Learning Through Legacyvii 3-5 Correlation Chapter 1 Ecology MATHEMATICS In The Know (pg 3) No Salt,...

Learning

Through Legacy

Alabama’s Environmental Education Guide

for Grades 3-5

Produced for

Alabama Educators

By

Legacy, Partners in Environmental Education

Revised 2013

Funding for this project is made possible

by proceeds from the sale of Alabama's

“Protect Our Environment” license tags.

Disclaimer

“Learning Through Legacy: An Environmental Education Guide” was prepared by Legacy, Inc.,

Partners in Environmental Education, and its collaborative partners, including teachers and

environmental professionals throughout Alabama. (For a complete listing, contact the Legacy office.)

Neither Legacy, Inc., nor any persons acting on its behalf:

a. Make any warranty or representation, expressed or implied, with respect to the accuracy of

any information contained in this document; or

b. Make any warranty or representation, expressed or implied, that the use of any information,

apparatus, methods, or process disclosed in this document may not infringe on

privately owned rights; or

c. Assume any liabilities with respect to the adoption, applicability or use of any information,

apparatus, methods, or process disclosed in this document or inferred therefrom;

d. Assume any liabilities for damages resulting from the adoption, applicability or use of any

information, apparatus, methods, or process disclosed in this document, or inferred therefrom.

This document does not reflect necessarily the views and policies of those involved in the

preparation or production of this publication. The use of or reference to, specific brand names or

products should not be construed as an endorsement by any of those involved in the preparation or

production of this publication.

Notice of Request for Duplication:

This document is provided for use by teachers and environmental educators in Alabama by Legacy,

Inc. Duplication of materials contained herein is prohibited without prior, expressed written

permission from Legacy. Permission for duplication and/or information related to the this

publication or information about obtaining a copy of “Learning Through Legacy: An Environmental

Education Guide” may be obtained by contacting:

Legacy, Inc., Partners in Environmental Education

P.O. Box 3813

Montgomery, AL 36109

Phone: 334-270-5921 or 800-240-5115 (In Alabama)

FAX: 334-270-5527

E-mail: [email protected]

Website: www.legacyenved.org

*** “Learning Through Legacy: An Environmental Education Guide” are available for the following

grade levels: K-2, 3-5, 6-8, and 9-12.

Legacy, Inc., is an equal opportunity employer. The programs of Legacy are available to all eligible

persons regardless of race, color, religion, sex, national origin, disability unrelated to program

performance, or age.

i

iii

ACKNOWLEDGEMENTS (REVISED EDITION)

Project Staff

Legacy, Inc. Staff

Paige Moreland, Executive Director

Toni Bruner, Programs Coordinator

Stacey Little, Marketing Manager

and

Brenda Litchfield, Educational Concepts

Clint Orr, Graphic Designer

Chuck Higginbotham, Graphic Designer

Rick Van Eck, Layout and Design

A special acknowledgement to James Lowery for his content and technical data review for the

publication.

Thanks to all of the teachers and environmental professionals throughout Alabama that provided the

content and activities and technical review for the original publication published in 1993. (A

complete listing of individuals that participated is available from the Legacy office.)

v

TABLE OF CONTENTS

Disclaimer ............................................................................................................................................................i

Acknowledgments ..............................................................................................................................................iii

Correlations ..........................................................................................................................................................v

Chapter 1: Ecology

Introduction ..........................................................................................................................................................1

In The Know ........................................................................................................................................................3

No Salt, Please ....................................................................................................................................................5

Habits Of Habitats ..............................................................................................................................................11

A Spider Sat Down Beside Her ..........................................................................................................................17

Boning Up On Biomes ......................................................................................................................................23

Worming Out Of It ............................................................................................................................................29

The Chain Gang ................................................................................................................................................31

The Web Of Life ................................................................................................................................................37

An Ant Can ........................................................................................................................................................39

Adaptations Help Stop Limitations ....................................................................................................................45

Necessary Changes ............................................................................................................................................53

To Transpire Or Perspire...That Is The Question ............................................................................................59

Over and Over Again ........................................................................................................................................63

Backyard Composting ........................................................................................................................................67

Vermi-Village ....................................................................................................................................................73

Chapter 2: Pollution Prevention

Introduction ........................................................................................................................................................77

A Legacy ............................................................................................................................................................79

The Dirty Half Dozen ........................................................................................................................................85

It’s All In The Air ..............................................................................................................................................95

Sky Blue, Sunset Red ........................................................................................................................................97

Smoke Gets In More Than Your Eyes ............................................................................................................101

Let’s Sock Car Exhaust ....................................................................................................................................103

Don’t Take A “Lichen” To Pollution ................................................................................................................109

The Great Garbage Caper ................................................................................................................................115

All Tied Up ......................................................................................................................................................119

To Fertilize Or Not To Fertilize: That Is The Question ..................................................................................123

Clean Up Your Act ..........................................................................................................................................127

You Dirty Bird ..................................................................................................................................................131

Swim Suitable ..................................................................................................................................................135

Down It Goes - Where It Stops, Nobody Knows ............................................................................................139

Do you Get My Point? Point and Nonpoint Source Pollution ........................................................................143

Chapter 3:Waste Management

Introduction ......................................................................................................................................................145

What A Waste ..................................................................................................................................................147

Trash Flash Through Time ..............................................................................................................................151

Trash Patrol ......................................................................................................................................................157

We’re Down In The Dumps ............................................................................................................................161

Dump It ............................................................................................................................................................169

It’s A Gas ..........................................................................................................................................................173

What Goes Around Comes Around ................................................................................................................181

A City “Can” ....................................................................................................................................................187

Heavy Metal ....................................................................................................................................................191

Seeing Is Believing ..........................................................................................................................................195

Roll Out The Barrels ........................................................................................................................................199

Fetch A Pail Of Water ......................................................................................................................................203

Filtration Sensation ..........................................................................................................................................207

Crystallizing The Problem ................................................................................................................................211

Playing With Rubbish ......................................................................................................................................213

Chapter 4: Natural Resources

Introduction ......................................................................................................................................................217

Salty Mapping ..................................................................................................................................................219

Mining ..............................................................................................................................................................223

What’s the Point? ............................................................................................................................................225

Down Home Dinosaurs ....................................................................................................................................229

The Value Of Water ..........................................................................................................................................233

Gardening With Natives For Natives ..............................................................................................................239

How Strong Are Your “Mussels”? ..................................................................................................................243

The Development Of Sunshine City: Simulation Activity ..............................................................................247

Start Shredding The News ..............................................................................................................................253

Color My World Natural ..................................................................................................................................255

Home Sweet Home ..........................................................................................................................................257

Energy From Water - Free For The Taking ......................................................................................................261

Some Like It Hot ..............................................................................................................................................269

How Are You Gonna Keep It Down On The Farm? ........................................................................................271

Glossary ..........................................................................................................................................................273

Resources

Internet Resources ............................................................................................................................................281

Directories ........................................................................................................................................................285

Discovering Alabama Program Guide ............................................................................................................309

vi

vii

3-5

Correlation

Chapter 1

Ecology

MATHEMATICS

In T

he

Kn

ow

(p

g 3

)

No S

alt

, P

lease

(p

g 5

)

Hab

its

Of

Hab

itats

(p

g 1

1)

A S

pid

er S

at

Dow

n B

esid

e H

er (

pg 1

7)

Bon

ing U

p O

n B

iom

es (

pg 2

3)

Worm

ing O

ut

Of

It (

pg 2

9)

Th

e C

hain

Gan

g (

pg 3

1)

Th

e W

eb O

f L

ife

(pg 3

7)

An

An

t C

an

(p

g 3

9)

Ad

ap

tati

on

s H

elp

Sto

p L

imit

ati

on

s (p

g 4

5)

Nec

essa

ry C

han

ges

(p

g 5

3)

To T

ran

spir

e or

Per

spir

e...T

hat

Is T

he

Qu

esti

on

(p

g 5

9)

Over

An

d O

ver

Again

(p

g 6

3)

Back

yard

Com

post

ing (

pg 6

7)

basic computation (addition, subtraction,

multiplication)x

use measurements x x x x

make estimates and approximations x x

formulate and solve problems

probability and statistics x x x x

charts and graphs

SCIENCE

identify questions answerable through scientific

investigationsx x x x x x x x x x

use appropriate skills to design and conduct a

scientific investigation, including classifying,

measuring, observing, predicting, etc.x x x x x x x x

demonstrate the ability to perform safe and

appropriate manipulation of materials, living

organisms, scientific equipment, and technology.x x x x x x x x x

use available technology to communicate scientific

procedures and to defend explanationsx x x x x

think critically and logically x x x x x x x x x x

investigate alternative explanations of experimental

results

use mathematics in scientific inquiry x x x

demonstrate an understanding of the relationships

among science, technology, and society - past and

present

x x x

x x x x

LANGUAGE ARTS

language (acquiring and using) x x x x x x x x x x x x x x

writing ( mechanical, persuasive, creative, letters) x x x x x x

speaking and listening x x x x x x x

reading and literature x x

communication/presenting ideas x x x x x x x x x x

Ver

mi-

Vil

lage

(pg 7

3)

viii

3-5

Correlation

Chapter 1

Ecology

SOCIAL STUDIES

In T

he

Kn

ow

(p

g 3

)

No S

alt

, P

lease

(p

g 5

)

Hab

its

Of

Hab

itats

(p

g 1

1)

A S

pid

er S

at

Dow

n B

esid

e H

er (

pg 1

7)

Bon

ing U

p O

n B

iom

es (

pg 2

3)

Worm

ing O

ut

Of

It (

pg 2

9)

Th

e C

hain

Gan

g (

pg 3

1)

Th

e W

eb O

f L

ife

(pg 3

7)

An

An

t C

an

(p

g 3

9)

Ad

ap

tati

on

s H

elp

Sto

p L

imit

ati

on

s (p

g 4

5)

Nec

essa

ry C

han

ges

(p

g 5

3)

To T

ran

spir

e or

Per

spir

e...T

hat

Is T

he

Qu

esti

on

(p

g 5

9)

Over

An

d O

ver

Again

(p

g 6

3)

Back

yard

Com

post

ing (

pg 6

7)

map skills x

collecting, recording and categorizing data x

comparing and contrasting x x x x x x x x

inferences and generalizations x x x x x

social, human problems and decision making x x

RELATED ARTS

the arts (art, music, drama) x x x x x x x x x

health

computer activities

Ver

mi-

Vil

lage

(pg 7

3)

ix

3-5

Correlation

Chapter 2

Pollution Prevention

MATHEMATICS

A L

egacy

(p

g 7

9)

Th

e D

irty

Half

Doze

n (

pg 8

5)

It’s

All

In

Th

e A

ir (

pg 9

5)

Sk

y B

lue,

Su

nse

t R

ed (

pg 9

7)

Sm

ok

e G

ets

In M

ore

Th

an

You

r E

yes

(p

g 1

01)

Let

’s S

ock

Car

Exh

au

st (

pg 1

03)

Don

’t T

ale

A “

Lic

hen

” T

o P

oll

uti

on

(p

g 1

09)

Th

e G

reat

Garb

age

Cap

er (

pg 1

15)

All

Tie

d U

p (

pg 1

19)

To F

erti

lize

Or

Not

To F

erti

lize

: T

hat

Is T

he

Qu

esti

on

(pg 1

23)

Cle

an

Up

You

r A

ct (

pg 1

27)

You

r D

irty

Bir

d (

pg 1

31)

Sw

im S

uit

ab

le (

pg 1

35)

Dow

n I

t G

oes

- W

her

e It

Sto

ps,

Nob

od

y K

now

s

(pg 1

39)


multiplication)x x x

use measurements x x x x x x x x x

make estimates and approximations x x x x x

formulate and solve problems x

probability and statistics x

charts and graphs x x x x x x x x x

SCIENCE


investigationsx x x x x x



measuring, observing, predicting, etc.x x x x x x x x x x x x x



organisms, scientific equipment, and technology.x x x x


procedures and to defend explanationsx x x x x

think critically and logically x x x x x x x x x


results

use mathematics in scientific inquiry x x x x x



present

x x x x x

x x x

LANGUAGE ARTS


writing ( mechanical, persuasive, creative, letters) x x x x x x

speaking and listening x x x

reading and literature x

communication/presenting ideas x x x x x x x

Do Y

ou

Get

My P

oin

t? P

oin

t an

d N

on

poin

t S

ou

rce

Poll

uti

on

(p

g 1

43)

x

3-5

Correlation

Chapter 2

Pollution Prevention

SOCIAL STUDIES

A L

egacy

(p

g 7

9)

Th

e D

irty

Half

Doze

n (

pg 8

5)

It’s

All

In

Th

e A

ir (

pg 9

5)

Sk

y B

lue,

Su

nse

t R

ed (

pg 9

7)

Sm

ok

e G

ets

In M

ore

Th

an

You

r E

yes

(p

g 1

01)

Let

’s S

ock

Car

Exh

au

st (

pg 1

03)

Don

’t T

ale

A “

Lic

hen

” T

o P

oll

uti

on

(p

g 1

09)

Th

e G

reat

Garb

age

Cap

er (

pg 1

15)

All

Tie

d U

p (

pg 1

19)

To F

erti

lize

Or

Not

To F

erti

lize

: T

hat

Is T

he

Qu

esti

on

(pg 1

23)

Cle

an

Up

You

r A

ct (

pg 1

27)

You

r D

irty

Bir

d (

pg 1

31)

Sw

im S

uit

ab

le (

pg 1

35)

Dow

n I

t G

oes

- W

her

e It

Sto

ps,

Nob

od

y K

now

s

(pg 1

39)

map skills x

collecting, recording and categorizing data x x x x

comparing and contrasting x x x x x x x

inferences and generalizations x x x x x

social, human problems and decision making x x x x x x x x x x x x x

RELATED ARTS

the arts (art, music, drama) x x x x x

health

computer activities

Do Y

ou

Get

My P

oin

t? P

oin

t an

d N

on

poin

t S

ou

rce

Poll

uti

on

(p

g 1

43)

xi

3-5

Correlation

Chapter 3

Waste Management

MATHEMATICS

Wh

at

A W

ast

e? (

pg 1

47)

Tra

sh F

lash

Th

rou

gh

Tim

e (p

g 1

51)

Tra

sh P

atr

ol

(pg 1

57)

We’

re D

ow

n I

n T

he

Du

mp

s (p

g 1

61)

Du

mp

It

(pg 1

69)

It’s

A G

as

(pg 1

73)

Wh

at

Goes

Aro

un

d C

om

es A

rou

nd

(p

g 1

81)

A C

ity “

Can

” (

pg 1

87)

Hea

vy M

etal

(pg 1

91)

See

ing I

s B

elie

vin

g (

pg 1

95)

Roll

Ou

t T

he

Barr

els

(pg 1

99)

Fet

ch A

Pail

Of

Wate

r (p

g 2

03)

Fil

trati

on

Sen

sati

on

(p

g 2

07)

Cry

stall

izin

g T

he

Pro

ble

m (

pg 2

11)


multiplication)x x x x

use measurements x x x x

make estimates and approximations x x

formulate and solve problems x x

probability and statistics x

charts and graphs x x x x

SCIENCE


investigationsx x x x x x x x



measuring, observing, predicting, etc.x x x x x x x x x



organisms, scientific equipment, and technology.x x x x x x x


procedures and to defend explanationsx x x

think critically and logically x x x x x x x x


results

use mathematics in scientific inquiry x x x x



present

x x x x x

x x x x x x x x x x

LANGUAGE ARTS


writing ( mechanical, persuasive, creative, letters) x x x

speaking and listening x x x

reading and literature x

communication/presenting ideas x x x x x x x

Pla

yin

g W

ith

Ru

bb

ish

(p

g 2

13)

xii

3-5

Correlation

Chapter 3

Waste Management

SOCIAL STUDIES

Wh

at

A W

ast

e? (

pg 1

47)

Tra

sh F

lash

Th

rou

gh

Tim

e (p

g 1

51)

Tra

sh P

atr

ol

(pg 1

57)

We’

re D

ow

n I

n T

he

Du

mp

s (p

g 1

61)

Du

mp

It

(pg 1

69)

It’s

A G

as

(pg 1

73)

Wh

at

Goes

Aro

un

d C

om

es A

rou

nd

(p

g 1

81)

A C

ity “

Can

” (

pg 1

87)

Hea

vy M

etal

(pg 1

91)

See

ing I

s B

elie

vin

g (

pg 1

95)

Roll

Ou

t T

he

Barr

els

(pg 1

99)

Fet

ch A

Pail

Of

Wate

r (p

g 2

03)

Fil

trati

on

Sen

sati

on

(p

g 2

07)

Cry

stall

izin

g T

he

Pro

ble

m (

pg 2

11)

map skills x x

collecting, recording and categorizing data x x x x x x

comparing and contrasting x x x x

inferences and generalizations x x x x x x x

social, human problems and decision making x x x x x x x x x x

RELATED ARTS

the arts (art, music, drama) x x x x x x x x

health x

computer activities

Pla

yin

g W

ith

Ru

bb

ish

(p

g 2

13)

xiii

3-5

Correlation

Chapter 4

Natural Resources

MATHEMATICS

Salt

y M

ap

pin

g (

pg 2

19)

Min

ing (

pg 2

23)

Wh

at’

s T

he

Poin

t (p

g 2

25)

Dow

n H

om

e D

inosa

urs

(p

g 2

29)

Th

e V

alu

e O

f W

ate

r (p

g 2

33)

Gard

enin

g W

ith

Nati

ves

For

Nati

ves

(p

g 2

39)

How

Str

on

g A

re Y

ou

r “M

uss

els”

? (

pg 2

43)

Th

e D

evel

op

men

t O

f S

un

shin

e C

ity:

Sim

ula

tion

Act

ivit

y (

pg 2

47)

Sta

rt S

hre

dd

ing T

he

New

s (p

g 2

53)

Colo

r M

y W

orl

d N

atu

ral

(pg 2

55)

Hom

e S

wee

t H

om

e (p

g 2

57)

En

ergy F

rom

Wate

r -

Fre

e F

or

Th

e T

ak

ing (

pg 2

61)

Som

e L

ike

It H

ot

(pg 2

69)

How

Are

You

Gon

na K

eep

It

Dow

n O

n T

he

Farm

?

(pg 2

71)


multiplication)x x x

use measurements x x x

make estimates and approximations x x x x

formulate and solve problems x

probability and statistics x x

charts and graphs x x x

SCIENCE


investigationsx x x x x x x



measuring, observing, predicting, etc.x x x x x



organisms, scientific equipment, and technology.x x x x x x x x


procedures and to defend explanationsx x

think critically and logically x x x x x x x x x


results

use mathematics in scientific inquiry x x x x



present

x x

x x x x x x x x

LANGUAGE ARTS


writing ( mechanical, persuasive, creative, letters x x

speaking and listening x x x x x x x

reading and literature

communication/presenting ideas x x x x x x x x x

xiv

3-5

Correlation

Chapter 4

Natural Resources

SOCIAL STUDIES

Salt

y M

ap

pin

g (

pg 2

19)

Min

ing (

pg 2

23)

Wh

at’

s T

he

Poin

t (p

g 2

25)

Dow

n H

om

e D

inosa

urs

(p

g 2

29)

Th

e V

alu

e O

f W

ate

r (p

g 2

33)

Gard

enin

g W

ith

Nati

ves

For

Nati

ves

(p

g 2

39)

How

Str

on

g A

re Y

ou

r “M

uss

els”

? (

pg 2

43)

Th

e D

evel

op

men

t O

f S

un

shin

e C

ity:

Sim

ula

tion

Act

ivit

y (

pg 2

47)

Sta

rt S

hre

dd

ing T

he

New

s (p

g 2

53)

Colo

r M

y W

orl

d N

atu

ral

(pg 2

55)

Hom

e S

wee

t H

om

e (p

g 2

57)

En

ergy F

rom

Wate

r -

Fre

e F

or

Th

e T

ak

ing (

pg 2

61)

Som

e L

ike

It H

ot

(pg 2

69)

How

Are

You

Gon

na K

eep

It

Dow

n O

n T

he

Farm

?

(pg 2

71)

map skills x

collecting, recording and categorizing data x x x x x x

comparing and contrasting x x x x x x x

inferences and generalizations x x x

social, human problems and decision making x x x x x

RELATED ARTS

the arts (art, music, drama) x x x x x x x x

health x x

computer activities

INTRODUCTION TO ECOLOGY

Ecology deals with the relationships living things have to each other and to their environments (surroundings).

Scientists who specialize in studying these relationships are called ecologists.

No living thing—plant or animal—lives alone. Every living thing depends in some way on certain other living

and nonliving things. Animals and plants that live in the same area, or community, depend on each other in some

way. For example, an elephant must have plants for food. If the plants in its environment were destroyed, the

elephant would have to move to another area that had plants, or it would starve to death. Plants depend on such

animals as the elephants for the nutrients (nourishing substances) they need to survive. Animal wastes and the

decaying bodies of dead animals and plants provide many of the nutrients that plants need.

The study of ecology increases people’s understanding of the world and all its creatures. This is important

because humanity’s survival and well-being depend on relationships that exist on a worldwide basis. Change in

distant parts of the world—even outer space—affect us and our environments.

One goal of ecologists is to intelligently manage and control the living and nonliving things in the world. Many

ecologists study air and water pollution and how dirty air and water affect life. Ecologists try to foresee possible

environmental problems, such as crop losses or losses in animal life that building a dam or straightening a river

channel may cause. They study such things as insect pests, including the beetle that carried the Dutch elm

disease from Europe to the United States where it killed millions of trees.

Ecologists are concerned about the rate at which people are using up such natural resources as coal, gas, and oil.

Along with many other scientists, they are searching for ways to use sunlight and atomic energy for fuel and

power. Ecologists also are concerned about the world’s increasing population and its decreasing food supply. For

example, along with marine biologists, they are trying to find new ways of producing food from the sea.

Ecologists use knowledge from many different fields of study including physics, chemistry, mathematics, and

computer science. They also rely on other sciences, such as climatology, meteorology, geology, and

oceanography, to learn about air, land, and water environments.

Adapted from World Book Encyclopedia

1

ECOLOGY

OBJECTIVES:The student will be able to:

1. Define the term “ecology”.

2. List the three main levels of ecology.

3. Explain why a proper balance between plants and animals is

needed to maintain life.

BACKGROUND:Ecology deals with the relationships living things have to each

other and to their environment. No organism lives alone.

Everything depends in some way on other living and nonliving

things within its surroundings. For example, a deer needs certain

plants for food. If the plants in its environment disappeared, the

deer would have to move to another area or starve. Likewise,

plants depend on animals, such as deer, for the nutrients they

need to live. The decay of dead animals, plants. and animal waste

provide many of the nutrients plants need.

Ecology has three main levels: populations, communities,

ecosystems. A population consists of a group of the same species

that live in a certain place. A species is a group of organisms that

has the same characteristics.

A community consists of all the populations living together in the

same place. A forest community might have foxes, squirrels, bears, and oak and pine trees. An ecosystem

consists of all the communities that live in an area together. A community of plants and animals that covers a

wide geographical area is called a biome. The main biomes of the world include deserts, forests, rain forests,

grasslands, tundra, and saltwater and freshwater ecosystems. An ecosystem is a community and its nonliving

environment. This includes climate, soil, water, air, food, and energy. In summary, no living thing exists alone.

VOCABULARY:biome - a community of plants and animals that covers a wide geographical area

community - all the populations living together in the same place

ecology - the relationships living things have with each other and their environment

ecosystems - all the communities that live together in an area including water, soil, and climate

nutrients - substances that provide nourishment and promote growth

population - a group of the same species living in a certain place

relationship - how one thing or things interact with another thing or things

species - a group of organisms that have the same characteristics and are able to reproduce

tundra - a cold, windy, dry area just south of the polar ice caps in Alaska, Canada, Greenland, Iceland,

Norway, and Asia.

ADVANCE PREPARATION: 1. Direct students to prepare a booklet from construction paper and notebook paper. This should be labeled

Science Journal. Students will use this to record definitions and observations.

2. Purchase guppies, elodea, and snails from a local pet supply store.

In The Know

Grades:3-5

Subjects:Science, Art

Time Needed:Three class periods and two weeks of

observation of jar

Materials:construction paper

notebook paper

gallon jar

pond plant (elodea)

pond snails

two guppies

plastic wrap

guppy food

3 www.legacyenved.org

PROCEDURE:Setting the stageDiscuss with students the meaning of ecology.

• List the three main levels of ecology.

• Encourage students to brainstorm components of a population, community, and ecosystem.

• Have students record the definitions of these components in their science journals.

Activities1. Take the class outside on the school ground.

• Tell students they should take pencils and their science journals.

• Give students 20 minutes to list, illustrate, or describe as many different populations as they can locate.

(Each student or small group should go to a different area of the school ground.)

• Return to the classroom and have them share and compare their information.

• Think of why some populations were found in one part of the school ground and not another.

2. Put students in small groups.

• Have the groups discuss how cutting down a tree might affect the ecosystem of an area.

• Have the groups share their ideas with the class.

• Stress that the actions in one part of the ecosystem affect many others. Cutting down a large tree would

affect the food supply and living space for birds and squirrels in the area. Changes in the amount of

shade and sunlight would affect the grass growth near the tree.

3. Fill a gallon jar almost to the top with water.

• Add elodea, snails, and guppies.

• Put the jar near a sunny window or a bright light.

• Cover the top tightly with plastic wrap.

• Feed the guppies for the first few days. (Do not add water or anything else.)

• Observe what happens.

• Record observations in the science journals.

• Observe for two weeks.

• Help students to draw conclusions about how the plants and animals stayed in the jar.

Follow-UpObserve gallon jar for a few minutes each day for two weeks.

• Record observation in science journals.

EXTENSIONS:1. Make a pictorial record of the kinds of organisms the students observe living on or near a tree. (Field

guides of birds, insects , and fungi can be used to identify and study each species.)

2. Create a mural of a biome.

• Research characteristics of biomes prior to creating the mural. (Illustrations drawn by students or

magazine pictures could be used.)

3. Suggest that students use reference encyclopedias online to learn what foods animals in a forest

community eat.

• Ask students to use this information to make a chart (food web) showing how each population affects the

others. (Squirrels eat acorns, raccoons eat fish, large fish eat small fish, and owls eat mice.)

ORIGINAL DEVELOPMENT RESOURCES:Ecology. World book encyclopedia. (1989). (Volume E, pp. 50-51). Chicago, IL: World Book, Inc.

Carruth, G. (Ed.) (1983). The volume library I. (3-34). Nashville, TN: The Southwestern Company.

Guy, Robert G., et al. (1989). Discover science. Glenview, IL: Scott Foresman and Company.

4

ECOLOGY


1. Define freshwater.

2. List at least three examples of freshwater sources.

3. Name at least three animals that can live in a freshwater

ecosystem.

BACKGROUND:Almost three-fourths of the Earth’s surface is covered by water.

Without water all plants and animals would die. Oceans and seas

make up most of the world’s salty water.

Freshwater is water that is not salty, comes from rain that fills

ponds, streams, lakes, and rivers.

Streams and rivers have the power to change the shape of the

land. In addition to water, boulders, pebbles, and grains of sand

carried by the water help to give a river its cutting force.

Freshwater can support many types of life. Rivers can support

freshwater fish, plants, birds, freshwater clams, snails,

salamanders, and frogs.

River ecosystems vary depending on the type of landscape they

pass through and the climate. Even a single river does not have

the same ecosystem its entire length. A small stream could

support fewer than ten fish species, while the larger river may

support 50 to 100 species.

River ecosystems do share some characteristics. All rivers erode

their channels and carry the material worn away downstream. All

rivers have natural cycles of flow from high to medium to low.

These cycles depend on the amount of rainfall.

Rivers flow through most every part of Alabama. (See attached

“Rivers of Alabama” sheets, which include a map and an

explanation of the rivers.) The Mobile River System is the most

important river system in Alabama because most of the state

rivers run together and empty into Mobile Bay. This system

brings many minerals and nutrients along with it to help support and replenish the environment along the way.

The Alabama and the Tombigbee are Alabama’s longest rivers. The Tennessee River is the most important

river in north Alabama and the Chattahoochee River forms much of the border between Alabama and Georgia.

There are no large natural lakes in Alabama, but dams on rivers have formed many artificial lakes. Lake

Guntersville is the largest of these. Other large artificial lakes include Wheeler, Martin, Smith, and Weiss.

No Salt, Please

Grades:3-5

Subject:Science

Time Needed:Three class periods, additional time for

constructing pond and/or aquarium,

observation time

Materials:sand

pebbles

mud

spade

large sheet of plastic

stones

hay or straw

old carpet or rags

pond plants and weeds

plenty of water

a bucket of water, weeds, and mud

from another pond

soil: enough to cover a 4” layer pond

3-10 gallon fish tank

water (let it sit for a day in open

container)

sterilized sand or gravel

water plants (elodea or eelgrass)

snails

guppies or tadpoles

pH strips


VOCABULARY:ecosystem - all the communities that live together in an area including water, soil and climate

erode - wear away

freshwater - water that is not salty

lake - a large standing body of water

river - a large natural stream of fresh water that flows across land in a definite channel

ADVANCED PREPARATION:1. Assemble necessary items for activities.

2. Ask for students to volunteer to get certain items.

PROCEDURE:Setting the StageAsk students to discuss the types of freshwater ecosystems found locally

• Think of the organisms living around or near the ecosystem.

• Identify the ecosystem as a river, lake, pond, or stream.

Activities1. Make rivers to see how a river can carve out a path downhill.

• Build a sloping mountain out of damp sand, pebbles, and mud.

• Slowly pour a steady stream of water over the top of the mountain.

• Observe the path the water takes down the slope and how much sand and pebbles it takes along the way..

2. Build a pond for the classroom.

• Obtain permission to build a pond on the school grounds.

• Build the pond away from trees.

• Build the pond close to a flower bed or hedge, if possible, as this will give frogs and toads some

protection.

• Design the shape of the pond.

• Dig a hole at least six feet across and one and one-half feet deep.

• Slope the sides gently.

• Remove all the stones that stick out of the bottom and the sides.

• Cover the bottom with old carpets or rags.

• Wash the plastic thoroughly to get rid of any chemicals.

• Lay the sheet of plastic in the hole.

• Secure the sheet with large stones around the edges.

• Place a four inch layer of soil over the bottom of the pond. (Use some of the earth that was dug up.)

• Use a hosepipe or bucket to fill the pond with water to about 2 1/2” to 5” from the top.

• Add water, weeds, and mud from another pond.

• Place plants in the pond.

• Let the mud and soil settle.

• Place some larger stones on the bottom of the pond.

• Control murkiness in the pond by putting in plenty of pond snails to clean the water and eat the algae.

• Adding fish to the pond will cause the smaller pond life to dwindle as the fish will eat it.

• Observe activities in the pond. Record those observations in the science journals.

• Add water if the level drops.

3. Set up an aquarium to observe a freshwater ecosystem.

• Cover the bottom of the aquarium with sand to a depth of one inch.

• Add a few small rocks or stones.

• Fill aquarium with water to about 1 1/2” from the top.

• Add the water plants and anchor the roots in the sand. (Put about five plants per gallon of water.)

• Let the aquarium settle for a day.

6

• Add snails and leave aquarium for a day.

• Add two fish per gallon of water the next day.

• Place the aquarium in north or west light.

• Have students observe the aquarium.

• Add dechlorinated water if the water level drops.

• Feed the fish a small amount of food each day.

• Have students keep a log of what they observe in the aquarium over several weeks.

4. Collect samples of local freshwater.

• Test samples to find out if water is acidic, basic, or neutral.

Follow-Up1. Ask students to define freshwater.

2. Instruct students to record in their science journals at least five facts learned from this lesson.

EXTENSIONS:1. Creative writing - Ask student groups to imagine they are fish or snails living in water. Have students

write and produce skits or multimedia presentations based on their reflections.

2. Begin a webpage or other multimedia file about rivers.

3. Plan a field trip to a local pond or river. Make pictures or let students illustrate what they observe.

4. Have students make a diorama showing the plants and animals in a freshwater ecosystem.

ORIGINAL DEVELOPMENT RESOURCES:

Alabama. (1989). World book encyclopedia. (Volume 1). Chicago, IL: World Book, Inc.

Badders, W. et al. (1996). Discovery works. Parsippany, NJ: Silver Burdette Ginn Science.

Gregory, S. (1995). The cost of taming a river. Science Year. Chicago, IL: World Book, Inc.

Marhmaltchi, V. (1992). Hands-on science activities. Troll Associates.

Snowball, D. (1994). Freshwater habitats. Greenvale, NY: Mondo Publishing.

Taylor, B. (1992). Rivers and oceans. Kingfisher, NY: Mondo Publishing.

ADDITIONAL RESOURCES:

.

7

8

A Man-Made Pond

9

Alabama Rivers

10

CoosaThe Coosa River begins in Georgia and enters Alabama

in Cherokee County. This river has a watershed that

includes much of Georgia and 10 counties in Alabama.

The Coosa is 275 miles long and is used for power and

transportation. The Coosa joins with the Tallapoosa to

form the Alabama River at Wetumpka.

TallapoosaThis river forms in Georgia and enters Alabama in the

northeastern part of the state. It is 200 miles long and

drains seven counties. The Tallapoosa joins the Coosa

to form the Alabama River.

CahabaThe Cahaba River is 200 miles long and drains four

counties. It flows into the Alabama River.

TombigbeeThe Tombigbee River begins in Mississippi and enters

the state of Alabama in Pickens County. It is about 300

miles long and drains seven counties of Alabama and

part of Mississippi. It flows into the Mobile River. It

connects to the Tennessee River by the Tennessee-

Tombigbee Waterway. This helps transportation.

SipseyThe Sipsey River flows into the Tombigbee. It is only

170 miles long, but it drains seven counties.

ButtahatcheeThe Buttahatchee River is a small river that begins in

Alabama, drains two counties, and then joins the

Tombigbee River in Mississippi.

TennesseeThe Tennessee River begins in the state of Tennessee

and then dips into northern Alabama. It ultimately flows

into the Ohio River at Paducah, Kentucky. From there it

flows through the Ohio River and into the Mississippi

and out into the Gulf of Mexico. It is an important trade

route. The Tennessee is over 200 miles long in Alabama

and powers dams controlled by TVA. The Tennessee

drains nine counties in Alabama.

Black WarriorThe Black Warrior River begins in northeastern

Alabama and flows into the Tombigbee at Demopolis.

The Black Warrior is 175 miles long and drains seven

counties. It has several locks and dams and is a busy

river. Tuscaloosa is the river’s Indian name, and the city

sits on her banks.

MobileThe Mobile River is made from the Alabama and the

Tombigbee. It flows into Mobile Bay and connects

Alabama to the world’s oceans. The Mobile is only 50

miles long and drains three counties.

TensawThe Tensaw is a historically important river because it

has been the main channel of the Alabama or Mobile

Rivers. It helps distribute traffic from both rivers. It is

only 50 miles long.

ChattahoocheeThe Chattahoochee River begins in Georgia and forms

part of the Alabama border. The river offers electrical

power to Alabama and Georgia. In Alabama it is about

170 miles long and drains six counties.

ChoctawhatcheeThe Choctawhatchee River is about 86 miles long and

flows through Dale County. It drains five counties and a

large part of Florida. It joins the Pea River at Geneva

and flows to Florida and to the Gulf of Mexico.

Pea RiverThe Pea River, called Talakhatchee by the Indians,

flows through Dale and Coffee counties. It is 120 miles

long and has a six county watershed. The Pea River

flows into the Choctawhatchee.

EscambiaThe Escambia River is formed by the converging of

two large creeks. It is 50 miles long, draining three

counties and part of Florida. The Escambia flows into

Pensacola Bay.

ConecuhThe Conecuh River is 175 miles long and drains six

counties. It flows into the Escambia River.

PerdidoThe Perdido River is short but important. It is 50 miles

long and drains two counties and part of Florida. It

flows into Perdido Bay.

AlabamaTwo important rivers, the Coosa and the Tallapoosa,

join to form the Alabama River just north of

Montgomery. It is 315 miles long and drains eight

counties. It joins to form the Mobile River and enters

the sea at Mobile Bay. Selma and Montgomery are

cities on the banks of the Alabama River.

ECOLOGY


1. Define the term habitat.

2. List the four elements of a habitat.

3. Describe an appropriate habitat for a given animal.

BACKGROUND:A habitat is described as the area where an animal lives. The four

basic elements of a habitat are food, water, shelter, and space. If

any of these elements are lacking, the animals will be forced to

find other areas more suitable or die. In Alabama, the habitats of

the native animals vary greatly. Habitats range from a forested

mountain top to a sandy beach. Habitats can also be a farm, a

vacant lot, or a garden spot. Habitats can fluctuate between semi-

arid and watery, as with beach areas. Creatures adapt to these

particular changes in habitat so that reproduction of their species

occurs. A habitat usually has numerous organisms of the same

species that live and reproduce there. This is called a population.

A habitat may have more than one population. For example, a

garden spot would contain several different animal populations: worms, beetles, ladybugs, butterflies, spiders.

It could also contain different plant populations: weeds, beans, corn, tomatoes, cucumbers.

VOCABULARY:arid - very dry, without enough rainfall to support vegetation

habitat - the area in which an animal resides


ADVANCE PREPARATION:Provide pictures of Alabama wildlife for each student. See attached sheet.

PROCEDURE:Setting the Stage1. Guide students to brainstorm things needed in order to live or survive.

• List these on the board.

• Have students group words that are related and form categories.

• Distinguish between necessary and unnecessary things.

2. Introduce the term “habitat.”

• Have students describe it as the place where an animal lives.

3. Guide students to list the four needs that every living thing must have.

4. Continue to guide the discussion so that students include the categories that relate to the four elements of a

habitat (food, water, shelter, and space).

Activities1. Provide each student with a picture of an animal native to Alabama.

• Instruct students to glue the picture to the center of a sheet of paper.

• Students should draw an appropriate habitat for that specific animal.

• Habitats should contain all four of the necessary components.

Habits Of Habitats

Grades:3-5

Subjects:Science, Language Arts

Time Needed:Two class periods

Materials:pictures of native Alabama wildlife

glue

markers

crayons or pencils


• After students complete the activity, have them describe and explain their work to the class.

• Display work in a class big book.

2. Individual work of students may be displayed instead of a big book.

EXTENSIONS:1. Have students design habitats for animals in other parts of the world.

2. Have students plot on a graph the types of animals and plant habitats located throughout Alabama.

3. Students may choose an animal or plant and depict its habitat by making a diorama.

4. Read aloud to the class the book Little Turtle’s Big Adventure by David Harrison.

ORIGINAL DEVELOPMENT RESOURCES:Cohen, M. (Ed.) (1989). Discover science. Glenview, IL: Scott, Foresman and Co.

Makhmaltchi, V. (1992). Hands on! Troll Associates.

12

13

Alabama Wildlife

RABBIT

SAND CRAB

FOX

SHRIMP

RACCOON

SEA TURTLE

DEER

DOLPHIN

OPOSSUM

BOBCAT

WILD TURKEY

CARP

SQUIRREL

HAWK

PELICAN

QUAIL

EAGLE

YELLOW HAMMER

OWL

GULL

BEAVER

CATFISH

BREAM

BASS

Alabama Wildlife

14

15

Alabama Wildlife

Notes

16

ECOLOGY


1. Describe the body of a spider.

2. Name two places where spiders live.

3. Name some foods that spiders eat.

4. State two ways spiders differ from insects.

5. Name at least three types of spider webs.

BACKGROUND:A spider is an arachnid that has eight legs and two body parts.

Spiders are found in abundance all over the world, except for

very high elevations and the Antarctic. Spiders have fangs that

give out poison used to kill prey. Most arachnids live on land, but

a few spiders live in water. They use their fangs, poison, or webs

to catch insects and very small animals for food. Spiders are

helpful to humans because they eat insects. Some spiders also eat

tadpoles, small frogs, small fish, mice, and birds. Spiders live

anywhere they can find food (fields, woods, swamps, caves, and

deserts). Spiders are often lumped into the same invertebrate

class with insects, but they are not insects. Spiders have two body

parts whereas insects have three. Spiders have eight legs and

insects have six. Not all spiders are web builders, but each

species of the web-building spiders makes a characteristic kind of

web. By observing webs, students can identify the type of spider

that created the observed web.

VOCABULARY:arachnid - classification for spiders, mites, ticks, harvest men, scorpions, and king-crabs, all of which have

four pairs of walking legs

elevation - the height above sea level

ADVANCE PREPARATION: 1. Purchase one can of black enamel spray paint.

2 Have black or brown pipe cleaners and a half piece of red pipe cleaner for each student.

3. Discuss with students the importance of not touching a spider or breaking a web.

PROCEDURE:Setting the stageStudents illustrate their idea of a spider.

• Include body parts.

• Review students’ work and discuss spider body parts.

Activities1. Take students for a walk around the school and school grounds.

• Look for spider webs on this walk.

• Have students look for webs near the ground and in taller weeds and bushes.

A Spider Sat Down Beside Her

Grades:3-5

Subjects:Science, Art, Geography

Time Needed:One class period

Materials:black enamel spray paint (one can)

white paper

black or brown pipe cleaners

red pipe cleaners

string

copy of spider web page for each

student

copy of spider parts page for each

student

spray bottle


• Gently touch the web with a pencil or a stick. Observe what the spider does. Does the web move? Do not

break the web.

• Mist the web lightly with water, and the spider will come out.

• Record observations in the science journals.

2. Locate a good spider web.

• Stand three to four feet from the web.

• Quickly spray both sides of the web with a thin coat of black enamel spray.

• Quickly put a sheet of white paper against the web.

• Curve the paper first in the middle of the web.

• Straighten out the paper carefully along the sides of the web.

• Let the design dry.

• Study the shape and design of the web.

3. Write a description about a day in the life of a spider.

4. Include locations of a spider web.

5. Include food the spiders eat.

6. Make a spider.

• Cut the brown/black pipe cleaners into four equal parts.

• Hold the four pieces together evenly.

• Wrap the red piece of pipe cleaner around the middle of the black or brown pipe cleaners.

• Spread the black or brown pieces apart to make the spider’s legs.

7. Determine how a spider knows the size of an intruder.

• Stretch the string between two stationary objects.

• Gently place your finger tips on one end of the string.

• Have your partner pluck the opposite end of the string while you look away.

• Decide that the web acts like a telegraph line.

• When the web shakes the spider senses it.

• Weak vibrations are usually ignored by the spider.

• Medium vibrations let a spider know it probably has a meal.

• Large vibrations let a spider know that it could be in danger.

• Record observations in science journals.

8. Match the web to its spider.

• Study the spider web illustration and description sheet.

• Match the web design from the activity, to the correct spider on the “Spectacular Spider Webs” page.

Follow-Up1. Have students label the body parts of a spider.

2. Name two places where spiders can live.

3. Identify two ways spiders differ from insects.

EXTENSIONS:1. Read Charlotte’s Web by E.B. White to the class.

2. Write a newspaper article about different types of spiders native to Alabama.

3. Draw pictures to show the webs made by different spiders native to Alabama.

4. Research the following:

• Where in the world are there no spiders?

• What is the largest spider? What is the smallest spider?

• Which spiders in Alabama do not make webs?

• What spiders in Alabama are dangerous to people?

5. Math problems can be written on a sheet printed with spider patterns. Have students write and solve story

problems about spiders.

6. Read Spider by Stephen Savage (life cycle of a garden spider).

18

7. Read Someone Saw a Spider - Spider Facts and Folktales by Shirley Climo.

ORIGINAL DEVELOPMENT RESOURCES:Guy, R. et al. (1989). Discover science. Glenview, IL: Scott, Foresman and Company.

Van Cleave, J. (1994). 201 Awesome, magical, bizarre, and incredible experiments. New York, NY: John

Wiley and Sons, Inc.

World book encyclopedia. (Vol 18). (1985). Chicago, IL: World Book, Inc.

19

Spectacular Spider Webs

20

(Loose tangled web. The middle

of the web catches the prey.)

(Web forms a triangle connected

between twigs. The sticky bands

catch the prey

(Web forms a sheet below a net

of crisscrossed threads. The prey

falls from the net onto the sheet.)

(Spins a large orb web. The prey

is captured by sticky threads.)

A.

B.

C.

D.

House Spider

Triangle Spider

Platform Spider

Orange Garden Spider

21

Sp

ider

Part

s

22

Sp

ider

Part

s

Leg

Leg

Leg

Eyes

Leg

Leg

Leg

Leg

Leg

Sp

inn

eret

s

Cep

halo

thora

x

Ab

dom

en

ECOLOGY


1. Define biome.

2. Make a model of a biome.

3. Identify the six major land biomes of Earth.

BACKGROUND:A biome is a community of plants and animals that covers a wide

geographical area. Specific plants have adapted to living in

certain climates. These plants have created a certain kind of

environment along with the climate and other habitat factors in

which only certain types of birds, animals, and insects can gather

food, have shelter, and raise their young. The greater the number

of different plants in a biome, the greater the number of different

animals found in that biome.

The six major biomes of the world are the tundra, taiga,

deciduous forest, tropical rain forest, grassland, and desert.

Alabama’s main biome is the deciduous forest. Deciduous forests

have earthworms, fungi, small plants, ground birds, mice, shrews,

squirrels, and rabbits. These smaller animals are food for larger

animals such as foxes, raccoons, bobcats, deer, black bears, and

wolves. Song birds also visit during the year. The decomposing

leaves serve as food for many plants, especially mushrooms. The

most prevalent trees are oak and birch. The Earth is made up of

six main land biomes and the saltwater and freshwater

ecosystems.

VOCABULARY:biome - community of plants and animals that covers a wide geographical area

deciduous - trees that shed leaves during a particular season

ecosystem - all the communities that live together in an area including water, soil, and climate

fungi - large groups of plants not containing chlorophyll, roots, stems, or leaves; important as decomposers -

includes molds, mildews, mushrooms, and bacteria

taiga - a swampy coniferous subarctic forest extending south from the tundra


Norway, and Asia

ADVANCE PREPARATION: Prepare for biome experiment.

• Purchase broad-leaf plants. The number depends on how many students are in a small learning group.

• Place charcoal, plastic jars, and potting soil in a central location.

• Fill spray bottle with water.

Boning Up On Biomes

Grades:3-5

Subjects:Science, Geography, Math

Time Needed:Two class periods, small groups

Materials:broadleaf plants

potting soil

several large plastic jars

activated charcoal

water in a spray bottle

journal

world atlas

biome map

graph paper (three sheets for each

small group of students)

colored pencils


PROCEDURE:Setting the stage1. Display the map of the major land biomes in the world.

• Have students identify the biome occupied by Alabama.

• Tell students that the Earth has six major land biomes as well as saltwater and freshwater ecosystems.

Find them on the map.

• Discuss with students how human activities can change a biome.

2. Read this excerpt from the The Roadside by David Bellamy: “Farther on where the old track goes through

the woods, ferns and mosses nestle in the damp coolness beneath the trees. A toad sits motionless on a

stone. The fallen trunk of a silver birch is full of holes made by woodpeckers searching for insects, and

clusters of bracket fungi are growing on the dead wood. Just beyond the woods, the foxes have their den

under a hedge row of sweet chestnut and rose bushes”.

Activities1. Make a model of a biome. Students do this in small groups.

• Give each small group a broad-leaf plant.

• Students should cover the bottom of a jar with a layer of activated charcoal a half centimeter thick.

• Place a layer of potting soil (three centimeters thick) on top of the charcoal.

• Take the plant out of its pot and place the roots in the soil. Be sure the roots are covered and the bottom

of the plant is firmly covered.

• Put the mini-biome in a sunny place. Use a spray bottle to moisten the soil every two to three days.

• Observe the mini-biome daily. Record the observation in the journals.

