Acknowledgments |
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xiii | |
Introduction Ecology---A Pathway to Connecting With Nature |
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xv | |
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Part One Connecting with Nature, an Ecological Approach---Goals. Activities. Field Trips. Nature Stories. Nature's Driving Force for Change |
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Chapter 1 Early Memories and the Nature Connection |
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3 | (4) |
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Chapter 2 Goals of an Ecological Approach |
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7 | (6) |
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Chapter 3 Developing Awareness and Exciting Interest |
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13 | (48) |
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Start Early---Begin With Children |
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13 | (2) |
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The "Solo" Experience---Alone With Nature |
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15 | (3) |
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18 | (2) |
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Note Taking and Writing Skills |
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20 | (1) |
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A Case for Nature Drawing |
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21 | (3) |
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Science and the Search for Meaning |
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24 | (1) |
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Developing Accuracy in Observation and Description |
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25 | (1) |
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Activity: Rediscovering the Leaf |
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26 | (3) |
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29 | (5) |
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Activity: Getting Acquainted With the School's Biota |
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34 | (1) |
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35 | (2) |
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Activity: Creating a Nature Area |
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37 | (3) |
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Activity: Live Animals in the Classroom |
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40 | (3) |
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The Importance of Soil and the World of Small Living Things |
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43 | (1) |
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Frogs and Their Life Stages |
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43 | (2) |
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Activity: Studying Frogs and Tadpoles |
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45 | (1) |
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Marking Wildlife for Field Recgnition |
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46 | (4) |
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Gardens for Learning and Food |
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50 | (1) |
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Learning From the Past---A Historical Background and Beyond |
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51 | (3) |
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The Values of Local Food Production |
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54 | (1) |
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Gardens for Nourishing the Mind as Well as the Body |
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54 | (2) |
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Untended "Gardens" and the Teaching of Ecological Principles |
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56 | (5) |
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Chapter 4 Learning From Successful Cooperative Models |
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61 | (6) |
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The Barstow School District Nature Program |
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62 | (5) |
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Chapter 5 Listening In on a Naturalist's Experiences |
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67 | (52) |
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Nature Walks and Activities |
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68 | (1) |
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Woodcraft Ranger Guide Conference |
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69 | (2) |
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Activity: Antlion Pitfall Trap |
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71 | (1) |
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71 | (3) |
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Two Activities: Clockweed in Action |
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74 | (2) |
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Combining Works of Nature and Man |
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76 | (3) |
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Humans and the Importance of Soil |
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79 | (1) |
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The Off-Road Vehicle Onslaught |
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80 | (2) |
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Developing Reverence for the Soil---A Lesson in Antiquity |
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82 | (2) |
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84 | (4) |
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Interacting With Animals in the Field |
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88 | (4) |
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Activity: Imitating a Great Horned Owl |
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92 | (1) |
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Playing Parent to Baby Horned Larks |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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Locating Animals by Triangulation |
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96 | (1) |
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Tracking and Animal Signs |
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97 | (5) |
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102 | (2) |
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Nighttime Observing: Searching for Eyeshines |
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104 | (1) |
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105 | (1) |
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Activity: Photographing Birds |
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106 | (1) |
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107 | (1) |
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108 | (3) |
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Activity: Lizard Noose Construction and Use |
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111 | (3) |
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Activity: Photographing the Captive |
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114 | (1) |
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Activity: Using Tonic Immobility to Quiet Lizards |
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115 | (1) |
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Activity for the Insect Enthusiast: Making an Insect Net |
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116 | (1) |
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A Final Word on Insects: Saving Butterflies |
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117 | (2) |
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Chapter 6 Evolution: Nature's Driving Force for Change |
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119 | (18) |
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The Factors Involved in Natural Selection |
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120 | (1) |
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Learning About Exponential Growth (the Biokrene) |
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120 | (2) |
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Activity: A Hands-On Reality Check |
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122 | (3) |
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Natural Selection: A Graphic Demonstration |
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125 | (1) |
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Activity: Selection for Concealing Coloration |
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126 | (2) |
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Real-World Examples of Natural Selection |
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128 | (1) |
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Ring Species---A Snapshot of Evolution in Progress |
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129 | (4) |
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Perhaps an Answer for Those Who Question the Existence of Missing Links |
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133 | (4) |
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Part Two Nature Bonding: Impedimenta and Hopeful Prospects |
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Chapter 7 The High Cost of Ecological Illiteracy |
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137 | (8) |
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138 | (1) |
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An Excessively Human-Centered Perspective: Causes and Consequences |
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138 | (3) |
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141 | (2) |
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143 | (2) |
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Chapter 8 Hopeful Prospects: A Historic Message That Almost Succeeded |
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145 | (8) |
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147 | (6) |
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Part Three Suggestions for Some Educational Priorities |
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Chapter 9 Educational Responses |
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153 | (10) |
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Establishing and Maintaining the Nature-Centered Educational Program |
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156 | (7) |
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163 | (6) |
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167 | (2) |
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Appendix: Other Successful Models for Teaching Nature Study |
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169 | (20) |
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East Bay Municipal Utility District (EBMUD) Biological Survey |
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170 | (3) |
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East Bay Park's Naturalist Program |
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173 | (3) |
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Orinda School District and Wagner Ranch Nature Area |
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176 | (3) |
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Mojave Max, the Spokes-Tortoise for the Clark County Desert Conservation Program |
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179 | (4) |
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Dr. Dirt's Life Lab---An Environmental Education Program With Emphasis on Soil Food Webs |
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183 | (4) |
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Science and the Search For Truth: Who Is Dr. Dirt? |
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187 | (2) |
Reading List |
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189 | (8) |
Index |
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197 | |