Integrating Science, Mathematics, And Environmental Education - Resources and Guidelines

8/14/2019 Integrating Science, Mathematics, And Environmental Education - Resources and Guidelines

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eC urr icu lum FileIsR,c I n t e g r a t i n g S c i e n c e , M a t h e m a t i c s ,a n d E n v i r o n m e n t a l E d u c a t i o n :R e s o u r c e s a n d G u i d e l in e s

by: M ark V . Lor son , Joe E . He iml ieh , a nd S igr id Wa gner

Sc ience and Mathemat icsT h e i n t e g ra t i o n o f m a t h e m a t i c s a n d s c i e n c e w i t h o t h e r

s u b j e ct s h a s b e e n a d v o c a t e d f o r q u i t e s o m e t i m e . S e v e r a ll a rge - sca l e i n i t ia t i ve s have been s ugge s t ed in t he l a s t f ewy e a r s . P r o j e c t 2 0 6 1 : E d u c a t i o n f o r a C h a n g i n g F u t u r e , ap r o p o s a l f r o m t h e A m e r i c a n A s s o c i a t io n f o r th e A d v a n c e -m e n t o f S c i e n c e ( A m e r i c a n A s s o c i a ti o n , 1 9 89 ), s u g g e s t st h a t s tu d e n t s n e e d t o u n d e r s t a n d h o w s c i e n c e , m a t h e m a t i cs ,a n d o t h e r s u b j e c ts s t r o n g l y d e p e n d u p o n o n e a n o t h er . T h eH o l m e s G r o u p ( a c o n s o r t i u m o f 9 6 U . S . r e s e a r c h u n i v e rs i -t ie s c o m m i t t e d t o m a k i n g t e a c h e r p re p a r a t io n p r o g r a m sm o r e r i g o r o u s ) a l s o w a n t s c u r r i c u l u m c o n s t r u c t e d t h a t u s e sthe i n t egra t ion o f seve ra l sub jec t s in t he cur r i cu lum b ecauseof t he pow er fu l l e a rn ing tha t it p rov ides (Gr i f f i n , 1991) .T h i r t e e n y e a r s a g o t h e s a m e i d e as w e r e p r e s e n t e d in P r o j e c tS y n t h e s i s , w h i c h a p p e a r e d a s V o l u m e I I I o f th e " W h a tR e s e a r c h S a y s t o t h e S c i e n c e T e a c h e r " ( H a r m s , 1 9 8 0 ).H e r e i t w a s d e e m e d t h a t t h e i n te m l i n g l i n g o f m a t h e m a t i c sa n d s c i e n c e w i t h o t h e r s u b je c t s s h o u l d b e o c c u r r i n g inA m e r i c a n e d u c a t i o n t o p r o d u c e b e t t e r e d u c a t e d a n d i n -f o r m e d c i ti z e n s .

C u r r e n t l y i t i s b e i n g s u g g e s t e d t h a t e l e m e n t a r y a n ds e c o n d a r y s c h o o l s m a y b e f a ll i n g s h o r t i n e d u c a t in g s t u d e n t si n m a t h e m a t i c s a n d s c i e n c e a n d m a y o f t e n s t e e r s tu d e n t sa w a y f r o m t h e s e s u b j e c ts ( S e n a t e R e p o r t 1 0 1 - 41 2 , 1 9 9 0 ) .H o w e , B l o s s e r, S u y d a m , H e l g e s o n , an d D i s i n g e r ( 1 9 8 7 )n o t e t h a t b y g r a d e e i g h t m a n y s t u d e n t s r a t e s c i e n c e a n dm a t h e m a t i c s a s t h e i r l e as t f a v o r i t e co u r s e s w h i l e e l e m e n t a r ya n d h i g h s c h o o l s tu d e n t s r a te t h e m a m o n g t h e i r m o s td i f f i cu l t course s .

H o w e e t a l. , ( 1 9 8 7 ) f o u n d a c a d e m i c s u c c e s s i n s c i e n c ea n d m a t h e m a t i c s t o b e a s t ro n g c o r r e l a t e w i t h p o s i t iv ea t t i tudes and in t e re s t . M e thods t hey repor t ed ava i l ab l e toenha nce a t t i t udes and in t e re s t i nc lude hands-o n ac t iv i t i e s ,wo rk ing w i th o the r s tuden t s , and ene rge t i c , i n t e re s t edt e a c h e rs . M a n i p u l a t i v e s u s e d c o r r e c t l y c a n b e a v e r yn e c e s s a r y p a r t o f s u c c e s s f u l m a t h e m a t i c s a n d s c i e n c ee d u c a t i o n ( M c B r i d e & S i l v e r m a n , 1 9 9 1 ) .

