This document presents an interdisciplinary course and workshop that aims to develop a better understanding of cooperative learning, interdisciplinary curriculum, and earthquakes among the participants. Students are encouraged to develop their own math and environmental education curriculum. An exercise on earthquakes and power law frequency are…

This paper presents a study that identifies the needs of environmental education and explores innovative teaching methods in the Northern Kentucky Region. The main focus of this paper is a needs assessment which was conducted by teachers to determine the priority of environmental education programs and the training needs of teachers. Results…

This lesson, which is based on a field trip to Lowell, Massachusetts, focuses on Lowell's preeminence as a textile weaving center beginning late in the 18th century. The lesson offers advice for managing the tour group, provides historical background on Lowell, the textile industry, and the United States and the world in general at the time, and…

This field trip program, three 45-minute hands-on workshops and a 30-45-minute interpretive tour, provides students with the opportunity to explore the many ways that the Industrial Revolution significantly changed modes of U.S. work, lifestyle, and land use. The workshops complement one another by exploring different aspects of these changes.…

As technology evolves and the economy changes, greater demands will be placed on the workforce of the future. Myriad opportunities are and will be available to those who have the knowledge and the skills to meet those challenges. Afterschool programs offer a key opportunity to expose students to ideas and teach them skills that can unlock doors to…

Describes a semester-long field trip in which 26 students of the University of Colorado studied the geology of the western United States. Only four of the participating students were geology majors. (JR)

Describes a high school biology program which successfully utilizes team teaching. Outlines the advantages of team teaching and how it is used in the large group lecture-discussion situation, with small groups in the laboratory and on field trips. (JR)

Describes interdisciplinary team teaching of an environmental studies course at Dickinson College which involves a physicist, a philosopher, an anthropologist, a theologian, and 15 community members. Physical scientist's roles and students' responses to the course are discussed. (CC)

Describes a high school science activity designed to give students an opportunity to observe scientific work in the community. Students were released from classes to visit laboratories, pharmacies, workshops and industries in the local community, and were later required to report on their findings. (JR)

Advocates the establishment of a field study center in South Australia for the training of primary and secondary school teachers in the methods of conducting field studies. (JR)

Discusses the objectives, content, and activities of the course Interactions of Environmental Engineering and Society'' conducted by the Engineering School of the University of Louisville for elementary and secondary science teachers. Indicates satisfactory results from students' and related administrators' responses. (CC)

Describes a class project of elementary students and their teachers, and how both learned about tidal zones and the marine life inhabiting them. (RK)

The virgin forests supply a wealth of knowledge and information concerning soil conditions, climate, etc. which can be readily ascertained from simple experiments. (DF)

By investigation it can be shown that life partnerships are founded on the collaboration between each species of animals and plant-life, and that only those species which integrate themselves into the whole can find their natural places in a forest. (DF)