• Lead students to identify the needs of this particular biome.

2. Compare temperature and precipitation among biomes.

• Set up a graph (as shown on Figure A) for each small group on three separate pieces of graph paper.

(Note: oC = temperature, cm = precipitation)

• Label one graph “desert,” one graph “deciduous forest,” and one graph “tropical rain forest.”

• Use the table (Figure B) and one colored pencil to make a bar graph of the monthly temperature for each

biome studied.

• Use another colored pencil to make a line graph of the monthly precipitation for each biome studied.

• Decide which biome has a steady temperature throughout the year.

• Determine where the highest average temperature for a single month occurs.

• Decide which of the biomes studied has the least yearly precipitation. Which has the most?

• Have students average their results and compare them with Figure B.

2. Ask students to brainstorm a list of four cities and countries.

• Have them use an atlas to determine their exact locations.

• Have students locate the approximate position of each city or country (Figure B) on the world biome

map.

• List each city or country and its primary biome.

Follow-UpHave students list the six major biomes of the Earth.

EXTENSIONS:1. Have students work in small groups to research any of the six biomes of the Earth. Use websites or nature

magazines for pictures and facts. Research about the animal life, plant life, rivers. Make a booklet to show

the information.

2. In small groups or individually, have students design a travel brochure about Alabama’s biome. This

brochure should be informative and colorful.

3. Think about Alabama’s biome. Write a descriptive paragraph about what it would have been like 100 years

ago.

24

ORIGINAL DEVELOPMENT RESOURCES:Badders, W. et al. (1996). Discovery works. Parsippany, NJ: Silver Burdett Ginn.

Billington, E. (1971). Understanding ecology. New York, NY: Frederick Warner and Co., Inc.

Bryant, N., Jr., et al. (1995). Science anytime. Orlando, FL: Harcourt, Brace and Company.

Mallinson, G. (1984). Science. Morristown, NJ: Silver Burdette Company.

25

26

Bio

me

Hom

es

Tu

nd

raT

aig

aT

rop

ical

Rain

Fore

st

Gra

ssla

nd

Des

ert

Tem

per

ate

Dec

idu

ou

s

Fore

st

27

Boning Up On BiomesAverage Temperature and Precipitation in the Biome

Figure A

Figure B

Average Temperature and Precipitation of Biomes

Notes

28

ECOLOGY


1. State the life cycle stages of a mealworm (grain beetle).

2. Conduct an experiment to observe the life cycle of a

mealworm.

3. Record observations about the growth stages of a mealworm.

BACKGROUND:Each living thing goes through stages of growth and change.

These stages are called the life cycle. The mealworm (grain

beetle) is one of the easiest insects to keep and to observe. It has

a four-stage metamorphosis. The name mealworm is given to the

larva stage. Mealworms shed their skin anywhere from 10 to 20

times during the four or five months of the larva stage.

Mealworms are often found in rotting grain or flour supplies.

They may be bought at pet stores.

The entire life cycle of the grain beetle consists of the egg, larva,

pupa, and adult beetle. The entire metamorphosis takes from six

to nine months. The egg stage is the hardest to observe. The

mealworm is harmless to handle at any stage.

Remind students to treat these animals humanely. Remind them

to use gentle touches.

VOCABULARY:life cycle - the stages of growth and change in an organism

metamorphosis - series of changes that occur as an egg develops into an adult including the four stages of

egg, larva, pupa, and adult

ADVANCE PREPARATION: 1. Obtain mealworms from a pet shop.

2 Place mealworms in covered dish along with some dry cereal.

3. Slice apple or potato.

PROCEDURE:Setting the stage1. Discuss and guide students to identify mealworms and their needs for survival.

2. Predict what mealworms need in order to live.

• List supplies for the mealworm habitat.

• Determine if the supplies will provide for the needs of a mealworm’s habitat.

3. Instruct students to illustrate their interpretation of a mealworm’s habitat.

Activities1. Assemble materials to prepare a ventilated home for the mealworms.

• Ask students to describe the home in their science journals.

Worming Out Of It

Grades:3-5

Subjects:Science, Math

Time Needed:One class period for three weeks

(observations daily)

Materials:plastic gloves

five mealworms

dry sugar-free cereal

thin pieces of apple or potatoes

dish with a cover (with holes in top)

hand lens

metric ruler

science journal


• Put the mealworms in the home with the dry cereal and apple or potato pieces.

• Clean the home every other day by replacing old cereal with fresh dry cereal and give the mealworms

fresh food.

• Observe the mealworms under a hand lens every day for three weeks.

• Measure with a ruler the changes in their size.

• Record any noted changes.

2. Find out how cold temperature affects the mealworm’s life cycle.

• Use two mealworms.

• Keep one cold and the other at room temperature.

• Observe the differences.

• Draw conclusions about how cold temperatures affect the life cycle of a mealworm.

• Record any observations in science journals.

3. Observe methods that might influence a mealworm’s behavior.

• Touch the mealworm gently to see if it backs up.

• Blow air gently through a straw to see if it backs up.

• Test for moisture preference by sticking one moist and one dry cotton swab into the mealworm’s home.

• Use a flashlight to determine if a mealworm prefers light or dark places.

• Record all observations in science journals.

• Treat all mealworms gently.

Follow-UpAsk students to identify the stages in the life cycle of a mealworm.

EXTENSIONS:1. Illustrate each stage in the life cycle of a mealworm.

2. Add 10-12 pupa in a dish and cover.

• Watch for 7-10 days to see adults emerge, mate, and lay eggs.

• Place a slice of apple or other fruit as soon as the adults appear.

• Put the colony in a safe place and leave undisturbed for one week.

• Flip the colony upside down to find the eggs.

• Observe eggs more closely with a hand lens.

• Observe the life cycle as the eggs hatch and the larvae develop.

ORIGINAL DEVELOPMENT RESOURCES:Badders, W. et al. (1996). Discovery works. Parsippany, NJ: Silver Burdett Ginn Science.

Gega, P. (1982). Science in elementary education. New York, NY: John Wiley and Sons.

Simonet, Carissa and Kramer, D. (1996). Finding mealworm eggs, science and children. (Volume 33,

Number 4) p. 31.

30

ECOLOGY


1. Understand the meaning of the term food chain.

2. Name the components of several different food chains.

BACKGROUND:Plants, animals, and other living things existing in one place

make up a community. In communities the food chain begins

with plants, which are the producers. Animals eat these producers

or some other animal. Even meat-eating animals (carnivors) eat

animals that eat these plants. A food chain is the transfer of food

energy from the plants through a series of animals with repeated

eating and being eaten behaviors. For example, a green plant, a

leaf-eating insect, and an insect-eating bird would be a simple

food chain. All living things make food chains.

Plants need the sun to grow. Many insects eat plants, many toads

eat insects, many snakes eat toads, and many hawks eat snakes.

This is another example of a food chain. Whenever we eat food,

we are members of a food chain.

VOCABULARY:community - plants, animals, and other living things existing in

one place

food chain - the sequence in which energy is transferred from one organism to the next as each organism eats

and is eaten by another

producer - an organism that makes its own food and is the beginning of a food chain

ADVANCE PREPARATION: 1. Make six cards with one of these words on each card: sun, plant, insect, toad, snake, and hawk.

2 Label tags with grasshopper, snake, or hawk.

3. Instruct students to have science journals on hand.

4. Copy or make an overhead transparency of the Energy Pyramid and Food Chain Sheets.

5. Copy for each student the Food Chain Review page.

PROCEDURE:Setting the stage1. Ask students if they are a member of a food chain.

2. Lead students to understand they are a member of a food chain whenever they eat food.

3. Explain to students how every food eaten by them has energy stored earlier by other living things.

4. Ask students on which energy source does every living organism depend.

• Accept various responses.

• Lead students to understand that the sun is the main source of energy upon which all food chain members

depend.

• Display picture of the Energy Pyramid.

The Chain Gang

Grades:3-5

Subject:Science

Time Needed:Two class periods; or 60 - 90 minutes

Materials:six cards

six pins

tags marked grasshopper, snake or

hawk

science journal

construction paper for each student

student activity page for each student

information sheets copied


Activities1. Have students perform a food chain simulation to determine what happens when a food chain is broken.

• Pin a card labeled sun, plant, insect, toad, snake, or hawk on six students.

• Stand in a line and hold hands in this order: sun-plant-insect-toad-snake-hawk.

• Ask the following questions:

What animals would die if there were no snakes to eat? (The snake person drops hands)

What animals would die if there were no toads to eat? (The toad person drops hands)

What animals would die if there were no insects to eat? (The insect person drops hands)

What animals would die if there were no plants to eat? (The plant person drops hands)

What would happen if there were no sun to let plants grow?

2. Reproduce the information sheet, Food Chains.

• Have students cut out the food chain parts.

• Instruct students to glue these in proper order onto a piece of construction paper.

Follow-Up1. Have students make up two food chains and display in a diagram of their own creation.

2. Ask students to write meaningful definitions for the vocabulary terms.

3. Complete the Food Chain Review Sheet.

EXTENSIONS:1. Read aloud to class Chipmunk Song by Joanne Ryder.

2. Ask students to work in small groups to write a song or a poem about a food chain.

3. Use the book Biology: Plants, Animals, and Ecology. by Ifor Evans to help students better understand the

structures of life.

4. Additional books to read:

Who Eats What? Food Chains and Food Webs by Patricia Lauber

The Magic School Bus Gets Eaten: A Book About Food Chains by Joanna Cole (3rd Grade)

ORIGINAL DEVELOPMENT RESOURCES:Bernstein, L.et al. (1996). Environmental science. Menlo Park, CA: Addison-Wesley Publishing Company.

Bryant, A. Jr. et al. (1995). Science anytime. Orlando, FL: Harcourt Brace and Company.

Butzon, C. & Butzon, J. (1989). Science through children’s literature. Englewood, CA: Teacher Ideas

Press.

Gega, P. (1982). Science in elementary education. New York, NY: John Wiley and Sons, Inc.

32

Energy Pyramid

3. Energy used by primary carnivores comes from the

animals in level 2.

2. Energy used by herbivores comes from producers in

level 1.

1. Energy for this level comes from the sun.

34

3.

2.

1.

Notes

36

ECOLOGY


1. Define the term food web.

2. Explain what happens when food chains overlap in an

ecosystem.

3. Name the three components of a food web in an ecosystem.

BACKGROUND:Almost everything in nature works in a cycle. Plants and animals

live, die, and decompose only to be recycled again. In nature the

plants, or producers, make the food. Animals eat the producers or

other animals. An animal that eats only other animals is called a

carnivore. Animals that eat only plants are called herbivores.

Omnivores are animals that consume both plants and animals. As

each living thing eats another, energy and materials are passed

among them. The path that passes this energy and material is

called a food chain.

Since most animals eat more than one specific food, they belong

to more than one food chain. When two or more food chains

overlap, they connect plants and animals by the plants and

animals they eat. This is known as a food web. Within a food

web, each member depends on another member. If one member

changes, then the rest of the web will change in some way. Every

part of the web depends on decomposers to return materials to the

soil, air, water, and start the cycle over.

VOCABULARY:carnivore - an animal that eats only other animals

consumer - an organism that obtains energy by eating other living things

decomposer - an agent that breaks down the bodies of dead organisms

ecosystem - all the communities that live together in an area including the water, soil, and climate

food web - two or more food chains that overlap, connecting plants and animals through the plants and

animals they eat

herbivore - a plant-eating animal

omnivore - an animal that eats both plants and animals


ADVANCE PREPARATION: Prepare cards with the following words for each group: bird, dragonfly, frog, water plants, mosquito, minnow,

bacteria, molds, and sun.

PROCEDURE:Setting the stage1. Guide students to discuss the meanings and differences of producers, herbivores, carnivores, omnivores,

and decomposers that represent populations in a community.

The Web Of Life

Grades:3-5

Subject:Science


Materials:construction paper

markers

scissors

tape

string or yarn

science journal

cards for each group with the following

words: birds, dragonfly, frog,

mosquito, water plants, minnows,

molds, bacteria


2. Ask students to predict what would occur if two food sources disappeared in a food web.

Activities1. Using the cards:

• The student with the sun card holds the end of a ball of yarn.

• The student with the water plant card takes the yarn.

• Each organism in turn takes the yarn from the food it can eat until a food web is intertwined.

• Other cards that may be used to produce food web: plants, mouse, grasshopper, wolf, raccoon, snake,

hawk, toad.

2. Prepare a hanger web.

• Provide a coat hanger for each student or small group.

• Cover and decorate the body of the hanger to represent the environment in which the members of this

food web would be found.

• Hang the food web stages from the bottom of the hanger. Use different lengths of string, wire, or thread.

• Display each model.

3. Have students in small groups place the cards marked with different components of a food web in order on

a piece of poster board.

• Place arrows for the steps of a food web in the proper arrangement.

Follow-UpAsk students to brainstorm why food webs are usually more stable than food chains.

• Lead them to conclude that predators in a food web would have other food sources if one food source

became less abundant or extinct.

• Have students work in small groups to design a web drawing to summarize the concept of a food web.

EXTENSIONS:1. Make a poster of a food web that is local to the area.

2. Read Why Save The Rain Forest? by Donald Silver.

3. Have students read about life downtown and in a city park in The City Kid’s Field Guide by Ethan

Herberman.

• Then have students classify things found in each area.

• Classify organisms as producers, decomposers, herbivores, carnivores, omnivores.

4. Read Who Eats What? Food Chains And Food Webs by Patricia Lauber.


Cornell, J. (1979). Sharing nature with children. Ananda Publications.

Ecology. (1989). World book encyclopedia. (Volume E, p. 51). Chicago, IL: World Book, Inc.

Gega, P. (1982). Science in elementary education. New York, NY: John Wiley and Sons, Inc.

Guy, R. (1989). Discover science. Glenview, IL: Scott Foresman and Company.

38

ECOLOGY


1. Explain how ants communicate.

2. Conclude how a change in the food source affects ants’

behaviors.

3. Name the body parts of an ant.

BACKGROUND:Humans rely on sight and sound to convey messages. Many

animals, however, rely on chemical messages. Chemical

communication is based on the production and secretion of a

chemical, called a pheromone. This chemical can be detected by

animals.

Ants communicate with one another when they look for food.

When an ant finds food, it may carry it back to its nest. On its

way, it leaves a pheromone trail that other ants can follow. Before

long, other ants are traveling the trail to and from the food. Once

the food is gone, the pheromone is no longer secreted. As the trail

begins to vanish, the movement of the ants becomes less uniform,

and they leave the area. Ants live in communities and are social

insects.

VOCABULARY:colony - a community of social insects


pheromone - chemical secreted by an animal to communicate

secretion - substance produced by some part of an animal or plant

ADVANCE PREPARATION:1. Purchase or collect ants. (If collecting ants, remember to return them to their natural habitat. Use caution

not to collect fire ants. Warning: some students are allergic to ants.)

2. Copy the illustration of the ant’s body.

PROCEDURE:Setting the Stage1. On a walk outside, have students search for ant hills and ant trails. Discuss the dangers for ants as they

move around the Earth.

2. Discuss with students where they have observed ants around their homes.

Activities1. Conduct an experiment to demonstrate how ants can communicate about food.

• Using very small pieces of bread, chips or other foods, make a trail along the ground (1/2 teaspoon).

• About one foot away from these crumbs make another trail of crumbs (1/2 teaspoon).

• Use magnifying glasses to observe if the ants find the crumbs.

• Observe the ants moving the crumbs toward the colony.

• Use a stick to wipe out a section of the crumb trail. Observe and discuss changes in the ants’ behaviors.

An Ant Can

Grades:3-5

Subject:Science

Time Needed:One or two class periods

Materials:ants from a pet specialty store or

trapped from their natural

environment

stopwatch

magnifying glasses

paper cup

paper plate

small part of a piece of bread

one half teaspoon sugar

diagram sheet labeled “Parts of an Ant”

modeling clay

pipe cleaners


2.. Divide students into groups of four to five.

• Have each group of students time how far an ant can walk in a minute when heading toward a food

source. Each group might use different types of foods.

3. Direct students to look at ants by using a magnifying glass.

• Instruct students to describe (see unlabeled sheet, Parts of the Ant) and illustrate the shape of the body of

an ant.

• Using a pipe cleaner or modeling clay, students should make a model of an ant’s body.

• Distribute labeled sheet, Parts of an Ant, and have students compare the body parts of an ant with their

models.

• Discuss where the pheromone is produced. See diagram sheet of labeled parts of the ant.

Follow-UpTell students to describe to a partner how ants communicate with each other.

EXTENSIONS:1. Ask students to research details of an ant habitat. Students can then illustrate the ant habitat.

2. Instruct students to write a skit based on the different jobs that ants have within their colony.

3. Purchase an ant farm for observation.

4. Read the book Two Bad Ants by Chris Van Allsburg. If this book is not available, any literature selection

containing a similar theme can be used to enhance the lesson.

ORIGINAL DEVELOPMENT RESOURCES:Ants. World book encyclopedia. (1988). Chicago, IL: World Book, Inc.

Butzow, C. & Butzow, J. (1989). Science through children’s literature. Englewood, CO: Teacher Ideas

Press.

Chapman, E. (Undated). A teacher’s manual for outdoor classrooms. Auburn, AL: U.S. Department of

Agriculture.

Greenland, Caroline. (1986). Nature’s children ants. Danbury, Connecticut: Grolier Educational

Corporation.

Cole, Joanna. (1996). Magic school bus gets ants in its pants. New York. Scholastic, Inc.

Dorros, Authur. (1987). Ant cities. New York, NY: Harper Collins Publishers.

40

41

Part

s O

f A

n A

nt

42

Ab

dom

enA

nte

nn

ae

Man

dib

les

Sto

mach

Th

ora

xH

ead

Cro

p

Part

s O

f A

n A

nt

43

Illu

stra

tion

of

an

An

t C

olo

ny

Pu

pae

Nes

t

Eggs

Food

Larv

al A

nts

Qu

een

An

t

Win

ged

Male

An

ts

Work

er A

nts

Work

er A

nt

Work

er A

nt

Work

er A

nt

Ther

e is

usu

ally

only

one

Quee

n A

nt

in a

colo

ny.

She

lays

the

eggs

for

the

colo

ny.

She

is f

ed a

nd

gro

om

ed b

y w

ork

er

ants

.T

hes

e an

ts d

o n

ot

live

in t

he

colo

ny v

ery l

ong.

Aft

er t

hey

mat

e to

fer

tili

ze t

he

eggs,

they

die

.Thes

e an

ts a

re f

emal

e.

Lar

ger

work

ers

coll

ect

food

for

the

colo

ny.

Sm

alle

r

work

ers

gro

om

and f

eed

the

quee

n,

dig

new

tunnel

s,

care

for

the

pupae

and

larv

ae,

and p

rote

ct t

he

colo

ny.

Notes

44

ECOLOGY


1. Define the term adaptation.

2. Name at least three ways animals have adapted to their

environments.

3. Define the term camouflage.

4. Describe differences in bird beaks.

BACKGROUND:Ecosystems change over time. Due to this, animals must respond

to these changes in their environment. Animals make adaptations

to their environments so that they may continue to survive.

Adaptation is the behavior or the part of a living thing that helps

it live in a certain environment.

Certain traits, such as body coloring and markings, special body

parts, and specific actions, help an animal to adapt better to its

environment. Some adaptations in animals help the animal to see

its surrounding better. For instance, dragonflies have compound

eyes with thousands of separate lens in each eye. Using the wider

field of vision helps the dragonfly see movement up to 12 meters

away. Some falcons can see their prey 800 meters away. Rabbits

and mice have eyes set on both sides of their heads to give them

a wider range of vision.

There are hundreds of places where living things are found. The

places may differ from each other in a number of ways. In each

place, the organisms found there are especially suited for living

there. They have adapted to their environment.

VOCABULARY:adaptation - the behavior, or the part, of a living thing that helps

it live in a certain environment

camouflage - the ability to blend in with the surroundings

ecosystems - all the communities that live together in an area

including the water, soil, and climate

ADVANCE PREPARATION:1. Secure patterned and plain paper.

• Duplicate a butterfly-shaped pattern for students.

• Have timers or watches with second hands for each cooperative learning group.

2. Assemble petroleum jelly, cotton balls, and water for Activity 4.

3. Assemble materials needed for Activity 5.

4. Make nectar for Activity 5 by mixing water and red food coloring.

Adaptations Help Stop Limitations

Grades:3-5


Time Needed:Three class periods

Materials:several sheets of wrapping paper: one

patterned, two different solid colors

scissors

timer

red transparent plastic folder

light yellow crayon

white paper

cotton balls

petroleum jelly

tub of water

tools: tweezers, soda straws, eye

droppers, tongs, pliers, chopsticks

bird food

walnuts or other nuts in shells

candy worms

red food coloring for nectar

jelly beans

rice

puffed cereal

marbles

oatmeal

student activity sheets


PROCEDURE:Setting the Stage1. Ask students to share times they have seen animals use their different senses to find food and water.

2. Ask students to share different survival behavior they have noticed in animals.

Activities1. Demonstrate animal camouflage. (Do this in pairs of students.)

• Have students cut out 12 butterfly shapes from the patterned paper and 12 from each of the solid papers.

• Have one student in each pair put one full piece of patterned paper on the floor.

• Place the 36 butterflies, color, or pattern side up.

• Have the partner cover his or her eyes.

• Set the timer to ten seconds.

• Tell the partner to uncover his/her eyes and pick up, one at a time, as many butterflies as possible.

• Have pairs count the number of butterflies of each type collected.

• Repeat the experiment, substituting solid-colored wrapping paper for the background.

Note: Newspaper can be substituted for wrapping paper.

2. Encourage students to work in pairs to write a story about an animal character whose adaptations are

important in the story.

• Tell students that stories can be funny or adventurous.

• Have students illustrate their stories.

3. Ask students to create a hidden picture of an animal to demonstrate camouflage.

• Draw a bird using the yellow crayon on the white paper.

• Cover the drawing with the red plastic folder.

• Encourage students to brainstorm why the bird seems to disappear. (A possible idea could be that the

yellow bird and the red folder are both reflecting light to your eyes.)

4. Invite students to demonstrate how oil in the feathers of water birds, such as ducks, helps them to keep dry

and to stay afloat. Ask students if they think birds that do not get in the water have as much oil.

• Instruct students to coat a cotton ball thoroughly with petroleum jelly.

• Have them place the ball in the container of water.

• Direct them to put an uncoated cotton ball in the water.

• Observe what happens to each cotton ball.

• Encourage students to conclude that because the oil and water do not mix, the oil keeps the water from

getting into the cotton, thus into the birds.

5. Have students do the following activity to learn about birds’ beaks.

• Read the story “Dear Diary” to the class.

• Explain that different types of birds have different beak types that determine what they eat.

• Prepare six containers each with a different type of bird food (See Teacher Key).

• Divide students into groups.

• Explain to students what each container of bird food represents (See Teacher Key).

• Allow students to select tools to use to capture and eat each type of bird food.

• Use the tool as a beak to gather food.

• Have students compare the tool they used to the pictures on the Beak Illustration Sheet and determine

which one they had.

Follow-Up1. Have students write examples of animal adaptations.

2. Instruct students to complete the Student Activity page for follow-up.

3. Have students complete the Bird Beaks Page.

46

EXTENSIONS:1. Encourage students to work in groups to research animals that have adapted to living in very harsh

climates.

2. Have students create a class big book illustrating animals native to Alabama and list their adaptations to

their environment.

3. Have students choose a favorite animal and make a model of it using clay or play dough. Ask students to

list adaptations of their animal on an index card.

ORIGINAL DEVELOPMENT RESOURCES:Badders, W. et. al. (1996). Discovery works. Parsippany, NJ: Silver Burdette Ginn.

Makhmaltchi, V. (1992). Hands-on science activities. Troll Associates.

Van Cleave, J. (1990). Biology for every kid. New York, NY: John Wiley and Sons Inc.

Gill, P. (1990). Birds. The Nature Club. U.S.A. Troll Associates.

Mason, H. (1992). Life in a forest. Niagara Falls, New York: Durkin Hayes Publishing Ltd.

47

48

Butterfly Pattern

“Dear Diary”

Dear Diary,

Today was my birthday, and I invited all of my bird friends for a birthday dinner. I

served insect casserole and seed cakes. We washed this down with sparkling

rainwater. For entertainment I warbled my song, “Rockin Robin.”

What a disaster I had! Having birds over for dinner can be tricky since we don’t have

teeth. I discovered that if you don’t have exactly the kind of food they are used to

eating, they’ll go hungry. Here’s a list of the birds I invited to my party.

The toucan, who favors the parrot with his beautiful bright feathers, lives in the

jungle. He informed me that he eats papayas, mangoes, and bananas. I was so

embarrassed. Those weren’t on my shopping list.

Mrs. Woodpecker, my next door neighbor, also came. She lives in the hollow tree.

She was in luck! I was able to find her some earthworms, bugs, and spiders.

Sally Pelican only eats things that come from the sea. I knew this, so I had prepared

a tuna “special.”

The hawk and the owl arrived together. They are really fond of rats, snakes, and

sometimes other birds. I had to watch my back feathers all night! They left early and

hungry. They went to hunt.

I have learned a lesson. You should always be prepared!

Love,

Ima Sparrow

49

Which Type Of Beak Do You Have?

50

1.

2.

3.

4.

5.

6.

BEAKS TOOLS BIRD TYPES

Long thin beak used for reaching out and plucking fruit.

Small sharp beak for picking insects from leaves, logs, and dirt.

Long beak used to probe for worms and other small animals in the water.

Bill that acts as a strainer to filter out tiny plants and animals.

Short strong beak used for breaking open seeds.

Long hollow beak used to probe for nectar.

Student Activity Sheet

51

1.

2.

3.

4.

5.

6.

BEAKS

Long thin beak used for reaching out and plucking fruit.

Small sharp beak for picking insects from leaves, logs, and dirt.

Long beak used to probe for worms and other small animals in the water.

Bill that acts as a strainer to filter out tiny plants and animals.

Short strong beak used for breaking open seeds.

Long hollow beak used to probe for nectar.

Toucan

Tongs are the best instrument. Use

marbles or jellybeans to represent fruit.

Warbler

Forceps or tweezers are the best

instruments. Use rice to represent small

insects.

Snipes, Kiwis, Curlews

Chopsticks are the best instrument. Use

candy worms in dry oatmeal to represent

worms in mud.

Hummingbirds

An eyedropper or straw is the best

instrument. Use red food coloring and

water to make nectar. Place in a bud vase.

Flamingos and some Ducks

A strainer is the best instrument. Use

worm candy in water. Also add puffed

cereal to represent plants.

Cardinals, Sparrows, Grosbeaks, and

other Finch-like birds

Nutcrackers or tongs are the best

instruments. Use walnuts and other nuts in

bird seed.

Which Type Of Beak Do You Have?Teacher Key


Animal Adaptations

A body part or a behavior that helps an animal to survive in its environment is called

adaptation.

Wings, large ears, feathers, and fat are all adaptations that help an animal keep its

body temperature.

An elephant’s tusks or a dog’s long tongue helps it to obtain water.

Bears’ heavy claws or a snapping turtle’s sharp beak helps it to get food.

A snail’s hard shell or the shell of an oyster provides it with shelter.

Some animals use color adaptations called camouflage for protection in their

environment.

Use the underlined words to make up questions. Ask your questions to a partner.

52

ECOLOGY


1. Define the term adaptation as it relates to plants.

2. Conclude how plants adapt to changes in amount of light.

3. Develop a list of at least two ways plants have adapted to

their environment.

BACKGROUND:Plants grow in almost every part of the world. They grow on the

tops of mountains, in the ocean waters, in the desert, and in polar

lands.

People must have plants to live. The oxygen we breathe comes

from plants. Our food comes from plants or from the animals that

eat plants. Many homes are built from plant material. Many of

our clothes come from cotton plant fibers.

We can find plants in different types of places. These places can

be hot, cold, dry, or wet. Plants growing in these places have

different needs. Their adaptations help them to meet their needs

in each place.

Alpine plants are adapted to live in cold places. They adapt by

growing close to the ground and close to each other. This helps the

plants to survive the cold winds. These plants also have special adaptations for collecting water. They are

provided with shallow spreading roots to collect the melting snow.

Stems and leaves are covered with a coat of wax and fine hairs to assist in retaining the water. A cactus is an

example of a plant with adaptations for surviving in the desert. It has shallow spreading roots to collect rain

water. It has stems and spines that are coated with wax to retain the water.

Many trees in areas that have cold winters will adapt by losing their leaves. This keeps the tree from losing

water through its leaves. A pine tree does not shed its leaves in winter. Its leaves consist of needles with a

thick covering that helps retain water.

Plants growing in forests have adaptations for getting sunlight. Some plants climb to reach the sunlight, while

others grow along the branches of tall trees to get sunlight.

Geotropism is a type of adaptation that plants undertake due to gravity. The roots of the plant will turn

downward in response to gravity.

VOCABULARY:adaptation - the behavior, or the part, of a living thing that helps it to live in a certain environment

environment - all the surrounding living and nonliving things that affect another living thing

geotropism - a bending movement of living things due to gravity


Necessary Changes

Grades:3-5


Time Needed:One class period plus three days of

observation

Materials:three tiny plant seedlings each growing

in a paper cup

shoebox with a lid

plastic wrap

invisible tape

duct tape

journal


ADVANCE PREPARATION:1. Purchase three small seedlings and plant each seedling in a separate paper cup.

2. Obtain a shoebox and cut a small hole in the lid.

3. Purchase clear plastic wrap and tape.

PROCEDURE:Setting the StageDiscuss with students what we do when we walk into bright light. (Lead them to determine that we squint.)

• Have students cover their eyes with their hands.

• After two minutes, instruct students to uncover and open their eyes.

• Talk about what happens when they uncover their eyes.

• Talk about how this is a way they adapt to a changing environment.

Activities1. Demonstrate how plants respond to changes in their environment (see illustration A).

• Place a seedling into a box. Cut a small hole in the lid and then cover the box. Be sure that the seedling

is away from the hole in the box top.

• Place another seedling in a paper cup (see

illustration B). Cut a tiny hole (just big enough

for the seedling to fit) in a piece of plastic wrap.

Tape the plastic wrap tightly to the cup.Turn the

cup upside down. Attach the upside down cup to

a window so that the plant is hanging upside

down. (Use duct tape.)

• Put the third seedling on a flat surface so it can

receive light.

• Instruct students to predict what will happen to

each of the three plants.

• Students should record predictions in their

journals.

• Wait at least three days and then observe the

seedlings.

• Any changes should be recorded in their science

journals.

• Compare the final observations with predictions

and record any changes noted. (Students should

conclude that plants respond to light by growing

toward the light.)

2. Demonstrate how a growing root will respond if

the tip is pointed upward.

• Fold a paper towel and put it in a plastic bag.

• Place the plastic bag on a table.

• Put three seeds on the paper towel.

• Staple through the bag and the towel below the

seeds.

• Staple the sides of the bag.

• Add a small amount of water to the bag. (The water must be in contact with the paper towel but not

above the staples.)

• Tack the bag to a bulletin board.

• Observe the seed each day.

• Watch for the roots to get two to three centimeters long and remove the bag form the board.

54

A.

B.Bag

Tape

Hole

• Using tweezers, turn the seeds so that the roots point upward.

• Have students predict what the roots will do.

• Observe the roots for the next few days and record observations in science journals.

• Have students explain why the roots turned (roots respond to gravitational pull - geotropism.)

Follow-UpHave students describe how a plant might adapt to changes in its environment. (Use the Plant Adaptations

Sheet to begin a discussion.

EXTENSIONS:1. Read to the class A Tree in the Forest by Jan Thornhill. If this book is not available, any literature selection

containing a similar theme can be used to enhance the lesson.

2. Use dried beans and ask students to invent a way for that seed to be carried by attaching art scraps or

cotton to the bean. Write a descriptive story about the adventures of the seed. Discuss adaptations some

seeds have that help them be transported (stickers, maple seed “wings”).

3. Write a poem or a rap about the protective devices of a plant.


Butzon, C. & Butzon, J. (1989). Science through children’s literature. Englewood, CO: Teacher Ideas

Press.

Mallison, G. (1984). Science. Morristown, NJ: Silver Burdett Company.

Savan, Beth. (1991). Earthcycles and ecosystems. Toronto: Kids Can Press Ltd.

Donahue, Mike. (1988).The grandpa tree. Niwot, Colorado: Roberts Rinehart, Inc. Publishers.

Jaspersohn, William. (1980). How the forrest grew. New York: Mulberry Books.

55

56

Place seed on wet paper towel in bag

Seed sprouted

Turn sprouted seed upside down

Seed sprouting

Roots turned downward

Plant Adaptations

57

CACTUS

Spines help the cactus to adapt

to the hot sun. A spine is a type of leaf

that does not let water escape through

it. The cactus has shallow spreading

roots to quickly absorb more water

over a larger area.

IVY

Some plants climb to get the

sunlight. Ivy adapts by climbing up

trees, fences, houses, and other

available structures.

ALPINE FLOWERS

These mountain flowers grow in

high elevations. They adapt to the

strong light and decreased amount of

water by growing waxy leaves and

shallow roots.

Notes

58

ECOLOGY


1. Explain the process of transpiration.

2. Trace the process of transpiration on the Student Information

Page.

3. Observe that plants transpire.

BACKGROUND:The process of transpiration moves water up from a plant’s roots.

In the process of transpiration, a plant loses water through tiny

openings in the underside of the leaves (stomata) and pulls up

more water from the roots.

Water moving up the stem of a plant to its leaves accounts for 90

percent of the water lost through the pores of the leaf. Some trees

can lose up to 15,000 pounds of water during a 12-hour period.

The openings in the leaves that provide for the loss of water and

the exchange of gases are adapted to different climates. Water’s

upward climb is the result of the pull at the top. As water is lost

through the stomata, more water is pulled up from the leaf veins,

the stems, and the roots, thus producing long columns of water in

the plant.

VOCABULARY:stomata - tiny openings in the underside of leaves on a plant that

control the amount of water in a plant’s tissues by releasing water vapor into the air.

transpiration - the loss of water through openings in a leaf (stomata) through which gases and water enter

and leave

ADVANCE PREPARATION:1. Assemble items necessary for experiments.

2. Copy Student Activity Pages for each student.

PROCEDURE:Setting the Stage1. Discuss with students that plants usually take in more water

than they can retain. Ask what happens to the water.

2. Ask students what the dew is on plants (the result of

condensation on the leaves).

Activities1. Demonstrate how water moves through a plant (see

Experiment A illustration).

• Place a cut flower, such as a white carnation, in a bud vase

containing water.

• Pour a few drops of food coloring into the water in the

vase.

To Transpire Or Perspire . . .

That Is The Question

Grades:3-5

Subject:Science


Materials:one cut flower such as a carnation

food coloring

bud vase

four growing plants

plastic sandwich bags

clear tape

student activity pages for each science

journal

petroleum jelly


Experiment A

Flower

Glass filled with dyed water

• Explain to students that tubes in the stem pull the

colored water up through the plant to the petals.

2. Show how transpiration occurs (see Experiment B

illustration).

• Put a sandwich bag over a leaf on a plant.

• Tape the bag to the stem so no air can get in.

• Do not put the plant in sunlight.

• Observe the inside of the bag.

• Help students correlate the accumulation of water

in the bag to the transpiration process.

3. Compare the amount of water transpired from four

different plants.

• Place plastic bags over each of four different types

of potted plants and close tightly with tape.

• Observe the amount of water droplets that collect

on the inside of each glass.

• Compare the results of transpiration for each of the

four plants.

4. Repeat Experiment B but place each plant in:

• A a cool place; a dark closet; a very warm place, a

room but not in the sun.

• Compare the results for the amounts of water

transpired from all four plants.

• Ask students if light and temperature have any effect on the amount of water transpired. If so, what?

Follow-Up1. Have students define stomata and explain their role in transpiration.

2. Ask students to label transpiration steps on the Student Activity Page, “Transpiration”.

3. Record in science journals any observations made during the experiment.

EXTENSIONS:1. Conduct an experiment with two plants.

• Coat one plant’s leaves with petroleum jelly.

• Leave the other plant’s leaves natural.

• Cover both plants with plastic bags.

• Observe and compare water vapor that collects on the sides of the plastic bags.


Guy, R. et al. (1989). Discover science. Glenview, IL: Scott, Foresman and Company.

Plants (1987). The world book encyclopedia. (Volume 19). Chicago, IL: World Book, Inc.

Van Cleave, J. (1990). Biology for every kid. New York, NY: John Wiley and Sons, Inc.

Savan, B. (1991). Earthcycles and ecosystems. Toronto: Kids Can Press Ltd.

60

Experiment B

Plastic Bag

Plastic Bag

Step 1

Step 2

Potted Plant

Transpiration

61

Steps of Transpiration

1. Plants absorb water from the soil

through their roots.

2. The water and minerals move up

the stem to the leaves.

3. The stomata on the underside of

the leaves release the water.

Stomata

Tubes (inside stem)

Roots

Notes

62

ECOLOGY


1. Describe the stages of succession in the forest.

2. Illustrate the stages of succession.

BACKGROUND:Succession is a regular pattern of changes in the plants and

animals in an area. This process may take hundreds or even

thousands of years. Changes may be started by enriched soil,

greater moisture, loss of moisture, intervention of humans, and

numerous other conditions. New organisms that can adapt and

thrive in the new conditions will emerge.

A climax community is reached when the plant life is fully

adapted to the existing conditions of soil content, water supply,

and organic environment. This community is considered stable.

Although it may change in small ways, its major characteristics

remain the same.

Floods, fire, or human intervention may reverse this process.

Succession that takes place where an ecosystem has previously

existed is called secondary succession.

VOCABULARY:succession - the process of continuous change

ADVANCE PREPARATION:Each student should bring a plastic soda beverage bottle to school. Use scissors to cut off the top. Add to each

jar five centimeters (approximately two inches) of soil and seven centimeters (approximately three inches) of

water. Stir and allow to stand overnight.

PROCEDURE:Setting the Stage1. What does a mature forest (climax community) look like? (little undergrowth, canopy)

2. Discuss what happens to a forest when ravaged by a fire. Which plants emerge first? What happens to the

wildlife?

Over And Over Again

Grades:3-5

Subject:Science

Time Needed:One class period, on-going observation

Materials:two-liter plastic bottle

soil

aquatic plant

two cups bird seed

scissors

sunflower seeds


Day 1 About 3-4

weeks later

.5 liter of water

5 cm. of soil

ActivitiesExperiment: Succession from pond to forest.

1. Using the prepared bottle, add an aquatic plant and place bottle in a window or beneath a grow lamp for

three to four weeks. Do not replace water that evaporates.

2. Put observations on the chart. Once or twice each week, have students add three or four bird seeds to the

bottle and make a drawing of the bottle and its contents. (Note: While there is water in the jar, the seeds

will sprout and then rot. As the water evaporates down to the soil, the aquatic plant will die, but the bird

seeds will now find a suitable environment.)

3. If the soil dries out too much, add a little “rain” occasionally. Add sunflower seeds in the third week to

represent “trees.”

4. Have students work in groups or four or five to make a poster of what they saw happen to their community

and list what they learned about succession. Allow each group to present its findings.

Follow-Up1. Using the recorded observations, illustrate the succession of the forest.

2. List the stages of succession in the forest.

EXTENSIONS:1. Read The Hatchet by Gary Paulsen. If this book is not available, any literature selection containing a

similar theme can be used to enhance the lesson.

ORIGINAL DEVELOPMENT RESOURCES:Gates, J. (1989). Consider the earth. Englewood, CO: Teacher Idea Press.

TVA - A world of resources. (November 1986): TVA/ONRED/L&ER/86/52.

Jaspersohn, William.(1980). How the forest grew. New York: Mulberry Books.

Donahue, Mike. (1988). The grandpa tree. Niwot, Colorado: Roberts Rinehart, Inc. Publishers.

Mason, Helen. (1992). Life in a forest. Niagara Falls, New York: Durkin Hayes Publishing Ltd.

64

65


DrawingDescription

Week 1

Week 2

Week 3

Week 4

Notes

66

ECOLOGY


1. Explain composting.

2. Identify compostable types of solid waste.

3. Create rich, odor-free compost.

4. Record temperatures on a chart.

5. Identify compost inhabitants.

6. Construct a compost food web.

7. List changes that occur within a compost over a period of

time.

BACKGROUND:In the near future, landfills in the U.S. may stop accepting “yard

waste.” Compost piles are an alternative disposal method for

leaves and grass clippings.

Compost is dark, earthy-smelling, crumbly material. In a compost

pile, a large number of microscopic organisms call a compost

heap “home.” The movement of these organisms within the heap

helps to aerate it. These compost residents break up and

decompose the dead organic matter to help create humus. Humus

slowly releases small amounts of plant nutrients when added to

soil. Humus is an excellent soil-building material.

In a compost pile, decomposers, such as bacteria and fungi, thrive

on dead tissue. The amount of moisture, air, temperature, light,

and the nature of the decomposing material affect the composting process. To form a good compost, a

carbon/nitrogen ratio of 30:1 must exist. Composts deficient in nitrogen may not decompose for at least a

year. Too much nitrogen will produce a strong ammonia smell. The compost heap must be damp, not soggy. It

must be turned to ensure proper ventilation. Turning exposes all parts of the heap to the heat that is produced

during decomposition. Compost piles should be less than one meter high. They can be contained or out in the

open. Done correctly, compost will form in about two weeks.

Modern landfills seal garbage deep in the earth, keeping out air and moisture. This prevents microorganisms

from doing their work. Therefore, even biodegradable products do not readily decompose when placed in a

landfill.

Composting is a solution to some of the solid waste disposal problems. It helps dispose of waste material in

an efficient and sanitary manner. It produces humus, which has beneficial properties for growing plants.

Experts say that composting can keep up to 60 percent of all solid waste out of the landfills.

VOCABULARY:aerate - to expose to the circulation of air

aerobic - requires oxygen to live

arthropods - invertebrate organisms that include insects, spiders, and crustaceans

bacteria - living organisms so small they need magnification to be observed

biodegradable - a compound that can be broken down into simpler compounds by microorganisms

Backyard Composting

Grades:3-5


Time Needed:One class period to set up; daily

maintenance and observation

Materials:soil thermometer

compost ingredients (leaves or straw

and grass in a 2:1 ratio)

tools for shredding

watering can

partially decayed compost pile

plastic specimen dishes

forceps

stereoscopes

flashlights


carbon - a substance that occurs in any living organisms.

composting - collecting and layering organic material, such as lawn clippings, leaves, kitchen scraps, and

manure, in order to decompose into fertile humus


humus - decayed organic material used to improve gardening and soil

microscopic - exceedingly small, minute; too small to be seen with the naked eye

nitrogen - a substance plants need to survive.

ADVANCE PREPARATION:1. Gather materials.

2. Copy Student Handouts.

3. Collect a sample of partially decayed compost material.

PROCEDURE:Setting the Stage1. Give the journal prompt “Describe life in a compost pile.”

2. Share student responses and discuss using background information.

Activity I1. Create rich, odor-free compost.

• Combine material by weight.

• Shred compost material to increase surface area and speed by decomposition.

• Sprinkle the compost materials with water to dampen. Avoid using too much!

• Assemble a heap no more than one meter high.

• Take the temperature at the center of the compost pile, then five centimeters below the surface.

Record the temperatures on the Backyard Composting chart.

Repeat this procedure every 24 hours.

• Cover the compost pile.

• Turn the heap with a pitch fork as soon as the temperature of the compost drops slightly (every 48-72

hours).

2. Graph the recorded daily temperature.

Activity II1. Observe compost debris in small groups.

• Place a handful of decomposing compost material in a specimen dish.

• Focus a light on the sample.

• Turn the debris over with a pair of forceps and look for compost inhabitants.

• Examine it under a stereoscope.

• Identify as many compost arthropods as possible using the Student Activity Page. The hairlike organisms

are nematodes.

2. Construct a food web by drawing arrows from the predator to the prey or vegetation on the Student

Activity Page.

3. Compare the compost created and the compost collected.

Follow-Up1. Discuss the temperature increases and decreases.

• Inform students that temperature increase due to the heat released during the respiration process of

decomposers. Temperatures decrease due to a lack of oxygen or a decrease in organic matter.

• Calculate the temperature ranges recorded.

2. Graph data using pictures obtained from observations.

68

3. Draw or explain the kinds of materials that can be composted.

4. List the steps of the composting process.

EXTENSIONS:1. Conduct a school-wide survey to find out how many families have a compost pile. Graph the results.

2. Use the compost to fertilize a garden planted by the students.

3. Plant a seed in only compost, a seed in only soil, and a seed in mixed compost and soil. Compare the

results.

4. Visit a composting facility.

5. Use craft supplies to construct an original compost critter.

6. Write a story about life in the compost.

ORIGINAL DEVELOPMENT RESOURCES:Alabama Cooperative Extension Service. Backyard composting. (Circular No. ANR-638). Auburn

University, AL: Auburn University. http://www.aces.edu/pubs/docs/A/ANR-0638/ANR-0638.pdf

Cooperative Extension Service. (1989). Lessons in solid waste management: 3 - R’s. Manhattan: Kansas

State University.

Kraft General Foods. (June, 1993). Solid thinking about solid waste.

Swarthout, F. L. (September 1993). The science of composting. The science teacher. 60(6), pp. 27-29.

Swarthout, F. L. (October 1993). The compost community. The science teacher. 60(7), pp. 45-47.

The University of North Alabama Environmental/Energy Education Center. (April, 1991). Environmentalawareness activities guide for grades K-6.

Savan, B. (1991). Earthcycles and ecosystems. Toronto, Canada: Kids Can Press Ltd.

Glaser, L. (1996). Compost! Growing gardens from your garbage. Brookfield, Connecticut: The Millbrook

Press.

69

70

Backyard Composting

Record the compost pile’s temperature.

List any changes you observe here:

Date Change

Temperature

At center Near surface

Time

(hours)

0

24

48

72

96

120

71


Name ____________________

Backyard Composting

Directions:

1. Place a check in the box if the arthropod can be seen in your compost sample.

2. Write the total number of each kind of organism you see.

3. Construct a food web by drawing arrows to each item that an organism consumes.

# found

# found

# found

# found

# found

# found

# found

# found

pseudoscorpions

• vicelike front claws

• poisonous glands

• eat nematodes, mites,

earthworms, and larvae

springtails

• wingless insects

• springlike structure on

stomach

• jump a few inches high

• eat nematodes, fungi, leaves

earwigs

• pair of pinchers

• release smelly liquid

• eat fruit, moss, lichen, and

grass

centipedes

• fast moving

• poisonous claw behind

head

• eat arthropods and worms

nematodes

• look like fine hair

• eat decaying vegetation

and fungi

compost mites

• smaller than a grain of sand

• resemble red-orange

droplets

• prey on nematodes, insect

eggs, mite larvae

sowbugs

• slow moving

• crustaceans

• eat decaying vegetation

millipedes

• slower

• cylinder shape

• eat vegetation

Notes

72

ECOLOGY


1. Construct a vermi-compost pile.

2. Observe the behaviors of a worm.

3. Record the reaction time of a worm.

BACKGROUND:Composting is an important way to reduce garbage. Composting

with worms is called vermi-composting.

Worms have well-developed noses and great senses of smell.

They do not have eyes or ears. The skin of a worm is sensitive to

moisture, temperature, touch, and light. Worms breathe through

their skin, taking air out of the moist soil. Their skin is tender.

Worms are nocturnal.

VOCABULARY:composting - collecting and layering organic material, such as

lawn clippings, leaves, kitchen scraps, and manure, in order to

decompose into fertile humus

nocturnal - active at night

vermi - indicates a worm or worms

ADVANCE PREPARATION:Poke holes in the bottom of the bin.

