Learning Through Legacy Alabama’s Environmental Education Guide for Grades 3-5 Produced for Alabama Educators By Legacy, Partners in Environmental Education Revised 2013 Funding for this project is made possible by proceeds from the sale of Alabama's “Protect Our Environment” license tags.
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Learning Through Legacyvii 3-5 Correlation Chapter 1 Ecology MATHEMATICS In The Know (pg 3) No Salt, Please (pg 5) Habits Of Habitats (pg 11) A Spider Sat Down Beside Her (pg 17) Boning
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Learning
Through Legacy
Alabama’s Environmental Education Guide
for Grades 3-5
Produced for
Alabama Educators
By
Legacy, Partners in Environmental Education
Revised 2013
Funding for this project is made possible
by proceeds from the sale of Alabama's
“Protect Our Environment” license tags.
Disclaimer
“Learning Through Legacy: An Environmental Education Guide” was prepared by Legacy, Inc.,
Partners in Environmental Education, and its collaborative partners, including teachers and
environmental professionals throughout Alabama. (For a complete listing, contact the Legacy office.)
Neither Legacy, Inc., nor any persons acting on its behalf:
a. Make any warranty or representation, expressed or implied, with respect to the accuracy of
any information contained in this document; or
b. Make any warranty or representation, expressed or implied, that the use of any information,
apparatus, methods, or process disclosed in this document may not infringe on
privately owned rights; or
c. Assume any liabilities with respect to the adoption, applicability or use of any information,
apparatus, methods, or process disclosed in this document or inferred therefrom;
d. Assume any liabilities for damages resulting from the adoption, applicability or use of any
information, apparatus, methods, or process disclosed in this document, or inferred therefrom.
This document does not reflect necessarily the views and policies of those involved in the
preparation or production of this publication. The use of or reference to, specific brand names or
products should not be construed as an endorsement by any of those involved in the preparation or
production of this publication.
Notice of Request for Duplication:
This document is provided for use by teachers and environmental educators in Alabama by Legacy,
Inc. Duplication of materials contained herein is prohibited without prior, expressed written
permission from Legacy. Permission for duplication and/or information related to the this
publication or information about obtaining a copy of “Learning Through Legacy: An Environmental
In The Know ........................................................................................................................................................3
No Salt, Please ....................................................................................................................................................5
Habits Of Habitats ..............................................................................................................................................11
A Spider Sat Down Beside Her ..........................................................................................................................17
Boning Up On Biomes ......................................................................................................................................23
Worming Out Of It ............................................................................................................................................29
The Chain Gang ................................................................................................................................................31
The Web Of Life ................................................................................................................................................37
An Ant Can ........................................................................................................................................................39
Adaptations Help Stop Limitations ....................................................................................................................45
To Transpire Or Perspire...That Is The Question ............................................................................................59
Over and Over Again ........................................................................................................................................63
A Legacy ............................................................................................................................................................79
The Dirty Half Dozen ........................................................................................................................................85
It’s All In The Air ..............................................................................................................................................95
Sky Blue, Sunset Red ........................................................................................................................................97
Smoke Gets In More Than Your Eyes ............................................................................................................101
Let’s Sock Car Exhaust ....................................................................................................................................103
Don’t Take A “Lichen” To Pollution ................................................................................................................109
The Great Garbage Caper ................................................................................................................................115
All Tied Up ......................................................................................................................................................119
To Fertilize Or Not To Fertilize: That Is The Question ..................................................................................123
Clean Up Your Act ..........................................................................................................................................127
You Dirty Bird ..................................................................................................................................................131
What A Waste ..................................................................................................................................................147
Trash Flash Through Time ..............................................................................................................................151
We’re Down In The Dumps ............................................................................................................................161
Dump It ............................................................................................................................................................169
It’s A Gas ..........................................................................................................................................................173
What Goes Around Comes Around ................................................................................................................181
A City “Can” ....................................................................................................................................................187
Heavy Metal ....................................................................................................................................................191
Seeing Is Believing ..........................................................................................................................................195
Roll Out The Barrels ........................................................................................................................................199
Fetch A Pail Of Water ......................................................................................................................................203
Crystallizing The Problem ................................................................................................................................211
Playing With Rubbish ......................................................................................................................................213
What’s the Point? ............................................................................................................................................225
Down Home Dinosaurs ....................................................................................................................................229
The Value Of Water ..........................................................................................................................................233
Gardening With Natives For Natives ..............................................................................................................239
How Strong Are Your “Mussels”? ..................................................................................................................243
The Development Of Sunshine City: Simulation Activity ..............................................................................247
Start Shredding The News ..............................................................................................................................253
Color My World Natural ..................................................................................................................................255
Home Sweet Home ..........................................................................................................................................257
Energy From Water - Free For The Taking ......................................................................................................261
Some Like It Hot ..............................................................................................................................................269
How Are You Gonna Keep It Down On The Farm? ........................................................................................271
Internet Resources ............................................................................................................................................281
sight. it looks sort of like a car, sort of like a
thing one would ride at a carnival. It looks like
a whole lot of fun, whatever it is, so you open
the door and step inside a most miraculous little
machine.
There are lights , buttons, levers, graphs,
clocks, dials, calenders, and computer
screens..and you know at once - This is a time
machine !
Carefully following the instructions on the
screen, you fasten your safety belt, set the clock
in reverse, and wait. Dials spin, buzzers sound,
and you feel yourself being thrust back into
your seat. On the big computer screen above
your head, you see events in time come to life:
the first trip to the moon; World War II planes
flying over Europe; George Washington
crossing the Delaware during a harsh winter
storm; the Nina, Pinta, and Santa Maria ships
heading westward. Wait ! It’s going too fast !
You’ve got to stop this thing ! Your finger
finally finds a button marked STOP. You press
it and the number 1250 flashes above. The
machine stops ! And the door opens slowly
behind you....
It is a misty morning on a cobbled stone street.
Fog is rolling in, and there is a chill in the air.
Signs hanging above the shops let you know
you’re in London, England. The clopping
hooves of a horse drawn cart can be heard in
the distance. Squealing piglets are being
joyfully chased by children running all about.
Then from above, SPLASH ! PLOP ! Out of an
open window comes a shout, “GARDY-LOO !”
followed by a heaving bucket of garbage.
Vegetable peels and table scraps fall right onto
the street below. It barely misses you ! And
now here come the pigs, rushing to the scene to
investigate the tasty morsels of garbage they
might eat.
Can you imagine people throwing garbage out
of their windows and onto the streets? Pigs run
freely about to eat whatever is edible.
“GARDY-LOO !” The call comes again. Oh !
No ! Look out. Running, ducking, jumping
over slippery, slimy garbage, you head back to
the time machine, set the dials to the present,
and hit the buttons again. You feel yourself
being flung forward in your seat. Dates fly past
on the dial; and before you know it, you’re
back, right where you were when you found
the machine.
WHEW ! What a trip ! The door opens behind
you, but you remain seated as your mind
continues to spin with the memory of your
adventure.
Just think of all the garbage ! It’s good to be
back home.
Let’s Take a
Trash Flash Through Time
154
Trash Flash Through Time
Older & Wiser Survey
Begin by explaining: We are conducting interviews with the older generations so we can learn how
people handled their garbage and resources in the past. Your stories are valuable to our research.
Thank you for agreeing to do this interview.
Please answer all of the questions for the time period when you were my age.
1. What is your full name?
2. Where were you born?
3. What was the year when you were my age?
4. What did you do for fun?
5. How old were you when you got your first TV?
6. What chores did you do?
7. How did you get to school?
8. What toys did you have?
9. What were they made of?
Food
10. How was your family’s food kept fresh?
11. How did store-bought food come packaged?
12. What did you do with the package or container when it was empty?
13. Did you pack your own lunch?
14. If you ever brought food home from a restaurant, how was it packaged?
Paper
15. What did you do with old papers, magazines, and books?
16. Did you use old papers, magazines, or towels?
If not, what did you use?
17. Did stores provide paper shopping bags?
Glass
18. What types of glass containers did you have? (jars, soda bottles, milk bottles)
19. Did you throw them away, reuse, or recycle them?
Aluminum
20. Did you have aluminum?
For what uses?
21. Did you throw it away?
Tin Cans
22. What kinds of food did you buy in cans?
23. What did you do with the cans when they were empty?
Plastic
24. Were there plastic containers?
What came in them?
25. What was in your first plastic bottle?
Garbage
26. Where was your garbage thrown?
27. Was any of it recycled or reused?
28. Did your community provide a curb-side pick-up service?
Wrap-up Questions
29. Did people talk about recycling and conserving resources then?
30. How do you think people today have changed in their attitudes?
31. Would you rather be a child in today’s times or the times when you were a child?
Thank You !
155
Older & Wiser Survey (continued)
Trash Flash Today !Can you answer these questions?
1. How much trash does each person in the Unites States throw away daily?
2. What material is thrown out more than any other?
3. Is most of our garbage
• buried in landfills?
• burned?
• reused?
• recycled??
4. Are dumps and sanitary landfills the same?
5. How many aluminum cans are thrown away each year rather than recycled?
6. How much of our trash is recycled?
7. To recycle means to process waste materials into new products. True or False?
8. If you could change something about the way you recycle, what would it be?
156
WASTE MANAGEMENT
OBJECTIVES:The student will be able to:
1. Explain what happens to garbage.
2. Graph the amount of waste the school lunchroom produces.
3. Identify ways to reduce the amount of plastic, paper, and food
waste within the school lunchroom.
BACKGROUND:The U.S. Environmental Protection Agency estimates that over
250 million tons of municipal solid waste are generated in our
nation each year ! Many areas in Alabama currently face serious
problems in safely and effectively managing the garbage they
generate. As a state, Alabama is generating more trash than ever
before. As the waste continues to increase, capacity to handle it is
decreasing. Landfills are no longer the only answer.
Recycling saves energy, natural resources, and room in the
landfills. It provides raw materials for new products and helps
Alabamians move away from a “throw away” society. Alabama
law now requires that cities and counties develop and adopt
comprehensive solid waste management plans. Alabama law also
requires that all state agencies, K-12 public schools, state
universities, and post secondary schools implement their own
recycling programs.
VOCABULARY:data - facts or figures from which conclusions can be drawn
Environmental Protection Agency - the federal agency charged with the enforcement of all federal
regulations having to do with environmental pollutants
garbage - the organic or inorganic food waste thrown away
landfill - an area set aside for burying waste under layers of dirt
recycle - to separate a given waste material from other
wastes and process it so that it can be used again
reduce - decreasing the amount of waste generated
ADVANCE PREPARATION: 1. Gather materials.
2. Make signs to put on garbage cans labeled “paper”,
“plastic”, and “food waste”.
3. Copy Student Activity Sheet.
PROCEDURE:Setting the stage1. Write the word garbage on the board.
• Ask students to give their own definitions.
• Write responses on the board.
Trash Patrol
Grades:3-5
Subjects:Science, Social Studies, Math
Time Needed:One to two weeks
Materials:buttons or name tags labeled “TRASH
PATROL”
clipboard
paper
pencil
chart paper
poster board
colored pencils
rubber gloves
scales
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2. Ask students to recall where garbage goes. (garbage can, garbage trucks, landfill)
3. Write the word landfill on the board.
• Discuss what a landfill looks like.
• Allow students to share if they’ve been to a collection site.
4. Explain that the class is going to gather data about the amount of waste generated in the school lunchroom.
Activities1. Brainstorm items that are thrown away in the lunchroom. (napkins, milk cartons, paper or Styrofoam
plates, bowls, plastic utensils)
2. Divide students into groups of five or six and assign each group a particular date to work.
• Explain that one person will be the recorder, two students will collect lunch trays, and the remaining
team members will sort the trash into the appropriate container.
• Assign students to be on duty for the school’s entire lunch period. Make arrangements for the team to eat
earlier, if necessary. The recorder weighs the amount of each type of garbage and writes down any
unusual or interesting observations. (For example, one class noticed an unusual number of unused plastic
utensils still in their plastic bags, so they began to keep a count of these.)
• The team records its findings on a class chart and writes a brief entry about its observations.
• This process is continued until all groups have gathered their information. Daily reports and discussions
are important.
3. Upon completion, discuss the activity.
• Tape the class chart to the board and have each group choose a way to display the data. Give each group
poster board, colored pencils, and markers to complete the graphs.
• Have the groups analyze the data and suggest ways to reduce lunchroom waste.
• Write these suggestions on the board and have students brainstorm ways to implement the suggestions.
(For example, students notice a large number of unopened ketchup, mustard, and mayonnaise packets
being thrown away, so they develop a short commercial encouraging students to take only what they need
and perform the commercial on morning in-house television announcements, if system available.)
Follow-Up1. Collect charts and graphs.
2. Have students write one to two paragraphs discussing one area of waste in the lunchroom and possible
solutions.
EXTENSIONS:1. Invite a waste disposal company spokesperson or a recycling center representative to speak to the class.
2. Have students write down everything they throw away for one day and then determine how they could
reduce their amount of personal waste.
3. Visit a local landfill.
4. Compare daily menus to the amount of daily waste.
ORIGINAL DEVELOPMENT RESOURCES:Alabama Department of Environmental Management. Be part of the solution recycle Alabama.
Plastic Bag Information Clearing House. (1994). Don’t let a good thing go to waste.
Alabama Department of Environmental Management. Get down to business...reduce, reuse, recycle - awaste management guide for small business and commercial firms.
When manure, vegetation, or any organic materials decay, a gas is given off. This
gas is called methane. Methane can be produced from decaying matter in home
garbage (if it sits long enough) or in a compost heap. It also takes place in the
landfills where we bury our trash and garbage. Methane produced in landfills can
be carried through pipes to places where the gas will be used.
Today, some companies are producing methane from waste. They change city
sewage, garbage, and animal manure to energy sources. The process of changing
matter from once-living things into methane is called bioconversion.
This same process takes place in nature, producing natural gas. Methane is the
main element of natural gas. The organic part of our trash and garbage is an
important energy resource !
179
The Recycling Process
Notes
180
WASTE MANAGEMENT
OBJECTIVES:The student will be able to:
1. Describe recycling.
2. Illustrate the recycling logo.
3. Identify recyclable materials.
4. Present information.
BACKGROUND:Recycling is the collection of waste materials to process them
into new, usable products. The recycling logo represents the three
steps of the recycling process: separating materials to be
recycled; processing the materials by sorting, washing, drying,
grinding, or heating, and re-manufacturing products to be
purchased.
People must sort their household trash and either take recyclables
to a collection site, place their recyclables on the curbside, or
deliver them to buy-back recycling programs.
To make sorting easier, different plastics are identified by codes
(SPI-Society of Plastics Industries-Codes.) These codes are
usually located on the bottom of plastic containers.
VOCABULARY:recyclable - a material that can be recycled
recycling - the collection and reprocessing of manufactured materials for reuse either in the same form or as
part of a different product
ADVANCE PREPARATION: 1. Gather materials.
