Arizona. Chapters include: (1) "What is a Bat?"; (2) "Megabat or Microbat?"; (3) "Bat Anatomy"; (4) Diet and Feeding"; (5) Echolocation"; (6) Reproduction and Lifespan"; (7) "Flight"; (8) "Migration and Hibernation"; (9) Habitat and Roost Sites"; (10) "The Benefits of Bats"; (11) "Bats in Myth and Folklore"; (12) "Action Projects"; (13) "Elementary Bats Quiz"; (14) "Rain Forest Allies Quiz"; (15) "Big-eared Bat Book"; (16) "Classify a Chiropteran"; (17) "Bats Eat Bugs"; (18) "What Do Animals Do in Winter"; (19) "Wildlife in Winter"; (20) "Hibernation in a Hibernaculum"; (21) "Bat Jeopardy"; (22) "Build a Bat"; (23) "Bat Menu"; and (24) "Bat Biologist Field Equipment." Each chapter contains teaching tips. (CCM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their environment, noting their behavior, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Reading" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the fascinating relationships between humans and animals. Program titles include "Parrots: Look Who's Talking,""The Elephant Men,""Hunters of the Sea Wind,""Extraordinary Dogs," and "Monkey in the Mirror." (WRM)

This guide describes how to establish successful trails, outdoor classrooms, or other environmental education improvements on rural and urban school grounds. Teachers are encouraged to promote the environmental project as a solution to an existing problem and to include all parties and stakeholders that can benefit from a coordinated environmental education effort. Some of the 15 projects described are nature trails, composting demonstrations, wildlife feeders, timber measurement plots, wildlife plantings, outdoor classrooms or amphitheaters, and historical activities. The guide describes how to establish need, document purpose and intent, and organize interested parties. Successful projects depend on many partners. Resources include labor, material suppliers, and funding sources, and when the first two are lined up, the third is easier to get. Forest Service, Farm Service, and Extension personnel can help in determining where school boundaries are and which areas may lend themselves to environmental projects. Safety, liability, trespassing, and maintenance issues are discussed. The integration of outdoor projects across grade levels and curricula is stressed. Fourteen award-winning environmental education curricula for grades K-12 are presented that cover aquatic life, forest stewardship, wildlife, water resources, waste management, and outdoor leadership. Ordering information is provided. Also included are books of interest, North Carolina organizations that are potential resources, national organizations, and North Carolina educational state forests. (TD)

Biogeography examines questions of organism inventory and pattern, organisms' interactions with the environment, and the processes that create and change inventory, pattern, and interactions. This learning module uses time series maps and simple simulation models to illustrate how human actions alter biological productivity patterns at local and global scales. The module also demonstrates how human alterations of land cover change the dispersal processes that affect the distribution patterns and diversity of organisms. It aims to engage students actively in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative learning. The module is appropriate for use in any introductory and intermediate undergraduate course that focuses on human-environment relationships; it includes more student activities and more suggested readings than most instructors will have time to cover in their courses, so instructors will need to select those readings and activities best suited to the local teaching conditions. Each section of the module presents background information for the specific topic, the instructor's guide to activities, student worksheets, and answers to activities. A glossary of terms, supporting materials, and readings conclude the module. (Contains 17 references.) (BT)

This handbook was written in response to an identified need for more public information on Ontario's old growth forests. It is meant to be taken into old growth stands, where the learner can see, touch, and study the natural ingredients of old growth forests. Much of the handbook is a guide to forest history, helping the learner to discover first-hand the signs and artifacts of old growth and the forests of the past. Sources are also provided for finding written historical information about local forests. The guide was written with the forests of Ontario and eastern North America in mind. An introductory section outlines general characteristics of old growth forests, discusses the value of such forests and why they need special attention, and describes the four ecological lives of a tree. The main section, on forest signs and field tips, provides a guide to observation in the woods and covers tree size and life expectancy, canopy gaps and forest regeneration, wildlife and their habitats, dead tree ecology, ecology of tree cavities, cavities as wildlife habitat, classification of log decay and related habitats, mounds and pits (microtopography), fallen tree history, looking at tree rings (dendrochronology), fire scars, and stumps as evidence of forest history. Useful written records include local histories, survey records, and natural resource reports and inventories. (Contains 22 references, illustrations, and an observation checklist.) (SV)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would in order to gain a better understanding of animals, their habits and habitats, and other factors that affect their existence. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Reading" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on showing how young animals come of age--how they are nurtured and protected by their families and how they learn to survive and take care of themselves in the wild. Program titles include "Echo of the Elephants,""Jane Goodall's Wild Chimpanzees,""Ghost Bear,""Born to Run," and "Warts and All." (WRM)