PROCEDURE:Setting the Stage1. Create a concept map about worms.

2. Discuss the benefits and uses of worms to the environment.

3. Provide each student with a gummi worm and a gummi worm sheet.

Activities1. Construct a vermi-compost pile.

• Place the bin on a tray so that water can drain out.

• Put the bedding in the bottom of the bin and dampen it thoroughly.

2. Observe the worms.

• Divide students into groups of four.

• Guide students to complete the Student Activity Page, “Squirmy Vermi”.

3. Add the worms. Cover with the lid.

• Place in a cool, dark spot. Do not allow it to freeze.

• Feed the worms organic wastes such as vegetable and fruit leftovers, dust balls, and egg shells (not meats

or fatty foods).

• Gently mix the contents periodically. Be careful not to harm the worms.

Follow-UpShare worm observations.

Vermi-Village

Grades:3-5



Materials:one pound red worms (purchased from

a bait shop)

one large plastic bin

one lid and tray

bedding made of an organic mix

(straw, chopped plants, leaves, and

shredded cardboard or newspaper)

three to four worms per group

hand lens

one flashlight per group

one cup of sand per group

one cup of potting soil per group

timing device per group

tape measurers

gummi worms


EXTENSIONS:1. Test the worms’ reactions to light or smell. Soak a cotton ball in ammonia or vinegar and place it near the

worms.

2. Write a song about worms.

3. Create a squirm dance.

4. This activity could be extended to predict and record how long it takes for original bedding to become

compost.

5. Read Earthworms, Underground Farmers by Patricia Lauber.

6. Read Squirmy Wormy Composters by Bobbie Kalman.

ORIGINAL DEVELOPMENT RESOURCES:Kalman, B. (1991). Reducing, revising, and recycling. New York, NY: Crabtree Publishing.

74

75

Squimy Vermi

1. Observe your worms with a hand lens. What do you see? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Can you tell which is the front end of the worm? Draw the difference in the front and the tail.

3. How do worms move? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Measure a worm. . . . . . . . . cm

5. Place your worm on a moist paper towel. Gently touch it and record your observations on the chart

below.

Shine a light on your worm and record your observations on the chart below.

Allow your worm to burrow down into the cups. Time how long it takes in each type of soil.

Prediction Actual

Touch Light

Trial

Trial 2

Average

Potting soil

min. sec.

min. sec.

min. sec.

Sand Potting soil Sand

min. sec.

min. sec.

min. sec.

min. sec.

min. sec.

min. sec.

min. sec.

min. sec.

min. sec.

Wormy Worksheet

Draw your Gummi Worm.

Gummi Worm is the common name for this worm. What is the scientific name?

(Make one up)._______________________________________________________________________

Describe your worm Length __________________ Width _________________________________

Colors _____________ Number of segments______________ Smell __________________________

How can you tell the anterior (head) end from the posterior (tail) end?___________________________

____________________________________________________________________________________

Compare your Gummi Worm to other Gummi Worms. How are they alike? How are they

different?_____________________________________________________________________________

____________________________________________________________________________________

Can your Gummi Worm be stretched? _____________________________________________________

Can it be compressed? _________________________________________________________________

Does it return to its original shape? _______________________________________________________

What other tests could you perform to find out more about the worm? ___________________________

____________________________________________________________________________________

____________________________________________________________________________________

Compare your worm to a real earthworm (from memory)

____________________________________________________________________________________

____________________________________________________________________________________

What does your Gummi Worm taste like? __________________________________________________

76


INTRODUCTION TO POLLUTION

PREVENTION

Many satellites put in orbit by the United States and other countries have included geographic image surveys as

part of their missions. Not only have those images clearly illustrated the beauty and diversity of the planet’s

surface, but also those images have shown that it is isolated and self-contained. Although enormous in scale, the

Earth is not infinite nor are its resources. While the planet can support an abundance of life and even can absorb

some level of pollution, its carrying capacity (the amount of life supportable through resource allocation and

use) is fixed. Because of this, the combination of natural and human-made detrimental effects, including

pollution, must be considered to ensure that the carrying capacity is not exceeded.

The effect of natural or human-made change on Earth is often difficult to determine and is speculative on a

worldwide scale, although studies of individual ecosystems and smaller geographic areas prove less difficult to

measure. Instances of pollution can be investigated to determine effects and risks posed. Environmental studies

and analyses have received increasing attention in past decades. Only through education can we as citizens

become informed enough to make accurate and responsible decisions about our environment. The focus of this

chapter is environmental pollution, either occurring naturally or human-made. There are two fundamental

reasons for our concern with environmental pollution: (1) human health, welfare, and resource needs and (2)

concern about the rest of nature.

Human Health, Welfare, and Resource Needs

Our personal concern with environmental pollution mainly revolves around health problems from natural, as

well as human-made, pollutants. Human health and well-being can be impacted by environmental pollution in

two distinctly different ways: (1) on a personal level by detrimental health due to contamination or depletion of

water, air, and other needed resources or (2) by reduced social and economic benefits or degradation in a

geographic, ecosystem, or global context through slow deterioration of our habitat or decreasing availability of

resources.

The cost of control and remediation measures for pollutants sometimes is reflected in health-care costs to treat

afflictions caused by pollution. Reduced or eliminated mental well-being or recreational benefits often are

overlooked and are underestimated because of the difficulty in quantifying costs. The cost of the inability to fish

a stream segment because of aquatic pollution, to stay outdoors for extended periods because of elevated ozone

levels, or to play in areas contaminated by pollution is difficult to determine economically. Maintaining a

healthy and sustainable environment for these activities often runs contrary to human and economic needs for

population, urban, agricultural, and manufacturing growth and development.

Concern for Nature

Concern for nature other than that readily identified as healthful or economically beneficial has been a part of

human existence for centuries. For example, there are many things about the balance of nature that we don’t

know. The loss of some species may throw off that delicate balance in ways that we cannot foresee at the time.

This is a major theme of the modern environmental movement. Although many concerns mainly address human

enjoyment, nature has value simply in its existence. Consider, for example, the number of people who place

value in the protection of endangered species and the national park system, even though they have never seen

an Indiana Bat or visited Little River Canyon. This protection of nature does not come without a price to all of

us. Some resources have to be left unclaimed, some land has to be left undeveloped, and funds must be spent on

protection and preservation of the delicate balance of nature.

77

Cultural Change

One of the major factors in the creation of environmental pollution stems from the consumption of resources,

production and manufacture of goods, and disposal of wastes. Demand from citizens for a ready supply of goods

increases as the population increases. Technology offers more products to make our lives better and easier, and

our purchasing power increases.

The controversy over the creation of pollution traditionally has focused on finger pointing and on placing

economic matters above environmental concerns. Industry, government, and public groups have not always

realized that environmental protection and economic growth do not have to be mutually exclusive. Government

regulation, industry initiative, and public demand have caused great improvements to be made in the area of

environmental protection. Better process design, control measures, and pollution prevention activities to reduce

or eliminate pollutants at the source have reduced much pollution. Although great successes have been achieved,

much more must be done in order to protect human health and the environment from pollutants.

A cultural change continues in the way many Alabamians work and play. Businesses, industry, agriculture, and

other activities continue to make improvements in their operations. Collectively, they are trying to make a

difference, as are public environmental groups and government agencies who keep watch over the environment

and who encourage progress. These collective actions are important to success, but what can we do individually?

We must all consider our activities, taking into consideration the environmental impact they may have. The idea

of “throwing it away” is a myth. Wastes do not “disappear” when we “throw it away.” All waste must be

disposed of somewhere, and consumption of most materials creates at least one form of pollution from solid

waste or from discharges in water or emissions into the air.

When purchasing materials and services, we must consider questions such as “What will happen to it after I use

it? Can it be recycled? Can I purchase goods with less packaging? Is there a better alternative?” and finally, and

most importantly, “Do I really need it?” Unfortunately, we often must act and make decisions without complete

information. Educating ourselves, taking the time to get accurate information, and considering the consequences

of our actions collectively and as individuals are important first steps in solving the problems created by

environmental pollution.

From World Book Encyclopedia

78

POLLUTION PREVENTION


1. Analyze the relationships between how people use the Earth

today and the impact of these actions on the future.

2. Define the term legacy.

3. List two examples of a legacy.

BACKGROUND:A legacy is something that is left for the next generation. A

legacy could be your great grandmother’s locket or your great

grandfather’s watch left to you. It could be a rare coin collection

On a larger scale, the national parks are a legacy left to us. A

legacy can even be a story passed down from generation to

generation. A legacy is something valuable enough to protect and

to continue to pass on to future generations.

VOCABULARY:barren - land not producing plant life

bubble - a round space filled with air kept in by a non-rigid

membrane

concrete - a mixture of cement, sand, or gravel and water that

hardens as it dries

desert - dry land with few plants and little rainfall

dome - a large, rounded roof on a circular or many-sided base

generation - the average time interval between the birth of parents and the birth of their offspring

humankind - people

legacy - something left for the next generation

withered - dried out and lifeless

ADVANCE PREPARATION: Read the story “The Legacy” by Kay Atchinson.

PROCEDURE:Setting the stage1. Have students tell about special items left to them by others.

2. Lead students to brainstorm the reason we should be concerned about leaving a legacy to future

generations.

ActivitiesDiscuss the story “The Legacy” with the class.

• Ask students what a legacy is according to the grandfather. Ask what he meant when he said his

generation did not leave one.

• Ask students about the reasons why the grandfather’s generation did not listen to those trying to conserve

and protect the Earth.

• Ask students to predict when this story could have taken place (past, present, or future). Why?

• Ask if students think the grandfather actually sees the landscape at the end of the story. (This is a

A Legacy

Grades:3-5

Subjects:Language Arts, Science, Social Studies,

Art


Materials:“A Legacy” by Kay Atchinson

student handouts

paper

pencils

art supplies


flashback to a time in his life when he could see and feel the beautiful landscape and hear the animals.)

These things are no longer available to see or feel on Earth except in books, videos, or museums.

• Ask students what they think the author is trying to say in this story. (What we do today influences what

happens in the future.) We can try to do a small part in protecting and conserving the Earth’s

environment. If everyone would do a small part, we could conserve and protect the Earth for future

generations.

• Instruct each student to write a paragraph describing his/her idea of what the Earth will be like when

he/she is 50 years old.

Follow-Up1. Summarize the importance of protecting our legacy.

2. List ways to protect our environment.

3. Recite “A Conservation Pledge” with the class.

EXTENSIONS:1. Make a class book depicting the characters in the story.

• Encourage students to include descriptive adjectives about the main characters.

• Instruct students to design illustrations for the class book.

2. Ask students to retell the story in their own words.

• Write the vocabulary words on the board or use an overhead projector.

• Direct students to use the vocabulary words to make meaningful sentences telling about the story.

3. Ask students to identify locations in Alabama where they might find some of the things seen by the

grandfather at the end of the story.

• Plot these items on an Alabama map.

• Instruct students to make a map key using symbols to represent these items.

4. Read The Giving Tree by Shel Silverstein to the class.

5. Read Just A Dream by Chris Van Allsburg to the class.

6. Ask students to write a descriptive paragraph about how they view their world today.

• Place their work in a time capsule (coffee tin or metal box) and bury on the school grounds.

• Date information for a future finder.

7. Students can interview an older relative or others in the community to find out how the world has changed

in their lifetime.

ORIGINAL DEVELOPMENT RESOURCES:Atchinson, K. (1994). A Legacy.

Banfield, S. (1992). What in the world? Troll Associates.

80

A LegacyBy Kay Atchinson

An old man and a young child sat on a concrete slab. As they looked around at the landscape outside, the

small child looked up at the old man.

“Grandfather, was it always like this? The world is such a dreary place to me, with all the concrete streets, tall

buildings, and dry, rock-filled lawns. Why do we have to have so much of everything in rocks and concrete?”

“Well, the Earth has a lot of sand, deserts, and rocks, and that makes good concrete,” the old man chuckled.

“But, Grandfather, our teacher tells us it was not always like it is today...the Earth, I mean. What was it like

when you were my age?”

The withered old man looked down on the child and his eyes held a forlorn, wistful longing. He hesitated

before he spoke, and the child thought he had forgotten. “This world you know and see is so different from

the one of my childhood. You can only imagine it from the pictures in your books or in the older videos you

watch, but I can see it in my mind’s eye as it used to be long ago. Your teacher was right - the world was

different then. But our generation did not realize its worth. We thought it would be here forever. We used it to

gratify our wants and needs, never with a thought that we might someday use it up. It had always provided us

with what we wanted. We figured it would do so forever. I’m sorry, sweetheart, that we did not think to leave

your generation a legacy.”

“What’s a legacy, Grandfather?”

“That’s not easy to put into words that you might understand, but I’ll try. A legacy is like a present you give to

someone who comes after you are gone from this Earth. It is like a treasure, but you can’t buy it for all the

money in the world. In fact, it must be given freely, without expecting anything. But yet the person getting it

has a price to pay, really. That person must also give it freely to those who are here when he is gone. A legacy

will always be left to be used and loved by everyone, no matter what happens in the future. Does that make

any sense to you?”

“I think so. It’s like the time Uncle Jeff gave me his football card collection when he went away and told me

to keep it so I could give it to my children someday.”

The old grandfather smiled, thinking of his grandchild’s materialistic reasoning. “Kinda like that, but a legacy

may not always be yours alone. Sometimes a legacy doesn’t belong to just one person, but to all the people of

the Earth. That’s what my generation failed to realize...until too late.”

Didn’t your teacher or anyone else teach you about the legacy?”

“Oh, plenty of people taught us or talked about the things we could and should do to preserve and protect our

environment (Earth, as you call it), but we were too busy or concerned to pay much attention to it. You see, it

wasn’t that we didn’t know or care about it, we did care. We even had organizations that tried to do what they

could, but they were only a few compared to the whole. Humans tend to think that as long as they can’t see

the future today, that it won’t ever get here. So, we put off facing facts until they hit us in the face and then

we try to change overnight. Some things are hard for humans to learn.”

81

“Why DIDN’T you LISTEN to everyone?”

The old gentleman gazed into the distance for a few minutes, then spoke. “Sometimes we listened a while.

But then we thought about how much trouble it was to do, or how much of our comfortable lifestyles we

might have to sacrifice, or how much money things cost; but I think the real reason most of us didn’t listen

was because we thought that our little contribution wasn’t going to make a difference. We were wrong, but we

couldn’t see it.”

“Don’t be sad, Grandfather,” whispered the child, as he snuggled up closer. “I forgive all of you. You didn’t

know what would happen in the future. My teacher says the future really never gets here because when it

comes, it isn’t the future anymore; but it is today.”

Looking down into the innocence of the child’s eyes, a tear trickled down the old man’s face. “How wise your

teacher is, my little one, to make that observation. If my generation had only realized that fact, maybe your

Earth would have been a much different place. We failed to see that OUR FUTURE IS WHAT WE DO

TODAY, not tomorrow or next week or even years from now. All we are given is TODAY, and we must use it

wisely. I hope that you and all your friends listen better than we did, for the future legacy of this planet is in

your hands now. But the future is not in the distance, but right at this very moment - TODAY. Your future is

today - don’t waste it as we did.”

A loud whistle sounded in the distance, signaling the end of the daylight hours and the beginning of night. The

child and the old man rose and walked hand in hand down the concrete path towards the family’s dwelling.

Above them loomed the plastic bubble of the city’s atmosphere, where fresh clean, cool air drifted down from

the invisible piping network embedded in the dome. Computer sound systems clicked on, bringing the sounds

of the night to lull humankind to sleep. Forced air rustled the leaves of the test-tube grown trees.

Turning and gazing outward into the desolate world beyond the bubble, the small child wondered about the

past - the past that was long before this time.

Long after the child was asleep, the grandfather crept outside; and he, too, watched the world outside the

bubble. But instead of dry cracked earth barren of life, his eyes saw beautiful lush forests, clear blue sky

overhead, and clean gurgling waves bumping the sides of his canoe as it slid through the swift water of

sparkling rivers and streams. His ears were listening to the shrill cries of gulls and hawks, the songs of the

mockingbird, the rat-a-tat-tat of woodpeckers, and the calls of the animals such as the wolves, owls, frogs,

coyotes, and bobcats, and yes, even to the sounds of the bees as they busied themselves making fresh, sweet

honey.

With a start, the grandfather awakened. It had been a dream. He became more determined to become a better

steward of the Earth and to teach his grandson these values.

Our future is today, now and with passing seconds it is slipping away into the past. Will we close our eyes,

ears, and minds to our legacy to our grandchildren? Will we let them forget the problems that caused us to

implement those methods? The children are the leaders of the future, and we must help them to understand

WHY we have begun to take steps to protect and care for our planet. If they are not aware of the problems

that caused these methods to be put into use, will they not forget the lessons of the past more quickly?

Awareness is the catalyst for continuous change and progress. Alabama leaves a beautiful legacy.

82

83

Conservation Pledge

I give my pledge

as an Alabamaian,

To save and faithfully

to defend from waste,

the natural resources

of my state - its soil and minerals,

its forests, waters, and wildlife.

Notes

84



1. Identify the major sources of each of the six pollutants.

2. Identify the major effects of each of the six pollutants.

3. List three ways to reduce air pollution.

BACKGROUND:In the United States, the Clean Air Act of 1970 strengthened

earlier laws. It required that air quality standards be established.

It also set up guidelines for achieving these standards and gave

the federal government more responsibility and power in

protecting air quality. In the same year, the U.S. Congress created

the Environmental Protection Agency (EPA) to be in charge of

the federal government’s environmental programs. The EPA was

given responsibility for implementing the Clean Air Act,

regulating air pollution, and enforcing the law.

The Clean Air Act required EPA to set air quality standards so

that even the people most sensitive to air pollution (usually the

very young, the very old, and the sick) would not suffer adverse

health effects from pollution levels in the ambient air (the air

around us) if the standards were met. National Ambient Air

Quality Standards were set for substances identified as criteria

pollutants. These were common, widespread pollutants shown by research to be harmful to human health and

to general public welfare. (Welfare includes crops, livestock, vegetation, buildings, and visibility.) Carbon

monoxide, lead, nitrogen oxides, photochemical oxidants (such as ozone), particulate matter, and sulfur

dioxide were the criteria pollutants. The 1990 Clean Air Act Amendments added further criteria pollutant

restrictions. For example, most areas in the country must have attained particulate matter standards by 1994.

This includes combating acid rain by reducing sulfur dioxide and nitrogen oxide emissions.

Many efforts are underway to reduce air pollution. Air pollution devices have been installed in factories,

power plants, vehicles, and even wood stoves to trap pollutants before they get into the air. Use of cleaner

burning fuels and more advanced combustion technology are other ways pollution is reduced. Other efforts

include encouraging people to use cars less and to conserve electricity, which will reduce the amount of fuel

we burn and, at the same time, reduce the amount of pollutants we put into the atmosphere. Pollution

prevention efforts also include using fewer harmful materials.

VOCABULARY:pollutant - a substance that can harm air, water, soil, and living organisms

ADVANCE PREPARATION: Prepare transparency.

PROCEDURE:Setting the stage1. Show pictures of slides of air pollution. Ask students where they have observed air pollution.

The Dirty Half Dozen

Grades:3-5

Subjects:Science, Language Arts, Art, Social

Studies

Time Needed:Four to five class periods

Materials:magazines

transparency of Major Man-made Air

Pollutants

overhead projector

wipe-off markers

student activity pages

art materials


2. Introduce the term pollutant. Many of these come from fuel and power plants that provide us with

conveniences.

3. Tell the students this lesson introduces them to six major air pollutants (criteria pollutants) that are

regulated by the Environmental Protection Agency in the United States.

ActivitiesGroup Project/Presentation

• Distribute copies of Major Man-made Air Pollutants and Matching Major Air Pollutants with Their

Source and Effects.

• Have students read and research their student activity pages.

• Design a unique method of presenting this information to the class. (For example, use a cardboard box

car to present carbon monoxide or lead. Write a rap or song about particulate matter.)

• Reports should last about 10 to 15 minutes and must include new solutions to the problem.

• Present three each day.

Follow-Up1. Hand out all student sheets and make sure they have the correct answers for study.

• Carbon monoxide - sources: cars, wood stoves; - effects: less oxygen in blood, reduced mental alertness,

heart damage.

• Lead - sources: electric power plants, cars, metal refineries; - effects: brain damage, contaminated crops

and livestock.

• Nitrogen oxides - sources: cars, coal-burning stoves, electric power plant; - effects: lung damage, damage

forests, smog.

• Ozone - sources:exhaust, ozone-forming fumes (paints, gas stations); - effects: eye irritation, respiratory

problems, lung damage, damaged vegetation, smog.

• Particulate matter - sources: diesel engines, wood stove, windblown dust; - effects: eye irritation,

damaged crops, lower visibility, discolored buildings and statues.

• Sulfur dioxide - sources: electric power plants, coal-burning stoves, refineries; - effects: eye irritation,

lung damage, harmed aquatic life, damaged forests, deteriorated buildings (effects are due to acid

decomposition).

2. List a minimum of two solutions for each of the six criteria pollutants.

3. Design bumper stickers. Create a slogan and an emblem for one of the criteria pollutants.

EXTENSIONS:1. Have students write to the EPA to request information on air quality legislation.

2. Have interested students research the killer smog in London in December 1952, which resulted in over

4,000 deaths.

ORIGINAL DEVELOPMENT RESOURCES:Duckworth, C. (September, 1987). The big bad six. Ranger Rick. Washington: National Wildlife

Federation.

Keep America Beautiful, Inc. (Undated). Pollution pointers for elementary students.

Motor Vehicle Manufacturers Association. (Undated). Saving energy! Stock no. 22. (Brochure).

Schultz, R.F. (1982). Solids in the air. Environmental experiment from edison. Southfield, MI: Thomas

Alva Edison Foundation.

Tennessee Valley Authority. (Undated). Environmental resource guide: Air quality.

86

87

Teacher

Major Man-Made Air Pollutants

Sources EffectsDescriptionPollutioncarbon monoxide

(CO)

• Colorless,

odorless gas

• Vehicles burninggasoline

• Indoor sourcesinclude: keroseneor wood burningstoves

• Headaches, reducedmental alertness

• Heart damage

• Brain & kidney damage• Contaminated crops and

livestock

• Lung damage• React in atmosphere to

form acid rain• Deteriorates statues &

buildings• Damage forests• Form ozone & other

pollutants (smog)

• Lung damage• Eye irritation• Respiratory tract

problems• Damages vegetation• Smog

• Lung damage• Eye irritation• Damage crops• Reduces visibility• Discolors buildings &

statues

• Lung damage• Eye irritation• Kills aquatic life• Reacts in atmosphere to

form acid rain• Damages forests• Deteriorates buildings and

statues

• Old paint• Metal refineries• Vinyl blinds

• Vehicles • Power plants

burning fossil fuels• Coal burning stoves

• Vehicle exhaust &certain other fumes

• Formed from otherair pollutants in thepresence of sunlight

• Diesel engines • Power plants• Industries• Windblown dust• Wood stoves

• Coal burning powerplants andindustries

• Coal-burningstoves

• Refineries

• Metallic element

• Several gaseous

compounds made

up of nitrogen &

oxygen

• Gaseous pollutant

• Very small

particles of soot,

dust, or other

matter, including

tiny droplets of

liquids

• Gaseous

compound made

up of sulfur &

oxygen

Lead

(Pb)

Nitrogen Oxide

(NOx)

Ozone

(O3)

Particulate matter

Sulfur dioxide

(SO2)

88

Matching Major Air Pollutants

with their sources and effects

89


with their sources and effects(continued)

90



91



92



93



Notes

94



1. Test the air for visible pollutants.

2. Compare and contrast data collected.

3. Graph the results of pollution collectors.

BACKGROUND:An air pollutant is anything that makes the air impure. We can

see some visible particulants; but air pollutants, such as carbon

dioxide and sulfur dioxide, are invisible.

We take 14 to 18 breaths per minute of the air available to us. A

breath of country air carries about 40,000 particles of dust, and

each breath of city air carries approximately 70,000 particles.

These particles contribute to our discomfort and our diseases. The

more acidic pollutants can blister paint, erode stone, and etch

metal.

VOCABULARY:air pollutant - anything that makes air impure

ADVANCE PREPARATION: None necessary

PROCEDURE:Setting the stageDemonstration

• Darken the room and light a flashlight. Observe dust particles. For emphasis, hit a chalkboard eraser.

Name dust as a visible pollutant.

ActivitiesCollection of Visible Pollutants

• Spread a thin, even layer of petroleum jelly on the inside of each jar.

• Place the jars in various locations - playground, classroom, cafeteria, janitor’s storage area, by a heat

vent, or other selected locations. Label each with location and date.

• Do not disturb for one week.

• Collect in one week, and examine with a magnifying glass. Describe the debris found by shape, color and

amount.

Follow-Up1. Graph a comparison of what was found in each location.

2. Write a rap or a poem entitled “It’s All In The Air”.

EXTENSIONS:1. Demonstration

• Place a sheet of facial tissue over the end of a vacuum cleaner hose. Hold it in place with a strong rubber

It’s All In The Air

Grades:3-5


Time Needed:Two class periods, approx. one week

apart

Materials:four to five wide-mouthed, medium-

sized jars

petroleum jelly


band. Hold it in the air and turn it on. Sweep the air for a few minutes. Remove the tissue and examine

the collection.

2. Ask a vacuum cleaner representative or dealer to come in and talk about the particles in our air, our

carpets, and our beds. They often conduct excellent demonstrations.

ORIGINAL DEVELOPMENT RESOURCES:Environmental and Energy Education Program. (April, 1988). Ideas can change the world. Alabama energy

education idea book. University of Alabama in Huntsville, Alabama.

Needham, D. (1970). Pollution: A handbook for teachers. CCM Professional Magazines.

Schwartz, L. (1990). Earth book for kids. (p. 102). Santa Barbara, CA: The Learning Works, Inc.

96



1. Experiment to discover how visibility is determined.

2. Explain why the sky is blue and the sun is often red at sunset.

BACKGROUND:The colors perceived by the human eye and brain are the result of

differing absorption and reflection of the colors making up visible

light. Visible light, such as sunlight, looks white but is really

composed of red, orange, yellow, green, blue, indigo, and violet

blended together. Different types of materials absorb or reflect the

colors that make up white light in different ways. For example,

something that appears red reflects mostly red light and absorbs

the other colors of the spectrum; something that appears green

reflects mostly green light and absorbs the other colors.

The tiny molecules that compose the atmosphere scatter much

more of the sun’s blue light than other colors. When we look at

portions of the sky where the sun is not located, the light we see

is mostly scattered light, and appears blue. If those molecules

were not there to scatter light, when we looked upward we would

see only darkness except at the spot where the sun is located. This is the case on the moon where there is no

atmosphere.

The favored scattering of blue light by molecules in the atmosphere also makes the sun itself look redder than

it really is because a lot of the blue light is scattered out of its direct rays, leaving the redder colors behind.

The redness of the sun’s direct rays is accentuated when the sun is low in the sky, for example, at sunrise and

sunset. This is because the light must travel a longer path through the atmosphere before it reaches us.

Therefore it is subject to more scattering than when the sun is more vertical.

In addition to molecules, the atmosphere also has particulate matter suspended in it. The very tiniest particles

of matter in the air also scatter blue light. Most of the particles in the atmosphere are larger and scatter the

colors more equally. This is the reason the sky turns milky white, gray, or brownish when the atmosphere

contains a lot of particles.

Most of the particles suspended in the air are from natural sources such as soil erosion, volcanic activity, and

plant pollen production. In most cases, these are rather large particles that settle out of the air relatively

quickly and generally pose no great threat to human and environmental well-being or to normal patterns of

weather and visibility. However, human activity can also add particulate matter to the air, and much of the

human-created particles are harmful. For this reason, particulate pollutants are identified and regulated as one

of the six criteria air pollutants in the United States.

Particulate pollutants from human activities, such as burning fuel in vehicles, power plants, and industries, are

harmful to human health. Also, these tiny particles sometimes reduce visibility when they are produced in

great enough amounts or concentrated by weather conditions and the land’s topography. In extreme cases, the

light-absorbing, scattering, and reflecting properties of both natural and human-created particulate matter can

also affect weather patterns and plant growth.

Sky Blue, Sunset Red

Grades:3-5

Subject:Science


Materials:3 large clear glass jars or glass beakers

1/2 cup milk

teaspoon

water

large flashlight

prism


VOCABULARY:hue - shade or tone, often refers to color

particulate matter - very small particles of soot, dust, or other matter including tiny liquid droplets

prism - triangular shaped object that breaks light into the spectrum as it passes through it

spectrum - a series of colors formed when a beam of white light is dispersed so that its parts are arranged in

order of their wavelengths

visibility - clarity of the air, how far one can see

ADVANCE PREPARATION: Collect materials.

PROCEDURE:Setting the stage1. Ask the students if they have ever experienced the lowered visibility that sometimes results from a major

fire. Some of the students may have experienced forest fires, dust storms, volcanic eruptions, or other

events that send large amounts of particulate matter into the air. Ask them to describe what it was like.

2. Share the background information with the students. Explain to them that you are going to demonstrate the

relationship of particles in the air to the colors we see in the sky.

3. You may wish to use a prism to demonstrate to the students that visible light is composed of a spectrum of

colors. Review this as necessary.

ActivityDemonstrate the effect of particles in suspension on color perceived.

• Fill three glass jars (or large beakers) with cold water.

• Add nothing to jar 1, one teaspoon of milk to jar 2, and three teaspoons of milk to jar 3.

• Darken the room.

• Direct a flashlight beam through the side of jar 1. The water will appear transparent with no color.

• Move the flashlight around so the light shines toward the students through the water in jar 1. The water

will still be transparent with no color.

• Repeat the last two steps with jars 2 and 3. The apparent color in both cases will be blue. However, when

the light is shining directly through the water toward the observer, it will appear yellow in jar 2 and pink in

jar 3.

Follow-Up1. Observe the students in a discussion helping them to derive the following explanation: The flashlight beam

is visible because the light is scattered by the particles of milk that are suspended in the water. The color

produced depends on the number of particles and the angles at which light hits them. Milk is an excellent

representation of the sky because, like the sky, it has tiny particles suspended in it. Light is scattered when

it hits the particles in the atmosphere and in the milk. When there is more milk mixed with water, more of

the blue light is scattered; and the direct beam becomes more reddish.

2. Let student volunteers repeat the demonstration after you orally explain the colors observed. This

experiment can be tried with larger white particles to show that color changes occur only when the

particles are tiny. Ask the students what they think will happen if the rest of the milk is added to the water.

Do so and repeat the demonstration. When there is enough suspended matter in the water, very little light

penetrates the mixture. Relate this to major episodes of particulate pollution where visibility is affected.

3. Using the data from the experiments, have small groups discuss and answer the following questions:

• Why does the sky generally appear blue?

• Why do sunsets often have reddish hues?

• What are two major sources of particulates in the air?

• What are three possible effects of particulates in the air? (Answers may include sky color, reduced

visibility, changes in weather patterns, changes in plant growth.)

98

4. Clear up any remaining questions that the groups may have.

EXTENSIONS:1. Much progress has been made in the fight against particulate air pollution. You may wish to have the

students investigate Environmental Protection Agency standards for particulate matter and their

community’s compliance with these standards. What are the chief sources of particulate in the area?

2. The students may investigate some major historical occurrences of natural particulate pollution. Such

occurrences may include the World Trade Center disaster in New York due to a terrorist act. The

demolition and clean-up have raised many health concerns. Other occurrences in U.S. history were the

volcanic eruption of Mount St. Helens in 1980 and the Yellowstone forest fires in 1988. Almost 200 years

ago, large areas of the world experienced “The Year With No Summer” after a massive volcanic eruption

in the South Pacific (or Indian Ocean).

3. Some scientists theorize that particulate pollution build-up in the atmosphere could cause global cooling.

Even slight changes in global temperature averages could cause global climate change. In the case of

particulate pollution, such change could possibly produce enough cooling to usher in a new Ice Age.

4. Have students do a “wash” art project to develop further understanding of hues. Procedure for this will

take two days.

• Let students paint a picture of a sunset on art paper. The picture will dry overnight.

• Take very watered-down blue paint and paint over the entire picture. Let dry and see the wonderful

results.

ORIGINAL DEVELOPMENT RESOURCES:Amergy, H. (1978). The know how book of experiments. St. Paul, MN: E.M.C. Corporation.

Iglauer, E. (April, 1968). The ambient air. The New Yorker, Vol. 13. (p. 3)

Tennessee Valley Authority. (Undated). Environmental resource guide: Air quality.

99

Notes

100



1. Discover what causes smog.

2. Think about how and what we breathe.

3. Associate the dangers of smog with the dangers of smoking.

BACKGROUND:Air is important to us for many reasons. Of foremost importance

to humans and animals is that air contains oxygen we need to

live. Air also makes fire possible, which provides us with heat,

light, and energy. Other uses of air make our lives easier or more

pleasant. For example, air makes it possible to sail sailboats, fly

kites, fly air craft, and use windmills. It is also used to dry clothes

and inflate tires and balloons.

Clean air, which is composed of nitrogen, oxygen, and other

gases, is healthy for us to breathe. However, both indoor and

outdoor air can become polluted with particles and gases that are

not part of its natural composition, making the air dirty and

unhealthy. Air can also become unhealthy with excessive amounts

of gases that are part of its natural composition. Because we sometimes see and smell smog, odors, smoke,

and other evidence of air pollution, when we’re outdoors, we often associate pollution only with outdoor air.

Indoor air, however, can be just as dirty and polluted as the outdoor air.

Some outdoor pollution is from natural causes such as sand from sandstorms, ash from volcanoes, and smoke

from forest fires. Other outdoor pollution is caused by such things as smoke from woodstoves or campfires,

exhaust emissions from automobiles, or fumes from factory smokestacks. Indoor air can be polluted by such

seemingly innocent items as plywood, fireplaces, synthetic materials, paints, pesticides, wood stoves, and

cleaning products. Biological contaminants, such as mold, mildew, bacteria, viruses, pollen, dust mites, and

animal dander, can also occur in high concentrations indoors.

VOCABULARY:smog - a thick haze caused by the action of sunlight on air polluted by smoke and automobile exhaust

ADVANCE PREPARATION: 1. Collect materials.

2. Show pictures of smog shrouded cities.

PROCEDURE:Setting the stage1. Experiment

• Ask students to sit quietly and think about their breathing. What evidence do they have that they are

breathing?

• With a stopwatch, time how many breaths each student takes in one minute. Use a calculator to compute

the mean for the class. What is the range?

• Using the mean, calculate the number of breaths taken each hour, each day. How important is it to our

Smoke Gets In More Than Your Eyes

Grades:3-5



Materials:stopwatch

matches

aluminum foil pan

clear glass half-gallon bottle

candle (optional)


bodies that we get sufficient oxygen? What if the air we breathe is heavily polluted?

2. Sit quietly for three minutes. What if we couldn’t breathe during that time?

3. Discuss numerous ways we pollute the air. Share background information with the students.

ActivitySmog experiment (Teacher Demo Only).

• Drop a burning match into a clear glass half-gallon bottle.

• Press your mouth over the bottle opening and blow hard into it. Release your mouth quickly. What is the

result?

• Brainstorm about the combination that caused this reaction (correct combination is water vapor and

smoke). Where is smog most frequently found? Why?

Follow-UpExperiment - amount of O2 in the air

• Obtain tin pie pan, glass jar, clay, candle, matches,

and water.

• Set up experiment as shown.

• Light candle, cover, and quickly pour a cup of

water into the pie pan.

• Observe and mark the highest water level on the

jar. How high did the water rise?

• What did the H2O replace? (Our air is 20% or 1/5

oxygen.)

• What effect does smog have on oxygen in the air?

EXTENSIONS:1. Research the effects of smoking on lungs.

2. Research asthma and other breathing problems.

3. Devise an experiment to test the results of smog on plant growth.

4. Create a cartoon illustrating the dangers of smog and/or the dangers of smoking.

ORIGINAL DEVELOPMENT RESOURCES:Air and Waste Management Association. (1995). Air quality environmental resource guide K-12.

Pittsburgh, PA.

Needham, D. (1970). Pollution: A handbook for teachers. CCM Professional Magazines.

102



1. Describe different sources of air pollution from motor

vehicles.

2. Relate the role of the U.S. Environmental Protection Agency

in the federal vehicle control programs and discover what has

been accomplished under these programs.

BACKGROUND:In 1986 there were almost 500 million vehicles operating

worldwide. If the present growth rate continues, by the year 2030

there will be one billion vehicles worldwide. As the number of

vehicles on the road continues to grow, so does the atmospheric

pollution. Presently more than half of the air pollution in North

America is the direct result of mobile sources such as airplanes,

trains, buses, trucks, boats, and automobiles. Emissions from

motor vehicles contribute to five of the six criteria of air

pollutants: lead, carbon monoxide, nitrogen oxide, ozone, and

airborne particulate matter. Of these pollutants, only lead has

decreased dramatically between 1977 and 1986. Strict limitations

of the level of lead in gasoline have reduced lead emissions by 94

percent and lead in the air by 87 percent. Levels of lead in the air

are expected to continue decreasing as less leaded gasoline is

produced.

Motor vehicles are the main source of carbon monoxide, an invisible odorless gas resulting from incomplete

fuel combustion. Inefficient burning of gasoline usually occurs when vehicles are started in the morning,

idled, or moved slowly in heavy or congested traffic. Nitrogen dioxide, a reddish-brown toxic gas, is also

produced by combustion sources such as motor vehicles. Ozone, a major component of smog, is produced

when sunlight triggers a chemical reaction between naturally occurring atmospheric gases and pollutants such

as nitrogen oxide and hydrocarbons. Diesel engines are considered a major source of particulate matter

pollution.

There are a number of ways that air pollution produced by motor vehicles is already being reduced. In the

United States, government agencies - like the Environmental Protection Agency (EPA) - set manufacturer’s

emission standards for motor vehicles through federal vehicle emission control programs. State and local

governments have implemented other important programs: vehicle maintenance inspections, inspections to

check for the presence of pollution control devices, and incentives to encourage use of public transportation

and car pooling (may be found in some states). New technologies to reduce motor vehicle pollution are

actively being developed. Increased fuel economy (more miles per gallon), more efficient burning of gasoline

(particularly in city driving), vehicle design changes to reduce wind drag, and vehicle fuel sources other than

petroleum-based sources will all be part of future air pollution control. There are also HEVs, or hybrid

electric vehicles, that combine the internal combustion engine of a conventional vehicle with the battery and

electric motor of an electric vehicle, resulting in twice the fuel economy. Two types are the Honda Insight

and the Toyota Prius.

Let’s Sock Car Exhaust

Grades:3-5

Subjects:Science, Social Studies, Art


Materials:new white tube socks

a variety of motor vehicles (cars,

trucks, buses)

oven mitts or heavy gloves

marker pen

masking tape or small tags with safety

pins for labels

rubber bands


VOCABULARY:carbon monoxide - toxic, invisible, odorless gas resulting from incomplete fuel combustion.

ozone - a form of oxygen containing three oxygen atoms. The ozone layer is a protective shield high in the

atmosphere that filters out the sun’s harmful ultraviolet radiation.


ADVANCE PREPARATION: 1. Secure permission and keys from owners of the selected cars and trucks. Obtain information about engine

types and model year, if needed. (This is an excellent activity to involve community support.)

2 Make transparencies or copies of any of the attached information pages.

PROCEDURE:

Setting the stage1. In small groups, students should develop a concept map identifying community sources of air pollution.

2. Refer to the attachment, Major Man-made Air Pollutants, to discuss with students when a car burns

gasoline or diesel fuel. By-products of the process include heat and air pollutants that exit through the exhaust

system.

Activities1. Have the students assemble in the parking lot around pre-selected vehicles for a demonstration to test

exhaust fumes. (Choose vehicles that use a variety of fuels.) Cars using unleaded gasoline and diesel fuels

are the most common. You may be able to find vehicles using leaded gasoline or alternative fuels such as

alcohol or methane. Old and new vehicles can provide variation. Make arrangements to have a school bus

available for the experiment, if possible.

Cautions:The experiment should never be conducted in a closed building. The emergency brake should be set on each

vehicle. Use oven mitts or gloves when putting socks on and taking them off the exhaust tailpipes. Students

should stand away from the automobiles during the test. Exhaust tailpipes emit carbon monoxide gas and can

cause burns. Do not touch the tailpipes until the cars have cooled for five minutes.

2. Experiment

• Make a label for each sock that includes the following information about the vehicles: model, make,

engine type, model year, type of fuel being used. Also record this information on the Student Activity

Page.

• Place a white tube sock over the tailpipe of each vehicle and then start the engines. Caution: Make sure

the students are standing away from the vehicles before starting the engines. Note: The elastic sock tops

104

Air Pollution

Sources

car exhaust

wood burning stoves

(fireplaces)

burning of yard waste

should fit snugly over the tailpipes. If not, secure them with rubber bands.

• After approximately five minutes, turn off the engines. Using extreme caution because of the possibility

of burns from the metal tailpipes, remove the socks (using mitts). Turn the socks inside out and attach

vehicle labels to the appropriate socks. Record data.

• Discuss the results with the students. Ask them to identify the vehicles that produced the most visible

pollution. Ask if the socks were dry or damp. Note: Remind the students that they are seeing particulate

matter pollutants and that cars also produce a great deal of invisible air pollutants.

Follow-Up1. Make a poster board or bulletin board display of socks and data collected.

2. Research air emission standards and tell how car design has met these standards.

3. Design bumper stickers concerning air pollution.

4. Have students role play as if they were Environmental Protection Agency representatives present at the

vehicle experiment.

EXTENSIONS:1. Divide the students into groups and assign each group one of the following tasks.

• Determine how many service stations within the city or county sell leaded, unleaded, and diesel fuel and

find out how much of each kind is sold per month. (If necessary, conduct a random survey.)

• Determine how many motor vehicles are registered in the county. Are emission inspections required?

How often?

• Contact local automobile and truck dealerships to collect information on what anti-pollution devices are

available as standard equipment and as optional equipment on vehicles they sell.

• Determine the number of employed persons in the city or county. Collect information from the local mass

transit company about how many people use that system per month.

• Contact the local or state government to obtain information on levels of air pollution in the area.

• Discuss alternative transportation. (Mass transit, biking, and walking could be discussed.)

2. Using the information collected by the groups, have the students prepare a class report on air pollution

from motor vehicles. Submit the report to the school paper or local newspaper for publication.

ORIGINAL DEVELOPMENT RESOURCES:Brown, L. et al.. (1990). State of the world. New York, NY: Norton Worldwide Watch Institute.

Hammond, A.L. (Ed). (1990). World resources: A guide to the global environment. The World Resources

Institute. New York, NY: Oxford University Press.

National Wildlife Federation. (1987). We care about clean air. National wildlife week educator’s guide.

Washington: National Wildlife Federation.

Tennessee Valley Authority. (1991). Environmental resource guide: Air quality.

105

106

Teacher

Major Man-Made Air Pollutants

Sources EffectsDescriptionPollutioncarbon monoxide

(CO)

• Colorless,

odorless gas

• Vehicles burninggasoline

• Indoor sourcesinclude: keroseneor wood burningstoves

• Headaches, reducedmental alertness

• Heart damage

• Brain & kidney damage• Contaminated crops and

livestock

• Lung damage• React in atmosphere to

form acid rain• Deteriorates statues &

buildings• Damage forests• Form ozone & other

pollutants (smog)

• Lung damage• Eye irritation• Respiratory tract

problems• Damages vegetation• Smog

• Lung damage• Eye irritation• Damage crops• Reduces visibility• Discolors buildings &

statues

• Lung damage• Eye irritation• Kills aquatic life• Reacts in atmosphere to

form acid rain• Damages forests• Deteriorates buildings and

statues

• Old paint• Metal refineries• Vinyl blinds

• Vehicles • Power plants

burning fossil fuels• Coal burning stoves

• Vehicle exhaust &certain other fumes

• Formed from otherair pollutants in thepresence of sunlight

• Diesel engines • Power plants• Industries• Windblown dust• Wood stoves

• Coal burning powerplants andindustries

• Coal-burningstoves

• Refineries

• Metallic element

• Several gaseous

compounds made

up of nitrogen &

oxygen

• Gaseous pollutant

• Very small

particles of soot,

dust, or other

matter, including

tiny droplets of

liquids

• Gaseous

compound made

up of sulfur &

oxygen

Lead

(Pb)

Nitrogen Oxide

(NOx)

Ozone

(O3)

Particulate matter

Sulfur dioxide

(SO2)

107


Let’s Talk Car Exhaust

Fuel TypeModel YearEngine TypeMake Wet Dry StockDescribe

Particulate Matter

1.

2.

3.

4.

5.

Notes

108



1. Distinguish three different kinds of lichens.

2. Determine the lichen coverage using grids.

3. Predict air quality based on types, size, and amount of lichens

present.

BACKGROUND:Lichens (pronounced like-ins) look like plants but are really a

combination of a fungus and an alga, growing so closely together

that they look like a single organism. Scientists still do not fully

understand the relationship between the fungi and algae that

make up lichens. They are considered symbiotic organisms

because they are mutually beneficial to each other. The

photosynthesizing algae provide food for both, while the fungi

appear to provide moisture, minerals, and support. However,

fungi and algae can live alone without their partners.

Whatever the relationship between the algae and fungi, it is a

highly successful one. Lichens can grow in locations where most

other plants cannot: bare rocks, tree trunks, bare soil. In some of

these locations, they play an important role helping soil

formation. By interacting with the bare rocks to help break them

down chemically and by trapping dust and organic matter from

the air, lichens often start to create and enrich soil where other

plants can eventually grow. Every natural habitat from deserts to rain forests has lichens. They are able to

survive extreme conditions of heat, cold, and drought. However, few species of lichens can even survive air

pollution, particularly acidic air pollution.

Lichens come in a variety of sizes, shapes, colors, and textures. Lichens are often divided into three

classifications: crusty, leaf-like, or shrubby. Crusty lichens usually grow flat on rocks and tree trunks and may

be embedded in these surfaces. Crusty rock lichens are colorful and range from oranges and yellows to

greens, browns, grays, and blacks. Leaf-like lichens have lobed surfaces that are only partially attached to

other surfaces. Leaf-like and shrubby lichens are usually some shade of green. Lichens are often confused

with moss, but real mosses are tiny plants with leaves and stems. Because lichens were once mistakenly

classified with mosses, some common lichens were named Reindeer moss, Oak moss, and Iceland moss.

Lichens are extremely sensitive to air pollution and sometimes can be used as indicators of air quality.

Scientists study both the type of lichens present and the size of lichens. Shrubby and leaf-like lichens can only

survive in clean air. Lichens are relatively rare in large cities. In areas of heavy air pollution, there are no

lichens of any type. The size of lichens is also important. Larger individual lichens generally mean better air

quality.

Lichens are also valuable for evaluating air quality in another way. Lichens accumulate metals and other

elements from rainwater and dust. By analyzing lichens that live near emission sources for chemicals,

scientists can determine how far the pollution has spread.

Don’t Take A “Lichen” To Pollution

Grades:3-5

Subjects:Science, Math, Social Studies


Materials:small marking flags (10 of one color

per group numbered 1-10)

envelope to store flags

masking tape

erasable felt-tip markers

lichen grid transparencies

pencils

graph paper (one per group of two)

clipboards (optional)

student activity sheets


VOCABULARY:fungi - large group of plants not containing chlorophyll, roots, stems, or leaves; includes molds, mildews,

mushrooms, and bacteria

lichen - formed by two different organisms; fungus and alga living and growing together on a solid surface

ADVANCE PREPARATION: 1. Locate a place where lichens are growing.

2. Make transparencies.

3. Prepare flags.

PROCEDURE:Setting the stage1. Share background information. Using “Types of Lichens”handout, introduce three different classes of

lichens.

