[PDF] A Supplementary Program for Environmental Education Language

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DOCUMENT RESUME

ED 055 919

SE 012 634

AUTHOR

Warpinski, Robert

TITLEA Supplementacy Program for Environmental Education,Language Arts, Grades K Through 12. INSTITUTIONProject 1-C-E, Green Eay, Wis.PUB DATE(71]

NOTE376p.

EDRS PRICE

MF-$0.65 BC-$13.16

DESCRIPTORSBehavioral Objectives; *Elementary Grades;*Environmental Education; Fundamental Concepts;Instructional Materials; *Language Arts; LearningActivities; Lesson Plans*Secondary Grades;

*Teaching Guides

IDENTIFIERSESEA Title III

ABSTRACT

Presented in these 13-teacher's guides for g. desK-12 are lesson plans and ideas for integrating language arts andenvironmental education. Each lesson-originates with 4 fundamentalconcept-pertaining to the environment and states, in addition, itsdiscipline area, subject area, and problem orientation. Followingthis, behavioral objectives and suggested learning experiences are\outlines. Behavioral objectives include cognitive and affective'objectives and skills to be learned, while learning eXperiences liststudent-centered in class activities and outside resource andcommunity activities. Space is provided for teachers to note resource

aai reference materials--publications, audio-visial aids, andcommunity resources. The guides are 'supplementary In -nature- and thelessons or episodes are designed to be placed in existing- coursecontent at appropriate times. This work was prepared Under an ESEA

Title III-contract. .(BL)

Project I - C

INSTRUCTION - CURRICULUM - ENVIRONMENT

C:0 LILA: A. SUPPLEMENTARY PROGRAM FOR ENVIRONMENTAL EDUCATION

DISCIPLINE AREA

Lmaigs2_ArtsGrade1

Produced under Title III E.S.E.

PROJECT I-C-EServing Schocls in CESA's 3-8-91927 Main Street

Green BalrWisconsin54301(414) 44338Robert Warp:

Robert Kell'George Howl'

1-

INSTRUCTION - CURRICULUM - ENVIRONMENT

RAM FOR E

4ENTAL EDUCATION

agtu_ jast_41si

GradeKU.S. DEPARTMENT OF HEALTH,

EDUCATION & WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRO-

DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANI2ATION ORIG-

INATING IT. POINTS OF VIEW OR OPIN-

IONS STATED DO NOT NECESSARILY

REPRESENT OFFICIAL OFFICE OF EDU-

CATION POSITION OR POLICY

III E.S.E.A.

ESA° s 3-43-9Robert Warpinski, Director54301Robert Kellner, Asst. DirectorGeorge Howlett, EE Specialist

PREFACE

If you wish to excite students abouttheir environment, helpof over a hundred teachers, year longmeetings, asummer workshecologists, this guide means realit,t-c,developed aid foryou .which have directed teachers in writingand editing thisguide.1. This guide is.222R15:11fataEz innature and the sylDisodesare dices--to plugnto existing, logicalcourse content.2. Each page or episode offerssuggestions.Since you knowyouto adapt, adopt, ot use. Be design,the range ofsuggesti_onsmentation and usage areeven wider. Many episodesare self-cothers can be changed inpart or developedmore keenly overpossibilities allowyou to explore.Now we urge that you trthe episodes andsuggested learningjagn.The reasons aresimp e.No guide has all theanswersunless viewed in thecontext of your classroomsituation.T1give it a triple reading,check over theresources listed, am-prime your students, andseek help.The Project personnelarknawledgement page standready to aidyour efforts. Feel free4. The Pro'ect ResourceMaterials Centerserves all CESA 3, 8,aprivate.W e iiITTs-FNa-avallaBIZ-MTZrialspre-paid.Call fcvisit.Phone 432-4338.5. Check often theProject ICE Bibliographyin your school libraCenter materials.Pleae offersuggestions, commentsor advservice maygrow.Let's help eachother.1=11171t,22psfelf with the&uide by reactingto it with scratcsuggestions on the episoe pages or use theattached evaluatilected in lateMay nextyear and will be used inour revisionzreacErons andsuggestions--negativeand positive.Please notein the episodesmay refer to specific,local. communityresourccases, individual schooldistricts andteachers wIll havetostitutes.A list ofterms pertinentto the episodes isbelow.Ecologists and otherexperts have simplifiedthe issuesurvix.Creation's beautyand complexitY--oftennoted as the workof aand humanenergy to save.A year's workby a hundred ofyourigesture.Withoutyou, their work willcrumb21., andso might qlet us liveto think, feeland act in harmonywith our world.'