This book presents 20 projects and 20 activities designed to encourage students and teachers to use the school site as part of an environmental education program with the focus on creating a place for wildlife. The projects and activities coincide with other materials from Project WILD and are easily adaptable by teachers at any grade level. The objectives of each project and activity focus on learner outcomes and hands-on application. They also provide opportunities for multi-disciplinary resources. No grade level, length of time required, or other limiting cross reference is suggested. Appendices contain warnings about potential hazards in the outdoors, diagrams for building nests, and a WILD School Site Application for Certification. Contains 34 references. (AIM/NB)

This guide facilitates and promotes awareness, appreciation, and knowledge of North Dakota's wetland resources. It is an interdisciplinary wetland activity guide for kindergarten through 12th grade teachers. It was developed specifically for North Dakota educators by North Dakota education and natural resource professionals about North Dakota's wetland resources. This guide integrates the curriculum goals for science, social studies, geography, mathematics, North Dakota studies, English/language arts, and art. Each activity contains abstract reference information about intended age level, subject area, duration, group size, teaching settings, skills, North Dakota curriculum references, and key vocabulary. Information is provided about intended learning outcomes, rationale for the activity, necessary student prior knowledge, background information, list of materials needed to conduct the activity, step-by-step procedures, activity extensions, evaluation methods, and material reference information. The appendices contain a list of skills, North Dakota curriculum frameworks reference list, information about North Dakota agencies and organizations associated with wetlands conservation, and information about major wetland protection efforts. Also includes a glossary. (AIM)

This activity guide, developed to provide hands-on environmental education activities geared to Hammocks Beach State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets the curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. On-site activities are conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts include the following: sea turtle life history, resource management, taxonomy, anatomy, dichotomous key, adaptations, natural history, habitat, life cycle, natural and human threats, predator/prey relationships, endangered wildlife, human impact on wildlife, migration, and international resource management. An introduction to reptiles, a vocabulary list, scheduling worksheet, parental permission form, and North Carolina Parks and Recreation program evaluation are included. Appendices contain a sea turtle fact sheet, a Loggerhead sea turtle fact sheet, and sea turtle conservation information. (JRH)

This document provides practical suggestions and meaningful activities for implementing Ohio's model curriculum in science for instruction that emphasizes hands-on experience and diverse learning opportunities. It also includes a variety of nonscience activities that emphasize and utilize the outdoors. This Sampler lists activities by indoor or outdoor settings, group size, and age-appropriate levels from pre-school through grade 12. Related subject areas include art, economics, language arts, mathematics, music, physical education, and social studies, as well as science. More than 20 topic areas range from animals and environmental awareness to food chains and pollution. Processes and skills that are reinforced for students include collecting and recording data, creative writing, estimating, graphing, teamwork, observation skills, and vocabulary building among others. Thirty-six individual activities are offered. Resources including 17 environmental organizations, 6 government agencies, 23 Ohio resident outdoor education centers, 34 organization members of Environmental Education Council of Ohio (EEC), 7 Ohio Coalition of Independent Nature Centers, and 17 other favorite sources are listed. (AIM)