2. Why are lichens used as air quality indicators? Accept all answers. Distribute Lichens as Pollution

Indicators.

3. Demonstrate using a grid to find area. Provide each pair of students with a transparency and a marker

(wipe off).

ActivityLichen Mapping

• Transport students or walk to the lichen site and describe the boundaries of the activity site.

• Challenge the students to locate all the places where lichens are growing. Students should work in pairs.

• Give each pair an envelope with 10 flags and masking tape. In 10 minutes, mark every location where

lichens are found.

• Have students map the area on a piece of graph paper and mark location of the flags. Allow 10-15

minutes. This should be a simple map. A tree trunk may be marked just with a circle.

• Have students write on the map, under each of their own lichen locations, the number and type of lichen

found (crusty, leaf-like, or shrubby).

• Have students trace several different lichens onto the transparency. Measure them, record the

approximate area, erase, trace other. Measure at least three.

Follow-Up1. Remove flags and return to the classroom.

2. Each pair should enter information on a large class map so the pattern of lichen growth may be studied.

3. Discuss results.

• What kinds of lichens were found? Make inferences about the air quality.

• What size are the lichens? Make inferences about the air quality.

4. What conclusions might be made about the air quality of the lichen site?

EXTENSIONS:1. Select several additional sites and repeat this study. Compare and contrast the results.

2. Create lichens from salt dough. Have students choose where their lichens live, classify them, and paint

them accordingly. Have students keep a diary for their lichen, and describe the lichen’s favorite

environment.

ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. (1991). Environmental resource guide - Air quality.

Went, F.W. (1963). The plants. New York, NY: Time-Life Books.

110

111

Types of Lichens

Crusty

Shrubby

Leaf-like

112

Lichens As Pollution Indicators

113


Lichen Grid

Notes

114

POLLUTION PREVENTIONThe Great Garbage Caper



1. Classify garbage by various criteria.

2. Apply math skills to a scientific study.

3. Find alternative uses for materials commonly thrown away.

BACKGROUND:America is a nation of consumers where many people purchase

much more than they need or want. Americans are still struggling

with developing an effective means of disposal for their

unwanted or surplus garbage. Alabamians generate an estimated

14,400 tons of municipal solid waste each day. That equates to

about 9.9 pounds of waste per person, per day. Most of this refuse

is taken to a landfill and buried. Landfills are reaching their

capacity faster than new sites can be acquired. Two ways that

students can help to fight the garbage problem are to become

wiser consumers and to find new uses for things they currently

throw away.

VOCABULARY:biodegradable - a compound that can be broken down into simpler compounds by microorganisms.

nonbiodegadable - a compound that cannot be broken down into simpler compounds by microorganisms.

volume - space occupied as measured by cubic units (length x width x height)

upcycling - the process of converting waste materials or useless products into new materials or products of

better quality or for better environmental value.

ADVANCE PREPARATION:1. Gather dry, clean, safe trash from your school’s wastebaskets.

PROCEDURE:Setting the Stage1. Discuss how much trash the students believe they throw away every day.

2. Wearing plastic gloves, safely investigate the contents. Classify the items in several ways: biodegradable,

means of disposal, composition, nonbiodegradable.

Activities1. Estimate the amount of garbage that weighs 4 1/2 pounds (1.95 kg). Put it in the garbage bag.

2. Weigh the garbage. How far off were you? Measure in centimeters the length, width, and height. Multiply

these measurements to get the volume of space the garbage occupies in one week, one month, or one day.

Volume of Classroom (length x width x height)= Number of Days

Volume of garbage in 1 day

3 Calculate the volume of garbage produced each

day by students in class.

4. Estimate how may days it will take to fill up the classroom.

Grades:3-5

Subjects:Art, Math, Science


Materials:dry trash

scales (metric if possible)

large box

garbage bag

plastic gloves

V of 1.95kg x number of students = V of garbage

Follow Up1. Art: Explore materials in the collected trash to discover other possible uses for them. What can be recycled

or upcycled? What might be used again? Plan an art project using some of the discarded materials.

2. Prepare a hall or bulletin board display to inform others about what you have learned.

3. Complete an action plan: “You Can Make A Difference” (Student Activity Page).

EXTENSIONS:1. Suggest that students make a list of ways they might be better consumers.

2. Visit a local landfill or recycling center.

ORIGINAL DEVELOPMENT RESOURCES:Braus, J. (1990). Nature scope of pollution: Problems and solutions. Washington, D.C.: National Wildlife

Federation.

Lewis, M.A. (1994). Kids CARE. Dayton, OH: Mead Corporation.

Savan, B.(1991). Earthcycles and ecosystems.Toronto: Canada Kids Can Press Ltd.

ADDITIONAL RESOURCES:Alabama Solid Waste Study Report - August 21, 2012 -

http://www.eng.auburn.edu/files/acad_depts/civil/asws/annistonppt.pdf

116

You Can Make A Difference

Action Plan Written by ___________________________

The Problem

People’s garbage habits are hurting the environment because _______________________

_________________________________________________________________________

_________________________________________________________________________

Some of the problems caused by too much garbage are ____________________________

_________________________________________________________________________

_________________________________________________________________________.

The Solution

I can help fight the garbage problem by:

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

Three good habits I can teach others:

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

117

Notes

118



1. Identify ways litter endangers wildlife.

2. Evaluate how harmful various types of litter are to wildlife.

3. Expand classification skills.

BACKGROUND:Recreational pollution affects many forms of life. It exposes

wildlife to possible injury, illness, and death. According to the

Center for Marine Conservation (2000), pollution along our

coasts and beaches appears to have become the rule rather than

the exception. In Alabama, 3,328 volunteers collected 179,536

pounds of trash during the 2012 Coastal Cleanup Day.

Many people are unaware of the injury, suffering, and death they

cause wildlife when they throw trash on the ground or in the

water. Plastic fishing lines, fish nets, and six-pack yokes often

trap the legs, wings, and beaks of water birds like geese, heron,

and pelicans. It may also interfere with swimming and flying.

Plastic accounts for most of the collected litter.

Some animals eat litter. It may get caught in their digestive

systems, and they die of starvation or illness. Half-open food and

soda cans cause numerous cuts, and small animals may become

trapped and die.

VOCABULARY:endanger - to put into danger

ADVANCE PREPARATION:1. Make a visual aid from the attached sheets.

2. Collect litter samples and put them into a display.

PROCEDURE:Setting the Stage1. Introduce the term endanger.

2. Share the hazardous litter display and discuss how these objects are harmful.

ActivitiesCreate a Ranking Scale (Day 1).

• Discuss how scales are used to rank or classify. Explain that each group will be creating a scale from 1-

10 with 10 representing litter that is most harmful to wildlife and 1 being the least harmful.

• Have small groups assign a rating to each piece of litter. Groups should be able to defend their decisions.

All Tied Up

Grades:3-5

Subjects:Language Arts, Science, Art

Time Needed:Two to three class periods

Materials:six-pack rings

fishing line

plastic wrap

plastic bags

gum wrappers

Styrofoam cups

aluminum cans

glass jar

posterboard

glue

markers


A sample scale is shown, but allow students to create their own scale.

• Bring the class together and share the visual aids you made. Review the background information.

• Allow five minutes for each group to reevaluate its ranking system. Record the final product on poster

board and illustrate it.

Follow-Up1. Create litter collages. Walk around the playground and search through magazines for litter that endangers

wildlife.

2. Each group, using its scale, should total the litter portrayed on its collage.

3. Write an individual paragraph about the group’s collage and about how people can help to solve the litter

problem.

EXTENSIONS:1. Create math problems based on the ranking scale. Give them to another group to solve.

2. Invite a wildlife biologist to join the class for discussion.

3. Visit a wildlife preserve.

ORIGINAL DEVELOPMENT RESOURCES:Aquatic project WILD. (1987). Boulder, CO: Western Regional Environmental Council.

Costa-Pau, Rosa. (1994). Conservation of the sea (The Junior Library of Ecology). www.amazon.com.

The Earthworks Group. (1989). 50 simple things you can do to save the earth. Berkeley, CA:Earthworks

Press.

120

Example Master Scale

Have students determine their own scale based on their discussions. This is

just a guide. There are no right or wrong ratings.

Plastic Six-pack Yokes 10

Monofilament (fishing line) 10

Gum Wrapper 1

Aluminum Can 8

Cigarette Butt 5

Plastic Bag 10

Glass Bottle 6

Styrofoam Cup 8

121

Litter Endangers Wildlife

Notes

122



1. Use the scientific process to form an educated opinion.

2. Demonstrate the potential dangers of runoff from fertilizer.

3. Experiment to find the benefits of fertilizer.

BACKGROUND:Nutrients are required for plant growth. Fertilizer is an added

source of nutrients used for gardens, farms, and sometimes even

houseplants. The Tennessee Valley Authority (TVA) was created

in 1993 to assist farmers of the Tennessee Valley whose farms

were basically unproductive due to the erosion of nutrient-rich

topsoil. The TVA Act provided for a long-range program of

agricultural readjustment and development, watershed protection,

and fertilizer development.

Valley farmers did experience intensified production per acre of

land. In 1934 sales per harvested acre in the region were $15.27.

By 1976 sales per acre in the region had increased to $487. When

fertilizer is misused, it can be extremely harmful. Runoff can get

into Alabama’s waterways and speed the growth of algae and

plants that grow in the water. Microorganisms take in oxygen,

thus endangering the fish. Phosphates and nitrates are chemicals

found in synthetic fertilizer. They further deplete the oxygen

supply because they enhance the growth of microorganisms.

Animal waste used as fertilizer adds one more complication

because it contains bacteria (unless properly treated or composted) that may spread disease.

VOCABULARY:fertilizer - natural (manure) or chemical (synthetic) materials used for enriching soil

nitrate - a form of salt that enhances plant growth; found in animal wastes


phosphate - a chemical salt usually obtained from rocks and bones and used in fertilizers

ADVANCE PREPARATION:1. Separate plants into three pots if not brought in separate containers.

2. Copy Activity sheet.

PROCEDURE:Setting the Stage1. If possible, visit a local greenhouse or garden center. Ask them to share how they obtain maximum growth

and development of their plants.

2. Invite a speaker from your local garden center.

3. Examine a healthy plant and a dying plant. Discuss what is necessary for a green plant to grow: sunlight,

water, nutrient-rich soil, and air.

To Fertilize Or Not To Fertilize:

That Is The Question

Grades:3-5


Time Needed:One class period, extended several

weeks

Materials:sod (about 3 inches by 3 inches)

plastic box

large plastic container

red food coloring

sprinkling can

three small pots

three small plants - same kind and size

manure (composted manure product)

water soluble fertilizer


Activities1. Review the benefits of nutrient-rich soil. Point out that sometimes too much fertilizer can have harmful

effects on plants.

2. Demonstration:

Take a piece of sod with dirt attached and put it on an overturned plastic box and place inside a large

container. (See the drawing)

Pour “fertilizer” (a mixture of water and lots of red food coloring) over the grass.

Using the sprinkling/water can, create a heavy rainfall and observe the fertilizer flowing out of the soil,

down the plastic box, and into the collecting container.

Discuss: Where would the fertilizer go? What might be the results?

3. Experiment

Realizing that there are also positive results from fertilizer, set up this experiment and document the results

carefully.

Obtain three nearly identical plants; (geraniums work well). Measure them, draw them, and begin records.

Keep all conditions the same except water one pot with water, another with water and manure, and the

other with water and a chemical fertilizer. Place near a light source and water/fertilizer weekly.

Keep accurate growth graphs, about twice a week. Record growth to the nearest centimeter or millimeter.

Follow-Up1. Graph the plants’ growth over the next month and observe all other changes in the plants.

2. Examine labels and ads from different fertilizers. What benefits do they promote? What cautions do they

list?

EXTENSIONS:1. Research the history of TVA fertilizer development.

2. Design a garden for the school yard. How can the soil be enriched and still prevent the fertilizer from

running off or seeping into the groundwater?

ORIGINAL DEVELOPMENT RESOURCES:Henderson, R.A. (Undated). Developing tennessee valley agriculture. Division of Agricultural

Development, Tennessee Valley Authority.

Savan, B. (1991). Earthcycles and ecosystems. Toronto: Canada. Kids Can Press Ltd.

Bellamy, David.(1988). The river: Our changing world. New York: Clarkson N. Potter Publishers.

Cherry, Lynne.(1992). A river ran wild. New York: A Gulliver Green Book, Harcourt Brace Jovanovich,

Publishers.

124

Clear Plastic Container

Sod

Dishpan

125


To Fertilize Or Not To Fertilize:That Is The Question

PLANT A: Water only once a week.

PLANT B: Water and manure once a week.

PLANT C: Water and chemical fertilizer once a week.

Illustrate:

PLANT CPLANT BPLANT A

PLANT A PLANT B PLANT C

BeginningBeginningBeginning

Date Measurement Date Measurement Date Measurement

EndEndEnd

Notes

126


OBJECTIVE:The student will be able to:

1. Experiment to find a way to clean up an oil spill.

2. Gain an appreciation for the difficulties associated with

cleaning up the environment.

BACKGROUND:Oil spills, large-scale accidental discharge of liquid petroleum

products, are an important cause of pollution along shore lines.

One estimate is that out of every million tons of oil shipped, one

ton is spilled. Some of the largest spills recorded involved the

tankers “Amoro Cadiz” off the French coast in 1976 (1.6 million

barrels of crude oil) and the “Ixtoc 1” oil well in the Gulf of

Mexico in 1979 (3.3 million barrels). The largest spill in the

United States (240,000 barrels) was that of the “Exxon Valdez” in

Prince William Sound, Gulf of Alaska, in March 1989. Within

only one week with the assistance of high winds, this spill

became a 6,700 square kilometer oil slick. It endangered wildlife

and fisheries in the entire gulf area.

Oil spills in the Persian Gulf in 1983 and again in 1991 were the

results of military conflict. Significant damage was done to marine life.

Oil spills have proven to be incredibly difficult to clean up. Some of the methods used during the “Exxon

Valdez” clean up were:

1. chemical dispersants (detergents) - to break the oil slick into small particles.

2. burning - to eliminate up to 90% of fresh oil.

3. fertilizer - to cause marine bacteria that eat oil to multiply.

4. booms - to surround and contain an oil slick.

5. oil skimmers - to pick up oil on the surface of the water and store it in a tank.

Despite the many methods available, rarely is more than 10% of the oil recovered.

VOCABULARY:boom - long, floating, tube-like barriers

oil skimmer - a container that oil flows into, then is towed through the water, and is finally pumped or

vacuumed with a hose into a storage container

ADVANCE PREPARATION:Collect pictures of oil spills and the destruction caused by them.

PROCEDURE:Setting the Stage - Day 11. With pictures and background information, discuss results of oil spills.

2. Using a long, short-sided pan and cooking oil, create a model oil spill.

3. Using a concept map, brainstorm all possible ways to clean up this spill. (Guide them to include materials

such as paper towels, large spoons, dishwashing detergent, laundry detergent, vinegar, eye droppers,

cottonballs, cottonpads, sponges.) Accept all solutions.

Clean Up Your Act

Grades:3-5



Materials:jar with tight lid

water

cooking oil dyed with food coloring

household detergent

small shallow pan for each group

variety of cleaning materials


4. In cooperative learning teams, choose a minimum of four materials the group wishes to test. After

checking with the teacher, divide up a list of needed supplies.

Activity - Day 2Experiment

• Add food coloring to oil to get a deep rich color.

• Add dyed oil to the shallow pan of water to create an oil slick.

• Test various materials to clean up the “oil slick”and record results on the attached sheet.

• At the end of the tests, discuss which materials and methods worked most effectively. Could this method

be used to clean a large ocean spill? Could it be modified to work?

How will the collected oil and oil-contaminated materials be disposed of in a way that will not continue to

pollute the Earth?

Follow-UpCompare and contrast your methods to those used by the Exxon Valdez.

• Write a paragraph about how some of these methods might do harm to the environment.

• Discuss the impact of an oil spill to the environment. Discuss the impact to the economy (lost natural

resources, local economy where the spills occur, and cost of clean up).

EXTENSIONS:1. Art Activity: Oil-Swirled Stationery

• Use a 9x12 cake pan for water and food-colored cooking oil. Place colored oil drops on the water in the

pan. Swirl gently with a knife.

• Lay paper lightly on the surface of the water. Lay it out to dry.

2. Compose an environmental poem and write it on the oil-swirled paper.

ORIGINAL DEVELOPMENT RESOURCES:Braus, J. (1990). Nature scope of pollution: Problems and solutions. Washington, D.C.: National Wildlife

Federation.

Savan, Beth.(1991). Earthcycles and ecosystems. Toronto: Kids Can Press Ltd..

Berger, Melvin.(1994). Oil spill! New York: Harper Collins Publishers.

128

129


Clean Up Your Act!

Rank your results in order of effectiveness.

1.

2

3

4

5

ObservationsOil Remover

Notes

130



1. Observe the effects of oil on a feather and an egg.

2. Hypothesize and test ways to clean up oil from a bird.

BACKGROUND:Oil pollution can be a major problem for our oceans and our

coastal shores. Large tankers, carrying in excess of 5,000,000

tons of oil, sometimes have accidents. One such oil spill was

when the “Exxon Valdez” ran aground near Valdez, Alaska in

1989. Oil spills can also come from offshore oil rigs, ships

discharging oil, and city street runoff.

When oil forms a floating film on top of the sea, it is called an oil

slick. Oil slicks destroy marine life by poisoning them, their eggs,

and coating their feathers, fur, or scales. It depletes their food

supply by killing krill and plankton. The entire food chain then

suffers from the effects. Crude oil may even be ingested by land

mammals.

Seabirds suffer the most from oil spills. Their feathers become

soaked with oil, and they lose their buoyancy in the water.

Because they also cannot fly, they become easy prey. Because the

oil destroys the birds’ natural insulation, many of them freeze to

death. As the birds attempt to clean themselves, they are poisoned by swallowing the oil on their feathers.

Detergents used to remove oil from the feathers of the birds may also remove the natural oils that allow birds’

feathers to repel water. Thus, the birds are susceptible to drowning or to stress-related illnesses. Their food

and water sources are also adversely affected.

VOCABULARY:barbs - strands attached to the shaft of a feather

embryo - an animal in the earliest stages of development

environmental impact - the effect left on the environment

oil slick - a floating oil film on the water

ADVANCE PREPARATION:1. Take apart a feather duster.

2. Boil six eggs.

3. Divide students into small groups.

PROCEDURE:Setting the Stage 1. Show a picture of an oil spill or display a motor oil can.

2. Write the term environmental impact on the board and help the students develop a definition.

3. Divide into small groups.

You Dirty Bird

Grades:3-5



Materials:feathers (feather dusters)

six boiled eggs

cooking oil

container of water big enough to float a

feather (approx. 1 qt.)

powdered washing detergent

measuring spoon - teaspoon (5 ml)

pie pan

ruler or measuring tape


Activity 1. Examine a bird feather.

• Draw the feather.

• Measure it (Student Activity sheet 1).

• Zip the feather closed by running a fingernail between the barbs. Open and close the feather.

• Will the feather float?

• Why is it important for the barbs to close? (insulation, air resistance)

2. Examine a feather dipped in oil.

• Perform identical tests; record results.

3. What conclusions can be made about the bird’s ability to swim, to fly, and to survive?

4. Examine the effect of oil on eggs (total class activity).

• Place oil in a pie pan and add the eggs.

• Remove the eggs one at a time on the following schedule: 10 minutes, one hour, 24 hours, and 48 hours.

• Examine by peeling off the shell. Describe what you observe (Student Activity sheet 2).

• What consequences are resulting from oil penetration? What would happen to the embryo?

Follow-Up1. How do you think that this bird might be saved?

2. Experiment - Test the use of detergents on birds.

Pour one cup of water into a bowl.

Add one spoon of oil.

Observe water surface.

Sprinkle two spoons of powdered detergent over the water surface.

Gently mix.

Observe surface.

Float a feather.

Discuss results. (The oil spread out into large circles. When the detergent was added, the oil broke

apart and some of the oil sank. This happens because oil is lighter than water so it floats. Detergent

combines the molecules. Birds have oil in their feathers making them waterproof. The detergent

causes the feathers to absorb water. The bird can sink and drown.

EXTENSIONS:1. Investigate a big oil spill. What damages occurred?

2. Write a children’s book about a bird that is saved from an oil spill. Share it with another class.

ORIGINAL DEVELOPMENT RESOURCES:Florida Department of Environmental Management. (Undated). 4 R’s project solid waste management

curriculum.

Whitney, D. 12 steps to cleaner water. Izaak Walton League of America, Inc., 1701 N. Fort Meyer Drive,

Arlington, Virginia, 22209.

Berger, Melvin. (1994). Oil spill! New York: Harper Collins Publishers.

132

133


You Dirty Bird!

Conclusion: Describe how oil is hazardous to the health/life of a bird.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Wet

Feather

Oiled

Feather

Dry

Feather

SketchWidth/

LengthWeight

Will It

Zip?

Will It

Unzip?

134

Student Activity Sheet 2

Directions: At the given times, peel an egg and write a detailed description of what you observe.

Conclusions:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

In two days

Next Day

40

minutes

30

minutes

20

minutes

10

minutes

You Dirty Bird!



1. Simulate the dangers of swimming in polluted water.

2. Grow bacteria on a potato, representing unseen harmful

organisms.

3. Explore solutions that may reduce dangerous bacteria in

recreational waters.

BACKGROUND:When looking for a place to swim in Alabama’s lakes, streams,

and rivers, most people would check to see whether a lake was

filled with litter and covered with an oily film. The pollutants we

see that destroy the beauty of Alabama, however, are less harmful

than those we cannot see. Coliform bacteria is a tiny organism

found in human and animal excrement. This microorganism gets

in the water when animals come to drink, when fish and ducks

swim and eat, when rain drains off farmland, and when boats

flush their toilets into the water.

Although large boats sold since 1977 are supposed to have a

holding tank, or temporary place to hold the waste, there are few

places to dump this waste (pump-out stations receive this waste

and treat it before it goes on to a waste treatment facility). There

are also many older boats on the water, and people do not usually

recognize this dumping to be dangerous.

Fecal coliform bacteria in the water can cause illness. Coliform

bacteria can often act as an indicator of other pathogenic

organisms.

VOCABULARY:coliform bacteria - a group of bacteria predominantly living in the intestines and present in fecal waste

materials; also found in the soil; often are also indicators of other pathogenic organisms (disease-causing

organisms)

microorganisms - a living organism, such as bacteria, that cannot be seen with the unaided eye

pathogenic - a specific agent (as a bacterium) causing disease

ADVANCE PREPARATION:1. Reproduce the germ page for all the students (except three students)

2. Label two of the germs, coliform bacteria. Laminate, if possible.

3. Copy the Activity page 1.

PROCEDURE:Setting the Stage 1. Journal prompt: When was the last time a germ caught you? Write about your experience with the germ..

Share.

Swim Suitable

Grades:3-5

Subjects:Language Arts, Science,


on-going observation

Materials:masking tape or safety pins

cottonballs (4)

hot plate

plastic wrap

water

plastic knife

spoon

plastic gloves

tongs

4 glass containers with lids

potato


2. Introduce students to coliform bacteria by sharing background information. Use a germ puppet or a tape

recording to make it interesting.

Activity 1. Simulation

• Divide the class into groups. Group 1 will be the three swimmers, and Group 2 (everyone else in the

class) will be organisms. Give all the microorganisms a germ to wear (printed side down). Two germs

should be coded as coliform bacteria.

• Send off the swimmers to float around the classroom.

• Have each germ attach itself to one of the swimmers.

• When all the germs are attached, turn the germs over and see who caught the coliform bacteria. They

might have made the swimmer sick. The more coliform bacteria that are present, the more likely other

more deadly organisms are also present.

2. Brainstorm different ways to cut down on the amount of microorganisms in the water. With each answer,

allow one of the germs to go back to his or her seat. Remember that not all microorganisms can be

removed from water, but we can decrease their numbers. Record all answers.

3. Experiment: Simulate how sewage (animal waste) allows for the growth of bacteria. Grow bacteria on

potatoes.

• Boil 4 glass jars in hot water bath for 6 minutes. Also sterilize lids and a pair of tongs.

• Wash and slice one white potato in each jar. Seal one jar with a potato slice enclosed. (This is your

control jar.) Jar A

• Take a cottonball and wipe it on a student’s wrist. Place it in a jar on the potato slice and seal the jar

closed. Jar B

• Take a cottonball and wipe it on a desk (or any surface) and place it in a jar on the potato slice and seal

the jar closed. Jar C

• Take a cottonball and wipe it in the floor and place it in a jar on the potato slice and seal the jar closed.

Jar D

• Place the jars in a warm location but not in direct sunlight.

• Observe the jars for 1 - 2 weeks. Record on the Activity sheet 1.

Follow-Up1. Have students write and discuss whether they think the amount of coliform bacteria in the water has

increased or decreased over the past 100 years. Why/why not?

EXTENSIONS:1. Have someone from the health industry come and speak about some symptoms of illness caused by

bacteria and viruses.

2. Have a guest speaker talk about water quality in local swimming areas.

3. Visit a sewage treatment plant.

ORIGINAL DEVELOPMENT RESOURCES:TVA river pulse. (1993)

United States Department Of Agriculture. (1998). Water quality field guild. (SCS-TP-160).

136


Bacterial Growth Experiment

HYPOTHESIS:

_________________________________________________________

_________________________________________________________

137

Results

Which jar contained the most bacteria? _____________________________________________

What can be concluded? ________________________________________________________

________________________________________________________

Jar A

Jar B

Day of

Experiment

Date:

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Illustrate

Date: Date: Date:

4 days later 8 days later 12 days later

Jar C

Jar D

Swim Suitable

DIRECTIONS Have students color their germs. Cut out the circles and laminate them.

Provide each student with a pin or masking tape and redistribute the germs to play the game. If you

laminated the germs, collect them and save for the next class.

138



1. Perform experiments to determine if a substance is an acid,

base, or neutral.

2. Infer the effect a given household cleaner will have on the

environment.

3. List characteristics of acids and bases.

BACKGROUND:Water supply systems are periodically tested for organic

chemicals. The organic contaminants for which testing is required

are commonly found in the environment as a result of widespread

use of solvents and degreasers in homes and industries. The most

commonly found contaminants are trichloroethylene, ethylene

dibromide, xylene, and toluene. For more information on where

these contaminants originate and their possible health effects, see

the included charts.

Acids and bases are two categories of chemicals. Acids are

usually sour and react with many metals. Some acids are harmful

as they can burn or are poisonous. Some are useful in fertilizers,

polishes, soft drinks, and car batteries. Most bases are bitter, feel

slippery, and can dissolve fat and oil. They can be found in

household cleaners, detergents, antacids, plasters, cements, and

some medicines. Some substances are neither acids or bases but are considered neutral.

For the procedure described here, red cabbage juice is used. Red cabbage juice is a natural indicator, meaning

that through its color it reveals the presence of certain chemicals. This juice can be used to determine whether

substances are acids or bases. When added to an acid, red cabbage juice will turn a range of colors from red-

pink to deep purple. When added to a base, the indicator will turn blue-green. When added to a neutral

substance, the red cabbage juice remains blue-purple.

VOCABULARY:acid - any compound that reacts with a base to form a salt; reddens litmus paper; tastes sour

base - a chemical compound, like ammonia, that reacts with an acid to form a salt; turns litmus blue; tastes

salty

carcinogen - an agent causing ar inciting cancer

compound - made up of two or more independent elements

neutral - neither acid nor base

ADVANCE PREPARATION:1. Prepare (boil) red cabbage or secure litmus paper.

2. Collect household cleaners and detergents

PROCEDURE:Setting the Stage 1. Set up a display table of detergents, cleaners, and soaps. Read some of the ingredients on the detergents

Down It Goes - Where It Stops,

Nobody Knows

Grades:3-5

Subject:Science


Materials:household cleaners and detergents

red cabbage juice

litmus paper

eye dropper

coffee filters

wax paper

safety glasses

plastic gloves


and cleaner containers and use the attached information sheets to determine whether or not they

correspond. Talk about their purpose and hazards.

2. Introduce pH scale. Most living organisms need a neutral environment. The pH scale tests for acids and

bases. Zero is a very strong acid. Fourteen is a very strong base. Seven is neutral. Chemicals that have a

very high pH are harmful to the environment.

ActivityExperiment--Note : Safety glasses are recommended when investigating any household cleaners. Many local

industries may donate these for the science center.

• Using an eye dropper, the teacher should place three drops of one of the cleaners or detergents onto a

piece of coffee filter. (Place wax paper underneath the coffee filter.)

• Put three drops of red cabbage juice onto the filter in the same area so that the two are mixed.

• Wait 15 seconds and compare to three drops of red cabbage juice dropped onto the paper in a clean area.

Record all the results on the Student Activity Page.

• Use the information about acids, bases, and neutrals in the background to discuss what type of chemicals

the detergents and cleaners might include.

Follow-Up1. Classify the tested chemicals into acids, bases, or neutrals.

2. Research correct disposal of household cleaners.

EXTENSIONS:1. Do some acid and base tests with foods (lemons, limes, oranges).

2. Explore how too much acid production can also hurt the human body. (The body becomes unable to carry

oxygen to the muscles).

3. Dry coffee filters and display as art.

4. Compare other chemicals found in these products. Use the Legacy Household Hazardous Materials Wheel.

ORIGINAL DEVELOPMENT RESOURCES:Speakman, G. (Undated). Disposal of household chemical wastes. Auburn University, AL: Alabama

Cooperative Extension Service.

Household Hazardous Materials Wheel. Legacy, Inc., P.O. Box 3813, Montgomery, AL 36109,

www.legacyenved.or, 1-800-240-5115.

140

141


Down It Goes - Where It Stops, Nobody Knows

What have you learned about the hazards and care of home chemicals?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Substance

Tested

1

2

3

4

5

6

7

8

9

10

Acid Base Neutral

Notes

142



1. Observe the relationship between groundwater and surface

water.

2. Simulate the effects of nonpoint source water pollution.

3. Experience the difficulty of cleaning up polluted waters.

BACKGROUND:Although about 80 percent of the Earth is water, only about one

percent of this water is available for our use. About 90 percent of

the water we use each day is stored in aquifers.

Water contaminants come from a variety of sources. The massive

extent of the underground water system makes contamination

difficult to trace. There are two ways to categorize sources of

pollution: point and nonpoint sources.

Point sources are easily identified. These might be industrial

waste, municipal waste, manufacturing waste, or household

waste. Nonpoint sources are not easily identified. They come

from agricultural runoff, logging, leaking pipes, underground

storage tanks, sewer systems, septic tanks, and chemical

discharges.

Surface waters and underground waters are connected in many

areas. What affects surface water also invades aquifers. Polluted

groundwaters may also discharge to the surface and enter clean streams. Because everything is interconnected,

it becomes much harder to clean up the results of pollution.

VOCABULARY:aquifer - the underground body of porous sand, gravel, and fractured rock filled with water and capable of

supplying useful quantities of water to a well or spring

groundwater - water found in the porous spaces of soil and rock

surface water - water on the Earth’s surface such as rivers, streams, and oceans

ADVANCE PREPARATION:1. Punch 8-10 small holes in the bottom of one of the paper cups for each group.

2. Provide each group a 266 ml plastic cup or cut the tops off 2-liter soda bottles (about 1/2 of the bottle) for

each group.

3. Provide each group with enough pea-sized gravel (#2) to fill each of the containers 3/4 full. Gravel can

usually be purchased where pet or aquarium supplies are sold.

4. Provide each group with one paper cup with no holes, one paper cup 3/4 full of water, and one pump

dispenser.

5. Make a transparency of the water cycle (hydrologic cycle).

Do You Get My Point?

Point And Nonpoint Source Pollution

Grades:3-5



small groups of two to four

Materials: (per group)266 ml plastic cup or plastic 2-liter

soda bottles

clean pea-size gravel to fill each cup

3/4 full

three small paper cups (app. 240 ml)

water

one bottle of red food coloring

pump dispenser from soft soap or hand

lotion containers


PROCEDURE:Setting the Stage 1. Have students illustrate the hydrologic cycle; include

the surface water, groundwater, and aquifer.

Emphasize the interconnectedness of the entire

system.

2. Discuss point and nonpoint sources of pollution. Use

the background information as a basis for discussion.

ActivitySimulation

• Hold 240 ml cup with holes over the cup

containing the gravel. Add the water to the top cup

to simulate rain.

• Explain that rain enters the gravel and becomes

groundwater. This process is called infiltration.

• Make a hole in the center of the gravel to make a

lake or a pond. What happens to the water level in

comparison to the water in the ground?

• Add pollution (food coloring) to each pond (about

1-2 drops).

• Insert the pump into the ground and pump out

water. What do you notice about the color of the

water? Why?

• Begin adding clean water while the pump continues to work. Keep pumping and adding clean water until

the pump water is clear.

Follow-Up1. What happened to the groundwater?

2. Was the pollution easy to clean up?

3. How are sink holes related to underground water supplies? Research to find the answer.

EXTENSIONS:Create a mural of a small city showing the water table, the aquifer, the water systems, and pollution

contributors.

ORIGINAL DEVELOPMENT RESOURCES:Alabama Cooperative Extension System. (Undated). Nonpoint pollution of Alabama waters. (Circular

ANR-319). Auburn University, AL.

American Institution of Professional Geologists. (1984). Ground water: Issues and answers.

Mikel, W. & Hariston, J. (Circular HE-620). (1974). Water, our most valuable resource: Keeping it clean.Auburn University, AL: Alabama Cooperative Extension System.

Vandas, S. (Undated). Water quality . . .potential sources of pollution. U.S. Department of the Interior.

Savan, B. (1991). Earthcycles and ecosystems. Toronto: Kids Can Press Ltd.

144

Cup of water

Soda bottle

Gravel

Soap/lotion dispenser

pump

Groundwater Model

INTRODUCTION TO WASTE

MANAGEMENT

Municipal Solid Waste Management

Waste Management in Alabama is as diverse as the state’s natural resources. Municipal solid wastes are

generated in homes, commercial establishments, institutions, and industries. Municipal solid waste varies from

yard waste to food scraps and from construction and demolition debris to office and classroom paper. In the

United States, each individual produces 2,555 pounds of garbage each year. In Alabama, each individual

produces approximately 4.5 pounds of municipal solid waste a day. Local governments, waste management

companies, and consumers have established methods of disposing of waste in an environmentally friendly

manner.

Recycling is the process by which used items are reconditioned and are adapted to a new use or function.

Recycling is a waste management method that can be a responsible, cost-effective way to help solve some of

Alabama’s waste disposal problems. Recycling helps preserve natural resources, reduce pollution, and save

energy.

Composting is a low-cost disposal method whereby organic material is accumulated in mounds or containers

to bring about decomposition by microorganisms such as bacteria or fungi. Composted items can be used as a

soil conditioner in landscaping and gardening.

Incineration is a disposal method involving the burning of solid waste to reduce volume, with or without the

recovery of energy.

Landfilling is the major disposal method of solid waste in Alabama. A landfill is a system of trash and garbage

disposal in which waste is buried between layers of earth in such a manner that minimizes environmental

hazards. New EPA regulations called subtitle D make landfilling more environmentally friendly than before,

but much more expensive.

Hazardous Waste Management

In addition to municipal waste management, Alabama also must manage hazardous wastes produced in the

state. Hazardous waste is any solid, liquid, or gaseous material that is no longer of use in its present form and

would cause injury or death to living organisms and would pollute land, air, or water if improperly disposed.

Some examples of hazardous wastes include oil, batteries, pesticides, and oil paints. Hazardous wastes may be

managed through minimization, resource recovery such as recycling or reuse, treatment, or disposal.

The Resource Conservation and Recovery Act (RCRA) classifies hazardous waste into two categories:

characteristic hazardous waste and listed hazardous waste. Characteristic hazardous wastes exhibit one or

more of the following traits: ignitability, corrosivity, reactivity, or toxicity. Listed hazardous wastes are

incorporated into lists from the RCRA rules. They exhibit one of the previously listed characteristics or

contain any number of toxic constituents that have been shown to be harmful to health and the environment.

Household hazardous waste, unlike hazardous waste generated by industry, is not regulated in Alabama by the

Alabama Department of Environmental Management or the U.S. Environmental Protection Agency. The best

way to manage household hazardous waste is to avoid generating hazardous products.

Disposal may be reduced or eliminated by giving leftover products away, recycling materials when possible,

using less hazardous alternatives when possible, and buying only the amounts of products needed.

145

WASTE MANAGEMENT


1. Analyze the components of garbage.

2. Collect and sort a few day’s worth of garbage.

3. Chart the results of an investigation.

BACKGROUND:Solid wastes are generated from activities in the home and in the

commercial establishments, industries, agriculture, and mining.

The wastes include food scraps, containers, plastics, textiles,

abandoned cars, dead animals, construction scrap materials, waste

treatment sludge, and individual items.

In 2012, U. S. residents, businesses, and institutions produced

more than 251 million tons of municipal solid waste (MSW),

which is approximately 4.38 pounds of waste per person per day!

Municipal solid waste is composed of the following components:

paper (27.4%); yard waste (13.5%); food waste (14.5%); plastics

(12.7%); metals (8.9%); rubber, leather, and textiles (8.7%); glass

(4.6%); and other (3.4%).

Currently, in the United States, 34.5 percent of municipal solid waste is recovered and recycled or composted,

11.7 percent is burned at combustion facilities, and the remaining 53.8 percent is disposed of in landfills.

VOCABULARY:composting - collecting and layering organic material, such as lawn clippings, leaves, kitchen scraps, and

manure, in order to decompose into fertile humus

incinerate - to burn to ashes

landfill - an area set aside for burying waste under layers of dirt

municipal solid waste - garbage produced in homes and in the work place

recycling - the collection and reprocessing of manufactured materials for reuse either in the same form or as

part of a different product

sludge - a heavy, slimy deposit of mud and mire covering the ground or forming a deposit at the bottom of

bodies of water

ADVANCE PREPARATION: 1. Reproduce the attached pie chart onto a vinyl tablecloth.

• Use an opaque projector for accuracy.

• Use permanent markers for durability.

2. Collect a sample of garbage from a kitchen wastebasket the night before this activity.

PROCEDURE:Setting the stage1. Discuss solid waste using the background information.

2. Describe the contents of the United State’s solid waste.

3. Brainstorm problems that exist about managing solid waste.

What A Waste!

Grades:3-5


Time Needed:Two class periods, time lapse of about

two days

Materials:vinyl tablecloth

one garbage bag per student

student handout


Activities1. Analyze the contents from a day’s worth of kitchen garbage.

• Place the tablecloth on the floor and organize the students around its perimeter.

• Display the contents from the garbage can.

• Sort the trash and place it on the tablecloth in the appropriate spot.

2. Collect the garbage each student uses for a predetermined amount of time (two days is suggested).

• Provide each student with a plastic garbage bag.

• Instruct students to place all the garbage they would throw away into the bag. Discuss any guidelines you

wish to impose. Consider asking them to carry the bag with them wherever they go.

• Complete the Student Activity Page.

• Provide scales to weigh the garbage.

Follow-Up1. Discuss the results of the activity.

• Share the completed student handouts.

• Develop a class chart displaying totals.

2. Compare individual results with the pie chart.

EXTENSIONS:1. Remove the garbage cans in the classroom. Do not allow anything to be thrown away for a few days!

Discuss the effects. Remind students that where to put garbage is an important issue that many

communities face.

2. Construct a bar graph using the data collected by students.

3. Classify collected garbage according to how it could be disposed (incineration, landfill, recycle, reuse).

ORIGINAL DEVELOPMENT RESOURCES:Cooperative Extension Service. (1989). Lessons in solid waste management: 3-R’s. Manhattan, KS: Kansas

State University.

Kraft General Foods. (1993). Solid thinking about solid waste.

www.epa.gov

ADDITIONAL RESOURCES:Municipal Solid Waste Generation, Recycling, and Disposal in the United States: Facts and Figures for

2012 - http://www.epa.gov/waste/nonhaz/municipal/pubs/2012_msw_fs.pdf

http://www.paperrecycles.org/

148

149

Wood

6.3 %

Paper &

Paperboard

27.4 %

Metals

8.9 %

Food Waste

14.5 %

Plastic

12.7 %

Yard

Waste

13.5 %

Other

3.4 %

Rubber,

Leather &

Textiles

8.7 %

Glass

4.6 %

Composition of Municipal Solid Waste

150


Name_______________________

What A Waste!Directions: Record the amount of trash you produce in ____________ days on the chart below.

ExamplesAmount

Paper

Yard Waste

Metals

Plastic

Food Waste

Glass

Miscellaneous

Total ___________lbs

___________lbs

___________lbs

___________lbs

___________lbs

___________lbs

___________lbs

___________lbs

WASTE MANAGEMENT


1. Describe ways solid waste was disposed in the past and the

present.

2. Survey an older citizen about solid waste disposal methods.

3. Discover solid waste practices from long ago.

BACKGROUND:According to the U.S. Environmental Protection Agency (EPA),

Americans generated about 152 million tons of trash in 2012.

This tremendous amount of materials represents either a large

waste disposal chore or a resource recovery opportunity,

depending on one’s viewpoint. Recycling is one way to manage

this waste. Recycling is not new. It was practiced extensively

during World War II to recover scarce materials and other

materials vital to the war effort. Even earlier than that, recycling

and reuse were practiced for similar resource conservation and

home economic reasons.

VOCABULARY:recycle - to separate a given waste material from other wastes and to process it so that it can be used again

reuse - to extend the life of an item by repairing, modifying, or creating new uses for it

ADVANCE PREPARATION: 1. Make copies of student handouts.

2. Gather materials.

PROCEDURE:Setting the stage1. Display an old tin cup, a cola bottle, and a cola can.

2. Relate the change in product packaging and disposal throughout history.

3. Read the included story “Trash Flash Through Time” to the class.

Activities1. Immediately following the story, ask the class to consider these questions:

• Which of these items was tossed out the window and onto the streets of London 700 years ago? (cans,

glass, paper, aluminum, plastic containers, food wastes)

• What was the method of disposing of garbage 700 years ago?

• What is the composition of modern-day garbage? (food and yard wastes, cardboard and paper, metals,

plastic, glass, rubber, leather, textiles, wood and miscellaneous inorganic wastes)

• What is our method of disposing of garbage? (primarily land filling and incineration)

• What do you think was the first attempt to recycle? Did your grandparents recycle? How can we find

out?

• What can we learn about recycling from our past? Our grandparents and their parents recycled or reused

many materials that are commonly thrown away today.

Trash Flash Through Time

Grades:3-5


Time Needed:One class period and survey

assignment

Materials:copy of “Older and Wiser Survey” for

each student

student handouts


2. Have students interview a grandparent or other older person in their family or neighborhood using the

survey included with this lesson.

• Practice interview skills.

Follow-Up1. After students have completed their interviews, have them participate in this discussion.

• What items did your grandparents or friends recycle?

• How did they conserve resources?

• What materials were used for packaging then?

• How did they keep food items from spoiling?

2. Write an “I learned” statement regarding your grandparent’s use of resources. (Compile a class list on chart

paper.)

EXTENSIONS:1. Complete the questionnaire “Trash Flash Today”.

Answers to the questionnaire:

• 4.5 pounds (2kg) can be attributed to each person; 8 pounds (3.6kg) per person per day includes all

wastes such as manufacturing wastes combined with household wastes.

• Paper and cardboard make up 40 percent.

• In Alabama, 80 percent of garbage is land filled. In Huntsville, garbage is incinerated at a waste to

energy facility.

• No, sanitary landfills have liners to protect the soil and groundwater nearby; dumps are illegal.

• 34.8 billion. Imagine that each can is half-filled with gasoline because that’s how much energy is lost !

More than 55 percent of aluminum cans are recycled.

• 32 percent by weight and 30 percent by volume.

• True. Example: recycling newspaper into cardboard boxes or melting used glass jars to make new ones.

• Open discussion; explain why.

2. Have students write their own stories about trash in the past or in the future.

3. Encourage students to write “Thank You” notes to the people they interviewed.

ORIGINAL DEVELOPMENT RESOURCES:Perez, K. (1990). Solid waste management in Alabama: Handbook for county extension agents. Auburn

University, AL: Department of Agricultural Economics and Rural Sociology, Alabama Cooperative Extension

System.

Waste Disposal. (1988). World book encyclopedia. (Vol 21, pp. 112-113)

www.epa.gov



152

153

You are walking through a quiet, beautiful

forest. You feel happy to be in such a peaceful,

lovely place as this. You come to an opening

under a canopy of leaves; and in the rays of

sunshine, you see a strange and unexpected

sight. it looks sort of like a car, sort of like a

thing one would ride at a carnival. It looks like

a whole lot of fun, whatever it is, so you open

the door and step inside a most miraculous little

machine.

There are lights , buttons, levers, graphs,

clocks, dials, calenders, and computer

screens..and you know at once - This is a time

machine !

Carefully following the instructions on the

screen, you fasten your safety belt, set the clock

in reverse, and wait. Dials spin, buzzers sound,

and you feel yourself being thrust back into

your seat. On the big computer screen above

your head, you see events in time come to life:

the first trip to the moon; World War II planes

flying over Europe; George Washington

crossing the Delaware during a harsh winter

storm; the Nina, Pinta, and Santa Maria ships

heading westward. Wait ! It’s going too fast !

You’ve got to stop this thing ! Your finger

finally finds a button marked STOP. You press

it and the number 1250 flashes above. The

machine stops ! And the door opens slowly

behind you....

It is a misty morning on a cobbled stone street.

Fog is rolling in, and there is a chill in the air.

Signs hanging above the shops let you know

you’re in London, England. The clopping

hooves of a horse drawn cart can be heard in

the distance. Squealing piglets are being

joyfully chased by children running all about.

Then from above, SPLASH ! PLOP ! Out of an

open window comes a shout, “GARDY-LOO !”

followed by a heaving bucket of garbage.

Vegetable peels and table scraps fall right onto

the street below. It barely misses you ! And

now here come the pigs, rushing to the scene to

investigate the tasty morsels of garbage they

might eat.

Can you imagine people throwing garbage out

of their windows and onto the streets? Pigs run

freely about to eat whatever is edible.

“GARDY-LOO !” The call comes again. Oh !

No ! Look out. Running, ducking, jumping

over slippery, slimy garbage, you head back to

the time machine, set the dials to the present,

and hit the buttons again. You feel yourself

being flung forward in your seat. Dates fly past

on the dial; and before you know it, you’re

back, right where you were when you found

the machine.

WHEW ! What a trip ! The door opens behind

you, but you remain seated as your mind

continues to spin with the memory of your

adventure.

Just think of all the garbage ! It’s good to be

back home.

Let’s Take a


154


Older & Wiser Survey

Begin by explaining: We are conducting interviews with the older generations so we can learn how

people handled their garbage and resources in the past. Your stories are valuable to our research.

Thank you for agreeing to do this interview.

Please answer all of the questions for the time period when you were my age.

1. What is your full name?

2. Where were you born?

3. What was the year when you were my age?

4. What did you do for fun?

5. How old were you when you got your first TV?

6. What chores did you do?

7. How did you get to school?

8. What toys did you have?

9. What were they made of?

Food

10. How was your family’s food kept fresh?

11. How did store-bought food come packaged?

12. What did you do with the package or container when it was empty?

13. Did you pack your own lunch?

14. If you ever brought food home from a restaurant, how was it packaged?

Paper

15. What did you do with old papers, magazines, and books?

16. Did you use old papers, magazines, or towels?

If not, what did you use?

17. Did stores provide paper shopping bags?

Glass

18. What types of glass containers did you have? (jars, soda bottles, milk bottles)

19. Did you throw them away, reuse, or recycle them?

Aluminum

20. Did you have aluminum?

For what uses?