r.-05-gfilfli7e-ME.affSM-MZ..aluFablemental skill,ability, orproc2. Affectiverefers to studentattitudes, values,and feelings3. APWImeans Acceptable PerformanceWill Includelabels a co4. EPA- Environmental ProblemArea.

PREFACE

o excite students about their environment, help is ready.Thanks to the effortsed teachers, year long meetings, a summer workshop, university consultants ands guide means realistic, developed aid for you.Please note the following ideas,cted teachers in writing and editing this guide.Ls12pplet5eaMy in nature and the episodes are designed--at appropriate instan-

iento existing, logical course content.7 episode offers suggesticns.Since you know your students best, you decide whatiopt, or. use. Be design, the range of suggestions is wide;your chances for experi-Id usage are even wider. Many episodesare self-contained, others open-ended, stille changed in part or developed more keenly over a few weeks.These built-inallow you to explore.that you trthe e isodes and suggested learning experiences but pleasepre-easons are simp e.No guide has all the answers and no curriculum will worksd in the context of your classroom situation.Thus, before trying an episode-iple reading, check over theresources listed, make mental and actual notes,etudents, and seek help.The Project personnel and teachers listed on the sa-lt page stand ready to aid your efforts. Feelfree to ask their help in pre-plann n.Resource Materials Center serves all CESA 3,8, and 9 area sehoolspublic and

'Nrii=enariaispre-paid.Call for any help, materials, or toIf, 432-4338.

the Project ICE Bibliography inyour school library for available Resourcelals.Please offer suggestions,comments, or adviceat any timeso that thisgrow.Let's help each other.self with the guide by reactingto it with scratch ideas, notes, and extendedont e episo e pages oruse the attached evaluation format, which will belete May next year and will be usedin our revisions.We sincerely want yourd suggestionsnegativeandposftive. Please note that some resources listeddes may refer to specific,local community resources or conditions.In suchidual school districts andteachers will have to adopt local or available sub-list of terms pertinentto the episodes is below.nd otherexperts have simplified the issuesurvivalyours, mine, our studentsreauty and complexity--oftennoted as the work ofa geniuswill take our geniusergy to save.A year's work by a hundred ofyour fellow teachers is a savingthout you, their work willcrumble, and so mightwe all--literally.Instead,to think, feel, and act inharmony with our world.

Editorial Board-miTaaaa-kWaalFablemental skill, ability, orprocess based on factual data.refers to student attitudes,values, and feelings.; Acceptable Performance WillInclude (labels a cognitive or mental performance.)_ronmental Problem Area-,

ACKNCMLEL)Gr;MENTSt The following teachers and consultants particip of the Supplementary Envitunmental Education Gu

CESA #3Eugene Anderson, PeshtigoLaura Berken, Oconto FallsWillard Collins, CrivitzJohn Cowling, NiagaraNicholas Dal Santo, PembineRobert Dickinson, OcontoAnn Fuhrmann, MarinetteLillian Goddard, ColemanWilliam Harper, LenaRobert Herz, St. James (L)Ester Kaatz, MausaukeeMichael Kersten, SuringDouglas Koch, Cath. CentralDonald Marsh, BonduelDavid Miskulin, GoodmanDon Olsen, ShawenoAnna May Peters, FlorenceElmer Schabo, NiagaraMarion Wagner, CillettRuth Ward, CrivitzGeorge Kreiling, MarinetteMarg. hcCambridge, White LakeVirginia Pomusl, White LakeGallen Braun, LenaKay De Puydt, GillettLousene Benter, GillettCESA #8