"Exploring Old Growth Forests" is an Ontario (Canada) program that provides secondary students with hands-on experiences in old growth forests. Activity-based and student-centered, the program aims to develop student awareness of the importance of old growth forests and the need to conserve them. This manual provides teachers with background information and detailed instructions for student activities in the forest. Background information covers general characteristics of old growth forests; reasons why such forests are valuable; old growth forest ecology and the influences of water, light, and fire; and the importance of old growth forests to birds, other wildlife, and the ecological web. A program overview discusses pretrip organization, lists equipment needs, suggests tree identification guides, and recommends steps for choosing and laying out a forest study plot. Field activity descriptions include objectives, equipment needs, additional background information, instructions, forms for data collection, illustrations, and summary questions for students. Activities are arranged in four sections: (1) identification and measurement of live trees and estimation of site productivity; (2) identification and classification of snags (dead standing trees) and observation of wildlife activity on snags; (3) classification and measurement of logs (downed woody debris); and (4) identification and measurement of young trees (forest regeneration) and identification of nonwoody plants. A final section provides old growth baseline data for eastern deciduous and coniferous forests and presents a behavior code for students. (SV)

This student workbook is designed as a companion to a day of field studies investigating water quality and stream health for sixth grade students in several northeastern Tennessee counties. Nineteen environmental education activities cover topics including wildlife species, wildlife habitats (instream and riparian), connections between water quality and wildlife, water pollution, hydrology, land use, soil and water, wild plants and flowers, farming techniques, erosion prevention, forest ecology, waste disposal, household hazardous wastes, landfills, and precycling and recycling. The workbook provides the following information for each activity: objective, key words, summary (background information that refers to the northeastern Tennessee environment), and study questions. A glossary contains 65 key terms. (LZ)

This paper discusses four thematic units that teachers can use with preschool and primary grades, along with examples of activities that can be integrated into each unit. The units include "Land of Many Colors," based upon a book of the same name that tells the story of gingerbread-shaped characters who learn to accept each other even though they are different colors. The next unit, "Seasons," is developed around a collection of children's literature that focuses on seasonal themes. The third unit, "Habitats," focuses on animal habitats and children's books that explore the issue. "Dinosaurs," the fourth unit, uses books on dinosaurs and various activities to explore the world of dinosaurs. Specific science, math, social studies, and art activities for each unit are presented. (Contains 29 references.) (MDM)

This activity guide, developed to provide hands-on environmental education activities geared to Hammocks Beach State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: animal adaptations, sea turtle life cycle, endangered species, natural and human threats to species, and resource management. Includes an introduction to reptiles, a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about Jones Lake State Park. Appendices contain a sea turtle fact sheet, a Loggerhead sea turtle fact sheets, and sea turtle conservation information. (MKR)

This activity guide, developed to provide hands-on environmental education activities geared to Jones Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives in the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: water quality, data collection, pH, animal adaptations, and geomorphology of a Carolina bay lake. Includes an introduction to the water cycle, a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, sources of information on water resources, and information about Jones Lake State Park and Carolina bays. (MKR)

This activity guide, developed to provide hands-on environmental education activities geared to Singletary Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. In these activities students will have the opportunity to learn water quality testing methods, visit a bay lake and perform actual tests, and discover and test water sources at school. Major concepts included are: water quality, data collection, pH, water testing, animal adaptations, and geomorphology of a Carolina bay lake. Includes a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about Singletary Lake State Park. (MKR)

This activity guide is intended to increase student awareness and understanding about the Colorado River Basin. Each activity includes objectives, procedures, materials list, related activities, questions for students, and related information. The activities are varied to appeal to a wide range of learning styles and modalities and are interdisciplinary in design. The first chapter is an overview for teachers and the remaining chapters contain the activities: (1) "Wildlife Webs"; (2) "Big Basin Blues"; (3) "Rights and Wrongs"; (4) "Water in the Air"; (5) "Canyon Country Art"; (6) "Counting Water"; (7) "Ancient Waters"; (8) "Invisible Passengers"; and (9) "Habitat Hazards." (MKR)

