Office of Education (DEM, Washington, · tive coating (gymnosperms), and those that produce seeds by means of flowers enveloped in a protective. fruit (angiosperms). Gymnosperms include

ED 099 217

TITLE

INSTITUTIONSPONS AGENCYPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

95 Si 018 290

A Multidise.plinary Process Curriculum inEniironmental Education, Grade 2.Edmonds School District 15, Lynnwood, Wash.Office of Education (DEM, Washington, D.C.73OEG-0-72-5436147p.

MF-$0.75 11C-$6.60 PLUS POSTAGE*Conservation Education; *Curriculum Guides;*Elementary Education; *Environmental Education;Field Trips; Grade 2; Instructional Materials;Learning Activities; Natural Resources; OutdoorEducation; *Science Education; Teaching Guides

ABSTRACTThis second grade curriculum guide is based on a

multidisciplinary approach to environmental education. The guideincludes activities, guidelines for field trip planning, and aresource section. The guide deals with the subjects of plants, soil,and litter. Each subject section includes activities based on thephysical characteristics, man's use, and man's misuse of the subject.Activities may be used individually or in sequence, and aim topromote the development of positive attitudes tovard the environment.Each activity provides the teacher with objectives, teacherbackground information, a materials list, a preactivity, theactivity, a postactivity, supplemental activities, and illustrationsintended for copying. Guidelines for conducting a field trip areincluded to facilitate the teacher in teaching in the out-of-doors.The guidelines cover pre-field trip, field trip, and post-field tripplanning. A resource section includes speakers, films, free andinexpensive materials, pamphlets, and conservation and environmentalgroups which may be contacted for information on environmentaltopics. (TK)

1

E 01 PAN ?ME NT OF HEALTH.EDUCATION & WELFAITENATIONAL UVETITUTIT

EDUCATIONAel III I N ki PRO

: I . kI : 1 II) T NONA..t I N k...% tA oot nkaokI.

I S OW oPihuolv%' %1 I Awn V RI Pkr.

t ' NIA. WO I OfI I {1 V

A MULTIDISCIPLINARY PROCESS

CURRICULUM IN ENVIRONMENTAL EDUCATION

K - 12

Under Provision of Public Law 91-516, Grant No. OEG-0-72-5436

Project No. RO 21178

PROJECT WRITING TEAM

Elementary Secondary

Sue BrownLarry GidnerCarol GissbergDan GrinerPatricia MeivedMary Beth PetersLynn SeveranceRosanne Walker

Staff Artists

Kathy AuklandKathy Hildahl

Protect Director

Bill Hamilton

Steve BurgerBill HanlonLes KramerLarry LukeLauretta MainRod McLeodJan Parsons

Edmonds School District No. 15Snohomish County

Lynnwood, Washington

1973

PROJECT SUMMARY

This project was designed to provide a working model for the structureand implementation of a multidisciplinary process curriculum in environ-mental education, grades K-12. This model emphasizes the broadly basedsocio-ecological approach endorsed by the Edmonds School DistrictEnvironmental Education Council, as a unifying theme to be incoeporatedinto a comprehensive environmental program. Such an approach seeks tointegrate the cultural, historical, and social aspects of man withfundamental sociological principles applicable to all living crganisms.It will utilize the school and total community as a field laboratory andas a basis for the investigation of ecological relationships and envir-onmental problems. The design of the model presented here includesfive phases which have been sequentially organized into the followingareas:

1. To plan for the structure of appropriate training and student activitiesas designed by two writing teams selected on the basis of lefinedqualifications. The participating teams represented each grade level,K-6, and each relevant secondary discipline, 7-12. The team consultedwith community, local, state, and natural resource personnel end in-corporated existing materials into a total nrogram that reflectsthe objeltives established.

2. A plan for imple4enting the materials written by means of trainingsessions at the elementary building level and for the specificsecondary disciplines and secondary teachers involved. The writingteam will form a nucleus for the training of teachers in use ofmaterials and equipment.

3. A plan to evaluate the effectiveness of materials and methods usedthrough formal and informal feedback from students and teachersinvolved. Students will be evaluated on the cognitive aspects of thecurriculum materials written and both teachers and students on theattitudinal aspects.

4. A plan for revision and retraining as necessitated by the analysisof evaluation procedures and results, and from community feedback.

5. A plan to continue the program utilizing district and community fundsunder the guidance of the Edmonds District No. 15 Environmental Councilin cooperation with the District Environmental Consultant.

This project is a "beginning". It was written during four weeks of thesummer of 1973. The writing team realizes that they have just scratchedthe surface of putting together a K-12 multidisciplinary environmentaleducation curriculum. We know that it needs to be tried by teachers,and hope that you will use it while instructing your students. Try itout! Write in it and jot down your notes. Revise, add and delete! Thengive us feedback as to how you used it and how you felt abort the wholething so Oat we can work your ideas into our revision next summer. Thereare extra lesson outlines in the back to experiment with. Now -- enjoy!

The intent of this unit is to develop awareness ofbasic deductive and inductive skills stressing sci-entific methods of study, development of attitudesand perception, and a process approach to learning.

In dealing with our objectives, we are using anactivity oriented approach. Each of our subjectareas has been divided into three parts, the PHYSI-CAL CHARACTERISTICS of the subject, MAN'S USE, andMAN'S MISUSE. Each lesson is designed to be com-plete in itself.

PLANTS

Plants are essential to life in all forms, as theysupply oxygen and the basic food stuffs upon whichall animal life directly or indirectly feeds. They

are grouped according to the physical characteristics

which are observable. They add beauty to our lives

as well as provide food and oxygen for our bodies.

The atudent should develop an awareness and appre-ciation for all forms of life.

We visualize Rose _Petal as a creative Lharacter that may help tiein the various activities that follow. She may act as a visual aidin flannel on your flannel board or as a means of introducinglessons, related poems, films, etc. The Urger picture e:on the next page could be made into a ditto and serve as a cover ona Plant Looklet. You may want to adapt her into a puppet char-acter.

We know you'll have a lot of your own ideas, too. We'll beanxious to have you share them with us during our inservice gettogethers and will wane. to include them in our revision.

Topic: Plant ClassificationGrade: 2

Estimated Time:Subject Areas: Science

LEVEL V OBJECTIVE:

STUDENTS WILL KNOW THE CLASSIFICATIONSYSTEMS OF THEVARIOUS FORMS OF PLANT AND ANIMAL LIFE.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO IDENTIFY THE VARIOUS PARTSOF PLANTS SUCH AS ROOT, STEM, LEAF, AND FRUIT.

MATERIALS

Paper, scissors,pencil, glue, theattached worksheet.

TEACHER BACKGROUND INFORMATION

In order to become aware of the greatvariety of plant live, children shouldhave the opportunity to observe andhandle as many kinds as possible.Furthermore, tt is important that chil-dren understand that the process ofclassifying or grouping plants intodefinite categories is simply a meansof making a great deal of informationmore useful. For example, it ismuch easier to speak of evergreensthan to have to explain each timesuch plants are discussed, that wemean pleats that remain green duringeach season of the year because theydo not lose their leaves all at once -or that conifer refers to an ever-green plant with needle-shaped leavesand with seeds borne on structurescalled cones. Botanists have work.idout specific methods for placingall known plants into particulargroups following rules based uponsimilarities and differences instructure. The same approach can

Teacher Background (cont.)

be used here by permitting eachchild or small groups of childrento decide which plants can be groupedin many ways, such as green and non-green, seed plants or non-seedplants, needle leaves or broad leaves.Green plants may be broken downfurther into cone- bearing andflower bearing divisions and so forth.

There are two major groups of seedproducing plants - those that pro-duce seeds in cones without protec-tive coating (gymnosperms), and thosethat produce seeds by means of flowersenveloped in a protective fruit(angiosperms). Gymnosperms includethe evergreens, whose foliage isinedible by all but a few organismsbut the seeds are eaten by many plantsand mammals. The angiosperms makeup the deciduous forests and providemuch of the underbrush and groundcover in areas that may or maynot be dominated by gymnosperms.The angiosperms are also the majorsource of man's immediate food supplyin providing cereals, vegetables,fruits, nuts and berries.

The role of green plants in trans-forming light energy into the chemicalevergy stored as tdible foods throughthe process of photosynthesis isa difficult one to demonstrate.Yet, the fact that only green plants/are able to transform light energyinto a form that living things canutilize for all life functions, and inthe process release oxygen as a wasteproduct, makes photosynthesis abso-lutely necessary for the survival oflife on the planet earth. The successof an: biotic community really dependsupon the amount of photosynthesis thatcan occur. Plants that lack chlor-ophyll can not photosynthesize andmust take their food from their envi-ronment as do animals.

PRE-ACTIVITY


The main idea in the "discoveryapproach" is that the learner askshimself, as he stands before theunknown specimen, "What do I wantto remember about this tree in orderto be able to recognize others likeit?" As each student gathers notesin the field for his own personalClue Chart for Trees, he may comeup with something on the order ofthe attached chart.

Finding sufficient evidence to fillin each column of the Clue Chart mayrequires many observations overseveral seasons. For example, anobserver's flower column may beincomplete until he discovers thetree in its flowering stage. Oncehaving completed a Clue Chart,how-ever, the learner will have more first-hand knowledge of the trees whichhe has studied than the person whohas gained his information from booksalone. Quite often, one distinctivecharacteristic is sufficient toidentify a particular tree. Oncehaving developed a Clue Chart, thestudent will readily recognize, evenin winter without its leaves, atree which has opposite budding andbranching and whose twigs aresquare to the touch rather than round,as a blue ash. Even the beginningobserver of nature soon learns torecognize the honey locust solelyby its distinctive clusters oflong thorns.

Discuss terms with students: Roots,stems, leaves, fruit.

Pass out activity sheet (attached)and supplies.

POST-ACTIVITY Take nature walk and identify partsof plants you see.

SUGGESTED ADDITIONAL ACTIVITIES

1. Find pictures for each group.

2. Vary worksheet approach usingshrubs and trees (attached).

3. Vary worksheet by crossing outpictures that don't belong toa particular group and color theothers.

4. Play a food game. If you weregoing to prepare a stew usingroots only, what would you use?If you were going to prepare a saladjust using leaves, what would youuse?

STUDENT

See attached Bibliography

TEACHER

"Seeds Grow into Plants" - EF 7

"Life Story of a Plant" - EF 353

Edmonds Curriculum Bulletin EE 1"Marshall Outdoor Laboratory"

''ACHING IN THE OUTDOORS, Hammermen

SHAPE LEAVES BUDS BARK FLOWER FRUIT DISTINCTIVE NAME'CHARACTERISTICS

LACca.

i'','f'7A 0 I to;

% I..or.\ .10111.

-.I.

VICE Lt L Cruj. T rt

. -MACC')

.-se,(0 L.(A:Et:x ..5H

NA A., C.I ki

W.31 E ZS

nA:rSrY

0,,NI

OR,.

t8trCNv

Se .34-

CI

C.

L. A& G' nleovsGoirt.'44)tr4; Cr I.0

f-t-US N KS

140 4.; CY

LOt L..f.:1"

,,, ,tz,c;nalv..%A.: 0

14., mil C.

#1N(1-4; I,..41.rt

Nu Aci ip,TEKt

4.,%, NoDE: poi

e i PGE 0I. k so

Aeo eA.: t AI

Lk; tr4 ti.2.t4g.,E.fa ci2

%.4165

Ericl.iYivAki.)

Pa 1 ni t vTIps

1 ,.. Acv,..t.,1* ER f

Fo NrE' *K't%L L

k.% C. rir t

i%.4,14.Y.

tACIPPILC;

lt: INK: Di:C.AA N6eArTdL5

\, 6;

. ,")

Aec,eN

iris

.5%.4eu...4.4,,,A1

At 0?Ai (. 4 PLc:4,646r* t\I u'r

CEOCA K

4\;........

t. A R6 C:CC-L, 51i,APFD PRI-1'1.'6

.t. (z AL i

.

.Sr1/11.X.-oi

BASK

S H

f54

tit G KO-eV

Source for chart above andTeacher Background Information:

TEACHING IN THE OUTDOORS,Hammermen, copyright 1964,Burgess Pub. Co.

Color Pooks brown ,Letwes - 8re e ,w111.0=1-

6.0....10141.110 SY.=...... eV 4000410 t:.:

.. st.,.,s:v .%`,"'wt.t.1.34

liaS a. db. dih ..bas

Stems- yel low, Cr-u4ci- or-ane.

C_olor R004.3.- br i n Lea e c rear

Po+ Ck+Ce

corn

0 1

tql11,01,441t010110,

t. .0: ;.0:....

+ ran 0. caiDba_g e. ?ea s anion

conciower pumpkin! pea no+ 5paraz u5

5 ye 1 low) °ramie

EXAMPLES OF SEED DISPERSAL MECHANISMS

Thistle

Seeds Carried by Parachutes

Dandelion Goat's Beard

Seeds Carried by Wings

Milkweed Sycamore

Ash

Burdock

Elm Maple

Seedcases with Hooks

Catalpa

Sandbur

Mustard

Tick Trefoil Cocklebur

Pine

Spanish Needles

Seeds vIthout Parachutes, Wings, or Hooks

00

Mullein Dock Oak Pecan

fliut out the flower pieces. Paste the circleon a sheet oP paper. if you can write an9ddition or subtr9cticin combination equal.to 6 on a petal , you c9n pq.ste the petal onthe flower.

LEVEL V OBJECTIVE:

STUDENTS WILL KNOW THE CLASSIFICATION SYSTEMS OF THE VARIOUSFORMS OF PLANT AND ANIMAL LIFE.

Topic: Plant ClassificationGrade: 2

Estimated Time:Subject Areas: Science, Art, Soc.

Studies, Lang. Arts

THE STUDFNT WILL BE ABLE TO IDENTIFY rLANTS AND ANIMALS OFHIS LOC.. ENVIRONMENT.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO CLASSIFY PLANTS INTO TWOCROUPS; SEED AND NON-SEED.

MATERIALS

Plastic bags;

assortment of tag-board plants (attachedsheet); scissors, crayons.Many drawings are alreadyin BIOLOGY OF THE NWguide

PRE-ACTIVITY

7

7


Plant classification chart. Refer toLesson #1 for additional information.

Discuss the following quebtions withthe class:

1. If you were given the job of takingcare of a large number of smallobjects so that any one thing couldeasily be found, and they weregiven to you all mixed up in abig sack, what is the first thingyou would do? (Put them in sep-arate groups)

2. How would you decide, if you didn'tknow the names of any of the objects,how to group them? (Color, size,use, material made from, etc.)

Pre-Activity (cont.)

3. How many situations c.. you thinkof where grouping objects orinformation is done as a matter ofconvenience? (Libraries, grocerystores, kitchen cupboards, ency-clopedias, dictionaries, etc.)