Lowell Baltz, WeyauwegaWilliam Behring, LourdesDavid Bell, NeenahMarie Below, ClintonvilleWilliam Bohne, KimberlyBob Church, Little ChuteRonald Conradt, ShioctonLee Hallberg, AppletonRonald Hammond, HortonvilleJerome Hennes, Little ChuteBarbara Huth, MenashaDarrell Johnson, HortonvilleBernadyne King, NeenahHarold Lindhorst, St. Martin(L)John Little, WinneconneGene Ploetz, KaukaunaGordon Rohloff, OshkoshWilliam Schaff, Sp.. JosephDoris Stehr, Mt. Calvary (L)Carolyn Shills, New LondonSister Dorothy, XavierClarence Trentlage, FreedomMike Hawkins, XavierBeth Hawkins, XavierEd Patschke, MenashaConnie Peterson, St. Martin LDallas Werner, KaukaunaRon SchreierOraro

Consultant Staff

Frank Tate, VW-MarinetteEdnajean PurcellCharles Richexds, UW-MarinetteDavid We t, LawrUn e U.Joa

AngHarAnt:LilCare

Joal

Bil:Rev

RobeRUS2Pau:RoySlstJimDoriJoyc

Rick-GlorGentAlan

ThorcRuthJame

John.BenjGregJohnEmma.

Ray iDavicZahnSistE

RobetDenni

e following teachers and consultants participated in the development the Supplementary EnvironmentalEducation Guide. tigo Falls itz embine Alto te mnan (L) ?eng ;entral vnae nette ite Lakee Lake ttCESA #8

Lowell Baltz, WeyauwegaWilliam Behring, LourdesDavid Bell, NeenahMarie Below, ClintonvilleWilliam Bohne, KimberlyBob Church, Little ChuteRonald Ccnradt, ShioctonLee Hallberg, AppletonRonald Hammond, Hortonville

Jerome Hennes, Little ChuteBarbara Huth, MenashaDarrell Johnson, HortonvilleBernadyne King, NeenahHarold Lindhorst, St.MartinJohn Little, WinneconneGene Ploetz, KaukaunaGordon Rohloff, Oshkosh

William Schaff, sp, JosephDoris Stehr, Mt. Calvary(L)Carolyn Shills, New LondonSister Dorothy, XavierClarence Trentlage,FreedomMikE Hawkins, XavierBeth Hawkins, Xavier

Ed Petschke, Menasha

Connie Peterson, St. MartinLDallas Werner, KaukaunaRon Schreier, OutroCESA #9

Joan Alioto, DenmarkAngela Anthony, GibraltarHarold Baeten, St. NorbertAnthony Balistreri, Howard-SuamicoLillian Berges, SeymourCarmella Blecha, Green BayJoan Charnetskis SevastopolBillie Peichtinger, Green BayRev. B. Frigo, Abbot Pennings

Robert Haen, Luxemburgf-CascoRuss Hanseter, SeymourPaul Kane, AshwaubenonRoy Lukes, Gibraltar(L) Sister Anna, St. PhilipsJim Maki, Sturgeon BayDoris Malcheski, Haward-Suam coJoyce Mateju, AlgomaRichard Mintens W. De PereGloria Morgan, Linsmeior PrivateGeorge Pederson, Southern DoorAlan Schuh, PulaskiThomas Weyers, CathedralRuth Windmuller, Green BayJames Wiza, De PereJohn Torgerson, KewauneeBenjamin Roloff, Howard-Suamico

Greg Schmitt, Cathedral

John DeWan, Green BaYEmmajean Hermann, SevastopolRay Gantenbein, Green BayDavid Bar2 tzSturgeon BayJohn Hussey, Green Bay

Sister Barbara, St. Bernard

:te Ednajean Purcell,OSUfarinette David West,Lawrence U. 0

E plant ptotosynthesis_into

T living thin s can use for

BEHA1iTWEI7oBECTIVES

Cognitive:Through panto-mine, the child will recog-nize the sun as the energysource.Affective:Child acceptswhy life t,epends upon thecorrect arrount of sun-shine for strength &rowth.1. EnerEy from the sun, the basic source

all energy, is converted through a form all life ro-esses.