M u c h o f s c ie n c e a n d m a t h e m a t i c s e d u c a t i o n c o m e s f r o mt e x t b o o k s a n d w o r k b o o k s w h e r e t h e a p p r o a c h t o t e a c h i n gappea rs t o be l ec tu re and rev i ew. Al so , t e ache rs , i t ha s l ong

b e e n r e c o g n i z e d , te n d t o s k i m p o n p r e s e n t in g n e w e rconc ep t s o r t op i c s tha t i n t imida t e t hem or i n which they l acka d e q u a t e k n o w l e d g e . F o r e x a m p l e , in m a n y e l e m e n t a r yc l a s s r o o m s m a t h e m a t i c s a n d s c i e n c e a r e g i v e n s m a l l t i m ef rames usua l ly nea r t he end o f t he schoo l day . I t i s d i f f i cu l tf o r t h e s tu d e n t t o d e v e l o p a n a p p r e c i a t io n f o r s c i e n c e o rm a t h e m a t i c s w h e n t h e i n s t r u c to r s t h e m s e l v e s s h o w l i tt l ei n t er e s t o r m o t i v a ti o n . E n v i r o n m e n t a l t o p ic s m a y b e t h ef o c a l p o in t f o r c o m b i n i n g s c i e n c e a n d m a t h e m a t ic s .

En v ir o n m e n t a l Ed u c a t io nI t ha s bee n repo r t ed tha t ve ry l i t t l e time i s spen t i n t he

c l a s s r o o m o n e n v i r o n m e n t a l e d u c a t i o n s u b j e c t s u n l e ss t h et eache r has a spec i a l i n t e re s t i n t he spe c i f i c t op i c o f s tudy( H o w e e t a l. , 1 9 8 7 ) . T h i s l a c k o f t i m e f o r e n v i ro n m e n t a le d u c a t i o n c o u p l e d w i t h t h e l a c k o f a d e q u a t e t im e a l l o t t e d f o rma thema t i c s and sc i ence ins t ruc t ion sugges t s t ha t i n t egra t -i n g t h e t h r e e - - m a t h e m a t i c s , s c i e n c e , a n d e n v i ro n m e n t a le d u c a t i o n - - i n t o o n e l e a m i n g a c t i v it y c a n b e a p r o d u c t i v eu s e o f e d u c a ti o n a l t i m e a t a n y g r a d e l e v e l .

M o n r o e ( 1 9 9 1 ) s t at e s t h a t th e g o a l o f e n v i ro n m e n t a le d u c a t i o n i s t o " p r e p a r e c i t i z en s c a p a b l e o f a c ti n g o n b e h a l fo f t h e e n v i r o n m e n t . " D i s i n g e r a n d L i s o w s k i ( 1 9 8 6 ) s ta t et h a t o n e o f t h e t a s k s o f e n v i r o n m e n t a l e d u c a t i o n i s t oin t egra t e knowledge f rom the d i sc ip l ines ac ross t he na tu ra l ,s o c i a l, a n d p s y c h o l o g i c a l s c i e n c e s . T h e r e a c h in g o f t h i sg o a l c a n b e a i d e d b y u s i n g e n v i r o n m e n t a l e d u c a t i o nc o n c e p t s a s a v e h i c l e f o r d e l i v e r in g s c i e n c e a n d m a t h e m a t -i c s i ns t ruc t ion by in fus ing the t h ree i n to an approa ch tos tudy env i ronm enta l top i c s (Cha r l e s , 1990) . Ra re ly doe n v i r o n m e n t a l p r o b l e m s n o t i n c l u d e m a t h e m a t i ca l a n dsc i ence o r i en t ed a spec t s (Mon roe , 1991). Beca use sc i ence ,m a t h e m a t i c s , a n d e n v i r o n m e n t a l e d u c a t i o n a r e i n t e r m i n g l e di n e v e r y d a y l if e i t o n l y f o l l o w s t h a t t h e s e s h o u l d b e s i m i -l a r ly appro ached in t he c l a ss room to p repa re s tuden t s fo r t hew o r l d o u t s i d e o f s c h o o l ( W i e b e , E c k l u n d , & H i l l e n , 1 9 8 6 ) .

Integration Just if icat ionW hy i s i t impo r t an t t ha t t he se t h ree a reas be i n t egra t ed?