Noting the importance of whole concept learning as opposed to fragmented non-meaningful facts, this paper presents a unit of study on animal habitats that is geared for a first-grade whole-language classroom in the later stages of the year. The major objective of the unit presented in the paper is for students to be able to identify the habitats of animals. The whole unit last from five to seven days, depending on the time needed for students to grasp the concepts. The paper offers a list of 29 objectives; a materials list; a list of the readings, and writing, science, math, social studies, listening and speaking, and art activities in the unit; unit planning forms for each of the scheduled five days of the unit; a story review form for parents to complete; a student self-evaluation form; an evaluation form for teachers to complete; a list of 10 resources; two sample activities; and a book report sheet. (RS)

This book contains a guided exploration of a special place in nature. Although geared towards young adults (ages 12-17), the book may also be appropriate for older children (ages 9-11), and adults. During a series of five visits, short multi-ethnic stories with matching activities help the reader to discover the area's uniqueness and beauty by using their senses and careful observation. Five chapters have the following themes: (1) begining to explore a special place in nature; (2) ways to become familiar with animals and plants that live in the area; (3) receptivity to nature; (4) ways to preserve and care for the site and to share its special features with a friend; and (5) personal reflection during an evening/morning or overnight visit to the site. The book is written as if a young person is doing the activities alone, however the activities and stories can be used with groups. The final section of the book contains a leader's guide with a group activity for special situations, a group song, and 13 resources. (LZ)

This packet is designed to assist teachers in creating a tropical animals lesson plan that centers around a visit to the zoo. A teacher packet is divided into eight parts: (1) goals and objectives; (2) what to expect at the zoo; (3) student activities (preparatory activities, on-site activities, and follow-up activities); (4) background information on the tropics; (5) a 43-word glossary; (6) a list of 16 Metro Washington Park Zoo county support services; (7) a list of 15 references; and (8) a teacher evaluation form for rating the packet. The on-site activities in the packet are in the form of "student data sheets" designed to aid students in gathering information ultimately to be used in a variety of associated follow-up activities. Levels of data sheets include level 2 data sheets more appropriate for grades 7 and above, level 1 data sheets more appropriate for students below grade 7, and multi-level activity sheets. Students are enagaged in the use of observation, record keeping, and data manipulation skills. (LZ)

This multidisciplinary, progressional unit involves students in discovering wetlands and why such areas are important, and in learning they can make a difference in saving wetlands. The unit is designed to be taught with two options: (1) entirely in the classroom; and (2) a combination of classroom and field experience. Fourteen classroom lessons focus on wetland identification; wetland functions; wetland biodiversity; wetland values, attitudes, and issues; human impact on wetlands; wetland laws and regulations; and wetland actions. Each lesson plan contains information on purpose, method, concept, objectives, subjects, skills, materials, glossary words, time considerations, background, procedure, and worksheets. Seven field component activities emphasize the topics of student awareness and observational skills, diversity of wetlands, "hands on" experiential study of wetland ecology, biological adaptations to marsh life, inter-connectedness of wetland organisms, responsible wildlife management tools, and positive outdoor education experiences. A glossary is followed by resource lists containing 64 books, 14 teaching guides, and 10 audiovisual aids. (LZ)

This learning packet, one in a group of eight, was developed by the Merchants Millpond State Park in North Carolina to teach students in grades 4-6 about the habitat and lifestyle of the beaver. Loose-leaf pages are presented in nine sections that contain: (1) introductions to the North Carolina State Parks System, the Merchants Millpond State Park, the park's activity packet, and to the beaver; (2) a summary of the activities that includes major concepts and objectives covered; (3) pre-visit activities to draw or create an imaginary animal based on a described habitat; (4) on-site activities to explore the beaver's habitat; (5) post-visit activities to demonstrate how a human would survive in a beaver's habitat; (6) a list of 18 related vocabulary words; (7) a list of 15 references; (8) necessary park and parental permission forms for the visit; and (9) blank pages for taking notes. (MDH)

