Teach Now! teach Now! is a collection of lesson plan ideas, student activities,and book lists for teaching themes throughout the year. Splash http://teacher.scholastic.com/lessonrepro/teachnow/
McGraw-Hill - Teach Yourself 101 Key Ideas Ecology Resources. teach Yourself 101 Key Ideas ecology. teach Yourself 101 Key Ideasecology Author(s) Paul Mitchell ISBN 0658012126 DOI 10.1036/0658012126 http://books.mcgraw-hill.com/cgi-bin/pbg/0658012126.html?id=qW4sShyQ
Extractions: Grades 4-8 1.) Refer to field trip journals. Students should design food chains/webs based on what they observed from the field trip. Arrows should be used to connect plants and animals. Label appropriately: producers, consumers, decomposers. 2.) Have the students write a report/story, design a web page or create a PowerPoint presentation about their field trip to the salt marsh estuary. Students should include both the activities they conducted as well as thoughts/reflections on these activities Example: Why did we conduct water quality tests? Why are these tests important? What kind of wildlife did we see/not see? Why? Etc. 3.) Again, using various media, students can research a special wetland topic such as: wetland values, endangered species, wetland characteristics, types of wetlands, wetland products, food chains/webs, biodiversity, etc., and make a brief presentation to their classmates or teach another class that may not have participated in the wetland field trip. Presenters should submit 2 questions about their topic to the teacher. These questions can be used for a wetland quiz. 4.) Have students write a skit about what they think the Meadowlands will look like 20 years from now. You can send the Environment Center a copy of the script. We'd like to see students' perceptions of what the future may be like.
Teach US - Summer 2003 South Africa Expedition trek through Kruger National Park, teach US 2003 community sociology and conservationactivities talk and Vegetation ecology plant communities, habitats and http://www.fas.usda.gov/icd/rsed/teach-us/Su2003SAfrica.html
Acorn Naturalists' Product Information ecology FOR EVERY KID, Easy activities That Make Learning Science Fun. ecologyFOR EVERY KID, Easy activities That Make Learning Science Fun. VanCleave. http://www.acornnaturalists.com/store/xq/asp/SID.2/Product_ID.202/qx/product1.ht
Extractions: Search by description, title, author, item number, keywords or anything else Questions? Call us at (800) 422-8886 ENVIRONMENTAL EDUCATION RESOURCES OUTDOOR EDUCATION TOOLS AND TECHNIQUES RESOURCES FOR PARK INTERPRETERS AND NATURALISTS TEACHING METHODS AND ASSESSMENT TECHNIQUES ... ACORN NATURALISTS' GIFT CERTIFICATES Your Price - Description ECOLOGY FOR EVERY KID, Easy Activities That Make Learning Science Fun. VanCleave. Demonstrates concepts and problem-solving strategies that help students understand basic ecology and how their actions affect their natural surroundings. Twenty five engaging chapters plus glossary of terms. Uses materials readily available in the home or classroom. Ages 9-14. #EE-5011. $10.95.
Lesson Plans of methods and approaches to teach flowering plant a series of handson laboratoryactivities. Topics include physical oceanography, ecology, and taxonomy. http://biology.arizona.edu/sciconn/lessons2/lessons.html
Extractions: Students explore basic ecology concepts and scientific processes using spiders as model organisms. They will capture spiders, observe and care for them, and use them to answer their own questions about spider behavior. Modeling the process of a research scientist, each team of students will design and conduct their own experiment. Simultaneously, the class will collaborate on joint projects investigating feeding rates of spiders and their importance in controlling the numbers of insects (by conducting a field study on or near school grounds). Designed for both middle and high school students
Educator Resources/ www.uwsp.edu/water/portage/teach/index.htm background information and handson activitiesabout the of water, watershed basics, stream ecology, and dynamics of http://www.ngwa.org/educator/lesson.html
Extractions: The Ecology Center GEE-WOW!: Earth, the Water Planet , a classroom program that helps students find out how water moves on the surface and underground, how water gets polluted and what can be done about it. Visit www.hvcn.org/info/ecaa/ for ordering information, or call (734) 995-5888, or e-mail info@ecocenter.org
The Green Book: Ecology & Habitat Caring and experienced instructors teach a wide variety wall; supervise canoeing waterfrontactivities and archery in marine science, forest ecology, and group http://www.co.pierce.wa.us/PC/services/home/environ/ed/Greenbook/ecology.htm
Extractions: Adopt-A-Road In November, 1992, the Pierce County Council adopted a resolution creating the Pierce County Adopt-A-Road roadside litter control program. Today, approximately 100 organizations participate in the program in partnership with the County to monitor and remover litter from County roads. Each group commits to a minimum of four litter pickups per year, covering a minimum of two miles of roadway. These organizations currently monitor and remover litter on 300+ miles of unincorporated Pierce County roadways, saving valuable taxpayer monies, and maintaining the scenic, healthy living environment the Pacific Northwest is noted for. For: Adults The Cascade Land Conservancy (CLC) is a regional land trust serving the counties of King, Snohomish and Pierce (east of Narrows Bridge). As a nonprofit, tax-exempt organization, CLC works to preserve our natural resources and open space heritage for generations to come. Conservation easements and property titles are transferred to the land trust by willing landholders, benefiting both the property owner and the community at large. The property owner gains tax relief in some cases, while natural, scenic, and historic sites are maintained in perpetuity for the enjoyment of all. In the process, our forests and farmlands, prairies and wildlife habitat, sensitive stream corridors and wetland systems continue to add to the vitality of the Central Puget Sound region.