E n v i r o n m e n t a l e d u c a t i o n c o n c e p t s a f f e c t al l p e o p l e r e g a r d


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o f S c i e n c e T e a c h e r E d u c a t i o n P a g e 9

less o f r ace o r na t ional i ty . Env i ronm enta l educat ion i s am o d e l f o r en co u r ag i n g s t ud en t s t o co n s i d e r h o w t h e i rbehav io r af f ec t s o ther peop le and cond i t ions o f the env i ron-me nt (Yam ber t , D i l lon , & Donow , 1985) . S tuden ts shou ldh av e an o p p o r t u n i ty t o b e ed u ca t ed s o t h a t th ey can p r o p e r l yrespond to env i ronme nta l p rob lems tha t w i l l a r ise in the i rl ives , and to do so they need to be taugh t p rob lem-so lv ingand decis ion-ma king techn iques . A know ledge base i s a l socr i t ica l to wo rk ing in th i s a r ena . I f s tuden ts ar e to he lppro tec t the env i ronme nt , they need n o t on ly a w i l l ingness toact bu t a l so an un der s tand ing o f eco log ica l and sc ien t i f icfundam enta l s (Beat ty , 1978).

The incorpora t ion o f mathem at ics in to r ea l - li f e env i ron-men ta l s i tua t ions i s a l so va luab le because m athem at ics i s acrea t ive p rocess in i t se l f - -no t one tha t jus t u t i l i zes reca l ledco n cep t s an d p r o g r am m ed an s w er s ( A m er i can A s s o c i a t i o n ,I989) . Ma thema t ics needs to be in tegra ted to o ther ar eas o ft h e cu r r icu l u m s o ch i l d ren can m ak e co n n ec t io n s b e t w eenabs t r ac t mathem at ica l concep ts and r ea l l i f e s i tua t ions(McB r ide & Si lverman , 1991) . Ma them at ics can p rov ideclar i ty , ob jec t iv i ty , and under s tand ing to p rob lems a t hand .T h e co m b i n a t i o n o f s c i ence , m a t h em a t i c s , an d en v i r o n m en -ta l educat ion ac t iv i t ies a l lows fo r var ied approaches andapp l ica t ions to mathem at ica l top ics . S tuden ts ar e o f teng iven a chance to s tudy p rob lems and a t tem pt the i r ow nso lu t ions in sc ience/m athem at ica l /env i ronme nta l ac t iv i t i es .Ma them at ics i s an impor tan t r esource in the de terminat ionof poss ib le so lu t ions to these ac t iv i t i es (Monroe , 1991) .Th is a l lows s tuden ts to be cr ea t ive in mathem at ica l thoug h twi tho u t necessar i ly wor ry ing abou t ar r iv ing a t the " r igh t"answer . Typ ic a l ly , p rob lem so lv ing i s invo lved in thesecom bined app roaches , g iv ing s tuden ts the oppor tun i ty tocen ter the i r though ts and u se a l l o f the i r avai lab le math -emat ica l and r eason ing concep ts .

Science p rov ides the p r inc ip les o f ques t ion ing , inves t iga t -ing , hypo the s iz ing , and d i scover ing . M any i s sues o f socie tyt o d ay i n v o l v e co m p l i ca t io n s f r o m t h e ad v an cem en t s o fsc ience (Beat ty , 1978) . S tudy ing and evaluat ing theseprob lems can a id the s tuden t in develop ing decis ion-makingp r o ces se s w h e r e t h e s t u d en t can w o r k w i t h r ea l en v i r o n m en -ta l p rob lems cur r en t ly f ac ing the p lanet o r those in thefu tu re . In o rder to bes t approach these p rob lems a work ingk n o w l ed g e o f ce r ta i n co m p o n en t s o f s c i en ce a r e f u n d am en -ta l fo r the qual i f ica t ions needed fo r com peten t c i t i zenry(Monroe , 1991) .