21. Did you throw it away?

Tin Cans

22. What kinds of food did you buy in cans?

23. What did you do with the cans when they were empty?

Plastic

24. Were there plastic containers?

What came in them?

25. What was in your first plastic bottle?

Garbage

26. Where was your garbage thrown?

27. Was any of it recycled or reused?

28. Did your community provide a curb-side pick-up service?

Wrap-up Questions

29. Did people talk about recycling and conserving resources then?

30. How do you think people today have changed in their attitudes?

31. Would you rather be a child in today’s times or the times when you were a child?

Thank You !

155

Older & Wiser Survey (continued)

Trash Flash Today !Can you answer these questions?

1. How much trash does each person in the Unites States throw away daily?

2. What material is thrown out more than any other?

3. Is most of our garbage

• buried in landfills?

• burned?

• reused?

• recycled??

4. Are dumps and sanitary landfills the same?

5. How many aluminum cans are thrown away each year rather than recycled?

6. How much of our trash is recycled?

7. To recycle means to process waste materials into new products. True or False?

8. If you could change something about the way you recycle, what would it be?

156

WASTE MANAGEMENT


1. Explain what happens to garbage.

2. Graph the amount of waste the school lunchroom produces.

3. Identify ways to reduce the amount of plastic, paper, and food

waste within the school lunchroom.

BACKGROUND:The U.S. Environmental Protection Agency estimates that over

250 million tons of municipal solid waste are generated in our

nation each year ! Many areas in Alabama currently face serious

problems in safely and effectively managing the garbage they

generate. As a state, Alabama is generating more trash than ever

before. As the waste continues to increase, capacity to handle it is

decreasing. Landfills are no longer the only answer.

Recycling saves energy, natural resources, and room in the

landfills. It provides raw materials for new products and helps

Alabamians move away from a “throw away” society. Alabama

law now requires that cities and counties develop and adopt

comprehensive solid waste management plans. Alabama law also

requires that all state agencies, K-12 public schools, state

universities, and post secondary schools implement their own

recycling programs.

VOCABULARY:data - facts or figures from which conclusions can be drawn

Environmental Protection Agency - the federal agency charged with the enforcement of all federal

regulations having to do with environmental pollutants

garbage - the organic or inorganic food waste thrown away


recycle - to separate a given waste material from other

wastes and process it so that it can be used again

reduce - decreasing the amount of waste generated

ADVANCE PREPARATION: 1. Gather materials.

2. Make signs to put on garbage cans labeled “paper”,

“plastic”, and “food waste”.

3. Copy Student Activity Sheet.

PROCEDURE:Setting the stage1. Write the word garbage on the board.

• Ask students to give their own definitions.

• Write responses on the board.

Trash Patrol

Grades:3-5

Subjects:Science, Social Studies, Math

Time Needed:One to two weeks

Materials:buttons or name tags labeled “TRASH

PATROL”

clipboard

paper

pencil

chart paper

poster board

colored pencils

rubber gloves

scales


2. Ask students to recall where garbage goes. (garbage can, garbage trucks, landfill)

3. Write the word landfill on the board.

• Discuss what a landfill looks like.

• Allow students to share if they’ve been to a collection site.

4. Explain that the class is going to gather data about the amount of waste generated in the school lunchroom.

Activities1. Brainstorm items that are thrown away in the lunchroom. (napkins, milk cartons, paper or Styrofoam

plates, bowls, plastic utensils)

2. Divide students into groups of five or six and assign each group a particular date to work.

• Explain that one person will be the recorder, two students will collect lunch trays, and the remaining

team members will sort the trash into the appropriate container.

• Assign students to be on duty for the school’s entire lunch period. Make arrangements for the team to eat

earlier, if necessary. The recorder weighs the amount of each type of garbage and writes down any

unusual or interesting observations. (For example, one class noticed an unusual number of unused plastic

utensils still in their plastic bags, so they began to keep a count of these.)

• The team records its findings on a class chart and writes a brief entry about its observations.

• This process is continued until all groups have gathered their information. Daily reports and discussions

are important.

3. Upon completion, discuss the activity.

• Tape the class chart to the board and have each group choose a way to display the data. Give each group

poster board, colored pencils, and markers to complete the graphs.

• Have the groups analyze the data and suggest ways to reduce lunchroom waste.

• Write these suggestions on the board and have students brainstorm ways to implement the suggestions.

(For example, students notice a large number of unopened ketchup, mustard, and mayonnaise packets

being thrown away, so they develop a short commercial encouraging students to take only what they need

and perform the commercial on morning in-house television announcements, if system available.)

Follow-Up1. Collect charts and graphs.

2. Have students write one to two paragraphs discussing one area of waste in the lunchroom and possible

solutions.

EXTENSIONS:1. Invite a waste disposal company spokesperson or a recycling center representative to speak to the class.

2. Have students write down everything they throw away for one day and then determine how they could

reduce their amount of personal waste.

3. Visit a local landfill.

4. Compare daily menus to the amount of daily waste.

ORIGINAL DEVELOPMENT RESOURCES:Alabama Department of Environmental Management. Be part of the solution recycle Alabama.

Plastic Bag Information Clearing House. (1994). Don’t let a good thing go to waste.

Alabama Department of Environmental Management. Get down to business...reduce, reuse, recycle - awaste management guide for small business and commercial firms.

158

159


Trash Patrol

Recorder: _____________________ Sorters: _____________________

_____________________

Collectors: ____________________ _____________________

Time: ___________

Date: ___________

WeightObservationsType of Waste

Paper

Plastic

Food Waste

Notes

160

WASTE MANAGEMENT


1. Predict the life cycle of a piece of trash.

2. Explain the purpose of a landfill.

3. Classify the items found in a landfill.

4. Recognize the components in a landfill.

5. Reconstruct a model of a landfill.

BACKGROUND:Americans produce more and more garbage each year. More than

27 percent of this solid waste stream consists of the paper and

paper products we discard. Yard wastes make up another 13.5

percent of the total. Approximately 14.5 percent of our trash is

food waste. Plastic (12.7 percent), metal (8.9 percent), rubber,

leather and textiles (8.7 percent), glass (4.6 percent), wood (6.3

percent). and other (3.4 percent) items make up the rest.

Solid waste management is primarily a local responsibility. Most

communities collect their refuse either through a municipal

collections service or through one provided by a private

contractor. If the wastes are not recycled, composted, or

incinerated, they are deposited in a sanitary landfill.

In Alabama the number of landfills with available space is

decreasing. At the same time, the amount of municipal solid

waste is increasing. In 1989 there were approximately 142

sanitary landfill sites in Alabama. Currently, there are 32 sites. By

2007, 91.7 percent of Alabama’s wastes were landfilled. That

amount is very high compared to the amount of solid wastes that

were recycled, composted or incinerated.

Sanitary landfills consist of a series of cells or sections. Wastes are deposited on a certain area of one cell at a

time. They are spread and compacted throughout the day. At the end of each day, a layer of soil about six

inches thick is laid down and compacted over the wastes. This cover controls vermin and prevents fires from

starting in the refuse pile. When a sanitary landfill is filled to capacity, it is covered with material of low

permeability, such as clay soil, to keep rainwater out of the refuse. If no cover were provided, the rainwater

would seep down through the materials to the bottom, leaching pollutants on the way and carrying them into

groundwater or surface water.

VOCABULARY:landfill - an area set aside for burying waste under layers of dirt

leach - to pass a liquid (as water) through to carry off the soluble components

monitoring wells - pipes in a landfill used as a means of controlling and measuring methane escape

permeate - to penetrate or diffuse through something

solid waste - any of a wide variety of solid materials that are discarded or rejected

We’re Down In The Dumps

Grades:3-5

Subjects:Science, Language Arts, Social Studies


Materials:poster board

sentence strip

litter (collected from students)

baggies (three per student)

clear cups (one per student)

spoons (one per student)

graham crackers (two per student)

fruit roll-up (one for every four

students)

vanilla pudding w/chocolate chips

oreo cookie crumbs (three cookies per

student)

coconut, colored green

licorice (one per student)

optional: garbage can, Plexiglass


ADVANCE PREPARATION: 1. Make pudding. Add chocolate chips right before class, or they will dissolve. Color coconut green.

2. Assemble journals.

3. Optional: Create a visual of Figure 3 out of a garbage receptacle and Plexiglass (obtained from a hardware

store)

• Cut receptacle in half.

• Apply Plexiglass cover with clear caulk.

• Make labels

• Allow students to fill with “real” trash according to the percentages on the chart.

4. Optional: Make poster of Figure 3. have students cut pictures of different items from magazines and glue

onto chart according to percentages.

PROCEDURE:Setting the stagePass out a piece of candy for the students to eat or display a candy wrapper.

• Distribute garbage can journals.

• Ask students to respond to this journal prompt: Predict the life cycle of the candy wrapper.

• Collect wrappers.

Activities1. Using the background information, discuss the main ideas with the students.

• Ask students to predict which of the following solid waste products compose the largest amount in a

landfill. List products - either Figure 3 or 4.

• Explain the make-up and percentages of solid waste according to Figure 4.

2. Reconstruct a model of a landfill.

• Give each student a durable clear cup, a spoon, a baggie with two graham crackers, a baggie with three

oreos, and a baggie of green coconut.

• Allow students to crush the graham crackers and oreos.

• Layer the ingredients from the bottom up.

Licorice pipes - represent monitoring wells

Coconut, colored green - represents ground cover/grass

Oreo crumbs - represent dirt cover

Vanilla pudding with chocolate chips - represents garbage

Graham cracker crumbs - represent gravel

Fruit roll-ups - represent the plastic liner (cut in pieces first)

Graham cracker crumbs - represents a clay liner

Bottom of cup - represents solid ground.

• Explain the purpose of each layer as you go along.

162

Licorice pipes Groundcover, green coconut

Oreo crumb, dirt layerGarbage, vanilla puddingGravel, graham crackerPlastic liner, fruit roll-upClay liner, graham crackers

Follow-UpConclude the lesson.

• Summarize main ideas.

• Emphasize the fact that landfills are similar to Egyptian mummies. They both are wrapped tightly and

stored in cool dark places. there is little air or sunlight in a landfill, so things do not break down.

• Discuss the 3 R’s of waste management: Reuse, Reduce, Recycle.

• Ask this question for thought : What kind of legacy are we leaving future generations?

EXTENSIONS:1. Create a rap in small groups.

2. Use the Student Activity Page “My Garbage Can Journal” for composing a story.

3. Graph the information given in Figure 4.

4. Illustrate the amount of land needed for a landfill.

• Have four students stand at four points, 209 feet apart, in a square.

• Relate landfill size to a football field. A sanitary landfill seven feet deep and one acre in surface area is

needed each year for every 10,000 people in a community.

• Form a scale model of a landfill using saltdough or clay.

5. Visit a local landfill.

6. Create a large poster using pictures cut from magazines (Figure 3 as an example).

7. Read Recycle. by Gail Gibbons.

8. Read Cleaning Up: How Trash Becomes Treasure. by Eve and Albert Stwertka.

RESOURCES:Perez, K. (1990). Solid waste management in Alabama: Handbook for county extension agents. Auburn

University, AL: Department of Agricultural Economics and Rural Sociology, Alabama Cooperative Extension

System.

U.S. Environmental Protection Agency. (February, 1989). The solid waste dilemma: An agenda for action.



Alabama Solid Waste Management Plan, May 2008 -

http://www.adem.state.al.us/alEnviroReglaws/files/FinalSWMP_08.pdf

163

164

Permitted Sanitary Landfills In Alabama

Figure 1

Landfill Name Landfill City County

1. Magnolia Sanitary Landfill Bay Minette Baldwin

2. Chilton County Clanton Chilton

3. Coffee County NewBrockton Coffee

4. Cullman Env. Waste Mgmt. Ctr. Cullman Cullman

5. Ft. Payne Sanitary Landfill Fort Payne Dekalb

6. Timberlands Brewton Escambia

7. City of Dothan Dothan Houston

8. Scottsboro Balefill Scottsboro Jackson

9. Valley View Stevenson Jackson

10. Mt. Olive Jefferson

11. New Georgia Jefferson

12. Eastern Sanitary Landfill Birmingham Jefferson

13. Turkey Creek Birmingham Jefferson

14. Florence Sanitary Landfill Florence Lauderdale

15. Lawrence Coutny Moulton Lawrence

Landfill Name Landfill City County

16. Salem Waste Disposal, Inc. Opelika Lee

17. Athens/Limeston County Athens Limestone

18. Huntsville Huntsville Madison

19. Bishop Sanitary Landfill Alberville Marshall

20. Chastang Sanitary Landfill Mobile Mobile

21. North Montgomery Montgomery Montgomery

22. Trinity (Decatur) Decatur Morgan

23. Brundidge Waste Disposal Ctr. Brundidge Pike

24. Highway 70 Columbiana Shelby

25. Harmons Sanitary Landfill Cropwell St. Clair

26. Acmar Regional Landfill Moody St. Clair

27. Tuscaloosa Balefill Tuscaloosa Tuscaloosa

28. Pine View Dora Walker

2002, U.S. EPA

Match the sanitary landfill to the appropriate county.

165

Solid Waste Generation, Alabama 1989

Numbers are in thousand tons. From : ADEM, 1989

5000

4500

4000

3500

3000

2500

2000

1500

1000

500

0Landfill Incineration Recycle

Figure 2

166

PAPER - 38%

YARD WASTE - 12%

GLASS - 5.5%

METAL - 7%

FOOD WASTE 11%

PLASTIC - 10.5%

OTHER - 16%

Figure 3

167

Figure 4

11%

12%

5.5% 10.5%

5.3%

38% 2%

7% 2%

2%

9%

Notes

168

WASTE MANAGEMENT


1. Identify legal dumping sites.

2. Understand the effect of illegally dumping waste.

BACKGROUND:Illegal dumping is discarding garbage along roadsides or in the

woods, where it degrades the beauty and health of nature. Illegal

dumping can be considered a deliberate, malicious act.

People dump wastes illegally to avoid fees at landfills or to avoid

traveling to landfills. The hours that a landfill is open may be an

inconvenience to some people.

Illegal dumping occurs more often in rural and undeveloped

suburban areas than urban areas. The penalty fees that a county

charges for illegal dumping is higher than landfill charges.

VOCABULARY:degrade - to lower in quality

illegal dumping - disposing of waste in an unofficial location

urban - in, relating to, or characteristic of a city or town

suburban - a district lying immediately outside a city or town


2. Hide a nerf ball labeled garbage in one of the student’s desk.

3. Obtain copies of county maps.

PROCEDURE:Setting the stage1. Tell students that garbage is hidden in one of their desks. It is like a hot potato. The idea is to make it

someone else’s responsibility by giving it to him or her. Above all, the student should not be caught with it.

2. Define illegal dumping on the board.

3. Prepare copies of the Student Activity Page.

Activities1. Supply the students with paper money - ten $10.00 slips each (pattern is found on activity sheet). The

money will be used to pay a $30.00 fine if someone is caught illegally dumping the garbage.

2. Call for each student to pay $10.00 to cover the community cost of cleaning up illegal dumps. Collect this

fee periodically throughout the game.

3. Allow the game to continue for a predetermined amount of time, usually when everybody has had a chance

to participate.

4. Help students identify the locations of recycling centers and legal waste disposal programs in the

community.

Dump It

Grades:3-5

Subjects:Social Studies, Math

Time Needed:One class period, on-going game

Materials:nerf ball

paper money

county map

student activity page


Follow-Up1. Discuss the activity.

• Ask, “Why do people dump waste illegally?”

• Ask, “In what ways does illegal dumping degrade the environment?”

2. Have students do the student activity page and then discuss it with the class.

3. Brainstorm ways that illegal dumping affects public health.

EXTENSIONS:1. Take pictures of illegal dumping sites around the community.

2. This game can be played like hot potato with music. Whoever is caught when the music stops must pay for

the garbage.

ORIGINAL DEVELOPMENT RESOURCES:Adapted with permission from activity, “Out of sight but not out of mind.” p. 12, Alabama PALS: People

Against a Littered State, April, 1987. Alabama PALS litter education guide.

170


NAME _____________________________

If Bagging Trash Is Your Game,

This Match Is For You

Match each word on the left with the phrase that best describes it.

171

Trash

Litter

Reuse

Natural Resources

Landfill

Recycling

Paper

Reduce

Compost

A. To find a new use for something instead

of throwing it away.

B. A recyclable material made from trees.

C. To buy less and throw away less trash.

D. Leaves and grass clippings broken down

by natural forces, used on gardens.

E. Our garbage, all things we throw away.

F. Trash in the wrong place such as on the

ground or street.

G. A process that makes something new

out of something old.

H. A special place where trash is buried.

I. Things found in nature that we must

have to live.

WASTE MANAGEMENT


1. Collect organic material and set up an experiment.

2. Observe gas formation during the decaying process.

3. Measure heat production during the decaying process.

BACKGROUND:When buried garbage decays at a landfill or dump, it produces

gas, similar to natural gas, called methane. A crude but workable

method of producing gas from waste involves tapping directly

into landfills to collect the methane gas produced by anaerobic

digestion (decomposition without oxygen). The methane is

collected through an automatic collection system, processed,

piped to homes and businesses, and used in the same manner as

natural gas. Methane is also being produced from municipal

sludge and from animal manure at some feedlot operations.

These methods of obtaining methane are becoming increasingly

popular because they help to solve the problems of waste

disposal as well as to meet increased energy needs.

VOCABULARY:bioconversion - changing matter from once-living things into a

source of energy

compost - a mixture of decayed organic matter; to decay organic

wastes partially decomposed by aerobic bacteria

decay - rot


methane - an odorless, flammable gas produced by decaying organic matter

natural gas - gas from the Earth’s crust; a fossil fuel

organic - relating to living or once living material


2. Prepare copies of student activity pages.

PROCEDURE:Setting the stage1. Show students the picture on the attached sheet, “Images and Explorations.”

• Discuss what is happening in the picture.

• Ask students the following questions.

How can the energy from garbage be changed into useful energy? (Answers will vary; accept all answers.)

How is garbage like traditional fuels?

2. Have students read the paragraphs at the bottom of “Images and Explorations.”

• Give students the list of terms (see background information) and their definitions.

• Ask students to circle the terms in the paragraphs.

It’s A Gas

Grades:3-5

Subject:Science

Time Needed:Two class periods, several days

observation

Materials:a few pounds of raw manure (caution:

when handling be sure to wearprotective covering)

two plastic bags per student (1 gallon

size)

thermometer

small light or lamp and box (may need

several depending on numbers of

students participating)

student activity pages


Activities1. Give each student a copy of the included student activity page “Making Methane.”

2. Have necessary materials ready for the activity.

• If Bag “A” is filled almost full, expansion will be easier to detect.

• Temperature must be about 90 degrees Fahrenheit to produce desired results. Place the light or lamp

inside the box to produce a warm atmosphere.

• Bag “A” will expand if the bag is completely sealed and if methane gas is produced by the decomposing

organic matter.

• Temperature rising above 90 degrees Fahrenheit inside the material indicates a chemical reaction is

taking place during decomposition.

3. After several days, direct students to think about the questions on the second part of “Making Methane.”

Ask students how we could use our garbage as a source of energy. (Encourage many creative ideas.)

4. Have students draw an illustration of a possible methane-producing operation in the community.

Follow-Up1. Have students complete the evaluation activities on the included Student Activity Page “Thinking About

It.”

2. Answers are as follows:

• Word Find - (1) organic, (2) methane, (3) natural gas, (4) compost, (5) landfill, (6) decay,

(7) bioconversion.

ORIGINAL DEVELOPMENT RESOURCES:Energy from waste. (1979). The new book of popular science. (Vol. 2). Danbury, CT: Grolier.

Tennessee Valley Authority, Consumer Outreach Section, Office of Power. The energy sourcebook sixthgrade unit.

174


Making Methane

1. Ask the teacher for a small amount of manure (organic matter).

2. Place half the manure in a plastic bag (one gallon size), labeled A.

3. Remove as much air from Bag A as you can.

4. Seal the bag completely.

5. Put the bag in a warm place - about 90 degrees.

6. Place the other half of the organic matter in another plastic bag, labeled B.

7. DO NOT SEAL Bag B.

8. Put Bag B in a warm place - about 90 degrees.

9. Every day for several days, use a thermometer to measure the temperature in the middle of the

material in Bag B. Record the temperature. (NOTE: Be careful - do not disturb the material.)

175

A

B

176


Making Methane(continued)

After several days, answer the following questions.

1. Does Bag A appear to have expanded a little? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

If the answer is yes, why has it expanded? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2. Compare the daily temperature readings of Bag B.

Day 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Day 6 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Day 2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Day 7 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Day 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Day 8 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Day 4 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Day 9 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Day 5 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Day 10_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Was there a change in temperature? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

If the answer is yes what is causing the change? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

A

B

177


Thinking About ItWord Find

Find and circle these words.

Bioconversion Decay Natural Gas Methane

Landfill Compost Organic

Word Define

Match the words in the list above with their definitions listed below.

Write each word on the line next to its definition.

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: relating to living or once-living material

2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: an odorless, flammable gas from manure

3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: gas from the Earth’s crust

4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: a mixture of decayed organic matter

5. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: an area set aside for burying waste

6. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: rot

7. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _: changing once-living matter into methane

178


Images And Explorations

When manure, vegetation, or any organic materials decay, a gas is given off. This

gas is called methane. Methane can be produced from decaying matter in home

garbage (if it sits long enough) or in a compost heap. It also takes place in the

landfills where we bury our trash and garbage. Methane produced in landfills can

be carried through pipes to places where the gas will be used.

Today, some companies are producing methane from waste. They change city

sewage, garbage, and animal manure to energy sources. The process of changing

matter from once-living things into methane is called bioconversion.

This same process takes place in nature, producing natural gas. Methane is the

main element of natural gas. The organic part of our trash and garbage is an

important energy resource !

179

The Recycling Process

Notes

180

WASTE MANAGEMENT


1. Describe recycling.

2. Illustrate the recycling logo.

3. Identify recyclable materials.

4. Present information.

BACKGROUND:Recycling is the collection of waste materials to process them

into new, usable products. The recycling logo represents the three

steps of the recycling process: separating materials to be

recycled; processing the materials by sorting, washing, drying,

grinding, or heating, and re-manufacturing products to be

purchased.

People must sort their household trash and either take recyclables

to a collection site, place their recyclables on the curbside, or

deliver them to buy-back recycling programs.

To make sorting easier, different plastics are identified by codes

(SPI-Society of Plastics Industries-Codes.) These codes are

usually located on the bottom of plastic containers.

VOCABULARY:recyclable - a material that can be recycled

recycling - the collection and reprocessing of manufactured materials for reuse either in the same form or as

part of a different product


2 Copy information cards and glue to index cards for durability and uniformity.

3. Copy student activity page.

PROCEDURE:Setting the stage1. Display recyclable materials.

• Discuss the steps of the recycling process using the background information and the attached sheet, “The

Recycling Process”.

• Have students look for the recycling logo on the plastic materials.

2. Inform students of the three ways items are collected (or deposited) for recycling.

Activities1. Create a presentation about a recyclable material.

• Divide the class into four groups.

• Distribute the information cards.

• Use other sources to create songs based on a familiar tune.

What Goes Around Comes Around

Grades:3-5

Subject:Science


Materials:examples of recyclable items:

aluminum cans

plastic milk jugs

newspapers

jars

plastic containers (several)

art paper

markers

small jar of M&M candy for rewards


• Choose a song that everyone knows.

Rewrite the words using facts about the assigned recyclable material.

Name your group.

Optional - design a CD cover, dress in a costume, make a backdrop for the presentation.

Example - (Sing to the tune of “Row, Row, Row Your Boat.”)

Crush, crush, crush the cans

As many as you may

Put them on the curb outside

To be used another way

2. Allow the students to vote on their favorite presentation or give each group an award for The Best

Workers, The Best Research, etc. Present them with an award, for example, a jar of M&Ms.

Follow-Up1. Complete the student activity page.

2. Review the diagram of “The Recycling Process” in the previous activity.

EXTENSIONS:1. Visit a recycling center.

2. Survey school officials to determine the school’s recycling policies.

3. Read Recycle ! by Gail Gibbons.

4. Read Cartons, Cans, And Orange Peels - Where Does Your Garbage Go? by Joanna Foster.

Read Series - How On Earth Do we Recycle Metal? Paper? Plastic? Glass? published by Millbrook Press.

ORIGINAL DEVELOPMENT RESOURCES:Kraft General Foods. (June, 1993). Solid thinking about solid waste.

United States Environmental Protection Agency. (October, 1988). Recycle. (EPA/530-SW-88-050)

Alabama Department of Economic and Community Affairs. Kids can help recycle (coloring sheet); Be partof the solution...recycle Alabama (brochure); Handling and disposal of home medical waste (brochure);

Household hazardous waste (booklet); Managing Alabama’s municipal solid waste (poster); Get down tobusiness...reduce, reuse, recycle (booklet).

182


Name: ____________________________

What Goes Around Comes Around

1. Describe the process of recycling.

2. Draw the recycling logo.

3. Create a plan for your family to implement a recycling program.

• How will you sort the garbage?

• How will your recyclable materials get to the recycling center?

• How will you change your purchasing habits in order to support products that

have been recycled?

183

Save! Sort! Recycle!

Color the recyclables in the boxes on this page. Then cut them out and paste them

into the proper recycling bins.

184

185

COMPOST PLASTIC

METALSSECOND

HAND

SHOP

PAPER GLASS

Notes

186

WASTE MANAGEMENT


1. Evaluate the importance of recycling.

2. Simulate a city recycling program.

3. Tally exchanges in the recycling simulation.

BACKGROUND:Aluminum comes from bauxite. Most of the new aluminum used

in the United States is imported. By reusing aluminum, we reduce

air pollution, water pollution, and damage to the land.

• Making aluminum from recycled cans uses 90-95 percent

less energy than making it from raw materials and reduces

related air pollution by 95 percent.

• Enough aluminum is thrown away every three months to

rebuild the entire United States commercial air fleet.

• Approximately 50-60 percent of aluminum cans used in the

United States are recycled.

• Recycling reduces litter and slows the filling of landfills.

VOCABULARY:aluminum - a silvery, lightweight, metallic, chemical element

bauxite - a claylike ore, the source of aluminum

ore - a natural combination of minerals from which metals or other valuable substances can be mined


2. Make a set of signs for each city stating landfill, bank, recycling center, and grocery store.

3. Prepare copies of student activity page.

4. Make 24 recycling certificates from the teacher handout.

PROCEDURE:Setting the stage1. Give the journal prompt: Why is recycling important?

2. Discuss the benefits of recycling using the background information.

Activities1. Conduct a simulation that shows the benefit of recycling.

• Divide the class into two groups. They will act as the citizens of two cities. One Cycle City will recycle.

The other Waste City will not recycle. Each city will contain a grocery store, landfill site, a bank, and a

recycling center (Cycle City only). Assign each student a post.

• Give each grocery store 24 aluminum cans and 24 pebbles (represent bauxite).

• Allow one citizen at a time to go to the grocery store to buy four canned drinks. Trade one piece of

bauxite for each can.

• Allow Cycle City to take its cans to the recycling center. They are given a certificate for every four cans.

Waste City throws away its cans in the landfill.

A City “Can”

Grades:3-5



Materials:48 aluminum cans

48 pebbles


• Return to the grocery store to buy four more drinks. Cycle City uses its certificates to buy one drink and

three pieces of bauxite to buy three drinks. Waste City uses four pieces of bauxite to buy four drinks.

• Continue the activity until one city runs out of bauxite.

2. Compare the student activity page.

Follow-Up1. Discuss the activity reviewing the benefits of recycling for a community.

2. Present the results of each city’s simulation.

EXTENSIONS:1. Build a can crusher using lumber and a heavy duty door hinge.

2. Compile a list of recyclable items used during the school day and

at home.

ORIGINAL DEVELOPMENT RESOURCES:Roa, M. Environmental science activities kit. The Center for Applied Research in Education.

Schultz, R (1982). Environmental experiments..from Edison. Michigan: Thomas Alva Edison Foundation.

188

189

A C

ity “

Can

”

Cro

ss o

ff a

peb

ble

eac

h t

ime

your

city

purc

has

es a

can

.

Cro

ss o

ff a

can

eac

h t

ime

your

city

del

iver

s one

to t

he

landfi

ll o

r

recy

clin

g c

ente

r.

Cro

ss o

ff a

rec

tangle

eac

h t

ime

your

city

coll

ects

a c

erti

fica

te.

I am

a c

itiz

en o

f C

ity _

______________ .

Gro

cery

Sto

re w

ork

ers

are

_______________,

_______________,

and _

______________ .

Lan

dfi

ll w

ork

ers

are

_______________ a

nd

_______________ .

Rec

ycl

ing C

ente

r w

ork

ers

are

_______________,

_______________,

and _

______________ .

What

did

yo

u l

earn

fro

m t

his

act

ivit

y?

190

A City “Can”

Certificate of Receipt. Redeem at grocery store for one canned drink.



A City “Can”

A City “Can”

WASTE MANAGEMENT


1. Illustrate how steel mills use steel cans, cars, and appliances.

2. Describe a material recovery facility and how steel is

separated.

3. Locate the major steel mills in Alabama on an Alabama map.

BACKGROUND:For many years, Alabama was one of the leading producers of

steel. Steel-can recycling is made easier because steel is

magnetic. Steel cans may be magnetically removed from other

recyclables in the solid waste stream. Empty steel cans may be

collected for recycling through any recycling collection program

that accepts them. For curbside collection, steel cans should be

emptied and rinsed. Steel cans are also collected through

voluntary drop-off programs and material recycling centers.

After collection, steel cans and other steel products, such as

appliances, are sent to steel mills to be made into new products.

There are two types of furnaces used to make steel, depending on

the product into which the steel will be made. One type is the

basic oxygen furnace, which consumes about 25 percent scrap.

The electric arc furnace consumes about 100 percent of scrap to

make new products. In either case, some of the scrap is still left

over from steel making and product manufacturing, but none is wasted. Even if molten steel overflows, it can

be used again.

Today in America, no steel is new. Virtually all steel contains old steel. It always maintains its integrity by

keeping the same quality after recycling as before.

VOCABULARY:scrap - the old steel that will be recycled into new steel

solid waste stream - the variety of solid materials that are discarded or rejected from homes and businesses


2. Copy group directions cards.

3. Copy the Alabama map for each student group.

PROCEDURE:Setting the Stage 1. Display items made from steel such as utensils, pots, soup cans, paint cans, nails, aerosol cans, bandage

boxes, and cookie tins.

2. Discuss the difference between recycled steel and other products.

Heavy Metal

Grades:3-5

Subjects:Science, Geography


Materials:Alabama map

art paper or half sheets of poster board

crayons or markers

magazines

aluminum cans

steel cans

various items made of steel

magnets

scales


3. Remind students of the importance steel has played in the state of Alabama. Use an Alabama history book

to locate specific details about the importance of steel production in Alabama. Steel was produced in areas

where iron ore, coal, and limestone were found in the soil. Since steel is now being made from recycled

steel, it is no longer necessary to have steel mills located close to these natural resources.

Activity1. Locate these major steel mills that are in operation in Alabama.

• Write the name and location of the steel mills on the board. They are:

Nucor Steel Birmingham, Birmingham, AL

Nucor Steel Decatur, Decatur, AL

USX-US Steel, Birmingham, AL

Nucor Steel Tuscaloosa, Tuscaloosa, AL

• Divide the students into six groups. Give each group of an outline map of Alabama (included).

• Have groups work together to locate these steel mills on their maps.

2. Work in groups to illustrate the steel recycling process.

• Provide each group with one direction from the Teacher Handout.

• Allow students to work for about 15 minutes on their assignment.

• Ask a representative from each group to bring the poster to the front of the classroom.

• Assist the students in putting the posters in order: (1) store; (2) home; (3) empty cans; (4)sorted garbage;

(5) trucks; (6) magnet; (7) area of various steel products.

• Place posters in a circular order on a bulletin board or the chalkboard.

3. Use magnets to experiment separating steel cans from aluminum cans. Compare the weight of steel

containers to aluminum cans.

Follow-UpDiscuss each step of the recycling process.

• Steel products come in many shapes and sizes, from food cans to aerosol cans or bandage boxes to

cookie tins.

• Consumers use many steel products in their daily life. Some examples include vehicles, appliances,

containers and nails.

• Steel products can be sorted for recycling along with other materials.

• Steel materials can be placed in bins along the curb for collection, or residents take recyclables to

collection sites.

• Steel products are recycled at the Materials Recovery Facility (MRF). Steel products are magnetically

separated from other recycles.

• Recycled steel (scrap) is made into new products.

EXTENSIONS:1. Sculpt a replica of the Vulcan statue (located in Birmingham) using soap or clay. In Roman mythology, he

is the God of Iron.

2. Have students create a flow chart depicting a steel product going through the recycling process.

ORIGINAL DEVELOPMENT RESOURCES:Steel Can Recycling Association, Inc., Two Gateway Center, Suite 720, Pittsburgh, PA 15222, (412) 281-

5655.

192

193

Teacher Handout

Group Directions

Use art supplies to illustrate

empty steel cans.


large trucks such as garbage

trucks.

Use art supplies to illustrate a

large area filled with various

steel materials (appliances,

cans, cars.

Teacher Directions -

Cut apart and give each group

one assignment.


neighborhood of homes.


sorted garbage cans (a box of

steel) at the end of the

driveway or basement.


large magnet.


paint cans or food cans on the

shelves in the stores.

WASTE MANAGEMENT


1. Observe the neutralization process of toxic wastes.

2. Identify common toxic wastes.

3. Identify safe ways to dispose of hazardous materials.

4. Construct “ugly jars” - containers that stored toxic wastes

during Colonial times.

BACKGROUND:Toxic wastes consist of wastes that contain poisons and, when

improperly managed, can pose a great threat to human health or

the environment. Toxic wastes include inorganic toxic metals,

acids, salts, or bases. They include synthetic organic chemicals

such as the insecticides DDT and DDE as well as herbicides.

One method for dealing with toxic wastes is to neutralize them.

Their effectiveness is counteracted by the application of

chemicals that change their toxic state.

In the present day, toxic materials are labeled with a specific sign.

Poisonous materials existed in Colonial times as well. During that

historical period, hazardous materials were stored in “ugly jars”.

These “ugly jars” were constructed with clay and had hideous

faces.

VOCABULARY:acid - any compound that reacts with a base to form a salt

base - a chemical compound, like ammonia, that reacts with an

acid to form a salt

chemical reaction - chemicals are changed into different substances

herbicide - a plant killer

insecticide - an insect killer

neutralization - the process in which toxic wastes react with another chemical to produce a harmless

substance

toxic waste - poisonous waste

ugly jars - containers that stored toxic wastes during Colonial times

ADVANCE PREPARATION:1. The day before:

• Stir a teaspoon of cornstarch into one quart of water.

• Bring the cornstarch to a boil.

• Allow the mixture to cool.

• Add a few drops of iodine until the liquid is a dark, blue-black color.

• Crush 500 mg of ascorbic acid (Vitamin C) tablets into a powder.

• In a separate container, dissolve the powder in several ounces of water

NOTE: Try the demonstration yourself using some of the solutions. If the color does not disappear from

the iodine/starch solution, add more Vitamin C.

Seeing Is Believing

Grades:3-5

Subjects:Science, History


Materials:cornstarch

water

several drops of tincture of iodine

500 mg of ascorbic acid (vitamin C),

crushed

a large clear jar

baby food jars or pimento jars (one per

student)

materials to decorate “ugly jars”

poisonous symbols sheet

Legacy Hazardous Household

Materials Wheel


2. Gather materials for the “ugly jars”.

3. Construct an “ugly jar” to display as an example.

4. Copy student activity page.

PROCEDURE:Setting the Stage 1. Display containers that hold toxic wastes. Include the example of the “ugly jar” you crafted.

2. Discuss the importance of properly identifying containers of dangerous materials.

3. Brainstorm ways to deal with the disposal of toxic wastes.

4. Use Legacy Wheel to learn appropriate methods of disposing of toxic wastes.

Activities1. Demonstrate the neutralization process.

• Show the starch/iodine solution (made in advance).

• Explain that the dark color represents a toxic chemical.

• Remind the students what a chemical reaction is.

• Add the Vitamin C solution to the starch/iodine solution.

2. Discuss what happened, focusing on the process of neutralization.

3. Create “ugly jars” by decorating baby food jars, or pimento jars, with craft materials.

• Discuss the purpose of “ugly jars” using the Background information.

• Show the class an example.

4. Share modern day symbols (see sheet included) used to indicate hazardous substances including toxic

ones.

Follow-Up1. Have the students survey their homes for hazardous wastes using the checklist included. (Include a waste

wheel or related publication for proper handling and disposal).

2. Display the “ugly jars”.

3. Have students describe the neutralization process.

EXTENSIONS:1. Research other methods of waste disposal throughout history.

2. Brainstorm ways that the “safe” waste produced by the neutralization process can be safely disposed.

ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. A world of resources. TVA/ONRED/L & ER/86/52.

The Education Center, Inc. (Feb/Mar 1993). Wising up about waste. The intermediate mailbox, (Vol. 15, p.

43).

Hazardous Household Materials Wheel, Legacy, Inc., P.O. Box 3813, Montgomery, AL 36107,

www.legacyenved.org, 1-800-240-5115.

196


NAME: ___________________________________

Is Your Home a Hazardous Waste Site?

Some substances in your home should not be poured down the drain or toilet, placed

in the trash, dumped out on the ground, or poured in the water because they are

toxic. Look for the following substances in your home. Check whether they will be

used up or thrown away.

197

Location Substance Found in Home To be used up To be thrown away

anti freeze

auto wax

car battery

gasoline

motor oil

paint

paint thinner/remover

insecticide

weed killer

ammunition

artist’s painting supplies

bathroom cleaner

batteries

fire extinguisher

floor care products

fluorescent lights

furniture polish

lighter fluid

moth balls

nail polish remover

oven cleaner

rat poison

Others

Household

Lawn

Workshop

Garage

198

Tab

le O

f P

laca

rds

An

d T

he

Init

ial

Res

pon

se G

uid

es

To U

se O

n S

cen

eU

se t

his

tab

le o

nly

if

mat

eria

ls c

annot

be

iden

tifi

ed b

y u

sing s

hip

pin

g p

aper

s, n

um

ber

ed

pla

card

, or

ora

nge

pan

el n

um

ber

.

WASTE MANAGEMENT


1. Discover containers that are safe for storing corrosive

materials.

2. Observe the corrosive effects of salt and vinegar.

BACKGROUND:Toxic wastes are often stored over a period of time to await safe

disposal. However, corrosive toxic waste is sometimes put in

containers that can be dissolved or eaten away. Then the toxic

waste can leak out. Strong and corrosive toxic materials must be

stored in the correct kind of container.

VOCABULARY:corrosive toxic waste - waste that can eat away or chemically

react to corrode and dissolve other substances


2. Use the screwdriver to make several deep scratches on the

inside of the steel can and the aluminum can.

3. Copy the students activity page for each student.

PROCEDURE:Setting the Stage 1. Discuss the effect of storing corrosive materials over a long

period of time.

2. Display the different containers and ask students to predict

which containers would best store a corrosive chemical.

3. Use the student activity page to answer questions l and 2.

Save pages.

Activity1. Show how corrosive substances can be safely stored.

• Dissolve two tablespoons of salt in a quart of vinegar.

• Place all six containers in the plastic tray.

• Pour some of the vinegar/salt solution into each container.

• Cover each container with plastic wrap and secure it with a rubber band to prevent evaporation.

• Place the containers in a safe place where they will not be disturbed.

2. Inspect the containers periodically for any signs of corrosion. (This could take as long as two weeks.)

3. Explain that the solution of vinegar and salt is an acid. Acids react with metals causing them to corrode.

Corrosive chemicals often leak through the steel drums used for storage.

4. Complete the student activity page.

Roll Out The Barrels

Grades:3-5

Subject:Science

Time Needed:One class period (with a one to two

week time lapse)

Materials:steel can (soup)

aluminum can (soda)

plastic jar

glass jar

screwdriver

paper cup

Styrofoam cup

plastic wrap

plastic tray

vinegar

rubber bands

tablespoon

measuring cup

activity page

beads

tag board


Follow-Up1. Collect and review for understanding.

2. Discuss the results of this activity.

EXTENSIONS:1. Demonstrate the corrosive effects of soaking copper wire in vinegar for a couple of days.

2. Investigate the rates of corrosion depending upon the climate. (Salt causes corrosion at the beach.)

ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. Waste: A hidden resource. TVA/ONRED/L&ER/87/14.


45).

Cash, T. Parker, S. & Taylor, B. (1989). 175 More science experiments to amuse and amaze your friends.

New York: Random House.

200

201

Ste

el C

an

(S

ou

p)

Dra

w a

pic

ture

.

Pre

dic

tion

(Ch

eck

wh

ich

con

tain

ers

wil

l

safe

ly s

tore

corr

osi

ve

wast

e.)

Lab

el e

ach

as

corr

osi

ve

wast

e

or

non

-

corr

osi

ve

wast

e.

Gla

ss J

ar

Pla

stic

Jar

Alu

min

um

Can

Pap

er C

up

Sty

rofo

am

Cu

p

Roll

Ou

t T

he

Barr

els


202


Roll Out The Barrels

1. Draw a picture of the six containers.

2. Circle the containers that you predict will safely store corrosive waste.

3. What changes occurred over a period of time?

4. What did you learn from this experiment?

5. Use the chart below to compare and contrast vinegar/salt solution with corrosive waste.

Salt or Vinegar Solution Both Corrosive Waste

WASTE MANAGEMENT


1. Discover how groundwater can become contaminated.

2. Record observations and data.

BACKGROUND:Groundwater can be contaminated by chemicals poured on the

ground, landfill seepage, and leaking underground tanks. Since

groundwater is used for drinking water, it is important to keep it

clean.

VOCABULARY:groundwater - water found in the porous spaces of soil and rock

well - a hole sunk into the Earth to get water


2. Soak the sponge in dark food coloring (at least 30 drops) and

let it dry overnight.

3. Fill the dishpan half full of sand.

4. Use the nail to punch holes in the bottom of the large paper

cup.

PROCEDURE:Setting the Stage Discuss groundwater using the background information.

Activity1. Demonstrate how groundwater can be contaminated.

• Place the tube upright in one corner of the dishpan so that it is partially buried.

• Use the cup to sprinkle water on the sand until it is visible in the tube.

• Explain to students that this is groundwater.

• Tell them the tube represents a well.

• Demonstrate how water can be removed from the well using the baster or paint brush and put some of it

in one of the clear jars (control).

• Bury the sponge in a shallow spot at the opposite end of the tray. It represents toxic waste that is to

buried in a landfill.

• Pour water onto the landfill site (the sponge) one cup at a time.

• Draw water from the well periodically and examine it in the other clear jar. Compare it to the control jar.

Compare the following school day. (The well should appear more saturated than first observed.)

2. Complete the student activity page during the demonstration.

Follow-Up1. Discuss how the water might be restored to a clean condition.

2. List ways groundwater can be contaminated.

Fetch A Pail Of Water

Grades:3-5

Subject:Science


Materials:large dishpan

sand: enough to fill half of a dishpan

clear plastic tube about 6” long

large paper cup

two identical clear jars

1” x 1” sponge

food coloring

turkey baster or small paint brush

nail


EXTENSIONS:1. Conduct an experiment using different types of soil in the dishpan.

2. Research different types of wells.

3. Write a story centered around a well.

4. Invite a County Extension Agent to speak to the class.

ORIGINAL DEVELOPMENT RESOURCES:The Education Center, Inc. (Feb/Mar 1993). Wising up about waste. The intermediate mailbox, (Vol. 15, p.

45).

Watt, F. (1991). Planet Earth: Usborne science and experiments: A practical introduction with projects and activities. London: Usborne Publishing Ltd.

204

205


Down The Drain

Fetch A Pail Of Water1. What do each of the materials in the experiment represent?

2. Predict what will happen if it “rains” and the well continues to be used.

3. How many cups of “rain” will it take the contaminated groundwater to reach the well?

4. Describe how the well might be restored to a clean condition. Create a practical plan.

Draw a Picture. Tell what it represents.List the material.

Tube

Sand

Sponge

Prediction

Actual

# of cups

Notes

206

WASTE MANAGEMENT


1. Predict the filtration process of contaminated water.

2. Observe a simulation of sedimentation and filtration.

BACKGROUND:Toxic chemicals can get into public water supplies. Polluted

water appears cloudy when it contains suspended solids. These

particles can be removed by sedimentation. If the water still

contains tiny solid matter, another treatment method called sand

filtration can be used.

VOCABULARY:contaminated - impure and corrupt

sand filtration - the process of straining out solid particles

through sand

sedimentation - when wastewater is allowed to stand in pools so

that particles will settle

suspended solids - particles floating in a liquid


2. Copy student activity sheet.

3. Collect pictures of water sources.

PROCEDURE:Setting the Stage 1. Display pictures of bodies of water. Try to include examples of rivers, puddles, lakes, and a variety of

sources.

• Discuss the unhealthy habit of drinking from these water sources.

• Ask students to predict how the water goes from unclean to drinkable when it comes out of a house’s

faucets.

• Share answers.

2. Tell students that they will learn how to remove solid matter from water.

Activity1. Demonstrate the sedimentation process. (This may be done as a teacher demonstration or as individual

activities.)

• Fill a jar(s) half full with water.

• Add two teaspoons of soil to the jar(s).

• Secure the lid on the jar(s).

• Shake the jar(s) vigorously.

• Allow the jar(s) to stand undisturbed for one hour.

• Help students notice that the large particles have sunk to the bottom.

• Remind students that the process of sedimentation allows wastewater to stand in pools so that particles

will settle.

Filtration Sensation

Grades:3-5

Subject:Science

Time Needed:One or two class periods (this is an

activity with a one-hour time lapse)

Materials:two glass pint jars (for teacher

demonstration)

one jar lid or two baby food jars per

student

funnel

paper towel or coffee filter

clean white sand

soil

water

teaspoon


2. Using the jars of settled sediment, demonstrate the process of filtration.

• Remind students that the water in the jar(s) may still be cloudy because very fine particles have not

settled on the bottom. These particles are removed by filtration.

• Line a funnel with a paper towel or coffee filter. A construction paper funnel may be made instead of

obtaining a class set of funnels if each student is participating.

• Fill funnels about 2/3 full of sand.

• Stand the funnel in the empty glass jar.

• Pour the water slowly from the first jar through the funnel. As the water passes into the empty jar, it

should be mostly clear.

Follow-Up1. Complete the student activity page.

2. Remind students that even though water may look clean, it can contain harmful substances.

EXTENSIONS:1. Take photos of the dirty water and then the filtered water for a visual reminder of the success of this

treatment process.

2. Take a field trip to a water treatment facility.

ORIGINAL DEVELOPMENT RESOURCES:Cole, J. The magic school bus waterworks.


45).

Savan, B. (1991). Earthcycles and ecosystems. Toronto Kids: Can Press Ltd.

208

209

Filtration Sensation

1. Write a hypothesis for this experiment. What do you think will happen to the soil in the water?

2. Record the data observed and collected during your experiment on the chart.

3. Look at your data and draw a conclusion about sedimentation and sand filtration.

4. How would you rate the success of the experiment? Check one below.

5. Draw a picture of another experiment you might like to try concerning the treatment of contaminated

water.

What I observedWhat was done


Notes

210

WASTE MANAGEMENT


1. Observe the method used for removing dissolved chemicals

from waste.

2. Predict ways to dispose of harmful solid wastes safely.

BACKGROUND:Many harmful chemicals cannot be filtered out of the water

supply because they are dissolved. If poisonous chemicals are

dumped into the streams and rivers, living things could be

harmed. The chemicals must be separated from the water.