For over 50 years, the primary goal of Smokey Bear has been to introduce the forest fire prevention message to young children. This learning kit provides the K-3 teacher with activities and resources to help students learn about Smokey Bear and fire safety, about forests as habitats, and about what they can do to protect forests. Students are involved in six whole group and five individual activities that include stories to act out, a game, and things to make and do. Each activity contains objectives, activity summary, grade level, materials, instructions, and teacher reproducible worksheets. Teacher background materials include information on Smokey Bear's story, forest fire, the forest as habitat, protecting habitats, and a list of 14 additional resources. A poster and puzzle accompany the learning kit. (LZ)

In 1994, Smokey Bear turns 50! For a half century, Smokey has been helping children and adults protect forests and wildlands from careless fire. With this kit students can celebrate Smokey's message using a variety of activities that include dramatic play, stories, games, and things to make and do. Through these activities, students learn about Smokey Bear, about forests as habitats, and about what they can do to protect the forests. The kit encourages children to recognize Smokey Bear as a symbol of forest fire prevention and to take pride in their own responsible behavior toward fire. The lessons and activities in the guide were designed for the classroom teacher of kindergarten and first, second, and third grades. The kit provides 11 lessons that include both individual and whole group activities. The booklet provides teachers with background facts about Smokey Bear, fire, and forest habitats. Ten other activities comprise the main body of the document. Each activity is described, and objectives, grade level, group size, and materials are specified. A reading list, additional classroom resources, a colorful poster, and a puzzle are included. (LL)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their habitats, noting their behavior, examining the environmental, economic, and political factors that affect their condition, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Before Viewing the Program" that familiarizes students with the program's subject and allows them to set purposes for viewing; and (3) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program. Some lessons also contain: (i) "Objectives" that provide the teacher with measurement goals; (ii) "Vocabulary" that features definitions of unfamiliar words used in each program; and (iii) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide examine the natural history of North America. Program titles include "The Great Encounter,""Conquering the Swamps,""Across the Sea of Grass,""The First and Last Frontier,""Confronting the Wilderness,""Into the Shining Mountains,""Living on the Edge," and "Searching for Paradise." (Contains 41 references.) (WRM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their environment, noting their behavior, examining factors that affect their health, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) "Vocabulary" that features definitions of unfamiliar terms; (4) "Before Viewing the Program" that familiarizes students with the subject and allows them to set purposes for viewing; (5) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program; and (6) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the spectacular hidden riches of the diverse lands of Russia and the Central Asian Republics. Program titles include "Green Jewel of the Caspian,""The Arctic Frontier,""The Red Deserts,""The Celestial Mountains,""Siberia-The Frozen Forest," and "Born of Fire." (WRM)

This guide, for a 4-H wetlands project, is designed for sixth to eighth grade youth and their leaders interested in learning and doing aquatic science activities that can help the environment. The project provides basic wetland information with one or more activities for each of six sections: (1) What is a wetland?; (2) value of wetlands; (3) wetland types; (4) products from wetlands; (5) wetland destruction; and (6) wetland regulation. Also provided is a wetlands reference list and project record sheet. The leader/teacher guide contains additional information for each activity section, answers to both the question and discussion sections, background information, sources for teaching aids and further information, and a project evaluation form. (Author/MCO)

The National 4-H Wildlife Invitational is a competitive event to teach youth about the fundamentals of wildlife management. Youth learn that management for wildlife means management of wildlife habitat and providing for the needs of wildlife. This handbook provides information about wildlife habitat management concepts in both urban and rural settings and prepares participants for judging events. The contents and activities in the handbook are arranged in six sections in the order used by wildlife managers when deciding how to manage areas for specific wildlife species. The introduction describes how to use the handbook, preparing for contests, and general contest rules and guidelines. The second section defines 11 basic concepts on which the contest is based. The third section separates the country into 14 regions having similar climate, vegetation, and wildlife for use in the contest. The fourth section discusses habitat requirements and practices useful for managing habitat for the birds, mammals, and other species listed in the Regions section. The fifth section lists alphabetically 43 practices used to manage habitat. A general description of each practice and its effect on habitat are provided. The sixth section describes the five activities in which each contestant is expected to participate. Additional information includes criteria for scoring the contest, and a glossary of 71 terms. Contains 55 references. (MDH)