S u n m m r yThe in tegra t ion o f mathem at ics , sc ience , and

env i ronm enta l educat ion permi ts the s tuden ts to ga in f romal l th r ee ar eas s imul tane ous ly . Science encomp asses the ar to f ques t ion ing , inves t iga t ing , hypo thes iz ing , andd iscover ing . Ma thema t ics i s the language tha t p rov ides

c lar i ty , ob jec t iv i ty , and under s tand ing . M any o f the majorcon tem porary i s sues invo lve socie ta l is sues s temm ing f romadvance men ts in sc ience (Wiebe , Eck lund , & H i l len , 1986).Prob lem so lv ing , c r ea t ive mathe ma t ics and sc iencet h i nk i n g , co re k n o w l ed g e , d ec i s i o n m ak i n g , an denv i ronme nta l t r a in ing are a l l avai lab le in one t ime per iodin a p roper ly conce ived and d i r ec ted ac t iv i ty . Teach er s , too ,a r e m o r e i n t e re s t ed w h en u s i n g m e t h o d s an d co n cep t s m o r ef am i l i a r t o th em . B y i n c r ea si n g aw ar en es s an d m ak i n g am o r e e f f ec t i v e u s e o f c l a s s r o o m t i m e w e m ay g e t c l o s e r t op r o d u c in g t h e i n f o r m ed c i t iz en n eed ed f o r t o d ay ' s w o r l d .

R e f e r e n c e sA m er i can A s s o c i a ti o n f o r t h e A d v an ce m en t o f S c i en ce .

(1989). Science for a l l Amer icans : Sunmmty , pro jec t2061. W a s h i n g to n , D C : A A A S B o o k s . ( E R I C D o c u m e n tReproduct ion Serv ice No . ED 309 060)

Beat ty , M. T . (1978). Natu ra l and env i ronm enta l r esourceprograms: Un iver s i ty o f W iscons in ex tens ion as a cases tudy in env i ronm enta l educat ion . In C. Scho enfe ld & J .D is inger (Eds . ), Environm ental education hz act ion-l l :Case s tud ies o f env i ronmenta l s tud ies program s h icolleges and universities today. C o l u m b u s , O H : E R I CClear inghouse fo r Science , Mathemat ics , and Env i ron-m en t a l E d u ca t i o n . ( E R I C D o cu m en t R ep r o d u c ti o nServ ice No . ED 152 557)

Char les , C . (1990). W holeea r th learn ing : Sus ta in ing andenhanc ing a l iveab le fu tu re . Clearing, 65. pp. 3 , 4 , 34,35 .

Congress o f the U .S . (1990). Excellence in mathematics,science, a nd engh leering act o f 1990. (Senate R epor t 10 t -412 , 101st Congress , 2d Sess ion) . Wash ing ton DC:S en a t e C o m m i t t ee o n L ab o r an d H u m an R es o u r ces .

AA AS . (1986). Resp onse to "cr i s i s in sc ience educa t ion" .(1986). Science, 234(4777), 752-753.

Dis inger , J . F . , & L isowsk i , M. (1986). Teaching activitiesin science~society~technology/environment. C o l u m b u s ,O H : E R I C C l ea r i n g h o u s e f o r S c ien ce , M a t h em a t i c s , an dE n v i r o n m en t a l E d u ca t i o n . ( E R I C D o cu m en t R ep r o d u c -t ion Serv ice No . ED 282 711)

Grif f in , G. (1991) . Tow ard a communi ty o f l earning: Thepreparat ion and conthming education o f teachers. AR ep o r t o f th e C u r r i cu l u m C o m m i t t ee o f th e H o l m esG r o u p t o U n i v e r s it y an d S ch o o l F acu l t y E n g ag ed i nE d u ca t i n g T each e rs . E as t L an s i n g , M I : H o l m es G r o u p ,I n c. ( E R I C D o cu m en t R ep r o d u c ti o n S er v iceN o . E D 3 3 0 6 5 0 )

Ha rms, N. (1980) . Pro ject synthesis: An hzterpretiveconsolidation o f resear ch identifying need s in natu ralscience education (F inal Repor t ) . Bou lder , CO: C oloradoU n i v e r s it y . ( E R I C D o cu m e n t R ep r o d u c ti o n S e rv i ceNo. ED 216 885)


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n a l o f S c i e n c e T e a c h e r E d u c a t i o n P a g e 9

H o w e , R . W . , B l o s se r , P . E ., S u y d am , M . N . , H e l g es o n , S .L . , & D is inger , J . F . (1987) . Persisteatproblems hzprecollege mathematics, science, and environmentaleducation: Issues, trends, and recommendations. C o l u m -b u s , O H : E R I C C l ea r i n g ho u s e f o r S c i en ce , M a t h em a t i c s ,an d E n v i r o n m en t a l E d u ca t i on . ( E R I C D o cu m en t R ep r o-duct ion Serv ice No . ED 281 910)Mc Br ide , J . W . , & Si lverman , F . L . (1991). In tegra t inge l em en t a r y / m i d d l e s ch o o l s c ien ce an d m a t h em a t i c s .School Science and Mathematics, 91(7), 285-292.