VOCABULARY:chemical - a substance used in factories, farms, and homes for a

variety of purposes such as cleaning, painting, killing pests,

and helping maintain vehicles

dissolve - to break down and become a liquid

ADVANCE PREPARATION:1. Collect supplies.

2. Fill a clear glass with water.

PROCEDURE:Setting the Stage 1. Hold up the clear container containing water.

2. Ask the students if it is possible that invisible poisons could exist in the water without our knowledge.

3. Using the background information, discuss dissolved chemicals in water.

4. Inform students that they will observe a simulation of how dissolved substances are removed from water.

ActivityDemonstrate the removal of dissolved chemicals from water.

• Dissolve three tablespoons of salt in a pint glass container of water to represent poisonous chemicals.

• Add about ten drops of blue food coloring to the water to represent poisonous chemicals.

• Pour 1/4 cup of the water solution into a shallow dish.

• Allow the water to stand undisturbed in a warm spot for several days. As the water evaporates, blue salt

crystals will be left behind.

• Explain to students that the remaining chemicals (the blue salt crystals) are still dangerous. They now

must be disposed of in solid form.

• Demonstrate this by carefully placing the crystals in the sealed container.

• Brainstorm ways that this chemical can now be disposed of safely.

Follow-Up1. Create a picture depicting hazardous waste disposal solutions.

2. Share the pictures.

Crystallizing The Problem

Grades:3-5

Subject:Science

Time Needed:One class period; daily maintenance

and observation for three or more days

Materials:water

salt

pint jar

shallow nonmetal dish

blue food coloring

small sealed container

tablespoon

drawing paper

clear glass with water


EXTENSIONS:1. Investigate ways local companies safely dispose of chemicals that easily dissolve in water.

2. Visit a water treatment plant.

3. Ask an Extension Agent to test the school’s water for chemicals.

ORIGINAL DEVELOPMENT RESOURCES:The Education Center, Inc. (Feb/Mar 1993). Wising up about waste. The intermediate mailbox, (Vol. 15, p.

43).

Mandell, M. (1989). Simple science experiments with everyday materials. New York: Sterling Publishing

Co., Inc.

Savan, B. (1991). Earthcycles and ecosystems. Toronto Kids: Can Press Ltd.

212

WASTE MANAGEMENT


1. Understand that many items can have more than one use.

2. Create toys from common household trash.

3. Construct a bird feeder from common household trash.

BACKGROUND:Many people discard products and materials in the trash that

could be reused. Common household trash can be reduced by

extending the life of some products. Finding creative ways to use

discarded containers can be an enjoyable challenge and provide

useful items. Encourage students to be creative as they learn to

reuse waste and save money!

ADVANCE PREPARATION:1. Gather supplies.

2. Copy student handout.

3. Ask students to bring in a commercially produced ring toss

game and a scoop ball set.

4. Construct an example of each toy.

PROCEDURE:Setting the Stage 11. Display the commercially produced toys and the toys you

made from household trash.

2. Discuss the cost effectiveness of making your own toys.

Setting the Stage 21. Discuss the importance of reusing materials.

2. Develop a list of common items that can be reused and the

new use(s) for each.

Activity 11. Make a ring catch according to the picture. 2. Make a scoop ball game according to the picture.

Activity 2Construct bird feeders using the drawing for models. Remember to punch small drain holes in the bottom of

the containers for drainage.

Playing With Rubbish

Grades:3-5

Subject:Art

Time Needed:One or two class periods

Materials:ring catch (per person)

one pencil

one lid from any plastic container

scissors

string

scoop ball (per person)

plastic detergent scoop

ball (ping pong or one made from foil)

clean household containers (milk

cartons, bleach bottles, coffee cans)

jar lids

sticks, dowels, or the cases from old

plastic markers (for perches)

wire

string

wire cutters

bird seed

www.legacyenved.org213

Follow-Up1. Brainstorm other toys that could be made from trash.

2. Discuss the proper locations for hanging a bird feeder.

3. Inform students of their responsibility for:

• Maintaining a continuous supply of food once feeding is initiated.

• Keeping the feeders clean.

ORIGINAL DEVELOPMENT RESOURCES:The University of North Alabama Environmental/Energy Education Center. (April, 1991). The

environmental awareness activities guide for grades K-6.

214

215

Home, Tweet Home

ONION SACK SUET FEEDER

MILK CARTON FEEDER

DETERGENT BOTTLE

FEEDER

COFFEE CAN FEEDER

PIE PLATE FEEDER

MILK JUG FEEDER

Notes

216

INTRODUCTION TO NATURAL

RESOURCES

What Are Natural Resources?

A good working definition of Natural Resources requires defining the two words, natural and resources,

separately and combining those definitions. “Natural” can be defined as something present or produced, in

nature. “Resource” can be defined as that which is useful and for which there is an available supply. By

combining these two definitions, “natural resources” can be defined as something present in, or produced by,

nature with an available supply that can be drawn upon when needed. Natural resources also can be

categorized as earth materials and as all life forms. Those natural resources include air, water, soils, natural

vegetation, and all rocks and minerals.

Who Uses Natural Resources?

People use natural resources. Every aspect of life requires that we use natural resources. When one gets up in

the morning and eats breakfast, one is using natural resources. The electricity that turned on the lights, the

water in the shower, and the food that is on the table came from natural resources. All day long we use natural

resources. Sometimes they are used in other ways, such as enjoying one’s surroundings by visiting a state or

national park or forest.

Alabama’s Natural Resources

Alabama is fortunate in that it has an abundance of many natural resources. Farmers use the soil to produce

many products, such as cotton, potatoes, tomatoes, and peanuts. On some areas of land, trees are grown to

produce wood to build houses and to make paper for many purposes. In recent years, oil (a product that we

use every day) has been found, and drilled, for in Mobile Bay. Across the state, people use water to produce

electricity (hydroelectric dams) and to fish for food and sport. As one can see, Alabama has an abundance of

natural resources, BUT we must manage them correctly so that they will last for generations to come.

Conserving Our Natural Resources for Future Generations

It is important for Alabamians to pay close attention to the ways they manage natural resources. There are

many public and private organizations that work to assure that our natural resources are adequately

maintained, but, in the end, it is up to the individual citizen to do his or her part. Whether it is by picking up

trash, recycling, planting trees, or volunteering with an environmental organization, everyone makes a

difference, and everyone must help to insure that generations to come have the necessary natural resources.

217

NATURAL RESOURCES


1. Construct salt dough maps to show the geophysical regions of

Alabama.

2. Describe the natural resources found in each region.

BACKGROUND:Alabama can be divided into five land regions: the Coastal Plain,

the Piedmont Upland, the Alabama Valley and Ridge, the

Cumberland Plateau, and the Highland Rim. The East Gulf

Coastal Plain is the largest land region with most of its land less

than 500 feet above sea level. The East Gulf Coastal Plain has

been considered the Timber Belt and is a major agricultural area.

The Piedmont is made up of low hills and sandy valleys. The

Ridge and Valley is rich in iron ore, coal, and limestone. The

Cumberland Plateau is sometimes called the Appalachain Plateau

and has tree-covered mountains. The Highland Rim is located just

north of the Tennessee River and is sometimes called the Interior

Low Plateau.

VOCABULARY:geophysical regions - the Coastal Plain, the Piedmont, the Ridge

and Valley, the Cumberland Plateau, and the Highland Rim

East Gulf Coastal Plain - largest land region with most of its land less than 500 feet above sea level. It

covers most of the central and most of the southern parts of the state, and contains pine forests and rich

brown land.

Cumberland Plateau - sometimes called the Appalachian Plateau and has tree-covered mountains, flat land

and rolling hills, has excellent fauna

Highland Rim - located just north of the Tennessee River and is sometimes called the Interior Low Plateau.

The land is flat and is good for growing soybean, cotton and corn

Piedmont Upland - made up of tree-covered rolling hills and sandy valleys. These hills contain iron ore,

limestone and marble.

Alabama Valley and Ridge - rich in iron ore, coal, and limestone. The mountains are part of the Appalachian

Mountain range, contains limestone valleys and sandstone mountain ridges


PROCEDURE:Activity1. Place approximately four students in each group for this activity. Assign responsibilities before beginning.

• Have students label the geophysical regions on a blank paper map and discuss characteristics and

resources of those regions.

• Place the paper map on top of the cardboard. Secure the map with pins.

• Trace over the paper map outline, pressing hard to transfer the outline to the cardboard.

• Have students from each group measure one cup of flour and one cup of salt and place these ingredients

into sealable plastic bags. Shake bags to mix the contents. Students should have just enough water for

Salty Mapping

Grades:3-5

Subjects:Science, Social Studies

Time Needed:Two 45-minute class periods

Materials:cardboard 8 1/2” x 11” or larger

plastic bags

map of Alabama per group

geophysical map of Alabama

paints

one cup of flour per group

one cup of salt per group


each bag of ingredients to moisten the contents. They should begin mixing the dough in the bag until it

forms a ball. When a ball is formed, students should take the ball out and knead it.

• The dough can then be applied to the cardboard and spread out into the shape of Alabama.

• Allow the dough to dry for several days and then paint, using different colors for the different regions.

Follow-UpMaps should be checked for accuracy in labeling the geophysical regions.

EXTENSION:Students can prepare reports on the different regions including wildlife, plant life, and other resources

indigenous to the region.

ORIGINAL DEVELOPMENT RESOURCES:Owsley, F. & Stewart, J. (1961). Know Alabama. Northport, AL: Colonial Press.

220

221

General Physiography

Notes

222

NATURAL RESOURCES


Discuss environmental issues and decisions concerning the use

and conservation of natural resources.

BACKGROUND:Many natural resources including iron ore, limestone, bauxite,

and coal are mined in Alabama. Mining these natural resources

may have environmental impacts such as pollution, erosion, and

the disturbance of the land. Though these environmental

problems may result, natural resources provide many benefits.

VOCABULARY:mineral - an inorganic substance found in nature such as gold,

silver, or iron ore

nonrenewable resource - a natural resource that, in terms of

human time scales, is contained within the Earth in a fixed

quantity and cannot be replaced

ore - a natural combination of minerals from which metals or

other valuable substances can be mined

reclaimed - returned to original condition

renewable resource - a natural resource, such as sun, wind, trees

(forestry), and fish (aquaculture), in abundance that is

continually produced.

strip mining - mining from an open mineral mine (coal, copper, zinc) where the topsoil is removed to expose

and extract the mineral

ADVANCE PREPARATION:1. Obtain all listed materials.

2. Prepare shoe box mining sites by putting sand, dirt, peanut M&M’s, and other natural material in the box.

The M&M’s should be buried in the dirt, and the dirt should then be slightly packed down. Add sand,

leaves, or grass. Note: If potting soil is used, add some water to moisten and leave overnight before mining

the M&M’s. Also, be aware of the number of M&Ms in each box - you might want to write the correct

number on the bottoms of the boxes and make certain each box contains the same number of candies.

PROCEDURE:Setting the stageDiscuss the mining process with the students.

Activities1. Put them into groups of four and assign them a mining site.

2. Tell students they represent a mining company and will do the following:

• Name their mining company.

• Find the ore (M&M’s) using skewers.

• Get the ore out of the ground using the tweezers.

• Get the mineral from the ore. (Get the candy coating off the peanut.)

• Dispose of the waste.

Mining

Grades:3-5



Materials:shoe boxes or plastic containers

sand

dirt

peanut M&Ms

leaves or grass

wooden skewers

tweezers

graph paper

play money


3. Describe the process and how the materials are to be used.

• One person is in charge of the probe (skewer).

• One person is in charge of the tweezers.

• One person is in charge of getting the mineral from the ore.

• One person is in charge of keeping track of the amount of mineral.

4. Tell the students that this is not a race with the other mining companies. The goal of the activity is to

remove the ore from the ground without excessive, negative environmental impacts. Each company will

theoretically get $3,000 for each piece of mineral. They will be fined $2,000 each if:

• The mining site is not neat.

• The candy is in the sand.

• The site is not reclaimed.

5. Give the student 10 minutes to mine the ore, 10 minutes to process the ore, and 15 minutes to clean up.

6. Assign profits and fines. Use play money.

7. Allow each company to share its results, including how much money it earned.

8. Have the class plot the data from each mining company on a piece of graph paper. Students should tell

what they did to disrupt the environment, and what they did to reclaim the environment.

EXTENSION:Talk about how recycling things like aluminum (which Alabama manufactures) can help the environment.

ORIGINAL DEVELOPMENT RESOURCES:Owsley, F. & Stewart, J. (1961). Know Alabama. Northport, AL: Colonial Press.

224

NATURAL RESOURCES


1. Define appropriate cave terms.

2. Create stalactites and stalagmites from washing soda.

3. Discuss the formation of a limestone cave.

BACKGROUND:A cave is a natural hollow in the ground. The caves in Alabama

are in limestone rock.

The formation of a cave takes thousands of years and starts when

surface water trickles down through tiny cracks in rock. Since the

water contains carbon dioxide that has been absorbed from the

air, it forms a mild acid that eats away at the limestone. Traveling

underground, the water continues to eat away some rock

(limestone), thereby forming passages and caves.

As the water seeps through the cracks in limestone, it dissolves a

mineral called calcite that builds up in small layers. The odd

shaped rock formations that are formed are called speleothems.

The best-known ones are stalactites, which hang from the ceiling

like icicles, and stalagmites, which rise from the floor like pillars.

Sometimes they join and form a column.

The longest stalactite is about 23 feet long (in Ireland). The tallest

stalagmite is 98 feet tall (in France). The tallest known cave

column is 128 feet tall (in China).

Hundreds of cave painting sites have been discovered all over the world. Early artists began to engrave and

paint on cave walls over 30,000 years ago. They mixed their paints using charcoal, clay, plant juices, and

animal blood. Their four basic colors were black, white, red, and yellow. Some paint was rubbed on the

surface of the rock. Some was brushed on with animal hair or vegetable fiber brushes. Some was blown onto

the rock using hollowed-out bones.

Historians believe that the paintings were used during special ceremonies, which early people performed for

success in hunting the animals painted. Many paintings are high up on the cave walls and ceiling. Therefore,

the artists must have had ropes, ladders, or tree trunk scaffolding to reach them.

VOCABULARY:speleothem - an unusually shaped rock formation formed over thousands of years from built-up layers of a

mineral called calcite

spelunking - the sport of exploring caves and underground caverns

stalactite - a speleothem that hangs from the ceiling of a cave

stalagmite - a speleothem that builds up from the floor of a cave

ADVANCE PREPARATION:1. Obtain books and pictures about caves to make available to students.

What’s The Point?

Grades:3-5

Subjects:Science, Social Studies, Art

Time Needed:Two class periods, ongoing project

Materials:thick yarn

two jam jars

saucer

teaspoon

clothes detergent

water

brown construction paper

tempera paint (black, white, red,

yellow)

straws

paint brushes

books and pictures about caves


2. Collect supplies.

3. Make copies of student activity pages.

PROCEDURE:Setting the stageHave students close their eyes in the darkened classroom and imagine what it would be like to be in a cave.

Then write the first 10 words describing how they

would feel.

Activities1. Fill the jam jars with warm water.

2. Dissolve as much washing soda as possible in

each, a little at a time. Arrange the jars side by side

with the saucer in between.

3. Arrange the yarn so that each end is in one of the

jam jars and the middle is hanging over the saucer.

4. Put a small mound (one teaspoon) of washing soda

on the saucer and leave the jar for several days.

Note: The water and washing soda solution in the

jars will drip onto the crystal in the saucer forming

a column.

Follow-Up1. Observe the formation of the speleothem.

2. Do cave painting (see background information).

• Have students pretend that they are early

Alabama Indians preparing for a big hunt. Use

fingers and paint brushes. Also, blow through

straws to paint on the construction paper cave

wall.

3. Decorate the student activity page.

4. Tell students an easy way to remember which

directions the speleothems grow is the following:

Stalactite has a C so it comes from the ceiling. Stalagmite has a G so it comes from the ground.

EXTENSIONS:1. Create a story about spelunking and getting lost among the speleothem.

2. Take a field trip to a commercial Alabama cave in the area.

3. Make a cave in the classroom out of a large cardboard box (such as a refrigerator box) and papier mache’.

Have students decorate the inside to look like a cave.

ORIGINAL DEVELOPMENT RESOURCES:Wood, J. (1990). Caves. New York, NY: Scholastic, Inc.

226

Name: ____________________________

Label stalagmite, stalactite, and developing column.

Decorate the cave to complete the habitat.

Include bats, spiders, and a hibernating bear.

227

Notes

228

NATURAL RESOURCES


1. Demonstrate how organisms leave traces.

2. Locate regions of the state that contain rock units formed

during three geological eras including the Mesozoic era (the

Age of the Dinosaurs) on a map of Alabama.

3. Discuss the uses of limestone rock.

BACKGROUND:Living things have existed on the Earth for at least 3,800,000,000

(3.8 billion) years. To give an idea of how much time this is,

imagine this time period shrunk to one year. To do this, one

would have to compress 120 years into one second.

The creatures that have lived in the past have left evidence of

their former existence. These include fossils or imprints of bones,

shells, leaves, and other body parts. Another kind of evidence of

former life is not part of the organism itself. Everywhere you go,

you leave evidence of your passing; footprints are a prime

example. Some other examples are seat marks where you sit on

the ground, broken branches where you walk through the woods,

tire tracks where you and your family drive off pavement.

Animals leave other kinds: alligators make tail-dragging grooves,

and bears leave resting marks where they lie in the mud.

Fossils are often found in limestone, a sedimentary rock. Sedimentary rock is used to make cement, building

materials, and glass. It is an ingredient in agricultural lime used on soil by farmers. Chalk, a type of

sedimentary rock, is formed from pure limestone. Gas and petroleum may be found in large limestone

deposits.

Many fossils can be found across Alabama, but only the Black Belt area contains dinosaur fossils. Dinosaur

means terrible lizard; however, the word is a bit of a misnomer because dinosaurs are more closely related to

birds.

The Age of Dinosaurs actually occurred during the age of reptiles, the Mesozoic Era (245-65 million years

ago). This was an era when life on Earth evolved quickly to cover the land with a wide array of plants and

animals. For much of the preceding era, the Paleozoic life existed primarily in the sea, and the land was

relatively sparsely settled. The most recent era, the Cenozoic Era, witnessed the flourishing of mammals and

Homo sapiens (people).

Across Alabama, surface rocks can be found representing each of these eras including the amazing Mesozoic

Era, The Age of Dinosaurs. Rock regions of Alabama separate the state into regions of similar surface

appearance and geologic history. The northern half of Alabama is composed of Paleozoic rocks more than 225

million years old--too old for dinosaurs but with many other fossils. At the Fall Line begins the Mesozoic

rocks of dinosaur age. Since the Jurassic and Triassic rocks are missing, there are no fossils in Alabama from

these periods; but the Cretaceous is well-represented, especially in the fossil-rich Black Belt, an old sea

bottom.

Down Home Dinosaurs

Grades:3-5

Subjects:Science, Geology, Paleontology


Materials:waxed paper

tape

clay

seashell

petroleum jelly

small milk carton

water

plastic spoon

plaster of paris


VOCABULARY:Cenozoic Era - the time in the history of the Earth, about 65 million years ago to present, when recent life

evolved on the Earth

fossil - trace or remains of an organism that was once alive

Mesozoic Era - the time in the history of the Earth, about 65 to 250 million years ago, during which reptiles

were the major life form; the Age of the Dinosaurs

Paleozoic Era - the time in the history of the Earth, about 250 to 570 million years ago, when many new life

forms appeared; the Age of Invertebrates

ADVANCE PREPARATION:1. Make a transparency of the enclosed map.

2. Gather all materials.

3. Mix plaster of Paris according to the package directions.

PROCEDURE:Setting the stage1. Discuss the difference between mold and cast fossils. A mold forms when an object falls on sediment such

as clay. If the clay remains undisturbed and hardens, the shape of the object is preserved. As the object

decays, the shape fills with new sediment that hardens, forming a cast.

2. Read background information to the class and use a transparency of the Alabama map to discuss

Alabama’s rock regions.

ActivityHave students follow this procedure.

• Tape wax paper to your desk for the work

surface. Press a ball of clay into a circle about 1/2

inch thick. Coat the clay with petroleum jelly.

• Press the outside of a shell into the clay. Cup the

clay around the shell.

• Remove the shell. This forms the mold, leaving

the shape of the shell in the clay.

• Carefully remove the plaster shape from the clay.

This is the cast. A cast fossil forms when a mold

fossil fills with sediment and hardens.

• Ask the students if preserved prehistoric bones

and shells are fossils. (They are.) Now ask them

if they know another kind of fossil. If necessary,

help them to realize that footprints can be fossils,

too. Ancient footprints, including dinosaur

footprints, are trace fossils. They are preserved

when fine sediment covers a layer containing

footprints and fills the footprints. In this

experiment, the plaster of Paris functions as the

covering sediment.

• After the casts have hardened (consult package,

but this will take almost an hour), the students

may pick up and keep their trace “fossils.”

230

Follow-Up1. Have students share their fossils with the class.

2. Have students write essays describing how traces are formed and what they can teach us.

3. Plan an imaginary dig or expedition and share ideas about what the class discovers.

EXTENSIONS:1. Dampen and flatten sand in a sand box and walk across the sand, leaving footprint tracks. Pour plaster of

Paris into prints and discuss how tracks can be preserved. Repeat the experiment with pets or by manually

moving objects over or pressing them into sand. Compare results of dry versus wet sand.

2. Borrow some fossil traces from a geologist, the Geological Survey of Alabama, natural history museum, or

possibly a guest speaker and show the students traces like the ones they made can be preserved as fossils

in rock for millions of years.

3. Have the students brainstorm all the ways they can think of that animals (and plants) can create traces.

(Some examples are listed in the background section.)

4. Take a field trip to a museum to view fossils or go on a fossil dig.

ORIGINAL DEVELOPMENT RESOURCES:Alabama Museum of Natural History in Tuscaloosa. www.museums.ua.edu

Baylor, B. (1984). If you are a hunter of fossils. New York, NY.: Aladdin Books, Macmillan Publishing

Company.

Geological Survey of Alabama in Tuscaloosa.

Mankiewics, C. & Mendelson, C. (1993). On the rocks. Society for Sedimentary Geology.

Pearce, Q.L. (1989). Quicksand and other earthly wonders. Englewood Cliffs, NJ: Silver Burdett Press,

Inc.

231

Alabama Rocks

232

NATURAL RESOURCES


1. Determine the amount of water used or misused daily in a

home.

2. Identify certain ways to conserve the use of water.

3. Discuss why water is essential for day-to-day living and how

water contributes to the standard of living for Americans.

BACKGROUND:Water conservation is important in all states and for all

individuals. Because water has so many uses, the more water we

conserve, the more water there is available for other uses.

Many homes waste water daily. This can be prevented with a

simple method as well as becoming water conscious. We use

water in everyday life. If you thought water was just for bathing,

drinking, and swimming, then you’re wrong!

Water Facts:

• It takes 1,800 gallons of water to produce cotton in one pair of jeans.

• It takes 400 gallons of water to produce cotton for one shirt.

• It takes 4,000 gallons of water to grow a bushel of corn.

• It takes 11,000 gallons of water to grow a bushel of wheat.

• It takes 1,000 gallons of water to grow enough wheat to make two one-pound loaves of bread.

• It takes 4,000 gallons of water to produce one pound of beef, so it takes 1,000 gallons of water for a

Quarter Pounder at McDonald’s.

• It takes 16.5 gallons of water to manufacture a 12-ounce Coke.

ADVANCE PREPARATION:1. Copy five pages of the water dollars for each student. Label a cardboard box Water Bank and place it

where the students can see it. Fill the two-liter soft drink container with water and place it next to the

Water Bank.

2. Make a water-use poster. See attachments.

PROCEDURE:Setting the stage1. Discuss the useful and wasteful practices of water use.

2. Explain to the students that they are going to examine how they each use water by playing a water game.

To learn about water use, each student will be required to pay for the water he/she uses with the water play

money.

Activities1. List on the chalkboard as many uses of water as possible. The poster provides some general categories.

Have students identify the type of water use for each item on the list--in water, on water, and with water.

Example: Students swim in water, boat on water, and wash with water.

2. Pass around the two-liter soft drink container. Explain that the soft drink container contains two liters of

water.

The Value Of Water

Grades:3-5


Time Needed:Two class periods, ongoing

Materials:collection box

a two-liter soft drink container


3. Give each student one sheet of water dollars. Have each one cut out the play money and write his/her

name on each dollar. Note that on each page there are three one-liter, three five-liter, four ten-liter, and two

twenty-liter water dollars - a total of 98 liters of water dollars per page. Each student will start with a total

of 490 water dollars. They will be required to make change for certain water uses.

4. Pass out the Water Tally Worksheet and have students use it at school and at home for one 24-hour day to

determine if their homes conserve or waste water.

5. Each time a student uses water at school or at home, it will cost the listed amount of water dollars

specified on the Water Use Chart. If a family chore is done using water the student must pay the Water

Bank for those activities. Have students pay before using water at school and in the morning after using

water at home. Place payments in the cardboard box labeled Water Bank.

6. Have students keep a record of how their dollars are spent by writing on the back of the dollars.

7. Discuss water usage and pay the Water Bank.

Follow-Up1. After students do their home tally, combine student results and graph. Brainstorm how homes could

conserve water use. Examples could include:

• Not running water while brushing teeth.

• Not filling the bathtub completely when bathing.

• Running a full load of dishes in a dishwasher.

• Installing flow restrictors in showers and faucets.

• Fixing leaky toilets.

• Installing water conservation devices in toilets.

2. Evaluate the graph and tally worksheets for completeness and accuracy.

3. Play the water game for two more days. Follow the same procedure, except do not list the water uses on

the chalkboard. This time, at home and at school, have the students try the water-saving ideas identified by

the class. Each time a student uses water at school or at home, this usage will cost the student the dollar

amount identified on the Water Use Chart. If a family chore is done requiring water, a $5 payment must

also be paid to the Water Bank. If water saving measures are introduced, refund to the students the dollar

amounts listed in the column titled Potential Savings in Dollars. Each student begins with 1000 water

dollars (10.2 water dollar sheets). On the third day, have the students compare the water dollars they had

remaining after playing the water game the first time with the water dollars remaining after playing the

game the second time.

4. Discuss the possible consequences of running out of water dollars. Use the following questions for

discussion:

• What if there are no water dollars left?

• What can you do to get more water dollars?

• Is it fair to share water dollars with someone who used all of theirs?

• How could you have saved water dollars? If you played the game again, would you play any differently?

• Who used the fewest water dollars and why?

5. Have the students identify the uses of water they feel are the most important and then discuss ways to

conserve water. Other water-saving ideas not on the Water Use Chart include:

• Sweep patio or driveway instead of washing it.

• Install water-saving shower heads.

Install water-saving toilets.

• Only get water in restaurants when you are going to drink it.

EXTENSIONS:1. Make an appointment to meet the public service director or community affairs director of a local TV

station or radio station. Then create a Public Service Announcement (PSA) about the importance of

conserving water and ways homeowners can conserve.

2. Take a field trip to a local water sewage treatment plant or recycling center.

234

3. Determine the amount of water out of a faucet, shower head, or hose by using a calibrated bucket. Watch

and measure the volume of water that flows out in one minute. Your actual figures may differ from those

listed on the Water Use Chart.

ORIGINAL DEVELOPMENT RESOURCES:Goodman, Billy. (1990). A kids guide to how to save the planet. New York: Avon Books.

Kids for saving earth. (1994, May). Chemtology magazine. (Vol 23. p.3).

The Earthworks Group. (1989). 50 simple things you can do to save the earth. Berkeley, CA: Earthworks

Press.

235

236

Water Use Chart

Water-saving suggestions

**

Water dollarsrequired

**AssumptionAmount in

liters

Use Category

Drinking Dailyrequirement

Per flush

Leave water onfor 2 minutes

Leave water onfor 1 minute

5-minute shower

1 load

1 load, automaticdishwasher

5 minutes tocomplete

Apply 2.5centimeters to 10

square meters

3

20

40

20

100

120

100

100

250

Toilet device

Brushing teeth

Washing hands

Shower

Washing clothes

Washing dishes

Washing car

Lawn watering

Water used* Potentialsavings

(in liters)

3

20

40

20

100

120

100

100

250 150

60

17

20

40

15

35

5 Tank displacement

Turn off water whilebrushing

Turn off water whilesoaping hands

Take a 3-minute shower

Washing full loads couldsave as much as 17%

Washing full loads couldsave as much as 17%

Turn off water when notwashing

Use native plants orplants that thrive on littlewater. Save as much as

60%

* Chart is based on the flow of water from a faucet, shower head, or hose of 20 liters per minute.

** Students give 1 water dollar for each trip to the drinking fountain. Five water dollars are required for 5 liters of water used, 20 water dollars are required for 20 liters of water used, etc. Saving 5 liters of water saves 5 dollars, saving 35 liters saves 35 water dollar, etc. Savings are given back to the students as refunds.

Source : Denver Water Department, Colorado River Water Conservation District

237

Wate

r T

all

y

NATURAL RESOURCES


Collect data on visits of insects, spiders, and birds to native

plants.

BACKGROUND:Many students do not realize the importance of native plants to

wildlife. When an area is disturbed for development, such as

constructing a building or a road, almost all the existing

vegetation needed by wildlife is removed. Often the displaced

wildlife will eventually return to take advantage of native plants

that regrow naturally or are replanted. The numbers and types of

animal visitors can be counted, tabulated, and analyzed to help

determine the relationship between native wildlife and native

plants.

VOCABULARY:endemic - regularly found in a particular locality; restricted or

indigenous to a certain locality

exotic - a species not native to the place where it is found

native - originating, grown, or produced in a particular region

pollination - when an insect or other agent pollinates plants by

carrying pollen from one plant to the stamen of another plant


2. Prepare copies of the survey sheet.

PROCEDURE:Setting the stageSurvey school ground to determine area to be used for outdoor

activities.

Activities1. If desired plants or trees are not readily available, obtain potted native plants from local nurseries. (Note:

Collecting or digging plants on public land is prohibited.) It is best to use several different species with at

least one plant for each cooperative learning group. (See included list.) Use field guides for groups to

identify plants and animals. The Planting Natives for Native Wildlife page is a general guide. Add local

wildflowers, shrubs, and trees on the school grounds as needed for observation.

2. Observe and record wildlife visits to native plants. (See Survey Sheet: Use a specific time period.

(Example: 8:00 a.m. and 2:00 p.m. each day for two days.)

3. Collect data over a period of time for compilation and analysis. Questions to be answered include: Which

plants hosted the most or fewest visitors? What types of birds, insects, or spiders visited? What times of

the day did plants receive the most or the least visitors?

Follow-Up1. Check data collection and graphing.

Gardening With Natives For Natives

Grades:3-5

Subjects:Science, Math, Language Arts

Time Needed:Weekly half-hour to one-hour sessions

during growing season for observation

and calculation; time to complete and

gather project data including graphing

and analysis -- could require two to

three hours

Materials:native plants (in pots or planted in

garden) such as those from attached

list

watering can

trowel

organic fertilizer

shovel and rake if planting

survey sheets for tabulating wildlife

visits

outdoor thermometer

any other weather monitoring

equipment available (humidity,

wind speed/direction, barometer)

field guides


2. Assign grade for analysis.

EXTENSION:Establish a native plant garden on school grounds.

ORIGINAL DEVELOPMENT RESOURCES:Alabama Department of Conservation. Project WILD. Developing an outdoor classroom.

Field guides for plants, trees, insects, butterflies, and birds.

National Wildlife Federation. Developing a backyard wildlife habitat.

240

Planting Natives for Native Wildlife

241

WILDFLOWERS AND SHRUBS

Violets

Chickweed

Daisy fleabane

Oxeye daisy

Salvia

Oak leaf hydrangea

Queen Anne’s lace

Jewelweed

Trumpet creeper

Black-eyed Susan

Butterfly milkweed

Wild sunflower (Helianthus sp)

Viburnum

Hawthorne

Wild lettuce

Buttonbush

Mountain mint

Sumac (non-poisonous sp)

Burdock

Ironweed

Liatris/Blazing star

Canada thistle

Cardinal flower

Goldenrod

Bee balm

Butterfly bush

Wild rose

TREES

Oaks (champion wildlife tree)

Pines

Dogwood

Redbud

Hollies (Ilex sp)

Sourwood

Maple

Wild black cherry

Sweet gum

Black gum

Magnolia

Beech

Sassafras

Hickories

242

Day 1

Day 2

Vis

it

(Tim

e S

tart

ed -

En

ded

)C

om

men

ts /

Ob

serv

ati

on

s (I

ncl

ud

ing W

ild

life

)

Su

rvey

Sh

eet

For

Wil

dli

fe V

isit

s

Gro

up

/Nam

e____________________________________

__

__

_

Date

________________________P

lan

t____________________

Wea

ther

Con

dit

ion

s

Tem

per

atu

re_________________H

um

idit

y________________

Win

d_______________________P

reci

pit

ati

on

_______

__

__

__

Air

Pre

ssu

re_________________C

lou

d C

over

__

__

__

__

__

__

_

NATURAL RESOURCES


1. Identify ocean mussels as a source of food.

2. Identify and label the parts of a mussel.

3. Identify Alabama rivers and the Gulf of Mexico.

BACKGROUND:The mussel in a bivalve animal found in water. It is found in

many places in Alabama. The body of the mussel is covered by a

hard shell made from calcium carbonate. The two shells are

connected by a hinge that assists the mussel in opening and

closing. Inside the hard shell is the soft body of the mussel that

consists of a foot, stomach, heart, and gills.

Fresh water mussels are found in streams and lakes. On the inside

of mussel shells is a hard substance called mother-of-pearl.

Mother-of-pearl is used to make jewelry and buttons. Sea mussels

live in the ocean and several types may be eaten. The sea mussels

use the foot to spin a long thread called a byssus. This anchors

the mussel to a rock.

VOCABULARY:mussel - an ocean or freshwater animal covered by a hinged shell

byssus - a long, thin thread used by mussels as an anchor

ADVANCE PREPARATION:1. Purchase blue mussels from a seafood store or some grocery stores. Ask for the byssal threads to be left

attached.

2 Run off student activity page.

3. Make two overhead transparencies of the mussel. One transparency should list the parts of the mussel and

another without parts. Make transparency of the Alabama Rivers map.

4. Pass out plastic knives and paper towels to students.

5. Mix up a basic batter recipe.

6. Obtain an electric skillet, oil, and cooking utensils.

7. Copy the Bivalve Model.

PROCEDURE:Setting the stage1. Students should discuss and list known ocean and freshwater animals used for food. Use the Alabama

Rivers map transparency to locate Alabama rivers and the Gulf of Mexico which boarders 53 miles of

Alabama’s coastline.

2. Provide students with the activity page and discuss the mussel parts. The teacher should assist using the

overhead transparency.

3. Guide students in discussing differences between freshwater and saltwater mussels. (Freshwater mussels

have thicker shells than saltwater mussels. Saltwater mussels are attached by threads they produce.

Freshwater mussels are not attached. Freshwater mussels are partially buried in sand and gravel. Saltwater

mussels are fully exposed.)

How Strong Are Your “Mussels”?

Grades:3-5

Subject:Science

Time Needed:one to two class periods

Materials:blue mussels

plastic knives

paper towels

batter ingredients

electric skillet

oil

cooking utensils

plastic gloves


Activities1. Purchase mussels from a seafood store or some grocery stores.

2. Provide groups of students with a blue mussel (saltwater mussel).

• Give out one glove for each student.

• Direct students to examine the shell. The outer shell and inner shell have different textures. The inner

shell does not irritate the soft tender body of the mussel.

• Use a knife to open shells or microwave for 2 minutes until mussels pop open.

• Ask students to locate the byssal threads, foot, growth lines, edge of mantle, umbo, and excurrent siphon

on the exterior of the mussel.

• Using the plastic knives, disect the mussel.

• Locate and identify the inside parts named on the student activity page.

3. Open mussels saved for eating.

• Dip into batter and fry.

• Eat and enjoy.

Follow-UpUsing an overhead transparency of the mussel, have the students identify the parts. Cut and assemble Bivalve

Model.

EXTENSIONS:1. Compare mussel shells to other types of shell fish. Use reference books on shells to compare and contrast.

2. Use the mussel shells for an art project.

• Paint pictures inside the shell.

• Drill a small hole at the top and hang by a string.

3. Have students bring in jewelry made from mother-of-pearl.

RESOURCES:Butzow, C. (1989). Science through children’s literature. Englewood, CO: Teacher Ideas Press.

Jablonsky, A. (1991). Discover ocean life. Lincolnwood, IL: Louis Weber, C.E.O. Publications

International, Ltd.

Talbot, F. H. (1995). Under the sea. San Fransisco, CA: The Nature Company Discoveries Library.

The world book encyclopedia. (1987). (Vol. 13). Chicago, IL: World Book, Inc.

244

245

Excurrent Siphon

Mussel Exterior

Posterior

Adductor Muscle

Gront Lines

Pallial Lines

Mantle Edge

Mantle

Foot Retractor Muscles

Mussel Interior

Hinge Ligament

Umbo

Foot

Byssal Threads

Byssal Threads

Anterior

Adductor Muscle

Mighty Mussels

246

Fold

Foot

Siphon

Long side

Glue Foot

Glue Siphon

Shells

Directions:

1. Cut out shells, Foot, and Siphon.

2. Color them.

3. Glue the Foot inside the bottom

shell at the longer side of the

shell.

4. Glue the Siphon on the opposite

side of the shell.

5. Fold Siphon and Foot at middle

lines so that the dotted lines meet.

Bivalve Model

NATURAL RESOURCES


1. Explain how individuals, industries, and organizations can

help protect environmental quality.

2. Describe how land-use decisions affect river quality.

3. Create an improved community by developing a city plan for

future development.

BACKGROUND:Land-use decisions in a community affect the quality of the

environment. Many land-use decisions, although appearing

positive for today, may have long-range negative effects. Before a

community makes any major decisions, it should carefully study

the possible positive and negative results. Although many land-

use decisions are complicated, effective compromises can often

provide for community needs and protect the quality of the

environment.

VOCABULARY:gabions - rock-filled wire baskets that are placed along stream banks to prevent erosion

runoff - water, including rain and snow melt, that runs into a larger body of water such as a river or a lake

ADVANCE PREPARATION:1. Prepare a set of fact cards for every group of four to six students. Laminate the cards for future use.

2. Divide students into groups of four to six.

3. Run two copies per group of the activity sheet 3, “Sunshine City.”

PROCEDURE:Setting the stage1. Brainstorm the way community decisions concerning land use affect the environment.

• Explain that decisions made today must consider long-term results for the entire community.

• Record responses on the board.

2. Distribute “Sunshine City” Fact Sheets 1 and 2.

• Read Fact Sheet 1 together and locate the mentioned places on the drawing.

• Would you like to live here? Why or why not?

3. Explain that the City Council of Sunshine City is experiencing difficulty making decisions because of the

town’s rapid growth. You are the City Council and you must make wise, informed decisions.

Activities1. Meeting of the city council

• Distribute Fact Cards. Students should classify them as Postive for the city, Negative for the city, or both

Positive and Negative.

2. Historical perspective

•Draw what you believe Sunshine City looked like before people were there. Use student activity page 4,

pre “Sunshine City.”.

The Development Of Sunshine City:

Simulation Activity

Grades:3-5

Subjects:Science, Language Arts, Social Studies

Time Needed:two class periods

Materials:pencil

colored pencils


3. Planning for the future

• You cannot change the development that has already occurred, but it is your job to control the future

development of Sunshine City.

• Develop a plan for the next 10 years. What laws or rules would you make? What would you change?

What would you add to the community? Would you build a dam?

• Draw how you think Sunshine City looked about 100 years ago. Draw it 100 years in the future. Be able

to defend your decisions.

Follow-Up1. Each group will present its project to the class.

2. Discuss what problems were encountered by the group in making its decisions. How were disagreements

solved?

EXTENSIONS:1. Creative writing- You are the owner of Bailey Lumbering, Textiles Plus, the farm, or the recreation area.

Write a letter to the local newspaper about your views concerning the future plans for Sunshine City.

2. Design a new “Welcome” sign for Sunshine City.

3. Research the effect Wilson Dam or Wheeler Dam had on the Tennessee Valley region of Alabama.

ORIGINAL DEVELOPMENT RESOURCES:National Wildlife Federation (1988). Conserving America: Rivers resource guide. Washington, DC.

248

249


Sunshine City Fact Sheet 1

Farm fertilizers increase crop yields.

Logging along streams decreases the

stream nutrient supplies because leaves

don’t fall into the water.

Logging may increase the silt in the

stream.

Dams provide electric energy, recreation

opportunities, flood control, increased river

transportation, and irrigation.

Many communities use sea walls or

gabions (baskets of wire filled with rocks)

along stream banks to prevent erosion.

If there is too much fertilizer in a stream,

plants may grow too fast and block or slow

the flow of the stream.

Public transportation (taxi, bus) decreases

traffic, oil, and grease on highways and

should lower accidents.

Farmers can do rotation farming (different

crops each year) and cut down on their

need for fertilizers.

Leaving woodlands along a river acts as a

buffer zone and limits runoff, erosion, and

protects animal habitats.

Activities upstream affect water quality

downstream.

Irrigation runoff often carries toxic

substances.

New industries can build retention ponds to

catch runoff and allow pollutants to settle

out before entering a local stream.

Logging, farming, and industry create

many job opportunities.

Fish ladders may be built at dams to allow

fish to move upstream.

250


Sunshine City Fact Sheet 2

Many communities have recycling centers

for oil, paper, plastic, and glass.

Pesticides get into streams and may kill

aquatic plants and animals.

Nitrogen and phosphorous cause growth of

algae. Bacteria feed on algae and multiply.

They use up oxygen in the river.

Farmers may plant a grassy or wooded

buffer zone. They slow runoff and protect

the waterway.

When a dam is built, river habitats are

flooded. Plants and animal homes are

destroyed.

Some sewage treatment plants remove

nitrogen and phosphorous from the water

before it is released.

Many cities landscape their river banks to

prevent erosion and beautify their city.

Livestock, cows, and horses may trample

vegetation and cause erosion problems.

They may also drink, swim, and deposit

waste in the water.

Some communities are using non-polluting

energy sources such as wind and solar

power. This decreases oil and hydroelectric

use.

Some communities discourage pesticides

and fertilizer use in city lawns.

Many recreation areas spray for insect

control.

Boats with motors leave oil and grease on

the water.

Litter is a problem in many picnic and

recreation areas.

Some companies install special pollution

devices to cut down on air emissions.

NATURAL RESOURCES


Make paper from pulp.

VOCABULARY:couching - taking a new sheet of paper from the mold and

allowing it to adhere to a blotter.

deckle - a frame that fits over the mold

mold - a frame covered with screening

pulp - the ground-up material, moistened with water, from which

paper is made

sizing - a substance added to give paper a certain surface or

finish

slurry - pulp mixed with enough water to make a liquid

wet leaf - the newly formed sheet of paper (before it is dried)

ADVANCE PREPARATION: 1. Collect pulp materials.

• Recycle paper of all kinds.

• Experiment with plant fibers such as weeds, leaves, grasses,

sawdust, cornhusks, and straw. Cut them up and mix in a

blender with water.

2 Make the mold and deckle from two rectangular wooden

frames of the same size (the size wanted for the sheets).

• Staple fine screen on one frame for the mold.

• Use the empty frame.

3. Obtain a large container for the slurry.

4. Collect sponges, cloths, and other absorbent materials.

5. Gather other materials.

PROCEDURE:Activities1. Make new paper from recycled paper.

• Fill the blender about 3/4 full with water. Add the shredded paper (and perhaps other fibers). A bleaching

agent may be added at this stage. One tablespoon of starch for every two cups of water may be added for

sizing. If colored paper is desired, add dye (diluted with water) to the mixture. You may add a tablespoon

of colored latex paint instead. Blend until the mixture is finely ground and smooth.

• Hold the mold so the screen side is up. Place the deckle on top of the mold.

• Pour the slurry from the blender into the dishpan. Stir it to keep the particles from settling out. Holding

the mold and deckle firmly, scoop them down and under the water. Hold them level as you once again

stir the slurry (to get an even distribution on the screen). Avoid touching the screen since it will cause

matting of the particles. Gently shake the frames from side to side; and in one motion, lift the frames out

of the slurry. Keep them level at all times. Keep them over the dishpan. The water will run through the

screen and leave a thin layer of pulp (the wet leaf) on the screen. If the pulp is not smooth and even, the

paper will not be either. Wash off the screen and dip again until you get a good wet leaf. This takes some

practice. Finally, allow the mold and deckle to shed the excess water. Once most of the water has dripped

through, turn them vertically to drain. (The wet leaf will leave water marks, however.)

Start Shredding The News

Grades:3-5

Subject:Art

Time Needed:One to two class periods

Materials:large tub

dishpan or sink

two wooden frames (same size - one

with fine wire screening)

blender

blotters (cotton cloth, felt, or paper

towels)

rolling pin

iron

sponges

waste paper

bleach (optional)

colorant (optional)

gelatin or acrylic spray (optional)


• Set the mold and deckle on a pad of dry cloths or paper towels.

Remove the deckle. Place a blotter of cotton cloths or paper towels

over the wet leaf and smooth gently. Then turn over the frame and

blotter (face down) on the table.

• Sponge excess water from the screen. Then carefully remove the

mold. If done correctly, the sheet will adhere to the blotter.

• Place more blotters on top of the new sheet. Use a rolling pin to

squeeze out any excess water. Flat cloths placed on top and wrung out

each time work well.

• Now decorate the paper by either of these optional techniques:

a. Brush a diluted dye solution on the damp sheet for a water color

effect.

b. Imprint a leaf, twig, or some other design by pressing it into the

sheet. Remove it when the imprint is made.

• When the sheet has been blotted thoroughly, iron the sheet between

several sheets of paper or cloth. Use the cotton setting on the iron.

2. Finish the sheet.

• After being ironed, the sheet may be sprayed with a clear acrylic

spray. Allow this to dry thoroughly.

• You may wait a day or two and press the sheet directly (with no cloth

or paper covering it) with the iron for a glossy surface.

• You may “size” your paper with gelatin. Heat 1-1/2 ounces of clear gelatin with one pint of water. Pour

the dissolved gelatin and water into a dishpan. Add a pint of cold water to the mixture. Slide a sheet of

dry handmade paper quickly into and out of the sizing mixture. Blot it and press it dry with an iron. This

will make the paper less absorbent.

• You may further decorate the paper with silk screening or block printing.

OTHER HINTS/SUGGESTIONS:• Paper should be finely shredded before mixing in the blender.

• Food coloring may be used as colorant.

• Screen splatter guards, such as those used over skillets, may be used to pour slurry through. Allow the

paper to drain overnight, then remove the screen. It can then be blotted and ironed using spray starch as a

sizing and finish. This paper is thicker and less smooth than using the deckle/mold method.

EXTENSIONS:1. Make a matching envelope.

• Choose a ready-made envelope of the size and shape you wish to make. Separate its glued seams and

spread it out flat.

• Use it as a pattern by laying it down on a sheet of the homemade paper and tracing it.

• Cut the traced pattern out of the sheet. Fold it to match the original envelope and glue it together at the

seams.

2. Visit a paper mill.

3. Invite a guest speaker from the paper industry.

4. Obtain pulp samples from a local paper mill. These can be frozen to preserve them.

ORIGINAL DEVELOPMENT RESOURCES:The University of North Alabama Environmental/Energy Education Center. (April, 1991). Environmental

awareness activity guide for grades K-6.