4. Explain that biologists have alsofound it convenient to place plantsand animals into particular groups.Groups are based upon how much alikethe organisms in the groups are andhow they differ from other groups.Such a method of grouping is calleda classification system. and it kelpsus to understand which livingthings are most closely related.Biological classification is basedon structural characteristics.

Divide the class into groups of four tosix students and have each sectiontake a plastic bag containing an assort-ment of the following plants (If

possible, include a portion of theroot, stem, leaf, flower, or seed inthose plants that have such structures.Try to attach a cone to any conifersincluded):

Moss Wild RoseGrass FernMushroom WillowLichen ElderberryDandelion SeaweedsClover Pond AlgaeFir MoldsHemlock Cedar

1. Have the students separate theplants into two groups based onwhether the plants reproduce byseeds or spores. Allow aboutten minutes to make their decisionsand then pass out copies of theclassification sheet and ask themto check their plant groups kiththe descriptions on the sheet.

POST-ACTIVITY

2. List the seed nnd non-seed plantson the board to be sure that every-one agrees and discuss any uncertain-ties.

3. Now divide the seed plants into twosmaller groups and the non-seedplants into five smaller groups,again checking decisions with theplant classification sheet.

4. Discuss the structural basis forthe classification of each group.Example: How do fungi differ

from all of the other plants?

How can we tell whether ornot a plant belongs tothe mosa group?

1. Construct a classification keyusing just one subgroup of plantssuch as the flowering plants,conifers, mosses or fungi.

2. Use the animal classificationchart and pictures of various animalsin the same manner as plants.

STUDENTS


CREDIT

Edmonds Curriculum Bulletin EE 4

"Field Study Manual"

9

TEACHER


PLA

NT

CL

ASS

IFIC

AT

ION

PLANT KINGDOM

Seed Plants

Flowering Plants

Parallel

Veined

Leaves

Net-veined

Leaves

Cone-bear1ing

Plants

Ferns

and

Horsetails

10

i

Ncn-Seed Plants

(Spores)

Have Chloroph 11

INo Chlorophyll

Moses

Algae

Lichens

Fun

I

iand

includes

Liverworts

..71eaweeds

Bacteria

Molds

Mushrooms

Topic: PlantsGrade: 2


LEVEL V OBJECTIVE: THE STUDENT WILL KNOW THE CLASSIFICATION SYSTEMS OFVARIOUS FORMS OF PLANT AND ANIMAL LIFE.

LEVEL VI OBJECTIVE: THE STUDENT WILL BE ABLE TO DESCRIBE THE DIFFERENCESIN SHAPE OF TWO TREES, ONE EVERGREEN AND THE OTHERDECIDUOUS.

@q9lirga@

ovaggMATERIALS TEACHER BACKGROUND INFORMATION

Refer to lesson #1.

PRE-ACTIVITY A. Discuss terms "evergreen" and"deciduous."

1I

B. Find two trees with differentshapes - one evergreen and onedeciduous.

1. Look at a tree from a distance.

2. With your finger, "trace" (in theair) the shape of the tree (dothis from the ground up to thetop and from the top down to theground.).

1. Describe the shape of the tree.

4. Make a "telescope" with your hands.Look through this telescope at yourtree from a distance.

POST-ACTIVITY

5. Describe how the branches goout from the trunk (up? out?down?).

6. Hold out your arms to show howthe branches grow out from thetree trunk.

7. Go closer to the tree. What elsedo you notice about it?

8. Get close to the trunk of the tree.Look up into the tree. What doyou see?

9. Go to a comfortable place where youcan see your tree. Sketch it withthe crayon you brought.

10. Repeat for a second tree.

11. Add some of nature's color to yoursketch. Pick some grass. Use itas a crayon. Rub it around on thepaper to show where the greenis on your tree.

Pick a yellow dandelion blossom.Use it as a crayon somewhere onyour sketch.

Draw same trees at a different season.

STUDENT


2.

TEACHER

"Plants Through the Season" EF 348

"The Tree" EF 186

"Tree is a Living Thing" EF 361


Estimated Time:Subject Areas: Math

LEVEL V OBJECTIVE:

THE STUDENT WILL BE ABLE TO IDENTIFY PLANTS AND ANIMALSOF HIS LOCAL ENVIRONMENT.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO USE HIS MATHEMATICAL BACKGROUNDTO SOLVE STORY PROBLEMS WITH PLANT LIFE AS SUBJECT MATTER.

@alvVoan8)9

MATERIALS TEACHER BACKGROUND INFORMATION

Paper, paste, pencil Refer to Lesson #1

PRE-ACTIVITY

13

1. Discuss the terms odd and even.

2. Work with numbers that are even.

3. Work with odd numbers.

4. Relate the number activity to leavesof plants.

Do attached worksheet identifying asmany leaves as they can.

Sam needs

28 beets.

31 Sam has

21 beets.

Sam needs

to pull

beets.

S9M needs

53

potatoes.

Sam has

49

potatoes.

Sam needs

to

dig

potAtoes.

Lynn started to school

with 20 maple leaves.

She lost 5 maple

leaves.

She had

maple leaves left.

Karen started tc school

with 14 oak leaves.

On the

way she ga ve

oak leaves to Ben.

Karen had

oak ?_eaves left

.

Mother's rosebush had

41 buds.

buds

opened today.

How

many

buds

are left?

Betty's violet plants har'.

51.

blossoms.

Betty picked 5 blossoms?

How

many

blossoms

were left?

Tom's

tulip plants had 32 blossoms.

Tom picked 4

blossoms.

How

many

blossoms

were left?

Tom and Ann want 13 boxes

or rspherries.

They have

9 boxes of

raspberries.

They need to pick

boxes of

raspberries.

Tom and Ann want 41 boxes of strawberries.

They have 33 boxes of strawberries.

They need to pick

boxes of strawberries.

Tom and Ann want 21 boxes of

grapes.

They have 18 boxes of

grapes.

They need to pick

boxes of

grapes.

LEVEL V OBJECTIVE:

STUDENTS WILL BE ABLE TO IDENTIFY PLANTS AND ANIMALSOF HIS LOCAL ENVIRONMENT.


Estimated Time:Subject Areas:

- Identification

Art and Science

LEVEL VI OBJECTIVE:

THE STUDENT WILL UNDERSTAND THAT LEAVES ARE GROUPED ACCORDINGTO PATTERNS, SUCH AS OPPOSITE, ALTERNATE, PARALLEL, AND WHOW.ED.

@aleanesi gvegi

MATERIALS

Pictures of diff-erent plants, chart

PRE-ACTIVITY


Branch patterns - leaf vein patterns.

Opposite-

Alternate-

Parallel-

Whorled-

Discussion: Four Ways Plants Branch

Out from the Stem.

Time: 10 minutes

1. Diagram 4 patterns on board.

2. Have children suggest own names

for patterns.

le 3. Introduce scientific names.

POST-ACTIVITY

1. Gather or draw pictures of differentplants.

2. Group according to branch patterns.

Repeat lesson using leaf vein patternsinstead of branch patterns.

Go on a nature walk. Identify plantsby using branch and leaf patterns.


Develop worksheets for follow-upactivities.

Draw pictures of examples from localenvironment.

Use tennis shoes and see if childrencan create the patterns in the laces.

STUDENT

See attached Bibliography Films;

19

TEACHER

"Discovering Creative Patterns" EF 1170"Discovering Hamm. in Art" EF 1477"Discovering Ideas for Art" EF 1476

(You may want to adapt these filmsdown for your students)

Topic: Plants - Life CyclesGrade: 2

Estimated Time:Subject Areas: Art, Lang. Art, Science

LEVEL V OBJECTIVE:

STUDENTS WILL UNDERSTAND HOW THE STRUCTURAL AND BEHAVIORALCHANGE OF PLANTS AND ANIMALS TAKES PLACE.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO IDENTIFY FACTORS IN THELIFE CYCLE OF A FOREST IN THE LOCAL ENVIRONMENT.

@aggioc4(4MATERIALS

Rotten log, TaskSheet (attached)

2,0

egoTEACHER BACKGROUND INFORMATION

The concept of a constantly changingenvironment, both natural or man-induced, is fairly easy for childrento understand since most are aware thatconditions and living things havechanged over geological time anddinosaurs and giant ferns no longerdominate our planet. Seasonal changesare obvious as well as changes dueto logging, dams, highways, and housingprojects. The actual mechanics ofthe natural process of biologicalsuccession, however, are usually subtleand proceed so slowly that recognizablechanges may not be observed during thelife span of a few generations of humans,in an area where the effects of fire,flood, erosion, or man are negligible.The life, death, and decay of livingorganisms in any particular environ-mental situation slowly change exist-ing physical and biotic conditions so thatnew organisms become established and otherpopulations die out. Various stagesin succession may last for t,undredsof years and each stage is typically

PRE-ACTIVITY

2J


characterized by dominate plant andanimal forms. Eventually, barring man'sinfluence and in spite of catastrophicinterruptions such as fire, climaxconditions stablize the community.Climax vegetation perpetuates itselfindefinetly as do the dependentanimal populations. Changes now areeven more subtle and more closelyrelated to seasonal birth and death.Some populations display not onlyseasonal fluctuations but also regularchanges over longer periods of timeas the result of closely interwovenecological factors. Familiar examplesare found in the lemming and snowyowl populations of the far north and therecurrent tent caterpillar "epidemics"is our own areas. All biotic communitiesundergo succession but the kind ofsuccession that can occur on any givenpart of the earth depends entirely onthe prevailing physical factors -

altitude, latitude, topography, climate,and mineral content of the parent rock.Thus lakes, sand dunes and bare rockmay eventually become forests orgrLsslands.

In a discussion, ask what causestrees to fall (man, wind, erosion)?What happens to the tree when lefton the ground (decomposition, regrowth)?

Observations

1. Co on a walk. Find a felled tree.List things that have changed andare changing about the tree.

2. Fill out task sheet.

POST-ACTIVITY List factors. Order them in wayyou think they happened.

Discuss differences.


Art: Draw a tree in different stages.

Writing: Pretend you are an old,old tree. What will happento you?

STUDENT


TEACHER

"Tree is a Living Thing" EF 361"The Tree" EF 186

CREDIT

Edmonds Curriculum Guide, EE 1

4111"Marshall Outdoor Laboratory"

eologosowyou'w....k

ceTopic: Plant AdaptationGrade: 2

Estimated Time:Subject Areas: Speech, Science,

Soc. Studies, Lang. Arts

LEVEL V OBJECTIVE:

STUDENTS WILL UNDERSTAND HOW THE STRUCTURAL AND BEHAVIORALCHANGES OF PLANTS AND ANIMALS TAKE PLACE.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO IDENTIFY FACTORS IN THE LIFECYCLE OF A FOREST IN A LOCAL ENVIRONMENT.

MATERIALS

Pictures of plantsor real plants indifferent environ-ments, desert, inter-me' ate and tropical;3 tables or observationareas; Task Sheet (attached);pencils

PRE-ACTIVITY


Refer to Lesson f6

Divide group into a workable sizefor observation and writing on theTask Sheet. Instruct them as to whatthey are looking for and how to fillout the sheet.

Let students observe and fill outTask Sheet.

POST-ACTIVITY Choose speaker from each group tomake a report to the total group.Compare and discuss findings.


Lang. Arts: Show a film about plantsin different environments.

Find pictures of plantsin each environment.

Soc. Studies: Discuss the people andhow they live in thedifferent environments.

Take a field trip to anursery.

ao odR6GgSTUDENT TEACHER

See attached Bibliography "Living Things Depend on Each Other"EF 1579

2,4

TASK SHEET A

1. How big do you think this tree used to be? What tells you it mighthave been big?

2. What color is the tree? Might it be a different color at some othertime?

3. What has happened to the tree since it was killed?

4. What could have killed this tree? What position is it in?

5. What do you see growing on the tree? How could they live?

7. Can you find trees that you think might be the same kind? Why doyou think it might be similar?

8. What could we do with this stump?

zs

Task Sheet - Page 2

9. What has happened to the wood? Is it like live wood? What makes

it different?

10. How has this stump affected the surrounding plants or animals?

24

Task Sheet - Why Am I I?

1. Why does your plant have the shape it does?

2. Why does your plant have the size it does?

3. Why does your plant have the color it does?

4. In this environment, guess:

A. The amount of water available

B. The kind of weather, amount of sun

C. The type of soil

5. Draw a picture of your plant in its environment.

2.7

Topic: Plants - Man's Use (Food)Grade: 2

Estimated Time;Subject Areas: Science, Lang.Arts

LEVEL V OBJECTIVE:

STUDENTS WILL UNDERSTAND HOW THE STRUCTURAL AND BEHAVIORALCHANGES OF PLANTS AND ANIMALS TAKES PLACE.

LEVEL VI OBJECTIVE:THE STUDENT WILL BE ABLE TO IDENTIFY CHANGES IN THELIFE CYCLE OF A PLANT.

@argilaanMATERIALS 817 P

Films:

"Life Story of a Plant"EF 353

"Seeds Grow into Plants"EF 7

PRE-ACTIVITY Order films.

z8

To find out what students already know,discuss with them how seeds grow,what they need for growth, and howseeds might travel from one place toanother.

View film.

POST-ACTIVITY

gu

Discuss again including new infor-mation and correcting any ideas thatmay have been incorrect.

Do the following activity:

HOW A SEED GROWS INTO A PLANT

Materials:

Directions:1

lima beans; kernels of corn;box of rich soil.. Divide a box of soil

into two equal halvesby placing a string downthe middle.

2. Plant some lima beans onone side of the string andkernels of corn on theother side.

3. Water them daily.

4. Dig up one or two seeds ofeach kind every day andnotice how each one developsunderground.

5. Notice how each one finallybreaks through the surfaceof the soil. What appear-ed above the soil first?

6. Draw a sketch of whathappened in your note book.


1. Adopt a tree for the school year.Watch it grow and change duringthe different seasons.

2. Cut open a pumpkin and give each ofyour children a chance to scruti-nize the insides.

ct7Suggested Activities (cont.)

3. Use the pumpkin seeds coset theory in Math.

4. Make seed mosairs. Havedo an outline drawing ofboat, turkey, whatever.seeds that they can gluetheir pictures.

demonstrate

each childa canoe,Provideonto

5. Use seeds to make jewelry.

STUDENT TEACHER

111See attached Bibliography See attached Bibliography

30


Estimated Time:Subject Areas: Art, Math, Science

LEVEL V OBJECTIVE:

STUDENT WILL PERCEIVE HIMSELF AS A PART OF NATURE AND WILLDESIRE TO LIVE IN HARMONY (DYNAMIC BALANCE) WITH THE RESTOF NATURE.