Mo nroe , M. C. (1991). Me et ing the mandate : In tegra t ingen v i r o n m en t a l ed u ca t io n . Clearing, 71, 8-11.

W iebe, A . , Eck lund , L . , & H i l len , J . ( 1986) . Overhead andUnderfoot ( B o o k D ) . F r e sn o , C A : A I M S E d u ca t io nF o u n d a t i o n . ( E R I C D o cu m en t R ep r o d u c ti o n S e rv i ceNo. ED 283 696)

Yam ber t , P . A . , D i l lon , R . F . , & Do now , C. F . (1985).Env i ron men ta l educat ion ac t iv i t i es to enhance decis ion-m ak i n g . ( E R I C D o cu m en t R ep r o d u c t i o n S e r v iceN o . E D 2 5 3 4 3 7 )

T E A C H I N G A C T I V IT I E SM any teach ing ac t iv i t ies and ideas fo r use in p r imary and

s eco n d a r y ed u ca t i o n co n ce r n i n g t h e i n t eg ra t i o n o f m a t h -em a t i c s , s c ien ce , an d en v i r o n m en t a l ed u ca t i o n can b e f o u n din the ERIC database . Prov ided below i s a b r ief descr ip t ionof severa l o f these ac t iv i t ies :

P r o j ec t C .A .R .E , i s t o d ev e l o p in e l em en t a r y st u d en ts asense o f r espons ib i l i ty towards an imals tha t a r e par t o f ourl ives . N ine ac t iv i t i es ar e p rov ided . [Rhyne, P . , & M i tchel l ,J . (1986) . Project C.A.R.E. caring for anhnals: Responsibleeducation. M ar i e t ta , G A : K en n es aw C o l leg e . ( E R I CD o cu m en t R ep r o d u c t i o n S e r v ice N o . E D 2 8 4 7 4 3) ]

P o p u l a t i o n p r o v id es f o u r ac t iv i ti e s f o r e lem en t a r ys tuden ts concern ing census tak ing , exponen t ia l g rowth , anda g row ing wo r ld popu la t ion . [Holm, A . E . (1986). Poptda-tion: Global issues education packet. W as h i n g t o n , D C :G l o b a l T o m o r r o w C o a l i ti o n . ( E R I C D o cu m en t R ep r o d u c -t ion Serv ice No . ED 297 980)

W et an d W i l d W at e r p r o v i d es ac t iv i t ie s f o r e l em en t a r ys tuden ts on w ater econom ics ; water spor t s, a th le tes , andwa ter an imals ; f amous exp lo rer s ; my ths , l egends , ands t r ange occur rences ; and g lobal r espons ib i l ity . [ I nd ianaSta te Depar tme nt o f Educat ion . (1990) . Wet attd wildwater. I n d ian ap o l is , I N : C en t e r f o r S ch o o l I m p r o v em en t an dP e r f o rm an ce . ( E R I C D o cu m en t R ep r o d u c ti o n S e rv i ce N o .ED 338 478) ]

M au d e V i s i ts . .. u s e s a f i c t io n a l M au d e ch a r ac te r i nt r avels around the w or ld us ing f i lms t r ips and aud io tapes .Th is ar t i c le d i scusses us ing Mau de to teach abou t maps ,

m o n e y , h ea t m o v em en t , an d o t h e r s c i en ce co ncep t s .[ R u b i no , A . M . , & D u er l in g , C . K . ( 1 9 9 I ) . A r o u n d t h eW or ld in Science Class . Science and Children, 28(7) , 37-39.]

C o a s t a l C ap e r s i s a m ar i n e ed u ca t i o n p r i m er to i n t ro d u cethe mar ine env i ronm ent to e lemen tary s tuden ts . I t p rov idesact iv i t ies on coun t ing , ma pp ing , g raph ing , and o ther s .[Spence , L . , & Cox , V . B. (1984). Coastal capers: Amarine education prhner. Rale igh , NC: Nor th Caro l inaS t a te U n i v e r s i ty . ( E R I C D o cu m en t R ep r o d u c t io n S e r v iceNo. ED 276 597)]

M a g i c D ay prov ides e lem entary s tuden ts w i th ac t iv i ti est h a t en co u rag e en v i r o n m en t a l aw ar en es s b y m o v em en t ,touch ing , f ee l ing , tas t ing , and shar ing exper iences ga inedf rom inves t iga t ing ceme ter ies . [Wal l , G . , Crump, C. , DelGrande, V . , & Squ i r es , F . (1992) . Magic day malti-disciplhlary mtdti-sensory awareness gathered and inte-grated into the cttrrictdum. ( E R I C D o c u m en t R ep r o d u c t io nServ ice No . ED 352 271] )