2 Copy information cards and glue to index cards for durability and uniformity.
3. Copy student activity page.
PROCEDURE:Setting the stage1. Display recyclable materials.
• Discuss the steps of the recycling process using the background information and the attached sheet, “The
Recycling Process”.
• Have students look for the recycling logo on the plastic materials.
2. Inform students of the three ways items are collected (or deposited) for recycling.
Activities1. Create a presentation about a recyclable material.
• Divide the class into four groups.
• Distribute the information cards.
• Use other sources to create songs based on a familiar tune.
What Goes Around Comes Around
Grades:3-5
Subject:Science
Time Needed:Two class periods
Materials:examples of recyclable items:
aluminum cans
plastic milk jugs
newspapers
jars
plastic containers (several)
art paper
markers
small jar of M&M candy for rewards
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• Choose a song that everyone knows.
Rewrite the words using facts about the assigned recyclable material.
Name your group.
Optional - design a CD cover, dress in a costume, make a backdrop for the presentation.
Example - (Sing to the tune of “Row, Row, Row Your Boat.”)
Crush, crush, crush the cans
As many as you may
Put them on the curb outside
To be used another way
2. Allow the students to vote on their favorite presentation or give each group an award for The Best
Workers, The Best Research, etc. Present them with an award, for example, a jar of M&Ms.
Follow-Up1. Complete the student activity page.
2. Review the diagram of “The Recycling Process” in the previous activity.
EXTENSIONS:1. Visit a recycling center.
2. Survey school officials to determine the school’s recycling policies.
3. Read Recycle ! by Gail Gibbons.
4. Read Cartons, Cans, And Orange Peels - Where Does Your Garbage Go? by Joanna Foster.
Read Series - How On Earth Do we Recycle Metal? Paper? Plastic? Glass? published by Millbrook Press.
ORIGINAL DEVELOPMENT RESOURCES:Kraft General Foods. (June, 1993). Solid thinking about solid waste.
United States Environmental Protection Agency. (October, 1988). Recycle. (EPA/530-SW-88-050)
Alabama Department of Economic and Community Affairs. Kids can help recycle (coloring sheet); Be partof the solution...recycle Alabama (brochure); Handling and disposal of home medical waste (brochure);
Household hazardous waste (booklet); Managing Alabama’s municipal solid waste (poster); Get down tobusiness...reduce, reuse, recycle (booklet).
182
Student Activity Sheet
Name: ____________________________
What Goes Around Comes Around
1. Describe the process of recycling.
2. Draw the recycling logo.
3. Create a plan for your family to implement a recycling program.
• How will you sort the garbage?
• How will your recyclable materials get to the recycling center?
• How will you change your purchasing habits in order to support products that
have been recycled?
183
Save! Sort! Recycle!
Color the recyclables in the boxes on this page. Then cut them out and paste them
into the proper recycling bins.
184
185
COMPOST PLASTIC
METALSSECOND
HAND
SHOP
PAPER GLASS
Notes
186
WASTE MANAGEMENT
OBJECTIVES:The student will be able to:
1. Evaluate the importance of recycling.
2. Simulate a city recycling program.
3. Tally exchanges in the recycling simulation.
BACKGROUND:Aluminum comes from bauxite. Most of the new aluminum used
in the United States is imported. By reusing aluminum, we reduce
air pollution, water pollution, and damage to the land.
• Making aluminum from recycled cans uses 90-95 percent
less energy than making it from raw materials and reduces
related air pollution by 95 percent.
• Enough aluminum is thrown away every three months to
rebuild the entire United States commercial air fleet.
• Approximately 50-60 percent of aluminum cans used in the
United States are recycled.
• Recycling reduces litter and slows the filling of landfills.
VOCABULARY:aluminum - a silvery, lightweight, metallic, chemical element
bauxite - a claylike ore, the source of aluminum
ore - a natural combination of minerals from which metals or other valuable substances can be mined
ADVANCE PREPARATION: 1. Gather materials.
2. Make a set of signs for each city stating landfill, bank, recycling center, and grocery store.
3. Prepare copies of student activity page.
4. Make 24 recycling certificates from the teacher handout.
PROCEDURE:Setting the stage1. Give the journal prompt: Why is recycling important?
2. Discuss the benefits of recycling using the background information.
Activities1. Conduct a simulation that shows the benefit of recycling.
• Divide the class into two groups. They will act as the citizens of two cities. One Cycle City will recycle.
The other Waste City will not recycle. Each city will contain a grocery store, landfill site, a bank, and a
recycling center (Cycle City only). Assign each student a post.
• Give each grocery store 24 aluminum cans and 24 pebbles (represent bauxite).
• Allow one citizen at a time to go to the grocery store to buy four canned drinks. Trade one piece of
bauxite for each can.
• Allow Cycle City to take its cans to the recycling center. They are given a certificate for every four cans.
Waste City throws away its cans in the landfill.
A City “Can”
Grades:3-5
Subjects:Science, Math
Time Needed:One class period
Materials:48 aluminum cans
48 pebbles
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• Return to the grocery store to buy four more drinks. Cycle City uses its certificates to buy one drink and
three pieces of bauxite to buy three drinks. Waste City uses four pieces of bauxite to buy four drinks.
• Continue the activity until one city runs out of bauxite.
2. Compare the student activity page.
Follow-Up1. Discuss the activity reviewing the benefits of recycling for a community.
2. Present the results of each city’s simulation.
EXTENSIONS:1. Build a can crusher using lumber and a heavy duty door hinge.
2. Compile a list of recyclable items used during the school day and
at home.
ORIGINAL DEVELOPMENT RESOURCES:Roa, M. Environmental science activities kit. The Center for Applied Research in Education.
Schultz, R (1982). Environmental experiments..from Edison. Michigan: Thomas Alva Edison Foundation.
188
189
A C
ity “
Can
”
Cro
ss o
ff a
peb
ble
eac
h t
ime
your
city
purc
has
es a
can
.
Cro
ss o
ff a
can
eac
h t
ime
your
city
del
iver
s one
to t
he
landfi
ll o
r
recy
clin
g c
ente
r.
Cro
ss o
ff a
rec
tangle
eac
h t
ime
your
city
coll
ects
a c
erti
fica
te.
I am
a c
itiz
en o
f C
ity _
______________ .
Gro
cery
Sto
re w
ork
ers
are
_______________,
_______________,
and _
______________ .
Lan
dfi
ll w
ork
ers
are
_______________ a
nd
_______________ .
Rec
ycl
ing C
ente
r w
ork
ers
are
_______________,
_______________,
and _
______________ .
What
did
yo
u l
earn
fro
m t
his
act
ivit
y?
190
A City “Can”
Certificate of Receipt. Redeem at grocery store for one canned drink.
Certificate of Receipt. Redeem at grocery store for one canned drink.
Certificate of Receipt. Redeem at grocery store for one canned drink.
A City “Can”
A City “Can”
WASTE MANAGEMENT
OBJECTIVES:The student will be able to:
1. Illustrate how steel mills use steel cans, cars, and appliances.
2. Describe a material recovery facility and how steel is
separated.
3. Locate the major steel mills in Alabama on an Alabama map.
BACKGROUND:For many years, Alabama was one of the leading producers of
steel. Steel-can recycling is made easier because steel is
magnetic. Steel cans may be magnetically removed from other
recyclables in the solid waste stream. Empty steel cans may be
collected for recycling through any recycling collection program
that accepts them. For curbside collection, steel cans should be
emptied and rinsed. Steel cans are also collected through
voluntary drop-off programs and material recycling centers.
After collection, steel cans and other steel products, such as
appliances, are sent to steel mills to be made into new products.
There are two types of furnaces used to make steel, depending on
the product into which the steel will be made. One type is the
basic oxygen furnace, which consumes about 25 percent scrap.
The electric arc furnace consumes about 100 percent of scrap to
make new products. In either case, some of the scrap is still left
over from steel making and product manufacturing, but none is wasted. Even if molten steel overflows, it can
be used again.
Today in America, no steel is new. Virtually all steel contains old steel. It always maintains its integrity by
keeping the same quality after recycling as before.
VOCABULARY:scrap - the old steel that will be recycled into new steel
solid waste stream - the variety of solid materials that are discarded or rejected from homes and businesses
ADVANCE PREPARATION:1. Gather materials.
2. Copy group directions cards.
3. Copy the Alabama map for each student group.
PROCEDURE:Setting the Stage 1. Display items made from steel such as utensils, pots, soup cans, paint cans, nails, aerosol cans, bandage
boxes, and cookie tins.
2. Discuss the difference between recycled steel and other products.
Heavy Metal
Grades:3-5
Subjects:Science, Geography
Time Needed:One class period
Materials:Alabama map
art paper or half sheets of poster board
crayons or markers
magazines
aluminum cans
steel cans
various items made of steel
magnets
scales
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3. Remind students of the importance steel has played in the state of Alabama. Use an Alabama history book
to locate specific details about the importance of steel production in Alabama. Steel was produced in areas
where iron ore, coal, and limestone were found in the soil. Since steel is now being made from recycled
steel, it is no longer necessary to have steel mills located close to these natural resources.
Activity1. Locate these major steel mills that are in operation in Alabama.
• Write the name and location of the steel mills on the board. They are:
Nucor Steel Birmingham, Birmingham, AL
Nucor Steel Decatur, Decatur, AL
USX-US Steel, Birmingham, AL
Nucor Steel Tuscaloosa, Tuscaloosa, AL
• Divide the students into six groups. Give each group of an outline map of Alabama (included).
• Have groups work together to locate these steel mills on their maps.
2. Work in groups to illustrate the steel recycling process.
• Provide each group with one direction from the Teacher Handout.
• Allow students to work for about 15 minutes on their assignment.
• Ask a representative from each group to bring the poster to the front of the classroom.
• Assist the students in putting the posters in order: (1) store; (2) home; (3) empty cans; (4)sorted garbage;
(5) trucks; (6) magnet; (7) area of various steel products.
• Place posters in a circular order on a bulletin board or the chalkboard.
3. Use magnets to experiment separating steel cans from aluminum cans. Compare the weight of steel
containers to aluminum cans.
Follow-UpDiscuss each step of the recycling process.
• Steel products come in many shapes and sizes, from food cans to aerosol cans or bandage boxes to
cookie tins.
• Consumers use many steel products in their daily life. Some examples include vehicles, appliances,
containers and nails.
• Steel products can be sorted for recycling along with other materials.
• Steel materials can be placed in bins along the curb for collection, or residents take recyclables to
collection sites.
• Steel products are recycled at the Materials Recovery Facility (MRF). Steel products are magnetically
separated from other recycles.
• Recycled steel (scrap) is made into new products.
EXTENSIONS:1. Sculpt a replica of the Vulcan statue (located in Birmingham) using soap or clay. In Roman mythology, he
is the God of Iron.
2. Have students create a flow chart depicting a steel product going through the recycling process.
ORIGINAL DEVELOPMENT RESOURCES:Steel Can Recycling Association, Inc., Two Gateway Center, Suite 720, Pittsburgh, PA 15222, (412) 281-
5655.
192
193
Teacher Handout
Group Directions
Use art supplies to illustrate
empty steel cans.
Use art supplies to illustrate
large trucks such as garbage
trucks.
Use art supplies to illustrate a
large area filled with various
steel materials (appliances,
cans, cars.
Teacher Directions -
Cut apart and give each group
one assignment.
Use art supplies to illustrate a
neighborhood of homes.
Use art supplies to illustrate
sorted garbage cans (a box of
steel) at the end of the
driveway or basement.
Use art supplies to illustrate a
large magnet.
Use art supplies to illustrate
paint cans or food cans on the
shelves in the stores.
194
WASTE MANAGEMENT
OBJECTIVES:The student will be able to:
1. Observe the neutralization process of toxic wastes.
2. Identify common toxic wastes.
3. Identify safe ways to dispose of hazardous materials.
4. Construct “ugly jars” - containers that stored toxic wastes
during Colonial times.
BACKGROUND:Toxic wastes consist of wastes that contain poisons and, when
improperly managed, can pose a great threat to human health or
the environment. Toxic wastes include inorganic toxic metals,
acids, salts, or bases. They include synthetic organic chemicals
such as the insecticides DDT and DDE as well as herbicides.
One method for dealing with toxic wastes is to neutralize them.
Their effectiveness is counteracted by the application of
chemicals that change their toxic state.
In the present day, toxic materials are labeled with a specific sign.
Poisonous materials existed in Colonial times as well. During that
historical period, hazardous materials were stored in “ugly jars”.
These “ugly jars” were constructed with clay and had hideous
faces.
VOCABULARY:acid - any compound that reacts with a base to form a salt
base - a chemical compound, like ammonia, that reacts with an
acid to form a salt
chemical reaction - chemicals are changed into different substances
herbicide - a plant killer
insecticide - an insect killer
neutralization - the process in which toxic wastes react with another chemical to produce a harmless
substance
toxic waste - poisonous waste
ugly jars - containers that stored toxic wastes during Colonial times
ADVANCE PREPARATION:1. The day before:
• Stir a teaspoon of cornstarch into one quart of water.
• Bring the cornstarch to a boil.
• Allow the mixture to cool.
• Add a few drops of iodine until the liquid is a dark, blue-black color.
• Crush 500 mg of ascorbic acid (Vitamin C) tablets into a powder.
• In a separate container, dissolve the powder in several ounces of water
NOTE: Try the demonstration yourself using some of the solutions. If the color does not disappear from
the iodine/starch solution, add more Vitamin C.
Seeing Is Believing
Grades:3-5
Subjects:Science, History
Time Needed:One class period
Materials:cornstarch
water
several drops of tincture of iodine
500 mg of ascorbic acid (vitamin C),
crushed
a large clear jar
baby food jars or pimento jars (one per
student)
materials to decorate “ugly jars”
poisonous symbols sheet
Legacy Hazardous Household
Materials Wheel
195 www.legacyenved.org
2. Gather materials for the “ugly jars”.
3. Construct an “ugly jar” to display as an example.
4. Copy student activity page.
PROCEDURE:Setting the Stage 1. Display containers that hold toxic wastes. Include the example of the “ugly jar” you crafted.
2. Discuss the importance of properly identifying containers of dangerous materials.
3. Brainstorm ways to deal with the disposal of toxic wastes.
4. Use Legacy Wheel to learn appropriate methods of disposing of toxic wastes.
Activities1. Demonstrate the neutralization process.
• Show the starch/iodine solution (made in advance).
• Explain that the dark color represents a toxic chemical.
• Remind the students what a chemical reaction is.
• Add the Vitamin C solution to the starch/iodine solution.
2. Discuss what happened, focusing on the process of neutralization.
3. Create “ugly jars” by decorating baby food jars, or pimento jars, with craft materials.
• Discuss the purpose of “ugly jars” using the Background information.