LEVEL VI OBJECTIVE:THE STUDENT WILL BE ABLE TO SKETCH PICTURES OF OBJECTSWHICH ARE PROPORTIONAL TO THEIR TRUE SIZE.

MATERIALS

1 long,soft leadpencil; 1 eraser;hard surface that isportable; something tosit on (newspaper);manila sketching paper.One of each per student.

PRE-ACTIVITY

800TEACHER BACKGROUND INFORMATION

This is an exercise in proportional andperceptual drawing.

1. Select an object such as a window,door frame, case.

/e°2. Use drawing materials listed above.

31

3. Hold pencil at arms length, graspingpencil upright.

4. Sight the object to be drawn withthe pencil as a comparing tool, liningthe top of the pencil up with oneside to be drawn and using thethumb of the hand grasping to markthe other edge.

POST-ACTIVITY

5. Lay the pencil along the papermarking the top and the otherpoint determined. Taking the measureacross and up and down, you shouldestablish the arc for the propor-tional drawing on your paper.

6. Finish the drawing section bysection.

Co Outdoors

Choose a view with a lawn, meadow or roadin front of it. Draw a baseline on thepaper. Use the pencil to measure heightand width of trees, shrubs above thebaseline by lining up the top of thepencil with the top of the tree andusing the thumb of the hand graspingthe pencil to mark the point at whichthe trunk meets the baseline. Workcan be finished by using this methodto measure widths of trees and shrubsalike.

When the tip and base points have beenestablished, sketch the tree and bran-ches as they would grow from the baseupward and from the trunk sectionoutward.

Construction of a bulletin boardto display the artwork.

STUDENT


CREDIT

"Field Study Manual" EE 4

TEACHER


32.

oroaswillgoommielftwgrolitUk

Topic: Plants - AestheticGrade: 2

Estimated Time:Subject Areas: Art

LEVEL V OBJECTIVE:

STUDENT WILL PERCEIVE HIMSELF AS A PART OF NATURE AND WILLDESIRE TO LIVE IN HARMONY (DYNAMIC BALANCE) WITH THEREST OF NATURE.

LEVEL VI OBJECTIVE:THE STUDENT WILL BE ABLE TO UNDERSTAND HOW PLANTS FROMTHE LOCAL ENVIRONMENT CAN BE USED TO PROVIDE COLORS FORA PICTURE.

@a0110@ IfiF Po satoMATERIALS TEACHING BACKGROUND INFORMATION

Bags for collecting Sample materials, elderberry, dandelion,material, paper charcoal, mulleen leaves, grass.

PRE-ACTIVITY

33

Gather materials and prepare students.Take a walk through the woods.Gather stems, berries, rotten wood,leaves, flowers.

Make a color chart using the materialsgathered.

POST-ACTIVITY Using the color chart as a guide,have the students create their ownpictures using natural colors.


Lang. Arts: Color Images (attached)

Diamante Poetry (attached)

STUDENT TEACHER

See attached Biblipgraphy See attached Bibliography

COLOR IMAGES

What is Green?

Develop your own color images from the outdoor environment.

Green things you can see.

What are the sounds of green?

How does green feel?

What are the tastes of green?

How does green smell?

Green is the feeling of

35

DIAMANTE POETRY

Diamante is a seven lined contrast poem developed by Iris Tiedt ofthe University of Santa Clara. F'e was interested in developing asimple type of poem which could be used with children to expresstheir observations and feelings. The lines of the poem form adiamond shape.

Line 1 - One word subject noun

Reflecting #1{Line

2 - Two words, adjectivesLine 3 - Three words, participles (ing or ed, but not

a mixture)

Line 4 - Four words, nouns related to subjects whichrelect a transition

Reflecting #7Line 5 - Three words, participles (ing or ed, but not

a mixture)Line 6 - Two words, adjectivesLine 7 - One word subject noun (opposite of line 1)

Select two opposite ideas, such as spring and fall, or sky andground. Write one on line 1 and one on line 7. Then develop fromline 2 through line 6. Line 4 is a transition line. The first twowords should reflect line 1, while the last two words should relectline 7.

...1001.

Example of Form

MOSS

SMALL GREEN

SPREADING, FEEDING, COVERING

SYMBIOSIS, BARK, FOOD, LIFE

GROWING, INTERACTING ,LIFTING

LARGE GREEN

TREE

36

Topic: Plants - MisuseGrade: 2

Estimated Time:Subject Areas: Science, Math, Lang. Arts

LEVEL V OBJECTIVE:

EACH STUDENT SHaL RECOGNIZE VARIOUS POLLUTION PROBLEMS,THEIR CAUSES AND EFFECTS.

LEVEL VI OBJECTIVE:

THE STUDENT WILL KNOW THE EFFECT OF WATER POLLUTED BYDETERGENTS ON PLANT LIFE.

ius@IQ

q@al

MATERIALS

Two plants; detergent

PRE-ACTIVITY Gather materials.

1. Discuss what plants need to grow.

2. How might plants be affected in a

negative way by their surroundings?

1. Combine some detergent with water anduse thin solution to water one of theplants. Use other plant as a control,watering it in normal manner. Observewhat happens.

37

POST-ACTIVITY

CI'STUDENT

Discuss what effects the detergent hason the plant. Extend these observationsto the possible effects on the largerenvironment.


clildren bring in samples of plantsthat are unhealthy-looking ordiscolored. Make guesses aboutdamage.

2. Place potted flowers such aspetunias, snapdragons, zinniasor pansies outside in the pollutedair and observe the affects on themin a few weeks. For example:Give plants a blast of car exhausteach day.


38

TEACI'ER

"Let's Watch Plants Grow" EF 265

"What Plants Need for Growth" EF 1183

Topic: Plants - MisuseGrade: 2


LEVEL. V OBJECTIVE:

STUDENT1; SHALL RECOGNIZE VARIOUS POLLUTION PROBLEMS, THEIRCAUSES AND EFFECTS.

LF/FL VI OBJECTIVE:

THE STUDENT WILL KNOW THE EFFECT OF CAR EXHAUST FUMESON PLANT OR fl

@V15113R1@MATERIALS

2 plants, carcellophane bag

PRE-ACTIVITY

39

With a few children, go to tie schoolparking lot. Place a cellophanebag over an exhaust pipe. Start thecar. Collect a bag full of exhaust.

Put the bag with the exhaust in it overone plant and tighten it around con-tainer. Use other plant as a controlplant.

POST-ACTIVITY Observe. Discuss the effects ofexhaust on the plant. Extend tospeculate what happens to our environ.-ment with many cars giving off exhaustfumes.

a g' QO 21 6' aSSTUDENT TEACHER

See attached Bibliography See attached Bibliography

SUPPLEMENTARY PLANT ACTIVITIES

1. Make into Job Cards

Grow a Pio 1 d. garden:

Stuff:OrangesApplesBreadFoodscrapesMicroscops and slides

Plot trio life story of 2fnrPst, fire.

Explore:What control was used?What could have been done?

2. Activity: ObservationObjective: Each child will tell the similarities and differences

between a wheat plant and an oat or grass plant.

Materials: A flowering grass plant or an oat plant (these can usually

be found in a field).

A diagram of a wheat plant.

Proecdure: Give each child a plant. Discuss the different parts that

are found on the plant. Take a look at the diagram of

the wheat plant. What similarities Lan you discover?

3. Take the group outdoors to observe:Leafage and buds on trees and

bushesPussy willowsForsythia blossomsBlossoms on fruit trees

Talk about:The trunk of the treeThe branchesThe leaves growing on the

branchesThe roots that can be seen

If branches of forsythia and pussywillows are brought in to theroom and put in water, childrenmay note that when the blossomsfall, leaves begin to -..?pear.

Let them observe the roots thatbegin to grow.

4. Make a bulletin board of pretty flowers. Have each child "Pick a

Pretty Flower." Soon there are few left. Relate this t.o what happens

to things in nature.

5. Discuss reasons people should use sidewalks.

6. Examiae a cotton ball. Discuss types of cotton clothing being wornby children in the class and other types of cotton cloth.

7. Plant a strawberry plant, ajuga or clover in a flower pot. It will

send out runners to show how new plants are developed (runner-type

reproduction).

8. Plants need air. Cover the soil around the stem of a plant with

paper. Place a jar over the plant. Set the plant in the sun and

observe how the plant begins to droop due to lack of air.

9. Math - Use number and size concepts on the playground. Have each

child count the number of main leaf veins in a leaf of a certain kind

of tree. Compare these figures. Compare the number of veins of

various kinds of trees.

10. Splatter Print - Place newspaper over work area. Lay paper to bespattered on cardboard, and pin leaf flat to this, pins upright.(Leaf prints will be more sucessful if the leaf has been pressed foran hour or two). Prepare poser paint the consistency of thin cream;dip an old toothbrush into the mixture, and press against the sideof the can to remove excess paint. Rub toothbrush towards you on

a small piece of clean window screening held over the leaf. Spatter

paint onto the paper all around the leaf. When dry, remove the

leaf.

11. Crayon Prints - Place a section of newspaper on the work area to

give a soft surface. Lay the leaf on this with the vein side up.

Place a sheet of ditto paper over this, hold carefully and color

in the same direction over the leaf area using the tip or the side

of the crayon. You may want to cut out along the leaf outline.

12. An Alphabet Scavenger Hunt - Each child or group is to find a seriesof nature objects choosen so that for each letter of the alphabetthere will be an object whose name (or some part of it) begins with

that letter. The alphabet could be broken into sections giving each

group 5-10 letters, if you wish.

13. Music: Making Instruments - Many natural objects can be used directly

or adapted for use rhythm instruments or other musical instruments.Pebbles, sticks, black locust seed pods, gourds, acorn caps, rock,dried grasses, hollow reeds, and tree branches bearing dried leaves

are among the objects that can be collected in preparation for making

instruments for the rhythm or musical "band."

14. Playina a Game of Categories - Near the close of an outdoor educationalexperience, practice organizing information by using a game. Divide

the class into groups, each of which chooses something - an animal,bird, tree, or living thing from some other category, depending on

the emphasis of the experience. One group tells the class of the

object that they chose. One of the groups tries to guess the

name of the object by asking questions that can be answered by yes

or no. A no answer gives the turn to ask questions of another group.The group that guesses the object correctly may choose the next object.Any group that has to say, "We don't know" instead of yes or no tomore than three questions, must tell the name of it's object.

15. Gardens

Give the children the oppor: itiesto tell about gardening activi-ties at their homes

16. Show and discuss pictures ofpeople working in gardens

17. Talk about Lasic plant structure

18. Provide firsthand experienceswith seeds, planting, and careof growing things

19. Through firsthand experienceschildren should learn thatplants need:Air, water,light, warmth, food

20. Note to the teacher:Plants make their food in thegreen leaves

Water and the dissolved mineralscome from the soil

21. Take the group for walks in theneighborhood to see plantgrowth:In the gardensIn fieldsIn parks

Preparing the soil:Spading, hoeing, raking

Planting:Flower seeds, bulbs, smallplants, vegetable seeds

Caring for the garden:Weeding, watering, hoeing

Parts of plant:Leaves, stems, roots

If outdoor space is not avail-able, planting may be done:In flatsIn other low wooden boxesIn cansIn flower potsIn heavy paper cups

Grass seed, bird seed, or flaxseed may be planted on a wetsponge or wet cotton

Carrot or turnip tops or asweet potato may be placed ina jar of water so children canwatch growth of roots, stemsand leaves

Moistened blotter paper may beplaced to fit the inside of aglass. If lima beans areplaced between the paper andthe glass, children can watchthem develop. Beans growquickly and are interesting towatch. Seeds saved from aHalloween pumpkin may be planted.

22. Adventures of Peter Pine - dramatized episodes in the life of apine tree from seedling to saw. Timber size and through itsharvest and utilization as wood products.

T 592 Farmer Simmons Discovers Green GoldT 593 Mr. Boxlar's AdviceT 594 Paper Making - Tiny Fibers from Tree TrunksT 595 The Wise Landlord

1414

23. Have you any idea how many living things are spending the winter underground? You can get a good idea by making a WAKE-UP GARDEN. Aftera winter thaw, dig up some soil from the top of the ground, aboutone foot square and about two inches deep, and place in a terrarium.(Make the terrarium from two pieces of window glass 10" x 8" for theends; two pieces 10" x 16" for the sides and one piece 17" x 9" forthe top. Tape the end and side pieces together into a glass rectangle16" x 8" x 10" high. Now shellac the taped corners to make themwater-proof. Spread freshly mixed plaster of Paris over the bottom of ashallow pan measuring about 17" x 9" x 1" high. Set the glass rec-tangle onto the pan, pressing it down gently but firmly into the wetplaster of Paris. As the plaster hardens, it will hold the glasssecurely in place. Keep the top separate so that it may be taken onand off easily.)

Put the soil you have dug up in the terrarium, place the glass cover ontop and set in a good light. As the soil warms up, lots of littlecreatures that have been spending the winter under ground will begin tomove about. Also, you'll see many little plants sprouting up fromseeds that have been buried in the soil. Empty the "garden" on somelarge sheets of newspaper and see how many little plants and animalsyou can count that were living in this one square foot of soil. Usingthe size of the "garden" as a gauge, try to estimate the number thereare in the whole area you are exploring. Don't be surprized if theanswer comes out in the millions.

24. Sealed Terrariums1. Getting the dirt into the bottle:

Round gallon bottles with a lot of growing space at the bottom arebest. Wash and dry bottles thoroughly. Select small plants. Soaka commercial houseplant planting mixture in water until it iscompletely wet. Fashion a tagboard tube. Put in bottle until 2"from bottom. Tape bottle neck to tube so no dirt hits the insidewalls of the bottle.

Squeeze water from plant mixture. Use a wooden dowel to pokeit down the tube. Use split shingle to spread mixture evenly.

2. Getting plant into the bottle:Take plant from container; wash under cold water until all dirtis removed. Drip through neck of bottle. Once plant is on thebottom, cover roots with plant mixture.

3. Taking care:Seal bottle and place in indirect: lighting near window. The plantwill give off water vapor which condenses and runs down sidesof bottle. No watering needed.

5

Edmonds Curriculum BulletinLAL 10

LITTLE. BITTY RAINDROP

Once upon a time Little Bitty Raindrop with his father and mother and hisforty-four brothers and fifty-five sisters lived on a big white cloudhigh up in the blue, blue sky.

One day when the thunder roared, his father and r'ther and his forty-fourbrothers and fifty-five sisters jumped off the cloud and parachuted toearth. But Little Bitty Raindrop was sleeping soundly. He did not hearthe thunder. When he awoke, he was alone on the big white cloud.

But he didn't mind one bit.

He lay in the warm sun. He bounced up and down on the soft cloud. Heput his little hand out to touch other clouds that sailed past.

It was a pleasant life indeed.

