Describes a nature walk through a college campus to locate an undisturbed ecosystem among the parking lots, sidewalks, and perfectly landscaped vegetation. (BC)

Provides information on school-year field trips and visits to environmental centers. Also provides suggestions on preparing students and teachers' for the trips, lesson planning, and teaching in the field. Problems related to class discipline on trips and teachers feeling lack of knowledge are considered. (BC)

Describes the school programs, teacher workshops and other activities of four environmental education centers: Audubon Center, Greenwich, Connecticut; Whitetail Environmental Center, New Cumberland, Pennsylvania; Junior Museum and Nature Center, Lee County, Florida; and Wave Hill Center for Environmental Studies, Bronx, New York. (WB)

Describes marine education programs at the elementary and secondary levels in the New York City area. The city's extensive coastline and numerous learning centers comprise one of the richest educational resources in the country for studying the marine environment. (Author/WB)

Describes the efforts of the Toronto Board of Education in providing both day and residential programs for students. Relates how the field facilities promote the goals of teaching about, for, and from the environment. Mention is also made of the board's encouragement and support of field tripping and summer programs. (ML)

Discusses how school grounds can be used as a resource to relate textbook concepts to everyday life and to understand interrelationships which exist in the outdoors. Possible school ground learnings considered include topics related to weather and weather prediction; changes (aging, growth, decay); geology; temperature; water; and recycling. (BC)