• Show the class an example.
4. Share modern day symbols (see sheet included) used to indicate hazardous substances including toxic
ones.
Follow-Up1. Have the students survey their homes for hazardous wastes using the checklist included. (Include a waste
wheel or related publication for proper handling and disposal).
2. Display the “ugly jars”.
3. Have students describe the neutralization process.
EXTENSIONS:1. Research other methods of waste disposal throughout history.
2. Brainstorm ways that the “safe” waste produced by the neutralization process can be safely disposed.
ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. A world of resources. TVA/ONRED/L & ER/86/52.
The Education Center, Inc. (Feb/Mar 1993). Wising up about waste. The intermediate mailbox, (Vol. 15, p.
The Earthworks Group. (1989). 50 simple things you can do to save the earth. Berkeley, CA: Earthworks
Press.
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Water Use Chart
Water-saving suggestions
**
Water dollarsrequired
**AssumptionAmount in
liters
Use Category
Drinking Dailyrequirement
Per flush
Leave water onfor 2 minutes
Leave water onfor 1 minute
5-minute shower
1 load
1 load, automaticdishwasher
5 minutes tocomplete
Apply 2.5centimeters to 10
square meters
3
20
40
20
100
120
100
100
250
Toilet device
Brushing teeth
Washing hands
Shower
Washing clothes
Washing dishes
Washing car
Lawn watering
Water used* Potentialsavings
(in liters)
3
20
40
20
100
120
100
100
250 150
60
17
20
40
15
35
5 Tank displacement
Turn off water whilebrushing
Turn off water whilesoaping hands
Take a 3-minute shower
Washing full loads couldsave as much as 17%
Washing full loads couldsave as much as 17%
Turn off water when notwashing
Use native plants orplants that thrive on littlewater. Save as much as
60%
* Chart is based on the flow of water from a faucet, shower head, or hose of 20 liters per minute.
** Students give 1 water dollar for each trip to the drinking fountain. Five water dollars are required for 5 liters of water used, 20 water dollars are required for 20 liters of water used, etc. Saving 5 liters of water saves 5 dollars, saving 35 liters saves 35 water dollar, etc. Savings are given back to the students as refunds.
Source : Denver Water Department, Colorado River Water Conservation District
237
Wate
r T
all
y
238
NATURAL RESOURCES
OBJECTIVE:The student will be able to:
Collect data on visits of insects, spiders, and birds to native
plants.
BACKGROUND:Many students do not realize the importance of native plants to
wildlife. When an area is disturbed for development, such as
constructing a building or a road, almost all the existing
vegetation needed by wildlife is removed. Often the displaced
wildlife will eventually return to take advantage of native plants
that regrow naturally or are replanted. The numbers and types of
animal visitors can be counted, tabulated, and analyzed to help
determine the relationship between native wildlife and native
plants.
VOCABULARY:endemic - regularly found in a particular locality; restricted or
indigenous to a certain locality
exotic - a species not native to the place where it is found
native - originating, grown, or produced in a particular region
pollination - when an insect or other agent pollinates plants by
carrying pollen from one plant to the stamen of another plant
ADVANCE PREPARATION:1. Gather materials.
2. Prepare copies of the survey sheet.
PROCEDURE:Setting the stageSurvey school ground to determine area to be used for outdoor
activities.
Activities1. If desired plants or trees are not readily available, obtain potted native plants from local nurseries. (Note:
Collecting or digging plants on public land is prohibited.) It is best to use several different species with at
least one plant for each cooperative learning group. (See included list.) Use field guides for groups to
identify plants and animals. The Planting Natives for Native Wildlife page is a general guide. Add local
wildflowers, shrubs, and trees on the school grounds as needed for observation.
2. Observe and record wildlife visits to native plants. (See Survey Sheet: Use a specific time period.
(Example: 8:00 a.m. and 2:00 p.m. each day for two days.)
3. Collect data over a period of time for compilation and analysis. Questions to be answered include: Which
plants hosted the most or fewest visitors? What types of birds, insects, or spiders visited? What times of
the day did plants receive the most or the least visitors?
Follow-Up1. Check data collection and graphing.
Gardening With Natives For Natives
Grades:3-5
Subjects:Science, Math, Language Arts
Time Needed:Weekly half-hour to one-hour sessions
during growing season for observation
and calculation; time to complete and
gather project data including graphing
and analysis -- could require two to
three hours
Materials:native plants (in pots or planted in
garden) such as those from attached
list
watering can
trowel
organic fertilizer
shovel and rake if planting
survey sheets for tabulating wildlife
visits
outdoor thermometer
any other weather monitoring
equipment available (humidity,
wind speed/direction, barometer)
field guides
239 www.legacyenved.org
2. Assign grade for analysis.
EXTENSION:Establish a native plant garden on school grounds.
ORIGINAL DEVELOPMENT RESOURCES:Alabama Department of Conservation. Project WILD. Developing an outdoor classroom.
Field guides for plants, trees, insects, butterflies, and birds.
National Wildlife Federation. Developing a backyard wildlife habitat.
240
Planting Natives for Native Wildlife
241
WILDFLOWERS AND SHRUBS
Violets
Chickweed
Daisy fleabane
Oxeye daisy
Salvia
Oak leaf hydrangea
Queen Anne’s lace
Jewelweed
Trumpet creeper
Black-eyed Susan
Butterfly milkweed
Wild sunflower (Helianthus sp)
Viburnum
Hawthorne
Wild lettuce
Buttonbush
Mountain mint
Sumac (non-poisonous sp)
Burdock
Ironweed
Liatris/Blazing star
Canada thistle
Cardinal flower
Goldenrod
Bee balm
Butterfly bush
Wild rose
TREES
Oaks (champion wildlife tree)
Pines
Dogwood
Redbud
Hollies (Ilex sp)
Sourwood
Maple
Wild black cherry
Sweet gum
Black gum
Magnolia
Beech
Sassafras
Hickories
242
Day 1
Day 2
Vis
it
(Tim
e S
tart
ed -
En
ded
)C
om
men
ts /
Ob
serv
ati
on
s (I
ncl
ud
ing W
ild
life
)
Su
rvey
Sh
eet
For
Wil
dli
fe V
isit
s
Gro
up
/Nam
e____________________________________
__
__
_
Date
________________________P
lan
t____________________
Wea
ther
Con
dit
ion
s
Tem
per
atu
re_________________H
um
idit
y________________
Win
d_______________________P
reci
pit
ati
on
_______
__
__
__
Air
Pre
ssu
re_________________C
lou
d C
over
__
__
__
__
__
__
_
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Identify ocean mussels as a source of food.
2. Identify and label the parts of a mussel.
3. Identify Alabama rivers and the Gulf of Mexico.
BACKGROUND:The mussel in a bivalve animal found in water. It is found in
many places in Alabama. The body of the mussel is covered by a
hard shell made from calcium carbonate. The two shells are
connected by a hinge that assists the mussel in opening and
closing. Inside the hard shell is the soft body of the mussel that
consists of a foot, stomach, heart, and gills.
Fresh water mussels are found in streams and lakes. On the inside
of mussel shells is a hard substance called mother-of-pearl.
Mother-of-pearl is used to make jewelry and buttons. Sea mussels
live in the ocean and several types may be eaten. The sea mussels
use the foot to spin a long thread called a byssus. This anchors
the mussel to a rock.
VOCABULARY:mussel - an ocean or freshwater animal covered by a hinged shell
byssus - a long, thin thread used by mussels as an anchor
ADVANCE PREPARATION:1. Purchase blue mussels from a seafood store or some grocery stores. Ask for the byssal threads to be left
attached.
2 Run off student activity page.
3. Make two overhead transparencies of the mussel. One transparency should list the parts of the mussel and
another without parts. Make transparency of the Alabama Rivers map.
4. Pass out plastic knives and paper towels to students.
5. Mix up a basic batter recipe.
6. Obtain an electric skillet, oil, and cooking utensils.
7. Copy the Bivalve Model.
PROCEDURE:Setting the stage1. Students should discuss and list known ocean and freshwater animals used for food. Use the Alabama
Rivers map transparency to locate Alabama rivers and the Gulf of Mexico which boarders 53 miles of
Alabama’s coastline.
2. Provide students with the activity page and discuss the mussel parts. The teacher should assist using the
overhead transparency.
3. Guide students in discussing differences between freshwater and saltwater mussels. (Freshwater mussels
have thicker shells than saltwater mussels. Saltwater mussels are attached by threads they produce.
Freshwater mussels are not attached. Freshwater mussels are partially buried in sand and gravel. Saltwater
mussels are fully exposed.)
How Strong Are Your “Mussels”?
Grades:3-5
Subject:Science
Time Needed:one to two class periods
Materials:blue mussels
plastic knives
paper towels
batter ingredients
electric skillet
oil
cooking utensils
plastic gloves
243 www.legacyenved.org
Activities1. Purchase mussels from a seafood store or some grocery stores.
2. Provide groups of students with a blue mussel (saltwater mussel).
• Give out one glove for each student.
• Direct students to examine the shell. The outer shell and inner shell have different textures. The inner
shell does not irritate the soft tender body of the mussel.
• Use a knife to open shells or microwave for 2 minutes until mussels pop open.
• Ask students to locate the byssal threads, foot, growth lines, edge of mantle, umbo, and excurrent siphon
on the exterior of the mussel.
• Using the plastic knives, disect the mussel.
• Locate and identify the inside parts named on the student activity page.
3. Open mussels saved for eating.
• Dip into batter and fry.
• Eat and enjoy.
Follow-UpUsing an overhead transparency of the mussel, have the students identify the parts. Cut and assemble Bivalve
Model.
EXTENSIONS:1. Compare mussel shells to other types of shell fish. Use reference books on shells to compare and contrast.
2. Use the mussel shells for an art project.
• Paint pictures inside the shell.
• Drill a small hole at the top and hang by a string.
3. Have students bring in jewelry made from mother-of-pearl.
RESOURCES:Butzow, C. (1989). Science through children’s literature. Englewood, CO: Teacher Ideas Press.
Jablonsky, A. (1991). Discover ocean life. Lincolnwood, IL: Louis Weber, C.E.O. Publications
International, Ltd.
Talbot, F. H. (1995). Under the sea. San Fransisco, CA: The Nature Company Discoveries Library.
The world book encyclopedia. (1987). (Vol. 13). Chicago, IL: World Book, Inc.
244
245
Excurrent Siphon
Mussel Exterior
Posterior
Adductor Muscle
Gront Lines
Pallial Lines
Mantle Edge
Mantle
Foot Retractor Muscles
Mussel Interior
Hinge Ligament
Umbo
Foot
Byssal Threads
Byssal Threads
Anterior
Adductor Muscle
Mighty Mussels
246
Fold
Foot
Siphon
Long side
Glue Foot
Glue Siphon
Shells
Directions:
1. Cut out shells, Foot, and Siphon.
2. Color them.
3. Glue the Foot inside the bottom
shell at the longer side of the
shell.
4. Glue the Siphon on the opposite
side of the shell.
5. Fold Siphon and Foot at middle
lines so that the dotted lines meet.
Bivalve Model
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Explain how individuals, industries, and organizations can
help protect environmental quality.
2. Describe how land-use decisions affect river quality.
3. Create an improved community by developing a city plan for
future development.
BACKGROUND:Land-use decisions in a community affect the quality of the
environment. Many land-use decisions, although appearing
positive for today, may have long-range negative effects. Before a
community makes any major decisions, it should carefully study
the possible positive and negative results. Although many land-
use decisions are complicated, effective compromises can often
provide for community needs and protect the quality of the
environment.
VOCABULARY:gabions - rock-filled wire baskets that are placed along stream banks to prevent erosion
runoff - water, including rain and snow melt, that runs into a larger body of water such as a river or a lake
ADVANCE PREPARATION:1. Prepare a set of fact cards for every group of four to six students. Laminate the cards for future use.
2. Divide students into groups of four to six.
3. Run two copies per group of the activity sheet 3, “Sunshine City.”
PROCEDURE:Setting the stage1. Brainstorm the way community decisions concerning land use affect the environment.
• Explain that decisions made today must consider long-term results for the entire community.
• Record responses on the board.
2. Distribute “Sunshine City” Fact Sheets 1 and 2.
• Read Fact Sheet 1 together and locate the mentioned places on the drawing.
• Would you like to live here? Why or why not?
3. Explain that the City Council of Sunshine City is experiencing difficulty making decisions because of the
town’s rapid growth. You are the City Council and you must make wise, informed decisions.
Activities1. Meeting of the city council
• Distribute Fact Cards. Students should classify them as Postive for the city, Negative for the city, or both
Positive and Negative.
2. Historical perspective
•Draw what you believe Sunshine City looked like before people were there. Use student activity page 4,
pre “Sunshine City.”.
The Development Of Sunshine City:
Simulation Activity
Grades:3-5
Subjects:Science, Language Arts, Social Studies
Time Needed:two class periods
Materials:pencil
colored pencils
247 www.legacyenved.org
3. Planning for the future
• You cannot change the development that has already occurred, but it is your job to control the future
development of Sunshine City.
• Develop a plan for the next 10 years. What laws or rules would you make? What would you change?
What would you add to the community? Would you build a dam?
• Draw how you think Sunshine City looked about 100 years ago. Draw it 100 years in the future. Be able
to defend your decisions.
Follow-Up1. Each group will present its project to the class.
2. Discuss what problems were encountered by the group in making its decisions. How were disagreements
solved?
EXTENSIONS:1. Creative writing- You are the owner of Bailey Lumbering, Textiles Plus, the farm, or the recreation area.
Write a letter to the local newspaper about your views concerning the future plans for Sunshine City.
2. Design a new “Welcome” sign for Sunshine City.
3. Research the effect Wilson Dam or Wheeler Dam had on the Tennessee Valley region of Alabama.
ORIGINAL DEVELOPMENT RESOURCES:National Wildlife Federation (1988). Conserving America: Rivers resource guide. Washington, DC.
248
249
Student Activity Sheet 1
Sunshine City Fact Sheet 1
Farm fertilizers increase crop yields.
Logging along streams decreases the
stream nutrient supplies because leaves
don’t fall into the water.
Logging may increase the silt in the
stream.
Dams provide electric energy, recreation
opportunities, flood control, increased river
transportation, and irrigation.
Many communities use sea walls or
gabions (baskets of wire filled with rocks)
along stream banks to prevent erosion.
If there is too much fertilizer in a stream,
plants may grow too fast and block or slow
the flow of the stream.
Public transportation (taxi, bus) decreases
traffic, oil, and grease on highways and
should lower accidents.
Farmers can do rotation farming (different
crops each year) and cut down on their
need for fertilizers.
Leaving woodlands along a river acts as a
buffer zone and limits runoff, erosion, and
protects animal habitats.
Activities upstream affect water quality
downstream.