After awhile, Little Bitty Raindrop began to wonder what was down underthe cloud. He leaned over, then a little farther, and a little farther,and WHOOPS----.

He fell right off the big white cloud. And he didn't have his parachute.He shut his eyes tight and held his tummy with both hands. He fell--andhe fell. Then finally he landed with a plop.

Little Bitty Raindrop slowly opened one eye, and then the other. Wherewas he? He was sitting on a leaf in the very top of a big tree that stoodin the meadow.

"Oh dear. You almost 1,.nocked the breath out of me," groaned the leaf.

"I'm sorry," said Little Bitty Raindrop, "But I forgot my parachute."

"Oh, that's why you landed so hard. Where are you going nowl"the leafasked.

"Why I ---" began the tiny raindrop.

But just then the wind gave a big sneeze. The leaf shivered. LittleBitty Raindrop slipped off and landed on the head of a brindle cow thatstood under the tree.

"Oh, I beg your pardon," said the raindrop.

"Not at all," said the cow. "You make my head feel cool. It certainly ishot in the sun. I stepped over here in the shade of the tree to finishmy lunch."

Little Bitiy (cont.)

"What will you do after lunch?" asked little Bitty Raindrop.

"Oh, by the time I chew my cud for lunch, it will be time to start eatingdinner," the cow said gently. "Just one meal after another all day long."

When the brindle cow leaned down to bite off a juicy bit of grass, LittleBitty Raindrop rolled down her nose and off--.

He would have fallen to the ground but a butterfly caught him on her back.

"Thank you, pretty butterfly," the tiny raindrop cried. "Thank you very much."

"That's all right," said the butterfly. "Where can I take you?"

"I would like to rest for a few minutes. I've been falling all day," saidLittle Bitty Raindrop.

"I know just the spot for you," the butterfly said.

They circled over a stream, and the butterfly glided down to a bed of waterlilies. Little Bitty Raindrop slid down on top of a petal.

"You'll have a quiet rest on that water lily. Good-bye," the butterflycalled as she fluttered away.

"Good-bye," Little Bitty Raindrop answered and waved after her.

The small raindrop was stretching out on the petal for a nap when theWater Lily cried," Look out, Little Bitty Raindrop, look out!"

But the water lily called too late. A big green bullfrog landed kersplashor' top of the water lily.

Poor Little Bitty Raindrop blew into the air with a whirl. When he camedown again, he landed on a small brown branch that was floating down thestream.

"Do you mind if I go with you?" the raindrop asked the branch.

"Come along," said the small branch. "I'm on my way to the ocean to watchthe sea gulls play."

"Oh, that'll be fun," cried the raindrop.

So the little raindrop curled up on the branch and fell sound asleep. Onand on he went down the stream toward the ocean.

Later he woke with a start to hear the branch shouting, "Wake up! This isthe ocean. Wake up!"

47

Little Bitty (cont.)

Little Bitty Raindrop opened his eyes. A huge wave wearing a foamy whitecap was rushing toward him and the little brown branch. Little BittyRaindrop shut his eyes tight and tried to hold on to the branch, butthe big wave swept him right off into the water. How frightened he was!

Just then he heard a familiar voice say, laughingly, "Why it's LittleBitty Raindrop. Where have you been?"

When he opened his eyes, he shouted for joy. His father and mother andhis forty-four brothers and fifty-five sisters were swimming around him.His grandfathers, his grandmothers, his uncles, his cousins and his auntswere there, too.

"Oh!" cried Little Bitty Raindrop, "It's wonderful to be back with everyoneagain. Now if I could only climb back to our cloud home!"

Little Bitty Raindrop hugged his mother and father and every one of hisbrothers and sisters.

The sun in the sky heard his wish and sent down sunbeams to the raindropfamily. Then how they scampered!

Little Bitty Raindrop and his father and mother and his forty-fourbrothers and his fifty-five sisters and grandfathers and grandmotherswith all the aunts and uncles and cousins, climbed up the sunbeam'sladder to their cloud home in the sky.

"Now I...till all live happily," said Little Bitty Raindrop. "And I'llremember to take my parachute with me when I travel to earth again."

148

t)

043

St

FOOD CHAIN

tz?

<1

53

ENVIRONMENTAL BIBLIOGRAPHY

STUDENTS

SS LEAVESPARKER

PB A TREE IS NICEMARSIMNOT

SS A TREE IS A PLANT SS JOHNNY MAPLELEAFBULLA TRESSELT

SS WHAT IS A TREE? SS HOW A SEED GROWSDARBY HELENE JORDAN

M TWO BOYS IN A TREE SS HOW PLANTS GROWGATES MEURATH

SS SEEDS ARE WONDERFUL SS GREEN IS FOR GROWINGFOSTER LUBELL

M PLEASE PASS THE GRASS HS A TREE THIS TAILLEONE ADELSON 1960 INEZ RICE

M THE STORY OF JOHNNY APPLESEED SS THE LITTLE CIRCLEALIKI 1963 ANN ATWOOD

M THE POPPY SEEDS SS ONCE THERE WAS A TREECLYDE ROBERT BULLA PHYLLIS BUSCH

CH DANNY ON THE LOOKOUT SS FROM FIELD TO FORESTLEONARD SHORTALL PRINGLE

H ARBOR DAY SS LIVING SCIENCE: PLANTSAILEEN FISHER SULLIVAN

SS THE TRUE BOOK OF PLANTEXPERIMENTS

PODENDORF

SS A MAPLE BEGINSWATSON

SS ONE DAY IN THE GARDENPB THE CARROT SEED VASILIEI

RUTH KRAUSE AND CROCKET JOHNSONSS TRAVELERS ALL

SS HOW TO BE A NATURE DETECTIVE WEBERSELSAM

TEACHER

E DESERT BOYHAMBLY

918 LIFE IN THE TROPICS

582 C HOW AND WHY WONDER BOOK OF TREESCUE

580 S PLANTS OF WOODLAND AND WAYSIDEHOLSAERT SWAIN

98

574 P THE WEB OF NATURE 630 LOOK OUT FOR THE FORESTPETTIT BLOUGH

b30 B THE INDOOR AND OUTDOORGROW IT BOOK

740 HOW TO DRAW FLOWERS, FRUITS,VEGETABLES

BAKER ZAIDENBERG

574 PLANT AND ANIMAL PARTNERSHIPS 630 TREE PRODUCTSPARKER ADLER

58U HOW AND WHY WONDER BOOKS 364 BOY SCOUTS OF AMERICAOF WILDFLOWERS (BOTANY, NATURE)

580 H THE BEGINNING KNOWLEDGE BOOK 300 THE FIRST BOOK OF CONSERVATIONOF BACKYARD FLOWERS SMITH

HATHAWAY300 CONSERVATION OF NATURE

582 BACKYARD TREES DUFFEYRUSH

580 THE FIRST BOOK OF PLANTS580 SEEDS AND SEED TRAVELS DICKINSON

PARKER580 THE PLANTS WE EAT

630 GARDENS INDOORS SELSAMPARKER

582 THIS IS A TREE630 THE GOLDEN BOOK OF GARDENING HUTCHINS

GLANNONI

AUDIO-VISUAL

EF 225 LEARNING ABOUT FLOWERS EF 361 TREE IS A LIVING THING

EF 1185 LEARNING ABOUT SEEDS EF 1183 WHAT PLANTS NEED FOR GROWTH

EF 265 LET'S WATCH PLANTS GROW EF 363 WE GET FOOD FROM PLANTSAND ANIMALS

EF 353 LIFE STORY OF A PLANT

EF 1406 FOOD FOR THE CITY: PRODUCEEF 348 PLANT THROUGH THE SEASON

EF 351 FOOD FROM THE SUNEF 7 SEEDS GROW INTO PLANTS

EF 182 FROZEN FOODSEF 186 TREES, THE

55

C. .2

The intent of this unit is to develop awareness of

basic deductive and inductive stressing sci-

tific methods of study, development of attitudes

and perceptions, ant! a process approach to learning.

In dealing with our objectives, we are using an

activity oriented approach. Each of our subject areas

has been divided into three parts, the PHYSICAL CHAR-

ACTERISTICS of the subject, NAN'3 USE, and an aware-

ness activity focusing on MAN, .-.:;ach lesson

is designed to he co: :lete in itself.

Soil covers much of our land. It is in a constant

state o. chanre. haa a definite value for man,

but he Aa turn nust learn to use it properly. In

order for this to be accomplished, the student needs

to understand compositjon of soil and how it supplies

the raw materials needed for life to exist on o.

planet.

We visualize Rocky as a creative character that may helptie in the various activities that follow. He may actas a visual aid in flannel on your flannel board or asa means of introducing lessons, related poems, films,etc. The larger picture of Rocky on the next page couldbe made into a ditto and serve as a cover on a soilbooklet for each student. Yo may want to adapt himinto a puppet character.

We know you'll have a lot of your own good ideas too.We'll be anxious to have you share them with us duringour inserviee get togethers and will want to includethem in our revision.

I 1 1

Topic: roilGrade: TwoEstimated time:Cubject Areas: Science

LEVEL V OBJECTIVE:

.;TUDENT aILL UNDERSTAND THE COMPOSITION OF SOIL.

LEVEL VI OBJECTIVE:

THE STUDENT WILL RECOGNIZE THAT THERE ARE VARIOUS TYPESOF SOIL SUCH AS CLAY, SAND, GRAVEL, LOAM, AND HUMUS.

@IOW@P1607003P

MJITER1,16

Shovel, somethingto put soil :iamrlt.t.

in.

PRE-ACTIVITY


Soil is a covering for muchof the land on the earth.Soil is made from brokenrock, dead plants, and deadanimals. There are markinds of soil. The basic soilcompositions that you will needto be familiar with are:

Clay soil: fine, lightin color.Sandy soil: 7rittyGravel soil: coarse andpebblyLoamy soil: Mixture ofrand, clay, and organ-ic materialII_umus: organic com-ponets of soil

Discussion (Time: 5 minutes)

Have children discuss whatsoil is made of.

05C9tqlof soil from different areas(i.e.Go outdoors and collect samples

rocky, loamy, from under trees,

411

from beaten path, from garden.

POT - ACTIVITY

f

1

List the various things foundin soil: dirt, rocks, dead plantmaterial, garbage, animal life.

Discuss

1. Compare materials found indifferent areas - whichwould be best for growingthings?

2. How animals in the soil helpit to breathe, absorbwater.

3. That soil in your garden wouldneed.

SUGG&STFI) ADDITIONAL ACTIVITIES

Compare through pictures, differenttjpes of soils in different typesof environments ( i.e., desert,tropical, etc. )

Show the film below.

a QD

Student Teacher

Lee attached bibliography Fill: Soil: What it is and what it doesEF 469

LEVEL V OBJECTIVE:

.3TUD.111To U 'Lit MAUD THE COMPO3 IT ION OF SOIL.

Topic: joil CompositionGrade: Twoa;timated Time:Subject Areas: Science, Art

LEVEL VI OBJECTIVE:THE STUDENT WILL BE IBLE TO RECOGNIZE THAT THE COMPOSITIONOF SOILS SUCH AS CLAY, SAND, LOAM, HAVE AN EFFECT ON PLANTGROWTH.

@gem gi7 Ti7

1,14tT TEACHER BACKGROUND INFORMATION

Different types ofsoil ( sand, loam, dirtfrom under a tree),seeds, water, nutrieats(commercial fertilizer).

PREACTIVITY

I

OP

In what ways do we depend on soilfor food?

In what ways do animals dependon soil for food?

Why is soil quality important?

3

G9°S9C\19Mix water with different kindsof soil to see how they differ.Try to grow a variety of seedsin various soils. Add variousnutrients and observe the effects.

POST-ACTIVITY List the needs of plants as observed.

Draw pictures of various results.

SUGG:SZTU) ADDITIONAL ACTIVITIES

Obtain a pH kit and take an acid-ity- alkaline reading for thevarious soils. Relate this toits productive ability.

46Pgsou R @ggstudent Teacher

See attached bibliography See attached bibliography

v

Topic: LJoil

Grade: TwoEstimated Time:Subject Area: Science

LEVEL V OBJECTIVE:

STUMM JILL UNDERSTAND THE cctposmom OF SOIL.

LEVEL VI OBJECTIVE:THE STUDENT WILL BE ABLE TO RECOGNIZE THE EFFECT OF WATEREROSION ON SOIL WITH AND WITHOUT A GRASS COVERING.

gaq6°

)

kiATIILL3 TIICaR BACKGROUND INFORMATION

TWO baking pans,

--N soil with grass,\\.N'

it ig irowang in t nN,

withoutt 7rass inone pan and soil

the otherNprinkling

.-------

can, water. N.:.....-

,.

1st,0

t

1111

I .

.

EV,-ACTIVITY Ask students if they have e7ernoticed differences in the shapeof soil. Is it always evenlydistributed or does it differ?How might this happen?

Gather students around two bakingpans. Let students participatein experiment. Tilt, bakin-;

pans so :;hey look like hills.Sprinkle water on soil inboth pans. Observe what happens.

P T-ACTIVITY Discuss:

cz,

What do we need to keep thesoil from being washed away?

Can you think of anythingelse that will hold the soil

(lin place?

What does conservation mean?


1.. Go out and find examplesof wash-out erosion in theenvironment - gullies, etc.

2. Find examples of "people"erosion - where kids haveworn paths. Look for examplesof water erosion down thepeople paths.

Student Teacher


Topic: Soil (Use)Grade: TwoEstimated Time:Subject Area: Science

LEVEL V OBJECTIVE:

STUDENT JILL UND:2/3TAND THE COMPOSITION OF SOIL.

LEVEL VI OBJECTIVE:

THE STUDENT WILL KNOW WHAT EFFECT VARIOUS MATERIAL SUCHAS SAND, WATER, LOAM, AND TOPSOIL HAVE ON PLANT GROWTH.

MATERIALS TEACHER BACKGROUND INFORMATION

Radish seeds, carrotseeds, bean seeds, containerssand, loan, water, topsoil

PRE-ACTIVITY 1. Discuss how soil is of valuein food production.

2. Ask: Do all types of soilhave the same effect on plants?Make some predictions.

1N:Ce;19

1°104C5

1. Plant seeds in the four typesof media.

2. Observe the effects of eachtype of soil on the seeds.

PU..a-1CTIV1TY Discuss the affects of each kind of soilon the seeds.

So sL SUGGESTED ADDITIONAL ACTIVITIES

1. Find out whet types of plantswill grow in different types ofsoil (seaweed in water, cactusin sand).

2. Film: Terrarium, the ClassroomScience EF 1400

Student Teacher

See attached bibliography Film: Terrariums the Classroom ScienceEF 11400

Tonic: .;oil

Gmle: Two-:.tdriated Tim:Albject ,;clunce, flath

LEVEL V OBJECTIVE:

:)T14);2".1'.., "'ILL 1111J:.;.1. ,T,1:1.) TM: *.;0/11)0:3ITION OF 00IL.

