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Description: This teaching guide deals with the ecological composition of a marsh and the ecological effects certain changes might have on a marsh. This study focuses on the fresh water marsh found in the Florida Everglades which can furnish the student with several examples of past, present, and possible future ecological changes which impact this ecosystem. The study is developed around eight basic inquiry questions about change in the ecosystem of a marsh, which are accompanied by a series of learning activities. No one activity will answer all of the questions; however, completion of all investigations should provide the student with sufficient data on which he can develop tentative conclusions. The student learning activities have been designed into a role-playing simulation entitled"The Everglades Survival Game." The guide is divided into three sections. The inquiry questions, section one, outlines the activities for the simulation game and includes learning activities, resources, evaluation, and teacher suggestions. The student materials, section two, are statements, background information or activities which are used in the game. The teacher comments, section three, introduces role playing, and provides an overview of the game, game roles, game rules, and materials needed for the game. (TK)
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Subject: Conservation Education, Elementary Education , Environmental Education
Group: ERIC -- Education
Creator: Brevard County School Board, Cocoa, FL
Source: OCLC ERIC
Language: English
Format: PDF
Type: Text
Pub Date Free From: 1974-00-00
Accession Number: ED106078
Description: This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their habitats, noting their behavior, examining the environmental, economic, and political factors that affect their condition, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Before Viewing the Program" that familiarizes students with the program's subject and allows them to set purposes for viewing; and (3) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program. Some lessons also contain: (i) "Objectives" that provide the teacher with measurement goals; (ii) "Vocabulary" that features definitions of unfamiliar words used in each program; and (iii) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide examine the natural history of North America. Program titles include "The Great Encounter,""Conquering the Swamps,""Across the Sea of Grass,""The First and Last Frontier,""Confronting the Wilderness,""Into the Shining Mountains,""Living on the Edge," and "Searching for Paradise." (Contains 41 references.) (WRM)
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Subject: Secondary Education, Elementary Education
Group: ERIC -- Education
Creator: Jones, Teri Crawford, Taragan, Barbara, Thirteen WNET, New York, NY;Public Broadcasting Service, Washington, DC. PBS Elementary/Secondary Service
Source: OCLC ERIC
Language: English
Format: PDF
Type: Text
Date: 1993
Accession Number: ED460848
Place Of Publication: Thirteen-WNET, 356 58th Street, New York, NY 10019. Web site: http://www.pbs.org; Web site: http://www.wnet.org.
Description: There has been an increased use of authentic practices in both science and environmental education in recent years. Such practices can utilize social constructivist frameworks to consider the learning that may be taking place as students become engaged in tool use. The current study focuses on a group of elementary school students studying the Everglades in the field and in a classroom setting during one academic year. In particular, we observed students' use of tools (identified as tool-conventions to include both artifacts and conventions) and compared their use in both settings. We found that in the field, students spent considerable amount of time engaged in data collection activity such as taking observations and measurements that resembled what scientists might be doing and included the invention of new tools to facilitate data gathering. In this context, students generally worked more independently from the teacher, collaborated in small work groups, and engaged in more self-directed inquiry. In the classroom, while some of the scientific field tools were practiced in anticipation of their use in the field, activity included more teacher direction, often resembling what might be found in other types of classroom work and the tools used there often supported this work. Models of tool use based on Yrjo Engestrom's activity approach were constructed for both settings. Implications of the results include the importance of viewing tool use in authentic learning with a sociocultural and activity perspective to reflect the socially constructed nature of such learning. (Contains 5 figures, 1 table, and 3 endnotes.)
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Subject: Environmental Education, Elementary Education
Group: ERIC -- Education
Creator: Lewis, Scott, O'Brien, George E
Source: OCLC ERIC
Language: English
Format: PDF
Type: Text
Date: 2012
Pub Date Free From: Jul
Accession Number: EJ990527
Other Pages: 458
Periodical Full: International Journal of Environmental and Science Education
Start Page: 433
Volume: 7
Links: http://files.eric.ed.gov/fulltext/EJ990527.pdf
Issue: 3
ISSN ISBN: 1306-3065
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