This teacher guide and student workbook set presents two learning activities, designed for fifth through ninth grade students, that concentrate on nutrients in the Great Lakes. In activity A, students simulate aquatic habitats using lake water and goldfish in glass jars and observe the effects of nutrient loading and nutrient limitation on aquatic life. In Activity B, students graph phosphate and nitrate inputs to Lake Erie following a storm. As prerequisite to these activities, students should know how to use a microscope, be able to draw line graphs, and be familiar with the concept of nutrients. When students have completed these activities, they should be able to: (1) describe the characteristics of oligotrophic and eutrophic lakes, (2) explain the effects of nutrient loading on lake habitats, (3) define nutrients as a limiting factor in lake habitats, (4) list sources of nutrient inputs to Lake Erie, and (5) explain how wetlands can improve water quality. The teachers guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

This teacher guide and student workbook set contains two learning activities, designed for fifth through ninth grade students, that concentrate on the adaptations of shorebird beaks for a variety of habitats and food sources, and the effect of toxic chemicals in the food chain on the birds. In activity A, students discover how shorebirds are adapted for feeding by simulating species of shorebirds with beaks of different shapes and sizes, using everyday objects. They gather different food items with different beak types. They compare feeding success and survival to these adaptations. In activity B, students play a tag game simulating organisms in a food chain and observe the concentration of toxic chemicals through the food chain. As prerequisites for participation in these activities, students should be somewhat familiar with the concepts of adaptation and food chains and be able to construct bar graphs. The teacher's guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

This teacher guide and student workbook set contains two learning activities, designed for fifth through ninth grade students, that concentrate on lake stratification and water quality. In the activities students model the seasonal temperature changes that occur in temperate lakes and observe the resulting stratification of lake waters. Students then relate stratification to water quality within the lake. As prerequisites for these activities, it is recommended that students be able to record data in chart form and prepare graphs of temperature versus depth. In addition, they should be able to use a scale to weigh a flask of water, to read thermometers, and to measure with rulers; they should also be somewhat familiar with perimeter and area. The teacher's guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

This resource unit contains a teacher information packet and a middle school student activity packet to be used in creating a threatened and endangered species unit. The packet of student activities is designed to help maximize a field trip to the zoo and build on students' zoo experience in the classroom. The teacher information packet covers the topics of general and behavioral goals for the unit; extinction; vegetation zones or biomes (contains a world map); selected endangered and threatened animals listed by location in the wild and taxonomic classification; profiles of 30 selected animals with specific information on each species; zoos and endangered animals; protecting endangered species; and a list of 28 resources and a 27-word glossary. Fourteen student activities are divided into classroom and zoo sections. At the zoo, students are instructed to collect and record data from observations of animals and exhibits. Zoo-collected data are intended for later analysis and follow-up discussion in the classroom. A teacher's guide for each activity contains a list of the specific Oregon Comprehensive Curriculum goals addressed by that activity, and activity objectives, directions, and extension ideas. Teacher reproducible worksheets are provided for activities. (LZ)

These student and teacher guides are designed for a secondary-level course in natural resources that focuses on renewable and nonrenewable natural resources, methods of protecting the environment, and the various careers and technologies available in the natural resources area. The following topics are covered in the course's 10 units: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Each unit in the student guide contains some or all of the following: objective sheets, information sheets, student supplements, assignment sheets, and job sheets the last two of which are contained in the student workbook. The teacher edition and teacher component portion of the accompanying CD-ROM contain some or all of the following: how to use this product; competency profile; crosswalk to the Oklahoma Natural Resource Duty/Task List; instructional/task analysis; basic skill icons and classifications; basic skills matrix; tools, equipment, and materials lists; glossary of terms; and course units. Each unit in the teacher edition contains some or all of the following: suggested activities and lesson plans; answers to reviews, assignment sheets, and written tests; written tests; teacher supplements; and transparency forms. In addition to teacher components, the accompanying CD-ROM includes the following student components: objective sheet, information sheet, assignment sheet, and job sheet. (MO)