Irrigation runoff often carries toxic
substances.
New industries can build retention ponds to
catch runoff and allow pollutants to settle
out before entering a local stream.
Logging, farming, and industry create
many job opportunities.
Fish ladders may be built at dams to allow
fish to move upstream.
250
Student Activity Sheet 2
Sunshine City Fact Sheet 2
Many communities have recycling centers
for oil, paper, plastic, and glass.
Pesticides get into streams and may kill
aquatic plants and animals.
Nitrogen and phosphorous cause growth of
algae. Bacteria feed on algae and multiply.
They use up oxygen in the river.
Farmers may plant a grassy or wooded
buffer zone. They slow runoff and protect
the waterway.
When a dam is built, river habitats are
flooded. Plants and animal homes are
destroyed.
Some sewage treatment plants remove
nitrogen and phosphorous from the water
before it is released.
Many cities landscape their river banks to
prevent erosion and beautify their city.
Livestock, cows, and horses may trample
vegetation and cause erosion problems.
They may also drink, swim, and deposit
waste in the water.
Some communities are using non-polluting
energy sources such as wind and solar
power. This decreases oil and hydroelectric
use.
Some communities discourage pesticides
and fertilizer use in city lawns.
Many recreation areas spray for insect
control.
Boats with motors leave oil and grease on
the water.
Litter is a problem in many picnic and
recreation areas.
Some companies install special pollution
devices to cut down on air emissions.
251
252
NATURAL RESOURCES
OBJECTIVE:The student will be able to:
Make paper from pulp.
VOCABULARY:couching - taking a new sheet of paper from the mold and
allowing it to adhere to a blotter.
deckle - a frame that fits over the mold
mold - a frame covered with screening
pulp - the ground-up material, moistened with water, from which
paper is made
sizing - a substance added to give paper a certain surface or
finish
slurry - pulp mixed with enough water to make a liquid
wet leaf - the newly formed sheet of paper (before it is dried)
ADVANCE PREPARATION: 1. Collect pulp materials.
• Recycle paper of all kinds.
• Experiment with plant fibers such as weeds, leaves, grasses,
sawdust, cornhusks, and straw. Cut them up and mix in a
blender with water.
2 Make the mold and deckle from two rectangular wooden
frames of the same size (the size wanted for the sheets).
• Staple fine screen on one frame for the mold.
• Use the empty frame.
3. Obtain a large container for the slurry.
4. Collect sponges, cloths, and other absorbent materials.
5. Gather other materials.
PROCEDURE:Activities1. Make new paper from recycled paper.
• Fill the blender about 3/4 full with water. Add the shredded paper (and perhaps other fibers). A bleaching
agent may be added at this stage. One tablespoon of starch for every two cups of water may be added for
sizing. If colored paper is desired, add dye (diluted with water) to the mixture. You may add a tablespoon
of colored latex paint instead. Blend until the mixture is finely ground and smooth.
• Hold the mold so the screen side is up. Place the deckle on top of the mold.
• Pour the slurry from the blender into the dishpan. Stir it to keep the particles from settling out. Holding
the mold and deckle firmly, scoop them down and under the water. Hold them level as you once again
stir the slurry (to get an even distribution on the screen). Avoid touching the screen since it will cause
matting of the particles. Gently shake the frames from side to side; and in one motion, lift the frames out
of the slurry. Keep them level at all times. Keep them over the dishpan. The water will run through the
screen and leave a thin layer of pulp (the wet leaf) on the screen. If the pulp is not smooth and even, the
paper will not be either. Wash off the screen and dip again until you get a good wet leaf. This takes some
practice. Finally, allow the mold and deckle to shed the excess water. Once most of the water has dripped
through, turn them vertically to drain. (The wet leaf will leave water marks, however.)
Start Shredding The News
Grades:3-5
Subject:Art
Time Needed:One to two class periods
Materials:large tub
dishpan or sink
two wooden frames (same size - one
with fine wire screening)
blender
blotters (cotton cloth, felt, or paper
towels)
rolling pin
iron
sponges
waste paper
bleach (optional)
colorant (optional)
gelatin or acrylic spray (optional)
253 www.legacyenved.org
• Set the mold and deckle on a pad of dry cloths or paper towels.
Remove the deckle. Place a blotter of cotton cloths or paper towels
over the wet leaf and smooth gently. Then turn over the frame and
blotter (face down) on the table.
• Sponge excess water from the screen. Then carefully remove the
mold. If done correctly, the sheet will adhere to the blotter.
• Place more blotters on top of the new sheet. Use a rolling pin to
squeeze out any excess water. Flat cloths placed on top and wrung out
each time work well.
• Now decorate the paper by either of these optional techniques:
a. Brush a diluted dye solution on the damp sheet for a water color
effect.
b. Imprint a leaf, twig, or some other design by pressing it into the
sheet. Remove it when the imprint is made.
• When the sheet has been blotted thoroughly, iron the sheet between
several sheets of paper or cloth. Use the cotton setting on the iron.
2. Finish the sheet.
• After being ironed, the sheet may be sprayed with a clear acrylic
spray. Allow this to dry thoroughly.
• You may wait a day or two and press the sheet directly (with no cloth
or paper covering it) with the iron for a glossy surface.
• You may “size” your paper with gelatin. Heat 1-1/2 ounces of clear gelatin with one pint of water. Pour
the dissolved gelatin and water into a dishpan. Add a pint of cold water to the mixture. Slide a sheet of
dry handmade paper quickly into and out of the sizing mixture. Blot it and press it dry with an iron. This
will make the paper less absorbent.
• You may further decorate the paper with silk screening or block printing.
OTHER HINTS/SUGGESTIONS:• Paper should be finely shredded before mixing in the blender.
• Food coloring may be used as colorant.
• Screen splatter guards, such as those used over skillets, may be used to pour slurry through. Allow the
paper to drain overnight, then remove the screen. It can then be blotted and ironed using spray starch as a
sizing and finish. This paper is thicker and less smooth than using the deckle/mold method.
EXTENSIONS:1. Make a matching envelope.
• Choose a ready-made envelope of the size and shape you wish to make. Separate its glued seams and
spread it out flat.
• Use it as a pattern by laying it down on a sheet of the homemade paper and tracing it.
• Cut the traced pattern out of the sheet. Fold it to match the original envelope and glue it together at the
seams.
2. Visit a paper mill.
3. Invite a guest speaker from the paper industry.
4. Obtain pulp samples from a local paper mill. These can be frozen to preserve them.
ORIGINAL DEVELOPMENT RESOURCES:The University of North Alabama Environmental/Energy Education Center. (April, 1991). Environmental
awareness activity guide for grades K-6.
254
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Understand the effects of dye on the environment.
2. Make natural dyes using organic materials.
BACKGROUND:The products we purchase are often colored or printed with
synthetic dyes and inks. Some of the inks and dyes that are used
contain materials that could become hazardous to the
environment. As these harmful elements are extracted, toxic
residues could remain. It is important to look at natural ways to
dye materials and lessen the impact that synthetic dyes and inks
have on the environment.
ADVANCE PREPARATION: 1. Gather materials.
2. Store hard-boiled eggs in the refrigerator.
The night before :
3. Prepare the dyes.
• Boil a small amount of a source (see materials list) in two
cups of cold water.
• Simmer for 10 minutes, then turn off heat.
• Cover and steep for 30 minutes.
• Remove residues.
• Place in containers and refrigerate.
PROCEDURE:Setting the stage1. Ask students where the colors in their clothes come from. Do they know any sources for colors?
2. Discuss how things were colored in the past and what might have been used for inks and dyes.
3. Tell them that many of the colors used to make products today are derived from heavy metals.
Activities1. Show students the dyes that you prepared along with their source materials.
2. Assemble dyes, eggs, and recycled containers.
3. Dye the eggs in small groups. Coloring time varies according to the source used and the intensity of color
desired.
Follow-UpReview the benefits of using natural dyes.
EXTENSIONS:1. Have students experiment with making other natural dyes.
2. Use dyes for water coloring.
3. Use dyes for tinting while making paper from recycled paper.
Color My World Natural
Grades:3-5
Subject:Art, Science
Time Needed:One class period
Materials:chilled hard-boiled eggs
containers for heating, storing, and
dyeing
a choice of dyes from some of the
following sources:
walnut shells (lt. brown)
red cabbage (blue)
orange peels (yellow)
carrots (yellow)
fresh cranberries (dk green)
spinach (greenish gold)
portable electric burner
255 www.legacyenved.org
ORIGINAL DEVELOPMENT RESOURCES:The University of North Alabama Environmental/Energy Education Center. (April, 1991). Environmental
awareness activities guide for grades K-6.
256
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Identify different types of regions and landforms unique to
Alabama.
2. Decorate a cake depicting Alabama’s regions and landforms.
BACKGROUND:The Coastal Plain covers the southern two-thirds of the state and
the western corner to Tennessee. It is an important farming
region.
The Black Belt is a narrow strip of rolling prairie. It was named
for its sticky black clay soils.
The Appalachian Ridge and Valley Region is an area of sandstone
ridges and limestone valleys. The region has coal and iron ore.
The Piedmont is an area of low hills. The soils have been badly
eroded. Most of the land is forest.
The Cumberland Plateau varies from flat to rolling land. The land
is used to raise poultry and grow cotton.
Alabama’s coastline extends for 53 miles (85 km) along the Gulf
of Mexico. It is an important harbor area.
ADVANCE PREPARATION: 1. Bake a sheet cake for each group according to the directions.
2. Precut each cake into the shape of Alabama. The map of
Alabama included may be enlarged. (You may also draw the
shape of Alabama onto the cake using a tube of frosting gel.)
3. Copy the region map for each group.
PROCEDURE:Setting the stage1. Review the background information about Alabama’s land
regions.
2. Share the ingredients used to illustrate the regions and products
of Alabama.
Activities1. Divide students into groups of four.
2. Instruct students to frost their cakes.
3. Apply the ingredients to show the regions and products using the map provided.
Follow-UpEat the cake and enjoy !
Home Sweet Home
Grades:3-5
Subject:Geography
Time Needed:45 minutes
Materials:one sheet cake for each group (may be
precut into shape of state)
light chocolate frosting to cover each
cake
landform and region ingredients as
follows :
mountains - chocolate chips or
Hershey’s Kisses
cornbelt - candy corn
grasslands - green coconut
Coastal Plain - cinnamon sugar
forests - mint tea leaves
waterforms - light blue icing
Black Belt - crushed chocolate or
chocolate sprinkles
soybeans - green jelly beans
iron ore - silver cake decorating
balls
peanuts - peanuts
poultry - yellow jelly beans
coal - licorice or miniature
chocolate chips
cotton - popcorn
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EXTENSIONS:1. Create Alabama sugar cookies.
2. Make a puzzle of the state out of empty cereal boxes.
3. Learn the Alabama State Song.
ORIGINAL DEVELOPMENT RESOURCES:Alabama. (1988). World book encyclopedia. (Volume 1). Chicago: World Book, Inc.
258
259
BLACK BELT
Regions And Products Of Alabama
Notes
260
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Draw and label the basic stages of the water cycle.
2. Recognize that flowing water provides energy.
3. Build a model showing that moving water provides energy.
BACKGROUND:The water cycle, powered by the sun, provides an endlessly
recycled energy resource: flowing water. Water evaporates as the
sun’s rays shine down on the Earth’s surface. The water vapor
condenses in the air, forming clouds and causing rain to fall.
Falling rain keeps rivers flowing. Flowing water can provide
energy for people to use.
Thousands of years ago, ancient people invented water wheels -
devices that harnessed the energy of flowing water for tiring and
time-consuming work, like grinding grain. As more machinery
was developed, water wheels became used for many more
purposes (milling lumber, finishing textiles, operating bellows in
metal-working factories, and others). Eventually, the refinement
of water wheels led to the development of turbines, which are
more efficient and powerful.
With the development of devices that use electricity and the
increased demand for it, turbines were used to generate electricity.
In order to generate commercial (large) quantities of electricity, turbines must spin very rapidly. This means
that the water must strike the turbines with great force. Constructing dams across rivers allows water to be
stored so that it can be used to generate power whenever needed and creates the force needed by the turbines.
To generate electricity, a control gate in the dam is opened, allowing water to rush through a tunnel-like
passage before striking the turbine. As the turbine spins, it, in turn, spins the generator. Within the generator,
the spinning causes electricity to be generated. This hydroelectric power (electricity from flowing water) is
then sent through the power system to be used for the many ways in which electricity makes our lives easier.
Hydroelectric generation is, in many ways, the best way to generate the amounts of power we demand. No
fuel is required, so it is both cleaner and cheaper than other conventional ways of generating electricity (fossil
fuel-burning plants and nuclear plants). In the Tennessee Valley where rivers are abundant, hydroelectricity is
an important part of the energy picture.
VOCABULARY:dam - a structure built across a waterway to block the flow of the waterway
generator - a machine that changes mechanical energy into electrical energy
hydroelectricity - electricity produced using the energy of flowing water
turbine - a device in which a bladed wheel is turned by the force of jets of water (or steam); connected by a
shaft to a generator
Energy From Water -
Free For The Taking
Grades:3-5
Subjects:Science, Language Arts
Time Needed:Two to three class periods
Materials:milk cartons (half gallon)
scissors
razor/knife
compass
ruler
pencil
long thin nail
button
string
stapler
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water cycle - the natural cycle in which water evaporates from the surface of the Earth, rises through the
atmosphere, condenses, and returns to Earth as precipitation
water wheel (turbine) a wheel having blades or buckets and mounted on an axle; water striking the blades or
buckets causes the wheel to turn and powers the machinery attached to the axle.
PROCEDURE:Setting the stage1. Share the background information, as appropriate, with the class.
2. Show the students a glass of water and ask the following questions:
• Do you think this water can produce energy? How could it do this? (Lead the students to realize that the
energy of moving water could be used.)
• Does using water use it up? (Lead the students to recognize that we do not consume water when we use
it; water is continuously recycled.)
3. Make a transparency of the Teacher Sheet “The Water Cycle”, and use it to review the water cycle with
students.
4. Discuss the fact that using water’s energy requires no fuel and produces no pollution.
Activities1. Investigate how the energy of falling water is used.
• Share with the students the following information:
Today we are going to learn about the energy of falling water. We will do this by making and using a
waterwheel or turbine. Some power plants use falling water for energy to make electricity. Water held
behind a dam is released through large pipes down to a nozzle. The water squirts out of the nozzle with
great force, hitting a water wheel (turbine) and making it spin. This spinning turbine drives the generator
that makes electricity. This is how we get electrical energy from falling water. Electricity from falling
water is called hydroelectric power.
• Give each student a copy of the student sheet “How To Make A Water Wheel”. Give each student the
materials listed on the Student Sheet. (student activity sheet 1)
• Have each student demonstrate how the water wheel works at a sink or by holding it over a pan and
having a helper pour water onto it.