254

NATURAL RESOURCES


1. Understand the effects of dye on the environment.

2. Make natural dyes using organic materials.

BACKGROUND:The products we purchase are often colored or printed with

synthetic dyes and inks. Some of the inks and dyes that are used

contain materials that could become hazardous to the

environment. As these harmful elements are extracted, toxic

residues could remain. It is important to look at natural ways to

dye materials and lessen the impact that synthetic dyes and inks

have on the environment.


2. Store hard-boiled eggs in the refrigerator.

The night before :

3. Prepare the dyes.

• Boil a small amount of a source (see materials list) in two

cups of cold water.

• Simmer for 10 minutes, then turn off heat.

• Cover and steep for 30 minutes.

• Remove residues.

• Place in containers and refrigerate.

PROCEDURE:Setting the stage1. Ask students where the colors in their clothes come from. Do they know any sources for colors?

2. Discuss how things were colored in the past and what might have been used for inks and dyes.

3. Tell them that many of the colors used to make products today are derived from heavy metals.

Activities1. Show students the dyes that you prepared along with their source materials.

2. Assemble dyes, eggs, and recycled containers.

3. Dye the eggs in small groups. Coloring time varies according to the source used and the intensity of color

desired.

Follow-UpReview the benefits of using natural dyes.

EXTENSIONS:1. Have students experiment with making other natural dyes.

2. Use dyes for water coloring.

3. Use dyes for tinting while making paper from recycled paper.

Color My World Natural

Grades:3-5

Subject:Art, Science


Materials:chilled hard-boiled eggs

containers for heating, storing, and

dyeing

a choice of dyes from some of the

following sources:

walnut shells (lt. brown)

red cabbage (blue)

orange peels (yellow)

carrots (yellow)

fresh cranberries (dk green)

spinach (greenish gold)

portable electric burner


ORIGINAL DEVELOPMENT RESOURCES:The University of North Alabama Environmental/Energy Education Center. (April, 1991). Environmental

awareness activities guide for grades K-6.

256

NATURAL RESOURCES


1. Identify different types of regions and landforms unique to

Alabama.

2. Decorate a cake depicting Alabama’s regions and landforms.

BACKGROUND:The Coastal Plain covers the southern two-thirds of the state and

the western corner to Tennessee. It is an important farming

region.

The Black Belt is a narrow strip of rolling prairie. It was named

for its sticky black clay soils.

The Appalachian Ridge and Valley Region is an area of sandstone

ridges and limestone valleys. The region has coal and iron ore.

The Piedmont is an area of low hills. The soils have been badly

eroded. Most of the land is forest.

The Cumberland Plateau varies from flat to rolling land. The land

is used to raise poultry and grow cotton.

Alabama’s coastline extends for 53 miles (85 km) along the Gulf

of Mexico. It is an important harbor area.

ADVANCE PREPARATION: 1. Bake a sheet cake for each group according to the directions.

2. Precut each cake into the shape of Alabama. The map of

Alabama included may be enlarged. (You may also draw the

shape of Alabama onto the cake using a tube of frosting gel.)

3. Copy the region map for each group.

PROCEDURE:Setting the stage1. Review the background information about Alabama’s land

regions.

2. Share the ingredients used to illustrate the regions and products

of Alabama.

Activities1. Divide students into groups of four.

2. Instruct students to frost their cakes.

3. Apply the ingredients to show the regions and products using the map provided.

Follow-UpEat the cake and enjoy !

Home Sweet Home

Grades:3-5

Subject:Geography

Time Needed:45 minutes

Materials:one sheet cake for each group (may be

precut into shape of state)

light chocolate frosting to cover each

cake

landform and region ingredients as

follows :

mountains - chocolate chips or

Hershey’s Kisses

cornbelt - candy corn

grasslands - green coconut

Coastal Plain - cinnamon sugar

forests - mint tea leaves

waterforms - light blue icing

Black Belt - crushed chocolate or

chocolate sprinkles

soybeans - green jelly beans

iron ore - silver cake decorating

balls

peanuts - peanuts

poultry - yellow jelly beans

coal - licorice or miniature

chocolate chips

cotton - popcorn


EXTENSIONS:1. Create Alabama sugar cookies.

2. Make a puzzle of the state out of empty cereal boxes.

3. Learn the Alabama State Song.

ORIGINAL DEVELOPMENT RESOURCES:Alabama. (1988). World book encyclopedia. (Volume 1). Chicago: World Book, Inc.

258

259

BLACK BELT

Regions And Products Of Alabama

Notes

260

NATURAL RESOURCES


1. Draw and label the basic stages of the water cycle.

2. Recognize that flowing water provides energy.

3. Build a model showing that moving water provides energy.

BACKGROUND:The water cycle, powered by the sun, provides an endlessly

recycled energy resource: flowing water. Water evaporates as the

sun’s rays shine down on the Earth’s surface. The water vapor

condenses in the air, forming clouds and causing rain to fall.

Falling rain keeps rivers flowing. Flowing water can provide

energy for people to use.

Thousands of years ago, ancient people invented water wheels -

devices that harnessed the energy of flowing water for tiring and

time-consuming work, like grinding grain. As more machinery

was developed, water wheels became used for many more

purposes (milling lumber, finishing textiles, operating bellows in

metal-working factories, and others). Eventually, the refinement

of water wheels led to the development of turbines, which are

more efficient and powerful.

With the development of devices that use electricity and the

increased demand for it, turbines were used to generate electricity.

In order to generate commercial (large) quantities of electricity, turbines must spin very rapidly. This means

that the water must strike the turbines with great force. Constructing dams across rivers allows water to be

stored so that it can be used to generate power whenever needed and creates the force needed by the turbines.

To generate electricity, a control gate in the dam is opened, allowing water to rush through a tunnel-like

passage before striking the turbine. As the turbine spins, it, in turn, spins the generator. Within the generator,

the spinning causes electricity to be generated. This hydroelectric power (electricity from flowing water) is

then sent through the power system to be used for the many ways in which electricity makes our lives easier.

Hydroelectric generation is, in many ways, the best way to generate the amounts of power we demand. No

fuel is required, so it is both cleaner and cheaper than other conventional ways of generating electricity (fossil

fuel-burning plants and nuclear plants). In the Tennessee Valley where rivers are abundant, hydroelectricity is

an important part of the energy picture.

VOCABULARY:dam - a structure built across a waterway to block the flow of the waterway

generator - a machine that changes mechanical energy into electrical energy

hydroelectricity - electricity produced using the energy of flowing water

turbine - a device in which a bladed wheel is turned by the force of jets of water (or steam); connected by a

shaft to a generator

Energy From Water -

Free For The Taking

Grades:3-5


Time Needed:Two to three class periods

Materials:milk cartons (half gallon)

scissors

razor/knife

compass

ruler

pencil

long thin nail

button

string

stapler


water cycle - the natural cycle in which water evaporates from the surface of the Earth, rises through the

atmosphere, condenses, and returns to Earth as precipitation

water wheel (turbine) a wheel having blades or buckets and mounted on an axle; water striking the blades or

buckets causes the wheel to turn and powers the machinery attached to the axle.

PROCEDURE:Setting the stage1. Share the background information, as appropriate, with the class.

2. Show the students a glass of water and ask the following questions:

• Do you think this water can produce energy? How could it do this? (Lead the students to realize that the

energy of moving water could be used.)

• Does using water use it up? (Lead the students to recognize that we do not consume water when we use

it; water is continuously recycled.)

3. Make a transparency of the Teacher Sheet “The Water Cycle”, and use it to review the water cycle with

students.

4. Discuss the fact that using water’s energy requires no fuel and produces no pollution.

Activities1. Investigate how the energy of falling water is used.

• Share with the students the following information:

Today we are going to learn about the energy of falling water. We will do this by making and using a

waterwheel or turbine. Some power plants use falling water for energy to make electricity. Water held

behind a dam is released through large pipes down to a nozzle. The water squirts out of the nozzle with

great force, hitting a water wheel (turbine) and making it spin. This spinning turbine drives the generator

that makes electricity. This is how we get electrical energy from falling water. Electricity from falling

water is called hydroelectric power.

• Give each student a copy of the student sheet “How To Make A Water Wheel”. Give each student the

materials listed on the Student Sheet. (student activity sheet 1)

• Have each student demonstrate how the water wheel works at a sink or by holding it over a pan and

having a helper pour water onto it.

2. Investigate how hydroelectric dams work.

• Some electricity comes from dams. There are about 40 hydroelectric dams in the Valley region. Ask the

students if they can name the seven states that are part of the Valley region. (Tennessee, Alabama,

Georgia, Mississippi, Kentucky, Virginia, and North Carolina)

• Make a transparency of the Teacher Sheet “How A Dam Works”. Discuss with the students how a dam

uses the energy of falling water to produce electricity. A dam is used to store water. A gate in the dam

releases water through the dam as it is needed to generate electricity. The water rushes down a long

tunnel with tremendous force. It hits the turbine at the bottom of the tunnel and spins it around rapidly.

This spinning drives the generator that makes electricity.

• Divide the students into groups of three or four. Give each group a copy of “A Homemade Dam”

(student activity sheet 2) and the materials needed to build the models of dams. Have them build the

models.

• Have the students demonstrate how the energy of falling water spins turbines by holding the models

above the turbines they built and releasing water onto the turbines.

Follow-Up1. Have each student draw and label the basic stages of the water cycle.

2. Ask the following questions:

• How did we prove that flowing water provides energy? (Discuss the student activity.)

• What is another word for water wheel? (turbine)

262

• What do we call the electric power that we generate using falling water? (hydroelectric power or

hydroelectricity)

• What is the name of the machine that changes the energy of the spinning turbine into electrical energy?

(generator)

• What is one reason we build dams? (to use water energy to produce energy)

• Name three advantages of using falling water to produce electricity. (pollution-free, uses no fuel, no cost

for the water)

3. Have the students write a paragraph describing how flowing water is used to produce electricity in a dam.

A second paragraph describing the advantages of using water energy to produce hydroelectricity should

also be written.

EXTENSIONS:1. Have the students make a collage of magazine pictures showing ways to use electricity.

2. The students may write haiku poems about the water cycle. A haiku has three lines, the first has five

syllables, the second has seven syllables, and the third line has five syllables.

3. Have the students make posters of the water cycle.

4. Have the students research careers related to hydroelectric power.

5. Plan a field trip or encourage students to visit a dam that is a hydroelectric generating plant.

ORIGINAL DEVELOPMENT RESOURCES:Fritz, S. (1984, March 30). Power from the ocean tides. Science world. pp. 12-14.

Gutnik, M. (1975). Energy: Its past, its present, its future. Chicago, IL: Children’s Press.

Hall, M.Y. (1972). Flowing water. Simple science experiences. (p. 8).

263

264

The Water Cycle

EVAPORATION

GROUNDWATER

CONDENSATION

PRECIPITATION

SURFACE WATER

265

POWERHOUSE

CONTROL GATE

WATER OUT

WATER IN

DAM

LAKE

GENERATOR

TURBINE

How A Dam Works


How To Make A Water Wheel

Materials: milk carton, scissors, compass, ruler, long nail, piece of string, button.

266

1. Cut a side out of a milk carton.

2. Use a compass or a pattern to draw a circle

on the side of the milk carton. Cut it out.

3. Use a ruler to draw two dotted lines that

divide the circle into fourths. (Be sure the

lines go through the center of the circle.)

Cut along the dotted lines but not through

the center.

4. Fold down the edge of each fourth.

(See the picture)

5. Put a nail halfway through the center of

the circle. (Leave about half of the nail on

each side of the circle.)

6. Make your water wheel do some work.

attach a button to one end of a piece of

string. Tie the other end to the nail. Now,

hold the water wheel under running water.

The water will turn the wheel. The string

will wind around the nail and lift the

button.

267


A Homemade Dam

Materials: milk carton, scissors or razor/knife, ruler, stapler

1. Cut out one side of the carton.

2. Cut two pieces (2”long x 1” wide) from

the side you cut out of the carton. Keep the

piece that is left over; you will use it too.

3. Cut a square hole about 1/2” wide and 1/2”

high out of the bottom of the carton. It

should be closer to the back of the carton

than to the side you cut out.

4. Staple the two strips onto the inside of the

carton on either side of the square hole.

5. Use the leftover piece to cut a strip that

will fit snugly between the two stapled

pieces. Tuck its edges between the stapled-

on strips and the carton’s bottom. Slide it

up and down to make sure it covers the

little square hole and it moves.

6. Cover the square hole and fill the carton

with water. Now you have a model of a

lake and a dam.

7. Pull up the strip. It acts as the gate on the

dam. What happens when you open and

close the gate?

Notes

268

NATURAL RESOURCES


1. Describe many uses for solar energy.

2. Construct a solar water/soup cooker and evaluate the design.

3. Predict new uses of solar energy in the future.

BACKGROUND:One of the benefits of living in the South is that there are very

few days without sunshine. Solar energy, which is the cleanest

source of energy, has become a very important source of

alternative energy. Its light and heat are free as well as unlimited

in supply. There are many ways we use this energy source. Solar

greenhouses, home heat, and hot water heating are just a few of

the ways it is used.

The potential of solar power is still far from understood. In only

15 minutes, the sun sends more energy to Earth than we consume

in every other form in one year. Of all the uses, perhaps the most

beneficial and least heard about is in the field of space satellites.

Solar energy is converted to electricity for powering instruments

and transmitters. The sun has powered some of these instruments

for over six years without any stoppages or difficulties.

VOCABULARY:solar energy - the energy of heat or light received from the sun.

ADVANCE PREPARATION: 1. Collect cardboard boxes.

2. Spray outside of soup cans with flat-black spray paint.

PROCEDURE:Setting the stage1. Early humans from many cultures worshiped the sun as a god. Why do you think people would worship

the sun?

2. Have you heard people say, “It is hot enough to fry an egg?” Can we really use the sun’s power to cook?

ActivityBuilding a Solar Soup Cooker

• Using a serrated knife, cut out the corner of a corrugated grocery carton.

Fold in any open flaps and tape them down.

• Spray the outside of soup can flat black.

• Cover the entire corner of the box with aluminum foil. Avoid taping; cover smoothly and completely.

• Place the can in the corner; do not let the can touch the sides of the box. Fill half full with water or soup,

cover with plastic wrap, and place a thermometer in the can. This gives the can a greenhouse effect.

• Take the box outside and use a mirror to help position the can in the box so that it faces the sun.

• Take the temperature and record the data. Recheck the temperature every 15 minutes. On a bright sunny

Some Like It Hot

Grades:3-5



Materials:heavy cardboard boxes

soup cans

clear tape

scissors

serrated knives

water or soup

plastic wrap

flat-black spray paint

aluminum foil

thermometers

hand mirror


day, soup can be cooked in about one hour. Water can heat even on cool days when the sun is bright. The

sun’s rays are most effective between 10:30 am, and 2:00 pm.

Follow-Up1. Compare the rates of temperature increase among the different heaters.

2. Have students redesign their solar cooker to make it more efficient.

3. Predict four uses for solar energy in the year 2025.

ORIGINAL DEVELOPMENT EXTENSIONS:1. Investigate solar water heaters in homes. Do they operate on a similar principle?

2. Your opinion please: Is solar energy free?

3. SOLAR ENERGY: Use these letters to form an acrostic about the sun and solar energy. Note: An acrostic

is a series of written lines or verses in which the first, last, or other particular letters form a word or phrase.

ORIGINAL DEVELOPMENT RESOURCES:Tennessee Valley Authority. (1990). The energy source book, grades 3-5. Communications Power Group.

Environmental Education Resource Development Group.

Wilson, M. (1967). Energy. New York: Time Incorporated.

270

NATURAL RESOURCES


1. Compare and contrast traditional row farming to contour

farming.

2. Examine the contents of runoff.

3. Expand knowledge of TVA agricultural programs.

BACKGROUND:In 1933 Congress created the Tennessee Valley Authority (TVA)

and charged the agency “with the broadest duty of planning for

the proper use, conservation, and development of the natural

resources of the Tennessee River drainage basin and its adjoining

territory for the general, social, and economic welfare.” The Act

also provided for “proper use of marginal lands..agricultural and

industrial development...promoting the prevention of soil erosion

and otherwise..to use such products in cooperation with practical

farmers..for the general, social, and economic welfare.” The

intent of Congress was that TVA agricultural development

activities be a part of a total united development and be directed

toward promotion of long-range agricultural adjustment and

development.

There were about 349,000 farms in 1934 primarily depending on

natural forces of rainfall, sunlight, and air. In the Tennessee

Valley, the land had been ravaged by flooding. This resulted in

the loss of nutrients and valuable topsoil. Poor land use practices

intensified this problem. The main thrust of the TVA plan dealt

with demonstrating to all farmers the effects of improved crop and

farm management skills. Among the farming skills taught were crop rotation and contour farming.

VOCABULARY:contour farming - plowing perpendicular to the slope or at a constant elevation (example: Plow around a hill

instead of up and down the hill).

ADVANCE PREPARATION: If using a whole-group presentation, prepare the milk cartons before class.

PROCEDURE:Setting the stage1. Show pictures of badly eroded lands, flooded areas, and plowed fields.

2. Discuss the background information.

ActivityExperiment

• Cut off one side and the top of the milk cartons. Then cut the remaining sides and bottoms so they are

four inches high.

How Are You Gonna Keep It

Down On The Farm?

Grades:3-5

Subjects:Science, Math, Social Studies

Time Needed:60-90 minutes

Materials:(For each group)

two half-gallon milk cartons

two books - each 1” thick

scissors

two sprinkling cans or spray bottles

two buckets (identical)

dirt or potting soil

ruler

water

measuring cups

filter paper (can use old pantyhose)

kitchen scales

271www.legacyenved.org

• Fill the cartons with dirt (equal amount in each) and shape them into mounds that taper down at the open

end of the cartons. Set the cartons at the edge of a table, the back ends on books, and place the two

buckets below to catch the runoff.

• In carton 1, furrow three parallel lines down the length of the dirt mound. In carton 2, furrow four

parallel lines crossways in the dirt.

• Now the miniature farms are ready for a rainstorm. Simultaneously trickle a pint of water from the

sprinkling cans or spray bottles.

• Make and record observations. Filter the runoff and weigh solid particles. Measure the remaining runoff

water.

• May also weigh both cartons (after runoff is complete) to show which farm holds more moisture.

• Draw conclusions about farming practices.

Follow-Up1. Each group should report its results.

2. Calculate the mean, median, mode, and range of the data. Why do the results differ so greatly?

3. As a group, answer the following question: What difference does contour farming make for water quality,

crop production, the farmer, and beauty of the country-side?

EXTENSIONS:1. Research other specific ways TVA helped agriculture and the environment.

2. Use the farm models to investigate other ways to prevent erosion (plant grass, build a retaining wall,

mulch, diversion ditches).

ORIGINAL DEVELOPMENT RESOURCES:Henderson, R.A. (Undated). Developing tennessee valley agriculture. Division of Agricultural

Development, Tennessee Valley Authority.

272

Glossary

acid - any compound that reacts with a base to form a salt; reddens litmus paper; tastes sour

adaptation - the behavior, or the part, of a living thing that helps it live in a certain environment

aerate - to expose to the circulation of air

aerobic - requires oxygen to live

air pollutant - anything that makes the air impure

Alabama Valley and Ridge - rich in iron ore, coal, and limestone. The mountains are part of the AppalachianMountain range, contains limestone valleys and sandstone mountain ridges

aluminum - a silvery, lightweight, metallic, chemical element

anal fin - grows on the underside near the tail and is responsible for keeping the fish erect

aquifer - underground body of porous sand, gravel, and fractured rock filled with water and capable ofsupplying useful quantities of water to a well or spring

arachnid - classification for spiders, mites, ticks, harvest men, scorpions, and king crabs, all of which havefour pairs of walking legs

arid - very dry, not having adequate rainfall for a particular area

arthropods - invertebrate organisms that include insects, spiders, and crustaceans

bacteria - living organisms so small they need magnification to be observed

barbs - strands attached to the shaft of a feather

base - a chemical compound, like ammonia, that reacts with an acid to form a salt; turns litmus blue; tastessalty

barren - land not producing plant life

bauxite - a claylike ore, the source of aluminum

bioconversion - changing matter from once-living things into a source of energy

biodegradable - a compound that can be broken down into simpler compounds by microorganisms

biome - community of plants and animals that covers a wide geographical area

boom - long, floating, tube-like barriers

bubble - a round space filled with air retained by a non-rigid membrane

camouflage - the ability to blend in with the surroundings

carbon - a substance that occurs in any living organism

273

carbon monoxide - toxic, invisible, odorless gas resulting from incomplete fuel combustion

carcinogen - an agent causing or inciting cancer

carnivore - an animal that eats only other animals

caudal fin - located at the end of the tail, swings back and forth, thus propelling the fish forward

Cenozoic Era - the time in the history of the Earth, about 65 million year ago to the present, when recent lifeevolved on the Earth

chemical - a substance used in factories, farms, and homes for a variety of purposes such as cleaning,painting, killing pests, and helping maintain vehicles

chemical reaction - chemicals are changed into different substances

coliform bacteria - a group of bacteria predominantly living in the intestines and present in fecal wastematerials; may also be found in soil; often are also indicators of other pathogenic organisms (disease-causingorganisms)

colony - a community of social insects


compost - a mixture of decayed organic matter; to decay organic wastes partially decomposed by aerobicbacteria

composting - collecting and layering organic material, such as lawn clippings, leaves, kitchen scraps, andmanure, in order to decompose into fertile humus

compound - made up of two or more independent elements

concrete - a mixture of cement, sand, or gravel with water that hardens as it dries

coniferous - cone bearing trees

consumer - an organism that obtains energy by eating other living things

contaminated - impure and corrupt

contour farming - plowing perpendicular to the slope or at a constant elevation

couching - taking a new sheet of paper from a mold and allowing it to adhere to a blotter

corrosive toxic waste - waste that can eat away or chemically react to corrode and dissolve other substances

Cumberland Plateau - sometimes called Appalachian Plateau, has tree-covered mountains

dam - a structure built across a waterway to block the flow of the waterway

data - facts or figures from which conclusions can be drawn

decay - rot

deciduous - trees that shed leaves during a particular season

274

deckle - a frame that fits over the mold


degrade - to lower in quality

desert - dry land with few plants and little rainfall

dissolve - to cause to pass into solution, reduce to liquid form, melt

dome - a large rounded roof on a circular, or many-sided, base

dorsal fin - grows along the back of the fish and is responsible for keeping the fish erect

East Gulf Coastal Plain - largest land region in Alabama, with most of its land less than 500 feet above sealevel. It covers most of the central and most of the southern parts of the state and contains pine forests andrich,brown soil

ecology - the relationships living things have with each other and their environment

ecosystem - all the communities that live together in an area including the water, soil, and climate

elevation - the height above sea level

embryo - an animal in the earliest stage of development

endanger - to put into danger

endangered - a species faced with danger of extinction

endemic - regularly found in a particular locality; restricted or indigenous to a certain locality

environment - all the surrounding living and nonliving things that affect another living thing

environmental impact - the effect left on the environment

Environmental Protection Agency - the federal agency charged with the enforcement of all federalregulations having to do with environmental pollutants

erode - wear away

exotic - a species not native to the place where it is found

extinct - animals or plants no longer in existence

fertilizer - natural (manure) or chemical (synthetic) materials used for enriching soil

food chain - the sequence in which energy is transferred from one organism to the next as each organism eatsand is eaten by another

food web - two or more food chains that overlap, connecting plants and animals through the plants andanimals they eat

fossil - trace or remains of an organism that was once alive

freshwater - water that is not salty

275

fungi - large group of organisms not containing chlorophyll, roots, stems, or leaves; important asdecomposers; includes molds, mildews, mushrooms, and bacteria

gabions - rock-filled wire baskets that are placed along stream banks to prevent erosion

garbage - the organic or inorganic food waste thrown away

generation - the average time between the birth of parents and the birth of their offspring

generator - a machine that changes mechanical energy into electrical energy

geophysical regions - the Coastal Plain, the Piedmont, the Ridge and Valley, the Cumberland Plateau, and theHighland Rim

geotropism - a bending movement of living things due to gravity

groundwater - water found in the porous spaces of soil and rock

habitat - the area in which an animal resides

herbicide - a plant killer

herbivore - a plant-eating animal

Highland Rim - located just north of the Tennessee River and is sometimes called the Interior Low Plateau

hue - shade or tone, often refers to color

humankind - people

humus - decayed organic material used to improve gardening or soil

hydroelectricity - electricity produced using the energy of flowing water

illegal dumping - disposing of waste in an unofficial location

incinerate - to burn ashes

insecticide - an insect killer

lake - a large standing body of freshwater


leach - to pass a liquid (as water) through to carry off the soluble components

legacy - something left for the next generation

legume - growing in a pod, such as a bean

lichen - formed by two different organisms; fungus and alga living and growing together on a solid surface

life cycle - the stages of growth and change in an organism

Mesozoic Era - the time in the history of the Earth, about 65 to 250 million years ago, during which reptileswere the major life form; the Age of Dinosaurs

276

metamorphosis - series of changes that occur as an egg develops into an adult including the four stages ofegg, larva, pupa, and adult

methane - an odorless, flammable gas produced by decaying organic matter

microorganisms - a living organism, such as bacteria, that cannot be seen by the unaided eye

microscopic - exceedingly small, minute; too small to be seen with the naked eye

mineral - an inorganic substance found in nature such as gold, silver, or iron ore

mold - a frame covered with screening

monitoring wells - pipes in a landfill as a means of controlling and measuring methane escape

municipal solid waste - garbage produced in homes and the workplace

mussel - an ocean or freshwater animal covered by a hinged shell

native - originating, grown, or produced in a particular region

natural gas - gas from the Earth’s crust; a fossil fuel

natural resource - the actual and potential forms of useful wealth supplied by nature; valuable, naturallyoccurring items such as plants, animals, minerals, water, and air, which are used by people to help makethings such as electricity, food, clothes, and buildings

neutral - neither acid nor base

neutralization - the process in which toxic wastes react with another chemical to produce a harmlesssubstance

nitrate - a form of salt that enhances plant growth (found in animal wastes)

nitrogen - a substance plants need to survive

nocturnal - active at night

nonbiodegradable - a compound that cannot be broken down into simpler compounds by microorganisms

nonrenewable resource - a natural resource that, in terms of human time scales, is contained within the Earthin a fixed quantity and cannot be replaced


oil slick - a floating oil film on the water

oil skimmer - a container that oil flows into, then is towed through the water, and is finally pumped orvacuumed with a hose into a storage container

omnivores - animals that eat both plants and animals

ore - a natural combination of minerals from which metals or other valuable substances can be mined

organic - relating to living or once-living material

277

ozone - a form of oxygen containing three oxygen atoms (The ozone layer is a protective shield high in theatmosphere that filters out the sun’s harmful ultraviolet radiation)

Paleozoic Era - the time in the history of the Earth, about 250 to 570 million years ago, when many new lifeforms appeared, the Age of Invertebrates


pathogenic - a specific agent (as a bacterium) causing disease

pectoral fins - these are paired fins on either side of a fish, help to stop and turn

permeate - to penetrate or diffuse through something

pheromone - chemical secreted by an animal to communicate

phosphate - a chemical salt usually obtained from rocks and bones and used in fertilizers

Piedmont Upland - made up of low hills and sandy valleys

pollination - when an insect or other agent pollinates plants by carrying pollen from one plant to anotherplant

pollutant - a substance that can harm air, water, soil, and living organisms


prism - triangular shape that when light passes through it, the light is broken into the spectrum


pulp - the ground-up material, moistened with water, from which paper is made

reclaimed - returned to original condition

recyclable - a material that can be recycled

recycle - to separate a given waste material from other wastes and to process it so that it can be used again

recycling - the collection and reprocessing of manufactured materials for reuse either in the same form or aspart of a different product

reduce - decreasing the amount of waste generated

relationship - how one thing or things interact with another thing or things

renewable resource - a natural resource in great abundance that is continually produced such as sun, wind,trees (through forestry) and fish (through aquaculture)

reuse - to extend the life of an item by repairing, modifying or creating new uses for it

Ridge and Valley - area in Alabama rich in iron ore, coal, and limestone

river - a large natural stream of freshwater that flows across land in a definite channel

river mouth - the place where a river empties into a large body of water such as a lake or ocean

278

river system - a river and all of its tributaries

runoff - water, including rain and snow melt, that runs into a larger body of water such as a river or a lake

sand filtration - the process of straining out solid particles through sand

scrap - the old steel that will be recycled into new steel

secretion - substance produced by some part of a plant or animal

sedimentation - when wastewater is allowed to stand in pools so that particles will settle

sizing - a substance added to give paper a certain surface or finish

sludge - a heavy, slimey deposit of mud and mire covering the ground or forming a deposit at the bottom ofbodies of water

slurry - pulp mixed with enough water to make a liquid

smog - a thick haze caused by the action of sunlight on air polluted by smoke and automobile exhaust fumes

solar energy - the energy of heat or light received from the sun

solid waste - any of a wide variety of solid materials that are discarded or rejected

solid waste stream - the variety of solid materials that are discarded or rejected from homes and businesses


spectrum - a series of colors formed when a beam of white light is dispersed so that its parts are arranged inorder of their wavelengths

speleothem - an unusually shaped rock formation formed over thousands of years from built-up layers of amineral called calcite

spelunking - the sport of exploring caves and underground caverns

stalactite - a speleothem that hangs from the ceiling of a cave

stalagmite - a speleothem that builds up from the floor of a cave

stevedore - one whose work is loading and unloading a ship

stomata - tiny openings in the underside of leaves on a plant that control the amount of water in a plant’s

tissues by releasing water vapor in the air

strip mining - mining from an open mineral mine (coal, copper, zinc) where the topsoil is removed to expose

and extract the mineral

succession - the process of continuous change

surface water - water on the Earth’s surface such as rivers, streams, and oceans

279

suspended solids - particles floating in a liquid

taiga - a swampy, coniferous, subarctic forest extending south from the tundra

threatened species - a species abundant in parts of its range but severely depleted in others

toxic waste - poisonous waste

transpiration - the loss of water through openings in a leaf (stomata) through which gases and water enter

and leave

tributary - a stream or river that flows into a larger body of flowing water


Norway, and Asia

turbine - a device in which a bladed wheel is turned by the force of jets of water (or steam); connected by a

shaft to a generator

ugly jars - containers that stored toxic wastes during Colonial times

vermi - indicates a worm or worms

visibility - the clarity of the air, how far one can see

volume - the space occupied as measured by cubic units (length by width by height)

water cycle - the natural cycle in which water evaporates from the surface of the Earth, rises through the

atmosphere, condenses, and returns as precipitation

watershed - an area of land from which rainfall and melted snow drain into nearby streams and rivers

water wheel (turbine) - a wheel having blades or buckets and mounted on an axle; water striking the blades

or buckets causes the wheel to turn and powers the machinery attached to the axle

well - a hole sunk into the Earth to get water

wet leaf - the newly formed sheet of paper (before it is dried)

withered - dried out and lifeless

280

Internet Resources

What is the Internet?

The Internet is a network of networks. In many ways, it is no one thing and resides in no one place. Teachers

can use the Internet to communicate and share information. Research suggests that use of electronic

networking can help teachers (especially new teachers) reduce their sense of isolation, connect with peers, and

increase their sense of professionalism and autonomy. This section explores the uses of the Internet for the

purposes of Environmental Education.

E-mail

Electronic mail (E-mail) is the most frequently used of the Internet networks. Users are able to participate in

discussion groups, contact particular people, and access information. The most helpful of sources of

information are usually your own colleagues. E-mail provides another way to keep in touch with them within

your school or around the world.

Internet discussion groups are an extension of electronic mail and provide an opportunity to be part of an

electronic community made up of individuals with common interests. Mailing list capability may also provide

online courses, which are often advertised on discussion lists.

General discussion groups for the grade level that you teach are very useful for a wide range of information.

During some times of the year, such as the period near Earth Day, there will be some discussion on

environmental topics and curriculum that you may find useful. You can also pose questions to these discussion

groups; and your colleagues will answer, providing information about where to find resources and how other

teachers at your level handle particular issues and opportunities. These general discussion groups are called

‘listservs”.

Listservs can be found on the world wide web at:

http://www.list.com

This list may provide you with a forum that most nearly meets your specific interests. You can enter keyword

terms and get information about any list that would meet that interest. Information is provided on how to

subscribe to the many diverse listservs that are available,

Once you have found am interesting listserv, send an E-mail message to subscribe. On the address line, type

in [email protected]

On the message line, type in Subscribe, the name of the list, and your name. A sample message would read:

Subscribe ECEOL-L Jane Doe

(ECEOL-L is a listserv that serves members of the early childhood profession)

Once you have subscribed, it is appropriate to send a message to the list identifying yourself and your major

interest.

EENETS is a moderated forum for people interested in the development and operation of electronic networks

for environmental education. It does not post all messages sent to the group but only selected messages that

will be of interest to all subscribers. The volume of mail you receive is, therefore, much lower and much more

focused than on a general discussion group. The creation of this list was suggested at the Eco-Ed conference

in Toronto in 1992. This list is an attempt to help coordinate information about projects and networks that are

281

of interest to educators. It is useful to subscribe to EENETS in order to obtain information about other

discussion groups, on-line journals, and environmental meetings.

AskERIC is an internet answering service sponsored by ERIC (the database of the Educational Resources

Information Center). AskERIC can provide information about specific resources for parents, teachers, and

children. Requests for information should be sent by E-mail to:

[email protected]

The GreenDisk Paperless Environmental Journal is a comprehensive guide to the use of computers for

environmental research. It contains over 1,000 listings of World Wide Web sites, listservs, on-line databases,

bulletin board services, software, and educational programs. It is available on disk for IBM or Macintosh

format and includes keyword searching as well as a six-month on-line subscription to updates for the guide. It

can be ordered for $25.00 from :

The GreenDisk Paperless Environmental Journal

P.O. Box 32224

Washington, D.C. 20007

or by internet from [email protected]

World Wide Web

There are many information collections on the World Wide Web (WWW) that contain full text of articles,

lesson plans, and documents. There is often information on projects for children to participate in with their

peers in other parts of the world, information from many government documents, and information from many

cultures. Many sites have interesting graphics and interactive activities.

The following sites have specific information that is of interest to environmental educators. In each case,

teachers should check out the site beforehand to decide which of the many resources available might fit into a

lesson and ways to use them. Since the WWW is developing rapidly, these resources are only a suggested

starting point and will contain links to many other interesting sites.

ALABAMA RESOURCES

AlaWeb - AlaWeb, the official state home page, has information on campgrounds, golf courses, tours, and

other helpful information about the state. Available at:

http://alaweb.asc.edu/ or www.state.al.us

Alabama Information Resources - This is an electronic information guide to “The Heart of Dixie, Alabama.”

Allows users from anywhere in the world to access information about the history, sites, and culture of

Alabama. Available at:

http://www.secis.com/home/ala.html

Official Alabama Pages - These include pages for individual cities, Alabama conventions, visitor bureaus,

travel and tourism offices. Available at:

http://www.scescape.com/cityweb/Alabama.html

Alabama Game and Fish Homepage - Conservation Education Programs; clickable map of public hunting

areas; hunter education program. Available at:

http://www.mindspring.com/~spinson/ag&f.html

282

OTHER RESOURCES

Explorer, a searchable catalog of curricular resources for math and science education; TEXT files on energy,

water, and waste management; Energy Education Resource Guide, School Nature Area Project Bibliographies

with separate lists for primary and secondary school resources for investigating schoolyard ecology; Water

Quality Curricula. Available at:

http://www.nceet.sure.umich.edu/classes.html

Many environmental resources can be found at:

http://www.webdirectory.com/Education/

EE-Link - Provides a keyword search, classroom resources, and regional information. Provides table of

contents and monthly updates. Also the EnviroLink Education Network and the Environmental Education

Network

Commonwealth of Learning - Includes Teacher In-service on Environmental Education; Video on sustainable

development; Professional Development. Available at:

http://www.col.org/envir.html

Econet Environmental Education Directory - Provides a Global Action and Information (GAIN), which

supports and encourages actions for a sustainable society. Available at:

http://www.igc.apc.org/igc/www/enved.html

Scroll down to find these sites:

Dodo Land in Cyberspace: an interactive, educational centre for kids: “Protect the Environment and

Expand Your Imagination.” There are lots of images here, soyou may want to use it with a fast

connection.

The Environment and Natural Resources Policy and Training Project Resources for teachers. You can

find the latest information about energy, industry, forestry, and watershed management.

Two interesting project sites for children at this address are :

The Global Thinking Project, which is a world-wide E-mail project for students and teachers to work

with scientists to understand the global environment.

The International Education and Resource Network (I*EARN) is a site for teachers and youth (ages 6

to 19) to undertake projects via E-mail.

Ranger Rick of the National Wildlife Federation is also available from this site, or www.nwf.org

Environmental Organizations and Projects - There is a listing at http://www.ncet.snre.umich.edu/ that has

electronic brochures for many organizations related to environmental education.

Institute for Global Environmental Strategies - EarthRISE is under development at this site:

http://www.strategies.org/

Internet Resources for Outdoor Recreation Research - This has many on-line resources and many links to

others. It includes Tourism, Ecological Aspects of Outdoor Recreation, Recreational Issues on Public Lands.

283

Available at:

http://www.vt.edu:10021/Y/yfleung/recres.html

Learning Webs - This is a consulting service in the field of environmental education specializing in Arizona.

Services available are fund raising (t-shirts, note cards, pens with environmental themes) educational

resources, and an AzEENet Magazine, a look at environmental publishing on the web. Available at:

http://www.nwf.org/nwf/prog/things.html

Nationwide School Weather Network - Your children can keep track of the weather across the nation at this

site. Available at:

[email protected]

or go to http://www.webdirectory.com/Education/and choose the Automated Weather Source

The Plastic Bag Information Clearinghouse - This has much information about recycling, teaching aids, an

essay contest. Available at:

http://www.plasticbag.com/

or by email at [email protected]

Regional Environmental Education Resources - This site has information about environmental programs and

curricula listed by state. It includes a wealth of valuable information for teachers. Available at:

http://www.nceet.snre.umich.edu/regionalEE.html

State Education and Environment Roundtable - This is working to improve learning by incorporating

environmental curricula into K-12 education. “A major part of our work relates to gathering and disseminating

research about systemic approaches to incorporating environmental education into education reform.”

Available at:

http://millennianet.com/round

Stay up-to-date with what’s new in environmental education on the World Wide Web at EE-Link. Available at:

http://www.nceet.snre.umich.edu/new.html

The Wild Ones Home Page - This will post your children’s art work, writings and experiments related to the

environment on the Internet web pages. Send work by fax to (212) 222-2191 or regular mail to:

The Wild Ones

c/o Wildlife Preservation Trust International

3400 West Girard Ave

Philadelphia, PA 19104

Windows on the Wild - or WOW, is an environmental education program of the World Wildlife Fund (WWF).

The program educates the public about biodiversity issues and helps to stimulate critical thinking on behalf of

the environment. It includes many activities for teachers to use in the classroom.

www.worldlife.org

284

Directories

ECOLOGY

285

Federal Government Organizations

Advisory Committee on Atmospheric Carbon

Dioxide

U.S. Dept. of Energy


Bureau of Reclamation (U.S.)

Main Interior Building

18th and C St., NW


202-343-4662

Environmental Protection Agency (U.S.)

401 Mst., SW


202-382-2080

Environmental Protection Agency (U.S.)

Public Information Center, PM-211 B

401 Mst., SW


Federal Energy Regulatory Commission

Department of Energy

815 N Capitol Street


202-357-8118

Fish and Wildlife Service (U.S.)

Department of the Interior



202-343-5634

House Energy and Commerce Committee

U.S. House of Representatives


202-255-2927

House Agricultural Committee



202-255-2171

National Marine Fisheries Service

Department of Commerce (U.S.)

1335 East-West Highway

Silver Springs, MD 20910

301-427-2370

National Park Service



202-343-4747

Office of Conservation and Renewable Energy

1000 Independence Ave., SW


202-586-9220

Save Our Streams Program

Izaak Walton League of America

707 Conservation Lane

Gaithersburg, MD 20878

Senate Environment and Public Works Committee

U.S. Senate


202-224-6176

Topographic Maps

U.S. Geological Survey

Box 25286

Denver Federal Center

Denver, CO 80225

Topographic Map Symbols

U.S. Geological Survey

National Center

Reston, VA 22202

EPA Regional Offices

U.S. EPA - Region 1

JFK Federal Building

Boston, MA 02203

617-565-3715

286

U.S. EPA - Region II

26 Federal Plaza

New York, NY 10278

212-264-2525

U.S. EPA - Region III

841 Chestnut St.


215-597-9800

U.S. EPA - Region IV

345 Courtland St., NE

Atlanta, GA 30365

404-347-4727

U.S. EPA - Region V

230 South Dearborn St.

Chicago, IL 60604

312-353-2000

U.S. EPA - Region VI

First Interstate Bank Tower

1445 Ross Ave.

Dallas, TX 75270-2733

214-655-6444

U.S. EPA - Region VII

726 Minnesota Ave.

Kansas City, KS 66101

913-551-7050

U.S. EPA - Region VIII

One Denver Place

999 18th St.

Denver, CO 80202-2405

303-293-1603

U.S. EPA - Region IX

1235 Mission St.

San Francisco, CA 94103

415-744-1468

U.S. EPA - Region X

1200 Sixth Ave.

Seattle, WA 98101

206-442-5810

U.S. Fish and Wildlife Service

SE Regional Office

Richard B. Russell Fed. Building.

75 Spring St., SW, Room. 1200

Atlanta, GA 30303

Alabama State Agencies/Organizations

Alabama Audubon Council

2616 Mountain Brook Parkway

Birmingham, AL 35223

205-879-1935

Alabama Department. of Education

50 N. Ripley

Gordon Persons Building.


334-242-9700 or 334-242-8154

Alabama Energy Extension Service

Box 6282

University, AL 35486

1-800-452-5901

Alabama Power Company

Educational services

P.O. Box 2641

Birmingham, AL 35282-9984

Alabama Waterfowl Association

P.O. Box 67

Guntersville, AL 35768

205-259-2509

Alabama Wilderness Alliance

P.O. Box 223

Moulton, AL 35650

205-974-7678

Alabama Wildlife Federation

P.O. Box 2102

46 Commerce St.


334-832-9453 fax: 334-532-9454

Alabama Wildlife Society

118 Extension Hall

Auburn, AL 36849

205-844-5670

287

Alabama Zoological Society

2630 Cahaba Rd.


Audubon Society

749 Eastern Manor Lane


205-849-9202

Bankhead Watershed Project

P.O. Box 117

Moulton, AL 35650

205-974-7678

Center for Environmental Research and Service

Troy State University

Troy, AL 36081

334-566-4424 or 1-800 642-2377

Environmental Education Association of Alabama


Box 596

Troy, AL 36082

Department. of Conservation and Natural Resources

64 N Union St.


334-261-3486

Department. of Environmental Management.

1751 W.L. Dickinson Dr.


334-271-7700 fax: 334-271-7950

Geological Survey of Alabama

Sate Oil and Gas Board

420 N. Hackberry Lane

Tuscaloosa, AL 35486-9780

205-349-2852

Johnson Research Center - AL Solar Energy Center

University of Alabama in Huntsville

Research Institute/Annex D

Huntsville, AL 35899

1-800-228-5897

Marine Environmental Sciences Consortium

Dauphin Island Sea Lab

Attention: Dr. George Crozier, Director.

P.O. Box 369-370

Dauphin Island, AL 36528

334-861-2141

Perdido Bay Environmental Association

P.O. Box 573

Lillian, AL 36549

334-962-2879

Science, Tech. and Energy Division.

Dept. of Eco. and Community Affairs

P.O. Box 205347

Montgomery, AL 36125-0347

334-284-8952 or 1-800-392-8098

Shoals Audubon Society

1612 Sheffield Dr.

Sheffield, AL 35660

205-383-6338


P.O. Drawer 1197

Daphne, AL 36526

334-690-2181

Water Resource Res. Institute

Hargis Hall, Room 202

Auburn University, AL 36849

205-826-5075

Other Environmental Agencies/Organizations

Abundant Life Seed Foundation

P.O. Box 772

Port Townsend, WA 98368

206-385-5660

Acid Rain Foundation

1410 Varsity Dr.

Raleigh, NC 27606

919-828-9443 fax: 919-515-3593

288

Alliance for Environmental Education

P.O. Box 368

The Plains, VA 22171

703-253-5812 fax: 703-253-5811

Alliance to Save Energy

1725 K St. NW, Suite 509


202-857-0666 fax: 202-331-9588

American Fisheries Society

5410 Grosvenor Lane, Suite 110

Bethesda, MD 20814-2199

301-897-8616 fax: 301-897-8096

American Forests - Global Releaf Program

P.O. Box 2000


202-667-3300 fax: 202-667-7751

American Forests - Global Releaf

Coordinator

1516 P St., NW


American Forest Foundation

1250 Connecticut Ave., NW

Suite 320


202-463-2462 fax: 202-463-2461

American Geographical Society

156 Fifth Ave., Suite 600

New York, NY 10010-7002

212-242-0214 fax: 212-989-1583

American Meteorological Society

45 Beason Street

Boston, MA 02108

617-227-2425 fax: 617-742-8718

American Nuclear Society

555 N. Kensington Ave.

LaGrange Park, IL 60525

708-579-8265 fax: 708-352-0499

American Society for Environmental Education

P.O. Box 800

Hanover, NH 03755

Americans for Energy Independence

1629 K St., NW, Suite 602


202-466-2105 fax: 202-466-2108

Americans for the Environment

1400 16th St., NW, Box 24


202-797-6665 fax: 202-797-6646

American Nuclear Energy Council

410 First St., NE


202-484-2670

American Rivers

801 Pennsylvania Ave., SE, Suite 400


202-547-6900 fax: 202-543-6142

American Society for Environmental History

Center for Tech. Studies

New Jersey Institute of Technology

Newark, NJ 07012

201-596-3334

Americans for Nuclear Energy

2525 Wilson Blvd.

Arlington, VA 22201

703-528-4430

Animal Protection Institute of America

2831 Fruitridge Rd.

Sacramento, CA 95822

916-731-5521 fax: 916-731-4467

Animal Welfare Institute

P.O. Box 3650


202-337-2332 fax: 202-338-9478

Association for Environmental and Outdoor

Education

Attention: Roger D. Morrow

9616 Verhudson

Gig Harbor, WA 98335

289

Biomass Energy Res. Association



1-800-247-1755

Center for Environmental Education, Inc.

1725 Desales St., SW, Suite 500


Environmental Action, Inc.

1525 New Hampshire Ave. NW


Environmental Education Coalition

R.D.2 Box 1010

Dingsman Ferry, PA 18328

Global Tomorrow Coalition

1325 G St., NW, Suite 915


Greenpeace USA, Inc.

1436 U St., NW


Institute for Earth Education, The

Box 288

Warrenville, IL 6055

International Ecology Society

1471 Barclay St.

St. Paul MN 55106-1405

Keep America Beautiful

9 West Broad St.

Stamford, VCT 06902

Living Lightly

Schilitz Audubon Center

1111 East Brown Deer Rd.

Milwaukee, WI 53217-1999

414-352-2880

National Association for Environmental Education

P.O. Box 569031

Miami, FL 33156

National Clearinghouse on Dev. and Envir. Edu.