Unit 2a Big Finn Hill Forested Wetland Ecology related to Forest and Wetland ecology are evident What can we investigate and teachothers in various explore resources and list possible activities related to http://www.wfpa.org/ee/WFPAEE/SIT/districts/profiles/Environmental_Adventure/uni
Extractions: environmental adventure school Unit 2a Big Finn Hill Forested Wetland Ecology Activity 1 Title of Activity: What Can the Forest Teach Us? Guiding Questions: What important concepts related to Forest and Wetland Ecology are evident in our local forested wetland? What important questions can guide investigation of these concepts? Grade level(s): Time: 3.5 hrs Prep time: 1 hr. (knowledge of site) Curriculum area(s): Science, Social St., Language Arts District Framework: Level 3 Science, Social Studies, Language Arts components Prior Knowledge: Developed by: Eileen McMackin Materials: Big Finn Hill Trail Brochure designed by EAS students-1999-2000; Pencils and student field notebooks; Chart Paper; Post-it notes; Pens; Tape; District Curriculum Framework; Washington State EALRS; Environmental Ed Activity Guides (PLT, Project WET, Project Aquatic WILD; Adopting a Wetland; The Wonders of Wetlands; etc.) Kit: None required Teacher provided: Background info about Big Finn Hill Park. Brief Description of Activity: Pre-activity-anticipatory set: The Big Finn Hill Forested Wetland is our classroom. What can we investigate and teach others in various places throughout this park? What questions can guide our investigations?
Urban Ecology Center: Environmental Educator Job Posting Develop and teach campercentered, inquiry based experiences for summer camp OtherActivities. Assist with publicity for the Urban ecology Center programs. http://www.urbanecologycenter.org/jobposting.html
Extractions: Urban Ecology Center Position Announcement Environmental Educator Position Summary: TThe primary responsibility of this full time position is to teach environmental science programs for schools. Some time will be spent leading programs for youth groups and families. The Environmental Educator will assist with daily operations of the Urban Ecology Center, as well as with program development, newsletter production, volunteer recruitment and training, and exhibits. The educator works closely with the Director of Education. Qualifications: BS or BA in natural sciences, environmental education or related area with a
Information Ecologies: Using Technology With Heart will find themselves under pressure to teach the material a bank office is an informationecology with diverse services and activities, where there are http://www.firstmonday.dk/issues/issue4_5/nardi_chapter4.html
Extractions: We define an information ecology to be a system of people, practices, values, and technologies in a particular local environment. In information ecologies, the spotlight is not on technology, but on human activities that are served by technology. A library is an information ecology. It is a place with books, magazines, tapes, films, and librarians who can help you find and use them. A library may have computers, as well as story time for two-year-olds and after-school study halls for teens. In a library, access to information for all clients of the library is a core value. This value shapes the policies around which the library is organized, including those relating to technology. A library is a place where people and technology come together in congenial relations, guided by the values of the library. A hospital intensive care unit is an information ecology. It has an impressive collection of people and technologies, all focused on the activity of treating critically ill patients. Human experts (nurses, physicians, therapists, ethicists) and machines (monitors, probes, and the many other devices in the ICU) all have roles to play in ensuring smooth, round-the-clock care. Though this is a setting with an obvious reliance on advanced technologies, it is clear that human expertise, judgment, empathy, cooperation, and values are central in making the system work. A self-service copy shop is another kind of information ecology. In our local branch of Kinko's, for example, there is a floor full of copy machines, paper stock of different colors and patterns, paper cutters, scissors and glue, computers that can be rented by the minute, and laser printers and scanners. There is also a computer expert who sits on a stool near the row of computers to answer questions. There are workers behind the counter who can help with copying. Customers ask one another where to find supplies and how to get started on an unfamiliar machine. It is a busy and hospitable place.
EV Courses FF Foothills ecology (w/ field trip option invisible is only one of the many stimulatingactivities offered through EV programs serve to teach that significance http://www.evols.org/trn_Courses.htm
Extractions: Environmental Volunteers provide all of the training needed to become an active docent. All subjects include instruction in our teaching model, which centers on hands-on experience for all children served. Click on a program to read its description. Baylands Ecology Earthquake Geology and Preparedness Foothills Ecology All About Birds ... Multi-Subject Training How can a salt marsh harvest mouse survive in all that salty wetness? How does salinity shape the lives of salt marsh plants and animals? Can you find the bay by smell alone? What does the scent of a bay tell us about the health of that environment? Healthy bays contain an abundance of life as well as decay. Knowing about the health and interrelationships of this environment also teaches children why the San Francisco Bay is one of the largest significant estuaries in the world. You will learn about the animals and plants of the diverse Baylands ecosystem, its history and its importance to our region. (Presentation only) (Presentation w/field trip to Palo Alto or
Extractions: Call In Number (202) 275-0166 Access code 5894# Robert Frosch and Nicolas Gallopoulos first popularized the concept of Industrial Ecology in their 1989 Scientific American article, "Strategies for Manufacturing." In the ensuing decade, the concept has often been linked with the idea of industrial symbiosis - where wastes from one process become the feedstock for others. When these symbiotic relationships are extended throughout a network of businesses, an industrial "food chain" emerges, where waste is minimized and the maximum value is extracted from all raw materials. While "real-life" industrial ecosystems fall somewhat short of this goal, this concept is vital to the realization of sustainable economies. Hence, the creation of industrial ecosystems has both an intuitive and an analytical appeal as an organizing principle for sustainable economies. The value of the ecological analogy extends beyond the concept of industrial symbiosis. This talk will explore other potential applications of the ecological metaphor, and how these applications may help to provide a more rigorous foundation for moving toward a "science of sustainability." The speaker will discuss how ecologically derived examples such as adaptability, biomimicry, and temporal progression can be applied to sustainability, and why such concepts may alter the engineering-based paradigms that are often applied to sustainable product development.