2. Investigate how hydroelectric dams work.
• Some electricity comes from dams. There are about 40 hydroelectric dams in the Valley region. Ask the
students if they can name the seven states that are part of the Valley region. (Tennessee, Alabama,
Georgia, Mississippi, Kentucky, Virginia, and North Carolina)
• Make a transparency of the Teacher Sheet “How A Dam Works”. Discuss with the students how a dam
uses the energy of falling water to produce electricity. A dam is used to store water. A gate in the dam
releases water through the dam as it is needed to generate electricity. The water rushes down a long
tunnel with tremendous force. It hits the turbine at the bottom of the tunnel and spins it around rapidly.
This spinning drives the generator that makes electricity.
• Divide the students into groups of three or four. Give each group a copy of “A Homemade Dam”
(student activity sheet 2) and the materials needed to build the models of dams. Have them build the
models.
• Have the students demonstrate how the energy of falling water spins turbines by holding the models
above the turbines they built and releasing water onto the turbines.
Follow-Up1. Have each student draw and label the basic stages of the water cycle.
2. Ask the following questions:
• How did we prove that flowing water provides energy? (Discuss the student activity.)
• What is another word for water wheel? (turbine)
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• What do we call the electric power that we generate using falling water? (hydroelectric power or
hydroelectricity)
• What is the name of the machine that changes the energy of the spinning turbine into electrical energy?
(generator)
• What is one reason we build dams? (to use water energy to produce energy)
• Name three advantages of using falling water to produce electricity. (pollution-free, uses no fuel, no cost
for the water)
3. Have the students write a paragraph describing how flowing water is used to produce electricity in a dam.
A second paragraph describing the advantages of using water energy to produce hydroelectricity should
also be written.
EXTENSIONS:1. Have the students make a collage of magazine pictures showing ways to use electricity.
2. The students may write haiku poems about the water cycle. A haiku has three lines, the first has five
syllables, the second has seven syllables, and the third line has five syllables.
3. Have the students make posters of the water cycle.
4. Have the students research careers related to hydroelectric power.
5. Plan a field trip or encourage students to visit a dam that is a hydroelectric generating plant.
ORIGINAL DEVELOPMENT RESOURCES:Fritz, S. (1984, March 30). Power from the ocean tides. Science world. pp. 12-14.
Gutnik, M. (1975). Energy: Its past, its present, its future. Chicago, IL: Children’s Press.
Materials: milk carton, scissors, compass, ruler, long nail, piece of string, button.
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1. Cut a side out of a milk carton.
2. Use a compass or a pattern to draw a circle
on the side of the milk carton. Cut it out.
3. Use a ruler to draw two dotted lines that
divide the circle into fourths. (Be sure the
lines go through the center of the circle.)
Cut along the dotted lines but not through
the center.
4. Fold down the edge of each fourth.
(See the picture)
5. Put a nail halfway through the center of
the circle. (Leave about half of the nail on
each side of the circle.)
6. Make your water wheel do some work.
attach a button to one end of a piece of
string. Tie the other end to the nail. Now,
hold the water wheel under running water.
The water will turn the wheel. The string
will wind around the nail and lift the
button.
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Student Activity Sheet 2
A Homemade Dam
Materials: milk carton, scissors or razor/knife, ruler, stapler
1. Cut out one side of the carton.
2. Cut two pieces (2”long x 1” wide) from
the side you cut out of the carton. Keep the
piece that is left over; you will use it too.
3. Cut a square hole about 1/2” wide and 1/2”
high out of the bottom of the carton. It
should be closer to the back of the carton
than to the side you cut out.
4. Staple the two strips onto the inside of the
carton on either side of the square hole.
5. Use the leftover piece to cut a strip that
will fit snugly between the two stapled
pieces. Tuck its edges between the stapled-
on strips and the carton’s bottom. Slide it
up and down to make sure it covers the
little square hole and it moves.
6. Cover the square hole and fill the carton
with water. Now you have a model of a
lake and a dam.
7. Pull up the strip. It acts as the gate on the
dam. What happens when you open and
close the gate?
Notes
268
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Describe many uses for solar energy.
2. Construct a solar water/soup cooker and evaluate the design.
3. Predict new uses of solar energy in the future.
BACKGROUND:One of the benefits of living in the South is that there are very
few days without sunshine. Solar energy, which is the cleanest
source of energy, has become a very important source of
alternative energy. Its light and heat are free as well as unlimited
in supply. There are many ways we use this energy source. Solar
greenhouses, home heat, and hot water heating are just a few of
the ways it is used.
The potential of solar power is still far from understood. In only
15 minutes, the sun sends more energy to Earth than we consume
in every other form in one year. Of all the uses, perhaps the most
beneficial and least heard about is in the field of space satellites.
Solar energy is converted to electricity for powering instruments
and transmitters. The sun has powered some of these instruments
for over six years without any stoppages or difficulties.
VOCABULARY:solar energy - the energy of heat or light received from the sun.
ADVANCE PREPARATION: 1. Collect cardboard boxes.
2. Spray outside of soup cans with flat-black spray paint.
PROCEDURE:Setting the stage1. Early humans from many cultures worshiped the sun as a god. Why do you think people would worship
the sun?
2. Have you heard people say, “It is hot enough to fry an egg?” Can we really use the sun’s power to cook?
ActivityBuilding a Solar Soup Cooker
• Using a serrated knife, cut out the corner of a corrugated grocery carton.
Fold in any open flaps and tape them down.
• Spray the outside of soup can flat black.
• Cover the entire corner of the box with aluminum foil. Avoid taping; cover smoothly and completely.
• Place the can in the corner; do not let the can touch the sides of the box. Fill half full with water or soup,
cover with plastic wrap, and place a thermometer in the can. This gives the can a greenhouse effect.
• Take the box outside and use a mirror to help position the can in the box so that it faces the sun.
• Take the temperature and record the data. Recheck the temperature every 15 minutes. On a bright sunny
Some Like It Hot
Grades:3-5
Subjects:Science, Math
Time Needed:Two class periods
Materials:heavy cardboard boxes
soup cans
clear tape
scissors
serrated knives
water or soup
plastic wrap
flat-black spray paint
aluminum foil
thermometers
hand mirror
269 www.legacyenved.org
day, soup can be cooked in about one hour. Water can heat even on cool days when the sun is bright. The
sun’s rays are most effective between 10:30 am, and 2:00 pm.
Follow-Up1. Compare the rates of temperature increase among the different heaters.
2. Have students redesign their solar cooker to make it more efficient.
3. Predict four uses for solar energy in the year 2025.
ORIGINAL DEVELOPMENT EXTENSIONS:1. Investigate solar water heaters in homes. Do they operate on a similar principle?
2. Your opinion please: Is solar energy free?
3. SOLAR ENERGY: Use these letters to form an acrostic about the sun and solar energy. Note: An acrostic
is a series of written lines or verses in which the first, last, or other particular letters form a word or phrase.
ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. (1990). The energy source book, grades 3-5. Communications Power Group.
Environmental Education Resource Development Group.
Wilson, M. (1967). Energy. New York: Time Incorporated.
270
NATURAL RESOURCES
OBJECTIVES:The student will be able to:
1. Compare and contrast traditional row farming to contour
farming.
2. Examine the contents of runoff.
3. Expand knowledge of TVA agricultural programs.
BACKGROUND:In 1933 Congress created the Tennessee Valley Authority (TVA)
and charged the agency “with the broadest duty of planning for
the proper use, conservation, and development of the natural
resources of the Tennessee River drainage basin and its adjoining
territory for the general, social, and economic welfare.” The Act
also provided for “proper use of marginal lands..agricultural and
industrial development...promoting the prevention of soil erosion
and otherwise..to use such products in cooperation with practical
farmers..for the general, social, and economic welfare.” The
intent of Congress was that TVA agricultural development
activities be a part of a total united development and be directed
toward promotion of long-range agricultural adjustment and
development.
There were about 349,000 farms in 1934 primarily depending on
natural forces of rainfall, sunlight, and air. In the Tennessee
Valley, the land had been ravaged by flooding. This resulted in
the loss of nutrients and valuable topsoil. Poor land use practices
intensified this problem. The main thrust of the TVA plan dealt
with demonstrating to all farmers the effects of improved crop and
farm management skills. Among the farming skills taught were crop rotation and contour farming.
VOCABULARY:contour farming - plowing perpendicular to the slope or at a constant elevation (example: Plow around a hill
instead of up and down the hill).
ADVANCE PREPARATION: If using a whole-group presentation, prepare the milk cartons before class.
PROCEDURE:Setting the stage1. Show pictures of badly eroded lands, flooded areas, and plowed fields.
2. Discuss the background information.
ActivityExperiment
• Cut off one side and the top of the milk cartons. Then cut the remaining sides and bottoms so they are
four inches high.
How Are You Gonna Keep It
Down On The Farm?
Grades:3-5
Subjects:Science, Math, Social Studies
Time Needed:60-90 minutes
Materials:(For each group)
two half-gallon milk cartons
two books - each 1” thick
scissors
two sprinkling cans or spray bottles
two buckets (identical)
dirt or potting soil
ruler
water
measuring cups
filter paper (can use old pantyhose)
kitchen scales
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• Fill the cartons with dirt (equal amount in each) and shape them into mounds that taper down at the open
end of the cartons. Set the cartons at the edge of a table, the back ends on books, and place the two
buckets below to catch the runoff.
• In carton 1, furrow three parallel lines down the length of the dirt mound. In carton 2, furrow four
parallel lines crossways in the dirt.
• Now the miniature farms are ready for a rainstorm. Simultaneously trickle a pint of water from the
sprinkling cans or spray bottles.
• Make and record observations. Filter the runoff and weigh solid particles. Measure the remaining runoff
water.
• May also weigh both cartons (after runoff is complete) to show which farm holds more moisture.
• Draw conclusions about farming practices.
Follow-Up1. Each group should report its results.
2. Calculate the mean, median, mode, and range of the data. Why do the results differ so greatly?
3. As a group, answer the following question: What difference does contour farming make for water quality,
crop production, the farmer, and beauty of the country-side?
EXTENSIONS:1. Research other specific ways TVA helped agriculture and the environment.
2. Use the farm models to investigate other ways to prevent erosion (plant grass, build a retaining wall,
mulch, diversion ditches).
ORIGINAL DEVELOPMENT RESOURCES:Henderson, R.A. (Undated). Developing tennessee valley agriculture. Division of Agricultural
Development, Tennessee Valley Authority.