LEVEL VI OBJECTIVE:

THE STUDENT WILL BE ABLE TO RECOGNIZE THE DIFFERENCESIN WATER ABS0RBTIoN IN snn COVERED SOIL, BARE GROUND,SAND, CLAY, HUMUS, AND LOAM.

joul cans or cansof the same size, canopeiner, various soiltypes.

PRE-ACT1V

pelf

BACKGROUIID Irt.TION

Remove both ends of cans. Placecans so that one end is forced 1/2"below the soil surface in a varietyof soil types and conditions: sod-covered soil, bare ground, sand,clay, etc.

Fill each canwatch to timelong it takesabsorbed intoof soil.

with water and usinf, athe action, note howfor the water to bethe particular kind

POSD.ACTIVITYDraw Conclusions.

1, In general, the soil with themost humus will absorb waterthe most rapidly.

2. The water in the soil, of course,Is the amount of water availableto plants.

StudentTeacher


10

MITopic: SoilGrade: TwoEstimated Time:Subject Areas: (Litter- Solid

Waste), Science, Lang. Arts

LEVEL V OBJECTIVE:STUDYNT3 SHALL RECOGNIZE VARIOUS POLLUTION PROBLEMS,THEIR CAUSES AND EWFECTJ.

LEVEL VI OBJECTIVE:THE STUDENT WILL BE ABLE TO UNDERSTAND THAT PAPER LITTERIS AN EYE SORE IN A CLEAN ROOM.

MATERIALS =CM BACKGROUND INFORMATION

Papers to throw onfloor (optional)mask of a litterbug,or a litterbag.

PRE-ACTIVITY

4e2SC252Z&

TP IS OR.

1. A brief description oncleanliness of room.

2. How can we keep the room neat?

3. What things do we need in thein the room to keep it neat?

11

POR-ACTIVITY

Role Playing

1. The teacher will choose twoindividuals or groups, onecalled the Litterbugs andthe other the Litterbags.

2. Exampl is

A. She may ask a Litterbugto ea* a piece of candyand e.,p the paper on the

11)

floor. Litterbags willbe asked to pick it up.

B. She may give a Litterbugmany papers to carry fromone place to another.At:nin Litterbags will pickit up.

Following the role playing, theteacher should ask the group tosuggest or think about someof the whys for behavior oflitterbugs and how to over-come them.

legAig1

Student

SUGGEXED ADDITI3NJ ACTIVITUE,

1. Make anti-litter posters tobe put up as remindersaround the school room.

Write and produce a litterplay to be presented toother classes.

3. Decorate waste containersfor school use.

L. Do a litter diorama.

5. Write and produce a litterpuppet show.

Teacher

)ee attached bibliography See attached bibliography

I

Topic: SoilGrade: TwoEstimated Time:Subject Areas: Science, Social

Studies

LEVEL V OBJECTIVE:

STUDEZIT3 SHALL RECOGNIZE VARIOWS POLLUTION PROBLEKS,THEIR CAUSES AND EFFECTS.

LEVEL VI OBJECTIVE:

THE STUDENT WILL RECOGNIZE THAT LITTER CAN BE A PROBLEMIN HIS CLASSROOM.

MATUZIALS TEACHER BACKGROUND INFOJVATION

111 Paper and pencil

PRE-ACTIV1TY Lead children into a discussionin which they will form the hy-pothesis - "Litter is a problemin the school".

Game - Divide the group intothree eectione of "Detectives."

A. One group will go to theprincipal and janitor in aneffort to find out if thesepeople feel that litteringis a problem for the school.

ICITY

Activity (con't)

B. The second group 74111

3-4 ciassrokm to Zinl outif th r..L. have litter ,robler.....

G. The third group will renal.'in t!ie classroom and pickup litter, otinc where most

ois fund.

The three groups will meet and re-port on their findings. Theywill also discuss ways to improve;.he areas.

SUGGEarED ADD1rIONAL

1. Litter Bullotin Board, basedon Lesn Litter (see attachedsheet,.

2. .,rite stories about Les G.

4? s ® eD Go 6) IIgatudent Teacher

Liec attached bibliot:raphz, See attached bibliography

imielp

ail,Topic: SoilGrade: TwoEstimatcd Time:Subject Areas: Science, Art,

Music

LEVEL V OBJECTIVE:

STUDENTS SHALL RECOGNIZE VARIOUS POLLUTION PROBLEMS,THEIR CAUSES AND EFFECTS.

LEVEL VI OBJECTIVE:

THE STUDENT WILL RECOGNIZE THAT SOLID WASTE SUCH AS REFUSE,TRASH, AND GARBAGE CAUSE DISPOSAL PROBLEMS.

@aeri" al a (9003MATERIALS

Pictures of differenttypes of solid waste,paper, pencil, crayons

1.7


Taken from: "Solid Waste Disposal,"Clifford Knapp, INs1RucrcA MAGAZINE,August/September 1970.

We are up to our ears in solid wasteand the problem may become worse inthe future. The question is - Whatto do with all the material we throwaway? Every person in this countryis responsible for an average of fivepounds of waste everyday. Some estimate that by 1980, this figure willincrease to about eight pounds daily.1 2re does it all come from?

Solid waste (refuse or trash) includesgarbage, rubbish, and asi,es. Garbage

results from handling (preparationand packaging), selling, eating foods,and other necessities f - living.Rubbisli is either burnai..e or r ...-

burnable. Metal, dirt, and glassusually don't burn.

it


Cities gather trash when they cleanstreets and parks or pick up refusefrom hospitals, schools, and churches.Stores, offices, markets, movietheaters, factories, and other indust-ries add to the problem. Where elsecan you find solid wastes?

Fire and Smoke

Common ways to dispose of solid wastesare by burning or dumping them on theground or into the water. We neverreally get rid of waste. We just moveit from place to place and change itso that it takes up less space. Whenwaste is burned in an incinerator orat a dump, smoke and poisonous gasesescape into the air. These can affectpeople's health and damage property.Dumps near buildings can be hazardous.If trash accidentally catches fire,life and property can be destroyed.

Odors

Dumped garbage often creates dis-tasteful odors as it decays. Not

many people want to live near a smellydump. Land values may go down and the.community may decay along with thegarbage.

Water Pollution

When it rains over an open dump, waterdrains through the solid waste andoften enters our ground water supply(also rivers and streams). Harmfulchemicals in the drainage can enter andpollute it. This can cause death tofish and ruin outdoor recreation sites.

Animal Nuisances

Dumps attract and offer food and shelterto rats and mice. They thrive in thiskind of environment. Rodents may carrydisease and are sometimes a threat tohuman health.

Dumps provide breeding place6 for insects.These pests also Larry diseases harmfulto other animals and man.

Wetlands uld Shoreline Changes

LET'S

FINDA

WAY7

11

For years man has used wetlands, shore-lines and stream valleys to dump hisrefuse in. San Francisco Bay hasbeen much reduced it size by this con-tinuous dumping.

Most wetlands are valuable for supportinga variety of wildlife and provide areasfor people to enjoy and study nature.They can be important for emergencyuse in time of drought, for fire pro-tection, and in maintaining the area'swater-table level. In time of flood,wetlands can serve as reservoirs. Butonce they become filled with refuse,they are usually gone forever.

Disposal Methods

What are some alternatives to openburning in dumps? If land area isavailable, a practical method iscalled "sanitary landfill." Thisinvolves digging a large hole or

trench, compacting solid waste, andburying it every day. If done correctlyit eliminates most of the problems1.n the accompanying pictures.

Using very high-temperature incin-erators is another method. Usually,ordinary ones are not hot enough toeliminate the smoke problem. Temp-eratures of over 2500 degrees Fahrenheitdo a good job of disposing of wasteand smoke, but they are expensive toinstall.

Some communitlec, have consideredseparating their Farbam: from theother solid wastes, composting it, andselling the compost as fertilizer fursoil.

A few machines are able to crush metalinto blocks to be used in foundationsof buildings and highways. Crushedglass has even been tested for usewith materials for construction, insul-ation, and fl')or tIles.

10E.RE MUST5E AN

ANSWER

PRE-ACTIVITY

POST-ACTIVITY

oR


Man is tackling the refuse problemanother way by attempting to inventa glass bottle that will dissolveafter it is broken. Today we havepaper products that dissolve inwater.

Reuse and recycling through usingreturnable bottles are anothermeans of reducing waste. Reusingold aluminum in new products alsoreduces the solid waste problem.

Scientists are finding ways toobtain gas from refuse for use as anenergy source, and to convert somewastes into high-protein animalfood. Research continues to seekdew ways. What other suggestionscan your class make?

Prepare group for discussion.

Show pictures. Discuss problems.How is man dealing with pollution?How can we be part of a solution? .

Draw pictures as result of your discussion.

Student

eZ


Using a familiar tune, create yourown "Pollution" or environmentalproblems.

Teacher

@ 33See attached bibliography See attached bibliography

11

SUPPLEMENTAL SOIL ACTIVITIES

1. Find soil from various places (school yard, garden, road). Puteach kind in a jar. Compare colors. Look through a hand lensand see what particles compose the soil (pebbles, roots, leaves,sand, etc.).

2. Smell the soil to see if it has an odor. Feel ground in differentplaces and discuss differences (cool, warm, sandy, sticky).

3. "Make" soil by rubbing 2 rocks together. Try "making" soil bybreaking up crumbly rock. Put cloth around the rock while breakingit to avoid injury. Plant some seeds in these and other soils andcompare results.

4. Get some topsoil and put it in a large jar. Go outside (aftera rain is a good time) and collect some earthworms to put in thejar. Put the jar in a dark place and leave it for a day or two.Discover the worms making tunnels. Then put some water intothe soil. Observe the worms.

izoto'v'

Source:

Outdoor Education Primary ResourceGuide, Grade 1-3

U.S. Dept. of H.E.W., Office of Education

ii1g9118e'

PhysicalProperties

TEST SOIL WATER-1DLDING CAPACITY

Paraphernalia:CheeseclothJarGlass Chimney

or bottle withbottom removed

WaterBeakerString

QuantitateTry different soils

spoon.;hovel

Glass Container

MAKEA

Somak

SWIlke

Predict Results

Let it Set

Tine it

What happened?

Try other soil

Or: Male a soillayer cakewith sieves orscreen

14i

Erincarterm 31111/OUNAPIII

SS WHAT IS A ROCK? -153 IMCLS AND 1101/ WN II

SXROCKI PM AM LEVINE

PA THE ROADCARRICK

LEACHElk

630 WHAT IS BOIL? 55o MW AN:DAIMON Ot MONSSYR0CKI AND MURALS

ElLER

36I nor SCOTS OF AMERICA(SOIL AND CONSERVATION BOONS)

300 TIE FIRST BOON OF CONSERVATICXSMITH

AUDIO-VISUAL

EF 459 SOIL: WHAT 32 is AND WHAT IT DOES

EF 1400 TERRARIUM, THE csmam SCIENCE

IF 1183 WHAT PLANTS NEED FOR GROWTH

LEVEL V OBJECTIVE:

Illt

Topic: Environmental AwarenessActivities

Orade: 1 and 2Subject Areas: Art, Soc. Studies

Language Art

The student will perceive himself as pare of natureand will desire to live in harmony (dynamic balance)with the rest of nature.

LEVEL VI OBJECTIVE: The student will know various litter pollutants inthe local environment such as bottles, cans, and paper.

MAWRInL4

Various materials-check outthe individual actiities.

ACTIVITIES

1. Introduce "Less Litter" (seeworksheet #1).

2. What's wrong with these pictures?(See worksheet #2).

3. Distribute and talk about "Earth"coloring book. (See attachedmaster copy).

4. Recycling Activity:Collect bottles and other glasscontainers. Plan a fiald tripto a recycling center whereyoungster can view the contain-ers being weighed and dumpedinto bins before they are crush-ed and melted down for reuse.

5. Encourage students to recycletheir lunch sacks instead ofthrowing them away each day.

6. Encourage reuse of wrapping paperfor gifts.

7. Set up "Paper Recycling" cornerin the room. Encourage conser-vation by a conservative use ofpaper. In the recycling corner,paper can be stacked for use asscratch paper, drill work, artprojects, etc. Teacher can con-sider using backs of ditto sheets.

8. How can a newspaper be used?Most people read the paper andthrow it away. Are there a..4alternatives?

9. Tn what ways do we waste paperthrough the use of paper napkins,tissues, paper plates and papercups?

10. Collect and compare pictures ofattractive yards and clutteredyards. How do we personally af-fect land use?

11. Introduce your students to WOODSY,the Forest Service Owl. He isa new character whose main roleis to remind people to take careof the environment. You'll findhim on posters and in the news-paper along side of his slogan,"GIVE A HOOT! DON'T POLLUTE!"Many activities can be done re-lating back to Woodsy. Createposters showing how you can givea hoot. Learn a song about Woodsy.(See attached sheet #k).

12. Litterbug Game: Each child findssomething in his desk he no longerwants. One child will drop hislitter either inside or outside.Have a few more do the same. Dis-cuss the change that took place.Next step-Clean up. Put the litterin trash cans. (Encourage highschool ag or art classes to designattractive litter containers).

13. Litter Bug Bulletin Board: Drawthe outline of a huge bug. Child-ren go on a "pick-up litter" walk.When they come back, glue the litterfound to the "Litter Bug".

14. Make individual litter bags withslogans in art class. Use them forpick-up at school or the *may car.

15. Role Playing-the teacher will choosetwo individuals or groups. One willbe called the LITT.2BAG3 ani the otherthe LITTERBUGS. 31xe may ask a Litter-bug to eat a piece of candy anddrop the paper on the floor. Litter-bags will be asked to pick it up.Then chang) roles. Have the grrtpstalk about their behavior and howthey felt about their role.

16. Litter gaine-Divide the group intothree sections of DETECTIVES. Onegroup will go to the principaJ andjanitor in an effort to find out ifthese people feel that littering in-side the school is a problem. Thesecond group will visit class-rooms to find out if they have litterproblems. The third group will re-main in the classroom and pick upthe litter, noting where most is found.The three groups will meet and reporttheir findings.

Read about "Smokey, the Bear." Letstudent draw his picture and writea story.

18. Channel 9 is broadcasting a televisionseries, weekly, for grades 1 and 2called WORKING TOGETHER. It em-.

pha3izes many environmental concernswhile exploring different jobs thatpeople do in various parts of thestate of Washington.

19. Forest Fires: Draw what some-one did that started a forestfire: matches, unattended fire,cigarettes, etc. Draw treesburning. Draw the results:blackened stumps, wildlifelooking fo: new homes, etc.Children can also color anddiscuss #5 and Y6 worksheets.