Skills_to- be Learned

Oral expression throughdramatic 17-lay

F-1Discussion about film,

1if used.

r-4 C7)

CZ3Discipline Area

Subject

Problem Orientation

SUGGESTED LEARNz

I.Student-Centered in classactivity1. Two children represen-ting plants In dramaticplay & pantomine show thedifferences In growth &strength of the 2 plantsin experiment. Thirdchild represents the sun-shine.2. Discussion with riddles.(Ex.- What is big, yellow,& round & doesn't make 4.sound. It's far, far away,but we still see It duringthe day.'3. Read story about thesup;Show picture that in-cludes the sUn. Have chil-dren describe what theyseeC-ould-7Make up a story aboutAt.Bulletin boarddisplay.:Sun. in -centerk childrerrplace pieture objects,around-.:that depend on:thesUri-(Label them also, ifdetirecL)

sun, the basic source converted throUgh

Discipline Arealanguage A

is into a form all

SubjectLan uage Arts

use for life pro- Problem Orien ation Energy UseGradeKind.cessesCTIVES pan'7,o-recog-energy cepts n the n- ugh

LmSUGGESTED

Student-Centered in classactivity1. Two childrenrepresen-ting plants in dramatic

play & pantomine show thedifferences in growth &strength of the 2 plantsin experiment. Thirdchild represents thesun-shine.2. Discussion withriddles.-(Ex.- What is big,yelldw,& round & doesn't makeasound. It's far, faraway,but we still see it duringthe day.

Read story about thesun.Show picture that in-cludes the sun.:Havechil-dren describe whattheysee.Could make.:up a stOryaboutit.::

Bulletin board display.Sun in denter;--ChildreW

golact- picture objett$';:around that depend:onthe zun.::.(Label theft' also,4.desired.),I.

Outside Resource and

Community Activities

Resource and Reference Materials

Continuedand Additional Suggested tearPublicationa:Books: ..The Sun, Our Nearest:Star, byFranklyn M. Branley, Crowell,1961

AudioVisual:

unity:

Continued and Additional-:S

ed Lea ning ExiSeences

C 2. All 11vin

oran1sms in

0N themselves and the ,-, envi

E forming an intricaera t among

nment e unit called

T ecosystem.Discipline Area

Lan

Subject

Lan

Problem Orientation

BEHAVIORAL OBJECTIVES_Cognitive:Children arrangeeach system in order.Affective:Children willaccept that all organismscannot live alone.

Skills tO be LearnedLanguage de-Velopment asevidenced in discussionof animal life of localeMath game (Fishing fornumber facts)SUGGESTED LEARN1

I. Student-Centered inclassactivityA. Find pictures & makeecological interdePendencepictures.Bunny \Fox

Grass ----

B. Paste on large drawing:Food ChainsDeer

Hunter

Seaweed

LittleGrass

BIg Fish

D. Their own family Chaintypical foods they ieat.Man

Cow( eat &

asa organisms interaci among and their environment intricate unit calledDiscipline A ea

Language Arts

fl

SubjectLJagRaAt Arts

Problem Orientation

Kg_p_syflfm

)RAL OBJECTIVE

Children arra g

in order.

Children will

all organisms alone. ) Learned nrelopment as in discussion life of locale :Fishing forts)SUGGESTED LEARNING EXPERIENCES Grade _tudent-Centered in.class II. Outside Res urce andactivityCommunity ActivitiesA. Find pictures & make ecological interdependence pictures.

Bunnyj:

Fox Grass

B. Paste on large drawing:

Food ChainsDeer%

Grass

Hunter

C.

Seaweed

-LittleFish

Big Fish

Their own family cha n-i.

typical foods they :eat.Man Re ource a:d Refe-enceMaterialsContinued and Additional Suggest d --Publics lo s:

Audio-Visual:

Seienee MiterialOriginal-drawings of students

-Games

Smokey songs

erials Cent nued and Add tional Suggested Learn nExperiences

Environmental fa_to s are limiting

0W on the _umbers of orpa-isms living

E within their

T environment hasfluence

thuseach a carrying capacity.-Discipline -A ea-

Subject

Problem Orientation

gERAVIORAL 0Cognitive:Children willshow through oral discus-sion ability to make simple& logical judgments.'Affective:Children will_noia that size of-areamits fun &