American Forum on Global Education

45 John St., Suite 908

New York, NY 10038

National Consortium for Envir. Edu. and Training

School of Natural Resources and Environment

University of Michigan

430 East University Ave.

Ann Arbor, MI 48109

National Wildlife Federation

1400 16th St., NW

Washington, D.C. 20036-2266

National Geographic Society

17th and M St., NW


Nature Conservancy, The

1815 North Lynn St.

Arlington, VA 22209

North American Assoc. for Environmental Education

Box 400

Troy, OH 45373

(NAAEE Membership and Publications Office)

Oceanic Society, The

Executive Offices

1536 16th St., NW


Office of Environmental Education

U.S. EPA

401 M St., SW (A-107)


Population Institute, The

110 Maryland Ave., NE


Project WILD

Attention: Project WILD Director

Western Region. Environmental Education Council

4014 Chatham Lane

Houston, TX 77027

Public Citizen

2000 P St., NW


202-833-3000

290

Science, Mathematics, and Environmental Education

Analysis Center

Information Resource Center

1200 Chambers Rd., Room. 310

Columbus., OH 43212-1792

Wilderness Society, The

1400 I St., NW 10th Floor


Wildlife Conservation International

New York Zoological society

Bronx, NY 10460

Wildlife Society, The

5410 Grosvenor Lane

Bethesca, MD 20814

World Resources Institute

1709 New York Ave., NW


World-Wide Fund - Conservation Foundation

1250 24th St., NW


Worldwatch Institute

1776 Massachusetts Ave., NW


Zero Population Growth, Inc.



Directory


291


Environmental Protection Agency

401 M St., SW


202-260-2090

House Agriculture Committee



202-255-2171




202-255-2927

Nuclear Regulatory Commission


301-415-7000

Senate Environment and Public Works Committee

U.S. Senate


202-224-6176

Tennessee Valley authority

400 W. Summit Hill Dr.

Knoxville, TN 37902

615-632-2101

United Coast Guard

Department of Transportation

2100 2nd St., SW


202-267-2229

United States Department of Energy

Office of Civilian Radioactive Waste Management

P.O. Box 44375


1-800-225-NWPA

United States Department of the Interior

Interior Building, 1849 C St., NW


202-208-1100

United States Geological Survey

12201 Sunrise Valley Dr

Reston, VA 22092 7

03-648-4000


See Ecology Directory


Alabama Bottle and Can Coalition

307 Shooting Star Trail

Gurley, AL 35748

205-776-4015

Alabama Department of Education

50 N. Ripley

Gordon Persons Building


334-242-9700 or 334-242-8154

Alabama Lung Association

900 18th St., South


205-933-8821

Alabama PALS: People Against a Littered State

46 Commerce St.


334-263-7737

Alabamians for a Clean Environment

P.O. Box 1526

Livingston, AL 35470

205-652-9854

Center for Environmental Research and Service

Attention: Information and Public Relations

Coordinator


Troy, AL 36082

334-566-4424 or 1-800-642-2377

292


Acid Rain Foundation, Inc.

1630 Blackhawk Hills

St. Paul, MN 55122

Air and Waste Management Association

P.O. Box 2861

Pittsburgh, PA 15230

412-232-3444 fax: 412-232-3450

Air Pollution Control Association

P.O. Box 2861



410 First St., SE


202-484-2670

American Petroleum Institute

1220 L St., NW


202-682-8000

American Rivers



202-547-6900 fax: 202-543-6142

Amoco Teaching Aids

P.O. Box 1400K

Dayton, OH 45414

Asbestos Information Association of North America

1745 Jefferson Davis Hwy., Suite 406

Arlington, VA 22202

703-412-1150 fax: 703-412-1152

Center for Environmental Information

46 Prince st.

Rochester, NY 14607-1016

716-271-3550 fax: 716-271-0606

Center for Marine Conservation

1725 DeSales St., NW, Suite 500


202-429-5609 fax: 202-872-0619

Chevron Chemical Company

Educational Materials

Public Affairs Department

P.O. Box 3744


Ciba-Geigy Corporation

Attention: Corporation Relations Department

Ardsley, NY 10502

Clean Air Working Group



Clean Water Action

1320 18th St., NW, Suite 300


202-457-1286 fax: 202-457-0287

Clean Sites

1199 N. Fairfax St.

Alexandria, VA 22314

703-683-8522

Dow Chemical U.S.A.

Ag Products

P.O. Box 1706

Midland, MI 48640

Environmental Action

6930 Carroll Ave., Suite 600

Takoma Park, MD 20912

301-891-1100 fax: 301-891-2218

Friends of the Sea Otter

140 Franklin St., Suite 309

Monterey, CA 93940

408-373-2747

Georgia-Pacific Corporation

Educational Services

133 Peachtree St., NW

Atlanta, GA 30303

Greenpeace, U.S.A.

1436 U St., NW


202-462-1177 fax: 202-462-4507

293

Hazardous Materials Control Research Institute

7237 Hanover parkway

Greenbelt, MD 20770

301-982-9500 fax: 301-220-3870

Household Hazardous Waste Project

1031 E. Battlefield, Suite 214

Springfield, MO 65807

417-889-5000

Inform

381 Park Ave. South

New York, NY 10016

212-689-4040 fax: 212-447-0689

ICI Americas, Inc.

Ag Chem Division

Attention: Lorraine Smith

Wilmington, Delaware 19897

Institute for Environmental Education

18554 Haskins Rd.

Chagrin Falls, OH 44023-1823

212-543-7303 fax: 216-543-7160

International Bird Rescue Research Center

699 Potter St.

Berkeley, CA 94710

510-841-9086

Keep America Beautiful, Inc.

99 Park Avenue

New York, NY 10016

LaMotte Company

P.O. Box 329

Chestertown, MD 21620

410-778-3100 fax: 410-778-6394

Manufacturers of Emission Controls Association

1707 L St., NW


202-296-4797 fax: 202-331-1388

National Agricultural Chemicals Association

1155 15th St., NW

Madison Building Suite 900


202-296-1585

National Association of Noise Control Officials

53 Cubberly Rd.

Trenton, NJ 08690

609-586-2684

National Coalition Against the Misuse of Pesticides

701 E St., SE, Suite 200


202-543-5450


17th and M St., NW


Nuclear Information and Resource Service

1424 16th St., NW, Suite 601


202-328-0002 fax: 202-462-2183

Smithsonian Institution

Office of Environmental Awareness

S. Dillon Ripley Center., Suite 3123


202-357-4797 fax 202-786-2557

Southwest Research and Igrass Roots Information

Center.

P.O. Box 4524

Albuquerque, NM 87106

505-262-1862

Toxicant Program/HHWD Project

METRO M/S 81

821 2nd Ave.

Seattle, WA 98104

Water Environment Federation

601 Wythe St.

Alexandria, VA 22314-1994

1-800-666-0206 fax: 703-684-2492

Directory

WASTE MANAGEMENT

294


Federal Highway administration

400 7th St., SW


202-366-0600




202-255-2927

United States Department of Energy

Office of Civilian Radioactive Waste Management

P.O. Box 44375


1-800-225-NWPA




Alabama Bottle and Can Coalition

307 Shooting Star Trail

Gurley, AL 35748

205-776-4015


50 N. Ripley



334-242-9700 or 334-242-8154

Alabama PALS: People Against a Littered State

46 Commerce St.


334-263-7737



Box 596

Troy, AL 36082


Aluminum Association, Inc., The

Attention: Manager of Educational Services




410 First St., NE


202-484-2670

American Nuclear Society

555 N. Kensington Ave.

LaGrange Park, IL 60525

708-579-8265 fax: 708-352-0499

American Plastics Council

1730 D St., NW


202-737-8300

Americans for Nuclear Energy

2525 Wilson Blvd.

Arlington, VA 22201

703-528-4430

Association of Foam Packaging Recyclers

1025 Connecticut Ave., NW, Suite 515


202-822-6424 fax: 202-331-0538

A-Way With Waste

Washington State Department of Ecology

4350 150th Ave., NE

Redmond, WA 98052


46 Prince St.


716-271-3550 fax: 716-271-0606

Center for Renewable Resources

Publications Department

641 S. Pickett St.


295

Department of Environmental Management

Hazardous Waste Branch, Land Division

1751 Cong. W.L. Dickinson Dr.

Montgomery, Alabama 36130

334-271-7700

Dow Chemical U.S.A.

Ag Products

P.O. Box 1706

Midland, MI 48640

Hazardous Materials Control Research Institute

7237 Hanover parkway

Greenbelt, MD 20770

301-982-9500 fax: 301-220-3870

Hazardous Waste Management and Resource

Recovery Program

University of Alabama

HAMMARR

P.O. Box 1968


Household Hazardous Waste Project

1031 E. Battlefield, Suite 214

Springfield, MO 65807

417-889-5000

Inform

381 Park Ave. South

New York, NY 10016

212-689-4040 fax: 212-447-0689

National Clearinghouse on Dev. and Envir. Edu.



New York, NY 10038


17th and M St., NW


National Solid Wastes Management Association

1730 Rhode Island Ave., NW, Suite 1000


202-659-0708 fax: 202-775-5917

Nuclear Information and Resource Service

1424 16th St., NW, Suite 601


202-328-0002 fax: 202-462-2183

Polystyrene Packaging Council, Inc.



202-822-6424 fax: 202-331-0538

Reynolds Aluminum Recycling Company

Attention: Public Relations Manager

P.O. Box 27003

Richmond, VA 23261


Office of Environmental Awareness

S. Dillon Ripley Center., Suite 3123


202-357-4797 fax 202-786-2557


Center.

P.O. Box 4524


505-262-1862

Steel Recycling Institute

680 Andersen Dr.


1-800-876-SCRI or 412-922-2772 fax: 412-922-3213

Toxicants in Consumer Products

METRO Exchange Building

821 2nd Ave.

Seattle, WA 98104

206-447-5875

Washington Citizens for Recycling

157 Yesler Way

Seattle, WA 98104

206-343-5171 fax: 206-624-2110

Directory

NATURAL RESOURCES

296


Army Corps of Engineers

Department of Defense

20 Massachusetts Ave., NW

Washington, D.C.

202-272-0010

Bureau of Land Management (U.S.)


18th and C St., NW


202-343-5717

Bureau of Land Management

Department of the Interior (U.S.)

Anasazi Heritage Center

27501 Hwy. 184, P.O. Box 758

Dolores, CO 81323

303-882-4811 fax: 303-882-7595

Bureau of Mines (U.S.)

Motion Pictures

Cockrans Mill Road

P.O. Box 18070


412-675-4338

Bureau of Reclamation (U.S.)


18th and C St., NW


202-343-4662

Coast Guard (U.S.)

Department of Transport

2100 2nd St., SW


202-267-2229

Department of Agriculture

12th and 14th St., NW


202-477-8732


The Pentagon

Office of the Secretary


Department of Justice

Environment and Natural Resources Division

10th St. and Constitution Ave., Room 2143


202-514-2701

Department of the Air Force



Interior Building

1849 C St., NW


202-208-1100



Federal Hwy. Administration

400 7th St., NW


202-366-0600

Fish and Wildlife Service (U.S.)




202-343-5634

Forest Service (U.S.)

P.O. Box 96090


202-447-3957

Geological Survey (U.S.)

12201 Sunrise Valley Dr.

Reston, VA 22092

703-648-4000

297

House Committee on Interior and Insular Affairs



202-255-2761




202-255-2927

House Merchant Marine and Fisheries Committee



202-255-4047

Minerals Information Office Bureau of Mines (U.S.)

Department of Interior Building

19th and C St., NW MS 2647-MIB


National Marine Fisheries Service

Department of Commerce (U.S.)

1335 East-West Hwy.

Silver Springs, MD 20910

301-427-2370

National Oceanic and Atmospheric Administration

14th St. and Constitution Ave., NW


202-343-4747

National Park Service



202-343-4747

Office of Conservation and Renewable Energy

1000 Independence Ave., SW


202-586-9220

Office of Surface Mining

1951 Constitution Ave., NW


202-343-4953

Senate Agriculture, Nutrition and Forestry

Committee

U.S. Senate


202-224-2035

Senate Commerce, Science and Transportation

Committee

U.S. Senate


202-224-5115

Senate Energy and Natural Resources Committee

U.S. Senate


202-224-4917

Soil Conservation Service

Department of Agriculture (U.S.)

14th St. and Independence Ave., SW

P.O. Box 2890


202-447-4543

U.S. Army Construction Engineering Research Lab

P.O. Box 9005

Champaign, IL 61826-9005

217-352-6511


Agriculture and Industries

Attention: Information Director

P.O. Box 3336


334-242-5872

Alabama Audubon Council

2616 Mountain Brook Parkway


205-879-1935

Alabama BASS Chapter Federation

3717 Sola Cr.

Fort Payne, AL 35967

205-845-1441

Alabama Conservancy, The

2717 7th Ave., S. Suite 207


Alabama Cooperative Extension Service

109 Duncan Hall, Auburn Hall

Auburn University, AL 36849-5612

205-844-4444 fax: 205-844-5544

E-mail: [email protected]

Alabama Cooperative Fish and Wildlife Research

298

Unit

331 Funchess Hall,

Auburn University

Auburn, AL 36849

205-844-4796


50 N. Ripley



334-242-9700 or 334-242-8154

Alabama Energy Extension Services

Box 6282


1-800-452-5901

Alabama Forest Owner’s Association

P.O. Box 104

Helena, AL 35080

205-987-8811

Alabama Forestry Association

555 Alabama St.


334-265-8733

Alabama Forestry Commission

513 Madison Ave.


334-240-9300

Alabama Natural Heritage Section

State Lands Division

Department of Conservation and Natural Resources

64 Union St.


334-242-3484

Alabama Surface Mining Commission

P.O. Box 2390

Jasper, AL 35502

205-221-4130

Alabama Waterfowl Association

Rt. 2, Box 179

Scottsboro, AL 35768

205-259-2509

Alabama Wilderness Alliance

P.O. Box 223

Moulton, AL 35650

205-974-7678

Alabama Wildflower Society

3914 S. River Circle


205-967-0304

Alabama Wildlife Federation

46 Commerce St.


334-832-9453

Alabama Wildlife Society

Auburn University, Department of Zoology

331 Funchess Hall

Auburn, AL 36849-5414

205-844-4850 or 205-844-9247

Alabama Zoological Society

2630 Cahaba Road


Audubon Society

Birmingham Chapter

749 eastern Manor Lane


205-849-9202

Bankhead Watershed Project, The

P.O. Box 117

Moulton, AL 35650

205-974-7678

Bass Anglers Sportsman Society

5845 Carmichael Rd.


334-272-9530

Cahaba River Society

2717 7th Ave., S., Suite 207


Department of Agriculture and Industries

P.O. Box 3336


334-261-2650

299

Department of Conservation and Natural Resources

64 Union St.


334-242-3486

Department of Environmental Management

P.O. Box 301463


Ducks Unlimited

7706 Shadow Bend Dr., SE


205-881-6895

Ducks Unlimited

3413 Old Woods Lane


205-322-8636

Ducks Unlimited

305 4th St., #408

Decatur, AL 35601

205-350-5557



Box 596

Troy, AL 36082

Forestry Commission

513 Madison Ave.


334-240-9304

Geological Survey of Alabama

State Oil and Gas Board

P.O. Box 0

Tuscaloosa, AL 35486-9780

205-349-2852

Gulf Coast Conservation Association

P.O. Box 16897

Mobile, AL 36606

334-478-3474

Johnson Research Center/Alabama Solar Energy

Center

University of Alabama In Huntsville

Research Institute, Annex D


1-800-228-5897

Marine Environmental Sciences Consortium

P.O. Box 369-370

Dauphin Island, AL 36528

334-861-2141

Montgomery Zoo

P.O. Box ZEBRA


334-240-4900

National Forests in Alabama

USDA Forest Service

2946 Chestnut St.


334-832-4470

Nature Conservancy of Alabama, The

2821 C 2nd Ave., S.


205-251-1155 fax: 205-252-4444

Sea Grant program

Gulf Coast Research Laboratory

P.O. Box 7000

Ocean Springs, MS 39566-7000

601-875-9341 fax: 601-875-0528

Shoals Audubon Society

1612 Sheffield Dr.

Sheffield, AL 35660

205-383-6338

Soil Conservation Service

P.O. Box 311

Auburn, AL 36830

205-887-4523

The Bankhead Monitor

(A publication about the Bankhead National Forest)

P.O. Box 117

Moulton, AL 35650

The Talladega Monitor

(A publication about the Talladega National Forest)

P.O. Box 117

Moulton, AL 35650

U.S. Forest Service

1765 Highland Ave.


334-832-7630

300


P.O. Drawer 1197

Daphne, AL 36526

334-690-2181

Water Resource Research Institute

Hargis Hall, Room 202


205-826-5075

Wheeler National Wildlife Refuge

T. 4, Box 250

Decatur, AL 35603

205-353-7243

Wildlife Action of Alabama

P.O. Box 949

Point Clear, AL 36564-0949

334-479-1098

Wildlife Rescue Service

2107 Marlboro Ave.


205-663-7930

Hotline: 205-320-6189

Wildlife Sanctuary

9344 County Road 59

Troy, AL 36081

334-735-2950

Wildlife Society, Alabama Chapter

Route 7, Box 131

Andalusia, Alabama 36420

334-222-7779

Other Agencies/Organizations

Alliance to Save Energy



202-857-0666 fax: 202-331-9588

Alternative Energy Resource Organization

25 S. Ewing, Room 214

Helena, MT 59601

406-443-7272 fax: 416-442-9120

American Association of Zoological Parks and

Aquariums

Oglebay Park

Wheeling, WV 26003

304-242-2160

American Cave Conservation Association

American cave and Karst Center

P.O. Box 409

Horse Cave, KY 42749

502-786-1466 fax: 502-786-1466

American Cetacean Society

P.O. Box 2639

San Pedro, CA 90731

310-548-6279 fax: 310-548-6950

American Coal Foundation

918 16th St., NW, Suite 404


American Council for an Energy Efficient Economy



202-429-8873 fax: 202-429-2248

American Fisheries Society

5410 Grosvenor Lane, Suite 110

Bethesda, MD 20814-2199

301-897-8616 fax: 301-897-8096

American Forest Foundation



202-463-2462 fax: 202-463-2461

American Forests - Global Releaf program

P.O. Box 2000


202-667-3300 fax: 202-667-7751

American Gas Association

1515 Wilson Boulevard

Arlington, VA 22209

American Geographical Society

156 5th Ave., Suite 600

New York, NY 10010-7002

212-242-0214 fax: 212-989-1583

301

American Geological Institute

5220 King St.


703-379-2480 fax: 703-379-7563

American Humane Association

63 Inverness Dr., E.

Englewood. CO 80112

303-792-9900 fax: 303-792-5333

American Institute of Professional Geologists

7828 Vance Dr., Suite 103

Arvada, CO 80003

303-431-0831

American Iron and Steel Institute

attention: Education Cooperation Services

1000 16th St., NW


American Mining Congress

1920 N St., NW, Suite 300


202-861-2800 fax: 202-861-2846

American Nature Study Society

5881 Cold Brook Rd.

Homer, NY 13077

604-749-3655

American Petroleum Institute

1220 L St., NW


202-682-8000

American Rivers



202-547-6900 fax: 202-543-6142

American Society for Environmental History

Center for Technology Studies

New Jersey Institute of Technology

Newark, NJ 07012

201-596-3334

American Society of Agricultural Engineers

2950 Miles Rd.

St. Joseph, MI 49085

616-429-0300 fax: 616-429-3852

American Society of Agronomy

Crop Science Society of America

Soil Science Society of America

677 South Segoe Rd.

Madison, WI 53711

608-273-8080 fax: 608-273-2021

American Society of Mammalogists

Bell Museum of Natural History

University of Minnesota

Minneapolis, MN 55455

Americans for Energy Independence



202-466-2105 fax: 202-466-2108

Amoco Teaching Aids

P.O. Box 1400K

Dayton, OH 45414

Animal Protection Institute of America

2831 Fruitridge Rd.

Sacramento, CA 95822

916-731-5521 fax: 916-731-4467

Animal Welfare Institute

P.O. Box 3650


Appalachian Mountain Club

5 Joy St.

Boston, MA 02108

617-523-0636

Biomass Energy Research Association



1-800-247-1755

Caretta Research Project

Savannah Science Museum

4405 Paulsen St.

Savannah, GA 31405

912-355-6705 fax: 912-355-0182


46 Prince St.


716-271-2550 fax: 716-271-0606

302

Center for Holistic Resource Management

5820 Fourth St., NW


505-344-3445 fax: 505-344-9079

Center for Marine Conservation

1725 Desales St., NW, Suite 500

washington, D.C. 20036

Children’s Rainforest, The

P.O. Box 936

Lewsiton, ME 04240

Climate Protection Institute

5833 Balmoral Cr.

Oakland, CA 94619

510-531-0100

Conservation International

1015 18th St., NW, Suite 1000

Washington D.C. 20036

202-429-5660 fax: 202-887-5188

Defenders of Wildlife

1244 19th St., NW


202-659-9510 fax: 202-833-3349

Delta Waterfowl Foundation

102 Wilmot Rd., Suite 410

Deerfield, IL 60015

708-940-7776

Earthtrust

25 Kaneohe Bay Dr., Suite 205

Kailua, HI 96734

808-254-2866 fax: 808-254-6409

EARTH WATCH

Office of Public Affairs

P.O. Box 403N

Watertown, MA 02272

617-926-8200 fax: 617-926-8532

Energy Research Institute

6850 Rattlesnake Hammock Rd.

Naples, FL 33962

813-793-1922 fax: 813-793-1260

Environmental Action

6930 Carroll Ave., Suite 600

Takoma Park, MD 20912

301-891-1100 fax: 301-891-2218

Environmental Education project

19600 S. Molalla Ave.

Oregon City, OR 97045

Environmental Media Corporation

P.O. Box 1016

Chapel Hill, NC 27514

919-933-3003 fax: 919-942-8785

Florida Solar Energy Center

300 State Road 401

Cape Canaveral, FL 32920

Friends of the Sea otter

140 Franklin st., Suite 309

Monterey, CA 93940

408-373-2747

Fund for Animals, The

200 W. 57th St.

New York, NY 10019

212-246-2096 fax: 212-246-2633

Georgia-Pacific Corporation

Educational Services

133 Peachtree St., NW

Atlanta, GA 30303

Hawk-Watch International, Inc.

P.O. Box 35706

Albuquerque, NM 87176-5706

505-255-7622 fax: 505-255-1755

Inform

381 Park Ave., South

New York, NY 10016

212-689-4040 fax: 212-447-0689

Institute for Environmental Education

18554 Haskins Rd.

Chagrin Falls, OH 44023-1823

212-543-7303 fax: 246-543-7160

Marine Technology Society

2000 Florida Ave., NW, Suite 500


303

Mississippi-Alabama Sea Grant Consortium

Caylor Building

Gulf Coast Research laboratory

Ocean Springs, MS 39564

Missouri Botanical Garden

P.O. Box 299

St. Louis, MO 63166

National Audubon Society

801 Pennsylvania Ave., SE


National Clearinghouse on Dev. and Env. Education



New York, NY 10038

National Council for Geographic Education

16A Leonard Hall

Indiana University of Pennsylvania

Indiana, PA 15705

National Consortium for Environmental Education

and Training

School of Natural resources and Environment

University of Michigan

430 East University Ave.

Ann Arbor, MI 48109

National Energy Foundation

5160 Wiley Post Way, Suite 200

Salt Lake City, UT 84116

801-539-1406

National Food and Energy Council

409 Van Diver W., Suite 202

Columbia, MO 65202

314-875-7155


17th and M St., NW


National Parks and Conservation Association

1015 31st St., NW


202-223-6722

National Wildflower Research Center

2600 FM 973

North Austin, TX 78725

National Wildlife Federation

1400 16th St., NW


National Wildlife Refuge Association

10824 Fox Hunt Lane

Potomac, MD 20854

301-983-1238

National Zoological Park

Smithsonian Institute


Natural Resources Defense Council, Inc.

40 West 20th St.

New York, NY 10011

North American Bluebird Society

P.O. Box 6295

Silver Spring, MD 20906

Oceanic Society, The

Executive Offices

1536 16th St., NW


Rainforest Action Network

450 Sansome, Suite 700


Resources for the Future

1616 P St., NW



Office of Environmental awareness

S. Dillon Ripley Center, Suite 3123


202-357-4797 fax: 202-786-2557

Soil Conservation Society of America

7515 N.E. Ankeny Rd.

Ankeny, Iowa 50021-9764

304


Center

P.O. Box 4524


505-262-1862

Student Conservation Association

P.O. Box 550

Charlestown, NH 03603

603-543-1700 fax: 603-543-1828

Tennessee Valley Authority

Division of Land and Economic Resources

1A16 Old City Hall Complex

Knoxville, TN 37902

615-632-6449

Trout Unlimited

501 Church St., NE

Vienna, VA 22180

703-281-1100

Union of Concerned Students

26 Church st.

Cambridge, MA 02238

617-547-5552 fax: 617-864-9405

Wildlife Conservation International

New York Zoological Society

185th St. and Southern Blvd.

Bronx, NY 10460-1099

718-220-5141

World Resources Institute

1709 New York Ave, NW


410-516-6963

World Society for the Protection of Animals

P.O. Box 190

Boston, MA 02130

617-522-7000 fax: 617-522-7077

World Wildlife Fund/Conservation Foundation

1250 24th St., NW


Directory

OTHER ENVIRONMENTAL SOURCES

305

Federal Government Agencies/Organizations

Army Corps of Engineers


20 Massachussets Ave., NW


202-272-0010



House Appropriations Committee



202-255-2771

House Interior Committee



202-255-2761

House Merchant Marine and Fisheries Committee



202-255-4047

House Public Works and Transportation Committee

U.S. House of Representatives.


202-255-4472

National Institute for Occupational Safety and Health

U.S. Department of Labor

200 Constitution Ave., NW


202-343-4953

Senate Commerce, Science and Transportation

Committee

U.S. Senate

Washington. D.C. 20515

202-224-5115

State Agencies Organizations

Alabama Cooperative Extension Service

State Headquarters


205-826-4444

Alabama Farmers Federation P.O. Box 11000


334-288-3900

Alabama Handicapped Sportsmen

44 Huntington Place

Northport, AL 35476

205-339-2800

Alabama Hiking Association

P.O. Box 4311


Alabama Solar Association

Route 3, Box 160

Decatur, AL 35603

Alabama State Museum of Natural History

University of AL, Department of Archeology

13075 Moundville Archaeological Park

Moundville, AL 35474

205-371-2266

Bureau of Tourism and Travel

401 Adams Ave., Suite 126


Dothan Landmarks Foundation, Inc.

P.O. Box 6362

Dothan, AL 36302

334-794-3452

Exploreum Museum of Discovery

1906 Springhill

Mobile, AL 36607

334-476-6873

306

Friends of Little River

P.O. Box 111

Mentone, AL 35984

205-634-4510 or 205-634-4066

Ruffner Mountain Nature Center

1214 South 81st St.


205-833-8264

Sierra Club, Alabama Chapter

22 Hilltop Estates

Northport, AL 35476

205-339-4692 or 205-348-6695

Sierra Club, Alabama Chapter

Montgomery Group

P.O. Box 70031


Vulcan Trail Association

Attention: Office Central

P.O. Box 19116

Birmingham, AL 35219-9116

205-933-4170


American Association for the Advancement of

Science

133 H St., NW


202-326-6640 fax 202-371-9526

American Camping Society

Bradford Woods

5000 State Road 67, North

Martinsville, IN 46151-7902

American Chemical Society

1155 16th St., NW


202-872-4600 fax: 202-833-7732

American Litteral Society

Highlands, NJ 07732

908-291-0055 fax: 908-872-8041

American Nature Study Society

5881 Cold Brook Road

Homer, NY 13077

607-749-3655

American Red Cross

1730 D St., NW


202-737-8300

American Society of Agricultural Engineers

2950 Niles Road

St. Joseph, MI 49085

616-429-0300 fax: 616-429-3852

American Society of Civil Engineers

345 East 47th St.

New York, NY 10017

1-800-548-2723 fax: 212-705-7300

Anheuser-Busch Companies, Inc.

Department of Consumer Awareness and Education

One Busch Place

St. Louis, MO 63118

Call your local distributor

Asbestos Information Association/North America

1745 Jefferson Davis Hwy., Suite 406

Arlington, VA 22202

703-412-1150 fax: 703-412-1152

Association for Experimental Education

P.O. Box 4625

Denver, CO 80204

Association of Interpretive Naturalists, Inc.

Central Business Office

6700 Needwood Rd.

Derwood, MD 20855

Bureau of Outdoor Recreation

DEpartment of Interior

18th an C St., NW


Center for Emergency response Planning

Workplace Health Fund

815 16th St., NW, Suite 301


202-842-7833 fax 202-393-0623

307

Center for Safety in the Arts

5 Beekman St.

New York, NY 10038

212-227-6220

Citizens for a United Earth

1880 Route 64

Ionia, NY 14475

716-624-3673

Coalition for Education in the Outdoors

Box 2000, SUNY College at Cortland

Cortland, NY 13045

607-753-4971

Council on Economic Priorities

30 Irving Place

New York, NY 10003-2386

212-420-1133 fax: 212-420-0988

Council on Outdoor Education

1900 Association Dr.

Reston, VA 22091

Cousteau Society, Inc., The

870 Greebrier Cr., Suite 402

Chesapeake, VA 23320-2641

804-523-9335 fax: 804-523-2747

Development Education Program

Office of the Publisher

The World Bank

1818 H St., NW, #T8082


Earth Island Institute

300 Broadway, Suite 28


415-788-3666 fax: 415-788-7324

Edison Electric Institute

Education Service Department

701 Pennsylvania Ave., NW


Epcot Teachers Center

Walt Disney World

P.O. Box 10000

Lake Buena Vista, FL 32830

Friends of the Earth Foundation, Inc.

1045 Sansome St.


Humane Society of the United States

2100 L St., NW


202-452-1100 fax: 202-778-6132

International Council for Outdoor Education

P.O. Box 17255


Izaak Walton League of America, Inc., The

P.O. Box 824

Iowa City, IA 52244

League of Conservation Voters

1707 L St., NW, Suite 550


202-785-8683 fax: 202-835-0491

Monitor

1506 19th St., NW


National Association of Biology Teachers

11250 Roger Bacon Dr., #19

Reston, VA 22090

National Council for Social Studies

3501 Newark St, NW

Washington. D.C. 20016

National Education Association

1201 16th St, NW


National Science for Youth Foundation

130 Azalea Dr.

Roswell, GA 30075

National Science Teachers Association



Outdoor Biology Instructional Strategies

Lawrence Hall of Science

University of California

Berkeley, CA 93305

308

Planetary Society, The

65 North Catalina Ave.

Pasadena, CA 91106

818-793-5100

Project ROSE

University of Alabama

Box G

Tuscaloosa, AL 35487

1-800-452-5501 or 205-349-4878

Rails-to-Trails Conservancy

1400 16th St., NW, Suite 300


202-797-5400 fax: 202-797-5411

Safari Club International

4800 West Gates Pass Rd.

Tucson, AZ 85745

Seventh Generation

Catalog Requests Department

Colchester, VT 05446-1672

1-800-456-1177

Thames Science Center

Gallows Lane

New London, CT 06320

401-849-5952

Union of Concerned Students

26 Church St.

Cambridge, MA 02238

World Food Day

1001 22nd St., NW, Suite 300


World Game Institute

University City Science Center

3508 Market St.


215-387-0220

Worldwise Schools

United States Peace Corps

1990 K St., NW


Discovering Alabama Program GuideDiscovering Alabama, a public television series, highlights the natural features and environmental issues of

the state. Host Dr. Doug Phillips explores natural features on location by means of backcountry hiking and

canoeing. Produced for general audiences, Discovering Alabama is also designed as an interdisciplinary

teaching. Teachers’ Guides have been published for several of the videos, and others are being developed.

The series is a production of the Alabama Museum of Natural History in cooperation with Alabama Public

Television.

Mobile-Tensaw Delta

Just south of Mobile Bay lies Alabama’s Mobile-Tensaw Delta, named for the juncture of the Mobile and

Tensaw Rivers. Among U.S. river deltas, the Mobile-Tensaw is second in size to the Mississippi River Delta.

It, like other major river deltas of the world, has served as a natural attraction to early adventurers and as a

globally significant wetland. Host Dr. Doug Phillips canoes the delta to examine its historical role in the

exploration and settlement of the New World and its present status as a remarkable natural resource

increasingly subject to competing human uses.

Cheaha Mountain/Talladega National Forest

The Talladega Division of the Talladega National Forest contains the southernmost reaches of the Appalachian

mountain chain, which extends approximately eighty miles into northeast Alabama and includes the state’s

highest peak, Cheaha Mountain, elevation 2,420 feet. Host Dr. Doug Phillips hikes several miles along the

Chinnabee Silent Trail, a footpath constructed in the Talladega National Forest by scout troops from the

Talladega School for the Deaf. Along the way, Phillips describes local history and explores many of the

natural features of the area. He is joined by a group of elementary school students who climb Cheaha

Mountain with him and discover the value of learning in the wondrous classroom of the outdoors.

Cahaba River

Host Dr. Doug Phillips canoes a segment of the Cahaba River in northern Bibb County where the Cahaba lily

grows, describing many natural features of the river and stopping for a close-up look at the rare lily. Joined by

a fisheries biologist from the Alabama Department of Conservation and Natural Resources, Dr. Phillips

discusses a number of concerns about environmental changes along the river. This program is the first of two

Discovering Alabama programs featuring the Cahaba River. A second program, entitled the Cahaba River

Watershed, explores the full length of the Cahaba and examines changes affecting the entire watershed.

Southeast Alabama/Wiregrass Region

Because southeast Alabama lacks prominent features like the mountains of north Alabama or the beaches of

coastal Alabama, it is a region that is sometimes overlooked by those seeking such natural attractions.

However, in this program, Dr. Doug Phillips reveals that the southeast part of the state is quite rich in natural

qualities with their own special wonder. Phillips travels across several southeast Alabama counties exploring a

variety of unique features from the historically and biologically significant wiregrass region to the caves and

sinkholes of adjoining limestone areas and visits the Conecuh National Forest.

309

Oakmulgee Division/Talladega National Forest

Host Dr. Doug Phillips sets out from his own tract of Tuscaloosa County farm and forestland into the

adjoining Oakmulgee Division of the Talladega National Forest. With camera crew in tow, Phillips invites

viewers on a casual interpretive walk across the Oakmulgee to the National Forest Recreation Area, Payne

Lake. Along the way, he examines a variety of plants and animals that live in the Oakmulgee and discusses

the importance of maintaining such forestlands.

Lake Guntersville State Park

Few places can match Alabama’s Lake Guntersville State Park for its combination of mountainous natural

setting and full scale accommodations for recreation. Dr. Doug Phillips explores both of these and other facets

of the park’s popular appeal, giving particular emphasis to the potential of the area’s natural surroundings for

helping to recover the endangered bald eagle, America’s national symbol. Included is a visit with the park

naturalist, who leads a group of children on an interpretive nature walk and discusses the importance of

environmental education for America’s youth.

Coastal Alabama-Natural Diversity

Alabama’s coastal area, though relatively small in size, is diverse in natural qualities. Series host Dr. Doug

Phillips journeys across most of Alabama’s coastal region exploring the area’s rivers, bays, swamps, marshes,

and beaches, together with numerous resident plant and animal species. He is joined at various points by local

naturalists and wildlife officials to discuss environmental change in the region.

Coastal Alabama-Environmental Issues

Host Dr. Doug Phillips highlights a range of primary environmental issues when he revisits coastal Alabama

and examines several of the leading causes of environmental change in the region. Included are interviews

with local experts who add their perspectives to the discussion of activities such as farming, forestry,

commercial fishing, and overall growth and development on the coast of Alabama.

Tannehill State Park

Tannehill Ironworks Historical Sate Park has one of Alabama’s best displays of buildings, tools, and other

lifeway artifacts dating from the period of early European settlement to the time of the first iron making in the

state. Host Dr. Doug Phillips presents many of these important cultural features in the context of the park’s

natural features. Phillips explores Alabama history through visits with teachers at the park’s “living history”

classroom, discussions with craftsmen who have reconstructed historical log buildings, and visits to the park’s

unique Iron and Steel Museum of Alabama.

Little River Canyon

Host Dr. Doug Phillips hikes the seventy-mile length of the Little River from its northeast origins near the

Alabama-Georgia state line into the final fifteen-mile segment of Little River Canyon. Along the way Dr.

Phillips describes the river and the canyon, discusses various features of the area, and recounts several points

of local history. The show’s opening segment recreates the mid-19th century experience of Union troops who

encountered the impassably deep Little River Canyon by surprise as they hurried through Alabama with

Confederate troops in pursuit.

310

Caves of Alabama

With almost 3,000 caves, Alabama ranks among only a few states that have such an abundance of

subterranean wonder. Host Dr. Doug Phillips takes viewers on an actual exploration of an unmapped cave in

north Alabama. During the journey, Phillips and an accompanying caving expert encounter many common

features of caves and discuss how caves are formed, the diversity of geological and biological features that

occur in caves, and the history and location of caves in Alabama.

Oak Mountain State Park

More than 10,000 acres in size, Oak Mountain State Park is Alabama’s largest state park. The park also

happens to be located only minutes from Alabama’s largest city, Birmingham. Host Dr. Doug Phillips leads

viewers on a hurried escape from the crowded urban scene of downtown Birmingham to the serene setting of

Oak Mountain with its forested ridges, valleys, streams, and abundant wildlife. Phillips discusses the

geological origin of Oak Mountain, its early history, and the natural attractions of the area as he hikes through

the remote reaches of the the park. Later, he is joined by a Birmingham area teacher and her students who

regularly visit the park for nature study.

Locust Fork River

Dr. Doug Phillips takes a personal journey when he canoes part of the Locust Fork River in a nostalgic return

to the site of his childhood home. But as Southern writer Thomas Wolfe observed in his novel, You Can’t GoHome Again, things change - for better or worse. On this journey, viewers will learn of the river’s past and

explore crucial questions about its future. For much of this century, the Locust Fork was familiar only to the

residents of its immediate watershed. In recent times, the river has gained attention as more Alabamians

recognize its uncommon appeal and as more citizens have grown concerned about changing land practices

that pose environmental threats to the river.

Moundville

This video features Moundville Archaeological Park and the mound-building Indian culture of the prehistoric

Mississippian Period that lasted from around A.D. 1000 to 1550. The program examines the symbols, beliefs,

and the lifeways of this once dominant southeastern culture and traces two centuries of archaeological study

attempting to understand these early Native Americans and the significance of their earthen mounds. This

video links the science of archaeology with the timeless human quest to understand the meaning of life. The

story of Moundville offers a unique opportunity for interdisciplinary instruction in history, social studies,

science, geography, and environmental education.

Alabama’s Natural Diversity

Alabama often has been viewed as a backwoods region without sophistication. Yet many high-growth urban

areas in our country have become synonymous with a stressful lifestyle often associated with noise, traffic,

pollution, and crime. In comparison, Alabama’s backwoods are no longer equated with being backward. This

video presents an overview of Alabama’s natural qualities from the state’s Appalachian highlands to its coastal

wetlands. Alabama’s great variety of terrain, of wild habitats, and of native plants and animals ranks the state

among the most naturally diverse in the nation. As other parts of our country lose their native natural qualities,

Alabama’s wildlands help to make our state exceptional.

311

Geological History of Alabama

This video presents a brief overview of the geological history of Alabama and describes natural resources in

the state. As far back as the 18th century, geologists from other countries were attracted to Alabama by reports

of the region’s diverse geology. Since then, researchers have pieced together the history of how the landscape

and life forms found in Alabama have changed over time. This video follows those changes, from the Earth’s

formation through the major geological eras (Paleozoic, Mesozoic, and Cenozoic) of the fossil record, and

concludes with the recent scientific question of whether industrial societies cause environmental changes that

may accelerate geological change.

A Walk in the Woods

The fields, streams, and woods that once surrounded our schools are being replaced rapidly by shopping areas

and adjoining parking lots, while bulletin boards, overhead projectors, and computers are now the primary

sources of information. In this video, viewers take a walk in the backwoods and encounter nature on a basic

level, a theme which runs throughout the video using quotations from famous Native Americans. Even with

the many material advances of our industrial society, we remain dependent upon fundamental processes in

nature. The program does not seek to deny the value of technology; rather, the video’s essential purpose is to

underscore the importance of remembering that our natural environment is the basis of life.

Alabama Forests

Alabama is one of the most forested regions in the world. The state contains scores of forest communities that

provide an abundance of natural habitats, home to a great variety of native plants and animals. A healthy

forest is more than merely a collection of trees. It is a setting in which the whole is greater than the sum of its

parts because its parts - soil, water, wildlife, various plants and trees - work together to form a self-

perpetuating natural community, or ecosystem. This video describes the importance of forests in Alabama

while also exploring forest history and key concerns for the future of Alabama’s forests.

Dauphin Island

Dauphin Island is unique among barrier islands because of its special natural qualities and its important role in

the history of American settlement. The island has a diversity of natural habitats including marshlands, forests,

and lakes. The island also attracted a variety of early explorers including the Spanish, the French, and the

English. This video presents both the natural and the human history of Dauphin Island and describes the

forces of geological change to barrier islands. The video concludes by looking at environmental changes

occurring to the island from modern growth and development and examines the question of how to manage

such activities for the island’s future.

Black Warrior River

The Black Warrior River has been prominent in the history and development of Southeastern societies since

the emergence of prehistoric cultures many thousands of years ago. In fact, the river’s name was taken from

the famous Native American Chief Taskalusa (derived from the words tasska and luska meaning black

warrior) who encountered the De Soto expedition in 1540. This video recalls the history of the Black Warrior

River from the time of early human settlement to the present. We examine the river both in terms of its

environmental role and its economic importance, with special focus given to the river’s changing status since

the construction of a series of dams and locks completed earlier this century.

312

The Sipsey Wilderness

This video explores Alabama’s Sipsey Wilderness Area and tells about the environmental controversy

associated with a citizen campaign to preserve the Sipsey in the 1970s. Efforts to gain federal protection for

the Sipsey Wilderness sparked an angry national debate revealing society’s conflicting desires both to subdue

nature and to preserve nature. The video traces this duality from early civilizations to the present, giving

particular focus to the rapid settlement of the American frontier. Dr. Phillips recalls the influence of 19th-

century romanticism and the emergence of a national movement for the preservation of American wilderness

regions.

Village Creek

One of the South’s earliest industrial cities is Birmingham, Alabama, a place known for its history of iron and

steel production. Often forgotten, however, is the history of Birmingham’s natural features that were essential

to the establishment of this city. One of those features is Village Creek which flows through the heart of the

Birmingham area. Village Creek was originally a pure stream extending across a fertile valley that attracted

settlers to the region for the purpose of farming in the early 19th century. As the Industrial Age advanced,

Village Creek changed dramatically and has now become a prime example of how uncontrolled urban growth

can change the native landscape. This video traces the history of Village Creek and examines the value of

urban planning as a means of maintaining a high quality of life in urban areas and preventing environmental

degradation.

Wildlife History

Our nation is rooted in a rich, natural heritage that helped define our national identity. Central to this heritage

is the history of our society’s changing relationship with wildlife. This video gives an overview of Alabama’s

role as a national leader in wildlife conservation and restoration.

Red Hills Salamander

This video follows a team of research scientists as they go on an actual search for the Red Hills salamander

and examine the ecological significance of this threatened species. Private landowners, along with wildlife

officials, develop strategies to conserve the salamanders’ habitat.

Horse Pens 40

Located atop Chandler Mountain in St. Clair County, this site is a unique ring of large rocks forming a natural

corral, used by Indians and settlers for gathering horses, and today operated as a commercial attraction. This

video shows the cultural values and natural beauty of historical Horse Pens 40.

Alabama Adventure

Using beautiful nature footage from throughout Alabama, this special presentation is a visual feast

accompanied accompanied by a continuous musical background for viewers who delight in Alabama’s forests,

beaches, fields, mountains, rivers, flora and fauna.

313

314

Long Leaf Ecosystem

Experts now believe that the Long Leaf ecosystem was at one time the single largest forest ecosystem in the

south. This video highlights on-going efforts to better understand and perpetuate the Long Leaf Ecosystem.

Wetumpka Impact Center

In an 1891 report, state geologist, Professor Eugene Allen Smith, noted that the area around Wetumpka was

“structurally disturbed”. In this video, Dr. Phillips, along with expert geologists, examine evidence that

suggests the altered landscape around Wetumpka is the result of an ancient asteroid collision.

Alabama Trees

In this program, host Dr. Doug Phillips takes an autumn stroll through Alabama woods to introduce viewers to

individual members of the forest community and answer the commonly asked question, “shat kind of tree is

this?”

Native American Festival

This show reflects on Alabama’s native heritage as we learn the importance of the Native American Festival

held each year at Moundville Archeological Park. The show features Native Americans as they demonstrate

arts and crafts unique to the Indian culture, play games from long ago and listen to stories about primary

tribes, tribal territories, and basic lifeways.

Arboretums

Highlighted in this video are four of Alabama’s arboretums and their significant contribution to the

preservation of our native plants and trees.

Mobile River Basin

Few places boast such an abundance of freshwater as our state of Alabama. Join host Dr. Phillips for a

journey across 44,000 square miles of the Mobile River Basin, a freshwater drainage encompassing most of

Alabama.

Fort Morgan

Visit historic Fort Morgan and witness an active archaeological dig, take a trek through an ancient maritime

forest and witness the capture, banding, and release of migratory birds. Fr. Phillips talks to local residents in

presenting the past and considering the future of Fort Morgan Peninsula, one of Alabama’s best coastal

wonders.

315

Fort Toulouse/Jackson

Take a journey back in time for a visit to Fort Toulouse/Jackson State Park and the park’s annual Frontier

Days Festival. Meet Alibamous Indians, French soldiers, Davey Crocket, Andrew Jackson’s regiment, and

converse with 18th century botanist William Bartram while also learning about the natural appeal of the

location.

Sipsey River Swamp

Launch a canoe with Dr. Doug and discover the wild allure of the Sipsey River Swamp. The 100-mile long

Sipsey River is one of Alabama’s few remaining unimpounded rivers, much of it surrounded by river-bottom

swamp.

Forever Wild

Alabama’s “Forever Wild” land conservation program is recognized nationally for its effectiveness in

protecting significant wildlands. This video reflects on the history of how the “Forever Wild” program was

established and tells how Alabamians can participate in promoting such land conservation.

Dugger Mountain Wilderness

The Dugger Mountain Wilderness contains Alabama’s second highest peak, Dugger Mountain, and is one of

several federally designated “wilderness areas” in the state. In this program, Dr. Phillips hikes through the

wilderness as he follows the Pinhoti Hiking Trail. Along the way, he encounters many natural wonders while

considering the citizens, scientists, and government officials interested in protecting the area.

Earth Day

This video visits Selma, Alabama to join the local school system’s annual celebration of Earth Day.

Interviews with teachers, students, parents and various officials highlight the significance of this national day

of environmental appreciation and give special emphasis tot the importance of environmental education

throughout the school year.

Tuscaloosa County

The era of “new south” progress has brought important improvements to the southern region. However, parts

of the South are also experiencing rapid growth and development that could threaten such traditional southern

qualities as abundant natural surroundings and a comfortable pace of life. This video examines Tuscaloosa

County, Alabama as an example of a southern community affected by accelerating new-south growth and

faced with the challenge of managing this change so as to protect local rural and environmental values.

Alabama Soils

Host Dr. Doug and faithful companion Turkey journey across Alabama to examine the seven major soil areas

of the state and learn about the more than 300 soil types associated with these areas. Guest experts discuss

the vital ecological function of healthy soil and highlight the importance of Alabama soils to the state’s

economic and environmental health.

Learning Through Legacyvii 3-5 Correlation Chapter 1 Ecology MATHEMATICS In The Know (pg 3) No Salt,...

Documents

Transcript of Learning Through Legacyvii 3-5 Correlation Chapter 1 Ecology MATHEMATICS In The Know (pg 3) No Salt,...