O v e r h e a d a n d U n d e r f o o t p r ov i de s m a n y a c ti v it ie s f o re l em en t a r y s tu d en t s K - 4 o n w ea t h e r , p l an ts an d an i m a l s ,po l lu t ion , and so i l s and rocks . [Wiebe , A . , Eck lund , L . , &Hillen , J . (1986) . Overhead and Underfoot ( B o o k D ) .F r e s n o , C A : A I M S E d u ca t i o n F o u n d a t io n . ( E R I C D o cu -men t Reproduct ion Serv ice No . E D 283 696)]

P l an e t P a t r o l i s in t en d ed t o co n v ey an u n d e r s t an d in g o ft h e f o u r m e t h o d s o f s o li d w as t e h an d l i n g a s r eco m m en d edby the EPA. Fou r ac t iv i t i es ar e p rov ided fo r g rades 4 -6 .[Shively , P. J . (Ed.) . (1990) . Planet patrol: An educationaltrait on solid waste solutions for grades 4-6. Cincinnat i ,O H : P r o c t o r an d G am b l e . ( E R I C D o cu m en t R ep r o d u c t i o nServ ice No . ED 331 707)]

S o i l an d W at e r C o n s e r v a t i o n i n t eg r at e s s o il an d w a t e rconservat ion in to the 4 th , 5 th , and 6 th g rade c lass roombui ld ing an awareness o f food p roduct ion . I t con ta insact iv i t ies on land su rvey ing , r a in fa l l amounts , and ca lcu la t -ing soi l loss . [Patterson, J . (1986) . Farm and food bytes:Soil and water conservation ( T each e r ' s G u i d e an d S t u d en tS t u d y M an u a l ). A n k e n y , IA : S o i l an d W at e r C o n s e r v a ti o nS o c i e ty . ( E R I C D o cu m en t R ep r o d u c t io n S e r v ice N o .ED 289 705)]

E n v i r o n m e n t a l Edu cat ion Act iv i ti es to E n h a n c eDecis ion-Making prov ides ac t iv i t i es on foods in o therlands , shopp ing : an env i ronme nta l adven tu re , a s take in theland , and measur ing s i los . [Yam ber t , P . A . , D i l lon , R . F . , &Do now , C. F . (1985). Environmental education activitiesto enhance decision-making. ( E R I C D o cu m en t R ep r o d u c -t ion Serv ice No . E D 253 437) ]


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O u r W o n d e r f u l W o r l d p r ov i de s n i n e te e n a ct iv i ti e s f o r5 th th roug h 8 th g rader s on a i r , water , t ransp i r a t ion , so i l ,p lan ts , and an imals / insec ts . [Wiebe , A . , Eck lund , L . , &M ercier , S. (1986) . O ur w onde r f td w or l d : So l u t i ons f o rm a t h + s c ie nc e (Env i ronm enta l S tud ies , Bo ok 7 ). Fresno ,C A : A I M S E d u ca t i o n F o u n d a t i o n . ( E R I C D o cu m en tReprod uct ion Serv ice No . ED 283 706) ]

B e a c h e s in t roduces jun io r h igh s tuden ts to the phys ica land b io log ica l p rocesses o f the beach zone . Con ta ins fourac t iv i t ies encom pass ing ten days . [Mar re t t, A . (1980) .Beach es : Ocean re la ted cur r iculum ac t iv i t ie s . Seat t le ,W A : P ac i f ic S c i ence C en te r . ( E R I C D o cu m en t R ep r o d u c -t ion Serv ice No . ED 289 674)]

B e a c h P r o f i le s a n d T r an s ec t s p r o v i d es in s t ru c t io n o n 1 )h o w t o m eas u r e an d r eco r d t h e p r o f il e o f a s l op e an d 2 )sampl ing popu la t ions us ing the s ing le l ine t r ansect quadra tmetho d . Prov ides e igh t ac t iv i ti es fo r jun io r h igh s tuden ts .[Jones, C . (1980) . Beach prof i l e and t ransec ts : Oceanre la ted cur r icuho n ac t i vi t ie s . S ea t t le , W A : P ac i f ic S c i en ceC en t e r. ( E R I C D o c u m en t R ep r o d u c t i o n S e r v ice N o . E289 673)]