20. The following picture of WOODSYcould be used for a bulletinboard idea.

q

c

ay

140

N

op

All

14

Vt

elete

a

.

f"

ea

.

to

Littering to

Buried 'in Litter

........-r L099in9

tif

Irb

)S

frte

itfo

rP

eopl

e.

94WA

RA

4s

rin0

Ei 1--) E

l

ww

ocis c4.B

uivutmoss

13'd

--'s-rit'gaim

..ft9°r

40110-o

VI

dsrnmrom

4a0''.....je.......10"ftio

,.... 411./.1°41:1"...

1

1111.11111.114114sesim

mooloim

atuim

Aoki

ckt, Wool

drro,,,wihos

OREG WORTHING

coovb climied by

BOBIANSON and

CLAUDIA ANDER'S'ONTHE EARTH - "We Live Here" is a pleJlic service project of the

Environmental Affairs Agency and the Political EducationCommission of the University of Washington (543-870D).

Distributed through the cooperation of the Washington State Departmentof Ecology.

Printed on 100% recycled/recyclable paper,

ZZ

GIVE A HOOT! DON'T POLLUTE(Tune: Old MacDonald Words: Nancy Wells, Lynn Severance)

Woodsy is a forest owl.(Rooty, toot, rooty toot, toot, toot, toot)There's just one thing that makes him scowl.(Rooty toot, rooty toot, toot, toot, toot)A litter bit here,A litter bit there,Here a bit, there a bit, everywhere a litter bit,If you want to make him smile(Rooty toot, rooty toot, toot, toot, toot)GIVE A HOOT! DON'T POLLUTE! (SHOUT)

Through the forest yore may roam(Rooty toot, rooty toot, toot, toot, toot)3ut don't forget it's not your home(Rooty toot, rooty toot, toot, toot, toot)There's a chipmunk hereA nest of birds there,Here a deer, there a bear, look around everywhereIf you want to help them stay,(Rooty toot, rooty toot, toot, toot, toot)GIVE A HOOT! DON'T POLLUTE!

Look upon this forest scene(Rooty toot, rooty toot, toot, toot, toot)Don't you want to keep it green(Rooty toot, rooty toot, toot, toot, toot)If I do my partAnd you do your partSome of these problems will never startJoin with Woodsy and you'll shout(Rooty toot, rooty toot, toot, toot, toot)3IVE A HOOT! DON'T POLLUTE!

3.3

use a kazoo nr a kazoo sound

SZ Sc .014 0'115 "'sir) dii)

fill/AAVid.00a SON3111.1 Sk3NOWS

Ai k

S

ENVIRONMM AWARENESS

BIBLIOGRAPHY

STUDENT

CH A Walk in the City, Dawson.HS How People Live in the Big CUE, Stanek and Johnson.SS The Little Circle, AtwoodM How the West Got Its Name,Koch.SS How to Be a Nature Detective, Selsam.M If Everybody Did, 3toberM Glimmer Glinner Glumpkin, Olfson.

TEACHER RESOURCE

300 Nature Sleuths, McCoy.300 Man and His Resources in Today's World, Mattison364 Boy Scouts of America Nature.500 Research Ideas for Young .Scientists, Barr.500 The Only Earth We Have, Pringle.580 The Life of a Forest, McCormick.574 A Guide to Nature Projects, Pettit.

AUDIO-VISUAL

Garbage, CESA 9 Agency.Litterbug, Avis, BAVI.The Litterbug, Walt Disney.Forests, Gateway, BAVI.Save It or Destroy It, BAVI.Environmental Awareness, EF 550.Good Citizens, EF 189.I'M No Fool With Fire, El 236'Hunter and the Forest, Ef 296

COMMUNITY

Forest RangerJanitorNursery or Greenhouse

TEACHING CHILDREN OUTDOORS

Guidelines for Conducting a Field Trip

I. PRE-TRIP

A. LOGISTICS

PREPARING TO USE ANENVIRONMENTAL STUDY AREA

Visit the site yourself first inorder to have the best controlof the situation and anticipatesome of the difficulties or logis-tics questions that could arise.Examine the area carefully andknow your trails. This one stepcan make the difference betweena successful and a chaotic trip.

Is there room for your thirtyactive children? Are there pro-blems of access? Will the childrenbe able to see? You should obtainpermission in advance if you planto bring your class into a pri-vate area.

Organization and planning isessential. How far is it? Howlong will it take? What isneeded (water, lunch, otherequipment)?

RULES AND RESPONSIBILITIES

Before the trip, have the chil-dren join you in deciding on aset of rules and conduct basedon the suggestions listed underthe Activity Section. Try tokeep the rules "do" rather than"do not." They should includemoat of the following:

1. Always keep the teacherwithin sight and sound.

2. Stay behind the leader and ata sufficiently safe distancefrom one another and dangerousareas. (Proper distance canbe measured safely and conven-iently by the students in termsof "body length.")

3. Always watch and listen for theteacher's signal to pay atten-tion and gather together.

4. Try to leave the place in asgood, or better condition, thanyou found it. Replace everythingyou move. Avoid stepping onplants and animals wheneverpossible.

PREPARE FOR EMERGENCIES

1. What are the health and safetyhazards? Include a First Aid Kitand water, if necessary.

2. Remind students to dress properlyfor the weather and type of activ-ity planned (e.g. hats, raincoats,wading boots, etc.)

3. Children should be warned thatthey are to avoid picking up anyplant or animal abovt which theyare in doubt (see guidelines forcollecting specimens). Studentsshould not taste or eat anythingwithout first checking. with theleader.

4. If you teach in an area where thereare poisonous plants, snakes orinsects, be sure that you and thechildren recognize the poisonous

LogistiLs

4. (continued)species. Then they shouldalso know poison ivy, poisonoak and poison sumac andavoid them.

USE OF ASSISTANTS ORPARAPROFESSIONAL AIDES

1. High School Teachers' Aides:If you have a high schoolteacher aide, why not divideyour class in half and plantogether to let him/her helpin certain phases of teachingoutdoors (within sight andsound of your supervision).

More information about theavailability and assignmentof high school studentteachers' aides for classworkand or field trips may beobtained from the high schoolCounseling Office in eachhigh school.

2. Intermediate and Junior HighSchool Students: Dependingon the time and difficulty ofyour particular outdoor activ-ity, you can depend uponjunior high and even interme-diate students to conductsimple 10-15 minute exercisesoutdoors with small groupsof younger students. It ismutually beneficial if prop-erly planned and supervised.Contact the Counseling Officein each school for aides.

3. Parents: Find a parent whois willing to assume an activerole in assisting you withlearning activities outdoors.

Also, 4hy not organize parentwork parties after school toimprove outdoor laboratoriesfor learning on or near ele-mentary school sites?

Teaching Children Outdoors - 2

4. Docent Aide Programs ofCommunity Organisations:For further information,contact your school district'sCoordinator of CommunityVolunteers.

Lesson Planning

B. LESSON PLANNING

AREAS AVAILABLE FOR USE

A. School Site: Your ownschool site is rich inopportunities for environ-mental observation, learning,beautification, and improve-ment.

When you have seen your ownschool site, why not schedulea field trip to another schoolsite?

B. Neighborhood Parks: Check yourcity map and plan a hike tothe nearest park or publicnatural area. What are itsunique characteristics and ex-periences for learning?

C. Special Attractions: Includedhere are areas such as MarshallOutdoor Laboratory, Chase LakeBog, State and National Parksand Forests and other publicor private areas permittingyour use for education.

PREPARE THE GROUP IN ADVANCE

Where to Go

The first prere..uisite for a siteis that it provide what you wantthe children to see or do. Thecloser it is and the easier it isto get to, the better.

First, the teacher must becomeacquainted with the descrip-tive features of the area and withits significance. But you shouldgo beyond merely identifying theflora and fauna or the outstandingphysical features of the facility.You should take a close, analyt-ical look around the site anddecide which of its characteris-tics are relevant to people andenvironmental education in terms


of your subject or discipline.

When you find something interesting,tie a piece of yarn near to it tohelp you find it when you want toshow it to the rest of the class.

A. Motivation: Discuss the purposeof the trip with the class before-hand. If the children don't knowwhat to look for, they will becomebored and restless quickly. If

they are absorbed in a problem,they may maintain interest for along time. You should know whatyou want the children to look forbefore you start out, even if itis stated in only the most generalterms.

Be prepared to cover at least someof the field trip objectivesgiven to you by your group duringyour planning sessions.

B. Materials: Take as little aspossible with you; the lessequipment, the better. What youdecide to take depends on thepurpose of the trip. You maywant the children to have pencilsand notepads. Pieces of yarn canserve as markers for interestingdiscoveries made by the children.Magnifiers, maps or compasses maybe very useful, but you risk lossor damage.

If you want to have them along,take as few as you can and puteach one in the specific careof a responsible child.

If you intend to collect specimens,you will need appropriate equip-ment such as plastic bags,etc.You may also want to carry acamera. Collecting on the siteis done only with special permis-sion and is generally discouraged;therefore, bottles, nets, traps,

Lesson Planning

or other cumbersome and oftendangerous paraphernalia shouldbe left at home. Studentssaddled with the responsibil-ity of comprehensive notetakingor with long checklists ofthings to observe, are often sobusy recording and searchingfor specifics that they rarelyget the big environmental picture.

Reference materials to aid inidentification are handy, but notso essential that the expedi-tion be weighted down with them.

The on-site experience should beprimarily observational. Workbest accomplished in the class-room, such as research, calcula-tions, and more academic studies,should not be attempted at theenvironmental study area, butrather left to the post-sitelessons back in the classroom.

The best guides as to what totake along are the activities mostsuited to the site and the sub-jects to be studied there.1) If the on-site experienceis to include identification ofobjects, the pre-site studiesshould include enough infor-mation so that the students knowwhat to look for. 2) if, onthe other hand, the on-siteexperience is to allow thestudents the excitement ofmaking discoveries, there shouldbe enough guidance - in theform of pertinent questions - todirect their observations towardthe given goal. 3) When theenvironment is to be used asa vehicle for discussion, as ina social science field study,there should be a predeterminedunderstanding of what environ-mental on-site observations willbest motivate the students.


4) A research trip: though open-ended and allowing students a greatdeal of freedom, should have specificlear.ing objectives.

Logistics

A. LOGISTICS

1. Review your student-maderules and define yourboundaries with easilyrecognized landmarks.


II. ACTIVITY

2. Explain that this is anoutdoor classroom, and thatthe students should act likestudents.

3. Ask students to go to therestrooms and get a drink ofwater before the trip starts.

4. Explain that you will raiseyour hand to get the group'sattention while on the trail.This should serve as an auto-matic signal for them to stopwhere they are and remainquiet.

5. When students see or hear theestablished signal, theyshould immediately gatheraround the teacher or in asemi-circle around a point ofinterest.

6. Whistles are disturbing tochildren, other groups, andwildlife and should not beused except in an emergencywhen everyone is called toassemble and return to theschool at once. In such acase, the children should betaught to recognize one inter-nationally accepted signal fordistress, which is three shortblasts on a whistle.

7. There are occasions, dependingon the nature of the trip, whenthe "Buddy System" works justas well on field trips as atthe waterfront.

8. Before leaving, have studentscount off. Before returning fromthe field, count off again.

9. The teacher or another adult whois familiar with the area shouldlead the group. Any other arrange-ment must remain in control (sightand sound) of the adult leaderat all times.

10. It is most essential to have aresponsible person at the rear atall times.

11. Have students play follow the leader,iu single file, when you want toarrange them in a semi-circlearound a particular point of inter-est.

12. Be quiet and move slowly so thatyou do not disturb the creaturesthat live there.

13. Watch the length of the line.Don't make the trip a marathon.Move out rapidly at first, andthen proceed according to thegroup's ability. Pace is deter-mined by the slowest walker.Don't make walking a chore. Changethe speed of your pace occasionally.It helps to maintain interest.

14. Always remember to stay on thetrail, watch your feet, displaygood outdoor manners and practicegood conservation.

15. Keep stops short. When choosingresting places, try to find an in-teresting site to accommodate thegroup: A hilltop or hillside witha panoramic view; a stream or lakeside; beside a gravel pit; at thedooryard of an abandoned farm;

III/

Logistics Teaching Children Outdoors - 6

15. (continued)at the edge of a forest.Avoid poisonous plants. Whileresting, check on the condi-tion of your students, aswell as cameras, compasses,sketch pads, and exchange ofinformation.

16. Try a different route if areturn trip to the startingpoint is necessary. It

helps to keep up interest.

17. Conclude the trip on aninteresting note.

Lesson Planning

B. LESSON PLANNING

TEACHING TECHNIQUES

1. Involve the group activelyduring the trip as much aspossible. Emphasis should beplaced on doing. Look forthings you have talked about.Emphasize self discovery. Allowtime for free exploration.Encourage individual curiosity,investigation and sharing ofdiscoveries with the rest ofthe group. Encourage use ofall five senses whenever pos-sible. Encourage the childrento taste, smell, hear and see.

2. Avoid talking about somet.ningwhile on the trail until theentire group has caught up andyou have their attention. If

possible, try to get thegroup around you before youstart talking.

3. Project your voice. Lift chinup and talk up and over thosein front, when the group can-not gather around you but isstrung out in a long line.Direct your voice to the lastperson in the line.

4. Watch your vocabulary, espe-cially natural history andconservation jargon which maybe new to the children.

5. Avoid ideocification for itsown sake. Identification anduses of plants and materialshelps, but tt is not necessaryto be a walking encyclopedia.Even Indians did not know allof the oaks, but they knewwhich acorns were good to eat.

6. Repeat out loud questions direc-ted to you from the group sothat everyone hears the question.


7. Talk conversationally. Lectureas little as possible. Askleading questions to stimulateparticipation. Answer a child'squestion with a question which willguide him toward giving the correctanswer himself. Don't, however,belabor this technique. Don'tbluff. If you can't answer thequestion, say so, then suggestthat the student investigate theresources for an answer.

8. Make it exciting. Be enthusiasticeven over something you havenoticed before. Remember, to thegroup it is new. Maintain afeeling of adventuring. Rememberthat there can be a significantdifference between excitement andlearning. Excitement shouldbe delicately channeled towardinterest. If you become the eyesand ears of your inexperiencedcharges, you will soon find thatyour sensitized students will serveas additional eyes and ears for you.They will call to your attentionthings that yon: would ordinarilyoverlook.

9. Prepare for surprises. Takeadvantage of teachable moments!If a child discovers somethingexciting, stop what you aredoing, if possible, even if whatthe child wants to share withthe group has little or nothingto do with whatever subject youare covering, and allow him totalk about his discovery. Youcan direct the group's attentionback to your subject later. Usetact in keeping the students'factsstraight to avoid discouragingself-expression. Avoid getting offon a tangent for very long, unlessyou all agree that a new studyarea is more important than theoriginal purpose of the trip.