272
Glossary
acid - any compound that reacts with a base to form a salt; reddens litmus paper; tastes sour
adaptation - the behavior, or the part, of a living thing that helps it live in a certain environment
aerate - to expose to the circulation of air
aerobic - requires oxygen to live
air pollutant - anything that makes the air impure
Alabama Valley and Ridge - rich in iron ore, coal, and limestone. The mountains are part of the AppalachianMountain range, contains limestone valleys and sandstone mountain ridges
aluminum - a silvery, lightweight, metallic, chemical element
anal fin - grows on the underside near the tail and is responsible for keeping the fish erect
aquifer - underground body of porous sand, gravel, and fractured rock filled with water and capable ofsupplying useful quantities of water to a well or spring
arachnid - classification for spiders, mites, ticks, harvest men, scorpions, and king crabs, all of which havefour pairs of walking legs
arid - very dry, not having adequate rainfall for a particular area
arthropods - invertebrate organisms that include insects, spiders, and crustaceans
bacteria - living organisms so small they need magnification to be observed
barbs - strands attached to the shaft of a feather
base - a chemical compound, like ammonia, that reacts with an acid to form a salt; turns litmus blue; tastessalty
barren - land not producing plant life
bauxite - a claylike ore, the source of aluminum
bioconversion - changing matter from once-living things into a source of energy
biodegradable - a compound that can be broken down into simpler compounds by microorganisms
biome - community of plants and animals that covers a wide geographical area
boom - long, floating, tube-like barriers
bubble - a round space filled with air retained by a non-rigid membrane
camouflage - the ability to blend in with the surroundings
carbon - a substance that occurs in any living organism
273
carbon monoxide - toxic, invisible, odorless gas resulting from incomplete fuel combustion
carcinogen - an agent causing or inciting cancer
carnivore - an animal that eats only other animals
caudal fin - located at the end of the tail, swings back and forth, thus propelling the fish forward
Cenozoic Era - the time in the history of the Earth, about 65 million year ago to the present, when recent lifeevolved on the Earth
chemical - a substance used in factories, farms, and homes for a variety of purposes such as cleaning,painting, killing pests, and helping maintain vehicles
chemical reaction - chemicals are changed into different substances
coliform bacteria - a group of bacteria predominantly living in the intestines and present in fecal wastematerials; may also be found in soil; often are also indicators of other pathogenic organisms (disease-causingorganisms)
colony - a community of social insects
community - all the populations living together in the same place
compost - a mixture of decayed organic matter; to decay organic wastes partially decomposed by aerobicbacteria
composting - collecting and layering organic material, such as lawn clippings, leaves, kitchen scraps, andmanure, in order to decompose into fertile humus
compound - made up of two or more independent elements
concrete - a mixture of cement, sand, or gravel with water that hardens as it dries
coniferous - cone bearing trees
consumer - an organism that obtains energy by eating other living things
contaminated - impure and corrupt
contour farming - plowing perpendicular to the slope or at a constant elevation
couching - taking a new sheet of paper from a mold and allowing it to adhere to a blotter
corrosive toxic waste - waste that can eat away or chemically react to corrode and dissolve other substances
Cumberland Plateau - sometimes called Appalachian Plateau, has tree-covered mountains
dam - a structure built across a waterway to block the flow of the waterway
data - facts or figures from which conclusions can be drawn
decay - rot
deciduous - trees that shed leaves during a particular season
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deckle - a frame that fits over the mold
decomposer - an agent that breaks down the bodies of dead organisms
degrade - to lower in quality
desert - dry land with few plants and little rainfall
dissolve - to cause to pass into solution, reduce to liquid form, melt
dome - a large rounded roof on a circular, or many-sided, base
dorsal fin - grows along the back of the fish and is responsible for keeping the fish erect
East Gulf Coastal Plain - largest land region in Alabama, with most of its land less than 500 feet above sealevel. It covers most of the central and most of the southern parts of the state and contains pine forests andrich,brown soil
ecology - the relationships living things have with each other and their environment
ecosystem - all the communities that live together in an area including the water, soil, and climate
elevation - the height above sea level
embryo - an animal in the earliest stage of development
endanger - to put into danger
endangered - a species faced with danger of extinction
endemic - regularly found in a particular locality; restricted or indigenous to a certain locality
environment - all the surrounding living and nonliving things that affect another living thing
environmental impact - the effect left on the environment
Environmental Protection Agency - the federal agency charged with the enforcement of all federalregulations having to do with environmental pollutants
erode - wear away
exotic - a species not native to the place where it is found
extinct - animals or plants no longer in existence
fertilizer - natural (manure) or chemical (synthetic) materials used for enriching soil
food chain - the sequence in which energy is transferred from one organism to the next as each organism eatsand is eaten by another
food web - two or more food chains that overlap, connecting plants and animals through the plants andanimals they eat
fossil - trace or remains of an organism that was once alive
freshwater - water that is not salty
275
fungi - large group of organisms not containing chlorophyll, roots, stems, or leaves; important asdecomposers; includes molds, mildews, mushrooms, and bacteria
gabions - rock-filled wire baskets that are placed along stream banks to prevent erosion
garbage - the organic or inorganic food waste thrown away
generation - the average time between the birth of parents and the birth of their offspring
generator - a machine that changes mechanical energy into electrical energy
geophysical regions - the Coastal Plain, the Piedmont, the Ridge and Valley, the Cumberland Plateau, and theHighland Rim
geotropism - a bending movement of living things due to gravity
groundwater - water found in the porous spaces of soil and rock
habitat - the area in which an animal resides
herbicide - a plant killer
herbivore - a plant-eating animal
Highland Rim - located just north of the Tennessee River and is sometimes called the Interior Low Plateau
hue - shade or tone, often refers to color
humankind - people
humus - decayed organic material used to improve gardening or soil
hydroelectricity - electricity produced using the energy of flowing water
illegal dumping - disposing of waste in an unofficial location
incinerate - to burn ashes
insecticide - an insect killer
lake - a large standing body of freshwater
landfill - an area set aside for burying waste under layers of dirt
leach - to pass a liquid (as water) through to carry off the soluble components
legacy - something left for the next generation
legume - growing in a pod, such as a bean
lichen - formed by two different organisms; fungus and alga living and growing together on a solid surface
life cycle - the stages of growth and change in an organism
Mesozoic Era - the time in the history of the Earth, about 65 to 250 million years ago, during which reptileswere the major life form; the Age of Dinosaurs
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metamorphosis - series of changes that occur as an egg develops into an adult including the four stages ofegg, larva, pupa, and adult
methane - an odorless, flammable gas produced by decaying organic matter
microorganisms - a living organism, such as bacteria, that cannot be seen by the unaided eye
microscopic - exceedingly small, minute; too small to be seen with the naked eye
mineral - an inorganic substance found in nature such as gold, silver, or iron ore
mold - a frame covered with screening
monitoring wells - pipes in a landfill as a means of controlling and measuring methane escape
municipal solid waste - garbage produced in homes and the workplace
mussel - an ocean or freshwater animal covered by a hinged shell
native - originating, grown, or produced in a particular region
natural gas - gas from the Earth’s crust; a fossil fuel
natural resource - the actual and potential forms of useful wealth supplied by nature; valuable, naturallyoccurring items such as plants, animals, minerals, water, and air, which are used by people to help makethings such as electricity, food, clothes, and buildings
neutral - neither acid nor base
neutralization - the process in which toxic wastes react with another chemical to produce a harmlesssubstance
nitrate - a form of salt that enhances plant growth (found in animal wastes)
nitrogen - a substance plants need to survive
nocturnal - active at night
nonbiodegradable - a compound that cannot be broken down into simpler compounds by microorganisms
nonrenewable resource - a natural resource that, in terms of human time scales, is contained within the Earthin a fixed quantity and cannot be replaced
nutrients - substances that provide nourishment and promote growth
oil slick - a floating oil film on the water
oil skimmer - a container that oil flows into, then is towed through the water, and is finally pumped orvacuumed with a hose into a storage container
omnivores - animals that eat both plants and animals
ore - a natural combination of minerals from which metals or other valuable substances can be mined
organic - relating to living or once-living material
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ozone - a form of oxygen containing three oxygen atoms (The ozone layer is a protective shield high in theatmosphere that filters out the sun’s harmful ultraviolet radiation)
Paleozoic Era - the time in the history of the Earth, about 250 to 570 million years ago, when many new lifeforms appeared, the Age of Invertebrates
particulate matter - very small particles of soot, dust, or other matter including tiny liquid droplets
pathogenic - a specific agent (as a bacterium) causing disease
pectoral fins - these are paired fins on either side of a fish, help to stop and turn
permeate - to penetrate or diffuse through something
pheromone - chemical secreted by an animal to communicate
phosphate - a chemical salt usually obtained from rocks and bones and used in fertilizers
Piedmont Upland - made up of low hills and sandy valleys
pollination - when an insect or other agent pollinates plants by carrying pollen from one plant to anotherplant
pollutant - a substance that can harm air, water, soil, and living organisms
population - a group of the same species living in a certain place
prism - triangular shape that when light passes through it, the light is broken into the spectrum
producer - an organism that makes its own food and is the beginning of a food chain
pulp - the ground-up material, moistened with water, from which paper is made
reclaimed - returned to original condition
recyclable - a material that can be recycled
recycle - to separate a given waste material from other wastes and to process it so that it can be used again
recycling - the collection and reprocessing of manufactured materials for reuse either in the same form or aspart of a different product
reduce - decreasing the amount of waste generated
relationship - how one thing or things interact with another thing or things
renewable resource - a natural resource in great abundance that is continually produced such as sun, wind,trees (through forestry) and fish (through aquaculture)
reuse - to extend the life of an item by repairing, modifying or creating new uses for it
Ridge and Valley - area in Alabama rich in iron ore, coal, and limestone
river - a large natural stream of freshwater that flows across land in a definite channel
river mouth - the place where a river empties into a large body of water such as a lake or ocean
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river system - a river and all of its tributaries
runoff - water, including rain and snow melt, that runs into a larger body of water such as a river or a lake
sand filtration - the process of straining out solid particles through sand
scrap - the old steel that will be recycled into new steel
secretion - substance produced by some part of a plant or animal
sedimentation - when wastewater is allowed to stand in pools so that particles will settle
sizing - a substance added to give paper a certain surface or finish
sludge - a heavy, slimey deposit of mud and mire covering the ground or forming a deposit at the bottom ofbodies of water
slurry - pulp mixed with enough water to make a liquid
smog - a thick haze caused by the action of sunlight on air polluted by smoke and automobile exhaust fumes
solar energy - the energy of heat or light received from the sun
solid waste - any of a wide variety of solid materials that are discarded or rejected
solid waste stream - the variety of solid materials that are discarded or rejected from homes and businesses
species - a group of organisms that have the same characteristics and are able to reproduce
spectrum - a series of colors formed when a beam of white light is dispersed so that its parts are arranged inorder of their wavelengths
speleothem - an unusually shaped rock formation formed over thousands of years from built-up layers of amineral called calcite
spelunking - the sport of exploring caves and underground caverns
stalactite - a speleothem that hangs from the ceiling of a cave
stalagmite - a speleothem that builds up from the floor of a cave
stevedore - one whose work is loading and unloading a ship
stomata - tiny openings in the underside of leaves on a plant that control the amount of water in a plant’s
tissues by releasing water vapor in the air
strip mining - mining from an open mineral mine (coal, copper, zinc) where the topsoil is removed to expose
and extract the mineral
succession - the process of continuous change
surface water - water on the Earth’s surface such as rivers, streams, and oceans
279
suspended solids - particles floating in a liquid
taiga - a swampy, coniferous, subarctic forest extending south from the tundra
threatened species - a species abundant in parts of its range but severely depleted in others
toxic waste - poisonous waste
transpiration - the loss of water through openings in a leaf (stomata) through which gases and water enter
and leave
tributary - a stream or river that flows into a larger body of flowing water
tundra - a cold, windy, dry area just south of the polar ice caps in Alaska, Canada, Greenland, Iceland,
Norway, and Asia
turbine - a device in which a bladed wheel is turned by the force of jets of water (or steam); connected by a
shaft to a generator
ugly jars - containers that stored toxic wastes during Colonial times
vermi - indicates a worm or worms
visibility - the clarity of the air, how far one can see
volume - the space occupied as measured by cubic units (length by width by height)
water cycle - the natural cycle in which water evaporates from the surface of the Earth, rises through the
atmosphere, condenses, and returns as precipitation
watershed - an area of land from which rainfall and melted snow drain into nearby streams and rivers
water wheel (turbine) - a wheel having blades or buckets and mounted on an axle; water striking the blades
or buckets causes the wheel to turn and powers the machinery attached to the axle
well - a hole sunk into the Earth to get water
wet leaf - the newly formed sheet of paper (before it is dried)
withered - dried out and lifeless
280
Internet Resources
What is the Internet?
The Internet is a network of networks. In many ways, it is no one thing and resides in no one place. Teachers
can use the Internet to communicate and share information. Research suggests that use of electronic
networking can help teachers (especially new teachers) reduce their sense of isolation, connect with peers, and
increase their sense of professionalism and autonomy. This section explores the uses of the Internet for the
purposes of Environmental Education.
E-mail
Electronic mail (E-mail) is the most frequently used of the Internet networks. Users are able to participate in
discussion groups, contact particular people, and access information. The most helpful of sources of
information are usually your own colleagues. E-mail provides another way to keep in touch with them within
your school or around the world.
Internet discussion groups are an extension of electronic mail and provide an opportunity to be part of an
electronic community made up of individuals with common interests. Mailing list capability may also provide
online courses, which are often advertised on discussion lists.
General discussion groups for the grade level that you teach are very useful for a wide range of information.
During some times of the year, such as the period near Earth Day, there will be some discussion on
environmental topics and curriculum that you may find useful. You can also pose questions to these discussion
groups; and your colleagues will answer, providing information about where to find resources and how other
teachers at your level handle particular issues and opportunities. These general discussion groups are called
‘listservs”.
Listservs can be found on the world wide web at:
http://www.list.com
This list may provide you with a forum that most nearly meets your specific interests. You can enter keyword
terms and get information about any list that would meet that interest. Information is provided on how to
subscribe to the many diverse listservs that are available,
Once you have found am interesting listserv, send an E-mail message to subscribe. On the address line, type
(A publication about the Bankhead National Forest)
P.O. Box 117
Moulton, AL 35650
The Talladega Monitor
(A publication about the Talladega National Forest)
P.O. Box 117
Moulton, AL 35650
U.S. Forest Service
1765 Highland Ave.
Montgomery, AL 36107
334-832-7630
300
U.S. Fish and Wildlife Service
P.O. Drawer 1197
Daphne, AL 36526
334-690-2181
Water Resource Research Institute
Hargis Hall, Room 202
Auburn University, AL 36849
205-826-5075
Wheeler National Wildlife Refuge
T. 4, Box 250
Decatur, AL 35603
205-353-7243
Wildlife Action of Alabama
P.O. Box 949
Point Clear, AL 36564-0949
334-479-1098
Wildlife Rescue Service
2107 Marlboro Ave.
Birmingham, AL 35226
205-663-7930
Hotline: 205-320-6189
Wildlife Sanctuary
9344 County Road 59
Troy, AL 36081
334-735-2950
Wildlife Society, Alabama Chapter
Route 7, Box 131
Andalusia, Alabama 36420
334-222-7779
Other Agencies/Organizations
Alliance to Save Energy
1725 K St., NW, Suite 509
Washington, D.C. 20006
202-857-0666 fax: 202-331-9588
Alternative Energy Resource Organization
25 S. Ewing, Room 214
Helena, MT 59601
406-443-7272 fax: 416-442-9120
American Association of Zoological Parks and
Aquariums
Oglebay Park
Wheeling, WV 26003
304-242-2160
American Cave Conservation Association
American cave and Karst Center
P.O. Box 409
Horse Cave, KY 42749
502-786-1466 fax: 502-786-1466
American Cetacean Society
P.O. Box 2639
San Pedro, CA 90731
310-548-6279 fax: 310-548-6950
American Coal Foundation
918 16th St., NW, Suite 404
Washington, D.C. 20006-2902
American Council for an Energy Efficient Economy
1001 Connecticut Ave., NW, Suite 801
Washington, D.C. 20036
202-429-8873 fax: 202-429-2248
American Fisheries Society
5410 Grosvenor Lane, Suite 110
Bethesda, MD 20814-2199
301-897-8616 fax: 301-897-8096
American Forest Foundation
1250 Connecticut Ave., NW, Suite 320
Washington, D.C. 20036
202-463-2462 fax: 202-463-2461
American Forests - Global Releaf program
P.O. Box 2000
Washington, D.C. 20013
202-667-3300 fax: 202-667-7751
American Gas Association
1515 Wilson Boulevard
Arlington, VA 22209
American Geographical Society
156 5th Ave., Suite 600
New York, NY 10010-7002
212-242-0214 fax: 212-989-1583
301
American Geological Institute
5220 King St.
Alexandria, VA 22303
703-379-2480 fax: 703-379-7563
American Humane Association
63 Inverness Dr., E.
Englewood. CO 80112
303-792-9900 fax: 303-792-5333
American Institute of Professional Geologists
7828 Vance Dr., Suite 103
Arvada, CO 80003
303-431-0831
American Iron and Steel Institute
attention: Education Cooperation Services
1000 16th St., NW
Washington, D.C. 20036
American Mining Congress
1920 N St., NW, Suite 300
Washington, D.C. 20036-1662
202-861-2800 fax: 202-861-2846
American Nature Study Society
5881 Cold Brook Rd.
Homer, NY 13077
604-749-3655
American Petroleum Institute
1220 L St., NW
Washington, D.C. 20005
202-682-8000
American Rivers
801 Pennsylvania Ave., SE, Suite 400
Washington, D.C. 20003
202-547-6900 fax: 202-543-6142
American Society for Environmental History
Center for Technology Studies
New Jersey Institute of Technology
Newark, NJ 07012
201-596-3334
American Society of Agricultural Engineers
2950 Miles Rd.
St. Joseph, MI 49085
616-429-0300 fax: 616-429-3852
American Society of Agronomy
Crop Science Society of America
Soil Science Society of America
677 South Segoe Rd.
Madison, WI 53711
608-273-8080 fax: 608-273-2021
American Society of Mammalogists
Bell Museum of Natural History
University of Minnesota
Minneapolis, MN 55455
Americans for Energy Independence
1629 K St., NW, Suite 602
Washington, D.C. 20006
202-466-2105 fax: 202-466-2108
Amoco Teaching Aids
P.O. Box 1400K
Dayton, OH 45414
Animal Protection Institute of America
2831 Fruitridge Rd.
Sacramento, CA 95822
916-731-5521 fax: 916-731-4467
Animal Welfare Institute
P.O. Box 3650
Washington, D.C. 20007
Appalachian Mountain Club
5 Joy St.
Boston, MA 02108
617-523-0636
Biomass Energy Research Association
1825 K St., NW, Suite 503
Washington, D.C. 20006
1-800-247-1755
Caretta Research Project
Savannah Science Museum
4405 Paulsen St.
Savannah, GA 31405
912-355-6705 fax: 912-355-0182
Center for Environmental Information
46 Prince St.
Rochester, NY 14607-1016
716-271-2550 fax: 716-271-0606
302
Center for Holistic Resource Management
5820 Fourth St., NW
Albuquerque, NM 87107
505-344-3445 fax: 505-344-9079
Center for Marine Conservation
1725 Desales St., NW, Suite 500
washington, D.C. 20036
Children’s Rainforest, The
P.O. Box 936
Lewsiton, ME 04240
Climate Protection Institute
5833 Balmoral Cr.
Oakland, CA 94619
510-531-0100
Conservation International
1015 18th St., NW, Suite 1000
Washington D.C. 20036
202-429-5660 fax: 202-887-5188
Defenders of Wildlife
1244 19th St., NW
Washington, D.C. 20036
202-659-9510 fax: 202-833-3349
Delta Waterfowl Foundation
102 Wilmot Rd., Suite 410
Deerfield, IL 60015
708-940-7776
Earthtrust
25 Kaneohe Bay Dr., Suite 205
Kailua, HI 96734
808-254-2866 fax: 808-254-6409
EARTH WATCH
Office of Public Affairs
P.O. Box 403N
Watertown, MA 02272
617-926-8200 fax: 617-926-8532
Energy Research Institute
6850 Rattlesnake Hammock Rd.
Naples, FL 33962
813-793-1922 fax: 813-793-1260
Environmental Action
6930 Carroll Ave., Suite 600
Takoma Park, MD 20912
301-891-1100 fax: 301-891-2218
Environmental Education project
19600 S. Molalla Ave.
Oregon City, OR 97045
Environmental Media Corporation
P.O. Box 1016
Chapel Hill, NC 27514
919-933-3003 fax: 919-942-8785
Florida Solar Energy Center
300 State Road 401
Cape Canaveral, FL 32920
Friends of the Sea otter
140 Franklin st., Suite 309
Monterey, CA 93940
408-373-2747
Fund for Animals, The
200 W. 57th St.
New York, NY 10019
212-246-2096 fax: 212-246-2633
Georgia-Pacific Corporation
Educational Services
133 Peachtree St., NW
Atlanta, GA 30303
Hawk-Watch International, Inc.