W h a t a r e t h e A B C ' s o f M a r i n e E d u c a t i o n ? i nc lu d esideas and ac t iv i t i es fo r jun io r h igh s tuden ts foc us ing on theG u l f o f M a i n e t o b e u s ed i n en t i re t y o r a s s o u r ces f o r u s u a lcur r icu la . Con ta ins ac t iv it i es on aquar iums , comm ercia lf i sher ies , es tuar ies , g lac ia t ion , the oce an , pond s andpudd les , uses o f the sea , and zones . [Bu tzow, J . W. (1982).W hat a r e t he A B C ' s o f m ar i ne e duc a t i on ? A n i n tr oduc ti onto mar ine educat ion in the Gtd f o f Mah~e region . M N :M ai n e U n i v e r si t y . ( E R I C D o cu m en t R ep r o d u c t io n S e rv i ceNo. ED 238 726)]

M u l t i d i s c i p l i n a r y W i l d li f e T e a c h i n g A c t i v it i es c o n t a in sma ny ideas and ac t iv i t i es fo r a l l a r eas . Am ong thoseincluded fo r jun io r h igh s tuden ts inc lude bu i ld ing a b i rdnes t , an imal t r acks , d r ink ing water , deser t to r to ise , how longdoes i t t ake? , an imals can te l l Fahrenhei t , and ma ny o ther s .[Hem brode, W . R. (1978). Midtidiscipl inar) ' wi ldl i feteaching act ivi t ies . C o l u m b u s , O H : E R I C C l ea r in g h o u s e f o rS c i en ce , M a t h em a t i c s , an d E n v i r o n m en t a l E d u ca t i o n .( E R I C D o cu m en t R ep r o d u c ti o n S e r v i ce N o . E D 1 62 8 9 7) ]

E l em en t a r y A c i d R a i n K i t p r o v id es s ix ac ti v it i e s f o rg rades 4 -8 on logar i thm s , me asur ing pH, neu t r a l iza t ion , andacid rain . [Stubbs, H. S. , Klin"ldaammer, M. L., & Kn it t ig ,M . (1985). Elementar ) ' ac id rah~ k it , gra des 4-8 . St. Paul ,M N : A c i d R a i n F o u n d a t i o n . ( E R I C D o cu m en t R ep r o d u c -t ion Serv ice No . ED 270 302)]

T e a c h i n g A b o u t H a z a r d o u s a n d T o x i c M a t e r i al sprov ides 2 ac t iv i t ies ( among o ther s ) 1 ) W here do they com ef rom ? fo r g rades 4 -6 iden t i f ies the sources o f so l id w as te

and the p rob lems associa ted w i th p roduct ion levels . 2 )Pes t ic ides: Bless ing o r Cur se? fo r g rades 7 -9 iden t i f iesin fo rmat ion f rom pes t ic ide labels to de termine tox ic i ty andpo ten t ia l hazards . [D is inger , J . F . & L isow sk i , M. (1985).Teach ing abou t hazardous and tox ic mater ia l s. Co lum bus ,O H : E R I C C l ea r i n g h o u s e f o r S c ien ce , M a t h em a t i c s , an dE n v i r o n m en t a l E d u ca t i o n . ( E R I C D o cu m en t R ep r o d u c t i o nServ ice No . ED 273 432) ]

T h e T o w n s h i p o f O c e a n S c h o ol D i s tr ic t C o n t e m p o r a r yS c i e n c e C u r r i c u l u m G u i d e descr ibes a fu l l year , cos tef f ec t ive cour se w hich encou rages ac t ive par t ic ipa t ion fo rn o n - acad em i c , d i s a ff ec t ed t o co l l eg e b o u n d h i g h s ch o o ls tuden ts a l ike . Am ong o ther top ics d i scussed are : popu la-t ion , po l lu t ion , water po l lu t ion , no ise p o l lu t ion , and energ yresources. [Truex, R. T. (1987) . T ow ns h i p o f oc ean s c hoo ld i s t r ic t contemporar ) ' s c i eace (Cur r icu lum Guide) . T ren ton ,N J : N ew J e r s ey S t a t e D ep a r t m en t o f E d u ca t i on . ( E R I CD o cu m en t R ep r o d u c t io n S e r v i ce N o . E D 3 27 4 1 3 ) ]

P o p u l a t i o n E d u c a t i o n A w a r e n e s s A c t i v it i e s discussesm e t h o d s t o h e l p s t u d en ts b eco m e aw ar e o f p o p u l a t i o ngrowth . Prov ides ideas fo r ma k ing a d i ff er ence in popu la-t ion g rowth . [Brouse , D . E . (1990). Popu la t ion educa t ionawareness ac t iv i ti es . The Sc ience Teacher , 57(9) , 30-33.