Lesson Planning

9. (continued)So many things that caninitiate learning out-of-doors are sometimes overlooked -buds on twigs, a bird withsomething in its beak, anant dragging a caterpillaralong the ground, the directionin which dandelion fluff isblowing, the position andphase of the daytime moon.

Any single observation canbe the beginning of excitingexploration and lead to thejoy of further discovery.

Every observation leads to aquestion: What is insidebuds? Why doesn't the birdswallow the worm in its beak?Where is the ant going withthe caterpillar? What hap-pens to the dandelion seedsafter they blow away?

The moat interesting questionsare questions that do not haveneat, precise answers, butthis should not prwent yourinvestigating them anyway.The out-of-doors is so fullof interacting things, thatanswers are always new andinteresting and different.


10. Collecting Specimens: Thefield trip may lay the groundworkfor activities you will want todo in the classroom. Collectonly those things as are abso-lutely necessary for such follow-up, because it is important thatthe children learn good conser-vation habits.

The basic rule is to leave anatural habitat undisturbed.Replace anything you move. Avoidstepping on plants or animalswhenever possible. If an animalis caught and observed, itshould be put back where it wasfound - allowed to "go home."

The field trip should be dis-tinguished from a collectingexpedition, which would be bettercarried out by you alone or witha few selected students.

Make all collections in accor-dance with the law or otherprescribed regulations, andtry to leave the place in as good,or better, condition than youfound it.

III. POST-ACTIVITY

AFTER THE TRIP - LET THE MEMORY LINGER ON

Some leaders like to have group evaluationsbefore a trip is concluded, or at a latertime. In some instances, au evaluation isnot necessary.

Credits

LEADING CHILDREN IN THE FIELD,U.S. Forest Service, R-6,Portland, Oregon. PUTTINGCONSERVATION TO WORK, TeachingA1.1 04, August 1965.

LIVING THINGS IN FIELD AND CLASS-ROOM, "Planning Any Type ofTrip," pps. 97-99, MinnesotaMath and Science Teaching Pro-ject, University of Minnesota,copyright 1969.


CREDITS

MAX AND HIS ENVIRONMENT"Preparing to Use the Environ-mental Study Area," pps. 16-20,National Education Ascociatioa,1970.

SUGGESTIONS FOR OUTDOOR FIELD TRIPSErnest V. Blohm, Executive Sec-retary, Michigan InteragencyCouncil for Recreation, LansingMichigan, April 19, 1966.

TIPS FOR TRAIL LEADERSCharles Holtzer, Consultant,

Conservation and Outdoor Education,Colorado Dept. of Education,

September 1968.

RESOURCES, BACKGROUND INFORMATION,

AND SPEAKERS

DEPARTMENT OF ENVIRONMENTAL HEALTHUniversity of Washington (543-3620)

Tours of facilities for all grade levels.

U.S FOREST SERVICEPacific N.W. Region (R-6)

Motion picture films available in Region 6 library, available onloan for educational purposes to schools, civic groups, churches.Write to: WASHINGTON STATE FILM LIBRARY

Olympia, Wash. 98504 (206-753-3390)

DEPARTMENT OF CIVIL ENGINEERING: Air and Waste Quality ControlUniversity of Washington

Tours and information.

EDMONDS RECREATION AND PARKSSubject: Park Acquisition and/or Development

Rod Garretson, Dept. DirectorSubject: Park Management

Rod Garretson or Don Burton, Park SuperintendentSubject: Recreation Program - Correct Park Usage, etc.

Doug Schafer, Recreation Supervisor

SNOHOMISH COUNTY PUDSubject: Energy

Dick Downie, Environmental CoordinatorDon Rider, Public Relations

SNOHOMISH COUNTY HEALTH DEPARTMENTSubject: Nursin&

Ann Wilson, Kathy Cerro' (259-9386)Subject: Envircnmental Health

Sewage - Charles Mangum (259-9473)Food Proprqms - includes restaurants, bakeries, itinerant

food (circuses, carnivals, etc.), meat markets.School, Solid Waste, Camping Areas, Mobile Home Courts,

Chemical acid Physical Health Hazards Unit, Rodent Control -Byron Robertson (259-9499)

Water and Noise - Gary Fraser (259-9499)Epidemiology Unit - Dr. Luke (259-9473)V.D. Section

Resources - 2

THE INSTRUCTOR PUBLICATIONS, INC.Subject: Ecology Posters #750

Dansville, NY 14437

WASHINGTON LUNG ASSOCIATION216 Broadway EastSeattle, WA 98102

Contact: Mr. David L. Chivers, Regional Program DirectorFor: "Our Polluted Air" Mobile Workshop (one month in advance),

various air pollution pamphlets and health information, filmsalso available on request.

EDUCATIONAL SERVICES CENTERBill Hamilton (778-8965) or John McAdam (778-U658)Information and resources

SEATTLE AUDUBON SOCIETY712 Joshua Green Bldg.Seattle, WA 98101 (622-6695)

FILMS

Numbers in parentheses immediately following titles indicate lengths offilm in minutes. C for color; BW for black and white.

Conservation

A MATTER OF TIME Conservation Foundation30 East 40th StreetNew York, N.Y.

PARADISE POLLUTED Roy Wilcox Productions301 Allen HillMeriden, Conn.

THE PERSISTENT SEED National Film Board of CanadaCanadian Embassy1746 Mass. Ave. NWWashington, D.C. 20036

WITH EACH BREATH New York State Air Pollution Control Board84 Holland AvenueAlbany, N.Y.

Resources - 3

CONSERVATION AND BALANCE IN NATURE International Film Bureau332 South Michigan AvenueChicago, Ill. 60604

OUR CHANGING ENVIRONMENT

SO LITTLE TIME

TOWARDS TOMORROW

3 YOUNG AMERICANS INSEARCH OF SURVIVAL

WILD RIVERS (28)

CLEAN WATERS (20)Free

NATURE'S PLAN (14)

$6.00

IT'S YOUR DECISION -CLEAN WATER (14 1/2)

THE RIVER MUST LIVE (21)Free

TROUBLED WATERS (28)

Free

GREAT LAKES INVADER,THE SEA LAMPREY (13 1/2)

Free

THE WHOOPING CRANE (14)

Free

Encyclopedia Britannica Films, Inc.1150 Wilmett AvenueWilmett, Ill.

USDI Sport Fisheries and Wildlife710 N.E. HolladayPortland, Oregon

BBC through British EmbassyWashington, D.C.

3M Company Television Production

Modern Talking Picture Service1212 Avenue of the AmericasNew York, N.Y. 10036

U.S. Public Health ServiceAudiovisual FacilityChamblee, Georgia 30005

Encyclopedia Britannica Films202 East 44th StreetNew York, N.Y. 10017

Association Films600 Grand AvenueRidgfield, N.J. 07657

Shell Oil Company, Film Library450 North MeridenIndianapolis, Ind. 46204

U.S. Senate Public Works CommitteeRoom 4204, New Senate Office Bldg.Washington, D.C. 20510

Bureau of Sport Fisheries and Wildlife1002 N.E. Holladay StreetPortland, Oregon

Bureau of Sport Fisheries and Wildlife

NATIONAL PARKS, OUR AMERICANHERITAGE (17-c)

RETURN OF THE BUFFALO (10-BW)

WOODLAND MANNERS (19-C)

LIFE ON THE WESTERNMARSHES (15 -C)

LET'S KEEP AMERICA BEAUTIFUL(18-C)

$1.50

WINGS OVER BLITZEN (39-C)

Most of the following films onthrough their school district,Audio-Visual Seles and Service

CONSERVATION (10 -BW)TOPSOIL (10-C)CASCADE MOUNTAINS (20-C)WATER-FOUNTAIN OF LIFE (30-C)WATER CONSERVATION (11 -BW)

Resources - 4

Seattle Public Library4th and MadisonSeattle, Wash. 98104

Seattle Public Library



Richfield Oil CompanyP.O. Box 75007Sanford Station,Los Angeles, Calif.

Bureau of Sport Fisheries and Wildlife730 N.E. Pacific StreetPortland, Oregon 97208

conservation are available to teachersor to anyone through Rarigts Inc.,

, 2100 North 45th, Seattle, Wash.

WHAT MAKES RAIN? (10-BW)CONSERVING OUR NATURAL RESOURCES (18-C)UNTOUCHED LAND (30-C)LITTERBUG (8)CITIES AND SUBURBS: METROPOLITAN (9-C)

Ecology and Enjoyment of Nature

The following films are free of charge. Write Conservation Film Center,P.O. Box 9163, Seattle, Wash. 98119

LIVING RIVER - GRAND CANYON (29-C)WILDERNESS ALPS OF STEHEKIN (30-C)GLACIER PEAK HOLIDAY (30-C)BULLDOZED AMERICA (27-BW)NORTH CASCADES (35 mm slide show

with script)THE REDWOODS (20-C)

THE MYTHS AND THE PARALLELS (277BW)BEACH HIKE (17-C)TWO YOSEMITES (10-C)GLEN CANYON (28-C)WASTED WOODS (15-C)HELLS CANYON (33 mm slide show

with script)

Resources - S

Most of the following films on ecology and enjoyment of nature areavailable to teachers through their school district or to anyone throughRarig's Inc., Audio-Visual Sales and Service, 2100 North 45th, Seattie,Wash.

THE SEA (26-C)WORLDS OF DR. VISHNIAC (C)COLUMBIA FRONTIER (27-C)WORLD OF LITTLE THINGS (C)BALANCE OF NATURE (17-C)WHAT PLANTS NEED FOR GROWTH (10-C)ECOLOGY (24-C)LIFE STORY OF THE OYSTER (11-C)DISTRIBUTION OF PLANTS ANDANIMALS (16-C)

PLANKTON, PASTURES OF THEOCEAN (10-C)

ANIMAL WAR-ANIMAL PEACE (27-C)OUR MISTER SUN (60-C)FATHER OCEAN (10-C)WHY PLANTS GROW WHERE THEY DO

(11-C)CANOEING THE BIG COUNTRY (14-C)DESERT COMMUNITY (12-C)

WAY OF LIFE(Illustrates predatory tendenciesof nearly all animals)

WILDERNESS TRAIL (14-C)

WILDERNESS ENCAMPMENT (27-C)

NATURE NEXT DOOR (28-C)

AN ISLAND IN TIME (28-C)

THE GREAT SWAMP (30-C)(Documentary of a nationalwildlife refuge)

PATTERNS OF THE WILD (27 1/2-C)(Shows that the wildlife of aforest does not merely live ina forest, but as a part of it.)

BIRDS AND THEIR MIGRATION (18-C)

YELLOWSTONE: OUR FIRST NATIONALPARK (15-C)

GRASS BLADE JUNGLE (11-C)HERITAGE OF SPLENDOR (16-C)AROUND THE BIG LAKE (17-C)TRAIL RIDE (20-C)LIFE IN THE OCEAN (11-C)SPRING (9-C)LIFE ON A DEAD TREE (11-C)CONSERVATION: JOBS FOR YOUNG

AMERICA (19-C)LIFE IN THE OCEAN (11-C)ANIMALS THAT LIVE IN THE SURF (11-C)MARSH COMMUNITY (11-C)THE DESERT (10-C)ANIMAL LIFE AT LOW TIDE (11-C)SPRING COMES TO A POND (13-C)CAVE COMMUNITY (13-C)

Wash. State Game Dept.600 N. Capital WayOlympia, Wash. 98501

U.S. Forest Service Regional OfficeP,O. Box 4137

Portland. Oregon

U.S. Forest Service Regional Office

Sierra Club1050 Mills TowerSan Francisco, Calif.

Sierra Club

Bureau of Sport Fisheries and WildlifeOffice of Regional Director730 N.E. Pacific Street, P.O. Box 3737Portland, Oregon

Bureau of Sports Fisheries and Wildlife

Bureau of Sports Fisheries and Wildlife

FOR THE PEOPLE - WILDLIFE REFUGE(22 1/2-C)

GREAT BLUE HERON AND THE SNOWYWHITE EGRET (15-C)

KNOW THE HAWKS (10 1/4-C)

OUR MAGIC LAND (12 1/2-C)(For primary)

WATER BIRDS (22 1/2-C)Walt Disney

Resources - 6






The following films can be rented from National Audubon Society, 1130 FifthAvenue, New York, N.Y. 10028. Prices range from $5.00 to $11.00. Allare 16 mm sound films.

THE BALD EAGLE, OUR NATIONALBIRD (35-C)

BEAVER VALLEY (32-C)BIRDS OF THE COUNTRYSIDE (11-C)BIRDS OF THE DOORYARD (11-C)THE GOONEY BIRD (20-C)ISLAND IN DANGER (25-C)ISLANDS OF GREEN (24-C)KENTUCKY'S FEATHERED RAINBOW (28-C)LOOK DOWN (55-C)A James W. Wilkie Film

THE LOON'S NECKLACE (11-C)NATURE'S HALF ACRE (33-C)POISONS, PESTS AND PEOPLE (55-BW)THE TOUCH OF NATURE (54-C)THE WINDOW (17-C)THE WOOD DUCKS WORLD (30-C)YOUR LIVING HERITAGE (12-C)VILLAGE BENEATH THE SEA (90-C)

($50.00)

The following 16 mm films must be used in a sound projector. MassachusettsAudubon Society, South Great Road, Lincoln, Mass. 01773.

BEARGRASS GREEK (20-C)BEAVER DAM (16-C)GREEN CITY (30-C)LAND OF THE PRAIRIE DUCK(25-C)LIFE IN A TROUT STREAM (10-C)LIFE IN THE WOODLOT (17-C)MARSHLAND IS NOT WASTELAND (14-C)

OUR WILDLIFE HERITAGE (30-C)POPULATION ECOLOGY (19-C)SILENT SPRING OF RACHEL CARSON (57-BW)THEIR HERITAGE (20-C)

FreeWORLD IN A MARSH (23-C)YOURS FOR A SONG (14-C)

The following films are available from the Seattle Public Library,Main Branch; free upon request.

AMERICA'S LAST FRONTIER (13-C)LAND OF THE RED GOATOLYMPIC RAIN FOREST (10-C)BETWEEN THE TIDES (20-C)ALPINE WILDFLOWERS (11-C)EDIBLE PLANTS OF FIELD AND FOREST

FAMILY AFOOT IN THE YUKON (22-C)MT. RAINER NATIONAL PARK (20-C)ANIMALS OF ALASKA (11-C)MARINE ANIMALS OF THE OPEN COAST (22-C)CONIFER TREES OF THE PACIFIC N.W. (16-C)

(24-C)

ito

Resources - 7

FREE AND INEXPENSIVE MATERIALS

The following are good sources for free or low cost informationalmaterials on Population, Conservation and Ecology. Write for information

about available materials.