P.O. Box 35706
Albuquerque, NM 87176-5706
505-255-7622 fax: 505-255-1755
Inform
381 Park Ave., South
New York, NY 10016
212-689-4040 fax: 212-447-0689
Institute for Environmental Education
18554 Haskins Rd.
Chagrin Falls, OH 44023-1823
212-543-7303 fax: 246-543-7160
Marine Technology Society
2000 Florida Ave., NW, Suite 500
Washington, D.C. 20009
303
Mississippi-Alabama Sea Grant Consortium
Caylor Building
Gulf Coast Research laboratory
Ocean Springs, MS 39564
Missouri Botanical Garden
P.O. Box 299
St. Louis, MO 63166
National Audubon Society
801 Pennsylvania Ave., SE
Washington, D.C. 20003
National Clearinghouse on Dev. and Env. Education
American Forum on Global Education
45 John St., Suite 908
New York, NY 10038
National Council for Geographic Education
16A Leonard Hall
Indiana University of Pennsylvania
Indiana, PA 15705
National Consortium for Environmental Education
and Training
School of Natural resources and Environment
University of Michigan
430 East University Ave.
Ann Arbor, MI 48109
National Energy Foundation
5160 Wiley Post Way, Suite 200
Salt Lake City, UT 84116
801-539-1406
National Food and Energy Council
409 Van Diver W., Suite 202
Columbia, MO 65202
314-875-7155
National Geographic Society
17th and M St., NW
Washington, D.C. 20036
National Parks and Conservation Association
1015 31st St., NW
Washington, D.C. 20007
202-223-6722
National Wildflower Research Center
2600 FM 973
North Austin, TX 78725
National Wildlife Federation
1400 16th St., NW
Washington, D.C. 20036-2266
National Wildlife Refuge Association
10824 Fox Hunt Lane
Potomac, MD 20854
301-983-1238
National Zoological Park
Smithsonian Institute
Washington, D.C. 20008
Natural Resources Defense Council, Inc.
40 West 20th St.
New York, NY 10011
North American Bluebird Society
P.O. Box 6295
Silver Spring, MD 20906
Oceanic Society, The
Executive Offices
1536 16th St., NW
Washington, D.C. 20036
Rainforest Action Network
450 Sansome, Suite 700
San Francisco, CA 94111
Resources for the Future
1616 P St., NW
Washington, D.C. 20036
Smithsonian Institution
Office of Environmental awareness
S. Dillon Ripley Center, Suite 3123
Washington, D.C. 20560
202-357-4797 fax: 202-786-2557
Soil Conservation Society of America
7515 N.E. Ankeny Rd.
Ankeny, Iowa 50021-9764
304
Southwest Research and Igrass Roots Information
Center
P.O. Box 4524
Albuquerque, NM 87106
505-262-1862
Student Conservation Association
P.O. Box 550
Charlestown, NH 03603
603-543-1700 fax: 603-543-1828
Tennessee Valley Authority
Division of Land and Economic Resources
1A16 Old City Hall Complex
Knoxville, TN 37902
615-632-6449
Trout Unlimited
501 Church St., NE
Vienna, VA 22180
703-281-1100
Union of Concerned Students
26 Church st.
Cambridge, MA 02238
617-547-5552 fax: 617-864-9405
Wildlife Conservation International
New York Zoological Society
185th St. and Southern Blvd.
Bronx, NY 10460-1099
718-220-5141
World Resources Institute
1709 New York Ave, NW
Washington, D.C. 20006
410-516-6963
World Society for the Protection of Animals
P.O. Box 190
Boston, MA 02130
617-522-7000 fax: 617-522-7077
World Wildlife Fund/Conservation Foundation
1250 24th St., NW
Washington, D.C. 20037
Directory
OTHER ENVIRONMENTAL SOURCES
305
Federal Government Agencies/Organizations
Army Corps of Engineers
Department of Defense
20 Massachussets Ave., NW
Washington, D.C. 20314
202-272-0010
EPA Regional Offices
See Ecology Directory
House Appropriations Committee
U.S. House of Representatives
Washington, D.C. 20515
202-255-2771
House Interior Committee
U.S. House of Representatives
Washington, D.C. 20515
202-255-2761
House Merchant Marine and Fisheries Committee
U.S. House of Representatives
Washington, D.C. 20515
202-255-4047
House Public Works and Transportation Committee
U.S. House of Representatives.
Washington, D.C. 20515
202-255-4472
National Institute for Occupational Safety and Health
U.S. Department of Labor
200 Constitution Ave., NW
Washington, D.C. 20240
202-343-4953
Senate Commerce, Science and Transportation
Committee
U.S. Senate
Washington. D.C. 20515
202-224-5115
State Agencies Organizations
Alabama Cooperative Extension Service
State Headquarters
Auburn University, AL 36849
205-826-4444
Alabama Farmers Federation P.O. Box 11000
Montgomery, AL 36191-0001
334-288-3900
Alabama Handicapped Sportsmen
44 Huntington Place
Northport, AL 35476
205-339-2800
Alabama Hiking Association
P.O. Box 4311
Birmingham, AL 35206
Alabama Solar Association
Route 3, Box 160
Decatur, AL 35603
Alabama State Museum of Natural History
University of AL, Department of Archeology
13075 Moundville Archaeological Park
Moundville, AL 35474
205-371-2266
Bureau of Tourism and Travel
401 Adams Ave., Suite 126
Montgomery, AL 36104
Dothan Landmarks Foundation, Inc.
P.O. Box 6362
Dothan, AL 36302
334-794-3452
Exploreum Museum of Discovery
1906 Springhill
Mobile, AL 36607
334-476-6873
306
Friends of Little River
P.O. Box 111
Mentone, AL 35984
205-634-4510 or 205-634-4066
Ruffner Mountain Nature Center
1214 South 81st St.
Birmingham, AL 35206
205-833-8264
Sierra Club, Alabama Chapter
22 Hilltop Estates
Northport, AL 35476
205-339-4692 or 205-348-6695
Sierra Club, Alabama Chapter
Montgomery Group
P.O. Box 70031
Montgomery, AL 36107
Vulcan Trail Association
Attention: Office Central
P.O. Box 19116
Birmingham, AL 35219-9116
205-933-4170
Other Environmental Agencies/Organizations
American Association for the Advancement of
Science
133 H St., NW
Washington, D.C. 20005
202-326-6640 fax 202-371-9526
American Camping Society
Bradford Woods
5000 State Road 67, North
Martinsville, IN 46151-7902
American Chemical Society
1155 16th St., NW
Washington, D.C. 20036
202-872-4600 fax: 202-833-7732
American Litteral Society
Highlands, NJ 07732
908-291-0055 fax: 908-872-8041
American Nature Study Society
5881 Cold Brook Road
Homer, NY 13077
607-749-3655
American Red Cross
1730 D St., NW
Washington, D.C. 20006
202-737-8300
American Society of Agricultural Engineers
2950 Niles Road
St. Joseph, MI 49085
616-429-0300 fax: 616-429-3852
American Society of Civil Engineers
345 East 47th St.
New York, NY 10017
1-800-548-2723 fax: 212-705-7300
Anheuser-Busch Companies, Inc.
Department of Consumer Awareness and Education
One Busch Place
St. Louis, MO 63118
Call your local distributor
Asbestos Information Association/North America
1745 Jefferson Davis Hwy., Suite 406
Arlington, VA 22202
703-412-1150 fax: 703-412-1152
Association for Experimental Education
P.O. Box 4625
Denver, CO 80204
Association of Interpretive Naturalists, Inc.
Central Business Office
6700 Needwood Rd.
Derwood, MD 20855
Bureau of Outdoor Recreation
DEpartment of Interior
18th an C St., NW
Washington, D.C. 20240
Center for Emergency response Planning
Workplace Health Fund
815 16th St., NW, Suite 301
Washington, D.C. 20006
202-842-7833 fax 202-393-0623
307
Center for Safety in the Arts
5 Beekman St.
New York, NY 10038
212-227-6220
Citizens for a United Earth
1880 Route 64
Ionia, NY 14475
716-624-3673
Coalition for Education in the Outdoors
Box 2000, SUNY College at Cortland
Cortland, NY 13045
607-753-4971
Council on Economic Priorities
30 Irving Place
New York, NY 10003-2386
212-420-1133 fax: 212-420-0988
Council on Outdoor Education
1900 Association Dr.
Reston, VA 22091
Cousteau Society, Inc., The
870 Greebrier Cr., Suite 402
Chesapeake, VA 23320-2641
804-523-9335 fax: 804-523-2747
Development Education Program
Office of the Publisher
The World Bank
1818 H St., NW, #T8082
Washington, D.C. 20433
Earth Island Institute
300 Broadway, Suite 28
San Francisco, CA 94133
415-788-3666 fax: 415-788-7324
Edison Electric Institute
Education Service Department
701 Pennsylvania Ave., NW
Washington, D.C. 20004
Epcot Teachers Center
Walt Disney World
P.O. Box 10000
Lake Buena Vista, FL 32830
Friends of the Earth Foundation, Inc.
1045 Sansome St.
San Francisco, CA 94111
Humane Society of the United States
2100 L St., NW
Washington, D.C. 20037
202-452-1100 fax: 202-778-6132
International Council for Outdoor Education
P.O. Box 17255
Pittsburgh, PA 15235
Izaak Walton League of America, Inc., The
P.O. Box 824
Iowa City, IA 52244
League of Conservation Voters
1707 L St., NW, Suite 550
Washington, D.C. 20036
202-785-8683 fax: 202-835-0491
Monitor
1506 19th St., NW
Washington, D.C. 20036
National Association of Biology Teachers
11250 Roger Bacon Dr., #19
Reston, VA 22090
National Council for Social Studies
3501 Newark St, NW
Washington. D.C. 20016
National Education Association
1201 16th St, NW
Washington, D.C. 20036
National Science for Youth Foundation
130 Azalea Dr.
Roswell, GA 30075
National Science Teachers Association
1742 Connecticut Ave., NW
Washington, D.C. 20009
Outdoor Biology Instructional Strategies
Lawrence Hall of Science
University of California
Berkeley, CA 93305
308
Planetary Society, The
65 North Catalina Ave.
Pasadena, CA 91106
818-793-5100
Project ROSE
University of Alabama
Box G
Tuscaloosa, AL 35487
1-800-452-5501 or 205-349-4878
Rails-to-Trails Conservancy
1400 16th St., NW, Suite 300
Washington, D.C. 20036
202-797-5400 fax: 202-797-5411
Safari Club International
4800 West Gates Pass Rd.
Tucson, AZ 85745
Seventh Generation
Catalog Requests Department
Colchester, VT 05446-1672
1-800-456-1177
Thames Science Center
Gallows Lane
New London, CT 06320
401-849-5952
Union of Concerned Students
26 Church St.
Cambridge, MA 02238
World Food Day
1001 22nd St., NW, Suite 300
Washington, D.C. 20437
World Game Institute
University City Science Center
3508 Market St.
Philadelphia, PA 19104
215-387-0220
Worldwise Schools
United States Peace Corps
1990 K St., NW
Washington, D.C. 20526
Discovering Alabama Program GuideDiscovering Alabama, a public television series, highlights the natural features and environmental issues of
the state. Host Dr. Doug Phillips explores natural features on location by means of backcountry hiking and
canoeing. Produced for general audiences, Discovering Alabama is also designed as an interdisciplinary
teaching. Teachers’ Guides have been published for several of the videos, and others are being developed.
The series is a production of the Alabama Museum of Natural History in cooperation with Alabama Public
Television.
Mobile-Tensaw Delta
Just south of Mobile Bay lies Alabama’s Mobile-Tensaw Delta, named for the juncture of the Mobile and
Tensaw Rivers. Among U.S. river deltas, the Mobile-Tensaw is second in size to the Mississippi River Delta.
It, like other major river deltas of the world, has served as a natural attraction to early adventurers and as a
globally significant wetland. Host Dr. Doug Phillips canoes the delta to examine its historical role in the
exploration and settlement of the New World and its present status as a remarkable natural resource
increasingly subject to competing human uses.
Cheaha Mountain/Talladega National Forest
The Talladega Division of the Talladega National Forest contains the southernmost reaches of the Appalachian
mountain chain, which extends approximately eighty miles into northeast Alabama and includes the state’s
highest peak, Cheaha Mountain, elevation 2,420 feet. Host Dr. Doug Phillips hikes several miles along the
Chinnabee Silent Trail, a footpath constructed in the Talladega National Forest by scout troops from the
Talladega School for the Deaf. Along the way, Phillips describes local history and explores many of the
natural features of the area. He is joined by a group of elementary school students who climb Cheaha
Mountain with him and discover the value of learning in the wondrous classroom of the outdoors.