_:c:111-

to be LearnedOral skillsObservationMaking judgmentsGiving reasons forConditions & feelingsSUGGESTED LEARNI

Student-Centered in classactivity1. Blocks in a ("ontainer.One child can demon-strate that placing blocksin a box is limited. Keepputting in blocks untilcontainer will hold no-more. Discussion & makingoral judgments as to itonly holding a certainnumber.2. Mark off a smallarea &and crowd with childrentill filled. Them, takingthe number of_childreninthe small area, take themoutdoors and let oft play-ground areawhile othersobserve.3. Return to room. Followup with questions:How did you feel?What:could you do & notdo in each space?

ual factors are limiting organisms living

Discipline Area

n_luence thuseachSubject acarring capacity.

Problem Orientation

B ECT1VES

en will al discus- make simple ants.

Idren will

of area tivities. srned ts for alingsLanguage Arts

Language Ar

Population

Density

SUGGESTED LEARNTNG EXPER1ENCtS

Student-Centered in -Classtt: Outsit-activity

1. Blocks in a container.

One child can demon-

strate that placinglolocks in a box is limited. Keep putting in blocks until container will hold no.. -more. Discussion & making oral judgMents as to it only holding a-certain number.

2. Mark off a- small. area &

and crowd with children till filled. Thenl taking the .number of children in the Small-area, take them -outdoors ground area while others observ.0, iiettirn to roomilellow_ up-With qUestiOn6:-: :116W-did:you' feelt

WhatcoUld'you.:do

do'in,,eadh..Space?Grade

CommunityActivities

Resource and- Referen

Publications:-Rabbit Hill by Robert Lawsone Materials

Audio-W

Film:Rabbit Hill, color, 2 reels51 minutes, Brown County

Library.ntinue-

andddiionalSug

Community:ted

:SCALC,Z17,3747:Z7.nf_,' ested Lea ning

Experiences

30T1
els

C 4. An ade ua

0N wa-eupply of

essential for It

BEHAVIORAL OBJECTIVES

CognitiveThe learnerwill t611 a story-aboutgoing without water. Thelearner will list wayshe uses water at school.Affective:The-class willotEez. waysuse water.be writtenin which theyThe list willon board.

Skills -to be- -LearnedLlstp_ng what could notbe done if there-was nowaterQiving a talk aboutthe need or- waterStory7tellingDIscl_p_ 1-e A

Subject

Problem Orle

SUGGESTE

I.

-tudenCen-ered inactivity1. Show pictures of thplaces in the worldwater is found (oce-pond, river)2. Show -plctures of whthere isn't water (dtundras)3. Make bulletin boardabove pictures.4. To see if water Issentlals the chlldrewill not use any wata given amount or tl5.- Children will listthings they were notto do-because of not.able to use water.6. Children will tellabouta. hpw-theY Eeltwhe_-couldn't use water :b. :why: he.vpeedswatel.7.The children couldfigure out a_Iunch mmeal WhiCh Wuuld-notwater.-

ate supply of pure sential for life.Discipline AreaLanguage-Arts

Subject

Language Arts

Adequate

Problem Orientation

Water SupplyGradeK-1

L OBJECTIVES

'he ,learner tory about water. The list ways at school.

Tie class will

which they ie list will board

Learned

[ere wa6 no k about eter-

LgGGESTED LEARNING

.Student-Centered in classI activity

1. Show pictures of the-many

places in the world where water is found .(ocean,- lak pond, river)

2. Show pictures of where

there isn't water. (deserts tundrasi

3. Make bulletin-board of

above pictures.

4. To see if- water iS es-

sential, the children will not useany water for a given amount of time.

5. Children will list all:

things they-were not able to dO'becauSe.of.-,not.-being able ,tb use water.

