ECOLOGY AND THE CONSERVATION OF NATURAL RESOURCES
|Process of Science
To develop an understanding of the interdependence of all organisms and the need for conserving natural resources
Responsible environmental actions are an obligation of all society but start with the individual.
Ecology R1.00 To understand the responsibility of citizens, government, and industry in avoiding waste and destructive exploitation of natural resources
INSTRUCTIONAL OBJECTIVES: The learner will:
1.01 analyze environmental issues that are confronting our nation today.
OUTLINE OF CONTENT:
1.02 analyze environmental issues confronting our state today.
I. Identification of environmental problems
II. Analyzing environmental problems
COMPONENT OF SCIENCE: Process of Science
To enable students to demonstrate the processes of science by posing questions and investigating phenomena through language, methods and instruments of science.
1.5 EXPLAINING - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning.
1.5c - Information should be related to prior knowledge.
BENCHMARK: The process of making predictions, drawing inferences, and developing conclusions is based upon an individualís prior learning and understanding of scientific principles.
Two and one half class periods (55 minutes per class period)
Magazines with pictures and articles about environmental problems, a large sheet of card board for the background of the collage, large felt marking pens, coloring pencils, paper for drawings, booklets about environmental issues, (optional) students assignment sheets.
PREPARATION FOR LESSON:
You will need to obtain a large piece of cardboard for use in preparing the student display. You might use a carton from an appliance. Check with your local furniture stores. If no cardboard is available, have the students prepare their contributions on sheets of poster board and put these side by side to form a collage an a large wall. Another alternative is to use a display board from a science project if one is available.
If you use cardboard, leave a space for a title across the top of the display. Divide the cardboard into two halves labeled STATE and NATION. Each half should be divided into an appropriate number of spaces according to the number of groups of students. Divide your class into groups of four or five students each. Each group will be assigned an environmental problem facing the nation or our state.
It seems that every time you turn on a television or radio news program there is some report about an environmental problem of some sort. Can you help me name some of the problems you have heard mentioned on the television, on the radio, or in this class. On your paper, list as many environmental problems as you can. (Allow a few minutes for students to list problems.) Tell me what topics you have listed on your paper. (As students tell what they have written, write the topics on the chalk board or on an overhead transparency as students list them. Topics might include:
population pressures, air pollution, ozone concerns, acid rain, water pollution, water diversion, toxic wastes, radiation pollution, species extinction, fisheries depletion, deforestation, desertification, soil erosion, oxygen depletion in the Tennessee River system, billboards, litter, stream channelization in West Tennessee.)
How many of these topics are problems that face Tennesseans? (Mark the ones listed by students.)
We are going to analyze various problems that face both our country and our state. We will be making a large display of the information you gather about the various problems. (Point out the cardboard display board.) After we complete the display, we will share it with our school by placing it in the school lobby.
I am going to divide you into small groups. Each group will be responsible for one of the environmental problems facing either our nation or our state. Your group will research your problem and prepare a display for your section of the display board and will make an oral presentation to the class on your problem.
I will begin by dividing you into groups. (Divide the class into groups of four students each.)
Next I will assign a topic to each group. (Allow the groups to draw for topics.)
(Hand out instruction sheets and go over the instructions. Make sure all students understand the assignment.)
The displays should be prepared by_________________________(date) and you will make your oral presentations on __________________ (date).
(The students should be allowed the remainder of the class period to discuss and begin making plans for their work. Encourage them to divide the work equally among the members of the group.)
Second Class Period: 1/2 class period
(Allow students to place their materials in their portion of the display.)
Third Class Period: (The oral presentations should be given during this class period.)
You have heard presentations about several different types of environmental problems. On a sheet of paper, I want each of you to select an environmental problem other then your own and write a paragraph which explains what you would suggest for helping to solve that problem. Be sure to state what role you would select for our government, for industry, and for citizens as a part of the solution.
Project Wild "Cartoons and Bumper Stickers"
ANALYZING NATIONAL AND STATE ENVIRONMENTAL PROBLEMS
GROUP ASSIGNMENT SHEET
Members of Group.
1. Each member of your group should learn all he can about the group's topic. You can do this by going to the library for magazine and newspaper articles and using supplementary texts in the classroom or library. You might contact environmental special interest groups for information about the topic. Many of the topics being used have been discussed in this class, so use your class notes.
2. After you have gathered your information, you will prepare a display that tells others about your environmental problem. You can use drawings, photographs, magazine pictures, graphs, or other items that illustrate the problem. Be sure to label items that others might see and not recognize. You are not to write a report about the problem and put the report on the display.
3. Prepare a heading for your section of the display. You can cut out letters or label a strip of paper. Decide how you want to arrange the items you have prepared for your section. Decide how you will mount the items in your section of the display.
4. Prepare a three to five minute oral presentation on your environmental problem. This presentation should explain to the class the nature of the problem and why it is considered a problem. Who is most affected by this problem. You should also include information about the responsibilities of our government of industry and of individuals in creating this problem and what each can do in trying to solve the problem.
You will present your oral presentation to the class. Each member of your group should participate in both preparing and making the presentation.
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