Cahaba River
Host Dr. Doug Phillips canoes a segment of the Cahaba River in northern Bibb County where the Cahaba lily
grows, describing many natural features of the river and stopping for a close-up look at the rare lily. Joined by
a fisheries biologist from the Alabama Department of Conservation and Natural Resources, Dr. Phillips
discusses a number of concerns about environmental changes along the river. This program is the first of two
Discovering Alabama programs featuring the Cahaba River. A second program, entitled the Cahaba River
Watershed, explores the full length of the Cahaba and examines changes affecting the entire watershed.
Southeast Alabama/Wiregrass Region
Because southeast Alabama lacks prominent features like the mountains of north Alabama or the beaches of
coastal Alabama, it is a region that is sometimes overlooked by those seeking such natural attractions.
However, in this program, Dr. Doug Phillips reveals that the southeast part of the state is quite rich in natural
qualities with their own special wonder. Phillips travels across several southeast Alabama counties exploring a
variety of unique features from the historically and biologically significant wiregrass region to the caves and
sinkholes of adjoining limestone areas and visits the Conecuh National Forest.
309
Oakmulgee Division/Talladega National Forest
Host Dr. Doug Phillips sets out from his own tract of Tuscaloosa County farm and forestland into the
adjoining Oakmulgee Division of the Talladega National Forest. With camera crew in tow, Phillips invites
viewers on a casual interpretive walk across the Oakmulgee to the National Forest Recreation Area, Payne
Lake. Along the way, he examines a variety of plants and animals that live in the Oakmulgee and discusses
the importance of maintaining such forestlands.
Lake Guntersville State Park
Few places can match Alabama’s Lake Guntersville State Park for its combination of mountainous natural
setting and full scale accommodations for recreation. Dr. Doug Phillips explores both of these and other facets
of the park’s popular appeal, giving particular emphasis to the potential of the area’s natural surroundings for
helping to recover the endangered bald eagle, America’s national symbol. Included is a visit with the park
naturalist, who leads a group of children on an interpretive nature walk and discusses the importance of
environmental education for America’s youth.
Coastal Alabama-Natural Diversity
Alabama’s coastal area, though relatively small in size, is diverse in natural qualities. Series host Dr. Doug
Phillips journeys across most of Alabama’s coastal region exploring the area’s rivers, bays, swamps, marshes,
and beaches, together with numerous resident plant and animal species. He is joined at various points by local
naturalists and wildlife officials to discuss environmental change in the region.
Coastal Alabama-Environmental Issues
Host Dr. Doug Phillips highlights a range of primary environmental issues when he revisits coastal Alabama
and examines several of the leading causes of environmental change in the region. Included are interviews
with local experts who add their perspectives to the discussion of activities such as farming, forestry,
commercial fishing, and overall growth and development on the coast of Alabama.
Tannehill State Park
Tannehill Ironworks Historical Sate Park has one of Alabama’s best displays of buildings, tools, and other
lifeway artifacts dating from the period of early European settlement to the time of the first iron making in the
state. Host Dr. Doug Phillips presents many of these important cultural features in the context of the park’s
natural features. Phillips explores Alabama history through visits with teachers at the park’s “living history”
classroom, discussions with craftsmen who have reconstructed historical log buildings, and visits to the park’s
unique Iron and Steel Museum of Alabama.
Little River Canyon
Host Dr. Doug Phillips hikes the seventy-mile length of the Little River from its northeast origins near the
Alabama-Georgia state line into the final fifteen-mile segment of Little River Canyon. Along the way Dr.
Phillips describes the river and the canyon, discusses various features of the area, and recounts several points
of local history. The show’s opening segment recreates the mid-19th century experience of Union troops who
encountered the impassably deep Little River Canyon by surprise as they hurried through Alabama with
Confederate troops in pursuit.
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Caves of Alabama
With almost 3,000 caves, Alabama ranks among only a few states that have such an abundance of
subterranean wonder. Host Dr. Doug Phillips takes viewers on an actual exploration of an unmapped cave in
north Alabama. During the journey, Phillips and an accompanying caving expert encounter many common
features of caves and discuss how caves are formed, the diversity of geological and biological features that
occur in caves, and the history and location of caves in Alabama.
Oak Mountain State Park
More than 10,000 acres in size, Oak Mountain State Park is Alabama’s largest state park. The park also
happens to be located only minutes from Alabama’s largest city, Birmingham. Host Dr. Doug Phillips leads
viewers on a hurried escape from the crowded urban scene of downtown Birmingham to the serene setting of
Oak Mountain with its forested ridges, valleys, streams, and abundant wildlife. Phillips discusses the
geological origin of Oak Mountain, its early history, and the natural attractions of the area as he hikes through
the remote reaches of the the park. Later, he is joined by a Birmingham area teacher and her students who
regularly visit the park for nature study.
Locust Fork River
Dr. Doug Phillips takes a personal journey when he canoes part of the Locust Fork River in a nostalgic return
to the site of his childhood home. But as Southern writer Thomas Wolfe observed in his novel, You Can’t GoHome Again, things change - for better or worse. On this journey, viewers will learn of the river’s past and
explore crucial questions about its future. For much of this century, the Locust Fork was familiar only to the
residents of its immediate watershed. In recent times, the river has gained attention as more Alabamians
recognize its uncommon appeal and as more citizens have grown concerned about changing land practices
that pose environmental threats to the river.
Moundville
This video features Moundville Archaeological Park and the mound-building Indian culture of the prehistoric
Mississippian Period that lasted from around A.D. 1000 to 1550. The program examines the symbols, beliefs,
and the lifeways of this once dominant southeastern culture and traces two centuries of archaeological study
attempting to understand these early Native Americans and the significance of their earthen mounds. This
video links the science of archaeology with the timeless human quest to understand the meaning of life. The
story of Moundville offers a unique opportunity for interdisciplinary instruction in history, social studies,
science, geography, and environmental education.
Alabama’s Natural Diversity
Alabama often has been viewed as a backwoods region without sophistication. Yet many high-growth urban
areas in our country have become synonymous with a stressful lifestyle often associated with noise, traffic,
pollution, and crime. In comparison, Alabama’s backwoods are no longer equated with being backward. This
video presents an overview of Alabama’s natural qualities from the state’s Appalachian highlands to its coastal
wetlands. Alabama’s great variety of terrain, of wild habitats, and of native plants and animals ranks the state
among the most naturally diverse in the nation. As other parts of our country lose their native natural qualities,
Alabama’s wildlands help to make our state exceptional.
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Geological History of Alabama
This video presents a brief overview of the geological history of Alabama and describes natural resources in
the state. As far back as the 18th century, geologists from other countries were attracted to Alabama by reports
of the region’s diverse geology. Since then, researchers have pieced together the history of how the landscape
and life forms found in Alabama have changed over time. This video follows those changes, from the Earth’s
formation through the major geological eras (Paleozoic, Mesozoic, and Cenozoic) of the fossil record, and
concludes with the recent scientific question of whether industrial societies cause environmental changes that
may accelerate geological change.
A Walk in the Woods
The fields, streams, and woods that once surrounded our schools are being replaced rapidly by shopping areas
and adjoining parking lots, while bulletin boards, overhead projectors, and computers are now the primary
sources of information. In this video, viewers take a walk in the backwoods and encounter nature on a basic
level, a theme which runs throughout the video using quotations from famous Native Americans. Even with
the many material advances of our industrial society, we remain dependent upon fundamental processes in
nature. The program does not seek to deny the value of technology; rather, the video’s essential purpose is to
underscore the importance of remembering that our natural environment is the basis of life.
Alabama Forests
Alabama is one of the most forested regions in the world. The state contains scores of forest communities that
provide an abundance of natural habitats, home to a great variety of native plants and animals. A healthy
forest is more than merely a collection of trees. It is a setting in which the whole is greater than the sum of its
parts because its parts - soil, water, wildlife, various plants and trees - work together to form a self-
perpetuating natural community, or ecosystem. This video describes the importance of forests in Alabama
while also exploring forest history and key concerns for the future of Alabama’s forests.
Dauphin Island
Dauphin Island is unique among barrier islands because of its special natural qualities and its important role in
the history of American settlement. The island has a diversity of natural habitats including marshlands, forests,
and lakes. The island also attracted a variety of early explorers including the Spanish, the French, and the
English. This video presents both the natural and the human history of Dauphin Island and describes the
forces of geological change to barrier islands. The video concludes by looking at environmental changes
occurring to the island from modern growth and development and examines the question of how to manage
such activities for the island’s future.
Black Warrior River
The Black Warrior River has been prominent in the history and development of Southeastern societies since
the emergence of prehistoric cultures many thousands of years ago. In fact, the river’s name was taken from
the famous Native American Chief Taskalusa (derived from the words tasska and luska meaning black
warrior) who encountered the De Soto expedition in 1540. This video recalls the history of the Black Warrior
River from the time of early human settlement to the present. We examine the river both in terms of its
environmental role and its economic importance, with special focus given to the river’s changing status since
the construction of a series of dams and locks completed earlier this century.
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The Sipsey Wilderness
This video explores Alabama’s Sipsey Wilderness Area and tells about the environmental controversy
associated with a citizen campaign to preserve the Sipsey in the 1970s. Efforts to gain federal protection for
the Sipsey Wilderness sparked an angry national debate revealing society’s conflicting desires both to subdue
nature and to preserve nature. The video traces this duality from early civilizations to the present, giving
particular focus to the rapid settlement of the American frontier. Dr. Phillips recalls the influence of 19th-
century romanticism and the emergence of a national movement for the preservation of American wilderness
regions.
Village Creek
One of the South’s earliest industrial cities is Birmingham, Alabama, a place known for its history of iron and
steel production. Often forgotten, however, is the history of Birmingham’s natural features that were essential
to the establishment of this city. One of those features is Village Creek which flows through the heart of the
Birmingham area. Village Creek was originally a pure stream extending across a fertile valley that attracted
settlers to the region for the purpose of farming in the early 19th century. As the Industrial Age advanced,
Village Creek changed dramatically and has now become a prime example of how uncontrolled urban growth
can change the native landscape. This video traces the history of Village Creek and examines the value of
urban planning as a means of maintaining a high quality of life in urban areas and preventing environmental
degradation.
Wildlife History
Our nation is rooted in a rich, natural heritage that helped define our national identity. Central to this heritage
is the history of our society’s changing relationship with wildlife. This video gives an overview of Alabama’s
role as a national leader in wildlife conservation and restoration.
Red Hills Salamander
This video follows a team of research scientists as they go on an actual search for the Red Hills salamander
and examine the ecological significance of this threatened species. Private landowners, along with wildlife
officials, develop strategies to conserve the salamanders’ habitat.
Horse Pens 40
Located atop Chandler Mountain in St. Clair County, this site is a unique ring of large rocks forming a natural
corral, used by Indians and settlers for gathering horses, and today operated as a commercial attraction. This
video shows the cultural values and natural beauty of historical Horse Pens 40.
Alabama Adventure
Using beautiful nature footage from throughout Alabama, this special presentation is a visual feast
accompanied accompanied by a continuous musical background for viewers who delight in Alabama’s forests,
beaches, fields, mountains, rivers, flora and fauna.
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Long Leaf Ecosystem
Experts now believe that the Long Leaf ecosystem was at one time the single largest forest ecosystem in the
south. This video highlights on-going efforts to better understand and perpetuate the Long Leaf Ecosystem.
Wetumpka Impact Center
In an 1891 report, state geologist, Professor Eugene Allen Smith, noted that the area around Wetumpka was
“structurally disturbed”. In this video, Dr. Phillips, along with expert geologists, examine evidence that
suggests the altered landscape around Wetumpka is the result of an ancient asteroid collision.
Alabama Trees
In this program, host Dr. Doug Phillips takes an autumn stroll through Alabama woods to introduce viewers to
individual members of the forest community and answer the commonly asked question, “shat kind of tree is
this?”
Native American Festival
This show reflects on Alabama’s native heritage as we learn the importance of the Native American Festival
held each year at Moundville Archeological Park. The show features Native Americans as they demonstrate
arts and crafts unique to the Indian culture, play games from long ago and listen to stories about primary
tribes, tribal territories, and basic lifeways.
Arboretums
Highlighted in this video are four of Alabama’s arboretums and their significant contribution to the
preservation of our native plants and trees.
Mobile River Basin
Few places boast such an abundance of freshwater as our state of Alabama. Join host Dr. Phillips for a
journey across 44,000 square miles of the Mobile River Basin, a freshwater drainage encompassing most of
Alabama.
Fort Morgan
Visit historic Fort Morgan and witness an active archaeological dig, take a trek through an ancient maritime
forest and witness the capture, banding, and release of migratory birds. Fr. Phillips talks to local residents in
presenting the past and considering the future of Fort Morgan Peninsula, one of Alabama’s best coastal
wonders.
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Fort Toulouse/Jackson
Take a journey back in time for a visit to Fort Toulouse/Jackson State Park and the park’s annual Frontier
Days Festival. Meet Alibamous Indians, French soldiers, Davey Crocket, Andrew Jackson’s regiment, and
converse with 18th century botanist William Bartram while also learning about the natural appeal of the
location.
Sipsey River Swamp
Launch a canoe with Dr. Doug and discover the wild allure of the Sipsey River Swamp. The 100-mile long
Sipsey River is one of Alabama’s few remaining unimpounded rivers, much of it surrounded by river-bottom
swamp.
Forever Wild
Alabama’s “Forever Wild” land conservation program is recognized nationally for its effectiveness in
protecting significant wildlands. This video reflects on the history of how the “Forever Wild” program was
established and tells how Alabamians can participate in promoting such land conservation.
Dugger Mountain Wilderness
The Dugger Mountain Wilderness contains Alabama’s second highest peak, Dugger Mountain, and is one of
several federally designated “wilderness areas” in the state. In this program, Dr. Phillips hikes through the
wilderness as he follows the Pinhoti Hiking Trail. Along the way, he encounters many natural wonders while
considering the citizens, scientists, and government officials interested in protecting the area.
Earth Day
This video visits Selma, Alabama to join the local school system’s annual celebration of Earth Day.
Interviews with teachers, students, parents and various officials highlight the significance of this national day
of environmental appreciation and give special emphasis tot the importance of environmental education
throughout the school year.
Tuscaloosa County
The era of “new south” progress has brought important improvements to the southern region. However, parts
of the South are also experiencing rapid growth and development that could threaten such traditional southern
qualities as abundant natural surroundings and a comfortable pace of life. This video examines Tuscaloosa
County, Alabama as an example of a southern community affected by accelerating new-south growth and
faced with the challenge of managing this change so as to protect local rural and environmental values.
Alabama Soils
Host Dr. Doug and faithful companion Turkey journey across Alabama to examine the seven major soil areas
of the state and learn about the more than 300 soil types associated with these areas. Guest experts discuss
the vital ecological function of healthy soil and highlight the importance of Alabama soils to the state’s