6.- Children:-Will tell 6to

y -about.. couldn't us e-water---- b.',Why helleeds-,-Water:- .-The.,,childrep-COuldtry to igure out 4 lunch- menu,Or -meal, .whiah _water.EXPERIENCES

Outside Resource and

Community Activlties

Resou ?ublicaand Re e ence Materials

Continued and Additl9na1 Sugested Ttrmsrning

kudioVisUal pictures of where water is found- & where -water is not found Ii rIals Continued and.:AdeMJonai Suggested t&arning. ExpeIenes

An Ade uate

0ply of clean air is

N essential because_m st _organisms

Discipline Area LE

E depend oli_nj(2z2.-E2n,_hE9_110-1_Ltmilln,

SubjectLE

T to release the ener y in their

-ood.Problem Orientatic

EHAVIORAL OBJECTIVES

u_gnit_ive:There is otherIDIace6 Where there is alack of air, such asplastic bags, trunks,sand banks. Childrenidentify these

._. would you do?refrigerator outside whatplaces.

Affective:The child will

question: If you saw arespond to the teacher's

Skillt': be_Learned_escriptive WordsGood speaking skillsBuilding a plotGood listening &aSsimilation skillsSUGGESTED LEAF

Stli_ent-Centered in oiaSSactivityA. Class activity1. Teacher draws (c_ oss-section) of child in c:air-tight appliance,. Ajinside designated by cflating arrows-to child.supply is exhausted inlimited place,one carsurvive; so all air surhas its limits in varicamounts in various areamust be conserved or wfused.Problem focused: Lack coxygen causes sickness-adverse effects.

ze ply of el an air is

3ause most organisms

Discipline Area Language_Arts_

ienthrcn, Subject le enrgy_in_their food_.

P oblem Orien

GESTED

OBJECTIVESLanguage A

ation Suffieeient Ai G ade e is other tem is a tch as

Tunks,

ldren hese child will teacher's u saw a tside what arned rds skills skillsNG EXPERIENCES

Staler: -Centered inclassactivity

A. Class activity

1. Teacher draws (cross-

section) of child in close air-tight appliance. Air inside designated by circu- lating arrows-to child. As supply is exhausted in a limited place,one cannot survive; so all air supply has its limits in various amounts in variousareas &must be conservedor wisely used.

Problem focused: Lack of

oxygen causes sickness or advese effects.II. Outside Resourc a

Community Activities

A. Outside activity

1. Safety pamphlet from

police department or a newspaper articl relating death or danger of playing with or in a discarded refrigerator, freezer, etc.

Resource and Reference Materials

Con inued dnd Addi ional Suggested 114

Publications:

Audio-

Community:

-ials Con inued and Additional Suggested Learnin- Eiperiences r74C 6. Na

0N distributed over the earth or over

E time and_greatly affect the geographIc

T conditions and quality of life.esources are n t equally -BEHAVIORAL OBJECTIVE

._Cognitive.:Children willidentify plants & animalsof an arid & tropic area& classify through oraldTscussion & observation.

,Affective:Each child will -Scladt t4hether he would likto live in-the jungle orwhere he now lives & tell why. ,-ills to be LearnedObservationOral discussionMakingjudgmentsVocabularyClassificationDIscIplIne Area

Subject

Problem Orientation :

SUGGESTED LEARNT.]

Studenred fri-

activity1. Show to class color ph _pof desert plant & animal liein environment.

2. Color photos of jungitropical environment.3. Through observation & discsion, children point out &compare two environments,

4. DeVelop terms: desert,. ju

5. .Point out heat, lack ofwater & moisture.a. If desired, as part of alother lesson, teacher mayalso point out seasons.6. Planneigraph presentationa. 6 people vs.- 4 plates

b. Clogs vs. no. of boneso r axeiot equally earth or over

Di cipline AreaLanguag- Arts

t the geographic

Subject

of life.Animal Life

Problem Orientation Resource Usage Grade

:gES Lll istd-nt- activitySTIOGESTED_ LEARNING EXPERIENCES ed in-diaSS

II.-64tsiae Resourôè

Community Activities

)a1. Show to class.color photo of desert plant & animal li e )n. in environment. will

2. Color photos of jungle or

I- liktropical environment.

)r3. Through observation & disc us- llsion, children point out & _compare two environments,.

4. Develop terms: desert, ju

5. Point out heat, lack of

water & moisture. a. If desired, as part of 1- other lesson, teacher may also point out seasons.quotesdbs_dbs35.pdfusesText_40

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