M a r i n e S c i e n c e P r o j e c t descr ibes an ac t iv i ty o r ien tedmar ine sc ience cur r icu la fo r t each ing bas ic mar ine sc iencesk i l ls and know ledge fo r g rades 2 , 4 , 6 , 7 -8 , and 9 -12 .[Marganoff , B. (Ed.) . (1991) . A resource guide to e l emen-tar )' s c i ence progra ms: Nat ional , s ta te an d conmnm i ty -bas e d p r ogr am s . N ew J e r s ey D ep a r t m en t o f E d u ca t io n .( E R I C D o cu m en t R ep r o d u c t i o n S e rv i ce N o . E D 3 3 8 4 8 1 )]

P r o j e c t L e ar n i n g T r ee p r o v id es a de s c r ip t io n o f ap rogram which p rov ides teach ing s t r a teg ies , ac t iv i t i es , andresources to he lp s tuden ts becom e aw are o f the i r p resence inthe env i ronm ent , the i r impact upo n i t , and the i r r espons ib i l-i ty fo r i t. [A mer ican F ores t Found at ion . (1987). P r o j e c tl earnhlg t r ee : A prog ram of the Am er ican Fores t Fol t t tda-t ion. W as h i n g t o n , D .C . ( E R I C D o cu m en t R ep r o d u c t i o nServ ice No . ED 290 612)]

T ea ch i n g i n t h e O u t d o o r s i s a b o o k d ev o ted t o p r o v id -ing hundreds o f ideas fo r ins t ruc t ing s tuden ts o f a l l agesu t i l i z ing areas avai lab le ou ts ide o f the schoo l bu i ld ing .[ H am m er m an , D . ( 1 9 8 5 ). Teachhlg in the outdoors .Danvi l le , IL : In ter s ta te Pr in ters and Pub l i sher s . (ER ICDocument Reproduct ion Serv ice No . ED 282 718) ]

10 1 W a y s t o T e a c h a b o u t E x p o n e n t i a l G r o w t h a n d i t sC o n s eq u e n ces p r o v i d es i d eas an d ac t iv i ti e s o n ex p o n en t i a lg rowth and i ts consequences . I t a l so p rov ides backgroundinform ation for teache rs . [A llen, R. F. (1983). 101 ways toteach about exponent ia l growth and i t s consequences .


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Sebring, FL: Tri-County Teacher Educat ion Center. (ERICDocum ent Reproduct ion Serv ice No . ED 225 856)]

T each i n g A c t i v it i es i n Sc i en ce / So c i e t y /T ech n o l o g y /En vir on m en t c ontains many act ivi ties fo r al l grade levels anddiscipl ines . W orksheets and discussion quest ions are pro-vided . [Disinger, J. F., & Lisow ski, M . (1986). Teach ingactivities in science/sociely/teclmology/enviromnent. Co l u m-bus, OH: ER IC Clearinghouse for Science , Mathematics , and

Environmental Education. (ER IC Docu me nt Reprod uct ionServ ice No . ED 282 711)]T each i n g Bas i c Sk i ll s t h ro u g h E n v i ro n m en t a l E d u ca t i o nActivi t ies pro vides 22 act ivi t ies (among others) for al l levels .These range from count ing leav es to noise absorpt ion by t reesto r iver carrying capaci ty. [Bow ma n, M. L. (1979). Teaching

bas ic skills through environmental educ ation activities.Columbus , OH: E RIC Clear inghouse fo r Science, Mathemat -ics, and Environmental Education. (ERIC Docu me nt Rep ro-duct ion Service No. ED 196 704)

This document was funded by the Of fi ce o f Educationa lResearch an d Improvement, U.S. Department ofEdu cat ion under contract n o. RI-88062006.Opinion s express ed in this d ocu men t do no t necessari lyref lect the posi t ions or pol icies of OERI o r the Depa rtmentof Educat ion.

1ER'cl Educ at ional Resources Informat ion Center. Thenat ionw ide nform at ion system ini t iated in 1966 by theU.S. Department of Educat ion. ERIC is the largest andmost f requent ly used database in the wor ld .SE 053 4

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Integrating Science, Mathematics, And Environmental Education - Resources and Guidelines

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