AMERICAN ASSOCIATION OF UNIVERSITY WOMEN2401 Virginia Avenue, N.W.Washington D.C. 20037

Resource directory on pollution control - 75c.Anti-pollution pamphlets and study guide - 75c.

AMERICAN FORESTRY ASSOCIATION919 17th Street N.W.Washington, D.C. 20006

Pamphlets and bulletins. "You Can Be a Conservationist" by O.E. Randall.

CLEAN WATERWashington, D.C. 20242

Suggestions about what communities can do to combat water pollution.Free.

CONSERVATION FOUNDATION1250 Connecticut Avenue N.W.Washington, D.C. 20036

Variety of pamphlets and articles dealing with the many aspects ofecology.

ENVIRONMENT MAGAZINE438 North SkinkerSt. Louis, Missouri 63130

Monthly publication dealing with effects of technology on the environ-ment, published by Committee for Environmental Information. Studentsubscription - $5.00 per year.

INTERSTATE PRINTERS AND PUBLISHERSDanville, Illinois 61832

Bibliography of books and other teaching materials in conservationfield.

ISAAC WALTON LEAGUE OF AMERICA1326 Waukegan RoadGlenview, Illinois 60025

"Clean Water-- It's Up to You," excellent pamphlet on what localcitizens can do about water pollution. Free. Monthly conservationnewsletter.

LOCAL TUBERCULOSIS AND RESPIRATORY DISEASE ASSOCIATIONS"Air Pollution Prim3r"

Resources - 8

NATIONAL PARKS ASSOCIATION1701 18th Street N.W.Washington, D.C. 20036

Free or low-cost pamphlets and articles on thermal pollution, noisepollution, pesticides, and basic ecology. Excellent.

NATIONAL WILDLIFE FEDERATION1412 16th Street N.W.Washington, D.C. 20036

Conservation Directory - a guide to all state and national sourcesof conservation and environment information. $1.50. Informationalpackets on ecology and pollution - special packets from elementaryto adult level. Excellent. Monthly newsletter.

PLANNED PARENTHOOD, WORLD POPULATION515 Madison AvenueNew York, N.Y. 10022

Bibliography, film guide and following reprints: "Eco-Catastrophe,"by P. Ehrlich; "300 Million Americans Would be Wrong," by D. Lilienthal;"The Human Race Has Maybe 35 Years Left,: by D. Lyle.

POPULATION REFERENCE BUREAU1955 Massachusetts Avenue N.W.Washington, D.C. 20036

Good bibliography, source list, and film guide on population. Minimalcost.

PORTLAND CENTER FOR CONTINUING EDUCATIONP.O. Box 1491Portland, Oregon 97207Attn: Mr. Lawless

"Observing our Environment, " - $3.00, relating elementary studentsto our environment.

PROJECT MAN'S ENVIRONMENTNational Education Association1201 16th Street N.W.Washington, D.C. 20036

Information on curriculum (K thru 12) environmental study areas.

PUBLIC AFFAIRS INFORMATION SERVICEU.S. Government Printing OfficeWashington, D.C. 20401

Resources - 9

PUBLIC AFFAIRS PAMPHLETS381 Park Avenue SouthNew York, N.Y. 10016

Pamphlet 41421 - "An Environment Fit for People" - 25c#403 - "The Battle for Clean Air" - 25C

SIERRA CLUBMills TowerSan Francisco, Calif. 94104

List of publications, pollution, population information, protectionof scenic areas.

SUPERINTENDENT OF DOCUMENTSGovernment Printing OfficeWashington, D.C. 20402

"No Laughing Matter" - book of syndicated cartoons on air and waterpollution (700. "Primer on Waste Water Treatment" - current and possiblefuture methods of treating sewage and industrial waste (55c). "Show-down" - picture pamphlet discussing "showdown" for water quality (650)."From Sea to Shining Sea" - presentation of environmental situationof U.S. with good bibliography, film lint, and resource guide ($2.50).

U.S. DEPARTMENT OF HEALTH, EDUCATION AND WELFAREPublic Health ServiceBureau of Disease Prevention and Environmental Control

Washington, D.C. 20201

U.S. GOVERNMENT PRINTING OFFICEWashington, D.C. 20401

Bureau of Census; Bureau of Indian Affairs; Bureau of Laud Management;Bureau of Reclamation; Department of Agriculture; Department of Health,Education and Welfare; Department of the Interior; Forest Service;National Park Service; Office of Education; Soil Conservation Service.

WILDERNESS SOCIETY729 15th Street N.W.Washington, D.C. 20005

Reports, pamphlets, reprints on preservation and use of our naturalheritage.

ZERO POPULATION GROWTH367 State Street N.W.Los Altos, Calif. 94022

Newsletters, brochures, ecology leaflets, reprints.

Resources - 10

You may also write to your local:Chamber of CommerceHistorical SocietiesPreservation SocietiesState OfficesState Office of Public InstructionState Offices:

Agencies of Pollution, Bureau of Fisheries, Fish and WildlifeService, Wildlife Commission.

PAMPHLETS AND OTHER PUBLICATIONS

A CONSERVATION HANDBOOK - 50cOrdway, Samuel H., Jr.

OBJECTIVES AND CONTENT OF CONSER-VATION EDUCATION FOR AMERICANYOUTH - 50c

MATERIALS FOR TEACHING CONSER-VATION AND RESOURCE USE - 35c

RESOURCES FOR ATION, Seaton,

THE GLORY TRAILSwift, Ernest

GROWING POPUL-Fred - 25c

- One copy free

THE PACIFIC NORTHWEST - $1Zim, Herbert S.

THE CONSERVATION OF OUR NATURALRESOURCES, Seaton, Fred - 20c

CAREERS FOR WOMEN IN CONSER-VATION - Free

WATER AND OUR FORESTSAIB-71 - 10c

FORESTS AND THE NATURAL WATERCYCLE K-1 - Free

FOREST AND WATER 0-28 - Free

HOW A TREE GROWS (16 x 12 poster)- 10C

The Conservation Foundation, 1949New York

U. Press, Ohio State University,1950, Columbus Ohio

National Assoc. Biology Teachers,Interstate Printers and Pub., DanvilleIllinois.

Supt. of Documents, U.S. Govt.Printing Office, Washington, D.C.

The National Wildlife Federation1412 16th St. N.W.Washington, D.C. 20036

Golden Press, New York

Conservation Bulletin 3-9, Supt.of Documents, above

U.S. Dept. of Labor, Leaflet50,Women's Bureau, Washington, D.C.

U.S. Dept. of AgricultureForest Service, Washington, D.C.

U.S. Dept. of Agriculture



FOREST REGIONS OF THE U.S.

BIRDS, CN-1 - Free(There is a series of conser-vation notes number CN-1 throughCN-21 available for education.)

ENDANGERED WILDLIFE SERIES - Free(Numbered EWS-1 through EWS-5)

SOMETHING ABOUT HAWKS, SA-2 - Free

TREES OF WASHINGTON - Free(Extension Bulletin #440)

OFF ON THE RIGHT FOOT(A guide to proper wildernessuse)

ACTION FOR CLEAN WATER

THE NEW CONSERVATION

NEW CHALLENGES FOR WILDERNESS CON-SERVATIONISTS

A NEW LOOK AT OUR CROWDED WORLDStewart, Maxwell, #393 - 300

PROGRESS IN THE PREVENTION ANDCONTROL OF AIR POLLUTION - 30C

VEGETATION OF OREGON AND WASHINGTON(PNW Circular #80) - Free

Resources - 11


Bureau of Sport Fisheries and WildlifeDept. of IntetiorWashington, D.C. 20240



Cooperative Extension ServiceCollege of AgricultureWashington State UniversityPullman, Wash.

The Wilderness Society729 15th Street N.W.Washington, D.C. 20005

The Wilderness Society



Public AffairsSupt. of DocumentsU.S. Government Printing OfficeWashington, D.C.

Public Affairs

Pacific N.W. Forest and RangeExperimental Station

P.O. Box 3141Portland, Oregon 97208

LOCAL CONTACTS

Local decision - makers responsible for environmental quality:

CITY COUNCILMENCities of Lynnwood, Edmonds and Mountlake Terrace

CITY PLANNING COMMISSIONS

Resources - 12

SOUTH SNOHOMISH CHAMBER OF COMMERCEHow do present and future business needs affect planning for a qualityenvironment? Will there have to be changes in business activity inorder to solve environmental problems?

SNOHOMISH COUNTY PLANNING DEPARTMENTWhat are comprehensive land use plans? How closely are these followed?Who is responsible to see that land use plans are complied with?

SNOHOMISH COUNTY PLANNING COMMISSIONHow are Planning Commission members selected? What is their responsi-bility? How does their work relate to that of the Snohomish CcuntyPlanning Department? Why is there a Planning Commission and notjust a Planning Department? Why are there rezones and other exceptionsto land use plans? How are these exceptions obtained?

SNOHOMISH COUNTY HEALTH DEPARTMENTEnvironmental Health Division

What does the department have to do with problems of sewage disposal,water supplies (Spada Lake), food establishments, schools, touristfacilities, rodent and insect control, swimming pool and bathingbeaches, refuse disposal?

SNOHOMISH COUNTY ENGINEERWhat is the role of the County Engineer in making decisions on roads,transportation and other capital improvements in Snohomish County?

CITY DEPARTMENTS OF CITIES OF LYNNWOOD, EDMONDS AND MOUNTLAKE TERRACEBuilding Department - What is the purpose of building codes? How are

codes enforced? Are there exceptions? Why? How are decisions onexceptions made? What about conflicts between creating and enforcingof codes on the one hand, and protecting property rights on theother? Are there basic principles for resolving such conflicts?

Planning Department - What is the current city comprehensive plan?Where should businesses go? Apartments? Other multiple residences?

What about lot sizes, etc.? What power does the Planning Departmenthave? How are exceptions to the comprehensive plan decided? How doesa city comprehensive plan relate to the county comprehensive plan?

19 there some relating of local to regional planning?

Recreation and Parks Department

Reoources - 13

SNOHCMISH COUNTY ECONOMIC DEVELOPMENT COUNCILThis organization is comprised of business and other organizationsrepresentatives to study and suggest to local land use decision-makers how area-wide comprehensive planning could take place foreconomic development of areas like Snohomish Valley.

Contact: Mr. Lloyd Repman, Chairman (Al 2-6236)

Monte Cristo HotelEverett, Washington

CITY ')F EDMONDS

250 5th WestEdmonds', Wash. 98020

City Engineer, Planning Department, Recreation and Parks, PoliceDepartment, Water Department (200 Dayton, Edmonds, Wash. 98020)

ALDERWOOD WATER DISTRICTCity CenterAlderwood Manor, Washington Q8036

CITY OF BRIERCity Hall23303 Brier Rd.Brier, Washington 98036

CITY OF LYNNWOOD19100 44th Ave. WestLynnwood, Washington 98036

II

CITY OF MOUNTLAKE TERRACEMountlake Terrac' , Washington 98043

TOWN OF WOODWAY11422 238th S.W.Edmonds, Washington 98020

LYNNDALE GARDEN CLUB

LOUISE MARSHALL16812 36th Ave. WestLynnwood, Washington 98036

Author and editor of environmental and recreational materials.

Resources - 14

SOUTH SNOHOMISH COUNTY COUNCIL ON HUMAN RELATIONS

PORT OF EDMONDS456 Admiral WayEdmonds, Washington 98020

SOUTH COUNTY SENIOR CITIZENS CENTER, INC.220 Railroad AvenueEdmonds, Washington 98020

MARIAN KOHN1023 241st Place S.W.Edmonds, Washington 98020

Parent and Research Associate, Zoology Department, University ofWashington.

SNOHOMISH COUNTY HEALTH DEPARTMENTSouth County Office19701 Scriber Lake RoadLynnwood, Washington 98036

SNOHOMISH COUNTY PARKS TYTARTMENTEverett Courthouse (2`.9-9317)Everett, Washington

SNOHOMISH COUNTY PLANNING DEPARTMENTEverett Courthouse (259-9311)Everett, Washington

SUPERINTENDENT OF SCHOOLSISD 109Everett Courthouse (259-0621)Everett, Washington

SNOHOMISH COUNTY P.U.D. #121018 Highway 99Lynnwood, Washington 98036

BOY SCOUTS OF AMERICAEvergreen Council, Inc.1615 1/2 Hewitt AvenueEverett, mashington

SNOHOMISH COUNTY ENVIRONMENTAL COUNCIL

ADDRESSES FOR AGENCIES LISTED IN THE FILM LISTS

Aetna

Aetna Life & CasualityAudio Visual Services151 Farmington Ave.Hartford, Conn. 06115

A -S

Association-Sterling Films866 3rd Ave.New York, N.Y. 10022

Common

Commonwealth Film Distributors1440 S. State College Blvd.Bldg 6-KAnaheim, Calif. 92806

EBEC

Encyclopedia Brittanica Educational Corp.

425 N. Michigan Ave.Chicago, Ill. 60611

Ethyl

Ethyl Corp.Corporate Public Relations Dept.330 S. 4th St.Richmond, Va. 23219

FAA

Federal Aviation AdministrationFilm Library AC-44.5P.O. Box 25082Oklahaoma City, Oklahoma 73125

GASP

Grow) Against Smog And PollutionP.O. Box 2850Pit.:,burg, Pa. 15230

JF

Journal Films, Inc.909 W. Diversey PkwyChicago, Ill. 60614

Motor

Motor Vehicle320 New CenterDetroit, Mich.

MTPS

Mfg Assn, Inc.Bldg48202

Modern Talking Picture Service2323 New Hyde Park Rd.New Hyde Park, N.Y. 11040

MUE

Media For Urban Environment75 Frost St.Brooklyn, N.Y.

NAC

General Services Admin.National Archives And Records ServiceNational Audiovisual CenterWashington, D.C. 20409

NBC

NBC Educational Enterprises30 Rockefeller CenterNew York, N.Y. 10020

NFBC

National Film Board of Canada680 5th AvenueNew York, N.Y. 10019

Shell

Shell Film Library450 N. Meridian St.Indianapolis, Ind. 46204

LESSON OUTLINE

I. LEVEL V OBJECTIVE

II. LEVEL VI OBJECTIVE

III. TEACHER BACKGROUND INFORMATION

IV. MATERIALS NEEDED

V. ACTIVITY

A. PRE-ACTIVITY

B. ACTIVITY

C. POST-ACTIVITY

VI. RESOURCES

VII. SUGGESTED ADDITIONAL ACTIVITIES

Time:

Time:

Time:

TOPIC:LEVEL:EST.TIME:SUBJECTS: